第一篇：外貿(mào)英語教案UNIT2

Unit Two Teaching Topic: Trade Fair

Teaching Content: Business Profile;Situational Dialogue

Data Bank；Drill Practice

Interpretation;Warm-up

Listening;Speaking

Text Bank: Prepare your trade show display

Teaching Aims:

1.Ss get to know the ways to get the information about national and international fairs.2.Ss can do some simple translation about the fair.Teaching Important Point: Ss get to know the ways to get the information about national and international fairs.Teaching Difficult Point: Ss can do some simple translation about the fair.Teaching Methods: Explaining;Role Playing;Discussing;

Teaching Time: 6 classes

Teaching Tool: Textbook, Multimedia.Teaching Steps:

I Period Teaching Contents: Business Profile Situational Dialogue Teaching Important and Difficult Point: Ss can make a conversation according to each dialogue.Teaching Time: 2 classes Teaching Steps: Step 1: Greetings

Step 2: Leading in

1.Ask the Ss to discuss what they know about and want to get to know from a fair.2.Ask some representatives to give their answers.3.Discuss their answers in the whole class.Step 3: Business Profile 1.Ask the Ss to read the information to know something about China Import and Export Fair.2.Ask them to talk about other fairs that they know.Step 4.Situational Dialogue 1.Dialogue 1 1)Ask the Ss to read the dialogue individually and make a mark at the expressions which they consider important.2)Explain the difficult and important expressions in the dialogue to the Ss.3)Read the dialogue with the Ss following.4)Part the Ss to read the dialogue to see if there are any problems in their pronunciation;correct if there is.5)Ask the Ss to make a similar conversation, and practice in pairs.6)Ask some pairs to show their conversations.2.Dialogue 2&3

Learn the dialogue 2&3 in the same way with dialogue 1.Summary: Through learning, the Ss know where can they know something about trade fairs and how to negotiate on a fair.Homework: Practice the dialogue after class.II Period Teaching Contents: Data Bank；Drill Practice

Interpretation;Career Skills Teaching Important and Difficult Point: Ss can use the useful expressions to negotiate on a fair.Teaching Time: 2 Classes Teaching Steps:

Step1.Greetings

Step2.Leading-in

Review the expressions learnt last time.Step 3.Data Bank: useful Expression 1.Ask the Ss to read the sentences and figure out the Chinese meaning of each.2.Ask the Ss to discuss when and where we should use these expressions.3.Ask the Ss to memorize the expressions and recite.Step4.Drill Practice.1.Explain the sentence patterns together with the examples to the Ss.2.Ask them to write more sentences with the same sentence patterns.3.Check their answers.Step5.Interpretation 1.Ask the Ss to do the task individually and then check with their partners.2.Ask some Ss to write their sentences on the blackboard.3.Check with the whole class.Step6.Career Skills: Explaining Your Job 1.Ask the Ss to discuss and match the Chinese expressions their English meanings.2.Ask them to give their answers.3.Check.Summary: Through learning, the students can use specific sentence patterns and phrases to express themselves.Homework: Memorize the expressions.III Period Teaching Contents: Listening;Speaking

Text Bank: Prepare Your Trade Show Display Teaching Important and Difficult Point: Ss can work as an interpreter in the trade centre.Teaching Time: 2 Classes Teaching Steps:

Step1.Greetings

Step2.Listening 1.Ask the Ss to read the dialogue by themselves.2.Listen to the CD for just one time and fill the blanks.3.Listen again and check answers.Step3.Speaking 1.Make the Ss in groups of three.2.Ask each group to make a conversation by using the given phrases.3.Ask some groups to show.Step4.Text Bank: Prepare Your Trade Show display 1.Ask the students to read this part in groups and figure out the key points.2.Ask some groups to give their understandings.3.Emphasize them to make the Ss to learn in heart.Summary: Through learning, the students can give traffic routes on a trade fair.Homework: Memorize the useful expressions learnt in this unit.

第二篇：初一英語教案(人教版)Unit2

Unit 2

Nice to meet you!

一、教學(xué)目標(biāo)與要求

通過本單元教學(xué)，使學(xué)生初步學(xué)會(huì)日常交際中表示“介紹”（Introduction)"的一些簡(jiǎn)單用語，并要求學(xué)生盡可能在交際場(chǎng)合中使用。繼續(xù)學(xué)習(xí)打招呼的常用語句。學(xué)習(xí)英語字母O~Z的讀音與書寫形式。學(xué)會(huì)字母歌。能背誦、默寫字母表（含大小寫）。

二、教學(xué)重點(diǎn)與難點(diǎn)

1、日常介紹用語（2、英語字母O~Z。

三、課時(shí)安排

本單元共4課時(shí)，每課1課時(shí)。

S1:Hello!I'm Jim Green.S2:Hello!I'm Kate Green.叫其他幾個(gè)學(xué)生，分別用I'm?，進(jìn)行自我介紹。

3、教師叫起一個(gè)學(xué)生（他或她的真實(shí)姓名，教師要知道），然后用他（或她）的真實(shí)姓名提問：T：Hello!Are you XXX? 讓大家猜一猜這句話的意思。幫助這個(gè)同學(xué)回答：

S：Yes,I am.教師可板書Yes,I am.讓大家猜一猜其含義。

再叫另一位同學(xué)，這個(gè)學(xué)生的真實(shí)姓名教師也要知道。但故意問錯(cuò)： T:Hello!Are you XXX? 幫助這個(gè)學(xué)生回答：

S:No,I'm not.重復(fù)剛才的步驟，并對(duì)黑板上的答案進(jìn)行講解。其中am在肯定回答中不能縮寫，因?yàn)槭菑?qiáng)調(diào)。在否定回答中可以縮寫。關(guān)于 am的縮寫，學(xué)生只是了解一下，能聽懂，能說出就可以了。

４、放錄音，學(xué)生先聽，后跟讀。反復(fù)兩至三遍。然后叫起幾個(gè)學(xué)生進(jìn)行單個(gè)練習(xí)：

T:Hello!Are you XXX?（用真實(shí)姓名）S1:Yes ,I am.T:Hello!Are you XXX?（非真實(shí)姓名）S2:No,I'm not.I'm XXX.也可以把學(xué)生分成３人一組，進(jìn)行練習(xí)。

５、復(fù)習(xí)所學(xué)過的字母。教師出示卡片，同時(shí)問：What's this? 要求學(xué)生用It's?回答。教字母O~T,方法同前。q這個(gè)字母的讀音可能會(huì)引起一些麻煩，教師可給予特別注意。６、拿出事先準(zhǔn)備好的小黑板，輔導(dǎo)這幾個(gè)字母的書寫格式。示范、操練步驟同前。７、布置作業(yè)

１）練習(xí)朗讀所學(xué)日常用語；２）抄寫字母O~T,熟練朗讀A~T，并能背誦下來；３）練習(xí)冊(cè) T:Good morning(afternoon)S1:Good morning(afternoon).T:My name is XXX.What's your name? S2:My name is XXX.換一個(gè)學(xué)生： T:Hello!S2:Hello!T:Are you XXX? S2:Yes, I am.T:How are you ? S2:I'm fine,thank you.And you? T:I'm fime,too.Thank you.在進(jìn)行以上操練時(shí)，注意操練形式的多樣性。既要有集體操練，又要有個(gè)人或小組之間的操練。在初級(jí)階段，學(xué)生往往容易適應(yīng)進(jìn)行“應(yīng)答”式的操練，即教師先用英語與學(xué)生打招呼，學(xué)生進(jìn)行呼應(yīng)。為使學(xué)生能主動(dòng)、自覺地運(yùn)用所學(xué)英語去進(jìn)行“交際”，教師可從現(xiàn)在起，開始培養(yǎng)學(xué)生這方面的能力，并激發(fā)學(xué)生用英語進(jìn)行交際的欲望。從本課起，教師可進(jìn)行以下帶有明顯啟發(fā)式的操練：

請(qǐng)兩個(gè)學(xué)生到前面來，教師把他們分為Ａ、Ｂ角色，然后用漢語介紹一下情景：

Ｔ：現(xiàn)在是早上，你們兩個(gè)人在路上相遇了，甲（Ａ）先說什么？乙（Ｂ）怎么應(yīng)答？這樣，啟發(fā)學(xué)生進(jìn)行以下對(duì)話：

S1:Good morning.S2:Good morning.T:同學(xué)們從各個(gè)小學(xué)來到這里，有很多新同學(xué)要結(jié)識(shí)，如果你想詢問某一個(gè)同學(xué)的名字。應(yīng)該怎樣問呢？

啟發(fā)學(xué)生進(jìn)行以下對(duì)話：

S1：Hello!My name is XXX.What's your name? S2:My name is XXX.到目前為止所學(xué)過的對(duì)話，教師都可以用這種為學(xué)生設(shè)計(jì)一個(gè)情景的方式，啟發(fā)學(xué)生主動(dòng)運(yùn)用所學(xué)英語進(jìn)行交際。這種作法要堅(jiān)持下去，學(xué)生的交際能力會(huì)在這樣的操練中，有效地提高；在很多學(xué)生中存在的只能被動(dòng)地去附合、呼應(yīng)教師的現(xiàn)象，也會(huì)在很大程度上有所改變。

2、復(fù)習(xí)“1~5”數(shù)詞的說法，教“6~8”這幾個(gè)數(shù)詞的讀音（學(xué)生能聽懂、分辨即可）。

3、請(qǐng)兩位同學(xué)到前面，教師用漢語向全班交待，他們中一個(gè)扮演Jim,另一人扮演韓美美。教師轉(zhuǎn)向扮演Jim的同學(xué)：

T:Hello, Jim.S1:Hello,Mr(Ms)XXX（教師的Family Name）.T:(Pointing to S2)This is Han Meimei.(Pointing to S1)Han Meimei ,this is Jim.啟發(fā)全班同學(xué)：這時(shí)應(yīng)說什么？之后教師給出答案：Nice to meet you.解釋這句話的意思，并說明答語出是

4、放錄音。S2:Hello,Li Lei.S1:Jim,this is Han Meimei.Han Meimei,this is Jim.S3:Hello,Jim!Nice to meet you.S2:Hello,Han Meimei!Nice to meet you.S3:How are you? S2:Fine,thank you.And you ? S3:I'm OK.教師可將全班分為3大組（例如，每?jī)尚袨橐淮蠼M），每大組分別扮演一個(gè)角色，與在前面表演的同學(xué)進(jìn)行同步會(huì)話。

如果時(shí)間允許，可再叫幾名同學(xué)到前面來表演；或就近將學(xué)生分為三人一組進(jìn)行練習(xí)。教師可到學(xué)生中間聽一聽，對(duì)有困難的同學(xué)提供幫助。

6、復(fù)習(xí)A~T，方法同前；教U~Z，具體步驟可參考前面的方法。

7、布置作業(yè)

1）練習(xí)朗讀本課日常用語，并能用This is ?的句型，向別人進(jìn)行介紹；2）抄寫本課中所學(xué)字母，要求會(huì)背誦字母表。

四、交際用語

1.This is Wei Hua.Wei Hua,this is Jim.這是衛(wèi)華。衛(wèi)華，這是吉姆。This is ?是用來進(jìn)行介紹的句式。如果是自我介紹，可以說：

Let me introduce myself.My name is ?我來自我介紹一下，我叫?? 一般當(dāng)聽完對(duì)方的介紹后，要主動(dòng)說： Nice to see you!很高興見到你！

2、Nice to meet you!見到你很高興！

這是一種問候用語，一般在雙方剛認(rèn)識(shí)后講這句話，表示很高興結(jié)識(shí)對(duì)方。答語是：見到你我也很高興！此外，當(dāng)兩位熟人或朋友見面，也可用Nice to meet/see you.或Nice to seee you again。表示問候。

nice的詞義除表示“令人愉快的”以外，還有“漂亮的，好的”等意思。例如：That's a

nice boy.那是個(gè)好孩子。It's a nice car.那輛汽車真漂亮。

課本核對(duì)。

4、翻到彩色插圖 a)T:Good morning(afternoon).S:? b)T:Hello!Are you??

S:? c)T:What's your name? S:? d)T:How are you? S:?

e)T:Hello!Nice to meet you.S:? f)T:（手持字母卡片）What's this? S:?

g)T:（使用課本彩色插圖

第三篇：新起點(diǎn)小學(xué)一年級(jí)英語教案 Unit2 Body

Unit2Body

教學(xué)目標(biāo)

1．能夠?qū)τ⒄Z學(xué)習(xí)產(chǎn)生較為濃厚的興趣。

2．能夠在本單元涉及的情景中聽懂并且說出表示臉和五官的英語單詞。3．能夠聽懂教師的指令，并做出相應(yīng)的反應(yīng)。4．能夠了解五官的功能，并用本單元的歌謠表達(dá)出來。5．能夠養(yǎng)成良好的衛(wèi)生習(xí)慣。

Lesson7

課前準(zhǔn)備 1．教學(xué)掛圖。2．教學(xué)錄音磁帶。3．單詞卡片，教學(xué)投影片。4．學(xué)生個(gè)人照片。教學(xué)內(nèi)容

A Look, listen and sing．

1．本部分利用歌曲引入臉和五官的詞匯。2．學(xué)生在唱歌中初步感知臉和五官的英文表達(dá)。3．學(xué)生表演歌曲。B Listen and do．

1．學(xué)生通過做TPR等活動(dòng)復(fù)習(xí)有關(guān)臉和五官的詞匯。

2．Ear, eye在教材中給的是單數(shù)歌謠中是復(fù)數(shù)，教師不必解釋復(fù)數(shù)形式，告訴學(xué)生兩只耳朵就說ears，兩只眼睛就說eyes即可。

3．讓學(xué)生使用單詞卡片以幫助學(xué)習(xí)詞匯。4．組織學(xué)生以group work的形式表演。教學(xué)建議 1．教師出示數(shù)學(xué)掛圖，請(qǐng)學(xué)生看圖聽歌曲錄音。學(xué)生在聽錄音的過程中，教師做出相應(yīng)的動(dòng)作，幫助學(xué)生理解歌曲內(nèi)容，感受新單詞。

2．在學(xué)生理解歌曲內(nèi)容的基礎(chǔ)上，讓學(xué)生邊聽錄音，邊跟教師一起做動(dòng)作（TPR）。3．教師幫助學(xué)生學(xué)唱歌曲。

4．學(xué)生在學(xué)習(xí)B項(xiàng)時(shí)，教師應(yīng)設(shè)計(jì)多種練習(xí)，幫助學(xué)生鞏固新詞匯。以下方法供參考： 1）小游戲：教師或者一個(gè)學(xué)生發(fā)指令，其他的學(xué)生跟著指令做動(dòng)作。可在小組內(nèi)開展比賽，看看誰做得又好又快。每個(gè)小組的優(yōu)勝者還可以再進(jìn)行比賽，看看哪個(gè)小組的優(yōu)勝者做得最好。可以準(zhǔn)備一些小獎(jiǎng)品給獲勝的學(xué)生。

2）Group work：聽指令，貼圖。老師可組織學(xué)生在黑板上做貼五官圖的游戲。3）Group work：每個(gè)小組在黑板上各畫一張臉。然后讓各組的成員輪流上臺(tái)添上五官。比一比哪一組畫得最快。這樣還可讓學(xué)生體驗(yàn)合作學(xué)習(xí)的過程。

5．在學(xué)生做touch 的動(dòng)作時(shí)，教師應(yīng)囑咐學(xué)生注意安全。6．錄音材料 A項(xiàng)：SONG

This is the way I wash my face, Wash my face, wash my face． This is the way I wash my face, And then I go to school!This is the way I wash my ears, Wash my ears, wash my ears． This is the way I wash my ears, And then I go to school． This is the way I wash my nose, Wash my nose, wash my nose． This is the way I wash my nose, And then I go to school． This is the way I wash my mouth, Wash my mouth, wash my mouth． This is the way I wash my mouth, And then I go to school． This is the way I wash my eyes, Wash my eyes, wash my eyes． This is the way I wash my eyes, And then I go to school． B項(xiàng)：MONOLOGUE Touch your nose． Touch your ear． Touch your mouth． Touch your eye． 課堂學(xué)習(xí)評(píng)價(jià)

1．指導(dǎo)學(xué)生把識(shí)別五官單詞的情況用

和

符號(hào)記入學(xué)習(xí)檔案。

2．教師具體而簡(jiǎn)要地記錄學(xué)生當(dāng)堂表現(xiàn)： －能夠理解新詞并能說出的學(xué)生有多少人？ －能夠聽懂錄音并模仿的學(xué)生有多少人？

－邊聽錄音邊唱歌時(shí)，能按歌曲內(nèi)容表演的學(xué)生有多少人？ －在小組活動(dòng)中，各小組完成任務(wù)的情況如何？ 3．本課對(duì)學(xué)生掌握五官單詞情況的評(píng)定方法：

－教師播放錄音，要求學(xué)生根據(jù)錄音指出相應(yīng)的部位。教師進(jìn)行現(xiàn)場(chǎng)記錄。－教師或?qū)W生指圖或部位，請(qǐng)大家說出相應(yīng)部位的單詞。教師進(jìn)行現(xiàn)場(chǎng)記錄。－以TPR形式鞏固學(xué)生的對(duì)新詞的掌握。－組織學(xué)生以小組為單位進(jìn)行表演。

－教師可布置學(xué)生回家畫五官的圖，并用英語給家長(zhǎng)說出相應(yīng)的單詞。請(qǐng)家長(zhǎng)寫出意見或評(píng)價(jià)，教師將其收入學(xué)生的學(xué)習(xí)檔案。Lesson8

課前準(zhǔn)備

1．單詞卡片，教學(xué)投影片。2．教學(xué)掛圖。3．教學(xué)錄音磁帶。4．小鏡子（教師準(zhǔn)備）。5．學(xué)生個(gè)人照片。教學(xué)內(nèi)容

A Sing and draw．

1．本部分提供了主線人物L(fēng)ily照鏡子畫自己的情景，以及相應(yīng)的歌曲。2．學(xué)生通過這一情景和唱畫活動(dòng)復(fù)習(xí)第7課學(xué)習(xí)的內(nèi)容。3．學(xué)生照鏡子，為自己畫像。

4．本部分的另一個(gè)意圖是：學(xué)生在鏡中觀察自己，并體會(huì)每個(gè)人長(zhǎng)相的不同，如，有人眼睛大，有人眼睛小等。

B Listen, find and draw．

1．本部分提供了四幅缺少不同五官的人物、動(dòng)物圖。2．學(xué)生通過觀察找出所缺部分并添畫。3．放錄音，讓學(xué)生聽錄音檢查自己畫得對(duì)不對(duì)。4．圖中所缺部分依次為：眼、嘴、耳、鼻。

5．教學(xué)掛圖中提供了另外四幅缺少不同五官的人物、動(dòng)物圖，供教師參考、使用。教學(xué)建議

1．教師可以采取多種方法復(fù)習(xí)五官單詞。如：教師先在黑板上貼五官圖。然后教師手指圖，讓學(xué)生舉手回答這幾幅圖分別是什么。讓全答對(duì)的幾個(gè)學(xué)生在黑板上畫一張臉，比一比誰畫得最快。

2．教師應(yīng)訓(xùn)練學(xué)生一邊畫一邊說，畫到什么，就說什么。3．教師應(yīng)對(duì)學(xué)生的作品給以肯定，鼓勵(lì)每一個(gè)學(xué)生。4．可以模仿B項(xiàng)的圖多畫幾幅，讓學(xué)生添圖。讓學(xué)生多思考、多觀察，以培養(yǎng)孩子的觀察思考能力。

5．錄音材料 A項(xiàng)：SONG I have two eyes． I have two ears． One little nose, One little mouth． Put them together, Put them together． One little face, One little face． B項(xiàng)：DIALOGUE

G：Look, look!Let's draw the eye． B：Look, look!Let's draw the mouth． G：Look, look!Let's draw the ear． B：Look, look!Let's draw the nose． 課堂學(xué)習(xí)評(píng)價(jià)

1．指導(dǎo)學(xué)生把記憶有關(guān)五官的詞匯的情況用2．教師具體而簡(jiǎn)要地記錄學(xué)生當(dāng)堂表現(xiàn)： －會(huì)跟錄音唱歌的學(xué)生有多少人？

－通過觀察，能得出正確答案并說出相應(yīng)的英語的學(xué)生有多少人？ －能指自己五官說出英語單詞的學(xué)生有多少人？

－能聽懂錄音并做相應(yīng)的動(dòng)作，但卻說不出相應(yīng)的英語的學(xué)生有多少人？ 3．本課對(duì)學(xué)生初步掌握五官單詞的評(píng)定方法：

和

符號(hào)記入學(xué)習(xí)檔案。－教師指導(dǎo)學(xué)生邊聽錄音邊畫自畫像。教師進(jìn)行現(xiàn)場(chǎng)記錄，最后把學(xué)生的自畫像收入學(xué)習(xí)檔案。

－教師指導(dǎo)學(xué)生指著自己的自畫像，說出相應(yīng)的五官的單詞。

－教師可以組織學(xué)生以Group work或是Pair work的形式，進(jìn)行有趣的小游戲。一個(gè)學(xué)生說五官的單詞，另一個(gè)學(xué)生就指自己臉上相應(yīng)的部位?；蚩捎美L畫形式。教師進(jìn)行現(xiàn)場(chǎng)記錄。

－教師播放錄音，讓學(xué)生畫出B部分的圖上動(dòng)物及人物所缺的五官，并讓學(xué)生自查或互查。教師進(jìn)行現(xiàn)場(chǎng)記錄。

Lesson9

課前準(zhǔn)備 1．教學(xué)掛圖。2．教學(xué)錄音磁帶。3．單詞卡片，投影片。教學(xué)內(nèi)容

A Listen and sing．

1．本部分提供了一個(gè)聽、唱課堂活動(dòng)，通過這一活動(dòng)引入表示四肢單詞的學(xué)習(xí)。2．在這一歌曲中有四個(gè)詞clap, cross, touch, stamp，這四個(gè)詞的出現(xiàn)是幫助學(xué)生學(xué)習(xí)四肢詞，不要求學(xué)生會(huì)說，只要能聽懂、反應(yīng)、跟唱即可。

3．關(guān)于四肢的單詞的學(xué)習(xí)，教師可以滲透單數(shù)形式。B Let's say and do．

1．本部分提供了一個(gè)有趣的邊聽邊做的課堂學(xué)習(xí)活動(dòng)。通過這一活動(dòng)，復(fù)習(xí)鞏固A項(xiàng)的學(xué)習(xí)內(nèi)容及打招呼用語。

2．可以使用錄音做TPR，教師也可自己說。

3．這一活動(dòng)的語言部分使用的是單數(shù)，教師應(yīng)給予學(xué)生提示。4．可利用單詞卡片幫助學(xué)生學(xué)習(xí)。教學(xué)建議

1．通過歌曲引入新內(nèi)容的學(xué)習(xí)。如讓學(xué)生先唱第7課歌曲，然后再放本課歌曲錄音，并根據(jù)錄音表演（clap, cross, touch, stamp），幫助學(xué)生理解新歌詞的內(nèi)容和含義，最后幫助學(xué)生學(xué)唱歌曲并做動(dòng)作。2．應(yīng)設(shè)計(jì)多種練習(xí)形式，幫助學(xué)生學(xué)習(xí)新詞hands, arms, legs, feet。3．Group work：學(xué)生分組，邊唱邊表演。

4．B項(xiàng)活動(dòng)方法：學(xué)生兩人一組，同時(shí)邊說Touch my....邊做動(dòng)作，說完Touch my nose．后，兩人手拉手先后說Hi!I'm....5．學(xué)生在做B項(xiàng)練習(xí)時(shí)，應(yīng)先復(fù)習(xí)五官單詞，然后教師給學(xué)生作示范動(dòng)作，待學(xué)生熟悉活動(dòng)形式后，就可以分組進(jìn)行活動(dòng)了。

6．此課是一節(jié)活動(dòng)課, 注意要讓每個(gè)學(xué)生動(dòng)起來。7．錄音材料 A項(xiàng)：SONG

This is the way I clap my hands, Clap my hands, Clap my hands．

This is the way I clap my hands, Clap them 1, 2, 3．

This is the way I cross my arms, Cross my arms, Cross my arms．

This is the way I cross my arms, Cross them 1, 2, 3．

This is the way I touch my legs, Touch my legs, Touch my legs．

This is the way I touch my legs, Touch them 1, 2, 3．

This is the way I stamp my feet, Stamp my feet, Stamp my feet． This is the way I stamp my feet, Stamp them 1, 2, 3． B項(xiàng)：

B, G: Touch my toes． B, G: Touch my foot． B, G: Touch my arm． B, G: Touch my nose． B: Hi!I am Bill． G: Hi!I'm Lily． 課堂學(xué)習(xí)評(píng)價(jià)

1．指導(dǎo)學(xué)生把掌握五官和四肢單詞的情況用2．教師具體而簡(jiǎn)要地記錄學(xué)生當(dāng)堂表現(xiàn)：

－掌握五官單詞, 能聽懂并指對(duì)相應(yīng)的圖，并能說出的學(xué)生有多少人？

－上節(jié)課不會(huì)說五官單詞的學(xué)生, 通過這節(jié)課的復(fù)習(xí)是否有進(jìn)步？有進(jìn)步的學(xué)生有多少人？

－仍然沒有掌握五官單詞的學(xué)生有多少人？原因是什么? －只會(huì)唱一段歌曲的學(xué)生有多少人？ －會(huì)唱兩至三段的學(xué)生有多少人？ －能唱全曲的學(xué)生有多少人？

3．本課對(duì)學(xué)生掌握學(xué)習(xí)內(nèi)容情況的評(píng)定方法： －教師播放錄音，指導(dǎo)學(xué)生跟著錄音做表演。

－鼓勵(lì)學(xué)生單獨(dú)聽錄音給全班做表演。教師進(jìn)行現(xiàn)場(chǎng)記錄。

－教師說四肢單詞，讓學(xué)生指出相應(yīng)的部位。并鼓勵(lì)學(xué)生跟說、模仿。－教師播放錄音，請(qǐng)學(xué)生以pair work的形式表演。

－以group work的形式讓學(xué)生表演。小組里兩個(gè)學(xué)生說，兩個(gè)學(xué)生表演。讓學(xué)生自我檢查并糾正。教師進(jìn)行現(xiàn)場(chǎng)記錄。

和

符號(hào)記入學(xué)習(xí)檔案。Lesson10

課前準(zhǔn)備 1．單詞卡片。2．教學(xué)投影片。3．教學(xué)錄音磁帶。4．教學(xué)掛圖。教學(xué)內(nèi)容

A Look, match and chant．

1．本部分第二層次學(xué)習(xí)，通過歌謠學(xué)習(xí)五官的功能。

2．See, talk, hear, walk, smell只要求學(xué)生聽懂、反應(yīng)，做出相應(yīng)的動(dòng)作，唱出來即可。

3．本部分提供了四幅五官圖和四幅五官功能圖，學(xué)生通過觀察將五官圖與功能圖連線。B Let's talk and act．

1．聽錄音，學(xué)習(xí)交際用語Hi!Bye!2．Pair work：表演練習(xí)使用交際用語。教學(xué)建議

1．本課有學(xué)科融合的內(nèi)容。這部分內(nèi)容的錄音只要求學(xué)生能聽懂，并可以跟著錄音說、能做出正確反應(yīng)即可。

2．先請(qǐng)學(xué)生聽錄音，教師用形體動(dòng)作表演聽、聞、看、說，以幫助學(xué)生理解see, talk, hear, walk等動(dòng)詞，理解五官功能。

3．讓學(xué)生聽錄音，模仿教師做動(dòng)作（增加學(xué)生聽力方面的輸入）。

4．學(xué)生在聽熟和理解的基礎(chǔ)上，跟錄音學(xué)唱歌謠。可以讓學(xué)習(xí)能力強(qiáng)的學(xué)生邊說邊表演。

5．在練習(xí)交際用語時(shí)，教師一定要?jiǎng)?chuàng)設(shè)較真實(shí)的語境。6．錄音材料 A項(xiàng)：CHANT My eyes can see． My mouth can talk． My ears can hear． My feet can walk． My nose can smell． My eyes can see． My ears can hear． You and me!B項(xiàng)：DIALOGUE B：Hi！G：Hello！B，G：Bye！課堂學(xué)習(xí)評(píng)價(jià)

1．指導(dǎo)學(xué)生把掌握有關(guān)五官和四肢的詞匯的情況用2．教師具體而簡(jiǎn)要地記錄學(xué)生當(dāng)堂表現(xiàn)： －能聽懂錄音的學(xué)生有多少人？ －能聽懂錄音并會(huì)表演的學(xué)生有多少人？ －能邊唱邊表演的學(xué)生有多少人？

－通過學(xué)習(xí)，會(huì)使用交際用語的學(xué)生有多少人？ －各小組完成活動(dòng)和學(xué)習(xí)任務(wù)的情況如何？ 3．本課對(duì)學(xué)生掌握學(xué)習(xí)內(nèi)容情況的評(píng)定方法: －教師播放A部分的歌謠，讓學(xué)生跟著表演五官的功能。教師進(jìn)行現(xiàn)場(chǎng)記錄。－教師組織以pair work的形式表演B部分的對(duì)話。教師進(jìn)行現(xiàn)場(chǎng)記錄。

Lesson11

和符號(hào)記入學(xué)習(xí)檔案。

課前準(zhǔn)備

1．教學(xué)掛圖，投影片。2．教學(xué)錄音磁帶。3．單詞卡片。4．文具。5．彩泥。教學(xué)內(nèi)容

A Let's make and say．

1．本部分為學(xué)生提供了一個(gè)用學(xué)習(xí)用具組成文具人的活動(dòng)。2．學(xué)生通過用學(xué)習(xí)用具擺文具人復(fù)習(xí)五官、四肢和文具單詞。3．組織group work，讓學(xué)生合作完成一個(gè)文具人。B Let's talk．

1．練習(xí)使用交際用語：What's this? 2．這是讓學(xué)生語言輸出的部分，以此可檢查、鞏固本單元所學(xué)詞匯及交際用語。教學(xué)建議

1．利用單詞卡片、實(shí)物或TPR活動(dòng)復(fù)習(xí)五官、四肢和文具單詞。2．觀察圖上的文具人。找到文具人的五官和四肢，并說出相關(guān)的英語。3．學(xué)生可以邊做邊聽錄音，也可以做完之后給全班展示，并表演歌謠。

4．Group work：把小組成員的文具都利用起來，大家一起拼一個(gè)文具人。教師應(yīng)鼓勵(lì)學(xué)生發(fā)揮想象力，靈活利用身邊的文具。每個(gè)小組都可以有幾種不同的拼法。最后比一比哪個(gè)小組拼得最多，最快，最好看。

5．在做A項(xiàng)活動(dòng)時(shí)，教師應(yīng)鼓勵(lì)學(xué)生充分發(fā)揮想象力，肯定學(xué)生的每一種拼合形式。6．教師應(yīng)指導(dǎo)學(xué)生邊拼邊說（如：A nose!An eye!）。也可以group work的形式進(jìn)行此項(xiàng)活動(dòng)。鼓勵(lì)學(xué)生合作完成學(xué)習(xí)任務(wù)，培養(yǎng)學(xué)生的合作意識(shí)。

7．教師在幫助學(xué)生練習(xí)What's this? It's a....交際用語時(shí)，應(yīng)設(shè)置相對(duì)真實(shí)的情景，以免明知故問。

8．錄音材料 A項(xiàng)：CHANT Two eyes, Two ears, One nose, One mouth, One me！Two arms, Two hands, Two legs, Two feet, One me！One head, One face, One body, One me！One me！B項(xiàng)：DIALOGUE B: What's this? G: It's the head． B: What's this? G: It's the body． B: Look at the arms． G: Look at the legs．

B: Look!The eyes, the nose and the mouth． G: I like the dog． 課堂學(xué)習(xí)評(píng)價(jià)

1．指導(dǎo)學(xué)生把掌握文具、五官和四肢單詞的情況用2．教師具體而簡(jiǎn)要地記錄學(xué)生當(dāng)堂表現(xiàn)：

和

符號(hào)記入學(xué)習(xí)檔案。－能用文具拼文具人的學(xué)生有多少人？ －能邊做邊說的學(xué)生有多少人？ －能捏出彩泥狗的多少人？

－能捏出別的小動(dòng)物的學(xué)生有多少人？ 3．本課對(duì)學(xué)生掌握學(xué)習(xí)內(nèi)容情況的評(píng)定方法：

－組織學(xué)生以小組為單位，合作用文具拼出一個(gè)文具人，同時(shí)應(yīng)用所學(xué)的詞匯。教師觀察并作記錄。

－組織pair work，讓學(xué)生一人說單詞，一人指相應(yīng)部位，同時(shí)讓學(xué)生自查、互查。教師進(jìn)行現(xiàn)場(chǎng)記錄。

－教師出示一張小狗圖畫（掛圖），讓學(xué)生兩人上來做表演B部分的對(duì)話。教師進(jìn)行現(xiàn)場(chǎng)記錄。

Lesson12 課前準(zhǔn)備 1．教學(xué)投影片。2．教學(xué)錄音磁帶。3．教學(xué)掛圖。4．單詞卡片。

5．玩具猴（教師準(zhǔn)備）。教學(xué)內(nèi)容 Fun Time

1．本部分是Bill訓(xùn)小猴的幽默故事。

2．學(xué)生通過閱讀故事，復(fù)習(xí)五官、四肢的詞匯。3．通過本部分故事的學(xué)習(xí)，讓學(xué)生了解猴有模仿的特性。

4．第8幅圖的問題留給學(xué)生回答。這是開放性答案，學(xué)生說什么都算對(duì)。教學(xué)建議

1．教師出示教學(xué)掛圖，請(qǐng)學(xué)生觀察圖，用中文說一說故事大意。2．采取整體輸入的方法，用掛圖、投影和錄音演示整個(gè)故事。3．教師指圖給學(xué)生講故事。

4．在學(xué)生聽錄音和理解故事內(nèi)容后，讓學(xué)生單獨(dú)聽每一幅圖的錄音（可打亂順序），并找到相應(yīng)的圖畫。教師可反復(fù)說五官單詞，強(qiáng)化學(xué)生的記憶。

5．Group work：讓學(xué)生們分組表演這個(gè)小故事。請(qǐng)幾組學(xué)生給全班表演，并獎(jiǎng)勵(lì)表演得最好的學(xué)生。

6．組織學(xué)生討論，猜一猜小猴最后會(huì)怎么做。鼓勵(lì)學(xué)生充分發(fā)揮想象力。7．錄音材料：

圖1 Bill: Good morning． 圖2 Bill: Touch your mouth． 圖3 Bill: Touch your ear． 圖4 Bill: Touch your arm． 圖5 Bill: Touch your foot． 圖6 Bill: Touch your nose．

（Silence）

圖7 Bill: Here's your nose． 課堂學(xué)習(xí)評(píng)價(jià)

1．指導(dǎo)學(xué)生把記憶五官和四肢單詞的情況，以及掌握交際用語的情況用記入學(xué)習(xí)檔案。

2．教師具體而簡(jiǎn)要地記錄學(xué)生當(dāng)堂表現(xiàn)： －能聽懂故事的學(xué)生有多少人？

－能聽懂故事，并做出相應(yīng)動(dòng)作的學(xué)生有多少人？ －又會(huì)說又會(huì)表演故事的學(xué)生有多少人？ 3．本課對(duì)學(xué)生掌握學(xué)習(xí)內(nèi)容情況的評(píng)定方法：

－教師播放錄音，請(qǐng)學(xué)生根據(jù)錄音中的對(duì)話，指出相應(yīng)的圖。教師進(jìn)行現(xiàn)場(chǎng)記錄。－教師播放錄音，請(qǐng)學(xué)生根據(jù)錄音做動(dòng)作。教師進(jìn)行現(xiàn)場(chǎng)記錄。

和

符號(hào)－教師指導(dǎo)學(xué)生進(jìn)行角色表演。教師進(jìn)行現(xiàn)場(chǎng)記錄。

1．本單元的學(xué)習(xí)目標(biāo)： －掌握有關(guān)五官和四肢的詞匯。－能聽懂指令，并做正確的反應(yīng)。－能跟錄音說歌謠, 會(huì)唱歌。－能初步運(yùn)用本單元的交際用語。－能聽著錄音，表演故事。

2．家長(zhǎng)應(yīng)及時(shí)記錄孩子的學(xué)習(xí)情況, 對(duì)孩子的每一點(diǎn)進(jìn)步和收獲都給予肯定。3．鼓勵(lì)孩子充分發(fā)揮想象力，注意培養(yǎng)孩子的創(chuàng)造能力和自信心。

4．家長(zhǎng)可以與孩子建立模擬課堂，為孩子提供展示自己學(xué)習(xí)成果的機(jī)會(huì)，還可以增進(jìn)與孩子的感情交流，培養(yǎng)孩子的學(xué)習(xí)興趣。

第四篇：高一英語教案：必修三Unit2教案

Unit 2 Healthy eating

Period 3 Learning about language: Grammar

整體設(shè)計(jì)

教材分析

This is the third teaching period of this unit.To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.Then lead in the new lesson.This teaching period mainly deals with the grammar: learn the use of ought to and review the use of can, could, may, might, will, would, shall, should, must, can’t.Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand.Firstly, the teacher can ask students to read the reading passage Come and Eat Here(1)again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese.Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences.Thirdly, do the exercises in Discovering useful structures on Page 13 and more exercises for students to master the related modal verbs.Finally, summarize the use of ought to and let students make it clear how each modal verb is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 54 and additional exercises for consolidation.教學(xué)重點(diǎn) 1.Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.2.Let students learn the use of ought to.教學(xué)難點(diǎn)

Enable students to learn how to use ought to correctly.三維目標(biāo) 知識(shí)目標(biāo)

1.Get students to know more about modal verbs.2.Let students learn the use of ought to.能力目標(biāo)

Enable students to use modal verbs correctly and properly according to the context.情感目標(biāo)

1.Get students to become interested in grammar learning.2.Develop students’ sense of group cooperation.教學(xué)過程

設(shè)計(jì)方案(一)

→Step 1 Revision

1.Check the homework exercises.2.Dictate some new words and expressions.3.Read the passage Come and Eat Here again to find words and expressions that mean the same.Alternative words and expressions Words and expressions from the text

should

run away after doing something wrong

something to make you thin by eating it

wish to know about something

get rid of something

Alternative words and expressions

parts of plants that help food move quickly through the body

changing food into something the body can use

proper amount of different kinds of food needed for good health

Give students about four minutes to find the suitable words and expressions.Then check the answers with the whole class.Suggested answers: Alternative words and expressions Words and expressions from the text should ought to run away after doing something wrong get away with something to make you thin by eating it slimming foods wish to know about something curiosity get rid of something throw away Alternative words and expressions Words and expressions from the text parts of plants that help food move quickly fibre through the body

changing food into something the body can use digestion proper amount of different kinds of food balanced diet needed for good health

→Step 2 Leading-in by revision Translate the following sentences and explain how each of these modal verbs is being used in the situations.1.He could hardly support his family before he found the new job.2.Where could/can the boy be now? 3.May/Might I come in? 4.You may/might catch sight of the sunrise from here when you get up before 5 in the morning.5.You must hurry up or you’ll be late.6.Whatever you want, you shall have.7.We should read English aloud every morning.8.He would sit there for hours, doing nothing at all.Suggested answers: 1.他在找到那份新工作前幾乎無法養(yǎng)家糊口。(ability)2.那孩子現(xiàn)在能在哪兒呢？(guessing)3.我可以進(jìn)來嗎？(ask for permission)4.你在早晨五點(diǎn)鐘以前起來, 或許能從這兒看到日出。(possibility)

5.你必須得快點(diǎn)兒, 不然會(huì)遲到的。(necessity)6.你想得到什么, 你就可以有什么。(promise)7.我們應(yīng)該每天早晨朗讀英文。(duty)8.他總是在那兒一坐就是幾個(gè)小時(shí), 什么都不干。(past habit)→Step 3 Grammar learning 1.Reading and discovering Ask students to turn back to Page 10 to read through the passage Come and Eat Here, let them pick out the sentences using modal verbs and translate them into Chinese.Suggested answers: 1)By lunchtime they would all be sold.到午飯時(shí)分, 它們都會(huì)賣完。

2)By now his restaurant ought to be full of people.到了這個(gè)時(shí)候, 他的餐館本該賓客盈門的。3)What could have happened? 發(fā)生了什么事呢？

4)Nothing could be better.再?zèng)]有比這些更好（吃）的了。

5)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.要是李昌不像往常那樣來他的餐館吃飯, 那問題就嚴(yán)重了。

6)He could not believe his eyes.他簡(jiǎn)直不能相信他的眼睛。

7)Perhaps he should go to the library and find out.也許他應(yīng)該去圖書館查查清楚。

8)He could not have Yong Hui getting away with telling people lies!他不可能讓詠慧哄騙人們后跑掉。9)He had better do some research.他最好作一番調(diào)查。

10)They would become tired very quickly.他們很快就會(huì)到疲乏。

11)Perhaps with a discount and a new sign he could win his customers back.或許打折的方法和新的招牌能夠幫他贏回顧客。

2.Thinking and discussing Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these modal verbs is being used in the situations.Use the function words below to explain the meaning of the modal verbs.If students have some difficulty, give them a hand.Intention Duty Permission Possibility Guessing Ability Suggested answers: 1)Possibility 2)Possibility 3)Possibility 4)Possibility 5)Guessing 6)Intention 7)Duty 8)Intention 9)Duty 10)Possibility 11)Ability 3.Summing up: the use of ought to ought to的用法

ought無人稱和時(shí)態(tài)的變化, 后接帶to的動(dòng)詞不定式。ought to可表示“義務(wù)”“要求”或“勸告”, 常譯作“應(yīng)該”“應(yīng)當(dāng)”等, 和should差不多, 只是語氣稍重一些;有時(shí)表示“非常可能”的意思。否定式為ought not to(oughtn’t to), 疑問式為Ought I/you/...to...? 1.表示“責(zé)任或義務(wù)”

Such things ought not to be allowed, ought they? 這類事情不應(yīng)該被準(zhǔn)許, 是嗎？ —Ought he to go? 他應(yīng)該去嗎？

—Yes, he ought to.是的, 他應(yīng)該去。2.表示“適當(dāng), 合適或應(yīng)該”

Coffee ought to be drunk while it is hot.咖啡應(yīng)該趁熱喝。

There ought to be more buses during the rush hours.在上下班高峰期, 公共汽車應(yīng)當(dāng)多一些。3.表示“可能性”

Harry ought to win this race.哈里應(yīng)該會(huì)贏得這場(chǎng)比賽。

If he started at seven, he ought to be here now.假如他在七點(diǎn)出發(fā)的話, 現(xiàn)在大概到這兒了。4.表示“勸告或建議”

I think you ought to eat more body-building food.我認(rèn)為你應(yīng)當(dāng)多吃些有營(yíng)養(yǎng)的食物。

He said I ought to do that job.他說我適宜做那項(xiàng)工作。

5.表示“推測(cè)”, 意為“照說應(yīng)該;想必一定”, 后跟不定式的一般時(shí)、進(jìn)行時(shí)或完成時(shí), 分別表示對(duì)現(xiàn)在、現(xiàn)在進(jìn)行或過去情況的推測(cè)。

She has had working experience before.She ought to be fit for the job.她以前有過工作經(jīng)驗(yàn), 應(yīng)該勝任這項(xiàng)工作。

It’s just 9 o’clock.Mary ought to be doing her homework in her room now.才剛九點(diǎn), 按說瑪麗應(yīng)該在房間里做作業(yè)。

It ought to have rained last night.昨晚應(yīng)該下過雨。6.表示“責(zé)備或后悔”

ought to后接不定式的完成式時(shí), 表示“本應(yīng)該做某事而事實(shí)上沒做”;其否定式表示“本不應(yīng)該做某事而事實(shí)上做了”。

You ought to have done these exercises because you were required to so during your holidays.這些練習(xí)你本應(yīng)該做完的, 因?yàn)榧倨诶锞鸵竽阕隽恕?/p>

She ought not to have told him the bad news, which had a bad effect on his examinations.她本不應(yīng)該告訴他這個(gè)不幸的消息, 結(jié)果影響了他的考試。

→Step 4 Grammar practice 1.Turn to Page 13.Ask students to do Exercise 2 in Discovering useful structures.First let them discuss in pairs how each of these modal verbs is being used in the situations.Then check the answers with the whole class.Give some explanations if necessary.2.Turn to Page 50.Ask students to do Exercise 1 and Exercise 2.Check the answers after most of them finish.→Step 5 Asking and answering

Let students work in pairs.One asks a question and the other answers it.Remind them to use modal verbs in their answer.Show the following on the screen to students.Example: S1: What should you do after school? S2: I have to go home at once.I need to take the bus.I ought to do my homework as soon as I get home.Other possible questions: 1.Do you know what you have to do when you borrow books from the library? 2.Do you know what to do when your teethache? 3.Do you know what to do if you need to meet someone you don’t know at the airport? 4.Do you know what to do if you want to get a discount in a shop? 5.Do you know what you should do when you meet the hostess in your friend’s home? The following procedures may be followed: 1.Let students ask and answer the questions in pairs.2.Ask as many pairs as possible to perform their dialogue to the class.→Step 6 Closing down by a quiz

Show the following exercises on the screen.Let students finish them within three minutes to see if they have mastered the use of modal verbs.Five minutes later, check the answers with the whole class.1.—What’s the matter with you?

—Oh, I’m not feeling well in the stomach.I ______________ so much fried fish just now.A.shouldn’t eat B.mustn’t eat C.oughtn’t to have eaten D.mustn’t have eaten

2.—Mum, I climbed to get the Teddy Bear from the top of the shelf.—My goodness!You ______________ yourself.You ______________ do that again.A.must have hurt;mustn’t B.should have hurt;can’t C.may have hurt;mustn’t

D.might have hurt;won’t be able to

3.The train was ten minutes late, so I ______________ have run all the way from my house to the station.A.couldn’t B.shouldn’t C.needn’t D.mustn’t

4.You ______________ worry about the old man.He ______________ well already.A.needn’t;may get B.didn’t have to;gets C.mustn’t;got

D.needn’t;may have gotten 5.—Shall I tell John about it?

—No, you ______________, for I’ve told him already.A.needn’t B.wouldn’t C.mustn’t D.shouldn’t

Suggested answers: CCCDA →Step 7 Homework

1.Finish off the workbook exercises.2.Preview the reading passage Come and Eat Here(2)on Page 14, find the sentences in which modal verbs are used, and see if you can understand the situations.設(shè)計(jì)方案(二)

→Step 1 Revision 1.Check the homework exercises.2.Translate the following into English.1)平衡膳食 2)應(yīng)該;應(yīng)當(dāng) 3)減肥;體重減輕

4)被放過;（做壞事）不受懲罰 5)說謊;撒謊

6)到了這個(gè)時(shí)候, 他的餐館本該賓客盈門的。7)再?zèng)]有比這些更好（吃）的了。

8)要是李昌不像往常那樣來他的餐館吃飯, 那問題就嚴(yán)重了。9)他簡(jiǎn)直不能相信他的眼睛。

10)他不可能讓詠慧哄騙人們后跑掉。

→Step 2 Warming up by asking and answering Let students work in pairs.One asks a question.The other answers it.Remind them to use modal verbs they have learned in their answers.Example: S1: What should you do after school? S2: I have to go home at once.I need to take the bus.I should do my homework as soon as I get home.→Step 3 Discovering useful structures

Ask students to underline the sentences containing modal verbs in the reading passage and use the function words below to explain the meaning of the modal verbs.Intention Duty Permission Possibility Guessing Ability →Step 4 Learning the use of ought to

1.Ask students to turn to Page 91 and learn the part 6 ought by themselves.2.Encourage them to ask as many questions as possible.Give them explanations if necessary.3.Let them do some additional exercises.4.Sum up.→Step 5 Practice

Ask students to finish the following exercises within 8 minutes.Then check the answers with the whole class.1.Exercise 2 in Discovering useful structures on Page 13.2.Exercise 1 in Using structures on Page 50.→Step 6 Consolidation

Let students work in pairs to choose one of the situations below and develop it into a conversation.Make sure they use as many modal verbs as possible.1.Your friend sees someone steal a purse from an old lady’s pocket.He/She does nothing but is very worried about this.He/She comes up to you for your advice.What would you tell him/her to do? 2.Your friend has borrowed your mobile phone and lost it while he was out with his friends.You are very angry with him.He is not concerned.What are you going to say to each other? →Step 7 Homework

1.Finish off the Workbook exercises.2.Practice your conversation with your partner and be ready to present it to the class.板書設(shè)計(jì) Unit 2 Healthy eating the use of ought to Use Examples ought無人稱和時(shí)態(tài)的變化, 后接帶to的動(dòng)詞(1)There is something I ought to tell you 不定式。ought to可表示“義務(wù)”“要求”或“勸before you leave.告”, 常譯作“應(yīng)該”“應(yīng)當(dāng)”等, 和should差不(2)He ought not to do that.多, 只是語氣稍重一些;有時(shí)表示“非常可(3)—Ought he to see the doctor? 能”的意思。否定式為ought not to(oughtn’t to), —Yes, he ought to.疑問式為Ought I/you/...to...?(4)If she is completely well, she ought to be

back at school today.活動(dòng)與探究 After class, make up a dialogue with your partner to talk about food you like or dislike.Be ready to present your dialogue to the class.You must use the following expressions and as many words that are referred to as you know.Expressions Food words My favorite food/fruit/meat is...fried chicken smoked chicken roast I’m fond of...I don’t often eat...duckbarbecued mutton lemon beefsweet and I really hate...I can’t stand...sour fish steamed fish creamed tomatoes

make me gain/lose weight fried eggplant cucumber salad boiled eggs

stir-fried mushrooms The beginning is given to you.A: Do you know how to make soup? B: Yes, I put in mushrooms, tomatoes and eggs to make a vegetable soup.A: Oh, I can’t stand tomatoes....

第五篇：(北師大版)一年級(jí)英語教案 Unit2 lesson 1

Unit2 About me

Lesson1 Teaching period: The first period Teaching contents:

1.Vocabulary, boy girl, teacher.2.Listen and say these sentences.I’m a teacher(a boy, a girl).Are you a……?Yes, I am./ No, I’m not.Teaching key points:

Listen and say the words and sentences.Teaching difficult points: Make the dialogue.Properties:

recorder, tape, pictures, masks, computer.一、Organization.1.Say the rhyme.2.Greetings.T: Hello, good morning boys and girls.Ss: Good morning Miss Luo.T: Nice to meet you.Ss: Nice to meet you, too.3.Warm-up

T: Hello, What’s you name? S1: Hi, Mocky.T: Hi, I’m ken.(Hold up the mask of Ken and put it on)S1: Hello, Miss Luo.T: What’s this?

S1:It’s an apple./a banana.T: Is this an apple./a banana? S1: Yes, it is./ No, it isn’t.T: Goodbye.S1: Bye-bye.二、Presentation.Learn and say.1.Learn and say.T: Who am I?

I am a teacher./Tina is a teacher.T: Are you a teacher? S1: No, I’m not.I’m a boy/girl/ Mocky.T: Are you a boy?(Ask a boy)S2: Yes, I am.2.Practice.3.Check up on every group.4.Listen to the tape.5.Play a game.Look at the teacher’s mouth.Guess the words.6.Read Unit 2 together.7.Do the actions..8.Find and color.(Page 17)9.Summary.三、Homework.1.Read Unit2 two times.2.make the dialogue.