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1、高二英语教案：Unit 6 Mainly revision教学设计（一）高二英语教案：Unit 6 Mainly revision优秀教学设计（一） 高二英语教案：Unit 6 Mainly revision优秀教学设计（一） Teaching Aims and Demands 1.Learn some advice how to collect stamps. 2. Revise the Noun Clause and the Infinitive. Teaching Procedures Step 1 Revision 1. Check the homework exercises. 2.
2、 Ask the students to retell the text. 3. Ask some students to make up sentences, using the phrases in Lesson 22. Step 2. Presentation 1. Show the students some stamps ask them questions. Do you like collecting stamps? How many of you collect stamps? What kind of stamps do you collect? 2. Ask the stu
3、dents to read the passage quickly and then find the answer to question: Does the writer say you will have to spend a lot of money on stamps collecting? Which kind of envelopes does the writer advise you to keep? Why is it a god idea to join a group? 3. Let the students to read the passage carefully.
4、 Go through it with the students. Step 3 Listening and Reading 1.Play the tape of the passage for the Ss to listen and follow. 2. Ask them to do the following exercise “True (T)or False” (F). 1).At the beginning, never throw stamps away. 2).Dont keep the envelope even if it is unusual. 3).Collecting
5、 a certain kind of stamp will make your collecting much more interesting. 4).Go to stamp sales. You can buy some used stamps very cheaply. 5).Old stamps that have not been used are cheaper than used stamps. 6).Stamp collecting is fun. Key:1-6T, F, T, T, F, T Step 4 Language points 1. advice/advise T
6、he teacher has given him a lot of advice. Can you give us some advice on how to learn English well? They advised a visit to the Great Wall. The doctor advised him not to smoke again. The teacher advised holding a meeting on Sunday evening. He advised that we should plant young trees on March 12. 2.
7、The ones, which you decide not to keep, can trade with other people. * trade with sb. = have dealings with sb./ exchange good with sb. My family have been trading with the foreigners for nearly twenty years. They are stamp collectors; they often trade stamps with each other. I didnt trade with that
8、company; the price of their goods was too high. * trade for : exchange sth. for sth. Id like to trade this book for your knife. 3. Sooner or later you will decide that you want to collect a certain kind of stamp. sooner or later: at some time: some day Work hard, and you will succeed soon or later.
9、If you go on driving like that, you will have an accident sooner or later. He is always telling lies; he will be punished sooner or later. 4. Go to stamp sales and buy whatever you can afford. 1). stamp sales = stamp sales department: the place where stamps are sold. 2). whatever = anything that; no
10、 matter what Do whatever you like. Whatever I have is yours. You must write down whatever you see and hear. Whatever you do, do your best. Dont change your plan whatever happens. 3). have enough money to pay for This kind of car costs a lot of money, but he can afford it. We could not afford to buy
11、that house. 5. You can pick up packs of used stamps very cheaply. Pick up My friend knows where he can pick up a good used bike. I picked up a valuable coin at a very low price. Step 5 Discussion Divide the student into groups of four. Then let them hold a discussion. Encourage them to say what they
12、 think. At the end of this activity ask some of them to give their answers to the rest of the class. Step 6 Practice 1. Page 35, part3. Read aloud the instruction and do the first one as an example. Let the students do the rest individually or in pairs. Them ask some Ss to read out their sentences t
13、o the rest of the class. 2. Page 35, Part 4. Read aloud the instruction and make sure the students understand the meaning of each sentence. Ask them to pay special attention to the translation of the infinitives when they do the exercise. Step 7 Exercises Get the Ss to read Ex. 1 in pairs. Encourage
14、 them to make some changes in order to get a new dialogue. Ask several pairs to give their dialogues to the rest of the class. Ex. 2. Let the students do in pairs. Do Ex.3 with the whole class. Step 8Homework Finish off the Ex. 3 in the workbook on page 100. 高二英语教案：Unit 6 Mainly revision优秀教学设计（二） 高二
15、英语教案：Unit 6 Mainly revision优秀教学设计（二） 教学目标 一、teaching aims 本单元为复习课，重点复习1至5单元出现的语法现象和日常交际用语。同时通过对话课的学习与操练，进一步熟识有关打电话的用语，通过对两篇文章的学习，了解一些有关集邮，集硬币方面的学问，学生能够对硬币的历史，发展和保藏进行介绍。 二、teaching important and difficult points 1.words and phrases shape, ring, collection, bank, material, hide, (hid, hidden), envelop
16、e, cheaply, cock, shame coin, silver, penny, (pi. pence) , mine, possibly, whenever, whatever, afford, hand out, here and there, look round, sooner or later, pick up, packs of, kind of, at the beginning, be mixed with 2.daily expressions hello. can i speak to zhou lan, please? this is zhou lan speak
17、ing. but ive only just got home. i would like to ask you about some stamps. what a pity! what a shame! ill ring you if i have any news. its a pity i didnt think of it earlier. 3.grammar revise grammar from unit one to unit five. 教学建议 对话课建议： 在lesson 21 有关打电话的对话练习，老师引导学生以口头练习为主，让学生在对话交际功能学会打电话的用语。老师可设
18、置情景对话让学生们进行操练，比如说：老师让两个学生们到前表演，话题为谈论借英语学习杂志或其它运用学生们感兴的题目，老师给学生在黑板上写一些电话用语的日常用语如：can/may i speak .? this is .speaking? is that.? so on老师在这里只充当配角。 课文建议 老师在lesson22中，让学生分小组学习本文章，复述课文,分小组探讨集邮的好处。老师与学生们共同参加完成本课的学习内容。老师尽力给学生们多供应有关本课内容的信息和图片。 听力建议 1首先，老师对学生讲今日要学习的是收集硬币的学问，老师介绍在这段对话中共有五个人，他们都有不寻常的硬币。 2老师让学生
19、们阅读每一个练习的问题，弄清晰学生们在听的过程中应抓住哪些重点，然后老师在播放磁带，以泛听和精听为过程，最终老师检查学生做练习的状况。 教材分析 本单元是一个复习课，本文的对话是以打电话为主，练习打电话用语，语句比较简洁，两篇阅读课是有关于收集硬币集邮的介绍，文中用一些数字表明硬币的发展过程，同时也学习供应一些集邮的建议，在23课中语法主要是复习1至5单元所学的学问点及词性的转换。 重点难点 辨析：pack与parcel，packet 这三个词都指包。 pack多指较小的包，与package可以互换；学生用的背包可用pack，如： the soldier carried a pack on h
20、is back. 这个军人背上背着一个小包。 packet也指较小的包，多指同类东西的“一束”，“一盒”等，如： a packet of letters（一捆信），packet（pack）of cigarettes（一包香烟） parcel多指“邮包”。 shape，form，figure的区分 shape着重指人或物的比较详细的整个外形，不太正式。 we saw a shape through the mist but we couldnt see who it was.我们从雾中望见一个人影，但我们看不清那是谁。 form指有详细结构和看得见的某种特别形态或是抽象的形式 in the ea
21、rly morning light we could just see the forms of the mountains.在晨曦中，我们仅能看到群山的轮廓。 figure指物时，侧重指轮廓；指人时，着重指姿态。 i could see a tall figure near the door. 我可以望见门旁边有一个高大的身影。 possible, probable的区分 这两个词的反义词是impossible, improbable 1）possible作“或许”解，有“或许如此，或许不如此”之意。强调客观上有可能性，但经常带有“实际可能性很小”的示意。 2）probable用来指有依据，
22、合情理，值得信任的事物，带有“也许，很可能”的意味。语气比possible要重，是most likely之意。 its possible, though not probable. that he will accept the terms.他也可能接受这些条件，但希望不大。 (2) be possible, be probable常用形式主语it，构成句型为： it is possible/probable that （从句） it is possible /probable for sb. to do sth. 例如： 他有可能做这件事。 it is possible for him to
23、 do this. it is possible that he will do this. he is possible to do this. particular, especial或special区分 三者均有“特殊的”之意， 但particular指同类事物中具有独特性质的一个 especial和special相同，强调某种特别的目的或用途，但especial为书面语，口语中多用special。 there was a particular expression in his eyes. 他眼睛中有一种特殊的神情。 the patient needs special/ especia
24、l care. 病人须要特别的照料。 coins can be made of many different kinds of metal mixed together. mixed together(=which are mixed together)过去分词短语作后置定语，相当于一个省略的定语从句。 he is reading the short stories written by lu xun. ( = he is reading the shorts stories which were written by lu xun. ) please give me letters rece
25、ived yesterday. (=the letters which were received yesterday. ) 假如这个分词是一个单词，就位于修饰的名词之前，作定语。 she is our respected teacher. the lost key has been found. a year passed when it was realized that the parcel had been sent to the wrong destination.一年以后才发觉包袱送错了地方。 its possible that one of them kept a bank wh
26、ere the workers could keep their money safe.有可能他们中的某个人办了一家银行，工人们可以放心地把钱存在那儿。 这是一个由形式主语it引导的复合句，真实主语是后面的that从句。其句型结构为：it is 形容词 that从句，常用于这个句型的形容词有：possible，necessary, important, clear, certain, strange等。 it is necessary that we master one or two foreign languages.我们精通一至二门外国语是很必要的。 keep a bank意为“开办银行
27、”。此处keep为及物动词，意为“经营”、“管理”、“养活”。 keep a shop意为“开办商店” keep the farm意为“经营农场” keep the house意为“管理家务”keep the family意为“养家糊口” it contained 54,951 coins dating from the year 260275 ad.那一次挖掘的硬币共有54951枚，都是公元260275年间的硬币。 dating from在句中作定语，相当于定语从句which dated from the year修饰先行词coins, date用作vi., 意思是“起始”、“爱好于”。da
28、te from 表示“始于时期”。 过去分词短语和现在分词短语用作定语时相当于一个定语从句。如： tell the children playing (= who are playing) there not to make so much noise.让那些在那儿玩的小孩别这么吵。 theyre problems left (= which have been left) over by history.这些是历史遗留下来的问题。 这座古庙的历史可以追溯到两千年前。 the old temple is dated from 2,000 years ago. the old temple da
29、tes back 2,000 years ago. the old temple dates back to 2,000 years ago. the old temple dates back 2,000 years. it does not matter if /whether they are old. 邮票）新旧没关系。 1) it does not matter if/whether是一个很有用的句型。 it doesnt matter ( to me ) if i miss my train, because theres another one later.对我来说错过一趟火车没
30、关系，因为后面还有。 2) it doesnt matter 后还能跟其他从句 if she does her best, it doesnt matter what people think of her.只要她尽了力，别人怎么看她无关紧要。 if you are just starting to collect stamps, here is some advice for you to follow. 1) start 和begin, continue有一点是相同的，即它们可以用动词不定式或动名词作宾语。 he started learning / to learn english wh
31、en he was ten. they began building / to build the dam in 1994. how can you continue working / to work with all that noise going on? 2) 但是当这些动词本身是进行时态时，一般后面跟动词不定式。 starting to collect 一般不能换成starting collecting。 its starting / beginning to rain.起先下雨了。 3)start或begin后跟的动词是表达有关感情和思想的动词时，一般也不用动名词，而用动词不定式。
32、 she started / began to understand. 她起先理解了。 打电话的说法： l）电话铃响时，当你拿起话筒，通常首先自报姓名和自己的电话号码。如： hello, bob dorson. hello, 742511. this is bob dorson speaking. who is that speaking? yes? 2) 若对方要找的不是bob而是chris，对方可能询问： is chris in/at home / there ? may /can /could i speak to chris? id like to speak to chris , p
33、lease. 若chris在家，bob去叫chris，则对方稍等一会： a moment, please. hold on, please. hold the line, please. dont hang up, please. 3) bob通知chris 听电话： telephone for you. you are wanted on the phone, chris. 4) 在互报完姓名后，就可以起先谈话了。 若chris不在家，你可告知对方，并请他留下口信。 chris isnt in /here right now. can / could i take a message for
34、 you? would you like to leave a message? can you call later? he will be back at about 2:30. 高二英语教案：Unit 12 Mainly revision教学设计（一） 高二英语教案：Unit 12 Mainly revision教学设计（一） Teaching Aims: 1. Practise on offering suggestions. 2. Make dialogues about keeping fish, binds, etc. 3. Study the language items in
35、 the lesson. Teaching Aids tank; Blackboard; computer; OHP(overhead projector高射投影仪); tape recorder Teaching Procedures Step I Lead-in Show the fish tank and fish bowl. Ask the Ss the following questions 1. What is it? (show the tank to the Ss) 2. What is it used for? (For keeping fish) 3. Do you kee
36、p any animals at home? What is it or What are they? 4. Can you explain how you care for them? 5. How do you feed them? Step II Watching and Listening Books closed. Present more questions before watching the video or playing the tape. 1.What did Kate see in the street market the other day? 2. What do
37、es she plan to do ? 3. Why does Li Qun say that one should never keep fish in a small round bowl? 4.What does Li Qun suggest doing? 5. Why is it a good idea to put some under water plants in the tank? Answers: 1.Kate saw a beautiful fish in the street market the other day. 2.She plans to buy some fi
38、sh next Sunday. 3.Because if the fish is kept in a small round bowl, they dont get enough air. 4.He suggests going shopping together with Kate to have a look for a nice tank. 5.Because underwater plants in the tank can help keep water clean and they can make the tank look much prettier. Step III Pra
39、ctice Page 67. Part 2. Write the question on the Bb: What should I do to keep a dog / a cat, etc.? Ask the Students to choose a specific kind of animal, and offer their suggestions by using the following expressions: I suggest (that) You should You ought to You need to First the teacher practises th
40、e dialogue with a good student as an example. Then the class do it in pairs. Get 2 pairs of students to come to the front and demonstrate their dialogues. Step IV Oral practice Ask the students to make similar dialogues to practise making suggestions and replying, using the phrases given. Situation:
41、 One of your friends wants to keep fish, he/she wants to buy some golden fish and a fish tank. He/she would like to ask for advice from you. Now youd like to advise him/her what to do. Model: A: Excuse me , would you please tell me what you are going to do? B: I want to keep fish. Id like to buy som
42、e golden fish. What should I do? A: Oh, I suggest that youd better go to the market. They are much cheaper there. B: Thats a good idea. But where should I keep them? A: You should keep them in a large tank. B: What size tank should I get? A: You need to buy one about 30 cm by 30 cm by 50 cm. B: Is t
43、hat Ok? A: You ought to put some large rocks in the tank. B: Are they necessary? A: Youd better put some underwater plants in it. B: Why is that? A: Because they keep the water clean and make the tank look more beautiful. B: Thanks. A: Youre welcome. Then get the Ss to work in pairs. Get them to act
44、 their dialogues out. Step V Exercises Ex.1 Call the students attention to the changes of the verb tenses, personal pronouns and word older. After doing the exercise orally, ask them to do it as written work. Ex. 2 Lets the students work in pairs and then check with the whole class. Ex. 3 Get the students to read aloud the words and tell what each of them means. Step VI Homework 1. Finish off the Workbook exercises. 3.Preview L