英语必修二unit1教案
“卷子太难了”通过精心收集，向本站投稿了18篇英语必修二unit1教案，这次小编给大家整理后的英语必修二unit1教案，供大家阅读参考，也相信能帮助到您。
篇1：英语必修二unit1教案
任务型语言教学是我国基础教育英语新课程标准基本教学理念中所倡导的一种教学模式。学生在明确的任务目标的驱动下，主动参与课堂实践，真正实现了以话题为核心，以任务为主线，任务以活动为载体，活动以学生为中心。
学生在教师的指导下，通过感知、体验、实践、参与和合作等方式学习和使用英语，完成学习任务。任务型教学法以交际活动为核心，注重信息的沟通，强调学生在完成任务的过程中进行有意义的对话和交流，从而习得语言知识和技能。
任务型语言教学的倡导者认为，掌握语言的途径是让学生做事情，即完成各种任务。当学习者积极参与用目的语进行交际尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极点时，习得也扩展到状态。
所以，笔者在设计本节课的任务时，以学生的生活经验和兴趣为出发点，让学生参与和完成真实任务的同时学会和运用语言知识。
一、教学目标:
1、知识与技能
学生能拼写和掌握六个单词English book, math book, Chinese book, story-book, notebook,schoolbag 能听懂指示语，并按照指令做出相应的动作，如：Put your pencil in your desk. 会唱歌曲How many booksdo you have?学生能运用本节课的目标语言English book, math book, Chinese book, story-book,notebook, schoolbag .I have a new schoolbag. I have a notebook. Put your pencilin your desk. This is a notebook. 完成各个任务。
2、过程与方法
本节课通过引导学生完成“观察图片认识教科书”，“介绍各种教科书”，“听指令出示各种书”，“给同学售书”等一连串的小任务，渗透本节课的主要单词和句型，让学生在任务的驱动下感知新知，练习新知，巩固新知和运用新知，循序渐进地培养学生的语言运用能力。
3、情感、态度和价值观
(1)情感态度：在学习教科书名称时让学生了解课本的重要性，教育他们爱护课本，爱护书籍。
(2)学习策略：在各种任务型活动中注重小组合作学习，培养学生小组合作学习的能力。
(3)文化目标：了解中国古代的四大发明：造纸术、火药、指南针和印刷术。了解我国是历史悠久的文明古国，激发学生的爱国热情和民族自豪感。
二、教学重、难点分析
1、本课时需要重点掌握各种教科书的名称：English book, math book, Chinese book, story-book,notebook, schoolbag.
2、针对本课时的难点“听指令、做动作”，要求老师在正确示范的基础上引导学生自主地做出相应的动作。
三、课前准备
1、教师准备教科书图片和一个书包及相关书本：English book, math book, Chinese book, story-book,notebook。
2、教师准备录音机和磁带。
3、学生准备与本课时相关的书本。
四、教学过程
Warm-up
T: I have a new schoolbag. Do you have a schoolbag/ pencil case/ pencil/ruler…? Where is it?
谈论学生的学习用品，与学生的生活相联系。
(1)主题任务型活动
唱歌激趣，导入主题
Task 1: Song: How many books do you have?
T: We have so many books. We love studying. Now let’s sing a song “How manybooks do you have?”Task 1: Song: How many books do you have?
学生一边唱歌一边把自己的书举起来。
Task 2: 教师利用图片介绍书包里的各种书。
T: Hello, boys and girls. I have a nice schoolbag. I have 6 books: anEnglish book, a math book, a Chinese book, a notebook and two story-books.
整体呈现本节课的`新单词和新句型，让学生集中注意力，整体感知新知。
T: Boys and girls, how many books do I have? What are they?
教师再次展示书本并一一教学这些单词。
Task 3: 介绍各种教科书。
T:Can you read these books?要求学生每找出一种书都要把它说出来，如：This is a notebook.
创设小情境，提供机会给学生在模拟情境中操练和运用新知。
Task 4: 学生听指令出示各种书。
教师发指令，学生根据指令迅速把书举起来。
T: Well, boys and girls, listen and do. I say you do. Put your notebookunder your bag. Put your English book on your head…
然后以小组为单位轮流由一名学生发指令，其他学生出示书本。
T: Now let’s play it in group of four. You say: Put your math book in thedesk. .The other three do. OK?
以小组为单位练习，扩大训练广度和密度，让每一位学生都能积极参与。
(2)挑战性活动
Task5: 学生以小组为单位开书店，向同学售书。
学生把贴好标签的书摆放整齐，布置成一个书店，一部分学生扮演顾客到书店买书。
T: Group 1 and Group 2 act to be some client. You come to the book shop tobuy some books. Group 3 and Group 4 act to be the booksellers.
引导一个小组表演一次，给全班学生一个示范。然后全班铺开此活动。
这是一个富有挑战性的活动，学生在此活动中要综合运用本节课甚至以前学过的旧知识才能完成此任务。在模拟情境中，学生的口语交际更真实更有趣味。
五、小结
在此教学案例中，设计了一系列相关的与学生生活息息相关的小任务构成一个任务链，学生在教师的引导下，有目的有秩序地完成这些环环相扣的小任务后，不知不觉地学会了本节课要求掌握的语言知识。本节课通过创设模拟情境，提供大量机会给学生运用语言，能够很好地培养学生综合运用语言的能力。
篇2：英语必修二unit1课件
一、教学目标：
1. 能听懂、会说“Hello,.”,向他人打招呼。
2. 能认读单词hello,boat,coat，感受它们所含有的共同元音音素/ou/。
3. 能模仿录音中的语音、语调、熟练地说唱、表演小韵文。
4. 能得体地与人打招呼、问候。
二、教学重难点
1.学习打招呼用语“Hello,
2.熟练、准确地说出小韵文。
三、教学准备
教学课件，图片等
四、教学过程
【Listen and say】
1.导入
(1)教师亲切地和学生打招呼
Hello, boys and girls!引出
hello让学生初步感受这个单词的读音。并请同学们和老师热情地打招呼。
(2)和同学打招呼I’m your English teacher. I’m Miss Qu. So you can say hello,Miss Qu!。
What’s your name?学生说出自己的名字，和教师打招呼，和同学打招呼，教师进一步让学生练习hello。
(3)与本册书主角见面教师展示本书主角照片：Lingling，Yangyang，Baobao，Maomao，Guoguo等，让学
生们和他们打招呼。
2.学习对话一
(1)认识场景和人物
教师出示并引导学生观察第一幅主题图，设置新情景，
Today is Maomao’s first day in school. He meets new friends.
请学生观看第一段对话内容，观察人物并引导学生注意听两个人物的对话内容。
What do they say?学生重复对话内容。
(2)初听理解对话
播放对话，请学生听一听。
请学生重复对话。
(3)听录音模仿跟读
播放对话录音，请学生进一步听清、理解对话内容。
教师反复播放对话录音，请学生模仿录音中的语音、语调，进行跟读练习。
(4)在小组内分角色练习。
(5)小组展示。
3.学习对话二
(1)认识场景和人物增加Miss Wang和其他小朋友，走入教室的场景。
(2)初听理解对话
播放动画，鼓励学生说出听到的内容。
(3)听录音模仿
重放对话录音，请学生边听边看主题图，进一步听清、理解对话内容。
请学生模仿录音中的语音、语调。
(4)在小组内分角色练习。
(5)小组展示。
【Let’s act】
1.在小组内分角色表演对话部分并展示。
2.设置情景
同学们进入校园，互相打招呼。
【Point and say】
1.引入
教师说我们都认识了好朋友，那hello也认识了一些好朋友，
你们猜猜他们是谁呢？
2.词汇学习
(1)听并跟读模仿
(2)初步理解词义
呈现大量图片，帮助学生理解词义。力求形式多样、丰富多彩。
3.语音训练
(1)教师示范朗读因素/ou/及单词，请同学边听边看教师的口型。
(2)请学生关注o,oa的'发音，/ou/-hello/ou/-boat/ou/-coat尝试认读单词go
4.游戏
What is missing？
5. TPR
学生拍手说单词。
【Let’s say】
1.学习歌谣
(1)老师通过上个环节的律动，组成歌谣内容，学生看老师的动作，说出老师表演
的词汇。
(2)听歌谣录音，尝试说出歌谣中所听到的内容，教师将学生所说内容绘画于黑板。
(3)教师呈现歌谣的情景，学生再次理解歌谣。
2.说唱并表演歌谣
3.歌谣展示
教师给予激励评价。
【I can introduce】
请台下同学和台上的同学们打招呼。
例如：Hello,…
五、Homework
1.常规听读15~20分钟。
2.制作P3的三张小卡片。
3.背诵并表演歌谣。
篇3：高一英语必修二unit1知识点
重点词汇、短语
1. survive 幸免，生存，生还
2. in search of 寻找
3. select 挑选
4. design 设计，图案，构思
5. fancy 奇特的，异样的，想象
6. decorate 装饰，装潢
7. belong to 属于
8. in return 作为回报
9. at war 处于交战中
10. remove 移动，搬动
11. less than 少于
12. doubt 怀疑
13. worth 值得的，相当于…的价值
14. take apart 拆开
15. explode 爆炸
16. sink 下沉，沉下
17. think highly of 高度评价
篇4：高一英语必修二unit1知识点
重点句型
1. There is no doubt that… 毫无疑问…
2. when的用法
was/were doing…when… 正在做某事…这时
was/were about to do… when…. 将要做某事…这时
had just done…when… 刚做完某事…这时
3. China is larger than any other country in the world. (同一范围内的比较)
She runs faster than any man in Greece. (不同范围内的比较)
4. the way的用法
The way___ he explained to us was quite simple. (that/which/省略)
The way ___ he explained the sentence to us was not difficult. (that/in which/省略)
5. worth的用法
be (well) worth doing sth (很)值得做某事
be worthy to be done = be worthy of being done
It’s worthwhile to do sth = it’s worthwhile doing sth
6. “疑问词+ to do” 结构，在句中做主语、宾语、表语
How to do it is a question.
I don’t know what to do next.
7. it做形式主语
It has been proved that pride goes before a fall.
事实证明骄必败。
8. what 引导主语从句，在从句中作主语
What he has said is of great importance.
What happened to him remained unknown.
篇5：英语必修二unit3教案
教学目标
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教学重难点
1. To practise listening comprehension.
2.To practise making decisions and reasoning
教学工具
课件
教学过程
Step1. revision
1. check the homework exercises.
1). It has been reported that children will be offered free education.
It has been reported that free education will be offered to children.
2). It has been said that we will be offered the latest computer science course book.
It has been planned that the latest computer science course book will be offered to us.
3). I have been told by Peter that I will be lent his notebook computer for a week.
I have been told by Peter that his notebook computer will be lent to me for a week.
2. Question: What can computers be used as?
Step2. Lead-in
As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?
(TV, radio, CD-ROM, DVD, books……)
Step3. Listening (SB)
1. Pre-listening: What are the changes brought by different forms of IT ?
What are the advantages and disadvantages of them ?
2. While-listening:
Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)
Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.
Type of IT Advantages Disadvantages
TV You can both listen and watch. You cannot write to friends.
Web You can find information. It is very expensive.
Radio You can listen to English. You cannot watch a film.
Book You can get information. Sometimes it is out of date.
3. Post-listening:
1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.
I think that….
In my opinion, ….
I believe that….
I agree because….
I disagree because….
I’ve decided that….
2) (group work): Discussion :
Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)
Step4. Speaking
1. Pre-speaking
Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.
2. While-speaking
1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.
Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)
Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)
Supporting an opinion Challenging an opinion
I think that … , because … Perhaps, but what if / about …?
First, … Have you thought about …?
One reason is that … What makes you think that …?
I think it is better because… I don’t like it because….
(Pair work )Use the expressions to support your opinion or challenging other’s opinions.
2) Oral report: (individual work )
Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…
3. Post-speaking
Conclusion—What useful expression do we use to make a decision and reason?
(In this way, they can review and use the words and phrases again.)
Step6 Pre-writing
Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.
Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?
Step7 Writing
Say: Write a passage about the result of your discussion! It should contain:
What do you have to do?
What is the child like?
What is the parents’ requirement of the child?
What do the parents want you to do?
What does the child want you to do?
Then what will you do? How do you feel?
Sample writing:
Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.
The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!
So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!
Step8 Assessment
Get the students to assess their writing ability according to the following the questions:
1. Is your composition well developed?
2. Are your ideas well organized to the point?
3. Do you have a good choice of words and idioms in your writing?
4. Do you get a good mastery of complex structures of language?
5. What kind of mistakes have you made in your writing?
Step9: Homework
Write about your discussion. You may begin like this:
Hello, everyone. My name is ___. I’m 321 model android. I work for the Li family….
课后小结
学了这节课，你有什么收获?
课后习题
完成课后习题一、二。
板书
Unit 3 Computers
英语必修二unit3教案
篇6：英语必修二unit4教案
Unit 4 保护野生动植物
How Daisy learned to help wildlife
戴茜是如何学会保护野生动物的
Daisy had always longed to help endangered species of wildlife.
戴茜一直以来都渴望帮助那些濒临灭绝的野生动物。
One day she woke up and found a flying carpet by her bed.
一天她醒来，发现床边有一块飞毯。
“Where do you want to go?” it asked.
飞毯问：“你想去哪儿?”
Daisy responded immediately. “I’d like to see some endangered wildlife.”
戴茜立刻回答道：“我想去看看濒临灭绝的野生动物。”
she said. “Please take me to a distant land where I can find the animal that gave fur to make this sweater.”
她说：“请带我到遥远的地方，在那里我可以发现为制作这件毛衣而提供毛绒的那种动物。”
At once the carpet flew away and took her to Tibet.
飞毯立刻起飞了，带她到了中国的西藏。
There Daisy saw an antelope looking sad.
在那里，戴茜看到一只藏羚羊面带忧郁的神色。
It said, “We’re being killed for the wool beneath our stomachs.
它说：“为了取得我们肚皮底下的羊毛，我们正在被屠杀。
Our fur is being used to make sweaters for people like you.
我们的毛被用来为像你一样的人们制作毛衣。
As a result, we are now an endangered species.”
因此，我们现在濒临灭绝了。”
At that Daisy cried, “I’m sorry I didn’t know that.
听了这话，戴茜哭了：“我很抱歉，我过去不知道还有这回事儿。
I wonder what is being done to help you.
我不知道为了帮助你们正在采取什么措施。
Flying carpet, please show me a place where there’s some wildlife protection.”
飞毯啊，请把我带到一个有野生动植物保护的地方去，好吗?”
The flying carpet travelled so fast that next minute they were in Zimbabwe.
飞毯飞行得如此之快，以至于一转眼他们就来到了津巴布韦。
Daisy turned around and found that she was being watched by an elephant.
戴茜转过身去，看到一头大象正在望着她。
“Have you come to take my photo?”it asked.
大象问道：“你是来给我拍照的吗?”
In relief Daisy burst into laughter.
戴茜如释重负，突然笑了起来。
“Don’t laugh,” said the elephant, “We used to be an endangered species.
“不要笑了，”大象说道，“我们过去是濒危动物。
Farmers hunted us without mercy.
农民们总是惨无人道地捕杀我们。
They said we destroyed their farms,
他们说，我们破坏了他们的农田。
and money from tourists only went to the large tour companies.
而旅游者的钱过去都流进了大型旅游公司。
So the government decided to help.
于是政府决定出面提供帮助。
They allowed tourists to hunt only a certain number of animals if they paid the farmers.
如果游客付给农民钱的话，他们允许游客来猎取一定数量的猎物。
Now the farmers are happy and our numbers are increasing.
如今农民高兴了，我们的数量也在增加。
So good things are being done here to save local wildlife.”
因此为了拯救当地的野生动植物，他们也在做一些好事。”
Daisy smiled. “That’s good news.
戴茜笑道：“这可是个好消息。
It shows the importance of wildlife protection,
这体现了野生动植物保护的重要性。
but I’d like to help as the WWF suggests.”
不过，我还是想按照世界自然基金会(WWF)的建议来帮助你们。”
The carpet rose again and almost at once they were in a thick rainforest.
飞毯再次升起，几乎一转眼他们就到了茂密的热带雨林。
A monkey watched them as it rubbed itself.
一只猴子一边擦着身体一边望着他们。
“What are you doing?”asked Daisy.
戴茜问它：“你在干什么呢?”
“I’m protecting myself from mosquitoes,” it replied.
它回答说：“我这样做可以防止蚊虫叮咬。
“When I find a millipede insect, I rub it over my body.
当我发现一种千足虫，便把它擦在身上。
It contains a powerful drug which affects mosquitoes.
它含有一种较强的药物可以防止蚊虫叮咬。
You should pay more attention to the rainforest where I live and appreciate how the animals live together.
你们应该多加关注我生活的热带雨林，并且懂得热带雨林的动物是如何在一起生活的。
No rainforest, no animals, no drugs.”
没有雨林，就没有动物，也就没有药物了。”
Daisy was amazed.
戴茜很惊讶。
“Flying carpet, please take me home so I can tell WWF and we can begin producing this new drug.
“飞毯，请带我回家去，我可以告诉世界自然基金会，我们可以开始生产这种新药。
Monkey, please come and help.” The monkey agreed.
猴子，请跟我回去帮忙吧。”猴子同意了。
The carpet flew home.
飞毯飞回了家。
As they landed, things began to disappear.
当他们着地时，一切就开始消失了。
Two minutes later everything had gone—the monkey, too.
两分钟后，什么都没了——猴子也没了。
So Daisy was not able to make her new drug.
这样戴茜就不能制造新药了。
But what an experience! She had learned so much!
但是，这是一次多么奇妙的经历呀!她学了那么多东西!
And there was always WWF…
而且，还有世界自然基金会呢……
Animal extinction
动物灭绝
Many animals have disappeared during the long history of the earth.
自地球有史以来的这段漫长时期，许多动物都消失了。
The most famous of these animals are dinosaurs.
这些动物中最有名的是恐龙。
They lived on the earth tens of millions of years ago,
千百万年前，恐龙就在地球上生活，
long before humans came into being and their future seemed secure at that time.
比人类的出现要早得多，当时他们的前景好像也很安全。
There were many different kinds of dinosaur and a number of then used to live in China.
当时有许多不同种类的恐龙，其中有很多种类曾经生活在中国。
The eggs of twenty-five species have been found in Xixia County, Nanyang, Henan Province.
在河南省南阳西峡县发现了25个种类的恐龙蛋。
Not long ago a rare new species of bird-like dinosaurs was discovered in Chaoyang County, Liaoning Province.
不久前，在辽宁省的朝阳县新发现了一种罕见的、形状像鸟一样的恐龙。
When scientists inspected the bones, they were surprised to find that these dinosaurs could not only run like the others but also climb trees.
科学家们观察它们的骨头时，惊奇地发现它们不仅跟其他恐龙一样可以跑，而且还可以爬树。
They learned this from the way the bones were joined together.
科学家们是根据恐龙骨骼的连接方式得知的这些。
Dinosaurs died out suddenly about 65million years ago.
恐龙大约在6500万年前就灭绝了。
Some scientists think it came after an unexpected incident
有些科学家认为恐龙灭绝是发生在一件意外事故之后，
when a huge rock from space hit the earth and put too much dust into the air.
当时宇宙间一块巨石击中地球因而在空气中扬起太多的灰尘。
Others think the earth got too hot for the dinosaurs to live on any more.
另外一些科学家则认为，地球变得太热，因此恐龙无法在地球上生活了。
Nobody knows for sure why and how dinosaurs disappeared from the earth in such a short time.
没有人确切地知道恐龙是由于什么原因，又是怎样在这么短的时间里从地球上消失的。
We know many other wild plants, animals, insects and birds have died out more recently.
我们知道，近来许多其他的野生动植物、昆虫和鸟类也灭绝了。
According to a UN report, some 844 animals and plants have disappeared in the last 500 years.
根据联合国的一份报道，在过去5里，有844种动植物消失。
The dodo is one of them.
渡渡鸟就是其中的一种。
It lived on the Island of Mauritius and was a very friendly animal.
它生活在毛里求斯岛上，是一种非常友好的动物。
Please listen to a short story of the dodo and how it disappeared from the earth.
请听一个关于渡渡鸟的故事，看看它是如何从地球上消失的。
篇7：英语必修二unit4教案
教学目标
Goal For Knowledge
1. Get the students to learn the useful new words and expressions in bold in this part: ancient, compete, medal, volunteer, Greece, homeland, regular, basis, athlete, admit, slave, nowadays, gymnastics, stadium, gymnasium, host, responsibility, replace, swift, motto, take part in, stand f or, as well
2. Let students learn about the basic knowledge on the Olympic Games.
Goal For Ability
1. Develop the students’ reading ability and let them learn different reading skills.
2. Enable the students to learn to talk about the Olympic Games.
Goal On Emotion
1. Arouse the students’ great interest in the Olympic Games.
2. Develop the students’ sense of cooperative learning.
教学重难点
Key Points about the Class
1. Let the students learn more about the basic knowledge on the Olympic Games.
2. Get the students to learn different reading skills.
Difficult Points about the Class
1. Develop the stu dents’ reading ability.
2, Enable the students to learn to tal k about the Olympic Games.
3. Let the students learn to use comparing and contrasting when writing.
教学过程
Process of the Class
Step 1 lead in
1. Introduction
As we know, the ancient Olympic Games took place in Olympia in Greece every four years between 776BC and 339BC. Only men and boys could compete in the ancient Olympic Games. Married women were not even allowed to watch the Games; only young girls, boys and men could watch.
However, in modern times, there are two main sets of Games—the Summer and Winter Olympics, and both are held every four years. Athletes from any country who have reached the agreed standard for their event will be admitted as competitors. Therefore, there are many significant differences between the modern and ancient Olympics, although certain similarities exist.
In this text, Pausanias, an ancient Greek writer, has come on a magical journey to find out more about the ancient and modern Olympics. Has he got what he wants to know? I think you have got the answer. OK. First, let’s do a survey about Olympics.
Reflection:
This part is to introduce the students to the text briefly to make the text easy for them to read.
6. How many main kinds of the Olympic Games are there in the world?
7. What is the motto of the Olympic Games?
8. What is the host city of the first Olympics?
9. What is the host city of the Olympics?
10. What is the host city of the Olympics?
Suggested keys:
1-5 CBCDC
6. Two. They are the Summer Olympic Games and the Winter Olympic Games.
7. Higher, swifter and stronger.
8. Athens, Greece.
9. Athens, Greece.
10. Beijing, China.
Reflection:
This part is to arouse the interests of the students on Olympic Games and get them into the reading slowly.
Step 2 Pre-reading
Ask the students to look at the title of the text and the pictures in it and talk about them.
1) Title—An Interview
An interview is a meeting in which someone is asking another one some questions in order to find out about their actions or opinions.
2) The first picture in the text
The first picture is the statue of a great Greek. His name is Pausanias. He was a famous traveler and writer in the second century AD.
3) The second picture in the text
The second picture is a Chinese athlete named Yang Yang. She won a gold medal for China at the Winter Olympic Games. She is a famous skating player.
4) The third picture in the text
The third picture is the opening ceremony of the Olympic Games. Maybe this is the main stadium. It’s large and can hold thousands of audience. See in the sky the five white rings? They are the Olympic Five Rings which stand for the five continents—Asia, Africa, the Americas, Europe and Oceania.
Reflection:
This step is to help the students make a further understanding of the text.
Step 3 Reading
Comprehending
1 . Reading for the main idea
What does the passage mainly tell about?
Suggested answer:
This text mainly tells about the similarities and the differences between the ancient and modern Olympic Games.
2. Reading for detailed information
Ask the students to read this text carefully to locate detailed information and then choose the best answer.
1) Where do all the competitors live?
A. A hotel. B. A special village. C. A restaurant. D. A place hired by competitors.
2) Why do many countries want to host the Olympic Games?
A. To run faster, jumper higher and throw further. B. To get a great honour.
C. To make the country famous. D. To make money.
3) Which of the following is included in the Winter Olympic Games?
A. Skiing and ice skating. B. Running races. C. Horse riding. D. Swimming.
4) The last Olympic Games were held in _________.
A. Beijing B. Atlanta C. Athens D. Sydney
5) Why does Pausanias think people may be competing for money in the modern Olympic Games?
A. Because the winner can get medals.
B. Because the winner can be awarded lots of money by their own countries.
C. Because the olive wreaths have been replaced by medals.
D. Because medals are made of gold.
Suggested answers: 1)–5) BBACC
Reflection:
This part is to check if the students have truly understood the text.
3. Read the passage carefully and answer the following questions.
1) What amazes Pausanias about the Olympic Games?
2) Why does he think Athens and Beijing should feel proud?
Keys:
1) Pausanias is amazed that many countries take part in the Olympics and women too and there are two sets of Olympics.
2) It’s a great honour to host the Olympics.
Reflection:
This part is to enable the students to have a deep understanding of the text by answering some difficult questions.
Keys:
1. one 2. women; slaves 3. Greece 4. two 5. reached; agreed standard
6. anywhere in the world
Reflection:
This part is to strengthen the key content in the text.
5. Summary writing 归纳写作
Answer these questions in not more than 100 words.
回答下列问题，将答案组成一个段落，不要超过100个单词。
1. Who is Pausanias?
2. Why has Pausanias come to our time?
3. Who tells Pausanias about the Modern Olympic Games?
4. How often are the Modern Olympics held?
5. How many sets of Games are there for the Modern Olympics and what are they?
6. Who can take part in the Modern Olympic Games?
7. How many sports are there in the Modern Olympics?
8. Where do the athletes live during the Olympics?
9. Who wants to host the Modern Olympics and why?
10. What are the mottos of the Olympics?
Keys:
1. Pausanias is a Greek writer about years ago.
2. He has come to our time to find out about the Modern Olympic Games.
3. Li Yan tells him about it.
4. The Modern Olympics are held every four years
5. There are two sets of Games for the Modern Olympics. They are the Summer and the Winter Olympics.
6. Athletes who have reached the agreed standard can take part.
7. There are over 250 sports in the Modern Olympics.
8. The athletes live in a special village during the Olympics.
9. Any country wants to host the Olympic Games because it is a great honour to host it.
10. The mottos of the Olympics are Swifter, Higher, Stronger.
Passage making
Reflection: This exercise is to improve the students’ ability of analyzing and writing.
6. Discuss this question in groups: why do many countries want to host the Olympic Games while others do not? Put forward your ideas and give reasons for your choices.
Reasons to host the Olympic Games
1. a great honour
2. great responsibility
3. more buildings will be put up
4. feeling proud for one’s country
5. new sports stadiums will be built
6. more visitors will come
Reasons not to host the Olympic Games
1. too expensive
2. much planning
3. pressure and stress
4. accommodation
5. too many stadiums
6. accidents / attacks
Your ideas
Reflection:
This part is to improve the students’ abilities of summing up and analyzing.
7. An Interview Activity
Let’s invite some of the students to act as Pausanias and Li Yan to make an interview. Ok, who likes to act as Li Yan? And who wants to act as Pausanias? Welcome here. (to the one who acts as Pausanias) Hello, Pausanias, very glad to meet you! Welcome to our time on a long journey from your time! You must be tired, aren’t you? What have you come here for? Why have you been here? Ok, let me introduce my friend, Li Yan, who is a volunteer for the 2008 Olympic Games. (to Li Yan) Li Yan, this is Pausanias, a great Greek writer, who wants to ask you some questions. Pausanias, you can ask Li Yan any questions you like. Go ahead.
Pausanias:
Li Yan:
Reflection: This part is to display the students’ ability of performance.
Step 4 Post-reading (summary of the whole text)
1. Finish the mind map to have a summary of the text.
Keys:
1. Every four years. 2. Two. 3. 250. 4. Anyone who reaches the agreed standard. 5. Any country.
6. Swifter, higher and stronger.
Reflection:
This part is to ask the students to summarize the key content in this class.
2. Fill in the blanks according to the text.
Pausanias and Li Yan are talking about the similarities and 1________(different) between the ancient and modern Olympics. The ancient Olympic Games were first held in Athens, in 2________ only men from Greece had the right/honour 3__________(compete). The champions were awarded olive wreaths as prizes. The modern Olympics 4________(start) in 1896. From then on, athletes from all over the world have come to take part 5________ the Games every four years. There are two sets of Games—the Summer and the Winter Olympics. Anyone who has reached the agreed standard for their event will be 6________(admit) as competitors. There are over 250 events. To host all the competitors, a special village is usually built, with a stadium, a very large swimming pool, a gymnasium as well as seats for those who watch the 7________(game). The winners of the first three places are awarded gold, silver and bronze medals. The motto of the Olympic Games is: 8________(swift), Higher and Stronger.
附：
Text,vocabulary and sentence structure
An Interview
Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th, to find out about the present-day Olympic Games. He is now interviewing LiYan, a volunteer for the 2008Olympic Games.
P: My name is Pausanias. I live in what youcall “Ancient Greece” and I used to write about the Olympic Games a long timeago. I’ve come to your time to findout about the present-day Olympic Games because I know that in 2004 they wereheld in my homeland. May I ask yousome questions about the modern Olympics?
L: Good heavens! Have you really come from solong ago? But of course you can ask any questions you like. What would you liketo know?
P: How often do you hold your Games?
L: Every four years. There are two main setsof Games—the Winter and the Summer Olympics, and both are held every four yearson a regular basis. The WinterOlympics are usually held two years before the Summer Games. Only athletes who have reached the agreedstandard for their event will be admittedas competitors. They may come fromanywhere in the world.
P: Winter Games? How can the runners enjoy competing in winter? And what abouthorses?
L: Oh no! There are no running races or horseriding events. Instead there are competitionslike skiing and ice skating which need snow and ice. That’s why they’re calledthe Winter Olympics. It’s in the Summer Olympics that you have the runningraces, together with swimming, sailing and all the team sports.
P: I see. Earlier you said that athletes areinvited from all over the world. Do you mean the Greek world? Our Greek citiesused to compete against each other just for the honour of winning. No othercountries could join in, nor could slavesor women!
L: Nowadaysany country can take part if their athletes are good enough. There are over 250sports and each one has its own standard. Women are not only allowed, but playa very important role in gymnastics,athletics, team sports and …
P:Please wait a minute! Allthose events, all those countries and even women taking part! Where are all theathletes housed?
L:For each Olympics, aspecial village is built for them to live in, a main reception building,several stadiums for competitions,and a gymnasium as well.
P: That sounds very expensive. Does anyonewant to host the Olympic Games?
L: As a matter of fact, every county wantsthe opportunity. It’s a great responsibilitybut also a great honour to be chosen. There’s as much competition amongcountries to host the Olympics as to win Olympic medals. The 2008 Olympics willbe held in Beijing,China. Did you know that?
P: Oh yes! You must be very proud.
L:Certainly. And after thatthe Olympics will be held in London.They have already started planning for it. A new village for the athletes andall the stadiums will be built to the east of London. New medals will be designed of course and …
P: Did you say medals? So even the olivewreath has been replaced. Oh dear!Do you compete for prize money too?
L: No, we don’t. It’s still all about beingable to run faster, jump higher and throw further. That’s the motto of the OLympics, you know—“Swifter, Higher and Stronger.”
P:Well, that’s good news.How interesting! Thank you so much for your time.
Vocabulary
1.Greecen. 希腊 Greek adj. 希腊(人)的;希腊语的;n.希腊人;希腊语
2. magical adj. 魔术的;有魔力的
3. present-day adj. = modern目前的; 现代的
4. volunteer n. a person who does somethingwithout being paid 志愿者
5. ancient adj. very old; living in oldtimes 古代的;古老的
6. homeland n. motherland 祖国;本国
7. hold v. host 举办;主持
8. a set of 一套;一组 a setof stamps 一套邮票
9. regular adj. 规则的;定期的 regularly adv. 定期地irregular adj. 不规则的;不定期的
10. basis n. (pl bases) 基础;根据on a regular basis 按照常规
11. athlete n. 运动员;运动选手 athletics n. (pl) 体育运动;竞技
12. agreed standard 规定标准;资格
13. admit v. to allow sb. to be a member ofan organization 容许;承认;接纳
be admitted as … 被允许成为…
14. compete v. 比赛;竞争 compete in 在…比赛;参与…竞争 compete for 为…而比赛
competitor n. 竞争者 competition n. 比赛;竞争 competitive adj. 竞赛性的
15. slave n. 奴隶 slaveowner 奴隶主 slavery n. 奴隶制
16. nowadays adv. = at present 现今;现在
17. gymnastics n. (pl) 体操;体能训练
18. gymnasium n. = gym 体育馆;健身房
19. stadium n. (pl stadiums or stadia) 露天大型体育场
20. a reception building = a building usedfor receiving guests 接待大楼 a reception room 接待室
21. as well = too 也;又
22. host v. = organize an event 做东;主办;招待
23. responsibility n. 责任;职责 responsible adj. 负责任的;有责任心的
24. medal n. 奖章;奖牌
25. olive n. 橄榄树;橄榄叶
26. wreath n. 花冠;花圈
27. replace v. take the place of 取代;替换;代替
28. motto n. 格言;座右铭
29. swift adj. fast 快的;迅速的
Sentencestructure
1. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.
划线部分是Li Yan的同位语，用来补充说明Li Yan的情况。也可以将其转化为非限制性定语从句 who is a volunteer for the 2008 Olympic Games. 反之也然。如，Pausanias, who was a Greek writer about 2,000 yearsago, has come on a magical journey on March 18th, 2007 to findout about the present-day Olympic Games. 可以将who was去掉，把非限制性定语从句改为同位语。
2. I live in what you call “Ancient Greece” and I used to write about the Olympic Games a long timeago. 我生活在你们叫“古希腊”的地方。我很久以前是写奥运报到的。
划线部分是宾语从句，作介词in的宾语。
3. That’s why they’re called the WinterOlympics. 这就是它们为什么被叫作冬奥会的原因。
划线部分是表语从句，前面is是系动词。
4. It’s in the Summer Olympics that youhave the running races, together with swimming, sailing and all the teamsports. 就是在夏季奥运会上你才会看到跑步比赛，游泳，帆船和其它集体项目。划线部分是强调句。结构是 It is/ was +被强调部分+that+其余部分。被强调部分是表示人的名词也可以用who来代替that。如，The building was built 100 years ago. 强调主语 It was the building that was built 100 years ago. 强调时间状语 It was 100 years ago that the building was built.
5. Our Greek cities used to compete againsteach other just for the honour of winning. 在我们希腊，城市之间过去经常为荣誉而比赛。
used to do sth. 过去常常做某事。beused to do sth. 被用来做某事。be used to doing sth.习惯于做某事。
6. No other countries could join in, norcould slaves or women! 其它国家不能参加，奴隶和妇女也不能!
划线部分是倒装句，表示前面否定的情况也适合后面。结构是nor/neither+be/助动词/情态动词+主语。肯定句用so引导。
7. There’s as much competition among countries tohost the Olympics as to win Olympic medals. 国与国之间争取奥运会承办权的竞争就跟争夺奥运奖牌一样激烈。
as +形容词或副词原级+ as或者as + much/many +名词+as 是同级比较的句型，意思是“和…一样的”
如，He ate as much rice as I did. It’s generally believed that teaching is asmuch an art as it is a science. 人们普遍认为教学既是一门科学，也是一门艺术。I have as many friends as my brother does.
Reflection:
Thispart is to make it convenient for the students to complete the learning planwith the help of vocabulary and structure, especially to the common cla
课后习题
Homework
Why do many countries want to host the Olympic Games while others do not? Put forward your ideas and give reasons for your choices and then write a passage.
英语必修二unit4教案
篇8：人教版高一英语必修一unit1教案
This is the first period of this unit.In this period，students are expected to discuss what kind of person they are.The purpose is to give students chance to practice their oral English，at the same time，they can have a general idea about what are the qualities they should find in a great person.In this period，there is a part designed to practice speaking and reading.In order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially Nelson Mandela.What’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study.
●三维目标 1.Knowledge：
Learn and master the new words and expressions in this period. Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equal
Phrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison
2.Ability：
(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Do reading practice to improve the students’ reading abilities. 3.Emotion：
(1)Learn about some great people and qualities they have in common. (2)Develop the students’ moral quality. ●教学重点
(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Enable the students to grasp the main idea of the passage. (3)Improve the students’ reading ability. ● 教学难点
(1)How to express their own opinions and ideas. (2)How to grasp the main idea of a text or a passage. ●教具准备
The multimedia and the blackboard. ●教学过程 Step 1 Greetings
Greet the whole class as usual. Step 2 Lead-in T： (Walk to one boy) Wang Bin，what do you usually do on weekends? S1：I sometimes play basketball with friends.I like basketball very much.
T：Do you know who he is?
S1：Of course I do.He is Jordan，my idol.He is the best basketball player in the world.I have many pictures of him.
T：Yes，you’re quite right.He is very famous and many people all over the world worship him.But do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens?
S2：Yes，we learnt about this in our history classes.The blacks were first brought to America as slaves.They were treated badly and they had no rights.
T：That’s right.But we all know that things are different now.Do you know how they could have the same rights as the whites?
S3：We don’t know much about this.Please tell us more.
T：OK.Many people devoted themselves to this.Some were put into prison and some even lost their lives.Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men.
(Show the following pictures and their information on the screen
篇9：人教版高一英语必修一unit1教案
(1) 课题：Earthquakes (2) 教材分析与学生分析： 本单元的主题是“地震”。 Warming Up部分Pre-Reading部分要求学生描述、讨论与地震有关的话题。Reading部分是一篇新闻报道，介绍了唐山大地震前的预兆、地震造成的城市建筑和人畜损失以及地震后的救援情况。Learning about Language 部分涉及了本单元的词汇和语法。该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有that, which, who, whose引导的定语从句，培养学生的自主学习能力。Using Language部分的“读写说(Reading, writing and speaking)”训练提供了一封信，要求学生阅读后写一篇大地震纪念公园落成仪式上的演讲稿，接着说一说唐山大地震纪念邮票。随后的听力(Listening)是一位美国人以第一人称叙述他在19旧金山大地震中的可怕经历。写作(Writing)部分训练学生如何写新闻报道，学会拟地定写作提纲。 (3) 课时安排：The first period: Reading The second period: Reading
The third period: Listening The forth Period：Grammar The fifth period: Extensive reading The sixth period: Summary (4)教学目标： ① 知识与技能：了解地震的成因、预兆，地震造成的损失，地震时的应急措施以及震后的救援; 掌握和运用本单元出现的新词汇和短语以及数字的表达法;熟练运用that, which, who, whose引导的定语从句;学会写英文新闻报道，拟订写作提纲。
② 过程与方法：在学习阅读部分时，可以根据教学的需要和教学班级的实际，从不同的角度设计目的明确的任务。阅读材料提及了很多孩子失去双亲成为孤儿，矿工在地震中的遭遇。救护人员和解放军官兵不顾自身安危，奋力抢险的事迹，地震无情人有情，感人至深。因此可以将他们作为素材，设计多种任务，展开课堂教学活动。如：1. 组织学生讨论震后孤儿的安置2. 模拟采访被抢救的矿工。 3. 写一篇新闻故事，描述救护人员和军队救灾的感人故事。
③ 情感态度与价值观：培养日常对自然现象的观察能力和思考能力，对地震等灾难中逃生和救生方法的了解。
(5) 教学重点和难点：
词汇：shake rise smelly pond burst canal steam dirt ruin injure destroy brick dam useless steel shock quake rescue electricity disaster army organize bury coal mine shelter fresh percent speech honor prepare Europe
短语：at an end right away dig out a (great) number of give out thousands of
重点语法项目：由that, which, who, whose引导的定语从句. 难点： 1. Teach the students how to enjoy an article 2. Teach the students the way to express themselves. 3. The usage of the words of that, which, who and whose.
(6) 教学策略：Student-centered method, asking and answering, explaining and practicing, reading and discussion, speaking and listening, pair work (7) 教学煤体设计：A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计：穿插于分课时教学设计中
(10) 教学反思或值得改进的地方：见每个课时最后部分。
篇10：人教版高一英语必修一unit1教案
(1) 课题：Travel journal (2) 教材分析与学生分析： 本单元的中心话题是旅游，通过旅游日记的方法描述旅行见闻。Warming Up部分让学生想象自己住在青海，要去东南亚旅游。要求他们选择三个不同的地方并查出不同交通方式及所需费用。然后与同学讨论六个话题，使学生了解旅游的必要手段和必须备的费用。Pre-Reading部分的两个问题主要是引导学生向阅读部分过度; Reading部分“湄公河旅行日记(Journey Down the Mekong)”的第一部分讲述了王昆和王薇梦想往湄公河做自行车旅行，并为之做准备的过程;文章的第二部分A Night in the Mountain放在“语言运用部分”中，主要讲述了他们在西藏山中度过的一宿，爬山路的艰苦和乐趣;Comprehending部分通过回答问题、让学生填写表格在课文中找到王薇和王昆对旅行的相同和不同看法，加强学生对课文细节的进一步理解; Learning about Language 部分讲述了主要词汇及其运用和主要语法项目(用现在进行时表示将来)。 (3) 课时安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading: Journey down the Mekong
The third period: Learning about Language The forth Period：Using Language (A NIGHT IN THE MOUNTAINS)
The fifth period: Listening and writing
(4)教学目标： ① 知识与技能：了解旅游所需的准备工作，其中包括精神与物质准备。选择旅游时间、景点、路线、交通工具(火车、汽车、轮船、飞机、自行车等); 掌握旅游常识，学会解决旅游中出现的一些问题; 掌握和运用本单元出现的新词汇和短语;学会向别人告别和祝愿;掌握用现在进行时表示将来时的用法。
② 过程与方法：根据课文和所提供地图的提示，给学生布置一些任务：Imagine you are planning a trip. 1. What are you planning for the trip? 2. Where are you going and what are you planning to do each day? 3. How are you getting there?
4. When you leave home, what will your family and your friends say to you?布置这一任务的主要目的是让学生在理解课文的基础上学会如何安排旅行，知道旅游需要什么准备，采用什么方式旅游，以及离开家时家人和朋友对他们说什么。
③ 情感态度与价值观：在实际生活中运用所学知识去安排旅游、选择地点和路线、选择旅游方式。学会写旅游日志。
(5) 教学重点和难点：
词汇： journal fare transport Vietnam finally cycle persuade stubborn insist proper properly determine determined altitude valley attitude shorts camp record topic familiar brave
短语： change one’s mind give in
重点语法项目：现在进行时表将来 When are you leaving? How are you going there? Where are you staying? How long are you staying there? When are you coming back?
难点：1. How to grasp the main idea of the text and how to tell the host’s attitude. 2. How to use the words and the Present Continuous Tense expressing futurity. 3. How describe what they see and hear. 4. How to write a short letter and how to give best wishes to sb.
(6) 教学策略：Reading and discussion, speaking and listening, pair work, explaining and practising (7) 教学煤体设计： A projector and a tape recorder. (8) 教学过程：详见以下分课时教学设计。 (9) 课堂练习与课外作业设计： 穿插于分课时教学设计中
(10) 教学反思或值得改进的地方： 见每个课时最后部分。
人教版高一英语必修一unit1教案
篇11：英语必修一unit1课件
英语必修一unit1课件
英语必修一unit1课件
一、教学内容：
Unit 1 of Module I Period Three（Grammar）
二、目标与要求
1、学习一般现在时态和现在进行时态。
2、一般现在时态和现在进行时态表达将来的动作。
3、对比一般现在时态和现在进行时态，掌握它们的用法和区别，进一步强化学生对该语法项目掌握的熟练程度和运用能力。
三、语法讲解
一般现在时
（一）时态构成：
一般现在时主要由动词的原形表示，如果主语是第三人称单数，则在动词原形后加-s或-es。
（二）时态的用法：
1、表示经常发生的动作、存在的状态和现阶段的习惯
常用的时间状语有：often, sometimes, usually, always, seldom, in the morning, every day, on Sunday 等。如：
He is always ready to help others.
The students have sports at five every afternoon.
Does he work hard?
2、表示不受时间限制的事实或普遍真理
Three plus two is five.
A plane is faster than a car.
China is in Asia.
Light travels faster than sound.
3、在含时间和条件状语从句的复合句中
主句用一般将来时，从句则用一般现在时表示将来动作。如：
I will stay at home if it rains tomorrow.
She'll go to see him as soon as she arrives.
When they come, they'll tell you something important.
4、在含宾语从句的复合句中
尽管主句用过去时态，但如果宾语从句所述内容是客观真理，从句谓语动词仍然用一般现在时。如：
The teacher told her pupils that the sun rises in the east.
5、表示已经安排或计划好将来必定会发生的动作或存在的状态
一般用be, come, go, arrive, leave, start等动词。如：
My birthday falls on May 2.
The meeting is at 2:00 p.m.
His ship leaves at 9:00 a.m.
6、图片说明、电影说明、解说戏剧内容及场景
动词常用一般现在时。如：
Scene 1 ( Mary and Miss Green are in the professor's room-a large ,pleasant room with many books. There is a big desk near the window. )
7、几个由here, there 开头的句子
动词用一般现在时表示现在正在进行的动作。如：
There goes the bell. Let's hurry.
Here comes the teacher.
现在进行时：
（一）现在进行时的构成
现在进行时由助动词be(am, is, are)+现在分词构成。am 用于第一人称单数，is用于第三人称单数， are用于其他各人称。
（二）现在进行时的用法
1）表示此时此刻正在进行的动作
The boys are reading magazines.
Are the students dancing?
Mr. Green is talking with Jim in the classroom.
2）表示目前这段时间内正在进行的动作（尽管此时此刻该动作并不在进行中）
-What's he doing this week?
-He is translating a novel.
They are learning Chinese in Beijing.
I'm working for an American company.
3）现在进行时常与副词always, constantly 等连用，表示反复出现或习惯性的`动作，含有说话者的赞扬、不满、讨厌、遗憾等情绪。如
The girl is always smiling happily.
You're always making the same mistake.
She's constantly changing her mind. 她经常改变主意
4）用进行时表示过程
It's getting cold. 天气变得越来越冷
The leaves on the trees are turning brown.
She's finding that chemistry is much more difficult than physics.
她渐渐感到化学比物理难学。
5）现在进行时可用来表示按计划安排即将发生的动作（见一般将来时有关讲解）
注意：英语里有些动词一般不用于进行时，它们在新教材里也被称为静态动词。
①表示知觉的动词，如see, hear, smell, taste, notice, feel 等；
②表示态度和感情的动词，如believe, agree, like, hate, want, think 等；
③一些不表示具体动作而表示某种抽象的关系或概念的动词，如have, depend, seem（似乎）, belong to（属于）, consist（组成）, possess（拥有，占有）等。
但当这些动词的词义改变时便可用于进行时。试比较：
I feel sick.
The doctor is feeling my pulse.
I can't see anything in the bowl.
Tom is seeing his friend off at the airport.
【家庭作业】
1. Exercises 2.3.4 of Lesson 1 on Page 54.
2. Exercises 1.2.3.4 of Lesson 3 on Page 58.
篇12：英语必修五unit1课件
一. Analysis of the teaching materials教学内容分析
课题：Book5 Unit1----John Snow Defeats “King Cholera”(Reading)
本课是一篇阅读课文，出自人民教育出版的高中英语学生用书必修五。在第一节课Warming up里面初步接触和了解了不同领域的科学家们对人类的贡献及其成果;并且在Pre-reading里通过若干问题的讨论，学生初步了解得出科学观点所需的过程。在此基础上，本节课介绍英国著名医生John Snow如何通过考察、分析、探究的科学方法，发现并控制霍乱这种传染病。通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，以及了解科学发现的全过程具有科学的严密性，培养学生的逻辑分析能力。还通过各种课堂活动的开展，进一步培养学生准确获取信息、归纳文章大意以及运用文章内容，准确使用目标语表达的能力。
二. Analysis of the students学情分析
教学对象是高二学生，他们的英语基础知识和基本技能都是一般水平，而且他们普遍存在被动学习的`现象。因此，调动学生学习的积极性，设计针对不同层面学生的学习任务，引导学生通过思考、分析、讨论、归纳、交流、合作等方式进行扎实有效的学习是本节课教学的关键。
三. Learning Method学法指导
根据新课标的基本理念，给学生不同难度的教学任务，让学生有充分表达自己的机会。积极引导学生参与课堂活动，让学生在合作中学习、在体验中学习，形成自主学习和小组讨论结合的学习方法，运用有效的学习策略提高学习效率。合理调动各个层次学生的学习积极性和主动性，从而提高学生的学习兴趣。
四. Teaching Aims 教学目标
Ability Aim
1) To train the students’ ability in skimming & detailed reading.
2) To train the students’ ability of summarizing a passage.
Knowledge Aim
To lead the students to get some information on the steps of a scientific research through reading.
3. Emotional Aim
1).Get the students to adapt the scientific spirit in their pursuit of knowledge.
2). Develop the students’ ability of group cooperation and pair work.
五.Teaching important and difficult points 教学重难点
1). Understand the spirit of science and scientists.
2). Understand the details of each stage in examining a new scientific idea.
3). Make up a dialogue according to a certain situation and the content of this passage.
六.Teaching method 教学方法
1) Communicative Approach交际教学法;
2) Task-based Approach任务型语言教学法;
3) Cooperative Learning Approach合作学习教学法.
七. Teaching Aids 教具准备
Multi-media and the blackboard
八.Teaching Procedures 教学过程
Step I Revision (2 minutes)
1)Present the students a guessing game for them to review the great scientists and their contribution.
2) Review the ways of doing a scientific research.
Step II Reading (25minutes)
Let the students read through the whole passage and finish the required task and help them to have a better understanding of the article by providing some background information and analysis.
Task1 Skimming
Ask the students to look at the title and find out “Who, what”. Then read quickly to find out “when, where”.
Task 2 Detailed reading
The students are required to find out the detailed information according to the steps of a scientific research.
1) What is the problem? ------The cholera was the most deadly disease of its day. Neither its cause, nor its cure was understood.
2) Make up a question: Which theory to believe in?
Idea 1: Cholera multiplied in the air without reason. A cloud of dangerous gas would float around until it found its victims.
Idea 2: People absorbed it with their meals.
3) What method did he use? ----- A map of the Broad Street
Teacher should help the students to analyse the map, For the map is the most valuable clue about the cause of the disease.
4) Analyse the results ---- What happened to the pump water?
5) Collect results ---- The water was from the river which had been polluted by the dirty water from London.
6) Find supporting evidence: What extra evidence did he find?
Key: Two other deaths. A woman and her daughter who lived far away but drank the water also
died.
7) Draw a conclusion with certainty ----- The polluted water carried the disease.
Task 3 Comprehending
Ask the students to number the events in the order that they happened to help them recall the
content of the passage.
Step III Summary (7 minutes)
1) Analyse the style of the passage.---- Narration
2) Summarize the content of the passage using about 30 words.
Ask some students to present their answers and give them advice to correct it. Then give a sample answer.
Step IV Reading and Speaking (10 minutes)
Part A 模仿朗读
请听课文录音(Paragragh 1)，并跟读课文，注意语音、语调和停顿。
Part B 角色扮演
角色：Anne and Jenny
情景：Anne向Jenny了解John Snow的故事
任务：请你扮演Anne，根据中文提示提问，你的同桌扮演Jenny，回答你的提问。
你知道有关John Snow 的故事吗?
2. 在那个年代，霍乱很可怕吗?
3. 他认为霍乱的起因是什么?
4. 他怎样证明(prove)自己的观点?
5. 他得出什么结论?
Sample dialogue:
1. Q: Do you know anything about John Snow?
A: Yes, John Snow was a famous doctor in London. He defeated “ King Cholera”.
2. Q: Was cholera very terrible in his day?
A: Yes, it was the most deadly disease at that time.
3. Q: What did he think was the cause of cholera?
A: He thought that people absorbed this disease into their bodies with their meals.
4. Q: How did he prove his theory?
A: He marked on a map the exact place where all the dead people had lived, which gave him a valuable clue about the cause of the disease.
5. Q: What conclusion did he draw?
A: He drew a conclusion that polluted water carried the virus.
Step V Homework (1minutes)
1 Read the passage fluently.
2. Act out the Role Play with your partner after class.
九. The design of the blackboard 板书设计
Unit 1 Great Scientists
---- John snow defeats “ King Cholera ”
1. Who Summary
2. What ――→ Narration
3. When
4. Where
-
Speaking ---- Part B
Q1 Do you … ?
Q2 Was cholera… ?
Q3 What did he think was… ?
Q4 How did he… ?
Q5 What… ?
篇13：人教版必修一unit1教案
Teaching Aims:
1. 能力目标：
a. Listening: get information and views from the listening material.
b. Speaking: express one's attitude or views about friends and friendship in appropriate words.
c. Reading: enable Ss to get the main idea and be familiar with reading skills.
d. Writing: write some advice about making friends as an editor.
2. 知识目标：
a. Talk about friends and friendship; how to make friends; how to maintain friendship.
b. Use the following expressions:
I think so. / I don't think so.
I agree. / I don't agree.
That's correct.
Of course not.
Exactly.
I'm afraid not...
c. Enable Ss to master Direct Speech and Indirect Speech.
d. Vocabulary:
add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight suppose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标：
a. Arose Ss' interest in learning English
b. Encourage Ss to be active in the activities and make Ss be confident
c. Develop the ability to cooperate with others.
4. 策略目标：
a. Develop Ss' cognitive strategy: taking notes while listening.
b. Develop Ss' communicative strategy.
5. 文化目标：
a. Enable Ss to get to know different opinions about making friends from different countries.
Teaching design:
Period 1 Warming-up 1课时
I. Teaching objectives:
1. Have Ss learn how to describe their friends and friendship with new phrases and structures.
2. Have Ss learn to solve problems that may occur between friends.
3. Cultivate Ss to form the good habit of learning English in Senior Middle School.
II. Teaching important points:
1. Use the given adjs. and sentences structures to describe one of your friends.
2. Learn to evaluate friends and friendship.
III. Teaching difficult points:
1. Work together with partners and describe one of your good friends.
2. Discuss with partners and find out ways to solve the problems.
IV. Teaching procedures:
Step 1. Lead-in and warming-up
Before the lesson, T can arose Ss' interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.
Free Talk: 3 mins
1. How did you spend your summer holidays? How did you feel? What did you do?
2. What do you think of your new school? Do you like it? Could you say anything about it?
3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?
Step II. Think it over
1. Give a brief description of one of T's friends. The following phrases and structures may be useful: (3mins)
His / Her name is...
He / She is...years old.
He / She likes .... and ...dislikes...
He / She is very kind / friendly / humorous...
When / Where we got to know each other...
Step III. Make a survey
1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one has listed?
2. Add up the scores Ss got and show the explanations of every type.
3. Have Ss tell their partners the standards of good friends with the following structures:
I think a good friend should (not) be...
In my opinion. From my point of view. So far as I'm concerned. I suppose. A good friend is someone who...
Step IV. Talking and sharing (working in pairs)
1. If your best friend does anything wrong, what will you do?
What to do?Reasons
............
............
2. Proverbs: “What is a friend?”
A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and explain why.
“A friend in need is a friend indeed.”
“Friends are like wine, the older, the better.”
“A friend is a second self.”
“A friend to all is a friend to none.”
Step V. Homework
1. Write a short passage about your best friend.
2. Review the language points.
3. Preview the new words and expressions.
Period 2 Reading 2课时
I. Teaching objectives:
1. Develop Ss ' reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.
2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.
3. Grasp some useful words and expressions in this passage.
4. Learn the writing style of this passage.
II. Teaching method:
Task-based teaching
III. Teaching procedures:
StepI.Pre-reading
1. Have Ss discuss the following questions in group-work:
Who is your best friend? Does a friend always have to be a person? What else can be your friend?
Step II. Reading
1. Have Ss try to guess what Anne's friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it through.
2. Skimming the 1st two paras to confirm the former guess.
a. What was Anne's best friend? Why did she make friend with it?
b. Did she have any true friends then? Why?
c. What is the difference between Anne's diary and those of most people?
d. Do you keep a diary? What do you think most people set down in their diaries?
3. Reading of Anne's diary
How did she feel in the hiding place?
Two examples to show her feelings then.
Step III. Post-reading
1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.
2. Group-work
Work in groups to decide what you should do if your family were going to be killed just because they did something the Emperors did not like.
“Where would you plan to hide?”
“How would you arrange to get food given to you every day?”
“What would our do to pass the time?”
Step IV. Talking about friends and friendship
Have Ss talk about friends and friendship, and write one or two sentences to express one's own understanding of friends and friendship in group-work.
Step V. Homework
1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.
2. Describe one of your best friends, following the writing style of this passage.
Period 3 Grammar 1课时
I. Teaching objectives:
Learn to use Direct & Indirect Speech
II. Teaching important points:
Summarize the grammatical rules
III. Teaching difficult points:
The special cases
IV. Teaching procedures:
StepI.Lead-in
Last class, we learnt Anne Frank's story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Anne's sentences, using Indirect Speech. Sometimes you explain Tom's sentences to Anne---
1. “Do you feel sad when you are not able to go outdoors?” Tom asked Anne---
Tom asked Anne if / whether she felt sad when she was not able to go outdoors.
......
Step II. Grammar focus
1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?
2. Group-work for discussion.
3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.
4. Rules focus:
a. 陈述句:
She said,“I am very happy to help you.”---
She said she was very happy to help you.
b. 一般疑问句/ 选择疑问句:
He asked me, “Do you like playing football?”---
He asked me if / whether I like playing football.
She asked me whether he could do it or not.
c. 特殊疑问句:
My sister asked me,“How do you like the film?”---
My sister asked me How I liked the film.
d. 祈使句:
The captain ordered, “Be quiet!”---
The captain ordered us to be quiet.
e. 注意:
l 间接引语语序: 陈述语序.
l 客观事实,真理;时态不变.
l 指示代词,时间,地点状语做相应变化.
f. Summary
Direct Speech
一般现在时do
一般将来时will do
现在进行时is doing
一般过去时did
现在完成时have done
过去完成时had done
Indirect Speech
一般过去时did
过去将来时would do
过去进行时was doing
过去完成时had done
过去完成时had done
过去完成时had done
Step V. Homework
l Exs 1 on p42
l Look up new words and expressions from dictionary and do the prevision.
Period 4 Words & Expressions 1课时
I. Teaching objectives:
Learn new words and expressions
II. Teaching important points:
1. Pay attention to the different forms of the words
2. Master the words and expressions through the Exs.
III. Teaching difficult points:
1. Emphasize the methods which can be useful and efficient to do the memory.
2. How to use the new words and expressions into Ss' own composition-writing.
IV. Teaching method:
Self-summary;
Discussion;
Practice
V. Teaching procedures:
StepI.Warming-up
1. Check out the new words and expressions looked up from dictionary
2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the examples, and the usage.
Step II. Practice
1. Do the words Exs in this unit
2. Discuss the answers in group-work
3. Check out the answers
Step III. Summary
1. Emphasize the key points of the words in this unit, esp some phrases and structures.
Step IV. Homework
l Recite the words and expressions.
l Preview the listening and speaking part.
Period 5 Listening & Speaking 1课时
I. Teaching objectives:
1. Practice Ss’ listening ability.
2. Practice Ss’ speaking skills of how to offer advice.
3. Improve Ss’ ability to help others to solve problems.
II. Teaching procedures
Step 1. Reading
1. Have Ss think about the questions on books, and then try to guess the brief content of the listening material according to the questions given in group-work.
Step 2. Listening
1. Have Ss get to know that besides you, Lisa also asks Miss Wang for help. What advice does she give her? Now, let Ss listen to what she says.
2. 1st-time listening: have Ss listen to the tape from the beginning to the end without any pause, ask Ss to take some notes while listening, and discuss the main idea of the listening material in group-work.
3. 2nd-time listening: have Ss listen to the tape again, and encourage Ss to repeat every sentence as best as they can after the pause. So Ss should pay attention to notes-taking, esp. the WH-Qs.
4. 3rd-time listening: the last time, have Ss listen to the tape and check out their answers according to what they heard before.
5. Check out the Exs.
Step 3. Post-listening & Speaking
1. Have Ss think about the Q:
“Do you think Miss Wang’s advice is helpful?”
2. Have Ss discuss the former Q in group-work, and have a free talk within 1min.
3. Now suppose Ss are editors of Radio for Teenagers, here are some problems for Ss to offer advice. (Give each group a problem and ask them to write their advice down.)
4. Have Ss come to the front and share their opinions with the whole class.
Step 4. Discussion
1. Ask Ss, “Do you think Anne should obey her father’s advice?”
2. Have Ss discuss the Q in group-work, and express their reasons to support their ideas.
Step 5. Homework
1. Have Ss review the listening material and consult the dictionary to deal with the words and phrases they encountered.
2. Preview the writing part.
Period 6 Listening & Speaking 2课时
I. Teaching objectives:
1. Practice Ss’ writing ability.
2. Improve Ss’ ability to write advice.
II. Teaching procedures
StepI.Lead-in
1. Have Ss read Xiao Dong’s letter on p7, and then discuss the Q in group-work within 2mins:
“What is Xiao Dong’s problem?”
2. Have every group make a list to set its own advice down for Xiao Dong.
Step II. Writing the draft
1. Have Ss get known that they should make the outline or the draft before writing.
2. Have Ss discuss how to write the outline in group-work within 1 min.
3. Have Ss pay attention to how to write a letter of advice. Here are some tips:
First, why not……?
If you do this, ……
Secondly, you should / can……
Then / That way……
Thirdly, it would be a good idea of……
By doing this, ……
Step III. Writing and Editing
1. Have Ss compose their writing within 30 mins.
2. Have Ss change their editing one another, and make the comments for others.
3. Choose the best one to share with the whole class.
Step IV. Homework
1. Have Ss summarize this unit and review new words, expressions, sentence structures, language points, grammar rules and examples.
2. Finish the Exs of this unit on workbook.
Period 7 Summary 1课时
I. Teaching objectives:
1. Develop Ss’ ability of how to make a summary.
2. Review unit 1.
II. Teaching procedures
StepI.Summing-up
1. Have Ss discuss how to make a summary and what kinds of items they could sum up in group-work within 3mins.
2. Have Ss make a list, which includes the new words, expressions, sentence structures, language points, grammar rules, examples, and so on.
3. Check out the summary.
Step II. Exs practice
1. Have Ss finish the Exs of this unit.
2. Check out the answers within group-work.
Step III. Fill in the blanks
1. Have Ss fill in the blanks on p8; p47 to make the conclusion of the whole unit.
2. Change their summary one another and have Ss comment on others’ work.
篇14：人教版必修一unit1教案
本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法;Pre-Reading部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友;Reading部分Anne’s Best Friend以日记形式讲述了犹太女孩安妮的故事;Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解; Using about Language 部分教学本课重点词汇和重点语法项目。
在本单元课文内容讲解之前我提出以下思考问题引发学生对交友对象的思考，开阔学生的思维，并引入到阅读部分的主题--安妮和日记交朋友。
1. Does a friend always have to be aperson?
2. What else can be your friend?
在阅读读中, 给同学们讲授阅读技巧。第一遍阅读使学生了解课文的大意,学会浏览，培养学生的概括能力,并通过听录音扫清新单词的发音障碍.
Skim : To read or glance through (apassage, for example) quickly to get the main idea.
在精读讲解过程中，让同学们回答一下问题。
1.What is a true friend like in Anne’sopinion?
2. What is an ordinary diary likeaccording to Anne?
3. Why did she stay awake on purposeuntil very late one evening?
通过所学内容，引发学生思考，学习安妮的乐观勇敢的精神，培养学生设身处地为别人着想的品质，加深对本课题――友谊的理解,同时通过提问和练习提提高学生语言的掌握和运用能力。以增强其学习的信心和有效性。
在本单元教学实施过程中我总结出一下优点：
1.在新课标的指导下，本单元的教学环节设计得紧凑、合理，环环相扣，由浅入深，难易得当，符合学生的学习规律，很容易被学生接受。本节课采用“任务驱动，以旧促新”的教学策略，利用多媒体教学系统，对学生实施自主学习教学模式，教学中注重培养学生分析问题、解决问题的能力，充分发挥了学生的主观能动性，真正打造出充满活力的课堂，实现了既定的教学目标。
2. 注重学生能力的培养。在教学过程中，教师通过设计不同形式的教学活动，如同桌之间讨论，小组讨论，小组竞赛等形式，增强了课堂学习的趣味性，培养了学生的协作精神，创新能力，自学能力和知识运用能力，增进了同学之间的了解程度，听说读写几个课型，锻炼了学生的听说读写各项技能。
本单元教学实施过程中的不足：
1、 重视培养学生良好的学习习惯(1)记的习惯(2)读的习惯(3)写的习惯
2、在教学过程中，教师要善于启发和激励学生，帮助学生克服“不张嘴”的心理障碍，尤其要注意对学生进行及时的鼓励和表扬，以增强他们的自信，消除他们的顾虑。
3、教师要注重对学生学习习惯和学习方法的指导，培养学生的自学能力，便于学生今后能够更主动地学习。
4、在时间的分配上不是很紧凑，出现了前松后紧的的情况，以至于在最后小组讨论时，时间太少，学生没能充分的发表自己的看法。这些问题，在以后的教学时间中一定要注意。
篇15：人教版高一英语必修二教案
根据该教材的特点以及高中英语课程标准，我拟定下列教学目标
1) 语言知识目标
词汇：defeat attend expose cure outbreak control absorb severe valuable strict pump 等
语法：过去分词作定语和表语
2) 语言技能目标
练习并培养学生的听、说、读和写的能力，侧重培养和提高学生的阅读理解能力
3) 情感目标
培养学生的科学探索精神，培养学生科学人文精神相融合的素养
4) 学习策略目标
学生通过阅读理解、互动交流以及完成任务过程中进行有效地自我调控，通过各种途径获取相关信息，并运用有效教学资源
5) 文化意识目标
3、 学重点和难点
重点：理解所读课文;把握过去分词的用法
难点：利用所学词汇、句型，围绕主题进行叙述
二、说教法
根据高中英语课程标准，根据“整体语言教学”的理论和实践，以及当前教学改革的新理念，为达成上述的教学目标，运用“任务型”英语教学法。在实际的教学活动中，充分体现教师在教学活动中的主导、组织和监控的作用。充分发挥学生在教学活动中的主观能动性。以学生为中心，开展自主性学习活动，促使学生通过探究、独立思考以及合作学习的方式，完成学习任务。优化学生的学习方式，提高课堂学习效果，采用“讨论学习法”。通过互动的学习方式，培养学生的合作学习精神。
三、说教学设计
根据课文内容的特点，根据高中英语课程标准的要求，为实现该课的教学目标，以提高学生阅读理解能力为重点，加强学生听说读写综合能力，我设计以下教学步骤
Task 1
为导入教学环节，是学生进入阅读材料和完成各项教学任务的热身活动。通过这个活动，激发学生学习动机，调动其主观能动性。具体作法如下：让学生说出自己熟知的科学家姓名、其发明、工作、生活的情况。完成此任务将使学生学到知识、尝到乐趣、获得聪明、受到鼓舞。
T: Name some famous scientists you know and tell something about them.
S: Charles Darwin---He was British. He wrote the Origin of Species.
S: Thomas Edison---He was an American inventor. He invented electric light bulb.
S: Stephen Hawking---He is a British. He studied black holes of space.
Task 2
呈现教学材料，设计学习任务，要求学生按时完成学习任务。练习学生阅读方法，利用Scanning阅读法，阅读课文，学生通过自主学习的方式，通过探究，独立思考，观察和分析，浏览课文，寻找相关信息，在下表填写，并口头叙述。达到听说读写综合能力练习的目的。
Task 3
再读课文，完成以下判定正误题。要求学生对读到的信息进行理解和整理，通过讨论的学习方式，在学生语言交流的互动过程中，重组信息，作出判定。从而提高学生学会分析问题、处理问题和解决问题的能力。
Task 4
课后作业。要求学生查阅有关霍乱知识的文章，向医生了解什么是霍乱，人类感染后回出现什么症状。并说出还有哪些传染病。
教学反思：整个教学过程均以任务型教学法贯穿。任务的设计都以教材的特点作为重要依据，同时考虑到学生的认知规律。任务的编排依照了从简入繁，从浅入深，从易到难的原则。符合学生实际，符合教学实际，符合认知规律。学生通过完成教学任务的同时，自然而然地习得了语言知识，培养和形成了语言技能，提高了阅读理解能力。而且，通过对文章的理解，加强了对学生品格情操的培养。同时，提高学生自我完成任务的能力和策略。学生在讨论学习和合作学习中形成用英语获取信息、处理信息、分析问题和解决问题的能力。
四、板书设计(略)
篇16：人教版高一英语必修二教案
一、教材分析：
1、教材的地位及作用：
第二册第六单元第五节课，本单元围绕表述个人特征，对人物进行比较这个题材开展多种教学活动，学会用形容词的比较级来对两个人的外貌及个性进行比较。本节课是堂阅读课，它通过前几节课学习的比较等级，进一步加深对比较等级的语法现象的理解和运用。同时通过对与朋友间的相同及不同之处的描述，进一步提高学生听、说、读、写的综合素质能力。
2、教学目标 ：(知识目标、能力目标、情感目标、学习策略目标)
知识目标：
(1)学习单词：opposite, view, interest, most of, though, opinion, really
(2)掌握句子：Should friends be different or the same?
I like to have friends who are like me.
I like to have friends who are different from me.
能力目标：提高学生听、说、读、写及知识自学的综合能力。
情感目标：
①通过形象、生动的教学使学生掌握如何去比较两个人，并从中学会欣赏别人中，享受与不同的人交往的乐趣。
②培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。
学习策略目标：
①善于抓住用英语交际的机会。
②积极参于，善于合作。
确立教学目标 的依据：
根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。
3、重点与难点：
重点：学会用形容词的比较级来对两个人的外貌及个性进行比较。
难点：文章中较难句子的理解及应用。
确立重点与难点的依据：
根据课程标准的要求，及本课在教材中所处的地位和作用。
二、说教法：
为了更好地突出重点，突破难点，我主要采用了：
1.任务型教学法：新课标倡导的“玩中学，学中玩”的理念也很受学生欢迎。例如，阅读文章时我设计了一张表格，让学生阅读后完成表格并复述。培养学生逻辑分类与表述能力。
2. 竞赛教学法：根据初中生争强好胜的性格特征，我每堂课都进行俩俩对话，激发学生兴趣，给学生创造外语语言氛，培养学生集体荣誉感。实践证明这是个复习巩固旧知识的好办法。
三、说学法：
1.善于抓住用英语交际的机会，充分感知，积极体验，大胆实践。例如，在复习环节，学生可以利用很多机会：One minute dialogue(每组都有一次机会)，Revise words and phrases(每人至少一次)，Act out the conversation(每组一次)。
2.积极参于，善于合作。例如，本课设计了几个任务，操作简单，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。
四、说流程：
1.总体设计及依据
课前准备和复习(10分钟)-阅读(20分钟)-任务应用(8分钟)-写作交流(6分钟)-作业 布置(1分钟)
依据：
⑴遵循人类认识过程的普遍规律和学生认识活动的特点。
⑵教师为主导，学生为主体。
2.分步设计及依据
StepⅠ课前准备和复习(10分钟)
1. 一分钟俩俩对话。自由选择已学过或未学句型进行一分钟比赛。创设英语氛围，引进竞争机制，活跃课堂气氛，调动学习积极性。同时促进预习的开展，为新课导入 做准备。
2. 用卡片复习本单元重点词汇与短语。直观教学，加深印象，促进单词记忆，为新课的活动做准备。
3. 学生拿出课前准备好的自己小时候与现在的相片，然后进行比较，从而复习巩固本单元的重点：形容词的比较级。
StepⅡ阅读(20分钟)
1. 让学生自行阅读课文2分钟，找出难理解的词汇或句子。然后教师给与解答。为理解课文及3c的写作扫清语言障碍。
2. 划出文章中描写人物性格特征的词。复习巩固形容词的比较级的变化规律，
3. 完成表格，加深对文章的理解。
What kind of friend he/she likes
The same as best friend
Different from best friend
James Green
Huang Lei
Mary Smith
StepⅢ任务应用(8分钟)
根据所完成的表格，Say sth about James, Huang Lei, Mary and their friends.让学生学会交际使用，训练说的能力。
StepⅣ写作交流(6分钟)
对本堂课所学知识进行了综合运用，培养了学生听说读写能力。教师要引导学生从中学会欣赏别人，享受与人交往的乐趣。。
StepⅤ作业 布置(1分钟)
为了巩固课堂上所学知识，给学生布置课外作业 ：继续完成写作并完成自测部分练习。
3.板书设计 (根据本课的重难点)
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用任务型教学，从听、说、读、写等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。
人教版高一英语必修二教案
篇17：三年级英语unit1教案
教学目标
1、 听懂会说 We have a new friend today. I'm from America.
2、 掌握 I'm from...句型.
3、 认识美国 、加拿大、中国的国旗，并会介绍自己。
教学重点
句型We have two new friends today. I'm from the UK.
教学难点
Welcome的发音。
课前准备
1.教材相关人物的头饰、国家国旗
2.教材相配套的录音带及光盘
教学过程
教学环节 教师活动 学生活动 设计意图与反思
Step1.
Warm up
1.复习第一册所学歌曲“Hello”。
2.对话练习：
T: Hello, A.
T: Welcome back to school. Nice to see you again.
请一些学生做此对话练习，由教师和一名学生来做，过渡到由两名学生来做。
Hello，teacher.
Nice to see you, too.
Step2.
Presentation
1.师生问候：
T: Good morning, boys and girls.
T: I'm Miss…. I'm from China.(手中举起中国国旗) And you?
鼓励学生说出：I'm... I'm from China.
2.让更多的学生进行自我介绍：I'm... I'm from...
3.教师：Class, we have two new friends today. 让学生观看教学课件。
[使用Let's talk A动画课件]教师反复点击对话框中的句子，学生跟读模仿。
4.教师问： What's the girl's name?
Is she from China?
What does Amy say?
让学生模仿Amy说出：Hi! I'm Amy. I'm from the UK.
学生说完此句后，教师说：Amy! Welcome.
5.教师解释并教读单词：welcome
6.让学生表演课文对话，以小组为单位进行竞赛。
7.让学生戴上头饰分别扮演Amy,ZhangPeng和Mike上台做自我介绍。
Good morning, teacher.
I'm... I'm from...
学生观看教学课件。
跟读模仿对话
(Amy)
(No)
Hi! I'm Amy. I'm from the UK.
跟读单词welcome
Step3.
Practice &consolidation
1.Pass the balloon.游戏规则：传球，谁拿到气球谁就要用英语进行自我介绍。如：游戏开始时，一人拿着气球说：I'm Tom. I'm from China.然后把气球随便传给另一个人，拿到气球的人要继续游戏。(注：在这个游戏中，可以把自己当成其他国家的人。)
2.在Let's talk 的基础上，自编对话并表演。
A:(指着B)I have a new friend.
B:(起立)Hi, I am... I am from...
C: (全班) Nice to meet you.
B：Nice to meet you, too.
3.让学生说一说他们所知道的我国省、市的名称都有哪些。让学生用I'm from....来表达出他们所喜欢的地方。等等。做完这一练习后，还可让学生找一找班内有没有老乡，如有都是谁。 学生玩游戏，并运用句型I'm... I'm from...
创编对话并展示对话
如：I'm from HaiNan./ShanDong...
作业布置：
1、听录音，仿读对话
2、向家长朋友做自我介绍，巩固会话内容。
篇18：三年级英语unit1教案
教学目标
1、能听说认读单词：UK，Canada， USA， China.主要通过情景对话学习介绍自己的国籍，并在实际情景中自然运用。
2、借助国家的国旗和标志性建筑图片，帮助学生理解和认读国家名称。
3、培养学生乐于模仿，敢于交流。
教学重点
国家名称的读音。
教学难点
掌握Canada的单词正确读音。
课前准备
1.教材相关人物的头饰、国家国旗
2.课件及光盘
教学过程
教学环节 教师活动 学生活动 设计意图与反思
Step1.
Warm up
1.Let’s sing!
Boy and girl
2.日常口语练习
I’m ….I’m from …
Sing the song
介绍自己的名字和来自什么地方
Step2.
Presentation
Step3.
Practice &consolidation
1.老师出示国旗图片，让学生认识，引出单词：UK， USA， China， Canada。
2.认读单词。
3.听录音或看课件认识不同国家的标志性建筑物，并跟读单词。
4.学生小组讨论：这些图片中的建筑物名称及所属国家。
5.小组活动：把图片和国家配对。看看谁最先完成。
教师出示事先准备好的国家国旗和建筑物的图片等，一个人出示图片，另一个人说：I’m from….让学生反复练习句子。
6.听录音，跟读单词。
1.两人一组用国旗或图片进行对话。
2.Let’s chant。
听录音，跟着说唱。
学生认识不同国家的国旗
Read the new words
Group work
Hi! I'm ... I'm from the ...
跟读单词单词
Pair work
Say the chant
作业布置：
听课文录音，熟记单词和图片。
【英语必修二unit1教案】相关文章：
10.英语必修7unit5教案
文档为doc格式
