英语必修5unit2的教案

第一篇：英语必修5unit2的教案

学校： 班级：高二科目：英语教师：时间：45分钟

一课题名称：高中英语必修5unit 2 The United Kingdom

二教学目标：

1了解UK的历史，包括UK的由来，成员，地理位置了解UK的政治制度，对一些著名的城市河流有一个比较清晰的认识在大家对UK有了个大概的了解后，激起学生们的兴趣后，引入Reading

4让学生掌握一些重点词汇和句式

三 教学内容给学生们总结上一节课说讲的内容，然后，以Unit1 中的reading中的John 引出ｕｎｉｔ２的主题（Ｊｏｈｎ来自Ｌｏｎｄｏｎ）——ＵＫ（5分钟）

２warming up引出主题后，举行一个小型的知识竞赛，看看哪位同学对ＵＫ的了解最深，经过知识竞赛的热身后，学生们对ＵＫ就有了个大概的了解，也应该有了较高的兴趣，也知道要从哪些方面去思考问题。（12分钟）pre-reading 给学生5分钟的时间去看课本，再和同学讨论3分钟，然后分组回答老师提出的问题，如england scotland ireland wales各自的一些国家特色 和 课文中的ｐｒｅｒｅａｄｉｎｇ中的问题（15分钟）reaing 进入正文，老师引导学生探讨全文中心，再分段落（6分钟）讲解text1中的第一段落中的难理解的句子和词组，单词（5分钟）复习这节课所讲的内容，再布置作业（2分钟）

四 重点和难点 ：1 UK与England的区别，UK 的历史 ireland的南北问题引入重点词组，如 clarify accomplish unwilling breake away

五 课的类型：综合课

六 教学方法： 老师引导学生讨论

七 教材教具准备：ppt 粉笔

八 教学时间：45分钟

九 教学过程设计：

（一）复习引入：复习Unit1的一些重点词语，然后请学生回答几个有关unit1中的first

reading中的famous doctor john snow 的基本问题其中包括他的国籍——London，以London为引线，问学生有关London的一些问题，然后提出London与UK之间的关系，最后引出Unit2的主题——uk

（二）Warming up – prereaing – text –review

（三）小结：通过这节课的学习，老师对学生的水平就有了个大概的了解，下节课，老师

就可以相应地调节讲课的重点。让学生对UK的历史有个比较清晰的了解，提高学生的兴趣。

（四）布置作业：1.让学生预习课文，画出不理解的段落，句子，单词，下节课.讨论。

2．让学生自主地找一些有关的带有UK色彩的例子，比如说介绍Uk的一些旅游景点，一些传统习俗。，十 板书设计 ：

上节课的重点，小竞赛，一些学生的观点，如何理解中心和如何分段落，词组和重点句子讲解

第二篇：高一英语必修一unit3教案

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 similar 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

come true.2.That they will enjoy this trip a lot.3.They should see a lot of the Mekong.4.That most of the Mekong will be found in Southeast Asia.Wang Wei believes…1.They must start in Qinghai where the river begins /see all of the Mekong.2.That they don’t need to prepare much Wang Kun believes…1.It is too cold and high to start in Qinghai.2.That using an atlas is very important.Step5.Assignment 1.Surf the internet and get more information about the Mekong River.2.Retell the passage use your own words.Period2.Step1.Warming up

Ask some Ss to retell the passage that they have learnt last period.Step2.Learning about the language

Teacher explains some language points in the text on page 18.1.Persuade sb.into /out of sth.: cause sb.(not)to do sth.by arguing or reasoning with him 说服或劝说某人（不）做某事

He is easily persuaded.Wang Kun couldn’t persuade his sister to change her mind.persuade sb.(that clause): cause sb.to believe sth.;convince sb.使某

人信服

How can I persuade you that I am telling the truth?

2.insist(v.): demand(sth)forcefully, not accepting a refusal 坚持或坚决要求； eg.Since he insisted, I had to stay.insist on sth/doing sth: require or demand;refuse to accept an alternative 一定要（某事物），坚决主张

She insists on getting up early and playing her radio loud.3.care about: be worried, concerned or interested 忧虑，关心，惦念 don’t you care about anybody? I don’t care about what happens to him.care for /to do: be willing or agree to do sth.;wish or like to do sth.Would you care a drink? Would you care to go for a walk? care for sb.1).Like or love sb.He cares for her deeply.2).Look after sb;take care of sb;be responsible for sb Who will care for your child if you are out?

4.Once she has made up her mind, nothing can change it.她一旦下了决心，什么也不能使她改变。once: adv.1).for one time 一次

I have only been here once.2).at some time in the past 一度；曾经 He once lived in Zambia.3).all at once: suddenly 突然

All at once the door opened.conj.= as soon as 一旦；一…就…

Once you understand this rule, you’ll have no further difficulty.Step 3.Practice

1.Ss finish Ex 1 and 2 on page 20 by themselves.2.check the answer.3.Ss do Ex 3.on page 20.4.Teacher gives Ss suggested answer and tell them why if the Ss have any problem.Step 4.Assignment

1.Learn the useful expressions by heart.2.Finish Wb.Ex1 on page 56.3.Finish Wb.Ex 2 on page 57.Period 3.Step1.Revision

Check the answers of Wb Ex 1 and 2 on page 56 and 57.Step2.Discovering useful structures

1.Ss look at the following sentences and underline the verbs.Are you working this evening?

We’re having an English party this weekend.He is leaving tomorrow.Let Ss themselves find the rules and tell what tense they are used.2.Ss finish the dialogue on page 21 and pay attention to the tense.Suggested answers:

are going, going, going/traveling, staying, are coming, coming, are going, 3.Ss finish part 3 on page 21.Step3.Talking

1.Ss four in one group and have a discussion about the topic on page 55.2.Ss make a list about the objects: which is the most useful and which is the least useful and why.2.the most useful objects the least useful objects 3.Ss show their result to the class.Step4.Speaking 1.Ss work in pairs and discuss: what do you think a dam does to a river and the people who live on it?

2.Make a list of some good and bad things a dam does.3.Discuss your report with your classmates and then show it in class.Step5.Assignment

Finish Wb Ex 1 using structures on page 57.Period4.Step1.Warming up

Ask Ss some questions about Journey Down The Mekong(I).1.What was Wang Kun and Wang Wei’s dream? 2.What can they see when they travel along the Mekong? 3.Will they have some difficulties in their journey? What are they? Step2.Reading

1.Ss read the passage: a night in the mountains and answer the following questions:

How does Wang Kun feel about the trip now? What do you think has changed his attitude?

2.Ss make a dialogue about things happen the next morning before Wang Kun and Wang Wei leave their camp.3.show the dialogue to the class.Step3.Reading

1.Ss read the passage: The End Of Our Journey on page 59 2.Ss fill in the form with the information from the travel journal.Topic Laos Cambodia Vietnam Population Weather Learning Farming

Period5.(Writing)Step1.Pre-writing 1.Ss read the passage and get the general idea about it.2.Ss make a list of details from the travel journal that you believe are real and you don’t believe are real.Step2.While-writing

1.Ss write a short letter to Wang Wei as one of her friend and ask her to describe: how she feels, what she is doing, and some place you want to know about.Then wish her well on her journey by using some of the following expressions:

Have a nice/good time.Have a nice/good trip.Good luck on your journey.Say “Hello” to …

Give my love/best wishes to… Have fun.Take care.Write to me.2.Ss read their writing and check the mistakes by themselves.Ss exchange their writing and correct the mistakes.Ss rewrite the letter again.Step3.After-writing Choose some samples and show them in class.Tips on writing:

Pay attention to the form of writing a letter.Pay attention to the tense while writing.Pay attention to the structures of the sentences.Step4.Assignment

Ss in group 3-5, make an advertisement or finish the project on page 61.

第三篇：高二英语必修5 Module6教案

Book5 Module6 Reading and vocabulary

Saving the antelopes

Teaching goals: 1.Language knowledge goals: 1)Key words: endanger, antelope, poacher,illegal, confiscate,ideal 2)Key phrases: give one’s life to, on the spot, come into fashion, raid on, get tough with sb 3)Key sentence patterns: Although surprised, the poachers had an advantage—there were more of them.Often working at night, the poachers shoot whole herds of antelopes at a time, leaving only the babies,whose wool is not worth so much.2.Language skill goals: a.To know sth about the endangered antelopes.b.To improve the students’ reading ability.c.Enable the students talk about how to protect animals 3.Emotional attitude goals: a.Cultivate the students’ awareness of loving animals and the nature as well as protecting the environment.Also encourage the students to take an active part in social practice and exploration.b.Guide the students to learn how to cooperate with others c.Help the students further enhance the ability of self-study 4.Learning Strategy goals: Train students’ cognition strategy, regulation strategy, communication strategy, resource strategy, self-learning strategy, and cooperative learning strategies through cooperative discussions, games, contests, and other forms of activities.Teaching important points: a.key sentence patterns: Although surprised(V-ed as adverbial), leaving only the babies(V-ing as adverbial of result)b.key topics: How to protect animals in danger Teaching difficult points: a.Improve the students’reading ability ,simultaneously train the students to capture the key sentence and seize the key information.b.Get students to talk about “What I have learnt from this passage” and “How can we protect the animals” through group cooperation.Teaching methods: Task-based teaching methods, reading, pair or group work, discussion.Teaching aids: A multi-media computer& a tape recorder& a blackboard Teaching procedures: Step1.Presentation

I.Four students in a group to list the animals they ever knew.Ask them to say sth about the animals' speciality.(have a competition to see which group can list the most words with the limited time)II.Ask students which animals are in danger , then show some pictures of giant panda, siberian tiger, ibis, antelope, red wolf III.Students talk about the reasons why many kinds of wild animals are in danger.(group work)IV.Students work in pairs to make an interview(In this pair-work activity, students will use an interview format to practise talking about animals and animal protection.)Questions:1.Have you ever read or heard of the Tibetan antelopes? 2.How much do you know about it? Step2．New Words Teacher shows the English definitions of new words and then asks them to guess the Chinese meanings of the words.Step3.Listening Listen to the tape and answer the questions.Books closed.1.Who is Jiesang Suonandajie? 2.Why do the poachers kill the antelope? 3.What have made the things worse since the 1990s? 4.What do you think the future of the antelope will be? Step4.Fast reading

I.Decide if these sentences are true(T)of false(F).1.A large number of antelopes have been killed for their meat.2.The business of antelope wool is illegal but it is easy to be stopped.3.The Chinese government began to take an active part in protecting the antelopes.4.Little progress has been made in protecting the antelopes.II.Do activity2 on P52.Choose the best answer for each question.Step5.Careful reading I.Summarize the main idea for each paragraph.(pair work)II.Find out the difficult sentences and language points by themselves, then put forward any questions if they have and solve them together.III.Ask students to make sentences and do some translation exercises using the sentences patterns or language points which they just dealt with..IV.Retell the text according to the numbers below.50,000 $ 5,000 1975 138 2% 3000 1997 Step 6.Consolidation: fill in the blanks.There used to be millions of antelopes on the Qinghai-Tibetan __________.But unfortunately many ________ killed them and skinned them on the spot for their wool, which is the ______ material for a coat.Now the government begin to take an active part in _________ the antelopes.Many poachers were caught and 300 vehicles _____________.Police are getting _______ with the dealers.As a result, the antelope population has slowly begun to grow again.The writer tells us the facts about the ___________ antelope to make us realize the importance of protecting animals.Step7.Discussion Discuss in groups to say what we students can do to help the animals.Ask one student from each group to present their ideas.1.What do you feel after you read the passage? 2.What should we do to protect these animals? 3.Would you like to be a volunteer to protect the antelopes if possible? Step8.Homework Write a passage Write about one kind of animals in danger.1.Where it lives 2.What the problem is 3.What you or government can do to protect it

第四篇：高一英语必修二Module6 教案范文

Module 6

1.interest 用作“兴趣,趣味;利息”讲时，为不可数名词；

用作“利益，福利，权益”讲时，为可数名词。

用作动词时，interest的宾语通常为人。

a question of common interest共同关心的问题the public interest公共利益

be interested in=have/show/take(an)interest in对„„感兴趣

in the interest of为„„的利益，为„„起见

hold one’s interest吸引住某人的兴趣lose interest失去兴趣

with interest有兴趣地，津津有味地interest sb.in sth.使某人对某事感兴趣

2.argue/debate/dispute/quarrel 四者都含有“辩论”的意思。

(1)argue着重“说理、论证”和“企图说服”。

I argued with her for a long time, but she refused to listen to me.我和她辩论了好久，但她还是不听

(2)debate着重“双方各抒己见”，内含“交锋”的意思。

Whether he will be elected as chairman is still disputed.他是否当选为主席，仍然有争论。

(3)dispute指“激烈争辩”，含有“相持不下”或“未得到解决”之意。

They quarreled with each other over the matter.他们因为这件事而争吵。

(4)quarrel争吵；吵架,表示因不同意或不喜欢而产生的激烈争论。

We have been debating about the issue.我们一直在就这个问题进行辩论。

3.entertain vt.使娱乐，使快乐；招待，款待

entertain sb.to sth.用„„招待/款待某人entertain sb.with sth.用„„使某人快乐

entertainment n.娱乐，文娱节目；招待，款待

find an entertainment in以„„为乐to one’s entertainment使某人感到有趣的是„„

4.But it is generally agreed that he, more than anyone else in the history of films, understands the meaning of the word “entertainment”.但是，人们普遍认为，在电影史上，他比其他任何人更懂得“娱乐”这个词的含义。

本句是It is+过去分词+that-clause的句式。在这个句型中，it是形式主语，真正的主语是后面的that引导的主语从句。在英语中只有it可作形式主语，不用其他词。常用于该句式的动词有say, think, report, believe, hope, judge, prove, estimate, suppose等。

It is believed that the place will become a paradise if people live in peace.人们相信，如果所有的人能和平共处，那个地方就能变成天堂。

It is hoped that our football team will win the game.希望我们足球队能赢得这场比赛。

5.character

（1）特征，性质，特征(的总和)

e.g.the general character 共性be different in character 有不同的性质

（2）(人的)性格，品质，骨气

e.g.build up one’s character 培养品性get a good/bad character 得到好/坏名声

She has a strong character.她性格坚强。

（3）人物，角色

e.g.I found all the characters in his play very interesting.我觉得他那出戏中的所有人物都很有趣。

（4）(汉)字，字体，书写符号

e.g.I wish this book were written in bigger characters;these are too difficult to read.我希望这本书的字大一点就好了，读起来很吃力。

第五篇：高一英语必修一Unit2lesson1教案

Unit2 heroes

Lesson1 modern heroes

Ⅰ.Background information

Chinese people have been dreaming of flying into space.This dream is realized in modern China with the development of scientific technology and economic ability.The first one is therefore become the modern hero.Ⅱ.Teaching objective

By the end of the lesson students should be able to:

1.Say and write the new words learned in the text.2.Describe the process of landing the moon of Yang Liwei in both spoken and written way.Proficiently using the words that go together.3.Make up interview between Yang Liwei and reporter using the Past simple and Past continuous.4.Learn to be brave to say English and ask questions in English.5.Know some commonsense about manned spaceship in China and foreign countries.Ⅲ.Teaching contents:

Vocabulary of manned spaceship

The use of time linkers, especially adverbs and conjunctions

To revise the use of Past Simple and Past Continuous

Ⅳ.Teaching aids: blackboard, chalk, PPT, pictures

Ⅴ.Type of lesson: vocabulary, grammar, speaking

Ⅵ.Teaching procedures:

Step1.Warming up

a)Ask questions to know what the students think of modern heroes.b)Introduce the spaceship situation in the world through pictures and words.Step2.Reading

a)Ask and answer questions before reading.b)Read the text and finish exercise3,4, 5 in the textbook.(pager22)c)Find the sentence of Past simple and Past continuous.Step3.Explaining the text

a)Teach new words

b)Explaining the text

c)Do exercise 6,7

d)Free talk: Why do you think Yang Liwei is a hero?

What can we learn from him?

Step5.Grammar

a)Guide student to study Grammar Summary 3, on page 92.b)Do the exercise 8,9,10

Step6.Make up an interview: do exercise 11

Step7.Homework:

a)Read the article space heroes on page 32

b)Writing: How is a spaceship launched?