高一英语上册第二单元教案1
新高一英语教案必修1Unit221Startingout教学设计(1)
Unit 2 Exploring EnglishPeriod 1 Starting Out & Understanding Ideas教学设计本节课是高中英语第一册Unit 2 Exploring English 的引入和阅读部分。
本单元的内容异常丰富多彩，活动形式多种多样，集趣味性和实用性为一体。
教师通过深入挖掘教材，充分发挥教材的功能，有助于激发学生对于英语学习的兴趣，提升学生的英语学科素养，同时为以后的英语学习铺平道路，打好基础。
单元标题中的Exploring值得教师深思。
英语语言就好像一个广阔的海洋，教师想办法将学生带入其中，去探索，去发现，去获取。
就本节课而言，教师需要兼顾知识性，趣味性，思辨性，因此要仔细设定教学目标与重难点，再通过教学流程呈现出来，还是具有相当挑战性的任务。
1.语言能力目标：1）能够读懂简单图表，从中获取具体信息，并将图表内容文字化；2）能够通过阅读文章，快速获取细节信息,并概括归纳出作者意图/观点。
2.思维品质目标：初步了解举例、对比等写作手法，并理解作者如何通过这些方法组织安排文章，呈现自己观点。
3.文化意识目标：1）通过了解一些单词/词组的起源，探究思考单词/词组的含义，体会英语语言的多样性，趣味性。
2）初步将英语语言与汉语母语进行比较，培养跨文化交际意识。
4.学习能力目标：1）树立正确的英语学习观，通过初步了解英语语言的一些特点，培养对英语学习的兴趣。
2）能够多渠道获取英语学习资源，培养英语学习能力。
1.重点1）读懂简单图表，从中获取具体信息，并描述自己所见；2）通过阅读文章，快速获取细节信息,并概括归纳出作者意图/观点。
2. 难点（1）理解文章的组织方式（举例/对比）；（2）理解英语语言特点，并将其与汉语进行比较。
Part 1. Start outStep 1 Charts and questionsLook at the charts and answer the questions:1.According to Chart 1, which language has the largest number of native speakers?Answer: Chinese. (There is no doubt Chinese has the largest number of native speakers because China has the largest population in the world.)2.According to Chart 2, which language has the largest number of learners?Answer: English. (English is widely used and learned in the world.3.What can you learn from Chart 3?Advice:Teachers ask students to describe Chart 3 use their own language. And the description will be excellent if it includes facts and opinions. For example：In 1993/2003/2014, there are 50 million/200 million/300 million Chinese learning English. (facts) From the statistics we can know the number of English learners in China is increasing rapidly. (Opinion)4.Why do you think so many people in China learn English?Answer: OPEN.Step 2 Video TimeWatch the video and answer the question.1.Which countries have English as their first language?Tips:(1)There are more than one countries have English as their first language because the question uses “which countries”.(2)When students watch the video, they can take some notes using short hand.2.Where do a third of English words come from? What examples are given in the video?Part 2. Understanding ideasStep 1. Activity 1 & 2 on page 14.Look at the title of the passage and the pictures. Tick what you think the passage is about.FoodCookingWordsPlantsFruitTips:The question “what do you think the passage is about” refers to the topic/main idea of the passage, so there is only one choice meet the requirement. But some students may choose plants or fruit, that’s all right. Step 2. Activity 4 on page 16.Task 1. Complete the notes with words from the passage.Task 2. Answer the questions according to the notes.1.How does the author organize his passage? Give some examples.2.Why does the author think people often have trouble learning English?Tips:The tasks require students to find out facts and opinions.Step 3. Activity 3 on page 16.Choose the author’s purpose in writing the passage.Tips:To get the author’s purpose, students should get the key words of each choice. For example, for the first choice, the key word should be “tell” and for the second choice, the key word should be “give advice”. Step 4. Read the following information and answer the questions.1.How did the pineapple, hamburger and eggplant get their names?(Answer the questions from the aspects of shape, type, ingredients, etc.)2.Does the information offer you a better understanding of the passage? Give your reasons.Step 5. Think and Share1.Do you agree with the author’s opinion about the English language? Give your reasons.(Before answering the questions, think about “what’s the author’s opinion” carefully.)2.What do you find most challenging about learning English? How do you deal with this?(guide students to think about their problems in learning English)3.The author describes some phenomenon of English in the passage. For example, “When I wind up my watch, it starts, but when I wind up this passage, it ends.”Can you think any similar phenomenon of Chinese like this? Give your examples.Step 6. Homework。
新教材高一英语UNIT2教案
新教材高一英语UNIT2教案教案一教学目标：1. 学习和巩固新单词和短语，如：mobile phone, increase, amount, cause, effect等。
2. 学习和掌握新的语法结构，如：感官动词+名词，表示因果关系的从句等。
3. 学会运用所学内容描述过去和现在的变化。
4. 培养学生的听说读写的综合能力。
教学重点：1. 学习运用感官动词+名词的句式。
2. 学会使用表示因果关系的从句。
3. 学会描述过去和现在的变化。
教学难点：1. 运用所学知识描述过去和现在的变化。
2. 运用所学知识表达原因和结果的关系。
教学准备：1. 教师准备活动课件。
2. 学生准备活动笔记和课本。
教学过程：Step 1 自主探究（Self-exploration）1. 学生观察并记录图片上的物品，用感官动词表示出来。
如：I can hear the sound of music.2. 学生合作讨论向导读教材的时间转移。
3. 学生观察后记录方法，总结并检查记录是否准确。
Step 2 知识讲解（Presentation）1. 教师出示一组单词卡片，并引导学生将其与画出的物品进行匹配。
学生边匹配边发音、拼读。
2. 教师讲解词义、用法和拼读，并让学生读一遍。
3. 教师通过图片和例句，介绍句式“感官动词+名词”。
Step 3 合作探究（Cooperation）1. 学生跟随教师的指导，以分组为单位合作完成课本练习。
2. 学生重新组合词语并创造句子。
3. 学生相互交换伴读和合作完成课本练习。
Step 4 巩固练习（Consolidation）1. 学生独立完成教材的听力任务并记录自己的回答。
2. 学生合作完成书本上的阅读任务。
引导学生通过阅读图表和文章，分析原因和结果。
Step 5 总结归纳（Summary）1. 教师引导学生总结所学知识点，强调关键内容。
2. 学生展示所做的笔记和课本上的解答。
3. 教师进行总结归纳，提醒学生复习和回顾。
高一英语教案：上册module2unit1教案
The First Period(Warming up, one class)(By PowerPoint)Teach ing Aims:1. To lear n the kno wledge of the cultural relics.2. Discuss how to protect our cultural relics.3. To lear n the followi ng words or phrases:Teach ing Desig nStep One: Presentation(By show ing them some photos of some famous cultural relics.)Hello, everybody, let s'look at the screen. I llpresent your some pictures. They are all very famous places in China or in the world. Please think these over:A. Can you n ame them out?B. Who have the right to own and con firm them?(The show n pictures: ① The Great Wall, ② The Imperial Palace of the Mi ng and Qing Dyn asties in Beijing and Shenyang; ③The Mausoleum of the First Qin Empeor and the Terracotta Warriors) Let the stude nts n ame out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are.A. a cultural relic is sth that survived for a long timeB. a cultural relic may be a part of old thing has remained when the rest of it had beendestroyedC. or a cultural relic is something rather rare(while show ing these photos, teach the new words in red: cultural relics, survive, remai n, rare )1. Get the stude nts un dersta nd the ide ntity of the cultural relics.2. Let the stude nts try to know that they are at least two sites of cultural relics, the n atural site; and the cultural site.(By show ing the pictures of some n atural sites relics. Eg: Mount Huasha n, The JiuZhaiGou Valley, River Li )Step Two: DrillsLet the stude nts make some more examples of cultural relics, in clud ing the ones in side our country or in other countries, especially the ones in our location.Here are some possible an swers from the stude nts:(The Neiguan Cave(内莞岩);The Xinfengjiang River(新丰江);Heyuan Dinosaur Park(河源恐龙公园);Yuanmingyuan(圆明园),etc.)(The Sydney Opera; The white House; The Big Ben; The Amber Room, etc.)Step Three: Discussing 1As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.1. Then can you tell the value of the cultural relic?(Have the students discussed for some time in teams, the n get their an swers by express ing in class.)(There will be a lot of possible an swers. Eg: From the cultural relics we can know what people did inthe past, and we can know the cultures at that time, and maybe we can know the tech no logy of making them …)2. How to protect the cultural relics? (The same as Questi on 1)(There will be a lot of possible an swers. Eg: Having the idea of protect ing our cultural relics; d on't damage them; use them in a right way …..)Step Four: Discussing 21. If you find a cultural relic, what will you do with it?2. Do you think to whom the cultural relics belong?(All cultural relics belong to all people and whole society.)Have the students to discuss the first question for about two or three minutes, then show the answer for their team. Then the same way for Question 2.(While discuss ing, teach the new phrase in red)The Second Period(Reading part, 2-3 classes)(By Powerpoint)Teaching Aims:1. Reading and understanding, catching the history and information of the Amber Room.2. Functional item, how to tell the story about the Amber Room3. Grammar point: The Attributive Clause4. Learning the following useful words and phrases:in search of, fancy, style, jewel, in return, reception, light, mirror, wonder, at war, remove, furniture, secretly, wooden, doubt, remain, mystery, apart, take apartTeach ing Desig nStep One: Presentation Last period, we talk about the cultural relics at home and abroad, such as The Great Wall,The Imperial Palace of the Ming and Qing Dyn asties in Beiji ng and Shenyang; The Mausoleum of the First Qin Empeor and the Terracotta Warriors The Sydney Opera; The white House; The Big Ben; The Amber Room (which we have learnt last period)Then, we will go the Amber Room, show ing them the pictures of it.Do you know the history of the Amber Room, and do you know where the Amber Room is now? (The Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost seven thousand tons of natural ambers were used to make it. But during World War n in 1941,the Nazi Germa n army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a Germa n City. After that, what really happe ned to the Amber Room rema ins a mystery.) Step Two: Reading 1 (Liste ning, readi ng and un dersta nding)1. Now please liste n to the tape of the text IN SEARCH OF THE AMBER ROOM. And then read aloud. Pay atte nti on to the pronun ciati on of each word and the pauses with in each sentence.2. After readi ng the text, please complete the exercises of Comprehe nding.①Keys to Ex1 | BDBAC②The suggested answers to the Ex2 NS, S, S, NS, NS3. Detailed ReadingRead the text again and answer the following questions:①. What was given to the Russian people as a great gift by Frederick William I ,the Kingof Prussia?(The Amber Room was given to the Russian people as a great gift by Frederick William I ,the Ki ng of Prussia )②. Why it is called the Amber Room and how many tons of amber were used to make theAmber Room?(Because it was made of seve n thousa nd tons of amber, which has a beautiful yellow brow n color) ③. What did Catherin e n do with the Amber Room?(She had the Amber Room moved to the palace outside St Petersburg and tran sformed it.)④.What happen to the Amber Room during World Wa r n ?(It was stolen by the Nazi and it was taken apart and missing in World War n )Step Three: Intensive ReadingSkimming and identifying the general idea of each paragraphNow please read the text again and try to catch the main idea of each paragraph. After about five minu tes readi ng, have some stude nts speak for their teams.st1 paragraph: the introduction of the Amber Room(The Amber Room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the Czar(the history of the Amber Room and its use in Russia—the Czar's winter palace and a small receptio n hall for importa nt visitors.)rd3 paragraph: the relocation of the Amber Room in Catherine n time(Catherine n had the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)th4 paragraph: the missing of the Amber Room(the German Nazi stole the Amber Room secretly during the World Wa r n ,and what really happen to the Amber Room remai n a mystery)th5 paragraph: the rebuilding of the Amber Roomth(Russia and Germany have built a new Amber Room for the 300 birthday f St Petersburg.)Step Four: DiscussingClos ing dow n by hav ing a discussi onA. Can you imag ine the fate of the Amber Room? What is it?B. Do you thi nk if it is worthwhile to reproduce the Amber Room? Why?Have the students discussed one question by one question for some time, and then show their views for their teams. There may lots of possible an swers.Keys for reference:A: I have no idea about the fate of the Amber Room. Because anything can happe n to it. Maybe it wasdestroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lying somewhere quietly.B: I think it is worthwhile to reproduce the Amber Room. Because it represe nts the culture and a period of history in St Petersburg. It is a trace and feature surviv ing from a past age and serv ing to remind people of a lost time.Step Five: New words teachingRead the readi ng part paragraph by paragraph aga in and pick up the key words and phrases by themselves, let the stude nts try to expla in the meaning and usage.Step Six: Grammar points in this textLet the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is someth ing that has survived for a long time.2. It is your job to look into any reports of cultural relics that have bee n found in China.3. You are sent to a small tow n where you find a relic that was stole n from a palace.4. The man who has it in sists that it bel ongs to his family.5. This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, Catherine n had the Amber Room moved to the palace outside St Petersburg where she spe nt her summers.7. In 1770, the room was completed the way she wan ted it.8. This was a time whe n the two coun tries were at war.Have the stude nts judge whether they are the same as those we had lear nt before. Especially theth5 one. This will be the homework after class.The Third Period(Learning about Language, 1-2 classes)Teach ing Aims:1. To lear n some useful words and expressi ons2. To lear n some useful structures3. To learn the Restrictive and Non — Restrictive Attributive Clause(1). How to tell the Attributive Clause with that/which/who/where/whe n from other clauses.⑵.Lear n the differe nces betwee n the Restrictive and Non — Restrictive Attributive ClauseTeach ing Desig nStep One: Retelling (Can be chosen)Retell the story of the Amber Room in their own words.Step Two: Exercising 1 (Exercise 1 &2 on Page 3)(1). Complete Exercise One in Learning about Language on Page3. Asking and answering activity tocheck the stude nts' an swers of the exercises; in dividual, pair of group work or finish each task. Here are the keys to Ex1:1. rare 6. heat2. vase 7. remai n3. in return 8. gift4. in search of 9. doubt5. bel ong to 10. r emove⑵Look, think and compareRead over the materials in Ex2 carefully and try to find out the different meanings and usages of the phrase belong to,and try to match the meaning with the given sentences.Step Three: Exercising 2 (Exercise 3 on Page4)Try to complete Exercise 3 on Page4.The preposition at sometimes indicates a state, condition or continuous activity. Look at the sentences of Ex.3 and try to express each of them in ano ther way in teams.After several minu tes, havi ng some show their an swers.(at office, at school; etc)Step Four: Grammar point (the Attributive clause)⑴.Discoveri ng useful structures (on Page 4)Let the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is someth ing that has survived for a long time.2. It is your job to look into any reports of cultural relics that have bee n found in China.3. You are sent to a small tow n where you find a relic that was stole n from a palace.4. The man who has it in sists that it bel ongs to his family.5. This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, Catherine n had the Amber Room moved to the palace outside St Petersburg where she spe nt her summers.7. In 1770, the room was completed the way she wan ted it.8. This was a time whe n the two coun tries were at war.Explain some of them, look at the fifth sentence carefully. Get the students to tell the differences from the others.•非限制性定语从句的用法：1非限制性定语从句与先行项的关系不紧密，只是作为附加说明，不起限制作用。
人教版高一英语(上)-unit2教案
Teaching Plan for Lesson 2(SEFC Book1A)English around the WorldThe Third Period, reading and speakingI. Teaching Objectives1. Language Objectives(1) Important words and phrasesDirection, underground, subway, straight, right-hand side, block, go straight on, turn left...(2) Important sentence patternsa. Could you tell me where the ...is?b. Could you speak more slowly please?c. Sorry, I can’t follow you.d. She told us that we should...2. Ability Objectives(1) Able to have the ability to ask the directions in different kinds of English.(2)Able to have a better understanding of the differences between British English and American English.(3) Able to use some expressions to solve the communication problems politely, such as,pardon? I beg your pardon?3. Moral ObjectivesHelp students form a good moral conduct and respect the culture of different countries and nationality.II. Important PointsChoose proper expressions in different situations when you are in trouble, such as, pardon? I beg your pardon? Could you tell me…? Sorry, I can’t follow you.III. Difficult Points1. Know more about British English and American English.2. Express yourself clearly and correctly.IV. Teaching Methods1. Reading, discussing, creating,(Asking and Answering, group work, performing).2. Teaching Aids: a tape recorder, a projector and a computer.V. Teaching ProceduresStep I Lead-in (2 minutes)Review the last period and choose Putonghua as an example to arouse students’interest of studying different kinds of English.T: First of all, I’d like you to tell me what you have learned in the last period.Suggested answer: I have learned what dialect is, what Standard English is and whythere are so many dialects in a country or the world T: So, in China, there are so many local dialects. Although the government encouragesthe whole nation to speak Putonghua,which is regarded as “standard”Chinese.However, local people also speak their own dialects. So in our English study, we maymeet the same situation, that is, one thing has the different expressions. Let’s look atthe textbook.Step II Reading (15 min)T: Sometimes you may meet a foreigner in a public place and the foreigner will ask for directions. In English, the words used for directions often vary depending onwhat kind of English the speaker uses. Today we’ll learn something about these.Task 1. Discuss with your partner and fill the blanks on the blackboard.T: First of all, let’s look at these four words, they are from American English. Now, can you give me the equivalence in British English? You can discuss with youpartners.Task 2. Practice this dialogue and underline the words that mean the same. Find out these words and list them on the paper.T: Ok, now my class, after finishing the blanks, let’s begin to learn more about these words. Please look at the dialogue; I’d like you to have a quick look at theinstruction of this dialogue. Learn to collect information from instruction. Payattention, while you read it, please think about these questions:1.What happen to Amy and her friend?2.Where are they from?3.What are they talking about?4.Who are they asking?Suggested answers:1.They can not find the nearest underground station.2.They are from America.3.They are talking about the way to find the station.4. A British lady.Task 3. Ask some students to practice this dialogue.Task 4. Ask students to find out the word that mean the sameT: From the dialogue, Amy and her friend use some words that make the British lady confuse, please underline them.Suggested answers:Step III Speaking (25 min)Analyze the sentence appeared in the part 2, then give Ss some situations andsample dialogues and ask them to make dialogue with these sentences.T: Look at the first sentence in the dialogue（excuse me, could you please tell me…）, do you think Amy express in a polite way? And here we’ll learn more polite expressions, and then you and your partner may choose one of two situations to make a dialogue with these sentences.Pardon? I beg your pardon? I don’t understand.Could you say that again please? Sorry, I can’t follow you!T: Could you tell me what kind of situation should we use these expressions and ifwe express them in impolite ways, what can we say?Suggested answer: when we are in trouble or we can not understand someone’smeaning. Impolite way: say it again / slowly, I can’t follow you…T: “say it again”is a command and it is a impolite expression. If we want to be polite, we’d better use the tone of request or add a “please”. Now I will giveyou an impolite example, after you read it, please change it in to polite one.Sample dialogue:A: Hei guy, do you known where I can find a cab, I just lost my way.B: Er…well, go round the corner on your left-hand side; go straight on andcross two streets.A: Slowly, I can’t follow you, ok？B: I’m sorry, I must go now, I have something important to deal with.A: Er…Changed dialogue:A: Excuse me, could you tell me where I can find a cab?B:Er…the taxi? Well, go round the corner on your left-hand side, go straighton and cross two streets.A: sorry, I can’t follow you, could you speak more slowly please?B: ok. I said that you should go round the corner on your left-hand side, gostraight on and cross two streets.A: Thanks so much.B: You’re welcome.Ask students use the following situation to make a polite dialogue, and act it.You are a British. You are visiting America. Your car needs some more petrol, butyou cannot find a petrol station. Ask directions to the nearest one.Step IV Summary (2 min)T: Today, we enjoyed making dialogues about asking directions. And, we also learneda few British English words and American English words which means the same.After class you should collect more words like these. I hope that you can have abetter understanding of British English and American English. What’s more, it isnecessary to know more about other counties’ culture and civilization, and form agood moral conduct while communicate with others.Step V Homework Assignment (1 min)1. Remember the dialogue on page 15 by heart.2. Do the exercises on page 52.3. Copy the dialogue4. Collect British English words and American English wordsUnit 2 English around world。
人教版高一英语必修一unit2教案
人教版高一英语必修一Unit 2教案教学目标：1. 知识目标：学习并运用情态动词的被动语态的基本用法及一些固定句型。
2. 能力目标：提高运用知识的能力。
3. 德育目标：了解一些关于环境保护的常识，树立学生的环保意识。
教学内容和过程：一、Warming-up (热身)1. 教师放录音，学生回答书本上的问题。
[设计意图]：通过听力训练，一方面提高学生的听力，另一方面为对话的学习做好铺垫。
2. 学生展示自己制作的图片，用英语介绍自己的作品。
[设计意图]：展示自己的作品，一方面可以提高学生的兴趣，另一方面为下一步的对话学习作准备。
二、Presentation (呈现)1. 教师出示图片，介绍一家手工艺品店。
引出新词：craftsmen, artisan, introduce, showcase 等。
[设计意图]：出示图片，介绍商店及新词汇，为下一步的学习扫清语言障碍。
2. 教师介绍新词汇：have got to, be in the habit of等。
并领读。
[设计意图]：使这些重要的情态动词呈现出来，并教读。
3. 呈现并学习新的句型结构：The craftsmen have to work hard to improve their skills. We must protect our environment. The sculpture is made of recycled materials. The artisan has to follow certain rules and regulations. We should not damage the showcase. 等。
并领读。
[设计意图]：呈现新的句型，为下一步的学习扫清语言障碍。
4. 教师介绍本单元的主题——环境保护和生态平衡。
通过讨论和观看一段录象帮助学生熟悉这些句型。
然后让学生试着使用这些句型进行口头表达。
教师进行点评。
[设计意图]：这一环节通过引导学生对环境保护这一话题进行讨论，使他们形成对环保问题的正确认识，增强他们的环保意识，同时熟悉并运用新句型。
高一英语必修一unit2教案【5篇】
高一英语必修一unit2教案【5篇】高一英语必修一unit2教案【5篇】高一是同学适应高中英语学习的关键时期，作为一名高一英语老师，你知道如何写一篇英语教案？下面是我为你预备的高一英语必修一unit2教案，快来借鉴一下并自己写一篇与我们共享吧！高一英语必修一unit2教案精选篇5教学目标1. To practise listening comprehension.2.To practise making decisions and reasoning教学重难点1. To practise listening comprehension.2.To practise making decisions and reasoning教学工具课件教学过程Step1. revision1. check the homework exercises.1). It has been reported that children will be offered free education.It has been reported that free education will be offered to children.2). It has been said that we will be offered the latest computer science course book.It has been planned that the latest computer science course book will be offered to us.3). I have been told by Peter that I will be lent his notebook computer for a week.I have been told by Peter that his notebook computer will be lent to me for a week.2. Question: What can computers be used as?Step2. Lead-inAs we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?(TV, radio, CD-ROM, DVD, books……)Step3. Listening (SB)1. Pre-listening: What are the changes brought by different forms of IT ?What are the advantages and disadvantages of them ?2. While-listening:Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages.Let’s check the answers together.Type of IT Advantages DisadvantagesTV You can both listen and watch. You cannot write to friends.Web You can find information. It is very expensive.Radio You can listen to English. You cannot watch a film.Book You can get information. Sometimes it is out of date.3. Post-listening:1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.I think that….In my opinion, ….I believe that….I agr ee because….I disagree because….I’ve decided that….2) (group work): Discussion :Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)Step4. Speaking1. Pre-speakingSay: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.2. While-speaking1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.Information input: Show students some pictures of different computers (desktop computer laptop computer …)Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)Supporting an opinion Challenging an opinionI think that … , because … Perhaps, but what if / about …First, … Have you thought about …One reason is that … What makes you think thatI think it is better because… I don’t like it because….(Pair work )Use the expressions to support your opinion or challenging other’s opinions.2) Oral report: (individual work )Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…3. Post-speakingConclusion—What useful expression do we use to make a decision and reason?(In this way, they can review and use the words and phrases again.)Step6 Pre-writingSay: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?Step7 WritingSay: Write a passage about the result of your discussion! It should contain:What do you have to do?What is the child like?What is the parents’ requirement of the child?What do the parents want you to do?What does the child want you to do?Then what will you do? How do you feel?Sample writing:Hello everybody, my name is Liu Yan.I am a 321 model android.I work for the Li family. Mr and Mrs Li work very hard too.Mr Li is an architect and designs great tall apartment blocks.Mrs Li is a doctor and has to look after many patients.I remember all the plans for Mr Lis projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my brain.Of course my brain is as large as a mountain, so work like that is no trouble to me.I really eat books just like people eat food.The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for him.He just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his friends.Sometimes I dont think it is right to do his homework for him — its somewhat cheating. However, his parents are very concerned at the pressure of work in school these days.The child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!So they consider me the most important person in the family after themselves.I am always introduced to their friends and play with visiting children.I am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!Step8 AssessmentGet the students to assess their writing ability according to the following the questions:1. Is your composition well developed?2. Are your ideas well organized to the point?3. Do you have a good choice of words and idioms in your writing?4. Do you get a good mastery of complex structures of language?5. What kind of mistakes have you made in your writing?Step9: HomeworkWrite about your discussion. You may begin like this:Hello, everyone. My name is __X. I’m 321 model android.I work for the Li family….课后小结学了这节课，你有什么收获?课后习题完成课后习题一、二。
高一英语必修一unit2教案
高一英语必修一unit2教案教案标题：Activating Prior Knowledge and Vocabulary Building in High School English Class教案主题：Unit 2 - Education (必修一)目标学生：高一学生，学习英语的第一年课时安排：2 课时教学目标：1. 导入前课主题，激活学生的先前知识，引导学生进入本单元主题。
2. 帮助学生学习并巩固本单元相关的词汇，增强学生的词汇能力。
3. 通过小组活动促进学生的互动合作能力和口语表达能力。
教学资源：1. 教材：高中英语必修一（人教版）2. 多媒体工具和投影仪3. 单词卡片、图片、小组分组卡片等课堂活动：课时一：1. 通过问题引入课题（5分钟）：- Have you ever thought about how education has evolved over the years? Do you think education is important for everyone? Why?- Can you think of any famous quotes about education? What do they mean to you?2. 激活背景知识（10分钟）：- 分组讨论：学生分成小组，利用已学知识，探讨并分享代表不同国家教育系统的现象、优点和缺点。
- 小组展示：代表每个小组的学生分享讨论结果。
3. 导入词汇学习（15分钟）：- 使用多媒体工具展示与本单元相关的图片，如学校、教室、教育活动等。
- 给学生提供单词卡片，让他们根据图片猜测相应单词的意思，并找到与之相关的其他单词。
- 学生之间互相交流并共享自己的答案，老师及时纠正并解释生词。
4. 课堂练习（15分钟）：- 在黑板上列出一些单词，并要求学生连线匹配单词和对应的中文意思。
- 老师和学生一起检查答案并解释正确答案的含义。
高一英语教案：上册module 2 unit 1教案
The First Period(Warming up, one class)(By PowerPoint)Teaching Aims:1. To learn the knowledge of the cultural relics.2. Discuss how to protect our cultural relics.3. To learn the following words or phrases:Teaching DesignStep One: Presentation(By showing them some photos of some famous cultural relics.)Hello, everybody, let’s look at the screen. I’ll present your some pictures. They are all very famous places in China or in the world. Please think these over:A.Can you name them out?B.Who have the right to own and confirm them?(The shown pictures:①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Empeor and the Terracotta Warriors) Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are.A. a cultural relic is sth that survive d for a long timeB. a cultural relic may be a part of old thing has remain ed when the rest of it had beendestroyedC.or a cultural relic is something rather rare（while showing these photos, teach the new words in red: cultural relics, survive, remain, rare）1. Get the students understand the identity of the cultural relics.2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site.( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li )Step Two: DrillsLet the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location.Here are some possible answers from the students:(The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Y uanmingyuan(圆明园), etc.)(The Sydney Opera; The white House; The Big Ben; The Amber Room, etc.)Step Three: Discussing 1As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price.1.Then can you tell the value of the cultural relic?(Have the students discussed for some time in teams, then get their answers by expressing in class.)(There will be a lot of possible answers. Eg: From the cultural relics we can know what people didin the past, and we can know the cultures at that time, and maybe we can know the technology of making them…)2. How to protect the cultural relics? (The same as Question 1)(There will be a lot of possible answers. Eg: Having the idea of protecting our cultural relics; d on’t damage them; use them in a right way…..)Step Four: Discussing 21. If you find a cultural relic, what will you do with it?2. Do you think to whom the cultural relics belong?(All cultural relics belong to all people and whole society.)Have the students to discuss the first question for about two or three minutes, then show the answer for their team. Then the same way for Question 2.(While discussing, teach the new phrase in red)The Second Period(Reading part, 2-3 classes)(By Powerpoint)Teaching Aims:1. Reading and understanding, catching the history and information of the Amber Room.2. Functional item, how to tell the story about the Amber Room3. Grammar point: The Attributive ClauseTeaching DesignStep One: PresentationLast period, we talk about the cultural relics at home and abroad, such as The Great Wall, The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; The Mausoleum of the First Qin Empeor and the Terracotta Warriors The Sydney Opera; The white House; The Big Ben; The Amber Room (which we have learnt last period)Then, we will go the Amber Room, showing them the pictures of it.Do you know the history of the Amber Room, and do you know where the Amber Room is now? (The Amber Room is a room built by lots of ambers. It was a gift given to Peter the Great, the King of Russia, by the King of Prussia, Frederick William I. It was given the name because almost seven thousand tons of natural ambers were used to make it. But during World WarⅡin 1941, the Nazi German army secretly stole the Amber Room and sent boxes of the Amber Room on a train to a German City. After that, what really happened to the Amber Room remains a mystery.) Step Two: Reading 1 (Listening, reading and understanding)1. Now please listen to the tape of the text IN SEARCH OF THE AMBER ROOM. And then read aloud. Pay attention to the pronunciation of each word and the pauses within each sentence.2. After reading the text, please complete the exercises of Comprehending.①Keys to Ex1②3. Detailed ReadingRead the text again and answer the following questions:①.What was given to the Russian people as a great gift by Frederick WilliamⅠ,the Kingof Prussia?(The Amber Room was given to the Russian people as a great gift by Frederick WilliamⅠ,the King of Prussia )②.Why it is called the Amber Room and how many tons of amber were used to make theAmber Room?(Because it was made of seven thousand tons of amber, which has a beautiful yellow brown color) ③.What did Catherin eⅡ do with the Amber Room?(She had the Amber Room moved to the palace outside St Petersburg and transformed it.)④. What happen to the Amber Room during World Wa rⅡ?(It was stolen by the Nazi and it was taken apart and missing in World WarⅡ)Step Three: Intensive ReadingSkimming and identifying the general idea of each paragraphNow please read the text again and try to catch the main idea of each paragraph. After about five minutes reading, have some students speak for their teams.1st paragraph: the introduction of the Amber Room(The Amber Room had a strange history and something about its design, color, shape and material.)2nd paragraph: the gift to the Czar(the history of the Amber Room and its use in Russia—the Czar’s winter palace and a small reception hall for important visitors.)3rd paragraph: the relocation of the Amber Room in CatherineⅡ time(CatherineⅡhad the Amber Room moved to the palace outside St Petersburg told the artists to add more details to it.)4th paragraph: the missing of the Amber Room(the German Nazi stole the Amber Room secretly during the World Wa rⅡ,and what really happen to the Amber Room remain a mystery)5th paragraph: the rebuilding of the Amber Room(Russia and Germany have built a new Amber Room for the 300th birthday f St Petersburg.)Step Four: DiscussingClosing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Have the students discussed one question by one question for some time, and then show their views for their teams. There may lots of possible answers.Keys for reference:A: I have no idea about the fate of the Amber Room. Because anything can happen to it. Maybe it was destroyed at war in the fighting fire. You see, ambers can be melted easily. Maybe it was kept secretly by somebody who had died without telling about it to anyone else. So maybe it is lyingsomewhere quietly.B: I think it is worthwhile to reproduce the Amber Room. Because it represents the culture and a period of history in St Petersburg. It is a trace and feature surviving from a past age and serving to remind people of a lost time.Step Five: New words teachingRead the reading part paragraph by paragraph again and pick up the key words and phrases byEspecially pay attention to the words and phrases underlined.Step Six: Grammar points in this textLet the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have been found in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, CatherineⅡhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Have the students judge whether they are the same as those we had learnt before. Especially the 5th one. This will be the homework after class.The Third Period(Learning about Language, 1-2 classes)Teaching Aims:1.To learn some useful words and expressions2.To learn some useful structures3.To learn the Restrictive and Non—Restrictive Attributive ClauseLearn how to use the Attributive Clause with that/which/who/where/when⑴. How to tell the Attributive Clause with that/which/who/where/when from other clauses.⑵. Learn the differences between the Restrictive and Non—Restrictive Attributive Clause Teaching DesignStep One: Retelling (Can be chosen)Retell the story of the Amber Room in their own words.Step Two: Exercising 1 (Exercise 1 &2 on Page 3)⑴. Complete Exercise One in Learning about Language on Page3. Asking and answering activity to check the students’ answers of the exercises; individual, pair of group work or finish each task. Here are the keys to Ex1:1. rare2. vase3. in return4. in search of5. belong to6. heat7. remain8. gift9. doubt10. remove⑵. Look, think and compareRead over the materials in Ex2 carefully and try to find out the different meanings and usages ofStep Three: Exercising 2 (Exercise 3 on Page4)Try to complete Exercise 3 on Page4.The preposition at sometimes indicates a state, condition or continuous activity. Look at the sentences of Ex.3 and try to express each of them in another way in teams.(at office, at school; etc)Step Four: Grammar point (the Attributive clause)⑴ . Discovering useful structures (on Page 4)Let the students try to find out the Attributive clause in warming up and the reading part.1. A cultural relic is something that has survived for a long time.2. It is your job to look into any reports of cultural relics that have been found in China.3. You are sent to a small town where you find a relic that was stolen from a palace.4. The man who has it insists that it belongs to his family.5.This gift was the Amber Room, which was given this name because almost seven thousand tons of amber were used to make it.6. Later, Catherine Ⅱhad the Amber Room moved to the palace outside St Petersburg where she spent her summers.7. In 1770, the room was completed the way she wanted it.8. This was a time when the two countries were at war.Explain some of them, look at the fifth sentence carefully. Get the students to tell the differences●非限制性定语从句的用法：1．非限制性定语从句与先行项的关系不紧密，只是作为附加说明，不起限制作用。
人教版高一英语必修一unit2教案
人教版高一英语必修一unit2教案Class, tell me. When you are ill in hospital for a few day，who will pay for it? Your parents? It’s very bad. The health insurance company?一起看看人教版高一英语必修一unit2教案!欢迎查阅!高一英语必修一unit2教案1Module 1 Our Body and Healthy Habits1. Lead in.Class, tell me. When you are ill in hospital for a few day，who will pay for it? Your parents? It’s very bad. The health insurance company? Good, it’s much better.Today we are going to learn about the health care system in three different countries. Now listen to the tape and try to answer the question:What are the three countries?---Britain, America, and Canada.2. Well, all of you have done a good job. Now read the passage quickly and try to find the answer to this question:Which health care system do you think is the best? Give two or three sentences to explain why.--I think Canada has a better system, because health care is free. When you become ill, medical fees are paid for by the government.3. Answer some more questions:What’s the problem with the American system?The problem is that poorer people don’t have the money to pay for private health insurance. As a result, they often have both health and money problems.Why have there been problems with the British health care system recently?This is because the government has not put enough money into the health service.What’s the result of the problems with the British health care system?More people are using private health insurance. They see doctors and the health insurance pay the doctors.4. Deal with some language points:1) pay for sth.pay sbpay money for sthpay sb for sth.pay off the debtspay backpay a visit topay attention to2) begin with= start withThe conference began with a song.高一英语必修一unit2教案2. I wish you were here.wish 后面跟宾语从句，从句中要用虚拟语气，即时态往前推一格，be动词改成过去式时，用were。
最新高一英语第二单元教案
英语第二单元教案11. 教材的地位和作用本单元教材在本册书中有极其重要的地位，在学生整体的知识结构中也有着不可或缺的作品：早在建国初期，体育英语显示了他重要的作用(乒乓外交);在现在，经济发展和SARS的入侵，人人注重体育锻炼，身体健康成为人们茶余饭后的重要话题(全民健身);在未来，北京举办2008奥运会，(志愿者)。
2. 教材重点的确立重点为-----热身热身一向是容易被忽略的部分，但我却有着不同的观点①引入本单元知识，带学生进入一个丰富多彩的体育世界。
②介绍有关体育的基础知识，激发学生对体育的兴趣方面也起着重要的作用。
从而提高学生对本单元知识学习的兴趣③引入大量本单元有关体育的新单词，为后面听说读写个方面奠定良好的基础(配课件图--根基最重要)总之，是要通过以激活学生已有的相关背景知识，补充必要和新的背景知识，以启发学生对话题的思考，同时，还为学生归纳和总结已有的语言知识，并为其预测，了解和讨论话题做了铺垫。
3. 教材难点的确立难点为----听力听力历来都是英语学习者很难突破的瓶颈原因：发音部位和技巧的不同;历史文化背景的不同;词汇量的限制;练习机会较少本课：体育赛事新闻原因：语速较快;个人兴趣影响(背景知识的限制)4. 通过本课教材要达到的教学目标(与新课标结合文化意识：了解体育和奥运的基本文化知识语言知识：掌握有关体育方面的大量单词及短语能力策略：能从复杂的听力材料中快速的获取有效信息;灵活运用所学知识加强口语表达能力情感态度：加强学生对体育知识以及体育锻炼的兴趣;通过介绍2008北京奥运的知识，培养其爱国主义情感二. 说教学1. 学法的指导以“我”为心，注重能力，积极参与，总结分析以“我”为心：在学习中不要以教师为中心，要使学生真正成为学习的主体。
在日常生活中练习英语的机会较少，课堂教学就成了向学生提供可理解性语言输入的一个重要渠道，如果在这的渠道中还只以教师为中心，放弃了自己的学习机会，则无法达到良好的学习效果。
统编教材高中英语必修(上)第二单元教学设计及实践
统编教材高中英语必修(上)第二单元教学设计及实践第二单元主要内容包括：Listening and Speaking。
本教学设计针对高中英语必修(上)的第二单元，旨在帮助学生提高听和说的能力。
设计中，将运用多种教学方式，如多媒体、小组合作、角色扮演等，以期增强学生的研究兴趣、提高研究效果。
一、教学目标本单元的核心目标是让学生通过本单元研究，达到以下目的：1. 掌握听力技巧。
33篇听力材料，训练听力。
2. 提高口语表达能力。
在小组合作中，进行角色扮演，对话，为以后的英语口语表达打下坚实的基础。
3. 增强研究兴趣。
通过多媒体，图片，视频，不断提高研究兴趣。
二、教学重难点1. 重点：听力语音训练，短文听写2. 难点：各种场景对话的对白模式。
三、教学策略1. 激发学生兴趣，教师可以通过唱英文歌曲、放英语动画片等方式，利用学生接受信息的方式，增强学生的乐趣和参与度。
2. 学生以小组为单位，进行合作研究，相互研究和检查作业。
3. 角色扮演：学生参照对话模式，进行角色扮演，模拟对话情境，活学活用。
四、教学步骤第一课时：Learning to listen【Teaching Aims】1. 研究33篇听力材料2. 训练听力技巧3. 掌握相关词汇【Teaching Procedures】Step 1：Revision（15minutes）Step 2：Lead-in（10minutes）Step 3：Pre-listening activity（10minutes）Step 4：While-listening activity（20minutes）Step 5：Post-listening activity（15minutes）【Methods available】1.小组合作2.多媒体教学法3.角色扮演五、课堂评价1. 观察学生的研究态度和积极程度。
2. 根据角色扮演做出评价。
3. 以听力测试为评估标准。
高一英语上册第二单元教案1
Teaching plan for Unit 2 “Growing Pains”Period 1 Welcome to this unitTeaching objectives:◆To introduce and develop the theme of growing pains.◆To develop speaking ability by talking about families and problems that happenbetween teenagers and parents.◆To know more about classmates and their families.Important and difficult points:◆Get students to understand what growing pains means.◆Make students know the relationship between parents and their teenage childrenin the USA.◆Help students to form a positive attitude towards relationships between theirparents and them.Teaching procedures:Step 1 lead-inPresent family albums:In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.Who may have growing pains?What are Growing pains?When do they probably have growing pains?How do you solve this problem?Growing pains aren't a disease. You probably won't have to go to the doctor for them. But they can hurt. Usually they happen when kids are between the ages of 3 and 5 or 8 and 12. Growing pains stop when kids stop growing. By the teen years, most kids don't get growing pains anymore.Growing pains also mean the troubles and difficulties that teenagers meet when they grow up.Step 2 BrainstormingDo you love your parents?Do you always show respect to your parents?Have you ever quarreled with your parents?What is your quarrel about?Step 3 Picture discussionAsk Ss to look at the pictures and discuss each picture in groups of four.Picture 1What does the boy do?What is the mother doing? How is she probably feeling?What feelings may the boy have?Picture 2What happens to the girl with a bag?What did her parents ask her to do?Can you guess what might have happened to her?What will she do?Picture 3Why are the boys and girls around the pretty lady?What does the boy want to do? Is he allowed to do so? Why or why not?What feelings may the boy have?Picture 4What is the boy probably doing?Did the boy do well in his exams?How does his mother feel about the score?What feelings may the boy have?Step 4 Picture discriptionImagine the situations and try to describe each picture as fully as possible with their own words. Make sure that Ss have “when”, “where”, “who”, “what”in your descriptions.Invite some Ss to report back their descriptions.Sharing opinions (group work)In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.Step 4 Further DiscussionDiscuss the following questions in groups of four.What do you do when you have family arguments with your parents?Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?Homework1 Preview the Reading part.2 Describe an unpleasant experience with your friends/teachers.。
高一英语unit2教案
高一英语unit2教案【篇一：人教版英语必修一第二单元-unit2教学设计】unit2 english around the worldreading the road to modern english教学设计高一英语李海娟一、教材分析本单元的中心话题是“世界英语”，介绍了英语在世界上的重要性。
warming-up 简要介绍了英语语言在不同国家的差异，是学生对英国英语和美国有了粗浅的了解。
pre-reading的问题是针对阅读课文的赌钱思考，激活学生已获背景知识，激发学生阅读的兴趣。
reading “a road to modern english”简要说明了英语语言的起源、发展变化、形成原因及发展趋势。
本课的语言知识主要围绕世界英语这一中心话题进行设计。
本课时主要分为三部分：1. pre- reading (读前准备) 此部分为热身活动2. reading （阅读）3. post-reading （读后）二、教学目标：1. 学生通过阅读文章能够从篇章结构的角度出发描述英语语言发展的历史过程2. 学生能够在阅读过程中对主要的阅读信息进行记录。
3. 学生能够了解英语在世界上的发展情况，意识到学习英语的重要性的同时，也要热爱自己的祖国，热爱自己的母语。
三、教学步骤step 1 leading-in (individual work)1. do you like learning english? and why?2. can you name some countries in which english is spoken?show a word map on the blackboard and the students to find out the countries in which people use english as their own language. then ask one or two students to mark thesecountries on the map. (通过层层设置问题，引入本课话题，引导学生思考，使学生自然而然进入教学中，激发学生学习英语的欲望。
高一英语第二单元教案
高一英语第二单元教案教案标题：高一英语第二单元教案教案目标：1. 学习和掌握与旅行和交通方式相关的词汇和短语。
2. 提高学生的听说读写能力，培养他们的语言表达和交流能力。
3. 培养学生的合作意识和团队合作能力。
教学重点：1. 交通工具的名称和用途。
2. 交通方式的比较和选择。
3. 交通问题的解决方法。
教学难点：1. 如何准确运用学到的词汇和短语进行口语表达。
2. 如何运用所学知识解决交通问题。
教学准备：1. PowerPoint幻灯片或白板和标记工具。
2. 学生用书和练习册。
3. 录音设备或多媒体设备。
教学过程：Step 1: 导入（5分钟）1. 通过展示一些交通工具的图片，引发学生对交通方式的讨论。
2. 引导学生回忆并复习相关的词汇和短语。
Step 2: 新知讲解（15分钟）1. 通过幻灯片或白板，介绍新的交通工具和相关词汇。
2. 引导学生探讨不同交通方式的优缺点，并帮助他们学会进行比较和选择。
Step 3: 听力训练（15分钟）1. 播放一段关于旅行和交通方式的对话录音。
2. 学生在听录音时填写相关信息或回答问题。
3. 检查答案并进行听力训练的回顾和讨论。
Step 4: 口语练习（20分钟）1. 将学生分成小组，让他们模拟不同旅行情境的对话，例如询问路线、购买车票等。
2. 每个小组轮流进行对话，并给予他们一些指导和反馈。
Step 5: 读写训练（20分钟）1. 学生阅读一篇关于交通问题的短文，并回答相关问题。
2. 学生根据所学内容，撰写一篇关于自己理想交通方式的短文。
3. 学生互相交换短文，并进行评价和修改。
Step 6: 总结和作业布置（5分钟）1. 总结本节课所学内容，并强调重点和难点。
2. 布置相关的练习作业，巩固所学知识。
教学延伸：1. 鼓励学生进行实地考察，了解当地的交通方式和特点。
2. 组织学生进行交通方式的辩论活动，提高他们的口语表达和辩论能力。
教学评估：1. 通过口语练习和讨论，观察学生的语言表达和交流能力。
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Teaching plan for Unit 2 “Growing Pains”Period 1 Welcome to this unit
Teaching objectives:
◆To introduce and develop the theme of growing pains.
◆To develop speaking ability by talking about families and problems that happen
between teenagers and parents.
◆To know more about classmates and their families.
Important and difficult points:
◆Get students to understand what growing pains means.
◆Make students know the relationship between parents and their teenage children
in the USA.
◆Help students to form a positive attitude towards relationships between their
parents and them.
Teaching procedures:
Step 1 lead-in
Present family albums:
In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.
Who may have growing pains?
What are Growing pains?
When do they probably have growing pains?
How do you solve this problem?
Growing pains aren't a disease. You probably won't have to go to the doctor for them. But they can hurt. Usually they happen when kids are between the ages of 3 and 5 or 8 and 12. Growing pains stop when kids stop growing. By the teen years, most kids don't get growing pains anymore.
Growing pains also mean the troubles and difficulties that teenagers meet when they grow up.
Step 2 Brainstorming
Do you love your parents?
Do you always show respect to your parents?
Have you ever quarreled with your parents?
What is your quarrel about?
Step 3 Picture discussion
Ask Ss to look at the pictures and discuss each picture in groups of four.
Picture 1
What does the boy do?
What is the mother doing? How is she probably feeling?
What feelings may the boy have?
Picture 2
What happens to the girl with a bag?
What did her parents ask her to do?
Can you guess what might have happened to her?
What will she do?
Picture 3
Why are the boys and girls around the pretty lady?
What does the boy want to do? Is he allowed to do so? Why or why not?
What feelings may the boy have?
Picture 4
What is the boy probably doing?
Did the boy do well in his exams?
How does his mother feel about the score?
What feelings may the boy have?
Step 4 Picture discription
Imagine the situations and try to describe each picture as fully as possible with their own words. Make sure that Ss have “when”, “where”, “who”, “what”in your descriptions.
Invite some Ss to report back their descriptions.
Sharing opinions (group work)
In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.
Step 4 Further Discussion
Discuss the following questions in groups of four.
What do you do when you have family arguments with your parents?
Do you think there is a generation gap between you and your parents? If so, what is the best way to solve the problem?
Homework
1 Preview the Reading part.
2 Describe an unpleasant experience with your friends/teachers.。