u n i t1教案
?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)Education is not preparation for life; Education is life itself.
— John Dewey
2) Try not to be a man of success, but rather try to become a man of value.
— Albert Einstein
2.Watch some videos and discuss the questions below:
1)What is the ideal university like in your eyes?
2)What are your expectations of your college life?
3)What advice did your parents give you before you left for college?
II.Background Information
1. American higher education
In the United States, students can choose to go to college after high school. (They can also choose to go straight to the workforce after high school.) They have the option of attending a two-year community college before applying to a four-year university. Admission to community college is easier, tuition is lower, and class sizes are often smaller than at a university. Community college students can earn an associate degree and transfer up to two years of course credits to a university.
College and university students need to pay tuition, but many earn scholarships or receive loans. Although admissions policies vary from one university to another, most determine admission based on several criteria, including a student's high school course of study, high school Grade Point Average (GPA), participation in extracurricular activities, SAT (Scholastic Assessment Test) or ACT (American College Testing) exam scores, a written essay, and possibly a personal interview with a representative from the admissions office.
Most students in the United States take the SAT Reasoning Test or the ACT during their final year of high school. Each university sets a minimum SAT or ACT score that a student must achieve in order to gain admission. These are standardized quantitative examinations. The SAT tests critical reading, mathematics, and writing skills. The ACT tests English, mathematics, reading, science reasoning, and includes an optional writing test.
Extracurricular activities may include scholastic clubs, athletic teams, student government, and philanthropic clubs. Voluntary participation in these kinds of activities is an indication that a student has learned valuable life lessons, such as teamwork, leadership, or civic responsibility.
University students pursuing a bachelor's degree are called "undergraduates"; students pursuing a master's or doctoral degree are called "graduate students". Most universities give undergraduate students a liberal education, which means students are
required to take courses across several disciplines before they specialize in a major field of study. Graduate and professional programs, such as medicine or law, are specialized. All degree programs require students to complete a minimum number of credit hours before graduating.
Selection for admission to a graduate program is based on several criteria. These include completion of a bachelor's degree, the student's undergraduate coursework and GPA. Students are also expected to write an essay as part of their application or to submit a writing sample. Most master's programs require students to have a minimum score on the Graduate Record Examination (GRE), which tests verbal reasoning, quantitative reasoning, critical thinking, and analytical writing skills.
Students continue to take courses at the graduate level. A final thesis is required for most master's programs. Doctoral students take courses until they have earned enough credit hours to attempt their qualifying examinations. These are usually taken over several days and often include a written and oral component. After doctoral students pass their qualifying exams, they are advanced to candidacy and can begin writing their dissertation. Before the degree is given, the completed dissertation must be orally defended before the candidate's faculty committee.
2. Vera Wang
Vera Wang (王薇薇, 1949- ) is a
Chinese-American fashion designer.
She was born and raised in New York
City. While trained as a figure skater in
high school, she eventually earned a
degree in art history from Sarah
Lawrence College in 1971. But a career
in fashion was her dream. She worked
as a senior fashion editor
for Vogue magazine for 15 years. In
1985, she left Vogue and joined Ralph
Lauren as a design director for two years. In 1990, she opened her own design salon in New York, and featured her trademark bridal gowns. Wang has made wedding gowns for many celebrities and public figures, such as Jennifer Lopez (珍妮弗?洛佩兹), Sharon Stone (莎朗?斯通) and Chelsea Clinton (切尔西?克林顿).
III.Text Structure
Part I (para.1-3)The president congratulates students on their achievement and reminds students of the fact that their current success was due to their own and their parents’ efforts, and that their future is built on a solid foundation of the past.
Part 2 (Para.4-7) The president offers students comprehensive advice on how to make the most of their four college years and mak es them realize the university’s expectations and their own responsibilities.
Part 3 (Para.8) The students are called upon to cherish the opportunity and to bear in mind their responsibilities as citizens of their communities, their country and the world.
IV.Detailed Study
1. Words in Using
1)Pledge
vt. make a formal, usu. public, promise that you will do sth. 发誓；作保证
e.g. The new president pledged to cut taxes and increase employment.
新总统承诺要削减税收、增加就业。
2)routine
n. [C, U] your usual way of doing things, esp. when you do them in a fixed order at the same time 例行公事；常规；惯例
e.g. Arriving at the office at 8 a.m. and staying there until 5 p.m. has become my
routine.
早上8点到办公室，一直呆到下午5点，这已经成了我的惯例。
a. happening as a normal part of a job or process 常规的；例行的；惯常的
e.g. The problem was discovered during a routine check.
这个问题是在一次例行检查中发现的。
3)attain
vt. (fml.) succeed in achieving sth. after trying for a long time 得到；获得；赢
得
e.g. Not all athletes attain this standard of physical fitness.
并非所有的运动员都能达到这种身体素水平。
4)faculty n.
1 [U] (AmE) all the teachers in a university, college, or school 全体教员
e.g. Both the faculty and students opposed the proposal to turn one of the
playgrounds into a parking lot.
老师和学生都反对把其中一个运动场改为停车场的提议。
2 [C, usu. pl.] a natural physical or mental ability that most people have 天赋；
能力；本领
e.g. She had her mental faculties even in her 90s.
她九十多岁了，但仍然思维清晰。
5) explore
vt. examine or discuss a subject, idea, etc. thoroughly 探讨，研究（主题、思想等）
e.g. We are exploring the possibility of taking legal action against the company.
我们正在探讨对这家公司采取法律行动的可能性。
v. travel around an area in order to learn about it or to search for sth. valuable
such as oil 勘探；探测；考察
e.g. A group of experts have set out to explore for minerals in this area.
一组专家已经出发前往该地区勘探矿物。
6) pursue
vt. 1 try to achieve sth. 追求；致力于
e.g. He wanted to pursue a bachelor’s degree after working for two years.
他想工作两年以后再去读学士学位。
2 chase sb. or sth. in order to catch them 追赶；追逐
e.g. The police officer pursued the speeding car and eventually stopped it with the
help of another police car.
这名警官追赶一辆超速行驶的车，最终在另一辆警车的协助下，截下了那辆车。
7) reap
vt. get sth. as a result of sth. you have done 收获；获得
e.g. We will certainly reap the rewards of this meaningful research.
我们肯定会从这项有意义的研究中受益。
v. cut and gather a crop such as wheat 收割（庄稼）
e.g. It’s ab out time to reap the rice in the field. 快到去地里收割稻子的时候了。
8) overwhelm
vt. (usu. passive) exist in such great amounts that sb. or sth. cannot deal with
them（数量大得）使无法对付
e.g. We were overwhelmed by the number of applications for this position.
这个职位的求职申请多得让我们应接不暇。
9) emerge
vi. 1 appear or become recognized 出现；为…所公认
e.g. No new leader has emerged to take his place. 还没有新领导来接替他。
2 come out of sth. or out from behind sth. 出现；露出
e.g. The sun emerged from behind the clouds. 太阳从云层后面露了出来。
10) glow
n. [sing.] 1 a strong pleasant feeling（某种）强烈的情感
e.g. Upon hearing what Anne said, she felt a warm glow deep inside.
听到安的一番话，她内心深处感到一阵暖流流过。
2 a soft steady light 柔和稳定的光
e.g. He turned on the table lamp and the room was filled with a soft glow.
他打开台灯，房间里充满了柔和的光。
vi. produce or reflect a soft steady light 发出柔和稳定的光
e.g. The tip of his cigarette was glowing in the dark. 他的烟头在黑暗中闪烁着。
11) yield
vt. 1 produce a result, answer, or piece of information 产生（结果等）
e.g. Our research has only recently begun to yield important results.
我们的研究最近才取得重要成果。
2 produce crops, profits, etc. 出产；产生
e.g. The tourist industry yielded an estimated $20 million for the area last year.
去年旅游业为这一地区带来了估计两千万美元的收益。
vi. finally agree to do what sb. else wants you to do 屈从；让步
e.g. The hijackers finally yielded to demands to release the passengers.
劫机者最终同意了释放乘客的要求。
12) inherit
vt. receive a belief, tradition, or way of life from people who lived before you 沿袭，秉承（信仰、传统或生活方式）
e.g. Many countries have inherited traditions of public service.
许多国家沿袭了公共服务的传统。
v. receive property or money from sb. who has died 继承（财产）
e.g. He inherited a fortune from his grandmother, so he bought a huge house.
他从祖母那里继承了一大笔遗产，所以他买了一个大房子。
13) acquire
vt. 1 gain knowledge or learn a skill 学到，获得（知识、技能）
e.g. She acquired a good knowledge of Chinese. 她汉语学得很好。
2 get or gain sth. 取得；获得
e.g. We should acquire more first-hand information.
我们应当取得更多的第一手资料。
3 obtain sth. by buying it or being given it 购得；得到
e.g. She hoped to acquire valuable works of art as cheaply as possible.
她希望以尽量低的价格买到有价值的艺术品。
2.Practical Phrases
1) remind sb. of sb./sth.
1 make sb. remember sb. that they know or sth. that happened in the past 使某人
想起某人或某事
e.g. The song always reminds me of our holiday in Mexico.
那首歌总让我想起我们在墨西哥的那次假期。
2 be very similar to sb. or sth. else 使某人想起（相似的）人或事
e.g. Nancy was tall and slim, and reminded me of my cousin Sarah.
南希身材高挑，让我想起了我的表妹萨拉。
2) get by
have just enough of sth. such as money or knowledge so that you can do what you need to do 过活；过得去；勉强应付
e.g. I couldn’t possibly get by on $300 a month with everything so expensive.
什么都很贵，一个月300美元我恐怕无法生活。
3) make the most of sth.
gain the greatest possible advantage from sth. 最大限度地利用某物
e.g. Since the Internet is a very useful tool, we should make the most of it in our
study.
How do you study for a test?单元分析 内容提示 本单元主要内容是学会利用verb十by/with gerund 表示方式方法来讨论学习英语的策略,认识自己在学习方面的长处和不足。初步了解现在完成时的结构和用法。现在完成时由助动词have/has+动词的过去分词构成,主要表示过 去发生的某一动作对现在仍有影响或造成的后果,常与already,yet,just,ever,never等副词连用。 教学目标 一、学习目标(Language Goal) 1. Talk about how to study . 学会讨论各种学习方法和策略。 2. Find out your suitable learning methods. 找出适合自己的学习方法。 二、语言结构(Language Structures) 1. Verb + by with gerund by+动名词短语表示“通过…途径,方法” 2. How questions have引导的特殊疑问句 三、目标语言(Target Language) 1. How do you study for tests ? 你是怎样准备考试的? Well , I study by working with my classmates.
哦,我和同学们一起学习。 2. Have you ever studied with a group ? 你曾经参加过学习小组吗? Yes , I have . I’ve learned a lot that way . 是的,参加过。通过这种方式我学了许多。 3. I don’t have a partner to practice English with . 我没有同伴可以练习英语。 Maybe you should join an English club. 或许,你应该参加一个英语俱乐部。 4. What about reading aloud to practice pronunciation ? 大声朗读来练习发音怎么样? Why don’t you join an English language club ? 你为什么不参加一个英语俱乐部呢? 四、重点词汇(Key words and phrases) 1. flashcard n. 抽认卡 2. frustrating a. 令人沮丧的 3. memorize v. 记忆,背诵 4. aloud adv. 出声地、高声地 5. comma n. 逗号 6. pronunciation n. 发音 7. solution n. 解决办法 8. not at all 根本(不) 全然(不)
Unit 1 My classroom 教材分析 本单元学习的主题是新学期开始打扫新更换的教室。教学内容主要是通过学生们谈论、打扫教室的情景来呈现的。教学重点是能够听、说、认读核心句型“What’s in the classroom?”“Let’s go and see!”“—Where is it? —It’s near the window.”“Let’s clean the classroom.”“Let me clean the teacher’s desk.”；能够听、说、认读单词和短语“classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor”。 教学目标知识与能力目标: 句型 ·能够听、说、认读句型“What’s in the classroom?”“Let’s go and see!”“—Where is it? —It’s near the window.”“Let’s clean the classroom.”“Let me clean the teacher’s desk.” ·能够在情景中运用句型“—Where is…? —It’s in/on/under/near the…”询问并回答物品的位置·能够在情景中运用句型“Let’s…”“Let me…”提出行动建议 ·能够按意群朗读“—Where is the green book? —It is under the teacher’s desk.”等四组句子 词汇 ·能够听、说、认读单词和短语“classroom, window, blackboard, light, picture, door, teacher’s desk, computer, fan, wall, floor” ·能够正确使用上述词汇描述教室里的物品及设施 ·能够在有意义的语境中正确书写上述词汇 语音 ·能够掌握a-e的发音规则，即a-e在单词中发长音/e?/ ·能够读出符合a-e发音规则的单词，并能够根据读音拼写出符合a-e发音规则的单词 情感态度?文化意识?学习策略目标: ·学习礼貌言行，能够对请求、道歉等行为做出恰当反应 ·具有讲卫生、爱整洁的意识 ·能够根据a-e的发音规则拼读单词，并能够根据a与a-e的发音规则拼写单词 课时安排第一课时: Part A Let’s talk & Let’s play 第二课时: Part A Let’s learn & Let’s do 第三课时: Part A Let’s spell 第四课时: Part B Let’s talk & Let’s play 第五课时: Part B Let’s learn & Let’s play 第六课时: Part B Read and write & Let’s check & Let’s sing
Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up部分设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 部分中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip部分主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。 II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇，如custom,religious等。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元建议分七课时： 第一、二课时：Warming up, Pre-reading, Reading & Comprehending 第三、四课时：Learning about Language 第五课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第六课时：Reading (Using Language) & Reading task (Workbook) 第七课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤： Period 1&2 Warming up, Pre-reading, R eading & Comprehending Teaching Goals:
Unit 1 friendship Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou No.1 Senior Middle School 1.Teaching aims and demands 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about
friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures. 2) Making of the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:
9A Unit 1 Know yourself Period 1 Comic stri p﹠Welcome to the unit Teaching aims: By the end of the lesson: Students can talk about personalities. Students can master some useful expressions. Teaching difficult and important points: How to talk about personalities effectively Teaching steps: Step 1 Leading-in Encourage students talk about their personalities. What are your like? Step 2 Practice Do exercise A on page 7. Then check answers. Ask students talk about their friends’ personalities. Step 3 Listening Listen to the tape and answer the following questions. What are they like? Students play different roles and act the story out. Step 4 Listening Listen to the tape and answer some questions. What is Eddie like? What does it can help us? Step5 Performance Work in pairs and perform the dialogue. Step6 Explanation The teacher explains some difficult expressions to students. Step7 Homework Recite two dialogues.
教学内容 A Let's talk～Let's find out、B Let's sing 教学目标 【知识目标】 1.重点词汇：ruler、pencil、crayon、eraser 2.重点句型：（1）Hello/Hi,I'm... （2）I have a/an... 【能力目标】 1.会进行自我介绍。 2.会唱“A B C song”。 【情感目标】 通过图片、歌曲、游戏等多种方式培养学生学习英语的兴趣。 教学重点 1.掌握单词ruler、pencil、crayon、eraser。 2.句型“Hello/Hi,I'm...”的运用。 教学难点 1.单词的准确发音。 2.在情境中运用句型打招呼并自我介绍。 教学准备 课本、录音机、磁带、相关文具、人物头饰、 字母挂图、课件。 课时安排3课时。 第一课时 教学过程批注 一、Warm-up 1.请学生说说他们在生活中已经了解的英语词汇或日常用语。 2.教师先播放B Let's sing中的歌曲“Hello！”录音三遍，学生跟 着唱。然后学生分组比赛唱歌，教师表扬唱得好的小组。 激发学生学习英 语的兴趣和愿望。 Part A Hello
教学过程 批注 一、Warm-up & Revision 1.做游戏。教师说文具单词，学生拿出相应的文具，拿错的学生淘汰出局。教师接着说另一个文具单词，学生拿出相应的文具，拿错的学生淘汰出局。依次复习四个文具单词。 2.教师请几名学生进行自我介绍。 S1：Hello,I'm... S2:Hi,I'm... S3:Hello,I'm... 复习并检测学生掌握单词、句型的情况。 二、Presentation & Practice 1.Let's sing （1）教师利用字母挂图展示26个字母，带领学生将字母Aa~Zz 读两遍，边读边指着相应的字母。 （2）教师播放三遍歌曲“A B C song”，学生边听边跟唱，然后让能力强的学生唱一遍，教师适当进行奖励。 （3）教师领唱，学生跟唱，然后全体学生一起唱。 （4）分小组比赛唱，对于唱得好的小组进行表扬。 （5）教师随意指着字母挂图上的字母，点学生读。 2.Let's find out （1）教师让学生打开课本第六页，让学生圈出图中的字母。（2）让学生说出找到的字母并指着相应的字母。若没有说全，其他学生可相互补充。 （3）利用课件呈现答案，核对答案。 （4）教师指着图中字母点学生读。 通过歌曲及挂图让学生初步熟悉26个字母的大小写以及顺序。 通过找字母，让学生熟悉字母的形状。 作业设计 将歌曲“A B C song”唱给家 长听。 板书 设计 Unit 1 Hello！ 在A部分的三节课中，我设计了不同的活动，意在激发学生学习英语的兴趣与积极性。通过A部分的学习，学生初步了解了26个字母，学习了四个文具词汇，学习了见面打招呼及自我介绍用语。这些都是与学生日常生活息息相关的，学生更加容易接受。 Part B
pep7 unit1 第一课时（全英）教案Lesson plan for lesson 1 of pep7 unit1
pep7 unit1 第一课时（全英）教案 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小学生群体的特点，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。 课题a .let’s read c good to know pronunciation第 1 课 时目标 1、能听说读写短语：on foot , by bike , by bus , by train . 2、能听说认读短语: by plane , by ship , by subway . 3、能用句子: “how do you go to school? how do you go tocanada\…”来替换关键词询问别人的出行方式；并能用句子”i go by …”进行回答。 4、能听懂、会吟唱let’s chant的歌谣重点难点key points: four-skill phrases and the two sentences.difficult points: use the phrases and the sentences in activities准备tools: card tape ss: cards教学过程教师活动学生活动step1 warm up 1.free talkt：today i go to schooj by bus . usually i go to school by bike. do you go to school by bus ? or
单元教材解析 Unit 1 My day 教Let ’s learn Let ’s talk Let ’s try 学Let ’s spell Let ’s wrap it up Read and write 内 Let ’s check Story time 容 教本单元重点学习的主题是日常学习生活以及周末活动安排。主情景图通过张鹏和来自西班牙的新朋友Pedro 讨论他在 材西班牙的学习生活， Amy和 Sarah 以及 Zoom和 Zip 分别讨论各 分 自周末活动的情景呈现本单元要学习的核心句型。 析 1.能够听、说、读、写并在情景中运用句型 Whendo you get up ? I often get up at 7 o’clock... What do you often do on the weekend? I often clean my room and wash my clothes. Sometimes I play ping-pong with Zhang Peng.询问并回答某人的日常作息与周末安排。 教 2. 能够在语境中理解词汇 finish class ,go back to 学 school,classes start,就学校的课程安排时间进行问答；能 目够理解句型 Why are you shopping today?I ’m also hard-working . 的意思，并能正确发音。 标 3. 能够听、说、读、写五个有关日常作息活动的词组： do morning exercises,eat breakfast,have class,play sports,eat dinner 以及四个日常活动的词组： clean my room, go for a walk, go shopping,take a dancing class ，并能够在语境中正确运用这些词组询问并回答关于日程作息和周末安 排的问题、描述日常活动与周末安排。
Book3 Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元分五课时： 第一课时：Warming up, Pre-reading, Reading & Comprehending 第二课时：Learning about Language 第三课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第四课时：Reading (Using Language) & Reading task (Workbook) 第五课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤：
Starter Unit 1 Good morning! 全单元教案 【教学内容】 Starter Unit 1是Go for it! 预备篇三个单元中的第一单元。预备篇是为了使没有英语学习基础的学生更好地使用本套教材而编写的。同时又帮助有一点基础的学生尽快熟悉教材中的人物，激发他们的自信心，增强说英语的兴趣。它的主要内容为26个字母和最基本的英语日常用语。本单元的教学内容为：学习Aa---Hh 8个字母。学习hi、hello、good、morning、afternoon、evening、fine、OK、thanks 等词汇。学习不同时间见面时的问候语及其回答。 【教学目标】 A、语言知识目标 词汇：Letters Aa---Hh hi、hello、good、morning、afternoon、evening、fine、OK、thanks 句型：Good morning/afternoon/evening, Alice! Hello, Frank! Hi, Cindy! How are you? I’m fine/OK, thanks. B、语言技能目标 本单元要求学生掌握英文字母Aa—Hh，能认读其印刷体和手写体字母的大小写等四种 形式；能看, 听，说本单元所列的日常交际用语，重点学会打招呼，并做到语音语调正确。 C、情感目标 万事开头难，首先利用这个单元培养学生们对英语的兴趣，因为兴趣是最好的老师。 【教学策略】 1. 以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。 2. 在教学中创设切实可行的任务型教学活动、突出交际性。 3. 教师为主导、学生为主体、任务为基础，注重实用性。 4. 引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。 【学习策略】 自主、探究、合作、交流。 【教学重点】 Aa----Hh的字母教学 相互问候：Good morning/afternoon/evening, Alice! Hello, Frank! Hi, Cindy! How are you? I’m fine/OK, thanks. 【教学难点】 a) 不同时间的不同问候； b) 人名的读法和人物与名字的配对（8个）。 【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 【教学过程】 The First Period (1a–1c) Teaching aims （教学目标） 1. 能识别书中的八个人物。 2. 学会八个人名的读音。
《Unit1Hello》第一课时教学设计 教学重点：本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说Hello。/Hi 。 Goodbye。/Bye-Bye。 I'm 。。。。 教学难点：自我介绍用语I’m…的发音不容易到位，学习起来较难，教师要适时纠正，切不可挫伤孩子的学习积极性。 教具准备： 1、教材相关人物的面具或头饰 2、为Let's play中的击鼓传花游戏准备相应的道具 3、教材相配套的录音带 教学过程： 1．热身 (Warm-up) （1）先给学生播放卡通片，了解所学语言运用的环境。内容为“迪士尼英语”中第一课的片段（Magic English----Hello）学生在他们喜爱的卡通节目中了解、学习打招呼用语Hello。/Hi ，边看卡通边说英语。学习语言的同时，了解语言所用的环境，兴趣与语境同时创设，学习与兴趣同时存在。[本部分内容根据各校情况可自行改变，用图片来代替，或直接进入下一环节。] （2）通过看卡通片告诉学生“卡通”一词的发音是由
英语单词Cartoon一词的发音直接翻译过来的。在现实生活中，我们还有许多的类似之处，有时我们甚至直接用英语的单词来代表某物如CD， VCD， DVD等等。 （3）由于学生是第一次正式接受英语课的学习，教师可在此基础上采取交谈的方式与学生讨论一下英语的作用以及学习英语的意义。不妨请学生说说他们在现实生活中已经了解的英语单词或日常用语。利用教科书开始的蝴蝶页Welcome to English 彩图中呈现的我们生活中学生已经会说或较熟悉的词汇如 CD， VCD， DVD， OK! Hi! Yeah! Wow! Bye! E-mail， Cartoon等词来激发学生学习兴趣与学习愿望。 2．呈现新课 (Presentation) （1）在学生初步了解打招呼用语后，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。 （2）教师利用这个机会及时向学生介绍自己Hello， I’m …/Hi， I’m … （3）教师还可带上Sarah的头饰介绍Hello! I’m Sarah。/Hi ! I’m Sarah。（教师在示范时，应定要用手势语言辅助学生理解。对于初学者来讲，体态语言和手势语可帮助他们理解和记忆，因此教师要适时利用手势和动作甚至表情来配合教学。）
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
Unit 1 My name’s Gina 一、教学内容、目标与要求 二、教学内容分析
本单元重点话题是自我介绍，也包括询问他人姓名和介绍他人及询问他人的电话号码。通过自我介绍来呈现be动词的一般现在时的两种形式am 和is, 通过询问他人名字和电话号码来呈现本单元的重点句式What is…? 和重点语法项目---形容词性的物主代词：my, your, her , 和his。 三、教学过程建议 本单元从其内容而言，也类似一个过渡单元。自我介绍可能已不再有新鲜感，可以通过给学生取英语名字来激发兴趣，把课本上的名字都反映出来，以减小词汇中姓名教学的难度，同时也允许学生给自己取他们自己喜欢的英文名字。尽量多采用小组和班级活动的方式表现词汇和句式。如姓名、数字游戏、制作名片、名人档案等，让基础较好的学生发挥示范作用，让所有的学生都参与。在教授物主代词your ,his和her时，可以通过距离和性别来反映，让学生在观察中领悟。 Period One 课型： Watching, Listening and Writing 方法： Interactive approach 主要内容： Key vocabulary：my, name, clock, nice, meet Key structures：What’s your name? Nice to meet to you! 目标： To learn to greet others and make simple introduction involving his or her name. To review some of the old words such as book, fish, fall, clock, etc. 教学步骤： Step 1 Warming-up 操作： ·教师以问候形式开始第一节课，教师可以说:Nice to meet you, everybody!如果学生不能正确反应，帮他们作答。 ·教师接着作一个自我介绍，说：My name is…, I’m…years old. 引导出目标语言并写在黑板上。 ?教师与单个学生对话，说：My name is….? What’s your name, can you tell us? 必要时帮助学生回答：My name is…. Step 2 Compete to say the words (1a)
PEP小学英语三年级上册Unit 1 Hello 第一课时优秀教案 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，会读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运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
第周年月日星期第节 课题Unit1.How can we become good learners?Period 1讲授人喻正方 教学目标知识与技能Be able to pronounce and master the new words and phrases in this unit. 过程与方法Audio-lingual methods. 情感态度价值观 1. Educate the students to learn how to learn and find right ways of learning English. 2. Overcome the difficulties and make great progress. 教学重点Master the new words and phrases. 教学难点To develop the students’ abilities in reading and using the new words.课标要求Talk about how to study 教学准备mufti-media, tape 课时安排1．Section A1 2. Section A2 3. Section A3 4．Section B1 5. Section B2 6.Section B 3 教学过程 备注 教师活动学生活动Step1. Leading in: 1. The teacher and the students greet each other. 2. English song every week. Step2. Presentation: 1.The teacher checks the students’ first preview work. 2.The teacher leads the students to classify the new words in this unit. 3.The teacher offers any help if necessary. Step3. Practice: The teacher gives any help as the students do group works or they present their findings. Step4. Consolidation: Finish off the exercises on PPT. Step5. Homework: 1.All the students sing an English song together. They try to use different ways to show their singing 2.The students read the new words loudly in order to make teacher check their pronunciation. 3.Do groups works to classify the new words in this unit. n. flashcard, vocabulary, pronunciation, grammar, mistake, comma, challenge, solution, secret, learner, term, trouble, essay, duty, friendship, disagreement, development, adult, soldier, psychologist. v. memorize, frustrate, add, pronounce, realize, matter, impress, deal, solve, regard, influence, lose, face. adj. specific, frustrating, spoken, afraid, complete, soft, unfair, unimportant. Adv. aloud, differently, quickly, slowly, fast. Phrases make mistakes, later on, it doesn’t matter, be afraid to , laugh at, take notes, look up, make up, deal with,
Unit 1Where did you go on vacation? Section A (1a－1c) 1．重点短语：stay at home，go to the mountains，go to summer camp 2．重点句式：—Where did Tina go on vacation? —She went to the mountains. 1．重点短语和句型 2．一般过去时态的特殊疑问句和陈述句 一般过去时态的特殊疑问句和陈述句 一、认真预习1a—1c，找出下列短语和句型。 1．待在家里____________________ 2．去山区____________________ 3．去夏令营____________________ 4．去纽约城____________________ 5．—蒂娜去哪里度假了？ ________________________________________________________________________ —她去山区了。 ________________________________________________________________________ Step 1情景导入 Teacher：Hello，everyone.Glad to see you again.Did you have a good time during the vacation？Did you go anywhere interesting with your parents？Did you do anything special there？Can you tell us where you went on vacation? 环节说明：以学生假期旅行为话题开始本节课的教学，引起了学生的学习兴趣和用英语表达的欲望。 Step 2完成教材1a—1c的任务 1．学生领读1a中的单词和词组，学生识记单词和词组并且将活动和图片中的人物匹配。(3分钟)。 2．认真观察1a图片中的人物活动，然后认真听录音，将1b中的人物序号写在相应的图片旁边，完成课本上1b的听力任务。(3分钟) 3．再听一遍录音，并跟读对话。(2分钟) 4．结对练习1c中的对话，并请一些学生表演出他们的对话。(3分钟) 5．模仿1c中的对话，利用1a中的短语和1b的听力答案与同伴编练新对话，并邀请一些小组表演对话。(5分钟) 参考案例 A：Where did Tina go on vacation? B：She went to the mountains. 6．小结训练。(3分钟) (C)1.—What did you do on vacation? —I ________ to New York City.