Unit2导学案06
《Unit 2 Wildlife protection Reading for writing》教案(附导学案)
《Unit 2 Wildlife Protection Reading for Writing》教案【教材分析】The activity theme is “making effective poster”. The protection of wildlife needs the participation of the whole society. It is imperative to educate the public on wildlife protection and arouse the public’s awareness and enthusiasm for wildlife protection. Teenagers are not only the main body of education, but also the “ambassador”of publicity and promotion. To make posters, students need to understand and study the situation of endangered animals and think about protection measures. In the process of reading and understanding the content of posters and making posters, students should be trained to master and use the style of posters, and their social responsibility and sense of responsibility should be cultivated.The reading text is two posters. The first poster, “give ugly a chance!” calls on people to protect all kinds of wild animals and not treat them differently because of personal likes and dislikes. No matter how beautiful or ugly animals are, they have the meaning and value of existence. The world is beautiful because of the diversity of biology. The article uses the tone of statement to make people unconsciously accept the author’s point of view. The second POSTER “don’t make paper with my home!”adopts anthropomorphic rhetoric and takes koala’s heart cry as the title, criticizing those behaviors of deforestation and destruction of animal homes. The text is a progressive explanation of the title. Exclamatory sentences and rhetorical sentences are used in this paper, which express the author’s attitude and point of view. In addition, the title of these two posters uses exclamation sentences with strong appeal and emotional color, coupled with vivid pictures, making the posters more powerful. 【教学目标】1. Cultivate students to acquire some features about an English poster by reading the text.2. Help students to write an English poster about animal protection properly using some newly acquired writing skills in this period.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.【教学重难点】1. Stimulate students to have a good understanding of how to write an English poster properly.2. Cultivate students to write an English poster properly and concisely.【教学过程】Step 1: Lead inDo you want to be a volunteer of a pet’s shelter? Why?Yes, I want to be a volunteer of it, because I want to help the pets, which are lovely and cute. I like them very much.Step 2: Read to discover details concerning the main details of the news report.I. Read the news report and then solve the questions below.1. Who started the rescue centre called the Small Friends Pet Shelter?A group of high school students and parents.2. What did the young people do in the shelter?Take care of animals.3. How do the young people think of their work?Worthwhile4. What help does the centre need?V olunteers’ time and love.II. Read the text again and then choose the best answer.1. What should we do when we protect the wildlife animals?A. Treat all the wild animals equally.B. Only pay attention to less cute animals.C. Pay attention to cute animals.D. Care about endangered wildlife animals.2. What’s the bad effect of cutting down billions of trees to make paper forhumans?A. Make a lot of animals homeless.B. Make a number of wildlife animals dying out.C. The animals’ habitat is being destroyed.D. All of them.【答案】ADCStep 3: Study the organization and language features.1. Read the passage more carefully and write down the outline of the text.2. Appreciate the complex sentences:1. The Small Friends Pet Shelter was started by a group of high school students and their parents when they started to see many pets (that were left behind after their families moved away).译文:当一些高中生和他们的父母看到在主人搬走后,____________ ___时,们建立了小朋友宠物收容所。
2021新版pep六年级下册英语Unit2单元导学案
教学内容Unit2Last weekend A. Let’s try& Le’s talk教学目标认知目标：能够听、说、读、写，并在情景中运用句型How was your weekend? It was good. Did you do anything else? 提问并回答有关周末活动的安排。
能力目标：能够理解对话大意，并回答对话下问题;能够在语境中理解生词drank的意思，并能正确发音。
情感目标：教学重点运用句型How was your weekend? It was good. Did you do anything else? 提问并回答有关周末活动的安排。
教学难点一般过去时动词词尾的规则变化。
教学准备及手段教师准备多媒体课件、课文情景动画、音频MP3、单词卡片教学流程教学环节自主学习Warm-up1. 师生相互问候。
2. 教师利用头脑风暴活动激发学生的背景知识，复习相关的动词及动词词组。
教师请学生说出周末一般做什么，复习有关周末活动的词汇。
参考词组：see a film, take a trip, draw pictures, go swimming, go fishing, dohomework, watch TV, read books, wash my clothes, play football, play basketball, play ping-pong, play the pipa3.Show the learning guide4.预习对话。
学生先自学，画出不理解的单词和句子，然后小组合作讨论，相互答疑解难。
合作探究Presentation1. 呈现重点句型(1) 教师展示日历，请学生回忆上周末做了什么。
教师引导学生说出上周末的活动安排，并用一般过去时的句子转述，请学生感受使用一般过去时的语境。
师生对话示例如下：T: How was your weekend? Busy? Happy? What did you do?Ss: I do my homework.T: Oh, you did your homework last weekend.T: What else did you do?…(2) 教师说出自己上周末所做的事，并将句子呈现在课件上。
新人教版六年级英语上册unit2导学案
课题Unit2 Waysto go to school.Let’s try let’stalk课型新授课年级（上、下）六年级上册课时 1教学反思：教学目标：能够听说朗读how do you come to school?询问别人的出行方式。
能够听说表演let us talk的内容，并在场景中进行交流和运用。
在对话交流中使学生养成用英语交流的习惯。
教学重点：掌握四会短语。
教学难点：学生能够运用how do you come to school?询问别人的出行方式。
学习过程教师复备栏一、预习导学1、Let’s try:你能完成听音判断对错的练习吗？2、你能正确读出下面的句子吗？你能正确翻译它们的汉语意思吗？来试试吧！（自学，可同桌交流）How do you come to school?Usually I come on foot.Sometimes I come by bus.二、互动研讨(小组内讨论交流展示，组员推荐一人在全班展示。
)1.你能流利朗读对话吗？大声读给你的组员听吧！听谁的发音最正确。
(1)小组内自由读。
（2）各小组长领读，全班跟读。
（3）小组推荐优秀组员分角色表演。
2.你能用英语写出下面的句子吗？(1)你是怎么样来学校的？通常我走路来。
_________________________________________________ (2你是怎么来学校的呢？我经常骑自行车来。
三、达标检测完成书中练习。
四、拓展延伸1.全班同学进行讨论自己的家人和朋友是如何去上学或者上班的。
可以作图来展示并且讲解。
2.Play a chain game.二、互动研讨1.你能正确读出上面的词组吗？大声读给你的组员听吧！听谁的发音最正确。
(1)小组内自由读。
(2)小组推荐优秀组员展示读，并领读，全班同学跟读。
2.你能用英语写出下面的句子吗？(1)我们怎么样到达自然公园？乘公交车去。
________________________________________________(2)你怎么样从中国到达美国？坐飞机去。
Unit2ImLiuTao导学案苏教版
Unit2ImLiuTao导学案苏教版Unit2imliutao: a case studyUnit2ImLiuTao导学案苏教版前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。
英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。
本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。
便于学习和使用，本文下载后内容可随意修改调整及打印。
unit2 i'm liu tao导学案苏教版unit2 in the library （story time）【课型】新授课【上课时间】【教学目标】1.能听懂，会说，会读don’t shout/eat/…2.能听懂，会说,会读library/shh/shout/here/sleep/drink/english/talk3.能听懂，会说，会读,会写in/run/talk/eat【教学重点】1.能在正确的情景下运用句型don’t shout/eat/…2.library，shout的发音及talk的正确拼写【教学难点】能听懂、会读、会运用单词shout eat run talk sleep drink library, 并在适合的场合正确运用祈使句。
【教学具准备】挂图、人物图片【课时安排】第一课时【教学过程】step 1 greeting1.say a rhyme ‘open the window’t:good morning/afternoon,class.ss:good morning/afternoon, krisen2.play a game 。
教师出示手偶t：look ，this is my friend ，jimmy .let’s say hello to jimmy .s：hello/hi ,jimmy.t：hello,boys and girls!i’m jimmy !let’s play a game,ok?s:ok.t:do what i say quickly .ready?s:yes.t:stand up/sit down/open your books/close your books…t:and now listen ,when i say “don’t …”,it means you shouldn’t do what i say.教师继续操纵手偶说话don’t stand up/don’t sit down/don’t open your books/don’t close your books…step 2 presentation1.t:today i’ll tell you a story—the hare and the tortoise .t:one day ,the hare and the tortoise have a race in the forest look ,this is the hare and thetortoise .“one,two,go!”the hare runs and runs and runs.t:now,try to say and do like me “run ,run,run!”s: “run ,run,run!”!but the tortoise can’t run fast .he can only move slowly .so the other animals shout to him ,“run ,run,run!”（出现其他小动物大声为乌龟加油的画面）look,what do they shout ?s: “run ,run,run!”2.听课文对话或看动画引导学生整体感知课文，学习语言知识t:look，liu tao meets his friend yang ling in the library .liu tao shouts to yang ling .（故意大声模仿刘涛喊“hello,yang ling!”）is it good?s:no.t:so yang ling says“don’t shout”.3.教师可以把课文中所含有don’t…的句子制成卡片，利用卡片结合课文场景进行教学。
英语外研版五年级上册 Module 6 Unit 2 He ran very fast 导学案
优质资料---欢迎下载学习目标：1. 能够掌握单词和词组：horse, really, fast, jump, past,swam, play basketball。
2. 掌握fast和swam的用法。
重点难点：重点：单词really, fast, past ,swam。
难点：词性和动词过去式。
知识梳理：【精彩视听】1. I’m playing against great players, playing against the best in the world. The competition - that’s what I’ve always wanted.我正在跟伟大的球员进行对抗，跟世界上最好的球员进行对抗。
这种对抗是我一直都渴望着的。
2. What I’m doing right now, I’m chasing perfection.我现在所做的一切，都是为了追求更加完美。
3. As far as carrying the torch for the years to come, I don’t know.I just want to be the best basketball player I can be.我不知道需要多长时间才能取得辉煌，我只是想尽我所能去成为最出色的篮球运动员。
4. Everything negative - pressure, challenges - is all an opportunity for me to rise.压力、挑战，这一切消极的东西都是我能够取得成功的催化剂。
【单词领读】【词汇精讲】 1. really adv. 真地副词，表示“感兴趣或惊讶”。
Really? Are you sure ？真的吗？你确定？real adj. 真正的 real world 真实世界选出相应的答语。
We have a new house. A. Really?B. OK.答案：A思路分析：句意:我们有一个栋房子。
六年级上册英语导学案 - Unit 2 My summer holiday 沪教牛津版(深圳用)(含答案)
Unit 2 My summer holiday【学习目标】1．本单元词汇和句型。
2．能用本单元话题交流。
3．语音:e, a, ea。
【学习重难点】1．熟记本单元词汇和句型。
2．能将本单元话题用于实际交流中。
【学习过程】1．重点词汇梳理：famous 著名的during 在……期间例：during my summer holiday 在我暑假期间spend 度过例：spend with sb. 和某人度过时光everyone 每人countryside 乡村pick 采摘pick apples 摘苹果summer holiday 暑期；暑假What did you do during your summer holiday? 你暑假期间做什么了呢？2．重点句型：How was your summer holiday? 你的暑假过得怎样？It was wonderful. 真是太棒了。
We went to the Great Wall. 我们去了长城。
【达标检测】一、单项选择1．--- ________ was your summer holiday?（）---It was wonderful.A．What B．Where C．How2．We ________ to the Great Wall yesterday.（）A．go B．went C．goes3．She ________ her grandparents last weekend.（）A．visit B．visited C．visitted4．During the summer holiday, Jill ________ with her parents.（）A．stay B．to stay C．stayed5．She ________ apples with her grandmother in summer holiday.（）A．pick B．picked C．pickked二、读一读，根据句意写出括号内单词的正确形式，补全句子。
导学案设计Unit6(Lesson2)
3.细读对话，模仿人物的语气及感情色彩，和同伴排演，然后上前展示。
4.根据下面三幅图片和小组同学改编对话，在班里展示。
5. Pair work:看图，和同伴做对话练习。Is there a…？Yes, there is. /No, there isn’t.
6.在小组里总结字母组合的er or wh的发音规律。并朗读Pronunciation部分的例词。
导学案设计
一、自主学习：
1、阅读对话，推测对话内容。
2、自读对话，回答问题：What’s in the city ? Is there a river in the park ? Is there a farm in the park ?
二、合作探究
1.小组内和同伴交流书中难点，并对不懂的地方进行讨论。
A.on B.in C./
审阅意见
审阅人：
时间
三、达标测评
单项选择。
( )1. Is there a __________ in the park？
A.houses B.river C.grass
( )2. ---Is there a lake ?
, there ___________.
A.aren’t B.is C.isn’t
（）3.There is a nature parkthe city.
高中英语人教版(2019)必修第二册 Unit 2 导学案
必修二unit 2 listening and speaking导学案学习目标To learn to talk about saving endangered wildlife.To learn to use visuals to predict content.To learn to listen for general and specific information.To learn to know we should take actions to protect wildlife.一、词汇掌握1. poster n. 海报2.illegal adj. 不合法的;非法的3.illegally adv. 不合法地;非法地4.hunt vt.& vi. 打猎;搜寻;追捕5. hunter n. 猎人6.immediately adv. 立刻7. species n. 物种8.shark n. 鲨鱼9.fin n. (鱼的)鳍10.on earth 究竟;到底11.die out 灭亡;逐渐消失12.alarming adj. 惊人的;使人惊恐的13.alarm vt. 使惊恐;使害怕;使担心14.rate n. 速度;(比)率vt. 划分等级15.rating n. 等级;级别16.extinct adj. 已灭绝的17. extinction n. 灭绝18.mass adj. 大量的;广泛的n. 大量;堆;群19.habitat n. (动植物的)生活环境;栖息地20.aware adj. 知道;发觉;有……意识的21.aware of 意识到;知道22.endanger vt. 使遭受危险;危害23.average n. 平均数;平均水平24.on average 平均25.prince n. 王子;王孙;亲王26.make progress 取得进步27.concern vt. 涉及;让……担忧28. scary令人害怕的二、词块梳理与背诵（英汉互译）1.protect the wildlife保护濒危野生生物2.under threat3.move sb. the most4. give a moving speech4.run out 6.at an rate以惊人的速度7. at an alarming rate以惊人的速度灭绝8.cause mass 导致大规模的灭绝9. loss栖息地丧失10.make people the problem让人们意识到这个问题be aware of11 . 取得很大的进步12.speak up 为…辩护；替…讲好话13.one's efforts sh.某人做某事付出的努力14. beconvinced that...15. 关心16.be dangerof extinction有灭绝的危险17. 适应18.take to dosth.采取措施做某事19. 在压力下：承受压力20. field guide20. its natural habitats保护它的自然栖息地三、【学习过程】Part ⅠLead-in1.Try to describe the poster.a clock—counting the timea tiger at “11 o’clock” positiona man at “12 o’clock” positionmany dead bodies under the clockwords: stop illegal hunting immediatelymessage:an hourglass 沙漏top: 150-200 wildlife species lostdown: lost falling down with some wildlife at the bottom (extinct wildlife) background: every 24 hoursmessage:a big bowl of shark fin soupa big dying shark with its fin falling down, bleedingdead sharks without finsmore sharks on a spoonmessage:2.What message do these 3 posters share?The wildlife is under . And it is high time that we ___measure to protect wildlife.3.Which one moves you most? Why?Part2 While - listeningLISTENING PART 1A: Have you seen that poster with the clock? It’s so good, but a little 1._____________, too.B: I know. So many wild animals 2._________________. This poster says that between 150 and 200 species die out every day.A: That's terrible. We really need to do something. Why are so many species dying?B: Well, some animals are 3.______________________. And then there’s4.________________________, I guess. Animals need5.________________, just like us, and they need6._________________________________, too.A: It seems like people need to be more aware.B: Absolutely. More people need to know.A: Yes, they should make more of these posters—maybe it will help protect the wildlife.Listening to the first part of the tape, the students need to solve the following tasks.课本14页的第2题。
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Unit2 What’s this in English ? 序号06
Section B
主备人：陈岩审核人：刘晓丽
一、教学目标：
知识与技能：1）复习巩固字母A-R。
2）复习重点词汇及句型，巩固问答周围事物的对话。
学会拼读单词。
三、自主预习：
Ｉ．根据括号中的汉语提示完成下列对话。
1. ---What’s this ____ _____ (用英语说)? ---It is ____(一把) ruler.
2. ----What’s this in English ? ----It is _____ (一个) orange.
3. ---What’s this in English ? ----It is a _____ (被子).
II．根据汉语补全下列单词。
wh___ t 什么__ __ is 这，这个__ ng__ __ sh 英语
m__ p 地图__ __ ange 橘子ja__ __ et夹克衫
k__ ___ 钥匙p__ __钢笔ru__ __ __ 直尺
IV .写出下列字母的大小写。
B____ c ____ E ___ f____ g____ H____ i_____ K____ q_____
P____ M _____ n____ l_____J ____A____ D____
四、预习展示：
1）把字母A-R的大小写默写到黑板上或练习本上。
然后读给同伴听。
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ 2）两人合作表演1a 中的任意两个对话。
五、合作探究:
两人之间根据第10页图画编写两个对话，并熟练进行对话
对话1
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------- 对话2
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
1。