人教版高中英語教案

unit 1 great scientists

 teaching aims

1. to help students learn to describe people

2. to help students learn to read a narration about john snow

3. to help students better understand “great scientists”4. to help students learn to use some important words and expressions5. to help students identify examples of “the past participle (1) as the predicative & the attribute”period 1 warming up and readingteaching proceduresi. warming up step i lead intalk about scientist.t: hi, morning, class. nice to see you on this special day, the day when you become a senior two grader. i am happy to be with you helping you with your english. today we are to read about a certain scientist. but first let’s define the word “scientist”. what is a scientist?a scientist is a person who works in science, trying to understand how the universe or other things work.scientists can work in different areas of science. here are some examples: those that study physics are physicists. those that study chemistry are chemists. those that study biology are biologists.step ii ask the students to try the quiz and find out who knows the most.t: there are some great scientific achievements that have changed the world. can you name some of them? what kind of role do they play in the field of science? do these achievements have anything in common?  match the inventions with their inventors below before you answer all these questions.  1. archimedes, ancient greek (287-212 bc), a mathematician.2. charles darwin, britain (1808-1882). the name of the book is origin of species.3. thomas newcomen, british (1663-1729), an inventor of steam engine.4. gregor mendel, czech, a botanist and geneticist.5. marie curie, polish and french, a chemist and physicist.6. thomas edison, american, an inventor.7. leonardo da vinci, italian, an artist.8. sir humphry davy, british, an inventor and chemist.9. zhang heng, ancient china, an inventor.10. stepper hawking, british, a physicist.ii. pre-reading step iget the students to discuss the questions on page 1 with their partners. then ask the students to report their work. encourage the students to express their different opinions. 1. what do you know about infectious diseases?

unit 4 making the news一. 教學目標 (teaching aims) 1. 能力目標 (ability aim)enable the ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.enable the ss to know what is needed to become a reporter and how to conduct an interview. 2.. 語言目標 (language aim) 重點辭彙和短語  occupation, update, submit, cover, concentrate on, inform, publish, polish, approve, acquire, accuse…of, so as to, scoop, deadline, depend on, ahead of, assess, demand, process 重點句子1)  never will zhou yang forget his first assignment at the office of a popular english newspaper.2)  you’ll find your colleagues very eager to assist you, so you may be able to concentrate on photography later if you’re interested .3)  not only am i interested in photography, but i took an amateur course at university to update my skills.4)  only if you ask many questions will you acquire all the information you need to know. 5)  we say a good journalist must have a good “nose” for a story.6)  meanwhile you have to prepare the next question depending on what the person says.7)  have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?8)  perhaps i too will get a scoop!aids:  multimedia facilities, tape-recorder, photos, diagrams 二. 教學重難點 (teaching important points)know what is needed to become a reporter and how to conduct an interviewmaster the use of inversion.三. 教學方法  (teaching method)fast reading; task-based method & discussion四. 教學步驟 (teaching procedure)

period i

step i warming up. ( see page 25 ) 

 can you tell some jobs in a newspaper company? what are their jobs involves?

  types of jobs

what it involves

reporter/ journalistinterview people or finds out events from onlookers

photographertakes photos of important people or events

editormakes sure the writing is clear, concise and accurate, check facts

designer

lays out the articles and photographs

printer

prints the newspaperteaching suggestions: rearrange the order of the types of jobs a newspaper has and what they involveand ask the students to do the matches. then ask them to copy what’s on the screen to their books. at the same time deal with the new words: occupation and journalist and the expression: suppose you were… occupation =a job or profession teaching is my occupation. 教書是我的職業.。he has no fixed occupation.  他沒有固定的職業。reporter＝news reporter“新聞記者”，特指外出採訪的記者。 journalist“記者”泛指新聞工作者，如報紙的編輯、採訪記者、攝影記者都可以叫journalist。an on-the –spot reporter 現場記者  step ii pre-reading get the students to discuss the importance of qualities a good news reporter needs to have. and why?  ( see p25) enthusiasm  = a strong feeling of interest and enjoyment about something and and eagerness to be involved in it. be full of enthusiasm about…熱衷於……personality =character; what sort of person you are 個性；品格ray has a happy personality. 雷伊為人性格快活。step iii. first reading do ex1 p27  zhou yang’s notes of how to become a journalist the skills needed:  1. be able to tell if someone is telling the truth 2. be accurate 3. do research 4. ask questionsthe importance of listening: 1. get the detailed facts  2. prepare the next questionstages in researching a story : 1. ask questions 2. note reactionshow to check facts : use research and ask witnesseshow to deal with accusations of printing lies: use a tape recorder for the interviewstep iv. homework:  21st century ; nce  / newspaper e for u4 (1coze test , 1 reading message ; )

unit1  art一、語言要點 i單元要點預覽（旨在讓同學整體了解本單元要點）

辭彙

部分

詞語

辨析1.possess/own/have  2. technique/technology  3. shadow/shade

詞形

變化1. consequence n.結果consequent adj. 作為結果的,consequently adv. 從而, 因此2. possess v. 占有, 擁有possession n. 擁有, 占有, 所有3.faith n. 信任, 信念,faithful adj. 守信的, 忠實的,faithfully adv. 忠誠地, 如實地4. technique n. 技術, 技巧, 方法,technician n. 技術員, 技師technology n. 工藝, 科技, 技術5.aggressive adj. 敢作敢為的, 侵略性的aggress v. 攻擊, 侵犯aggression n. 進攻, 侵略

重點

單詞1. faith  n.信仰；信任；信心 2. aim n. 目標；目的；瞄準vi.&vt.瞄準（向某方向）努力3. typical adj. 典型的, 象徵性的4. adopt vt. 採用, 收養5. convince vt. 使確信；使信服6. attempt  n. 努力；嘗試；企圖vt.嘗試；企圖7. predict vt.預言；預告；預測

unit 2  robots一、語言要點i單元要點預覽（旨在讓同學整體了解本單元要點）

辭彙

部分

詞語

辨析1.desire/wish/hope/expect/want/long for2.assess/access  3.victory/success/conquest/triumph

詞形

變化1. satisfaction n.滿意satisfy v.使滿意satisfying adj.令人滿足的satisfied adj.感到滿意的2. alarmed adj.感到驚嚇的alarm v.&n. n.警報vt. 恐嚇, 警告3.declare v.斷言，宣稱declaration n.宣布，宣言，聲明

重點

單詞1. desire n.渴望 vt.想要2. satisfaction n.滿意3. alarm n.警報 vt.使```驚恐4. sympathy n.同情5. accompany vt.陪伴6. declare vt.宣布7. envy vt.嫉妒8. junior adj.較年幼的9. divorce n.離婚 vt.與```離婚

unit 2 the united kingdom

topic  countries of the united kingdom; united jack; famous sites in londonvocabulary consist clarify accomplish conflict union credit currency convenience rough attract architecture collection administration countryside furnished possibility arrange wedding fold sightseeing delight royal uniform splendid statue communism thrill error consistentfunction1. language difficulty in communicationexcuse me. i’m afraid i can’t follow you.can you speak more slowly, please?what did you mean by …? 2. space: position, direction, distancewales was linked to…  england and wales were joined to/connected…england is divided into three zones.  the zone nearest… is called…grammar the past participle as the object complement you find most of the population settled in the south… … he had them killed while they were asleep.

 period one

unit 4 教學設計(1) 課題：earthquakes (2) 教材分析與學生分析： 本單元的主題是“地震”。 warming up部分pre-reading部分要求學生描述、討論與地震有關的話題。reading部分是一篇新聞報導，介紹了唐山大地震前的預兆、地震造成的城市建築和人畜損失以及地震後的救援情況。learning about language 部分涉及了本單元的辭彙和語法。該部分主要通過閱讀和句型練習幫助學生學習單詞、數字的表達法以及有that, which, who, whose引導的定語從句，培養學生的自主學習能力。using language部分的“讀寫說（reading, writing and speaking）”訓練提供了一封信，要求學生閱讀後寫一篇大地震紀念公園落成儀式上的演講稿，接著說一說唐山大地震紀念郵票。隨後的聽力（listening）是一位美國人以第一人稱敘述他在19xx年舊金山大地震中的可怕經歷。寫作（writing）部分訓練學生如何寫新聞報導，學會擬地定寫作提綱。 (3) 課時安排：the first period:  reading the second period:  reading the third period: listening the forth period：grammar the fifth period: extensive reading the sixth period: summary (4)教學目標： ① 知識與技能：了解地震的成因、預兆，地震造成的損失，地震時的應急措施以及震後的救援; 掌握和運用本單元出現的新辭彙和短語以及數字的表達法；熟練運用that, which, who, whose引導的定語從句；學會寫英文新聞報導，擬訂寫作提綱。② 過程與方法：在學習閱讀部分時，可以根據教學的需要和教學班級的實際，從不同的角度設計目的明確的任務。閱讀材料提及了很多孩子失去雙親成為孤兒，礦工在地震中的遭遇。救護人員和解放軍官兵不顧自身安危，奮力搶險的事跡，地震無情人有情，感人至深。因此可以將他們作為素材，設計多種任務，展開課堂教學活動。如：1. 組織學生討論震後孤兒的安置2. 模擬採訪被搶救的礦工。 3. 寫一篇新聞故事，描述救護人員和軍隊救災的感人故事。③ 情感態度與價值觀：培養日常對自然現象的觀察能力和思考能力，對地震等災難中逃生和救生方法的了解。(5) 教學重點和難點：辭彙：shake  rise smelly  pond  burst  canal  steam  dirt  ruin  injure  destroy  brick  dam  useless  steel  shock  quake  rescue  electricity  disaster  army  organize  bury  coal  mine  shelter  fresh  percent  speech  honor prepare  europe  短語：at an end  right away dig out  a (great) number of  give out thousands of重點語法項目：由that, which, who, whose引導的定語從句. 難點： 1. teach the students how to enjoy an article 2. teach the students the way to express themselves. 3. the usage of the words of that, which, who and whose. (6) 教學策略：student-centered method, asking and answering, explaining and practicing, reading and discussion, speaking and listening, pair work (7) 教學煤體設計：a projector and a tape recorder. (8) 教學過程：詳見以下分課時教學設計。 (9) 課堂練習與課外作業設計：穿插於分課時教學設計中(10) 教學反思或值得改進的地方：見每個課時最後部分。

unit 5  first aidperiod one warming up and readingteaching goals:1.encourage the students to discuss accidents and first aid .2.enable the students to talk about different accidents and how to give first aid in different situations.3.enable the ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 找教案 the ss learn the reading skill of getting the main idea of each para./ part & each passage .key teaching pointshow to improve the ss’ reading ability.difficult points 1. how to grasp the main idea of each paragraph / part & each passage.2.help the students to use the expressions to describe the accidents and how to give first aid.teaching methods1. brainstorm & skimming & scanning methods to make the ss get a good understanding of the text.2.  discussion methods to make the ss understand what they’ve learned in class.3.  pair work of group to get every student to take part in the teaching-and-learning activities.teaching aidsa recorder, a projector, and a computer teaching proceduresstep one warming up t: let’s check our homework each other step two  presentationt: let’s check our homework each other step two  presentation1. lead-in question: watch a video, and fill in the blanks:  what is first aid?first aid is a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found. often the illness or injury is not serious, but there are other times when giving first aid quickly will save one’s life.2. warming-up: brainstorming: what words can you think of when you talk about accidents and first aid?

unit 3 computerpart one: teaching design (第一部分：教學設計) period 1: a sample lesson plan for reading (who am i?) aims to talk about computer to read about computer procedures i. warming upwarming up by talking about computerlook at the pictures on page 17. what are they? what do they have in common? yes, they are computers. then what is a computer? a computer is a machine which stores knowledge in its memory and does calculations on that knowledge. this knowledge is stored in symbols; it is called data. a computer usually has a monitor to show results. however, some computers can speak; these computers can be used for voice mail.

 計算機室

 曙光3000巨型計算機

 computers become obsolete quickly. very often they are given away and new ones replace them within two or three years. this makes the problem worse. computer recycling is thus common. many projects try to send working computers to developing nations so they can be re-used and will not become waste as quickly.

unit 1 friendship(1)  課題：friendship (2)  教材分析與學生分析： 本單元的中心話題是“友誼”，幾乎所有的內容都是圍繞這一中心話題展開的。warming up部分以調查問卷的形式引導學生了解日常生活中朋友之間發生的真實問題以及解決這些問題的方法；pre-reading部分的幾個問題啟發學生對“友誼”和“朋友”進行思考，使學生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友；reading部分anne’s best friend以日記形式講述了猶太女孩安妮的故事；comprehending部分通過連句、多項選擇和問答形式幫助學生對課文內容、細節進行更深入的理解; using about language 部分教學本課重點辭彙和重點語法項目。 (3) 課時安排：the first period:  speaking: warming up and pre-reading the second period：  readingthe third period:  grammarthe forth period：listeningthe fifth period: writing(4)教學目標： ① 知識與技能：talk about friends and friendship; practise talking about agreement and disagreement, giving advice and making decisions; use direct speech and indirect speech; learn to write an essay to express and support an opinion.② 過程與方法：本單元在讀前階段就提出問題，讓學生思考是不是只有人與人之間才能交朋友，然後在閱讀中通過安妮的日記向學生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓練的基礎上，可以再引導學生深入討論幾個與本單元話題有關的問題：1.描述朋友； 2. 結交網友；3. 觀點交流；4. 善\不善交朋友; 5. 朋友的重要性。 ③ 情感態度與價值觀：學完本單元後要求學生進行自我評價，主要評價自己在本單元中的學習情況。對書中的內容是否感興趣，有哪些收穫，解決了什麼問題。使學生加深對友誼、友情的理解，以及如何正確交友，處理朋友之間發生的問題等。 (5) 教學重點和難點：辭彙：add point upset  ignore  calm  concern  cheat share  reason  list  series crazy  nature  purpose dare thunder entirely  power according  trust  suffer advice  situation  communicate habit短語： add up  calm down have got to  be concerned about  go through hide away  set down  on purpose  in order to  face to face  according to get along with fall in love join in重點語法項目： 直接引語和間接引語的互相轉換難點：understand the real meaning of friends and friendship;   discuss the answers to the questions (reading);  how to teach the ss to master the usage of direct speech and indirectspeech(statement and questions).(6) 教學策略： discussion, student-centered vocabulary, learning, listening, pair  work, teach grammar in real situation (7) 教學煤體設計： a projector and a tape recorder. (8) 教學過程：詳見以下分課時教學設計。 (9) 課堂練習與課外作業設計： 穿插於分課時教學設計中（10）教學反思或值得改進的地方： 見每個課時最後部分。

unit 4 wildlife protectionpart one: teaching design (第一部分：教學設計)period 1: a sample lesson plan for reading(how daisy learned to help wildlife)aimsto talk about endangered speciesto read about wildlife protectionproceduresi. warming up by learning about animalslook at the photos below and listen to me telling you about the animals, the endangered animals. the giant panda is a mammal now usually classified in the bear family, ursidae, that is native to central china.the giant panda lives in mountainous regions, like sichuan and tibet. the giant panda is the symbol of the world wildlife fund (wwf), a conservation organization. toward the latter half of the 20th century, the panda also became somewhat of a national emblem for china, and is now used in chinese gold coins.giant pandas are an endangered species, threatened by continued loss of habitat and by a very low birthrate, both in the wild and in captivity. about 1,600 are believed to survive in the wild.milu deer is a chinese deer. it has a long tail, wide hooves, and branched antlers. another chinese name for it is “four unlikes,.” because the animals were seen as having the horns of a stag, the neck of a camel, the foot of a cow, and the tail of an ass. these animals were first made known to western science in the 19th century, by father arm and david, a french missionary working in china. at the time, the only surviving herd was in a preserve belonging to the chinese emperor. the last herd of milu deers that remained in china were eaten by western and japanese troops that were present at the time of the boxer rebellion.these deer are now found in zoos around the world, and a herd of milu deer was reintroduced to dafeng reserve, china in the late 1980s. they are classified as “critically endangered.” in the wild, but do not appear to have suffered from a genetic bottleneck because of small population size.a tiger is a large cat famous for its beautiful fur of orange striped with black. tigers live in asia and are becoming very rare. this is due to people hunting them for their fur and destroying the forests they live in.ii. pre-reading 1.  defining wildlifewhat does the world wildlife mean?the term wildlife refers to living organisms that are not in any way artificial or domesticated and which exist in natural habitats. wildlife can refer to flora (plants) but more commonly refers to fauna (animals). needless to say, wildlife is a very general term for life in various ecosystems. deserts, rainforests, plains, and other areas—including the most built-up urban sites—all have distinct forms of wildlife.humankind has historically tended to separate civilization from wildlife in a number of ways; besides the obvious difference in vocabulary, there are differing expectations in the legal, social, and moral sense. this has been reason for debate throughout recorded history. religions have often declared certain animals to be sacred, and in modern times concern for the environment has provoked activists to protest the exploitation of wildlife for human benefit or entertainment. 2. reading to the recordingnow turn to page 26, listening and reading to the recording of the text. try to keep pace with the native reader, making your reading resemble that of the reader, in speed, in intonation and in pronunciation. 3. reading and transforming now you are to read the text for information to fill in the form. what did daisy see where she was?in tibet in chinazimbabwein thick rain forest4. reading and underliningnext you are to read the text and underline all the collocations at the same time. how daisy learned to help wildlifenot long ago, wake up, find…by one’s side, a flying chair, get dressed, put on one’s jeans, fly away to…, turn around, with a sad face, use…to make…, kill…for…, take…from under…, take one’s picture, become endangered, destroy the farm, take photos, apply to, hunt…for…, make money for…, as a result, in thick rain forest, protect…from…, rub…over…, a powerful drug, pay attention to…, take…homeiii. closing up by matching animals to five risk categories different endangered species appear on different endangered species lists. and people who are trying to protecting animal use the following five risk categories to group the unlucky animal.now in groups of four try to group all the unlucky animals found in china.list of unlucky animals found in china 中國不幸動物分類名錄extinct(滅絕動物)-a species formerly indigenous to canada that no longer exists anywhere.extirpated（根絕動物）-a species no longer existing in the wild in canada but occurring elsewhere.endangered（瀕危動物）-a species threatened with imminent extinction or extirpation throughout all or a significant portion of its canadian range.threatened（危急動物）-a species likely to become endangered in canada if the factors affecting its vulnerability are not reversed.vulnerable（弱勢動物）-a species particularly at risk because of low or declining numbers, small range or for some other reason, but not a threatened species.period 2: a sample lesson plan for learning about language(the present progressive passive voice) aims

 to learn about the present progressive passive voice