English Book3 U1-2学案

高一英语 Book3 Unit2 语法导教案神态动词课标解读：经过学习使学生不单掌握神态动词的功能，更主要的是经过亲身着手、动脑、动笔，锻炼学生的鉴识能力和自主学习能力，战胜纯真学习语法构造的缺点。

教课目的 :, 包含need作为神态动词和掌握本教案出现的这几个神态动词的基本用法实义动词的差别 , have to 和 must 的差别等教课重难点 :神态动词 need, have to, ought to 的用法以及 need和 dare实意动词和神态动词的用法辨析。

【教课过程】【巧设导语激发兴趣】（5分钟）回首神态动词的特色 :将以下句中的神态动词标上下划线, 并将句子翻译成中文You ought to be more careful next time.You needn ’ t come if you are busy.I have to get up before 6:00 every day.-- Need I tell him everything?-- Yes, you must./ No, you needn’ t.【整体感知情形创建】（15分钟）Ⅰ.need1.神态动词 need 的词义： _____________神态动词 need 的否认形式: ______________2.翻译下边的句子 , 并思虑 need 在哪几句中是神态动词 ,哪几句中是实义动词-- Need I come tomorrow?-- Yes, you must. / No, you needn’ t.You needn ’ t pay for it.The house needs repairing.We need to help him.He needs a good rest.总结神态动词need 的用法 :Question : 当 need 作实义动词和神态动词时, 差别在哪 ?【提出问题合作研究】（10分钟）Ⅱ. have to神态动词 have to 的词义: ______________神态动词 have to 的否认形式： _________________思虑 : 以前学过的哪个神态动词有相像的含义呢? _____________翻译下边的句子，并注意have to 的用法I have to leave now. It’ s 12:00.He had to quit school when he was 5 years old.You don ’ t have to worry about me.Every college student has to know how to use computers.Question: 神态动词 have to 和 must 差别在哪 ?Ⅲ. ought to神态动词 ought to 的词义:______________神态动词 ought to 的否认形式： _________________思虑：以前学过的哪个神态动词有相像的含义呢？____________翻译以下句子，并思虑句中神态动词的作用You ought to be more careful next time.Prices ought to come down very quickly.You oughtn’ t to let out the secret.总结 ought to 的基本用法：【多元拓展】神态动词 + have doneneedn ’ t have done“本没必需做某事（实质上已经做了）”小练笔 /翻译：你原来没有必需做这件事。

小学英语Book3 Unit2单元教学设计一、课例名称及学科学段：外研社安徽版小学英语四年级第三册第二单元Unit2 Looking Around二、单元内容分析：本单元的主题是Looking Around向四周看看，本单元共有五课，下面对本单元进行教材分析：第一课时是单词和对话，要求学生理解及学说本课表示物品和交通工具的词汇，理解及学说对话；询问物品的方位，陈述对物品的所有，同时操练句型询问某人通过何种交通工具回家。

第一课是整个单元的教学基础，后面几课的内容学习都是在这一课的基础上进行的，这一课是本单元的重点。

在教学上，可以让学生通过听磁带模仿，跟读等训练来学习本课的词汇，从而达到输入输出的效果。

在学习对话时，可以设置情境，分角色扮演对话，最终达到全班同学熟练运用对话的能力。

第二课时是句型训练课，对第一课时中的重点句型进行训练，这一课时的内容是本单元的难点，通过本课的学习，要求学生能够根据所给的交通工具词汇熟练运用对话。

另外，还要求学生理解及学习应答关于过马路、方向的口令。

教学上可以先复习第一课中出现的几种有关交通工具的词汇，紧接着复习第一课的对话入手，让学生先听磁带及跟读，进而让学生反复操练，并且表演句型，在此基础上进行替换练习。

在进行actions的学习时，教师可以准备一个指挥牌，两面分别表示红绿灯，教师与学生一起表演交通情景，这有利于学生掌握所学的口令。

第三课时是活动训练课。

要求学生理解及学说某物的方位：This/That is a ____.以及就物品的方位问答：What is this/that? It is a ____.在操练句型的基础上完成本课后More Practice的练习。

本课的句子有相当的难度，在实际的教学过程中，教师可以根据学生的实际水平，有简单到难的说句子，教师可以先做示范，给学生以感性认识，然后让学生反复练习，进而熟练运用说出所要练习的句子，最后完成后面的练习。

第四课时是语言要点活动课，是复习前面几课所学的内容，在此基础上理解及学说It is fast slow句子，还安排了一个游戏，活跃课堂气氛。

四环节导思教学导学案Module 3 Unit 2 LanguagePeriod 1 Welcome to the unit & Reading编写：尹大龙学习目标 1、加深对Language在广义上的理解，并意识到V erbal Language 不是唯一的交流 方式，同时学生将通过讨论获取有益的英语学习的方法。

2、阅读，理解一篇有关English and its history 的历史说明文。

3、通过对课文的学习，能深刻领会English is a living language,同时掌握阅读历 史说明文的策略。

4、熟悉一些重要单词和短语：vocabulary, nowadays, defeat, raise, process, distinction, accent,occupy, official, contribute, entire, inform sb.of sth.,be made up with, consist of, name after , aside from, take control of, lead to, result in, make contributions to知识线索1、What language do you speak? Can you speak any other languages?2、Do you know how many languages there are in the world?3、Do you think that Language is the only way people communicate? What other methods of communication can you think of?4、根据提示写出相应单词或短语1)____________ n 词汇2)______________adv. 现在；如今3)______________vt. 击败，战胜4)______________vt. 替换；代替，取代5)______________vt. 养育；培养；举起；增加；提高；筹募；提及 6)_______________n.过程，进程 7)_______________n.区别，差别课前自主预习 课时目标呈现8)_______________n.口音；腔调；着重点9)_______________vt. 占领；占用（时间、空间等）___________n. 占领；占用10)_______________adj. 官方的；正式的______________adv. 官方地；正式地11)_______________n.贡献；促成因素；捐赠_______________vi.&vt.贡献12)_______________adj.完全的；整个的_______________adv. 整个地；全部地13)inform sb. _____ sth. 通知某人某事14)be made up _____由……组成（构成）15)be different ______与……不同16)consist______ 由……组成（构成）17)name ________以……命名18)aside ________ 除……之外19)take control ______ 控制20)lead _____ 导致；通向result _____ 导致21)make contribution ______ 对……做出贡献22)go _____ 经历；遭受【知识建构】1、Listen to the tape and answer the following questions.1)What is the article about?2)What are the three kinds of English discussed in the article?3)In what way is English still changing?2、Read the passage on Page 22-23, and choose the best answers.1) English is a language with so many confusing rules, because__________.A.England has a long historyB.England is separated from the European mainlandC.the English population is largeD.the English nation consists of people from different cultures2) The oldest language in Britain is _________.A.CelticB. Anglo-SaxonC. Old EnglishD. Scandinavian3) The English word “pork”comes from ________.A.EnglishB. GermanC. FenchD. Danish4) Compared with the other three, _________ has many Latin words.A.Old EnglishB. Middle EnglishC. Modern EnglishD. Celtic5) Which of the following statements is the most accurate?A.English is easy to understand though it keeps changing.B.English stays almost the same after many foreign invasions.C.English nowadays is hard to understand, according to the passage, because people make it similar to Old English.课中师生互动D.English is changing all the time, but it is still English.【典例透析】1、The English language is made up with the Grammar and vocabulary these people brought to Britain.【分析】这是一个主从复合句。

【教学设计】book5unit3_英语_高中一、教材分析本课的教学内容为人教课标版必修3 Unit2.本教学内容在整个课程教材体系中的地位举足轻重。

由于本话题为贴近高中学生的重点话题，同其他版本教材一样，摒弃了以往知识领先的做法，将情感态度、价值观融入课文，旨在使学生通过英语学习，在发展语言能力、思维能力、想象能力和创新能力的同时，逐步树立正确健康人生的人生观、世界观和价值观，提高学生的科学文化素养、人文素养及高尚的审美情趣，使学生在心智发展的同时，在情感上也逐渐成熟起来。

二、学情分析高中学生已具备一定的听、说、读、写能力。

本单元的话题与学生的生活关系密切，是学生感兴趣的话题，这是优势。

授课班级大部分学生词汇量缺乏，阅读习惯不好，阅读能力差，与健康生活相关词汇、语言知识积累不足，运用语言的能力差，这是劣势。

本课时课前学生已经做好的准备有：学生已经在reading 部分初步接触了重点词汇和语法；课前学生已经做了导学案。

三、教学重难点1.Review the language points and use them freely.2.Talk about the topic about healthy eating and write a short passage.四、教学目标知识目标：掌握与平衡饮食，健康生活相关的词汇。

能力目标：在语篇中感知词汇、语法的用法，并把词汇、语法知识正确运用到语篇中。

情感目标：通过学习本课内容，使学生平衡饮食养成健康的生活习惯。

五、教学理念与方法1、自主、合作探究的知识建构观。

2、任务型教学，语篇教学。

3、强调学生的运用能力、探索发现能力、语篇理解及语篇构建能力。

六、教学过程⑴导入语法填空阅读下面材料，在空白处填入括号内单词的正确形式（每空最多不超过三个单词）。

Wang Peng sat in his empty restaurant very frustrated as there were no customers as usual. “Nothing could be 1 （good）,” he thought. Driven by 2 (curious), he followed Li Chang into a newly- opened small slimming restaurant, which was run by Yong Hui. It was full of people. He was amazed at this and especially at the prices. He decided that he could not have Yong Hui _3_ ( 被放过) telling people _4_ （谎言）! After doing some research, he wanted to 5 his customers 5 （赢回）with a 6 ( 打折) and a new sign. The next day, his restaurant was full of people again. He did not look forward to being 7 ( 欠债). Suddenly Yong Hui walked in. She 8 ( 怒视) him . She thought he came to her restaurant only to 9 ( 窥探) her and her menu. Wang Peng invited her to try a meal in his restaurant. Their cooperation began. 10 ( 不久), they combined their menus and provided a balanced diet full of energy and fibre. At last, they got married and lived h appily.1. 2. 3. 4. 5.6. 7. 8. 9. 10.展示四张PPT，共十张图片，目的是引导学生复习本单元reading 中出现的重点词汇，做到英语单词与汉语意思的简单对应，在语篇中理解重点词汇，指导学生正确做语法填空题，为下面教学做铺垫。

Module 3 My English book教学目标：1.Students learn how to recognize objects in the class.2. Students learn how to spell the words.3. Students learn colours of things.教学重难点：1.What’s this in English?2. Can you help me, please3. What colour is it? It’s black\blue\brown\yellow\green\white\red.课时计划：第一课时：Unit1第二课时：Unit2第三课时：Unit3第四课时：Revision of Unit1-3第五课时：Test of Module3(Starter)第六课时：讲评测试卷教学方法：情景教学法，任务教学法教学用具: 多媒体，白板第一课Unit 1 What’s this in English?Ⅰ. Analysis of the text:In this text students will learn how to recognize objects in the class.Ⅱ. Arrangement of teaching in this moduleThree periods for this module, one period for one unit.Ⅲ. Teaching focus:1. Master language of asking the things in the class, and master the English expressions of them.Key vocabulary and phrases: English, a/an, write, on, the, blackboard, OK, pen, no, pencil, do, bird, cat, dog, flower, map.2. Be skilled in oral expression of asking and answering the things in the class.Ⅳ. Teaching aims:1. Function: To recognize objects in the class.2. Listening: Students can understand others’ questions of asking objects in the class., and give corresponding answers.3. Speaking: Students can ask and answer objects in the class..4. Reading: Students can understand the similar dialogue of asking and answering objects in the class..5. Writing: Students can write objects in the class.Ⅴ. Teaching Procedures:Step 1 Vocabulary study:1. Show some pictures by PPT.2. Ask and answer: What’s this in English?3. Enjoy Flash.4. Learn the new words.5. Read the new words.Step 2 Listen and read.1. Ask the students to read the conversation silently.2. Play the recording and ask the students to listen and read the conversation.3. Read the conversation.4. Act it out.Step 3 Listen and point.1. Ask the students to look at the pictures in Activity2.2. Ask and answer like this:—What’s this in English? —It’s a dog. (1. a bird 2 .a book 3. a cat 4. a dog 5. a flower 6. a pen 3. Work in pairs.Step 4 Listening practice.1.Play the recording of Activity 3 and listen and write.2.2. Play the recording of Activity 5 and listen and write.4. Listen again and check.5. Call back the answer from the whole class and check the answer.Step 5 Work in pairs.板书设计：Unit 1 What’s this in English?What’s this in English?It’s a dog\ bird\ book\ cat\ dog\ flower\pen .教学反思：本节课重点操练What’s this in English? It’s a dog\ bird\ book\ cat\ dog\ flower\pen . 学生基本上能掌握。

高一英语导学案Book3Unit2 Reading阅读导学案【学习目标】1.掌握与饮食相关的词汇和表达方式。

2.进行阅读技巧和方法训练。

3.了解饮食文化,正确处理解决矛盾与冲突,公平竞争。

【使用说明】按照学案要求阅读课文，完成阅读探究任务。

注意阅读方法，提高阅读速度。

【自主探究一】Skimming：Read the text quickly to find out which sentence is the main idea of the text.1. The two restaurants supplied the healthy food.2. The reason why Yong Hui’s restaurant was so popular with customers.3. Wang Pengwei found out why he had lost his customer and decided to win them back.Scanning：班级：小组：姓名：评价：Fill the blanks.Divide the whole passage into three parts, and give the general idea of each part.Para1. Wang Peng felt frustrated because he foundhis customers had come to other places to eat. Para2. Wang Peng found the reason why Yong’srestaurant was more attractive.班级：小组：姓名：评价：Para3. Wang Peng thought out a good ideato have a competition with YongHui.【自主探究二】根据课文内容判断句子正误.ually Wang Peng’s restaurant was full of people.(T/F)2.He provided a balanced diet in his menu.(T/F)3.Yonghui served a balanced diet.(T/F)4.Yonghui could make people thin in two weeks by giving them a good diet. (T/F)5.Wang Peng’s customers often became fat after eating in his restaurant. (T/F)6.Yonghui’s menu gave them energy foods. (T/F)7.Wang Peng’s menu gave them food containing fibre.(T/F)8.Wang Peng’s admired Yonghui’s restaurant when he saw the menu.(T/F)9.Wang Peng decided to copy Yonghui’s menu.班级：小组：姓名：评价：(T/F)【自主探究三】RetellingWang Peng sat in his empty restaurant feeling very __________ because his customers did not ______ to his restaurant as they ______ did. He felt very strange. He ________ his friend to a newly opened restaurant _______ offered to make people _______ in _____ weeks.The new restaurant was _____ of customers. Worried, he did some research and tried to ______ his customers ______.【课后巩固练习】1. Read the text again and underline some important phrases and difficult sentences.2. Try to retell the text. Use the first person to retell the story.【我的收获】______________________________________________________________ ______________________________________________________________ ______________________________________________________________。

Unit 3 Lesson 2总课时 3 课时课时第1课时主备人审核人年级三年级教学内容part1教学目标 1.我会认读单词six, seven, eight, nine, ten。

2.我能将单词与数字对号入座。

3.我理解part 1对话部分内容，并能和老师同学齐读这部分对话。

教学重难点重点：six, seven, eight, nine, ten。

难点：理解part 1对话部分内容，并能和老师同学齐读这部分对话。

学习流程（Learning procedure)第一关：自主学习1．我能在老师讲解发音规则的前提下自己拼读part1单词，并把不会的单词勾画下来。

2．我能在录音机的帮助下读单词。

第一关，我为自己打（），满分10分。

第二关：合作交流1.我会与组员合作学习part1单词。

2.我能与组员标记共同的难点单词。

第二关,组长为我打（），满分10分第三关:课堂提升1.我会认真听记老师讲解单词。

2.我能认读，记忆单词。

3．我会跟老师读part 1对话，并能理解其意思。

第三关,老师为我打（）满分10分。

第四关:达标小检测1．我会正确读出老师给出的电话号码。

2．我会和同学老师齐读课文。

这节课，老师为我打（）满分100分教学反思Unit 3 Lesson 2总课时 3 课时课时第2课时主备人审核人年级三年级教学内容part2,part3教学目标我会用How old are you?询问别人年龄并回答。

教学重难点 1.重点：我会用How old are you?询问别人年龄并回答。

难点：用I’m…years old.回答。

学习流程（Learning procedure)第一关：自主学习1.我能自己拼读 part 3 部分句子。

2.我会在录音机的帮助下读句子How old are you? I’m… years old.并勾画出不会的单词。

第一关，我为自己打（），满分10分。

第二关：合作交流1.我会与组员合作学习句子How old are you? I’m… years old.2.我能与组员标记共同的难点单词。

工业学院教案课程：大学英语（3）学期：20 —20 学年第一学期教师：工业学院教案Unit 1说写课（第1次课）The first 50 minutes:Step1: Term plan and pre-reading activities. (15 minutes)1.Introduce the term plan of learning English and some changes in teachingincluding how to grade English in this term.2.Talk about the topic “The way to success” and ask students how to define “success”.Do the pre-reading activities on page 2 (listening).Step 2: Text A reading comprehension.1.Ask the students to read Text A within 15 minutes and raise questions about textunderstanding.2.Discuss and find answers to questions on page 9: understanding the text andcritical thinking (for critical thinking questions, the teacher had better ask the students to choose only one or two to discuss). While the students are discussing, the teacher may walk around and offer some help. Then, ask one or two students to report their discussion results. (20 minutes)The second 50 minutes:Step3: Key words, phrases and expressions. (15 minutes)Step 4: Functional patterns. (15 minutes)Use the following patterns to make sentences.1. He was not a good student, and had he not been from a famous family, he probably would have been removed from the school…... （L2, Para.1）“had he not been …”为倒装的虚拟条件句，相当于“if he had not been……”。

Book 3 Unit 2 Healthy EatingI．教学内容分析本单元的中心话题是健康饮食。

主要是为了使学生对与健康有关的问题得到更好的理解。

这一单元鼓励学生去检查自己的饮食行为，看一看它是不是健康的饮食习惯。

一种健康的饮食习惯应该是平衡的，既不在脂肪、糖和盐这些方面过剩，又不会在人体必需的营养元素方面匮乏。

通过本单元的学习，学生可以对健康饮食有一个清楚的概念，从而根据所学的知识去思考与健康有关的问题。

Warming Up部分通过问题向学生询问饮食构成，让学生对本单元的内容能有一个初步的了解，并使学生复习与有关饮食的单词和短语。

然后让学生回答一组问题，通过这些问题的讨论，引导学生参与表达自己的看法，激发学生兴趣和好奇心，让学生自然而然地进入下一部分的学习。

Pre-reading部分通过几个问题讨论，让学生认识平衡营养的重要性，为课文的学习做出铺垫。

Reading 部分主要讲述了王鹏和咏慧开饭店的故事，借此揭示了不同食物对人体有着不同的影响。

故事讲诉了王鹏和咏慧两家饭店的两种饮食都是不合理的，经常去王鹏的饭店容易发胖，这样会导致高血压和心脏病等疾病；而经常去咏慧的饭店的顾客则容易变瘦，这样容易导致厌食或是营养不良，让学生注意并避免走这两种极端。

这些距离学生自身生活很接近的问题很容易引起学生的思考。

在教授的过程中注意积极的引导学生不断的进行反思。

Comprehending第一部分通过True or False 第四部分通过Main idea的寻找，使学生对文章有了一个浅层的理解。

Learning about Language部分突出了词汇和语法的学习与训练。

本单元的语法是情态动词ought to 等的基本用法。

Using Language部分中包括了听、说、读、写几个部分的内容。

学生可通过王鹏和咏慧的这一个事情，深入展开讨论与健康饮食有关的事情。

阅读后的习题及讨论不仅帮助学生加深对文章主旨大意的理解，更重要的是让学生学会用所学的知识，解决在现实生活中遇到的问题。

Book3 Unit2 Healthy Eating 阅读导学案【课标解读】1.让学生阅读理解王鹏开餐馆的故事；2.引导学生认识食物的分类、食物对人体健康的影响，深刻理解均衡饮食的重要性；3.进一步训练学生略读、找读、释义、细读、归纳要点、对比等阅读技巧，把握篇章中心内容，获取关键信息，并且能复述故事，预测故事的发展和结局。

【教学目标】1.深入理解课文，培养快速阅读和整体理解的能力。

2.掌握重点单词，短语的用法；通过自主学习，合作探究，能够掌握课文。

3.激情投入，增强学生健康饮食的理解。

【重难点】1. Sum up the main idea and understand the details.2. Important words, phrases and long sentences。

【教学过程】【巧设导语激发兴趣】（5分钟）1. 仔细阅读warming up部分和课文，将文中的重要词汇短语和句子勾画出来，将疑问记录下来。

2. 自主学习限时阅读完成Task I，II，Task III.Task I.Fast-reading. Read the passage quickly and Choose the best answer.1.Why did W ang Peng go into the newly-opened restaurant? ______A. Because he was angry.B. Because he was curious.C. Because he wanted to blame its owner.D. Because he wanted to ask for advice.2.When W ang Peng thought “nothing could be better”, he meant ______?A. his food and drinks were the bestB. his food and drinks were the worstC. his food should have been improvedD. his could do nothing with his food and drinks3.What was the result of eating in W ang Peng ’s restaurant?____A. People often became thin very soon.B. People often became fat very soon.C. People often became tired quickly.D. People often became happy.4.What did Y ong Hui provide on her menu? ____A. Cooked vegetables, fruit and water.B. Raw vegetables, rice and water.C. Mutton kebabs, roast chicken and fried rice.D. Mutton kebabs, roast pork and fried rice.5.W e can infer from the last sentence that _____A. W ang Peng would learn from Y ong Hui.B. Y ong Hui would learn from W ang Peng.C. The competition had begun and would continue.D. The two restaurants would give up the competition.【整体感知情景创设】（15分钟）【提出问题合作探究】（10分钟）Task I Further-reading. Read the text carefully and finish the following exercises.Part1. The use of important words1.Everybody has to eat, but do you eat a healthy diet?(P9)每个人都要吃饭，但你吃的是健康的食物吗？diet n.______ vi. _____【词汇拓展】节食_______________【造句】她正在节食减肥________________________________________________2.What will happen to you if you eat a balanced diet? (P9)要是你饮食不平衡绘发生什么事呢？balance vt. ________ n. _________【词汇拓展】平衡膳食_____________【造句】为了保持健康，你应该平衡很膳食_______________________________________________________________3.What do you think should go into a good meal? (P9)你觉得怎样才算一顿好饭？do you think在句中作_________语【词汇拓展】类似的插入语有：I think________ I hope________ I wonder________I ’m afraid________ you see________【造句】我认为你能行_____________________________________Part2 Find out these following key phrases in the passage and translate.1. lose weight________________2. get away with ___________3. win…back________________4.tell a lie/lies_______________5.keep healthy/fit______________6.do some research___________Part3 Ananlysize the following sentences.1.“Nothing could be better,” he thought.“没有比这些更好吃的了，”他想。