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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教案二
Q5：What's Jan's next goal?Her next goal is to start a charity website to raise money for children in poor countries.Q6：What can we learn from her experiences?We learn that when we go through tough times, we can find help and support from other people online. We learn that we can feel less lonelyStep 5: While reading---rethinkingQ1: What is Jan’s attitude to the Internet ?Thankful/Grateful, because it has changed her and her life.Q2: What writing skills is used in the article ?Examples(Jan’s example, the 59-year-old man’s and the 61-year-old woman’s example)Q3: Can you get the main idea of the article ?The Internet has changed Jan’s life/Jan’s life has been changed by the Internet.Step 6 Post reading---Retell the storyMuch has been written about the wonders of the World Wide Web. There are countless articles (1)telling(tell) us how the Internet has made our lives more convenient. But the Internet has done a lot (2)more(much) for people than simply make life more convenient. People’s lives (3) have been changed(change) by online communities and social networks so far. Take Jan for example, who developed a serious illness that made her (4)stuck(stick) at home with only her computer to keep (5)her(she) company. She joined an online group (6)where 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)benefits(benefit). She was so inspired (8)that 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)for children in poor countries. Jan’s life has been (10)greatly(great) improved by the Internet.
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得不舒服的東西, 立即離開這個(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)常見而嚴(yán)重的問題。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。
英語(yǔ)外教幼兒班實(shí)習(xí)教師簡(jiǎn)歷
新課改語(yǔ)文教學(xué)項(xiàng)目研討 / 項(xiàng)目組成員 20xx.01 – 20xx.01項(xiàng)目介紹：負(fù)責(zé)整體課程規(guī)劃和大綱，分別以身體各個(gè)肌群的鍛煉，大腦認(rèn)知，語(yǔ)言表達(dá)為課程目的，設(shè)計(jì)包括戲劇、生理衛(wèi)生、小組協(xié)助等課程負(fù)責(zé)18人左右的大班兒童中英雙語(yǔ)教學(xué)工作，通過每天1個(gè)小時(shí)的授課時(shí)間，教授數(shù)字、日期、時(shí)間以及天氣等基礎(chǔ)中文詞匯，傳播并策劃中國(guó)文化
新人教版高中英語(yǔ)必修1Unit 4 Natural Disasters- Reading for writing教案
①標(biāo)題——標(biāo)題應(yīng)當(dāng)簡(jiǎn)潔明了。②導(dǎo)語(yǔ)——導(dǎo)語(yǔ)是消息開頭的第一段或第一句話，簡(jiǎn)明扼要地揭示出消息的核心內(nèi)容。③主體——主體是消息的主要部分，要用充足的事實(shí)表現(xiàn)主題，對(duì)導(dǎo)語(yǔ)的內(nèi)容作進(jìn)一步的展開和闡述。④結(jié)束語(yǔ)——通常是對(duì)全文內(nèi)容進(jìn)行概括性的總結(jié)。3. 新聞報(bào)道增分句子（1）陳述事實(shí)常用的句型:①A terrible storm hit/struck ... , killing ..②It was a cool autumn night when the earthquake happened. A large number of buildings fell down and roads were destroyed, leaving a great many people homeless.地震發(fā)生在一個(gè)涼爽的秋夜。大量的建筑物倒塌，道路被毀,許多人無(wú)家可歸。③With the help of the rescue team, people who were the trapped in the flood were saved.在救援隊(duì)的幫助下，困在洪水中的人們得救了。（2）陳述觀點(diǎn)常用的句型:①Clearly/Obviously/In my opinion/It seemed that people were shocked.顯然/在我看來(lái)/似乎人們震驚了。②The whole city was in ruins after the earthquake.地震后整個(gè)城市成了一片廢墟。（3）揭示原因常用的句型:Because of/As a result of/Thanks to the help of the army, people who got injured were sent to the hospital immediately.
新人教版高中英語(yǔ)必修2Unit 2 Wildlife Protection-Reading For Writing教案一
1. 標(biāo)題首先根據(jù)海報(bào)的特點(diǎn)、格式寫明標(biāo)題。海報(bào)中往往把內(nèi)容作為大標(biāo)題。例如: Save the earth, Save the birds。2. 正文部分不同的海報(bào)其正文部分的側(cè)重點(diǎn)不同。對(duì)于介紹性的海報(bào), 首先要引出話題, 其次列出原因, 最后是總結(jié)。對(duì)于宣傳類的海報(bào), 要寫明具體內(nèi)容, 如: 活動(dòng)內(nèi)容, 地點(diǎn)以及參加活動(dòng)的注意事項(xiàng), 主持或舉辦單位等。1. 圖片: 要選擇引人注目的圖片, 與主題要相關(guān), 色彩明亮。話題句式 1. It is a treasure of our country. 它是我國(guó)的國(guó)寶。2. Believe it or not, at present only several thousand pandas exist in the world. 信不信由你, 目前世界上僅現(xiàn)存幾千只熊貓。 3.It’s because of human activities that tigers are endangered. 正是因?yàn)槿祟惖幕顒?dòng), 老虎處于瀕危的狀態(tài)。4. Many wild animals are in danger of dying out. 很多野生動(dòng)物面臨著滅絕的危險(xiǎn)。 5. The government has taken effective measures to protect them. 政府已采取有效的措施來(lái)保護(hù)它們。6. People should raise the awareness of the protection of wild animals. 人們應(yīng)該提高保護(hù)野生動(dòng)物的意識(shí)。 7. It’s amazing that there are merely less than 1, 000 finless porpoises living in China. 非常令人吃驚, 目前中國(guó)僅有不足1 000只江豚。
新人教版高中英語(yǔ)必修1Unit 1 Teenage Life-Discovering Useful Structure教案
（形容詞短語(yǔ)most beautiful的構(gòu)成形式為:副詞+形容詞，該短語(yǔ)在句中作定語(yǔ)修飾名詞bird）④A good friend is someone who makes you really happy.好朋友就是能讓你真正高興的人。（形容詞短語(yǔ)really happy的構(gòu)成形式為:副詞+形容詞，該短語(yǔ)在句中作賓語(yǔ)補(bǔ)足語(yǔ)）[即學(xué)即練]畫出下例句中的形容詞短語(yǔ)并指明構(gòu)成形式如:It is less cold today than it was yesterday.構(gòu)成形式: 副詞+形容詞（1）Our country is becoming more and more beautiful.（2）The road is long enough.（3）The medicine is good for stomach.三、副詞短語(yǔ)（Adverb Phrases）副詞短語(yǔ):指以一個(gè)副詞為中心構(gòu)成的短語(yǔ)，在句中的功能相當(dāng)于副詞，可以修飾動(dòng)詞、形容詞或副詞。常見副詞短語(yǔ)的構(gòu)成形式有:（副詞）+副詞如: much more beautifully①He did his work here yesterday.他昨天在這里工作。（副詞短語(yǔ)here yesterday修飾動(dòng)詞did）②Bill did the work very well.比爾做的這份工作很好。副詞短語(yǔ)very well修飾動(dòng)詞did③We are all entirely responsible for our action（副詞短語(yǔ)all entirely, 修飾形容詞短語(yǔ)responsible for）
新人教版高中英語(yǔ)必修1Unit 1 Teenage Life-Reading and Thinking教案
【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc. They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some big challenges for new students in Senior high school. In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves. More importantly, a teacher should instruct students to absorb new language points and appreciate the language. Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.【教學(xué)目標(biāo)與核心素養(yǎng)】1. Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2. Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3. Develop students’ sense of cooperative learning and individual thinking capability. 4. Develop students’ different learning skills to solve different reading comprehensive problems.
新人教版高中英語(yǔ)必修1Unit 1 Teenage Life-Reading for Writing教案
【教材分析】This teaching period mainly deals with reading for writing a letter of advice. Students are expected to learn the knowledge about how to write a suggestion letter. The teacher is expected to enable students to master some writing skills concerning suggestion letters and learn to write one.【教學(xué)目標(biāo)與核心素養(yǎng)】1. Get students to have a good understanding of how to write a suggestion letter properly.2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.【教學(xué)重難點(diǎn)】1. How to enable students to have a good understanding of the skills of writing a suggestion letter2.How to enable students to write a good recommendation letter using some writing skills properly.【教學(xué)過程】Step 1: Lead in Begin the class with the lead-in questions: how to write a letter for advice? What kinds of aspects should be included? It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.Step 2: Read to discover details concerning advice letters’ writing style.The teacher is expected to ask students to read a letter offering some advice on page 18 silently and then request students to discuss the questions below.
新人教版高中英語(yǔ)必修1Unit 2 Travelling Around-Discovering Useful Structure教案
（5）be to do （可以和具體的時(shí)間狀語(yǔ)連用）①表示按計(jì)劃、安排即將發(fā)生的動(dòng)作。②用于時(shí)間、條件狀語(yǔ)從句中，表示“如果要……，想要……”。The students are to meet at the school gate tomorrow. 明天學(xué)生們將在學(xué)校大門口集會(huì)。 If you are to succeed, you must work as hard as possible. 如果你想要成功，比必須努力工作。（6）be about to do （不與具體的時(shí)間狀語(yǔ)連用） 表示即將要發(fā)生的動(dòng)作。We are about to start. 我們就要出發(fā)了。The new school year is about to begin. 新學(xué)年開學(xué)在即。（7）一般現(xiàn)在時(shí)表將來(lái)①表示按時(shí)間表規(guī)定將要發(fā)生的動(dòng)作。常限于表示位置移動(dòng)的短暫性動(dòng)詞。②在時(shí)間、條件或讓步狀語(yǔ)從句中，用一般現(xiàn)在時(shí)表將來(lái)。Look at the timetable. Hurry up! Flight 4026 takes off at 18:20. 你看看時(shí)刻表，快點(diǎn)！4026次航班的起飛時(shí)間是下午6點(diǎn)20分。Jane is in a hurry because the train to the airport leaves in half an hour. 簡(jiǎn)很匆忙，因?yàn)槿C(jī)場(chǎng)的火車半小時(shí)后出發(fā)。
新人教版高中英語(yǔ)必修1Unit 2 Travelling Around–Listening and Speaking教案
無(wú)論她說(shuō)什么都不會(huì)對(duì)我們的安排有影響。Answers: for, arrangement3) Parents arrange everything for their children and spare no effort to pave the way for their success.父母為孩子安排好一切，不遺余力地為他們的成功鋪路。4. extremely adv 極其，非常extreme adj 非常的1) Mary found it extremely difficult to get a job.2) I’m extremely sorry to have troubled you.Answers:瑪麗發(fā)現(xiàn)找工作極其困難。給你添了麻煩，我十分抱歉。3) It had white-painted tunnels and bright red carriages, and proved _________ (extreme) popular with the public.它有白色的隧道和明亮的紅色車廂，結(jié)果證明它非常受大眾的歡迎。Answers: extremelyExercises1. I am continuing to apply_______ jobs though I have failed several times.2. All this had an _______ (extremely) bad effect on the criminal justice system.3. The invention would have wide ______ (apply) in industry.4. She’s happy with her unusual living _________ (arrange).5. I was banging so loudly that I’m ___________ (amaze) that they didn’t hear me.6. You haven’t changed at all you still look ___________ (exact) the same.7. “Was it what you expected?” “Yes, _________ (definite).”8. He was looking forward to______ (work) with the newPrime Minister. Answers: for extreme application arrangement amazed exactly definitely looking單句寫作：1. _______________ (你要說(shuō)些什么) when you get on the platform to accept the reward?2. Since_____________________(我們?yōu)檫@些事情做好了準(zhǔn)備), we have nothing to worry about.
新人教版高中英語(yǔ)必修1Unit 2 Travelling Around-Reading and Thinking教案
Good expressions that students can choose to use: help the travelers choose which tour to take1. In my opinion, you could/might choose…, because you prefer to…2. …could be a perfect choice for you, for…3. As far as I am concerned, you would enjoy…, for…4. …would probably suit you, because you enjoy/love/hate doing…Step 5 Passage ConsolidationLanguage appreciation:1. You can then spend three days exploring the rainforest with a local guide and enjoying the plants and animals unique to the rainforest. 在接下來(lái)的三天里，您可以在當(dāng)?shù)貙?dǎo)游的陪同下，深入雨林進(jìn)行探索，欣賞雨林特有的動(dòng)植物。本句主體結(jié)構(gòu)為spend some time doing sth. 2. Inca builders cut stones to exact sizes so that nothing was needed to hold walls together other than the perfect fit of the stones. 印加的建筑工人將石頭切割成精確的尺寸，僅僅憑著石頭間的完美契合，即可穩(wěn)固墻體。本句為so that引導(dǎo)的結(jié)果狀語(yǔ)從句。nothing與the perfect fit為并列成分; other than在句中意為“除了”。Step 6 HomeworkSuppose you will travel to Peru, write a short essay about your three-day tour plan.
新人教版高中英語(yǔ)必修1Unit 2 Travelling Around-Reading for Writing教案
Is there a clear purpose for the trip? :Does each paragraph have a clear main idea? Does the writer use the present continuous tense for future plans?Does the writer use commas, stops, and question marks correctly? Are all the words spelt correctly?Are all the proper nouns capitalized?Revise your draft according to your partner's comments.Step 5:The summary of how to write a travel plan.旅游計(jì)劃是一種常見的應(yīng)用文寫作。旅游可分為觀光游、文化游、美食游及探險(xiǎn)游等不同類型，因此旅游計(jì)劃也要根據(jù)不同的旅游目的進(jìn)行設(shè)計(jì)。常規(guī)的旅游計(jì)劃需要明確以下幾個(gè)方面的問題:Travel planWhen will you leave for？ Where is your the destination?How will you get there?What will you do there?How long will you there?Is there a clear purpose for the trip? 為了提升旅行計(jì)劃的層級(jí)，還需注意以下幾個(gè)方面的問題:1.每段是否有明確清晰的主題;2.用一般現(xiàn)在時(shí)代替一般將來(lái)時(shí)；3.用更高級(jí)的形容詞詞匯。例如:表達(dá)“好”時(shí)，不要總用“nice”,我們還可以用“smart, clean, excellent, exciting, beautiful, wonderful, clever, famous, grand”等表達(dá)更具有指向性的詞匯；4.用更高級(jí)的動(dòng)詞詞匯。比如:我們可以用“seem stand, lie .get stay, remain, look . sound, become . keep, grow”等代替"be";
新人教版高中英語(yǔ)必修1Unit 4 Natural Disasters-Discovering Useful Structures教案
【教材分析】This teaching period mainly deals with the grammar: the restrictive relative clauses.This period carries considerable significance to the cultivation of students’ writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.【教學(xué)目標(biāo)與核心素養(yǎng)】1. Get students to have a good understanding of the basic usages of the restrictive relative clauses.2. Enable students to use the restrictive relative clauses flexibly.3. Develop students’ speaking and cooperating abilities.4. Strengthen students’ great interest in grammar learning.【教學(xué)重難點(diǎn)】How to enable students to have a good understanding of the restrictive relative clauses, especially the uses of the relative words such as which, that, who, whom.【教學(xué)過程】Step1: 語(yǔ)法知識(shí)呈現(xiàn)定語(yǔ)從句（一）—關(guān)系代詞的用法在復(fù)合句中, 修飾名詞或代詞的從句叫定語(yǔ)從句。定語(yǔ)從句通常由關(guān)系代詞或關(guān)系副詞引導(dǎo)，說(shuō)明事物的具體信息，從句位于被修飾詞之后。被定語(yǔ)從句修飾的詞叫先行詞，引導(dǎo)定語(yǔ)從句的詞叫關(guān)系詞，關(guān)系詞指代先行詞，并在定語(yǔ)從句中充當(dāng)成分。關(guān)系詞有兩種：關(guān)系代詞who, whom ,whose, that, which, as和關(guān)系副詞when, where, why。
新人教版高中英語(yǔ)必修1Welcome Unit-Discovering Useful Structures & Listening and Talking教案
常跟雙賓語(yǔ)的動(dòng)詞有：（需借助to的）bring, ask, hand, offer, give, lend, send, show, teach, tell, write, pass, pay, promise, return等；基本句型 五S +V + O + OC（主＋謂＋賓＋賓補(bǔ)）特點(diǎn)：動(dòng)詞雖然是及物動(dòng)詞，但是只跟一個(gè)賓語(yǔ)還不能表達(dá)完整的意思，必須加上一個(gè)補(bǔ)充成分來(lái)補(bǔ)足賓語(yǔ)，才能使意思完整。 判斷原則：能表達(dá)成—賓語(yǔ) 是…/做…注：此結(jié)構(gòu)由“主語(yǔ)+及物的謂語(yǔ)動(dòng)詞+賓語(yǔ)+賓語(yǔ)補(bǔ)足語(yǔ)”構(gòu)成。賓語(yǔ)與賓語(yǔ)補(bǔ)足語(yǔ)之間有邏輯上的主謂關(guān)系或主表關(guān)系，若無(wú)賓語(yǔ)補(bǔ)足語(yǔ)，則句意不夠完整?？梢杂米鲑e補(bǔ)的有：名詞，形容詞，副詞，介詞短語(yǔ)，動(dòng)詞不定式，分詞等。如：He considers himself an expert on the subject.他認(rèn)為自己是這門學(xué)科的專家。We must keep our classroom clean.我們必須保持教室清潔。I had my bike stolen.我的自行車被偷了。We invited him to come to our school.我們邀請(qǐng)他來(lái)我們學(xué)校。I beg you to keep secret what we talked here.我求你對(duì)這里所談的話保密。用it做形式賓語(yǔ)，而將真正的賓語(yǔ)放到賓語(yǔ)補(bǔ)足語(yǔ)的后面，以使句子結(jié)構(gòu)平衡，是英語(yǔ)常用的句型結(jié)構(gòu)方式。即：主語(yǔ)+謂語(yǔ)+it+賓補(bǔ)+真正賓語(yǔ)。如：We think it a good idea to go climb the mountain this Sunday.
新人教版高中英語(yǔ)必修1Welcome Unit-Reading for Writing教案
教學(xué)目標(biāo)知識(shí)目標(biāo)：讓學(xué)生更好理解如何恰當(dāng)?shù)貙懸粋€(gè)人的信息介紹，并能讓學(xué)生熟練地使用一些寫作技能。能力目標(biāo)：培養(yǎng)學(xué)生的寫作能力和團(tuán)隊(duì)協(xié)作能力。情感目標(biāo)：提升學(xué)生對(duì)寫作的興趣。教學(xué)重難點(diǎn) 教學(xué)重點(diǎn)：如何能讓學(xué)生更好地理解個(gè)人信息介紹。教學(xué)難點(diǎn)：如何能讓學(xué)生通過適當(dāng)?shù)厥褂靡恍懽骷寄軄?lái)寫一篇較好的個(gè)人信息介紹。教學(xué)準(zhǔn)備 多媒體、黑板、粉筆一、Pre-class1. Greetings2. Leading-inAsk students how to write a profile. What kinds of aspects should be included? The teacher asks students to discuss the topic with each other and put forward to much more ideas about the answer.二、While-class1. The teacher lets students to read the student profiles on Page 8 silently and then asks students to discuss the questions below.1. What is Ann like? How do you know?2. What are Thando’s hobbies?3. Where does Thando come from?4. What is Thando’s dream?5. What does “You will never see me without a book or a pen” mean?
新人教版高中英語(yǔ)必修2Unit 1 Cultural Heritage-Discovering Useful Structure教案二
This theme of the part is “ Describe people or things in greater detail”. Students have learned the grammar(restrictive relative clauses) in Book 1, and further review and consolidate its structure “prep+relative pronouns(which/whom)” and the relative adverbs(when, where and why), besides students should understand its form, meaning and functions. In this section, students should be able to express the grammar correctly in daily communication and in the writing. 1. Review the basic usages of relative pronouns and adverbs of attributive clauses . 2. Learn to use some special cases about restrictive relative clauses.3. Learn to write sentences with restrictive relative clauses flexibly according to the context.1. Review the basic usages of relative pronouns and adverbs of attributive clauses .2. Learn to use some special cases about restrictive relative clauses.3. Learn tow rite sentences with restrictive relative clauses flexibly according to the context.Step 1. Observe the following sentences, and mark the relative pronouns and the adverbs. 1. After listening to the scientists who had studied the problems, and citizens who lived near the dam, the government turned to the United Nations for help.2. Temples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from the water.Step 2 PracticePlease complete these sentences with relative pronouns and relative adverbs and answer the following questions.Questions: 1. What is the head noun ?2. What relative words should be used ?3. What elements do they act in these sentences ?
新人教版高中英語(yǔ)必修2Unit 1 Cultural Heritage-Discovering Useful Structure教案一
This teaching period mainly deals with grammar “restrictive relative clauses.” To begin with, teachers should lead students to revise what they have learned about the relative pronouns and relative adverbs. And then, teachers move on to stress more special cases concerning this grammar, such as the “preposition+ relative pronouns which and whom” and cases where we can omit the relative pronouns. 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 relative pronouns and adverbs of attributive clauses.2. Lead students to learn to use some special cases concerning restrictive relative clauses 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 relative pronouns and adverbs of attributive clauses in a sentence2. Instruct students to write essays using the proper relative pronouns and adverbs of attributive clauses.本節(jié)語(yǔ)法思考：定語(yǔ)從句在復(fù)合句中的作用是什么？ 關(guān)系詞有哪些？定語(yǔ)從句在復(fù)合句中的作用相當(dāng)于形容詞，它在句中作定語(yǔ)修飾名詞或代詞。他們?cè)谙刃性~和定語(yǔ)從句之間起到聯(lián)系作用，同時(shí)在意義上代表先行詞并在定語(yǔ)從句中擔(dān)任一個(gè)成分。被定語(yǔ)從句所修飾的詞稱先行詞，定語(yǔ)從句一般放在先行詞的后面。
新人教版高中英語(yǔ)必修2Unit 1 Cultural Heritage-Reading and Thinking教案二
1. This section focuses on "Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.2. Enable students to understand the main information and text structure of the reading text;3. Motivate students to use the reading strategy "make a timeline" according to the appropriate text genre;4. Enable students to understand how a problem was solved;5. Enable students to understand the value of protecting cultural heritage by teamwork and global community;1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of "time-event" in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;
