文档库 最新最全的文档下载
当前位置:文档库 › Unit 2 Wish You Were Here教案设计

Unit 2 Wish You Were Here教案设计

Unit 2   Wish You Were Here教案设计
Unit 2   Wish You Were Here教案设计

牛津版新课标必修二

U n i t2W i s h Y o u W e r e H e r e教案设计

Welcome to the unit

Teaching Aims:

1.Learn about traveling

2. Develop students’ speaking ability by talking about places in the world and traveling. Teaching Important Point:

Develop students’ speaking ability.

Teaching Difficult Point:

How to get students to speak more and improve their speaking ability.

Teaching Methods:

1. Free talk to arouse students’ interest in traveling.

2. Discussion to make students finish the task of speaking.

Teaching Aids:

Recorder. The blackboard

Teaching Procedures;

Step 1 Greeting and Lead-in

(Show the students some pictures on the screen)

1. Do you like traveling?

Do you want to visit these picturesque places?

Why do you want to visit these places?

Stpe 2 Welcome to the unit

(Show the students 4 pictures of Africa, Australia, Brazil, and Gobi Desert)

Which of these places would you like to visit most?

And why?

Step 3 Some questions about yourself

1. Have you ever been to some places?

2. What is the most exciting place you have ever been to?

3. Try to describe the place for us.

Step 4 Pair Work

Bob just come back from Sydney, and now Susan is asking him about his trip.

1.Work in pairs and try to use the following expressions.

Useful expressions:

? What do you think of the city?

? How do you find the city?

? Are there any places of historic interest to see in this city?

? What is the city famous for?? Would you please tell me something about the historic art of the city?? I’d like to look around the city.

? How I wish I could go there someday!

2. Act out your dialogue in front of the class.

Step 5 Discussion -- talk about traveling

(show the following on the screen)

Bob likes traveling, but Jean thinks it too costly and she has a good idea about how to travel without paying too much.

Step 6 Homework

1.Find more information about places in the world and traveling.

2.Preview the reading text.Good staying with you!Thank you for your cooperation!

Reading教学设计

An adventure in Africa

教学目标和重点:

1.熟悉本单元阅读文章的内容,并掌握相关的阅读技巧。

2.通过小组讨论,展示,点评及质疑,解决导学案难点和重点问题

3全力以赴,以积极的热情投入学习并享受学习的快乐。

使用说明及学法指导:

1.学生自主学习,掌握﹑理解课文并完成阅读题。

2.学生展示课前自学内容,课堂上质疑并巩固。

教学重点:

主要是解决对课文内容的理解和学习有关阅读技巧。

每日一句:Happiness is more important than wealth.

幸福比财富更重要。

Step 1:Lead-in

Brainstorming:Ask them to discuss the following questions:

1.Can you tell me where the pyramids are located(位于)?

2.Apart from(除了…之外)the grasslands, what else do you know about Africa?

【自学导引一】课前预习

Step2: Skimming

Go through the letter quickly and underline the places in the letter, and then answer

these questions :

1. Who wrote the following letter ?

2. What animal is uncomfortable to sit on?

3. How long will the author stay in Africa ?

【自学导引二】Reading Strategy

Step3:Guide students to the Reading Strategy of this unit and then ask them some questions:

reading an informal letter

Informal letters are written to family members, , , and colleagues, etc. They are usually

In informal letters, greetings and closings are used, such as ‘Dear Aihua’, ‘Dear Mum’, ‘Love, Toby’ and ‘Best wishes, Aihua’. An informal letter usually begins with a casual (非正式的)and friendly greeting, such as ‘How are you?’ Very often past events are referred back to such as ‘Do you still remember the trip I told you about ?’ and ‘I had a great holiday in Africa.’ When reading informal letters, we can see contractions(缩写) he re and there such as ‘we’re’, ‘I can’t’, and abbreviations(缩写), such as ‘CU soon’, meaning ‘See you soon’.

< > (1) Are addresses included?

< > (2) Are dates included?

< > (3) Are friendly greetings usually used at the beginning of the letter?

< > (4) Is previous (先前的)information referred to at times< 有时>?

< > (5) Is the reader’s surname< 姓> addressed ?

< > (6) Can jokes be made ?

Listening

温馨提示:

1.进一步熟悉文章内容,勾画疑难点。

2.修改完善导学案Step4课内探究部分。

Step4 High-performance Discussion(合作探究) (10’)

讨论内容:

1. Step4的练习。

2. 文章中的其他疑难点。

【自学导引三】课堂合作探究

Step4:Careful reading

Para 1 True or false

< >1.Toby is planning a business trip

< > 2.Toby will go to America first.

< > 3.Colin wants to travel before starting university.

< > 4.Toby is not very excited about the trip.

Para 2 Sahara

Where to start:

Time:

Where to go:

How to go there:

What to do:

What to take:

How long:

1. In line 12, ‘there’ refer to ____.

A . the United States B. Morocco

C. Northern Africa

D. the Sahara Desert

2.According to Paragraph 2, ___.

A. Toby enjoys traveling on camels

B. Toby will feed the camels

C. Toby is worried about traveling on camels.

D. Colin loves camels

Para 3 Lake Victoria

1.What adventure activity will the writer try?

2. What is white-water rafting like?

3What special clothing do they wear?

Para 4-5 Summary

In ________, th ey’ll live with the ______ people in their villages , and eat and drink _________ they do, including cow’s _______.

They’ll walk across the land, following the __________ of big animals such as elephants, lions and_________.

1. According to paragraph 5,Toby wants to ____.

A. see a giraffe up close

B. scare animals away

C. take photographs of animals

D. shoot an elephant

2.In line 34, ‘them’ refer to the letter ___.

A. the elephants

B. Colin and Toby

C. the guides

D. the giraffes

Para 6

1.They will ___in Tanzania.

A.Climb Mount Kenya C. Climb Mount Kilimanjaro

B.Climb Himalayas D Climb Alps

2.Why will they get enough rest after sunset?

A.They are very lazy. C. It is too hot.

B.It is tiring and the air gets thinner. D. The sunset is beautiful

3.According to the letter, Toby enjoys____.

A. comfortable, expensive holidays

B. cultural holidays

C. adventure holidays

D. staying at home

Para 7

Which of the following is their traveling route?_____

A. Morocco Britain Tanzania Kenya China

B. London Morocco Kenya Tanzania China

C. China Morocco Kenya Tanzania Britain

D. China Britain Morocco Kenya Tanzania

Step5:当堂检测:

Step6:Discussion:

1.Which part of the world would you like to visit? Why?

What to take with? How to travel? What to do?

2Adventures such as mountain climbing and white-water rafting can be dangerous. Do you think it is worth risking your life for adventures? Why or why not?

Step7:Summary:

教后反思:

Wish you were here-语法教学案

第一部分:将来进行时

一. 构成:will/shall be doing

二. 主要用法:

1.表示将来某刻或某段时间正在进行的动作或状态

1)I shall be writing letters all day tomorrow.明天一整天我将都在写信。

2)Maybe fewer people will be smoking in fifty years. 也许在五十年后吸烟的人会更少。

2. 口语中,表示预计即将发生或势必要发生的动作。

1)Be sure to come. We’ll be expecting you. 一定要来啊,我们会盼着你的。

2)This means we’ll be needing more and more machines. 这意味着我们会需要越来越多的机器。

3. 表示委婉,客气的语气

1)When will you be paying back the money? 你什么时候会把钱还给我?

2)Will you be needing anything else? 你还需要点其它别的吗?

三、将来进行时与一般将来时的比较:

1.一般将来时:表示从现在看来将要发生的动作或存在状态,常表示一个将来的事实,意愿或打算,意为“将

要,将会”。

1). will/shall do: 侧重于表示将来的事实,或一种意愿

He’ll arrive in Shanghai tomorrow morning. 他明天上午到达上海

(语气肯定,是一个将来的事实)

2). be going to do :侧重于将来的打算,也常用来表示天气

They are going to do the job as soon as the plan is decided.他们打算一制定出计划来就开始做这项工作

将来进行时:表示从现在看来在将来某个时间点或时间段可能正在

进行的动作或者可能发生的事情,可以是对未来某

种情景的推理或预测,意为“可能正在;可能会”。

I’ll be working on this tomorrow.明天我可能正在做这件事。

2.将来进行时比一般将来时在语气上更委婉客气。

比较:When will you finish these letter? (只是问一个将来的事实)

When will you be seeing Mr. White?(语气较委婉)

第二部分:过去将来时

一、概念:表示就过去某一时间而言将要发生的动作或存在的状态。一般由“would/should +动词原形”成,

二、基本用法:过去将来时常用于间接引语或宾语从句中,当主句谓语动词用过去时态时。

1. He said he would go to the north for the holiday. 他说他将去北方去度假。

2. They wanted to know when you would finish the article.他们想知道什么时候你会完成这篇文章。

三、过去将来还可用下列形式来表达,但含义有所不同:

1. was/were going to do: 常用于口语中,表示预言、意图或打算等。

1). We were just going to leave when Jean fell down on the floor.我们正打算离开这时Jean摔倒在地上。

2). I was going to visit the factory but in the end I went to the country. 我当时打算去参观工厂的,但最终我

去乡下了。

2. was /were about to do:常用来表示即将发生的动作“刚要/正要做某事”

1). When she was about to go out of the house, she looked back to see if the lights were off.当她正要走出房间

的时候,她回头看灯是否关了。

2). I was about to sit down when the telephone rang.我正要座下这时电话响了。

3. start, go ,come, leave;see, meet类动词的过去进行时:表示就过去某一时刻而言即将发生的动作

1). I didn’t know that they were coming until this morning.直到今天上午我才知道他们要来。

2). He was busy packing, for he was leaving that night.

4. was/were to do:表示“曾计划干什么”,如果表示“本来计划干什么,动作没实现”,则需用“was /were to have done”

1). She said she was to tell me about the accident.她说她计划把事故的事告诉我。

2). She said she was to have told me about the accident. 她说她本来想告诉我事故的事的。

Task one: Translate the following sentences.

1、我们将骑骆驼过沙漠。

2、我告诉过你我和玛丽在她上大学前将花几周旅行。

3、当我们到达纽约时,天将正在下雨。(将来正在进行)

4、你将在什么地方度过这个暑假?(礼貌询问)

5、史密斯夫妇下周打算去巴西。随后这个月里他们将在墨西哥旅行。(将来一段时间)Task two: Read the article on P28 & P30 and finish the exx on P29 and P31.

Task three: Complete the exx on P96.

Group Study

Task four: Fill in the blanks with suitable tense.

1. By this time next year , you __________ (learn )much more English .

2. It was not until I _______ (read )your letter that I ______(understand )the whole affair .

3. It is six years since we ____________ (begin )studying English

4. Once he _____________ (make )up his mind , nobody _____________(hold )him back .

5. Mr Johoson _________(teach )himself abstract physics by the time he ______(be )fifteen

6. My neighbour ___________ (keep )a very huge dog until one day it ____________(bite )

a pupil who ___________(pass )the front door .

7. I asked her what she _____________(do )since she _______________ (arrive )here

8. We _______________ (try )three times so far and we _____________ (fail )each time .

9. The result of last experiment __________(be )better than anyone __________ (expect ).

10. The old man ______(fall , as he _______(get )off the bus , and ______ (break )his leg .

Unit 2 Wish You Were Here教学案

Project Shangri-la

目标呈现:

1.掌握本课中的重点单词、短语及难句。

2.通过小组讨论,展示,点评及质疑,解决导学案难点和重点问题。

3.积极参与,以饱满的精神完成学习任务。

温馨提示:

.课前准备:导学案书本双色笔

每日一句:Study hard, and you’ll make progress every day.

好好学习,天天向上。

Rivision

一.词形转换

1 astonishing (adj.令人惊讶的)_________(adj.感到惊讶的) _________ (vt. 使惊讶)

2 dusty (adj.) _________(n.)

3 actually (adv.) __________(adj.实际的)

4 uncomfortable_______(反义词)_________(vt.安慰,慰问)

5 scare ________(adj.感到恐惧的) __________(adj.令人恐惧的,吓人的)

6 tiring (adj.让人疲劳的) ____________(adj.感到疲劳的) __________(vt.使疲劳)

7 sick (adj.) ____________(n. [c.∕u.] 患病,疾病,恶心,呕吐)

8 silence (n.) _______ (adj.沉默的,无声的)

9 harmony (n.和谐,协调) ________ (adj.和谐的) ____________(adv.和谐地)

10 officially (adv.) _________ (adj.官方的,正式的n.官员,行政人员) ___________ (n.军官)

Step 1:Lead-in

What will you do on the coming New Year’s Day?

Would you like to travel?

Where would you like to go most?

Step 2:Reading

Task Ⅰ: Reading for the gist of every part

Match column One with column Two

Column One Column Two

Part 1 A.Climate (气候) of Shangri-la

Part 2 B.Description(描写) of the scenery of the place

Part 3 C.History about the world- famous Chinese Shangri-la

Part 4 D.Brief introduction of Shangri-la

Part 5 E.Location (how to get there)

Part 6 F.The culture of Shangri-la

Task Ⅱ: Read the passage again and answer:

1.What information can you get from the titles ?

2.Who first talked about Shangri-la?

3.What does the word Shangri-la mean?

4. Where is Shangri-la?

5. Try to find out the sentences used to describe the beauty of Shangri-la.

复述课文

If you want to 1 a place of 2 and beauty in the southwest of China, consider a trip to Shangri-la(Zhongdian), which is 659 3 away from Kunming.

In 1933 the 4 writer James Hilton described the word ‘ Shangri-la’ as a beautiful kingdom in his novel. Many years later, Zhongdian 5 took the name of the 6 land because some people thought the Shangri-la of the novel 7 described the county of Zhongdian in Yunnan 8 .

In Shangri-la, you will see the beautiful 9 mountain tops which make any 10 speechless and lakes 11 like jewels.Besides, some animals such as sheep,cows and horses and forests 12 which are 13 to many birds and animals will be in sight. You may say endless natural 14 are provided.

Today, Shangri-la has become a 15 English word,which means 16 on earth. Perhaps y ou’ll be surprised that the weather changes so17 that in one day four 18 can be 19 .Spring and autumn are the best times to visit Shangri-la because the temperature is 20 its mildest.

习惯用语

provide against provide for

provide with provide sb with sth

beyond [above, out of] one's [the] reach make a reach for (sb. [sth.])..

within easy reach of within sb.'s reach

reach for reach out

.in the southwest of …be covered with

.feed on live on

be home to be nature to

.in harmony with be out of harmony with

live in harmony .win the name of

练习:1.学海导航及教材后的练习

2.检测题

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

新目标九年级英语Unit2 Section A 教案

Unit 2 I used to be afraid of the dark. Time:the 2nd to 3rd week Class: Class 1 and 4 Subject:English Teaching tools:tape-recorder,color chalk,small blackboard Teaching goals: ①To learn about the use of “ used to” ②To talk about what you used to be like ③To talk and listen about past likings ④To Read about past life Section A Goals ●To learn about the use of “ used to” ●To talk about what you used to be like Procedures Warming up by learning “used to ” Hi, everyone. Today we’re going to study Unit 2. Its title is I used to be afraid of the dark. In the title we fi nd a phrase “used to ”. What does it mean? How is it used in 黑暗。“used to”的疑问形式和否定形式: —Did you use to be afraid of the dark? —Yes,I used to be afraid of the dark. —Did he use to be afraid of the dark? —No,he did not use to be afraid of the dark. _There used to be a church here ,didn ‘t there ?

【高一英语】必修1《Unit 2 English around the world》公开课教案

必修一Unit2English around the world教案 一教材分析与学生分析: Warming Up部分简要介绍了世界英语的分支以及英语语言在不同国家产生的差异,使学生感受英语语言的多文化、多层次、多元性,对英国英语和美国英语的不同有个粗浅的了解;Pre-Reading部分的两个问题引发学生对课文主题的思考,以便参加课堂活动;Reading部分The Road to Modern English简要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。Comprehending部分旨在检查学生对课文基本内容的理解程度;Learning about Language部分主要通过各种练习帮助学生重温本单元前几个部分的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,并着重介绍了半单元的语法项目(祈使句及其间接引语);Using Language 部分中的Reading and talking主要介绍了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、南北部说话均有所不同。 二教学目标: 1知识与技能:了解英语在世界上的发展状况,认识各种各样带有民族、地域特色的英语;对英国英语和美国英语的差异有所了解,尤其是一些常用词汇,比如falt和apartment,lift和elevator,rubber和eraser 等;掌握本单元中出现的词汇、短语的用法;学会语言交际困难的表达法,如pardon,I beg your pardon?;掌握祈使句及其间接引语的表达法。 2过程与方法:本单元通过对“世界英语”这一话题的探讨,以加强学生对英语语言的了解,对当代语言特别是英语的发展趋势的了解。在教授本单元时必须强调美国英语、澳大利亚英语、印度英语、新加坡英语等都有各自的规律和和惯用法。要提防学生认为可以滥用英语词汇,随意违反英语语法规则或惯用法,不顾正常的发音、语调等。在学生用书中的听力部分,原文真实的反映了灭国南部地区英语的方言和语音,旨在让学生感受一下将英语作为母语的本国人说话的一个侧面。要注意掌握尺度,让学生感受一下、了解一下,点到为止,不提倡硬性模仿。

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

新人教版必修一Unit2EnglisharoundtheworldWarmingupandReading[优秀教案]

Unit 2 English 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”

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。

牛津译林版九年级英语下册Unit2 Reading教案-新版

Unit2 Reading教案 一、教学目标 1.了解传记文体。 2. 认识并理解关键词汇。 3. 学会从阅读文章中提取信息。 二、教学内容 1. 掌握词汇:pilot, license, navy, serve, test, aircraft, astronaut ,spacecraft, spin, control, order, Pacific, ocean, land, step, giant, leap, mankind, surface, further, citizen, pride. 词组:out of control, cut... short, become interested in, at the age of, pilot’s license. 句型: He became interested in flying when he took his first flight at the age of six. However, on their way back to the Earth, the spacecraft began paining out of control. On 20 July 1969, Armstrong became the first man to walk on the Moon. Together with Buzz Aldrin, he landed the spacecraft Apollo 11 on the Moon. One small step for a man, one giant leap for mankind. Because of his excellent service, Neil Armstrong was presented the Medal of Freedom, the highest award that a US citizen can receive. He was the pride of the whole world. 2. 学会从文章中提取信息。 三、重点难点 1. 掌握相关词汇。 2. 从阅读文章中提取重要信息。 四、教学过程 Step 1 Revision Review key vocabulary according to the general ability of the class. Step 2 Presentation (Part A) 1. Divide the class into three groups. When students skim the text on their own, ask them to underline the words they do not know. Then go through the words students have underlined. 2. On the blackboard, write the headings related to the text. Ask each group to go through the text again and find words or expressions to match each heading. Invite students from each

人教版高中英语必修一unit 2 reading教学设计

人教版高中英语必修一Unit 2 reading教学设计 张弦 第一.教材 本节课教材选取的是必修一第二单元阅读部分。 第二.教学目标 1.语言目标 ●通过对单词的预习及听录音,能够熟读文章中出现的新单词。 ●能够在讨论活动中用简单的英语发表自己的看法。 ●掌握阅读基本技巧并予以运用。 2.情感目标 ●让学生认识到英语的重要性,激发学习热情。 ●通过对英语发展过程的了解,培养他们的跨文化意识和世界意识。 ●通过小组讨论培养团队合作意识。 第三.教学重点及难点 ●提高学生的阅读技巧——scanning 和 skimming。由于学生刚从初中进 入高中,对高中英语的阅读难度很难适应,因此迫切需要提高阅读技能。这既是本节课的重点又是难点。 ●能读懂文章,了解文章的基本大意及各段落大意。学会快速找到每段的 中心句。 ●学会划出阅读理解题的关键词,并能在寻读过程中找到相关信息。 第四,教学过程 Step1. Lead-in (6 minutes) 课前放首英文歌(when you believe),为接下来的讨论提供信息。问候完后问一个与学生实际相关的问题:How long have you learned English? 然后引出讨论话题:Why do so many people learn English? 两人一组进行讨论,用短语尽可能多的说出原因。可在黑板上举个例子:To listen to the English songs,同时写出课前歌曲名字。两分钟讨论后,让学生给出答案,幻灯片如下展示:

然后再问学生:How much do you know about the English language? 再进入本课主题:the road to modern English. Step 2: Pre-reading (3 minutes) 用三张幻灯片预习本文中的生单词及短语,为阅读扫清障碍。(对于许多没有做预习的学生来说,这一步是非常有必要的。)预习词汇如下:Voyage apartment actually base gradually Danish Vocabulary spelling identity fluent Singapore Malaysia because of come up at present make use of such as Step 3: Reading Task 1: listening—获得文章大意 (6 minutes) 听前给出一道文章主旨题。(此题设计为选择题以降低难度) The passage mainly tells us__ B __ A. Why English is more and more widely used in the world today. B. A very brief history of the English language. C.The difference between British English and American English. D. Different kinds of English language Task 2: scanning(寻读)—寻找细节 (10 minutes) 让学生带着四个问题进行限时阅读5分钟,读前学会寻读的技巧。(四题皆为选择题,由易道难。学生可将寻读技巧运用于实践,此过程中,教师也不能袖手旁观,应给学生必要的指导和帮助,发展学生自主学习能力成为学习主体。)Tip: What are the key words ? 名词、动词、形容词、副词等

人教高中英语必修一unit2学习教案设计.doc

实用标准文案 Module 1 Unit 2 English around the world ● 元划 本元主要 English around the world一主介了英的使用情 况、展情况及各地不同的方言。 第二元 English around the world 的可分五部分。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; ● 安排 本元教学可分 6 个。第一vocabulary;第二reading; 第三 language points ;第四 grammar;第五 using language ; 第六 writing and speaking;第七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 up, 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 学方法指:第一步:写出所的音; 第二步:大声朗三遍,注意画字母的音; 第三步:依次写出画字母的音。 从表找出下列的音,并熟。注意画字母的音。 elevator []African[]frequently[]official [] base[]straight[]block[]command[]vocabulary []latter[]southeastern[]usage[]依次写出上面画字母的音: [][][][][][][][][][][][]Step 2 、 Present briefly

高考英语一轮基础达标选题Unit2Poems(含解析)新人教版选修6

Unit 2 Poems 李仕才 一、阅读理解。 The Amazon basin region is home to about 2.5 million insect species,tens of thousands of plants,and some 2,000 birds and mammals.To date,at least 40,000 plant species,3,000 fish,1,294 birds,427 mammals,428 amphibians,and 378 reptiles have been scientifically classified in the region.One in five of all the birds in the world live in the Amazon rainforest. The warm and wet forest has been in existence for at least 55 million years,and thrived even during glacial periods,allowing for the evolution of an unbelievable diversity of species.Radiocarbon dating(放射性碳定年法) has revealed trees of 10 centimeter in diameter to be more than 300 years old,and some trees over 1,000 years old,indicating that untouched forests can experience unbelievable longevity. The first human inhabitants are thought to have settled in the Amazon region about 11,200 years ago.European explorers arrived in the 16th century,bringing diseases which traveled faster than the explorers themselves,killing perhaps as many as 90% of the indigenous inhabitants(土著居民).By the late 17th century the Amazon basin was controlled by Portuguese and Spanish explorers. The Amazon rainforests has been described as the lungs of our planet because of its important role in recycling carbon dioxide into oxygen.But due to deforestation(滥伐森林),rainforests now cover less than 5% of the Earth’s land surface,and experts believe that this is a big contributor to global climate change.Severe deforestation began in the 20th century,with 587,000 square kilometers lost up to the year 2000.Most deforested land is used for grassland to raise farm animals and agriculture.The addition of transport routes has led to increased settlement and deforestation,and at the present rate,scientists estimate that the Amazon rainforest will be reduced by 40% in two decades. 【解题导语】本文主要讲述了亚马逊热带雨林的历史、丰富的物种以及现在所面临的危险。1.Why are the figures mentioned in Paragraph 1? A.To prove the forest untouched. B.To classify species scientifically. C.To show the diversity of species. D.To attract more attention to the Amazon region.

(完整word版)高中英语必修一unit2教学反思

Unit2 English around the world单元教学反思本单元介绍了世界各地的英语,英语在不同国家的差异以及是怎样发展成现代英语的。 Warming up通过三组图片让学生总结出英国英语与美国英语的不同。穿插了视频和绕口令,内容新颖有趣,激起了学生的学习热情。通过让学生listen ,speak ,read 及完成表格,理解英国英语与美国英语的不同。师生、生生互动性强,极大地激发了学生的参与热情。Speaking口语训练中充分利用了小组合作的方式帮助学生树立信心,减少焦虑。学生write,然后在全班面前表演对话,要求他们以参与求体验,以创新求发展,激发他们对课堂、对学习的兴趣。使不同水平的学生都有参与课堂活动的机会,比较符合我们学校的学生普遍英语基础较薄弱的教学实际。Summary让学生做课堂总结,加深了对英国英语与美国英语的认识与理解。Homework巩固本节所学词汇与有用短语,通过查阅英语的发展变化相关知识,预习reading部分。 这节课有两点不足:一.学生刚刚升入高中,学生听说能力较弱,视频可以播放两遍。二.生词直接在课件中用不同颜色及斜体打出没能引起学生更多的注意。如果列到黑板上会更好 有人说:“真正良好的教育是设法启发一个孩子的创造力和想象力。”在教学语言上,我力求生动、幽默、风

趣,启发学生的想象力,激励学生努力进取,不断向上。在听说训练中培养学生获取信息和表达信息的能力,让学生掌握与英语语言发展变化相关的话题和表达,感受到英语语言的多层次和多元化,培养了学生的跨文化意识。课堂活动形式多样化,有利于保持学生的注意力,有利于提高课堂教学的有效性,并能使学生“求新”、“求异”的心理得到满足。学生在课堂上能够积极思维,主动参与,努力合作。课堂氛围热烈,参与面广,基本上体现了“自主、合作、探究”的学习方式,展现了“主动、和谐”的教学风貌。 苏霍姆林斯基说“师生之间心灵交往的和谐境界”是教师教育技巧的“顶峰”。通过这一课堂,我感到,学生们的心是一个个燃烧的火把,等待我们去点燃;学生们的心是一片片肥沃的土地,等待我们去开垦。教师真诚地把自己的所作所为、所思所感,毫无保留地呈现给学生,只要用心去教,再运用精巧的教育艺术,就能带领学生走进纯净的心灵殿堂。

九年级英语unit2 教案

Unit 2 I think that mooncakes are delicious! Section A(1a-2d) 1.重点单词:mooncake,lantern,stranger,relative,pound 2.重点短语:put on 3.重点句式: Bill wonders whether they'll have zongzi again next year. —What do you like best about the Dragon Boat Festival? —I love the races,I think that they're fun to watch. I've put on five pounds! I wonder if it's similar to the Water Festival of the Dai people in Yunnan Province. People go on the streets to throw water at each other. You will have good luck in the new year. 1.重点短语和句型 2.that,if 和whether 引导的宾语从句 that, if 和whether 引导的宾语从句 一、预习课本P9-10新单词并背诵,完成下面的汉译英。 1.月饼________ 2.灯笼________ 3.陌生人________ 4.亲戚________ 5.磅________ 二、认真预习1a-2d内容找出下列短语和句型。 1.增加________________________________________________________________________ 2.Bill 想知道明年他们是否还能吃粽子。 ________________________________________________________________________ 3.—关于端午节你最喜欢什么? —我喜欢比赛,我认为他们看起来很有趣。 ________________________________________________________________________ ________________________________________________________________________ 4.我增加了5磅。________________________________________________________________________ 5.我想知道它是否和云南傣族的泼水节一样。 ________________________________________________________________________ 6.人们都上街彼此泼水。________________________________________________________________________ 7.在新的一年你将会有好运。 ________________________________________________________________________ Step 1情景导入

必修一unit2lesson1modernheroes教案新部编本.docx

精品教学教案设计| Excellent teaching plan 教师学科教案[ 20–20学年度第__学期] 任教学科: _____________ 任教年级: _____________ 任教老师: _____________ xx市实验学校

精品教学教案设计| Excellent teaching plan Teaching Plan Module1 Unit2 Lesson1 Period 1 Title Lesson1 National Hero (Reading Page22-23) Knowledge Aims 1.Know the launch of Shenzhou V and our national hero Yang Liwei’s activities in space. 2.Learn several key words and phrases. Ability Aims 1.Enable students to talk about the moving process of Shenzhou V and Yang Liwei’s activities Teaching in space to improve their oral skills. Objectives 2.Enable students to use the way of skimming and scanning to get general ideas and detailed information to help them improve their reading skills. 3.Enables students to learn to retell a text. Emotional Aims 1. Arouse the students pride’in our space flight and our national hero. 2.Learn from our national hero and love our school and study hard in their daily life. Teaching 1 Practice retelling a text with what they learnt and their our knowledge. importance 2 Grasp the use of scanning and skimming to get general ideas and detailed information. Teaching 1.Students may have problems in skimming and scanning the text. difficulties 2.Students may have difficulties in expressing themselves in class. Teaching Aids Multi-media, Teaching 1. Multimedia teaching methods 2. Task-based language teaching Learning 1.Learning by doing tasks 2.Cooperative learning method strategies: 3.Indirect learning method Teaching procedures Teacher Students Purposes 1 Warm up Present some pictures of heroes and Look and enjoy the Warm them up. a heroine pictures. Ask: Do you know who she/he is? What is he/she? What are they?Think and answer Pre-task Is he /she a hero/heroine? Present some basic 2 Lead in Present a picture and guess who he information about Yang and is.ShenzhouV Ask students how Yang went to Think, look and say Shift into the following space and present the picture of teaching contents China’s first manned spaceship.

相关文档