“油菜花地的黑狗”通过精心收集，向本站投稿了16篇新高一英语教案Unit 2，下面是小编给大家整理后的新高一英语教案Unit 2，欢迎大家借鉴与参考，希望对大家有所帮助。

篇1：新高一英语教案Unit 20

Unit 20 humour

Period 1

(一)明确目标

1. Practice saying some tongue twisters.

2. Listen and number the pictures. Then answer the questions according to what the students hear.

(二)整体感知

Step 1 Presentation

Everyone wants and needs, to learn how to speak well if we can talk fluently and humorously, we feel we have friendly conversation. Today we will learn to say some tongue twisters and talk about the pictures on the book.

(三)教学过程

Step 2

Go through the twisters on the book and ask students to follow.

Step3

Deal with the points and talk about the skills of speaking.

Step 4

Practice the tongue twisters in pairs and then act them out.

Ask the students to listen and member, and then talk about the pictures on the book.

(四)总结，扩展

Step 5

Do the exercises after the pictures and then practice them. Make up short dialogues according to the questions.

（五）随堂练习

1. 你在车上吸烟，售票员对你说：“Smoking isn' t allowed here”。你应该说_______.

A. Don’t worry. B. I didn’t know that.

C. Excuse me. D. Oh, sorry.

2. 在车站上，一位老人对你说 may I ask you to buy a ticket for me” 你应该说_______.

A. can I have a book at the watch B. You are welcome.

C. I'll be glad to do it. D.I don't think I can.

3. 你站在柜台前，售货员对你说：“may I help you?” 你说：_______:

A. Can I have a look at the watch? B. Yes, you may.

C. The watch, please. D. It’s kind of you to help me.

4. 你那者报纸，有人问你 “Anything interesting in the papers? 你应该说：_____

A. Nothing special. B. Very interesting.

C. I have no newspapers D: I' am interested

5. 今天是元旦,以为朋友对你说”happy new year“你应该怎么说：_______ .

A. The New- Year’s in. B. The same to you.

C. I wish you health. D. Many happy returns!

1. D 2.C 3.A 4.A 5.B

Period 2

(一)明确目标

1. Lean) to interview a person.

2. To train the abilities of talking in English.

3. To learn some useful expressions in the interviewing.

(二)整体感知

Step I Presentation

Today we are going to learn how to interview somebody. Give an example to the students by asking an excellent student to help.

(三) 教学过程

Get the students to read and practice the dialogue in the text.

Step 2 Work in pairs

Ask one student play the part of a journalist the other a circus down. Make up a dialogue referring to the questions and pictures.

Step 3 practice

Practice the useful expressions in pairs first, and then act out at class using dialogues or making sentences.

Step 4

Play the tape for the students to listen and follow.

Step 5

Do a little quiz by speaking.

1. ----John sends his best wishes.

----________.

A. That’s nice of him B. Oh, he is too police

C. It’s kind of him to say so D. You are really kind to me

2. ---- What do you think sally is like?

----She______

A. isn't in good health B. doesn’t’ like eating too much

C. likes to eat fish D. is very pretty

3. ---- Do you mind my taking this seat?

---- _______

A. Yes, sit down please B. No, of course not

C. Yes, take it please D. No, you can't take it

4. -----Leaving for Chicago?

------_______.

A. Soon B. Lately

C. Late D. Sooner

5. -------Excuse me, have you got a light?

______. I don’t smoke.

A. Don’t mention B. Never mind

C. I'm afraid not D. Thanks a lot

1. A 2.D 3.B 4.A 5.C

Period 3

（一）明确目标

1. Get the students to know about comedies and humor.

2. Get the students to know more about the funny plays.

（二）整体感知

Step 1 Presentation

Questions: Do you know some comedians?

Do you know some comedy plays?

Today we are going to read a text about language matter.

Step 2

Look at the photos and talk about them, then answer the questions on the book.

（三）教学过程

Step 3

Read the text more carefully and then do the post-reading exercises on the book.

Step4

Deal with the language points.

(The teacher lists them on the blackboard or on the screen. Ask the students to say the Chinese meanings and give some examples. )

Step 5

Play the tape for the students to listen and follow, and then ask the students to find out the main idea of each part of the text.

（四）总结、扩展

Step 6

Do exercises 3 choose the best verb to complete each sentence using the correct form. Referring to page 55.

（五）随堂练习

1. We send out the invitation cards quite early, but quite few people didn’t turn up at the party.

A B C D

2. Though he has been dead for many years, we still think that death is heavier than Mount Tai.

A B C D

3. The price of the fruit and vegetables were a little lower then we had expected.

A B C D

4. The harder you' 11 practice, the greater progress you will make.

A B C D

5. These shoes are the less expensive of all.

A B C D

参考答案

1. B 2.D 3.A 4.B 5.C

Period 4

(一)明确目标

1. Get the students to read some extra materials and discuss some questions.

2. Get the students to write a short story on a joke in English.

3. Revise the language points and grammar knowledge in this unit.

（二）整体感知

Step 1 Presentation

Can you know how to be polite? Can you know how to obey the traffic roles? Today we are going to read a text ”We've already met, haven’t we?“

Step 2

Read the text and finish the exercise after it.

（三）教学过程

Step 3

After finishing all the examines after the text, then ask the students write a short funny story or a joke in English at class.

Step 4

Revise the contents of the unit.

I .语言要点

l. look on...as 把…..看作

Do you look on him as an authority on the subject'? 你认为他是这问题的权威吗？

2.mosfiy 主要地，大部分，相当于 for most part, in most cases, almost all, chiefly 等意。

People who go to Antarctica are mostly scientists. 去南极的人多为科学工作者。

3.act the role 扮演角色；起某种作用

类似有：Play the role/part, take the role

He is fit to act tragic roles. 他适合扮演悲剧性人物。

4. make sb. do 使某人做

The teacher made us all laughs by saying the jokes. 老师说笑话逗我们笑。

5. date back to 起源于，相当于: date from,

The prosperity of the family dates from the war. 这家人的发迹始于大战时期。

6. The way of doing sth./the way to do sth.

The way that/in which/-clause. 做某事的方式

I like the way you speak and act. 我喜欢你的说话和行为方式。

Ⅱ.重要句型

1. It’s a song with a laugh in a tear.

2. I would like to reach a wide audience, though I mostly have adults in mind.

3. I was still so angry that I went up to tell him what I thought of him.

4. It is you that have told me the news.

Ⅲ 交际用语

1. What should I do now?

2. We’ve already met, haven’t we?

3. What do you think is the funniest part of the story?

Ⅳ 语法项目

学会掌握-ing形式充当定语和宾语补足语的知识。

Dustin Hoffman is famous for his role acting as a woman. At one moment in a show, you can see the audience laughing loudly.

篇2：新高一英语教案Unit 21

Period 1

（一）明确目标

1. Learn body language.

2. Study the language points connected with warming up. Listening and speaking.

(二) 整体感知

Step 1

1. Presentation.

Ask some students to the front and act out the correct emotions.

2. Ask students to make a dialogue in pairs using body language.

（三）教学过程

Step 2

Go through warming up and make sure the students understand it and can match each picture with the correct emotion and the correct sentence.

Step 3

Deal with the language points.

Step 4

Listening and speaking.

（四）总结、扩展

Step 5

Work in pairs. Act out the situations.

Step 6

Finish off the exercises in the workbook.

1. When we _____ with others we ourselves not just by words. (make, talk understand )

2. Nodding the head ____ agreement, while ____ it _____ disagreement. (mean, shake)

3. The gestures are _____ both by Chinese and English speakers as the same meaning. (have, accept)

4. Scientists _____ some research on ”Touch“ in different countries. They ____ Pairs of people who in college coffee-shops for at least an hour. They how many times the

People _____ each other. (touch, do, sit, watch, count)

5. In Arab countries, you using the fingers of your right hand and the left hand is not ____ at all. (use, eat)

6.In parts of Asia you must not with your feet at another person. ( sit, point)

Answer:

1. talk; make; understood

2. means; shaking; means

3. accepted; having

4. have done; watched; were sitting; counted; touched

5. eat; used

6. sit pointing

Period 2

(一)明确目标

1. Learn to communicate with body language.

2. Train the students' reading ability.

（二）整体感知

Step 1

Read the passage ”Body Talk“, and let the students know people from different parts of the world use different body language.

（二）教学过程

Step 2

Get the students to read the text and discuss pre-reading and post reading questions.

(1) How is body language different from spoken language? What do they have in common?

(2) Sometimes we say one thing but our body language says something different. Why does this happen? Can you think of any examples?

Step 3

Work in pairs. Complete the chart on page 60.

Step 4

Listen to the tape and read the passage.

Step 5

Deal with the language points. Ask the students to pick out the useful expressions, and then do some exercises to practise the language points.

（四）总结、扩展

Step 6

Do ”Word-study“

Step 7

Grammar The -ing Form (2)

Step 8

Do Exercise 2--3 on page 62.

（五）随堂练习

用适当的词填空:

Body language is used by people for sending messages to one another. It is very _____ because it can help you make ____ easily understood. When you are _______ with others, you are not just _____ words, but also using expressions _____ gestures. For example, waving one's hand _____ to say ”Goodbye“. Shaking hands ____ welcome, and clapping(拍 ) hands ____ congratulations. Nodding the head means ____, but shaking the head means____. The gestures are accepted both Chinese and foreigners as having same meanings.

Different countries _____ different body language. For ____, men in Russia, France ______Arab countries kiss each other _____they meet, but men in _____ or Australia shake hands instead _____ kissing. People in Puerto Rico ______ touching each other, but people in Britain do ____ touch each other. People in countries keep standing close to ____ another when they are talking, English people must keep a distance _____ when they are talking. When you use a foreign _____, it is very important to know the of gestures and movements in the foreign country. Following the ____ will help you communicate _____ people and make your stay there much more _____ and comfortable.

参考答案：

helpful/useful; yourself; talking; using; and; is; means; means; agreement; disagreement; by; the; have; example; and; when; China; of; like; not; Arab; one; but; away; language; meanings; customs; with; pleasant/easy

Period 3

（一） 明确目标

1. Get the students to know the importance of body language.

2. Train the students integrating skills.

（二）整体感知

Step 1

Show more gestures and let the students guess the meanings.

Step 2

Read the integrating skills.

(三) 教学过程

Step 3

Introduce Shuang huang.

Step 4

Work in pairs and make up a funny story.

Step 5

Practice Writing.

(四)总结扩展

Step 6

Compare the meanings of body language in China and the USA.

Meaning in China Body language Meaning in the USA

welcome a smile and a handshake welcome

Hello Goodbye ! waving one' s hand Hello! Hi! Goodbye!

disagreement shaking the head disagreement

agreement nodding the head agreement

May I ask a question? putting up a hand May I ask a question.'?

love kissing love

no such a gesture keeping one's fingers crassed hoping sth. good will happen

proud holding up one's head not afraid/proud

feeling sorry for having done hanging one's head feeling sorry for having done

feeling very happy waving one's arm feeling very happy

dislike, disagreement or pain making a face dislike, disagreement or pain

I'm full/ I' v eat stomachache touching one's stomach having a stomachache

（五）随堂练习

1. Choose the best answers according to the situations.

When you meet a foreign guest for the first time, you should say:

A. How do you do? B. How are you?

C. Hi! D. Hello! What can I do for you?

2. Yon are carrying some heavy boxes. Someone comes over to offer help. He may say ”Can I help you?“ If you need his help, you should say:

A. Of course, you can. B. That's a good idea.

C. Yes, go ahead. D. Thanks. That's very kind of you.

3. If you can carry the boxes yourself and don’t need his help, you should say to him:

A. No. I don’t need your help. B. It's none of your business.

C. No, thanks. I can manage it myself. D. Sorry, you can’t

4. When you see an old lady carrying a heavy bag and want to go over to help her, you should say:

A. Excuse me, madam. Would you like me to crazy it for you?

B. Hello! Let me carry the bag for you. It’s too heavy for an old lady like you.

C. Hi, Granny! Let me carry the heavy bag for you. You are old.

D. Excuse me. Is there anything else I can do for you?

2. Choose the right words for the blanks, using the right verb forms.

proud juice dining room realize were type comfortable.

(1) I hope you feel as __ as you are at home.

(2)The speaker ____ to the people in the hall before he left.

(3)You’d better make the apples into ____ for your baby; otherwise she can’t eat them.

(4) Before you send your article to the publisher, you’d better____ it out with a computer or a type-writer.

(5)The students needn't go home for lunch, because there is a _____ in the school.

(6)I didn't _____ they were a couple (夫妻) until the party was over.

(7) She looked so __ at the party that few people talked to her.

3. Make gestures and guess what they mean.

(1) Raise your hand. (5) Kiss your hand to someone.

(2)Put up your hands. (6)Thumbs (大拇指) up.

(3)Wave your hand. (7)Thumbs down.

(4) Cup your ear. (8) Bite your nails ( 指甲 ).

参考答案：

1. (1)A (2)D (3)C (4)A

2. (1)comfortable (2)waved (3)juice (4)type (5)dining-room (60realize (7)proud

3.

(1) To ask or answer a question. / To attract attention. / To say hello.

(2)To give up. / To surrender.

(3)To say goodbye.

(4)To say: ”I beg your pardon. / Sorry, I can’t hear you.“

(5)To say ”Goodbye“ to a dear friend or relative.

(6)To say ”Great! / Wonderful! / Well done! / Congratulations !“

(7)To say ”No good! / Terrible!“

(8)To mean ”thinking“ or “worrying”.

Period4 单元复习

Ⅰ．语言要点

1．keep my eyes open

使眼睛睁开着，这是keep跟带形容词的复合结构，例如：

①Good food keeps you healthy．

好的食品使你健康。

②Please keep the boy quiet．

请让这男孩安静。

另外keep还可以跟带分词、介词短语、副词的复合结构。

①She kept we waiting outside.

她让我在外面等着。

②He kept his eyes shut and stayed where he was．

他闭着眼睛待在原地。

③if your hands are cold，keep them in your pockets．

如果你手冷，把它们放在口袋里。

④The cold weather kept in doors．

寒冷的天气使我们待在家里。

2.be sure of／to do．

①He is sure of success = he is sure that he will succeed.

②He is sure to succeed= he will certainly succeed.

③I’m sure of the fact．

我确实相信这件事。

④.Be sure not to forget．

千万别忘记了。

3．disagree with=not agree

①Even friends some times disagree．

既使是朋友，有时意见也不相同。

②The reports from Rome disagree with those from Milan．

来自罗马的报导与来自米兰的报导不一致。

③The climate disagrees with me．

我不适应这气候。

4．vary from culture to culture

The weather varies from very cold to quite mild．

天气变化从很冷变得相当温和。

from．．．to．．．从……到……

①1wanttOknowaboutthisthingkombeginningtOend．

我想从头至尾了解这件事。

②They have always lived from hand to mouth．

他们一直过着勉强糊口的日子。

③She was trembling from head to foot．

她全身发抖。

5．There also differences as to how often…

As to：about concerning关于；至于

As to your brother，I’ll deal with him later．

至于你的兄弟，我以后对付他。

how可以和形容词和副词连用，用于询问句。

eg：how much，how many，how old，how tall，how high，how long，how soon，how far，how often等等。

①Howheavyi8yourschoolbag?

你的书包有多重?

②一How long does the flight take?

一At least three hours．

飞行时间需要多久?

至少三小时。

③一How often do you so there?

--Twice a month．

你多久去那儿一次?

一月两次。

④How far is it form your school to the post office?

从你学校到邮局有多远?

6．Rest on停放，依靠

①Her elbows rested on the table。

她的胳膊支在桌面上。

②Our hope rests on you．

我们的希望在你身上。

7．Be used to do被用来做

Be used to doing习惯于

Used to do过去常做

①The money was used to buy a dictionary．

钱被用来买了一本字典。

②I have been used to this sort of thing．

我一向习惯于这类事情。

③There used to be an old pine tree here

从前这儿有一棵松树。

8．If we are feeling down or lonely …

如果我们情绪低落或感到孤独…

down指情绪低落、沮丧。

①He is down in spirits。

他意志消沉。

② he was down after losing his seat in the election.

他在选举中失去席位后变得很消沉。

③We will not let you down．

我们不会让你失望。

Ⅱ．重要句型

1．I call’t keep my eyes open．

2．Would you like me to help you with it?

3．I can manage it myself．

4．There ale also differences as to how often we touch each other．

5．h can be used to express almost any emotion．

6．in many countries，shaking one’s head means“no”and nodding means“yes”。

7．We can learn a lot about what a person is thinking by watching his or her body language.

8。A good way of saying “I am hungry” is patting the stomach before a meal.

Ⅲ．交际英语

1．一Can／Shall l help you with that?

一No，thanks．I Can manage it myself．

2．一is there anything else i can do for you?

一No，thank you. thanks for all your help.

Ⅳ．语法重点

动名词作主语、宾语、表语的用法：

① Reading without thorough comprehension is no good．

一知半解的阅读是不好的。

② it's no use waiting here.

在这儿等着没用。

③ I enjoy working with you.

我喜欢和你一起工作。

④Do you think it any good trying again?

你觉得再试会有好处吗?

⑤Seeing is believing．

眼见为实。

篇3：新高一英语教案Unit 16

Period 1

(一) 明确目标

1. Learn to express the student’s everyday life, especially their life on science study.

2. Train the student’s listening ability.

3. Improving the students speaking ability by debating with each other and describing.

4. Study the language points connected with the dialogue.

(二) 整体感知

Step 1

1. Presentation

When you are talking about studying, almost all of you think that studying can only happen in the classroom, and it only means listening to the teachers’ explanation. But there can be many means to study. For example, studying in the lab, reading the books by yourself. Now turn to page 22. And try to describe the four pictures listed in your text book.

2. After describing the pictures, let the students answer the following question.

(1) What are the names of the school subjects in which you study sciences?

(2) Give an example of what you learn about for each field of science.

(3) What are the rules when you do the experiments in the lab?

(三) 教学过程

Step 2

Listen to the tape and try to answer the exercises.

Step 3

Tell the differences between the rules they have talked about and the one listed in the tape. Then get to know the important to keep safe in the lab.

Step 4

Talk about the effect of the science of technology. Let the students know the application of science and technology does good to our society , at the same time , it also harm to the human beings or the environment.

Step 5

Practice in pairs to talk about some advantage and disadvantage of the scientific discoveries and applications listed in the book.

Step 6

Ask some pairs of students to act their dialogue out before their classmates.

Step 7

Deal with the language points.

(四) 总结扩展

Step 8

Make a conclusion of their performance.

Step 9

Do the exercise in the workbook.

(五) 随堂练习

用适当的介词填空

1. _____ my opinion, we should do it at once.

2. _____ the future, there are fewer animals in the world.

3. It is a waste _____ time to talk to him.

4. We should make good use _____ every opportunity we have.

5. It is necessary ___ children to sleep 9 hours a day.

6. It is silly ____ you to ask such a question.

7. It wise ____ you to take his advice.

8. I’ll travel ____ Beijing ____ shanghai by air.

参考答案：

1. in 2. in 3. of 4. of 5. for 6. of 7. of 8. from ，to

Period 2

（一）明确目标

1. Language knowledge: conduct change prove tear control doubt much too

2. Language ability: Improving the student’s reading ability, especially their kimming and scanning ability.

2. Enable the students to know the serious attitude to science.

（二）整体感知

Step 1 pre-reading

We all know that it is the scientists’ great effort that makes the great achievement on science. Could you name some scientists’names? And what are they famous for? Try to fill in the blanks of the following form, if you。Can’t, ask your classmate to help you．

Form: in the 18th & 19th centuries scientists all over the world made many important discoveries．

Give some example． ／Physics／Medicine／Chemistry／Biology

Step 2：Presentation

As we all know ,Benjamin Franklin is a famous politician．But today, we will read a passage about him as a scientist. His serious attitude to science .Let’s see how Franklin made his famous electricity experiment by flying a kite．

(三)教学过程

Step 3

Get the students read the test and then decide if the following statements are true (T) or false (F).

1．In 1752 scientists already knew what electricity is. ( )

2．Franklin was helped by a friend to do the experiment. ( )

3．Franklin made the kite of silk because wet silk does not conduct electricity. 4．A condenser was used in the experiment to store electricity.

5．The key tied to the string was put into the door to stop he kite from flying away.

参考答案 1．T 2．F 3．F 4．T 5．F

Step 4 Read he passage and then find out the main idea．

Paragraph 1 Introduction of Franklin’s experiment．

Paragraph 2-3 The process Of出e experiment．

Paragraph 4-6 The tip of doing the experiment．

Step 5

Deal with the language points. Ask the students to pick out the useful expression from the text, give them more examples, and do some exercises to practice the language points.

Step 6

Play he tape for the students to listen and follow．

(四)总结、扩展

Step 7

Students make a conclusion of de process of Franklin’s experiment and retell the tips of doing the experiment．

Step 8

Do the exercises in the post-reading.

(五)随堂练习

单句改错

1．A great number of milk is produced in that factory every day．

2．Paper is made of a certain in kind of grass．

3．This cloth is felt smooth．

4．Use an umbrella to prevent you from the rain．

5．It is important of us to learn English.

参考答案 1．number改为deal 2．of改为from 3．Is felt改为feels 4．prevent改为protect 5．of改为for

Period 3

(一) 明确目标

1．Language knowledge: Know about some words that have different meanings．

2．Language ability: Learn one word formation-compounds．

3. Moral teaching work with perseverance.

(二) 整体感知

Step 1 Presentation

After having learnt many words, we find that some words have more than one part or speech or a meaning. For example, bank can lean not only the ground near a river, but also the establishment for keeping money . It is one factor of words and we may find that if some words are combined, a new word come into being. Today we’ll talk about these two phenomena.

(三) 教学过程

Step 2

Come to the word study, and finish the work.

Step 3

Let the students think more examples of words that have more than one meaning. Then make a conclusion to help them to decide word meaning in a specific situation.

Step 4

Come to grammar, and finish to exercise.

Step 5

Talk about the word formation, especially compounds. And the noun compounds and adjective compounds.

(四)总结，扩展

Step 6

Let the students talk about some compound words then conclude the conditions.

(五)随堂练习

辨别词义及词性

1．Ache

(1) He has an ache in his chest.

(2) I am aching all over.

2．Shock

(1) The shock of the blast shattered many windows.

(2) I was shocked at the news of her death.

(3) The result of the election came as a shock to us all.

3．Order

(1) Get your ideas into some kind of order before beginning to write.

(2) He gave his order to the waiter.

4. Lie

(1) Our school lies in Anqing.

(2) He tells a lie to his teacher.

5. Like

(1) I like the one on the left.

(2) They are not twins, but they’re very Michael Jackson.

参考答案：

1. (1) n continuous and dull pain 疼痛

(2) v suffer from a continuous dull pain 持续地隐隐作痛

2. (1) n violent blow or shake 强烈的冲击或震动

(2) v cause to feel surprised 震惊

(3) n. sudden violent disturbance of the mind and emotions 震惊

3. (1) n. condition in which everything is carefully and neatly arranged 整齐

(2) Request to make or supply 订购，订单

(3) command 命令

4. (1) exist, be 位于

（2）statement one knows to be untrue 谎言

篇4：新高一英语教案Unit 15

Period 1

（一）明确目标

1. Talk about drama and theatre.

2. Train the student’s listening and speaking abilities.

（二）教学过程

Step 1 warming up

Say to the Ss many of you must have heard of some good stories, including fairy tales. Can anyone tell us an interesting one?

(Let the Ss talk about some mysterious stories .look at the pictures and use them to make up a story.)

Today we are going to talk about some mysterious stories. Look at the pictures and use them to make up a story. (Let Ss discuss it first, and then ask them to tell the class and act out their stories.)

Step 2 listening

Listen to the short play to the tape. Ask the students to listen carefully and do the exercises of this part in their books.

After listening, let the students discuss the mystery.

Step 3 speaking

Divide the class into several groups after going though the 3 different situations given in the book. Help each group to choose one and discuss what will happen next.

After the discussion, one student of each group is asked to report their imagined story. Then the whole groups are required to act it out in class.

（三）总结扩展

Step 4

The aim of this class is to foster the abilities of listening and speaking, as well as imagination. If time permits, let one student gives a situation in each group, and the others create a good story accordingly.

Period 2

（一）明确目标

1. To learn something about the play.

2. To train the abilities of skimming and scanning the text.

（二）整体感知

Step 1 presentation

Today we are going to read a play about a necklace. The play is based on a French story written by a writer called Maupassant. There are 3 leading characters in the play: Mathilde Loisel, Pierre and Jeanne. We will come to 3 scenes given in the text.

（三）教学过程

Step 2 reading

1. Let’s the students read the first scene of the play as quickly as they can. Try to answer the following questions.

(1) what‘s the matter with Mathilde?

(2) Why didn’t Jeanne recognize her at first?

(3) Why has she been working so hard?

(4) Why did she need to borrow some jewellery?

2. The students are encouraged to find out more about the necklace in scene two. Now, the story goes back to ten years earlier. Some comprehension questions are also given.

(5) Why was Mathilde worried?

(6) What did Pierre suggest?

(7) What did they decide to do?

3. In scene 3, we’ll find out the ending of the story. Read it quickly and find what happened on the way home after the ball.(suggested answer: Mathilde saw the necklace was no longer around her neck.)

参考答案：

(1) She has been working hard for 10 years.

(2) She looks older than her age and she doesn’t look well.

(3) Because of the diamond necklace.

(4) She was invited to a ball at the palace so she needed to borrow some jewelley.

(5) She didn’t have an evening dress or any jewellery to wear.

(6) Pierre suggested borrowing some jewellery from a friend who might lend her some.

(7) Mathilde decided to go and borrow some jewellery from Jeanne.

Step 3

Listen to the tape of the 3 scenes one by one, and make sure the students understand it, dealing with some language points.

（四）总结扩展

Step 4 post-reading

1. Mathilde returns to the palace where the ball was held to ask about the necklace .ask the students to make a dialogue between Mathilde and another person in the palace.

2. Ask the students:” how do you think Mathilde felt when Jeanne told her the stone in the necklace were made of glass, not diamonds?”

Let the students continue the story and write a similar scene.

Period 3

（一） 明确目标

1. Consolidate the important new words and phrases in this unit.

2. Get students to know the use of the modal verbs: must, can /may /might

（二） 整体感知

Step 1 presentation

Today we are going to deal with the part “language study”. First, let’s come to “words study”, and then we’ll talk about the grammar.

（三）教学过程

Step 2 word study

1. Let the students do the two exercises in their books. Both of them can help to consolidate their learning of the new words and phrases. Allow them to discuss in pairs.

2. Grammar talks about possibilities

When you are very sure of something, you use “must” in positive sentences and “can not” or “can’t” in negative sentences.

When you think that something is very possible, you use “can”.

When you think that something is possible, but you are not very sure, you use “could”, “may” or “might”.

Go through the sentences in the book with the whole class.

（四）总结扩展

Step 3 practice

P19 exercise 1. Rewrite the sentences using modal verbs. Lets the students work in pairs. P20 exercise 2. Complete the dialogue.

1. When you are sure of something in the past, you use “must have done” or “can’t have done”.

2. When you think that something in the past is possible, you can see “may/might/could + have done”

篇5：新高一英语教案Unit 14

Period 1

（一）明确目标

1. Talk about the pictures and know something about festivals and customs.

2. Compare a Chinese festival with a festival from another country.

3. Deal with the language points: Dress up, go on trips, be allowed, and be celebrated

（二）整体感知

Step 1 presentation

Do you know what is called the Christmas of China? The Spring Festival. Yes. The oldest and most important festival in China is the Spring Festival. Each country and each nation has its own festivals. Today we are going to learn something about the different festivals.

（三）教学过程

Step 2

Get the students to look at the pictures and discuss the questions.

Step 3

Listen to the tape and finish the exercises.

Step 4

Deal with the language points.

Step 5

Work in groups of four and discuss why your holiday is the best one.

Four topics:

1. Peace Day 2. Happiness Day 3. Friendship Day 4. Nature Day

（四）总结、扩展

Step 6 Finish off the exercises in the workbook.

Period 2

（一）明确目标

1. Get the students to discuss something about the Spring Festival.

2. Answer the questions according to the reading material and help them to know

（二）整体感知

Step 1 Presentation

All Chinese know something about the Spring Festival. All Americans know something about Christmas. Both of them are important holiday in the world. Do you want to know about some other festivals, such as Kwanzaa? Today your curiosity will be met.

（三）教学过程

Step 2

Read the text fast and find out why and when Kwanzaa was born.

Get the students to read the text again and find the answers to the following questions.

1. When was Kwanzaa born?

2. Why did people celebrate Kwanzaa?

3. What was the largest language in Africa?

4. What are the seven principles of Kwanzaa?

5. When do people celebrate Kwanzaa?

参考答案：

1. In 1966

2. African-Americans wanted to celebrate their history and culture.

3. Swahili

4. Unity, Self-determination, living together, working together, purpose, creativity, Faith

5. From December 26 to January 1

Step 3

Do post-reading.

Step 4

Deal with the language points:

Hear about, give thanks for, as well as, do as much as sb. can, be lit by, each time, keep sth. alive, share hopes

Step 5

Play the tape and ask the students to listen and follow.

（四）总结、扩展

Step 6

Finish Wb. Exercises.

Period 3

（一）明确目标

1. Get the students to know about Modal Verbs(2)--must, have to, have got to.

2. Read the table in the integrating skills and know more about some festivals.

（二）整体感知

Step 1 Presentation

In the Spring Festival, something is not allowed. For example, floors may not be swept on the first day of New Year. Anyone who breaks a dish or a glass on this day must quickly say ”Peace for all time“ to avoid incurring misfortune. So if you want to say it is necessary for someone to do something, you use ”must“ or ”have to“. Today we'll learn Grammar-Modal Verbs: must, have to.

（三）教学过程

Step 2

Look at the table and decide which is necessary and which is not. Make sentences using ”must, have

Step 3

Read the text quickly and work in pairs and ask the questions according to the table.

One asks the question. The other answers. Try to form as many questions as possible.

Step 4

Deal with the language points:

Care about, the living and the dead, play tricks on, be taken in

Step 5

Play the tape for the students to listen.

（四）总结、扩展

Step 6

Create your own festival. Fill in the blank on Page 14.

篇6：新高一英语教案Unit 19

Period 1

(一)明确目标

1. To learn to read statistical graphs.

2. To train listening and speaking skills.

3. To grasp the necessary language points connected with the content.

（二）整体感知

Step 1 lead in /presentation

With the time passing by, people’s living standard is becoming higher and higher. As a result their eating habits have charged a lot. Today we are going to know some details about it by watching the graphs.

（三）教学过程

Step 2 warming up by brain storming

Topic: agricultural produce, people’s eating habits, favorite foods and so on.

Step 3

Go through the questions by discussing in small groups with the help of the graphs. Learn with language point at the same time

Step 4

Present the results form each groups.

Step 5

After brief conclusion come to listening task.

Step 6

Acting out a short play. “how to make use of the land.”

（四）随堂练习

用适当的词填空

1. ____ the years people’s ___ ____ are charging. That’s ____ _____ produce has charged ___ three years.

2. Girls are come ____ ____ flowers.

3. Last year the number of death increased try 2-3 ___ ____ the year before last.

4. They reason ___ he did not come is quite clear.

5. The desire that they wanted to make good money ___ ___ a disaster.

6. Do you think the medicine will have a food ___ ___ the boy？

7. The villagers didn’t take care about the ____ of nature. They cut down as many tresses as ____ in time; the area was ____ ____ a desert.

8. The young man is the only one ____ for the Jole.

9. Never ___ ____ nature or you can’t escape ___ punished.

10. If I ____ a bird ___ ___ to the moon ---doesn’t it sound _____?

1. over eating habits why agricultural 2. compared to 3. compared to /with 4. why 5. led to 6. effect on 7. protection possible charged into 8. possible 9. go against being 10. were would nice

Period 2

(一) 明确目标

1. To train the abilities of skimming and scanning the passage.

2. To learn the differences between traditional agriculture and modern one in china meanwhile any necessary common knowledge about fertilization and irrigation.

3. To encourage the students to learn more for the future of our country.

（二）整体感知

Step 1 Presentation

Let’s look at the pictures and reconstruct the text by comparing traditional and modern farming.

（三）教学过程

Step 2

Skimming the reading material as soon as possible and then finish the past reading, some more questions may be designed by teachers.

Step 3

Read the passage again and find out the main idea to each paragraph.

Step 4

Languages focus .ask the student to pick out the useful expressions from the text if possible and then explain briefly in their own words.

Step 5

Listen to the tape of the text. If time permit, have some students retell.

(四) 随堂练习

Fill in the blanks with proper words:

1. The biggest problem of Chinese farmers is the ___ of ___ land. Using the ___ technologies, Chinese scientists grow vegetables _____. The ____ of these vegetables are not planted in earth but ____ in water that ___all the nutrients they ___ to grow. In, a kind of tomato was ___ that was very different from any ___ before. It was developed ___ a technique known as GM.

参考答案

1. shortage arable latest greenhouse roots hang contains need

2. developed grown using

Period 3

（一） 明确目标

1. Word formation

2. Grammar focus: the use of “it” for emphasis

（二）教学重点及知识点

参看轻松学习

（三）教学过程

Step 1

Have a dictation of useful expressions and phrases. And then check them in class.

Step 2

Come to the practice shown in the student’s book.

（四）总结，扩展

Step 3

Ask the Ss translate the following sentences into English.

1. _____ （众所周知）that the Olympic game will the held in Beijing in five years.

2. ____ （就我所之）more advanced technical information ____ （没引进）from abroad in the 1980s.

3. The officer stared at the soldier and then left the room ____（一言不发）.

4. The servant ____（忠实于）his master and ____ his wishes.

5. ____ （为了）help the children in the poor areas, the government set up the fund.

6. ____ （最有效的方法）to protect the wild animals from dying out is to forbid hunting.

7. “GM”_____ （代表）genetically modified.

参考答案：

1. It is well know 2. As far as a know/was thought in 3. without any words 4. was devoted to, carried out 5. In order to 6. The most effective way 7. stands for

Period 4

(一) 明确目标

1. Get the students to realize the great contribution Chinese

2. Train the ability of writing

（二）整体感知

Step 1 presentation

TaskⅠ have you heard the name Jia SiXie before?

What was he famous for? What was the great (work) book he wrote? Do you know what it was about?

TaskⅠ encourage the students to find out any popular problems about the weather or farming they have know。

（三）教学过程

Step 2

After the team work, read the passage carefully to search more details about the topic.

Step 3 writing skill

TaskⅠwrite a brief introduction to Yia SiXie and his work.

TaskⅡ imagine you own a vegetable garden on something like that try to write a plan for it.

Step 4 check the writing

篇7：新高一英语教案Unit 13

Period 1

（一） 明确目标

1. Warming up to arouse the students' love in talking.

2. Do some listening to improve the students' listening ability.

3. Making simple dialogues to train the students' speaking ability.

(二) 整体感知

Step 1 Presentation

Every day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we're going to learn something about food.

（三）教学过程

Step 2

(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.

(2) Ask your classmates what they like to eat. And fill the table.

Step 3

Now let's have some listening training.

Step 4

Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we' re ill, we' d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.

（四）总结扩展

Step 5

Today we've done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

（五）随堂练习

用动词的适当形式填空：

1. Tomorrow (be) Friday.

2. The geography teacher told me tile earth (move) around the sun.

3. He thinks it (grow) taller next year.

4. He is always (think) of himself never thinking of others.

5. How you (get) along with your classmates?

6. Look! There (come) a bus.

参考答案：

1. is 2. moves 3. will grow 4. thinking 5. are getting 6. comes

Period 2

（一）明确目标

1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.

2. Develop the students' reading ability.

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It's about a healthy diet and tells file importance of keeping a hal- mined diet. Read the text quickly and answer the following questions.

Step 2

1. What do traditional diets often have?

A. too much water

B. too much protein

C. too much fat and too many calories

D. nutrients we need

2. What can help our body fight disease and give us energy?

A. vitamins, fibre and minerals.

B. pork and fish

C. water

D. calcium

3. What contains a lot of protein?

A. vegetables

B. fruits

C. vitamins

D. fish, meat and beans

4. Why do some people become vegetarians?

A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..

B. Because they think meat is not “eco-foods”.

C. Because they think meat will make them Fat.

D. Because riley think meat will make them thin.

5. From the passage we can conclude that it is probably better, if

A. we eat less meat

B. we have more fruit

C. we have “eco-foods”

D. we buy good food and keep a balanced diet.

参考答案：CADAD

Step 3

Read the text carefully again, and give the students some explanations.

Step 4

Play the tape for the students to listen and follow.

Step 5

l. Do post-Reading 1.2.

2. Discuss the questions below, first in pair, then with the rest of the class.

(1)Why do people go to fast food restaurant?

(2)Why is it not good for you to eat too much sugar and fat?

(3)Why are crash diets and supplements so popular?

(4)What can we do to keep a balanced diet?

（五）随堂练习

单句改错

l. They made some Chinese friends in Beijing so as to improve their Chinese better.

2. He advised my giving up smoking.

3. They try to keep a balancing diet.

4. Only in this way we will be ready for the challenges in life.

5. If our diet including foods from all the food groups, we do not have to buy any supplements.

参考答案：

1. 去掉better

2. my giving 改为 me to give

3. balancing 改为balanced

4. we will 改为 will we

5. including 改为 includes

Period 3

（一）明确目标

1. Review the text learnt in the last period including useful words and expression.

2. Learn how to use “had better”, “should” and “ought to” while giving advice.

（二）整体感知

Step 1 Presentation

In the class we’re going to review the words we learnt and also learn how to give advice using “had better, should, and ought to”.

（三）教学过程

Step 2

Please open your books on page 5. On the top of it there are some words and phrases in the form. Match them with the proper expressions.

Step 3

After finishing the word-matching, the teacher can tell the students when people use “had better or had better not”, “should or should not”, “ought to or ought not to”. Then have the students fill in the blanks in a right way.

（四）总结扩展

Step 4

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “had better (not)', ”ought (not) to or should (not)'.

（五）随堂练习

完成句子

1. The teacher advised him __ (不要在马路上玩)

2. _________ (培养健康的饮食习惯) is my important.

3. _________(选择吃什么) is no longer as easy as it once was.

4. Because they think we _____________(不该杀动物来做食物 ).

5. ________ (代替) eating expensive foods, they did more exercises.

参考答案：

1. not to play on the road

2. Developing/To develope healthy eating habits.

3. Choosing/To choose what to eat

4. should not kill animals for food.

5. Instead of

Period 4

（一）明确目标

1. Do some reading about Snacks.

2. Do some writing to develope the students' writing skill.

（二）整体感知

Step 1

Many students like having snacks. Is the habit good or bad? Let's read “Snacks“.

（三）教学过程

Step 2

After fast reading, do the following True-or-False exercises.

1. Our body doesn't need to refuel if we choose nutritious food for our main meals.

2. Good snacks should come from different food groups and should not have too much fat or sugar.

3. Fruits and vegetables don’t give us any vitamins.

4. Most fruits need cooking.

5. Fruits and vegetables are the only healthy snacks.

参考答案：

1. F 2.T 3.F 4.F 5F

Step 3

Give the students some explanations when necessary.

Step 4

Play the tape and have the students follow.

（四）总结扩展

Step 5

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

篇8：新高一英语教案Unit 13

高中英语学习网

新高一英语教案Unit 13

Period 1

（一） 明确目标

1. Warming up to arouse the students' love in talking.

2. Do some listening to improve the students' listening ability.

3. Making simple dialogues to train the students' speaking ability.

(二) 整体感知

Step 1 Presentation

Every day I have food. Food makes us feel full and happy and it also helps to build our bodies. But have you ever thought what you eat is junk food or healthy food? Today we're going to learn something about food.

（三）教学过程

Step 2

(1) Open your books on Page 1 and look at the eight pictures in it. Discuss in pairs what are junk foods or healthy foods.

(2) Ask your classmates what they like to eat. And fill the table.

Step 3

Now let's have some listening training.

Step 4

Everyone wants to be healthy and strong. But sometimes we are not feeling well. When we' re ill, we' d better go and see a doctor and the doctor will look over us and give us some advice. Now we’re going to practice some everyday English used by doctors and patients. Here are three situations for you. Choose one of them and make up a dialogue with your partner according to the example given and then act out.

（四）总结扩展

Step 5

Today we've done some listening and speaking, and learn how to give advice and some everyday English used between doctors and patients.

（五）随堂练习

用动词的适当形式填空：

1. Tomorrow (be) Friday.

2. The geography teacher told me tile earth (move) around the sun.

3. He thinks it (grow) taller next year.

4. He is always (think) of himself never thinking of others.

5. How you (get) along with your classmates?

6. Look! There (come) a bus.

参考答案：

1. is 2. moves 3. will grow 4. thinking 5. are getting 6. comes

Period 2

（一）明确目标

1. Learn and master the following words and expressions: make choices, pace, diet, nutrient, muscle, bean, keep up with, fibre, mineral, chemical balance, fit, be good for, function, and be harmful to.

2. Develop the students' reading ability.

（二）整体感知

Step 1 Presentation

Today we come to the Reading. It's about a healthy diet and tells file importance of keeping a hal- mined diet. Read the text quickly and answer the following questions.

Step 2

1. What do traditional diets often have?

A. too much water

B. too much protein

C. too much fat and too many calories

D. nutrients we need

2. What can help our body fight disease and give us energy?

A. vitamins, fibre and minerals.

B. pork and fish

C. water

D. calcium

3. What contains a lot of protein?

A. vegetables

B. fruits

C. vitamins

D. fish, meat and beans

4. Why do some people become vegetarians?

A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food..

B. Because they think meat is not ”eco-foods“.

C. Because they think meat will make them Fat.

D. Because riley think meat will make them thin.

5. From the passage we can conclude that it is probably better, if

A. we eat less meat

B. we have more fruit

C. we have ”eco-foods“

D. we buy good food and keep a balanced diet.

参考答案：CADAD

Step 3

Read the text carefully again, and give the students some explanations.

Step 4

Play the tape for the students to listen and follow.

Step 5

l. Do post-Reading 1.2.

2. Discuss the questions below, first in pair, then with the rest of the class.

(1)Why do people go to fast food restaurant?

(2)Why is it not good for you to eat too much sugar and fat?

(3)Why are crash diets and supplements so popular?

(4)What can we do to keep a balanced diet?

（五）随堂练习

单句改错

l. They made some Chinese friends in Beijing so as to improve their Chinese better.

2. He advised my giving up smoking.

3. They try to keep a balancing diet.

4. Only in this way we will be ready for the challenges in life.

5. If our diet including foods from all the food groups, we do not have to buy any supplements.

参考答案：

1. 去掉better

2. my giving 改为 me to give

3. balancing 改为balanced

4. we will 改为 will we

5. including 改为 includes

Period 3

（一）明确目标

1. Review the text learnt in the last period including useful words and expression.

2. Learn how to use ”had better“, ”should“ and ”ought to“ while giving advice.

（二）整体感知

Step 1 Presentation

In the class we’re going to review the words we learnt and also learn how to give advice using ”had better, should, and ought to“.

（三）教学过程

Step 2

Please open your books on page 5. On the top of it there are some words and phrases in the form. Match them with the proper expressions.

Step 3

After finishing the word-matching, the teacher can tell the students when people use ”had better or had better not“, ”should or should not“, ”ought to or ought not to“. Then have the students fill in the blanks in a right way.

（四）总结扩展

Step 4

We have learnt how to give advice. Now let’s try to write letters giving advice. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using ”had better (not)', “ought (not) to or should (not)'.

（五）随堂练习

完成句子

1. The teacher advised him __ (不要在马路上玩)

2. _________ (培养健康的饮食习惯) is my important.

3. _________(选择吃什么) is no longer as easy as it once was.

4. Because they think we _____________(不该杀动物来做食物 ).

5. ________ (代替) eating expensive foods, they did more exercises.

参考答案：

1. not to play on the road

2. Developing/To develope healthy eating habits.

3. Choosing/To choose what to eat

4. should not kill animals for food.

5. Instead of

Period 4

（一）明确目标

1. Do some reading about Snacks.

2. Do some writing to develope the students' writing skill.

（二）整体感知

Step 1

Many students like having snacks. Is the habit good or bad? Let's read “Snacks”.

（三）教学过程

Step 2

After fast reading, do the following True-or-False exercises.

1. Our body doesn't need to refuel if we choose nutritious food for our main meals.

2. Good snacks should come from different food groups and should not have too much fat or sugar.

3. Fruits and vegetables don’t give us any vitamins.

4. Most fruits need cooking.

5. Fruits and vegetables are the only healthy snacks.

参考答案：

1. F 2.T 3.F 4.F 5F

Step 3

Give the students some explanations when necessary.

Step 4

Play the tape and have the students follow.

（四）总结扩展

Step 5

Have we ever tiled to make snacks or seen our mother make snacks. Let’s try to write the recipe for your favorite dish. Before writing, you should read Tips first.

篇9：高一英语教案UNIT2

高一英语教案UNIT2

Unit 2 English Around the World

Teaching aims and demands:

a. Achieve language skills and related knowledge about the language of English;

b. Learn to communicate when in language difficulties:

c. Vocabulary in this unit:

the words and expressions listed on the teacher’s book

d. Grammar:

Direct and indirect speech

Lesson1

Step 1 Presentation

Get the students have an general idea about the differences between American and British English by playing a tape of various people’s talking. Ask them what countries they think these people come from.

Step 2 Warming Up

Get the students to look at the picture and ask the questions: What do you think Joe is looking for in the bathroom? Why can’t he find it?

Step 3

Reading

Ask the students to read the dialogue carefully in part 1. Then get the students to think: What is it that causes the misunderstanding between Joe and the landlady, Nancy?  If necessary, explain some language points.

Step 4 Speaking

Ask the students to read the dialogue in the part SPEAKING to learn more differences between the British and American English. Then complete the following sentences as well.

Step 5 Practice

Ask the students to make a similar dialogue.

Step 6 Listening

Listen to the tape and fill the blanks in the part LISTENING.

Step 7 Homework

Finish exercise1 on page 91 in the TALKING part.

Lesson2

Step 1 Revision

Check the homework.

Step 2 Presentation

Show the students some pictures in different situations in order to get them know everywhere English is needed.

Step 3

Reading

Ask the students to read the text. And find the topic sentence in each paragraph.

Step 4 Post-Reading

Ask the students to answer the questions in the part POST-READING. If necessary, explain some language points. Then according to what they have read, get them to fill in the blanks in the following exerecise2.

Step 5 Homework

Finish exercise in the part PRACTISING in their workbooks..

Lesson 3

Step 1.Revision

Check the home work.

Step 2 Word Study

Ask the students to match the words on the left with their meaning on the right.

Step 3 Grammar

Ask the students to say something about the differences between a command and a request. Then tell which is a command and which is a request.

Step 4 Practice

Let the students to change the sentences into Direct Speech. And then finish exercise 3 in the same part.

Step 5 Workbook

If times permits, ask the students to finish the exercise2 in their workbooks in part Grammar.

Step 6 Homework

Review the last part what is Direct Speech and what is Indirect Speech.

Lesson 4

Step 1 Revision

Check the homework. by doing exercise 1 in part Grammar in the workbook..

Step 2 Presentation

Play a tape of various people’s talking. Ask which is from

Englandand which from

America. How do they tell? In this way draw the students’ attention to the difference on the pronunciation.

Step 3

Reading

Ask the students to read the text and be prepared for one question how come the difference between the American English and the British English. Explain some language points if necessary.

Ask the students to read the text again carefully and finish the exercise on page 13.

Step 4 Retelling

Ask the students to say something about the difference between the American English and the British English according to what they just learned.

Step 5 Specific

Reading

Students read the paragraph about American English and fill in the chart on page 14.

Step 6 Homework

Ask the students to write a short passage about the dialects in Chinese. They can use the text as a simple.

篇10：六年级英语教案Unit2

六年级英语上册教案设计Unit 2《Around the World(Fun Time)》

【课 时】Fun Time

一、教学目标

1. 能够借助图片读懂Fun Time的基本信息，并尝试进行小制作。

2. 学唱与本单元话题相关的歌曲。

二、教学建议

A. Good to know.

1. 复习热身，导入新话题

(1) 介绍喜欢的国家

教师为学生提供景物图片及关键词，学生结对，就一个国家展开交流，如：The UK is in Europe. London is a city in the UK. People there speak English. You can go to Big Ben and London Bridge ...

(2) 教师总结，告诉学生他们在本单元了解了很多国家，了解了这些国家的城市及其著名的动物、建筑物等内容，然后自然导入新话题：Today we‘ll learn about more countries.

2. 学习新知

(1) 教师提问：How many countries will we learn about? What are they?学生带着这些问题阅读有关法国和埃及的短文，然后尝试找出答案。

Tip：此处教师应注意培养学生的略读及快速捕捉信息的能力。

(2) 教师继续提问学生：Where are the countries? What are they famous for? What can we do there? 带着这些问题，学生再次阅读短文，边读边用曲线或直线在文中画出关键信息。

Tip：此处教师应注意培养学生的精读能力，以及捕捉关键信息的能力。

(3) 学生结对交流，然后全班一起核对答案，并学习生词。可以通过根据上下文猜测、和同伴交流、查字典或向老师请教等方式学习生词(Europe， the Eiffel Tower， the Louvre， pyramids， Cairo， the Nile， wind)。

Tip：此处的生词大多都是景点名称，因此教师可采用呈现图片、录像等形式帮助学生了解其具体的内涵，理解新词的意思。

(4) 教师播放录音，学生跟读。

(5) 学生可以选择喜欢的国家进行朗读或介绍。

(6) 教师可以组织学生开展“小小播音员”活动，请学生选择一段自己喜欢的内容进行朗读比赛。可以四人一组，每组选出最佳人选，到班级中决赛，最后评选出班级中最优秀的“播音员”。

Tip：教师要抓住一切可能的机会对学生进行朗读训练和指导，同时也要鼓励学生模仿录音中的发音。

B. Let’s make.

1. 教师引导学生欣赏宣传海报，并引导他们讨论：What are the posters about? Which poster do you like? Why?

2. 教师介绍海报制作步骤：选国家主题-设计海报布局-分工安排-制作海报-选择汇报方式。

3. 学生结对，制作海报。

4. 各组将制作好的宣传海报展示在黑板上。

5. 全班一起对这些海报进行评价。

Tip：制作完海报后，教师可让学生在小组间互相介绍自己制作的国家宣传海报。如果课上时间紧，教师也可以课下把学生的海报收集起来，张贴在教室墙壁上展览。可以让每个学生在海报上画小星星，以此方式选出自己最喜欢的海报作品，最后比一比哪个小组的海报做得最好。这样不仅让学生有成就感，也有利于学生之间的互相学习与交流。

C. Let‘s sing.

1. 学生听录音欣赏歌曲。

2. 教师与学生谈论歌曲内容：What cities do you hear in this song? What do you know about Washington/London/Toronto/ Sydney/Beijing?

3. 学生听录音，学唱歌曲。

4. 小组练习演唱歌曲，全班展示。如果时间宽裕的话，还可以改编歌曲。

六年级英语上册教案设计Unit 2《Around the World(Let's Check)》

【课 时】Let’s Check

一、教学目标

通过听、说、读、写等形式的语言活动，帮助学生复习本单元的重点词汇和句型，检测学生能否综合运用所学的语言知识和技能进行交流。

二、教学建议

A. Listen and number.

1. 热身活动

教师与学生利用本单元所学句型展开自由交流，可围绕以下几个问题进行：Where did you go last winter vacation? Where is it ? What is it famous for? What did you do there?等等。

2. 听录音，完成练习

(1) 教师带领学生观察A项图片，并引导学生关注对话中的主线人物。教师提问学生：Who is talking about their last winter vacation? Can you guess where they went last winter vacation?

(2) 学生听第一遍录音，并尝试在图片上标注出主人公的名字Tom和Beibei，然后继续思考以下几个问题：Where did they go? What did they do there? How were their vacations?

(3) 学生听第二遍录音，边听边完成给图片标号的练习。

(4) 学生结对，交流标号练习的结果，最后全班核对答案。答案参考如下：

Tom： 1. a photo of my family in front of the White House

2. Mickey Mouse

3. Swim， beach

Beibei： 1. play with a kangaroo

2. the Opera House

3. eat seafood on the beach

Tip：教师在此环节要有意识地培养学生听的能力，帮助学生发展听的一些技巧和策略。具体做法为：可以先提问学生几个问题，让学生带着这些问题听，捕捉大意，然后再引导学生听细节。

B. Let‘s read.

1. 教师引导学生读一读本文段后面的几个问题，大概预测一下文段的主要内容。

2. 学生自主阅读文段，边读边画出文段中的关键词语和句子，然后回答问题。

3. 学生结对，相互讨论一下问题的答案。可以采用一人读问题，一人回答的方式进行，如：

S1： What is Big Ben?

S2： Big Ben is a very large clock.

S1： What can you see in the British Museum?

S2： We can see a lot of arts from around the world.

S1： What kind of food can you eat in London?

S2： I can eat Chinese food， Italian food， Thai food and drink English afternoon tea.

S1： If you want to buy some presents for your friends， where can you go?

S2： We can go to London’s markets.

S1： Do you want to go to London? What do you want to do there?(此问题为开放性问题，学生可以依据自己的实际情况进行回答)

4. 教师请数名学生朗读文段，然后全班一起订正答案。

Tip：教师在此环节要有意识地培养学生的阅读能力，帮助学生发展阅读策略。具体做法为：让学生借助问题在文中有意识地捕捉关键信息。教学中教师可以尝试带领学生先看文段后面的问题，然后再阅读文段。教师在与全班学生一起订正答案的过程中，引导学生学习文段中出现的个别生词，具体方法可参考前面单元相关板块的教学建议部分。

C. Discuss， write and say.

1. 教师引导学生根据此项思维导图所提供的信息，通过回答如下几个问题对英国的概况进行简要介绍：What do you know about ...? What is it famous for? What can you do there? What language do people speak there? What else do you know?

2. 学生自己任选一个国家，然后仿照课本上的范例绘制思维导图，并在该导图的提示下完成对这个国家的简介。

3. 学生结对，互相介绍自己选取的国家。

Tip：教师在此环节要有意识地引导学生学会借助思维导图，让学生体会在谈论一个话题时，可以进行哪些方面的探讨。教师可以借助课本上的空白星星，评价学生完成活动的情况，以此鼓励学生的参与。具体做法为：简单的句子对应一颗星，开放性的问题对应两颗星。

D. Choose and write.

1. 教师引导学生快速阅读此项所提出的几个问题，明确检测的方式和要求。

2. 在C项活动的基础上，学生根据自己填写的思维导图，独立仿写出对该思维导图所提供的某个国家的简要介绍。

3. 学生结对，把自己所写的文段读给同伴听，然后互相修改。

4. 教师请部分学生朗读自己书写的文段，然后有针对性地对他们进行指导。

Tip：此处的写可以写成短文的形式。因此教师要注意指导学生如何写标题，如何分段落等等。此处也可能会涉及大量的专有名词，因此教师还要提醒学生注意单词大小写的问题。

六年级英语上册教案设计Unit 2《Around the World(Let's Spell)》

【课 时】Let’s Spell

一、教学目标

1. 能够借助熟悉的旧单词和图片感知字母组合ear在单词中的另外两种发音规律，并能利用这些规律拼读出含有这组字母组合的其他单词。

2. 能够运用其发音规律，尝试拼读、识记和书与其他单词。

二、教学建议

A. Listen， point and repeat.

1. 教师带领学生复习上一单元中所学习的包含有字母组合ear和air的单词及其发音，如：ear-pear， bear， wear; air-hair， chair， stairs，帮助学生再次体会ear与air发共同的音。

2. 教师出示本课中含有字母组合ear的所有单词。

3. 请学生尝试朗读这些单词，然后教师提问：这些单词中的ear发音一样吗?请学生判断后做出回答。

4. 教师先出示A项当中的第一行单词图片，然后播放录音。学生用手指并跟读，仔细辨别字母组合ear在这些单词中的发音。教师以同样的方法教授第二行的单词，请学生跟读并辨别。

5. 教师引导学生观察同样都包含有字母组合ear但其发音却不一样的单词，引导学生观察这些单词发音时都有些什么规律，然后把这些规律找出来。

Tip：教师注意不要直接说出这些规律，而应引导学生自己去发现。

B. Listen and sort.

1. 学生听录音，跟读单词。

2. 学生根据不同的发音将单词进行分类。

3. 全班核对答案。答案如下：

learn-pearl， earth， early

ears-year， dear， hear， near

wear-bear， pear

4. 学生讨论，想想还有哪些学过的单词中带有ear，写出来大家一起读一读。

Tip：字母组合ear的发音规律比较复杂，此处不要求学生掌握，只要他们能了解该字母组合有三种发音形式，并能依据录音听辨出来，然后将其归类即可。

C. Listen， write and say.

1. 学生阅读C项的句子。

2. 学生听录音，根据发音填写单词。

3. 学生结对进行交流，然后全班核对答案。

D. Listen and repeat.

1. 学生听录音，判断这段录音材料中的ear有几种发音。(两种)

2. 请学生圈出含有ear发音的单词：ears， appears， year， learn，然后将这些词进行分类。

3. 学生尝试读一读句子，再次体会ear的发音。

4. 学生听录音朗读句子，然后分组展示。

Tip：关于ear的四种发音(仅供教师了解，不用讲解给学生)。第一种读音的单词是我们常见的，如ear(耳朵)，hear(听见)，tear(眼泪)，near(近的)，clear(清楚的)。在这种拼写模式的词汇中，ear的读音多数与ear (耳朵)的读音相同。第二种读音有其历史原因，此时单词中的ear读音与air (空气)是一样的。这样的单词有bear (熊)，pear(梨)，tear(撕)，wear(穿戴)，swear(发誓)。迄今为止，这种拼写模式的单音节词中只有这五个词是这样发音的，需要学生牢记。第三种读音的单词有earth(地球)，heard (听闻)，learn (学习)，pearl (珍珠)，search(搜索)。这些词由于在ear后面添加了一个辅音，其读音也发生了相应的改变。第四种读音的单词是更特别的单词，如heart(心脏)，hearth (炉膛)，需要联想记忆。

六年级英语上册教案设计Unit 2《Around the World(Story Time)》

【课 时】Story Time

一、教学目标

1. 能够在教师的引导下，借助图片和其他阅读策略读懂本单元的小故事，按照故事内容完成B项匹配练习，并尝试复述小故事。

2. 能够通过学习小故事了解世界各国的主要特色。

二、教学建议

热身、复习

1. 教师引导学生唱本单元的歌曲。

2. 引导学生复习本单元的主要词汇和功能句：What do you know about ... ? It‘s famous for ... People there speak ... It’s in the ... of ... You can ... there.

3. 师生交谈，导入故事。教师出示圣诞老人的图片，对学生说：Do you know who he is? He is Santa. Christmas is coming. Santa wants to give presents to children around the world. He takes a long trip. Where has he been? Let‘s read the story.

读前活动

1. 教师引导学生就已有的知识，自由谈论圣诞节和圣诞老人，然后教师提问：Who are the characters in the story? 接着用课件呈现主人公：Santa， Rita， Maria， Helga， John， Yaoyao。

2. 教师请学生用几句话简单说一说自己所知道的关于圣诞节的故事。此时教师应鼓励学生尽量用英文，实在做不到也可以用汉语简述。Tip：此环节主要是通过学生对故事相关问题的回答及讨论，引出主人公，激活并唤醒学生已有的知识，形成阅读期待，为后续学习做铺垫。

读中活动

1. 初读故事，了解大意教师可以提出概括性的问题：What did Santa do in the story? Who did Santa meet? What did Santa give to the children?等等，让学生带着这些问题浏览故事。

2. 再读故事，关注细节学生再次阅读故事，边读边用曲线画出圣诞老人所去的国家、所遇到的人和所送的礼物等等这些与上一环节中的几个问题有关的信息。

Tips：

1. 若学生在此环节中遇到生词，教师应鼓励他们先通过上下文所设置的情境猜测其意义。实在猜测不出来才鼓励他们通过互助讨论、查字典，以及听教师讲解等方式理解生词。

2. 教师在此环节还要注意培养学生的阅读策略，提示学生用不同符号画出关键词，如：人物的名字、礼物的名称等等。

3. 听录音，学故事

(1) 教师打乱顺序出示故事挂图，然后播放录音，请学生合上课本，边听录音边把打乱顺序的图片排序。

(2) 教师播放第二遍录音，请学生打开课本，听录音指文字，再次了解和熟悉故事内容。

4. 品读故事，关注细节

教师出示问题，请学生分组讨论。问题主要围绕圣诞老人的活动展开。

(1) 教师问：When did the story begin? Why did Santa travel to so many countries? Why did Santa give different presents to the children?等等，请学生从故事中找出回答这些问题的线索。

(2) 教师接着提问：Did Santa give away all his presents? Why did he cry? What did Mrs Claus say to him? What did Santa find in the box? 在这一系列问题的引导下，学生再次回到故事中，并找到相关的信息。

5. 学生再听录音，并模仿朗读

读后活动

1. 学生完成B项的图片匹配活动，然后在小组内核对答案，最后再全班一起订正答案。答案参考如下：

Rita： kangaroo Maria： doll

Helga： bag John： panda

Yaoyao： candy Santa： globe

2. 教师可进行适当的拓展，让学生尝试用完整的语言描述图片中的礼物分别是哪个国家所特有的，如：China is famous for pandas. Australia is famous for kangaroos. Canada is famous for maple trees.

Tip：图片中有些礼物不一定是某个国家所特有的，比如书包、玩具娃娃等，因此，教师可以引导学生进行发散思维，讨论这些国家著名的景点和事物，从而再次帮助学生对整个单元的主要内容进行复习和巩固。

3. 学生听录音，再次模仿录音朗读故事。

4. 学生结对，选择自己喜欢的某个情节朗读给对方听。

5. 学生看B项图片和所完成的连线，自己尝试复述故事(C项)。

6. 学生在小组内练习复述故事。可以采用一人主讲，其他人补充，或者一人讲述一个情节的方式进行。

7. 教师请几组学生到讲台前展示自己小组完成的情况，并请其他学生对他们的展示做出评价。

8. 教师可向学生提出以下两个拓展性的问题，引发学生的思考：What present do you want? Do you like Santa? Why?

Tip：最后，教师可以引导学生关注一下故事中的时态问题，可以告诉学生在讲述故事时，一般使用过去时。

六年级英语教案Unit 2

篇11：新高一Unit2 English around the world 一教

新高一Unit2 English around the world （一）教案

内容预览：

Unit2    English around the world   （一）THE   First  ……

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新高一Unit2 English around the world （一）教案

篇12：新高二英语Unit2教案

新高二英语Unit2教案

内容预览：

Period 1 Teaching Steps:Step1. Revision1.       Have a dictation in class.2.       Read the new words in the period.media, reliable, fire, face, difficulty, nosy, Gray, editor, reason, ele……

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篇13：新高一军训

新高一军训

对于没有参加过军训的同学来说，提前准备物品非常重要。在军训时学校让学生统一购买全部军训训练服和用品，包括：军装(含帽)衬衣、领带、军鞋、武装带、背包带等，一般学校都会选用迷彩服。但只有这些物品还不够，还需要带额外的'一些物品。

衣服：

半袖T恤(有发衣服的另议)

长裤和长袖衣服(天气变化无常)不用多,一两件足以

皮带(必备)

日用品：：

梳子、镜子、防晒霜、护肤水

驱蚊水、风油精(对付疙瘩只有风油精最管用)

毛巾、香皂、洗涤灵、洗发水(最好是小袋的，节省空间，而且方便)、手纸、创可贴、常用药品(如腹泻等)、手电筒,笔和本子、女生自己还该带什么自己明白

衣架

食物：

饼干、巧克力、火腿肠等,不要带方便面,没时间也没热水让你泡

钱财：

最好带个50--100的,各个部队要求不同,以防万一

MP3,随身听一般不要带,防止丢失.手机可以带上,记得带着充电器,训练时要调成振动,最好放上衣口袋,不然摆臂时容易磕手.带手机还一好处就是当闹钟,早上等吹号才起绝对耽误事,得提前半个小时起来.

篇14：新高一英语怎么学

新高一英语怎么学?

01

高中英语的三大难题

1.词汇量大、难背、考点分散，3500考纲核心词汇如何搞定;

2.语法规则过多，公立校教材不系统，语法一直没搞明白;

3.阅读完形词都认识，题做不对，奇葩脑洞题，不知所措

02

高一不适应，高二不紧张，高三来不及

第一次期中考试，很多中考英语成绩很好的孩子成绩甚至不及格?

1.中考英语简单，高中阅读量大题难，英语差距凸显;

2.英语课程容易被忽视，上课听得懂，考题做不对;

3.初高中词汇量差距较大，考题不一定都学过，提前学习有优势

高一英语具有承上启下的作用，既对初中英语进一步加强和巩固，又为高二、高三的英语学习打下坚实的基础。所以，根据老正教学的亲身体会，要学好高一英语，关键在于过好“三关”。

03

语法知识的掌握与自我训练方法

语法知识中比较而言，词语学习更显琐碎和不着边际，句法学习则相对单一，有规律可循

04

语言能力的培养与自我训练方法

语言能力一般是指听、说、读、写四种基本能力。高中学习侧重读、写。在语言学习中这四项技能是交织在一起的，需要均衡提高，全面发展，高一是学习能力锻炼发展的大好时机，一定要珍惜和充分利用

05

安排好学习的各个环节

学习的各个环节指预习、听课、作业、复习与测验。每个环节做得好环都直接影响学习成绩的提高。

1.预习：提前预习新课程内容，了解重点语法知识点，阅读课文并浏览课后问题;

2.听课：认真听讲，积极参与直播互动，记录老师所讲的重点词语及语法知识;

3.作业：及时提交课堂作业，辅导老师反馈后，多思考为什么，多做些类似的习题;

4.复习：重新过一遍课文，拼写单词，总结重点词语的用法，语法知识，讲义习题及时完成;

5.测试：准备纠错本。在测试后分析卷面上的错误点，标记注意什么问题可降低错误率

高一英语如何做英语课堂笔记

学生的听课笔记做在哪里好呢? 不同的人有不同的看法和做法。大多数教师指导他们的学生每人准备一个笔记本，把课堂上的重点难点记在笔记本上。 我自己在校读书时也是这么做的，现在箱子里还有许多记得密密麻麻的旧书和旧笔记本。但是，翻阅这些旧书、旧笔记本时，我深深地感到书头笔记比笔记本上的笔记更实用、有效。笔记记在书上，一是方便(便于记、便于看、便于复习)，二是快捷(原文的题目、词句不必抄写，只需要该记的记在旁边即可)，三是清晰(和原文对照一目了然)。

在书上的字里行间作笔记，最好用不同颜色的笔在重点单词、短语及句子下划线，也可以用五角星标出新句型、用三角形标出旧句型、用圆圈标出介词或冠词、用方框标出新的短语和词组、用直线或水浪曲线划出英语课文中的关键句，有助于记忆和学好外语。在书页上下左右的空白处也可以写上自己的想法，以加深理解、便于记忆。习题的答案也可以写到书上。这样，任何时候再打开书，它上面的笔记、答案就是你的指导老师，它是唤醒你记忆的天使。做好书头笔记是一种良好的学习方法。所以，我主张将英语课堂笔记尽可能记在课本上。

那么教师应该如何指导自己的学生做笔记呢?有些教师只顾自己讲，而不去顾及学生记不记，该记哪些内容，怎么个记法。有的老师一边讲一边提示学生该把哪些东西记下来。但不关心学生来不来得及记。我认为指导学生做书头笔记是英语老师学法指导的一项重要内容，是培养学生学习能力的一个重要环节，教师必须对此作详细的科学的指导，最好在初中或高中的起始阶段进行。

我把英语课堂笔记该记的内容分为八个方面，下面说说怎样分头来记。

1、注音标(Phonetics)，标重音(Stress)。每单元的英语课文都有不少生词、一词多音和容易读错的英语单词，某些英语单词作名词和动词的发音不同，如'record(n.)和re'cord(vt.)。将英语音标和重音记在被注的单词上边，并要求学生在朗读课文时重视所注的音标和重读音节。这样，一旦课文读熟,那些单词的正确读音也就熟记在心了。

2、释义(Paraphrase)。英语中有不少生词、多义词、短语、习惯语和难句需要用简单的英语或汉语来解释。如：quarrel争吵(to argue or disagree angrily with someone);forture财富(great wealth)。在课文学习过程中，注释的重点是一些较难的名词、短语和重点句型，而不必每个句子都解释。注释文字书写位置的原则是“就近”，即尽可能记在被解释的单词旁边，以便在阅读课文时被注视。若解释的英文单词较多，原文旁边写不下或记下去因单词太多书写太密而不清晰时，可记在相对较近的空白处，注释文字与被注文字之间可划一直线连接。也可记录在词汇表中该单词的后面。

3、划重点(Language Points)。我指导学生用五角星标出新句型、用三角形标出旧句型、用圆圈标出介词或冠词、用方框标出新的短语和词组、用直线或水浪曲线划出英语课文中的关键句，科普文、议论文中表明作者中心论点的句子。语法和练习中的一些重点、难点也该划出来，以便引起重视。

4、提要(Guideline)。即用简洁的英文概括提示课文或段落、或句子的要点。这一工作常常与上述几项结合起来进行，先在原文上作上线条、小圆圈之类的标记，再在旁边空白处写上要提示的文字。例如，现在使用的高中英语教材每一单元阅读课文的正文前面都有“预习提示”(包括课文的重点生词和要讨论的问题)，课文的后面常要求学生作简要笔记Note Making ;这是教材编辑为方便学生预习而编写的内容。我要求学生在自学课文时，先从这些“预习提示”入手，以便把握预习的重点。然后再根据“提示”去预习正文。如高二(下)第十四单元Satellite(卫星)是一篇科普文章，学生可以根据“预习提示”和Note Making把课文分为四个段落，我指导学生在各段落旁分别写上Broadcasting satellite(广播卫星),Weather Satellite(气象卫星),Communication Satellite(通讯卫星),Space Satellite(太空卫星)。这样，“预习提示”所述的课文要点就概括、凸现出来了，课文的段落大意和中心思想也一清二楚了。

5、标疑(Question)。英语不是我们的母语，因此，在英语学习过程中，我们常常会碰到许多问题。阅读过程中可以在有问题的地方打一个问号，再寻找机会向老师或同学求教或查阅有关参考书解疑。

6、分析难点(Comprehension)。学生阅读英语课文，不断会遇到一些难点，经过老师的讲解，或与同学一起讨论有些可能当场已经完全理解，有的还似懂非懂。不管怎样，边听边记下析难的文字，既有利于课后消化，也有利于复习回顾。

7、补缺(Replenishment)。英语词汇表和一些参考书中对某些单词和词组的解释不够全面，有些只讲了名词的意思，而未说明作动词、形容词等的意义。老师应该让学生自己查词典或告诉他们别的用法，并让他们记录下来。比如学习了名词success(成功),应该让他们记下形容词successful、副词successfully和动词succeed。

8、纠错(Correct Mistakes)。中学英语教材的编写，包括选文以及课文的注释和练习的编写等，是经过众多高水平的国内外专家和编辑反复斟酌和把关的，与一些课外阅读材料相比，质量当然高得多，但难免有个别的不妥之处。如原Senior English for China Book IA的练习中出现了spend…on doing sth,而所有的语法书和词典上都用spend…in doing sth。又如：It is no good to do it. 应改成It is no good doing it.我在讲课时，把这些情况告诉学生，并要求学生自己查有关工具书证实，并将这些错误改正过来。果然，教材再版时把这两个错误都纠正过来了。

篇15：七年级英语教案及教学反思UNIT2

七年级英语教案及教学反思UNIT2

教案示例

Unit 2 Why do you like koala bears?

一．教学目标：

谈论自己的喜好；

询问他人的喜好；

能够谈论喜爱某种动物的理由；

做出自己的行动计划。

二．教学向导

语言目标

学习策略与思维技巧

重点词汇

使用like的一般现在时句型

使用like的一般现在时的疑问句，并做出肯定和否定的回答。

使用what 和like的特殊疑问句

名词的单复数的使用

通过讨论，做出推理与判断，培养综合分析能力

tiger, elephant, koala bear, dolphin, panda, lion, penguin, giraffe,

smart, cute, ugly, intelligent, friendly, beautiful, shy, kind of, very, Africa, China

语言结构

语言功能

跨学科学习

Present tense to like

Yes/No questions and short answers

And/but

Adjectives of quality

Why do you like koala bears?

讨论喜好

陈述理由

文学：鼓励学生创作，根据自己调查的资料和感受写出对保护动物的理解

三．重点句型

Why do you want to see the pandas?

Because they’re cute.

Why does he like the koala bears?

Because they are kind of interesting.

What animals do you like?

I like penguins. They are cute.

What other animals do you like?

I like dogs, too.

Where are lions from?

They are from Africa.

四．教学步骤：

Step 1: Lead-in

Show parts of animal’s bodies by slide show, let students guess what animals they are.

Then students show the pictures of all kinds of animals they found before class, and do a brief introduction of the pictures.

Step 2: Task one: make a survey: what animals do your group mates want to see?

Listen to the tape and finish Section A, 2a and 2b;

Ask group mates what animals they want to see in a zoo, fill in the chart as below:

Name

Favorite animals

Why

Lucy

Pandas, monkeys

cute and friendly; smart and naughty

Presentation: show their pair work

report: Lucy wants to see pandas. She thinks pandas are very cute and friendly…

Step 3: Task two: make decision what animals your group wants to see in a zoo.

1. choose the most popular three animals in one’s group;

2. listen to the tape, finish Section B, 2a and 2b;

3. make a plan when you go to a zoo with your group mates.

Give a dialogue sample:

Boy: Where do you want to go now?

Girl: Let’s see the elephants.

B: The elephants? Why do you like elephants?

G: Oh, they’re interesting. And they are really intelligent.

B: Yes, but they are ugly, too.

G: Oh, Tony! So, where do you want to go?

B: Let’s see the pandas. They are kind of cute.

G: Oh, yeah. I love pandas. They’re beautiful. But they are also kind of shy. Where are they?

B: They’re over there on the left, just across from the koala bears.

Step 4: Task three: We are going to the Beijing zoo for Autumn Outing, draw the order your group see animals at the zoo and state your reasons.

Group work:

1. draw a map of the zoo like the picture on P7; (according to the map of Beijing zoo)

2. mark the order your group see animals;

3. state the reasons like: Lucy, Mary and I like pandas best because they are lovely and beautiful, so we go to see pandas first. Then…

Step 5: Homework: Task:

If you have a wild animal zoo, what animals do you want to put in your zoo?

Draw a map of your zoo and state why you have these wild animals.

教学点评及反思：

一．环节设计思路：

本课以游戏形式的猜动物名称引入，首先让学生通过游戏中的练习，尽快熟悉各种动物的英文名称。然后导入到三个链状承接的任务上。第一个任务通过听力引入本课的'第一组重点句型，即询问喜欢何种动物及其原因。然后在同学中做一个调查，看看大家都喜欢些什么动物以及喜欢的原因，为第二个任务积累资料。任务二是真实任务前的模拟，让学生从大家喜欢的动物中挑选两至三种安排小组去动物园的参观路线。真实任务是来源于对秋游的设想，打算组织学生去北京动物园，分小组活动，要求各小组有自己的参观计划，必须明确列出参观各种动物的顺序以及原因，并根据地图说出大致的方位。课堂完成任务后，课后任务对课堂的延伸和巩固，因此选择了学生较感兴趣的野生动物问题，同时兼有美术和生物学科的学习，一举多得。

二．课后反思：

本课设计上思路非常明晰，由潜入深，教师带领着学生一步一个脚印，渐渐进入任务，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用，学生的参与非常热烈。教师对课堂的把握非常到位，收放自如。不足之处在于野生动物的话题过于广泛，教师可给与适当的指导，提供方向性的资料利于学生课下任务的完成。

教案点评：

本课以游戏形式的猜动物名称引入，让学生熟悉各种动物的英文名称。然后导入到三个链状承接的任务上。课堂完成任务后，选择了学生较感兴趣的野生动物问题，对课堂进行延伸和巩固，同时兼有美术和生物学科的学习，一举多得。本课设计上思路非常明晰，由潜入深，让学生非常自然的领会本课的知识点。任务的设计贴近学生生活，有趣又实用。

篇16：PEP小学六年级英语教案Unit2

PEP小学六年级英语教案Unit2

Unit 2 Where Is the Science Museum? 单元教学目标 1． 能力目标 （1）能够简单描述城市、城镇或社区内公共设施的大致位置如：Where is the cinema? It’s next to the hospital.等。 (2)能够询问路线并简单回答，如：where is the post office? It’s east of the cinema. Turn left at the cinema, then go straight. It’s on the left. (3)能够了解地图的基本标识，并能用东、南、西、北简单表示行政区的'划分。 （4）能够听懂、会唱歌曲 Where Are You Going? 2． 知识目标 （1） 能够听、说、读、写A、B部分let’s learn中的四会单词和let’s talk 中的四会句子。 （2） 能够掌握AB部分Let’s learn和Let’s talk中的四会单词和句子。 （3） 能够听、说、认读Let’s learn,Let’s talk,Let’s read等部分的白体单词和句子。 （4） 了解story time, Good to know, Task time等部分的内容。 （5） 能够了解pronunciation中音标的音与形，并能正确读出例词。 3． 情感、策略、文化等有关目标 （1）  情感态度：培养学生团结友爱、乐于助人的良好品质，使学生愿意在小组活动中积极与他人合作，互相帮助，共同完成学习任务。 （2）  学习策略：引导学生在学习过程中注重合作学习。 （3）  文化目标：简单了解国外地图的主要标识。 The first period Aims and demands 1. Listen,talk,read and write the words: Hospital/cinema/post office/bookstore. 2. Listen,talk and read the phrase and the sentences: Where is the library? It’s near the post office. 3. Sing the chant. 4. Sing the song. The difficulties   Grasp the words: hospital, cinema, post office, bookstore Importances   Write the words: hospital, cinema, post office, bookstore Tools   Wall pictures, tape,a bear toy Teaching steps: Step 1. Warm-up (1) Sing the song: They Are in the Zoo (2) Show the pictures. T:Where is the trash bin? S1: It’s near the table. ……. Step 2. Preview   Play the game: The bear is in front of me. Step 3. presentation   Let’s learn (1) Guessing (2) Play the game   Let’s chant. Where is the post office? Next to the hospital.   Read:Go straight ahead. Next.   Sing the chant after the tape.   Lets’ start   Read and match   Pair work Step4. consolidation and extension   Do the activity book.   Play: I’m a painter.   Write and recite the important words. Step5. Summing up and homework Say the chant to the parents after school.             The Second Period Aims and demands (1) Listen, talk and read:Where is the cinema/post office…? It’s next to the hospital/cinema… is it far from here? No, it’s not far. (2) Write: Where is the cinema,please? It’s next to the hospital. (3) Check the answer after the tape. (4) Read the pronunciation. (5) Sing the song. Key points   Where is the cinema/post office…? It’s next to the hospital/cinema… Is it far from here? No, it’s not far. Where is the cinema? It’s next to   the hospital. Difficulties   Write the key sentences and read the pronunciation. Tools   Tape,pictures,a policeman hat and a headgear of Liu Yun Teaching steps: Step 1. Warm-up (1)  Play ‘Let’s chant’ (2)  Check the homework. Step 2. Review   Let’s try Step 3. Presentation   Let’s talk (1) Game: imitate a cat (2) Ask and answer in pairs. (3) Game: Bandy the sentences in lowly. (4) Interlock practice. (5) Play the tape. (6) Act out the conversant on. Pronunciation Let’s sing Step4. consolidation and extension   (1)’Good partner’game   (2) do the activity book   (3)write the key sentences. Where is the cinema, please? It’s next to the hospital.   (4)Sing the song .   (5) Write a chant by themselves. Step5. Summing up and homework The ways to ask the ways: 1. Where is the cinema, please? It’s next to the hospital. 2. Is there a cinema near here? Yes, there is. The Third Period Aims and demands   Understand the dialogues of Lets’ read.   Understand the design on the map. Key point   Listen, talk and read the dialogues. Difficulties   Understand the key point Tools   Tape, pictures and headgears. Teaching steps: Step 1. Warm-up   Sing the song. Step 2. Preview   How do you go to school? I usually go to school by bike. Where is   your home? It’s near… Step 3. Presentation.   Let’s read (1) Draw a picture on the Bb. School is over, I want to buy a pair of shoes after school. What are you going to do after school? (2) Draw a map of a street, ask and answer: Where is the …? Is it far from here? It’s next to the… (3) T: This is a bus stop. We can take the No.34bus here.now ,I am at the school . I want to buy a pair of shoes. How can I get to the shoe store? S: You can go by the bus. Then get off at the shoe store. (4) Read the text and ask: What is Mike going to do? What is she going to buy? Where is she going? Where is the shoe store? (5) Play the tape. Good to know Step4 consolidation and extension   Do the exercises of the activity book.   Listen to the tape and read the text. Step5. Summing up and homework What are you going to do after school? I want to buy a pair of shoes. Get off at the cinema. Walk straight for three minutes. On the left/ on the right The Fourth Period Aims and demands(1) Listen, talk and read : south, east, west,north (2)listen, read and write: turn left, turn right,go straight. (3)Listen, talk and read: How can I go to the museum? Go straight for five minutes. Then turn left. (4) Understand the story. Key points   Turn left, turn right, go straight Difficulties   The pronunciation of straight Tools   Cards, pictures and tape Teaching steps: Step 1. warm-up   A game. Step2. Preview (1) Game: S1:I can see a hospital. S2:I can see a hospital and a cinema. (2) The Ss ask in pairs: Where is the…? It’s… Is it far from here? No, it isn’t. (3) Check the writing . Step 3. Pronunciation   Let’s learn   This is my left and this is my right hand. A is on the left. B is on the right. Where is A?   Do the actions.   Simon says.   Teach: west, south,north, east.   Listen and match.   Show a card: I want to get to the museum. Where is the museum? How   can I get to the museum?   Play the tape.   Step4 consolidation and extension (1)  Let’s play. (2)  The Ss write a chant like this: left hand, left hand, show me your left hand. Right foot, right foot, stamp your right foot. (3)  Story time. (4)  Do the exercises. (5)  Write the phrases. Step5. Summing up and homework The third way to ask the ways: How can I get to the museum? Go straight for five minutes. Turn left turn right go straight The Fifth Period Aims and demand (1) use the sentences: It’s east of the cinema. Turn left at the cinema. (2) Grasp: Turn left at the cinema. Then go straight. It’s on the left. (3) Listen to the tape and check the right answer  Key point   Grasp : Turn left at the cinema. Then go straight. It’s on the left. Difficult points   Grasp : Turn left at the cinema. Then go straight. It’s on the left. Tools.   Tape, pictures and headgears Teaching steps: Step 1. warm-up   A game. Step 2. review (1)  Let’s try. (2)  Play again and the Ss read after it. (3)  Check the right route. Step 3. Presentation.   Let’s talk. (1) picture: I want to go to the post office. Where is the post office? The Ss answer: It’s east/south…of… (2) ‘love my country’ (3) Practicing : I want to go to the hospital. Where is it? it’s … How can I get there? (4) Read after the tape. (5) Make a dialogue. (6) Write the sentences. Let’s check. Listen to the tape and check the answer. Step4 consolidation and extension (1)  Group work. (2)  write the sentences. (3)  Read the text to their parents. Step5. Summing up and homework Where is the post office? It’s east of the cinema. Take the No.12 bus.=Go by the No.12 bus. The Six Period Aims and demands   Do ‘Let’s read   Listen ‘FASK TIME’   Describe the route. Key point   Listen, talk and read the sentences.

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