Unit 5 Canada --- The True North
Period 1
教学案
单元整体设计思路:
第一课时：阅读课I Warming up; Pre-reading; Reading; Comprehending (pp. 33-35)
第二课时：阅读课II Reading (p. 38); Reading (pp. 73-74)
第三课时：语言学习课Discovering useful words and expressions (p. 36); Using words and expressions (pp. 70-71)
第四课时：口语与写作课Speaking and writing (p. 39)
第五课时：语法课Discovering useful structures (p. 37); Using structures (pp. 71-72)
第六课时：听力课Listening (p. 37); Listening (pp. 72-73)
第七课时：语言综合技能与总结评价课Listening (p. 69); Talking (p. 69); Writing task (p. 75); Summing up (p. 40); Self-test
第一课时阅读课I
一、教学内容Warming up; Pre-reading; Reading; Comprehending (pp. 33-35)
二、教学目标
在本节课结束时，学生能够
了解加拿大的一些地理人文概况和文化风俗。
使用加拿大地图，找到加拿大的首都、主要城市、湖泊、落基山脉、太平洋、大西洋等。理解文章标题的含义以及文章的中心思想。
画出主人公在加拿大旅游的路线图，学会按时空顺序叙事。
三、教学步骤
步骤一导入
1. 引入本单元的话题：加拿大。首先问学生是否熟悉加拿大？然后让他们谈谈自己了解的加拿大。
2. 给学生展示一些他们非常熟悉的和加拿大相关的照片。
设计意图：为了让学生更深入地了解加拿大的地理风光以及人文风情，教师需要激活学生的已有的背景知识以及求知的热情。从学生熟悉的人物(比如白求恩、大山等)、熟悉的代表物
龙文教育学科老师个性化教案 教师学生姓名上课日期 学科英语年级教材版本人教版 学案主题必修一unit 1 课时数量 （全程或具体时间） 第（1）课时授课时段 教学目标 教学内容 必修一unit 1个性化学习问题解决必修一unit 1 教学重点、 难点难点：词汇重点：词汇 教学过程一．词汇 单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）
German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历
Unit 3 Travel Journal Period1. Step 1.Warming up 1.Ask some questions: 2.Do you often travel? Where have you been? 3.2. Following the steps of the warm-up on page 17. Step2. Pre-reading 1. Show some traveling pictures of the teacher’s. 2. Ask Ss : which river is the longest one in the world and which is the largest one; which river is the longest one in China. 3. Ask Ss: how people who live along a river use it. Step3. While-reading 1. Scanning: Ss read quickly and answer: What are they going to do? 2. Skimming: Ss read again and finish comprehending 1 on page 19. Ss read and get the main ideas of each paragraph. Ss list the countries that the Mekong River flows through. Step4. After-reading Ss in pairs and discuss: Wang Wei’s and Wang Kun’s simil ar and different attitudes about the trip. Similar attitudes about the trip Different attitudes about the trip Both Wang Wei and Wang Kun think…1. Taking this trip is a dream
[教案]_[人教新课标]高一英语必修一unit1全单元学案[教案] [人教新课标]高一英语必修一unit1全单元学案 英语, 单元, 必修 Unit1 Friendship 学习知识清单: 对于要学的知识做到心中有底，这样才能更好的安排自己的学习步骤和学习时间，愿知识清 单能够更好的帮助你进行自主学习～ 我们将要熟悉的话题: Friends and friendship; interpersonal relationships 我们将要掌握的词汇及词组: add point upset ignore calm concern loose cheat reason list share feeling Netherlands German outdoors crazy nature purpose dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate 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 我们将要运用的语言功能: 1. 态度(attitudes) Are you afraid that …? I’ve grown so crazy about …. I di dn’t dare ….
教案 人教版高一英语《英语1》第一单元Friendship 第1课时：Warming up and Pre-reading 一．教学目标 ①知识目标: ⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog ⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not. ②技能目标: 1．让学生学会用英语描述自己的朋友。 2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。 3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。 ③情感目标 1．让学生学会如何解决朋友间可能出现的问题。 2．培养学生在高中阶段形成学习英语的好习惯。 二．教学重点 1．用给定的形容词和句子结构来描述他们的一个朋友。 2．学习评价朋友和友谊。 三．教学难点 1．与搭档合作并描述他们的一个好朋友。 2．与搭档讨论并找出解决问题的方法。 四．教学方法 1．任务型教学法 2．合作学习法 3．讨论法 五．教学准备 多媒体和其他常规教学工具 六．教学过程 1.导入新课： 友谊天长地久的视频来激发学生的学习兴趣,。这是新学期的第一节课。所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。 1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time? 2. What do you think of our new school? Do you like it? Could you say something about it? 3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class? (其他关于本单元的话题导入的建议:1。播放两首关于友谊的歌曲,然后问学生歌里都说了些有什么。2。让学生们展开关于友谊的讨论，并让他们列出好朋友应该具有哪三种品质。) 第二步：准备活动Warming-up 1．让一些学生站起来用一两句话告诉全班同学他/她的朋友是怎样一个人。下列形容词可能有用： brave loyal wise handsome pretty smart friendly
Unit 3 Look at me Part A Let’s talk Ⅰ. Teaching Objectives 1. S can understand and say How are you? I’m fine, thank you./Fine, thank you, let’s go to school. OK. 2. S can sing the song (Hello! How are you?) 3. Lead to improve S interests of learning English Ⅱ. Teaching Importances S can cut out the dialogue and sing the song Ⅲ. Teaching Difficulty S can use the new language situational Approach Ⅳ. Teaching Aid CAI, word cards, video, Ⅴ.Teaching Procedure: Step1 Warm-up 1、Liston to the song
Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives
新目标八年级（上）Unit3第一课时教学设计 一、设计理念 本节课依据课程标准,结合学生生活设计活动，使学生在谈论自己生活的过程中掌握比较级的用法及其它知识。本节课环节设计思路：以读写为主线，以五个环环相扣，循序渐进的任务活动展开知识学习。从课本中的句型引入，将学生带入语言环境，学生通过阅读，学会描述人的个性特征。 二、教学分析 本节课在学习“比较级”句子的基础上，通过谈论朋友间的相同和不同处，通过阅读写作的方式，帮助学生学习使用形容词的比较级描绘和比较身边的事物并选择最佳方案。 三、学情分析 学生已经学习并掌握了一些有关人物个性特征的单词和短语，并能较熟练地运用这些词语问答，本单元学习形容词比较级时，话题贴近学生生活实际，容易让学生在说与做中体会与学习，并能活跃学生学习思维，激发他们参与课堂活动的欲望。 四、教学目标 1、语言知识目标： A、学习重点词汇：necessary, beat, care, friendship. B、学习句型：掌握如何描述个性特征：A is …than B. 2、语言技能目标：能够综合各种信息，描述个性特征。
3、情感态度目标 通过描述人的个性特征，使学生在人际交往中学会尊重和理解别人，学会交换不同的看法，了解他人的喜好，增进情谊。(朋友可以相似，也可以不同。患难朋友才是真朋友。) 培养学生健康、活泼、积极向上的人生观。 五、教学重点： 比较级的结构变法规则 六、教学难点： 比较级的运用与原级的表达方法 七、教学方法和手段： 1．采用的教学法：视听法，任务型教学法。采用视听法，主要是根据八年级学生的视听方面的要求提前设置听前任务，以降低听力难度。采用任务型教学法，是让学生可以在课堂上以听录音，竞猜，观看课件等多种形式输入语言知识，最后运用新知识表达观点。 2．辅助手段或媒体：本课采用图片和视频导入，形象具体而有趣味性，整节课采用多媒体教学，更生动，更直观。 八、教学过程设计 Step 1Lead-in（创设情境，激趣引学） Leading in: T:How often do you exercise/watch a video?I have a wonderful video.Would you like to watch it?Listen and answer some questions.
Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.
He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。
Unit 3 Weather Part B Let’s learn教学设计 【教学内容】Unit 3 Part B Let’s learn。 一、设计预想： 1.指导思想： （1）教材分析：本节课为人教版（PEP）小学英语四年级下册Unit3 Weather 中的第四课时，包括let’s learn和let’s play两个板块，以世界各地天气为话题，学习描述天气的五个形容词：rainy, snowy, windy, cloudy, sunny以及句型：What’s the weather li ke in ... It’s...。本节课是在学生掌握unit3 A部分知识的基础上，进一步学习和认识世界各地的天气差异。这节课与我们生活息息相关，能够让学生了解不同城市、不同国家的天气差异，开拓学生视野，提高学生学习英语的兴趣，因此在整个教材中也占有重要地位。 （2）学情分析：四年级学生活泼好动，表现欲强，经过一年多的英语学习，学生们已具备了一定的英语知识基础和简单交流能力。他们喜欢表演，喜欢与他人合作，具有丰富的想象力，能在教师指导下很好地完成活动，达到既定的目标。 （3）教学设计理念：天气与人们的日常生活紧密相关，结合实际展开学习，利用相应的情景创设、游戏教学，为学生提供一个生动、活泼、自主的学习环境，激发学生的学习兴趣及求知欲，充分发挥学生的主体性，让学生在玩中学，学中玩。 2.教学目标： 知识目标： （1）能听，说，认读单词rainy，snowy，cloudy，sunny，windy （2）能够在语境中理解world，Sydney，London，Moscow，Singapore的意思并能正确发音。 （3）能在恰当语境中正确运用句型: What’s the weather like in… It’s …描述天
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A. He doesn’t li ke her at all. B. He is a bit proud of her and admires her. C. He has to obey her because she is his sister. D. He thinks that her knowledge of geography is very poor. (2)Altogether there are______________ people who have to take the great bike trip. A. one B. two C. three D. four (3)According to the text, which of the following statements is not true? A. Wang Kun thinks that it is too cold and too high to start their trip in Qinghai. B. They found a large atlas with good maps in the library. C. At first, the Mekong River is small, and the water is clear and warm. D. The Mekong River finally flows into the South China Sea. (4)Which is the proper order according to the text? a. The Mekong River enters the South China Sea. b. The Mekong River begins at a glacier on a Tibetan mountain. c. At first, the Mekong River is small, and the water is clear and col d. d. The Mekong River enters Southeast Asia. e. The Mekong River travels across western Y unnan Province. f. The Mekong River leaves China. A. b, c, e, f, a, d B. b, c, e, f, d, a C. c, b, e, f, d, a D. c, b, f, e, a, d (5)It can be inferred from the passage that Wang Kun is a______________ person. A. brave B. kind C. timid D. careful 3. Language problems（猜测词义、分析长难句） While checking the answers with the whole class, deal with any language problems to see whether the students can guess the meanings of new vocabulary such as persuade, determined, altitude, etc. 1. It was my sister who first had the idea to cycle along the Mekong River from where it begins to where it ends. (It is/was. . . who/that. . . ) 2. Although she didn’t know the best way of getting to places, she insisted that we find the source of the river and begin our journey there. (insist that sb.
Lesson Plan 学科英语赖菲菲2015120101 Background information: Students:40 senior high school students, Grade 1. Lesson duration:45mins Teaching objectives: Knowledge objective: By the end of this lesson, students will be able to use some important words and phrases in the passage, for example, hide, outdoors, go through, on purpose, a series of and so on. Ability objective: By the end of this lesson, students will 1.learn some reading strategies about narration, such as paying attention to time, places and characters, finding out specific information, retelling and the like. 2.learn about the formats of a diary or a letter. Emotion objective: To get the students to realize the importance of friends and friendship. Teaching contents:Unit 1 Reading: Anne’s best friend Teaching aids:PPT, blackboard, chalk Type of the lesson:reading Teaching procedures: Step1: Pre-reading(8mins) 1. Warming-up(1min) Enjoy a piece of music and find out its theme. 2.Divide students into 3 groups and ask them to discuss two questions. Afterwards, choose representatives to show their answers.(3mins) ⑴Do you think friends are important to us? Why do you think so? ⑵Does a friend always have to be a person? What else can be our friend? 3. Go through the text quickly to find out:(1min) ⑴how many parts it contains? ⑵what the different parts are about?
Unit 3 Keys: 一、1. driver’s license 2. got, pierced, earings 3. silly 4. allow 5. instead 6. stay up 7. At present 8. old people’s home, performed 9. sleepy 10. disagrees 11. taught, importance, working 12. care about 13. serious enough 14. spend 15. by 16. failed 17. member 18. local 二、1. can be done 2. will be planted 3. are, cleaned 4. was given 5. is spoken 6. is being built 7. has been sent 8. Was, used 三、1. choose, own clothes 2. learn from 3. had an opportunity, volunteer 4. got noisy 5. concentrate on , failed 6. more realistic 7. are , strict , with 8. family rules 9. look good on 10. gets in the way of 11. spend, time on 12. At present 13. comfortable, is good for 14. achieve, dream 四、1. What are you doing this afternoon 2. I don’t think sixteen-year-olds should be allowed to drive 3. I have to go to the mall 4. I don’t think sixteen-year-olds should be allowed to drive 5. I have to go to the mall.
人教版高中英语必修一unit1 Anne “s Best Friend reading 教 案 Teaching Contents: The lesson is a passage about Anne“s Bes Friend Teaching Objectives: Knowledge Objectives: (1)Students are able to find out the main idea and the details of the passage.(2) Students can learn some background about Would War ll Ability Objective: (1) By reading the passage, students“ reading ability of skimming and scanni can beimproved. Emotional Objective: (1)After the class, students can cherish peace. Teaching Key and Difficult Points: (1)Teaching key point: Students can find the main about the passage and list somedetails. (1)Teaching difficult point: Students can train their reading skill and they can use thistopic in their daily life. Step1: Pre-reading (1)The teacher will give a VCR about the tragic life of the Jews during Would War ll(Justification: VCR can give Students a more intuitive feeling. Though watching VCR,they can know what they will learn in this class and their curiosity will be stimulated.)Step2: While-reading (1) Skimming The teacher will ask Students to read the whole passage quickly to get the main idea,then ask someone to share it with the whole class.
浙江省中等职业学校课本《英语》第一册（浙江省教育厅职成教教研室编） Unit 3 School Life Section C Reading 教学设计 The Lesson design on Reading Unit 3 Section C, BookⅠ
学情分析 本班学生学习英语具有以下特点： 1、学习英语动力不足,只停留在感官认识上——主要表现在喜欢接触新鲜英语材料，如图片，音像资料等，但是落实到学习实处时动力不足； 2、只会简单操练，课堂会话欠加强——主要表现在对不同话题只会简单机械模仿，自由会话明显不够，小组讨论有待加强； 3、学习目标明确但能力存在障碍——主要表现在希望通过出色的表现来实现被尊重的自我需求，但是学习基础低下、学习方式落后。 具体到本课时，同学们已经掌握谈论最喜欢的课程和最喜欢的校园活动这两个句型并能模仿操练；但对阅读方法掌握不够，影响阅读速度和质量。 教材分析 本单元是浙江省中等职业学校英语第一册的第三单元，单元主题是“School Life”。本课时为Section C的第一课时，仍延续“School Life”这个话题并加以延伸，是一节阅读课。 阅读是组成英语课程资源的基本要素。Section C主要通过四个小标题：Courses、School Activities 、Friend 、Jobs，勾勒出本单元的话题，引出阅读文章“American high school life”，让学生了解美国学生高中生活。通过略读、查读、精读和小组讨论等形式，让学生对课文的内容有所了解，并一起讨论中美高中生活的异同之处，同时培养学生的阅读技巧和方法，从而提升他们的阅读能力。
必修一 Unit 3Travel Journal Reading 教学设计 一、教材分析： 本单元围绕traveling这一主题开展听、说、读、写各种教学活动。这一话题能激发学生热爱旅游、热爱生活、热爱大自然；同时培养他们的想象力、发散性思维和实事求是以及科学探索冒险精神。 经过前一个课时“Warming”、“Pre-reading”等的预热与酝酿，学生对本单元的话题已有了初步的接触和期待，在好奇心的驱使下，正满怀激动兴奋的热情地要与老师和同学们一同领略和探讨本课时将呈现给大家的是怎样的一篇全新天地呢！本课时Reading主要介绍了姐弟俩的美好旅游梦想与计划的整个前后过程和经历感受，颇令人兴奋感动而极具鼓动性，的确是一篇好游记。通过本课时的学习，学生将学到本单元的精髓，即本单元主题下的相关重要词汇、重要句型、重要语法项目——定语从句以及相关的用语，从中感受英语语言的魅力并在接下来真正学习领会化为己有，真正让“语言输入”转为“语言输出”。 二、学生分析： 学生的发展是英语课程的出发点和归宿，我们教师在教学设计以及教学过程等方面应突出以学生为主体的思想。高中生学习基础、学习能力参差不齐，两极分化严重。因此需要多层次、多方位的教学。本课时的教学活动是要先让学生学了Travel Journal为主题的相关词汇、重要的短语和句子、定语从句的运用、在其中感受英语文化以及进一步对相关英语语言的运用。本课时的话题贴近学生的生活实际、以一定的生活常识为背景和一定的知识为基础，因刺激教师可利用学生已有的生活经验，及所学的语言知识，使学生对语言学习感兴趣。 三、教学目标： 1、语言知识目标： New words：journal, fare, transport等。 Functional sentences：Have a good day / time ! Good luck! Enjoy yourself !Best wishes to you.等。 2、语言技能目标： 通过设计的各种活动，学会用英语交流旅游计划，谈论旅游的行为规范、旅游工具、旅游必备品及相关旅游注意事项。使学生从所提供的各种材料里获取信息，运用语言组织能力来表达自己的观点并正确使用现在进行时表示将来的用法。 3、情感目标： 了解旅游时的交通工具、旅游必备以及相关的旅游注意事项，激发学生对大自然的热爱和旅游的兴趣。
Unit 1 Friendship Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有 ...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着，用 without 不... within在...内，不出 ... E.g. write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye. He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。
第三单元教学计划 一、单元教学内容 本单元重点学习有关食物的单词，以及用句型描述：Do you like...? Yes, I do./No, I don’t. What do you want for dinner/breakfast/lunch? I want....要求学生能够听说认读这些单词，并能够介绍自己喜欢的食物。在本单元的教学中，需要教师设置情境，通过情景教学，让学生在愉快地教学氛围中掌握教学内容。 二、单元教学目标 （一）知识与技能 1.掌握有关食物的重点词汇。 2.学会用英语介绍自己喜欢的食物。 3.掌握重点句型：Do you like...? Yes, I do./No, I don’t. What do you want for dinner/breakfast/lunch? I want.... （二）过程与方法 1.引导学生通过手势、肢体语言、图片展示等方式，掌握本单元的教学内容，并能在实际情境中运用。 2.充分运用英文歌、绕口令、Rap、游戏等，给予小学生语言感染的机会。开展各 种活动，鼓励学生交际。 （三）情感态度价值观目标 强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。 三、单元教学重点 掌握有关食物的单词，以及用句型描述：Do you like...? Yes, I do./No, I don’t. What do you want for dinner/breakfast/lunch? I want....在实际情境中的运用。 四、单元教学难点 1.音标教学。 2.Fun time部分的理解和掌握。 五、单元教学准备 （一）教师准备教学过程中所需要的图片、声音、课件，以及本单元的单词卡。 （二）准备人物身体部位图片。 四、教学方法 先学后教，当堂达标。 五、教学方法指导 在教学过程中，从学生的学习兴趣、认知水平、生活经验出发，倡导体验、时间、参与和交流的学习方式，形成自主学习的能力。 第一课时