下载文档原格式
Book 2 Unit 1 Lights, camera, action!Extended readingForrest Gump教学目标By the end of this session, students will be able to:1. know the plot and relationships of the characters and their personalities;2. role-play the excerpt;3. explain why they like certain lines from films.教学重难点1. know the plot and relationships of the characters and their personalities;2. role-play the excerpt;3. explain why they like certain lines from films.教学过程步骤教学活动设计意图互动时间&模式Curious Reader（猎奇读者): stimuli cognitive schematismStep 1 1.Explore the titleThe teacher asks students to read the title to thefilm and answer the questions: what does thetitle refer to?创设语境，引导学生对剧本中Forrest Gump主人公的兴趣，根据introduction的内容做适当的猜测、揣摩，激发学生的好2’Class work2. PredictionThe teacher asks students to read the introduction to the film and answer the questions:Can you imagine how Forrest Gump’s first day of school is like? Why? 奇心,设置问题情境，唤醒探究需求，激活思维图式，诱导学生积极预测文本，随后浅层阅读，验证预测，以顺利完成表层“信息沟”的填充。
Unit1CollegeCulture-新标准⼤学英语2教案New Standard College English Integrated CourseBook IIUnit 1College Culture(Teaching Plan)(6 periods)ObjectivesStudents will be able to:1. To grasp the main idea2. To master the key language points and grammatical structures in the text;3. To conduct a serious of reading, listening, speaking and writing activities related to the theme of the unit.4. To write a paragraph in the form of an argumentativeActive Reading (1)College Just Isn’t Special Any MoreI. Warm-up Exercises:Work in pairs. Discuss the photoWhat happened then in both China and Western country?What differences do the Chinese and Western universities have?What differences do the Chinese universities have between now and the past?II. Detailed Reading:A.Structure AnalysisPart 1 (paras 1-4) Students in the 1960sPart 2 (paras 5-7) Students nowPart 3 (paras 8-10) College isn’t special any moreB.Vocabulary1.give rise to:to make sth. happen or begin, esp. sth. unpleasant or unexpectedwords & expressions with similar meanings: cause, lead to, result in, contribute to Figure out the meaning of underlined words.1) Instead of resolving contradictions, the series of measures taken by the government gave rise to more violent clashes. 引发（更多暴⼒冲突）2) Honesty and hard work contribute to success and happiness. 构成2.clashComplete the sentences with appropriate prepositions.1)Yesterday saw violent clashes _between_ police and protesters.2)The prime minister faces a clash _with__ business leaders tomorrow.3)His T-shirt clashes __with__ his shorts.4) A lot of problems have been caused by a clash __of___ cultures.3.establishment n.1) the most important and powerful people in a country or in a section of society2) the process of starting or creating something such as an organizationFigure out the meaning of underlined words.a.The literary establishment generally looks down on artists. ⽂学界权威b.John was eager to establish good relations with the business community. 与。
新标准小学英语教案一、教学目标在本节课中，学生将学习以下内容：•学习英语字母A、B、C和D的发音及书写•学习单词apple、ball、cat和dog的发音和意思•学习基本的问候语和表达方式•培养学生的听、说、读、写的能力•提高学生的英语学习兴趣和自信心二、教学内容1.字母A、B、C和D的发音和书写2.单词apple、ball、cat和dog的发音和意思3.基本的问候语和表达方式字母A、B、C和D的发音和书写师生一同熟悉字母A、B、C和D的发音和书写方式。
师生可一起诵读字母表，让学生模仿教师正确定发音，并从白板上观察和模仿书写字母的形状。
•字母A的发音：/eɪ/•字母B的发音：/bi:/•字母C的发音：/si:/•字母D的发音：/di:/单词apple、ball、cat和dog的发音和意思在学习字母后，学生将学习单词的发音和意思。
给学生播放一个单词的发音，然后让学生根据所听到的音进行尝试。
同时，教师也可以展示图片，让学生联想单词的意思。
•apple: 苹果•ball: 球•cat: 猫•dog: 狗学生可以进行小组活动，在小组内轮流模仿发音和给出正确的意思。
基本的问候语和表达方式学生将学习基本的问候语和表达方式，培养他们的实际交流能力。
•问候语：Hello、Hi、Good morning、Good afternoon、Good evening•自我介绍：My name is [姓名]。
What’s your name?•问候熟人：How are you? I’m fine, thank you. And you?学生可以在小组内练习对话，模仿正确的语音语调和表达方式。
三、教学步骤1.导入新课，给学生展示英文字母表，并介绍字母A、B、C和D的发音和书写方式。
2.引导学生一起诵读字母表，并模仿教师正确的发音和书写方式。
3.播放单词的发音，让学生猜测单词。
展示图片，让学生与单词的意思进行联想。
4.小组活动：学生分组，轮流模仿单词的发音和给出正确的意思。
Book 2 Uni t 1 Food for thought 教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化 和健康的饮食习惯。
本单元从介绍不同国家的代表性食物开始，展现了 丰富多彩的世界美食和世界各地的餐桌礼仪，丰富学生对饮食文化的认 知，引导学生深入思考健康饮食和生活方式的关系，最终达成对多元饮 食文化的理解和包容，并且反思和改进自己的饮食习惯。
单元目标学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、专栏 文章、网络点评、菜谱等多模态语篇，综合运用各种语言技能，读懂语 篇内容，听懂与点菜相关的对话，讨论并加深对健康饮食的认识，使用 新语言描述食物的色香味等特征，恰当使用情态动词给他人提出建议， 能够用英文写简单的菜谱并推荐一道美食，深化对单元主题意义的理解 与挖掘；同时能够运用单元所学谈论中外饮食文化的异同，正确判断文 章中人物的观点和态度，评判不同人的生活方式，反思和改进自己的饮 食和生活习惯；通过运用各种学习策略，在自主、合作与探究学习的过 程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和 调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自 身语言能力、文化意识、思维品质和学习能力的综合提升。
课型 内容分析活动 1 呈现一段与饮食主题相关的视频。
该视频介绍了一位美国人在中 国的美食之旅，展现了中国的代表性美食，如北京烤鸭、大闸蟹、四川 火锅。
活动 2 要求学生看世界地图和各国代表性食物的图片，将这些食 物与对应的国家进行匹配，并结合自身经历讲述对世界美食的了解。
教学目标1. 学生能够了解中国的代表性食物，能初步了解不同国家的代表性食物及其英文表达，激活已有的语言、背景知识，产生对话题的兴趣； 2. 学生能够基于已有的生活经验，用英文简单描述和评价不同种类及不同国家的食物。
教学重点1. 引导学生通过视频材料，了解中国的代表性食物；2. 引导学生完成食物与国家的匹配活动，了解世界各国的代表性食物。
Unit 1 Ways of LearningI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一elaboration by comparison and contrast--conclusion by a suggestion);2. appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea of thetext will be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structuresare hard to analyze:1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot,which is the ultimate purpose of approaching the slot, and since the child isneither old enough nor clever enough to realize the desired action on his own, whatpossible gain is achieved by having him struggle?2. Line 70-71(Para.10): The idea that learning should take place by continualcareful shaping and molding applies equally to the arts.3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes,a superior way to approach education, perhaps striking a better balance betweenthe poles of creativity and basic skills?IV. Teaching Materials: ppt and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasksPre-reading tasks1.T asks Ss the following questions. The first is based on the song. Teach YourChildren: (5minutes )According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles)2. Ss listen to the fo11owing quotation from《文汇读书周报》(2001年12月1日第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education.一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销，问世才一月,在全国销售量已达到20余万册。
