Unit 2 Around the world Lesson 3 教学设计(人教新起点六上)
Unit 2 Around the World
Lesson 3
英国，加拿大，美国，澳大利亚，你能够了解到不同的文化和景观以及代表建筑，感受不同的文化元素，了解多元化世界之美。
1.Be able to listen and read the words and dialogues: hiking, sunrise, president; It’s a good city
for…You can…You can also…
2.Be able to ask and answer questions.
3.Be able to talk.
4.Enhance students’ ability of practical applications.
5.学会用英语很自然表达自己的想法，运用英语句型，使自己更加敢于表达自己。
此外英
语中也能够学习很多外国的文化，开拓自己的眼界。
【教学重点】
1.The relevant words and dialogues: hiking, sunrise, president.
2.Be able to talk.
【教学难点】
The relevant words and dial ogues: It’s a good city for…You can…You can also…
Recorder, Multimedia.
Step 1. Greetings and warm-up activities
First, teacher will ask students some questions and then do the reading together. 学生默读课文，选择答案，班内校正，及时评价。
T: Let’s act.
学生分组展示。
及时评价。
Student A: The UK is a small but beautiful country.
Student B: Canada has many beautiful mountains and lakes.
Student C: The USA is a big, beautiful country.
Student D: Australia is a beautiful country.
T: Let’s listen and repeat.
学生跟读。
Step 2. Read the text and tell the main idea of the text in the students’ own words
Let the students speak in front of the class. Encourage them not to be shy when they stand there. Give the students chances to speak loudly in front of the class.
Step 3. Work in pairs
Student A: What can you see in the UK?
Student B: You can see Tower bridge.
Student C: What do many children like?
Student D: They like going to the Disneyland.
Student E: You can also visit the White House.
Step 4. Encourage the students to ask more questions about this part
Divide the class into groups of three or four to finish the task. Ask all of the students to take part in the discussion.
Ask the students which city and which country they like best.
Step 5. Listen and answer
1. Play the audiotape and ask the students to listen carefully.
2. Pick some students out to answer the questions. Explain how to show ways and show some useful phrases.
Step 6. Sum up
1. Let the students close their books. Ask them to say what they learned about the countries and cities in this lesson. Ask some volunteers to write on the blackboard.
2. Do some exercises.
Step 7. Homework
1. Finish off the exercises in the textbook.
2. Go on the next reading in the student book.
略。
六年级上册英语人教版新起点Unit 2《Around the World》(Lesson 1)01
Unit 2《Around the World》教案Lesson 1教学目标1．使学生能够听说读写本课词语：London, Toronto, Sydney, Washington D.C. the British Museum, the CN Tower, kangaroo, the Opera House, the White House, clock等。
2．能够仿照本课所学句型：Where do you want to go this winter vacation? I want to go to London. It’s in the southeast of the UK. What do you want to do there? I want to visit the British Museum and see Big Ben. It’s a large clock.对将要寒假旅游的世界名胜进行口语交流。
3．使学生掌握Let’s spell中字母组合ear的两种发音规律。
教学重点能够仿照本课所学句型对将要寒假旅游的世界名胜进行口语交流。
教学难点一些世界著名旅游地London, Toronto, Sydney, Washington D.C. the British Museum, the CN Tower, kangaroo, the Opera House, the White House等的读音。
教学方法小组合作学习法、图片教学法课前准备1．教学录音磁带。
2．教学课件。
3．世界名胜风景图片。
课时安排1课时教学过程Step 1 Warming-up课件展示Get ready主题情景图，教师手指这个情景图：“Look! There are four countries here. What do you know about these countries? In this unit , we’ll learn some countries around the world.教师通过指情景图,引导学生初步理解，本单元的主题是Around the World世界各地。
新世界3unit2教案
Unit2 LoveText A How Deep Is Y our Love Teaching objective:To enable students to have a correct understand of the deep meaning of LoveTo enable students to grasp the new words and expressions involved in the text.Pre-reading1.Listen to a song named “satisfied” and discuss the feeling about the song.2.Directions: Work in groups and tell each other what love means to you.3.Learn some Quotes about LoveWhile-reading1: Structure analysis: ask students to skim the text and divide it in parts. And guess the main idea of each partPart1 (1-2) Love is hard to define because it can only be felt but not describedPart2 (3-7) The author discusses love of different depths from her own experiences. Part3 (8-11)The two generations handle love and relationships differently. The younger generation tends to be more hasty and selfish in buildingrelationships.Part4 (12-13) The author advises young people to learn the essence of love and find ways to develop relationships into lifelong bonds2: Listening to the text part by part, after listening, students are asked to answer several questions:Part1:Questions:According to the author, what emotion defies definition and why?Key words and expressions:is holding on, let it go , at some stage or the other, defies definitionPart 2Q: 1.What does the author mention her countless crushes while in school?2.Did the author’s attitude towards love show any changes as she grew up? Complex sentences1.Given the busy nature of our lives, it’s to be appreciated t hat we even find the timeto indulge in matters of the heart.2.Harmless puppy loves that are as brief as soap bubbles.3.Those three hours of unhesitant attention by a group of well-groomed younggentlemen provided with enough content to talk and feel excited about for the next four weeks.4.And it has to be distinguished from the intense but short-lived love or thepleasures of the flesh.5.An age when the distance between the sexes somehow managed to help preservethe holiness of love and relationshipsWords &ExpressionGiven, indulge in, await, give and takePart3Q:1.How did the author’s parents’generation handle love and relationships?2.Who is to blame for the younger generation’s haste to fall in love according to theauthor??3.What does the author think of the relationships should children have today? Difficult sentences:1.What we have been exposed to via the media have fast paced our sensibilities so much that taking things slow requires effort on our parts.2.What about channeling our energies and emotions toward building life-long bonds rather than wasting them on seasonal relationships?Words&Expressions:Are remindful of, bygone era, all too evident, inner charm, state of affairs Part 4Q: 1.Does the author think it wrong or improper to send red roses or cards to one’s love?2.What kind of love does the author encourage?Complex sentencesAnd we should not have become so tired by our frivolous acts that when it comes we aren’t able to receive it with open arms.Words &Expression:Harden, sincerity lifelong bonds, frivolous acts, forgeAfter-readingAsk students to retell the main idea of text, and review the words and phrases. Home work1, Let students read text B after class, and ask two of them to summarize it up in Chinese as well as English.2, Let students do exercises.。
Unit 2 Around the World Lesson 3 教学设计 1
Unit 2 Around the World Lesson 3教学设计 1Teaching aims1.Knowledge aims1)Be able to listen and read the words and dialogues: hiking, sunrise, president; It’s a goodcity for …. You can …. You can also ….2)Be able to ask and answer questions.2.Ability aims1)Be able to talk.2)Enhance students’ ability of practical applications.Key points1)The relevant words and dialogues: hiking, sunrise, president;2)Be able to talk.Difficult pointsT he relevant words and dialogues: It’s a good city for …. You can …. You can also …. Teaching aidsBoard, PPTTeaching Procedure:Step 1学生默读课文，选择答案，班内校正，及时评价。
T: Let’s act.学生分组展示。
及时评价。
Student A: The UK is a small but beautiful country.Student B: Canada has many beautiful mountains and lakes.Student C: The USA is a big, beautiful country.Student D: Australia is a beautiful country.T: Let’s listen and repeat.学生听音跟读。
六年级下册英语Unit2-All-around-me-Lesson3人教新起点版
Unit2 All around me
Lesson 3
Who is it?
I am big wolf.
What does it look like?
It gets dressed in a skirt,a sweater and a scarf.
What's she like? She is cute and pretty.
told me many interesting things about like doing sth
the school.
喜欢做某事
told 原形 tell
I also met my new teacher,Miss Jackson.She curly adj.tty.She has curly black hair and wears glasses.She was very nice to me.
Monday,Feb 22 Today was my first day at Willow Primary School.Ted showed me
around the school.It is small,but very beautiful. We met Ted's friend Tony.Tony is short but handsome. He really likes
六年级上册英语教案-Unit2《AroundtheWorld》(第3课时)｜人教(新起点)
六年级上册英语教案－Unit 2《Around the World》（第3课时）｜人教(新起点)教学内容本课时为Unit 2《Around the World》的第3课时，主要围绕世界各地的节日展开，包括中国的春节、西方的圣诞节、印度的排灯节等。
教学内容涉及节日的时间、庆祝方式及相关文化背景，旨在通过学习，让学生了解不同文化的节日习俗，培养他们的跨文化交际能力。
教学目标1. 知识与技能：学生能够掌握与节日相关的词汇和句型，并能运用所学知识描述节日的庆祝方式。
2. 过程与方法：通过小组讨论、情境模拟等方式，提高学生的英语口语表达能力和团队合作能力。
3. 情感态度价值观：培养学生尊重和欣赏不同文化的意识，增进他们对多元文化的理解和包容。
教学难点1. 节日词汇的发音和记忆。
2. 描述节日庆祝方式的句型构造。
3. 文化背景知识的理解和应用。
教具学具准备1. 多媒体课件：展示节日图片、视频等，帮助学生直观感受不同节日的氛围。
2. 教学卡片：用于复习和巩固节日词汇。
3. 小组活动道具：用于小组讨论和情境模拟。
教学过程1. 导入：通过展示不同节日的图片，引导学生回顾已学的节日词汇，激发他们的学习兴趣。
2. 新课呈现：讲解本课时的新词汇和句型，通过实例示范，让学生理解并掌握其用法。
3. 小组活动：学生分组讨论，运用所学知识描述自己喜欢的节日，并模拟节日庆祝场景。
4. 巩固练习：设计相关的练习题，让学生在课堂上进行实时演练，加深对知识点的理解和记忆。
板书设计1. 节日词汇：春节、圣诞节、排灯节等。
2. 句型：描述节日庆祝方式的句型。
3. 文化背景：简要介绍各个节日的起源和庆祝习俗。
作业设计1. 书面作业：完成练习册上的相关习题，巩固课堂所学知识。
2. 口头作业：回家后向家长介绍自己喜欢的节日，并描述其庆祝方式。
课后反思1. 教师在教学过程中，要关注学生的参与度和互动情况，确保每个学生都能积极参与到课堂活动中来。
2. 在小组活动中，教师要做好引导和协调工作，确保活动顺利进行，同时关注学生的语言表达能力和团队合作能力的提升。
english around the world 教案
Teaching Plan授课人：童菲Period OneWarming UP、Pre-reading、Reading & Comprehending Time: 45minsOverall objectives：1. Enable students to talk about the world Englishes2. Enable students to talk about the differences between Am. English and Br. English3. To read about the history of English language4. To train reading skills：Skimming and scanningTeaching aids: PPTPossible problems expected:Timing: it may not be possible to finish all the tasks within 45minutes, depending on how quickly the students react and work through the tasks.Unknown factors: some students may be unable to concentrate on the lesson for various reasons.Period twoLearning about languageTime: 45minsOverall objectives: To discover useful words and expressionsTo discover useful structuresTeaching aids: Blackboard and PPTTeaching importance: Requests & commandsChang direct speech into indirect speech Teaching difficult：Requests & commandsChang direct speech into indirect speechTiming: It may not be possible to finish all the tasks within 45minutes, depending on how quickly the students react and work through the tasks.Unknown factors:1. Some students may be unable to concentrate on the lesson for various reasons.2. Some students may not finish their homework, and it may cause that teacher cannot go on with the exercise.3. Some students may not remember what is direct speech and indirect speech, and itmay cause many time wasting.Period threeUsing language----ReadingTime：45minsOverall objectives: To distinguish American English and British EnglishRead the text and understand it.Teaching aids: PPTTeaching importance: Distinguish American English and British English Teaching difficult：Distinguish American English and British EnglishTiming: It may not be possible to finish all the tasks within 45minutes, depending on how quickly the students react and work through the tasks.Unknown factors:1. Some students may be unable to concentrate on the lesson for various reasons.2. Talking about dialects, students may become very excited, and it is hard to controlthe whole class.Period fourListening、Reading and speakingTime：45minsTeaching aids: TapeOverall objectives: distinguish the dialectsTeaching importance: distinguish Br. English and Am. English Teaching difficult: distinguish Br. English and Am. EnglishTiming: It may not be possible to finish all the tasks within 45minutes, depending on how quickly the students react and work through the tasks.Unknown factors:1. Some students may be unable to concentrate on the lesson for various reasons.2. Talking about dialects, students may become very excited, and it is hard to controlthe whole class.3. It would be hard for students to distinguish Br. English and Am. English.Period fiveWritingTime：45minsTeaching aids: TapeOverall objectives: to write about learning English by brainstorming。
初中英语单元教学设计指南 上海
初中英语单元教学设计指南上海全文共3篇示例，供读者参考篇1Middle School English Unit Teaching Design Guide in ShanghaiI. IntroductionThe English curriculum in Shanghai middle schools is designed to help students develop their language skills in listening, speaking, reading, and writing. This teaching design guide outlines a comprehensive plan for teachers to effectively deliver English lessons to ensure students achieve the learning objectives set by the curriculum.II. Unit OverviewThe unit to be taught covers basic English grammar, vocabulary, and communication skills. The focus is on building students' proficiency in everyday conversation, vocabulary expansion, and understanding of grammar rules. The unit is divided into several lessons, each targeting specific language skills.III. Teaching Objectives1. Introduce new vocabulary related to daily routines, hobbies, and interests.2. Help students understand and use present simple and present continuous tenses in sentences.3. Develop students' speaking skills through pair work and group activities.4. Enhance students' listening skills through audio recordings and dialogue practice.5. Improve students' reading comprehension through short passages and comprehension exercises.6. Engage students in writing tasks such as diary entries, letters, and short essays.IV. Teaching Strategies1. Start each lesson with a warm-up activity to engage students and activate prior knowledge.2. Use visual aids such as pictures, videos, and realia to introduce new vocabulary and concepts.3. Provide opportunities for students to participate in pair work, group discussions, and role-plays to practice speaking skills.4. Incorporate listening exercises using audio recordings, dialogues, and videos to improve students' listening comprehension.5. Use scaffolded reading passages with comprehension questions to enhance students' reading skills.6. Assign writing tasks that require students to apply learned grammar rules and vocabulary in context.V. Assessment1. Use formative assessments such as quizzes, exit tickets, and homework assignments to gauge students' understanding of the lesson content.2. Employ summative assessments such as unit tests, writing assignments, and speaking assessments to evaluate students' overall performance.3. Provide timely feedback to students to help them improve their language skills and address any areas of weakness.VI. Differentiation1. Offer differentiated instruction to meet the diverse learning needs of students, including visual aids, manipulatives, and technology tools.2. Provide additional support for English language learners through scaffolded activities, peer tutoring, and small group instruction.3. Challenge advanced students with extension activities, project-based learning tasks, and higher-order thinking questions.VII. Resources1. Textbooks and workbooks provided by the school.2. Online resources such as interactive websites, videos, and games.3. Supplementary materials including flashcards, worksheets, and grammar guides.VIII. ConclusionThis teaching design guide serves as a roadmap for educators to plan and deliver effective English lessons in Shanghai middle schools. By following the outlined strategies and assessments, teachers can ensure students achieve thelearning objectives of the unit and build a strong foundation in English language skills.篇2Middle School English Unit Teaching Design Guide ShanghaiUnit Title: Traveling Around the WorldUnit Overview:The unit "Traveling Around the World" is designed for middle school students in Shanghai to broaden their knowledge of different cultures, enhance their language skills, and cultivate their interest in exploring the world. Through this unit, students will learn about different countries, their customs, landmarks, and famous places, as well as develop their listening, speaking, reading, and writing skills.Unit Objectives:1. To develop students' interest in learning English and exploring different cultures.2. To enhance students' language skills including listening, speaking, reading, and writing.3. To broaden students' knowledge of world geography, customs, and landmarks.4. To cultivate students' ability to work in groups, communicate effectively, and think critically.Unit Duration: 4 weeksLesson 1: Introduction to World Countries- Introduce students to different countries around the world- Teach students how to ask and answer questions about countries- Assign a project for students to research and present a country of their choiceLesson 2: Famous Landmarks- Introduce students to famous landmarks in different countries- Teach students vocabulary related to landmarks- Conduct a group activity where students research and present about a famous landmarkLesson 3: Cultural Customs- Discuss cultural customs and traditions in different countries- Teach students how to compare and contrast cultural customs- Assign a writing task for students to describe a cultural custom they find interestingLesson 4: Traveling Tips- Teach students useful English phrases for traveling- Discuss travel etiquette and safety tips- Conduct a role play activity where students act out a travel scenarioAssessment:- Weekly quizzes on vocabulary and grammar- Group projects and presentations- Written assignments on cultural customs and travel tips- Final exam testing listening, speaking, reading, and writing skillsConclusion:By the end of this unit, students will have a better understanding of different countries, landmarks, customs, and travel tips. They will also have improved their language skills andcommunication abilities. Through engaging activities and projects, students will be motivated to continue learning English and exploring the world around them.篇3Unit Teaching Design Guideline for Middle School English in ShanghaiIntroduction:The following is a comprehensive teaching design guideline for middle school English units in Shanghai. The guideline aims to provide a structured and effective framework for teachers to plan and implement their lessons in a way that promotes student engagement and achievement.Unit Overview:Title: Exploring the WorldTheme: Cultures and TraditionsDuration: 4 weeksGrade Level: Middle SchoolObjectives: By the end of the unit, students will be able to:1. Identify and describe different cultures and traditions around the world.2. Compare and contrast cultural practices and beliefs.3. Demonstrate an understanding and appreciation of cultural diversity.Lesson Sequence:Week 1:Lesson 1: Introduction to Cultures and Traditions- Introduce the unit theme and objectives.- Watch a video on cultural diversity.- Discuss the importance of understanding different cultures.Lesson 2: Cultural Festivals Around the World- Present information on major cultural festivals.- Assign students to research and present on a specific festival.Week 2:Lesson 3: Chinese Culture- Explore the history and traditions of Chinese culture.- Compare and contrast Chinese culture with other cultures.Lesson 4: Guest Speaker - Cultural Ambassador- Invite a guest speaker from a different culture to share their experiences.- Ask students to interview the guest speaker and write a reflection.Week 3:Lesson 5: Traditional Foods and Customs- Discuss the role of food in different cultures.- Organize a potluck where students can bring and share traditional dishes.Lesson 6: Music and Dance- Listen to music and watch traditional dances from various cultures.- Assign students to create a presentation on a specific cultural dance.Week 4:Lesson 7: Final Project - Cultural Fair- Students will work in groups to create a booth showcasing a specific culture.- Organize a cultural fair where students can present their projects to the rest of the school.Assessment:- Participation in class discussions and activities.- Research projects on cultural festivals and traditions.- Reflection essays on guest speaker interactions.- Presentation of cultural dance and fair booth.Conclusion:By following this unit teaching design guideline, teachers can create a dynamic and engaging learning experience that fosters cultural awareness and appreciation among students. This approach not only enhances their understanding of the world but also helps them develop important skills such as research, communication, and collaboration. Teachers are encouraged to adapt and modify the guideline to suit their specific classroom needs and student interests.。
人教新起点英语Unit 2 Around the world 第三课时（教案练习）
(2)I can translate.
5.Summary
根据板书复述今天学习的内容:
Unit 2Around the world
... is a ... country.
It’s famous for …
People there speak …
You can visit …
过程与方法目标：能够在日常情境下运用单词、句型介绍某旅游地。
情感态度与价值观目标：激发和培养学习英语的兴趣，用所学英语进行交际的意识和勇气。
重点
熟练掌握... is a ... country.It’s famous for … People there speak … You can visit …It is good for doing something.等句型。
完成判断
全班参与互动练习。
完成短文书写。
回忆所学，总结知识。
记录并在课下完成作业。
学习短语
口语训练。
讲练结合，促进理解。
合作促掌握
读写结合。
系统化学习，加深掌握。
承前启后，为下节课做准备。
课堂小结
本节课在之前的基础上继续巩固关键句型的使用，并在此基础上加强了书写训练，让学生能够会说的同时，更能正确书写。
It is good for doing something.
6. Homework
(1)背诵本课的生词。
(2)在会写的基础上正确朗读本课对话。
(3)完成本课的课后作业。
总结Unit 2的重点：
(1)熟读本单元对话。
(2)结合课文内容，总结关于国家的介绍。
根据图片回答问题。
跟读短文
完成连线
Unit2大单元整体教学设计-小学英语五年级下册(Joinin外研剑桥英语)
2022 年版《小学英语课程标准》倡导学思结合、用创为本的英语学习活动观，指出学生要“在体验中学习、在实践中运用、在迁移中创新”“围绕真实语境和真实问题，激活已知，参与到指向主题意义探究的学习理解、应用实践和迁移创新等一系列相互关联、循环递进的语言学习和运用活动中”。
学生的阅读兴趣、阅读习惯、阅读能力对核心素养的提升有着重要的影响。
因此，在本单元教学过程中要充分体现教材的育人价值，激发学生对阅读的热爱之情，培养学生自主阅读的习惯，通过引导学生基于对各语篇内容的学习和主题意义的探究，逐步建构和生成对于阅读的深层认知和正确态度，促进其核心素养综合表现的达成。
单元主题： Life in the Arctic 该主题属于人与社会范畴；所属的主题群是生活与学习；涉及“乐学善思，勤于反思，学会学习”。
本单元围绕着“Life in the Arctic ” 这一主题展开，涉及四个语篇，包括两个短文，一个歌曲，一个故事。
语篇一是一个短文，主要内容让学生初步感知北极的情况。
语篇二是一个故事，主要让学生运用简单的词组描绘北极。
语篇三是一个故事，学生了解故事内容，读懂故事，并进行角色扮演。
语篇四是一个听力，让学生根据图片听懂表示未来计划、打算的对话。
本单元以“Life in the Arctic”为主题，紧紧围绕着“北极”开展学习和探讨活动，教材中的四个语篇形式各不相同，但内容相互关联，紧扣单元主题，构成了二个主题意义“学会描绘北极的单词及句型”、“学会在实际场景中学会运用句子”。
让学生相互交流个人信息。
所以本单元主要是利用活动来进行，用活动来整合整个教学。
在本单元中有 TPR 活动，有对话，有故事，主要的内容是让学生了解打的单词、句型来表达运用。
1.：主要内容让学生初步感知北极的情况通过短文的形式来让学生了解北极的相关用语以短文的形式进行。
自然文化对话是日常交际,语言沟通中的必须环节,在英文沟通中,也是最为频繁,便捷的语言沟通形式.贴近实际生活，学生有着初步的了解，为本单元学习奠定了背景知识基础；单词的拼写困难以及表达困难学生初步感知北极的情况和同伴用学过的句型进行简单的情景交际。
高中英语unit2EnglisharoundtheWorld第三课UsingLanguage导学案新
Period 3 Using Language【目标展示】1. 掌握并会熟练运用词汇2. 学会分析课文中的长难句，概括文章的主旨，并能理解语篇中的重要细节3. 写一篇关于“学英语” 的文章【知识导学】Words and Expressions英译汉1. _________________________________________________ American Midwestern cities.2. African people are fighting for the freedom. _________________________3. Spanish is taught in our colleges. ________________________4. He has studied the cultures of Eastern countries. ________________________________5. a port city in southeastern Wales. __________________________6. The scenic spot is on northwestern Beijing. _______________________________7. The lorry hit the lamp-post. __________________________※ 8. His accent argues him to be a foreigner. __________________________※ 9. The doorman called a cab for her. ________________________汉译英10. 他认出了这幅画是早期作品. _____________________________11. 走到街区尽头向右转。