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篇1：初三unit1说课稿人教版
一、教学内容：
人教版《新目标英语》九年级上册 Unit 1 How do you study for a test?
二、课型设计及上课时间：
第一课时：新授课 (Listening and Speaking) 时间： 40分钟
三、教材分析及整合：
本单元的话题延生讨论如何学习英语。这个话题既有趣又实用，既能锻炼学生的语言能力，又能使他们学到一些实用的方法，对自身的学习大有帮助。如何向别人请教学习方法呢?又如何回答呢?通过对本单元的学习，要求学生掌握重点词组，以及与之相关的交际用语：
1. –How do you study for tests? –well. I study by working with my classmates.
2. –Have you ever studied with a group?- Yes, I have. I’ve learned a lot that way.
3. what (how) about…?
4. why don’t sb do…?=why not do…
5. –Maybe you should join an English club.
四、教学设计：
1、设计的原则：任务型语言教学应遵循的六大原则：兴趣性、真实性、阶梯性、交际性、
展示性、拓展性
2、教学目标的设定：
语言知识：目标语言：介绍学习方法的短语和几个基本句型(问句和答语)：
—— How do you study English? ——I study English by …
—— I think studying English by… is … because…
语言技能：学会谈论如何学英语;学会谈论如何为考试作准备。
学习策略：使学生能根据自己的实际采用适当的学习方法，并形成个性化的学习。 情感态度：形成相互交流相互促进的学习氛围
文化意识：了解英美国家的学生学习的主要方法
3、教学过程设计：
设计理念：在课程开始前通过对话题和学生之间展开讨论，引入新的知识点。将词汇、短语融入句型中用对话展开练习，帮助学生对语言知识进行有效的理解、记忆和内化。通过几个不同层次的任务让学生在积极参与、体验、互动的过程中对所学知识进行输出和运用，最终达到培养语言听力和口语能力的目的。老师对语言知识的输入和输出都不是一次性完成的，是分层次进行的，把可理解性输入和可理解性输出有机地结合起来，以搭建“脚手架”的形式帮助学生逐步完成难易程度不同的各项任务活动。
过程设计：整堂课设计分为三大部分：
一、对新授语言的输入和控制性操练
(一)对问句：How do you study English? 答语：I study English by … 及相关词汇的输入和操练
1. 以How do you study English?I study English by listening cassettes.导入句型和词汇.
2.设置两个情境，用下列短语操练
by studying with a group.
by watching English programs on TV.
by enjoying English songs.
by taking part in English classes after school.
by getting an English tutor.
by reading English magazines and newspaper.
by surfing the Internet.
by making flashcards.
by reading the textbook.
by asking the teacher for help.
by making vocabulary lists.
by taking notes carefully.
by having the English class carefully.
by finishing my homework seriously.
(二) 对句型：I think studying English by… is … because…及相关词汇和短语的输入和操练
1. 承接上一个情景方式导入句型和词汇：I think studying English by… is … because…
2. 词汇复现和新授
3. 通过视频和听力检测学生对词汇的理解，同时学习一些短语和句型的表达。
4. 通过四个情境的对话设置，输入和练习新授短语和句型。
5. 通过让学生选择各种学习方法，并说明原因，引导学生分析各种学习方法的优劣，使学生学会评价与判断，选择最适合自己的方法
二、任务型活动产出
1.学生根据自己的实际情况，用所学的短语和句型互相问答。然后做对话展示。
2. 通过不同问句的口头操练来讨论同学间不同的学习方法
三、家庭作业布置和结尾
1. 继续和小组成员编对话，并完善对话。
2.写一段话和朋友诉说如何更好的学习。
篇2：初三unit1说课稿人教版
一、课题： (新目标)九年级英语Unit1 How can we become good learners?
SectionA1a---2c
本节课是本学期的第一节课，它的作用就显得格外重要。面对新的面孔，面对新的班级，一切都是陌生的，那么上好第一节课，对我来说至关重要。那么怎么来上好这一节课呢?首先，让我们一块看一下教材分析。
二、教材分析
本节课的中心话题是谈论怎样来学习“Talk about how to study”,具体的目标语言是: How do you learn English? I study by doing sth.
从语言上看，本部分的语言结构相对单一，仅要求掌握“by+动词-ing形式”即可，但具体的短语内容却非常丰富，可利用这一时机引导学生滚动复习七、八年级学过的相关短语和搭配。如果这一部分建构好了，便为后续的学习奠定良好的语言基础。
在情感态度上，借助本部分的学习，帮助学生自我反思英语学习方法，主动调整自己的学习方法，鼓励他们成为积极主动的学习者。
本部分结束时，学生应该重点掌握哪些内容呢?下面我们一块看教学目标。
三、教学目标
知识目标：
(1)熟练掌握下列词汇：textbook, conversation, aloud, pronunciation,sentence
(2)熟练掌握下列短语： work with friends ask the teacher for help read aloud make word cards practice pronunciation
(3)掌握下列句型：How do you study for a test? I study by working with a group.
能力目标：
1. 学会用简单的语言谈论学习方法
2. 学会针对学习中的困难，给别人提建议
情感目标：
1. 学会自我反思，主动调整自己的学习方法，择优而学。
2. 能解决英语学习中的一些困难;学会解决生活的问题。
四、教学重难点
教学重点：
1. 学习并掌握How do you study...? I study...by ....等相关句型和词汇。
2. 学习并掌握用by + doing 结构表达方式方法。
教学难点：
学习并用丰富的语言描述英语学习的方式和方法。
五、说教法：
本部分的教学法建议：
口语教学——通过创设情境让学生进行对话练习和角色互换活动;
听力教学——讲求听力技巧，先审题，预测答案，再去听，听什么?听关键词;短语教学——采取启发式的教学方式，让学生在思考中输出自己的语言，并在
句型中学会运用;
六、说学法
采用小组合作探究、听力练习、对话练习、猜测问题和角色互换的学习策略
四、教学过程
Step 1： Lead in
Listen to an English song named Fairy Tail.
• T: Do you like this song? ·S: …
• T: Yes, I like this song. And I like English songs. I often learn English by listening to English songs. I think listening to English songs is a good way to learn English. Do you think so?
【设计意图】
通过听英语歌曲，引入新课，首先活跃了课堂气氛，同时引出了学习英语的一种非常棒的方法listening to English songs，接着询问学生所喜欢的学习英语的方式，让学生尽可能多的发言，为下一步的对话练习做准备。
Step 2： Phrases study(短语学习)
Activity 1. 复习本节课所用的单词：
textbook, conversation, aloud, pronunciation,sentence
【设计意图】
由单词到短语到句子，不光让学生认识单词，还要理解，尽量达到会用的目的。比如…… 做到这一步，教师必须整体把握单元脉络，为后面的学习铺路。
Activity 2. 利用课本P1的图片预测他们所使用的学习方法，呈现by + doing的结构,为听力1b的学习作前提准备。
Activity 3. 完成课本上1a看词打勾的练习。
Step 3： Listening and Pair Work
做好这些准备后，听力1b和对话1c的练习将开展地非常的顺利,因为有了充足的语言基础保障。
Step 4：Listening 2a, 2b
Activity 1 学习2a
1. 观察图片，猜测当时的情境
2. 大声读出2a问题，画出听力中出现的学习英语的方式：①②③④⑤
3. 完成2a，勾出你听到的问题，就相对简单多了。
【听力技巧】
加入听力技巧的指导，要想听好听力，提前做好准备。先审题，抓住关键词，再预测答案，最后听关键词。
Activity 2 学习2b
1. 小组合作学习，找出重点和难点的短语，明确词义
2. 完成2b练习
【反思】通过听他人的学习方法，学会自我反思，主动调整自己的学习方法，择优而学。
Step 5： 能力提升
Activity 1. 让学生二人一组就听力2a 和2b的内容进行模仿对话的练习。
You can do like this:
A: Hello,every one! Welcome to my class. Today we’re going to talk about the best ways to learn English. ……
B: Yes, … C: No, … D: …
【注意】必须用上以下句型： ① Do you learn English by …?
② What about doing sth? ③ Have you ever …?
Activity 2. 写作练习
【设计意图】在熟练对话的基础上，写出所作对话的内容，加深理解和应用，是本节课的升华。
Step 6： Sum up学生们在教师的带领下总结出在英语学习中遇到的有关听、说、读和写四大方面的应对办法，利于后面写作方面的学习。
篇3：人教版初三信息技术说课稿
尊敬的各位评委、各位老师：
大家好，很荣幸能与太家共同交流信息技术课，我今天要说的课题是《我用“铅笔”画房子》，下面，我将围绕说教材教法、说学法指导、说教学过程、说创意效果以及课后反思五个方面对本课进行说课。
一、说教材教法
教材
本课选自华中师范大学版的小学信息技术教材，第一册第9课学习“画图”软件的第一课时：《我用“铅笔”画房子》。主要是面向小学三年级和初学画图软件的学生。《我用“铅笔”画房子》在本册用电脑画画的知识点上占一个很重要的地位。本课是学习画图软件的第一课，起着承前启后的作用。本节课形象直观，灵活有趣，可以充分调动学生的手和脑，培养学生学习计算机的兴趣，使学生掌;握一种简单有趣的绘图方法，熟悉windows界面的操作方法，并在画图的过程中，把知识的教学和思维能力的培养结合起来，有利于促进学生创造性思维的发展，是进行创造性教育的好助手，为今后的学习奠定良好的基础。画图软件的操作简单易用，非常适合初学电脑绘画创作，学好画图软件的使用，可以为学生将来学习专业绘画软件打下良好的基础。本课包括六个内容：1、启动“画图”软件; 2、认识“画图''软件的窗口和工具;3、用”铅笔“画线条;4、画直线;5、学”用颜色填充“工具;6.用”铅笔“工具画房子。教学内容由浅入深，让学生更容易地掌握画图软件的使用。
本课的教学目的是：1.掌握画图软件的启动和退出，并熟悉画图软件的窗口;2.熟练掌握窗口中各部分的操作方法;3.能用”铅笔“、”椭圆“、”直线“和”用颜色填充“工具画出房子和太阳;4.通过进行模仿作品和图画创作，激发学生对学习电脑绘画的兴趣。根据以上的教学目的，把熟练掌握窗口中各部分的操作方法作为重点，难点是用”铅笔“、”椭圆“、”直线“和”用颜色填充“工具画出山景和太阳，而解决问题的关键是引导学生在自主的学习中掌握。
教法
为了更有效地突出重点，突破难点，按照学生认知规律，遵循教师为主导，学生为主体，训练为主线的指导思想，又因为信息技术课程是一门”知识性与技能性相结合“的基础工具课，如果用传统的”教师教，学生学“的教学方法，效果肯定不佳，我在课堂教学中使用”任务驱动法“，应用网状教学模式给予学生自学自练的时间和空间，锻炼学生信息处理的思维和习惯，这一种教学方式，可以培养学生自学，协作学习和发展学生的创作能力，所以在本课的教学中先让学生明确任务，再采用”试一试--说一说--练一练“的方法，让学生在自学、质疑中学习使用画图软件，整个过程体现了教师为主导，学生为主体，训练为主线的教学原则。
【所用教具】教师机一台，学生机若干，装有windowsxP操作系统及多媒体教学系统。
【所用教法】演示法、练习法、讲述法。
二、说学法指导
现代教学论认为学生是活动的主人，如果能让学生通过自己的努力去发现知识，创造更美的东西，那将是我们信息技术课教学孜孜以求的最高境界，也是我们开展素质教育的最迫切要求。心理学家皮亚杰说得好”一切真理都要让学生自己去获得，由他重新发明，而不是草率地传递给他“。因此，我在教学中让学生用”问一问，说一说，做一做“的方法来完成本节课的学习任务。”问“自己不懂的地方;”说“自己理解的内容;”做“自己喜欢的图画。学生始终在教师的引导下动脑、动手、动口，通过自己的劳动获取，变被动学习为主动学习。
其中还安排了质疑、互帮、讨论等多种形式，激发学生学习和探究的欲望。
三、说教学过程
为了突破教学重难点，本课我的教学设计是以”学生练“为主，把学习的主动权交给学生，让学生主动参与学习及其自由的发挥，从而使学生学得生动活泼，并且妙趣横生。如果学生出现偏差，不恰当之处，教师适当点拨一下，本节课力求在老师帮助指导下，让学生自己领悟，自己画图，使学生养成独立思考勇于发现创新的思维习惯。
我设计的教学过程有这样几个环节：
1、复习旧知识
我对同学们说：”同学们，我们已经学习了有关计算机的基本知识以及基本操作，下边，请同学们启动游戏一纸牌，简要回顾下鼠标的单击、双击、拖动以及右击等操作方法。“这样使同学们对鼠标的操作又有一个清晰的概念，有利于下一步的操作。
2、新课导入
在同学们都启动成功后，开门见山直入主题：”同学们喜欢画画吗? “学生齐答：”喜欢“。师：”我国古时候有个小孩也非常喜欢画画，我们一起来看看他是怎么画画的(老师启动“神笔马良”的故事)。师：“你看马良用的工具是一只神笔，那么，我们也有一只神笔，就是电脑，你们用电脑画过画吗? ”这时，大部分同学说没有，我便顺势引入新课：“看，这就是一位小朋友用电脑画出来的，漂亮吗?那么，我们今天就来学习用windows画笔来画图，进行争当小画家电脑绘图比赛”。目的是为了明确本节课任务。
3、新课
演示，并引导学生启动画图程序
这时，我在已打开且已运行了多媒体教学系统的教师机上，进行全体广播，演示并讲述：“同学们，现在请看着自己的屏幕，看看如何进入Windows画图，以及Windows画图中都有哪些组成? ”紧接着向学生简介一下Windows窗口的组成，标题栏、菜单栏、状态栏等等，然后说：“让我们来认识一下windows画图与我们以前画图的异同。”这时要将两种画图方法作一下比较，目的是使同学们拉近与电脑画图的距离，用浅显的语言来解释，如绘图区犹如纸张，工具箱里有铅笔、橡皮、刷子、喷枪等等，我们可以移动鼠标去拿工具，然后在纸上画图，再看下边是颜料盒，我们可以任意选取颜色，这样使同学们产生一种似曾相识的感觉。我用Windows画笔画出一至两个很简单的图画，如房子、大树等，并填充上合适的颜色，然后再打开一至两幅图画，使学生认识到用电脑画图就象我们平时画图一样，简单易学，可是只有动脑子，展开想象的翅膀，才能画出好作品来。
接下来停止广播，让每位同学启动画图程序。
4、学生练习
“好，接下来就请同学们大显身手，施展才华，争当一名小画家。”抓住初中学生争强好胜、好表现的特点，用有激励性的语言来激发他们的绘画兴趣和创造欲望。
这时，我走到学生中间，处理学生遇到的各种问题。并且最重要的是要对学生的图画和画图的方法进行仔细观察，来发现他们画图的特点，从而有针对性地进行辅导。对画画还比较生疏的同学，进行鼓励，告诉他们工具的使用是熟能生巧，而画的质量重在创意，并可以及时请教其它同学或老师;对画得好的同学，鼓励和指点他们要从多种途径，采用不同方法来画图，启发学生，从而达到举一反三，创意倍出的效果。
因为计算机重在练习，使学生在练习中达到我们的教学目标，因而我安排学生练习的时间不少于整节课的四分之三，这样把时间留给学生，使学生占主体地位，教师只充当一个引导者、组织者的角色，有利于学生充分发挥想象力、创造力，去画出一幅幅五彩斑谰的作品，这蕴含着他们丰富奇特的想象力以及在潜意识中培养了他们的创新能力。
5、成果展示.
将一些成功的、有创意的作品展示给全班同学看，并进行简单点评，使学生尝到成功的喜悦和创造的快乐。另外尽量使用容易被学生忽略的菜单中的一些菜单项如透明、拉伸等方法对作品进行处理，目的是告诉同学们除了刚才使用的工具箱、颜料盒之外，画笔的知识点还很多，要想得心应手地使用Windows画笔画出好作品来，还需要同学们积极地去探索，去发现，去掌握更高的技巧，只有这样，才能画出绚丽的图画。
整节课在讲述时，力求语言之简捷，意在起抛砖引玉之功效，为了极大限度的留给学生去思考、去发挥、去创新，我注重了以下两点：
(1)研析设问，学中悟道。
苏霍姆林斯基说过：在人的心灵深处，都有一种根深蒂固的需要，这就是希望自己是一个发现者、研究者、探索者。在儿童的精神世界里，这种需要特别强烈。因此在设计上，我先让学生带着自己提出的问题读书，然后尝试操作，鼓励学生个性化的解读，进行多角度、多层面的操作演练，接下来让学生选择自己的重点、难点或者成功点展开学习以及操作，进行知识的迁移、融合。生动的教学软件，集声音、操作、演示必将给学生以充分的帮助。学生通过软件寻找帮助或者同学、老师的帮助，展示自己。
由于学生自选内容，又有充分展示自我的机会，所以就能体会到参与的兴趣，品味到成功的喜悦，使信息技术的工具性和人文性才会水乳交融，相得益彰。
(2)拓展延伸，形成积淀。
学生提出问题，带着问题读书，读中解决问题，这仅是教学中浅层次目标，而带着疑问走出课堂才是学生可持续发展和终身发展的必需。为此，我用这样的问题结束课堂教学：你认为这节课有哪些收获?还有什么想法或不懂的地方?继而根据学情做出综合性总结和评价。
四、创意效果
1、对教材的处理独具匠心，富有创造性。
课堂引入除了处理，改过两个环节“游戏”软件和“故事”导入，通过教材步步引导和鼓励，调动了全体学生的积极性，活跃了课堂气氛，同时有效回顾和巩固了鼠标操作技能，培养了学生发散思维，形成良好和谐的师生互动与生生互动。
2、真正做到课堂“学生为主体，教师为主导”，教师始终用鼓励的眼光和语气跟学生进行交流，调动学生思维，创设出很多很美的作品。
3、电脑知识是“明线”，创作灵感是“暗线”。
在本节课里，培养这种灵感方法在不知不觉中自然渗透，在意识但似无意识。
五、课后反思
1、平时应多钻研教材，多了解学生，所谓“知己知彼，百战不贻”。
2、教材是“死”的，上课不可照本宣科，应充分理解教材，充分了解学生现状，并在必要环节的时候，灵活处理教材或创造性地修改教材，这是新课程理念下教材应有的意识，也可说是应有的能力。
3、平时教学应注重“师生互动”，应多创造条件让学生进行“合作学习”，体会学习的快乐，让学生能自觉“喜欢电脑，而不沉迷电脑”。
我的说课到此结束，谢谢。
篇4：人教版初三信息技术说课稿
一、说教材
本课内容是华中师范大学出版社《信息技术》第七册第十二课内容。本课利用多媒体计算机和互联网络环境，为学生们创设一个开放的学习空间，让学生自主地利用双向互动的教学辅助软件了解、掌握和巩固所学的知识，进一步探究网页的制作方法及技巧，培养学生的计算机综合应用能力、想象力、创造力、自学能力和综合审美能力，为学生深入地掌握FrontPage软件并运用到实际生活打下坚实的基础。
二、说学情
小学六年级学生的观察、分析、比较、想象等能力逐渐成熟，在性格上表现好奇、大胆，追求自己的个性，比较喜欢开放、自由的学习环境，主观意识较强。并具有了一定的自学能力和模仿能力，但学生还多以感性表象来掌握概念，形象思维仍是学生掌握知识的主要思维方式，学生对知识的吸收绝大部分都是建在感性认识的基础上，兴趣爱好仍然是学习最好的动力。因此，这节课利用网络教学，激发他们的热情，很好地发挥了学生主观能动性和创造性，使学生成为学习的主人，有利于培养学生的创新思维。
三、说教学目标
1.知识与技能目标
(1)简单了解网站、网页、主页的概念。
(2)能简要陈述FrontPage主要功能，熟悉其操作界面，了解网站制作的一般流程。
(3)能熟练地建立、打开、保存、游览网页文件。
(4)能根据模板创建个人网站，培养学生的逻辑思维能力，提高学生口头表达能力等方面。
2.过程与方法目标
通过学生交流、师生交流、人机交流、学生活动等形式，培养学生利用信息技术的能力。
3.情感态度与价值观目标
(1)激发学生创作的热情，让学生在发现问题并解决问题的过程中体验成就感，提高艺术修养和审美情趣。
(2)培养学生文明使用计算机和网络以及网络安全和网络伦理等方面的情感。
教学重难点：
掌握FrontPage的打开、保存、退出以及在FrontPage中编辑文字，并根据模板创建个人网站。
教学准备
多媒体网络机房(单人单机)，多媒体电教系统(LanstarVC)，FrontPage软件等
四、说教法
信息技术是一门培养人的思维，发展人的创造能力的重要学科之一，因此，在教学中我采用了任务驱动法，制作简单网站的学习目标是通过完成个人网页作品来实现。个人网页的信息更能实现每个学生展示自我的目的，因此完成这些任务又能给他们带来成就感和满足感。这种心理上的内在动力驱使学生自觉地把计算机作为一种信息处理的工具来使用，.由“要我学”变成“我要学”。在教学中，通过创设情境，激发学生的创作欲望，把总任务划分到每节课，按照学生的制作进度来布置子任务，使学生在教师引。导下逐步达成教学目标。
五、说学法
1、学生利用计算税网络教学，广播教学等，使学生间的交流，师生交流更直接。
2、利用多媒体计算机的直观、形象的特点，帮助学生多感官的学习，激发学生的学习兴趣。
3、利用网络课件，让学生通过：浏览网页，主观建构，进而创新。
六、说教学过程
一、激趣导入
(出示电脑课件，让学生自行点击浏览优秀网站)师：这都是小学五、六年级学生做出来的网页，大家说，做得好不好?(生：好)只要大家努力，我们也能做出这样的网页。同学们，从这节课开始，我们白手起家，创造自己的网屋，从制作最简单的网页开始，步步深入!，最终建成内容丰富的漂亮的网屋。不过，做网页有个工具才行，我们先来认识一下吧!
【设计意图：启动教学过程中动力系统，激发学生对网页产生兴趣和对计算机知识的学习动机。】
二、初识Fr ontPage(电脑演示教师的操作)和窗口的组成。
师：(开始一程序一MicrosoftFrontPage。)这窗口看起来有点熟悉吧，你能说出FrontPage与以前我们学过的哪个软件相似吗?他们有哪些相同的地方的不同的地方?(出示Word窗口和FrontPage窗口进行对比)
【设计意图：让学生认识FrontPage的打开和窗口的组成。培养学生独立思考的能力。】
三、制作网页
1、布置任务。
师：看了这么多精彩的网页，也初步熟悉了FrontPage这个软件，大家是不是有点心动了，想不想自己动手来做自己的网屋啊!大家可以小组合作完成一个主题网页，每人做一个内容，也可以单独来完成自己的个人网页。
【设计意图：布置任务，推动学生的探索，培养学生自主探究的精神。】
2、操作示范：以教师制作的网页为例讲解最简单网页的制作。
师：有的同学在看完的操作之后忘记了怎么办呢?到课件网页里面看看，老师已经为你们准备了相关的引导，点击这里，可以帮助你解决问题，如果在制作过程中还有不懂的地方还可以和老师、同学一起来讨论解决它。
【设计意图：引导学生合作，培养学生的合作能力。使学生明白网络课件的使用，使学生利用课件交互学习。】
3、网页要求：页面设置合理，字体颜色、大小、整体布局合理。
【设计意图：使信息技术学科与语言学科、美术学科进行整合，培养学生的审美能力，语言表达能力。】
四、自主制作网页
学生边浏览网页，在双窗口之间切换，边学习边完成任务。学生可以边复习相关知识边制作网页，也可以先看完相关知识，再制作。
【设计意图：执行任务，探究创新。让学生在复习与操作之间切换，边学边用。与老师互动学习，与同学之间合作学习。】
五、作品展示
1、学生评价
2、小组评价
3、教师展示作品
【设计意图：通过多媒体网络提取学生作品，让学生进行评价，使学生得到积极的情感体验，获得创新成功的喜悦。】
六、课堂小结
总结今天的学习内容并挑选几个优秀学生的作品展示给大家，勉励大家继续努力，把自己的主页做到最好同时请所有同学搜集自己各方面的资料，为下节课做好准备。
七、教学反思
这节课我的侧重点在于注重学生创新和实践能力的培养，注重知识的迁移和整合，积极体现以人为本的新课程改革理念，把课堂主动权还给学生，协调学生与教师之间平等和谐的师生关系，同时加强美育渗透，使学生各项能力得到全面的发展。
当然，课堂教学永远是一门遗憾的艺术。任何一堂课，当你课后反思的时候，总会觉得：有一些不足和遗憾，而你的教学水平正是在不断地解决不足和遗憾的过程中得到提升。我将和大家一起，在提高专业水平同时，致力提高课堂教学水平。
篇5：unit1八下人教版教案
unit1八下人教版教案
一、Teaching date:
二：学情及教学内容分析:
主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外，本单元还涉及到党当人身体不适时，医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇，文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说，本单元的相关语法知识并不难。
教学目标:
三：教学目标：
1. 语言知识目标：
1) 能掌握以下单词以及短语：matter, sore, have a cold, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, toothache, headache, break, hurt, enough water, take breaks away from, all weekend, take one’s temperature, in the same way, go to a doctor, see a dentist,
2) 能熟悉以下句型： What’s the matter with…?”
“What should I/ you/ he/ she/they… do?”
“I/ you/ he/ she/they should do…”
2. 情感态度价值观目标：
教会学生关心他人，培养同学间团结、友善的精神。
四：教学重难点
掌握相关的单词和词组，并能够灵活运用会使用以下句型： “What’s the matter with…?”“What should I/ you/ he/ she/they… do?”“I/ you/ he/ she/they should do…”
五：教学流程：
Step1 Greet the whole class as usual.
T: What’s the date today?/ What day is it today?/ How’s the weather?/ How was your weekend?/What do you usually do on weekends?/ Do you like exercising?/ How often do you exercise?/ That’s great! To do exercise can keep us healthy, but if we don’t pay attention to our health, there will be something wrong with our body. Now , look at these people.
Learn some new words.
Step2 引入一般过去时，对上学期所学知识进行复习。
Step3 Learn 1a on page 1. Look at the picture. Write the correct letter.
arm, back, ear, eye, foot…
Step4 1b Listen and look at the picture, then number the names on page 1.
Nancy Sarah David…
Step5 Practice the conversations.
What’s the matter with…? She talked too much yesterday.
知识点归纳：
当某人心情沮丧，闷闷不乐，身体不舒服或是遇到麻烦事时，可以用下列问句：
What’s the matter? What’s wrong with sb/sth?
某人/某物怎么了?(sb:哪儿不舒服/出什么事了/为何不高兴?sth:某物出了毛病或故障)可以用下列问句：What’s the matter with you?/ What’s the trouble with you?/ What’s your trouble?/ What’s wrong with you? /Is there anything wrong with you?
Step 6 Listen and number the pictures on page 2.
Step 7 Listen again and then match.
1. fever a. lie down and rest
2. stomachache b.drink some hot tea with honey
3.cough and sore throat c. see a dentist
… …
知识点归纳：
You should drink some hot tea with honey.
(1) with 做介词，意为“有，带有”表示某物带有或具有某种特征。介词短语with honey做hot tea 的后置定语。例：a tall girl with long curly hair.
(2)with还有“和某人某物在一起”，表示伴随。例：I like to talk with my friends.
with还有“用……”表示使用“某种工具、手段等”
例：Cut it with a knife/wirte with a pen/with the help of……或with one’s help
with还有“关于……对于……”表示 “关系和适应范围” 例：be angry with
Step 8 Role-play the conversation.
先带领学生学习书中对话部分所出现的语法知识，新的词组以及新的句型。并要求学生熟读本部分课文。
对话中主要词组： take breaks away from, all weekend, take one’s temperature, in the same way, go to a doctor, see a dentist, get an X-ray, cut oneself.
六：设计意图及反思
unit1八下人教版Period 2 (3a-Grammar focus)
一、Teaching date:
二：学情及教学内容分析:
主要讨论的话题是询问某人的健康状况以及遇到麻烦的表达方法。本单元涉及到大量的表示人体部分的单词以及关于身体某部位不舒服的短语。此外，本单元还涉及到党当人身体不适时，医生、朋友或亲人提出的意见的表达法。本单元共有阅读类文章两篇，文章的主体时态都为一般过去时。主要句型为.What’s the matter with…?”“What should I/ you/ he/ she/they… do?” “I/ you/ he/ she/they should do…?” “I have a headache/stomachache/toothache.” “Does she/he/ have a fever/cold/toothache…?”总的来说，本单元的相关语法知识并不难。
教学目标:
三：教学目标：
1. 语言知识目标：
1) 单词以及短语: passenger, get off, on to, to one’s surprise, trouble, hit, right away,
get into, herself, see sb doing sth, thanks to, save a life, think about, in time, wait for,
take …to…, tell …to do …
2)巩固一般过去时，熟练使用动词的过去式。
2. 能力目标：
运用推理判断法解阅读理解题
3.情感目标：培养学生主动救助处于危险境地的人的精神，在紧急关头，有勇气做出正确的决定。
四、教学重难点
1. 教学重点：一般过去时的复习;
2. 教学难点：在阅读材料中，准确地提取所需信息。
五：教学流程
Step1 Learn some new words and review the words that we learned yesterday.
Step2复习一般过去时态，并带领学生复习常见动词的过去式。
see run get say know stop save ….
Step3 先让学生自己阅读教材3页的文章，并找同学说出本篇文章的大概内容。
Step4 在学生熟读课文后，带领学生一起分析文章中出现的短语、语法点以及句型。
see sb doing sth, get off, without doing sth, in time, think about, thanks to, wait for, agree to…
本篇文章内容是当今社会议论广泛的话题，即在路上遇到有人摔倒要不要过去帮忙，要正确引导学生。
Step5Read the passage again and check the things that happened in the story on page 3.
知识点归纳：用have来回答健康问题
(1)have a cold 中have意为“患、得(病)”
(2)have意为“拥有”之意时，无进行时。
(3)have做“进行、举行”解，表示“举行某一活动”例：We will have a big party on New Year’s Day.
(4)have做“吃、喝”解，可指吃三餐饭或具体食物。例：I have tomatoes for lunch.
(5)have做“上……课”解，例：How many classes do you have on weekdays
Step6 3c Discuss the questions with a partner on page 3.
Step7 带领学生分析每一句的话的含义。
Work in groups and discuss how to keep ourselves healthy.
Step8 Grammar focus. 本部分内容要求学生记忆，并能熟练运用。
Step 9总结本节课所学内容。
六：设计意图及反思
篇6：人教版必修第三册Unit1
教学方法
(一)主题任务(Core tasks)
根据本单元的中心话题，建议设计以下三个主题任务，供教师参考，并根据实际情况选用。
任务一：设立吉尼斯班级纪录
活动时间：在学完“热身”、“听力”、“口语”、“读前”、“阅读”和“读后”之后
语言知识要求：
1．词汇：edition，length，conclude，confirm，com- minttee，skilful，energetic，certificate，register，apply for， in the first place
2．句型：运用本单元所学的表示量度和比较的句型
语言技能要求：听、说、写
活动形式：
1．小组活动：小组讨论班级里的各项之最，比如说，同学中最高的，跑得最快的，唱歌最好的，体重最大的、最小的，英语口语最好的等等。做好纪录，力求准确，并尽可能包含各个方面。
2．班级活动：先由小组长汇报各小组的内容，再汇总，去掉相同的纪录，在得到全班同学的确认后用英语纪录在小册子里。
3．个人活动：在以后的学习、生活中，争取提高那些有意义的纪录，不断取得进步。
任务目的：
1．加深同学之间的了解，使学生热爱生活，培养集体荣誉感和积极向上、永不满足的进取精神。
2．在活动中学习使用目标语言，以便真正掌握，学以致用。
任务二：介绍一项吉尼斯世界纪录
活动时间：在学完综合技能之后
语言知识要求：学生已学词汇与句型
语言技能要求：听、说、读、写
活动形式：
1．小组活动：利用学校图书馆、因特网查询一项吉尼斯世界纪录。最好该纪录主题积极向上，有生动的幕后故事和社会现实意义。
2．个人活动：由小组长负责分配任务，各组员每人都承担一部分内容，用英语组织好语言，并向全班介绍。
3．班级活动：全体同学参与，各小组介绍自己
选择的一项世界纪录，师生共同评价，选出介绍得最好的小组。并把所有的材料整理装订成册。
评价工具：
任务目的：
1．加深对吉尼斯世界纪录文化内涵的理解；
2．培养学生的合作学习和团队精神；
3．增加语言的输出和输入量，提高学生的语言表达能力。
任务三：介绍你喜欢的一项极限运动
活动时问：在学完本单元之后
语言知识要求：
1．词汇：X Games，X-factor，skating ramp， schoolmates，capture，concentrate(on)，helmet，delighted， cautious，fascinate，recently，familiar，outgoing，skate- boarder
2．句型：学生已学的有关句型
语言技能要求：听、说、读、写
活动形式：
1．个人活动：每位同学选择一项自己喜爱和有所了解的极限运动。阅读相关资料，做介绍前的各项准备工作，包括提供图片、录像等材料。
2．小组活动：在小组中比较各自的准备工作，交流经验。
3．班级活动：在适当的时候全体同学参加，由各位同学依次来介绍他们选择的极限运动，师生共同评价选出介绍得最好的同学。并推荐有利于学生身心健康的极限运动，鼓励他们在课外活动中尝试。
任务目的：
1．培养学生在活动中用英语做事的能力；
2．拓展视野，丰富课外文化和英语知识；
3．鼓励创新和有限度的冒险。
(二)热身(Warming up)
这一部分的目的是引起学生对吉尼斯世界纪录
的好奇和兴趣。建议从班级里的情况开始起谈到全国和全世界，再引入到课文中的图片。具体步骤如下：
T：Who is the tallest student in our class?
Ss：．．．
T：Is Yao Ming the tallest person in China?
Ss：．．．
T：Do you know how tall the tallest person in the world is?
Ss：．．．
T：Now let's come to the pictures．See what they are about．
与学生的对话还可以涉及其他级别的各项之最，教师逐步激活学生脑中有关吉尼斯世界纪录的知识，让学生的注意力集中到这一话题上来。然后可以分小组进行有关吉尼斯世界纪录的小测试。看哪组在六个小题中得到最高分。最后由教师来公布答案。如果学生要了解更多的有关知识，可以让他们访问下面的网站：
http：//www.guinnessbookofworldrecords.com
(三)听力(Listening)
该部分提供了两段有关同一主题、不同内容的听力材料和相应的问题，侧重训练听表示量度和进行比较的一些表达法和句子。另外，两段短文都包含有很多数字，所以另一重点就是听取数字。可以设计一些热身和拓展活动，具体建议如下：
1．完成课文提供的“听前”问题。其中第二个问题可以组织学生先分组讨论，然后由学生回答，教师不提供固定的答案。
2．训练学生熟练地听取数字。教师说出一些两位或三位数，学生用英语写出来，看他们是否能写正确。
3．提一些与听力内容相关的问题，如：
How heavy is the world’s heaviest living person?
What is the fastest land animal?
What is the fastest sea animal?
What is the fastest bird?
What is the fastest man-made flying object?
What is the heaviest land animal?
可以教授“热身”中提到的生词并板书在黑板上。
(四)口语(Speaking)
本单元口语任务是让学生根据课文所提供的角色卡上的情境，分别以“校报记者”和以高空走钢丝闻名的阿迪力的身份来进行一段访谈。访谈的内容是阿迪力所创造的各项纪录。目标语言是长、宽、高等的表达方式和进行比较。在学生开展对话活动前，建议教师能创设情境与一到两位口语较好的学生进行访谈试的对话作为例子。例如：
T：In our class，who sings best?
Ss：Li Fang．
T：Li Fang．May I ask you some questions?
L：Certainly．
T：When did you begin to sing songs?
L：…
T：Did you get a music teacher to help you?
L：…
T：What’s your favourite song?
L：…
T：Have you ever taken part in any singing competition?
L：…
T：Have you ever won any prizes for singing?
L：
T：Why do you enjoy singing?
L：…
T：Thank you．
然后学生以两人一组展开口语活动，在他们基本完成对话的设计和操练熟练后叫几组同学上讲台表演。师生共同评选出最佳的对话。如果时间允许，在此活动结束后还可以让学生任意选择班级里他们想采访的同学，展开即时的、一对一的对话，也可以是教师先推荐一些有特长的学生来作为被采访的对象。
(五)读前(Pre-reading)
教材中的问题大都难以让学生即时作出回答，因此建议教师在结束“口语”活动后布置预习任务，学生通过阅读课文和查找相关资料才能获得答案。在条件差的班级里，讨论需要教师的指导和帮助。在条件好的班级里，学生在完成讨论和回答后教师可以适当地拓展话题，比如：
T：What else do you know about Sir Hugh Beaver and the Guinness Book of World Records?
T：Do you know of any Chinese records in the book?
(六)阅读(Reading)
阅读材料是一篇介绍《吉尼斯世界纪录》的说明文。主要讲述了这本书诞生的背景、书的主要内容、书中有关中国的纪录、体育方面的吉尼斯世界纪录、为什么人们喜爱这样I本书和申报吉尼斯世界纪录的程序等方面的情况。建议教师作以下处理：
1．作为说明文，应该让学生着重理解作者介绍的条理和方法。理解文章的大意和有关重要细节。教师可以通过让学生找主题句和归纳段落大意来使他们了解文章的脉络。
段落大意：
1)The birth of the book．
2)New records are sent into the book each year and they are put into different categories．
3)Some Chinese records in the book．
4)Many of the records come from the world of sports；
some have moving life stories behind them．
5)Why people are so interested in world records．
6)The procedures to apply for a Guinness world record．
2．文章的深层次理解。高三的学生具备了基本的阅读能力，教师还应有计划地引导他们对文章作深层次的理解，如作者为何要写这篇文章、其态度如何、文章为什么要运用这样一个句子以及文章的影响等，以此来启发学生，培养他们的推断和综合预测能力。
本篇文章还可以引导学生作以下几点的思考和挖掘：
1) Why did Sir Hugh Beaver want to create such abook?
2) Why do you think the book has been a bestseller for so many years?
3) What does the phrase “keep track of them” mean?
4) Do you think the book will remain popular? How will it change?
3．要求学生找出文章中他们觉得难懂的句子和他们喜欢的表达方式和句子，全班师生来共同讨论和欣赏。
(七)读后(Post-reading)
1．练习1有五个问题。前三个问题，教师可以提供一些图片和相关资料，以帮助学生更好地了解 Sir Hugh Beaver和《吉尼斯世界纪录》这本书以及环法自行车赛冠军阿姆斯特朗。后两个问题没有固定的答案，教师可以引导学生展开探讨。
2．对于练习3教师可以让学生再细读文章的最后一段，然后先小组协作完成，再在全班核对答案。
3．建议完成主题任务一(具体参见主题任务一)。
(八)语言学习(Language study)
1．词汇(Word study)：本部分的重点是培养学生运用英语来释义的能力，教师可以在完成两部分的练习后增加以下活动：
1)要求学生用英语来解释文章中其他生词。
2)试着要求学生用英语来解释练习2关于“北京申奥”这篇文章中的一些生词。如：
enthusiastic： with a strong feeling of interest
and admiration
decade： ten years
committee： a group of people chosen to do a
particular job or for special duties
fascinate： be very interesting to
2．语法(Grammar)：本单元的语法项目是复习主语，重点是让学生识别不同种类的主语。建议教师在完成语法部分练习的基础上补充下列例旬，并对于教材中未提及的主语种类予以强调。
Examples
His being looked down upon made him unhappy．
Holding the note in his hand，he stood there dumbfounded．
When and where to hold the meeting hasn't been decided．
What you should do is to finish the task soon．
0ver 60％ of the earth is covered with water．
New Year's day is coming.
“Where there is a will，there is a way” is a proverb．
The rich and the poor are equal in front of the law．
It is no use crying over spilt milk．
The teacher，together with two students，went to visit the injured student．
(九)综合技能(Integrating skills)
该部分的阅读材料可作为泛读要求。作为高三年级的学生，这类泛读的文章，应有速度的要求。学生要运用他们已有的阅读技能来略读文章，归纳中心大意，然后找出支持主题的句子和细节。针对读后练习2，可以开展以下活动：
1．教师示范：教师在黑板上写上一个大大的“井”字，字中间写上一个学生的名字，要求同学来填满其它的空格对他作出积极方面的评价。如：
2．小组活动：各小组运用以上相同方法对每位组员作出描述。
3．班级活动：教师随机抽取几组，向全班报告。
对于教材的写作要求，建议结合主题任务三
来进行，教师要求学生独立完成申报表的填写，提供评价标准，任务结束后师生共同选出优秀的申报表。
评价工具：
篇7：人教版高二Unit1 Making a difference
Ⅰ.Teaching aims and demands
1.Topic:
Talk about science and scientists
2. Function: describing people and debating
That’s correct. It’s clear that…
I doubt that …
There is no doubt that…
It’s hard to say.
Well, maybe, but…
That’s true.
What’s your idea?
Have you thought about…?
3.Vocabulary
undertake analysis within gravity similar paragraph
debate scan boundary incurable engage promise
exploration disable theory seek that(adv.) misunderstand
scientific method observe match predict astronomer
curious microscope telescope punish intelligent patient
be similar to work on go by be/get engaged to sb. use up
go on with dream of turn out be satisfied with
take a look at the other way round on fire
make a difference be curious to do sth./ about sth. / that –clause
4. Grammar
The infinitive used as predictive/ adverbial / attribute / subject/ object
Ⅱ.The analysis of the teaching material
The topic of this unit is “ making a difference”. In this unit, first we can learn about the science subjects and know the importance of each subject. Second, we can get familiar with some great scientists and their famous quotes and achievements, such as Stephen Hawking, Galileo, Albert Einstein, ZhangHeng and so on. Third, we will know how the discoveries and inventions of the great scientists help us better understand the world and improve our life. By knowing this, students are encouraged to study hard, and their love of science and their hope of becoming scientists are inspired.
1.Warming up: It offers us five pictures of foreign great scientists with their famous quotes. By learning their quotes and talking about their achievements, students can know about the key to success and make their minds to be successful.
2. Listening: It contains 4 great minds including the students. In fact, it provides three passages and the students are asked to have a guess who they are, which is so interesting that it may further arouse the students’ enthusiasm in science.
3. Speaking: The students are asked to have a debate about which branch of science is the most important and useful to society. By doing so, students can practice debating skills and use some useful expressions freely. At the same time, they will find that knowledge plays an important part in our daily life.
4.Pre-reading The three questions in pre-reading pave the way for reading.
5.Reading: The text describes Hawking’s disease, dream, achievements and opinions on science and scientific research.
6. Post-reading: The exercises help the students further understand this great scientist.
7. Language study It contains word study and grammar. Students will have a better knowledge of the uses of the infinitive in this part.
8.Integrating skills It includes reading and writing. In the reading passage, students can learn about characteristics of five scientists and their scientific spirit. In the writing part, students are asked to write a paragraph to describe a favourite scientist.
9. Tips Unit One also gives students some advice on how to use the scientific method to learn English.
10. checkpoint
It sums up the uses of the infinitive.
Ⅲ.Teaching arrangements
Period 1&2: Warming up, listening and speaking
Period 3&4: reading
Period 5: Language study
Period 6: Integrating skills and writing
Notes:
1. Amending In warming up, it’s too abstract for the students to talk about the quotes, so we deal with it as a unit task to the students at the very beginning―make up a column about scientists and their quotes.
2. Replacement In speaking, the text gives the students the debate: Which branch of science is more important and useful to our society?
It’s too difficult and abstract for the students to carry it out. The reasons are as follows:
1) Their vocabulary is not large enough.
2) It’s too difficult to divide each branch of science in our daily life.
In fact, each branch can’t be divided from the others. Only by combining them together, can we make our world more beautiful.
So we change the topic, and ask the students to talk about what has happened in our daily life. That is , should a nuclear power station be built in Sanmen? This topic can give the students lots of space to talk about.
3. Adding This unit doesn’t give a good sample for the students to write about a scientist. So it is also very difficult for the students to do the writing well. Because of this, we add a research task to the students after finishing the reading material No Boundaries. (What is science and what is the spirit of a scientist? Do research on your favorite scientist and try to find out what makes him /her successful. The students are asked to finish the task by surfing the Internet.) With the help of the first unit task--- to make up a column about scientists and their quotes, it’s possible for the students to write a good article about a favorite scientist.
Ⅳ.Teaching procedures
Period 1&2: Warming up, listening & speaking
Goals:
1.To encourage the students talk about the science and scientists
2.To develop the students’ ability of listening for information
3.To enable the students to have a better understanding of the importance of science.
Teaching procedures
Step1. Warming up
Task 1. Class work
T: Nice to see you again. I miss you very much. And I’m glad to meet some new students here! Nice to meet you!
T: What makes you get together here/ get apart with your former classmates ?
Some of us learn arts/ science while others learn science / arts.
Task2 Class work
1. What are arts subjects? What are science subjects?
Task3. Pair work
Why do you learn arts/ science?
I’m good / poor at…
I prefer … to…
I’m into…
Because I like/ dislike...
I want to be
My parents want me to…
My dream is…
Task4. Individual work
What is your dream? What will you do to make your dream come true?
Step2. Listening
Pre-listening
Having heard your dreams, I am glad to know all of you have great mind. I’m sure one day you’ll become great minds (great men /women).Before we realize our dreams, we should learn about some great minds first so that we can follow them, do you think so?
Task1. Class work
What great scientists do you know?
Task2. Individual work
Enjoy the video, listen carefully and find out who are mentioned in the video.
(Copernicus, Galileo, Kepler and Newton.)
Task3 Pair work
Enjoy once more. What are they famous for?
Task4 Individual work
Listen to the three passages , finish the exercises and talk about the scientists.
Enjoy a video and do the listening comprehension on the screen.
Step3. Speaking
Thanks to the discovery of Madam Curie---- Uranium ( show the slide) and the equation of Einstein ( slide ), nuclear power station can be built nowadays. It is reported a nuclear power station is being built in Sanmen. Someone says it is a good thing, while others don’t think so. (Show slides to help the students learn more about the disadvantages and advantages of it.)
Task1 Group work
Debating (Should a nuclear power station be built in Sanmen?)
The following useful expression may give the students help.
That’s correct. It’s clear that… I doubt that …
That’s true. It’s hard to say. Well, maybe, but …
There is no doubt that… What’s your idea? Have you thought about …?
Step4. Homework
1. Finish off the WB listening.
2. Make up a column about scientists and their quotes
Period 3 & 4 : Pre-reading , reading & post-reading
Goals:
1. To get to know something about the famous scientist Stephen Hawking.
2. To learn the spirit of Hawking
3. To develop some basic skills of reading
Teaching Procedures
Step1. Pre-reading
Task1: Class work
During the last period, we talked about a lot of scientists and their great achievements.
Can you use one adjective to describe science?
Do you know any disabled scientist?
Today we are going to talk about a disabled scientist.
Task2. Class work
Enjoy the video and guess who he is.
Does he move his lips while speaking?
Task3. Individual work
Listen and answer:
1). How does he make a speech without moving his lips?
(through a speech computer)
2) What is it that Hawking doesn’t like about his speech computer?
(It gives him an American accent.)
Step2. Reading
T: Do you want to know more about Hawking? S: Yes.
T: What do you want to know about him? S: his family, his achievements…
T: Turn to P3
Task1: Group work
Skim the text and give one word to each paragraph.
Task2: Individual work
1) How would ordinary people feel when they were told that they had an incurable disease?
2) What did Stephen Hawking do when he was told that he had an incurable disease?
3) What is Hawking’s dream?
4) Read Para3 and Para4. Fill in the blanks.
5. What are the steps of the scientific method?
6. How do people misunderstand science?
7. What is Hawking’s opinion about science?
Task3. Group work
Now we know that in Hawking’s opinion even the best theory can turn out to be wrong.
1. Suppose Hawking’s theory of Black Holes was found wrong by himself, would he admit it ? Have a discussion and give your reasons.
2. Show the students the fact with the slide.
Task4. Class work
How do you understand the title “No boundaries”?
Suggested answers:
Unanswered questions have no boundaries.
science
in thinking.
imagination.
There are no boundaries
between truth and falsehood (谬误)
the healthy and the disabled.
Step4.Homework:
Group work research work
What is science and what is the spirit of a scientist? Do research on your favorite scientist and try to find out what makes him /her successful.
Use a library or the Internet to finish the research work.
Period 5 Word Study ＆Grammar
Goals:
1. To get the students to reflect on the useful words and phrases in this unit
2. To enable the students to have a better knowledge of the uses of the Infinitive
Teaching Procedures:
Step 1. Individual work
1.Ask the students to tell the spirits of disabled people and what they can learn from them.
2.Finish the exercises in the SB Page 5
Suggested answers:
1.(A)这对夫妇花光了所有的钱去找他们六个月前失踪的五岁儿子.
2.(C)大家很容易看出她不高兴.
3.(B)牛顿自言自语: “为什么苹果会落到地上,而不会飘向空中?”。后来，他发现了万有引力定律.
4.(A)科学家预言在未来的十年内,环境污染会更加严重.他们告诫人们如果不采取措施解决这个问题，我们将会毁灭我们的星球.
5.(B)哈利观察这个物体的运动已有多年了,并且预测它每76年回来一次.
6.(A)警察发现这个人的指纹和在犯罪现场提取的不一样后,就放他走了.
Step 2 Class work
A. (Look at the sentences on the screen. Ask the Ss to tell the function of the underlined part in each sentence.)
1. We’re surprised to hear the news. (Adverbial)
2. We have to get up early to catch the first train. (Adverbial)
3. He is considered to be a great scientist. (Object)
4. To see is to believe. (Subject, Predictive)
5. I have a lot of words to say. (Attribute)
6. It’s impossible for him to go there alone. (Subject)
7. She promised to make no mistakes at all. (Object)
8. I find it difficult to understand him . (Object)
B. Summarize the form of the Infinitive:
不定式的简单式由to+动词原形构成,其动作与主要动词同时发生或者发生在主要动词之后.
不定式的进行式由to be +现在分词构成,表示在主要动词的动作发生时,不定试的动作正在进行中.
不定式的完成式由to have+过去分词构成,表示不定式的动作发生在主要动词的动作之前.
Show the video of the explanation of the uses of the Infinitive to the students. Help the Ss master the Infinitive better.
Step3 Class work
Exercises高考回顾:
1. The purpose of new technologies is to make life easier ________ it more difficult. (MET99)B
A. not make B. not to make C. not making D. do not make
2. I’ve worked with children before, so I know what ______ in my new job. (MET)B
A. expected B. to expect C. to be expecting D. expects
3. Having a trip abroad is certainly good for the old couples but it remains ______ whether they will enjoy it. (MET)B
A. to see B. to be seen C. seeing D. seen
4. Charles Babbage is generally considered ____the first computer. (MET1993)C
A. to invent B. inventing
C. to have invented D. having invented
5. Allen had to call a taxi because the box was _______ to carry all the way home. (MET)A
A.much too heavy B.too much heavy C.heavy too much D.too heavy much
6. The boy wanted to ride his bicycle in the street, but his mother told him ______. (MET95)A
A. not to B. not to do C. not do it D. do not to
7. Little Jim should love _____ to the theatre this evening. (MET 92)A
A. to be taken B. to take C. being taken D. taking
8. There are five pairs ___, but I'm at a loss which to buy.(上海高考)B
A. to be chosen B. to choose from C. to choose D. for choosing
9.____late in the afternoon, Bob turned off the alarm. (北京春季高考)A
A. To sleep B. Sleeping C. Sleep D. Having sleep
10. With a lot of difficult problems ____, the newly-elected president is having a hard time.(上海春季高考)C
A. settled B. settling C. to settle D. being settled
11. She will tell us why she feels so strongly that each of us has a role ___in making the earth a better place to live. (2003上海春季高考)B
A. to have played B. to play C. to be played D. to be playing
12. In order to gain a bigger share in the international market, many state run companies are trying ___their products more competitive.
( 上海春季高考)A
A. to make B. making C. to have made D. having mad
13. The teacher asked us___ so much noise. (2003北京春季高考)D
A. don't make B. not make C. not making D. not to make
14. I've worked with children before, so I know what ____in my new job.
( 高考)B
A. expected B. to expect C. to be expecting D. expects
Step4 Individual work
Do Ex.3 Page6
Suggested answers
1.Is there anything to eat?
2.I need a pen to write with.
3.Do you have anything to add?
4.He is looking for a box to put the two rabbits in.
5.It would be a comfortable house to live in .
Step5 Homework
Finish off the exercises in WB.
Preview Making a Difference
Period 6 Integrating skills & writing
Goals:
1. To revise the language points and grammar-the Infinitive in this unit.
2. To learn more about the characteristics of scientists
3. To write a paragraph about a scientist.
Teaching Procedures:
T: yesterday we learned the grammar-the Infinitive. We know that the infinitive can be used as the Subject, Object, Adverbial and so on. Now let's do some exercises to see if you have mastered them well enough. Fill in the blanks, using the Infinitive。(Show the following on the screen）
Look at the screen.
Step 1 Individual work
1.The goal of Stephen Hawking’s research is to__and to___is his greatest dream.
2.The doctor thought he only had three more years to __, which turned out ____.
3.We took a taxi to ___.We hurried there ,only to ____.We were unhappy to___.
4.He studied hard to _____.
5.Lunch is ready. Let’s stop to _____.
Suggested answers:
1.discover nature of the universe; get married
2.live; be wrong
3.catch the train; find the train had gone; miss the train
4.pass the examination
5.have lunch
T: Now let’s revise the useful expressions in this unit together.
Fill in the blanks with the right phrases in the box
1.He __one day becoming a famous singer
2.John __Mary.
3.Two weeks slowly_____.
4.His suggestion ____to be a good one.
5.We ____ our money.
6.For we can’t finish copying the essay today, we have to ____it tomorrow.
7.Tom ____a story-book.
Suggested answers:
1.dreams of 2.is engaged to 3.went by 4.turned out
5.have used up 6. go on with 7.is working on
Step 2 Reading
T: There were many scientists in the world in the past. They made great contributions to our society. They help us understand the world better. Do you know why and how they made these important discoveries or inventions? OK. Today we are going to read a passage. It will tell us what makes the scientists make their discoveries.
Task1 Individual work
Who are mentioned in the text? (Hawking, Bacon, Zhang Heng, Galileo, Copernicus)
Task2 Class work
Match the following:
Hawking Telescope
Bacon Seismograph
Zhang Heng A Brief History of Time
Galileo the solar system with the sun as its center
Copernicus knowledge is power
Task3 Class work
What characteristics should a scientist have?
suggested answers: creativity
strong will curiosity
observation intelligence
imagination diligence confidence
Step 3 Group work
Discussion
How do you understand the title?
(* have a great effect on something *make contributions to the world
* make good changes to the world *gain achievements)
Step 4 Homework
T: Who is your favourite scientist?
( The students may have different answers.)
Write a paragraph about a favorite scientist according to what they have done about the famous scientists.
Tips: What do you want to write?
What does the reader need to know about the scientist?
How can you best describe him or her?
What is the most important or interesting fact about the scientist?
Why do you like him or her?
( write a description of a scientist according to the tips)
篇8：人教版高三Unit1 That must be a record
1. ________ the first place 首先, 第一
2. burst ____ sth burst ____ doing 突然地
3. center _____ 重点,
4. ever _____ 自从
5. set ______ 记下
6. keep ____ of 保持联系, 追踪
7. stand _____ 突出
8. _____a row 连续, 成一排
9. lead sb to do sth 导致某人做某事
10. make _____ 造成, 走向
11. _____ for 请求, 申请
12. ______ down for 去….
13. ______ on 专心致志于
14. hire _____ 同义词
15. careful _____ 同义词
16. shy _____ 反义词
conclude:
17. in _____ 最后, 总之
18. ______ 出结论
account 叙述, 说明
19. _____account of 由于, 因为
20. _____ sth into account 考虑到
21. account _____ 解析, 说明
On no account _________(我将做)
enthusiastic
23.be enthusiastic ____ 对…热心
24. be _______with 被…迷住, 吸引
25. ______ the argument 解决争端
26. ______ in 寄交
27. be _____with 被诊断出
28．_____ well 进展顺利
29. _____ one’s permission 允许
30. be _____开始流行
31. be familiar ____ sth, be familiar ____ sb
32. my heart _____ fast 跳动
33. be ______ 有经验
34. make a _____ of 列出...
句型:
36. Impressive as it is….
虽然我很喜欢这本书, 但我没钱买.
虽然他是个老人, 但却充满活力.
37. whether…or
X-games is popular to us nowadays, _____old and young.
A. whether; or B. either; or C. both; and
D. not only; but also
Unit two Crossing limits
1. take _______ of 占有
in possession of _____
in the possession of _____
2. ______ the name of 以…名义
______ the name 叫….名字
3. be ______ in 富有
4. be _____ to do sth 愿意做某事
5. risk ______ (do) sth
6. be ______ with 配备有
7. search some place for sth 在某地寻找
8. ______ is well known that…
_______ is well known,….
9. _____ one’s way 去某地, 通向…
______ one’s way 艰难地走
______ one’s way 挤出去
10. ____ exchange ____ 交换
11. over ____ ____ ___ years 经历…年
12. _____ the coast 离海岸不远
13. be taken _____ 被俘
14. _____ voyage to..
15. date ____/date ____ _____ 追溯到
16. the time was ____ for ….做某事的时机到17.under the _______of …在…指挥下
18. ____ sail 起航
19. ______ China’s curiosity激起中国的好奇
20. _____ return ____ 以…作为回报
21. at such high ______ 纬度
22. _______from 除了…
23. _____ to 调整以适应..
25. ____ as 充当
26. ______ on 依靠依赖
27. have no ____ 不知道
29. _____the attempt 努力
30. _____to do 无法, 不能做某事
31. _____ to sb/sth/doing 谈到, 提及, 涉及
32. have no _____ of doing sth 没有…的 可能性
33. the first _______ (make ) it 第一个完成
34. _____ their return 当他们回来时
35. problems _____ 问题出现了
36. ______ the task 完成任务
37. _______ out of 用完, 用光
38. ______ all praise 赞扬不尽
39. _____ up 提出, 培养
Unit three The land down under
1. different ______ 同义词
2. become stronger_______
3. 概念 _______
4. 障碍 _______
5. 移民 _______
6. as a __________of
7. feed…_____ 给…喂食
8. break____ 突然发生
9. round _____ 集合
10. be made ___ ___ 由…组成
11. be _____ ____ 被…所包围
12. be _____ 坐落在…
a city _____ near the sea (坐落)
13. represent = ____ _____
14. ___ a similar way ____
15. ____ the same way ____
16.choose ____ 选为
17. January 26, ____ ____Australia Day
众所周知的澳大利亚独立日
18. be ______to 对…有害
19. as a _____ 结果
20. had their land _____ ____
土地被占领
22. a ______ society 多元文化
23. have a strong influence ____ sth
对….有影响
24. ______itself into the modern country
变成现代社会
25. _____ from 从…获益
26. attitude _____ 对…态度
27. the living ____ 生活条件
28. ____ in 在…不一样
29. be ______ with
30. be separated ______
31. feed sth ___ sb
feed sb ___ sth
32. _____ an entire continent 占地
______ an event 采访
33. the same ___ as America
34. 和美国一样大
35. has ___ ____fourteen times ___ ____ people 有着十四倍多的人
36. two-thirds of the country ___ hot
37. cattle ____also kept
38. ___ ____连绵好几英里
39. ____ _____ 抵挡, 不让进入
40. _____ up 集合
41. _____ the year _____ 一整年
42. be _____ to do sth 很高兴做某事
unit 4.Green World
1. ______ 步骤, 程序
2. a _____ of flowers 一束花
3. only _____ 同义词
4. classify sth _____ 把…分类成
5. identify _____ (n)
6. _____ product 促销产品
7. have a _______ of doing sth 做某事有优势
8. comfortable _______ 同义词
9. _____ sb as 任命某人当…
10. ____ one’s expense 用某人的费用
11. look ____ _____ 警惕 留心
12. _____a large scale 大规模的
13. be _____in 牵涉, 参与
14. ______ 增加, 积累
15. abandon _____ 放弃做某事
16. year ____ year 年复一年
17. pass _____ 去世
18. give sb a ______ reward 给…奖励
19. name _____ 给…以命名
20. in all _____ 同义词
21. the former _____ 反义词
22. _____ sth from sth 把…区别开来
23. _____ ______ 详细的
24. _____ a corner of your balcony
在阳台一角
25. _____ attempts to do sth 努力做某事
26. a ________ 重大突破
27. be ______ to 和…有关系
28. group plants ____ ____ 按科给植物分类
29. be _____ _____ 以… 为根据
30. ____ first sight 第一眼看到的是
31. _____ into a life of privilege 生于一个富裕家庭
32. young men ____ ___ ___ 象他这样的人
33. have an appetite _____ sth 渴望得到
34. on an ______ 去探险
35. _____ an instruction 下指令或命令
36. life ____during the trip 旅途中所观察到
37. lead a ____ life 过着舒适的生活
38. _____ a position 担任..职务
39. the ____ _____ of doing sth 已丢弃的方法
40. the voyage has been ___ ____ (成功)
41. do ___ (whatever/no matter what) he liked
42. _____ the same route as…. 走同样的线路
43. _____ the voyage在航行的时候
44. the key ____ explaining differences
45. _____ special attention 值得注意
46. the ideas _____(关于) the influence of environment ______ plants
47. be passed _____ to 被传递下去
48. give _____ to 产生
49. bring sth back ____ _____ 使…得到重新认识
50. ________ for ….的证据
51. adapt _____ 适应于…
adapted from 改编于
52. be of equal _____ 同样重要
unit 5 Getting the message
1. persuade sb ____ _____ sth
persuade sb ____ doing sth
2. complain _____ 抱怨某事
3. _______ readers相关的 读者
4. in charge of _____
5. in the charge of _____
6. be angry_____ sb ___ sth
7. who is ___ _____ (该责备谁?)
8. make ____ ____ 记下
9. be _____ about 对…不安
10. ______ to 对…作出回应
11. _____ the radio
_____ newspaper
12. a ____ _____ industry 高度发达的产业
13. hand ____ hand, heart ____ heart
side ____ side, shoulder ____ shoulder
14. _____ to 对…作出反应
15. find ads ______ (annoy)
16. make _____ choice (明智的)
17. ______ sb of sth 指控某人某事
18. a _____ produce/____ product 某个产品
19. get sth ______ 使人理解, 传达
20. large ______ of money 大笔钱
21. a ______ of 各种各样
22. reach customers 让消费着明白
23. ______ to 迎合…
24. take …into _____ 把…考虑在内
25. ______ with facts and figures
掌握了…
26. ______ with 对付, 处理
27. powerful arguments _____ by a salesman销售人员的强有力劝说
28. ______ ads are not used to promote a produt= ___ ____ products are used to promote a product.
29. make sb ____ ______ social problems
让人意识到
30. _____a bad ad 识破
31. _____an eye out ___ 注意, 留心
32. how well ads _____ 广告的效果有多好
33. targets for sb …人的目标
34. protect sb _____ 保护…以免受到…伤害
35. in the _____ of advertising 在广告领域
36. _____ the right time
37. differ ________ 与…不一样
38. words ____ _____ people attach positive meanings
39. _____ a message 传达信息
40. start _____ 以….开始
41. the purpose _____ doing sth 做某事的目的
42. over a ______ of 经过一系列
43. ____ the last moment 在最后一刻
44. point ____ ____ sb 向某人指出
45. those words that ____ ____ the cost
涉及到成本的词语
46. make no ____ 毫无意义
47. think _____ 好好想想
Unit 6 Going to the west
1. quit ____ sth 放弃做某事
2. ______ to sth把…运用于
3. add ____ to 加起来总和
add ____ 添加, 增添
4. under the ______ 在…情况下
In no ______ 绝不
5. lose ______ 泄气, 灰心
6. make _____ on 对…作出评价
7. _____ it easy
8. keep _____ courage维持, 保持
9. common ____ 常识
10. leave ____ 留下, 忘带
11. _______ one’s way艰难的走
12. be _______ with 负担
13. be _______ to doing sth习惯于做某事
14. come to ____ _____ 结束
15. on the ______ 在周年纪念日
16. poverty ______ 消除, 解除
17. ______ a speech 发表演讲
18. memorial ______ 纪念物, 纪念馆
19. go ____ it 去努力, 去争取
20. stand ____ what I say 坚持我所说的
21. adapt myself ___ new circumstances
22. have no _____ of survival 没有生存的机会
23. _____ sth onto 把…收拾到上面
24. set ____ _____ 出发去某地
25. ______ day =in the day 在白天
26. the most ______ part 最艰难的部分
27. dry and _______ 干燥贫瘠
28. be hard _____ sb 对…很艰难
29. _____ their legs 拖着沉重的 步伐
30. hand _____ tongues 伸出舌头
31. ____ ____ need of 特别需要
32. ______ not _____ it 不敢分享
33. ______ our feet ____ another 500 miles
to ______ 步行再走500 英里
34. Things got _____ 事情越来越糟
35. be _____ with 排列着
36. ____ anxiety of _____急着做某事
37. a race _____ time 与时间赛跑
38. The nearest hospital ______ 1000 miles away (lay, laid, lain ,lied)
39. have a good _____ of 大量的
40. ______ a distance of… 走过…
41. every minute ______ 每分钟都很重要
42. ____ _____ 13 days 多达3天
43. ____ stake = ____ danger 处于危险之中
44. risk doing sth 冒险做某事
Unit 7.A Christmas Carol
1. standard/criteria 标准(公认的)
2. _________ 良心, 是非感
3. _____ 无论如何
4. leave me ______ 不管我
leave ______ 留下, 忘带
5. care _____ 喜欢, 爱护
6. employer_______ (对应词)
7. fake money ______ 同义词
8. admit _______ sth 承认做某事
be _____ to the college 被录取
9. rich ______ 同义词
10. in need of = in ______ of
11. well off ______ 反义词
12. take up _______ 同义词
be _______in doing sth = be engaged in doing sth 忙于做某事
13. _______ 不断的
14. have an eye ______ 有眼力
15. _____ follows 如下
16. accomplish ________ 完成志向, 抱负
17. ____ late =lately 最近
18. I’m _______ (freeze) 我很冷
19. take three days _____ 休息三天
20. Much good may it _____ you
愿它会给你带来好处(虚拟表祝愿)
21. do ____ to sb 给某人带来好处
22. this ____ night 就在这个夜晚
23. _____ money 筹钱
24. can’t _____ to do sth 付不起, 买不起
25. ____ ____ of us 就我俩
26. You ____ it _____ 你搞错了
27. God bless us (注意: 不加s)
28. twice the size of /twice as…as/twice larger than
29. toast ____ sth 为…干杯
Unit8 Learning a foreign language
1. ______ 动机, 积极性
2. ____ _____ 坚持
____ ____ 继续支持,保持联系
3. make _______ (much progress, more progress)
4. ______ skill 获取技能
5. understand = make _____ of
6. ____ other words 换句话说
7. ________ 理解力
8. be anxious _____ sth 急于做某事
9. ________ 安全
10. ________ 耐心
11. ________ 采纳, 接受
12. _____ of 一堆
13. put an ___ ____ 结束
14. ______ down 击倒, 撞到
15. ______ behind 落后于
16. proper ______ 同义词
17. ____ stuck 被困住, 陷入..
18. come _____ 遇到
19. ____ than 不仅仅
20. ______ sth from sth 把…区别出来
21. be ______ with 配备有, 具备有
22. _____ oneself to 调整自己去适应
23. be born ____ 天生具有…
24. ______ of 不管, 不要考虑
25. this is indeed ___ ____ 情况就是这样
26. an ____ lot of 相当多
27. in a few ____ time 再过几年的时间
28. assist sb _____ doing st 帮助某人做某事
29. _____ quite a lot of characteristics 共有一些特征
30. be _____ about 对…好奇
31. be _____ to do sth 愿意做某事
32. a strong ____ of achievement 成就感
33. ______ to use 运用, 使用…
34. _____ risk 冒险
35. _____ sb ____ 把某人放在…位置上
36. experiment _____ 试验, 进行
37. ______ to 促进, 有助于
38. It takes _______ to do sth 需要耐心做某事
39. do not _____ _____ 不需要
40. every possible means ____ ( have /has)been tried
41. ______ various level 在各个水准
42. _____ a reasonable cost 以合理的价格
43. ____ in touch 保持联系
44. be ____ in 流利
45. ______ your horizons 扩大视野
46. ____ the first time 第一次
47. have advantage ____ 比…更有优势
48. be ______ about 关心, 关注
49. think _____doing sth 考虑做某事
4. 背诵高三整册单词及语言知识点
1. 语法: 虚拟语气
复习A版情态动词及虚拟语气
2. 完成3 份套题练习, 特别注意阅读的答题正确率.
3. 完成周报新题型训练
4. 背诵高三整册单词及语言知识点
5. 复习优化及周报小测的题目
6. 完成 A 版上短文改错题6 篇
7. 看优化及周报上的作文范文.
Unit 1.
1. in 2 into ,out 3. on 4. since 5. down 6. track
7. out 8. in 10. for 11. apply 12. head 13. concentrate 14. rent 15. cautious 16. outgoing17. conclusion 18. draw/reach/come to 19. on 20. take 21for,22 will I do it 23. for 24. fascinated 25 settle 26. send 27. diagnosed 28. go 29. give 30. around 31. with, to 32 beat 33. experienced 34. list 36. Much as I like the book, I can’t afford it
37. old man as he is, he is energetic.38. A
Unit 2.
1. possession , sth , sb2. in, with 3. rich 4. willing
5. doing 6. equipped 8. It, As 9. find, make, push
10.in, for 11. the next few 12. off 13. prisoner 14. on 15. from/back to 16. ripe 17. command 18. set 19. excite 20. in, for 21. altitude 22. apart 23. adjust 24. act/work 26.rely 27. idea 29. make 30. fail 31. refer 32. chance 33. to make 34. on 35. arose 36. accomplish 37. run 38. beyond 39. bring
篇9：人教版高二Unit1 Making a difference
Ⅰ.Teaching aims and demands
1.Topic:
Talk about science and scientists
2. Function: describing people and debating
3.Vocabulary
4. Grammar
The infinitive used as predictive/ adverbial / attribute / subject/ object
II.Teaching arrangements
Period 1&2: Warming up, listening and speaking
Period 3&4: reading
Period 5: Language study
Period 6: Integrating skills and writing
Ⅳ.Teaching procedures
Period 1&2: Warming up, listening & speaking
Goals:
1.To encourage the students talk about the science and scientists
2.To develop the students’ ability of listening for information
3.To enable the students to have a better understanding of the importance of science.
Teaching procedures
Step1. Warming up
Task 1. Class work
T: Nice to see you again. I miss you very much. And I’m glad to meet some new students here! Nice to meet you!
T: What makes you get together here/ get apart with your former classmates ?
Some of us learn arts/ science while others learn science / arts.
Task2 Class work
1. What are arts subjects? What are science subjects?
Task3. Pair work Why do you learn arts/ science?
Task4. Individual work
What is your dream? What will you do to make your dream come true?
Step2. Listening
Pre-listening
Task1. Class work
What great scientists do you know?
Task2. Individual work
Enjoy the video, listen carefully and find out who are mentioned in the video.
(Copernicus, Galileo, Kepler and Newton.)
Task3 Pair work
Enjoy once more. What are they famous for?
Task4 Individual work
Listen to the three passages , finish the exercises and talk about the scientists.
Enjoy a video and do the listening comprehension on the screen.
Step3. Speaking
Debating (Should a nuclear power station be built in Sanmen?)
Step4. Homework
1. Finish off the WB listening.
2. Make up a column about scientists and their quotes
Period 3 & 4 : Pre-reading , reading & post-reading
Goals:
1. To get to know something about the famous scientist Stephen Hawking.
2. To learn the spirit of Hawking
3. To develop some basic skills of reading
Teaching Procedures
Step1. Pre-reading
Task1: Class work
Task2. Class work
Enjoy the video and guess who he is.
Does he move his lips while speaking?
Task3. Individual work
Listen and answer:
1). How does he make a speech without moving his lips?
(through a speech computer)
2) What is it that Hawking doesn’t like about his speech computer?
(It gives him an American accent.)
Step2. Reading
T: Do you want to know more about Hawking? S: Yes.
T: What do you want to know about him? S: his family, his achievements…
T: Turn to P3
Task1: Group work
Skim the text and give one word to each paragraph.
Task2: Individual work
1) How would ordinary people feel when they were told that they had an incurable disease?
2) What did Stephen Hawking do when he was told that he had an incurable disease?
3) What is Hawking’s dream?
4) Read Para3 and Para4. Fill in the blanks.
Task3. Group work
Now we know that in Hawking’s opinion even the best theory can turn out to be wrong.
Task4. Class work
How do you understand the title “No boundaries”?
Step4.Homework:
Group work research work
Period 5 Word Study ＆Grammar
Goals:
1. To get the students to reflect on the useful words and phrases in this unit
2. To enable the students to have a better knowledge of the uses of the Infinitive
Teaching Procedures:
Step 1. Individual work
1.Ask the students to tell the spirits of disabled people and what they can learn from them.
2.Finish the exercises in the SB Page 5
Step 2 Class work
Step3 Class work
Step4 Individual work
Do Ex.3 Page6
Step5 Homework
Finish off the exercises in WB.
Preview Making a Difference
Period 6 Integrating skills & writing
Goals:
1. To revise the language points and grammar-the Infinitive in this unit.
2. To learn more about the characteristics of scientists
3. To write a paragraph about a scientist.
Teaching Procedures:
T: yesterday we learned the grammar-the Infinitive. We know that the infinitive can be used as the Subject, Object, Adverbial and so on. Now let's do some exercises to see if you have mastered them well enough. Fill in the blanks, using the Infinitive。(Show the following on the screen）
Look at the screen.
Step 1 Individual work
Step 2 Reading
Task1 Individual work
Who are mentioned in the text? (Hawking, Bacon, Zhang Heng, Galileo, Copernicus)
Task2 Class work
Task3 Class work
What characteristics should a scientist have?
suggested answers: creativity
strong will curiosity
observation intelligence
imagination diligence confidence
Step 3 Group work
Discussion
How do you understand the title?
(* have a great effect on something *make contributions to the world
* make good changes to the world *gain achievements)
Step 4 Individual work
篇10：人教版高二unit1 Making a difference
编写时间: August 29,2005 执行时间：September 2,2005
第 1 单元 课题 Making a difference
第 1 课时 课型 Speaking and listening
教学目的与要求：
Enable the students to talk about science and scientists. Help them learn to describe people and practice debating
重点：Learn the patterns used to describe people and debating
难点 ：How to describe people and how to debate
教具：a tape recorder; a computer
教学程序：
Step 1: Warming up
Show the photos of some great people on the PowerPoint . Ask the students whether they know who they are and what they are famous for.
Then show the quotes on the Powerpoint and ask them to match them with the photos.
Step 2: listening
Get the students to know what to do in the listening test: Judge the who the scientists described on the tape .
Step 3: Speaking
1. Show the five brances Biology, Maths, Chemistry, Physics and computer science.
2. Show the useful expressions on the power point
3. Ask the students to say something about the famous scientists.
Record after teaching :
Try to think out more methods to help the students finish the task of speaking.
编写时间: Sept. 1,2005 执行时间：Sept. 3, 2005
第 1 单元 课题 Making a difference
第 2 课时 课型 Reading
教学目的与要求：
Learn the story of Stephen Hawing and encourage students to become strong-ninded. From his story students should learn to solve problems with scientific methods
重点：Learn about how Stephen got rid of his difficulties and became successful
难点： How to analyze the text and grasp the main idea of the text
教具：a computer, a tape
教学程序：
Step 1 Revision
Check the students homework and ask the students to say sth about Stephew Hawking.
Step 2 Leading in
Ask the students to understand the title of the passage.
Step 3 Reading
1. Scanning: Ask the students to scan the text and find the information about his misfortune, his attitude towards difficulty, results from his disease and his achievenments.
2. Skimming Ask the students to skim the text and finish the post reading
3. Comprehensive exercises : Finish the Exx in the Best Design
4. Complementory Exercises : the Exx in the Best Design
,编写时间: Sept. 2,2005 执行时间：Sept. 4，5, 2005
第 1 单元 课题 Making a difference
第 3,4 课时 课型Language points
教学目的与要求：
Students are asked to find the language points in the text.
重点：within, be curious about, debate, work on, dream of, seek after, observe,be satisfied with, the other way around… 难点:the usage of the infinitive 教具： a computer
教学程序：
Step 1Revision Check the students’ homework
Step 2 Word study
Step 3 learn the language points
Learn the usage of the words and expressions in the text and ask the students to do some exercises .
Step 4 Practice
Ask the students to finish the exercises and check the answers
编写时间: Sept. 2,2005 执行时间：Sept. 6 ,2005
第 1 单元 课题 Making a difference
第 5 课时 课型Grammar
教学目的与要求：
Students are asked to talk about their dreams using infinitives.
重点： Infinitives have adv. and adjective functions as well as noun functions
难点：Verbs that take infinitives but not gerund
教具： a computer
教学程序：
Step 1Revision Check the students’ homework
Step 2 Word study
Step 3 Grammar
Recall the usage of the infinitive and ask the students to finish the exercise in part 1
Step 4 Practice
Ask the students to finish the exercises and check the answers
Record after teaching : Pay more attention to the perfect and the passive infinitive form, esp. the active expressing the passive form
编写时间: Sept. 2,2005 执行时间：Sept. 7, 2005
第 1 单元 课题 Making a difference
第 6 课时 课型Integrating Skills
教学目的与要求：
Students are asked to talk about their dreams using the expressions they have learned.
重点：know something about the scientists and say sth about them. 难点：learn sth in the text and write a composition.
教具： a computer
教学程序：
Step 1Revision Check the students’ homework
Step 2 language points study
Step 3 Ask the students to write a composition using the expression Step 4 Practice
Ask the students to finish the composition and check it.
Record after teaching : Pay more attention to writing . Before writing , discussion is necessary . After writing , checking before the class is more important.
编写时间: Sept. 5,2005 执行时间：Sept. 8,2005
第 1 单元 课题 Making a difference
第 7 课时 课型 exercises
教学目的与要求：
Students are asked to do some exercises about what they have learned.
重点：review something about the text. 难点：review something in the text .
教具： a paper
教学程序：
Unit1知识点巩固
选择正确的词或词组，并用它们的正确形式填空。
punish, branch, be engaged to, predict, turn out to be, make a difference, doubt, use up, be satisfied with, go on with
1. KFC has lots of ________ in China.
2. No one can ________ what will happen in the future.
3. You will be ________ if you break the law.
4. They ________ their work after a rest.
5. This man appeared to be very kind, but he ________ a murderer in the end.
6. What will happen if we human beings ________ all the natural resources?
7. If everyone plants a tree, we can ________.
8. There is no ________ that Yang Liwei is a hero in China now.
9. He got the first place in the exam and his parents___ very___ his performance in the exam.
10. Tom ________ a pretty girl and they are going to get married soon.
KEY:
1. branches 2. predict 3. punished 4. went on with
5. turned out to be 6. use up 7. make a difference
8. doubt 9. were, satisfied with 10. is engaged to
★《平行四边形的面积》--五年级上册说课稿 (人教五年级上册)
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