M5第三单元project 2.doc改

M5U1 Project语言点检测主备人：王欢审核人：杨德和1.①Firstly，we should _______________________________ life.首先，我们应该培养一种对生活的积极态度。

②But most students _______________________________ failure.但是多数学生对失败采取积极的态度。

2. ①The local government responded_____________(=____________) to the recent events. 谨慎地②These stay－at－home children in the countryside __________________(渴望得到) the love and care from their parents.[名师点津]表达“渴望做某事”的短语还有：①_______________________②_______________________③_______________________④_______________________3.①In case you need something，please don’t ____________________me.(迟疑做某事)②She is still _______________________（犹豫不决）sending her son to study abroad.③Seeing the girl struggling in the lake，he threw himself in the icy water ___________________，(毫不犹豫)and saved her from drowning.4. ①I want to know why the teacher made no ______________________(反应)to the student’s mistake.②The product was developed___________________(作为对…的回应) customer demand.5. ①She________________________（致力于）her job to help the poor.②Friendship means ___________________________others.友谊意味着忠诚于他人。

2024年译林版英语3A《project2》教案1一、教学内容本节课选自2024年译林版英语3A教材的《project2》。

教学内容主要包括第二章的第三、四节，详细内容为：介绍不同的交通工具及其特点，如何描述物体的运动状态，以及相关的动词和名词。

二、教学目标1. 学生能够听懂并运用本节课所学的关于交通工具和运动状态的词汇，进行简单描述。

2. 学生能够运用所学知识，进行小组讨论，完成项目任务。

3. 学生能够通过实践活动，提高观察、思考、表达等综合语言运用能力。

三、教学难点与重点教学难点：如何描述物体的运动状态，正确运用动词和名词。

教学重点：掌握交通工具的词汇，以及相关动词和名词的用法。

四、教具与学具准备教具：PPT、图片、卡片、录音机等。

学具：笔记本、铅笔、橡皮等。

五、教学过程1. 导入：展示各种交通工具的图片，引导学生说出它们的名字，复习交通工具词汇。

2. 新课内容展示：通过PPT展示，讲解交通工具的运动状态，学习相关动词和名词。

3. 实践活动：学生分成小组，观察教室里的物体，用所学知识进行描述。

4. 例题讲解：讲解如何用所学的词汇和句型描述物体的运动状态。

5. 随堂练习：学生独立完成练习题，巩固所学知识。

6. 小组讨论：学生分组讨论，完成项目任务，介绍自己的设计。

六、板书设计1. 交通工具词汇：car, bus, train, plane, bicycle, boat等。

2. 动词和名词：go, run, fly, swim, move, stop等。

3. 句型：How does it go? It goesWhat is it doing? It is七、作业设计1. 作业题目：观察家里的交通工具或物体，用所学知识描述它们的状态，写一篇小短文。

答案示例：I have a toy car. It goes very fast. It is made ofplastic. When I press the button, it can run on the floor. I like playing with it.2. 作业要求：不少于5句话，正确使用所学词汇和句型。

译林版（三起）五年级英语上册 Project2第3课时教案一、教学目标1. 知识与技能：（1）学生能够理解并运用本课时所学的重点单词和句型；（2）学生能够通过图片、情景创设等方式，运用英语进行简单的描述和表达；（3）学生能够听懂、会说、会读本课时所学的对话和故事。

2. 过程与方法：（1）通过游戏、角色扮演等活动，培养学生的听说能力和合作意识；（2）通过情境创设，引导学生运用所学知识进行实际操作，提高学生的语言运用能力；（3）通过课后作业，巩固所学知识，培养学生的自主学习能力。

3. 情感态度与价值观：（1）培养学生对英语学习的兴趣和自信心；（2）培养学生积极参与、主动探究的学习态度；（3）培养学生尊重他人、团结协作的价值观。

二、教学内容1. 重点单词：2. 重点句型：3. 对话内容：4. 故事内容：三、教学重点与难点1. 教学重点：（1）学生能够正确理解和运用本课时所学的重点单词和句型；（2）学生能够通过图片、情景创设等方式，运用英语进行简单的描述和表达；（3）学生能够听懂、会说、会读本课时所学的对话和故事。

2. 教学难点：（1）学生对单词和句型的正确理解和运用；（2）学生在实际情境中运用所学知识进行表达的能力；（3）学生对对话和故事的理解和复述能力。

四、教具与学具准备1. 教具：PPT、教学卡片、录音机、磁带等；2. 学具：学生用书、练习册、彩笔、剪刀等。

五、教学过程1. 导入：通过图片、歌曲、游戏等方式，激发学生的学习兴趣，引导学生进入英语学习状态。

2. 新课呈现：通过PPT、教学卡片等教具，呈现本课时所学的重点单词和句型，引导学生进行跟读、模仿和运用。

3. 情境创设：创设生动、有趣的情境，引导学生运用所学知识进行实际操作，提高学生的语言运用能力。

4. 角色扮演：分组进行角色扮演活动，培养学生的听说能力和合作意识。

5. 巩固练习：通过练习册、游戏等方式，巩固所学知识，提高学生的学习效果。

六、板书设计1. Project2第3课时2. 重点单词：3. 重点句型：4. 对话内容：5. 故事内容：七、作业设计1. 听力练习：听本课时所学的对话和故事，完成相关练习；2. 口语练习：模仿本课时所学的对话和故事，进行角色扮演；3. 写作练习：根据本课时所学的单词和句型，编写一个小故事。

译林版（三起）五年级英语上册 Project2第3课时教学设计一、教学目标本节课的教学目标主要包括：1.能够理解并熟练使用词汇：upstairs, downstairs, lift, floor；2.能够通过演练，模仿，学习到如何描述楼房的楼层数以及如何使用电梯；3.能够通过组成小组，讲述自己所在楼房的情况，使其更加了解自己的居住环境；4.能够提高学生口语表达的能力，掌握一定的英语交流技巧。

二、教学重点与难点1.英语词汇以及语言表达的熟练程度；2.如何描述楼房的楼层数以及如何使用电梯的掌握程度；3.学生的口语训练以及英语表达交流的能力；三、教学过程设计3.1 导入环节（5分钟）1.教师通过图片或者幻灯片等方式介绍英文单词：upstairs, downstairs, lift, floor；2.通过词汇解释、活动等方式，让学生了解这些词汇背后的含义和使用场景。

3.2 学习环节（20分钟）1.教师宣布今天的学习任务：关于楼房的说明；2.教师分别介绍两个楼房的平面图，并且要求学生对它们进行比较和分析；3.教师鼓励学生自行演练楼层扶梯等场景，并且借助图表、文字等方式描述说明楼层的情况；4.教师带领学生通过合作讲述自己所在楼房的情况，提高学生英语交流技巧和口语表达能力。

3.3 巩固与评价环节（10分钟）1.教师针对课堂表现以及学生之间的交流互动，进行及时的点评和评价；2.教师与学生一起总结课程中所学知识，并且回答学生提出的疑问或者问题；3.授予学生的本节课表现合格的称号或者奖励。

四、课后作业1.对本课所学英语单词进行复习，并且准备下堂课的表现。

2.制定学习计划并培养英语学习习惯，利用各种语言学习资源，提高英语应用水平。

五、教学反思教学设计中，需要尽可能地考虑到学生的实际情况和学习需求。

既要保证教学内容的严密性和合理性，也要在教学过程中关注学生的参与度和学习效果。

针对不同的学生，通过各种不同的教学策略和方法来帮助他们提高自己的学习水平，更好地掌握英语知识和英语交流技巧。

1.raise vt. 举起，提高，筹集，养育，饲养，增加Translate the following sentences:1)We must greatly raise the cultural level of the whole nation.我们必须极大的提高全民族的文化水平。

2)Their sons and daughters are raising money for their house.他们的儿女正在为他们的房子筹集资金。

3)老师提高声音以便全班同学都能听清。

The teacher raised his voice in order that the whole class could hear him clearly.4)父母养育孩子是不容易的。

It’s difficult for parents to raise a child.2.rely on依靠, 依赖e.g. We may rely on his promise.The man is not to be relied on.这个人不可靠.Don’t rely on his seeing you off.不要指望他为你送行.You may rely on it that he will come to meet you.你放心好了, 他会来接你的.3.result in ~ to cause sth. to happen or exist 导致e.g. The accident resulted in the death of two passengers.There has been an accident on the motorway, resulting in long delay.高速公路上发生了一场意外, 导致行车长时间的延误.辨析: result from因…而发生/出现e.g. The terrible accident resulted from his carelessness.= His carelessness resulted in the terrible accident.Ninety percent of the deaths resulted from injuries to the head.4.lead to = result in导致e.g. Too much work and too little rest lead to illness.In given conditions, a bad thing can lead to good results.在一定条件下, 坏事也可以产生好结果.lead to 还可以表示“(道路) 通向…”e.g. Finally they found the way leading to the secret cave.5.adviseadvise sb. to do sth.His wife advised him to give up smoking, but he wouldn’t.advise doingI advise holding a meeting to discuss the matter.advise sb. on sth.They often advise us on our work.advise sb. against doing sth.The lawyer advised us against signing the contract.advise thatPlease advise me whether I (should) accept the suggestion.6. range n. 范围e.g. This is beyond my narrow range of knowledge.这是超出我狭窄知识范围的事。

2013-2014学年度高二英语集体备课教案Module 5 Unit 3 Life in the future主备课人：徐惠茹2013-9-23Unit 3 Module V Life in the future话题：本单元的话题是“谈论未来的生活”，内容包括对未来生活环境的想象、猜测和思考。

通过学习本单元，学生应该能够谈论过去、现在、未来人类面临哪些社会问题，学会表达对将来的预测。

在此基础上对人类的活动进行反思，树立环保意识。

此外，通过对未来世界、对外星人的描述激发学生的想象力。

一、教学目的和要求(Teaching aims and demands)见学案教师用书52页2．课时安排Teaching Arrangement:Period 1-2 Warming-up & ReadingPeriod 3 Important language pointsPeriod 4 GrammarPeriod 5 Using LanguagePeriod 6 Speaking, Writing & Summing-up3. 分课时教案Period 1-2 Warming-up & ReadingTeaching Aims:1. Enable Ss to talk about their life at present and predict the life in the future.2. Understand the text and try to find out what life in the future is like.3. Understand the details about the text and make a comparison among life in the past, life at present and life in the future.4. Enable Ss to learn how to talk about the good and bad changes in the future. Teaching difficult and important points:Compare life in the past, life at present and life in the future, “What is life in the future like? What changes will take place? ”Teaching methods:asking-and-answering activity, cooperative learning and task-based activities, discussion.Teaching aids: multi-mediaTeaching procedures:Step 1 lead-in （Ask some questions）Look at the title, what is it?-Life in the futureSo can you imagine the life in the future?(the students can talk about it choosing some topics they like)In groups, choose some of them to have a discussion, then make notes in theWhy? Do you believe in a positive or negative future ahead?(---Because in today’s life there exist too many problems such as global warming, greenhouse effect, traffic problem hunger, pollution, natural disaster etc.)Step3 Pre-readingGet the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Then make a prediction about the future. Make a list of the problems human beings are facing today.The problems may exist in the following aspects:population, pollution, global warming, overpopulation, hunger, literacy, poverty, war &violence, aids, greenhouse effect, traffic problem, literacy, hunger, natural disaster（earthquake, snow storm…）T: Will being humans be still facing such problems in the future? Will the problems be even worse? Which problems may be solved in the future, and which will still be there? Why do you think so?Step4 PredictionTalking about the pictures and the titleWhat kind of life do you think all these pictures describe? What does the title “First impression” mean? Can you guess what the passage is about?Task1 fast-reading1. Get the Ss to read the text quickly and get the general idea. (Give Ss some questions to help them)Some questions:What kind of writing style is it? (An e-mail)Whose first impression is it about? (Li Qiang)What has he done? Where and when has he gone?(has taken up a trip to the future in AD 3008).The passage is mainly about: Li Qiang’s future journey and his first impression of the future.2. Try to find out the different kinds of changes has been mentioned in the passage.A. TransportB. EatingC. ClothingD. Air qualityE. TownsF. ScienceG. HouseH. ReligionI. TravelTask2 Detailed-readingRead the text carefully and divided the text into 3 parts.What about the topic of paragraph 3&4Para 3:Environment/TransportationPara 4:Housing(Underline words, phrases , or sentences that are closely related to Li Qing’s first impressions.)Step5: Discussion1. (on page19,exercise 2) Discuss the changes to life in 3008 Li Qiang has mentioned in the passage to distinguish which changes are good and whichoptimistic or pessimistic? . How do you know?Answers for reference: (Pessimistic)We know that from the following sentences:1). Worried about the journey, I was unsettle for the first few days.2). Hit by a lack of fresh air, my head ached.3). Exhausted, I slid into bed and fell fast asleep.Step6 Homework1.Read the text until you can read it fluently.2. Preview the language points in advance4. Retell the passage in your own words.Period 3 Important language pointsTeaching aims：Master the key words and phrases and sentences from the text.Key Sentences:1. I have to remind myself constantly that I am really in Ad 3008.2. Worried about the journey, I was unsettled for the first few days.3. Well-known for their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule.4. The capsule shook as we lay relaxed by our dreams.5. Hit by a lack of fresh air, my head ached .6. However, I lost sight of Wang Ping when we reached what looked like a large market because of too many carriages flying by in all directions.7. Arriving home, he showed me into a large bright, clean room.8. Exhausted, I slid into bed and fell fast asleep.Teaching important and difficult points:1. Enable students to grasp the usage of some important expressions2. Get students to master the following patterns:Worried about the journey, I was unsettled for the first few days….3. Get students to learn and understand some difficult long sentences. Teaching steps:Step1: Revision.Ss retell the passage with the help of some key words or some pictures.Step2 Important language pointsImportant words and expressions:1. impression n.[c, u] deep lasting effect on the mind or feelings of sb.印象，感想(后常跟of 与that 从句)[重点用法]搭配：…impression of sth/ doing sth./ that…对…的印象Leave/ make/ have a(n)…impression on sb.给某人留下…的印象give sb. a favourable impression给某人以好印象[典例]1) I had a very good impression of him. 我对他的印象很好.2). He gives the impression of being a hard worker. (that he works hard .)他给人的印象是工作很努力.[拓展] impress vt.The girl impressed us with her sense of humour.=We were impressed with/by the girl’s sense of humour.2. take up(一词多意)（原句）I still cannot believe that I am taking up my prize that was won last year. 我还是无法相信我是在接受去年获得的这个奖励[典例](1) 拿/举/抬/收起He took up his pen and began to write.(2) to accept an offer or challenge that someone has made.接受（建议或挑战）Are you going to take up my advice on the matter?(3) to become interested in a particular activity or subject对…产生兴趣；开始从事…Little John has taken up painting.(4) to start a new job or a new responsibility开始从事She took up her first teaching post in 1950.(5) if sth. takes up a particular amount of time or space, it fills it占去（时间或空间）This piano takes up too much room.6).继续He is going to take up the story where he left off yesterday.[短语归纳]take on 呈现，展现; 聘用，雇用take off脱掉（衣服等）；起飞：打折：作为折扣而减价：take in接纳,吸收;领会,理解;欺骗take over接管：获得对…的控制或管理take …for granted认为……是理所当然3. lack[重点用法]vt.缺乏,不足,没有lack sth.(wisdom／common sense／money缺乏智慧／常识/金钱)be lacking in (courage／determination to do...) 缺乏做某事的勇气／决心[典例]1) You will not be lacking in support from me. 你将得到我的帮助2) I lacked for nothing. 我不需要任何东西3) He lacks common sense.=He is lacking in common sense(常识).他擅长于自己的工作,但似乎缺乏信心.4) He is good at his job but he seems to lack /be lacking in confidence.n (U) 缺乏,不足,没有of n.缺乏；短缺的东西[常用短语]a／the lack of… ……的缺乏for lack of 因缺乏……have no lack of 不缺乏[典例]Lack of time prevented me from writing to you.The house could not be finished for lack of /because of lack of funds.4. lose sight of: 不再看见....../ 瞥见……看不见…忽略，忘记【拓展】get／have(a)sight of =catch sight of看见，发现out of sight 不被看见，在视线之外out of sight of 在……看不见的地方in／within sight 被见到，在视线内in／within sight of在……看得见的地方[短语归纳]Important and difficult sentences:Para.11. I have to remind myself constantly that I am really in Ad 3008.remind v.提醒；使想起[典例]1) The picture reminds me of my college days．这张照片使我想起了大学里的日子。

Module 5 Unit 3 Project:Having a debatePeriod ILearning Aims1. Get to know more about man and nature.2. Know more about GM food.3. Use what you have learnt how to express and support your opinions.【Activity procedures 】 学生学习活动教Activity 1 Reading comprehension1．Activity Aim ：make Ss have an understanding of the passage2．Teaching Method ：students-centered practiceStep 1 Read the first article and give the main idea for each paragraph.Step 2 Read the first article again and answer the following questions.1. What have people done to nature?2. If we continue in this way, what might happen?3. What did developed nations do decades ago? What are they concerned about now?4.What are poorer nations doing now? What ’s their purpose for doing so?ParagraphMain idea Paragraph 1Humans have carelessly _________ the environment.. Paragraph 2Different ____________ towards the problem. Paragraph 3 Both developed and developing countries should worktogether towards _________________________.Paragraph 4Humans can only really win by_______________.Step 3 Read the second article GM food: hope or danger? and answer the following questions.1.What are people’s different attitudes towards the study of genetics?2.What is one aim of GM research talked about in the article?3.What are the problems about GM food and GM plants?4.What is many countries’attitude towards GM food? Why do they hold such attitude?Activity 2 Detailed reading1．Activity Aim : make Ss get some details of the text2．Teaching Method: students-centered practiceChoose the best answer.1.People have harmed nature through all of the following activities except__________.A fishingB agricultureC tourismD breathing2.According to this passage all of the following statements are true except that _________.A building new channels in the sea will do harm to the Earth.B building factories on the land will further damage the Earth.C building more roads will destroy the Earth.D creating pollution with chemical waste will harm the Earth.3.A clean environment will benefit us all if__________.A development is stopped in favour of nature.B all nations are concerned about saving nature.C natural resources are used up.D we use nature to meet our own needs.4.Which statements about poorer nations is FALSE according to the passage?A. Poorer nations must focus on meeting the everyday needs of their people.B. Poorer nations are using up natural resources at a fast pace.C.Poorer nations have not seen the effects of the careless use of the environment.D. Poorer nations have realized the choices they make are bad for the environment.5.What will happen if we continue to destroy nature?A. We will destroy the planet we live on.B. There will be only plants left on the Earth.C. All the people on the Earth will live unhealthy lives.D. Humans will beat nature.Activity 3 Consolidation1．Activity Aim：make Ss master the text structures 2．Teaching Method：students-centered practiceTask- based readingTopic Detailed informationMan and nature The Earth will be 1._________ some day if humans continue to be careless.Some people argue that development shouldn’t give 2.__________to nature.Compared with some poorer nations, many developed nations are 3.__________about saving nature.The 4._________world need to work together to protect the environment.It is humans that are 5.__________ to find answers that are good for everyone, and for everything.GM food: hope or danger?The new technologies excite many people, but also make others 6._________.New materials 7.___________into DNA gives a plant or an animal new qualities.This technology has been used to produce plants which are 8.__________against pests and disease.Whether GM food is safe is still under 9.____________. No one knows how the GM material might 10.__________the food chain.Activity 4 DiscussionDiscuss the following questions with your partners:1.Which is more important, economic development or protecting nature?2.Do you think it contrary (矛盾的) to develop economy while not damaging the environment?Homework :1 Read the reading materials and get familiar with it.2.Make your debate more perfect after class.Period II Language points【Learning Aims】1. Learn some useful words and expressions2. Master some important language points3. Make use of the important words, phrases and sentences flexibly【Learning Procedures】学生学习活动教师组织教学方案【活动一】1．活动目标：培养学生自学的能力2．活动方式：学生练习Translate the following phrases1.用这种方法2.集中,关注3.赞同、支持4.根据有些人的观点5.满足某人的需要6.对…关心7.以很快的速度8.因…而责备某人9.确信10.过健康幸福的生活11.把……限制在做某事的范围内12.至于,关于13.对…有影响14.同意,许可15.对……谨慎的【活动二】1．活动目标：让学生掌握重要语言点并能在练习中活用2．活动方式：学生读背，老师做适当讲解1.judgement n. 判断（力）；看法，评价；（法律）判决_________ v. 判断；审判n. 法官；裁判E.g. 不要以貌取人。

译林版英语3A《project2》优质教案1一、教学内容本节课选自译林版英语3A教材，主要围绕《Project 2》展开。

教学内容涉及第三章“Let's Paint”，详细内容包括：学习颜色词汇（red, yellow, blue, green, black, white），运用颜色描述物品，以及使用“Can I go…？”句型进行简单询问。

二、教学目标1. 让学生掌握基本的颜色词汇，并能熟练运用。

2. 培养学生运用颜色描述物品的能力，提高英语表达能力。

3. 让学生学会使用“Can I go…？”句型进行礼貌询问，增强课堂互动。

三、教学难点与重点1. 教学难点：颜色词汇的发音和运用；“Can I go…？”句型的正确使用。

2. 教学重点：颜色词汇的掌握；运用颜色描述物品；使用“CanI go…？”句型进行询问。

四、教具与学具准备1. 教具：PPT、彩色粉笔、画纸、画笔、颜色卡片。

2. 学具：课本、练习册、画纸、画笔。

五、教学过程1. 导入：通过展示一幅彩色画，引导学生谈论画面中的颜色，自然引入颜色词汇的学习。

2. 新课内容：学习颜色词汇，让学生跟读、模仿，并进行小组竞赛，巩固词汇记忆。

3. 实践环节：学生两人一组，用颜色词汇描述对方的画，提高口语表达能力。

4. 例题讲解：使用“Can I go…？”句型，展示如何礼貌地询问他人意见。

5. 随堂练习：学生自由组合，编写对话，练习使用“Can I go…？”句型。

六、板书设计1. 颜色词汇：red, yellow, blue, green, black, white2. 句型：Can I go…？七、作业设计1. 作业题目：画一幅自己喜欢的画，用颜色词汇描述，并写一段对话，使用“Can I go…？”句型询问他人意见。

2. 答案示例：对话示例：A: Can I go to the art room?B: Sure, you can go to the art room. What do you want to draw?A: I want to draw a beautiful flower. It's red, yellow and blue.八、课后反思及拓展延伸1. 反思：关注学生在课堂上的表现，了解他们对颜色词汇和句型的掌握程度，及时调整教学方法。