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第一单元阅读教案第二课时阅读课 (人教版英语高一)

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篇1：第一单元阅读教案第二课时阅读课 (人教版英语高一)

Unit 1

第二课时阅读课

一、教学内容：Pre-reading; Reading and comprehending (pp. 2-3)

二、教学目标：

1．能力目标

在本节课结束时，学生能够

简单介绍主人公安妮所生活的时代背景以及她的悲惨遭遇，能根据提示复述课文部分内容。

简单描述人物由于环境变化而造成的思想感情的变化。

在同学和教师的帮助下正确理解结构较为复杂的句子。

初步掌握skimming 和scanning两种阅读技能，找出关键信息，并能在教师帮助下归纳阅读篇章中心。

2．目标语言

重点词汇和短语

Netherlands, German, outdoors, thunder, entirely, power, curtain, dusty, go through, set down, a series of, on purpose, in order to, at dusk, face to face, no longer

难句（非本单元重点的句型只要求理解，不要求加以运用）

I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.

I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.

For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by myself.

It was the first time in a year and a half that I’d seen the night face to face …

3. 文化目标

了解二战时期纳粹德国迫害犹太人的历史以及犹太人的悲惨命运。

通过阅读《安妮日记》体会作者在处于恶劣生活环境之下渴望友谊、朋友、大自然的心境，保持乐观的人生态度，更加珍惜和平和稳定带来的幸福生活。

三、教学步骤：

步骤一读前 Pre-reading

1．让学生观察阅读部分的标题和两幅插图，猜测阅读篇章的内容。

2．引导学生观察阅读部分的编排，了解它由几个部分组成，这几个部分分别讲述什么内容。

3．选一两个小组汇报自己搜集的背景资料，简单介绍二战期间德国纳粹对犹太人的暴行和犹太人的悲惨处境，之后教师做补充。

设计意图：让学生猜阅读篇章的内容，是在阅读前设置信息沟，激发学生阅读的欲望；让学生先了解课文的编排，避免学生在阅读时产生混乱的感觉。读前安排背景知识的介绍是有必要的，因为本文内容离学生现在的生活较远，对二战的历史不熟悉的学生不容易明白和感受到安妮日记中所描述的心境，此举有助于学生更好地理解课文。

步骤二快速阅读 Fast reading

1．快速阅读背景叙述部分。

1）让学生在半分钟内快速浏览(skimming)背景叙述部分两个段落的首句和末句，找出安妮的好朋友是谁，安妮的故事发生在什么时期。

2）再次阅读该部分(scanning)，找出表格中所需的信息，并完成理解部分(Comprehending)的练习1。

2．快速阅读日记部分 (skimming)。让学生快速浏览安妮日记的每个段落的首句和末句，归纳日记的中心大意（main idea of the diary）。归纳时，教师可给予学生一定的句型提示，然后由学生将信息补充完整。

设计意图：归纳大意对大部分刚刚进入高中阶段的学生会有困难，因此教师可适当降低难度，让学生先说出关键词，然后再让他们归纳成句子。让学生快速浏览日记后找时间、地点、人物等要素，目的是教学生学会快速阅读的技巧，为概括中心内容打基础。

步骤三仔细阅读 Careful reading

1．让学生仔细阅读安妮日记。阅读前，教师要求学生在阅读过程中不使用字典或词汇表查文中新词汇的含义，应根据上下文先猜测词汇。如猜不出，只要不影响理解句子的大意，可跳过新词汇直接阅读下面的内容。遇到理解困难的部分，可划线做标记。读后完成右表（可以填关键词）。

2．让学生思考安妮遥望夜空时的心情，想出最能抒发她的感受的词汇。

3．让学生看图片中的犹太人小男孩Joseph, 用适当的形容词或表达用语来形容他在被解救之前和解救之后感受的不同。

设计意图：由于Comprehending的练习2里的第2、3问题是让学生说出安妮在躲藏前后对自然的感受，让学生感受安妮对外界一切事物的怀念和向往，这与上面设计填表格的练习目的是一样的，但形式不同。对于问答题，可能学生不容易做完整的回答，而填写表格时允许部分学生填写关键词而减低答题难度，就可以让不同层次的学生参与同样的活动。随后的看图表达的任务则是帮助学生巩固并学会运用上面归纳的词汇。

步骤四难句点评 Difficulties

1．学生四人小组交流自己在阅读时遇到的难以理解的词汇或句子，小组成员通过讨论各自阐述自己的见解。

2．各组提出本小组成员解决不了的难句，鼓励其他小组给予帮助，或由教师引导解决。

3．最后教师提出几个难句，与学生共同分析，并解释句子的含义以及用法。

设计意图：让学生自己提出问题，并以协作式活动让学生内部解决问题，激发学生积极思考和提问，也能提高部分层次高的学生的分析能力。

步骤五小结和复述 Summary and retelling

1．根据前面做过的两个表格信息，让学生自己口头对信息连成短文进行自我复述课文。

2．教师提供范例，请学生以填空的形式复述，然后朗读复述内容。

设计意图：学生刚上高中，概括能力有限，因此用关键词和重要短语为线索进行复述课文，降低了复述难度。老师让学生以填空的形式复述是另一种概括方式，目的是给学生复述的示范和模式。

步骤六作业 Homework

1．再次阅读课文，学生四人一小组，将教师列出阅读文中出现的重点词汇和短语（如：do sth. on purpose；in order to；face to face；hide away；set down a series of...；go through；dare... etc）通过讨论、查资料等方式独立归纳出其意义和用法。

2．两人小组互相以第一人称复述课文。

设计意图：让学生通过小组活动查阅等方式学习词汇的用法和意义，目的是让学生亲身体验学习过程，印象会更深刻。

篇2：第五单元整体规划及阅读课详案 (人教版高一英语上册教案教学设计)

Students’ Book 1A

Unit 5 The Silver Screen

江苏省金湖中学涂颖

Teaching Aims and Demands：

类别新课程标准要求掌握的项目

Topics 1． Talk about films：famous actors and directors

2． Make comments and give opinions on films

Function 1. Giving opinions ＆ Making comments

I think the film has a good beginning/ending.

I think that DVDs shouldn’t be sold at such a high price/should be much cheaper.

The actors/actress are… How do you like…？

What do you think of/about…? We think highly of…

What do you feel about…?

2. Sequence

You studied/worked/acted at different… Later on…

First …, and then … What made you decide to…?

What did you do next? What roles did you act？

Finally you found a job as … How long have you been working as…？

Vocabulary silver hero scene law career drama role actress award prize choice degree director speed script actor academy studio creature outer adult follow-up cruelty peace industry owe happiness accept icy primary leader determine live(adj.) boss comment action

silver screen take off go wrong owe sth. to sb in all

stay away primary school lock sb up run after bring sb back

on the air think highly of sb

Grammar The Attributive Clause

Introduced by relative pronouns who, whom, whose, that, which or adverbs when, where, why

Period Arrangements:

The first period: warming-up, listening and speaking

The second period: pre-reading reading post-reading

The third period: language study and grammar (The Attributive Clause)

The fourth period: integrating skills

The fifth period: reading in the workbook

The sixth period exercises in the workbook

The second period

Teaching Aims:

1. Improve students’ ability of reading comprehension through reading activities.

2. Enable students to master the new words and expressions, as well as the language points.

3. Get students to understand the meaning of being successful.

Teaching Important Points:

1. How to make the students understand the reading text better.

2. Learn and master the following phrases:

work on, take off, cut…in pieces, hit, go wrong, win over, in the end, owe…to…

Teaching Difficult Points:

1. The differences between the following pairs of words or phrases:

be afraid of doing sth./ be afraid to do sth, high/highly

2. Learn the following sentence pattern:

…love and friendship are the most important things in life.

Teaching Methods:

1. Fast reading to get a general idea of the text.

2. Question-and-answer activity to get the detailed information in the text.

3. Explanation to students to master some language points.

Teaching Aids:

1. a computer

2. a tape recorder

Teaching Procedures:

Step I. Greetings ＆ Revision

1. Greet the whole class as usual.

2. Ask the students to act out the dialogue assigned in the last period.

Step II. Lead-in

Watch a video about one of the famous directors-Steven Spielberg. The last scene is the portrait of Steven Spielberg.

T: This world-famous director will be the topic of today’s class.

T: Now I’ll take you to enter his world

---Getting to Know Steven Spielberg

Step III. Skimming

T: Now look at the reading text on Page 31. Please read the text quickly and try to find the answers to questions.

How many films are mentioned（提到）in the passage? And what are they?

What are Steven Spielberg’s later films about?

Suggested answers:

Five. Jaws (1975), ET (1982), Jurassic Park(1993), Schindler’s List(1993) and Saving Private Ryan.

His later films are about the cruelty(残忍) of war.

Step IV. Listening

T: Listen to the tape and then finish these T or F statements.

Suggested answers:

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

Step V. Careful Reading

T: You have done very well. Now it’s time for us to read the text paragraph by paragraph.

Look at the first paragraph and try to fill in the two charts.

Date of birth

Place of birth

Mother

age event

Firelight

Look at the second paragraph and try to answer the following questions：

What was Spielberg’s dream?

Why did Spielberg study English instead of film?

How did his career take off ?

Suggested answers:

His dream was to go to the Film Academy.

Because his grades were too low.

He worked on a short film and became the youngest film director in the world.

Look at the third paragraph：

（Show the picture on the screen）

Look at the fourth paragraph：

Look at the fifth paragraph：

Look at the sixth paragraph：

T: After these highly successful films Spielberg made several follow-ups of Jaws and Jurassic Park.

Ask the students: ① What are his later films？

② What are they about？

T: Now let’s fill in the following chart. It’s about the theme of Spielberg’s films.

Theme

Jaws ＆ Jurassic Park Cruelty of nature

ET Love and friendship are the most important things in life.

Schindler’s List ＆ Saving Private Ryan Cruelty of war

Look at the last paragraph：

T: Steven Spielberg is one of the top directors in the film industry.

When asked about the secret of his success, what did he say？

Step VI. Post-reading

1. Look at the definitions and give out the words:

① a highly successful film

② the written form of a film ,play or speech

③ a mark to a student’s piece of work

④ the place a film company use to make films

⑤ a kind of animal living about 200 million

years ago

⑥ a fully-grown person or animal

2. Filling in the blanks with proper words:

Steven Spielberg is one of the top _________in the film industry. He was born in America in _________. When he was 12 years old, he _______his first film and in 1959, he ______ a prize ______a short film. When he was young, he couldn’t go to the Film Academy _______________his low grades. After studying English, he got a job ____a film studio. Here he worked ____ a short film, which won him a job as the youngest director. From then on, his career really__________. He is successful, but he _____ much of his success and happiness ____his family.

Suggested answers:

directors, 1946 , made, won, for ,because of ,at, on, took off, owes ,to

Step VII. Extension

T: Look at the screen. What’s this?

It’s a picture about Oscars.

T: It’s also called Academy Awards. And Oscars are

among the film industry’s most coveted prizes.

T: Now let’s take a look at Steven Spielberg’s honors.

Steven Spielberg’s Honors

Step IX. Further Discussion

Suppose you are the director, how will you arrange the ending of ET?

T: First let’s enjoy the ending of ET. (Watch the video clip from ET)

What do you learn from Steven Spielberg?

Suggested answers:

Choose what you are interested in.

Work hard to realize your dreams.

Perseverance(毅力) and energy are necessary to success in life.

Step X. Study for the Language Points

T: There are some words, phrases that are difficult to understand. Now find them out in the text. (Teacher writes the words and phrases on the Bb: create, work on, take off, cut…into /in pieces, hit, go wrong, win over, in the end, owe…to)

T: There are pairs of words or phrases that are similar to each other. We should tell the differences between them. And there’s also a sentence pattern that we should master. (Bb: be afraid to do sth. / be afraid of (doing) sth., high/highly; …love and friendship are the most important things in life.)

Now I’ll explain them to you. Look at the examples on the screen, please.

Step XI. Summary and Homework

T: In this class, we’ve read a passage about a famous American director Steven Spielberg. Now please divide the whole passage into several parts and summarize the main idea of each part. Pair work.

Para1: Spielberg’s childhood

Para2: Spielberg’s beginning of his career as a film director

Para3-6: his famous films

Para7: his secret of success- his family

T: Today’s homework

1. Read the text and try your best to retell it using your own words.

2. Preview language study.

That’s all for today.

Step XII. The Design of the Writing on the Blackboard

Step XIII. Record after Teaching

_______________________________________________________________________________

篇3：人教版高一英语第一单元教案

StepILeadin

Showthepicture，talkaboutthefollowingthequestions?

1)Whatmighthappeniftheoilgetstoohot?

2)Whatwouldyoudoifthepanofoilcatchesfire?

StepIIListening

PlaythetapeofthedialoguefortheSstolistenandfollow.GothroughthedialoguebrieflyandmakesuretheSsunderstandit.Afterthat，answerthefollowingquestion.

1)WhatdidJennyaskYangPeitodofirst?

2)DidYangPeicarrythepanoutofthekitchenatonce?

Key：

1)JennyaskedYangPeitoturnoffthegasandcoverthepan.

2)No，shedidn't.

StepIIIReading

AsktheSstoreadPart2tofindoutwhattodoiftheyhearthefirealarm.CheckcomprehensionbyaskingYes/Noquestions：

1.ShouldIstayinmyroom?(No)

2.ShouldIleavethebuildingatonce?(Yes)

3.ShouldItakemyroomkey?(Yes)

4.ShouldItakethelift?(No)

StepIVPlayarole

TheTlettheSspractisethedialogueinpairsafewminutes，TheTcanwritesomemainsentencesontheBb，forexample：

1)cookinginthekitchen;2)thepanofoil;3)catchfire)4)turnoffthegas;5)coverthepan;6)thefire(be)out

ThentheTasksonepairtoactthesceneinfrontoftheclass.

StepVLanguagefocus

1.Takecare：becareful.

2.Isthefireout?Iftherearenoflames，thefireisout.

3.Youmight…burningoil：Ifyoucarriedthepanoutofthekitchen，youmightgetburntbythefireandyoumightdropthepan.Mighthereindicatespossibility.

StepVIExamination

Completethedialogueswithsuitablewords.

1.A：Be_______!Thepanisvery_______.Youmightget_______.

B：Thanks，Mum.Butwhat_______Ido?

A：You'd_______turnoffthegasfirst.Leavethepanthere_______itgetscooler.

2.A：Look_______!Yourcoathas_______fire.

B：Ohdear!

A：Takeit_______andputit_______thewater.

3.A：Take_______!You_______throwthecigaretteend(烟头)here.Lookatthosenewspapers.Theymight_______fire.

B：Oh，I'mterribly________.

4.A：_______careful!Yourclothes_______getcaughtinthatmachine……

B：Thankyou.Ididn'tknowIwassoclose________it.

StepVIIHomework

1.FinishofftheWorkbookexercises.

2.PreparationtheLesson62.

篇4：人教版高一英语第一单元教案

教材内容分析;本单元的交际功能项目为“问路”及“路线的指引”。第61课是本单元的第一课，通过一幅地图，一段对话介绍了本单元的重点语法项目有关问路和指路的表达法，为后面的学习打下基础。

二、学情分析：

本课教学对象是职一年级两个班20多个聋生，学生掌握英语的水平参差不齐，三分之二同学经过初中三年的学习，在词汇、句型、语法方面都有了一定的基础，能够按着老师的教学进度进行学习活动，还有三分之一学生来自外地，初中时没有学过英语，因为单词量的匮乏，接受起新知识来有些困难，对英语表现兴趣不浓，主动性差，所以在教学中我特别注重以激发学生的学习兴趣为前提，充分发挥学生学习的主动性。

三、教学理念：根据新课程标准的目的和要求，结合教材内容和我班聋生的实际情况，设定适当的教学目标，本课教学遵循聋生认知规律和心理特点，从聋生已有的知识基础和认知能力出发，精心设计教学过程，整个教学过程以激发学生学习语言的兴趣为前提，鼓励学生进行自主创造性活动，尽量做到先学后教，以学定教，让教为学服务。

四、教学目标和重点、难点：基于以上教学理念，结合教材内容和我们班聋生的实际情况，制定以下教学目标和重、难点。

知识与技能：

A:学习、掌握下列新单词和词组:

kindladyladies’roomtelllibrarycrosscrossingacrossmisscurch

cafe

B:学习，理解并掌握“询问方向”(Askingfordirections)和“应答方向”(Givingdirections)的日常交际用语:

询问方向：

Excuseme.Canyoutellmethewaytothe…?

Whichisthewaytothe…

Istherea…nearhere?

Whereisthenearest…..

CanyoutellmehowIcangetthewayto…

…

指路：

Walk/Goalongthisroadand…

Goupthisroadtotheend./Goonuntil…

Turnleftatthe…crossing.

Goacrossthebridge…It’sbetweenthe…andthe…Youwillsee…infrontofyou.

…

过程与方法：教师通过图片，视频，创设情景，学生积极参与，通过师生、生生互动，使学生更快地理解和运用关于方向的询问和应答。

情感态度和价值观：通过本课的学习，培养学生的观察力，想象力，创造性和合作性，提高学生学习英语的兴趣，增加学生学习英语的自信心。鼓励学生敢于开口,团结合作,培养他们乐于助人的良好品质。

重、难点：

1.新词汇的熟练掌握。

2.询问方向”(Askingfordirections)和“应答方向”(Givingdirections)的日常交际用语的运用:

五、教学方法：

教法：基于新课程教学理念和我班聋生的实际情况，我在教学中采取启发式教学法、创设情景法、任务型教学方式和多媒体辅助教学。

学法：以教师为主导，学生为主体，学生自主分析，合作探究，师生，生生互动等方法。

六、教学过程：

Step1.Leading-in

1.Warmup.LetSsguesstheplaces.(教师准备好相关图片，教师提问，学生猜。)

A.Ifwewanttoseethefilms,wecangotothecinema.

B.Ifwewanttogoboating,wecangotothepark.

C.Ifweareill,wehavetogotohospital.

D.Ifwewanttoborrowbooks,wecangotothelibrary.

E.Ifwewanttodrinkcoffee,wecangotothecafe.

F.Ifwewanttopostletters,wecangotothepostoffice.

(创设情景，激发兴趣,同时利用这种方式，复习了建筑物的名词)

2.Pairwork:教师出示第六页第一部分的图片问：Whereisthe…?两个人一组对图片上建筑物的位置进行问答。

(通过问答练习，复习关于方位的词：behindbesidenexttooppositeinfrontofattheleftofontherightofinthemiddleofbetween…and…为后面的进一步学习奠定基础。)

Step2.Presentation

1、教师创设情景：假如我现在就站在图片上那个小人的位置上，Canyoutellmethewaytothelibrary?要求学生只需用汉语来描述即可，然后引导学生进入课文第二部分问路指路的句型。

(创设情景，激起学生的学习兴趣，因为本课问路指路的句型对于我们聋生来说太难，在教学中只能循序渐进，先要求其理解，能用汉语正确描述路线，再要求其掌握)

2、教师领读---生生合作探究---教师补充总结问路指路句型

教师先带领大家读一遍，学生合作探究每句的含义。达到理解并掌握，然后教师补充其他问路指路的句型，学生可将其放在一起来记忆。

(在教师指导下，学生合作探究理解并掌握问路指路的句型。体现了以教师为主导，学生为主体的教学方法，同时突破本课重点)

Step3.Practicing

Askformoredirections

使用方框里的句型，来对第一部分图片里的其他位置进行问答练习

Canyoutellmethewaytothechurch/thecafé/thevideoshop/thetheatre?

Goalongthisroadand…

Goupthisroadtotheend.

Goonuntilyoureachtheend.

Turnleftatthe…crossing.

Takethesecondturningontheleft.

Goacrossthebridge.

It’sbetweenthe…andthe…

Youwillsee…infrontofyou.

Youcan’tmissit.

人教版高一英语第一单元教案

篇5：高一英语第一单元第二课时 Section 2

Step1. Revision

1. Words and expressions. ( translate some phrases and sentences )

2. Check the homework.

Step2. Lead-in ( pre-reading )

In the Second World War, the Japanese army attacked an American warship on the Pacific Ocean. The ship sank, and only one soldier survived on a deserted island. When he was found he had lived on the island for more than 40 years. Now please imagine you were the soldier. If you want to survive, what do you need? Here are some tools for you to choose, but you only can choose three from them. And you should tell me the reason for your decision.

Discussion

Step3. Reading

1. Biography for Tom Hanks

Birth name Height 6' 1“

Thomas J. Hanks

Mini biography

Born in California, Tom Hanks grew up in what he calls a ‘fractured’ family. His parents were pioneers in the development of marriage dissolution law in that state, and Tom moved around a lot, living with a succession of step-families. No problems, no abuse, no alcoholism, just a confused childhood. He had no acting experience in college, and in fact credits the fact that he couldn’t get cast in a college play with actually starting his career - he went downtown, auditioned for a community theater play, was invited by the director of that play to go to Cleveland, and there his acting career started. He met his second wife, actress Rita Wilson on the set of the movie Volunteers (1985) - they have two children and Tom has another son and daughter by his first wife. In he made his first step behind the camera, directing as well as starring and writing the film That Thing You Do! (1996).

Present some pictures:

1. Listen to the tape.

Questions:

1) What happens to Chuck?

2) What’s the most difficult challenge?

3) Why he hasn’t been a good friend?

4) What does he think about friendship?

5) What can we learn from Chuck?

2. Fast reading.

3. Main idea of each paragraph..

P1. Chuck survives on a deserted island.

P2. Chuck learns to survive all alone.

P3. What Chuck learns about himself.

P4. Friends are teachers.

Step4. Post-reading

1. Make summary of “friendship” in the text

Friends help us understand what kind of people we are. why we need each other, and what we can do for each other

We need friends to share happiness and sorrow It is important to have someone to care about. Friendship is about feelings. We must give as much as we take. Friends helps us understand what kind of people we are, why we need each other, and what we can do for each other.

2. Discussion

1) What is a friend like?

2) What can we do to be good friends even if we are very busy?

3) Does a successful man or woman need friends?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

6) The text talks about giving and taking .How do friends give and take?

Homework

1. Write a passage about your unforgettable experience.

2. Preview the language points in the text.

篇6：高一英语第一单元第二课时 Section 2

高一英语第一单元第二课时 Section 2

Step1. Revision

1. Words and expressions. ( translate some phrases and sentences )

2. Check the homework.

Step2. Lead-in ( pre-reading )

Discussion

Step3. Reading

1. Biography for Tom Hanks

Birth name Height 6\' 1\”

Thomas J. Hanks

Mini biography

Born in California, Tom Hanks grew up in what he calls a ‘fractured’ family. His parents were pioneers in the development of marriage dissolution law in that state, and Tom moved around a lot, living with a succession of step-families. No problems, no abuse, no alcoholism, just a confused childhood. He had no acting experience in college, and in fact credits the fact that he couldn’t get cast in a college play with actually starting his career - he went downtown, auditioned for a community theater play, was invited by the director of that play to go to Cleveland, and there his acting career started. He met his second wife, actress Rita Wilson on the set of the movie Volunteers (1985) - they have two children and Tom has another son and daughter by his first wife. In 1996 he made his first step behind the camera, directing as well as starring and writing the film That Thing You Do! (1996).

Present some pictures:

1. Listen to the tape.

Questions:

1) What happens to Chuck?

2) What’s the most difficult challenge?

3) Why he hasn’t been a good friend?

4) What does he think about friendship?

5) What can we learn from Chuck?

2. Fast reading.

3. Main idea of each paragraph..

P1. Chuck survives on a deserted island.

P2. Chuck learns to survive all alone.

P3. What Chuck learns about himself.

P4. Friends are teachers.

Step4. Post-reading

1. Make summary of “friendship” in the text

Friends help us understand what kind of people we are. why we need each other, and what we can do for each other

2. Discussion

1) What is a friend like?

2) What can we do to be good friends even if we are very busy?

3) Does a successful man or woman need friends?

4) What do friends teach us?

5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?

6) The text talks about giving and taking .How do friends give and take?

Homework

1. Write a passage about your unforgettable experience.

2. Preview the language points in the text.

篇7：第二单元第一课时学案设计(人教版英语九年级)

Unit 2 I used to be afraid of the dark.

Section A (1a-2c)

PartⅠ Analysis of the Teaching Material

Ⅰ.Status and Function

You know, people sure change when they grow. Our students should realize and deal with their changes correctly. Unit2 is to talk about how we have changed.

This lesson is the first period of Unit2. All the activities in this Unit are carried around this topic. So this period is very important. If the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. It can practice Ss’ listening, speaking, reading and writing.

Such a topic about what Ss used to be like is related to their daily life. So it is useful.

The first period serves as an introduction and lead-in part.. Activity 1a introduces lots of words describing people’s appearance and personality. Activities 1b, 2a and 2b gives students practice in understanding the target language in spoken conversation. Activities 1c and 2c provides oral practice using the target language. Students are fond of such activities. So they are helpful to improve students spoken English.

Teaching and learning goals

Language goals

1. Words ＆ expressions.

used to，be interested in

2. Key sentences

Mario, you used to be short, didn’t you? Yes I did.

Did you use to play the piano? No, I didn’t

Ability goals

Most students can talk about the changes of theirs and other people’s appearances and personalities with “used to be”.

Emotion ＆ attitude goals

Most students can deal with changes correctly. And at the same time care about others’ changes, thus to build up good relationship between people.

Strategy goals

Most students can describe appearances and personalities by comparing.

Teaching important points

More than 90% know the structure “used to ”and its negative and interrogative forms.

Teaching aid

A multimedia courseware is needed. In fact, students are still very young, and are interested in pictures and funny things. So the courseware can both help me and them.

PartⅡ Analysis of the Teaching Methods

In this lesson I’ll mainly use “Task-based” teaching method. That is to say, I’ll let Ss Know what we will learn in this lesson. And master the target language step by step.

“ Learning by using, learning for using.” I will also use Situational Approach Method.

Communicative Approach Method will be used.

Some traditional methods will also be used.

PartⅢ Analysis of the Learning Strategies

Pairwork.

Groupwork.

The students who sit at the same desk and group can make a conversation and learn from each other. It makes each student feel relaxed. They needn’t worry about making mistakes.

PartⅣ Teaching Procedures

Step I Lead-in

Hi, everyone. Today we’re going to study Unit 2. Its title is I used to be afraid of the dark. In the title we find a phrase “used to ”. What does it mean? How is it used in English?

The usage of “used to”

“used to＋positive Verb”expresses people often did sth. In the past, but don’t do that now anymore. e.g..

I used to go to work by bus. Now I take a taxi.

She used to be very shy.

“be used to doing”expresses people foster a habit to do sth. e.g.

I used to get up late, but now I am used to getting up early and going to bed early.

He is used to being praised by others.

So the sentence “I used to be afraid of the dark.” means in Chinese: 我过去常害怕黑暗。

Purpose of my designing: Let Ss know directly the target language of this lesson and what they going to do.

Step II 1a Filling in the chart

First let’s talk about something about people’s appearance and personality Next we are going to fill in the chart below with words to tell about people’s appearance and personality.

Appearance Personality

tall outgoing

straight hair funny

beautiful angry

black careful

dirty happy

hungry hard-working

sad strange

tired noisy

Now we are going to make sentences to tell about people’s appearances and personalities with the words in the chart.

Purpose of my designing: This activity is used as the beginning of the new lesson and also as the review of description words about people’s appearance and personality in Grade 8.

StepⅢ1b Listening and writing

Next you are going to listen to a conversation. In the conversation you will find that Bob is seeing some friends for the first time in four years. Listen and fill in the chart on page 10 with words telling about friends’ appearances and personalities. While listening, pay attention to the form of the sentences.

Purpose of my designing: The activity gives Ss practice in understanding the target language in spoken conversation.

StepⅣ 1c Doing pairwork

Look at the picture on page 10 and make more conversations.

A: Mario used to be tall.

B: Yes, he did. Now he’s tall.

Purpose of my designing: This activity provides oral practice using the target language.

StepⅤ2a Listening and checking

Next turn to page 11 and we are going to listen to a tape and check the words we hear.

Purpose of my designing: This activity provides listening practice using the target language.

StepⅥ2b Listening and filling in the blanks

On page 11, listen for information to be filled in the blanks. Remember to pay attention to the form of the language while listening.

Do pay attention to the form of the language while listening.

Purpose of my designing: This activity gives Ss practice understanding the target language in spoken conversation.

StepⅦ2c Doing pairwork

Practice the conversation in activity 2b on page 11. Then make conversations about yourselves.

Purpose of my designing: This activity provides oral practice using the target language.

StepⅧMaking a summary

You used to be short.

I used to be really quiet.

She used to have long hair.

He used to wear glasses.

used to + positive verb

“used to＋positive Verb”expresses people often did sth. In the past, but don’t do that now anymore.

Purpose of my designing: This activity gives Ss a clear outline of this lesson.

StepⅨ.Consolidation(if possible)

Translate the following sentences.

1．你以前常去那儿吗？

2．过去我常在晚饭后散步。

3．他过去不常吃鱼。

4．他们过去常唱英文歌，不是吗？

5．Lily过去是个工人。

6．凯特过去上学常迟到。

Purpose of my designing: This translation can help me and Ss check how well Ss master the target language.

StepⅩ.Homework

Students try to make a survey: Who has changed most?

Elements Past Now

Hair

Height

Build

personality

Hobby

Purpose of my designing: Homework is also important for Ss to practice English after class. At home they can have more time to list their changes between now and the past in many aspects. They can learn more after class, not in class. In this point, homework is the stretch of the class.

StepⅩ Blackboard Design

Unit 2 I used to be afraid of the dark.

Section A (1a-2c)

Words ＆ expressions.

used to

be interested in Key sentences

Mario, you used to be short, didn’t you? Yes I did.

Did you use to play the piano? No, I didn’t

Purpose of my designing: Write the key words on the left in order to get the students to memorize them. Put the target language on the right in order to tell the students that this is the importance in this lesson. The blackboard design is also very important. In my opinion, the blackboard design can reflect the lesson and let the students master the lesson easily.

篇8：人教版八年级下册第二单元第二单元第一课时导学案 (人教版英语八年级)

班级姓名课题 Unit 2 What should I do?

主编

教师温海超审核

教师侯学梅印制

时间 .3.7 课时第1课时

【学习目标】

1 根据音标识记10页11页单词。 2 掌握Grammar Focus的句型。

3 理解运用情态动词could ,should 的用法。

【重点难点】

1.掌握10页11页的短语。

2.掌握重点句子What should I do? What’s wrong ? /What's the matter ?

My brother plays his CD too loud. I don’t have enough money.

I argued with my best friend.My clothes are out of style. I don’t want to surprise him.

【学法指导】

1 根据音标大声拼读10页11页单词，读熟写会单词。

2要求把知识点、重点短语和不理解的句子标出。

3 两人一组练习对话。 4 当堂检测。

【自主预习】

1、学生自己朗读并记忆本节课的单词及词组。

2、朗读所有句型并进行对话练习。

3、通过阅读和查阅资料来理解运用情态动词could ,should 的用法。

【小组交流与探究】

1．小组交流各自收集的知识点；合作探究解决疑难；

2．组内交流讨论《导学案》上的当堂检测，并提出问题，全班解决；

【当堂检测】

1不时髦的_________2 挡住，阻止……进入____________ 3. 和……争吵______________

4 .打电话给……____________ 5.一张球赛的门票 ___________ 6.播放……声音太大____________ 7 给……写信_____________ 8使……惊讶 ______________

拓展提高】

1.( )-- _________ -- I argued with my best friend.

A. How are you? B. What’s wrong ?

C. Can I help you? D . Good morning!

2.( ) Could you help me buy two tickets ______ the film?

A. in B. for C. to D. of

3.( ) Do you often _________?

A. call her up B. call up her C. say her up D. say up her

4.( )I can’t remember his mobile phone number .What _____ I do ?

A. can B. couldC. may D. should

5.( )It is ______ to work out the math problem .You needn’t go to the teacher.

A. enough easy B. easily enough C. easy enough D. very easily

6.( ) Close the windows to _______ the cold air out.

A. take B. bring C. keep D. make

7.( ) Don’t speak ________. My father is sleeping.

A. out B. on C. loud D. over

8.( )We _________try our best to study hard . A. could B. will C. should D. can

篇9：PEP三年级英语下册第二单元第一课时教案

PEP三年级英语下册第二单元第一课时教案

一、学生分析。

本课围绕学生感兴趣的主题My family引出句子Who’s that/boy/girl/woman/man?及其回答She’s/He’s…,同时教会学生woman、man、father、mother这四个单词。这些新词对于三年级的学生来讲比较容易掌握。但其回答She’s,He’s有些学生分得不是很清楚。

二、教材分析。

这课的内容是小学三年级下册第三单元中介绍家庭成员的内容，本课是功能型的交际型的交际训练课，我借助“任务型”教学采用多样化的教学手段将听、说、玩、演、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。

三、教学目标。

依据教材内容，结合学生特点及新课标对三年级学生能力的要求，本节课的教学目标确定如下。

1、知识目标。

听、说、认读单词woman、man、father、mother,句子Who’s that boy/girl/woman/man?She’s/He’s…并能在情景中运用。

2、能力目标。

能通过询问知道一些人物是谁，能根据主题Myfamily展开对话，并尝试模仿情景自编对话。

3、情感目标。

通过创设情景，增长课外知识，激发学生热爱自己家庭成员的美好情感。

4、学习策略。

注重观察、模仿、理解、想象。

四、教学策略。

为了顺利完成教学目标，更好地突出重点、突破难点，我以创设情景，让学生在轻松快乐的氛围中学习英语为宗旨，设计了热身、预习、新授、练习、任务这五个井然有序的环节。教学不是简单的知识传授，为了不使教学变得枯燥无味，我采用多种教学手段，如比较形象明星图片，家庭相片等启发、引导学生思维，培养不同层次的学生大胆用英语交际的能力，让学生真正进入实际情景中去交流。

五、教学过程。

1、热身（Warm-up）。

播放第一单元Let’sdo，让学生做TRP活动。接着同学生做freetalk的谈话，让学生进入到英语课堂中。

2、预习（Preview）。

张贴学生最爱的卡通人物喜洋洋，懒洋洋，美洋洋，灰太狼的背面，让学生用Who’sthat?来猜，同时把学生分为喜洋洋，懒洋洋，美洋洋，灰太狼这四个组。这样不但提高了学生的兴趣，还为下面学习Who’sthat？的句子打下基础。

3、新课呈现。

（1）在猜完喜洋洋，懒洋洋，美洋洋，灰太狼这四个学生最爱的卡通人物之后，接着出示四川地震小英雄林浩的图片用Who’s that boy?来问学生，引导他们用He’s…来回答。同时也指着班上的男同学不断地用Who’s that boy?来问全班同学。然后又把boy换成girl，引导学生用She’s…来回答，为了加强学生对He’s,She’s的区别，可以指着男同学，又指女同学，又指男同学，让学生用He’s,She’s大声说出来，教师先由慢到快，这样学生就很容易在愉快的氛围中分清这两个词。

（2）当学生能基本分清He’s,She’s时，再用That,that,that,who’s that boy?He’s,he’s,he’s,he’sMike.That,that,that,Who’s that girl?She’s,she’s,she’s,she’sAmy.的Chant来巩固一下。然后把Mike,Amy换成学生身边的同学的'名字。让学生不知不觉学会了。

（3）用game把Who’s that boy?Who’s that girl?He’s…She’s…综合运用起来。请一个学生面向黑板，另一个学生改变语调跟他打招呼。全班同学用Who’s that boy/girl?来问。让面向黑板的学生用He’s…She’s…来猜。

（4）当学生热情高涨的时候，教师出示图片，引出woman,man，father,mother四个词。同时，利用受小学生欢迎的明星姚明，叶莉等来进一步运用句子Who’sthatman/woman?She’s/He’s…

（5）用教师事先收集的几张学生的全家照，出示其中一张问：Who’s family is this?引导该家庭的学生迅速回答：This is my family.然后让其他同学对照片中的人物发问，该生回答。

（6）回顾上面的Chant.并改变几个单词，使其成为That,that,that,who’s that woman?She’s，she’s my mother.That,that,that,who’s that man?He’s,he’s,he’s,he’s myfather.让它成为学生脱口而出的顺口溜。

（7）让学生取出自己的家庭照片，以小组为单位，自编对话。

4、回顾课本，让学生打开书听录音p14Let’stalk使他们知道自己在不知不觉中学会了今天的内容，使学生获得成就感。

5、拓展延伸。

发给学生每人一张图画纸，让学生以最快的速度画出自己的父母或好朋友的一个部分，以小组为单位，根据画的画做句子练习：Who’s that boy/girl/woman/man?He’s…She’s…

6、课后作业。

听录音，有感情地朗读与表演课文，看看家人过去的照片，用所学句子询问家人相关的照片中自己不认识的人物。

六、课后反思。

本课一开始采用学生最爱的卡通人物喜洋洋，懒洋洋，美洋洋，灰太狼导入使学生以最快的速度感受英语学习的氛围，并自然引出猜猜看看的游戏，参与面广，有全班性的，也有小组性的，不但能较好地复习刚学的句子，巩固that的用法，还能为下面起过渡作用，激发学生的情感，调动其非智力因素，创设了一种和谐、愉悦的气氛。在自主探究、学习的过程中，他们的记忆、思维、想像及创新能力等得到了进一步的培养和提高，也为其终身学习和发展打了坚实的基础。语言来源于生活，还语言学习于生活本身，相信他们下一节的表现将会更生动。

篇10：人教版高一英语unit10 Are We Endangered?阅读课教案

Reading

Are We Endangered?

I. Teaching aims:

1. the words and expressions: environmental expert, act, species, take measures, resources, adapt to, etc.

2. To get the main idea of the passage and get to know the purpose of the author

II. difficult and important points

1. Collect information as much as possible according to the questions in pre-reading.

2. Learn how to use these new words and expressions as well as difficult sentences.

III. Teaching procedures:

lead –in (2)

T: Good afternoon, boys and girls,

S: Good afternoon , teacher.

T: Sit down please

Last period, we have talked about some endangered animals. As is known to all, there are not only some endangered animals but also some endangered plants . Altogether there are about 5000 different kinds of animals and some 10,000 kinds of plants being endangered. We know animals and plants are the friends of our human beings. We depend on each other to survive in the world.

Now, think over a question:

What will happen to our human being if this is still going on?

Are we also endangered?

Today, we’ll read an article to see if we are really endangered.

First let’s look at the teaching aims of this period:

Show teaching aims:

1.Guess the meaning of the words and phrases:

species take measures habitat original adapt to

2.Understand the passage and get the general idea of it

3.. Make a list of the things to protect the environment in the daily life

T: open your books at P66. Task 1 ( 5) Skimming (大意)

(read for general idea)

Read the passage quickly. Get a general idea and then answer my questions:

1) Who is Steve Jones ? (an environmental expert who tries to keep animals and plants from becoming endangered)

2) What is the article probably about?(It’s about why a species becomes endangered and what we can do to protect plants & animals from becoming endangered.)

T: Good, you did a very good job. The text mainly talks about the reason

for endangered species and the measures we should take to protect them.(写板书

Task 2 Scanning (查读) (5)

T: What is the reasons? Next，Read the second paragraph ,try to find the reason and then fill in the form.

Main reasons for endangered species 1

(show the students some pictures)

T: 1)2) : There are what animals and plants crying to us

4)The number of the northeast tigers is smaller and smaller

5) What a beautiful she is! But many of them are killed .

All these remind us to do something to protect endangered plants and animals.

Task 3 (5)

T: What should we do then? .The expert gives us some advice in the text. Read the last par. And try to find out:

What are the things that you can do to help the animals and plants according to the expert? (板书)

1. Learn more about animals, plants and environment

2. Create more space for animals and plants

3. Stop polluting the environment

Task 4 (5)

T: Right, if we find out more about what we should do , we can help Steve keep animals and plants from being endangered. Look! The whales are smiling. Ok, now, have you understand the passage? Let’s sum up the main idea of each pars

Par 1: Reasons to protect the environment

Par 2: reasons for species becoming endangered

Par 3: Measures to be taken

Task 5 listening (6)

T: ok, good, nest let’s listen to the tape , while listening ,read after the tape. Understand the text again. Then we’ll do more exercises.

Task 6:True or false (3)

Read it again and say “True” or “False” to the following statements according to the passage.

1). That “We are not alone in the world.” means that humans always have friends to talk with. (F)

2). We often take good care of ourselves and planet according to what Steve Jones said.(F)

3). According to Steve Jones we often talk about how important it is to take care of our planet . (T)

4) If we introduce a new species to a place ,all of the species there will become endangered. (F)

5) There are few things we can do to help . (F)

6) Steve Jones is confident for the future of human beings (T)

Discussion (10)

Now think over the question again: “are we endangered?” Is the author quite sue about it?

If we have realize the situations of the endangered species and try our best to protect, we will not be endangered; if not, we will. Do you think so ?

So everybody should try to protect our environment so that we can live a better life and have a bright future. There are many things we can do to make our world better. Even small things can make a big difference. For example, we can pick up rubbish from the ground, we ‘ll not use plastic bags ,recycle batteries and tell our friends to protect the environment. Next please discuss : what you will do to protect environment every day ,. Make a list of it .

Summary

Today we have read a passage about plants, animals and human beings. We know it’s very important for us to keep animals and plants from being endangered. We should do all we can to protect our environment. We have made a list of things that we can do in our daily life . I hope you can remember to do them from now on. Let’s remember:

Protecting the animals and plants is protecting ourselves!

Homework:

1. make a poster

2.Write a short article about how to protect the environment

篇11：PEP三年级英语下册第二单元第一课时教案与反思

一、学生分析

本课围绕学生感兴趣的主题Myfamily引出句子Who’sthat/boy/girl/woman/man?及其回答She’s/He’s…,同时教会学生womanmanfathermother这四个单词。这些新词对于三年级的学生来讲比较容易掌握。但其回答She’s,He’s有些学生分得不是很清楚。

二、教材分析

三、教学目标

依据教材内容，结合学生特点及新课标对三年级学生能力的要求，本节课的教学目标确定如下。

【知识目标】听、说、认读单词womanmanfathermother,句子Who’sthatboy/girl/woman/man?She’s/He’s…并能在情景中运用。

为了顺利完成教学目标，更好地突出重点、突破难点，我以创设情景，让学生在轻松快乐的氛围中学习英语为宗旨，设计

【能力目标】能通过询问知道一些人物是谁，能根据主题Myfamily展开对话，并尝试模仿情景自编对话。

【情感目标】通过创设情景，增长课外知识，激发学生热爱自己家庭成员的美好情感。

【学习策略】注重观察、模仿、理解、想象。

四、教学策略了热身、预习、新授、练习、任务这五个井然有序的环节。教学不是简单的知识传授，为了不使教学变得枯燥无味，我采用多种教学手段，如比较形象明星图片，家庭相片等启发、引导学生思维，培养不同层次的学生大胆用英语交际的能力，让学生真正进入实际情景中去交流。

五、教学过程

1热身（Warm-up）

播放第一单元Let’sdo，让学生做TRP活动。接着同学生做freetalk的谈话，让学生进入到英语课堂中。

2预习（Preview）

3新课呈现

（1）在猜完喜洋洋，懒洋洋，美洋洋，灰太狼这四个学生最爱的卡通人物之后，接着出示四川地震小英雄林浩的图片用Who’sthatboy?来问学生，引导他们用He’s…来回答。同时也指着班上的男同学不断地用Who’sthatboy?来问全班同学。然后又把boy换成girl，引导学生用She’s…来回答，为了加强学生对He’s,She’s的区别，可以指着男同学，又指女同学，又指男同学，让学生用He’s,She’s大声说出来，教师先由慢到快，这样学生就很容易在愉快的氛围中分清这两个词。

（2）当学生能基本分清He’s,She’s时，再用That,that,that,who’sthatboy?He’s,he’s,he’s,he’sMike.That,that,that,Who’sthatgirl?She’s,she’s,she’s,she’sAmy.的Chant来巩固一下。然后把Mike,Amy换成学生身边的同学的名字。让学生不知不觉学会了。

（3）用game把Who’sthatboy?Who’sthatgirl?He’s…She’s…综合运用起来。请一个学生面向黑板，另一个学生改变语调跟他打招呼。全班同学用Who’sthatboy/girl?来问。让面向黑板的学生用He’s…She’s…来猜。

（4）当学生热情高涨的时候，教师出示图片，引

出woman,man，father,mother四个词。同时，利用受小学生欢迎的明星姚明，叶莉等来进一步运用句子Who’sthatman/woman?She’s/He’s…

（5）用教师事先收集的几张学生的全家照，出示其中一张问：Who’sfamilyisthis?引导该家庭的学生迅速回答：Thisismyfamily.然后让其他同学对照片中的'人物发问，该生回答。

（6）回顾上面的Chant.并改变几个单词，使其成为That,that,that,who’sthatwoman?She’s,she’sshe’smymother.That,that,that,who’sthatman?He’s,he’s,he’s,he’smyfather.让它成为学生脱口而出的顺口溜。

（7）让学生取出自己的家庭照片，以小组为单位，自编对话。

4回顾课本，让学生打开书听录音p14Let’stalk使他们知道自己在不知不觉中学会了今天的内容，使学生获得成就感。

5拓展延伸

6课后作业

听录音，有感情地朗读与表演课文，看看家人过去的照片，用所学句子询问家人相关的照片中自己不认识的人物。

六、课后反思

篇12：新目标八年级英语下册第一单元第一课时教案教学设计(人教版英语八年级)

年级八年级学科英语主备人何晓燕二次备课人

单元(章)

名称、课题 Unit1 What’s the matter？

课时划分 7 课时教学课时第 1 课时总备课数第1课时

教

学

目

标知识目标：1.words: arm. eye, ear, mouth, head, headache, illness.

2.Sentence patterns: What’s the matter?

I have a cold.

能力目标：Listening skill and speaking skill

情感、态度与价值观： Exercise every day and keep healthy and strong.

教学重点 1. Learn and master the parts of the body, the names of the illness and the expressions of giving advice.

2. Learn to talk about health problems by using “What’s the matter? I have a…” and give advice by using “should”.

教学难点 1. Learn to talk about health problems by using “What’s the matter? I have a…”.

2. Learn to give appropriate advice to the certain health problems.

教法 Presentation，listening

学法 Practice , pair work

教学准备 Ppt ,text

教学过程个性化设计

Step I Greet the class as usual.

Step II Presentation1--New words.

1.Bring out a doll. Teach the words of body parts.

2.Read the words to students and ask them to repeat.

3Now open your books and turn to page 1. Please look at the picture, ask students to read the list of the names of body parts.

Step III An activity

Play the game Simon says with students. First have students line up in rows .Ask students to touch different parts of their bodies.

Step IV Presentation 2--Structures

1.Act out an illness. Then show the other new words on the blackboard.

2.Read the new words to students and ask them to repeat. Make sure every student knows the meaning and can read them.

3Teach students more words of illness. For example,

Have a coldhave a fever

Headache stomachache

Headache toothache

Have a sore back have a sore throat

Step VListening

1.Listen and finish 1b and 1c.

2. Check answers

Step VI Pair

Work in pairs. Practice the conversation.

Step VII Homework

Write down the new words in your exercise book and read them for several times

课

后

反

思

签阅

篇13：人教版英语八年级下册第七单元第一课时教案设计 (人教版英语八年级)

第八中学八年级英语教学通案总第课时

课题 Unit7 Would you mind turning down the music? 授课

教师备课

时间

主备

教师侯学梅审核教师侯学梅授课时间课时第1课时

（52、53页）

课型新授课重

点

难

点

词组： turn down, right away,

in a minute

句型：

1. Would you mind turning down the music?

2. Would you mind not playing basketball here?

3. Could you please wash the dishes?

难点: mind的用法。

学习

目

标 1、掌握“四会”单词及词组

2、掌握句型：“Would you mind+动名词？”和“Could you please +动词原形。”

学

法

指

导 1、自学52、53页单词，要求会读会写。

2、归纳本课时语法重点，提炼重点句型，并参照课本进行口语对话练习。

学习过程个案

补充

自

学

与

预

习先行一步：（自学展示）

1. 学生自己朗读本节课的单词及词组。

2. 听写本节课的单词。

3. 朗读所有句型并进行对话练习。查阅资料学习语言点。

4. 结合导学案独立完成学习任务。

合

作

与

探

究众说纷纭：

1．小组合作探究，组内朗读和对话练习

2．组内交流讨论《导学案》上的自学测评，并提出问题。

3．展示预习收获，解决疑难问题；

4．教师释疑，点拨关键

训

练

与

检

测一、单选题

（）1. Would you mind _____ the door ?

A. to open B. opening C. open D. opens

（）2 .-Will you please ______ us about your country ?

-Certainly .

A. to tell B. telling C. tell D. tells

（）3.- Could you please do the dishes ?

-OK , I'll do it _____ a minute .

A. in B. at C. on D. for

（）4 Would you mind ________ these those clothes ?

A. don't wear B. not wearing

C. not to wear D. not wear

（）5. You may watch TV, but please ________ , Wang Ping is studying .

A. turn it down B. turn it off C. turn down it D. turn off it

拓

展

与

提

高二、根据句意及首字母填空。

1. Would you mind __________ (关)the door ? It's cold outside.

2. Would you mind cleaning the window?

OK, I'll do it right a_________.

3. There are many trees and flowers in our school y_________.

三、翻译下列短语。

1.一点也不___________ 2.把…调小____________

3.打扫庭院 ____________ 4.一会儿 ____________

5.从…出来____________ 6.立刻，马上____________

布

置

作

业

熟记四会单词，句型.

教

学

反

思

篇14：高一英语必修2第四单元阅读部分教案 (人教版英语高一)

Unit 4 Wildlife Protection

● Teaching Aims: (教学目标)

Knowledge aims: （知识目标）

a. help Ss to understand and master the words and expressions

b. Let the students know some basic information about the endangered animals and wildlife situation and protection.

Ability aims: （能力目标）

a. Encourage Ss to think and express their attitude towards the wildlife and the wildlife protection.

b. Enhance Ss’ reading ability and develop Ss’ ability and skills of guessing words and reading comprehension.

Emotional aims: （情感目标）

a. Help Ss understand the importance of the wildlife protection and make them be more active in the helping wildlife.

b. Develop Ss’ sense of cooperative learning.

● Teaching Key Points: （教学重点）

a. To train the reading comprehension to the whole passage

b. To improve Ss’ ability of listening, speaking, reading and writing.

● Teaching Difficult Points: （教学难点）

a. Enhance the students reading skills in the passage.

● Teaching Materials: （教学材料）

blackboard, books, and other normal teaching tools.

● Teaching methods：（教学方法）

Co-operative learning

Activity-based teaching (individual work; group work; class work)

Students-centered approach & Task-based teaching and learning

● Teaching Procedures: （教学过程）

Step 1: Review the new words and expressions.(2m)

Step2 Lead-in (3m)

Task: Group Work

Show some familiar pictures to draw the students’ attentions to the wildlife(fox, elephant, kangaroo, tiger, panda, bear, whales, golden monkey, Asian elephant, famingo and so on), and bring the question: Do you think what wildlife are? Encourage Ss to discuss with each other and then solve the question together.

Step3: Warming up & pre-reading (6m)

Task 1:

Show the pictures again and ask Ss to guess which animals are in danger. If the student answer is right, give the beautiful pictures as reward. And then make the Ss have a talking: Why are they endangered?

Suggested answers:

(1) People killed the endangered animals simply to satisfy their desire to eat.

(2) People kill animals for their fur, which can be made into beautiful and expensive fur coat.

(3) People didn’t protect the nature. They destroyed it willfully.

Task 2:

(1) Who is the most dangerous enemy of animals?

篇15：高一第二学期13单元教案(人教版高一英语下册教案教学设计)

Type of lesson: New Lesson

Teaching aims: Learn to use functional sentences, key structures, and words to giving advice and making suggestions by listening, speaking, reading and writing.

Teaching contents:

1. Topic: Healthy eating

(1) Talk about eating and health.

(2) Practise giving the advice and making suggestions

(3) Use the modal verbs had better, should, ought

(4) Learn some useful cooking terms

(5) Read and write recipes

2. Functional Sentences: Seeing the doctor.

Giving advice and making suggestions

3. Vocabulary:

Words: pain, hurt, ache, examine , check, advice, advise , suggest, health ; healthy, diet, base, prepare,

Phrases: had better, ought to, be careful, take care

4. Grammar: Modal Verbs

Period 1: Warming-up & Listening

Type of lesson: Listening

Time: 40 minutes

Teaching aims: 1. Talk about eating and health.

2. Improve the students’ abilities of listening.

Teaching aids: computer

Teaching procedures:

Step 1: Lead in

Ask students to answer the following questions:

1. What do you often have for breakfast / lunch / supper?

2. What do you care most about your food?

Step 2: group discussion.

Ask every group to choose one picture on page 1 and finish the following tasks:

1. List out the names of the food.

2. Identify the healthy food, junk food and the food both good and bad for health, and then give out the reasons.

3. Fill in the form.

4. Each group choose one student to report the result of their discussion.

names of the food healthy food, junk food,

food both good and bad for health, reasons

Step 3 : Listening comprehension

1. Go through the task with the students and make sure what to do before the teacher plays the tape.

2. Play the tape for 3 or 4 times and give specific instructions of what to do each time.

Listening text 1

( 1 ) Answer the question 1, 2 on Page 2.

( 2 ) Filling the blanks.

Hmm, let me see, I had two _____________, two large orders of __________ ________, an _______ _________, and a large ____________.

( 3 ) Discuss the question 3 on Page 3.

Listening text I1

( 1 ) Answer the questions on Page 2.

( 2 ) Filling the blanks.

Now, let’s see. No, your temperature is ____. Your mum’s _________ ----- you probably ____ ate ____ _____. Here, take these pills tonight and tomorrow morning and see if you feel _____. If _______ changes or you don’t feel _____, give me a call.

3. Let students check their answers in pairs and then with the whole class.

Step 4: role- play

Ask the students to act as a doctor and a patient to make dialogues.

Homework:

Ask the students to discuss the following questions after class.

1. How important is it to control the amount of food for your meals?

2. How do we keep a balanced diet?

Period 2 Speaking

Teaching aims:

1. To train Ss’ speaking ability

2. The Ss are able to describe what’s wrong with him when seeing a doctor and practise a doctor’s suggestions.

Teaching procedures

Step 1. Leading in

Let the Ss read a short joke and answer some questions.

How old is she?

A woman was having some trouble with her heart, so she went to see the doctor. He was a new doctor and didn’t know her, so he first asked some questions, and one of them was “ How old are you?”

“Well”, she answered “I don’t remember, doctor, but I will try to think.” She thought for a minute and then said , “ Yes, I remember now, doctor. When I married, I was 18 ,and my husband was thirty. Now my husband is sixty, I know. And that is twice thirty. So I am twice eighteen. That is thirty-six, isn’t it?”

1) What was the relationship between two people?

2) What’s wrong with the woman?

3) What are the questions a doctor usually asks when you first meet him?

4) What other problems does the woman have besides heart trouble?

Step 2 Functional sentences learning

1. Ask the Ss to brainstorm on functional sentences about seeing the doctor and list them on a piece of paper.

1) What’s wrong/matter with you?

2) I don’t feel well./ I’ve got pain here.

3) There’s something wrong with my…

4) Let me have a look. Show me your …

2. Ask the Ss to go over the functional sentences on P3 by themselves.

3. Let the Ss read the situations and make up a dialogue in a pair or in group of 3 or 4.

4. Ask the Ss to sum up the functional sentences they have used in their dialogues.

Patient Doctor

I’ve got a pain here. This place hurts. Lie down and let me examine you.

There’s something wrong with … Let me have a look.

I don’t feel well. Drink plenty of water and get

some rest.

5. Read the sample dialogue and try to learn it by heart.

Step 3 . Task: Make up a dialogue by using the situations given on P72.

Sample: 1

A: Excuse me , waiter! Could I order, please? I’m very hungry!

B: Of course. What would you like?

A: Oh, I like all kinds of food. I’ll eat anything as long as I get a lot of it!

B: I see. Well, in that case, I recommend that you order a steak.

A: Well,yes, but I’m worried that it may not be enough. What does it come with.

B: It comes with two vegetables and your choice of French fries or bread rolls.

A: Can I have both fries and bread rolls?

B: Sure. And perhaps you’d like a salad?

A: Good idea! I’d like a regular house salad. Oh, and I’d like some dessert, too.

B: We have apple pie and ice cream.

A: Great. I’ll take the apple pie, please.

Step 4 Summarizing the functional sentences of giving advice and making suggestions they have used in their dialogues.

a. You’d better (not)…

You should /ought to …

You need (to )…

b. Shall we…?

Let’s…

What/How about…

Why not…?

Why don’t you …?

Period 3: Reading

Type of lesson: Reading

Time: 40 minutes

Teaching content: Text---We Are What We Eat

Teaching objectives: 1. Students can understand the whole passage by reading it.

2. Students will learn to know how to make the right choices about what and how we eat.

Teaching focus: Improving the students’ abilities of reading.

Teaching aids: computer

Teaching procedures:

Step Ⅰ: Pre-reading

Show students the following questions on the screen and let students discuss them in pairs.

1) Which of the following gives you the most energy: a banana, a soft drink or a bar of chocolate?

2) How many meals do you have every day? Which meal do you think is the most important? Why?

3) How much water do you drink every day?

4) What kind of snacks do you have?

Step Ⅱ: While-reading

1. Reading for general information.

Ask the students to read the passage quickly for the first time and find out the answers to the following questions.

1) Why should we learn to make the right choices about what and how we eat?

2） How will we be ready for the challenges and opportunities in life?

2. Reading for the meaning of the words.

Ask the students to read the passage for the second time and find the words that fit the following descriptions.

1) ________________ Found in food and necessary for good health.

2) ________________ The kind of food that someone eats each day.

3) ________________ Part of plants that you eat but cannot digest, which help food to move quickly through your body.

4) ________________ Found in food and are important for good health. They help to build our bones, teeth and blood.

5) ________________ Found under skin. Our body needs it for energy. It can keep us from feeling cold.

6) ________________ Bad for your teeth and can make you gain weight.

7) ________________ Found in milk and meat. Our body needs it to grow and keep healthy.

8) ________________ Unit for measuring how much energy the food can give us.

3. Reading for understanding specific information.

Let students do the T or F exercises.

1) Our eating habits have changed because we need more food than before.

2) We can buy all kinds of food in the stores, but we had better choose healthy food to buy.

3) Protein, Calcium, Vitamins and some other nutrients help to build up strong bodies.

4) Vegans don’t eat meat because they hate hunting.

5) More and more people realize that organic vegetables are good for health because the vegetables are grown without chemicals.

6) Supplements and crash diets can help people lose weight.

7) If we eat less fat, sugar and exercise more we will keep ourselves fit.

8) The passage mainly talks about what to do to make oneself healthy.

4. Reading for sentence problem solving

Let students read the passage with the tape on and underline the sentences that they can not understand. After the students finish reading, teacher should help them to solve their problems and make sure everyone can understand the following sentences.

(The explanations to the following sentences are on page 132)

1) Our eating habits have changed, as our way of life, and the fuel we need for our bodies is also different.

2) The same goes for “crash diets” that some companies say will make us lose weight fast.

3) We ought to learn more about our body and the fuel it needs to keep fit. Only in that way will we be ready for the challenges and opportunities in life.

Step Ⅲ: Post-reading.

1. Ask students to work in pairs to complete this table.

Nutrients functions Sources

2. Students work in groups of four and discuss the questions below. When they have finished, they can discuss their answers with the rest of the class.

1) Why do people go to fast food restaurants?

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?

3. A task

Every student makes a balanced diet of one week for their families according to the passage and the chart on page 73

Period 4: Word Study

I. Type of lesson: Word Study

II .Teaching aim: Help the Ss understand the meaning of the given key words and phrases , learn to use the words by themselves.

III. contents: pain, hurt, diet, advice, advise, examine , prepare, health, , fit, offer

IV. Difficult point: write a passage with the words and expressions

V. Teaching aids: projector

VI. Teaching procedures:

一，pain

Step 1: learn to understand the word by asking the Ss to find out the sentences in the dialogue and try to explain the meaning in another way.

Situation 1:

Suppose you are a patient. You said, “I’v got a pain in the head”. But the doctor doesn’t understand the word “pain”. You have to express yourself in different ways.

I’v got a headache or my head hurts.

Step 2 : learn to use the word:

1). pain

1. I’v got a pain here.

2. His harsh words caused her much pain.

3. No pains, no gains.

4. She took great pains to keep the house clean.

5. Tom took great pains with his English lesson and got high marks.

6. My foot is still paining me.

pain 多用于名词，可数或不可数，指“肉体上的痛苦”也指“感情上的痛苦”；表示“辛劳，努力”时复数。

2).hurt 表示疼痛，只能用作不及物动词。如：

1.My leg still hurts.

2.Does it hurt here?

3. These shoes hurt --- they are too small.

hurt v.t make somebody or something feel pain:

4.He fell and hurt his leg.

5.You hurt her feelings (= made her unhappy ) when you said she was fat.

6.He was hurt in a traffic accident.

Step 3 Practise using the words.

1．战争中失去了儿子使他非常痛苦。

It gave him much ______ to have ______ his son in the war.

2. 你得了什么病？我头疼。

What’s wrong with you? My head_________.(hurts)/ I have a _______ in the head.

二，examine

Step 1: Lead in: learn to understand the word

Situation 2: T: After you tell the doctor what’s wrong with you, could you tell me what the doctor will probably do?

S : The doctor will say: “Let me examine you.”

Step 2 Learn to understand the word.

Match the explanations with the sentences on the right box.

examination (= exam ) n.

1.He went into hospital for an examination.

( for a medical examination.)

2.We’ll have an exam in English next week.

Step 3:Practise using the word.

Make sentences using the words “examine & examination” according to the following situation:

Situation 3 : You came back to school from the hospital to tell your English teacher why you went to see the doctor instead of having the examination in English.

三．advise

Step 1: learn to understand the word

Situation 4 : List the suggestions the doctor gives to the patient in the dialogue.

Step 2: 1. I advise you not to eat fruit that isn’t ripe in future.

2 I advised him not to smoke in the room.

3. I advised him against smoking in the room.

4. .The doctor advised the man to stop smoking, but he wouldn’t listen.

5.I advised that he ( should ) not smoke in the room.

Step 3: Ask Ss to rewrite the above five sentences using the word suggest.

Step 4. advice n.

a piece of advice

ask sb. for advice ;

give sb. some advice on how to do sth. ;

take advice

Our teacher always gives us some advice on how to learn English well.

Step 5 : right or wrong?

1. I suggested that he finished the work in an hour.

2. I advise you have a good rest after finishing the work.

3. The doctor suggests to eat ripe fruit in future.

Choices:

1. He advised us ___ there on such a rainy day.

a. not go b. going not c. not to go d. should not go

2. I suggest you ___by taking this medicine.

a. to lose weight b. will lose weight c. lose weight d. are losing weight

四， diet Learn to know something about the word

Step 1: lead in

Situation 5: Jane is a girl. She often feels hungry. She likes hamburger , potato chips and fried chicken. She can’t run fast because she weighs 90 kg. What do you think she should do?( She should know what a healthy and balanced diet is. Instead of eating expensive diet food, she can simply try to eat less fat and sugar and exercise more.)

Step 2:

1. What is a healthy diet?

2.It is probably better ,however, if we spend our time and money on buying good food and keeping a balanced diet.

3.Too rich a diet isn’t good for you.

4. The doctor put the patient on a special diet.医生给这个病人规定特别饮食

5.The doctor says I’ve got to go on a diet.医生说我得节食。

health ; healthy

1. Walking is good for your health.

2. She is in good (/ poor ) health.

3. Though 80 years old, my grandmother is still healthy.

Step 3: practise using the word by asking Ss to make sentences according to the above situation.

1. It’s important to have a healthy diet.

2.If you are too fat ,the doctor will advise you to go on a diet.

五，prepare

Step 1. learn to understand the word by asking the Ss to find out the sentence with “prepare” in it.

We can make sure that we are well prepared for the challenges and opportunities in life.

Step 2: Learn to understand the word

1. John is preparing a meal for us.

2. Will you help me prepare for the party?

Prepare vt. --get it ready

one’s lessons,

prepare the table

chairs for the meeting

the meeting

prepare for the exam

the struggle

the party

3.I am making preparations for the journey.

Step 3: Practise using the word.

1.They are busy _____lunch.(preparing)

2.He is well ______for the meeting.(prepared)

3.I’m not ________to listen to all your weak excuses.(prepared)

4.First __________the rice by washing it, then cook it in boiling water.(prepare)

5.Will you help me ___________the party?(prepare for)

六，fit

Step 1: Lead in learn to understand the word

Situation 6 : The teacher is wearing a new coat. Ask the Ss what it looks like on the teacher.

Step 2: Learn to use the word

1. The suit fits me nicely

2. We always fit our deeds to our words.

3. The door fits badly.

4. Mr. Wang fitted a new lock on the door.

5. We should exercise more to keep fit.

Step 3:Practise using the word

将划线部分词汇的中文意思写在该句子后面的括号内:

1.You look so good in the red dress- it fit you well.( )

2. I’m sure we’ll have something to fit your requirements(要求), Madam.( )

3.All the computers they sell all fitted free.( )

4.The person who has the experience in designing the software is fit for the post(职位) in the computer company.( )

5.The old man is as fit as a flea(十分硬朗)because he does a lot of exercise every day.( )

6.The shoes are a good /poor fit.( )

七.offer

Step 1: learn to understand the word by asking the Ss to find out the sentence in the text with “offer” in it.

Stores offer all kinds of food and snacks and we have to make many choices.

Step 2: Learn to use the word

1.The trees offered shade from the sun.

2.He offered to help me /he offered me his help.

3.Thank you for your offer of help.

4.The company has offered a high salary.

Step 3: Practise using the word

将划线部分词汇的中文意思写在该句子后面的括号内:

1. My father has very kindly offered to take us to the airport.( )

2. We feel really bad that we didn’t offer any food to the poor.( )

3. What are you offering for the painting if you would like to buy it?( )

4. It’s an organization that offers free legal advice to people on low incomes(收入).( )

5. I must say the offer of a weekend in Hainan quite tempts(吸引) me.( )

6. He’s a businessman…I’ll make him an offer he can’t refuse.( )

VII. Task 1: Suppose you are a doctor who answers questions about diets and nutrition for Food and Diet magazine. Read the following letter and write a reply.

Task 2:

Complete the following passage using the above words:

The Way to Keep Healthy

It is very important for us to keep healthy in our daily life. But how? Here is some____ for you to follow.(advice)

First, you ought to have a healthy_____. It is necessary to eat enough fruit with which you should be _______ because it contains all kinds of vitamin that you need every day. You had better not eat too much fat. Every day your parents _____ a rich meal for you. The amount of fat you can eat____ ____on your weight.(ought, diet, careful, had, prepare, is based)

Second, good habits can help you keep_____. I _______ doing regular exercise every day.(healthy, suggest)

Last, an eight-hour sleep is needed after a day’s hard work. Remember smoking can damage your______. If you really feel a _____ in your body , go to ask the doctor to ____ you to be cured in time.(health,pain,examine)

Period 4 Grammar

Teaching aims:

1. To train students to know the usage of the modal verbs “had better, should, ought

to, must, have to and have got to”.

2. To let students to know the differences between had better, should, ought

to, must, have to and have got to.

3. To train students to use these modal verbs skillfully in daily life.

Key and difficult points:

1. To let students to summarize the usages of these modal verbs after learning the

sentences with modal verbs.

2. To train students to use the modal verbs in daily life including spoken English and

written English.

3. To let students to use modal verbs in right condition.

Teaching procedures:

Step 1 ------ Leading in

1. Ask students to watch a flash which happens between a mother, a son and a guest.

2. Ask students why the guest is very angry.

Step 2 ------ Modal verbs learning

I. had better

1. Show students a picture of a doctor and a patient, and then tell students some background about the picture.

Teacher’s presentation ------ A man felt very badly and he thought he had a serious disease, so he decided to go to see a doctor. The doctor examined him and asked him some questions about his favorite food and hobbies. The patients told the doctor that he likes having junk food and liquor. His another hobby is always surfing the Internet overnight and getting up very late.

2. Ask students to suppose they are doctors, and ask them to discuss what advice

they can give the patient according to pictures in pairs.

3. Ask some students to present their discussion results buy using the word had

better.

(1) You had better eat more vegetable and fruits.

(2) You had better drink less wine.

(3) You had better not surf the Internet recently.

(4) You had better get up and go to bed early.

(5) You had better take more exercise.

4. Ask students to summarize the usage of had better.

When you give advice or your opinion about something, you can use had better or had better not.

Attention ------ You can say “had better do sth.” to the people who are older than you.

II. should & ought to

1. Show students a picture of western dinner table, and then tell students some

background about the picture.

Teacher’s presentation ------ Sammy and her Chinese friend Li Ming went to a formal Western dinner party one day. Unfortunately Li Ming does not know anything about table manners at a formal Western dinner party, so he made many stupid mistakes at the party. The next day Sammy told Li Ming his mistakes, and tried to advise Li Ming what to do or what not to do.

2. Ask students to suppose he or she is Sammy, discuss what Sammy is going to try to advise Li Ming according the given pictures in pairs. Tell Li Ming what to do or what not to do by using words should or ought to.

3. Ask some students to present their discussion results buy using the word should and ought to.

(1) You should/ought to keep the knife in your right hand and the fork in your left.

(2) You shouldn’t/ought not to ask a second bowl of soup.

(3) You should not/ought not to drink too much.

(4) You should/ought to finish everything on your plate.

4. Ask students to summarize the usage of should and ought to.

When you are trying to advise someone about what to do or what not to do, you can use should/ought to or should not/ought not to. Ought to is stronger than should in tone.

III. must & have to

1. Show students a picture of a master and a servant.

Teacher’s presentation ------ This master is going to her friend’s birthday party. Before leaving, she gives his servant a lot of work.

2. Ask four students a group to discuss what the master says to her servant, and then give them an example and some pictures.

3. Ask some students to present their discussion results buy using the word must.

(1) You must clean every room.

(2) You must take my dog to go for a walk after dinner.

(3) You must wash all the clothes.

(4) You must clean the garden.

(5) You mustn’t use my phone.

4. The servant feels very misunderstood and she complains to her friend. Ask students to suppose he or she is the servant, and ask four students a group to discuss what the servant is going to say to her friend.

5. Ask some students to present their discussion results buy using the word have to.

(1) I have to clean every room.

(2) I have to take my dog to go for a walk after dinner.

(3) I have to wash all the clothes.

(4) I have to clean the garden.

6. Ask students to summarize the usage of must and have to.

(1) When you want to say that it is necessary for someone to do something, you can use must.

(2) You can use must when you think it is necessary. Must can be only used in present tense and futures tense. The negative form of must is mustn’t which means 不许.

(3) You can use have to when someone else thinks it is necessary or there seems to be no other choice. Have to can be used in any tense. The negative form of have to is not have to which means needn’t.

(4) You can use have got to instead of have to.

Step 3 ------ Modal verbs practice

1. Show students some school rules and regulations. Ask students to say some of rules by using modal verbs according to their attitudes to some rules and regulations.

(1) Get to school on time.

(2) Wear school uniforms from Monday to Thursday.

(3) Wear school badge at school school.

(4) Don’t wear any jewelry at school.

(4) Don’t take cellphones to school.

(5) Turn off the light before leaving the classroom.

(6) Keep silent at noon from 12:50 to 1:50.

(7) Don’ t ride your bike at the campus.

2. Ask students to suppose they are teachers. At the first day of the new semester,

how the teachers say these rules and regulations to the new students by using the modal verbs.

3. Ask four students a group to discuss how the teachers say these rules. Then ask three students to present their results and let other students to judge who the best teacher is.

Homework ------

1. Ask students to fill in the blanks with must or have to.

(1) It’s later than I thought. I ________ go now.

(2) Jack left before the end of the meeting. He __________ go home early.

(3) In Britain many children ____________ wear uniform when they go to school.

(4) When you come to London again, you __________ come and see us.

(5) Last night Don became ill suddenly. We __________ call a doctor.

(6) You really _____________ work harder if you want to pass the examination.

2. Ask students to fill in the blanks with mustn’t or don’t/doesn’t have to.

(1) I don’t want anyone to know. You ________ tell anyone.

(2) I can stay in bed tomorrow morning because I __________ go to work.

(3) Whatever you do, you _____________ touch the switch. It’s very dangerous.

(4) There is a lift in the building, so we ___________ climb the stairs.

(5) You _______ forget what I told you. It’s very important.

(6) You _____________ be a good player to enjoy a game of tennis.

3. Ask students to fill in the blanks with had better or should.

(1) I have an appointment in ten minutes. I ________ go now or I will be late.

(2) It’s a great film. You _________ go and see it. You will really like it.

(3) I ________ get up early tomorrow. I have got a lot to do.

(4) When people are driving, they _________ keep their eyes on the road.

(5) Thank you for coming to see us. You __________ come more often.

(6) These biscuits are delicious. You _________try one.

Period 6: Integrating skills:

Type of lesson: Reading and writing

Teaching aim: Enable the Ss to improve the ability of reading and writing.

Teaching procedures:

Step I: Reading.

1. Ask the Ss to classify the foods in the box into different groups individually and then give reasons.

potato chips sandwich salad apples chocolate chicken roll-ups tomatoes shaomai oranges bananas

Healthy snacks:_______________________________________________

Unhealthy snacks:______________________________________________

Example:

I think that potato chips are unhealthy snacks because they are high in fat.

I think that apples are healthy snacks because they have lots of vitamins and fibre.

2. Ask the Ss to name some other snacks.

3. A game.(group work)

T: Snacks are usually easy to make, so sometimes we can prepare the snacks by ourselves. Are you good at cooking?

shaomai chicken roll-ups

_____the pork and the black mushrooms _____ pieces. _____ the chicken and ____ it into pieces.

_____all the ingredients _____ a bowl. _____ the bacon ____cut it into pieces.

_____ and ______ the skins. _____ the potato small,and _____ some lettuce and the cheese.

_____ the shaomai _____ boiling water _____7 or 8 minutes. ______ them all together in a bowl.

_____ some of the mixture _____ the bread and ____it up.

1) Ask the Ss to fill in the form without looking at the books.

2) Tell them to check their answers according to the passage and explain some new words.

3) Teach some new verbs with pictures or performance.

Group 1:chop,peel,slice,dice

Group 2:stir,mix,blend,add

Group 3:boil,steam,fry

Step II. Ask the Ss to learn to write a recipe.

1.A writing task.

Today is your birthday.You ‘re 18 now.You want to show your parents you are no longer a child.You are able to take good care of them and yourself.You’ve made a birthday cake (a salad,a pudding,etc.) by yourself . Look!

2.Ask the Ss to discuss the topic they want to write.

3.Ask the Ss to list the necessary information.(Work in groups of four)

1) What ingredients do you need?

2) How much is needed,a spoonful,a cup or a pound?

3) What should you do with the ingredients?

4) Which ingredients should be mixed together and how?

5) How should the ingredients be cooked?

4.Get the Ss to write the recipe .

5.Tell them to exchange their recipes in pairs.

6.Ask some pairs to present their recipes in front of the class.

(One of them gives the instruction while the other acts out.)

Possible version:

Fruit salad

Ingredients:

an apple, a pear, a banana, orange sections, grapes , melon balls, strawberries, nuts (1 cup),vanilla yogurt (1 cup),orange juice concentrate (2 spoons),lettuce

Cut the apple and the pear into pieces and the banana into slices(slice the banana).Mix together all the fresh fruits with nuts. Stir the yogurt with orange juice concentrate. Add the fruits and nuts, and mix them well. Serve on a bed of lettuce.

丰台一中

北京十二中

丰台分院梁丽冰

篇16：新目标英语八年级下册第一单元第三课时教案教学设计(人教版英语八年级)

年级八年级学科英语主备人何晓燕二次备课人

单元(章)

名称、课题 Unit1 What’s the matter？

课时划分 7 课时教学课时第 3 课时总备课数第3课时

教

学

目

标知识目标： 1.New words and phrases in this period.

2Reading and writing materials.

能力目标：Reading skill.

Writing skill.

Communicative competence.

情感、态度与价值观： Give good advice when someone needs your help.

教学重点 1. Be able to understand the passage about the accident.

2. Learn to talk about health problems and accidents and give advice by using “should/ shouldn’t”.

教学难点 1. Learn to talk about health problems and accidents and give appropriate advice.

2. Learn how to get information from the passage and train students’ reading and writing skills.

Reading practice.

Oral practice.

教法 The activity teaching method, the cooperative learning method, and the task-based language teaching method.

学法 Practice , pair work

教学准备 Ppt ,text

教学过程个性化设计

Step 1 Warming-up (about 5 minutes)

T: Greet the class as usual, then point to a student and say: You look pale. What’ s the matter? Help the student answer “I have a cold.” and give him/ her some advice like “You should drink more water”.

Show some pictures about health problems and ask students to work in pairs like this:

S1: What’s the matter?

S2: I have a …

S1: You should … (Help them use “You shouldn’t …”)

Have three pairs act out their conversations in class.

Step2 .play the tape. Read the passage. Do you think it comes from a passage or a book?How do you know?

Step3 Read the text again and check the things that happened in the story.

Step4. Discuss the questions with a partner.

Step5. Difficulties.

1. see sb. doing sth. See sb. do sth.

2. on the side of 3.go along ,go down 4. shout for help 5. what happened?

6. without thinking 7.to one’s surprise 8. expect sb. to do sth. 9.think about saving a life

10.宾语从句。 11. need to do sth. 12. agree to do sth, agree that

13.get into trouble

Step 6.Summary and Homework.（PPT）

课

后

反

思

签阅

篇17：Book 2 Unit 5 第一课时教案教学设计(人教版英语高一)

&nbs p;【教学构思】Period 1 Warming up & ReadingFocus: ReadingTeaching Goals1.To activate the Ss in learning “music”.2. To develop the Ss’ ability of reading.3. To help the Ss know something about the different styles of music.

Important points1. Enable the Ss to understand the details about the passage The Band that Wasn’t.2. Help the Ss to sum up the main idea of each paragraph.Teaching ProceduresStep 1 Warming up1) Lead inBefore class, T plays a song I’m a believer which was sung by The Monkees, with the words of the song printed on the screen.Then tell them: This is one of my favorite music. The music is a little show. When I listen to it, it will remind of many old things. So I like it very much. What is your favorite music? And why do you like it? So your favorite music belongs to pop music/rock… What other kinds of music do you know? (classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.)2) Task: Brain-stormingAsk the students to name different music styles. Show some styles of music that they are not familiar with.Classical rapRock and rollfolkpopJazzHip-hop …Step 2 Listening and Matching1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listen to them carefully and choose the proper picture for each of them.2) Guide the Ss to sum up the Characteristics for each music style.Information Box: Knowledge about music Punk Rock这种音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，很多地下乐队都是这种风格，所以才不被承认，不过要表达的内涵还是很丰富的。 Jazz Music 爵士音乐，长盛不衰的美国音乐在酒吧常常可以听到，让人感觉韵味无穷。 Rock ’n’ roll 摇滚音乐，主要由强劲的吉他贝司和鼓演奏出来的，让人热血沸腾的音乐。 Classical Music 作为人类优秀的文化遗产，古典音乐普遍被认为是高层次的音乐风格，具有无法替代的地位。 Pop music 流行音乐，其实也是市场上所谓的大众化的主流音乐。 Blues 布鲁斯，也叫蓝调，是由黑人音乐家创作的，开始流行于30年代，国内比较少这种风格的歌手。 R&B 全名是Rhythm and Blues,节奏布鲁斯，源于Blues,但是加入了强劲的低音节奏，让人心跳加快。 Hip-hop 现在正流行的街头音乐，主要配以舞蹈，还有强劲的电子合成效果，很多年轻人都喜欢。韩国的H.O.T 就是代表。 Country music乡村音乐, 使用的乐器有吉他、斑鸠琴、鼓和小提琴。音乐本身的音域不广，但乐于受摇滚和其它音乐的影响，节奏变得非常强烈，歌词率直而真实，如平常生活中说话的形式。3) Check the answers on the computer screen.Step 3 Pre-reading1）Task :ListingHave you heard about any of the famous bands in the world? List some of them.Which one do you like best? Why?2) PresentationAsk the Ss to search the information about “The Monkees” before class, and now encourage them to share their information with their teammate.3) Background information and language supportIf necessary , the teacher should provide some background information about “The Monkees” , or explain some key words in the reading passage (P 35, Learning about language part 1 may be a good choice. )Step 4 While-reading1) Task: Jumbles (Fast reading)(Group work, four Ss) each student in every group is only given a part (one paragraph)of the complete article and read alone. One minute later, they exchange their own information to the other students of the same group. Then they discuss together and decide the order of the story.2) Listen and CheckListen to the tape and check the correct order of the article.Q: What is the best title of the article?3) Task : Memory Challenge Task (Scanning)(Students are given the complete pieces of the article-ask them to open their books.)Get them to read the passage in detail and then work in group raising two questions for other group to answer.(books closed)Q: What is the main idea of each paragraph?The main idea of each paragraphParagraph 1 Dreaming of being a famous musician or singer.Paragraph 2 How musician form bands.Paragraph 3 How the Monkees got their start.Paragraph 4 How the Monkees became serious about the music business.4) Reading and MatchingRead the passage again very carefully, and join the parts of the sentences together. (P 35, Part 2)More detailed questions:①Why do most musicians like to be in a band with others?②Which two musical bands are mentioned in the passage?③How do some bands formed by high school students earn extra money?④When did the Monkees break up?5) BrainstormingAsk the Ss to brainstorm as many suitable adjectives as possible to describe “The Monkees”. Then give the reasons for the choices.Step 5 Post-reading1) Language FocusGet the students to sum up the phrases of the article.Then get the Ss to play a game called “What is your dream?”. Work in pairs and tell each other your dream and what you expect to happen. Use the phrases dream of and be honest with in the sentences.2) DiscussionDo you think “The Monkees” was really a band? Why and why not?Step 6 Homework1. Read more about “The Monkees”.2. Find out some sentences in the reading passage that contain of Whom /in which attributive clauses?3. Preview “Learning about Language” and finish th

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