高二英语教案：《A Teaching Plan for Grammar》教学设计。
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高二英语教案：《A Teaching Plan for Grammar》教学设计
A Teaching Plan for Grammar 2Module 1Teaching aims
Enabling the students to master the uses of -ing form and -ed form
Teaching steps
Step 1 Revision
1) Ask the students to repeat the uses of the present simple tense and the present continuous tense.
2) ask some students to give some examples in the present simple tense and the present continuous tense.
3) have a dictation about the words and phrases in the module.
Step 2 GrammarI Lead-in1 I was ________ when I saw the _______ news. (exciting / excited)
2 The dog was ________ in playing _________ games, such as playing balls, wires and plates. (interesting / interested)
Now please look at these two sentences, try to complete the sentences by filling in the blanks.
(1. excited, exciting 2. interested, interesting)
II. Read My First Day at Senior High again and underline the adjectives with -ing or -ed endings. After you have found out them try to find out the differences between words with -ing and -ed endings.
(amazing, interesting, bored, embarrassed, hardworking)
Come to activity 2 and ask the students to choose the correct explanation.
1. ) The -ing form describes things; the -ed form describes people
2. ) the -ing form describes the people or things that cause the feeling; the -ed form tells us how people feel.
(The 2nd sentence is correct)
Finish the excises in activity 3.
Check the answers with the students.
(1. bored 2. interested 3. amazing 4. disappointed 5. embarrassed 6. boring)
III. More details about Grammar 2.
动词的ing形式和动词的ed形式都可以在句中作定语和表语，具有以下特点：
1．动词原形多为及物动词。
2．-ing形式意为"令人......的"，表示主动的意思，与被修饰的词构成逻辑上的主谓关系；-ed形式意为"感到......的"，表示被动的意思，与被修饰的词构成逻辑上的动宾关系。
We were puzzled at the puzzling problem.
The moving film made us moved to tears.
He was frightened at the frightening sound.
3．-ing形式多用来指事或物，而-ed形式多用来指人、人的声音或表情。
Hearing the exciting news, he jumped and shouted in an excited voice.
He has a puzzled look on his face as if he is thinking of something.
4．两者表示的时间也不同。前者表示与谓语表示的动作同时发生或表示此时此刻正发生的动作；而后者表示的动作在谓语表示的动作之前发生或者没有一定的时间性。
We went to the office and gave our homework to the unknown teacher sitting at the desk.
Is the book written by Lu Xun?
Our Chinese teacher is an old man called Mr Chen.Step 3:Homework.
Try to learn more about Grammar 2 by yourselves.
扩展阅读
高二A teaching plan for unit 5 first aid教学计划
Ateachingplanforunit5firstaid
Reading2usinglanguage--HeroicTeenagerReceivesAward
Teacher:OuWenfang
Class:Class6Grade2
I.teachingaimsanddemands
1.knowledgeaim
Knowsthaboutthecommonaccidentsandhowtogivefirstaidstepbystep
Learnsomesentencestructurestogivetheirideasclearlysuchas-----
--Youshould/shouldnot…You’dbetter…Yououghtto/oughtnotto…Pleasedo…Don’t…
---First,andthen,next,finally…
2.abilityaim
Helpssorganizeandexpresstheiropinionsusingsomesentencestructures
Developthespiritofteamworkandshareideaswitheachothersthroughgroupdiscussion
Improvetheirspeakingskillsbyexpressingtheirideasintheirownwords
3.emotionaim
Improvetheteamworktoworkouttheproblems,difficultiesoraccidentsthattheyarefacing
II.teachingimportantanddifficultpoints
a.knowhowtodescribeanaccidentusingsomesentencestructures
b.knowhowtogivefirstaidstepbystepclearly
c.knowhowtowriteanarticleaboutafireaccidentafterdiscussion
III.teachingmethods
1.task-basedactivity2speaking3groupwork
IV.teachingprocedures
Step1warming-upandlead-in
Showthedefinitionoffirstaidclearly[torevisewhatisfirstaid]
Asksstonamesomecommonaccidentsinourdailylife[toraisetheinterestoflearningfirstaidandtoknowtheimportanceofgivingfirstaidquickly]
tellthemtodescribeaccidentsandtodothefirstaidaccordingtothedifferentsituations[topracticetheirspokenEnglishandtheabilityofhowtoorganizetheirideasclearly]
Step2reading
Letsslistentotherealstory----howfirstaidsavedawomanandafterlisteningjustanswersomesimplequestions[listenandtoknowthegeneralideaofthepassage]
Secondreadingcanmakessknowmoreaboutthestory[topreparesstoretell/organizethestoryintheirownwords]
Step3describingandretelling
Aftersecondreading,sscanhaveabetterunderstandingofthewholetext,sosscanusesomekeywordstodescribeandretellthetext[toimprovetheirspeakingskillswiththehelpofkeywords]
Step4discussingandwriting
Supposeafirebrokeoutinabuilding,whatcanyoudotosaveyourselforsaveotherswithsomeknowledgeoffirstaid[Thisisachanceforsstoworkwithateamandtosharetheiropinions,alsoitmakesagoodpreparationforwriting]
Step5summary
Makeashortsummaryofthelesson
Step6homework
Writeashortdescriptionofafireaccidentandhowtoescapeordealwiththeinjuries(dothefirstaid)onthescene.
设计说明
本单元主题是firstaid（急救知识），第一部分reading为《firstaidforburns》，第二部分为usinglanguage的阅读课，学生在上完第一部分时已对firstaid有了初步的了解，脑子里有了一定的有关firstaid的知识储备，这就为第二部分reading的语言输出作好了准备。
本课定位为语言使用课（usinglanguage）即重在语言输出，因此本课设计时主要在于说与写，以说为主线，以写(布置作业)结尾，说为写作做铺垫、做准备。本课内容较简单，以新闻报道的形式介绍了一个真实的故事，即John用firstaid知识救了一位妇女。对课文的处理主要采用“听—读—问—说”方式进行，其中“听--读--问”也为说（复述）做好准备。之后，为了检测学生对firstaid的处理能力与语言表达能力，设计了一个火灾场景，让学生身临其境地运用firstaid知识来解决问题（小组讨论）。最后，老师作为一记者到现场对学生进行采访报道。
设计简易流程
Step1Warmingupandleadin
急救定义,说出常见意外事故----描述图片与如何进行急救
Step2reading
A听—回答简易问题B细读---评论
Step3describingandretelling
A填空故事过程与急救B用关键词复述
Step4discussingandwriting
设火灾场景—讨论—表达—写成文章
Step5homework写一篇火灾急救的文章
望同行批评指正，谢谢
高一英语教案：《Grammar 1 & Grammar 2》教学设计
高一英语教案：《Grammar 1 & Grammar 2》教学设计
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学情分析
MakeSsfullypreparedforthe
studyofthegrammaraccording
totheSs’situation.
课程目标
知识与能力
MakeSslearntosumup
grammaticalrulesthemselves.
MakesureSscanapplythe
grammarcorrectly.
TrainSs’speakingability.
过程与方法
TraintheSs’ability
throughindividual
andpairwork.
Explanationstomake
Ssmastersomegrammar.
情感态度与价值观
Throughthestudyof
thisperiodSswill
surelyknowmoreabout
somepassivevoiceand
subjectandverbagreement,
whichcanhelpthemexpress
themselvescorrectly.
重点
EncouragetheSsto
sumupgrammaticalrules.
HelptheSstoimprove
theirspeakingability.
难点
Howtohelpthemapply
passivevoiceandsubject
andverbagreement.
教法
Task-basedApproach
学法
Cooperation
手段
Ataperecorder,Ablackboard
教学过程
Step1.Revision
Checkupthehomework.
MakeSsretelloneofthepassages.
Step2.Grammar1------
PassiveVoice
Finishexercisesonp5
Step3Grammar2--------
Subjectandverbagreement
1.谓语与A部分一致
A+togetherwith/alongwith(with)+B+谓语
Theboytogetherwithhisparents
goestothemuseumonceaweek.
Noonebutuswasintheclassroomatthattime.
2．就近原则
neitherAnorB;eitherAorB;
NeitheryounorIamwrong.
NotonlytheSsbutalsotheteacherdoesn’t
knowtheanswertothequestion.
3．谓语用复数
BothTomandMaryaregoodatplayingfootball.
4．谓语用单数
manya;morethanone…;/each…andeach….
Everyboyandeverygirlinourclass
likesthepopstar.
Nodeskandnochairispermittedto
betakenawayfromthereading-room.
5．and连接两个词表示同一个人，用单数
Aknifeandforkislyingonthetable.
Thewriterandpoetisgoingtogive
usatalkonwriting.
Aworkerandawriteraregoingto
giveusatalk.
6．表时间、距离、数目、价格等名词复数做主语，作整体看时用单数
Tenpoundsisenoughforsuchathinbook.
Threeyearshaspassedsincehecamehere.
Step4Summary
ThisperiodSsareacquaintedwithpassive
voiceandsubjectandverbagreement..
板书
Module1EuropePeriod3
A+togetherwith/alongwith(with)
/aswellas/including/ratherthan
/like+besides(but/except)+B+谓语
馈
Doexercisesonp67-68.
作
AsktheSstodoExx1、2&3onP67.
反思
ImportanttomakeSsknowhowto
mastertheskillsoftheusageof
thegrammarinthisperiod.
高一英语教案：《Highlights and teaching objectives》教学设计
古人云，工欲善其事，必先利其器。教师要准备好教案为之后的教学做准备。教案可以让学生更好的消化课堂内容，有效的提高课堂的教学效率。那么，你知道教案要怎么写呢？下面是小编帮大家编辑的《高一英语教案：《Highlights and teaching objectives》教学设计》，相信能对大家有所帮助。
高一英语教案：《Highlights and teaching objectives》教学设计
Topic
Growingpainsandtherelationship
betweenparentsandchildren
Functions
1.Expressingfeelingsandemotions
Ican’twaittosurprisetheboys!
Stopshoutingatme.I’mstillateenager!
Whyiseverythingalwaysmyfault?
Theyneverevengavemeachancetoexplain.Ihatethem!
Todayhasbeenagreatday!I’msohappy!
2.Describinginterpersonalrelationships
DadandIrealizethereisprobablyanexplanation
forwhythehouseissodirty,butyoushouldn’thave
runoutoftheroomandslammedthedoorlikethat.
Atpresent,topreventupsettinghismotherwithan
argument,Iamallowinghimhisfreedom.
Ilovehimalot,butIdon’tunderstandwhyhewill
notrespectthethingsIwanttodo.
Vocabulary
1.Words:
adult,argument,behaviour,boring,chat,curtain,explain,
explanation,fault,fight,forbid,freedom,grandparent,
garbage,internetcafé,interest,leave,mark,mess,mix,
period,punish,rude,relationship,scene,surprise,sink,
selfish,suggest,sincerely,spare,touch,trust,truly,
unpunished,upset,unloving,valuable,vacation
2.ToidentifythedifferencebetweenAmerican
EnglishandBritishEnglish
3.Tolearnaboutsomecolloquialismsandtheirorigins
Phrases:
1.besupposedtodosth.
2.beinone’scharge/beinthechargeofsb
3.refusetodosth.
4.punishsb.forsth./fordoingsth
5.arguewithsb.about/oversth.
6.beupsetabout/oversth
7.makeadifference
8.forbidsb.todosth./forbidsb.fromdoingdoing
9.What’sup?
10.behardonsb.
11.gounpunished
12.can’twaittodosth
13.haveone’sarmscrossed
14.turnuptheradioalittle
15.leaveout
16.afterall
17.atpresent
18.dosth.likecrazy
19.inone’ssparetime
20.keepsth.inmind
21.bemeanttobe/mean…tobe
22.inamess
23.goout
24.dowith
25.nowthat
26.insiston
27.theonlychild
28.deservetodosth.
29.not…anymore
30.asthough
31.mixup
32.berelatedto
32.beproudof
33.stayuplate
34.fail(in)theMathstest
35.take/followone’sadvice
36.preventsb.fromdoingsth.
36.wastesometimedoingsth.
Sentencepatterns
1.It’ssb’sfault.是某人的错。
2.Ericrunsinafterit,followedbyadog,
walkingveryslowly.
3.…youweren’tsupposedtocomehere
untiltomorrow!
4.Themoneywithwhichyouweretobuy
dogfoodisgone,…
5.Listentomeyoungman---remember
thedaywhenweleft
youincharge?
6.Wefeelyoushouldnothavedonethat.
7.Istillwishwecouldgoandseeafilmtomorrowthough!
Grammar
1.Preposition+whichandPreposition+whom
Themoneywithwhichyouweretobuydogfoodisgone.
Wethoughtyouwereapersonfromwhomwecould
expectgooddecisions.
2.Relativeadverbs:when,whereandwhy
Doyourememberthedaywhenweleftyouincharge?
Thisisnotafamilywherebadbehaviorgoesunpunished.
Idon’tknowthereasonwhythehouseissodirty.
Skillsandstrategies
1.Reading:1.readaplayaboutanAmericanfamilyand
twolettersfromafatherandhisson.
2.Todeveloptheabilityofreadingforgist
2.Listening:todeveloplisteningabilitythrougharadio
talkshow
3.Speaking:todevelopspeakingability
bytalkingabout problemscommontoteenagersand
presentingadialogue basedontherelevanttheme
4.Writing:Writeareportaboutadiscussion
entitled‘Doyouagreewithmumsworking?’
Culture
1.Therelationshipbetweenparentsandtheir
teenagechildrenintheUSA
2.Therelationshipbetweenparentsandtheir
teenagechildreninChina
Moraleducation
1.Toformapositiveattitudetowardsgrowing
painsandlearntosolvefamilyproblems
2.Tolearntobecooperativeandhelpfulwhen
workingtogether.
Teaching methods:
1.Discussions in pairs or in groups
2.Task-based in class activities.
3.Acting and reciting
3. Explanations of some language points and grammar rules.
Period 1 Vocabulary
Teaching aim:
To learn the new words and expressions in this unit.
Teaching Procedures:
Step 1 Reading
Give the students a few minutes to practise reading the new words and expressions in this unit. Focus on the stress and spelling. Then ask a few students to stand up and read the new words. Correct any mistakes in pronunciation. Students read after the teacher. Finally, explain the usages briefly.
suggest v. 建议；暗示，使想起 suggestion n. 建议
behaviour n. 行为 behave v. (行为或举止)表现
interest v. 使……感兴趣 interesting adj. 有趣的，有意思的 interested adj.感兴趣的
explain v. 解释 explanation n. 解释
touch v. 触摸 touched adj. 感动的 touching adj. 感人的，令人感动的
explain v. 解释 explanation n. 解释
reason n. 理由 reasonable adj. 合乎情理的 unreasonable adj. 不合乎情理的
punish v. 惩罚 punishment n. 惩罚 unpunished adj. 免受惩罚的 go unpunished没受惩罚
bore v. 使厌倦 bored adj. 感到厌倦了的 boring adj. 令人厌倦的
mix v. 混合；混淆 mixture n. 混合物
value n. 价值 valuable adj. 宝贵的，有价值的 n. 贵重物品
valueless adj. 不值钱的，没有价值的
argue v. 争论 argument n. 议论，争论，论点
freedom n. 自由 free adj. 自由的；有空的
true adj. 真诚的，真实的 truly adv.
Step 2 Exercises
Do Workbook Exx. A1 and A2 on the vocabulary.
Homework
1.Read aloud the new words in Unit 2 and finish the vocabulary exercises on the learning plan.
2. Preview the reading passage.
Period 2 Welcome to the unit
Teaching aims:
1.To revise the new words by doing some exercises on the learning plan.
2.To introduce and develop the theme of growing pains by taking up ‘Welcome to the unit’.
3.To develop speaking ability by talking about families and problems that happen between teenagers and parents.
4.Help students to form a positive attitude towards relationships between their parents and them.
Teaching Procedures:
Step 1 Revision
Revise the vocabulary by doing the exercises on the learning plan.
Step 2 Brainstorming
Activate students’ imagination by asking the following questions:
Do you love your parents?
Do you always show respect to your parents?
Have you ever quarreled with your parents?
What is your quarrel about?
Step 3 Picture talking
Say Growing up can be difficult. Sometimes you may feel that the adults around you do not understand many of the problems you have. Look at the 4 pictures below, and answer my questions:
Picture 1
What does the boy do?
What is the mother doing? How is she probably feeling?
What feelings may the boy have?
Picture 2
What happens to the girl with a bag?
What did her parents ask her to do?
Can you guess what might have happened to her?
What do you think she should do now?
Picture 3
Why are the boys and girls around the pretty lady?
What does the boy want to do? Is he allowed to do so? Why or why not?
What feelings may the boy have?
Picture 4
What is the boy probably doing?
Did the boy do well in his exams?
How does his mother feel about the score?
What feelings may the boy have?
Step 4 Discussion
In this part, Ss discuss the following questions in groups of four. Then have them report their opinions in class.
Questions for discussion:
1.Do you think that your parents try to force you to spend your spare time doing things you don’t like? (What’s your hobby? What do you enjoy doing in your spare time? What do your parents want you to do?)
(Sample answer: Yes, sometimes my parents try and interfere in my life and make decisions for me. My parents want me to be a lawyer, but I want to be a writer or a journalist. We argue a lot about what subjects I should study at university and which job I should get. I spend much of my time working on the school newspaper, but my parents say I should concentrate first on my subjects and forget about extracurricular activities. They think if I waste my time on these activities, I won’t get good enough grades to attend a good university.
My parents want me to spend all my free time studying, doing my homework, reviewing and previewing my lessons, taking extra lessons on weekends for the Olympic Physics or Maths contests, reciting New Concept English, and so on. But sometimes I am very tired. I just want to relax myself and listen to some light music or chat to my friends on the Internet. I think I need time to have fun with my friends as well as study.)
2.When you have a problem and want to talk to someone, who do you choose to talk to?
(Sample answer: Whenever I have a problem with my parents, I talk it over with my best friend. I don’t expect that he/she will have a better solution to the problem than me, but I can express my inner feelings to her better than to my parents. Unlike my parents, who shout at me and say I am wrong and bad for not wanting the same things as them, my friend understands what I am feeling. We have the same dreams and ambitions.)
3.Describe an unpleasant experience with your parents.
4.What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.
*not doing homework,
*not getting up on time,
*spending too much time or money on …
*bad school behaviours
*not helpful with housework
*making friends with persons that parents don’t like
*spending too much time playing computer games in the Internet café
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Growingpains
ThingsIlike
whilemyparentshate
Activitiesmyparents
likewhileIhate
computergames
studyallthetime
chatonline
Doinghousework
goshopping
Attendingclassesinholidays
comicbooks
Oldsongs/Pekingoperas
popmusic;popstarshiphop;
5.What would you do if your behavior upsets your parents?
6. Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?
(Yes. / No. Through communication, spend more time together; try to develop the same interests and hobbies; try to understand, respect, help, love and learn from each other.)
Homework:
1. Review the new words of this unit.
2. Preview the Reading part.
Period 3 Reading
Teaching aims:
1.To train the students’ reading ability by reading a play, introducing the way to read a play – to read it out aloud instead of silently to better understand a play and pay attention to the instructions or tips included in a play.
2.To know about American family life and problems that happen between American teenagers and their parents
3.Encourage the students to act out the play
4. To learn some useful words, expressions and sentence structures.
Teaching procedures:
Step 1 Revision
Check the homework exercise.
Step 2 Lead-in:
Get students to think about the following questions:
Have you ever watched the famous American TV comedy “Growing Pains”?
Could you list some of the members of the family? (Show them a photo and tell them the family members.)
What do you think of the play?
Step 3 reading
Please go through the Reading strategy and tell me how to read a play.
(make sure students know how to read a play.)
First reading:
Get the students to read the play quickly and finish Part A individually.
Answers
1. Eric, Daniel, Mom and Dad.
2. The room was a mess./ There was trash all over the place.
3. Spot was ill.
Second reading
Ask the students to read the play a second time, this time more slowly and carefully. Ask them to do Parts C1,C2 and E, then conduct a feedback activity.
Step 4 Structure analysing
Analyse the plot of the play. Ask the students to work in groups to discuss the plot of this play according to the following table. The purpose of this activity is to get more students involved in in-class activities, as well as to help the students to know how a play is usually organized, and how a play develops.
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Plotoftheplay
Description
Background
(informationaboutcharacters,time,andplace,etc.)
problem
(conflictsbetweentwosides)
Risingaction/develop
(whatcausestheincidentandhowitdevelops)
Climax
(themostseriousconflict)
Outcome
(endoftheconflict)
Sampleanswersofthedevelopmentoftheplay:
Background:DadandMomgoonvacation.Twoboys,
DanielandEricareleftaloneathome.Theyare
askedtolookafterthepetdog,Spot,aswell
astheirhome.
Problem/cause:Spotgetsillandthetwoboysuse
themoneyfordogfoodtotakeSpottothevet.
Andtheydon’thavetimetocleanthehouse.
Risingaction:WhenDadandMomcomebackhome,
theyfindthattheroomisamess,andthedog
lookstiredandhungry.What’sworse,themoneyfor
thedogfoodidgone.
Climax:DadandMomshoutatDanielangrilyandblame
himforhisnottakingresponsibility.Danielcan’tbear
itandshoutsbacktohisparentsandrushesintohis
bedroomandslamsthedoor.
Outcome:(Askthestudentstoimaginewhatwillhappen…)
Homework:
1.Divide yourself into groups of five and try to act the out.
2.Preview the word power section.
Period 4 Word Power
Teaching objectives:
1. To identify the difference between American English and British English;
2. To develop the ability of understanding words in context.
Important and difficult points:
1.some differences between American English and British English?
2.The meaning of some more colloquialisms and their usage.
Teaching procedures:
Step 1 Role-play
Divide the students into groups of five and one is the narrator and the others are the main characters and act out the play.
Step 2 Braimstorming/Comparison
Ask the students to think about the following topics:
1.Up to now, we’ve learned English for several years. Do you notice there are some differences between American English and British English?
2.In which aspects do these differences exist, pronunciation, spelling, grammar and different expressions?
3.Can you demonstrate some examples of these differences?
Encourage the students to list some differences they already know, and fill in the form below:
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Differences
Examples
AmericanEnglish
BritishEnglish
pronunciation
clerk[klə:k];dance[dæns]
[klα:k];[dα:ns]
Spelling
color;favor;center;traveling
colour;favour;center;travelling
Grammar
Shehasaninterestingbook.
Shehasgotaninterestingbook.
Vocabulary
gas;baggage;mail
Petrol;luggage;post
Then do the exercise on page 26.
Step 3 colloquialisms
Lead –in
Read the sentences and express what the colloquialisms mean.
1. Though you are busy, could you just lend me an ear for a moment?
2. If Huston rockets can win this basketball game by twenty points, I will eat my hat.
3. I have never expected lily to act as cool as a cucumber in the traffic accident.
4. All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule.
5. As a green hand , Robert nearly drove into the grocery on roadside.
6. Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him.
Vocabulary extension
Get students to do part A and Part B in class and check the answers together
Exercises
Fill in the blanks by using the following colloquialisms.
lendmeaneareatmyhatano-brainerawetblanketgreenhand
pullmyleggreenfingersraincatsanddogsasquietasamouse
makeamountainoutofamolehill
1. Kate, don’t be __________ at the party. Let’s dance together.
2. Alice: Can you tell me what this sentence means?
Tim: This one? Oh, it is ____________. I can tell you.
3. Jim, when I explain the language points, you should ___________.
4. Rob is always late for school. If he can arrive at school on time today, I will ___________.
5. Mum; Oh ,you got wet all over. How is it ,Daniel?
Daniel: Mum, don’t you know it ___________ on my way home?
6. Bob: Hey! Ellen, you got an A for your history exam.
Ellen: Don’t __________. Are you serious?
7. Look at Mr. Smith’ garden. He has_____________.
8.Boss: Who is that dull boy? He even doesn’t know where his office is.
Manager: This is his first day here. He is a _____________ .
9. Eric: Shall I stay in hospital for several days?
Doctor: Don’t _______________________________. You just got a fever.
10.Teacher: Boys and girls, when you are reading in the reading room, you should remain___________. Are you clear?
Students: Yes.
Homework
1.Try their best to keep the examples of American English and British English in their mind.
2. To find more colloquialisms if they like.
3.To revise the play and find the sentences with attributive clause.
Period 5 Dictation and Language points explanation
Teaching objectives:
To dictate the first act of play.
To learn new words and expressions and learn how to use them.
Teaching procedures:
Step 1 Revision
Get two groups of the students to act out the play.
Step 2 Dictation
To Dictate the first act of the play. Ask three students to read the play while all the others write. Then have the students open the book and check their writing with the text.
Step 3 Explanation
To learn the language points in the play by doing exercises on the learning plan. (Notes to the text)
Homework
Finish the Workbook exercises on pages 94 to 95.
Period 6 Dictation and Grammar
Teaching objectives:
To learn how to use a ‘Preposition + which/whom’ to begin an attributive clause.
Important and difficult points:
How to choose suitable prepositions in an attributive clause.
Teaching procedures:
Step 1 Dictation
Dictate the second act of the play.
Step 2 Grammar and usage
1. Preposition + which and preposition + whom
Read point1 and make sure students know when to use attributive clause with preposition.
The pen is broken, so I’ll have to buy a new one. I write my homework with it every day
The pen with which I write my homework every day is broken, so I’ll have to buy a new one.
The man is over eighty. I bought the old picture for him.
The man for whom I bought the old picture is over eighty .
Read point 2, get them to write the sentences in formal English.
The Maths teacher is the person from whom I got an A plus.
Art is the subject about which I know little.
Read points 3 and 4, and ask them to write the sentences in different ways.
Dad is a person to whom I can easily talk.
Dad is a person whom/who/that I can easily talk to.
Dad is a person I can easily talk to.
Point 5: We use in which or that to begin an attributive clause after way. In this case, in which or that can also be omitted.
Have the students do Parts A and B on page 29.
2. Relative adverbs: when, where and why
Ask the students to go through Points 1, 2 and 3 on page 30. Then do the exercise on page 31.
Homework
1. Finish the exercises of C1 and C2 in the Workbook.
2. Do the grammar exercise on the learning plan.
Period 7 Task Presenting a dialogue
Teaching objectives:
1. To read about how to express different feelings in different tones.
2. To develop listening and speaking ability in different tones.
3. Reading for gist: read four diary entries and find the main idea.
4. To understand the mood of the writer.
Teaching procedures:
Step 1 Revision
Revise the attributive clause by doing the exercises on the learning plan.
Step 2 Lead-in
A dialogue should be:
communicative /informative/reflective
/simple/direct/not too redundant
Step 3 Guessing game:
How do you read this sentence ‘He will come here tomorrow.’ when you are happy /excited / questioning / a little angry?
Step 4 Listening
Play the tape in the example ‘Please sit down’ for the students to listen to and follow.
Step 5 Practice
Let the students listen to the tape and finish Part A on page 32. Then do Part B. Let the students listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.
Step 6 Listening
Play the tape and the students listen to a radio phone-in programme, and finish the exercise in Step 1 on page 33.
Step 7 Reading
Students read the four diary entries and fill in the form.
MicrosoftInternetExplorer402DocumentNotSpecified7.8 磅Normal0
Entries
Mainpoints
Thewordstellingthewriter’smood
Thefirstdiaryentry
Theseconddiaryentry
Thethirddiaryentry
Thefourthdiaryentry
Sampleanswers:
Entries
Mainpoints
Thewordstelling
thewriter’smood
Thefirstdiaryentry
Todayhasbeenagreatday.
happy
Theseconddiaryentry
Wehadamathstest
andI’mnervous
aboutmyresult.
tired,afraidandnervous
Thethirddiaryentry
Ifailedthemaths
testandIdon’t
knowhowtotellmyparents.
upset
Thefourthdiaryentry
Allthatworrying
wasfornothing.
Tired,afraidandnervous
Step 8 Reading the Thank-you letter
Let the students read the thank-you letter on page 35. Ask them to find the answers to the following questions:
1.Who wrote the letter?
2.To whom is the letter written?
3.Why is the letter written?
Then ask them to decide which statements are true and which are false according to the letter. Have them correct the false sentences.
Homework:
Finish all the exercises in the Workbook
Period 8 Task 3 Writing a dialogue
Teaching objectives:
1. To develop writing skills by reading the tips.
2. To understand the mood of the Mum’s and Jack’s feelings.
Important and difficult points:
Writing a dialogue.
Teaching procedures:
Step 1 Reading
1. Read the instructions and know some tips of writing a dialogue.
2. Read Part A and discuss what is wrong with the underlined sentences.
a. ‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue.
b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.
c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’
3. Read again and do Part B.
A. The sentences that show Mum is unhappy or angry:
Come and look.
Don’t you talk to me like that?
You should start cleaning now if you plan to leave!
B. The sentences that show Jack’s mood:
This is so unfair! I’ll never have enough time.
But I don’t think you’re being fair at all!
Step 2 Reading the Thank-you letter
1. Work in groups of 3 and present a dialogue. Keep the tips in mind.
2 Get the students to know:
The following should be included in your dialogue.
a. What happened between Christina and her mother?
b. What did Christina do then?
c. How as the problem solved?
Step 4 Consolidation
Role-play the dialogue in three.
Homework:
Finish the exercises about vocabulary, grammar and task on the learning plan.
Period 9 Project Writing an advice letter
Teaching objectives:
1.To learn two letters about the problems that happened between the father and his son.
2.To learn about some words and expressions in them.
3.Enable the students to write an advice letter.
Teaching Procedures:
Step 1 Reading
Let the students read the first letter written by the father. Ask them to find out the answers to the following questions:
1.Why does the father write the letter?
2.What does the father think about his son?
3.What is the father worrying about?
Play the tape for the students to listen to and follow. Underline the important phrases and patterns in it.
Then ask the students to read the second letter, which is written by the son. Ask them to find out the answers to the following questions:
1.Why does the son write the letter?
2.What are his problems?
3.How does he feel about his father?
Then play the tape for the students to listen to. Underline the important phrases and patterns in it.
Step 2 Language explanation
Take out the learning plan and deal with the language points in the project section.
Homework:
1.Read the passage in Part A in the workbook on page 101 and see how the writer presents his arguments against smoking.
2.Write a short passage for Part B.
Period 10 A Composition
Teaching aim
To improve students’ writing ability by correcting some common mistakes in their writing and by reciting the model answer.
Teaching aids: the computer
Teaching procedures
Step 1 Commenting
Teacher make a short comment about the students’ composition, praising those whose compositions are good and criticize those who wrote their compositions carelessly and made too many mistakes. Don’t forget to encourage them properly.
Main problems：
首字母大小写；时态、语态；缺少冠词；名词的复数形式；标点符号
Students to be praised：
Students to be criticized：
Too many careless mistakes:
Write in carelessly and hastily:
Other aspects:
Step 1 Proofreading
Project the article which contains some typical mistakes in the students’ composition, and ask them to read, find out and correct all the mistakes in it. After a few minutes, ask a few students to stand up and correct the mistakes one sentence after another.
Step 2 Copying and reciting
Project the model writing on the screen and ask the students to copy it down. Then recite the model answer. Teacher explains briefly, underlining and emphasizing the signal words, which make the composition more coherent, logical and clear.
[Related materials]
假定你是校学生会宣传部长，通过扩音器向全校同学广播一个通知。通知内容如下：
1. 十一月二十八日（星期三）下午2：00有一个报告。
2. 报告人：人民日报社张力同志。
1.报告内容：中美关系（Sino – American relations）问题。
2.地点：学校礼堂（auditorium）
3.要求：人人参加，准时到场，认真听讲，做好笔记。听讲过程中如有问题，可写在一张纸条上递给报告人。报告结束后，分班讨论。
注意：
1. 内容完整，但不要逐条翻译。
2. 120词左右。
One possible version:
Boys and girls, may I have your attention, please? Now I have an announcement to make. On November 28, Wednesday there will be a lecture in our school auditorium. It is about the Sino – American relations. It will be given by Mr Zhang Li from the People’s Daily and will begin at 2:00 p.m. Everyone is required/expected to attend it. Please listen carefully and take good notes. If anyone has a question, please write it down on a piece of paper and pass it to the speaker. After the lecture, we’ll have a discussion in each class.
Please remember the time and place: 2:00 p.m., November 28, Wednesday; school auditorium. Don’t be late.
That’s all. Thank you.
Period 11 Reading comprehension
Teaching aims:
To improve students’ reading comprehension and listening abilities.
Teaching Procedures:
Step 1 Reading and questioning
Give students a few minutes to read the VOA materials and try to find out answers to the questions below. Then ask some students to answer the questions.
Step 2 Listening
Play the tape. Students close the materials and try to follow and understand the recording.
Homework
1.Finish off all the other exercises on the learning plan.
2.Preview Unit 2.
高二英语教案：《Project》教学设计
一名优秀负责的教师就要对每一位学生尽职尽责，准备好一份优秀的教案往往是必不可少的。教案可以保证学生们在上课时能够更好的听课，帮助高中教师提高自己的教学质量。那么一篇好的高中教案要怎么才能写好呢？小编特地为大家精心收集和整理了“高二英语教案：《Project》教学设计”，欢迎您参考，希望对您有所助益！
高二英语教案：《Project》教学设计
Teaching aims and demands:
1. Enable students to understand the passage better.
2. Develop students' listening, reading, writing and thinking ability.
3. Enable the students to prepare and present an oral report on a Chinese medicine.
Teaching Approaches:
Task-based approaches
Form of Activities:
Individual, pair or group work and topic discussions.
Teaching Aids:
The multimedia and the blackboard
Teaching Procedures:
Step 1 Revision
Translation:
1.麻疹 7.流感
2.疟疾 8.病房
3.水痘 9.糖尿病
4.中风 10.霍乱
5.伤寒 11.急诊室
6.诊室 12.重症监护室
Step 2Lead-in
1. Show a picture of acupuncture treatment on the screen and ask the students a question:
Have you ever experienced an acupuncture treatment?
2. Show another two pictures about different tools used for acupuncture treatment in the past and now.
Step 3 Fast Reading
1.Scan the text and find which of the topics is not mentioned: history, past uses, current uses, disadvantages in the West, benefits and disadvantages
(The disadvantages of Chinese disadvantages are not mentioned.)
2. What medical problems can acupuncture treat?
Bad pains, headaches, injuries, stomach problems, blood pressure problems, addiction to cigarettes, drugs, alcohol and food.
3. How does acupuncture reduce or relieve pain?
It is unclear now. One theory suggests that acupuncture blocks pain signals from reaching the spinal cord or brain. Another theory suggests acupuncture promotes the production of chemicals in the body which reduces pain.
Step 4 Further Reading
1. Listening for further informationPara 11. Ask the students the main idea of the paragraph.
(The history of Chinese acupuncture).
2. Ask the students to retell the history of Chinese acupuncture (magic needles).
began-the Stone Age
be practised-4,000 years
be developed-2,000 years agoParas 2 -31. Ask the students the main idea of the paragraph.
(The development of Chinese acupuncture).
2. Ask the students to retell the development of Chinese acupuncture.
In the pastNowadaysstone or pottery needles
metal needles
make holes on swollen areas
put needles into the skin at certain points
365 acupuncture points
about 2,000 acupuncture pointsPara 5Ask some questions in detail:
1. How does an acupuncturist examine a patient?
(First ask the patient's medical history and lifestyle. And then look at the color of the patient's skin and tongue, listen to his breathing and check his pulses.)
2. How many pulses are there and what are they connected with?
(There're twelve different pulses, six on each wrist. Every one is connected with a major body organ or function of an organ.)
3. Why will an acupuncturist check pulses?
(This will help him/her find out which energy channel doesn't have enough energy.)
Step 6 More information
Show some pictures on the screen to introduce more information about Chinese acupuncture.
1. Different tools for acupuncture
2. Now it is popular that acupuncture is used to help people lose weight .
3. The traditional Chinese acupuncture is becoming more and more popular with foreigners. For example, Oscar king Adrien Brody was keen to try acupuncture treatment. William's hair is becoming less and less. He is eager to try Chinese acupuncture treatment.
4. Dae jang Deum in the TV play series once used acupuncture to treat patients. But some experts said the plot was not true.
5. Pets also follow the fashion.
Step 7 Discussion
1. What are your thoughts on acupuncture?
2. What are the possible benefits or disadvantages of acupuncture over other treatments?
Step 6 Homework
1. Write an article about traditional Chinese medicine (one herb or treatment).
2. Finish the exercises of this unit.
