第一篇：英语：unit2language-reading教案(牛津译林版必修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：英语：unit2language-grammar and usage教案(牛津译林版必修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：英语：unit3science versus nature-task教案(牛津译林版必修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：英语：Unit1 Getting along with others-Word power教案(牛津译林版必修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：英语译林牛津版必修1Unit2第8--9课时优质教案[ 高考]
▁▂▃▄▅▆▇█▉▊▋▌精诚凝聚 =^_^= 成就梦想 ▁▂▃▄▅▆▇█▉▊▋▌
意思往往不明确；非限制性定语从句是先行词的附加说明，去掉了也不会影响主句的意思，它与主句之间通常用逗号分开，比较：
My sister who is working in Beijing is a nurse.My sister, who is working in Beijing, is a nurse.2.非限制性定语从句还能将整个主句作为先行词, 对其进行修饰, 这时从句谓语动词要用第三人称单数，例如：
He seems not to have grasped what I meant, which greatly upsets me.说明：关系代词that和关系副词why不能引导非限制性定语从句。关系代词as 的用法
(1).例1.the same… as；such…as 中的as 是一种固定结构, 和……一样…… I have got into the same trouble as he(has).(2).例2.as可引导非限制性从句，常带有'正如'。As we know, smoking is harmful to one's health.as, which 非限定性定语从句
由as, which 引导的非限定性定语从句，as和which可代整个主句，相当于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 +复数名词”后面定语从句中谓语单复数情况
这一结构后面的定语从句的谓语动词通常用复数形式，跟定语从句所靠近的那个复数名词在数上保持一致。如：
That is one of the books that are required for study at school.如果one of +复数名词这一结构前面带有the only、the very之类的限定语，后面定语从句的谓语动词则要用单数形式，这是因为定语从句在意义上修饰的是而不是那个复数名词。如： He is the only one of the teachers who knows French in our school.▃ ▄ ▅ ▆ ▇ █ █ ■ ▓点亮心灯 ~~~///(^v^)~~~ 照亮人生 ▃ ▄ ▅ ▆ ▇ █ █ ■ ▓
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