Teaching Plan for Book 5 (新课标版高二英语上册教案教学设计)

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篇1：Teaching Plan for Book 5 (新课标版高二英语上册教案教学设计)

东莞中学英语组

英语科： 谢永青

11月1日（汇总）

Teaching Plan for Book 5

Unit1 Great Scientist (Reading)

Teaching Goals:

1. Enable the Ss to familiar with some famous scientists and their contributions.

2. Enable the Ss to learn how to organize a scientific research.

3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .

Difficult points

1. How to grasp the main idea of each paragraph / part & each passage.

2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

1. Discussion methods to make the Ss understand what they’ve learned in class.

2. Pair work of group to get every student to take part in the teaching-and-learning activities.

3. Competition and role-play method to arouse the Ss’ interest

4.

Teaching aids

The multi-media (see a short movie about how to treat burn from ppt.)

Teaching procedures

I. Warming up

1. Lead-in 1) Show a picture of AIDS logo to lead in the subject-AIDS ?

Are you familiar with this red ribbon?

What’s it related to? ? What doesn’t it mean? Do you know?

(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)

2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them?

What is their job besides acting?

Is it just the problem in China?

(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)

2. Brain storming

Q1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.

(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)

3. How much do you know about AIDS?

1) Pair work-questions for discussion ? What’s the full name of AIDS?

Can AIDS be transmitted? ? In what ways can it be transmitted?

What kinds of people are likely to get AIDS?

Do people with AIDS look healthy at first?

Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)

2) AIDS QUIZ (individual work)

1) AIDS quiz (p.49)?check students? knowledge about AIDS.

2) Picture quiz ?

Can the AIDS virus transmitted via the following routes?

Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)

1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?

2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint)

3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.

III. Talking (Optional) Role play:

Work in groups. Imagine that the headmaster of a school has found out that one of the students has H

IV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)

IV. Homework

1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.

2. Learn the new words of this unit by heart.

The Second Period GOALS:

To practice supporting and challenging an opinion.

To practice listening comprehension.

TEACHING PROCEDURES

I. Revision

Do you still remember this logo? What can you learn from it?

Q1: Do you remember what it means?

Q2: In what ways is AIDS transmitted?

II. Speaking

1. Pre-speaking

1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions- ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.

2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)

3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS

1. How many AIDS patients all over the world? Where are they? And are they young or old?

2. What kinds of social problems can AIDS cause?

3. How about the situation in China? ? About drugs

1. Is the use of drugs such as heroin, serious? Why do you think so? 2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?

2. What kinds of danger can it cause to our body?

3. Can you think of the other dangers of smoking? ? About drinking

1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.

2. Can drinking cause some problem to our body? What are they?

3. Will drinking cause some social problems? Give some example.

T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.

2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or challenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ? If I were you, I would ? 3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read the passage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).

The Third Period

GOALS:

? To learn more knowledge about AIDS.

? To help students understand the attitudes and spirits of living with disease ? To learn some useful language point

I. Pre-reading

Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but there’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you.

II. While-reading

Questions:

Q1: How did cancer change the writer’s life?

Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?

Q3: Do their experiences strike you?

Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.)

III. Writing

Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to follow

Step one: think about your past days: what were some events that made you very happy? What made you very sad?

Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).

Step three: talk about the happy and sad things to your partner, with reference to the timeline.

Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.

Step five: work out an outline of what you are going to write.

Step six: read an example

Step seven: begin to write.

IV. Homework

1. Write an essay about an important event in your life.

The Fifth Period

GOALS: ?

To learn about some antonyms ?

To practice using some useful words and phrases in the text

TEACHING PROCEDURES

I. Lead-in

Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way

Q1. Do you still remember Xiaohua?

Q2. What has happened to her?

Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)

II. Learn and practice using some antonyms

1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.

2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible

3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)

1. In February some people got ____ a strange disease and died within a month.

2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.

3. People think it a serious crime to attack _______ children.

4. AIDS can be transmitted by having ______ sex.

5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.

III. Practice using some useful words and phrases in the text.

(Translate the following sentences with the help of Chinese or italic words.)

1. The doctor ______ (诊断)my illness as a rare skin disease.

2. He has _______ （恢复）from his bad cold and can go out tomorrow.

3. The disease makes her realize how _______ （宝贵）life is.

4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.

5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）

6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）

7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.

8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）

The Sixth Period

GOALS: ?

To learn the Subjunctive Mood?

To make students get familiar with the Subjunctive Mood and master it by using it in different situations

TEACHING PROCEDURES

I. Lead-in

1) Show students the picture of Xiaohua and ask them two questions:

Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)

Q2. How was she infected with AIDS? (She was infected by birth.)

2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.

1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.

2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?

3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.

II. More Situations

1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?

2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?

3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?

III. Homework

1. Finish all the grammar exercises on SB and WB

2. Review the whole unit

Teaching Plan for Book 5

Unit2 The United Kingdom.

Teaching Goals:

1. Get the students to know the information about the United Kingdom.

2. Encourage the students to talk out what they know about the UK and Ireland.

3. Help the students learn to get information by listening.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

5. Discussion methods to make the Ss understand what they’ve learned in class.

6. Pair work of group to get every student to take part in the teaching-and-learning activities.

7. Competition and role-play method to arouse the Ss’ interest

Teaching procedures

Step 1 Warming up

1.Lead-in

(1) What do you think of Dongguan? Which place impresses you most?

(2) A. There are not many visiting places in Dongguan as it is a newly-developed city. But what about our country? Think what words youll need to describe a country and then give a brief description of China.

B. There are many famous places in China. Think out one and describe it, letting others guess which place it is.

2. Show pictures of some famous places of China. Ask: Where are they taken?

3. Show pictures of some places of the British Isles and ask the students where they are taken. Then tell the students to say something they know about these places.

4. (1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/ England/ Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)

(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in the UK and the names and the locations of different parts and counties and rivers.

(3) Then ask the students to look at some cities in the UK and to name them.

5. Group work:

(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Show some famous examples.)

(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in the UK and Ireland.

Step 2 Listening

1. The teacher talks more about the languages in the UK and Ireland. Then ask the students to talk more about the education in the UK.

2. Ask: How are classes arranged in schools in the UK?

3. (1) Listen to the tape and tick the sentences which are true.

(2) Listen to the tape and fill in the timetable below.

(3) Listen to the tape and answer the following questions.

Step 3 Extension

1. Talk about our own timetable.

2. Have a discussion about the similarities of the timetables in our country and the UK and also tell the differences between them.

Step 4 Homework

Find more information in relation to the UK and Ireland on the Internet.

The second period Speaking

Teaching Goals

Train the students spoken English

Improve the students ability of imagination and debate

Practice expressing agreement and disagreement

Increase participation and learn from each other.

Teaching Procedures

Step 1 Talking about hot topics

1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens

2. Talk about the 28th Olympic Games

3. Talk about their favorite athletes

Step2 Group theme debates

Of the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes

1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?

2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?

3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?

Step3 Tips on how to express agreement and disagreement

Step5 Homework

Preview the reading passage

The third period Reading

Teaching goals

Get the students to know more about the British Isles and learn more new words and their usages.

Teaching procedures

Step 1 Presentation

Show the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )

Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.

Step 2 Fast reading

Get the students to skim the passage and match the paragraphs and the topics.

Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.

Step 3 Careful reading

Ask the students to read the passage carefully and decide whether the following sentences are true or false.

( ) 1. Many people around the world study English, and they know a lot about British culture.

( ) 2. Great Britain is made up of four countries.

( ) 3. The island of Britain is separated from France by the English Channel.

( ) 4. Scotland is colder throughout the year, but receives less rain.

( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.

( ) 6. The southern part of Ireland is now an independent republic.

( ) 7. In modern time, people throughout the British Isles only speak English.

Step 4 Discussion

Show the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?

Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.

Step 5 Homework

Write a short passage about the Dachen Isles.

The fourth period Grammar and Language study

Teaching goals

1. Learn about the appositive clause.

2. Identify noun clauses.

3. Enable students to use new words.

Teaching procedures

Step 1 Review the vocabulary and complete the sentences.

a. Students work in pairs first.

b. The teacher check the answers.

Step 2 Brainstorming

a. Review the text and present the appositive clause by asking questions:

1.What impresses you most in the passage ?

The fact that impresses me most.

2.What have you already known before reading the passage ?

I have known the fact that

3.Did you hear any news about Britain recently ?

I heard the news that

b. Collect answers as many as possible ,reminding students

of sentence structure if find errors.

Step 3 Grammar Explanation

a. Get students to identify the clauses .

c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.

1.The news that the plane would take off on time made everybody happy.

2.The news that is spreading around the airport is that a heavy storm is coming.

3.The suggestion that students should learn something practical is worth considering.

4.The suggestion that they are considering is that students should learn something practical.

c. The teacher offers explanation if necessary.

Step 4 Tell the function of the following sentences.

1.The idea that Great Britain is made up of three countries Corner ,Big Ben and the Tower of London is past.

2.The fact that Great Britain is made up of three countries is still unknown to many.

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

4.Some people feel that Wales is an ancient fairy land.

5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.

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

Step 5 Consolidation

Consolidate what have been learned by doing further exercises.

The Fifth Period Integrative Skills

Teaching Goals:

1. Learn to describe the countryside, the cities, the people and their life by reading the passage.

2. Learn things about the city Salisbury.

3. Know more about Britain.

4. Cultivate the students’ abilities of concluding and reasoning.

Teaching procedures:

Step 1: Lead in

Teacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?

Who wrote the story?

Do you know something about Daniel Defoe?

Step 3 Extension

1. More to know about life in Britain: When talking about life in England, we just can’t miss one thing---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be found

with names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!!

(A video clip is presented about a pub.)

About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.

2. Let the students say something about the British Isles as far as they know.

Step 4 Homework:

Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:

1. Choose any place you know or you like and write a short passage about it.

2. With the help of the Internet, try to collect as much information as possible and make a PowerPoint presentation in the next period.

Teaching Plan for Book 5

Unit3 Life in the Future

Teaching Goals:

1. Predicting the good and bad changes in the future.

2. imagine the alien creatures.

Teaching procedures

Step 1 Revision

1 Check the homework exercises.

2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?

Step 2 Presentation

S. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.

Step 3 Reading

Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.

Step 4 Dialogue

Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.

Notes:

a People have been talking of it a lot recently.:

Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.

b I simply don‘t know. = I honestly don’t know.

c Right now = At this moment

d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).

e The majority of people = Most people

f a number of people = quite a lot of people

g out of work = do not have jobs

h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.

i I can see the problem. = I understand the problem.

j is likely to happen = will probably happen

k It‘s quite likely: Quite emphasizes likely and increases the possibility.

Step 5 Practice

Demonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.

Step 6 Workbook

After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.

Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.

When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.

Step 7 Consolidation

With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.

I believe you’re right.

What are the problems then?

What do you think is likely to happen?

Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.

A: I think the company will buy more land.

B: I believe you‘re right.

A: But it isn’t likely that the manager will make a decision soon.

B: What are the problems then?

With an ordinary class, just practice the dialogue in Part 1 again.

Homework

Finish off the Workbook exercises.

Teaching Plan for Book 5

Unit 4 Making the news

Teaching Goals:

1. Enable the Ss to get some knowledge about basic procedures of making the news.

2. how to make newspapers of TV programmes.

3. Talk about news and the media.

4.. Practise expressing opinions.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

1. Discussion methods to make the Ss understand what they’ve learned in class.

2. Pair work of group to get every student to take part in the teaching-and-learning activities.

Teaching procedures

The First Period

Teaching Aims:

1. Learn and master the following words and phrases: media, reliable, fire, face, difficulty, elect, go up, burn down, injure.

2. Practice expressing opinion using the following:

What do you think of…?

What's your opinion?

Why do you choose…?

Perhaps…is more important.

I would rather choose.…

I don't think we should choose…

Maybe it would be better to choose…

Our readers want to know about…

3. Talk about news and the media.

4. Train the students' listening and speaking abilities.

Teaching Important Points:

1. Master the useful words and expressions appearing in this period.

2. Train the students' listening and speaking abilities by talking about news and the media.

Teaching Difficult Points:

1. How to help the students understand the listening material exactly.

2. How to help the students finish the task of speaking.

Teaching Methods:

1. Listening-and-answering activity to help the students go through the listening material.

2. Individual, pair or group work to make the students finish each task.

Step I Greetings and Lead-in

T: Good morning/afternoon, class.

Ss: Good morning/afternoon, Miss/ Mr. X.

T: Sit down, please. Being the members of the society, we all cares for/about what happens around us or even what happens at home and abroad. How can you do so?

Ss: By reading newspapers and magazines, watching TV programmes,

listening to the radio.

T: Are there any other ways? Think it over.

Ss: By a website.

T: Yes. It’s also a way to learn about the world. What do you call these things which help us know about to the world?

Ss:新闻媒体

T: In English, we call it news media. First, let's learn the new words in this period. Look at the screen.

(Teacher first asks some students to read the words on the screen. Correct the Ss' mistakes in pronunciation. Then teacher gives brief explanations. At last, let the Ss read and remember them for a while.)

Step Ⅱ Warming up

T: Well, now please open your books at Page 9. Warming up first. Look at each of the pictures and tell me which kind of news media it shows?

Ss: The first picture shows a website; the second one shows radio; the third one shows TV programmes; the fourth one shows magazines; the fifth one shows newspapers.

T: Quite right! Now, please work in groups of four and discuss the five questions below the pictures. A few minutes later, I’ll check your answers. OK?

Ss: OK.

T: You can begin now.

(A few minutes later. )

T: Are you ready now?

Ss: Yes.

T: Which group would like to talk about the first question? Choose one member of your group to answer the question.

S1: I think TV is the most reliable among the news media. TV consists of a series of lively consecutive pictures. For the people

who want to know what is exactly happening, a picture responds better to offer the truth of a fact than the mere words upon a page. It can offer an unique function of seemingly on-the-spot feeling, which is not available to the other media.

T: The second question?

S2. I think TV programmes are easy for most people to understand. Radio, can only be heard and sometimes can’t be picked up clearly. Newspapers and magazines are only useful for people who can read. Websites have many different pages, but you should be careful

to read some of the pages. who can read. Website have many different pages, but you should be careful to read some of the pages.

T: The third question?

S3 : I will check other sources.

T: The fourth question?

S4: Every morning, the newspaper chief editor and the journalists discuss the main events of the day. Reporters are then sent to cover the events. They usually do some interviews and then check the information. They must work very fast. Later in the day, everything is put together at the news desk. Then the editors read the stories and make any necessary changes and choose a good title for eachstory. At last, they print them quickly and deliver them. Making a magazine is more or less the same as making a newspaper. But the articles in a magazine are more like stories, which are writtenby all kinds of writers. Magazines are not published as quickly as newspapers.

T: The last question?

Ss: News broadcast, newspaper, magazine, radio programme, website,

report, reporter, editor, interview, write articles…

Step Ⅲ Listening

T: Next, let's come to the Listening. We are going to listen to two parts of conversations. The first part is an interview; the second part is a dialogue. Now, look at Exercise 1:

Listen carefully towhat is said and tick the information you hear in each part. If necessary, I'll play it twice. (Teacher begins to play the tape, and checks the answers after listening. Then ask the students to finish the rest of the tasks. )

T: OK. Now, please listen to each part once again and then work inpairs to talk about the questions in Exercises 2,3,4 and 5. Are youclear?

Ss: Yes.

(Teacher allows them enough time to talk about the questions. Thenask some students to say their answers.)

Step IV Speaking

T: Well, now it's time for us to be the editors of a newspaper. Here is a list of ten things that happened today. Look at the screen. (Teacher shows the screen and read through the list to the whole class.)

200 people died in an earthquake in Turkey.

China beat Brazil 5-1 in football.

France elected a new President.

Three children from your city were killed.

Someone robbed a bank in Shanghai.

Food prices are going up.

A house in your town burned down. Nobody was injured. 2 000 people in your city were happy today and moved into new buildings. A Chinese scientist has invented a new car engine that does not pollute the air. There is a rumor that a large company wants to build a factory in your town:

(Bb :go up, burn down)

T: Now, you've known the ten things, but you only need to report

five of them. So, first decide which events you are going to put in your newspaper. Then give reasons for your choices and compare with your classmates. Work in groups of four or five. And the following expressions on the screen can help you with your dialogue. After a while, I'll ask some of you to act out your dialogue.

(Teacher shows the screen. )

What do you think of'…?

I would rather choose.…

What's your opinion?

I don't think we should choose…

Why do you choose…

Maybe it would be better to choose…

Perhaps… is more important.

Our readers want to know about….

(Teacher goes around the Ss and checks their work. If necessary, teacher may join in them. )

Teaching Plan for Book 5

Unit5 First Aid for Burns (Reading)

Teaching Goals:

1. Enable the Ss to get some first aid knowledge

2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.

3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .

Key Teaching Points

How to improve the Ss’ reading ability.

Difficult points

1. How to grasp the main idea of each paragraph / part & each passage.

2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

4. Discussion methods to make the Ss understand what they’ve learned in class.

5. Pair work of group to get every student to take part in the teaching-and-learning activities.

6. Competition and role-play method to arouse the Ss’ interest

Teaching aids

The multi-media (see a short movie about how to treat burn from ppt.)

Teaching procedures

Step1. Lead-in

Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid

Step2. Pre-reading

Show the Ss the picture of Pre-reading on P33 and ask them the following questions:

What has happened?

What sort of injuries the child will have?

What kind of first aid would you perform?

Step3. Fast reading

Let the Ss read the passage fast and then find out the answers to the questions

1. What will the passage be about?

2. What do they tell you about the passage?

3. In which order are these topics covered in the text? Number them from 1 to 5.

____ the three types of burns

____ what to do if someone gets burned

____ the purpose of skin

____ the symptoms of burns

____ how we get burns

Step4. Detailed reading

1). Tell if the following statements are true or false:

1. Our skin has three layers.

2. We will never get burned by the sun.

3. Burns are divided into three degrees according to the degree of pain.

4. Third degree burns are the most serious and painful.

5. Put cool water on any burns to cool them.

6. Don’t rub the burns

7. It’s better that you put some butter or oil on burns.

2). Answer the questions

1.Why should you put cold water on a burn?

2.Why doesn’t a third degree burn hurt?

3.Why do you think clothes and jewellery near burns should be removed?

4.If someone has a third degree burn, why might you see tissue?

3). Read the text again and then find out how many parts there are and the main idea of each part:

Part1. The purpose / function of skin

Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals

Part3. Types of burns: First degree burns, Second degree burns, Third degree burns

Part4. Characteristics of burns

Part5 First aid treatment

3). Finish off Comprehending Ex2&3

Step5. Words competition

Have a competition to check the Ss’ words spelling

Step6. Making a first-aid kit

An activity to let the Ss know what are included in a first-aid-kit

A well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.

Step7. Role play

Work in pairs to act out how to place an emergency call for help

Step8. Summary

This passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.

Step9. Homework

Search as much information as you can about first aid

www. healthy. net/clinic/first aid/

kids health. org/parent/first aid_ safe/

篇2：Unit1 Teaching plan(新课标版八年级英语上册教案教学设计)

Lesson One

一、基本目标：

句型：

1）Welcome back!

2) Let me call your names.

日常交际：May I …?

I’m sorry.

It doesn’t matter.

二、教具：

录音机，大白纸（写上全班同学的姓名）、一张教师节卡片

三、教学设计：

Step 1 Part 1 Read and say

Say “Welcome to school! Everybody!”

拿出事先准备好的写有全班姓名的白纸，教授a piece of paper 之一短语及其他部分生词。

Teacher: What’s this in English?

Students: It’s a piece of paper.

Teacher: I have all your names on this piece of paper. Now let me call your names.

引导学生猜测这些句子的意思。

引导听录音，听前提问

Who is their English teacher?

Does he know the students’ names?

放一段录音，回答。之后集体跟读对话三遍（见媒体素材音频类：第一课课文跟读）

根据教材中的图片提问：What can you see in the picture?

Who is late? Why?

播放Part 1的视频，再让学生回答问题（见媒体素材视频类：Lesson 1 Part 1）

重点内容总结：

先由学生在书上自己找出用笔画上，再由教师带领，挨个说出，最后教师总结

Step 2 Part 2 Read and act

1）教师拿出准备好的卡片，说：Today is September 10th, Teachers’ Day.

这时学生会说：Happy Teachers’ Day, Mr./Miss …

学生们把自己准备好的贺卡拿出来送给教师。

2）放录音，问学生：What does Mr. Wu get? Who give him?

3）放对话跟读材料，让学生跟读对话（见媒体素材音频类：第一课课文跟读）

4）让学生仿照对话进行表演。可先欣赏这部分对话的场景视频。（见媒素材视频类：Lesson 1 Part 2）

Step 3 Practise

仿照课文对话，让学生进行表演。

Step 4 Exercise

练习：写张贺卡：注意

受贺人的称呼写在卡的左上方

贺词写得简短些，表达感谢及祝愿的话。

祝贺人的签名在卡的右下方。

参考用语：

Happy Teachers’ Day!

Thank you for teaching us so well.

Thank you for your help.

Thank you for your hard work.

Best wishes to you.

We wish you a happy Teachers’ Day.

Lesson 2

Teaching Objectives:

掌握本课的词汇和交际用语；

了解英国如何取名的，其名字的意义，如何称呼一个英国人，了解中国人的名字和英国人的名字的不同表达。

Language Focus:

think about/of, talk about, give a talk, That’s a good idea. Why don’t you …, the difference between…and…

English names (three names): a first name, a middle name and family name.

given name, full name, call me Jim, be short for

Properties: Tape recorder, overhead projector，视频素材

Teaching Procedures:

Step 1 Revision

Revise What’s your name? My name’s … etc.

如果学校有外籍学生的话，让学生注意他们的名字与我们的名字有什么不同。

Step 2 Presentation

Ask a student What’s your name? Teach full name and explain the meaning of call.

Giving an English name and a Chinese name, explain the difference between English names and Chinese names. 可以播放视频素材Difference between Chinese and English names .asf。

Step 3 Read and say

Play the tape for the students to listen, Ask What is Jim thinking about?

Explain give a talk and talk about，播放视频素材：关于give a talk短语的讲解 .asf，关于think about的讲解 .asf

Teach the phrase “think about” by gestures and some sentences. eg. Teacher frowns and thinks as well as saying “I’m thinking about the homework for today.”或播放视频：关于think about的讲解 .asf讲解think about

播放视频素材：关于why don't表示建议的讲解 .asf，解释why don't的用法。

Play the tape again for the students to repeat. Have them practise the dialogue in pairs.

Step 4 Reading

Say Jim is going to talk about English names. Ask How many names do English people usually have?

Play the tape for the students to listen and find the answer.

Explain the meaning of for short.

Discuss Chinese names: What do Chinese people call each other for short?

Explain how to call an English name:

People use Mr., Mrs., Ms or Miss with their last names.

播放视频：关于如何称呼英国人的讲解进行分析讲解

Then Explain the different between Chinese names and English names.

Play the tape again, get the students to answer these questions:

1. How many names are there in a full name? What are they?

2. What’s the order of these names?

3. Which name is not often used?

4. What are the titles used together with names? How to use them?

Step 5 Exercises in class

Let them do the culture comparing exercise.

English name: James Allan Green

Chinese name: Zhang Cheng

In the English name, family name is 1 , it s also called 2 or 3 name. The given names are 4 5 . The name not very much used is 6 . it’s also called 7 name.

In the Chinese name family name is 8 , it s also called 9 or 10

name. The given name is 11 . It's also called 12 name.

The answers: 1.Green 2.last 3.surname 4.James 5.Allan 6.Allan 7.middle 8.zhang 9.first 10.surname 11.cheng 12.last

Step 6 Homework

1. compare the difference between Chinese names and English names.

2. Finish off the workbook exercises.

The design of blackboard:

Lesson 3

Teaching Objectives:

了解一些英美人的名字的缩写；

巩固现在进行时的运用。

Language FOCUS:

a lot (of) , many, much the present progressive tense

Properties: Tape recorder, cards with English names

Teaching Procedures:

Step 1 Revision

Show the cards with English names for students to tell which is family name, given name, how to call them.

Ask the students What’s your full name? What do your parents call you for short?

Step 2 Practise

Showing the English names cards, Ask Is … (name) a boy’s name?

Get the students to talk about the names in pairs after a model.

A: Do you know if Mary is a girl’s name?

B: Yes, it is a girl’s name/I m not sure, etc.

Point out the full and short forms of names. Practise the other question froms and answers in the same way.

Then. let them practise in pairs.

Step 3 Presentation

Teacher: What’s your name, please?

Students: My name is Zhang Da Min.

T: Can I call you Da Min?

S: Yes. (Sure)

S: What’s your name, please?

T: My name is Elizabeth, you may call me Liz, that’s short for Elizabeth.

Step 4 Read and act

Play the tape for students to listen, and ask Where is Sun Huifang from?

Have the students read the dialogue.

Then get them to work in pairs and act out the dialogue in pairs, they may use their own names or make - up names.

Step 5 Ask and answer

Have the students look at the picture and ask and answer questions about the picture.

- What is the boy doing?

- Which boy?

- The boy standing by the window.

- Oh, he’s cleaning the window.

Call individual student to the front, and make an action for the students to guess.

-Are you dancing?

-Yes, I am./No, I am not. (I'm not)

Step 6 Exercises in class

Write out the questions

The boys are having a football lesson on the playground.

① Who - ?

② What - ?

③ Where - ?

Answers: ① Who is having a football lesson on the playground?

② What are the boys doing on the playground?

③ Where are the boys having a football lesson?

Step 7 Homework

1.Describe the picture in present progressive tense.

2.Finish off the workbook exercises.

The design of blackboard

Lesson 4

Teaching Objectives:

Grasp the pronunciation of some letter clusters and understand the article.

Language Focus:

[ :] er, ur, ir, or, ear [a:]ar, a(ss),al [ u:]ou, ow

make sb sth, - make sth for sb try to do sth not…any more ask sb to do sth What are you going to do?

Properties: Tape recorder, Overhead projector, cards

Teaching Procedures:

Step 1 Review

1. Revise English names.

Give some names for them to say which is the family name and which is the given name. And how to use the titles Mr./ Mrs./ Miss/ Ms. Remind them that the titles can only be used with a family name.

2. Revise the Present Continuous Tense by showing a picture or miming an actions. Get the students to describe What he/she is doing?.

Step 2 Spelling and pronunciation

Play the tape for the students to listen and repeat.

Practise these sounds individually before practicing the whole words.

Show the students a flashcard with more words and ask them to pronounce the word written on it.

Step 3 Listening:

Play the tape for the students to listen.

播放课件：课文听力，Ask them to do the WB Ex.3.

Step 4 Read and act

Teacher: What are you going to do on Saturday?

Student: I’m going to…

T: Can you make a card?

S: Yes, I can.

T: Will you please show us your card?

S: Sure!

T: Oh, it’s really a nice card.

Play the tape for the students to listen. Then get the students to read and act out the dialogue in pairs.

Explain Where are you going? I’m going to ….

Play the tape again, and ask the questions:

① What does Tom’s mum want him to do?

② Can he do it? why? or why not ?

③ What is the idea Mum thinking out for Tom?

④ Do you think it’s a good idea?

Then get the students to act the dialogue out in pairs.

Step 5 Writing

Have the students write a dialogue in pairs. Then have several pairs read their dialogues for the class.

Step 6 Reading

Play the tape for the students to listen. Ask these questions:

Where is Phillip living?

How do people sometimes spell his name?

What name does Wang Jinging want to give Phillip?

Let the students read the text by themselves and answer the questions.

Then have the students work in small group to come up with a Chinese name for Philip.

Step 7 Checkpoint

Revise the Simple Present Tense and Present Continuous Tense.

Explain the difference between them.

Practise the useful expressions.

Step 8 Exercises in class

1. Read these word, pay attention to their pronounciation.

① bird ② part ③ grass ④how ⑤ trousers ⑥world ⑦ learning ⑧ clerk ⑨ birthday ⑩ blouse

2. To introduce Phillip in 40 words.

Step 9 Homework

1.Make an English name for yourself and make a name card to be placed on the desk.

2. Finish off the workbook

4. Go through the checkpoint.

The design of blackboard

Lesson Four, the fourth lesson [ :] er, ur, ir, or, ear [a:]ar, a(ss),al [ u:] Where are you going? I’m going to … Where is Phillip living? How do people sometimes spell his name? What name does Wang Jingjing want to give Phillip?

篇3：Teaching plan of Unit5 SectionA(新课标版八年级英语上册教案教学设计)

Section A

一、主要词汇：

consequence, jeans, let in, organize, bike, you’ll= you will

二、语言目标：

1. I think I’m going to stay at home. If you do, you’ll be sorry.

2. When is a good time to have the party?

3. I think I’ll ride my bike. If you do, you’ll be late.

4. I’m going to the school party.

三、语言结构：

1．If 引导的条件状语从句；

2．情态动词should的用法；

3．句型I think I’ll ride my bike. If you do, you’ll be late.

I think I’m going to stay at home. If you do, you’ll be sorry.

I’m going to the dance with Karen and Ann.

If you do, you’ll have a great time.

---Are you going to the party?

---Yes, I am. I’m going to wear my new jeans.

You should wear your cool pants.

四、学法向导

1． 学会讨论在某些条件下可能会产生的影响。即If you do, you’ll …等；

2． 注意条件状语从句中主句的从句的时态；

3． 了解参加晚会的一些基本常识；

4． 根据上下文培养理解能力和基本的逻辑思维能力。

五、教学过程

I 请本地教师组织教学，学生小组活动

1a

（教师）1. Read the instructions.

（教师）2.Point out the four pictures and ask students to tell what they see..

（教师）3. Ask two students to read the conversation in the speech bubbles in the first picture.

（教师）4. Say, Now read the statements and responses in the box. Match the statements with the responses you think make sense.

（教师）5. Answer any questions students may have about vocabulary.

（学生）6. Students match the statements and responses.

1b

（教师）1.Say, You will hear four conversations. Each conversation will give you the matching responses for one of the four sentences..

（教师）2. Play the recording. Say, Check your answers to activity 1a.

（教师）3.Talk about the answers together.

（答案）

1. d 2.a 3.b 4.c

（听力材料原文答案）Tapescript

A: I think I’m going to wear jeans to the party.

B: If you do, the teachers won’t let you in.

A: I think I’m going to stay at home.

C: If you do, you’ll be sorry.

A: I think I’m going to take the bus to the party.

B: If you do, you’ll be late.

D: I think I’m going to go to the dance with Karen and Ann.

C: If you do, you’ll have a great time.

1c

（教师）1. Read the instructions.

（教师）2. Ask two students to read the example in the sample dialogue in activity 1c. Say, You will work with your partner. Make a conversation using the things that are happening in the picture.

（教师）3.Ask several pairs of students to say their conversations to the class.

II 放完第二段视频后，

① 请本地教师组织教学，学生小组活动

2a

（教师）1.Read the instructions with the students.

（教师）2 Students complete the task.

（教师）3. Check the answers.

（答案）a. 3 b. 1 c.2 d.6 e.4 f.5

（听力材料原文答案）Tapescript

Andrea: Hi, Mark. I want to have a class party. Will you help me organize it?

Mark: Sure, Andrea. I can help you. So when shall we have the party?

Andrea: Let’s have it today after class.

Mark: No, today is too early. If we have it today, half the class won’t come.

Andrea: Okay, let’s have it tomorrow.

Mark: Hmm…There’s a test tomorrow. Students will leave early to study for their tests. Let’s have it on the weekend.

Andrea: Okay, let’s have it on Saturday afternoon. We can all meet and watch a video.

Mark: No, I don’t think we should watch a video. Some students will be bored. Let’s play party games.

Andrea: Okay, good idea. Can you organize the party games?

Mark: Sure, I can do that. And can you make some food for us?

Andrea: Yes, that’s no problem.

2b

（教师）1. Read the instructions.

（教师）2. Play the recording again.

（学生）3. Students complete the task.

（教师）4. Check the answers.

（答案）

Half the class won’t come.

Students will leave early to study for their tests.

Some students will be bored.

Mark is going to organize the party games.

Andrea is going to make some food.

2c

（教师）1.Draw attention to the sample dialogue.

（学生）2. Students complete the task.

（教师）3. Check the answers.

② 全班讨论

Ask students to work in small groups. Ask each group to write down as many sentences like those in the Grammar Focus as they can. See which group can think of the most sentences. Count how many each group has. Have the groups read their sentences to the class. Write original sentences on the board and discuss the sentences with the class.

III 放完第三段视频后，

请本地教师组织教学，学生小组活动（教师）1. Read the instructions. Point out the notice from the principal. Then point to the dialogue. Say, First read the notice from the principal. It is about a school party. Then fill in the blanks in the dialogue.

（教师）2.Ask different students to read one line each of the dialogue to the class..

（教师）3.Read the dialogue to the class saying blank each time you come to a blank line.

（教师）4. Then say, Now read the notice again and fill in the blanks.

（教师）5. As students work, move around the room offering help where needed.

（答案）

1. the school party

2. I’m going to

3. The teachers won’t let you in.

3b（教师）1. Read the instructions.

（教师）2. Point out the words in the box. Say, You will be using the words in this box and the notice from the principal to make conversations.

（教师）3. Ask two students to read the example in sample dialogue in activity 3b. Say, In your conversations, tell what will happen if the student does what he or she is planning to do. Ask students to give some possible ways to complete the last sentence in the example.

（教师）4. Say, Now have a conversation abut the rules with your partner.

（教师）5. Ask one or two pairs of students to say their conversations to the class.

4

（教师）1. Read the instructions.

（教师）2.Ask two students to read the sample dialogue..

（教师）3. Ask another one or two students to suggest other charity events. Pick a topic of current interest in the news.

（教师）4. Ask students to complete the work in pairs.

.（教师）5. Ask a few students to share sample conversations.

注：黑色的斜体字是老师在课上组织教学时所用到的语言。

篇4：Teaching plan of Unit4 SectionA(新课标版八年级英语上册教案教学设计)

Section A

一、主要词汇：

surprise, skill, message, suppose, graduate, volunteer, experience, knowledge, border

report, pass, suppose, send, love, copy, aid, complete, gain

simple, thin, average, nervous, disappointing, true, lucky, mad, hard-working, lazy

二、语言目标：

1. He said he was mad.

2. She told me she would call me tomorrow.

3. He said he could speak three languages.

4. He said he was having a party for Lana.

三、语言结构：

1．直接引语与间接引语之间的转换；

2．掌握情态动词can 表示“能力”的用法‘

3．学会运用各种时态。

四、学法向导

1． 学会将直接引语转换为间接引语；

2． 学会用间接引语转述他人的话；

3． 各种时态要分清楚；

4． 形容词的用法。

五、教学过程

I 请本地教师组织教学，学生小组活动

1a

（教师）1. Points to the TV screens in the picture and have students read the words in those TV screens.

（教师）2. Point to the four questions in the box and red the questions to the class again. Then help students form small groups. Say, Now answer these questions and talk about some soap operas.

（教师）3. After five minutes, talk about the questions with the whole class. Ask students from different groups to tell what they talked about in their group. Focus on the ideas the students are talking about. But sometimes when a student starts to tell what another student said, you can help that student make a sentence such as: Anna said she didn’t watch soap operas. Bill said people get mad on soap operas.

1b

（教师）1. Point to the TV screens in activity 1a one by one. Ask different students to look at each picture and tell what is happening.

（教师）2. Play the recording the first time. Students only listen.

（教师）3. Play the tape a second time. This time say, Now, write the numbers 1 through 4 in front of the pictures. Put a number 1 in front of the picture you hear first on the recording, and so forth.

（答案）The TV screens should be numbered in this order:

1 3 4 2

（听力材料原文答案）Tapescript

Girl 1: What did Marcia say?

Girl 2: She said she was having a surprise party for Lana on Friday night.

Girl 1: What did Marcia say?

Girl 2: She said Lana thought she was coming to her house to study.

Girl 1: What did Lana say?

Girl 2: She said she was mad at Marcia.

Girl 1: What did Lana say?

Girl 2: She said she wasn’t going to Marcia’s house on Friday night.

1c

（教师）1. Read the instructions. Say, You will be talking with your partner as you do this activity.

（教师）2. Ask two students to read the example in the sample dialogue. Then say, Now work with your partner. Ask and answer questions abut each picture in activity 1a.

（教师）3. As students talk, move around the room offering help as needed.

（教师）4.Ask several pairs of students to say a question and answer to the class.

II 放完第二段视频后，

① 请本地教师组织教学，学生小组活动

2a

（教师）1. Point to the five sentences and ask different students to read the sentences to the class.

（教师）2.Point to and read the instructions to the class. Say, You will hear a conversation between two people who are talking about a soap opera on TV. Circle true or false after each statement.

（教师）3. Point out the sample answer. Say, This is statement tells what Ben said on the soap opera. The statement is true.

（教师）4. Play the recording .

（答案）5 4 1 3 2.

（听力材料原文答案）Tapescript

A: Did you see “Young Lives” last night?

B: No, what happened?

A: Well, Ben told Lana that Marcia was going to have a surprise party for her.

B: Really? What did Lana say?

A: Well, Lana was very excited. Lana told Ben that she would go to Marcia’s hose on Friday night after all.

B: Oh. Then what?

A: Marcia called everyone and told them she wasn’t going to have the party.

B: Oh, no!

A: Yeah, then Lana called Marcia and told her that she could bring some drinks and snacks to her house on Friday night.

B: Oh, wow…and what did Marcia say?

A: She told Lana she would be glad…

2b

（教师）1. Read the instructions. Say, This time you are going to circle the actual words people in the soap opera said. Point to the sentence after number 1 and read it to the class. Then point to the speech bubble in picture 1 and say, These are the words the actor in the soap opera said. Point to the sample answer. Say, Circle the correct word here..

（教师）2. Play the recording.

（答案）1. is 2. am 3. will 4. am 5. will

2c

（教师）1. Read the instructions.

（教师）2.Point out the pictures in activity 2b. Say, Use these words and pictures as you have your conversations.

（教师）3.Then have students work in pairs.

（教师）4.Check the answers by calling on different pairs to do one question and answer each..

② 全班讨论

Ask students to act out the situation shown in the pictures. Three students pretend to be Ben, Marcia, and Lana. Draw a large TV screen on the board and have these three students sit in front of it. Two other students pretend to be the two girls watching the soap opera on TV. They can sit on the floor. Ask the soap opera characters to read a line from activity 2b. Then have one of the girls report what that actor said. Repeat for all five pictures in activity 2b.

III 放完第三段视频后，

请本地教师组织教学，学生小组活动（教师）1. Read the instructions.

（教师）2. Read the article to the class, saying blank each time you come to a blank line.

（教师）3. Ask students to fill in the blanks on their own.

（答案）

1. was

2. thought

3. told

4. was

5. wasn’t

6. going

7. wasn’t

8. would

9. told

10. wasn’t

3b（教师）1. Read the instructions. Say, You can write anything you want. What do you think Ben and Lana and Marcia will do next?

（教师）2. Ask some students to read their episodes to the class..

4

（教师）1. Read the instructions. Students work in groups of four students.

（教师）2.Ask the students to complete the role pays on their own.

（教师）3. Ask a few students to show their role plays to the class.

注：黑色的斜体字是老师在课上组织教学时所用到的语言。

篇5：Unit 4 Teaching Plan (新课标版八年级英语上册教案教学设计)

Lesson 13

Teaching Objectives:

1. Master the comparative and superlatives of adverbs.

2. the comparative forms of long adjectives.

Language Focus:

fast － faster － the fastest well － better － the best interesting － more interesting get home have to kinds of feed, to give food to

Properties: Tape recorder, overhead projector, flash动画

Teaching Procedures:

Step 1 Revision

Revise be going to.

Ask individual students to open the door, close the window and do other classroom duties. As they stand up to obey, ask What are you going to do? Then ask the class What is he/she going to do?

Step 2 Presentation

Showing the picture of a farm by the overhead projector.

Ask What is this? What can you see on the farm? What kind of work is there on the farm?

Let the students to talk about the farm.

生活在农村的学生，可以让他们谈谈自己的农场情况，有多少种动物，农场的生活情况。

Step 3 Read and act

Get the students to look at the picture on page 16 and describe it.

Teach the new words about the animals on the farm.

Play the tape for the students to listen and ask How many kinds of animals are there on the farm?

Explain the language points:

have to, the plural form of sheep.

Explain the comparative of long adjectives. Give more examples, “My coat is beautiful. Her coat is more beautiful than mine.”

Play the tape again for the students to listen and repeat.

Have them work in pairs to practise the dialogue. Then ask some pairs to act it out in front of the class.

Step 4 Presentation

Call three students to the front and say, “Mary works hard. Lisa works harder than Mary. Lucy works harder than Lisa. Lucy works hardest of the three.”

Say another group of sentences and get the students to repeat, “Linda gets up early. Kate gets up earlier than Linda. Green gets up earliest of all.”

Step 5 Read and learn

Showing the students the picture of Part 2. Let them to describe the pictures with the comparative and superlatives of adverbs

Play the tape for the students to listen and repeat and check their answer.

Step 6 Exercise

Complete the sentences.

1. 我母亲的工作是照看孩子们。

My ______ ______ is ______ ______ ______ ______.

2. 你在家得做些什么？

What ______ you ______ to ______ at ______?

3. 让我帮助你喂鸡。

______ me ______ you ______ the chickens.

4. 吉姆在他们班上每天早晨到校最迟。

Mike ______ ______ school ______ ______ in their class every morning.

Answers:

1.mother’s job, to look after children 2.do, have, do, home 3.Let, help, feed 4.gets to, the latest

Step 7 Homework

1. Make a group of sentences to compare things.

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 13wait sheephave to tractorfeed the animals slowmore interesting slower

教案点评：

利用幻灯片打出农场的图片，让学生了解农场导入本课关于谈论农场的对话的教学，通过图片的描述教学副词比较级。

Lesson 14

1． 教学目标；

（1）使学生掌握本课重点词组和单词：agree with, in winter, in summer, hear doing, play with.

（2）使学生掌握形容词和副词的比较级和最高级的用法和句型

Which do you like better, A or B? I like A better than B.

Which do you like best, A, B or C? I like A best.

（3）使学生学会介绍和比较中美两国农场的差别。

2．教具：Recorder and pictures.

3．教学过程：

Step 1 Revision

（1）写出下列单词的形容词和副词的比较级和最高级形式：High ,bright, interesting, good, beautiful, delicious, fast.

（2）出示图一：教师根据图片进行提问：

What kind of sport is it?

Which one is riding faster?

Which one is riding the fastest?

出示图片二：Who is taller? Who is the tallest in the three?

Which one is running faster?

Which one is running the fastest?

Is the second sport man running quickly?

Who is younger? Who is the youngest?

Which sports do you like better, the cycling or the running?

（3）复习第13课的对话，让学生回答以下问题：

Where do Ji Wei and Jone live?

What kind of animals are on Ji Wei’s farm?

What kind of work does he do then?

Step 2 Leading - in

Show students pictures of farms in China and America. They talk about the pictures first, then talk about the questions given in pre - reading in small groups. Teacher calls one group to do it as a model.

Step 3 Presentation

Part 1 Pre –read

（1）Show students a picture of a crowded city to teach the word “city” and a picture of countryside to teach “the country”. Draw a tractor on the blackboard and teach the word “tractor”. Ask them where people use that. Help them to say “in the country” or “in the field” or “on the farm”. Imitate the sound and teach the word “bleat”. Use a picture to teach “lake” and ask them what people can do in a lake, help them to answer “in summer, we can swim, or go fishing; in winter, We can skate on the ice.”

（2）让学生就书上的问题分组进行讨论。教师可以进行巡视指导。

（3）教师检查一组学生的讨论结果。

Part 2 Read

（1）Students read the article silently and answer questions

1. What’s the difference between Ji Wei’s farm and John’s farm?

2. Which play does Ji Wei like better, the city or the country? Why?

3. How about John?

4. Who is Cody? Say sth about Cody.

（3）学生阅读课文并找出课文中的生词和难点。教师进行讲解。

agree with, hear sb doing sth …

（4）教师让学生把这两个农场进行比较.总结相同点和不同点.

Chinese farm American farm

Small, grow more rice than American Big, grow more corn than Chinese, have more tractors and machines, have more animals

Step 4 Practice

（1）教师讲解句型：

Which do you like better A or B? I like A better than B.

Which do you like best A，B，or C ? I like A best 。

学生通过例子比较两个句型的区别。一组句型是两者这比较，另一组句型是三者这相比较。

教师可以出示一些实物如足球，篮球，排球等或红白蓝等颜色使用上句型进行叙述。

（2）Write the topic “The city or the country” on the blackboard for the students to discuss in pairs. (They may read the dialogue in the book as a model) Encourage students to use dictionaries to help them add new reasons. Point out “lots of” means “ a lot of, many.”

（3）教师出示媒体动画，学生根据媒体动画对画面进叙述，教师先只让学生看字幕和图，要求学生自己配上旁白。也可以先让学生看一遍内容然后再叙述。然后学生不再看字幕只看画面进行叙述。

Step 5 Exercise

1. Fill in the blanks.

I have a good friend who lives ① the farm.

He has many ② there, dogs, pigs, cows, etc. He uses a ③ to do the farm work , because it works faster and better. He don’t have to ④ the animals because they can find food themselves. He thinks the country is ⑤ (beautiful) than the city. He can hear the birds ⑥ and sheep ⑦ . And he often play ⑧ his dogs.

2. Compare the two farms, and two boys.

Ji Wei’s parents grow ① and ② , John’s parents grow ③ and ④ . Ji Wei likes to sit and looks at the ⑤ and ⑥ . John likes to sit and listens to ⑦ . John’s farm has a ⑧ where he often goes ⑨ in summer and ⑩ in winter.

Answers: 1. ①on ② animals ③ tractor ④feed ⑤ more beautiful ⑥) singing ⑦ bleating ⑧ with

2. ① rice ② wheat ③ corn ④ wheat ⑤blue sky ⑥ the green hills ⑦ the animals ⑧ lake ⑨ fishing ⑩skating

Step 6 Homework

（1）要求学生完成教科书90页第一题和第三题。

（2）把课文改编成一个对话

（3）To write out the article “The city or the country.”

The design of the blackboard

Lesson 14Li Wei’s farm John’s farm

use a tractor Use animals

like to sit and look at… Go fishing…

教案点评：

通过谈论运动图片复习副词比较等级的运用，展示图片引入关于中美两国农场的比较，让学生总结其特点，最后让学生谈论他们对农村和城市的看法。

Lesson 15

Teaching Objectives:

掌握形容词与副词的比较级与最高级句型的运用。

Language FOCUS:

help sb with sth like doing sth.

Eating too much is bad for you

Properties: Overhead projector, recorder

Teaching procedures:

Step 1 Revision

1. To talk about the country life.

2. Revise the comparative and superlative forms of adjectives like interesting, beautiful, etc.

Step 2 Compare

Showing the students the pictures to compare. Saying:

The car goes faster than the bike.

The train goes faster than the car.

The plane goes faster than the train.

So the plane goes fastest of all.

Ask Who works carefully in class? Help the students to answer Jim works carefully. Ask Who works more carefully than Jim? Help the students to answer Kate works more carefully than Jim. Ask Who works the most careful of all? Help the students answer Lucy works the most carefully of all.

Write the model on the blackboard

The car runs faster than the bike.

The train runs faster than the car.

The plane runs the fastest of all

Get some pairs to present their sentences.

Step 3 Practise

Students talk about the farm work they can do, write the jobs on the board “feed the animal, pick corn (wheat, etc), grow corn (wheat, etc)” Then they talk about who can do the most work, use the dialogue in the book as a model.

Give more phrases for them to use “have books” “get home early” “eat much” “run fast” “have a good time”, etc.

Step 4 Read and complete

Students do the exercise themselves and then check the answers

(The answers: older, exciting, beautiful, quickly, better, faster, longer, interesting)

Then explain some words and phrases, point out the comparative and superlative forms of adverbs ending with “ly” are “more + adverbs” and “most + adverbs”.

Step 5 Exercise in class

Complete the sentences

1. 公共汽车和轿车，哪个开得快？轿车。

Which goes__________ ______, the car or the bus? The car_______.

2. 所有人当中，我摘的玉米最多。

I can pick ________ ________ corns of ______.

3. 她喜欢住在乡下。

She likes ______ ______ the country.

4. 迈克经常读书到深夜。

Mike often reads ______ ______ ______ ______.

5. 我认为住在城市比城镇有趣得多。

I think ______ in the city is ______ ______ ______ than in the town.

6. 她经常帮她阿姨干农活。

She often ______ her aunt ______ the farm work.

Answers: 1.more quickly, does 2.the most, all 3.living in 4.until late at night 5.living, much more interesting 6.helps, with/do

Step 6 Homework

1. Preview new lessons.

2. Finish off the workbook exercises.

The design of the blackboard

Lesson 15 more the quickest the earliest The car runs faster than the bike. The train runs faster than the car. The plane runs the fastest of all

教案点评：

本课主要是以学生练习为主，通过图片展示让学生进行比较等级的训练。

Lesson 16

Teaching Objectives:

掌握比较级的用法；

掌握元音/u: / /u//uE/的发音。

Language FOCUS:

/u: / u, oo /u/ u, oo, oul /uE/ ure, ua,

What are you going to do after you leave school?

Properties: Tape recorder, pictures

Teaching procedures:

Step 1 Revision

Revise the comparison of adverbs.

My mother usually gets up earlier than my father.

My father gets up earlier than I.

So my mother gets up the earliest of all.

Step 2 Spelling and pronunciation

Play the tape for students to listen and repeat, then ask students to practise the pronunciations of these words.

Use flashcards to give more words. Get them to practise the words.

Step 3 Rhyme

Play the tape for students to repeat and recite.

Read the chant together as a class.

Then divide the class into two groups to practise the chant.

Step 4 Listening

Play the tape for the students to listen. First make sure the students understand the meaning of the passage.

Then play the tape again and answer the questions.

Step 5 Word puzzle

First explain the word haystack means a large pile of hay firmly packed for storing.

Then students find out the words in pairs.

Step 6 Reading

Play the tape for the students to listen. Ask What is John going to do after he leaves school?

Students read the text silently and ask them for the main idea of the passage.

Play the tape again and answer the following questions.

1. Where are Ji Wei and John now?

2. What are they talking about?

3. Where did they do just now?

4. What is John going to do after school? After college?

5. What does he want to learn at college?

6. Who is following them?

Explain some difficult point “college, school for higher education”, “each, every” nobody, not anybody, not anyone .

Step 7 Writing

Showing the students the picture of Aunt Peggy’s farm. Get them to look at the picture carefully. First have them talk about the picture. Then have them write one paragraph about the picture individually.

Step 8 Checkpoint

Revise the adjectival and adverbial comparatives and superlatives.

Read the useful expressions.

Step 9 Exercise in class

Complete the words, using the proper words.

Different people have different ideas.

O______ people like life in the country, but y______ people don’t. They think life in the country isn't i ______. They like to go to the c______, have dinner in the r______ and s______ and dance with their friends.

My uncle and my a______ aren't f ______, but they live in the country. They grow f______ and vegetables for f ______. Every morning they will walk r ______ the fields. They can hear b ______ singing and sheep bleating. They often say, “Life in the country is much b______ now.”

Answers: Old, young, interesting, cinema, restaurant, sing, aunt, farmers, fun, round, birds, better.

Step 10 Homework

1. To write out the description of the picture.

2. Write one passage about the city or the farm you live.

3. Finish off the workbook exercises.

The design of the blackboard

Lesson 16 What is John going to do after he leaves school?(Go to college.)

篇6：teaching plan for Book 1A,Unit 2(新课标版八年级英语上册教学反思)

I. Key points

1. Words and expressions:flight,make oneself at home,address,ketchup,majority,in total,mother tongue,situation,equal,global,knowledge,communicate,on the radio,directly trade,come about,

Independent,stay the same,end up with,more or less,bring in,a great many,except for,closet,

Toilet,tourism,culture,pizza.

2. Patterns:(1)An equal number of people learn English as a second language.

(2)People from the two countries don’t have any difficulty in understanding each other.

(3)Mother told me not to leave the door open after midnight.

(4)Most of the native speakers of English are found in……

3. Grammar:Direct speech and indirect speech;requests and orders or commands.

4. Goals:(1)Learn about differences between American English and British English.

(2)Learn about communication skills.

(3)Write a passage comparing Amecican English and British English.

II. Teaching plans:seven periods

1. Period one:Warming up,listening,speaking,G1-YY-030926-1

Step1(close books)ask the students to listen to the dialogue and answer two questions.

①What is the relationship between the two.

②What are they talk about.

Step2 read the dialogue and answer another two questions.

①What is it that Joe can’t find in the bathroom?

②Why can’t he find it?

This is the best to deal with some language points.

1. For the first time第一次,初次(介词短语作状语,后不接从句)

The first time(第一次…时,后可接从句)

This∕It is the first time(后接that引导的定语从句,用现在完成时)

eg.They were there for the first time.他们是第一次到那儿。

I remembered John the first time I saw him.我第一次见到约翰时就记住了他。

This isIt is my first time that I have been abroad.这是我第一次出国。

2. We flew all the way direct from Seattle to London.句中all the way一路上;从远道;一直

eg.He came all the way from Australia.他从澳大利亚远道而来。

3. Make yourself at home 别拘束(像在自己家里一样)

befeel at home感到安适,自在;精通。

eg.Make yourself at home and help yourself to these. 别拘束,随便吃。

He is completely at home in chemistry.他精通化学。

Step3:Listen to the tape and ask the student to write down requests and demands.Then tell “requests” from “demands”.

Step4:ask the students to read the following dialogues in pairs or act them out if necessary and it is

good time to ask the students to report requests and demands.

Step5:exercises for period 1

翻译下列句子

1. 我总共有册书(total)

2. 英语发展成为世界上用得最广泛的语言

3. 汤姆和另外三个孩子一起去看电影去了(as well as)

4. 这个人长相很好,只是满头白发(except for)

Period two:Pre-reading,Reading,Post-reading,G1-YY-030927-2

Step1:One question to draw the students’ attention:In what situation do you use English?

Step2:Listen to the tape once and then read the text.Answer somes about the text.

Step3:Read the text again and give the main idea of each paragraph.

Step4:Retell the text briefly (write some key words on the blackboard)

Exercises for period 2. (单项选择)

1. The child imagined______a plane to the moon and______there for a week.

A.to take,to live B.to take,living C.taking.living D.taking,to live

2. Wilson explained______the teacher why he was late______that week.

A.to ,every day B.X,every day C.to,everyday D.X,everyday

3. The Blacks were______a flight______the Pacific Ocean then.

A.in,on B.for,across C.to,over D.on,across

4. The plane crashed and the______on a______island in the Pacific Ocean.

A.landed,deserting B.were landed,deserting

C.landed,deserted B.were landed,deserted

5. Paul likes to make______those who______other.

A.friends to,care about B.friends with,care about

C.friend with,care about D.friends with,care

6. The people______all felt very safe.

A.on plane B.on board the plane

C.on the plane board D.on board on plane

7. Not only the the student but also Tom______about the answer.

A.is sure B.are sure C.sure D.sures

8. -I’ve got your invitation. -Oh,good______. (春高考)

A.Can you come? B.Thanks a lot C.I’ll take it D.May I help you?

Period3:Some language points in reading,word study,grammar:G1-YY-030928-3

Step1:Check homework or ask students to retell the text if necessary.

Step2:Deal with some language points.

1. In only fifty years,English has developed into the language most widely spoken and used in the world.

①develop vtvi 发展,壮大,完善,生长

eg. Plants develop from seeds. 植物由种子发育而成。

Some children develop more slowly than others. 有些儿童比其他儿童发育得慢。

②冲洗

篇7：Teaching plan 教案教学设计(新目标版英语九年级)

Teaching plan

Subject English Class Class2.Grade9 Teacher Su Yuqin Date Sep.26th

Content Unit4 What would you do ? (period one) Type Dialogue

Teaching aims Knowledge Master the new words “million ,medical and research”. The structure: “What would you do if you …… ? I would …… .”

How to use target language to talk about imaginary situations.

Ability To cultivate the students’ ability of listening and speaking.

Develop the Ss’ abilities of communication by learning the useful structures.

Emotion Encourage the students to use English to talk about imaginary situations.

Motivate the students to speak English in their daily life.

Key point 1.Learn the words and useful expressions.

2. Master the important structure： I would/I’d do..

Teaching difficulty Guide the studengts to understand the important grammar.

Teaching methods Engage Study Activate Scene teaching Method

. Teaching by induction Pair work

Teaching aids Multi-media A tape recorder Teaching arrangement first period

篇8：Teaching Plan Lesson 1 Unit 1 Book 2(人教版八年级英语上册教案教学设计)

Teaching aims:

1. Develop the students’abilities of listening,speaking and reading

2. Learn the new words and phrases

Teaching aids: a tape recorder,some slides for shows,

exercises for Lesson 1,pictures

Teaching Procedures:

Step 1: A Free talk

Step 2: Introduction

Greet the students by saying“Good morning,class! Welcome back to school!”

Then say to each of them “Good morning! What’s your name? How are you?”

Get the students to greet each other.

Step 2: Presentation

Say “Good Morning,class.Welcome back to school! Teach this dialogue :

Step 3 : Practice

Play the first dialogue. Students listen and repeat

Practise using their own names

Step 4: Presentation

Teach the dates and repeat the days of the week

Play the tape and ask the students to find the answer

Ask : What day is September 10th ?

Step 5: Make a card

Point out the form of the card

Ask the students to make a Teachers’ Day card for their teacher

Step 6: Important phrases

1. welcome back to school 2. have fun doing sth.

3. With one’s best wishes 4.Thank you for doing sth.

5 date,day

date指日期，即“几月几日”。如：--What's the date today?--It's October 15.--今天是几号？--10月15号。day指24小时的一整天；也单指白天，与night相对；也表示“星期几”；还可表示重要的日子。如；--What day is today?--It's Tuesday.--今天星期几？--星期二。They worked hard day and night.他们日夜辛勤劳动。Children's Day儿童节。

Step 7: Assignment

Make a dialogue asking for and giving directions.

Blackboard Design

Lesson One

the first lesson

welcome back to school have fun doing sth.

Call one’s name It doesn’t matter

on time on duty

Teachers’ Day Happy Teachers’ Day

With one’s best wishes Thank you for doing sth.

篇9：Teaching Plan Lesson 2 Unit 1 Book 2(人教版八年级英语上册教案教学设计)

Teaching aims:

1. Develop the students’abilities of listening,speaking and reading

2. Learn the new words and some important drills

Teaching aids: a tape recorder,some slides for shows,

exercises for Lesson 1,pictures

Teaching Procedures:

Step 1: Revision

Greet the class. Ask “What’s the date today?”

Check the homework

Revise some questions in pairs

Step 2: Presentation

Talk about one student from the class. Teach “full name”

Write an English name and a Chinese name on the Bb to help the students to see the difference between English and Chinese names

Step 3 : Practice

Tell the students that Jim is giving a talk tomorrow.

Ask “What is Jim thinking about?

Play the tape for the ss to find the answer

Practise the dialogue in pairs

Step 4 : Reading

Ask “How many names do English people usually have?

Discuss Chinese names: What do Chinese people call each other for short?

Step 5: Exercises in class

根据句意及所给首字母完成下列句子

1．The t _____ must stop when the lights are red．

2．This afternoon's meeting is very i_____ ．Everyone must be at the meeting．

3．Can you tell me the d_____ between Chinese and English names？

4．He's going to give us a t_____ on how to learn English well．

5．I think the s_____ lesson is very interesting．

Step 6: Important words

1.Call 1) call sb / give sb. a call

2) call one’s name 3) call him Jim

2. be short for… / for short 3.give a talk /talk about

4.be different from…/the difference between A and B

5.mean (v.) meaning (n.)

Blackboard Design

Lesson Two

the second lesson

give a talk think about

for example full names

given name be different from

be short for for short

the difference between Chinese and English names

篇10：Teaching Plan For Unit 1 (新课标版高一英语必修二教案教学设计)

Teaching Plan For Unit 1

Teaching Materials & Analysis Contents Warming Up P1

Pre-reading P1

Reading P1-2

Comprehending P2

Learning about Language

Discovering useful words & expressions

Discovering useful structures P3-4

Using Language Listening & speaking P5-8

Reading, speaking & writing

Summing up

Workbook & Test P41-47

Importance 1. Have students learn some useful new words and expressions and let them learn effective ways to remember English vocabulary.

2. Get students to learn about the history of the Amber Room and famous cultural relics in China and abroad to stimulate their sense of cultural relics protection.

3. Enable students to learn to tell the difference between facts and opinions to train their thinking and analyzing ability.

4. Let students learn to give opinions and ask for opinions in English.

5. Let students learn the. new grammar item：the restrictive attributive clause and non-restrictive attributive clause.

6. Develop students’listening，speaking，reading and writing ability

Difficulties 1. Train students' thinking and analyzing ability by making them learn to tell from facts and opinions.

2. Develop students’ speaking ability by encouraging them to give opinions and ask for opinions in English.

3. Develop students’integrated skills.

Teaching Aims Topic cultural relics protection；

famous cultural relics in China and abroad

Vocabulary Words race，valuable，survive，vast，dynasty，amaze，amazing，select，honey，design，fancy，style，decorate，jewel，artist， belong，troop，reception，remove，wooden，doubt，former，worth，local，apart，painting，castle，trial，evidence，explode，entrance，sailor，sink，maid，informal，debate

Expressions in search of，belong to，in return，at war，less than，take apart，think highly of

Functional Items 1）Asking for opinions

2）Giving opinions

Structures the attributive clause

Arrangement

of time 1st Warming Up Pre-reading Reading Comprehending

2nd Language points

3rd Grammar

4th Using Language: Reading & talking

5th Using Language: Listening & speaking

6th Using Language: Reading & writing 1）Asking for opinions

7th Revision

1）Asking for opinions

The 1st Period

Unit 1 Contents Warming Up Pre-reading Reading Comprehending

Teaching Aims Knowledge Vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel，artist，belong，troop，reception，remove，wooden，doubt，former，worth

phrases in search of，be long to，in return，at war，less than

1. Get students to learn the useful new words and expressions in this part.

2. Let students learn about the history of the Amber Room.

Ability 1. Let students read the passage In Search of the Amber Room to develop their reading ability.

2. Enable students to learn to talk about cultural relics.

Emotion 1. Stimulate students’sense of cultural relic`s protection by reading the passage In Search of the Amber Room．

2. Develop students’sense of cooperative learning.

Analysis

of the teaching materials Importance 1. Let students read the passage In Search of the Amber Room and learn about the history of the Amber Room.

2. Get students to learn different reading skills.

Difficulties 1. Develop students’reading ability.

2. Enable students to learn to talk about cultural relics.

Multimedia Computer PPT CD

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussion

Teaching Procedures

The 1st Period

Step 1 Warming up

1. Warming up by looking and talking

2. Give students 4 minutes to read the passage carefully，and do Exercise 1 and Exercise 2 in Comprehending on page 2.

3. Listening and reading aloud

Play the tape of the text for students to listen to and follow. Then ask them to read the text aloud.

4. Deal with some new words，expressions and structures.

5. Discussion of style. Let students discuss the following questions：，

How does this passage present facts about the Amber Room? Can you find the opinions?

What is the author's attitude towards the Amber Room? How do you know?

Step 2 Pre- reading

Turn to page 1 and finish Pre- reading part.

Step 3 Reading

1. Skimming for the general idea of each paragraph

Ask students to read the passage fast to get the key words and general idea of each paragraph and fill in the chart.

The general ideas

Paragraph The History of the Amber Room

1

2

3

4

5

2. Scanning for detailed information

Ask students to read the passage carefully to locate the detailed information.

Do Exercise 1 and Exercise 2 in Comprehending on page 2.

3. Deal with any language problems students might meet while checking the

answers with the whole class.

4. Reading aloud and underlining

Ask students to read the passage aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them to the notebooks after class as homework.

be used to do...， be made into， make the design for the room，

feel as hard, as stone， be of the fancy style，

give the name， be made into any shape， be made with gold and jewels， in fact， as a gift of， in return，

be made to be a gift， serve as， add more details to...，

the search for， be made for， one of the great wonders，

art objects， look much like, at war，

remove... from.， remain a mystery， be ready for…

Step 4 Consolidation

Go over the key words with the students and write them on the blackboard. Give students 3 minutes to prepare and then ask some to retell the story of the Amber Room to the class.

Step 5 Closing down by having a discussion

Raise the following questions and discuss them with the students.

Can you imagine the fate of the Amber Room? What is it?

Do you think if it is worthwhile to reproduce the Amber Room? Why?

Step 6 Homework

1. Learn the useful new words and expressions in this part by heart.

2. Read the text again and try to talk about the history of the Amber Room.

The 2nd Period

Unit 1 Contents Reading Comprehending & Learning about language

Teaching Aims Knowledge Vocabulary words rare，valuable，survive，vase，dynasty，amaze，select，honey，design，fancy，style，decorate，jewel， artist，belong，troop，reception，remove，wooden，doubt，former，worth

phrases in search of，belong to，in return，at war，less than

1. Get students to learn and grasp the important useful new words and expressions in this part

2. Let students learn some important and useful sentence patterns

Ability 1. Get students to use some useful new words and expressions correctly.

2. Enable students to make sentences after the useful sentence patterns.

Emotion 1. Stimulate students' interest in learning English.

2. Develop students’ spirits of cooperation and teamwork.

Analysis

of the teaching materials Importance 1. Enable students to grasp the usages of such important new words and expressions as survive，belong，doubt，belong to，in search of，etc.

2. Get students to master the patterns：“Sadly，although the Amber Room was considered one of the wonders of the world，it is now missing，and“There is no doubt that the boxes were then put on a train for Konigsberg.. .”

Difficulties 1.Let students learn the usages of the words“belong“ and“doubt”and the expression ”belong to".

2.Get students to understand some difficult and long sentences.

Multimedia Computer PPT CD

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussion

Teaching Procedures

The 2nd Period

Learning about important language points

Step 1 Revision

1. Check the homework exercises.

2. Ask some students to tell the history of the Amber Room.

Step 2 Reading and finding

Get students to read through Warming Up，Pre-reading，Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.

a cultural relic，be rare. and valuable，survive for a long time，whether... or not，an amazing history，be used to do...，the design of the room，the fancy style，popular in those days，give the name，decorated with gold and jewels，in fact，as a gift of...，in return，be made to be a gift，serve as，add more details to，the search for，be made for， one of the wonders，art objects，look much like...，at war，remove... from...，remain a mystery，be ready for.

Read them aloud and copy them down in the exercise book after class.

Step 3 Practice for useful words and expressions

1. Turn to page 3. Go through the exercises in Discovering useful words and expressions with students and make sure they know what to do.

2. Give them several minutes to finish the exercises. They first do them individually，and then discuss and check them with their partners.

3. Check the answers with the whole class and explain the problems they meet where necessary.

Step 4 Vocabulary study

1. survive vt. & vi。

1）vi. continue to live or exist继续生存或存在

Few survived after the flood. 洪水后生还者极少。

The custom still survives. 这种风俗习惯还保存着。

2）vt. continue to live or exist in spite of nearly being killed or destroyed

幸存；幸免于

He survived the shipwreck. 在这次船只沉没事件中他幸免于难。

The plants may not survive the frost. 这些植物不经冻。

The house survived the storm. 经过暴风雨袭击，这所房屋并未倒塌。

3）vt. remain alive after sb.比某人长命

He survived his wife for many years. 他比妻子多活好多年。

【拓展】

survivor，person or thing that has survived幸存者；逃生者；残存物

survival n. 1）state of continuing to live or exist幸存；残存；生存

2) person, thing, custom，belief, etc. that has survived from an earlier time 遗老；遗习；旧风俗；旧思想

2. belong to: be the property of; be a member of 属于；是…的成员

The land belongs legally to the government. 该地依法属政府所有。

The blue sky belongs equally to us all. 蓝天为我们所共有。

They belonged to a younger generation. 他们属于年轻的一代。

【注意】

belong to不用于被动语态，也不用于进行时态。例如：

这本书现在属于我。

正：This book belongs to me.

误：This book is belonged to me.

误：This book is belonging to me.

3. in return: as payment or a reward for sth. 作为对某事的酬谢或回报

I bought him a drink in return for his help.我请他喝酒以酬谢他的帮助。

He presented her a notebook in return. 他回赠给她一本笔记本。

4. doubt n. & v．uncertainty or disbelief; reason for not believing sth.

怀疑；不确定；不信任；不相信

There is not much doubt about it. 这没什么可怀疑的。

I have doubts about his competence. 我对他的能力有很大怀疑。

He has his doubt to this being true. 他怀疑这件事是否属实。

Please dismiss all doubts about it. 怀疑是人的天性。

I do not doubt of your success. 我不怀疑你的成功。

I doubt whether/if he is at home. 我看他不一定在家.

I do not doubt that he can recite it. 我相信他能把它背下来。

Can you doubt that he will win? 你不相信他会获胜吗？

I doubt what he said. 我不相信他说的话。

5．remain vi. usually not used the continuous tenses通常不用于进行时态

1）be left or still present after other parts have been removed or used or dealt with剩下；剩余）

After the fire,very little remained of my house. 火灾过后，寒舍所剩无几。

If you take 3 from 8，5 remains. 8减3剩5。

2）be left to be seen, done, said, etc. 留待以后去看、去做、去说等

It remains to be seen whether you are right. 你是否正确，以后可见分晓。

Much remains to be done. 要做的事情还很多。．

3) stay in the same place;stay behind停留，逗留；留下

I remained in London until May. 我在伦教一直待到五月．

She left，but I remained（behind)． 她走了，我没走。

4) continue to be；stay in the same condition仍然是；保持不变

We should remain modest and prudent. 我们应该保持谦虚谨慎。

Let things remain as they are. 保持现状吧．

【辨析]remain＆stay

remain和stay都指“继续停留”或“继续保持某种状态、关系或行动”，二者常可互换。

remain强询“继续停留于一处或保持原状态，情况性质不改变”。例如：

This place remains cool all summer. 这个地方整个夏天都凉爽。

stay强调“某人或某物继续留在原地而不离开”。例如：

He stayed to see the end of the game. 他一直待到比赛结束。

Step 5 Sentence focus

1. This gift was the Amber Room，which was given this name because several tons of amber were used to make it.

这件礼物就是唬拍屋，它之所以有这个名字；是因为造这间房子用了好几吨珑拍．

这是一个复合句，句中which was given this name because several tons of amber were used to make it为非限制性定语从句，从句中又含有原因状语从句because several tons of amber were used to make it。

非限制性定语从句，修饰物时用which, whose；修饰人时用who, whom, whose。非限制性定语从句和它的先行词之间只是松散的关系，往往是对先行词作补充说明，这种从句在朗读时有停顿，在文字中通常有逗号与主句隔开。例如：

The chairman，who spoke first，sat on my right.

主席坐在我的右边，他最先发言。

The speech，which bored everyone，went on and on.

那演讲一直在进行，大家都觉得厌烦。

关系副词where和when也能引导非限制性定语从句。例如：

On April 1 they flew to Beijing，where they stayed several days.

4月1日他们飞到北京，在那里待了几天。

I'm seeing the manager tomorrow，when he will be back from New York.

我明天要去见经理，他明天从纽约回来。

另外，由which引导的非限制性定语从句，有时候修饰整个句子或句子中的某个部分。例如：

They have invited us to visit their country，which is very kind of them.

他们非常友好地邀请我们去访问他们的国家。

They usually take a walk after supper，which does them a lot of good.

他们通常晚饭后去散步，这么做对他们很有好处。

2. The design of the room was in the fancy style popular in those days.

屋子的设计是当时流行的极富艺术表现力的建筑式样。

这是一个“主系表”结构的句子,in the fancy style...在句子中用作表语，注意介词in的用法，此处表示“以……方式，以……式样，以……风格”。类似用法有in a different way等。

popular in those days是形容词短语修饰the fancy style,形容词词组作定语时，通常都作后置定语。例如：

They have a house larger than yours. 他们的房子比你的大．

The boys easiest to teach are in my class. 我班上的男生最好教了。

嵌这类后置的定语在意义上相当于定语从句。例如：

a house larger than yours= a house which is larger than yours

the boys easiest to teach＝the boys who are easiest to teach

3. In 1770 the room was completed the way she wanted.

1770年，这间唬拍屋按照她的要求完成了。

句子中的the way she wanted作状语，表示方式。此句实际为the room was

completed the way she wanted it to be completed, the way表示“方式；方法”，在定语从句中作状语时，后面的从句的引导词常常用that或in which或省略。例如：

I was never allowed to do things the way I wanted.

我从来就不被允许按照自己的想法去做事情。

We have to make it work in the way（that/in which) they want it to.

我们必须按照他们的想法把事情办好。（此句中way在从句中作状语）

He was looking at her in the way that surprised her.

他看着她的样子让她很惊讶。（注意此句中that可用which替换way在定语从句中作主语）

4. There is no doubt that the boxes were then put on a train for Konigsberg，which was at that time a German city on the Baltic Sea.

毫无疑间，这些箱子后来被装上火车运往哥尼斯堡，当时它是波罗的海边的一个德国城市。

这是一个复合句,that the boxes were then put on a train for Konigsberg是同位语从句，表示与之同位的doubt的实际内容。which was at that time a German city on the Baltic Sea是Konigsberg的非限制性定语从句，先行词为Konigsbergo

同位语从句常用that来引导，但随着与其同位的名词不同，也可由when, where,whether, how等来引导。例如：

They had to face the fact that the nearest filling station is thirty kilometers away. 他们不得不面对这样一个现实：最近的加油站还在30千米外。

The doctors came to the conclusion that the patient was suffering from cancer. 医生们作出了诊断结果：病人身患癌症。

I have no idea when he will return.我不知道他何时回来。

* There is no doubt that...可作为固定句型来用，意思是“毫无疑间……”。例如：

There is no doubt that he is a fine scholar.

毫无疑问他是一位优秀的学者。

There is no doubt that you can find a way to solve this problem.

毫无疑问你能找到解决这个问题的办法．

Step 6 Using words and expressions

Turn to page 42. Ask students to do the exercises in Using words and expressions in the Workbook. The following procedures may be followed：

1. Go through the two exercises with students and make sure they know what to do.

2. Several minutes for students to finish them individually.

3. Check the answers with the whole class.

Step 7 Homework

1. Finish off the Workbook exercises. Do Exercise 3 in your exercise book.

2. Learn the useful new words and expressions by heart.

The 3rd Period

Unit 1 Contents Learning about language

Teaching Aims Knowledge Vocabulary words local

phrases

1.Get students to know the structures of the restrictive and non-restrictive attributive clauses.

2. Let students learn the usages of the restrictive and non-restrictive attributive clauses.

Ability Enable students to use the restrictive and non-restrictive attributive clauses correctly and properly.

Emotion l. Get Ss to become interested in grammar learning.

2. Develop Ss' sense of group cooperation.

Analysis

of the teaching materials Importance 1. Get students to master the structures and usages of the restrictive and non-restrictive attributive clauses.

2. Let students know the differences between the restrictive attributive clause and non-restrictive attributive clause.

Difficulties Enable students to learn how to use the restrictive and non-restrictive attributive clauses correctly.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning & Practice

Teaching Procedures

Step 1 Revision

1. Check the homework exercises.

2. Dictate some important sentences in the passage In Search o f the Amber Room．

Step 2 Grammar revision

Ask students to review relative pronouns and relative adverbs and then do some related exercises.

Step 3 Learning about grammar

1. Let students pick out the sentences that use the attributive clauses from Warming up，Pre-reading and Reading，read them aloud and then translate them into English.

2. Ask students to study these sentences，and compare the sentence“This gift was he Amber Room，which was given this name because almost several tons of amber were used to make it with the others. Let them try to find the difference.

3. Sum up：Restrictive ＆ non-restrictive clauses.

Do the following pair of sentences mean the same thing?

My uncle，who lives in London，is very rich.

My uncle who lives in London is very rich.

The first sentence has a non-restrictive clause within two commas，and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause；it is therefore bracketed off with commas. Conversely，a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence.

Step 4 Grammar practice

1. Let students finish Exercise 3 and Exercise 4 in Discovering useful structures on page 4 and exercises in Using Structures on page 43.

2. Check the answers with the whole class，and see how well the students did.

Step 5 Additional exercises

Provide some exercises for students to test whether they have grasped the restrictive & non-restrictive attributive clauses.

Step 6 Homework

1. Finish off the workbook exercises. Do the exercises in Using Structures in your exercise book.

2. Preview the next part Using language.

The 4th Period

Unit 1 Contents Using language: Reading & Talking

Teaching Aims Knowledge Vocabulary words trial，consider，opinion，evidence，prove，pretend

phrases more than，even though

1. Get students to learn some useful new words and expressions in this part

2. Let students know what a fact is，what an opinion is and the difference between them.

Ability 1. Develop students’reading skills by extensive reading and enable them to learn how to use different reading skills to read different reading materials.

2. Train students’ speaking ability and enable them to tell the difference between facts and opinions and talk about something which interests them and about something which they are familiar with.

Emotion 1. Enable students to learn from Feng Jicai and protect cultural relics in their home town or city.

2. Develop students' sense of group cooperation and teamwork.

Analysis

of the teaching materials Importance 1. Develop students’reading skills by extensive reading.

2. Train students' speaking ability by telling the difference between fact and opinion and talking about something which interests them and about which they are familiar with.

Difficulties 1. Enable students to learn to use reading strategies such as skimming and scanning.

2. Get Ss tolearn how to tell facts from opinions.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning & Practice

3. Discussing

Teaching Procedures

The 4th Period

Step 1 Revision

1. Check the homework exercises.

2. Ask students to translate some sentences using the attributive clause.

Step 2 Warming up by discussing

Tell students：We are going to read a passage about fact，opinion and evidence. Before reading it，let`s discuss the following questions.

1. If you want to go in for law against somebody，and if you want to win，what`s the most important thing, you should do first？

2. What makes a judge decide which eyewitnesses to believe and which not to believe?

Step 3 Reading

1. Ask students to turn to page 5．

2. Two minutes for students to read the passage fast and try to get the main idea.

3. Four minutes for students to read the passage again and answer the questions.

What is a fact?

What is an opinion?

What is evidence？

4. Ask students to listen to the tape and read the passage aloud.

5. Photocopy a brief newspaper article，preferably one which talks about. a crime trial. Then have students pick out the facts and opinions and give reasons for their answers.

Step 4 Talking

1. Ask students to turn to page 41 and make a dialogue giving facts and opinions.

2. Let them check and practice the dialogue in pairs and then give a performance for the class.

Step 5 Reading task

1. Show students Feng Jicai`s photo and one of his novels and talk about them.

2. Ask students to turn to page 45，read the passage Big Feng to the Rescue to try to find the best summary and answer these questions.

3. Let students discuss：How can we do to help Feng Jicai with his projects?

Step 6 Summing up

Ask students to choose one of the following to prepare and then report to the class.

1. Tell the differences between facts and opinions.

2. Tell something about how Feng Jicai protected the cultural relics of his hometown.

3. Talk about something which interests you in your own life.

Step 7 Homework

1. Finish off the Workbook exercises.

2. Read the two passages again and try to grasp the main idea of them.

The 5th Period

Unit 1 Contents Using language: listening & speaking

Teaching Aims Knowledge 1. Get students to learn some useful new words and expressions in this unit.

2. Let students learn the expressions of asking for opinions and giving opinions.

Are you sure he/she was telling the truth? How do you know that?

How can you be sure he/she was telling the truth?

Why/Why not？

I don't believe...，because...

That can't be true. It is（not) a fact.

I (don't) agree with you. I don't agree that..，

It can be proved. The truth is (not) easy to know.

I think they have said useful things.…has no reason to lie.

Ability 1. Enable students to catch and understand the listening materials.

2. Develop students’ability to get special information and take notes while listening.

3. Get students to learn how to ask for opinions and give opinions.

4. Let students write a short report.

Emotion 1. Enable students to know more about cultural relics and stimulate their sense of protecting cultural relics.

2. Develop students’sense of group cooperation and teamwork.

Analysis

of the teaching materials Importance 1. Develop students' listening and speaking abilities.

2. Enable students to master different listening skills.

3. Let the students learn how to ask for opinions and give opinions.

Difficulties 1. Get students to listen and understand different listening materials.

2. Develop students’speaking ability.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussing

Teaching Procedures

The 5th Period

Step 1 Revision

1. Check the homework exercises.

2. Ask some students to talk about facts，opinions and evidence.

Step 2 Warming up by talking

Ask students to talk about the story of the Amber Room and its fate. Tell the students：

No one knows exactly what happened to the Amber Room. A few people say that they were eyewitnesses who saw where the Amber Room was hidden. Listen to their stories. .-

Step 3 Listening on pages 5-6

Turn to page 6．Ask students to look at the two forms and listen to the tape，take notes of what they hear and fill in the forms.

Step 4 Speaking on page 6

Turn to page 6．Ask students to share their forms with a partner，discuss together which person gave the best evidence，write down a short list of reasons for their choice and then give a short report about their list to the class.

Step 5 Listening on page 41

Ask students to turn to page 41，look at the picture and talk about the Aswan Dam and Abu Simbel temple. Let them listen to the tape and answer the questions and then check the answers with the class.

Step 6 Listening task on page 44

1. Ask students to look at the picture on page 44 and describe it. Then play the tape for students to listen to and get the main idea of the listening text.

2. Let students listen again and fill in the chart with details.

3. Ask students to listen to the tape a third time and try to get the right answers.

Step 7 Consolidation

Show students the three listening texts，let them read the texts aloud and then retell them.

Step 8 Homework

1. Finish off the Workbook exercises.

2. Read the listening texts again and try to retell them.

The 6th Period

Unit 1 Contents Using language: Reading & speaking

Teaching Aims Knowledge Vocabulary words treasure，besides

phrases search for，think highly of

1. 1. Get students to learn and master the new words and useful expressions：

2. Let students know the form of an English letter.

Ability 1. Develop students’writing ability by writing letters.

2. Enable students to express agreement and disagreement.

3. Enable students to express good reasoning and strong feelings.

Emotion 1. Stimulate students’sense of cultural relic's protection and encourage them to persuade others to protect cultural relics.

2. Enable students to master writing skills and write excellent letters.

Analysis

of the teaching materials Importance 1. Develop students’writing ability.

2. Get students to use the expressions of expressing agreement and disagreement，and reasoning.

Difficulties 1. Get students to learn to express good reasoning and strong feelings.

2. Let students learn how to write a persuasive letter.

Multimedia Computer PPT

Teaching & Learning methods 1. Task-based Teaching & Learning

2. Cooperative learning

3. Discussing

Teaching Procedures

The 6th Period

Step 1 Revision

1. Check the homework exercises.

2. Ask students to dictate the new words and expressions：treasure，besides，think highly of，tell the truth，etc.

Step 2 Warming up

Ask students to talk about cultural relics found in their daily life. Ask them what they would do if they found a rare cultural relic.

Step 3 Reading

Let students read the letter and answer some questions according to the letter.

Step 4 Writing

Ask students to have a class debate and write a report on their debate.

Step 5 Writing task

Suppose there is one cultural relic in your hometown that is worth saving or protecting. Write a letter to all the students of your school to encourage them to help save the cultural relic.

1. Let students read the outline as a guide.

2. Give 10 minutes to them to write the letter.

3. Ask as many students as possible to read their letters to the class.

Step 6 Homework

1. Finish off the Workbook exercises.

2. Write the two letters in your exercise book.

篇11：A Teaching Plan 教案教学设计(人教版英语八年级)

Textbook：Go for it!(2B) Teacher:Zheng Jinshen

Content：Unit 3 What were you doing when the UFO arrived ?

Analysis of the Teaching Material：

The topic of this unit is about interesting events. It deals with something interesting about the UFO and aliens , so it can arouse the students’ special attention easily . In this unit , students will learn to talk about the past events and tell a story with the Simple Past Continuous Tense , so it is very important to grasp the structures and usages of these two tenses. Students will also learn the Adverbial Clause led by when and while , and mastering their differences is very important . In the Reading , students will know something about some important and interesting events which happened in the history . They will be taught to be good at looking back the days in the past and cherish the good time at present by recalling and describing the past events .

Teaching Aims：

1、Knowledge and skills

In this unit students learn to talk about past events and tell a story ; learn and master the ways to express the Adverbial Clause led by when/while ; learn and understand the differences between the Simple Past Tense and the Past Continuous Tense. Improve their abilities of listening , speaking , reading and writing ; improve their abilities of communication and integrating skills .

2、Processes and methods

With the studying strategies of Using context and Role playing , get the students to do pairwork to learn to talk about past events and tells a story by using the teaching courseware , pictures , flashcards or objects . At the same time , enable the students to tell a story and master the use of the Simple Past Tense and the Past Continuous Tense by writing sentences according to the pictures , drilling sentence patterns, describing real events and role playing conversations .

3、Emotion , attitudes and value

The content of this unit is close to the students’ life and the topic is about talking about past events and telling a story , so it can arouse the students’ special attention easily and inspire the students’ enthusiasm and exert their potential. At the same time , get the students to look back the days in the past and cherish the good time at present by recalling and describing the past events , enable the students to cooperate with others , help each other and complete the tasks together by going all kinds of activities .

Difficulties and Focuses:

1、Learn to talk about the past events and tell a story with the Simple Past Tense and the Past Continuous Tenes;

2、Learn the Adverbial Clause led by when/while；

3、Tell the differences between the Simple Past Tense and the Past Continuous Tense ;

4、Train students to use the target language correctly in speaking and writing.

Teaching Periods: 6 periods

The first period: Section A la-1c and Section A 2c

The second period: Section A 2a-2b 含 Grammar Focus and SectionA 4 Section B 4 b

The third period: SectionA 3a-3b and Section B 1 and Self check 2-3

The fourth period: Section B 2a-2c and Self check 1 含 Just for Fun!

The fifth period: SectionB 3-4a and Reading Section 1

The sixth period: Reading Section2-4

Teaching Plans

The First Period

Teaching content: Section A la-1c and Section A 2c

Teaching objectives: Talk about the past events

Target language:

Words: UFO barber barber shop bathroom bedroom kitchen get out take off while land alien

Sentences：

What were you doing when the teacher came in?

I was talking/reading/looking out of the window.

What was he doing when the UFO arrived/took off？

He was sleeping when it arrived.

He was riding his bike when it took off.

Language skills:

a、To get the information from the pictures and listening materials, and quickly deal with the information.

b、To learn the structures and the usage of the Past Continuous Tense by answering the reporter’s questions.

c、To get the Ss to learn how to express the statements with the Past Continuous Tense.

Self-learning ability:

To learn how to express the Past Continuous Tense.

Teaching methods

Task-based Language Teaching

Teaching by listening and practicing

Teaching aids: small pictures, a small blackboard and a recorder

Teaching procedures:

Step l. Leading in

1.1 Greetings and duty report.

(Organize the beginning of this class and have a student on duty to report.)

1.2 Ask and answer.

T: What were you doing when I came in?

S1:….

(Help the student to answer the question and then write the answer on the Bb.)

T:What about you?

S2:….

T:And you?

S3:….

(Ask the same question and have the Ss answer it. Of course the answers are various .While the students answer the question , write the real answers on the Bb.)

1.3 Look and learn.

Show some pictures and introduce the UFO and aliens , teaching new words UFO and alien. After that ask the Ss if they have heard of the UFOs.

(Get the Ss to look at the picture and tell them that the UFO is a strange object that some people think they have seen in the sky and that may come from another planet. The UFO is short for“unidentified flying object”. As for alien , it is a person or an animal that comes from another planet in space. )

1.4 Have the Ss read a passage about the UFO ,showing a small blackboard.

Step 2.Look and match (Section A 1a )

2.1 Show another picture and talk about it with the Ss.

T: What can you see in the picture?

S1:….

T: Can you see the UFO?

S2:….

T: Who is in the UFO?

S3:….

T: What else can you see? etc

S4:….

2.2 Books open at page 18. Look through the picture in activity la.

(Discuss the picture with the Ss .Point out the experience of each person when the UFO arrived , teaching new words.)

2.3 Match the statements with the people in the picture.

Step 3. Listen and circle (Section A 1b)

3.1 Read the instruction to the class .(Writing the title of this unit on the Bb.)

3.2 Talk about the people’s actions in the picture.

T: What was A doing when the UFO arrived?

S1: He was standing in front of the library.

T: What was B doing when the UFO arrived?

S2: He was sleeping in his bedroom.

……

(Help the Ss answer the questions. Pay attention to the structure and the usage of the Past Continuous Tense , writing the structure on the Bb.)

3.3 Listen to the reporter’s questions and circle the correct responses.

(Play the recording the first time .Students only listen. For a second time , ask the Ss to circle the correct phrases.)

3.4 Books open at page 88. Listen and repeat the conversation.

Step 4 . Practice (Section A 1c)

4.1 Ask and answer in pairs.

eg T: What was D doing when the UFO arrived?

Ss: He was getting out of the shower.

Have the Ss do like this.

4.2 Ask and answer according to the real actions.

T: What were you doing when they talked?

S1: I was listening to them.

T: What was A doing when B answered my question?

S2: He was looking out of the window. etc

4.3 Make a survey.

Get the students to do pairwork like activity 1c to talk about :What were you doing when they talked?

(As the Ss talk , move around the room and check their work .Offer language assistance as needed.)

Step5 Grammar Focus (Section A 2c)

5.1 Talk about the picture in activity 2c .Ask Ss to say what each person is doing.

5.2 Ask and answer.

eg. What was the girl doing when the UFO took off?

She was walking down the street.

5.3 Present two more ways of saying.

The girl was walking down the street when the UFO took off .

(a) When the UFO took off , the girl was walking down the street.

(b) While the girl was walking down the street , the UFO took off.

5.4 Point out the Adverbial Clause led by when/ while.

5.5 Ask the Ss to work in small groups like the sample dialogue in activity 2c.

(Move around the room checking the progress of the groups and offering assistance as needed)

Step6. Homework

Make some sentences including the Past Continuouse Tense and when or while.

Writing on the Bb

Unit 3 What were you doing when the UFO arrived?

What were you doing when I came in? UFO alien bathroom kitchen

I was doing my homework/reading/resting. get out of the shower cut hair take off /land

What was A doing when the UFO arrived? be (was/were)+V.ing

He was standing in front of the library.

The girl was walking down the street when the UFO took off.

(a)When the UFO took off ,the girl was walking down the street.

(b)While the girl was walking down the street, the UFO took off.

Teaching Backthoughts

本单元的教学目标有三个，谈论过去发生的事情，其一；学会讲故事，其二；热爱科学、探索科学，其三。作为本单元的第一课时，教学内容直截了当地点击本单元的教学目标，特别是引入过去进行时这种新时态，结合When和While的使用，在谈论过去发生的事或讲故事时，得体地使用这种新时态，重点表达在过去一时刻或某一段时间内正在进行的动作，适合描述过去某一动作的实际需要。

语法教学，不是老师生硬地灌输，而是启发学生通过大量的语言练习，在运用中让学生自我总结，自我归纳，悟出语言规律，是一种自我习得语言的过程。本节课笔者通过听、说、读、写等方式，设置具体的语境，如询问学生当老师走进教室时在干什么（What were you doing when I came in ?），图文并茂，看图说话（What was A doing when the UFO arrived?），听音选词等等，都是用感知的方式让学生接触过去进行时，通过具体的语言情境，让他们在有意义的交流中感悟语言规则（What were you doing when they talked?），通过实践去领悟，通过观察去总结规则（如比较when与while 的使用），最后指出过去进行时的构成be（was / were ）+V.ing 可以说是画龙点睛之举。

因时间关系，本节课没有很好地把握时机，利用UFO知识对学生进行热爱科学、探索科学的相关教育，在以后的课时必须补充。

附：小黑板阅读材料

Do you know about the UFO?

Today many people enjoy reading stories about the UFO .Many people in different countries are studying the UFO .But what is the UFO?

The UFO is a kind of objects.It seems to fly much faster than the plane on the earth . It often carries visitors coming from other stars.

UFO scientists and many people believed there are UFOs. Some people said they saw some strange visitors coming out of the UFOs. Some even said they were carried away in the UFOs, and then they were sent back by the strange visitors.

Maybe these people made mistakes. Perhaps they saw a weather balloon (气球)or an uncommon plane. Sometimes they saw the light from the ground or the moon.

But there are a lot of things we can’t understand. Now people still can’t understand the UFO clearly. It may take many years to find a clear answer, and then people will give UFO another name.

篇12：book 5 Unit 5 First Aid for Burns(新课标版高二英语必修五教案教学设计)

(NSEFC必修Book5)

Teaching Goals:

1. Enable the Ss get some first aid knowledge

2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.

3. Let the Ss learn the reading skill of getting the main idea of each each para./ part & each passage .

Key Teaching Points

How to improve the Ss’ reading ability.

Difficult points

1. How to grasp the main idea of each paragraph / part & each passage.

2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.

Teaching methods

1. Skimming & scanning methods to make the Ss get a good understanding of the text.

2. Discussion methods to make the Ss understand what they’ve learned in class.

3. Pairwork of group to get every student to take part in the teaching-and-learning activities.

4. Competition and role-play method to arouse the Ss’ interest

Teaching aids

The multi-media

Teaching procedures

Step1. Lead-in

Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid

Step2. Pre-reading

Show the Ss the picture of Pre-reading on P33 and ask them the following questions:

What has happened?

What sort of injuries the child will have?

What kind of first aid would you perform?

Step3. Fast reading

Let the Ss read the passage fast and then find out the answers to the questions

1. What will the passage be about?

2. What do they tell you about the passage?

3. In which order are these topics covered in the text? Number them from 1 to 5.

____ the three types of burns

____ what to do if someone gets burned

____ the purpose of skin

____ the symptoms of burns

____ how we get burns

Step4. Detailed reading

1). Tell if the following statements are true or false:

1. Our skin has three layers.

2. We will never get burned by the sun.

3. Burns are divided into three degrees according to the degree of pain.

4. Third degree burns are the most serious and painful.

5. Put cool water on any burns to cool them.

6. Don’t rub the burns

7. It’s better that you put some butter or oil on burns.

2). Answer the questions

1.Why should you put cold water on a burn?

2.Why doesn’t a third degree burn hurt?

3.Why do you think clothes and jewellery near burns should be removed?

4.If someone has a third degree burn, why might you see tissue?

3). Read the text again and then find out how many parts there are and the main idea of each part:

Part1. The purpose / function of skin

Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals

Part3. Types of burns: First degree burns, Second degree burns, Third degree burns

Part4. Characteristics of burns

Part5 First aid treatment

3). Finish off Comprehending Ex2&3

Step5. Words competition

Have a competition to check the Ss’ words spelling

Step6. Making a first-aid kit

An activity to let the Ss know what are included in a first-aid-kit

A well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.

Step7. Role play

Work in pairs to act out how to place an emergency call for help

Step8. Summary

This passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.

Step9. Homework

Search as much information as you can about first aid

www. healthy. net/clinic/first aid/

kids health. org/parent/first aid_ safe/

10月20日

篇13：Book 2 Unit 5 Music 说课稿 (新课标版高二英语选修六教案教学设计)

Book 2 Unit 5 Music 说课稿

Teaching arrangement

1st Period ------ New words & Warming-up

2nd Period ------Reading

3rd &4th Period ------Language study

5th Period ------Grammar

6th Period ------Using language

7th Period ------ Writing

8th Period ------ Revision

Period 1 New words &Warming up

Teaching important point:

Learn the new words of this unit and Warming up

Teaching procedures:

Step 1 Learn New Words &Expressions of this unit

Step 2 Warming up

1.Questions:

Do you like music?

Can you list some kinds of music?

What kind of music do you like best?

Then enjoy some different kinds of music in Warming up and match the music with the right picture.

2.Discussion: What kind of music do you like best? Why?

What can this kind of music do for you?

Step 3 Listening (Page 69)

1. Listen for the first time and do Ex3 on P69.

2. Listen again and finish Ex 2 on P69.

Step 4 Homework

1. Remember new words

2. Preview the reading text

3. Finish Part 1 of 22nd EW.

Period 2 Reading

Teaching important point:

Enable Ss to understand the text and learn about the history of a music band.

Teaching procedures:

Step 1 Leading in

Talking about the questions in Pre-reading

Step 2 Reading

1. First reading

Read the text to find the basic information about The Monkees.

Who The Monkees

What to do Played and sang music

When to break up In 1970

When to reunite In the middle 1980s

Achievements Very popular and sold many records

2. Second reading

Read Para 1 together.

Read Para 2 to answer the questions:

1) Why do most musicians form a band with others?

2) How do they always start and develop their band?

3) What is their dream as a band?

And then sum up the main idea of the Para 2 to finish Ex 2 on P35.

Read Para 3&4 to fill in the blanks.

1.The Monkees is made of a band of four _________, who _____________each other as well as played music. It began as a ______.

2.Their performances were humorous enough to be copied by other groups.

3.After a year _____ in which they became more serious about their work, The Monkees started to play and sing their ___________.

4.The band ________ in about 1970, but _________in the mid-1980s.

And finish the rest of Ex 2 on P35.

Step 3. Post-reading

Do the Ex1 on P35.

Discuss in groups to finish Ex 3 on P 35.

Step 4. Summary and Homework

1. Finish Reading Task of EW 22nd.

2. Find the difficult sentences in the text and prepare for the Language study.

Period 3&4 Language study

Teaching important points:

Learn the key words & expressions in the text

Teaching procedures:

Step 1 Review the text and check the homework

Step 2 Difficult sentences in the text

Step 3 Language points

1. pretend vt. 假装，装作

pretend sth. She pretended sickness.

pretend to do sth She pretended not to see us.

pretend to be doing sth. She pretended to be doing her homework when I opened the door.

pretend to have done sth. She pretended to have seen that movie.

pretend that + clause She pretended that she had seen that movie.

Ex：我们假扮加勒比海盗吧！

当他妈妈进来的时候他假装在睡觉。

Let’s pretend to be the pirates of Caribbean!

He pretended to be sleeping when his mother came in.

2. honest adj. 诚实的，正直的，老实的 honesty n.

常用词组：

1) To be honest, I don't like him very much. How about you?

2）Honestly(speaking), I think it is ugly.

3) He is very honest in business.

4) be honest with sb 对某人说实话

Ex：我希望你对我说实话。

I hope you are honest with me.

3.attach vt&vi 系上，缚上，附加，连接

1）attach importance to ….. 重视……; 认为…..有重要意义

We should attach great importance to the coming final exam.

2) attach sth (to sth) 把….附在….上

Can you attach a picture of you to the letter?

3)attach oneself to….参加…

Would you like to attach yourself to the concert tonight?

4) attach to sth\sb 与…有关联

He attached to the event.

4.form v. 形成，发展成, 组成

The rocks were formed more than 4000 million years ago.

We should form good habits when we are young.

Twelve colleges form this university.

n. 形状，形式，表格

When you sign up , you need to fill in this form.

Different countries have different forms of government.

常用词组：in form 在形式上

in the form of 呈现。。。的形状，以。。。的形式

take the form of 采取。。。的方式

form the habit of 形成。。。的习惯

Ex：那条河在这两个国家之间形成一条自然边界。

The river forms a natural boundary between the two countries.

5．passers-by n.过路人

此类复合词均为可数名词，其复数构成原则：

（1）有中心名词的在名词后面加s（2）没有中心名词的在词尾加s

如： lookers-on, grown-ups, sisters-in-law, go-betweens

6 . earn vt.

a) 挣钱

Being a professor, he earns $ 100,000 a year.

b)获得（应得的事物），博得

His bad manners earned him a poor fame.

短语：earn one’s living=make one’s living 谋生

Ex：她通过在酒吧唱歌而谋生。

She earns her living by singing in bar.

7. extra adj. 比预期的要多的，额外的，特别的

The exciting football match went into extra time.

adv. 额外地，非常地

It is exciting to find such an extra beautiful house here.

Ex： 她说她不需要额外的帮助。

She said she didn’t need extra help.

8. perform v. a) 表演，演出

Tom and his band performed music by Mozart.

b)履行，执行（某事，某职责，任务）

The doctor performed an operation to save the girl's life.

performance. n. 表演，表现，演出

Come and see her performance in the new band.

His performance in class is not good.

Ex： 我们被要求一学年表演两台戏剧。

她因表现出色获得金牌。

We are asked to perform two plays each school year.

She won the gold medal for her excellent performance.

9. play a joke on/play jokes on sb 戏弄某人，跟某人开玩笑

You mustn't play a joke on the disabled people.

常用短语： make a joke of: 拿。。。开玩笑

It’s no joke. 不是闹着玩的。

You must be joking. 你在开玩笑吧。

类似短语： play tricks on=play a trick on 捉弄某人，戏弄某人

make fun of 取笑。。。

laugh at 嘲笑

Ex：我只是开玩笑罢了。

她说那话让我觉得她是在开我们的玩笑。

I was just joking.

When she said that, I thought she was playing a joke on me.

10．rely on 信赖，依靠，信任

As children, we relied entirely on our parents.

We can not rely on him to tell us the truth.

11.get/be familiar with 对……变得熟悉/感到熟悉

be familiar to sb

He is familiar to us, but he is not familiar with us.

12．or so 大约….左右，通常放在数量词之后

The baby usually sleeps an hour or so after breakfast.

There are 30 people or so in the classroom.

13. break up: 解散，结束，散去,分手

The crowd started to break up when the night fell.

It seems that the good weather is going to break up.

He lost his job and broke up with his girlfriend.

Policemen broke up the fighting crowd.

Step 4 Exercise

Ex 1,2,3 on P36.

HW：Finish Part 2 of EW 22nd.

Do Ex 2 on P70.

Preview the Grammar to finish Ex 1 on P37.

Period 5 Grammar

Teaching important point:

The attributive clause led by prep+relative pronoun

Teaching procedures:

Step 1 Find the 5 sentences in the text using prep+whom/which attributive clauses.

Step 2 Review the attributive clause Ss learned before.

Step 3 Prep+relative pronoun

1. 关系副词可由介词加关系代词取代 （介词可置于从句中，也可置于关系代词之前，介词之后不能用who和that）

Does anyone know the reason why/for which he is late?

I can well remember the time when/at which you left us.

I’ve hidden the ball in a place where/at which nobody can find it.

2. 介词的选择要观前顾后：观前即与先行词搭配，顾后指介词与从句谓语动词搭配

Can you give me the box in which there are books?

He is the teacher from which I learnt a lot.

3. 当定语从句谓语动词为动词短语时，介词不可分开而提前

You’re the very man whom I’ m looking for

4. 表示部分与整体时，the+n/adj/比较级，最高级/n%+of which/whom

He plans lots of trees, the highest of which is 50 metres tall.

There are 60 students in our class, 2/3 of whom are girls.

He has earned a lot of books, most of which are novels.

Step 4 Exercise

Finish Ex 2&3 on P37

Finish Ex 1&2 on P 71.

Step 5 Summary and Homework

Finish Part 3 of EW 22nd.

Preview Using language on P38.

Period 6 Using language

Teaching important point:

Understand the story of Freddy and learn some key words and expressions

Teaching procedures:

Step 1 Listening

Do the listening part and finish Ex 2,3,4 on P38

Step 2 Reading

Read the text and answer the following questions

1) Where did they go and what did they do after being famous?

2) What’s the result of the TV show？

3) How did they try to avoid the trouble? Did they take effect?

4) What did they do at last?

Step 3 Language study

1. sensitive adj.

be sensitive to/about 对…敏感

Old people need special care in winter, as they are sensitive to the change of weather.

Step 4 Summary and Homework

Period 7 Writing

Teaching important point: To Learn more about the sporting robot

Teaching procedures:

Step 1 Dictation

Step 2 Writing

1) 写作情景：

音乐是我们日常生活中重要的一部分。请根据下表所给的提示写一篇有关音乐的作文。

古代音乐 形式 没有书面形式，只有背诵，口传

内容 与乡村生活，季节，动物和，爱与悲伤等有关

原因 没有媒体，如收音机，电视，电脑等

现代音乐 形式 流行音乐

原因 多媒体普及家庭，工作等场所

趋势 越来越多的电子音乐

我的观点 听音乐能够减压，是我最喜欢的放松方式。

注意：

内容必须包括表内的信息，行文连贯通顺；

Sample writing:

Old music was never written down at first and performers had to learn hundreds of songs by heart. This was at a time without radio, TV or cinema and many of the country people could neither read nor write. Listening to live music was one way to get information as these songs were generally about country life, the seasons, animals and plants, about love and sadness in people’s lives.

Now popular music is in fashion and almost without exception, many teenagers are extremely fond of popular songs. As people now have enough media in their house or working place, it is much easier to have chances to listen to music, which makes it a trend that more and more music will be electronic music.

Listening to music is a wonderful way to reduce pressure as it washes away from the soul the dust of everyday life. Of all the things that make me happy, music is what I like best.

Step4 Homework

Finish the composition after class.

Period 8 Revision

Review the whole unit.

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《Teaching Plan for Book 5 (新课标版高二英语上册教案教学设计)（共13篇）.doc》

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