Step 1. Lead in（导入）
头脑风暴：
教师提出问题：(借助世界地图)
Q1. Which language do you think is the most widely used language in the world? Q2. What do you know about English?
Q3. Why do we need to learn English?
设计意图：通过问题，增加学生对英语的理解及引起学生的注意力。
Step2. Warming up
Read the dialogues in the warming up and give more examples about the differences between American English and British English.
设计意图：了解美国英语及英国英语的差别，并进而体会英语语言的多样性
Step4. Pre—reading
Students discuss the first two questions on P9
设计意图：学生小组合作讨论，增强合作能力，并为下面的阅读做准备。
Step 5. 目标检测（汉译英）
1.你知道印度的官方语言是什么吗？
2.你知道世界上有不止一种英语吗？
3.我的外套与他的不同。
4.英语遍及全世界。
设计意图：通过练习检测学生掌握重点词的情况
配餐作业：
请从方框中选择适当的单词或短语并用其正确形式填空
1. Tom is _____ my neighbor. He is a close friend of mine as well.
2．He has two hobbies ，_____ collecting stamps and fishing.
3. Could you please tell me the way to the _____station?
4. ______improve his spoken English, he gets up early to read and speak English every morning.
5. People go to the cinema because they want to see something ____ from everyday life.
6．They went home _______ yesterday.
设计意图：巩固和学会使用所学词和短语
Period 2 Reading and comprehending
Step1. lead-in
1. Students work in groups of four and discuss countries that use English as their
official language.
2. Look at the title of the passage and guess the main idea.
设计意图：为阅读下面的文章做好准备。
Step 2. reading
1） to read the passage and find the topic sentence of each paragraph
2） Read the passage carefully and finish exercise one.
3） Make a timeline of the development of English according to the passage.
4）
Discussion: why people all over the world want to learn English?
设计意图：巩固课文，加深理解,并对学生的阅读技巧进行训练
配餐作业
（一）基础题Translate the following words and phrases.
1. 通往……的道路__________
2. at the end of_____________
3.航行，航海_______________
4. each other________________________
5.即使，尽管______________
6. communicate
with____________________
7.起初，开始________________ 8. be different from__________________
9. 目前____________________ 10. make use of__________________-
11.前者______________________ 12 the latter_______________________
13. 例如，比如_________________- 14.a number of____________________
15.….…的数量___________________ 16. in fact __________________________ 设计意图：复习并检测所学的词。
Period 3 Learning about language
Discovering useful words and expressions
Step1. have a dictation of ten words.
设计意图：巩固所学知识。
Step2.词汇突破
1. voyage 在此为可数名词, 意为“旅行, 航行”。
2.because of 后边加名词或动名词短语。
because 是连词，后接从句。
3. such as: for example
★“such as” is used to list similar things.
★“for example” is used to illustrate the speaker’s argument.
4. a number of & the number of
a number of 大量的（其后谓语动词用复数）
the number of ……的数目（其后谓语动词用单数）
5. play a part / role (in sth):
play a part: to be involved in an activity
6. even if = (even though)是连词词组，用来引导让步状语从句，意为“尽管；即使”。even if /even though
even if 从句所说的不肯定；而even though 从句所说的则是事实。
设计意图：解析词与词组、巩固知识点。
请选用给短语的适当形式完成下列
Believe it or not based on came up because of at the end of such as
1. He realized that she was crying __________ what he had said.
2. ______________, John has passed the driving test.
3. This book is ________ a true story.
4. A beggar ________ to us and asked for money.
5. They had an English exam ___________ last month.
6. Girls _______ Ann and Lucy are very friendly.
1. because of
2. Believe it or not
3. based on
4. came up
5. at the end of
6. such as
设计意图：加深和巩固知识点。
配餐作业
一、基础题
根据下列各句句意及所给单词的首字母或汉语提示，写出所缺单词的正确形式。
1. Reading is one of the best ways of improving your __________ (词汇量).
2. As the weeks passed, I ________ (逐渐地) loved to live there.
3. She speaks _______ (流利的) though not very correct English.
设计意图：通过练习、巩固所学知识。
Period 4 learning about language
Discovering useful structures and grammar
Step1. have a dictation:
设计意图：巩固所学词汇。
Step2.
1. 祈使句的直接引语转换为间接引语
祈使句：表示命令，请求，建议，警告等的句子。
祈使句的间接引语——采用
“动词+ 宾语+ 不定式” 结构:
told / asked / ordered sb. (not) to do sth.
1. 如果祈使句是表示请求，间接引语的动词常用ask，如果是表示命令，间接引语的动词常用tell, order, command 等。
2.直接引语如果是以“Let’s”开头的祈使句，变为间接引语时，通常用
“suggest + 动句词（或从句）。”
3.特别提醒
1）.祈使句变为间接引语，转换为间接引语要用一个带动词不定式的简单句表示。
2）.谓语动词要做一定变化。表示命令，用tell，order，command等。表示请求，用ask，beg，request等。表示忠告，用advise。
设计意图：通过练习巩固所学语法。
Step3：目标检测
把下面直接引语转化为间接引语
1. He said to Tom, “Don’t do the work any more.”
2. Mrs. Green said, “Please sing us a song, Miss White.”
3. “Be quiet, children.” said Mrs. Wilson.
4. John said to his classmate:” Can I borrow your pen please?”
设计意图：通过练习，了解学生的语法掌握情况。
配餐作业
请用下面所给短语的正确形式填空
because of come up at present make use of such as be based on play a part in the number of
1.All of us making the earth a better place to live on.
2.Today people learning Chinese is increasing.
3.The prices of vegetables have been very high recently the dry weather in some places.
4.Most Americans like eating fast food, hamburgers and French fries.
5.I hope the plan which is being carried out in our city will bring us a good result.
6.The TV play, which a detective novel, is very popular with young people.
7.When the thief saw a policeman to him, he ran away quickly.
8.Scientists are developing new ways to the solar energy more effectively. 设计意图：巩固所学语法知识。
Period 5 using language reading, acting and speaking
Step1. lead-in
教师提出问题：
1)Do you know what Standard English is?
2)Do you know what a dialect is？
3)Can you guess the differences between Standard English and dialects?
设计意图：巩固课文，加深理解。
Step 2. Fast reading
Read the passage quickly and think about these sentences true or false.
( ) 1.The English spoken in Britain, the US, Canada, Australia, India and New Zealand is called Standard English.
( ) 2. American English just has a little dialect.
( ) 3. Geography also plays a part in making dialects.
( ) 4. When Americans moved, they took their dialects with them.
Answers: FFFT
Step 3. Detail reading
Read and answer these questions:
1.What is a dialect?
2.Why American English has so many dialects?
3.Give examples to explain geography also plays a part in making dialects.
4.Find out the topic sentence of each paragraph.
设计意图：检测学生对课文内容的理解状况。
配餐作业
（一）基本题
根据首字母或括号内汉语提示,用合适的单词填空
1. Go (径直地)ahead, then turn to the left, and you’ll find the hotel.
2. People in the (东部的)part of their country have a better life than those in other parts.
3. He looked at me with a strange (表情).
4. He lives three (街区)away from here.
设计意图：复习并检测所学的词。
Period 6 Writing
Step1. Lead-in
教师提出问题：
Q1 Do you like English?
Q2 Can you tell me the reason why you learn English?
Step2.guiding
First, we should know the meaning of the title, and write according to the topic. We should list a lot of reasons as many as possible. Later, we should make a poster to show our ideas. Then we should consider the tense. It is very important in writing.
写作要点:
1. 开门见山提出问题或看法。
2. 列出至少三条合理的理由或原因（根据海报所给要点来写）。
3. 做出总结，呼应首段（也可提出个人观点及理由）。
写作准备
1.审题，确定此篇文章要求写的内容
2.进行头脑风暴，即在大脑里想下学习英语的几个理由并罗列出来，并与同学交流。
3.把这些理由罗列在海报上。
注意问题
注意上下文的衔接及最后一段的总结。还要注意标点符号的运用及段落的划分
设计意图：通过议论文写法的讲解，学生能够根据要求完成议论文习作
Step3.writing
五年级英语学科第二单元第 1 课
请各小组就上节课Production环节对Let’s sing歌曲进行对话创建展示，评选出最佳团队。 二、新课呈现（Presentation） 1、白雪公主去救白马王子，经过一扇门须会打四个问题，问：我给你一天去和你心爱的人在一起，哪一天？答：有他的一天。问：那我给你两天？答：白天和黑天。问：我给你三天？答：今天、明天、后天。问：我给你四天？答？ 请同学们帮助回答，引导生说出：春天、夏天、秋天和冬天。 2、T：Now, we’ll learn the four seasons.利用PPT播放视频初步感知四个单词：spring, spring是春天，草儿绿了雪化了; summer, summer是夏天，知了叫了天热了； autumn, autumn是秋天，苹果红了麦收了； winter, winter是冬天，小熊睡了下雪了。 3、逐个讲解单词发音，并根据图片进行句型操练： ① ing→ring→pring→spring ② but→u→su summer teacher\father\mother→er→mmer ③ au+tu+mn=autumn ④ in→win→win+ter→winter ⑤ can后没有人称和数的变化，后面跟动词原形。 4、Listen and repeat. 5、Read in groups. 三、趣味操练 (Practice) 1、“我的季节我表达”： 请生自由发挥说出自己最爱的季节及原因，仿照课本中句型拓展 2、Read and match:
五年级英语学科第二单元第 2 课
五年级英语学科第二单元第 3 课
Unit2Robot教学设计Unit2robot teaching design
Unit2Robot教学设计 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是初中生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 一、基础词汇 （n.） 1.洗衣服的活 2.推销员 3.定单 4.病毒 5.垃圾箱 6.混乱 7.洗涤槽 8.垃圾、废物 9.中午 10.电池 11.轮子、车轮 12.胸膛 （v.）
1.邮寄 2.熨烫 3.打扫、清扫 4.展开,扩散 5.倒空、腾空 （adj.） 1 脏的 2.每日的___________ 3.干的____________ （adv.） 自由地 二、重点词组 1.第一个做……的人 2.改变了许 多 _____ 3.为了有更多的空闲时间 4.熨烫衬衫 _____ 5.结果 6.不 再 _____ 7.睡在床上 8.再多一小
9.洗衣服 10.洗盘 子 _____ 11.扫地 12.铺 床 ____ 13.下班回家 14.对……满 意 ___ 15.准备 16.出 错 ____ 17.感染病毒 18.制造许多麻烦 _____ 19.唤醒 20.把东西撞翻 _____ 21.发现房间一团糟 22.对 付 _____ 23.最后 24.太多的麻
Unit 2 How often do you do exercise 教学设计
hardly ever … He never ... Step 3 . Work on 1a. 1. Look at the picture. Discuss with your partners. Make a list of the weekend activities. 2. Let some Ss read out their activities. Let other Ss add more activities. Step 4 . Work on 1b. 1. Let a student read the words aloud. Make sure all the Ss know the meaning of the words. 2. Tell Ss to listen and write the letters from the picture above on the line below. 3. Play the tape for the first time. Ss listen and fill in the blanks. 4. Play the tape for the second time for the Ss to check the answers. Step 5. Pair work. 1. Act out the conversation with a student. 2. Let Ss talk about the pictures in 1a in pairs. 3. Let some Ss act out their conversations. Step 6 Learn the new language. Show the pictures and ask and answer: How often do you exercise?--Twice a week. Step 7. Work on 2a: 1. Let Ss read the phrases in the chart. 2. Tell Ss that Cheng Tao is taking about how often he does these activities. Play the recording for the first time. Ss listen and number the activities [1-5]. 3. Play the recording for the second time for the Ss to check the answers. Step 8.Work on 2b: 1. Tell Ss they will hear the recording again. This time, listen and match the activities in 2a with how often Cheng Tao does them. 2. Ss listen and math the activities with the phrases. 3. Check the answers. Step 9. Pair work. 1. Ask one student how often he/she watch TV as a model. T: Hi, S1. How often do you watch TV? S1: I watch TV every day. T: What’s your favorite program? S1: Animal world. T: How often do you watch it? S1: Twice a week. 2. Let one student read the activities in the chart. Tell them these new words: favorite website (最喜欢的网站)；favorite sport (最喜欢的运动) 3. Ss work with their partners. Then ask some pairs to act out their conversations. Step 10. Writing. According to the conversation, write about how often your partner do the activities. Example: ×× is a Middle School student. He reads English twice a week.
Starter Unit 2 What’s this in English? 一、教材分析 本单元的教学内容为： 1. 学习字母I —R 2. 学习八个表事物的名词：map, cup, ruler, pen, orange, jacket, key, quilt 3. 学习辨认物品的句型：What’s this/that in English? It’s a/an … 4. 学习单词拼写，使用句型：Spell it, please. 二、教学重点 1. 字母Ii —Rr 的教学。 2. 词汇map, cup, ruler, pen, orange, jacket, key, quilt等的教学 3. 元音字母a ，e，i，o在开音节和闭音节中的读音规则。 三、教学难点 教材中单词的拼写和语音归类。 四、课时安排 第一课时：完成1a – 1c 第二课时：完成2a – 2e 第三课时：完成3a– 3d 第四课时：完成4a – 4d 第五课时：Self Check 第六课时：达标练习 五、教学步骤 The First Period (1a – 1c) Teaching aims （教学目标） 1. 学习map, cup, ruler, pen, orange, jacket, key, quilt八个表事物的名词。 2. 学会辨认物体：What’s this/that in English? It’s …Spell it, please. 3. 学习a/an的初步用法：a jacket, an orange Language points （语言要点） 1. 词汇：1）名词n.English, map, cup, ruler, pen, orange, jacket, key, quilt 2）代词pron.what, this, that, it
Step 1. Lead in（导入） 头脑风暴： 教师提出问题：(借助世界地图) Q1. Which language do you think is the most widely used language in the world? Q2. What do you know about English? Q3. Why do we need to learn English? 设计意图：通过问题，增加学生对英语的理解及引起学生的注意力。 Step2. Warming up Read the dialogues in the warming up and give more examples about the differences between American English and British English. 设计意图：了解美国英语及英国英语的差别，并进而体会英语语言的多样性 Step4. Pre—reading Students discuss the first two questions on P9 设计意图：学生小组合作讨论，增强合作能力，并为下面的阅读做准备。 Step 5. 目标检测（汉译英） 1.你知道印度的官方语言是什么吗？ 2.你知道世界上有不止一种英语吗？ 3.我的外套与他的不同。 4.英语遍及全世界。 设计意图：通过练习检测学生掌握重点词的情况 配餐作业：
请从方框中选择适当的单词或短语并用其正确形式填空 1. Tom is _____ my neighbor. He is a close friend of mine as well. 2．He has two hobbies ，_____ collecting stamps and fishing. 3. Could you please tell me the way to the _____station? 4. ______improve his spoken English, he gets up early to read and speak English every morning. 5. People go to the cinema because they want to see something ____ from everyday life. 6．They went home _______ yesterday. 设计意图：巩固和学会使用所学词和短语 Period 2 Reading and comprehending Step1. lead-in 1. Students work in groups of four and discuss countries that use English as their official language. 2. Look at the title of the passage and guess the main idea. 设计意图：为阅读下面的文章做好准备。 Step 2. reading 1） to read the passage and find the topic sentence of each paragraph 2） Read the passage carefully and finish exercise one. 3） Make a timeline of the development of English according to the passage. 4） Discussion: why people all over the world want to learn English?
七年级英语下册人教版unit2教学设计 Unit 2 What time do you go to school? Section A (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词： up, get up, dress, get dressed, brush, tooth (pl. teeth) brush teeth, shower, take a shower, usually, forty, fifty, wow, never, early, job, work, station, radio station, o'clock, funny, exercise 能掌握以下句型： ①—What time do you usually get up? —I usually get up at six thirty. ②—When do you go to work? —I usually go to work at eleven o'clock. ③—He has an interesting job. —He works at a radio station. 2) 用when和what time引导的特殊疑问句询问时间和时间的表达法;用所学的目标语言对生活和学习活动做计划，学会合理地安排作息时间。 2. 情感态度价值观目标： 本部分的话题是“日常作息时间”，学习内容贴近学生的生活，因为学生的作息时间安排是非常有规律的。通过互相询问或谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。 二、教学重难点 1. 教学重点： 1) 掌握时间的简单表达方式。 2) 学习询问和谈论时间和制订作息时间表。 2. 教学难点： when和what time引导的特殊疑问句和时间的表达法。 三、教学过程 Ⅰ. Warming-up and revision 1. Greet the Ss as usual. 2. Watch a short video program about daily activities.
七年级英语下册人教版un i t2教学设计 Unit 2 What time do you go to school? Section A (1a-2d) 一、教学目标： 1.语言知识目标： 1)能掌握以下单词： up, get up, dress, get dressed, brush, tooth (pl. teeth) brush teeth, shower, take a shower, usually, forty, fifty, wow, never, early, job, work, station, radio station, o'clock, funny, exercise 能掌握以下句型： ① —What time do you usually get up? —I usually get up at six thirty. ② —When do you go to work? —I usually go to work at eleven o'clock. ③—He has an interesting job. —He works at a radio station. 2)用 when 和 what time 引导的特殊疑问句询问时间和时间的表达法; 用所学的目标语言对生活和学习活动做计划，学会合理地安排作息时间。 2.情感态度价值观目标： 本部分的话题是“日常作息时间”，学习内容贴近学生的生活，因为学生的作息时间安排是非常有规律的。通过互相询问或谈论自己或对方的作息时间安排和活动计划，可以培养学生良好的作息习惯和守时习惯。 二、教学重难点 1.教学重点： 1)掌握时间的简单表达方式。 2)学习询问和谈论时间和制订作息时间表。 2.教学难点： when 和what time 引导的特殊疑问句和时间的表达法。 三、教学过程 Ⅰ. Warming-up and revision 1.Greet the Ss as usual.
PEP小学英语四年级上册Unit 2 My schoolbag B Let’s learn教案 三峡工程希望小学邹群英 Teaching aims: 1．Ss can listen ,say and read new words ：candy, toy, key, notebook. These are schoolbag things. 2．Ss can listen and say：What's in your schoolbag? My keys...And use it in the actual situation. 3．Ss can copy topic vocabulary in the meaningful context. Teaching important points： Grasp new words: candy、toy、key、notebook . Use “What's in your schoolbag? My keys...” in the actual situation. Teaching difficult points： The plural of candy、toy、key、notebook Teaching methods： Games and situational teaching methods. Teaching tools： A schoolbag, some books, some candies, some toys, notebooks and keys. Teaching steps： Step 1 Warm up The teacher and Ss greet each other. Divide them into 2 groups, Group 1 PK Group 2, give a schoolbag picture to them, if they do well, put up a picture on the schoolbag. At last, who has more pictures ,who is the winner. Step 2 Review
New Horizon College English New Horizon College English
Unit 1 Section A I.Lead-in 1.How do you understand the two following quotations? 1)There is no friendship, no love, like that of the parent for the child. — Henry Ward Beecher 2) While we try to teach our children all about life, our children teach us what life is all about. — Angela Schwindt 2.Survey: How close are you and your parents? To what extent are you close to your parents? 3.Watch some videos and discuss the questions below: 1)What happened to the father and the son? 2)Is there any conflict or disagreement between you and your parents? And what should we do to settle the conflict or disagreement? II.Text Structure Part I (para.1-3)The daughter is leaving home for independence and the mother feels glad on the one hand and expresses her concern / doubt on the other. Part 2 (Para.4-7)The daughter leaves a mess in her rooms and the mother straightens up the rooms. Part 3 (Para.8) After the mother finds a large envelope with all the memorable things the parents gave to the daughter, the mother’s attitude changes/reverses completely. III. Detailed Study 1. Words in Using 1)await vt. 1 wait for sth. 等待；等候 e.g. The little boy was still awaiting his father’s return when the clock struck 11. 当时钟敲响11 点时，那个小男孩仍在等着他爸爸回来。 2 if sth. awaits you, it will happen to you （某事）将降临到…身上 e.g. The biggest surprise awaiting the birthday girl is that her father is flying to London for her birthday. 那个过生日的女孩即将得到的最大惊喜是她爸爸将飞到伦敦来为她庆祝生日。 2)embarrassment n. 1 [C] sb. or sth. that causes problems or makes you feel ashamed 让人难堪的人；使人为难的事
Unit 2 Neighbours Welcome to the unit and comic strip Teaching aims: 1.Master the names of all kinds of jobs and working places. 2.Can talk their own towns in English. Teaching contents: Words: neighbour will visitor like wow waiter neighbourhood Sentence s: I’m going to visit our neighbours. Teaching steps: Step 1. review 1.Present a diary to the students, ask them to fill in the blanks. Tomorrow is Saturday. My family are all free. My parents do not need to work in their and I have no lessons at .So we decide to go outside to enjoy the weekend. In the morning, my father wants to visit the next to our building to have a look at some old things. My mother wants to buy clothes in some new near our home. I want to have a picnic with my friends in a . In the afternoon, my family will watch a film in a and have a big meal in a famous . What a wonderful weekend! Now it is time to go to the to buy something for tomorrow. 2. T: Where do you live? What kind o f home do you have? What’s around your home? Is your home near a park/a school/a restaurant/a supermarket? Is there a shop/a factory/a cinema/a museum/a hospital near your home? Encourage the students to answer by themselves. Step2. Presentation 1.T: Who lives next to your flat/house? Who lives above/blow you? Who’s your neighbour? What’s your neighbour?What’s your neighbour’s name? What does he/she do? Write ‘neighbour’ on the blackboard. 2.T: Mr. Lin is my neighbour. He’s a waiter in a big restaurant. Miss Huang lives above me. She’s a teacher. Write ‘waiter’ on the blackboard. Step 3. Practice 1.Ask the students to finish exercise A. T: We have a lot of neighbours. They have different jobs. Look at the pictures. Where do they work? Please match them with the places. 2.Make a dialogue with a student. Step 4. Presentation
英语第六册Module 5 Unit 2 教学设计 一、教学内容 新标准英语三年级起点第六册第五模块第二单元Module 5 Unit 2 It’s too big for you.的内容,本课主要内容是运用和掌握句型It’s too … for you/ him/ her.需要掌握的词汇和句型分别是：单词 easy ,hard, big ,small heavy, light, 及句型It’s too big for you. Try this one in white. 二、教材分析 新标准英语三年级起点第六册第二模块第二单元Module 5 Unit 2 It’s too big for you.的内容,主要学习本课主要内容是运用和掌握句型It’s too … for you/ him/ her.,要求学生通过形容词的复习进一步掌握It’s too … for you/ him/ her. 句型，在一定情景下会用It’s too … for you/ him/ her.句型描述身边的事物，表达自己的看法。 三、教学目标及重难点 1、教学目标 （1）能听说认读单词easy ,hard, big ,small heavy, light,及句型It’s too big for you. Try this one in white. （2）初步认识句型It’s too … for you/him/her.并能够理解和运用。能用形容词描述事物特征，表达自己的看法。 （3）帮助学生在词语与相应事物之间建立联想；鼓励学生积极与他人合作，共同完成学习任务。
2、教学重难点 （1）教学重点：学习新词easy ,hard, big ,small heavy, light 及句型It’s too big for you. Try this one in white能正确认读.。 （2）教学难点：能用形容词描述事物特征，表达自己的看法;能灵活运用句型It’s too … for you/ him/ her。 四、教学准备 课件，点读笔、单词卡片，衣服，帽子，教学图片。 五、教法、学法 为了突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以情景教学模式为主，以活动，合作为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。 六、教学过程： Step1. Warming up. 1、 Greetings.与学生问候。 （设计意图：通过问候，活跃课堂气氛，进入课堂教学活动。） 2. Review. T: Hello, everyone.
【亲爱的孩子：progress is the activity of today and the assurance of tomorrow.进步是今天的活动、明天的保证。】 一.复习旧知 奥林匹克运动会 奥林匹克运动会（简称奥运会）(Olympic Games /ào lín pǐ kè yùn dòng huì) 是国际奥林匹克委员会主办的包含多种体育运动项目的国际性运动会，每4年1届，分为夏季奥运会（俗称“奥运会”）和冬季奥运会（俗称“冬奥会”）等。 奥林匹克运动会起源于古希腊，因举办地在奥林匹亚而得名。1896年现代奥运会第一次在希腊雅典举办。2008年，在中国举行了第29届奥林匹克运动会。现国际奥委会主席是巴赫。 奥林匹克运动是在奥林匹克主义指导下，以体育运动和四年一度的奥林匹克庆典——奥运会为主要活动内容，促进人的生理、心理和社会道德全面发展，沟通各国人民之间的相互了解，在全世界普及奥林匹克主义，维护世界和平的国际社会运动。奥林匹克运动包括以奥林匹克主义为核心的思想体系，以国际奥委会、国际单项体育联合会和各国奥委会为骨干的组织体系和以奥运会为周期的活动体系。 1894年6月23日，当顾拜旦与12个国家的79名代表决定成立国际奥委会、开创奥林匹克运动时，这一壮举曾一度成为人们讽刺的对象。而在百年之后的今天，奥运会已成为普天同庆的节日，奥林匹克运动也吸引了202个国家和地区的积极参与。 1998年，著名的《生活》杂志刊载了历史学家精选的过去千年中最重要的1000个事件和人物，1896年顾拜旦恢复奥运会的壮举也跻身其中，被誉为千年盛事之一。 奥林匹克运动是人类社会的一个罕见的杰作，它将体育运动的多种功能发挥得淋漓尽致，影响力远远超出了体育的范畴，在当代世界的政治、经济、哲学、文化、艺术和新闻媒介等诸多方面产生了一系列不容忽视的影响。奥林匹克运动不仅构成了现代社会所特有的体育文化景观，以其特有的文化魅力愉悦人们的身心，更以其强烈的人文精神催人奋进，生生不已。 奥林匹克运动是时代的产物，工业革命大大扩展了世界各民族之间在经济、政治和文化等方面的联系，各国交往日益密切，迫切需要以各种沟通手段来加强国际间的相互了解。奥林匹克运动正是为适应这种社会需要而出现的，是人类社会发展到一定阶段的必然产物。 二.新课讲解 https://www.doczj.com/doc/1b2614324.html,pete 比赛，竞争 competitive 竞争的competitor 竞争者，竞争对手 competition 竞争，比赛competence 能力，胜任 compete in 参加……比赛 compete for 争取获得compete with /against 同……竞争
Unit 2 P2教学设计 Introduction In this period students will be reading the learnned text aloud first. Then they shall go on to discover useful words and expressions. After that they may be given materials to learn about predicates. At the end rewriting of the text on page 12 is recommended. Objectives ■To help stude nts lear n about (The Predicate Unit 2 W hat’s the matter? 教学设计 一、教材分析 该话题是八年级上册第二单元SectionA的内容，本课是一堂口语课,学习对象为八年级生。根据《课程标准》的四级目标，要求学生能引出话题并进行简单的交谈，如能和他人结对活动询问身体情况；能在教师的指导下参与角色扮演活动。在学习了身体各部分单词的基础上，要求学生学会谈论自己及他人的健康状况，了解基本的医学常识，懂得常见病的基本处理方式，并能针对健康问题提出自己的建议。有利于提高青少年了解常见的基本卫生知识，促使他们养成良好的卫生习惯，增强自我保护和防范能力。本课的核心语言项目是用“what’s the matter?来询问他人身体状况. 我对教材内容进行了适当的整合，以使教学内容更加符合学生的需要和贴近学生的实际生活。我删除了材料中的听力部分，只保留了2a里面关于疾病的和针对相关疾病给出建议的单词。为了体现课堂的完整性和语言的真实性，我还对教材做了一定的补充如：增加了两个关于疾病的单词：cold和cough。对3a的对话做了少许修改及扩充，从原材料的提一个建议修改为提多个建议，并视学生自己水平进行适当扩充使其更贴近实际，让学生有更多发挥的空间，创造口语练习的条件。 二、学情分析 八年级是学习英语的关键时期，这个阶段的学生活泼、好奇心和求知欲望强。但是他们的记忆以具体形象记忆为主，并习惯于机械性记忆，理解和分析语言的能力相对来说较弱。他们更感兴趣的是如何用英语来表述与现实生活息息相关的话题并寻求合理的解决办法。本课通过表述身体的各种不适和谈论个人健康问题，使学生学会关心自身及他人身体健康并且能提出一些建议，同时让学生了解“a healthy lifestyle”的重要性。但是由于学生年龄和生活经验的限制，在谈论如何给合适的建议时，会遇到一定的困难。因此，在教学过程中，利用图片、肢体语言，给予学生直观的感受。 三、教学目标 1.知识目标：能够正确拼读和拼写表示疾病的几个单词：fever, sore throat, sore back; stomachache, headache , toothache, cold, cough，并理解其意思。能够掌握词组：lie down and rest, drink hot tea with honey, see a dentist, take this medicineandsoon.熟练记住交际用语 “what’s the matter? i have a…”and “you shoul d…you shouldn’t”。 2.能力目标：1.能用所学知识谈论健康问题，并给予适当的建议。2.能扮演医生和病人，进行简单的口头交流。 3.情感目标：通过结对表演培养学生的合作精神，同时通过本课的学习要让学生学会更加关心家人和自己的健康。 四．教学重难点 由于本节课的话题是谈论健康，根据教学大纲的要求，学生需掌握有关疾病的单词，并能针对疾病提出合理的建议。因此本节课教学重点设置如下: Unit2 English around the world Reading The road to modern English 教学设计高一英语李海娟 一、教材分析 本单元的中心话题是“世界英语”，介绍了英语在世界上的重要性。warming-up 简要介绍了英语语言在不同国家的差异，是学生对英国英语和美国有了粗浅的了解。Pre-reading的问题是针对阅读课文的赌钱思考，激活学生已获背景知识，激发学生阅读的兴趣。Reading “A road to modern English”简要说明了英语语言的起源、发展变化、形成原因及发展趋势。本课的语言知识主要围绕世界英语这一中心话题进行设计。本课时主要分为三部分： 1.pre- reading (读前准备) 此部分为热身活动 2.reading （阅读） 3.post-reading （读后） 二、教学目标： 1.学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的 历史过程 2.学生能够在阅读过程中对主要的阅读信息进行记录。 3.学生能够了解英语在世界上的发展情况，意识到学习英语的重要性 的同时，也要热爱自己的祖国，热爱自己的母语。 三、教学步骤 Step 1 leading-in (individual work) 1. Do you like learning English? And why? 2.Can you name some countries in which English is spoken? Show a word map on the blackboard and the students to find out the countries in which people use English as their own language. Then ask one or two students to mark these countries on the map. (通过层层设置问题，引入本课话题，引导学生思考，使学生自然而然进入教学中，激发学生学习英语的欲望。) Step2 fast-reading (pair work) T: well, as we know, there is more than one kind of English in the world. They are different from one another in some ways. Why has English changed over time? What will world English be in the future? Do you know? Well, today, the passage “Aunit2教学设计公开课
人教版英语必修一第二单元-unit2教学设计
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