高一下 Unit 16 Scientists at work
Integrating skills 通过学生对科学家是否应利用动物进行实验，从而达到发明新产品现象的讨论，理性的从正反两个方面看待这一问题。同时在阅读、思考与讨论的基础上，写下一篇阐明自己观点、立场与看法的短文。
Period 6 Integrating skills Learning Aims
1. Get the students to have reading extension for scientific experiments. 2。Enable students to write an argumentative essay by discussion.
Learning Procedures Step 1 warming- up
(1). Class work
Daily report: A short play about the relationship between humans and animals. Q: What do you learn from it? (2). Class work
Enjoy some pictures about animals killed by humans: Q: Why do people kill so many animals? Can it be avoided? (3). Class work
Q: Why do scientists do experiments on animals?
What would often be the result? Can it be avoided?
Step 2 Reading (1). Individual work
Can scientists make experiments on animals to test new products? People have different opinions about the problem. Let’s read such a passage now. Q: How many questions are mentioned?
( Does animals testing work? Do people have the right to use animals?) (2). Individual work
People are having a heat argument about the problem. And if you were an animal, what do you think would say to humans beings?
Prepare to make a short speech and speak it out. (3). Group work
As a human being, do you agree with which side? A reporter is very interested in this argument, and he is having an interview with some people. Discuss the problem in groups, one as the reporter to hold the interview, one as a scientist who sticks to testing on animals, one as an activist who is against the idea and the other one tries to make some suggestions and notes. Exchange ideas with each other with the information in the reading material as well as your own opinions. Do the report and share your conclusions with the whole class. (4). Group work
It’s really difficult for us to judge who is right or wrong. So in order to avoid such an argument, do you have some betters methods to solve problem, especially in the future? Discuss the problem in groups and reach an conclusion.
Step 3 Writing
(1). Pair work
Now it’s time for you to write about an argumentative essay on this problem. So what do you think you are going to write about in your essay? Discuss in pairs and show the ideas to the class. (2). Individual work
Read the tips carefully to check if you have the same idea.
Title Introduction Choose a clear Pro or Contra animal testing title Explain for what reasons animals are used in experiments and make clear on which side you are: Is animal testing OK or are you an animal rights activist? Second Paragraph: Arguments Pro Third Paragraph: Arguments Contra Choose two or three arguments from the reading to support your view, Explain them in your own words: 2—3 pros. Choose one or two arguments from the reading that do against your view. Explain them in your own words and show that they are not true: 1—2 cons Conclusion (3). Individual work
Then Write down your answers to the questions listed in the form one by one. Why are animals used in the experiments?
Write what we should do with animals experiments in the future and why. Are you on which side of them? Which views do you agree with? Why? Which views don’t you agree with? Why?
What other ways can you think of to solve the problem in the future? (4). Individual work
Join your answers together to make a short passage. Divide them into several different paragraphs according to what you write about in each one. Read it through with your partners to make sure what should be corrected and improved. (5). Class work
To make your essay read well, some useful words will help you a lot when your are writing an argumentative one. Read these words carefully, and choose to use some of them in your essay and then read it again to see what has changed.
高一下Unit 20 Humour
一、教材简析
“语言学习”（Language study）的词汇部分在帮助学生加深对新词汇的理解和记忆的同时，指导学生掌握构词法（派生）以增强词汇学习的可持续发展力。语法部分通过总结和练习（如翻译、造句、转换和单句填空等），帮助学生掌握--ing分词用作前置定语、后置定语和宾语补足语的用法。 二、教学目标
1、掌握词汇练习所要求的单词。
2、掌握常见的单词后缀，增强学习词汇的能力。
3、掌握--ing分词用作前置定语、后置定语和宾语补足语的用法。 三、教学重点、难点
本节课的教学重点是：1、掌握常见的单词后缀，增强学习词汇的能力；2、掌握--ing分词用作前置定语、后置定语和宾语补足语的用法。由于汉语中没有后置定语一说，中国学生对于英语中后置定语的概念比较模糊，所以--ing 分词作后置定语的用法是本节课的教学难点。学生在学习本单元之前，已经比较熟练地掌握了定语从句的知识，而且--ing 分词作后置定语时，和定语从句在与被修饰的名词或代词的位置关系是一致的（即都是后置的），将练习二加以扩展，设计了--ing 分词作后置定语与定语从句相互转换的练习。
四、课时结构
词汇学习10分钟，语法学习35分钟。 五、教学方法和手段
采用讨论法、归纳法、演绎法、比较法、练习法等。 六、教学流程
1、词汇学习：语言学家博林格曾说过：任何一个掌握一门外语的人都清楚地知道，他的大部分时间都是化在掌握这门语言的词汇上面的。一个人的词汇量越大，其阅读正确率就高，其听力水平和写作水平也随之提高。高中英语教学在教给学生一定量的词汇的同时，必须切实帮助学生掌握一些学习、记忆英语词汇的方法。构词法知识（包括合成、转化、派生）可以大大减轻学生词汇学习的负担、提高词汇学习的效率。在学生练习的基础上总结归纳出七种常见的派生构词法（幻灯片5），并循着这些构词法去回忆所学的相关词汇，以达到巩固的目的。
2、语法学习：学生在积累了一定的感性语言经验之后，需要有意识地及时进行归纳、总结以发现和掌握语言的一些规律，为后续的语言学习打下基础。在高一前十九个单元的英语学习中，学生已经积累了不少--ing分词用作定语（前置和后置）和宾语补足语的直接语言经验，甚至早在初中便有所接触。所以，语法学习的第一步便是开门见山地与学生一起归纳、总结--ing分词用作定语（前置和后置）和宾语补足语的用法，让学生有一个比较明确的概念。在此基础上，通过翻译、造句、转换和单句填空等练习分别巩固所学内容。可以预见的是，上述练习从趣味性的角度来说是有欠缺的，但练习法在语法学习中是一个常见的和有效的方法。
2009年教师资格认定说课基本要领指点 一、自我介绍：姓名、单位（现从事工作）、课题 二、说课内容：
1、说教材：对教材的分析和处理 a. 上课内容所选教材
b. 本节内容所处地位，与前后知识的内在联系如何？这部分内容是学生学习了哪部分知识的基础上学习的？是对哪些知识的运用，又是后面学习哪些知识的基础？ c. 对学生知识能力方面的培养有什么作用？对学生将来的学习又有什么影响？ 2、教学重点与难点的确立 依据：①课程标准的具体要求 ②学生的实际和社会实际 ③教材的逻辑结构和教学体系
3、说教法：教学有法，教无定法，贵在设计，贵在创新。 依据：①教学目标，教学重、难点 ②学生认识活动的规律和学生实际水平状况 ③教师实际水平
目的：掌握知识，培养能力，开发潜能。
为什么要采用这种教学方法？在具体课堂教学中如何有效运用这种方法？预计达到什么效果？选择教学手段，如多媒体：目的性、实用性、可操作性、新颖性。 4、说课程序（说教学设计）
包括：新课程导入，新课讲解，评价教学效果，巩固新课。