高中一年级人教版英语Unit2-教案
Unit2 Healthy eating
Teaching Aims of this unit
1.Talk about healthy eating
2.Making suggestions or giving advice on diet
3.Distinguish the meanings of Modal verbs
4.Make a balanced menu
5.Vocabulary:
6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective
get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on
7.Practice talking about your ideas; practice giving suggestions and advice,
8.practice seeing the doctor.
9. The use of ought to
The first period Warming up and reading
Step ⅠWarming up
Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.
Step ⅡPre-reading
Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.
T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?
Which food contains
more…
Examples of foods Answer
Sugar Chocolate or grapes
Cakes or bananas Chocolate Cakes
Fat Cream or rice
Chocolate or chicken Cream Chocolate
Fiber Peas or nuts
Pork or cabbage Nuts Cabbage
protein Potato crisps or ham
Eggs or cream Ham eggs
Step ⅢReading
Get the students to comprehend the passage quickly and accurately and
meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.
1.Fast reading
In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.
a.The two restaurants supplied the healthy diet.
b.The reason why Yong Hui’s restaurant was so popular with
customers.
c.Wang Peng found out why he had lost his customers and decided to
win them back
2.Careful reading
T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.
https://www.doczj.com/doc/086272470.html,ually Wang Peng’s restaurant was full of people. (T )
b.Yong Hui served a balanced diet. ( F)
c.Yong Hui could make people thin in two weeks by giving them a good
diet. (F)
d.Wang Peng’s customers often became fat after eating in his
restaurant. (T)
e.Yong Hui’s menu gives them energy foods. (F )
f.Wang Peng’s menu gives them foods containing fiber. (F )
g.Wang Peng admired Yong Hui’s restaurant when he saw the menu. (F )
h.Wang Peng decided to copy Yong Hui’s menu. (F )
Step ⅣComprehending
By now, the students have had a further understanding of the text.
Let the students read the text again and find out the differences between the two restaurant.
T: Now please read the text again and fill in the chart together with your partner.
disadvantages advantages
Wang Peng’s restaurant Not giving enough foods
containing fiber Provide plenty of energy foods
Yong Hui’s restaurant Not giving enough energy
foods Providing plenty of fiber foods
T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?
S1:…
S2:…
S3:…
T: You all have a point here. But what will they do? We will see it next period.
Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his example?
Ss: Yes.
T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:
a.Wang Peng sat in his empty restaurant feeling very frustrated.
This sentence means that the second action “feeling very frustrated”
happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.
b. Nothing could have been better.
This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.
c. He couldn’t have Yong Hui getting away with telling people lies!
This sentence means that he will punish Yong Hui for her telling lies.
1)lie : something untrue
A white lie isn’t going to hurt anyone .
2) say something which is not true
He lied to his wife so that he could come home late .
Step ⅤHomework
1.Try to retell the text.
2.Prepare for the language learning and do Using words and Expressions
on WB (Page 49-50)
The second period Language study
Step ⅠRevision
1.Check the students’ homework.
2.Ask some of the students to retell the text.
Step ⅡWord study
This part is a consolidation of the words in the text. Ask the students to do the exercise individually.
T: Now please open your books and turn to page 12. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text.
I necessary, you can discuss with your partners.
…
Step ⅢGrammar
The students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, Then give them some examples.
T: Please pick out all the sentences containing modal verbs in the text.
a.By lunchtime they would have all be sold---It indicates possibility.
b.His restaurant ought to be full of people. ---It indicates
possibility.
c.What could have happened?--- It indicates possibility.
d.Nothing could have been better.--- It indicates possibility.
e.Something terrible must have happened if Maochang was not coming to
eat with him as he always did.---It indicates guessing.
f.He could not believe his eyes. ---It indicates intension.
g.Perhaps he should go to the library to find out ---It indicates duty.
h.He couldn’t have Yong Hui getting away with telling people lies!---It
indicates intension.
…
Step ⅣHomework
1.Review the rules of word formation and the meanings of modal verbs.
2.Prepare the Using Structure on page 50 by making a dialogue in pairs.
The third period Listening
Step ⅠRevision
1.Check the using structure on page 50.
2.Ask the students to make a short dialogue in pairs.
Step ⅡListening ( using language)
The purpose of this listening text is to familiarize the students with different kinds of food and the results of eating an unbalanced diet . This is a talk between Wang Peng and an expert about what makes a balanced Diet .
Ask the students to finish the chart and answer the questions.
T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.
( Play the tape. Students write down the answers and check the answers with their partners.)
T: Now listen to it again and try to make sure your answers are right. Answer key for Exercise 2:
Wang Peng is doing research to find out how an unbalanced diet can affect your health , so you need to eat a balanced diet a balanced diet if you are to stay healthy.
Answer key for Exercise 3:
Scurvy : not enough vitamin C
Rickets : not enough protein and vitamin D
Obesity : too much rice , noodles and sugar
Answer key for Exercise 4:
Owner of restaurant Problems with food offered What food is needed Wang Peng Too much fat and energy –giving food More fruit and
vegetables
Yong Hui Too much fruit and too many vegetables More
meat ,fish ,cheese,
and eggs as well as
rice and noodles
Step Ⅲ Listening (WB P48)
The students will heat a conversation between Emma and the doctor. They are asked to do exercise according to the tape.
T: Doctor knows that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Emma is going to see the doctor. Let ’s see how the doctor gives her some advice. Listen carefully and do the exercises. Red foods: (Only a little every day ) Orange foods: ( some every day)
Green foods
( some every meal )
butter, cheese, cream, nuts, cakes, foods fried in fat bread, noodles, spaghetti rice, meat, fish , eggs, tofu All vegetables( potatoes, cabbage, carrots., tomatoes.)
All fruits (watermelons, apples ,
oranges, pineapples.)
Step Ⅳ Homework
1. Pre-view the reading (2) and reading task on Page 5
2. See how the story ended.
2. Find some information about healthy eating on the Internet.
The fourth period Extensive reading
Step ⅠRevision
1.Check the homework
2.Share the information the students have got form the Internet. Step ⅡPre-reading
Ask the students to read some proverbs and translate them into Chinese. T: Today we are going to see the end of the story. First, please look at the blackboard and try to translate the proverbs into Chinese.
a.You are what you eat.
b.An apple a day keeps the doctor away.
c.First wealth is health.
The students discuss with their partners.
a.人如其食.
b.一天一个苹果,医生不来找我.
c.健康是人生的第一财富.
Step ⅢReading
The purpose of this reading is to complete the story of Wang Peng and Yong Hui and show the students that it is never too late to change bad eating habits and begin afresh. After the fast reading, let the students do the exercises on page 14. Then let them match the words with their definitions.
T: Eating healthily means that no food in itself is good or bad. Eating properly depends on eating the right variety of foods in the right amount. Let’s read the passage quickly and say what they did with their menu. Ask the students to report their work.
What did they do? Result
Combine their menu and provide a balanced one
1.raw vegetables with
hamburgers
2.the boiled potatoes, not
fried
3.fresh fruit with ice cream 1.cut down the fat
2.increase the fibre
3. a big success
Definitions words Stare angrily or fiercely Glare
Take a long deep breath Sigh
Keep alive in a certain style Earn one’s living
Advantage or profit Benefit
Combine
Join or mix together to form a
whole
Owe a lot of money In debt
Step ⅣHomework
1.Collect eating attitudes from the Internet
2.Practice presenting reasons to support your ideas.
The fifth period Speaking
Step ⅠRevision
Check the students’ homework.
Step ⅡWarming up
T: Work in pairs to act out the dialogue on page 13. One plays as the role of Jane and the other plays the role of Susan. You are shopping in a supermarket.
First let the students make a good preparation themselves. Then ask several pairs to act out the dialogue before the class. In this part, try to make the class get active.
Step ⅢTalking
If young people are too thin or too fat, it shows that they are not eating a balanced diet. So this exercise is to encourage the students to discuss how their diets may affect their quality of life.
( Divide the class into two groups: team A and team B.)
T: Now team A will take the role o f the patient who is worried about being too fat and has gone to the doctor for advice. Team B will take the role of the doctor and advise the patient how to change his or her diet. Here are some useful expressions. Imagine what you will say to the doctor or patient. Discuss with your group members.
Doctor Patient
What’s the matter? What should I do ?
What seem to be the trouble?
How long have you been like
this?
I think you ought to.. Do you think you could give
me some advice?
Perhaps you should…
I suppose you had better…
Step Ⅳ Speaking task
This is the opportunity for the students to discuss their reaction to the information they have received. It allows students to have their own point of view and to practice explaining why they think as they do. T: In the reading task we have read two speakers’ arguments. Now it is your turn to discuss what you have heard at the meeting in groups of four. The following is useful to you. Please look at the table.
I don’t agree That’s a good idea.
I’m afraid not Certainly/ Sure.
Of course not. All right.
I don’t think so. No problem.
Yes, I think so.
Step ⅤHomework
1.Review the sentence structures, new words and expressions.
2.Imagine the old local restaurant has gone. What do you think should
be built there. Present the advantages of your idea.
The sixth period Writing
Step ⅠRevision
Check the homework and take a dictation.
Step ⅡWriting
This is an opportunity for students to practice their persuasive writing skills and try to encourage others to support their point of view. The idea of a new restaurant is chosen because it would be very useful in a town.
Your writing should :
Explain what kind of food will be offered in your restaurant
Describe their ingredients ,flavour ,smell and appearance
Explain how they will provide a balanced diet
Explain why your restaurant will provide the best food in the area Explain how customers will be served
高中英语语法“虚拟语气”的教学设计 一、教材分析： 本课是结合外研社版高中英语教材选修6中有关虚拟语气的语法内容，进行高三虚拟语气的复习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。 二、学情分析： 在高一和高二英语学习基础上，高三学生已经掌握基本的语言结构和一定程度的听说读写能力。在高三语法复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。 三、教学重点: 1.复习的重点---语法虚拟语气的句型结构. 2.语法虚拟语气的运用 四、教学难点: 1.结合复习的语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。 2.虚拟语气在真实的生活语境中的使用。 五、教学目标: 1.知识目标: 引导学生掌握情态动词在虚拟语气之中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，附和逻辑推理和合理的想象，结合语法和题干中的语境解决高考题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。 2.能力目标： 利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。 3.德育目标： 用情态动词和虚拟语气的句子结构表达思想感情和正确的世界观、人生观。 六、教学策略:
一年级英语上册撰写人：授课人： 一年级新生常规教育 一、教学目标与要求 1、知道上课要遵守纪律，专心听讲，不随便讲话，发言要举手（知识目标） 2、会说“上课的时候，我们要专心听讲”。（知识目标） 3、学会正确的坐姿。（知识目标） 德育目标：培养学生良好的英语学习习惯和课堂常规。 教学重点：让学生懂得上课要遵守纪律，会说“上课的时候，我们要专心听讲”。 教学难点：学会正确的坐、举手、读书及握笔写字的姿势。 二、课前准备 教师准备教学图片、ppt课件 三、教学过程 一、回忆参观，榜样教育。 1、回忆参观：老师已经带大家去参观了高年级大哥哥、大姐姐的上课情况，谁来说说他们是怎样上课的？学生举手发言 2、师小结：大哥哥、大姐姐上课遵守纪律，专心听讲，不随便讲话，我们要向他们学习。 二、指导看图，练习说话。 1、引入：那么我们先来看看，图上小朋友是怎么做的。 2、看图：⑴图上小朋友们在干什么？⑵丁丁在干什么？他这样做对吗？为什么？⑶冬冬正在对丁丁说什么？⑷图上哪些小朋友专心听讲？他们怎么做的？ 3、说话训练。上课的时候，我们要专心听讲。 ⑴跟师讲。⑵自由讲。⑶指名练说。⑷开火车练讲。 三、小结评比，树立榜样。 1、表扬本节课专心听讲的学生，发小红花。 2、自己回忆以前的表现，专心听讲的同学自己站起来给大家看一看。 四、学习正确的坐姿、读书和写字姿势。 1、回忆引入： ⑴小朋友在幼儿园里上哪些课？时间长吗？他们是怎样上课的？ ⑵现在，我们已经是一年级的小学生了，在小学上课可跟幼儿园不一样，一节课要上四十分钟，上午、下午都有课，不过并不是每节课都坐在教室里上。在教室里上课要安静，小
【课题名称】LESSON 1 【教材分析】处于本书的第一课，主要训练学生 【教学目标】知识目标:能听懂会说 Hello，I’m …的礼貌用语。听懂会说单词bag,book. 能力目标:能在恰当的语言环境中使用hello, I’m … 情感态度价值观:培养学生乐观，友好待人，尊敬老师的礼貌态度。 【教学重点】学会使用hello打招呼，和用I’m …进行自我介绍。 【教学难点】I’m的准确发音。 【教学方式】竞赛，游戏，示范，TPR等。 【教学准备】教学挂图，磁带，动画人物头饰等。 【教学过程】 导入与操练 对话部分： 1.I’m … 师：Do you know me?你们认识我吗？I’m Zhang Hui.板书“I’m Zhang Hui.（张慧）” I’m your English teacher. I want to know you.(我想认识你们)谁想让我知道呢？ 请学生试说“I’m …” 【设计思路】汉拼 Zhang Hui和汉字张慧的对比使学生大概能猜出Zhang Hui是个名字，加之他们模仿欲望很强，所以应该很容易说出I’m … 语音强调与操练： 1）教师示范标准发音【aim】 2）教师说三种发音，让学生判断对错【ｅm】【?m】【aim】考考哪个学生的小耳朵听的最准。 3）教师指单排学生逐个读【aim】的音，看看哪个学生的小嘴最巧，找出几个发音准的孩子到前面示范并加以表扬（注意鼓励孩子的积极性，层面要扩展开。） 【设计思路】一年级的孩子一定要打好语音基础，让他们养成标准发音的习惯，训练孩子们辨别正确发音和错误发音的能力。 2.hello 在最后几个学生介绍自己的名字后，教师可微笑并摆动一只手和他们说：“Hello!…”稍后提问：“谁知道Hello！是什么意思呢？” 学生回答，教师纠正或确定答案。（你好） 师：那么你愿意和谁说“Hello!”呢？ 学生选择自己喜欢的伙伴互相用“hello”打招呼。 (可以先让几个英语好，自信心强的学生做示范，接着给一半学生2-3分钟时间去和另一半小朋友说hello! 有看看谁交到的小朋友多，谁最受欢迎。时间允许可交换角色。结束后做小结，提倡同学之间要友好热情相处。) 【设计思路】不是生硬地按照老师的要求去说生硬的句子，而是创造真实的语言环境，调动学生说话的情趣，让学生在情景中体会语言的运用，印象会更难忘而不枯燥。让学生活动起来去找自己的朋友，可以让他们觉得活动更有趣，而老师要评比谁交到的朋友多，会给他们一个动力更积极地运用语言，同时体验情感教育。 3.Miss Lin
高中英语教学案例设计 一、学生分析 教学对象为高中一年级学生，他们的认知能力比初中阶段有了进一步的发展，渐渐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，因此需要特别注重提高学生用英语进行思维和表达的能力。他们学习英语方法由死记硬背转型向理解型并应用到交际上，他们有自己的学习技能和策略，学会把语言学习与现实生活和兴趣联系起来。通过任务型课堂活动和学习，学生的学习自主性得到加强，不再认为英语的课堂学习很枯燥，主动参与到活动中去，成为课堂的主体，同时也加强了与他人交流合作的能力。 二、教材分析 这一课是本单元第一个课时。由于这课出现的生词比较多，在课前教他们读了一下。在备这一课时，发现它的有关宇宙的知识很专业，起初比较担心，但是得知高一的学生地理课上已经学习了相应的部分知识，有了一定的知识储备，这样在处理的时候就注意到详略的问题，我觉得在今后也必须对学生的知识结构有所把握，这样才会更好地抓住要点和难点。 三、教学目标 本课为阅读课型，主要介绍有关太空知识和人类起源。通过阅读使学生了解宇宙的形成，和人类的形成。课文内容用不同的形式来让学生自己归纳，提高阅读技能。由于这课讲述有点抽象，需要足够的图片，方便理解并形成感性认识。本课目的要使学生了解宇宙形成和人类起源，培养环境保护意识。 教学内容大致分为以下几个方面：
1.看图片引入宇宙形成这一话题。 2.从网上下载一些宇宙空间图并展示给学生看，弄清楚星际空间的划分，给学生以感官上的刺激，而且有利于帮助学生对文章的理解。(一些生词用板书) 3.学生阅读课文后完成精读练习。 4.两人围绕人类起源进行讨论。 5.语言学习--难句解释。 6.小结文章，一是找关键线索，二是写作手法。 7.小组讨论，包括复述课文，加深对文章的理解，以及学生总结自己通过本课学习学到了什么(达到教学目标--形成保护环境意识)。 四、教学策略 环环相扣，设计紧凑。先利用录音和图片引起兴趣，然后带着问题有目的地阅读文章，通过回答问题掌握细节，知道宇宙形成的过程，再从整体上把握它的结构、特色，学习用英语归纳以及复述，最后自己去小结上完这节课的收获，使他们的掌握阅读技巧的同时也增加了见识。在小组讨论过程中，学会用英语口语判断别人给出的依据，并给出自己的观点。 采用多媒体教学，用一些有关宇宙的精美图片，引起学生对即将阅读的文章的兴趣，减少陌生感。 五、教学过程
高中英语教案全英文 【篇一：高中英语教案范例】 新年第一节英语课（高一教案） step i greetings and lead in（问候以及导入） 1. happy new year! t: well, i am so happy to see you again after the long vacation. i wish everyone of you had a happy holiday. so how about your holiday? had you done some travel? 2. learn some expressions about “dragon”（学习一些关于中国龙的习语、成语）t: this year is the year of dragon, so we will play a guessing game. i will show the english expressions and you try to guess the chinese expressions, long included. step ii revision（复习） 1. dear, how many words can you still remember after a months winter holiday? 2. 2. how many phrases can you still remember? 3.3. do you still remember the grammar very closely? there is no shortcut in the science road ,only be deligent.在科 学上没有平坦的大道,只有不畏劳苦沿着陡峭山路攀登的人,才有希望 达到光辉的顶点。”（马克思） you never know what you can till you try. a good beginning is half done. 中学英语全英文说课范文（模板） unit 16 lesson 63 hello, everyone. today i’m very pleased to have an opportunity to talk about some of my teaching ideas. my topic is life in the oceans taken from lesson 63 of unit 16 in sefc（2）. it is made up of four parts. part 1 my understanding of this lesson the analysis of the teaching material: this lesson is a reading passage. it plays a very important part in the english teaching of this unit. lesson 62 and lesson 63 are a whole unit. by studying lesson 63, ss can improve their reading ability, learn more about the sea and the life in the oceans. at the same time, we should get the students to understand some difficult sentences to comprehend the passage better. the ss should do some listening, speaking and
Unit 1 Hello 教学目标与要求： 1、能听懂，会说Hello./ Hi. Goodbye./ Bye-bye. I’m… What’s your name? My name’s … 并能够在实际情景中进行运用。 2、能够听说，从读crayon, pencil, pen, eraser, ruler, pencil-case, book, sharpener, bag, school., 并能用英语介绍文具。 3、能听懂所接触的指示语，并能按照指令做出相应的动作。 A 部分 第一课时 一、教学内容与分析 1、Let’s talk 本部分主要是会话学习。通过见面打招呼，自我介绍以及道别等情景，让学生在模仿、学习、表演的基础上逐步达到自然交流与真实运用的目的。2、Let’s play 本部分让学生在游戏活动中熟练动用所学问候语及自我介绍用语。 二、课前准备 1、将都是用书后所附的本套教材主要人物的图片复印或剪下，涂色后制成头饰。 2、为班上学生准备出男女生常用的英文名字。 3、为Let’s paly中的游戏准备相应的道具。 三、教学步骤 1、热身（Warm-up） 不妨请学生说说他们在现实生活中已经了解的英语词汇或日常用语。同时可利用本教科书开头的蝴蝶页Welcome to English彩图中呈现的我们生活中学
生已经会说或较熟知的词汇如TV，CD，VCD，DVD，OK！Hi! Yeah! Bye! Cool! Wow! E-mail, cartoon等等来激发学生想学英语的兴趣和愿望。 2、新课展示（Presentation） 教师播放本课的歌曲“Hello”的录音，自然引出师生之间的打招呼。 T: Hello, boys and girls. Ss: Hello, Miss? Mr…. （1）、通过教师的自我介绍自然引出Hello, I’m… /HI, I’m… （2）、教师可戴上Sarah的头饰介绍Hello! I’m Sarah. 并用同样方式介绍其他人物。 （3）、让学生到讲台上来，戴上Sarah, Chen Jie, Mike的头饰说：Hello! I’m…（4）、教师戴上Wu Yifan的头饰说Hi! I’m Wu Yifan. 并与戴Sarah头饰的学生相互问好，并有意在分手时说Goodbye. （5）、听录音来展示Let’s talk部分的教学内容。 3、趣味操练（Practice） （1）、请戴着Wu Yifan, Chen Jie, Sarah, Mike头饰的学生站在讲台前，另选一同学用眼罩蒙住眼睛，让Sarah等四位同学中的一个说Hello, 让蒙住眼睛的同学猜。如果猜中，要说Yes, I’m…如果猜错，要说No, I’m… 猜对得一分。 （2）、表演A部分对话，教师应指导学生注意语音，语调，特别是I’m 的发音，应为/aim/ 不能读成/em/. （3）、玩Let’s play中的游戏“击鼓传花”。 4、课堂评价（Assessment） 做活动手册第一单元的第1部分练习。 5、课外活动（Add-activities） （1）听录音，仿读会话，并在实际情景中运用所学内容。
高中一年级人教版英语Unit2-教案
Unit2 Healthy eating Teaching Aims of this unit 1.Talk about healthy eating 2.Making suggestions or giving advice on diet 3.Distinguish the meanings of Modal verbs 4.Make a balanced menu 5.Vocabulary: 6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective get rid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on 7.Practice talking about your ideas; practice giving suggestions and advice, 8.practice seeing the doctor. 9. The use of ought to The first period Warming up and reading Step ⅠWarming up Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow. Step ⅡPre-reading Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text. T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear? Which food contains more… Examples of foods Answer Sugar Chocolate or grapes Cakes or bananas Chocolate Cakes Fat Cream or rice Chocolate or chicken Cream Chocolate Fiber Peas or nuts Pork or cabbage Nuts Cabbage protein Potato crisps or ham Eggs or cream Ham eggs Step ⅢReading Get the students to comprehend the passage quickly and accurately and
外研版高中英语必修五全册全英文教案Module 1 British and American English Period 1Introduction& Reading and speaking Teaching Aim: Help the students to know some differences between British English and American English. Teaching Important Point: Help the students to know some differences between British English and American English. Teaching Difficult Point: How to improve their speaking ability. Teaching Aid: the blackboard Teaching Procedures: Step1. Read the quotations and answer the questions: 1) What is the topic of the quotations? 2) Whose opinion is the most optimistic? 3) Whose opinion is the most pessimistic? Step2. Read the emails and say what the writers have in common.
Step3. Check the true statements 1) People from Hong Kong can understand people from Beijing.( Open) 2) People from Shanghai sound the same as people from Xi’an.(Not true) 3) Chinese characters can be understood by all speakers of Chinese.(True) 4) American English is very different from British English.(Not true) 5) People from Britain can’t understand people from America.( Not true) Period 2 Reading& Language points Teaching Aim: Help the students to understand the text and some language points. Teaching Important Point: Improve the students’ reading ability. Teaching Difficult Point: How to improve their reading ability. Teaching Aid: the blackboard Teaching Procedures: Step 1. Reading Read the passage and find out ways in which British and American English are different. Step 2. Complete the sentences with the correct words or phrases. Step 3. Language points 1、get around: 四处走动，到处旅游 eg. She gets around with the help of a stick. 2、differ from: 不同于… differ in: 在…方面不同 3、be similar to: 与…相似 4、have difficulty (in) doing sth. 做某事有困难 have difficulty with sth.
学情分析： 一年级是学习英语的入门阶段，让学生对学习英语产生浓厚的兴趣是这一阶段的首要任务。根据一年级学生模仿力、求知欲、表现欲强的心理特点，教学中应采用多种教学手段，让孩子在听听说说中模仿英语，在玩玩唱唱中游戏英语，在讲讲演演中掌握英语。 教材分析： 本单元以―School‖为题，使新入学的小朋友认识学校，教材贴近学生的生活，以激发学生的英语学习兴趣为主，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发张自主学习的能力，建立了以任务型、活动课为主的教学模式，符合教学规律，全面体现了素质教育的教学思想。 单元教学目标： 1.能够对英语学习产生初步的兴趣并积极参与课堂上的各种活动。 2.能够在本单元涉及的情景中认识并能说出4个主线任务的名字：Billy, Lily,Andy 和Joy, 认识宠物狗Lucky 和主线任务的好朋友Angel. 3.能够在教材提供的情景中听懂有关文具的词汇，并初步说出这些单词。 4.能够听懂并使用问候用语Good morning ,会唱本单元的歌曲。 5.能够听懂课堂指令语Stand up 等，并作出争取的反应。 6.能够听懂本单元的歌谣，并会用歌谣做自我介绍。 过程与方法： 设计学生乐于主动参与的游戏和活动，使学生在轻松愉快的活动中去感受语言，理解语言和运用语言，以培养他们的兴趣、成就感，自信心和积极主动学习的能力。 将语言知识和学生的生活实际结合起来，引导学生在自身的生活实际中开展交际活动的设计要体现学习语言是为了做事情，在做事情的过程中学习语言的原则，努力创设多种多样的教学活动形式，鼓励每一个学生都参与到教学活动中来，使学生在活动过程中逐步建构和语言技能，培养用语言进行交流的能力。 情感与价值观： 根据小学生学习的特点，小学英语教学要创建以活动课为主的教学模式。教学重点是培养学生用语言进行交流的能力。小学英语教学不讲解语法概念。要充分利用教学资源，采用听、做、说、唱、玩、演的方式，鼓励学生积极参与，大胆表达，侧重提高小学生对语言的感受和初步用英语进行听、说、唱、演的能力。 1
单元教材分析： 第一单元主要学习关于教室的3个单词desk, chair, blackboard ,三个表达位置的词汇：in, on, under;以及询问和表达位置的功能句：Where is…？It'under/ in/ on…。本单元是学生开学后的第一单元，与学生生活实际紧密联系，学习教室有关的物品名称，易于学生接受，容简单实用，易于教师操练。本单元为下个单元Room做了很好的铺垫，由教室到房间，使得下一步的学习变的简单，过度自然。 单元教学目标： 1、语言技能目标 (1)能够听懂、会说与教室有关的三个词汇：chair, desk, blackboard，以及三个表达位置的词汇：under/ in/ on。 (2)能够听懂、会说有关询问和表达位置的功能句：Where is…？It'under/ in/ on…，并能在恰当的情境中初步运用。 (3)能够听懂简短的课堂指令语，女口：Put your ... in/on/under ...等，并作出相应的反应。 (4)能够借助日常生活图片识别、会说大写英文字母A、B、C、D。 2、情感目标 (1)能够跟随录音大胆模仿说唱歌曲和歌谣。 (2)能够对英语学习保持兴趣，并积极参与课堂上组织的各种活动；能做到有序参与，积极使用英语。 (3)能够在活动中逐步养成爱护教室的课桌椅和学习用品的习惯。 单元教学重点：与教室有关的3个词汇：desk, chair, blackboard ;三个表达物品位置的介词：under / in / on 。 单元教学难点：句型Where is…？It's…的使用。 单元课时安排：五课时 第一课时 教学目标： 能够在适当场景下听懂、说出与教室有关的三个词汇：blackboard，desk，chair;以及三个表达位置的词汇：in, on, un der. 教学重难点： 能听懂、说出与教室有关的三个单词：blackboard，desk，chair；以及三个
人教高一英语单元教学目标及教学要求 Unit Ten 一、基本词汇 Fur, lead (led, led), tour, environmental, act, measure, adapt, devote , common , valuable , valuable, reduce amount, package , attractive, harmful, flat, material, topic, organize, brief
三、语法：复习直接引语与间接引语 将直接引语改为间接引语的方法： 1. 注意人称：一变三，三不变；二变一，看宾语 2、语序：无论什么句做间接引语都用述句语序 3、引导词：述句用that 引导；一般疑问句用if / whether引导；特殊疑问句用特殊疑问词引导；祈使句改为ask / tell sb. to do sth 4、时态：主句为一般现在时，从句用任何时态；主句为一般过去时，从句用相 应的过去时态
注意：1)小品词的变化：For e xample: now→then ; yesterday → that day ect 2)但从句表示的是客观真理或客观事实时，主句用一般过去时，从句仍用一般现在时。 四、听力：如何更好地理解以原因或理由为检测点的简短对话 常见句型：Why does/did sb do sth？What reason was …for ? 注意要点： 1.熟悉这类检测题的设问形式。 2.确定听音时的听音重点。 3.抓住听音中的关键词或关键句。 五、写作：如何作一个海报（有关环境保护） 注意制作海报的基本要求、步骤和写作要点 六、重点词语、句型用法 （一）、重点词汇 1. fur n. 毛皮，毛，软毛(a hair-covered skin of certain animals; the soft thick fine hair that covers the bodies of some types of animals) a fur coat皮大衣； a fine fox fur一好的狐皮。 2. jungle n. 热带丛林（a tropical forest too thick to walk through easily） jungle animals 丛林动物；the jungle of business错综复杂的商业界 3. wolf n. 狼（a wild animal of the dog family which hunts other animals in a group） a wolf in sheep’s clothing披着羊皮的狼 4. giraffe n. 长颈鹿（an African animal with a very long neck and legs and orange skin with dark spots） 5. tour n.& v. 旅行；旅历；旅游(to visit as a tourist; a journey during which several places are visited) make a round-the-world tour 作环球旅行go on a tour进行观光游览 be on tour在巡回演出tour the world周游世界 6. act vt. & vi. 扮演；担当；表演；表现(take part in a play on the stage, behave as stated) He acted his part well. 他扮演的那个角色很成功。 He acted as host to visitors. 他以主人身份接待来客。 Think before you act! 三思而后行！ Does the drug take long to act? 这药要很久才能起作用吗？ 7. measure n. 1) 计量单位(unit, standard or system used in stating size, quantity, or degree; step) A meter is a measure of length. 2) 措施；办法 They took strong measures against dangerous drivers. 他们对危害公众的司机采取强硬的措施。 vt, vi 量；测量；计量( to find the size, length, amount, degree, etc) Mother measured me to see what size of dress I should have.母亲给我量尺寸，好知道我该穿多大号的衣服。 I measured the coat against her and found it was too long. 我把外衣在她身上量了一下，发觉太长了
Introduce a Place From Module2 Unit4 Communication Workshop I. Teaching aims At the end of this lesson, students will 1.be very interested in writing an article to introduce a place. 2.be able to use suitable person, tense, layout, sentence structures and linking words to introduce a place . 3.be proud of our capital Beijing and our hometown Jiaozuo and love them. II. Teaching key points and difficult points 1. Teacher leads students to understand and master the layout, sentence structures and linking words effectively. 2. Teacher leads students to master the way to use advanced and various sentence structures. III. Teaching and learning methods Process-focused writing approach, Group work, Cooperative learning. IV. Teaching procedure 1.Teacher arouses students’ interests by showing some photos of some famous cities in the world, and singing the song, “Welcome to Beijing”. 2.Teacher shows the sample article of Beijing to students. This article serves as language input before writing. 3. Teacher asks students questions to lead them to understand and master the layout, sentence structures and linking words effectively. e.g. “How many paragraph s are there in the article?” Answer: (1. Introduction. 2. Things to see. 3. Things to do. 4. Ending words.) “What factors are in cluded in the first paragraph?” Answer: (General description, Location, Area, Population, History, Climate and Temperature.). “Can you find and circle the beautiful and advanced sentences in the article?”Answer: (Location : 1. …is located in … 2. …lies in…. Area: 1. …covers an area of…2. ...is the second/ third/https://www.doczj.com/doc/086272470.html,rgest city in the world as regards area. etc.)
小学英语第一册教案 Unit 1 Hello 教学目标与要求： 1、能听懂，会说Hello./ Hi. Goodbye./ Bye-bye. I'm… What's your name? My name's … 并能够在实际情景中进行运用。 2、能够听说，从读crayon, pencil, pen, eraser, ruler, pencil-case, book, sharpener, bag, school., 并能用英语介绍文具。 3、能听懂所接触的指示语，并能按照指令做出相应的动作。 A 部分 第一课时 一、教学内容与分析 1、Let's talk 本部分主要是会话学习。通过见面打招呼，自我介绍以及道别等情景，让学生在模仿、学习、表演的基础上逐步达到自然交流与真实运用的目的。 2、Let's play 本部分让学生在游戏活动中熟练动用所学问候语及自我介绍用语。 二、课前准备 1、将都是用书后所附的本套教材主要人物的图片复印或剪下，涂色后制成头饰。 2、为班上学生准备出男女生常用的英文名字。 3、为Let's paly中的游戏准备相应的道具。 三、教学步骤 1、热身（Warm-up） 不妨请学生说说他们在现实生活中已经了解的英语词汇或日常用语。同时可利用本教科书开头的蝴蝶页Welcome to English彩图中呈现的我们生活中学生已经会说或较熟知的词汇如TV，CD，VCD，DVD，OK！Hi! Yeah! Bye! Cool! Wow! E-mail, cartoon等等来激发学生想学英语的兴趣和愿望。 2、新课展示（Presentation） 教师播放本课的歌曲"Hello"的录音，自然引出师生之间的打招呼。 T: Hello, boys and girls. Ss: Hello, Miss? Mr….
高中一年级英语教案Computer-高中一年级 [标签:来源] 高中一年级英语教案Computer 教学目标 Teaching aims and demands 本单元有关电脑的知识使用学生对其有一个初步的了解。让学生了解有关中国民航运用计算机掌握go up, bring down, prefer to and, but although等词的用法。本单元的语法重Teaching important and difficult points 1.Important Vocabulary: although, waste, believe, necessary, passenger, record, at one time, greatly 2. Daily Expressions: First of all, … I believe… Any reason? 3. Useful phrases: It would be a waste of … In my opinion, we should … 4. Grammar The present perfect passive voice. 教学建议 1. 通过对话练习，进行两个人之间对建议和推荐的用法。 2. 通过课文的学习，掌握本单元的词和词组的用法。 3. 通过对课外补充文章的学习，对计算机的历史和应用有所了解。 Lesson 33: 口头练习：对话交际功能——日常生活用语。 Lesson 34: 学生进行对文章编成对话练习。练习直接引语变间接引语。 Lesson 35: 学生继续练习对话。可以扮演CAAC的领导和记者，或计算机经销商和单位领导，或Lesson 36: 笔头练习：让学生写一篇关于自己生活中计算机的使用的文章，或对计算机在人们教材分析 本单元的对话的特点是通过两个人对买何种计算机的讨论，从而掌握如何进行对一个物品进行In my opinion, we should…/ What’s your opinion?/ I don’t think it’s
高中英语全英教案精编 版 MQS system office room 【MQS16H-TTMS2A-MQSS8Q8-MQSH16898】
高中英语教案 . . Elicitation,MutualInteraction Interactivemultimediateaching Step1Revision Earth:notenoughrain,toomanycattle,cuttingdowntrees,strongwinds Air:smokefromfactories,powerstations,cars,chemicalrain,accidentsatpowerstations andfactories Water:wastefromfactoriesandcities Step2Presentation 1．Presentaseriesofimagesdepictingthenaturalbeautyoftheearth,（1）Readtheadditionalmaterialsaboutpollutionanddothereadingcomprehensionexercises.（2）Finishthereport. Thanksforattendingthisclass! _____________________________________________________________________________--__ 资料我国环境污染现状令人担忧 据专家估计，中国每年因环境污染造成的损失达到二千八百三十亿元人民币，其中，仅水污染一项，估计一年造成经济损失约五百亿元。 据香港《东方日报》报导，自六十年代至今，中国有环境监测的四百三十二条大小河流中，八成受到不同程度的水体污染，其中大江河经过城镇河段的占二成，支流受污染的占六成，全中国二千八百多个湖泊，凡能接纳城镇污水的，大多出现水体负氧化现象。由于地下水过度开采，京津沪大面积出现土地沉降一点五公尺至二公尺，桂林溶岩区三十米地下水重金属超标十至二十倍。 大气污染造成的经济损失约为二百亿元，由于城市燃煤、工厂排放废气及汽车死气污染，大气中二氧化硫、一氧化碳等有毒悬浮微粒弥漫在城市上空，空气污染导致许多城市肺癌死亡率增至万分之二，全国酸雨覆盖面积已达百分之三十，所有这些损失加起来也等于二百亿元。 而生态环境破坏和自然灾害造成的损失估计高达二千亿元，森林覆盖率由四九年的三成左右，现已下降至不足一成四，草原的严重退化，水土流失面积达一百五十五万平方公里，占国土面积的百分之十六。 同时，城镇建设却仍以每年侵占一百五十万公顷土地的速度发展，破坏自然生态平衡，加上自然灾害带来的损失，每年至少损失二百亿元。 其他污染如固体废物排放、噪音污染等造成的损失也高达一百三十亿元。 专家分析表示，造成环境污染引起的经济损失原因众多，但国家工业规划布局失误，调控措施不力和公民环保意识不强是主要原因。 我的体会； 学习了该教案后，我总结体会两点。