江苏省高一英语上册 第二单元全套教案
必修一英语第二单元教案
一、教材分析1、单元背景分析本单元讨论的话题是“世界英语”介绍了英语在当今世界范围内人们生活中扮演的不同角色及其重要意义。
尤其介绍了英美语言的差异，让学生更进一步了解学好英语的必要性和其重要意义。
促使学生了解英美语言在词汇、拼写、语音等方面的区别。
使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。
2、教材内容分析本课是高中一年级英语上册，unit 2 English around the world 中的Reading.本单元的中心话题是“世界英语”，具体涉及“英语在当今世界范围内人们生活中扮演的不同角色及其重要意义，以及英美语言的差异”。
本课的语言知识及语言技能主要是围绕“世界英语”这一中心话题进行设计的。
本课时主要分为两部分:1）Pre-reading. (读前准备)“读前准备”部分是Reading的前奏，此部分设计了两个问题，诱发学思考。
通过对问题的讨论和比较，让学生明白学好英语的重要性。
2）.Reading (阅读)“阅读”部分文体为说明文，全文共分三个段落。
全文阐述了一个鲜明的观点：英语的确是当今世界范围内使用最广泛的一门语言之一，也是联合国的工作语言之一，它的重要作用是其他语言不可替代的。
3）Post-reading（读后）“读后”部分共设计了两类题型：第一部分是和个问题，其中前面两个是细节理解题；第三题是一个开放性题目，鼓励学生把英语学习与现实生活相结合。
第二部分是填空形式，帮助学生梳理文章，掌握文章主要细节，概括中心思想，实为文章的一个纲要。
三部分均以提高学生阅读能力为主，所以将此三部分有科学地整合成一节阅读课。
3、教学重点1）、使学生在认识学好英语的重要性的同时，更加热爱自己的祖国。
2）、发展学生的阅读能力，尤其是归纳总结，猜词和查读（scanning）的能力。
3）、使学生通过交际性任务和合作的机会，培养他们用谚语思维和交际的能力。
4、教学难点1）、使学生在认识到学好英语的重要性的同时，更加热爱自己的祖国，从而培养他们的祖国意识。
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。
江苏省学年高中英语 Unit2 Growing pains welcome and reading教案 牛津译林版必修1
Unit 2 Growing painsPeriod 1 Welcome to the unit and reading一．【设计思想】以丰富的图片引入话题，以阅读技巧贯穿这个阅读课堂。
二．【教学目标】1. 知识目标：（1）To develop students’ ability of reading a play.（2）To know about American family life and problems that happen between American teenagers and their parents.2. 能力目标：Learn to analyze the emotions of each character from the instructions of the play三．【教学重难点】1. Learn to analyze the emotions of each character from the instructions of the play.2. To develop the skills of how to read the play.四．【教学环节】【课堂导入】Step1:Have a discussion1. Do your parents sometimes interfere in your life and make decisions for you?And How?2. Will you talk to your parents when you have a problem?3. Do your parents trust you?【预习检查】Have a discussion about the difficult sentences that you have underlined when you preview this passage.【课堂教与学】Step2: Match the new words from the article with their meanings1.frightened(Line9) a. mistake2.starve(Line14) b. take in and then let out a long, deep breath when you aretired or sad3.fault(Line30) c. be strict with4.deserve(Line42) d. afraid5.be hard on (Line51) e. be very hungry6.sign(Line56) f. earn something because of how you actStep 3: Fast reading（Read the text quickly and answer the following questions）1. Who are the main characters in the play?___________________________________________________________________________ 2. Why was Dad very angry with Daniel?___________________________________________________________________________ 3. What happened to their dog, Spot?___________________________________________________________________________Step3 II. Scanning ——True or False1. Mom and Dad came back from their trip a week earlier. ( )2. Daniel and Eric had a party with money their parents left. ( )3. Daniel’s parents still think of him as an adult. ( )4. Daniel does not want to tell parents what happened. ( )5. The boys didn’t clean the house because they went to the clinic. ( )6. The mother thinks the father should be stricter with Daniel. ( )【课堂巩固】Step 5 Consolidation: Task-based readingStep 6 Reading Comprehension1. This passage is mainly about ______ .A. what Mom and Dad did after they returned from vacationB. what Daniel and Eric did at homeC. the reason why the dog was tired and hungryD. a big quarrel an American family had2. Which is NOT true according to the passage?A. The children were very excited when their parents came back a day earlier than expected.B. The children didn’t use the money for themselves.C. Daniel was left in charge at home while their parents were away.D. Eric wanted to tell his parents what had happened, but Daniel said they didn’t need to.3. Mom and Dad left Daniel in charge at home because ______.A. he was an adultB. he was the youngestC. they liked him very muchD. they thought he could take good care of everything while they were away.4. The main reason for their quarrel is that ______.A. Daniel was too rude.B. Eric didn’t tell his parents what had happenedC. the parents blamed Daniel without giving him a chance to explainD. Daniel and Eric didn’t behave well at home.5. What do you think is the most reasonable（合情合理的）end of the play?A. The parents punished Daniel and he respected them more than before.B. After the parents had a long talk with the boys, they knew about the truth andsaid “sorry” to Daniel.C. They didn’t mention the quarrel and didn’t trust Daniel any more.D. Daniel knew he was wrong and said “sorry” to his parents.【知识小结】Reading a playReading a play can be very different from reading a normal text. Most of a play is in the form of a dialogue---this is because plays are written to be spoken aloud. Writers also use different styles of speech. To really understand a play, you should read the dialogue aloud. Remember to pay attention to the instructions such as “shouting angrily” and “sounding very angry”.【提升与拓展】The famous director of a big and expensive movie planned to film a beautiful sunset over the ocean, so that the audiences could see his hero and heroine in front of it at the end of the film as they said goodbye to each other forever. He sent his camera crew out one evening to film the sunset for him.The next morning he said to the men, “Have you provided me with that sunset?”“No, sir,” the men answered.The director was angry. “Why not?” he asked.“Well, sir,” one of the men answered, “we’re on the east coast here, and the sun sets in the west. We can get you a sunrise over the sea, if necessary, but not a sunset.”“But I want a sunset!” the director shouted. “Go to the airport, t ake the next flight to the west coast, and get one.”But then a young secretary had an idea. “Why don’t you photograph a sunrise,” she suggested, “and then play it backwards? Then it’ll look like a sunset.”“That’s a very good idea!” the director said. Th en he turned to the camera crew and said, “Tomorrow morning I want you to get me a beautiful sunrise over the sea.”The camera crew went out early the next morning and filmed a bright sunrise over the beach in the middle of a beautiful bay. Then at nine o’clock they took it to the director. “Here it is, sir,” they said, and gave it to him. He was very pleased.They all went into the studio. “All right,” the director explained, “now our hero and heroine are going to say goodbye. Run the film backwards so that we can see the ‘sunset’ behind them.”The “sunset” began, but after a quarter of a minute, the director suddenly put his face in his hands and shouted to the camera crew to stop.The birds in the film were flying backwards, and the waves on the sea were going away from the beach.1. One evening, the director sent his camera crew out _________.A. to film a scene on the seaB. to find an actor and an actressC. to watch a beautiful sunsetD. to meet the audience2. Why did the director want to send his crew to the west coast?A. Because he changed his mind about getting a sunset.B. Because he was angry with his crew.C. Because he wanted to get a scene of sunset.D. Because it was his secretary’s suggestion.3. The director wanted to film a sunset over the ocean because ______.A. it went well with the separation of the hero and heroineB. when they arrived at the beach it was already in the eveningC. it was more moving than a sunriseD. the ocean looked more beautiful at sunset4. After the “sunset” began, the director suddenly put his face in his hands ______.A. because he was moved to tearsB. as he saw everything in the film moving backwardsC. as the sunrise did not look as beautiful as he had imaginedD. because he was disappointed with the performance of the hero and heroine5. Which of the following is NOT true?A. The crew had to follow the secretary’s advice.B. If you want to see a sunrise, the east coat is the place to go.C. The camera crew wasn’t able to film the scene the first day.D. The director ordered his crew to stop filming the “sunset”.【课后预习】找出文章中的重点单词，并在下一个导学案中进行记录。
江苏新教材高一英语unit2 Reading教案+学案
Module 1 Unit 2 ReadingTeaching PlanTeaching aims1. 理解课文主题和框架结构；2. 弄清作者对亲子关系紧张现象的态度和文章的写作意图；3. 懂得如何从双方的不同角度，积极应对紧张的亲子关系；4. 学习并运用反问句式引入话题。
Teaching procedures:Step 1 before the text (think about the relationship between parents and children)1. Do you find it more difficult to communicate with your parents than when you were younger? What could be the causes?2. What does the writer mean by “strangers under the same roof?” in the title? And what could be talked about in the article?Step 2 through the text (understand the main idea and structure of the text)1. Find the topic sentence in each paragraph.2. Finish Task A1.3. Finish Task A2.4. What’s the writer’s idea about parent-child tension? (A3-1) And what’s the purpose of the article?Step 3 after the text (practice the writing methods)1. Why is the article begun with questions? Learn to talk about parents’ love for children by asking questions. (Task B3)2. Talk about teenagers’ mental needs.3. Have you ever had a conflict with your parents? Give an example. (A3-2)Guiding questions:What happened?When and where did it happen?Why did it happen?How was it solved?4. Write about your conflict with your parents, beginning with rhetorical questions.Step 4 from the text (practice the expressions by describing parents responsibility)1. Learn and practicesee eye to eye with sb. on sth.You are not alone.result in family tensionsat a different rateit can be a headache to domental needshave a desire for sth./to do sth.feel ready to doWhy can’t they let me go?on the other handit may seem impossible to dotake action to improve the situationthe key to doingfrom one’s point of viewrelax one’s controli t’s completely normal to doThe good ne ws is that …2. How are parents responsible for the parent-child tension? What suggestions do you have for them? (Task A3-3)3. Finish Task B1, and write back to Mrs. ZhaoStep 5 beyond the text (learn about word usages by describing growing pains)1. Look it upanxiousdesireconcernaddressstruggleturn outargueModule 1 Unit 2 ReadingLearning GuidanceI. Learning aims1. 理解课文主题和框架结构；2. 弄清作者对亲子关系紧张现象的态度和文章的写作意图；3. 懂得如何从双方的不同角度，积极应对紧张的亲子关系。
高中英语必修一第二单元教案
高中英语必修一第二单元教案一、教学任务及对象1、教学任务本教案针对的是高中英语必修一第二单元的教学内容。
该单元的主题为“友谊”，旨在帮助学生掌握与友谊相关的词汇、语法、句型，培养学生在实际语境中运用英语进行交流的能力，同时加强学生的听说读写综合技能。
教学内容包括：词汇学习（如：friendship, loyal, trustworthy等）、语法点（如：一般现在时、一般过去时）、课文理解、听力训练、口语表达以及写作练习。
2、教学对象本教案的教学对象为高中一年级学生，他们在初中阶段已经具备了一定的英语基础，但在高中阶段需要进一步提高英语综合运用能力。
学生们的英语水平参差不齐，因此，在教学过程中需要关注每一个学生的学习需求，因材施教，使他们在原有的基础上得到提高。
在教学过程中，要注意激发学生的学习兴趣，培养他们自主、合作、探究的学习习惯，帮助他们树立正确的学习观念，使他们在轻松愉快的氛围中学习英语，提高英语素养。
同时，要关注学生的情感需求，营造一个和谐、友善的课堂氛围，让他们在友谊的陪伴下共同成长。
（1）掌握与友谊相关的词汇、语法、句型；（2）运用所学知识进行听说读写实践活动；（3）理解课文内容，提高阅读理解能力；（4）培养良好的学习习惯，提高英语综合运用能力；（5）树立正确的友谊观，懂得珍惜友谊。
在此基础上，教师应运用多种教学策略，关注每一个学生的成长，使他们在英语学习中获得全面发展。
二、教学目标1、知识与技能（1）词汇：学生能够掌握本单元的基本词汇，如friendship, loyal, trustworthy, support, communicate等，并能够在实际语境中正确运用。
（2）语法：学生能够理解并掌握一般现在时和一般过去时的用法，能够运用这两个时态进行句子构建和文章写作。
（3）听力：学生能够听懂与友谊相关的对话和短文，提高听力理解能力，并能够抓住关键信息进行答题。
（4）口语：学生能够在日常生活中使用英语进行与友谊话题相关的交流，表达自己的观点和感受，提高口语表达能力。
高一英语上册第二单元教案
Period 8 Task 3Skills building 3: writing a dialogueTeaching objectives:To develop writing skills by reading the tips.To understand the mood of the Mum’s and Jack’s feelings. Important and difficult points:Writing a dialogue.Teaching procedures:Step 1 Lead-inThe language you use in writing a dialogue:not too colloquialnot too redundantdescriptiveStep 2 Reading1 Read the instructions and know some tips of writing a dialogue.2Read Part A and discuss what is wrong with the underlined sentences.a.‘Umm’ or ‘hmm’ shouldn’t be included in a written dialogue.b. We shouldn’t use ‘My room is too dirty’, ‘My room is a mess’, ‘clean up’ and ‘cleaning’, because in a written dialogue what has just been said shouldn’t be repeated.c. In a written dialogue we should write a sentence that shows the speaker is very angry instead of the sentence ‘I’m really very angry with you.’3Read again and do Part B.A The sentences that show Mum is unhappy or angry:Come and look.Don’t you talk to me like that?You should start cleaning now if you plan to leave!B The sentences that show Jack’s mood:This is so unfair! I’ll never have enough time.But I don’t think you’re being fair at all!Step 3 Reading the Thank-you letter1 Work in groups of 3 and present a dialogue. Keep the tips in mind.2 Get the students to know:The following should be included in your dialogue. a. What happened between Christina and her mother?b. What did Christina do then ?c. How as the problem solved ?Step 4 ConsolidationRole-play the dialogue in three.Homework:Finish Workbook Writing on page 93.。
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。
高中unit2英语教案
高中unit2英语教案一、教学目标1. 知识与技能：掌握本单元的核心词汇和语法结构，能正确使用新学的单词和短语进行交流。
2. 过程与方法：通过各种教学活动，培养学生的听说读写综合技能，特别是提高阅读理解能力和口语交际能力。
3. 情感态度与价值观：通过对本单元话题的探讨，引导学生形成积极的学习态度，增强跨文化交际意识。
二、教学内容1. 核心词汇：确保学生能够掌握并正确使用本单元的关键词汇。
2. 语法焦点：重点讲解并练习本单元的语法点，如时态、语态、非谓语动词等。
3. 阅读材料：分析课文内容，讨论主题思想，提炼文章结构。
4. 听力训练：通过听力练习，提高学生的听力理解能力。
5. 口语实践：组织角色扮演、辩论等活动，加强口语表达及实际应用能力。
6. 写作技巧：指导学生如何根据所学内容撰写英文短文。
三、教学方法1. 互动式教学：鼓励学生参与课堂讨论，实现师生互动。
2. 小组合作：通过分组合作任务，促进学生之间的交流与合作。
3. 任务驱动：设置具体的学习任务，激发学生的学习动力。
4. 多媒体辅助：利用T、视频等多媒体工具，增加教学的趣味性和直观性。
四、教学过程1. 导入阶段：通过提问、小故事或相关视频引入新课内容，激发学生的兴趣。
2. 学习新知：系统讲解新课的词汇和语法点，结合例句加深理解。
3. 操练巩固：通过完成练习题、对话练习等方式，帮助学生巩固所学知识。
4. 应用拓展：安排相关的阅读、听力和写作任务，让学生将所学应用于实际语境中。
5. 小结反馈：总结本节课的学习要点，及时给予学生反馈和指导。
五、作业布置1. 完成课后习题，加强对课堂内容的理解和记忆。
2. 准备一个小报告或短文，以检验对本单元话题的理解和表达能力。
3. 预习下一单元内容，为下一次的英语课做准备。
六、教学反思在每堂课后，教师应进行反思，评估教学效果，了解学生掌握情况，并根据学生的反馈调整教学计划和方法，以达到最佳的教学效果。
高一英语教案：上学期unit 2G
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.
高中英语必修一第二单元教案
高中英语必修一第二单元教案I. Teaching Objectives1. Knowledge Objectives:- Learn about the history and spread of the English language.- Familiarize students with different varieties of English spoken around the world.2. Ability Objectives:- Develop students' reading and listening skills.- Enhance students' ability to express their opinions and thoughts in English.3. Emotional Objectives:- Cultivate students' curiosity and appreciation for different cultures and languages.- Promote students' awareness of the importance of learning English in a global context.II. Teaching Key Points1. Understanding the history and spread of the English language.2. Recognizing and appreciating different varieties of English spoken around the world.3. Developing reading and listening skills through comprehension activities.III. Teaching Difficulties1. Differentiating between varieties of English and understanding their unique characteristics.2. Encouraging students to actively engage in discussions and express their own opinions.IV. Teaching Methods1. Task-based learning: Engaging students in various activities to promote active learning.2. Audio-visual aids: Using multimedia resources to enhance students' understanding and interest.3. Group work: Encouraging students to work collaboratively and interact with their peers.V. Teaching Aids1. Multimedia resources: Videos, audio clips, and images showcasing different varieties of English.2. Handouts: Reading and listening comprehension exercises.VI. Teaching ProceduresStep 1: Warm-up (15 minutes)- Show a world map on the screen and ask students to identify countries where English is spoken as a first language or is widely used.- Introduce the topic by asking students why they think English is considered a global language.- Facilitate a class discussion by encouraging students to share their thoughts and opinions.Step 2: Pre-reading and Vocabulary (10 minutes)- Introduce key vocabulary words related to the topic, such as "lingua franca," "dialect," and "accent."- Provide definitions and examples for each word.- Ask students to use the words in sentences to ensure understanding.Step 3: Reading Comprehension (20 minutes)- Distribute the reading passage about the history and spread of the English language.- Instruct students to read the passage individually and underline any unfamiliar words.- Discuss the passage as a class, focusing on comprehension questions and addressing any difficulties.- Assign additional comprehension exercises for homework.Step 4: Listening Comprehension (20 minutes)- Play an audio clip showcasing different varieties of English spoken around the world.- Discuss the clip as a class, focusing on unique characteristics and variations in pronunciation and vocabulary.- Have students complete a listening comprehension exercise based on the audio clip.Step 5: Group Work (15 minutes)- Divide students into groups and assign each group a different variety of English to research.- Provide guiding questions to help students gather information about the assigned variety.- Instruct groups to present their findings to the class, highlighting unique features and examples of the variety.Step 6: Class Discussion (15 minutes)- Facilitate a class discussion on the importance of learning different varieties of English in a global context.- Encourage students to share their personal experiences or encounters with non-native English speakers and discuss the challenges and benefits of understanding different accents and dialects.Step 7: Summary and Reflection (10 minutes)- Summarize the key points covered in the lesson.- Ask students to reflect on what they have learned and how it has influenced their perspective on English as a global language.- Provide additional resources or activities for further exploration of the topic outside the classroom.VII. Homework- Assign written reflections on the importance of understanding different varieties of English in a global context.- Encourage students to research and find examples of unique features or characteristics of English spoken in different countries.VIII. Assessment- Evaluate students' comprehension through reading and listening comprehension exercises.- Assess students' participation and contribution during group work and class discussions.- Review students' written reflections on the importance of understanding different varieties of English.。
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。
高中英语必修1第二单元教案
高中英语必修1第二单元教案一、教学任务及对象1、教学任务本节课的教学任务是基于高中英语必修1第二单元的内容，该单元主要围绕“友谊”这一主题展开，旨在帮助学生掌握与友谊相关的词汇、句型，理解课文内容，并能运用所学知识进行实际情景的交流。
通过本节课的学习，使学生能够运用英语描述自己的朋友，谈论友谊的重要性，以及表达对朋友的关爱和帮助。
2、教学对象本节课的教学对象为高中一年级学生，他们已经在初中阶段积累了一定的英语基础，具备一定的听、说、读、写能力。
但由于学生的英语水平参差不齐，需要在教学中关注个体差异，因材施教，激发学生的学习兴趣，提高他们的英语综合运用能力。
此外，由于高中阶段的学习任务更加繁重，学生往往面临较大的学习压力，因此，在教学过程中要注重培养学生的自主学习能力和合作精神，帮助他们树立正确的学习态度。
二、教学目标1、知识与技能（1）掌握与“友谊”相关的词汇、短语和句型，如：best friend, close friend, bosom friend, make friends, spend time with, share with, be loyal to等；（2）运用所学词汇和句型，描述自己的朋友，谈论友谊的重要性和表达对朋友的关爱；（3）理解并运用一般现在时和一般过去时描述朋友之间的互动；（4）提高英语听力、口语、阅读和写作能力，尤其是口语交流能力和阅读理解能力；（5）学会使用英语词典、网络资源等工具，拓展英语学习渠道。
2、过程与方法（1）采用任务型教学法，设计丰富多样的教学活动，如小组讨论、角色扮演、情景模拟等，激发学生的学习兴趣，培养合作精神；（2）鼓励学生主动参与课堂，积极思考，大胆表达，提高学生的自主学习能力；（3）通过课文阅读、听力训练、口语练习等多种形式，帮助学生掌握语言知识，提高语言技能；（4）利用多媒体教学手段，如PPT、视频、音频等，丰富教学资源，提高教学效果；（5）创设真实语境，让学生在实际运用中巩固所学知识，提高语言运用能力。
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(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 thesewords. 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 if we 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 a good 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。
U2L2Reading(II)教案-江苏省白塔高级中学牛津译林版(2020)高中英语必修一
《英语》（必修·第一册）Unit 2 Let’s talk teensReading (II)I. Learning objectivesBy the end of the lesson, students will be able to:1.understand the usage of the following words and expressions: rate, shoot up, struggle, breakdown, view, go through, concern and stress;2. use the above words and expressions in new situations;3. understand the suffixes of abstract nouns ending with -ce, -ty/-ity, -hood, -ship,-ment, -tion/sion, -th;4. understand the function of a group of questions in introducing a topic and write a similar introduction.II. Key competence focus1. Understand the above-mentioned new words and expressions.2. Use the new words and expressions in different situations.III. Predicted area of difficulty1. Understand the different meanings of shoot, go through, concern and stress in different contexts.2. Use the new words and expressions properly.IV. Teaching proceduresStep 1 ReviewT asks Ss to review the structure of the text.【设计意图：回归课本，回忆文章。
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江苏省高一英语上册第二单元全套教案（外研社版）
教材简析：本单元以My new teachers为主题，分为词汇、阅读、语法、听力四个课时。
通过本单元学习，培养学生热爱新集体、新老师和新同学的感情，鼓励学生参与各种英语活动，克服困难。
学前准备：多媒体、PPT、课文录音、导学案。
学习目标：
1）知识与能力目标：
1.掌握并记忆本单元的重点词汇和短语。
2.培养学生的阅读能力，训练学生的阅读速度，查读的阅读技巧；训练学生学会找主题句，归纳文章主旨。
运用想象、联想，学会用英语思考的能力。
3.训练和提高学生的听力能力和听力技巧。
4.理解并掌握动名词做宾语的用法。
5.学习如何用英语来描写一位你喜欢的老师。
2）过程与方法目标：
1.通过阅读课文来加深学生对新老师的印象，让学生了解高中老师与初中老师的不同。
2.通过朗读指导、自主探究、小组活动等方面来引导学生掌握这个单元的单词、文章和知识点。
3）情感态度价值观目标：
培养学生热爱新集体、新老师和新同学的感情。
积极参与各种英语活动，克服困难。
教学重点：
1.学习和掌握本单元生词。
2.掌握并灵活运用动名词作宾语的用法。
教学难点：
1.多层次地训练阅读和听力能力，提高阅读和听力水平。
2.教会学生灵活使用词汇、短语和句型来做题。
单元课时分配：6个课时。