高二英语教案学生
高二英语教案学生都有哪些？英语学法的掌握，如同知识的获得一样，有一个从无到有，从少到多，从不会到会的发展过程。下面是小编为大家带来的高二英语教案学生七篇，希望大家能够喜欢！
高二英语教案学生（精选篇1）
标签：音乐 to amy and of
Teaching Procedures
教学过程设计
All the class is set in the TV interview show—Heart Garden made by channel Young.Detailly, I divide the class in to three groups as the guests of this TV interview show:Frends of the character, Nutritionists, Psychologists. The teacher play the role of the host Step1 Lead--in
1.Broadcast the VCR----Are teens trying to stay slim to an extreme from BBC ,then transpose to our calss,which can lead students to the TV show situation
T: “Good moring ,Ladies and Gentleman! Welcome to Heart Garden made by Channel YOUNG STV .I am the host.Today’s topic is Dying to be thin. There are three groups :Frends of the character, Nutritionists, Psychologists.Let’s talk together to slove the problem today.Finally, let’s see which group can get the most stars accroding to your active cooperation.Are you ready? ”
S: “Yes! ”.
T: “First ,let me show you some picutes.Do you know them”
Show students some pop stars’pictures
T: “Whom do you like better, the thin or the fat? How can we become thin?
S: “The thin.”
T: “How can we become thin?Let’s discuss ways of losing weight.”
Suggested answers:
Going on a dietExercising in a gym or other places Receiving surgical treatment(外科治疗)Taking weight-loss pills
T: Do you think eating weight-loss pills is effective and good?”
S: “ No!’
T: “ Good!But the unfortunate thing also happened to our character--Amy .Let’s welcome Amy.”
设计意图：把正堂课虚拟上海生活时尚频道---心灵花园节目的录制现场。让学生有种身临其境的感觉，紧紧抓住学生的好奇心，顺利展开我们的话题。在导入部分简单讨论时下减肥方法给学生热身，让学生初步认识到吃减肥药是不正确的，有害健康的。以此引出今天的话题人物—Amy
Step2: Reading
1th E--mail
T: What happened to Amy? Please read the first e-mail quickly and retell it.Don’t worry ,I’ll give you some hints:
Used to go to the gym ----Now( Take weight-loss pills)--- Why ( be ashamed of?)---- How? (Feel ? )---But Mum said: dangerous and priceless
(In this step ,first ask students to discribe the events step by step and then ask all the class to retell again)
设计意图：运用复述教学方式不仅可以锻炼学生的阅读理解能力对事件有大致的了解,同时让学生自主学习，自己组织语言来表述事件经过给学生语言的替换能力和口头表达能力的锻炼机会
2th E--mail
T: “Good job!In the first e-mail ,we know that Amy took the weight-loss pills and lost 7kg,which let her feel very tired. But then ,what happened? Did she scucess? Listen to the second E-mail, fill in the blanks.”
T:Well done! Since we know the general idea of 2th e—mail ,let’s read it and do T or F ;
1.Amy is now recovering from a bad cold in hospital.()
2.Li Dong donated part of his liver to save Amy’s life. ()
3.Amy follows doctor’s advice and often goes to the gym. ( )
4.Now Amy eats lots of fruit and vegetables. ( )
5.For a slim and attractive figure, we can damage our health. ( )
Answers: FTFTF
设计意图：在处理第二封信时先让学生听录音抓住主来信息来完成填空这不仅可以训练学生的听力而且让学生了解第二封信的主要内容，在此基础上让学生通过朗读对文章细节进行分析完成判断题，训练学生的朗读能力提高语音语调
1th and 2th e--mail
T：“Now that we have read the tow e—mails .Let’s analyse detailly,I think there’re three periods about Amy’s mood, what is her mood in each period”?
Period One (in the first E-mail)
高二英语教案学生（精选篇2）
教学目标
知识与技能目标
1. Get students to learn some useful new words and expressions in this part.
2. Get students to read the letter.
3. Let students learn the prohibition, warning and permission.
过程与方法目标
1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
2. Enable student s to understand how to give advice.
情感态度与价值观目标
1. Stimulate students’ interests of learning English by reading and acting this play.
2. Develop students’ sense of group cooperation and teamwork.
教学重点
1.state the main idea of each paragraph in own words
2.ways to become addicted to cigarettes
3.the harmful effects of smoking
4. suggestions to quit smoking
教学难点
1. sorting out major idea and minor idea
2. master key words in key sentence
教学过程
→Step 1 Warming up
Show some proverbs on health
1.An apple a day keeps the doctor away.
2.Early to bed and early to rise, makes a man healthy, wealthy and wise.
→Step 2 Skimming
1How many parts does the reading text consist of?
2. Who wrote the letter to whom?
3. How many ways can a man become addicted to smoking?
→Step 3 Scanning
1. The first sentence of the letter shows James granddad______ .
A. lives a healthy life B. is addicted to sitting in the garden
C. has nothing to do at home D. is tired when cycling 20 kilometers
2. From the second paragraph, we can know granddad ______________.
A . never smoked B. likes smoking
C. used to smoke heavily D. still smokes now
→Step 4 Detailed reading
Ask students to discuss the following questions in pairs.(让学生分组讨论，形成书面形式)
1.Different ways people can become addicted to cigarettes.
2. Harmful effects for smokers
吸烟的危害
3.ways to quit smoking
→Step 5 Post reading
Write some advice to persuade smokers to quit smoking
→Step6 Discussion
高二英语教案学生（精选篇3）
教学准备
教学目标
教学目标
1. Ability goals 能力目标
To help the Ss develop their reading ability by skimming for main ideas and car eful-reading for details with the teacher’s guidance.
To get The Ss to master some key words such as witness, abandon, yell, drag, flee and so on.
2. Learning ability goals 学能目标
To enable the Ss to talk about animals under the sea.
To help the Ss know the importance of the relationship between animals and humans.
教学重难点
教学重点和难点
Teaching important points 教学重点
Help the Ss know more about animals under the sea as well as the animals’ loyalty and help to human bein gs.
Teaching difficult points 教学难点
1. Help the Ss get the main idea and some detailed information by fast-reading and careful-reading.
2. Help the Ss tell apart from Before, During and After in the story.
教学过程
Step1. Warming Up : Talk about animals under the sea.
1. Have you ever seen some marine animals?
2. What have you seen, and where have you seen them?
I have seen a/some/many…… in/on/from……
amazing marine animals: seal, turtle, dolphin, sea-horse, sea-star, shark, angelfish, jellyfish, lobster, coral
Step2. Fast-reading:
1. Find out the Background Information of the story : writer, career, writing style, time, place, main character.
2. Find out the Main Idea of the passage: What’s the first story mainly about?
Step3. Careful-reading:
1. Clancy had heard of the killer whales that every year killer whales would help whalers catch baleen whales. Did he believe it at first? When did he believe it was a true anecdote?
2. How many paragraphs are there all together in story1? The hunt can be divided into 3 stages.
Stage1: before the hunt: (para. 2-6):
Old Tom’s doing: throwing itself out of … and crashing down again… Why? to tell the whalers…, …by the boat…, circling back to …Why? to lead the whalers…
Whalers’ reaction: Another whaler __________. George _____ ___ _____ Clancy, and Clancy ______ after him. They __________ the boat and ______ ____into the bay.
Stage2&3: Dur ing and after the hunt: (para. 7-9):
Killer whale’s doing: The killers over there are ________ themselves on the top of the whale’s blow-hole to stop it __________; and some others are stopping it _______ out to sea. The killers started ________ between our boat and the whale just like a pack of ____ ___ dogs. When the baleen whale was dead, its body wa s _______ down into the depths of the sea.
Whalers’ reaction: The man in the bow of the boat aimed the harpoon at the whale and then let it go to hit the spot.
Conclusion: They have amazing relationship. They work as a team
Step4 : Summary
Working at the _______station, I had the chance to _________ a baleen whale being attacked by a ______ of k iller whales.
On the afternoon I arrived at the station, as I was __________ my accommodation, I heard a loud noise coming from the bay. I ran down to the ______ in time to see an enormous animal _________ itself out of the water and then _______________ again. George told me it was Old Tom, who announced there would be a ___________.
Using a _________, we could see a baleen whale _______________ by about six killers. Some are ________ themselves on top of the whale’s __________to stop it breathing; and some others are stopping it _______ out to sea. The whalers aimed the ________ at the whale and then let it go to hit the spot. Being badly ________, the whale soon died. Very soon, its body was ________ by the killers down into the _______ of the sea.
→Step 7 Homework
1. write down the suggestions given by granddad
2. try to persuade one to give up smoking
高二英语教案学生（精选篇4）
教学准备
教学目标
教学目标 (这部分谢3点，按照USE的目标写)
(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学重难点
教学目标 (这部分谢3点，按照USE的目标写)
(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学过程
Step 1Warming-up and lead-in (5 mins)
(1)导入
用本单元的阅读文Marty’s story来导入，引出残疾人的话题。
T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?
(He has a raremuscle disease.)
Yes, he’sdisabled.
But is Martyleading a miserable life due to his disability?
(No.)
He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.
(2)揭题
教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
T: We are lucky tobe able-bodied and study in such a beautiful school.
But every now andthen, I find such students in our school. What are their problems?
(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)
T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?
Do you find itdifficult to walk around in our school with a walking stick?
Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?
(Yes.)
T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?
So in today’slesson, we are going to
1. read asuggestion letter
2. discussproblems with the school facilities
3. write a suggestionletter to the headmaster
2 Reading (15 min)
本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表达)的模式。没有优质的输入就没有优质的输出，因此通过阅读建议信来理解建议信的结构、目的和写作手法，是本节课的重要环节，是USE种的第一步U(Understanding)。
(1) 学习建议信结构。
建议信是正式信件，学生以前在课堂上没有接触过，因此要点出建议信的结构。
T: This is aletter to an architect. What information can we get in this part?
(receiver’s nameand address.)
What’s this partabout?
(sender’s name /signature)
From these twoparts, we learn that this is a formal letter. So a suggestion letter is aformal letter.
It is the mostimportant part in a suggestion letter, which is called the body.
(2) 通过阅读了解主旨大意。
T：The main body can be divided into three parts. Whatare they?
(1, 2-6, 7)
T: What's thepurpose of the 1st paragraph?
(To give thearchitect the purpose of writing the letter.)
What's the purposeof the last paragraph?
(To persuade thearchitect to adopt her suggestions.)
(3) 通过阅读学习写建议信策略
建议信的目的是让人接受所给的建议，一要让读者对你的建议一目了然，二要让读者觉得你的建议有道理，乐于接受你给出的建议。因此，通过阅读学习写作策略是非常重要的。
高二英语教案学生（精选篇5）
教学准备
教学目标
知识目标
1.Get students to learn the useful words and expressions in this unit.
eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to
2.Help students to learn about disabilities and life of the disabled.
能力目标
1.Let students read the passage Marty's Story to develop their reading ability.
2.Enable students to know that people with disabilities can also live well.
情感目标
1.By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.
2.Help them understand more about how challenging life can be for the disabled.
3.Develop students' sense of cooperative learning.
教学重难点
教学重点
Get students inspired by positive stories of the people with disabilities.
教学难点
1.Develop students' reading ability.
2.Help students understand the difficulties the disabled have to overcome.
教学过程
?Step 1 Warming up
1.Warming up by discussing
First ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.
Do you know any famous people who are disabled?
What difficulties do they have to overcome in daily life?
What have they achieved?
Suggested answers：
Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.
Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.
Helen Keller was deaf and blind，but she was a great writer.
2.Warming up by talking
First，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.
高二英语教案学生（精选篇6）
传统的教学模式已经被发挥得淋漓尽致.尽管如此，面对基础差的学生，我们还是无能为力，效果不明显。因此，我们就要探究问题究竟在哪里?为什么学生的英语总是提不高呢?应该怎样教呢?下面就是总结出来的教师的困惑：
1.音标：学生不会读，没有能力自己拼读新单词。
2、单词：教师在困惑：该分散教还是集中教?
3、语法：学生对句子结构的把握很薄弱。
4、听力：高考听力越来越难，甚至有个别大学四、六级的题目，而学生的听力时间越来越少，所以听力的提高非常缓慢。
5、阅读：学生的最大问题是阅读速度太慢，理解能力薄弱。
6、口语：由于高考不怎么考口语，口语被很多人忽略了。
7、写作：用中文的思维写英语。
那么高中的英语应该怎么教?高一的英语应该教什么?高一一入学的新生，我们就应该告诉他们：中英文之间存在着两种语言文化背景;两种语言民族习惯;两种语言表达规律。所以，由于中文的思维和英文的思维不一样，高一的学生首先要知道知道两种文化的不同，然后从一开始就用英文的正常的思维来学英文，不要总是以中文的思维来学习英文。
反思：本学期开学我们没有做到的东西就是：没有去介绍中英文化的不同，尤其是强调中英文化的不同思维方式和语言特点。所以，在下学期，这一课我认为需要补上。毕竟，“亡羊补牢，为时未晚”。 有了这个基本认知后，高一的学生就要从最基础的东西学起，所以即使到了高中，他们实际上还要补很多学英语一定要掌握的东西：音标，词类，基本的句子结构。再次从基础学起。
1.音标：很多学生，尤其是差生的最大的困难是记不住单词，记不住单词是因为不会读单词，不会读单词是因为不会音标。虽然是高一的学生，但实际上在我们这样中等的学校，中等的学生里面，没有几个人完全掌握了音标，大部分高一学生的音标水平基本上等于零。所
以，我认为，高一的学生入学的第一件大事就是学音标，我们确实有花时间去学习音标，但是只是用了两三节课的时间。目标是基本上每人都可以自己独立地把书本上大部分的新单词拼读出来。但同时我们也要知道，音标不是一两节课就可以教会学会的东西，学习音标需要在会读的基础上大量地练习，达到熟练的程度，达到一看到音标就可以不费力地拼读单词的程度。
2、单词：学会音标后下一步就是大量地记单词。记单词是一件很需要下工夫的事，也是一件很辛苦的事，一定要付出努力。但是，怎样才能够让付出的努力有收获呢?我们可以试着用五个步骤” ：
1). 音节拼读，准确读词。
2).拼读准确清晰;
3).自然集中注意;
4).注意力快速摆动转移;
5).限制联想”。
3、词类：我认为高一就要让学生学习十大词类，不能等到高三才学习，那时已经太晚了。本人很赞同这个观点。学生在学习单词的时候就要搞清楚单词的词性，然后知道什么词可以放在句子的什么位置，例如，定语的用法和位置，介词的位置，状语的位置等。只有把这些词类的基本用法搞清楚才有可能写出的句子。反思：本学期我们没有时间去讲词类，但也从来没想过在高一就讲词类。所以，我的这个建议还是很有参考价值的。高一下学期可以看看有没有时间去讲词类。
4、句子：有了单词后，学生要学的就是句子结构，也是我们教学中最重要的地方。没有句子，就没有文章，就谈不上学习英语。所以，在高一阶段，学生必须学习五种基本句型，而且必须要过关。在这方面，我给了我们一点建议。我认为，英语的句型简化后实际上只有两种：be句型和do句型。然后就是把句子扩展，把各种句子成分添加到基本句型里面，把各种词类用在句子里面，从而组合成高级的句子。反思：我个人很赞同我的观点，所以我坚持在高一上学期必须要教五种基本句型，也建议备课组长统一要求全级教授五种基本句型，因为没有正确的.基本句子，到后面的从句等高级句型学生就很难学下去。所以，这个基础一定要打好。而在本学期中，虽然我们也教了五种基本句型，但我相信还不是很到位，有的学生还是没有掌握好，所以，句子结构这个方面也需要在后面的学习中不断地巩固。
5、语法：我认为，给高中生讲语法，不要把他们当高中生，要用最简单的词汇，不要出现生词。他主张的语法教学法是“道可道，非常道：正反向语法拓展训练——由易到难，由难到易”并且根据学生常犯的错误，我建议“时态分离教学”，“时”为“过去、现在、将来、过去将来”;“态”为“一般、进行、完成、完成进行”。分开教学有利于学生清楚地掌握时态。反思：我的说法里面，令我们恍然大悟的是要用最简单的词汇教学生语法。如果单词的意思又不懂，语法又是新学的，那么学生肯定很费劲。另外一个让我们恍然大悟的是，我提到：我们小时候学语文的时候，都是老师给我们字，我们自己写词语，词组，然后让我们自己造句;但是反思一下我们现在的英语教学，我们从来没有给学生机会自己造句。通常我们都是直接给学生句子，或者是给中文让学生翻译成英文，从来都没有给学生机会造自己的句子。这就有可能降低了学生的学习兴趣和学习的主动性，因为老师给的句子不一定都和他们的生活相关，会令学生觉得这些英语他们都用不上。当然，让学生自己造句会是一个很费时的过程，而且老师无法检查学生的句子对错与否，所以，让学生自己造句是一个很有建设性的做法，但是需要经过一定时间对学生加以训练。
6.阅读：阅读能力是学生的弱项，主要原因在于词汇量低，阅读速度慢，还有就是自身的背景知识缺乏等原因导致的阅读理解能力低下。针对初级阶段的学生，我在讲座上给我们介绍了“如何以爬的姿势飞行?通过非机械性重复迅速提高阅读速度”的胡敏的十遍读书法，具体做法是：第一遍;通篇快速浏览，捕捉全文大意。第二遍：总结形容词和名词的搭配。第三遍：总结动词和名词的搭配。第四遍：总结大副词与动词、形容词的搭配。第五遍：查找带介词的短语。第六遍：体会英文语序，注意英汉对比。第七遍：研究句子开端，追求表达变化。第八遍：透析句子之间联系，衔接手段。第九遍：把握过渡手段，领会文章布局。第十遍:汲取语言精华，摘录文章亮点。我个人认为，这种方法只能是在初始阶段可以尝试，因为它很费时。总的来说，要提高学生的阅读能力，还是要靠学生多看多读多练。正如中文里的一句话，“读书百遍，其义自见”。我觉得英文也是这样，所谓见多识广，读多了，不仅在阅读速度上有帮助，在文章的理解上也会有帮助。
以上是我对英语教学内容的设计和反思。我们的教学对象——学生有不同的学习基础，因此首先要将学生进行分层。我尊重学生的意愿，安排学生开展自我评价，并选择相应的层次。同时我在教学过程中，充分了解学生的实际情况，结合各种测试手段，将学生大致分成三个层次：
A、基础较差，学习积极性不高，成绩欠佳;
B、基础一般，学习比较自觉，有一定的上进心，成绩中等;
C、基础扎实，接受能力强，学习自觉，方法正确，成绩优秀。
当然，学生的分层是动态的，学生可以依据学业的变化及时“升层”和“降层”，使自己始终处于最适合发展的层次。
1，备课的分层
我在每次备课时都会认真研究教材，研究教学大纲，查阅相关资料，收集有用信息。根据学生的分层情况，确定不同教学内容的具体目标。在知识点的挖掘上，既要注重培养中等以上学生的运用能力、应变能力，也要照顾到英语薄弱学生的接受能力。总之，所设定的课堂内容、练习层次、问题难度都要体现分层教学的特点。切忌盲目追高或求全。
2，授课的分层
根据备课要求，我的授课主要着眼于B层中等学生，实施中速推进，课后辅导兼顾A、C优差两头，努力为基础较差的学生当堂达标创造条件。具体做法是：对C层学生少讲多练，让他们独立学习，注重培养其综合运用知识的能力，提高其解题的技能技巧;对B层学生，则实行精讲精练，重视双基教学，注重课本上的例题和习题的处理，着重在掌握基础知识和训练基本技能上下功夫;对A层学生则要求低，坡度小，放低起点，浅讲多练，查漏补缺，弄懂基本概念，掌握必要的基础知识和基本技能。课时进度以A、B两层学生的水平为标准，上课以A、B两层的要求为公共内容。课堂提问注重层次性，提问简单的问题或直接从课本上可以直接找到答案的问题我就优先考虑A层学生，并辅以及时的表扬和鼓励，激发他们的学习信心和兴趣。偶尔也给点难题，培养他们勇于尝试的精神。遇到难度较大或语言运用能力较强的问题时，可以让C层学生充分发表自己的见解。这样不同层次的学生都有参与的机会，人人都能体会到成功的喜悦。在课堂活动安排上，机械性的训练，我优先考虑A层同学，并允许其犯一些错误，而对于B、C两层同学则提出较高的要求，在其他同学“知其然”的同时，他们就应该知其“所以然”。一些难度大的练习活动可以把不同层次的学生交叉安排。比如对活表演，可以让不同层次的学生同台表演，可以让A层学生选择台词较少的角色。又如课文的当堂复述，A层学生可以在一定的提示下或在老师的引导下进行，有的甚至可以看书模仿。在知识点的介绍上，可以通过板书或口头提示，让学生们清楚哪些是必须当堂理解的基础知识，哪些是拓宽和延伸，使得听课的学生都能做到心中有数，有的放矢。阅读的训练，A层学生应先要读懂，达到一定的速度，细节题要有一定的准确率。C层学生应重视思维的培养，培养更全面、深刻、逻辑地考虑问题的能力。
3，练习和作业的分层
练习和作业是课堂教学反馈的形式之一。课堂教学效率要提高，教师就要随时掌握学生的学习活动情况，及时帮助学生克服学习过程中的困难。因此，我在授课过程中经常运用练习对学生学习进行监督，发现问题，及时矫正。在完成课堂练习时，有些同学在四五分钟时间。
高二英语教案学生（精选篇7）
教学目标
1) Important vocabularies
Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for
2)Daily expressions
Are you /Will you be free then?
Yes, Id be fee. Id like to go.
Lets go together then. Ill meet you at the theatre at six - thirty .
Good! See you then.
What time shall we meet?
Where is the best place to meet?
What about meeting outside? I suggest…
3) Useful phases
Whats on…? Is there anything good on?
They are said to be very good.
Finally, there is no more time left for adding new stories.
4) Grammar
V.-ing Form is used to be Subject and Object
教学建议
能力训练
1.通过口头练习，学会日常生活中的各种表达方式。
2.学会介绍事物及报刊杂志的方法，了解这种文体的写作技巧。
德育渗透
1.通过课文的学习，引导学生懂得任何一件事物都得付出很多的劳动，懂得爱惜报纸，爱惜各种书籍。
2.通过对报纸各版面的介绍，扩大了同学们的眼界，增强了他们求知欲和学习积极性。
师生互动活动
Lesson 13：口头练习：对话交际功能——日常生活用语。
Lesson 14：学生扮演主编介绍报纸出版的过程。
Lesson 15：学生扮演主编介绍《中国日报》的内容。
Lesson 16：笔头练习：写一篇介绍一种报纸或杂志的英语论文。
教材分析
从本单元的对话来看，主要是学习如何用英语提出约会以及如何应答约会的日常用语，如：询问对方是否有空，建议会面时间和地点及如何应答的日常用语，并能运用Will you be free?到It’s.. What about…?等最为普通的语言功能进行日常交际， 同时也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what’s on 等重点词汇和短语在本单元中学习，本单元中的阅读课主要内容是了解报社一天的工作和报纸的出版过程及《中国日报》的一些情况，同时在这里运用了重点语法知识，V.-ing形式充当主语和宾语的用法。