高二必修五英语教案（精选6篇）
高二必修五英语教案 第1篇
Step 1 Revision
1 Check the homework exercises.
2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?
Step 2 Presentation
SB Page 25, Part 1. Ask questions about the picture, and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.
Step 3 Reading
Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.
Step 4 Dialogue
Speech Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.
Notes:
a People have been talking of it a lot recently.:
Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.
b I simply don‘t know. = I honestly don’t know.
c Right now = At this moment
d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).
e The majority of people = Most people
f a number of people = quite a lot of people
g out of work = do not have jobs
h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.
i I can see the problem. = I understand the problem.
j is likely to happen = will probably happen
k It‘s quite likely: Quite emphasizes likely and increases the possibility.
Step 5 Practice
SB Page 25, Part 2. Demonstrate how to make sentences from the table, then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.
Step 6 Workbook
Wb Lesson 65, E. 1 - 4.
After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.
Both E. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.
When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.
Step 7 Consolidation
With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.
I believe you’re right.
What are the problems then?
What do you think is likely to happen?
Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.
A: I think the company will buy more land.
B: I believe you‘re right.
A: But it isn’t likely that the manager will make a decision soon.
B: What are the problems then?
With an ordinary class, just practise the dialogue in Part 1 again.
Homework
Finish off the Workbook exercises.
Do Ex. 1 and part of Ex. 4 as written work.
高二必修五英语教案 第2篇
consist of由…组成 consist in 在于
consist with 与…一致 ①我们的足球俱乐部由二百多名会员组成。
Our football team consists of more than 200 numbers.这个国家由一个岛屿和两个湖组成。
The country consists of one island and two lakes.②这幅画的美在于其色彩的调和。
The beauty of the picture consists in its balance of colours.③他做的和说的不一致。
What he does does not consist with what he says.2.divide vt.分配，分开
divide between(among)…和…分享；在…中分配
divide into…把…分成… ①他决定把这些书分给一班和二班。
He has decided to divide the books between class one and class two.②老师把我们班的同学分成四组。
The teacher divided the class into four groups.他把西瓜切成了四块。
He divided the watermelon into four parts/ segments.3.break away(from)挣脱（束缚）、脱离 ①那个男孩挣脱了我们，跑掉了。
The boy broke away from us and run away.②大约半个月前，苏格兰想脱离英格兰成为独立的国家。
About half a month ago, Scotland wanted to break away from England to become a independent country.③ 我们必须破除这些旧风俗。We must break away from these old customs.短语： break out
break upbreak down
break into
4.credit n.信任，赞扬，赊购，学分（可数或不可数）
①There was little credit given to those who had worked the hardest.②We bought the dishwasher on credit.③Do you place any credit in the government’s story? ④He earned enough credits for his degree.v.相信 I didn’t credit his story.adj.creditable 值得赞扬的，可信的
短语：to one’s credit 为…带来荣誉，值得赞扬，在…名下 ①值得赞扬的是，这个小男孩学会了三门语言。
To his credit, the little boy has earned three languages.②It is greatly to your credit that you gave back the money you found.5.conveniencen.便利、方便（不可数），便利的事物、设施（可数）for convenience
at sb’s convenience①你能够享受到住在商店、学校和图书馆附近的便利。
You can enjoy the convenience of living near shops, schools and libraries.②我们买下这间房子是为了方便。We bought the house for convenience.③你可以在你方便的时候做这项工作。You can do the work at your convenience.v.convenient adj.方便的，合适的（作表语时，主语一般不能是指人的词）It is convenience for sb.to do sth.①乘客乘火车从北京到天津很便利。
It is convenient for passengers from Beijing to Tianjin by train.②当你方便的时候来看我。
Come to see me whenever it is convenient for you.6.attract vt.吸引，引起注意
①那个哭闹的孩子引起了很多人的注意。
The crying child attracted many people’s attention.②开幕的那天，成千上万的外国人为上海世博会所吸引。
Thousands of foreigners were attracted to the Shanghai World Expo the day it opened.attraction n.诱人之处，吸引人的东西（可数），吸引力（不可数）①城市明亮的灯光，剧院和电影难免成为吸引人的事物。
The city’s bright light, theatres and films are attractions that are hard to avoid.②月球对地球的吸引力引起潮汐。
The attraction of the moon for the earth causes the tides.attractive adj.吸引人的
这种玩具对孩子们非常有吸引力。
The kind of toys is very attractive to children.7.leave out省略、遗漏、不考虑(left, left)leave it out, please.接代词作宾语时，把代词放在两词之间。
①他告诉我这个词可以省去。
He told me that this word could be left out.②他本不应该遗漏故事中最有趣的部分。
He should ot have left out the funniest part of the story.③我们没有考虑他回来。
We left out the possibility of his coming.相关短语：
leave alone
leave off
leave behind
8.descriptionn.描写，描述(可数)give/make a description of… 对…加以描述
give sb.a brief description of …向某人简要地描述… beyond description 难以描述
①这是对我的家乡的一个很好的描述。This is a good description of my hometown.②你能向我们简要地描述一下你的学校吗？ Can you give us a brief description of your shool? ③日出的美丽难以用语言表达。
The beauty of sunrise is beyond description.describe vt.描述
9.plus prep.加上，和
adj.正的n.加号 ①五加二等于七。
Five plus two equals seven.②老师的工作需要耐心和才智。
The work of a teacher requires patience and intelligence.adj.正的n.加号 Ten is a plus quantity.My grade is A plus.10.take the place of 代替
①TOM将在他的经理离开期间代替他的职位。take sb’s place Tom will take the place of his manager when he is away.②大多数人认为电脑永远都不会取代人类。
Most people hold the view that computers will never take the place of humans.③ Everybody, take your place please.Let’s begin our class.in sb.’splace 代替，处于某人的位置 如果你处于我的位置你会怎么办？ What would you do in my place? take place 我相信我们国家会发生很大的变化。
I believe great changes will take place in our country.in place 在适当的位置，合适，恰当 out of place 在错误的/不恰当的位置，不合适 Everything is in place.What he said on that occasion was out of place.11.arrange vt.筹备，安排，整理
①我认为我们应该留出点时间来筹备这次会议。
I think we should set aside some time to arrange the meeting.②他安排把会议推迟一周。arrange后接that从句时，从句中谓语应用虚拟语气__________.He arranged that the meeting should be put off for a week.arrange to do sth.我已经安排这个星期天同她见面。I have arrange to see her this Sunday.arrange for sb./sth.to do sth.我会安排一辆车去火车站接你。
I will arrange a car to pick you up at the railway station.arrange sth.for sb./sth.她的父母为她安排了一个大型派对。Her parents arranged a big party for her.arrangement
n.make arrangements Have you made necessary arrangements for the exam?
12.fold vt.折叠，对折
反义词：展开，打开 他把信折叠起来，放进了信封。
He folded the letter and put it into an envelope.他打开信读了起来。
He unfolded the letter and read it.13.delight n.快乐，高兴，喜悦（不可数）；使人高兴的事情，乐趣（可数）She ran back home with delight.to sb’s delight令人高兴的是…
让她高兴的是，她的父母要从西班牙回来了 To her delight, her parent will return from Spain.delight v.(使)高兴，欢喜
最让我高兴的事情是孩子们一直都在微笑。
What delighted me most was that the children were smiling all the time.delightful adj.令人高兴的，愉快的 delighted adj.高兴地，快乐的 We are_______ to know you have passed the exam.There is a _________garden behind the house.14.error n.错误，过失，谬误（可数）commit an error 犯错误 你的计算中有个错误。
高二必修五英语教案 第3篇
指导依据:在高中英语学习中, 词汇是一个不可忽视的重要元素。语言学家认为, “各种语言学习活动归根结底都是学习词汇的活动, 是词汇在听、说、读、写、译等形式中的练习和应用”。离开了词汇, 语言就失去了实际意义;离开词汇语言就无法表达思想。词汇学习直接影响英语语言学习的效果。在中学英语阅读教学中, 学生碰到的重要问题就是词汇阻碍, 不少学生因词汇量小, 看不懂句子或文章 , 而丧失了英语阅读的兴趣。学生的词汇量越大, 对词汇理解得越深刻, 其阅读也越广泛, 视野就越开阔。
目前的高中学生由于没有找到适合自己的词汇学习方法和策略, 在词汇学习方面存在诸多问题。有些词读不准, 有些词甚至根本不会读, 导致在拼写时错误百出, 遗忘率极高。更别说正确、熟练地运用了。这就造成了学生无法运用英语进行正确恰当的听说读写, 使他们感到英语学习困难重重。教师不仅有责任教授学生词汇知识, 而且应该研究探讨词汇教学的方法。
设计思路:阅读中词汇的学习是将词汇放在课文情景中去理解并获取信息的过程。吕叔湘先生曾说过:“词语要嵌在上下文里才有生命。”没有语境很难掌握一个单词的确切含义, 阅读中的词汇学习是培养学生在篇章语境中词义理解程度的最佳时机。结合学生目前学习词汇的实际情况, 本节课的教学过程中, 教师尝试充分利用课文所提供的丰富语言材料, 设计多种形式的词汇练习, 使学生教熟练掌握和运用所学新词汇。
二、教学背景分析
教材内容分析:本节阅读课是第四模块的第二课时, 主要向大家介绍一个很著名的外国节日——狂欢节。这个话题与我们的日常生活和学生们感兴趣的外国文化有着很大的联系, 对此话题的学习与讨论有益于提高学生学习英语的兴趣, 通过日常教学使学生们掌握有关节日的新词汇并使他们了解其它国家的文化背景和社会风貌, 为学生以后的阅读和学习做好知识储备。
学生情况分析:本节课的教学对象是高二年级的学生。他们在听、说、读、写和口语表达等方面都有了一定的基础。虽然课前已经让学生们通过各种渠道搜集了有关狂欢节的信息, 学生对本节课要讨论的话题也有了一定的了解, 但他们对与这一话题相关的英语词汇量不足, 要用英语进行思维和表达还是有一定难度的。因此, 这节阅读课中的词汇处理就显得格外重要。
三、 教学目标分析
(一) 语言技能目标
1. 提高提取和筛选信息并进行重组的能力。
2. 积极参与语言实践活动, 提高用英语进行思维和表达的能力。
(二) 知识能力目标
1. 学会用英语简单介绍西方的节假日;
2.准确理解文章内容, 并掌握文章中出现的新词汇。
四、教学重点、难点分析
教学重点:培养学生在阅读活动中获取信息, 理解全文的能力。
教学难点:通过阅读, 学生能够掌握本课的新词汇并能熟练应用。
五、教学过程设计
步骤1:导入 (3分钟)
图片展示:向学生展示一些与节日有关的图片。
设计意图:借助节日图片, 讨论相关话题, 引出、学习一类词, 因为有图片的直观呈现, 学生能很快的掌握词义。并让学生在复述图片和谈论话题的过程中巩固新词汇, 帮助学生降低词汇记忆和运用的难度, 有效激活学生已有的知识储备。如在猜测狂欢节的图片中, 就出现了“People love to dress up in costumes and wear masks for this festival.”其中, “dress up”, “costumes”和“masks”都是新单词, 图片的视觉冲击既激发了学生的兴趣, 吸引了他们的注意力, 又为学生呈现了直观的词义概念, 强化了其对词汇的理解和记忆, 从而让导入环节不再单纯地为阅读服务。
步骤2:词汇处理 (4分钟)
1. Read the new words.
2. Practice: Put the words into the sentences intheir proper forms.
memory revive extend magic
pretend wander book hide
1. As time passed, however, the carnival periodwas _________ from one day to fi ve days.
2. Look at the little boy ______ about – perhapshe can’t fi nd his mother.
3. Dalian is a city full of _____, and attracts manytourists all over the country.
…
设计意图:此部分只是读前的词汇处理, 目的是帮助学生掌握课文大意, 因此不可占用过多时间, 影响阅读课其它环节的安排。
步骤3:快速阅读 (4分钟)
Read the passage and check the topics itmentions.
1. Different carnivals
2. The origins of carnival
3. Special food
4. Carnival in Venice
设计意图 : 培养学生归纳和概括的能力, 为下一步确定阅读的框架作好铺垫。学生在快速读一篇文章时, 要善于发现“提示词”以及与“提示词”有联系的关键词, 这其实也是学习词汇的过程。因为在查找关键信息求其大意时, 学生可以根据提示词猜出一些单词近似原文的词义, 如“revive”一词, 上一段结束时学生根据“memory”得知狂欢节停止了, 可接下来一段开头作者给出了“but”一词, 学生一定可以猜出“revive”的大概含义。这一环节让学生在自觉或不自觉间又学到了一些新的词汇, 为进一步仔细阅读创造了条件。
步骤4:仔细阅读 (10分钟 )
再读一遍文章, 回答相应问题。
1. When and how did people in Europe celebratecarnival?
It was celebrated between Christmas and Easter.
People ate, drank and dressed up.
2. What was carnival in Venice like at thebeginning?
It lasted for just one day. People ate, drank andwore masks.
3. What did different people do at carnival?
Ordinary people could pretend to be rich and important.
Famous people could have romantic adventures in secret.
Crimes went unpunished.
4. What changes happened to the tradition ofwearing masks?
At the beginning - wearing masks was allowed.
In the 14th century-wearing masks was limited.
At the end of the 18th century-wearing maskswas banned.
In the late 1970s-wearing masks was revived.
Today-wearing masks is the key.
5. Who played the most important role in revivingthe carnival?
The students and the town council.
(They realized that carnival was good forbusiness.)
6. What makes carnival in Venice different?
(The mystery of the masks.)
设计意图 : 让学生在课堂上通读课文, 并进行课堂讨论, 找出文中的关键词语进行回答。这样既能把学生的思路引到文章的脉络上 , 使学生对整篇文章的内容有总体的了解, 又能为他们学习新单词提供具体的语境, 有助于学生全面领会新词的含义。
步骤5: 巩固 (10分钟)
让学生假设自己是威尼斯的导游和游客, 由导游向游客介绍这一节日, 并让学生分组表演。活动开始前, 教师要明确要求学生用到本节课所学的词汇。
(小组活动, 课堂展示)
The following words may help you:
The most famous carnival…
At the beginning…last
As time passed…extend
The 14th century- the 18th century … limit/ban
In the late 1970s …revive
Today …celebrate
Sample dialogue:
Guide: Hello, everyone. Welcome to Venice!Here we see crowds of people wandering aroundwearing masks on their heads.
Tourist A: They are also wearing costumesinstead of their ordinary clothes!
Guide: Yes! They are celebrating the mostfamous carnival in Europe.
Tourist B: How long did it last?
Guide: It lasted only one day at the beginning, but over time, it extended to weeks after Christmas.Though it was banned by the government in the 18thcentury, it was revived by students in the 1970s.
Tourist C: Why do people wear masks?
Guide: With costumes, people can pretend to beanyone else. With costumes, they hide their faces aswell as their ideas. That’s the magic of masks! Comeon and join us. You can’t afford to miss it!
设计意图 : 通过角色表演, 学生可以巩固所学内容并提升学生英语的应用能力。真实、有趣的语言情境能充分调动学生学习的主动性, 使学生自觉投入到情境之中, 主动参与活动, 在话语中感知新词并在交际的过程中进行多种练习。这样做有助于学生全面领会新词的含义, 并在使用的过程中帮助学生加深对词汇的理解和识记, 提高运用能力, 达到内化的目的。
步骤6:应用 (8分钟)
让学生根据所学有关节日的词汇和表达方式设计一个节日, 要求学生落实到纸上。
If you are given a chance to design a festival, what do you want it to be like?
It will be celebrated on… / It will last …
Will people dress up in costumes?
By celebrating it, people may feel…
…
设计意图 : 鼓励学生积极运用所学词汇, 培养产出意识, 从而加深学生对节日内涵的理解及相关词汇的应用。
步骤7:课堂小结, 布置作业 (1分钟)
教师对学生的展示进行点评, 并提出本节课主要侧重阅读课中的词汇教学, 布置作业——介绍自己喜欢的中国节日, 并比较中西方节日的差异。
设计意图:培养学生的跨文化意识, 并巩固阅读中所学词汇, 提升学生的英语语言应用能力。
六、教学评价设计
(一) 评价内容
1. 理解主旨大意;
2. 提取和筛选具体信息;
3. 理解文章内容, 运用相关词汇。
(二) 评价方法
1. 单词填空;
2. 选择话题 (多选) ;
3. 回答问题;
4. 角色表演与课文内容巩固相结合;
高二必修五英语教案 第4篇
[关键词]教学设计 翻转课堂 导学案 自主学习
[中图分类号] G633.41[文献标识码] A[文章编号] 16746058（2016）310053
一、教材分析
（一）教材的地位和作用
教学内容为人教版高中英语必修五Module 5 Unit 3 Life in the future的Reading部分。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，也激发了学生的学习热情，学生们带着极大的兴趣走进了这单元的学习。这是本单元的第二课时。在第一课时中，笔者对教材进行了整合，完成了Warming-up，Listening in the workbook以及Speaking的内容。本篇Reading“First Impressions”是一封电子邮件，文章主要讲述主人公Li Qiang乘坐时间胶囊来到公元3008年的见闻，着重介绍了未来的环境、交通和房屋三方面内容。通过学习，学生们能够受到启发而畅想未来，关注未来，意识到要适应社会发展就必须努力学习，用知识武装自己，这样才能创造更加美好的未来。
（二）教学目标
1.知识目标。
①帮助学生理解、掌握、运用如下词汇：impress， constant， previous， lack， optimistic， tablet， opening， aspect， surroundings， capsule， uncertain， take up， tolerate， sweep up， lose sight of， remind sb of sth， suffer from， slide into， be back on ones feet.
②学生能够通过本课的学习对未来展开想象，并对未来生活进行一定预测，在预测中尝试使用有关表示预测的功能结构，如：It is likely/unlikely that...； It is possible that...； Im sure...； Its certain that...； I wonder if...； I imagine that...； Suppose that...； Perhaps/Maybe/Possibly/Probably/Most likely...等。
③学生能够发现过去分词作状语的基本用法。
2.能力和技能目标。
①学生能通过自主学习导学案和课堂再现强化的方式理解文章文体和大意，理清文章的基本结构。
②学生能够通过细读得到作者在未来世界旅行所见、所想的事实信息，从事实信息中去把握作者思想态度和观点，如第一段中的worried， unsettled， nervous， uncertain等，以及“What would I find？” 承上启下的过渡句等。
③学生能够学会在整合信息的基础上使用话题阅读中所学到的相关文体知识、语言知识进行口头和书面表达。
（三）重点与难点
1.以导学案的内容为线索从词、句、语法、阅读理解四方面来梳理文章。
2.了解记叙文体特征，由物寄情，以及学会使用过渡句、表因果关系的表达方式。
3.培养创新性思维能力和批判性思维能力。
4.了解过去分词作状语的用法。
二、教法分析
这节阅读课尝试使用“翻转课堂”教学模式，即先学后教，以学定教。传统阅读课的授课模式使得教师成为课堂的主导，学生被引领着从导入到略读、精读，再到讨论。在这一过程中，学生也仅限于完成教师所布置的几个阅读理解问题，和所谓的泛泛的小组讨论，课堂效率并不高。在本节课中，教师设计符合学生语言水平的导学案，即需要学生课前自主学习的学习提纲，其中共包括词汇、句子、语法和阅读问答四方面。学生根据导学案上的内容进行独立思考、小组探究，完成所有任务。教师集中收阅所有导学案，归类整理，根据学生自主学习情况的反馈去设计最终本节课的课堂教学重难点， 有的放矢，各个突破，帮助学生在课堂上完成知识内化，从而提高课堂效率。
三、学法分析
学生一改往日与教师课堂共同完成阅读任务的习惯模式，而是先通过教师设置的导学案内容自己课前去熟悉文本，从词、句、目标语法句型和阅读问答四个方面梳理文章内容并总结出记叙文以时间和空间顺序展开叙述的方式，再通过教师对全班学生导学案典型错误和出彩回答的展示型回馈，形成课堂上的师生互动和生生互动。
四、教学过程
（一）复习导入
简单回顾前一节课对于过去的生活和现在生活的对比，并简述听力材料中的两项新发明，完成从过去到现在再到未来的逻辑衔接，顺利导入到本节课的话题中。
（二）课文串讲
以导学案为线索，展开阅读课的串讲。通过词、句、语法、阅读问答四方面内容考查学生对于文章主旨大意的理解，重点词汇、句子和语法的掌握。由于学生们准确无误地完成了对于重点词汇的汉英互译练习，教师只要求全班朗读再次强化记忆。对于重点句子改述的练习，教师挑出一些典型错误和出彩答案通过幻灯片展示给全班学生，供大家讨论修正。这样做既解决了问题，又激发了学生的学习热情。在目标语法句式学习环节，大部分学生仅能挑出3到4個句子，教师通过解析引导学生再次发现并补全修正自己的答案。本节课最难的部分就是让学生通过判断文章的文体来划分文章结构。在这一环节，教师将不同小组的不同划分方法展示在幻灯片上，让学生再次讨论，形成一致意见，教师再次带着大家一起思考总结，最终得出最符合文体的文章结构划分，同时也完成了对文章主干内容的课堂梳理。最后一个重点内容就是考查学生提炼处理文本细节性信息的能力，总结出未来生活三个方面的优点以及局限性。
（三）预测讨论
学生在充分理解文章内容的基础上，小组讨论除了课文中讲到的三方面未来生活，大家还期待未来生活中的哪些变化，包括教育、环境、交流方式、交通工具等方面。以此激发学生对未来生活的无限想象，增强学生互助合作学习的意识，并能够使学生口语和书面表达能力得到训练。
五、课后反思
利用导学案尝试“翻转课堂”的教学模式还需要更多的思考。首先，要督促并帮助学生树立自主学习、独立探究的意识，要求学生在课堂学习之前必须自觉地进行课前自学，然后带着问题走进课堂，在老师的指导下解决问题。其次，在导学案内容的设置上还有许多可挖掘的空间。由于不同的文章题材不同，阅读理解的切入点也不同，因此如何科学地设置导学案，从不同的侧面去考查学生对文章内容和语言表达的理解，是需要认真思考的问题。如何不使这样的课堂演变成简单的习题课堂，如何有效调动学生更加细致用心地去完成导学案，由被动学习转为主动学习，进而过渡到愿意学、善于学、乐于学，是笔者需要不断思考解决的问题。
高二必修五英语教案 第5篇
1.Talk about water and the ocean.
2.Practise communicative skills.
3.Review Modal Verbs.
4.Write an explanation paragraph.
The First Period Warming up& Listening & Speaking
Teaching Aims:
1.Learn and master the new words and the useful expressions of this part.
Words: cube, sailor, disadvantages, entertainment
Phrases: come up with, happen to
Useful expressions: The water is being used to/for…
We should/could…
If we…we can…
It would be better…
2.Learn something about water by doing experiment.
3.Do some listening.
4.Improve the students’ speaking ability by talking.
Teaching Important Points:
1.Make the students be free to talk about water.
2.Improve the students’ listening ability by listening.
Teaching Difficult Points:
1.How to finish the task of speaking.
2.How to improve the students’ listening ability.
Teaching Methods:
1.Listening-and-answering activity to help the students go through with the listening material.
2.Individual, pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
3.an empty glass, a bottle of water and a bottle of vegetable oil
Teaching Procedures:
Step Ⅰ Greetings and Lead-in
T: Hello, everyone.
Ss :Hello, teacher.
T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle?
Ss: Yes.
T: OK. Now I have a riddle. Please guess it.
(Teacher uses the multimedia to show the riddle on the screen.)
It’s very important to all the animals and plants.
It’s also important to human beings.
It’s liquid at room temperature.
Every day you keep in touch with it.
You can’t live without it. (a thing)
T: What’s it?
Ss: It’s very easy. It’s water.
T: Yeah, today we will talk about water. Now please tell me what you know about water.
S1: Water is used to drink.
S2: Water can be used to water the flowers.
S3:I think water can be used to make electricity.
Step Ⅱ Warming up
T: Thank you for your ideas. Next we will look some interesting experiments. Maybe you can learn more about water from the following experiments.( experiments shown on the screen)
T: Pour some water and some vegetable oil into the empty glass. What will happen? Try to describe it in detail.
S: The part above is vegetable oil and the part below is water.
T: Good. Do you know why?
S: I think water is heavier than oil, so vegetable oil is on the top of the water.
T: Who has different ideas?
S:I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.
T: Do you agree with the reason for it?
Ss: Yes. We agree with the idea.
T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass. It is so different. Do you know why?
Ss :Because oil can’t dissolve in water, but milk can.
T: Very good. Would you like to watch another experiment?
Ss: I’d love to.
T: OK. Cover a glass of water with a piece of thick paper. Put one hand on the paper and turn the glass upside down. Slowly take your hand away from the paper. What happens? Why?
Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.
T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.
T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?
S: When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.
T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?
Ss: OK.
T: Now, let’s look at a picture.
(Teacher shows a picture on the screen.)
T: What can you see?
Ss: There is a river in the picture, but it’s very dirty.
T: Anything else?
S: There are some plastic bags and empty tins on the surface of the river.
T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?
(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)
Sample answer:
To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.
Step Ⅲ Listening
T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.
1.happen to
e.g. What happened to you last week?
If anything happens to the machine, please tell me.
2.come up with
e.g. I hope you can come up with a better plan than this.
(Teacher writes them on the blackboard and begins to explain them.)
T: Now listen, please.
(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)
Step Ⅳ Speaking
T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.
1.How is the water being used?
2.Is this a good way to use water?
3.Why do we use water in this way?
4.Who benefits from using water in this way?
5.What are some disadvantages of using water in this way?
(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)
Suggested answers:
(Picture 1)We can use water to make electricity, which can give us light and make us feel warm .I think it is a good way to use water.
(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.
(Picture 4) In Picture 4,water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.
(Picture 6)
A: Do you know how the water is being used in Picture 6?
B: Water is being used for entertainment.
A: Is it a good way to use water?
B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.
A: Yes. It is the disadvantage of using water in this way. We must be careful.
Step Ⅴ Summary and Homework
T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…
After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.
Ss: Goodbye, teacher!
The Second Period Reading
The Properties of Water
Teaching Aims:
1.Learn and master the following words and phrases:
cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way, that is, add…to, mix with, take advantage of, manage to do
2.Improve the students’ reading ability.
3.Enable the students to realize that it is important to protect the water on our planet.
Teaching Important Points:
1.Improve the students’ reading ability.
2.Master the following phrases:
all the way, that is, mix with, take advantage of, manage to do
Teaching Difficult Points:
How to make the students understand the reading passage better.
Teaching Methods:
1.Discussion before reading to make the students interested in what they will learn.
2.Fast reading to get a general idea of the text.
3.Discussion after reading to make students understand what they’ve learned better.
4.Careful reading to get the detailed information in the text.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?
S1:I learned that water is very important to all the living things on the earth.
T: OK, can you give me the reason why it is important?
S2:Water can be used to wash clothing, to made electricity, to water the farm and so on. Of course, every day we must drink enough water. So water is very important.
T: Anything else?
S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.
Step Ⅱ Pre-reading and Reading
T: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?
Ss: No, we don’t know.
T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.
(Teacher deals with the new words with the whole class.)
T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.
(Teacher uses multimedia to show the structures on the screen.)
1.What is/are ______?
2.What does ______ look like?
3.What are different parts of ______?
4.What can ______ be compared to?
5.How does ______ work?
6.What are some examples of ______?
(Teacher gives students five minutes to finish the fast reading and making questions. Five minutes later, teacher asks some students to write their questions on the blackboard.)
1.What are the properties of water?
2.What does the earth look like?
3.What are different parts of the ocean?
4.What can the ocean be compared to?
5.How does the special air-conditioner-the ocean work?
6.What are some examples of species in the ocean?
T: Well done. Who can tell me the general idea of the text?
S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.
T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.
(Teacher gives students enough time to read the text and collects their information for the chart.)
Suggested answers:
Property What is it? What is it good for?
Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.
Density The density of pure water is 1 000 kg/m3,meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.
Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.
T: Very good. What about the questions on the blackboard?
S5:I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.
S6:In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.
T: Do you agree with them?
Ss: Yes.
T: What about other questions?
S7:I think plankton, sharks and whales are examples of species in the ocean.
S8:The answer to the second one is that the earth looks like an ocean planet.
T: You are quite right. Any volunteers?
S9:Dear teacher. Can you tell us the meaning of the special air-conditioner-the ocean?
T: Maybe it means that there are some similarities between air-conditioner and the ocean.
S9:Thank you. I got it.
T: Then, who can answer the question?
S10:Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.
T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)
T: Do you think it is a question that the text can’t answer?
Ss: Yeah. We think so.
T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.
Ss: Because there is not any information about the different parts of the ocean.
T: Then, are there any questions you would need to add to “cover” all the information in the text?
S11:I have a question. Why is the water in the ocean always moving?
S12:Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.
Step Ⅲ Further Understanding and Language Study
T: Well done. I think you are very familiar with the passage. In the passage there are some words and expressions we should master. Now let’s look at the screen. I will give you some explanations about the words and expressions.
1.incredibly adv. (extremely or unusually)
e.g. The water is incredibly hot.
2.available adj.(that can be used or obtained)
e.g. Tickets are available at the box office.
The book is available to all the students.
3.range vi.
range from A to B
e.g. Their ages range from 25 to 50.
His interests ranged from chess to canoeing.
4.But the way the water molecule…
e.g. I don’t like the way (in which/that) he looks at me.
They admired the way (in which/that) she dealt with the crisis.
5.that is (to say) (which means)
e.g. A week later, that is, May 1 is her birthday.
He is a local government administrator, that is, he is a Civil Servant.
6.take advantage of (make use of something well/make use of somebody unfairly)
e.g. They took full advantage of the hotel’s facilities.
She took advantage of my generosity.
7.be sensitive to something (affected easily by something)
e.g. She is very sensitive to other’s words.
(Teacher writes the words, phrases and sentences on the blackboard.)
Step Ⅳ Listening and Reading Aloud
T: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about that?
Ss: Yes.
(Te teacher plays the tape for the students to listen. After listening, the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.)
Step Ⅴ Summary and Homework
T: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?
Ss: Yes.
T: See you tomorrow!
Ss: See you tomorrow!
The Third Period Grammar
Teaching Aims:
1.Review Modal Verbs.
2.Do some exercises to review some important words learnt in the last period.
Teaching Important Point:
Review Modal Verbs.
Teaching Difficult Point:
How to help the students correctly use the Modal Verbs.
Teaching Methods:
1.Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.
2.Individual work or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
Step Ⅱ Word Study
T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.
(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.
T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.
(Teacher uses the multimedia to show the following sentences on the screen.)
1.The water molecule is made up of two h_____ atoms and one o_____.
2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.
3.An a_____ is the smallest part of any living or nonliving thing.
4.Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.
5.Soil can a______ water, so it helps keep water from flowing away.
6.Marine scientists study the r_____ between living creatures and their habitat in the ocean.
7.Salt water has a lower f______ point and is heavier than fresh water.
8. Oil has a density lower than 1000 kg/m3,so it will f______ on water.
(Teacher gives students enough time to prepare and then check their answers.)
Suggested answers: 1.hydrogen,oxygen 2.liquid,solid,gas 3.atom 4.steady,absorb
5.absorb 6.relationship 7.freezing 8.float
Step Ⅲ Grammar
T: Up to now we have learnt many modal verbs. Who can tell me what they are?
Ss: can/could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better…
T: Very good. Then do you know how to use them?
S2:I know “should” can be used to give others some advice.
S3:I know when I want to borrow a book from my friend, I can use “may”.
…
T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.
(Teacher uses the multimedia to show the conclusion on the screen.)
Modal Verbs:
Possibility: can/could, may/might
Ability: can/could, be able to
Requests: can/could, will/would, would like
Necessity: must, have to, have got to, need
Certainty: must, will, should
Permission: can/could, may/might
Suggestions: could may/might, shall
Advice: should, ought to, had better
T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?
Ss: Yes.
T: OK. Now look at the first part in Grammar. Finish the exercises according to the class function of modal verbs. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C、or D. Are you clear about the requirements?
Ss: Yes.
(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)
T: Are you ready?
Ss: Yes.
T: OK. Who’d like to tell me the answer to the first one?
S4:I think “A” is right.
T: Can you tell us the reason why you choose “A”?
S4:Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.
T: Very good. What about the second one?
S5:“May” is right, I think, because the sentence is used to ask for permission.
T: Congratulations! Who can answer the third one?
S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.
T: Well done. It’s turn to do the fourth one. Who can try?
S7:I’m not sure, but I want to have a try. Is “C” right?
T: Why did you choose “C”?
S8:I think the first sentence expresses some necessity and the second one expresses guess.
S9:I don’t think so. Because “must” can’t be used in negative sentences to express guess.
S8:Oh,I’m sorry. I forgot it. I see, the correct answer is “D”.
T: Excellent!
…
(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)
Suggested answers:
1.A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A
T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?
Ss: Yes. Of course we have.
T: OK. This is a letter from Mary to John.Maybe John met some problems, so Mary wants to write a letter to help him .But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1.Can you tell from the letter what John’s problem is?
2.Do you agree on the advice that Mary gives to him? Why? What would be your advice?
(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)
T: Who’d like to answer the first question?
S10:I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.
T: Well done. Do you agree with him?
Ss: Yes.
T: What about the second one?
S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.
S12:In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.
…
T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.
Suggested answers:
can/ will/ should, may not/ might not, must, could/ should, might/ would, will, might/ may/ could/ would, might, would/ could/ might, should, will
Step Ⅳ Summary and Homework
T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.
Ss: See you tomorrow.
The Fourth Period Integrating skills
Teaching Aims:
1.Review the useful expressions learnt in this unit by practising.
2.Improve the students’ reading ability by reading the material.
3.Improve the students’ writing ability.
4.Enable the students to realize that it is important to protect the estuary.
Teaching Important Points:
1.Improve the students’ reading ability by reading the material.
2.Improve the students’ writing ability.
Teaching Difficult Point:
How to improve the students’ integrating skills-reading and writing.
Teaching Methods:
1.Fast reading to go through the reading material.
2.Inductive method to help students write a paragraph successfully.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.
(Teacher uses multimedia to show the exercises on the screen.)
Fill in the blanks using must/might/may/can/could and their negative forms.
1.-I saw Mary in the street yesterday.
-You ______ have seen her. She is still in Australia.
2.-Could I use your bike? -Yes, of course you ______.
3.The ground is wet. It ______ have rained last night.
4.A machine ______ think for itself. It ______ be told what to do.
5.Tom,don’t play with the valuable bottle. You ______ break it.
Suggested answers:
1.can’t 2.can 3.must 4.can’t,must 5.may/might
Step Ⅲ Fast Reading
T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?
S1:Yes.But what is the meaning of “the body of water”?I think water has no body.
T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.
(Teacher gives students a few minutes to read the passage.)
T: Have you finished your reading?
Ss: Yes.
T: Wang Lin, are you clear about “the body of water”?
S2:Yes.I think “the body of water” means the main part of water.
T: You are great! Now who’d like to tell me the main idea of the first paragraph?
S3:An estuary is the body of water where a river meets the ocean.
T: Right, thank you for your answer. What about the second one?
S4:Let me try. The general idea is that estuaries are great places for nature’s young.
T: Wang Ping, tell me the main idea of the third paragraph, please!
S5:I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?
T: Yes. Congratulations! There is only the last paragraph left. Who can try?
S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.
Step Ⅳ Discussion and Explanation
T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.
(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)
Suggested answers:
1.Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.
2.Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.
3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.
4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.
5.Estuaries can provide recreation and education for human beings. Besides estuaries also contribute to the economy. So they are very important to human beings.
T: Well done. Now you are very familiar with the passage.
To understand the passage better, I will explain some important phrases. Please, look at the blackboard.
(Teacher writes the following phrases on the blackboard.)
1.provide…for
e.g. The company will provide food and drink for them.
2.have an opportunity to do something
e.g. I had no opportunity to discuss the problem with her yesterday.
3.a variety of
e.g. He left for a variety of reasons.
There are a variety of patterns for you to choose from.
4.contribute to
e.g. His work has contributed to our understanding of this difficult subject.
Step Ⅴ Writing
T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.
(Teacher uses multimedia to show the questions on the screen.)
1.Why does an ice cube float?
2.What will happen to a piece of metal if you put it in water?
3.Why do so many species live in estuaries?
4.Why have so many cities been built by estuaries?
T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.
Possible samples:
(Question 3)
Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.
(Question 4)
Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.
Step Ⅵ Test
T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.
(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)
1.The children’s age ______(在5岁至15岁之间).
2.______(她处理这个问题的方法) is very good.
3.A week later,______(也就是),Oct 1 is National Day.
4.He ______(充分利用了) multimedia in the class.
5.The little girl ______(对温度很敏感).
6.His actions ______(使他受到尊敬).
7.He ______(设法完成了工作) with very little help.
Suggested answers:
1.range from 5 to 15 2.The way she deals with the problem
3.that is 4.took advantage of
5.is very sensitive to temperature 6.made him respected
7.managed to get the work done
Step Ⅶ Summary and Homework
T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.
The Fifth Period Modal Verbs
Teaching Aims:
1.Review the important usages of modal verbs.
2.Sum up the different situations of modal verbs.
Teaching Important Point:
How to use modal verbs correctly.
Teaching Difficult Point:
How to choose modal verbs correctly.
Teaching Methods:
1.Review method to master the important usages of modal verbs.
2.Inductive method and comparative method to master the important and difficult points.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Revision
T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers. (Teacher gives students enough time to discuss, and then collects their answers and sums them up.) Modal Verbs:
1.Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.
2.Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.
3.Modal verbs have no infinitives.
4.Modal verbs have no past forms. “Could” and “would” are used with past meanings in some cases.
5.Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.
Step Ⅲ Revision of the Important Usages of Modal Verbs
T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.
Ss: Can/could/may/might all express “possibility”.
T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?
Ss: Yes.
T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible.
(Teacher uses multimedia to show the sentences on the screen.)
Fill in the blanks using can/could/may/might.
1.Would you like to answer the phone? It ______ be your sister.
2.The part of the country ______ be very warm in September.
3.______ it be Lily?
4.It ______(not) be true.
5.You ______ be right.
Suggested answers:
1.could/may/might 2.can 3.Can 4.can’t 5.may/might/could
T: Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?
Ss: Yes. But we are not sure about how to use them.
T: It doesn’t matter. I will give you some explanation.“Can” is the commonest one of the four, and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style. They often suggest respect. “Might” is more hesitant and is not very common. Besides, when we give permission, we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used. Are you clear about it?
Ss: Yes.
T: Then try to finish the following exercises, please.
(Teacher shows the exercises on the screen.)
1.-______I use your phone?
-Yes, of course. You ______.
2.______ you come into the meeting room without showing a passport?
3.Mary said that I ______ borrow her car.
Suggested answers:
1.Can/Could/May/Might;can/may
2.Can
3.might/could(“Might” and “could” can be used after a past verb.)
T: Next, which modal verbs do you think are necessary to review?
Ss: The modal verbs expressing “necessity”.They are very important.
T: Yes, I agree with you. We can use “must/have to/have got to/need” to express “necessity”.But about how to use them, I want you to review them by understanding the following sentences by yourselves. Look at the sentences on the screen.
(Teacher shows the sentences on the screen, and then asks some questions.)
1.I really must study hard.
2.You must be here by 3 o’clock.
3.You have (got) to go and see the manager.
4.You needn’t work on Sundays.
T: From the sentences, who can tell me the difference between “must” and “have to”?
S1:I want to have a try. When “must” is used, the necessity comes from the speaker. If the necessity comes from “outside”,“have (got) to” is more common.
T: Congratulations! Do you know how to use “need”?
S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.
T: Please give me an example. OK?
S2:I know the reason why you were late. You needn’t try to explain.
T: Thank you. In addition, I want to tell you “have got to” is used instead of “have to” in informal English. Is that clear?
Ss: Yeah.
T: Now look at the blackboard.(Write the following on the blackboard.)
1.It must have rained last night, for the ground is wet.
2.You can’t have seen him yesterday, for he is still in Australia.
3.You could have told me he was coming.
4.She is very late. She may have missed the bus.
T: These sentences have something in common. Who can tell me what it is?
Ss: The modal verbs in these sentences are used together with perfect infinitives.
T: Very good. Then let’s review the modal verbs used together with perfect infinitives.
S3:When should we use modal verbs together with perfect infinitives?
T: When we talk about the past, we can use the structure, but it has a special meaning. It is used for speculating(thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?
Ss: Yes. Thank you.
T: Now let’s do some exercises to consolidate the usage of the structure.
1.I told Sally how to get there, but perhaps I ______for her.
A. had to write it out
B. must be have written it out
C. should have written it out
D. ought to write it out
2.You didn’t let me drive. If we ______ in turn, you ______ so tired.
A. drove; didn’t get
B. drove; wouldn’t get
C. were driving; wouldn’t get
D. had driven; wouldn’t have got
3.-I want to know why she is late.
-She ______ the early bus.
A. could miss
B. can have missed
C. may have missed
D. might miss
4.-I stayed at a hotel in New York.
-Oh, did you? You ______ with Barbara.
A. could have stayed
B. could stay
C. would stay
D. must have stayed
5.The light is still on. He ______ to turn it off when he ______ the room.
A. may forget; leave
B. must have forgotten; left
C. may forget; have left
D. could have forget; left
(Teacher shows the exercises on the screen and gives students enough time to finish them,and then checks their answers and gives them some necessary explanation.)
Suggested answers:
1.C 2.D 3.C 4.A 5.B
T: Now, it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?
S4:I think we usually use “should/ought to/had better” to give “advice”.
T: Yes. In most cases, both “should” and “ought to” can be used with more or less the same meaning. However, there is a very slight difference. When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force, and is used when we are talking about laws, duties and regulations. Are you clear about that?
Ss: Yes.
T: Who wants to give us an example using “should” and “ought to” expressing “advice”?
S5:People ought to vote even though they don’t agree with any of the candidates.
T: Well done. What about “should”?
S6:Let me try. You should see “Hero”-it’s a great film.
T: Thank you for your good performance. Do you know how to use “had better”?
Ss: Yes. When we use “had better”,we don’t usually mean that the action recommended would be better than another one. We simply mean that he/she ought to do it.
T: Please make up a sentence using “had better”.
S7:You’d better hurry up, if you want to get to the factory on time.
T: Good example!
Step Ⅳ Summary and Homework
T: Up to now, we have reviewed modal verbs which express possibility, necessity, permission, advice and modal verbs used together with perfect infinitives. They are all very important. After class, try to do more exercises to master them better. That’s all for today. See you tomorrow.
高二必修五英语教案 第6篇
make a sketch of…画草图 expect to do sth 期待做某事
develop one’s love for sth.对某事产生了爱好或兴趣 make/earn a living 谋生
take sth one step further把….推进一步. lay foundation of ….奠定了….的基础
long before 很久以前 before long 不久以后
set out to do sth. = set about doing sth.出发做某事 in one’s efforts to survive 在某人努力求生时
make an/ every effort to do sth.尽全力做某事 spare no efforts to do sth. 不遗余力做某事
without efforts 毫不费力 turn out (to be)结果是//prove
take sb on board 带某人上船/机 from that day on 从那天开始
take sb on a voyage across the ocean带某人去越洋旅行 give a view of …给人提供一个…的景观
dress sb in….给某人穿…衣服 sb be dressed in某人穿着…衣服
diving suit 潜水服 by the lamps of 在灯光下
ever since自从…起 keep sb as a prisoner// keep sb prisoner囚禁某人
cry about 为…而哭泣 go on an adventure 去冒险
contrary to ….与….正好相反 // on the contrary 相反 sink to the bottom of the sea沉入海底
become a permanent pain in one’s heart成为某人心中永久的痛
be driven by a desire to learn被学习的渴望所推动 look for/ search for/ hunt for 搜寻,寻找
look for a road without having a map自己摸索 dream of doing sth 梦想做某事
throw/ cast light on/ upon 阐明, 给….以说明 pioneer a new way 开创一条新路
unfold sth to sb把某事揭示给某人 the principle of life 生命的原理
the cause of life生命起源 nothing but= only 只有，仅仅
slow down 减速,减慢 eight feet in height/length/width 8尺高/长/宽
result in结果:导致 light the flame of life燃起生命的火花 a lighted candle
burn sth out 燃尽 come into one’s mind想到
make a choice of选择 turn sth upside down起大变化，颠倒, 混乱
have a strong belief in sth对…有坚定的信仰 wash sth up on the shore冲上岸
look down on// upon看不起… be about to do … when
cut off切断 be free from the pull of gravity摆脱地心引力
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