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人教版高中政治必修3世界文化的多樣性教案
代中國(guó)人民的四大發(fā)明，古希臘人的哲學(xué)與藝術(shù)成就，占代印度人民在宗教和數(shù)學(xué)方面的成就等，都以其鮮明的民族特色}：富J，世界文化，共同推動(dòng)了人類社會(huì)的進(jìn)步和發(fā)展?？傊?，尊重和保存不同的民族文化，是人類生存和發(fā)展的基礎(chǔ)。◇課堂探究：(1)對(duì)那些面臨失傳的占老民族文化，有人反對(duì)進(jìn)行搶救和保護(hù)，認(rèn)為應(yīng)當(dāng)順其自然地讓它們被歷史淘汰。你同意這種看法嗎?(2)你認(rèn)為，我們還有哪些獨(dú)特的文化形式可以申報(bào)人類口述和非物質(zhì)遺產(chǎn)?◇探究提示：(1)文化遺產(chǎn)是一個(gè)民族的“身份證”，從文化意義上標(biāo)識(shí)出一個(gè)民族的個(gè)性和一個(gè)民族的歷史記憶。文化遺產(chǎn)是人類社會(huì)發(fā)展的見證，是人類文明的重要載體。文化遺產(chǎn)體現(xiàn)著一個(gè)民族獨(dú)特的思維方式和文化價(jià)值，是民族的根基，是歷史的紀(jì)念碑。文化遺產(chǎn)既屬于一個(gè)國(guó)家、一個(gè)民族，也是全人類的共同財(cái)富。文化遺產(chǎn)具有不可再生性的特點(diǎn)，所以對(duì)那些面臨失傳的古老民族文化，我們不能坐視不管，要進(jìn)行及時(shí)有效地?fù)尵群捅Ｗo(hù)。
人教版高中政治必修3在文化生活中選擇教案
◇小辭典：綠色閱讀隨著知識(shí)經(jīng)濟(jì)時(shí)代的到來(lái)，全球化信息浪潮正鋪天蓋地席卷而來(lái)。尤其足隨著我國(guó)加入世貿(mào)組織由夢(mèng)想變?yōu)楝F(xiàn)實(shí)，同國(guó)外進(jìn)行頻繁而廣泛的經(jīng)濟(jì)文化交流，在所難免。在大量文化信息面前，就像物質(zhì)生活中倡導(dǎo)綠色食品一樣，對(duì)于精神食糧，也應(yīng)該倡導(dǎo)綠色閱讀。綠色閱讀，是一種無(wú)污染的有利于人健康文明生活的閱讀。文化就像大自然那種綠色帶給我們永久愉悅一樣，它是高科技競(jìng)爭(zhēng)中源源不斷地給我們充電的高效營(yíng)養(yǎng)庫(kù)，是一個(gè)沙漠中穿行人身心交瘁時(shí)望到的一片綠洲，是一個(gè)人葆有的、沒有受到任何污染的、永遠(yuǎn)都清如許的“半畝方塘”?！笳n堂練習(xí)：在我國(guó)，必須大力倡導(dǎo)“愛國(guó)守法、明禮誠(chéng)信、團(tuán)結(jié)友善、勤儉自強(qiáng)、敬業(yè)奉獻(xiàn)，的基本道德規(guī)范。這些基本道德規(guī)范()①是我國(guó)社會(huì)主義文化建設(shè)的重要內(nèi)容②是我國(guó)社會(huì)主義社會(huì)的重要特征③是我國(guó)社會(huì)主義道德的重要體現(xiàn)④是社會(huì)主義經(jīng)濟(jì)建設(shè)的唯一精神動(dòng)力
人教版高中政治選修3國(guó)際組織概觀教案
4、中國(guó)積極發(fā)展與區(qū)域性國(guó)際組織的關(guān)系。中國(guó)積極發(fā)展與區(qū)域性國(guó)際組織的關(guān)系。中國(guó)與歐盟建立了領(lǐng)導(dǎo)人年度會(huì)晤機(jī)制，致力于發(fā)展全面戰(zhàn)略伙伴關(guān)系。中國(guó)重視與非洲國(guó)家的傳統(tǒng)友誼，與非洲聯(lián)盟團(tuán)結(jié)合作。中國(guó)與阿拉伯國(guó)家聯(lián)盟、石油輸出國(guó)組織等發(fā)展中國(guó)家組建的國(guó)際組織發(fā)展友好關(guān)系，支持它們維護(hù)自身的正當(dāng)權(quán)益，并與它們共同為建立公正合理的國(guó)際政治經(jīng)濟(jì)新秩序而努力。新中國(guó)與國(guó)際組織關(guān)系的歷史演變大致經(jīng)歷了三個(gè)時(shí)期。從中華人民共和國(guó)建立初期到1971年：新中國(guó)被排斥在聯(lián)合國(guó)等國(guó)際組織之外，為恢復(fù)在聯(lián)合國(guó)的合法席位進(jìn)行了不懈的斗爭(zhēng)。從1 9 7 1年到改革開放前：中國(guó)恢復(fù)了在聯(lián)合國(guó)的合法席位，并與大批國(guó)際組織建立、恢復(fù)了友好合作關(guān)系。改革開放以來(lái)：中國(guó)恢復(fù)了在世界銀行和國(guó)際貨幣基金組織的席位，加入了世界貿(mào)易組織、亞太經(jīng)合組織等經(jīng)濟(jì)組織。世界銀行出資興建的希望小學(xué)小結(jié)：4個(gè)主要特征：國(guó)際組織的四個(gè)主要特征即：①跨國(guó)性、②目的性、③組織性、④自主性。
人教版高中政治選修3美國(guó)的利益集團(tuán)教案
（3）、各種利益集團(tuán)內(nèi)部很少有什么民主機(jī)制，大都為少數(shù)人所控制——從利益集團(tuán)內(nèi)部的管理機(jī)制看；廣大群眾常常對(duì)某些組織寄予期望，投人力量，但是他們的利益卻往往得不到關(guān)注。（4）、利益集團(tuán)為政府腐敗提供了肥沃的土壤。利益集團(tuán)的活動(dòng)方式，在很大程度上是用金錢購(gòu)買政治影響力，是一種滋養(yǎng)腐敗的行為——從利益集團(tuán)對(duì)政府的負(fù)面影響看。實(shí)際上，在國(guó)會(huì)議員、政府官員與利益集團(tuán)之間，已經(jīng)形成一種相互依賴的共生關(guān)系。3、利益集團(tuán)機(jī)制的隱蔽性、欺騙性及其實(shí)質(zhì)：美國(guó)政壇中的利益集團(tuán)機(jī)制，是資產(chǎn)階級(jí)控制國(guó)家機(jī)器的一種特殊形式，具有相當(dāng)強(qiáng)的隱蔽性和欺騙性。表面上看，利益集團(tuán)是所謂的“民意代表”，向政府反映各階層、群體的觀點(diǎn)和利益，實(shí)質(zhì)上是資產(chǎn)階級(jí)在“民意”的幌子下控制權(quán)力。
人教版高中政治必修4價(jià)值與價(jià)值觀精品教案
一、教材分析我們使用的是人教版第四冊(cè)《生活與哲學(xué)》教材，本框?qū)儆诘谒膯卧谑n第一框題。其內(nèi)容主要分兩目，第一目主要介紹價(jià)值的含義、人是社會(huì)一切財(cái)富的創(chuàng)造者、人的價(jià)值在于創(chuàng)造價(jià)值和對(duì)社會(huì)的責(zé)任和貢獻(xiàn)，以及對(duì)一個(gè)人的評(píng)價(jià)主要看他的貢獻(xiàn)等內(nèi)容。第二目主要介紹價(jià)值觀的導(dǎo)向作用，內(nèi)容包括價(jià)值觀的含義、價(jià)值觀對(duì)人們認(rèn)識(shí)世界和改造世界的活動(dòng)具有導(dǎo)向作用以及對(duì)人生道路的選擇具有導(dǎo)向作用。二、教學(xué)目標(biāo)知識(shí)目標(biāo)：1、識(shí)記價(jià)值和價(jià)值觀的基本含義；價(jià)值觀的導(dǎo)向作用。2、理解人的價(jià)值是什么？如何評(píng)價(jià)人的價(jià)值。3、運(yùn)用所學(xué)知識(shí)及相關(guān)哲學(xué)原理，分析物的價(jià)值和人的價(jià)值的 不同，從中加深對(duì)人的價(jià)值的理解評(píng)論分析為什么對(duì)一個(gè)人的評(píng)價(jià)要看他的貢獻(xiàn)，而不是索取了多少。
人教版高中政治選修3中國(guó)與聯(lián)合國(guó)教案
（2）、中國(guó)堅(jiān)持以互利合作實(shí)現(xiàn)共同繁榮----促進(jìn)共同發(fā)展中國(guó)堅(jiān)持以互利合作實(shí)現(xiàn)共同繁榮。中國(guó)連續(xù)擔(dān)任經(jīng)社理事會(huì)理事國(guó)，積極參與經(jīng)社系統(tǒng)有關(guān)經(jīng)濟(jì)和社會(huì)發(fā)展的重要國(guó)際會(huì)議和其他活動(dòng)并承辦了聯(lián)合國(guó)第四次世界婦女大會(huì)。中國(guó)積極推動(dòng)南北對(duì)話和南南合作，敦促發(fā)達(dá)國(guó)家為實(shí)現(xiàn)全球普遍、協(xié)調(diào)、均衡發(fā)展承擔(dān)更多責(zé)任。中國(guó)加人多項(xiàng)國(guó)際人權(quán)公約并認(rèn)真履行公約義務(wù)，與聯(lián)合國(guó)人權(quán)事務(wù)高級(jí)專員保持良好合作，與多國(guó)展開人權(quán)對(duì)話。相關(guān)鏈接：1995年9月，聯(lián)合國(guó)第四次世界婦女大會(huì)在北京舉行。來(lái)自197個(gè)國(guó)家和地區(qū)以及眾多國(guó)際組織的1．76萬(wàn)名代表圍繞會(huì)議主題“以行動(dòng)謀求平等、發(fā)展與和平”展開熱烈討論。會(huì)議通過(guò)了《北京宣言》和《行動(dòng)綱領(lǐng)》，為全球婦女事業(yè)的發(fā)展注入了新的活力。
人教版高中政治必修4意識(shí)的本質(zhì)精品教案
一、教材分析《意識(shí)的本質(zhì)》是人教版高中政治必修四第5章第1框的教學(xué)內(nèi)容，主要學(xué)習(xí)意識(shí)是客觀存在的反映。二、 教學(xué)目標(biāo)1．知識(shí)目標(biāo)：識(shí)記意識(shí)的本質(zhì)；理解意識(shí)是物質(zhì)世界長(zhǎng)期發(fā)展的產(chǎn)物、意識(shí)是人腦的機(jī)能、意識(shí)是客觀存在的反映。2．能力目標(biāo)：通過(guò)對(duì)意識(shí)起源和本質(zhì)的原理學(xué)習(xí)，使學(xué)生逐步確立辨證唯物注意的意識(shí)觀，具有正確認(rèn)識(shí)意識(shí)現(xiàn)象、分辨物質(zhì)和意識(shí)的界限、把握二者之間辨證關(guān)系的能力。3．情感、態(tài)度和價(jià)值觀目標(biāo)：牢固樹立物質(zhì)決定意識(shí)，意識(shí)對(duì)物質(zhì)具有反作用的思想觀點(diǎn)，堅(jiān)定辨證唯物主義的信仰。三、教學(xué)重點(diǎn)難點(diǎn)意識(shí)的本質(zhì)四、學(xué)情分析本框題的內(nèi)容比較簡(jiǎn)單，主要是為學(xué)習(xí)第二框意識(shí)的作用作鋪墊和準(zhǔn)備的，所以，教師在講這節(jié)課時(shí)不要在具體內(nèi)容上花過(guò)多的時(shí)間。
新人教版高中英語(yǔ)必修1Unit 1 Teenage Life-Reading and Thinking教案
【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.【教學(xué)目標(biāo)與核心素養(yǎng)】1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability. 4. Develop students’ different learning skills to solve different reading comprehensive problems.
新人教版高中英語(yǔ)必修1Unit 2 Travelling Around-Discovering Useful Structure教案
（5）be to do （可以和具體的時(shí)間狀語(yǔ)連用）①表示按計(jì)劃、安排即將發(fā)生的動(dòng)作。②用于時(shí)間、條件狀語(yǔ)從句中，表示“如果要……，想要……”。The students are to meet at the school gate tomorrow. 明天學(xué)生們將在學(xué)校大門口集會(huì)。 If you are to succeed, you must work as hard as possible. 如果你想要成功，比必須努力工作。（6）be about to do （不與具體的時(shí)間狀語(yǔ)連用） 表示即將要發(fā)生的動(dòng)作。We are about to start. 我們就要出發(fā)了。The new school year is about to begin. 新學(xué)年開學(xué)在即。（7）一般現(xiàn)在時(shí)表將來(lái)①表示按時(shí)間表規(guī)定將要發(fā)生的動(dòng)作。常限于表示位置移動(dòng)的短暫性動(dòng)詞。②在時(shí)間、條件或讓步狀語(yǔ)從句中，用一般現(xiàn)在時(shí)表將來(lái)。Look at the timetable. Hurry up! Flight 4026 takes off at 18:20. 你看看時(shí)刻表，快點(diǎn)！4026次航班的起飛時(shí)間是下午6點(diǎn)20分。Jane is in a hurry because the train to the airport leaves in half an hour. 簡(jiǎn)很匆忙，因?yàn)槿C(jī)場(chǎng)的火車半小時(shí)后出發(fā)。
新人教版高中英語(yǔ)必修1Unit 2 Travelling Around-Reading and Thinking教案
Good expressions that students can choose to use: help the travelers choose which tour to take1. In my opinion, you could/might choose…, because you prefer to…2. …could be a perfect choice for you, for…3. As far as I am concerned, you would enjoy…, for…4. …would probably suit you, because you enjoy/love/hate doing…Step 5 Passage ConsolidationLanguage appreciation:1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. 在接下來(lái)的三天里，您可以在當(dāng)?shù)貙?dǎo)游的陪同下，深入雨林進(jìn)行探索，欣賞雨林特有的動(dòng)植物。本句主體結(jié)構(gòu)為spend some time doing sth. 2. Inca builders cut stones to exact sizes so that nothing was needed to hold walls together other than the perfect fit of the stones. 印加的建筑工人將石頭切割成精確的尺寸，僅僅憑著石頭間的完美契合，即可穩(wěn)固墻體。本句為so that引導(dǎo)的結(jié)果狀語(yǔ)從句。nothing與the perfect fit為并列成分; other than在句中意為“除了”。Step 6 HomeworkSuppose you will travel to Peru, write a short essay about your three-day tour plan.
新人教版高中英語(yǔ)必修1Unit 3 Sports and Fitness-Reading and Thinking教案
2. Sort out detailed information about Michael Jordan.（1） Understand the transitional sentence.Q: Which part is about Michael Jordan as a master? Which part is about the example he set?（2） Have the Ss Focus on why Michael Jordan is a master and what good examples Michael Jordan set when they’re reading. And think about these questions as below:Q1: How does the author describe his impressive skills?Q2: How do you understand “time seemed to stand still”?Q3: What does “graceful” mean?Q4. Which sentence do you think best describes his mental strength?Q5. Which words is important in the sentence in describing his mental strength? Why?Q6: How do you understand “unique”?Q7: What can we learn from Michael Jordan?Step 5 Discussing and recommendingRecommend their own living legends of sports.Work in groups to choose your own living legend of sports and give the reasons of your choice. Step 6 HomeworkReview the stories of Lang Ping and Michael Jordan, and try to retell them.
新人教版高中英語(yǔ)必修1Unit 4 Natural Disasters- Reading for writing教案
①標(biāo)題——標(biāo)題應(yīng)當(dāng)簡(jiǎn)潔明了。②導(dǎo)語(yǔ)——導(dǎo)語(yǔ)是消息開頭的第一段或第一句話，簡(jiǎn)明扼要地揭示出消息的核心內(nèi)容。③主體——主體是消息的主要部分，要用充足的事實(shí)表現(xiàn)主題，對(duì)導(dǎo)語(yǔ)的內(nèi)容作進(jìn)一步的展開和闡述。④結(jié)束語(yǔ)——通常是對(duì)全文內(nèi)容進(jìn)行概括性的總結(jié)。3. 新聞報(bào)道增分句子（1）陳述事實(shí)常用的句型:①A terrible storm hit/struck ... , killing ..②It was a cool autumn night when the earthquake happened. A large number of buildings fell down and roads were destroyed, leaving a great many people homeless.地震發(fā)生在一個(gè)涼爽的秋夜。大量的建筑物倒塌，道路被毀,許多人無(wú)家可歸。③With the help of the rescue team, people who were the trapped in the flood were saved.在救援隊(duì)的幫助下，困在洪水中的人們得救了。（2）陳述觀點(diǎn)常用的句型:①Clearly/Obviously/In my opinion/It seemed that people were shocked.顯然/在我看來(lái)/似乎人們震驚了。②The whole city was in ruins after the earthquake.地震后整個(gè)城市成了一片廢墟。（3）揭示原因常用的句型:Because of/As a result of/Thanks to the help of the army, people who got injured were sent to the hospital immediately.
新人教版高中英語(yǔ)必修1Unit 4 Natural Disasters-Discovering Useful Structures教案
【教材分析】This teaching period mainly deals with the grammar: the restrictive relative clauses.This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.【教學(xué)目標(biāo)與核心素養(yǎng)】1. Get students to have a good understanding of the basic usages of the restrictive relative clauses.2. Enable students to use the restrictive relative clauses flexibly.3. Develop students’ speaking and cooperating abilities.4. Strengthen students’ great interest in grammar learning.【教學(xué)重難點(diǎn)】How to enable students to have a good understanding of the restrictive relative clauses, especially the uses of the relative words such as which, that, who, whom.【教學(xué)過(guò)程】Step1: 語(yǔ)法知識(shí)呈現(xiàn)定語(yǔ)從句（一）—關(guān)系代詞的用法在復(fù)合句中, 修飾名詞或代詞的從句叫定語(yǔ)從句。定語(yǔ)從句通常由關(guān)系代詞或關(guān)系副詞引導(dǎo)，說(shuō)明事物的具體信息，從句位于被修飾詞之后。被定語(yǔ)從句修飾的詞叫先行詞，引導(dǎo)定語(yǔ)從句的詞叫關(guān)系詞，關(guān)系詞指代先行詞，并在定語(yǔ)從句中充當(dāng)成分。關(guān)系詞有兩種：關(guān)系代詞who, whom ,whose, that, which, as和關(guān)系副詞when, where, why。
新人教版高中英語(yǔ)必修1Welcome Unit-Discovering Useful Structures教案
II Learn the technical terms-2.1. What can be used as “Subject, Object, Predicative, Direct Object, Indirect Object and objective complement” in a sentence?2. What can be used as “adverbial” in a sentence?3. What can be used as “verb” in a sentence?Answers to questions 1-3:1. Nouns, pronouns and appellations can be used as “Subject, Object, Predicative, Direct Object, Indirect Object and Objective Complement”. Besides, adjectives can be used as “Predicative and Objective Complement” in a sentence.2. Adverbs and prepositional phrases can be used as “Adverbial”.3. Verbs with actual meaning can be used as “Verb” in a sentence. Auxiliary verbs alone cannot be used as “Verb” in a sentence.III Learn to recognize the sentence structures.1. SV structure. For Example:(1) A bird flies.S V(2) A monkey jumps.S V(3) A fish swims.S V√ In SV structures, verbs are “intransitive verbs”.2. SVO structure. For Example:(1) A sheep eats grass.S V O(2) They like bananas.S V O(3) He wants candy.S V O√ In SVO structures, verbs are “transitive verbs”.3. SP structure. For Example:(1) This is great.S P (2) He looks well.S P (3) She became a teacher.S P √ In SP structures, Predicatives are formed by “l(fā)ink verbs” and “adjectives or nouns”.√ link verbs: be, become, grow, look, feel, taste, etc.4. SV IO DO structure. For Example:(1) He asked me a question.S V IO DO(2) Danny wrote me a letter.S V IO DO(3) Billy brought Sam a kite.S V IO DO√ In SV IO DO structures, the verbs are transitive and are followed by two objectives – pronouns or nouns as Indirect Objective, and nouns as Direct Objectives.
新人教版高中英語(yǔ)必修1Unit 4 Natural Disasters-Reading & Thinking教案
5. Read to get detailed information about Paragraph 5.Q1. What shows the revival of Tangshan?Q2. How can Tangshan revive itself and get up on its feet again?Q3. In times of disasters, how can we go through it?T: In times of disasters, we should unify, show the wisdom and stay positive.Step 4 Activity 4 Highlighting the theme and reflecting1. Make a summary of the text.2. Further understand the titleQ: After our learning, why do you think the earth didn’t sleep on that night?T: An earthquake happened. The people in the earthquake suffered a lot, and the people outside Tangshan were concerned about the people there a lot.3. Reflect through discussion on what can be learnt after reading.T: Disasters are powerful. Unpreparedness can be deadly. Life is weak, but if people work together to help each other, disasters can be defeated.There is no love from disaster, but we have love in the human heart.Step 5 Assignment How does the writer convey that the earthquake was deadly, and that people were helpless during the earthquake? Try to find some attractive and impressive expressions and note them down.
新人教版高中英語(yǔ)必修1Unit 5 Languages Around the World-Reading and Thinking教案
【教材分析】本節(jié)課是高中英語(yǔ)第一冊(cè)的最后一個(gè)單元的閱讀和思考部分，文章難度明顯增加，體現(xiàn)在以下幾個(gè)方面：文章題材是說(shuō)明文，比較難理解；話題生疏，涉及到歷史等知識(shí)；生詞量增大，而且在語(yǔ)境中理解詞匯的要求提高。面對(duì)這些，教師的難度和高度也要有所提升，通過(guò)探討說(shuō)明順序，了解背景知識(shí)等幫助他們找到說(shuō)明文閱讀的方法。【教學(xué)目標(biāo)與核心素養(yǎng)】1. 文化意識(shí)目標(biāo)新課程中指出，文化意識(shí)是對(duì)中外文化的理解和對(duì)優(yōu)秀文化的認(rèn)同。文化意識(shí)的的培養(yǎng)有助于學(xué)生增加國(guó)家認(rèn)同和家國(guó)情懷，成為有文明素養(yǎng)和社會(huì)責(zé)任感的人。我們這個(gè)單元很好體現(xiàn)了這一點(diǎn)，通過(guò)了解漢字書寫的體系和發(fā)展，學(xué)生可以有一種文化自豪感，同時(shí)也能夠幫助學(xué)生深入挖掘這篇文章，從而想到更多和中國(guó)文化相關(guān)的方面。2. 學(xué)習(xí)能力目標(biāo)
新人教版高中英語(yǔ)必修1Unit 5 Languages Around the World-Reading for Writing教案
Step 3: Read to sum upRead it again and sum up the problems of the three students, and then write down the advice that was given from others.Step 4: Work in pairs. List your learning problems in English and brainstorm some useful advice.Useful expressions ? I don't know how to…... Is a big difficulty for me. I cannot ...? You might try …. It's very important to…? I have no idea how/what .My biggest problem is .... ? I (also) have trouble with. My advice is …. This worked for me.? l cannot understand the teachers’ English in class.Step 5 Homework：為提高我校學(xué)生的英語(yǔ)口語(yǔ)水平，我們將舉辦英語(yǔ)演講比賽(English- speaking contest)，請(qǐng)你根據(jù)下面的信息，以學(xué)生會(huì)(the Students‘ Union)的名義寫一份海報(bào)，歡迎全校同學(xué)參加，屆時(shí)特邀本校美籍教師史密斯先生頒獎(jiǎng)。? 報(bào)名時(shí)間 9月30日以前(報(bào)名:signup)? 報(bào)名地點(diǎn) 學(xué)生會(huì)辦公室? 比賽時(shí)間 10月9日晚7:00~9:00? 比賽地點(diǎn) 學(xué)校大會(huì)議室? 獎(jiǎng)勵(lì) 前8名
新人教版高中英語(yǔ)必修1Welcome Unit-Reading for Writing教案
教學(xué)目標(biāo)知識(shí)目標(biāo)：讓學(xué)生更好理解如何恰當(dāng)?shù)貙懸粋€(gè)人的信息介紹，并能讓學(xué)生熟練地使用一些寫作技能。能力目標(biāo)：培養(yǎng)學(xué)生的寫作能力和團(tuán)隊(duì)協(xié)作能力。情感目標(biāo)：提升學(xué)生對(duì)寫作的興趣。教學(xué)重難點(diǎn) 教學(xué)重點(diǎn)：如何能讓學(xué)生更好地理解個(gè)人信息介紹。教學(xué)難點(diǎn)：如何能讓學(xué)生通過(guò)適當(dāng)?shù)厥褂靡恍懽骷寄軄?lái)寫一篇較好的個(gè)人信息介紹。教學(xué)準(zhǔn)備 多媒體、黑板、粉筆一、Pre-class1. Greetings2. Leading-inAsk students how to write a profile. What kinds of aspects should be included? The teacher asks students to discuss the topic with each other and put forward to much more ideas about the answer.二、While-class1. The teacher lets students to read the student profiles on Page 8 silently and then asks students to discuss the questions below.1. What is Ann like? How do you know?2. What are Thando’s hobbies?3. Where does Thando come from?4. What is Thando’s dream?5. What does “You will never see me without a book or a pen” mean?
新人教版高中英語(yǔ)必修2Unit 1 Cultural Heritage-Discovering Useful Structure教案二
This theme of the part is “ Describe people or things in greater detail”. Students have learned the grammar(restrictive relative clauses) in Book 1, and further review and consolidate its structure “prep+relative pronouns(which/whom)” and the relative adverbs(when, where and why), besides students should understand its form, meaning and functions. In this section, students should be able to express the grammar correctly in daily communication and in the writing. 1. Review the basic usages of relative pronouns and adverbs of attributive clauses . 2. Learn to use some special cases about restrictive relative clauses.3. Learn to write sentences with restrictive relative clauses flexibly according to the context.1. Review the basic usages of relative pronouns and adverbs of attributive clauses .2. Learn to use some special cases about restrictive relative clauses.3. Learn tow rite sentences with restrictive relative clauses flexibly according to the context.Step 1. Observe the following sentences, and mark the relative pronouns and the adverbs. 1. After listening to the scientists who had studied the problems, and citizens who lived near the dam, the government turned to the United Nations for help.2. Temples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from the water.Step 2 PracticePlease complete these sentences with relative pronouns and relative adverbs and answer the following questions.Questions: 1. What is the head noun ?2. What relative words should be used ?3. What elements do they act in these sentences ?
新人教版高中英語(yǔ)必修2Unit 1 Cultural Heritage-Listening＆Speaking＆Talking教案
Listening and Speaking introduces the topic of “Take part in a youth project”. The listening text is an interview about an international youth cultural heritage protection project. More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine their own interests and advantages, etc. to participate in the action of cultural heritage protection. Listening and Talking introduces the theme of "Talk about history and culture". The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, red square and surrounding buildings. The dialogue focuses on the functional items of "starting a conversation", which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other people's tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.1. Guide students to understand the content of listening texts in terms of the whole and key details; 2. Cultivate students' ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue such as “I beg your pardon, but…” “Forgive me for asking, but…" and so on to start the conversation more politely and appropriately.