新职业英语《综合英语2》教案Unit 1 Teaching Plan
English for Careers 2
Unit 1 Workplace
Unit Focus
fit in with reputation pros and cons outfit compliment for instance casual setting productive incorporate
Teaching procedures
This unit is arranged for a time span of 8 hours, during which a time limit is suggested for each step. Though it’s always important to keep
a time limit in mind for each activity, a teacher should never stick to a
rigid time plan in teaching, but rather follow a more flexible time table when dealing with unexpected in-class occurrences and make necessary adjustments accordingly. Note that not every step suggested here is a must in teaching. A teacher can make whatever changes he thinks necessary.
Hour 1:
Course introduction 45 minutes Warming-up Task 1 10 minutes Objective: Ss can identify different rooms in an office.
Steps:
? Ss read Warming-up Task 1.
? Get Ss to look at the layout of the office.
? Ask Ss to identify different rooms.
? Give the suggested answers.
Suggested answers:
B—4 C—5 D—3 E—6 F—2 G—7
Task 2 10 minutes Objective: Ss can give directions.
Steps:
?Ss read Warming-up Task 2.
?Get Ss to look at the picture of Task 1.
?Ask Ss to work in pairs and tell each other how to find Mike and Jack in the office.
?Ask some Ss to report in class.
?Give the suggested answers.
Suggested answers:
Go through the reception room to the hallway. The first room on your left is the multifunction meeting room. Mike is having a meeting there. Keep going straight along the hallway till you get to the end of it. Jack is working in the last staff office on your left.
New words in Reading A 15 minutes Objective: Ss can get familiar with the new words and expressions, etc.. Steps:
? Ss listen to the new words and expressions, etc.
? Ss read the new words and expressions, etc.
Notes: For a class with higher English proficiency, the teacher may follow the following steps:
? Ss preview the new words and expressions.
? Ss read the new words and expressions.
? Ss dictate several important new words and expressions.
Discussions before Reading A 10 minutes Objective: Ss can get familiar with the new words and expressions, etc.. Steps:
? Ss know something about Reading A.
? Ss discuss the following two questions:
1.What are the pros and cons of relying on workplace fashion trends?
2.Before relying on workplace fashion trends, what will you do?
? Comment briefly on their work.
Hours 2-3:
Reading A 45 minutes
Language points 35 minutes Paragraph 1
fit in with:to live, work, etc. in an easy and natural way with someone/something
e.g. H e’s never done this type of work before; I’m not sure how he’ll fit in
with the other people.
Our national policy fits in with the changed international situation. reputation: n. the opinion that people have about what someone/something is like, based on what has happened in the past
e.g. T he school has a good reputation for examination results.
He earned the reputation of being a hard worker.
Paragraph 2
pros and cons:the advantages and disadvantages of something
e.g. W hat comment do you have on the pros and cons of studying abroad?
We weighed up the pros and cons of starting up our own business. outfit:n. a set of clothes, especially one that you wear for a special occasion e.g. S he was dressed in a white outfit.
On the opening ceremony of the sports meet, all of us wore sports outfits.
The football team members were wearing orange outfits. compliment:n. a remark that shows you admire someone/something
e.g. T hank you very much for your compliment.
He knew that he had just been paid a great compliment.
She took his acceptance as a great compliment.
Paragraph 3
for instance:for example
e.g. W hat would you do, for instance, if you found a member of staff
stealing?
His spelling is terrible. For instance, look at this word!
For instance, an electric fire is a relatively expensive method of heating a room.
casual:a. informal
e.g. H e was wearing casual clothes, not his school ones.
We don’t like his casual behavior.
Paragraph 4
setting: n. a set of surroundings; the place at which something happens
e.g. I t was the perfect setting for a wonderful Christmas.
People tend to behave differently in different social settings.
The old castle would have provided the perfect setting for a horror story. productive:a. producing or achieving a lot
e.g. A griculture and industry both grow more productive.
There are a lot of productive workers in this factory.
Paragraph 6
incorporate: v. to include something so that it forms a part of something else e.g. M any of your suggestions have been incorporated into the plan.
We have incorporated all the latest safety features into the design.
His picture had been incorporated without his permission into an
advertisement.
Task 1 5 minutes Objective:Ss can understand the passage and write the correct order. Steps:
? Ss do Task 1.
? Ask Ss to work individually.
? Check the answers.
Suggested Answers:
1. C
2. D
3. B
4. F
5. E
6. A
Task 2 5 minutes Objective:Ss can decide whether the following statements are true or false according to the passage.
Steps:
? Ss do Task 2.
? Ask Ss to work individually.
? Check the answers.
Suggested Answers:
1. F
2. F
3. F
4. F
5. T
Language lab 45 minutes
Objective:Ss know the spelling and meaning of the words and expressions from Reading A.
Steps:
? Ss read Task 1.
? Allow Ss 5 minutes to do the task.
? Check the answers.
Key
Key: 1. J 2. I 3. F 4. H 5. B 6. G 7. D 8. E 9. A 10.C
Task 2 10 minutes Objective:Ss can use the words and expressions from Reading A.
Steps:
? Ss do Task 2.
? Ask Ss to work individually.
? Check the answers.
Answers
1. incorporate
2. hampered
3. displayed
4. reputation
5. impartially
6. abused
7. approve
8. violation
9. for instance 10. underlies
? Check the answers.
Key:
Model 1
1. Before booking a train ticket, you’d better find out if the time suits you.
2. After finishing his paper, he checked his spelling very carefully.
3. He was very sorry for being late for school again.
Model 2
1. What interests the children a lot is that there are many animals in the zoo.
2. What she said at the meeting is that the program will be put off.
3. What Mr. Li was proud of was that his son won in the match.
Task 5 10 minutes Objective:Ss can use the vocabulary in Reading A for translation. Steps:
? Ss work individually or in pairs and translate the sentences.
? Ask two Ss to write their translations on the board.
? Comment briefly on their work with emphasis on the structures of their sentences.
Key:
1. All the company rules and regulations must be strictly observed.
2. We should be casual when we stay with these students.
Key:
1. the new project
2. on vacation
3. next Monday
4. the schedule
Task 2 10 minutes Objective:Ss can decide whether the statements are true or false. Script:
M: Hi, Shelly, how are you today?
W: Well, I didn’t sleep very well last night. I’m having a slight he adache now.
M: I’m sorry to hear that. Hope you’ll be better soon.
W: Thanks. Do you know that a shift-work system is to be introduced next month?
M: Really? How will we be affected?
W: The system will affect everyone in our office. It will be on a two-shift basis—
7 a.m. to 2 p.m., and 2 p.m. to 9 p.m.
M: I wonder which shift I’ll be working on.
W: Why don’t we go and ask the manager?
M: I shall wait. Actually it doesn’t make any difference which shift I am allocated.
1. T
2. F
3. T
4. F
Task 3 10 minutes Objective: Ss can accurately tick off the items according to the conversation. Script:
W: What do you usually wear for work?
M: I don’t need to meet customers too often, so I usually wear very casual clothes in my office, like jeans and T-shirts. I feel more relaxed in that. W: What do you think of the dressing policies of a company?
M: Well, I think formal business clothes should be worn when meeting with customers and clients at scheduled meetings. That gives people a sense of trust and authority.
W: Yes. By looking neat and smart, we’ll be able to gain the trust of customers.
M: Right. But at other times, staff can wear business casual clothes. This includes dress shirts, collared sports shirts, sweaters or skirts. But shoes should be formal. I suppose casual sandals and slippers are not suitable in the workplace.
W: And I think blue jeans, T-shirts and shorts are far too casual to be accepted in the office.
M: I don’t agree on this. I think casual wear brings a s ense of freedom in the office and can inspire us in our job.
W: Maybe you are right.
Key
Key:
Task 4 10 minutes Objective: Ss can understand the conversation and choose the best answer. Script:
M: A report says that there has been too much water cooler chat in the company recently. I don’t think Mr. Blacksmith will be happy when he reads it.
W: Well, the boss may not like it, but we do. It’s always relaxing to stay at the water cooler and chat for a while. It helps to ease the tension from the workload.
M: Yes, I agree. But haven’t you noticed that some of our workmates are spending too much time chatting around the water cooler?
W: You are right. I guess we need to come back to work once we finish our
cup of coffee or tea.
M: I don’t wa nt our nice and pleasant water cooler chats to ever get the boss angry.
W: Neither do I. I think the point is that we keep chatting at the water cooler until it is too long.
M: Yes. Otherwise we might drink too much water and spend a lot of time in the bathroom!
W: You bet!
Q1: Who is Mr. Blacksmith?
Q2: What does the woman think of the water cooler chat?
Q3: Which of the following statements is true according to the conversation? Q4: What are the attitudes of the man and the woman toward the recent water cooler chatting in the company?
Key
Key:
1. A
2. B
3. B
4. C
Task 5 10 minutes Objective:Ss can find specific information from listening to a passage related to the theme.
Script & Key:
We all know that communication is the key to a healthy relationship in
minutes
New words 5 minutes Objective: Ss can get familiar with the new words and expressions, etc. Steps:
? Ss listen to the new words and expressions, etc.
? Ss read the new words and expressions, etc.
Fast reading 20 minutes
Objective:Ss can comprehend Reading B.
Steps:
? Ss read the passage.
? Provide help if needed.
Task 1 10 minutes
Objective:Ss can decide whether the following statements are true or false according to the passage.
Steps:
? Ss read the passage.
? Ss complete the task.
? Ss compare their work with others.
? Select Ss to present their work.
Key
Key: 1. F 2. F 3. T 4. F 5. F
Task 2 10 minutes
Objective:Ss can comprehend the specific information taken from the passage.
Steps:
? Ss read the passage.
? Ss complete the task.
? Ss compare their work with others.
? Select Ss to present their work.
Key:
1. N
2. N
3. A
4. N
5. A
6. N
Writing 45 minutes Task 1 15 minutes Objective:Ss can get familiar with the style of notice.
Steps:
? Ss do the task individually.
? Ss compare with each other’s answers.
? Provide help if needed.
? Present the answers.
Key:
Notice
Kindly note that our Healthcare Center will be relocated to the following address with effect from September 1, 2009.
New address: 909 J 2nd Street North,
Fulton
New York
Telephone numbers and fax numbers remain unchanged.
Thanks for your kind attention and continuous support.
Task 2 15 minutes Objective:Ss can get familiar with the style of notice.
Steps:
? Ss do the task individually.
? Ss compare with each other’s answers.
? Provide help if needed.
? Present the answers.
Key:
Sample:
Notice
Please be informed that Office Safety Training Section will be conducted from 2:30 to 4:30 this Friday afternoon in Conference Room 109.
All staff are required to come. Handouts will be available after the
section.
Jacky
Tam
Office
Manager
July 15, 2009
Task 3 15 minutes
Objective:Ss can get familiar with the style of notice.
Steps:
? Ss do the task individually.
? Ss compare with each other’s answers.
? Provide help if needed.
? Present the answers.
Sample:
Notice
Please be informed that a three-day sightseeing trip will be arranged for
all the staff in our company.
Time: May 28—May 30, 2010
Destination: Guilin, Guangxi Province
Itinerary: May 28 evening Train to Guilin, Guangxi Province
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人教版高中英语必修二全册教案
Unit 1 Cultural relics I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标
人教版高中英语必修一 Unit1 Friendship 教案
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
(完整版)小学英语优秀教学设计
小学英语优秀教学设计（一） 时间：2010-12-22 09:49:02 来源：蓬莱南王中心小学作者：包晓晴 小学英语第五册（外研版） Module 8 School Unit 1 What time does school start? 蓬莱市南王中心小学包晓晴 一、教材分析 Module 8 Book 5 的主题是“School”，“ Unit 1 What time does school start?”的语言功能是描述学校生活；学习任务为“What time does school start? What time do you get up?” 二、学情分析 本课的教学对象是五年级学生，他们已经掌握了一定的英语词汇，具有一定的英语学习的积极性与主动性，具备了一定的英语语言运用能力，求知欲增强。因此，在新知识传授的同时，教师要尽可能多的为学生创造良好的语言环境，给学生充足的语言“习得”机会，让学生在学习中积极参与、大胆发言，从而形成积极的情感态度和自主学习的能力。 三、教学目标 （一）知识目标 1、能听懂、会说并认读下列单词：exercise, before, playground, skip, coffee, tea. 2、能听懂、会说并认读下列句子：What time does school start? My school starts at 9 o’clock. What time do you get up? I get up at half past seven. （二）能力目标 能口头运用“What time does school start?”这类语句询问发生的时间，并能口头运用“My school starts at 9 o’clock.”这类语句回答。 （三）情感目标 为学生创设轻松、愉悦、和谐的英语课堂学习氛围，使学生在学习中敢于开口说英语，并了解西方小学学校日常生活习惯，从而对英语学习产生更为浓厚的兴趣。 四、教学要点分析 （一）教学重点 1．单词：exercise, before, playground, skip, coffee, tea 的认读。 2．运用“What time … ?”来询问事情发生的时间。 （二）教学难点 能够在真实的语境中正确运用“What time … ?”询问事情发生的时间。 五、教学准备 多媒体课件、录音机、磁带、单词卡片、跳绳。 六、教学过程 Step 1 Warming-up 1. Chant:《I like coffee, I like tea.》(第二册中M3 U2 4) 教师一手拿coffee 一手拿tea的英语单词卡片示意学生一起拍手说Chant，并教授单词：coffee, tea。（教授单词时尽量提供一些学过的词汇，鼓励学生自己读出来，培养学生的拼读能力。） Step 2 Presentation 1. Leading-in. (1)课件出示学校的图片介绍说：This is our school. Do you read a book in your classroom? (2)课件出示学校学生跳绳和做操的照片
人教版新课标高中英语必修二教案合集
新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all
完整word版,人教版高中英语必修一unit1教案最终版
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
小学英语教案设计范例
小学英语教案范例 篇一：小学英语教案范文 小学英语教案 Unit 7 Happy birthday第一课时 课题：Unit 7 Happy Birthday 重点：能认读数字1—10。 能按指令语做相应的动作。 难点：数字的准确发音，尤其是3、5、9 三个数字的发音要到位。 教具准备： 1 教师和学生都准备扑克牌中的数字1—10。 2 教师准备教学录音带。 3 教师准备Let’s learn部分的教学课件。 教学过程： 1 热身、复习 (Warm-up/Revision) （1）师生共同演唱歌曲《Old MacDonald》，让学生分别扮演歌曲中的动物，边唱边表演。 2 呈现新课 (Presentation) （1）教师为学生制定自学任务。让学生以小组为单位，在组长的带领下自由制定学习数字的内容。可学习任意一个或几个数字，但要求每位组员都会说。教师可让学过英语的学
生做组长工作，每组并设一名声音监控员。 （2）教师展开综合性的数字练习，反馈学生自学效果，注意纠正学生的发音。尤其是3、5、9 三个数字的发音。 步骤：1 教师用手指数数字1—10，全体学生说数字。 2 教师用扑克牌表示不同的数字，找个别学生说数字。 3 教师出示单词卡片，学生认读数字单词。 （3）教师播放Let’s learn部分的课件，学生跟读学习。（4）教师用手指做示范： Show me 1 and 2. 让学生跟着做。 （5）让学生听录音，跟读Let’s learn 的词汇，要求学生用手指指出相应的内容。 3 趣味操练 (Practice) （1）游戏： What’s missing? 将写有1—10数字的扑克牌放在一个纸袋中，让学生闭眼的时候教师快速藏起其中的一个，让学生猜What’s missing? 猜对的学生抽取下一次的扑克牌。 （2）小组比赛： 教师不出声音说单词，让学生根据教师的口型举牌。各组有几个人猜对加几分。 （3）游戏： Follow me 让一个学生任意说一个数字如：4，并做一个动作如：跺脚，其他同学就要做跺脚的动作4次。
人教版高中英语必修二Unit-1-Cultural-relics-教案
Unit 1 Cultural relics 随堂练习 1、Fill in the blanks with proper words（the first letter is given） The topic of this unit is cultural relics. A cultural relic is something that has survived for a long time, often a part of something that has remained when the rest of it has been destroyed; it tells people about the past. 2、Read the passage again and choose the best answer for each blank. ①The king of Prussia who gave the Amber Room as a gift to Russia was B. A Frederick Ⅰ B Frederick William Ⅰ C Peter the Great D Catherine Ⅱ 文中信息：Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange
history.（Parag1） ②The king of Prussia gave the Amber Room to Russia because D. A he wanted to marry Catherine Ⅱ B he was kind C he needed better soldiers D he wanted to make friends 文中信息：In 1716, Frederick William Ⅰ, gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian people.（Parag2） ③The Amber Room was stolen by B. A Russian soldiers B German soldiers C people in Konigsberg D people in St Petersburg 文中信息：But some of the Nazis secretly stole the Amber Room itself. ④In 1941, the city of Konigsberg was in A. A Germany B Russia C Sweden D France 文中信息：But some of the Nazis secretly stole the Amber Room itself. ⑤The Russians didn’t hide the Amber Room because C. A they were at war B they couldn’t find a p lace C the German soldiers arrived too soon D no train could take it away 文中信息：This was a time when the two countries were at war. 3、Look at every statement. If you are “sure” it is true, mark “S” to the left of it. If you are “not sure”, mark “NS”. （NS）1 The Amber Room was not easy to make. （S） 2 Catherine Ⅱ didn’t like everything about the Amber Room when she first saw it. （S） 3 The Amber Room was taken to Konigsberg and hidden there in 1941. （NS）4 The Russians didn’t care about the Amber Room. （NS）5 The Russians don’t think the Amber Room will ever be found. 课堂笔记 1、He insists it belongs to his family. 他坚持说这是他家的。 动词insist后面所接的从句有两种情况，当表示“坚持要干某事”时，用虚拟语气；当表示“坚持认为（主张、想法和事实）”时，不用虚拟语气。 ①Mother insisted that I（should）use the old bicycle. 妈妈坚持要我骑那辆旧自行车。（坚持要别人干，虚拟语气） ②He insisted that he was right. 他坚持认为他是对的。（坚持认为，真实语气） 2、Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history. 普鲁士国王威廉一世决不可能想到他送给俄罗斯人的礼物会有这样一段离弃的历史。 情态动词+have done表示对过去发生的事的推测、批评、反悔等意。 ①When you spoke in front of 300 people yesterday, you must have felt very nervous. 你昨天面对300人讲话时，一定很紧张吧。（推测） ②You failed again in exam. You should have studied hard. 你考试又没有及格。你本来应该好好学习（批评） ③It is raining hard now. I needn’t have watered the flower this morning. 下大雨啦！我本来不必给花浇水的。（反悔）
人教版高中英语必修二第三单元教学设计
《多媒体课件制作与使用技术》课题：The Olympic Games 姓名：Mia Dong 学号：17 专业：英语班级： 4 课程名称：多媒体课件制作与使用技术 学期：2012至2013学年第二学期
人教版高中英语必修二第三单元 《The Olympic Games》教学设计 Mia Dong 外语系4班17 一、学情分析 （一）学习者分析 1、一般特征： 学生基本上来自农村，英语水平参差不齐，学习压力大； 学习策略与方法不合理，有的学生还不喜欢英语。 2、学习风格分析： 对于高中生来说，学习的习惯和方法还是局限于较为死板，习惯于题海战术，很 少有自发的对感兴趣的课题的研究或学习； 学生习惯于上课认真听老师讲解，较少地参与主动地学习，一直是较为死板地学 习，老师激发学生兴趣，使其主动融进课堂学习。 3、初学能力判断; 既一个学期的高中英语学习后，学生的英语水平能力有提高，但还需继续努力； 关于必修二已经学习了第一、二单元，学生基本可以接受第三单元的学习任务， 前提是必须认真融入由教师带领的学习氛围中。 （二）教材分析 本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学， 使学生了解奥运会的起源、宗旨、以及古现代奥运会的异同。学会用英语表达自己 的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的爱好。二、教学目标
教学要求： （一）教学模式 关于第二单元本环节——reading部分，采用教学问答模式、课堂授受模式、指导自 学模式、合作交流模式以及探究学习多种模式交叉运用。 （二）教学策略 主要是使用替代式教学策略，使学生在短期内学习许多内容，提高教学效率。其中 穿插问题引导方式，从而克服单一的替代式教学策略的不足 （三）教学方法 以语言形式获得间接经验的方法为主，通过教师和学生口头语言活动及学生独立阅 读书面语言为主，其中使讲授法、谈话法、讨论法和读书指导法交叉使用。 四、教学平台 以多媒体课件演示为主，辅之以少量板书，即多媒体课件教室的教学环境。 五、教学计划 本单元用6课时 第一课时: Warming up and listening 第二课时: Speaking 第三课时: Reading 第四课时: Reading 第五课时: Language study 第六课时: Integrating skills （注：本课件为教学计划中的第三课时） 六、教学动力和动机 关于第三单元本环节教学，教师通过展示学生普遍关注的或喜欢的图片调动学习兴 趣，并且共同讨论学习各种有趣的运动调动学生学习积极性，并告知学生在reading 后有课堂测验，从而使学生感到较小的压力，促进学习积极性，进而完成教学任务 和教学目标。 七、教学具体环节
人教版高中英语必修一Unit1教案
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。
小学英语教案设计【三篇】
小学英语教案设计【三篇】 【篇一】 教学内容： Unit 12 I can swim Lesson Four 教学目标： 1、Vocabulary： Understand listening and saying the words ：x-ray , yo-yo, zebra, zoo. 2、Structures. What is it? It’s a (yo-yo,). 教学目标的检测途径 1．根据老师的提示，指出相对应的图片2.阅读反馈. 重点难点： 1、Learn the words and say the rhyme. 2、Make the dialogue. 突破教学难点的方法个别学生混淆可能会net与 nest读音和意思，增强两者在因、形、意上的比较。结合他们的观察实行提问。 教具准备： 图片 PPT 教学过程： 一、Warm-up 1、Sing the Animal song together. 2、Greetings.
T： Hello, good morning, boys and girls. Ss： Hello, good morning, Miss Liu . T： Nice to meet you. Ss： Nice to meet you. 3、Review the names of animals. Respond to with the correct animal movement or imitation. What’s this? Ss：It’s dog, fish, cat, bird, lion, tiger, panda, rabbit, monkey. 4.T： What can the elephant do? T：It’s can walk. Walk, walk, an elephant can walk. ( do action) T： Can you walk? S： Yes, I can. 阅读反馈：让学生在黑板上找出该动作的单词。 二、巩固和延伸(Consolidation and extension) 1、Listen and practice. Look at the pictures of computers. T： This is an x-ray. What’s this? Ss：It’s a yo-yo. 2、Replay the procedure as they listen repent the word “mouse.” Pay attention to the pronunciation of the words “net and zebra.” Repeat the procedure above for the words net and nest .The children to clay their hands or act out while listening. 3、Play a game. 4、Say the rhyme. Play the tape, the teacher acts out the rhyme while listening to it. Try to make children