高一上学期英语教案：unit 2

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高一英语上学期第2单元教案

和
make oneself at home in total except for stay up come about end up with
短语
bring in a great/good many at the same time for the first time be tired communicate with
的词汇，它的特点是词形短、词义多、构词能力强。例如 go 在《新英汉词典》中不及物用
法有 21 种；及物用法有 4 种；名词用法有 10 种；形容词用法有 2 种。再如 man 可以构成
下列 airman, fireman ,ploughman , workman , postman, chairman, Englishman, manhood, manly,
1．在城镇，样样事情都很便利，学校、商店都很近；交通比较便利。 2．同时，电影、戏剧等可供选择的范围很广。 3．在城镇，每时每刻都有令人感兴趣的事情，可供选择的活动场所很多。 4．但是，在农村，人口不多，空气新鲜，环境优美，寂静美好，农村人待人友好，
乐于助人，生活费用较低，食品便宜。注意：1.根据以上要写一篇 100 词左右的说明文；
裤子
第三、同义异词。例如：
英
美
英
美
铁路 railway
railroad
卡车 lorry
truck
行李 luggage
baggage
公寓 flat
apartment
电梯 lift
elevator
糖果 sweets
candy
电影 film
movie
秋天 autumn
fall
有意思地是，词汇的不同有时侯连英美人自己也搞不清楚，甚至会产生笑话。例如，爱

新教材高一英语人教版(2019)必修第一册教案：Unit 2 Trav 含答案

Unit 2 Travelling AroundListening and Speaking 教学设计科目：英语课题：Listening and Speaking 课时：1 课时教学目标与核心素养：知识目标：熟悉表达将来计划的语言结构，为本单元的语法学习做好铺垫。

能力目标：培养学生制定计划时全面考虑、系统安排的意识和能力。

情感目标：增强学生的爱国情怀，开阔学生的国际视野。

教学重难点：教学重点：帮助学生掌握通过听关键词获取关键信息的技能教学难点：了解现在进行时表示将来计划的语言结构，掌握关于行前准备的常用表达。

课前准备：多媒体，黑板，粉笔教学过程：一、Pre-listening1. Greeting2. Leading-in教师活动：Show some pictures of travelling.学生活动：学生讨论活动1 中的问题。

二、While- listening学生活动：(1)学生浏览活动2 中的问题和选项,预测听力内容。

学生听第一段对话,完成选择,然后师生核对答案。

(2)学生浏览活动3 的听力任务,明确需要回答的问题,学生听第二段对话,记录问题答案,然后互相核对答案。

然后师生核对答案。

(3)学生根据短语搭配先尝试在活动4 的表格空白处填人适当的词语,然后听录言核对答案。

教师活动：Show the listening text and pay attention to the structure of “bedoing”三、After-listening学生活动：运用学到的短语创编对话，以“ How are you getting readyfor your trip”为主题。

并在班内展示。

四、Summary总结课上所学。

作业布置：复习课上所学生词和短语。

高一上学期英语教案：UNIT2说课教案

Unit 2 English around the worldReading-- English around the worldTeaching PlanPart 1 Saying the textⅠ.The position and usage of teaching materialThis text is from Unit 2 SEFC Book One published by the People’s Education Press.This unit is taught on the topic of “English around the world.”It includes three parts:Pre-reading,Reading and Post-reading.The reading part inrtiduces that English within the scope of world of people life inside a different role for undertaking and an important function for rising. Among them the point introduceds English 2 kinds of changes primarily:British English and American EnglishPart 2.Analysis of the text:Teaching Aims:1.Learn and master the following words and expressions: majority nativetotal tongue equal government situation international organization trade tourism global communicate exchange service signal a majority of in total except for stay up end up with a great many2. To learn about some differences between American and British English.3. To learn to use reported requests and commands.4.To listen focusing on key words and detailsTeaching Important Point:1.Train the students to summarize the main idea of each paragraph.2.How to get the students to master the useful expressions: a majority of in totalexcept for3 How to let the students learn the difference between B ritish English andAmerican EnglishTeaching Difficult Points:1 think and talk in English through communicative tasks and provide Ss withchances of cooperation.2Get the Ss to realize the importance of learning English.Teaching Methods:1.Discussion before reading to make the Ss interested in what they will learn.2.Fast reading to get the general idea of the text.3.Discussion after reading to make the students understand what they’ve learnedbetter.4.Pair work or group work to make every student work in class.Teaching Aids:1.the multimedia2. a tape recorder3.the blackboardPart 3 Saying the students:The Ss in our High School are all country Ss.Their foundation is worse, the study is passive, lack the study habit, but the plasticity is stronger and they have rich imagination and a little experience of life,the can solve some problems by themselves.Part 3 Teaching ProceduresStep1 Lead-in2.members’language profile .Ask them to discuss in what situations they use the foreign languages.(e.g. listening to pop songs, accessing software and web sites, chat rooms, reading packages of products, etc)3 Ask some groups to report.4. Introduce some terms : mother tongue, native speak,Step2 While-reading1.SkimmingAsk Ss to read through the passage and summarize the main idea of each paragraph. Para 1 More than 750 million people speak English as their native language or a second language.Para 2 More than 750 million people learn English as a foreign language.Para 3 English is the working language of most international organization,trade and tourism.2.Scanning(1)Ask Ss listen to the tape and fill in the form(2)Ask Ss to work in pairs to discuss(3)Check the answerStep 3.Carefully reading(1)Explain some words and expressions.majority: the largest number/biggest part of something.the Phillipines: is a plural and has a definite article because it is a group of islands.Mother tongue: I think the two words together form a noun,because you can say that English is the mother tongue for very many people.As the sentence starts with In total it probabhy gives a conclusion of what was said in the two sentences before,so probabhy the meaning of mother tongue is the same as native countries International: the word is an adjective.After looking it up in the dictionary,I understand that inter-,just as in the word internet means between,and nation means country.International means between countries.Organizations:there it says that means something like a group or club,ir business and if it is international that it can be found in different countries or people from different countries can be part of it .Communicate: In the sentence and also further down it says that we use English to do something(communicate) with people.From the dictionary I learnt that is means to share information with other people by speaking,writing or using body language.(2)Analyze some complex sentencesA …except for those in Hong Kong ,where many people speak English as a first or asecond language.except多用于引起同类事物中被排除的一项e.g. He answered all the questions except the last one.We go there every day except Sunday.except fo r 用于引述细节以修正句子的主要意思e.g. Except for one old lady,the bus was empty.Your picture is good except for some of the colours.B With so many people communicating in English every day,it wil become moreand more important to have a good knowledge of English.动词-ing形式用作状语时，其逻辑主语一般应与句子的主语一致。

高一英语教案：上学期unit 2单元教案

Unit 2 The Olympic GamesPeriod 1Pre-class task: about vocabulary of item in the Olympic GamesStep 1 Word Game:Part 1: Each group get 4 words to guess. one points for each.Part 2: The quickest to match the word correctly can get 2 points for his/ her group, but if the answer is wrong,1 points will be lost.shot put 击剑discus throw 摔跤javelin throw 悬挂式滑翔Marathon 冰球Canoeing 举重ice hockey 马拉松Weightlifting 划独木舟Wrestling 铁饼fencing 推铅球hang-gliding 标枪Part 3: The quickest to guess the word correctly can get 2 points for his/ her group, but if the answer is wrong,1 points will be lost.Rings, high bar, side hors(鞍马)e, vaulting horse(跳马), double bar, free exercisesStep 2 Warming upTalk about when ,where, and anything you know about the Olympics according to the pictures given.1. get Ss to talk about picturesTeacher can give one example2. let 2 Ss share their understanding of the pictures and act it out for the classStep 3. Speaking Activity 1 ( Warming up p17)Page 49 Now turn to page 49 and look at exx.1&21.Read through the words and fill in the form2.Work in pairs and make a simple dialogue using the information in the form by asking:•Do you know which sports are usually part of the Winter Olympics?•Which sports are played between team?•In which sports are Chinese athletes the best?3.Pairs to act it outStep 4 Speaking Activity 2Teacher help the Ss to talk about their hobbies(about sports) by teaching them some expression.1.show some useful express2.explain them if necessary.3.give some words of sports for Ss to talk with their partner.4.act it outStep 6 Homework1.Find out the fact in Warming up to the number given to you (it’ll be checked tomorrow)2.Finish Exx.1-4 on p11-123.《课程探究》Exx 1&24.Go over the new words.Period 2Step 1 Number gameHave the Ss to open the book on page 9, try to match the number to the events. The one who get the closest answer will get 1 point of the group1.show the number to the Ss2.have the Ss write down the answers by filling with the number in the table776 B. C. The ancient Olympic Games start in Greece.393 A. D. The ancient Olympic Games stop1896 The modern Olympic Games start in Greece.311&13 The numbers of competitors & countries took part in 18961932 China first joined in the Games.1984 China first got gold medal by Xuhaifeng.10.000&119 The numbers of competitors & countries joined in Sydney Olympic2004 China got the 2th place in Athens.2008 China will host the 29th Summer Olympics in Beijing.3. check and give points to the group.Step 2 Pre-readingShowing the Motto of the Beijing 2008 Olympic Games Bid (北京奥运申报口号) to the whole class.1.raise a question: “Do you know more about the Olympics history?”2.get the Ss to read about an interview to get more.3. get the Ss to make sure the relationship between Pausanias and LiliStep 3 Reading comprehensionRead the Olympic Games1.Make sure the information they have to get:The 29th Olympics The old OlympicsThe Olympic GamesThe 27th Olympics The modern Olympics1st time: Read the text quickly and find out the answers to the following Qs:1). The old Olympics: when / where / who/what to get2). The modern Olympics: how often / how many sets / who3). The 27th Olympics: when / where to live/ for the spirit of…4). The 29th Olympic: when / where/ what to get2nd time: Read the text carefully and answer the question on page 11,have the Ss:. 1.Read the passage again and find out the answers to the questions in Ex 22.Discuss the answers with your partner3.Tell the whole class the answersStep 4 Summing up1 individual work, take out a piece of paper to sum up the text2.pair work: “Close the books, talk about the Olympics with what you have learnt & your own knowledge.”3.act it outStep 5 Homework1.《英语周报》知识点练习和短文改错2.Finish Ex.1 of a table on p113.P50 Ex.2, P51 reading task4.Go over notes on page 78-79.Period 3 & 4Step 1 Homework checking & motivating1.check the homework2. talk the motto of modern Olympic Games: Swifter/faster, higher, strongerStep 2 Language points1. Ss give the phrases and expressions according to the Chinese T gives2. Ss raise Qs on some difficult points they found while reading the textReading text:1.Take part in/join in 参加2.The spirit of ……精神、宗旨、灵魂ed to 过去常常4.Find out 查明，找出5.Every four years 每四年，每隔三年6.All over the world （遍及）全世界7. A set of 一套，一组pete with/against 和……竞争pete for…为……而竞争10.be admitted to 获准做某事11.be admitted as 作为…被接受12.reach the standard 达到……水平、标准13.play an important role/part in 在……方面扮演重要角色（起重要作用）14.as well as 和……一样15.think you for your time 感谢您（能抽空……）e from the same root 同根17.Have (no) chance of doing sth. 有（没）做……的机会18.Go with 伴随，与……搭配19.relate…to…把……与关联起来20.relate with 和……有关21.Run against…和……赛跑22.Hear of 听说23.Make sure 确定24.Take turns 轮流25.One after another 一个接一个take part in参加take part in, join, join in, attend的区别take part in 指参加某种活动，如体育、比赛、游戏、讨论、战斗等，并积极地起着作用。

高一英语教案：上册module2unit2教案

Unit 2 The Olympic GamesPart One: Teaching Design (第一部分：教学设计)Period 1: A lesson plan for reading(AN INTERVIEW)AimsTo talk about the history of the Olympics gamesTo read an in terview about the Olympic GamesProceduresI. Warming upWarming up by sharingMorning, everyone! Today we are going to learn about THE OL YMPIC GAMES. But first, I ' like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try? …Right. You know so much about the Olympics. Toady, we ' learn more about it i n ancient Greece.Warming up by describingNow, boys and girls. I 'll show you a video show of the 28 th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Won derful. That 'Liu Xia ng. The hurdle king!Warming up by discussingHi, class. You know our country is trying her best to prepare for the 2008 Olympic Games. Every one is expect ing and excited about it. Let 'discuss what we can do for it. And imagi ne what we will do at the 2008 Olympics.II. Pre-reading1. Asking and answeringNow, please read the three questions before the Reading. Let 'do it in turn. Let 'begin from the first row here …ok, you did a good job. Let 'summarize your answers.Please look at the three pictures in the read ing. Please talk about them. Imagi ne whatever you can. For reference: The first picture is the status of a great Greek. His n ame is Pausa ni as. He was a famous traveler and writer in the second century AD. His Guide to Greece is an extremely comprehensive guidebook for tourists, concentrating on buildings, tombs and status and including a lot of information on the mythological, religious and historical background to the monuments described. It is so in formative that it may be called the foun dati on of classical archaeology and this ancient Baedeker is still used as a guide to classical Greece. Can you remember a famous ancient Chinese traveler and writer? He also wrote a book. Yes, his name is Xu Shake. His works is The Notes of Xu Shake'travels.The sec ond picture is the ope ning cere mony of the Olympic Games. Maybe this is the prin ciple stadium. It 'large and can hold thousa nds of audie nee.The third picture is a Chin ese athlete n amed Yang Yang. She won a gold medal for Chi na in the 2002 win ter Olympic Games. She is a famous skati ng player.3. Talking and SharingWe know there are many differe nces and similarities about the ancient and moder n Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …III. Reading1. Reading aloud to the recording and finding the general ideaNow please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronun ciati on and inton ati on as well as the pauses with in each senten ce. Then try to get the gen eral idea of the passage. Have you got the main idea?Yes, it tells us the differences and the similarities between the ancient and modern Olympics.2. Reading and actingNow let 'play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.3. Reading and findingNow read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the moder n Olympics like?4. Reading and collecting informationOk, now let 'read it silently. First let ' talk about the same points between the ancient and modern Olympics. Who can an swer? Any volun teers?Then let 'come to the differe nces.Next you are to read and un derl ine all the useful expressi ons or collocati ons in the passage. Copythem to your no tebook after class as homework.IV Closing downClosing down by doing exerciseTo end the less on you are to do the comprehe nding exercises 1 & 2.Closing down by discussingYou know our government has tried its best to compete for hosting the 29th Olympic Games. Ithas cost a lot of money. Do you think it is worthwhile? Why?Imagine what we will do and what we can do for the 29 th Olympic Games now.We can see the text is written in a conversational style. And there are two speakers. One is Pausa ni as, a Greek writer 2000 years ago, the other is Li Li, a Chin ese girl. Now let ' cha nge it into a n arrative style. I n other words, let 'describe the ancient and modern Olympic Games in our own words. Who would like to have a try?As we have finished the passage we'll sum up what we have learned. First let 's see the writing skills. It is written in a conversational style. It's in a very interesting way. It adopts a dialogue betwee n Pausa nias who lived 2000 years ago and a Chin ese gird in moder n world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made known to the readers. Just because it is in a conversational style, there are quite a few oral spoke n En glish and elliptical phrases.Through the comparis on betwee n the ancient and moder n Olympic Games, we have lear ned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can have a deep un dersta nding of the Games. From the passage, we can also get to know that the Olympic Games are develop ing and improvi ng. It 'sour duty to make the Olympic Games better and healthier. We know that one of the slogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment. Period 2: A lesson plan for Learning about Language(The Future Passive Voice)Aims：To lear n about future passive voiceTo discover useful words and expressi onsTo lear n the methods of words formati onProceduresI. Warming upWarming up by dictatingThere are several important sentences in this unit. Let 's dictate them. If you ca n ', learn them by heartafter class.①When and where will the n ext Olympic Games be held?②I live in what you call Ancient Greece” and / used to write about the Olympic Gamesmore tha n 2000 years ago.③All coun tries can take part if they reach the sta ndard to be admitted to the games.④The n ext Olympic Games will be held in my hometow n.⑤It is just as much a competition among countries to host the Olympics as to win anOlympic medal.Warming up by discovering useful words and expressionsTurn to page 11 and do exercises 1,2, 3 and 5 first. Check your an swers aga inst your classmates'. II. Learning about word formation1. Do exercise 4 and discover the rules.Turn to page 12 and find out the rules of word formation.By addi ng -ing to a verb, we can cha nge the verb into a noun.That means we can cha nge doing some sport "into the n ame of the sport”.By addi ng -er to a verb, we can cha nge the verb into a noun. That means we can cha nge doing some sport" into the person who does the sport".2. Means of word-formati on in gen eralAffixation, conversion, and composition (or compounding) are the chief means of word-formati on in En glish. Besides these, there are also other mi nor ways of word-formati on in cludi ng clipp ing, acro nymy, ble nding etc.III. Learning about Present Future Passive VoiceTurn to page 13 and do exercise 3. And tell the class the formatio n of prese nt future passive voice. For reference: Well done, class. We can follow the following formlation to turn the future tenses into future passive voice; be going to be done, be about to be done, be to be done, will / shall be done, would / should be done.W Closing down by summarizing2.The passive Voice of phrasal verbGen erally speak ing, only tran sitive verbs can form the passive voice, for only tran sitive verbs can be followed by objects. But many intran sitive verbs together with some prepositi ons and adverbs can be used as tran sitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositi ons and adverbs. For examples:At last they put out the fire. —► At last the fire was put out.They will put up a no tice on the wall. ■*—► A no tice will be put up on the wall.Have you sent for a doctor? —► Has the doctor bee n sent for?I have never heard of such a thing before. Such a thing has never been heard of before.We must take good care of the childre n here. —► The childre n must be take n good care of here. His classmates laughed at him for the foolish mistake —► He was laughed at for the foolish mistake by his classmates.Period 3: A lesson plan for using languageAims:To read about the ancient Olympic GamesTo liste n and talk about hobbiesTo write about hobbiesProcedures1. Warming upWarming up by introducing Hi! Class. You know Greece is the world-k nown country with an ancient civilizati on .It has a long history with so much marvelous culture. The Greeks had won derful stories about the Gods and Godd nesses who were part of their religi on. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were un predictable and capricious. To try to get the support of the Gods people had to pray to them and offer them prese nt. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him.Warming up by sharingNow, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in huma n history. Or can you speak out some n ames of Greek Gods and Goddesses. Prometeus 普罗米修斯a son of the former chief GodSphinx 斯芬克斯----- a being with a human face but a lion bodyPan dora 潘多拉--- a beautiful girl with every ill and evil thought and deedZeus 宙斯--- the chief God who governed the worldHera 天后--- the wife of Zeus who governed the loven . Guided reading1. Reading and judgingRead the text THE STORY OF ATLANTA, and complete the True or False guestio ns after the text on page14.2. Reading and answeringRead the text aga in, and an swer the follow ing questi ons.A. What was Atlanta 'problem?B. What were Atlanta ' rules?C. What was Hippomenes ' amazement?D. What made Hippome nes cha nge his mind?E. Whom did Hippome nes turn to for help?F. Can you guess what was the ending?3. Reading and underliningNext you are to read and un derl ine all the useful expressi ons or collocati ons in the passage. Copy them to your no tebook after class as homework.For liste ning turn to page 15 and be ready to do exercises 1.First read the questi ons carefully and imagi ne what is the liste ning about.When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.5. ActingNext we are goi ng to put the text A STORY OF ATLANTA on stage. You kn ow there are four charactors in the story. Who would like to be them?Who will be Alanta ' father, the old king?Who will be the Goddess of Love?Ok. Li Li, you are the Greek prin cess. Zhang Qiang, you are the brave young man Hippome nes. Lucy, you are the Goddess of Love. Zhou Gang, you are the prin cess 'father. The rest of class, please prepare it in groups of four. Then act your play before class.A text play of THE STORY OF ATIANTATime: one morning in spri ngPlace: at the palacePeople: the old kin g(K), the prin cess (A), the young man (H), the Goddess of love (L).F: My dear daughter, you see how beautiful the spring is! You are just like the spring flowers.Why don 'you marry? So many young kings and princess want to marry you, and they are all so rich, smart and n ice.A:Oh, dear father. I have promised that I will only be married to a man who can run faster tha n me. I will run aga inst him. If he cannot run as fast as me, he will be killed. No one will be pard on ed.F: But, my dear daughter. No man has won you. They all sent themselves to death. When will you get married?A: I won 'marry uni ess I am allowed to run in the Olympic Games. (Hippome nes is allowed to come in)H: Oh, my kin dest king and my prettiest prin cess!1 'marrythe princess. I 'lcompete with you.A: Do you know the rules?H: Yes, prin cess!F: Oh, young man! Go away! You can 'win her. You are only losing your life!H: No, I want a try!F: L: Foolish thing! Go away! Don 'go to die! (Hippomenes was pushed away and felt sad, crying. The Goddess of Love is watch ing everyth ing above him in the sky and pities him)Oh, young man, what's the matter? Why are you so sad?H: L: Oh, my Goddess, can you help me? Can you help me to win the princess and marry her? Ok, young man. Do you really want to marry her and love her?H: L: Of course. She is so beautiful.Ok, it is easy. Take these three golde n apples.Throw apples in front of Atla nta whe n she is running past and she will be relaxed. When she stops to pick it up, you will be able to run on and win.H: Oh, tha nk you, my Goddess!Now, class. Let's carry out a survey of the in terests in the class and write dow n the n ames of the classmates who have the same interests. You can carry out the task like this.Which do you like, sport, music or collecti on?Which of the sports do you like best?What is your favorite sport?Are you in terested in table tennis?After the survey, the ones who have the same in terests sit together and please work in groups of four to talk about their in terest.Why do you like this sport / music / collect ion?When do you begi n to like it?What 'enjoyable about the hobby?What have you lear ned from the hobby?III.Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes.You may begi n like this : Oh, my dear prin cess, I want to marry you …2. Writing a descriptionTurn to page 16 and follow the direct ion to write a descripti on of your favorite hobby.Here is an example:Go to the library to read or get on li ne to search in order to find more in formati on on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Mon day morning.Part Two: Teaching ResourcesSection 1: The writing style of the reading AN INTERVIEWSection 2: Background information on the Olympic GamesI. Events of the Moden Olympic GamesArchery, Baseball, Badminton, Basketball, Beach, Volleyball, Boxing, Canoe/Kayak, Cycling, Diving, Equestrian, Fencing, Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailing, Shooting, Soccer, Softball, Swimming, Synchronized Swimming, Table Tennis, Tennis, Tae kwon do, Track & Field, Triathlon, V olleyball, Water Polo, Weightlifting, WrestlingII. Olympic TraditionsThe Olympic AnthemThe Olympic an them was writte n by the Greek n ati onal poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic an them to crow n Olympic ceremonies at the 1958 IOC Sessi on in Tokyo.The Olympic MottoThe Olympic motto swifter, higher, stronger "comes from three Latin words "citus, altius, fortius ”, which actually mean "faster, higher, braver".The French educator, Baron Rerre de Coubertin, who revived the ancient Olympic Games and in 1896 led the first modern Olympic Games in Athens,borrowed the phrase from a Dominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games? It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23,ter, the International Olympic Committee formally adopted this phrase as the official motto of the Games. The Olympic CreedThe Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin, the creed is asfollows: ”The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well. ”The Olympic FlagIt was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.Today, almost a century after the flag 's creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.The Olympic Oath“ In the name of all the competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams. ”At the opening Ceremony of each Games, one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp, Belgium. A coach or team official takes a similar oath at each Opening Ceremony.The Olympic FlameThe Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess Hera.The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games, where itburned throughout the competitions. It has become a major symbol for solidarity among nationsand embodies the Olympic spirit en compass ing the ideals of purity, the en deavour for perfecti on, the struggle for victory, frien dship and peace.The Torch RelayDuring the 1896 Games in Athe ns, young in spired sportsme n had orga ni sed the first torch relays.However, the traditi on of the Olympic torch officially bega n at the Berlin Games in 1936. As inan cie nt times, the torch is lit by the sun in Ancient Olympia, the n passed from runner to runner ina relay to the host city, where it is used to light the Olympic Stadium ' s flame during the Gar Opening Ceremony. The flame then burns until it is extinguished at the Closing Ceremony.Section 3: Words and expressions from unit 2 THE OLYMPIC GAMEShonestadj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers 2. markedby truth: give honest answers 3. without pretensions: worked at an honest trade 4. without dissimulation; frank: my honest opinion 5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: His answer was simple and hon estancientadj. 1. very old: an ancient mariner 2. in or of times long ago: ancient Rome and Greece 3.hav ing existed si nee a very early time: an cie nt history/customscompetev. to try to win sth. in competiti on with some one else: Joh n competed for a place at their school,but did n t get it. compete for someth ing; en gage in a con test; measure on eself aga inst othersmedaln. an award for winning a champi on ship or commemorat ing some other eventhostn. a man who receives guests: He acted as host to his father's frien ds. China is the host countryfor 2008 Olympic Games. v. be the host of or for: We hosted 4 couples last ni ght.magical adj. possess ing or using or characteristic of or appropriate to super natural powers: a magicalspellinterviewn. 1. the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds.2. a conference (usually with someone important) v. 1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates.3. go for aninterview in the hope of being hired: The job candidate interviewed everywhere.athleten. a person trained to compete in sportsadmitv. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: We cannot admit non-members into our club. 3. serve as a means of entrance: This ticket will admit one adult to the show. 4. give access or entrance to: The French doors admit onto the yard. 5. afford possibilitye: This problem admits of no solution. 6. declare to be true or admit the existence or reality or truth of: He admitted his errors. 7. admit into a group or community: We' ll have to vote on whether or not to admit a new member. 8. have room for; hold without crowding: The theater admits 300 people.replacev. 1. put something back where it belongs: Replace the book on the shelf after you have finished reading it. 2. substitute a person or thing for (another that is broken or inefficient or lost or nolonger working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt. 4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.relatev. 1. have or establish a relationship to: She relates well to her peers. 2. be in a relationship with: How are these two observations related? 3. give an account of: The witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: I cannot relate theseevents at all.sailn. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): We sailed the Atlantic 2. travel in a boat propelled by wind: I love sailing, especially on the open sea.3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow.4. move with sweeping, effortless, gliding motions: Shreds of paper sailed through the air.advertisev. 1. call attention to: Please don 'dvteartise the fact that he has AIDS. 2. make publicity for; try to sell (a product) promisen. 1. grounds for feeling hopeful about the future: There is little or no promise that he will recover. 2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: The results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: I promise you my best effort. 4. make a prediction about; tell in advance。

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。

2024年人教版高一英语必修一unit2教案

2024年人教版高一英语必修一unit2教案一、教学目标知识与技能学生能够掌握本单元的基本词汇和表达，包括描述人物特征、爱好、日常活动等。

学生能够熟练运用本单元的重点句型，进行简单的自我介绍和询问他人信息。

学生能够理解并运用本单元的阅读材料，获取文章中的关键信息。

过程与方法培养学生通过合作学习，共同解决问题的能力。

鼓励学生通过小组讨论、角色扮演等方式，积极参与课堂活动，提高英语应用能力。

引导学生在完成课堂任务的过程中，学会自主学习和探究学习。

情感、态度和价值观激发学生学习英语的兴趣和热情，增强他们的自信心。

帮助学生树立积极向上的学习态度，鼓励他们勇敢面对挑战。

培养学生的跨文化意识，使他们能够尊重并理解不同文化背景的人。

二、教学重点和难点教学重点本单元的重点词汇和表达，如描述人物特征的形容词、谈论日常活动的动词短语等。

本单元的重点句型，如使用“be good at”谈论某人的特长，使用“spend time doing sth.”描述日常活动等。

阅读材料的理解和应用，包括从文章中提取关键信息、理解作者的意图等。

教学难点对于某些生僻词汇的理解和记忆。

对于某些复杂句型的掌握和运用。

在阅读材料中，对于深层含义和文化背景的理解。

三、教学过程导入新课通过展示一些图片或视频，引导学生讨论图片中的人物特征、活动等，激发他们的兴趣和好奇心。

提出一些与本单元主题相关的问题，让学生思考并回答，为后续的学习做好铺垫。

词汇和句型学习教师呈现本单元的生词和短语，并解释其意义和用法。

通过例句和练习，让学生熟悉并掌握本单元的重点句型。

鼓励学生运用新学的词汇和句型进行自我介绍或描述他人，以检验他们的掌握情况。

阅读理解教师引导学生阅读本单元的阅读材料，并帮助他们理解文章的大意和细节。

通过提问和讨论的方式，让学生分析文章的结构、作者的意图以及文章中的深层含义。

鼓励学生将阅读材料与自己的生活经历联系起来，进行拓展思考和表达。

语法讲解与练习教师对本单元的语法知识进行系统讲解，包括时态、语态、非谓语动词等。

Unit2TravellingAroundListeningandSpeaking教案高中英语人教版

人教版（2019）必修第一册Unit 2 Travelling AroundListening and SpeakingTeaching Plans教材分析：《人教版（2019）必修第一册Unit 2 Travelling Around Listening and Speaking》是高一英语教材中的一节课，主要内容为旅行相关信息的听力和口语训练。

教材包括一篇听力材料和相关练习题。

教学目标：1. 学会关注对话中的关键信息，了解对话大意。

2. 分析对话及所运用的表达用语，学习关于行前准备的常用表达方式。

3. 运用所学知识讨论并制定旅行计划。

教学重点：学会使用找关键词的听力策略迅速获取文章细节信息。

教学难点：归纳和总结旅行前的准备活动并根据这一主题编一段对话。

学情分析：学生是高一的英语学习者，已经掌握了一定的英语基础知识。

他们对于旅行这一话题可能有一定的了解，但在欣赏听力材料和进行口语表达时可能存在一些困难。

因此，在教学过程中应该将学生的兴趣和实际情况融入到讲解和练习中，激发他们的学习热情。

教学策略：1. 创设情景：通过创造旅行准备的实际情境，激发学生的学习兴趣。

2. 合作学习：鼓励学生进行交流和合作，提高口语表达能力。

3. 多媒体辅助：使用多媒体工具呈现听力材料和相关图片，增加学生的视听体验。

教学方法：1. 情境导入法：通过问题或图片引入话题，激活学生的相关知识和经验。

2. 听力训练法：通过听力材料进行听力训练，培养学生获取关键信息的能力。

3. 对话练习法：设计针对旅行准备话题的对话练习，提高学生的口语表达能力。

4. 小组讨论法：组织学生在小组内进行讨论，共同制定旅行计划，培养合作和团队意识。

在教学过程中，可以采用以下步骤进行教学：1. 导入：通过问题或图片引入话题，激发学生的学习兴趣。

2. 听力训练：播放听力材料，明确学生任务，引导学生使用找关键词的听力策略迅速获取文章细节信息。

3. 分析对话及表达用语：引导学生分析对话内容并掌握常用的行前准备表达方式。

高一英语教案：上册unit2教案

Unit 2 English around the world一．学习目标和要求1. 掌握以下单词和习惯用语1)单词Nancy; bathroom; towel; landlady; closet; Karen; pronounce; Thompson;broad; repeat; Dave; ketchup; majority; native; total; tongue; equal;government; situation; Pakistan; Nigeria; the Philippines;international; organization; trade; tourism ;global; communicate;communication; exchange; service; signal; movement; peg; commander; tidy;stand independent; fall; expression; tornado; Spanish; southern;statement; president; European; Florida; howl; cookbook2）习惯用语make yourself at home; forget to do sth; in total2. 功能意念项目了解并掌握美式英语和英式英语的区别。

3. 语法1) 学习直接引语和间接引语（2）。

2) 学习ask/tell sb. to do sth结构。

4．语言运用运用所学语言，围绕英语学习这一话题，完成教材和练习册中的听、说、写的各项任务；阅读课文“English around the world”并联系生活中的实际进行书写练习。

二．学习指导1．单词和习惯用语的用法1)flight n.[C]飞行；航班Did you have a good flight?你乘飞机一路愉快吗？They made a successful flight across the ocean.他们成功地飞越了这个大洋。

新教材高一英语人教版(2019)必修第一册教案：Unit 2 Travell 含答案

Unit 2 Travelling AroundReading and Thinking 教学设计科目：英语课题：Reading and Thinking 课时：1 课时教学目标与核心素养：知识目标：掌握与旅游相关的词汇和表达。

能力目标：学习从不同渠道搜集信息，制定旅行计划；提高思维品格和文化品格。

情感目标：增加学生了解非英语国家的机会，使其拥有更广阔的国际视野。

教学重难点：教学重点：引导学生掌握介绍性文本和旅游宣传册的结构特征，文本特征及语言特点。

教学难点：了解秘鲁旅游资源及文化特点，形成个人见解。

课前准备：多媒体，黑板，粉笔教学过程：一、Pre-reading1. Greeting2. Leading-in(1)教师活动：It’s a country with the world’s longest mountain range, largest rainforest,oldest settlements, and great ancient civilization. It’s a country with coasts, highlands,and jungles. You can trek through hot, humid jungles one day, and cold arid glaciers thenext. What’s this country?学生活动：带着下面两个问题观看活动1 的视频：What did you see in the video?What impresses you most in the video?(2)教师活动：We’ve just learnt about Peru by watching a video. What are some other sources from which we can find more information about this country?学生活动：讨论其他信息来源的渠道。

高一英语教案：上学期unit 2G

2. Scanning
Read to locate particular information and complete the comprehending Exercise One.
Work in groups. Discuss the two questions and then ask two groups to report their answers to the class.
(Any persuasive and supporting reason the students give can be accepted.)
1)Why do you think people all over the world want to learn English?
Possible answer:
1). Do you think it matters what kind of English you learn? Why?
Possible answer:
I don’t think so. Here are the reasons:
★Native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.
Paragraph 3:All languages change when cultures communicate with one another.
Paragraph 4:English is spoken as a foreign language or second language in Africa andAsia.

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。

高一英语教案：上学期Unit 2a

人教修订版英语高一上Unit 2 English around the world单元教案一、Teaching aims and demands1.Topics⑴.interview the headmaster and other teacher about the school rules and the ways to learn all the subjects⑵.make a world map of English-speaking countries⑶.collect words different in spelling, pronunciation, or meaning between British English and American English, to make a list2.Function：language difficulties in communicationCan you spell that? Could you repeat that, please?What do you mean by...? Could you speak a bit slowly, please?Sorry, I didn't follow you. I beg your pardon?How do you say...in English? How do you pronounce...?What does...mean? Can you say that in a different way?3.V ocabularybathroom;towel;closet;pronounce;broad;repeat;majority;native;total;tongue;equal;governmen t;situation;international;organization;trade;tourism;global;communicate;communication;exchange; service;signal;movement;commander;tidy;stand;independent;fall;expression;typhoon;publish;sout hern;president;European; howl; cookbook; compare; replacemake oneself at home; in total; except for; stay up; come about; end up with; bring in; a great many; at the same time4.Grammar：direct and indirect speech: imperative(requests and demands)：二、Teaching Time：Five periods三、Teaching procedures:The First PeriodStep Ⅰ. Greetings and Revision（p24）Step Ⅱ. Warming upThree questions：（Key.：p24）①How many countries and regions are there in the world? （About two hundred）②How many languages are there in the world?（Three thousand before,But it is found in the recent years that there are more than five thousand languages）③How many languages are used as the working languages of the United nations?（There are five. They are.：Chinese, French, Revision English and Spanish）Another two questions：①What do you think Joe is looking for in the bathroom?②Why can't he find it? （Key：p24）StepⅢ. Speaking①Read or act in pairs（p9，Key：p25）②Fill in the blanks（p9，Key：p25）③Practise using the following：（Key：p26）Can you spell that? Could you repeat that, please?What do you mean by...? Could you speak a bit slowly, please?Sorry, I didn't follow you. I beg your pardon?How do you say...in English? How do you pronounce...?What does...mean? Can you say that in a different way?StepⅣ. Languages pints△Write a passage comparing American and British English.★compare vt. 和...比较,对照(+with/to) ；比喻为,把...比作(+to)Compared with him, I am a bungler.与他相比,我只能算是一个笨拙的人。

第一册新教材高一教案UNIT第2课时

第一册新教材高一教案UNIT第2课时一、教学目标1.知识目标：熟练掌握本课时生词和短语。

理解课文内容，能够分析课文结构。

学会运用课文中的语法知识进行句型转换。

2.能力目标：培养学生的听说读写能力，提高学生运用英语进行交际的能力。

培养学生合作学习的能力，提高学生自主学习的能力。

3.情感目标：培养学生热爱生活，关爱他人的品质。

培养学生团结协作，积极向上的精神风貌。

二、教学重难点1.教学重点：生词和短语的学习。

课文内容的理解。

语法知识的运用。

2.教学难点：课文结构的分析。

句型转换的技巧。

三、教学过程1.导入利用图片或视频导入本课时的话题，激发学生的兴趣。

2.生词学习帮助学生正确拼读和记忆生词。

通过游戏或活动让学生练习生词。

3.课文学习让学生先自主阅读课文，理解大意。

教师带领学生分析课文结构，梳理课文内容。

对课文中的难点进行讲解，帮助学生理解。

4.语法学习讲解课文中的语法知识，让学生掌握句型转换的技巧。

通过练习让学生巩固语法知识。

5.听说练习利用课文中的对话或情景，让学生进行听说练习。

鼓励学生运用所学语法知识进行交际。

6.写作练习让学生根据课文内容进行仿写或续写。

教师对学生的写作进行指导和评价。

7.小组活动将学生分成小组，进行课文内容的讨论或角色扮演。

鼓励学生在小组内积极发言，共同完成任务。

布置相关作业，让学生课后复习。

四、教学反思1.本课时教学过程中，学生的参与度较高，课堂气氛活跃。

3.语法知识的讲解和练习还有待加强，需要更多地关注学生的个体差异。

4.小组活动中，部分学生表现积极，但也有部分学生参与度不高，需要进一步引导。

五、教学资源1.教材：第一册新教材高一英语2.图片、视频等辅助教学材料3.语法练习题4.写作模板六、教学时间1课时七、教学评价1.课堂表现：观察学生在课堂上的参与度、发言积极性和合作学习情况。

2.作业完成情况：检查学生课后作业的完成质量，了解学生对课堂内容的掌握程度。

3.测试成绩：通过单元测试，了解学生对本课时内容的掌握情况。

高一英语教案：上学期Unit 2D

人教修订版英语高一上Unit 2 English Around the WorldReading教案American English And British EnglishI. Teaching aids: CAI, Multi-Media, tape-recorder.II. Teaching aims:1.To train the Ss ’ skills in listening, speaking, reading and writing.2.To learn some useful words and expressions of the text.3. Learn the text to get the students to know about the differences between American English and British English.III. Teaching important points:1. Improve the Ss ’ reading ability by reading the material.2. Improve the Ss’ listening ability.3.Get the Ss to know about American English and British English.IV.Teaching methods:1. Fast-reading and intensive reading to improve the Ss’ reading ability.2.Pair work and group work to have every student master what they’ve learned.V.Teaching procedures:Step 1. Greeting and lead-in: Array Array Greet the whole class as usual.In this period, we’ll learn a text,which is about American English andBritish English.Now look at the pictures(showing the slides).Can you tell me where the famousplaces are and the names of them?(The picture on the left is Statue of Liberty, which stands high up on the Liberty Island near New York seaport. It is the symbol of American people who long for the freedom. On the right the picture is Big Ben, which is the great clock high up in a tower of the Parliament building. This isthe building in London where laws are made.)Do you know which language people speak in America?(English)How about people in England? (English)All right. People in both two countries speak the same language. However, do you know there are some differences between the two languages? Can you tell me what you have known? And what you want to know?Now look at another two pictures. What can you see in the pictures? (Two persons are talking).Can you guess which of the two persons comes from America? (The person on the left)Step 2. Warm-up reading:Now let me introduce the history of the English language to you. English is a young language. It grew from other languages, such as German and French. People began to write it down only six hundred years ago. Now it is spoken by people all over the world. From last period we know there are more than 42 countries where the majority of people speak English. There are two main families of standard English: the American and the British English. American English is spoken in the USA and in Canada. British English is spoken in Britain, Australia and Africa. However, English is not exactly the same in different countries. Today, we are going to learn about the differences between American English and British English. Now let’s listen to the tape and find the answers to the questions on the screen (showing the slides).Answer the following questions:1. What is American English for “I think”?(In American English “I guess” is used instead of “I think”)2. What did Noah Webster do in order to make American English different from BritishEnglish?(He changed the spelling of many words.)Step 3. Fast-reading comprehension:Do fast reading silently, and then choose the best answer.1.America stopped being a part of England in _____.A. 1707B.1828C.1776D.19112.Which of the following statements is true?A.After 1828 American English and British English stayed the same.B.After 1828 American English changed but British English stayed the same.C.After 1828 British English changed but American English stayed the same.D.After 1828 both British English and American English changed.3.British English is different from American English because_____.A.Britain decided to change the spelling of many American wordsB.American English changed but British English stayed the same.C.The Americans and British took different words from other languages.D.America is a bigger country.4.Noah Webster was _____.A.an American presidentB. a Spanish farmerC. a British teacherD.an American writer5.Which of the following statements is trueA.In the future both American English and British English will stay the same.B.In the future American English will change but British English will not.C.In the future British English will change but American English will not.D.In the future both British English and American English will change.(Answers: 1-5 C D C D D )Step 4.Intensive reading:Now read the text again. Read it carefully and discuss the following questions on the screen with your partners. Find your answers on your book. In a few minutes, I’ll as k some pairs to give us the answers (showing the screen).Answer the following questions:1.When did America become an independent country?(In 1776)2.Where did the word “fall” (meaning “autumn”) first come from?(From England).3.Can you give some example to show spelling differences between American and British English?(For example, the words “colour, centre and travelled” in British English are spelt “color, center and traveled” in American English.)4.Is there any differences in written English in the two countries?(Yes. In written English there are some spelling differences between British English and American English. And in some cases, different words are used for the same thing.)5.What differences are there in spoken English in the two countries?(Some words are pronounced differently in the two countries. For example, Americans say dance [dæns], and in southern England they say [dα:s]. In America, they pronounce not [nαt ]; in southern England, they say [not], and so on.)6.Do you think that people from Britain and America can understand each other? Why do you think so?(Yes. Though there are many spelling differences, they can understand each other because written English is more or less the same in both Britain and America. )7.How did the differences come about?(There is no quick answer to this question. At first the language in Britain and America was the same. After America became an independent country, the language slowly began to change. For a long time, the language in America stayed the same, while the language in England changed.)8.Which do you like, American English or British English? Why?(I prefer American English to British English because American English is easier to understand. / I prefer British English to American English because British English sounds more beautiful.)Step 5. Language points and key sentences:Deal with some Language points and key sentences in the text.e about = happene.g.How did this accident come about?They didn’t know how the change had come about?Sometimes it is hard to tell how a quarrel comes about.2.stay = keep. Here “stay” is a link-v. followed by an adj.e.g.The shop stayed open till nine o’clock.The temperature has stayed high this week.3.just as + adverbial-clause.e.g.She loves singing just as her mother did.Jack didn’t feel just as his wife did.4.end up with = finish withe.g.The party ended up with the singing of Liu Huan.The lecture ended up with a poem.5.more or less = nearly, almoste.g.The work is more or less finished.Our working condition has more or less improved.6.have difficulty / trouble in doing sth.have difficulty / trouble with sth.e.g.I have some difficulty in understanding the text.He had no difficulty with the job.Step 6. Reading and writing:Now look at Reading and Writing on Page 13. Read the Paragraph about American English and fill in the chart. Then check the answers.Suggested answers:Step 7. Summary:Sum up the key points briefly and enable the Ss to master what we’ve learned today. In this class, we’ve learned the differences between American English and British. Now let’s sum them up.Step 8. Homework:1.Write a short passage, comparing American and British English.2.Write a letter in the name of Wang Ling to Mr. Smith on P96.。

高一英语教案：上Unit 2单元教案1

人教修订版英语高一上Unit 2 English around the world单元教案1II. Teaching Time: six periodsThe First PeriodWarming up and Reading1.Teaching Goals:1.Target language teaching Important Pointsa. Important words and expressions:Include play a role in because of international native come up culture actually present vocabulary usage identity such as rapidlyb. Important sentencesWorld Englishs come from those countriesNative English speakers can understand each otherIt became less like German, and more like French2. Teaching Difficult Points:1) How to use different sentence patterns to express one’s idea.2) How to improve the students’ listening ability.3) How to help the students to express their ideas freely.3. Teaching Methods:1) Listening method to prove the students’ listening ability.2) Discussion method to help the students have a clear idea of wh at they’ve learned.4. Teaching Aids:1. a tape recorder2. a projector and some slides5. Teaching Procedures:Step I Greetings and RevisionT: Good morning, everyone!Ss: Good morning, Miss Huang.T: Sit down, please! In this class, I want to check your homework first.(Teacher and the students learn the new words and expressions of this period. The teacher gives the explanations and examples if necessary.)Step II Warming upT: Now , I’ll ask you some questions. The first question is: How many coun tries and regions are there in the world?S1: About two hundred.T: How many languages can you list in the world? For example, French.Ss: German, Chinese, Japanese, Canadian, English, Australian, and Korean….T: Very Good. Which language is mostly widely used in the world?S4: English.T: Yeah, right. In this unit, we’ll talk about English, English around the world. Ok, let’s look at the world map. The colorful parts are the countries that English is spoken. Who can tell the names of the countries?S: S1 S2 S3 S4…..T: Ok. We can see so many countries speak English and many countries like China, people are spending much time learning English. And English is full of our daily life, right. Let’s enjoy a short piece of song and movie.T: That’s very nice, yeah? If you are interested in them, you can listen to more English songs and see English movies, which help you improve your English.S: BBC and VOAT: yeah, English is spoken in so many countries. So they are a little bit different from each other right?S: What are differences between American English and British English.T: Good questions. Who knows what are their differences.S: 发音不同.T: Yeah, pronunciation.S: Different words means the same thingsT: very good.T: They differ from in words, spelling and pronunciation. Let me show you a table and take some notes.Step III ListeningT: Let’s do listening. Please turn to Page 9. Compare the differences of words in British English and American EnglishT: I’ll play the tape twice. When I play it for the fir st time, just listen to it. While I play it for the second time, write some necessary information on a piece of paper and then discuss the answers with your partner.T: Let’s check the answers.Ss…T: all the left hand side words are British words.Step IV Read the passage or The road to modern English..Pre-readingT: How many people speak English in the world today?Ss: 12billion, 1 billion, 3 billion….T: Nearly 2 billion. Now read the passage fast, and answer the questions in Comprehending. T: Are you ready?Ss: Yes.Check the answers of Comprehending.Step V Intensive readingT: We already have a basic understanding of this passage. Now reading the text again and fill the form, ok?See form in ppt.Step VI Summary and HomeworkT: In this class, we have learned some differences between British English and American English. Please learn useful sentences by heart. After class, do more practice and try to speak more English as you can.Homework:1 preview learning about language2.recite 15 new words.3.find out those sentences that you don’t understand well , and T will explain them next lesson.Step VII Record after Teaching.The Second PeriodLearning about LanguageI. Teaching Aims:1.Learn the text “English around the world”.2.Get the students to master the useful expressions in the text.3.Check the answer in learning languagesII. Teaching Important Points:1.How to improve the students’ ability to understand an article.2.How to get the students to master useful expressions.III. Teaching Difficult Points:The use of some expressions.IV. Teaching Methods:1.Fast-reading to train the students’ reading speed.2.Reading comprehension to help the students grasp the main idea of the text.3.Practise getting the students to master what they’ve learned.V. Teaching Aids:1. a tape recorder2. a projector and some slidesVI. Teaching Procedures:Step 1 Greetings and RevisionGreet the whole class as usual. The teacher checks the students’ homework and gives explanations if necessary.Step II Explanation of the passage1.Either because of is the most widely spoken and used foreign rule or because of itsspecial role as an international language.Rule is a noun here. Means that some countries were invaded by English spoken countries, so they gradually also speak English2.Include vt. 包含including prep included adj.The bill came to $450, including tax.The bill came to $450, tax included3.play a role in Monitor plays an important role in managing a class.4.because of +名词或名词短语because conj.5.even if and even though ask students to make sentencesHe will not let out the secret even if he knows it.6. all around the world: all over the world7.the number of (number, figures); a number of(several, many)e.g. The number of students absent is 6. A number of students were absent yesterday.8.Would you please come up to my flat for a visit? 来我的公寓坐坐怎么样？come up 上来, 走近; 被提出; 发芽; 升起9. (1) actually/in fact/as a matter of fact事实上，实际上(2) Be base on/upon… 以…为基础This movie is based on a fairy story.(3) present (adj.) 目前的, 现在的The present situation in Thailand is very serious.Step ⅢCheck the answers in Learning about LanguageAsk students to give the answers one by one,Then I will give them the correct answers.1.C D E F A B JG I HAnd explain some meanings that students find them difficult.2.Native English speaker, actually, vocabulary, apartment, elevator3.includes, cultures, present, Actually, usage, gas international, rapidly, However, government. Then explain and check the related Ex. in Wb. and homework book.Step ⅣSummary and Homework1.Correct your Ex.2.Finish Ex. in Wb Using words and expressions part3.Preview discovering useful structures and the reading part of Using Language.Step V Record and TeachingThe Third PeriodDiscovering Useful Structures and Reading2I. Teaching Aims:1.Review some useful words in the text.2.Learn and master the sentence patterns, which express an order and a request, and theirdifferent features.II. Teaching Important Points:Point out the features of an order---which uses the imperative, namely “tell/order sb. to dosth.” and of a request, ---which uses a question form or an imperative, very polite, namely “asks sb. to do sth.III. Teaching Difficult Points:How to change orders and requests into reported orders and requests.IV. Teaching Methods:1.Inductive method and talking method to give the students a clear picture of what theyshould master.2.Practice to make the students remember what they’ve learne d.3.Pair work and group work to make every student active in class.V. Teaching Aids:1. a tape recorder2. Some slidesVI. Teaching Procedures:Step 1 Greetings and RevisionGreet the whole class as usual. The teacher checks the students’ homework . L et some Ss say sth. about English in their own words. If they have some difficulty, part 2 in Post-reading on Page 11 may give them some help.Step II Word StudyT: Match the words and phrases on the left with their meanings on the right. Do it with your partner. In a few minutes, we’ll check the answers.T: Now let’s do another exercise. Please turn to page 92. Look at the part of Vocabulary. (No.1, 2)I give you four minutes to do it. Then I’ll check it.Step III GrammarT: (to S1) Stand up. Open the door. Look outside. Now close the door.T: (to S2) Sit down, please. Could you lend me your pen? Can you show me your book?T: What did I say to S1?Ss: Stand up./ Open the door./ Look outside./ Now close the door.T: What did I say to S2?Ss: Sit down, please. Could you lend me your pen? Can you show me your book?T: What was the difference between what I said to S1 and what I said to S2?Ss: You told/ordered S1 to stand up/open the door/look outside/close the door.You asked S2 to sit down/ lend you his or her pen/ show you his or her book.T: You are right. In fact, what I said to S1 is an order. What I said to S2 is a request. Its patterns are like this: Orders and Requests.Direct speech: (Orders): Do…/ Don’t…(Requests): Do…, please?/ Can you…?/Could you…?/Will you…?/ Would you…?Indirect speech: (Orders): sb. told/ordered sb. else (not) to do sth.(Requests): sb. asked sb. else (not) to do sth.T: Now let’s do No. 1and No. 2 on Page 12.Step IV PracticeMake some dialogues using the commands or requests aboveThenT: Now, in your daily life, what kind of language do you speak.S: 温州话.T: yeah, Wenzhou dialect. In China, there are many dialects right? Who can tell me some dialect?Ss: 粤语,闽南语,北方话and so on.Then I show them a Wenzhou dialect song to students. That is very interesting.T: China is just a country which has many dialects, so do you thing there are also many dialects in English.S: yes.T: Now, read the passage, and answer the questions on the screen.Is there Standard English? Why?Scanning:1.H o w m a n y d i a l e c t s o f A m e r i c a n E n g l i s h h a v e b e e n l i s t e d i n t h e t e x t?2.Why are there so many dialects in American English?Ss……standard (n.)标准, 规格(adj.) 标准的meet standard 符合标准believe it or not 信不信由你Believe it or not, all the people present have agreed to the plan.Step V Summary and Homework1.review the usage of request and command2.preview Listening part in Sb and Wb.3.Finish Ex related to direct and indirect speech in your homework booksStep VI Record and TeachingThe Fourth PeriodListeningTeaching Goals:1 important expression. lightning subway underground British western Europe southeast2.Ability goalsGet the students to know more about world English and dialects by listening3.Learning ability goalsHelp the students learn how to get detailed ideas of English programs.Teaching important pointsListen to materials and grasp the needed informationTeaching difficult pointGuess the name of the speaker’s country by listeningTeaching methodsListening, discussion, notes-taking.Teaching aidA recorderTeaching procedures& waysStep 1 RevisionS: There is a river in the picture. At the bank, there is a tall tree. We can see a very big fish in the river.S2: The two laughing boys are Buford and Big Billy Bob. A boy was frightened and escaping. He is Little Lester.T: Ok, comes to the questions. What does Buford think of Texas?S: He believes it’s almost a different country from the US.T: How large was the catfishS: The catfish was almost the size of a house.T: Why did Lester get out of the water very quickly?S: He thought the catfish would eat him.T: Why did Buford and Big Billy Bob laugh?S: Because the fish is harmless but Lester was so frightened and fled so fast.Step 2 Listening and writing (14)Task Listen and answer questions.T: Another two persons will describe this story. One is Buford who is from Texas and believes bigger is always better. He is speaking with one kind of Southern dialects. The other is his teacher, Jane, who speaks standard British English. First, listen and know about standard British English and Southern dialects.Ss listen to the tape and try to understand. And the teacher tell the students to pay attention to Q5Step 3 Listening taskTask 1 Look at the map. Listen to the tape and find where the students come from.T: Please turn to page51 and look at the map. What does it tell us?S: It marks the places where English is spoken as a first or second language. Maybe it is about world English.T: Good! Now six foreign students come to our class to learn Chinese, and they are introducing themselves. Please listen carefully, and then write their names on the proper places on the map.It is a little difficult to finish the task individually. Teacher may do the first one with the student. While listen, repeat the key sentences..Step4 Homework1.Make a short list of reasons why English is spoken in so many places around the world.2.Preview Speaking and ‘Writing part.paring American and British English orStep 5 Record after TeachingThe Fifth PeriodSpeaking and WritingTeaching Goals1.Target languagea.Important expressionstry to do look around confuse offerb.Important sentencesWe know that languages develo-p and change over time and that is why we have new dictionaries from time to timePardon?I beg your pardon?Could you say that again, please?Sorry, I can’t follow you.2.Ability goalsEnable the students to deal with language difficulties in communication3. Learning ability goalsHelp Ss learn how to manage to communicate with others and avoid language difficulties. Teaching important pointsHow to use different sentence patterns avoiding language difficulties in communication. Teaching difficult pointHow to make a dialogue using commands or requestsTeaching methodsPair works to make a dialogue, cooperative learingTeaching aidsA projector and a blackboardTeaching procedures& waysStep 1 RevisionTask1T: Can you lend me your pen?S: Pardon?T: Can you tell some similar expressions?S: I beg your pardon? Could you repeat that, please, can you speak more slowly, please?T: Great! Turn to Page48.Task2Turn to P49, there is 3 situations, read them then make dialogues.Conversation1, 2,3WritingTeaching Goals1.Target languageimportant expressionsbrainstorming, share, experience, make use of2.Ability goalsEnable the students to master the way of preparing oneself before writing a composition----Brainstorming.3. Learning ability goalsLearn how to prepare oneself before writing.Teaching important pointsKnow the way to make a brainstorming map.Teaching difficult pointsWrite a passage about one’s experience of English learningTeaching methodsTask—based learningTeaching aidsA projector , a computerTeaching procedures& waysStep 1 PresentationTask1 Summarize the way of preparing oneself before writing.Discuss “Why should I learn English?”Draw a map, and fill Ss’ answers in itThen turn to page15, and read the steps.Step 2Task2 Make a brainstorming mapT: Please write down How can learning English help China in the future?Step3 Writing taskTask 3 Write an articleThe Sixth PeriodConsolidation and RevisionI. Teaching Aims:1.Go over the grammar--- the Direct Speech and the Indirect Speech, pointing out andcorrecting the mistakes that the students often make in changing the Direct Speech into the Indirect Speech.2.Summarize the changes of the pronouns, tenses, and adverbials in turning the Direct Speechinto the Indirect Speech.II. Teaching Important Points:1.By doing a lot of practice, let the students know how to use an infinitive to express one’sorder or request in the Indirect Speech.2.By doing plenty of exercises, let the students know how to make a statement correctly in theIndirect Speech.III. Teaching Difficult Points:1.Let the students know how to tell the difference between an order and a request.2.Let the students know how to change the pronouns when turning the Direct Speech into theINDIRECT speech.IV. Teaching Methods:Review, explanation, inductive methodV. Teaching Aids:1. a computer2. a blackboardVI. Teaching Procedures:Step 1 GreetingGreet the whole class as usual.Step II RevisionT: Turn the following direct speeches in indirect speeches:1.“Please open the window,” the teacher said to Li Ming.2.“Don’t play games in the classroom,” the monitor said to us.3.He asked, “Where are you going to get off, John?”4.He said to me, “You are wrong.”5.“Are you a Party member?” he asked.6.“A sport meet will be held in our school next week,” Li Mei said to her parents. Step III Check the answers of Sb , Wb and homework booksHomework1.Correct mistakes in Sb, Wb and homework books.2.Review the whole unit3.Recite the words that tell differences of American English and British English. Step V Record after Teaching。