高二英语设计教案

高二英语设计教案通用8篇。

教案课件是我们老师工作的一部分，相信老师对写教案课件也并不陌生。做足了教案课件的前期准备，这样才能达到预期的教学目标。好的教案课件是怎么写成的？在这里，你不妨读读高二英语设计教案通用8篇，欢迎大家参考阅读。

高二英语设计教案【篇1】

Tasks which should be achieved in this unit:

a. Achieve language skills and related knowledge about the topic of water and the ocean.

b. Learn how to make suggestions and how to express opinions.

The water is being used to /for….

We should/ could….

If we …, we can ….

It would be better to …

c. Vocabulary in this unit:

benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom;

d. Useful expressions:

benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do.

e. Grammar:

Review Modal Verbs.

情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。

Jin can speak English well. (ability)

Could you please show me the way to Beihai Park? (request)

May we see the awards for the teams? (permission; request)

She might give you some new clothing. (possibility)

The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)

Often he would dress up like a rich man. (past habit; custom)

The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement)

You should arrive at the airport two hours before he goes. (advice)

Wang Feng wins an award every year. He must be very strong (speculation)

You must be joking. That can’t be true. (guessing)

Teaching Aims:

1.Learn and master the new words and the useful expressions of this part.

Words: cube, sailor, disadvantages, entertainment

Phrases: come up with, happen to

Useful expressions: The water is being used to/for…

We should/could…

If we…we can…

It would be better…

2. Learn something about water by doing experiment.

3. Do some listening.

4. Improve the students’ speaking ability by talking.

Teaching Important Points:

1. Make the students be free to talk about water.

2. Improve the students’ listening ability by listening.

Teaching Difficult Points:

1. How to finish the task of speaking.

2. How to improve the students’ listening ability.

Teaching Methods:

1. Listening-and-answering activity to help the students go through with the listening material.

2. Individual, pair or group work to make every student work in class.

Teaching Aids:

3. an empty glass, a bottle of water and a bottle of vegetable oil

Teaching Procedures:

T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle, then?

T: OK. Now I have a riddle. Please guess it.

(Teacher uses the multimedia to show the riddle on the screen.)

It’s very important to all the animals and plants.

It’s also important to human beings.

It’s liquid at room temperature.

Every day you keep in touch with it.

You can’t live without it.

Ss: It’s very easy. It’s water.

T: Yeah, today we will talk about water. Now please tell me what you know about water.

S1: Water is used to drink.

S2: Water can be used to water the flowers.

S3: I think water can be used to make electricity.

T: Thank you for your ideas. Next we will make some interesting experiments. Maybe you can learn more about water from the following experiments. S4, would you like to come here to help me?

T: Now, look at Li Lei and me. We will begin. You should watch the experiment carefully and try to tell me what happens and why.

(Teacher puts a bottle of water, a bottle of vegetable oil and an empty glass on the desk.)

T: S4, pour some water and some vegetable oil into the empty glass. Other students, please watch carefully.

Ss: Fantastic! The liquid in the glass has become two parts.

T: Try to describe it in detail.

S5: Let me try. The part above is vegetable oil and the part below is water. But I don’t know why.

T: Good question. Who’d like to answer his question? (Nobody answers his question.)

T: Perhaps it is a little difficult to answer it immediately. Now you can have a discussion about the reason for it, using what you have learnt in physics.

(Teacher lets students discuss in groups of four. A few minutes later, teacher checks their answers.)

T: Who wants to explain the phenomenon?

S6: I think water is heavier than oil, so vegetable oil is on the top of the water.

T: Who has different ideas?

S7: I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.

S8: What’s the meaning of “density”?

S9:“Density” is “密度” in Chinese.

T: Do you agree with the reason for it?

Ss: Yes. We agree with the idea.

T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass, it is so different now. Do you know why?

Ss: Because oil can’t dissolve in water, but milk can.

T: Very good. Let’s make a summary about the experiment. If we pour vegetable oil and water into one glass, the liquid will become two parts because oil can’t dissolve in water. Since the density of water is higher than vegetable oil, vegetable oil will be on top of the water. Is that clear?

T: Would you like to watch another experiment?

T: OK. I’ll perform the next experiment by myself. Look at me. I have a glass of water. Now I’ll cover it with a piece of thick paper. Attention, please.

(Teacher puts one hand on the paper and turns the glass upside down. Then teacher slowly takes his/her hand away from the paper.)

Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.

T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.

(Teacher gives students a few minutes to discuss, and then checks their answers.)

T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?

S10: I want to have a try. When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.

T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?

T: Now, let’s look at a picture.

(Teacher shows a picture on the screen.)

Ss: There is a river in the picture, but it’s very dirty.

S11: There are some plastic bags and empty tins on the surface of the river.

T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?

(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)

Sample answer:

To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.

T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

e.g. I hope you can come up with a better plan than this.

(Teacher writes them on the blackboard and begins to explain them.)

(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)

T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.

1. How is the water being used?

2. Is this a good way to use water?

3. Why do we use water in this way?

4. Who benefits from using water in this way?

5. What are some disadvantages of using water in this way?

(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)

Suggested answers:

(Picture 1)We can use water to make electricity, which can give us light and make us feel warm. I think it is a good way to use water.

(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.

(Picture 4) In Picture 4, water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.

A: Do you know how the water is being used in Picture 6?

B: Water is being used for entertainment.

A: Is it a good way to use water?

B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.

A: Yes. It is the disadvantage of using water in this way. We must be careful.

T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…

After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.

Step Ⅵ The Design of the Writing on the Blackboard

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

e.g. I hope you can come up with a better plan than this.

Teaching Aims:

1. Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way, that is, add…to, mix with, take advantage of, manage to do

2. Improve the students’ reading ability.

3. Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1. Improve the students’ reading ability.

2. Master the following phrases:

all the way, that is, mix with, take advantage of, manage to do

Teaching Difficult Point:

How do we make the students understand the reading passage better.

Teaching Methods:

1. Discussion before reading to make the students interested in what they will learn.

2. Fast reading to get a general idea of the text.

3. Discussion after reading to make students understand what they’ve learned better.

4. Careful reading to get the detailed information in the text.

Teaching Aids:

Teaching Procedures:

(Greet the whole class as usual.)

T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?

S1: I learned that water is very important to all the living things on the earth.

T: OK, can you give me the reason why it is important?

S2: Water can be used to wash clothing, to made electricity, to water the farm and so on. Of course, every day we must drink enough water. So water is very important.

S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.

T: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?

T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.

(Teacher deals with the new words with the whole class.)

T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

(Teacher uses multimedia to show the structures on the screen.)

1. What is/are ______?

2. What does ______ look like?

3. What are different parts of ______?

4. What can ______ be compared to?

5. How does ______ work?

6. What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions. Five minutes later, teacher asks some students to write their questions on the blackboard.)

1. What are the properties of water?

2. What does the earth look like?

3. What are different parts of the ocean?

4. What can the ocean be compared to?

5.How does the special air-conditioner-the ocean work?

6. What are some examples of species in the ocean?

T: Well done. Who can tell me the general idea of the text?

S4: The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.

(Teacher gives students enough time to read the text and collects their information for the chart.)

Suggested answers:

Property What is it? What is it good for?

Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.

Density The density of pure water is 1 000 kg/m3, meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.

Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.

T: Very good. What about the questions on the blackboard?

S5: I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.

S6: In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.

T: Do you agree with them?

T: What about other questions?

S7: I think plankton, sharks and whales are examples of species in the ocean.

S8: The answer to the second one is that the earth looks like an ocean planet.

T: You are quite right. Any volunteers?

S9: Dear teacher. Can you tell us the meaning of the special air-conditioner-the ocean?

T: Maybe it means that there are some similarities between air-conditioner and the ocean.

S9: Thank you. I got it.

T: Then, who can answer the question?

S10: Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.

T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)

T: Do you think it is a question that the text can’t answer?

T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.

Ss: Because there is not any information about the different parts of the ocean.

T: Then, are there any questions you would need to add to “cover” all the information in the text?

S11: I have a question. Why is the water in the ocean always moving?

S12: Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.

Step Ⅲ Further Understanding and Language Study

T: Well done. I think you are very familiar with the passage. In the passage there are some words and expressions we should master. Now let’s look at the screen. I will give you some explanations about the words and expressions.

1. incredibly adv. (extremely or unusually)

e.g. The water is incredibly hot.

2. available adj.(that can be used or obtained)

e.g. Tickets are available at the box office.

The book is available to all the students.

3. range vi.

e.g. Their ages range from 25 to 50.

His interests ranged from chess to canoeing.

4.But the way the water molecule…

e.g. I don’t like the way (in which/that) he looks at me.

They admired the way (in which/that) she dealt with the crisis.

5. that is (to say) (which means)

e.g. A week later, that is, May 1 is her birthday.

He is a local government administrator, that is, he is a Civil Servant.

6. take advantage of (make use of something well/make use of somebody unfairly)

e.g. They took full advantage of the hotel’s facilities.

She took advantage of my generosity.

7. be sensitive to something (affected easily by something)

e.g. She is very sensitive to other’s words.

(Teacher writes the words, phrases and sentences on the blackboard.)

Step Ⅳ Listening and Reading Aloud

T: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about that?

(Te teacher plays the tape for the students to listen. After listening ,the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.)

T: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?

Step Ⅵ The Design of the Writing on the Blackboard

Questions:

1. What are the properties of water?

2. What does the earth look like?

3. What are different parts of the ocean?

4. What can the ocean be compared to?

5.How does the special air-conditioner-the ocean work?

6. What are some examples of species in the ocean?

Phrases: range from A to B, that is, take advantage of, be sensitive to

Sentences: But the way the water molecule…

Teaching Aims:

1. Review Modal Verbs.

2. Do some exercises to review some important words learnt in the last period.

Teaching Important Point:

Review Modal Verbs.

Teaching Difficult Point:

How do we help the students correctly use the Modal Verbs.

Teaching Methods:

1. Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.

2. Individual work or group work to make every student work in class.

Teaching Aids:

Teaching Procedures:

(Greet the whole class as usual.)

T: Yesterday we learned a passage about water and now who can retell the passage in your own words?

T: Well done. Thank you for your performance.

T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.

(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.)

T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.

(Teacher uses the multimedia to show the following sentences on the screen.)

1. The water molecule is made up of two h_____ atoms and one o_____.

2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.

3. An a_____ is the smallest part of any living or nonliving thing.

4. Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.

5. Soil can a______ water, so it helps keep water from flowing away.

6. Marine scientists study the r_____ between living creatures and their habitat in the ocean.

7. Salt water has a lower f______ point and is heavier than fresh water.

8. Oil has a density lower than 1000 kg/m3, so it will f______ on water.

(Teacher gives students enough time to prepare and then check their answers.)

Suggested answers:

1. hydrogen, oxygen 2.liquid,solid,gas

T: Up to now we have learnt many modal verbs. Who can tell me what they are?

(Teacher asks some students to write their answers on the blackboard.)

Modal Verbs:

can/ could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better.

T: Very good. Then do you know how to use them?

S2:I know “should” can be used to give others some advice.

S3:I know when I want to borrow a book from my friend, I can use “may”.

…

T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.

(Teacher uses the multimedia to show the conclusion on the screen.)

Modal Verbs:

Possibility: can/could, may/might

Requests: can/could, will/would, would like

Necessity: must, have to, have got to, need

Permission: can/could, may/might

Suggestions: could may/might, shall

Advice: should, ought to, had better

T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?

T: OK. Now look at the first part in Grammar. Finish the exercises. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C, or D. Are you clear about the requirements?

(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)

T: OK. Who’d like to tell me the answer to the first one?

S4:I think “A” is right.

T: Can you tell us the reason why you choose “A”?

S4: Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.

T: Very good. What about the second one?

S5:“May” is right, I think, because the sentence is used to ask for permission.

T: Congratulations! Who can answer the third one?

S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.

T: Well done. It’s turn to do the fourth one. Who can try?

S7: I’m not sure, but I want to have a try. Is “C” right?

T: Why did you choose “C”?

S8: I think the first sentence expresses some necessity and the second one expresses guess.

S9: I don’t think so. Because “must” can’t be used in negative sentences to express guess.

S8: Oh, I’m sorry. I forgot it. I see, the correct answer is “D”.

(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)

Suggested answers:

1. A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A

T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?

Ss: Yes. Of course we have.

T: OK. This is a letter from Mary to John. Maybe John met some problems, so Mary wants to write a letter to help him. But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1. Can you tell from the letter what John’s problem is?

2. Do you agree on the advice that Mary gives to him? Why? What would be your advice?

(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)

T: Who’d like to answer the first question?

S10: I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.

T: Well done. Do you agree with him?

T: What about the second one?

S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.

S12: In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.

…

T: I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.

Suggested answers:

not/might not,must,could/should,might/would,will,might/may/could/would,might,would/could/might,should,will

T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.

Step Ⅴ The Design of the Writing on the Blackboard

Words:

atom, amount, solid, absorb, centigrade gas, hydrogen, oxygen, mass, float

Modal Verbs: can/could, may/might, will/would, need, must, have to, shall, should, ought to, had better

Teaching Aims:

1. Review the useful expressions learnt in this unit by practising.

2. Improve the students’ reading ability by reading the material.

3. Improve the students’ writing ability.

4. Enable the students to realize that it is important to protect the estuary.

Teaching Important Points:

1. Improve the students’ reading ability by reading the material.

2. Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading and writing.

Teaching Methods:

1. Fast reading to go through the reading material.

2. Inductive method to help students write a paragraph successfully.

Teaching Aids:

Teaching Procedures:

Greet the whole class as usual.

T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.

(Teacher uses multimedia to show the exercises on the screen.)

Fill in the blanks using must/might/may/can/could and their negative forms.

1.-I saw Mary in the street yesterday.

-You ______ have seen her. She is still in Australia.

2.-Could I use your bike?

-Yes, of course you ______.

3. The ground is wet. It ______ have rained last night.

4. A machine ______ think for itself. It ______ be told what to do.

5. Tom, don’t play with the valuable bottle. You ______ break it.

Suggested answers:

1. can’t 2.can 3.must 4.can’t,must 5.may/might

T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?

S1:Yes.But what is the meaning of “the body of water”?I think water has no body.

T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.

(Teacher gives students a few minutes to read the passage.)

T: Have you finished your reading?

T: Wang Lin, are you clear about “the body of water”?

S2:Yes.I think “the body of water” means the main part of water.

T: You are great! Now who’d like to tell me the main idea of the first paragraph?

S3: An estuary is the body of water where a river meets the ocean.

T: Right, thank you for your answer. What about the second one?

S4: Let me try. The general idea is that estuaries are great places for nature’s young.

T: Wang Ping, tell me the main idea of the third paragraph, please!

S5: I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?

T: Yes. Congratulations! There is only the last paragraph left. Who can try?

S6: I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.

Step Ⅳ Discussion and Explanation

T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.

(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)

Suggested answers:

1. Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.

2. Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.

3. Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.

4. The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.

5. Estuaries can provide recreation and education for human beings. Besides, estuaries also contribute to the economy. So they are very important to human beings.

T: Well done. Now you are very familiar with the passage.

To understand the passage better, I will explain some important phrases .Please, look at the blackboard.

(Teacher writes the following phrases on the blackboard.)

e.g. The company will provide food and drink for them.

2. have an opportunity to do something

e.g I had no opportunity to discuss the problem with her yesterday.

e.g. He left for a variety of reasons.

There are a variety of patterns for you to choose from.

e.g. His work has contributed to our understanding of this difficult subject.

T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1. Why does an ice cube float?

2. What will happen to a piece of metal if you put it in water?

3. Why do so many species live in estuaries?

4. Why have so many cities been built by estuaries?

T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.

Possible samples:

Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.

Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.

T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.

(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)

1.The children’s age ______(在5岁至15岁之间).

2.______(她处理这个问题的方法) is very good.

3.A week later,______（也就是),Oct 1 is National Day.

4.He ______(充分利用了) multimedia in the class.

5.The little girl ______(对温度很敏感).

6.His actions ______(使他受到尊敬).

7.He ______(设法完成了工作) with very little help.

Suggested answers:

2. The way she deals with the problem

5. is very sensitive to temperature

T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.

Step Ⅷ The Design of the Writing on the Blackboard

Phrases: provide…for, have an opportunity to do, a variety of, contribute to

Teaching Aims:

1. Review the important usages of modal verbs.

2. Sum up the different situations of modal verbs.

Teaching Important Point:

How do we use modal verbs correctly.

Teaching Difficult Point:

How do we choose modal verbs correctly.

Teaching Methods:

1. Review method to master the important usages of modal verbs.

2. Inductive method and comparative method to master the important and difficult points.

Teaching Aids:

Teaching Procedures:

Greet the whole class as usual.

T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers.

(Teacher gives students enough time to discuss, and then collects their answers and sums them up.)

Modal Verbs:

1. Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.

2. Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.

3. Modal verbs have no infinitives.

4. Modal verbs have no past forms.“Could” and “would” are used with past meanings in some cases.

5. Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.

Step Ⅲ Revision of the Important Usages of Modal Verbs

T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.

Ss: Can/could/may/might all express “possibility”.

T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?

T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible.

(Teacher uses multimedia to show the sentences on the screen.)

Fill in the blanks using can/could/may/might.

1. Would you like to answer the phone? It ______ be your sister.

2. The part of the country ______ be very warm in September.

3.______ it be Lily?

4. It ______(not) be true.

5. You ______ be right.

Suggested answers:

1. could/may/might 2.can 3.Can 4.can’t 5.may/might/could

T: Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?

Ss: Yes. But we are not sure about how to use them.

T: It doesn’t matter. I will give you some explanation.“Can” is the commonest one of the four, and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style. They often suggest respect.“Might” is more hesitant and is not very common. Besides, when we give permission, we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used. Are you clear about it?

T: Then try to finish the following exercises, please.

(Teacher shows the exercises on the screen.)

1.-______I use your phone?

-Yes, of course. You ______.

2.______ you come into the meeting room without showing a passport?

3. Mary said that I ______ borrow her car.

Suggested answers:

3.might/could（“Might” and “could” can be used after a past verb.)

T: Next, which modal verbs do you think are necessary to review?

Ss: The modal verbs expressing “necessity”.They are very important.

T: Yes, I agree with you. We can use “must/have to/have got to/need” to express “necessity”.But about how to use them, I want you to review them by understanding the following sentences by yourselves. Look at the sentences on the screen.（高分范文网 977139.COM）

(Teacher shows the sentences on the screen, and then asks some questions.)

1.I really must study hard.

2.You must be here by 3 o’clock.

3.You have (got) to go and see the manager.

4.You needn’t work on Sundays.

T: From the sentences, who can tell me the difference between “must” and “have to”?

S1:I want to have a try. When “must” is used, the necessity comes from the speaker. If the necessity comes from “outside”,“have (got) to” is more common.

T: Congratulations! Do you know how to use “need”?

S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.

T: Please give me an example. OK?

S2:I know the reason why you were late. You needn’t try to explain.

T: Thank you. In addition, I want to tell you “have got to” is used instead of “have to” in informal English. Is that clear?

T: Now look at the blackboard.(Write the following on the blackboard.)

1. It must have rained last night, for the ground is wet.

2. You can’t have seen him yesterday, for he is still in Australia.

3. You could have told me he was coming.

4. She is very late. She may have missed the bus.

T: These sentences have something in common. Who can tell me what it is?

Ss: The modal verbs in these sentences are used together with perfect infinitives.

T: Very good. Then let’s review the modal verbs used together with perfect infinitives.

S3: When should we use modal verbs together with perfect infinitives?

T: When we talk about the past, we can use the structure, but it has a special meaning. It is used for speculating (thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?

T: Now let’s do some exercises to consolidate the usage of the structure.

1. I told Sally how to get there, but perhaps I ______for her.

2. You didn’t let me drive. If we ______ in turn, you ______ so tired.

D. had driven; wouldn’t have got

3.-I want to know why she is late.

-She ______ the early bus.

4.-I stayed at a hotel in New York.

-Oh, did you? You ______ with Barbara.

5. The light is still on. He ______ to turn it off when he ______ the room.

(Teacher shows the exercises on the screen and gives students enough time to finish them, and then checks their answers and gives them some necessary explanation.)

Suggested answers:

T: Now, it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?

S4:I think we usually use “should/ought to/had better” to give “advice”.

T: Yes. In most cases, both “should” and “ought to” can be used with more or less the same meaning. However, there is a very slight difference. When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force, and is used when we are talking about laws, duties and regulations. Are you clear about that?

T: Who wants to give us an example using “should” and “ought to” expressing “advice”?

S5: People ought to vote even though they don’t agree with any of the candidates.

T: Well done. What about “should”?

S6: Let me try. You should see “Hero”-it’s a great film.

T: Thank you for your good performance. Do you know how to use “had better”?

Ss: Yes. When we use “had better”,we don’t usually mean that the action recommended would be better than another one. We simply mean that he/she ought to do it.

T :Please make up a sentence using “had better”.

S7: You’d better hurry up, if you want to get to the factory on time.

T: Up to now, we have reviewed modal verbs which express possibility, necessity, permission, advice and modal verbs used together with perfect infinitives. They are all very important. After class, try to do more exercises to master them better. That’s all for today. See you tomorrow.

Step Ⅴ The Design of the Writing on the Blackboard

1. It must have rained last night, for the ground is wet.

2. You can’t have seen her yesterday, for she is still in Australia.

3. You could have told me he was coming.

4. She is very late. She may have missed the bus.

高二英语设计教案【篇2】

教学准备

教学目标

1.教学目标

(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, e_pression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language.

(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。

(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。

教学重难点

教学重点和难点

(1)培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。

(2)让学生合适地使用不同的身势语。

(3)课文中现在分词作定语和状语的长难句。

教学过程

Step 1. Lead in

(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ?

Then ask a student to answer.

设计说明：引出本单元的话题。

(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for.设计说明：引出本节课的题目。

Step 2. Fast reading

1. Go through the passage quickly and find out the main idea of each paragraph.

o Match the main idea of each para. with lines.

(Para.1) A. Other e_amples of different greeting body language.

(Para.2) B. Different people have different body language.

(Para.3) C. Summary of body language.

(Para.4) D. Meet the visitors at the airport.

(Para.5) E. E_amples of different greeting body language.

2. Try to write down the main idea of the te_t.

The te_t is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.

设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。

Step 3. Careful reading

Read Para. 1 and decide if the following statements are true (T) or false (F).

(1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. ( )

(2) After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.

( )

Read Para.2&3 and match the people with their ways of greeting

Tony Garcia (Columbia) A. shakes hands and kisses others twice

on each cheek

Ahmed Aziz B. Bows

(Jordan)

Akira Nagata (Japan) C. shakes hands

George Cook (Canada) D. approaches others closely and touches

their shoulder and kisses them on the cheek

Darlene Coulon(France) E. stand quite close to other men but will

usually not touch women.

Read Para. 4&5 and decide whether the following statements are true (T) or false (F).

(1) All cultures don’t greet each other the same way. ( )

(2) From the passage we can see western cultures are better than eastern cultures. ( )

(3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( )

(4) Only a small number of people greet by shaking hands. ( )

设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。

Language Points

1. approach vi. &vt.向……靠近;n.靠近;方法，步骤(后常跟介词to)

即时练习

(1) When I ____________(approach) the dog, it ran away at once.

(2) Can you come up with a good approach of solving this problem? (单句改错)

2. likely adj.可能的;有希望的

be likely to do很可能……;有希望……(主语既可以是人，也可以是物)

It is likely that...很可能……

即时练习

(1)She is the most _________ girl to win the prize.

(2) It’s likely that he will succeed.(句型转换)

=____________________________

3. Yesterday, another student and I, representing our university’s student association, went to the Capital International …...

representing是现在分词(非谓语)作定语，相当于定语从句：who represented ….，谓语是went。

即时练习

(1) Mr. Wang, who taught us English before, retired last week. (把划线部分变为非谓语)_____________

(2)The girl __________(study) in the classroom is my sister. (用非谓语填空)

4. I stood for a minute watching them and then went to greet them.

watching是现在分词(非谓语)作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。

即时练习

(1) The boy stood there and cried.(把划线部分变为非谓语)

The boy stood there_________.

(2)The boy is sitting before the computer__________ (play) games. (用非谓语填空)

设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。

Step 4. Consolidation

阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.

As I get to know more international friends, I learn more about this

(6) __________ (culture) body language. People communicate not only with

(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.

Correct the mistakes in the sentences.

1. I stood for a minute watched them and then went to greet them.

2. Julia stepped back appearing surprising.

3. Akira Nagata from Japan came in smiled.

4. Most people around the world now greet each other by shake hands.

5. These action are not good or bad.

Step 5. Free talk

After discussing with your deskmate, think out the body language you know and act it out.

Ask some pairs to perform in front of the class.

设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。

Step 6. Summary

What have we learned in this class?

We have learned:

o some body language in different countries

osome language points

ohow to communicate with different people properly using body language

设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。

Step 7. Homework

Underline all the important words, e_pressions and sentences.

课后习题

阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.

As I get to know more international friends, I learn more about this

(6) __________ (culture) body language. People communicate not only with

(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.

Correct the mistakes in the sentences.

1. I stood for a minute watched them and then went to greet them.

2. Julia stepped back appearing surprising.

3. Akira Nagata from Japan came in smiled.

4. Most people around the world now greet each other by shake hands.

5. These action are not good or bad.

高二英语设计教案【篇3】

本单元的中心话题是 “美国” ,课文围绕 “美国南部” 及 “美洲平原上的野牛” 展开, 让人感受美国的变迁过程. 本单元有助于培养学生跨文化交际意识,进一步拓宽视野,为终身学习奠定良好的基础.

“热身”(Warming up)部分, 给我们提供了三幅画面,有利于我们从宏观上和微观上把握美国地理特征.练习题引导学生从美国的历史渊源,经济等方面认识美国,有利于学生的探究学习.

“听力”(Listening) 部分设置了三个练习,由浅到深,层层深入. 练习1不仅有利于我们了解纽约市,而且有利于培养学生在听力中快速捕捉信息的能力. 练习2 和3有助于学生了解美国的背景知识,丰富学生的文化内涵.

“口语”(Speaking)部分要求学生根据提示描述一个场所.题目设置贴近学生生活. 教师除了课本所提示的说明处,还可以引导学生描述自己的学校.

“读前”(Pre-reading) 部分设计了两个练习.练习1要求学生列一份自己家乡的年表,并列出重要的事件以及变化过程,讨论其前因后果. 练习2 要求学生在年表上填写美国历史上发生的五件大事, 这有利于训练学生的逻辑思维能力,为阅读有关美国历史的课文做准备.

“阅读”(Reading)部分 “美国南部” (The American South), 介绍了南部------一部充满灾难的历史, 同时也是一部充满成功与希望的历史.文章重点介绍了美国南部佐治亚亚特兰大市自内战以来的发展和变化. 着重阐述了反对种族隔离制度斗争的美国民权运动, 及其杰出的领袖马丁.路德.金的斗争精神. 通过阅读这篇文章可以了解,美国是个多民族的多元文化国家. 由于文章涉及美国历史的变化, 城市的发展, 需要对比的手法描写, 本篇文章可称得上是一篇对比性写作的范文.

“读后”(Post-reading)部分练习1有利于学生通过实例来阐明观点. 练习2 要求学生进行两人小组讨论或者多人小组讨论, 题目强调了语篇意识,设置层次性强,有利于培养学生的思辨能力.

“语言学习”(Language Study)部分包含词汇和语法两部份. 词汇学习涉及构词法知识,设计新颖,看似简单,其实灵活, 有助于学生留意某些词加后缀时意义的变化, 有利于避免负迁移. 语法练习2考察学生在语篇中使用非限定动词的能力, 注重学生综合素质的提高.

“综合技能”(Integrating Skills)部分包含阅读和写作. 通过阅读 “美洲平原上的野牛” , 人们了解了美国历史上大规模屠宰野牛,破坏美洲草原生物链的教训. 写作部分要求学生写一封电子邮件, 帮助美国学生了解中国.这就需要学生在理解教材的基础上,从面积,人口,语言,民族,重要城市等方面比较美国于中国的区别.这项任务有利于提高学生的语言运用能力.特别是语言概括能力.

“学习建议”(Tips)部分指导要求学生开展写对比分析文章,以及学生写作时要注意的相关事项.

“复习要点”(Check points) 通过练习引导学生对非限定动词作一次小结,并对要求学生对描述处所的词汇进行一次小结,有利于培养学生的自学能力.

词汇：entry mental physical suffering greedy trader unemployment unrest sacrifice reconstruction former funeral dawn overcome insist plain resist chief afterwards widespread rot wildlife supply chain willing in vain take a chance leave alone insist on put on on sale in turn

I don’t mind his being invited.

She enjoys being interviewed.

It is important for lost time to be made up.

What does your hometown look like ?

What does the landscape look like ?

Are there ? There is in the north.

How long/wide/high/tall is the….?

It’s .. metres / feet long /wide/high/tall.

读：掌握skimming scanning generalization taking notes 等微阅读技能。能欣赏对比性写作的文章

insist on / leave alone / supply / be determined to do / be forced to do/resist

本单元的中心话题是美国。我们将本单元的学习设计成从美国的东部经南部到西部的一次文化旅行。从美国的概况，东部城市（纽约和 Ellis Island），南部城市（Atlanta），和西部大草原（bison）来了解美国， 感受美国的变迁过程。。

Period 1 Warming up &speaking

本节课从一个“猜猜她是哪个国家”的游戏导入。接着通过美国地图和一张表格来了解她的概况。然后是一组图片（包括著名的城市和人物），目的是为听力和阅读做铺垫，降低难度。再做一个对错小测试，增加学生对美国的了解。根据游戏的做法进入口语部分。要求学生写一小段文字描述一个场所，用上useful expression, 让其他学生猜猜是哪里。在写之前先造句，掌握常用句型Are there…? There is …..in the north ..。It is ….metres/ feet long/wide/ high/tall…. It looks like …..

本节课的中心话题是东部城市纽约和 Ellis Island，通过听力和阅读两个环节完成。先从图片引出纽约城，进入听力。她是美国甚至世界重要的城市，有必要增加一些信息量所以要求学生再阅读一段短文（从高三阅读文章中摘出3小段），增加信息量。通过几个对错判断来检查学生的理解程度。

首先播放两小段视频。一是描述美国南部过去灾难和战争的《飘》，另一个是展现Atlanta的现代与富裕。两者形成鲜明对比，自然导入本节课的学习内容。Skimming通过回答问题了解文章的篇章结构和中心内容。Scanning细节理解，主要是通过完成表格，来对比Atlanta的今天和昨天，突出文章重点(明白Atlanta为什么是典型的南部城市及她又克服了哪些困难才成为一个现代的大都市)及对比性写作的特点。听完课文录音后，要求学生完成一个任务设计，编一段对话。。假设你是一个历史系的学生来到Atlanta旅行，你的笔友带你参观Atlanta，你们一起讨论Atlanta的过去和现在。通过对话编写来检查学生对课文的理解掌握，复习所学的内容。最后拓展思维，不同文化背景的人生活在一个城市里，有何好处和不利之处。

由听写导入复习部分词汇。然后复习构词法。接着是复习非谓语的被动形式。最后通过选择题全面检查学生对这语法项目的掌握情况。

由bison的图片导入阅读文章。通过回答问题。细节理解，对错判断。完成图表，来了解美国西部历史上大规模屠宰野牛,破坏美洲草原生物链的教训.。最后是写作任务。采用对比手法，帮助美国学生了解你的家乡。

本单元的话题是美国，着重引导学生注意美国历史的变迁。其实美国的文化，建筑，地理特征，名胜古迹，民间传说，民俗特色，政权形式，科学成就都很值得老师引导学生去了解，这对学好英语是有很大的帮助的。 尤其是能够体会领悟美国的社会特征和人文特点，在学生阅读文章时就能够减少好多障碍。但是内容涉及很广，我们不可能在一个单元的时间内让学生都了解，但是应当鼓励学生上网或去图书馆查阅资料，自主学习。同时也应该提醒学生思考中国和美国这两个国家的相似的地方和不同的地方，做一些比较。

Period 1 Warming up & Speaking

2.Practise describing places to train the speaking ability

T：Now, let’s begin our class. First, I’ll give you some information about the history of a country. Please guess which country it is. Listen carefully. It is a very young country in the world, which has only a history of 200~300 years. There is a Statue of Liberty in the east coast. It is about 46 metres high. The head office of the UN was set up there. Two World Wars didn’t take place there. Now it is the strongest country of the world. Can you guess it?

1. Show the map of the U.S.A and help the Ss to get a general idea of her.

2. The U.S.A is a beautiful country. There are many beautiful cities and also great people. Let’s see some pictures. Do you know sth about them?

(George Washington . The first president

Martin Luther King the leader of non-demonstration was killed in 1968

New York the largest city nick name

Atlanta in the south the host of the Olympic Game in 1996

3. What else have you known about her ? A quiz (Ex1.)

4. What do you want to know ?

1. Learn the useful expression. Make a sentence with each pattern.

How long /wide/high/tall is ….?

It’s …metres/feet long/wide/high/tall.

There is …in the north/south/east/west.

It looks like….

2. Write a short passage to describe a place.

3. Play the Guess game.

One student read his short article , the others guess where it is.

Home work: Search the internet to find information about New York.

Period 2 Listening &Reading( about New York and Ellis Island )

Goal: 1.Do some listening to improve the listening ability.

Show a picture of NY.

T: Can you guess when the picture was taken?(it was taken before the date September 11,2001.)How do you know?(Because in the picture, we can see many skyscrapers. Among them, the World Trade Centre and the Empire State Building are most famous, but now the World Trade Centre has already gone. It was exploded by terrorists.)

1. T: Now let’s listen to a radio programme about New York to help Wang Xiao correct the errors in her notes. Turn to the next page. Let’s look at Ex.1 in the listening part. Here are the notes taken by Wang Xiao after he listens to a radio programme about New York. First read it by yourself. Then I’ll play the tape for you to listen. After that, please correct his errors.

2.T:OK.Now let’s listen to the tape again and then answer some concerned questions. Before listening, you need to go through with the questions.(Teacher gives the students one minute to read the questions. Then play the tape for the second time. After that, give the students enough time to discuss the answers and check them.)

3.T:Well done. Please listen to Part 2 of the listening material and then choose the best answers to the question in Ex.3.

(Teacher deals with Ex.3 in the same way. If necessary, play the tape again.)

Now let’s know more about NY by read the following material. (adapted from SB3 Lesson 49)

New York is built on a group of islands on the east coast of the USA at a point where several rivers flow into the ocean. The first westerner to discover these islands was Italian explorer in 1524. In 1626 the island of Manhattan was bought from local Indians, Native Americans, for a handful of goods worth about . Today Native Americans express their anger over this business deal. After the War of Independence ended, New York became the capital of the USA for a short time (1789--90) before Washington, D.C.

The building of skyscrapers in New York began around the year 1900. Because Manhattan Island is made of solid rock, it is safe to build very tall buildings. A 55-stored building went up in 1913 , and in 1931 the Empire State Building was completed., then the tallest building in the world. It has 102 storeys and 73 lifts. From the top of it, you could see up to a distance of 130 kilometres on a clear day. Today it is no longer the tallest building in the USA, or even in New York. The World trade Centre , an office building for over 1200 firms employing about 50,000 people, is even higher at 411 metres. The twins towers are 110 storeys high, but high-speed lifts controlled by computer take only a minute to reach the top. The towers are further apart at the top than at the base, but this is no mistake. This is because the surface of the earth is not flat but round. But unfortunately the twin towers were destroyed by terrorist attack on Sep11,2001. …….

New York never sleeps. The underground railway runs 24 hours a day, and there are all –night cinemas, bars and restaurants. Some people think that the weather is unpleasant, the city ugly and dirty, the competition fierce and the streets unsafe. It is a city in a hurry, but a very exciting place to be.

1.New York is built on an island on the east coast of the USA.

2.These islands were first discovered by an Italian explorer in 1524.

3. New York became the capital of the USA for a short time after Washington, D.C.

4.About a century ago the building of skyscrapers began in New York.

5.Skyscrapers were mainly built on Manhattan Island.

6. Because of a careless mistake, the twin towers of the World Trade Center are further apart at the top than at the base.

Home work: Search the internet to find information about the south of the USA

Period 3&4 Reading.

Goal: 1.learn about the American south.

3. Learn and master the following:

suffering unemployment depression reconstruction burn down

aim at in honor of in vain take a chance overcome

1.Play the video of the film “gone with the wind, let the Ss know the hard past of the south

2.Play another video about the city of Atlanta, show the modern and rich of the south

3.Let the Ss know how difference they are. Then tell them they will learn about the history of the south

Put the events below in the correct place on the timeline.

30,000 years ago 1600 1861 1930s 1960s

1. the American Civil War 2.The great Depression

3.The Civil Rights Movement 4.The arrival of Native American

5.The arrival of European settlers

Step 3 Skimming(get a general idea of the passage)

Ask the Ss to answer the following questions.

1. What kind of story is the story of the south?

2. Which city is the typical southern city.?

Step 4. Scanning (Get specific ideas )

Ask Ss to read the passage carefully again and make it clear why Atlanta is a typical southern city.

Why Atlanta is a typical southern city ?

The difficulties the people of Atlanta had to overcome after the war 1. economical _________________

Step5 Listening and consolidation

Ask Ss to listen to the tape to get more information

After that, work in pairs to make up a dialogue.

.Task:

A Chinese college student who studies history came to Atlanta for a trip. His pen friend showed him around the city They talked about the history and development of the city.

Step 6 Further understanding(discuss in groups)People of many different background live and work together in Atlanta .What are the advantages of living together with people who are different from you ? Are there any disadvantages?

Homework : Read the passage again and try to

Period 5 Language study.

Goal: 1.Review the new words appearing in the last period.

2.Do some exercises using the rules of word formation

1. have a dictation.

( former, greedy, mental, physical, wide spread, chief )

Step 2 Grammar---Review Nonfinite Verbs(2)

1..: look at the sentences on the screen.

(Teacher shows the following on the screen.)

It is impossible that lost time can be made up.

2.Rules are made so that they can not be broken.

3.I don’t mind their inviting him.

4.She enjoys their interviewing her.

Try to Rewrite the sentences on the screen using the correct non-finite passive form.

2. Before doing them, review non-finite verbs together.

(:The verb that cannot be used as the predicate is called the non-finite verb. The “v.-ing, v.-ed or to do cannot act as the predicate, so we call them the non-finite verb.”The passive form of them is separately “being done” “or“to be done”.(Teacher writes them on the blackboard.)

一般式 writing Being written To write To be written

完成式 Having written Having been written To have wtitten

3. Do the exercise and check the answers..

Suggested answers:

1.It is impossible for lost time to be made up.

2.Rules are made to be broken.

3.I don’t mind his being invited.

(B) 1. I learned a lot _________ in the countryside.

A. working B. while working C. when worked D. to work

(A) 2. It is well known that a tiger looks very ____________.

A. frightening B. frightened C. being frightened D. to frighten

(B) 3. The little boy got too _________ to move.

A. frightening S. frightened C. frighten D. to be frightened

(C) 4. It was getting dark. I found a car ______in a pool by the side of road.

A. stick B. sticking C. stuck D. to be stuck

(C) 5. I have collected the money __________.

A. deeding B. need C. needed D. to need

(B) 6. The glass of water is too hot. I prefer some cold ________ water.

A. boiling B. boiled C. having boiled D. to boil

(A) 7. It’s a good idea _______ to the front of the line.

A. to push B. of pushing C. pushed D. to be pushed

(B) 8. I won’t have you ________up and down all day.

A. ran B. running C. run d. to run

Home work: Search the internet to get some information about the south

Goal: . 1. Learn about the American plain and the bison

2. Write a short passage about your home town

3. Lear and master the following:

live by doing in huge numbers make a agreements with die out

wide spread be forced to do cut off as a result

Show the picture on the screen. And ask Do you know what the animal is called?

(Its name is bison. It is a type of cattle which used to exist in huge numbers on the plains of America)

.Would you like to know more about the bison?

1.In what ways did the settlers treat the Native Americans unfairly?

2.What caused a big change in the wildlife on the plains?

Tick the sentences that are true and correct the false ones.

1.( )The first settlers on the plains were farmers.

2.( )Native Americans willingly gave up land to the settlers.

3.( )The settlers did not deal honestly with the native Americans.

4.( )Settlers ended up with better land than the native Americans.

5.( )Later settlers made use of the bison in the same way as the native Americans.

Use what your have learned from the text to complete the diagram below

Imagine that your American pen friend has sent you an e-mail asking for help.

He want to know the history and the development of your home town. Write a letter to him or her comparing the past and today of your home town. The following table may help you.

Homework: Finish the writing work.

高二英语设计教案【篇4】

We lived in a small house.

(1)New words: life ,different, ago, any, television, grandchildren, us, grandmother, lady

(2)New sentences：There were/weren’t …. There are….

We lived…many years ago. We live…now.

2、能力目标：

(1)能根据情境正确使用There be ……,We lived…many years ago. We live…now.句型谈论生活、学习中的事物

(2)培养学生听、说、读、写的能力。

教学重点：：如何让学生在课堂上学会There be …, We lived…many years ago. We live…now.句型并能在生活中灵活运用该句型。

写出下列动词的过去式。

二.合作探究，学习课文。

1)播放课文录音，让学生在听录音的同时找出课文中出现的新单词与新句型。

2)进行游戏“火眼金睛找生词新句”。让学生以竞赛抢答的形式快速找出课文中出现的新单词与新句型。

3)在让学生初步了解了课文内容后，教师再次播放录音，让学生大声跟读课文。

巩固练习;

重点句式操练Listen and say。先让学生听录音，跟读句子，明确本课的重点句式，然后让他们灵活运用句式：There is/are……/There was/were……造句。

让学生准备，谈论图中内容，然后选择几个代表来讲给全班同学听。回忆课文内容，试着用重点句复述课文。

引导学生对本节所学内容进行归纳总结：运用句式…There be.We lived…many years ago . We live …now.谈论及比较过去和现在的生活。

课后反思：

高二英语设计教案【篇5】

编写时间: August 29, 执行时间：September 2,2005

第 1 课时 课型 Speaking and listening

教学目的与要求：

Enable the students to talk about science and scientists. Help them learn to describe people and practice debating

重点：Learn the patterns used to describe people and debating

难点 ：How to describe people and how to debate

Show the photos of some great people on the PowerPoint . Ask the students whether they know who they are and what they are famous for.

Then show the quotes on the Powerpoint and ask them to match them with the photos.

Get the students to know what to do in the listening test: Judge the who the scientists described on the tape .

1. Show the five brances Biology, Maths, Chemistry, Physics and computer science.

2. Show the useful expressions on the power point

3. Ask the students to say something about the famous scientists.

Record after teaching :

Try to think out more methods to help the students finish the task of speaking.

编写时间: Sept. 1,2005 执行时间：Sept. 3, 2005

教学目的与要求：

Learn the story of Stephen Hawing and encourage students to become strong-ninded. From his story students should learn to solve problems with scientific methods

重点：Learn about how Stephen got rid of his difficulties and became successful

难点： How to analyze the text and grasp the main idea of the text

Check the students homework and ask the students to say sth about Stephew Hawking.

Ask the students to understand the title of the passage.

1. Scanning: Ask the students to scan the text and find the information about his misfortune, his attitude towards difficulty, results from his disease and his achievenments.

2. Skimming Ask the students to skim the text and finish the post reading

3. Comprehensive exercises : Finish the Exx in the Best Design

4. Complementory Exercises : the Exx in the Best Design

,编写时间: Sept. 2,2005 执行时间：Sept. 4，5, 2005

教学目的与要求：

Students are asked to find the language points in the text.

重点：within, be curious about, debate, work on, dream of, seek after, observe,be satisfied with, the other way around… 难点:the usage of the infinitive 教具： a computer

教学程序：

Step 1Revision Check the students’ homework

Step 3 learn the language points

Learn the usage of the words and expressions in the text and ask the students to do some exercises .

Ask the students to finish the exercises and check the answers

编写时间: Sept. 2,2005 执行时间：Sept. 6 ,2005

教学目的与要求：

Students are asked to talk about their dreams using infinitives.

重点： Infinitives have adv. and adjective functions as well as noun functions

难点：Verbs that take infinitives but not gerund

教学程序：

Step 1Revision Check the students’ homework

Recall the usage of the infinitive and ask the students to finish the exercise in part 1

Ask the students to finish the exercises and check the answers

Record after teaching : Pay more attention to the perfect and the passive infinitive form, esp. the active expressing the passive form

编写时间: Sept. 2,2005 执行时间：Sept. 7, 2005

教学目的与要求：

Students are asked to talk about their dreams using the expressions they have learned.

重点：know something about the scientists and say sth about them. 难点：learn sth in the text and write a composition.

教学程序：

Step 1Revision Check the students’ homework

Step 3 Ask the students to write a composition using the expression Step 4 Practice

Ask the students to finish the composition and check it.

Record after teaching : Pay more attention to writing . Before writing , discussion is necessary . After writing , checking before the class is more important.

编写时间: Sept. 5,2005 执行时间：Sept. 8,2005

教学目的与要求：

Students are asked to do some exercises about what they have learned.

重点：review something about the text. 难点：review something in the text .

选择正确的词或词组，并用它们的正确形式填空。

punish, branch, be engaged to, predict, turn out to be, make a difference, doubt, use up, be satisfied with, go on with

1. KFC has lots of ________ in China.

2. No one can ________ what will happen in the future.

3. You will be ________ if you break the law.

4. They ________ their work after a rest.

5. This man appeared to be very kind, but he ________ a murderer in the end.

6. What will happen if we human beings ________ all the natural resources?

7. If everyone plants a tree, we can ________.

8. There is no ________ that Yang Liwei is a hero in China now.

9. He got the first place in the exam and his parents___ very___ his performance in the exam.

10. Tom ________ a pretty girl and they are going to get married soon.

KEY:

1. branches 2. predict 3. punished 4. went on with

5. turned out to be 6. use up 7. make a difference

8. doubt 9. were, satisfied with 10. is engaged to

高二英语设计教案【篇6】

1, disablity n.无力, 无能, 残疾the state of being disabled

disable______ able_____ ability________

I do not doubt your ablity to do the work.

He is a man of many ablities.

be able to move from place to place

it is difficult for my grandpa to get around without a walking stick.

Bad news gets around quickly.

3,potential adj.潜在的, 可能的n.潜能, 潜力

4,guidance n.指导, 领导help or advice

with the guidance/help/ aid of sb.

He did the work with his teacher's guidance. 他在老师的指导下做了这件工作。

take sb. under one's guidance置某人于自己的庇护之下

guide n.领路人, 导游者 指南vt.指导, 支配, 管理, 带领, 操纵

a Guide to English Grammar 英语语法指南

They guided us to the office. 他们带领我们到了办公室。

a birthday gift生日礼物

have a gift for/in poetry 有诗的天才

assistance n.协助, 援助, 补助,

We all assisted in mending the roof. 我们都帮助修理屋顶。

assist sb. with sth.帮助某人

assist sb. to do sth.帮助某人

assist sb. in doing sth.帮助某人

I have been a prisoner, so I have a lot of sympathy with other people in prison.

to be in sympathy with a plan 赞成一项计划

encourage sb. to do sth.鼓励某人(做某事)

be encouraged by受...鼓励

encouraging adj.鼓励的, 给予希望的,

visibility n.可见度, 可见性, 显著, 明显度, 能见度

10, motive n.动机, 目的adj.发动的, 运动的to provide someone with a stong reason for doing sth.

to motivate the child to learn new words 激励小孩子学习新词

Examinations do not motivate a student to seek more knowledge.

考试不能促使学生去追求更多的知识。

11, adjust vt.调整, 调节, 校准, 使适合adapt /get used to /

adjust oneself in the school 适应学校生活

He adjusted himself very quickly to the heat of the country.

他使自己很快适应了这个国家炎热的气候。

perform the opening ceremony举行开幕式

The marriage ceremony took place in the church. 婚礼在教堂举行。

gain a (the) victory over战胜...; 击败...

Although she is very poor, she has not lost her dignity.

她虽然很穷，但没有失去她的尊严。

Ladies and gentlemen should always act with great dignity.

太太先生们的举止应该总是十分端庄体面的。

stand on one's dignity保持尊严；

15, participate vi.参与, 参加, 分享, 分担

17, conduct n.行为, 操行v.引导, 管理, 传导

His conduct disagrees with his words.他言行不一。

Your children conduct themselves well.你的孩子们品行良好。

Metal conducts electricity. 金属导电。

My aunt conducts her business very successfully.我的婶婶把企业经营得很成功。

18, accessible adj.易接近的, 可到达的, 易受影响的, 可理解的

He is proud that his wife is accessible to reason.他的妻子通情达理,为此他引以为豪。

This novel seems to me among the most inaccessible.这本书对我来说是最难懂的小说之一。

There is no access to the street through that door. 穿过那个门没有通向大街的路。

The only access to the town is across the bridge.到镇上唯一的通路是经过一座桥。

Citizens may have free accessto the library.市民可以自由使用图书馆

disable______ able_____ ability________

I do not doubt ______________________(你的做这个工作的能力)

He is a man of many ablities._____________________

it is difficult for my grandpa to get around without a walking stick.

坏消息传播迅速。

3,potential adj.潜在的, 可能的n.潜能, 潜力

a potential problem_______________

He did the work with his teacher's guidance.

在……的帮助下___________________________________(3)

under sb.'s guidance ___________

take sb. under one's guidance_________________

_____________n.领路人, 导游者 指南vt.指导, 支配, 管理, 带领, 操纵

They guided us to the office. _______________

a birthday gift________________

have a gift for/in poetry _________________

assistance n.协助, 援助, 补助,

assist sb. with sth.帮助某人

assist sb. to do sth.帮助某人

assist sb. in doing sth.帮助某人

____________________________我们都帮助修理屋顶。

I have been a prisoner, so I have a lot of sympathy with other people in prison.

a letter of sympathy __________________

in sympathy（常与with连用）___________

be out of sympathy________________

express sympathy for____________

____________________________赞成一项计划

encourage sb. to do sth.鼓励某人(做某事)

be encouraged by受...鼓励

9, visual adj.看的, 视觉的, 形象的, 栩栩如生的

visibility n.可见度, 可见性, 显著, 明显度, 能见度

10, motive n.动机, 目的adj.发动的, 运动的motivate v.激发

to motivate the child to learn new words ________________

____________________________________考试不能促使学生去追求更多的知识。

adjust oneself in the school ___________________

adjust oneself to..._________________

____________________________________他使自己很快适应了这个国家炎热的气候。

make adjustment to_______________

perform the opening ceremony__________________________

_____________________ took place in the church. 婚礼在教堂举行。

a narrow victory_________________

gain a (the) victory over________________

_________________________________她虽然很穷，但没有失去她的尊严。

Ladies and gentlemen should always act ___________________

太太先生们的举止应该总是十分端庄体面的。

15, participate vi.参与, 参加, 分享, 分担

participate in __________________

participate in profits_______________

17, conduct n.行为, 操行v.引导, 管理, 传导

His conduct disagrees with his words._____________

____________________你的孩子们品行良好。

Metal conducts electricity. ______________

My aunt conducts her business very successfully.

18, accessible adj.易接近的, 可到达的, 易受影响的, 可理解的

He is proud that his wife is accessible to reason.

This novel seems to me among the most inaccessible.

There is no access to the street through that door. 穿过那个门没有通向大街的路。

____________________________________到镇上唯一的通路是经过一座桥。

__________________________________市民可以自由使用图书馆。

高二英语设计教案【篇7】

Teaching Aims:

1.Learn and master the following words and expressions:

every now and then, phenomenon,Brazil, downtown, commercial, get tired of, avenue, altitude,breath-taking,downhill,inexpensive,feast,dip,gym,shore

2.Train the students’ reading ability.

3.Get the students to learn about some big cities in the world.

Teaching Important Points:

1.Learn to use the following useful phrases:

every now and then,get tired of,cool off,itch for,take a dip,work out

2.Train the students’ reading ability.

Teaching Difficult Points:

How to help the students understand the text exactly,especially the following sentences:

1.A walk through downtown is a history lesson.

2.Kitzbuhel is a paradise for skiers.

3.a feast for the eyes.

4.…Should you have enough money left after a day…,you can…

Teaching Methods:

1.Fast reading to get a general idea of the text.

2.Careful reading to get the detailed information.

3.Asking-and-answering to help the students understand the text exactly.

4.Pair or group work to make every student work in class.

Teaching Aids:

Teaching Procedures:

Greet the whole class as usual.

T:Yesterday,we talked much about travel and cities.We know there are many big cities worth visiting in the world.Can you tell me what a tourist needs to know about the chosen destination before going there?

Ss:Climate,food,transportation,attractions and so on.

T:Quite right.All of them are very important for a tourist to travel happily.Now,imagine that a person from another country is going to visit your town for the first time.He or she has asked you to tell him or her about the important things a tourist needs to know.Can you follow me?

(Teacher shows a chart on the screen.)

Area Very Important Important Not so important

T:Well,here’s a chart on the screen.First,use it to make an outline of what you would tell him or her.Then show your outline to your partner and explain what you have chosen and why.Is everything clear?

(Teacher goes among the students to see how they are going on with the work.A few minutes later,teacher asks some students to talk about their outline.)

T:Today we’re going to read a passage “Destinations”.It will lead us to two world-famous resorts-Rio de Janeiro and Kitzbuhel.First I’ll show you a travel programme about Rio de Janeiro and Kitzbuhel.Watch it and listen to the explanations carefully.

(Teacher plays the teaching CD for the students.After that,teacher says the following.)

T:How do you like Rio de Janeiro?

Ss:It’s amazing/attractive/wonderful/beautiful/exciting…

T:I agree with you.Well,now let’s learn some new words.Look at the screen.

(Teacher shows the words on the screen and deals with them with brief explanations.Then ask them to read for a while.)

△Rio de Janeiro/′riudd′niru/ n.里约热内卢（巴西港市）

△stretch/stret/ vt.&vi. 展开；伸展；延伸

downtown/daun′taun/ n.&adj. 城市商业区（的）

△historical/ht′starikl/ adj.具有历史意义的

commercial/k′ml/ adj.商业性的；商务的；商业的

△Copacabana/kup′kbn/ n.科帕卡巴纳（巴西著名海滩）

△hundredth/′hndrd/ n.&adj. 第一百（个）；第一百的

avenue/′vnju/ n.（城市中的）大街；通道；（通往乡间的）小路

disappointed/,dis′pintid/ adj. 失望的；沮丧的

△Carnival/ka耼ivl/n.(四旬斋前持续一周或半周的)嘉年华会；狂欢节；欢宴

△Kitzbuhel/kitsbjul/ n.基茨比厄（奥地利城市）

surrounding/′s′raundi/ adj.&n.周围（的）；环绕（的）；环境；周围的情况

guarantee/,grn′ti/ vt.保证……免受损失或伤害；确保

breath-taking/′breteiki/ adj.壮观的；激动人心的；惊险的

downhill/,daun′hil/ adj. 快速下降滑雪的；下坡的；倾斜的

inexpensive/,inik′spensiv/ adj.廉价的；便宜的

T:OK.Now please read the text quickly and find the answers to the questions on the screen.

(Teacher shows the questions on the screen,and the students begin to read the text.)

1.What is Rio de Janeiro famous for?

2.What does the word“Cariocas”mean?

3:Why do people visit Kitzbuhel?

(A few minutes later,teacher checks the answers.)

T:OK,everyone.Have you found the answers?

T:Who’d like to answer the first question?Any volunteer?

S1:Rio de Janeiro is famous for its modern malls,theme parks and beautiful beaches.

T:Right.Sit down,please.The second one.

S2:“Cariocas”means the people of Rio de Janeiro.

T:Good.Sit down,please.The last one.

S3:People visit Kitzbuhel because it is a world-class ski resort,a paradise for skiers.

T:Well done.Now,please re-read the text carefully and further understand it.Pay special attention to the phrases or sentences on the screen.(Show the following on the screen.)

1.Kitzbuhel is a paradise for skiers.

2.A walk through downtown is a history lesson.

3.…a feast for the eyes.

4.Should you have enough energy left,…

After reading,work in pairs and try to explain what the phrases or sentences mean.If you have any difficulty in explaining them,please ask me.You can begin now.

(A few minutes later,teacher begins to check the answers.)

T:OK,everyone.Are you ready now?

T:Li Dong,can you explain the first sentence?

S4:Yes.It means that Kitzbuhel is a wonderful place for people who ski.

Suggested answers:

2.Walking through downtown can help to learn about the history of Rio from what you see.

3.A lively mix of old village culture and excitement of an international tourist area.

4.If you should have enough energy left,…

T:Well,you’ve been familiar with the passage.Let’s learn some useful phrases.Please look at the screen and do the exercise.

(Show the following on the screen.)

Fill in the blanks using the right phrases in the text.

1.She______cooking for her family.

2.She can’t resist her______travelling.

3.______she went upstairs to see if he was still asleep.

4.Let the hot pie______before serving.

5.I______regularly to keep fit.

6.In summer,it is fun to______in a pool.

(Teacher allows the students enough time to prepare first.Then check the answers with the whole class and write the phrases on the blackboard.)

Suggested answers:

1.got tired of 2.itch for 3.Every now and then off out 6.take a dip

Step Ⅵ Listening and Reading Aloud

T:Now,I’ll play the tape for you.First,listen and repeat,paying attention to the pronunciation and the intonation.Then read it aloud for a while.

T:OK,everyone.Stop reading.Look at the third exercise in Post-reading.Use the cards to decide where you would like to go according to the information from the text.Rio de Janeiro or Kitzbuhel?Make your decision and explain to your partner why you have chosen this destination.Is everything clear?

(A few minutes later,teacher asks some students to talk about their decisions.)

T:Attention,please.Are you ready now?

T:Who’d like to be the first to talk about your decision?Any volunteer?

S5:I’d like to go to Rio de Janeiro for a travel.First,I’m interested in the foreign countries’ history and culture.Downtown Rio is the city’s cultural and historical heart.Second,it’s convenient to enjoy the sand and sun on Copacabana,which is not far from downtown.Third,one of the world’s festivals-Carnival is also attractive.

T:Wonderful.Who’d like to talk about Kitzbuhel?

S6:I’d prefer to go to Kitzbuhel.First,I like adventure.Second,I’m interested in skiing.Third,it has different scenery from what other places have.I think it is not only a paradise for skiers,but also for young people.

T:Well,let’s come back from Rio de Janeiro or Kitzbuhel to see what we’ve learnt in this class.First,we’ve learnt about some foreign countries’ culture and history by reading the text.Second,we’ve learnt some useful expressions.After class,please read the text again and use the chart from the Pre-reading to analyse the text about Rio de pare your choices and the choices made by the writer of the text.What are some similarities and differences?What might be some reasons for the similarities and differences?Are you clear about that?

T:That’s all for today.See you next day.

Step Ⅸ The Design of the Writing on the Blackboard

高二英语设计教案【篇8】

1. have sth. in common 2. a manned spaceship

3. in store 4. It is likely that…

7. get started 8. make… a success

9. a growing number of… 10. master’s degree

13. run a company 14. together with

15. have an positive effect on 16. as well as

19. be filled with 20. The success is no accident.

21. put forward 22. make many breakthroughs

23. highly successful 24. aim at

25. over the past twenty years 26. It seems to be love at first..

1. make a living 2. applied science

3. the latest idea 4. remind sb. of…

5. lay the foundation of… 6. be considered impossible

7. at the beginning of… 8. It is believed that…

9. set out to do 10. in their efforts to survive

11. turn out to be… 12. on board

13. from that day on 14. be dressed in

22. throw light upon 23. at the age of

24. at university 25. attract one’s attention

26. nothing else but… 27. It was… that… (强调句)

28. eight feet in height = eight feet high

31. light the flame of… 32. burn out

3. benefit from 4. range from… to…

5. all the way up 6. be made up of

9. become/be available to… 10. mix with

11. even through 12. be measured in…

13. take advantage of… 14. give off

15. be sensitive to 16. add… to…

17. make life possible 18. depend on

19. It sounds as if 20. do sth. bad to sb.

21. play a trick on sb . 22. call in

23. turn out (to be) better 24. have fun

25. a variety of… 26. contribute to

1. give a speech 2. be put in prison

5. be active in 6. as a result of

7. thousands of 8. make him famous

9. all over the world 10. mixed-race marriages

11. have no right to do 12. fight for / against

13. set an example to 14. Born in…, King went to…

15. achieve one’s goal 16. refuse to do

17. take the bus 18. separate…from…

19. It was… that… (强调句) 20. the following year

23. of all times 24. struggle for

27. go to university 28. ask for sth.

29. in modern times 30. have sth. in common

31. regardless of 32. come up with

3. every now and then 4. get the itch to do

5. spend… on… 6. feel the urge to do

7. stretch itself lazily along… 8. give sb. a glimpse of

9. next to 10. remind sb. that…

13. be located in 14. breath-taking scenery

15. a wide variety of… 16. go on a trip

17. a far-away destination 18 find out

19. be a lot of fun 20. prefer to do

23. make a list 24. seasoned travel

7. Despite… (名词) / Although… (句子)

12. in the 1960s 13. in honor of

16. be proud of 17. cultural diversity

18. be determined to do 19. be known for

20. once again 21. take the chance to…

22. disagree with sb. 23. look up

28. used to do 29. exist in huge numbers

30. grow to… 31. be forced to do

32. make agreements 33. be thought to…

36. have an effect on 37. end up with

1. overcome difficulties 2. as if

3. win an award 4. Class is over.

5. get/move around 6. everyday things

7. get dressed 8. live a rich life

9. make a contribution to… 10. reach one’s goal

11. play a valuable role 12. realize one’s dream

13. live a meaningful and productive life

14. visually impaired 15. live with

16. accept them as they are 17. get used to

18. while… (虽然) 19. be gifted in

20. every four years 21. mentally disabled

22. take part in 23. It seems as if…

24. Be the best you can be. 25. fail to do

26. participate in 27. gain self-confidence

1. environmentally friendly 2. be tired of

5. throughout the history 6. come up with

7. It seems that… 8. highly valued skill

11. get stuck 12. break away from

13. take another look at it 14. as with…

15. a series of… 16. make connections

17. be connected to… 18. be aware of…

19. keep trying 20. trail and error

21. Good ideas are no accident. 22. a great many

23. force sb. to do 24. all in the mind

25. part of our everyday life 26. We are said to do

29. A computer does keep information…

30. be different from 31. after all

32. allow sb. to do 33. not just…but

36. at such a high pace 37. make mistakes

40. keep track of…

1. take place 2. make a decision

3. give up 4. have mercy on sb.

5. promise to do 6. It’s useless doing

9. a most troublesome case = a very troublesome case

10. be accused of 11. a consequence of…

12. ask for 13. do right / wrong

16. tear up 17. swear to heave to do

18. do the deed 19. be in love with

22. pay back 23. sign the agreement

24. so wise a head = such a wise head

25. at the mercy of 26. go down on one’s knees

1. be curious about 2. date back to

3. be dressed (in) 4. It was / is… that… (强调句)

7. on average 8. It’s not yet known…

9. be linked to 10. have a hand in…

11. in terms of 12. It is thought / believed that…

13. armed conflict 14. It has been proved that…

15. in the eyes of… 16. since then

17. as well as 18. a large quantity of…

19. serve as 20. in ancient times

21. look very much like 22. remind sb. of …

23. because of 24. have links with

27. belong to 28. cover an area of…