高中英语牛津译林版2019必修一教案《Unit 1 Back to school 》Reading II.doc

Unit 1 Back to School Period 3: Reading II Teaching Aims ? RetellMr Xu’sspeech about Realizing your potential and understand how to make a speech interesting; ?Master the new words and phrases and use them wisely; Teaching importance The students can use key words and phrases which appeared in this period; Teaching difficulty Encourage the students to have confidence in realizing their potential. Teaching Procedures Reading Realizing your potential Step1: Review Ask the students to read aloud Mr Xu’s speech. Ask and answer with the students The questions may be like the following: 1)．What will open the door to your potential at high school? 2)．How should you develop your potential at high school? 3)．Why should you make full use of school resources? 3. Provide the following exercises to check the new words. 根据汉语或首字母提示，写出下列单词 1．They are unlikely to have changed their ________(想法) so soon. 2．The pub was full of colourful local __________(人物)． 3．We need more money if we are to make any further ________(进步) in this area of science. 4．Fitness is important in sport，but of at least ________(相等的) importance are skills. 5．Cats have a very good sense of __________(平衡)． 6．We scored a g____ in the first minute of the game. 7．They held him r_________ for the failure of the plan. 8．If he can keep from smoking for a month or two his health will i__________． 9．The teacher should treat each pupil as an i___________． 10．We need to give them a reasonable o_____________ to look at the display. (The answers:thinking; characters; advances; equal; balance; goal; responsible; improve; individual;opportunity) Step2: Language points To realize our potential, we make do our best to(say together with the students). Read the speech again and read text notes on page 81 from No.2 to No.7 Pay attention to the following; 教材原句 句式结构 仿写促落实 1.I can't wait to describe to you what high school life is like. __________... 迫不及待做某事 Jim _____ the TV when he got home. 当吉姆回到家，他迫不及待地打开电视。 2.Put simply，potent