e英语教程1unit

第一篇：e英语教程1unit

高一英语人教版必修1unit5重点短语

高一英语上册 教学案全套 新人教版必修1unit5 重点短语

Unit

5Unit5

1.be________ to do sth愿意做某事

2.be________ in school________ 积极从事学校活动

3.________________灰心

4.________________trouble 陷入困境

5.________________freedom 为自由而战

6.put sb________________把某人投入监狱

7.________sb to do sth建议某人去做某事

8.be________ about为……担心

9.________________work 失业

10.________ for 投票支持

11.________up 炸毁

12.as a________ of fact实际上

13.be_______ to sb ______sth在……方面与某人相等

14.________to power上台、执政

15.receive a good________受良好的教育

16.________ sb for sth因为某事而回报某人

17.________ for a master’s________攻读硕士学位

18.for________ of 惟恐

19.______sb in doing sth加入某人和某人一起做某事

20.reach a________达到一个阶段

21.________from从……逃跑

22.________one’s dream实现梦想

23.________clever than sb不如某人聪明

24.for a________ of two weeks两周的一段时间

25.be two meters________两米远

Keys:

Unit5

1. willing2. active; activities3. lose heart4. in5. fight for6. in/into prison7. advise 8. worried9. out of10. vote11. blow12. matter13. equal; in14. come15. education 16. reward17. degree18. fear19. join20. stage21. escape22. realize23. less24. period25. Away

第二篇：人教新课标高中英语必修1Unit2EnglishAroundtheWorld教案

Unit 2 English Around the World

Ⅰ单元教学目标

技能目标Goals

Talk about English and its development, Different kinds of English

Talk about difficulties in language communication

Learn to make dialogue using request & commands

Learn to transfer from direct into indirect speech

Learn to give opinions and organize ideas by way of brainstorming

Learn to make a poster showing your ideas clearly Ⅱ目标语言 功能句式

Talk about English and its development Refer to Introduction in the teachers’ book

Talk about difficulties in language communication

Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、 left-left-hand-side 、two blocks two streets. Make dialogues using request or command: Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please? I don’t understand. Sorry. I can’t follow you.

Could you say that again, please? How do you spell it, please?

词汇

1.四会词汇

include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.) rule(v.) vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2. 认读词汇

Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3. 固定词组

play a role (in) because of come up such as play a part (in)

语法

Command & request

Open the door.

Please open the door. Would you please open the door? Indirect Speech

He told (asked) me to open the door. Ⅲ.教材分析和教材重组: 1. 教材分析

本单元的中心话题是 “English language and its development, different kinds of English”. 通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语. 没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。

1.1 Warming Up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。

1.2 Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。

1.3 Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。

1.4 Comprehending主要是检测学生对课文基本内容的理解程度。

1.5 Learning About the Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目(Request & Command and Indirect Speech)。

1.6 Using Language其中的reading and talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。

2.教材重组

2.1 导入 把Warming Up 作为一堂课。

2.2 精读 把Pre-reading、Reading 和 Comprehending整合在一起作为一堂课精读课。

2.3 语言学习 把Learning About Language和Workbook中的Using Words, Using Structures 结合在一起。

2.4 写作

2.5听和说 把课文中的听和说整合成一堂课。

2.6 练习课 workbook exercises & other Exx. 3.课型设计与课时分配

1st period Warming Up

2nd period Reading &Language Study

3rd period Learning About Language r& grammar 4th period Writing

5th period Listening & Speaking 6th period Exercises

Unit 2 English around the world Period One Warming up

一、 教学目标(teaching aims)student’s book; warming up

1、 能力目标(ability aim)

a. Enable students to talk about the world Englishes

b. Enable students to talk about the differences between Am. English and Br. English

2、 语言目标(language aim)

more than; include; play an important role; because of; international; native; elevator; flat; apartment; rubber; petrol; gas;

二、 教学重难点(Teaching important points) a. Students learn about the world Englishes and the differences between Am. English and Br. English.

b. Students can understand the jokes caused by the misunderstanding of different Englishes.

三、 教学方法(Teaching method)

a. Individual, pair or group work to finish each task. b. Listening c. Discussion

四、 教具准备(Teaching aids)

a computer; a tape-recorder; a projector

五、 教学步骤(Teaching procedure) Step I. Leading-in

Fun time: warm the students up by asking them to greet each other with their dialects. At the same time, lead the students to think about the topic of this unit-- “language”. Step II. Warming up.

1) A quiz about the national flag of countries speaking English as their first or second language .Lead the students to the topic “English Around the world”.

2) Ask the students to think about the question about the “world Englishes”.

Step III. Talking about “world Englishes”, especially the differences between “American English” and “British English”

1) Listen to a dialogue between an American and an Englishman. And try to find out the cause of the misunderstanding between them.

2) Talk about the differences between American English and British English.( mainly about vocabulary and spelling) Step IV. Speaking Task.

Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.

Unit 2 English Around the World Period Two Reading

教学目标(Teaching aims)

Get the students to know English language and its development and different kinds of English through this passage.

教学内容( Teaching contents)

Get the knowledge of English language and its development and different kinds of English. 能力目标(Ability aim)

Get some knowledge of different kinds of English 语言目标(Language aim)

Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar-- the indirect speech of the imperative clause 教学重难点(Teaching important points) The indirect speech of the imperative clause 教学方法( Teaching methods) task- based approach 教具准备(Teaching aids) multi-media computer

教学步骤(Teaching procedure) Step 1 Warming up.

Warm the students up by ask them to tell the differences between American English and British English.

Step 2

Pre-reading.

Ask the students to discuss some questions about “English” in pairs. 1. How many people speak English in the world today? 2. Why do so many people speak English? 3. What has helped to spread English around the world? 4. Do you think it important for Chinese to learn English? Why? Step 3

Reading. 1) The first-reading.

Ask the students to scan the text and choose the correct answer in the book. 2) The second-reading.

Ask the students to read the text paragraph by paragraph, and get some detail information. a. For the first and second paragraph, students answer some questions

b. For the third and fourth paragraph, students find out the information to fill in the table of the development of English.

c. For the last paragraph, students find out the reason why India speaks English. Step 4

Discussions:

1. Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?

3, Do you think Chinese will become the most popular language in the world instead of English in the future?

Step 5

Extension

Give the students some information of origin of British English and American English. The formation of British English From 17th century—19th century

The UK colonized Ireland and joined with Scotland long ago

Colonized ; North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English

American colonial rulers also brought their English to:

Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China. Tell them some proper items.

Native speaker: A person who speaks English since birth but who may not speak a standard form of it.

L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language

L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6

Homework

1. Finish the exercise on page 11.

2. Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.

Unit 2 English around the world

Period Three Learning about Language

一、 教学目标(teaching aims)student’s book; Discovering useful structures

1、 能力目标(ability aim)

a. Enable students to tell the differences between a request and a command. b. Enable students to learn about the Indirect Speech ( requests & commands) c. Enable students to use the Indirect Speech (requests & commands)

2、 语言目标(language aim)

command; request; retell; polite; boss Indirect Speech (requests and commands)

二、 教学重难点(Teaching important points) a. Students learn about the differences between a request and a command. b. Students learn about the Indirect Speech( requests and commands) c. Students can use the indirect speech.

三、 教学方法(Teaching method)

a. Individual, pair or group work to finish each task. b. Discovering the structure through examples c. Practice

四、 教具准备(Teaching aids) a computer; a projector

五、 教学步骤(Teaching procedure Step 1. Warming-up (Revision)

Warm the students up by asking them to go over the Direct Speech and Indirect Speech.. Do some exercises : change a statement or a question into Indirect Speech. Step 2. Talk about Request and Command. 1) Talk about the polite and Impolite tune. 2) Change the commands into Requests.

3) Learn to give requests or commands according to the situations.

Step 3. Talk about how to change a request and a command into Indirect Speech. ask(ed) sb (not) to do sth tell/told sb (not) to do sth

Step 4. Practise changing a request or a command into Indirect Speech. Step 5. Using the structure.

A game: choose two students act as two robots. One listens to the requests, the other listens to the commands. Other students give either requests or commands, and the robots do what the students asked them to do.

Unit 2; English Around the World (Period Four) writing

教学目标(Teaching aims)

a. Let students get to know how to write a statement by using brainstorming

b. Try to use connecting words or sentences to make it as an essay or passage not just several sentences.

教学内容( Teaching contents) Write a statement

能力目标(Ability aim)

Using the brainstorming way to collect sentences and then arrange them properly 语言目标(Language aim) I think, I believe,

In my opinion…

We learn English to do…

教学重难点(Teaching important points) How to arrange sentence correctly . Try to use connecting words. 教学方法( Teaching methods) Brainstorming way

教具准备(Teaching aids) multi-media computer

教学步骤(Teaching procedure) Step1 Leading in

Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest. Step2 Presentation

Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster

Write a poster to collect all their ideas. try to use completely sentences, such as : I like to study English and use it for business in the future. I want to study English well so that I can read English books.

Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China. So China will become stronger.

I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world. Step4 Write an essay

The title is “Do we need to learn English?”

Step5 Display the structure on how to write the essay. 1. State your points of view. 2. Show the supporting reasons. 3. Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs. Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…

Step7 Give them a simple example which is not complete Do we need to learn English?

I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1. My problems in learning English. Para 2. How I can improve my English.

Para.3. What I like about learning English.Para Para 4. How I hope to make use of my English.

Unit 2: English Around the World Period Five Listening & speaking

一、学目标(Teaching aims)

教材(Teaching materials) listening materials on p12 and p14 on the textbook, another one attached

1、 能力目标(ability aim) enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.

2、 语言目标(Language aim)distinguish some words used in British and American English 、 some dialect and accent

二、教学重难点(Teaching important points) understand words used in British and American which have the same meanings and some dialect accent

三、教学方法(Teaching method) listening and talking

四、教学准备(Teaching aids) tape recorder and get students’ answer sheet printed out

五、教学步骤(Teaching procedure) Step 1 Listening

Listening 2 (text book p14 )

Listen to the tape, getting to know American dialect and accent. Step 2 Speaking

After listening to different dialects and accents, see if Ss know how to pronounce the following words:

ask after either neither kilometer box……and more

Unit Two :English Around the World The Sixth period Exercises

一.教学目标：(Teaching aims) Finish the exercises on the workbook 1.能力目标：(ability aim)

a) Enable the students to command “commands and requests” b) Through cooperative work find out correct answers themselves 2.语言目标：(language aim) Full understanding of the readings

二.教学重难点(Teaching important points) Understanding the main ideas of the passages 三.教学方法(Teaching method) a. Fast and careful reading

b. Individual, pair or group work to finish each task c. Discussion

四.教具准备(Teaching aids) a computer

五.教学步骤(teaching procedure) Step 1.Warming up

Step 2: speaking task (Review commands and requests)

Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly. Step 4: Finish the “Reading Task” at p.51 and complete the form after it. Step 5: Group work:

Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.

Step 6: check up their researching result. Step 7: homework.

第三篇：高一英语_人教版必修1Unit_4_Earthquakes_全英文说课稿

A Lecture Interpretation ----Unit4 in the Senior English for China Students Book1 Good evening, everyone. I’m glad to stand here to share my ideas about the lesson with you. I hope that you will give me some advice for my presentation. I will analyze the lesson from the 5 aspects：analysis of teaching material, analysis of the teaching methods and a

1. Status and function This lesson is taken from the New Senior English for China Students Book1, published by the People’s Education Press. The topic of this unit is the Earthquake, and we’ve talked about the basic knowledge of it. This lesson is a reading passage. It plays a very important role in English teaching of this unit because we should lay particular emphasis on the students’ reading ability in senior English teaching.

2. Aims

1) Aims of knowledge: By the end of the lesson, students will get some basic knowledge about Tangshan earthquake, and will comprehend the passage better. 2) Aims of ability:

Use what we have learned to describe what would happen before – during – after the earthquake Improve the reading skill and use English to express one’s ideas

3) Aims of emotion: Learn the bravery of facing the natural calamity from people in Tangshan and we should always hold an optimistic attitude 3. The important and difficult points in this lesson Important points: a) some knowledge about earthquakes b) to improve the students reading ability

Difficult points: using the learned phrases and sentence patterns to express one’s ideas

II. Analysis of the teaching methods and aids: That’s all for my teaching aims. Now let’s focus on the second part, Analysis of the teaching methods and aids. When I deal with this lesson. I’ll do my best to carry out some teaching theories of the new curriculum: taking the students as the host and the teacher subordinate. Carry out task-based learning and cooperative learning. Let the students receive some moral education while they are learning the English language. Teaching aids: A tape recorder, the blackboard and PPT Since it is a reading passage, it is very important to develop the students’ reading ability. I’ll use some reading methods such as preparation for reading, (lead-in) scanning, skimming and intensive reading (in-depth reading or study reading). In class, I’ll try to use encouraging and polite remarks such as “Do you want a go?” “volunteers” “Well done!” “You did a good job!” “Thanks!” and so on. I’ll get the students to have a competition to develop their quick response. I’ll make full use of modern equipment such as the multi-media and tape recorder to make the class more lively and interesting. III. Analysis of the students: The students are in Grade 1. They are still at an age that would like to have competition with others. They have known something about the earthquakes. Some long sentences are difficult for them to understand. So I will help the students in different levels to learn English. Various teaching methods together with the positive anticipating learning methods is the key point, which can arouse students’ interests and cultivate students’ ability effectively. With the clear learning aims, I will make the students learn this lesson with their great interest and powerful motives. IV. Analysis of the teaching process:

Which is the most important parts, Step1. warming up

1) ask the students if they know some natural disaster, and show some pictures of them My purpose is to attract students’ interest Step 2. Lead-in: 1.) show some pictures of Tangshan (before the earthquake) 2.) let the students to imagine what would happen after the earthquake (ask some students to speak out their ideas) My purpose here is to let the Ss know what we are going to look at Step3. While reading: in this step I will let the students read the text twice 1. fast reading: scanning & skimming 1.) first tell the students this passage can be divided into three parts and tell them the clue of the story : time order (tell them to pay attention to the first sentences of each para.) 2.) read silently to get the structure (after several mins I will discuss the structure with the students) Part 1 (para 1) Strange things were happening before the earthquake, but no one took any notice of them Part 2 (para 2-3) The earthquake destroyed the city of Tangshan and shocked the people very much Part 3 (para 4) The army came to help the survivors, bringing hope for a new life 2. careful reading: intensive reading do the exercise in students’ book in P27 1,2 (a competition: divide the Ss into four group, and then the one who stand up fast and give the right answer can get ten marks for his group, the group which gets the highest mark will get a present)

Step3. Consolidation: 1. listen to the tape and read the passage aloud (Play the tape of the passage for the students to listen and then ask them to read it aloud. Tell them to pay attention to the pronunciation, stress and intonation while listening. At the same time they can enjoy the beauty of the English language. And it can prepare the students for the retelling in next step.) 2. fill in the blank with proper words 3. retell the story in your words Since the students in the class are in different levels, so first I will let them to fill in the blank to get an expression of the general idea of the text Step4. Post reading - discussion 1. a short video about the 5·12 Wenchuan earthquake 2. pictures of Tangshan and Wenchuan (on the screen) 3. discuss: What can we do for the rebuilding of Wenchuan and how can we protect ourselves if an earthquake happens? 4. volunteers optional: show them some pictures of Wenchuan people and tell the Ss: Where there is a life, there is hope Step5. Homework 1. read the text again after class and figure out the meaning of the following complex sentences (so these in class if time allow)

2. write a short paragraph to describe what had happened before – during – after the earthquake using your own words 3. surf the Internet to learn more about how to protect yourself and people if an earthquake happen

V. Blackboard design

Unit 4 Earthquake

A Night the Earth didn’t Sleep

Structure of the whole passage:

Clue of the story: Time order

Before – during – after the earthquake

Part 1 (para 1) Strange things were happening before the earthquake, but no one took any notice of them Part 2 (para 2-3) The earthquake destroyed the city of Tangshan and shocked the people very much Part 3 (para 4) The army came to help the survivors, bringing hope for a new life

Homework for today:

Ok, that’s all for my interpretation. For the time is limited, there must be some mistakes in my interpretation; I hope you can give me some suggestions.

第四篇：教案E英语2 unit 6

Unit 6 1. Teaching objectives：

(1)Knowledge objectives: ①students can master some key words and expressions of the text.

②Students can acquire more about the passive voice. ③Students can learn how to develop a paragraph by example. (2)Ability objective: ①students’ listening, speaking, reading and writing abilities can be improved.

②cultivate students’ ability in describing their unforgettable experiences in childhood. (3)Emotional objectives:①students will learn to treasure the time and make good of use of it. ②students will appreciate the good qualities, such as perseverance, courage, courtesy and optimism. 2. Teaching key points: help the students have a better understanding of the passive voice and the subjunctive mood. 3. Teaching difficult points: enable students to distinguish facts and opinions and express

sympathy. 4. Teaching procedures: Part One Listening and Speaking Step 1. Pronunciation and listening skills 1. listen to the following sentences and decide whether they are facts or opinions. 事实指已经发生或存在的一种客观状态，通常包含姓名、地点、日期、数据、事件、规律等。观点则通常包含个人的看法、信念、情感、态度等。

Step 2. Conversations Conversation 1Expressing sympathy

1. listen to the conversation and decide whether the following statements are true or false.

2. listen again and choose the best answer to each of the following questions. 3. Role-play a conversation in pairs according to one of the following situations. You may refer to the Functional Language. Step 3. Passage 1. Listen to a passage and check what we can do to be happy.

2. Listen again and decide whether the following statements are true or false.

3. Work in pairs to discuss. 4. Teaching Procedure Part Two Reading

Passage A If I were a boy again Step 1. Lead-in Discuss and share your most unforgettable experience in childhood with your partner. Step 2. Text study Language points 1. If I were a boy again, I would practice perseverance more often and never give up a thing easily because it was hard or inconvenient. 假如我再回到童年，我会更加注重培养自己的毅力，决不因为事情艰难或麻烦而放弃不干。 If I were a boy again是虚拟语气，表示与现在事实相反的情况。构成形式为：条件从句中的谓语动词用过去时(be动词的过去式用were),主句谓语的形式为 would/could/should/might+动词原形。

例：If I had any money with me, I should lend you some. 2. Perseverance can sometimes equal genius in its results. 因坚持不懈而产生的结果有时可以与天赋产生的结果相媲美。

3. The habit of concentration can become part of our life, if we begin early enough. 如果及早养成专心致志的习惯，它就会成为我们生命中的一部分。 be(a) part of sth 是某物的一部分 摔倒是学习滑雪的一部分。

Falling over is part of learning how to ski. 4. The reason is that the habit was not formed when they were young. 其原因就在于他们年轻时没有养成这种习惯。 form the habit (of doing sth):养成(做某事的)习惯 这对老夫妻养成了晚饭后散步的习惯。

The old couple had formed the habit of walking after dinner. 5. I would strengthen that ability by every possible means, and on every possible occasion. 我要采取一切可能的办法，在一切可能的时刻来增强记忆力。 means: 方法;手段;工具

by every possible means：以任何一种可能的方法 by all means:可以，没问题

by no means:绝不

on every possible occasion:在任何可能的时刻 I will realize my dream by every possible means. 6. Be prepared for any fate, and there is nothing to be feared. 对一切祸福做好准备，就没有什么可怕的了。 be prepared for sth: 为……作好准备 对冷暖天气都要做好准备。

Be prepared for both warm and cool weather. 7. Inner sunshine warms not only the heart of the owner, but all those who come in contact with it. 内心的阳光不仅温暖自己的心，同时也温暖所有跟自己接触的人的心。 Warm: v. 使暖和;变得暖和 那部电影温暖了我们的心。 That film warmed our heart. 8. I might write pages on the importance of learning very early in life to gain that point where a young boy can firmly refuse to do an unworthy act because it is unworthy. 关于尽早培养说“不”的重要性，我可以写上好几页来阐释。 学会了说“不”，一个少年就能坚决拒绝做卑鄙的事—— 就因为它不道德。 refuse to do sth:拒绝做某事

9. The smallest courtesy along the rough roads of life is like the little bird that sing to us all winter long, and makes that season of ice and snow more endurable. 在坎坷的人生道路上，最不起眼的一点礼貌犹如在漫长的冬季为我们唱歌的小鸟，使得冰天雪地的严冬变得可以忍受。

10. Finally, instead of trying hard to be happy, as if that were the only purpose of life, I would, if I were a boy again, try still harder to make others happy. 最后，假如我再回到童年，我不会再竭力为自己谋幸福—似乎那是人生的唯一目标;与之相反，我会更加努力让他人幸福。 Step 3. Exercise Comprehension 1. perseverance 2. concentration 3. memory 4. courage 5. optimistic 6. “No” 7. happy Vocabulary and structure 1. indeed 2. inconvenient 3.cultivate 4. equal 5. contact 6. optimistic 7. strengthens 8.courtesy 2. (1) in

(2) on

(3) on

(4) for

(5) in 3. (1) lengthen

(2) frightens

(3)broaden

(4)darken

(5) harden 4. (1). instead of answering my question

(2). instead of beef

(3). instead of in the house

(4). instead of buying it

(5). instead of you 1. 我要采取一切可能的办法，在一切可能的时刻来增强记忆力。 2. 世上没有东西比勇气更温文尔雅，也没有东西比怯懦更残酷无情。

1、None of us can equal her in dancing. 2. She said that she was optimistic about the

future of the company. 3. I gave him a gift, but I expected nothing in return.

Part Three Grammar: the passive voice Notes：英语的语态可以分为主动语态和被动语态。主语为动作的发出者时，用主动语态;主语为动作的承受者时，则用被动语态，此时，动作的发出者前用by. 被动语态常由“助动词be+及物动词的过去分词” Do some exercises. Part Four Writing 通过举例展开段落是一种常见的段落展开方法，它是用典型、具体而生动的事例来证明、阐述一个观点、支持主题句，使段落主题句的抽象意思具体化，是文章通俗易懂并具有说服力。 Exercise

1.B 2.C 3. A

Part Five Cultural Express Enjoy some famous musical classics Part Six Summary and Homework Review of the text and try to master the key words and expressions; Preview the new words, expressions and Text A of Unit 7 .

第五篇：教案 E英语2 unit 5

Unit 5 1. Teaching objectives：

(1)Knowledge objectives: ①students will be able to grasp some key words and expressions.

②Students can acquire more about the future perfect tense. ③Students can learn how to develop a paragraph by space. (2)Ability objective: ①students can improve the abilities of listening, speaking, reading and writing.

②Students can develop the ability in describing their dreams.

(3)Emotional objectives:①students can learn the spirit of confidence and persistence.

②students can learn some good qualities and put them into practice.

2. Teaching key points: help the students have a better understanding of the future perfect tense. 3. Teaching difficult points: enable students to practice linking sounds and express encouragement. 4. Teaching procedures

Part One Listening and Speaking Step 1. Pronunciation and listening skills Practicing linking sounds It’s a Small World

It’s a world of laughter, a world of tears. It’s a world of hopes, and a world of fears.

There’s so much that we share, that it’s time we’re aware, It’s a small world after all. It’s a small world after all. It’s a small world after all. It’s a small world after all. It’s a small, small world. Practicing linking sounds 歌曲中出现的连读现象如下：

It’s a world of laughter, a world of tears. It’s a world of hopes, and a world of fears.

There’s so much that we share, that it’s time we’re aware, It’s a small world after all. Step 2. Conversations Conversation 1 – Expressing encouragement 1. Listen to a conversation and complete the following sentences with what you hear. Pay attention to the function of these expressions. 2. Listen again and decide whether the following statements are true (T) or false (F). Scripts I really feel nervous about facing so many people. Take it easy. You are the hostess of tonight’s English party. Yes. But I’m afraid I would make a mess of it. Mary, you should have more confidence in yourself.

You know, I’ve never hosted such a big party in English. And the students will definitely have high expectations. Please lighten up and be more confident, Mary. You have hosted many Chinese parties before, right? And you can speak English quite well! I know that, Ben, but I still feel nervous. I’m sure you will do it well. Come on!

Well, anyway, it’s good to have your support and encouragement. 3. Role-play a conversation in pairs according to one of the following situations. You may refer to the Functional Language. Functional Language Conversation 2Exercises 1. Complete the following sentences with the correct tense of the verbs in brackets. 2. Read the following story and then answer the questions.

Part Four Writing Notes 按空间展开段落是按写景状物的空间关系扩展段落，通常采用由远及近，由近及远，由上而下，由下而上以及顺时针方向、逆时针方向等方法。在描述一个空间时，应注意：1)着重描写空间的主要特点;2)描写时使用一般现在时。 常用的表示空间关系的方位词或词组如下：

• in which, to which, from which

• under, below, beneath, down, over, above, up, on top of, inside, beside • north, northern, south, southern, west, western, east, eastern • to the left, to the right, to the north / south / west / east • on the left, on the right

• at the back, in front of, in the middle of • in the distance, far away from • next to, close to, near to Exercises Below is a picture of a bedroom. Write a description of it, making sure you give the reader a clear idea of what are in the bedroom, where things are in relation to each other, and what the bedroom is like on the whole.

Part Five Cultural Express Life of senior citizens Work in groups to discuss the following questions. 1 Which of the above lifestyles would you prefer after retirement? Why? Among these three lifestyles, I prefer the second one. I think after a long time of working, I need some time to rest and get refreshed. Traveling is a good way to relax myself and enrich my life. Besides, helping others when they need me can make my life colorful and meaningful. 2 What kind of lifestyle do elderly people around you enjoy? What’s the difference between their lifestyle and the lifestyles mentioned above? Most elderly people around me live a life like the first one, but most of them prefer to combine the first lifestyle with the second one. That’s to say, when their children need them to take care of their grandchildren, they go to help their children; while they have enough free time, they will go out to enjoy traveling or help those in need.

Part Six Summary and Homework Review of the text and try to master the key words and expressions; Preview the new words, expressions and Text A of Unit 4.