最新教案Unit1 TextA BookII Learning, Chinese-Style全新版大学英语综合教程

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全新大英第二册unit1教案waysoflearning

全新大英第二册unit1教案waysoflearningTeaching PlanUnit 1 Text A Learning, Chinese-StyleI.Teaching MaterialsText: Learning, Chinese-Style (Para. 1—4)PPTII.Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strikea balance between theChinese and the Western learning styles) and the structure of the text (introduction by an anecdote –elaboration by comparison and contrast- conclusion by a suggestion);2. master the key language points and grammatical structures in Para. 1-4;3. conduct a serious of reading, listening, speaking and writing activities related tothe theme of the text.III.Teaching Emphasis: some new words: attach, tender, neglect. IV.Time: about 20 minutesV.Teaching Steps:Step 1: Warming upQuestion 1: Two children are given two hula hoops, a toy they are unfamiliar with.Ann is given a hula hoop with instructions on how to use it.Mary is given a hula hoop with no instructions.What kind of outcomes do you expect?Ann: Learns to keep the hula hoop in motion by moving her body in certain ways.Mary :( 1) explores the hoop and discovers it's big enough to step through.(2) Balances the hoop between two objects and practices kicking a ballthrough the hoop.How do you comment on these two outcomes? Which one do you think is Chinese style in learning?Question 2: What’s the difference between Chinese and American ways to learn to accomplish a task?Chinese:Show a child how to do sth. or teach by holding his hand.(passive receptor, teacher-based)Americans: Teach children to rely on themselves for solutions to problems. (active learner / creator, student-based) Step 2: Text OrganizationPart 1 (Para. 1-5): The Chinese staff helps Benjamin to place the key.Part 2 (Para.6-13): T he author’s thoughts about different approaches to learningin China and the West.Part 3 (Para. 14): The author gives a suggestion of a more rational approach tofostering creativity and basic skills.Step 3: Text Analysis (Part 1)Task 1: How does the author introduce the topic in Text A?In this text, the author introduces the topic by an incident / anecdote of teaching a child to place a key into a slot. (a key-slot anecdote)There are several ways to introduce a topic (theme).Stating the topic directly.Posing a question.Quoting a famous saying.Relating an anecdote or an incident.Task 2: Scan Part 1 and find answers of the following questions:(1). Where and when did the incident take place?Jinling Hotel in Nanjing, in the spring of 1987.(2).Who are the main characters in this incident?The author/narrator, his wife Ellen, their son Benjamin, and hotel staff.(3).What is the attitude of the author and his wife toward the key-slot anecdote?They let Benjamin explore and enjoy himself.(4).What is the attitude of the hotel staff toward Benjamin’s efforts?They held his hand and taught him how to insert the key into the slot correctly. Step 4: Detailed study of Part 1(Para.1—4)1. attach: fasten or join (one thing to another)attach sth. to sth. be attached toE.g. Make sure that the stamp is firmly attached to the envelope before you mail it.Match English phrases with their Chinese equivalents:adapt…to 使适应于apply to 向(某人)申请confess to 承认，忏悔contribute to 捐献, 捐赠; 有助于correspond to 相当于; 相符, 符合relate to 有关, 涉及subject to 使遭受，使服从yield to 投降, 让步2. tender: a. young; gentle and loving; sensitive; easily damaged or hurt年幼的；温柔的; 敏感的; 易受伤害的Collocation:tender plants / shoots 娇嫩的树木 / 幼芽a tender subject 软心肠a tender heart 敏感的话题tender age 年幼3. not in the least: not at all小男孩似乎一点也不怕狗。

Unit1SectionA(2d—3c)(教案)

-强调动词第三人称单数形式的构成规则，如一般情况下在动词原形后加-s/-es，并举例说明不规则变化，如“go → goes”。
-教授并练习与日常习惯相关的词汇和短语，确保学生能够熟练运用这些词汇进行表达。
2.教学难点
-动词第三人称单数形式的正确使用，尤其是不规则变化动词的记忆。
-一般现在时与现在进行时的区别，特别是在描述习惯性动作和正在进行的动作时的运用。
1.加强对不规则动词变化的复习，通过设计有趣的记忆游戏和练习，帮助学生巩固记忆。
2.提高实践活动中的引导和监督力度，确保每位学生都能在实践中掌握一般现在时的用法。
3.关注学生的语言表达能力，多组织口语练习和讨论活动，提高他们对时态的敏感度和运用能力。
4.课后布置针对性作业，巩固学生对课堂所学知识点的掌握。
3.成果分享：每个小组将选择一名代表来分享他们的讨论成果和发现。
（五）总结回顾（用时5分钟）
今天的学习，我们了解了如何用一般现在时描述日常习惯，以及动词第三人称单数形式的正确使用。同时，我们也通过实践活动和小组讨论加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
Unit 1 Section A (2d—3c)（教案）
一、教学内容
Unit 1 Section A (2d—3c)：
2d:学生将学习如何使用一般现在时来描述日常习惯，包括动词第三人称单数形式的使用。
2e:通过配对活动，学生练习询问和回答关于日常习惯的问题。
3a:学生听录音并跟读，提高发音准确性，同时理解听力材料中的日常习惯描述。
3.文化意识：使学生了解并尊重不同文化背景下的日常习惯，培养跨文化交际意识，增强国际视野。

第一册 Unit1 Text A教案

Unit 1 Text A Secrets of A StudentsI. Warm-up Questions:1.B a s e d o n t h e t i t l e,g u e s s w h a t t h e t e x t i s a b o u t.2.L o o k a t t h e s u b h e a d i n g s,1-8,i n t h e t e x t.W h i c h o f t h e s e a c t i v i t i e s d o y o u a l r e a d y d o?I n w h i c h a r e a s d o y o u f e e l y o u n e e d i m p r o v e m e n t?3. Are there any “secrets” to your own success as a student? In other words, do you have any special study techniques, which have been very successful for you?II. New Words:III. Text-related Information1. ----S t u d y h a r d o r h a r d l y s t u d y?S o m e s t u d e n t s p l a y f o o t b a l l,a c t i n p l a y s,p l a y t e n n i s a n d e n g a g e i n m a n y o t h e r a c t i v i t i e s,b u t t h e y s t i l l g e t A’s i n t h e i r s t u d i e s.H o w e v e r,t h e r e a r e s o m e o t h e r s t u d e n t s w h o s t u d y h a r d e n o u g h b u t d o n o t a c h i e v e a s m u c h.W h y?I s i t s i m p l y t h a t t h o s e A s t u d e n t s h a v e b e t t e r b r a i n s?E d u c a t i o n a l s p e c i a l i s t s d o n o t t h i n k s o.T h e y s u g g e s t t h a t t o s u c c e e d i n t h e s t u d i e s,o n e s h o u l d a p p l y a f e w“t e c h n i q u e s”.T h e s e t e c h n i q u e s a r e t h e s e c r e t s o f A s t u d e n t s.I f y o u m a k e u s e o f t h e m,y o u c a n b e a n A s t u d e n t,t o o..S c h o o l s,c o l l e g e s a n d u n i v e r s i t i e s i n G r e a t B r i t a i n a n d t h e U n i t e d S t a t e s c o m m o n l y u s e l e t t e r g r a d e s t o i n d i c a t e t h e q u a l i t y o f a s t u d e n t’s a c a d e m i c p e r f o r m a n c e:A (excellent),B (good),C (average),D (below average), and F (failing). In the United States, work rated C or above is usually required of an undergraduate student to continue his/her studies; work rated B or higher is usually required of a graduate student to continue. In percentage scales, 100 percent is the highest mark, and 70 percent (or 65 percent) is usually the lowest passing mark.. IV. Language Points:1.m a k e t h e m o s t o f—t o u s e o r e n j o y t o t h e g r e a t e s t a d v a n t a g e;t o u s e i n t h e b e s t w a ye.g.T h e l o c a l g o v e r n m e n t i s d e t e r m i n e d t o m a k e t h e m o s t o f t h e r e g i o n’s n a t u r a l r e s o u r c e s t of u r t h e r p r o m o t e e c o n o m i c a n d s o c i a l p r og r e s s T r a n s l a t e:汤姆打算充分利用学校图书馆完成他的学期论文。

高中英语教学实用教案二：《Unit1Art》

Unit 1 Art is a fundamental topic in the high school English curriculum. As such, it is of utmost importance for teachers to approach the subject with the right teaching methodology. Thisarticle will provide an overview of the teaching approach, methodology, and practical teaching plan for Unit 1 Art in high school English.Teaching ApproachThe teaching approach for Unit 1 Art is focused on student-centered learning. This approach emphasizes the active involvement ofstudents in the learning process. Student-centered learning allows students to take responsibility for their own learning and encourages them to engage in critical thinking, creativity, and problem-solving skills.MethodologyThe methodology used in the teaching of Unit 1 Art is a combination of various instructional strategies designed to cater to thelearning styles of students. The following are some of the teaching strategies that can be used in the teaching of Unit 1 Art:1.Brainstorming SessionsBrainstorming sessions provide an opportunity for students to share and exchange ideas. This strategy encourages students to think creatively, develop their communication skills, and fosters critical thinking. It can also be a great way to introduce new vocabulary to students while also reinforcing previously learned vocabulary.2.Group DiscussionsGroup discussions provide a platform for students to express their opinions and engage with their classmates. This strategy fosters communication, improves critical thinking, encourages active participation, and also helps students to develop their listening skills.3.Role-playRole-play is an excellent teaching strategy that provides arealistic and engaging way for students to learn about various topics. In the case of Unit 1 Art, role-play can be used to allow students to explore different art forms and engage in creative expression.4.Project-based LearningProject-based learning is an inquiry-based approach that provides students with an opportunity to explore a topic in-depth while developing their research and presentation skills. In the context of Unit 1 Art, project-based learning can be used to allow students to explore the different art forms and create their own art pieces.Practical Teaching PlanThe following is a practical teaching plan for Unit 1 Art:Objective:At the end of the lesson, students should be able to:1.Differentiate between various art forms.2.Analyze and interpret various types of art.3.Develop critical thinking, creativity, and problem-solvingskills.e art vocabulary appropriately.5.Apply knowledge of art in real-life situations.Lesson Plan:Introduction:1.The teacher introduces the topic of art and its importance insociety.2.The teacher conducts a brief brainstorming session to allowstudents to share their understanding of art.Main Lesson:1.The teacher introduces different art forms, including visualarts, performing arts, and literary arts.2.The teacher conducts a group discussion to allow students toidentify and differentiate between various art forms.3.The teacher introduces the various elements of art, such as line,color, shape, form, texture, and space.4.The teacher conducts a role-play activity to allow students toengage in creative expression by creating their own art piece.5.The teacher introduces the different art movements, such asimpressionism, modernism, and postmodernism.6.The teacher conducts a project-based learning activity, allowingstudents to research an art movement and present their findings to their classmates.Conclusion:1.The teacher summarizes the lesson and reinforces the key points.2.The teacher conducts a final group discussion to allow studentsto reflect on their learning experience.3.The teacher assigns homework, which could be a writtenreflection of the lesson or a drawing or painting that reflects their understanding of art.ConclusionIn conclusion, Unit 1 Art is a vital part of the high school English curriculum. As such, teachers need to employ the right teachingapproach, methodology, and practical teaching plan to ensure that students get the most out of the lesson. By using student-centered learning and various instructional strategies such as brainstorming sessions, group discussions, role-playing, and project-based learning, teachers can help students to develop critical thinking, creativity, and problem-solving skills. Additionally, using a practical teaching plan that includes an introduction, main lesson, and conclusion can help to reinforce learning and allow students to apply their knowledge of art in real-life situations.。

高教社英语基础模块1电子教案新版Unit

3
Provide preview guidance to guide students on how to effectively preview.
Guidance on preview methods
Guide students to obtain preview materials through various channels,
• Interactive method: Encourage students to actively participate in classroom activities through forms such as teacher-student interaction and student student interaction, deepening their understanding and mastery of new knowledge.
Introduce the learning objectives and key points of this lesson to students, and help them clarify their learning direction.
Selection of presentation methods for new knowledge
• Exploration method: Guide students to discover the patterns and characteristics of new knowledge through independent exploration, cooperative learning, and other methods.
To foster students' interest in learning English and enhancing their self confidence in using the language

Unit1SectionB2a~2e教案

-语法运用：一般现在时的正确运用，特别是在口语表达中，学生可能会忽略动词的变化。
-听力理解：在听力练习中，学生可能会因为对连读、弱读等语音现象的不熟悉而难以理解完整的句子。
-口语交流：学生在进行角色扮演时，可能会因为紧张或不熟悉对话情境而难以流利地进行口语交流。
-阅读理解：在阅读练习中，学生需要理解文章细节，并能够根据文章内容作出正确的推理判断。
2.文化意识：培养学生了解和尊重不同文化背景下学习用品的差异，增强跨文化交际意识。
3.思维品质：通过听力、阅读练习，培养学生分析、推理和判断的能力，提高思维的逻辑性和准确性。
4.学习能力：鼓励学生积极参与课堂活动，培养自主学习、合作学习和探究学习的能力，提高学习效率。
三、教学难点与重点
1.教学重点
-词汇：本节课的核心词汇包括pen, pencil, ruler, eraser, schoolbag, book等，学生需要掌握这些词汇的发音、拼写和意义。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现描述物品时的语言特点，分析并解决表达中的问题。
3.成果分享：每个小组将选择一名代表学习，我们了解了日常学习用品的英语词汇和一般现在时的应用。通过实践活动和小组讨论，我们加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常英语交流中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
在新语法点的讲解中，我发现通过实例和情境教学能帮助学生更好地理解一般现在时的用法。但在实际运用中，仍有一部分学生对动词变化的掌握不够熟练。因此，我计划在接下来的课程中，增加一些有趣的语法练习，如填空、改错等，让学生在游戏中巩固语法知识。
实践活动和小组讨论环节，学生们表现得非常积极，课堂氛围活跃。但我也注意到，有些小组在讨论过程中出现了偏离主题的现象。为了提高讨论效率，我将在下一次的教学中明确讨论主题和目标，引导学生更加聚焦于核心问题。

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我一点儿也不怕。 I’m not in the least afraid of it. least of all:尤其 Nobody need worry, least of all you. last but not least:最后（也是同等重要的是） to say the least:退一步说，最起码
1.Where and when did the incident take place?
Jinling Hotel in Nanjng, spring 1987
2.Who are the main characters in this incident?
author, his wife Ellen, their son Benjamin, hotel staff
Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.
Benjamin was not bothered in the least. Paraphrase the sentence. Benjamin was not bothered at all. Translate the sentence into Chinese. 本杰明一点也不在意。
① ② ③
What ?

Assignment
Pa 1: What impressed the couple most in China ? Pa 5: What did the couple study in China ? Pa 7, 11, 12 : How do the Chinese and Americans differ in education ?
Skimming Para 1-5 (5mins) 1.Where and when did the incident take place? 2.What are the main characters in this incident? 3.What is the attitude of the author and his wife in this incident? 4. What is the attitude of the hotel staff toward Benjamin’s efforts?
Para 1. 1. bustling hustle and bustle eg. I enjoy the hustle and bustle of life in a big city. People are hustling and bustling all around us.
2. The most telling lessons…. eg. The most telling argument for wearing seat belts is the number of lives they save.
2. What are its strengths and weaknesses? Which should be emphasized in education? Knowledge or Creativity
Text A :
Learning, Chinese – style
Step 1
SKIM the whole text for a general idea: ( by fast reading each beginning and ending sentence of each paragraph): a. Type of the passage ( narrative, exposition, argument） b. Who and What (and when and where)
Sentence Translation
1. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing. 然而，我和艾伦获得的有关中美教育观念差异的最难忘的体验并非来自课堂，而是来自我们在南京期间寓居的金陵饭店的大堂。

Text A Learning, Chinese-style
Howard Gardner
Howard Earl Gardner (born on July 11, 1943 in Scranton, Pennsylvania) is an American Developmental psychologist who is a professor of Cognition and Education at Harvard Graduate School of Education at Harvard University.
3.What is the attitude of the author and his wife in this incident?
They let him explore and enjoy himself.
4. What is the attitude of the hotel staff toward Benjamin’s efforts?
Para 3 …to position the key just so
to position the key carefully to fit into the narrow key slot position/ locate/plac not in the least: not at all eg. I don’t in the least appreciate the Marilyn Monroe kind of beauty. eg. The boy is not in the least concerned about his study.
They held his hand and taught him how to insert the key correctly.
In this text, the author introduces the topic by the key-slot anecdote. Can you list other ways of introducing a topic? a. Quoting a famous saying b. A surprising fact or statistic c. Posing a question d. An opinion e. suspense f. stating the topic directly
When & Where :

in the spring of 1987 in the eastern Chinese city of Nanjing
What ?

Subheadings 副标题 Two different ways to learn Teaching by holding his hand Creativity First
Para 2ቤተ መጻሕፍቲ ባይዱ
attach sth. to sth. 系，贴，连接 e.g. Attach a recent photograph to the application form. be attached to附属于；热爱，依恋 e.g. The school is attached to the Normal University. (隶属，使附属) He is deeply attached to his wife. （喜爱；依恋） Attachment n.
Sentences
Because of his tender age and incomplete understanding of the need to position the key just so, he would usually fail.
Paraphrase the sentence.
Skim and find out :
Who :
1.
2.
3.
4. 5.
I ( Howard Gardner, the writer, Professor of education at Harvard University ) my wife Ellen my son Benjamin my Chinese colleagues the Jinling Hotel staff
the learning characteristic (特点) of Chinese students in general : test oriented ( 以…….为 1. Goal: _____目标） rote 2. process: learn by _____ 3. heavily burdened with too much homework _________________ 4. free time crammed with ( 塞满） classes _______ is ignored 5. personal interest _____________ creative 6. result: lack of ___________ thinking
Unit 1 Ways of Learning
Discussion: What are the characteristics of Chinese students’ way of learning in general? A. the goal of learning; B. the role of Parents; C. the role of teachers; D. the role of students in the process of learning