北师大版英语Unit 4 Cyberspace教案【WOrd版】
Unit 4 Cyberspace
I. 单元教学目标
技能目标Skill Goals
▲Read about the Internet and virtual reality.
▲Listen to a phone conversation, radio programmes and a song. ▲Practise telephoning and making suggestions.
▲Write an e-mail message and an Internet page about your area. ▲Learn how to make predictions about the future.
▲Learn about conditionals.
II. 目标语言
功能句式
Telephoning
Hello. This is ... speaking.
Can I speak to ... ?
Just hang on a second.
Making suggestions
Would you like to ...?
Do you fancy ... ?
Why don’t we ... ?
1.四会词汇
likely, concept, chart, focus, skip, fist, waist, nail, gallery, global, artificial, climate, flood, reality, affect, rapidly, growth, crime, criminal, terrorist, attack, chaos, crash, offer, entertainment, disappear, harm, obvious, destruction, scientific, nuclear, network, project, fashion, fancy, suggestion, reject, arrangement, suggest, title, destination, flesh, exit, historical, site, pack, dip, toe, millionaire, smoker, non-smoker, tourism, guide, seaside, settle, settlement, central, suburb, zone, volcano, harbour, view, sunshine,
词汇
average, regular, material, officially, scenery, cuisine, attractive, spider, web 2.认读词汇
cyberspace, virtual, pessimistic, hacker, optimistic, military, the Pentagon, locate, Maori, surfing, location, Chinatown
3.词组
global warming, come true, as if, get in touch, be up to, in the flesh, as well as, be known as
4.重点词汇
likely, concept, chart, focus, global, artificial, climate, rapidly, growth, scientific, nuclear, network, project, smoker, non-smoker, tourism, guide, seaside, settle, settlement, view, sunshine, average
语法Predictions: “will” and “be going to”First Conditional and Second Conditional
重点句子1. In 1983, there were only 200 computers connected to the Internet. P8
2. …“it is clear that we are going to see a huge growth in shopping on the Internet.” P8
3. Some experts see our future in virtual reality —the use of computers with sounds and pictures that make you feel as if you are in a real situation. P8
4. She also believes that, in the future, we will get entertainment from the Net and that television will probably disappear. P8
5. “Personally, I think virtual reality will become a part of modern life,”... P8
6. Do you have anything planned for Saturday and Sunday？P12
7. But I still find it hard to imagine. P12
8. It has a population of just under a million people and is located on North Island. P14
9. In 1985, the New Zealand government made the whole country a
nuclear-free zone …P14
10. Since then Auckland has been the centre for protest against nuclear testing
in Asia Pacific. P14
11. Auckland is called “the city of sails” because it has more boats than
anywhere else in the world. P14
III. 教材分析与重组
1. 教材分析
本单元以Cyberspace为话题，旨在通过本单元的学习不仅让学生了解一些网络知识以及网络对我们的影响，同时让学生学会正确使用will, be going to表将来和First Conditional, Second Conditional。本单元还向学生提供了一些有关阅读、口语、听力和写作的技巧，以便提高他们的阅读、口头表达、听力和写作能力。最后要求学生按照写作指导完成一篇介绍自己所在地的网页。教师要借助听力、讨论、阅读、写作等一系列扎实有效的教学活动，进一步拓展学生的思维空间，提高其语言运用能力。
1.1 Warm-up 提供了四部科幻电影及小说，让学生说出哪些预言已成为现实，并预测还有哪些科幻电影和小说会成为现实。同时还有一段四个专家预测未来的听力材料，目的是引出本单元的话题Cyberspace，为本单元的进一步学习做热身准备。
1.2 Tomorrow's World分四部分：Reading是一篇有关未来网络空间的文章，学生从中会了解网络将怎样影响我们的生活；Grammar通过一系列语法活动向学生介绍了will 和be going to的用法；Language in Use要求学生两人一组，就未来生活展开讨论，在情景中学会灵活运用will和be going to。
1.3 Websites分三部分：Listening先让学生通过听力材料了解网络的历史；然后让学生区分一些内容不同的网页；最后让学生根据一段电话对话填空；Pronunciation训练学生抓重读词汇的技巧；Speaking 要求学生两人一组就周末计划模拟电话对话，目的是让学生学习一些电话用语。
1.4 Virtual Reality分三部分：Reading 是两个学生关于周末安排的对话，反映了他们对虚拟现实的向往；Grammar通过一系列语法活动帮助学生向学生介绍了First Conditional 和Second Conditional的用法；Language in Use 的活动旨在使学生在情景中学会灵活运用Second Conditional。
1.5 Virtual Tourism分三部分：Reading 要求学生运用一些阅读技巧阅读一篇
介绍Auckland的网页，让学生了解Auckland，同时也培养他们的一些阅读技巧；V ocabulary要求学生区分与do 和make 搭配的词汇，同时学习一些课文中出现的同根词的用法；Speaking要求学生两人一组就Auckland的一些地方作周末安排。
1.6 Communication Workshop分三部分：Writing 要求学生先补全一篇网页习作。然后根据写作指导，最终完成一篇介绍自己所在地的网页。Listening 要求学生听一首涉及本单元内容的歌曲。Speaking 先让学生讨论一些太空实验，然后听一段有关实验的录音，再让学生按照指导，制定一个太空实验计划并和大家交流。
1.7 Culture Corner向学生介绍了New Zealand的概况，要求学生根据文章完成图表并回答问题。
1.8 Bulletin Board 介绍了一个关于网络的网上调查以及两篇回复，要求学生读完后发表自己的看法。
1.9 Unit Diary不仅帮助学生总结回顾本单元所学的知识，而且提示同学制定下一单元计划，以利于更好地学习。
2. 教材重组
2.1将Warm-up, 及Tomorrow's World中的Reading 和Language Power (Page 55) 中的练习题5和6整合在一起上一节“阅读课(I)”。
2.2将Tomorrow's World中的Grammar和Language in Use, Language Power (Pages 54 - 55) 中的练习题1- 4, 整合在一起上一节“语法课(I)”。
2.3将Websites中的Listening, Speaking和Communication Workshop中的Listening和Speaking及Language Power (Page 56) 中的1- 4整合在一起上一节“听说课”。
2.4将Virtual Reality中的Reading和Language Power (Page 59)中的练习题6及Word Corner中的练习整合在一起上一节“阅读课(II)”。
2.5将Virtual Reality中的Grammar 和Language in Use, Language Power (Page 58 -59)中的练习题1 -5及Language Power (Page 57)中的练习题4，5整合在一起上一节“语法课(II)”。
2.6 将Virtual Tourism中的Reading, V ocabulary, Speaking合在一起上一节“阅读课(III)”。
2.7将Language Power（Page 57）中的练习题1和2, Language Power（Page 60）中的练习题1-3, Language Power（Page 63）中的Key Word Bank, Word Power 中的练习1和2，Language Power（Page 64) 中的练习题1和2整合在一起上一节“词汇课”。
2.8将Culture Corner, Bulletin Board, Language Power (Page 61) 中的Focus on Reading以及Language Power (Page 65) 中的练习题4和5整合在一起上一节“泛读课”。
2.9将Communication Workshop中的Writing及Language Power (Page 62)中的练习题1-4整合在一起上一节“写作课”。
3. 课型设计与课时分配
1st Period Reading (I)
2nd Period Grammar (I)
3rd Period Listening and speaking
4th Period Reading (II)
5th Period Grammar (II)
6th Period Reading (错误！未找到引用源。)
7th Period V ocabulary
8th Period Extensive reading
9th Period Writing
The First Period Reading (I)
Teaching goals 教学目标
1. Target language目标语言
a. 重点词汇和短语
cyberspace, global warming, virtual reality, affect, attack, rapid, growth, crash, offer, disappear, harm, obvious, come true, as if
b. 重点句子
In 1983, there were only 200 computers connected to the Internet.
It is clear that we are going to see a huge growth in shopping on the Internet. Some experts see our future in virtual reality —he use of computers with sounds and pictures that make you feel as if you are in a real situation.
2. Ability goals 能力目标
Enable the students to learn about some different views on the Internet and some possible changes it can bring to our lives.
3. Learning ability goals 学能目标
Help the students to learn about some different views on the Internet and some possible changes it can bring to our lives.
Teaching important and difficult points教学重难点
How to get the students to learn about some different views on the Internet and some possible changes it can bring to our lives.
Teaching methods教学方法
Listening, talking, reading, explaining and discussing
Teaching aids教具准备
A recorder, a computer and a projector
Teaching procedures and ways教学过程与方式
Step 1 Warm-up
Get the students to talk about some science fiction books and films to arouse their interest in the unit.
T: Have you read or seen some science fiction books or films?
Ss: Yes.
T: Tell me some.
Ss: The Day After tomorrow, A.L., From the Earth to the Moon, Star Wars...
T: OK. Can you tell me what they are about?
S1: The Day After tomorrow is a film about global warming and how it will destroy cities and change the world in the future.
S2: A.L. is a movie about a boy who does not know he is really a robot.
S3: From the Earth to the Moon is a book about people traveling to the moon.
S4: The movies that make up Star Wars are about wars in space. There are many amazing characters in these movies.
T: Very good! But can you tell me which of the predictions in them have already come true?
Ss: Man traveling from the Earth to the Moon has come true.
T: And which of the predictions in them do you think will come true in our life？Ss: Artificial intelligence and global warming will come true one day.
T: What other predictions do you know from science fiction books or films that have come true?
Ss: Editing one's memory, seeing the future on a screen and using artificial organs have come true.
T: Look at the Key Words in the box. Check their meanings in your dictionary. Find out which word matched the definition on the screen:
a word that describes the place where messages, information, pictures, etc. are
when they are sent from one computer to another.
Ss: Cyberspace.
T: Wonderful! Now listen to four experts and find out which predictions they are discussing. Use the key words.
After their listening, check the answers.
Step II Reading
1. Pre-reading
Arouse the students' interest in reading through imagination and prediction.
T: How do you think technology will change our lives in the next twenty years?
S1: All automobiles will have computers.
S2: We can work at home by using computers.
S3: We can shop on the Internet.
S4: Computers will be used to treat patients by doctors.
S5: Robots can do everything for us, especially what we don't want to do and can't do. T: Your answers are very interesting. Now look at the title of the article on Page 8 and tell me which of the topics you think it will mention.
Topics on the screen:
◆The Internet
◆Artificial human
◆Time travel
◆Robots
◆Global warming
◆Virtual reality
Students may give different answers.
2. While-reading
Get the students to get the detailed information about the reading passage through fast reading and careful reading.
T: Now read the article quickly and check your predictions.
After their reading
T: Have you made correct guesses?
Ss: Yes/no.
T: What does the article mention?
Ss: The Internet and virtual reality.
T: Good! Let's read the passage again and match the vocabulary from the text with the definition on the screen.
V ocabulary and the definition (on the screen):
1. a person who enters other people's computer programs in
secret
hacker
2. the use of computer to make situations feel and look real chaos
3. have an accident by violently hitting some thing terrorist
4. someone who does terrible things to harm countries, governments and people
The Net (Internet)
5. computer system that allows millions of people around the
virtual reality world to share information
6. a terrible situation in which everything goes wrong crash
Check the answers.
T: Got it! Now go through the questions on the screen and then find the answers in the text.
Questions:
1. Is the growth of computers going to continue?
2. Why are some experts pessimistic about the future of the Internet?
3. Why does the text quote Angela Rossetto's remarks?
4. What's Peter Anderson's view?
After a while
T: Who volunteer to answer the questions?
S1: Yes, it's going to continue.
S2: Because they are worried about the cyberspace.
T: Can you give us some example?
S3: Even now some hackers can get into the computer of banks and governments. In the future terrorist may "attack" the world's computers, cause chaos, and make planes and trains crash.
S4: To show that many people are optimistic about the future of the Internet.
T: Well done!
3. Explanation
Play the tape for the students. Ask them to underline the difficult phrases and sentences while listening. After the students listen to the tape, deal with some language points.
T: Do you have any difficulties with the text?
S1: Could you please explain the sentence to us: In 1983, there were only 200 computers connected to the Internet.
T: A good question. 这句话的意思是：1983年，只有200台计算机连接到因特网
上。connected to 是过去分词作后置定语，修饰先行词computers, 相当于一个定语从句：Which were connected to the Internet
T: Understand?
Ss: Yes.
T: Do you have any other questions?
S2: Please explain "It is clear that we are going to see a huge growth in shopping on the Internet."
T: 这句话的意思是：显然，我们将会看到网上购物的巨大增长。
It 作形式主语，真实主语是that 引导的主语从句。如：
It is clear that this animal is going to disappear in the next few years.
T: Have you got it?
Ss: Yes.
T: Anything else?
Ss: No.
T: All right.
4. Post-reading
Get the students to voice their opinions through discussion.
T: Now let's do some discussion in groups. Those who are optimistic about the future of the Internet fall in one group and those who are pessimistic fall in another group. And then you try to think of some reasons to support the view of your group. Begin please.
After allowing the students enough time.
T: Have you finished your discussion?
Ss: Yes.
T: OK, now each group chooses a representative to report your reasons.
S1: We are optimistic about the future of the Internet, because the Internet has become part of our life, we do many things on it, such as shopping, playing games, seeing films, chatting, sending e-mails, making friends, studying, finding information for assignments, getting news and so on.
S2: We have the opposite opinion, because there are problems on line. It is possible
for cyber-criminals to steal information such as credit card details while we are on line, there are always the chance that a new friend is not who he or she claims to be, there are also the chance that we can see something unhealthy to us
students, playing computer games takes us young people too much time which we should spend on our study or sports.
T: Wonderful reports!
Step III Homework
1. Read the text again and finish Exercises 5, 6 and Word Corner on Page 55.
2. Preview the grammar on Page 9.
The Second Period Grammar (I)
Teaching goals 教学目标
1. Target language目标语言
重点句子
…“it is clear that we are going to see a huge growth in shopping on the Internet.”She also believes that, in the future, we will get entertainment from the Net and that television will probably disappear.
"Personally, I think virtual reality will become part of modern life,"...
2. Ability goals 能力目标
Enable the students to learn to use “will” and “be going to” correctly.
3. Learning ability goals 学能目标
Help the students learn how to make predictions with “will” and “be going to”. Teaching important and difficult points教学重难点
How to teach the students to learn to use “will” and “be going to” correctly. Teaching methods教学方法
Explaining, summarizing and practicing
Teaching aids教具准备
A computer and a projector
Teaching procedures and ways教学过程与方式
Step I Revision
Check the homework.
T: Good morning / afternoon, boys and girls!
Ss: Good morning / afternoon, Mr. /Ms …!
T: Have you finished your homework?
Ss: Yes!
T: That’s good. I'd like someone to read the sentences and tell me the answers to Exercise 5.
Check the answers.
T: Good! Learning to use these linking phrases is very helpful for you to do your writing. Who volunteers to read the passage in Exercise 6 and tell us your answers? Some students will read his or hers.
Check the answers.
As to the exercise in Word Corner, the teacher may use the computer in the classroom to help the students do it like a game. Of course it is necessary for the teacher to prepare a computer game, an e-mail message ahead of time and surf an Internet page. T: Now let's play a game. Look at my desk and tell me what these things are. When I hold up one thing or point to a certain thing, you must name it as quickly as possible.
After the activity
T: It is necessary for you to get familiar with everything about computers.
Step II Grammar (will and be going to)
Learn to use “will” and “be going to” to make predictions.
T: Yesterday we read the text “The Future of Cyberspace”. Now please read the passage again and find the three sentences from the text using “will” or “be going to”.
After two or three minutes, get three students to read the sentences one by one and
then show the sentences on the screen.
1. It is clear that we are going to see a huge growth in shopping on the Internet.
2. She also believes that, in the future, we will get entertainment from the Net and that television will probably disappear.
3. Personally, I think virtual reality will become part of modern life…
T: Good. Let’s observe the three sentences from the text on the screen and try to answer the two questions.
The questions on the screen:
1. Which talks about a future event we can predict from a present situation?
2. Which expresses our opinions and beliefs about the future?
S1: Let me have a try. I think the first sentence talks about a future event we can predict from a present situation.
T: Quite right. What about the second one?
S2: In my opinion, the second one and the third one express our opinions and beliefs about the future.
T: Very good! But what conclusion can we draw from the sentences above?
Ss: "Will" ban be used to express opinions and beliefs about the future while "be going to" can be used to talk about a future event we can predict from a present situation.
T: I think you've got it.
Step III Practice (Exercises 8 – 10 Page 9)
Get the students to do Exercises 8 - 10 to consolidate the grammar knowledge.
T: Now let’s do Exercise 8 on page 9.
After a few minutes, check the answers with the whole class.
T: OK. Now please continue to do Exercise 9. For this exercise, I’d like you to do it by yourself, and then check your answers in pairs.
After a while, check their answers together.
T: Now use the pictures in Exercise 10 to write predictions. I'd like some of you to report your sentences later.
After a while.
S1: The two boats are going to crash.
S2: The woman is going to have a baby.
S3: The boy is going to walk into the bus stop.
S4: The house is going to fall into the river.
Step IV Language in Use
Get the students to do the exercise in pairs.
T: Now read the instructions in Language in Use and make predictions about life in 2050.
After allowing them enough time, ask some pairs to report their predictions.
T: Have you finished?
Ss: Yes.
T: Good! Which pairs volunteer to act out yours?
Pair 1
A: The earth is going to become more polluted and we are going to have no place to live in.
B: No, I don't agree. I think there will be less pollution by the year 2050 because many countries will take action to reduce pollution.
Pair 2
A: Many animals are going to die out and there will be no birds around us.
B: No, I don't agree. I think more endangered animals will be saved by the year 2050 because many nations and international organizations will take measures to prevent animals from dying out.
T: You've done a very good job!
Step V Language Power (Pages 54-55)
Get the students to do Exercises 1-4 according to the instructions and then ask some of them to report theirs.
Suggested answers to Exercise 1 on page 54:
2. I think we will shop on the Internet in the future.
3. I think we won't have virtual schools on the Internet in the future.
4. I think we won't find husbands and wives on the Internet in the future.
5. I think we will get new films on the Internet in the future.
6. I think we won't get all our entertainment on the Internet in the future.
7. I think we will read all newspapers on the Internet in the future.
Your sentences:
1. I think we will visit any places on the Internet in the future.
2. I think we won't have virtual hospitals on the Internet in the future.
Suggested answers to Exercise 2 on Page 54.
2. John is going to turn on TV.
3. Kevin is going to feed the crocodile.
4. The dog is going to jump into the river.
5. It's going to rain.
Suggested answers to Exercise 3 on Page 54.
1. I will be on Microsoft Corporation.
2. My mother won't work here.
3. Many of my friends will have a good career.
4. Mary will work abroad.
5. Xiao Li will become a professor.
Step VI Summary and homework
1 Remember how to use “will” and “be going to”.
2 Preview Lesson 2 and you can also surf the Internet to get some information about website.
The Third Period Listening and Speaking
Teaching goals 教学目标
1. Target language目标语言
功能句式
Telephoning
Hello. This is ... speaking.
Can I speak to ... ?
Just hang on a second.
What are you up to?
Making suggestions
Would you like to ...?
Do you fancy ... ?
Why don't we ... ?
2. Ability goals 能力目标
Enable the students to learn how to tell apart the websites and how to listen for words that are stressed.
Enable the students to learn how to use the expressions about telephoning and making suggestions.
Enable the students to learn how to plan a scientific experiment in space.
3. Learning ability goals 学能目标
Help the students learn how to tell apart the websites and how to listen for words that are stressed.
Help the students learn how to use the expressions about telephoning and making suggestions.
Help the students learn how to plan a scientific experiment in space.
Teaching important and difficult points教学重难点
Get the students to master the expressions about telephoning and making suggestions and to learn to plan a scientific experiment in space.
Teaching methods教学方法
Listening and speaking.
Teaching aids教具准备
A recorder and a projector.
Teaching procedures and ways教学过程与方式
Step I Revision
Check the students’ homework.
T: Have you remembered how to use "will" and "be going to"?
Ss: Yes.
T: Good! Who volunteer to tell us that?
Some student will tell the class how to use "will" and "be going to".
Step II Pre-listening
Get the students to talk about the Internet to get prepared for listening.
T: So far we've talked something about the Internet, but do you use the Internet often? Ss: Yes.
T: Tell me what you know about the Internet?
S1: The Internet is a new technology.
S2: A lot of people like surfing the Internet.
S3: It has both its advantages and disadvantages.
S4: It has brought great changes to our lives.
T: OK, but can you answer any of the questions about the history of the Internet in Exercise 2?
Students will give their answers.
Step III While-listening
Get the students to listen to the tape and do Exercises 3-7.
T: Now listen to the radio program to check your answers to the questions above. After playing the tape.
T: Now turn to Page 10. Photos of six websites are provided. Go through the websites and find out which "websites" you can visit to do these things on the screen. Things on the screen:
a) find out what's going on in your town.
b) look for a job.
c) find out world news.
d) get information for a school history project.
e) write to your friends by e-mail.
f) buy clothes
T：Who can tell us your answers?
Some students will give his or her answers. Then check the answers together.
T: Let’s listen to a telephone conversation between two people in Brighton and find out which thing from the Internet page they decide to do.
After playing the tape, ask some students to give their answers and then check the answers with the whole class.
T: Now turn to Page 11. Listen to the conversation again and then complete the Function File with words and phrases from the list. In this listening practice, you should pay attention to the words that are stressed because they are always important words and don't worry if you don't hear some other words, e.g. is/ are/ this/a/on.
After playing the tape for the students to listen to do the exercise, ask them to check their answers with their partner and then check the answers with the whole class. T: Now I'll play the tape again. You must pay attention to the stressed words and practice saying the sentences.
Step IV Speaking
Get the students to make a phone conversation about weekend activities using expressions from the Function File.
T: Who’d like to tell me what you would like to do this weekend?
S1: Friday afternoon - go to the park to have a sight-seeing.
Friday night - go to a party.
Saturday morning - visit the Museum.
Saturday evening - surf the Internet.
Sunday morning - visit my grandparent.
Sunday afternoon - watch the basketball match.
T: Good! Now have a telephone conversation with your partner using expressions from the Function File.
After the students finish the conversation.
T: Which pairs want to act out yours?
Pair 1
A: Hello, 8085858.
B: Hi, this is Jack speaking.
A: Oh, hi!
B: What are you up to this weekend, Ted?
A: Sorry?
B: Why don't we visit the Museum on Saturday morning?
A: Well, I've got an English class.
B: Do you fancy watching the football match on Saturday evening?
A: All right.
B: Let's meet at 17pm outside the stadium.
A: OK, see you tomorrow.
T: A very good telephone conversation!
Step V Speaking (Page 17)
Get the students to learn to plan a scientific experiment.
T: Who can tell us any scientific experiments that have been done in space?
The students will give their answers.
Possible answers:
1. Astronauts investigated whether frogs could jump in space.
2. What happened to a match set alight in space?
3. A spider called Arabella started to spin a web in space.
4. Some small birds were hatched in space.
5. What happens to water drops in space?
6. Astronauts grew plants in space.
T: OK. Please listen to the radio program and answer the questions on the screen?
1. What was the first idea for an experiment?
2. What experiment did they decide to do?
After playing the tape, ask the students to answer the questions.
T: What do you think are some of the reasons that people carry out experiments in space?
Ss: For future space development.
For mankind to live in space.
To solve the secret of space.
For rich life on the earth.
For healthy life on the earth.
T: Good. Now decide one subject for a scientific experiment to be carried out in space following the stages on the screen.
Stage 1: Choose a subject that you'd like to study in space.
Stage 2: Work in pairs to decide on some specific research questions that you want to study.
Stage 3: Prepare to introduce your plan to your classmates. Give the reasons for your choices and the things you want to find out. Tell the rest of the class what you
have decided on and why.
After allowing the students enough time, ask some of the students to give out their plans.
T: Who volunteer to tell us your experiments?
S1: We've chosen eagles and sheep as our subjects. The purpose of this experiment is to determine if the high radiation of space will cause the layers of eye lenses to become cloudy and transmit less light. Contact lenses also will be tested to determine the effects of radiation on the amount of light they transmit.
S2: Our subjects are wheat seeds and cabbage seeds. We'd like to know how the space environment affects seed germination and plant growth.
S3: We've decided to send some soil to the space. We want to find out whether microgravity and radiation have an effect on the fertility of soil samples as
北师大版高中英语必修二教案：unit5 辅导
Unit 5 Rhythm 一、学习目标 【单元话题】 1. 熟悉了解主要英语国家的艺术形式。 2. 了解中外著名画家、艺术家、建筑师，以及不同的艺术、建筑风格。 【词汇】 Lesson 1：effect, performance, base, award, anger, audience, disappoint, impress, extraordinary, extremely, creative, powerful, throughout Lesson 2：instrument, male, female, general, combine, in other words Lesson 3：talent, key, beauty, appearance, quiet, worldwide, at times Lesson 4：generation, type, ordinary, unique, noble [来源:ZXXK] 【交际用语】 学习请求允许或拒绝的用语 ※Is it OK/all right if I…？ Can/Could I…? Would it be all right if I did…? Please let me… No, I'm afraid you can't.
【语法】 1. will用于表示决定。 2. 学习时间、原因、结果、目的等状语从句。 二、单元知识要点 Lesson 1 1. Read the concert review and match the four paragraphs with the titles. 读这篇音乐会评论，把这四段和对应的标题连接起来。 Match…with…把……和搭配起来，也可用match…to…。 You should match your blouse to/ with your skirt. 你应该把上衣和裙子搭配起来。 match the article with/to the writer match…with…还可表示： ①使……与……对抗/搭配 The teacher matched me with Tom in today's tennis match. 老师要我在今天的网球比赛中跟汤姆比。 ②使……与……结婚 He matched his daughter with his friend’s son. 2. Canadian singer and song writer, Alanis Morissette, is used to being in the public eye. 加拿大歌唱家阿兰妮丝·莫里塞特已经习惯了公众的关注。 be/get used to（doing）sth. 习惯于（做）……，为固定短语。
北师大版初中英语7年级课本11册及12册部分总结
Grade 7(book 11) Unit 1 Meeting people Something to learn: 1. to greet people and say goodbye. 2.to introduce youself 3.to give personal imformation. 4.to introduce other people 5.occupations 6.countries and nationalities 7.the verb to be ;am, is, are articles: a ,an Lesson1 Hello my name is Melissa I’m=I am she’s=she is you’re= you are we’re=we are He’s=he is they’re=they are Eg. 1. She is from Australia. She’s from Australia. 2.We are 11years old. We’re 11years old. 3.I am Chinese. I’m Chinese. Sentences structure Where is she/he from? She/He is from … Where are you from? I am from … / We are from … Lesson 2 I’m 14 years old. How old are you?(age) Where are you from?(country) What’s
your nationality? What’s your/Tom’s name/first name/address/phone number? Can I help you? Students ID no problem first name and last name here you are Lesson3 Nice to meet you. Oral English :Who is the boy over there? He is … Let me introduce you. Are we in the same class? Y es we are. No, we are not. Greeting: (oral English) Good morning/afternoon/evening good night How are you? I am fine/OK. Thank you. How about you/And you? How is everything? Not bad, thanks. Have a nice day. See you tomorrow/then. Take care Nice/pleased to meet you. Nice to meet you too/Me too. Good-bye Lesson4 He is an actor. Occupation: Actor basketball player writer singer astronaut cook/chef businessman taxi driver policeman football player engineer saleswoman manager nurse teacher farmer secretary Artist dancer vet Eg. She is a siger. He is a doctor
北师大版二年级英语下册全册教案精品
全册教案 农村小学英语教学与实践活动的研究方案 一、问题提出: 随着中国与世界的交往日益密切,英语学习已经成为人们的必须.英语作为一门语言,在学习过程中既要有正规系统的学习渠道,而又要有随时随地都能进行的学习练习及应用场所,以便巩固所学的英语知识,提高英语交际的能力。 渤海镇小学现状:：1、渤海镇小学的生源来自于附近行政村，与城里小孩相比会有一定的差别：农村孩子胆小、拘谨、不善言谈，羞于说英语，缺少自信心。 2、渤海镇小学英语师资力量相对薄弱。3. 缺乏运用英语的环境。目前社会上尤其是农村，用英语的环境很少，甚至没有。因此学生听英语、说英语的机会很少，他们缺少一个学习英语的语言环境。但是渤海镇又有自己得天独厚的条件，旅游业比较发达，农家院大量兴起，都是学生进行交际的有利场所。如何根据农村小学的实际情况，有效地把握课堂教学，创设良好的英语学习环境，培养和发展学生使用英语这种交际工具的能力。怎样发挥本地区的优势，使课堂教学与实践活动相结合，培养学生交际意识，提高学生交际能力，所以提出了“农村小学英语教学，与实践活动的研究”课题。 二、文献综述 三、研究的目的、意义 英语教学的目的就是培养和发展学生使用这种交际工具的能力。 英语教学新课程的理念是要尽可能多的为学生创设英语交际的环境，尽可能多的让学生以多种形式接触、学习、使用英语。 本课题探索充分利用农村的多种资源如旅游业、农家院等，给学生创设英语交际的环境，开展实践活动，培养学生的交际意识、提高他们的交际能力的措施与对策，以供其他农村学校在此方面有所借鉴，共同提高学生的英语水平。 四、研究内容 1、英语课堂教学模式。 2、英语教学的课外实践活动。 五、研究假设 充分利用农村的语言环境，给学生创设英语交际的环境，开展实践活动，就能培养学生的交际意识，提高他们的交际能力。 六、研究方法 行动研究法 七、研究措施 (一)农村小学课堂教学模式 1、3－5分钟谈话训练。利用课堂3分钟时间，可以在课始，可以在课中，也可以在课末，根据实际情况再定。 2、5-10分的复习时间,在复习的过程中要注意孩子们兴趣的培养,多设计一些有趣的活动. 3、新授内容 单词教学: 遵循词不离句的原则。以词带句、一句带词，八单词放在句子里学习，在词语和相应的事物之间建立联想，而不是机械的学习，一方面避免了直接教单词的枯燥，另一方面，有帮助学生建立初步的语感，增强了趣味性。
北师大版高中英语模块一unit1lesson1教学设计说明
教学设计Unit1 Lesson1：A Perfect Day The First Period 一、学情分析 学生刚刚从初中毕业进入高中阶段学习，学习英语的兴趣大，课堂较为积极、活跃，课堂气氛较好。经过三年的初中学习，已具备一定的阅读能力。因此，在设计这堂课时，要着重从激发学生的兴趣出发，循序渐进引导学生理解课文，掌握一定的阅读技巧，然后让学生就所学话题进行讨论，让他们从讨论中有所启迪。 二、教材分析 本课是语篇是两则关于不同生活方式的阅读文章。学生将在在本课学习有关不同生活方式的表达方式，理解文章大意，使用略读、细读等阅读策略。学生要将阅读信息内化，转换成自己的语言。并通过对文章中两人的不同生活方式的讨论，学会合理、有效地安排自己的生活和学习。 三、教学目标 （一）知识目标：To learn some words and phrases. （二）能力目标：To discuss favorite TV programs and daily activities. To read two texts for specific information. To write a short article, using what the students learnt in this period. （三）道德目标：To help the students discuss what a healthy and active lifestyle is and form a good habit. 四、教学重点与难点 1. Teach the passages as a whole: make the Ss understand and grasp the general idea of each passage as a whole. 2. Thinking of the healthy lifestyles in our daily life and how to improve our lifestyles. 五、教学方法 1. Communicative Method 2. Skimming and Scanning 3.“Task-based”Teaching Method 六、教学工具 1. Multi-media 2. Blackboard 七、教学过程 Pre-reading Step1. Teacher presents several pictures to make the students get familiar with the key words in exercise1,page 8. Ask the students the question: Do you ever watch too much TV? How much time do you spend watching TV every day?
北师大版(三起)四年级英语上册全册教案
Unit 1 Signs Lesson 1 Get Ready 1. 听做游戏 教师说指令，学生做动作，复习以前学过的动词。 T: Walk! / Don’t walk! / Touch your nose! 2. 想一想，说一说 （1）引导学生思考在上课时不能做哪些事情，让学生说一说。为故事的学习做铺垫。 T: What can’t we do in the English class? （2）教师结合学生所说内容，呈现相应的警示标志。 T: Don’t run. No food. （3）教师说指令，学生指标志或说标志。 Listen and Read 1. 导入故事 呈现故事第一幅图，让学生看插图，说一说为什么Ken 阻止Mocky，并猜一猜他们将要去哪。 T：Where are they? Why does Ken stop Mocky? Where are they going? 2. 学习故事 （1）播放故事动画，让学生说一说主人公去哪里玩，以及Mocky做了哪些事。引导学生回答，并将相应的插图贴在黑板上。 （2）播放故事动画，让学生对故事中Mocky的行为作出判断。例如，Mocky不正确的行为有：图1，在红灯亮时Mocky依然想要过马路；图3，Mocky乱扔垃圾；图5，Mocky想要在河中游泳。Mocky正确的行为有：图4，Mocky知错就改，就垃圾扔进垃圾桶；图6，Mocky劝阻图中男士不要抽烟等。 （3）带领学生看插图3、5、6，找出Mocky及朋友是如何对待错误行为进行劝阻或提示的。（4）让学生看故事内容，说一说为什么这些行为不正确，让学生模仿人物的动作和语言。（5）回顾故事主要内容。把人物面具贴到黑板上，引导学生回忆每个人物的活动，鼓励学生模仿人物的语音语调。 3. 模仿表演 （1）让学生独立看插图、阅读故事。 （2）放录音，让学生指人物对话文本，跟读对话。 （3）呈现故事主要情节的插图，删去部分对话，让学生根据图片和语言提示，补全对话。（4）把学生分成小组或让学生独立练习朗读对话。（5）鼓励学生在小组内分角色朗读或表演故事。 Learn to Say 1. 呈现情景 （1）问学生是否参观过展览或去过博物馆，让学生说一说参观过展览或在博物馆里不能做什么。 （2）呈现Learn to Say的插图，让学生说一说插图中的小朋友在哪里。（3）指女孩的相机，问学生是否可以照相，为什么。呈现No cameras. 2. 学习词汇 （1）播放对话，让学生指人物、模仿。 （2）让学生想一想博物馆还可能看到哪些警示牌或标志语，例如，Don’t litter. No smoking.
北师大版英语高中必修一教案
Unit 1 Communication Workshop参考教案 Teaching objectives: To learn the right form of letter To write a personal letter To read a personal letter and match paragraghs and topics Teaching procedures: ⅠWarm up T: Communication is very important in our life. We need to corporate in our work, exchange our idea or our feeling----every thing in human society. Think about what kinds of communication we need. S: body language, talk by telephone. Send e-mail, write a letter T: Though there are more modern means of communication, still writing letters is thought a good way to connect people. It’s convenient and especially for things people would not to say directly. Do you think so? S: T: You are to learn how to write a letter to somebody. Now, first, read the letter by Wang Ying and then try to write to someone in English. ⅡReading Do the exercise 1. Read Wang Ying’s letter. Match each paragraph with one of the following a reason to end the letter ●questions about the other person
北师版初一上英语期末考试
东城区2011—2012学年度第一学期期末教学目标检测 初一英语 听力理解（共18分） 一、听对话，从下面各题所给的A、B、C三幅图片中选择与对话内容相符的图片。每段对话读两 遍。（共4分，每小题1分） 1. A B C 2. A B C 3. A B C 4. A B C 二、听对话，根据对话的内容，从下面各题所给的A、B、C三个选项中选择最佳选项。每段对话 读两遍。（共8分，每小题1分） 请听一段对话，完成第5小题。 5. What does Mike’s father do? A. A manager. B. An engineer. C. A doctor. 请听一段对话，完成第6小题。 6. What does the man want? A. A small pizza with cheese. B. A large pizza with cheese. C. A small pizza without cheese. 请听一段对话，完成第7至第8小题。 7. Where is Rick from? A. England. B. America. C. Canada.
8. How old is Li Lei? A. 11. B. 12. C. 13. 请听一段对话，完成第9至第10小题。 9. How much are the watermelons? A. Eight yuan a kilogram. B. Five yuan a kilogram. C. Four yuan a kilogram. 10. What does the man buy? A. Apples and oranges. B. Oranges and bananas. C. Bananas and watermelons. 请听一段对话，完成第11至第12小题。 11. How far is the Station Hotel? A. It’s 40 meters away. B. It’s 140 meters away. C. It’s 400 meters away. 12. Where is the Station Hotel? A. B. C. 三、听对话，根据所听到的对话内容和提示词语，记录关键信息。对话读两遍。（共6分，每小题 2分） Name Card Name: 13. __________ Age: Twelve Tel: 14. __________-1749 Club: 15. __________ 四、单项填空（共14分，每小题1分），选择可以填入空白处的最佳选项。 16. Miss Green is ________ American teacher. A. a B. an C. the D. 不填
新课标北师大版高中英语教材分析
高中英语教材分析 一、教材的结构和特点 （一）话题 新课程标准教材是以话题学习来展开的，在十一个模块里（ 5 个必修模块和 6 个选修模块）共有 33 个话题，这些话题涉及到的题材广泛，涉及到人民生活习俗、文化艺术、自然和环保、社会和社会生活和未来世界等。这些话题的设计理念体现在： 与学生的现实生活有关的，他们能引起兴趣的话题都体现在课文里，例如生活方式、运动明星、以业余生活、音乐和舞蹈、假日、金钱管理、社会习俗等。 2 、跨学科主题 Science---Cyberspace, The Sea Arts---Painting and architecture Business---Money Social Studies---Heroes, Medial 3 、文化输入和跨文化意识 British TV programmes; history makers such as Martin Luther King; Christmas ; shopping and shops in Britain ; Buildings in Britain and the US . Specially selected on Chinese culture help students have a deep understand of their own culture as well as raise their awareness on cultural differences. Chinese modern heroes; Chinese seasonal festivals; Chinese music and musician; Beijing opera; Chinese famous artists and their paintings; Culture comparison. （二）单元安排 Stage1 Warming-up 每个单元的前面都有一个目标，说明在这个单元里，学生们在听、说、读和写这四方面将学到什么内容。学生们根据 warm up 的话题已经很清晰地知道这个单元话题内容。如： In this unit you will…… Read about the heroes and heroines and an interview. Talk about people you admire. Listen to dialogues and a radio programme. Write a magazine story. Review the past Simple, Past Continuous and present Perfect tenses. Stage2 Four main in put lessons
北师大版五年级英语下册教案(全册)
北京师范大学《小学英语》五年级下册教案学期教学计划。 学生情况分析经过四年的学习，学生普遍有一定的英语基础，同时由于诸多因素，学生英语学习水平参差不齐，两极分化情况明显，随着教学内容难度的增大，学生学习兴趣有普遍下降的趋势，因此小学高段教学应注意1、激发学生持续的英语学习兴趣，让每位学生在学习中体验到成功的快乐，内化对英语学习的需求。2、教给学生一些学习策略，引导学生对所学知识进行比较、归纳，寻找学习中的一些内在规律 教材的知识结构及系统分析北师大3－11册每册书均为6个单元，其中前五个单元为新 授课单元，每单元围绕一个话题展，基本结构为：blackboard （展现单元核心内容）――story（整体呈现）――Words to learn，Listen to this，Talk together，Let’s sing，Read and circle ，Listen and match，Let’s find out，Touch and say，Read and write ，Listen and practice（从听、说、读、写进行技能训练）――Storytime（拓展阅读）――Self－assessment（自我反思）；最后一个单元为复习 单元，巩固本册主要句型和语言现象。 本册涉及主要话题：Unit 7机场接人（名词性物主代词和一般过去时态）Unit 8音乐会（一般将来时）Unit 9体育运动（特殊疑问句）Unit 10购书（形容词比较级和最高级）Unit 11食品制作（描述做事程序和祈使句的用法）Unit 12餐馆就餐（整理、复习本册重点语言知识和结构） 语法：比较难 词汇：量大，其中较大部分分别在以前教学内容出现过 学期教学目的听： 能在图片、图像、手势的帮助下，听懂简单的话语或录音材料；说： 能就所熟悉的个人和家庭情况进行简短对话； 能运用一些最常用的日常套语（如问候、告别、致谢、致歉等）；能在教师的帮助下讲述简单的小故事； 读： 能认读所学词语； 能根据拼读的规律，读出简单的单词； 能读懂教材中简短的要求或指令； 能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯；能正确朗读所学故事或短文 写： 能模仿范例写句子； 能根据要求为图片、实物等写出简短的标题或描述； 学期教学重难点1、学习习惯的培养 2、学习策略的习得 3、各单元故事的理解、认读、复述 4、能借助图片读懂简单的故事或小短文，并养成按意群阅读的习惯； 5、基本知识和技能
北师大版高中英语模块六教案
高中英语模块 6 教学设计 吴向花 庐江县第三中学
第十六单元教学设计 Unit 16 Stories Warm-up & Lesson 1 Learning aims 1. Learn more about the story. 2. Improve the reading skills. Leading-in 1. Do you like reading stories? 2. Can you name some kinds of stories? Discussion . 1. Do you like reading stories? 2. How many kinds of stories can you name? Stories: fairy tales ; historical stories; love stories ; fatasies; detective stories; science fiction ; biographies ; adventure stories ; myth Pre-reading: Use the following words to guess: What happened to the city–Pompeii? volcanic eruption disaster disappear buried preserved destroy discover scientist Fast Reading 1. Find out the information about Pompeii. Where did the eruption happen? When did the eruption happen? Who wrote about the eruption? When did the archaeologists begin to discover the buried city? How long is it from the eruption to now? 2. Match the information together with the paragraphs. Para.1 A. What the eruption brought to. Para.2 B. People imagine what the people were doing when they faced the disaster. Para.3 C. What Pompeii looked like before the volcanic eruption. Para.4 D. The City of Pompeii had been living on nearly 2,000 years. Para.5 E. Scientists discovered the city of Pompeii. Para.6 F. The background knowledge of the volcanic eruption. Careful Reading Fill in the blanks according to the story. ?Before the volcanic eruption
北师大版初中英语中考大纲短语完整版
北师大版初中英语 中考大纲短语完整版 A 1. a bit (of) 有一点儿 2. a few 一些；少量；几个 3. a kind of 一种; 一类 4. a little一些；少量 5. a lot of 许多 6. a number of 一些；许多 7. a pair of 一双; 一副 8. a piece of 一(块,张,片,件) 9.above all 首先，首要 10.according to 根据，按照 11.after all 毕竟，终究 12.after class 课后 13.again and again 反复地；在三地 14.agree to do sth. 同意做某事 15.agree with sb. 同意某人的看法，与某人看法一致 16.all kinds of 各种各样的 17.all over 到处；遍及；结束 18.all right 行了;好吧;(病)好了 19.arrive at(in) a place 到达某地 20.as a result (作为)结果 21.as far as (表示程度，范围)就……，尽…… 22.as if 好像，仿佛 23.as long as 只要 24.as soon as 一……就 25.as usual 通常，平常地 26.as well as 除……之外（也） 27.as well 也;又 1
28.as…as… 像，如同 B 29.be proud of 为……而感到自豪 30.be strict with 对……严格要求 31.belong to 属于 32.both…and 两个都，既……又…… 33.break down 损坏；（把化合物等）分解，汽车（抛锚） 34.break in 闯入，强行进入，插嘴，打断 35.break out (战争、火灾等)突然发生，爆发 36.bring up 教育，培养 37.build up 逐步建立 38.by accident 偶然 39.by air(bus, train,sheap) 乘飞机（公车、火车、轮船） 40.by day 日间，在白天 41.by the way 顺便说;顺便问一下 C 42.call in 召来，召集 43.call on 拜访 44.call up 号召，打电话 45.care for 喜欢，照顾（病人） 46.carry on 继续下去，继续开展 47.carry out 执行 48.catch up with 赶上（或超过） 49.change into 转换成，把……变成 50.check in 报到，登记 51.check out 查明，结账 52.clear up 整理，收拾，（天气）放晴 https://www.360docs.net/doc/3212575742.html,e across （偶然）遇见（或发现） https://www.360docs.net/doc/3212575742.html,e back 回来；想起来 https://www.360docs.net/doc/3212575742.html,e down 落，下来 https://www.360docs.net/doc/3212575742.html,e from出生（于），来自 2
北师大版九年级课本阅读Lesson 13 Anne of Green Gables
Meeting Anne Matthew Cuthbert was on his way to Bright River on his horse and carriage. He was a quiet man who didn't speak much, especially to strangers. So he enjoyed the journey and the smell of the apple trees in silence. He reached Bright River but there was no sign of the 5:30 train which he'd come for. Matthew asked the station manager if it would come soon. "It came half an hour ago," answered the manager. "There was one passenger. She's sitting over there." "I don't understand. I'm not expecting a girl," said Matthew. "It's a boy that I've come for." "Guess there's some mistake," he said. "Talk to the girl. She's very good at talking. That's for sure." Matthew looked at her. She wore an old brown hat which covered two braids of very long, thick, red hair. Her face was small and thin with lots of freckles. Her big green eyes looked back at him. Matthew began walking over but as soon as she saw him walking her way, she started the conversation. "I suppose you're Mr. Matthew Cuthbert of Green Gables?" she said in a clear, sweet voice. "I'm Anne. I'm so glad to see you. I was afraid you weren't coming and I was imagining all the things that might have happened to you. If you didn't come for me tonight, I made up my mind to go down the road to that cherry tree at the corner, climb up it and stay all night. I wouldn't be afraid and it would be lovely to sleep in a wild cherry tree all white at night, don't you think?" This girl was different. "I'm sorry I'm late," he said shyly. "Come on. Give me your bag." As they rode home, Anne talked on and on. Normally, too much talking would make Matthew angry, but from Anne, he didn't mind. She apologised but Matthew didn't want her to stop. "Oh, you can talk as much as you like. I don't mind," said Matthew. "Oh, I'm so glad. I know you and I are going to get along fine." 1.Where did Matthew go to? 2.Did the 5:30 train arrive? 3.What color was Anne’s hair? 4.Where did Anne plan to stay all night? 5.Did Matthew mind Anne talking? 6.What color is the cherry tree?
北师大版英语教材初二期末试卷
延庆县2010—2011学年第一学期期末测试卷 初二英语 听力理解（共24分） 一、听下面四段对话，选择与对话内容相符的图片。每段对话读两遍。（共4分， 每小题1分） 1.( ) A B C 2. ( ) . A B C 3. ( ) A B C 4. ( ) A B C
二、听下面对话或独白，从各题A、B、C三个选项中, 选出能回答问题的最佳答 案。每段对话或独白读两遍。（共12分，每小题1分） 请听一段对话，完成第5至第6小题 ( )5. Where is the woman going? A. Beijing Hotel. B. Beijing Zoo. C. Beijing Theater. ( )6. How will the woman get there? A. On foot. B. By taxi. C. By bus. 请听一段对话，完成第7至第8小题。 ( )7. Who did Linda go to the beach with? A. Her friends. B. Her family. C. Her classmates. ( )8. What did Linda do on the beach ? A. Played volleyball. B. Played football. C. Played basketball. 请听一段对话，完成第9至第10小题。 ( )9. What does the woman want? A. Apples. B. Coats. C. Books. ( )10. How much does the woman pay? A. $ 2. B. $ 4. C. $ 8. 听下面一段对话，回答第11—13题。 ( )11. How many people are there in T om’s family? A. Three. B. Four. C. Five. ( )12. Who wants to be a doctor? A. Tom． B. Lisa． C. Sam． ( )13. What’re the speakers mainly talking about? A. Their jobs． B. Their families． C. Their friends． 听下面一段独白，回答第14—16题。 ( )14. What does Mr. White teach? A. Chinese. B. Geography. C. Math. ( )15. Why don’t the students like Mr. White? A. Because he always smiles and jokes with the students. B. Because he never smiles or jokes with the students. C. Because he always gives the students much homework. ( )16. What does the speaker think about Mr. White? A. He is a strict teacher. B. He is a nice teacher. C. He isn’t a good teacher. 三、听对话，记录关键信息（共8分，每小题2分）
小学英语教案北师大版五年级下册英语UnitDayand night 教案
Unit 9 Day and night 单元教材分析 本单元是北师大版小学英语四年级下学期的第九单元，是在七、八单元学习了星期和钟点的表达法的基础之上的进一步延续。主要涉及的知识点是一天中morning，afternoon，evening，night的表达法和breakfast, lunch, dinner,频度副词always，usually，often，sometimes，never以及日常生活中一些行为动词及短语get up, go to bed, eat,sleep等。根据词不离句的教学理念，我将本课单词的教学放在 When do you…? I always/ usually…at…in the morning/ afternoon.的句型中进行巩固和运用。 单元教学目标 教学目标: 1、知识目标： (1)能听懂、会说以下单词： breakfast, lunch, dinner, morning, afternoon,sleep , when，等表示日常活动或行为的单词，及认读always, usually, often, sometimes, never 等频度的单词，能在交流中运用。 (2)能听懂、运用以下日常交际用语： 句型When do you…? I always/usually…at…in the…. 。 2、能力目标： 能用所学的知识简单的表述自己想询问别人时间的安排。 能运用句型 When do you…? I always/usually…at…in the…. 。 3、情感目标： (1)增强学生运用所学英语进行交际的意识和勇气。 (2)通过鼓励学生在真实的语言情景中学会养成生活有规律的意识和习惯。。 教学重点 1.本课表示三餐的词语breakfast, lunch, dinner，动词及短语 get up, go to bed, eat, sleep，频率副词always，usually，often，sometimes，never 2.句型When do you…? I always/usually…at…in the…. 。
北师大版高中英语必修三Unit9lesson1Onyourbike教学设计.docx
高中英语学习材料 ***鼎尚图文理制作*** Unit 9 Lesson 1 On Your Bike教学设计 教材分析 本课是第9单元的第1课，主课文介绍了阿姆斯特丹白色自行车的发展过程。 本课的教学设计分为两个课时。第一课时侧重对课文的理解，引导学生理出事件的发展脉络，提取文章的主要信息和细节信息，并在整理信息的过程中，引导学生发现分析问题和解决问题的思维过程，最后结合课文的信息和语言进行输出性活动。第二课时在对课文进行复习的基础上，引入本课的重点内容——现在完成进行时，通过分析例句，体验、发现并总结该语法的形式和语意功能，并在不同层面的活动中，进一步体会该语法的语意功能，最后初步运用现在完成进行时进行表达。第二课时的难点在于理解现在完成进行时的语意功能，而不是语言形式。在目前阶段，学生能够运用这一语法解释重复或持续性动作对目前造成的影响即可。 教学内容 话题：阿姆斯特丹白色自行车的发展过程（阅读） 词汇：重点词汇：benefit, flat, convenient, convenience, therefore, path, park, transport, neighborhood, chip, insert, thanks to, fed up 相关词汇：hopeful, thief, indeed, consequence, arrest 策略：通过标题预测课文内容；通过略读获取主要信息；通过细读提取细节信息；通过上下文理解词汇语法：现在完成进行时 第一课时 First Period 教学目标： 在本课学习结束时，学生能够： 1.理清课文的发展脉络； 2.获取白色自行车发展过程的细节信息； 3.谈论阿姆斯特丹的白色自行车； 4.体会使用自行车对环境和交通的意义，并试着设计北京的公共自行车。 教学过程 教学活动Activities 设计意图 Intentions 互动模式 &时间 IP & time Warm-up