高中英语必修二全套教案(北师大版).doc

北师大版高中英语·必修二

教学设计

阳玉之

庐江县第三中学

Unit 4 L.1 Tomorrow`s World

Objectives : (reading, speaking and debate)
To practise getting the general idea while reading the text for the first time.
To use the title of a text to predict the content.
To develop strategies to match topics with paragraphs.
To identify important words in a text.
To debate on students` opinions of cyberspace. ( optimistic or pessimistic)
To write an article about their opinions of cyberspace.
Reading
Step 1 Warm-up
As a class, students answer the question "pared to 10 years ago, how do you think the technology has changed our lives?"
The teacher will give the example first to start students` thinking, e.g.
　　Ten years ago our cellphones were big and only for calls but now they bee smaller and multi-functional.
　　Students would surely mention the puter. And the teacher then guides the students to the topic : The Future of Cyberspace.
Step 2 Prediction
Ask students how useful it is to read the title of a text or a newspaper headline. In pairs , students discuss which topic will be mentioned in this text. Ask students if they would be mentioned any other topics if they were writing the article.
Step 3 Extensive reading and getting the general idea.
　　　Match topics with paragraphs
Students read the text on the screen quickly and check their guesses.
( the time limit on the screen can train students` ability of fast reading and getting key words)
Answers: the Internet virtual reality
At the same time students match topics with paragraphs.( exercises will be presented in the material.)
Step 4 Words Guessing
　　In order to train students` ability of guessing meanings of new words, the teacher will ask students to read out the sentences in the text containing the key words and then substitute the definition in the sentence. ( more practice will be done in the homework paper.)
Step 5 Intensive Reading
　　Students read the text again, finding the details of optimistic opinions and pessimistic opinions.
Step 6 Debate
　　Students debate on Cyberspace, using all information they have learnt before.
Step 7 Homework and Assessment
　　Students will write an article about their opinions of cyberspace. The teacher will evaluate what students have got from the class and students are requested to do a self-assessment.
1.Multiple choices.
(1).Match the paragraphs with these headings in one minute. (general ideas)
A) Pessimistic opinions
B) Seeing the future
C) Optimistic opinions
D) The Internet growth
(2).Read the text again and choose the best topic sentence for the passage. (main idea)
A) The Internet is good for us.
B) The pessimistic opinions about the cyberspace
C) The opinions about the Internet.
D) How are the puter and the Net going to affect our lives.
(3).According to Peter Anderson, where will we live in the future? (detail information)
A) outer space
B) virtual world
C) virtual house
D) Internet world
2. Guess the definitions of the underlined words.
(1).Some experts are pessimistic about the Future. One worry is crime in cyberspace.
(2).Even now, young hackers can get into the puter of banks and governments.
3. Summary
The article talks about _____________.Different people have different ideas. Some
are__________. They worry about the crime, hackers and terrorists in cyberspace. However,
many people are__________. They think puter can make our life easier. People can
buy books, ____ticket, etc. Some experts believe that we will live in ____________ in the
Future.
4. Open questions.
(1)pared to 10 years ago, how do you think technology has changed our life?
(2)What`s your opinion about the cyberspace? Are you pessimistic or optimistic about it? Why? (for debate)
　　　　　　　　　Self - assessment
1. Do you know when and how to get the general idea? Yes ( ) No( )
2. Do you know the structure of this passage? Yes ( ) No( )
3. Are you confident to speak in the class? Yes ( ) No( )
4. Are you interested in debate? Yes ( ) No( )
5. What can you do when you e across new words ? Yes ( ) No( )
6. Did you ever make any guessing before you read the passages? Yes ( ) No( )
7. Do you like this lesson? Yes ( ) No( )
8. What`s your suggestions to the teacher? Yes ( ) No( )

Unit 4《Cyberspace》lesson2 Websites

Senior High English Book 2
Unit 4 Cyberspace Lesson 2 Websites
Ⅰ. Preparations Before Class (课前准备)
Task 1: Song Enjoying (好歌想听就听)
Listen to the song and try to fill in the blanks with the words you hear.
　　Hiding from the rain and snow
　　Trying to forget but I won't let go
　　Looking at a crowded street
　　Listening to my own heart beat
　　So many people all around the world
　　Tell me where do I find someone like you girl
　　Take me to your heart take me to your soul （重复）
　　Give me your hand before I'm old
　　Show me what love is - haven't got a clue
　　Show me that wonders can be true
　　They say nothing lasts forever
　　We're only here today
Love is now or never
Bring me far away
Take me to your heart take me to your soul
Give me your hand and hold me
Show me what love is - be my guiding star
It's easy take me to your heart
Standing on a mountain high
Looking at the moon through a clear blue sky
I should go and see some friends
But they don't really prehend
Don't need too much talking without saying anything
All I need is someone who makes me wanna sing
Task 2: Make a Preparation (听前热身)
　　1. The Pentagon (五角大楼）has sent the military to Iraq and the military action has been taken to deal with the fights there.
　　2. Dr May is a great scientist. She has done a lot of scientific researches into the Internet. Today, she's going to tell us something about the history of the Internet.
　　Predict: Did the Net begin for military reasons or for scientific reasons?
Ⅱ. Activities in Class (课堂活动)
Task 1: Rewarding time (比一比)
Task 2: Have a try (牛刀小试) Tick the words you hear:
　　Manchester University, Britain, Internet, military, America, Pentagon, munications,
　　nuclear war, linking, network, share ideas, entertainment
Task 3. Imagine and listen (想一想，听一听) Can you fill in the blanks with the words you hear?
In ____________, the Pentagon _____ ___________ ____ munications after a nuclear war. And in 1969 they thought of _________ puters into a network. And then people in universities all over the world began to use the network to __________________. They use it for work and ______________.
　　　　the 1960s; were worried about; linking; share ideas; for fun
Task4. Word learning (词汇学习)
　1. Do you think Mandy gave some advice / suggested something / made some suggestions to Lucy for the weekend activities?
　2. Did Lucy accept or reject her suggestions?
　3. Did they make any arrangements for their weekend?
　21.(天津卷1). He telephoned the travel agency to_______ three air tickets to London.
　 A. order B. arrange C. take D. book
　解析：book和tickets搭配，是"订票"的意思。句意：他打xx给旅行社预定三张去伦敦的机票。
　(江西卷31).The girl arranged to have piano lessons at the training centre with her sister she would stay for an hour.
　A. where B. who C. which D. what
　解析：先行词为centre, she would stay for an hour不缺宾语或主语,故要填的先行词作状语,表地点用where。
　4. Did they say goodbye to each other when they finished the call?
　5. What are you up to do this weekend?
　 阅读下列句子，注意be up to 在句中的不同意思，并从所给的中文释义中找出与之对应的解释。
1. What is her sister up to now? 2. This man isn't quite up to the job.
3. It is up to you to decide. 4. The final choice is up to him.
　[中文释义] a. 胜任；能 b. 从事于, 干（某事） c. 由......决定d. 应由（某人）做某事
　Key: 1-b 2-a 3-d 4-c
　[注意] be up to中的to是介词，后面接名词或代词。
　6. Do you fancy going to the dance on Saturday night?
　7. Can I have your phone number in case I need to get in touch with you?
　[拓展] lose touch with 和......失去联系 keep in touch with与......保持联系；了解
　 [即学即练] 将下列句子翻译成英语。
　　1. 他们一直和我保持联系。
　　2. 他所教过的学生似乎没有一个和他失去联系。
　　3. 我今天下午曾试图与你取得联系。
　Key:
　　1. They always keep in touch with me.
　　2. No one whom he has taught seems ever to lose touch with him.
　　3. I tried to get in touch with you this afternoon.
　8. Yes, just hang on a second. I'll get her.
Task5. Test in class (当堂测试)
I. 根据下列句子及所给单词的首字母或汉语提示，写出各单词的正确形式。
　1. I want to get some information of the "Hope P_____".
　2. The chairman asked us two to make an _____ (安排) for the next weekend's meeting.
　3. This kind of skirts has e into _____ (流行).
　4. Sarah _____ (拒绝) her brother's offer of help.
　5. They said that the Net worked for _____ (军事的) reasons.
II. 请选用所给短语的适当形式填空。 depend on, hang on, be up to, what's more
　1. _____ a minute while I look it up.
　2. You can pay weekly or monthly - it _____ you.
　3. The position is not well written, and, _____, there are many spelling mistakes in it.
　4. All living things _____ the sun for their growth.
III. 每空填一词，使该句与所给句子的意思相同或相近。
　1. Why don't we go swimming on such a lovely day?
　　_____ _____ _____ swimming on such a lovely day?
　2. He walked in because he wanted to know what was happening in the room.
　　He walked in because he wanted to know what was _____ _____ in the room.
　3. He asked me what I was doing those days.
　　He asked me what I _____ _____ _____ those days.
　4. How about going to the cinema tonight?
　　_____ _____ going to the cinema tonight?
　5. They got in touch with each other three years ago.
　　They have _____ _____ _____ _____ each other for three years.
　6. Do you fancy going for a picnic this weekend?
　　_____ you _____ to go for a picnic this weekend?
Key:
I. 1. Project 2. arrangement 3. fashion
4. rejected 5. military
II. 1. Hang on 2. is up to 3. what's more 4. depend on
III. 1. Why not go 2. going on 3. was up to
4. What about 5. kept in touch with
6. Would; like
Ⅲ. Practice after class (课后巩固)
Task 1. 同步作业 Page 7 Section I、II、III
Lesson3 Virtual Reality教案

Teaching aims:
To practise using first and second conditionals.
To assess whether websites are real.
Teaching difficulties: To practise expressing preferences
Teaching Aids: puter and cassette
Teaching procedures:
Ⅰ. Warming up
问学生下面的问题激发学生的兴趣。
What is virtual reality？
What do people use the technology to do?
Which of these uses for virtual reality are possible now?
* virtual reality holidays
* learning to fly using virtual reality technology
* playing virtual reality puter games
* visiting virtual museums on the Internet
展示一些图片（Show students some slides to prove these facts ）
T: Would you like to visit the Science Museum website? Why or why not?
　Would you like to go to a virtual university?
S:
T: Virtual reality can bring us lots of convenient. You will find lots of good information at home, and needn't spend time traveling there.
Study in such a world-famous university without going out of your room.
Ⅱ Reading
理解课文
True or False
1. This weekend Tom will not help Cathy finish a project on the history of the Internet.
2. Cathy is more interested in virtual holiday than Tom.
3. Tom will have a virtual reality holidays this weekend.
4. Virtual university is an interesting game on line instead of a real university.
5. Virtual reality holidays won't spend less time than real holidays.
Answers: 1. T 2. T 3. F 4. F 5.F
Ⅲ Further reading
Read the text again and pay attention to the right expression.
Correct mistakes
1. What are you going to do at this weekend.
2. I have too many things to be done.
3. We won't go to go camping if it will rain
4. If they invent virtual reality holidays, I'd go on an around-the -world tour.
5.Do you have anything plan for Saturday and Sunday.
6.Tom imagines himself go to a famous university.
7.Personal I'm interested in virtual university.
Answers: 1. 去掉at 2. 去掉be 3. 去掉will 4. invent改为invented 5. plan改为 planed 6. go改为going 7. Personal 改为Personally
Do the exercise 3
Read the dialogue and answer the questions
Ⅳ Talking
What are the advantages and disadvantages of a virtual university?
Would you like to go to such a university? Why?
* Advantages of a virtual university
No limit to time and place
It is convenient to attend
take your job as study
save transportation time
needn't buy text material
Ⅴ Language points
1. what's ...up to 口语中 问对方在做什么。
You look worried, what have you been up to?
你看上去很担心的样子，怎么了？
My brother locked himself in his room for a whole morning. What is he up to?
弟弟整个上午把自己关在房间，他在干什么？
2. suggest 建议,后接宾语从句（虚拟语气）或动名词短语。
I suggest that you (should ) check the information before you sign your name.
我建议你在签字之前检查一下所列信息。
Catherine suggests asking her dad for his opinion.
凯瑟琳建议征询她爸爸的建议。
暗示， 表明（真实语气）
The look on his face suggested he was angry.
他脸上的表情表明他生气了。
3. But I still find it hard to imagine.
It 是形式宾语， hard 为宾语补足语 ，to imagine为真正的宾语
Children find it hard to concentrate.
孩子们发觉很难集中精力
Ⅵ Grammar
Do the exercise 5
Read the sentences in italics in the first seventeen lines of the dialogue, Are the sentences used to talk about:
a) Unlikely situations in the future?
b) Possible situations in the future?
1. If I don't finish my project on the history of the Internet for next Monday's lesson, the science teacher will be angry.
2. If it's good, Dad, Mum and I will probably go camping.
3. We won't go if it rains.
4. If I stay home, I'll help you with your project if you like.
5. If you tell me some titles, I'll look for them in the library.
6. If you go to the Science Museum website, you'll find lots of good information.
7. If we had virtual reality holiday, we wouldn't have any problems with the weather.
8. If they invented virtual reality holidays, I'd go on an around-the-world tour.
Do the exercise 6.
Do the exercise 7
Do the exercise 8
Ⅶ Language in Use
Write about your ideal future. Think about your home, job, partner, family, etc. write conditional sentences to explain why you would like this kind of life.
Ⅷ Homework
Write about your ideal future. Think about your home, job. Partner, family, etc. Write conditional sentences to explain why you would like this kind of life.

Unit4 Lesson 4 Virtual Tourism

教案背景
1、面向学生：高一学生
2、学科：英语
3、课时：1课时
4、学生课前准备：
1）预习生词，了解单词的意思。
2）借助百度搜索和图书馆资源了解新西兰简介。百度搜索：http://.baidu./
3）让学生思考问题：介绍一个地方应从那些方面入手。
一、教材分析
本节课为北师大版高中英语必修2 Unit4 Lesson4,单元主题为Cyberspace ，而本节课主要任务是阅读题为Virtual Tourism的文章。本部分内容的学习，主要是通过图片和视频，让学生了解新西兰。通过分析和讨论，让学生在理解历史的基础上，明白保护历史遗迹的重要性，并能从自身作起，铭记历史，捍卫历史。同时，在教学中，我结合实际情况融入了阅读策略的教学，并通过完成一系列的阅读任务，帮助学生逐步掌握阅读策略，提高阅读理解能力。在此基础上，我通过一些活动将听说和写作融入到阅读课的教学中，希望学生能在生动而又较为真实的语言环境中提高综合运用语言的能力。
二、学情分析
教学对象是高一学生，智力发展日趋成熟。他们的认知能力比初中阶段有了进一步的发展,渐渐形成用英语获取信息、处理信息，分析问题和解决问题的能力。因此我特别注重学生用英语进行思维和表达的能力。他们学习英语的方法由死记硬背转型为理解型并应用到交际上。通过任务型课堂活动和学习,学生的学习自主性得到加强,不再认为英语学习很枯燥,主动参与大活动中去,成为课堂的主体。
三、教学目标
本课为阅读型课，主要是介绍新西兰。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。教师通过日志特有的阅读策略，让学生在听的基础上，归纳每一部分的关键信息并进行归纳比较，提高阅读技能。由于讲述的是国外文化内容，学生会感到陌生，为了引起共鸣,因此要把中外文化遗产结合一起讨论。要使学生学会如何谈论文化遗产和形成保护文物的意识。
四、教法学法
(一)教法
使用任务型教学法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组讨论的途径，完成各种任务，以达到完成教学任务的途径。
(二) 学法
高中的学生已具备一定的知识能力，有自己的观点教育法，他们希望通过课本获取更多的知识和信息，开拓视野。因此在阅读教学中提倡参与、体验、合作、探究的学习方式，通过精心设计的一些新颖的、贴近生活