教案
课程名称捷进英语综合教程2
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教材《捷进英语综合教程2教师用书》
(全新版)第四册电子教案 Unit three Job Interview I. Teaching objectives Students will be able to: 1.grasp the main idea( Man changes nature in order to live. However, man must also be careful not to disregard the law of nature.) and structure of the text ( A comparison-and-contrast analysis of the two invasions); 2.realize the importance of examples in illustrating one’s points; 3.master key language points and grammatical structures in the text; 4.conduct a series of reading, listening , speaking and writing activities related to the theme of the unit. II. Text Analysis According to the Writing Strategy in Unit 4, there are usually five ways to begin an essay: using a quotation , stating the time and place of the event to be described , providing relevant background information, and giving a surprising or interesting fact. Text A of this unit starts with a personal story , which could also be very appealing to readers. Personal experiences sound
Unit One Why College? 教学目的（teaching objective）： Master the key words and structures, and understand why people go to college for further studies so as to have enough education for a good job. 教学内容、课时安排及方法设计(contents, classes, method) 教学重点（key points）：
教学难点（teaching difficulties）： 1. Understand some difficult sentences in the text. eg. American faith in the value of education is shown by the rising number of Americans who have at least a bachelor’s degree. 2. 连词词组的应用：either…..or not only……but also 3. Listening practice 教学方法（teaching methods）： 课文以启发式提问导入，采用讲授法。通过教师分析、讲解、提问使学生掌握重点难点。阅读采用阅读指导法：重点指导阅读技巧。 练习采用练习辅导法：指导学生正确完成课后练习。 实验法：主要应用于听力训练和课堂讨论； 教学手段（teaching instruments）： 板书和多媒体教学相结合，使用语音设备进行听力训练。 教学过程（teaching procedures）： The first period: 1. Lead in Directions: (1) Give out three ideas about why colleges: earn more money; get a higher degree; prepare for a career (2) Ask the students to look at the pictures on page 1 in the textbook and discuss in pairs about their choice and ideas. (3) The giff-gaff and cross reference between the teachers and students.（师生互动） 2. Background information Directions: The teacher introduces the background information of the text
Unit One Honesty Teaching Objective:listening , reading , writing , translation Teaching focus:reading , writing , translation Teaching difficulties: reading , translation Teaching Procedures: daily report, lead-in, listening, reading, translation, writing, homework Stage1 Daily Report Ask the student on duty to make a daily report, encouraging him or her to speak more about honesty. While listening, the students make some notes. Then ask some students to retell what the reporter said. Stage2 Lead in Step1 Culture background The teacher would offer some background information about creativity, so as to help the students to better understand the text. Honesty refers to a series of rules or expectancy that people should follow. To be honest means we should respect the fact and behave consistently with the contexts and situations. It means that we should be rational when giving choices or making decisions Honesty and trust is not just an idea, a political or moral teaching, but a way of living. It is an issue that matters to almost everybody. It’s important to be honest. But honesty is not always the best policy. Sometimes we don’t want to hurt others’ feelings, so we have to tell white lies. Women are better liars than men, particularly when telling “a white lie”. For example, when a woman at a party tells another woman that she likes her dress when she really thinks it looks awful. Men, on the other hand, are more likely to tell more serious lies, such as making a promise which they have no intention of fulfilling at all. This is the kind of lies that politicians and businessmen are particularly skilled at. By telling such lies the liars hope to get profit. Step2Topics for discussion 1. Get the students to go through the topics in the Lead-in of Text A on the textbook. And then they can choose any topic at will to have a discussion among their group members. 2. Show their work Let each group share their opinions with others. While listening, the listeners should take some notes, then retell and share. 3. Summarize The teacher summarizes the Ss’ job, making some comments. Then write down the useful words and expressions needed. Stage3 Listening Step1 Activity 1 Spot dictation 1. Listen to the statements less than three times and fill in each blank with the words
policeman said angrily, “Such a match isn’t worth watching!” George had to come down. But soon they heard cheers again. The policeman said in a hurry, “Climb up quickly and see who’s kicked a goal!” 11. George is paid less because he didn’t learn much when he was young. A.Right 12. George climbed up the pole because he hoped to save some money. B.Wrong 13. The policeman soon changed his mind at the first time because he thought it was safe for George to be on the pole. B.Wrong 14. The policeman became angry when he heard their team had lost the game. A.Right 15. Both George and the policeman are football fans. A.Right 七、完型填空 Mrs. Williams loved flowers and had a small __1__ beautiful garden．In the summer，her roses were always the __2__ in her street．0ne summer afternoon her __3__ rang，and when she went to the front door，she saw a small boy outside．He was about seven years old．and was holding a big bunch(束)of beautiful roses in his hand． “I __4__ roses, ” he said．“Do you want any? They are quite cheap．One shilling __5__ a big bunch．They are fresh(新鲜)．I __6__ them this afternoon．” ’ “My boy，” Mrs. Williams answered，“I pick __7__ whenever I want，and don’t pay __8__ for them，because I have lots in my garden．” “Oh，no，you haven’t，”said the small boy．“There __9__ any roses in your garden ----__10__ they are here in my hand!” 1．C but2．C best3．A bell 4．C am selling5．A for 6．C picked 7．B roses8．C anything9． C aren’t10．C because
小学英语第一册教案(人教版) 第1课时： Welcome back to school!（1） 【教学重点】学习字母D、E及相关单词。 【教学难点】认读字母，体会字母在单词中的读音。 【教具准备】 1、本课生词的单词卡片 3、大小写字母卡片（A--E） 【教学过程】 （一）热身复习（Warm-upRevision） 1、演唱歌曲《Boy and girl》, 男生唱“I’m a boy and you are a girl.”部分，女生唱 “I’m a girl and you are a boy.”部分，比比看谁唱得更好。 2、看一看，猜一猜 请学生用肢体语言表演出A-C几个大小写字母，其他学生猜一猜。 教师书空字母，让学生猜一猜。 3、说一说 播放A部分的Chant的动画，让孩子边说边演。 （二）呈现新课（Presentation） 分别出示大小写字母Dd.让孩子用肢体语言表演。 分别出示大小写字母，学生开火车认读。 教师指着字母D旁的趣味图片，问：“What’s this?”“It’s a dog.”带读单词。 教师出另一单词卡片“duck”,带读单词，孩子跟读练习。 D-d-duck-dog教师带读字母和单词。孩子小组里读一读。 以同样的方法学习大小写字母Ee. 注意学习eggelephant一词时，当问学生What’s this? 强调回答It’s an eggelephant.而非It’s a eggelephant.
出示Let’s say部分的课件，教师反复点击字母和单词，学生模仿跟读。还可请学生上台点击任一字母或单词，让学生体会学习的乐趣。 找朋友 学生以小组为单位分别拿着字母D\E等大小写，给字母找朋友。 出示Let’s do部分动画。学生边看边尝试跟读，同时做动作。 8、小组围单位操练Let’s do部分的内容，然后请小组代表上台表演，评出最佳的小组并予以奖励。 （三）趣味操练（Practice） listen and order the cards 学生根据教师说的顺序，排列大小写字母Aa Bb Cc Dd Ee。 读一读，分一分 孩子自己读新学的单词，根据读音分成两组。找出共同的字母。 (四) 扩展性活动（Add-activities） 帮单词娃娃回家 教师出示大小写字母A-E，设计成5个小房子。让孩子根据首字母把单词送回家。 第2课时： Welcome back to school!（2） 【教学重点】 teacher、student两个单词，“Come in. ”“I’m sorry.”“It’s OK”三个短语和句子。 【教学难点】在情境中运用所学的词、句和短语。 【教具准备】 1、本课生词的单词卡片 2、歌曲录音 【教学过程】 （一）热身复习（Warm-upRevision） Talk together
Unit 1 Organization Teaching Objectives 1.To require students think what organization is. 2.To help students master the key language points and grammatical structures in the text. 3.To enrich students’ English for careers. 4.To improve students’ listenin g, speaking, reading and writing skills. Teaching focus https://www.doczj.com/doc/8115866415.html,prehension of reading A. 2.Master the key language points and grammatical structures in the text. 3.Listening and writing skills. Teaching procedures Step1. Warming-up Students read warming-up Task1. Get students to look at the logos. Go through the pronunciation of any problematic word. Ask students to give the names of the countries. Give the answers. Step2. Background Information What is a logo? Company introduction Step3. Language points Step4 Reading A explanation a.Students read the passage and find out important events in the different periods of Google’s history on page 5. b.Ask students to divide this text into several parts and sum up the main ideas. c.Teachers explain the text in details one paragraph by one paragraph and give the translation Step5 Reading B Step6 Listening & Speaking Step 7 Writing How to write an envelope?
Lesson 26 练习答案Key to written exercises 1．关键句型练习答案 A These things always happen：I paint (1.1)；people pretend that they understand (11.1-2)；they…tell(1.2)；We like (1.4)；we like (1.5)；I think (1.5)；children… appreciate (11.5-6)；They notice(1.7)；she…tells(1.7)；Do you like (1.11) (Note: Although the question Do you like it? <1.11> is asked at a particular moment, the meaning of like cannot be restricted to this moment.) These things are happening now：What are you doing (1.10)；I'm hanging (1.11) B believe…are joking…don't know…know…believe…forget…looked…are you trying…believe…think…do you live…don't know 2．难点练习答案 ‘Look!’she said,‘isn't that man drunk?’ ‘I think we should cross the road,’answered her husband. ‘It's too late now,’she replied. ‘Eh, you two. Look where you're going,’called the drunk.‘Can't you walk in a straight line?’ 3．多项选择题答案 1. a 根据课文第3行Of course, many pictures are not about anything(当然，有很多画是什么“意
大学英语(全新版)第四册电子教案 Unit Four The Multicultural Society I. Teaching objectives Students will be able to: 1.grasp the main idea( Man changes nature in order to live. However, man must also be careful not to disregard the law of nature.) and structure of the text ( A comparison-and-contrast analysis of the two invasions); 2.practice their critical thinking ability through in-depth discussions in issues mentioned in the text; 3.master key language points and grammatical structures in the text; 4.conduct a series of reading, listening , speaking and writing activities related to the theme of the unit. II. Text Analysis People tend to worship things printed in black and white. Yet we would like to cultivate in our students the ability to think critically. They should understand that not everything they read is true. At the same time they need to be able to , and they should be able to, justify their disbelief. Take Question 1 in the after-text Points for discussion for
Book1 Unit 2 I can do it! （第一课时教学设计） 一、学情分析 本单元是教材的第二单元，关于个人能力描述，要求能进行口头能力描述，向别人了解能力，能看懂求职表，根据求职表安排合适的工作岗位，填写求职表等，实用性强，内容贴近学生生活，新的词汇量不大，句型简单。但是职业学校的学生通常会说却不能正确拼写单词，会七嘴八舌地说出许多词组，但是不能长段地独立表达个人观点，课堂热闹但是课后较少主动复习。因此，教学中应重视基本词汇的四会，重视指导性作文的写作，重视指导学生养成课堂记笔记的能力。职业学校的学生普遍发散性思维较强，教师可以充分利用集体的力量开展教学，集思广益。 二、教材分析 1．教学内容 本课时系教材《英语1》（基础模块高教版）第二单元的第一课时，包括Lead-in & Listening and speaking中的Dialogue A两部分，具体内容为：描述个人能力的词汇、询问和谈论能力的语句。 这些内容为整个单元的学习活动做语言和知识的准备，也为学生用英语流利表达个人能力提供了模版，还利于教师挖掘学生的多元智能，学生间进一步促进了解。 2．教学重点、难点 ⑴教学重点 通过与个人能力描述相关的词汇和句型的学习，学生采访同学、老师，并拟写采访单。
⑵教学难点 学生了解词汇记忆的策略之一——分类记忆； 学生区分出不同购物场所的特点； 三、教学目标 1.知识目标 ⑴学生能掌握描述个人能力的词汇，如speak Chinese, drive cars, repair puters, teach English, read in Chinese, serve customers。 ⑵学生能掌握询问和描述个人能力时所使用的句型，如： Can you say something about yourself Can you sing English songs Well, I can teach English and I can speak a little Chinese. 2.能力目标 ⑴学生能听懂关于询问和描述个人能力的对话。 ⑵学生能罗列个人能力，并询问和了解同学的个人能力。 3.情感目标 学生能欣赏自我，欣赏他人。 四、教学步骤 Step One Lead-in (10 min) 1. Facts or lies Start with a game. The teacher makes a list of his abilities, and two of them are lies. Ask the students to pick them out. Eg. I can read in English. I can sing many English songs.
Lesson 1 Excuse me! 对不起！ Lesson 2 Is this your…这是你的……吗？ 一、教学目的 1．理解主系表结构的陈述、一般疑问式 2．初步掌握询问“是否”的方法 二、教学重点 1．主系表结构 2．一般疑问句 3．代词小引 三、教学难点 1．人称代词和物主代词的区分运用 2．主系表结构及其一般疑问句 四、教学标准 1．识别并简单运用主系表结构 2．掌握一般疑问句及肯定回答 五、教学内容 1．语法点： 1)代词人称代词和物主代词 2)Be 动词 3)一般疑问句
4)主系表结构this为主语，名词做表语 5)一般疑问句以及它的肯定回答 2．语言点： 1)打扰他人 2)表达谢意 3．语音：初步知识，字母、音标介绍六、扩展练习 1．打扰他人的表达 2．表达谢意
Lesson 3 Sorry, sir. 对不起，先生。Lesson 4 Is this your…这是你的……吗？ 一、教学目的 1.理解并运用主系表结构的陈述、一般疑问式 2.掌握询问“是否”的方法 二、教学重点 1.主系表结构 2.一般疑问句 3.代词形容词性物主代词 三、教学难点 1.人称代词和物主代词的区分运用 2.主系表结构及其一般疑问句 四、教学标准 1.识别并简单运用主系表结构 2.掌握一般疑问句及否定回答 五、教学内容 1.语法点： 1)否定陈述句
2)Be动词的否定形式 3)代词的功能 4)一般疑问句及否回答 5)形容词性物主代词2.语言点： 1)询问“是否” 2)表达歉意 3.语音：字母、音标介绍 六、扩展练习 1.询问“是否” 2.向别人道歉
Lesson2. 1. (c) 2. (d) 3. (c) 4. (c) 5. (a) 6.(b) 7. (b) 8. (a) 9. (d) 10. (c) 11. (d) 12. (b) Lesson3. 1. (c) 2. (a) 3. (c) 4. (a) 5. (d) 6. (b) 7. (c) 8. (c) 9. (b) 10. (a) 11. (b) 12. (b) Lesson4. 1. (d) 2. (b) 3. (a) 4. (b) 5. (b) 6. (a) 7. (c) 8. (b) 9. (c) 10. (a) 11. (c) 12. (c) Lesson5. 1. (c) 2. (a) 3. (d) 4. (b) 5. (c) 6. (d) 7. (a) 8. (b) 9. (c) 10. (b) 11. (a) 12. (d) Lesson6. 1. (d) 2. (a) 3. (c) 4. (d) 5. (d) 6. (a) 7. (d) 8. (a) 9. (b) 10. (a) 11. (d) 12. (a) Lesson7. 1. (b) 2. (c) 3. (c) 4. (d) 5. (a) 6. (c) 7. (d) 8. (a) 9. (c) 10. (b) 11. (a) 12. (b) Lesson8. 1. (d) 2. (b) 3. (b) 4. (a) 5. (c) 6. (c) 7. (b) 8. (b) 9. (a) 10. (d) 11. (b) 12. (b) Lesson9. 1. (b) 2. (b) 3. (d) 4. (a) 5. (a) 6. (b) 7. (b) 8. (d) 9. (b) 10. (b) 11. (d) 12. (c) Lesson10. 1. (a) 2. (d) 3. (d) 4. (c) 5. (b) 6. (c) 7. (a) 8. (c) 9. (a) 10. (c) 11. (c) 12. (a) Lesson11. 1. (b) 2. (b) 3. (b) 4. (a) 5. (b) 6. (c) 7. (c) 8. (a) 9. (c) 10. (c) 11. (b) 12. (d) Lesson12. 1. (c) 2. (c) 3. (a) 4. (d) 5. (d) 6. (a) 7. (d) 8. (a) 9. (c) 10. (d) 11. (a) 12.(a) Lesson13. 1. (b) 2. (d) 3. (b) 4. (c) 5. (a) 6. (b) 7. (b) 8. (c) 9. (a) 10. (a) 11. (a) 12. (d) Lesson14. 1. (b) 2. (c) 3. (a) 4. (c) 5. (d) 6. (b) 7. (c) 8. (b) 9. (c) 10. (b) 11. (b) 12. (b) Lesson15. 1. (d) 2. (b) 3. (c) 4. (b) 5. (c) 6. (d) 7. (a) 8. (d) 9. (c) 10. (c) 11. (c) 12. (b) Lesson16. 1. (a) 2. (a) 3. (d) 4. (a) 5. (b) 6. (a) 7. (d) 8. (a) 9. (d) 10. (d) 11. (d) 12. (a) Lesson17. 1. (d) 2. (b) 3. (b) 4. (d) 5. (c) 6. (c) 7. (b) 8. (a) 9. (a) 10. (c) 11. (a) 12. (d) Lesson18. 1. (b) 2. (d) 3. (b) 4. (d) 5. (b) 6. (c) 7. (d) 8. (c) 9. (a) 10. (c) 11. (c) 12. (b) Lesson19. 1. (a) 2. (d) 3. (c) 4. (c) 5. (d) 6. (b) 7. (c) 8. (b) 9. (c) 10. (a) 11. (c) 12. (c) Lesson20. 1. (b) 2. (c) 3. (b) 4. (b) 5. (c) 6. (b) 7. (c) 8. (a) 9. (c) 10.(c) 11. (d) 12. (a) Lesson21. 1. (c) 2. (d) 3. (c) 4. (d) 5. (a) 6. (c) 7. (b) 8. (b) 9. (a) 10. (d) 11. (c) 12. (c) Lesson22. 1. (d) 2. (b) 3. (d) 4. (d) 5. (b) 6. (d) 7. (a) 8. (c) 9. (d) 10. (a) 11. (b) 12. (b) Lesson 23. 1. (a) 2. (a) 3. (a) 4. (c) 5. (c) 6. (a) 7. (d) 8. (d) 9. (b) 10. (b) 11. (a) 12. (d) Lesson 24. 1. (b) 2. (a) 3. (a) 4. (c) 5. (a) 6. (a) 7. (c) 8. (c) 9. (c) 10. (b) 11. (a) 12. (b) Lesson 25. 1. (c) 2. (b) 3. (b) 4. (a) 5. (b) 6. (c) 7. (d) 8. (b) 9. (a) 10. (a) 11. (d) 12. (a) Lesson 26. 1. (a) 2. (d) 3. (c) 4. (b) 5. (c) 6. (d) 7. (d) 8. (a) 9. (b) 10. (d) 11. (b) 12. (d) Lesson 27. 1. (d) 2. (c) 3. (d) 4. (d) 5. (d) 6. (b) 7. (a) 8. (d) 9. (d) 10. (c) 11. (c) 12. (c) Lesson 28. 1. (c) 2. (d) 3. (b) 4. (b) 5. (c) 6. (d) 7. (b) 8. (d) 9. (c) 10. (d) 11. (b) 12. (a) Lesson 29. 1. (b) 2. (c) 3. (c) 4. (b) 5. (d) 6. (b) 7. (a) 8. (b) 9. (b) 10. (b) 11. (c) 12. (b) Lesson 30. 1. (a) 2. (a) 3. (d) 4. (a) 5. (b) 6. (c) 7. (c) 8. (c) 9. (d) 10. (a) 11. (d) 12. (d) Lesson 31. 1. (d) 2. (b) 3. (a) 4. (c) 5. (a) 6. (a) 7. (d) 8. (a) 9. (b) 10. (c) 11. (a) 12. (c) Lesson 32. 1. (c) 2. (c) 3. (c) 4. (b) 5. (b) 6. (c) 7. (a) 8. (d) 9. (a) 10. (d) 11. (b) 12. (c) Lesson 33. 1. (d) 2. (b) 3. (d) 4. (a) 5. (c) 6. (b) 7. (b) 8. (c) 9. (c) 10. (c) 11. (a) 12. (c) Lesson 34. 1. (d) 2. (a) 3. (b) 4. (c) 5. (a) 6. (d) 7. (c) 8. (b) 9. (c) 10. (b) 11. (c) 12. (a) Lesson 35. 1. (a) 2. (d) 3. (a) 4. (d) 5. (d) 6. (a) 7. (d) 8. (a) 9. (b) 10. (a) 11. (d) 12. (d) Lesson 36. 1. (a) 2. (d) 3. (d) 4. (c) 5. (d) 6. (c) 7. (c) 8. (b) 9. (a) 10. (d) 11. (c) 12. (c) Lesson 37. 1. (c) 2. (b) 3. (b) 4. (b) 5. (b) 6. (d) 7. (a) 8. (c) 9. (d) 10. (b) 11. (b) 12. (a) Lesson 38. 1. (b) 2. (c) 3. (a) 4. (a) 5. (c) 6. (b) 7. (d) 8. (d) 9. (b) 10. (a) 11. (d) 12. (d) Lesson 39. 1. (d) 2. (a) 3. (c) 4. (d) 5. (d) 6. (a) 7. (b) 8. (a) 9. (c) 10. (c) 11. (a) 12. (b) Lesson 40. 1. (c) 2. (c) 3. (b) 4. (c) 5. (a) 6. (a) 7. (c) 8. (b) 9. (b) 10. (b) 11. (b) 12. (d) Lesson 41. 1. (a) 2. (a) 3. (c) 4. (d) 5. (c) 6.(b) 7. (b) 8. (a) 9. (d) 10. (a) 11. (c) 12. (b) Lesson 42. 1. (d) 2. (d) 3. (d) 4. (b) 5. (b) 6. (c) 7. (d) 8. (d) 9. (a) 10. (c) 11. (d) 12. (a) Lesson 43. 1. (b) 2. (b) 3. (a) 4. (a) 5. (d) 6. (d) 7. (a) 8. (c) 9. (c) 10. (d) 11. (a) 12. (c) Lesson 44. 1. (c) 2. (b) 3. (c) 4. (c) 5. (c) 6. (b) 7. (d) 8. (a) 9. (b) 10. (a) 11. (b) 12. (d)
课程名称新视野大学英语1 授课专业和班级 教师专业技术职务学时 授课内容 （题目、章、节） Unit1 Fresh Start 教学目的与要求1.To know the meaning and usage of some important words, phrases and patterns 2.To study Passage A and understand the main idea of the text 3.To understand the structure of the text and the devices for developing it 4.To talk about college education 教学重点及难点1.The structure of the whole passage discussed and the writing ways mentioned in this passage 2.The reading skills mentioned in this unit 3.Listening practicing related to the contents learned in this unit 4.Talking about college education. 5.Writing paragraphs with the structure “a general statement supported by details”. 6.Applying the phrases and patterns. 教学方法 教学过程、内容及时间分配 1. Warming-up activities for Section A (0.5 period) a. What is the ideal university like in your eyes? b. What are your expectations of your college life? c. Listen to an interview about tips for freshman students and do the following exercise.
Key to Pre-unit Test 2 Key structures A a 1 I enjoyed the film yesterday. 2 My mother went to market. 3 (This morning) the children asked questions continuously in class. 4 (On Sundays) we stay at home. 5 (This morning) I borrowed a book from the library. b 1 She rarely... 2 The shops always... 3 We never... 4 We sometimes... 5 Do you ever...(后面直接照抄） B a are playing...play...is kicking...is running b died...left...spent...bought...went...stayed...listened...lent...kept...lost c I have just received...He has been there...he has already visited...He has just bought...an d has gone d 1 ...did...buy... 2 ...hasnever lent... 3 Have you burnt... 4 ...fought... 5 ...have just won... e 1 was leaving/left...arrived 2 was working/worked...was sitting/sat 3 was walking/walked...met 4 was reading...heard 5dropped f 略 g 1 shall be ironing 2 will be arriving 3 We'll be seeing 4 shall be watching 5 will be correcting h 1 After... 2 After... 3 When... 4 ...him until he... 5 As soon as... i ...was built...became/had become...died...was built...were called...was begun...(was)completed...cost...has beenvisited...