北师大版 (3)

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1、     Unit 2  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Modern Hero, Sport Start, Superhero 培养学生的阅读理解能力。         3. 学习表达意见的句型。

2、       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.oral practice:         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 Warming Up Listening      第二课时 Rea

3、ding (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： 　     Period 1   Warm up            Stage 1        Those students who are keen on music and dance can explain any words         that others in the class may not know.         ~    St

4、udents look at the photos and Key Words and identify classical, jazz         and ballet.         ~    In groups, students discuss other kinds of music and dance and add         words to the Key Words.        Stage 2         ~    Students listen to the four extracts on the cassette and match th

5、em to the         types of performances. Students exchange views.        Stage 3         Students go through the Key Words and get prepared for listening a second         time.         ~    Listen to the extracts again, paying special attention to the words each         speaker uses to discuss

6、 the rhythm. Underline words while listening.         ~    Listen again to check the answers in class.          Practice          Students work in pairs talking about their favourite music to listen to and          dance to.          Students carry out a class survey to find out the most popula

7、r kinds of          music and most popular groups and singers.           Homework       In groups, students discuss and decide what music to play, and in what       order, at a friend's birthday party. 　      Period 2  Performance       Objectives      ~ To practise the vocabulary related to

8、 concerts and performance.      ~ To read and understand a concert review.      ~ To practise using will for decisions.      ~ To practise using time clauses with as soon as, when, before..,      and clauses of concession with although/though.　   Stage 1   Key words The concert-  the music,

9、the singing, the guitar solos, the drums,   the lighting, the special effects, the stage design, the sound, the songs,    the words   Adjectives- boring, brilliant, exciting, fantastic, poor, guitar, good, really loud,   disappointing, spectacular, clear, incomprehensible   ~ Read through the

10、Key Words with the class.   ~ Ask students to talk about concerts they have watched encourage them to   say as much as possible and to give their opinions.   Stage 2   ~ Students read through the titles (a-d) and guess the order. Then they read   the concert review and see if their guesses were

11、 correct.   Stage 3   ~ Students can compare their answers in pairs before checking the answers  as a class.   Stage 4   Students work in pairs, reading the text and finding the words.   Ask students to look at the text again and to describe the songs 'Everything    but…’ and ‘Ironic’.   Sta

12、ge 5   In groups, students discuss the possible reasons why pop music and rock   'n' roll are love by many young people.   Students also discuss which performers they would like to hear at a live   concert and give reasons.   Each group reports their discussion to the class. Have a class discu

13、ssion    if necessary.   Language study   Will for decisions; time and conditonal clauses   Stage 6   Students listen to the telephone conversation on the cassette to find out who   decides to pick up the tickets. Play the cassette twice if necessary         Stage 7        ~ Read through t

14、he sentences with the students.        ~ Students then listen to the conversation again and says the sentences.        Play the cassette again, and ask:        Why can't Ricky pick the tickets up at lunchtime tomorrow?        (He's got choir practice.)        Why can't he pick them up after sc

15、hool tomorrow?         (The ticket office will be closed.)        Where does Ricky's mum work? (Near the tickes office.)        Where is Sue going after she's got the tickets?         (To the dentist.)        Stage 8        ~ Play the cassette again and ask students to listen for which verb

16、forms Sue        and Ricky use when they make sudden decisions.        Stage 9        ~ In pairs, students read the sentence and decide what time the underlined         part refers to - the present or the future?        ~ Students then look back at the sentences in Exercise 7 and identify the

17、        linking words.        Stage 10        ~ Students read the sentences in pairs and underline the linking words        Stage 11        ~ Students work in pairs, discussing what response to make in each situation.        Stage 12     Students work in pairs and try to think of two different

18、 endings for each     sentence.     When checking answers, have several students give their answers for each     sentence.     The important point is that the verbs should be in the Present Simple tense.        Stage 13         ~ Students ask and answer the questions, working in pairs. Go rou

19、nd to        check that students are using the time and concession clauses correctly.         Practice        Students work in groups making chains starting with one of these sentences:         When I can speak English fluently, I’ll…         When I’m rich, I’ll…         When I pass my drivin

20、g test, I’ll…         When I’m old enough, I’ll…        The groups can then read out their chains to the rest of the class.        Homework         If you or one of the students has a recording of Alanis Morissette, bring it          into class and play one of the songs. Students can then discu

21、ss their         reactions to the song,  describing the singer’s voice and the effect it has on         them. Period 3      Beijing Opera        ~To practise using general knowledge to think of possible answers        before listening.        ~ To practise getting the general idea when listeni

22、ng for the first time.        ~ To practise identifying key words to listen for.        ~ To practise asking for, giving and refusing permission.       Stage 1      In pairs, students look at the photographs and guess the possible answers      to the questions, using their background knowledge

23、.      Check the answers with the class.      Ask students more about Beijing Opera: How many operas do you know in       China? What do you think of Beijing Opera? Do you think people enjoy      watching Beijing Opera? Why or why not?…      Stage 2      In pairs, students look at the pictures

24、 carefully and make guesses where the       characters are. Remind students that the costumes they wear and the stage      designs will be of great help.      Students do the matching in pairs.      Check the answers as a class.      Stage 3      Listen to learn      know how to use any of th

25、ese Strategies already      ~ Students listen to the cassette and get the general idea. Play the cassette       without pausing the first time. And ask them to      ~ In pairs, students look at the pictures carefully and make guesses where       the characters are. Remind students that the costu

26、mes they wear  and the       stage designs will be of great help.       Stage 3      ~ Students study the words and the definitions in pairs and guess the      possible definition for each word or phrase.      ~ Check the answers as a class and make sure students understand all the       new

27、 words.      Stage 4      ~ Read through the Strategies with the class and see if they know how to use      any of these Strategies already.      ~ In pairs, students read the questions and try to predict the answers using         background knowledge about Beijing Opera.      ~ Students then

28、exchange ideas to find out if they have the same predictions.      If they have made different predictions, ask students to justify their opinions      Students listen to the cassette and get the general idea. Play the cassette      without pausing the first time. And ask them to make notes if p

29、ossible.      ~ When replaying the cassette, pause it after each section to give students       time to check their answers.      Stage 5      ~ Encourage students to guess the possible answer to each question.      ~ Students skim the part and get the general idea.     Students scan the dial

30、ogue and identify the key words or phrases to help      answer the questions.      ~ Students check the answers in pairs before check them as a class.      ~ Encourage students to give more such example5 using their general       knowledge of Beijing Opera.      ~ Students work in pairs, ask an

31、d answers the questions.      ~ Students listen to the programme and read the last part of it again. Then      have some of them talk about the features of Beijing Opera in class.      Stage 6      ~ Students listen to the dialogue and make notes about Li Ming and Zhu       Meiling.      ~ Pla

32、y the dialogue two or three times if necessary.      ~ Students can compare answers in pairs before checking answers as a      class.      ~ Play the dialogues again and ask students what differences there are in the      situations and the language ( the first is more informal between a mother

33、and      son.      Stage 7      ~ Students read through the Function File and guess what the missing words      are before they listen to the cassette again.      ~ Students listen to the cassette and complete the sentences      ~ Check answers by having students read the sentences aloud. Stud

34、ents       can then see if their guesses were correct.          Stage 8      ~ Read through the table with the class.      ~ Students then work individually, thinking of 8ood reasons why they need      permission to do the things.      ~ Read through the example dialogue with the class, and

35、point out that all the      situations are formal ones so we need formal language.      In pairs, students act out their dialogues. Go round and monitor their      language and go over any general mistakes at the end.      Some of the pairs can act out one of their dialogues for the class.     

36、 Stage 9      Read the instructions and the example sentences with the class.      Students then work individually, writing five sentences including one false      one.      In groups, students read out their sentences and see if the others can guess      the false one.      Practice      In

37、pairs, students prepare and act out an informal dialogur asking permission      to do something. The dialogue could be between a parent and teenager or      an older brother or sister and teenager.      Extension      In groups, students discuss what image their own town had in the past and    

38、  how and why it has changed. 　 Period  19    Experiment in Folk         Objectives         ~ To practise the vocabulary relating to music.         ~ To read and understand a newspaper article.         ~ To express opinions and give reasons for them.         ~ To practise using adverbial

39、clauses of cause, result and purpose with         because, as, since, so that and so/such.., that.         ~ To distinguish between because and because of and practise using them         correctly. ~ 　         Stage 1         Key words         Classical, folk, jazz, traditional, pop, elect

40、ronic, rock ‘n’ roll         ~ Read through the key words with the class.        Ask students to talk about different kinds of music and famous musicians           relating to the kind of music-encourage them to say as much as possible          and to give their opinions.         Example:   

41、      Kong xiangdaong is a world-famous pianist. He plays not only classical         music but folk as well.      Elicit information about kong xiangdong from students to arouse their      interests in him. Show some photos of kong xiangdong to students if      necessary.         Read and lea

42、rn         Stage 2          ~ Ask student to skim the title, the picture and the first sentence of each        paragraph to get the general idea of the text.         ~ Students read through the questions first and guess the possible         answers.             Then ask them to scan the text f

43、or the answers and take notes if necessary.         ~ Students compare their answers in pairs before check them as a class.           Stage 3         ~ Students read the text again to check their answers and further understand          the text. Match the beginnings to the endings then.      

44、   ~ Students cover the text and in pairs, talk about Kong Xiangdong, seeing         how much they can remember from the text.         ~ Encourage students to exchange ideas about how they tackled the         task---did they read the whole text again from the beginning? What clues did         th

45、ey use, e.g. the questions in Exercise 2.?  the combined sentences in         Exercise 3? the notes they have made?...         Ask students what strategies they would use for a similar talk with a text in        Chinese.         Stage 4        In groups, students roleplay interviewers and inter

46、viewees about music to        find out their preferences and their reasons.        Choose one or two groups to report their findings to the class.        Suggestion: Provide more questions for students to voice their opinions.         For example: What do you think of Kong Xiangdong?        In

47、class, students talk about why Kong Xiangdong has achieved so much        and what they can learn from him. 　        Language Study        ADVEBIAL CLAUSES (II): CAUSE, RESULT AND PURPOSE                  Stage 5         ~ Students read the sentences and identify the adverbial clauses of cau

48、se,          result or purpose.         ~ When checking the answers, also check students; understanding of the         clauses.                  Stage 6         ~ Students complete the rule individually, and then go to Grammar Summary          for reference.           Stage 7         Stud

49、ents do the exercise individually and then compare the answers in pairs          before checking them as a class.         Stage 8         ~ Students do the exercise individually and compare answers in pairs.         Stage 9         ~ Students read the sentences in pairs and work out the differ

50、ences.         ~ Students compare their answers with another pair before checking them          as a class. Make sure that they understand the differences.         Stage 10         ~ Students do the exercise individually and then check the answers in pairs.           Language in Use        S

51、tage 11       Read through the example first so that students have a model to follow.       Students work in groups, introducing their favourite music and the time they        usually listen to music. Encourage them to give reasons by using the given       conjunctions.       Have one students

52、in each group to reaport their discussion to the class if       you have time           Practice for vocabulary         Fill in the blanks with the following words       as a result of, persevere, potential intense, pressure,           identity, appearance, exchange, transform        1.  Po

53、lice are trying to discover the ________ of a baby found by the side            of a road. (identity)        2. ________ the pilots' strike, all flights have had to be cancelled.            (As a result of)        3. Women, in general, tend to be more concerned than men about their      

54、      personal ___________ (appearance)        4. The movie ______ her almost overnight from an unknown schoolgirl into a            megastar. (transformed)        5. Stevenson _______ in his efforts to discover what had really happened.            (persevered)        6. But as you grow in c

55、onfidence, and experience, you will be able to realize            your full _________. (potential)        7. I feel I'm not able to cope well with the ___________ of life. (pressures)        8. As we waited for the winner to be announced, the excitement was ____ .            (intense)       

56、9. At the end of the game players traditionally ________ shirts with each            other. (exchange)           Extension         In groups, students choose one of their favourite singers, musicians,         dancers or artists, etc and write a brief introduction about him/her.        

57、 The groups then take turns to read their instructions to the class and the         other students guess who they are describing.   Period  20     Let's Dance             Objectives         ~ To practise reading a text quickly to identify the type of dance.         ~ To read a text with gapp

58、ed sentences and be able to complete the gaps          using topic, linking and reference clues.         ~ To practise vocabulary related to music and dancing.         ~ To talk about preferences about music and dancing. 　         Stage 1         Key words          Breakdance, the Charleston

59、, classical ballet, flamenco, Chinese folk dance,          rock ‘n’ roll, the twist, waltz.          ~ Students read the Key Words and explain or translate them          ~ Then they listen to the musical extracts on the cassette and identify the          dances.         Stage 2         Ask stu

60、dents to look at the text quickly and decide where it is from.         Ask students for their answers and ask them to give reasons.         Ask students how difficult they think the text will be and why.         Ask students how it would be different if it was in a newspaper, a traditional      

61、   encyclopedia or a Sunday magazine.         Stage 3         Useful vocabulary: Renaissance, art form. community, generation, palaces,        aristocrats, ballroom.         Students should be understand the general meaning these words from the         context.         ~ Read the Reading Str

62、ategies box with the class, studying the example given          of Paragraph 1 and sentenced.         ~ Students then follow the stages in the Strategies: 1 - read the text to get a general idea of the content 2 - look at the missing sentences and gaps     3 - think about the s

63、entence topics and paragraph topics and match them      4-check that sentence fit the text by focusing on linking words and pronouns.      Students can compare their answers in pairs before checking answers as a       class           Stage 4         Read through the questions with the class

64、       Students work in pairs answering the questions           Vocabulary: Compound words        Stage 5         ~ Students work in pairs, matching the words to make compound nouns.      When checking answers, also check that students have used the hyphen       correctly. Point out that som

65、e compound words remain two separate words,          e.g. folk dance; some, especially compounds with adjectives, are joined with       hyphens, e.g. well-known; some form one word, e.g. ballroom.      ~ Students choose four of the words and make sentences of their own using       these words.

66、     Stage 6      Students match the words with their definitions      ~ In pairs, students choose one of the other words from stage 5 and write      a definition, giving the part of speech.      The pairs then read out their definitions to the class who have to guess the      word.      Stage  7      Read through the questionnaire with the class.      Students work individually thinking about their answers.      ~ In pairs, students tell each other their answers to the questionnaire .