北师大版 2.docx
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北师大版 2.docx
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北师大版2
Unit2 Hero
高中英语多媒体教案设计(北师大版)
说明:
本教案是一份计算机辅助英语教学的多媒体教案,包括两个组成部分:
1.自制的多媒体网页(电子教案)
2.教学过程暨软件制作流程图设计
教学目的要求:
1.通过对话、听力练习,使学生熟练掌握并运用有关谈论音乐与舞蹈的日常交际
用语。
2.指导学生阅读课文ModernHero,SportStart,Superhero培养学生的阅读理解能力。
3.学习表达意见的句型。
4. 学习时态:
一般过去时和过去进行时
德育渗透点
让学生了解英雄事迹,培养学生的高尚品质。
美育渗透点
培养学生热爱文艺.陶冶学生情操。
重点难点:
1.oralpractice:
2.阅读三篇课文全面理解课文。
3.学习状语从句的用法
教学方法:
运用自制多媒体网页,结合课文内容进行教学.
课时安排:
4课时
第一课时WarmingUpListening
第二课时Reading
(1)
第三课时Listening
第四课时Reading
(2)
第五课时 Reading(3)
每课的教学过程暨课件设计流程:
Period1 Warmup
Stage1
Thosestudentswhoarekeenonmusicanddancecanexplainanywords
thatothersintheclassmaynotknow.
~ StudentslookatthephotosandKeyWordsandidentifyclassical,jazz
andballet.
~ Ingroups,studentsdiscussotherkindsofmusicanddanceandadd
wordstotheKeyWords.
Stage2
~ Studentslistentothefourextractsonthecassetteandmatchthemtothe
typesofperformances.Studentsexchangeviews.
Stage3
StudentsgothroughtheKeyWordsandgetpreparedforlisteningasecond
time.
~ Listentotheextractsagain,payingspecialattentiontothewordseach
speakerusestodiscusstherhythm.Underlinewordswhilelistening.
~ Listenagaintochecktheanswersinclass.
Practice
Studentsworkinpairstalkingabouttheirfavouritemusictolistentoand
danceto.
Studentscarryoutaclasssurveytofindoutthemostpopularkindsof
musicandmostpopulargroupsandsingers.
Homework
Ingroups,studentsdiscussanddecidewhatmusictoplay,andinwhat
order,atafriend'sbirthdayparty.
Period2 Performance
Objectives
~Topractisethevocabularyrelatedtoconcertsandperformance.
~Toreadandunderstandaconcertreview.
~Topractiseusingwillfordecisions.
~Topractiseusingtimeclauseswithassoonas,when,before..,
andclausesofconcessionwithalthough/though.
Stage1
Keywords
Theconcert- themusic,thesinging,theguitarsolos,thedrums,
thelighting,thespecialeffects,thestagedesign,thesound,thesongs,
thewords
Adjectives-boring,brilliant,exciting,fantastic,poor,guitar,good,reallyloud,
disappointing,spectacular,clear,incomprehensible
~ReadthroughtheKeyWordswiththeclass.
~Askstudentstotalkaboutconcertstheyhavewatchedencouragethemto
sayasmuchaspossibleandtogivetheiropinions.
Stage2
~Studentsreadthroughthetitles(a-d)andguesstheorder.Thentheyread
theconcertreviewandseeiftheirguesseswerecorrect.
Stage3
~Studentscancomparetheiranswersinpairsbeforecheckingtheanswers
asaclass.
Stage4
Studentsworkinpairs,readingthetextandfindingthewords.
Askstudentstolookatthetextagainandtodescribethesongs'Everything
but…’and‘Ironic’.
Stage5
Ingroups,studentsdiscussthepossiblereasonswhypopmusicandrock
'n'rollarelovebymanyyoungpeople.
Studentsalsodiscusswhichperformerstheywouldliketohearatalive
concertandgivereasons.
Eachgroupreportstheirdiscussiontotheclass.Haveaclassdiscussion
ifnecessary.
Languagestudy
Willfordecisions;timeandconditonalclauses
Stage6
Studentslistentothetelephoneconversationonthecassettetofindoutwho
decidestopickupthetickets.Playthecassettetwiceifnecessary
Stage7
~Readthroughthesentenceswiththestudents.
~Studentsthenlistentotheconversationagainandsaysthesentences.
Playthecassetteagain,andask:
Whycan'tRickypicktheticketsupatlunchtimetomorrow?
(He'sgotchoirpractice.)
Whycan'thepickthemupafterschooltomorrow?
(Theticketofficewillbeclosed.)
WheredoesRicky'smumwork?
(Nearthetickesoffice.)
WhereisSuegoingaftershe'sgotthetickets?
(Tothedentist.)
Stage8
~PlaythecassetteagainandaskstudentstolistenforwhichverbformsSue
andRickyusewhentheymakesuddendecisions.
Stage9
~Inpairs,studentsreadthesentenceanddecidewhattimetheunderlined
partrefersto-thepresentorthefuture?
~StudentsthenlookbackatthesentencesinExercise7andidentifythe
linkingwords.
Stage10
~Studentsreadthesentencesinpairsandunderlinethelinkingwords
Stage11
~Studentsworkinpairs,discussingwhatresponsetomakeineachsituation.
Stage12
Studentsworkinpairsandtrytothinkoftwodifferentendingsforeach
sentence.
Whencheckinganswers,haveseveralstudentsgivetheiranswersforeach
sentence.
TheimportantpointisthattheverbsshouldbeinthePresentSimpletense.
Stage13
~Studentsaskandanswerthequestions,workinginpairs.Goroundto
checkthatstudentsareusingthetimeandconcessionclausescorrectly.
Practice
Studentsworkingroupsmakingchainsstartingwithoneofthesesentences:
WhenIcanspeakEnglishfluently,I’ll…
WhenI’mrich,I’ll…
WhenIpassmydrivingtest,I’ll…
WhenI’moldenough,I’ll…
Thegroupscanthenreadouttheirchainstotherestoftheclass.
Homework
IfyouoroneofthestudentshasarecordingofAlanisMorissette,bringit
intoclassandplayoneofthesongs.Studentscanthendiscusstheir
reactionstothesong, describingthesinger’svoiceandtheeffectithason
them.
Period3 BeijingOpera
~Topractiseusinggeneralknowledgetothinkofpossibleanswers
beforelistening.
~Topractisegettingthegeneralideawhenlisteningforthefirsttime.
~Topractiseidentifyingkeywordstolistenfor.
~Topractiseaskingfor,givingandrefusingpermission.
Stage1
Inpairs,studentslookatthephotographsandguessthepossibleanswers
tothequestions,usingtheirbackgroundknowledge.
Checktheanswerswiththeclass.
AskstudentsmoreaboutBeijingOpera:
Howmanyoperasdoyouknowin
China?
WhatdoyouthinkofBeijingOpera?
Doyouthinkpeopleenjoy
watchingBeijingOpera?
Whyorwhynot?
…
Stage2
Inpairs,studentslookatthepicturescarefullyandmakeguesseswherethe
charactersare.Remindstudentsthatthecostumestheywearandthestage
designswillbeofgreathelp.
Studentsdothematchinginpairs.
Checktheanswersasaclass.
Stage3
Listentolearn
knowhowtouseanyoftheseStrategiesalready
~Studentslistentothecassetteandgetthegeneralidea.Playthecassette
withoutpausingthefirsttime.Andaskthemto
~Inpairs,studentslookatthepicturescarefullyandmakeguesseswhere
thecharactersare.Remindstudentsthatthecostumestheywear andthe
stagedesignswillbeofgreathelp.
Stage3
~Studentsstudythewordsandthedefinitionsinpairsandguessthe
possibledefinitionforeachwordorphrase.
~Checktheanswersasaclassandmakesurestudentsunderstandallthe
newwords.
Stage4
~ReadthroughtheStrategieswiththeclassandseeiftheyknowhowtouse
anyoftheseStrategiesalready.
~Inpairs,studentsreadthequestionsandtrytopredicttheanswersusing
backgroundknowledgeaboutBeijingOpera.
~Studentsthenexchangeideastofindoutiftheyhavethesamepredictions.
Iftheyhavemadedifferentpredictions,askstudentstojustifytheiropinions
Studentslistentothecassetteandgetthegeneralidea.Playthecassette
withoutpausingthefirsttime.Andaskthemtomakenotesifpossible.
~Whenreplayingthecassette,pauseitaftereachsectiontogivestudents
timetochecktheiranswers.
Stage5
~Encouragestudentstoguessthepossibleanswertoeachquestion.
~Studentsskimthepartandgetthegeneralidea.
Studentsscanthedialogueandidentifythekeywordsorphrasestohelp
answerthequestions.
~Studentschecktheanswersinpairsbeforecheckthemasaclass.
~Encouragestudentstogivemoresuchexample5usingtheirgeneral
knowledgeofBeijingOpera.
~Studentsworkinpairs,askandanswersthequestions.
~Studentslistentotheprogrammeandreadthelastpartofitagain.Then
havesomeofthemtalkaboutthefeaturesofBeijingOperainclass.
Stage6
~StudentslistentothedialogueandmakenotesaboutLiMingandZhu
Meiling.
~Playthedialoguetwoorthreetimesifnecessary.
~Studentscancompareanswersinpairsbeforecheckinganswersasa
class.
~Playthedialoguesagainandaskstudentswhatdifferencesthereareinthe
situationsandthelanguage(thefirstismoreinformalbetweenamotherand
son.
Stage7
~StudentsreadthroughtheFunctionFileandguesswhatthemissingwords
arebeforetheylistentothecassetteagain.
~Studentslistentothecassetteandcompletethesentences
~Checkanswersbyhavingstudentsreadthesentencesaloud.Students
canthenseeiftheirguesseswerecorrect.
Stage8
~Readthroughthe
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