第二册第一单元教案
部编版一年级数学下册数学全册教案
新人教版一年级数学第二册数学教案第一单元认识图形（二）第一课时：认识平面图形教学目标：1．通过拼、摆、画各种图形，使学生直观感受各种图形的特征。
2．培养学生初步的观察能力、动手操作能力和用数学交流的能力。
3．能辨认各种图形，并能把这些图形分类。
教学重点：初步认识长方形、正方形、圆形和三角形的实物与图形。
教学难点：初步认识长方形、正方形、圆形和三角形的实物与图形。
教学准备：图形卡纸、实物、学具等。
教学过程：一、复习，探究新知：1.小朋友们还记得这些图形朋友吗？（长方体正方体球圆柱）2.你能把这些图形平平的面画下来吗？学生在纸上画一画3.你们画下的图形有什么特点？学生小组讨论并且小组小结最后派代表全班交流不同点：共同点：长方形对边相等 4个角都是直直的平面的正方形 4边相等 4个角都是直直的不断开的圆没有角即封闭的）三角形有三条边三个角二、巩固发展：1．说一说，你身边哪些物体的面是你学过的图形？2．用圆、正方形、长方形、三角形画一画自己喜欢的图形？小组内评一评，各小组展示作品。
3．练习一第1题请小朋友涂一涂圆、正方形、长方形、三角形知道各涂什么颜色吗？小组讨论合作，反馈汇报哪些涂成黄色，哪些涂成蓝色，哪些涂成紫色，哪些涂成红色？4．用圆、正方形、长方形、三角形拼一拼图形。
同桌合作比一比哪一桌拼的最好？全班交流展示。
5．第2题：数一数有几个圆、正方形、长方形、三角形？独立完成，说说你是怎么数的？有什么好方法？小结方法。
三、提高练习：取长方形纸一张，对折再对折取正方形纸一张，对折再对折取正方形纸一张，对角折再对角折观察结果四、总结：今天你们学到了什么？长方形、正方形、三角形、圆个有什么特点？你有什么想问的？第二课时：拼一拼教学目标：1．通过观察、操作，使学生体会所学平面图形的特征，并能用自己的语言描述长方形、正方形的边的特征。
2．通过观察、操作，使学生初步感知所学图形之间的关系。
3．通过学生大量拼摆图形，发现图形可由简单到复杂的变化及联系，感受图形美。
全新版大学英语综合教程第二版第二册第一单元教案
全新版大学英语综合教程第二版第二册第一单元教案Unit 1 Ways of LearningTeaching Aims:1.Understanding the main idea (that it would be ideal if we can strike a balance between the Chinese and western learning styles) and structure of the text(introduction of the topic by an anecdote-elaboration by comparison and contrast-conclusion by a suggestion)2.Appreciate the difference between comparison and contrast, as well as different ways to compare and contrast (point-to-point method or one-side-at-time method)3.Grasp the key language points in Texts A and grammatical structures in the text4.Understand the cultural background related to the content5.Conducting a series of theme-related reading, listening, speaking, and writing activities6.Learn to write notices, etc.Teaching Keypoints:1.Grasp the main idea of Text A and language points in Text A2.Cultural background about Chinese and western ways of learning3.Analysis of the difficult sentences in Text A Teaching Difficulties:1.Writing strategy and style demonstrated in Text A2.Learn how to understand the structure of difficult and long sentencesTeaching Aids:Teacher-guided, discussion, exercises, group-activities, student-centredTeaching period: 12 classesTeaching Procedure:Step 1Warming up1.Have students read the overview of page 2, students will understand the main topic of unit (ways of learning in Chinese and western countries)2.Have students listen to the script of listening part, explain some difficult sentences andBenjamin succeeded in inserting the key into the slot. (T)4. For the Westerners, learning should take place by continual careful shaping and molding.(F)(= The Chinese think that learning should take place by continual careful shaping and molding.)5.Chinese teachers hold the opinion that skills should be acquired as early as possible, while American educators think that creativity should be acquired early. (T)6.Add more questions about the text:Where and when did the incident take place? Who are the main characters in this incicent? What is Howard Gardner?Why do the couple come to China?How old is the son of the author？Through what does the baby get pleasure in the incident?What is the attitude of his parents ?What is the attitude of the hotel staff towards Benjamin effort?7.Answer the questions of on page 10-11ⅱUnderstanding the main idea of the text Division of the Text APara(s). Main IdeasParts1 1~5 The text begins with ananecdote.2 6~13 The author’s thoughts aremainly about differentapproaches to learning inChina and the West.3 14 The author winds up the textwith a suggestion in theform of a question.Step 3 Detailed Reading of Text AⅠ. Difficult Sentences1. (LL. 13~15) Because of his tender age andincomplete understanding of the need to position the key just so, he would usually fail. Paraphrase the sentence. (= Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.)2. (L. 15) Benjamin was not bothered in the least.(= Benjamin was not bothered at all.)3. (L. 30) … and to throw light on Chinese attitudes toward creativity.And to help explain Chinese attitudes toward creativity.4. (LL. 37~39) …since the child is neither old enough nor clever enough to realize the desired action on his own, what possible gain is achieved by having him struggle?What does the desired action refer to? (= Positioning the key carefully to fit into the slot.)5. (L. 39) He may well get frustrated and angry. (= He is likely to get frustrated and angry.)Eg . You use “may well” when you are saying what you think is likely to happen.6. (L. 47~48) He was having a good time and was exploring, two activities that did matter to us. What do the two activities refer to?(= Having a good time and exploring.)“activities that did matter to us”.(= activities that were important to us.)7. (L. 52) …whether it be placing a key in a key slot, drawing a hen or making up for a misdeed…= No matter whether it is placing a key in a key slot, drawing a hen or making up for some mistakes.) the subjunctive mood eg. Whether he be present or absent, we shall have to do our part.)8. (LL. 80~81) …young Westerners making their boldest departures first and then gradually mastering the tradition…(西方的年轻人先是大胆创新，然后逐渐深谙传统。
统编鲁教版高中必修第二册地理《第一单元 人口与环境 综合与测试》必备知识点集体备课教案教学设计
高中地理新教材合格考必修二知识点总结第一单元人口与环境第一节人口分布一、知识梳理1．人口分布的衡量指标：人口密度：是衡量人口分布的主要指标，它反映一定地区的人口密集程度，是指单位土地面积上居住的人口数。
通常以每平方千米常住的平均居民数量来表示。
计算公式：人口密度=人口数量/面积×100％2．人口分布特点答题模板：(1)人口分布是否均匀(2)分布的方位（疏密，多少）;人口主要集中在……3．世界人口分布的特点和规律：特点：目前全世界大约3/4的人口分布在5%的陆地上，具有明显的不均衡特征。
世界人口稠密区：东亚、东南亚、南亚以及西欧和北美东北部等，都是人口稠密区。
至2017年，人口超1亿的国家有中国、印度、美国、印度尼西亚、巴西、巴基斯坦、尼日利亚、孟加拉国、俄罗斯、日本、墨西哥、埃塞俄比亚、菲律宾等。
人口稀疏区：南极洲以及一些荒凉海岛。
规律：北半球中纬度沿海低地平原①主要集中在北半球的中低纬度地带。
②主要集中在距海较近地带。
③主要集中在海拔较低地带。
④主要趋向于城镇地区。
4．热带多雨地区人口分布特点：热带多雨地区，人口最稠密的地方通常不在平原，而在高原和山地。
原因：热带高原和山地的一定海拔范围内，气候凉爽，雨量适中，排水通畅。
此外，这一海拔超出疟蚊分布上限，人们可免受疟疾等疾病袭扰。
5．影响人口分布的因素自然因素（基本因素）：气候、地形、水资源和土壤、矿产资源社会经济因素：经济发展水平（最显著）、交通和通信条件、文化教育、政府政策和地方习俗等6．胡焕庸线探究中国的人口分布特点（1）以胡焕庸线（腾冲－黑河一线）为分界线；（2）我国人口的空间分布是东南多，西北少原因：我国东部地区气候适宜，水源丰富，土地平坦肥沃；交通方便，科技水平高，环境可养育的人口多，故人口稠密；而西部地区大多为高原、荒漠，土地可垦殖率低，水资源短缺，生态环境脆弱，生产水平低，环境可养育的人口少，人口分布稀疏。
所以，我国人口分布现状是合理的。
第二册信息技术教案第一单元
综合实践活动信息技术第二册教案西胡小学第一单元作家工作室活动一《文字输入小神通》教案教学目标：知识与技能：1.了解word程序常用的两种启动方法及程序窗口的组成。
2.了解输入法，熟练地掌握一种常用输入法，能准确的在word程序中输入中英文标点符号和字符。
3.能用本节课所学内容解决一些学习生活中的文字输入问题。
过程与方法：本节课主要以教师创设情境，以“任务驱动”的教学方法为主，积极引导学生主动探究WORD程序，体验软件操作，熟悉创作环境。
通过教师演示和小组讨论的方法，掌握一种常用的文字输入法。
情感态度价值观：初步感知在WORD当中输入文字，激发学习兴趣。
教学重点与难点：重点：了解word程序的两种启动方法及程序窗口的组成。
熟练掌握一种常用的汉字输入法。
难点：熟练使用所学的汉子输入法，解决学习生活中的一些问题。
课前准备：信息技术课本，教学光盘。
教学过程：一、情境导入丁丁所在的班级举行拨河比赛。
经过一番角逐，有5支代表队闯入决赛，它们分别是红、蓝、绿、黄和白队。
那么怎样才能把他们的比赛情况输入电脑中并保存下来呢？学生思考回答。
（激情导入，激发学生的求知欲）二、想一想在word程序中怎么输入汉字？（学生带着问题进入下一个环节）三、跟我来1.用多媒体网络教学软件来演示启动WORD的两种方法。
学生观看教师示范，并适时进行练习。
2.了解word程序窗口的组成。
学生看着自己计算机中打开的程序窗口，逐一了解程序窗口的组成。
3.选择输入法。
教师示范引导，适时讲解。
提问：输入法状态栏当中都有哪些按钮。
输入法按钮、输入法切换按钮、全角、半角切换按钮、中英文标点切换按钮、软键盘按钮4.输入汉字或词组：用三种拼音输入法分别输入相同的汉字或词组，让学生感受各种拼音输入法的优缺点。
强调：特殊情况的处理。
四、练一练学生上机完成课后“做一做”中的习题。
五、评一评自我评价或组评，具体评价方法按表1-1-2评价表中的内容进行。
课后小结：由于这节课内容比较简单，所以，这节课我采取了学生自主学习，主动探究的授课方法。
山西经济出版社小学第二册四年级信息技术第一单元活动教案
第一单元单元备课单元名称第一单元作家工作室一、单元学习目标1、了解汉字输入方法。
2、会在写字板中输入汉字。
3、能利用段落缩进方式和对齐方式对文章进行编辑。
4、学会使用删除键和退格键修改文章。
5、掌握文字修饰的基本方法，大致了解“字体”对话框、格式工具栏的组成及作用。
认识“格式刷”工具的功能及使用方法。
6、掌握插入剪贴画的方法。
7、会调整剪贴画的大小、位置，掌握设置剪贴画的方法。
8、能用剪贴画的方法，制作一个小画册。
9、掌握插入艺术字的方法，能简单调整艺术字。
10、自选图形的插入方法、自选图形上添加文字的方法。
11、综合运用Word所学知识制作一个安全交通小报。
二、单元学习重点、难点1、要重点掌握汉字输入法之间的转换方式、用简拼方式输入多字词以及造词方法。
2、运用智能拼音的多种输入方法和造词功能，可以使我们日常的汉字输入工作变得简单快捷而有趣。
3、要重点掌握汉字输入法之间的转换方式、用简拼方式输入多字词以及造词方法。
4、能利用段落缩进方式和对齐方式对文章进行编辑。
5、要重点掌握汉字输入法之间的转换方式、用简拼方式输入多字词以及造词方法。
6、正确运用段落的对齐和缩进方式进行文字编排。
7、掌握对文字的删除、复制、粘贴的操作。
8、掌握对文字进行文字格式和段落格式设置的方法。
9、通过自己动手操作制作精美画册的过程，让学生熟练掌握本课教学目标。
10、能够根据实际情景设计和美化艺术字。
11、通过学生合作、教师示范，学生上机练习等方法，让学生逐步掌握本节课的重难点，并把所学知识应用到实际生活中去。
三、单元教学内容及课时安排活动一文字输入小神童1课时活动二我给文字整整队1课时活动三文本编辑巧工匠1课时活动四文字化妆轻松行1课时活动五文字排版练真功2课时活动六巧用剪辑做画册2课时活动七文字样式艺术化2课时活动八文字裱中书卷上2课时活动九制作墙报小能手2课时活动十图文并茂练排版2课时活动十一《新年小学》迎新年2课时课时教学设计课题活动六巧用剪辑做画册课型新授课时 2学习目标1、认识剪贴画。
新视野大学英语第三版读写教程第二册第一单元教案
新视野大学英语第三版读写教程第二册第一单元教案Unit One: Language in nThis is a two-week unit with four stages。
each containing two 45-minute ___。
understand the text。
apply phrases and patterns。
and master ___.The key points and difficult areas include text analysis。
language points and sentence patterns。
___:1.Pre-reading activities for Text A (20 minutes)2.Self-reading of Text A with ns and answers (10 minutes)3.Structure analysis (10 minutes)4.Detailed n of problem-solving (50 minutes)5.Text summary (20 minutes)nguage points summary (30 minutes)7.Critical thinking (20 minutes)8.Writing assignments (20 minutes)9.___ (30 minutes)10.Detailed study of Text B (50 minutes)prehensive exercises of n B (10 minutes)12.Listening and speaking (90 minutes)During the first teaching d。
the focus will be on Text A。
Pre-reading activities will be conducted for 20 minutes。
山西经济出版社小学信息技术第二册第一单元教案
综合实践活动信息技术第二册第一单元魔力画室活动1 神奇的魔力画室教材分析本教学内容在学生知识结构中，占有重要地位。
本节的教学重点是让学生通过研究、讨论的形式掌握一些工具的使用方法。
学习目标知识目标：1．学会使用画图软件2．能画出简单的图形。
能力目标：培养学生主动参与、乐于探索、勤于动手的学习习惯。
教学方法：演示法、讨论法、任务驱动法教学过程：（一）导课同学们，今天老师给你们带来了一个礼物，请同学们欣赏几幅图画。
欣赏后，大家有什么感想。
教师告诉学生刚才的两幅画是用画图程序来画的。
师问“同学们想不想试着画呀生答“想”。
今天我们就一起“走进画图”（揭示课题）。
（二）画图程序的启动画画必须先要启动画图程序，教师演示依次单击开始→程序→附件→画图。
（三）认识“魔术口袋”工具箱里的各种工具。
师：画图里的工具箱，就像魔术口袋一样，每一种工具都有它神奇的魔力。
要想用画图绘制出精美的图画，就必须先了解它的功能，才能发挥它的神力。
操作方法是：选择工具箱里相应的工具—移动鼠标到绘图区—根据情况单击或托运鼠标。
同学们按照这样的方法尝试操作师：现在同学们可以找自己的工具研究一下。
咱们比一比哪组同学学会的工具最多，发现的问题最多。
生研究，师巡视、询问学生学会了什么，发现了什么问题，并及时表扬善于发现的学生。
师：请发现遇到难题的同学，说出自己的问题。
请会的同学帮助解决。
请学生说一说自己发现了什么，学会了哪些工具的用法。
师总结：通过大家的共同探索，我们已经学会了好多工具的用法。
大家都很棒。
（四）画一画根据所学的工具，将老师出示的图片画出来看哪组画的好（五）创意大比拼师：出示任务用铅笔工具画小蘑菇生操作，师巡视。
同学互相参观。
参观后，修改自已作品中不足的地方。
（六）打开图片文件单击菜单栏上的“文件”“打开”，在弹出的“打开”对话框中，选择某一幅图片，单击打开。
（七）评比小小设计师小组间推选一位小小设计师（八）练习1、用带箭头的线将打开“画图”程序的操作过程连接起来。
新编大学实用英语教程第二册教案unit 1
序号
1
课程
1
班级
教师
周次
课型
日期
主任签字
Unit 1
Love
Listening,Speaking practices
Teaching Objectives:
1.talking about their relationships at school
2.listening short dialogue and conversation
我点击了购买按钮。
5.identityn.
身份；同一性，一致；特性
e.g.Passports are usually used to prove the identity of the traveller.
护照往往用来证明旅游者的身份。
6.magicaladj.
魔术的；有魔力的
e.g.In nature, those are magical moments.
Paragraphs
Main Ideas
1
The author receives a gardenia every year.
2
Theauthor guessed what the giver of flowers might look like.
3
The author hopes the flower giver is as she thinks.
年幼的孩子们不能做出富有想象力的跳跃进入另外某个人的想法。
Useful Expressions
be delivered to some place
被送到，被交付到……
e.g.If you subscribe to the newspaper, it will be delivered to your door.
Unit1Foodforthought单元分析教案高中英语外研版
Unit 1 Food for thought单元分析教材分析本单元的主题语境是“人与社会”，涉及的主题语境内容是多元饮食文化和健康的饮食习惯。
本单元从介绍不同国家的代表性食物开始，展现了丰富多彩的世界美食和世界各地的餐桌礼仪，丰富学生对饮食文化的认知，引导学生深入思考健康饮食和生活方式的关系，最终达成对多元饮食文化的理解和包容，并且反思和改进自己的饮食习惯。
学情分析本单元为第二册的第一单元，关于饮食文化的学习。
以下是对学生的学情分析：语言能力方面：经过第一册的学习，学生已经基本掌握了一些与食品和文化相关的词汇和表达，已经能够阅读比较简单的相关文章。
但是对于一些本单元提及的食谱和烹饪词汇的表达比较欠缺，需要通过本单元学习来提升。
文化意识方面：在饮食文化方面，学生对中西方国家的特色饮食已经有了初步的了解。
但是在比较中西方饮食文化，以及培养正确的饮食习惯方面还有待提升。
思维品质方面：学生们现在已经具备一定的逻辑思维、批判性思维和创造性思维能力。
可以阅读和理解本单元的文本并对多模态语篇进行学习和理解。
学习能力方面：学生们已经具备了一定的自主学习和阅读能力。
通过本单元的学习，学生会提升其自主阅读和自我反思的能力，同时能锻炼其运用思维导图进行文本复述的能力。
单元目标语言能力目标：学生能够围绕本单元的主题语境内容，基于单元提供的个人故事、专栏文章、网络点评、菜谱等多模态语篇，综合运用各种语言技能，读懂语篇内容，听懂与点菜相关的对话，讨论并加深对健康饮食的认识，使用新语言描述食物的色、香、味等特征，能使用情态动词给他人提出建议，能够用英文写简单的菜谱并推荐一道美食，深化对单元主题意义的理解与挖掘。
文化意识目标：学生能够运用单元所学谈论中外饮食文化的异同，正确判断文章中人物的观点和态度，评判不同人的生活方式，反思和改进自己的饮食和生活习惯。
思维品质目标：学生通过多模态语篇的学习，能够提升逻辑思维、批判性思维和创造性思维，并能够完成一项读写结合的活动。
外研版高一英语必修第二册unit 1 教案
三、学习者特征分析
1、中生各种认知能力不断完善，思维能力更加成熟。
。
2、抽象逻辑思维、辩证思维和创造性思维有了很大发展，学习自觉性明显提升。
2
四、教学重点、难点
引导学生通过自主阅读和小组合作理解课文大意，梳理文章结构。
引导学生关注文中人物对不同食物的情感态度，并从跨文化的角度理解饮食文化。
1．When he was six years old, he ____________ drawing.
2．When he went abroad, he ________________ the different culture.
3．I ____________ a group of children playing on the playground.
10．When things aren't going well, he encourages me not ________ (give) up.
Ⅲ.选词填空
thanks to，take todoing，suffer from，according to，deal with，come across，remind... of...，feel at home with
作为一名学生，没有比受到老师表扬更好的了。
4．________________________________________，she decided to comfort him.
发现朋友伤心欲绝，她决定安慰一下他。
七、教学反思
1、坚持联想式教学
2、坚持启发式教学
3、激发学生学习兴趣
4、多与学生沟通和交流
小学数学第二册第一单元教案—数学基本概念及练习
小学数学第二册第一单元教案—数学基本概念及练习《小学数学》是小学生必修课程之一，它的学习对于小学生的数学素养有着重要的影响。
数学基本概念是数学学习中最为重要的一环，本文将为大家介绍小学数学第二册第一单元教案—数学基本概念及练习。
一、教学目标引导学生理解数的概念，掌握数的读法、大小比较、加减、相反数和绝对值等概念，为后续的数学学习打下坚实的基础。
二、教学重难点1.理解数的概念。
2.掌握数的读法、大小比较、加减、相反数和绝对值等概念。
三、教学步骤1.引入通过平常生活中的实物，如珠子、草莓、饼干等，向学生介绍数的概念。
学生对于这些实物早已熟悉，通过这些实物的数量来理解数的概念以及数与实物之间的关系。
2.数的读法学生在此环节中，需要通过老师的指导，练习数的读法。
例如：“1”读作“一”、“10”读作“十”、“11”读作“十一”等。
3.数的比较学生通过老师提供的两个数比较大小，可以逐渐理解数的大小关系。
4.数的加减在此环节中，老师需要通过教案提供的练习题，让学生比较两个数之和与两个数之差的大小关系，逐渐培养学生进行加减运算的技能。
5.相反数和绝对值相反数和绝对值是数学学习中比较抽象和难以理解的概念，老师需要通过示例来帮助学生理解。
四、教学方式在教学过程中，老师需要采取多种教学方式，如讲解、演示和练习等。
在讲解过程中，老师要注重使用简明易懂的语言，引导学生逐渐消化掌握数学知识点。
老师还可以通过课堂练习和小组竞赛等方式，加强学生对数学知识的掌握和应用能力的培养。
五、教学评价通过本次教学，学生需要初步掌握数学基本概念及其运算。
老师需要通过课堂练习和作业，对学生的学习成果进行评价。
同时，老师还需要留意学生学习过程中可能出现的困难和问题，及时整理并采取措施，帮助学生克服困难，为后续的数学学习打下更坚实的基础。
山东教育出版社小学音乐第二册第一单元春天来到了教案
山东教育出版社小学音乐第二册第一单元春天来到了教案教学目标：1.让学生感受春天的气息，理解歌曲《春天来到了》的内容和情感。
2.培养学生的音乐鉴赏能力，提高演唱技巧。
3.激发学生对大自然的热爱，培养学生的环保意识。
教学重点：1.学会演唱《春天来到了》。
2.理解歌曲中的情感，感受春天的美好。
教学难点：1.歌曲中的音准、节奏掌握。
2.表现歌曲中的情感。
教学准备：1.教学课件或黑板。
2.钢琴或电子琴。
3.歌曲录音。
教学过程：一、导入1.教师播放歌曲《春天来到了》的录音，让学生闭眼聆听，感受歌曲中的春天氛围。
2.学生分享自己对春天的认识和感受。
二、学唱歌曲1.教师播放歌曲，让学生跟随音乐轻声哼唱，熟悉歌曲旋律。
2.教师引导学生关注歌曲中的音准、节奏，进行逐句教学。
3.学生分组练习，教师指导，纠正发音、音准、节奏等问题。
4.全班合唱，教师指挥。
三、歌曲解析1.教师引导学生分析歌曲的结构、旋律、节奏等特点。
2.学生讨论歌曲中的情感表达，感受春天的美好。
四、歌曲表演1.学生分组，每组选择一种表演形式，如舞蹈、朗诵、情景剧等，进行歌曲表演。
2.教师巡回指导，提出改进意见。
3.学生展示表演，全班评价。
五、课堂小结2.学生分享自己的收获和感受。
教学反思：1.导入环节，播放歌曲录音，让学生闭眼聆听，有助于学生更好地感受歌曲中的春天氛围。
学生分享自己的感受，为后续学习打下基础。
2.学唱环节，教师引导学生关注音准、节奏，进行逐句教学，使学生逐步掌握歌曲。
分组练习和全班合唱，提高学生的合作能力和演唱技巧。
3.歌曲解析环节，教师引导学生分析歌曲的结构、旋律、节奏等特点，培养学生的音乐鉴赏能力。
讨论歌曲中的情感表达，让学生更好地理解春天的美好。
4.歌曲表演环节，学生分组进行表演，发挥创意，展示自己的才华。
教师巡回指导，提出改进意见，促进学生全面发展。
在今后的教学中，教师应继续关注学生的个体差异，因材施教，提高教学效果。
同时，加强课堂管理，确保教学秩序，使学生在愉快的氛围中学习音乐。
2023年新视野大学英语视听说教程(第三版)第二册第一单元教案
新视野大学英语视听说教程（第三版）第二册第一单元教案备课纸授课题目：Unit 1授课时间：第____周第____周授课类型：实训课授课时数：4 教学目的及要求：By learning this unit, the student should 1) be able to talk about learning experiences. 2) listen for signal words for listing. 3) give and respond to advice.4) talk about learning / teaching methods.教学重点及难点：1. Listening skill: listen for signal words for listing.2. Speaking skill: give and respond to advice.教学方法和手段：Task-based communicative, multi-modal teaching through: 1. Recording listening; 2. Video watching; 3. PPT showing;4. Individual work, pair work We gain second-hand experience by reading books. A little knowledge is a dangerous thing.1Life is a learning curve备课纸— Albert EinsteinYes. It is dangerous for a person who knows a little about something thinks he knows it all.The best way to learn is to teach. — AnonymousYes. Going through the process of trying to explain something to others will help you understand, absorb and consolidate what you have learned.Step Two Listening to the world I. Sharing1. Watch a podcast for its general idea.2. Watch Part 1 and fill in the blanks.3. Watch Part 2 and check the true statements.4. Watch Part 3 and fill in the blanks.5. Work in pairs and discuss the question. II. Listening1. Introduce the listening Skill: Listening for signal words for listing Listen for the total number of items at the beginningListen for words and expressions that signal the beginning, following and end of the listinge.g. the last, the final, lastly, and finally Listing items with equal valuee.g. to begin with, to start with, furthermore, moreover, inaddition, besides, what’s more, the last but not the least, lastly, finally Words and expressions indicating importanceexpressions: above all, the most important / obvious / noteworthy Adjectives: main, vital, significant, chief, central, principal, primary, major, distinctive, and the –est forms of adjectives Listen to Part 2 of the radio program. Then match the people to the film stars they like.2. Listen to a radio program and rearrange the following expressions.3. Listen to the radio program again and complete the table.4. Fill in the blanks.III. Viewing1. Read the program information below and check the true statements.2. Read the statements. Then watch the video clip and underline the correct alternative.3. Read the statements and the answer choices. Then watch the video clip again and choose the best answers.2备课纸Step Three Speaking for communication1. Read the statements. Then listen to a conversation and check the true statements.2. Read the table. Then listen to the conversationand write G for giving advice and R for responding to advice in the right column.Speaking Skill: Giving and responding to adviceGiving and responding to advice in an appropriate way are useful and important speaking skills.Expressions for giving advice Why don’t you…?My( main/personal) recommendation/suggestion/ is/would be…If that happened to me/ If I were in your place/ if I were you/ In that case, I’d recommend…Do you think it is a good idea…? The sooner you…the better.…might work/ would probably work/is worth a try.If you ask me/ The way I see it, it probably would have been better(not) to have… Expressions for responding to advice ? Thank you, I’ll take that into consideration. ? Thanks. That sounds good/interesting.I hadn’t thought of that before. Thank you so much for offering that advice. Thank you for the advice. I’ll try… Maybe you’re right. Thanks for saying that.3. Look at the pictures and read the conversations below. Then fill in the blanks using the words in brackets.4. Role-play the situations.Step Four Further practice in listening I. Short Conversations1 Q: What can we learn from the conversation?B The woman should seek help from the writing center. 2 Q: Why does the woman choose to learn French?D She thinks speaking French is a must for cultured people.3 Q: What did the man do last night? D He attended a speech.4 Q: What made Melissa unhappy?C That she lost her chance to enter the contest. 5 Q: What does the man think of the woman’s opinion? A It is one-sided. II. Long Conversation1 Q: How is the woman doing in the man’s class?C She often fails to turn in her homework on time. 2 Q: What does the woman think of learning Spanish?3备课纸D It presents difficulty for her.3 Q: What do we know from this conversation about the man?A He has a good personal relationship with the woman.4 Q: What is the woman most likely to do after talking with the man?C Work harder in her Spanish class. III. Passages 1. Passage one1 Q: What do you know about the speaker’s Spanish learning experience in high school?D She showed dissatisfaction with the slow pace of her class.2 Q: What made the speaker feel more frustrated while learning Spanish in high school?A She had to learn the material that she already knew.3 Q: What did the speaker say about her study of Spanish literature in college? C It proved to be an unbalanced way to learn the language.4 Q: Which experience benefited the speaker most in terms of her use of Spanish? D She taught Spanish speakers how to speak English. 2. Passage two 1) alternative 2) numerous 3) traditional 4) academic 5) countryside 6) athletes7) take advantage of 8) Secondary9) in a collective effort 10) serve as作业:Preview Section B。
新通用大学英语第二册第一单元精读教案U-1
Unit 1Text C The Social Value of Small Talk1 Small Talk was written by Justine Coupland, an expert in the field of sociolinguistics which is the study of language in relation to social factors. Coupland provides a comprehensive analysis of the powerful and positive effect that small talk has in socia l interactions. She writes, “Small talk cannot be dismissed as peripheral, marginal or minor discourse. Small talk is a means by which we negotiate interpersonal relationships. This is a crucial function with significant implications for ongoing and future interactions.”peripheral: (a.) related to the key issue but not of central importancemarginal: (a.) small in importance or amountnegotiate: (v.) discuss in order to come to an agreementCritical Thinking QuestionsSome experts say only thirty percent of communication comes from talking. Do you think this conclusion is believable? Why or why not? (para.1)Have you ever been in a situation where words just fail you in a communication? What was itlike? What might be the possible reasons? (para.1)2 Nicholas Epley, a professor of behavioral science at the University of Chicago, takes Coupland’s definition a step further. He agrees with Aristotle’s famous argument that “man is by nature a social animal.” He observed that feeling socially connected increases happiness and health, whereas feeling disconnected makes one feel depressed and unhealthy. Epley writes, “People can begin to improve their own well-being and that of others–by being more sociable with strangers and by trying to create connection s instead of isolation.”Critical Thinking Questions：What is small talk?Where does small talk happen?What’ the point of having small talk?a. Do you agree that man is by nature a social animal? Why or why not?b. Why does social connection increase happiness? Why does disconnection bringabout depression?Being sociable with strangers helps improve well-being, but not many people in China today would like to move their step out. What are their concerns? (para.2)3 Epley conducted a study withdaily commuters on the Chicago metro railroad line and reported these results in an article for the Chicago Tribune . “Commuters asked to interact with other passengers reported having the most pleasant commute. Commuters asked to enjoy their solitude reported the least pleasant commute. We found the same results among both introverts and extroverts .”conduct: (n. & v.) control, manageintrovert: (n. psychology) a person who tends to shrink from social contacts and to becomepreoccupied with their own thoughtsextrovert: (n. psychology) a person concerned more with practical realities than with inner thoughtsand feelingsCritical Thinking Questions ：Do you have the courage to start a conversation with a stranger in a means of transportation or on the street? Why or why not? (para.3)Do you like to make friends with introverts or extroverts? (para.3)1. Small talk helps to calm and center us .4. It is very common for many of us to feel uncomfortable or nervous in a social situation. Whether we admit to it or not, everyone fears the possibility of rejection. These fears can cause sweaty palms and make us feel tongue-tied if we try to speak. But through small talk we have a way to overcome these self-imposed limitations and insecurities . By shifting the focus from ourselves to others, we can transform our anxious self-talk from “I never know what to say” to “What I can do is to say hello and show int erest in another person.”Critical Thinking QuestionsDoes everyone fear the possibility of rejection? Are there any solutions? (para.4)How much fear are self-imposed according to you understanding? (para.4)How to show interest in other people in a social interaction? (para. 4)a. Is it natural for us to feel nervous in a social situation?b. Why do people impose limitations and insecurities on themselves?c. How to help a shy person to start small talk?a. What are the qualities needed to have connections among people?b. Is the first impression reliable in personal relationship?c. How do you understand the proverb “The tongue is the rudder ofthe ship ”?2. Small talk provides essential of connection .5. We all have an intrinsic need to not only be seen, but also to be heard. It’s this dual recognition that fosters the respect, harmony, and togetherness that we need to build our relationships. Small talk has the power to open the door of interaction and invite another person into a reciprocal exchange in a non-threatening and welcoming manner. Light and casual conversation is an easy way to let others know we are approachable, friendly, and interested. When we offer a light-hearted comment or ask or answer simple questions, we let the other people know that we are receptive and willing to communicate.intrinsic: (a.)belonging naturally; existing within, not coming from outsidedual: (a.) having two parts or aspects; doublereciprocal: (a) given and received in return; mutual6. Small talk brings us into the present moment with one another. Those first few minutes of contact can form a positive first impression that ignites a desire to know more about each other. A few words of care can bring us together. This can occur by, for example, simply saying “Bless You” when a stranger sneezes or asking “How are you feeling today?” to a co-worker recovering from an illness.ignite: (v.) arouse feelings and passions7. As the proverb states, “The tongue is the rudder of the ship.” Our words of salutation and connection can turn a solitary experience into a shared one, steering us away from loneliness and onward to greater connection.Critical Thinking QuestionsCan you give some examples of human being’s intrinsic need to be seen and heard? (para.5)Do you think feeling understood is even more important than feeling loved? (para.5)What are the qualities needed to have connections among people? (para.5)Why do we need dual recognition in building our relationships? (para.5)Do you think the first impressions about strangers are superficial, misleading or reliable? (para.5)How long do you need to form an assessment of someone’s face? What could be inferred? (para.5)What is a threatening manner in an interaction? (para.5)Would you let others know you are approachable and friendly? Why or why not? If not, what concerns do you have? (para.6)How do you understand the proverb “The tongue is the rudder of the ship”? (para.7)a. Is it easy to make transitions between different roles?b. Could the examples of physician and business meeting alwaysachieve the expected result? Why or why not?3. Small talk makes transitions easier.8. Small talk allows us to move more easily between our various roles, be they personal or professional. Small gestures such as greeting one another in a cordial and warm manner prior to a medical procedure or a difficult work project help immeasurably us to ease into the process or task ahead.* be they personal or professional= no matter what roles they should be, personal or professional9. A physician’s friendly greeting and inquiry about the patient’s family or a favorite sports team prior to an examinati on can soothe a patient’s anxieties. This indispensable small talk helps to strengthen the therapeutic relationship. It contributes greatly to the familiarity and trust that form the launching pad for further cooperative treatment .indispensable: (a.) absolutely necessarytherapeutic: (a.) relating to or involved in therapyCritical Thinking QuestionsHow many roles are you play all together? Which one is the most important one? (para. 8)Is it beneficial for a patient to have small talk with his/her doctor? (para. 9)Why is trust important in any cooperation? (para. 9)10. At the end of a business meeting, engaging in small talk can bring a gentle and appreciative closure. Following a heated debate or argument, small talk can break the ice, helping us to return to a more neutral exchange. It can provide a welcome respite from the stress of accumulated tensions and still unresolved issues. “I know we have more to discuss, but I could use something to drink. Would you like something? Maybe we could try that new tea we bought yesterday.”respite: (n) a temporary reliefCritical Thinking QuestionsIs it common to have argument and debate in a business meeting? What is the possible reasons? (para. 10) How to use small talk to respite from the tension of a business negotiation? (para. 10)a. Why do people need the opportunity to give small talk?b. Some people would like to do charitable work silently. What is theirconsideration?4. Small talk offers an opportunity to give.11. There are many books, coaches and seminars these days promoting small talk as a skill to be learned in order to turn encounters into opportunities to create unforgettable impressions. While small talk can be used to achieve a specific goal, it also provides an additional opportunity to give, share, and connect to another human being. By taking a risk to start up a conversation with another, we are drawn out of our own cubicles and our solitary habits. We demonstrate our willingness to connect. In her book Words to Live By, Mother Teresa of Calcutta calls out the tendency we have to isolate ourselves and exclude others. She cautions, “We draw the circle of our family too small.”Critical Thinking QuestionsIs it easy to turn encounters into opportunities? Is necessary to master this skill? (para. 11)Are you planning to practice giving and sharing? If not, when is the appropriate timing? (para. 11)Why and how should we draw a big circle of family? (para. 11)12.Thus, it turns out that small talk is not so small after all. We can share and receive huge dividends of goodwill and connection by allowing small talk to prove to us its myriad benefits. It’s encouraging and hopeful to realize that, at any given moment, we may be only a few sentences away from shortening our distance from another person.dividend: (n.) share of profits paid to shareholders; a bonusmyriad: (a.) too numerous to be countedCritical Thinking QuestionsWould you please raise five questions to start a small talk? (para. 12)Could you use 3 words to summarize the benefits of small talk in social interactions? (para. 12)Essay Writing:Small Talk isn’t Small。
新视野大学英语第三版读写教程第二册Unit1教案
UnitlLanguage in missionUnderstanding and LearningOverviewThis unit focuses on learning English with text Atalking about how grammar and vocabulary canbe taught efficiently and text B how the languagecan be learned successfully. In other words, one is about how to teach and the other how to leam.The writing style between the two texts is alsosomewhat different, the first one is more relaxedand humorous, a typical style in English discourse.The tone of the second text howeveris more formal and serious. When teachers familiarize students with the texts, they need to point out their respective writing styles and also think about how to involve students in class activities from twodifferent angles: teaching vs. learning. Meanwhile students should be encouraged to express their opinions about the current way of teaching in anEnglish class, thereby expressing their thoughts freely. Activities can range from class discussion to peer interview and panel debate such as whether grammar is of crucial importance in leamingEnglish and how one can excel when learning thatlanguage. Students need to share their leamingexperience and find out more effective ways to learn English grammar and vocabulary. Section AAn impressive English lessonBackground information1.Learning English grammarThe goal of developing learners’ functional competence in a second language is not a new idea. Originally, the term Grammar referred to the art of writing. As used today by many teachers and learners, grammar is loosely understood to be a set of rules that govern a language. Communicative language teaching has placed a renewed emphasis on the role of grammar, especially in the early stages of instruction. Viewing grammar with all of its components helps language teachers andleamers understand the complexity of what itmeans to know the grammar of a language. Clearly,the goal of language learning in a communicative classroom is for learners to acquire the grammar of the second language in its broadest sense toenable them to understand and make meaningthat is, to become proficient users of the language.Research and experience have shown that explicitteaching of grammatical rules does not producesuch competence. How should grammar be taughteffectively? It still has remained a question to all thelanguage teachers. Detailed study of the text1. If I am the only parent who still corrects his child’s English, then perhaps my son is right. To him,I am a tedious oddity: a father he is obliged to listen to and a man absorbed in the rules of grammar, which my son seems allergic to. (Para. 1)Meaning: My son is probably right if there is no other parent like me who still corrects his child’s mistake in English. To my son, I am a boring and strange father, who he has to listen to ; I am also the one who pa ys lots of attention to grammar rules, which he doesn’t seem to like.★tedious: a. boring and continuing for too long )〔长乏味的Telling thestory has become tedious, as I have done it so many times.讲述这个故事已变得单调乏味，因为我己经讲了这么多次了。
小学一年级第二册第一单元 海阔天空真奇妙教案《放“飞”梦想》
航空母机
示范作品
教学反思
学生对过去和现代都感觉陌生和好奇，本次课堂让学生打开眼界，同时让学生展开新的联想与梦想，理想得以升华，课堂比较活跃。
。
二：课堂ห้องสมุดไป่ตู้展：
1.飞行器的造型：展示飞行器立体模型（实物）和平面表现作品。
2.对学生示范讲解作品的造型表现。（黑板或者展示台示范）
三：课堂延伸和小结
对小学生作品进行小结评价
1、比一比：（优秀小组奖）
2、谁最棒：优秀个人奖（小组选代表）
板
书
设
计
《放“飞”梦想》
模型对号入座
杨利伟世间第一架飞机
莱特兄弟神舟五号
课题
《放“飞”梦想》
编写执教：刘艺炜
教学目标
知识目标
造型(立体)和色彩欣赏，激发小孩的想象与
创作灵感。
能力目标
对立体造型和色彩表现能力的培养
情感目标
对生活的体验表达和对理想的树立。
教学重点
重点立足在孩子对立体造型和色彩欣赏。
教学难点
线条表现飞行世界的形与色。
教学方法
情景教学和分组互动学习
教学准备
多媒体设备，图片，模型，示范作品等实物。
教学过程（含导入、新课教学、课堂练习、课堂小结、作业布置等）
一：课堂引导
1、声音导入课堂
导语：同学们，你们能听出来这是什么声音吗？鸟的飞行？还是飞行器？
2、视频活跃课堂气氛：播放几段视频（飞行器片段）
3、多媒体图片展示各种飞行器，（古代和现代，中外航空航天）
导语：你们知道这是什么飞行器吗？教师讲叙几段跟飞行器有管的小故事。
人教部编版一年级语文下册《快乐读书吧：读读童谣和儿歌》优秀教案.pdf
课题快乐读书吧：读读童谣和儿歌设计者教材内容第二册第一单元：快乐读书吧教学内容课本P16教学目标（核心目标标红，前加★号）★1.鼓励学生阅读童谣和儿歌，在交流阅读感受的过程中体验阅读的乐趣。
2.创设浓厚的读书氛围，激发学生产生读童谣和儿歌的兴趣，学会与人分享阅读的乐趣，初步培养学生独立进行课外阅读童谣和儿歌的良好习惯。
3.在充分的阅读中，引导学生积累丰富的语言，培养语感，发展思维，提高语文素养。
教学重点创设浓厚的读书氛围，激发学生产生读童谣和儿歌的兴趣，学会与人分享阅读的乐趣，初步培养学生独立进行课外阅读童谣和儿歌的良好习惯。
教学难点在充分的阅读中，引导学生积累丰富的语言，培养语感，发展思维，提高语文素养。
教具准备课件课时安排1课时导学设计读读童谣和儿歌”教案设计，1.鼓励学生阅读童谣和儿歌，激发学生产生读童谣和儿歌的兴趣，初步培养学生独立进行课外阅读童谣和儿歌的良好习惯，提高语文素养，并准备一本童谣或儿歌的书带到学校。
教学过程（第 1 课时）教学任务1.鼓励学生阅读童谣和儿歌，在交流阅读感受的过程中体验阅读的乐趣。
2.创设浓厚的读书氛围，激发学生产生读童谣和儿歌的兴趣，学会与人分享阅读的乐趣，初步培养学生独立进行课外阅读童谣和儿歌的良好习惯。
3.在充分的阅读中，引导学生积累丰富的语言，培养语感，发展思维，提高语文素养。
教学环节教学预设（提问设计）小组任务修改补充揭题导入导学反馈用时：1分钟一、背诵童谣，激发情感1.导入：同学们，你们喜欢听童谣或儿歌吗？把你喜欢的一首童谣或儿歌背给大家听听，好吗？2.导学：一首好的童谣就是一首美妙的诗，一首好的儿歌就是一幅美丽的画。
从你们洋溢着快乐的小脸可以看出，儿歌和童谣真的给你们带来了许多快乐！让我们一起走进今天的《快乐读书吧》，分享童谣和儿歌带给我们的幸福和快乐！精讲点拨用时：20分钟一、尝试提问，感受阅读(一)学习童谣——《摇摇船》。
1.导入：同学们，童谣《摇摇船》会带给我们怎样的幸福呢？我们一起来学习童谣《摇摇船》。
新视野大学英语视听说教程第二册第一单元教案
授课题目：Unit 1 Life is a learning curve授课时间：第____周第____周授课类型：实训课授课时数：4教学目的及要求：By learning this unit, the student should1) be able to talk about learning experiences.2) listen for signal words for listing.3) give and respond to advice.4) talk about learning / teaching methods.教学重点及难点：1.Listening skill: listen for signal words for listing.2.Speaking skill: give and respond to advice.教学方法和手段：Task-based communicative, multi-modal teaching through:1.Recording listening;2.Video watching;3.PPT showing;4.Individual work, pair work & group work.教学内容和过程：Unit 2 A Break for FunStep One Opening upRead the following quotes about learning. Do you agree with them Why or why notWe learn by doing.— Aristotle.I partly agree with the quote because it is not the only way of learning: We gain first-hand experience by interacting with the environment;We gain second-hand experience by reading books.A little knowledge is a dangerous thing.— Albert EinsteinYes. It is dangerous for a person who knows a little about something thinks he knows it all.The best way to learn is to teach.— AnonymousYes. Going through the process of trying to explain something to others will help you understand, absorb and consolidate what you have learned.Step Two Listening to the worldI.Sharing1.Watch a podcast for its general idea.2.Watch Part 1 and fill in the blanks.3.Watch Part 2 and check the true statements.4.Watch Part 3 and fill in the blanks.5.Work in pairs and discuss the question.II.Listening1.Introduce the listening Skill: Listening for signal words for listing2. Listen for the total number of items at the beginning3. Listen for words and expressions that signal the beginning, followingand end of the listing4. . the last, the final, lastly, and finally5. Listing items with equal value6. . to begin with, to start with, furthermore, moreover, in addition,besides, what’s more, the las t but not the least, lastly, finally7.Words and expressions indicating importance8. expressions: above all, the most important / obvious / noteworthy9.Adjectives: main, vital, significant, chief, central, principal,primary, major, distinctive, and the –est forms of adjectives Listen to Part 2 of the radio program. Then match the people to the film stars they like.10.Listen to a radio program and rearrange the following expressions.11.Listen to the radio program again and complete the table.12.Fill in the blanks.13.III.Viewing1.Read the program information below and check the true statements.2.Read the statements. Then watch the video clip and underline thecorrect alternative.3.4.Read the statements and the answer choices. Then watch the video clipagain and choose the best answers.Step Three Speaking for communication1.Read the statements. Then listen to a conversation and check the truestatements.2.Read the table. Then listen to the conversation and write G for givingadvice and R for responding to advice in the right column.3.Speaking Skill: Giving and responding to adviceGiving and responding to advice in an appropriate way are useful and important speaking skills.Expressions for giving adviceWhy don’t you…My( main/personal) recommendation/suggestion/ is/would be…If that happened to me/ If I were in your place/ if I were you/ In that case, I’d recommend…Do you think it is a good idea…The sooner you…the better.…might work/ would probably work/is worth a try.If you ask me/ The way I see it, it probably would have been better(not) to have…Expressions for responding to advice•Thank you, I’ll take that into consideration.• Thanks. That sounds good/interesting.I hadn’t thought of that before. Thank you so much for offering that advice.Thank you fo r the advice. I’ll try…Maybe you’re right.Thanks for saying that.4.Look at the pictures and read the conversations below. Then fill inthe blanks using the words in brackets.5.Role-play the situations.Step Four Further practice in listeningI.Short Conversations1 Q: What can we learn from the conversationB The woman should seek help from the writing center.2 Q: Why does the woman choose to learn FrenchD She thinks speaking French is a must for cultured people.3 Q: What did the man do last nightD He attended a speech.4 Q: What made Melissa unhappyC That she lost her chance to enter the contest.5 Q: What does the man think of the woman’s opinionA It is one-sided.II. Long Conversation1 Q: How is the woman doing in the man’s cl assC She often fails to turn in her homework on time.2 Q: What does the woman think of learning SpanishD It presents difficulty for her.3 Q: What do we know from this conversation about the manA He has a good personal relationship with the woman.4 Q: What is the woman most likely to do after talking with the manC Work harder in her Spanish class.III. Passages1.Passage one1 Q: What do you know about the speaker’s Spanish learning experience in high schoolD She showed dissatisfaction with the slow pace of her class.2 Q: What made the speaker feel more frustrated while learning Spanish in high schoolA She had to learn the material that she already knew.3 Q: What did the speaker say about her study of Spanish literature in collegeC It proved to be an unbalanced way to learn the language.4 Q: Which experience benefited the speaker most in terms of her use of SpanishD She taught Spanish speakers how to speak English.2. Passage two1) alternative2) numerous3) traditional4) academic5) countryside6) athletes7) take advantage of8) Secondary9) in a collective effort10) serve as作业:Preview Section B参考文献：1.郑树棠. 新视野大学英语视听说教程（第三版）第二册[M]. 北京：外语教学与研究出版社，2015.2.郑树棠. 新视野大学英语视听说教程（第三版）第二册教师用书[M]. 北京：外语教学与研究出版社，2015.3.夏纪梅. 现代外语课堂设计理论与实践[M]. 上海：上海外语教育出版社，2003.4.秦秀白. 《新世纪大学英语系列教程》第二册[M]. 上海：上海外语教育出版社，2007（2009重印）.5.杨治中主编.《新起点大学基础英语教程系列》第二册[M]. 北京：外语教学与研究出版社，2004.6.翟象俊等主编. 《21世纪大学英语系列教程》第二版第二册[M]. 厦门：复旦大学出版社，2008.课后小结：。
小学数学二年级教案小学数学第二册第一单元p1P13
小学数学二年级教案——小学数学第二册第一单元p1----P13单元学习目标：1、让学生经历数数的过程，体会数的产生和发展；会正确的数出数量在100以内的物体个数，会一个一个，十个十个，五个五个地数数；初步理解十、百的含义，知道数位和数位顺序。
2、让学生通过操作实践活动，初步理解百以内各个数的含义，初步体会十进制计数法；会读、写100以内的数，会用学具表示这些数，会比较它们的大小；会口算整十数加、减整十数、整十数加一位数以及相应的减法；知道加、减法算式中各部分的名称。
3、让学生初步学习用具体的数据描述生活中的事物，并与他人交流，培养学习数学的兴趣和信心，培养用数学的观念看周围事物和看日常生活的意识，培养同学之间相互合作、交流的态度。
重点、难点1、重点（1）100以内数的读法和写法。
（2）初步理解十百的含义。
知道数位和数位顺序。
2、难点数100以内的数。
课时划分：（10课时）认识整十数1课时；整十数加、减整十数1课时；认识几十几1课时；整十数加一位数及相应的减法1课时；数的顺序、单双数1课时；比较数的大小1课时；多些、少些、多的多、少得多1课时；一、认数一年级第一单元单元学习目标：1、让学生经历数数的过程，体会数的产生和发展；会正确的数出数量在100以内的物体个数，会一个一个，十个十个，五个五个地数数；初步理解十、百的含义，知道数位和数位顺序。
2、让学生通过操作实践活动，初步理解百以内各个数的含义，初步体会十进制计数法；会读、写100以内的数，会用学具表示这些数，会比较它们的大小；会口算整十数加、减整十数、整十数加一位数以及相应的减法；知道加、减法算式中各部分的名称。
3、让学生初步学习用具体的数据描述生活中的事物，并与他人交流，培养学习数学的兴趣和信心，培养用数学的观念看周围事物和看日常生活的意识，培养同学之间相互合作、交流的态度。
重点、难点1、重点（1）100以内数的读法和写法。
（2）初步理解十百的含义。
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Unit 1Periods 1-2Teaching Content: Listening & Speaking: Asking for and Giving Clarification Teaching Objectives:1. Knowledge Objectives:Master the basic language and skills necessary to ask for and give clarification. 2. Ability Objectives:Be able to ask for and give clarification correctly.3. Emotion Objectives:Be ready to ask for and give clarification when misunderstandings occur. Teaching Requirements:1. Being present when the lecture is given.2. Accomplishing the tasks assigned.3. Participating in the classroom discussion, role-play and team work spontaneously.4. Practicing orally what is learned in class after class as required.Teaching Important Points:The language and skills necessary to ask for and give clarification.Teaching Method:Communiction and discussionTeaching Time: 90 minsTeaching Steps:Step I Warming-up activity1. Ask students to say something about their winter vacation or Spring Festival.2. Have you ever misunderstood others or been misunderstood by others?.3. What should you do when a misunderstanding takes place?StepⅡPresentation1. The Language for Asking for and Giving Clarification1) Ask students what they say when they are not clear about what has been said or have become puzzled about a particular point just mentioned.2) Have the students listen to Ex.1 (2-3 times) and fill in the blanks with the missing words.3) Ask one student to read aloud the talk so that the students can check their completed answers.4) Ask students to read aloud the expressions for asking for and giving clarification. The language for asking for clarification--- I’m sorry, I don’t quite understand what you mean by market economy.--- I’m sorry, could you (possibly) explain what you mean by globalization?--- I don’t quite understand what you mean by black lie.--- What (exactly) do you mean by sick humor?The language for giving clarification--- (Well,) what I’m trying to say is (that) + SENTENCE.--- (Well,) I think what I mean is that + SENTENCE.--- What I mean is that + SENTENCE.--- What I’m saying is (that) + SENTENCE.--- All I’m trying to say is that + SENTENCE.--- (Oh,) it is + explanation to a word or phrase.2. Asking for and Giving Clarification1) Let the students go through the new words in the first dialogue in Ex.3.2) Have the students listen to the dialogue twice and fill in the blanks with the missing words.3) Ask some students to answer the questions about the dialogue.4) Have students look for the language used to ask for and give clarification.5) Practice in pairs.6) Study the second conversation with the same steps.StepⅢSpeaking Practice1. Role-playAsk some students to role-play the two conversations in Ex.3 .2. Pair workMake short dialogues about asking for and giving clarification, using the language learned in Ex.1.Tips : Students can ask for clarification with the new words in Text A.For example--What do you mean by bum?--Oh, it’s an American slang. It’s a wondering person who lives by begging.Step IV Assignments1. Read the expressions for asking for and giving clarification and learn them by heart.2. Preview Text A, study the new words and try to finish Ex.2 and Ex.4.Periods 3-4Teaching Content: Text A MisunderstandingTeaching Objectives:1. Knowledge Objectives:Understand the main idea of the passage.2. Ability Objectives:1）Be able to get the main idea and find out the topic sentences in each part.2）Be able to find supporting details for the topic sentences.3. Emotion Objectives:Pay speaical attention to the confusing words and speak and write correctly, try to avoid misunderstanding.Teaching Requirements:1. Being present when the lecture is given.2. Accomplishing the tasks assigned.3. Participating in the classroom discussion, role-play and team work spontaneously.4. Do the assignment given.Teaching Important Points:Understanding of the passage.Teaching Methods: Situation-based discussingTeaching Time: 90 minutesTeaching Steps:Step I Review and checkAsk students to make a short dialogue about asking for and giving clarification. Step II Warming-up activityHave you ever had an experience in which you are misunderstood or have failed to understand others? Misunderstandings can result from the spoken form or written form of the language that you use. List the words or expressions that may cause misunderstandings as much as possible.Words or expressions that are often misunderstood when used in spoken form thirteen/thirty fourteen/forty …nineteen/ninetycan/can’t (especially in American English)Oakland/Aucklandadapt/adoptWords or expressions that are often misunderstood when used in written form father/farther/furtheraffect/effectcapital/capitolmajor/mayorexcept/expect/excerptStep ⅢPresentationTask 1 New Words StudyGo through the new words and give some explanation to them.Task 2 Text AnalysisTask 3 Further Comprehension ActivityRead the text carefully again and answer the text-related questions in Ex.2.1) Why did the man with uncombed hair and dirty clothes head straight for therestroom when he got on the bus?He wanted to go to New York without paying for the ticket.2) What did the passenger at the back of the bus decide to do when she saw the manhiding himself in the restroom?She decided to tell the bus driver that a bum was hiding in the restroom.3) What was the original message the passengers were supposed to pass and what hadit turned into when it reached the driver?The original message was “There is a bum in the restroom,”but it turned into“There is a bom in the restroom.”4) What was the result of the wrong message?The bus driver radioed the police and a 15-mile-long traffic jam resulted.5) Where did the man in Los Angeles want to go and where did he arrive?He wanted to go to Oakland but arrived in Auckland.6) What was the cause of his mistake?He thought that he heard the word “Oakland”in the announcement, but in fact what he heard was “Auckland”.7) According to the writer, how often do misunderstandings take place amongEnglish-speaking people?According to the writer, it is common for misunderstandings to take place among English-speaking people8) Who are more easily confused by similar-sounding English words?Speakers of English as a second or foreign language are more easily confused. 9) Why did the Korean woman wonder all day about her boss’s question?She confused “up late” with “a plate” and found herself unable to understand what her boss said.10)What is the best thing to do when misunderstandings arise amongEnglish-speaking people, according to the writerHe suggested laughing and learning from the mistake.11) What is the text mainly about?It is about misunderstandings that similar-sounding English words or expressions can cause.Task 4 Discuss the following topics.1. Have you ever experienced situations similar to those described by the writer of the text? Are there similar misunderstandings among Chinese-speaking people? Tell the story/stories that you know to your classmates.2. What can you do to avoid the serious consequences of misunderstandings caused by confusing words or expressions?Steps1. Students are divided into several groups at random and have a discussion.2. Each group gives a presentation.3. Comment briefly.Step ⅣAssignments1. Retell the main idea of the passage by using the information in the table in Ex.4 you have completed.2. Think about what you have learnt from the article and then talk about it.3. Preview the exercises related to the text.Periods 5-6Teaching Content: Text A (to be continued) and Exercises Related to ItTeaching Objectives:1. Knowledge Objectives;Master the useful sentence structures and words and expressions in the passage. 2. Ability Objectives:Be able to finish the exercises correctly.Teaching Requirements:1. Being present when the lecture is given.2. Accomplishing the tasks assigned.3. Participating in the classroom discussion, role-play and team work spontaneously.4. Do the assignment given.Teaching Important Points:Sentence structures and language points.Teaching Methods: Teaching and PracticeTeaching Time: 90 minutesTeaching Steps:Ste pⅠReview and CheckAsk students to retell the main idea of the passage.Step ⅡPresentationTask 1 Analyze the difficult sentences and study the language points.1. misunderstand: vt. understand wrongly误解e.g. I’m sorry, I misunderstood you.It seems that you have misunderstood what I said at the meeting.2. head for: go towards向…走去；朝…行进e.g. The ship was heading for Britain.We all head for the dinning hall after class.3. tap: hit (sb./sth.) lightly with a quick short blow, esp. to attract attention（尤指为吸引注意）轻拍，轻敲（某人或某物）e.g. Tom tapped on the door and went in.He turned as someone tapped him on the shoulder.4. The message was passed from person to person until it reached the front of the bus.until: prep &conj.up to the time when, up to直到…时（为止）, 直到e.g.You’d better wait until his return.Go straight on until you come to the post-office and then turn left.from…to…注意在这一结构中的名词前没有冠词。