英语I(2)2nd网上教学活动2011秋

PEP第二册英语 Unit 1 教案第二课时（通用4篇）PEP第二册英语 Unit 1 第二课时篇1第二课时【课题】unit six at the zoo【教学重点】在情景中运用small, big, long, short, tall。

【教学难点】have 和 has 的对比和运用，让学生在练习中得以掌握。

【教具准备】1 教师准备教材配套的录音带。

2 教师准备let’s talk / a 部分的教学。

3 教师准备第一册unit4 b let’s chant 的磁带。

4 教师准备所学动物类单词卡片（或玩具）和图片。

5 学生准备相关的动物玩具及面具。

（每人至少一个）【教学过程】1 热身、复习 (warm-up/revision)（1）日常口语练习。

（2）教师播放第一册unit 4 b let’s chant 的录音带。

将cat, pig, monkey, mouse 的图片贴在黑板上。

学生边指图边跟录音复习歌谣，还可以做出相应的动作。

通过此歌谣可以复习look at …的句型，以及big, fat, funny 等单词。

2 呈现新课 (presentation)（1）教师为学生播放本单元第一课时的教学课件，复习单词big, long, short, small, tall。

（2）了解so 的用法。

学生读完unit 4 b let’s chant 的歌谣后，教师从黑板上取下pig 的图片，对学生说：look at the pig. it’s so big. 强调so 的语调，并加以“大”的手势。

接着，教师拿下mouse 的图片，对学生说：look at the mouse. it’s small. it’s so … 示意学生说出：it’s so small. 同样，教师做出“小”的手势。

让学生体会so 在句子中的意思是：“强调某种程度”。

（3）教师出示单词卡片或实物对比的方法，再次认读并复习表示大小、长短的单词big, long, short, small, tall。

2013年11月4日英语II（1）课程网上实时教学活动文本甘肃电大教学指导中心王柯同学们好，本学期的第二次教学活动开始了！本次教学活动的主题是课程重难点辅导。

本课程有18个单元，现在我把每个单元的重点语言点和语法点概况出来并进行辅导，希望能对同学们的学习有所帮助。

欢迎大家踊跃发言提问！Unit 1 Talking About Yourself1. 一般现在时和现在进行时一般现在时:1) 用法：表示经常性、习惯性的动作和存在的状态。

2) 结构：Be 动词；实意动词（肯定句、疑问句、否定句）注意：单数第三人称作主语，谓语动词后需要加-s:例如：He works in the office.She does not do her homework.Does the boy like football?现在进行时:1) 用法：a）表示此时此刻正在进行的动作；b）表示现阶段正进行而此刻不一定在进行的动作。

2) 结构：S + to be + V-ingHe is waiting for his daughter.My computer is not working now.Are you talking to a customer?Where is he having lunch?3) 现在进行表示将来: 表示即将发生的事情，常有“意图”、或“打算”等含义。

例如：She‟s staying in France from Friday till Sunday.Is she coming back to Lanzhou on Tuesday?When are you flying to Beijing?2. used to 的用法1) used to + 动词原形：该结构表示过去的习惯性动作或状态，而现在这种动作或状态已经不复存在。

因此，该结构常用来进行今昔对比。

例如：Remember you used to wait ages before the information came up on the screen?I used to talk to everyone a lot, but now we communicate by email most of the time.注意used to的否定形式：I didn‟t use to smoke, but I do now.2) Be/get used + 名词/动名词该结构相当于be/get accustomed to，表示“习惯于……”。

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教案设计
then. My hair was so short .Now, I am 35. 教师描述通过课件出示句子，借助肢体语言及神情让学生领
T:Look, Who are they?This is grandpa. And this is grandma. We also called
学生活动：看课件想象谈论一下自己的爷爷或奶奶过去和现在的样子，并描述。

老师及时评价。

设计意图：通过选取一组最接近课文内容的图片让学生根据教师提供的语言信息，变换不同的角度进行关于变化话题的讨论，既进一步帮助学生理解、运用、巩固了本课的重点句型，又为扩展延伸环节作了示。

大学英语ⅠUnit2讲稿Unit Two FriendshipText A All the Cabbie had was a LetterThe 1st and 2nd Periods:Teaching Objectives1. Let students learn how to grasp the main idea (never delay expressing your true feelings to a friend) and structure of the text (developing a story around a letter);2. Let students learn how to appreciate that spoken English is much more informal than written English.Teaching focuses1. Master key language points and grammatical structures in the text: be lost in, available, as if, or something, know…by heart…2. Conduct a series of reading, listening, speaking and writing activities related to the theme of unit (friendship).Teaching Procedures:I. Warming upSurvey---Do you often write letters to friends?1) T writes down the following words on the blackboard: frequently, sometimes, rarely, never. Then T asks Ss to indicate how often they write to friends by raising hands when I reads out these four listed choices. T tallies the total for each category, writes the numbers down under the respective choices on the blackboard. T and Ss will then have a general idea of the letter-writing habit of the class.2) T invites several Ss to give reasons for writing or not writing letters.3) T sums up and lads into the text by saying: Sometimes we put off writing letters because we think letters can wait until othermatters are dealt with, or because we think a phone call will do instead. But sometimes, as you are find in this text, we may leave it too late to write, and letters are the best in expressing our innermost feelings.II. Skimming the text1) Ss work in pairs to skim the text and find out how many questions the narrator asked the cabbie and what were the latter’s r esponses.a. Is your cab available? ——Yesb. Is the letter from a child or a grandchild?—No, Ed was my oldest friend.c. He’s someone you’ve known quite a while? ——All my life.d. Did you go to school together? ——All the way through high school.e. Is he dead? ——He died a couple of weeks ago.f. Did you two work at the same place?——No, but we hung out together when single, later we grew more distant.g. I thought your friend was Ed. Why did he sign it Tom?——The letter was not from Ed to me, I am Tom, It’s a letterI wrote to him before I knew he’s died. So I never mailed it.2) One pair of Ss perform the questions and answers for the class. Before doing so, T explains that they needn’t read word-for-word from the text, but should use their own words to get the meaning across.3) T asks other Ss these questions:——At first, did you mistake Ed for the writer of this letter, like the storyteller did? ——When did you realize your mistake?——Which round of question-and-answer leads to themistake?III. Organization of the TextSs do Text organization exercise. T may offer a clue that the last paragraph alone constitutes the last part.The 3rd and 4th Periods:教学重点：Language Points:1. He must have been completely lost in something he was reading (Line 1)Be lost in/ lost oneself in: be absorbed in, be fully occupied with——He was lost in his thought, staring at the book in front of him.——She was lost in her novel.2. Is you cab available? (line 3)available: able to be used, had or reached——The swimming pool is only available in Summer.——TV sets are available in any department stores.——Is there water available around here?3. He sounded as if he had a cold or something?as if: Ss should pay attention to the difference in these two sentences:a. You look as if you’ve been running.b. You look as if you’d seen a ghost.In the first sentence, it is possible that the man has just run, while in the second sentence, it is impossible than the man has seen a ghost, it is impossible that the man has seen a ghost, it is unreal, so we should use subjunctive mood in this sentence.Some more examples:It is getting cloudy. It seems as if it A going to rain.A. isB. shall beC. wasD. will beTom talked about the contest as if he C the prize.A. wonB. will winC. had wonD. winsDid the cab driver have a cold? (hint: No.)Or something: used when you are not sure about what you have just said. ——Here’s some money. Get yourself a piece of cake or something.——I thought I heard Mom say he bought a car of something.Similar phrase: or something like that4. I guess I almost know it by heart (line 8)Know / learn by heart: memorize, remember exactly——The teacher asked her students to read aloud paragraphs 6-15 and learn them by heart.——The students are required to know a English composition by heart every day.5. Then, estimating that be was 60 or 70 years old. (line 10)estimate: form a judgment about——I can give you a rough estimate of the number of words you will need to pass the Band Four examination. It’s about 4000 words.——We haven’t estimated the proper price for this building yet.estimate, evaluate or value (词义比较)estimate指经过实际测量对数量或价值作出的估计或评价。