创新大学英语预备级Unit 2教案

Unit 2 Dreams

Text C: Flying with the Dream

Teaching Objectives（教学目的）

Students will be able to

1. Grasp the main idea and structure of the text

2. Master the key language points and grammatical structures

3. Conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Teaching procedures（教学步骤）

(1) Pre-reading activity （Period1）

a. Information related to the text

b. Introduction to the Text

c. Pre-reading questions

(2)While-reading activity（Periods2-4）

a. The organization of the text

b. Detailed reading---study of the language points

(3) Post-reading activity （Period 5-6）

a. Speaking Activity

b. Writing Practice

c. Have students finish the exercises

Period 1

Pre-reading activity

a. Background Information

1. Crop Duster Pilot

One of the most dangerous (and least glamorous迷人的，有魅力的) professions in aviation航空，飞行, crop dusters face the hazards of low-level flying (with potentially deadly obstacles such as power lines, fence posts, and water standpipes（储水管), as well as long-term exposure to toxic（有毒的）chemicals.

2. Boeing 737

The Boeing 737 is a short to medium range, single aisle（通道，走道）, narrow body jet airliner（喷气客机）. Originally developed as a shorter, lower-cost twin-engine （双引擎，双发动机）airliner derived from Boeing's 707and 727, the 737 has nine variants，from the early -100 to the most recent and largest, the -900. Currently series -600 through -900 are being produced.

Firstly envisioned（设想）in 1964, the 737 entered airline service in February 1968. Forty years later it has become the most ordered and produced commercial passenger jet in the world. It is Boeing’s last surviving narrow-body airliner, sometimes serving markets previously filled by 707, 727, 757, DC-9 and MD-80/90 airlines. Continuously

manufactured by Boeing since 1967 with over 7,800 ordered and over 5,600 delivered (as of 2008), there are over 1,250 of the type airborne（空运，机载）at any given time. On average, a 737 departs or lands somewhere every five seconds.

b. W arm-up Activities

Purposes：

·To start students talking about dreams;

·To start students thinking about the problems they may (have already) encounter(ed); ·To familiarize students with the topics in the text.

Activity one

Directions: Ask Ss the following questions.

1)What do you think you will be doing ten years from now?

2)While pursuing our dream, we might encounter obstacles. How can we stick to the

end?

Tips:

1)CEO, manager, teacher, engineer, pop singer, actress, computer programmer…

2)willpower, determination, faith, action, encouragement…

Activity Two

Directions: Ask Ss to read the following poem and have a group discussion.

Dreams

Hold fast to dreams,

For if dreams die,

Life is a broken-winged bird,

That cannot fly.

Hold fast to dreams,

For if dreams die,

Life is a barren field,

Frozen with snow.

Questions: Why do people need a dream? What is the power of a dream?

Tips:

·We need dreams. Dreams give us a vision of a better future. Dreams nourish our spirit. Dreams represent possibility even when we are depressed. Dreams keep us going. Most successful people are dreamers. Ordinary people who are not afraid to think big dare not go on to be great.

Activity Three

Directions: Ask Ss the following question.

When a friend tells you his or her dream, what’s your reaction?

Tips:

· Encourage them to do what they want to.

· Persuade them not to give up.

· Offer them help as much as possible.

· Make them aware of the difficulties they might encounter.

Period 2-4

While-reading activity

a. Text Organization

Part one (Para 1-3): Jean Harper dreamed to be a pilot, but after encountering discouragement and negativity, she gave up her dreams.

Part two (Para 4-8): Mrs. Slaton encouraged her students to realize their dreams, which changed Jean Harper’s whole life.

Part three (Para 9-11): After 10 years of hard work, Jean Harper made her dream come true.

b. Detailed Study of the Text

assignment: n. a task or a piece of work that sb. is given to do, usually as part of their job or studies 作业，工作，任务

e.g. The English assignment is a book report.

assign: v. to give sb. a particular job or make them responsible for a particular person or thing 分配，指派，布置任务等

e.g. I’ve been assigned the task of looking after the new students.

community: n. the district or locality in which a group of people live 社区，居住区e.g. The school has established a successful relationship with the local community. raise: vt.

1)to bring up, to rear 抚养，养育

e.g. Stan’s dad died, leaving his mother to raise three sons alone.

2) to collect money that you can use to do a particular job or help people 筹集

e.g. The company hopes to raise 1 million dollars to buy land.

pour one’s heart into: 全身心投入

e.g. The teacher, who poured her heart into teaching, gained respect from her students. occupation: n.

1)one’s employment, a job, or profession 职业

e.g. He is a merchant by occupation.

2)when a large group of people enter a place and take control of it, especially by

military force 占据

e.g. The area is under occupation.

crush: v.

1)to defeat or subdue sb. completely 压垮，打垮

e.g. The revolution was crushed within days.

Sara’s spirits had been crushed by rejection and failure.

2)to press sth. so hard that it breaks or is damaged 压碎

e.g. Several people were crushed to death by the falling rocks.

humiliate: v. to make sb. feel ashamed or stupid and lose the respect of other people 使丢脸（蒙羞）

e.g. I’ve never feel so humiliated in all my life.

Her boss humiliated her in front of all her colleagues.

go by: if time goes by, it passes (时间)过去，流逝

discouragement: n. actions or words that deprive sb. of confidence, often by showing an active disapproval 劝阻；气馁

e.g. Despite early discouragement, she eventually became a successful songwriter. encounter: v. to meet sb., or discover or experience sth., especially sb./sth. new, unusual or unexpected 碰到，面临

e.g. She was the most remarkable woman he had ever encountered.

behave: vt. to act, or react, in a specified manner 行为，举止

e.g. She behaved in a very responsible way.

responsible: adj. morally accountable for one’s actions; capable of rational conduct 有责任感的，负责任的

e.g. I was responsible for the crushing defeat.

responsibility: n.

scared: adj. (be ~ of; be ~ to do sth.) frightened of sth. or nervous about something 害怕的，恐惧的

e.g. She is scared of going out alone.

I’m scared that I’m going to fall.

The boys were scared to across the street.

firmness: n. 坚定

e.g. He was a man of intelligence and firmness of will.

fairness: n. sb.’s manner when they treat others equally and properly 公平unlimited: adj. not limited in any way 无限的

access: n. (~ to sb./sth) the right or opportunity to enter or to use sth （使用某物或接近某人的）机会或权利

e.g. She had access to some very prominent people.

Citizens may have free access to the library.

talent: n. a natural ability to do sth. well 才能，才干

crumble: v. to break, or break sth., into very small pieces 弄（粉）碎，瓦解

e.g. Many houses crumbled into cinders.

The earthquake made the wall sink and start to crumble.

opposition: n. the act of strongly disagreeing with sb./sth., esp. with the aim of preventing sth. from happening 对抗，反抗

e.g. There was a great deal of opposition to the war.

oppose: v. 反对，反抗

e.g. I am opposed to driving while drunk.

Nolan cannot oppose that suggestion more.

range from…to…: vary or extend between specified limits 从……到……不等，在….. 范围内变动

e.g. Prices range from around 5 to 10.

encourage: v. give support, confidence or hope to sb. 鼓励或支持某人encouragement: n.

Period 5-6

Post-reading activity

a.Speaking Activity

P43 Activity two, three and four.

b. Have students finish the exercises.

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Unit 1 Where did you go on vacation? Ⅰ．Analysis of teaching materials： This unit is around "Holidays and vacation”to carry out teaching activities.Students should learn to use past tense to talk about holiday activities. The content is close to students’lives，it’s also a topic that students are willing to discuss and share with others .So in teaching process ,we can consolidate the key sentences “Where did you go on vacation? Did you …How …”through different methods such as pair work ,acting , reporting and interviews. Students can consolidate and study further about the past tense on the basis of original.Students can also use the past tense to write a diary about their vacations. Ⅱ．Teaching Aims: 1.Knowledge aims: ①Ss talk about travel activities correctly using “where” and “how”. ②Ss master questions with auxiliary “did”and the answers to the questions. ③Ss learn to express their feelings correctly. 2.Ability aims:： ①Ss can ask and answer questions about the things in the past using the past tense. ②Ss can use description words to express their feelings. ③Ss can record a vacation in a form of a diary and express their feelings about the vacations. 3Emotional aims: Ss get to know more about each other through the exchange of what they have seen, heard and felt. Ss learn to express their feelings in a better way. Ⅲ．Teaching important and difficult points 1、Ss master and use the vocabulary and expressions. 2、Ss master general questions and special questions and the answers to the questions. 3、Ss master the past tense of regular and irregular verbs . Ⅳ．Teaching arrangements 1．Section A 1a~2c 2. Section A 2d~3c 3. Section B 1a~1e 4．Section B 2a~2e 5. Review of Unit 1. 3a~Self check 2 Unit 1 Where did you go on vacation?

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Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.

He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

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Period 3 Extensive Reading The General Idea of This Period： This period is to introduce the students to Greek literature and to help them understand the problems that women had in Ancient Greece.The Greeks had wonderful stories about the Gods and Goddesses who were part of their religion.They believe that these Gods （or Goddesses）would help if they felt sorry for them or if the humans were good people.The Gods did not always help though.They behaved like people who were unpredictable and capricious.To try to get the support of the Gods people had to pray to them and offer them presents.In this story the Goddess Hera，the Greek Goddess of Love （the wife of the chief God，Zeus）was sorry for Hippomenes and agreed to help him. Teaching Aims： 1.Enable the students to learn and talk about Atlanta’s story. 2.Learn some useful words and expressions：prince，pri ncess，amaze（amazing，amazed），foolish，promise，golden，etc. 3.Learn some sentence patterns： （1）I will only be married to a man who can run faster than me. （2）It was so tall that I had to look up to the sky to see it. （3）There was a man called Hippomenes who was amazed when he heard of Atlanta’s rules. Teaching Important Points： 1.Enable the students to comprehend the story of Atlanta and get the general idea of the story of Atlanta and something about the beginning of the Olympic Games in the ancient time. 2.To know the athlete in the past and the fact that women were not allowed to take part in. Teaching Difficult Point： To understand the content and finish the true or false exercises efficiently. Teaching Methods： 1.Skimming to get the general idea of the story of Atlanta. 2.Scanning to get detailed information and get to understand the story better. 3.Task-based methods to get the students to comprehend the passage and be able to retell the story in their own words. Teaching Aids： 1.A tape recorder. 2.A multimedia. Teaching Procedures： Step 1 Revision 1.Revise the future passive voice. T：It’s getting cold now.Will you bring or buy some thick clothes to school? Ss：Yes. T：In fact we may also say that because it is getting cold now，some thick clothes... Ss：Some thick clothes will be brought or bought. T：That is to say，some thick clothes will be brought or bought.Sometimes we can use future passive voice to express a future action.Remember the form? Ss：Yes.will/be to/being go to be done.

人教版PEP小学英语三年级下册第二单元第一课时Unit 2 My family 教学设计

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Unit 2 The Olympic Games 教学设计 Using language：Reading and Listening I. 教材分析Teaching analysis This lesson is the fourth period of this unit, which is about the ancient Olympic Games. By studying of this unit, we’ll enable the students to know something abo ut the ancient Greek stories, which arouses students’ interest in western culture. Most importantly, it trains students’ reading and listening ability. II．三维目标Teaching aims 1．Knowledge aims 1) 1、Important words and expressions a、bargain, compete, foolish, race, pick up ,one after another b、sentence structures ①Her father said that she must marry, so Atlanta made a bargain with him. ②She could run faster than any men in her country. ③He threw the golden apples one after another. ④ No one will be pardoned.. 2) Let Ss know more about the ancient Olympic Games. 2．Ability aims 1) Develop the students’ reading skills by using different reading skills 2) Enable Ss to express themselves by answering questions.. 3．Emotional aims 1) Stimulate Ss’ love of the anci ent Greek literature and culture. 2) Train the students’ ability to cooperate with others. III．教学重点Teaching important points 1) Develop Ss’ reading skills by extensive reading. 2) Train the students’ reading and listening ability..

人教版pep小学四年级下册Unit2第一课时教案

人教版pep小学四年级下册Unit2第一课时教案 Unit2 What time is it? Period One教案 教学目标： 知识目标：1.能够听懂、会说与学习生活相关的单词：breakfast, lunch, dinner, music class, P.E.class, English class. 2.能够听懂会说日常交际用语.并能熟练回答：What time is it? It’s …o’clock. It’s time for… 技能目标：1.学会表达时间的句子, 能在现实生活中运用. 2.能够听懂并发出一些指令.如：Time for breakfast．Drink some milk． 情感目标：1.激发学生的英语学习兴趣,培养良好的英语学习习惯. 2.培养时间观念.养成守时、珍惜时间的好习惯. 教学重点： 1．句型：What time is it? It’s … o’clock. It’s time for… 2．词汇：breakfast, lunch, dinner, music class, P.E.class, English class. 教学难点： 1. breakfast的发音 2.运用所学词汇及句型It’s …o’clock. It’s time for… 教学准备： 1.教师准备与本课时相关图片及课件. 2.教师给学生准备作为奖励的小礼物. 教学设计： Step 1:warm-up 1.唱英语歌《Ten Little Candles Dance 》 2.师生日常问候 [设计意图：通过歌曲让学生进入学习英语的良好状态.同时对数字进行了复习.为新授知识“时间的表达”作了铺垫.] Step 2:Presentation 1.Lead-in