book2 unit 1 词汇教案新部编本

合集下载

新教材Book2 Unit1 单词学习

14.give way to 让步；屈服；让路
There comes a time when the old must give way to the new, and it is not possible to preserve everything from our past as we move towards the future. 新旧更替的时代已经到来，在走向未来的过程中，我们不可能将过去的一切都保存下来。（P4）
balanced /ˈbælənst/ adj. 平稳的，平衡的 a balanced diet 均衡饮食
The programme presented a balanced view of the two sides of the conflict. 节目公平地反映了冲突双方的情况。
• 16.lead to 导致 result in ,
• A group of high students who are taking part in an international youth camp at Mount Tai are creating an app about China's most famous mountain. 参加泰山国际青年会的一群高中生正在创建一个关于中国最著名的山的应用应用软件。（P3）
新教材Book2 Unit1 单词学习
• 1.heritage /'herɪtɪdʒ/ n. 遗产（指国家或社会长期形成的历史、传统和特色）
• Heritage is our legacy from the past, what we live with today, and what we pass on to future generations.文化遗产是过去人们所创造，由现代人类继承并传之后世

book2 unit1 词汇

1. less than 少于 2. wooden 木制的怀疑，疑惑 3. doubt 4. mystery 神秘,神秘的事物 5. former 以前的，从前的 6. worth 值得的 15. explode 爆炸 7. rebuild 重建 8. local 本地的，当地的 16.entrance 入口 9. apart 分离地，分别地 17.sailor水手，船员 10.painting 绘画 18.sink 下沉，沉下 11.castle 城堡 19.maid 少女，女仆 12.trial 审判，试验 rmal 非正式的 13.eyewitness目击者 21.debate争论，辩论 14.evidence 证据，根据
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
cultural 文化的遗物，遗迹，纪念物 relic rare 稀罕的，珍贵的 valuable 贵重的，有价值的风格，类型 survive 幸存，生还 15.style 16.decorate 装饰，装修 vase 花瓶珠宝，宝石 dynasty 朝代，王朝 17.jewel 18.artist 艺术家 dragon 龙 19.belong 属于 amaze 使惊讶 20.belong to 属于 amazing 令人吃惊的 21.in return 作为回报 select 挑选，选择 22.troop 群，组，军队 honey 蜜，蜂蜜 23.reception 接待，招待会 design 设计，图案 24.at war 处于交战状态 25.remove 移动，搬开 fancy 奇特的

book2 unit1 教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 1 Cultural RelicsReadingTeaching Aims:Knowledge aims1. Get the students to learn the useful new words and expressions in this part:rare, valuable, survive, dynasty, amaze, select, honey, design, fancy, style, decorate, jewel, artist, belong, troop, reception, remove, wooden, doubt, former, worth, in search of, belong to, in return, at war, less than2. Let the students learn about the history of the Amber Room.Ability aims1. Improve the students’ reading ability.2. Train the students’ ability to grasp the key information while reading.3. Enable the students to have the ability of talking cultural relics and ways to protect them.Emotional aims1. Stimulate the students’ sense of cultural relics’ protection by reading the passage In Search of the Amber Room.2. Train the students’ ability to cooperate with others. Teaching Important Points:1. Train the students’ ability to grasp the key information whilereading.2. Train the students’ ability to cooperate with others.3. Train the students’ speaking ability.Teaching Difficult Points:1. Develop the students’ reading ability.2. Train the students’ ability to grasp the key information while reading.3. Enable the students to talk about cultural relics. Teaching Methods:1. Task-based teaching method2. Cooperative learning3.DiscussionTeaching Aids:A computer, a projector and some slides.Step 1 GreetingsStep 2 lead-in1.Show some pictures of cultural relics both home andabroad.2.Then, ask them a question: Do you know what a culturalrelic is? To let the students know the definition aboutcultural relics.3.Show students some pictures and ask them to judgewhether they are cultural relics.4.Ask them questions: have you ever seen a piece ofamber? What do you know about it? Do you want toknow more about the amber? So this class we will read apassage, whose title is in search of the amber room. Andin the passage we will know more .Step 3 Fast readingRead the passage quickly and finish these tasks1. What’s the main idea of this text?2. Find out the main idea of each paragraph.Step 4 Careful readingRead the text carefully and finish the tasks.Fill in the form or the blanks to get the detailed information about the Amber Room.Task1.The introduction of the amber room.Task2.The history of the amber room.Task3.In search of its amazing history.Task4.The missing of the amber room.Task5.The rebuilding of the amber room.Step 5 post readingRead the passage again by themselves and do the comprehending exercises.Step 6 summaryFill in the blanks about the passage.Step7 EmotionDiscussion 1: Do you think it is meaningful for the Russians and Germans to rebuild a new Amber Room?Discussion 2: My grandpa happened to find an ancient vase in the earth near our house. It’s so beautiful and special. Now my families are in a moral dilemma. Can you help us to make a decision?A. What should we do?B. Can we keep it for ourselves or report it to the government?Step 8 Homework1. Write an introduction to one of the cultural relics in or outside our country in about 200 words.2. Review the text and the new words and expressions.3. Find the attributive clauses in the text.Step 9 Blackboard designIn Search of the Amber RoomClue:Characters1716177019412003Place: Prussia Russia GermanyEvents: made, gave as a gift, sent, moved, stole, rebuilt。

x_yy_b2_1.3词汇2

不懂的地方做上记号2. 完成自测题。

通过练习，进一步巩固所学单词、短语在语境中的运用。

可借助工具书。

3. 积极参与对学群学讨论。

合作学习，体会分享学习的快乐和与人合作的价值所在。

三、语境串记基点⇩积得多(平时多积累，考场出华章)四、知识链接： Key words1. doubt n . 怀疑; 疑惑 vt . 怀疑; 不信※There is no doubt that they will agree with you on this matter. 毫无疑问，他们在这件事上会同意你的。

※Without doubt the theory about the end of the world is all wrong. 毫无疑问, 世界末日的理论是完全错误的。

※I doubt whether/if the new one will be any better. 我不敢肯定这个新的是否会好些。

※I never doubted that she would come. 我从未怀疑过她会来。

【归纳拓展】doubtful adj.可疑的，令人生疑的There’s no doubt that/about/of. . . 毫无疑问…… without/beyond doubt 无疑地，必定，当然注意：当doubt 作名词时，在肯定句中接whether 引导的同位语从句；在否定句中用that 引导同位语从句。

当doubt 作动词时，在肯定句中接whether 或if 引导的宾语从句；在否定句、疑问句中用that 引导的宾语从句。

I doubt if/whether ...我不确定……(=I'm not sure/certain if/whether ...) I don't doubt that ...我肯定……(=I'm sure/certain that ...) 【即学即练】用适当的连词填空（1）We doubt _________ he is honest.（2）I don’t doubt _________ he will succeed in passing the exam.（3）There is no doubt _________ more and more people prefer shopping online nowadays. 2. worth prep .值得的；相当于……的价值 n . 价值;作用adj . [古］值钱的※ ---How do you like the film So Yang? ——你认为《致我们终将逝去的青春》这部电影怎么样？ --- Great! It is well worth seeing a second time. ——非常棒！这部电影真值得再看一次。

Book 2 unit 1教案新部编本及学案

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 1 cultural relicsPeriod I 课文理解本单元的话题是“文化遗产”。

Reading部分主要介绍了有关俄罗斯遗失琥珀屋的轶闻Step 1. 检测学生对新词汇（组）的记忆情况Step 2. 让学生勾画出课文中的长难句（主从复合句）并加以翻译理解判断从句类型，特别提醒：应勾画出针对本单元的重点学习语法项目----定语从句，为下一步阅读理解做好铺垫。

学生勾画出来的长难句可能如下：IN SEARCH OF THE AMBER ROOM1. Frederick William Ⅰ, the King of Prussia , could never have imagined that his greatest gift tothe Russian people would have such an amazing history . （宾语从句）2. This gift was the Amber Room, which was given this name because several tons of amber wereused to make it. （限制性定语从句）3. The amber which was selected had a beautiful yellow-brown colour like honey. （限制性定语从句）4. It was also a treasure decorated with gold and jewels, which took the country's best artists aboutten years to make. （非限制性定语从句）5. However, the next King of Prussia, Frederick William I, to whom the amber room belonged,decided not to keep it. （非限制性定语从句）6. Later, Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where shespent her summers. （限制性定语从句）7. In 1770 the room was completed the way she wanted. （限制性定语从句）（难）8. Sadly, although the Amber Room was considered one of the wonders of the world, it is nowmissing.（让步状语从句）9. This was a time when the two countries were at war. （限制性定语从句）10. Before the Nazis could get to the summer palace, the Russians were able to remove somefurniture and small art objects from the Amber Room.11. There is no doubt that the boxes were then put on a train for Konigsberg, which was at thattime a German city on the Baltic Sea. （同位语从句）（难）（非限制性定语从句）12. After that, what happened to the Amber Room remains a mystery.（主语从句）13. In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday oftheir city. （限制性定语从句）（难）Step 3. Reading1. Listen to the recording of the text In Search Of The Amber Room twice. Pay attention to the pronunciation of each word and the pauses within each sentence.3. (summarize)：the characteristics of the passage, such as the type of writing, and the tense.This passage is a narrative prose(叙事散文) or non-fiction article(非小说类文章)written in a narratingstyle. It tells the history of the Amber Room in order of time so that we can clearly learn about what happened to it. The tense used in the text is the past tense.Step 4. Comprehending (P2)Purpose: To check whether Ss have understood the text.1. Get Ss to finish Ex1 (P2) and Ex2 (P2).KeysEx1: 1. C 2. E 3.B 4.D 5.A 6.FEx2:Paragraph 1: How was the Amber Room made?Paragraph 2:Why did the King of Prussia give the Amber Room to the Czar of Russia as a gift? Paragraph 3:How did the Amber Room become one of the wonders of the world?Paragraph 4:How did the Amber Room get lost?Paragraph 5:How was a new Amber Room built?↙↘↓Step 5 HomeworkPeriod II 单元难句，短语句型分析及配套练习处理。

新标准大学英语Book2 Unit1 college culture

•
•
热爱· · · · · ·
与· · · · · · 的距离缩小
Useful expressions
1. 一阵烟雾
2. 刺激的经历 3. 将· · · · · · 变成
1. a haze of smoke
2. stimulating experience 3. transform… into
4. 持不同意见的少数人
passionate resignation
heady decending employability affordability accessibility
Para.7-Para.10 revolution umbilically
obscure
bliss
New words
Para.1-Para.2 haze
not different from the real world
Comprehending the text
Page 4
Group 1 read Para. 1-4 to check the true statements about the 1960s.
1. students at the University of California, Berkeley did not protest. 2. students in Europe and the US spent a lot of time protesting. 3. there was violence on university campuses in Europe. 4. students and workers went on strike together in France. 5. the UK Prime Minister had to resign because of student protests. 6. students discovered a sense of freedom on campus.

新外研版高中英语必修第二册Unit 1 教学设计

Book 2 Uni t 1 Food for thought 教学设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化和健康的饮食习惯。

本单元从介绍不同国家的代表性食物开始，展现了丰富多彩的世界美食和世界各地的餐桌礼仪，丰富学生对饮食文化的认知，引导学生深入思考健康饮食和生活方式的关系，最终达成对多元饮食文化的理解和包容，并且反思和改进自己的饮食习惯。

单元目标学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、专栏文章、网络点评、菜谱等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与点菜相关的对话，讨论并加深对健康饮食的认识，使用新语言描述食物的色香味等特征，恰当使用情态动词给他人提出建议，能够用英文写简单的菜谱并推荐一道美食，深化对单元主题意义的理解与挖掘；同时能够运用单元所学谈论中外饮食文化的异同，正确判断文章中人物的观点和态度，评判不同人的生活方式，反思和改进自己的饮食和生活习惯；通过运用各种学习策略，在自主、合作与探究学习的过程中，结合单元所提供的反思性和评价性问题不断监控、评价、反思和调整自己的学习内容和进程，提高自己理解和表达的效果，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。

课型内容分析活动 1 呈现一段与饮食主题相关的视频。

该视频介绍了一位美国人在中国的美食之旅，展现了中国的代表性美食，如北京烤鸭、大闸蟹、四川火锅。

活动 2 要求学生看世界地图和各国代表性食物的图片，将这些食物与对应的国家进行匹配，并结合自身经历讲述对世界美食的了解。

教学目标1. 学生能够了解中国的代表性食物，能初步了解不同国家的代表性食物及其英文表达，激活已有的语言、背景知识，产生对话题的兴趣； 2. 学生能够基于已有的生活经验，用英文简单描述和评价不同种类及不同国家的食物。

教学重点1. 引导学生通过视频材料，了解中国的代表性食物；2. 引导学生完成食物与国家的匹配活动，了解世界各国的代表性食物。

2019新人教英语必修二unit 1 单元整体教学设计

2019新人教英语必修二unit 1 单元整体教学设计
一、教学目标
本单元的教学目标是让学生掌握以下内容：
1. 学习如何描述人的外貌特征和性格特点。

2. 学习如何表达自己的喜好和偏爱。

3. 了解不同国家的文化和风俗习惯。

4. 提高听、说、读、写等语言技能。

二、教学内容
本单元的教学内容主要包括以下部分：
1. 阅读部分：通过阅读文章，学习如何描述人的外貌特征和性格特点，以及如何表达自己的喜好和偏爱。

2. 听力部分：通过听力训练，提高学生的听力技能，同时让学生了解不同国家的文化和风俗习惯。

3. 口语部分：通过小组讨论、角色扮演等活动，让学生练习表达自己的观点和喜好，提高学生的口语表达能力。

4. 写作部分：通过写作训练，让学生学会如何写一篇介绍人物的短文，提高学
生的写作技能。

三、教学难点与重点
本单元的教学难点与重点主要包括以下内容：
1. 重点：如何描述人的外貌特征和性格特点，以及如何表达自己的喜好和偏爱。

2. 难点：如何将所学知识运用到实际生活中，提高自己的语言运用能力。

四、教学步骤与安排
1. 导入：通过提问和讨论的方式，引导学生进入本单元的主题——人物介绍。

2. 阅读：让学生阅读文章，了解如何描述人的外貌特征和性格特点，以及如何表达自己的喜好和偏爱。

3. 听力：播放听力材料，让学生了解不同国家的文化和风俗习惯。

4. 口语：组织学生进行小组讨论、角色扮演等活动，练习表达自己的观点和喜好。

5. 写作：让学生根据所学知识，写一篇介绍人物的短文。

6. 总结：对本单元所学内容进行总结，同时布置作业。

Book+2_U1_教案新部编本课时1-Welcome+to+the+unit

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校牛津高中英语教学设计单元：Unit 1 Tales of the unexplained板块：Welcome to the unitThoughts on the design:本单元的学习内容主要是关于一些世间未解之谜。

作为本单元的第一课时，主要是起热身作用，将鼓励学生充分发挥他们的想象力，同时还将充分利用网络、报纸、电视新闻等多种渠道的信息让学生对后面即将要学的内容有个粗略的了解，希望借此来激发学生对将学内容的兴趣，培养学生探索发现问题的能力和英语口语表达的能力，并将学习本节课教材中出现的一些重点词汇及句型。

Teaching aims:After learning this section, the students will know about some mysterious and unexplained phenomena in the world. Their ability to make full use of resources to search for the information they need and share the information they get with others will be encouraged. Meanwhile, students are expected to describe what they have known about the posters and what they are eager to know about the unexplained. Their interest in scientific mysteries should be stimulated and their ability to find solutions to problems should be cultivated. Students will be encouraged to communicate with classmates so that not only can the information and their imaginative ideas be shared but also their oral English can be improved. Besides, some useful words and expressions in this part will be taught so that the students will know how to use them.Teaching procedures:Step 1 Lead-in1. Group discussion: In your opinion, what is the most beautiful thing one can experience? Why? (PPT4)2. Warm-up questions:●Do you want to know his opinion of the most beautiful thing one can experience? —Introduce his saying about mysteries (The most beautiful thing one can experience is mysteries. They are truly the basis of all arts and sciences. PPT.6) and lead to the topic of this unit.(So you see, mysteries are of vital importance to the world. That’s why we shall begin to learn something about them. Bb: The topic of the unit. Then what kind of attitude should we adopt towards mysteries?—Bb: show interest in …; be curious about …; trace the causes of …; analyze …; cooperate with …; seek help from …; work intelligently and independently; find solutions to … Before we take up the unit, I have two more questions for you.)Let’s watch a short video, what’s flying in the sky? Is it a UFO? What other unexplained things do you know about?[设计说明](1) 以问题讨论开始，不仅可让学生发挥他们的想象力，还可激发他们的学习兴趣。

全新版大学英语综合教程第二册教案unit 1 book2

Unit 1 Ways of LearningI. Teaching ObjectivesStudents will be able to:1. grasp the main idea (that it would be ideal if we can strike a balance between theChinese and the Western learning styles ) and the structure of the text (introduction of the topic by an anecdote一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 by point method or one-side-at-a-time method);3. master the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.II. Key Points: The structure, the writing skill, and the main idea of thetext will be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structuresare hard to analyze:1. Line 35-39（Para. 6）: Since adults know how to place the key in the key slot,which is the ultimate purpose of approaching the slot, and since the child isneither old enough nor clever enough to realize the desired action on his own, whatpossible gain is achieved by having him struggle?2. Line 70-71(Para.10): The idea that learning should take place by continualcareful shaping and molding applies equally to the arts.3. Line 100-102(Para.14): Can we gather, from the Chinese and American extremes,a superior way to approach education, perhaps striking a better balance betweenthe poles of creativity and basic skills?IV. Teaching Materials: ppt and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasksPre-reading tasks1.T asks Ss the following questions. The first is based on the song. Teach YourChildren: (5minutes )According to the song, who should teach whom? Is learning a one-way street?(Parents and children should teach each other and learn from each other. Learning is a two-way interaction.)Can you guess what the theme of this unit, ways of learning, refers to? (Different people have different learning styles)2. Ss listen to the fo11owing quotation from《文汇读书周报》(2001年12月1日第一版,"自主教育:“管”还是“不管”?) take some notes and then T will invite some Ss to summarize in English how Chen Yu hua’s parents handle her education.一本由中国经济出版社推出的《千万别管孩子一一自主教育哈佛启示录》的书近来极为畅销，问世才一月,在全国销售量已达到20余万册。

新人教版Book2Unit1 listening and speaking(定稿版)

Module2 Unit1 Cultural HeritageListening and Speaking一、主题语境：人与社会——文化遗产二、课程类型（课型）：Listening and Speaking三、内容分析：本单元的话题内容是“文化遗产”，它属于“人与社会”这一主题语境下的“历史、社会与文化”。

听力文本是关于一个国际青少年文化遗产保护项目的采访。

采访围绕三个主要内容展开：国际青少年文化保护项目介绍，选择泰山作为项目开展地点的原因，以及他们保护泰山文化遗产的具体做法。

文本指出了保护文化遗产的重要性，以及文化遗产保护的历史和现状，并号召学生积极参与文化遗产保护活动。

学生通过听力文本中对青少年参与文化遗产保护的描述，了解文化遗产保护的意义，以及青少年可以运用所学知识、结合自身兴趣和优势等，参与文化遗产保护中的行动中。

这些内容与学生的社会生活有关，有助于学生在语言知识、文化意识、思维品质等方面能力的提高。

四、学情分析及目标设定本节授课对象为高一学生。

经过新教材必修一的学习，学生们已对新教材单元整体学习的意识已初步形成。

但学生在听说环节还是比较薄弱，未能很熟悉掌握相关的听力策略，如预测听力文本，根据听力内容猜测重要的词汇等，需老师层层引导，才能更好理解听力文本，为后面口头输出就文化遗产保护进行探讨、发表自己想法做铺垫。

基于以上学情，围绕单元主题，依据新课程理念，确定本节教学目标为：通过本课学习，学生能够1）根据图片发散思维，预测听力文本的内容并能够从整体和关键细节两方面理解听力文本内容。

2）获得根据上下文猜测词汇的能力。

3）利用教材新闻材料模仿朗读，能够正确发好辅音连缀词汇(gr, cr, pr etc.)。

4）通过听力文本内容学习，提升文化遗产保护意识和增强民族自豪感，并能与同伴探讨参与文化遗产保护活动的方式。

五、教学设计理念：听力活动设计第一环节，通过图片引入，引导学生从不同角度思考预测听力文本内容，是相关知识体验的激活和准备阶段，梳理思维，帮助学生降低听力难度，为后面更好从整体和关键细节两方面理解听力文本内容做好铺垫。

Join in Book 2 Unit 1 教案新部编本

l
教学
准备：
盒子，球，单词卡片
教学
过
程：
Step 1：Warm-up
A game（猜猜看），游戏规ห้องสมุดไป่ตู้：
老师拿出几张图片，反面朝学生，让学生逐一猜一猜，图上有些什么？（图片上应该分别画上上节课接触到的chair、desk、curtains等事物，还应该在颜色上有所区别，如画五张绿色的板凳等。）引导学生不仅仅猜测图片上的事物，还要说出事物的颜色，如a green chairs.
①能听、说、读、写介词in, on, under, behind, in front of
②掌握介词的用法，能用介词in, on, under, behind, in front of说出物体的方位。
l
教学
难点：
①区分under, behind, in front of的用法。
②能听、说There is a (pen) under , on ,etc…(the chair)句型，能用该句型进行简单描述。
A.in the box B.on the box C.behind the box
2.给下列苹果排排队。
（苹果图片略）
l three there chairs are
l a desk is there bag a
l there two books a schoolbag are green in red
教学
过
程：
Step 1：Warm-up
描述上节课学生画的教室设计图，复习介词，同时也复习上节课学的句型There is（are）a (pen) under , on ,etc…(the chair)
T：Guess，what’s in my hands？（选一张上节课学生画的教室设计图，藏在身后。）Look，your design picture，Very beautiful. Can you describe the picture？For exaple，I can say“there is a green book in the desk.”

Boo2 Unit 1 单词学案

Book2 Unit1 Cultural Heritage1.n.山峰vt.爬上；骑上vi.爬；登上2.adj.以前的；（两者中）前者的3.n.线索；提示4.vt.保存；保护；维持n.保护区5.vt.促进；提升；推销；晋级6.n.遗产（指国家或社会长期形成的历史、传统和特色）7.adv.创造性地；有创造力地8.n.庙；寺9.n.遗物；遗迹10.adj.可能的adv.可能地11.n.委员会12.vt.建立；创立13.n.限度；限制vt. 限制；限定14.vt.阻止；阻碍；阻挠15.n.水坝；拦河坝16.n.提议；建议17.n.抗议vi. & vt.（公开）反对；抗议18.n.申请（表）；用途；运用19.n.平衡；均衡vt.使平衡20.n.丧失；损失21.vi. & vt.捐献；捐助22.prep. & adv. 在（某段时间、距离或范围）之内23.vi. & vt. 调查；研究24.vi.消失；灭绝；消亡25.n.& vt.企图；试图；尝试26.adj.值得做的；值得花时间的27.vt.下载n.下载；已下载的数据资料28.adj.专业的；职业的n.专业人员；职业选手29.n.重要议题；争论的问题vt.宣布；公布30.n.行为；举止；管理办法vt.组织；安排；带领31.n.文件；公文；（计算机）文档vt.记录；记载（详情）32.vt.（尤指向慈善机构）捐赠；赠送；献（血）33.n.考古学家34.n.入口；进入35.n.过程；进程；步骤vt. 处理；加工36.adj.海外的adv. 在海外37.n.出口；通道vi. & vt. 出去；离去38.adv.（far的比较级）更远；进一步39.adj.历史上著名（或重要）的；有史时期的40.n.意见；想法；看法41.vt.引用42.n. vi. & vt.（用更容易理解的文字）解释43.n.比较；相比44.vt.确认；认出；找到45.adv.永远；长久地46.确保；设法保证47.向……求助48.保持平衡49.导致50.提出建议51.参与（某事）；参加（某活动）52.让步；屈服53.阻止；不准54.向……捐赠……55.在世界各地。

book2 unit1 grammar 教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校GrammarThe Restrictive and Non-Restrictive Attributive Clause教学目标在本节课结束时，学生能够●归纳限制性定语从句和非限制性定语从句的区别和用法。

●正确使用限制性定语从句和非限制性定语从句。

Step 1. Lead in1) Read a short passageMaking His MarkA man , who came from the state of Chu, was taking a boat across a river when he dropped his sword into the water carelessly.Immediately he made a mark on the side of the boat where the sword dropped, hoping to find it later. When the boat stopped moving, he went into the water to search for his sword at the place where he had marked the boat. As we know, the boat had moved but the sword had not. Isn’t thisa very foolish way to look for a sword?2)Listen to a song, and complete the following lyrics.That's Why You Go AwayBaby, won't you tell me why there is sadness in your eyesI don't wanna say goodbye to youLove is one big illusion I should try to forgetbut there is something left in my headYou're the one who set it upNow you're the one to make it stopI'm the one whose feeling lost right nowNow you want me to forget every little thing (that) you saidbut there is something left in my headI won't forget the way (that) you're kissingThe feeling's so strong were lasting for so longBut I'm not the man (whom) your heart is missingThat's why you go away, I know...Step 2. Grammar -- The Restrictive and Non-Restrictive Attributive Clause1. 非限制性定语从句结构:She has two brothers, who are working in the city).先行词+，+关系词+其他非限制性定语从句中的关系词:指代人who, whom,指代事物which, that所属关系whose, of which指地点where指时间when指原因for which注：在非限定性定语从句中，不能用关系副词why和关系代词that。

Unit 2 全单元教案新部编本1

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校UNIT 2 THIS IS MY SISTER(the 1st period Section A 1a-1c, 2b-2d)Teaching aims: (教学目标)1.学会表述家人的称谓, 区分家人的称谓..2.学会介绍家人.Language points: (语言点)1.要求掌握以下句式: (1) ------This/that is my …------ These/those are my …------ This is his / her …------ These/those are his / her …2.要求掌握以下词汇: (1) 名词: sister, mother, father, parent, brother,grandmother, grandfather, friend, grandparent(2) 代词: this that these those3. 需要了解的节日：Family Day--- It’s a festival in the USA. A national effort to promote parental engagement as a simple, effective way to reduce youth substance abuse and raise healthier children. It’s always on the last weekend in September.Difficulties (难点)：本课的难点是学生要区分和掌握家人的称谓, 而学生在初次接触的时候, 要分清楚各个称谓会有一定难度。

1.Warming-up and revision (课堂热身和复习)(1)Daily greetings to the students¹(日常问候)T: Hello, what is your name?S: My name is ….T: Nice to meet you!S: Nice to meet you, too!(2)Revision (复习)2T: What’s his / her name?S: He / She is….T: Are you Li Ming?S: Yes, I am. / No, I’m not. I’m ….T: What’s your telephone number?S: It’s 029-….2.Presentation (呈现新知识):T: This is a picture of my family.3T: Can you see the woman?This is my mother. Read after me, mother. S: Mother.T: Do you know which one is my father? This is my father. Do you think 3．拿出准备好的照片，来引入接下来family的话题。

Book 2 Unit 1 黄兰青教案

Book 2 Unit 1 I laughed till I cried!（第一课时）一课题《英语2》（基础模块高教版）第一单元Lead-in & Listening and speaking两部分。

二、教学目标1. 知识目标⑴帮助学生掌握以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent等⑵使学生掌握关于假期活动的一些词组和对话，并巩固过去时的表达方式如：a. useful expressions about some activities:visit the zoo, go swimming / skating / skiing / boating / sailing / fishing, pick apples, climb mountains, play volleyball on the beach, etc.b. ask for and give some information on vocation:How was your vacation?It was wonderful / great / not bad.We had great fun.Where did your family go? / Where did you go?I went to …. / We went to ….What did you do there?2. 能力目标⑴帮助学生听懂，会说出以下词汇：如ski, mountain, beach, sail, skate, vacation, wonderful, parent等。

⑵使学生基本能够表达关于假期活动的一些词组，能够对假期活动进行一些简单讨论，如How was your vacation?It was wonderful / great / not bad.3. 情感目标学会与同伴分享自己的快乐假期经历，提倡学生假期到户外运动，健康生活。

Unit2 第1课时教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit2 第1课时教案闫利芳1.课程标准相关要求围绕“看病就医”和“描述心情的”这两个话题设计一系列的活动，让学生在轻松愉快地情境中表达语言，感受语言，从而习得语言。

2.教材和学情分析本单元以“看病就医”和“描述心情”为话题，分为A、B、C、三部分。

这一课时是本单元的第一课时，以五个词语为桥梁，以What’s the matter? Maybe I have a fever.为教学主线来组织各种活动，新授内容较多，学生不太容易掌握。

目标1. 能听、说、认读三方面掌握A部分Let’s learn 中关于生病的词组，并能在实际情境中运用。

2. 能在图片、图像、手势的帮助下，用“What’s the matter? MaybeI have …. 进行会话。

3. 能够询问他人的身体是否健康，心情是否愉快。

评价任务1、借助图片和手势准确说出关于身体情况的词语。

（检测目标1的达成情况）2、能通过图片和动作会运用What’s the matter? Maybe I have …。

进行会话。

（检测目标2的达成情况）3、重复使用人物图片，询问他人的身体是否健康，，心情是否愉快，让学生分组和用主句型对人物进行描述。

（检测目标3的达成情况）学习过程：1、Warm up （热身）活动一Let’s sing学习参考时间：2分钟(1) 教师播放四年级上册第六单元的歌曲《My Father Is a Doctor》，师生齐唱，然后分组唱，比比看哪组唱得好。

(2) 口语练习：T: Are you a doctor?S: No. I’m a student.T: What does your father/mother do?S: He/She is a ….(如果有学生回答He/She is a doctor. 教师可以接着说：If you feel sick, you must goto see the doctor. “feel”一词要加重语气，并适当给予动作提示。