听说4-教案Unit2
三年级英语下册Module4Unit2Thirteenfourteenfifteen教案1外研版一起
Module 4 Unit 2 Thirteen, fourteen, fifteen1教学目标1.学问目标:能认读数字13—19,能娴熟听说读写thirteen, fourteen, fifteen;驾驭十几的发音特点。
能娴熟运用句型How many…are there? There are…2.实力目标:通过听、说、读、写的技能训练,使学生能娴熟谈论数量,提高用英语获得数字信息的实力。
3.情感目标:在谈论数字的活动中培育学生对事物统计, 事物管理的爱好和意识。
2新设计通过听、说、读、写的技能训练,使学生感知、实践、合作完成任务,获得语言学习的乐趣和自信。
3学情分析三年级的学生,由于年龄小,又加上生性活泼好动,喜爱直观形象思维,对嬉戏、竞赛、画画特殊感爱好。
三年级是小学生学习英语的基础阶段,这一阶段的重要任务在于激发并保持学生学习英语的爱好。
4重点难点教学重点:数字13—19的认读,特殊是thirteen, fifteen的正确认读和拼法。
教学难点:运用句型How many…? 询问数量,并作相应回答。
5教学过程Step 1 Warm up1、 Sing a song “Ten little fingers” 带领学生复习数字1-10。
2、 Guessing game 老师用一个方盒子做成一个数字大色子,老师将色子抛向空中,然后请学生猜出数字,假如猜中算获胜。
此嬉戏既帮助学生认读复习巩固数字11、12、14、16、18、20,同时又激发起学生学习的热忱。
Step 2、show some pictures to students:Ask and answer:T: How many…are there?Ss: There are…Step 3、Teach thirteenT: What’s one plus twelve?Ss: It’s thirteenStep 4、look at the picture, listen and answer:How many dogs has the dog got?Listen to the tape and read.Students take out some fruits and practice have got/has got:S1:I have got two applesS2:He has got two apples.Step 5、look at the apple tree. There are so many apples, let’s count: One、 two、three、 four、 five 、six、 seven 、eight、nine……fifteen Read the numbers:13、14、15、16 Guess the numbers :17、 18 、19Sharp eyes:快读单词:将13—19单词打乱依次出现,让学生快速认读。
Unit 2 Listening and Talking示范课教案【英语人教必修第三册】
Unit 2 Morals and Virtues 子主题2：平凡人物的美德与社会责任Period 1 Listening and TalkingWorksheetUnit 2 Listening and TalkingActivity 1: Watch and answerWatch a short video and answer the questions.●What is this song about?●What will happen if you try a little kindness?Activity 2: Discuss in groupsDiscuss the following question in groups.Do you believe a small act of kindness can make a big difference? Why?Activity 3: Try to predictA man named Kevin is talking about “paying it forward” in a radio show.Can you predict what “paying it forward” means?Activity 4: Listen and answerListen to the radio show and answer these questions.●What is the name of the radio show?●What does “paying it forward” mean?● What does the guest want the listeners to do?Activity 5: Listen and fillListen to the radio show again and fill in the blanks.Activity 6: Listen and answerListen to the radio show again and answer the questions below.●Apart from the story of the song “Chain of Love”, what other example does Kevin give of paying it forward?●What is your understanding of “we never know what light we might spark in others by our kindness”?Activity 7Read the transcript and find out the connecting expressions or sentences in telling stories.Activity 8Retell the story briefly by using the connecting words.Activity 9: Listen and discussListen to the song and discuss the following questions.●What’s your understanding of “Chain of Love”?●What deeply impresses you in the story?●What’s the best translation of “Chain of Love”?Activity 10: Talk in pairsTalk about the ordinary people’s qualities inferred from the listening part in pairs.Activity 11: Share a storyShare a story of showing or receiving kindness, either one of your own or one you heard of.。
六年级上册Module-4《Unit-2-Our-favourite-festival-is-the-Spring-Festival》教案-教学设计
《新标准英语》六年级上册Module4 Unit2Our favourite festival is the Spring Festival.教学设计一、教学目标1.语言知识目标：①能听说认读单词：moon cake, race, lantern, hang, the Dragon Boat Festival, the Mid-Autumn Festival, the Lantern Festival②能听懂会说句型：Our favourite festival is.... We ....2.语言技能目标：能够运用Our favourite festival is.... We ....介绍自己喜爱的节日并对每个节日所开展的传统活动进行描述。
3.情感态度目标：培养学生热爱和宣传中国文化，增强世界意识和跨文化交流的能力。
二、教学重难点1.教学重点：学生能够运用Our favourite festival is.... We ....介绍自己喜爱的节日并对每个节日所开展的传统活动进行描述。
2.教学难点：①the Mid-Autumn Festival, the Lantern Festival的读音。
②正确描述各个节日的不同传统习俗。
三、教学过程Step1 Warming up1.Greetings2.Sing a song:《Twinkle twinkle little star》Step2 Lead in1. Introduce the topic。
2.Revision: the western festivals:Flag Day, Thanksgiving设计意图：利用多媒体，声音与视觉的刺激让学生调动已有知识储备，有效复习了西方节日名称及所做的事情，为本课学习做足铺垫。
3.Free talk: What do you know about Chinese festivals?Step3 Presentation1.Words learning: Spring Festival, the Mid-Autumn Festival, the Lantern Festival, the Dragon Boat Festival)（跟读——分组读——齐读）2. Look at PPT to know the important festivals.Step4 Text learning1.Listen to the tape and match.2.Answer the follow questions:1)What do we do on Spring Festival?2) What do we do on Lantern Festival?3) What do we do on Dragon Boat Festival?4) What do we do on Mid-Autumn Festival?3.Read after the tape.4.Ask some students to read and translate.Step5 Practice1..Fill in the blanks according to the text.。
新标准大学英语BOOK4-unit2教案-李骠
新标准大学英语BOOK4-Unit 2教案Active reading (1)Danger! Books may change your lifeTeaching aims:1.to learn the new words and expressions;2.to understand the texts and learn to paraphrase some difficult sentences in English;3.to analyze the structure of the texts;4.to get to know the cultural background of the texts;.5.to learn to think and presents one’s viewpoints from different perspectives;6.to learn to write a book report;Teaching schedule:Class period 1-2: warm-up activitiesnew words and expressionscultural background knowledgeClass period 3-4: reading 1 studyreading, sentences making, simulated writing and sentence paraphrasingClass period5-6: exercises, writing practice; cross culture readingClass period7-8: quiz and reading 2Culture pointsLewis Carroll (1832–1898) is the pen-name of Charles Dodgson. He was a priest, a mathematician who taught at Oxford University, a photographer, humorist and writer of children’s literature. Alice’s Adventures in Wonderland (1865) was immediately successful, a masterpiece which revolutionized children’s literature,giving coherence and logic through wit and humour to unlikely or impossible episodes in which imaginary creatures embody recognizable human characteristics. He is also known for Through the Looking Glass and what Alice found there (1871) and nonsense poems, such as The Hunting of the Snark (1876).William Cowper (1731–1800): a notable English poet, writer of hymns and letter-writer. He wrote gentle, pious, direct poems about everyday rural life and scenes of the countryside which have been seen as forerunners of the Romantic movement: Coleridge called Cowper “the best modern poet”. He translated Homer’s Greek epics. The Odyssey and The Iliad into English. Another example of his verses which have become common sayings is “God moves in mysterious ways, His wonders to perform…”John Steinbeck (1902–1968): American novelist who was awarded the Nobel Prize for Literature in 1962. The Grapes of Wrath (1939) is a well-known, long tragic novel about an American family of farmers who are driven off their land in Oklahoma by soil erosion in the famous “dust bowl” era. They flee to California to what they hope will be a better life. The book won the Pulitzer Prize and was made into a film in 1940. Other well-known novels include Of Mice and Men (1937), Cannery Row (1945), The Pearl (1947), East of Eden(1952) and an account of a personal rediscovery of America, Travels with Charlie (1962).John Irving (1942–): American novelist and screenwriter who taught English at college and was a wrestling coach. The Fourth Hand (2001) is a comic-satirical novel about a TV journalist, Wallington, whose hand is seen by millions of viewers to be bitten off by a circus lion. A surgeon gives him a hand transplant (a third hand) but the wife of the dead donor wants to visit her husband’s hand and have a child by Wallington, who feels where his original hand used to be (the fourth hand).Audrey Niffenegger (1963–): American college professor who teaches writing to visual artists and shows students how to make books by hand. Her first novel, The Time Traveller’s Wife (2003) – filmed in 2009 – is a science fiction and romance bestseller about a man who travels uncontrollably in time to his own history and visitshis wife in her childhood, youth and old age. His wife needs to cope with his absences and dangerous life while he travels. The story is a metaphor for distance and miscommunication in failed relationships.Paul Torday (1946– ): a British busines sman who worked for a company that repaired ship’s engines for many years. Salmon Fishing in the Yemen (2007) was his first novel. It is a political satire and comedy about a dull civil servant who becomes involved in a plan to populate the desert with Scottish salmon. Politicians manage the media to “spin” this as a plan they support in order to divert attention from problems in the Middle East. There are themes of cynicism and belief, and East-West culture clashes.Aleksandr Solzhenitsyn (1918–2008): a Russian writer who was imprisoned in Soviet labour camps in 1945; after eight years, he was exiled to Kazakhstan and not freed until 1956, when he became a teacher. In 1970 he was awarded the Nobel Prize for Literature but not receive it until 1974. He went to Germany, Switzerland and the USA, returning to Russia in 1994. His best known novels were based on his experiences as a prisoner and include: One Day in the Life of Ivan Denisovich (1962), Cancer Ward (1968), The Gulag Archipelago (1974–1978). His later works were about Russian history and identity.Graham Greene (1904–1991): a British novelist, short-story writer, playwright, travel writer and essayist. He wrote a number of thrillers (he called them ‘entertainments’) which dramatize an ambiguous moral dilemma, often revealing guilt, treachery, failure and a theme of pursuit. Greene was also a film critic and all of these novels have been made into films: Brighton Rock (1938), The Power and the Glory (1940), The Heart of the Matter (1948), The Third Man (1950), The Quiet American (1955), and Our Man in Havana (1958).E. M. Forster (1879–1970): a British novelist and writer of short stories and essays. He lived at different periods in Italy, Egypt and India and taught at Cambridge University. His best known novels include A Room with a View (1908), Howard’s End (1910), A Passage to India (1924) which have all been made into films. His writing about reading and writing includes a book of lectures, Aspects of the Novel (1927).Thomas Merton (1915–1968): an American Catholic writer, who was a Trappist monk in Kentucky. He wrote over 70 books, including many essays about Buddhism and a translation into English of the Chinese classic, Chuang Tse. He had a great deal to say about the meeting of Eastern and Western cultures and wrote many letters to writers, poets, scholars and thinkers. He read a lot in English, Latin, French and Spanish and said he always had at least three books which he was reading at any one time.William Blake (1757–1827): a British poet, artist and mystic, who read widely in English, French, Italian, Latin, Greek and Hebrew. He made many engravings to illustrate the work of such writers as Virgil, Dante and Chaucer, as well as his own poems. He stressed that imagination was more important than rationalism and the materialism of the 18th century and criticized the effects of the industrial revolution in England, but his work was largely disregarded by his peers. He is best known for his poetry in Songs of Innocence (1787) and Songs of Experience (1794). His belief in the oneness of all created things is shown in his much-quoted verse, “To see the world in a grain of sand / And a heaven in a flower, / Hold infinity in the palm of your hand / And eternity in an hour.”Clifton Fadiman (1904–1999): an American writer, radio and TV broadcaster and editor of anthologies. For over 50 years he was an editor and judge for the Book-of-the-Month Club. In 1960 he wrote a popular guide to great books for American readers, The Lifetime Reading Plan, which discusses 133 authors and their major work: the 1997 edition includes 9 authors from China.J. K. Rowling (1965–): British writer of the seven Harry Potter fantasy books. She studied French and Classics at Exeter University, before teaching English in Portugal and training to teach French in Scotland. The main idea about a school for wizards and the orphan Harry Potter came on a delayed train journey from Manchester to London in 1990. She began to write as soon as she reached London. Twelve publishersrejected the first book before Bloomsbury, a small London publisher, agreed to publish it. Later books have repeatedly broken all the sales records (as have some of the films). She is one of the richest women in the UK and a notable supporter of many charities.Language points1 Variety’s the very spice of life, / That gives it all its flavour … (Para 2)Spices are made from plants and added to food to give it its particular flavour or taste. The English proverb “Variety is the spice of life” (the proverb comes from Cowper’s poem) therefore means that variety gives life extra value and allows you to appreciate life in particular ways.2 We learn to look beyond our immediate surroundings to the horizon and a landscape far away from home. (Para 3)This means that through reading we learn to look beyond our immediate experience or familiar environment to things beyond our immediate experience, ie to completely different things that we can imagine and experience through books.3 When a baseball player hits a home run he hits the ball so hard and so far he’s able to run round thefour bases of the diamond, and score points not only for himself but for the other runners alreadyon a base. (Para 9)In the American game of baseball, the field of grass is diamond-shaped and has four bases (specific points marked around the diamond), round which players must run to score points. One team bats (ie team members take turns to hit the ball and run round the bases) and the members of the other team throw (pitch) the ball and, when it is has been hit, try to catch it or get it quickly to one of the four bases. If a batting player can hit the ball hard enough, he can run round all four bases before the other team can get the ball and thus score maximum points – with a home run. In the passage, a really good book is a home run.3 Choose the best answer to the questions.1 Why are we like Alice in wonderland when we read a book?(a) Because, like Alice, we often have accidents.(b) Because reading makes us feel young again.(c) Because reading opens the door to new experiences.(d) Because books lead us into a dream world.2 According to the writer, what is the advantage of reading over real life?(a) There is more variety in books than in real life.(b) We can experience variety and difference without going out of the house.(c) The people we meet in a book are more interesting than real people.(d) It’s harder to make sense of real life than a book.3 What do the seven novels listed in Paragraph4 have in common?(a) Their titles stimulate imagination.(b) They represent the best writing by British and American novelists.(c) They have become classics.(d) You can find all of them in any local library.4 At what moment in our lives do books become important?(a) As soon as we start reading.(b) When we start buying books to fill our shelves at home.(c) When we start listening to bedtime stories.(d) Only when we are ready for books.5 What claim did Merton make about the poems of William Blake?(a) They were similar to the works of the Greek writers and thinkers.(b) They helped him understand the meaning of life.(c) They created a sense of confusion.(d) They taught him a lot about modern culture.6 What is meant by a home-run book?(a) A book which is so good you are unable to put it down.(b) A book that the whole family can enjoy.(c) A children’s book that is read and appreciated by adults.(d) A book that hits hard like a home run in the game of baseball.Dealing with unfamiliar words4 Match the words in the box with their definitions.1 to make someone feel that they do not belong to your group (exclude)2 to fail to do something that you should do (neglect)3 to mention something as an example (cite)4 to be strong enough not to be harmed or destroyed by something (withstand)5 in most situations or cases (normally)6 to be about to happen in the future (await)5 Complete the paragraph with the correct form of the words in Activity 4.When I lived in Britain, one of my favourite radio programmes was ca lled “Desert Island Discs”. The format was always the same: Guest celebrities were asked to imagine they had been washed ashore on a desert island, and had to choose nine books – (1) excluding the Bible and Shakespeare, which they were already provided with – to take with them to the island, to help them (2) withstand the physical and mental isolation. I sometimes like to think which books I would take. (3) Normally, like most people, I don’t have much time for reading, and I could (4) cite dozens of books which I have never read but which I w ould like to. It’s an opportunity I have (5) awaited all my life, in fact. But what would I choose? Mostly novels, probably, but I wouldn’t (6) neglect to include a volume or two of poetry. My first choice, I think, would be Tolstoy’s War and Peace. I’ve never read it, but I’m ready to believe that it is one of the most marvelous books ever written.6 Replace the underlined words with the correct form of the words in the box.1 In a good novel, the writer and reader communicate with each other. (interact)2 I have to face up to the problem sooner or later. (confront)3 I read the book in one sitting and Mary did too. (likewise)4 E. M. Forster was one of the most important and respected British novelists of the 20th century. (influential)5 Do you believe that a work of literature can actually lead to social changes? (induce)6 Robert Burns was a great poet who wrote in the language variety spoken in Scotland. (dialect)7 The Time Traveller’s Wife is the story of a man who has a strange and inexplicable genetic disorder. (mysterious)7 Answer the questions about the words.1 If you have had a disconcerting experience, do you feel a bit (a) tired, or (b) confused?2 If you have a vista of something, can you (a) see or imagine it, or (b) go and visit it?3 Would you express great wrath by (a) smiling at someone, or (b) shouting at them?4 If you feel enchanted by a book, do you (a) like it a lot, or (b) not like it at all?5 Is a writer who is supremely talented (a) very good, or (b) quite good at his job?6 If reading fosters an understanding of certain problems, does it (a) help understanding, or (b) prevent it?7 If you are desperately trying to get a job, are you (a) trying very hard to get it, or (b) caring littlewhether you get it or not?8 Is a sensation (a) a certainty, or (b) just a feeling?Reading and interpreting8 Check () the writer’s main purpose in writing the passage.1 To show the reader how to read fiction.2 To suggest that fiction is more powerful than non-fiction.√ 3 To persuade the reader that reading can be a life-changing experience.4 To claim that books provide the meaning to life.5 To recommend some major novels to read.9 Work in pairs. Look at the statements from the passage and discuss the questions.1 … when we pick up a book we are about to enter a new world.Do you agree with this statement? Is this true of every book?I agree with this up to a point, but it is not true of every book because with some books you may already be very familiar with the world of those particular books so although you might read them, they wouldn’t take you to a new world.2 We’ll have experiences which are new, sometimes disconcerting, ma ybe deeply attractive, possibly unpleasant or painful, but never less than liberating from the real world we come from. How can reading be a “painful” experience? In what sense does reading “liberate” us from the real world?It is easy to imagine how reading could be a painful experience for some people: It depends on the book and on the reader’s background and personal ity. For instance, I can see that a story about bullying, might be painful to read if you were bullied when you were a child – it would remind you of the experience of being hurt.Reading can liberate us because in books we can have all sorts of wonderful and interesting experiences which would be impossible for us in the real world: we can travel to distant places or go anywhere in time, we can meet all sorts of people we probably wouldn’t meet anywhere else except in books.3 Reading books allows us to enjoy and celebrate this variety and difference in safety, and provides us with an opportunity to grow.How does this idea contrast with the title of the passage? In what way can a book help us “grow”? The word “Danger” in the title contrasts with this idea that reading is a safe experience. However, this is not a contradiction because experiences that would be dangerous in real life are quite safe when we read about them in books. The author seems to think that we grow in our minds with a better understanding and enriched imagination when we meet a wide variety of people and different situations in books. This vicarious experience in reading is a safe way to grow mentally and emotionally.4 To interact with other people’s lives in the peace and quiet of our homes is a privilege which only reading fiction can afford us.Do you agree? Is fiction really different from other types of writing?Well, I think this is true because in fiction we do interact with the characters, both positively (with characters we can identify with) and negatively (with characters we do not like or admire). But this doesn’t mean that we don’t interact with the writer in non-fiction. Surely all of us have the experience of feeling that we do interact with writers in newspaper or magazine articles and in some kinds of non-fiction which may be about science, for example. I suppose it depends on the style of the writing and on the personality of the writer (and of characters in fiction) and on us, as readers.5 We even understand … that we h ave more in common with other readers of books in other cultures than we might do with the first person we meet when we step out of our front doors.This suggests that people who read are different from people who don’t read. Do you agree? Well, I am not sure. I guess that people who read similar books, fiction or non-fiction, would share some common knowledge, experience and maybe feelings and they would probably talk about these when they know about each other’s reading habits. Of course, they wouldn’t ne cessarily have other things in common, just this particular connection with a certain kind of culture through reading. Maybe people in the street do not have to share this reading experience, so in that respect they are different, but they may be quite similar and share many cultural experiences in other ways –after all they live in the same place, probably speak the same language. So, I think it’s all a question of what sort of common experiences you are talking about. The more I think about it, the less I agree!6 From the bedtime story read by a parent to their child all the way through to the sitting room lined with booksin our adult homes, books define our lives.What do you understand by “books define our lives”?I suppose they would be those books – not many, surely? – which have made a great impact and remain so strong in our memories that do have a function of defining something in our lives. However, I think the author has exaggerated here. Books are not the only things that define our lives. People, places and special events define our lives too, so books are only one part which for some people have a great influence but for others maybe very little or none at all. We have to remember that some people simply don’t read books. Even some students on ly read what they have to read, nothing more than that!7 We cannot withstand the hunger to visit another world, to meet different people, to live other lives and to reflect on ourselves.Do you agree that we “live other lives” when reading? Or is this an exaggeration?I agree that we have strong imaginative experiences when we read. Maybe you can call this “living other lives” sometimes, but for me, anyway, this simply doesn’t happen very often and when it does happen it is only for a short time. I think the writer is exaggerating here to make the point that reading has importance in our imagination.8 Books may change your life.Is this a suitable title – and ending – for the passage? Why / Why not?Yes, I think it OK as a catchy title – it gets our attention, after all, and repeating it at the end makes a kind of coda like the ending of a piece of music which echoes something near the beginning. Also if you look carefully, it does have a note of caution by using “maybe” instead of “will”, so this title isn’t a definite promise, it’s more of an attractive idea, that your life may be changed through books, but might not be.Now discuss which of the above statements would have been more effective if backed up byexample(s).In fact, it seems that any of them could effectively be illustrated by examples, but if all of them were to be backed up with examples, the whole passage would be a lot longer and maybe too heavy with examples.If I had to choose just two statements which need supporting examples, I would say numbers three and six because I’d say the ideas about ‘growing’ through books and books ‘defining’ our lives are too vague without examples.Active reading (2)They were alive and they spoke to meBackground informationThis is from The Books in My Life by Henry Miller (1861–1980), an American novelist, writer and painter. Miller was born in New York, lived in Paris 1930–1939, and then in California. His best-known works blend fiction, autobiography, social criticism and mysticism: Tropic of Cancer (1934 published in France) describes his life and loves in Paris and because of its sexual frankness it was not published in the USA till 1961; Black Spring (1936) has ten autobiographical stories; Tropic of Capricorn (1939) is about his years with the Western Union Telegraph Company; The Colossus of Maroussi (1941), considered by some critics to be his best work, is a travel book about people from his stay in Greece.In The Books in My Life (1969) Miller looks at 100 books that influenced him. His list includes children’s books written originally for adults (eg Alice in Wonderland, The Arabian Nights, Greek Myths and Legends, Robinson Crusoe, The Three Musketeers); many French novels and poetry (eg by Balzac, Hugo, Giono, Nerval, Proust, Rimbaud, Huysmans, Maeterlinck), German novels (by Mann, Hesse, Dreiser) and the Chinese Lao Tse and Fenollosa’s The Chinese Written Character as a Medium for Poetry, besides work by American writers (Twain, Emerson, Thoreau, Whitman), Dostoievshy, Nietzsche, Joyce and writers on spiritual topics.Culture pointsAugust Strindberg (1849–1912): A Swedish playwright and a prolific writer of novels, short stories, satires, essays and poems, and a photographer, who tried various jobs before becoming assistant librarian at the Royal Library in Stockholm and established an experimental theatre. He is best known for his plays, including The Father (1887) and Miss Julie (1888), and for his vitality, vigour, and brilliant use of language. Miller cites Strindberg’s autobiographies, The Confession of a Fool (vol.2), a passionate love story and account of problems in his marriage, and The Inferno (vol.3), a study of his religious conversion, delusions and neuroses which reflect Strindberg’s periods of mental instability.Blaise Cendrars (1887–1961) is the pen name of Frédéric Sauser, a Swiss-born French novelist, shortstory writer, poet, and film-maker, who led a life of constant travel (he was born in an Italian railway train) doing various jobs in Russia, Europe, North and South America and Asia – he is said to have shoveled coal on steam trains in China. He lost his right arm fighting for France in World War I. His prose includes vivid, witty, action-packed novels, like Moravagine (1926), which describe travel and adventure, or works directly inspired by his own experience, like The Astonished Man (1945) and The Cut Hand (1946), and four volumes of memoirs. Miller admired his work and lists ‘virtually the complete works’ of Cendrars as influential reading.Rémy de Gourmont (1858–1915): a French writer of 50 books: essays, novels and poetry, with a strong interest in medieval Latin literature; as a critic he was admired by T. S. Eliot. He was a librarian at the National Library in Paris; later, a painful skin disease kept him largely at home. He was influential in the symbolist movement in literature. He claimed that a work of art exists only through the emotion it gives us. He asserted the need to get away from the unquestioning acceptance of commonplace ideas and associations of ideas, and believed it was necessary for thought to proceed by imagery rather than by ideas.Julius Caesar (110 BC–44 BC): a Roman statesman, known as a great military strategist. As a general he was famous for the conquest of Gaul (modern France and Belgium) which he added to the Roman Empire. He also made two expeditions to Britain, was governor of Spain and traveled in North Africa and Egypt. He was a good speaker and he wrote several books of commentaries and memoirs on Roman wars and military campaigns. Caesar’s writin g is often studied today by those who learn Latin.The Julius Caesar of literature: this phrase compares Cendrars with Caesar: both were men of action, travelers, adventurers, explorers, who somehow found time to read a lot and write books.Language points1 The fact, however, that in the past I did most of my work without the aid of library I look upon asan advantage rather than a disadvantage. (Para 1)This is irony. Miller is writing about the importance of reading and about key books in his life, but there is a paradox: Only recently has he been able to get all the books he has wanted all his life (ie he now has money, as a best-selling writer, to buy books) and, as a writer, he wrote books without the help of a library. He says that not having books wa s an advantage. The explanation is probably that Miller’s early writing was a mixture of autobiography and fiction, so he didn’t need to read other books or refer to them to do his own writing. The irony is that he is saying this in a book about the books the influenced him.2 A good book lives through the passionate recommendation of one reader to another. (Para 3)Miller thinks that a good part of the ‘life’ of a book is how one reader recommends it to another with enthusiasm, ie books are about sharing e xperience, not just the author’s experience in the book and the reader’s experience of reading it, but also the experience of word-of-mouth or face-to-face recommendation by other readers.3 And the better the man the more easily will he part with his most cherished possessions. (Para 4)This continues Miller’s thought that books are for sharing. A good person will share things he or she loves. In this case, such a person will give or lend favourite books and such generosity makes friends: When you give books you get friendship.4 If you are honest with yourself you will discover that your stature has increased from the mereeffort of resisting your impulse. (Para 6)Miller’s argument here is that you should not read everything, but that you should choose ve ry carefully and selectively. This means you should resist the temptation to read some things which are not really going to add to your knowledge or enjoyment (not every book will do this, only some). Here, he says that in this way, we grow (we “increase our stature”). That is, we grow by not reading many books. The implication is that if we choose the very best books and read these few really carefully we will get the best from them – and grow by such selection. Miller discusses 100 books which he things are such books.5 All on the side, as it were. (Para 7)Cendrars was a man of action who spent most of his time on travels and adventures. Surprisingly (you would think he did not have time), he read a lot in different languages and even wrote many books – this was in addition to his main activities.6 For, if he is anything, Cendrars, he is a man of action, an adventurer and explorer, a man who has known how to “waste” his time royally. (Para 7)Cendrars had a huge reputation as a man of action, travelling, having adventures and exploring different countries and yet he read a lot (he knew how to use the little time available to read). “Waste” is in quotes to show irony (reading isn’t a waste of time), that he reads in a royal manner (ie very thoroughly). The sentence structure here is quite French with the repetition of “he”.Reading and understanding2 Choose the best answer to the questions.1 What does Miller consider to have been an advantage during his writing career?(a) To have been able to read all the books he wanted.(b) To have grown up in a room full of books.(c) To have written without the aid of a library.(d) The fact that he never wanted to own any books.2 What did three stars on a book mean in the public library in Miller’s youth?(a) Young people weren’t allowed to read them.(b) They were the most popular books in the library.(c) They were intended for children.(d) They were more exciting than one-star books.3 Why does Miller hope the star system still exists in public libraries?(a) It is an efficient system which works well.(b) It discourages people from reading inappropriate books.(c) It makes people interested in reading.(d) It makes it easier for people to recognize books.4 Why do people lend books, in Miller’s opinion?(a) Because they feel the need to share their feelings.(b) It’s the best way to make a friend.(c) It’s less risky than lending money.(d) Because it’s not possible to possess a book for ever.5 According to Miller, what should you do when you find a book you want to read?(a) Pick it up and start reading.(b) Ask a friend for advice about the book.(c) Think about whether you really need to read it.(d) Only read it if it is original.6 What does Miller especially admire about Blaise Cendrars?(a) He had a very adventurous life.(b) He was a great writer.。
初一英语教案人教版unit2
教案初一英语教案人教版unit2一、引言1.1课题背景1.1.1英语作为国际通用语言的重要性1.1.2我国英语教育的发展及现状1.1.3初一英语学习的阶段特点及任务1.1.4Unit2在初一英语教学中的地位和作用1.2教学目标1.2.1培养学生英语学习的兴趣和积极性1.2.2提高学生的英语听说读写能力1.2.3培养学生的跨文化交际意识1.2.4帮助学生掌握Unit2的知识点1.3教学方法1.3.1采用任务型教学法，激发学生的学习兴趣1.3.2利用多媒体辅助教学，提高教学效果1.3.3鼓励学生参与课堂互动，培养合作精神1.3.4定期进行学习评价，及时调整教学方法二、知识点讲解2.1词汇2.1.1重点词汇：family,parent,sister,brother,grandparent 2.1.2词汇讲解：通过图片、实物等形式展示词汇，让学生更好地理解和记忆2.1.3词汇练习：设计丰富的练习，如填空、选择、匹配等，巩固学生对词汇的掌握2.1.4词汇运用：鼓励学生在实际情景中运用所学词汇，提高语言运用能力2.2语法2.2.1重点语法：一般现在时2.2.2语法讲解：通过例句、图表等形式讲解一般现在时的构成和用法2.2.3语法练习：设计针对性的练习，如填空、改错、句型转换等，让学生熟练掌握一般现在时2.2.4语法运用：鼓励学生在写作、口语表达中运用一般现在时，提高语法运用能力2.3对话2.3.1重点对话：介绍家庭成员2.3.2对话讲解：分析对话内容、功能及语言特点2.3.3对话练习：设计角色扮演、问答等练习，让学生熟悉并运用对话2.3.4对话拓展：鼓励学生结合自身实际，创作类似的对话，提高交际能力三、教学内容3.1课文3.1.1课文内容：Unit2的课文主要围绕家庭成员展开3.1.2课文讲解：分析课文结构、语言点及文化背景3.1.3课文练习：设计阅读理解、完型填空等练习，提高学生的阅读能力3.1.4课文拓展：引导学生探讨课文主题，培养学生的思辨能力和跨文化意识3.2听力3.2.1听力材料：与家庭成员相关的对话、短文等3.2.2听力讲解：教授听力技巧，如预测、捕捉关键信息等3.2.3听力练习：设计听辨、听写、听力理解等练习，提高学生的听力水平3.3语音3.3.1重点语音：元音音素/i:/和/i/3.3.2语音讲解：讲解元音音素的发音特点及区别3.3.3语音练习：设计听音辨词、模仿朗读等练习，让学生掌握元音音素的发音3.3.4语音拓展：引导学生关注日常生活中的语音现象，提高语音感知能力四、教学目标4.1知识与技能4.1.1掌握Unit2的重点词汇、语法和对话4.1.2能够运用Unit2的知识进行简单的英语交际4.1.3提高英语听说读写能力4.1.4培养跨文化交际意识4.2过程与方法4.2.1培养学生合作学习的能力4.2.2培养学生自主学习的能力4.2.3培养学生解决问题的能力4.2.4培养学生创新思维的能力4.3情感态度与价值观4.3.1培养学生对英语学习的兴趣和积极性4.3.2培养学生尊重和包容不同文化的态度4.3.3培养学生团队合作的精神4.3.4培养学生积极向上的价值观五、教学难点与重点5.1教学难点5.1.1词汇的掌握和运用5.1.2一般现在时的语法运用5.六、教具与学具准备6.1教师准备6.1.1多媒体课件：包括词汇、语法、对话的展示和练习6.1.2图片和实物：用于展示家庭成员，增强视觉效果6.1.3录音设备：播放听力材料，进行听力练习6.1.4教学视频：用于辅助教学，提供更多的语言输入6.2学生准备6.2.1英语课本和练习册：学习Unit2的相关内容6.2.2笔记本和文具：记录重点知识和练习答案6.2.3家庭照片：用于介绍家庭成员的实践活动6.2.4英语词典：查找生词，自主学习6.3课堂环境6.3.1座位安排：适合小组活动和角色扮演6.3.2黑板和白板：用于板书和展示学生答案6.3.3墙面海报：展示英语学习标语和家庭成员词汇七、教学过程7.1导入7.1.1开场白：用英语与学生打招呼，引入新课话题7.1.2快速问答：复习上一课的内容，激活学生的相关知识7.1.3图片展示：展示家庭成员的图片，引起学生的兴趣7.1.4目标介绍：告知学生本节课的学习目标和预期成果7.2主体教学7.2.1词汇学习：通过图片和实物学习重点词汇7.2.2语法讲解：通过例句和图表讲解一般现在时7.2.3对话练习：分组练习对话，模拟真实场景7.2.4听力训练：播放听力材料，进行听力和理解练习7.3巩固与拓展7.3.1小组活动：设计家庭成员介绍的小游戏或角色扮演7.3.2课堂写作：写一段关于自己家庭成员的短文7.3.3语音练习：模仿录音，练习元音音素的发音7.3.4作业布置：布置课后作业，巩固所学知识八、板书设计8.1词汇板书8.1.1重点词汇列表：在黑板上列出Unit2的重点词汇8.1.2词汇例句：用不同颜色的粉笔标出词汇在例句中的使用8.1.3词汇配图：在词汇旁边画上简笔画，增强记忆8.1.4词汇游戏：设计一个与词汇相关的游戏，如“找不同”8.2语法板书8.2.1语法规则：用图表形式展示一般现在时的构成8.2.2语法例句：用例句展示一般现在时的用法8.2.3语法练习：在黑板上展示语法练习题，让学生参与解答8.3对话板书8.3.1对话脚本：在黑板上写出对话的脚本，供学生参考8.3.2对话角色：标明对话中不同角色的名称8.3.3对话情景：用图画或关键词表示对话发生的情景8.3.4对话提示：给出表演对话时的表情和动作提示九、作业设计9.1词汇作业9.1.1词汇填空：完成练习册上的词汇填空题9.1.2词汇匹配：将词汇与图片或定义进行匹配9.1.3词汇造句：用Unit2的词汇各造一个句子9.1.4词汇复习：复习Unit2的所有词汇，准备下次课的测试9.2语法作业9.2.1语法改错：改正练习册上的语法错误9.2.2语法填空：完成一般现在时的语法填空题9.2.3语法转换：将句子从一般现在时转换为其他时态9.2.4语法写作：用一般现在时写一段短文9.3对话作业9.3.1对话背诵：背诵Unit2的对话9.3.2对话改编：改编Unit2的对话，加入自己的家庭成员9.3.3对话表演：与同学一起表演Unit2的对话9.3.4对话创作：创作一个新的对话，介绍自己的家庭成员十、课后反思及拓展延伸10.1教学效果反思10.1.1学生参与度：重点和难点解析一、知识点讲解中的词汇部分1.1词汇的讲解与练习详细讲解每个重点词汇的用法和搭配，确保学生理解并能够正确使用。
英语人教版高中必修一(新课标)教案Unit2 Listening and Speaking 教案
Unit 2 Travelling AroundPeriod 1 Listening and Speaking &Pronunciation教材分析开篇页主题图呈现了旅途中的父与子，与培根的引言“Travel, in the younger sort, is a part of education; in the elder, a part of experience.”相呼应，父亲接孩子过河，父子情感通过动作得到交流，暗含了旅行对于父子两代人情感的影响和意义。
听说板块的主题是“准备好去旅行”（Get ready to travel），学生通过两段对话了解旅行前都要作的各项准备，最终能够与同伴分享自己的旅行计划。
这部分活动旨在培养学生制定计划时全面考虑、系统安排的意识与能力。
该板块选取了国内和国外的不同景点，既能增强学生的爱国情怀，又能开阔学生的国际视野。
语音板块主要帮助学生复习辅音字母c、g、x的不同发音，以及辅音字母组合ck、ch、tch、ph、sh、th、wh、ng、qu、gu、igh、kn、mb、wr 的发音规律。
教学目标1.能正确理解使用下列词汇：castle, apply, rent, pack, book, destination。
2.通过阅读开篇页信息，熟悉单元主题语境，预测单元内容，明确学习内容。
3.能听懂有关旅行计划和行前准备的对话，能掌握通过听关键词获取关键信息的技能。
4.通过运用听力材料中所提取的语言及语言学习的信息，谈论旅行计划和行前准备。
5.能通过对国内国外不同景点的讨论，既增强爱国情怀，又拓展国际视野。
6.能了解一些国家的风景名胜。
7.复习一些辅音字母的发音及其组合的发音规律。
教学重难点【教学重点】帮助学生掌握通过听关键词获取关键信息的技能，了解现在进行时表示将来计划的语言结构，掌握关于行前准备的常用表达。
【教学难点】听中能通过听关键词提取相关信息，并能和朋友讨论旅行计划和行前准备。
Module4Unit2Wind(教案)牛津上海版(试用本)英语五年级上册
2. 风的基础知识讲解（10分钟）
目标： 让学生了解风的基本概念、组成部分和原理。
过程：
讲解风的概念，包括其主要组成元素或结构。
详细介绍风的组成部分或功能，使用图表或示意图帮助学生理解。
3. 风案例分析（20分钟）
目标： 通过具体案例，让学生深入了解风的特性和重要性。
4. 学习策略：
- 能够通过本节课的学习，学生能够运用有效的阅读策略，如预测、略读和精读，提高学生的自主学习能力；
-ห้องสมุดไป่ตู้能够通过小组讨论，培养学生的自主学习和合作学习能力；
- 能够通过课后作业，巩固学习效果，提高学生的自主学习能力。
七、教学反思与总结
在教学风这一主题时，我采用了情境教学法、任务驱动法和合作学习法，力求激发学生的学习兴趣和主动性。在教学手段上，我充分利用了多媒体设备、教学软件等现代化教学手段，提高了教学效果和效率。然而，在实际教学过程中，我也发现了一些不足之处。
3. 教授阅读策略，如预测、略读和精读，帮助学生提高阅读效率和理解能力；
4. 鼓励学生提问和思考，引导学生深入理解风的不同形式和作用，培养学生的思维品质。
四、教学方法与手段
1. 教学方法：
(1) 情境教学法：通过创设与风相关的实际情境，如模拟风的作用、风与人类生活的关系等，激发学生的学习兴趣，引导学生主动参与课堂活动。
(2) 任务驱动法：设计一系列与风相关的任务，如描述风的特点、分析风的作用等，让学生在完成任务的过程中，运用所学知识，提高学生的实践能力。
(3) 合作学习法：将学生分成小组，组织学生进行讨论、交流和合作，培养学生的团队协作能力和沟通能力。
2. 教学手段：
仁爱版英语八年级上册：Unit 4 Topic 2 How can we protect ourselves from the earthquake 教案
Unit 4 Our World Topic 2 How can we protect ourselves from theearthquake?【教学分析】本单元以Our World 为主题。
第二话题主要围绕玉树地震，地震中如何保护自己等话题展开。
同时学习表达安慰，关心等的功能句。
本话题的主要语法是：多音节和部分双音节形容词比较级和最高级的变化规律。
主要句型有：The mobile phone is more useful than the telephone., The computer is the most useful of the three., The safest place is under a strong table or desk., Was it serious?, I’m very sorry to hear that., Don’t worry.等。
语音版块复习字母i，o和字母组合oo，ou，ow，or，aie在单词中的发音规则；区分/θ/和/ ð/的发音，学习降调，继续训练连读和不完全爆破。
Project的活动“Caring About the Children From Disaster Areas”为学生灵活运用该话题相关语言知识和创造了条件，训练学生用英语做事情的能力。
本话题建议用五课时完成。
第一课时：Section A—1a,1b,1c,1d第二课时：Section A—2a, 2b, Section B—3a, 3b Section A—3第三课时：Section B—1a, 1b, 1c, 2, 4第四课时：Section C—1a, 1b,1c, 2a, 2b,2c第五课时：Section D—Grammar and Functions, 1, 2, Project【第一课时】(Section A—1a,1b,1c,1d）【教学设计】本节课的课型为听说课，主要活动为Section A-1a。
Unit 2 Listening and Speaking示范课教案【英语人教必修第三册】
Unit 2 Morals and Virtues 子主题1：优秀人物的美德与人生抉择Period 1 Listening and Speaking附件：WorksheetUnit 2 Listening and SpeakingActivity 1 （教材P14 活动1）Look at the pictures and discuss the following questions in groups.●What is happening in the pictures?●What do you think the boy will do next?●What is a moral dilemma?●What is the moral dilemma to this boy?●Have you ever faced a moral dilemma or heard of someone who did?Activity 2Students think about the main elements of a moral dilemma story.●What are the main elements of a moral dilemma story?Activity 3Listen to the conversation and take notes about this moral dilemma.Who? When? What?_____________________________________________________________________ _____________________________________________________________________Activity 4Listen again and write down Lin’s choices and possible results.Activity 5Retell the moral dilemma that Lin Qiaozhi faced and her final choice.Here is the outine.A girl named Lin Qiaozhi is taking ...She has two choices.If she ..., ... but ...If she ..., ... but ...Finally, ...Use the following Evaluation Form to evaluate your classmates’ retelling.Evaluation FormActivity 6Listen and summarize the two speakers’ attitudes towards Lin’s choice.Activity 71. What’s your attitude towards her choice in this moral dilemma? Try to use different ways of talking to help express your attitude.2. How will you deal with moral dilemmas in the future?。
六年级上册英语教案-Unit 2 Ways to go to school A Let’s talk 人教PEP
教材图片：Unit2 Part A Let’s talk教材：人教PEP小学英语六年级上册P14单元主题：Ways to go to school课型：听说课一、教材解析本课时是六年级上册Unit1的第一课时，包含A Let’s try及Let’s talk。
Let’s try通过Amy和Mike早晨到校后谈话的情景呈现新句型。
学生通过听力练习获得Let’s talk板块的人物及场景信息，为进入正式的对话学习做准备；Let’s talk通过Mike、Amy和Mrs Smith早晨到校后谈话的情景，让学生感知核心句型How do you come to school? I usually/sometimes/often come on foot.的语义和语用情景。
二、目标预设1. 学生能读懂题目要求，学会听前预测要听的重点内容；能运用基本听力技巧完成本部分的听力任务。
2. 能够在图片和教师的帮助下理解对话大意；能够按照正确的意群及语音、语调朗读并表演对话。
3. 能够在情景中运用句型How do you come to school? I usually/sometimes/often come on foot.谈论交通方式。
三、重难点预设教学重点：理解并能朗读对话；在情景中运用句型How do you come to school? I usually/sometimes/often come on foot.谈论交通方式。
教学难点：常用频度副词的用法及区别；come和go的用法区别；四、教学过程（一）热身(Warm-up)1. 师生相互问候，练习课堂口语。
2. 教师播放热身歌曲The wheels on the bus，学生跟唱，进行课堂热身。
【设计意图】与本课内容相关的朗朗上口的热身歌曲，可以激发学生的学习热情，为新课的学习创造良好的氛围。
3. 师生谈论彼此上班、上学的交通方式：I come to school by bus. How do you come to school?（二）导入(Lead-in)1. 教师介绍对话背景，学生进行听前预测。
新世纪大学英语视听说第三版第四册unit2
Language Notes
Proper names
Finland
Henrik
Juliana
Lynn
Ollie
Pam
New words and expressions
affordable a. 买的起的
dogbot n.
机器狗
punch v.
敲击（按键）
rechargeable a. 可充电的
2 Unit
A Listen to some people talking about different situations with their computers. Match each situation and its problem.
II ■
Situation 1 Situation 2 Situation 3
a. a problem with a keyboard b. an e-mail problem c. a hardware problem
2 Unit
Technology Today
Lesson A Computers are everywhere. Lesson B Modern technology
Vocabulary Link
Computer words
B Use the correct forms of the words in A to complete the sentences. Use each word twice.
Computer usage
9. My computer c_r_a_s_h_e_d . Can you fix it? 10. Plug the _m__o_u_se_ into the keyboard. 11. He is always _s_u_rf_in_g__ the net for the latest news. 12. Open the other web page in a new w__in_d_o_w_ . 13. An _ic_o_n_ is a small picture on a computer screen. 14. The _h_a_rd_w__a_re_ is the machinery inside a computer. 15. First, click on an item in the _m_e_n_u_. 16. Do you know her e-mail_a_d_d_r_e_ss_ ?
Module4Unit2新课教案外研版英语八年级上册
2.更多地采用情景教学法和小组讨论法，提高学生的参与度和积极性。
3.关注学生的个体差异，因材施教，帮助每个学生找到适合自己的学习方法。
4.在教学中注重培养学生的批判性思维和创新能力，提高他们的学科核心素养。
1.语言能力：通过学习词汇和句型，提高学生的英语表达能力，使其能够运用所学谈论才艺和预测比赛结果。
2.文化意识：通过了解才艺比赛的文化背景，增强学生对中外文化差异的认识，培养跨文化交际意识。
3.思维品质：培养学生分析问题、解决问题的能力，通过对对话和文章的理解，提高逻辑思维和批判性思维能力。
4.学习能力：鼓励学生积极参与课堂活动，自主探究学习句型：- What's your talent? - I can play the piano. - Who do you think will win the competition? - I think Li Ming will win, because he is very confident.
-讲解重点词汇和句型的概念，如interview, confident, compete等。
-解释一般将来时态，展示其在句子中的应用。
3.案例分析（用时5分钟）
-通过展示一个关于才艺比赛的案例，让学生了解重点词汇和句型的实际应用。
-引导学生分析案例中的人物、事件和地点等信息。
4.分组讨论（用时10分钟）
Module 4 Unit 2新课教案外研版英语八年级上册
一、教学内容
Module 4 Unit 2《新课教案》外研版英语八年级上册，本节课我们将学习以下内容：
1.重点词汇：interview, confident, compete, champion, talent, performance, audience, popularity.
全新版大学英语听说4教案
教学对象：大学非英语专业学生教学目标：1. 培养学生的英语听力理解能力，提高他们对所听材料的分析、归纳、判断和推理能力。
2. 提高学生的英语口语表达能力，使其能够流畅地进行日常对话。
3. 增强学生的英语语篇水平，提高他们在实际生活中的语言应用能力。
教学内容：1. Unit 1：The Hospital Window2. Unit 2：The Great Wall3. Unit 3：A Day in My Life4. Unit 4：My Ideal Job教学步骤：一、导入（5分钟）1. 教师简要介绍本节课的学习内容，让学生对即将学习的主题有一个初步的了解。
2. 学生自由交流，分享与课程主题相关的经历或想法。
二、听力训练（30分钟）1. 教师播放Unit 1的听力材料，让学生认真听并完成听力练习。
2. 教师针对听力练习进行讲解，纠正学生的发音和语法错误。
3. 学生复述听力材料，教师给予评价和指导。
三、口语训练（20分钟）1. 教师讲解Unit 1的口语表达技巧，引导学生进行角色扮演。
2. 学生分组进行角色扮演，教师巡回指导，纠正发音和语法错误。
3. 学生展示角色扮演成果，教师给予评价和指导。
四、阅读理解（10分钟）1. 教师分发Unit 1的阅读材料，让学生自主阅读。
2. 教师提出问题，引导学生分析、归纳和判断文章内容。
3. 学生分享阅读心得，教师给予评价和指导。
五、总结与作业布置（5分钟）1. 教师对本节课的学习内容进行总结，强调重点和难点。
2. 学生分享学习心得，提出疑问。
3. 布置作业：预习Unit 2的听力材料，准备角色扮演。
教学评价：1. 课堂参与度：观察学生在课堂上的发言、提问和互动情况。
2. 听力理解能力：通过听力练习和口语表达环节，评估学生的听力理解能力。
3. 口语表达能力：通过角色扮演和口语练习环节，评估学生的口语表达能力。
4. 阅读理解能力：通过阅读理解和问题回答环节，评估学生的阅读理解能力。
外研版(一起)二年级英语上册《Module4Unit2》教案设计
外研版（一起）二年级英语上册《Module 4 Unit 2》教案设计一、教学目标1. 知识与技能：使学生能够听懂、会说、会读本课的生词和重点句子；能够理解课文内容，并进行角色扮演。
2. 过程与方法：通过创设情境，让学生在真实语境中学习英语，提高学生的英语听说能力；通过小组合作，培养学生的团队协作能力。
二、教学内容1. 词汇：cat, dog, fish, bird2. 句型：What's this? It's a3. 功能：询问和回答动物名称三、教学重点与难点1. 教学重点：听懂、会说、会读本课的生词和重点句子；能够理解课文内容，并进行角色扮演。
2. 教学难点：正确运用句型询问和回答动物名称；区分不同动物的特点。
四、教具与学具准备1. 教具：多媒体课件、录音机、单词卡片2. 学具：课本、练习册五、教学过程1. 导入：通过唱英文歌曲《Old MacDonald Had a Farm》来吸引学生的注意力，激发学生学习兴趣。
2. 新课展示：利用多媒体课件展示本课的生词和句型，引导学生跟读并模仿。
3. 情境创设：创设动物乐园的情境，让学生在真实语境中运用所学知识进行交流。
4. 小组合作：学生分组进行角色扮演，巩固所学知识。
六、板书设计1. Module 4 Unit 22. 词汇：cat, dog, fish, bird3. 句型：What's this? It's a七、作业设计1. 听力作业：听课文录音，跟读并模仿。
2. 口语作业：与家长进行角色扮演，练习本课所学句型。
3. 写作作业：抄写本课生词和句子。
八、课后反思1. 教学效果：学生对本课内容掌握较好，能够运用所学句型进行交流。
2. 教学方法：通过创设情境和小组合作，提高了学生的英语听说能力和团队协作能力。
3. 改进措施：在今后的教学中，注意加强对学生的个别辅导，提高学生的英语水平。
重点关注的细节：教学过程教学过程是教案设计的核心部分，它直接关系到教学目标能否实现，教学内容能否被学生有效吸收，以及教学效果的好坏。
M-4U2-教案Module 4 unit2 Will it be hot in Haikou
’ Module 4 unit2 Will it be hot in Haikou ?沙周丽一、教学目标：1、知识目标学习目标语句“Will it be hot in Haikou? Yes, it will./No, it won t.”学生能听、说、读、写单词：cloudy, weather2、能力目标学生能运用 will 询问或谈论未来天气。
3、情感目标通过展示中国地图，帮助学生了解我国各地气候差异，从而增强学生祖国意识。
培养孩子们的团队意识和合作能力.二、教学重难点重点：1、 听说读写单词 cloudy 和 weather 。
2、 会用 Will it ( be ) …？询问天气并能根据实际情况用 Yes, it will ./No,it won’t .作答。
难点：描述将来的天气时“be ”的正确运用。
三、教具准备点读笔、多媒体四、教学过程Step 1 Warming-up :1、Greetings:2、Sing a song 《Monday Tuesday …》Step 2：Presentation1、出示课本中的机器人，询问学生： Guess, what can it do ?在学生猜的基础上听录音。
学生会提到天气，教授单词“weather ”。
2、 再听录音，完成选择。
（1） It will be ____ in Beijing . A rainy B sunny .(2)It will be_____In London.A windy B cloudy在核对答案的过程板书句子It will be cloudy in London并教授单词“cloudy”。
3、呈现表示天气的标志，学习表示天气的词汇，给孩子编个顺口溜帮助孩子记忆。
4、呈现图片，根据图片表达天气。
5、呈现中国地图，根据标志表达天气。
Step3:Practice.1、Listen to the weather report,and answer questions.2、Listen and repeat.3、Role plays.4、Practise in groups.Step4Have a chantStep5：SummaryStep6:Have a testStep7：Homework1、听读课文三遍.（必做）2、回家后观看天气预报，并用英文写至少3个城市的天气预报。
新视野大学英语unit_4听说教案
课时：2课时教学目标：1. 培养学生运用英语进行听说交流的能力，提高学生的口语表达能力。
2. 通过听说练习，使学生了解和掌握Unit 4的相关知识点，如旅游的目的、旅行中的注意事项等。
3. 培养学生的跨文化交际意识，提高学生的国际视野。
教学内容：1. 听力材料：Unit 4相关听力材料，包括旅游话题、旅行中的注意事项等。
2. 口语练习：围绕旅游话题进行口语对话，如旅行前的准备、旅行中的体验等。
教学步骤：第一课时：一、导入1. 教师简要介绍Unit 4的主题，引导学生了解旅游话题。
2. 学生分享自己曾经或计划中的旅行经历。
二、听力训练1. 学生听录音，了解旅游的目的和旅行中的注意事项。
2. 教师播放听力材料，学生边听边做笔记。
3. 教师提问，检查学生对听力材料的理解。
三、口语练习1. 学生两人一组，根据听力材料进行角色扮演，模拟旅行前的准备、旅行中的体验等场景。
2. 教师巡回指导，纠正学生的发音和语法错误。
四、总结与拓展1. 教师总结本节课的学习内容，强调重点和难点。
2. 学生分享自己的学习心得，提出问题。
3. 教师布置课后作业，要求学生预习Unit 4的阅读材料。
第二课时：一、复习1. 学生回顾上一节课的学习内容，教师提问检查。
2. 学生分享课后作业的完成情况。
二、口语练习1. 学生两人一组，根据预习的阅读材料进行口语对话，如讨论旅游的目的、旅行中的注意事项等。
2. 教师巡回指导，纠正学生的发音和语法错误。
三、角色扮演1. 学生分组，每组扮演不同角色，进行角色扮演练习。
2. 教师观察学生的表现，给予点评和指导。
四、总结与反馈1. 教师总结本节课的学习内容，强调重点和难点。
2. 学生分享自己的学习心得，提出问题。
3. 教师布置课后作业，要求学生预习下一单元的内容。
教学评价：1. 课堂表现：观察学生在课堂上的参与度、口语表达能力、合作意识等。
2. 课后作业：检查学生课后作业的完成情况，了解学生对知识的掌握程度。
外研版九年级英语下册教案 Module4 Unit2
3) Do you think their camping trip was interesting?
2. Read the passage and complete the table.
What happenedWhat they should or should not do
3. Complete the passages with the words in the box.
blood gun sticks sudden
On the third day of our camping trip, Ben told us that if we saw a bear, we should not make any (1) _______ moves. We did not have a (2) _______ to keep ourselves safe. The next day, I saw a baby bear playing with some (3) ________ and stones.
•Say where it is.
Lushan National Park is in Jiangxi Province.
•Say why people go there.
People go there to see the mountains and streams.
•Say if there are any dangers from animals.
His mother arrived soon, and I was so afraid that my (4) _______ went cold. I did not move until the bears walked away. Then I ran back to my friends as fast as I could.
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
•
第3页
四川大学锦城学院教案
周次
第2周
章节
名称
Unit 2
授课
方式
课堂讲授（√）；实践课（ ）
教 学
时 数
•4.Resolution. Resolve to perform what you ought. Perform without fail what you resolve.
•5.Frugality. Make no expense but to do good to others or yourself. i.e. Waste nothing.
“Washington and the Cherry Tree” is a well-known legend in the United States. The story advocates the importance of being honest. Here is a new version of Washington and the cherry tree. Look at the pictures. Did little George tell a lie?
Teaching Contents:
1.Real World Listening Focus
2.Interaction Link
Teaching Aids:
1.Multimedia facility and textbook
2.Chalks and blackboard
Teaching Methods:
Difficult Points:
1.Understanding the theme ofPersonality
2.Appreciatingfeatures of spoken English as demonstrated inUnit 2
第2页
四川大学锦城学院教案
周次
第2周
章节
名称
Unit 2
授课
第4页
方式
课堂讲授（√）；实践课（ ）
教 学
时 数
1课时
时间分配
First period (45 mins)
Teaching Steps
Step 1: Lead -in (10 mins)
–Concept CheckPersonality
– some typical virtues honored in Chinese culture.
•Situation 4: You lost a golden opportunity to be promoted only because an incompetent colleague bribed the authorities of your company and he got the promotion.
2. Have you ever told a lie? Under what circumstances could you tell a lie?
Extension
Give your opinions about the situations below.
•Situation 1: One of your classmates wants you to text him the answers to some questions in exam.
四川大学锦城学院教案
【听说课程】
课程名称
大学英语-4
授课专业
财会
班级
财会A3班
课程编号
课程类型
必修课
校级公共课（）；基础或专业基础课（）；专业课（）
选修课
限选课（√）；任选课（）
授课方式
课堂讲授（√）；实践（）
考核方式
考试（√）；考查（）
课程教学
总学时数பைடு நூலகம்
64学时
学分数
4.0
教材名称
试听：《21世纪大学英语应用型视听说教程4》(修订版)复旦大学出版社
Franklin’s place in literature owes much to his autobiography. Perhaps the best-known portion of his autobiography is where he speaks of the thirteen virtues and how he translates them into daily practices.
–2.Today’s unit is called “The importance of being honest.” What do you think this unit is about?
–
Step 2 Understanding(10 mins)
Real World Listening Focus
《新概念英语4:流利英语(新版)》,亚历山大,外语教学与研究出版社
《Black Cat有声名著阶梯阅读•Level 4》,布罗迪,华东师范大学出版社
《大学英语四六级晨读经典365(第2版)》,Mark,石油工业出版社
《星火》四六级系列
授课教师
李朝
职称
讲师
单位
通识教育中心
授课时间
星期二[ 1-2节]/星期四[ 3-4节]
•Situation 2: You are a proctor who is supervising students in an exam, but you find a student cheating.
•Situation 3: You are a manager. One of your staff often lies to you in order to cover up for his mistakes.
–11.Tranquility. Be not disturbed at trifles, or at accidents common or unavoidable.
–12.Chastity. only have sex with your husband or wife.
–13.Humility. Show you don’t think that you are as important as other people.
第1页
四川大学锦城学院教案
周次
第二周
章节
名称
《大学体验英语听说教程4》(第三版)Unit2
授课
方式
课堂讲授（√）；实践课（ ）
教 学
时 数
共1课时
时间分配
Teaching Planfor Unit 2
Teaching Aims:
Students will be able tounderstand:
1. In this unit you will listen to extracts about cheating.
Culture Notes
Benjamin Franklin’s Thirteen Virtues
•Benjamin Franklin (1706 ---1790) was an inventor, scientist, a printer, political statesman, diplomat, an exemplary self-made man, a revolutionary hero, and of course, a writer. His achievements in all these roles were remarkable and may even be considered revolutionary.
1课时
时间分配
–7.Sincerity. Use no hurtful deceit. Think innocently and justly and, if you speak, speak accordingly.
–8.Justice. Wrong none, by doing injuries or omitting the benefits that are you duty.
–
Step 3: Analyzing language points and cultural background related toUnit 2(25 mins)
RESPOND TO THE IDEAS
1. Is it proper for parents to cover up for their children? What may that lead to?
municative method
2.Task- driving
3.Analysis and Explanation
Important Points:
1.Master the key language points and learn how to use them in context
2.Understand the cultural background of the story
–9.Moderation. Avoid extremes. Forbear resenting injuries so much as you think as they deserve.
–10.Cleanliness. Tolerate no uncleanness in body, clothes or habitation.
1.Temperance. Eat not to dullness. Drink not to elevation.