unit 2 教案
人教PEP版六年级英语上册《Unit2》精品教案教学设计小学优秀公开课8
人教PEP版六年级英语上册第二单元教案Unit2Ways to go to school教学设计二、呈现（Presentatio n）1.main scene学习(1）呈现图片，仔细观察图片，回答问题,Where are they?What can you see?(2)学生仔细观察图片，展开合理想象并回答老师的问题。
Where are they？What can you see?(3)听录音，模仿朗读，理解对话内容。
①指明朗读对话，并翻译主要句子的中文意思，掌握单词、句子的读法。
2教师领读对话，学生模仿，齐读，生生对话，小组表演。
3告诉学生应该遵守交通规则，红灯停，绿灯行。
2.学习Let’s try&Let’s talk(1)T:Today I come to school on bus.Iusually come to school on foot.Whatabout you?Do you come by bike or bybus?Do you come on foot or by car？(2)Listen to the tape(3)快速反应游戏：教师说出某个短语，让学生做相应的动作并说出句子(4)听录音，跟读Let’s talk内容，注意纠正学生的发音(5)图片解释usually/often/sometimes单词的区别。
（100%80%60%40%0）(6)同桌表演对话，培养学生学习语言，课堂上激发学生不断地去说，再引入课文内容的学习。
1、free talk形式，先跟学生展开对话，让学生在学习新内容前先巩固已学过的知识。
2、通过听、游戏、动作去了解短文意思，并通过学习，引出频率副词的学习，让学生自然而然地掌握，了解所发生频率不一样，需要用不同的频率副词。
三、操练（Practice ）1.Listen to the tape.Listen to the tape and read after it.2.Play a chain game教师做动作，自问自答：How doI come to school?I come to school by bike,继续重复刚才的句子并问某一位学生，继续传递下去。
初一英语教案人教版unit2
教案初一英语教案人教版unit2一、引言1.1课题背景1.1.1英语作为国际通用语言的重要性1.1.2我国英语教育的发展及现状1.1.3初一英语学习的阶段特点及任务1.1.4Unit2在初一英语教学中的地位和作用1.2教学目标1.2.1培养学生英语学习的兴趣和积极性1.2.2提高学生的英语听说读写能力1.2.3培养学生的跨文化交际意识1.2.4帮助学生掌握Unit2的知识点1.3教学方法1.3.1采用任务型教学法，激发学生的学习兴趣1.3.2利用多媒体辅助教学，提高教学效果1.3.3鼓励学生参与课堂互动，培养合作精神1.3.4定期进行学习评价，及时调整教学方法二、知识点讲解2.1词汇2.1.1重点词汇：family,parent,sister,brother,grandparent 2.1.2词汇讲解：通过图片、实物等形式展示词汇，让学生更好地理解和记忆2.1.3词汇练习：设计丰富的练习，如填空、选择、匹配等，巩固学生对词汇的掌握2.1.4词汇运用：鼓励学生在实际情景中运用所学词汇，提高语言运用能力2.2语法2.2.1重点语法：一般现在时2.2.2语法讲解：通过例句、图表等形式讲解一般现在时的构成和用法2.2.3语法练习：设计针对性的练习，如填空、改错、句型转换等，让学生熟练掌握一般现在时2.2.4语法运用：鼓励学生在写作、口语表达中运用一般现在时，提高语法运用能力2.3对话2.3.1重点对话：介绍家庭成员2.3.2对话讲解：分析对话内容、功能及语言特点2.3.3对话练习：设计角色扮演、问答等练习，让学生熟悉并运用对话2.3.4对话拓展：鼓励学生结合自身实际，创作类似的对话，提高交际能力三、教学内容3.1课文3.1.1课文内容：Unit2的课文主要围绕家庭成员展开3.1.2课文讲解：分析课文结构、语言点及文化背景3.1.3课文练习：设计阅读理解、完型填空等练习，提高学生的阅读能力3.1.4课文拓展：引导学生探讨课文主题，培养学生的思辨能力和跨文化意识3.2听力3.2.1听力材料：与家庭成员相关的对话、短文等3.2.2听力讲解：教授听力技巧，如预测、捕捉关键信息等3.2.3听力练习：设计听辨、听写、听力理解等练习，提高学生的听力水平3.3语音3.3.1重点语音：元音音素/i:/和/i/3.3.2语音讲解：讲解元音音素的发音特点及区别3.3.3语音练习：设计听音辨词、模仿朗读等练习，让学生掌握元音音素的发音3.3.4语音拓展：引导学生关注日常生活中的语音现象，提高语音感知能力四、教学目标4.1知识与技能4.1.1掌握Unit2的重点词汇、语法和对话4.1.2能够运用Unit2的知识进行简单的英语交际4.1.3提高英语听说读写能力4.1.4培养跨文化交际意识4.2过程与方法4.2.1培养学生合作学习的能力4.2.2培养学生自主学习的能力4.2.3培养学生解决问题的能力4.2.4培养学生创新思维的能力4.3情感态度与价值观4.3.1培养学生对英语学习的兴趣和积极性4.3.2培养学生尊重和包容不同文化的态度4.3.3培养学生团队合作的精神4.3.4培养学生积极向上的价值观五、教学难点与重点5.1教学难点5.1.1词汇的掌握和运用5.1.2一般现在时的语法运用5.六、教具与学具准备6.1教师准备6.1.1多媒体课件：包括词汇、语法、对话的展示和练习6.1.2图片和实物：用于展示家庭成员，增强视觉效果6.1.3录音设备：播放听力材料，进行听力练习6.1.4教学视频：用于辅助教学，提供更多的语言输入6.2学生准备6.2.1英语课本和练习册：学习Unit2的相关内容6.2.2笔记本和文具：记录重点知识和练习答案6.2.3家庭照片：用于介绍家庭成员的实践活动6.2.4英语词典：查找生词，自主学习6.3课堂环境6.3.1座位安排：适合小组活动和角色扮演6.3.2黑板和白板：用于板书和展示学生答案6.3.3墙面海报：展示英语学习标语和家庭成员词汇七、教学过程7.1导入7.1.1开场白：用英语与学生打招呼，引入新课话题7.1.2快速问答：复习上一课的内容，激活学生的相关知识7.1.3图片展示：展示家庭成员的图片，引起学生的兴趣7.1.4目标介绍：告知学生本节课的学习目标和预期成果7.2主体教学7.2.1词汇学习：通过图片和实物学习重点词汇7.2.2语法讲解：通过例句和图表讲解一般现在时7.2.3对话练习：分组练习对话，模拟真实场景7.2.4听力训练：播放听力材料，进行听力和理解练习7.3巩固与拓展7.3.1小组活动：设计家庭成员介绍的小游戏或角色扮演7.3.2课堂写作：写一段关于自己家庭成员的短文7.3.3语音练习：模仿录音，练习元音音素的发音7.3.4作业布置：布置课后作业，巩固所学知识八、板书设计8.1词汇板书8.1.1重点词汇列表：在黑板上列出Unit2的重点词汇8.1.2词汇例句：用不同颜色的粉笔标出词汇在例句中的使用8.1.3词汇配图：在词汇旁边画上简笔画，增强记忆8.1.4词汇游戏：设计一个与词汇相关的游戏，如“找不同”8.2语法板书8.2.1语法规则：用图表形式展示一般现在时的构成8.2.2语法例句：用例句展示一般现在时的用法8.2.3语法练习：在黑板上展示语法练习题，让学生参与解答8.3对话板书8.3.1对话脚本：在黑板上写出对话的脚本，供学生参考8.3.2对话角色：标明对话中不同角色的名称8.3.3对话情景：用图画或关键词表示对话发生的情景8.3.4对话提示：给出表演对话时的表情和动作提示九、作业设计9.1词汇作业9.1.1词汇填空：完成练习册上的词汇填空题9.1.2词汇匹配：将词汇与图片或定义进行匹配9.1.3词汇造句：用Unit2的词汇各造一个句子9.1.4词汇复习：复习Unit2的所有词汇，准备下次课的测试9.2语法作业9.2.1语法改错：改正练习册上的语法错误9.2.2语法填空：完成一般现在时的语法填空题9.2.3语法转换：将句子从一般现在时转换为其他时态9.2.4语法写作：用一般现在时写一段短文9.3对话作业9.3.1对话背诵：背诵Unit2的对话9.3.2对话改编：改编Unit2的对话，加入自己的家庭成员9.3.3对话表演：与同学一起表演Unit2的对话9.3.4对话创作：创作一个新的对话，介绍自己的家庭成员十、课后反思及拓展延伸10.1教学效果反思10.1.1学生参与度：重点和难点解析一、知识点讲解中的词汇部分1.1词汇的讲解与练习详细讲解每个重点词汇的用法和搭配，确保学生理解并能够正确使用。
Unit-2-The-Olympic-Games教案
Unit-2-The-Olympic-Games教案(jiào àn)Unit-2-The-Olympic-Games教案(jiào àn)Unit 2 The Olympic GamesI．教学内容分析(fēnxī)本单元的中心(zhōngxīn)话题是“奥运会”。
Warming Up部分通过讨论让学生了解古代和现代(xiàndài)奥运会的异同。
Pre-reading部分的三个问题则进一步考查学生(xué sheng)对奥运会基本常识的了解。
Reading部分作者通过一个虚拟(xūnǐ)的采访向读者介绍了古代奥运会与现代奥运会的异同。
Comprehending部分帮助学生归纳他们已知的和刚学到的关于古代与现代奥运会异同，并且进一步讨论奥运会相关知识。
Learning about Language部分都同单元主题紧密相关，词汇和语法结构的呈现也尽可能地安排在相关的语境中。
Using Language部分通过一个希腊神话故事来引导学生进行读、听、说、写的综合训练。
Learning Tip部分鼓励学生在两人活动和小组活动中积极发言(fā yán)，这样既可以消除害羞的心理，又有利于学生掌握恰当的交际策略。
II．教学重点(zhòngdiǎn)和难点1．教学(jiāo xué)重点(zhòngdiǎn)(1) 本单元的生词(shēngcí)和短语；(2)学会使用将来时的被动语态；(3)让学生熟悉奥运会—世界上最重要的体育盛会；能用英语就奥运会的基本知识进行互相问答，并能简述奥运会的基本知识；(4)鼓励学生表达自己的兴趣爱好，要多让学生讲自己熟悉的话题。
2．教学难点(1) 指导学生按类别归纳整理词汇，让学生学会有效的记忆词汇的方法；(2) 引导学生发现本单元重点语言结构，让学生自己发现并感悟相关的语言规律，培养他们的语感。
教师备课——英语七年级下UNIT2教案2
教师备课——英语七年级下UNIT2教案2。
1.教材分析我们需要对UNIT2的教材进行一次深入分析。
在这个单元里，主要涉及到动词的使用。
我们要帮助学生握be动词、have和do的用法，从而能够正确使用这些动词构造句子。
此外，该单元还涉及到人称代词，并引导学生熟悉人称代词的用法。
单元课程也引入了一些形容词，帮助学生学会如何用形容词描述物品或事物。
通过深入分析，我们可以清晰地了解到本单元的教学重点内容和核心难点。
2.教学目标基于上述对教材的分析，我们可以明确具体的教学目标。
在此单元中，我们主要要求学生能够：（1）了解be动词、have和do的用法，熟练运用这些动词构造句子；（2）掌握人称代词的用法，运用人称代词替换名词；（3）学会使用形容词描述事物或物品，能够在交流中使用形容词。
3.教学设计基于教材分析和教学目标，我们需要进行详细的教学设计。
我们可以通过提供一些生动的语言材料，向学生展示be动词、have和do 的用法。
在这个过程中，可以帮助学生发现一些常见的语言规律和用法，如肯定句、否定句和疑问句等。
同时，也可以通过练习帮助学生熟悉这些动词的使用方法。
我们可以引导学生熟悉人称代词的使用。
通过对语言材料的分析和练习，学生可以逐渐理解代词在句子中的作用和用法，并掌握有效地使用人称代词进行交际的技能。
我们可以引入形容词，让学生重点了解形容词与名词搭配方法，并且在生活实践中加强彼此搭配的印象。
在此过程中，教师要注意语言的生动性和趣味性，让学生更好地理解用法，同时，鼓励他们在交流中积极运用词汇。
4.教学评估在教学过程中，我们需要对学生的掌握情况进行评估。
在这个过程中，我们可以使用各种形式的评估方法，如听力、口语、阅读和写作等，以帮助学生全面地巩固并使用教材中的词汇和语法。
5.课后回顾最后要注意的是，教师在教学结束后，应该对教学过程进行总结和回顾，以保证学生可以更好地理解和掌握所学的内容。
在回顾过程中，可以和学生讨论一些重点难点，从而加深对其的印象，巩固所学的知识。
人教版八年级英语上册教材Unit2 教案
人教版八年级英语上册教材Unit2 教案
教学目标
- 通过本课的研究，学生能够掌握有关物品地点的表达方式，
如商店、电影院等。
- 学会使用“where”的疑问句和回答句来询问和描述物品的地点。
- 能够熟练运用所学知识与同伴进行交流，并进行情景对话。
教学重点
- 学会使用“where”的疑问句和回答句来询问和描述物品的地点。
- 熟练掌握单词和短语的拼写和发音。
教学准备
- 教材：人教版八年级英语上册教材Unit2
- 幻灯片或黑板
- 学生小组卡片
教学步骤
1. 导入：用幻灯片或黑板上展示一些物品图片，引导学生用英
语描述物品的地点。
2. 研究新知：通过教材Unit2的相关内容，教授目标词汇和短语，让学生理解并记忆。
3. 练活动：进行对话练，学生分组，每个小组选择一个物品进行情景对话，询问和回答物品的地点。
4. 拓展活动：让学生运用所学知识，创造自己的对话，交流物品的地点。
5. 归纳总结：让学生回顾所学知识，进行总结归纳。
6. 作业布置：布置课后作业，要求学生练复述本课内容，并使用疑问句和回答句描述物品地点。
教学评价
- 通过学生的课堂表现、练活动和讨论活动来进行评价，检查学生是否能够正确运用所学语言进行物品地点的描述。
- 提供及时的反馈，鼓励学生用英语进行交流。
注意事项
- 确保课堂秩序，引导学生积极参与。
- 注重学生的口语能力培养，鼓励他们进行对话练。
- 提供足够的练机会，让学生熟练掌握所学知识。
以上为人教版八年级英语上册教材Unit2的教案，根据课堂实际情况适当调整教学步骤。
Unit 2 Traveling Around 教案
Unit 2 Traveling Around 教案一、单元主题分析本单元主题主要是人与自我，其中部分也涉及人与社会。
本单元围绕旅行这一主题展开，要求学生们在课本及以外的生活常识中，学会自我管理、自我认识，了解货币常识，树立理财意识，理性消费，能够丰富充实、积极向上的生活。
同时也要了解世界各国的文化景观，建筑等，并学会与人在旅行中进行跨文化沟通交流。
二、单元内容本单元内容是人教版必修一模块第二单元Travelling Around,单元的主题是旅行，涉及的话题有：计划制定、行前安排、景点介绍、旅游文明行为以及旅游业发展利弊的讨论等内容。
语篇类型有：百科全书式的介绍文本、旅游宣传册、电子邮件、议论文、日常对话、电话交流等体裁和形式。
语篇类型：第一部分是介绍性文本，第二部分是旅游宣传册，第三部分是电子邮件说明旅行计划和日程的文体结构。
三、单元目标通过本单元的学习，学生需要达到以下能力：1.语言知识能力：掌握语音,词汇,语法,表达和语篇等方面的内容。
掌握本单元核心词汇、词块，理解并掌握本单元语法及长难句；在语境中理解所学词汇和语法知识，学会运用现在进行时态表达个人想法，进行人际交流。
2.语言技能能力：锻炼听、说、读、写的能力学习.能够抓住关键词，理解听力文本大意，通过快速浏览标题，图片和图表等能够识别文本类型并采取相对应阅读策略。
3.文化意识能力：了解中国和秘鲁等国家的著名景点和文化特色，培养爱国情怀，拓展国际视野，树立文明旅游意识；使学生获得文化知识，理解文化内涵，比较文化异同，汲取文化精华，形成正确的价值观，坚定文化自信，形成自尊、自信、自强的良好品格，具备一定的跨文化沟通和传播中华文化的能力。
4.思维品质能力：能够合理对音频和文本中的旅游利弊进行分析判断，找到解决途径，从而培养批判性思维能力;能够结合实际生活，利用旅游资源及文化特色，形成个人见解并学会制定切实可行的旅游计划；明白旅行的意义，不仅开拓了学生的国际视野，而且还在一定程度上培养了学生的爱国情怀和树立文明的游客意识。
Unit2单元听力教案
本文将向您介绍听力教学中的Unit2单元听力教案，教案主要涉及到口语练习、听力技能和阅读能力。
希望通过本文的介绍，能够帮助大家更好地了解如何提升听力技能。
第一部分：教学目标本单元是针对初中二年级的学生，主要目的是帮助学生提高听力能力，通过口语练习和阅读能力的提升，打下牢固的听力基础。
在听力教学中，我们还将注重培养学生的听力技能，教会学生如何通过不同的语调和语音来理解对话和口语表达。
第二部分：教学内容本单元主要分为三个部分：口语练习、听力技能、阅读能力。
口语练习：我们将通过课堂练习和小组活动的形式，帮助学生练习英语口语，提高他们的交际能力。
在练习过程中，我们还将注重锻炼学生的听力技能，通过不同的口语表达来训练学生对不同语调的理解能力。
听力技能：在教学过程中，我们将注重教授理解英语口语的技能。
通过实际的听力练习和教师的指导，学生将学会如何理解英语口语中的语音、语调和语速，从而更好地理解对话和表达。
阅读能力：我们将通过课程的阅读活动，提高学生的阅读能力。
阅读将帮助学生理解口语表达的意思和语调，使他们更加自然地理解对话。
第三部分：教学方法我们将采取多种教学方法，包括课堂讨论、小组活动、听力测试和阅读练习等。
通过不同的教学方法，我们将让学生更好地参与到学习中，并且确保每个学生都能够受益。
第四部分：考核方式本课程的考核方式主要包括听力测试和阅读测试。
通过课程的考核，我们将评估学生的听力和阅读能力，并帮助他们更好地提升相关技能。
第五部分：总结通过本单元的学习，学生将更好地理解英语口语，掌握英语语调和语音的技能。
同时，我们还将通过阅读能力的提升，帮助学生更好地理解口语表达的意思和语调。
因此，在接下来的学习中，学生将能够更好地应对英语口语的挑战，从而更加自信地参与到英语学习中去。
unit2教案
unit2教案Unit Two Love and Friendship(Part I)I. Lead-in Class Class Hours: 2hoursII. Teaching Aims and Requirements:1. Get Ss t o understand the true meaning of “love and friendship” and talk about it freely;2. Get Ss to learn words and expressions concerning love and friendship3. Get Ss to know some background information4. Get Ss to learn the new words of T ext A5. Get students to grasp scanning skillsIII. Presenting Procedures1. Oral practice: love and friendship(20 minutes)a) Introductory remarks: Love and friendship are two of the most precious things people can have. For all the care and trust we are blessed with, we have someone to be grateful to — our parents, family, and friends. They support us for who we are and see the good that is in us. But how often do we take all that for granted? Just think of all the times we acted selfishly, leaving our beloved ones behind. Love is not a one-way street, and friendship also needs nurturing.b) PresentationNow let’s launch a free presentation on love and friendship concerning those questions below: (Ask students to talk in groups)Do you still remember your first day of college?How did you feel when you left your parents for college?What were their responses to your leaving?Share your experience with your partner.Tips:The answer varies. Personally, I felt excited and ready when it was time for me to go away for college, since I can be finally be independent from my parents. I think it is bittersweet and a transitional time for my parents. On the one hand, they were happy and very proud of me that I had this opportunity to go to college. On the other hand, they felt anxious and worried about me since it was the first time for me to be far away from home.2. Listening practice(15 minutes)Now let’s listen to a passage to get more information about college life, while listening, fill in the blanks with what you have just heard.Listening MaterialLove and FriendshipLove and friendship are the brightest moments of our life. They are the 1) ______of joy and energy to motivate us.Parents are the unsung 2) _______of every person that has ever done anything great. They sow the seeds of greatness in our life. Friendship is the 3) ______of life. It is essential to our well-being. We could not survive without it. Falling in love may be one of the 4) ________ feelings ever.Colors seem brighter, sounds more resonant and smells more powerful when you are in love. They reflect different aspects of our life. They represent 5) ___________, which require time, effort and many other characteristics. They assume emotional involvement, care, respect and6) _______ . They make people happier. They bring 7)_______ and feelings even in the periods of conflicts and8) _________, which are inevitable parts of our life.Keys:source, heroes, bread, greatest, relationships, devotion,positive, misunderstandings3.Back ground information(15 minutes)1) Family structure in the United StatesThe traditional family structure in the United States is considered a family support system involving two married individuals providing care and stability for their biological offspring. However, this two-parent, nuclear family has become less prevalent, and alternative family forms have become more common. The family is created at birth and establishes ties across generations.2)Family relationships in the United StatesMost American families consist of a mother and father with an average of 2.5 children. It is very common in most families that both the mother and the father are employed full time and are at work while their children are at school or a day care facility.3) Population ageing in the United StatesLike the rest of the world, the US is an ageing society. Between 2000 and 2050, the number of old people is projected to increase by 135%. Moreover, the population aged 85 and over, which is the group most likely to need health and long-term care services, is projected to increase by 350.4. New words and expressions(30minutes)Wordsslip away: 逃走；悄悄溜走slip in: 悄悄溜入；偷偷溜进去slip into: 溜进；使滑入；匆忙穿上；[俚]大吃let slip: 错过；无意中吐露；放走in particular (Para 4): specifically or especially distinguished from otherse.g. Was there anything in particular that convinced you thiswas something that you wanted to revisit?The crowd was excited; the youth in particular were clapping and cheering.in every particular在特殊情况下：in a particular casetoss (Para. 4): v. to throw sth. lightly or carelesslye.g. She tossed out junk food from her refrigerator and set a goal to lose five pounds in one month.stuffed (Para. 4): adj.1) filled with sth.e.g. Stuffed bears, dolls, trucks, building blocks and other traditional favourites have had a particularly tough time.2) having eaten so much that you cannot eat anything elsee.g. Having been stuffed, the milk cows were crouching down on the ground.stuff:v. to fill a space or container tightly with sth.e.g. He stuffed up his ears with earplugs before diving.residence (Para. 6): a house, especially a large or impressive onee.g. 10 Downing Street is the British Prime Minister's official residence.take up residence: to live in a particular place; settle downe.g. The newly-wed couple began their married life with a honeymoon at a secret location and then took up residence in their new home.leave behind (Para. 7):1) to go away from a place without taking sth. / sb. with youe.g. The picnickers left behind litter and leftover food.What legacy do we leave behind for future generations?2) to cause or allow to remain as a consequence or signe.g. He left behind nothing but happy memories.last but not least (Para. 11): in addition to all the foregoinge.g. Last but not least, thanks so much to the fans and readers for making me feel my work was valued.Last but not least, you can also have your family or friends visit you for a few days and share this remarkable experience with them.scrub (Para. 13): v. the act of cleaning a surface by rubbing it with a brush and soap and watere.g. She got down on her knees and started to scrub the already shining floor.I quickly scrubbed my dishes clean in the sink, and placed them upside down on a dish towel to dry.remind (Para. 14): v. cause someone to remembere.g. These photos remind me of the days when we skied in Canada.He reminds her how much she used to love him, how much she has disappointed him over the years.The agency reminds travelers to check their bags and other belongings for prohibited items before going to the airport.even if / though (Para. 15): despite the fact or belief that; no matter whethere.g. Even if we achieve great success in our work, we should not be conceited.But even if he wins the first round, the situation is far from over.look back on (Para. 15): to think about sth. in your paste.g. They like to look back on those unforgettable years in the army.Now that I look back on it, I really appreciate the relationship.Practice in New Words (10 minutes)Have students do Exercise 4(page 39,40)and practice core words related to the text.5. Reading Skill (30 minutes)1)Scanning for specific informationScanning is a reading strategy involving rapid but focused reading of a passage in order to locate specific information. In scanning you have a question in your mind and you read a passage only to find the answer, ignoring unrelated information. Readers may scan for specific information by:Tips:●deciding the specific information you are looking for●anticipating the clues you might use to locate the information (names, places,time, numbers, letters, italicized or boldfaced words, etc.)reading selectively and skipping unrelated information2) Practice in Scanning SkillHave students practice the skill with example of Text A(Page 38)Location Specific items left behind or messed upOn the floor 1On my mirror 2In my box of toys 3In a ziplock bag 4In the freezer 5besides 6Keys: 1. pillows and a few stuffed animals2. little fingerprints3. a flying dinosaur, a skeleton and a Frankenstein doll4. a teething ring5. Tegan’s tooth6. Tessa’s bottle brush and a baby outfit6. Home workReview the words and phrases of Text A(with the help of word list 1)Pre-reading text A and do the exercise on page 38, 39, 40: Reading Comprehension＆Reading and Discussing＆language in use.IVTeaching MethodsCommunicative ApproachLearner-centered T eachingMultimedia ApproachV Black Board Designing(5 minutes)Unit one College Life1.Oral practice--share stories betweenyou and your parents2.Listening practice(page 32)3.Background information4.New words and phrases5.Reading skills--scanning6.Home workⅥ Conclusion(3 minutes)This time we together explore the topic concerning “love and friendship”. We learned some expressions on how to express love and other affection to our parents and friends, after which we learned some related information about love and friendship as well as the new words and phrases of Text A. What’s more, we learned the scanning skill and practiced it. Hope you can review all those learned above after class.Ⅶ Homework(2 minutes)Review the words and phrases of Text A(with the help of word list 1)Pre-reading text A and do the exercise on page 38, 39, 40: Reading Comprehension＆Reading and Discussing＆language in use.Ⅷ After-class ReflectionUnit Two Love and Friendship(Part II)I. Global Reading and Detailed reading of Text A Class Hours: 2hoursII. Teaching Aims and Requirements1.Enhance Ss’ ability of scanning by globally reading Text A2.Help Ss’ explore the language points of Text A3.Lead Students to an avenue to build harmonious relationship with parents and friends. III. Presenting Procedures1.Reading Comprehension(45)Part DivisionPart Paragraphs Main ideaPart one 1-13 There are things left behind by the childrenPart two 14-16 Things left behind turned out to be memories leftbehind.Part three 17-18 It turned out to be love left behind.Global understandinga) ask students to identify the specific information with the help ofexercise 1(A). Then ask the students to do exercise 1(B) and 1(C).b) finish Exercise 1(B) and 1(C)1)The inside of a turkey fryer reminded the author of____________thatthe family all enjoyed.2) The empty pie pan let the author think of __________________.3) The memory of the white elephant gift exchange game came back to theauthor when she saw____________________.4) ______________________________________reoccurred to the authoras she found the baby outfit.5) The author recalled _____________________ at the sound of Rowan’scry and Rowan’s injury.Keys:1. the delicious Thanksgiving meal2. Katie’s delicious pies3. The angel figurine4. The trip to the emergency room with Rowan5. How frightened she wasDetailed understandinga) Ask students to learn about the cultural background related to the text.b) Ask students to apply the reading skill and do Exercise 2 to understand the details of the text.c) Explain language points. For this step, the teacher can guide studentsto analyze some difficult sentences syntactically and rhetorically so as tohelp them better understand the text.Language Points1. “When did they grow up and become parents of smallchildren? Shouldn’t that be me?” (Para. 3)[Paraphrase]“I didn’t recognize the exact time when they became adults and parents. I was unaware of this change. And deep in my heart, I still think they are my little children, and I am their parent.”[Translati on]“他们什么时候长大且为人父母的? 我不是才长大，才为人父母吗? ”2. There were pillows on the floor where they had been tossed from the couchand a few stuffed animals lying around where the children had been playing. (Para. 4)Paraphrase: The pillows on the floor had been thrown by my little kids from the couch and some stuffed animals toys were also scattered around the house.3.I decided to sort through the toy box and I found a flying dinosaur, a skeleton, and a Frankenstein that had mysteriously taken up residence in my box of toys. (Para.6)Paraphrase: I decided to tidy up my former toy box. There I saw some toys, like the flying dinosaur, the skeleton, and Frankenstein doll, but how they came into the box remains unknown.[Translation]我决定整理一下玩具箱里的玩具，结果发现了一只会飞的恐龙、一副骨架和一个弗兰肯斯坦怪物，也不知这怪物是如何在我的玩具箱里安家的。
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课时教学设计课题：Unit 2（第一课时）备课人：上课人：教学目标：1. 学习单词weekend, drank, show, anything, else.2. 全体学生能使用：What did you do? I stayed at home with your grandma. We drank tea in the afternoon and watched TV.3. 掌握动词过去式的句子。
4. 能朗读课文，并能实行角色表演。
在小组的讨论交流中，培养学生英语的综合使用水平。
教学重点：重点是掌握A-Let’s learn的四会单词和短语，并询问别人的身体状况。
教学难点：全体学生能掌握重点单词及句型。
教具学具课件准备录音机、磁带、图片第几课时： 1探索流程个性添加（教学反思）Step 1：greetingT：hello boys and girls.S：hello MS Wang.T：good morning/good afternoon class.S：good morning/good afternoon MS Wang.T：nice to see you again.S：nice to see you, too.Step 2：warmerReview some words we have studied in last class.Dialogue practice.播放Let’s try的录音Step 3 presentation（1）生阅读let’s talk的短文并圈出不理解的单词：was drank（2）师讲解：drink—drankam. is---wasare----were（3）教师播放Let’s talk 的课件，并要求学生回答问题：what did mike’s grandpa do last weekend?（4）教师再次播放Let’s talk 的课件，学生跟读并思考问题：How was your weekend?What did you do last weekend?What are you going to do next weekend?Step 4 practice（1）role-play两人一组练习对话，并请三组上台表演（2）make a report向全班讲述自己的上个周末做了哪些事情。
板书设计作业布置Unit 2 Last WeekendWhat did you do last weekend?I ……drink—drankam. is---wasare----were(1）学生听读P14-16两遍。
（2）学生背诵和抄写单词和短语4遍。
课题：Unit 2 (第2课时) 备课人：上课人：教学目标：1.能听，说，读，写短语：cleaned my room, washed my clothes , stayed at home, watched TV .2.能听懂问句：what did you do?并能做出相对应的回答。
3能够使用新学的内容完成“Do a survey and report”任务。
4.掌握动词过去式的句子。
5.在小组的讨论交流中，培养学生英语的综合使用水平。
教学重点：四个动词短语的读音和拼写教学难点：，掌握动词的过去式变化规则及其发音教具学具课件准备相关卡片，磁带等。
第几课时：2探索流程个性添加（教学反思）Step 1：greetingT：hello boys and girls.S：hello MS Wang.T：good morning/good afternoon class.S：good morning/good afternoon MS Wang.T：nice to see you again.S：nice to see you, too.Step 2：warmer1.日常口语练习T：Good morning, boys and girls, who can tell me what do you usually do on weekends?S1：I usually do my homework….S2：………..2. warm-up导入新课T：OK .How was your weekend?S3：It was fine….S4：……..Step 3 presentation出示课件并让学生自己观察回答问题。
1.T：How were their weekend?S1：MIKE cleaned his room and washed his clothes.(师注意物主代词的变换)S2：ChenJie stayed at home and watched TV.(1)表现词组：cleaned my room, washed my clothes , stayed at home, watched TV 强调过去式的发音/d/,/d/,/id//t/.学生跟随教师朗读词组。
(2)表现句型：What did you do? 师问生答。
(3)生打开课本P15，听录音再次跟读。
Step 4 practice(练习)（1）卡片识单词：教师出示动词原形词组卡片学生说动词词组的过去式（2）主情景图问答练习：出示MIKE 微博截图，操练句型what did +主语+do? 主语+动词过去式（3）Do a survey and report：操练句型—How was your weekend? What did you do?(4)summary：Last weekend two students washed their clothes…板书设计作业布置Unit 2 Last Weekendclean-----cleaned my roomwash-----washed my clothesstay-------stayed at homewatch-----watched TV （1）抄写四会动词词组并做配套练习（2）询问同学及朋友的周末安排（3）预习p16教学目标：1.能够了解le t’s talk的大意，并能简单复述对话。
2.能听懂并能完成part B Let’s try.3.能够了解单词magazine，better，faster的意思。
4.培养学生准确的兴趣爱好.教学重点：Let’s talk 动词过去式的变化规则.w W 教学难点：能在生活中灵活使用对话.教具学具课件准备相关卡片，磁带等。
第几课时：3探索流程个性添加（教学反思）Step 1：greetingT：hello boys and girls.S：hello MS Wang.T：good morning/good afternoon class.S：good morning/good afternoon MS Wang.T：nice to see you again.S：nice to see you, too.Step 2：warmer1.日常口语练习2.播放Let’s try录音，并完成相对应的练习Step 3：presentation1. 教师展示自己昨天做的事情,和平时周末经常做的事情的图片,引导学生注意时态的区别.2. 教师对学生说：john and amy正讨论想要去书店，他们要买什么呢？let’s havea look!3. 播放let’s talk活动的动画或录音，请学生看动画或听录音，教师通过简单的提问协助学生理解课文大意。
4. What do they want to buy?5. 教师通过单词卡片，图片，事物，带领学生学习单词及短语，magazine, had a cold, slept, better, faster.通过教师领读，小老师领读，组长检查，熟练掌握单词。
6. 再次播放录音。
7. 思考did john see a film last weekend?/ what did he do?8. 小组讨论，找出答案，抽生回答。
9. 再次播放录音，跟读，要求生模仿语音语调。
10. 生分角色朗读，男女生读，分组读板书设计作业布置Unit 2 Last Weekendmagazine 杂志better---good 更好faster---fast 更快better 听录音模仿对话预习p17.课题：Unit 2 (第4课时) 备课人：上课人：教学目标：能听，说，读，写短语：read a book , saw a film ,had a cold, slept.能听，说,会读时间短语：last weekend, last night, last Monday, yesterday, the day before yesterday 并能做出相对应的替换.掌握过去式的一般疑问句的形式：Did you like it？Yes，I did并知道关键词替换。
能独立完成Look and talk的练习教学重点：能听，说，读，写短语：read a book , saw a film ,had a cold, slept 教学难点：动词过去式的一般疑问句及其回答。
教具学具课件准备相关卡片，磁带等。
第几课时：4探索流程个性添加（教学反思）Step 1：greetingT：hello boys and girls.S：hello MS Wang.T：good morning/good afternoon class.S：good morning/good afternoon MS Wang.T：nice to see you again.S：nice to see you, too.Step 2：warmer（1）日常口语练习（2）复习Step 3：presentation（新课表现）（1）PPT出示John的微博截图并提出问题：T：what did John do last Saturday?(板书last Sunday)S1：He slept.(板书slept)S2：He read a book(板书read a book)（2）出示动词卡片，学生朗读，（3）出示Sarah看电影的图片，学生猜动词词组：see a film，引出saw a film(板书saw a film).学生跟读（4）T：Sarah saw a film. Did you like it?(板书Did you like it?)S1：Yes,I did(板书)S2：No,I didn’t(板书)（5）出示John 感冒的图片：have a cold ,引出动词的过去式had a cold(板书had a cold).学生跟读（6）学生打开课本练习Let’s learn 的对话，教师出示各种时间词并解释：the day before yesterday(后天)（7）小结：不规则动词过去式：do---did see---saw read---readsleep---slept have ----had go---wentstep4：practice(练习)1. Look and talk ：操练句型what did Sarah/John/Mike….do yesterday/last Sunday /……? Did he/she have a cold…..?Yes, he/she did ,No, he /she didn’t2. 小结板书设计作业布置Unit 2 Last Weekendread a booklast weekend,saw a filmlast night,had a coldlast Monday, slept yesterday,the day before yesterday （1）（抄写动词词组即时间短语（2）听录音模仿对话(3) 预习P18课题：Unit 2 (第5课时)备课人：上课人：教学目标：1. 能听，说，认读单词hotel，fixed，broken，lamp，loud，enjoy，stay2. 能够了解read and write 课文的部分大意3. 了解意见书书写格式4. 学生能在任务完成的过程中体会新语言的意义教学重点：read and write的对话教学难点：知道基本的酒店入住礼仪教具学具课件准备相关卡片，磁带等。