高一英语第一单元第二课时 Section 2（精选10篇）由网友“Wyeoshdksnxhk”投稿提供，以下是小编为大家整理后的高一英语第一单元第二课时 Section 2，欢迎阅读与收藏。
篇1：高一英语第一单元第二课时 Section 2
Step1. Revision
1. Words and expressions. ( translate some phrases and sentences )
2. Check the homework.
Step2. Lead-in ( pre-reading )
In the Second World War, the Japanese army attacked an American warship on the Pacific Ocean. The ship sank, and only one soldier survived on a deserted island. When he was found he had lived on the island for more than 40 years. Now please imagine you were the soldier. If you want to survive, what do you need? Here are some tools for you to choose, but you only can choose three from them. And you should tell me the reason for your decision.
Discussion
Step3. Reading
1. Biography for Tom Hanks
Birth name Height 6' 1“
Thomas J. Hanks
Mini biography
Born in California, Tom Hanks grew up in what he calls a ‘fractured’ family. His parents were pioneers in the development of marriage dissolution law in that state, and Tom moved around a lot, living with a succession of step-families. No problems, no abuse, no alcoholism, just a confused childhood. He had no acting experience in college, and in fact credits the fact that he couldn’t get cast in a college play with actually starting his career - he went downtown, auditioned for a community theater play, was invited by the director of that play to go to Cleveland, and there his acting career started. He met his second wife, actress Rita Wilson on the set of the movie Volunteers (1985) - they have two children and Tom has another son and daughter by his first wife. In he made his first step behind the camera, directing as well as starring and writing the film That Thing You Do! (1996).
Present some pictures:
1. Listen to the tape.
Questions:
1) What happens to Chuck?
2) What’s the most difficult challenge?
3) Why he hasn’t been a good friend?
4) What does he think about friendship?
5) What can we learn from Chuck?
2. Fast reading.
3. Main idea of each paragraph..
P1. Chuck survives on a deserted island.
P2. Chuck learns to survive all alone.
P3. What Chuck learns about himself.
P4. Friends are teachers.
Step4. Post-reading
1. Make summary of “friendship” in the text
Friends help us understand what kind of people we are. why we need each other, and what we can do for each other
We need friends to share happiness and sorrow It is important to have someone to care about. Friendship is about feelings. We must give as much as we take. Friends helps us understand what kind of people we are, why we need each other, and what we can do for each other.
2. Discussion
1) What is a friend like?
2) What can we do to be good friends even if we are very busy?
3) Does a successful man or woman need friends?
4) What do friends teach us?
5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
6) The text talks about giving and taking .How do friends give and take?
Homework
1. Write a passage about your unforgettable experience.
2. Preview the language points in the text.
篇2：高一英语第一单元第二课时 Section 2
高一英语第一单元第二课时 Section 2
Step1. Revision
1. Words and expressions. ( translate some phrases and sentences )
2. Check the homework.
Step2. Lead-in ( pre-reading )
In the Second World War, the Japanese army attacked an American warship on the Pacific Ocean. The ship sank, and only one soldier survived on a deserted island. When he was found he had lived on the island for more than 40 years. Now please imagine you were the soldier. If you want to survive, what do you need? Here are some tools for you to choose, but you only can choose three from them. And you should tell me the reason for your decision.
Discussion
Step3. Reading
1. Biography for Tom Hanks
Birth name Height 6\' 1\”
Thomas J. Hanks
Mini biography
Born in California, Tom Hanks grew up in what he calls a ‘fractured’ family. His parents were pioneers in the development of marriage dissolution law in that state, and Tom moved around a lot, living with a succession of step-families. No problems, no abuse, no alcoholism, just a confused childhood. He had no acting experience in college, and in fact credits the fact that he couldn’t get cast in a college play with actually starting his career - he went downtown, auditioned for a community theater play, was invited by the director of that play to go to Cleveland, and there his acting career started. He met his second wife, actress Rita Wilson on the set of the movie Volunteers (1985) - they have two children and Tom has another son and daughter by his first wife. In 1996 he made his first step behind the camera, directing as well as starring and writing the film That Thing You Do! (1996).
Present some pictures:
1. Listen to the tape.
Questions:
1) What happens to Chuck?
2) What’s the most difficult challenge?
3) Why he hasn’t been a good friend?
4) What does he think about friendship?
5) What can we learn from Chuck?
2. Fast reading.
3. Main idea of each paragraph..
P1. Chuck survives on a deserted island.
P2. Chuck learns to survive all alone.
P3. What Chuck learns about himself.
P4. Friends are teachers.
Step4. Post-reading
1. Make summary of “friendship” in the text
Friends help us understand what kind of people we are. why we need each other, and what we can do for each other
We need friends to share happiness and sorrow It is important to have someone to care about. Friendship is about feelings. We must give as much as we take. Friends helps us understand what kind of people we are, why we need each other, and what we can do for each other.
2. Discussion
1) What is a friend like?
2) What can we do to be good friends even if we are very busy?
3) Does a successful man or woman need friends?
4) What do friends teach us?
5) Is it better to have a human friend or an unusual friend such as a volleyball, a pen or a dog?
6) The text talks about giving and taking .How do friends give and take?
Homework
1. Write a passage about your unforgettable experience.
2. Preview the language points in the text.
篇3：高一英语第九单元第一课时说课稿
内容预览：
各位专家 ,老师: 我所上的课是第九单元第一课时，本单元课时总量为 6 课时，第一课的内容为“ Warming up ， Listening and Describing ”。本单元的话题是“技术”，涉及到“手机”、“发明”、“技术与人文”等，语言、知识、技能渗透于其中，教材的设计特别突出思维能力的`培养，第一课时的功能是导入 中心话题，在思想、知识上做好一定准备，……
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篇4：第一单元阅读教案 第二课时 阅读课 (人教版英语高一)
Unit 1
第二课时 阅读课
一、教学内容：Pre-reading; Reading and comprehending (pp. 2-3)
二、教学目标：
1．能力目标
在本节课结束时，学生能够
简单介绍主人公安妮所生活的时代背景以及她的悲惨遭遇，能根据提示复述课文部分内容。
简单描述人物由于环境变化而造成的思想感情的变化。
在同学和教师的帮助下正确理解结构较为复杂的句子。
初步掌握skimming 和scanning两种阅读技能，找出关键信息，并能在教师帮助下归纳阅读篇章中心。
2． 目标语言
重点词汇和短语
Netherlands, German, outdoors, thunder, entirely, power, curtain, dusty, go through, set down, a series of, on purpose, in order to, at dusk, face to face, no longer
难句（非本单元重点的句型只要求理解，不要求加以运用）
I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature.
I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound.
For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by myself.
It was the first time in a year and a half that I’d seen the night face to face …
3. 文化目标
了解二战时期纳粹德国迫害犹太人的历史以及犹太人的悲惨命运。
通过阅读《安妮日记》体会作者在处于恶劣生活环境之下渴望友谊、朋友、大自然的心境，保持乐观的人生态度，更加珍惜和平和稳定带来的幸福生活。
三、教学步骤：
步骤一 读前 Pre-reading
1． 让学生观察阅读部分的标题和两幅插图，猜测阅读篇章的内容。
2． 引导学生观察阅读部分的编排，了解它由几个部分组成，这几个部分分别讲述什么内容。
3． 选一两个小组汇报自己搜集的背景资料，简单介绍二战期间德国纳粹对犹太人的暴行和犹太人的悲惨处境，之后教师做补充。
设计意图：让学生猜阅读篇章的内容，是在阅读前设置信息沟，激发学生阅读的欲望；让学生先了解课文的编排，避免学生在阅读时产生混乱的感觉。读前安排背景知识的介绍是有必要的，因为本文内容离学生现在的生活较远，对二战的历史不熟悉的学生不容易明白和感受到安妮日记中所描述的心境，此举有助于学生更好地理解课文。
步骤二 快速阅读 Fast reading
1． 快速阅读背景叙述部分。
1） 让学生在半分钟内快速浏览(skimming)背景叙述部分两个段落的首句和末句，找出安妮的好朋友是谁，安妮的故事发生在什么时期。
2） 再次阅读该部分(scanning)，找出表格中所需的信息，并完成理解部分(Comprehending)的练习1。
2． 快速阅读日记部分 (skimming)。让学生快速浏览安妮日记的每个段落的首句和末句，归纳日记的中心大意（main idea of the diary）。归纳时，教师可给予学生一定的句型提示，然后由学生将信息补充完整。
设计意图：归纳大意对大部分刚刚进入高中阶段的学生会有困难，因此教师可适当降低难度，让学生先说出关键词，然后再让他们归纳成句子。让学生快速浏览日记后找时间、地点、人物等要素，目的是教学生学会快速阅读的技巧，为概括中心内容打基础。
步骤三 仔细阅读 Careful reading
1． 让学生仔细阅读安妮日记。阅读前，教师要求学生在阅读过程中不使用字典或词汇表查文中新词汇的含义，应根据上下文先猜测词汇。如猜不出，只要不影响理解句子的大意，可跳过新词汇直接阅读下面的内容。遇到理解困难的部分，可划线做标记。读后完成右表（可以填关键词）。
2． 让学生思考安妮遥望夜空时的心情，想出最能抒发她的感受的词汇。
3． 让学生看图片中的犹太人小男孩Joseph, 用适当的形容词或表达用语来形容他在被解救之前和解救之后感受的不同。
设计意图：由于Comprehending的练习2里的第2、3问题是让学生说出安妮在躲藏前后对自然的感受，让学生感受安妮对外界一切事物的怀念和向往，这与上面设计填表格的练习目的是一样的，但形式不同。对于问答题，可能学生不容易做完整的回答，而填写表格时允许部分学生填写关键词而减低答题难度，就可以让不同层次的学生参与同样的活动。随后的看图表达的任务则是帮助学生巩固并学会运用上面归纳的词汇。
步骤四 难句点评 Difficulties
1． 学生四人小组交流自己在阅读时遇到的难以理解的词汇或句子，小组成员通过讨论各自阐述自己的见解。
2． 各组提出本小组成员解决不了的难句，鼓励其他小组给予帮助，或由教师引导解决。
3． 最后教师提出几个难句，与学生共同分析，并解释句子的含义以及用法。
设计意图：让学生自己提出问题，并以协作式活动让学生内部解决问题，激发学生积极思考和提问，也能提高部分层次高的学生的分析能力。
步骤五 小结和复述 Summary and retelling
1． 根据前面做过的两个表格信息，让学生自己口头对信息连成短文进行自我复述课文。
2． 教师提供范例，请学生以填空的形式复述，然后朗读复述内容。
设计意图：学生刚上高中，概括能力有限，因此用关键词和重要短语为线索进行复述课文，降低了复述难度。老师让学生以填空的形式复述是另一种概括方式，目的是给学生复述的示范和模式。
步骤六 作业 Homework
1． 再次阅读课文，学生四人一小组，将教师列出阅读文中出现的重点词汇和短语（如：do sth. on purpose；in order to；face to face；hide away；set down a series of...；go through；dare... etc）通过讨论、查资料等方式独立归纳出其意义和用法。
2． 两人小组互相以第一人称复述课文。
设计意图：让学生通过小组活动查阅等方式学习词汇的用法和意义，目的是让学生亲身体验学习过程，印象会更深刻。
篇5：高一英语第二单元第一教时
省前中英语级提供
Unit 2 English around the world
Teaching Aims And Demands:
1. Learn and master the words and expressions in the Unit.
2. Review direct speech and indirect speech
3. Train the students’ ability of speaking.
4. Train the students’ ability of reading comprehension.
Teaching Important Points:
1. Everyday English:
1) Talk about the differences between American English and British English.
2) Practice talking about requests and demands.
3) Learn some useful phrases.
2. The correct understanding of the passage
3. Grammar: direct speech and indirect speech
Teaching Difficult Points:
Train the students’ ability of reading comprehension
Teaching Methods:
1. Explanation to make the Ss understand the difficult languages in the passage.
2. Fast reading to find out the general information in the text.
3. Questions and answers to help the students go through with the whole passage.
Teaching Aids:
1. tape recorder
2. multimedia
Teaching Procedures:
Section 1
Teaching aims:
1) Listen to a dialogue about American English and British English.
2) Do some exercise about sentence transformation
3) Enable the students to express their own ideas freely
Step1. Lead-in
Step2. Warming up
Although English is spoken on both sides of the Atlantic, slight misunderstanding sometimes may happen between natives speakers from Britain and America. Here is an example. Listen to the tape carefully to find out what their misunderstanding is about.
1. Listen to the tape.
2. Questions:
1) What is it that Joe can’t find in the bathroom?
A toilet.
2) Why can’t he find it?
In American English, the word “bathroom” means a place where there is a toilet and sometimes a bath or a shower; In British English, the word means a place where there is a bath and sometimes a toilet. Joe wants to go to the toilet, but Nancy thinks he wants to takes a shower.
Step 3. Notes to the dialogue
1) Joe is an American who has come to Britain for the first time.
(1) for the first time
(2) the first time
(3) It’s the first time…
e.g. The two students met for the first time at the beginning of term.
He loved the girl the first time he met her.
It is the first time I have been to Paris.
2) What is it that Joe can’t find in the bathroom?
It is / was … that …
Xiaoming broke the window yesterday.
It was Xiaoming that / who broke the window yesterday.
It was the window that Xiaoming broke yesterday.
It was yesterday that Xiaoming broke the window.
→ Who was it that…
What was it that…
When was it that…
Where was it that…
Why was it that…
e.g. Where was it that you met the girl with long hair?
Why was it that he told a lie to us all?
3) You must be very tired.
Present: must be / be doing / do
Past: must have done
e.g. He must be watching TV now. → isn’t he?
He must have seen the movie yesterday.. → didn’t he?
He must have told lies before. → hasn’t he?
Negative: can’t/couldn’t be / be doing / do
e.g. He can’t be at home today, because he went to London yesterday.
She can’t have taken the monkey, for she was with me the whole night.
4) I mean, I found the bathroom.
mean
(1) 意思是；指……而言（后接名词，代词或从句）
I mean this one, not that one.
I mean that he is being unfair.
(2) 打算做（后接不定式）
I meant to give you this book today, but I forgot.
(3) 意味着（后接动名词）
Missing the train means waiting for another hour.
The dark clouds mean rain.
5) There you are.
e.g. There goes the bell.
Here comes the bus.
Here you are. Here it is.
Step4. Listening
1. Listen to the tape
2. Finish the exercises
Step5. Speaking
1. Listen to the tape
2. Finish the exercises
Step4. Homework
1) Make up new dialogues.
2) Translation
1. 我第一次见到她时，他正在帮助学生呢．
2. 这是他有生以来第一次英语考试没及格．
3. ――迈克一定在读什么有趣的东西．
――不，不可能，他明天要考试
4．你是在哪儿遇到那个自称小王的人的？（用强调句式）
5．昨晚，他直到她妈妈下班回来才上床睡觉的（用强调句式）
篇6：《第二单元》第一课时教学反思
《第二单元》第一课时教学反思
教学反思
2.口语交际应培养学生倾听表达和应对的能力，使学生具有文明和谐地进行人际交流的素养。而这种口语交际的能力要靠丰富的语言实践去培养，因此，教师要善于营造学生进行口语交际的真实情境，选择贴近学生生活实际的开放性话题，让学生说出自己真实的生活经历。我们要允许学生说得不完整，通过补充提问，把事情说清楚说完整；允许说得不生动，甚至允许出错，使学生在教师的鼓励下敢于交际，乐于表达。
2.习作练习要符合三年级学生的特点，降低习作的门槛，给学生以自信。引导学生将平时的积累运用于自己的习作之中，体现学用结合。要给学生更多的展示与学习的空间，并将展示与评价有机结合，激发学生习作的兴趣。
3. 丰富的`语文积累，是学生综合语文素养的集中表现，教师要善于拓展学生学习语文的领域，带领学生品位祖国语言文字的魅力。
教师在教学中要结合本地和学生的实际选择口语交际的话题，凸显地域的特点和学生的实际，使学生有话可说。口语交际的话题要丰富而开放，要联系学生的生活，说身边的事，说自己的事，表达自己的真实感受。要鼓励学生敢说，教给学生会说，逐步引导学生说得生动精彩。对不同程度的学生要有不同的要求，使每个学生都获得成功的体验。
篇7：九年级英语第二单元第一课时教学反思
九年级英语第二单元第一课时教学反思
本节课以“谈论自己和他人的变化”为话题，让学生学会描述自己和他人在外貌﹑性格等方面的变化。并让学生学会使用used to结构来表示过去经常存在的习惯或状态而现在已不存在的习惯或状态。
在教学中，我先采用的.是“What do you look like?”及“What do eshe/she look like？”这两个句型去描述人的外貌及性格，从而对前面知识也是一个复习的过程。然后向学生出示一些新旧照片进行对比，导出本节课的重点“used to”句型。首先，通过用实物导出“usedto”句型,让学生明白这一句型的含义，在懂得此含义之后，试图找几位较好的学生作示范，让他们来带动其他学生，从而达到大部分学生的理解和运用，接下来通过听力来加深学生对“used to”句型的印象，让学生团结协作完成对话，来巩固这一句型，最后让学生明白人是在不断变化的。
在整堂教学中，我发觉学生的兴趣浓厚，通过复习﹑图片导入，学生对人的外貌性格这一变化产生浓厚的兴趣，大部分学生通过自身和周围人的变化来谈论，很乐意的去学。在课堂练习中我发现学生对used to do或used to be两者混为一团，我想可能在讲解﹑分析时不够透彻，应该再通过小黑板出示相应的习题加以巩固，如果能让学生再欣赏一首歌曲《Yesterday on cemore》的话，相信课堂氛围、教学效果会更佳。
篇8：第二单元第一课时 学案设计(人教版英语九年级)
Unit 2 I used to be afraid of the dark.
Section A (1a-2c)
PartⅠ Analysis of the Teaching Material
Ⅰ.Status and Function
You know, people sure change when they grow. Our students should realize and deal with their changes correctly. Unit2 is to talk about how we have changed.
This lesson is the first period of Unit2. All the activities in this Unit are carried around this topic. So this period is very important. If the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit. It can practice Ss’ listening, speaking, reading and writing.
Such a topic about what Ss used to be like is related to their daily life. So it is useful.
The first period serves as an introduction and lead-in part.. Activity 1a introduces lots of words describing people’s appearance and personality. Activities 1b, 2a and 2b gives students practice in understanding the target language in spoken conversation. Activities 1c and 2c provides oral practice using the target language. Students are fond of such activities. So they are helpful to improve students spoken English.
Teaching and learning goals
Language goals
1. Words ＆ expressions.
used to，be interested in
2. Key sentences
Mario, you used to be short, didn’t you? Yes I did.
Did you use to play the piano? No, I didn’t
Ability goals
Most students can talk about the changes of theirs and other people’s appearances and personalities with “used to be”.
Emotion ＆ attitude goals
Most students can deal with changes correctly. And at the same time care about others’ changes, thus to build up good relationship between people.
Strategy goals
Most students can describe appearances and personalities by comparing.
Teaching important points
More than 90% know the structure “used to ”and its negative and interrogative forms.
Teaching aid
A multimedia courseware is needed. In fact, students are still very young, and are interested in pictures and funny things. So the courseware can both help me and them.
PartⅡ Analysis of the Teaching Methods
In this lesson I’ll mainly use “Task-based” teaching method. That is to say, I’ll let Ss Know what we will learn in this lesson. And master the target language step by step.
“ Learning by using, learning for using.” I will also use Situational Approach Method.
Communicative Approach Method will be used.
Some traditional methods will also be used.
PartⅢ Analysis of the Learning Strategies
Pairwork.
Groupwork.
The students who sit at the same desk and group can make a conversation and learn from each other. It makes each student feel relaxed. They needn’t worry about making mistakes.
PartⅣ Teaching Procedures
Step I Lead-in
Hi, everyone. Today we’re going to study Unit 2. Its title is I used to be afraid of the dark. In the title we find a phrase “used to ”. What does it mean? How is it used in English?
The usage of “used to”
“used to＋positive Verb”expresses people often did sth. In the past, but don’t do that now anymore. e.g..
I used to go to work by bus. Now I take a taxi.
She used to be very shy.
“be used to doing”expresses people foster a habit to do sth. e.g.
I used to get up late, but now I am used to getting up early and going to bed early.
He is used to being praised by others.
So the sentence “I used to be afraid of the dark.” means in Chinese: 我过去常害怕黑暗。
Purpose of my designing: Let Ss know directly the target language of this lesson and what they going to do.
Step II 1a Filling in the chart
First let’s talk about something about people’s appearance and personality Next we are going to fill in the chart below with words to tell about people’s appearance and personality.
Appearance Personality
tall outgoing
straight hair funny
beautiful angry
black careful
dirty happy
hungry hard-working
sad strange
tired noisy
Now we are going to make sentences to tell about people’s appearances and personalities with the words in the chart.
Purpose of my designing: This activity is used as the beginning of the new lesson and also as the review of description words about people’s appearance and personality in Grade 8.
StepⅢ1b Listening and writing
Next you are going to listen to a conversation. In the conversation you will find that Bob is seeing some friends for the first time in four years. Listen and fill in the chart on page 10 with words telling about friends’ appearances and personalities. While listening, pay attention to the form of the sentences.
Purpose of my designing: The activity gives Ss practice in understanding the target language in spoken conversation.
StepⅣ 1c Doing pairwork
Look at the picture on page 10 and make more conversations.
A: Mario used to be tall.
B: Yes, he did. Now he’s tall.
Purpose of my designing: This activity provides oral practice using the target language.
StepⅤ2a Listening and checking
Next turn to page 11 and we are going to listen to a tape and check the words we hear.
Purpose of my designing: This activity provides listening practice using the target language.
StepⅥ2b Listening and filling in the blanks
On page 11, listen for information to be filled in the blanks. Remember to pay attention to the form of the language while listening.
Do pay attention to the form of the language while listening.
Purpose of my designing: This activity gives Ss practice understanding the target language in spoken conversation.
StepⅦ2c Doing pairwork
Practice the conversation in activity 2b on page 11. Then make conversations about yourselves.
Purpose of my designing: This activity provides oral practice using the target language.
StepⅧMaking a summary
You used to be short.
I used to be really quiet.
She used to have long hair.
He used to wear glasses.
used to + positive verb
“used to＋positive Verb”expresses people often did sth. In the past, but don’t do that now anymore.
Purpose of my designing: This activity gives Ss a clear outline of this lesson.
StepⅨ.Consolidation(if possible)
Translate the following sentences.
1．你以前常去那儿吗？
2．过去我常在晚饭后散步。
3．他过去不常吃鱼。
4．他们过去常唱英文歌，不是吗？
5．Lily过去是个工人。
6．凯特过去上学常迟到。
Purpose of my designing: This translation can help me and Ss check how well Ss master the target language.
StepⅩ.Homework
Students try to make a survey: Who has changed most?
Elements Past Now
Hair
Height
Build
personality
Hobby
Purpose of my designing: Homework is also important for Ss to practice English after class. At home they can have more time to list their changes between now and the past in many aspects. They can learn more after class, not in class. In this point, homework is the stretch of the class.
StepⅩ Blackboard Design
Unit 2 I used to be afraid of the dark.
Section A (1a-2c)
Words ＆ expressions.
used to
be interested in Key sentences
Mario, you used to be short, didn’t you? Yes I did.
Did you use to play the piano? No, I didn’t
Purpose of my designing: Write the key words on the left in order to get the students to memorize them. Put the target language on the right in order to tell the students that this is the importance in this lesson. The blackboard design is also very important. In my opinion, the blackboard design can reflect the lesson and let the students master the lesson easily.
篇9：PEP三年级英语下册第二单元第一课时教案
PEP三年级英语下册第二单元第一课时教案
一、学生分析。
本课围绕学生感兴趣的主题My family引出句子Who’s that/boy/girl/woman/man?及其回答She’s/He’s…,同时教会学生woman、man、father、mother这四个单词。这些新词对于三年级的学生来讲比较容易掌握。但其回答She’s,He’s有些学生分得不是很清楚。
二、教材分析。
这课的内容是小学三年级下册第三单元中介绍家庭成员的内容，本课是功能型的交际型的交际训练课，我借助“任务型”教学采用多样化的教学手段将听、说、玩、演、唱溶于一体，激发学生学习英语的兴趣和愿望，使学生通过合作学习体验荣誉感和成就感从而树立自信心，发展自主学习的能力，形成初步用英语进行简单日常交际的能力。
三、教学目标。
依据教材内容，结合学生特点及新课标对三年级学生能力的要求，本节课的教学目标确定如下。
1、知识目标。
听、说、认读单词woman、man、father、mother,句子Who’s that boy/girl/woman/man?She’s/He’s…并能在情景中运用。
2、能力目标。
能通过询问知道一些人物是谁，能根据主题Myfamily展开对话，并尝试模仿情景自编对话。
3、情感目标。
通过创设情景，增长课外知识，激发学生热爱自己家庭成员的美好情感。
4、学习策略。
注重观察、模仿、理解、想象。
四、教学策略。
为了顺利完成教学目标，更好地突出重点、突破难点，我以创设情景，让学生在轻松快乐的氛围中学习英语为宗旨，设计了热身、预习、新授、练习、任务这五个井然有序的环节。教学不是简单的知识传授，为了不使教学变得枯燥无味，我采用多种教学手段，如比较形象明星图片，家庭相片等启发、引导学生思维，培养不同层次的学生大胆用英语交际的能力，让学生真正进入实际情景中去交流。
五、教学过程。
1、热身（Warm-up）。
播放第一单元Let’sdo，让学生做TRP活动。接着同学生做freetalk的谈话，让学生进入到英语课堂中。
2、预习（Preview）。
张贴学生最爱的卡通人物喜洋洋，懒洋洋，美洋洋，灰太狼的背面，让学生用Who’sthat?来猜，同时把学生分为喜洋洋，懒洋洋，美洋洋，灰太狼这四个组。这样不但提高了学生的兴趣，还为下面学习Who’sthat？的句子打下基础。
3、新课呈现。
（1）在猜完喜洋洋，懒洋洋，美洋洋，灰太狼这四个学生最爱的卡通人物之后，接着出示四川地震小英雄林浩的图片用Who’s that boy?来问学生，引导他们用He’s…来回答。同时也指着班上的男同学不断地用Who’s that boy?来问全班同学。然后又把boy换成girl，引导学生用She’s…来回答，为了加强学生对He’s,She’s的区别，可以指着男同学，又指女同学，又指男同学，让学生用He’s,She’s大声说出来，教师先由慢到快，这样学生就很容易在愉快的氛围中分清这两个词。
（2）当学生能基本分清He’s,She’s时，再用That,that,that,who’s that boy?He’s,he’s,he’s,he’sMike.That,that,that,Who’s that girl?She’s,she’s,she’s,she’sAmy.的Chant来巩固一下。然后把Mike,Amy换成学生身边的同学的'名字。让学生不知不觉学会了。
（3）用game把Who’s that boy?Who’s that girl?He’s…She’s…综合运用起来。请一个学生面向黑板，另一个学生改变语调跟他打招呼。全班同学用Who’s that boy/girl?来问。让面向黑板的学生用He’s…She’s…来猜。
（4）当学生热情高涨的时候，教师出示图片，引出woman,man，father,mother四个词。同时，利用受小学生欢迎的明星姚明，叶莉等来进一步运用句子Who’sthatman/woman?She’s/He’s…
（5）用教师事先收集的几张学生的全家照，出示其中一张问：Who’s family is this?引导该家庭的学生迅速回答：This is my family.然后让其他同学对照片中的人物发问，该生回答。
（6）回顾上面的Chant.并改变几个单词，使其成为That,that,that,who’s that woman?She’s，she’s my mother.That,that,that,who’s that man?He’s,he’s,he’s,he’s myfather.让它成为学生脱口而出的顺口溜。
（7）让学生取出自己的家庭照片，以小组为单位，自编对话。
4、回顾课本，让学生打开书听录音p14Let’stalk使他们知道自己在不知不觉中学会了今天的内容，使学生获得成就感。
5、拓展延伸。
发给学生每人一张图画纸，让学生以最快的速度画出自己的父母或好朋友的一个部分，以小组为单位，根据画的画做句子练习：Who’s that boy/girl/woman/man?He’s…She’s…
6、课后作业。
听录音，有感情地朗读与表演课文，看看家人过去的照片，用所学句子询问家人相关的照片中自己不认识的人物。
六、课后反思。
本课一开始采用学生最爱的卡通人物喜洋洋，懒洋洋，美洋洋，灰太狼导入使学生以最快的速度感受英语学习的氛围，并自然引出猜猜看看的游戏，参与面广，有全班性的，也有小组性的，不但能较好地复习刚学的句子，巩固that的用法，还能为下面起过渡作用，激发学生的情感，调动其非智力因素，创设了一种和谐、愉悦的气氛。在自主探究、学习的过程中，他们的记忆、思维、想像及创新能力等得到了进一步的培养和提高，也为其终身学习和发展打了坚实的基础。语言来源于生活，还语言学习于生活本身，相信他们下一节的表现将会更生动。
篇10：高一第二单元英语作文
Why is it so important to learn English?
Do you think it would be fun to have access to information that other people can't get?Talk and write letters to interesting people that others can't communicate with?Impress people around you whenever you opened your mouth?Make big jumps in your career,leaving others miles behind?
You can get all these if you speak English well.
English language is the international language meaning 60% of the worlds population are speaking in english.This means that we can communicate well if we do know how to speak the language.It will help you gain friends not just locally but internationally.Also it will open some doors for you to venture on other countries like UK.,USA,and the likes to spend either vacation or for studying purposes.Moreover the instructions given in some appliances,gadgets,equipments,food labels and etc were mostly written in English.So you will get better understanding of what is going on.
And finally,English is one of the most frequently used languages in the world.
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