unit2教案

一、教材内容分析本单元为小学英语(PEP)五年级上册第二单元My week第二课时。

Let’s learn部分学习的单词是：Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday。

教材通过吴一凡和机器人Robin讨论吴一凡课程表的情景，呈现单词的词形和意义。

本部分的教学目标是：学生能够听、说、读、写上述单词，并能够在语境中正确运用上述单词。

Let’s play部分用于操练和巩固A Let’s learn板块有关一周七天名称的单词。

本活动要求同桌两人合作完成，一人说课程名称，一人猜星期几。

二、学生情况分析五年级学生已经具备一定的听说读写能力，并且已经学习过本课涉及的科目单词。

同时，学生已在本单元第一课时已经接触过主句型What do you have on … ? I have … 在此基础上，本课要使学生进一步掌握运用主句型谈论学校课程安排情况，并学习重点词汇：Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday。

三、教学目标1．能够听、说、读、写以下七个单词：Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday。

2．能够在语境中正确运用上述单词。

3．能够完成“猜一猜”的活动。

四、教学重难点（一）教学重点通过学习学生能听说读写本课四会单词。

运用所学单词结合重点句型遣词造句。

（二）教学难点鼓励、引导学生结合自己生活实际，运用本课内容进行自主对话。

五、教学步骤1．热身、复习（1）教师热情地和学生打招呼，相互问好。

（2）跟唱有关星期单词的歌曲。

【设计意图】开课时，唱与本课息息相关的歌曲达到唤醒学生学习热情的目的。

（3）自由交谈。

让学生运用上节课所学句型What do you have on…. ? I have … on …自由交谈，由旧知识过渡到本课重点词汇。

人教PEP版六年级英语上册第二单元教案Unit2Ways to go to school教学设计二、呈现（Presentatio n）1.main scene学习(1）呈现图片，仔细观察图片，回答问题,Where are they?What can you see?(2)学生仔细观察图片，展开合理想象并回答老师的问题。

Where are they？What can you see?(3)听录音，模仿朗读，理解对话内容。

①指明朗读对话，并翻译主要句子的中文意思，掌握单词、句子的读法。

2教师领读对话，学生模仿，齐读，生生对话，小组表演。

3告诉学生应该遵守交通规则，红灯停，绿灯行。

2.学习Let’s try&Let’s talk(1)T:Today I come to school on bus.Iusually come to school on foot.Whatabout you?Do you come by bike or bybus?Do you come on foot or by car？(2)Listen to the tape(3)快速反应游戏：教师说出某个短语，让学生做相应的动作并说出句子(4)听录音，跟读Let’s talk内容，注意纠正学生的发音(5)图片解释usually/often/sometimes单词的区别。

（100%80%60%40%0）(6)同桌表演对话，培养学生学习语言，课堂上激发学生不断地去说，再引入课文内容的学习。

1、free talk形式，先跟学生展开对话，让学生在学习新内容前先巩固已学过的知识。

2、通过听、游戏、动作去了解短文意思，并通过学习，引出频率副词的学习，让学生自然而然地掌握，了解所发生频率不一样，需要用不同的频率副词。

三、操练（Practice ）1.Listen to the tape.Listen to the tape and read after it.2.Play a chain game教师做动作，自问自答：How doI come to school?I come to school by bike,继续重复刚才的句子并问某一位学生，继续传递下去。

教案初一英语教案人教版unit2一、引言1.1课题背景1.1.1英语作为国际通用语言的重要性1.1.2我国英语教育的发展及现状1.1.3初一英语学习的阶段特点及任务1.1.4Unit2在初一英语教学中的地位和作用1.2教学目标1.2.1培养学生英语学习的兴趣和积极性1.2.2提高学生的英语听说读写能力1.2.3培养学生的跨文化交际意识1.2.4帮助学生掌握Unit2的知识点1.3教学方法1.3.1采用任务型教学法，激发学生的学习兴趣1.3.2利用多媒体辅助教学，提高教学效果1.3.3鼓励学生参与课堂互动，培养合作精神1.3.4定期进行学习评价，及时调整教学方法二、知识点讲解2.1词汇2.1.1重点词汇：family,parent,sister,brother,grandparent 2.1.2词汇讲解：通过图片、实物等形式展示词汇，让学生更好地理解和记忆2.1.3词汇练习：设计丰富的练习，如填空、选择、匹配等，巩固学生对词汇的掌握2.1.4词汇运用：鼓励学生在实际情景中运用所学词汇，提高语言运用能力2.2语法2.2.1重点语法：一般现在时2.2.2语法讲解：通过例句、图表等形式讲解一般现在时的构成和用法2.2.3语法练习：设计针对性的练习，如填空、改错、句型转换等，让学生熟练掌握一般现在时2.2.4语法运用：鼓励学生在写作、口语表达中运用一般现在时，提高语法运用能力2.3对话2.3.1重点对话：介绍家庭成员2.3.2对话讲解：分析对话内容、功能及语言特点2.3.3对话练习：设计角色扮演、问答等练习，让学生熟悉并运用对话2.3.4对话拓展：鼓励学生结合自身实际，创作类似的对话，提高交际能力三、教学内容3.1课文3.1.1课文内容：Unit2的课文主要围绕家庭成员展开3.1.2课文讲解：分析课文结构、语言点及文化背景3.1.3课文练习：设计阅读理解、完型填空等练习，提高学生的阅读能力3.1.4课文拓展：引导学生探讨课文主题，培养学生的思辨能力和跨文化意识3.2听力3.2.1听力材料：与家庭成员相关的对话、短文等3.2.2听力讲解：教授听力技巧，如预测、捕捉关键信息等3.2.3听力练习：设计听辨、听写、听力理解等练习，提高学生的听力水平3.3语音3.3.1重点语音：元音音素/i:/和/i/3.3.2语音讲解：讲解元音音素的发音特点及区别3.3.3语音练习：设计听音辨词、模仿朗读等练习，让学生掌握元音音素的发音3.3.4语音拓展：引导学生关注日常生活中的语音现象，提高语音感知能力四、教学目标4.1知识与技能4.1.1掌握Unit2的重点词汇、语法和对话4.1.2能够运用Unit2的知识进行简单的英语交际4.1.3提高英语听说读写能力4.1.4培养跨文化交际意识4.2过程与方法4.2.1培养学生合作学习的能力4.2.2培养学生自主学习的能力4.2.3培养学生解决问题的能力4.2.4培养学生创新思维的能力4.3情感态度与价值观4.3.1培养学生对英语学习的兴趣和积极性4.3.2培养学生尊重和包容不同文化的态度4.3.3培养学生团队合作的精神4.3.4培养学生积极向上的价值观五、教学难点与重点5.1教学难点5.1.1词汇的掌握和运用5.1.2一般现在时的语法运用5.六、教具与学具准备6.1教师准备6.1.1多媒体课件：包括词汇、语法、对话的展示和练习6.1.2图片和实物：用于展示家庭成员，增强视觉效果6.1.3录音设备：播放听力材料，进行听力练习6.1.4教学视频：用于辅助教学，提供更多的语言输入6.2学生准备6.2.1英语课本和练习册：学习Unit2的相关内容6.2.2笔记本和文具：记录重点知识和练习答案6.2.3家庭照片：用于介绍家庭成员的实践活动6.2.4英语词典：查找生词，自主学习6.3课堂环境6.3.1座位安排：适合小组活动和角色扮演6.3.2黑板和白板：用于板书和展示学生答案6.3.3墙面海报：展示英语学习标语和家庭成员词汇七、教学过程7.1导入7.1.1开场白：用英语与学生打招呼，引入新课话题7.1.2快速问答：复习上一课的内容，激活学生的相关知识7.1.3图片展示：展示家庭成员的图片，引起学生的兴趣7.1.4目标介绍：告知学生本节课的学习目标和预期成果7.2主体教学7.2.1词汇学习：通过图片和实物学习重点词汇7.2.2语法讲解：通过例句和图表讲解一般现在时7.2.3对话练习：分组练习对话，模拟真实场景7.2.4听力训练：播放听力材料，进行听力和理解练习7.3巩固与拓展7.3.1小组活动：设计家庭成员介绍的小游戏或角色扮演7.3.2课堂写作：写一段关于自己家庭成员的短文7.3.3语音练习：模仿录音，练习元音音素的发音7.3.4作业布置：布置课后作业，巩固所学知识八、板书设计8.1词汇板书8.1.1重点词汇列表：在黑板上列出Unit2的重点词汇8.1.2词汇例句：用不同颜色的粉笔标出词汇在例句中的使用8.1.3词汇配图：在词汇旁边画上简笔画，增强记忆8.1.4词汇游戏：设计一个与词汇相关的游戏，如“找不同”8.2语法板书8.2.1语法规则：用图表形式展示一般现在时的构成8.2.2语法例句：用例句展示一般现在时的用法8.2.3语法练习：在黑板上展示语法练习题，让学生参与解答8.3对话板书8.3.1对话脚本：在黑板上写出对话的脚本，供学生参考8.3.2对话角色：标明对话中不同角色的名称8.3.3对话情景：用图画或关键词表示对话发生的情景8.3.4对话提示：给出表演对话时的表情和动作提示九、作业设计9.1词汇作业9.1.1词汇填空：完成练习册上的词汇填空题9.1.2词汇匹配：将词汇与图片或定义进行匹配9.1.3词汇造句：用Unit2的词汇各造一个句子9.1.4词汇复习：复习Unit2的所有词汇，准备下次课的测试9.2语法作业9.2.1语法改错：改正练习册上的语法错误9.2.2语法填空：完成一般现在时的语法填空题9.2.3语法转换：将句子从一般现在时转换为其他时态9.2.4语法写作：用一般现在时写一段短文9.3对话作业9.3.1对话背诵：背诵Unit2的对话9.3.2对话改编：改编Unit2的对话，加入自己的家庭成员9.3.3对话表演：与同学一起表演Unit2的对话9.3.4对话创作：创作一个新的对话，介绍自己的家庭成员十、课后反思及拓展延伸10.1教学效果反思10.1.1学生参与度：重点和难点解析一、知识点讲解中的词汇部分1.1词汇的讲解与练习详细讲解每个重点词汇的用法和搭配，确保学生理解并能够正确使用。

教师备课——英语七年级下UNIT2教案2。

1.教材分析我们需要对UNIT2的教材进行一次深入分析。

在这个单元里，主要涉及到动词的使用。

我们要帮助学生握be动词、have和do的用法，从而能够正确使用这些动词构造句子。

此外，该单元还涉及到人称代词，并引导学生熟悉人称代词的用法。

单元课程也引入了一些形容词，帮助学生学会如何用形容词描述物品或事物。

通过深入分析，我们可以清晰地了解到本单元的教学重点内容和核心难点。

2.教学目标基于上述对教材的分析，我们可以明确具体的教学目标。

在此单元中，我们主要要求学生能够：（1）了解be动词、have和do的用法，熟练运用这些动词构造句子；（2）掌握人称代词的用法，运用人称代词替换名词；（3）学会使用形容词描述事物或物品，能够在交流中使用形容词。

3.教学设计基于教材分析和教学目标，我们需要进行详细的教学设计。

我们可以通过提供一些生动的语言材料，向学生展示be动词、have和do 的用法。

在这个过程中，可以帮助学生发现一些常见的语言规律和用法，如肯定句、否定句和疑问句等。

同时，也可以通过练习帮助学生熟悉这些动词的使用方法。

我们可以引导学生熟悉人称代词的使用。

通过对语言材料的分析和练习，学生可以逐渐理解代词在句子中的作用和用法，并掌握有效地使用人称代词进行交际的技能。

我们可以引入形容词，让学生重点了解形容词与名词搭配方法，并且在生活实践中加强彼此搭配的印象。

在此过程中，教师要注意语言的生动性和趣味性，让学生更好地理解用法，同时，鼓励他们在交流中积极运用词汇。

4.教学评估在教学过程中，我们需要对学生的掌握情况进行评估。

在这个过程中，我们可以使用各种形式的评估方法，如听力、口语、阅读和写作等，以帮助学生全面地巩固并使用教材中的词汇和语法。

5.课后回顾最后要注意的是，教师在教学结束后，应该对教学过程进行总结和回顾，以保证学生可以更好地理解和掌握所学的内容。

在回顾过程中，可以和学生讨论一些重点难点，从而加深对其的印象，巩固所学的知识。

一、教学课题Unit 2: Great Inventions二、教学目的1. 培养学生阅读理解能力，提高对科技发明类文章的阅读兴趣。

2. 扩大学生词汇量，掌握与科技发明相关的常用词汇和短语。

3. 提高学生的听说能力，通过角色扮演等活动，使学生能够运用所学知识进行交流。

4. 培养学生的写作能力，通过写作练习，使学生能够运用所学语法和词汇表达自己的观点。

三、课时分配1. 阅读理解：2课时2. 听力训练：1课时3. 口语表达：1课时4. 写作练习：1课时四、教学重点1. 理解文章大意，掌握文章结构。

2. 掌握与科技发明相关的词汇和短语。

3. 学会运用所学知识进行口语和书面表达。

五、教学难点1. 理解文章中的复杂句型。

2. 准确运用所学词汇和短语进行口语和书面表达。

六、教学过程第一课时：阅读理解1. 导入新课：通过展示一些科技发明图片，激发学生的兴趣，引入本节课的主题。

2. 阅读课文：学生自主阅读课文，了解文章大意，掌握文章结构。

3. 翻译练习：学生翻译文章中的重点句子，巩固词汇和语法知识。

4. 课堂讨论：针对文章中的关键问题进行讨论，加深对文章内容的理解。

第二课时：听力训练1. 导入新课：通过播放一段与科技发明相关的英语听力材料，激发学生的兴趣。

2. 听力练习：学生听录音，回答问题，提高听力理解能力。

3. 课堂讨论：针对听力材料中的关键问题进行讨论，加深对内容的理解。

第三课时：口语表达1. 导入新课：通过展示一些科技发明图片，激发学生的兴趣，引入本节课的主题。

2. 角色扮演：学生分组进行角色扮演，模拟科技发明场景，运用所学知识进行交流。

3. 课堂讨论：针对角色扮演中的问题进行讨论，提高口语表达能力。

第四课时：写作练习1. 导入新课：通过展示一些科技发明案例，激发学生的写作兴趣。

2. 写作指导：教师讲解写作技巧，指导学生如何运用所学知识进行写作。

3. 写作练习：学生根据所学知识，撰写一篇关于科技发明的短文。

人教版八年级英语上册教材Unit2 教案
教学目标
- 通过本课的研究，学生能够掌握有关物品地点的表达方式，
如商店、电影院等。

- 学会使用“where”的疑问句和回答句来询问和描述物品的地点。

- 能够熟练运用所学知识与同伴进行交流，并进行情景对话。

教学重点
- 学会使用“where”的疑问句和回答句来询问和描述物品的地点。

- 熟练掌握单词和短语的拼写和发音。

教学准备
- 教材：人教版八年级英语上册教材Unit2
- 幻灯片或黑板
- 学生小组卡片
教学步骤
1. 导入：用幻灯片或黑板上展示一些物品图片，引导学生用英
语描述物品的地点。

2. 研究新知：通过教材Unit2的相关内容，教授目标词汇和短语，让学生理解并记忆。

3. 练活动：进行对话练，学生分组，每个小组选择一个物品进行情景对话，询问和回答物品的地点。

4. 拓展活动：让学生运用所学知识，创造自己的对话，交流物品的地点。

5. 归纳总结：让学生回顾所学知识，进行总结归纳。

6. 作业布置：布置课后作业，要求学生练复述本课内容，并使用疑问句和回答句描述物品地点。

教学评价
- 通过学生的课堂表现、练活动和讨论活动来进行评价，检查学生是否能够正确运用所学语言进行物品地点的描述。

- 提供及时的反馈，鼓励学生用英语进行交流。

注意事项
- 确保课堂秩序，引导学生积极参与。

- 注重学生的口语能力培养，鼓励他们进行对话练。

- 提供足够的练机会，让学生熟练掌握所学知识。

以上为人教版八年级英语上册教材Unit2的教案，根据课堂实际情况适当调整教学步骤。

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文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的实用范文，如学习资料、英语资料、学生作文、教学资源、求职资料、创业资料、工作范文、条据文书、合同协议、其他范文等等，想了解不同范文格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of practical sample essays, such as learning materials, English materials, student essays, teaching resources, job search materials, entrepreneurial materials, work examples, documents, contracts, agreements, other essays, etc. Please pay attention to the different formats and writing methods of the model essay!新版八年级英语上册unit2教案了解音乐的分类;学会用“It’s great! I love it! It’s not my favorite, but I don’t mind it. I hate this kind of music.”等句子表达自己的情感,提高听、说、读、写等综合运用语言的能力。

Unit 2 Traveling Around 教案一、单元主题分析本单元主题主要是人与自我，其中部分也涉及人与社会。

本单元围绕旅行这一主题展开，要求学生们在课本及以外的生活常识中，学会自我管理、自我认识，了解货币常识，树立理财意识，理性消费，能够丰富充实、积极向上的生活。

同时也要了解世界各国的文化景观，建筑等，并学会与人在旅行中进行跨文化沟通交流。

二、单元内容本单元内容是人教版必修一模块第二单元Travelling Around,单元的主题是旅行，涉及的话题有：计划制定、行前安排、景点介绍、旅游文明行为以及旅游业发展利弊的讨论等内容。

语篇类型有：百科全书式的介绍文本、旅游宣传册、电子邮件、议论文、日常对话、电话交流等体裁和形式。

语篇类型：第一部分是介绍性文本，第二部分是旅游宣传册，第三部分是电子邮件说明旅行计划和日程的文体结构。

三、单元目标通过本单元的学习，学生需要达到以下能力：1.语言知识能力：掌握语音,词汇,语法,表达和语篇等方面的内容。

掌握本单元核心词汇、词块，理解并掌握本单元语法及长难句；在语境中理解所学词汇和语法知识，学会运用现在进行时态表达个人想法，进行人际交流。

2.语言技能能力：锻炼听、说、读、写的能力学习.能够抓住关键词，理解听力文本大意，通过快速浏览标题，图片和图表等能够识别文本类型并采取相对应阅读策略。

3.文化意识能力：了解中国和秘鲁等国家的著名景点和文化特色，培养爱国情怀，拓展国际视野，树立文明旅游意识；使学生获得文化知识，理解文化内涵，比较文化异同，汲取文化精华，形成正确的价值观，坚定文化自信，形成自尊、自信、自强的良好品格，具备一定的跨文化沟通和传播中华文化的能力。

4.思维品质能力：能够合理对音频和文本中的旅游利弊进行分析判断，找到解决途径，从而培养批判性思维能力;能够结合实际生活，利用旅游资源及文化特色，形成个人见解并学会制定切实可行的旅游计划；明白旅行的意义，不仅开拓了学生的国际视野，而且还在一定程度上培养了学生的爱国情怀和树立文明的游客意识。

unit2教案Unit Two Love and Friendship(Part I)I. Lead-in Class Class Hours: 2hoursII. Teaching Aims and Requirements:1. Get Ss t o understand the true meaning of “love and friendship” and talk about it freely;2. Get Ss to learn words and expressions concerning love and friendship3. Get Ss to know some background information4. Get Ss to learn the new words of T ext A5. Get students to grasp scanning skillsIII. Presenting Procedures1. Oral practice: love and friendship(20 minutes)a) Introductory remarks: Love and friendship are two of the most precious things people can have. For all the care and trust we are blessed with, we have someone to be grateful to — our parents, family, and friends. They support us for who we are and see the good that is in us. But how often do we take all that for granted? Just think of all the times we acted selfishly, leaving our beloved ones behind. Love is not a one-way street, and friendship also needs nurturing.b) PresentationNow let’s launch a free presentation on love and friendship concerning those questions below: (Ask students to talk in groups)Do you still remember your first day of college?How did you feel when you left your parents for college?What were their responses to your leaving?Share your experience with your partner.Tips:The answer varies. Personally, I felt excited and ready when it was time for me to go away for college, since I can be finally be independent from my parents. I think it is bittersweet and a transitional time for my parents. On the one hand, they were happy and very proud of me that I had this opportunity to go to college. On the other hand, they felt anxious and worried about me since it was the first time for me to be far away from home.2. Listening practice(15 minutes)Now let’s listen to a passage to get more information about college life, while listening, fill in the blanks with what you have just heard.Listening MaterialLove and FriendshipLove and friendship are the brightest moments of our life. They are the 1) ______of joy and energy to motivate us.Parents are the unsung 2) _______of every person that has ever done anything great. They sow the seeds of greatness in our life. Friendship is the 3) ______of life. It is essential to our well-being. We could not survive without it. Falling in love may be one of the 4) ________ feelings ever.Colors seem brighter, sounds more resonant and smells more powerful when you are in love. They reflect different aspects of our life. They represent 5) ___________, which require time, effort and many other characteristics. They assume emotional involvement, care, respect and6) _______ . They make people happier. They bring 7)_______ and feelings even in the periods of conflicts and8) _________, which are inevitable parts of our life.Keys:source, heroes, bread, greatest, relationships, devotion,positive, misunderstandings3.Back ground information(15 minutes)1) Family structure in the United StatesThe traditional family structure in the United States is considered a family support system involving two married individuals providing care and stability for their biological offspring. However, this two-parent, nuclear family has become less prevalent, and alternative family forms have become more common. The family is created at birth and establishes ties across generations.2)Family relationships in the United StatesMost American families consist of a mother and father with an average of 2.5 children. It is very common in most families that both the mother and the father are employed full time and are at work while their children are at school or a day care facility.3) Population ageing in the United StatesLike the rest of the world, the US is an ageing society. Between 2000 and 2050, the number of old people is projected to increase by 135%. Moreover, the population aged 85 and over, which is the group most likely to need health and long-term care services, is projected to increase by 350.4. New words and expressions(30minutes)Wordsslip away: 逃走；悄悄溜走slip in: 悄悄溜入；偷偷溜进去slip into: 溜进；使滑入；匆忙穿上；[俚]大吃let slip: 错过；无意中吐露；放走in particular (Para 4): specifically or especially distinguished from otherse.g. Was there anything in particular that convinced you thiswas something that you wanted to revisit?The crowd was excited; the youth in particular were clapping and cheering.in every particular在特殊情况下：in a particular casetoss (Para. 4): v. to throw sth. lightly or carelesslye.g. She tossed out junk food from her refrigerator and set a goal to lose five pounds in one month.stuffed (Para. 4): adj.1) filled with sth.e.g. Stuffed bears, dolls, trucks, building blocks and other traditional favourites have had a particularly tough time.2) having eaten so much that you cannot eat anything elsee.g. Having been stuffed, the milk cows were crouching down on the ground.stuff:v. to fill a space or container tightly with sth.e.g. He stuffed up his ears with earplugs before diving.residence (Para. 6): a house, especially a large or impressive onee.g. 10 Downing Street is the British Prime Minister's official residence.take up residence: to live in a particular place; settle downe.g. The newly-wed couple began their married life with a honeymoon at a secret location and then took up residence in their new home.leave behind (Para. 7):1) to go away from a place without taking sth. / sb. with youe.g. The picnickers left behind litter and leftover food.What legacy do we leave behind for future generations?2) to cause or allow to remain as a consequence or signe.g. He left behind nothing but happy memories.last but not least (Para. 11): in addition to all the foregoinge.g. Last but not least, thanks so much to the fans and readers for making me feel my work was valued.Last but not least, you can also have your family or friends visit you for a few days and share this remarkable experience with them.scrub (Para. 13): v. the act of cleaning a surface by rubbing it with a brush and soap and watere.g. She got down on her knees and started to scrub the already shining floor.I quickly scrubbed my dishes clean in the sink, and placed them upside down on a dish towel to dry.remind (Para. 14): v. cause someone to remembere.g. These photos remind me of the days when we skied in Canada.He reminds her how much she used to love him, how much she has disappointed him over the years.The agency reminds travelers to check their bags and other belongings for prohibited items before going to the airport.even if / though (Para. 15): despite the fact or belief that; no matter whethere.g. Even if we achieve great success in our work, we should not be conceited.But even if he wins the first round, the situation is far from over.look back on (Para. 15): to think about sth. in your paste.g. They like to look back on those unforgettable years in the army.Now that I look back on it, I really appreciate the relationship.Practice in New Words (10 minutes)Have students do Exercise 4(page 39,40)and practice core words related to the text.5. Reading Skill (30 minutes)1)Scanning for specific informationScanning is a reading strategy involving rapid but focused reading of a passage in order to locate specific information. In scanning you have a question in your mind and you read a passage only to find the answer, ignoring unrelated information. Readers may scan for specific information by:Tips:●deciding the specific information you are looking for●anticipating the clues you might use to locate the information (names, places,time, numbers, letters, italicized or boldfaced words, etc.)reading selectively and skipping unrelated information2) Practice in Scanning SkillHave students practice the skill with example of Text A(Page 38)Location Specific items left behind or messed upOn the floor 1On my mirror 2In my box of toys 3In a ziplock bag 4In the freezer 5besides 6Keys: 1. pillows and a few stuffed animals2. little fingerprints3. a flying dinosaur, a skeleton and a Frankenstein doll4. a teething ring5. Tegan’s tooth6. Tessa’s bottle brush and a baby outfit6. Home workReview the words and phrases of Text A(with the help of word list 1)Pre-reading text A and do the exercise on page 38, 39, 40: Reading Comprehension＆Reading and Discussing＆language in use.IVTeaching MethodsCommunicative ApproachLearner-centered T eachingMultimedia ApproachV Black Board Designing(5 minutes)Unit one College Life1.Oral practice--share stories betweenyou and your parents2.Listening practice(page 32)3.Background information4.New words and phrases5.Reading skills--scanning6.Home workⅥ Conclusion(3 minutes)This time we together explore the topic concerning “love and friendship”. We learned some expressions on how to express love and other affection to our parents and friends, after which we learned some related information about love and friendship as well as the new words and phrases of Text A. What’s more, we learned the scanning skill and practiced it. Hope you can review all those learned above after class.Ⅶ Homework(2 minutes)Review the words and phrases of Text A(with the help of word list 1)Pre-reading text A and do the exercise on page 38, 39, 40: Reading Comprehension＆Reading and Discussing＆language in use.Ⅷ After-class ReflectionUnit Two Love and Friendship(Part II)I. Global Reading and Detailed reading of Text A Class Hours: 2hoursII. Teaching Aims and Requirements1.Enhance Ss’ ability of scanning by globally reading Text A2.Help Ss’ explore the language points of Text A3.Lead Students to an avenue to build harmonious relationship with parents and friends. III. Presenting Procedures1.Reading Comprehension(45)Part DivisionPart Paragraphs Main ideaPart one 1-13 There are things left behind by the childrenPart two 14-16 Things left behind turned out to be memories leftbehind.Part three 17-18 It turned out to be love left behind.Global understandinga) ask students to identify the specific information with the help ofexercise 1(A). Then ask the students to do exercise 1(B) and 1(C).b) finish Exercise 1(B) and 1(C)1)The inside of a turkey fryer reminded the author of____________thatthe family all enjoyed.2) The empty pie pan let the author think of __________________.3) The memory of the white elephant gift exchange game came back to theauthor when she saw____________________.4) ______________________________________reoccurred to the authoras she found the baby outfit.5) The author recalled _____________________ at the sound of Rowan’scry and Rowan’s injury.Keys:1. the delicious Thanksgiving meal2. Katie’s delicious pies3. The angel figurine4. The trip to the emergency room with Rowan5. How frightened she wasDetailed understandinga) Ask students to learn about the cultural background related to the text.b) Ask students to apply the reading skill and do Exercise 2 to understand the details of the text.c) Explain language points. For this step, the teacher can guide studentsto analyze some difficult sentences syntactically and rhetorically so as tohelp them better understand the text.Language Points1. “When did they grow up and become parents of smallchildren? Shouldn’t that be me?” (Para. 3)[Paraphrase]“I didn’t recognize the exact time when they became adults and parents. I was unaware of this change. And deep in my heart, I still think they are my little children, and I am their parent.”[Translati on]“他们什么时候长大且为人父母的? 我不是才长大，才为人父母吗? ”2. There were pillows on the floor where they had been tossed from the couchand a few stuffed animals lying around where the children had been playing. (Para. 4)Paraphrase: The pillows on the floor had been thrown by my little kids from the couch and some stuffed animals toys were also scattered around the house.3.I decided to sort through the toy box and I found a flying dinosaur, a skeleton, and a Frankenstein that had mysteriously taken up residence in my box of toys. (Para.6)Paraphrase: I decided to tidy up my former toy box. There I saw some toys, like the flying dinosaur, the skeleton, and Frankenstein doll, but how they came into the box remains unknown.[Translation]我决定整理一下玩具箱里的玩具，结果发现了一只会飞的恐龙、一副骨架和一个弗兰肯斯坦怪物，也不知这怪物是如何在我的玩具箱里安家的。

【人教版】小学三年级上英语《Unit 2》优质课教案一. 教材分析本课是人教版小学三年级上册英语《Unit 2》的第一课时，主要讲述了日常生活中常见的动物名称和颜色。

本课时共有4个部分，包括听力、口语、阅读和写作。

教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。

二. 学情分析三年级的学生已经具备了一定的英语基础，掌握了基本的英语字母和单词。

他们对新鲜事物充满好奇，善于模仿，合作意识较强。

但部分学生可能对英语学习仍存在恐惧心理，需要教师多给予鼓励和关爱。

三. 教学目标1.知识目标：学生能够听懂、会说、会读本课的生词和句子，掌握动物名称和颜色词汇。

2.能力目标：学生能够运用所学知识进行简单的日常交流，提高口语表达能力。

3.情感目标：培养学生热爱生活、关爱动物的情感。

四. 教学重难点1.重点：学生能够正确说出动物名称和颜色词汇。

2.难点：学生能够熟练运用所学知识进行日常交流。

五. 教学方法采用情景教学法、游戏教学法和分组合作教学法，激发学生的学习兴趣，提高学生的参与度。

六. 教学准备1.教师准备：准备好教材、课件、卡片、动物玩具等教学用品。

2.学生准备：提前预习教材，熟悉本课内容。

七. 教学过程1.导入（5分钟）教师通过播放英文歌曲《Old MacDonald Had a Farm》引导学生进入学习状态，激发学生对动物的兴趣。

2.呈现（10分钟）教师展示教材中的插图，引导学生说出图片中的动物和颜色。

教师出示卡片，让学生模仿发音，纠正发音错误。

3.操练（10分钟）教师学生进行小组活动，让学生互相提问动物和颜色，如：“What’s this? It’sa/an… What color is it?”学生用所学词汇进行回答。

4.巩固（5分钟）教师邀请学生上台展示自己的口语表达能力，其他学生进行评价。

教师给予鼓励和指导。

5.拓展（5分钟）教师引导学生发挥想象，用自己的语言描述一种喜欢的动物和颜色，学生互相分享。