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牛津高中英语模块一Unit 2教案


Period 1 Welcome to the unit
Teaching aims:
1. Let the students get familiar with the topic of growing pains. As the topic is quite common to them. 2. Encourage them to practice the

ir spoken English by talking about their own experience or combining what they have seen and heard in the daily life. Teaching important & difficult points 1. Activate students’ imagination. 2. Relate the information given in the book to the students’ own experience and let them express their opinions fully and freely. Teaching methods 1. Individual work or group work to make every student speak English and think in English. 2. Teacher-students exchanging methods by interviewing Teaching aids A computer and a projector. Teaching procedures Step 1: Lead-in Teacher may use the following questions to activate student’s interest in the problems between parents and teenagers. Questions: 1. Do you love your parents? 2. Do you like to stay with your parents at home? 3. Do you sometimes quarrel with your parents? 4. Why do you quarrel with them? Step 2: Presentation 1. Picture talking and describing Guide the ss to read the instruction and the pictures on the book. Ask the Ss whether they are familiar with the situation in the pictures and make them describe the pictures with their own words. Teacher can give example first. 2. Summary of the topics Encourage ss to use their imagination and any descriptions are acceptable. Step 3: Discussion Ask ss to focus on the questions and think about the answer individually first. Let them tell the true feeling. As for the last question, teacher may ask the Ss how they think about the experience now. After talking about the questions, guide the Ss to think about the problem of generation gap and discuss how to overcome the problems. Questions: 1. Do you think there is a generation gap between you and your parents? 2. Does the generation gap really exit? 3. After leaving home, how do you think of the relationship between you?
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4. How to deal with the problem? 5. When you have a problem with them and want to talk to someone, who do you choose to talk to? Let the ss conduct a feedback activity. Step 4: Summary Make a conclusion: Growing pains can be very painful if we do nothing to understand others and make others understand us. Try to let your parents know how you feel and care your parents’ feeling, too. In this class we have talked about the difficulty in growing up. We have a warm discussion about the pictures and the problems happening to children and their parents. From this class we know out parents’ love is rue and selfless. Now I give you your homework—write a few words to your parents from you deep heart, which can express your love to your parents. Step 5: Homework Ask students to write one of their experiences, enjoyable or painful, on their exercise books. Teaching Post-description: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ __________________________________________________________________

Periods 2-5 Reading Home Alone
Teaching aims: 1.The Reading strategy of this part teaches Ss some characteristics of a play and the basic skills of how to read a play. 2. Enable Ss to master some important language points. 3. Make sure the Ss can deal with the problems that happen in their family correctly and peacefully. Teaching important and difficult points: 1. Help the Ss understand the text better. 2. How to improve Ss reading ability. Teaching methods:
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1. Ask Ss to do fast-reading to get general idea of the play. 2. Ask them to do careful-reading to understand detailed information. 3. Pair or group work to participate in class. Teaching Aids: 1. A tape recorder. 2. A multimedia. Teaching procedures: Step 1: Lead-in T: first please look at these pictures, what are the feelings of kids who are left home alone? Well, “Growing Pains” was a very popular TV show during the 1960s & 1970s. The teacher has to make sure Ss know about it by introducing parts of the famous TV show. 1. Have you ever had this kind of experience when your parents had to go away and leave you alone or with a pet? 2. If no, can you imagine what might happen if you were left alone? 3. Could you handle all the responsibility and keep everything clean and safe? Step 2: Fast-reading 1. Ask Ss to read the play quickly and find answers to Part A. 2. Check them together. Step 3: Careful reading 1. Ask Ss to read the play a second time and tell them to pay attention that the play has two acts, each with different themes, encouraging them to read it out loud. 2. Finish Part C1-C2 3. Check answers together. Step 4: Reading strategy 1. Ask Ss to discuss, read the reading strategy on page 23 and know how to read a play. 2. Practise reading the play. 3. To find more sentences said by each character of the play 4. Then finish Part D1-D2-E Step 5: Language points After knowing the general idea of the text, then deal with some language points to make sure Ss can understand the text in details. 1. be angry with sb. anger 2. happen to do sth. sth happen to sb. 3. be on vacation/ holiday 4. than expected 5. can’t wait to do sth. 6. surprise –surprised--surprising to one’s surprise= to the surprise of sb. follow—following 7. be surpposed to / be expected/ required to
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8. bend—bent—bent 9. be to do.. 10. be gone /be lost/ missing 11. do with (what ) deal with(How) 12. explain—explanation explain sth. to sb. explain to sb. sth. explain to sb. that…. 13. in a mess 14. With + O. + O.C. (Prep. Adv. Adj. v-ing, P.P/n. to do ) 15. leave 16. in charge of 17. reason for/why 18. go unpunished 19. we thought….. 20. teenager /teen in one’s teens teenage adj. ~ problems/ children 21. fault/mistake 22. go out 23. have sth. Done 24. scene 25. no more not any more no longer not any longer 26. deserve 27. be hard on 28. now that 29. be rude to 30. feel like + n./ pron. /v-ing/ that… 31. we didn’t think…否定迁移 32. should have done Step 6: Practice I. 单词拼写:根据句意及汉语提示或首字母,写出各句中所缺单词的正确形式。 1. No one goes to the school during the v_____. 2. You’re in a nice m____ now because you’ve been caught stealing. 3. The hotel c____ me $50 for a room for the night the other day. 4. I don’t mean to praise myself because I have my f_____. 5. His feet left dirty m____ all over the floor. 6. I was very u____ to see how hurt she was. 7. The first s____ in the second act contains a very long speech. 8. How many points did he s____ in that basketball game?
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9. The book’s title sounded s____ but it was really a serious study. 10. I paid him $ 60 for the painting but its real v____ must be about $ 600. 11. He was nearly driven m____ by the terrible noise near the airport. 12. We got into an a_____ about whether to go by sea or by air. 13. A s____ person puts his own interests first. 14. Martin won a prize for good ______(行为) at school. Key: 1. vacation 2. mess 3. charged 4. faults 5. marks 6. upset 7. scene silly 10. value 11. mad 12. argument 13. selfish 14. behavior Step 7 Consolidation Ask Ss to finish part E. Step 8: Homework 1. Go over what they have learnt in class. 2. Preview Word part. Teaching Post-description: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________

8. score 9.

Periods 6-7 Word power
Teaching aims: 1. Make sure students can identify the difference between American English and British English.
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2. Enable students to identify and learn about the different expressions. 3. To develop the ability of understanding words in context. 4. Make sure students expand their prior knowledge and apply it practically. Important and difficult points: 1. Make students know some differences between American English and British English? 2. Make students know the meaning of some more colloquialisms and their usage. Teaching methods: 1. Individual work 2. Pair or group discussion 3. Comparisons Teaching aids: A blackboard and Multimedia. Teaching procedures: Step 1: Lead-in: Talk about the differences and answer questions: 1.Do you think there are some differences between American English and British English? 2.If there are some, in which aspects do they exist? 3. Have you found any difference between American English and British English in the play? 4. Could you list the differences you know? Differences Pronunciation Spelling Grammar Vocabulary British English American English Dance/ dα:ns/ Not/ nCt/ Either/ aIthe/ neither Dance/ d? ns/ Not/nat/ Either/neither / I:the/ Colour travelled programme favour centre Color traveled program favor center Have got .. Holiday post staircase petrol luggage vacation stairway mail gas baggage

Have…

Step 2: Dialogue reading and making comparisons Let students read the dialogue and find out “ Is it in American English or British English?” Sam went back to London to go on with his study in CMHS. He met David on the school campus. Sam: Hi David .How are you? David: Fine, have you just gone back from New York? Sam: Yeah, I went back here last Monday. David: How is your summer holiday, Sam? Sam: Excellent, during my summer vacation I joined a soccer ball club and I can play it better now. David: Good! I also practised playing football this summer too. Sam: Ok. Please call me at 33543165 if the students’ union organize a soccer ball match. David: Good idea! You may call me on 25682275. Sam: See you! David: Goodbye!
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Step 3:Vocabulary learning 1. Ask students to go through the examples listed in their books first, then get them to compare what they know with these examples. 2. If possible, invite some students to summarize the differences between American English and British English. Step4: Colloquialisms I. Lead –in Read the sentences and express what the colloquialisms mean. 1. Though you are busy, could you just lend me an ear for a moment? 2. If Huston rockets can win this basketball game by twenty points, I will eat my hat. 3. I have never expected lily to act as cool as a cucumber in the traffic accident. 4. All the family members come to persuade Jim to change his idea, but he is as stubborn as a mule. 5. As a green hand, Robert nearly drove into the grocery on roadside. 6. Because Tod failed in his maths exam, he was as quiet as a mouse when his father scolded him. lend me an ear : to listen and pay attention to(倾听:注意;仔细地听) eat my hat: You are 100 percent certain that something will happen. eat (one's) words: to retract something that one has said. (食言:对自己说的话又反悔) as cool as a cucumber: very calm and controlled in difficult situations. (像黄瓜一样凉爽) (就是当一个人碰到困难和麻烦时很冷静、很放松。这是美国人经常用的一个习惯用语。) as stubborn as a mule: refusing to change one’s opinion(倔得像头骡子) green hand : one who is new in a certain field (生手, 没有经验的人) as quiet as a mouse : making very little noise(非常安静, 不声不响) II. Vocabulary extension 1. Get students to do part A and Part B in class and check the answers together 2. Check answers A). a piece of cake: very easy (小菜一碟,容易的事) a wet blanket: boring or afraid to have fun (扫兴的人或物) be all ears: listening carefully(全神贯注地倾听) pull my leg: joke with someone (愚弄某人) B). 1.green fingers(绿手指,园艺能手):She is good at gardening 2. the top dog(重要的人):an important person in an organization 3. give her the cold shoulder: be not friendly to her 4.rain cats and dogs(下倾盆大雨): raining heavily. 5. not my cup of tea: not really to my taste Add: 1. It's really simple. / It's very easy. 很简单。 2. It's a piece of cake. 小事一桩。 3. It's easy as pie. / It's easy as ABC. 真是易如反掌。 4. It's no big deal! 没什么大不了的!(很简单) 5. It's a no-brainer! 这很简单,不用花什么脑筋的! 6. I can do it with my eyes closed! 我眼睛闭起来都能做!
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7. That's no sweat at all! 那一点都不难! 8. Nothing to it! 没什么难的! 9. It's a joke. Anyone can do it. 这很简单。谁都可以做。 10. It's a cinch! (容易做的事情) 简单的很! green hand n. 生手, 没有经验的人 a molehill: (由鼹鼠打洞扒出的泥土堆成的)鼹鼠丘, 无意义的事, 小困难(或障碍) make a mountain out of a molehill :to exaggerate a minor problem. 小题大做:夸张一个小困难 III. Exercises 1. Fill in the blanks by using the following colloquialisms. lend me an ear eat my hat a wet blanket pull my leg green fingers rain cats and dogs green hand as quiet as a mouse 1. Kate, don't be_______________ at the party. Let's dance together. 2. Jim, when I explain the language points, you should _________________. 3. Rob is always late for school. If he can arrive at school on time today, I will_______________. 4. Mum: Oh, you got wet all over .How is it, Daniel? Daniel: Mum, don’t you know it ___________________ on my way home? 5. Bob: Hey! Ellen, you got an A for your history exam. Ellen: Don’t _____________. Are you serious? 6. Look at Mr. Smith’ garden. He has_____________. 7. Boss: Who is that dull boy? He even doesn’t know where his office is. Manager: This is his first day here. He is a _____________. 8. Boys and girls, when you are reading in the reading room, you should remain____________________. Are you clear? 2. Answers: 1. a wet blanket 2. lend me an ear 3. eat my hat 4. rained cats and dogs 5.pull my leg 6.green fingers 7.green hand 8.as quite as a mouse Step 5: Homework 1. Try their best to keep the examples of American English and British English in their mind.
2. To find more colloquialisms if they like.

3. To revise the play and find the sentences with attributive clause. Teaching Post-description: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

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Periods 8-11 Grammar and usage The Attributive Clause (2)
Teaching aims: 1. Help Ss to know more about attributive clause. 2. Help Ss learn about the attributive clauses introduced by a preposition+ which and a preposition+ whom and make sure they know in what circumstances these two forms are used. 3. Help Ss learn how to use attributive clauses introduced by the relative adverbs when, where and why. Teaching important and difficult points: 1. Help the Ss understand the attributive clauses introduced by a preposition+ which and a preposition+ whom. 2. Help Ss to know the difference between these two kinds of attributive clauses. Teaching methods: 1. Presentation and team work. 2. Practice. 3. Comparison. Teaching aids: A blackboard and Multimedia. Teaching procedures: Step 1: Presentation 1. Ask Ss to read point 1-5 to know more about attributive clauses. a. Ask Ss to read point 1 on pla28 to know when to use a pre+ WHICH/WHOM to begin an attributive clause, let them pint out the antecedents in the two sentences with an attributive clause in each and the function of the antecedent in the attributive clause. b. Let Ss go over pint 2 and ask them what the two sentences would be in formal English. c. Let Ss go over point 3&4. Ask them to make the four example sentences in different ways. For example: Dad is a person to whom I can easily talk. Dad is a person I can easily talk to. d. Ask Ss to go over pint 5 to know how to use the attributive clause to modify the antecedent way. Ask Ss to look at the screen and know how to use these clauses. Step 2: Practice Ask Ss to finish Part A and B on page 29 and then check answers together. Step 3: Tips 介词+关系代词引导的定语从句 1. 关系代词在定语从句中做介词宾语时,从句常由介词+关系代词引导 (1) The school (that/which) he once studied in is very famous.
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(2) The school in which he once studied is very famous. (3) Tomorrow I will bring here a magazine (that/which) you asked for. (4) Tomorrow I will bring here a magazine for which you asked. (5) We’ll go to hear the famous singer (whom/that/who) we have often talked about. (6) We’ll go to hear the famous singer about whom we have often talked. 注意:1. 含有介词的动词短语一般不拆开使用,如:look for, look after, take care of 等 (1) This is the watch which/that I am looking for. (T) (2) This is the watch for which I am looking. (F) 2. 若介词放在关系代词前,关系代词指人时用 whom,不可用 who 或者 that;指物时 用 which,不能用 that;关系代词是所有格时用 whose (1) The man with whom you talked is my friend. (T) (2) The man who/that you talked with is my friend. (F) (3) The plane in which we flew to Canada is very comfortable. (T) (4) The plane in that we flew in to Canada is very comfortable. (F) 3. “介词+关系代词”前可有 some, any, none, both, all, neither, most, each, few 等代词或者数词 (1) He loved his parents deeply, both of whom are very kind to him. (2) In the basket there are quite many apples, some of which have gone bad. (3) There are forty students in our class in all, most of whom are from big cities. Step 4: Consolidation 1. 高考链接 (LOOK at the screen) 2. More Practice Step 5: Presentation (2) Relative adverbs: When, where and why 1. Ask Ss to go through four points on page 30 and know in what condition all three relative adverbs can be sued and make them know what other words can be sued to replace when, where and why. 2. Ask Ss to look at the screen and learn more about this kind of clause. 3. Ask Ss to finish exercise on page 31. Step 6: Tips 关系副词引导的定语从句 1. When 指时间,在定语从句中做时间状语 (1) I still remember the day when I first came to the school. (2) The time when we got together finally came. 2. Where 指地点,在定语从句中做地点状语 (1) Shanghai is the city where I was born. (2) The house where I lived ten years ago has been pulled down. 3. Why 指原因,在定语从句中做原因状语 (1) Please tell me the reason why you missed the plane. (2) I don’t know the reason why he looks unhappy today. 注意:关系副词引导的从句可以由“介词+关系代词”引导的从句替换
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(1) The reason why/ for which he refused the invitation is not clear, (2) From the year when/in which he was going to school he began to know what he wanted when he grew up. (3) Great changes have taken place in the city in which. /where I was born. Step 7 Consolidation 1. 高考链接 (LOOK at the screen) 2. More Practice Step 8: Homework: To go over what you have learnt in this period. Teaching Post-description: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________

Periods 12-14 Task
Task skills building 1: asking for and giving advice
Teaching aims: 1. Teach students how to ask for and giving advice 2. Improve their abilities of listening and speaking Teaching important points: Make sure students know how to ask for and give advice Teaching methods: 1. Listening-and-answering activities to help students practice asking for and giving advice 2. Individual, pair or group practice Teaching aids: A blackboard and Multimedia.
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Teaching procedures: Step 1: Lead-in Ask the students how to ask for and give advice, then let them focus on the guidewords on page 32. Step 2: Listening 1. Ask students to listen to five people asking for advice. Make sure they understand what they are listening and they know what problems the five people are asking for advice. 2. Ask them to listen again and complete the notes. 3. Let them discuss whether they have the same problems and how to deal with the problems, Step 3: Listen to a radio phone-in program 1. In this program, four teenagers call the host to talk about their problems and ask for advice. Students are asked to write down a proper name below each picture on page 33 according to what they ’ll learn from the tape. 2. Listening 3. Checking answers together. 4. Picture description. ( form) Picture No. Picture one Picture two Picture three Picture four Ask students to describe each picture according to the tape. Step 4: Consolidation If possible, ask students to finish listening practice on page 100. Step 5: Homework 1. Go over what they have learnt in this period. 2. Preview Skill building two. Problems Solutions

Skill building2: Reading for the main point Teaching aims: 1. Provide students chances to develop reading skills by reading four diary entries. 2. Help students to use reading skill to identify the main points of the four diary entries and tell some details in the letter asking for advice. Teaching Important and difficult points: Reading for the main point Teaching method: Reading to get the main points of the reading material Teaching aids: A blackboard and Multimedia.
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Teaching procedures: Step 1: Lead-in Get students to read the instructions and know how to read for the main point. Catch the main point and Focus on descriptive words or expressions Step 2: Reading 1.Read the four diary entries and fill in the form. Ask students to read four diary entries and underline the main points of each entry and circle the key words that show the mood of the writer. Ask students to finish the task in a group of four and each member of the group is in charge of one diary entry. Entries The first diary entry The second diary entry The third diary entry The fourth diary entry Main points Today has been .. We had.. I am .. Failed, ..don’t .. All.. for nothing

2. Read the diary entries again and answer: (1) Why did Christina call the radio show last week? (2) What advice did George give? (3) Did Christina follow his advice? What did she do? (4) How do they get on with each other? Step 3: Reading the letter asking for advice 1. Get students to read the letter from Liu Zhen to an advice column in a magazine and answer the following questions: (1) Who wrote this letter? (2) To whom is the letter written? Why is the letter written? (3) What is the main idea of this letter? (4) Which words or expressions are used to make the main point? 2. Ask students to finish answering the questions on page 35. 3. Ask the students to discuss how many parts can this letter divided and point out the main point of each part. Step 4: Practice Finish reading exercises on page 98-99 Step 5: Discussion Have you ever had a problem with your parents similar to Liu Zhen’ s son? If so, who do you solve it? Step 6: Homework: 1. Finish the Ex on workbook. 2 Review the words and expressions in this unit.

Skill building 3. planning a letter of reply Teaching aims: 1.To develop writing skills by reading the tips. 2.Help students to improve their ability of writing a letter of advice correctly
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3.To understand the main point of the letter. Teaching Important and difficult points: Enable students to write a letter of advice in a correct way. Teaching method: Practicing to improve students’ writing skill Teaching aids: A blackboard and Multimedia. Teaching procedures: Step 1: Lead-in T: Whenever we receive a letter asking for advice, it’s important to plan what we’re going to write. Some suggestions to help you in your planning: ① Find the main points of the letter asking for advice ②Answer each of these points directly ③Do not give advice for points not discusses in the letter ④ Offer comfort and support. Do not find fault with the person you are writing to. ⑤ Use modal verbs such as should or must, phrases such as make sure, or imperative to give your advice. Step 2: Reading Read the two letters, and discuss with partners which letter is better and why. Step3: Reading the letter asking for advice 1. Keep the tips in mind when making up and writing a letter of advice to Liu Xiaowei. 2. Get the students to read the letter asking for advice and to get the main point of each paragraph. . 3. Show the students a example of a letter of advice. Make sure they keep the suggestions in mind. Then ask the students to finish their own letter of advice. Step 4: Consolidation Present their letters to the whole class. They also can work in pairs to correct the mistakes in each other’s writing. Step 5: Homework: Finish Workbook Writing. Teaching Post-description: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________

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Periods 15-16 Project Writing a report on growing pains
Teaching aims: 1. Make sure Ss understand what growing pains are all about. 2. Improve Ss’ writing ability. 3. Encourage students to do teamwork and learn to cooperate with each other. 4. Ask Ss to cooperate with others. Teaching Important and difficult points: 1. To know the general idea of the article. 2. Make sure Ss know how to write a report on growing pains. Teaching methods: 1. Get students to know about some useful information about growing pains by reading 2. Ask students to do teamwork to finish the project. 3. Let students search some useful information about the project and write down important information. 4. Encourage students to make group discussion to know how to plan and prepare for a report. Teaching aids: A blackboard and Multimedia. Teaching procedures: Step 1: Presentation First talk about different kinds of growing pains. Encourage the students to speak out what does growing pains mean to them and how did they figure out the problems. Step 2: Reading 1. Let Ss read the article about growing pains. Ask them to find out the answers to the following questions: 1)How many different kinds of growing pains are mentioned in this article? Kinds of growing pains: ? physical changes ? psychological changes ? how to fit in society 2) How many parts can this article be divided into and what is the main point for each part? Part 1: paras 1-2 Many teenagers feel lonely and are going through many changes. These changes are part of adolescence. Part 2: paras 3-5 Physical changes and psychological changes happen inside teenagers. They become confused and want to know how to fit in society.
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Part 3: paras 6 Growing pains do not last long. 2. Ask the students sort the experiences they discusses before reading, and decide which is physical and which is psychological. 3. Explain the language points in the article, especially the words and phrases such as as if, go through, adolescence, misunderstand, along with, in this regard, limit, wisdom, independence, balance, last, challenge. Step 3: Writing a report on growing pains. 1. Planning a) Ask Ss to work in groups of four. b) Ask Ss to discuss the four questions given in this part. Which kind of growing pain causes teenagers the most anxiety? Why? Which kind of growing pain is the least understood by teenagers? Which kind of growing pain most interests your group ? Are there any other things that can be called growing pains? c) Ask Ss to decide which kind of growing pain their group wishes to do a report on. d) Ask Ss to assign roles to each of them and write their names beside the following jobs. Research ___________________ Write an outline for the report ____________________________ Write the report_________________________________ Provide art work for the report ________________________ 2. Preparing a) Those who responsible for doing research to get enough information can look at the resources as follows: Magazines Experts( health teachers, doctors, etc.) Internet sites Books in the library b) The group members will discuss the information found and decide how to write the report and then make a draft of the outlines of the report. 3. Producing a) Ask Ss to write the report by following the outline. b) Proofread the draft and write the report, which should be approved by the whole group. 4. Presenting a) Choose one member to read the report in front of the class. b) Answer the questions the other groups have about their report. c) Display their reports on the wall of the classroom. Step 4: Practice writing Ask Ss to finish writing on workbook. Step 5: Homework Ask the students to do other exercises on workbook, if time permits, check the answer together in class. Teaching Post-description:

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