初二英语第二册Lesson 90 教案
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篇1：初二英语第二册Lesson 90 教案
焦溪中学 沈淼
Learning aims:
1. Know something about Bill Gates
2. Some important phrases and the use of them
3. Learn to learn from others
Difficulties &Importance
1.Bill Gates’ life
2.spend… doing be interested in
Teaching steps:
Step 1 Revision
Say something about one of their friends , make others guess who he or she is.
Step 2 free talk
T: Today I’ll introduce a person to you .She is a teacher in our class now. She is maybe 7 or 8 years older than you .When she was a middle school student ,she was good at maths ,and she liked watching basketball matches, esp NBA. Can you guess who she is ?
(students guess :it’s yourself.)
T: Yeah ,it’s me . Do you want to know more about me?
S: Ask some more questions.
T: Thank you for caring for me so much . But I’m not famous.
Today I’ll introduce you a famous one--- Bill Gates.
Step 3 ---reading
T: Do you know something about him?
S: Say something about him as much as they know.
Step 4 Reading
T: Play the tape , have the students scan the text ,then find out the main idea .
S: The text is about Bill Gates’ life.
T: have students read the text again , then fill in the blanks on WB ,Exe .1.
Step 5 Explanation
S: Raise some problems about the language points if any .
T: Help students solve the problems .
Step 6 Discussion
1. What can we learn from Bill Gates?
2. Do you want to be a person like Bill Gates? Why or why not?
Step 7 Exercises
WB Exe 3.
篇2：大学英语精读第二册教案
TEXT It is humorous essay. But after reading it you will surely find that the author is most serious in writing it. Ts There Life on Earth?
There was great excitement on the planet of Venus this week. For the first time Venusian scientists managed to land a satellite on the plant Earth, and is has been sending back signals as well as photographs ever since. The satellite was directed into an area know as Manhattan (named after the great Venusian astronomer1 Prof. Manhattan, who first discovered it with his telescope 20,000 light years ago). Because of excellent weather conditions and extremely strong signals, Venusian scientists were able to get valuable information as to the feasibility of a manned flying saucer landing on Earth. A press conference was held at the Venus Institute of Technology. “We have come to the conclusion, based on last week's satellite landing,” Prof. Zog said, “that there is no life on Earth.” “How do you know this?” the science reporter of the Venus Evening Star asked. “For one thing, Earth's surface in the area of Manhattan is composed of solid concrete and nothing can grow there. For another, the atmosphere is filled with carbon monoxide and other deadly gases and nobody could possibly breather this air and survive.” “What does this mean as far as our flying sauce program is concerned?” “We shall have to take our own oxygen with us, which means a much heavier flying saucer than we originally planned.” “Are there any other hazards that you discovered in your studier?” “Take a look at this photo. You see this dark black cloud hovering2 over the surface of Earth? We call this the Consolidated3 Edison Belt. We don't know what it is made of, but it could give us a lot of trouble and we shall have to make further tests before we send a Venus Being there.” “Over here you will notice what seems to be a river, but the satellite findings indicate it is polluted and the water is unfit to drink. This means we shall have to carry our own water, which will add even greater weight to the saucer.” “Sir, what are all those tiny black spots on the photographs?” “We're not certain. They seem to be metal particles that move along certain paths. They emit gases, make noise and keep crashing into each other. There are so many of these paths and so many metal particles that it is impossible to land a flying saucer without its being smashed by one.” “What are those stalagmite projections4 sticking up?” “They're some type of granite5 formations that give off light at night. Prof. Glom has named them skyscrapers6 since they seem to be scraping the skies.” “If all you say is true, won't this set back the flying saucer program several years?” “Yes, but we shall proceed as soon as the Grubstart gives us the added funds.” “Prof. Zog, why are we spending billions and billions of zilches to land a flying saucer on Earth when there is no life there? ”Because if we Venusians can learn to breathe in an Earth atmosphere, then we can live anywhere.“
NEW WORDS humorous a. funny; that makers7 people laugh 幽默的 humor n. essay n. 散文，随笔 excitement n. the state or quality of being excited planet n. large body in space that moves round a star esp. round the sun 行星 Venusian a. of or having to do with the plant Venus 金星的 n. supposed Venus being 金星人 satellite n. spacecraft that goes round the planet earth and sends back radio and television signals; heavenly body that goes round a plant (人造)卫星 signal n. 信号;暗号 astronomer n. person who studies the science of the sun, moon, stars and planets 天文学家 telescope n. instrument with special glasses used for seeing distant things extremely ad. very 极端，非常 extreme a. feasibility ad. possibility of being carried or done 可行性 feasible a. manned a. occupied by one or more persons 载人的 saucer n. 浅碟;茶托 flying saucer n. 飞碟 conference n. meeting press conference n. meeting arranged by an important person to which news reporters are invited to listen to a statement or ask questions 记者招待会 technology n. 技术 conclusion n. decision of opinion reached by reasoning 结论 conclude v. reporter v. person who gathers news for a newspaper, magazine, or radio or TV station 记者 compose vt. make up, form 组成，构成 concrete n. building material made by mixing cement with sand, small stones and water 混凝土 atmosphere n. all the gasses round the earth; air in a place 大气;空气 carbon n. 碳 monoxide n. 一氧化物 deadly a. causing death; likely to cause death 致命的 gas n. 气体 survive vi. remain alive; continue to live or exist 活下来;幸存 vt. remain alive after; live longer than 经历...后还活着;比...活得长 survival n. program n. plan of what it to be done 计划 concern vt. be of importance or interest to; have an effect on 涉及，关系到 oxygen n. 氧，氧气 originally ad. formerly8 起初，原来 original a. hazard n. danger hover vi. stay in or near one place in the air 盘旋 consolidated a. untied9; combined 联合的 consolidate vt. belt n. area that has some special quality; zone (地)带 indicate vt. show indication n. pollute vt. make (air, water, soil, etc.) dirty with manmade waste 污染 pollution n. unfit a. not good enough; not suitable particle n. 粒子;微粒 emit vt. send out 散发，射出 emission n. crash v. (cause to) break into pieces violently 坠落;猛撞 smash v. (cause to) break into pieces violently (使)碎裂 stalagmite n. 石笋 projection n. sth. that stands out from a surface 凸出物 type n. a particular kind, class or group 类型，种类 granite n. hard grey stone used for building 花岗岩 formation n. sth. that is formed; way in which sth. is formed 形成(物) skyscraper n. very tall building 摩天大楼 scrape vt. rub with sth. rough or sharp 刮，擦 proceed vi. continue after having stopped (停顿后)继续进行 fund n. sum of money set apart or available for a special purpose 资金;基金 billion n. one thousand million zilch n. zero; nothing at all PHRASES & EXPRESSIONS (be) known as also publicly called; named 以...闻名，通常名叫 name after give the same name as 以...名字命名 as to about, concerning 关于 base on / upon use as a basis or foundation for 以...为基础，把...基于 for one thing ... (for another) in the first place... (in the second place) be composed of have as members or parts 由...组成 as far as ... be concerned to the degree that it matters to 就...而言 stick up stand upright; project 直立;突出 give off emit; send out 发出;散发出 set back delay the advance of development of 耽搁;阻碍
PEOPER NAMES Art Buchwald 阿特.布奇沃德 Venus 金星 Manhattan 曼哈顿(纽约市中心) Zog 佐格(姓氏) Edison 爱迪生(姓氏) Glom 格洛姆(姓氏)
篇3：大学英语精读第二册教案
Unit One：Is There Life on Earth?
It is humorous essay. But after reading it you will surely find that the author is most serious in writing it.
Ts There Life on Earth?
There was great excitement on the planet of Venus this week. For the first time Venusian scientists managed to land a satellite on the plant Earth, and is has been sending back signals as well as photographs ever since.
The satellite was directed into an area know as Manhattan (named after the great Venusian astronomer Prof. Manhattan, who first discovered it with his telescope 20,000 light years ago).
Because of excellent weather conditions and extremely strong signals, Venusian scientists were able to get valuable information as to the feasibility of a manned flying saucer landing on Earth. A press conference was held at the Venus Institute of Technology.
”We have come to the conclusion, based on last week's satellite landing,“ Prof. Zog said, ”that there is no life on Earth.“
”How do you know this?“ the science reporter of the Venus Evening Star asked.
”For one thing, Earth's surface in the area of Manhattan is composed of solid concrete and nothing can grow there. For another, the atmosphere is filled with carbon monoxide and other deadly gases and nobody could possibly breather this air and survive.“
”What does this mean as far as our flying sauce program is concerned?“
”We shall have to take our own oxygen with us, which means a much heavier flying saucer than we originally planned.“
”Are there any other hazards that you discovered in your studier?“
”Take a look at this photo. You see this dark black cloud hovering over the surface of Earth? We call this the Consolidated Edison Belt. We don't know what it is made of, but it could give us a lot of trouble and we shall have to make further tests before we send a Venus Being there.“
”Over here you will notice what seems to be a river, but the satellite findings indicate it is polluted and the water is unfit to drink. This means we shall have to carry our own water, which will add even greater weight to the saucer.“
”Sir, what are all those tiny black spots on the photographs?“
”We're not certain. They seem to be metal particles that move along certain paths. They emit gases, make noise and keep crashing into each other. There are so many of these paths and so many metal particles that it is impossible to land a flying saucer without its being smashed by one.“
”What are those stalagmite projections sticking up?“
”They're some type of granite formations that give off light at night. Prof. Glom has named them skyscrapers since they seem to be scraping the skies.“
”If all you say is true, won't this set back the flying saucer program several years?“
”Yes, but we shall proceed as soon as the Grubstart gives us the added funds.“
”Prof. Zog, why are we spending billions and billions of zilches to land a flying saucer on Earth when there is no life there?
“Because if we Venusians can learn to breathe in an Earth atmosphere, then we can live anywhere.”
NEW WORDS
humorous
a. funny; that makers people laugh 幽默的
humor
n.
essay
n. 散文，随笔
excitement
n. the state or quality of being excited
planet
n. large body in space that moves round a star esp. round the sun 行星
Venusian
a. of or having to do with the plant Venus 金星的
n. supposed Venus being 金星人
satellite
n. spacecraft that goes round the planet earth and sends back radio and television signals; heavenly body that goes round a plant (人造)卫星
signal
n. 信号;暗号
astronomer
n. person who studies the science of the sun, moon, stars and planets
天文学家
telescope
n. instrument with special glasses used for seeing distant things
extremely
ad. very 极端，非常
extreme
a.
feasibility
ad. possibility of being carried or done 可行性
feasible
a.
manned
a. occupied by one or more persons 载人的
saucer
n. 浅碟;茶托
flying saucer
n. 飞碟
conference
n. meeting
press conference
n. meeting arranged by an important person to which news reporters are invited to listen to a statement or ask questions 记者招待会
technology
n. 技术
conclusion
n. decision of opinion reached by reasoning 结论
conclude
v.
reporter
v. person who gathers news for a newspaper, magazine, or radio or TV station 记者
compose
vt. make up, form 组成，构成
concrete
n. building material made by mixing cement with sand, small stones and water 混凝土
atmosphere
n. all the gasses round the earth; air in a place 大气;空气
carbon
n. 碳
monoxide
n. 一氧化物
deadly
a. causing death; likely to cause death 致命的
gas
n. 气体
survive
vi. remain alive; continue to live or exist 活下来;幸存
vt. remain alive after; live longer than 经历...后还活着;比...活得长
survival
n.
program
n. plan of what it to be done 计划
concern
vt. be of importance or interest to; have an effect on 涉及，关系到
oxygen
n. 氧，氧气
originally
ad. formerly 起初，原来
original
a.
hazard
n. danger
hover
vi. stay in or near one place in the air 盘旋
consolidated
a. untied; combined 联合的
consolidate
vt.
belt
n. area that has some special quality; zone (地)带
indicate
vt. show
indication
n.
pollute
vt. make (air, water, soil, etc.) dirty with manmade waste 污染
pollution
n.
unfit
a. not good enough; not suitable
particle
n. 粒子;微粒
emit
vt. send out 散发，射出
emission
n.
crash
v. (cause to) break into pieces violently 坠落;猛撞
smash
v. (cause to) break into pieces violently (使)碎裂
stalagmite
n. 石笋
projection
n. sth. that stands out from a surface 凸出物
type
n. a particular kind, class or group 类型，种类
granite
n. hard grey stone used for building 花岗岩
formation
n. sth. that is formed; way in which sth. is formed 形成(物)
skyscraper
n. very tall building 摩天大楼
scrape
vt. rub with sth. rough or sharp 刮，擦
proceed
vi. continue after having stopped (停顿后)继续进行
fund
n. sum of money set apart or available for a special purpose 资金;基金
billion
n. one thousand million
zilch
n. zero; nothing at all
篇4：大学英语精读第二册教案
unit 2 what’s the matter?教案(新人教版)
unit 2 what’s the matter?
i. teaching article: unit two
ii. teaching aims and demands:
what’s the matter? i have a headache.
you should drink some tea. that sounds a like a good idea.
i have a sore back.
iii. teaching importance and diffculty:
talk about your health. make suggestions.
iv. teaching ways: revision, learning, practice and reading.
v. teaching tools: tape-recorder and lattern.
v. teaching time: six periods
vi. teaching procedure:
the first period
i. teaching aims and demands
1. knowledge objects.
body names. illness. what’s the matter? i have a cold.
2. ability objects.
listening skil, recognizing skill.
3. moral objects.
exercise every day and keep healthy and strong.
ii. teaching importance and difficulty
what’s the matter? --i have a cold.
iii. teaching methods
recognizing method. listening method. discover method. pairwork.
iv. teaching aids
a tape recorder. a doll for teaching the names of the body. a projector.
v. teaching procedures
step i greet the class and check the homework.
step ii section a 1a
bring out a doll. teach the words of body parts.
read the words to students and ask them to repeat.
now open your books and turn to page 7. please look at the picture, i’ll ask a student to read the list of thirteen names of body parts.
step iii 1b
act out an illness. then show the other new words on the blackboard. read the new words to students and ask them to repeat. make sure every student knows the meaning and can read them.
step iv pairwork
teach students more words of illness. for example,
have a cold, have a fever, headache, stomachache, headache toothache, have a sore back , have a sore throat
step v an activity
play the game simon says with students. first have students line up in rows .ask students to touch different parts of their bodies.
step vi an activity
now please turn to page 106. there is a picture of a head with no eyes, nose, mouth or ears. please draw them in the correct paces and say their names in english. then show your pictures. who draws the best?
step vii homework
write down the new words in your exercise book and read them for several times
step viii blackboard design
unit 2 what’s the matter?
tooth ——teeth(pl.) foot ——feet(pl.)
toothache stom-ach-ache
eyes nose mouth ears
篇5：大学英语精读第二册教案
教学目标 ：
1.使同学熟练掌握本课表示地点的介词词组和重点词汇。
2.使同学掌握本课阅读材料的内容，并能模仿课文表演游戏。
教具：Picture, recorder and coin
教学过程 ：
Step 1Revision
(1) Dictation
(2) 学生表演问路对话。情景：老奶奶第一次进城找不到儿子的家。她该怎么办?学生可以准备一根拐杖和一条毛巾办成老奶奶的样子。学生参照第22课的问路修改：
Granny故做四周环视状。
The boy: Hello, granny. Can I give you some help?
Granny: I want to go to the bus stop. I want to go to see my son. But I don’t know the way.
The boy: Don’t worry! granny. I can help you. I know the city well. Where is the address?
Granny: I lost it. I just remember there is a post office behind the apartment.
The boy: Oh. The post office is not near from here. You can catch the number3 bus. Go along this road, turn right at the second corner and then you will see the bus stop. The bus will take you to the post office. The apartment is behind it.
Granny: It is very kind of you.
The boy: It is my pleasure. Bye bye.
Step 2 Leading-in
1. Ask students to raise their hands.
Those sit in the front/middle/back rows.
Those sit on the left/in the middle/on the right.
2. Ask 3 students to express their positions in class/with the teacher’s help, if necessary.
eg. I sit in the front row, on the left, between __ and __×.
3.Guess game: Who’s my best friend?
A student talks about the position of his/her best friend and asks others to guess the friend’s name.
Step 3 Presentation
Part 1 Ask and answer
(1) 教师通过图片向学生介绍相关介词短语的用法。并进行操练。
(2) Read out the dialogue.
(3) 创设情景：教师可以提前在教室里准备一些表示地点的卡片。如动物园，天安门，北海等，标上英文名字。放在教室的不同方向，组织学生练习如：
Where is the Beijing zoo?
It is in the front row. Is the Bei Hai Park on the left of the zoo? Yes, it is.
Part 2 Reading: Who has the coin?
1.默读课文判断正误
The teacher gives everyone of the students a coin.
The students like the game very much.
2. Call 6 students to the front of the class and give them instructions as the text says, and give the other students instructions.
3. Ask the students who are sitting to guess where the coin is, using questions, like:
Is it in your right/left hand?
4. (Books open) Ask students to go over the text silently and prepare to answer the comprehension questions.
5. The teacher asks sb to answer comprehension questions in the book.
阅读全文。并找出生词和不懂的地方。教师向学生讲解重点词汇和句字。
Step 4 Practice
教师组织学生分组在班上进行这个游戏，看那一组表演的完全按照是书上的介绍。对表现出色的组进行表扬。
Step5 Summary.
学生自己总结本课的重点词语。
Exercises in class
Fill in the blanks according to the passage.
One day, in the English class. Miss Dong asked 6 students to stand ____ the front of the class and put their hands ____ their backs. The students pass the coin given by the teacher ____ one ____ another. The other students keep their eyes ____ and guess who ____ the coin.
Key: in, behind, from, to, closed, has.
Choose the right answer.
( )l. Tom, just do it ______ your teacher tells you.
A. like B. as C. because D. when
( )2. Where ______ your best friend sit?
A. is B. do C. are D. does
( )3. Let’s play a game. First you must keep your eyes______, then _____ them.
A. close, open B. closed, opened C. close, opened D. closed, open
( )4. Where ______ the boy _____now?
A. is…stand B. is … standing C. does…stand D. does … standing
( )5. The coin goes from one to ______.
A. the other B. other C. others D. another
( )6. Could you pass the orange ______ me?
A. to B. at C. in D. from
( )7. You mustn’t ______ your books now.
A. looks at B. look at C. see D. look
( )8. Can you guess who ______ the coin?
A. does have B. does has C. is have D. has
( )9. Betty tells Katy ______ the ball.
A. catch B .catches C. catching D .to catch
( )10. Who sits next to ______?
A. us B. we C. our D. ours
Answers: l. B 2. D 3. D 4. B 5. D 6. A 7. B 8. D 9. D 10.A
Homework
1.Copy the words and the phrase.
2.让学生编写一个关于问路短剧
The design of the blackboard
Lesson 23 Where do you sit? Who has the coin? |
学设计示例
Lesson 24教学设计方案
Teaching Objectives:
Develop the four skills of listening, speaking, reading and writing, and revise the whole unit.
Properties: Tape recorder Overhead projector.
Language Focus:
Teaching Procedures:
I. Organizing the class
Greetings and a presentation.
II. Listening
1. Ex. 1. 2. Read after the tape and make rules of pronunciation, stress and intonation.
2. Ex. 3. Listening practice.
(1) Listen for the first time and catch the main idea.
(2) Listen for the second time and finish the exercise of putting in the missing words.
(3) Check the answer.
Ⅲ. Speaking
1. Map puzzles: read the maps on page iv and answer the questions in the book.
2. Pairwork: solve puzzles in the text in pairs.
3. Act out.
IV. Reading
1. (With books closed) Listen and repeat.
2. Read after the tape.
V. Writing
1. Read the passage in Ex. 6.
2. Make the possible dialogue.
3. Focus: find it +adj. +to do. eg. Vivi finds it exciting to be a model.
Ⅵ. Go over the checkpoint of Unit 6
Ⅶ. Exercises in class
Translation.
1. 你最好卧床休息三天。
2. 请保持食品清洁。
3. 我们最好别告诉他这件事。
4. 不要向你妈妈要太多的零花钱。
Key:
1. You’d better stay in bed for 3 days.
2. Please keep the food clean.
3. We’d better not tell him about it.
4. Don’t ask your mother for too much pocket money.
Complete the dialogue according to the map.
H: Blue sky Hotel B: bank C: supermarket
假设你在A处，一位外国朋友问你到蓝天宾馆如何走，请你根据地图所示，完成下列对话。
F: Excuse me, could you tell me ______?
C: Sure ______. Take ______. ______. They you’ll see the hotel. It’s ______.
F: Oh, it’s very ______. Which bus ______?
C: No. 9 bus. The bus stop is over there.
F: Thank you very much.
C: ______. Bye-bye.
Answers: the way to the Blue Sky Hotel; Go along Huanghai Street; the second turning on the right; Then go along East Road and take the second turning on the left; between the bank and the supermarket; far; shall I take; Thats all right/You’re welcome.
Ⅷ. Homework
1. Make a dialogue between Mr. Yang and a policeman.
2. Revise the whole unit.
Ⅸ. The design of the blackboard
大学英语精读第二册教案
篇6：大学英语精读第二册教案
1.知识目标
(1) New words and phrases:
place, twenty-first, bank, theatre, book shop, toilet, museum, front, in front of, left ,right, side, on the left/right side, all the same, need, ask for, along, road, turn, turning, metre(meter), kilometer(kilometre), had better(do), coin, keep, as, moment, tell, street, next to, around
(2)日常交际用语：
Excuse me. Where’s…? Where’s the nearest hospital, please?
It’s next to …/in front of …/outside…/on the left/right side.
Thank you all the same.
You’d (had)better catch a bus.
Which bus do I take?
Go down this street.
(3)语法项目：表示需要：He needs some help.
询问方向：Where is the nearest hospital, please?
指点方向：Go along this road .it ‘s only 100 meters along on the left.
(4)语音：/ei/ a ay /ai/i ie y / Ri/oi oy
2.能力目标：
(1)使学生掌握英语的问路和指点方向的交际用语并能够在教师创设的情景中灵活运用。
(2)使学生能够读懂课文并能回答课后的问题，按照课文内容表演游戏。
(3)使学生掌握相关表示方向的介词短语，并能根据情景做口头和笔头练习。
(4)使学生能听懂与课文难度相当的文章，并能迅速对听力材料中的相关地点和方向路线做出判断。
3.德育目标：
通过教学让学生注意在日常生活中注意礼貌用语，乐于帮助别人。
通过学习，让学生感受到在生活中受人帮助的欣慰和帮助别人的兴奋之情，培养学生乐于助人的品质。
教学重点和难点：
询问方向(asking for directions)指点方向(Giving direction)是本单元的重点和难点。
教学建议
教材分析
本单元的主要教学内容是问路，从第一课简单的介绍某地在何处。到第二课如何问路和指路。到第四课的扩展练习。问路的相关用语由易到难，由简单到复杂贯穿始终。教师应在教学过程 循序渐进，注意打好基础。本单元中第二十三课中还有一个小的游戏，该游戏主要是训练学生阅读理解能力，同时也能活跃课堂气氛，使学生会在快乐中学习。
关于日常交际用语分析(询问方向和指点方向)
问路一般包括四个方面的内容：(1)引起话题：Excuse me… (2) 询问路在何方：How can I get to …? (3)指路：Walk along / down… (4) 致谢：Thank you.
Excuse me, (but…) 通常用于以下几种情景：
(1)引起别人注意。(2)请求让路、躲开时。(3)向人问路或打听消息时。(4)在席间或聚会上等离开一会儿时。(5)谈话间或会间突然打喷嚏、咳嗽时。
询问方向的表达法:
在向别人打听情况、征询意见时，常用Excuse me;在向别人提出请求时，常用Could you…? 而不用Can you…? 更显得礼貌。
(1)Excuse me，where’s the bus station?请问车站在哪?
(2)Excuse me，which is the way to the bus station?请问，哪一条是去车站的路?
(3)Excuse me，can you tell me the way to the bus station?请问，你能告诉我车站的路吗?
(4)Excuse me, how can I get to the bus station?请问，我如何能到达车站?
(5)Excuse me, is there a bus station near here?请问附近有车站吗?
指点方向的表达法：
如果别人向你问路，你熟悉这条路，你又该如何帮助别人呢?下面是几种指点方问的表达法：
(1)Go along this street. 或Walk along this street. 沿这条街道走。
(2)Take the (second ) turning on the left / right.第(2)个十字路口左(右)转。
(3)It’s about (four) kilometers away form here.离这大约(4)公里远。
(4)The bus station is along that road on the right.车站是沿着那条路的右边。
(5)It’s next to the police station. 它与警察局相邻。
(6)It’s about ten kilometers away. 大约10公里远。
(7)It’s quite far / near from here. 离这儿相当远/近。
(8)It about (five) minutes’ walk form here.从这儿步行大约5分钟。
注：别人向你问路，即使你不知道，你也要说：
I’m sorry I don’t know. 对方应回答道：Thank you all the same.
表示需要：need +名词或need + to + v. ……
(1)He needs a number 2 bus. 他需乘2路车。
(2)You need to take a taxi. 你需要乘出租车。
关于口语的教学建议
本单元的教学活动主要是围绕问路这一主题展开。而这个主题可为口语练习提供丰富的素材和场景，所以口语教学是本单元的重点。
(1)第20课是简单的询问方向。要求学生在熟练掌握表示方向的介词用法的基础上，利用图片和媒体资料创设情景，进行口语练习。例如：教师在黑板上画出一张简易地图，用各种的形状的硬纸片上面写上不同的地点，分别贴在公路两侧。如图所示：
然后让学生就内容进行对话练习。教师可以用顶针的手法连续进行快速提问，以锻炼学生的反应能力和句型熟练程度如：Where is the school? It is next to the hospital. Where is the hospital? It is in front of the factory. Where is the factory? It is behind the hotel. 然后，教师可以重新调整图片的位置，让学生再进行练习。
(2)在22课的对话教学中，教师在教学过程 中可以先让预习好的学生做表演，在表演的过程中，边演边总结问路的三种情况：第一种情况是指明路线。第二种情况是乘车的回答。第三种情况是不知路线的答复。然后，再请学生进行替换词练习。教师可以设计一个问路的情景，将学生分成三个大组，每个大组选择上述一种情况。每个大组又以两人为单位分成几个小组，进行练习。每个大组选出一个练习情况好的小组代表本组进行角色表演。情景设计如下：Mike moves into new house. One day, her friend Lily want to see her. But she doesn’t know the way. What can she do? At this moment, a boy comes up to her. How does Mary ask the way?
(3)在24 课的口语练习中，学生可进一步加大练习的综合性，使这个练习更贴近实际生活，给学生更多的发挥的空间。教师只提供地图和要去的地点，要学生自己设计情景，编写对话，教师出示问题where is B? How can I get to B from A? Where is C? How to get to C from B? How can I get to A from C?
下面是学生设计情景和对话：
Mary is going to the theater to see a concert. But she doesn’t know the way. So she ask a policeman.
Mary: Excuse me! I want to go to the theater. Where is the theater?
Police man: It is next to the factory, in front of the library.
Mary: Can you tell me the way to the theater?
Policeman: Walk along this road; turn left at the first turning. Go straight the street. The theater is on the left of the road. It is about three miles from here.
Mary: Thank you.
When the concert is over, Mary is tired; she wants to go home by bus .So she asks the police man again how to get to the bus station. But when she gets to bus station, it is too late, and there are no buses in it .so she has to ask the way three times to get home.(问路具体内容模仿本课第二十二课对话内容)
总之，教师在安排口语练习时应逐步的从简单到复杂，由单项到综合，由机械训练到学生自由的表演。
有关听力的教学建议
本单元的听力教学难点 在于如何听懂指路人的指令，从而找到要去的地点。
教师可以在学生听第一遍时，先找出出发点和目的地。然后，看一下地图，迅速判断一下应该怎样走，并要求学生用英语讲出自己设计的路线。然后在听第二遍后，再按照材料的内容，在地图上画出相应的路线，并验证与自己设计路线是否一致，这样有助于分解听力难度，帮助学生排除听力障碍。
教师可以组织一个小游戏以训练学生听清有关指令，在教室中摆几个路牌如the Beijing zoo. the Beijing university 等。两个学生分别向对方讲述所要去的路线。看那个学生先找到要去的地点。教师可以拿表计时，当裁判。教师对先到达目标的同学进行奖励。(注意学生需要按照对方所提供的路线到达目标)要求学生必需先听完指令再开始行动。
有关单词教学建议
本单元第一课表示地点和方向的单词比较多。建议教师在设计练习时把表示方向的介词和表示地点的名词结合在一起练习，教师使用图片教学，效果较佳。如：教师向学生出示一张银行的图片如课本page iv,，教师进行介绍This is a bank .然后将图片贴在黑板上。教师出示一张书店的图片如课本page iv, 教师进行介绍This is a shop.将图片贴在银行的前面。分别指着图向大家介绍：The shop is in front of the bank.通过演示让学生体会in front of 的含义。接着，教师在把商店的图片换成博物馆或厕所的图片，引导学生说出the museum /the toilet is in front of the bank.随后，教师可以将图片交换位置，使学生能够更加熟练的掌握介词的用法。使用同样的办法可以讲解其它单词。
学法指导
本单元的话题是用英语问路。“询问方向”(Asking for directions)及特点方向(Giving directions)。因此，可采用大量的操练来让学生熟悉句型。同时重点掌握表示方位的介词短语以及简单的询问方向、指点方向的方法，并达到实现交际的目的。
He needs some help.他需要一些帮助。
这里，need作及物动词是需要的意思。例如：I need your help。Need还可以后面接动词不定式例如：I need to have a rest.(我需要休息)除此而外，need还可以做情态动词。但只用于某些疑问句和否定句中。它的一般疑问句的回答方式往往用must 和needn’t来回答。例如：Need you leave so soon?
–Yes, I must. /No, I needn’t.
You’d better catch a bus. 你最好乘车去。
You’d better是you had better的缩写形式，情态动词，后面接动词原形。其否定式为had better not to do。它常带有威胁，告诫或催促的含义。例如：
It is very cold outside. You had better put on your sweater.(外面冷，你最好穿上毛衣)
The teacher is very angry. You had better not be late again.(老师生气了，你最好不要再迟到)
catch a bus意为“乘车”、“赶车”，和take a bus意义接近，但不完全相同。take a bus指“乘坐”，和介词短语“by bus”, “in a bus”差不多，它们都指方式，交通手段，和其他手段相区别，而catch a bus 指行动为争取能赶上汽车。如：
You may go there by bus.(=You may take a bus there.)你们乘公共汽车却那儿吧。
比较in front of 和in/at the front of 的不同。
in/at the front of是指在某一范围内的前面。而in front of是指在某一范围以外的前面。如图：
例如：the car stops in the front of the gate,and the driver in front of car open the door of the door. 汽车停在大门前，车前座的司机把车门打开。
The other students in the class keep their eyes closed.班里的其他学生闭上眼睛。
keep+名词/代词+形容词，表示使某人或某物保持某种状态。此句型为主语+及物动词+宾语+宾语补足语。例如：
We must keep our room clean and tidy.(我们必需保持屋子的干净和整洁)
同样的例子还有：
Don’t call me little Tom.(不要再叫我小汤姆了。)
“keep +宾语+宾语补足语”结构
此结构的含义为“使(宾语)处于……(状态)”。其中的“宾补”成分可以由很多结构充当。如形容词、介词短语、名词(组)或动词的-ing形式等。
“keep sb. / sth. +形容词”结构，如在keep one’s eyes closed这一短语中，动词keep表示“保持”，形容词closed表示“闭着”。连起来可理解为“使眼睛闭着状态”，即“闭着眼”。再如：
Keep the box open, please.请让这个箱子开着。
This little girl always keeps her room nice and clean.这个小女孩总是使房间保持美观整洁。
“keep sb. / sth. +介词短语”也是一种常用结构，如：
Don’t come in, I must keep you outside the door.别进来，我得把你堵在门外面。
He kept his hands behind his back.他一直把手放在背后。
“keep sb. / sth. +动词-ing”结构的用法，这个结构意为“让某人或某物(长时间地)进行着某个动作”。如：
The teacher kept Bob standing for ten minutes.老师让Bob站了十分钟。
辨析along，down 和 up
作介词时，它们均能表示“顺着”，“沿着”，后面一般接表示河流，街道，道路的名词。如：
Go down/along this road and take the first turning on the left.
沿着这条马路走，在第一个拐弯处向左拐。
We often take a walk along/down/up the road.我们经常沿着这条路散步。
要注意的是：介词“down”有时含有“在下游”的意思，介词“up”则含有“在上游”的意思。如：
The house is 300 metres up/down the river.房子在这条河上游/下游300米处。
down含有离说话人而去的意思，介词up则含朝说话人而来之意，along 不强调方向。试比较：
Who’s the man coming up/going down the road?沿着这条路走来/走去的那个人是谁?
另外，介词up有向上之意，介词down则有“往下”之意。如：
The cat is running up the tree.猫正往树上爬去。
The dogs are running down the hill.狗正从山上跑下来。
这三个词还可用作副词，意为“向前”，如：
The farm is about 30 metres along.农场大约在前面30米远处。
Please walk down. Don t come up.请往前走，别朝这儿来。
教学设计示例
Lesson 21
Period: The First period
Content: Lesson 21
Properties: Map, recorder.
Teaching Objectives: Show places on the map; ask for and give directions in the simplest way.
Language Focus:
in front of, next to, on the left/right side, Thank you all the same.
Teaching Procedures:
I. Organizing the class
Greeting and a duty report.
II. Revision
Revise the language focus in the last unit.
Ⅲ. Leading - in
1. Make conversations with several students, like
Teacher: Excuse me. Where’s the nearest …?
Excuse me. How far is __× (an important place near school)?
Is there __× near our school?
Students: Answer with the help of the teacher
Teacher: Thank you very much.
Thank you all the same.
2. (To students) Are you good at distinguishing directions? Are you always ready to help someone who can’t find his way?
Ⅳ. Practice
1. Look at the picture in the book and ask students to work in pairs to practise showing places, using prepositional phrases like “next to, in front of, behind, outside and on the left/right side”
eg. There’s a school next to the supermarket. In front of/behind the school, there’s a market.
2. Call 3 pairs to say out their dialogues.
V. Teaching dialogues
1. Show students some maps and ask them for directions, using the patterns in the book.
Excuse me. Where’s the nearest __×?
2. Listen to the tape.
3. Read the dialogue in the book
4. Game: Which place is it?
(With the help of a map, on which some places are marked).
One student describes the location, asks other students to guess the place.
Ⅵ. Consolidation
Go over the lesson.
Ⅶ. Exercises in class
Fill in the blanks
1. There’s a cinema next ____ the shop.
2. ____ the left side of the room, there’s a desk.
3. -I’m sorry I can’t help you. -_____________.
4. Please come to the front and stand ____________ the class.
Key: to, on, Thank you all the same, in front of.
Complete the dialogue
A: ________ _______, where is the nearest police station, please?
B: I’m _______, I don’t know. Please ________ that man.
A: Thank you _______ ________ _______. Excuse me, where is the police station, please?
C: _______ over there, next ________ the post office.
A: Thank you ________ _______.
C: Not ________ _______.
Key: Excuse me, sorry, ask, all the same, It’s, to, very much, at all.
Ⅷ. Homework
Make 2 dialogues asking for directions (draw maps).
Ⅸ. The design of the blackboard
Lesson 21 Where’s …? It’s next to the …/in front of the … /behind the … /outside the…/ on the left/ right side. |
教学设计示例
Lesson 22
Teaching Objectives: Dialogues of asking for and giving directions.
Properties: Tape recorder, Map, Overhead projector
Language Focus:
Asking for directions: Is there a bank near here?
Where’s the nearest hospital, please?
Giving directions: Go along this road.
Take the first turning on the right.
It’s about a hundred metres along on the left.
It’s about 6 kilometers along.
Expressing needs: He needs some help.
You take a number 16 bus.
which number do I take?
You’d better (not) ask sb. for sth.
Teaching Procedures:
I. Organizing the class
Greetings and a presentation.
II. Revision
Revise the ways of asking for and giving directions in a simple way.
III. Leading - in
The teacher asks several students the directions to some places near school, using different ways of asking for directions. Ask sb to give directions.
Excuse me. Where’s the people’s Hospital?
Could you tell me the way to Beijing zoo, please?
Excuse me, which is the way to Purple Bamboo Park?
Is there a Macdonald’s near here?
VI. Practice
1. Show ways of asking for and giving directions on a flashcard.
2. Groupwork: Sb work in groups to ask for and give directions.
3. Act out
X. Listen and read
1. Listen and read through the dialogues.
2. Get students to practise the dialogues in the book.
3. Use a map to ask students to practise asking for and giving directions.
XI. Exercises in class
1. A: Excuse me. Which is the____ to East Park, please?
B: Let me see. Er, walk ____ this road and ____ right. Go ____ until you____ the end. You’ll find the park in front of you.
2. A: Excuse me. Can you give me ____ to the post office, please?
B: Sure. Go ____ this street and ____ right. Then you’ll see a tall building. That’s the ____, and it s between the zoo ____ the fruit shop. You can’t ____ it.
A: Is it ____ from here?
B: No, it s quite near. It’ll only ____ you about 10 minutes if you walk there.
A: Thanks a lot.
B: You’re welcome.
3. Rewrite the sentences as required.
(1)Walk along this road. (1 - 5 同义句)
______ ______ this road.
(2)Take the fifth turning on the left.
_______ left _______ the fifth turning.
(3) I can get to the zoo by bus.
I can ______ a bus ______ the zoo.
(4) My father is going to Beijing by air tomorrow.
My father _______ _______ to Beijing tomorrow.
(5) She needn’t clean the room every day.
She _______ _______ to clean the room every day.
(6)The park is about 6 kilometres away. (对画线部分提问)
______ ______ is the park?
(7)You will take a No.6 bus. (同上)
______ ______ shall I ______?
(8) Mr. zhang needs some help. (改一般疑问句)
______ Mr. zhang ______ ______ help?
Key:
1. way, along/down, turn, on, reach
2. directions, along/down, turn, post office, and, miss, far, take.
3.(1) Go along (2) Turn, at (3) take, to@ will fly (5) doesnt have (6) How far (7) Which bus, take (8) Does, need any
XII. Homework
Make a dialogue asking for and giving directions.
XIII. The design of the blackboard
Lesson 22 know the way take the …turning need some help a hundred metres along… away ask …for help |
教学设计示例
Lesson 23
篇7：新标准英语第二册教案1-5
新标准英语第二册教案（1-5）
Module 1 Alphabe:Unit 1 It’s the ABC song 一、素质教育教学目标： 1、知识教学点：字母歌及26个字母的读音 2、能力训练点：训练学生的口语表达能力 3、德育目标：激发学习英语的兴趣 二、教学重难点： 1、字母歌及26个字母的读音 2、单词：favourite, song, alphabet 三、教学方法：歌曲、游戏。 四、教具：语言座、字母卡、字母挂图 五、教学过程： （一）导入： 1、复习学过的英文歌曲，问：What’s your favourite song? 2、分音节教学favourite （二）字母教学： 1、挂图呈现字母表 2、手偶对话，引出课文对话 3、播放课文录音，学生看字母表仔细听 4、播放课文录音，学生指书上字母表跟读 5、将全班分为4组，播放歌曲，让每组依次唱其中一行 6、告诉学生字母分大小写及何时要大写 7、让学生从26个字母中选一个自己最喜欢的字母，将它写在纸片上，播放字母歌，当唱到这个字母的时候，自己将纸片高高地举起来 8、全班按顺序齐读26个字母 9、请小老师领读26个字母 10、打乱顺序指字母挂图，让学生认读 11、全班开火车按顺序读26个字母 12、请自告奋勇的学生用身体展示出自己喜欢的字母 13、老师在黑板上将大小写字母打乱顺序书写，让学生配对找朋友 14、全班、同桌、分小组唱字母歌 （三）课堂作业 六、板书设计： Module 1 Alphabe:Unit 1 It’s the ABC song What’s your favourite song? It’s the ABC song Module 1 Unit 2 My favourite toy is a car. 教学目标: Talking about favourite things. 教学重难点: 1、My favourite toy is a car. 2、单词 toy, car, ship, doll 教学过程： 一、Warming up: 1. Sing ABC song. 二、Revisions: 1. Recite the letters together. 2. Recite the letters one by one. 3. 教师出示字母卡片，学生快速读出字母。 4. 教师说出一个字母，学生快速说出后一个字母。 5. 快速读出字母。单词卡展示单词favourite，每个字母用不同的`颜色表示, 每出现一个字母, 问What’s this? What colour is it ? f, a, v, o, u, r, i, t, e, yes, it’s favourite. My favourite colour is red. What’s your favourite colour? 启发学生用It’s ….来回答问题。同样方法出现 t, o, y, yes, it’s a toy. 三、New lessons: 1. T: Do you know toy? （出示卡片）Teach the new word: toy and my favourite toy. 2. T: There are lots of toys, doll, ship, car, computer game. Teach the new words. (game: What’s missing?) 最后一次时，教师说：My favourite toy is …. 问学生: What’s your favourite toy? 启发学生用It’s a ….来回答问题，引入新课你知道Amy最喜欢的玩具是什么吗？（板书）My favourite toy is a car. 3. Open the books and turn to page 4, listen to the tape first, underline the new words.将单词与相对应的汉语连线，请学生到前面来完成练习，边做边问，What’s your favourite colour? Now listen, point and read. (twice) 4. Ask the kids to read the sentences one by one. 5. Ask the kids to talk about their favourite things, using: My name is …. My favourite toy is …. After talking, teacher says, This is …. Her / His favourite toy is …. 四、Teach the chant in Students Book P5. Listen and do. 五、Homework: 1. Listen to the tape 3 times. 2. Read the text loudly. 3. Prepare Module 2. 板书设计： Module 1 Unit 2 My favourite toy is a car. My favourite toy is a car. toy, car, ship, doll Module 2 Zoo Unit 1 They’re monkeys. 一、教学目标： 1、能听说读写单词：they,monkey,tiger,big,lion,elephant,small,fat, Look at 2、能灵活运用句型：What’s this? It’s a tiger. It’s big. What are they? They are monkeys. They’re small. 3、能识别并且描述动物。 二、教学重、难点： 1、能听说读写单词：they,monkey,tiger,big,lion,elephant,small,fat, Look at 2、能灵活运用句型：What’s this? It’s a tiger. It’s big. What are they? They are monkeys. They’re small. 三、教具准备：录音机、磁带、挂图、动物单词卡片 四、教学过程： Teaching steps: 一、Warming up: 1、Listen and do the actions: Stand up ! Sit down ! Point to the desk. Stand up ! Point to the window! Sit down ! Stand up ! Point to the door! Sit down ! （简单的听指令做动作，让学生动起来。） 2、sing a song 二、Revisions: 1. 出示单词卡片复习第一模块单词, 用What’s this? 提问，要求学生完整回答问题，用It’s a…. What’s this? It’s a toy. Toy, toy, it’s a toy.同样方法复习doll, ship, car, computer game. 2. T: My favourite toy is a doll. What’s your favourite toy? 提问几名学生，让他们用My favourite toy is a….或It’s a….来回答问题。 （强调完整回答，为以后的教学打好基础。） 三、New lessons: 1. 出示猫、狗、熊猫的单词卡片，用What’s this? 提问，要求学生完整回答问题，用It’s a….再说：My favourite animal is a dog. What’s your favourite animal? 我最喜爱的动物是小狗。你呢？问两个学生，然后启发：我们在那儿可以看到这些可爱的动物？学生回答：动物园。师说：今天我们就去动物园参观参观。（以旧带新，自然引入新课。） 2. 板书课题：Module 2 Zoo Unit 1 They’re monkeys. 师指着图片问：What’s this ? 生答：It’s a …. 用单词卡片教monkey（边读单词边配上动作），monkey, monkey.将卡片贴于黑板。教tiger（分大声小声读单词），tiger，tiger. 将卡片贴于黑板。教elephant 与monkey一样边读单词边配上动作。教lion 与tiger一样分大声小声读单词。 （较大密度的机械训练及不同的单词教法使学生得到更多的锻炼。） 3. Games: (1) 看老师嘴形，学生大声读出单词，（教师不出声音做口型，既可以检查学生是否认真看、听老师，又可以考一考学生的听力和反应。） (2) What’s missing? 将所学过的动物卡片一起呈现出来，dog, cat, panda, elephant, monkey, lion, tiger.让学生说：It’s a …. 然后藏起其中的一张，问学生：What’s missing? 让学生回答：It’s a …. 才能得分。（此游戏既调动了学生的积极性，又进一步巩固了新单词的学习。） 4. Look at the screen. 出示老虎，问What’s this? 学生回答It’s a tiger. It’s big.配上手势和动作教big, 请一横排学生起来边做动作边读单词，并将单词贴于黑板。第二张出示大象，巩固big.第三张出示熊猫，同样配上手势和动作教fat, 请一横排学生起来边做动作边读单词，并将单词贴于黑板。第四张出示一只狮子，问What’s this? 学生答It’s a lion.然后出现三只，问What are they? 教学生回答They’re lions. 教读they, they’re, They’re lions. They’re big. 第四张出现几只猴子，问What are they? 学生回答They’re monkeys. They’re small. 同样配上手势和动作教 small. 请一横排学生起来边做动作边读单词，并将单词贴于黑板。 （把句型板书在黑板上教学生读） 5. Look at the blankboard.将今天所学的新词呈现在黑板上，大声读出单词，教师故意把中英文搞混淆了，请学生到前面做中英文连线练习。（让学生进一步巩固所学的新单词） 6、同桌之间进行对话。 7. Now open your English books, turn to page 6. First, listen and underline the new words. （让学生听磁带划出新单词，然后再读新单词）Then listen and repeat twice. （感受标准的原版读音，让学生模仿动物的声音和动作及正确的语音语调。在跟读的过程中，注意纠正学生的读音。） 四、Games: 1. Listen and guess. 教师播放动物的声音并提问，学生作完整回答，否则不得分。 五、Homework: 1. Listen to the tape 3 or 5 times and read the text loudly. 2. 抄写单词 Module 2 Unit 2 That monkey is fat. 一、教学目标：1、能听说读写单词：tree,tall,short,thin 2、会唱本课的歌曲，以及会书写A,B,C三个字母。 3、灵活运用句型：This tree is tall. That tree is short. This monkey is thin. That monkey is fat. 二、教学重难点：1、能听说读写单词：tree,tall,short,thin 2、会唱本课的歌曲，以及会书写A,B,C三个字母。 3、灵活运用句型：This tree is tall. That tree is short. This monkey is thin. That monkey is fat. 三、教具准备：录音机、磁带、挂图、单词卡片 四、教学过程： Step 1:Warmer 1 Greetings. Step 2:Revision 出示上一节课学过的单词复习一次（只出示卡片只露一部分，让学生猜，在这里引出新的tree） whats this ?---Its a tiger/ elephant. ---Its big . what are they ?---Theyre lions/monkeys. ---Theyre big /small. Step 3: Presentation Look at the trees. This tree is tall. That tree is short. look at the monkeys. This monkey is thin . That monkey is fat. The ways: 1.T says: Today well study some knowledge about animals ,too . Look here ,I show a picture of zoo. In here ,there are two trees and two monkeys.Lead-in the new words: look at / trees / tall /short / thin / fat 2. 跟老师读句子，再让个同学充当小老师，重复问老师刚刚问过的问题． Step 4:Listening 1.Listen to the tape and point. 2.Listen again, 3.Reading after me. Step 5:Dills 1. the new words: look at / trees / tall /short / thin / fat 2. the new sentences: Look at the trees. This tree is tall. That tree is short. look at the monkey篇8：新标准英语 第二册教案6-10
新标准英语 第二册教案（6-10）
Module 6 Unit 1 What do you do at the weekend ? 一、教学目标： 学会四个科目单词Maths ,Science, Music, Chinese 能够灵活运用句子What do you have at school ? 二、教学重点: 教学难点以及突破措施 教学难点：单词及句子 三、教具准备：录音机 四、教学过程设计： (一)： Greeting : 师生打招呼问好 (二)： Warming up: 运用游戏复习以前学过的活动单词 (三)： Presentation and practice： （四）Learn to say 1 、出示课文图片，学生听录音。 学生看图了解课文意思，小组讨论交流完成老师提出的问题。 2、学生逐句跟录音读。 T：Try to say the sentence : I have …( English/ Maths /Science/Chinese) 3、Groupwork: Use your cards to make a dialogue . 4、Game : Choose cards T: Come here , please .What do you have at school ? You can choose two cards , read please ! S3: Maths , Science T: You can say Maths and Science .把所学知识融入到实际交往中。 5、Practice 创设情景1：教师出示一本日历，打开日历到今天的日期，强调突出星期几，随后翻阅日历到周末，用很愉快的口吻说： T：It’s the weekend. I like the weekend very much .I go swimming at the weekend .What do you do at the weekend? 引导学生运用“I …at the weekend .”的句型回答，如果学生有困难教师可用句型“Do you play football at the weekend ?”帮助学生回答：“Yes ,I do ./No ,I don’t.” 引导学生用完整句子回答：“I play football at the weekend .”最后学生两人一组进行操练。 What do you do at the weekend? (板书 ) （五）Consolidation 自己编写chants ,重点知识轻松巩固: Homework: 让学生自己编对话，编韵诗，结合以前的内容，自由发挥。 Design: Module 6 Unit 1 What do you do at the weekend ? Maths ,Science, Music, Chinese What do you have at school ? Module6Unit2 What does she do at the weekend? 教学目标： 1、能听说读写单词：today,Music,Art,PE 2、能灵活运用句型进行对话：What does Lingling have at school today? She has Music, Art and PE. What does she do at the weekend? She plays basketball. 3、会唱本课的歌曲以及回写字母Ll,Mm,Nn. 教学重难点: 1、能听说读写单词：today,Music,Art,PE 2、能灵活运用句型进行对话 3、会唱本课的歌曲以及回写字母Ll,Mm,Nn. 教具准备: 单词卡片和教学挂图。 教学过程： Step1:Greetings and warmer. 1、Say hello each other. 2、复习上一节课学过的单词。T: What do you have at school? Ss: I have Music, Art and PE. T: What does she have at the school?引导学生说She has Music, Art and PE.板书句子，以及教读句子。（个人读、小组读） Step2:New teaching. 1、教师边出示Lingling的图片边说：“I go swimming at the weekend. How about Lingling? What does she at the weekend?”引导学生回答：“She _____at the weekend.”如果学生有困难，可以使用句型：“Does she play football at the weekend? 帮助学生回答Yes ,she does. No, she doesn’t.同时引导学生使用完整句子回答：She plays football at the weekend.然后学生两人一组进行回答，操练句型。 2、歌曲学习。先熟悉歌词和曲调，再跟唱。待学生熟悉后请学生边表演边演唱， 3、字母Ll,Mm,Nn.的教学。请学生认读，然后教师领读，注意纠正学生发音。板书这些字母的大小写，写字母时，在该字母的每一个笔画旁画上相应的箭头，并标上序号，说明该字母的笔顺。提醒学生书写注意正确的笔顺。 字母与单词相结合，编成歌谣：“L is for lion.M is for monkey.Nis for noodles.”再请学生进行单词的扩展练习，比比谁扩的单词最多。 Step3:知识拓展。 Homework: 抄写单词及课文并背诵 板书设计： Module6,Unit2 ：What does she do at the weekend? What does Lingling have at school today? She has Music, Art and PE. What does she do at the weekend? Module7Unit1 We have a big family dinner. 教学目标： 1、能听说读写以下单词：for,about,spring festival, chinese,new year. 2、学会表达节日的问候：Happy new year! 3、能运用句型描述过节时的风俗习惯： 教学重难点: 1、学习节日问候的表达。 2、运用所学句型描述过节时的风俗习惯。 教具准备: 教学磁带。 教学过程： Step1:Greetings and warmer. 1、Say hello each other.Sing a song together. 2、教师事先准备一些食物卡片，问学生：what do you like?引导学生回答: I like…….根据学生的回答将食物卡片发给学生。T:What have you got?引导学生回答：I have got……. Step2:New teaching. 教师拿一幅春节用的'对联或福字，问学生：What is about?学生可以用中文说。T:Yes,Spring Festival.教授新单词，个别抽查。T:What do we say at Spring Festival?What do we have at Spring Festival?四人小组讨论，然后全班汇报。 在学生汇报的过程中，请发音标准的学生做小老师。如：We say Happy New Year,即教授Happy New Year.如果学生说不出来，教师则转入课文内容：Daming,Lingling and Tom is talking about Spring Festival.What do they have?Let’s learn the text.教师边出示图片边教授新句子：We have a big family dinner.We have peanuts and sweets.教师还可以引导学生说出其他他们知道的食物。 Step3:Practise & Game time. 1、教师事先准备春节时的歌曲和大红包。红包里装有许多有关食物的卡片。老师开始播放音乐，学生传红包。音乐停止，拿到红包的同学要从里面抽一张卡片，运用句型：At spring festival,we have…表达所抽到的食物内容，同时举起卡片，请其他同学判断是否正确。 2、请学生准备两张大纸，分别写上：ture,false.教师读一些与春节相关的句子，请学生边听边根据课文内容作出判断，并举起手中的纸牌表示正误。如：T:At Spring Festival,we go to school.S:False. Homework: 请学生收集有关其他节日的图片或者照片，了解其风俗习惯。将自己收集的知识向同学们做介绍。 Design: Module7Unit1 We have a big family dinner. for,about,spring festival, chinese,new year. Module7Unit2 We have Christmas in England 教学目标： 1、能听说读写单词：Christmas,sing,England,give,present,eat 2、学会表达节日的问候： Happy Christmas! 3、会描述过节时的风俗习惯：We sing songs.We give prensents. We eat peanuts and sweets. 教学重难点: 1、单词的听读和运用。 2、用简单的句子描述过节时的风俗习惯。 教具准备: 单词卡片 教学过程： Step1:Greetings and warmer. 1、Say hello each other. 2、请学生拿着课前准备的春节时的图片或照相向同学们描述自己是怎样过春节的。 At ……we say ….we have…… Step2:New teaching. 1、教师播放圣诞歌曲，请学生欣赏。欣赏歌曲后，T:What festival is it?引导学生回答：Christmas.教授新单词。教师扮演成圣诞老人，向同学们介绍西方过圣诞节的风俗习惯。 教师把挂图贴在黑板上，T:Where are they？引导学生说：England.T:What do they say on Christmas Day? What do they do on Christmas Day? 由图片引出新句型和单词。 2、歌曲学习。先熟悉歌词和曲调，再跟唱。待学生熟悉后请学生边表演边演唱， 3、字母O,P,Q的教学。请学生认读，然后教师领读，注意纠正学生发音。板书这些字母的大小写，写字母时，在该字母的每一个笔画旁画上相应的箭头，并标上序号，说明该字母的笔顺。提醒学生书写注意正确的笔顺。 字母与单词相结合，编成歌谣：“O is for orange.P is for panama.Q is for question.”再请学生进行单词的扩展练习，比比谁扩的单词最多。 Step3:Practise & Game time. 1、请学生看SB Unit2活动5的两幅图，比较图中的差别，并在短时间内记住图片里面的内容。请学生两人一组照例开展游戏，一个学生提出问题，另一个学生根据记忆做出回答。用Does ……?来提问。 2、老师事先准备好各种节日的卡片，请一个学生到教师前面来从中抽取一张，并根据图片内容对节日进行描述，全班同学猜是什么节日。比比谁的表达最流利。 Homework: 抄写单词及课文并背诵 Design: Module7Unit2 We have Christmas in England Christmas,sing,England,give,present,eat Happy Christmas! Module8 unit 1 Its hot in summer. 一、教学目标 1、能听、说、读、写本节课的新单词：spring, summer, autumn, winter, warm, hot, cool, cold. 2、在语言教学中培养学生热爱生活，热爱大自然，积极乐观的生活情感态度。 二、教学重点： 学习认识有关季节和天气的单词spring, summer, autumn, winter, warm, hot, cool, cold. 四、教学准备：单词卡片 五、教学过程： Step One: Warm up1、Greetings. What ’ s the weather like today? What do you do at the weekend? 2、Sing a song----We wish you a happy Christmas. Step two：New teaching.出示四季的单词卡片让学生看 Step Three: Presentation 1、看完后，提出问题： T: Now. Everybody, Who&nbs篇9：语文第二册教案
教学目标
1、了解动物世界神秘的音乐创造，养成感受自然、聆听自然的好习惯。
2、以自读为主，强调预习，对疑难语句重点突破。通过课堂讨论交流，把握主要观点，训练信息筛选和表达的能力。
3、感受大自然的和谐与美妙，以平等的心态和自然相处，尊重自然，热爱自然。
教学重点、难点重点：
理解和把握作者的观点。
教学过程
一、导入新课
播放《森林狂想曲》
二、介绍作者
托马斯刘易斯（1913―1994）美国医学家、生物学家。美国科学院院士。1974年出版《细胞生命的礼赞》，获该年度美国图书奖。这本书是一个医学家、生物学家关于生命、人生、社会乃至宇宙的思考。思想博大深邃，信息庞杂新奇，文笔生动、幽默，是当代科学小品文中的大家手笔。
三、字词正音
四、整体感知
⑴本篇文章的说明对象是（C）
A、音乐B、大自然的声音C、生物的非事务性声音（语言）D、生物的事务性声音（语言）
⑵明确“事务性声音”与“非事务性声音”之间的区别。
（重点朗读我家后院的画眉“这段。由个别朗读，到集体朗读。）
提示：
1、“事务性通讯”和“八小时以外的事务性语言”具体指什么？
明确：指鸟之间用于沟通、联系和交流的信号。如：警告、惊叫、求偶、宣布领地等，它们是事务性语言不是音乐。
2、“我不能相信它只是在说‘画眉在这儿。’”意思是什么？
明确：我不相信它只是在进行事务性通讯，而是在进行不带功利性质的音乐演唱。
3、作者认为音乐的性质是什么？
明确：没有任何功利目的，只是自得其乐，抒发情感。（鸟类事务性语言背后还有大量的重复出现的美妙声音（非事务性）
4、从这段看来，作者的语言有什么特点？（运用了什么修辞方法？有什么效果？）
明确：比喻；拟人。使语言生动、形象，给人身临其境之感。这段文字文学色彩很浓，具有很强的趣味性和文学性。作者的文章写得如此生动亲切，关键是作者对所有动物都怀有深厚的感情。
5、同步填空：列举、分析：
1、白蚁头部打击乐（非事务性声音）
白蚁上颚信号（事务性声音）
2、蝙蝠声纳捕捉昆虫（事务性声音）
蝙蝠倒挂铃声（非事务性声音）
3、蟋蟀、蚯蚓的合奏、座头鲸充满力度和肯定的歌曲。（非事务性）
（这种有节奏、有规律、重复出现的表达情感的声音，可以称之为“音乐”）
⑶作者认为人类作为地球生物，创作音乐的原因是什么？（关键句）
⑷本文结构思路总结
⑸作者在说明动物音乐时运用了那些主要的说明方法？
（在书上标明。请同学举例说有哪几种。）
明确：举例子、打比方、列数字、作比较等
总结：举例子能使文章有厚重感，增强文章的说服力。
打比方使被说明的事物更加生动形象。
列数字使事实更确凿具体。
作比较使被说明的事物更容易理解。
五、难段点评
1、为保持聚会进行而设计的那些无关紧要的社交谈话占了主导地位，大自然不喜欢长时间的沉寂。这句话怎么理解？明确：大自然声音很多，大部分声音声音是没有意义的。
2、第5段：“有风险”什么意思？用了什么说明方法，为了说明什么问题？
理解：“有风险”是说难以办到。本段语言生动幽默，用类比法说明人类不理解动物的音乐就像外星人不理解高尔夫球声一样。
3、第12段：
⒈上下文指什么？明确：指众多动物一齐鸣叫的声音环境。
⒉“使我们飘然欲飞”怎么理解？明确：动物们的音乐合奏是一种大自然的生命旋律，令我们感动，陶醉。
六、拓展讨论：
达尔文与刘易斯观点之比较。
篇10：语文第二册教案
教学目标：
1、知识目标：运用听读识字认识生字，有感情地流利朗读课文
2、能力目标：看图观察能力及想象力的进一步训练。
3、情感目标：感受晴朗夜空的美丽，培养学生热爱大自然的感情。
教学过程
(一)激趣导入，感受美
1、小朋友，今天咱们的好朋友丁丁给大家带来一个谜语。
2、平时你在夜空中见过什么样的月亮?
3、在晴朗的夜晚，这么可爱的月亮挂在蓝蓝的天上，该多美呀!难怪我们小朋友喜欢看月亮。叶圣陶老爷爷还特地把我们小朋友看月亮的情景写了一首诗。题目就是“小小的船”。
(二)整体感知，再现美
1、范读，孩子们听读课文，注意听清每一个字的读音。
2、学生自由朗读。孩子们，你们也来读一读，注意把你认识的字宝宝名字叫准确，不掉字，碰到不认识的字宝宝就圈出来，把它留住，待会听老师和同学读。
3、教师范读。
4、指名读文，评议正音。
(三)游戏识字，运用美
1、瞧，顽皮的小星星们正向我们眨着明亮的小眼睛呢!我们去和它们打个招呼吧。(出示生字卡)(同桌的小朋友互相读)
2、指导认识词宝宝。
3、配乐：全班一起读儿歌。
(四)品读课文，感悟美
1、在蓝蓝的夜空中，风儿在吹，月儿在摇，星星在闪，可爱的月亮慢慢地挂上了蓝天，弯弯的月儿像什么?
配乐：小朋友，蓝蓝的夜空中，弯弯的月儿像一只金色的小船，顽皮的星星对着我们眨着明亮的眼睛。小男孩在这么美的夜晚中陶醉了。
赶快闭上眼睛准备出发吧。随着音乐，乘着想象的翅膀，飞出教室，飞上蓝天，我们坐在了月亮船上，随着月亮船摇啊摇。美丽的夜空就在眼前，你看到了什么?请你睁开眼睛，说说你看见什么呢?
2、夜空是那样的美丽，坐在月亮船上的感觉是那样美好，我们就来当一回小诗把这份美读出来吧!
(1)请小朋友为图配音，放开你的小喇叭，把天空的美读出来。
(2)男女学生赛读。
(3)小朋友们都读得很好，让老师感受到了夜空的美，老师想和大家一起合作来读。
(4)小朋友说得多好啊!老师仿佛看见蓝天变成了大海，月儿变成了小船，我们坐在小船里一边观赏着美丽的夜空景色，一边美美地朗诵着儿歌呢!
现在就请你们带着高兴和喜悦之情，再读读这首儿歌。
(5)小朋友们真棒，这么快就学会了这首优美的儿歌。让我们展开金嗓子跟着音乐美美地唱唱这首歌吧!
篇11：第二册《识字》教案
第二册《识字》教案
教学目标：
1、学会本课9个生字，绿线内的3个字只识不写。认识一个偏旁：羊（羊字旁）。
2、初步了解会意字的特点培养学生主动识字的兴趣。
3、朗读儿歌，理解两首儿歌的意思，懂得团结起来力量大的道理，并能与实际生活相联系。
4、在小组学习中，培养学生合作探究、细致观察、大胆交流的能力。
教学重点、难点：
识字、写字。理解两句谚语“众人一条心，黄土变成金”、“单丝不成线，独木不成林”的含义。可安排2课时进行。
教学准备：
每个学习小组一盒积木；课文的插图；歌曲《团结就是力量》的磁带；词语卡片、生字卡片、田字格。
教学过程：
一、创设情境，看图识字
1、出示左上图。
（1） 猜一猜。
师述：这三幅图里，分别藏着一个汉字，你能找出来吗？（相机出示：人 从 众）
表扬猜出“众”的小朋友，并请学生说说是怎么猜出来的。
（2） 找一找。
这三个字有好多朋友，我们一起来给他们找朋友。
（相机出示：工人 跟从 群众）
（3） 读一读。
小朋友，刚才我们认识了几个新朋友，请你读一读这些词语。（学生自由读，指名学生读）
（4） 比一比。
小朋友的眼睛可亮了！仔细观察这三个字，你发现了什么？
（引导学生说出“从 众”这两个字是由“人”累加起来的）
二、游戏诵读，理解儿歌
过渡：有一位会写诗的叔叔把这三个字合在一起写了一首好听的'儿歌，我们一起来学习。（相机出示儿歌：二人从，三人众。众人一条心，黄土变成金）
1、创设游戏情境，深入理解儿歌。
（1） 分小组，合作搭积木。
比一比，哪一组搭得最漂亮？
（2） 谈体会，明道理。
a、这一组搭的积木可漂亮啦！请你们来谈谈成功的体会。
b、这一组搭的积木倒塌了，你们失败了，从中你懂得了什么道理？
（3） 听歌曲，感悟读。
只有齐心协力，团结合作，才能成功。这就是“众人一条心，黄土变成金”。（播放歌曲《团结就是力量》）
（4） 揭课题，指导读。
刚才我们学习了《识字7》左半部分的内容。（板书：识字7）
a、学生在学习小组中读一读。
b、小组推荐学生朗读，注重评价。
c、全班一起朗读。
三、探究合作，学习新知
1、小组合作学习。
师：刚才我们认识了新字、新词，学习了一首好听的儿歌。左边的课文，老师要请小朋友以小组为单位，用看看图、识识字、读读词或其他方法来学习。人人可以争当小老师，挑自己已读懂的说给其他小朋友听。（学生合作学习、交流，教师巡回了解，点拨指导）
2、大组交流成果。
师：谁愿意当小老师介绍一下你读懂了什么？
四、比较小结，拓展延伸
1、比一比。
（1） 男、女小朋友分别读这两首儿歌。
（2） 比一比，从这两首儿歌中，你发现了什么？（引导学生通过诵读，理解这两首儿歌讲了同一个道路，那就是团结力量大）
2、说一说。
学生联系已有的生活经验或回忆童话、寓言故事来谈谈自己的体会。
3、读一读。
带着自己的体会、感受，一起把课文读一遍。
五、学习生字，指导书写
1、出示生字卡片：黄 变 成 金 单 丝 条 众 群
2、认读生字。
3、说说你记住了哪些字，有什么好方法。
4、自学笔顺图，在书上描红。
5、交流书写时的注意点。
6、《习字册》上描红、仿影、书写。
篇12：一年级第二册教案
教学内容:
教科书采用主题单元的编排方式，从学生的生活实际、学习心理和发展需要出发，十六个单元。每个单元大致包括两篇主体课文和一个“语文天地”。课文下面依次列出要求会认的字和要求会写的字，最下面是共学生思考讨论的问题。“语文天地”包括本单元基础知识的巩固练习和各种语文实践活动。本册生字分为三类，要求会写238字，要求会认 441字，其余生字进行渗透性学习，允许学生识字数量有差异。
学习目的：
1. 会读声母、韵母和整体认读音节，能准确地拼读音节，正确书写声母、韵母和音节，熟记汉语拼音字母表。
2.要求会认会写238个生字，要求会认441个，能按笔顺规则用硬笔写字，注意间架结构。使学生喜欢学习汉字，有主动识字的愿望。初步感受汉字的形体美，养成正确的写字姿势和良好的写字习惯。
3.喜欢阅读，感受阅读的乐趣，喜爱图书，爱护图书，养成读书看报的习惯。
4.阅读浅近的童话、寓言、故事，向往美好的情景，关心自然和生命.
5.对感兴趣的人物和事件有自己的感受和想法，并乐于与人交流。
6.通过读浅近的儿歌、童话、古诗，鼓励学生展开想象，获得初步的感情体验，感受语言的优美，韵律美。
7.对感兴趣的人物和事件有自己的感受和想法，并乐于与人交流，展开想象，感受语言的优美。
8.通过读浅近的儿歌、童话、古诗，鼓励学生展开想象，获得初步的感情体验，感受语言的优美，韵律美。
9.认识应用符号，在阅读中，体会句号，问号、感叹号所表达的不同语气。
10.在阅读中积累词语，积累自己喜欢的成语和格言警句，背诵优秀诗文50篇。
11.对写话有兴趣，有表达自信心，写自己想说的话，写出自己对周围事物的认识和感想。
12.学习使用“，。？！”在写话中乐于运用阅读和生活中学到的词语。学讲普通话，逐步养成讲普通话的习惯。
13.听故事，看音像，能复述精彩处的大意，能较完整的讲述小故事，能简扼的讲述自己感兴趣的见闻，有表达自信心和积极参加讨论，对感兴趣的话题发表自己的意见。
14.对周围事物有好奇心，结合感兴趣的事情提出问题。
15.通过语文学习，观察大自然，能用口头与图文方式表达自己的见闻和见解。
16.热心参加校园和社区活动，通过活动用口头或图文的方式来表达自己的见闻和见解。
第一单元 元宵节
一 教材分析。
本单元为“元宵节”，主要结合正月十五这一中国的传统节日而安排。在寒假，小朋友们刚刚度过了欢乐、热闹的'新年。虽然已经开学了，大部分孩子还沉浸在过年祥和、高兴的气氛中。这一单元就是要小朋友们能够在“正月十五”元宵节到来之时，在教师的引导下既了解中国传统节日、文化又感受到节日的欢乐，感受到生活与学习的联系，增加学习的兴趣、感受到学习的乐趣。
本单元中有两篇课文和一个语文天地。两篇课文：《元宵节》和《看花灯》，以儿歌的方式呈现，朗朗上口、生动形象，与孩子的生活紧密联系。语文天地中安排了“描一描，写一写”、“抄一抄”、“组词”、“照例子说一说”、“读一读”等练习，起着承上启下的作用，便于学生复习上一学期的拼音生字等知识，也对本单元的知识进行练习、延伸。
二．教学目的。
知识与能力 1. 使学生了解祖国的传统节日。体会其中的乐趣，在增长知识的同时受到良好的爱国主义教育。
2.学习25个生字，巩固学过的字。会书写单韵母，并且逐步复习和练习组词，逐步会组词，掌握识字的方法。
3.理解课文的意思，会组词。背诵课文；自读短文。
情感态度：1 使学生了解祖国的传统节日。体会其中的乐趣，在增长知识的同时受到良好的爱国主义教育。
2养成阅读的好习惯以及勤于复习、练习的好习惯。
过程和方法：1基本掌握听读识字的方法，培养学生自检的习惯。
3 学习搜集整理资料，参与班级活动。
三．重难点：培养学生学习热情和习惯是重点。难点是使学生能够熟练、有感情的朗读《元宵节》、《看花灯》两篇课文，并且要能有感情的背诵《元宵节》这一篇。认识本单元的25个生字，会写16个生字，并且逐步复习和练习组词，逐步会组词，掌握识字的方法。
四．教学准备。卡片、录音机、磁带等
五．课时安排：
课时分配课题
共7课时 综合实践活动 课余时间一个半小时课时
六 学生情况分析：学生拼音、拼读掌握较好，能借助拼音自学生字，儿歌中有的生字学生已经认识。引导学生用多种方法识字。由于本地没有相应的社会活动，学生缺乏感性认识。
教学设计
《元宵节》语文综合实践活动设计方案
一 目的及意义。
1 结合学习第一课《元宵节》，使学生在活动中轻松完成识字任务。
2 着眼点：过程与方法。鼓励学生自己动手组织活动，参与到整个活动中来，体现“学生是学习和活动的主体”这个理念。培养他们组织和参与活动的能力，包括合作能力、参与能力、搜集整理信息的能力、获取新知识的能力
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