高一英语教案：《Unit 9 科技》优秀教学设计（二）。

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高一英语教案：《Unit 9 科技》优秀教学设计（二）

unit 9 technology

6th period

sub topic: attitude towards technology

focus using english

tasks 1. a debate to be a technology-driven human or not to be

2. a letter love is the everlasting topic of the world

3. a short essay

teaching aims: 1. to use the following sentences to continue the debate (absolutely. that’s exactly what i was thinking. that’s a good point. that’s just how i see it. that’s worth thinking about. i disagree. i’m afraid i don’t agree. well, it depends. well, i don’t know. well, i am not sure about that oh, i do so agree. absolutely right. definitely. i guess so. i can’t agree with you there. not really. not exactly. no way……)to express opinions in real situations

2.to learn to write an essay

moral focus: global sense

teaching aids: a tape recorder, a set of multi-media teaching system

teaching procedures:

step one warming up

1.greetings

2.chatting

compare china and the western countries in terms of technology with the help of the multi-media teaching system.

talk about the relationship between the young generation and the future of china

work out the qualities that the new generation should have in order to make the nation more powerful

step two investigation report

3. announce the results of the investigation

4. personal comments on the results of the investigation

5.share opinions with other groups

6.read and refine the language of the report

7.submit the report to the related department of the local government

step three a design

8.work in groups of five.

9.work out some regulations for the communities to keep the teenagers away from the cyber cafe.

10.contribute the regulations to the communities

step four thinking and judging

11.. prepare the students for the on-coming debate by asking them the following questions.

what helps us a lot in our teaching and learning?

did i use the multi-media teaching system in every class?

should we use the multi-media teaching system in every class?

why yes or no?

how should we make good use of the advanced facilities?

step five a debate

12. a debate: to be technology-driven human or not to be

13. divide the whole class into two and debate whether humans should be controlled by technology or not

explain why humans should be technology-driven and why not

cite examples to support the idea

persuasive language is strongly suggested

a final speech from each is expected

step six discussing

14. discuss about the result of the ill use of technology

impress the students with the sharp contrast between the abusing use and hailing promotion of technology by showing some of the pictures like中国移动拯救海难主人翁照片，heart-transplanting operation, antarctica expedition, the iraq war, the atomic bombing ,the nuclear weapon competition etc.

step seven reflective thinking

what would happen if we go on abusing technology?

17. imagine a world that is controlled by robots?

step eight language input

18. read the passage and think what is missing in this future world

step nine imagination

19. imagine that you are one of the students chosen to solve the problem. write a letter to q 12 in which you explain love and friendship. remember that q12 is a computer that does not understand how human beings feel and what human life is like. tell q12 about how we think, how we feel about each other, and try to give examples of love and friendship

tell your classmates about the examples that you are going to use

a letter to q12 love is the everlasting topic of the world

the following may help you with the writing

tell q12 who you are and why you are writing this letter

tell q12 about love and friendship and explain how love and friendship will make the world better

tell q12 what the world will be like with love and friendship

22. exhibit the writings

step ten tips for life

23. give remarks to cultivate some virtues that will be of practical value to the students at school, for subsequent careers and in their personal lives. e.g.

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高一英语教案：《Unit 9 科技》教学设计

高一英语教案：《Unit 9 科技》教学设计

Teaching Planning for Unit 9

1st Period

Sub Topic New Uses of Things

Focus Listening

Tasks 1.Describe things and how they work

2.A Guessing Game

Teaching Aims:

1.To review the Simple Present Passive Voice

It is used for…

They are made of(from)…

This thing can be put ….

2. To develop the students’ listening skill by creating an information gap and stimulating their desire to discover things

Moral Focus: Creative Thinking

Teaching Aids:

A tape recorder, the listening cassette, a toothpick, a sock, a plastic bag , pictures or objects of some daily things like chopsticks, a cell phone, a remote controller, a CD player, a walkman, a computer, a refrigerator, a mirror, a satellite receiver etc.

Teaching Procedures:

Step One Warming up

1. Greetings

2. Atmosphere Stirring

? Talk about something that is seemingly common and trigger the students to discover something unique by observing carefully and thinking lively.

Example: Observe the teacher carefully and identify something unique like a certain scar, the smoking habit, the left-handedness etc, and then talk about the possible causes.

? Create a proper learning environment and get the students geared for the oncoming classroom activities

3. Brainstorming

? Present objects: a toothpick, a sock and a plastic bag

? Provoke the students’ thinking by encouraging them to think of the new uses of the above objects

? Be ready to accept any offered answers

? Try to involve as many students as possible

Step Two Pre-listening

3. Show pictures of some daily things including one or two but not all of the objects that are to be described

4. Prepare the students for the listening by encouraging them to discover what are being described

Step Three Listening and Identifying

5. Listen to the tape and identify what is being described.

6. Talk about the possible uses of the described things.

7. Ring a bell to the Simple Present Passive Voice

Step Four Talking and Guessing

8. Group work

? Divide the whole class into several groups

? Think about the objects we use in our daily life.

? Describe two or three of the objects to the other groups and see if they can guess what you are describing.

? Remember not to make it too easy to guess

? Take turns to do the describing and guessing

? Use the following structures and questions to help with the description and guessing

It is used for….

It can be found….

It is often seen….

They are made of(from)…

This thing can be put ….

What does it look like? What is it used for?

What is it made of? Who usually uses it?

How do people use it? How does it work?

When is it used? Where do you usually see it ?

Step Five Topic Touch

9. Describing and Drawing

? Divide the whole class into two groups.: A describing group and a guessing group.

? The teacher let the students in the describing group see some certain objects or pictures like a remote controller, a TV set, a CD player, a walkman , a satellite etc. Then one of the students begins to describe what is being presented by the teacher. Others are ready to add something to the description. Remember not to make it too easy to guess.

? Students in the guessing group are supposed to draw and then guess what is being described.

? Each group has three descriptions and three guesses

? The group which gets more right answers wins.

? This game is also served as a slight touch of the Unit Topic

Step Six A Discussion

10. Work in groups of six

11.Discuss about the good impact of one of these things.

12.Each group member contributes some notes to the reporter of the group

13.Report to the whole class

Step Seven Listening in WB

14.Listen to the tape and fill in the information chart below.

15.Compare the information with the partner

Step Eight Pair work

16.Work in pairs.

? Look at the space projects below and decide which one is the most useful.

? Put “1” in front of the most useful project and “5” in front of the least useful.

? Compare answers with the other pairs and explain your choices

Step Nine Summary

17. Summarize the good impact of all the things described and mentioned.

18..Think about the potential problems with the things described and mentioned

19.Suggest solutions to the problems

高一英语教案：《Unit 9 科技》教学设计（三）

高一英语教案：《Unit 9 科技》教学设计（三）

unit 9 techonlogy

3rd period

sub topic: life in a technological era

focus reading

tasks 1. story sharing

2.a project design a new model of cell phone

teaching aims: 1. to have a general understanding of how technology has changed the way people live

2.to get a rough idea of the present continuous passive voice

words and images are being sent throughout the world.

they are being used as cameras and radios, and to sent e-mail or surf the internet.

new functions are being added to the phones….

moral focus: love & caring

teaching aids: a tape recorder, a reading cassette , the multimedia teaching system etc.

teaching procedures:

step one warming up

greetings

students’ description of some new inventions accompanied with photos downloaded from the internet

step two story sharing

share the caring stories hailed by technology

comment on such stories

step three presentation

comments on the great impact brought by technology and life in a technological time

discuss these questions with a partner before reading

have you ever used a cell phone? do any of your classmates have cell phones?

how is the way we live today different from life in the past?

how have inventions and new technology changed our way of life?

why are things like cell phones, computers and tv so popular?

what invention do you think is the most important in the human history?

step four pre-reading

7. predicting

read the headline and guess the meaning of “life on the go”.

what information do you expect to find in the text?

8.scanning

which country does the girl in the passage come from? how do you know?

what is the other example that is being used to support the idea?

step five reading

9. read the first paragraph and answer the following questions

what new invention is being discussed?

what kind of people are being talked about in this passage?

read the whole text for through understanding and fill out the outline of the text

an outline of the text

wang mei is an example of chinese teenagers who have cell phones.

cell phones can be used for many things.

for example:__________________________________________

cell phones also cause problems.

in school___________________________________

at home____________________________________

there are several reasons why teenagers like cell phones.

1)__________________________________________

2)__________________________________________

3)__________________________________________

wang mei explains why she likes her cell phone and what she uses it for.

step six post-reading

answer the following questions.

why do some schools not let students use cell phones? do you agree?

why do teenagers like cell phones so much?

wang mei says that cell phones are the most useful inventions ever. do you agree?

which invention do you think is the most useful? why?

what does the title “life on the go” mean?

what is the writer’s attitude toward this problem? how do you know?

step seven an activity

12.find out how many students have phones in the class

13.interview one of them and find out what his or her phone is like. these questions may help you do the interview

what type of phone do you have?

when and where did you buy it?

who gave you the financial support?

why do you want to have a phone?

what is your parents’ attitude?…..

14.describe the phone and explain the reasons to the whole class

step eight a project

15.design your own cell phone. you work for a company that makes cell phones. your manager wants you to design a new model to increase the sales among chinese high school students. work in groups and draw your model in the box below.

a new model

高二英语教案：《Unit 9 Saving the earth》优秀教学设计（一）

高二英语教案：《Unit 9 Saving the earth》优秀教学设计（一）

Teaching Aims

1. Through the study of Lesson 35 students should have a clear comprehension of the close relation between the animals and human beings.

2. Study the language items in the lesson.

Teaching Aids

1.a tape recorder 2.a projector 3.the blackboard 4. A set of multi-media equipment.

Teaching Procedures

Step I Lead-in

1.T show a picture of Tiger or movie clips of Northeastern Tiger in Northeast. Ask them some questions as follows:

What are these? (2) Where can you find them? (3) Do you think it is good for them to be in the cage of the zoo? (4) Do you like the tigers in the circus?

2.Write the following words on the Bb,

FACTS: (5-10 million, one per one year, one per one day, 1/2 million )

REASONS: first, second.

EXAMPLE: tigers

StepⅡWatching and Listening

1. Listen and read aloud the text after the tape. Pay attention to intonation and pronunciation. Ask Ss to try to find the answers or key words for the topics on the Bb.

1).What happened three billion years ago?

2).What happened between the years 1550 and 1950?

3).What about by the year 1985?

4).Why is the tiger in China in danger?

5).Why is the number of tigers in India growing now?

Key:

1). There are many different kinds of living things.

2). An average of one kind of living thing died out each year.

3). This had risen to one per day .

4). Many of the forests where they lived were destroyed and tigers were hunted and killed.

5). Because the shooting of tigers was topped in 1970.

Step III Reading

Check the Ss the reading ability. Ask students main idea for each part.

Part 1: animals dying out

Part 2: Reasons for animals dying out

Part 3: Examples of animals dying out

Part 4: Progress made in protecting animals

Step IV Language points

1. Deal with some difficult points, T teaches the Ss the languages like the following: 1) die out 2) in danger 3) no more than 4) go on an organized trip to 5) purpose 6) go off 7) be busy measuring 8) to one’s joy

Step V Practice

1. Get Ss to do Ex 2 P115. Tell them to fill in the blanks without looking back at the text.

2. Ask one student to act as a librarian in national museum of nature history. And other students to ask some questions about some certain animal, such as Panda:

How many Pandas are in the World? Why they are few? What can we do to protect them? and so on.

Step VI Reading comprehension

A Day in the Forest

Ss come to the blackboard to write down all the past participle they can find from the passage and then are asked to pick out those that can be used as adjectives

Step VII Watching and Listening

Please answer these questions after that.

1.What was the purpose of the trip of the students to the forest?

2. What were the students given when they arrived and what did they have to do with them?

3. What did the monitor and the writer decide to find in the forest?

4. Why did they put some water into a bottle after lunch?

5. What was Sun Yao doing when his classmates found him?

Key:

1.The students record all the wildlife and plants that they could find in the forest.

2.They were give n printed question papers and they had to fill in the answers in their notebooks.

3.They decided to find a plant that had recently been discovered.

4. In order to test if the water was polluted.

5. He was busy measuring a plant and taking photographs of it.

Step VIII Word study

Play the game to see who can find as many as possible the past participles in the text on Page 53. Then explain the functions of these words.

Step IX Homework

1.Write a passage about Man destroyed around us environment by using two texts.

2.Fish off the Workbook exercises.

3. Retell two passage with your own words.

高二英语教案：《Unit 9 Saving the earth》优秀教学设计（二）

高二英语教案：《Unit 9 Saving the earth》优秀教学设计（二）

I. Teaching Aims and Demands:

1. Have a brief revision of this unit.

2. Do the listening practice in Part 1.

3. Do the writing in Part 4.

4. Sum up as in Checkpoint 8

II. Teaching Importance:

Listening practice

III. Teaching procedure:

Step 1 Revision

1.Check the homework exercises.

2. A few questions for revising Lesson 35.

How many types of tiger are there in China?

Is the number of tigers in China getting bigger or smaller?

Why are there fewer tigers now than before?

What was done in 1970 to protect tigers?

Step 2 Listening

After studying Lesson 35, we know that we must take measures to protect tigers, which are already in danger. But can you tell me what are other animals in danger? [---pandas. ]

Yes. Pandas are very rare in the world. That's part of the reason why our government has sent a few pandas to some foreign countries as gifts or for research purposes. Actually experts have been trying every means to increase the number of pandas in china. Now we are going to listen to an expert talking about this problem.

Please turn to page 153. First let's go over the questions.

[Explain the questions briefly to make sure the students understand what to do. Play the tape, then let the, students discuss their answers in pairs. Play the tape again if necessary, then check the answers with the whole class. ]

Step 3 Practice

1. Revise the Past Participle.

2. Page 54, Part 2. Read the instructions aloud. Get the students to find the correct translation.

Step 4 Discussion

(Part 3.) Present the four subjects on the Bb.

Keeping the air clean

Keeping the water clean

Keeping the soil in good condition

Looking after wildlife

Present situation

Things need to be done.

[Divide the class into groups of four. Each group can choose a subject. Then discuss the two questions in-"relation the chosen subject. Collect some group reports.] Please compose a paragraph with the help of the reports.

Step 5 Grammar

1. Grammar - The Past Participle as Predicative and Attribute

2. Go over the useful expressions of this unit.

Step 6 Homework

1. Write down the past Participle of the verbs in Ex. 1.

2. Revise the language items in the unit.