小學二年級英語教案

高二英語教案：《Unit 6 Mainly revision》教學設(shè)計（二）。

高二英語教案：《Unit 6 Mainly revision》教學設(shè)計（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, 作定語或狀語.

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（dJZ525.cOM 勵志的句子）

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.

教案點評：

本教案圍繞閱讀知識及語法練習編寫為主要點，讓學生了解一些有關(guān)硬幣的知識，在學習閱讀文章過程中，本教案設(shè)計了以小組形式討論相關(guān)本課的話題，練習學生組織語言的能力，激發(fā)學生學習的興趣。

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高二英語教案：《Unit 6 Mainly revision》教學設(shè)計（一）

高二英語教案：《Unit 6 Mainly revision》教學設(shè)計（一）

Teaching aims and demands

1.Practise how to solve the problems through the telephone call.

2.Learn the langue points in this dialogue.

Teaching Procedures

Step 1 Lead --- in

1. Show the students a few beautiful key rings (or other things), and then talk with them about their hobbies.

T: I have a student whom likes collecting key rings. Once he showed me his rings. That’s a large collection of about one hundred key rings. They are colorful and of different size and shapes. It took him more than three years to have got such a big collection, and he told me hat his hobby did not cost very much. He often tells people about his hobby, so on his birthday he often receives some nice and special key rings as presents from his friends, his parents and relatives.

2. Ask the students about their hobbies and then collect their answers.

(1) What are your hobbies?

(2) Does your hobby take much of your spare time?

(3) Do you like collecting thing?

(4) Does the collection cost s lot of money?

(5) Do your parents have any objection to your hobbies? Why?

Step 2 Dialogue Presentation

T: Now let’s listen to a dialogue between Bruce and Zhou Lan. They are talking on the telephone about stamps. Listen to it carefully and then you will answer some questions.

The first listening:

(1) Why does Bruce phone Zhou Lan?

(2) Why does Bruce say “ Excuse me” when he phones Zhou Lan?

The second listening:

Listen and repeat. Ask the students to read the dialogue.

Step 3 Language points

1. no longer / no more / not any longer / not any more 不再, 再也不

--- no more / no longer 放在 be 動詞、助動詞、情態(tài)動詞之后，行為動詞之前. No more 多用來修飾具體動詞；no longer多用來修飾某種具體狀態(tài)動詞．例如：

He no longer lived here.

He has no more trouble.

Bruce works in a company. He is no more a student.

--- 表示時間“一度，曾經(jīng)”，強調(diào)以前的情況不再繼續(xù)下去，once but not now。用no longer, not any longer, not any more.但no longer, not any longer多與持續(xù)性動詞連用；not any more 多與終止性動詞連用。

She used to study English, but she doesn’t study it any longer/any more.

I am afraid she doesn’t live here any longer/any more.

Does Tom live here? No he no longer lives here.

He is no longer happy.

He doesn't come here any more.( 不用any longer)

---涉及數(shù)量或程度時，要用no more. ---替代事物時用 not any more.

There is no more bread on the desk.

I have no more money to spend on new clothes.

I don’t want any more.

He is no more a genius than I am.

---下列情況只用no more.

Since no more persons come,. Let’s begin. (adj.)

When no more steam comes, they might get burnt

He has no more books than I do.

I can’t sing this, no more can him.

2. What a pity! What a shame!

I am sorry that I can’t join you in the travel. What a shame!

It is a shame that he can’t join us in the travel.

It is a pity that he didn’t pass the exam.

3. You may use the following phrases to ask for person who would like to speak to:

Is … there?

Is that … ?

Can I speak to …?

4.You may use the following phrases to introduce yourself:

It’s…h(huán)ere.

This is…

This … speaking.

5.You may use the following phrases to answer a call:

Hello, who is that?

Hi, whom is that speaking?

6.If you are not the person the caller wants to speak to, you can just him:

Hold on, please.

Hold on a moment. I’ll go and ask him/her.

7.If the person who the caller is calling is not in, you may say:

… is not here now. Can I take a massage for you?

Could you leave a massage?

Step 4 Dialogue Practice

Practice 1.

Situation: Suppose you are Bruce, please tell your classmates why you phoned Zhou Lan the night before. Or suppose you are Zhou Lan, please tell them why Bruce phoned you late the night before.

Bruce telephoned me late last night, for he has only just got home that moment. Last time Bruce saw that I had a cock year stamp, so he yesterday evening he called to ask me if I could sell it to him. But it was a great pity that I sold it last week. I really didn't know Bruce needed it so much. However, I promised to try to find one for him.

Practice 2.

Ask the students to play the parts of Bruce and his father to talk about the call Bruce made just now. Or ask them to play the parts of Zhou Lan and her father to talk about the call she received just now.

Step 5 Dialogue Presentation

Ask the students to make phone calls to their classmates to talk about their hobbies.

Situation 1: Student B likes collecting Bobby dolls. Student A happened to find a new type of Bobby doll in the store. She is now phoning student B.

Situation 2: Student A likes collecting coins. His father is going to give a tour performance in Europe. He asks his father to get some foreign coins for him.

Step 6 Homework

1.Finish off the Workbook exercises .

2.Review Lesson 22.

教案點評：

本課的教案以聽說為主，學生通過打電話學后如何解決一些問題。在教案中設(shè)計了幾個對話的形式，操練學生交際的能力及語言交流的能力，在對話課中學生能夠自如地運用語言點進行表達，如：教案設(shè)計兩個對話，通過打電話談?wù)撟约旱膼酆玫?。所以在編寫過程中重點設(shè)計了自由對話，本課的對話練習及課外對話的練習等，較為豐富的課堂教學活動。

高二英語教案：《Unit 6 Mainly revision》優(yōu)秀教學設(shè)計（一）

高二英語教案：《Unit 6 Mainly revision》優(yōu)秀教學設(shè)計（一）

Teaching Aims and Demands

1.Learn some advice how to collect stamps.

2. Revise the Noun Clause and the Infinitive.

Teaching Procedures

Step 1 Revision

1. Check the homework exercises.

2. Ask the students to retell the text.

3. Ask some students to make up sentences, using the phrases in Lesson 22.

Step 2. Presentation

1. Show the students some stamps ask them questions.

Do you like collecting stamps?

How many of you collect stamps?

What kind of stamps do you collect?

2. Ask the students to read the passage quickly and then find the answer to question:

Does the writer say you will have to spend a lot of money on stamps collecting?

Which kind of envelopes does the writer advise you to keep?

Why is it a god idea to join a group?

3. Let the students to read the passage carefully. Go through it with the students.

Step 3 Listening and Reading

1.Play the tape of the passage for the Ss to listen and follow.

2. Ask them to do the following exercise “True (T)or False” (F).

1).At the beginning, never throw stamps away.

2).Don’t keep the envelope even if it is unusual.

3).Collecting a certain kind of stamp will make your collecting much more interesting.

4).Go to stamp sales. You can buy some used stamps very cheaply.

5).Old stamps that have not been used are cheaper than used stamps.

6).Stamp collecting is fun.

Key:1-6T, F, T, T, F, T

Step 4 Language points

1. advice/advise

The teacher has given him a lot of advice.

Can you give us some advice on how to learn English well?

They advised a visit to the Great Wall.

The doctor advised him not to smoke again.

The teacher advised holding a meeting on Sunday evening.

He advised that we should plant young trees on March 12.

2. The ones, which you decide not to keep, can trade with other people.

* trade with sb. = have dealings with sb./ exchange good with sb.

My family have been trading with the foreigners for nearly twenty years.

They are stamp collectors; they often trade stamps with each other.

I didn’t trade with that company; the price of their goods was too high.

* trade for : exchange sth. for sth.

I’d like to trade this book for your knife.

3. Sooner or later you will decide that you want to collect a certain kind of stamp.

sooner or later: at some time: some day

Work hard, and you will succeed soon or later.

If you go on driving like that, you will have an accident sooner or later.

He is always telling lies; he will be punished sooner or later.

4. Go to stamp sales and buy whatever you can afford.

1). stamp sales = stamp sales department: the place where stamps are sold.

2). whatever = anything that; no matter what

Do whatever you like.

Whatever I have is yours.

You must write down whatever you see and hear.

Whatever you do, do your best.

Don’t change your plan whatever happens.

3). have enough money to pay for

This kind of car costs a lot of money, but he can afford it.

We could not afford to buy that house.

5. You can pick up packs of used stamps very cheaply.

Pick up

My friend knows where he can pick up a good used bike.

I picked up a valuable coin at a very low price.

Step 5 Discussion

Divide the student into groups of four. Then let them hold a discussion. Encourage them to say what they think. At the end of this activity ask some of them to give their answers to the rest of the class.

Step 6 Practice

1. Page 35, part3. Read aloud the instruction and do the first one as an example. Let the students do the rest individually or in pairs. Them ask some Ss to read out their sentences to the rest of the class.

2. Page 35, Part 4. Read aloud the instruction and make sure the students understand the meaning of each sentence. Ask them to pay special attention to the translation of the infinitives when they do the exercise.

Step 7 Exercises

Get the Ss to read Ex. 1 in pairs. Encourage them to make some changes in order to get a new dialogue. Ask several pairs to give their dialogues to the rest of the class.

Ex. 2. Let the students do in pairs.

Do Ex.3 with the whole class.

Step 8Homework

Finish off the Ex. 3 in the workbook on page 100.

高二英語教案：《Unit 12 Mainly revision》教學設(shè)計（二）

高二英語教案：《Unit 12 Mainly revision》教學設(shè)計（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.

高二英語教案：《Unit 12 Mainly revision》優(yōu)秀教學設(shè)計（二）

高二英語教案：《Unit 12 Mainly revision》優(yōu)秀教學設(shè)計（二）

教學目標

teaching aims and demands:

本單元是復習課，復習的要點為第7至11單元中出現(xiàn)的語法現(xiàn)象和日常交際用語，學生在理解課文的基礎(chǔ)上，能用自己組織的語言復述課文。

teaching important and difficult points.

1．單詞

tank, breath, exercise, fire, plastic, flow, attack, frighten, bend

2．詞組

at that very moment, before long, bend over, carry away/ off, escape from, fall over, fit into, for a moment, for one thing (one reason), get away from, hold one’s breath, in front of, jump off, keep fish, lie still, look into, make a noise, the other day, pick up, put…in order, shout at, so as to, speed up, stand still, stare at, struggle to one’s feet, throw at, worse still

3．交際用語與句型

1）交際用語

a．表示建議的交際用語：

i suggest (that) you do sth.

you should do sth.

you ought to do sth.

you need to do sth.

b．復習經(jīng)七至十一單元出現(xiàn)過的日常交際用語。

2）句型

we need to find one about 30 centimetres (cm) by 30 cm by 50 cm.

for one thing they keep the water clean.

thoughts rushed through her head.

4．語法

復習第七至十一單元出現(xiàn)過的重點語法項目。

教學建議

對話分析

本文對話通過表達建議及要求的問與應(yīng)答，對話較容易理解，對話描述kate,li qun談?wù)撊绾勿B(yǎng)魚的過程，教材中歸納出這些用語和表達法，如：i suggest (that) …. you should….. you ought to…..等，這些用語，在教材中的練習中給學生提供了練習與幫助。

課文建議

在lesson 46中，教師主要通過圖片展示、問與答，討論及多媒體的形式來完成此課的教學內(nèi)容，如以下方法：

方法一、教師搜集本課相關(guān)的一些動物圖片，作為導入課給學生展示。

方法二、教師播放本課的多媒體視頻，讓學生從聽與視覺了解本課的內(nèi)容。

方法三、教師給學生一段的時間精讀和略讀本課文，給出問題讓學生來回答。

方法四、教師把學生分成小組進行討論：動物園與動物。練習復述整個故事經(jīng)過。

重點難點

1.frighten v.??

①使某人感到恐懼，使害怕?

sorry, i didn't mean to frighten you.?

loud traffic frightens horses.?

②驚嚇某人，使某人恐怖或驚愕?

the children was frightened to death by the violent thunderstorm.?

you frightened me out of my life by knocking on the window like that.?

③嚇得某人做某事 frighten sb. into doing?

news of the robberies frightened many people into fitting new locks to their doors.

④其形容詞frightened意為恐懼的，害怕的;frightening，引起恐懼的，驚恐的

frightened children were calling for their mothers.?

he looked very frightened as he spoke.?

it is frightening even to think of the horrors of nuclear war.?

2.fire n.??

①火，不可數(shù)名詞?

there is no smoke without fire.?

②火災，火爐，火堆，可數(shù)名詞?

a big fire broke out last night.?

they made a fire to keep the animals away.?

v.③射擊，開火?

the officer ordered his men to fire.?

they fired at the running animals.?

④解雇，辭退?

the boy was fired after his second time to be late.?

3.enough?

①n.足夠，充足，后常接for短語或動詞不定式，還可接of短語，of后接名詞或代詞，接名詞時，名詞前必須有限定詞。?

enough has been said on how to do it.?

he has had enough to eat.?

he was enough of a fool to do that.?

②adj.充足的，足夠的，可修飾不可數(shù)名詞或可數(shù)復數(shù)名詞，可前置也可后置。

we have enough time to finish the work.?

there are seats enough for the people coming to the meeting.?

③adv.充足地，足夠地，十分；修飾形容詞、副詞、動詞，必須后置?

the book is easy for me to read.?

he knows well enough what i mean.?

4.agree 同意，贊同，后可接with, to, on?

agree with與某人意見一致，多接人或指氣候、食物適合某人或指一物與另一物相符。

the professor agrees with what his students have said.?

the climate here doesn't agree with xiao wang.?

his stories agree with hers in everything.?

agree to后接具體表建議、計劃、安排辦法意見之類的名詞。?

the patient doesn't agree to the doctor's plan.?

all the pupils agree to our teacher's proposal.?

agree on 就……取得一致意見?

all the members agreed on the date of the next meeting.?

most of the workers agree on the plan of work.?

5.very adv.很，非常，修飾形容詞、副詞，也可作形容詞，常與the, this, that ,my等連用，以加強語氣，意為”正是這個，正是所要的，恰好，極其”，相當于just,但just是副詞，若與名詞連用，必須放在冠詞之前。?

［辨析］?

［誤］this is the just book i want.?

［誤］this is very the book i want.?

［正］this is just the book i want.?

［正］this is the very book i want.?

6.be about to 正準備做某事，即將做某事，通常與when連用，表示就要……突然……

i was about to leave when the telephone rang.?

he was about to tell me the secret when she came back.?

而句型be doing…when表示正在……突然……?

i was going on my way home when i heard a call from behind.?

the teacher was just beginning the lesson when the door opened.