Practical English 2 Unit_1 _教案

Unit One

Invitations

Teaching Objective

In "Talking Face to Face", learn how to invite friends to attend a party or a dance in oral English.

In "Being All Ears", students will fine tune their listening and comprehension skills through exercises relating to inviting people out.

In "Maintaining a Sharp Eye",students will learn how foreign people deal with invitations, when one wants to accept or does not accept.

In "Trying Your Hand", get some practical experience and writing a invitation and a reply to the invitation one gets.

Teaching Procedures

Section I Talking Face to Face

1.Warm- up:

Patterns and expressions for talking about invitations:

I’d like to invite you to dinner.

我想请你吃晚饭。

Why don’t you come and join us for disco?

你为什么不和我们一起跳迪斯科？

It’s very kind of you to invite me.

谢谢你邀请我。

How nice of you! Many thanks.

你真好！多谢。

I’d love to. That would be great.

我很愿意去。太好了！

Oh, dear, I’m afraid I’m busy tonight. Perhaps tomorrow evening?

哦，亲爱的，今晚我很忙。明晚也许可以吧？

Could you make it another time, perhaps next Sunday?

你能改个时间吗，下个星期天怎样？

It’s very kind of you, but you see I’ll have to prepare for my exam.

非常感谢，可你知道我得准备考试。

I’m sorry I can’t, but thank you all the same.

真抱歉，我不能去。可还是要谢谢你。

2.Introduction of the samples of invitation cards and letters

3. Practice the two dialogues in Follow the Samples

4. Practice dialogues according to the given tasks

5. Exercises

Section II Being All Ears

See the textbook.

Section III Maintaining a Sharp Eye

Passage I Are Y ou Really Being Invited?

Text-Related Information

The customs of inviting friends vary from country to country. Generally speaking, on formal occasions, the invitation is usually made well in advance. But as for some informal cases, the invitation is usually made orally. To either of these two invitations, the person being invited should give a clear reply whether the invitation is accepted or not.

Text Explanation

Para. 1

If someone asks if you are free at a certain time and invites you to an event, you are not required to commit yourself until you know what the invitation is for. For example, if you say that you’re free and the invitation turns out to be something you’d hate to do (a trip to a local sight you’ve seen ten times), then you will be in a position to take back your acceptance or invent an excuse later. If this happens, tell the person who invites you that you have to check and that you’ll tell him or her later. If an invitation must be refused, most people expect a reason. The following sequence would be appropriate: apology, reason for refusal, thanks for the invitation. Language Points:

1.Explanation of Difficult Sentences

1) ..., you are not required to commit yourself until you know what the invitation is for.

Analysis: The sentence pattern not... until... means not before a particular time or event.

Translation: 在你尚未弄清楚邀请的具体内容之前，你没有必要答应一定参加。

Example:

Once he starts a job he won’t stop until it’s finished.

Don’t move until I tell you.

2) For example, if you say that you’re free and the invitation turns out to be somet hing you’d hate to do, then you’ll be in a position to take back your acceptance or invent an excuse later.

Analysis: Y ou’d hate to do is a relative clause used to modify something. Be in a position can take either an infinitive clause or an of-V-ing phrase,t hus be in a position of having to take back... can be also rewritten as be in a position to take

back ...

Translation: 比如说，如果你说有空，而邀请参加的却是你不愿意做的事(到你已经去过10次的当地景点旅游), 那么你就可以回绝邀请，或者以后再编一个借口。

Example: If you list a few priorities, then you will be in a position to do things in the right order of priority.

2. Important Words

1) commit v. entrust, hand over, make oneself responsible 使承担（保证），使作出保证；把…交托给

e.g.

I think I can come tonight but I won’t commit myself till I know

for sure.

(承诺，保证）

If you want to be an actor you have to really commit yourself to it. （commit oneself to致力于，献身于）

The government claimed to commit itself to （致力于）improving health care.

The president said that once he had committed to this course of action there was no going back.

2) invent v. discover and create something new 发明，设计, 编造

e.g. :

The first safety razor was invented by the company founder King

C. Gillette in 1903.

I didn't invent the story. Everything I told you is true.

3) appropriate a. proper, suitable 合适的，恰当的

e.g.

I didn’t think his comments were very appropriate at the time.

I’ve been invited to her wedding but I haven’t got anything appropriate to wear.

Her remarks were considerate and very appropriate to the situation.

Para. 2

When someone asks you to his or her home, it is very clear who is the guest and who is the host, but invitations to restaurants for lunch, dinner, coffee, a drink, etc., sometimes present problems, and the customs vary in different parts of the United States.

Para. 3

In many instances it is the inviter who pays, as one would expect, but in some instances each one pays his or her own check: You “g o Dutch.”This is often the case with friends in informal situations, such as “Let’s go and get a beer”or “Want a cup of coffee?”In some parts of the country, however, some people like to entertain friends by taking them to a restaurant for dinner instead of having dinner at home. In this case the host expects to pay and the guest may offer to leave the tip, which may be declined by the host. (If so, just let the matter drop.) If the invitation is expressed in fairly casual terms, such as “L et’s go to (name of a restaurant) for dinner,”it may be

more of a suggestion than an invitation, so you should be prepared to pay your part of the bill.

Language Points:

1.Explanation of Difficult Sentences

1) In many instances it is the inviter who pays.

Analysis: This emphatic sentence takes the structure of “it is…who/that…”Translation: 在许多情况下，应由邀请人付帐单。

Example: It was my uncle who sent me the parcel.

2) …it may be more of a suggestion than an invitation…

Analysis: Pay attention the pattern, it is more of…than… (与其说…不如说…) Translation: 这样说更像是建议，而不是邀请…

Example: She’s more of a singer than a musician.

2. Important Words

1) instance n. certain situation, circumstance or occasion, case or example 情况，情形，事例

e.g. There have been several recent instances of planes taking off

without adequate safety checks.

I don’t usually side with the management, but in this instance I

agree with what they’re saying.

In the local industry, for instance, 5 000 jobs are being lost.

2) casual [?k??u?l] a. informal, not very serious 随便的，随意的，非正式的

e.g. It was just a casual comment, I didn’t mean it to be taken so seriously.

For some people casual clothes mean a shapeless (没型的

）T-shirt and old jeans.

Security around the conference hotel seemed almost casual.

Para. 4

If you want to invite someone for a meal at a restaurant, be explicit: “I’d like to take you to…”Americans should be explicit also, but they often assume you know the local customs in the matter. Ask a friend’s advice if you are not sure.

Language Points:

1. Important Words

1) explicit[?k'spl?s?t; ek-] a. clear, definite 清楚的，明确的

e.g.

Sheila shouldn't get lost because I gave her very explicit directions how to get there.

She was very explicit about what she thought was wrong with the plans.

Para.5

There are also phrases that sound like invitations but in fact are not. People may say things like: “We’ll have to get together sometime”or “You’ll have to come over and visit us sometime.”You can identify such non-invitations by their generality —— there is no specific time mentioned, and the word “sometime”is often used. They are often ritual expressions of parting. On these occasions you could respond: “Yes, that would be nice,”or “I’d love to”, or something similar, and then let the subject drop. If they do not call you, you could always invite them for some occasion. Language Points:

1. Important Words

1) drop v. fall down, give up, lower 滴，落，下降，变弱, 中断

e.g. The book dropped from the shel

f.

Did you drop your glove?

She dropped the tray with a crash （突然发出的巨响）.

Drop your voices ——she’s in the next room!

The temperature drops at night.

Prices have dropped since there has been more competition between suppliers.

Can you drop what you’re doing and help me with this report?

I don’t want to talk about it any more ——let’s drop the

subject.

Exercises

See the textbook.

Passage II An Invitation Letter

Text-Related Information

This is an informal invitation letter between friends. The tone of this letter is casual. The language is not so formal. This kind of informal invitation letter is often in the third person. For example, “in the hope that it will be possible for you both to spend a few days with us during your stay in England.”“and it would be nice if you could come then, too.”But a formal invitation card is usually written in the third person.

Text Explanation

Para. 1

10 November 2002 My dear Michael,

It seems ages since we heard from you —and even longer since you went to work in China. But recently we happened to bump into Charlie Wright at a party, and from him we learnt that you and Lucia will be coming to England over the Christmas holidays. So I am writing straightaway —to make sure this reaches you well before you leave Shanghai —in the hope that it will be possible for you both to spend a few days with us during your stay in England.

Language Points:

1.Explanation of Difficult Sentences

1)It seems ages since we heard from you

Analysis: It seems ages since... means “it seems a long time since...”

Translation: 似乎很长时间没有收到你的信了。

Example: It seems ages since I saw you in Shanghai.

2) So I am writing straightaway—to make sure this reaches you well before you leave Shanghai —in the hope that it will be possible for you both to spend a few days with us during your stay in England.

Analysis: To make sure…is an adverbial of purpose, and in the hope, a prepositional phrase used also as an adverbial of purpose.

Translation: 所以我马上写信，好让你在离开上海之前肯定收到这封信——希望你们俩能在英格兰逗留期间和我们一起住几天。

Example: I am sending this card to you today —to make sure you receive it before the Christmas Day.

2.Important Words

1) bump into meet somebody by chance 偶然碰到, 偶然遇到

e.g. We bumped into Kate when we were in London last week.

She bumped into his tray, knocking the food onto his lap.

2) straightaway ad. do without delay, especially it has to be done urgently 马上，立刻

e.g. I’ll come around straightaway with the files.

We’d better start work straightaway.

Para. 2

I am still teaching English Literature in a university and I am getting well along with my colleagues. I also have some Chinese students here, who are very friendly and intelligent.

Language Points:

1.Important Words

1) colleague n. someone that you work with 同事

e.g. I’d like you to meet a colleague of mine, Jean Michael.

He was never particularly popular with his colleagues.

Para. 3

I imagine you will be spending Christmas with your parents, but surely you will have some time after that before your Christmas holidays end. We shall be having two other friends of ours staying with us over the New Year weekend, and it would be nice if you could come then, too. Mike and Rosa Griffiths are old friends and a very nice couple; I’m sure you will like them. They used to live in China, too, so we shall have something in common. And if we get some decent weather, we might all go off one day and visit the Carters —I’m sure we can get Uncle Arthur to lend us his minibus.

Language Points:

1. Explanation of Difficult Sentences

1)I imagine you will be spending Christmas itself with your parents, but surely you will have some time after that before your Christmas holidays end.

Analysis: Surely is used to express that someone is certain or almost certain about something.

Translation:我猜想你将在你的父母家过圣诞节, 但肯定在你的圣诞节假日结束之前还会有一些时间。

Example: These children surely deserve something better than a life on the streets.

2.Important Words

1) decent a. of a good enough quality or standard 得体的，像样的，体面的

e.g. I want to provide my boys with a decent education.

There isn’t one decent restaurant around.

Para. 4

There’s not a great deal to report from our end. Mary is well a nd still enjoying her school teaching (at least, I think so); the children are growing up at a terrifying rate; I am still working for Sanderson’s and liking it well enough —though

occasionally pining for the footloose days of long ago. But let’s hope you will soon be here to see for yourselves — and help us see the New Year in!

Language Points:

1. Explanation of Difficult Sentences

1) I am still working for Sanderson’s and liking it well enough —though

occasionally pining for the footloose days of long ago.

Analysis: Sanderson’s here refers to Sanderson’s company; though is introducing a participle clause pining for ... and serving as the adverbial of concession. Translation: 我还在桑德森公司工作，而且工作很称心——虽然偶尔我也渴望从前自由自在日子。

Example: They are working happily with Kent’s, though sometimes pining for the footloose school days.

2.Important Words

1) terrify v. frighten someone severely 威胁，恐吓

e.g. We terrified the girls with spooky stories.

He terrified her by jumping out at her from a dark alley.

2) pine for v. strongly desire (esp. something which is difficult or impossible to obtain) 渴望

e.g. It’s at this time of year that I start to pine for the snow-topped mountains.

As a young girl, I always used to pine for a more glamorous existence.

Para.5

I’d better stop here now; I’m supposed to be spending this evening writing Christmas cards. Write or phone as soon as you can ——and come!

Love from us all!

Yours ever,

Richard

Exercises

See the textbook.

Section V Trying Your Hand

Applied Writing

Invitation Cards and Declining Letters

1．Expressions for Extending an Invitation

Would you like to …?

您愿意…吗?

I’d like to invite you to …

我想邀请你参加…?

I would like to know if you could come to …?

我想知道你是否能来…

May I invite you to …?

敬请光临…

Would it be possible to join us for…?

请问你是否能光临…?

Would it be convenient to take part in …?

请问你是否方便参加…?

I was wondering if you would be interested in …?

不知你是否有兴趣参加…?

2．Expressions for Accepting an Invitation

Thank you. I’ll be happy to come.

谢谢．我很高兴接受你的邀请．

I’d love to. That would be great.

我很愿意去．太好了．

Thank you for invitation.

谢谢你的邀请．

I’d be glad to come.

我很高兴前往．

3．Expressions for Declining an Invitation

I’d love to, but I can’t come.

我很想参加，但是不能来．

Thank you for your invitation, but I don’t think I can make it.

感谢你的邀请，但我恐怕不能赴约．

Unfortunately, I’m already busy that day.

很遗憾，我那天事情太多了．

It’s very kind of you, but you see I’ll have to prepare for my exam.

非常感谢，可你知道我得准备考试。

I’m sorry I can’t, but thank you all the same.

真抱歉，我不能去。可还是要谢谢你。

Could you make it another time, perhaps next Sunday?

你能改个时间吗，下个星期天怎样？

Sentence Writing

Word Order in a Subordinate Clause 从句的顺序

在写英语复合句时，除了需要注意照应主句与从句的时态、人称、连接词语等等之外，还应特别致意从句部分的语序。

英语从句经常用疑问词引导，如what, who等，但与疑问词引导的简单问句不同。从句不使用疑问句语序，而使用陈述句语序，即按主语在前、谓语在后的顺序排列。还应注意，因为从句不使用疑问倒装结构，所以一般现在时和一般过去时不再用do, does, did等助动词帮助构成从句结构。

1．常用来引导从句的疑问词有what, when ,where, who, whether, how等，这些疑问词一般仍保留原有的疑问含义。

She wanted to know when my brother had visited Paris.

Could you please tell me where we are going?

How he plays the trick is a secret.

他怎么变这个戏法是个秘密。

2. Whether可以引导主语从句，if 不能引导主语从句，但是两者都能引导宾语从句。引导宾语从句时，两者都表示“是否”的意思，只是if 后面不能加or not。1）主语从句

Whether he will accept the job is difficult to say.（T）

If he will accept the job is difficult to say.（F）

2）宾语从句

They wondered whether/if we would like to join them.

Could you please tell me whether he is an engineer or not?

3．疑问句一般可以用来引导主语从句、宾语从句及表语从句。写作中要特别注意这些从句的语序。

1）主语从句的语序

Whether he comes or not matters little to me.

How you can get such an experience is a key point.

2）宾语从句的语序

I don’t understand why he didn’t accept our invitation.

3）表语从句的语序

The fact turns out to be what he never expected.

事实是他始料不及的。

4. when, where 等若用来引导状语从句或定语从句，它们不再是疑问副词，不具有疑问含义，而是成为了关系副词，因此他们的语序亦应为陈述句语序。

1）状语从句的语序

When she visited the famous museum in Paris, she met my brother.

Could you stay for a while where you are now?

2) 定语从句的语序

She still remembers the day when she met my brother in Paris.

Could you please tell me the place where you met for the first time?

人教版英语必修二Unit 2(Reading：An Interview)教案

A Teaching Plan for Module2 Unit2 Olympic Games Reading An Interview Teaching Aims a. To know some basic information about the ancient and modern Olympics b. To catch the key words or phrases in the reading c. To enhance the skills fast-reading and careful-reading Teaching Keys Points a.To bear some new and important words and phrases in minds, such as ancient, take part in, stand for, Greece, magical, volunteer, athlete, slave, host, olive wreath. b.To improve the reading and speaking skills Teaching Difficult Points a.To summarize the similarities and difference between the earlier and latest Olympics through the long dialogues. b.To arouse the students’ interests of English-speaking. Teaching Aids Blackboard, Multi-media, and other normal teaching tools. Teaching Methods Students-centered approach and Task-based teaching and learing. Teaching periods Period 1 Warming up(3’) 1. Enjoy a video which is to celebrate that Beijing win the right to host the 2008 Olympic Games to lead in the topic: the Olympic Games. 2. Guessing game: Which ring is concerned with the Olympic Games? five rings flag five continents The five interlocking rings stand for friendship of five continents. Blue =Europe Black =Africa Red =America Yellow =Asia Green =Oceania 3. Show the pictures to Students about the Olympic motto: Swifter, Higher, Stronger 4．Introduce three medals to students; gold, silver, bronze. Period 2 Reading

最新牛津译林版高中英语必修四unit 2《sporting events》reading教案.doc

Unit 2 Sports events Period 2 Language points of Reading 一．Teaching design 通过真实语境归纳重点语言点用法，并配上形式多样的练习。 二．Teaching aims 1. To learn some important sentence structures and useful phrases in the text 2．To appreciate some beautiful expressions in the text 3．To put the language points in the text to practical use 三．Teaching Important and Difficult Point Learn to analyze some long and complicated sentences. 四．Teaching Procedures Step 1. Lead-in Revision : A quiz for “The Olympic Games” Liu Xiang Perhaps the greatest female table tennis player the world has ever seen Deng Yaping Hung on to win the gold medal in badminton at the age of 33 Zhang Ning The first Asian to win the gold medal in the men’s 110-metre hurdles Xu Haifeng Returned to the Olympics after 32 years’ absence

上海版牛津英语2a全册教案

Unit 1 Where I Live Teaching aids: A. Words : letters Aa --Bb , bin , park , road , building , Shanghai B. Structures : I live in …. I love …. I see …. That’s … C. Functions : Give simple instructions; Refer to specific classroom objects. Material: 1. Student's Book 2A page 2--6 2. Cassette 1A and a cassette player 3. Wallcharts 4. Photograph page 1 5. Alphabet Cards Teaching times: 5 times Learning targets: A. Basic aims: 1. Be able to identify the letters Aa -- Bb 2. Be able to give simple instructions 3. Be able to use the simple present tense to indicate facts 4. Be able to "point to your home" 5. Read the rhyme B. Further aims: 1. 2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus: 1. Using the definite article to refer to specific classroom objects 2. Using the simple present tense to express interests and preferences 3. Learning the words: bin , park , road , building , Shanghai Period 1 Teaching focus: Using imperatives to give simple instructions Using the definite article to refer to specific classroom objects

人教高中英语必修一unit2教案设计

Module 1 Unit 2 English around the world ●单元规划 本单元主要围绕English around the world这一主题介绍了英语的使用情况、发展情况及各地不同的方言。 第二单元English around the world的设计可分为五部分。第一部分learn something about words and expressions；第二部分warming up and reading；第三部分the structure which expresses commands and requests；第四部分using language；第五部分 writing and speaking; ●课时安排 本单元教学可分为6个课时。第一课时vocabulary;第二课时为reading；第三课时为language points；第四课时为grammar；第五课时为using language；第六课时为writing and speaking；第七课时为revision The First Period Words and expressions Teaching aims : 1. Know the key words and expressions in the whole unit: elevator, petrol, official, voyage, actually, base, identity, command, request, recognize, straight, because of, come u p, at present, such as, play a part (in)…… 2. Enable the students to get familiar with the pronunciation of the important words. 3. Prepare for the learning process of the whole unit. Teaching important points : 1.Get familiar with the words in the text part. 2.Master the important expressions such as： because of, come up, at present, such as, play a part (in)……Teaching methods:Task-based teaching and learning; cooperative-learning; group discussion Teaching procedures : Step 1、Self-directed learning 学习方法指导：第一步：写出所给单词的音标； 第二步：大声朗读三遍，注意画线字母的发音； 第三步：依次写出画线字母的音标。 从单词表找出下列词汇的音标，并熟读。注意画线字母的发音。 elevator ［］ African［］frequently［］ official ［］ base［］ straight［］block ［］command［］vocabulary［］latter［］southeastern［］usage［］依次写出上面单词画线字母的音标： ［］［］［］［］［］［］［］［］［］［］［］［］Step 2、Present briefly

牛津译林版英语必修二Unit2Wordpower教案

牛津高中英语教学设计 单元：Unit 2 Wish you were here 板块：Word power Thoughts on the design: 本板块以教会学生扩充词汇的方法、培养学生学习词汇的兴趣和帮助学生扩大词汇量为教学目标。在教学实践中，教师应始终将培养学生词汇学习兴趣和方法放在首位，根据中学生的年龄特点和心理特征，设计一系列由易到难、由单一到综合的教学活动，循序渐进地引导学生在轻松愉快又富有挑战性的氛围中，兴趣盎然地获得学习词汇的方法和最大限度地习得本单元的话题词汇。 Teaching aims: After learning，the students will know more about adventures and their vocabulary about items for holiday can be greatly enlarged. In addition, the students’interest in learning English can be further stimulated. Teaching procedures: Step 1 Lead-in Show pictures of places of interest in China like the West Lake, the Yellow Mountain, the Great Wall and so on to the class and ask them questions as follows: 1. Do you like traveling? 2. Have you ever been to any of the places? [Explanation] 通过对中国名胜古迹的图片浏览，激发学生对祖国大好河山的热爱，并唤起学生强烈的求知欲望和学习热情，寓教于乐。 Step 2 Warming up Ask the Ss to discuss the following question： Suppose you are given a chance to choose one of the places for your holiday, where would you like to go? What kind of things will you plan to take with you? Then divide the whole class into 4 or 5 teams and ask them to compete with each other for more answers. Write down their answers on the blackboard. Afterwards, show pictures of the items that are often packed by people for their holiday. [Explanation] 这个比赛环节的设计既是为了促进学生的快速思维，又让他们对以前学过的相关词汇作一个回顾。同时，游戏常常能很大程度地活跃课堂气氛，起到很好的“热身”作用。 Step3 Pre-reading

牛津高中英语教学设计

牛津高中英语教学设计 单元：Unit 1 School life 板块：Word Power Thoughts on the design: Word power 该板块设计的目的是引导学生通过以下两种方法学习词汇：一是让学生学习与单元话题相关的分类词汇；二是通过构词法学习单词。该板块设计了图表、对话或短文，用以拓展学生对于话题相关的词语的认识和运用。 Teaching aims: 1.to cultivate students’ ability of reading a map; 2.to develop and practice the way of asking and giving the way; 3.students are expected to gain a more general ideal of school facilities; 4.to enlarge students vocabulary and try to guide them to use correctly. Teaching procedures: Step One—Don’t tell me its name (Guessing game) [设计说明] Describe the features of the given place, but not to mention its name, let others guess)(通过此步骤使得学生充分熟悉有关school facilities的名词，为教学的下一步展开做好铺垫，同时激发学生学习热情。 e.g. (提示词) *Book stand；E-books；Abundant reading materials (library) *Pieces of equipment for specific purposes, as building up one’s body (gym) *Yummy Yummy (Picture Presentation) (students’ canteen) *Second Home (dormitory) Step Two—Drawing a map & looking for destination [设计说明] 学生按照老师口头所给路线画图，可请1-2名学生上黑板演示，充分锻炼学生“ASK AND GIVE THE WAY”的能力。 如： Now, everybody, welcome to our starting point. Try to imagine that you are right now facing the North. I’d like you to go along this road, which is called the Zhong Shan Road, and then turn left; you will find a city library on your right side … Step Three—Welcome our spokesman (Role-acting & Recommendation) [设计说明]角色扮演，学生按自我意愿在所给选择范围内挑选一名运动明星，并向大家推荐由其代言的某一运动项目。

人教新课标高中英语必修四Unit 2 Working the land教案

Unit2Working the land Teaching objectives 1.Knowledge objectives (1).important words Sunburt.decade.super.output.crop.hunger.disturb.expand.circulate. Vietnam.battle.freedom.therefore.equip.grain.export. (2).important phrases Struggle for, Thanks to, Ri d…of, Be satisfied with, would… rather. (3).important sentence pattern Finding ways to grow more rice has been his life goal. Just dreaming for things, however, costs nothing. 2. Ability objectives Improve students’ reading ability through reading activities. 3. Affective objectives (1) After learning the passage, students are expected to know about Yuan Longping and his quality. (2)Enable students to know Dr Yuan’s key secret to success. Teaching important points 1. List the words .phases and sentences listed above. 2. Enable students to improve their reading comprehension. Teaching difficult points

最新整理上海版沪教版小学牛津英语2A教案

牛津2A Unit 1 Where I Live Teaching aids: A. Words : letters Aa --Bb , bin , park , road , building , Shanghai B. Structures : I live in …. I love …. I see …. That’s … C. Functions : Give simple instructions; Refer to specific classroom objects. Material: 1. Student's Book 2A page 2--6 2. Cassette 1A and a cassette player 3. Wallcharts 4. Photograph page 1 5. Alphabet Cards Teaching times: 5 times Learning targets: A. Basic aims: 1. Be able to identify the letters Aa -- Bb 2. Be able to give simple instructions 3. Be able to use the simple present tense to indicate facts 4. Be able to "point to your home" 5. Read the rhyme B. Further aims: 1. 2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus: 1. Using the definite article to refer to specific classroom objects 2. Using the simple present tense to express interests and preferences 3. Learning the words: bin , park , road , building , Shanghai Period 1 Teaching focus: Using imperatives to give simple instructions Using the definite article to refer to specific classroom objects Teaching steps: Students activities Teaching activities Teaching starlegry Media Pre-task preparation:

新人教版必修一 Unit 2 English around the world-Warming up and Reading[优秀教案]

Unit 2English around the world 单元规则 本单元的中心话题是“世界英语(English around the world)”，主要介绍了英语及其在世界上的发展状况(English language and its development)和各种各样带有民族、地域特色的英语(different kinds of English)等具体内容。语言知识和语言技能等都是围绕“世界英语”(English around the world)这一中心话题展开的。通过对这一话题的探讨，旨在加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。 为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。 “热身（Warming Up）”部分以问答(Do you know that there is more than one kind of English in the world? )和图表的形式，简要介绍了世界英语以及英语语言在某些重要方面有很大差异，使学生感受到英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解，为本单元的进一步学习作好了准备。 “读前（Pre-reading）”部分设计了三个步骤都与单元主题有关，因此可以引发学生对课文主题的思考，以便参与课堂活动。这时可以展开简短的讨论，讨论时要鼓励学生独立思考，阐述不同的看法。 “阅读（Reading）”部分提供了一篇文章，标题是THE ROAD TO MODERN ENGLISH，简要地说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。通过这篇文章，使学生了解一些关于英语的知识，了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语还会有印度英语、加拿大英语等，以后可能还会有中国英语。 “理解（Comprehending）”部分设计了三个练习，练习1判断正误，旨在检测学生对课文基本内容的理解程度；练习2列出英语的发展阶段，旨在检测学生的归纳概括能力；练习3回答问题, 要求学生结合实际作答，目的是挖掘学生的学习潜能。这阶段要注意给他们提供充分的思维时间和空间，让他们做学习的主人，学会自己解决问题。 “语言学习（Learning about Language）”部分教学本课重点词汇和重点语法项目。词汇部分设计了4个练习：练习1是给新单词和短语与其释义配对；练习2是用练习1中的一些单词完成段落；练习3是将短语填入段落中使其具有意义，并将这些意群标出；练习4告诉我们有时英国人和美国人使用不同的介词，要求用英国英语和美国英语的介词填空，并比较它们的不同。设计这些练习的主要目的是通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异。在这一环节中，教师要引导学生自学、自做、自助、自悟，并适时适当地给以指导点拨，使学生形成自主学习意识，掌握合适的学习策略。语法项目是祈使句及其间接引语，设计了四个步骤：步骤1问能否从“阅读(Reading)”部分中找到表示“要求”和“请求”的祈使句，观察如何用间接引语来复述；步骤2首先着重介绍了表示“要求”和表示“请求”的祈使句之间的不同，然后要求将所给表达按“要求”和“请求”分类；步骤3要求先判断所给句子是“要求”还是“请求”，然后用间接引语复述；步骤4要求运用“要求”和“请求”结合具体语境编对话。设计这些练习的目的就是让学生了解表示“要求”和表示“请求”的祈使句之间的不同，理解并运用它们以及学会正确地转述“要求”和“请求”。教师在教学中要注意启发学生从实际语境出发，理解说话人的语气，灵活掌握。 “语言运用（Using Language）”部分分为Reading, Listening, Reading and speaking和Writing四个步骤：Reading主要介绍了在当今世界各国各地说英语都有自己的特色，即便是美国东西部、南北部，说话也有所不同。学生读完文章后可讨论中国的方言，使他们感受到

译林牛津版高中英语模块1教案全套

牛津高中英语模块一（第1讲） 【教学容与教学要求】 一、教学容： 牛津高中英语模块一Unit 1 （上） 二、教学要求： 1．掌握和校园生活有关的常用单词、词组与句型。 2．学会描述校园生活和学校设施。 High school is a time of discovery, learning and hard work!高中是探索、学习和辛勤劳动的时期 Huge campus and low-rise building 学校面积大，没有高层建筑。 Twelve laboratories are available for different experiments.12个实验室可供不同试验使用。Each room comes with its own bothroom and Internet access.每个房间都有自己的卫生间和英特网接口。 3．学习阅读技巧：skimming&scanning。 4．语法：定语从句（一） 【知识重点与学习难点】 一、重要单词： access achieve attend assembly article available average canteen club challenging context donate display experience extra graduate gym heading locker low-rise literature poster relax 二、重点词组： class teacher 班主任at ease with 和….相处不拘束school hours学校作息时间earn respect from 赢得…的尊敬sound like听起来象for free 免费get a general idea 了解大意as well as 除….以外, 也key words 关键词word by word 逐字逐句地find one’s way around 认识路develop an interest in 培养对….的兴趣surf the Internet网上冲浪

人教版高中英语必修一Unit1教案

Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.

He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

人教版高中英语必修二教案 Unit2-The-Olympic-Games-Period3-Extensive-Reading

Period 3 Extensive Reading The General Idea of This Period： This period is to introduce the students to Greek literature and to help them understand the problems that women had in Ancient Greece.The Greeks had wonderful stories about the Gods and Goddesses who were part of their religion.They believe that these Gods （or Goddesses）would help if they felt sorry for them or if the humans were good people.The Gods did not always help though.They behaved like people who were unpredictable and capricious.To try to get the support of the Gods people had to pray to them and offer them presents.In this story the Goddess Hera，the Greek Goddess of Love （the wife of the chief God，Zeus）was sorry for Hippomenes and agreed to help him. Teaching Aims： 1.Enable the students to learn and talk about Atlanta’s story. 2.Learn some useful words and expressions：prince，pri ncess，amaze（amazing，amazed），foolish，promise，golden，etc. 3.Learn some sentence patterns： （1）I will only be married to a man who can run faster than me. （2）It was so tall that I had to look up to the sky to see it. （3）There was a man called Hippomenes who was amazed when he heard of Atlanta’s rules. Teaching Important Points： 1.Enable the students to comprehend the story of Atlanta and get the general idea of the story of Atlanta and something about the beginning of the Olympic Games in the ancient time. 2.To know the athlete in the past and the fact that women were not allowed to take part in. Teaching Difficult Point： To understand the content and finish the true or false exercises efficiently. Teaching Methods： 1.Skimming to get the general idea of the story of Atlanta. 2.Scanning to get detailed information and get to understand the story better. 3.Task-based methods to get the students to comprehend the passage and be able to retell the story in their own words. Teaching Aids： 1.A tape recorder. 2.A multimedia. Teaching Procedures： Step 1 Revision 1.Revise the future passive voice. T：It’s getting cold now.Will you bring or buy some thick clothes to school? Ss：Yes. T：In fact we may also say that because it is getting cold now，some thick clothes... Ss：Some thick clothes will be brought or bought. T：That is to say，some thick clothes will be brought or bought.Sometimes we can use future passive voice to express a future action.Remember the form? Ss：Yes.will/be to/being go to be done.

牛津8B英文全套教案6.doc

牛津8B英文全套教案6 period 7: integrated skillsteaching objectives ● to listen for and identify specific information● to recognize key expressions involved in organizing an event.● to respond to written text and information got from listening● to talk about a c harity show.● to ask for help in organizing an event.● to make suggestions and offer help.teaching proceduresstep1 presentingsuppose your class is going to hold a charity show. you are holding a meeting to discuss to do for the show. what’ll you talk about?help students to answer:name of the show, name of the charity, date, time, place, ticket price, duties of studentsstep2 reading and answeringthe class 1, grade 8 students are planning their charity show. read sandy’s notes, ask and answer questions in pai rs:what’s the name of the show?what’s the name of the charity?when will the show be held? how much is the ticket?step3 listening and answeringdifferent students have different duties. what will each student do for the charity show? please listen.ask students to fill in the table.check answers, ask:who will design the poster? (kitty and sandy)who will organize a play? (millie and simon)who will be the host of the show? (millie)who will set up the stage? (sandy

人教英语必修四unit2教案

Unit 2 Working the land Warming Up and Reading Teaching aims Knowledge aims: 1)words and expressions:sunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather than 2)important sentences; 3)knowledge of the topic:to learn sth. About Yuan Longping and his great achievement Ability aims: 1)To do some reading to further develop Ss’ reading abilities like skimming, scanning and summarizing etc. 2) To help develop Ss’ good reading habits. Emotional aims: 1)To help ss have a better understanding of the great value of the scientific research done by Dr Yuan Longping. 2)To cultivate ss’ sense of sympathy and humanism. 3)To get them to learn some noble character from Dr Y uan. Teaching key points: 1)To get ss to read the text and learn something about the scientist, his great achievements and his personality. 2) To improve ss’ reading skills. Teaching difficult points: 1)How to help develop their ability of analyzing some difficult sentences. 2)How to help them to form a good habit of reading. 3)How to improve their ability of outlining the main idea of the whole text or each paragraph. Teaching method: Task-based language teaching and discussion Teaching aids: Stude nts” learning paper, blackboard Teaching procedures： Step 1 Lead –in 1.Students’ presentation Farmers weeding at noon, Sweat down the field soon. Who knows food on a tray, Due to their toiling day. Ask Ss what the poem is about. 2. Show the pictures of people who are planting rice and ask some students to introduce the way of growing rice. Step 2 Pre-reading Q: What kind of crop can produce more rice and who invented it? Step 3 Reading 1. Skimming Task1: Listen to the tape and match the main idea with each paragraph.