教案E英语2unit3

《英语》（选择性必修·第二册）Unit 3 Fit for lifeExtended readingI. Learning objectivesBy the end of the lesson, students will be able to:1. know some basic information about acupuncture;2. analyse the structure of the article;3. share their ideas about acupuncture treatment.II. Key competence focus1. Analyse the structure of the article and get the main idea of each paragraph.2. Explain their attitudes towards acupuncture with reasons.III. Predicted area of difficulty1. Get the main idea of each paragraph.2. Explain their attitudes towards acupuncture with reasons.IV. Teaching proceduresStep 1 BrainstormingT asks Ss to brainstorm some medical achievements Chinese people have achieved.•What can you think of when talking about the Chinese medical achievements?•Have you ever experienced acupuncture? What do you know about it?【设计意图：结合本单元前面的内容，让学生头脑风暴一些中国现有的医学成就，既回顾之前学过的知识，也顺利引出本节课的内容——针灸。

一、课题明德大学英语2 Unit 3二、教学目的1. 通过本课的学习，使学生掌握关于家庭、亲情和友情的英语表达。

2. 提高学生的听、说、读、写能力，增强实际运用英语进行交流的能力。

3. 培养学生关爱家人、珍惜友情和关注社会问题的意识。

三、课型新授课四、课时2课时五、教学重点1. 掌握本单元的生词和短语。

2. 理解并运用本单元的语法知识。

3. 学会描述家庭、亲情和友情。

六、教学难点1. 理解并运用本单元的语法知识。

2. 学会运用英语描述家庭、亲情和友情。

七、教学过程第一课时（一）导入新课1. 利用图片、视频或音乐导入，让学生初步感知家庭、亲情和友情的相关内容。

2. 提问：What is your family like? Do you have any good friends? 引导学生思考家庭和友情的重要性。

（二）讲授新课1. 教授本单元的生词和短语，如：family, parent, brother, sister, friend, love, respect等。

2. 分析并讲解本单元的语法知识，如：一般现在时、现在进行时、过去进行时等。

3. 通过例句和对话，让学生掌握本单元的句型和表达方式。

（三）巩固练习1. 进行听写练习，巩固本单元的生词和短语。

2. 分组进行角色扮演，让学生运用所学知识进行实际对话。

（四）归纳小结1. 回顾本节课所学内容，强调家庭、亲情和友情的重要性。

2. 布置课后作业，让学生复习巩固所学知识。

第二课时（一）复习导入1. 回顾上节课所学内容，提问学生家庭、亲情和友情的相关问题。

2. 引导学生思考：How can we express our love and respect to our family and friends?（二）讲授新课1. 讲解本单元的语法知识，如：一般过去时、一般将来时等。

2. 通过例句和对话，让学生掌握本单元的句型和表达方式。

（三）巩固练习1. 进行听力练习，提高学生的听力理解能力。

Unit 3 Amazing people主题: 人与社会子话题: 对社会有贡献的人物对应教材: 必修 2 Unit 3 Amazing peopleⅠ. 细品味经典文章(2020·天津高考阅读理解D改编) After years of observing human nature, I have decided that two qualities make the difference between men of great achievement and men of average performance: curiosity and discontent. I have never known an outstanding man who lacked either. And I have never known an average man who had both. The two belong together.Together, these deep human urges(驱策力)count for much more than ambition. Galileo was not merely ambitious when he dropped objects of varying weights from the Leaning Tower at Pisa and timed their fall to the ground. Like Galileo, all the great names in history were curious and asked in discontent, “Why? Why? Why? ”Fortunately, cur iosity and discontent don’t have to be learned. We are born with them and need only recapture them.Lack of talent and time is no reason for taking no action. Harriet Stowe, mother of six, wrote parts of Uncle Tom’s Cabin while cooking. You’re too old? Remember that Thomas Costain was 57 when he published his first novel, and that Grandma Moses showed her first pictures when she was 78.Ⅱ. 按要求完成任务1. 写出文章中与本单元话题相关的单词或短语。

Computers--Warming-up , Intensive Reading教案（新人教版高中英语必修2 unit 3）Teaching goals:1. To have a better understanding of the main idea of the passage.2. To enable the students to talk about computers and robots in English and express or support an opinion with suitable expressions3.To enable the students to grasp the progress of computers4. To enable the students to talk about computers and robots in EnglishTeaching aids: Computer, recorder and projectorTeaching procedures:Step 1. Lead-in (Word puzzle )T: The technology develops so quickly that many new things appear in human being’s life.Let’s guess what they are: (show the picture on the screen and get Ss to say out the answers, learn the new words at the same time )An old calculating machine used in China until now. (An abacus)It is built to solve some mathematical problems. But it is too big. (A huge computer)It is a new calculating machine which can solve a large number of mathematical problems. (A calculator)It is a personal computer which can solve all kinds of problems and is used widely now.(A PC / personal computer)T: If I am a math teacher, which can help me most?(Ask students to give their opinions, remind them of using the expressions of giving opinions) Ask students to discuss what the items just shown have in common, and then rank them according to the time of their appearance.Ask some of the students to talk about what they know about computers.Ask students to discuss “How have computers changed our life?”, and then have some of them give their answers, using the expressions of giving opinions.Step 2 Pre-readingT: Have the computer and Internet become part of your life?How have computer changed our lives? (What can you use them to do? )Ss: I use the computer or Internet to: type my homework /draw pictures/ play games communicate with my friends./ gather related information for my lesson s/ buy the things I like, / listen to music /watch movies…T: What else do you think the computer and Internet will help you to do ?Deal with Ex 3 of Pre-reading on Page 17Step 3 SkimmingGive students only 1 minute, then ask them to get the main idea of the passageThe main idea of the passage: This is a short _____ of the _______ of computers.Who am I ? ( A computer )(shown on the screen)Step 4 ScanningGive students 2 minutes, and ask them to scan answers to the following questions:(Before students read the passage, tell them that attention should be paid to the hints of the time.) (Questions are shown on the screen)Question (1) What is the main idea of the passage?Students are asked to find out three sentences to support who the speaker is in the story.1)Then in 1822 I was built …. (Itself was the first design of a computer)2)My real father was Alan Turing.(He designed the first real computer.)3)However, people thought I was simple-minded until…., (It has artificial intelligence.) Question (2) What happened to computers in 1642？Question (3) What happened to computers in 1936?Question (4) What happened to computers in 1970s?Step 5 Detail ReadingI Give students 5 minutes to read the passage carefully, and answer the following questions: Question (1) Who was the first person to describe how the computer was made to work? Question (2) What did he make and what did it do?Question (3) Who was the next important person to design computers?II True or False1. In 1642 I began as a calculating machine and could solve any mathematical problem. F2. My real father was Charles Babbage, who wrote a book and build me in 1936. F3. After I got my new transistors in the 1960s, I became smaller but cleverer and quicker. T4. I was brought into people’s homes in the 1970s. T5. Since my birth I have been built to take the place of human race. FIII ComprehendingAsk students:” How is the passage organized?”(If the students can not answer the question, draw their attention to the appearance of different years.)Fill the tableA chain of events showing the development of computer / Changes of the machineTimeline1642: _____________________________________________: the Analytical Machine was Madeby Charles Babbage.1936: _______________________________________________________________________ 1960s: ___________________________________________________________________________: the first family of computers was connected to each other.1970s: ______________________________________________________________________ Now: _______________________________________________________________________ Explain how the computer technology has been developing and complete the following chart. Then give a brief oral presentation on the development of computer technology with the help of the chart.Step 6 Summing-up and enjoyingI. Ask students to finish the form shown on the careen(the same as on p.19) while playing the voice of the textII . Ask students to ex-change their own answers in groups, and then raise questions if they have any.III. Sum up:1) Chronological writing Chronology (资料等)按年代次序的排列Chronological means to describe things in order of time.Chronology is often used in recounting an event or describing the life of someone. It is an effective way to make a mass of things clearer.Step 7 Oral practice ─Retell the text using Chronological1. Have students get prepared in 2 or 3 minutes and then retell the development of computers in your own words, using chronology.2. Ask some of the students to retell the text.Step 8 Homework1. Go over the text, and try to understand the text.2. Get ready for the discussion on P.19 Comprehending 33. Finish Exercise 1 in Learning about Language on page 19。

英语必修二unit3教案教学目标：1. 知识与能力：a. 掌握单词及短语：article, true, bitter, addition, separate, cuddle, exaggerated, badly, role, on one’s ownb. 掌握重点句型： 1) Not only do they refuse to help with household chores, but …2) … it is our duty to do the housework.3) … they should be punished for their bad manners.c. 了解并能够运用本单元相关知识内容对事物进行评价及描述2. 过程与方法：设计个人、小组和整体活动，以帮助学生进行听、说、读、写的全面发展3. 情感、态度与价值观：培养学生的团队合作精神，让学生明白学会独立是他们成长过程中的一必需品。

教学重难点：1. 教学重点：a. 帮助学生理解课文内容并提供相关训练。

b. 开展听力理解和口头表达训练。

2. 教学难点：a. 讲解离合词组的重点及难点。

b. 让学生做副词修饰动词的综合训练。

教学准备：录音机/ 教学设计参考资料/ 课件与多媒体教学过程：Step 1: Lead-inT: What are the chores you usually do at home? Do you like doing them or not? What will you do if someone does not do any housework at home?S: …Step 2: Presentation1. Words and phrases presentationShow the pictures of the words in the text (article, true, bitter) to help students understand the words better.2. Present and practice the key sentences.T: Look at the pictures. What are the people doing in the pictures? Are they doing well in the housework?S: No.(教师呈现第一张图片（一家人正在吵架）)T: What are they quarrelling about?S: Maybe they are arguing about the housework.T: Why do the man and the woman argue so much?S: Maybe the man does not want do the housework.T: Is there any argument about housework in your family?S: Yes.(教师呈现第二张图片)T: Look at the picture again, who do you think is responsible for this problem?S: Maybe the father and the son. They refuse to help with household chores.(教师提示学生找出同义句）T: They don’t want to do any housework. Moreover, they won’t give a hand.(教师转到Upgrade课本P42)T: They didn’t refuse to help with household chores. What did they do?S: They helped, but they made things worse.(教师提示学生找出同义句）T: They not only helped, but made things worse.以此类推4个句子T: So can we know what others said after reading these two pairs of sentences? S: The second sentence is the truth.3. Practice the key sentences.Read the key sentences with the whole class and group students to practice the key sentences.Step 3: ListeningPlay the recording for the first time and ask the students to listen to it, then answer questions quickly.Play it again and let the students listen and fill in the blanks.Play it for the last time and ask the students to check their answers.Step 4: Speaking1. WorkshopSet some rules when doing housework at home. For example, in my family, I wash the dishes, my father cooks, my sister does the cleaning and my mother goes marketing.Think about the same question in your family and talk about it one by one.2. Pair workCall one student and ask him to talk about the situation.T: Student A, imagine that you and your best friend Jim are living together like family member. Jim likes cooking, does cooking every day and leaves you to do other housework. What will you talk to him about this problem?S1: …T: Now you are Jim, what will you say to him?S2: …S1: …Step 5: WritingWork in pairs and write an article about the housework problem of a student’s family.First, make a plan by answering the questions:1. What problem exists in your family?2. How do you feel about this problem?3. What do you think of it?4. How will you solve it?Second, write a draft.Next, give your draft to your partner to check and change some mistakes.Finally, write the final copy.Step 6: Homework1. Finish the article.2. Preview the new words in next period.。

I. 单元教学目标 技能目标 Skill GoalsTalk about information technology and robotsRead about the history and basic knowledge of computersPractice making decisionsListen to a text about information technologyWrite a passage about an androidStudy The Present Perfect Passive VoiceII. 目标语言功能句式 Making decisions The advantage / disadvantage is … I think / don ’t think that … What ’s your reason? What makes you think so …? I think … because (of) I believe that …I agree / don ’t agree … because …I ’ve decided that …As / Since …, I think …词汇．四会词汇solve, explore, anyhow, human race, signal, goal, type, arise, electronic ．认读词汇calculate, universal, simplify, sum, operator, logical, logically, technology, technological, revolution, artificial, intelligence, intelligent, reality, personal, personally, tube, total, totally, network, web, application, finance, mobile,rocket, happiness, download, virus, coach, appearance, character, mop, niece, abacus, calculator, PC, laptop, PDA, analytical, mathematical, designer,III. 教材分析与教材重组1. 教材分析本单元以computers为话题，旨在通过单元教学，综合听、说、读、写等多种形式，使学生了解计算机和信息技术的产生和发展过程及其在我们的学习、工作、娱乐等生活中所起的重要作用，激发学生对信息技术的兴趣。

教案答案：：根据所给形容词，填写对应的比较级和最高级二、翻译：1. We have to do it ourselves.2. Does Mary have to study hard at English?3. He had to get up early last Sunday.4. You don’t have to worry about your lessons.5.Peter was very tired and he had to sit down and have a rest.6. He had to stay at home yesterday.7.Hehad to run back to school to get his exercise-books.8. Did you have to leave early?9. I don’t have to stay in bed.10.We have to listen to the teachers carefully.三：选择题BADBC CDBBC BCADB BACCD DCAB、五：完型：答案与提示：Passage 11. C 表示在某月用介词in.2. D Everyone作主语时，当单数看待谓语动词要用动词的第三人称单数形式。

3. B 本句意思是当春节到来时。

4. A help his parents clean their house意为“帮助他的父母亲打扫房子”。

5. B and连接的两个并列谓语动词时态要一致。

6. C on that day.表示在那一天。

7. A 过年吃饺子，蛋糕和其它的食物。

8. B 黄海说饺子比新年的蛋糕更好，而不是A项（更小），C项（更大）D项（更甜）9. C 本句意思是：中国人们在家吃新年的蛋糕和饺子。

10.A 这里的they指代The Chinese people，那么本句意思是他们多么快乐啊！答案与提示：Passage 21. A 此处为泛指，且后无元音音素开头的单词，故应用a,即A选项。

信息技术的发展已经深深地嵌入到我们的生活中。

计算机的出现彻底改变了人们传统的生产方式和生活方式。

现代教育不再是仅限于背书和抄板书，而是花费大量的时间和精力去思考、去分析和去实践。

在这样一个信息时代，教师的角色也随之转变。

我们不仅需要教授知识，还需要培养学生的信息能力，帮助他们理解和利用科技并运用它们支持我们的学习和生活。

高一英语必修2 Unit3 Computers全单元教案是一份非常重要的信息技术教案。

这个单元是有关于计算机和互联网的，向学生介绍了计算机的历史和发展，软件和硬件，以及学习计算机和互联网所需的相关知识。

第一课：Computers in Everyday Life这一课介绍了计算机在生活中的应用以及与人们的生活密切相关的一些软件。

我们可以向学生展示各种各样的工具软件，如视频制作、图片编辑、文档编辑、音频制作等等。

我们也可以通过展示计算机硬件的内部结构来引导学生了解计算机是如何工作的。

第二课：The Development of Computers这一课涵盖了计算机诞生以来的漫长历史。

从最初的机械计算器到现代的个人计算机，这里介绍了计算机的种类、发展和特点。

学生能够学习计算机的历史，了解计算机技术的发展和趋势，以及计算机的应用范围。

第三课：Computer and Society这一课程介绍了计算机在社会生活中的应用，并引导学生思考计算机技术对社会的影响，特别是当它开始影响人们的生活、工作和教育时。

我们将会讨论有关网络安全问题，从而让学生了解如何安全地使用计算机。

第四课：Software这一课介绍了计算机系统中的软件，包括操作系统、应用软件、编译器等等。

学生将了解到不同类型的软件的特点，掌握基本的软件使用技巧。

第五课：Data Storage这一课主要介绍了计算机数据存储，包括内存、硬盘等。

学生将学习如何存储、传输和访问数据，并了解如何保护我们的数据。

第六课：The Internet这一课介绍了互联网的原理和应用。

新时代明德大学英语电子教案Book2-unit3新时代明德大学英语电子教案 Book 2 - Unit 3教学目标：1. 学习并掌握本单元的词汇和短语。

2. 学习并掌握本单元的语法项目：情态动词“should”和“must”。

3. 通过听、说、读、写的综合训练，提高学生的英语综合运用能力。

教学重点：1. 学习并掌握本单元的词汇和短语。

2. 学习并掌握情态动词“should”和“must”的用法。

教学难点：1. 情态动词“should”和“must”的用法的区别和灵活运用。

2. 学生在实际情境中运用所学知识进行交流和表达的能力。

教学准备：1. 教材：新时代明德大学英语 Book 22. 多媒体设备3. 教学课件和练习题4. 学生课本和练习册教学过程：Step 1: Warm-up (5 minutes)1. Greet the students and ask them about their week.2. Review the vocabulary from the previous unit by asking students to spell and define the words.3. Introduce the topic of Unit 3: "Healthy Living" and ask students what they think it means.Step 2: Vocabulary (15 minutes)1. Present the new vocabulary words for this unit using flashcards or PowerPoint slides.2. Teach the pronunciation and meaning of each word.3. Have students practice saying the words aloud and provide examples of how to use them in sentences.4. Play a game of "Guess the Word" where students take turns describing a word without saying it and the other students have to guess what word they are describing.Step 3: Grammar (20 minutes)1. Introduce the grammar topic of this unit: modal verbs "should" and "must".2. Explain the differences between "should" and "must" and when to use each one.3. Provide examples and practice exercises for students to complete individually or in pairs.4. Have students create their own sentences using "should" and "must" to demonstrate their understanding of the grammar.Step 4: Listening and Speaking (15 minutes)1. Play an audio recording of a conversation about healthy living.2. Have students listen and answer comprehension questions about the conversation.3. Discuss the answers as a class and ask students to share their own opinions on the topic of healthy living.4. Divide the class into pairs or small groups and have them discuss and debate different aspects of healthy living using the target vocabulary and grammar.Step 5: Reading and Writing (20 minutes)1. Have students read a short passage about the benefits ofexercise and a healthy diet.2. Ask comprehension questions about the passage and discuss the answers as a class.3. Have students write a short paragraph about their own daily routine and how they incorporate healthy habits into their lives.4. Collect and review the paragraphs for accuracy and provide feedback to the students.Step 6: Review and Wrap-up (5 minutes)1. Review the key vocabulary and grammar points from the lesson.2. Ask students to reflect on what they have learned and how they can apply it to their own lives.3. Assign any homework or additional practice exercises for the students to complete.备注：本教案仅供参考，请根据实际教学情况进行适当调整和修改。

教学目标：1. 学生能够听懂关于旅行体验的对话和短文。

2. 学生能够使用本单元所学词汇和句型描述自己的旅行经历。

3. 学生能够进行简单的旅行话题讨论，提高口语表达能力。

4. 学生能够阅读和理解与旅行相关的文章，提高阅读能力。

教学重点：1. 听力：掌握旅行话题的对话和短文。

2. 口语：描述自己的旅行经历，进行旅行话题讨论。

3. 阅读：理解与旅行相关的文章。

教学难点：1. 旅行话题的词汇和句型。

2. 描述旅行经历的口语表达能力。

3. 阅读理解能力。

教学准备：1. 教师准备相关听力材料、口语练习材料和阅读材料。

2. 学生准备好自己的旅行经历，以便进行口语练习。

教学过程：一、导入1. 教师简要介绍本单元的主题：旅行体验。

2. 学生分享自己曾经旅行过的国家或城市。

二、听力教学1. 学生听关于旅行体验的对话，并回答相关问题。

2. 教师引导学生总结对话中的关键信息。

3. 学生听关于旅行体验的短文，并回答相关问题。

三、口语教学1. 教师介绍本单元的口语练习主题：描述自己的旅行经历。

2. 学生分组进行口语练习，描述自己的旅行经历。

3. 教师巡视指导，纠正学生的发音和语法错误。

四、阅读教学1. 学生阅读与旅行相关的文章，了解文章大意。

2. 教师提问，检查学生对文章的理解程度。

3. 学生总结文章的主要内容，提高阅读理解能力。

五、课堂活动1. 教师组织学生进行“旅行分享”活动，让学生分享自己的旅行经历。

2. 学生分组进行“旅行规划”活动，讨论并规划一次旅行。

六、总结与作业1. 教师总结本节课所学内容，强调重点词汇和句型。

2. 布置作业：学生写一篇关于自己旅行经历的短文，字数不少于300字。

教学反思：1. 教师在课堂上注重培养学生的听说读写能力，使学生在多个方面得到锻炼。

2. 通过课堂活动，提高学生的参与度和积极性。

3. 教师要及时关注学生的学习情况，给予适当的指导和帮助。

微课堂教学设计广西博白县第三高级中学英语科 刘海丽教师姓名 刘海丽 单位名称玉林市博白县第三高级中学填写时间 学科英语 年级/册 高一必修2Unit3 教材版本 人教新课标 课题名称o …that…与uch …that…的用法区别 难点名称如何判断用o,还是uch难点分析 从知识角度分析为什么难填写示例 知识点本身内容复杂：123 当o/uch 及其后成分放在句首时，主句用部分倒装从学生角度分析为什么难填写示例 两个句型都表示“如此…以至于”,学生很难理解什么时候用o,什么时候用uch难点教学方法 填写示例1. 比较所填的可数名词单数或者复数区分2. 通过举例句区分教学环节 教学过程导入1. 通过填空题导入，让学生思考要填哪个词语2. 分析填空题引起学生学习热情知识讲解（难点突破）3. 从教材原句入手Beieve it or not there i no uch thing a tandard Engih ！（必修二Unit3）句中“no uch 单数名词”意为“没有这样的”,其中单数可数名词前不可再加冠词，相当于not uch aan 单数名词4. 重点讲透练透用o 与uch 的区别：及其后成分放在句首时，主句用部分倒装，除了讲解o,uch 的用法还涉及到部分倒装课堂练习（难点巩固） 1 Thi wa o good a e o crae about com uch timeon them3 M hometown i o beautifu that it attract viitor from a over the word4 There were o man car in the treet that I coud not get through5 Daian i uch an attractive ent of Hong Kong i ver outtanding that it i choen a one of the word’ mot ivabe citie o小结So …that …与uch …that …在高考题当中常出现在语法填空还有改错题中出现，所以我们必须讲透这个知识点，然后通过多做相关练习来学会运用以及记熟该知识点。

课程名称：新一代大学英语2教学单元： Unit 3教学目标：1. 知识目标：- 学生能够掌握本单元的生词和短语。

- 学生能够理解并运用本单元的语法点。

- 学生能够理解文章的主要内容和细节。

2. 能力目标：- 学生能够进行简单的日常对话和交流。

- 学生能够通过阅读和听力活动提高英语综合运用能力。

- 学生能够通过写作活动提高英语写作能力。

3. 情感目标：- 学生能够培养对英语学习的兴趣和热情。

- 学生能够树立跨文化交际的意识。

教学重点：- 生词和短语的掌握。

- 语法点的运用。

- 阅读和听力技能的提高。

教学难点：- 复杂句型的理解和运用。

- 阅读和听力中的细节理解。

教学准备：- 多媒体课件。

- 生词卡片。

- 阅读材料。

- 听力材料。

教学过程：一、导入（5分钟）1. 通过提问引导学生回顾上一单元的内容。

2. 利用图片或视频引入本单元主题。

3. 介绍本单元的学习目标和内容。

二、词汇教学（10分钟）1. 展示生词卡片，引导学生朗读并拼写。

2. 通过例句帮助学生理解生词的意义和用法。

3. 进行词汇练习，如填空、匹配等。

三、语法教学（10分钟）1. 讲解本单元的语法点，如时态、语态等。

2. 通过例句展示语法点的实际运用。

3. 学生进行语法练习，如改错、翻译等。

四、阅读教学（15分钟）1. 学生阅读课文，理解文章大意。

2. 提问检查学生对文章的理解。

3. 引导学生分析文章的结构和写作技巧。

五、听力教学（15分钟）1. 学生听录音，回答相关问题。

2. 讲解听力技巧，如预测、抓关键词等。

3. 学生进行听力练习，如填空、判断正误等。

六、写作教学（15分钟）1. 引导学生思考写作话题，如校园生活、文化交流等。

2. 讲解写作技巧，如如何组织文章结构、如何使用过渡词等。

3. 学生进行写作练习，教师给予个别指导。

七、课堂小结（5分钟）1. 回顾本节课的学习内容。

2. 总结重点和难点。

3. 布置课后作业。

八、课后作业1. 复习本单元的生词和短语。

A teaching plan for Unit 3，Module1一、Teaching materials:Unit 3 Language in use (Module 1 People and places)二、Targets for this period:To summarize and consolidate Present continuous and the new vocabulary三、Key points:Key structures—Present continuous四、Teaching methods:Task-based approach, formal and interactive approach五、Teaching aidsOHP, handouts六、Teaching arrangements:Step One Lead-in (Grammar Explanation)1. 现在进行时态定义：表示现在正在进行的动作。

2. 构成：be + 动词的现在分词。

1) be 随着人称、数的变化而变化。

(am is are)2) 现在分词的组成形式有如下几种：①动词后面直接加ing: doing buying playing②动词去e加ing : having taking giving writing③重读闭音节单词,双写动词最后一个字母，然后加ing: running swimming sitting shopping getting beginning putting④特殊形式的变化：lie — lying die – dying3) 练习：①把下列动词改为现在分词sit-sitting swim-swimming run-running put-putting get-gettingsee-seeing jump-jumping read-reading clean-cleaning eat-eatinglisten-listening write-writing have-having take-taking play-playing②用be (is, am , are )动词的适当形式填空A. Tony is buying some fruits.B. Lucy and Lily are doing their homework.C. I am singing in the washroom.D. They are playing football .E. She is enjoying her visit.3. 现在进行时: 肯定句be doing否定句be not doing一般疑问句，Be动词提前到句子开头e.g I’m visiting my friends now.He isn’t writing a pos tcard.Is she enjoying her visit?Are they buying postcards?句型转换: 1) She is watching a ballet. (变否定句)She isn’t watching a ballet.2) We’re waiting for our teacher. (变一般疑问句)Are you waiting for your teacher?3) Is Tony calling a friend? (作肯定问答)Yes, he is.4) They are lying in the sun. (画线提问)What are they doing?4. 常与现在进行时态连用的词:now, listen, look, it’s +时间. 等。

幻灯片1Unit1-main1I. ObjectivesII. Suggested Teaching PlanIII. Background InformationIV. Class Presentation幻灯片2Unit1-main2Part IListeningPart II ReadingPart III SpeakingPart IV Translation & WritingPart V Time to RelaxVideo Exercises幻灯片3ObjectivesI. ObjectivesAfter studying this unit, the students are expected to1. have listening and speaking practices to learn how tolive up to their potential and acquire the theme-related expressions and their functional structures;2. understand the main idea of Text A and Text B, masterthe useful sentence structures, words and expressionsfound in the relevant exercises of the texts;3. know how to use parallel structures to add balance,rhythm and clarity to the sentences;幻灯片4ObjectivesI. Objectives4. be able to read a passage about how to advertise on a website;5. be able to write a letter of accepting/declining an offer.幻灯片5II. Suggested Teaching Plan for Unit 1TimeContents Plan1 period Theme-relatedListening Sections 1 & 2To start the new unit, the teacherA. plays the short talk once before handling UsefulLanguage in a unique way, ., asking studentsto read them loud in class;B. plays the short talk once more, or twice moreifnecessary, and asks class to complete thesummary as required; C. has a brief discussion with the students on thesummary of the short talk;D. plays the talk again with an emphasis on detailsso that students can fill in the blanks of the text. Sections 3 4 & 5A. keeps the theme in mind while making atransition from the short talk to the two dialogues;幻灯片6Objectives3B. handles Useful Language in a unique way,., asking students to come up with theirown equivalents to replace the items in the box;C. plays the first dialogue once, or twice ifnecessary, and asks students to do the T/Fexercise as required to explore the main idea;D. plays the first dialogue once more for thedetails so that students will have no troubleanswering the questions;E. plays the second dialogue once, or twice ifnecessary, and then asks students to do thelistening comprehension exercises;F. checks the answers in a meaningful way,., putting the key word effort on thechalkboard, encouraging the students toaround it with the relevant information fromthe dialogue.Theme-relatedListening幻灯片7Time Contents PlanObjectives3Review ofTheme-relatedListeningSections3 periodsReviewThe teacherA. has a brief review of what students havelearned in the first period of listeningpractice;B. makes a meaningful transition to Text A.StarterAfter finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacher Text A &Text-relatedExercisesA. lets the students figure out what the title of Text A can mean. This can be done in complete English sentences or just phrases. If the students have difficultyTime Contents Plan幻灯片8Objectives4Timedoing this, the teacher can ask them to think of a situation where impossibility becomes a fact. The teacher can provide them with the following key words in English: happen, years ago, absolutely impossible, think of, give up, make sincere efforts, find a clue, turn out, solve the problem.B. gives the students 10 minutes to read TextA and find out the cause of the problem for thecar in the story and asks them to tell whatlessons can be drawn from the story.幻灯片9Time Contents Plan Contents PlanThe teacherA. discusses the whole text with the students;B. guides the students through the exercises,focusing on certain items or leaving someexercises as the students’homeworkaccording to the students’levels.The teacherA. asks the students to go over the text and do the multiple choice questions about it;B. while discussing the text with the students, calls the students’attention to the use of parallel structures and their functions;C. lets the students do the vocabulary and language use exercises either in class or after class.periodsText B &Text-relatedExercises幻灯片10Objectives5periodPracticalReadingThe teacherA. explains the passage about how to advertiseon “Paperboy;”B. gives the students 5 to 10 minutes to do theexercise.1 periodSpeakingThe teacherA. fully understands what the exercises are intended to do;B. in Ex. 1 initiates a discussion on each statement of the list to ensure a better understanding on the part of students, and then help students know what two categories are before they do the exercises as required;幻灯片11Objectives6Time Contents PlanC. asks class to read loud the dialogue in Ex. 1 before doing the role-play either with the script used by turns or with it completely free;D. in Ex. 2 has a brief review of the core theme of Text A to elicit the important statement: I am possible, and then asks one student to read loud the example monologue before encouraging some students to carry out the task.Translation and Writing,Time toRelax &Workbook1 periodThe teacherA. leaves the sentence translation exercise as the students’homework;幻灯片12Time Contents PlanTime Contents Planfirst exercise in Practical Writing, and then requires them to do the next two exercises after class;C. plays the record of the story “Blue Suit”in class and lets the students work out what makes the problem- solving humorous (This can be done as students’homework if there isn’t much time left in class);D. if possible, plays the video in theWorkbook in class and lets the students dothe exercise based on the video.幻灯片13III. Background Information1General Motors 通用汽车General Motors is an American multinational automaker based in Detroit, Michigan and the world’s second largest automaker. Founded in on Sept. 16, 1908, GM now employs 209,000 people in every major region of the world and does business in some 157 countries. General Motors produces cars and trucks in 31 countries, and sells andservices these vehicles through the following divisions: Buick, Cadillac, Chevrolet, GMC, Opel, Vauxhall, and Holden. GM’s OnStar subsidiary(子公司) provides vehicle safety, security and information services.幻灯片14III. Background Information1Pontiac 庞蒂亚克Pontiac was an automobile brand that was established in 1926 as a companion make for General Motors’Oakland. Pontiac was sold in the United States, Canada, and Mexico by General Motors (GM). Pontiac was relatively more popular in Canada, where for much of its history it was marketed as a low-priced vehicle.On April 27, 2009, amid ongoing financial problems and restructuring efforts, GM announced it would discontinue the Pontiac brand by the end of 2010 and focus on four core brands in North America: Chevrolet, Cadillac, Buick, and GMC. The last Pontiacs were built in late 2009, with the final dealer franchises expiring October 31, 2010.幻灯片15III. Background Information1Dessert 甜点In Western culture, dessert is a course that typically comes at the end of a meal, usually consisting of sweet food. The word comes from the French language as dessert, “to clear the table”and “to serve.”Common desserts include cakes, cookies, pastries, ice cream, pie, and candies. Fruit may also be eaten with the dessert.The word dessert is most commonly used for this course in ., Canada, Australia, New Zealand and Ireland, while sweet and pudding may be alternative terms used in the UK and some other Commonwealth countries, including India. In England, the term pudding is usually used among the upper and upper-middle classes, with dessert only used if the course consists of fruit or sweetmeats, after the cheese and biscuits course.幻灯片16Part IListeningPart IListeningListentotheupcomingshorttalkandfillintheblanksinthesummarybelowwithtwoorthreewords.Get tingtoknowthefollowingusefullanguagefirstmightbehelpful.1Useful Languageabbreviation // n. 缩写intend // vt. 意欲critically // ad. 批判地tough // a. 艰难的seemingly // ad. 看来似乎challenge // n. 挑战solution // n. 解决方法hows and whys 缘由，道理幻灯片17ScriptPBL is intended to train students to be 1) . To be a problem solver is to learn how to raise a question,how to use information, how to 2) , and how to make a decision. Of course, it is not easy to a problem solver.But it is no good to say something is impossible without 3), even though it can seem so at first. Only when you give yourself completely 4) is nothing impossible.problem solvers________________think critically_____________making an effort________________to the possible_______________幻灯片18Script:Hello class,Does PBL ring a bell It is an abbreviation for problem-based learning, an education model that intends to train students to become problem solvers. This means that students learn how to think critically, how to raise important questions, how to use the information gained, and how to make decisions when solving a particular problem. Do you think this is what is supposed to be happening at college Or is the goal to stay passive receiving knowledge from the instructor all the time幻灯片19Of course, it is not easy to be a problem solver. A particular problem can be difficult and tough, at first seemingly impossible to solve. Yet let’s not forget that the toughest challenge can also offer the greatest opportunity. So don’t just say something is impossible without making an effort. Give it a try and you might find out you can go much farther than you expected.In short, there’s no way to get to solutions without first exploring the hows and whys of the problem. What happens happens for a reason. Only when you are open to the possible is nothing impossible.幻灯片20Objectives22Listen to the short talk again and fill in the blanks below with the missing words. 2Hello class,Does PBL ring a bell It is an abbreviation for 1), an education model that intends to 2)to become problem solvers. This means that students learn how to think critically, how to raise important questions, how to use the information gained, and how to make decisions when solving 3) . Do you think this is what is supposed to be happening 4) Or is the goal to 5)receiving knowledge from the instructor all the timeproblem-based learning________________________train students______________a particular problem___________________at collegestay passive_______________________幻灯片21Objectives23Of course, it is not easy to be a problem solver. A particular problem can be 6), at first seemingly impossible to solve. Yet let’s not forget that the toughest challenge can also offer 7) . So don’t just say something is impossible without 8). Give it a try and you might find out 9)much farther than you expected.In short, there’s no way to get to solutions without first exploring the 10)of the problem. What happens happens 11). Only when you are open to the possible is 12) . difficult and tough_________________the greatest opportunity_______________________making an effort_________________you can go___________hows and whys________________for a reason_____________nothing impossible___________________幻灯片22Objectives24MartinandLisaaretalkingaboutpossibilityand impossibility.Listentotheirconversationand thendecidewhether theconversation-basedstatementsbelowaretrue(T)orfalse(F).Gettingtoknowthefollowingusefullanguagefirstmightbehe lpful.3Useful Languagenegative // a.stuck // a.belief // n.The point is simply that…Couldn’t have said it better.billboard // n.You betcha!否定的；消极的被困住信念其要点是……说得太好了。

沪教牛津版三年级上册英语M o d u l e2 Me ,my family and friendsU n i t3F a m i l i e s第三课时（3rd PERIOD）一、主要新授内容(new contents)Look and learn---Vv van Ww window Xx x-ray Yy yellow Zz zebraLook and say--- Are you my…？二、学习目标(Objectives)1．以故事小蝌蚪找妈妈和“小小侦探”巧分辨等情节穿插进行细节特征的描述。

2．能用Are you my…? 询问人物的身份，并能用My ears are…, My tail is…. 正确描述外貌细节特征，分辨并回答人物身份。

在学习过程中培养学生的观察能力和表达能力。

3．学习5个字母和相关单词，掌握这些辅音字母在单词中的正确发音。

三、教学建议1．任务前期准备阶段（Pre-task preparation section）Pre-task Preparation是指我们要求学生运用目的语（即所学的语言）之前，呈现给学生的新语言材料。

也就是我们常说的：Input。

在这个环节主要让学生在情景中获得对新语言材料的第一次感知。

Activity 1 （Which animal do you like?）（引入1）1．教学辅助（Aids）1）电脑（3A-U3-3）2）屏幕A ctivity 2 (Mother’s photo. )（引入2）1．教学辅助（Aids）1）电脑（3A-U3-3）2）屏幕Activity 3 ( Letters )（引入3）1．教学辅助（Aids）1）电脑（3A-U3-3）2）屏幕2．任务中期实施阶段（While-task procedure section）While-task Procedure，这是指语言技能的习得过程。

其中分为机械性操练和意义性操练两部分。

Oxford English 2A Module 2 Me, my family and friendsUnit 3 My hair is short第一部分：单元规划（一）教材分析（二）学情分析第二部分：单元教学目标和分课时教学目标●知识与技能1. 能知晓、背记字母Kk和Ll的音、形及在单词中的基本读音，并能正确书写；能认读含有字母Kk和Ll发音的相关单词和儿歌。

2. 能用降调朗读陈述句My … is/are ... Your … is/are …3. 能在语境中知晓并理解hair, head, face等身体器官类单词，能听、读和辨析。

能借助语境，运用身体器官类单词的单复数形式描述外貌特征。

4. 能在语境中运用句型My … is/are ... Your … is/are …对自己和他人的外貌特征进行正确的描述。

5. 能在语境中，理解语篇内容，获取相关信息，围绕外貌特征的话题进行对话。

●过程与方法1.通过模仿朗读、儿歌吟唱、问答归纳等形式学习语音，掌握其发音。

2.通过文本视听、跟读模仿、看图说话等形式学习本单元的相关单词。

3.通过对话朗读、问答交流、看图说话等形式学习本单元的核心句型。

4.通过图文朗读、阅读、信息寻找、问答交流等形式读懂语篇，尝试对话交流。

●情感、态度、价值观6. 学会欣赏他人，懂得自我欣赏并树立自信。

第三部分：教学目标和文本内容Unit 3 My hair is short (Period 1)Giant and Supergirl【教学目标】•知识与技能1. 通过听读相关单词，能认读和书写字母Kk和Ll，初步感知其在单词中的发音。

2. 能用降调朗读陈述句My …is/are ... Your …is/are …3. 能在语境中理解并朗读hair, head, face等身体器官类单词，能借助语境初步尝试运用身体器官类单词的单复数形式描述外貌特征。

4. 能在语境中初步运用句型My … is/are ... Your … is/are …描述自己和他人的外貌特征。

新人教版高中英语必修二unit3教案教案一：教学目标、教学重点和难点1. 教学目标学生能够理解并掌握以下知识：（1）掌握如何正确表达喜怒哀乐的英语表达方式；（2）掌握情绪词汇及其相关搭配；（3）了解西方文化中不同情绪的体现方式。

2. 教学重点（1）英语情绪表达的词汇及相关搭配；（2）情绪表达的文化差异。

3. 教学难点（1）情绪表达的文化差异对学生的影响；（2）如何正确地表达复杂的情绪。

教案二：教学内容和方法1. 教学内容（1）英语情绪表达的词汇及常用搭配（2）文化差异与情绪表达（3）小组活动：你的表情有何含义？2. 教学方法（1）词汇教学法（2）讨论法（3）小组活动教案三：教学过程Step 1：引入以一个小故事开始引入，讲述在不同文化下表达情绪的不同方式，引发学生对文化差异在情绪表达方面的影响的思考。

Step 2：情绪词汇与表达方式通过PPT或教材上的词汇表，给学生介绍英语中表示情绪的词汇及其相关搭配，例如：be over the moon（非常高兴），lose one's temper （发脾气），burst into tears（突然流泪）等等。

同时，介绍表达情绪的非语言方式，例如肢体语言、面部表情、声音等。

Step 3：文化差异与情绪表达通过讨论，让学生深入了解不同文化对情绪表达的影响。

例如在一些东方国家，表现出太多的情感是不被认同的，而在西方国家，人们更加倾向于直接表达自己的情绪。

Step 4：小组活动让学生分组，用不同的表情来表示各种情感，并学习如何用语言和表情配合来准确地表达复杂的情绪。

每个小组可以准备短小的话题，如“生气了怎么说”，“开心了怎么表现”等等，然后在小组内进行讨论和表演。

Step 5：总结及作业布置通过展示各小组的表演，总结学生所学的情感表达方式及相关文化差异。

同时布置作业，要求学生在家中观察家人或朋友的表情和肢体语言，记录下来并分析。