【教学重点】
学习英文字母LL，Mm，Nn及以其为首字母的单词。
【教学难点】
字母印刷体与手写体的区别
【教具准备】
1.图片lion，night，nest，lock
2.写有大小写Ll，Mm，Nn的字母卡
3.教材相配套的教学录音带
【教学过程】
(一)热身、复习(Warm-up/Revision)
1.复习字母Aa-Kk
训练学生听认字母能力：教师先把所学过的大小写字母写在卡片上，按大小写把卡片分成两组贴在黑板上，然后把学生分成两组。游戏开始，每组的第一名学生上黑板前等候，教师说出一个字母，这两名学生就立即摘下教师所念的字母，放到讲台上，一人摘大写字母，另一人摘小写字母，摘得对而快的得2分，对而慢的得1分，不对的不得分，在教师念第一个字母时，各组的第二名学生应上前等候，在第一名学生摘完字母后，教师立即说另一个字母，游戏接着进行，最后得分多的组为优胜。
2.教师指着黑板上的字母，让学生说一说以该字母为首的单词。
(二)呈现新课(Presentation)
1.学习字母LL和单词lion，lock。
1)教师出示图片袋鼠，让学生说出单词kangaroo。
2)让学生说一说所学过的动物的英文名称还有哪些。
3)教师出示狮子的图片：Look! This is a lion.教读单词lion。
4)教师拿出一把钥匙，问学生：What‘s this?学生答出key后，教师接着问：钥匙和什么配套使用的？学生说出锁后，教师拿出一把锁说：This is a lock.边说边用钥匙去开锁。教师教读单词lock。
5)教师问：你们好好读一读这两个单词，能说出它们的第一个字母是什么吗？
6)教师出示字母卡，教读字母Ll，并让学生辨别字母Ll的大小写。
7)让学生说一说我们学过的单词中哪个是以字母Ll开头的？
8)教师在四线三格中按笔顺书写字母，让学生仔细观察后，做书空练习。
2.学习字母Mm，复习单词milk，mouse.
1)教师出示单词卡，让学生认读单词milk，mouse.
2)让学生从图片中找出milk和mouse的图片。
3)让学生观察这两个单词，问学生：Can you read the first letter?
4)教师出示字母卡，教读字母Mm，并让学生辨别字母Mm的大小写。
5)教师在四线三格中按笔顺书写字母，让学生仔细观察后，做书空练习。
3.学习字母Nn和单词night，nest。
1)教师出示图片：图上有一个太阳，一棵大树上有一个鸟窝。教师指着图片上的鸟窝说：Look! There’s a nest on the tree.The birds live in it.(因图片较小，学生看不清nest是什么，教师可以稍加解释)教读单词nest.
2)教师把一个月亮粘贴在图片中的太阳的位置，把太阳遮挡起来。教师告诉学生：It‘s night，now.并让学生根据图片解释night的意思。
3)让学生通过读nest和night这两个单词，体会第一个字母的发音。
4)让学生说一说它们的第一个字母是哪个？
5)教师出示字母卡，让学生辨别字母Nn的大小写。
6)教师在四线三格中书写字母大小写Nn。让学生仔细观察后，做书空练习。
4.让学生在活动手册上把所学字母Ll，Mm和Nn进行描红。教师在教室中巡视，及时给学生进行辅导。
5.教师播放B Let’s say部分的动画，先让学生整体听看，再逐个跟读字母和单词；也可请学生操作动画，扮演教师请其他学生读单词和字母。
6.播放Let‘s do的动画，让学生跟着节奏一起吟唱，并作出相应的动作。
7.根据Let’s do部分的内容，教师报一个字母，如Jj，学生应立即说出：Jj，Jj，Jj，jump，jump，jump。每次打乱顺序来报字母，让学生听后边说边做。
(三)趣味操练(Practice)
●游戏1：Bingo
让学生把本课所学的字母和部分单词随意写在游戏板中。教师任意说出一个字母或单词。学生在游戏板中迅速找出教师说的字母或单词并用铅笔在字母或单词上画一个圈。每画出完整的一行或一列字母或单词，学生就说Bingo!直到所有的字母和单词都圈完。让学生擦去画的圈，重新再做一次游戏。由于教师念字母或单词的顺序不一样，每次圈的顺序也不一样。在游戏结束以后，全班一起复习词汇。
●游戏2：拼图说单词
教师把与本课单词有关的图片剪成几块，然后让学生分小组进行拼图比赛。拼出后让学生说出单词以及该单词的第一个字母。拼出图形加一分，说对单词加一分，说出字母加一分，最后看哪个小组得分最多，哪个小组就取得胜利。
●游戏3：照我说的做，不要照我做的做
教师下指令，但故意做错误的动作，比如：Kk，Kk，Kk，kick，kick，kick，但教师做jump，jump，jump的动作。学生要根据教师所下的指令来做动作，而不要简单地模仿教师的动作。凡是能正确做动作三次的即可得贴纸或红花奖励。
(四)扩展性活动(Add-activities)
复习本课时所学的单词及字母。
1、让学生两人一组，分别选一张大写的L，M和N字母卡。
2、将小写字母及本课时出现的词汇扣在桌面上。
3、每人一次翻开一张卡片，如果卡片上的单词第一个字母和手中的字母一致就赢得这张卡，如果不一致放回原处。
4、继续翻卡片，直到翻开所有的卡片。卡片多的学生获胜。
5、让学生读出手中卡片的单词，核对卡片。
新课标 高一必修1 英语教案
unit 1 friendship （全套教案）
teaching plan unit one friendship
teaching aims:
1. 能力目标：
a. listening: get information and views from the listening material;
b. speaking: express one’s attitude or views about friends and friendship in appropriate words.
c. reading: enable the ss to get the main idea
d. writing: write some advice about making friend as an editor
2. 知识目标：
a. talk about friends and friendship; how to make friends; how to maintain friendship
b. use the following expressions:
i think so. / i don’t think so.
i agree. / i don’t agree.
that’s correct.
of course not.
exactly.
i’m afraid not.
c. to enable the ss to control direct speech and indirect speech
d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought german series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标：
a. to arose ss’ interest in learning english;
b. to encourage ss to be active in the activities and make ss to be confident;
c. to develop the ability to cooperate with others.
4. 策略目标：
a. to develop ss’ cognitive strategy: taking notes while listening;
b. to develop ss’ communicative strategies.
5. 文化目标：to enable the ss to get to know different opinions about making friends from different countries.
teaching steps:
period one
step1. warm-up
1. ss listen to an english song auld lang syne.
2. brainstorming: let ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….
step 2. talk about your old friends
1. ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies, etc.
2. self-introduction
step 3. make new friends
1. ss go around and ask their new friends some information and fill in the following form
name age/hobbies/favorite sports, books, …
2. report to the class: who will probably be your friend why.
step 4. do a survey
ss do the survey in the text ,p1
sep 5. listening and talking
do wb p41 (talking). while ss listen to the material, ask them to take notes about the speaker’s views of making friends.
when ss make their conversation, ask them to try to use the following expressions.
i think so. / i don’t think so. i agree. / i don’t agree.
that’s correct. of course not. exactly. i’m afraid not.
step 6. discussion
divide ss four in one group and each group choose a topic to discuss. there are four topics.
topic 1: why do you need friends? make a list of reasons why friends are important to you.
topic 2: there is a saying “to have a good friend, you need to be a good friend.” what do you think of the saying and how can you be a good friend?
topic 3: does a friend always have to be a person? what else can be your friend? why?
topic 4: list some qualities of a person who does not make friend easily.
step 7. summary
1. ask ss themselves to summarize what is friendship and what is the most important in making friends.
2. t shows more information about friendship and a poem about friendship.
what is friendship?
i want to find the answer to the question
what is friendship?
when it rains, i think friendship is a small umbrella.
it can give me a piece of clear sky.
when i’m crying, i think friendship is a white handkerchief.
it can wipe my tears dry.
when i am sad, i think friendship is a warm word.
it can bring me happiness again.
when i am in trouble, i think friendship is a strong hand.
it can help me escape my troubles.
when i sit in a quiet place, i think friendship is a very wonderful feeling.
it can’t be pulled and torn, because it is in everyone’s heart.
it is there from the beginning to the end of our lives.
3. tell ss: make new friends and keep the old; one is silver and the other is gold.
step 8. evaluation
ss finish the following evaluation form. standard: a, b,c
contents 自评 他评
1. i’m active in talking with others.
2. i’m active in cooperating with others.
3.i can express myself fluently, accurately and appropriately.
4. i know more about friendship after this lesson..
5. do you think you need to improve yourself in some aspects? which aspects?
homework:
1. look up the new words and expressions in warm-up and pre-reading in a dictionary.
2. write a short passage about your best friend.
period two
step1.warming up
activity1: suppose you have to stay indoors to hide yourself for a whole year. you can never go outdoors, otherwise you will be killed. you have no telephone, computer, or tv at home.
how would you feel?
what would you do?
four students a group discuss with each other for 2 minutes.
activity2: play a short part of the movies schindler’s list
step2. predicting
students read the title of the passage and observe the pictures and the outline of it to guess:
who is anne’s best friend?
what will happen in the passage?
step3. skimming
students skim the passage in 2 minutes to get the main idea :
who is anne’s best friend?
when did the story happen?
step4. scanning
students work in pairs to find the information required below:
anne
in world war ⅱ
step5. intensive reading
students work in group of four to discuss the following open questions:
1.why did the windows stay closed?
2.how did anne feel?
3.what do you think of anne?
4.guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(语篇，上下文).
5.which sentences attract you in the passage?
step6. activity
four students a group to discuss the situation:
suppose you four have to hide yourselves for 3 months. during the three months, you will be offered the basic food, water and clothes. your group can take 5 things with you.
what will you take? why?
how will you spend the 3 months?
how will you treat each other and make friends ?
step7.assignment
task1.surf the internet to find anne’s diary and read some of it. print out a piece of the diary and write down your feelings after reading it on the page. we will share the pieces and your feelings with the whole class.
task2.ex2.3on page3
period three
step 1. warming up
check the ss’ assignment: task 2
step 2. language points:
1. add (v.)
1). to put together with something else so as to increase the number, size, importance, etc.增加，添加
please add something to what i’ve said, john.
2). to join numbers, amount, etc so as to find the total 相加
add up these figures for me, please.
add to something: to increase 增加
what he did has added to out difficulties.
add up to: to amount to 加起来等于；总计
the cost added up to 100 million yuan.
2. cheat v. 1). to act in a dishonest way in order to win 欺骗；作弊
2). (of, out of) to take from (someone) in a dishonest way 骗取
they cheated the old woman out of her money by making her sign a document she didn’t understand.
n. 1). an act of cheating 作弊行为
2). one who cheats 骗子
3. go through
1). to examine carefully 仔细阅读或研究
i went through the students’ papers last night.
2). to experience 经历，遭受或忍受
you really don’t know what we went through while working on this project.
4. crazy (adj.)
1). mad, foolish 疯狂的，愚蠢的
it’s crazy to go out in such hot weather.
2). wildly excited; very interested 狂热的，着迷的
she is crazy about dancing.
5. lonely (adj.) unhappy because of being alone or without friends 孤独的，寂寞的
he has been very lonely since his wife left him.
lonely/alone
alone
1). without or separated from others 单独的
she lives alone.
2). only 仅仅，只有。用于名词或代词之后。
the gloves alone cost $ 80.
leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不带走，不触摸，不干涉某人或某事
leave that alone. it’s mine.
she has asked to be left alone.
6. be concerned about/for: be worried about 担心
we’re all concerned about her safety.
7. upset:
1). adj. worried; sad; angry; not calm 不安，心烦意乱， 生气
he is upset.
2). v. cause to worry, to be sad, to be angry, not to be calm 使不安，使生气
his cheating on the exam upset his teacher.
8.well n. 井 adj. 身体好 adv. 好 int. 噢，
george was well and truly drunk.
i couldn’t very well say no when there was no one else she could ask.
9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷
the children watched spellbound as the magician took rabbits from his hat.
step 3. learning about language
1. finish ex.1, 2 and 3. on page 4.
2. direct speech and indirect speech: ss do ex.1 and 2 on page 5. then let the ss themselves discover the structures.
step 4. practice
using structures on page 42: ask the ss to use indirect speech to retell the story.
step 5. assignment
finish wb. ex, 1 and2 on page 41 and 42.
period four
step 1. revision
check the ss’ assignment.
step 2. reading
ss read the letter on page 6
notes:
1. get along with
2. fall in love
step 3. listening
ss should take notes while they are listning.
1. first listening: ss listen and answer the questions of part 2 on page 6.
2. second listening: ss listen again and finish part 3 on page 6.
step 4. listening
ss listen to a story about anne and try to finish wb. ex 1 and 2 on page 43 and page 44.
step 5. speaking
ss work in groups of four. design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them.
step 6. assignment
1. ss prepare the reading task on page 44.
2. surf the internet and find some material about friendship in different countries.
period five
step 1. warming up
ss say something about making friends and how to maintain friendship.
step 2. listening
ss listen to a short passage and fill in the blanks on page 41 (listening).
step 3. reading
1. first reading: ss read the passage about friendship in hawaii and finish page 45.
2. second reading: ss read again and discuss the questions on page 45.
3. ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.
step 4. discussion
what do you and your friends think is cool?
ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .
ask ss to use the following sentences while they talk:
i think that… is cool/ isn’t cool because ….
i think so.
i don’t think so.
i agree with you.
i don’t agree with you.
step 5. assignment
ss collect some proverbs about friendship.
period six
step 1. pre-writing
1. read a letter from a student called xiaodong.
2. go over the advice on page 7 and be ready for writing.
step 2. while-writing
ask the ss to write a letter to xiaodong as an editor and give him some advice.
1. ss make a list about the important information that they need.
2. ss begin to write the letter to xiaodong.
3. ss revise their letters by themselves.
4. ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)
5. ss get back their own writing paper and write the letter again.
step 3. post-writing
choose some students’ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings.
step 4. writing for fun
1. ss read the passage on page 7 by themselves.
2. ss try to write a few lines to describe their best friends or a person they know.
3. show some ss’ writings in class.
step 5.assignment
do wb writing task on page 46.
period seven
teachers can use this period freely.
suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning.
一、教材内容分析
本课时的教学内容为：6个单词（四个与房间有关的词汇light, bed, door, box以及两个表示方位的介词near, behind）。这节课的教学内容和学生的日常学习和生活息息相关，加上知识点不是很难，学生会非常感兴趣。
二、学生情况分析
一年级的学生通过半学期的英语学习，已经具备一定的学习英语的能力，也具备了一定的英语知识储备，为这节课的顺利学习打下了一定的基础。这节课的教学内容对于一年级的孩子来说，唯一比较难的是单词box和bed，这两个单词的发音区别。在这两个单词的教学过程中，教师一定要放慢速度，夸大口型，让学生听清楚，看明白之后再进行练习发音。
三、教学目标
通过本节课的学习，学生能够达到以下目标：
1、 能够在适当的场景下听懂、说出与房间有关的四个词汇: light, bed, door, box以及两个表达位置的词汇：near，behind。
2、 能跟录音说唱本课歌谣。
3、 能初步学会观察图中物品及位置摆放的规律，并能尝试把图片补充完整。
四、教学重难点
教学重点：
听懂、说出与房间有关的四个词汇: light, bed, door, box，以及两个表达位置的词汇：near, behind。
教学难点：
正确读出box和bed。
五、教学步骤
1、热身活动（听一听，做一做）
T: Good morning, boys and girls.
Ss: Good morning, Miss Xiang.
T: Let’s listen and do after the video, OK?
Ss: OK!
设计意图：这是一年级下学期第二单元的第一节英语课。为了在最短的时间内唤醒学生已有的知识，迅速进入学习英语的氛围中，在这节课，采用了上一单元的歌谣，这首歌谣不仅节奏感非常强，让孩子们随着强劲的音乐节拍律动起来。为新课的学习做下良好的铺垫。
2、谈话活动
教师通过开篇页图片与学生交谈，复习第一单元的词汇和功能句。
T: You did a good job! Thank you. Look, my book is on the chair. Where is your book?
Ss: It’s on the desk.
T: Where is your desk?
Ss: It’s in the classroom.
T: Where is the …
Ss: It’s …
设计意图：温故而知新，通过自然的交谈，复习旧知，为新知的学习引路。
3、 情境创设，新知呈现
教师从谈话活动的最后问题，自然过渡到本课时的学习。
T: Look at this picture. The desk is in the room. The chair is in the room. The dog is in the room. Can you tell me: What’s in the room?
Ss: The apple is in the room …
T: Today, we’ll learn things in the room. Let’s look at the video.
教学内容：
1、 Structures
New: What shape is it?
It’s a (square)。
Review: What is this? It’s a (dog)。
2、 Vocabulary
New: a square, a circle, a triangle, a rectangle, a star, a heart
Review: a rabbit, a bird, a mouse, a lion, a tiger, a panda, a net, a nest
教具准备：
1． 第7单元单词卡片。
2． 本单元单词卡片：triangle, rectangle, square, circle, star, heart
3． 本单元挂图。
4． 剪刀、蜡笔和彩笔。
教学过程：
1． Warm-up
（1） 教师说：“Stand up.”学生在教室里走动，伸展胳膊。
（2） 教师说：“Tiger.”学生模仿虎的动作和声音。
（3） 重复以上步骤依次复习第7单元学过的动物。学生继续在教室里走动 并模仿动物的动作。
（4） 教师说：“Sit down.”然后举起动物的卡片问：“What is it?”学生 回答：“It’s a (tiger)。”
（5） 用同样的步骤复习所有学过的动物的单词。
2． Preview
用卡片呈现新单词
（1） 举起方形的卡片让学生看。指着卡片说：“It’s a square.”呈现单 词square, 至少示范两遍。让全体学生跟读，然后指着卡片引导单个 学生读。
（2） 重复以上步骤，呈现下列新单词：circle, triangle.
（3） 举起不同形状的卡片，先让全体学生然后让单个学生说出形状的名称。
3． Presentation of new language
学生用书第10页
给学生一些时间讨论在图中见到的图形。
4． Homework
复习形状单词。
课后小记：
Unit1
Lesson 2
教学目的与要求：
1. 能听懂会说本课的对话。
2. 能听说读写how are you ?整句及其单词。
3. 能正确读出字母 “e”在开音节中读[i :],在闭音节中读[e],并能根据这一读音规则拼读本课语音部分的单词。
教学重点：
1.能听懂会说本课的对话。
教学难点 :
1.能正确读出字母 “e”在开音节中读[i :],在闭音节中读[e],并能根据这一读音规则拼读本课语音部分的单词。
教学课时：
2课时
教学过程 :
第一课时
一。 复习
1. 组织学生唱英文歌曲morning song
2. 复习第一课对话。
二。 介绍新语言项目与教学方法
a. 会话教学
⒈先教单词fine.教师指着自己对学生说：I’m fine today. 用表情来表示出自己今天很好(指身体).并把fine一词写在黑板上，可向学生用汉语解释fine一词意思是身体好。
2.教师反复带读fine一词并检查学生的发音。
3. 教师和一个学生打招呼：hello,…… how are you ?然后指着黑板上fine 一词，启发学生回答：fine, thanks或 fine, thank you.
4. 教师再和另一位学生重复刚才的会话。
5. 让一个学生向老师打招呼并问候，如：
S: Hello, Miss…… How are you?
T: Fine ,thanks.教师接着问候学生：how are you启发学生回答，同时教very well, thank you.
6. 教师把very well.写在黑板上。解释very well意思是身体好。
7. 教师带读very well ,并检查学生发音。
8. 师生之间进行打招呼问候，如
T: Morning ,boys and girls.
Ss: Morning, How are you?
T: Fine, thanks . How are you?
Ss : Very well, thank you.
9. 同桌两人或前后两人进行会话练习。
10. 听会话录音，模仿语音语调。
b. 词汇教学。
本课四会掌握的 单词有how, are ,you及句子how are you?要求正确拼读和书写。句子的第一个单词的第一个字母大写。疑问句用问号。
第二课时
c. 语音教学
1. 教学准备把本课read and listen一项中的单词及音标[i:]和[e]分别写在卡片上，卡片最好能够贴在黑板上或挂在墙上。
2.让学生试读本项中的单词并引导学生总结字母“e”的读音。教师出示单词卡片be，he ,me, peter.出示后，帮助学生总结字母“e”的在这一组单词中的读音，然后出示音标卡片[i：]。同样的方法出示单词：pen, bed, leg ,very , well
3.听语音练习的录音。
学生看着黑板上的两组单词，边听录音，边跟读，帮助学生把音发正确。
语音教学要求：
每个次需要朗读两遍，即一遍用升调一遍用降调。顺序为：
[i:]be, he, we, me, Peter
[e]pen, bed, leg, very, well
三。兴趣活动
把全班学生分成6组，学生准备好26个字母卡片放在桌上。教师出示一个字母卡片，如[d3i：]，同时对学生说： Read it and show me the letter. 要求学生正确读出字母的读音并且迅速从字母卡片中找出这个字母，马上举起。最快找出正确的字母的为她的小组加一分，获得分数最多的？
∽榛袷ぁ?
四、课堂练习：
1、 听音，圈词，跟读。
2、 抄写四会单词。
五、家庭作业
读课文三次，抄写四会单词五次。
高一必修1 英语教案
unit 2 english around the world (reading)
unit 2 english around the world
reading the road to modern english
period 1: a sample lesson plan for reading
(the road to modern english)
aims
to talk about varieties of english
to read about the history of english language
procedures
i. warming up
1. warming up by answering a questionnaire
1). tell the students they are going to answer a questionnaire about why they are learning english.
2). write the words: reasons for learning a foreign language on the center of the board:
3). ask the students to suggest as many reasons as they can think of, for example, for work, as a hobby, to learn about other people, to travel, to read literature in the original, to read research papers, to meet foreigners, to surf the internet, to pass exams, etc. write their suggestions on the board as they make them.
4). divide the class into pairs.
5). give out each student one questionnaire paper.
6). explain the task. the students must question each other about their language learning needs (or motivations). tell them that you are going to take in the questionnaires at the end, and that you’d like them to make clear notes. it works better if the two partners swap tasks (questions and answers) after each section of the questionnaire. if they wait till the end to swap, one student may use up all the time available.
7). when the task is finished, ask a couple of students to summarize their partners’ answers. (this may develop into a class discussion about language needs).
8). the students write five sentences on their feeling about learning english.
9). collect the questionnaires.
needs analysis questionnaire
interviewer_______________
interviewee_______________
present use: situations and skills
reading (faxes, letters & reports)
listening & speaking (telephoning, meetings, negotiations, public speaking, socializing)
writing (faxes, letters & reports)
future use: expectations & ambitions
2. further applying
to get the students thinking about the topic of the reading passage.
1). have a student list on the board all the english-speaking countries in the world that they can think of.
2). give the students hints about the places they haven’t mentioned.
3). provide the students with an opportunity to think about the reasons for the spread of english around the world.
★ english is one of the official languages of the olympic games and the united nations.
★ english dominates international websites and provides nearly all of the new computer terminology.
★ tourism and trade from western europe and north america has contributed to the spread of english.
★ satellite tv, radio programs like joy fm, cds and, of course, hollywood films all broadcast english into china. also, a number of chinese films include english subtitles.
ii. reading
1. skimming
read quickly to get the main idea of the text.
let the students find out key sentence of each paragraph or ask them to summarize the main point for each paragraph in their own words.
paragraph 1: the spread of the english language in the world
paragraph 2: native speaker can understand each other but they may not be able to understand everything.
paragraph 3: all languages change when cultures communicate with one another.
paragraph 4: english is spoken as a foreign language or second language in africa and asia.
2. scanning
read to locate particular information and complete the comprehending exercise one.
3. following up
work in groups. discuss the two questions and then ask two groups to report their answers to the class.
1). do you think it matters what kind of english you learn? why?
possible answer:
i don’t think so. here are the reasons:
★ native speakers from different parts of the world have no difficulty in understanding each other despite the fact that they speak a bit differently.
★ it is necessary for us to learn the narrow difference between different kinds of english if we hope to communicate fluently with native speakers of english from all over the world.
★ different kinds of english have the same language core. if you have got a good command of one kind, you will almost have no difficulty understanding another kind of english.
(any persuasive and supporting reason the students give can be accepted.)
1) why do you think people all over the world want to learn english?
possible answer:
the reasons why people all over the world want to learn english:
★ with economy globalization, english has become the best bridge to serve the purpose of people all over the world communicating with one another.
★ however, like all major languages in the world, english is always changing. in order to adjust to native speakers from different parts of the world, it is a must for people all over the world to learn english, whether in english speaking countries or in non-english speaking countries.
★ also, people from different parts of the world speak english with various accent and dialects, and people have to learn about the difference between different kinds of english in order to avoid misunderstanding while communicating.
(all persuasive reasons can be accepted.)
4. language focus:
1) even if=even though: in spite of the fact; no matter whether: he likes to help us even if he is very busy.
2) communicate with: exchange information or conversation with other people: he learnt to use body language to communicate with deaf customers.
3) actually=in fact: used when you are adding new information to what you have just said: we’ve known for years. actually, since we were babies.
4) be based on…:
5) make use of: use sth. available
6) only time will tell: to say that something can only be known in the future: will china’s national football team enter for the next finals of the world cup? only time will tell.
language chunks from unit 2 english around the world
be different from, pay a role(part) in, because of, either …or…, in/on a team, the number of/a number of, than ever before, even if, comp up to, over time, communicate with, be based on, make use of, have one’s own identity, such as, only time can tell, native speaker, as well as, solve a problem, believe it or not, no such a…, all over the world, at the top(bottom) of, pen friends, to this day, sum up, pardon?, beg your pardon, go abroad, be used for, more of a …, encourage sb. to do sth., work on, feel like sth., from time to time, english-speaking countries, from one…to another, do business, on the air, would like sb. to do, make notes, fight against, keep…a secret, even though, save time(money), a form of…
period 2: a sample lesson plan for learning about language
(indirect speech (ii) requests & commands)
aims
to discover useful words and expressions
to discover useful structures
procedures
i. direct and indirect speech
direct speech indirect speech
simple present
he said, “i go to school every day.” simple past
he said (that) he went to school every day.
simple past
he said, “i went to school every day.” past perfect
he said (that) he had gone to school every day.
present perfect
he said, “i have gone to school every day.” past perfect
he said (that) he had gone to school every day.
present progressive
he said, “i am going to school every day.” past progressive
he said (that) he was going to school every day.
past progressive
he said, “i was going to school every day.” perfect progressive
he said (that) he had been going to school every day,
future (will)
he said, “i will go to school every day.” would + verb name
he said (that) he would go to school every day.
future (going to)
he said, “i am going to school every day.” present progressive
he said (that) he is going to school every day.
past progressive
he said (that) he was going to school every day
direct speech indirect speech
auxiliary + verb name
he said, “do you go to school every day?”
he said, “where do you go to school?” simple past
he asked me if i went to school every day.*
he asked me where i went to school.
imperative
he said, “go to school every day.” infinitive
he said to go to school every day.
direct speech indirect speech
simple present + simple present
he says, “i go to school every day.” simple present + simple present
he says (that) he goes to school every day.
present perfect + simple present
he has said, “i go to school every day.” present perfect + simple present
he has said (that) he goes to school every day.
past progressive + simple past
he was saying, “i went to school every day.” past progressive + simple past
he was saying (that) he went to school every day.
past progressive + past perfect
he was saying (that) he had gone to school every day.
direct speech indirect speech
can
he said, “i can go to school every day.” could
he said (that) he could go to school every day.
may
he said, “i may go to school every day.” might
he said (that) he might go to school every day.
might
he said, “i might go to school every day.”
must
he said, “i must go to school every day.” had to
he said (that) he had to go to school every day.
have to
he said, “i have to go to school every day.”
should
he said, “i should go to school every day.” should
he said (that) he should go to school every day.
ought to
he said, “i ought to go to school every day.” ought to
he said (that) he ought to go to school every day.
ii. discovering useful words and expressions
1. work in pairs. do exercises 1, 2, 3 and 4. then check the answer you’re your classmates. the teacher helps the students discover the difference in prepositions.
2. play the tape for the students to listen and ask them to mark the sentence stress and intonation. then practice reading in pairs.
(the teacher brings the students’ attention to the british and american words that are different but have the same meaning.)
iii. discovering useful structures
(making commands and requests using indirect speech)
1. in groups of four, think of at least three commands your teachers and parents usually give.
you may follow these steps.
1) choose one who is to give the first command.
2) ask another person in your group to tell somebo
一、【教学目标】
1、 学生能够听懂认读上述颜色的单词。
2、 以旧句型 ”I have a… It is…” 操练新词汇，以旧促新，使到学生可以说”I have a bag/。.。 It is red/…”，对单词的掌握达到更深层次。
3、 熟练掌握句型”I like…”，初步掌握句型” What color do you like? “。初步达到集体演唱课本的小诗chant。
4、 学生能够在师生对话的示范及key points的帮助下，联系自己的实际，运用所学词句和旧知 ” Hello,… I have …。 It is … What about you?” 进行同位俩俩说，提高学生的语言交际能力。
5、 通过故事的拓展学习，初步理解故事的内容，丰富语言的积累，培养语感；同时也将情感教育渗透其中。
二、【学生情况分析】
1、 本单元是第一册的第4单元，前面已学习过了3单元，学生已能做到用英语进行简单的日常打招呼；e.g Hello/Hi! How are you? I’m fine. And you?
学会了能够运用句型：What’s this? How many…？ I have a … It’s new/old. What about you? 进行俩俩对话。
2、 学生经过半个学期多的训练，已初步掌握开机、关机、打开课件等技能；并基本上能利用计算机进行自主学习。
3、 学生已经掌握了俩俩交际的方法，教师说“Work in pairs”时学生就能知道如何开展俩俩交际活动。
4、 部分学生学前学过英语，认识部分颜色的单词，如yellow, orange, red等。
三、【策略选择】
本课根据上述目标和学生的情况选择和采用了如下策略：
1、 小老师教学策略：充分挖掘和利用学生的资源，以生促教，生生互教，从而树立学生的自信心，让他们体验到学习的成就感，从而激发学生英语学习的`兴趣；
2、 游戏激趣策略：将游戏和语言运用结合起来，以旧句型 ”I have a … It is …” 操练新知，以旧促新，体现语言学习的循环性和联系性；
3、 情景交际策略：通过情景的创设，在师生对话的示范和key points 的引导和帮助下，开展同位俩俩交际的活动；
4、 整合策略：充分发挥多媒体网络的优势，为学生提供拓展听读的机会，通过拓展听读dialogue story，丰富学生的语言积累，培养学生自主学习的能力。为了尊重学生的个性差异，选择了不同难度的2个故事，而且这些故事都是学生已经知道中文意思的故事，以降低学生理解的难度，增强学习的信心。
四、【资源准备】
1、 供学生自主听读的资源：3 short dialogues; 2 stories(Little Bird and Seven Clouds the Story of Rainbow)
2、 供学生交际的资源：Picture of the rainbow, 2 PPT Key points (Let’s chat)； 2 PPT for the stories.
它山之石可以攻玉，以上就是金笔头网为大家带来的7篇《英语教案Unit》，希望对您的写作有所帮助，更多范文样本、模板格式尽在金笔头网。
