高二英语教案03_高二英语教案

高二英语教案03由刀豆文库小编整理，希望给你工作、学习、生活带来方便，猜你可能喜欢“高二英语教案”。

株洲市第二中学2014届高二备课组集体教案

M7 Unit 3

Welcome to the unit Teaching goals: Ability goals: Enable students to talk about the Internet and get information from a listening material about the teenagers‟ Internet addiction.Learning ability goals: Help the students learn how to talk about the Internet and the addiction.Teaching important points: How to talk about the Internet.Teaching difficult points: How to make a debate on the effects of the Internet on our lives.Teaching methods: Speaking, discuion, listening and pair work.Teaching aids: A computer, a tape recorder and a project.Teaching Procedures: Step 1.Brainstorming 1.Talk about the poster first.2.Ask students what is the Internet? 3.What are the functions of the Internet? Step 2.Lead-in 1.Ask students to talk about the four pictures..2.Explain some words and sentences.Step 3.Discuion Now work in pairs and have a discuion about these questions and the pictures.Step 4.Speaking

Ask some questions and let students share their information.1)Do you like to use the Internet? 2)What do you usually use it for? 3)What do you think the most important benefit of the Internst is? Do you think there are any negative things about the Internet? Step 5 Listening 1.Watch a short video first to know something about the Internet addition.株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 2.Finish Page 123, listening Part A , B and C.Homework 1.2.Unit Revision: Period 1.Preview the reading.Reading(1)Teaching aims:

1.To help the students know some background knowledge about the Internet technology.2.To learn some vocabulary about the Internet.3.To read a debate about the effects of the Internet on our lives.Teaching important points

To read the paage and get a general idea of it by Teaching difficult points: To master the skills of reading a debate Teaching methods: Reading

discuion

practicing Teaching procedures: Step 1 Greetings and revision Greet the whole cla as usual.Revise the new words in reading and try to get students to read them correctly and know their meanings.Step 2 Lead-in

Yesterday we mainly talked about the convenience the Internet has brought to us.But do you think it always bring us good things?

(No.)Although it can give us much convenience, it can also have some bad effect on us.Yes, can you give me some examples of the two effects the Internet has on our daily lives.株洲市第二中学2014届高二备课组集体教案

M7 Unit 3(Give the students a few minutes to discu with their clamates and then ask some to list their opinions.)

From your answers, we can find that some students think it has good effects;some think it‟s bad.That‟s what we will mainly learn today.Now please turn to page 34 and let‟s learn the reading strategy first.Step 3 Reading strategy

Reading an argument When you read an argument, you must remember that a specific view is being given.The first thing you will read is a statement of what the argument is about.After that you will usually find a list of the points the person wants to make.It is important that you look for supporting facts in the rest of the argument.If there are opinions, then the argument is not well made.Another thing you will commonly find in an argument is a statement about what the other side believes, and why the debater does not agree.At the end of the argument you will find the conclusion.In the section, there is often a summary of the argument.Step 4: Fast-reading Ask the students to read the following two speeches quickly and answer the questions.1.What are the speeches about? 2.The first speaker talks about the positive effects of the Internet on our lives.How many main points does she make? 3.The second speaker talks about the negative effects of the Internet on our lives.What are the two points he makes? Step 5 Careful-reading I.Ask the students to read the following quotes from the speeches and write “for” for the arguments that support Internet use, or against ”for the arguments that do not support Internet use.Suggested answers to C1 1.against

2.for

3.against

4.for

5.for

6.against II.How well did you understand the arguments made by the speakers? Read the 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 facts below and write down the argument each fact supports Arguments: 1.Gathering information is the primary use for the Internet.2.People use the Internet to build social bonds.3.The huge amount of false information on the Internet becomes more of a problem every day.4.Spending too much time building relationships on the Internet can damage people‟s abilities to live normal lives.Step 6 Word study Find these new words and expreion in the speeches.Then match them with the correct meanings.Write the correct letters in the blanks.1.abundant(line 9)________

a.a belief that something is true or will happen 2.aumption(line 14)_______ b.more than enough 3.anvenue(line 26)________

c.the state of being exact or correct 4.evaluate(line 33)_________ d.not correct or true 5.accuracy(line 34)________

e.pull away from 6.false(line39)

________

f.form an opinion of the amount, value or quality of something

7.withdraw(line 58)_________ g.a poible way of doing something Then learn the new words.Homework 1.Remember the new words learnt in this period.2.Part E.3.Unit Revision: Period 2.Reading(2)Teaching aims: To help the students better understand the paage by explaining some difficult words 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 and phrases.in the first part.Teaching important points: To explain the usages of the following: effect, value, a waste of, whether, Teaching difficult points: How to grasp these language points and practice them Teaching methods: Reading, explaining, practising

Teaching procedures: Step 1 Greetings and revision Greet the whole cla as usual.Check the homework exercise.Part E on page 37.Answers:(1)weakne

(2)diverse

(3)bonds

(4)addreed(5)click

(6)correspond

(7)statistics

Step 2 The analysis of the first part.After we got the main idea of the paage.Now today we will mainly deal with some language points in the first part.Now, please read the paage together and pay attention to your pronunciation and intonation.1.I believe that the Internet has positive effects on our lives.effect noun [C or U]

1)the result of a particular influence:

The radiation leak has had a disastrous effect on/upon the environment.I tried taking tablets for the headache but they didn‟t have any effect.2)use:

The present system of payment will remain in effect(= be used)until the end of the rental agreement.When do the new driving laws come into effect?(2007江西高考）

Scientists are convinced _____ the positive effect of laughter _____ physical and 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 mental health.A.of;at

B.by;in

C.of;on

D.on;at 答案：C 2.The first is its value for people who are looking for information.value

n.价值

Vt.给---估价，给----评价，重视

e.g.I‟ve offered 500 yuan for my old car but its value is much higher.Smoking has little value except in helping to calm the nerves.I valued this bag at 5o yuan.be of great / much /little /no value

valuele,valuable values

n.价值观 3.They claim that surfing the internet is a waste of time.a waste of time / money, etc 浪费时间、金钱……

It is a waste of-----/no use doing sth.浪费时间、金钱…/做……没用 Waste time doing sth.浪费时间做……

买无用的东西是在浪费金钱。

Buying usele things is a waste of money.It‟s a waste of money buying usle things.孩子们保留他们的兴趣爱好不是在浪费时间。Keeping their hobby is not a waste of time for kids.It‟s not a waste of time to keep their hobbies for kids.不要浪费时间上网聊天儿。Don‟t waste time chatting online.4.One great weakne of the Internet, though, is that it is difficult to know whether the information is true and accurate.whether conj.是否 if

I don‟t know whether he is ill.The question is whether you can do the work well.• conj.两个中的任何一个

either 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3

It matters little whether it will rain or snow..conj.不论 no matter if...or

Whether we help him or not, he will fail.Step 3 Consolidation.1.Although he has taken a lot of medicines, his health _____ poor.A.proves

B.remains

C.maintains

D.continues 2.We haven‟t settled the question of _____ it is neceary for him to study abroad.A.if

B.where

C.whether

D.that 3.It is no ______ arguing with Bill because he will never change his mind.A.use

B.help

C.time

D.way 4.This is a very interesting book.I‟ll buy it, ______

A.how much may it cost

B.no matter how it may cost

C.however much it may cost

D.how may it cost 5.The fur coat is very _______.It would cost you a lot of money.A.cost

B.valuable

C.value

D.high Step 4 Summary and homework 1.Do Parts A1 and A2 on page 116 of the Workbook.2.Unit Revision: Period 3

Word power Teaching aims:

1.Enlarge students‟ vocabulary

2.Let students know some Internet words Teaching important points:

Remember these words in word power and understand some Internet words.株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 Teaching procedures Step1.Brainstorming Show some pictures and help students to understand some words related to the computer.Step 2.Lead in Ask students to gue some Internet words: Gue the meaning of the following words : search browse download minimize close back arrow maximize Step 3.Discuion

Talk about the functions of computers Step 4 Practice Part A understand what they mean in Chinese.Part B Try to understand the words of a web page Part C : Usage of the words Step 5.Competition Ask students to write out the words related to the computer and the Internet and see which group will win.Step 6.More information about Internet words 1.Part D Abbreviations used in Internet chat rooms 2.More interesting Internet words 网罗语言汇集

（一）——字符表意 网络语言汇集

（二）——字符表意 网络语言汇集

（三）——趣味数字 网络语言汇集

（四）——表情符号 Step 7 Homework 1.Surf the Internet and find more Internet words.2.Unit Revision: Period 4.株洲市第二中学2014届高二备课组集体教案

M7 Unit 3

Task

Using the Internet as a news source Teaching Aim: 1.To learn and practice their listening, speaking, reading and writing skills 2.To learn how to read charts and graphs, how to form more detailed questions and how to report on facts and figures.3.To apply these skills practically by doing research on the Internet and to finish a report about a speech on differently ways people watch or listen to the news.Teaching Procedure: Skills building 1: reading charts and graphs Step 1: Collecting information 1.Ask students to read the instructions in Part A and make clear what they are going to do.Then allow them several minutes to read the chart to find out what they should pay attention to when listening to the recording.2.Play the recording once.Ask the students to look at their answers and pay attention to any information that might be useful for their notes.3.Check for mistakes and mispronunciation.Play the recording again if time permits.4.Ask students to go over the instructions in Part B and read the three sentences.After students complete the three sentences, check the answers with the cla.5.Ask students to read the instructions of Part C.Ask them to read the question, the labels, the legend, the side(y-axis)and the bottom(x-axis)carefully.6.Ask the students to look at the pie chart.Let them read the question and the legend.Ask them what the percentages in the different colour parts are about.They should know these represent different percentages of people who trust different news sources.Then ask them to finish the remaining questions.Skills building 2: Forming more detailed questions

1.Begin this part by asking students what they can do if they want to get more detailed information when they already know a little about a topic.2.Ask students to read the guidelines and the three parts on page 44.Have them 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 compare the questions given in the three parts with the questions they have given on the blackboard, and decide which questions can help them get more detailed information.Step 2: asking more detailed questions 1.Ask students to work individually to think up and write down some questions to find more detailed information.2.Ask students to work in pairs.Skills building 3: reporting on facts and figures 1.Ask students to read the guidelines to find out what the two main thinks to focus on.Make sure they understand the meaning of each sentence.2.Ask students to read Part 1 and Part 2 and know how to support the fact they have got.Step3 : e-mailing a report 1.Tell students that they will write a report about the ways people watch or listen to the news.Help students review the two speeches they have listened to and the two charts they have read in Step 1 by asking the following questions.2.Ask students in what position they should write the report, and to whom they will write the report.Ask them to read the instructions in this part.Before writing, they should think about what they will write in the report.Homework:

1.Review what we learned today.2.Unit Revision: Periods 7 & 8.Project

Doing research on the Internet Teaching Aims: 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 1.To give students a chance to practice their English by completing a project.2.To help students make a poster explaining how they have searched and what they have found.Teaching Procedure: Step 1 Brainstorming In what ways can we get information? Step 2 Reading 1.Ask the students to work in pairs to discu the steps they follow when they research information on the Internet.Ask them to write down what they do step by step.Then ask two or three pairs to present their ways of researching information to the cla.2.Read the article in Part A.Get students to underline the key word, phrases or sentences about Internet research given in the article while reading.Step 3 Language points 1.important phrases 2.key words Step 4 Safety tips There are some very important things that you need to keep in mind when you're on your computer at home or at school. First, remember never to give out personal information such as your name, home addre, school name, or telephone number in a chat room or on bulletin boards.Also, never send a picture of yourself to someone you chat with on the computer without your parents‟ permiion.  Never write to someone who has made you feel uncomfortable or scared.Do not meet someone or have them visit you without the permiion of your parents. Tell your parents right away if you read anything on the Internet that makes you feel uncomfortable. Remember that people online may not be who they say they are.Someone who says that “she” is a “12-year-old girl” could really be an older man.株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 Step 5 Making a poster 1.Ask the students to work in groups to discu the questions in Part B.They should choose a topic to research on the Internet and then divide the work among the group members.2.Ask each group to present their poster to the cla.Other groups can give their comments.Encourage students to decide which group had made the best use of the Internet and has found the true and accurate information.Homework:

1.Do B1 and B2 in Workbook.2.Unit Revision: Period 9.Grammar and Usage

Teaching aim: A.Enable students to review what an auxiliary verb‟s function is in a sentence and what verbs can be used as auxiliary verbs.B.Enable students to apply the rules that they have learnt to their written exercises.Auxiliary verbs Teaching procedures: Step 1.You may begin this section by writing the following sentences on the blackboard.Tell students to read these sentences and point out the functions of the bold words in them.My name is Zhu Fei and I am speaking in favor of the Internet.One of the greatest benefits of Internet friendships is that they are based on common interests, rather than appearance or age.Young people from diverse backgrounds and different counties can form friendships that will last their entire lives.株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 The main drawbacks of the Internet I will addre today are that it has too much information that has not been evaluated for accuracy and that it is transforming the way people spend their time.Seven per cent of their problems were with people who sold things that did not exist.You may ask students the following questions to see whether they can identify the different functions of the bold words used as auxiliary verbs.For example，In the first sentence, we can see two verbs is and am.Are the two used as the linking verbs here? What‟s the function of is in this sentence?(In this sentence, is is used as the linking verb, which connects the subject my name to Zhufei;on the other hand am is an auxiliary verb, which is used together with speaking to show the time at which the action speak is occurring.)In the second sentence, we can see the verb are, and following it is based, Is are here a linking verb or an auxiliary verb? If it is an auxiliary verb, does it just tell us the time when the action occurs?(Here we can see are is used together with the verb base in its past participle form, which tells us the sentence is in the paive voice.)Let‟s look at the third sentence.What is the function of can used in a sentence? What does will mean here? What do we want to expre when we use will in this way?(Can is a modal auxiliary verb, Which means „It‟s poible for someone to do something‟.Will here is used to make the future tense.)

We can see has is used twice in the fourth sentence.What is the function of the first has? Does the second has the same function as the first has? Do you know why been, the past participle of „be‟, is used here in the sentence?(The first has means „to own or hold‟ and it is a notional or lexical verb, used to form the present perfect tense.We use been here to form the paive voice because after the auxiliary verbs have, has or had，we must use the past participle form of a verb.)We can see did in the last sentence.We all know that did is the past form of do.Does did here mean that someone performed an action? If not/ why is did used in this sentence?(Did here is an auxiliary verb used together with not to form a negative 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3 meaning.The auxiliary verbs do, does, and did can also be used to form interrogative sentences, or for emphasis.)

Step 2 Have students read Part 1 on page 40.Make sure that they understand the introduction about auxiliary verbs in this part.Have students complete the paage in Part A on page 41 individually.Then check their answers by asking some of them to read the paage.Give explanations about some new words or some sentences if neceary.Answers A 1 havehaven‟tdon‟tdidn‟twasdiddiddidn‟twouldn‟t have 10 will

Step 3 Write the following verb phrases on the blackboard and tell students that these phrases are called phrasal auxiliary verbs.Tell them to try to use these phrases to make sentences.have(got)to, had better, would sooner/rather(…than), cannot but, be to, be supposed to, ought to, used to, be about to, be able to Have some students write their sentences on the blackboard.Then tell other students to read these sentences and see whether they have used these phrases correctly in these sentences.Have students read Part 2.Have them compare the example sentences in this part with the sentences they have made on the blackboard, so they will understand better how to use these phrasal auxiliaries properly.Step 4 Have students complete the paage in Part B individually.Then check their answers by asking some of them to read the paage.Give explanations about some new words or some sentences if neceary.Answers

B 1 was about to 2 used towasn‟t able towas likely towas supposed towould rather 株洲市第二中学2014届高二备课组集体教案

M7 Unit 3

Step 5 Have students do Parts C1 and C2 on Page 118 of the workbook so that they will have more chances to practice using auxiliary verbs properly.