第一篇：英語(yǔ)：unit2language-reading教案(牛津譯林版必修3)

Unit 2Reading

Teaching Aims:

lTo help students learn English and its history.lTo learn important words and phrases in the reading.lTo improve their reading comprehension skill by fully participating in the activities Teaching Procedure:

Step One: Leading-in

Ask students to talk about some questions about English.Step Two: Reading Comprehension

1.Fast reading.Ask students to read the text quickly and answer three questions.2.Detailed reading.Ask students to read carefully and still answer questions and fill in the

blanks.3.Reading strategy.Help students to understand the reading strategy, that is to say ,help them to

understand how to read the history article.4.Use of reading strategy.Ask students to fill in the blanks and understand reading strategy

better.Step Three: Post-reading Discussion

Give students some words and help them to understand the development of English.Ask students to discuss the question and predict the development of Chinese.Step four: Homework

Do part E on page 25

Read the article in part B on page 97, wb.Prepare for the language items

Learn more about English and its history.

第二篇：英語(yǔ)：unit2language-grammar and usage教案(牛津譯林版必修3)

Unit 2 Grammar and Usage

Teaching Aims:

lTo learn all noun clauses and help students judge different noun clauses

lTo learn question words in noun clause.lTo learn how to use it as an empty subject.Teaching Procedure:

Step One: Leading-in

Go over the different noun clauses such as subject clause, object clause, predictive clause, and appositive clause.Step Two:question words in noun clause

Introduce all question words in noun clauses, such as what ,which, who ,whom, where, when, how, why, and whose.Tell students to pay attention to the order of noun clauses and don’t leave out question words.Ask students to do exercises on page 28 A and B

More exercises about subject clause, object clause and appositive clause

Step Three: it as empty subject and object

Introduce when it is used as an empty subject.Ask students to do exercises to consolidate it.Introduce when it is used as an empty object.Ask students to translate sentences to understand it better.Step Four: homework

Do C2 on page 94

第三篇：英語(yǔ)：unit3science versus nature-task教案(牛津譯林版必修5)

M5 unit 3 Task Writing a formal letter

Teaching aims

1.Learn how to change or correct a text 2.Learn how to conduct a discussion 3.Learn how to write a formal letter Procedures

skills building 1 changing or correcting a text

1.Through a game called “Chinese whisper”, let Ss learn when we are asked to pass information, we need to

v 1 correct grammatical errors and spelling mistakes v 2 make changes to the information in the text v 3 change the style or the tone 2.listen with the guide above step 1 confirming information

1.Discuss about what GM food is before listening 2.Listen to the tape and make notes while listening skills building 2 conducting a discussion

1.Learn how to ask for people’s opinions and introduce new ideas to the discussion v e.g.What do you think? / Don’t you think so? /Do you agree? / Is that your opinion too? v e.g.Another argument is that… / Don’t forget… / On the other hand, … /We can also… / But what about…?

step 2 reporting back to a science journal

1.Ask students to talk about GM food briefly with the note they made in step 1.2.Discuss the information among group members 3.Prepare an interview between a scientist and a student, using the information you’ve collected.skills building 3 writing a formal letter 1.Learn the basic elements of a formal letter v e.g.your address / the date / receiver’s name, job title and address / formal greeting / formal ending / your name and signature 2.Learn some useful phrases to start and end a formal letter, then finish the task.v Start: With reference to… / Thank you for… /In reply to… / I am writing to inform you … v End: I would be grateful if you could… / I hope you would… / I look forward to hearing from you soon./ If you require any further information…

step 3 writing a letter about GM food

v Read the first letter and ask students to list the main points about GM food.v Read the second letter and ask students to list the main points about GM food.v Combine the points together what we’ve learned from Step 1 & 2, then finish Part B on page 57.You can discuss with your group members.Homework Part B on page 57 教后反思：

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第四篇：英語(yǔ)：Unit1 Getting along with others-Word power教案(牛津譯林版必修5)

M5 Unit1 Getting along with others-Word power Teaching goals 1．Target language

generous，reliable，honest，polite，warm—hearted，open—minded，helpful ,friendly，dishonest，stubborn，moody，unkind，narrow—minded，bad—tempered，impolite，boring，strong—minded，shy，friendly，happy，determined，timid，kind，cheerful，hard—working，generous，talkative，polite，lazy，selfish，quiet，rude 2．Ability goals

Enable the students to learn the adjectives to describe personality and use them in a proper way． 3.Learning ability goals

Help the students master the adjectives to describe

personality and use them in a proper way． Teaching important points Adjectives used to describe personality． Teaching difficult points

Teach the students how to describe personality correctly using adjectives in context． Teaching methods

Group work，practice and cooperative learning． Teaching aids

A computer and fl projector． Teaching procedures and ways Step I Revision and lead-in Check the homework．………… Step 2 Word power Help the students learn some adjectives to describe personality． Show the dialogue on Page 6 on the screen．

Some adjectives to describe personality are positive，while others are negative．Look at the words in black．Which words are positive and which ones are negative?......Step 3 Practice

Get the students to write down more adjectives to describe personality and divide them into different groups.Positive：

kind，helpful，outgoing，easygoing，enthusiastic，kind-heated，faithful，humorous，warm—hearted，reliable, open—minded，honest，polite，friendly，creative，sincere，gifted，talented，modest，humble，optimistic，hospitable，generous，thoughtful，considerate，trustworthy，loyal，dependable，patient，careful Negative：dishonest，stubborn，moody，unkind，narrow。minded，bad-tempered，impolite，boring，unstable，unfriendly，aggressive，ill—tempered，jealous，selfish，cowardly，rude，ignorant，greedy，indifferent，．hard-hearted，mean，cold，tricky，simple．minded，careless，dull

Step 4 Summary and homework T：Now that we’ve learned so many adjectives to describe personality.After class, please keep them in your minds.教后反思：

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第五篇：英語(yǔ)譯林牛津版必修1Unit2第8--9課時(shí)優(yōu)質(zhì)教案[ 高考]

▁▂▃▄▅▆▇█▉▊▋▌精誠(chéng)凝聚 =^_^= 成就夢(mèng)想 ▁▂▃▄▅▆▇█▉▊▋▌

意思往往不明確；非限制性定語(yǔ)從句是先行詞的附加說(shuō)明，去掉了也不會(huì)影響主句的意思，它與主句之間通常用逗號(hào)分開，比較：

My sister who is working in Beijing is a nurse.My sister, who is working in Beijing, is a nurse.2.非限制性定語(yǔ)從句還能將整個(gè)主句作為先行詞, 對(duì)其進(jìn)行修飾, 這時(shí)從句謂語(yǔ)動(dòng)詞要用第三人稱單數(shù)，例如：

He seems not to have grasped what I meant, which greatly upsets me.說(shuō)明：關(guān)系代詞that和關(guān)系副詞why不能引導(dǎo)非限制性定語(yǔ)從句。關(guān)系代詞as 的用法

(1).例1.the same… as；such…as 中的as 是一種固定結(jié)構(gòu), 和……一樣…… I have got into the same trouble as he(has).(2).例2.as可引導(dǎo)非限制性從句，常帶有'正如'。As we know, smoking is harmful to one's health.as, which 非限定性定語(yǔ)從句

由as, which 引導(dǎo)的非限定性定語(yǔ)從句，as和which可代整個(gè)主句，相當(dāng)于and this或and that。As一般放在句首，which在句中。

As we know, smoking is harmful to one's health.The sun heats the earth, which is very important to us.Step six tips “One of the +復(fù)數(shù)名詞”后面定語(yǔ)從句中謂語(yǔ)單復(fù)數(shù)情況

這一結(jié)構(gòu)后面的定語(yǔ)從句的謂語(yǔ)動(dòng)詞通常用復(fù)數(shù)形式，跟定語(yǔ)從句所靠近的那個(gè)復(fù)數(shù)名詞在數(shù)上保持一致。如：

That is one of the books that are required for study at school.如果one of +復(fù)數(shù)名詞這一結(jié)構(gòu)前面帶有the only、the very之類的限定語(yǔ)，后面定語(yǔ)從句的謂語(yǔ)動(dòng)詞則要用單數(shù)形式，這是因?yàn)槎ㄕZ(yǔ)從句在意義上修飾的是而不是那個(gè)復(fù)數(shù)名詞。如： He is the only one of the teachers who knows French in our school.▃ ▄ ▅ ▆ ▇ █ █ ■ ▓點(diǎn)亮心燈 ~~~///(^v^)~~~ 照亮人生 ▃ ▄ ▅ ▆ ▇ █ █ ■ ▓