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Unit1电子教案

Unit1电子教案
3 A: Have you ever studied with a group?
B: Yes, I have. I’ve learned a lot that way.
熟练掌握词汇：textbook, conversation, aloud, pronunciation.
教学难点
1.以how引导的特殊疑问句。
观察上面两句话，你发现用法规律了吗？
(1)介词后面跟动词的________形式。如：
After __________ (have) dinner, Mr. Wang went out for a walk.
Thank you for ___________ (send) me a post card.
( ) 3. Her pronunciation did not improve.
( ) 4. Listening to something you are interested in is the secret to language learning.
( ) 5. Shelearned some useful sentences like“It’s a piece of cake”.
2. I can get the meaning by listening for just the _____________.
3. My pronunciation improved by listening to the__________ in English movies.
4. I learned _____________like“It’s a piece of cake”by watching the movies.
5. I can findthe meaning of new words by looking them up in a __________.

捷进英语-U1(revised)---捷径英语

捷进英语-U1(revised)---捷径英语

Identifying the author’s feelings (理解作者的情绪) 在以第一人称书写的文章中，作者常会运用
形容词或副词表达自己的心情和情绪，如高 兴 （ happy, delightedly ） 、 紧 张 （ worried, nervously ） 、 沮 丧 （ frustrated ） 、 害 怕 （ frightened, afraid ） 、 激 动 （ excited, excitedly）、愤怒（angry, furiously）、悲伤 （sad, upset）等。阅读时可通过这类词语体 会作者的情感变化。
译 文
Unfortunately, when I’m nervous I don’t know when to stop speaking.
I’m not too sure what I said or how long I spoke, but a lot of people were
just staring at me as I sat down.
college nearly an hour earlier than I expected.
I was excited and frightened as I entered the first class. It felt like I was
entering a new world.
As I didn’t know anyone in my class and the
Phrases and Expressions
wake up be about to do sth at the start of
shaky
adj.紧张不安的
Back to Vocabulary

剑桥一册 Unit1电子教案

剑桥一册 Unit1电子教案

Unit OneA Teaching Objectivesa. Contents of the text:Focus 1: Help the young students appreciate youngsters’ naivety and genuineness as depicted in the text.Focus 2: Help students understand the instructions on the use of online dating services and be able to write an e-mail to a friend known through the Internet.b. Key language points in the text:Focus 1: 1. Words such as go and move may function both as a noun and as a verb. This isa case of conversion, which can also be regarded as a means of word formation.2. Perfective infinitives used with the modal verbs of can (could) and must:could (must) + have + ed-participle.c. Vocabulary:Focus 1: 37 B-level words, 9 A-level words, and 10 phrases and expressions listed under Vocabulary.Focus 2: 31 B-level words, 9 A-level words, and 14 phrases and expressions listed under Vocabulary.d. Comprehensive skills:Understand a passage at the pre-intermediate level of difficulty and on this basis, be able to write a summary of the text.e. Functions:Focus 1: Introduction and Greeting.Focus 2: Writing an E-mail.B Procedures and MethodsEight teaching periods are needed to cover the present unit.1. Period One and Period Two:●Step One:a. Background information:Most westerners begin dating in their early teenage years. Young people often go out in groups and meet at school dances or house parties. After dating a number of different partners, many teenagers begin “going out with” or “seeing” one special person at about 16 or 17. The three most popular first dates for those over 20 are lunch, dinner or a movie. People are staying single longer than before. First-time brides are usually around 26 and grooms are about 28.b. warm-up questionsAt what age did you start dating?How do you like your dating experiences?What is your parents’ attitude toward teenagers’ dating?(The warm-up exercise shall not take up more than 8 minutes.)and explain language points meanwhile.Questions about Para. 1(1) What kind of teenagers were the girl and the boy in this story?(2) What did they want to do while dating for six months?(3) What was it that they were too shy to do?Notes of Para 1:so:连词，意同also.So引导的子句是倒装句。

《英语1(基础模块)》电子教案(教学设计)Unit 1

《英语1(基础模块)》电子教案(教学设计)Unit 1

3. Let’s make it a rule: Let’s greet each other at the beginning of each English lesson, using the following patterns. Teacher: Class begins. The monitor: Stand up. Teacher: Good morning / afternoon, boys and girls. Students: Good morning / afternoon, teacher. (设计意图：固定课堂开始时的招呼问候语，问候时间适当增长，可以固定纪律，增进
Unit 1
• • • • • • • • What is your favorite city in China? What is your favorite color? What is your favorite day of the week? Why? What is your favorite drink in summer? What is your favorite food? What is your favorite holiday? Why? What is your favorite book? What is your favorite kind of movie?
3. What else would you like to know about your classmates? Ask them the following questions and make an introduction to your classmates. • What is your favorite animal?

第1册.1单元教案

第1册.1单元教案

Referenced words and expressions
first name / last name What’ you name? Where are you from? / I am from… Nice to meet you
Step 5 Everyday English 5mins
教学难点
1. To understand greetings in daily life; 2. To use greetings in daily talk and give response
appropriately; 3. To improve listening and speaking skills;
make notes/ classwork/ practice/test
Step 2
Lead in
5mins
1) To greet each student: Good morning. Nice to meet you. May I have your name, please? Which school are you from? What do your parents do?
教学难点
1. To write personal information in a name card; 2. To improve reading skills;
教学方法手段
教学方法：Ppp,working in pairs 教学手段：Ppt, multi-media
Step 1 Revision &Words and Expressions 10mins
能力目标：To ask for and give personal information 情感态度价值观：To be polite to others, to love anHelp Ss to learn words and expressions： ※ first name; last name; name card; telephone number; age; address; e-mail address; job (engineer; manager; secretary; teacher; student; doctor; nurse; singer; fans); position(boss) 2. Help Ss to learn important sentences of asking and

2019-2020年四年级英语上册 Unit 1 Lesson 1(1)教案 人教新版

2019-2020年四年级英语上册 Unit 1 Lesson 1(1)教案 人教新版

2019-2020年四年级英语上册 Unit 1 Lesson 1(1)教案人教新版一、教学内容与分析1. Just speak本部分通过Peter将自己的好朋友Jim介绍给Gao Wei的一段会话，让学生感知模仿、学习、体验，根据情景进行语言交际，最终达到灵活使用：This is my new friend. I’m from …．进行日常交流的目的。

2. Just read and Write学习新词：China，America，England，做到正确听、说、认读。

学习字母：apple—Aa banana--Bb cake—Cc doughnut——Dd egg——Ee，做到正确听、说、读、写。

3.Let's play本课安排了一个回答游戏。

教师问问题，学生以卡片上的字母作为首字母回答地名，旨在让学生反复操练Where are you from? I’m from Anhui.这一句型，激发学生学习兴趣，以达到复习巩固本课教学内容的目的。

二、课前准备1.准备一些有关国家的国旗。

奖励课堂上表现出色的学生。

2.准备字母Aa—Ee的卡片。

3.准备一些包含字母Aa—Ee且学生已学过的单词图片、实物或玩具。

附送：2019-2020年四年级英语上册 Unit 1 Lesson 1(2)教案闽教版一、教学设计说明1．基本理念教学设计首先要关注教学的对象--学生,学生的学习准备状态或学习的起点是影响学生学习新知识最重要的因素。

尊重每个学生，积极鼓励他们在学习中的尝试，保护他们的自尊心和积极性；设计要符合学生生理和心理特点，遵循语言学习的规律，力求满足不同类型和不同层次学生的需求，使每个学生的身心得到健康的发展。

在教学过程中，教师应尽量使用直观教学手段，注意新旧知识的衔接，并努力做到单词教学与句型操练相组合，以利于学生发展语言技能，提高实际运用语言的能力。

2．整体设计思路小学生的思维的基本特点是以具体形象思维逐步过渡到抽象逻辑思维为主要形式。

高一英语必修一unit1教案【5篇】

高一英语必修一unit1教案【5篇】高一英语必修一unit1教案（精选篇1）教学目标1.知识目标：1)Students should learn some useful words and phrases: musician,clap, passer-by, form, extra, earn, advertisement,2 attractive, instrument,loosely, actor dream of, be honest with, play jokes on, or so, break up.3)Students should understand the general idea of the passage2.语言能力目标：1)Developthe Ss’skills of skimming, scanning and careful reading.2) Train the Ss to findthe key words and the topic sentences.3)Encourage the Ssto guess the new wordsaccording the reading.3.情感态度与文化意识目标：1)Encourage the Ss to share the differentkinds of music.2)Improve the cooperation and share among the students.教学重难点1、教学重点：a.To understudend the passage better b.To find the main idea of eachparagraph2、教学难点：a.Master the reading ability b.Develop the skills ofreading教学过程教学设计本节课共45分钟，具体教学步骤如下：Step I Leading-in播放一段小视频，内容为歌曲 If you arehappy的英文版本，通过介绍演唱乐队twins引出本单元话题。

(捷进英语1)Unit1-电子教案

In Reading and Understanding , Task 1 and Task 2 vocabulary tasks draw on new language and expressions from the text in a controlled manner. In Task 3 you could show the pictures on the board and work through the example first.
（阅读）
Reading for doing
Students read posters describing activities and clubs around campus.
Students create their own club.
This section should take less time than the text in Reading for learning as the text is shorter. However, there is some challenging vocabulary in some of the posters. They focus on developing students everyday reading skills and it leads into a mini productive writing task.
Before completing Task 2 you could elicit the punctuation rules students have already known.
With weaker students you might want work through an example in Task 3.

捷进英语-Unit-1名师优质资料

捷进英语Unit 1老猴子咬菜根学习交流Unit 1.1 Introductions I 介绍ⅠReceptionist: Quercio?Quercio?Tony Quercio: Yes,Q-u-e-r-c-i-o, Quercio.是的。

Q-u-e-r-c-i-o, Quercio。

Receptionist: Oh,yes.Here it is.噢，对，找到了。

Barbara Seaton : Execuse me .Are you Tony Quercio ?打搅了。

您是Tony Quercio吗？Tony Quercio : Yes,I am.对，我是。

Barbara Seaton :Are you here for the American Library Association Conference?您是来出席美国图书馆协会会议的吗？Tony Quercio : Yes.是的。

Barbara Seaton : My name's Barbara Seaton.我叫Barbara Seaton。

Tony Quercio : You're Barbara Seaton！您是Barbara Seaton！Barbara Seaton : Yes！对，我就是！Tony Quercio : Barbara Seaton of the New York Library?Barbara Seaton，您是纽约图书馆的Barbara Seaton吗？Barbara Seaton : Tony Quercio,Watson's Bookstores?Tony Quercio，您是Watson书店的Tony Quercio吗？Tony Quercio : Yes.对。

Barbara Seaton : How do you do?您好！Tony Quercio :How do you do?您好!Barbara Seaton : Nice to meet you finally.终于见到您了，真高兴。

捷进英语ppt课件


What's the reason for animal migration?
奇妙的旅途
几乎所有的动物迁徙都只是 出于同一个理由——生存。 有些动物迁移是为了寻找食 物，另一些则是为了远离危 险，繁衍后代。动物们没有 一个挂在墙上的日历告诉他 们何时迁徙，那么它们是如 何知道何时该启程了呢？它 们又是如何找回到多年前出 生的地方呢？又或者，它们 是如何知道在这12,000 英里 的旅途中该向哪个方向前行 呢？科学家正开始了解更多 关于动物迁徙的奥秘。
direction
n.
方向；方位
Back to Vocabulary
temperature
n.
温度；气温
Back to Vocabulary
fat
n.
脂肪
Back to Vocabulary
destination
n.
目的地；终点
Back to Vocabulary
Back to Vocabulary
find one’s way (back) to
Proper Names
How much do you know about animal migration? Watch the following video clip, and think about the following questions. 1. What animals are mentioned in the video? 2. What animal makes the longest migration?
译 文
B
Knowing when to migrate comes from various things. For some animals, it is how long the day is. Some judge the time by the temperature outside, whereas others know when to travel by the level of fat in their body. Animals know how much fat they need. When their fat levels fall, many will migrate.However, if they wait too long, they will not have enough fat to make the journey.
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Before completingTask 2 you could elicit the punctuation rules studentshavealready known.
With weaker students you might want work through an example inTask 3.
教 案
课程名称捷进英语综合教程1
课 时
班 级
专 业
教 师
系 部
教 研 室
教 材《捷进英语综合教程1 教师用书》
TeachingPlan
教学
单元
Unit 1 Opening Doors
单元
主题
Starting college
Clubs and societies
College orientation
课时安 排
8
教
学
内
容
Readingfor learning
A Shaky Start
Readingfor Doing
College Clubs
Guided Writing
Punctuation and Capital Letters
Audio/Video Lab
教学环节主要特色
教学活动安排建议
Warm-up
（热身）
This sectionintroducesreasons why people go to college and what they hope to gain from the experience.
Depending on the time you have available,you coulddo this as a quick individual or pair work task.
The first task of identifying theauthors’ feelings may be challenging depending on the students vocabulary as it relies largely on understanding individual words.
ForTask 4,itcould be set as small group discussion or down as a reflective writing task.
课后学习设计
作业
Finish all the exercises in Unit1.
Read thetwo texts in this unit again and try to summarise their contents.
TheGrammarFocuspartlooks atpast simple andpastcontinuous. Many of theverbs were presented in the reading so they should be understood by students.With stronger students you could add a freer practice task to challenge them.
Audio/VideoLab
Students watch the video of two students in their first week at college.
Studentslisten to an audio with students talking about events in the first week at college:
It then encourages studentstomake connections between the feelings and their understanding of the text.
Vocabulary andGrammar
Studentslook at a selection of words and phrases from the text.Many of which build on the work of feelings.
If you havelimited time thenTask 4 could easily be set as a projectcompleted after class.
Guided Writing
Punctuation
Capital letters
The first task is essentially a comprehension task of the model. Before doing this task you could ask students to think of different online profiles they have and what type of things they write on them.
The grammar practises using the past simple and past continuous to describe an event in college
Beyond theText
Studentsthink about and discuss their own reactions.
Task 3 and Task 4areaimed at getting students to think about the challenges of listening. This can be extended to discuss strategies if you have time.
Tasks could be set for individual work or done in pairs.
ForTask1, Task 2 and Task 3on the language work,you might want to set them up as a team game or class quiz.
If you have more time available,you couldask some students to briefly present their reasons to ቤተ መጻሕፍቲ ባይዱhe class.
Reading
（阅读）
Readingfor learning
This section starts withidentifying the author’s feelings in a text.
InReading and Understanding,Task 1 and Task 2vocabularytasks draw on new language and expressions from the textin a controlled manner.InTask 3 you could show the pictures on the board and work through the example first.
Beyond theTextencouragesstudentstothink about their own emotions and reactions to certain situations. You might want to revise some of the adjectives before doing this task.
Write a poster for their club in pairs.
课后总结与反思
(1)listening fordays / dates / time and locations
(2)planning an event
(3)writing an advert
Task 1 and Task 2 encourage students to think about their first week at college.
Students might need more support withTask 5and Task 6. With weaker classes, provide some phrases or sentences on the board to help them.
Wrap-up
Thissectionprovides a quick review of the vocabulary, grammar, writing and theme of the unit.
Readingfor doing
Studentsreadposters describing activities and clubs around campus.
Studentscreate their own club.
This section should take less time thanthe text inReadingfor learningas the textisshorter.However, there is some challenging vocabulary in some of the posters. They focus on developingstudents’everyday reading skillsand it leads into a mini productive writing task.