外贸英语教案UNIT2

第一篇：外贸英语教案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：初一英语教案(人教版)Unit2

Unit 2

Nice to meet you!

一、教学目标与要求

通过本单元教学，使学生初步学会日常交际中表示“介绍”（Introduction)"的一些简单用语，并要求学生尽可能在交际场合中使用。继续学习打招呼的常用语句。学习英语字母O~Z的读音与书写形式。学会字母歌。能背诵、默写字母表（含大小写）。

二、教学重点与难点

1、日常介绍用语（2、英语字母O~Z。

三、课时安排

本单元共4课时，每课1课时。

S1:Hello!I'm Jim Green.S2:Hello!I'm Kate Green.叫其他几个学生，分别用I'm„，进行自我介绍。

3、教师叫起一个学生（他或她的真实姓名，教师要知道），然后用他（或她）的真实姓名提问：T：Hello!Are you XXX? 让大家猜一猜这句话的意思。帮助这个同学回答：

S：Yes,I am.教师可板书Yes,I am.让大家猜一猜其含义。

再叫另一位同学，这个学生的真实姓名教师也要知道。但故意问错： T:Hello!Are you XXX? 帮助这个学生回答：

S:No,I'm not.重复刚才的步骤，并对黑板上的答案进行讲解。其中am在肯定回答中不能缩写，因为是强调。在否定回答中可以缩写。关于 am的缩写，学生只是了解一下，能听懂，能说出就可以了。

４、放录音，学生先听，后跟读。反复两至三遍。然后叫起几个学生进行单个练习：

T:Hello!Are you XXX?（用真实姓名）S1:Yes ,I am.T:Hello!Are you XXX?（非真实姓名）S2:No,I'm not.I'm XXX.也可以把学生分成３人一组，进行练习。

５、复习所学过的字母。教师出示卡片，同时问：What's this? 要求学生用It's„回答。教字母O~T,方法同前。q这个字母的读音可能会引起一些麻烦，教师可给予特别注意。６、拿出事先准备好的小黑板，辅导这几个字母的书写格式。示范、操练步骤同前。７、布置作业

１）练习朗读所学日常用语；２）抄写字母O~T,熟练朗读A~T，并能背诵下来；３）练习册 T:Good morning(afternoon)S1:Good morning(afternoon).T:My name is XXX.What's your name? S2:My name is XXX.换一个学生： 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.在进行以上操练时，注意操练形式的多样性。既要有集体操练，又要有个人或小组之间的操练。在初级阶段，学生往往容易适应进行“应答”式的操练，即教师先用英语与学生打招呼，学生进行呼应。为使学生能主动、自觉地运用所学英语去进行“交际”，教师可从现在起，开始培养学生这方面的能力，并激发学生用英语进行交际的欲望。从本课起，教师可进行以下带有明显启发式的操练：

请两个学生到前面来，教师把他们分为Ａ、Ｂ角色，然后用汉语介绍一下情景：

Ｔ：现在是早上，你们两个人在路上相遇了，甲（Ａ）先说什么？乙（Ｂ）怎么应答？这样，启发学生进行以下对话：

S1:Good morning.S2:Good morning.T:同学们从各个小学来到这里，有很多新同学要结识，如果你想询问某一个同学的名字。应该怎样问呢？

启发学生进行以下对话：

S1：Hello!My name is XXX.What's your name? S2:My name is XXX.到目前为止所学过的对话，教师都可以用这种为学生设计一个情景的方式，启发学生主动运用所学英语进行交际。这种作法要坚持下去，学生的交际能力会在这样的操练中，有效地提高；在很多学生中存在的只能被动地去附合、呼应教师的现象，也会在很大程度上有所改变。

2、复习“1~5”数词的说法，教“6~8”这几个数词的读音（学生能听懂、分辨即可）。

3、请两位同学到前面，教师用汉语向全班交待，他们中一个扮演Jim,另一人扮演韩美美。教师转向扮演Jim的同学：

T:Hello, Jim.S1:Hello,Mr(Ms)XXX（教师的Family Name）.T:(Pointing to S2)This is Han Meimei.(Pointing to S1)Han Meimei ,this is Jim.启发全班同学：这时应说什么？之后教师给出答案：Nice to meet you.解释这句话的意思，并说明答语出是

4、放录音。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.教师可将全班分为3大组（例如，每两行为一大组），每大组分别扮演一个角色，与在前面表演的同学进行同步会话。

如果时间允许，可再叫几名同学到前面来表演；或就近将学生分为三人一组进行练习。教师可到学生中间听一听，对有困难的同学提供帮助。

6、复习A~T，方法同前；教U~Z，具体步骤可参考前面的方法。

7、布置作业

1）练习朗读本课日常用语，并能用This is „的句型，向别人进行介绍；2）抄写本课中所学字母，要求会背诵字母表。

四、交际用语

1.This is Wei Hua.Wei Hua,this is Jim.这是卫华。卫华，这是吉姆。This is „是用来进行介绍的句式。如果是自我介绍，可以说：

Let me introduce myself.My name is „我来自我介绍一下，我叫„„ 一般当听完对方的介绍后，要主动说： Nice to see you!很高兴见到你！

2、Nice to meet you!见到你很高兴！

这是一种问候用语，一般在双方刚认识后讲这句话，表示很高兴结识对方。答语是：见到你我也很高兴！此外，当两位熟人或朋友见面，也可用Nice to meet/see you.或Nice to seee you again。表示问候。

nice的词义除表示“令人愉快的”以外，还有“漂亮的，好的”等意思。例如：That's a

nice boy.那是个好孩子。It's a nice car.那辆汽车真漂亮。

课本核对。

4、翻到彩色插图 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:（使用课本彩色插图

第三篇：新起点小学一年级英语教案 Unit2 Body

Unit2Body

教学目标

1．能够对英语学习产生较为浓厚的兴趣。

2．能够在本单元涉及的情景中听懂并且说出表示脸和五官的英语单词。3．能够听懂教师的指令，并做出相应的反应。4．能够了解五官的功能，并用本单元的歌谣表达出来。5．能够养成良好的卫生习惯。

Lesson7

课前准备 1．教学挂图。2．教学录音磁带。3．单词卡片，教学投影片。4．学生个人照片。教学内容

A Look, listen and sing．

1．本部分利用歌曲引入脸和五官的词汇。2．学生在唱歌中初步感知脸和五官的英文表达。3．学生表演歌曲。B Listen and do．

1．学生通过做TPR等活动复习有关脸和五官的词汇。

2．Ear, eye在教材中给的是单数歌谣中是复数，教师不必解释复数形式，告诉学生两只耳朵就说ears，两只眼睛就说eyes即可。

3．让学生使用单词卡片以帮助学习词汇。4．组织学生以group work的形式表演。教学建议 1．教师出示数学挂图，请学生看图听歌曲录音。学生在听录音的过程中，教师做出相应的动作，帮助学生理解歌曲内容，感受新单词。

2．在学生理解歌曲内容的基础上，让学生边听录音，边跟教师一起做动作（TPR）。3．教师帮助学生学唱歌曲。

4．学生在学习B项时，教师应设计多种练习，帮助学生巩固新词汇。以下方法供参考： 1）小游戏：教师或者一个学生发指令，其他的学生跟着指令做动作。可在小组内开展比赛，看看谁做得又好又快。每个小组的优胜者还可以再进行比赛，看看哪个小组的优胜者做得最好。可以准备一些小奖品给获胜的学生。

2）Group work：听指令，贴图。老师可组织学生在黑板上做贴五官图的游戏。3）Group work：每个小组在黑板上各画一张脸。然后让各组的成员轮流上台添上五官。比一比哪一组画得最快。这样还可让学生体验合作学习的过程。

5．在学生做touch 的动作时，教师应嘱咐学生注意安全。6．录音材料 A项：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项：MONOLOGUE Touch your nose． Touch your ear． Touch your mouth． Touch your eye． 课堂学习评价

1．指导学生把识别五官单词的情况用

和

符号记入学习档案。

2．教师具体而简要地记录学生当堂表现： －能够理解新词并能说出的学生有多少人？ －能够听懂录音并模仿的学生有多少人？

－边听录音边唱歌时，能按歌曲内容表演的学生有多少人？ －在小组活动中，各小组完成任务的情况如何？ 3．本课对学生掌握五官单词情况的评定方法：

－教师播放录音，要求学生根据录音指出相应的部位。教师进行现场记录。－教师或学生指图或部位，请大家说出相应部位的单词。教师进行现场记录。－以TPR形式巩固学生的对新词的掌握。－组织学生以小组为单位进行表演。

－教师可布置学生回家画五官的图，并用英语给家长说出相应的单词。请家长写出意见或评价，教师将其收入学生的学习档案。Lesson8

课前准备

1．单词卡片，教学投影片。2．教学挂图。3．教学录音磁带。4．小镜子（教师准备）。5．学生个人照片。教学内容

A Sing and draw．

1．本部分提供了主线人物Lily照镜子画自己的情景，以及相应的歌曲。2．学生通过这一情景和唱画活动复习第7课学习的内容。3．学生照镜子，为自己画像。

4．本部分的另一个意图是：学生在镜中观察自己，并体会每个人长相的不同，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、动物图。2．学生通过观察找出所缺部分并添画。3．放录音，让学生听录音检查自己画得对不对。4．图中所缺部分依次为：眼、嘴、耳、鼻。

5．教学挂图中提供了另外四幅缺少不同五官的人物、动物图，供教师参考、使用。教学建议

1．教师可以采取多种方法复习五官单词。如：教师先在黑板上贴五官图。然后教师手指图，让学生举手回答这几幅图分别是什么。让全答对的几个学生在黑板上画一张脸，比一比谁画得最快。

2．教师应训练学生一边画一边说，画到什么，就说什么。3．教师应对学生的作品给以肯定，鼓励每一个学生。4．可以模仿B项的图多画几幅，让学生添图。让学生多思考、多观察，以培养孩子的观察思考能力。

5．录音材料 A项：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项：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． 课堂学习评价

1．指导学生把记忆有关五官的词汇的情况用2．教师具体而简要地记录学生当堂表现： －会跟录音唱歌的学生有多少人？

－通过观察，能得出正确答案并说出相应的英语的学生有多少人？ －能指自己五官说出英语单词的学生有多少人？

－能听懂录音并做相应的动作，但却说不出相应的英语的学生有多少人？ 3．本课对学生初步掌握五官单词的评定方法：

和

符号记入学习档案。－教师指导学生边听录音边画自画像。教师进行现场记录，最后把学生的自画像收入学习档案。

－教师指导学生指着自己的自画像，说出相应的五官的单词。

－教师可以组织学生以Group work或是Pair work的形式，进行有趣的小游戏。一个学生说五官的单词，另一个学生就指自己脸上相应的部位。或可用绘画形式。教师进行现场记录。

－教师播放录音，让学生画出B部分的图上动物及人物所缺的五官，并让学生自查或互查。教师进行现场记录。

Lesson9

课前准备 1．教学挂图。2．教学录音磁带。3．单词卡片，投影片。教学内容

A Listen and sing．

1．本部分提供了一个听、唱课堂活动，通过这一活动引入表示四肢单词的学习。2．在这一歌曲中有四个词clap, cross, touch, stamp，这四个词的出现是帮助学生学习四肢词，不要求学生会说，只要能听懂、反应、跟唱即可。

3．关于四肢的单词的学习，教师可以渗透单数形式。B Let's say and do．

1．本部分提供了一个有趣的边听边做的课堂学习活动。通过这一活动，复习巩固A项的学习内容及打招呼用语。

2．可以使用录音做TPR，教师也可自己说。

3．这一活动的语言部分使用的是单数，教师应给予学生提示。4．可利用单词卡片帮助学生学习。教学建议

1．通过歌曲引入新内容的学习。如让学生先唱第7课歌曲，然后再放本课歌曲录音，并根据录音表演（clap, cross, touch, stamp），帮助学生理解新歌词的内容和含义，最后帮助学生学唱歌曲并做动作。2．应设计多种练习形式，帮助学生学习新词hands, arms, legs, feet。3．Group work：学生分组，边唱边表演。

4．B项活动方法：学生两人一组，同时边说Touch my....边做动作，说完Touch my nose．后，两人手拉手先后说Hi!I'm....5．学生在做B项练习时，应先复习五官单词，然后教师给学生作示范动作，待学生熟悉活动形式后，就可以分组进行活动了。

6．此课是一节活动课, 注意要让每个学生动起来。7．录音材料 A项：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项：

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． 课堂学习评价

1．指导学生把掌握五官和四肢单词的情况用2．教师具体而简要地记录学生当堂表现：

－掌握五官单词, 能听懂并指对相应的图，并能说出的学生有多少人？

－上节课不会说五官单词的学生, 通过这节课的复习是否有进步？有进步的学生有多少人？

－仍然没有掌握五官单词的学生有多少人？原因是什么? －只会唱一段歌曲的学生有多少人？ －会唱两至三段的学生有多少人？ －能唱全曲的学生有多少人？

3．本课对学生掌握学习内容情况的评定方法： －教师播放录音，指导学生跟着录音做表演。

－鼓励学生单独听录音给全班做表演。教师进行现场记录。

－教师说四肢单词，让学生指出相应的部位。并鼓励学生跟说、模仿。－教师播放录音，请学生以pair work的形式表演。

－以group work的形式让学生表演。小组里两个学生说，两个学生表演。让学生自我检查并纠正。教师进行现场记录。

和

符号记入学习档案。Lesson10

课前准备 1．单词卡片。2．教学投影片。3．教学录音磁带。4．教学挂图。教学内容

A Look, match and chant．

1．本部分第二层次学习，通过歌谣学习五官的功能。

2．See, talk, hear, walk, smell只要求学生听懂、反应，做出相应的动作，唱出来即可。

3．本部分提供了四幅五官图和四幅五官功能图，学生通过观察将五官图与功能图连线。B Let's talk and act．

1．听录音，学习交际用语Hi!Bye!2．Pair work：表演练习使用交际用语。教学建议

1．本课有学科融合的内容。这部分内容的录音只要求学生能听懂，并可以跟着录音说、能做出正确反应即可。

2．先请学生听录音，教师用形体动作表演听、闻、看、说，以帮助学生理解see, talk, hear, walk等动词，理解五官功能。

3．让学生听录音，模仿教师做动作（增加学生听力方面的输入）。

4．学生在听熟和理解的基础上，跟录音学唱歌谣。可以让学习能力强的学生边说边表演。

5．在练习交际用语时，教师一定要创设较真实的语境。6．录音材料 A项：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项：DIALOGUE B：Hi！G：Hello！B，G：Bye！课堂学习评价

1．指导学生把掌握有关五官和四肢的词汇的情况用2．教师具体而简要地记录学生当堂表现： －能听懂录音的学生有多少人？ －能听懂录音并会表演的学生有多少人？ －能边唱边表演的学生有多少人？

－通过学习，会使用交际用语的学生有多少人？ －各小组完成活动和学习任务的情况如何？ 3．本课对学生掌握学习内容情况的评定方法: －教师播放A部分的歌谣，让学生跟着表演五官的功能。教师进行现场记录。－教师组织以pair work的形式表演B部分的对话。教师进行现场记录。

Lesson11

和符号记入学习档案。

课前准备

1．教学挂图，投影片。2．教学录音磁带。3．单词卡片。4．文具。5．彩泥。教学内容

A Let's make and say．

1．本部分为学生提供了一个用学习用具组成文具人的活动。2．学生通过用学习用具摆文具人复习五官、四肢和文具单词。3．组织group work，让学生合作完成一个文具人。B Let's talk．

1．练习使用交际用语：What's this? 2．这是让学生语言输出的部分，以此可检查、巩固本单元所学词汇及交际用语。教学建议

1．利用单词卡片、实物或TPR活动复习五官、四肢和文具单词。2．观察图上的文具人。找到文具人的五官和四肢，并说出相关的英语。3．学生可以边做边听录音，也可以做完之后给全班展示，并表演歌谣。

4．Group work：把小组成员的文具都利用起来，大家一起拼一个文具人。教师应鼓励学生发挥想象力，灵活利用身边的文具。每个小组都可以有几种不同的拼法。最后比一比哪个小组拼得最多，最快，最好看。

5．在做A项活动时，教师应鼓励学生充分发挥想象力，肯定学生的每一种拼合形式。6．教师应指导学生边拼边说（如：A nose!An eye!）。也可以group work的形式进行此项活动。鼓励学生合作完成学习任务，培养学生的合作意识。

7．教师在帮助学生练习What's this? It's a....交际用语时，应设置相对真实的情景，以免明知故问。

8．录音材料 A项：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项：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． 课堂学习评价

1．指导学生把掌握文具、五官和四肢单词的情况用2．教师具体而简要地记录学生当堂表现：

和

符号记入学习档案。－能用文具拼文具人的学生有多少人？ －能边做边说的学生有多少人？ －能捏出彩泥狗的多少人？

－能捏出别的小动物的学生有多少人？ 3．本课对学生掌握学习内容情况的评定方法：

－组织学生以小组为单位，合作用文具拼出一个文具人，同时应用所学的词汇。教师观察并作记录。

－组织pair work，让学生一人说单词，一人指相应部位，同时让学生自查、互查。教师进行现场记录。

－教师出示一张小狗图画（挂图），让学生两人上来做表演B部分的对话。教师进行现场记录。

Lesson12 课前准备 1．教学投影片。2．教学录音磁带。3．教学挂图。4．单词卡片。

5．玩具猴（教师准备）。教学内容 Fun Time

1．本部分是Bill训小猴的幽默故事。

2．学生通过阅读故事，复习五官、四肢的词汇。3．通过本部分故事的学习，让学生了解猴有模仿的特性。

4．第8幅图的问题留给学生回答。这是开放性答案，学生说什么都算对。教学建议

1．教师出示教学挂图，请学生观察图，用中文说一说故事大意。2．采取整体输入的方法，用挂图、投影和录音演示整个故事。3．教师指图给学生讲故事。

4．在学生听录音和理解故事内容后，让学生单独听每一幅图的录音（可打乱顺序），并找到相应的图画。教师可反复说五官单词，强化学生的记忆。

5．Group work：让学生们分组表演这个小故事。请几组学生给全班表演，并奖励表演得最好的学生。

6．组织学生讨论，猜一猜小猴最后会怎么做。鼓励学生充分发挥想象力。7．录音材料：

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

（Silence）

图7 Bill: Here's your nose． 课堂学习评价

1．指导学生把记忆五官和四肢单词的情况，以及掌握交际用语的情况用记入学习档案。

2．教师具体而简要地记录学生当堂表现： －能听懂故事的学生有多少人？

－能听懂故事，并做出相应动作的学生有多少人？ －又会说又会表演故事的学生有多少人？ 3．本课对学生掌握学习内容情况的评定方法：

－教师播放录音，请学生根据录音中的对话，指出相应的图。教师进行现场记录。－教师播放录音，请学生根据录音做动作。教师进行现场记录。

和

符号－教师指导学生进行角色表演。教师进行现场记录。

1．本单元的学习目标： －掌握有关五官和四肢的词汇。－能听懂指令，并做正确的反应。－能跟录音说歌谣, 会唱歌。－能初步运用本单元的交际用语。－能听着录音，表演故事。

2．家长应及时记录孩子的学习情况, 对孩子的每一点进步和收获都给予肯定。3．鼓励孩子充分发挥想象力，注意培养孩子的创造能力和自信心。

4．家长可以与孩子建立模拟课堂，为孩子提供展示自己学习成果的机会，还可以增进与孩子的感情交流，培养孩子的学习兴趣。

第四篇：高一英语教案：必修三Unit2教案

Unit 2 Healthy eating

Period 3 Learning about language: Grammar

整体设计

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.教学重点 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.教学难点

Enable students to learn how to use ought to correctly.三维目标 知识目标

1.Get students to know more about modal verbs.2.Let students learn the use of ought to.能力目标

Enable students to use modal verbs correctly and properly according to the context.情感目标

1.Get students to become interested in grammar learning.2.Develop students’ sense of group cooperation.教学过程

设计方案(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几乎无法养家糊口。(ability)2.那孩子现在能在哪儿呢？(guessing)3.我可以进来吗？(ask for permission)4.你在早晨五点钟以前起来, 或许能从这儿看到日出。(possibility)

5.你必须得快点儿, 不然会迟到的。(necessity)6.你想得到什么, 你就可以有什么。(promise)7.我们应该每天早晨朗读英文。(duty)8.他总是在那儿一坐就是几个小时, 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.到午饭时分, 它们都会卖完。

2)By now his restaurant ought to be full of people.到了这个时候, 他的餐馆本该宾客盈门的。3)What could have happened? 发生了什么事呢？

4)Nothing could be better.再没有比这些更好（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样来他的餐馆吃饭, 那问题就严重了。

6)He could not believe his eyes.他简直不能相信他的眼睛。

7)Perhaps he should go to the library and find out.也许他应该去图书馆查查清楚。

8)He could not have Yong Hui getting away with telling people lies!他不可能让咏慧哄骗人们后跑掉。9)He had better do some research.他最好作一番调查。

10)They would become tired very quickly.他们很快就会到疲乏。

11)Perhaps with a discount and a new sign he could win his customers back.或许打折的方法和新的招牌能够帮他赢回顾客。

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无人称和时态的变化, 后接带to的动词不定式。ought to可表示“义务”“要求”或“劝告”, 常译作“应该”“应当”等, 和should差不多, 只是语气稍重一些;有时表示“非常可能”的意思。否定式为ought not to(oughtn’t to), 疑问式为Ought I/you/...to...? 1.表示“责任或义务”

Such things ought not to be allowed, ought they? 这类事情不应该被准许, 是吗？ —Ought he to go? 他应该去吗？

—Yes, he ought to.是的, 他应该去。2.表示“适当, 合适或应该”

Coffee ought to be drunk while it is hot.咖啡应该趁热喝。

There ought to be more buses during the rush hours.在上下班高峰期, 公共汽车应当多一些。3.表示“可能性”

Harry ought to win this race.哈里应该会赢得这场比赛。

If he started at seven, he ought to be here now.假如他在七点出发的话, 现在大概到这儿了。4.表示“劝告或建议”

I think you ought to eat more body-building food.我认为你应当多吃些有营养的食物。

He said I ought to do that job.他说我适宜做那项工作。

5.表示“推测”, 意为“照说应该;想必一定”, 后跟不定式的一般时、进行时或完成时, 分别表示对现在、现在进行或过去情况的推测。

She has had working experience before.She ought to be fit for the job.她以前有过工作经验, 应该胜任这项工作。

It’s just 9 o’clock.Mary ought to be doing her homework in her room now.才刚九点, 按说玛丽应该在房间里做作业。

It ought to have rained last night.昨晚应该下过雨。6.表示“责备或后悔”

ought to后接不定式的完成式时, 表示“本应该做某事而事实上没做”;其否定式表示“本不应该做某事而事实上做了”。

You ought to have done these exercises because you were required to so during your holidays.这些练习你本应该做完的, 因为假期里就要求你做了。

She ought not to have told him the bad news, which had a bad effect on his examinations.她本不应该告诉他这个不幸的消息, 结果影响了他的考试。

→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.设计方案(二)

→Step 1 Revision 1.Check the homework exercises.2.Translate the following into English.1)平衡膳食 2)应该;应当 3)减肥;体重减轻

4)被放过;（做坏事）不受惩罚 5)说谎;撒谎

6)到了这个时候, 他的餐馆本该宾客盈门的。7)再没有比这些更好（吃）的了。

8)要是李昌不像往常那样来他的餐馆吃饭, 那问题就严重了。9)他简直不能相信他的眼睛。

10)他不可能让咏慧哄骗人们后跑掉。

→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.板书设计 Unit 2 Healthy eating the use of ought to Use Examples ought无人称和时态的变化, 后接带to的动词(1)There is something I ought to tell you 不定式。ought to可表示“义务”“要求”或“劝before you leave.告”, 常译作“应该”“应当”等, 和should差不(2)He ought not to do that.多, 只是语气稍重一些;有时表示“非常可(3)—Ought he to see the doctor? 能”的意思。否定式为ought not to(oughtn’t to), —Yes, he ought to.疑问式为Ought I/you/...to...?(4)If she is completely well, she ought to be

back at school today.活动与探究 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：(北师大版)一年级英语教案 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.