The First period
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
restroom,shampoo,stamp
(2)TargetLanguage
Excuseme.CanyoupleasetellmewhereIcangetadictionary?
Sure.There’sabookstoreonRiverRoad.
2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’communicativecompetence.
3.MoralObject
Helpingeachotherisveryimportant.Itisagoodquality.
Ⅱ.TeachingKeypoint
TargetLanguage
Ⅲ.TeachingDifficultpoints
1.Howtotrainstudents’listeningability.
2.Howtotrainstudents’communicativecompetence.
Ⅳ.Teachingprocedures
StepⅠRevision
T:You’renewtothisschool.Youneedtoknowwherethemainofficeis.Howcanyouaskwherethemainofficeis?
S1:Where’sthemainoffice?
T:That’sonewaytoask.Butthereisamorepolitewayyoucanask.Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat.Canyoutellmewherethemainofficeis?
Ss:Canyoutellmewherethemainofficeis?
T:That’scorrect.Nowlet’ssayyouwanttoknowwhereClassroom1is.Howcanyouask?
S2:CanyoutellmewhereClassroom1is?
T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat.CouldyoutellmehowtogettoClassroom1?
Ss:CouldyoutellmehowtogettoClassroom1?
T:That’sright.Verygood.
StepⅡ1a
Gothroughtheinstructionswiththeclass.
Readthelistofthingstotheclass.Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords.
pointtotheletteredpartsofthepictureonebyone.
Askastudent:Whatkindofplaceisthis?
Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?
pointoutthesampleanswer.Say,Thelettercisinfrontofthewordsbuyshampoobecauseyoucouldbuyshampooinadepartmentstore.Theremaybemorethanonecorrectanswerforsomeblanks.
Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary.
StepⅢ1b
Readtheinstructionstostudents.pointoutthetwoconversationsthatareshowninthepicture.
Asyoulisten,fillintheblankswithwordsyouhearintherecording.
playtherecordingthefirsttime.Studentsonlylisten.
playtherecordingasecondtime.Thistimeaskthemtofillintheblankswiththewordsyouhear.
Checktheanswerswiththewholeclass.
StepⅣ1c
Readtheinstructionstotheclass.
pointoutthelistofthingspeopleneedandthepicturesoftheplacesinactivity1a.Say.Lookatactivityla.Haveaconversationwithapartner.Askyourparterpolitelywhereyoucandothesethingandthenansweryourpartner’squestions.
Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded.
Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations.
StepⅤHomework
Reviewthetargetlanguage.
TheSecondperiod
Ⅰ.TeachingAimsandDemands
1.KnowledgeObjects
(1)KeyVocabulary
escalator,furniture,exchangemoney,elevator
(2)TargetLanguage
Excuseme.DoyouknowwhereIcanexchangemoney?
Sure.There’sabankonthesecond
floor.Taketheescalatortothesecondfloorandturnright.Thebankisnexttothebookstore.
2.AbilityObjects
(1)Trainstudents’listeningability.
(2)Trainstudents’communicativecompetence.
3.MoralObjects
Ifsomeoneasksyouhowtogettotheplacehewantstogoto,youshouldtellhimthewaycorrectly.
Ⅱ.TeachingKeypoints
1.KeyVocabulary
exchangemoney
2.TargetLanguage
Excuseme.DoyouknowwhereIcanexchangemoney?
Sure.There’sabankonthesecondfloor.
3.Structures
DoyouknowwhereIcanbuyshampoo?
Couldyoutellmehowtogettothepostoffice?
CanyoupleasetellmewhereIcangetadictionary?
Ⅲ.TeachingDifficultpoints
1.Indirectquestions.
2.Howtoimprovestudents’listeningability.
Ⅳ.Teachingprocedures
StepⅠRevision
Checkhomework.
StepⅡ2a
Readtheinstructionsandpointtothelistofdirections.
Getstudentstonametheitemsinthepicturesuchasescalator,elevator,shoestore,andsoon.
playtherecording.Studentsonlylisten.
Tellthemthatthepicturemayhelpthemunderstandwhattheyarehearing.
playtherecordingagain.Thistimeaskstudentstowriteanumbernexttofourofthedirections.
Checktheanswerswiththewholeclass.
StepⅢ2b
pointtothepicture.Say,nowyouwillheartherecordingagain.Thistimeshowwheretheboywentashefollowedthedirectionstothedrugstore.Drawalineonthepictureinyourbook.
playtherecordingagainandaskstudentstodrawthelineontheirown.Checktheanswerwiththeclass.
StepⅣ2c
Askapairofstudentstoreadthesampleconversationaloudtotheclass.
Readtheinstructionsaloud.Say.Makeconversationsusinginformationabouttheplacesinthepicturewithyourpartners.
Asstudentswork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded.
Askoneortwopairstosaytheirconversationstotheclass.Asktherestoftheclasstolookatthepictureastheylisten.
StepⅤHomework
Askthestudentstowritethreesentenceswiththestartersofthestructures.
Unit13 healthy eating
学生情况分析
本单元的设计与实施是建立在学生经过高一上半学期新教材学习基础之上。学生已经逐步的适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。并且,他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
单元话题
本单元的材料编排以健康饮食为核心话题,围绕这一话题主要谈论了4个次话题。各个话题之间衔接十分符合认知规律。如图所示:首先定性什么是健康食品,什么是垃圾食品,接着谈论不当的饮食对身体的影响,身体不佳就得看医生,那么看病的时候如何用英语与医生交流。大家都不想因为不良饮食而生病,于是接着从多个角度探讨我们平时的食物偏爱与营养结构,让我们进一步明白健康饮食的重要性。同时也谈论了我们实际饮食文化中不可忽视的一项---小吃以及如何写食谱,自己动手制作来解谗。
语言技能分布 当我们沉浸在第一单元五颜六色的美味佳中的时候,我们除了流口水之外,英语语言的各项技能----听说读写也不知不觉的被品味被消化。
教学理念
本单元在授课模式上尝试采用TBL任务型教学模式,其实用step 1.2..也没什么两样,问题是无论是那种形式,都要围绕所要达成的既定目标而设置任务或步骤,在实质上力争达到形散而神不散。
在课堂教学中倡导多层次多形式的对话,根据教育心理学家Kolb的体验式学习理论,高中学生的逻辑思维能力日益增强,同时具有了一定的社会阅历和知识基础。体验式学习更能达成有效的知识迁移。
在课堂教学中尝试进行对话的时候,尝试着关注以下三方面:师生对话中关注班级中最薄弱的那个学生。生生对话中关注团队协作互助的精神。通过这两点,试图促进知识的落实。
书本与生活的对话关注激发学生的学习兴趣,实现知识和技能的提升。
注重学习的绩效分享,以增强学生的自信心和社会责任感,分享形式可以是多角度的。如学生之间,师生之间,学生与家庭之间,朋友之间等。
以上所涉及的教学理念并非非用不可,或是最先进的。本人觉得在这个话题下可以尝试着渗透一些。
操作理念
在具体操作过程中重视学生个性和创新意识,给予学生充分表达的机会。例如在warming-up部分,让学生界定healthy food and junk food的概念,完全允许他们有不同的界定标准,我们英语课的主要目的还是想着招数,骗学生开口说话。我们是英语教师,毕竟不是营养学家。
类似情况如在阅读模块中的问题讨论部分。
大部分学校外语教学,不,英语教学是大班教学,学生层次不齐,因此任务的设置要有层次性,难问题碰到薄弱生,老师学生一起生气,容易题碰到好学生,老师学生都不过瘾。最后只好说,这书没法教了,不过想想一家老少。当然更要给不同的学生搭建达成目标的平台。
每一个任务的展开都设法先给予足够但不过量的输入,力争环环相扣,用我们在座的一位学长的话说:打假,不自己骗自己。
第三方面:在资料搜集时,不让可怜的英语老师一人都挑,学生老师一起动手,开学初,将各个单元的资料搜集分配到各个学习小组,在相应单元开工前上交。开展一些评比活动以激励学生的积极性。
教学任务 教学任务请大家自己看,20秒。教材上没有课外学习任务,但我觉得这个内容可以尝试。
Warming-up
由于昨天有些老师没有教材,特提一下教材内容:
1) 教材给出了一些食物图片,要求界定垃圾食品还是健康食品
2)给出一个空白饮食调查表
教学建议:
1。由于学生刚过完春节回校,添一下嘴唇,还很能回味到过年时的美味佳肴,因此何不充分利用这一事实。实现学生从压迫学习向主动学习的转变。激发他们交谈的兴趣,不仅实现了良好的过渡,而且借机呈现大量有关食物和饮料的词汇,实现知识的有效迁移。Brainstorm 是方法之一。
2。在回味美食的同时,引出话题healthy food,junk food,由学生给出不同的定义。允许众说纷纭,但尽量让英语作为课堂工作语言。
3。课堂上的学生饮食调查可作为更广泛的家庭饮食情况调查的铺垫 ,拟增加健康状况一览,使学生能直观的发现饮食对健康的影响,为后来的健康食谱的制定提供依据。
Listening
1.教材分析:
听力材料分为两部分:
1)母亲与Mike关于Mike胃痛与他一天饮食情况的对话
2)Mike前去就医与医生的对话
2。教学建议:
1。建议在听力开始前做pre-listening.
针对第一部分对话,可让学生以小组的形式互相询问一日三餐以及点心等。因为听力一是母亲与儿子有关一天饮食的询问式对话。
2。针对第二部分对话,由于就医问诊是大家共有的体验,让学生进行pair-work,根据以有的就医经历和听力一所获得的信息,假象Mike与医生的对话和医生可能给出的建议.比一比猜中率。
3。1&2的目的是为了训练学生听力中集中注意力的能力,同时进行文化背景知识的铺垫,从而能在听的过程中准确定位,捕捉到问题所需的信息点。
4。听力任务完成后建议复听,尝试再现听力中的情景(多种形式,如表演,单句复述,take notes然后完整复述或spot dictation等),为下一步的speaking做好务实而有效的准备。
Speaking
1.教材分析:
教材给出三种就医情景,和一个范例。目的是使学生能在常见的就医场景中运用英语进行交流。尤其是常用的表达方式。
2。教学建议:
1. 前面听力模块中通过听力训练得到了相关表达方式的输入,同时在最后的巩固性复述中对就医情
景作了充分的铺垫,在这里speaking模块开始前让学生精彩回放Mike的就医情景。为接下来的情景会话热身。2。然后分别罗列病人和医生的常用的表达方式。 3。在有了热身对话和常用表达方式的支持,可以鼓励小组活动,创设更多的情景进行会话表演,让学生接触更多有关疾病的词汇(无意识的在情景中接受了词汇扩充)。 4。对基础薄弱的学生可以尝试:A.: 听力再现。B:范例复述或表演 5。时间允许,还可将对话落实到笔头。(供选择)
Reading
阅读部分
1.教材分析:
教材在读前给出了4个有关饮食习惯的常识性调查问题,阅读材料是有关饮食习惯的议
论文体的文章,读后给出了5个拓展性的问题。
2。教学建议:
1。建议阅读部分的教学侧重学生对文章的整体性结构把握,培养他们的阅读技能。利用本文可突出学生3个方面的能力:
A:文章中心把握能力:设及高考题中作者意图推测,标题选择,段落大意确定。
B:信息归类,寻找规律:Eg.不同食物----不同的营养,给出未提及的食物作营养成分推测
C: 生词猜测。Eg.organic,eco-foods,supplement
为了更有效地进行以上3方面的技能训练,我个人不主张让学生对本文进行课前的预习。
2. 也在进行读前问答的时候,不仅关注他们的回答内容还可引出课文中或相关的新词,尤其是营养成分类的词汇以扫清文化背景障碍和语言障碍。
3。读后的发散性问题,如果时间紧迫,建议学生以小组任选一话题讨论,由小组发言人做汇报。建议敢于大胆取舍,调整教材,那出一点大家风范来,毕竟我们至少读了4年大学,在一线拼了那么多年。再说有新大纲明文规定,支持我们。
4。其它的语言难点可随机处理,若时间来不及,也可放到language study 模块中处理。
Language study
Language study
1.教材分析:
这一部分包括单词释意,had better,should and ought to表示给出建议的用法。教材给出单句补全,和根据2个情景给建议两种训练方式。这是本单元主要语法点。
2。教学建议:
1。在学生掌握情况比较好的情况下,可将word study大胆修改成:听教师读解释,学生写单词,而不是进行简单的搭配,事实上,在实际教学中,不少同学提前完成了,因此就需要根据学情及时调整内容或变换检测角度。
2。如果前面阅读模块中仍有部分语言问题未解决,可在这里弥补。毕竟语法和句型仍是测试的重要内容之一。说实在的,考试分数就是我们饭碗中的大米饭的颗粒数,领导可知道,我的碗中饭,粒粒皆辛苦。
3。澄清这些Modal Verbs 的否定形式。可以将SEFC II中first aid一课中提及的各种急救场景做为情景,训练学生运用这些Modal Verbs给建议。(供程度较好学生)分成dos and don’ts 呈现给学生,要求学生用本单元所学的情态动词来给出建议。不仅使学生在具体情景中体会了这些语法项目的功能,同时也学会了一些生存技能。
4. 根据所给情景写出可能性的建议这一任务中,可以创造性地尝试让学生以小组的形式编写更多的情景,然后相互交换,针对情景给建议。以便进一步发掘教材的内在价值。
Integrating Skills
1.教材分析:
提出了snacks这个话题,同时给出了两个snacks的recipes,要求学生能模仿写recipe.教材也给出了4条writing tips.
2。教学建议:
1)。建议从常规的三餐或我们实际的饮食习惯导入snacks时,进行头脑风暴,呈现我们国家丰富的小吃文化。通过文章的阅读和前面所学的知识,对所罗列的小吃进行判断(bad---good---better---best)简要说明理由,这个建议的设计其实是针对学生的阅读理解能力,因为小吃一文中提到了几种食物,并且作了优劣判断,那么可以利用这一素材培养学生的归类,推理能力,这也是学生在考试中主要的失分点。
例如:文章信息:orange>bread>chocolate,我们可推出strawberry>dumpling>icecream
2)。建议不同小组写不同的recipe, 在模仿范文写recipe之前,须经过讨论,用丰富的体态语言表演制作过程。通过活动的形式熟悉这些有关烹饪的词汇。因为本文中出现了大量的烹饪有关的词汇。
例如:A学生做一个动作,B学生说出对应的单词。或者表演一种SNACK的制作过程,有另一学生描述。
3)最后的recipe进行展示共享。有实物投影的可书面让学生和老师点评,没有的话,可口头表达点评
课后整理配上图片更佳,全班展示分享。
教学目标
1. Knowledge Objects
(1) Key Vocabulary:stay up
(2) Target Language
2. Ability Object
Train students’ integrating skills.
3. Moral Object
Students may think parents should allow them more freedom. In fact, they are weak in telling the right from wrong. So accept parents’ advice.
教材分析
1.Teaching Key points
Talk about what oneself is or isn’t allowed to do using the target language.
Ask for what someone is or isn’t allowed to do using the target language.
2. Teaching Difficult point
Train students’ integrating skills by task-based activities.
教学过程
Step Ⅰ Revision
play a game to review the structure be or be not allowed to.
Divide the class into groups. Each group is asked to make a list of school rules.
The group which writes down the most rules within five minutes wins the game.
Step Ⅱ 3a
This activity provides reading and writing practice using the target language.
point to the picture and ask students to describe it.
Invite a pair of students to read the conversation to the class.
Call students’ attention to the chart. Say, You are to read the conversation again and write Sun Fei’s and Wu Yu’s rules in the chart. Ask a student to read the sample answers to the class.
Get students to complete the chart inpidually. Remind them to use "Don’t" and "You can".
As they are working this, move around the room answering any questions students raise about the conversation and offering language support as needed.
Check the answers.
Answers
Sun Fei: You have to be home by 10:00 p.m.
Wu Yu: You have to stay at home on school nights.
You can go to the movies with friends on Friday nights.
You can go shopping with friends on Saturday afternoon.
You can choose your own clothes.
Don’t get your ears pierced.
Step Ⅲ 3b
This activity provides listening and speaking practice using the target language. Focus attention on the conversation. Ask a pair of students to read it to the class, completing the last sentence.
SA: What rules do you have at home?
SB: Well, I’m not allowed to go out on school nights. How about you?
SA: I’m not allowed to go out on school nights, either. But I can study at a friend’s house.
Write the conversation on the blackboard.
Say, please cover the conversation in Activity 3a. Using the information in the chart, make new conversations in pairs.
Get students to complete the work in pairs. Move around the room checking progress and offering any help students need.
Ask several pairs to share their conversations with the class.
Step Ⅳ part 4
This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class.
Call students’ attention to the chart. Set a time limit of one minute.
Students read the headlines at the top and at the sides.
Demonstrate how to fill in the chart with a student.
T: Do you have to go home after school, Wei Ming?
W: Yes,I do.
T: Are you allowed to stay up until 11 : 00 p.m.?
W: No, I’m not.
T: …
Tell students where to write Wei Ming in the chart.
Say, You are to ask different students in the class and find three people who have to follow
each of the rules in the chart.
Ask students to complete the chart. Allow them to stand up and move around the room. Walk around the room checking progress and offering help with pronunciation and writing.
Ask several students to tell the class what they learned. For example, a student might say, Wei Ming has to go home after school. Liu Chang is allowed to stay up until 11:00 p.m. and so forth.
Review the task. Ask, who has to go home after school? Count the hands and let students keep a record. Do the same approach with the other items. Discuss the results with the class.
Optional activity
Ask students to create a chart similar to the one in Activity 4. Then make a different list of rules from the ones in the book. Get them to complete the activity by going around the class and filling in the chart.
Step Ⅴ Summary and Homework
Say, In this class, we’ve learned to talk about oneself is or isn’t allowed to do and ask for someone is or isn’t allowed to do.
初三英语教案:冀教版(Book_5)Unit_1同步练习
根据句意和所给的中文提示写出单词
1. I haven't what to write about.(决定)
2. The poem gives a good of the beauties of nature.(描写)
3. It's two O'clock.(刚刚)
4. You idea like a good one.(听起来)
5. This tea sweet.(闻起来)
6. I will be to lend you the book.(高兴的,愉快的)
7. Have you finished your poen ?(已经)
8. Her face great joy when she heard about her son's successin business.(表示)
9. I was about to fall asleep when I a loud noise.(听见)
10. We were all that Wang Nan lost the game.(感到惊讶的
单项选择
1. He taught me to write an English letter.
A. what B. whether C. which D. how
2. THe teacher told Bill a cat on the blackboard.
A. draw B. to draw C. drew D. drawing
3. Would you like some fruit?No, thanks. I don't feel like anything now.
A. to have, to eat B. having, to eat C. having, eating D. to have, eating
4. He felt very tired, so he stopped under a big tree.
A. to rest B. resting C. to going D. going
5. Don't forget the door when you leave.
A. closing B. close C. closed D. to close
6. Did you see him out?
A. to go B. go C. went D. gone
7. You'd better . I think the plane is going to take off in a moment.
A. sitting down B. sit down C. to sit down D. sat down
8. Would you like me with you?
A. to run B. running C. run D. runs
9. He stopped with me, beacuse there was a call for him.
A.talk B. talks C. talking D. to talk
10. I'm too busy to my family often.Why not call them instead.
A. writing B. to write C. written D. write
选择适当的词填空
1. The ice is as (clear, clearly ) as glass.
2. The sun (soft, slftly) kisses the earth.
3. I like to walk (slow, slowly)in the warm sunshine.
4. Use your (imagine , imagination) and have fun.
5. I sat in the garden and the (warm, warmth) of the sun made me feel sleepy.
6. The classroom is usually very (noise, noisy)after class.
7. Lucy has (gold, golden) hair.
8. That (listens , sounds) a good idea.
9. They were greatly (surprising, surprised) at the news that he didn't pass the exam.
10. The water running (swift, swiftly) uncler ice
活动目标:
1、鼓励幼儿大胆学说句子Show me your (book).Here it is.
2、通过游戏活动,引导幼儿在理解含义的基础上学习单词book,bag,cup,hankie,发音基本准确.
3、培养幼儿对英语活动的兴趣。
活动准备:
book,bag,cup,hankie的实物。
活动过程:
一、Warm Up 热身复习《point at your eyes 》
教师带着唱唱跳跳学过的歌曲,激发幼儿参与英语活动的愿望。
二、基本部分
1、教师逐一出示book,bag,cup,hankie的实物,引导幼儿大胆学说,注意纠正幼儿的发音。
师:What is it?
生:Its a (cup). (幼儿答不出来,老师就带读几遍)
2、教师设计情境,帮助幼儿理解Show me your (book).Here it is的含义。
请某幼儿拿着一本书,老师伸出双手同时说Show me your (book)。另一名老师在旁边引导幼儿把书递给她同时说Here it is。请其他幼儿练习对话,注意纠正幼儿的发音。表扬大胆学说的幼儿。
3、引导幼儿类推,理解并学说Show me your (book,bag,cup,hankie).Here it is。
4、 A game游戏 : 瞎子摸象
请一名幼儿并蒙上眼睛到台前来,老师准备book,bag,cup,hankie的实物放在地上,老师说:Show me your (book),幼儿就摸取该物并说Here it is。
摸不对的就换另一名幼儿玩。
三、结束部分
Song : 《show me》幼儿跟唱歌曲。
活动评价:
1、教学方式灵活,整个活动过程能够激发幼儿学习英语的兴趣,幼儿能在轻松活泼的气氛中愉快的学习和使用英语。
2、整个活动在内容和形式上符合幼儿认识能力和心理特点,具有活泼、轻松、有趣的特点。
一、教学目标与要求
通过本单元教学,学生应能熟练地运用表示“提供和拒绝帮助”的常用语;复习句子的成分——主语;了解纽约的发展历史和土著人被压迫的历史。
二、教学重点与难点
1.重点词汇
1. a handful of 2. tear down 3. turn away 4. now that引导状语从句 5. take possession of 6. have an effect on 7. make agreements with 8. become know as… 9. deal with 10. in turn 11. in the rush
2.重点句型
1)Today Native Americans express their anger over this business deal.
2)This is because the surface of the earth is not flat but round.
3)Now that they could ride horses, it became easier to hunt the bison.
4)This in return had an effect on the food supply for wolves.
3.语法 复习和归纳句子的成分——主语
1)The first settlers on the plains were farmers.
2)The killing of the bison changed the whole wild life of the plains.
3)Whether he will come or not is unknown.
4)To see is to believe.
5)The learned should be respected.
教学建议
教学教法:
进入高三下学期的学习,基本进入了全面备考状态。北京特级教师张铁城老师有如下建议:
1. 对近年高考题精耕细作,反对盲目的题海战术。
2. 不要单纯背词汇表,要把词汇与语法结合起来,要在具体语篇中记忆词汇。
3. 要多读多题材的阅读文,特别是现代生活中的热点问题。
4. 要增加听力训练的力度,充分利用高三课本资源。
词语辨析:
1.By 1820 the population of New York had grown to about 125 000, making it the largest city in the USA.
making it the largest city in the USA是分词短语作结果状语。动词make 意为“使成为”,接名词或形容词构成复合结构。如:
The bus was held up by the snowstorm, thus causing the delay.
Her husband died in the war, making her a widow with three children2.In 1858 an area of poor housing, factories and farm buildings was torn down and Central park was created, reaching from 59th Street to 110th Street and across three avenues.
1)tear(tore,tom)是动词,意为“撕开,扯掉”。短语动词 tear down,意为“撕下,拆毁”。如:
tear down a notice 撕下一张通知
tear down a dangerous wall 拆毁一道危墙
2)reach作“延伸”解。reaching from 59th Street. . . and across three avenues是现在分词作定语,修饰Central park,相当于一个定语从句。
①现在分词作后置定语相当于限制性定语从句,表示主动的动作或动作正在进行。
Anyone swimming will be punished.
The road joining the two villages is very wide.连接这两个村子的路非常宽。
③现在分词的被动语态作后置定语(既表示被动,也表示动作正在进行)
The question being discussed is very important.
Do you know the boy being punished by our teacher?
3.In 1892 the age of mass arrival began, during which 15 million new people passed through Ellis into the USA. over a period of 62 years.
1)mass是名词,意为“大量,大批”,mass arrival是名词修饰名词,mass作定语。英语中名词修饰名词是常有的现象。如:
head teacher班主任 express train快车
news broadcast 新闻广播 welcome speech 欢迎词
time table时间表 orange juice 橘子汁
press conference 记者招待会 research project研究计划
power plant电厂 weather forecast天气预报
2)pass through为固定短语,含义为“穿过,通过,路过”,其中 through既可当介词用,也可当副词用。如:
He passed through unspeakable difficulties.
We're just passing through on our way to Shanghai
4.now that,due to,because of,owing to,since,as
1)now that.作“既然”时相当于since.突出事实性,而as作“既然”语气较弱。有时now that中的that可省去。如:
Now(that)you are well again,you can travel.你既然恢复了健康,就能够旅行了。
2)due to作“由于,因为,应归功于”时常作表语或跟在名词后。如:
The flight was cancelled due to the storm.班机因暴风雨停航了。
3)because of“由于,因为”只能引导副词短语,在句中作状语或表语。如:
Lincoln is admired because of his leadership.林肯由于出色的领导而受到人们的赞赏。
4)owing to“由于,因为”常在现代英语中与 because of,due to换用。如:
Owing to unfavourable weather,I was unable to carry on with it.由于天气不好。我不能把它进行下去。
这篇《幼儿园小班英语教案范文:Show Me》是小编为大家整理的,希望对大家有所帮助。以下信息仅供参考!!!
活动目标:
1、鼓励幼儿大胆学说句子Show me your (book).Here it is.
2、通过游戏活动,引导幼儿在理解含义的基础上学习单词book,bag,cup,hankie,发音基本准确.
3、培养幼儿对英语活动的兴趣。
活动准备:
book,bag,cup,hankie的实物。
活动过程:
一、Warm Up 热身复习《point at your eyes 》
教师带着唱唱跳跳学过的歌曲,激发幼儿参与英语活动的愿望。
二、基本部分
1、教师逐一出示book,bag,cup,hankie的实物,引导幼儿大胆学说,注意纠正幼儿的发音。
师:What is it?
生:It’s a (cup). (幼儿答不出来,老师就带读几遍)
2、教师设计情境,帮助幼儿理解Show me your (book).Here it is的含义。
请某幼儿拿着一本书,老师伸出双手同时说Show me your (book)。另一名老师在旁边引导幼儿把书递给她同时说Here it is。请其他幼儿练习对话,注意纠正幼儿的发音。表扬大胆学说的幼儿。
3、引导幼儿类推,理解并学说Show me your (book,bag,cup,hankie).Here it is。
4、 A game游戏 : 瞎子摸象
请一名幼儿并蒙上眼睛到台前来,老师准备book,bag,cup,hankie的实物放在地上,老师说:“Show me your (book),”幼儿就摸取该物并说“Here it is。”
摸不对的就换另一名幼儿玩。
三、结束部分
Song : 《show me》幼儿跟唱歌曲。
活动评价:
1、教学方式灵活,整个活动过程能够激发幼儿学习英语的兴趣,幼儿能在轻松活泼的气氛中愉快的学习和使用英语。
2、整个活动在内容和形式上符合幼儿认识能力和心理特点,具有“活泼、轻松、有趣”的特点。
这篇《小学英语教案:Unit 2 Whos that》是小编为大家整理的,希望对大家有所帮助。以下信息仅供参考!!!
Lesson 12教案示例
重点:复习巩固本单元重点内容
难点:语音
过程:
一、 热身/复习
1. 组织学生唱英文歌曲Happy Teacher’s Day和 韵文Who’s he? Who’s she?
教学开始时,为了帮助学生很快的进入学习状态,唱首英文歌曲,起到活跃课堂气氛以及复习知识的作用。
2.师生之间、学生之间进行问答练习(结合本单元所学的重点句子。)
二、 会话练习与教学方法
1. 听本课的会话整体录音一遍(配套教材录音)
2. 然后让学生模仿录音进行跟读
3. 最后让同桌的两个学生结合成小组进行练习
4. 教师针对课文进行提问,请个别学生回答。从回答中教师可以了解到学生是否理解了课文内容
How many people?
Who’s the boy over there?
Is he American?
Who’s the girl?
5.学生之间问答
找学生到教室前面对其他学生提问题,问题范围:Who’s he/she?
Who’s the boy/girl/woman/man?
Who’s that/this?
Is he/she at home?
学生之间进行问答,可以提问本组成员,也可以提问自己的好朋友,更鼓励学生按学号找学生回答。(提问时可以用自己带来的照片,也可以借用别人的照片)
5. 对话表演
请学生从学过的五篇对话中找出自认为掌握的的一篇,找自己座位周围的同学结合成小组,准备对话表演。
对话表演 (三至四组)
三、 语音及拼读练习
1.教师板书字母Oo,并标上读音[EU],然后对全班说:Read it please.
依照此法复习其他音标
2.游戏:音标和单词配对
准备:自制36张游戏纸牌(也可用旧纸牌进行修改),其中的一半,每张写一个英语单词;纸牌的另一半,每张写一个与这些单词相适应的国际音标。例如:一张blue,一张[blu:]。
操作:开始时,把纸牌洗匀,全部背向上一张一张扣在桌面上。每人轮流翻看两张纸牌,凡是翻到单词和国际音标配对的,就把两张取出,放在自己身边,并且还有翻看纸牌的权利。直到纸牌全部翻完,都被取走为止。谁取到的卡片多,谁就是优胜者。
说明:如果背学生翻开的两张不配对,仍须合在原处。所以,玩这个游戏必须集中注意力,尽量记住已经翻过的纸牌内容,以便轮到自己再翻时可以及时找对。
三到四人一小组,人数太多就没有操作的意义了。
单词的范围为本课2 (Read and listen)中的词汇
教师应多准备几套这样的纸牌,或提前发动学生准备好纸牌
教师应与其中一组做此项练习,做完后将单词贴在黑板上
3.听录音两遍(配套录音)
小组内部再次练习读这些单词(还是刚才做游戏的小组)
板书两个原因字母在单词中的发音,带读两遍
四、兴趣活动
1. 做“猜人”游戏:目的是为了复习Who’s this/that? That’s/It’s…
Who’s he/she? She’s/He’s…
2.师生之间,学生之间打电话:目的是为了复习Is he/she at home? No, he/she isn’t at home.
五、练一练(做课堂练习第十二课内容)
根据录音的顺序,在每组单词后面的括号内标出相应的序号
根据录音内容,在每个句子中的空白处填上所缺的单词
六、作业:朗读并抄写课堂练习中归纳的本单元的句子
七、板书设计:
教案点评:
本课综合了本单元前五课的重点句型、重点词汇I、you、he、she、it以及重点语音知识。在歌曲声中开始本课学习,有利于活跃课堂气氛。在呈现新课时,可先放录音,让学生猜猜都有些什么人物。教师可直接提问Who is he? Whos this?等。再结合小组活动,如表演对话、配音、综合语言接龙等,来复习本单元的语言点。最后,进行总结,包括知识总结、学生的能力总结,还可谈谈有效的学英语的方法等。
训练听说的探究活动
1.形式:小组对话
用具:玩具电话数台
操作:发给每组学生一台玩具电话(也可自备),并给学生提供几个不同场景的图片(例如:课文中出现的是:He’s at the zoo. 新提供的就可以是park、school、cinema),以小组为单位,模仿课文对话组织新的语言材料。
2.形式:打电话
用具:玩具电话数台、每个小组一张表格
操作:同样还是以小组位单位可根据教师提供的场景进行对话,准备完毕后,每组轮流到教室前面表演,其他学生在听对话的同时要完成一个有关对话内容表格的填写,具体有关哪个对话,由学生从表演过的对话中自由选择。待所有对话都表演完毕,请几个学生公布他们所填表格内容,从而检查他们是否听清或听懂了对话。
表格内容:
Group number
Who?
At home?
Where?
感谢您拜读范文资讯网教案频道的“初三英语教案范文:Unit13 Rainy days make me sad”一文,希望“初三英语教案范文:Unit13 Rainy days make me sad”能解决您的教案需求,同时,Fwr816.com还为您精选准备的初三英语教案unit1专题!
展开全文
相关推荐范文