教学目标
一、Teaching aims
了解英语中通知的书写格式,学习并掌握一般将来时的被动语态的用法。
Teaching important and difficult points
二、Teaching important and difficult points
1.Words and phrases
as, supply, abroad, notice, spend, certain, take a look at, agree on, do a lot of walking, at least, at the beginning, all over the country, plenty of, begin. . .with. . . , set up, a training center, far away, as follows, a Sound Lab, put up, by sea
2.Daily expressions
How long have you had. . . ?
I say, let’s go out for a drive.
We’ll meet...
Don’t be late.
3.Grammar
1.Revision the passive Voice of the present and past.
2.Learning the passive Voice in the future tense.
教学建议
教材分析
本单元的对话是以围绕新车的话题而展开,对话内容较简单,容易理解和掌握,如:how far, how long等同时也给学生们介绍关于通知的一篇文章,本单元的课文是以新工厂的建立为话题,了解新工厂的建立给人们的影响。在23课中学习到将来时的被动语态,课文中给出了将来时被动语态的例子与练习。
教学建议
对话建议
1.教师采取对话练习、模仿对话和编造类似的对话,并将课文对话以第三人称进行转述。
2.教师应设置与本课对话内容相关的情景,鼓励学生进行对话,以训练学生们的听说能力。
课文建议
1. 教师组织学生针对课文内容进行问答对话练习,并能将课文内容进行缩写。
2. 教师要求学生通过对课文的整体阅读和快速阅读,提高阅读能力。
3. 教师组织学生进行针对当地某一新建工程,它对人民日常生活和经济生活的影响。
教学重点难点
build, put up , found 和set up 的区别
1)build建造,建立,建设,常指建造较大的物体,如:
They built their homes and made their farms there.他们在那儿建立了家园,办起了农场。
在表示建立一个商店、企业时,也可用start 和open. 如:start/open a factory (shop, business) 开办工厂(商店、公司)
2)set up意为“开办,建立”,常和表示组织、机构、团体等意义的名词连用,与found基本相同,但found更着重打基础。
set up a school (hospital, state ,government, shop, business) 建立学校(医院、国家、政府、商店、企业)
found a city ( state, party, university, etc. ) 兴建城市(建立国家、党派;创办大学等)
3)put着重指建造或搭起一个具有高度的具体的物体,口语中set up 和build也有此意。例如:
They put up (set up) a new house /tent.他们建了一座新房子/搭起一个帐篷。
wear, put on ,dress, have on的区别
1)wear 是“穿着”,“戴着”的意思,可用于穿衣、穿鞋、戴帽子,戴手套、佩戴首饰等,强调状态。
I don't wear glasses. 我不戴眼镜。
2)put on指“戴上”,“穿上”,表示穿衣服的动作,其反义词是take off。
put on your coat, it is cold today. 穿上外套吧,今天天气冷。
3)dress 可作及物动词,有“穿着”,“打扮”的意思,但只用于穿衣,它既表示动作,又表状态,常用于下列结构:dress sb / oneself(给某人穿衣服)、dress well和be dressed in 等
She always dresses well.她总是打扮得很漂亮。
4)have on 和 be in+颜色也是“穿着”的意思,都指穿的状态,但have on不用于进行时态。
He has a blue coat on. ( =He’s wearing a blue coat. )他穿着一件蓝衣服。
The building of a new car factory was agreed on last month. 建新汽车厂的协议已于上月达成,…
句中的building为动名词。动名词既有名词的功能也有动词的功能,即其后可以跟宾语等。例如:
Walking is a good exercise.
agree on 表示双方就某件事取得一致意见或达成共识。例如:
Finally they agreed on a cease-fire. 最后他们达成了停火协议。
agree to
agree to(接名词或动词不定式)意思是“赞同”某种提议、方法、计划,或“同意”做某事。
We agreed to leave at once.我们同意立即离开。
agree with(接名词、代词)意思是“同意”某人的意见或看法。
My mother doesn’t agree with me to make friends with him. 我妈妈不同意我跟他交朋友。
In the afternoon we’ll visit the factory which makes minibuses and trucks.下午我们将要参观生产小型公共汽车和卡车的工厂。
这是一个复合句,which makes minibuses and trucks 是宾语从句,修饰factory。此句的先行词factory,指地点,但由于引导词在从句中作主语,必须用which或that,不能用where,也不能省略,又如:
The house which stands ten yards from the road belongs to Tom. 离马路十码远的那座房子是汤姆的。
定语从句的引导词指代先行词并在定语从句中作主语,如果先行词是单数,定语从句的谓语用单数;如果先行词是复数,定语从句的谓语则用复数。本句的引导词which指代先行词factory,由于factory是单数,所以定语从句的谓语makes用单数,又如:
The park which is near the sea is very beautiful.位于海滨的那座公园很美。
The cars will be supplied to people all over the country. 汽车将向全国供应。
supply作及物动词,意思为“供应、供给、提供”等。它常用于以下用法:
supply sb. with sth. ; supply sth. to / for sb.
This river supplies water to/for people along it. 这条河流向沿岸人民供给饮用水。
The bookshop supplies textbooks to/ for students./The bookshop supplies students with textbooks. 这家商店供应学生教科书。
Milk is supplied to each house in bottles by the shop. 这家商店供应各家各户瓶装牛奶。
They will spend almost 100 million yuan on the project.这个工程将耗资他们1亿元。
“spend+表示钱的名词或短语+ on + n.”结构的意思是“花多少钱买某物”。例如:
He spent ten dollars on that jacket. 买那件夹克他花了10美元。
“spend + 表示时间的名词或短语 + on + n”结构表示“花费多少时间做某事”。例如:
They spent five years on the bridge. 他们建那座桥用了5年时间。
“spend+表示时间的名词或短语+(in)doing”结构表示:“花费多少时间做某事”。例如:
She spent a whole morning ( in) learning English. 她一早上都在学习英语。
在英语中表示“约定时间做某事”的方法有:
Are/Will you be free tonight? 今晚你有空吗?
How about tomorrow morning? 明天早晨怎么样?
Shall we meet at 1:00 at...? 我们一点钟在……见面,好吗?
I wonder if we could…我想知道我们是否可以……
We’ll meet at 7:00 at…我们将在7点钟时在……见面。
Let’s gather at the gate of our school at …让我们……钟在校门口见/聚齐。
对于约定或预约的肯定应答语有:
Yes, that’s all right. That’s fine with me. I’ll be waiting for you here/ there. OK. That’s settled then.
对于约定或预约的否定应答语有:
I’m afraid I can’t make it tonight. I don’t think I can. I’m sorry, but…
双方就约会时间、地点等达成一致后的告别用语:
All right. See you then.
教学设计示例Lesson 21
Teaching Aims
1.To learn the following words and expressions:
How long have you. . . ?
Take a look at…. Let's go out for a drive.
Don’t be late. Do a lot of walking.
2.To learn how to write a notice and make an oral notice.
Teaching procedures
Step I Warm--up
1.Draw a car on the Bb or show a car picture to the Ss.
2. Suppose that it belongs to one of your students.
To the class: “This is XXX’s new car. Now, everyone, I want to ask him/her a few questions.
T: How long have you had it?
S: For six months.
T: Can I take a look at it?
S: Sure. /Of course. /Certainly.
T: It’s very nice. How far have you been in it?
S: ...
T: I say, shall we go out for a drive next Sunday?
S: . . . (the students may have different answers)
Step II Listening and reading
1.Get the Ss to listen to the tape without referring to the books.
T: What are they going to do next Sunday?
S: They are going out for a drive next Sunday for a picnic.
2.Repeat it if necessary. Then read the dialogue in groups or in pairs.
Step III practice
1. SB part 2, Lesson 21. Get the Ss to do similar dialogues withhis/her partner. Teach “minibus” . Explain to the Ss the meaning of “mini”
2. Before doing this practice, the teacher can ask his/her Ss to do Ex. 2 on page 82 first. It may help them make up their own dialogues. And the teacher may also encourage them to make longer ones by adding “How much did it cost? Who bought it for you? Do you like it? etc.”
3. Ask some pairs to act out their dialogues in front of the class.
Step Ⅳ Listening and reading
1. play the tape for the Ss to listen to the notice. After listening, get the Ss to guess the meanings of province, company, raincoat, railway”. etc.
2. Listen to the tape again, ask the students to try to catch the information.
Visit to : place where we meet:
place: what we shall see:
Date: Time we meet:
What to bring:
3.After that. Get the Ss to open the SB and read the notice and write down the information. Get them to check their answers in pairs. Finally collect the answers from the class and put them on the Bb.
Step ⅤOral practice
According to the information written on the Bb, get the Ss to make up dialogues of their own. For example:
A: What will the students of Grades 2 and 3 do on Monday, 26th October?
B: They will visit the new car factory in Hubei province.
A: When was it opened?
B: In last May.
Step Ⅵ Language points
1. take a look(at) go out for a drive
Explain to the Ss: Here look and drive are used as nouns.
2. notice n/v.
The T explains to the Ss that "notice" can be used as a noun and a verb. Let the Ss do the exercise.
3. do a lot of walking (reading, cooking, washing, shopping, sowing, etc.)
4. wear, put on and dress.
5. as, because, for, since.
Step ⅦFurther practice
First get the Ss to make an oral notice in groups. Then ask one group or two to tell theirs before the class. ( Each group can have one or two students as their representatives) If time permits, the teacher may demand more practice. For example:
1. Class 6, Grade One, see a movie, the Bohai Theatre, this afternoon, at 4:30, by bike, meet, at the gate of the school,
2. Class 4, Grade Two, go to the West Lake, the 25th of this month, by train, meet in front of the dining hall.
StepⅧ Workbook
Get the Ss to do Ex. 1,3 on page 82.
Step Ⅸ Homework
Get the Ss to do Ex. 2 on page 82. The teacher may tell the Ss that they should act out Ex. 2 in pairs after class.
教学设计示例Lesson 22
1. To help the Ss to gain the ability of fast reading.
2. To get the Ss to retell the passage by using their own words.
3. To learn some useful expressions.
Step I Introduction
1. With books open. Refer the Ss to the picture. Ask:
What can you see?
What kind of factory is it?
Where can you find car factories in China?
(Wuhan, Shanghai, Beijing, etc.)
2. The T may tell the Ss the picture is about the car factory built in Wuhan , and it was finished by the year 2000.
Step II Discussion
Get the Ss to discuss this question.
“What will be one of the results of the new car factory?”
Help them to answers: offering new jobs, bringing other new business, leading to the growth of economy, etc.
Step III preparation for reading
prepare the Ss for reading by teaching the new words in the passage. Get the Ss to say the new words or phrases after hearing their teachers explanation.
1. in or to a foreign country ( abroad)
2. to give sb. things needed (supply)
3. a piece of work (job)
4. a lot of; a large number of (plenty of)
5. a plan for building a school, a hospital or other things (project)
6. no less than (at least)
7. person who has finished studying at school and who wants to find jobs (school leaver)
Step Ⅳ Reading
Get the Ss to read the passage again. And answer the following questions.
1.As the result of the new car factory, there will be _____for workers.
A. a great many new cars
B. A lot of telephones and computers
C. a large number of new jobs
2.How many cars will be produced each year at the beginning? _____.
A.300,000 B.15,000 C. 150,00
3.More new companies will produce things like_______.
A. the lights and the windows
B. telephones and computers
C. new houses and new roads
4.Cars will be taken to many parts of the country_______.
A. by railway B. by sea C. by air
While the Ss are answering them, the teacher writes the answers on the Bb. 1.C 2.C 3. B 4. A
Step Ⅴ practice
Get the Ss to retell the passage and use their own words .They can use the passive voice in the future tense. At first they can do it with their partners and then encourage some of them to do it in front of the class.
Step Ⅵ Workbook
part 2 on page 83. Let the Ss do it alone. Before doing it, explain how to do it.
Step Ⅶ Homework
1. Rewrite the passage, and try to use the passive voice.
2. Review the grammar: Language Study “The passive Voice”
3. Go over the expressions on page 22.
探究活动
教师组织学生两人一组,从一个新汽车工厂的建立及它对整个城市及周边地区和国家带来的好处,进行讨论和发表自己的意见,比如:
There will be a great many new jobs for workers and school—leavers in this city. A lot of new cars will be supplied to people all over the country. At least some houses will be built for the workers. New roads will be built too. The port near the city will be opened to foreign ships so that the cars will be sent abroad by sea. The city will become rich. New business will be stated in the city. For example, factories and other buildings for more new companies ;they will produce things like telephones and computers. The new car factory can bring more jobs to the province.
教学目标
Teaching Aims全面复习第1至第7单元所出现重点词语,日常交际用语项目,重点复习有关命令和请求、语言困难、表示目的和发出通知的常用语句。复习1-7单元所出现的语法项目,时态、被动语态、直接引语和间接引语、定语从句等有关语法。Teaching important and difficult points1.Wordsroom ,offer, discover, arrive2.phrasestake turns, make into , a piece of , help oneself to, get angry2.Revise(1~7words and phrases)3.Useful expressionsWould you like...? How about some more. . . ?Just a little, please. No, thanks. I’ve had enough.I’m full. Thank you. Help yourself to. . .Let me give you. . .4.Grammar复习1~7单元出现过的语法项目1)各种时态2)直接、间接引语3)被动语态(特别是将来时)4)目的状语5)定语从句the Attributive Clause
教学建议
对话建议
方法一:教师要充分利用教材上提供的用餐话语,食物名称对学生进行口语方面的训练, 把表达用餐的日常用语、词组编对话,编类似情景的对话并表演。方法二:教师组织学生分成几组,用竞赛形式把食物的名称用英文让学生写出来;看哪一组学生对食物名称的了解多,可写:蔬菜、肉类、水果、饮料及其他食物。方法三:教师准备好图片,让学生们说出自己喜欢的食物并且采取互问,比如:西红柿、豆腐、 咖啡等,增加对所学的单词的记忆。
课文建议教师把这堂课的内容简述给学生:教师通过听磁带,阅读,问答,分组讨论,图片显示来完成本堂课的教学任务,教师在讲解此课时,特别是在谈论corn, 重点说明discovery, spreading, usage and the way of making food with it.
教材分析本文的交际用语为用餐的表达法,如:Would you like…? How about…? Help yourself..这些词语较简单,学生能够容易运用,同时教材中列出不同的食物名称,短语,练习分别让学生们掌握和分组讨论。阅读课仅用一篇文章说明世界各地的日常食物的来源及产生的背景,如:玉米的发现,土豆、水果的种植。同时本单元是一个复习课,Lesson 31重点复习了定语从句中的先行词指人、物时,关系代词的使用。重点难点1.discover vt.—看出;发现(存在而尚未为人所知之物)1)跟名词或代词:It w as Madame Curie who discovered the element radium.是居里夫人发现了镭元素。Columbus discovered America in 1492.哥伦布于1492年发现了美洲。2)跟从句:It was discovered that our food was running short. 我们发现粮食快完了。We discovered that he was an enemy spy. 我们发现他是一名敌特。3)跟带连接词的不定式:We never discovered how to open the box. 我们找不出打开盒子的方法。4)跟复合宾语:We discovered him to be an enemy spy. 我们发现他是一名敌特。
2.discover 和invent的区分1) 这两个及物动词虽然意义不同,但在具体使用时可能搞混。discover意为“发现”,invent意为“发明”。Coal was first discovered and used in China.煤是最先在中国被发现和使用的。He has invented a new machine.他发明了一种新机器。2)discover可跟从句作宾语,还可以带复合宾语;invent则不能。3)discover的名词形式为discovery(发现、发现物),而invent的名词形式为invention。Columbus’ discovery of America took place by accident.哥伦布发现美洲是偶然事件。Watt’s invention of steam engine brought about a great change in human life.瓦特发明蒸汽机使人类生活发生了巨大变化。
3.prepare v. —预备,准备1)跟名词或代词(可有较活译法):①please prepare the table for dinner. 请摆好桌子吃晚饭。②Mother is preparing us a meal.母亲正为我们做饭。2)跟不定式:①They are busy preparing to go on holiday. 他们正忙着准备休假。3)prepare for引起的短语表示“为……做好准备”。①We were given two days to prepare for the examination.给了我们两天时间准备考试。②Hope for the best and prepare for the worst.[谚]存的希望,准备应付最坏的情况。
4. dinner与mealdinner意为“正餐”,一般用作不可数名词,通常不与冠词连用。西方国家在星期一至星期五时,正餐一般是晚餐;在周末时,一般是午餐。dinner还可指“宴会”,通常作可数名词,如:They were at dinner when I called.当我去拜访时,他们正在吃饭。The city government will give a dinner to welcome the foreigners.市政府将设宴招待这些外宾,以示欢迎。meal意为“一顿(餐)饭”,可指一天早、中、晚中的任何一餐,是可数名词,如:What time do you usually have your meals? 你通常什么时候吃三餐?
5.offer和supply的区分从意义上来讲:offer多表示主动提出给对方某物或主动提出做某事supply 则多表示供给对方生活必需品从搭配上来讲:offer后可接:名词或代词;直接宾语和间接宾语;to do。supply多用于下列结构:supply sth. to /for sb. ; supply sb. with sth.。但当offer表示“提供出售”之意时,它可与supply替换使用。例如:He offered me a cup of coffee. 他给我端来一杯咖啡。He offered to help me.他表示愿意帮助我。Cows supply us with milk.奶牛向我们提供牛奶。The school supplies books to/for children.学校向孩子提供书本。The bookstore offers/supplies all kinds of books. 那家书店出售各种书籍。
6.be made of, be made from 和 be made into1) be made of意为“由(看得见的原料)制成”。The desk is made of wood. 这张桌子是由木头制成的。2) be made from 意为“由(看不出的原料)制成”。This paper is made from wood. 这种纸是由树木制成的。3)be made into意为“(原料)被制成……”。Wood can be made into paper and desks. 木材能被制成纸和桌子。注:从以上例子可看出不管原料能否看得见,也就是说不管是be made of还是be made from, 均可与be made into转换。
7.room的基本用法1)room可以用作不可数名词,意为“(未占用的或可利用的)空间;地位;余地”。例如:①Is there room for me? 还有我的地方吗?②It's polite for the youth to make room for the old in the bus.在公共汽车上为老人让路是有礼貌的。③There's plenty of room for the desks. 有足够的空地方放课桌。④There's room for three more. 还有三个人的位置。⑤I haven't much room to move about here.我这儿没有多少活动余地。⑥Can you make room for another?你还能腾出一个(或一件东西)的地方吗?⑦This table takes up too much room----we'd better put it out. 这张桌子占的地方太大,我们把它搬到外头去。2)room可以用作可数名词,意为“房间,室;一套房间;寓所”。例如:①How many rooms are there in this hotel? 这家饭店里有多少房间?②This room is a very pleasant one. 这个房间很舒服。【注意】与room常合成的词有:bathroom 洗澡间;sitting-room 起居室;dinning-room 饭厅;schoolroom教室
8.ship作为动词的用法1)ship作为及物动词,意思是“用船运送”、“运送”,如:①They shipped the machine from Shanghai to Tianjin last week.他们于上星期用船把那台机器从上海运到天津。②Did he ship the goods by train or by plane?他是用火车还是用飞机运送那批货物的?2)ship作为不及物动词,意为“上船”、“乘船”、“在船上工作”,如:①He said good - bye to his family and shipped out for England.他向家人道别,乘船到英国去了。②He shipped as a cook.他在船上当厨师。
9.offer的用法作为及物动词,有以下几种意思:1)提供,提出,如:①The young man offered the old woman his own seat.那位年轻人把自己的座位让给那位老大娘。2)出价,开价(常与介词for连用),如:①I offered him £10,000 for the house.我出价一万英镑向他买那座房子。②I offered him the house for £10,000.我提出一万磅的价格把那座房子卖给他。3)表示愿意做某事(常与不定式连用),如:①We offered to go with him. 我们表示愿意和他一道去。另外,offer也可作为名词用,意思是“提供”,“提供的事物”,如:①You ought to accept the offer. 你应该接受这个提议
语法重点——定语从句1.由which引导的定语从句:(which在从句中作主语或谓语动词的宾语)This is the store which opens all night.This is the pen which my brother bought for me.Is this the house in which Lu Xun once lived?(or: Is this the house which Lu Xun once lived in?)This is the magazine which you are looking for.Notes: which, whom在从句中作介词的宾语时,介词一般可置于关系代词之前或放在从句原来的位置。但在含有介词的动词固定短语中介词只能放在原来的位置上,而不能放在which之前,如例4则不能改为This is the magazine for which you are looking.2.由that引导的定语从句:在定语从句中that可以指人或物,代替who,whom,which;在从句中可以作主语、宾语,但不能放在介词后作介词宾语。This is the photo that (which) I took in Beijing last year.This is the man that/who lives next door.Is this the professor that you talked about yesterday? (about不能放在that前面)但下列情况只能用that。l)序数词或级形容词修饰先行词时用that。This is one of the best novels that I have ever read.The first English song that I learned was the ABC song.2)all ,much, everything, nothing, something, anything作先行词时用that。(但先行词是everybody,everyone时因应用who,one指人时也用who)Everything that we saw at the exhibition greatly interested us.Is there anything that belongs to you?All that we need is more time.Nothing that parents do doesn’t influence their children.3)先行词为any,no,only,every等修饰时用that。That is the only way that we can find at present.This is the very museum that we visited for the first time.4) that可以用来引导限制性定语从句,当它在从句中作介宾时,介词应后移。This is the good student that the teachers talked about just now.5)先行词为既指人又指物的并列名词时,用that.My mother and her old friends talked of the things and persons that they remembered in the school.
定语从句练习I.用适当的关系代词或关系副词填空1. Yesterday I met Doctor Wang, ____ told me the good news of his son's passing the examination.2. The two pupils ____ you taught three yeas ago have become teachers.3. He began to work in Beijing in the year ____ New China was founded.4. I don’t know the reason ____ she didn't agree to our plan.5. This is Carry ____ son died in the War of Resistance Against Japan.6. He told us everything ____ he had seen in the traffic accident.7. This was the best model of the TV set ____ the factory produced last year..8. They have visited the Museum of Chinese History ____ premier Zhou’s life and deeds are being shown.9. Alice, ____ dress is all red, looks very pretty.10. The first thing ____ I am going to do this evening is to write a report about the experiment.II.用关系代词which或as填空1. He is an American, ____ I know from his accent.2. She was not discouraged, ____ can be seen from her eyes.3. The sun heats the earth, ____ makes it possible for plants to grow.4. ____ was usual with him, the old man went out for a walk after supper.5. It was raining, ____ was a pity.6. He said he had been to America, ____ is untrue.7. ____ is well known, China is in Asia.8. Edison was one of the greatest scientist, ____ is well-known.9. He must be from Africa, ____ can be seen from his skin.10. Air, ____ we breathe every day, is a mixture of gases.教学设计方案Lesson 29
Teaching Aims
1. To train the students’ ability of listening and improve their spoken English.
2. To learn how to make an offer of food.
3. To learn how to use the following useful words and expressions: offer a piece of help oneself to.
4. To get the Ss to know some table manners.
Teaching procedures
Step I presentation
1.T: We are going to learn some table manners and new words. (Write these on the blackboard).
2. Competition: Write these columns on the Bb.
The Ss work in groups. They have to write down the names of as many items of food as they can think of in English. See which group can write down the most items for each category.
3. Teach the names of food, using some pictures on the projector or the real things. Then ask the Ss what kind of food they like to eat most.
Step 3 Listening
Tell the Ss that we are going to learn a dialogue. In the dialogue Jim and Bob are at Li Jia’s house for dinner.
1. Get the Ss to listen to the tape.
2. After listening, ask the Ss to answer the questions.
3. Get the Ss to listen to the tape again. This time listen and repeat.
Step 4 Reading
Ask the Ss to see how Li Jia offers food to the guests.
T: please listen to the tape carefully with your books closed. After that, you are to answer some questions.
1) How many kinds of food do the friends talk about in the dialogue? (five)
2) What are they? (beancurd, beef, chicken, pancake, soup)
Step 5 Language study
T allow the Ss enough time to discuss the difficult phrases or sentences. After that, ask some Ss to explain them. If they have any problems, the T explains them.
1) Do you like. . . ? (in general)
Would you like. .. ? (It’s more polite than “Do you want. . .now?”)
2) How about some more beef? (There is no main verb here. This is acceptable in speech, but not usually in written English. )
3) There’ s plenty more. =There’s plenty more beef.
4) Next time you must come to us. =We will invite you to have supper at our house next time.
5) Help yourself to. . . ==please take. . .for yourself.
6) another piece of =one more piece of
Step 6 practice
1. Get the Ss to read the dialogue in pairs. Then ask some Ss to read it.
2. Do Talking and Oral practice on page 29.
3. Watch the video - taped performance of the dialogue.
Step 7 Summary and further practice
1. Summary
Go over the useful words and expressions and ask some Ss to make up sentences.
2. Communicative activities
Allow the Ss enough time to make a similar dialogue using the expressions and structures.
3. Ask one or two pairs to act their dialogues out.
Step 8 Homework
Ask the Ss to finish the exercises on page 92.
教学设计方案Lesson 30
Teaching aims
1.To train the ability of skimming the text to find the general idea and scanning the text to locate the information quickly.
2. To learn how to use the following words and expressions:
room ,discover, arrive, make into
3. To review the Attributive Clauses.
4. To let the Ss know some farm products.
Step 1 Revision
1. Check the homework in the workbook first.
2. Revise some new words suiting the pictures.
Step2 presentation
1. Ask the Ss the following questions
1) What’s your favorite food?
2) What food do people like in Shanghai/Sichuan/Tibet/the USA, etc. ?
3) Do you like corn?
Step3.Listening
T play the tape to the Ss, then try to ask them the below.
1) When was corn first brought to China?
2) Can you name some of the plants that were found in America?
Answers: 1)Corn was first brought to China about 450 years ago. 2) For example, beans, potatoes and other different fruits.
Step 4 Reading
T will give the Ss a few minutes to read it, then say something about the useful plant corn.
2) Ask the Ss to skim the text to find the general idea.
Answers:
The passage talks about the food in the world. It tells us how corn, tomatoes and other plants were discovered. It mainly tells us how corn was discovered and taken to the other parts of the world and the my of making corn food.
Step 4. Language study
Get the SB to look through the text and explain some language points and difficult sentences, if necessary the T can explain them again.
1) There was not enough room.
2) discovered the tomato
3) an open fire =a fire that bums in the open air
4) got angry =become angry
Step 5Workbook
Get the Ss to do Ex.2 Sorry. I’m not used to that. Thank you. But you must eat up all the food put in your plate, finish all the wine put in your glass. Don’t make any noises while eating. Don’t put your plate close to your mouth or put you mouth into the plate. You should help your host/ hostess to set the table before the dinner. After the meal you ought to offer your host the help to clear the table.
教学设计方案
Teaching Aims:
1.Get the Ss to grasp the main meaning of the whole text.
2..Ask the Ss to retell the text according to the questions.
Teaching procedures:
Step I Lead in
1.Check homework:
2.Show the map of Egypt and Africa
3.Get the Ss to respond the teacher’s questions:
T: Where is Africa ?
Where is Egypt ?
What is the river?
What is the dam ?
4.Ask one student to say something about Egypt.
Step II. Watch the video
1.可以在(探索)中查找关于埃及或金字塔或阿司旺大坝或阿布神庙.
2. 或者观看本文的录象资料。
Q: Is the High Dam a successful project ? (No)
Step III. presentation
1.Read the text again and give them three questions ,
Qs: (1).Why was the High Dam built ?
(2).What is the High Dam like ?
(3).What were the problems with the building of the dam?
2.Discuss the answers in pairs.
3.Discuss the answers in class.
4.Try to help the Ss to be able to retell the text in their own words.
The possible answers:
1) The River Nile used to flood large areas every year and destroyed houses and crops. The new dam can control the waters of the Nile so that they run regularly all through the year. Electricity(20-50%of the electricity which Egypt needs )can be produced from the water which runs through the base of the dam.
2) The High Dam is the biggest in the world. It is 3830 meters long, 980 meters wide an the base and 40 meters wide at the top. The lake made by the dam is 500 kilometers long.
3) The water level of the lake was going to rise by 63 meters. It would be necessary to move 53000 people from their villages. A lot of important old temples dated from about 1250 BC would be covered by the water of the new lake so they would be in danger.
Step III Discuss
The Three Gorges Dam project and the problems.
建议:提供有关三峡工程的一些数据(开始,进程,及规模)
三峡工程全称为长江三峡水利枢纽工程。整个工程包括一座混凝重力式大坝,泄水闸,一座堤后式水电站,一座永久性通航船闸和一架升船机。三峡工程建筑由大坝。水电站厂房和通航建筑物三大部分组成。大坝坝顶总长3035米,坝高185米,水电站左岸设14台,右岸12台,共装机26台,前排容量为70万千瓦的小轮发电机组,总装机容量为1820千瓦时,年发电量847亿千瓦时。通航建筑物位于左岸,永久通航建筑物为双线五包连续级船闸及早线一级垂直升船机。
图为:三峡工程效果图。
朝辞白帝彩云间,千里江陵一日还。
两岸猿声啼不住,轻舟已过万重山。
—— 唐 李白 下江陵
关于三峡的资料:
船出了西陵峡,经过一段宽谷的航行后就进入了长江三峡的另一座古城巴东。长江三峡的巫峡就从巴东县的官渡口开始,结束于四川省巫山县的大宁河口,全长42km,巫峡以巫山得名。她幽深秀丽,千姿百态,以俊秀著称天下。峡谷内长年云遮雾绕,细雨蒙蒙,及易形成巫山云雨的奇妙景观。谷深峡长,奇峰突兀,江流曲折,百转千回,船行其间,宛若进入奇丽的画廊,充满诗情画意,令人叹为观止。不少观光游客游过巫峡之后,感触颇深地说:“要知中国画与中国山水的关系,不到巫峡不明白。”唐朝诗人元稹曾赋诗曰:“曾经沧海难为水,除却巫山不是云。”可见巫山云雨乃是天下云雨之冠了。
要求学生模仿课文,叙述三峡工程。
Step III practice.
根据问答提示,写一篇短文。(可做口头练习)
1. Where is the palace Museum ? (in the center of Beijing)
2. How big is it ? (an area of 72 hectares)
3. When was it first built? (in the early 15th century)
4. How many people did it take to work on it? (1,000,000)
5. How long did the building of the project last? When was it finished? (14 years,1492)
6. What happened to some of the houses during the later years? (rebuild)
7. Who used to live in it ? (twenty-four emperors)
8. When didi it become a museum and open to the public ? (1925)
答案:
The palace Museum is in the center of Beijing. It covers an area of 72 hectares(公顷). It was first built in the early 15th century. It took 1,000,000 people to work on it. The building of the project lasted 14 years and was finished in 1420. During the later years, some of the houses were rebuilt. Twenty-four emperors used to live in it. It was not until 1925 that the palace Museum became a museum. Since then the place has been open to the public.
Step IV practice
p90 Ex 3.
Step V Homework
1.If we have no time to do the writing above in class, we can leave it as homework
2.Read the text again and again.
这篇《高一政治《公司的经营》教学设计》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!!!
1.常识与技能:识别公司的没有同类型;理解公司经营与发展成功的主要身分,正确看待市场竞争所带来的企业兼并和企业破产现象。
2.过程与方法:采取自主互助式教学法,教师是组织者和引导者,学生是课堂的参与者和主人翁。教师创设情境,为学生提供一个显现自我梦念与聪明的舞台,学生在自主探究与合作学习中获得常识,发散思维,彰显个性,培育种植提拔能力。
3.情感态度价值观:感受市场竞争的激烈,引导学生看到克意进取、诚实守信在现代经济生活中的价值,培育种植提拔学生做克意进取、诚实守信的人。
二、教学重点:公司的经营与发展
三、教学难点:公司的类型
(处理:利用图解“股份有限公司与有限责任公司的异同”对比区分。)
------公司的经营
本节课以“实现创业梦念”主题举动为主线,向导学生尝试着如何成立公司、经营公司、理性对待公司经营发展成败。
举动前注意一下三点:
(1)明确分组,自愿结合,每组组长负责讨论情况的记录,记录的主要内容在课堂结束后贴到主题举动的海报上,作为我们创业梦念的见证。
(2)每小组集体讨论后抢问发言,发言小组可获得一颗“”,末了得“”最多的小组被评为优秀创业小组,可获得学分管理课堂显露部分的加分。
(3)举动中要求必须具有具有合作、效率与竞争意识。比如,举动的第一步,讨论五分钟,要求同学们在短短五分钟中能拿出一个团体(小组)的创业梦念,而没有是个人,同时,每一个抢问发言都有,这就需要年夜家具有较强的合作意识与效率意识。又如,课堂发言中实验的抢问为本小组获得加“”奖励,有些小组就可能因抢占先机而获得末了的胜利。市场经济中何尝没有是这样,抢占先机、快人一步的总会赢得更多的机会与收益。
举动过程:
实现创业梦念
四、教学课时:一课时
第一步:成立公司,创业起步阶段
小组成员可根据各自资金、技术、实物等情况成立或加盟没有同类型的公司。(注:企业的含义、公司的含义及类型、组织结构等可参阅学案一)
1.我们筹办成立的公司名称是:
2.从公司的类型来看,这是一个 (有限责任公司?股份有限公司?)
3.我们的主要生产、经营项目:
4.我们公司的组织结构是:
(举动目的:第一目教材常识繁杂,一方面鼓励学生可多渠道获取常识,另一方面尊重学生的个体差异,在常识掌握上容许条理性,要害在于落实《课程标准》中的要求----“识别公司的没有同类型”。是以,设念第一步举动,引导学生自主学习,共同探究,了解公司的类型及成立没有同类型公司应当具备的条件,对我国两类法定公司予以识别。教师再加以引导和提炼,落实第一目学习方针。)
②制定正确的经营战略
1.你认为我们公司确定的学习榜样有哪些?
(可列多家,可参阅学案二“他山之石”,也可所以自己了解的其他成功企业。)
2.我们筹办从以下方面来抓经营、促成功:
(1)
2.市场的自然法例是:适者生存,没有适者淘汰。激烈的市场竞争使得现实常常是严酷的,假如你的企业(公司)陆续亏损,甚至扭亏无看,你能没有能接受被兼并或者企业破产?为什么?(企业兼并和企业破产的含义见学案一)
(3)
(4)
其他:
B 有利于优化资源设置和合理调整产业结构
第三步:适者生存,理性对待竞争阶段
1.按上述方案经营管理下来,我们的公司发展前景将 。如果此时某股东提出倡议:来兼并某个相关行业的优势企业,身为董事长的你会作何决策?
一、教学方针:
五、教学过程:
举动总结:包括课堂教学内容总结,课堂评价总结,评选出优秀创业小组,对同学们的创业梦念提出诚挚的祝福,可以将祝福的话写在便宜的卡片上或班级的板报上以示表彰。
④依靠技术进步、科学管理等手段,形成自己的竞争优势
①要诚信经营.树立良好的信誉和企业形象
经过合议,我们的观点是
六、课堂操练:
1、利润是公司经营的目的。一个公司能否经营成功,取决于良多身分,主要是( )
小组成员签名:
第二步:学习榜样,探索经营阶段
③加强企业的兼并与破产,实现企业重组
(举动目的:引导学生感受市场的激烈竞争,认识到优胜劣汰是市场竞争的必然成绩,帮助学生理性对待公司发展中出现的企业兼并和企业破产现象。)
A ①②④ B ②③④ C ②④ D ①②③
某食品厂陆续十几年赢利,是当地的利税年夜户,曾经兼并了多家小食品厂。后因由于盲目兼并了与食品行业无关的企业,并且在未举行科学论证和市场调查的情况下增加新项目,招致企业逐渐亏损,背上了沉重的债务,处于十分艰巨的境地,造成“给别人输血,自己贫血”的局面。据此回问第2~3题:
2、企业的兼并和破产 ( )
(举动目的:鼓励学生学习成功企业的成功经验,在试探着自主创业的过程中,思索与探究公司经营成功的主要身分。对于这一部分内容的处理应充分鼓励学生思维的开放性,没有能把学生思维仅仅局限在教材概括的三点身分上。)
C 有利于扩年夜劳动就业
D 有利于促进企业增强风险意识,努力提高素质,增强活力
3、从材料看,该企业经营从成功到失败的主要原因是 ( )
A 是市场经济发展过程中的必然现象
C 缺乏先进的科学技术 D 缺乏良好的信誉和形象
4、深圳一家电予集团,原来只是一个华侨办的小加工厂,经过多年奋斗拼搏,发展为一个年夜型彩电生产集团。该企业在发展过程中,为扩年夜生产规模,先后花巨资吞并了内地两家没有景气的电视机厂,没有仅使这两个企业抖擞了活力,扭转了亏损局面,而且扩年夜了本身规模,创造了巨年夜的经济和社会效益。
上述材料反映了一种什么经济现象?怎样正确认识这种现象?
七、板书设念:(略)
八、教学反思:
教学的生活化是思念政治课的生命力所在,脱离生活的教学没有仅会使学生感到索然无味,也达没有到预期的教学目的。我们应鼓励学生关注经济生活,思索生活,理解生活,并更好地运用所学来指导生活。本着这个教学思路,作为老师应该帮助学生搭建一个平台,提出一个话题,引导学生在自主学习、合作探究中来关注生活、理解生活、参与生活。在这个自主的体验与学习过程中,掌握主干常识,提高能力,培育种植提拔学生的自主创业意识、合作意识、竞争意识和团队精神。
A 产品质量没有好 B 经营战略失误
教学目标
Teaching Aims全面复习第1至第7单元所出现重点词语,日常交际用语项目,重点复习有关命令和请求、语言困难、表示目的和发出通知的常用语句。复习1-7单元所出现的语法项目,时态、被动语态、直接引语和间接引语、定语从句等有关语法。Teaching important and difficult points1.Wordsroom ,offer, discover, arrive2.phrasestake turns, make into , a piece of , help oneself to, get angry2.Revise(1~7words and phrases)3.Useful expressionsWould you like...? How about some more. . . ?Just a little, please. No, thanks. I’ve had enough.I’m full. Thank you. Help yourself to. . .Let me give you. . .4.Grammar复习1~7单元出现过的语法项目1)各种时态2)直接、间接引语3)被动语态(特别是将来时)4)目的状语5)定语从句the Attributive Clause
教学建议
对话建议
方法一:教师要充分利用教材上提供的用餐话语,食物名称对学生进行口语方面的训练, 把表达用餐的日常用语、词组编对话,编类似情景的对话并表演。方法二:教师组织学生分成几组,用竞赛形式把食物的名称用英文让学生写出来;看哪一组学生对食物名称的了解多,可写:蔬菜、肉类、水果、饮料及其他食物。方法三:教师准备好图片,让学生们说出自己喜欢的食物并且采取互问,比如:西红柿、豆腐、 咖啡等,增加对所学的单词的记忆。
课文建议教师把这堂课的内容简述给学生:教师通过听磁带,阅读,问答,分组讨论,图片显示来完成本堂课的教学任务,教师在讲解此课时,特别是在谈论corn, 重点说明discovery, spreading, usage and the way of making food with it.
教材分析本文的交际用语为用餐的表达法,如:Would you like…? How about…? Help yourself..这些词语较简单,学生能够容易运用,同时教材中列出不同的食物名称,短语,练习分别让学生们掌握和分组讨论。阅读课仅用一篇文章说明世界各地的日常食物的来源及产生的背景,如:玉米的发现,土豆、水果的种植。同时本单元是一个复习课,Lesson 31重点复习了定语从句中的先行词指人、物时,关系代词的使用。重点难点1.discover vt.—看出;发现(存在而尚未为人所知之物)1)跟名词或代词:It w as Madame Curie who discovered the element radium.是居里夫人发现了镭元素。Columbus discovered America in 1492.哥伦布于1492年发现了美洲。2)跟从句:It was discovered that our food was running short. 我们发现粮食快完了。We discovered that he was an enemy spy. 我们发现他是一名敌特。3)跟带连接词的不定式:We never discovered how to open the box. 我们找不出打开盒子的方法。4)跟复合宾语:We discovered him to be an enemy spy. 我们发现他是一名敌特。
2.discover 和invent的区分1) 这两个及物动词虽然意义不同,但在具体使用时可能搞混。discover意为“发现”,invent意为“发明”。Coal was first discovered and used in China.煤是最先在中国被发现和使用的。He has invented a new machine.他发明了一种新机器。2)discover可跟从句作宾语,还可以带复合宾语;invent则不能。3)discover的名词形式为discovery(发现、发现物),而invent的名词形式为invention。Columbus’ discovery of America took place by accident.哥伦布发现美洲是偶然事件。Watt’s invention of steam engine brought about a great change in human life.瓦特发明蒸汽机使人类生活发生了巨大变化。
3.prepare v. —预备,准备1)跟名词或代词(可有较活译法):①please prepare the table for dinner. 请摆好桌子吃晚饭。②Mother is preparing us a meal.母亲正为我们做饭。2)跟不定式:①They are busy preparing to go on holiday. 他们正忙着准备休假。3)prepare for引起的短语表示“为……做好准备”。①We were given two days to prepare for the examination.给了我们两天时间准备考试。②Hope for the best and prepare for the worst.[谚]存的希望,准备应付最坏的情况。
4. dinner与mealdinner意为“正餐”,一般用作不可数名词,通常不与冠词连用。西方国家在星期一至星期五时,正餐一般是晚餐;在周末时,一般是午餐。dinner还可指“宴会”,通常作可数名词,如:They were at dinner when I called.当我去拜访时,他们正在吃饭。The city government will give a dinner to welcome the foreigners.市政府将设宴招待这些外宾,以示欢迎。meal意为“一顿(餐)饭”,可指一天早、中、晚中的任何一餐,是可数名词,如:What time do you usually have your meals? 你通常什么时候吃三餐?
5.offer和supply的区分从意义上来讲:offer多表示主动提出给对方某物或主动提出做某事supply 则多表示供给对方生活必需品从搭配上来讲:offer后可接:名词或代词;直接宾语和间接宾语;to do。supply多用于下列结构:supply sth. to /for sb. ; supply sb. with sth.。但当offer表示“提供出售”之意时,它可与supply替换使用。例如:He offered me a cup of coffee. 他给我端来一杯咖啡。He offered to help me.他表示愿意帮助我。Cows supply us with milk.奶牛向我们提供牛奶。The school supplies books to/for children.学校向孩子提供书本。The bookstore offers/supplies all kinds of books. 那家书店出售各种书籍。
6.be made of, be made from 和 be made into1) be made of意为“由(看得见的原料)制成”。The desk is made of wood. 这张桌子是由木头制成的。2) be made from 意为“由(看不出的原料)制成”。This paper is made from wood. 这种纸是由树木制成的。3)be made into意为“(原料)被制成……”。Wood can be made into paper and desks. 木材能被制成纸和桌子。注:从以上例子可看出不管原料能否看得见,也就是说不管是be made of还是be made from, 均可与be made into转换。
7.room的基本用法1)room可以用作不可数名词,意为“(未占用的或可利用的)空间;地位;余地”。例如:①Is there room for me? 还有我的地方吗?②It's polite for the youth to make room for the old in the bus.在公共汽车上为老人让路是有礼貌的。③There's plenty of room for the desks. 有足够的空地方放课桌。④There's room for three more. 还有三个人的位置。⑤I haven't much room to move about here.我这儿没有多少活动余地。⑥Can you make room for another?你还能腾出一个(或一件东西)的地方吗?⑦This table takes up too much room----we'd better put it out. 这张桌子占的地方太大,我们把它搬到外头去。2)room可以用作可数名词,意为“房间,室;一套房间;寓所”。例如:①How many rooms are there in this hotel? 这家饭店里有多少房间?②This room is a very pleasant one. 这个房间很舒服。【注意】与room常合成的词有:bathroom 洗澡间;sitting-room 起居室;dinning-room 饭厅;schoolroom教室
8.ship作为动词的用法1)ship作为及物动词,意思是“用船运送”、“运送”,如:①They shipped the machine from Shanghai to Tianjin last week.他们于上星期用船把那台机器从上海运到天津。②Did he ship the goods by train or by plane?他是用火车还是用飞机运送那批货物的?2)ship作为不及物动词,意为“上船”、“乘船”、“在船上工作”,如:①He said good - bye to his family and shipped out for England.他向家人道别,乘船到英国去了。②He shipped as a cook.他在船上当厨师。
9.offer的用法作为及物动词,有以下几种意思:1)提供,提出,如:①The young man offered the old woman his own seat.那位年轻人把自己的座位让给那位老大娘。2)出价,开价(常与介词for连用),如:①I offered him £10,000 for the house.我出价一万英镑向他买那座房子。②I offered him the house for £10,000.我提出一万磅的价格把那座房子卖给他。3)表示愿意做某事(常与不定式连用),如:①We offered to go with him. 我们表示愿意和他一道去。另外,offer也可作为名词用,意思是“提供”,“提供的事物”,如:①You ought to accept the offer. 你应该接受这个提议
语法重点——定语从句1.由which引导的定语从句:(which在从句中作主语或谓语动词的宾语)This is the store which opens all night.This is the pen which my brother bought for me.Is this the house in which Lu Xun once lived?(or: Is this the house which Lu Xun once lived in?)This is the magazine which you are looking for.Notes: which, whom在从句中作介词的宾语时,介词一般可置于关系代词之前或放在从句原来的位置。但在含有介词的动词固定短语中介词只能放在原来的位置上,而不能放在which之前,如例4则不能改为This is the magazine for which you are looking.2.由that引导的定语从句:在定语从句中that可以指人或物,代替who,whom,which;在从句中可以作主语、宾语,但不能放在介词后作介词宾语。This is the photo that (which) I took in Beijing last year.This is the man that/who lives next door.Is this the professor that you talked about yesterday? (about不能放在that前面)但下列情况只能用that。l)序数词或级形容词修饰先行词时用that。This is one of the best novels that I have ever read.The first English song that I learned was the ABC song.2)all ,much, everything, nothing, something, anything作先行词时用that。(但先行词是everybody,everyone时因应用who,one指人时也用who)Everything that we saw at the exhibition greatly interested us.Is there anything that belongs to you?All that we need is more time.Nothing that parents do doesn’t influence their children.3)先行词为any,no,only,every等修饰时用that。That is the only way that we can find at present.This is the very museum that we visited for the first time.4) that可以用来引导限制性定语从句,当它在从句中作介宾时,介词应后移。This is the good student that the teachers talked about just now.5)先行词为既指人又指物的并列名词时,用that.My mother and her old friends talked of the things and persons that they remembered in the school.
定语从句练习I.用适当的关系代词或关系副词填空1. Yesterday I met Doctor Wang, ____ told me the good news of his son's passing the examination.2. The two pupils ____ you taught three yeas ago have become teachers.3. He began to work in Beijing in the year ____ New China was founded.4. I don’t know the reason ____ she didn't agree to our plan.5. This is Carry ____ son died in the War of Resistance Against Japan.6. He told us everything ____ he had seen in the traffic accident.7. This was the best model of the TV set ____ the factory produced last year..8. They have visited the Museum of Chinese History ____ premier Zhou’s life and deeds are being shown.9. Alice, ____ dress is all red, looks very pretty.10. The first thing ____ I am going to do this evening is to write a report about the experiment.II.用关系代词which或as填空1. He is an American, ____ I know from his accent.2. She was not discouraged, ____ can be seen from her eyes.3. The sun heats the earth, ____ makes it possible for plants to grow.4. ____ was usual with him, the old man went out for a walk after supper.5. It was raining, ____ was a pity.6. He said he had been to America, ____ is untrue.7. ____ is well known, China is in Asia.8. Edison was one of the greatest scientist, ____ is well-known.9. He must be from Africa, ____ can be seen from his skin.10. Air, ____ we breathe every day, is a mixture of gases.教学设计方案Lesson 29
Teaching Aims
1. To train the students’ ability of listening and improve their spoken English.
2. To learn how to make an offer of food.
3. To learn how to use the following useful words and expressions: offer a piece of help oneself to.
4. To get the Ss to know some table manners.
Teaching procedures
Step I presentation
1.T: We are going to learn some table manners and new words. (Write these on the blackboard).
2. Competition: Write these columns on the Bb.
The Ss work in groups. They have to write down the names of as many items of food as they can think of in English. See which group can write down the most items for each category.
3. Teach the names of food, using some pictures on the projector or the real things. Then ask the Ss what kind of food they like to eat most.
Step 3 Listening
Tell the Ss that we are going to learn a dialogue. In the dialogue Jim and Bob are at Li Jia’s house for dinner.
1. Get the Ss to listen to the tape.
2. After listening, ask the Ss to answer the questions.
3. Get the Ss to listen to the tape again. This time listen and repeat.
Step 4 Reading
Ask the Ss to see how Li Jia offers food to the guests.
T: please listen to the tape carefully with your books closed. After that, you are to answer some questions.
1) How many kinds of food do the friends talk about in the dialogue? (five)
2) What are they? (beancurd, beef, chicken, pancake, soup)
Step 5 Language study
T allow the Ss enough time to discuss the difficult phrases or sentences. After that, ask some Ss to explain them. If they have any problems, the T explains them.
1) Do you like. . . ? (in general)
Would you like. .. ? (It’s more polite than “Do you want. . .now?”)
2) How about some more beef? (There is no main verb here. This is acceptable in speech, but not usually in written English. )
3) There’ s plenty more. =There’s plenty more beef.
4) Next time you must come to us. =We will invite you to have supper at our house next time.
5) Help yourself to. . . ==please take. . .for yourself.
6) another piece of =one more piece of
Step 6 practice
1. Get the Ss to read the dialogue in pairs. Then ask some Ss to read it.
2. Do Talking and Oral practice on page 29.
3. Watch the video - taped performance of the dialogue.
Step 7 Summary and further practice
1. Summary
Go over the useful words and expressions and ask some Ss to make up sentences.
2. Communicative activities
Allow the Ss enough time to make a similar dialogue using the expressions and structures.
3. Ask one or two pairs to act their dialogues out.
Step 8 Homework
Ask the Ss to finish the exercises on page 92.
教学设计方案Lesson 30
Teaching aims
1.To train the ability of skimming the text to find the general idea and scanning the text to locate the information quickly.
2. To learn how to use the following words and expressions:
room ,discover, arrive, make into
3. To review the Attributive Clauses.
4. To let the Ss know some farm products.
Step 1 Revision
1. Check the homework in the workbook first.
2. Revise some new words suiting the pictures.
Step2 presentation
1. Ask the Ss the following questions
1) What’s your favorite food?
2) What food do people like in Shanghai/Sichuan/Tibet/the USA, etc. ?
3) Do you like corn?
Step3.Listening
T play the tape to the Ss, then try to ask them the below.
1) When was corn first brought to China?
2) Can you name some of the plants that were found in America?
Answers: 1)Corn was first brought to China about 450 years ago. 2) For example, beans, potatoes and other different fruits.
Step 4 Reading
T will give the Ss a few minutes to read it, then say something about the useful plant corn.
2) Ask the Ss to skim the text to find the general idea.
Answers:
The passage talks about the food in the world. It tells us how corn, tomatoes and other plants were discovered. It mainly tells us how corn was discovered and taken to the other parts of the world and the my of making corn food.
Step 4. Language study
Get the SB to look through the text and explain some language points and difficult sentences, if necessary the T can explain them again.
1) There was not enough room.
2) discovered the tomato
3) an open fire =a fire that bums in the open air
4) got angry =become angry
Step 5Workbook
Get the Ss to do Ex.2 Sorry. I’m not used to that. Thank you. But you must eat up all the food put in your plate, finish all the wine put in your glass. Don’t make any noises while eating. Don’t put your plate close to your mouth or put you mouth into the plate. You should help your host/ hostess to set the table before the dinner. After the meal you ought to offer your host the help to clear the table.
高一教案 音乐要素
作者许以远
年级:高一年级
执教:笋岗中学 许以远
教材分析:这是人类音社高中《音乐》课本第一单元第二部分内容,这部分内容介绍了音乐要素节奏、旋律的基本知识和要点,以及中国历史歌曲《长城谣》。通过学习,使学生对节奏和旋律在音乐中的作用有进一步的了解和认识。
教学目的
明确学习音乐要素的重要性,并以欣赏和学唱声乐作品《长城谣》入手,引导学生运用节奏和旋律知识,体会和感受其在音乐作品中的作用,感性体验和理性知识相结合,更多地从音乐的表现手段入手,分析理解作品。
教学过程
(一) 导入 新课
1、 学习音乐要素的知识的重要性,了解节奏和旋律要音乐中的作用,更深刻地感受和理解音乐作品。
2、 有重点地简述节奏和旋律的基本知识和要点,并作必要的解释和提问。
(二) 欣赏音乐作品《长城谣》
1、 导言:运用节奏和旋律要素,感受不同节奏的组合和旋律线的进行,在音乐作品中表现出的不同情感。
2、 简介作品:歌曲《长城谣》是流行于我国抗战时期的一首优秀作品,刘雪庵曲,潘孑农词,作于1937年,原是潘孑农所编电影剧本《关山万里》中的主题歌,后因“八·一三”上海爆发战争,影片未拍成,但此曲却风行全国。写法上和《孟姜女》一类传统民歌相近,具有浓厚的叙事特点,典型的五声调式。
3、 播放歌曲录音后,请学习讲述歌曲表达的基本情感(悲愤,感情深切)。
4、 再次播放歌曲欣赏,提出分析作品曲式结构,旋律线进行的要求。
5、 请学生作分析作品的具体回答(宫调式、四乐句、单二段体曲式结构),学生分析歌曲旋律线的进行,并作不同旋律线表达不同情感的比较。
6、 教师小结:上行旋律往往表现高涨、激动、紧张的情绪,有渐强的趋势。下行旋律可将紧张的情绪松驰,表现出抒情、宁静、悲伤的情感,有渐弱的趋势。平行的旋律则有沉思、叙事的意境。
(三) 学唱歌曲《长城谣》
1、 学唱歌曲。提示:用所感受认识到的三种旋律线的进行,唱出不同的情感和强弱趋势。
2、 教师演唱歌曲第二段,并将结尾的下行旋律55 61 3·5 3211-----| | 改为上行旋律556132|1------|| 试唱,请学生作不同旋律线进行表达的情感比较(上行更激昂、高涨)。
3、 教师归纳:旋律要素对音乐作品的作用和影响。
(四) 音乐作品中节奏的分析和比较
1、 试分析歌曲中第二、三乐句节奏的松紧,对情感表达的作用和影响。
2、 播放小提琴协奏曲《梁祝》中,“草桥结拜”和“抗婚”两段乐曲片断,请学生作节奏的比较认识。教师可将两段乐曲的节奏的松紧,作反向调换试唱,学生再作比较,进一步加强学生对节奏在音乐中作用的认识。
3、 教师小结:表现婉转、抒情、优美沉思的情感,节奏比较松,音的时值长一些,音与音连接较松驰。表现激动、紧张的情绪,节奏紧密,音值短的,音的连接紧凑。
(五) 教学总结
音乐要素节奏和旋律在音乐中的作用是很大的,不同的节奏结合和旋律的进行,表达情感是不一样的。学习音乐要素,了解其在音乐中的表现手法,会使我们更深刻地理解音乐,并从中得到更多美的享受。
来源笋岗中学
《大鼓和小鼓》
教学目标:
1、通过教学,让学生产生对鼓的兴趣与喜爱,有进一步探索学习的求知愿望。
2、让学生初步感知声音的高低与强弱。
教学重点、难点:
1、感受大鼓与小鼓的声音及强弱力度特点。
2、创编简单的节奏鼓点。
教学过程:
一、激情引趣:学生听民乐合奏《丰收锣鼓》音乐片断愉快进教室。
1、话说鼓:
谜语:圆圆一只大木桶,上下是皮肚里空,娃娃见了爱打它,一打就说咚咚咚。(学生猜—乐器)(鼓)
师:今天老师要带小朋友们去参观鼓的世界。
2、趣说“鼓”字。
师:同学们,你见过“ 鼓”字吗?它是我国古代文字(甲骨文)里的“鼓”字,离现在至少有三千多年了。传说最早的鼓是用泥土蒙及做成的鼓槌是用草扎成的,鼓下有脚、鼓上还插着羽毛呢? “鼓”是象形文字,左半边的“ 鼓”,中间“日”是鼓身,下面“鼓”是鼓脚,上面“鼓”是插着的羽毛。右半边的“及”就像一个人的执槌去鼓。小朋友们再仔细看看,“ 鼓”字多像一个在敲鼓呀!鼓是我国最古老的乐器,一定是先有人敲鼓,才能造个出个“鼓”字来,现代鼓也是从古代鼓演变过来的。
提问:请问你在什么时候,什么场合下,看见鼓,听到鼓声的?
生:过年、过节、开庆祝会、少先队鼓号队……
师:鼓即是乐器又是道具,人类从大自然的风雨雷电声中得到启示并创造了鼓,鼓的种类很多,具说能叫出名字来的就有上百种。
3、鼓的种类名称:(挂图)
生:铃鼓、手鼓、腰鼓、长鼓、堂鼓、花鼓、战鼓、八角鼓、爵士鼓、架子鼓、定音鼓……
4、击鼓方法:
设问:在一个鼓上,你们能敲击出多少种不同的声音和节奏?
生:在鼓上尝试并感受不同的部位,不同的敲击法,及不同的声音效果和节奏。
师:用不同的速度和力度敲击大鼓与小鼓,让学生进一步感受声音的强弱高低与音色。
二、学唱歌曲《大鼓和小鼓》
1、听赏歌曲范唱,感受歌曲其情绪。
2、学唱歌曲,并模仿打鼓的姿势。
3、感受大鼓与小鼓的强弱力度特点。
4、学生随音乐伴奏用不同的速度演唱歌曲。
5、学生分两组,一组演唱,一组模拟大鼓与小鼓声音击鼓伴奏。
三、展开:
1、鼓的功用:军事、音乐、舞蹈、戏剧、娱乐等,戏剧中的唱、念、做、打都离不开鼓点
2、成语故事。
传说成语“一鼓作气”,由来于春秋时期,齐国、鲁国两国的长勺之战。当时齐国强大,弱小的鲁国处于危难之中,鲁国的普通平民曹刿挺身而出,指挥作战。古时作战,听鼓声进兵。战斗开始,齐军擂鼓两次,士气减弱,而鲁军此时斗志旺盛,第三次击鼓进军追击,一鼓作气,终于以弱胜强打赢了齐国。被*同志称为“中国战史中弱军战强军的有名战例”。
四、小结:
鼓象征着我们的团队精神,鼓声鼓舞人心,鼓舞斗志,给人勇气和力量、愿中华民族的鼓文化源源流长!望小朋友们踏着雄壮的鼓点健康成长!
教学设计方案
Teaching Aims:
1.Get the Ss to grasp the main meaning of the whole text.
2..Ask the Ss to retell the text according to the questions.
Teaching procedures:
Step I Lead in
1.Check homework:
2.Show the map of Egypt and Africa
3.Get the Ss to respond the teacher’s questions:
T: Where is Africa ?
Where is Egypt ?
What is the river?
What is the dam ?
4.Ask one student to say something about Egypt.
Step II. Watch the video
1.可以在(探索)中查找关于埃及或金字塔或阿司旺大坝或阿布神庙.
2. 或者观看本文的录象资料。
Q: Is the High Dam a successful project ? (No)
Step III. presentation
1.Read the text again and give them three questions ,
Qs: (1).Why was the High Dam built ?
(2).What is the High Dam like ?
(3).What were the problems with the building of the dam?
2.Discuss the answers in pairs.
3.Discuss the answers in class.
4.Try to help the Ss to be able to retell the text in their own words.
The possible answers:
1) The River Nile used to flood large areas every year and destroyed houses and crops. The new dam can control the waters of the Nile so that they run regularly all through the year. Electricity(20-50%of the electricity which Egypt needs )can be produced from the water which runs through the base of the dam.
2) The High Dam is the biggest in the world. It is 3830 meters long, 980 meters wide an the base and 40 meters wide at the top. The lake made by the dam is 500 kilometers long.
3) The water level of the lake was going to rise by 63 meters. It would be necessary to move 53000 people from their villages. A lot of important old temples dated from about 1250 BC would be covered by the water of the new lake so they would be in danger.
Step III Discuss
The Three Gorges Dam project and the problems.
建议:提供有关三峡工程的一些数据(开始,进程,及规模)
三峡工程全称为长江三峡水利枢纽工程。整个工程包括一座混凝重力式大坝,泄水闸,一座堤后式水电站,一座永久性通航船闸和一架升船机。三峡工程建筑由大坝。水电站厂房和通航建筑物三大部分组成。大坝坝顶总长3035米,坝高185米,水电站左岸设14台,右岸12台,共装机26台,前排容量为70万千瓦的小轮发电机组,总装机容量为1820千瓦时,年发电量847亿千瓦时。通航建筑物位于左岸,永久通航建筑物为双线五包连续级船闸及早线一级垂直升船机。
图为:三峡工程效果图。
朝辞白帝彩云间,千里江陵一日还。
两岸猿声啼不住,轻舟已过万重山。
—— 唐 李白 下江陵
关于三峡的资料:
船出了西陵峡,经过一段宽谷的航行后就进入了长江三峡的另一座古城巴东。长江三峡的巫峡就从巴东县的官渡口开始,结束于四川省巫山县的大宁河口,全长42km,巫峡以巫山得名。她幽深秀丽,千姿百态,以俊秀著称天下。峡谷内长年云遮雾绕,细雨蒙蒙,及易形成巫山云雨的奇妙景观。谷深峡长,奇峰突兀,江流曲折,百转千回,船行其间,宛若进入奇丽的画廊,充满诗情画意,令人叹为观止。不少观光游客游过巫峡之后,感触颇深地说:“要知中国画与中国山水的关系,不到巫峡不明白。”唐朝诗人元稹曾赋诗曰:“曾经沧海难为水,除却巫山不是云。”可见巫山云雨乃是天下云雨之冠了。
要求学生模仿课文,叙述三峡工程。
Step III practice.
根据问答提示,写一篇短文。(可做口头练习)
1. Where is the palace Museum ? (in the center of Beijing)
2. How big is it ? (an area of 72 hectares)
3. When was it first built? (in the early 15th century)
4. How many people did it take to work on it? (1,000,000)
5. How long did the building of the project last? When was it finished? (14 years,1492)
6. What happened to some of the houses during the later years? (rebuild)
7. Who used to live in it ? (twenty-four emperors)
8. When didi it become a museum and open to the public ? (1925)
答案:
The palace Museum is in the center of Beijing. It covers an area of 72 hectares(公顷). It was first built in the early 15th century. It took 1,000,000 people to work on it. The building of the project lasted 14 years and was finished in 1420. During the later years, some of the houses were rebuilt. Twenty-four emperors used to live in it. It was not until 1925 that the palace Museum became a museum. Since then the place has been open to the public.
Step IV practice
p90 Ex 3.
Step V Homework
1.If we have no time to do the writing above in class, we can leave it as homework
2.Read the text again and again.
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