实用英语教案week-2
(PEP)小学五年级英语上册《Unit 2 My week》大单元整体教学设计
（PEP）小学五年级英语上册《Unit 2 My week》大单元整体教学设计一、内容分析与整合（一）教学内容分析人教版英语五年级上册《Unit 2 My week》这一单元，紧密围绕“我的一周”这一主题展开，通过贴近学生日常生活的话题和丰富多彩的教学活动，旨在帮助学生全面掌握与一周日常活动相关的词汇和句型，进而提升他们的语言交际能力和语言运用能力。
在这一单元中，学生们将接触到大量与日常生活息息相关的词汇，如表示一周七天的“Monday”, “Tuesday”, “Wednesday”, “Thursday”, “Friday”, “Saturday”, “Sunday”，以及描述日常活动的“get up”, “have class”, “play sports”, “do homework”等。
这些词汇的学习不仅丰富了学生的词汇量，也为他们日后在生活和学习中更准确地描述和表达自己的一周日常活动打下了坚实的基础。
除了词汇的学习，本单元还重点教授了与日常活动相关的句型结构，如“What do you have on…?”“I have…”等，这些句型的学习使学生能够更加流利、准确地用英语描述自己的一周安排。
通过不断的练习和运用，学生们能够在实际交流中灵活运用这些句型，提高自己的口语表达能力。
在教学活动设计上，本单元同样注重听、说、读、写的全面发展。
听力练习中，学生们将通过听录音、对话等形式，训练自己的听力理解能力，捕捉关键信息；口语练习中，学生们将通过角色扮演、小组讨论等活动，积极参与课堂互动，模拟真实场景进行对话，提高自己的口语表达能力和交际能力；阅读练习中，学生们将通过阅读短文、日记等材料，提升自己的阅读理解能力，同时学习如何在语境中理解和运用新词汇；写作练习中，学生们将通过写日程安排、简短日记等任务，锻炼自己的写作能力，学会如何有条理地描述自己的一周生活。
本单元还特别注重语音练习，通过模仿、朗读等活动，帮助学生掌握正确的发音和语调，提高他们的口语表达能力。
人教PEP五年级英语上册《Unit2 my week》教案
《Unit2 my week》教案教学目标1. 掌握A、B部分“Let’s learn”，“Let’s talk”中的词汇和句子。
2. 能听、说、读、写关于星期和日常活动的相关问题并能正确回答。
3. 锻炼学生听、说、读、写单词的能力，初步培养学生快速记词、写词的技能。
4. 学会与同学谈论星期和课程。
5. 能听、说、读、写本单词的四会词语。
6. 能读懂“Story time”部分的趣味故事。
7. 能听懂、会唱歌曲“Days of the week”。
8. 操练和掌握长元音/i:/的发音。
9. 培养学生热爱学习、珍惜时间的良好品质。
10. 教育学生要根据课程表合理安排日常活动。
11. 引导学生积极利用所学的英语知识谈论日常活动的安排情况。
教学重点1. 掌握A、B部分“Let’s learn”，“Let’s talk”中的词汇和句子。
2. 能灵活运用本单元的主要句型谈论星期和课程。
教学难点1. 比较和区分短元音/i/和长元音/i:/，能发准音、发好音。
2. 培养学生热爱学习、珍惜时间的良好品质。
教学安排第一课时：A. Let’s learn A. Let’s play第二课时：A. Let’s try A. Let’s talk第三课时：B. Let’s learn B. Group work第四课时：B. Let’s try B. Let’s talk第五课时：A. Let’s spell B. Let’s wrap it up第六课时：B. Read and write B. Let’s check C. Story timePeriod1课时目标1. 能听、说、读、写单词“Monday”，“Tuesday”，“Wednesday”，“Thursday”，“Friday”，“Saturday”，“Sunday”和“w eekend”。
2. 能在创设的实际情景中灵活运用句型“What do you have on …?”，“I have …”。
Unit2Myweek(PartBLet’stalk)教案
Unit2 My week(Part B Let’s talk )教案教学目标：1、能听、说、认读单词“often”和“park ”2、能听懂、会说句子“Do you often read books in this park?”，“I like this park very much.”，“Me too.”。
3、能听懂“Let’s try”部分的录音并选择正确的图片。
4、感知英语在日常生活中的实用性，鼓励学生学习有用的英语。
教学重点：1、能听、说、认读单间“often”和“park”2、能听懂、会说句子“Do you often read hooks in this park?”，“I like this park very much.”，“Me too.”。
教学难点：1、能灵活运用句型“Do you often ...?”询问他人的日常活动并作出相应的回答。
学情分析：本课的教学对象是学过两年英语的五年级学生，此阶段学生天真活泼，好奇心强，有较强的模仿能力和求知欲望，而且富有一定的逻辑思维能力，对英语的喜欢已初步体现出个性。
但在单词的学习过程中，还是较容易出现发音不到位或发音不准确的语音错误。
注重培养学生的语音、语调、肢体语言。
教学用具：多媒体、词卡教学方法：1、多媒体教学2、情景教学3、游戏教学法4、小组合作法教学过程：Step1: Warm-up1. GreetingsT: What day is it today ?Ss: It’s Thursday.2.出示wash my clothes, play football, watch TV, do homework, read books 图片,请三四组同学表演：S1: What do you often do on the weekend?S2: I often play football on the weekend .S3: What do you often do on the weekend?S4: I often wash my clothes .3.老师指一名学生问，Do you often _______on the weekend ? 引导学生用Yes,I do . / No, I don’t. 回答。
新编实用英语2教案
新编实用英语2教学教案一，课程的基本信息课程名称：实用英语2课程性质：院内必修课授课对象：2007级大二学生（英语公共课程）二.考试方式：考查主讲教师：吴国亮Unit 6 of the "Students' Book"教学目的及基本要求To make the staff have a general idea of shopping Ads, and the way to use it accordingly.To make the students know traditional Chinese pottery,and how to make them.To let students talk about shopping and their shopping experiences.重点及难点重点：To let students learn the passage about "Tangsancai-An Ideal Tourist Souvenir."As well as the langugage points involved难点：To let students learn how to talk something about shopping in their words.授课内容Section 1 Talking Face to FaceTo leave 3 to 5 minutes tolet students read the sample 1 and sample 2 seperately .To let students talk about Conversation 1 and Conversation 2 with their partner and pick out the mistakes that may happen in the dialogues.To make students listen to some conversations of this text.Section 2 Being All EarsTo make students listen to Dialogue and decode the message by finding the correct choices given below .To make the staff listen to the dialogue again and decide whether the following statements are true or false.To let students listen to something more challenging about the topic of this unit--a passage with some blanks for you to fill in. The words in the brackets will give you some hints. A glance beforehand at the word list provided below will be of some help to you.Section 3 Maintaining a Sharp EyeInformation related to the reading passageThe Tang Dynasty: It is one of the most flourishing and prosperous dynastied in the Chinese history. During this period of time, agriculture, pottery, handicraft, business and other industries came to peak and China became the most powerful country in the world. It is a dynasty the Chinese take the most pride in.Difficult Sentences(Para. 1) Developed in the tradition of the green and brown glazed pottery of the Han Dynasty, it represented a peak in the development of Chinese ceramics and was well known by the world in its time. Translation唐三彩由汉代的绿棕两色釉陶发展而来，代表了中国陶器发展史上的一个顶峰,并在当时举世闻名。
21世纪实用英语第2周教案
山东交通职业学院泰山校区电子教案2015/2016学年第1学期第__2___周课程名称21世纪实用英语授课班级邮乘1502任课教师毕雯娟2016年3月9日课题Unit 5 Part 2 Speaking Development_ 课时___2____一、The Beginning Part【Teaching aims】1. To improve Ss’ speaking ability.2. To improve Ss’ listening ability.【Teaching focuses】1. How to improve Ss’ speaking ability.2. How to improve Ss’ listening ability.【Teaching difficulties】How to express oneself concerning showing gratitude and how to response. 【Teaching aids】Regular classroom【Type of lesson】New courses【Teaching method】Aural-Oral Method, group cooperation二、Teaching ContentsStep I : Read the dialoguesRead the three dialogues and answer these questions :How to show gratitude and how to response?Step II. Make the dialogue:Make the dialogue according to the key sentences. Create the situation by yourself and give the performance.Step III. How to write thanks letter.1、感谢的场合英美等西方人非常讲究礼貌。
unit2myweek全英说课稿
unit2myweek全英说课稿一、说教材《Unit 2 My Week》是英语课程中非常重要的一课，它以一周七天为话题，旨在帮助学生掌握日常英语表达，并能运用所学知识描述自己的日常生活。
本文在本套教材中的作用和地位十分显著，它既是学生英语学习的一个重要起点，也是培养他们用英语进行交流的基础。
本文主要内容围绕一周七天的活动展开，通过引入不同的日常活动，如上学、做家务、运动等，让学生在掌握基本词汇和语法的同时，能够用英语表达自己的生活习惯。
此外，课文还涉及了时间表达和星期词汇的学习，为后续相关话题的学习打下坚实基础。
（1）作用与地位《Unit 2 My Week》是本套教材的第二个单元，起着承上启下的作用。
它在上一个单元学习基本问候和自我介绍的基础上，进一步拓展学生的语言运用能力，让他们在实际场景中运用所学知识。
同时，为后续学习其他日常生活话题奠定基础。
（2）主要内容本文主要包括以下几部分内容：1. 词汇：一周七天的名称、常见日常活动词汇等。
2. 语法：一般现在时，用于描述日常活动和习惯。
3. 对话：围绕一周活动展开的对话，让学生在实际场景中练习英语。
4. 阅读篇章：介绍了一周内不同时间段的日常活动，提高学生的阅读理解能力。
二、说教学目标学习本课需要达到以下教学目标：（1）知识目标1. 掌握一周七天的名称及其拼写。
2. 学习并运用一般现在时描述日常活动和习惯。
3. 掌握与日常生活相关的词汇和表达。
（2）能力目标1. 能够运用所学知识进行简单的日常交流，如谈论自己的作息时间、活动安排等。
2. 提高阅读理解能力，能够理解并获取文章中的关键信息。
（3）情感目标1. 培养学生用英语进行表达的自信心，激发他们学习英语的兴趣。
2. 增进学生对日常生活话题的关注，提高他们的跨文化交际能力。
三、说教学重难点（1）重点1. 一周七天的名称及其拼写。
2. 一般现在时的用法。
3. 与日常生活相关的词汇和表达。
（2）难点1. 一般现在时的构成及其用法。
新编实用英语综合教程第二学期教案
2014-2015学年第二学期大学英语教案授课教师：崔俊学授课班级：2014级数学教育1、2班教研室：大学英语教研室Unit 1 Invitation EtiquetteTopic: Good MannersObjectives: S tudents should be able to:1. Talk about good manners;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of thanks;6. get some tips about English modal verbs.Important/Difficult Point(s):1.Grammar2.Raise the awareness of good manners.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “D o you think good manners are important in our life? Why?”Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the mannersStep 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is the Golden Rule in dealing with others?” Group leaders present the result. Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Modal VerbsPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of thanksThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of thanks.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit2. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 2 E-mailTopic: Living EnvironmentObjectives: S tudents should be able to:1. Talk about Living Environment;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of apology;6. Get some tips about adverbial clauses of time in English.Important/Difficult Point(s):1.Grammar2.Raise the awareness of environmental protection.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “What suggestions do you have for environmental protection?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Tryto scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the environmental protection.Step 2: Passage A1. Comprehensive study of passage Aa.main ideab.structure analysis2. Language studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What does noise mean to ordinary people like you?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of A dverbial Clauses of time.Period 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of apologyThe teacher will explain what a note of thanks is and how to write it. Students will be shown with the example a note of apology.Students are required to write a note of apology in a group.Plan for follow-up class1.Our next class will begin with Unit 3. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 3 Communication by phoneTopic: Fast foodObjectives: S tudents should be able to:1. Talk about fast food2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of congratulations6. get some tips about the adverbial clause of purpose in EnglishImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like the food at McDonald’s or KFC? What attracts you most there?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out thecorresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the fast food.Step 2: Passage Aprehensive study of passage Aa.main ideab.structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “What is your healthy diet?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of Adverbial ClausePeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of congratulationsThe teacher will explain what a note of congratulations is and how to write it. Students will be shown with the example a note of congratulations.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 4. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 4 Hotel ServicesTopic: Daily shoppingObjectives: S tudents should be able to:1. Talk about shopping;2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write a note of announcement6. get some tips about the gerund in English grammarImportant/Difficult Point(s):nguage points2.GrammarMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topic: “Do you like shopping? Why or why not?” Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage.Step 1: Word study1. Read new words2. Memories them all.Step 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at theend of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the shopping.Step 2: Passage Aprehensive study of passage Aa)main ideab)structure analysisnguage studyPeriod 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topic “Why is it convenient to do shopping on line?” Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage Ba)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar studyStep 3: Finish exercise of gerundPeriod 8:Step 1: ExerciseStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a note of AnnouncementThe teacher will explain what a note of announcement is and how to write it. Students will be shown with the example a note of announcement.Students are required to write a note of thanks in a group.Plan for follow-up class1.Our next class will begin with Unit 5. The students will be reminded at the end ofthis class to prepare the readings for next week.2.The next class will be structured through small group work and whole classdiscussions.Unit 5 Food BlogsTopic: Modern CommunicationObjectives:1. Students will be able to enlarge the vocabulary relating to modern communication.2. Students will be able to understand the content, the organization of the text and the writing devices of the passage.3. Students will be able to know and make use of the language points, especially expressions, learned from the text.4. Students will come to know the importance of managing incoming email.5. Students will be able to learn how to write a public notice.6. Students will be able to get some tips about the use of the infinitive in English. Important/Difficult Point(s):1.Grammar2. Experiences with cell phones and emails.Materials and Resources:1.Multimedia2.PPTs3.Colorful chalks4.ChalkboardProcedure:Period 1Step 1: Warm up1. Warm-up DiscussionQuestions: What is your favorite way of daily communication?Do you use the Internet?.2. Group DiscussionAsk students to form groups of four and discuss on the topic of Internet: How has the Internet influenced your life? Is the influence good or bad? Why?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded atthe end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and languagestudy.Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number ofstudents will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text Aa.Guide the students to get the main idea.b.structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about making telephone calls based on the following questions:What advantages does making phone cells have?Do you prefer making phone cells to sending short messages to your parents while you are in college? Why or why not?Group leaders present the result.Step 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat problem is troubling email users and corporations around the world?What is the importance of managing emails?Who should be responsible for managing emails?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the infinitive in EnglishGuide students to learn the grammar points of this unit.Step 3: Exercises of the infinitive in EnglishPeriod 8:Step 1: ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a public noticeThe teacher will explain what a public notice is and how to write it. Students will be shown with the samples.Students are required to write two notices according to the assignments in the textbook.Plan for follow-up class1.Our next class will begin with Unit 6. The students will be reminded at the end ofthis class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 6 Shopping and SightseeingTopic: Health CareObjectives:1.Students will know the background information related to the text.2.Students will be able to understand the content, the organization of the text andwriting devices of the text.3.Students will be able to grasp some key words, expressions and sentence patternsfor expressing ideas on related topics.4.Students will enlarge their vocabulary of diseases.5.Students will learn about the past participle in English.6.Students will learn how to write a name card.Important/Difficult Point(s):Key words and expressionsGrammarMaterials and Resources:1.PPTs2.Multimedia3.Colorful pens and markers4.Chalk, chalkboardProcedure:Period 1Step 1: Warm up:1. Ask students questions about healthDo you often get sick? What should we do if we want to stay healthy?2. Group DiscussionAsk students to form groups of four and discuss on the topic of health: What can we do in order to have a healthy, happy and long life?Appoint a team leader for each group.Group leaders will be asked to present group opinions.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: New word studyStep 2: (Homework)1. Read new words2. Memorize them all.Plan for Follow Up Lesson:1. Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2. The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students will go to spot dictation to practice their listening.Step 2: Text A1. Guide the students to get the main idea.2. Structure analysisPeriod 4Step 1：Language studyStep 2: Finish all the after-reading exercisePeriod 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and talk about experiences with doctors based on the following questions:1. What was your most unforgettable experience with doctors?2. What kind of doctor do you like best? Why?Group leaders present the result.Step 2: Active Words1. Teacher explains the usage and examples2. Students make sentences and try to memories the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1. Students should prepare for the study of Text B.2. Students should prepare for group discussion and writing.Period 6:Step 1: Fast-reading of Text BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 2: Brief Text Analysis1. The main idea of the text2. Questions relating to the major points of the textWhat are the secrets of a good night’s sleep?How many phases are there in the course of sleep?Step 3: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2. Students do listening practice.Step 2: Grammar Study: the past participle in EnglishGuide students to learn the grammar points of this unit.Step 3: Finish exercises of the past participle in EnglishPeriod 8:Step 1: Comprehensive ExercisesStudents are required to do comprehensive exercises in class within a certain timeframe. The teacher will check the answer.Step 2: Writing Practice --- How to write a name cardThe teacher will explain what a name card is and how to write it. Students will be shown with the samples.Students are required to design a name card for themselves according to the assignment in the textbook.Plan for follow-up class1. Our next class will begin with Unit 7. The students will be reminded at the end of this class to prepare the readings for next week.2. The next class will be structured through small group work and whole class discussions.Unit 7 FarewellTopic: Generation gapObjectives: S tudents should be able to:1. Talk about generation gap2. Understand the content, the organization of the text and the writing devices of the passage;3. Know and make use of the language points, especially expressions, learned from the text;4. Grasp some key words, expressions and sentence patterns for expressing ideas on related topics;5. Learn how to write invitation cards or letters6. get some tips about the relative clause in EnglishImportant/Difficult Point(s):1.active verbs: start, concern, throw, care, count2.mean, major, concerned, dorm, save, sake, wear, exaggerate, collect, can, charge, priority, ruin, vacation,3.the relative clause in EnglishMaterials and Resources:1.PPTs2.Colorful chalks3.ChalkboardProcedure:Period 1Step 1: Warm upWarm-up Discussion:Ask students to form groups of four and discuss on the topics: 1) differences between my parents and 2) suggestions for bridging the generation gapDivide the students into groups of three or four. Appoint a team leader for each group. Invite some students to talk about the topics. Each speaker has two minutes for thepresentation.Step 2: Reading StrategyAsk students to read through the whole passage without referring to the word list. Try to scan through to find out the main idea. And skim the passage to find out the corresponding part of the passage to the comprehension exercise after the passage. Period 2Step 1: Word studyStep 2: Word analysisPlan for Follow Up Lesson:1.Our next class will begin with the passage. The students will be reminded at the end of this class to prepare the readings for next class.2.The next class will be structured through passage analysis and language study. Period 3Step 1: Warm-up1.Students are asked to take out a piece of paper and recite new words. A number of students will be called to read some words out for the teacher to check pronunciation.2.Students watch a short video about the generation gap.Step 2: Passage Aprehensive study of passage Ac.main idead.structure analysisnguage studyi.You don’t really feel the generation gap until a son or daughter comeshome form college fro Christmas.ii.What difference does it make?iii.Why don’t you do it for our sake?iv.But it’s very hard for us to realize you’re an adult when you throw all your clothes on the floor.Period 4Step 1：Finish all the after-reading exerciseStep 2: Active Words1.Teacher explains the usage and examples2.Students make sentences and try to memorize the usagesStep 3: HomeworkFinish Vocabulary Check after the Active Words.Plan for follow-up lesson1.Students should prepare for the study of Text B.2.Students should prepare for group discussion and writing.Period 5Step 1: Warm-upGroup Study: Students are asked to form groups of four and discuss on the topics “What do you do when you and your parents have different ideas about the same thing?” And “what suggestions do you have for bridging the generation gap?”Group leaders present the result.Step 2: Fast-reading of Passage BStudents are required to take advantage of fast reading strategies to do comprehension work.Step 3: Word StudyPeriod 6:Step 1: Passage Analysis1. Comprehensive study of passage B1)main idea2) structure analysis2. Language studyStep 2: (Homework)Ask students to finish after-reading activities.Period 7Step 1: Warm-up1. Students are asked to take out a piece of paper and recite new words. A number of。
week 2 课件
Week 2Topic: Have you read today?Teaching goals1.To improve students vocabulary, specifically related to literature2.To ensure students understand the vocabulary within the book3.To get students to express their views on literature and feel confident in expressing theiropinionsTeaching procedures1.Read and repeat (10-15 minutes)Read and repeat exercise for background information, pausing to ensure words/phrases are understood, pronunciation is correct and any mistakes in the book are corrected.2.Conversation (10 – 15 minutes)Ask students what types of reading material they know of, introduce any types they don’tknow (newspapers, magazines, novels, newsletter, comic books, blogs, textbooks, journals, instruction manuals, etc.). Ask them again what types of genres they know (comedy,romance, horror, fiction, non-fiction, fantasy, drama, etc.). Ask them which they preferreading and why, which they don’t like and why. Ask a few students to tell the class theirreasons.3.Pair work (15-20 minutes)Students break into pairs and role play the conversations in the book. Once finished checktheir understanding of the text, pronunciation and correct any errors within the book.4.Split into groups (10 minutes)Split the class into ‘family’ groups, the groups have to cr eate a family name and decidewhich members will be the mother, father, son, daughter and grandmother. Each lesson Iwill ask a different family member to speak or guide the group activity. Groups are created on a completely random basis so as to break friendship groups and allow students with good English to help the poorer students within their group.5.Agony aunt (20-25 minutes)Give each group a different ‘agony aunt’ problem, the groups have to create a response tothe problem, they can reply in any genre they see fit. Ask a family member from each group to come to the font and explain their response6.Story board game (15-20 minutes)Play the storyboard game with the students.∙Each student gets a piece of paper and writes a name at the very top of the paper, then folds it so that nobody can see the name.∙Pass it to another person who writes another name underneath (without looking at the previous one) and folds it again so that nobody can see.∙ Pass it to another person who writes a location underneath and folds it again.∙Pass it to another person who writes an activity and folds it again.∙Pass it to another person who writes a reason.∙Pass it to another person who opens it to unveil a story.∙Must ensure nobody looks at what has been written before and ask the students to think of funny places, activities and reasons, this makes the finished story muchmore interesting.7.Homework (10 minutes)As the next lesson is part time jobs, ask the students to create a role play set in a restaurant.They must either show examples of poor customer service or rude customers (or both). They will perform their role plays at the beginning of next lesson。
Unit2Myweek(ALet'slearn)教案.
Lesson planningUnit 2: My week ( A Let's learn)I .Background information1. Grade: grade five primary school2. Teaching material: GO FOR IT. Lesson two “My week”II. Teaching aimBy the end of this class, students should be able to1. Learn to new words2. Learn to talk about my days of the week..3. Know what do you have on…III. Teaching contents1. Learning to new words.(Monday, Tuesday, Wednesday and so on)ing the sentence patterns: what day is it today?It’s mondayWhat do you have on Monday ?We have …IV. Teaching main difficult point1.key words and phrases: walk, on foot, by bike/bus/train/plane2.Sentence patterns: l. what day is it today?2. What do you have on Monday ?V. Teaching aidsMulti-media microphneVI. Teaching methodsmunicate language teaching.(CLT)2.Task-based language speaking(TBLT/TBL)3.PPP language teaching(3P)VII. Teaching procedures1.lead—in1). greeting:T: Good morning. Pretty boys and girlsSs: Good morning.T: How are you today?Ss: I’m fine.T: I’m fine, too.2). Let’s sing (Hello song).3) Listening a song (day of week)Today, we’re talk about My days of the week .2. Presentation (pictures)1) New words: Monday, Tuesday, Wednesday and so on2) Let’ play a game. Monday –Friday (secret gift)3) Listening a song (day of week)4) sentence patterns: l. what day is it today?2. What do you have on Monday3. Practice1) Ask individual SsT: what day is it today?S: It’s …T: What do you have on Monday ?S: We have …2) Students dialogue——what day is it today?——It’s …——What do you have on Monday ?——We have …4.production一．连词成句1. day is what it today2. what have on you do Monday3. have art P.E. we and math4. is today friday二．选择(1). What day is it today?A. It’s MondayB. It’s Wednesday(2) What do you have _____Wednesday.A. onB. inVIII. Homework选一道你自己喜欢的题目来做。
新编实用英语2 Unit2教案
TYVM Thank you very much
WYRN What is your real name?
WDYS What Did You Say?
2) Do you often chat online?
3) How do you chat online?
4) What do you think of chatting online?
2. Email Information on the Internet
Abbreviations are sometimes very useful in communicating online. Now let’s try to use the abbreviations listed below to practice two short dialogues:
课时教案
授课章节及题目
Unit 2Emails
授课时间
第4周
课次
1
学时
2
教学目标与要求
(分掌握、熟悉、了解三个层次)
1. Guide the students to know and master some abbreviations used in communicating online.
2. Enable the students to talk about online abbreviations by asking questions and giving answers.
2.Some abbreviations for chatting online.
教学用具
教学过程
环节、时间
授课内容
人教版英语二下Unit6MyWeekLesson2教案
人教版英语二下 Unit 6 My Week Lesson 2教案一、教学目标1.学生应能听懂、理解并会说句型：“What do you usually do + (时间段)？”2.学生应熟练掌握三个时间段（in the morning, in the afternoon, in the evening）的用法。
3.学生应能听懂、理解并会说“Do you like…？”及其回答。
4.学生应在课堂学习交流中提高沟通表达及听说能力。
二、教学重难点1.学生理解时间段表达方式的用法。
2.通过短语对话练习句型应用。
三、教学过程1. Warming-up1.点名，询问学生们过去一周的活动，例如：“What did you do yesterday/last weekend?”2.通过讨论激发学生对时间段表述方式的兴趣。
2. Presentation1.播放单元词汇视频，介绍课堂用语“in the morning, in the afternoon, in the evening”的用法及例句。
2.通过示例对白展示以下句型：“What do you usually do in the morning/afternoon/ev ening?”，示范询问学生平时的活动，并触发学生说英语的兴趣。
3.进一步演示并让学生回答问题：“Do you like…?”3. Practice1.学生同桌进行短语对话练习，以巩固学习的句型及时间段用法。
2.引导学生在课堂中以英语表达自己的活动和喜好，帮助学生实现听说能力的有效提升。
3.教师在结束前进行适当补充和总结。
四、教学评估在本节课结束后，教师可根据以下几个方面对学生课堂表现进行评估：1.学生是否理解“in the morning, in theafternoon, in the evening”的用法。
2.学生是否能准确回答“What do you usually do inthe morning/afternoon/evening？”3.学生是否能自主以英语表达自己的活动和喜好，发出、理解并回答基本英语句型。
译林版七年级上册英语全册教案通用5篇
译林版七年级上册英语全册教案通用5篇译林版七年级上册英语全册教案通用5篇不知不觉又迎来了开学，我们又即将面临下一阶段的教学，此时需要提前准备一份英语教案了。
下面是小编为你准备的译林版七年级上册英语全册教案，快来借鉴一下并自己写一篇与我们分享吧！译林版七年级上册英语全册教案（精选篇1）一学生情况分析（学生62人，其中男生：36人，女生：26 人）1．学习水平不均有的学生对小学英语比较重视，学得很好；但有的学生或学校不重视，学得很不好，还有几个甚至完全没有学过。
有的学生笔试不错，但语音、语调、书写都有待加强。
因此，整个班级的英语水平很不平衡，给日常教学带来诸多的不便，提高了难度。
2．学习习惯不好学生刚刚从小学进入初中，处于一个衔接的阶段，学习任务加重，学习的习惯不是很好，没有形成一定的适合自己的方法，都有待改善。
总之，既要避免好生吃不饱的.现象，又要努力把目前英语有欠缺的学生拉上去，激发他们的兴趣和信心，赶上中上的水平学生。
在今后的教学中应该注重培养、激发兴趣，教给学生学习的方法，从学生的学习兴趣、学习能力、生活经验和认知水平出发，倡导体验、实践、参与与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言的学习过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成学生自主学习能力的过程，这是新课标和新目标英语的要求。
教学措施和辅助二课时总安排总共100课时：授课课时复习课时测试课时机动课时三．教材总体目标、单元要求及重难点The goal:The goal of Go for it is to make language a step-by-step progression that builds confidence and leads to open-ended activities where students can actively relate learning to their personal lives. Go For It! 是以《英语课程标准》为依据，以学生的英语语言综合运用能力为目标。
新编大学实用英语教程第二册教案unit 2
/ˈmæɡnət/
n.
/ˈsɜːkəmstæns/
n.
/sɜːtʃ/
n.
/kəˈmɪtmənt/
n.
/rɪˌspɒnsəˈbɪləti/
n.
/fɪə/
v.
/kəmˈpæʃənət/
adj.
散发，流露；从中心散开 吸引，引诱 磁铁，磁石；有吸引力的人(事物) 情况，情形（一般用复数 circumstances）
Cheer up! Don’t give up!
自信 获得信心 相信你自己 重获信心 增强某人信心 振作起来！ 别放弃！
Asking students to share their experiences
Teaching Plan 2
序号 周次 Unit 2
2
课程
2
课型
Confidence
班级 日期
chance to travel.
4. circumstance
n. 情况，情形（一般用复数 circumstances）
e.g. The rules can only be waived in 这些规定只有在特殊情况下方可撤回。
UNIT 2 Teaching Plan 1
序号 周次
1
课程
2
课型
班级 日期
教师 主任签字
Unit 2
Teaching Objectives:
Confidence Reviewing , Listening and Speaking practices 1. Checking the words and expressions in unit 1 of text A.
Step XI. (5mins)
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序号
教学内容
学时分配
1
Detailed Study of Text A & Sentence Structure
2
2
Active words & Comprehension Exercises
2
3
Skimming of Text B
2
4
5
教学手段
Intergrated method
教学形式
2. Compare the following:
a number of hundreds of students
the number of three hundred students
eg. A large number of students are planting trees now.
The number of guests invited is more than fifty.
Recall the main idea of the text.
Paragraph 1: Bill Gates' advice of education.
Paragraph 2: Nobody should drop out of school and one should take advantage of shool.
Translate the following Chinese into English.
职业教育：vocational education
退出比赛：drop out of the competition
若干科目：a number of subjects
团队精神：team spirit
几百名顾客：hundreds of customers
Step 5 Assignments
Finishexercises on P14
On Blackboard (板书设计)
Active words
have(had-had) send (sent-sent)
have a good time send for a doctor
have a cup of tea send …off
你能帮我，真好。
It’s very kind of you to help me.
你真聪明，解出了这道数学题。
It’s clever of you to work out the maths problem.
( Ss can make sentences as many as they can ,using this structure: It is…. For sb to do sth. )
Ask Ss to prepare for PK activities next period,including reading the text & making sentences with useful phrases.
On blackboard (板书设计)
Education Does Count
B. Complete the sentences according to the text. (p.6)
( Ss try to tell how to find the correct answers.) (group-class)
C. Detailed study of Text A
1. Ss Pick out some useful phrases in the text in order to understand the contents easily.
结构：It is+ adj. + (for / of + sb.) to do sth.
It is very impor很重要
It’s difficult for us to finish the work.
对我们来说，完成这项工作很困难。
eg. I won’t leave unless the rain stops.我要雨停了再走
You can’t get the books unless you pay money first.
你不付钱是拿不到书的。
.For me, classroom is not the only place where you can learn.:对我来说，学习不是只能在教室里进行。
有益的建议：a useful suggestion
高薪的工作：a highly paid job
B.Lead-in
Background information of Text A (PPT)
Step 2 Presentation
A.Read the text carefully and try best to do comprehension exercises ( P.6) (in group activity)
where you can learn:由“where”引导的关系从句，
eg: This is the place where I was born.
I want to visit the Beijing Library where my father worked ten years ago.
.*It’s OK to drop out of college:it is引导的形式主语从句，真正的主句是动词不定式里的内容。
hundreds of students It is clever of you to work out it.
Section 2
Step 1 Revision
1.AskSsin groups to read the text in the form of PK, paying attention to the sentence structure.
send out发出（光、热）
guide( guided- guided ) n.导游；指南，手册
v.带领，为···做向导
guide sb across the street带某人过街道
attend(attended- attended )v.出席，参加；侍候
attend to护理，照顾；处理
attend the meeting/ the party / school / class…
Paragraph 3: Having a diploma certainly helps people looking for a job.
Paragraph 4: Learn how to learn.
Paragraph 5: Education does count.
Step 5 Assignments
have…on send out
have to (don’t have to) send an email
guide (guided-guided) attend (attended-attended)
guide sb across the street attend a meeting
教学目的
Section 1：Read what Bill Gates says about education.
Section 2：master some active words
Section 3：learn something aboutvocational education in Germany
Section 3：
注：教案按周次填写，课堂组织和教学过程设计填写在附页中。
附页：
序号
具体内容（课堂组织和教学过程设计）
授课改进意见及实时教学效果记录
Section 1
Step 1 Revision & Lead-in
A. Revision(PK in groups)write them on Bb
（板书设计见附页）
重点、难点及解决方案
Section 1 Read the text aloud. (read- understand-translate-read)
Section 2: widen the vocabulary ( practice )
Section 3: useful phrases in the text ( read – understand- retell )
Nobody should drop out of college unless they believe they face the chance of a life time.除非他们确定他们遇到了千载难逢的机会，否则不能辍学。
unless:“unless”引导的条件状语从句，相当于搭配“if…not…(除非)”
Step 3 Practice
1.Finish the Ex. (on page 8 )
prehensive Exercises (on p.14)
A.Choose the best answer
Step 4 Conclusion
Active words are very useful. You must master them and use them freely.
It’s clever of you to work out this maths problem.
你真聪明，解出了这道数学题
It’s very kind of you to help me.
你能帮我，真好。
Step 3 Practice
Reading the text in groups
Step 4 Conclusion
（在右栏勾选）
理实一体（）理论教学（√）