高中英语教学设计优秀讲义Module One Unit Two：English around the world

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牛津译林版高中英语模块1 Unit 2 Project 教学设计

Unit 2 Project 教学设计教材：牛津高中英语（模块1）高一上学期文档内容：教学设计一教案单元：Unit 2 Growing pains板块：ProjectThoughts on the design:本节课是以读引写的写作课。

在孩子的成长过程中，他们或多或少总有这样那样的痛苦和烦恼，尤其是当他们从孩童进入青春期之后，这种感觉更加普遍和明显。

Project里的文章极好的讲述了成长的烦恼这一情况，因为是青春期无法避免的情况，所以学生很容易理解文章的内容，也很容易产生共鸣。

利用这篇文章培养学生快速寻找有用信息的能力并进行相关讨论，提高学生口语表达及合作解决问题的能力。

由于这堂课的重点是以读引写，写报告，因此要指导学生如何分配任务，如何大家一起合作完成报告，并在更好地理解文章内容的基础上，参照自己的经历并查找相关资料，写出关于成长的烦恼的报告。

Teaching aims:After learning this part，the students will be expected to improve their ability to find useful information quickly from a passage. At the same time，it is expected that they will have a better understanding of growing pains. Students will also be able to cooperate with others to write a report on a certain kind of growing pains they are interested in.Teaching procedures:Step 1 Lead-in (ppt. 5-8)1. Do you love your parents？Do you think you show respect for your parents？2. Do you sometimes quarrel with your parents？Can you describe an experience with your parents that was not pleasant？3. Besides unpleasant experiences with parents，what other kinds of growing pains have you experience？1) often quarrel with your parents because they forbid listening to foreign music / chatting online / going out with friends / …2) have too much homework and no time to relax3) sometimes feel lonely and feel no one else can understand you4) have to depend on your parents and can’t make your own choices5) etc.4. Some new words in Growing painsadolescence: the time of life between child and adultmisunderstand: not able to understand correctly (misunderstood，misunderstood) normal: usual，not surprising，not strangeconfused: being unable to understand or think clearlyphysical: changes: changes inside one’s bodypsychological changes: changes in one’s mind[Explanation]对于处于青春期的学生来说，成长的烦恼是一个普遍的问题。

高二上学期英语教师模块一unit2(二)教案

常用结构
forbid doing sth．禁止做某事
forbid sb.to do sth./ from doing sth．禁止某人做某事
③it替代上文提到的可数或不可数名词，即同一事物。
I bought a new bike yesterday，but now I can’t find it anywhere．
昨天我买了一辆新自行车，但现在我在哪儿也找不到它了。
We have $500．Will it be enough for a journey to Thailand?
教师教案
教学内容
Unit 2Growing pains
教学重点、难点
1.重点单词、短语的运用
2.语法知识点
Unit 2 Growing pains语言点（二）
目标认知
重点词汇
differ, fit, ones, insist, forbid,normal, limit,struggle，upset, spare, suggest
The dress suits me．这件衣服适合我穿。
②match多表示“(衣服等之间相互)搭配，协调，相配”。
A red jacket doesn’t match green trousers．红色短上衣与绿裤子不相配。
③fit表示“(大小、尺寸等)适合”。
I tried the dress on but it didn’t fit．我试穿了那件连衣裙，但不合身。
The twin sisters are different in their appearance．这对双胞胎姐妹在外貌上不同。
fit
vi. & vt.(大小、尺寸等)适合
adj.合适的，恰当的；健康的

牛津高中英语模块一UNIT2教案

牛津高中英语模块一UNIT2教案篇一：牛津高中英语模块10第二单元Project教学案Unit 2 of Module 10 Project－The wandering Roma Learning Aims:1. Read the text to learn more about the importance of different cultural groups..2. Learn some language points in the textImportant and difficult points:Master the meanings and usages of some words and phrases, such as take to, submit to… Learning procedures:Part One－Self-explorationI. Key phrases to remember1. be associated with 与……相联系3. refer to…as…5. pay taxes 把……称作缴税 2. over the centuries 几个世纪以来 4. English-speaking countries 讲英语的国家6. stay settled定居因…..出名 7. resist doing sth抵制做某事 8. be known for11. way of life 生活方式9. predict one’s future 预测某人的未来10. show respect for尊重……12. collision of cultures 文化冲突14. take action against sb 采取行动抵制某人 13. gain a reputation as…得到……名声15. ban…from doing sth 禁止…做某事 16. break up one’s family 分裂某人家庭17. be forbidden from doing sth 被禁止做某事18.classify…as… 把……分类为……19. in large numbers 大量地 20.at best至多22.have prejudice against…对……产生偏见 21. feel sympathy for对……感到同情II. Fast reading1. What is this article aimed to do?To explain the history of the Romany and some of the reasons for their movement.2. What are the places the Romany have traveled?India, Egypt and some European countries.3. What are some modern nations trying to do?Some modern nations are now trying to help the Romany preserve their history, language and culture.III. Enjoy the following sentences and fill in each blank with a proper word.1. No group ________ ________ ________ (紧密相连) moving and travelling more than the Roma, who ________ ________ ________ （已经漫游在） Europe and Asia for nearly 1,000 years.（Lines1-2）2. They ________ ________ （抵制建造） permanent homes, and choose not to bee citizens of countries __________________ _________ __________(他们所到的).（Lines17-18）13. Their main characteristic is that they donot________ ________ ________ ________ ________________ ________(长期定居), and always move on to another place.（Lines14-15）4. During World War II, the Romany, ________________(以及)gays and Jews,________ ________________(生活在恐惧中). The Nazis a ________them________（列为） a dangerous group, and followed a systematic policy of hunting and killing them________ ________ _________(大量).（Lines45-48）5. It both makes us _______ ________ _________(同情)them, and also makes us think about why we ________ ________ ________ ________ ________（往往产生偏见）other people just because they have a differentculture or a different ________ _______ ________(生活方式).（Lines56-58）IV. Fill in the blanks according to the text.2V. Reading prehension1. What’s the main idea of the passage?A .The history of the Roma and the reasons for their movement.B. The relationships between the Roma and other countries.C. How the Roma are organized.D. How international organizations help the Roma.2. Which of the following is NOT true?A .The Roma speak the same language.B. The Roma had to move because they had no skills to support themselves.C. The Roma are not obedient.D. The Roma like to keep close relations.3. Wh at about the modern people’s attitude towards the Roma?A. They hate them.B. They have begun to accept them. D. They are frightened of them.C. They are plotting to wipe them out.VI. Self-study f important and difficult language points.1.［原句回放］With their frequent movements, they thieves, who people moved away, and were then difficult to find.句子中的gained a reputation as的意思是 __获得….作为…的名声________________ 。

高中英语必修一第二单元教案

高中英语必修一第二单元教案一、教学任务及对象1、教学任务本教案针对的是高中英语必修一第二单元的教学内容。

该单元的主题为“友谊”，旨在帮助学生掌握与友谊相关的词汇、语法、句型，培养学生在实际语境中运用英语进行交流的能力，同时加强学生的听说读写综合技能。

教学内容包括：词汇学习（如：friendship, loyal, trustworthy等）、语法点（如：一般现在时、一般过去时）、课文理解、听力训练、口语表达以及写作练习。

2、教学对象本教案的教学对象为高中一年级学生，他们在初中阶段已经具备了一定的英语基础，但在高中阶段需要进一步提高英语综合运用能力。

学生们的英语水平参差不齐，因此，在教学过程中需要关注每一个学生的学习需求，因材施教，使他们在原有的基础上得到提高。

在教学过程中，要注意激发学生的学习兴趣，培养他们自主、合作、探究的学习习惯，帮助他们树立正确的学习观念，使他们在轻松愉快的氛围中学习英语，提高英语素养。

同时，要关注学生的情感需求，营造一个和谐、友善的课堂氛围，让他们在友谊的陪伴下共同成长。

（1）掌握与友谊相关的词汇、语法、句型；（2）运用所学知识进行听说读写实践活动；（3）理解课文内容，提高阅读理解能力；（4）培养良好的学习习惯，提高英语综合运用能力；（5）树立正确的友谊观，懂得珍惜友谊。

在此基础上，教师应运用多种教学策略，关注每一个学生的成长，使他们在英语学习中获得全面发展。

二、教学目标1、知识与技能（1）词汇：学生能够掌握本单元的基本词汇，如friendship, loyal, trustworthy, support, communicate等，并能够在实际语境中正确运用。

（2）语法：学生能够理解并掌握一般现在时和一般过去时的用法，能够运用这两个时态进行句子构建和文章写作。

（3）听力：学生能够听懂与友谊相关的对话和短文，提高听力理解能力，并能够抓住关键信息进行答题。

（4）口语：学生能够在日常生活中使用英语进行与友谊话题相关的交流，表达自己的观点和感受，提高口语表达能力。

新人教版英语高一上Module 1《Unit 2 English around the world》word教案(一)

Unit 2 English around the worldImportant words and expressions:1.because of:(1)Later in the next century, people from England made voyages to conquer other parts of the world and because of that, English began to be spoken in many other countries.(2)Because you were too busy,/Because of you being very busy, he left without saying goodbye to you.e up:(1)I’d like to come up to your apartment.(2)Children dipped into the water and soon their heads came up.(3)They discussed a whole night and finally a good idea came up.(4) They discussed a whole night and finally came up with a good idea.3. base:(1)English was based more on German than the English we speak at present.(2)★The professor can hardly find sufficient grounds ____ his argument in favor of the new theory.A. which to base onB. on which to baseC. to base on whichD. which to be based on★Don’t judge a person only _____ first impressions.A. in favourB. in praise ofC. on condition thatD. on the basis of4. at present:(1) English was based more on German than the English we speak at present.(2)Everyone present at the meeting must keep quiet.★She ____ her idea for a new production at the last sales meeting.A. furnishedB. equippedC. presentedD. raised★Those _____ a t my birthday party, please arrive at seven o’clock.A. presentB. interestedC. absentD. amused5. make use of:Shakepears was able to make use of a wider vocabulary than ever before. ★It’s no ___ arguing with Bill because he will never change his mind.A. useB. helpC. timeD. way★The machine, ____ I think ____ to our daily life, was invented by some college students.A. which; of useB. which; is of useC. that; it is usefulD. it is useful★The temple we used _____ during our childhood was pulled down.A. to visitingB. to visitC. for visitingD. for a visit★Little use they make _____ time to practice English shows they are very busy. A. of B. for C. on D. to6. latter:(1)The latter gave a separate identity to American English spelling.(2)A moment later, another plane appeared in the sky.(3)You’ll have to stay outdoors if you come late again.(4)Where have you been lately?★She used to dress in the ____ fashion. However, she has been wearing clothes out of date _____.A. later; latelyB. latest; latelyC. lately; lateD. late; later7. such as:English is also spoken in Singapore and Malaysia and other countries in Africa such as South Africa.8. play a part (in):(1)Geography also plays a part in making dialects.(2)Who will play a part of Li Xiaolong in this film?9.recognize:Although many Americans move a lot, they still recognize and understand each other’s dialects.mand:11. request:12. straight:(1)Walk along a straight line.(2)Well, go round the corner on your left-hand side, straight on and crosstwo streets.13.acturally:Acturally all languages change and develop when cultures meet and communicate with each other.Warming up:In some important ways they are very different from one another. Reading:(1)Later in the next century, people from England made voyages to conquerother parts of the world and because of that, English began to be spoken in many other countries.(2)So why has English changed over time?(3) English was based more o n German than the English we speak at present.(4) So by the 1600’s Shakepears was able to make use of a wider vocabulary than ever before.(5)For example, India has a very large number of fluent English speakers…(6)Today the number of people learning English in China is incresingrapidly.★The number of people invited ____ fifty. But a number of them ____ absent for different reasons.A. were; wasB. was; wasC. was; wereD. were; wasUsing language:(1)Believe it or not, there is no such thing as standard English.(2)This is because in the early days of radio, those who reported the newswere expected to speak excellent English.Unit Two1.because of / becauseA.He didn’t go to school because of his illness.B.He didn’t go to school because He was ill.C.He didn’t catch the train on time ______ the bad whether.D.He didn’t catch the train on time ______ it was raining heavily.2.native adj. / n.A.We are native speakers of Chinese and we are natives of China.B.Banana is native to Taiwan.C.one’s native language/ one’s mother tonguee up/ come up with ( put forward )A.A good suggestion came up at the meeting.B.They came up a good suggestion at the meeting.C.The boy came up and said “Nice to meet you here.”D.The seeds have come up.E.The sun comes up in the east and sets down in the west.4. base n. / v.base …..on/upon be based on/upon 以…….为依据/根据base….in/at be based in/at 把……设在……A.We’ll make it the base for our revolutionary work.B.Judgment should be based on facts.C.The play is based on a true story.D.They have decided to base their new company in Beijing.5. at present ( for the present at the moment now )A.He will give me a present. （n.）B.He is helping out in a bookstore at present. (n.)C.The present government leaders were all present at themeeting.(adj.)6. make ( good / full ) use ofmake the best of 尽量利用make the most of 充分利用We must make full use of our spare time to practice speaking English.7. latterA.Of Math and English, I prefer the latter.B.Our teacher gave us two examples in class. The former was easy,the latter was a bit difficult.8. fluentA.He is very fluent in speaking English.B.He speaks English very fluently.9. such as such … as for exampleA.He can speak six languages, such as Chinese, English and French.B.He can speak such languages as Chinese, English etc.C.Some students, for example Henry, have a large vocabulary ofEnglish words.10. command n./v. give a command obey one’s commandshave a good command of 精通/掌握……under one’s command 由……命令/统帅/指挥command sb. to do sth. command that—clauseA.The policemen commanded them to go out of the building.B.The policemen commanded that they should go out of thebuilding.C.He has a good command of six foreign languages.11. reguest n./v.make a reguest (to sb.) for sth.request sth. of/from sb. 向……请求/要求某物by request at one’s request /at the request of sb.应…要求/依照请求/应邀request sb. to do sth. request that-clauseA.They made a request to the boss for a higher pay and betterworking conditions.B.They requested a higher pay and better working conditions fromthe boss.C.The boss improved the working conditions at the request of theworkers.D.The teacher requested us to finish our homework on time.E.The teacher requested we should finish our homework on time.12. play a part/role inA.We women are playing a more important part (role) in societynowB.She said she wanted to play the leading part/role in the movie.That is, she wanted to play the part of Liu Hulan.13. recognize 辨认出/听出/承认recognize …… as…. be recognized as…….recognize sb. to be recognize that……A.She changed so much that I didn’t recognized her at first sight.B.Sorry, I can’t recognize your voice on the phone.C.We all recognize him as a hard-working student.D.We all recognize that he is a hard-working student.14. straight adv./adj.A.Go straight down the road and you will find the market at thesecond crossing.B.Straight trees are used widely; straight persons have more friends.（树直用处多，人直朋友多）go straight 直走straight away/off 立刻/马上Warming up1.more thanA.More than one person has heard of it.B.More people than one have heard of it.C.We are more than surprised to find him caught by the police.D.The job is more than he can do. (是…所不能的)E.Zhang Fei is more brave than wise.2.in some important ways3.be different from be similar to4.in a team/on a teamSome students in our class are in /on the school football team.e English as an official language (an official letter) Reading------The road to modern English1.nearly/ almost 几乎、差不多(almost 与no one, nobody, none,nothing, nowhere, never连用)，not…nearly 意为“远非”A.Nearly all the students/ everyone will lend a helping hand toothers in trouble.B.Almost none of them has/have reached the Great Wall.C.There isn’t nearly enough rain in some parts.2. make voyages 航行/航海go on a voyage 进行航行3. speak English as a foreign language4. than ever before I will work harder than ever before.5. even if /even thougheven so（即使这样）even now/then（即使/甚至现在/那时）A.Even if he failed, he didn’t lose heart.B.They won’t end their friendship even if their classmates gossip.though, although, whatever, whoever, which, however, wherever, whenever, whether…or… etc. 均可引导让步状语从句。

高中英语教学设计优秀讲义ModuleOneUnitTwo：Englisharoundtheworld

--------------------------------- 精选公文范文 --------------------------高中英语教学设计优秀讲义 Module One Unit Two ： English around the world各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢一、教学内容分析本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。

世界在变化、时代在发展、社会在前进，作为人类交流的工具，语言必然随着时代的发展而变化，英语也随着社会的发展和不同人群的交流而不断变化。

二、涉及的要点1 了解英语在世界上的发展状况，认识各种带有民族、地域特色的英语。

2 对英国英语和美国英语的差异有所了解，尤其是一些常用词，如flat 和apartment；lift 和 elevator；rubber 和eraser 等。

3 掌握本单元教学目的和课标词汇的用法。

4 学会语言交际困难的表达法，如Pardon？Ibegyourpardon？5 掌握间接引语中命令与请求的表达法。

三、 Teachingobjectivesknowledgeobjectives:&BritishEnglish;;:Heaskedmeto⋯ :Shetoldmeto⋯?Abilityobjectives:todeveloptheSs’speaking,reading,listening&writingabilitie sEmotionobjectives: toletSsknowmoreaboutEnglish&inspirestudentstostudyhard四、 TeachingperiodsPeriod1:warmingUp,Speakingandwriting Period2-3:ReadingandexplanationPeriod4:GrammarPeriod5:UsinglanguagePeriod6:ExercisesandReadingTask五、 TeachingplanPeriod1warmingUp,Speakingandwriting TeachingGoals:&BE;h;Teachingprocedures:Step1:Lead-in:IntroductionaboutdifferencesbetweenAEan dBETheteachergivesomeAmericanEnglish&the naskSstosayoutBritishEnglishcandy---sweetscheck---cheque/banknote fall---autumngame---matchgas/gasoline---petrolmad---angrymail---postrestroom---publictoilet/wcsoccer---footballvacation---holidaythefirstfloor---groundfloorthesecondfloor-- -firstfloorStep2:Discussion?tocommunicatewithforeignersthereasonstolearnEnglishtouseforbusinesstouseinschooltotravelabroadtoreadEnglishbookstowritetopenfriendstolistentoEnglishmusic topassentranceexamstocollegeSummary:SinceEnglishisveryimportant,we shouldtryourbesttolearnitwellfromnowon.Step3:Newwords&expressionsNewwords&expressionsfromsubwaytosuc hasStep4:Homeworkwriteacomposition:whyshouldwelearnEngl ish?Period2Readingandexplanation（1）TeachingGoals::predictionTeachingprocedures:Step1:Greetingsanddictation.Step2:Lead-inandprediction.yesterdayweta?,askSstomakeapredictionaccordingtot hetitleofthetext.Step3:comprehending.hending.h.:manypeopleallovertheworldspeakEn glish.:Nativespeakerscanunderstandeachothereveniftheydon ’tspeakthesamekindofEnglish.:whyhasEnglishchangedovertime.:Finallybythe19thcenturythelanguage wassettled.Para5:EnglishisnowspokeninSouthAsia.Step4:HomeworkTrytofindsomethingtheydon ’tunderstandinthetextandmemorizetheneww ordsandexpressions.Period3ReadingandexplanationTeachingGoals:&expressions&practiceusingthemTeachingprocedures:Step1:RetellingAskSstoretellthetextaccordingtothemainide aofeachparagraph.,eventwonativesp,,,itbecomesmoreand moreimportant.Step2:Notes:A:keywords&expressionsto 与to连用的名词：key/answerentrancemonumentmemorial:thekeytothebike,theentranceexamstoc ollegeTherestandsamonumenttothePeople’sHeroesonthehill.⋯attheendofbytheendofintheendendendup ⋯ with:Attheendoflasttermtheyheldanimport antmeeting.BytheendofthetermwewillhavefinishedStu dent’sBook2.BytheendoflastyearwehadfinishedreadingT heTwocities.TheyendedupthepartywiththesongHappyBi rthdaytoyou.westartedwithsoupandendedupwithfruit.与both 的用法 :Notallthestudentshaveadictionary=Al lthestudentshaven’tadictionary.Noneofthestudentshasadictionary.Notbothhisbrothersareinthearmy=Bothhisb rothersaren’tinthearmy.Neitherofhisbrothersisinthearmy.=startdoingsthInthenextcentury,peoplefromEnglandstarte dmovingtootherpartsoftheworld.=Inthenex tcentury,peoplefromEnglandstartedtomove tootherpartsoftheworld.但以下情况只用starttodosth:Theicebegantomelt.Theyarestartingtostudyaforeignlanguage.尽管如此；然而；,Iwon’tforgivehim.wewaitedforherforalongtimethatday,shedid n’tcome,however.youshouldtrytogetagoodnight ’ssleep______muchworkyouhavetodo.we’llhavetofinishit,howeverlongittakes.⋯on/upon ⋯whatareyoubasingthistheoryon?oneshouldalwaysbasehisopiniononfacts.ThemovieisbasedonarealstoryPleasewriteastory______ontheplotsofthem ovie.⋯wecouldmakegood/betteruseofourresource s.Everyminuteshouldbemadeuseof______ha rd.&anumberof ：⋯⋯的数量 & 许多⋯⋯Thenumberofthestudentsinourschoolis165 0.Anumberofthestudentshavetheirowncompu ters.Anumberofwell-qualifiedpeoplehaverecent lyleftthecompany.Thenumberofpeopletothemeetingis128.?Tell:know&judgeIt ’ shardtotellwhetherhe ’stellingthetruth.Timewilltellwhetherheisfaithfultoyou.canyoutellTomfromhistwinbrother?only:onlythedoctorcandotheoperation. onlyinthiswaycanweworkouttheproblem.onlythendidherealizethemistakehehadmade .onlywhenhecamehomedidhefindhiswallet wasstolen.Notonlywaseverythingtakenawayfromhim, buthiscitizenship.BkeySentences:,aboutfivetosevenmillionpeoplespoke English.tDanishandlaterFrench.Step3:ExercisesinLearningaboutlanguage.Step4:Homeworkfortoday:&expressionsinmind&trytolearnthetextbyh eart.Period4GrammarTeachingGoals:&expressions&requestTeachingprocedures:Step1:Reviewtheusefulwords&expressions bydoingexercises1.___________peoplehaveappliedforthejob.2.___________thepandaisdeclining.’llgothere,__________Ihavetowalk.________metoaskforalight.’t__________eachother._____hisplan____interestsofmostpeople.’the___________hissingingtalant?Step2:checktheanswers:LearningaboutLan guageonPage11Step3:Reviewtheindirectspeechandexplaint henewonesrelatedtocommandandrequest.Firstdosomeexercises.: “I’veleftmypeninmyroom. ”→Hetoldmethathehadlefthisbookinhisroom.: “Hewillbebusy. ”→Shesaidthathewouldbebusy. ,“canyouhelpme?”→SheaskedTomif/whetherhecouldhelpher.Revisetherules.1.陈述句的间接引语各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢。

人教版高中英语教材模块1Unit2

人教版高中英语教材模块1，Unit2, Writing Task教学基本信息指导思想与理论依据Wring task is a difficult one in English teaching. A lot of English teacher feel headache about it, but it is also a best way to check students’ English level from all aspects. So whether it is successful or not is an important step to get good marks in entrance exam.教材分析This is the fifth teaching period of this unit. The emphasis of this period is laid on developing the students’ writing ability. First summarize the brainstorming way of preparing oneself before writing, let the students know how to make a brainstorming map, and then ask them to make one on the topic question:How can learning English help China in the future? This is one of the best ways for students to prepare what they want to say before they begin to write.Making a poster is also very useful for students to collect ideas and sentences before writing. Make one on China’s Future Lies in Learning English.学情分析l Many students also feel headache to writing, they feel they have nothing to write about,they cannot use English words and sentence structure in a correct teach them to write? to write? to avoid using incorrect vocabulary or sentences? It needs a lot of hard work and reasonable methods.教学目标Knowledge aims:1. Get the students to learn the brainstorming way.2. Get the students to learn to make a poster.3. Get the students to learn some connecting words and sentences.Ability aims:1. Develop the students’ writing ability.2. Get the students to learn to collect useful ideas and sentences by using the brainstorming way or making a poster.3. Get the students to learn to arrange ideas and sentences collected properly into an essay or passage.Emotional aim:Enable the students to master writing skills and write excellent articles教学重点和难点Get the students to learn to use connecting words or sentences properly to arrange sentences correctly.教学过程→Step 1. PresentationSummarize the brainstorming way of preparing oneself before writing.The teacher writes the topic question “Why should I learn English? ” on the blackboard.(Encourage students to give as many anwers as they can )(The teacher show the brainstrm map on the screen. )→Step 2. Making a brainstorming mapThe teacher writes down the topic question “How can learning English help China in the future? ” on the blackboard. Ask students to make a brainstorming map with a partner.Several minutes later, ask a student draws the map on the blackboard.→Step3. Making a posterFirst ask the students to make guesses about how English can help some aspects of Chinese life, in particular its economy. Then, students work on their poster in pairs. Finally, ask several pairs to present their poster in class for assessment.→Step 4. Writing a outline1. The title is “Should we learn English? ”2. Show the structure on how to write the passage.1)State your points of view.2)Show the supporting reasons.3)Get a conclusion3. Show the students connecting words which can help them to join the sentences and paragraphs. Illustration:I think. . . , I believe. . . , In my opinion. . . , As far as I am concerned. . .Addition:firstly, secondly, then, besides, at last. . .Contrast:however, but, on the other hand. . .Summary:in short, in a word, therefore, so. . .Homework: Finish the passage after class.板书设计（需要一直留在黑板上主板书）Unit 2English around the worldWritingHow can learning English help in the future?1.2.3.教学反思经过本单元写作练习，发现学生有以下问题：1. 虽然记忆了许多英文的习惯表达，但是不能将其熟练应用到写作中去2. 有些学生只是将课堂完成的提纲原封不动地移植到作文本上，缺少加工润色的痕迹，由此可以看出学生在语言驾驭上存在着一定的困难。

英语高一上Module 1 Unit 2 Heroes 说课教案

英语高一上Module 1 Unit 2 Heroes 说课教案个主题只能说出一两句话，而且在阅读上，未能掌握泛读和精读的技巧和方法，课后的预习和复习能力较差，缺乏总结归纳的能力。

3．学生已掌握的学习策略尽管学生的知识和技能水平一般，但经过了一定时间的训练后，他们还是掌握了group work, using the culture and background knowledge的阅读技巧。

（三）教学目标1．学生能用英语对自己最喜欢的体育明星进行描述，表达出他们对体育明星们的品德，成绩和精神进行简单评论。

可以要求学生使用表达自己观点的词汇，如：In my opinion, I agree, I don’t agree等2．通过阅读文章，学生进行true or false判断和进行选择的方式对课文进行进一步理解，以便提高学生的阅读水平。

3．通过短片和图画去了解体育明星们的风采和成绩，对他们进行课外延伸，让学生既了解体育也体会高尚的体育精神，德育渗透到教学中。

4．通过课文复习一般过去时和现在完成时的用法。

5．学生运用所学的单词，词组和句子写出自己心目中的体育明星。

（四）教学策略1．教学方法：使用交际法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组讨论的途径，完成各种任务，以达到完成教学任务的途径。

2．使用多媒体教学，通过图文影片，让学生轻松掌握课文。

3．备课资源：体育明星图片资料，新单词词组的解析，音乐等。

（五）教学过程第一步导入T: Good morning, Everyone! Could you sleep well? If you couldn’t, you should do more sports which will help you to sleep. So do you like doing sports?Ss: Yes.T: what are they? What kind of sports do you like to do?Ss: basketball, football, badminton,table tennis, jogging………T: As you like sports, you may know some famous sports stars. Who is your favourite sports star?Now I would like to show some pictures. You will see your favourite sports heroes.( 用网页的形式呈现图片，让学生边看边了解他们喜欢的体育明星，然后，以小组讨论的方式，使用表达意见的词组，如I agree, I think, I don’t agree, in my opinion等，然后选几组进行演示，发表自己的看法。

牛津高中英语模块一Unit 2教案

牛津高中英语模块一Unit 2教案Teaching aims:Period 1 Welcome to the unit1. Let the students get familiar with the topic of growing pains. As the topic is quite common to them.2. Encourage them to practice their spoken English by talking about their own experience or combining what they have seen and heard in the daily life. Teaching important & difficult points1. Activate students’ imagination.2. Relate the inform ation given in the book to the students’ own experience and let them express their opinions fully and freely. Teaching methods1. Individual work or group work to make every student speak English and think in English.2. Teacher-students exchanging methods by interviewing Teaching aidsA computer and a projector. Teaching procedures Step 1: Lead-inTeacher may use the following questions to activate student’s interest in the problems between parents and teenagers. Questions:1. Do you love your parents?2. Do you like to stay with your parents at home?3. Do you sometimes quarrel with your parents?4. Why do you quarrel with them? Step 2: Presentation1. Picture talking and describingGuide the ss to read the instruction and the pictures on the book.Ask the Ss whether they are familiar with the situation in the pictures and make them describe the pictures with their own words. Teacher can give example first. 2. Summary of the topicsEncourage ss to use their imagination and any descriptions are acceptable. Step 3: DiscussionAsk ss to focus on the questions and think about the answer individually first. Let them tell the true feeling. As for the last question, teacher may ask the Ss how they think about theexperience now. After talking about the questions, guide the Ss to think about the problem of generation gap and discuss how to overcome the problems. Questions:1. Do you think there is a generation gap between you and your parents?2. Does the generation gap really exit?3. After leaving home, how do you think of the relationship between you?第1页（共17页）4. How to deal with the problem?5. When you have a problem with them and want to talk to someone, who do you choose to talk to?Let the ss conduct a feedback activity. Step 4: SummaryMake a conclusion: Growing pains can be very painful if we do nothing to understand others and make others understand us. Try to let your parents know how you feel and care your parents’ feeling, too. In this class we havetalked about the difficulty in growing up. We have a warm discussion about the pictures and the problems happening to children and their parents. From this class we know out parents’ love is rue and selfless. Now I give you your homework―write a few words to your parents from you deep heart, which can express your love to your parents. Step 5: HomeworkAsk students to write one of their experiences, enjoyable or painful, on their exercise books.Teaching Post-description:____________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________Periods 2-5 ReadingHome AloneTeaching aims:1．The Reading strategy of this part teaches Ss some characteristics of a play and the basic skillsof how to read a play.2. Enable Ss to master some important language points.3. Make sure the Ss can deal with the problems that happen in their family correctly and peacefully.Teaching important and difficult points: 1. Help the Ss understand thetext better. 2. How to improve Ss reading ability. Teaching methods:第2页（共17页）1. Ask Ss to do fast-reading to get general idea of the play.2. Ask them to do careful-reading to understand detailed information.3. Pair or group work to participate in class. Teaching Aids:1. A tape recorder.2. A multimedia. Teaching procedures: Step 1: Lead-inT: first please look at these pictures, what are the feelings of kids who are left home alone?Well, “Growing Pains” was a very popular TV show during the 1960s & 1970s. The teacher has to make sure Ss know about it by introducing parts ofthe famous TV show. 1. Have you ever had this kind of experience when your parents had to go away and leave you alone or with a pet?2. If no, can you imagine what might happen if you were left alone?3. Could you handle all the responsibility and keep everything clean and safe? Step 2: Fast-reading1. Ask Ss to read the play quickly and find answers to Part A.2. Checkthem together. Step 3: Careful reading1. Ask Ss to read the play a second time and tell them to pay attentionthat the play has two acts, each with different themes, encouraging them toread it out loud. 2. Finish Part C1-C23. Check answers together. Step 4: Reading strategy1. Ask Ss to discuss, read the reading strategy on page 23 and know how to read a play.2. Practise reading the play.3. To find more sentences said by each character of the play4. Thenfinish Part D1-D2-E Step 5: Language pointsAfter knowing the general idea of the text, then deal with some language points to make sure Ss can understand the text in details. 1. be angry with sb. anger2. happen to do sth. sth happen to sb.3. be on vacation/ holiday4.than expected5. can’t wait to do sth.6. surprise �Csurprised--surprisingto one’s surprise= to the surprise of sb. follow―following7. be surpposed to / be expected/ required to第3页（共17页）8. bend―bent―bent9. be to do..10. be gone /be lost/ missing 11. do with (what ) deal with(How)12. explain―explanationexplain sth. to sb. explain to sb. sth. explain to sb. that…. 13. in a mess14. With + O. + O.C. (Prep. Adv. Adj. v-ing, P.P/n. to do ) 15. leave16. in charge of 17. reason for/why 18. go unpunished 19. we thought…..20. teenager /teen in one’s teens teenage adj. ~ problems/children 21. fault/mistake 22. go out23. have sth. Done24. scene25. no more not any moreno longer not any longer 26. deserve 27. be hard on 28. nowthat 29. be rude to30. feel like + n./ pron. /v-ing/ that… 31. we didn’t think…否定迁移32. should have done Step 6: PracticeI. 单词拼写：根据句意及汉语提示或首字母，写出各句中所缺单词的正确形式。

高二上学期英语教师模块一unit2(一)教案

go on leave休假，ask for leave请假，leave of absence准假。
defendvt. & vi.防卫，辩护，保卫
常用结构
defend sb./sth.保卫某人/某物
defend oneself from/against sth.保护某人自己免受某事
Students should be ready to explain and defend their views．
【拓展】含turn的短语
turn to sb. for help向某人求助turn in上交
turn on打开turn off关上
turn into变成turn over翻转
turn out生产，结果是，证明是turn down拒绝，关小
no more
不再（表示数量或者程度）
注意：no more=not...any more，后者中的not用来否定谓语动词，any more则放在句末。
每个人都想知道这位电影明星将要说什么来保护自己免受指控。
【拓展】defencen.辩护，防御
deservevt. & vi.值得，应得，应受为
常用结构
deserve to do sth.值得去做某事
deserve doing... (=deserve to be done)应该被做，值得被做
But this question deserves further discussion．
2)在美国英语中，holiday或者public holiday指政府机关、学校、银行和商业机构关门休息的公共假日。
3)在英国英语中，“公共假日”是“bank holiday”，另外“vacation”主要指的是大学的假期，而在美国英语中，指各种学校的假期。

高中译林牛津英语模块一Unit2教案

高中译林牛津英语模块一U n i t2教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIANModule1 Unit1教学设计课时主备教案课型 Welcome + WordpowerLearning objectives:By the end of this period, students will be able to1. enlarge their own knowledge by knowing the differences between American English and British English in pronunciation, grammar, vocabulary and spelling;2. improve their spoken skills by describing their own experiences or speaking about what they have heard or seen in the past tense;3. be aware of the sense of language by learning some English colloquialisms. Focus of the lesson:1. relations between parents and teenagers2. differences between American English and British English3. different colloquialismsPredicted area of difficulties：1. how to improve the relationships between parents and teenagers if they are not so good;2. how to use colloquialisms properly.Learning aids:1. PPT2. blackboard课型 Reading（I）Learning objectives:By the end of this period, students will be able to1. know more information about American family life;2. learn the basic skills of how to read a play and act out the play with the help of a teacher;3. form a positive attitude towards growing pains.Focus of the lesson:1. characteristics of a play;2. a performance of a play;Predicted area of difficulties：How to act in the playLearning methods:1. PPT2. blackboard课型 Reading（II）Learning objectives:By the end of this period, students will be able to1. write out the transformation of the key words and phrases correctly;2. use the key words properly in relevant tasks;3. know some words and phrases in a play;4. raise the awareness of learning new words or phrases in a context. Focus of the lesson:1. usage of the key words and expressions;2. verb tenses in a play and some stage instructions.Predicted area of difficulties:1. the usage of the following words and phrases ‘follow’ ‘be supposed to do’ ‘tolerate ‘deserve’ and so on;2. the proper usage of relative adverbs.Learning aids:1. PPT2. blackboardLearning procedures:课型 Grammar & UsageLearning objectives:By the end of this period, students will be able to1. better understand the grammatical functions of attributive clauses;2. use prepositions +which / whom3. use relative adverb s ‘when’ ‘wh ere’ ‘wh y’ ;4. enjoy the neatness & beauty of attributive clauses comparing them with simple sentences.Focus of the lesson:1. the usage of relative adverbs;2. the exchange of “prepositions +which” and relative adverbs.Predicted area of difficulties:1. the usage of relative adverbs;2. how to distinguish relative pronouns and relative adverbs.Learning aids:1. PPT2. blackboardLearning procedures:课型 TaskLearning objectives:At the end of this lesson, students will be able to:1. understand the main points and the mood of the writer by reading four diary entries.2. know how to write a letter for advice and a letter of reply.3. know a better way to solve the problem between teenagers and parents. Focus of the lesson:Reading for key points and main idea.Predicted learning difficulties:How to get the key points in a diaryLearning aids:1. PPT2. blackboardLearning procedures:课型 ProjectLearning objectives:By the end of this period, students will be able to:1. know what are growing pains;2. identify the three types of changes of growing pains;3. learn to deal with the changes properly and develop healthily both physically and mentally.Focus of the lesson:1. three kinds of changes;2. proper ways to deal with them;Learning aids:1. PPT2. blackboardLearning procedures:。

高中英语必修一unit2说课稿

开题概述：1. 介绍Unit 2的主题和内容本单元的主题是“人际交往”，主要内容涉及到情感表达、人际关系等方面的知识。

通过学习本单元，学生将能够更好地理解自己与他人的情感交流，提高自己的交际能力。

2. 为什么选择这个主题作为高中生，他们正处于青春期，对人际关系和情感表达有着强烈的需求和好奇心。

通过学习这个主题，可以帮助学生更好地认识自己，提高他们的人际交往能力，培养他们积极健康的人际关系。

3. 学习目标和重点本课程通过对Unit 2的学习，学生将能够掌握一定的情感表达和人际交往技巧，培养积极阳光的人格品质，提高交际能力。

内容详解：1. 课文内容介绍本单元的课文主要包括“人际关系”、“情感表达”、“交际技巧”等方面的内容。

通过学习这些课文，学生可以更好地理解人际关系的本质和人与人之间的互动方式。

2. 课文分析本单元的课文内容比较丰富，涉及到了情感的表达、人际关系的处理、交际技巧的培养等方面。

学生需要通过阅读、理解和分析这些课文，从中汲取知识，提高自己的人际交往能力。

3. 语言知识点讲解本单元涉及到的语言知识点主要包括情感词汇、人称代词、被动语态等。

这些知识点在本单元的课文中都有所体现，并且对于学生掌握英语语言的表达能力和交际能力具有重要意义。

教学设计：1. 教学重点和难点本单元的教学重点在于培养学生的情感表达能力、人际交往技巧等方面；而难点则在于如何帮助学生将这些知识应用到实际生活中，提高他们的交际能力和情感表达能力。

2. 教学方法本节课采用多种教学方法，包括课文朗读、情境模拟、小组讨论等。

通过这些活动，可以使学生更好地理解课文内容，掌握相关知识点，并培养其交际能力。

3. 教学流程（1）导入：通过展示相关图片、视瓶等方式引入本课的主题，激发学生的学习兴趣。

（2）学习课文：通过朗读、阅读、分析等方式学习课文内容，理解相关知识点。

（3）情境模拟：通过小组活动、角色扮演等方式，让学生在实际情境中体验人际交往的技巧。

高中英语必修一unit2教案教学设计

高中英语必修一unit2教案教学设计教学设计：高中英语必修一Unit 2教学目标•理解并掌握本单元的重点词汇和短语•能够听、说、读、写有关本单元话题的基本内容•能够运用所学知识，描述人的外貌和性格特点•能够运用所学知识，谈论日常活动及学习计划教学准备•多媒体课件和投影设备•单元课本和相关教学素材•学生课前作业和学习笔记教学过程第一课时：词汇与短语学习1.导入新课，引出本单元的话题。

2.学生小组活动，根据已学知识，合作完成一个名词、形容词和短语的分类表。

3.教师板书、解读生词，画重点。

引导学生进行发音、拼写练习。

4.学生个人积极思考，用新词汇设计并表达三个有关自己或他人的句子。

鼓励学生使用所学短语。

第二课时：听说训练1.多媒体呈现听力材料，引导学生仔细聆听，并回答问题。

2.学生小组活动，就所听内容展开讨论，鼓励使用本单元的语言表达。

3.随机选择几位学生进行口头表达，展示听说能力，鼓励合理使用本单元的词汇和短语。

第三课时：阅读理解1.学生们阅读本单元的阅读材料，理解文章并挑选关键信息填写阅读答案。

2.学生小组合作，分享阅读理解中的收获，提出问题并交流解决方法。

3.进行小组间的问答竞赛，检验学生对文章内容的理解程度。

第四课时：语言运用1.学生小组活动，运用本单元的句型和短语，设计对话，描述自己的外貌和性格特点。

2.学生交替演练对话，注意语音语调及地道语言表达。

3.分组进行对话展示，班级评价。

教师进行点评，给予表扬和改进建议。

第五课时：写作训练1.学生小组合作，回答书本上的写作任务并撰写一个自我介绍。

2.提供写作指导，引导学生用自己的语言描述自己的外貌、性格和兴趣爱好。

3.学生小组内交流修改，改善写作表达，力求完整、准确和连贯。

扩展活动•学生自主阅读与本单元话题相关的文章或故事，并进行相关讨论与交流。

•学生小组合作，准备一个小剧本，围绕本单元话题展开表演。

课堂反馈•学生个人语言表达能力的提高情况•学生对本单元话题的理解和掌握程度•学生学习及表现的积极性和参与度。