Unit2Lesson5教学设计
四年级下册英语教案-Lesson 5《What are these》-科普版(三起) (2)
四年级下册英语教案-Lesson 5《What are these》-科普版（三起）第一课时教学设计一、教学目标：1、知能目标：培养学生对动物类单词的认识和拼读能力，能听懂、会说并认读单词：zoo，these，those，lion，tiger，bear，panda，monkey，rabbit 以及句型：“What are these/those？”“They are monkeys.”并能与已学句型“What’s this/that？It’s…”进行准确区分和灵活运用。
2、方法目标：培养学生拼读字母的朗读习惯和准确记忆单词、句型的拼读习惯，运用实际交际进行句型运用的锻炼。
3、情感目标：培养学生对动物的喜爱之情，养成生活中爱护动物的理念。
二、教学重点：能听懂、会说并认读单词：zoo，these，those，lion，tiger，bear，panda，monkey，rabbit 以及句型 “What are these/those？”“They are monkeys.”三、教学难点：以下单词的拼读是难点：these和those，以及句型“What are these/those？”“They are monkeys.”的灵活运用。
四、教学准备：课件词卡头饰剪纸铅笔、衣服等道具五、教学过程：1.准备活动（Preparations）：1）齐唱《Old MacDonald Has a Zoo.》，然后和同学们互相问好，进行对话：“Hello，how are you？What animals do you like？……”通过对话引出我的一家人游南山公园动物园的场景，询问：“What animals did we se e？（注意强调animal的发音，引出课题：Unit 3 Animals，齐读课题并板书单词Animals，引导学生进行拼读。
）Do you like animal s？Let’s have a look. OK?”2）播放课件，通过图片展示动物的单词，引导学生练习认读：a lion，lions，a tiger，mo nkeys，bears，rabbits。
七年级英语Unit 2 Lesson 5 Grammar in Use 教学设计 (1)
Unit 2 Meet My Family
Lesson 5 Grammar in Use
I. Material analysis
本部分的语法内容为形容词性物主代词和含有行为动词的一般现在时时态两个部分。
首先，学生通过看图和读句子，观察和感知形容词性物主代词和一般现在时时态的表达形式和基本意义。
其次，学生通过观察学习完成对两部分语法的总结。
最后，学生通过总结的语法完成相对应的活动。
本部分共6个活动。
II. Teaching aims
1.在语境中理解形容词性物主代词和行为动词一般现在时的形式、意义和用法；
2.在语境中运用所学语法知识，描述自己、家人和朋友；
3.进一步提升使用语法的意识和能力。
III. Teaching procedures
IV. Blackboard design。
八上英语Unit2阅读教学设计
八上英语Unit2阅读教学设计Unit 2: Reading Instructional Design for Grade 8 EnglishIntroduction:This instructional design aims to improve students' reading skills and comprehension in Grade 8 English. The unit will focus on developing students' abilities to understand and analyze various text types, such as news articles, biographies, and short stories. Through targeted activities and strategies, students will enhance their vocabulary, reading speed, and critical thinking skills. The design is organized in a way that ensures students' active participation and gradual progress throughout the unit.Objective:The objective of this unit is to enable students to read and comprehend a variety of texts, extract key information, and apply critical thinking skills to analyze and interpret the content accurately. By the end of this unit, students should be able to read independently and effectively in English.Lesson 1: Introduction to Text Types- Start the lesson with a discussion about different types of texts students might encounter in their daily lives.- Introduce examples of news articles, biographies, and short stories.- Provide students with samples of each text type to analyze and identify key components.- Divide the class into small groups and assign each group a different text type to analyze in more detail.- Instruct groups to present their findings to the class, focusing on the structure, vocabulary, and tone of the texts.Lesson 2: Pre-Reading Strategies- Introduce pre-reading strategies such as skimming, scanning, and predicting.- Explain the purpose and benefits of using these strategies before reading a text.- Provide students with a sample text and guide them through practicing these strategies.- Divide students into pairs and give each pair a different text to apply the pre-reading strategies.- Monitor and provide guidance as needed.Lesson 3: Vocabulary Development- Teach students effective vocabulary acquisition techniques, such as context clues and word roots.- Provide students with a list of challenging vocabulary from a selected text.- Engage students in activities like word matching, context sentence completion, and creating personal word lists for each vocabulary item.- Encourage students to use the newly learned vocabulary in their speaking and writing activities.Lesson 4: Reading Comprehension and Analysis- Select a text appropriate for the students' level and introduce it in class.- Discuss the purpose of reading comprehension, including understanding the main idea, supporting details, and drawing conclusions.- Model the process of reading and comprehension using the selected text.- Assign specific sections of the text to small groups and have them analyze and present their understanding and interpretation.- Conduct a class discussion to compare different perspectives and insights on the text.Lesson 5: Critical Thinking in Reading- Introduce critical thinking skills, such as making inferences, evaluating arguments, and identifying author's purpose.- Provide students with various texts and guide them through applying these skills.- Engage students in group activities where they can practice critical thinking through discussions and debates.- Encourage students to express their opinions while providing evidence from the text to support their arguments.Lesson 6: Summarizing and Synthesizing- Teach students how to summarize and synthesize information from a text effectively.- Model the process of summarizing and synthesizing using a sample text.- Assign different texts to pairs or small groups and have them practice summarizing and synthesizing.- Provide feedback and guidance on their summaries and synthesis.Conclusion:Through this instructional design, students will develop strong reading skills, expand their vocabulary, and enhance their critical thinking abilities. By using a variety of text types and engaging activities, students will improve their reading comprehension and become independent readers. Regular assessments and feedback will ensure their progress throughout the unit.。
北师大版新教材高中英语必修一教学设计Unit2 2
高中英语必修一UNIT-2 Sports and FitnessLesson-4 Review教学设计本节课是高中英语第一册Unit 2 Sports and Fitness的第四课，课型是复习课，包括了写作、阅读和口语表达，写作课主要向学生介绍了如何用英文写记叙文；阅读课主要向学生介绍了武术的发展；口语表达在主要是运用本单元所学词汇、语法表达出运动与健康。
通过本节课的学习，学生将在英语听、说、读、写综合方面的能力得到提高。
1.语言技能目标（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；（2）用所学的词汇和语言对课文进行复述；（3）学生能够借助已知的关键信息，适当补充辅助信息，写出内容和结构完整的记叙文。
2.语言知识目标（1）能够正确运用以下简单句句式结构和记叙文六要素进行记叙文写作：adverbial(time), subject+verb+object+object complement；记叙文六要素：when, where, who, why, what, how（2）能正确认知并且运用以下词汇和短语：defend, defence, attacker, punch, technique, effective, derive, migrant, catch attention to..., limit to..., manual, military, invasion, troop, adopt, methodology, defeat, pirate, certified等。
3.文化意识目标（1）了解如何恰当安排记叙文文章结构以及内容；（2）了解武术的相关文化常识，并从中得到感兴趣的信息。
4.情感态度目标对于英美文化与中华文化的相似性以及差异性，进而将两种不同文化结合。
积极参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。
1.重点（1）如何使用地道、恰当的语言和结构进行记叙文写作；（2）正确理解并运用简单句结构、定语从句关系代词和不定代词；（3）礼貌进行日常对话。
英语课例教学实施方案5篇
英语课例教学实施方案5篇英语课例教学实施方案篇1一、教学课题：Where’s my schoolbag?二、教学设计思路：结合多媒体，利用图片、实物等帮助学生记忆相关物品的词汇；设置情境，帮助学生通过听说练习学会谈论物品的位置。
三、教学目标：(一)知识目标掌握本课生词，学习谈论物品的位置Where is/are…?It’s/They’re…...(二)能力目标让学生学会如何听和谈论物品的位置。
(三)情感目标1. 培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。
2. 通过谈论物品的位置，培养学生养成良好的生活习惯。
四、教材分析：Period 1是Unit4的第一课，让学生提通过活动，学习如何表达物品的位置，并能就物品位置进行提问。
五、学生分析：七年级学生活泼好动，在教学中，充分利用多媒体，图片、实物等，使英语学习与学生的实际生活更贴近，激发学生学习兴趣，同时创设交际情境，让每个学生在课堂上动起来，积极参与到教学活动中去，更好的实现教学目标，达到理想的教学效果。
六、.重点及其突出方法：充分利用现代教育手段，创设交际情境，为学生提供图像和声音资源，进行语言操练和实践，加强学习效果。
七、.难点及其突破方法：培养良好的语言表达习惯。
发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。
八、教学资源：多媒体；课件；教材九、教学过程：Step anization GreetingsStep 2.Revision1. Use a pen to ask and answer between the teacher and the students, and review the key sentences in Unit3.2. Use a picture of a bag to ask students to write a lost notice and a found notice, and review the lost and found notices, then lead to the new words with the picture(1a:P19).Hold up the picture and point to the objects : table, bed , bookcase, sofa, chair, schoolbag , book, key.T: What’s this in English?S: It’s a table/bed/...Encourage or help students to read the words correctly .Write them down on the blackboard.3. Quick reaction .Let the students look at the teaching picture in 1a, finish 1a, then check students’ answers.Step3. Lead inShow my English book and my two pens, then put them on my desk. Ask students to answer the questions: “Where is my English book?” and “Where are my pens?”.Try to ask more students similar questions：Where is your pencil?...Step3.PracticeAsk the students to look at some pictures and things in the classroom and practice talking about where things are. For example:-where is my clock?-It’s on the table.Ask students to work in pairs and make conversations.Step 4.Talking about the picture(1a:P19)1. Ask the students to practice 1c in pairs.2. Let the students work in pairs and talk about where the things in the picture are on Page19 .Step 5 ListeningHave students to listen to the conversations and number the things.Check the answers . Then ask students to read the conversations after the recording.Step 6 PracticeAsk students to describe their bedrooms.For example: My cat is on the chair. My English book is on the sofa .…Step7 Summary1.--- Where is + 单数主语?……在哪？--- It’s under/ on/ in…它在…下面/上面/里面。
(冀教版)六年级英语上册教案Unit2Lesson
冀教版六年级英语上册教案Lesson 12 How Many Are There（一）教学目标：知识目标：1.掌握可数名词复数的3种情况。
2.掌握句子单复数的用法，This is a/an +名词的单数形式These are +名词的复数形式能力目标：1.可以根据教师的提问做出相应的回答。
2.可以复述录音机所说的句子。
3.能根据图片信息说出简单的句子。
情感态度与价值观：激发孩子们学习英语的兴趣和好奇心，提高他们的语言表达能力。
（二）重难点：1.以”s” “sh” “ch” “x”为结尾的可数名词变复数时，在词尾后加-es2.不规则变化，如：下列词man, woman, child 等等。
（三）教具准备：录音机、教学磁带、课件（四）学情分析：学生已经掌握了很多的可数名词的复数形式，因而使本节课的教学就减少了不少负担，教师整理得有条有理，学习的内容对学生来说就简单容易多了。
（五）教学设计：一、歌曲导入，激发兴趣T: Today there are many teachers study with us. Are you happyS: Yes, we are happy.T : How to express your happiness ,×××S1: Sing a song.T: Good idea! Let’s sing a song of “This is the way”. OkS: Ok.(设计意图：通过师生一起歌曲演唱，给学生创造了轻松愉快的课堂气氛，有助于师生情感的交流，使学生很自然的驶入了英语课堂。
)二、新授T: Are you ready for English classS: Yes, we are ready.T: Well, Today we will learn Lesson 12 How Many Are There Now read together.S: Lesson 12 How Many Are ThereT: I have many pictures in the TV. Do you want to seeS: Yes.1. Pencils and stamps.T : (课件图片) What is thisS1: This is a pencil .（板书pencil）T: How many are there How manyS2: One pencil.T: Yes, this is one pencil. (课件句子)T : (课件图片) What are theseS3: These are pencils .（板书pencils）T: Good. We can use‘many’in this sentence .Who canS4: These are many pencils.T: How many are thereS5: Eleven pencils.以同种方式教授This is a stamp . These are many stamps .（板书stamp，stamps）(设计意图：呈现图片可以给他们以刺激，问答的形式可以使其保持注意力，并锻炼其语言的准确性。
北师大版英语七下Unit 2 Lesson 5 Talking to Friends 第一课时教学设
北师大版英语七下Unit 2 Lesson 5 Talking to Friends 第一课时教学设计一. 教材分析北师大版英语七下Unit 2 Lesson 5的主题是“Talking to Friends”，主要让学生学会如何和朋友交流，表达自己的情感和观点。
通过本节课的学习，学生能够掌握基本的交际用语，提高口语表达能力。
教材内容丰富，插图生动，贴近学生生活，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生已经掌握了基本的英语语法和词汇，具备一定的口语交际能力。
但部分学生对表达自己的观点和情感还不够自信，需要老师在教学中给予鼓励和指导。
此外，学生之间的英语水平存在一定差异，教师应关注到这一点，尽量让每个学生都能参与到课堂活动中来。
三. 教学目标1.知识目标：学生能够掌握本节课的重点词汇和句型，了解如何表达自己的情感和观点。
2.能力目标：学生能够在日常生活中运用所学知识进行简单的口语交流。
3.情感目标：学生学会关心朋友，尊重他人的观点，培养良好的友谊。
四. 教学重难点1.重点：词汇和句型的掌握，以及口语交际能力的提高。
2.难点：如何表达自己的观点和情感，以及在与朋友交流中做到尊重对方。
五. 教学方法1.任务型教学法：通过设定各种交际任务，让学生在实际操作中学会表达自己的观点和情感。
2.情境教学法：创设贴近生活的情境，让学生在轻松的氛围中学习英语。
3.合作学习法：鼓励学生互相交流、讨论，共同完成学习任务。
六. 教学准备1.教师准备：备好课件、教材、录音机等教学用具。
2.学生准备：预习本节课的生词和句型，准备好参与课堂活动。
七. 教学过程1.导入（5分钟）教师通过与学生谈论日常生活中的朋友，引出本节课的主题“Talking to Friends”。
然后邀请几位学生分享他们与朋友的故事，激发学生的学习兴趣。
2.呈现（10分钟）教师展示教材中的插图，让学生观察并描述图片内容。
引导学生用英语表达自己与朋友之间的关系，以及与朋友相处的美好时光。
新版pep六年级上册Unit2 Ways to go to school教学设计英文教案
by bike, on foot and by taxi. 2. Be able to ask someone his subjects on a certain day using the sentence pattern: “How do you get to ______ from ______? By ______.”
VI 课后反思
Lesson 2 Part A let’s talk
I. Teaching objectives: 1. Be able to listen, read ,understand and say Let’s talk 2. Be able to listen, read ,understand and say the sentence pattern: What do you come to school? I come by ________.and use it in real situations. 3. Let students make a dialogue that combine the content of Units 1 and 2. II. Teaching difficulties and importance: 2. Be able to listen, read ,understand and say the sentence pattern: What do you come to school? I come by ________.and use it in real situations. 3. Let students make a dialogue that combine the content of Units 1 and 2.
Unit5 Lesson2 Beijing Opera(教学设计)
Unit5 Lesson2 Beijing Opera安徽省淮南市第一中学杨赟Ⅰ.Analysis of the teaching material1.Status and FunctionThis is a listening lesson. It plays a very important part in the English teaching of this unit. By studying this part, it can help the students to improve their listening ability and help them to learn more about our traditional culture—Beijing Opera.2.Teaching important points ﹠difficult pointsImportant points:1) Help the students learn more knowledge about Beijing Opera.2) Improve the Ss’listening ability.Difficult points:1) How to motivate the students’ interest in Beijing Opera.2) How to help the students master the listening strategies.ⅡAnalysis of the students1.The Ss know a little about Beijing Opera, but not very much. And even somestudents are not interested in Beijing Opera.2.They don’t often use English to express themselves and communicate with others.3.Some Ss are not active in the class, because they are afraid of making mistakes.ⅢTeaching aims:1.Knowledge aim: Help the students learn more knowledge about Beijing Opera.2.Ability aim: Improve the Ss’ listening ability.3.Emotional aim: Help the Ss to develop their love to our traditional culture.ⅣTeaching ﹠Learning methods1.Multimedia computer assisted instructionmunicative approach3.Student-centered teaching method4.Activity-based teaching methods5.Task-based learning methodsⅤTeaching aids:1.Multimedia2.The blackboard3.Tape recorderⅦ Blackboard designUnit5 Lesson2 Beijing OperaHistory Main rolesMain instrumentsBeijing Opera SymbolsSkillsSinging styles Costumes。
小学六年级英语上册 Unit 2 An Accident Lesson 5 Get It Right 教案
【教学目标】知识目标：1. 熟悉运用常见动词过去式，掌握动词过去式变化规则。
2. 熟练掌握一般过去时句型结构。
3. 能区别字母组合ea和字母i在单词中的不同发音。
技能目标：1. 能仿照范例，给插图写出简短说明。
2. 结合插图读懂小短文，理解短文大意。
3. 模仿录音有节奏朗读小诗，体会句子节奏和语调。
情感目标：培养学生热爱阅读的习惯。
【教学重难点】1. 重点：（1）能区别字母组合ea和字母i在单词中的不同发音。
（2）阅读短文，仿照范例写句子。
2.难点：结合插图读懂小短文，理解短文大意。
【课前准备】 1. 多媒体 2. 教学资源光盘3. 单词卡片【教学流程】Step 1 Warm up(热身运动)1. 教师呈现故事插图，教师用一般现在时描述插图内容，让学生转述故事，让学生注意其中动词过去式的变化。
2. 让学生分小组表演，其中有人担任旁白角色。
Step 2 Presentation （新课呈现）1. Read and write（1）引导学生看短文插图，说一说插图中主要人物是谁，他去了哪里，遇到了什么事。
T：Look at the pictures.Who are they ?Where were they?What did they meet?（2）告诉学生接下来阅读这个故事，看一看他们的理解是否正确。
（3）给学生时间独立阅读小故事。
（4）采用问答方式引导学生说一说上周末去了哪里，他和爸爸观看了什么。
（5）让学生说一说他们遇到的老人怎么了，以及他和爸爸怎么帮助老人的，让学生看一看短文结尾，说一说小男孩最后没有赶上机器人展览不会感到遗憾。
（6）让学生阅读短文，根据短文内容写出所缺单词。
（7）教师朗读短文，全班一起核对答案。
（8）work in pairs引导学生看插图，说一说插图内容。
采用问答方式，引导学生讲述插图内容。
T：Where did they go?What did they play?What happened to Joe?How did his friend help him?结合学生回答，教师把主要动词或动词短语写在黑板上。
北师大版七年级英语下册Unit2Lesson5TalkingtoFriends(第二课时)教学设计
-注意运用一般现在时和一般过去时，不少于60词。
5.家庭作业（20分钟）
-鼓励学生课下参加一次实际的俱乐部活动，观察并记录活动过程，为下节课的口语讨论做准备。
-家长协助孩子完成作业，关注孩子在活动中的表现，鼓励孩子用英语分享感受。
-设计角色扮演活动，让学生在实际语境中运用目标语言，提高口语表达能力。
2.分层教学，循序渐进：
-针对学生的不同水平，设计难易程度不同的练习，使每个学生都能在课堂上获得成就感。
-通过小组合作，引导学生互相帮助，提高学习效率。
3.巩固拓展，注重实践：
-设计形式多样的练习，如填空、选择、改错等，巩固所学知识。
-学生在规定时间内，运用所学知识进行竞赛，提高课堂氛围。
（五）总结归纳
1.课堂小结（5分钟）
-教师邀请学生回顾本节课所学内容，总结词汇和语法的重点。
-学生分享自己的学习心得，提出学习中遇到的困难和问题。
2.情感升华（5分钟）
-教师引导学生认识到朋友活动的重要性，学会珍惜与朋友相处的时光。
-学生在教师的引导下，用英语表达对朋友的感激之情，如“I'm grateful to have such good friends.”。
（四）课堂练习
1.个人练习（10分钟）
-教师发放课堂练习题，内容包括词汇填空、句子改错等，学生独立完成。
-教师对学生的练习情况进行反馈，针对共性问题进行讲解。
2.小组竞赛（10分钟）
-教师设计一个小组竞赛活动，如“Who can say more activities about friends?”。
人教PEP版五年级英语上册《Unit2》精品教案教学设计小学优秀公开课2
1.听音训练：听录音并写出听出的单词。
3.使学生养成用英语交流的习惯，培养良好的语音语 调和语感.
教具准备：教学光盘、单词卡片。
教学重难点：
重点:能够在情境中询问他人的课程安排以及作答.
难点:掌握表示星期几单词的书写.
Step 1. Warming up
唱歌曲Days of the week.
Review the words.
)呈现单词卡:星期几,
3.能够听懂会说会表演对话内容，并在真实情境中运 用所学语言进行真实交流.4.在对话交流中使学生 养成用英语交流的习惯，培养良好的语音语调和语感.
教具准备：
1.教师准备教学过程中所需要的图片、声音、课件， 以及本课时的单词卡。
2.教师准备相关媒体的播放设备，如录音机、投影仪、 幻灯片等。
教学重难点：
Listen and do.教师发给学生印有星期几的单词 卡片,教师说单词,学生快速反应起立.
Step2. Presentation
学习Main scene.
)出示主情景图，观察并思考:Who are they? What
are they talking about?
)学生仔细观察图片，展开合理想像并回答老师的问
)教师领读，学生齐读，开火车读单词.
)一个学生说英语，一个学生说汉语.
Step2. Presentation
学习Let' s learn
个性化设计&师生
活动
S1:I have PE, music, science and English.
S2: Is it Monday?
S1: No.
S2: Is it Friday?
(闽教版)三年级英语上册教案Unit2Lesson
闽教版三年级上册英语Unit 2 GreetingLesson 3一、教学设计说明1．基本理念：《英语课程标准》指出，在教学过程中要强调关注学生的、习兴趣，倡导实践，加强合作与交流的学习方式和任务型的教学途径，教师要通过设计符合学生实际的教学活动，发展学生的综合语言运用能力，培养跨文化意识。
小学英语教学阶段是最初的入门阶段，教师要积极为学生创设良好的语言环境，充分利用信息技术和现代化多媒体教学优势，使学生在愉快和自信的情绪中，充分发挥他们的想象力、创造力和实践力，培养学生的合作意识、创新意识，使探究式学习和个性发展在孩子学习语言的最初阶段就能得到最大的体验，这样才能真正让孩子们在学习过程中，不断参与英语学习，体验成功的喜悦，从而不断激发学习英语的兴趣。
2．整体设计思路针对教材的特点和三年级学生初次接触英语的实际情况，我在设计本课的教学时以“培养基础、重在激趣”为教学理念做了如下几点尝试：1）根据《英语课程标准》和《教育学》、《心理学》的相关理念，灵活处理教材，对Lesson3 and Lesson4进行整合，使之更加符合任教班级学生的学情。
2）利用信息技术独到的展示功能，充分利用多媒体的优势，积极激趣，引导创新，优化课堂教学。
3）采用任务型的教学途径，力求通过多样化的操练和游戏活动，使学生在英语学习过程中做到立足基础、学以致用，同时创设空间，拓展思维，培养学生的兴趣和自主学习能力。
3．教学内容分析本节课——《Greeting Lesson 3》，是小学三年级的Unit 2的一堂新课。
本节课所需课时为1课时，40分钟；该课主要是通过培养学生英语听、说能力，达到综合应用语言这一目的。
教师有效地开发和利用了课程资源，为学生提供精心制作的多媒体教学软件课程教学VCD，为学生提供丰富的资源，更好地激发学生的兴趣，有助于培养学生的观察能力、实践能力，由于打破了传统教学的束缚，也更容易激发与培养学生的想象力，使学生可以在生动有趣、轻松活泼的氛围中进行自主学习、进行自我创新能力的实践。
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。
北京版英语二年级上册Unit2WhatdoyoudoonSundayLesson5_参考教案
Lesson5 参考教案【内容来源】北京出版社（一起点）二年级上册Unit2 What do you do on Sunday?一、教学目标与要求（Teaching aims and request）1. 能用“Do you ... on ...?”询问他人“周几是否做什么”，并能用“Yes, I do. /No, I don’t.”回答他人的询问。
2. 能听懂、指认并读出单词park、class、we、cinema、bookstore和museum，并能用go to the park/ ... 表达“去哪里”。
3. 能跟随录音说唱小韵文。
二、教学重点、难点(Teaching points and difficulties)（一）重点（Points）能用“Do you ... on ...?”询问他人“周几是否做什么”，并能用“Yes, I do. /No, I don’t.”回答他人的询问。
（二）难点(Difficulties)1. 单词weekend、bookstore 和museum 的发音。
2. 单词you表达“你”“你们”两个意思，要根据具体情况用I或we回答他人“Do you ... ?”的提问。
三、课前准备（Teaching preparation）本单元单词图片、配套光盘、学生活动用书、星期单词手举牌。
四、教学建议(Teaching suggestions)(一) Listen and say1. 导入(1) 教师与学生共同演唱歌曲Days of the Week (歌词在教材第62页)，复习一周七天的英语表达。
(2) 教师呈现自制的Kate一周日程表并戴上Kate的头饰向学生介绍自己一周的日程安排：(下图仅供参考)Hello, boys and girls. Glad to see you again! I am a busy cat. I go fishing on Sunday! I draw pictures on Monday. I play games on Tuesday. I call my friends on Wednesday. I play games on Thursday. I paint a picture on Friday. How about Saturday? Can you guess?教师引导学生用“Do y ou...?”进行猜测。
2019统编人教版高中英语必修第二册unit 5《Music》全单元教案教学设计
【2019统编版】人教版高中英语必修第二册Unit 5《Music》全单元备课教案教学设计Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topics about music, the types of music, and how the music makes them feel.2. Develop students’ sense of cooperative learning and individual thinking capability.3. Develop students’ different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music.Boys and girls, before we listen, let’s work in pairs and discuss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners.I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/rap/rock/punk…I like classical music. It makes me feel full of energy and happy.Step 2: PredictionAfter their small talk, the teacher can move on by finishing the following task: See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with the correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_______________2_______________3_______________4_______________Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1.___________________ to goBut deep in the dark-green shadowsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2.___________________ might say…The hills are alive with the sound of musicWith songs they have sung 3.__________________The hills fill my heart with the sound of musicMy heart 4.__________________ every song it hearsMy heart wants to beat like the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5.__________________ and falls over stones in its wayTo sing through the night like a lark who is 6._____________I go to the hills when my heart is lonelyI know I will hear what I’ve heard beforeMy heart will 7.______________ the sound of musicAnd I’ll sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart.B: So you like music that’s _______of _______?2. A: When I listen to hip-hop, I just have to move!B: So it makes you want to _______?3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B: So to you, it’s _______ and _______?Learning new wordsList the new words in the lesson, tell students the meaning of these words and give some examples.News words: classical, energy, soul…Talking projectGuide students to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.●Suppose you are a reporter and interviewing the students who about music.➢I like to…➢Chinese traditional song/classical music/hip-hop music/country music…➢Listen to/play/sing…Unit 5 MusicReading and Thinking【教学目标】1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.2. Enable students to understand the main information and text structure of the reading text.3. Enable students to understand past participle as adverbial.【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. To talk about the advantages and disadvantages of being a member of virtual choir.3. Lead students to understand past participle as adverbial;【教学过程】Step 1 PredictionAsk students the question.How can computers and the Internet help us experience music differently?Step 2: Learning new wordsLearn words:perform,enable,prove,award,and fall in love with…New words practiceIn order to have a good _______________ (perform), I have made good preparations for it．At present, developing the ___________ (able) of the students is an important task in our daily teaching activity．Step 3: Learning sentence patternsIntroduce the sentence patterns in the lesson and give some examples and explanation1. as 引导定语从句，意为“正如，正像”2. 过去分词(短语)作状语as引导定语从句的常用句式有：as is known to all 众所周知as we all know我们都知道as we can see正如我们所看到的as is reported正如报道的as is often the case这是常有的事as is mentioned above如上所述Step 4: Fast reading tasksGuide student to read the article quickly, teach some reading skills and do some exercises.Task of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: enable•Paragraph 2: award•Paragraph 3: performanceTask of the second fast reading:1. What is mainly discussed in this passage?2. Which paragraph mentions background information about the virtual choir?3. Which paragraph mentions the conclusion of the virtual choir?Step 5: Careful reading tasksGuide student to read the article carefully and do some exercises.1. What is the attitude towards the virtual choir?2. Why does the virtual choir prove to be a good influence on the lives of many people?3. If you want to take part in a virtual choir, you need….Step 6: Study reading tasksAnalyze two difficult sentences in the text.1. Imagine having the opportunity to sing together with hundreds of other people while you are at home alone．2. A virtual choir enables them to add their voices to those of other individuals and become part of the global community．Step 7 Homework:Review what we have learned and find out the key language points in the text.Unit 5 MusicDiscovering Useful Structure【教学目标】1. Get students to have a good understanding the basic usage of past word segmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.【教学重难点】How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.【教学过程】Step 1 Lead-inGive some messages and ask students to guess who she is.英语过去分词的句子。
北京版-英语-四年级上册-UNIT 2 MAY I SPEAK TO MIKE Lesson 5 名师教案
UNIT 2 MAY I SPEAK TO MILELesson 5名师教案一、教学目标语言知识目标1. 学习词汇：sorry, call, mobile, way, on my way, City Library等。
2. 学习句型：Where are you?I’m on my way to...3. 学说韵律诗：Hello! Hello!4. 学唱歌曲：Where Are You Now?5. 功能：打电话。
语言技能目标1. 能用英语表达打电话的另一种方式，进一步了解用英语打电话时应注意的礼节。
2. 能在电话中进行简单的交流，如：询问他人所在的位置，与他人约定会面的时间和地点等。
文化意识了解中英文电话会话的不同表达方式。
二、教具准备1. 单词卡片：sorry, call, mobile, way。
2. 词组卡片：on my way。
3. 几张写有地点的牌子，如：City Library, home, hospital, train station, cinema, museum, supermarket等。
4. Peter，Sally和Ben的头饰，5. 两部玩具电话机，一部玩具手机。
6. 录音机或教学光盘。
三、教学过程Step 1 Warming up1. 师生互致问候。
2. 教师播放录音，欣赏歌曲：Where Are You Now?Step 2 Review1. 复习单词。
（1）教师出示speak, wait, minute, page, write, word等单词卡片，请学生读一读。
（2）请学生用这些单词造句，如：I can speak English.Wait a minute.Turn to Page 38.Write the words three times.2. 复习上节课内容。
（1）跟读。
（2）教师设置下面三个情景让学生选择，并在小组间进行对话，然后请几位学生到讲台前表演。
Unit5Lesson2Howmanyducksdoyouhave(教学设计)-(五四学制)(三起)
Unit 5 Country Life Lesson 2 How many ducks do you have?教学设计教材分析教材的编写宗旨是“学习活动化，活动交际化，交际生活化”。
教材注重词汇和语言的街接与复现，使语言知识不断滚动，从而为培养学生综合语言运用能力奠定基础。
本单元功能：用所学单词及句型谈论乡村生活，这一功能话题是小学英语日常交际的重要组成部分，对于农村的孩子来说有很强的实践性，贴近学生生活，易于掌握。
本单元内容介绍：Unit 5 Country life谈论乡村生活，在不断滚动复现已学知识的基础上呈现新知识。
单元教学目标：1.能力目标：1）能够使用功能句探讨乡村生活，如：How many ducks do you have Twentyone2）能够用所学语言知识描述日常生活以及周末活动。
2.知识目标：1）能听、说、读、写词语，如：bird, river, duck, baby, plant, sheep等。
能够听、说、认读Let’s talk中的句型并能灵活运用。
3.情感策略、文化意识等目标：1）情感态度：引导学生养成良好的生活习惯。
2）学习策略：训练学生的角色扮演能力，引导他们丰富自己的日常生活。
3）文化目标：培养学生热爱生活热爱学习的态度。
教学重难点：能听懂会说并认读句子:There are many birds in the tree. There is a river near the village. Are there any fish in it? Yes, there are. No, there aren’t.How many ducks do you have? Twentyone.教学难点：运用Are there...?进行提问及回答。
一、教学目标（一）知识目标1.能听懂、会说并认读单词yard, baby, sheep, goat, cucumber, tomato, potato, plant, soil。
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Unit 2 Lesson 5 Meeting people教材分析本课是北师大版《初中英语》八年级下册教材第二单元的第五课，话题为人际交往。
本课是一节听力课，内容涉及单元话题communication中的face toface communication这一子话题。
本课的听力材料是关于某班学生和老师谈论如何接待外国访问学生的内容，其中包含了对中外文化差异的讨论。
本课的教学设计分为两个课时。
第一课时采取任务型教学模式，学生首先通过阅读校园网上有关外国学生和老师来访的新闻了解任务，结合自己的已知进行头脑风暴思考如何接待外国客人。
在学生感到完成此任务有困难时，运用记笔记的听力策略获取文章中的有关该班学生计划如何接待外国学生的信息。
而后，运用预测等听力策略，小组讨论有关接待时需要注意的内容并通过勾选信息验证预测，在这个过程中重点训练学生听材料直接获取信息和筛选信息的能力。
最后学生参考从课文中听出的信息，结合自己想法完成设计接待外国客人的任务。
第二课时通过了解本节课设计goodbye party的任务，引入本课的语法内容—反身代词，通过观察和分析例句，发现并总结反身代词的形式以及它们的表意功能。
通过补全句子的练习，进一步体会反身代词的表意功能。
在完成该任务进行小组讨论的过程中，引入本课的重点语法内容—询问意见、表达意见的功能句。
通过阅读第一课时录音原稿发现并总结询问、表达意见的功能句。
最后，在完成任务进行小组讨论的过程中运用这些功能句。
教学内容话题：人际交往词汇：culture, themselves, perhaps, anybody, shy, correct, though, treat, myself, ourselves, yourself, yourselves, himself, herself, itself, local语法：反身代词功能：征求及提出意见第一课时First Period教学目标：在本课学习结束时，学生能够：1.运用记笔记、利用关键词、利用上下文等听力认知策略，听录音并选出该班学生接待外国学生时想做的事情，如微笑打招呼、握手、谈论天气等；2.运用预测等听力技能，听录音说出老师所建议的接待过程中需要注意的事项；3.根据所听到的例文，具体写出最终接待外宾时要做的事情；4.在设计如何接待外宾的真实交际过程中，避免不恰当的言行，尊重文化差异。
教学活动设计意图互动模式&时间Pre-taskStep 1 Lead-in Ss read a piece of news on the website of ourschool.通过校园网上关于外国学生来访的通知，引入本课话题。
CWIW1’Step 2Task introduction •Ss read the task on their worksheet:School NewsA group of English students and their teacherare going to visit our school next week. Let’s dosomething to give them an unforgettableexperience in our school. We are lookingforward to your participation.学生阅读任务并以头脑风暴的形式思考以什么活动形式接待外国学生。
CWIW5’Step 3 Brainstorm •Ss brainstorm what they want to do to welcome the students from England.Q: What can you do when you meet them on the first day?(T writes down the key phrases of what Ss mention on the blackboard.)While-taskStep 1 Listen for what the students want to do.1. Ss listen and try to get what the students wantto do. Ss write down the key words they hear ontheir worksheet.2. Check in class.3. Ss listen and tick the ideas Ss mentioned inthe listening material on the book.4. Ss check in class by answering the question.Q: What do they want to do?5. Ss sort the information about what they wantto do into different categories.6. Group discussion(1) Ss form groups of 4 and decide what theywant to take charge of.(2) Ss listen to the tape again and write downthe key information their group needs.学生运用记笔记、利用关键词等听力中的认知策略，听录音获取有关该班学生在接待外国学生的过程中想做什么的信息。
并将获取到的信息进行归类。
IW,CW7’Step 2 Listen and find out what they shouldn’t do. 1. Ss discuss and predict what they shoul dn’tdo.2. Ss listen and check their prediction bycircling the things Ss shou ldn’t do on the book.3. Ss check in class.4. Task preparation 2:Ss discuss and write down what they shou ldn’tdo according to the different groups.5. Ss talk about and predict the reason why theyshoul dn’t do those things in pairs.6. Ss listen again and check their predictions.学生预测、听录音获取该班学生需要注意、不能做的事情及原因。
IW,PW,CW8’Task presentationMake the plan of how to welcome the foreign students.1. Group discussion:(1) Ss discuss in groups and write down the keywords about what else they can do according totheir duty.(2) Ss decide the duty of each one in the group.2. Ss share the ideas in class.学生通过小组活动制定本组的接待计划并全班展示。
IWGWCW10’Homework写下并修改本组的接待计划。
第二课时Second Period教学目标：在本课学习结束时，学生能够：发现并总结询问及提出意见的功能句；2.运用询问及提出意见的功能句进行对话，讨论有关goodbye party的计划；3.体会文化差异如何体现在与外国友人的交流并懂得尊重文化差异。
教学活动设计意图互动模式&时间Pre-taskStep 1. Lead-in •Ss read the report about their task from theschool website and answer the question.A group of students and teachers fromEngland will come to visit our school on Nov.25th. Class 3 Grade 8 made a wonderful plan towelcome them. They had many great ideas,including introducing themselves, showing theguests around school, and playing basketball withthem, etc. It impressed the guests a lot. Afterreading their plan, one of the English studentssaid, “I appreciate their hard work because theyplanned everything by themselves. After readingit, I’m really looking forward to the trip. I’m surewe’ll enjoy ourselves there. Actually, I havealr eady learned some Chinese by myself. I can’twait to talk to them in Beijing.”Question: Do they like your plan?学生了解本节课任务及规则。
CWPW2’Step 2. Language preparation-- reflexive pronoun 1. Ss circle the reflexive pronouns in the passage.2. Ss fill in the table of ex. 4 on their textbooks.3. Ss sum up the usage of reflexive pronoun.4. Ss fill in the blanks of ex. 5 on their textbooks.学生通过回答问题，发现任务中的反身代词并归纳其用法及表意功能。
While-taskStep 1 Brainstorm the things they can do and form different groups 1. Ss brainstorm what they should do to hold thegoodbye party.2. Ss form groups and choose the duty of theirgroup: preparation group; decoration group;activity group.学生通过小组讨论的形式确定本组内小组的职责。