高中試講英語教案
發(fā)表時間：2021-07-11高二英語教案：《Frightening nature period》教學(xué)設(shè)計。
一名優(yōu)秀的教師在每次教學(xué)前有自己的事先計劃，作為高中教師就要早早地準(zhǔn)備好適合的教案課件。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動起來，減輕高中教師們在教學(xué)時的教學(xué)壓力。高中教案的內(nèi)容要寫些什么更好呢？下面是小編幫大家編輯的《高二英語教案：《Frightening nature period》教學(xué)設(shè)計》，歡迎大家閱讀，希望對大家有所幫助。
高二英語教案：《Frightening nature period》教學(xué)設(shè)計
I. Brief Statements Based on the Unit
Have you experienced a terrible nature disaster? Certainly few of us have. Do you want to know something about it? Certainly many of us do. After you have learned this unit, Unit 10. Frightening nature, you are sure to obtain some useful information about that. The unit will be taught in four periods. In the first period, we'll deal with Warming up, Listening and Speaking. At the beginning, four pictures are shown to the students. They are asked to talk about them and then write down what is observed. The pictures are about geology, meteorology, astronomy and biology, including typhoon, cobra and cells. The pictures and the questions after them can greatly stimulate the students' interest in science. Listening is about weather forecast in the USA. The exercises of listening can test how the students grasp the detailed information in it. Speaking provides all types of topics for the students to talk about. When they finish their talking, a lot of useful expressions on how to express emotion, anxiety and fear are mastered by them. In the second period, we'll deal with Pre-reading, Reading and Post-reading. In the beginning, the students will see and talk about three pictures about a famous volcano Vesuvius, which once erupted about two thousand years ago, and destroyed two small towns. Then the whole text gives us a vivid picture at that time. It describes how the writer's uncle died. His uncle, attracted by the scene of volcano eruption, wanted to observe and record more about that. So he decided to go and see it from closer. He went there and rescued his friend's wife. Then he went to see another friend of his, who lived very near to the erupting volcano. He even encouraged the scared people to calm down. But unfortunately, he died at last. He only thought about learning more about volcano and wasn't afraid at all. He valued scientific knowledge more than his life. In the third period, we deal with Word study and a grammar item--Ellipsis. Plenty of exercises are arranged for it. The students will master it through practice. Integrating skills are delt with in the fourth period. The text is about a ship, controlled by the captain and his crew, fighting against a terrible typhoon. The story without end asks the students to use their imagination and write how it will end. We are sure that when the unit is finished, the students will not only improve their ability to listen, speak, read and write, but also learn and master plenty of useful words and expressions.
II. Teaching Goals
1. Talk about natural disasters volcanoes, hurricanes and typhoons.
2. Express emotion, anxiety and fear.
3. Learn about Ellipsis.
4. Practise creative writing.
III. Teaching Time: Four periods
Period 1 Warming up & listening
Teaching Aims:
1. Learn the new words of this period and master their usages.
2. Listen to a passage about weather forecast,
3. Talk about natural disasters.
Teaching Important Points:
1. How to improve the students' listening ability.
2. How to improve the students' speaking ability.
Teaching Difficult Points:
How to use what the students have learned to describe a nature disaster.
Teaching Methods:
1. Listening to improve the students' ability to listen.
2. Discussion and free talk to get every student to speak.
3. Talking the interesting topics to raise the students' interest in science.
Teaching Aids:
a tape recorder
Teaching Procedures
Step 1 Lead in
According to the weather forecast, it will get colder and colder these days.
Q1: Do you often care about the weather? Yes. / No, sometimes.
Q2: How do you hear about it? On TV. / Over the radio.
Q3: Have you ever heard of typhoon? Yes, quite often.
Do you remember Khanun? It made land and attacked our town with strong winds and torrential rains on Sep 12,2005,
Q4: What words can you think of to describe the typhoon weather?
heavy wind (blow hard) storm (show a picture of stormy weather.) roaring thunder
Q5: What will you feel in such kind of weather?
frightened, scared, terrible, happy (Ask the students why they feel happy? ---- Because typhoon will often release the drought. What's more there is enough water, which can be used to make electricity.)（dG15.cOM 工作總結(jié)之家）
Q6: what other natural disasters do you know? What about the hurricane? Have you ever heard about it?
It is something like typhoon. Hurricane Katrina hit New Orleans and the whole city was left in ruins .
Q7:What about Tsunami?
The deadly tsunami struck the shores of a dozen Indian Ocean countries at the end of 2004.
Q8: What about volcano? How is a volcano formed?
1). Show a video about the eruption of a volcano.
2). Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.
Q9: Where is the most possible place that a volcano may erupt?
Near the ocean. eg. Fujiyama mountain in Japan.
Q10: Do you know how a volcano works, if you do, describe it?
Rocks from under the earth becomes hotter and hotter and many things erupted from the
volcano, such as:
Gas: vapour, carbon dioxide, nitrogen, sulphur, etc.
Solid: bits of rock and volcanic ash, etc.
Liquid: lava.
Step2 warming up
Look at the four pictures.
1. Brainstorming: What natural disaster is described in the picture1/2?
What can you see in the picture3/4?
What instrument do we use to observe P3\P4?
Have a discussion with your partner and do the exercises.
① Perhaps the first picture is a geomorphologic map.
② We can see a scene in which some tall trees are blown down. Perhaps a typhoon has just happened. What a sad scene! If we want to get more information, we can see pictures taken by the satellite on the Internet.
③ I saw a comet. It has a very bright head and a long less bright tail and is moving through the sky to the ground. If we want to see it more clearly, we can see it through a telescope.
④ We can see a cell, but it is enlarged many times. We often see cells in our biology classes. As long as you have a microscope, you can see them clearly.
2. Discussion (group work)
Q: How do these disasters or phenomenon form a danger to people?
How can science help reduce threat?
S: Typhoons are harmful to us. They can pull up the tall tree, blow down the wire poles and even destroy people's houses. Sometimes it can cause severe flood.
S: Earthquake can bring great damage to people's life. It can cut off electricity and water supply and destroy houses. Even it often causes deaths. In 1976 a terrible earthquake in Tang Shan killed thousands of people.
S: If the typhoon and earthquake can be forecast, damages will greatly be reduced. Scientists in our country can forecast typhoons exactly and some of the earthquakes have been forecast before. I'm sure they will control the natural disaster and reduce the losses to the lowest degree.
Step 3 listening
1. Pre-listening
How do we know some natural disasters?(radio. TV. Internet)-- weather forecast
temperature (30℃--86℉)rainwindshowerthunderstormsnow sunny
Think of words in relation to weather
* Sunny; fine; cloudy; rainy; windy; snowy; thundering; stormy; Foggy;
* Shower; rainfall; snowfall; lightening;
* Typhoon; tornado; hurricane; floods; drought
Guessing: show a map of America
Qs: What's the weather like in the east/south/west/north?
Is there any rain in the west/southeast?
Is it very hot in the north in summer?
Are there any hurricanes in America?
Where can there be hurricanes?
2. While-listening
Qs: 1.(1) What is the listening passage about? (It is about the weather.)
(2) What do we call this type of radio message? (We call it the weather forecast. )
2. Listen again and mark the map with "Yes" or "No" and the temperature on Tuesday in different parts of the USA based on the tape.
weather forecast in America (Time______________)
time
Rain(yes/no)
temperature
The Northwest
The Midwest
The NortheastThe EastThe SouthwestThe South3. Questions and Answers.
(1) How should you prepare for the day if you go fishing in the Great Lakes?
(2) Where may roads become dangerous and should car drivers be careful?
(3) What happens when a hurricane hits the coast?
(4) What should people in Florida do when a hurricane is expected?
(5) What would be a possible name for the sixth hurricane in 2005?
3. Post-listening
Discussion (group work):
What advice can you give people when a hurricane hits the coast?HomeworkPreview the reading
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高二英語教案：《Period 2 Speaking》教學(xué)設(shè)計
一位優(yōu)秀的教師不打無準(zhǔn)備之仗，會提前做好準(zhǔn)備，高中教師要準(zhǔn)備好教案，這是高中教師的任務(wù)之一。教案可以讓學(xué)生們有一個良好的課堂環(huán)境，減輕高中教師們在教學(xué)時的教學(xué)壓力。寫好一份優(yōu)質(zhì)的高中教案要怎么做呢？以下是小編為大家精心整理的“高二英語教案：《Period 2 Speaking》教學(xué)設(shè)計”，僅供參考，歡迎大家閱讀。
高二英語教案：《Period 2 Speaking》教學(xué)設(shè)計
Step 1 Listening
Appreciate the speech "I have a dream"
Step 2 Revision
Students retell about the two famous leaders Martin Luther King and Nelson Mandela, using the information in Warming Up. And students collect information about how the situation has been improved by their struggle.
Step 3 Pre-speaking
The teacher writes the information about the years in Warming Up on the blackboard and raise questions as below:
T: Could you tell us what happened when in 1955?
S: Yes, of course. King graduated and organized his first actions in 1955.
T: What happened in the year of 1957?
S: He formed an organization.
T: What happened as a result of that?
S: They carried out movement. / He became one of the leaders.
That led to the freedom fighting.
S1: What happened to N. Mandela during 1962-1989? What are the reasons?
S2: One of the reasons why ...is that he...
S1: What led to his success?
S2: His peaceful action led to his success.
(Teachers use the new expressions on Page 27. Pay attention to the Language Input.
We can change the practice into a filling form if it is too difficult for some students.)
Step 4 Practice
Now read the notes about John Brown and Harriet Tubman. Ask them to tell about the two great freedom fighters.
Use the expressions of Page 27 to make up some dialogues in pairs . Then teachers get some pairs to act out the dialogues in front of the class.
To help the students grasp the information , we can use the years or some verbs :
John Brown: in 1800; in the 1840s; in the 1850s ; in 1855
Harriet Tubman: worked as a slave; escaped; joined; saved; fought; opened
★背景知識
John Brown (1800-1859)is remembered in the well-known marching song John Brown's Body. In 1855 he moved from Ohio to Kansa where he became the leader of the anti-slavery movement. He believed that all men were equal and that slavery was a bad thing. In 1959 he tried to start a revolution to free the black people. He was arrested and killed the same year.
★背景知識
Harriet ·Tubman (1820 年- 1913 3月10 日), 亦稱 黑人Moses, 是一位African-American 廢除主義者和最好抵抗運(yùn)動領(lǐng)導(dǎo), 她被看待美國的最了不起的英雄的當(dāng)中一個。
Please turn to Page 26 and read the notes about them. Work in groups of three. Discuss the lives of them and talk about the reason why certain things happened and how they changed history. Useful Expressions:
What happened first was that... ...happened as a result of...
You could expect...because... That led to...
One of the reason why...is... ...is often followed by...
Sample dialogue:
(A-student a; B-student b)
A: Have you read about John Brown?
B: Yes ,I have.
A:I have heard of him, but I know little about him. Please tell me something about him. I want to know more.
B:OK. He was born in Connecticut 康涅狄格〔美國州名〕and was brought up in Ohio俄亥俄〔美國州名〕. He hated slavery. What happened first was that he helped the black slaves escape from the USA to Canada. You could expect that led to the slave owners against him. Then he took up his arms to fight against his enemies. One of the reasons why he did this is that his enemy wanted to kill him. One night a battle took place. As a result of it, he was caught and ten men, including his two sons, were killed in the battle. Later, he was killed ,too .Encouraged by his bravery, the whole country soon united and fought against the slavery .A few years later, the American Civil War broke out and in the end the blacks won.
A: What a moving story!
Step 5 Song
T: Do you know that there is a song about John Brown ? It is one of the most famous songs in America and is still sung by American soldiers. Do you want to listen to it?
Ss: Of course.
T:OK. Listen carefully and try to sing along with the tape.(Play the tape for students to listen.)
Raise questions:
What is the name of the song? What does it mean?
What is the meaning of the sentence "he's gone to be a soldier in the army of the Lord" ?
Step 6 Homework
1. Get information about M. L King, especially about his stories.
2.Translation
1). 首先一個禁止幫助逃跑奴隸的法律已被通過。（What happened first was that + sentence）
2). 由于他的粗心導(dǎo)致了車禍（...happened as a result of + n. ）
3). 你成為英語老師不是不可想象的，因為一切皆有可能。（You could expect + sb / sb's doing sth /n. / sentence + because...)
4). 這導(dǎo)致了美國的獨(dú)立（That led to sb / sb's doing sth / sth. ）
5). 恐龍滅絕的一個原因是它們不能適應(yīng)環(huán)境的變化（One of the reasons why...is that + sentence）
6). 成功總是尾隨失敗而來（...is often followed by ...）
高二英語教案：《the British Isles period》教學(xué)設(shè)計
高二英語教案：《the British Isles period》教學(xué)設(shè)計
Language points:
⒈ The idea that England stands for Fish&Chips, Speaker's corner, Big Ben and the Tower of London is past.
⑴that引導(dǎo)的是一個同位語從句，用于說明idea的內(nèi)容 。同位語從句常用于說明idea, news, hope, wish, belief, fact, suggestion等抽象名詞的具體內(nèi)容，用以說明或解釋前面的名詞。連詞that 沒有詞義，不充當(dāng)句子成份，但不可省略 。
E.g. The news that team has won the game is exciting.
引導(dǎo)同位語從句的詞除that外，還有連接副詞how, when，where等
e.g. I have no idea when jack will be back.
He can't answer the question how he got the money.
⑵ stand for a.代表，象征，意味著E.g. WTO stands for World Health Organization.
b.贊同，支持，主張 e.g. What principles do you stand for?
⒉ narrow 狹窄的，狹隘的，險勝的
A narrow river/steet a narrow idea about relics a narrow escape(九死一生)
⒊⑴ be made up of =consist of 由...組成
E.g. The group is made up of five members. = The group consists of five members.
⑵ be unknown to sb.不為人所知道E.g. The cause of the delay is still unknown to us.
⒋ ...there has been a growing movement to make the most of its cultural diversity-to see it as it really is, a nation of different countries held together by a common language and culture.
⑴make the most of充分利用，也可以說make the best of
E.g. He wished to make the most of his chance.
⑵ diversity 多種多樣，多樣性
E.g. Mary has a great diversity of hobbies such as stamp collecting, travelling.
⑶as it is 以現(xiàn)在的樣子，根據(jù)下面的情況看
E.g. I'll send it to you as it is, (我就照現(xiàn)在的樣子賣給你) but don't complain, if it doesn't work.
⑷ hold together 使不分開或團(tuán)結(jié)一致
E.g. The needs of the children held their marriage together.
⒌⑴separate A from B 把A與B分隔開，指把混在一起的或連在一快的分開
E.g. She separated the good apples from the bad ones.
Divide ...into 指把整體分成部分E.g. A year is divided into twelve months.
⑵at one point在某一地點(diǎn)；一度E.g. A traffic accident happened at one point yesterday.
At one point, he was very weak.
⒍⑴ in general總的說來，大體上，通常
E.g. In general, people like her.
⑵ throughout the year 整年，一年到頭throughout 貫穿，介詞
E.g. He worked hard throughout the year to support his family.
⑶ receive 動詞，收到，接到
⒎英語中在表示數(shù)量的詞語前習(xí)慣上加as much as ,as many as等來加強(qiáng)語氣。as much as用與表示 "雨（水）量"，時間 ，金錢，重量，錢數(shù)，價格等方面。表示 "總量"和"單位量"的大小，as many as用于人或物的具體數(shù)量前，as much as從總的角度出發(fā)，側(cè)重于"總量"，as many as從個體出發(fā)，側(cè)重于具體數(shù)目。
E.g. The rain is plentiful, often as much as seventy inches every year.
At the job, she could earn as many as eighty dollars every week.
The civil war in that country lasted as much as eighty 16 years.
We must learn as many as 300 English words.
The kind of English built as many as 50 pyramids.
As far as 遠(yuǎn)到；盡...程度
E.g. They walked as far as the seaside.
Don't worry. I'll help you as far as I can.
As long as 長達(dá)；只要
She spends as long as three hours on English study every day.
⒏Influence 指不易察覺到的，潛移默化的影響
E.g. Probably we influenced each other.
Affect表示使"變化，對...產(chǎn)生不良影響"，著重"影響"動作。
Influence 影響力，支配力
E.g. Parents have a great influence on Children.
⒐ ......Their languages formed the basis for English.
⑴ Form the basis for 構(gòu)成/形成...的基礎(chǔ)
E.g. This idea formed the basis for Theory of Relativity.
⑵ 為...⑶打下基礎(chǔ)，lay foundations for
E.g. Four -year college life laid solid basis for his further improvement.
⑶provide a basis for 為...⑶提供依據(jù)
E.g. The result provided a sound basis for further research.
⒑ The result of this French influence was that the English language ended up with many French words such as table, animal and age.
End up with以...結(jié)束，通常是 最后接受某東西，其意思為receive sth.in the end
E.g. We ended the supper up with fruit and coffee.
⒒ ...but it was not only 250 years later that they formed a single state.
是一個強(qiáng)調(diào)句，有原句They didn't formed a single state until 250 years later變化而來，此類句子需強(qiáng)調(diào)狀語until時候，應(yīng)將否定句not... 與狀語until...一起作為強(qiáng)調(diào)部分，構(gòu)成it was not until... that ...的巨型
eg. It was not until 1969 that man set his first step on the moon.
原句：Man didn't set his first step on the moon until 1969.
⒓...While the southern part of England was only part of the UK for some time...
⒔ There are six spoken languages that're considered to be native to the British Isles as well as two local accents.
⑴ be considered to be 是（consider sth/sb.to be+形容詞或名詞）的被動式，
E.g. We considered this (to be) very important.
⑵ be native to本土的，本國的，土生的
E.g. Panda is native to China.
⒂ They realise that it is of great value to record and teach them to the younger generation.
Be of great value=be very valuable非常有價值的，可用于此巨型的詞有：use ,help,importance,help etc.
E.g. We consider their works of be of great value.
The invention is of great value. =The invention is very useful.
高二英語教案：《Unit 5 the British Isles period》教學(xué)設(shè)計
作為優(yōu)秀的教學(xué)工作者，在教學(xué)時能夠胸有成竹，高中教師在教學(xué)前就要準(zhǔn)備好教案，做好充分的準(zhǔn)備。教案可以讓學(xué)生能夠聽懂教師所講的內(nèi)容，幫助高中教師掌握上課時的教學(xué)節(jié)奏。那么，你知道高中教案要怎么寫呢？下面是小編為大家整理的“高二英語教案：《Unit 5 the British Isles period》教學(xué)設(shè)計”，供大家參考，希望能幫助到有需要的朋友。
高二英語教案：《Unit 5 the British Isles period》教學(xué)設(shè)計
Language points:
⒈ The idea that England stands for Fish&Chips, Speaker's corner, Big Ben and the Tower of London is past.
⑴that引導(dǎo)的是一個同位語從句，用于說明idea的內(nèi)容 。同位語從句常用于說明idea, news, hope, wish, belief, fact, suggestion等抽象名詞的具體內(nèi)容，用以說明或解釋前面的名詞。連詞that 沒有詞義，不充當(dāng)句子成份，但不可省略 。
E.g. The news that team has won the game is exciting.
引導(dǎo)同位語從句的詞除that外，還有連接副詞how, when，where等
e.g. I have no idea when jack will be back.
He can't answer the question how he got the money.
⑵ stand for a.代表，象征，意味著E.g. WTO stands for World Health Organization.
b.贊同，支持，主張 e.g. What principles do you stand for?
⒉ narrow 狹窄的，狹隘的，險勝的
A narrow river/steet a narrow idea about relics a narrow escape(九死一生)
⒊⑴ be made up of =consist of 由...組成
E.g. The group is made up of five members. = The group consists of five members.
⑵ be unknown to sb.不為人所知道E.g. The cause of the delay is still unknown to us.
⒋ ...there has been a growing movement to make the most of its cultural diversity-to see it as it really is, a nation of different countries held together by a common language and culture.
⑴make the most of充分利用，也可以說make the best of
E.g. He wished to make the most of his chance.
⑵ diversity 多種多樣，多樣性
E.g. Mary has a great diversity of hobbies such as stamp collecting, travelling.
⑶as it is 以現(xiàn)在的樣子，根據(jù)下面的情況看
E.g. I'll send it to you as it is, (我就照現(xiàn)在的樣子賣給你) but don't complain, if it doesn't work.
⑷ hold together 使不分開或團(tuán)結(jié)一致
E.g. The needs of the children held their marriage together.
⒌⑴separate A from B 把A與B分隔開，指把混在一起的或連在一快的分開
E.g. She separated the good apples from the bad ones.
Divide ...into 指把整體分成部分E.g. A year is divided into twelve months.
⑵at one point在某一地點(diǎn)；一度E.g. A traffic accident happened at one point yesterday.
At one point, he was very weak.
⒍⑴ in general總的說來，大體上，通常
E.g. In general, people like her.
⑵ throughout the year 整年，一年到頭throughout 貫穿，介詞
E.g. He worked hard throughout the year to support his family.
⑶ receive 動詞，收到，接到
⒎英語中在表示數(shù)量的詞語前習(xí)慣上加as much as ,as many as等來加強(qiáng)語氣。as much as用與表示 "雨（水）量"，時間 ，金錢，重量，錢數(shù)，價格等方面。表示 "總量"和"單位量"的大小，as many as用于人或物的具體數(shù)量前，as much as從總的角度出發(fā)，側(cè)重于"總量"，as many as從個體出發(fā)，側(cè)重于具體數(shù)目。
E.g. The rain is plentiful, often as much as seventy inches every year.
At the job, she could earn as many as eighty dollars every week.
The civil war in that country lasted as much as eighty 16 years.
We must learn as many as 300 English words.
The kind of English built as many as 50 pyramids.
As far as 遠(yuǎn)到；盡...程度
E.g. They walked as far as the seaside.
Don't worry. I'll help you as far as I can.
As long as 長達(dá)；只要
She spends as long as three hours on English study every day.
⒏Influence 指不易察覺到的，潛移默化的影響
E.g. Probably we influenced each other.
Affect表示使"變化，對...產(chǎn)生不良影響"，著重"影響"動作。
Influence 影響力，支配力
E.g. Parents have a great influence on Children.
⒐ ......Their languages formed the basis for English.
⑴ Form the basis for 構(gòu)成/形成...的基礎(chǔ)
E.g. This idea formed the basis for Theory of Relativity.
⑵ 為...⑶打下基礎(chǔ)，lay foundations for
E.g. Four -year college life laid solid basis for his further improvement.
⑶provide a basis for 為...⑶提供依據(jù)
E.g. The result provided a sound basis for further research.
⒑ The result of this French influence was that the English language ended up with many French words such as table, animal and age.
End up with以...結(jié)束，通常是 最后接受某東西，其意思為receive sth.in the end
E.g. We ended the supper up with fruit and coffee.
⒒ ...but it was not only 250 years later that they formed a single state.
是一個強(qiáng)調(diào)句，有原句They didn't formed a single state until 250 years later變化而來，此類句子需強(qiáng)調(diào)狀語until時候，應(yīng)將否定句not... 與狀語until...一起作為強(qiáng)調(diào)部分，構(gòu)成it was not until... that ...的巨型
eg. It was not until 1969 that man set his first step on the moon.
原句：Man didn't set his first step on the moon until 1969.
⒓...While the southern part of England was only part of the UK for some time...
⒔ There are six spoken languages that're considered to be native to the British Isles as well as two local accents.
⑴ be considered to be 是（consider sth/sb.to be+形容詞或名詞）的被動式，
E.g. We considered this (to be) very important.
⑵ be native to本土的，本國的，土生的
E.g. Panda is native to China.
⒂ They realise that it is of great value to record and teach them to the younger generation.
Be of great value=be very valuable非常有價值的，可用于此巨型的詞有：use ,help,importance,help etc.
E.g. We consider their works of be of great value.
The invention is of great value. =The invention is very useful.
高二英語教案：《Pygmalion 5th period Listening》教學(xué)設(shè)計
一名優(yōu)秀的教師在教學(xué)方面無論做什么事都有計劃和準(zhǔn)備，教師要準(zhǔn)備好教案，這是教師需要精心準(zhǔn)備的。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動起來，幫助教師掌握上課時的教學(xué)節(jié)奏。你知道如何去寫好一份優(yōu)秀的教案呢？經(jīng)過搜索和整理，小編為大家呈現(xiàn)“高二英語教案：《Pygmalion 5th period Listening》教學(xué)設(shè)計”，歡迎大家閱讀，希望對大家有所幫助。
高二英語教案：《Pygmalion 5th period Listening》教學(xué)設(shè)計
The Fifth Period Listening
Teaching goals 教學(xué)目標(biāo)
1. Target language目標(biāo)語言：
重點(diǎn)詞匯和短語
pronunciation, criteria, ambassador, confused, impress, evidence, give away
重點(diǎn)句子
Does she concentrate on her pronunciation rather than her grammar?
She speaks English so well that she must be a foreigner, probably a Hungarian.
She is so beautiful that she must be a princess.
2. Ability goals能力目標(biāo)
Enable the students to listen to and understand the play in the listening material
3. Learning ability goals 學(xué)能目標(biāo)
Help the students learn how to listen to and understand the play in the listening material
Teaching important & difficult points教學(xué)重難點(diǎn)
How to listen to and understand the play in the listening material
Teaching methods教學(xué)方法
Listening and cooperative learning
Teaching aids教具準(zhǔn)備
A computer and a projector, a recorder
Teaching procedures & ways教學(xué)過程與方法
Step I Revision
Check the homework. /then talk about the characters in the play.
T: In Shaw's play, each character is depicted vividly especially the three main characters. What can you say about them?
S1: Eliza Doolittle is a flower girl working outside Convent Garden. Her potential to become "a lady" becomes the object of a bet between Higgins and Pickering.
S2: Henry Higgins is a British, upper class professional bachelor, a world famous phonetic expert, teacher.
S3: Colonel Pickering is a retired British officer with colonial experience and later a friend of Higgins'.
T: Now please look at Part 4 on page 31. Choose those adjectives in the list which best describe each character in the play. Place them in the right place in the box.
Henry Higgins: impatient, emotional, superior
Colonel Pickering: kind, polite, unsure
Eliza: anxious, eager, ambitious
Step II Listening
Ask Ss to work in pairs and discuss what they would do to change Eliza into a lady and how, and then fill in the table in part1.
Things that needed to be changed
How to make the change1. speech1. start with the alphabet an pronunciation, and learn to speak grammatically right sentences and try to speak clearly and fluently
2. clothing
2. change the shabby how to listen to and understand the play in the listening material
clothiers with beautiful ones and often take baths
3. behaviour
3. learn to behave politely and gracefully
After that, ask the Ss to listen to the recording and answer the questions in Part 3.
Play the tape for three times and after that, check the answers.
Step III Listening (Workbook: P70)
First discuss the questions with the Ss.
T: Next we will listen to Act Three of the plya, testing Eliza. Before listening, let's discuss some questions. Now look at the questions on p age 70. How would you test Eliza?
Sample answers:
S1: I would like to take her to a grand parry, where there are a lot of rich people to see if she can get along well with other people or if people would like to talk with her. If so, Eliza has been taught well and has made great progress. If not, she will be taught again.
T: Good idea! What criteria would you use to decide if the test was a success or not?
S2: I think we could use quantity and effect of her communication as criteria: how many people want to talk or dance with her? What do people feel about her?
Then ask them to listen to the tape and finish Exercise 2-4.
Step IV Talking
Ask Ss to imagine what Henry and Pickering will say to Eliza when they come back from the tea party.
Step V Listening (Workbook: P73)
Play the tape and ask the Ss to listen and finish the activities.
StepⅥ Homework:
1. Listen to the recording once again and enjoy the play.
2. Finish the Writing Task on page76.
