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人教版新課標(biāo)PEP小學(xué)英語(yǔ)三年級(jí)上冊(cè)Recycle 2教案
3 趣味操練 (Practice)（1）請(qǐng)學(xué)生拿出他們事先準(zhǔn)備的材料，指導(dǎo)學(xué)生按步驟進(jìn)行搖搖樂(lè)的制作，每句話中的第一個(gè)動(dòng)作都是教師要強(qiáng)調(diào)的部分，一定要配合手勢(shì)，幫助學(xué)生理解和記憶。教師可適當(dāng)給學(xué)生充分的時(shí)間，讓學(xué)生用顏色筆將搖搖樂(lè)畫(huà)得更漂亮些，有條件的話，可以用相機(jī)將學(xué)生的作品拍下來(lái)，有機(jī)會(huì)可以展覽。（2）讓學(xué)生跟著錄音一起唱歌曲 Happy New Year，可以在唱歌時(shí)打節(jié)拍或邊唱邊舞。4 課堂評(píng)價(jià) (Assessment) 做活動(dòng)手冊(cè)本單元4、5 部分的練習(xí)。本次評(píng)價(jià)要與課本上的4—6單元評(píng)價(jià)相結(jié)合，讓學(xué)生自己動(dòng)手填寫(xiě)評(píng)價(jià)表，評(píng)價(jià)自己。5 擴(kuò)展性活動(dòng)(Add-activities)新年的時(shí)候?qū)⒏枨?Happy New Year唱給爺爺奶奶，爸爸媽媽聽(tīng)，祝賀他們新年快樂(lè)！板書(shū)設(shè)計(jì)：Recycle 2Let’s make 部分的制作流程圖Happy New Year! （一月一日的日歷）
人教版新課標(biāo)PEP小學(xué)英語(yǔ)三年級(jí)下冊(cè)How many教案
一．溫故知新1．教師播放“One, two, three, four, five”歌曲的錄音帶，讓學(xué)生跟隨錄音一起唱。2．復(fù)習(xí)數(shù)字1－151）報(bào)數(shù)：教師讓學(xué)生從1－15按順序用英文報(bào)數(shù)，如果前一個(gè)學(xué)生報(bào)到15了，那么下一個(gè)學(xué)生就要從1再開(kāi)始。2）游戲：叫號(hào)。教師把寫(xiě)有one —fifteen的單詞卡發(fā)給學(xué)生，教師隨意說(shuō)數(shù)字，誰(shuí)拿著相應(yīng)的單詞卡，誰(shuí)就站起來(lái)并大聲讀出該單詞。3．操練句型How many … can you see? I can see…和How many… do you have? I have…(使用15以內(nèi)的數(shù)字)二.新課呈現(xiàn) 1．教師將1－15的數(shù)字卡貼在黑板上，用其中的兩張組成一個(gè)算式，在兩張數(shù)字卡的中間寫(xiě)上“＋”號(hào)，其和為15以內(nèi)，讓學(xué)生去計(jì)算，如Ten and five is fifteen.2．讓學(xué)生兩人一組，一個(gè)學(xué)生擺算式，另一個(gè)學(xué)生用英文說(shuō)出結(jié)果。3．教師出示算式卡，如Nine and seven,讓學(xué)生快速說(shuō)出兩數(shù)之和，并請(qǐng)最先說(shuō)出答案的學(xué)生將算式用數(shù)字形式寫(xiě)在黑板上，在單詞卡中找到相應(yīng)的單詞貼在和的位置上。
人教版新課標(biāo)PEP小學(xué)英語(yǔ)五年級(jí)上冊(cè)My New Room教案
Let’s learn(1)教師在黑板上簡(jiǎn)單畫(huà)一個(gè)房間，畫(huà)上床、書(shū)架等家具。然后說(shuō)：Look! This is my new room. I have a bed and a shelf. What else do I have? 教師在床頭的位置畫(huà)一面鏡子，說(shuō)：I also have a mirror. 然后拿出一面鏡子，示范朗讀mirror, 學(xué)生跟讀。教師分別問(wèn)幾個(gè)學(xué)生：Do you have a mirror in your bedroom?如果學(xué)生的回答是肯定的，教師則有意再次重復(fù)一下“mirror”一詞，說(shuō)：Oh, you have a mirror.如果學(xué)生的回答是否定的，教師可以說(shuō)：Oh, sorry. You don’t have a mirror. 導(dǎo)出其他單詞，示范朗讀，注意發(fā)音及口型。(2)做“冷暖”游戲。(3)教師在黑板上示范書(shū)寫(xiě)單詞：mirror, curtain, closet, end table, trash bin,讓學(xué)生在詞卡反面或練習(xí)本上拼寫(xiě)、記憶單詞。(4)播放本課錄音，讓學(xué)生在書(shū)上手指相應(yīng)單詞并跟讀。鞏固延伸：做句型接龍游戲；做“找同伴”活動(dòng)；學(xué)唱歌曲；完成配套練習(xí)；練習(xí)書(shū)寫(xiě)單詞第二課時(shí)教學(xué)設(shè)計(jì)教學(xué)目標(biāo)與要求：１、 能夠聽(tīng)懂、會(huì)說(shuō)本課對(duì)話，并能做替換練習(xí)。２、 能夠聽(tīng)、說(shuō)、認(rèn)讀句型There is a ……/There are …并能在情景中正確運(yùn)用。３、 了解Good to know內(nèi)容。
人教版新目標(biāo)初中英語(yǔ)七年級(jí)上冊(cè)Good morning教案
一、知識(shí)和能力目標(biāo)本單元要求學(xué)生掌握英文字母A—H，能認(rèn)讀其印刷體和手寫(xiě)體字母的大小寫(xiě)等四種形式。書(shū)寫(xiě)(大寫(xiě)和小寫(xiě)，筆順，筆畫(huà))基本合乎要求。能看,聽(tīng)，說(shuō)本單元所列的日常交際用語(yǔ)，重點(diǎn)學(xué)會(huì)打招呼，并做到語(yǔ)音語(yǔ)調(diào)正確。注意一些字母及日常交際用語(yǔ)的發(fā)音，提醒學(xué)生不要將C／si：／發(fā)成／sei:／; ?/發(fā)成/e?/，也不要將Good?H /e ／等。??????'????說(shuō)成／???????'???morning／二、過(guò)程和方法目標(biāo)教師要盡量用英語(yǔ)組織教學(xué)。充分利用課堂的40分鐘，不講或少講漢語(yǔ)，盡量給學(xué)生創(chuàng)造英語(yǔ)情景。教師可以用手勢(shì)，表情，動(dòng)作等示意，幫助學(xué)生聽(tīng)懂課堂用語(yǔ)和日常交際用語(yǔ)，第一次介紹某個(gè)用語(yǔ)時(shí)，說(shuō)英語(yǔ)，加譯文及手勢(shì)，以后可酌情省去譯文，最后只說(shuō)英語(yǔ)，逐步讓學(xué)生聽(tīng)懂。
人教版新課標(biāo)PEP小學(xué)英語(yǔ)六年級(jí)下冊(cè)Last Weekend教案
一、教學(xué)內(nèi)容：Part B Let’s learn Let’s play. Part C Task time Let’s check 二、教學(xué)目標(biāo)與要求 1、掌握四會(huì)詞組：went to a park, went swimming, read a book, went fishing, went hiking. 2、學(xué)會(huì)用句型What did you/ (name) do last weekend/ yesterday? I(name) (did) last weekend/ yesterday. Did you….? Yes, I did. 來(lái)進(jìn)行問(wèn)答并完成Task time的表格。 三、教學(xué)重點(diǎn) 掌握四會(huì)詞組,并用所學(xué)詞組和句型進(jìn)行調(diào)查 四、教學(xué)難點(diǎn) 掌握四會(huì)詞組（不規(guī)則動(dòng)詞過(guò)去式變化）,并用所學(xué)詞組和句型進(jìn)行調(diào)查 五、課前準(zhǔn)備 1、教師準(zhǔn)備所需的詞卡及圖片。 2、學(xué)生準(zhǔn)備詞卡。 六、教學(xué)過(guò)程 1、Warm-up 1) Free-talk: T: What day is today? A: Today is… T: What day was yesterday? (強(qiáng)調(diào) yesterday) B: Yesterday/ It was… T: What did you do yesterday? C: I (did)…yesterday. ( 用前幾課時(shí)已經(jīng)學(xué)的詞組) 2) Chain-drill: C: I (did)…yesterday. What did you do yesterday? D: I (did)…yesterday. What did you do yesterday? E, F… (ask the teacher) T: I went to a park yesterday. 2、Presentation and practice let’s learn （1）繼續(xù)Chain-drill,由T 引出并出示新授詞組:went hiking. （2）學(xué)生已經(jīng)了解了go 的過(guò)去式后, T 邊用I went ( 這個(gè)動(dòng)詞用動(dòng)作表示)yesterday.表達(dá)自己昨天去做什么了,邊做動(dòng)作.讓學(xué)生幫老師說(shuō)出: went swimming, went fishing.
人教版新目標(biāo)初中英語(yǔ)九年級(jí)上冊(cè)What would you do教案
本課采用任務(wù)型教學(xué)法,用What would you do if you had a million dollars?這個(gè)問(wèn)句,引出談?wù)摷傧肭闆r的話題。 采用提問(wèn)、啟發(fā)和歸納的教法,讓學(xué)生易于接受教材內(nèi)容,培養(yǎng)學(xué)生的語(yǔ)言運(yùn)用能力。 四、 教學(xué)過(guò)程設(shè)計(jì) Step Ⅰ. Greet the whole class as usual. Step Ⅱ. Warming-up T: Do you have ten Yuan in your pocket? S1: No, I don’t. T: (Take out ten Yuan and give it to the student) OK, never mind. What would you do if it was yours? What would you do if you had ten Yuan? S1: I would buy snacks. T: OK, thank you. Sit down, please. (To the whole class) Just now, it was only ten Yuan. What about 100 Yuan? What would you doif you had 100 Yuan? S2: I’d buy a beautiful jacket. T: Thank you. (To the whole class) Now suppose you had a million dollars, what would you do? We know thatone dollar nearly equals eight Yuan, so that’s a large sum of money. Think it over carefully and tellme your ideas. What would you do if you had a million dollars? S3: I’d buy a big house. S4: I’d buy a sports car. S5: I’d put it in the bank. T: OK, stop here. Please look at the blackboard and guess what would I do if I had a million
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(kāi)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 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(kāi)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(kāi)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 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(shū)寫(xiě)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?xiě)一個(gè)人的信息介紹，并能讓學(xué)生熟練地使用一些寫(xiě)作技能。能力目標(biāo)：培養(yǎng)學(xué)生的寫(xiě)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(xiě)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?xiě)作技能來(lái)寫(xiě)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-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.
新人教版高中英語(yǔ)必修2Unit 2 Wildlife Protection-Discovering Useful Structure教案二
2．表示現(xiàn)階段正在進(jìn)行的被動(dòng)動(dòng)作(該動(dòng)作在說(shuō)話的瞬間未必正在進(jìn)行)。Many interesting experiments are being carried out these days.(說(shuō)話時(shí)，并不一定正在進(jìn)行)3．表示一種經(jīng)常性的被動(dòng)行為，常和always，constantly 等表示頻度的副詞連用，這種用法常常帶有贊揚(yáng)或厭惡的感情色彩。He is always being praised by the leader.4．表示按計(jì)劃或安排主語(yǔ)將要承受謂語(yǔ)動(dòng)詞所表示的動(dòng)作(僅限于少數(shù)及物動(dòng)詞)。A party is being held tonight.Step 4 Special cases1.像take care of, look after, talk about, think of等動(dòng)詞與介詞構(gòu)成的短語(yǔ)用于現(xiàn)在進(jìn)行時(shí)的被動(dòng)語(yǔ)態(tài)時(shí), 其中的介詞不可省略。The ways to stop illegally hunting are being talked about. 2．可與部分情態(tài)動(dòng)詞連用，表示對(duì)正在發(fā)生的事情的推測(cè)。She may be being punished by her mother.3．有時(shí)可表示按計(jì)劃或安排將要進(jìn)行的一個(gè)被動(dòng)動(dòng)作。A celebration is being held this weekend for his success.4．某些表示“狀態(tài)、心理活動(dòng)、存在”等的動(dòng)詞，如have，want，need，love，一般不用現(xiàn)在進(jìn)行時(shí)的被動(dòng)語(yǔ)態(tài)，而常用一般現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)。With the population increasing，more land is needed.5．“be＋under/in＋n.”可表示現(xiàn)在進(jìn)行時(shí)的被動(dòng)意義。My computer is under repair.＝My computer is being repaired.
新人教版高中英語(yǔ)必修2Unit 2 Wildlife Protection-Discovering Useful Structure教案一
The activity topic of this section is "report an ongoing event", and the structure is the passive voice of present continuous tense. Rare wild animals are suffering from large-scale poaching, and species are on the brink of danger. Rescue operations are underway. "Being" and "suffering" are the meanings of the present progressive passive voice.The usage of present progressive passive voice is of great importance in writing a good discourse and appreciating some difficult language items, so it is vital to master it and use it flexibly in a context.1. Motivate Ss to deepen the understanding of the usage of present progressive passive voice in a fixed context.2. Enable Ss to master the usage of present progressive passive voice and use it flexibly in a context.3. Lead Ss to construct sentences or appreciate sentences used master it and use it flexibly in a context.1. Help students to appreciate the function of the usage of present progressive passive voice in a sentence2. Instruct students to write essays using the proper usage of present progressive passive voice.Look at the picture and tell me what are workers doing? What is the house being done?
新人教版高中英語(yǔ)必修2Unit 2 Wildlife Protection-Listening and Speaking教案
This lesson is about wildlife protection. The listening and speaking is about “How to protect endangered wildlife ?” Faced with the facts and numbers of wildlife loss, people begin to detect the reasons, then people such as the celebrities (Prince William and Yao Ming) are calling on to protect them. So students are guided to enhance the awareness of protecting wildlife and try to take part in some volunteer activities of protecting wildlife.1. Predict the content by using visuals. 2. Learn to use the sentences such as “I’m concerned about.... But now they are in danger. I want to know the reasons/why./ What can we do to protect them ?3. Learn from the stars like Prince William and Yao Ming and enhance the awareness of protecting wildlife.4. Guide students to try to put forward the solutions to the problems of wildlife protection and then discuss them with partners and present the results of discussion.5. Master the pronunciation of stressed syllables.1. Learn from the stars like Prince William and Yao Ming and enhance the awareness of protecting wildlife.2. Guide students to try to put forward the solutions to the problems of wildlife protection and then discuss them with partners and present the results of discussion.3. Learn to use the sentences such as “I’m concerned about.... But now they are in danger. I want to know the reasons/why./ What can we do to protect them ?4. Master the pronunciation of stressed syllables.Part A Listening and Speaking--- How to save endangered wildlifeStep 1 Lead in1. Point at the pictures on P14 and ask Q1: What message do these posters share?
新人教版高中英語(yǔ)必修2Unit 3 The Internet-Discovering Useful Structure教案二
This teaching period mainly deals with grammar “The Present Perfect Passive Voice.” To begin with, teachers should lead students to revise what they have learned about the Present Perfect Passive Voice. And then, teachers move on to stress more special cases concerning this grammar。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 exercises. 1. Guide students to review the basic usages of the Present Perfect Passive Voice2. Lead students to learn to use some special cases concerning the Present Perfect Passive Voice flexibly.2. Enable students to use the basic phrases structures flexibly.3. Strengthen students’ great interest in grammar learning.1. Help students to appreciate the function of the Present Perfect Passive Voice in a sentence2. Instruct students to write essays using the proper the Present Perfect Passive Voice.觀察下列句子特點(diǎn)，總結(jié)共同點(diǎn)。1．(教材P28)Much has been written about the wonders of the World Wide Web．2．(教材P28)But the Internet has done much more for people than simply make life more convenient．3．(教材P28)Many people have been helped by the club．4．(教材P28)She no longer feels lonely, and her company has become quite successful．5．(教材P32)Today I thought I’d blog about a question that has been asked many times—how do you stay safe online and avoid bad experiences on the Internet?
新人教版高中英語(yǔ)必修2Unit 3 The Internet-Listening &Speaking＆Talking教案一
Listening and Speaking introduces the topic of “ask about online habits”. Many middle school students have been surfing the Internet for many years, but what they do with the Internet and how much time they spend every day may not be very clear to themselves, nor to other students. This section allows students to investigate their peers' Internet use, which is conducive to their mutual understanding and understanding of the Internet. It can also help them reflect on their own online behavior, learn from other people's good online habits, and get rid of their bad online behavior.The listening text of this section is an investigation interview. The investigators interview specific groups with the same questions to obtain information, so as to understand their views, practices or attitudes on this issue. There are two specific questions: “how much time do you spend online every day? What do you usually do online?”. The answers of the three respondents provide rich and different information, and achieve the purpose of the investigators. The oral discourse structure of survey interviews generally includes greeting and explaining the purpose of the interview, presenting the interview questions and the respondents' answers. Listening and Talking introduces the theme of “choosing the right application ". Listening text is a conversation between Laura and Xiao Bo. In this part of listening, “oink”； “piggy bank” may cause the students' hearing comprehension limitation. Oink refers to sound word and pig's sound. So, add some oink to my piggy bank is often used to describe "making a little money".1. Guide students to understand the content of listening texts in terms of listening for definitions.2. Cultivate students' ability to define words and understand an investigation interview.
新人教版高中英語(yǔ)必修2Unit 3 The Internet-Reading and Thinking教案一
Paragraph 3. Jan decided to start an IT club to teach old people how to use computers and the Internet. Paragraph 4. Jan has started taking online classes to learn more about how to use the Internet to make society better. Paragraph 5. Jan’s life has been greatly improved by the Internet. Step 5: Critical thinking:(1)How do you arrange your time spent on study and the Internet? Is it reasonable? I usually surf the Internet using my mobile phone for only an hour after class, and it is reasonable for me.(2)What are your online activities? Are they safe? I chat with my friends, read news and play games. I never give away my private information so I think they are safe.Step 4: summary Much has been written about the wonders of the World Wide Web. There are countless articles (1)______(tell) us how the Internet has made our lives more convenient. But the Internet has done a lot (2)_____(much) for people than simply make life more convenient. People’s lives (3) _________________(change) by online communities and social networks so far. Take Jan for example, who developed a serious illness that made her (4)_____(stick) at home with only her computer to keep (5)___(she) company. She joined an online group (6)______ she could share problems, support and advice with others. She considered the ability to remove the distance between people as one of the greatest (7)_______(benefit). She was so inspired (8)____ she started an IT club in which many people have been helped. She has started to learn more about how to use the Internet to make society better. Her next goal is to start a charity website to raise money (9)___ children in poor countries. Jan’s life has been (10)______(great) improved by the Internet. Step 5 Homework:Review what we have learned and find out the key language points in the text.
新人教版高中英語(yǔ)必修2Unit 3 The Internet-Reading For Writing教案一
⑦identity theft 身份盜竊⑧chat room 聊天室⑨draft your blog post 起草博客帖子⑩post embarrassing photos 張貼尷尬照片 【話題句式】 1. How do you stay safe online and avoid bad experiences on the Internet? 你如何在網(wǎng)上保持安全, 避免在網(wǎng)上的不良經(jīng)歷? 2. I’m not an expert, but many years as a blogger have taught me a thing or two. 我不是專家, 但作為一個(gè)博主, 我已經(jīng)學(xué)了好幾年了。 3. If you see or read something that makes you feel uncomfortable, leave the site immediately. 如果你看到或讀到一些讓你覺(jué)得不舒服的東西, 立即離開(kāi)這個(gè)網(wǎng)站。4. Don’t give out your address or phone number. 別告訴別人你的地址或電話號(hào)碼。 5. Identity theft is a common and serious problem. 身份盜竊是一個(gè)常見(jiàn)而嚴(yán)重的問(wèn)題。6. Being online is no excuse for being rude, and you don’t want to become a target for a troll or cyberbully. 上網(wǎng)并不是無(wú)禮的借口, 你也不想成為發(fā)挑釁帖子的人或網(wǎng)絡(luò)惡霸的目標(biāo)。 7. Trolls often use several false names so that they can stay on a site. 發(fā)挑釁帖子的人經(jīng)常使用幾個(gè)假名, 這樣他們就可以留在一個(gè)網(wǎng)站上。8. However, the more polite you are, the less likely it is you will be attacked. 然而, 你越有禮貌, 你被攻擊的可能性就越小。
新人教版高中英語(yǔ)必修2Unit 4 History and Traditions-Listening＆Speaking＆Talking教案二
Listening and Speaking introduces the topic of “Take part in a youth project”. The listening text is an interview about "sharing views on historical sites". Through listening to a dialogue between Chinese and foreign students on the way to the Confucius Temple, students can understand their views on the Confucius Temple, Confucius, Confucius' descendants and Confucius' educational thoughts, so as to realize and think about the profound influence of Confucius and his thoughts on Chinese historical tradition. At the same time, the dialogue naturally integrates English idioms and mentions Shakespeare, the British playwright, so as to provide language materials and context for students to understand English idioms and related cultural allusions, as well as to compare Chinese and foreign cultures, which is helpful for students to understand and express the language such as history, tradition, culture and custom significant impact.Text analysis: listening text is a dialogue between a British student and a Chinese student when he goes to the Confucius Temple. When William, a British student, visited the Confucius Temple, he asked Xiao Kong, a Chinese student, for directions. Xiao Kong was just going to the Confucius Temple to meet with the members of the research group, so they went together and exchanged their views on the Confucius Temple, Confucius, Confucius' descendants and Confucius' educational thoughts. From the perspective of foreign tourists, this paper describes their thoughts on Confucius, the great son of Confucius, who had a profound impact on Chinese history and cultural tradition, and his education.Listening and Talking introduces a visit to a historic tourist destination. Tourism is a common way to understand a country's history, culture, and customs and so on. Students listen to the dialogue between Xiao Yan, a youth hostel Usher, and Paul, a backpacker, to learn about Pingyao's famous historical and cultural attractions and Paul's travel experience and experience as a foreign tourist.