针对自己在教学中的不足，我们需要学会制定合理规范的教案，教学水平的提高，需要认真写好相关的教案，以下是好文溜溜小编精心为您推荐的unit的教案6篇，供大家参考。
unit的教案篇1
the first period
teaching aims:
1.learn and master the following
(1) words and phrases:
merchant, duke, masterpiece, mercy, enemy, pay back, as well as, after all
(2) everyday english:
correct me if i’m wrong, but …
one of the most important facts is …
as far as i know,…
2.train the students’ listening and speaking abilities
teaching important points
1. improve the students’ listening ability
2. improve the students’ speaking ability and learn some useful phrases as well as everyday english.
teaching difficult points:
1.how to help the students get the general idea of the listening material and find the answers to the listening exercises.
2.how to get the students to finish the task of speaking.
teaching procedures:
step i greeting and lead-in
t: good morning, everyone.
ss: good morning, ms wei.
t: sit down, please. class begin. first, please tell me if you are interested in plays, especially some of the world-famous plays.
ss: yes. (may be no.)
t: there was a great british playwright and poet in the world’s history of literature. he wrote about 37 plays and a large number of poems in his life. here’s a picture of him. do you know who he is ? (teacher shows the picture)
ss: william shakespeare
t: quite right. he lived from 1564 to 1616. he is considered to be the greatest playwright and poet of the renaissance in europe. as a playwright, he wrote tragedies, comedies, historical plays. as a poet, he wrote narrative poems and sonnets. can you follow me?
ss: yes.
t: today, we are going to learn unit 19.the merchant of venice . in the first period of this unit, we’ll learn something more about his plays as well as the merchant of venice. first, let’s learn some new words and phrases.
(teacher shows the screen and deals with them as usual.)
merchant venice bassanio portia antonio shylock pay back ducat masterpiece mercy revenge enemy as far as after all
step ii warming-up
t: well. now please open your books at page 65. look at warming up . look at the pictures and read each quotation one by one. try to understand each one of them. then tell from which plays, of which the titles are below the pictures, they come. work in pairs to prepare for a few minutes.
(a few minutes later)
t: are you ready?
ss: yes.
t: who’d like to have a try? any volunteer?
s1.the first one and the third one are from hamlet; the second one from king henry iv; the fourth one romeo and juliet; the last one troilus and cressida.
t: you did a good job. sit down, please. then what do you think these famous words mean? can you explain them in english?
ss: yes. but not clearly and exactly.
t: so, let me explain them to you. listen carefully and tell which one i am referring to . do you see my point?
ss: a little.
t: no. 1: why must you be the son of my family’s greatest enemy? refuse your family for my love.
ss: “ romeo, romeo, why are you romeo? deny your father, and refuse your name…”
t: no. 2: that is a question whether to live on in this world or to die, that is, to take action or to do nothing.
ss: to be or not to be; that is a question.
t: no. 3: it is best not to lend (money) to others and not to borrow from others. when we lend something. we risk losing both the thing we lend and the friendship with that other person.
ss: neither a borrower nor a lender be.
t: no. 4: a person who has great responsibilities, such as a king, is constantly worried and therefore doesn’t sleep soundly.
ss: uneasy lies the lead that wears a crown.
t: no.5: empty words, not real thoughts or ideas from the heart.
ss: words, words, only words, no matter from heart.
t: great. however, i still want to suggest you find these plays, from which the quotations come from, to read or watch them if you haven’t before. do you think so?
ss: yes.
t: what other plays of shakespeare do you know?
ss: twelfth night; king lear; othello…
(teacher writes them as well as those talked about just now.)
t: can you explain what they are about ? choose one of them and have a try. any volunteer?
s2; i’d like to talk about othello. othello, a dark-faced moor, serves as a capable general in venice and wins the love of a beautiful , strong-minded girl desdemona, daughter of a senator. her father objects to her secret marriage with the moor, but othello is just then much needed as commander to lead troops to a war with the turks, and so the senator’s protest is overruled by the duke and othello goes to war on the island of cyprus, accompanied by his new bride. after their arrival there, the turks have already met with destruction in a sea storm and the war is over, but one of the officers under othello hates the general for placing another man above him and therefore tries to destroy the moor’s happiness by convincing him of desdemona’s illicit relations with the man above him. ….
t: anybody else?
step iii listening
t: well done. we’ve talked much about shakespeare and his plays. next, let’s listen to the introduction to the merchant of venice, the most outstanding romantic comedy. it will tell us how the story takes place and helps us learn about the main characters in it. can you follow me?
ss: yes.
t: ok. now, please look at the listening part at page 66. first, read through the questions in exercise 1. then listen to the tape to find the answers.
(teacher allows the students a few minutes to prepare, and then plays the tape. after that, teacher checks the answers.)
step iv speaking
t: up to now, we’ve learnt much about shakespeare and his plays. can you tell me what makes his play a masterpiece, xiao a?
a: sorry, i don’t know.
t: it doesn’t matter. the idea behind the play are about problems which are still important to people of different ages in modern times.
t: can you give some examples shown in the merchant of venice?
ss: mercy versus revenge and love versus money.
t: quite right. now, please read the two situations in speaking first. then find examples for each one in modern life and work in pairs to discuss whether it is right or wrong. are you clear about that? and behind the situation , there are some useful expressions. study them first, then use them in your dialogue if possible. do you remember?
(the students begin to work. teacher goes among them to see how they are going on with the work. a few minutes later, teacher asks some pairs to act out before class.)
step v. summary and homework
t: in this class, we’ve mainly talked about shakespeare and his plays. while we were doing each task, we’ve learnt some useful expressions, such as pay back, as far as, after all. after class, i hope you can practise using them again. besides, remember to preview the reading part in this unit. so much for today. goodbye.
the second period
teaching aims:
1. learn and master the following
(1) words: weakness, greatness, judgement, gentleman, troublesome, gentle, bless, surgeon, declare, court
(2) phrases: tear up, have mercy on, offer up, be seated
2. train the students’ reading ability
3. learn to recount detail in conversation
teaching important points:
1. useful words and phrases
2. 2. improve the students’ reading ability.
teaching difficult points:
help the students understand the play exactly, especially the following sentences.
1. you might as well go stand upon the beach and argue with the sea.
2. i offer you ten times the money that antonio has borrowed.
teaching procedures:
step i greetings
step ii revision and pre-reading
t: yesterday, we learned a lot about eilliam shakespeare and his plays. who’d like to tell the titles of his four great tragedies?
ss: hamlet, othello, king lear, macbeth.
t: and he also wrote some romantic comedies. which is the most outstanding one?
ss: the merchant of venice.
t: tell the names of the main characters in the play.
ss: shylock, antonio, bassanio, duke, portia.
t: well. now look at the screen and match the people in column a with the instructions in column b.
1. antonio a. the magnifico
2. shylock b. a merchant
3.bassanio c. antonio’s friend
4. portia d. a moneylender
5.duke e. bassanio’s wife
t: after portia knows that antonio has to give shylock a pound of his flesh, she thinks up a plan to save antonio. what do you think portia will do to save antonio?
s: i think she will give shylock much more money than what antonio borrowed from him.
t: will shylock accept her money?
s: maybe. he is greedy.
t: it sounds reasonable. is there anyone who has a different opinion?
s: i think she will try to persuade shylock to show mercy to antonio.
t: will she succeed? don’t forget he is cruel and he hated antonio. who has read this play？ tell us what portia does to save antonio?
s: she pretends to be a judge and arrives at the court of the duke.
t: thank you. sit down, please. today, we’re going to read this play, the merchant of venice. after reading it, we’ll know what happened in the court. first, let’s learn some new words and expressions. read the new words on page 176.
step iii reading
t: well. now please turn to page 67.read the play quickly and find out what she does when she arrives at the court. you can begin to read it now.
(after a few minutes, teacher checks the answer.)
t: ok. everyone, i think you must have found the answer. who’d like to tell me?
s: she tries to persuade shylock to show mercy to antonio and accept the money offered by bassanio.
t: does she succeed?
s: she has to allow shylock to take his pound of flesh from antonio’s breast.
t: thank you. sit down, please. do you agree with him her?
ss: yes.
t: well done. you’ve understood it well. now please read it carefully again and further understand it. at the same time, find out all the useful phrases. a few minutes later, i’ll collect them from you.
(after a few minutes, teacher collects and writes them on the blackboard. after that, teacher deals with some language problems.)
t: look at the blackboard, please. all these phrases are important and useful. you must remember them and try to use them. do you remember?
ss: yes.
t: besides, there are some other language points which are useful but difficult to understand . i’ll explain them to you. look at the screen.
(teacher shows the screen and explains to the students.)
1. may/might as well do sth.
eg. since nobody else wants the job, we might as well let him have it.
all the pubs are closing. we may as well go home.
2. if you offered me, …, i would still take ….
(note: if=even if)
eg.if she is poor, she’s honest at least.
if the sun were to rise in the west, i would not break my word.
3. be seated
eg. he then asked me to be seated.
she seated herself on the sofa.
she saw a few people seated on the bench at the back of the sofa.
4. …how can you hope for mercy yourself when you show none/
5. (note: when=if)
eg. i’ll come when i’m needed.
she’ll be able to give you help when necessary.
6. i offer ten times the money that antonio has borrow.
eg. the new building is four times the size of the old one.
the street is three times the length of that one.
the room is twice the size of that one.
(=the room is as twice large as that one.)
7. pay back
eg. have you paid (me) back the money you owe me yet?
i’ll pay him back for the trick he played on me.
rose doesn’t know how to pay him back for his help.
step iv. listening and reading aloud
t: ok. now i’ll play the tape of the text. first, listen and follow. then, listen and repeat. meanwhile, pay attention to your pronunciation and intonation. is everything clear?
ss: yes.
(teacher begins to play the tape. a few minutes later, teacher deals with the next part.)
step v post-reading
t: now, you must have understood the play more exactly. let’s have a discussion about it please turn to page 69. look at the questions in post-reading and work in groups of four to discuss them. after a while, i’ll ask some of you to report to the rest of the class. begin to work now.
suggested answers:
1. she is clever and learned.
2. he is cruel.
3. shylock hated antonio because antonio had many times scolded him publicly for being greedy and cruel.
4. (a) literally, with the heart which he shall cut out of my body; (b) metaphorically, whole-heartedly, willingly.
① usually, things are weighed with a balance.
weighs go into the left scale and things go into the right scale.
②she wants to remind shylock that he must cut exactly a pound of flesh from antonio, no more, no less.
③the deeper meaning of the balance is justice.
in portia’s court of law, morals are weighed.
5. duke speaks to antonio.
shylock speaks to duke.
bassanio speaks to antonio
portia speaks to bassanio
step vi summary and homework
t: in this class, we have mainly read the first part of the merchant of venice. while reading it, we’ve also learned some useful words and expressions and sentences. after class, read the text again and revise what we’ve learnt in this class. that’s all for today. see you.
ss: see you.
the third period
teaching aims:
1. learn and master the following words and phrases:
justice, murder, go down on knees, punishment, immediately, order, sword, conflict, complex
2. train the students’ reading ability.
teaching important points:
help the students understand the text exactly and master the following words and phrases: shall , at the mercy of , go down on one’s knees
teaching difficult point:
how to help the students write a play.
teaching procedures:
step i greetings
greet the students as usual.
step ii revision and lead-in
t: yesterday, we read the first part of the merchant of venice. antonio’s trial was taking place at the court. do you still remember what happened at the court? xiaoa , could you please retell the story in the first part?
sa: yes. at the court, the duke tried hard to persuade shylock to have mercy on antonio, but shylock insisted on having a pound of his flesh. even if bassanio would pay him double the money antonio had borrowed, shylock would not change his mind. while the duke was wondering what to do, portia arrived , pretending to be a famous lawyer. at first, portia also tried to persuade shylock to have mercy on antonio and take more than three times his money. but shylock still refused to give up his demand for a pound of flesh from antonio , so portia said he might take his knife to prepare to do the deed.
t: well done. sit down, please. will shylock get his pound of flesh? let’s go back to the court. first, listen to the tape of the second part of the play. try to find out the second part of the play. try to find out what will happen to antonio and shylock a last. begin to listen.
sb answer: shylock will not get antonio’s flesh. he has to give half of his money to the city of venice and promise to leave the other half of his money upon his death to his daughter and her husband.
t: is that right?
ss: yes.
t: ok. now let’s learn the new words. then read the play.
justice, murder, go down on one’s knees, punishment, immediately, order, sword, conflict, complex, tragedy.
step iii reading
t: now, please open your books at page 71. read the second part of the play carefully and find out the answers to the questions on the screen.
1. how does portia stop shylock from cutting antonio’s flesh?
2. what does portia say when shylock finally agrees to take three times more than antonio borrowed from him?
3. what is the result of the trial? does the story have a happy ending?
suggested answers:
1. portia allows shylock to take exactly one pound of flesh from antonio, no more, no less. she also tells shylock that he must not let one drop of his blood fall. so shylock gives in.
2. she says that shylock must give half of his money to antonio and the other half to the city of venice according to the law.
3. antonio is saved. shylock gets punished. the story has a happy ending.
step iv. language points.
1. at the mercy of
2. go down on one’s knees
3. beg…for
step v writing
t: well, we’ve read the merchant of venice. it has a happy ending. can you tell me whether it is a tragedy or a comedy?
ss: comedy.
t: why do you think it is a comedy?
ss: because the good wins, and the bad loses.
t: you are right. now, please turn to page 72 and look at the tips of getting the main point of a play.
(teacher and the students read through the tips and writes some key words on the blackboard. after that, teacher says the following.)
t: today, another trial took place between two women. they are arguing about a baby. how did the story occur? and what would they do? please read the passage in writing at page 71 and find out who wins the trial, the good or the bad? you can begin now.
(after the students finish reading the passage. teacher checks the answer.)
t: ok. everyone, have you found out the answer? who wins?
ss: yes. the good wins.
t: quite right. now, please work in groups of four or five to write a short play based on this story. give names to the king, the two mothers and the children. there is also a character to play the role of the soldier. if you like, you can also have a few other characters who are friends of the two mothers. can you follow me?
ss: yes.
t: besides, find a good title for your play. do you remember?
ss: yes.
t: ok. begin to prepare now. five minutes later, i’ll ask one group to act out your play before the class.
a sample play:
clever king charles
characters:
sarah (sa): the woman whose baby is living
deborah (d): the woman whose baby is dead
charles(c): the king
emma (e): a friend of the two women
simon (s): a soldier of the king
(inside king charles’ palace)
c: what is your quarrel?
sa: o king! i have a baby. and deborah has a baby. one baby is dead. the dead baby looks like deborah’s baby. i think deborah took my baby when her baby died.
d: o king! sarah is angry because her baby is dead. she came to see my baby. when she saw my baby she wanted it because her baby is dead.
e: o king! i saw the two babies. i think the dead baby is deborah’s baby. i think deborah took sarah’s baby in the night, when sarah was asleep.
c: call the swordsman. tell him to bring his sword.
(a man comes in. he has a big sword in his hand.)
s: o king! here is the swordsman.
c: bring the baby here. (a servant takes deborah’s baby and brings it to the king.) i am a just king. i do not know whose baby this is, i do not know if this is deborah’s baby. but i must be just to each of you. i will take this baby and cut it into two halves. then sarah can have half of the baby, and deborah can have half.
d: yes, yes, the king is a good king. cut the baby in halves.
sa: but the baby will die!
c: yes, the baby will die. but you shall each have one half of the baby. so you will not quarrel any more.
sa: o king! save my baby. do not cut the baby. give the baby to deborah. let the baby live.
c: give the baby to sarah. sarah wants the baby to live. so i know that sarah is the mother. deborah is a bad woman. she took deborah away.
(two men took deborah away.)
e: the king is a just king. o good king charles! clever king charles!
step vi summary and homework
t: in this class, we read the second part of the merchant of venice and learned to write a play. by doing this, we’ve learned some useful words and phrases, and our skill in using language has be well developed. after class, practise more and revise what we’ve learnt in class. that’s all for today. see you next time.
ss: see you next time.
unit的教案篇2
教学目标
1. 能够听、说、读、写短语：on foot，by bike，by bus，by train。
2. 能够听、说、认读短语：by plane，by ship，by subway。
3. 能用句子,how d0 you go to school?how do you go to canada/…?'来替换关 询问别人的出行方式;并能够用句子,i go by…'进行回答。
4. 能够听懂、会吟唱let’s chant的歌谣。
教学重难点
教学重点、难点分析 ： 本课时的教学重点和难点是掌握四会短语和a let’s learn部分中运用某种交通具去某地的表达法，并能替换关键词进行问答。
教学过程
1.热身(warm-up) let’s start
(1) 教师说：today i go to school by bike/bus.usually i go to school by bike/bus. 教师利用肢体动作帮助学生理解句子意思。然后问学生：what about you?do you go by bike or by bus?do you go on foot?or by car?师生之间自由会话，引出几种常见的交通方式。
(2)自由会话之后，教师继续说：there are many ways to go somewhere.look at these pictures.do you know what they are?引导学生看本课时let’s start部分的标图并回答问题。
2. 预习(preview)
(1)复习频度副词：always，usually，often，sometimes，never的tob_id_3091读音与词义。有关活 动可借鉴五年级下册教师教学用书第一单元。
(2)let’s chant 教师放本课时let’s chant部分的录音，学生先静听一遍，再跟录音轻声吟唱一遍。教师再放录音，带着学生一起边唱边做动作：唱到on foot时，全班跺跺脚;唱到by car/bike/bus/plane/train的时候，学生举起自己带来的玩具。然后教师根据歌谣内容随机出示let’s learn部分的单词卡片加深学生印象，全班学生再跟录音边唱边做一遍。
3. 新课呈现(presentation) let’s learn
(1)教师拿出一辆玩具自行车，自问自答：,how do i go to school?i go to school by bike.'并在黑板上写下：by bike。教师再重复刚才的句子并问某一学生：0jwhat about you?how do you go to school?’’学生如果回答：,me too!'教师就继续问下一名学生，直到有不同答案，教师帮助学生说出完整的句子：,i go。。to school by…'并将相应的短语写在黑板上。
(2)看短语贴卡片游戏 教师依次出示画着不同交通工具的短语卡片，让学生迅速地贴在黑板上的,by’’短语旁边，教师领读短语和句子,l go to school by…'
(3),快速反应'游戏 教师说出某个短语，如：by bike，让学生做相应的动作或迅速举起相应的道具(单词卡片)并说出句子，如：i go to school by bike.
(4)教师拿出刚才学生可能没有提到的交通工具的图片，如：by plane/subway/ ship/boat等，呈现和练习这些短语。然后指着课本上的配图问：,what can you see in the pictures?'注意引导学生，尤其是农村学生理解,地铁'的。含义：,it’s an underground railway in a city.it travels very fast.'教师领读新学短语。
(5)学生听录音，跟读let’s learn部分的内容。教师注意纠正学生的语音、语调
(6)教师引导学生进行单词的拼读竞赛。可空出单词中的元音字母让学生填写,也可打乱组成单词的字母的顺序，让学生重新排序，组成单词。
(7)教师还可利用学生卡片背面的灰体词引导学生进行单词描红，学生边描边读，看谁又快又好。 let’s play 教师请学生制作简易的单词卡片，一摞是地点，比如：school，beijing，the us，the moon等;另一摞是交通方式，比如：by ship，by bike，by train等。教师鼓励!生大胆想象出行方式和所去地点。然后学生两人结对进行句型操练，一人问,how do you go to beijing/the usa/the moon?'另一学生给出答案：,i go by train/plane/spaceship.'对于词汇表述上有困难的学生，教师要及时地提供帮助。对一些特别有创意的想法，教师可以写在黑板上加以鼓励。
4. 巩固和延伸(consolidation and extension)
(1)main scene 教师引导学生看主情景图，说出其中表现的交通方式。学生多能说出：on foot by bike，by subway。如有学生问及小丑骑的独轮车以及幼儿骑的三轮儿童车教师可补充说明那分别是unicycle和tricycle;而自行车bike的另一说法：bicycle，意为两轮车。
(2)学生做let’s learn部分的活动手册配套练习;教师指导学生规范书写。新学伊始，教师非常有必要对学生重申一下书写的要求。
(3)学生背诵并抄写四会单词;复习说唱歌谣。 (4)学生预习c let’s sing部分的歌曲。
unit的教案篇3
1. over the years 经过许多年后
2. have an effect on 对…有影响 (=affect)
3. make good money 很赚钱
4. raise／keep/feed pigs 养猪
5. make use of 利用
6. take note of 记录； 记笔记
7. as far as i can see 依我看（=in my opinion）
8. as…as possible 尽可能
9. bring in 带来； 引进
10. the international exchange of delegations 代表团之间的交流
11. be harmful to 对…有害
12. depend on 依靠；依赖 （rely on）
13. as well as 也， 还
14. not only …but also.. 引导并列句，前句倒装
not only is reading important, but also speaking is a necessary part of learning english.
15. not…but… 不是…而是…
16. protect…from… 保护…免受…的伤害
17. stand for 代表
18. in other words 换句话说
19. a variety of 各种各样的 （=various）
20. do research into 对…进行研究
21. learn from 向…学习
22. instructions for making wine 酿酒说明
23. a practical guide to farming 很实用的农耕指南
24. at the right/correct/wrong time of the year （不）适时的
25. go against 违反；违背
26. remove weeds 除草
27. plough deep the first time 第一次深耕
28. year after year 年复一年 （＝every year）
29. harvest good crops 获得好收成
30. pass on (from generation to generation) （一代一代）传下来
workbook
1. be short of 缺乏；短缺
2. add…to… 把…添加到…
3. from time to time = now and then 时不时的； 偶尔的
4. at an early age 小时候
5. fall in love with sb. 爱上某人 （短暂性）
be in love with sb 爱着某人 （持续性）
6. rise up to the sky 上天
7. search for 寻找 （＝look for; hunt for）
8. all of this is new. 这一切都是崭新的。
9. in the past 过去
10. wash away 冲走
11. as a result (of…) （由于…的）结果
12. be covered with 被…覆盖
13. to one’s joy/delight 使某人感到高兴的是
unit的教案篇4
1, curiosity: wanting to know about things
curiosity about sth./to do sth.
he has burning curiosity to know what’s going on.他有很强烈的好奇心，想知道发生了什么
he is full of curiosity. 他充满了好奇心。
he did it from curiosity因为好奇
looking up, i saw hie eyes fixed on me in curiosity好奇地
curious
be ~curious about
be curious to do
incuriosity
2, decoration n.装饰, 装饰品
decorating or being decorated/ things used for decorating
to decorate a street with flags 用旗帜装饰街道
she decorated her room with flowers.
decorate with 以...装饰
be decorated with/ be equipped with/ be dotted with
3, spear long stick with a metal point on the end, for hunting and killing矛 枪
he speared a potato with his fork他用叉子戳马铃薯
4，emperor n.皇帝, 君主
the head of an empire
have you read the emperor’s mew clothes?你读过皇帝的新衣么？
king
5, pin
n.钉, 销, 栓, 大头针, 别针vt.钉住, 阻止,止住, 牵制
there is a note pinned to the door,reading ‘i love you’.
6，distinction n.区别, 差别, 级别, 特性, 声望, 显赫
there is no appreciable distinction between the twins.
在这对孪生子之间看不出有什么明显的差别。
his distinction of sound is excellent.他辨别声音的能力很强。
his style lacks distinction.他的文体缺乏个性。
7，arrow n.箭, 箭头记号
time flies like an arrow.光阴似箭。
the modern airplane can arrow upward to 20, 000feet.
现代的飞机能够如箭般地飞达20, 000英尺的高度。
bow
8, dozen n.一打, 十二个
dozens of 许多的
by the dozen 按打计算
pack pencils in dozens按打包装铅笔
three dozen of eggs
score
three score (years) and ten七十岁, 古稀之年
three score of people六十人
9, spare adj.多余的, 剩下的, 备用的v.节约, 节省
more than is necessary free for other use kept for future use
we have no spare room.我们没有多余的房间
we always have a spare wheel /tyre in our car.
in one’s spare time
can you spare me a minute?
spare no effort / no trouble不遗余力
10, tend 倾向于（常与to连用）有某种倾向；有…的趋势
people under stress tend to express their full potential.
处于压力下的人容易发挥自己全部的潜力。
i tend to think that’s not a good solution.
the road tends to north.道路向北延伸。
11，approximate adj.近似的, 大约的v.近似, 接近, 接近, 约计
approximately adv.近似地, 大约 about
12, average
n.平均,平均水平,平均数adj.一般的, 通常的,平均的
on (an) average通常；按平均
the average age of the boys这些男孩子的平均年龄
13, link vt.连结, 联合, 挽 vi.连接起来
link things together将东西连在一起
the new bridge will link the island to the mainland.
新的桥梁将把该岛与大陆连接在一起。
link up联接; 结合
the two families linked up through the marriage of a daughter and son.
那两家因他们子女结为婚姻而联结起来。
14, monument n.纪念碑
the monument to the people's heroes人民英雄纪念碑
15, in terms of adv.根据, 按照, 用...的话, 在...方面
a 200-year-old building is very old in terms of american history.从美国历史看，2的建筑是很古老的了。
in terms of money we are rich,but not in terms of happiness.
从金钱的角度
did the experiment find differences in terms of what children learned?
这个实验就儿童所掌握的学习内容方面发现什么差异了么？
in general / practical / financial/real / relative terms从总体 实际经济角度 事实上相对而??
in one’s term 在……看来
the summer term
accept these terms
come to terms /make terms with与……达成协议
we are on good terms
16. in the eyes of
you are only children in my eyes.
17, remote adj.遥远的, 偏僻的, 细微的faraway distant
remote star 遥远的星星
the remote future 遥远的未来
a remote village 偏僻的村落
a remote relative 远亲
18.distant adj.远的, 关系远的(亲戚), 疏远的, 间隔的, 冷漠的
a distant date遥远的日期
a distant look冷漠的表情
a distant view远景
distance n.距离, 远离,
what distance do you have to walk to school? 你到学校要走多远的距离？
at a distance in the distance keep sb at a distance
a good/long/great distance
19,lend a hand
lend/give sb a hand
help sb
do sb a favour
20, quality n.质量, 品质, 性质
a watch of good quality 品质好的手表
a poor quality of cloth 品质低劣的布料
a change in quality质变
quantity n.量, 数量
he ate a small quantity of rice. 他吃了少量的米饭。
a small quantity of milk少量的牛奶
i prefer quality to quantity.我重质量胜过重数量。
quantities of food were on the table.桌上摆了大量食物。
in large quantities大量的
21，serve as 当作
serve as an interpreter 担任译员
dress as a judge
22, mask
we all wore masks at the party and no one knew who we were.
在晚会上我们都戴着假面具，谁也认不出我们。
23, dig up v.掘起, 挖出, 发现, 开垦
he has dug up some vegetables. 他挖出了一些蔬菜。
dig dug dug
24, accompany
she accompanied me to the doctor's. 她陪我去看了医生。
lightning usually accompanies thunder. 雷声常常伴随着闪电而来。
(be)-nied by附有, 伴随
be -nied with (a thing)带着, 带有, 兼有
25, tri- triangle tricolor
unit 20 new words
1, curiosity:
curiosity about sth./to do sth.
he has burning curiosity to know what’s going on.他有_______好奇心，想知道发生了什么
____________________他充满了好奇心。
he did it from curiosity因为好奇
looking up, i saw hie eyes fixed on me in curiosity好奇地
adj._________
be ~ about be ~ to do
incuriosity_____________
2, decoration n.装饰, 装饰品
to decorate a street with flags _________________
她用鲜花装饰她的房间___________________
decorate …with 以...装饰
be decorated with/ be equipped with/ be dotted with
3, spear矛 枪
he speared a potato with his fork.
4，emperor n.皇帝, 君主king
have you read the emperor’s new clothes?你读过__________么？
5, pin
n.钉, 销, 栓, 大头针, 别针vt.钉住, 阻止,止住, 牵制
there is a note _____(pin)to the door,_______(read) ‘i love you’.
6，distinction n.区别, 差别, 级别, 特性, 声望, 显赫
there is no clear distinction between the twins.
his distinction of sound is excellent.他辨别声音的能力很强。
his style lacks distinction.他的文体缺乏______。
7，arrow n.箭, 箭头记号
time flies like an arrow.__________
the modern airplane can arrow upward to 20, 000feet.
______________________________
8, dozen n.一打, 十二个
dozens of 许多的
__________ 按打计算
pack pencils in dozens______________
three dozen of eggs__________________
three score (years) and ten______________
_______________六十人
9, spare adj.多余的, 剩下的, 备用的v.节约, 节省
we have _______________.我们没有多余的房间
we always have a spare wheel /tyre in our car. _________
在某人的业余时间______________________-
can you spare me a minute?_________________
spare no effort不遗余力
10, tend 倾向于（常与to连用）有某种倾向；有…的趋势
people under stress tend to express their full potential.
_____________________________
the road tends to north.道路向北延伸。
jack tends ______ angry when people oppose to his plans.
a. getting b. to getting c. get d. to get
11，approximate adj.近似的, 大约的v.近似, 接近, 接近, 约计
approximately adv.近似地, 大约 about
12, average
n.平均,平均水平,平均数adj.一般的, 通常的,平均的
___________通常；按平均
the average age of the boys这些男孩子的平均年龄
13, link vt.连结, 联合, 挽 vi.连接起来
link things together___________________
the new bridge will link the island to the mainland.
新的桥梁将把该岛与大陆连接在一起。
link up联接; 结合
the two families linked up through the marriage of a daughter and son.
那两家因他们子女结为婚姻而联结起来。
14, monument n.纪念碑
the monument to the people's heroes___________________
我们修建了一个纪念碑为了纪念那些死去的人
_______________________________
15, in terms of adv.根据, 按照, 用...的话, 在...方面
a 200-year-old building is very old in terms of american history.
in terms of money we are rich,but not in terms of happiness.
_____________
did the experiment find differences in terms of what children learned?
这个实验就儿童所掌握的学习内容方面发现什么差异了么？
in general / practical / financial/real / relative terms从总体 实际经济角度 事实上相对而??
in one’s term 在……看来
the summer term_____________
accept these terms_________________
come to terms /make terms with与……达成协议
we are on good terms___________________
16. in the eyes of
you are only children in my eyes.
17, remote adj.遥远的, 偏僻的, 细微的
remote star ______________
the remote future ________________
a remote village ______________
a remote relative______________
18.distant adj.远的, 关系远的(亲戚), 疏远的, 间隔的, 冷漠的
a distant date____________
a distant look___________________
a distant view______________
distance n.距离, 远离,
______distance do you have to walk to school? 你到学校要走多远的距离？
at a distance__________ in the distance________
keep sb at a distance ___________
a good/long/great distance
19,lend a hand
____________
____________
____________
20, quality n.质量, 品质, 性质
a watch of good quality _________________
__________________ 品质低劣的布料
a change in quality_______________
quantity n.量, 数量
he ate a small quantity of rice. 他吃了少量的米饭。
a small quantity of milk少量的牛奶
i prefer quality to quantity._______________
quantities of food were on the table.
in large quantities大量的
21，serve as 当作
serve as an interpreter 担任译员
dress as a judge
22, mask
we all wore masks at the party and no one knew who we were.
在晚会上我们都戴着假面具，谁也认不出我们。
23, dig up v.掘起, 挖出, 发现, 开垦
he has dug up some vegetables. 他挖出了一些蔬菜。
dig ____ _______
24, accompany
she accompanied me to the doctor's. 她陪我去看了医生。
lightning usually accompanies thunder. ____________________
(be)-nied by附有, 伴随
be -nied with (a thing)带着, 带有, 兼有
25, tri- triangle tricolor
unit的教案篇5
教学目标：
1.知识目标：能四会单词need,any,or;理解any，some的用法;能灵活使用句子we need some ping-pong balls. do you have any balls? do you like this t-shirt or that t-shirt? i like this one. do you like these runners or those runners? i want these runners.
2.能力目标：能利用所学的词汇和句子到商店买东西，提高综合语言运用能力,解决实际生活中的问题。
3.情感目标：让学生学会独立买东西，学会看价钱和计算价格。
教学重、难点：要求四会的单词和要求掌握的句式。
教具、学具准备：
1. 单词卡片,运动服装,乒乓球,纸币，课后习题卡(每人一张)。
2. 录音机或课件。
教学过程：
class opening and review
1. 分给学生不同的球，让学生自己说出i like to play ____. my favourite sport is ____./ i like ____ best.
2. t: what’s this/that?
s: it’s a t-shirt?
t: do you like this t-shirt or that t-shirt?
s: i like this one.
t: what are these/those?
s: they are runners.
t: do you like these runners or those runners?
s: i like/want these runners.
(设计意图：利用已有知识引出新知识，减小教学的难度，or在以前的教学中已多次用到，学生都已掌握，不必再多费时间，加深学生对this，that， these，those用法的印象为下面的学习做铺垫。)
new concepts
1. if i want to play ping-pong，we need some ping-pong balls.say “need”,please.让学生利用 need 造句。
2. do you have any balls? say “any”,please.讲清some和any的用法，都跟可数名词的复数或不可数名词，如：some/any shorts;some/any soup;some用在肯定句中，any用在否定和问句中，举例说明。
3. 完成课后习题。
4. 听录音两至三遍。同时讲解美元和元的区别。如：one dollar，two dollars;one yuan，two yuan.练习一下如何问多少钱how much is it? how much are they?
5. 布置商店的环境，让学生根据课文编短剧，三、四人一组。
6. 汇报演出。
(设计意图：本课是对话形式的课文教学，主要是环境的设置，要让学生在实际的生活环境中学习本文，首先要解决课文中的重难点，也就是新单词和一些主要句式，理清脉络。突破了重难点，理清了脉络，学生在表演对话时就没有很大的困难了。)
class clossing
activity book
homework
亲自到体育用品商店买一次东西并运用所学语言。
板书设计：
lesson2. at the sports store
we need some ping-pong balls.
do you have any balls?
课后习题：
一. 改错：
these book this runners some ball
those pencil that t-shirts any soups
二. 选词填空：
1. do you like ______t-shirt or ______t-shirt?
2. do you like ______shorts or ______shorts?
3. we need ______ ping-pong balls. do you have ______ balls?
(any, some, these, those, this, that)
unit的教案篇6
教学目标
1、能够听、说、认读本课时的主要单词和词组: music class , p.e. class , english class , breakfast , lunch , dinner .
2、能认读句型：what time is it ?并做出相应的回答：it’s … it’s time for … 3、能够听懂指示语，并按要求做出相应的动作。
教学重难点
教学重点 ： 本课时的主要单词和词组: music class, p.e. class, english class, breakfast, lunch, dinner。
教学难点 ：1、what time is it ?并做出相应的回答：it’s …it’s time for … 2、听懂指示语，并按要求做出相应的动作。
教学过程
1、热身
(1)播放歌曲《one, two, three, four, five》
(2)开火车”说数字
教师引导学生边拍手边说1—20的数字，然后学生以开火车的形式说数字。
(3)教师播放第一单元story time 的录音 教师在听录音之后向学生提问：where is zoom? 学生回答：he is in the canteen .教师又问：why? 学生答：he is hungry .教师再问： why is he hungry? what time is it? 引导学生答出：it’s time for lunch.
(4)猜谜语 “有圆也有方，指针告时间，响声十二下，开始新一天。”通过猜谜语游戏，引入本课课题表、时间。
生活中有哪些东西可以告诉我们时间，请你说一说。课件出示。
2、新课呈现 let’s learn
(1)教学时间的表达法“what time is it?”
a、教师出示教具钟表(课前准备)。 t: what’s this? ss: clock. t: yes, it’s a clock. t: what time is it? 教师再将钟拨到七点，it’s seven o’clock再强调seven o’clock.
b、教师领读o’clock, what time is it? it’s…
c、教师拨动教具钟的时针，学生回答教师的问题。
t：what time is it? ss：it’s five o’clock. t: what time is it? ss: it’s three forty.
d、教师请一名同学上台当小老师，拨动时针，边拨边问： what time is it?其他同学回答。
(2)教学let’s learn
a、 教师将时针拨到7点,后出示课件图片。 t：what time is it? s: it’s seven o’clock. t: yes, it’s seven o’clock, it’s time for breakfast.
b、教师出示单词卡片，教授“breakfast”。
c、教师将时针拨到12点。 t：what time it? s: it’s 12o’clock. t: are you hungry? s: yes. t: i’m hungry, too. it’s time for lunch. d、教师出示卡片“lunch”。
e、用同样的方法教授“dinner”, it’s time for…
f、游戏hide and seek
教师拿出breakfast, lunch, dinner三张单词卡，叫一个同学上台从中抽取一张单词卡并展示给所有的同学看，然后叫教师让这个同学转身。教师把这张卡片藏在某个同学的桌兜里，然后请这位同学找出这张卡片。在这期间所有同学读这张单词卡上的单词，当这位同学离这张卡片近了同学们的声音就提高，当他离单词卡远了同学们的声音就变小。
(3)图片教学let's learn
a、教师出示课件图片。
t：now, what time is it? s: it’s 8 o’clock. t: what is he doing? ss: 上英语课。 t: yeah! he is having english class.
b、教学english class.然后教师用同样的方法教授p.e. class, music class。
c、写单词：让学生在自己的单词本上规范的书写breakfast, lunch, dinner…六个单词。
3、课堂练习
(1)猜一猜
老师请两个同学上台，一位同学背向大家，另一位同学从六张单词卡中抽一张展示给大家看。前面一位同学猜这张单词卡上的单词是什么，猜对同学们说：yes，并鼓掌。猜错同学们说：no，那位同学再猜直到猜对为止。
(2)传盒子游戏
教师准备一个盒子，里面方上写有不同时间和活动的小纸条。学生10人左右围成一圈，教师播放音乐，学生快速传递盒子，音乐停止，其他学生问：what time is it? 拿着盒子的学生从盒子里取出一张纸条，根据纸上的文字进行回答：it’s seven o’clock, it’s time for breakfast.
(3)列课程表
学生以四人为一组，根据自己的课程表列出一天的课程。每组找出一个发言人，运用句型：it’s …, it’s time for…汇报讨论结果。
(4)let's do。
(5 )let's talk。
(6)read and write。
4、课堂总结
同学们今天你有什么收获?
unit的教案6篇相关文章：
★ 小草的教案6篇
★ 健康的教案6篇
★ 时钟的教案6篇
★ 苯的教案通用6篇
★ 爱的密码教案6篇
