重庆大学版Book 2 Unit 1 写作 教案设计
重大版(三起)五年级英语下册教案Unit 2 At Home Lesson 1教案
Unit 2 At HomeLesson 1教案教学内容：重庆大学版英语五年级下册Unit 2 At Home部分内容。
教学目标(Objectives)：1.确保学生认识和理解一些基本单词的意义和简单口头运用（To learn the meaning and simple usages of some words and phrases）。
需要掌握的词组：reading a book, watching TV, seeing a film, writing an email, drawing a picture 2.学习使用本单元重点句型及表达（To use the typical sentences to express）。
需要掌握的句型：What are you doing?I’m…Let’s…3.鼓励学生大胆发言及表达（To encourage the students to express bravely）。
4.培养学生对英语学科的兴趣（To make the students interest in English learning)。
5.增强学生听说读写译的能力（To strengthen the ability of listening, speaking, reading, writing and translating)。
教学重点（Key Points)：在学习了单词的基础上，以单词为载体，进行主要句型的学习，并了解其中的语法现象，根据具体情境，学会交流对话，侧重句型语法学习，交际意向和课外拓展为重点。
教学方法：游戏，音频，情景教学法，Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。
教学难点：学生处于小学阶段，对英语有了初步了解，词汇储备较少，对于三年级下学期学生的要求重点是在会读会说的基础上，能掌握一些基本单词的拼写和造句，了解一定的语法内涵，与人进行简单沟通交流。
全新版大学英语综合教程第二版第二册第一单元教案
全新版大学英语综合教程第二版第二册第一单元教案Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)2.Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text A Teaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12 classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andBenjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding.(F)(= The Chinese think that learning should take place by continual careful shaping and molding.)5.Chinese teachers hold the opinion that skills should be acquired as early as possible, while American educators think that creativity should be acquired early. (T)6.Add more questions about the text:Where and when did the incident take place? Who are the main characters in this incicent? What is Howard Gardner?Why do the couple come to China?How old is the son of the author？Through what does the baby get pleasure in the incident?What is the attitude of his parents ?What is the attitude of the hotel staff towards Benjamin effort?7.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text APara(s). Main IdeasParts1 1~5 The text begins with ananecdote.2 6~13 The author’s thoughts aremainly about differentapproaches to learning inChina and the West.3 14 The author winds up the textwith a suggestion in theform of a question.Step 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age andincomplete understanding of the need to position the key just so, he would usually fail. Paraphrase the sentence. (= 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.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and to throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)Eg . You use “may well” when you are saying what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)“activities that did matter to us”.(= activities that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive mood eg. Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。
BookModule范文Unit教学设计教案
Book优选Module精选范文Unit教学设计教案第一章：教学目标1.1 知识目标：学生能够理解并掌握精选范文中的主要内容和语言特点。
1.2 技能目标：学生能够通过阅读范文，提高自己的阅读理解能力和批判性思维能力。
1.3 情感目标：学生能够培养对英语阅读的兴趣，提高自主学习的能力。
第二章：教学内容2.1 教材内容：本章选取了精选范文中的两篇短文，分别讨论了现代科技对人们生活的影响以及环境保护的重要性。
2.2 教学重点与难点：重点：理解短文内容，掌握相关词汇和语法结构。
难点：如何运用批判性思维分析短文中的观点，并提出自己的见解。
第三章：教学方法3.1 教学策略：采用问题驱动的教学策略，引导学生通过提问和讨论来深入理解短文内容。
3.2 教学工具：使用多媒体教学工具，如PPT和视频，以增强学生的学习兴趣和参与度。
第四章：教学步骤4.1 导入：通过展示与主题相关的图片或视频，引起学生的兴趣，并提出引导性问题，激发学生的思考。
4.2 读前活动：让学生预测短文内容，并提出相关问题，激发学生的阅读兴趣。
4.3 阅读理解：让学生独立阅读短文，并在阅读过程中回答问题。
鼓励学生进行批判性思考，对短文中的观点提出自己的见解。
4.4 讨论与分享：学生分组讨论，分享自己的观点和理解，并进行小组讨论。
4.5 总结与反思：教师引导学生总结短文的主要观点，并进行反思，思考如何将所学内容应用到实际生活中。
第五章：作业与评估5.1 作业：要求学生写一篇关于短文主题的短文，以巩固所学内容。
5.2 评估：通过学生的作业和课堂表现来进行评估，关注学生的阅读理解能力和批判性思维能力的发展。
第六章：教学拓展6.1 相关话题讨论：引导学生就与范文相关的话题进行深入讨论，例如：“科技对教育的impact”、“环境保护的实际行动”等，以提高学生的批判性思维和口头表达能力。
6.2 文化差异介绍：通过介绍与范文相关的文化背景，帮助学生更好地理解文中的观点，并培养他们的跨文化交际能力。
五年级下册英语教案-Unit 1 Good Helpers Lesson 2 ∣重大版
Unit 1 Good HelpersLesson 2教案教学内容：重庆大学版英语五年级下册Unit 1 Good Helpers部分内容。
教学目标(Objectives)：1.确保学生认识和理解一些基本单词的意义和简单口头运用（To learn the meaning and simple usages of some words and phrases）。
需要掌握的词组：cook the dinner, water the plants, put away the clothes, take out the rubbish. 2.学习使用本单元重点句型及表达（To use the typical sentences to express）。
需要掌握的句型：What can we do for…I can…Sorry, I can’t…3.鼓励学生大胆发言及表达（To encourage the students to express bravely）。
4.培养学生对英语学科的兴趣（To make the students interest in English learning)。
5.增强学生听说读写译的能力（To strengthen the ability of listening, speaking, reading, writing and translating)。
教学重点（Key Points)：在学习了单词的基础上，以单词为载体，进行主要句型的学习，并了解其中的语法现象，根据具体情境，学会交流对话，侧重句型语法学习，交际意向和课外拓展为重点。
教学方法：游戏，音频，情景教学法，Pair-work两人小组活动，Group-work小组活动，多媒体辅助教学。
教学难点：学生处于小学阶段，对英语有了初步了解，词汇储备较少，对于三年级下学期学生的要求重点是在会读会说的基础上，能掌握一些基本单词的拼写和造句，了解一定的语法内涵，与人进行简单沟通交流。
BookModule范文Unit教学设计教案
Book优选Module精选范文Unit教学设计教案一、教学目标1. 知识目标：（1）能够理解并运用Module精选范文中的关键词汇和短语。
（2）能够理解并模仿Module精选范文中的句型和语法结构。
（3）能够理解Module精选范文的主要内容和观点。
2. 能力目标：（1）能够运用Module精选范文中的关键词汇和短语进行口语表达和写作。
（2）能够运用Module精选范文中的句型和语法结构进行口语表达和写作。
（3）能够独立阅读并理解类似的文章。
3. 情感目标：（1）培养学生的阅读兴趣和写作热情。
（2）提高学生对英语学习的自信心和积极性。
二、教学重难点1. 教学重点：（1）Module精选范文中的关键词汇和短语。
（2）Module精选范文中的句型和语法结构。
（3）Module精选范文的主要内容和观点。
2. 教学难点：（1）Module精选范文中的长难句理解和翻译。
（2）Module精选范文中的文化背景和语境理解。
三、教学方法1. 情景教学法：通过设定情景，让学生在实际语境中学习和运用Module精选范文中的关键词汇和短语。
2. 任务型教学法：通过完成各种任务，让学生运用Module精选范文中的句型和语法结构进行口语表达和写作。
3. 互动式教学法：通过小组讨论和分享，促进学生之间的互动和合作，提高学生的口语表达和听力理解能力。
四、教学过程1. 导入：通过引入与Module精选范文相关的话题，激发学生的兴趣和好奇心。
2. 阅读理解：让学生阅读Module精选范文，理解其主要内容和观点，回答相关问题。
3. 词汇和短语学习：让学生学习和掌握Module精选范文中的关键词汇和短语，并进行口语表达和写作练习。
4. 句型和语法结构学习：让学生学习和模仿Module精选范文中的句型和语法结构，进行口语表达和写作练习。
5. 听力理解：通过播放与Module精选范文相关的听力材料，提高学生的听力理解能力。
6. 口语表达：让学生进行小组讨论和分享，运用Module精选范文中的关键词汇和短语进行口语表达。
新标准教案unit1教案(book2)
Time Allotment Period 1-2
• • Warm-up activities Understanding Active reading 1
Period 3-4
• • Further Understanding of Active reading 1 Exercises
Period 5-6
general idea: college in the 1960s a place to experience exciting and stimulating life
general idea: college today a place which produces no passion
Supporting idea1: Place to fight for freedom and justice Reading skills:
• Check work on Active reading 2 (understanding and the use of key words and expressions) • Language in use (structures)
Period 7-8
• • Reading across culture Guided writing—how to write a historical overview
Supporting idea2: Place to taste real freedom
Supporting idea1: mere place to increase chances of getting a good job
Supporting idea2: place not different from the real world
book2unit1词汇教案
Unit 1 words and expression一、教学内容Discovering useful words and expressions (p. 3); Using words andexpressions (p. 42)二、教学目标在本节课结束时，学生能够查字典确定词汇在具体语境中的含义。
了解本单元重点词汇的用法并在语境中使用这些词汇。
三、教学步骤重点词汇学习1. rare (adj.)—rarely (adv.)It is rare for sb to do sth.某人难得做某事It is rare for her to wear skirts.rarely 为否定副词，位于在句首，句子要部分否定。
类似的有：seldom, neither,nor, not only, hardly, scarcely, 等等Rarely have I seen him recently.Hardly does it snow here in winter.2. valuable –valuelessvalue (vt) 重视、估价(n) 价值、价值观be of great value (to)…= be very valuable语境串记：He values this rare vase very much, because it is of great value. If the vase is broken, it is valueless.(value)3. survive –survival (生存，存活；幸存)–survivor ( 幸存者，生还者)① We need enough water and food for survival.② No survivors were found after the plane crash (碰撞).survive from sth. 从……存活下来/流传下来survive on sth. 靠…..存活survive sb. by …years. 比某人多活……年介词填空Many customs have survived from earlier times.The poor families survived on relief.She survived her husband by twenty years.语境串记：Mr. Green was one of the survivors who survived the earthquake. He told us he survived on a bottle of mineral water. Everyone said his survival was a wonder.（survive)拓展：remove--removal refuse--refusal arrive--arrival approve--approval propose--proposal4. amaze –amazed –amazing –amazementbe amazed at/by/that…对……感到惊讶be amazed to do sth. 惊讶地做某事to one’s amazement 令某人惊讶的是in amazement 惊讶地语境串记The amazement on her face showed that she felt amazed at the result of the experiment,which her assistant also thought amazing. (amaze)5. design –designern. make designs / a design 设计in design 在设计上by design =on purpose 故意地(反义：by accident/chance)The building was burnt down by design.vt. be designed to do sth 目的是……；be designed for sth./sb.打算给……用; 为……而设计的The experiment is designed to test the new drug.The book is designed for children.design (v. / n.)(1) They __designed___ the building carefully.(2) I like the _design___ of the new school.(3) Children above 12 are able to take part in skiing or other activities ___designed__ (design) for them.6. fancyadj.奇特的；异样的At fancy-dress balls, people will wear fancy dress.vt.想象；设想; 喜欢fancy +从句以为……fancy +(one's) doing 想象(某人)做某事fancy sb. as/(to be). 认为某人是……(1).___Don’t fancy_____________ (别以为)you can succeed without hard work.(2). He can' t fancy____winning the first prize___________ (获得一等奖).(3). He___fancied himself as_______________ (自以为是) a good poet.(4) I don’t fancy walking in the snow.n. 想象力、爱好have a fancy for 爱好/迷恋…. catch/take sb’s fancy 吸引某人take a fancy to 喜欢上/爱上……to one’s fancy 合某人的心意7. stylein …style/ in the style of …以……的风格in style 时髦的，不过时的out of style 过时的，落伍的come into style 流行起来，时髦8. remove –removal (n.)移动，免除-- remover (n.)清除剂，搬家工人-- removable （adj.) 可去除的remove …from…从……拿开/从……将某人免职remove …to …把……搬到remove one’s doubt/objection消除某人的疑虑/异议worthworth sth. / doing sth.It is (well) worth doing sth 做某事是值得worthy: 值得的be worthy of + n.be worthy of being donebe worthy to be doneworthwhile adj. 值得做的做某事是值得的It is worthwhile to do sthIt is worthwhile doing sth一句多译：那个地方值得一去。
第1册第2单元 Further reading 教学设计 重大版英语优质课PPT课件学案教学设计
Keeping Learning Diaries教学设计Part I 文本分析Part II 学情分析授课对象是高一年级学生。
Part III 教学目标1.回顾本单元所学关于学习者类型和给建议的表达方式并进行运用；2.学会通过思维导图的方式提取文本的关键信息；3.学会通过记学习日记的方式对自己的学习情况进行总结、分析和调控，培养通过记录、总结、分析、反思等方式改善学习和生活的意识；4.将本单元学到的根据需求给予建议的鼓励的交际方式迁移运用到真实生活场景。
Part IV教学重难点•教学重点1.引导学生梳理学习日记的语言、内容，并对给出的两篇日记进行进一步思考并给出建议。
2.将本单元所学的学习者类型的相关表达及给建议的相关表达方式进行运用实践。
•教学难点1.在引导下，通过思维导图梳理和把握关键信息，并对信息进行处理加工。
2.通过已有信息，对日记作者的写作意图进行推断并根据推断给出相应解决方案。
Part V 教学流程Step 1 Pre-reading老师通过展示自己的日记拉近与学生的距离。
从学生熟悉的生活日记切入到本堂课的主题。
让学生思考学习日记的目的和内容。
通过一些词汇的提示让学生回顾学过的词汇，缩小思考范围。
T: What do you usually write about your daily life（展示一本自己的日记）. I have the habit to keep diaries. I write about my happiness, my sadness, my plans, the problems I meet, things I want to share.This is a way to record and summarizeBut, have you ever tried to keep learning diaries?What is the purpose?What do you think can be kept in a learning diary?difficulties, complaints, progress, mistakes, problems, expectations, learning plans, daily arrangement, ways to solve problems, teacher’s comments and suggestions【设计意图】：激活背景知识，切入本课主题Step 2 While-readingTask 1: Scanning (reading strategy: scanning, mind-map)学生略读文本一二自然段最后一个自然段（指导略读方法），完成思维导图并对比自己之前的预测。
BOOK2 UNIT1学案
BOOK2 UNIT1学案重点单词识记1．设计，图案2．移动；搬开3．以前的4．奇特的;想象5．本地的，当地的6．值得的;价值12．使吃惊令人吃惊的吃惊的 n.惊奇13．挑选，选择n．选择14．装饰；装修n．装饰品15．怀疑；疑惑adj.怀疑的16．根据；证据adj.明显的17．爆炸n．爆炸18．非正式的正式的Ⅱ.重点短语识记1．寻找2．属于3．作为报答，回报4．处于交战状态5．少于6．拆开7．值得8．看重；器重Ⅲ.经典原句默写与背诵1．Frederick William Ⅰ，the King of Prussia，that his greatest gift to the Russian people would . 普鲁士国王威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有这样一段令人惊讶的历史。
2．Later，Catherine Ⅱto a palace outside St Petersburg . 后来，叶卡捷琳娜二世派人把琥珀屋搬到圣彼得堡郊外她避暑的宫殿中。
3．the boxes were then put on a train for Königsberg，on the Baltic Sea. 毫无疑问，这些箱子后来被装上火车运往哥尼斯堡，当时德国在波罗的海的一座城市。
4．After that，to the Amber Room .自那之后，琥珀屋发生了什么仍然是个谜。
5．In a trial，a judge must decide .在审判中一个法官必须确定哪些证人的话可信，哪些不可信。
选词填空1．I’m afraid we’ve taken up too much of your (value) time.2．There is no that Catherine is of her future，for she doubts whether she can continue to work.(doubt)3．Luckily，I the terrible car crash last week and I was the only of the accident.(survive)4．It was that all the we collected proved him to be guilty.(evident) 5．Some drivers like to draw some special patterns as (decorate) on their cars.6．There is no doubt that these cultural relics (belong) to the state should be returned. 7．It is (worth) providing/to provide young children with good education. 8．Believe it or not，this is the most (amaze) experience of my life.9．The shopping center has a wide select) of winter clothes.10．Florida’s population (explosion) after the Second World War.重点单词1 survive vt.幸存；幸免于难(to continue to live)；比……活的时间长(to live longer than)；vi.幸存；存活A survive(s) B A比B活得长survive sth.幸免于；从……中活过来在这次飞机失事中仅有8名乘客幸免于难。
大学英语2教案unit1
⼤学英语2教案unit1Unit 1 Growing upTeaching hours: 6-8 hours totalI. Teaching aims and demands:1.To master the new target words and useful phrases;2.To comprehend the whole text;3.To summarize the main points of the text.II. Background information.1.The American Educational SystemIn the United States, education is the responsibility of individual states, not of the federal government, so requirements may vary from one state to another. The following is a generalization:kindergarten: under 5 years oldjunior high / middle school (grades 7~8): 12~13 years oldelementary / primary school (grades 1~6): 6~11 years oldsenior / high school (grades 9~12): 14~17 years oldcollege, institute, academy (学院), university2.A Brief Introduction to John Lennon3. Definition of SpaghettiSpaghetti is the Italian-style thin noodle, cooked by boiling and served with sauce. Unlike some Chinese noodles, it is not served in soup and will never taste pulpy (软乎乎、没有嚼劲的).III. Warm-up1.English Song — Beautiful Boy2.Questions about the Song and the Texts1). In your opinion, what is the song Beautiful Boy going to tell us?2). What does Lennon think of growing up? Is it easy or full of adventures?3). Can you guess what the texts in this unit are going to be about?IV. Language points1. take hold: become establishedEg. The idea of one child has taken hold in many Chinese families.⽼习惯是很难摆脱的。
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Book 2 Unit1 Learning English
Writing
重庆市天星桥中学 周一业
一、Teaching design：
1.Review the phrases which we learned last period
2.Present the new words and phrases by using body language and
pictures, warm up for listening.
3.Practise these words and phrases, using them to make sentences ,and
then link them to paragragh
二、Teaching goals：
1.To get the students to comprehend the text properly
2.To encourage the students to analyze the organization of the text
3.To enable the students to know how to write an essay
4.To develop the students’ writing skills upon the basis of reading
comprehension
三、Teaching methods:
Applying aural-oral method、communicative language teaching、
四、Teaching procedures:
Topic： Writing Teaching aid：multimedia
Teaching aid：multimedia Time: one
period(45minutes)
Teaching steps Teacher’s activities Students’
activities
Pre-writing Task 1: Review the phrases that learned in the last
period (following
the way of relay
race).
Follow the way of relay race.
Present
重庆大学版Book 2 Unit 1 写作 教案设计
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the words and the expressions drills Present new words and phrases, Give explanation if necessary. Learn these words by understanding the definition of the words and pictures.
While-writing Individual work: Look at the pictures and write down words about them. (2) Pair work: Share words about the pictures and write down more. (3) Group work: Find out the key words about the pictures in groups.
(4) Class work: Report the key words.
2. Sentences
(1) Individual work: Write down outlines about the TOPIC
using the key words.
(2) Pair work: Improve the outlines in pairs and write
down better ones if necessary.
(3) Class work: Report the outlines about the TOPIC
writing Discussion: What is a good English learner? Divide the students
into groups, make
up a dialogue and
act it out.
make up a dialogue and act it out.
Enjoy English Learn some english idioms Think about the meaning of these
sayings
Homework Write a short passage about the
disadvantages of
重庆大学版Book 2 Unit 1 写作 教案设计
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doing a part-time
job.
•
五．Teaching reflection:
The teacher needs to be well prepared to ask logical questions so
as to enable the students to have a quick understanding of the structure.
For example: How many parts can this passage be divided into? What is
the topic sentence of the second paragraph? How many reasons are mentioned
to support this idea? What kinds of words or expressions does the author
use to connect the ideas?