小學(xué)二年級(jí)英語(yǔ)教案

高二英語(yǔ)教案：《Unit 12 Mainly revision》教學(xué)設(shè)計(jì)（二）。

高二英語(yǔ)教案：《Unit 12 Mainly revision》教學(xué)設(shè)計(jì)（二）

Teaching Objects:

1.Study the story and retell it.

2. Revise grammar- The Past Participle as Attribute and Object Compliment.

Teaching procedures:

Step 1 Warm up

Get some questions to ask the Ss.

Have you ever been to the zoo?

2）What might happen if a dangerous animal escapes from the zoo?

Step 2 Watch the video

Watch the video twice and give the Ss the following questions.

What did the radio ask the people to do if they saw the lion?

2）What did Mrs. Cousins do after the lion went into the bush with the meat?

Key：1）The radio asked the people to telephone the zoo and the police if they saw the lion.

2）Mrs. Cousins ran to the table, picked up her baby in her arms, ran inside and shut the door.

Step 3 Reading

Let the Ss read this passage carefully and then answer the following

Can you describe the lion?

Why did Mrs. Cousins carry her baby outside?

Why do you think Mrs. Cousins thought the animal was a dog when she first saw it?

4）What might happen if Mrs. Cousins ran to the lion at once?

Key：

1）It was a young lion, about seventy-five centimetres tall.

Because it was a nice sunny day, she carried her baby in its basket outside to get some sunshine and fresh air.

3)Because her neighbor had a dog and probably she had seen the dog in her garden before. Besides, she didn’t have time to have a closer look.

4）Possible answers: The lion might attack Mrs. Cousins. The lion might run away with the baby in its mouth.

Step 4 Practice

Page69 Part 3

Read the instruction and let the Ss do this exercise individually. Check the answers with the whole class.

Page 69 Part 4

Read the instruction and Do the first two orally with the class, then let the Ss work through the exercise in pairs. Check the answer at the end.

Step 5 Discussion

The T gives the Ss the following topic and gives them some time , At last the T will ask some of them.

If A tiger would escape from zoo, people killed it or Talk about your opinions.

Step 6 Homework

Retell this passage in your own words.

Do some exercises of your Workbook.

Preview Lesson 47.

精選閱讀

高二英語(yǔ)教案：《Unit 12 Mainly revision》教學(xué)設(shè)計(jì)（一）

高二英語(yǔ)教案：《Unit 12 Mainly revision》教學(xué)設(shè)計(jì)（一）

Teaching Aims:

1. Practise on offering suggestions.

2. Make dialogues about keeping fish, binds, etc.

3. Study the language items in the lesson.

Teaching Aids

tank; Blackboard; computer; OHP(overhead projector高射投影儀); tape recorder

Teaching Procedures

Step I Lead-in

Show the fish tank and fish bowl. Ask the Ss the following questions

1. What is it? (show the tank to the Ss)

2. What is it used for? (For keeping fish)

3. Do you keep any animals at home? What is it or What are they?

4. Can you explain how you care for them?

5. How do you feed them?

Step II Watching and Listening

Books closed. Present more questions before watching the video or playing the tape.

1.What did Kate see in the street market the other day?

2. What does she plan to do ?

3. Why does Li Qun say that one should never keep fish in a small round bowl?

4.What does Li Qun suggest doing?

5. Why is it a good idea to put some under water plants in the tank?

Answers:

1.Kate saw a beautiful fish in the street market the other day.

2.She plans to buy some fish next Sunday.

3.Because if the fish is kept in a small round bowl, they don’t get enough air.

4.He suggests going shopping together with Kate to have a look for a nice tank.

5.Because underwater plants in the tank can help keep water clean and they can make the tank look much prettier.

Step III Practice

Page 67. Part 2. Write the question on the Bb:

What should I do to keep a dog / a cat, etc.?

Ask the Students to choose a specific kind of animal, and offer their suggestions by using the following expressions:

I suggest (that) …

You should …

You ought to…

You need to…

First the teacher practises the dialogue with a good student as an example. Then the class do it in pairs. Get 2 pairs of students to come to the front and demonstrate their dialogues.

Step IV Oral practice

Ask the students to make similar dialogues to practise making suggestions and replying, using the phrases given.

Situation: One of your friends wants to keep fish, he/she wants to buy some golden fish and a fish tank. He/she would like to ask for advice from you. Now you’d like to advise him/her what to do.

Model:

A: Excuse me , would you please tell me what you are going to do?

B: I want to keep fish. I‘d like to buy some golden fish. What should I do?

A: Oh, I suggest that you’d better go to the market. They are much cheaper there.

B: That‘s a good idea. But where should I keep them?

A: You should keep them in a large tank.

B: What size tank should I get?

A: You need to buy one about 30 cm by 30 cm by 50 cm.

B: Is that Ok?

A: You ought to put some large rocks in the tank.

B: Are they necessary?

A: You’d better put some underwater plants in it.

B: Why is that?

A: Because they keep the water clean and make the tank look more beautiful.

B: Thanks.

A: You‘re welcome.

Then get the Ss to work in pairs. Get them to act their dialogues out.

Step V Exercises

Ex.1 Call the students’ attention to the changes of the verb tenses, personal pronouns and word older. After doing the exercise orally, ask them to do it as written work.

Ex. 2 Let’s the students work in pairs and then check with the whole class.

Ex. 3 Get the students to read aloud the words and tell what each of them means.

Step VI Homework

1. Finish off the Workbook exercises.

3.Preview Lesson 46.

教案點(diǎn)評(píng)：

本課的教案以說(shuō)及練習(xí)為主教學(xué)模式，學(xué)習(xí)如何提出建議及回答的口語(yǔ)表達(dá)法，本教案是以提出問(wèn)題開(kāi)始，之后通過(guò)看與聽(tīng)，回答問(wèn)題，了解對(duì)話的內(nèi)容。接著練習(xí)課本上的相近對(duì)話，鞏固所學(xué)習(xí)的對(duì)話表達(dá)法及生詞，口語(yǔ)練習(xí)，通過(guò)學(xué)習(xí)自己設(shè)計(jì)對(duì)話，并且給出模式，是一個(gè)必要的教學(xué)過(guò)程。所以本教案結(jié)合課內(nèi)及課外知識(shí)完成教學(xué)過(guò)程。

高二英語(yǔ)教案：《Unit 12 Mainly revision》優(yōu)秀教學(xué)設(shè)計(jì)（一）

高二英語(yǔ)教案：《Unit 12 Mainly revision》優(yōu)秀教學(xué)設(shè)計(jì)（一）

Teaching Aims:

1.Learn the rest part of the story.

2. Review the modal verbs.

3.Practice noun clauses.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard

Teaching Procedures

Step 1 Revision

Questions and Answers

What had escaped from Green Park zoo？

Was it dangerous？

What should people do if they saw it？

Why did Mrs．Cousins carry her ba-by outside？

What did she do after she put her baby outside？

Why did she suddenly have the surprise of her life？

7）How did she manage to get the animal away from her baby？

Step 2 Listening

Play the tape of recorder once or twice and ask this question.

1：Where did the police find the lion？

Key：The police found the lion in the bushes and it was eating the meat．

Step 3 Reading

Read the second part of the story and then answer the questions.

1 What did Mrs Cousins do immediately after she got inside the house with the baby?

2 What did she do next?

3 Where did the police find the lion?

4 Was that lion male or female? How do you know that?

5. How did the keepers from the zoo catch the lion?

Suggested answers:

1.She started to shake.

2.She called the police.

3.The police found the lion eating the meat in the bushes.

4.Female.Because the two keepers from the zoo used “she” when they referred to the lion.

5.They gave her a shot.

Step 4 Word study

First go through the sentences with the students to make sure they understand each sentence. Then get them to work go through the exercise alone. Check the answer with the whole class.

Step5 Practice

Part 3 Get a few Ss to put the sentences into Chinese. Then Let them finish the exercises in pairs.

At last check the answers with the whole class.

Part 4. The Ss work go through this exercise in pairs, then check the answers.

Part 5. Get the Ss work go through the exercise individually. Then check the answers.

Step 6 Homework

Finish off the Workbook exercises.

Preparation Lesson 48

高二英語(yǔ)教案：《Unit 6 Mainly revision》教學(xué)設(shè)計(jì)（二）

高二英語(yǔ)教案：《Unit 6 Mainly revision》教學(xué)設(shè)計(jì)（二）

Teaching Aims and Demands

1.Learn the history of coins.

2.Learn the useful expressions:

hand out, look round, collection. mine, whenever, hide.

Step 1 Revision

1. Check the homework exercises.

2. Revise the dialogue in SB Lesson 21.

1) Ask the students to recite and act out the dialogue.

2) Change the dialogue into a short passage.

Step 2 Discussion

Look at the picture and read through the questions:

1. Which of the following do you collect: stamps, coins or postcards? Anything else?

2. How many different kind of coin can you think of?

3. Do you want to know more about coins?

Step 3 Reading

1.Answering questions

2. Go through the Ex.1 and make sure the students know the questions. Let them read the whole passage carefully and answer the questions, working in pairs. Check the answers with whole class.

3. Not making. Get the students to read the whole passage again and make notes. Let them do this exercise individually, then compare their note with their partners.

Step 4 Dealing with the language points

1. Later, another type of coin was used, with holes in it, and these were used for the next 2000 years, that is, from 221 BC until 1916.

With n. 介詞短語(yǔ), 作定語(yǔ)或狀語(yǔ).

They used to live in a wooden house, with trees round it.

She came to a little river with green grass and red flowers on both sides.

The teacher came in with some books in his hand.

He is deep in thought, with his head in his hands.

2. Coins may be of different sizes, weights, and shapes and of different metals.

Be of

The meeting is great of importance..

This medicine is of no use.

The work is of great importance.

The soldiers are almost of the same height.

The soldiers are almost ( of ) the same height.

The earth is ( of ) the shape of an orange.

The two pens are of the same size, but they are different in color.

3. The earliest coins in the west were made of gold mixed with silver.

The young man dressed in blue is our manager.

Step 4 Practice

1. Play the tape for the students to listen and follow.

1. Part 4. Go through the example and the first two sentences orally and let the students do this exercise individually. Check the answers with the whole class.

2. Part 5. Make sure the students know the special use of the verbs in the exercise and let them do it individually. Ask them to remember the verbs that must be followed by v-ing.

I missed Mr. Black Peef. 我思念布萊克·皮夫先生.

I---imagine B---be busy 　doing 　 m---miss

a---avoid i---insist c---consider s---suggest

k---keep s---stop P---practise 　e---enjoy

e---escape 　d---delay 　e---excuse　 　M---mind

f---finish 　r---risk

Step5 Workbook

1. Ex.2. Get the students to read it. Discuss the answers in pairs. Then call out Ss to read the whole passage aloud to the rest of the students.

2. Ex.3. Write down the root words on the Bb. Then get the Ss to add endings to them, and tell the meaning and part of speech of each word.

3. Ex.4. Do it with the whole class.

Step 5 Homework

1.Retell the passage in your own words.

2.Review Lesson 23.

教案點(diǎn)評(píng)：

本教案圍繞閱讀知識(shí)及語(yǔ)法練習(xí)編寫為主要點(diǎn)，讓學(xué)生了解一些有關(guān)硬幣的知識(shí)，在學(xué)習(xí)閱讀文章過(guò)程中，本教案設(shè)計(jì)了以小組形式討論相關(guān)本課的話題，練習(xí)學(xué)生組織語(yǔ)言的能力，激發(fā)學(xué)生學(xué)習(xí)的興趣。

高二英語(yǔ)教案：《Unit 6 Mainly revision》優(yōu)秀教學(xué)設(shè)計(jì)（二）

高二英語(yǔ)教案：《Unit 6 Mainly revision》優(yōu)秀教學(xué)設(shè)計(jì)（二）

教學(xué)目標(biāo)

一、teaching aims

本單元為復(fù)習(xí)課，重點(diǎn)復(fù)習(xí)1至5單元出現(xiàn)的語(yǔ)法現(xiàn)象和日常交際用語(yǔ)。同時(shí)通過(guò)對(duì)話課的學(xué)習(xí)與操練，進(jìn)一步熟悉有關(guān)打電話的用語(yǔ)，通過(guò)對(duì)兩篇文章的學(xué)習(xí)，了解一些有關(guān)集郵，集硬幣方面的知識(shí)，學(xué)生能夠?qū)τ矌诺臍v史，發(fā)展和收藏進(jìn)行介紹。

二、teaching important and difficult points

1.words and phrases

shape, ring, collection, bank, material, hide, (hid, hidden), envelope, cheaply, cock, shame coin, silver, penny, (pi. pence) , mine, possibly, whenever, whatever, afford, hand out, here and there, look round, sooner or later, pick up, packs of, kind of…, at the beginning, be mixed with

2.daily expressions

hello. can i speak to zhou lan, please?

this is zhou lan speaking.

but i’ve only just got home.

i would like to ask you about some stamps.

what a pity! what a shame!

i’ll ring you if i have any news.

it’s a pity i didn’t think of it earlier.

3.grammar

revise grammar from unit one to unit five.

教學(xué)建議

對(duì)話課建議：

在lesson 21 有關(guān)打電話的對(duì)話練習(xí)，教師引導(dǎo)學(xué)生以口頭練習(xí)為主，讓學(xué)生在對(duì)話交際功能學(xué)會(huì)打電話的用語(yǔ)。教師可設(shè)置情景對(duì)話讓學(xué)生們進(jìn)行操練，比如說(shuō)：教師讓兩個(gè)學(xué)生們到前表演，話題為談?wù)摻栌⒄Z(yǔ)學(xué)習(xí)雜志或其它使用學(xué)生們感興的題目，教師給學(xué)生在黑板上寫一些電話用語(yǔ)的日常用語(yǔ)如：can/may i speak …..? this is ….speaking? is that..? so on教師在這里只充當(dāng)配角。

課文建議

教師在lesson22中，讓學(xué)生分小組學(xué)習(xí)本文章，復(fù)述課文,分小組討論集郵的好處。教師與學(xué)生們共同參與完成本課的學(xué)習(xí)內(nèi)容。教師盡力給學(xué)生們多提供有關(guān)本課內(nèi)容的信息和圖片。

聽(tīng)力建議

1．首先，教師對(duì)學(xué)生講今天要學(xué)習(xí)的是收集硬幣的知識(shí)，教師介紹在這段對(duì)話中共有五個(gè)人，他們都有不尋常的硬幣。

2．教師讓學(xué)生們閱讀每一個(gè)練習(xí)的問(wèn)題，弄清楚學(xué)生們?cè)诼?tīng)的過(guò)程中應(yīng)抓住哪些重點(diǎn)，然后教師在播放磁帶，以泛聽(tīng)和精聽(tīng)為過(guò)程，最后教師檢查學(xué)生做練習(xí)的情況。

教材分析

本單元是一個(gè)復(fù)習(xí)課，本文的對(duì)話是以打電話為主，練習(xí)打電話用語(yǔ)，語(yǔ)句比較簡(jiǎn)單，兩篇閱讀課是有關(guān)于收集硬幣集郵的介紹，文中用一些數(shù)字表明硬幣的發(fā)展過(guò)程，同時(shí)也學(xué)習(xí)提供一些集郵的建議，在23課中語(yǔ)法主要是復(fù)習(xí)1至5單元所學(xué)的知識(shí)點(diǎn)及詞性的轉(zhuǎn)換。

重點(diǎn)難點(diǎn)

辨析：pack與parcel，packet

這三個(gè)詞都指包。

pack多指較小的包，與package可以互換；學(xué)生用的背包可用pack，如：

the soldier carried a pack on his back. 這個(gè)軍人背上背著一個(gè)小包。

packet也指較小的包，多指同類東西的“一束”，“一盒”等，如：

a packet of letters（一捆信），packet（pack）of cigarettes（一包香煙）

parcel多指“郵包”。

shape，form，figure的區(qū)別

shape著重指人或物的比較具體的整個(gè)外形，不太正式。

we saw a shape through the mist but we couldn’t see who it was.我們從霧中看見(jiàn)一個(gè)人影，但我們看不清那是誰(shuí)。

form指有具體結(jié)構(gòu)和看得見(jiàn)的某種特殊形狀或是抽象的形式

in the early morning light we could just see the forms of the mountains.在晨曦中，我們僅能看到群山的輪廓。

figure指物時(shí)，側(cè)重指輪廓；指人時(shí)，著重指姿態(tài)。

i could see a tall figure near the door. 我可以看見(jiàn)門附近有一個(gè)高大的身影。

possible, probable的區(qū)別

這兩個(gè)詞的反義詞是impossible, improbable

1）possible作“或許”解，有“也許如此，也許不如此”之意。強(qiáng)調(diào)客觀上有可能性，但常常帶有“實(shí)際可能性很小”的暗示。

2）probable用來(lái)指有根據(jù)，合情理，值得相信的事物，帶有“大概，很可能”的意味。語(yǔ)氣比possible要重，是most likely之意。

it’s possible, though not probable. that he will accept the terms.他也可能接受這些條件，但希望不大。

(2) be possible, be probable常用形式主語(yǔ)it，構(gòu)成句型為：

it is possible/probable that …（從句）

it is possible /probable for sb. to do sth. 例如：

他有可能做這件事。

[√] it is possible for him to do this.

[√] it is possible that he will do this.

[×] he is possible to do this.

particular, especial或special區(qū)別

三者均有“特別的”之意，

但particular指同類事物中具有獨(dú)特性質(zhì)的一個(gè)

especial和special相同，強(qiáng)調(diào)某種特殊的目的或用途，但especial為書(shū)面語(yǔ)，口語(yǔ)中多用special。

there was a particular expression in his eyes. 他眼睛中有一種特別的神情。

the patient needs special/ especial care. 病人需要特殊的照料。

coins can be made of many different kinds of metal mixed together.

mixed together(=…which are mixed together)過(guò)去分詞短語(yǔ)作后置定語(yǔ)，相當(dāng)于一個(gè)省略的定語(yǔ)從句。

he is reading the short stories written by lu xun. ( = he is reading the shorts stories which were written by lu xun. )

please give me letters received yesterday. (=…the letters which were received yesterday. )

如果這個(gè)分詞是一個(gè)單詞，就位于修飾的名詞之前，作定語(yǔ)。

she is our respected teacher.

the lost key has been found.

a year passed when it was realized that the parcel had been sent to the wrong destination.一年以后才發(fā)現(xiàn)包裹送錯(cuò)了地方。

it’s possible that one of them kept a bank where the workers could keep their money safe.有可能他們中的某個(gè)人辦了一家銀行，工人們可以放心地把錢存在那兒。

這是一個(gè)由形式主語(yǔ)it引導(dǎo)的復(fù)合句，真實(shí)主語(yǔ)是后面的that從句。其句型結(jié)構(gòu)為：it is 形容詞 that從句，常用于這個(gè)句型的形容詞有：possible，necessary, important, clear, certain, strange等。

it is necessary that we master one or two foreign languages.我們精通一至二門外國(guó)語(yǔ)是很必要的。

keep a bank意為“開(kāi)辦銀行”。此處keep為及物動(dòng)詞，意為“經(jīng)營(yíng)”、“管理”、“養(yǎng)活”。

keep a shop意為“開(kāi)辦商店” keep the farm意為“經(jīng)營(yíng)農(nóng)場(chǎng)”

keep the house意為“管理家務(wù)”keep the family意為“養(yǎng)家糊口”

it contained 54,951 coins dating from the year 260－275 ad.那一次挖掘的硬幣共有54951枚，都是公元260－275年間的硬幣。

dating from在句中作定語(yǔ)，相當(dāng)于定語(yǔ)從句…which dated from the year…修飾先行詞coins, date用作vi., 意思是“起始”、“興趣于”。date from 表示“始于……時(shí)期”。

過(guò)去分詞短語(yǔ)和現(xiàn)在分詞短語(yǔ)用作定語(yǔ)時(shí)相當(dāng)于一個(gè)定語(yǔ)從句。如：

tell the children playing (== who are playing) there not to make so much noise.讓那些在那兒玩的小孩別這么吵。

they’re problems left (= which have been left) over by history.這些是歷史遺留下來(lái)的問(wèn)題。

這座古廟的歷史可以追溯到兩千年前。

[×] the old temple is dated from 2,000 years ago.

[√]the old temple dates back 2,000 years ago.

[√]the old temple dates back to 2,000 years ago.

[√]the old temple dates back 2,000 years.

it does not matter if /whether they are old. 郵票）新舊沒(méi)關(guān)系。

1) it does not matter if/whether…是一個(gè)很有用的句型。

it doesn’t matter ( to me ) if i miss my train, because there's another one later.對(duì)我來(lái)說(shuō)錯(cuò)過(guò)一趟火車沒(méi)關(guān)系，因?yàn)楹竺孢€有。

2) it doesn’t matter 后還能跟其他從句

if she does her best, it doesn’t matter what people think of her.只要她盡了力，別人怎么看她無(wú)關(guān)緊要。

if you are just starting to collect stamps, here is some advice for you to follow.

1) start 和begin, continue有一點(diǎn)是相同的，即它們可以用動(dòng)詞不定式或動(dòng)名詞作賓語(yǔ)。

he started learning / to learn english when he was ten.

they began building / to build the dam in 1994.

how can you continue working / to work with all that noise going on?

2) 但是當(dāng)這些動(dòng)詞本身是進(jìn)行時(shí)態(tài)時(shí)，一般后面跟動(dòng)詞不定式。

starting to collect 一般不能換成starting collecting。

it’s starting / beginning to rain.開(kāi)始下雨了。

3)start或begin后跟的動(dòng)詞是表達(dá)有關(guān)感情和思想的動(dòng)詞時(shí)，一般也不用動(dòng)名詞，而用動(dòng)詞不定式。

she started / began to understand. 她開(kāi)始理解了。

打電話的說(shuō)法：

l）電話鈴響時(shí)，當(dāng)你拿起話筒，通常首先自報(bào)姓名和自己的電話號(hào)碼。如：

hello, bob dorson.

hello, 742511.

this is bob dorson speaking. who is that speaking?

yes?

2) 若對(duì)方要找的不是bob而是chris，對(duì)方可能詢問(wèn)：

is chris in/at home / there ?

may /can /could i speak to chris?

i’d like to speak to chris , please.

若chris在家，bob去叫chris，則對(duì)方稍等一會(huì)：

a moment, please.

hold on, please.

hold the line, please.

don’t hang up, please.

3) bob通知chris 聽(tīng)電話：

telephone for you.

you are wanted on the phone, chris.

4) 在互報(bào)完姓名后，就可以開(kāi)始談話了。

若chris不在家，你可告訴對(duì)方，并請(qǐng)他留下口信。

chris isn’t in /here right now. can / could i take a message for you?

would you like to leave a message?

can you call later? he will be back at about 2:30.