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

高二英语教案：Unit 9 Saving the earth优秀教学设计（一）高二英语教案：Unit 9 Saving the earth教学设计（一） 高二英语教案：Unit 9 Saving the earth教学设计（一） Teaching Aims 1. Ss will develop their inner "expectancy rules" that enable them to develop their schemata regarding the topic of pollution. 2. Ss will increase their understanding about problems with the earth in part. 3. Ss will develop their skills in the functional items of agreement and supposition. Teaching Aids 1.a tape recorder 2.a projector 3.the blackboard 4. A set of multi-media equipment. Teaching procedures Step I Lead-in 1. T: What do you think damages the earth? Is it a machine that makes holes in the earth? S: (No.) T: What are they, then? S: (.) Pictures: agriculture; nuclear waste; radiation; pollution and so on. 2. T: (show: village and smoke.) Look! This is a beautiful mountain village. Its not polluted. But now theres a chemical factory there. Look! Whats happened? S: (Cloud? Smoke. Pollution.) T: Yes. If the village is so polluted, they have to live in such heavy smoke and breathe such bad air; they should not live there any longer. The village will no longer be good enough for them to live in. The village wont be fit for them to live in. 3. Introducing the students to the new vocabulary items and more about the topic today. StepDialogue 1. Let the Ss listen to the tape or watch the video once or twice. 2. After listening and ask students to do the questions. 1.What do you think they are talking about? 2. Do you think this conferences is a good things? Step Reading 1. Activity: Read the dialogue and tell how many kinds of damage are mentioned in the dialogue. 2. Read and answer. Read the part of the dialogue that you havent carefully read. Get yourselves prepared to answer my questions after you have finished reading. 1) What was the conference about? 2) What did Jackie do at the meeting? 3) What opinion did Jackie have after attending the conference? 4) What do we Chinese have to do for nature? 3. Language points explanation and study, including: 1) It was called that - 2) damage 3)waste 4) fit 5) weve got to -(we have to do -) 6) hear about 7) standing room 8) pay attention to Step Practice 1. Ask Ss to try their best to give a passage using the expressions they learned as many as possible. 2. Divide the Ss into several groups which have different topics about the environment pollution. And discuss the methods to deal with these problems. (for example, one group about water pollution, one is about population etc). Everyone should take part in the discussion and show their opinions. And at last elect one representative to give and summary about their discussion. Sentence Patterns like:1 ) Well, I think it is necessary for - 2) I dont agree with you. I think we need - etc?) 2. Ask one group of the Ss to perform the discussion to the class. (if time permitting) Step V Acting out 1.The teacher deposits a scene by showing a pollution scene. Divide the students into groups of 4. Make up a conversation, and then ask 1 or 2 groups for demonstration. 2.The 4 Ss in a group will act as head of a village, scientist, journalist and villager. The head of the village is planning to build/has already built a factory. 3.The Ss are encouraged to use the words and expressions like pollution, damage, be fit for, turn into, the if-clause and expressions of agreement, etc. Step VI Summary 1)Vocabulary. 2)Comprehension (Ex. 1). 3)Functional items (a. Agreement; b. Supposition). Step I Homework: 1.Revise the vocabulary items. 2.A good preparation of key words of Lesson 34. 高二英语教案：Unit 9 Saving the earth教学设计（二） 高二英语教案：Unit 9 Saving the earth教学设计（二） I. Teaching Aims and demands: 1. Realize the damage caused to the world and figure out the reasons. 2. Learn how to do the note making. II. Teaching Importance: (1) cattle, (2) fail to do sth (3) one suggested answer (4) hold the soil in place (5) It is said that (6) the adj. /pp (7) the number of III. Teaching procedure: Step 1 Revision 1. Check the homework exercises. 2. Revise the content of Lesson 33 by asking the question "What have we learned from last lesson?" Step 2 Presentation 1. Hold a brief discussion. Now I have a few questions for your discussion: What kinds of pollution have you observed around you? What caused the pollution? Have you noted any other causes of damage? Divide the class into the groups of four. Get them to discuss the questions with each other. Ss are to report their ideas. 2. What does the map tell? Read the map together with the class. Make sure they get the right locations of the countries and places mentioned in the text. They are also going to know that the world map shows the polluted areas, which locate in almost every part of the world. Therefore, the demands for saving the earth are urgently called. Step 3 Fast reading Now read the three passages. Find the places on the map of the world where the damage has happened. Allow the Students enough time to do this task and check their answers in pairs. Step 4 Careful reading Read the three passages again to answer the questions Part. 1. Ss to find out the answers. The teacher can help them understand the meaning of some difficult sentences and deal with any other language items. Step 5 Note making Explain to the students: What is note making? What are the differences between notes and complete sentences? Notes often do not have a main verb, and other small words may be left out. Do the first one as an example: Earth: not enough rain, too many cattle Please go over the passages again and write your note first. Ss to come to the front and write down their notes on the Bb. Some suggested notes: Earth: not enough rain, too many cattle, cutting down trees, strong winds Air: smoke from factories, power stations, cars, chemical rain, accidents at nuclear power stations and factories. Water: waste from factories and cities. Step 6 Language points 1. Language points (1) cattle (2) fail to do sth fail in (doing) sth (3) one suggested answer a polluted river a fallen tree (4) hold the soil in place hold sth. in secret if. hold sth. tight hold one's head high (5) It is said that It is believed/reported/recorded/thought/heard that . (6) the adj. /pp the injured = the injured people the wounded the rich/poor/blind (7) the number of a number of The number of the students in the school has increased rapidly. A number of students like sports. 2. Retell the text Ask Ss to retell the text with the help of the note - making. Then the whole class do the retelling together. Step 7 Homework 1. Find out and pollution locally. Work out the questions like: Is the water/air clean? Is the river safe to swim in? Prepare a brief report. 2. Finish off the Workbook exercises. 高二英语教案：Saving the earth总复习教学设计 高二英语教案：Saving the earth总复习教学设计 课时跟踪讲练 Section I 课前打算、听力、口语 1. What are the biggest problems facing the earth? 地球面临着的最大问题是什么? (p. 65 Warming Up Ex.1) 1) 现在分词短语facing the earth在句中作定语，相当于定语从句that face the earth. face此处用作及物动词，意为"面对，朝"，作此义也可用作不及物动词，常和介词to，toward或on连用。如： She turned to face the newcomer and introduced herself. 她转过身来面对新来者作了自我介绍。 The building faces the park. 那座建筑物面对着公园。 The window faces on the street.窗户面对着衔道。 - How does this house face? -It faces to the east. - 这座房屋面朝哪边? - 朝向东边。 【拓展】 face还可意为"面对临(问题或不开心的状况)"。如： Manufacturing industry faces a grim future if the government pursues its present policies. 假如政府接着推行现行政策，制造工业就会面临严酷的将来。 He couldn't face his boss after marking such a fool of himself at the meeting. 他在会上做出了这样的丑事之后，不敢面对自己的老板。 【链接】与face构成的常见短语：face a person down 以势压人; face up to 英勇地应付(敌人、困难等); be faced with 面临；面对; face out 大胆地坚持究竟; face to face 面对面；相对; in a person's face 当着/对着某人的面; in (the) face of 面对；不顾; make/ pull a face(faces) 扮鬼脸; pullmakeput on a long face 拉长脸；显出不兴奋的样子; setput one's face against剧烈反对，抵制; take on a new face面貌一新; turn one's face away把脸转过去 【留意】face the music不能译为"面对音乐"，其意思是"面对失败，接受指责，担当后果"。如：He knew he'd never get away with it so he decided to face the music and give himself to the police. 他知道自己已经无法逃脱，所以他确定担当后果并向警察自首。 2. Why is she giving this speech? 她为什么发表演讲呢? (p. 66 Listening Part 1 No.1) speech此处意为"演说，演讲"，常用作单数形式，"发表演说"多用动词give，make，deliver等与之搭配。如： I had to give a speech to the Press Club. 我不得不向记者俱乐部发表演说。 He delivered a speech in English on world-peace. 他用英语发表了一篇关于世界和平的演说。 【拓展】speech 作"说话实力；言论；腔调"讲，是不行数名词。如： Only human beings are capable of speech. 只有人类才具有说话实力。 The illness deprived her of the power of speech. 她因病失去了说话实力。 Speech is silver, silence is golden. (谚)雄辩是银，缄默是金。 His speech shows that he's from Sichuan. 一听他的腔调就知道他是四川人。 【链接】 speech习惯搭配种种：find one's speech 说出话; have a speech with sb. 和某人说话 lose one's speech (因恐吓等)说不出话; address a speech to sb. 给某人作报告; close a speech 结束讲话; wander in one's speech 演说时东拉西扯 【辨析】speech，lecture；talk speech 指事先有打算的报告，也可指即席发言。lecture一般指老师在课堂上授的课或讲座。talk通常指非正式的演说或报告。 He made a speech at the meeting. 他在会上发了言。 He will give a lecture on the history of the Party. 他将作关于党史的讲课。 We are going to listen to a talk this afternoon. 今日下午我们要听报告。 3. What do you think she will say next? 你认为她下步讲什么呢? (p. 66 Listening Part 1 No.4) 1) 本句为双重问句。双重问句有两种形式： (1)一般疑问句型双重问句：本结构属于一般疑问句，主句谓语动词常是ask (询问)，tell (告知)，know (知道)，realize (意识到)，make sure (确信)等，宾语由特别疑问词引导的宾语从句充当。如： Do you know why we can't be allowed to smoke here? Can you still remember when we visited the Great Wall last year? Have you told him how we are going to the cinema? Do you realize how serious the problem is? (2)特别疑问句双重问句：本结构属于特别疑问句，谓语动词常是think，hope，believe，suppose，guess，say，consider，imagine等，宾语也由宾语从句充当，但没有引导词，前面主句的特别疑问词在逻辑上是宾语从句的一部分。有些形容词如afraid，sure，glad，certain，surprised，pleased等也可用于本句型。如： Who do you think will be the likeliest candidate for the manager of human resource department? 你认为谁最可能是人力资源部经理? What do you think his explanation is? 你如何考虑他的说明? It is necessary, do you think，to translate the whole article? 你认为整篇文章都翻译有必要吗? Which mouse did you say you picked out? 你说你选哪种鼠标? How long can you be sure they'll be here? 你能确定他们在这儿呆多久? 【留意】本句型一般不用Yes或No回答，常把句型中的一般疑问句变成"陈述句+宾语从句" 来回答，陈述句也可后置，其前用逗号。如：- How much do you think this car cost? - I think it cost 4 000 dollars. - 你认为这辆车得花多少钱? - 我认为得花4000美元。 2) next此处用作副词，意为"下一步，然后"，也可作"其次；下次；次于.的"等。如： First you heat the fat; next, you add the onions. 首先你把油烧热，然后加洋葱。 Tell me what to do next. 告知我接着做什么。 I'll tell you the answer when we meet next. 下次见面时，我将告知你答案。 I like tennis best of an and swimming next. 我最喜爱网球，其次是游泳。 Tom is the next tallest boy in our class. 汤姆是我们班上身高其次的学生。 【拓展】next作形容词，意为"紧接着的；其次的；下一个的"可指时间、地点、依次等；next也可作名词，意为"下一位个"如： Take the next left turn after the school. 到了学校见下个路口向左拐。 Call me up on Saturday next. 下星期六请给我打电话。 They used to live next door to us. 他们以前住在我们隔壁。 I shall tell you in my next. 我在下封信里告知你。 Mrs. James was the next to make a speech. 詹姆斯太太是下一位演讲人。 【留意】next不能单独用在decade或century之前。如：(×) Something will happen next decade. () Something will happen induring the next decade. 下个十年将会发生某些事情。 【辨析】next；the coming: next指位置、时间上紧挨着和past相对，常用next替代。 The next house to ours is a mile away. 离我们家最近的下一座房子在一英里之外。 Where will you be during the nextcoming few weeks?下几个星期你们将在什么地方? 4. Coal is a valuable resource that can be used to produce energy, but it can also cause serious pollution. 煤是一种用来生产能量的宝贵资源，但是，它也能引起严峻的污染。(p. 66 Speaking 'Situation') 1) valuable意为"珍贵的、重要的；有益的；有作用的"，常与介词for或to连用。如： They gave us valuable practice in helping the eyes，brains and muscles to work together. 他们在使眼睛、头脑和肌肉协同动作方面供应珍贵的熬炼机会。 This tool is valuable for doing electrical repairs. 这工具对修理电器很有用。 I'm sure my information is valuable. 我确信我的消息很有价值。 【链接】valuable相当于be of value。如：This book is very valuable to me in my studies. = This book is of great value to me in my studies. 这本书对我的学习很有价值。 【辨析】valuable；priceless；invaluable；precious valuable指任何值钱的或可以带来巨额利润的、特别有用的或受人珍视的东西。/ priceless意为"无价的，珍贵的"，用于加强语气、加深程度等状况。/ invaluable意为"无法估价的"，不用于谈金钱，而指品质。/ precious指任何昂贵的、珍贵的、宝贵的东西，尤其适用于失掉后无法补偿的东西。 This ancient gold coin isn't just valuable，it's priceless. 这枚古金币不只是珍品，而且是无价之宝。 His advice has been invaluable to the success of the project. 他的看法对于这项工程的胜利是无可估量的。 To me, our friendship is a very precious thing. 对我来说，我们之间的友情是特别宝贵的。 【留意】表示东西价值很小或没有价值时，用worthless或valueless。如：It looked like gold, but in fact it was worthlessvalueless. 这看起来像是金子，其实毫无价值。 2) 在定语从句that can be used to produce energy中，动词use被用作被动时态，be used to do sth. 意为"被用来做."。如： This old box is used t0 keep books这个旧箱子用来装书。 Every means has been used to prevent pollution. 我们已利用各种手段来防止污染。 Coal can be used to keep warm. 煤可用来取暖。 【链接】(1) used to do sth. 指过去常做某事，而现在不再如此，强调今昔对比。 be sth. (2) get used to become doing sth. 习惯于做某事，适用于各种时态。 (3) be used for sb. 为某人而用/ doing sth. 被用来做某事；asfor sth. 被当成.用 I don't smoke these days, but I used to. 我现在不抽烟，但我以前是抽的。 You will soon get used to our way of life. 你将很快习惯于我们的生活方式。 The girl is being used as a servant in the house. 这女孩在家里被做佣人运用着。 What do you use this tool for? 这个工具用来做什么用的? 5. You will attend the meeting and discuss the issue.你将参与会议并探讨问题。(p. 66 Speaking 'Situation') 1) attend可用作及物动词或不及物动词，此处意为"参与；出席；到场"，可用于被动语态。如： She was sick so she didn't attend her classes. 她生病了，所以没去上学。 The football match was attended by thousands of football fans. 数以千计的球迷观看了这场足球赛。 Please let me know if you are unable to attend. 假如你不能出席，请通知我们。 【拓展】attend 还可意为"照料" (常和onupon连用) 和"接待" (常和to连用)。如: She attended (on) the wounded soldier day and night. 她日夜护理着负伤的战士。 Are you being attended to? 有人款待你吗? (店员对客人的招呼语) 【辨析】attend，join(in)；take part in attend主要指出席，参与某一活动，强调出席者只是在其中"听"或"看"等，不起主动作用，主要指参与会议；上课(学)；参与典礼(葬礼)；听演讲等。join可指参与某一团体或组织，成为其中一员，也指参与某项正在进行着的活动，但不如join in常用。join (sb.) in指加入到某人的活动中来。take part in指参与活动(不表示进行)，会议、运动等，并在其中起着主动作用。 She didn't attend the wedding. 她没有出席婚礼。 Do you know how many people joined the organization? 你知道有多少人参与了那个组织吗? They watched the game，and then they were invited to join in it. 他们先是观看竞赛，后来又被邀请参与。 The leading group decided to tell all the workers to take part in the strike. 领导小组确定通知全部的工人参与罢工。 2) discuss意为"探讨"，常用作及物动词，其后主要接名词、动名词wh-从句，疑问代词副词+