unit2 教案
《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。
Unit 2 Listening and Talking示范课教案【英语人教必修第三册】
Unit 2 Morals and Virtues 子主题2：平凡人物的美德与社会责任Period 1 Listening and TalkingWorksheetUnit 2 Listening and TalkingActivity 1: Watch and answerWatch a short video and answer the questions.●What is this song about?●What will happen if you try a little kindness?Activity 2: Discuss in groupsDiscuss the following question in groups.Do you believe a small act of kindness can make a big difference? Why?Activity 3: Try to predictA man named Kevin is talking about “paying it forward” in a radio show.Can you predict what “paying it forward” means?Activity 4: Listen and answerListen to the radio show and answer these questions.●What is the name of the radio show?●What does “paying it forward” mean?● What does the guest want the listeners to do?Activity 5: Listen and fillListen to the radio show again and fill in the blanks.Activity 6: Listen and answerListen to the radio show again and answer the questions below.●Apart from the story of the song “Chain of Love”, what other example does Kevin give of paying it forward?●What is your understanding of “we never know what light we might spark in others by our kindness”?Activity 7Read the transcript and find out the connecting expressions or sentences in telling stories.Activity 8Retell the story briefly by using the connecting words.Activity 9: Listen and discussListen to the song and discuss the following questions.●What’s your understanding of “Chain of Love”?●What deeply impresses you in the story?●What’s the best translation of “Chain of Love”?Activity 10: Talk in pairsTalk about the ordinary people’s qualities inferred from the listening part in pairs.Activity 11: Share a storyShare a story of showing or receiving kindness, either one of your own or one you heard of.。
(完整版)最新版PEP五年级下册Unit2教案
五年级英语学科第二单元第 1 课请各小组就上节课Production环节对Let’s sing歌曲进行对话创建展示，评选出最佳团队。
二、新课呈现（Presentation）1、白雪公主去救白马王子，经过一扇门须会打四个问题，问：我给你一天去和你心爱的人在一起，哪一天？答：有他的一天。
问：那我给你两天？答：白天和黑天。
问：我给你三天？答：今天、明天、后天。
问：我给你四天？答？请同学们帮助回答，引导生说出：春天、夏天、秋天和冬天。
2、T：Now, we’ll learn the four seasons.利用PPT播放视频初步感知四个单词：spring, spring是春天，草儿绿了雪化了;summer, summer是夏天，知了叫了天热了；autumn, autumn是秋天，苹果红了麦收了；winter, winter是冬天，小熊睡了下雪了。
3、逐个讲解单词发音，并根据图片进行句型操练：① ing→ring→pring→spring② but→u→susummerteacher\father\mother→er→mmer③ au+tu+mn=autumn④ in→win→win+ter→winter⑤ can后没有人称和数的变化，后面跟动词原形。
4、Listen and repeat.5、Read in groups.三、趣味操练 (Practice)1、“我的季节我表达”：请生自由发挥说出自己最爱的季节及原因，仿照课本中句型拓展2、Read and match:五年级英语学科第二单元第 2 课五年级英语学科第二单元第 3 课五年级英语学科第二单元第 4 课五年级英语学科第二单元第 5 课五年级英语学科第二单元第 6 课T：From this unit we know: Mike likes winter. WuYifan likes spring. Amy likes autumn best. Which season does Robin like best? 出示Read and write中的四幅图片，请同学们争相猜测，引导生观察事物：Look at the green trees and pick flowers. The weather is hot! The leaves fall and fall and fall. There is lots of snow. It’s white everywhere.In-reading—阅读中活动1、General readingRead quickly and find“Which season does Robin like best?”2、Detailed reading3、Read and writePost-reading—阅读后活动1、Read the “Story time” and find out“Which season does koala like best?”2、情感升华：Every season brings its joy.三、巩固延伸（Consolidation & Extension）1、Let’s check.2、Let’s wrap it upChoose and write the words in the correcy rows.课堂小结：师生一起总结本单元学习的词汇和句型。
Unit 2教案
《Unit 2 My family》教案教学内容：Part A Let’s learn and Let’s sing教学目标：1．能听说、认读man, father, grandfather, woman, mother和grandmother。
2．会唱Father and Mother这首歌。
3．能听懂故事大意。
教学重点：单词的教学。
教学难点：单词的发音。
教具准备：家庭照，挂图，单词卡和图卡。
教学过程：一．Warm-up.1．Revision: number2．Ask and answer.T: Hello, I’m…. This is my family.A: Who’s that man?T: He’s my dad.A: I’m…. This is my family.T: Who’s that woman?A: She’s my mom.二．Presentation1．Show the picture of family tree: This is my family. Her are 7 people in my family: my grandpa, my grandma, my dad, my mom, my sister, my brother and me.2．Teaching the word: grandfather. Repeat the word again. 3．Do the same thing: Teaching the other words.Point: grandma and grandpa are speaking language. 三．Practice1．Play game.1) Who quickly2) Find out the photo2．Listen and read3．Trishaw me the picture of your mom.(…) This is my mom.四．Let’s sing.Sing the song “Father and Mother”《Unit 2 My family》说课材料一、说教材1．教学内容与分析我说课的内容是人教版三年级下册Unit2“My family”B 部分第二课时。
Unit 2 Our new home第2课时+示范教案(五下)
Unit 2 Our new homeListen and say; Write and say第2课时一、教学目标1.通过Listen and say中关于新家的对话，巩固本单元的核心句型。
2.通过Write and say栏目，让学生从口头表达过渡到笔头练习，巩固运用所学词汇和句型。
3.学生可以根据实际情况，尽量用丰富的句式，阐述自己喜欢某个场所或事物的理由。
二、教学重难点教学重点1.能在语境中运用本课的核心词汇：all day.2.能够掌握并运用核心句型：Why do you like it? Because it’s so big.教学难点运用所学句型学会描述自己的家并阐述自己喜欢的理由。
三、教学准备房子平面图、单词卡片等。
四、教学过程I. Warm-up1. L et’s label教师出示一张房子的平面图和许多单词卡片，让学生看平面图，把单词卡片贴在平面图上。
study，bathroom，bedroom，kitchen，dining room，balcony，garage，living room.设计意图：本活动可以激发学生兴趣，同时巩固上节课所学词汇，快速进入课堂。
2. Let’s talk让学生拿出上节课中自己画的平面图，四人一组，两两进行交流，互问互答。
S1: Do you like ...’s home or ...’s home?S2: I like ...’s home.S1: Why do you like ...’s home?S2: Because ...设计意图：教师让学生进行互问互答活动，可以巩固上节课所学核心句型，同时为本节课的学习奠定基础。
II. Presentation1. Look and say教师PPT出示Listen and say部分图片，让学生看一看说一说。
(1) Who are they?They are Sally and her dad.(2) What are they talking about?They are talking about their new home.设计意图：通过让学生看一看说一说，可以帮助学生初步了解文本。
【人教版】小学三年级上英语《Unit 2》优质课教案
【人教版】小学三年级上英语《Unit 2》优质课教案一. 教材分析本课是人教版小学三年级上册英语《Unit 2》的第一课时，主要讲述了日常生活中常见的动物名称和颜色。
本课时共有4个部分，包括听力、口语、阅读和写作。
教材内容丰富，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析三年级的学生已经具备了一定的英语基础，掌握了基本的英语字母和单词。
他们对新鲜事物充满好奇，善于模仿，合作意识较强。
但部分学生可能对英语学习仍存在恐惧心理，需要教师多给予鼓励和关爱。
三. 教学目标1.知识目标：学生能够听懂、会说、会读本课的生词和句子，掌握动物名称和颜色词汇。
2.能力目标：学生能够运用所学知识进行简单的日常交流，提高口语表达能力。
3.情感目标：培养学生热爱生活、关爱动物的情感。
四. 教学重难点1.重点：学生能够正确说出动物名称和颜色词汇。
2.难点：学生能够熟练运用所学知识进行日常交流。
五. 教学方法采用情景教学法、游戏教学法和分组合作教学法，激发学生的学习兴趣，提高学生的参与度。
六. 教学准备1.教师准备：准备好教材、课件、卡片、动物玩具等教学用品。
2.学生准备：提前预习教材，熟悉本课内容。
七. 教学过程1.导入（5分钟）教师通过播放英文歌曲《Old MacDonald Had a Farm》引导学生进入学习状态，激发学生对动物的兴趣。
2.呈现（10分钟）教师展示教材中的插图，引导学生说出图片中的动物和颜色。
教师出示卡片，让学生模仿发音，纠正发音错误。
3.操练（10分钟）教师学生进行小组活动，让学生互相提问动物和颜色，如：“What’s this? It’sa/an… What color is it?”学生用所学词汇进行回答。
4.巩固（5分钟）教师邀请学生上台展示自己的口语表达能力，其他学生进行评价。
教师给予鼓励和指导。
5.拓展（5分钟）教师引导学生发挥想象，用自己的语言描述一种喜欢的动物和颜色，学生互相分享。
牛津译林版八年级英语下册Unit 2教案
Unit2 Grammar教案Teaching aims:1.掌握“have/has been to” 和“have/has gone to”的用法。
2.理解短暂性动词和延续性动词的不同用法，以及它们之间的转换Teaching procedures:Step 1 ReviewFill in the blanks.1.The old man _______ (live) here since 1992.2._____ you _______(visit) our factory yet?3. I __________ (not see) you for a long time. You ___________ (change) a lot.4. I’m afraid I __________ (keep) you waiting for such a long time.5. He __________ (know) the city since he was very young.Step 2 Study Grammar A: Using have/has been 和have/has goneWe use have/has been to express the idea that someone went to a place and has already come back. It refers to an experience.e.g. Mille and Amy have been to South Hill. They want to go there again.Sandy has never been to South Hill. She wants to go with them.We use have/has gone to express the idea that someone went to a place but has not yet returned. e.g. Kitty and her family have gone to Hong Kong. They will come back next week.Suzy is not at home at the moment.She has gone to the bookshop.Step 3 Summaryhave/has been和have/has gone的区别Step 4 PracticeFinish the exercises on pages 26 & 27.A1 The Class 1, Grade 8 students are talking about their classmates and families. Help them complete the sentences with have/has been or have/has gone.1. Millie isn’t here. She _________ to the library.2. Peter and Simon ____ just _____ to the library. They borrowed some interesting books.3. My cousin __________ to Xi’an twice.4. My parents __________ to Xi’an and they’ll stay there for a week.5. Daniel won’t be w ith us at the party. He _________ to Shanghai.A2. Daniel and Millie are chatting. Complete their conversation. Use the correct forms of the verbs in brackets.Daniel: I haven’t seen Mr Wu for days. Where ____ he _____(go)?Millie: He __________ (go) to Tianjin to attend a meeting.Daniel: _____ you _____ (be) anywhere recently?Millie: Yes, I __________ to Hainan with my parents.Daniel: Oh, that’s great! ______ you ______ to Sanya?Millie: Sure, we _________(be) to the beach there. Look at these photos.Daniel: The beach is beautiful. I see Andy playing on the sand too.Millie: Yes, We went there with his family.Daniel: I see. By the way, shall we invite Andy to go for a picnic tomorrow?Millie: Andy isn’t here this weekend. He and his parents __________(go) to countryside. They’ll be back tomorrow afternoon.Step 5 Study Grammar B: Verbs with for and sinceWe use for when we talk about a period of time, and we use since when we talk about a time point in the past.e.g. Mr Dong has lived here for many years.Mr Dong has lived her since he was born.Some verbs, such as come, go, buy and leave, can be used in the present perfect sense, but they cannot be used with for or since in positive statements.Step 6 Summarysince和for的区别e.g. He has lived here for 16 years.他住在这里有十六年了。
外研社2023新视野商务英语综合教程4：第二版教案unit2
教案课程名称：___________________________________ 课时：___________________________________ 班级：___________________________________ 任课教师：___________________________________ 教材：_《新视野商务英语综合教程4（第二版）》_Unit 2 CompetitionUnit Overview (单元概览)By studying this unit, you are expected to:●learn four ways to outthink competitors in competition;●earn Adidas’actions in 2012 London Olympics in overtaking its competitor Nike;●learn how to gain an edge over business rivals;●write a competitor analysis report.Lead-in (主题导入)Task 2●Ask the students to work in groups.●Each group is required to look at the photos and discuss what features make thefastfood chains stand out among so many rivals.●Elicit ideas with the whole class or ask different groups to report back. Invitecomments and encourage class discussion.Task 1Task 1Listening (听力练习)Task 2●Pre-teach enlightenment, compact disc technology, payoff, outlet, customized,have a cutting edge over, inside out to help smooth listening.●Allow the students some time to read the exercise. They can predict some answersbased on the context.●Play the recording once and get the students to fill in the blanks individually,pausing at relevant sections when necessary to allow them to write down their answers.●Ask the students to compare their answers in pairs, playing the recording a secondtime if necessary.●Go through the answers with the whole class, referring the students to the audioscript.Moral Reflections (补充教学资源)Unit Overview知己知彼，百战不殆。
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石家庄科技职业学院教案首页 章节课题: Unit 2 Emails 课时：6 书写时间： 授课时间： 教师：左军 本章节在教学过程中的地位作用及前后关系： By studying this lesson, students can know how to write and send emails. They also get to know surfing online for information. Try to write emails.
知识、技能传授目标要求： 1. Learn email information on the Internet. 2. Know more ways to communicate with each other .
教学重点与难点及解决方法： 1. The key point: The comprehension of the passage. 2. The difficult point: The mastery of the language points 3. Solution: Have more and interesting practices and exercises
教学手段实施设计： Students-based Approach/ listening and Communicative approach
作业辅导计划： Put in Use The exercises about new words and expressions Read and Translate
课堂教学小结： 年 月 日 课后札记： 年 月 日 系领导审批：
年 月 日 教 案 续 页 教学程序及讲授提纲或讲稿 方法手段 时间 Unit 2 Emails Section I Talking Face to Face
Step I Lead in 1. Warm questions What do the abbreviations stand for? YDKM STYS TYVM WYRN WDYS Get familiar with some abbreviations BS: Big smile NOYB: none of your business 4ever: forever TTYL: talk to you later BFN: bye for now FTTB: for the time being CWYL: chat with you later IYSS: if you say so LTNS: long time no see BBN: bye bye now 4U: for you BBL: be back later GL: good luck SUP: What’s up? TCOY: Take care of yourself 2. Do you often chat online? 3. How do you chat online? 4. What do you think of chatting online? Step II Practice of the two dialogues 1. Read the dialogues collectively 2. Read the dialogues individually 3. Explain the dialogues Dialogue 1 Talking about abbreviations used online Step III Practice the short conversations in Act Out 1. Read the first three dialogues. 2. Explain the language points 3. Recite some important sentences 4. Do the task according the model dialogues Step IV Extended exercises Exercise 2 1. 网上聊天似乎很有趣，你试过吗？ Chatting online seems like fun. Have you ever tried it? 2. 你觉得怎么样？ How do you feel about it? 3. 真的吗？怎么有趣？Really? What’s fun about it? 4. 你能列举一些吗？Can you tell me some?
Communicative Task-based and grammar Translation
Explaining and writing
10m 20m 20m 教 案 续 页 教学程序及讲授提纲或讲稿 方法手段 时间 真有趣。我应该找时间试试。 How interesting! I should find some time to try it.
Section III Maintaining a sharp eye Passage I Online Growth Continued 网络的持续发展
Step 1 Warm-up questions Ways for Internet Connection: Nowadays the Internet has become more and more popular in people’s daily life. There are several ways for Internet connection. One common way is dial-up connection. For dial-up connection, you need a computer, a modem, and a telephone line. Warm-up Questions 1. Do you usually log onto the Internet? 2. What do you usually do on the Internet? 3. How do you get access to the Internet? 4. www. : world wide web: 全球资讯网, 万维网 .com——商业 .edu——教育机构 .gov——政府机构 .mil——军事部
门 .org——民间团体或组织 .net——网络服务机构.cn——中国 .jp——日本 .uk——英国 .au——澳大利亚 .hk——中国香港 5. 网络新词汇：我不叫我,叫----偶， 轻人不叫年轻人,叫----小P孩， 岁数不叫岁数叫----年轮， 蟑螂不叫蟑螂,叫----小强， 什么不叫什么,叫----虾米 或 神马， 不要不叫不要,叫----表， 喜欢不叫喜欢,叫----稀饭，有一种父亲叫李刚，神马都是杯具，神马都坑爹，神马都不给力，谁也hold 不住。 Step2 New Words Let the students read through the new words and find out the unfamiliar ones. Then the teacher guide them to learn the new words in detail. Step3 Text 1. Ask students to read the passage themselves and underline the unfamiliar words. 2. Ask students to read the passage individually paragraph by paragraph. 3. Analysis of the text (1)conduct business: conduct: 做，实施，做生意，办理生意， misconduct: 行为不当 (2) across the room and across the world: (3) log onto: 登陆 (4) book travel reservations: 预订，reservation: 预约，预订，旅行预约（预订
Communicative
Adual lingual
Group and individual work
15m 15m 20m 教 案 续 页 教学程序及讲授提纲或讲稿 方法手段 时间 酒店、机票） (5) engage in other activities: 从事其他活动，engage: 从事 (6) claim: 声称，断言 (7) e-bay: (8) a constant flow of news: flow: 流动，传播，不断提供新闻和信息； (9) at their own convenience: 在他们合适的时候 (10) wired life: wired: 有线的；在线生活。 (11) regarding: 关于，就…而言 Step 4 Homework Finish the exercise of 4, 5, 6
Section IV Grammar Review The use of noun clauses I. Introduce noun clauses and do the exercises to consolidate the grammar usage. Noun clauses refer to the clauses which are used as nouns in complex sentences. They include subject clauses, object clauses, predicative clauses and appositive clauses. They are usually introduced by the following conjunctions: a) that b) if, whether c) who, whom, whose, what, when, where, why, how, how many, how much, how far, how soon, how long, how often, how old, how, etc. II. Exercise 6 1.你需要的是更多的锻炼。 What you need is more practice. 2.他们什么时候来还没有公布。 When they will come hasn’t been made public.