中职英语课件

中职英语课件9篇。

教案课件是老师上课做的提前准备，因此在写的时候就不要草草了事了。教案是学生学习过程中的辅助工具，你不是否正为教案课件而苦恼呢？教师范文大全认真筛选后特别推荐一篇题为“中职英语课件”的文章，只供参考的信息资讯！

中职英语课件 篇1

1．进一步了解作者的生平及其诗歌创作特色。

2．结合课文注释，掌握重点字词并能够理解诗句基本意义。

3．能够赏析诗歌情景交融的艺术特色以及沉郁顿挫的诗歌风格。

4．把握诗歌情感基调，运用诵读技巧，朗诵诗歌。

运用诵读法、合作探究法等完成教学目标。

1．体会作者诗中表现的多重情怀。

1．理解诗歌的意象和意境。

2．感知抑扬顿挫的律诗中所沉淀的深沉情感。

《登高》选自人教版高中语文必修三第二单元第五课，本单元是诗歌单元。《登高》的讲解要紧扣教学目标和单元目标。第五课节选的是杜甫在夔州所写的三首诗，而《登高》处于尾篇，可将三首诗做纵向比较阅读。《登高》是诗人抒发长年漂泊、老病孤愁的感情之作，学习这首诗要善于把握景情交融的关系及诗人悲欢愤激之情，并同当时战乱的时局联系在一起，深入感知诗中意境。启发学生创造性想象，再现秋江广阔图景和抒情主人公形象。通过再创意境，理解这首诗的思想感情和艺术特色。主要遵循读诗、品诗、悟诗这一基本框架。

以初中学过的杜诗为导入。

【设计意图】教师需树立历史观，建立初中旧知和高中新识的关联，唤醒学生对杜诗过去的认知。

杜甫（712—770），字子美，曾居长安城南少陵以西，自称少陵野老，世称杜少陵。一度任工部员外郎，世称杜工部。是我国唐代伟大的现实主义诗人，代表作有“三吏”“三别”。其诗反映了唐朝的历史，被称为“诗史”，后人推崇他为“诗圣”。有《杜工部集》。

杜甫身逢战乱，从四十八岁开始，一直到五十八岁去世，十一年中，一直在外飘零，写这首诗时已是第八个年头了，三年后病死出蜀途中。这首诗是大历二年作者寄寓夔州时写的。此时“安史之乱”已结束四年，但政局依然动荡不安，吐蕃不断入侵，兵机此起彼伏，再加上好友李白、严武、高适等相继去世──所有这些，像浓云一样压在杜甫心头，他是为排遣抑郁而抱病登台的。

【设计思路】逐步引导学生树立“背景意识”：诗人不能脱离他的时代，诗篇不能脱离诗人的情感。懂得知人论世，理解诗歌才会通透。

1．听录音。

2．学生齐读。

【设计思路】教师做朗读示范，朗读的目的是让学生通过“读”整体感知文本，积极思考。

1．首联──“风急天高猿啸哀，渚清沙白鸟飞回”。

（1）这首诗首联共写了几种景物？各分别用什么词描写的？十四字写六种景，什么特点？

参考：

这首诗首联共写了六种景物：风、天、猿、渚、沙、鸟。分别用“急”“高”“啸哀”“清”“白”“飞回”来描写。十四字写六种景，极为凝练。

（2）急风、高天、哀猿、飞鸟，各给人什么感觉？设身处地想想。

参考：

“急风”使人感到非常冷。既有身体的，又有心灵的，但更主要是心灵的；“天高”显得天底下的人很渺小，很孤单；“哀猿”使人听到它的叫声非常悲凉──“巴东三峡巫峡长，猿鸣三声泪沾裳”。

小探讨：飞鸟，应该是一种什么处境的鸟？是不是一只欢乐的鸟呢？

参考：

飞鸟，可以是一只找不到食物找不到家的鸟，它到处盘旋，寻找自己的巢；还可以是一只跟鸟群失散的鸟。总之，这是一只孤独痛苦的鸟，而且只能是一只，而不是多只。因为根据杜甫此时此刻的处境去想象，此时杜甫应该是孤单一人在外漂泊。

【设计思路】首联问题的设置主要从意象和意境出发，但是在分解诗句后，要用自己的理解重新组合，把握诗句的整体意境；赏析时要敢于展开想象，用自己的想象去填充诗给我们留下的空白。

2．颔联──“无边落木萧萧下，不尽长江滚滚来”。

（1）颔联给我们勾画出一副极其广阔深远的图景，前人誉之为“古今独步”的“句中化境”。写了两种景物？（落木和长江）

（2）联系杜甫的此时此境来联想，面对此情此景，诗人想到了什么？

参考：

①落木萧萧：杜甫看到落叶飘零，会引起韶光易逝的感觉。也许会加重乡愁，他会问自己，这常年漂泊的生活何时能结束。②不尽长江：是时间的无穷，是历史长河永不停息的感觉。“大江东去，浪淘尽，千古风流人物”，他会超越时空的限制，联想到历代的一些优秀人物的'不幸遭遇，不禁“怅望千秋一洒泪”以抒发自己壮志难酬的苦痛。

【设计思路】颔联的问题类似于首联，让学生理解情景交融的手法，在问题表述上渗入诗歌技巧。

3．颈联──“万里悲秋常作客，百年多病独登台”。

宋代罗大经读颈联读出了八层意思，那同学们读一下，看看你们能读出几层意思？（小组讨论）

参考：

“万里，地之远也；秋，时之凄惨也；作客，羁旅也；常作客，久旅也；百年，齿暮也；多病，衰疾也；台，高迥处也；独登台，无亲朋也。十四字之间含八意，而对偶又精确。”

【设计思路】介绍古人对诗句分析的结果，引导学生深入思考，激发探究热情；此问题是课后习题，正文讲解中应合理介入习题的讲解。

4．尾联──“艰难苦恨繁霜鬓，潦倒新停浊酒杯”。

杜甫为什么“苦恨繁霜鬓”“新停浊酒杯”呢？

参考：

国家的艰难，人民的苦难，激起杜甫强烈的忧国忧民情怀，无奈年老多病，无能为力，他怎能不悲愁万端？古人认为有酒方能浇愁，无奈多病不能喝，这种愁闷，这种伤忧，怎么了却、怎么疏解？只能郁结在诗中，郁结在心头！

【设计思路】读这首诗，解这首诗，既要把握诗境对表现人物情感的妙用，又要揭示人物情感抒发的内涵──诗人忧国忧民、兼济天下的刚烈情怀（思想内涵也可理解为其他层面，理由合理均可，但大方向要对）；问题解答需宏观把握诗歌。

1．怎样理解杜甫在《登高》一诗中所表现出的情怀？

参考：

诗人在垂暮之年，在深秋时节，独自登高望远，纵目山河，俯仰宇宙，可谓壮怀激烈，慷慨悲歌。这里有对漂泊生涯的感叹，有对老弱多病的嗟伤，但也有对自然的热爱，对生命的执着。不读出这首诗的积极意义，就不能体会出诗人忧国忧民、感时叹逝的博大胸怀。明代的胡应麟推此诗为“古今七言律第一”，确不虚夸。

【设计思路】选择这个问题的理由是，从它的问题陈述以及参考答案对学生均具有启发性，参考答案对作者情感的把握是多维的、有层次的，对学生来说是一个很好的导向。

清人吴瞻泰《杜诗提要》云：“沉郁者，意也；顿挫者，法也。”“沉”即“深”，深刻、深厚。“郁”即“积”，凝重、含蓄。“沉郁”，是指思想情感上的丰富深厚；“顿挫”，主要表现为语言和韵律曲折有力，而不是平滑流利或任情奔放。杜甫的诗蕴含着一种厚积的感情力量，每欲喷薄而出时，他的仁者之心、他的儒家涵养所形成的中和处世的心态，便把这喷薄欲出的悲怆抑制住了，使它变得缓慢、深沉，变得低回起伏。个人的悲痛变成了对于百姓苦难的深沉忧思，留下了无穷韵味。

【设计思路】让学生再次体会杜诗艺术和思想的精妙。

时空对话“我有话对老杜说”。

【设计思路】这是一个开放性的话题，给予学生更多表达自己观点的机会，问题前提是“老杜可不可怜”。大体思路：杜甫的诗歌成就，忧国忧民的情怀；剥掉诗人光环，还原重阳节独自登高的老人形象，给予人文关怀（重心）。

中职英语课件 篇2

Title: 中职英语课件 (Vocational English Courseware)

Introduction:

中职英语课件 (Vocational English Courseware) is a valuable resource that plays a crucial role in enhancing the language proficiency and vocational skills of students in vocational schools in China. This article will explore the various aspects of 中职英语课件, its importance, content, and benefits in promoting effective learning.

Section 1: The Importance of Vocational English Courseware

中职英语课件 is designed to bridge the gap between language learning and vocational education. It aims to provide students with industry-specific vocabulary, professional communication skills, and practical knowledge related to their chosen vocations. This unique blend of English language learning and vocational knowledge makes the courseware highly valuable for students' future careers.

Section 2: Content of Vocational English Courseware

a. Language Skills Development:

The courseware is designed to develop students' listening, speaking, reading, and writing skills in English. It includes interactive audio and video materials that cover various real-life vocational scenarios, such as customer service, business correspondence, and workplace safety.

b. Industry-specific Vocabulary:

中职英语课件 focuses on building students' industry-specific vocabulary. It provides comprehensive lists of essential terms and phrases related to different vocational fields, such as hospitality, automotive technology, healthcare, and information technology.

c. Practical Knowledge:

To enhance students' practical knowledge, the courseware includes modules that cover industry-related topics like equipment operation, problem-solving techniques, and safety protocols. It also incorporates case studies and simulations, enabling students to apply their language skills to real-life vocational situations.

Section 3: Benefits of Vocational English Courseware

a. Enhanced Language Proficiency:

By utilizing the courseware, students improve their overall English language proficiency. It enables them to communicate effectively in vocational contexts, thereby increasing their employability and opportunities for professional growth.

b. Increased Vocational Competence:

The courseware equips students with the necessary vocabulary and knowledge to excel in their chosen vocations. It familiarizes them with the specific terminologies used in their industries, enabling smoother communication and better understanding of their work requirements.

c. Improved Self-confidence:

With regular use of the courseware, students gain confidence in their ability to use English in practical situations. They become more comfortable engaging in conversations and expressing themselves, leading to increased self-assurance both academically and professionally.

Section 4: Application and Implementation of Vocational English Courseware

The successful implementation of the courseware requires the collaboration of teachers, students, and technology. Teachers must be trained in utilizing the courseware effectively, adapting it to suit students' needs, and integrating it into their lesson plans. Students should actively engage with the courseware, participating in interactive exercises, and completing assignments. Additionally, utilizing multimedia technology, such as projectors, computers, and interactive whiteboards, enhances the learning experience.

Conclusion:

中职英语课件 significantly contributes to the holistic development of vocational school students in China. By combining language learning with vocational education, it empowers students with the necessary language skills, vocational competencies, and self-confidence to excel in their chosen careers. The implementation of the courseware, along with effective teacher training and student engagement, ensures a successful and valuable learning experience.

中职英语课件 篇3

会计是以货币为主要计量单位，运用专门的方法，核算和监督一个单位经济活动的一种经济管理工作。

1. 教材所处的地位和作用：

本节内容在全书和章节中的作用是：《会计科目与账户》是中职会计教材《初级会计学》

第二章第三节内容。在此之前学生已学习了会计要素基础，这为过渡到本节的学习起着铺垫作用。本节内容是在基础内容的学习中，占据主要的地位。以及为其他学科和今后的学习打下基础。

2. 教育教学目标：

根据上述教材分析，考虑到学生已有的认知结构心理特征，制定如下教学目标：

（1）知识目标：通过学习，初步了解会计科目与账户的含义、设置会计科目的原则以及会计科目与账户之间的关系。

（2）能力目标：熟练掌握“T”型账户的用法，为今后的学习打好基础。

（3）情感目标：通过对基础知识的学习，培养学生对会计工作严谨、负责的态度。

3. 重点与难点：

下面，为了讲清重难上点，使学生能达到本节课设定的目标，再从教法和学法上谈谈：

1. 教学手段：

如何突出重点，突破难点，从而实现教学目标。在教学过程中拟计划进行如下操作：教学方法。基于本节课的特点：基础知识点与识记知识点较多，应着重采用演示法、讲授法和练习法的教学方法。

2.教学方法及其理论依据：

坚持“以学生为主体，以教师为主导”的原则，根据学生的心理发展规律，采用学生参与程度高的学导式讨论教学法。在学生看书，讨论的基础上，在老师启发引导下，运用问题解决式教法，师生交谈法，图像信号法，问答式，课堂讨论法。在采用问答法时，特别注重不同难度的问题，提问不同层次的学生，面向全体，使基础差的学生也能有表现机会，培养其自信心，激发其学习热情。有效的开发各层次学生的潜在智能，力求使学生能在原有的基础上得到发展。同时通过课堂练习和课后作业，启发学生从书本知识回到社会实践。提供给学生与其生活和周围世界密切相关的数学知识，学习基础性的知识和技能，在教学中积极培养学生学习兴趣和动机，明确的学习目的，老师应在课堂上充分调动学生的学习积极性，激发来自学生主体的最有力的动力。

（1）由复习上节课的知识点引入：把教学内容转化为具有潜在意义的问题，让学生产生强烈的问题意识，使学生的.整个学习过程成为“猜想”继而紧张的沉思，期待找理由和证明过程。在实际情况下学习可以使学生利用已有的知识与经验，同化和索引出当肖学习的新知识，这样获取知识，不但易于保持，而且易于迁移到陌生的问题情境中。

（2）由实例得出本课新的知识点：通过提问的方式，让学生自己找到答案，从而加深记忆及对问题的理解

（3）讲解例题。在讲例题时，不仅在于怎样解，更在于为什么这样解，而及时对解题方法和规律进行概括，有利于学生的思维能力。

（4）能力训练。课后练习使学生能巩固羡慕自觉运用所学知识与解题思想方法。

（5）总结结论，强化认识。知识性的内容小结，可把课堂教学传授的知识尽快化为学生的素质，数学思想方法的小结，可使学生更深刻地理解数学思想方法在解题中的地位和应用，并且逐步培养学生良好的个性品质目标。

（6）变式延伸，进行重构，重视课本例题，适当对题目进行引申，使例题的作用更加突出，有利于学生对知识的串联，累积，加工，从而达到举一反三的效果。

（8）布置作业。

针对学生素质的差异进行分层训练，既使学生掌握基础知识，又使学有余力的学生有所提高，

三、说教学程序：

课堂结构：复习提问，导入讲授课，课堂练习，巩固新课，布置作业等五部分

四、说学法：

学生学习的过程实际上就是学生主动获取、整理、贮存、运用知识和获得学习能力的过程，因此，我觉得在教学中，指导学生学习时，应尽量避免单纯地、直露地向学生灌输某种学习方法。有效的能被学生接受的学法指导应是渗透在教学过程中进行的，是通过优化教学程序来增强学法指导的目的性和实效性。在本节课的教学中主要渗透以下几个方面的学法指导。

1、培养学生学会通过自学、观察等方法获取相关知识，使学生在探索研究过程中分析、归纳、推理能力得到提高。

本节教师通过列举具体事例来进行分析，归纳出会计科目的重要性，并依据此知识与具体事例结合、推导出会计科目的概念及其设置原则，这正是一个分析和推理的全过程。

2、让学生亲自经历运用科学方法探索的过程。 主要是努力创设应用科学方法探索、解决问题情境，让学生在探索中体会科学方法，如在讲授会计科目时，可通过多媒体演示，创设探索会计科目的设置规律的情境，引导学生以可靠的事实为基础，经过抽象思维揭示内在规律，从而使学生领悟到把可靠的事实和深刻的理论思维结合起来的特点。

3、让学生在探索性实验中自己摸索方法，观察和分析现象，从而发现“新”的问题或探索出“新”的规律。从而培养学生的发散思维和收敛思维能力，激发学生的创造动力。在实践中要尽可能让学生多动脑、多动手、多观察、多交流、多分析；老师要给学生多点拨、多启发、多激励，不断地寻找学生思维和操作上的闪光点，及时总结和推广。

4、在指导学生解决问题时，引导学生通过比较、猜测、尝试、质疑、发现等探究环节选择合适的概念、规律和解决问题方法，从而克服思维定势的消极影响，促进知识的正向迁移。如教师引导学生对比中，蕴含的本质差异，从而摆脱知识迁移的负面影响。这样，既有利于学生养成认真分析过程、善于比较的好习惯，又有利于培养学生通过现象发掘知识内在本质的能力。

五、学情分析：

1、学生特点分析：中职学生心理学研究指出，中职学生这个阶段是（查同中学生心发展情况）抓住学生特点，积极采用形象生动，形式多样的教学方法和学生广泛的积极主动参与的学习方式，定能激发学生兴趣，有效地培养学生能力，促进学生个性发展。生理上表少年好动，注意力易分散

2、知识障碍上：知识掌握上，学生原有的知识基础根基不牢，许多学生出现知识遗忘，所以应全面系统的去讲述；学生学习本节课的知识障碍，重点难点知识学生不易理解，所以教学中老师应予以简单明白，深入浅出的分析。

3、动机和兴趣上：明确的学习目的，老师应在课堂上充分调动学生的学习积极性，激发来自学生主体的最有力的动力。

教师创设问题情景（创设情景：A、教师演示实验。B、使用多媒体模拟一些比较有趣、与生活实践比较有关的事例。）激发学生的探究欲望，引导学生提出接下去要研究的问题。

（二）、新课教学：

1、针对上面提出的问题，设计学生动手实践，让学生通过动手探索有关的知识，并引导学生进行交流、讨论得出新知，并进一步提出下面的问题。

2、组织学生进行新问题的实验方法设计—这时在设计上最好是有对比性、数学方法性的设计实验，指导学生实验、通过多媒体的辅助，显示学生的实验数据，模拟强化出实验情况，由学生分析比较，归纳总结出知识的结构。

（三）、实施反馈：

1、课堂反馈，迁移知识（最好迁移到与生活有关的例子）。让学生分析有关的问题，实现知识的升华、实现学生的再次创新。

2、课后反馈，延续创新。通过课后练习，学生互改作业，课后研实验，实现课堂内外的综合，实现创新精神的延续。

可能由于缺乏实际的教学经验，在教学的灵活度上和时间的把握上还需要进一步完善。

八、板书设计：

在教学中我把黑板分为三部分，把知识要点写在左侧，中间知识推导过程，右边实例应用。

九、说课综述：

以上是我对《会计科目及账户》这节教材的认识和对教学过程的设计。在整个课堂中，我引导学生回顾前面学过的会计要素知识，并把它运用到对会计科目的认识，使学生的认知活动逐步深化，既掌握了知识，又学会了方法。

总之，对课堂的设计，我始终在努力贯彻以教师为主导，以学生为主体，以问题为基础，以能力、方法为主线，有计划培养学生的自学能力、观察和实践能力、思维能力、应用知识解决实际问题的能力和创造能力为指导思想。并且能从各种实际出发，充分利用各种教学手段来激发学生的学习兴趣，体现了对学生创新意识的培养。

中职英语课件 篇4

大学的本质是一种功能独特的文化机构，是与社会的经济和政治机构既相互关联又鼎足而立的传承、研究、融合和创新高深学术的高等学府。那么大学英语如何学习？

教学教材:

《新视野大学英语》,外语教学与研究出版社出版.这是当前国内一套全方位立体式教材系列.该套教材与传统教材的不同之处在于,除了读写教程,听说教程以及快速阅读练习册等纸质教材外,还提供了教学光盘,网络课程,试题库和语料库.课文题材和体裁广泛,词汇量大,词汇分布呈渐进式,词汇在课文中复现率高.课后练习以主观题为主,有利于发展学生的语言运用能力.

教学大纲:

大学英语教学指基础阶段的英语学习,即一至二年级四个学期.其目的是为学生打好扎实的语言基础的同时,进一步培养和提高学生的阅读能力和一定的听,说,读,写,译能力.通过提问和讨论,培养学生分析,推理,归纳,综合等思考能力和表述,研讨,争辩,应答等语言运用能力.挖掘课本中富有“内涵意义”的语言内容,注重人对社会现实的思考.

教学内容:

《新视野大学英语》,第二册,第三单元,A部分:跨国婚姻.

A部分为整个单元的精讲部分,起导入,语言学习的作用.

教学目的:

学生通过学习第三单元A部分内容,能够做到了解对于世界各地不同文化中对于婚姻的传统看法.

思考相关话题:

来自于不同文化的人结为夫妻,这样的婚姻将有怎样的优点和缺点 理解课文篇章结构以及如何使用论证法来写作.

掌握A部分词汇及语言点.

(通过达成以上教学目的,学生能够更好地理解课文A《跨国婚姻》的内容,以及在课文中出现的问题:为什么盖尔的父母反对她的跨国婚姻 )

课文相关内容主题讨论.

(第一,二节课为导入课,教师与学生须将更为注重主题内容和背景知识而不是语法和词汇点,教师鼓励学生开口说英语,以小组为单位积极展开讨论各个话题讨论.第三,四节课为课文精讲课,教师引导学生关注篇章结构和语言点,就此进行有目的地操练.)

教学难点:

对于跨国跨文化婚姻的理解和看法.

课前预备活动的听力练习部分.

掌握论证法写作技巧:

在文章中就某一观点看法给予纠正并且给出作者自己的另一种看法.

(1. 对于授课对象来说,跨国跨文化婚姻案例在他们周围的环境中并不常见.因此,教师应指导学生了解不同的人群对于跨国跨文化婚姻的不同看法,辅助以一些历史文化名人的跨国跨文化婚姻案例.

2. 一些学生曾反映课前预备活动的听力练习部分较难,无法听懂,影响其对课文主题的深入理解,而这部分练习涉及到学生听说能力,因此教师通过篇章填空的形式适当降低难度.

3. 教师教学和学生学习的过程中,往往会忽略文章的写作手法.而清晰明了地掌握课文中出现的写作技巧能够帮助学生提升其写作能力.)

启发式教学法.

交际法.

任务驱动法.

第二课堂.

(教师使用的以上教学方法应该是灵活多变的,并且有时根据教学任务的不同,可以混合几种教学方法.

在A部分教学过程中,视听教学法主要是通过运用多媒体手段介绍课文背景相关文化知识,视频短片以及听力练习;

在课文相关主题的介绍和讨论时,启发式教学法能够比传统的提问与回答更能激发学生的主动性和参与性;

交际法有效运用于学生在导入部分的问题讨论;

课文语言点讲解时,通过任务驱动法让学生就语言点相关例句和使用方法进行操练,加深理解;

第二课堂要求学生通过网络搜索关于名人跨国婚姻的相关新闻并对此进行思考,培养其自主学习能力和创造力.)

充分预习课文并对课文中出现的语言难度做记号.

学习的重心不仅仅在语言上还应在内容思想上.

(学生通过以上策略来改进自己的传统的被动学习习惯,发展阅读技巧,培养独立思考和自主学习能力.)

1. 让学生猜测讨论“husband”,“wife”以及“family”这几个单词中每个字母在婚姻中蕴含的意义.

2. 向学生介绍美国跨国婚姻的案例数据和相关信息.

3. 给学生播放电影Pushing(《推手》)的关于跨国婚姻造成家庭成员文化冲突一小节片段

4. 请学生就电影片段内容讨论:来自于不同文化的人结为夫妻,这样的婚姻将有怎样的优点和缺点

5. 预备活动:学生听一小段关于盖尔和马克跨国婚姻的文章并且回答相关问题.

4. 布置学生课后任务:完成A部分课后练习,预习听说教程第三单元内容 板书设计:

由于授课班级在多媒体教室上课,知识信息内容展现以PPT为主,板书为辅,以下是呈现在白板上的课堂内容:

(写下 “学生就'husband','wife'以及'family'这几个单词中每个字母在婚姻中蕴含的意义提出的看法”)

教学对象Teaching Subjects non- English major sophomore

教学内容Lesson Content New Horizon English 2 Unit 3

After studying this unit, the students are expected to be able to:

1. learn about some traditional ideas about marriage practiced by different cultures around the world.

2. understand the main idea and structure of Section A and Section B;

3. learn device for developing a paragraph which starts with a correction of one idea and goes on to present another idea.

4. master the key language points and grammatical structures in the text;

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

1. Explanation & Translation

2. Task-driving & communicative Method

1st-2nd period: Leading-in & reading activities

3rd-4th period: Text analysis ( the key language points & structure ) 5th-6th period: Checking on students' learning tasks (Exercises in Section

A & reading activities of Section B )

1. Understanding and using the key words, phrases & expressions, patterns of Section A;

2. Understanding the main idea and structure of the text;

3. Mastering the device for developing a paragraph which starts with a correction of one idea and goes on to present another idea.

难点 Potential Problems and Difficulties

● using the vocabulary and sentence structures learnt to talk about personal views on intercultural marriages.

● Mastering the device for developing a paragraph which starts with a correction of one idea and goes on to present another idea.

Language computerized repeater / tape player / multi-media equipments 教学过程设计 Teaching Procedure:

I. Introductory remarks: ideas about marriage

Choosing a life-long partner can be one of the most challenging communication tasks for many people. Staying with that partner during sickness and health, in hard times and in good times, takes much skill and patience beyond the initial love that brings two people together. In this unit you will meet Gail and Mark who face the added problems that two different races bring to a marriage. You will observe how both cultures misunderstand each other's customs when you read about Rich's first meeting with his girlfriend's Chinese family. Finally, you will learn some traditional ideas about marriage practiced by different cultures around the world.

1)Guess the Real Meaning of Husband , Wife and Family

For example w-washing i- f- e-

(divide the students into 2 groups: girls and boys. Ask girls to think of the Real Meaning of Husband and Family while boys to think of the Real Meaning of Wife and Family. )

2) Give Ss some information about the mixed marriage in U.S.A

According to research conducted by Jenifer L. Bratter and Rosalind B. King on behalf of the Education Resources Information Center, Black male-White female and Asian male-White female marriages are more prone to divorce than White-White marriages. Conversely, marriages between White males and non-White females (and between Hispanics and non-Hispanic persons) have similar or lower risks of divorce than White-White marriages.

3) Oftentimes, couples in intercultural marriages face barriers that most married couples of the same culture are not exposed to. Intercultural marriages are often influenced by external factors that can create dissonance and disagreement in relationships.

( Introduce Ss to watch clip from the movie Pushing)

4) After watching the movie, Ss should discuss the topic: What benefits and differences may a couple from different cultures have in your opinion

(e.g.: in terms of language, food, family pressure, social pressure, moral idea, etc.)

5) Listening to a passage about the mixed marriage of Gail and Mark and answer the questions on page 52. And discussing the question: Would you mind marrying a person from a different culture or nation Why or why not

步骤 2 Step 2 课文学习Section A Mixed Marriage

The text falls into three parts: the mixed marriage of Gail and Mark, the reaction of Gail's mother toward their wedding plans, and the response of Gail's father toward their wedding plans.

The text is a typical example of narration given in the first person. Through his narrative, the writer, a black man, tells the reader his mixed marriage and gives a vivid description of the attitudes of his girlfriend's parents toward a mixed marriage.

The narration goes hand in hand with argumentation. This can be seen clearly in the second part.

Step IV. Text Structure Analysis

(Paras. 1-4) The mixed marriage of Gail and Mark

Device: Narration (叙事法): The story is told in the first person. Through his narrative, the writer, a black man, tells the reader his mixed marriage (Paras. 5-9) The reaction of Gail's mother to the marriage

Device: Argumentation (论证法): Typical example of argumentation by rejecting the first idea and presenting some other idea. (page 64-65) (Paras. 10-21) The response of Gail's father to the marriage

mutual trust /compromise / support / benefits / understanding / tolerance

2. overlook pretend not to notice

She overlooked his offensiveness and tried to pretend nothing had happened.

3. prejudice n. unreasonable dislike and distrust of people

- What kind of prejudice is common in the world

- Women have to face a great deal of prejudice in the workplace.

- Prejudice against black people is common in many parts of America.

4. confirm v. show that sth. is true

Everything you have just said confirms the view that nobody can be trusted.

5. hesitate v. pause before saying or doing sth.

- Is there anything in the world that you never hesitate to pay - I never hesitate to pay for (gift for my mother, CD, etc.)

6. proceed v. start to do sth., often after doing sth. else

The interview proceeded in a most friendly environment.

7. resolve v. find a solution ( to a problem, crisis, etc.)

They hoped the crisis could be resolved peacefully.

(Let Ss listen to the new words in the CD-rom and read them loudly) Assignments: 1) Reading aloud and reciting: new words, phrases & expressions of section A,Para. 4 of section A; 2) Doing exercises of Section A;

● Language points:

1) Gail and I imagined a quiet wedding.(Para. 1)

Meaning: Gail and I planned to have (or: thought about having) a wedding without many people or without much activity.

imagine: vt. (here) plan to have, think about having…

We imagine a quiet holiday at home for this summer after a busy year.忙碌了一年,我们打算今年夏天在家过个安静的假期.

If “imagine” is followed directly by a verb or a “non+verb” structure, the verb should be in the –ing form.

Eg. It's hard to imagine living in a place where there are no telephones or cars.

很难想像生活在一个没有电话,没有汽车的地方会是个什么样子.

I can't imagine George being unfair to anyone.

我不能想像乔治竟然会对谁都不公正.

2) … the usual ups and downs of a couple…(Para. 1)

ups and downs: a mix of good experiences and bad experiences

Life is full of ups and downs. 人生充满了欢乐与痛苦.

He has seen the ups and downs in the history of the relations between the two countries. 他经历了两国关系史上的圆缺阴晴.

3)But through it all we had honestly confronted the weaknesses and strengths of each other's characters. (Para.1)

Meaning: But in experiencing all the ups and downs we had honestly faced and tried to deal with the weak sides and good sides of each other's characters.

through: prep. From the beginning to the end of

I have read halfway through the article but found it uninteresting. 这篇文章我已看了一半,可是觉得它枯燥乏味.

4) …had honestly confronted the weaknesses and strengths of each other's characters.

Weaknesses and strengths: weak points and strong points

It's important to know your own weaknesses and strengths.

了解自己的缺点和优点很重要.

Character: n. all the qualities that make a person or place different from other people or places

He has a strong but gentle character. 他的性格坚强而温柔.

The twins look the same but have very different characters.

这对双胞胎长得很像,但性格很不同.

5) …and being open with each other. (para. 2)

Open: a. willing to talk honestly, frank

Let's be open with each other. 让我们彼此开诚布公吧.

He is a very frank and open person. 他是个很坦诚的人.

6) Gail and I had no illusions about what the future held for us as a married, mixed couple in America. (Para. 3)

Hold: vt. Own, be able to contain or offer. “Hold” in this sense can also be used figuratively.

He holds a half share in the business. 他在这个企业中拥有一半的`股份. Life holds many surprises for us. (喻)人生中有许多意想不到的事情. married: a. If you are married, you have a husband or wife.

Her married life was exceptionally happy. 她的婚后生活十分幸福. a married woman 一位已婚妇女

mixed couple: a couple of different races

7) …they overlooked serious personality conflicts in the expectation that marriage was an automatic way to make everything work out right. (Para. 4) Meaning: They ignored serious personality conflicts. They hoped that everything would go right automatically when they lived their married life. overlook: vt.

i) fail to notice or realize how important sth. is, miss

You have overlooked several of the mistakes in this work.

你忽略了这项工作中的几个错误.

The secretary is very careful and never overlooks any little points. 秘书是个很细心的人,从不放过任何细小问题.

ii) pretend not to notice; forgive

We'll ovelook your bad behavior this time, but don't do it again. 这一次我们不计较你的错误行为,但是切勿再犯了.

iii) have or give a view of (a place) from above

Her bedroom has large windows overlooking a lake.

她的卧室有几扇对着湖面的大窗子.

8) …to make everything work out right. (Para.4)

work out:

i) have as a result, turn out, happen or progress in a certain way In this sense, the verb phrase is intransitive.

How the situation will eventually work out only time can tell.

情况最后将会是怎样,只有以后才能知道.

ii) find by reasoning or figuring

In this sense, the verb phrase is transitive.

Have you work out the answer 你已经得出了答案来了没有

9) That point was emphasized by the fact that Gail's parents, after thirty-five years of marriage, were going through a bitter and painful divorce,..(Para.4)

Meaning: That point was made particularly true when Gail's parents, after thirty-five years of marriage, were experiencing a bitter and painful divorce.

The country has gone through too many wars. 这个国家经历了太多的战争. go through hardships 历尽千辛万苦

10) Her mother, Deborah, all along had been supportive of our relationship…(Para. 5)

Meaning: When Deborah heard our plans, she did not express her congratulations but advised Gail to be really sure that that was the marriage she did want.

congratulations: n. (pl.) If you offer someone your congratulations, you congratulate them on something nice that has happened to them or something admirable that they have done.

To offer one's congratulations on her success 对她的成功表示祝贺 Congratulations on your marriage!恭喜你们喜结良缘!

upon: prep.(the same as “on”) immediately after, directly after (and often as a result of)

Upon(or: On) hearing the news, she burst into tears.

一听到这个消息,她就放声大哭起来.

11) …I harbored reservations about a mixed marriage, prejudices you might even call them.(Para. 7)

Meaning: I had doubts whether a marriage between a white and a black would work out well, which you might even call prejudices.

harbor: vt. have (feelings, thoughts, images etc.) in one's mind over a long period of time

He harbors a secret hatred against his father. 他对他的父亲暗怀憎恨.

12) We've seen each other at our worst many times. (Para. 8)

Meaning: We have had many times when we behaved as unpleasantly as possible towards each other.

at one's worst: when one is behaving as unpleasantly as possible

This was his mother at her worst: her voice was sharp and loud, and she was to be angry at anyone.

Meaning: Why do you want to get married in such a hurry

This is an elliptical question(省略式问句).Another example in this reading passage is: Then why the rush (Para. 12) 干吗匆匆忙忙的

In why-questions we often have ellipsis(省略).More examples:

Why bother waiting any longer (= Why should we bother waiting any longer ) 为什么我们还得费功夫等下去呢

1. 1. Typical patterns for showing the changes of one's mind

原句:To start with I must admit that at first I harbored reservations about a mixed marriage,…. But when I met Mark, I found him a charming and intelligent young guy. (L. 28) 首先我必须承认,刚开始我对异族通婚是有保留的,?但当我见到马克时,我发现他是一个既讨人喜欢又聪明的年轻人.

句型提炼:

To start with, sb. admits ( feels / believes) that at first ( at the beginning)… But when (as)…, he / she found (realized) that…

首先某人承认(感到/认为),起初,? 但是当??时,某人发现(感觉到)?

应用:a. 首先我应该承认,起初她的外貌并没有给我留下什么印象.但随着我们接触增多,我发现她温柔,贤惠,善解人意.

To start with I must admit that at the beginning her looks left little impression on me. But as we made more contacts with each other, I found her gentle, virtuous, and good at reading my mind.

应用: b. 他首先承认当初他对此事想得太简单,觉得不用费多大力.但当他着手做此事时, 他突然意识到,凡事想做好都不容易.

To start with he admits that at first he took the matter for granted, assuming it is unnecessary for him to make much effort. But when he set about doing it, he came to a sudden awareness that nothing is so easy if one wants to do it better.

2. Typical patterns for showing one's disapproval of doing sth.

原句:If we had to resolve all doubt before we acted, very little would ever get done. (L. 63)

假如我们在做任何事情之前,必须把所有的疑难问题全部解决的话,那么我们几乎就什么都干不成了.

句型提炼:

If sb. has to do sth. before sb. does what he wants to do, little (nothing) would…

在??之前,假如必须做??,那么几乎什么(没有任何事情)可以(能够)?

应用: a. 诚然, 谨慎的确重要.但如果在采取行动之前我们总得瞻前顾后, 那么什么事情也做不成.

Admittedly, being cautious really matters. But if we always have to look ahead and behind before we take actions, nothing could be achieved. 应用: b. 假如我们在实施一项计划之前必须征得每个人的支持, 那么很多机会就会白白丧失, 从而一事无成.

If we have to get everyone's approval of a plan before we put it into effect, many opportunities would be wasted, thus leaving little to be done.

3. Typical patterns for expressing one's reservations about sth.

原句: You may be right. But I still think that waiting won't hurt. (L.41) 你也许是对的.但我还是认为再等一段时间有好处.

句型提炼:

Sb. (Sth.) else may be right (correct / reasonable / true). But sb. still

thinks (believes / considers / feels / takes the view) that…

某人(某事)也许是对的.但某人仍然认为??

应用: a. 发展当地经济是正确的.但我仍然认为以牺牲环境为代价来发展经济无异于杀鸡取卵.

Developing local economy is correct. But I still believe developing the economy at the expense of the environment is no different from killing the goose to get its golden egg.

应用: b. 他关于成功的定义也许是对的.但我仍然认为一个成功的人是执着追求自己梦想的人.重要的是过程,而非结果.

His definition of success may be right. But I still think a successful person is one who persists in pursuing his dream. It's the process, not the result, that counts.

Assignments: 3) writing: Choose one of the topics given to write a paragraph, which starts with a correction of one idea and goes on to present another idea; 4) Preview: Section B.

自我评价问题Questions for Self-evaluation:

Do I understand the text and fully master the useful words and expressions Have I learned some traditional ideas about marriage practiced by different cultures around the world

Have I mastered the devices of developing a paragraph which starts with a correction of one idea and goes on to present another idea

4. Have I conducted a series of listening, speaking, reading and writing activities assigned by the teacher and done it well

教材与教学资源Resources and Materials:

New Horizon English 2 --- Reading and Writing

New Horizon English 2 --- Listening and Speaking

New Horizon English 2 --- Reading and Writing (Teacher's book)

New Horizon English 2 --- Listening and Speaking (Teacher's book) New Horizon English 2--- Speed Reading

Online Resources about New Horizon English

教参References:

Oxford Advanced Learner's English Chinese Dictionary

Macmillan English Chinese Dictionary

A Dictionary of English Collocations

中职英语课件 篇5

下面是小编为大家整理的中职英语通用版通用_Unit1,单元测试,综合练习（许爱雪）,公开课教案课件教学设计资料（完整）,供大家参考。

第一单元测试卷 (Book3) （总分 70 分） 2022. 3 姓名_________ 座号________ 一、翻译短语（7 分） 1.古典音乐__________________ 2.关注，集中于_______________________ 3.实现_____________________ 4.在 20 世纪 80 年代___________________ 5.把…视为…_________________ 6.与……竞争 ________________________ 7.在……方面有天赋________________________ 二、改写句子（3 分） 1. He liked swimming last summer holiday. He ___________________________ swimming last summer holiday . 2. What do you often do in your spare time ? What do you often do___________________________ ? 3. It is Mike’s dream to visit the Great Wall one day. Mike ____________________________ visiting the Great Wall one day. 三、单项选择题（20 分） ( )1. He likes sitting in the sunshine, books. A. read B. reads C.to read D. reading ( )2. Yoga and street dancing different countries many years ago. A. comes from B. is from C. came from D. are coming from ( )3. Please focus your mind _____the ______ problem. A. on, follow B. to, following C. to, follow D. on, following ( )4. Yoga helps me feel _______ and _______. A. relax, keeping fit B. relax, keep fit C. relaxed, keeping fit D. relaxed, keep fit ( )5. Street dancing was created by American black teens __________. A. in the 1970 B. in the 1970s C. in the 1970s’ D. about the 1970 ( )6. Eileen Gu(谷爱凌) practices ________ every day . A. ski B. skis C. to ski D. skiing ( )7. He got up very early this morning he could catch the first bus.

A. as soon as B. so that C. before D. while ( )8.The teacher is very popular _____ the students ____ our school. A. between, and B. at, in C. among, in D. by, in ( )9. I often spent my free time ______ rock music in the past. A. listen to B. listening C. listening to D. listened ( )10. --What’s your hobby? --- My hobby is _________. A. playing the guitar B. playing guitar C. playing a badminton D. play badminton ( )11.She is very busy ____ weekdays, but she is free _____ weekends. A. at, on B. in ,at C. on, at D. at, in ( )12. ___ time goes by, I understand how my parents love me. A. With B. As C. When D. While ( )13. When she was a little girl, she showed much ______ in drawing. A. interest B. interesting C. interests D. interested ( )14. We didn’t go to school ______ the typhoon was coming. A. because B. if C. though D. until ( )15. _____ he was ill badly, ____ he was not late for school. A. If B. Although C. Unless D. Because ( )16. Tom knew nothing about it ______ his sister told him. A. since B. if C. until D. while ( )17. He has studied in this school ______ she was seven years old. A. since B. if C. until D. after ( )18. He was _____ excited _____fall asleep when he heard the good news. A. too, to B. so , that C. such , that D. enough , that ( )19.We should wash hands _______ meals and wear masks in public to keep away from Corona Virus Disease （新冠肺炎）. A. after B. but C. before D. if ( )20. Newton was playing under an apple tree _____ an apple fell onto his head. A. after B. when C. before D. while 四、完形填空（10 分）

Twenty years ago, I drove a taxi for a living. One time in the middle of the night, an old lady in her eighties 1 my taxi. She gave me an address, and then asked: “Could you drive through downtown（商业区）?” “It’s not the shortest way,” I answered quickly. “Oh, I don’t 2 ,” she said. “I’m in no hurry. I’m on my way to a hospice (临终关怀医院). I don’t have any family left. The doctor says I don’t have very long.” I 3 shut off the meter(里程表). For the next two hours, we drove through the city. She 4 me the building where she had worked , the neighborhood where she and her husband had once lived, the place where she danced as a girl. As the sun was rising , we got to the hospice. “How much should I pay you?” she asked, reaching into her purse(钱包). “ 5 ,” I said. “You have to make a living,” she answered. “There are other 6 .” “You gave an old woman a little moment of 7 ,” she said. “Thank you.” I drove into the fine 8 light. Behind me, a door shut. It was the sound of the__ 9 of a life. I drove aimlessly（无目的地）, lost in thought. For the rest of the day, I could hardly talk. What if (要是…..怎么办)that woman had got a(n) 10 driver, or one who was impatient(没耐心的) to end his shift(换班)? What if I had refused to take the run? （ ）1. A. found B. took C. looked （ ）2. A. count B. know C. mind （ ）3. A. quietly B. gladly C. angrily （ ）4. A. reminded B. introduced C. showed （ ）5. A. Anything B. Something C. Nothing （ ）6. A. passengers B. drivers C. patients （ ）7. A. pity B. pain C. joy （ ）8. A. morning B. afternoon C. evening （ ）9 A. opening B. closing C. beginning （ ）10. A. careful B. polite C. unfriendly 五．阅读理解（30 分） （ （A ） One morning during breakfast , Robert was reading a letter “Look, dear," he said to his wife Mary," someone sent these two tickets for the play this evening. Wasn’t that kind?" “Who sent them?" asked Mary. “I’ve no idea," said Robert. “There’s a note in the envelope , but it says: "Can you guess who sent these two tickets to you?”

“Well, never mind," said Mary, "I expect one of our friends wants to give us a surprise.” After dinner that evening，Robert and Mary put on their best clothes and went to the play. They had a wonderful evening and came home very grateful (感激) to the unknown friend who had given them the tickets. But when they got back to their flat (公寓) ,they found that a thief(窃贼) had been there. In fact ，everything they owned had been stolen 一 furniture ，pictures, clothes，money and even the knives and forks in the kitchen. At the center of the kitchen table was another notes. This one said, " Now can you guess who sent the tickets?" ( ) 1. After breakfast，Robert and Mary went to see the play at once. A. Right B. Wrong C. Doesn"t say ( )2. Robert and Mary enjoyed the play very much. A. Right B. Wrong C. Doesn"t say ( )3. It was one of their friends who gave them a nice surprise A. Right B. Wrong C. Doesn"t say ( )4. A thief came to their flat while they were out. A. Right B. Wrong C. Doesn"t say ( )5. Finally , they knew the thief had sent the tickets, A. Right B. Wrong C. Doesn"t say （ （B ） Welcome to Made-in-China website! Tea pot （茶壶） Color: White Price: ¥ 120 Delivery (递送）time: 10 work days after received 30% payment. Tea pots with good quality. And the best gift for your friends or your family. Handbag （手提包） Color: Black-and white Price: ¥ 280 (¥ 520 for two on Women’s Day) Delivery time: 7 days after confirmation (认证）

We have our own designers. Our new styles may give you a new surprise. 2013 Newly Children Bicycle Color: Blue Price: ¥ 240 (20% off on Children’s Day) Delivery time: 5 days after confirmation With a basket for children aged from 3-7 New Design Fashion Button （纽扣） Color: All kinds of colors Price: ¥ 1.00 (¥9 for ten) Delivery time: 3 days after confirmation New and popular designs, you can dye them into different colors if you like. （ ）6. Where can you buy these things according to the advertisements? A. In a shop. B. In a mall. C. On the Internet. （ ）7. From the ads, you can buy the children bicycle for a child of __________. A. 2 B. 5 C.8 （ ）8. The best birthday gift for your grandpa is __________. A. some buttons B. a handbag C. a tea pot （ ）9. My mother ordered some fashion buttons, and she can get them ______ days later. A. three B. five C. seven （ ）10. If you have 400 yuan, you can buy __________. A. two handbags B. 500 buttons C. a tea pot and a handbag （ （C ） Rock climbing(攀岩) did not become a sport until late in the 1900 S . But now it has become a popular outdoor activity. While rock climbing may still be necessary for mountain climbing, most people just climb low mountains for fun. If you have ever done rock climbing, you will know that it is not a very easy sport. Indoor and outdoor rock climbing both need practice. What most people don’t know is that rock climbing is one of the sports that depend on your body and mind.

To climb successfully, one must use wonderful skills. One of the important rules is to always have three parts of your body on the rock face. Another important rule is that your arms only hold you close to the rock face while your legs are pushing you up, the closer you are to the rock face, the easier it is to climb. Rock climbing is a wonderful sport. Once you start to learn how to climb, you’ll find more fun. People who like games such as chess playing or problem-solving may love rock climbing, because they are nearly the same in the way of thinking. For anyone who wants to get into beautiful shape, rock climbing is a fun and good way. Anyone who enjoys a difficult game and loves the outdoors should think of taking rock climbing as a new hobby. ( )11. When did rock climbing become a sport? A. In 1900. B. Early in the 1900s. C. Late in the1900s. ( )12. Rock climbing is one of the sports that depend on . A. your body B. your mind C. both your body and your mind ( )13. The wonderful skills for rock climbing are . A. to always have three parts of your body on the rock face B. your arms only hold you close to the rock face while your legs are pushing you up C. Both A and B ( )14. The chess players may like rock climbing because ...

中职英语课件 篇6

中职英语课件是指为中职学生设计的英语教育教学工具。随着我国中职教育的发展，越来越多的学校开设了英语专业课程，为学生提供更多的英语学习机会和平台。而合理有效的教学手段和工具对于提高学生的学习兴趣和提升教学效果起着至关重要的作用。中职英语课件正是为了这个目的而设计的一种工具。

中职英语课件具有更生动、直观的特点。相比于传统的教学方式，课件可以通过图片、音频、视频等引人入胜的多媒体元素，直观地展示英语知识和技能，给学生留下深刻的印象。比如，在教授英语单词时，可以通过课件上的图片直接显示单词对应的物品或动作，让学生在视觉上直接与英语单词联系起来；在教授英语语法时，可以通过动画或视频演示语言的规则和应用场景，帮助学生更好地理解和记忆。

中职英语课件具有更大的互动性。互动是中职英语课堂教学中非常重要的一环。传统的教学方式往往是老师讲、学生听，学生的参与程度较低。而中职英语课件则能够为教师提供更多的互动工具，例如课堂投票、小组讨论、角色扮演等，使学生参与到课堂教学中来，主动思考和实践，提高学习效果。同时，中职英语课件还可以设计各种形式的练习和游戏，如填空、选择、连线等，增加学习的趣味性和挑战性。

另外，中职英语课件具有便于备课、上课的特点。备课是每位教师都必须经历的一个重要环节。传统的备课方式常常需要手写或打印大量的教案、教材和习题等教学资源，不仅费时费力，而且易于遗失。而中职英语课件则可以将所有的教学资源整合到一个电脑文件中，方便教师随时查阅和使用。在上课过程中，教师可以根据自己的需求，灵活地调整和使用课件的内容，以适应不同层次的学生和教学目标。同时，中职英语课件还可以轻松地与其他教育软件和平台进行互动和集成，扩展教学资源和学习渠道。

中职英语课件是为中职学生设计的一种教育教学工具。它通过多媒体、互动等特点，使教学更加生动有趣，学习更加主动有效。相信随着科技的不断进步和教育的不断发展，中职英语课件将会越来越广泛地应用于中职英语教学中，为学生提供更好的学习体验和成长空间。

中职英语课件 篇7

鲜花朵朵，争奇斗艳，芬芳迷人。要是我们留心观察，就会发现，一天之内，不同的花开放的时间是不同的。凌晨四点，牵牛花吹起了紫色的小喇叭；五点左右，艳丽的蔷薇绽开了笑脸；七点，睡莲从梦中醒来；中午十二点左右，午时花开放了；下午三点，万寿菊欣然怒放；傍晚六点，烟草花在暮色中苏醒；月光花在七点左右舒展开自己的花瓣；夜来香在晚上八点开花；昙花却在九点左右含笑一现……

不同的植物为什么开花的时间不同呢？原来，植物开花的时间，与温度、湿度、光照有着密切的关系。比如，昙花的花瓣又大又娇嫩，白天阳光强，气温高，空气干燥，要是在白天开花，就有被灼伤的危险。深夜气温过低，开花也不适宜。长期以来，它适应了晚上九点左右的温度和湿度，到了那时，便悄悄绽开淡雅的花蕾，向人们展示美丽的笑脸。还有的花，需要昆虫传播花粉，才能结出种子，它们开花的时间往往跟昆虫活动的时间相吻合。

一位植物学家曾有意把不同时间开放的花种在一起，把花圃修建得像钟面一样，组成花的“时钟”。这些花在二十四小时内陆续开放。你只要看看什么花刚刚开放，就知道大致是几点钟，这是不是很有趣？

1、 教材简析：

课文按照“归纳现象---揭示原因---实际运用”的思路，说明不同的花会在不同时间开放及其原因。作者先讲观察后的发现：一天之内，不同的花开放时间是不同的。并形象例举了牵牛花等9种花不同的开花时间来说明这个发现；接着分析回答不同的植物开花时间不同的原因；开花时间与温度、湿度、光照有关，与昆虫活动时间有关；最后扩展开去，谈到植物家修建“花钟“，其做法很奇妙。

会认“怒、暮、燥、雅”等8个生字。

能力目标：

（1）正确、流利，有感情地朗读课文，结合语境理解词语，并用欣赏的心情朗读和背诵自己喜欢的部分。

（2）读懂课文内容，体会课文用不同的说法表现鲜花开放的特点。

（3）激发观察的兴趣，初步养成留心观察和思考的习惯。

3、教学重、难点：

在理解课文内容的基础上，理解不同的表达句式，对一些句子尝试换一种说法。

三年级的语文教学正处于由低年级的.识字教学向中年级的阅读教学的过渡阶段，在小学语文中起着承前启后的作用。其主要任务是进行段的训练，并在段的训练中培养学生理解词语、运用词语的能力。在本课得教学中以新课标为指导，以学生为中心，根据三年级学生阅读实际情况，主要采用了课前搜集资料，质疑问难，自主探究，合作交流等方法，以课文题目为切入点引导学生质疑，采用现代教学手段，然后组织学生探究并体验，配合板书与贴画，最后拓展延伸，从而体现教师的主导性和学生的主体地位，体现语文课的开放性和语文课与实际生活相结合的特点。努力为学生营造一个开放而富有活力的学习氛围，提供展示的机会，让学生体验到成功的喜悦。

看黑板上是什么图？（展示一个钟表）说说它的用途？再板书“花”，看了“花钟”这个课题，让学生的大脑迅速活动起来，思考与课题相关的问题，这时学生会提出花钟是什么样的？什么是 “花钟”？……

(这也正是课文所要了解的相关内容，学生在读课文时也能更有目的去读。长此以往，学生由不敢问到大胆问再到善于问，他们的思维会随之活越，学习的兴趣也会高涨。兴趣是最好的老师，在孩子熟悉的事物中)

只要看看什么花刚刚开放，就知道大致是几点钟，这太不可思议了。你们瞧！（出示日内瓦大花钟）这就是世界上最早发明、最著名的日内瓦大花钟，它座落于瑞士这个“花园之国”。瑞士又称钟表之乡，瑞士的能工巧匠别出心裁地创造出了“花钟”。那“花钟”里都种了哪些花呢，下面董老师想带大家一起走入花的世界，去领略一下花的美丽与神奇。（欣赏各种各样的花，伴着音乐解说）欣赏完这些花，你们有什么感受想说说吗？（学生自由说）由此引入课文第一自然段：鲜花朵朵，争奇斗艳，芬芳迷人。

(在这里我紧扣课题，由“什么是花钟”这个问题带动全文，激起孩子们走进文本的阅读期待。以学生的自读为主，让他们在放声诵读中实现与文本的初次对话，整体感知课文内容。在此基础上，让他们谈谈自己的阅读感觉。每个同学都是一个独立的个体，他们对文本都会有自己不同的感受。所以他们汇报的过程就是一个充满个性化的、体现他们自己从文本获取知识的过程。（出示幻灯片：课文最后一段）)

课文的第一自然段是全文的重点和难点。在教学过程中要根据三年级学生阅读的特点，通过重点词句引导学生理解文本，让学生在读的过程中感受文本。

设置“读了课文，你知道美丽的“花钟”上到底是有哪些花呢，课文是怎么介绍的呢？”这个问题，让小组合作，你读我找。出示并欣赏照片，说出花的名字。

然后找出文中描写花开放时间的句子，如“凌晨四点，牵牛花吹起了紫色的小喇叭；五点左右，艳丽的蔷薇绽开了笑脸；七点，睡莲从梦中醒来；……”

(重点品读。学生会感受出拟人、比喻等修辞手法的运用产生的形象生动等效果，在感知、理解、积累、运用语言过程中，读写结合、相互贯通，进行仿写。读写结合符合儿童的心理特点。儿童学习语文具有模仿性和较强的发表欲等特点。引导学生仿其神，仿其意，仿其路，仿其格，仿其法，从而有效地提高学生的读写水平。)

学生肯定会对花为何开放时间不同，提出疑问，由此导入第二自然段中寻找原因。

阅读教学的重要任务是引导学生学习语言、发展语感。学习母语尤其要重视对语文材料的积累、感悟。这篇课文语言流畅，生动有趣，语言贴近儿童生活，在指导学生朗读时，可以让学生选择最感兴趣的语句，细细品读，从而更好的落实教学内容。

今天，我们漫游了花之语王国，通过认真的阅读，积极的探索，在广阔的知识海洋里，学会了思考，感受到学习的乐趣。老师相信，大自然里还有许多许多的奥秘等着你们去发现。

中职英语课件 篇8

一、教材分析：

《集合与元素》是江苏教育出版社，中职《数学》基础模块上册第一章第一节的内容。本节课的主要内容：集合以及与集合有关的概念，元素与集合间的关系．初中数学课本中已出现了一些数和点的集合，如：自然数的集合，有理数的集合，不等式解的集合，线段的垂直平分线是到线段的两个端点距离相等的点的集合??但学生并不清楚“集合”在数学中的含义．集合是一个基础性概念，也是高中数学的开篇，是我们后续学习的重要工具，如用集合语言表示函数的定义域、值域，方程与不等式的解集，曲线上点的集合等．通过本章的学习，能让学生领会到集合语言的简洁和准确，帮助学会用集合语言描述客观，发展学生运用数学语言交流的能力。

根据教学大纲及上述对教材的分析，我确定本节课的教学目标为：

知识目标：

1.通过实例，了解集合的含义，理解集合以及与有关的概念；

1.让学生感知数学知识与实际生活的密切联系，培养解决实际问题的能力；

2.学会借助实例分析、探究数学问题，发展学生的观察、归纳能力；

情感目标：

1.通过联系生活，提高学生学习数学的积极性，形成积极的'学习态度；

2.通过主动探索，合作交流，感受探索的乐趣和成功的体验，体会数学的理性和严谨．

根据上述对教材的分析，确定的教学目标，本节课的教学重点定位为：集合的概念，元素与集合的关系；考虑到学生已有的知识基础与认知能力，教学难点定位为集合的含义。教学中从学生已有的知识和经验入手，结合现实生活中的例子、教师引导、学生自主探索等活动，让学生亲自参与概念、结论的逐步形成过程，达到化难为易，突破难点。

四、学情分析：

高中阶段是学生智力发展的关键年龄，学生逻辑思维从经验型逐步走向理论型发展，观察能力、记忆能力和想象能力也随之迅速发展．心理方面：高中学生有着强烈的好奇心，有表现的欲望，也有探索原理、明白方法的理性愿望，他们希望平等交流研讨，厌烦空洞的说教．对刚进入职中的学生来说，学生的数学基础相对薄弱，他们还没具备一定的观察、分析、理解、推理、解决实际问题的能力．

五．教法与学法：

根据上面的分析，从高中生的心理特点和认知水平出发，结合学生的实际情况与认知障碍，按照突出重点，突破难点，本课采用探究式教学，让学生主动去探索，激发学生的学习兴趣，而教师则在情境创设、认知策略上给予适当的点拨和引导．在教师的指导下，学生主动思考、交流、讨论、提出问题，在此基础上，教师层层深入，启发学生积极思维，逐步提升学生的数学学习能力．集合概念的形成遵循由感性到理性，由具体到抽象，便于学生理解和掌握．本课采用多媒体辅助教学，提高课堂效率，激发学习热情。

根据以上分析，我对本节课的教学过程作如下安排：

1.引入新课：

（1）学校通知：创设情境，揭示本课主题；同时对集合的“整体性”有个初步的感性认识。

（ 2）介绍集合论的创始者康托尔（适当介绍数学人物，体现数学文化价值，也能激发学生的学习兴趣）

2．究竟什么是集合？（实例探究）：切合学生现有的认知水平， 以学生熟悉的物理、地理知识，生活实际为背景进行探究，为本课教学创造出一种自然和谐的氛围，充分调动学生的学习热情；探究过程学生积极思考、交流，作答，教师针对学生的回答启发、引导学生寻找三个实例的共同特征，培养学生的观察、总结能力；由具体到抽象，由感性到理性，为下面水到渠成的介绍集合概念做好铺垫；

3.集合概念，本课的重点。结合探究中的三个实例，让学生说出集合和元素各是

什么？知识的呈现由抽象到具体，进一步熟悉元素与集合的概念。让学生分清实际问题中的集合和元素，为后面学习两者间的关系做好铺垫。

教师在这一环节做好学习指导：确定的对象组成的整体叫做集合。如果对象不确定，就不能过程集合。（举出正反两个方面的例子，加深对概念的理解，突出本课的重点）

4.熟悉巩固集合概念：通过这组例题、练习，帮助学生进一步熟悉和理解“集合”概念。

5.集合的符号记法，为 本节重点做好铺垫。

6.从实例入手，探索元素与集合的关系。学生能用文字语言描述，如何用数学语言描述，给出元素与集合关系的符号表示。在这个环节，教师适当引导，学生积极主动的参与到知识的逐步形成过程，便于学生理解掌握，落实本课的重点。

（2）理解两符号的含义；

7.思考交流：本课的重要环节，在课堂上给学生提供充分的活动时间和空间。通过自由举例，能深化集合的概念，同时还能提升学生的分析能力，表达自己见解的能力；有利于教师对学生的学习情况有一定的了解，便于师生之间的思想沟通；而且能培养学生积极参与的态度和意识，有利于情感目标的实现。

8.从所举的例子中，抽象出数集的概念，并给出常见数集的记法。

9．学生练习：通过练习，识记常见数集的记法，同时进一步巩固元素与集合间的关系。

10，结合例1中的三个集合，介绍有限集、无限集。由方程x2?1?0的解组成的集合，给出空集的概念集符号。

11.知识的实际应用：

问题不难，落实本课能力目标，培养学生运用数学的意识和能力，初步培养学生应用集合的眼观看现实世界。

12.课堂小结：

以学生小结为主教师帮助为辅，巩固所学知识，帮助学生认识到要学会梳理所学内容，要学会总结反思，使学生的认识进一步升华，培养学生的归纳总结能力。

七．教学评价：

教学评价的及时能有效调动课堂的气氛，感染学生的情绪，对课堂教学发挥着积极的推动作用。教学过程中，尊重学生之间的差异，培养学生应用集合的眼观看研究对象；注重过程性评价与多元评价，将教学评价贯穿于本堂课的每个教学环节中，通过自我测评、同学互评、老师点评等多种评价方式让更多的学生获得学习的自信，在轻松融洽的课堂评价氛围中完成本节课的教学和学习任务。

八、教学反思：

1．通过现实生活中的实例，从特殊到一般，在具体感知的基础上得出集合的描述性概念，便于学生理解和接受．

2．启发式教学，营造民主和谐的课堂氛围，培养了学生自主学习、合作交流的学习习惯，也使学生体验到成功的喜悦、享受发现的乐趣．

3．教学内容生活化，激发了学生的兴趣，提升了学生运用数学的意识；

4．只有部分学生能主动学习，基础薄弱的学生跟不上教学节奏．课后根据实际情况进行适当的辅导。

附 板书设计 本课采用传统教学与多媒体教学相结合，板书如下：

各位老师，我的说课到此结束，我知道在我的说课过程中还有诸多不足，恳请各位老师提出宝贵意见，谢谢！

中职英语课件 篇9

各位评委老师好，今天我将就以下几方面说一下我这节课的主要内容以及构思。

课本是七年级的英语教材，选用仁爱版。今天上的第二单元第一个话题是关于描述人的外貌特征。在描述人的相貌和特征时，用have/has引导的表示所属关系的句型进行描述，并且用big, small, long, short等形容词来进行说明。在学习时，可以联系身边的真实人物，如教师和学生。描述学生身边的人和事不仅能使语言知识在真实的情境中得到应用，而且容易激发学生兴趣，调动其积极性，同时营造生动，有趣的课堂氛围，使学生在宽松的气氛中学习，收到最佳学习效果。

have/has 与人称代词的用法，以及关于它们的一般疑问句五。教学工具

玩一些力所能及的小游戏，因为本话题主要是学习一些关于人体部位的名词，而这些部位每个学生都拥有，可以把它们当作相关的教具。先教学生们拼读新单词（关于身体部位的），然后让学生们在自己身上找到相关单词所描述的对象，结合学习，增强学生的兴趣，也使学生们易于接受。

进行身体部位触摸游戏，“Teacher says”,老师说出身体部位的英语单词，然后让学生边触摸身体部位（老师所报出单词相对应的身体部位），边读出单词，既可以检查学生的记忆情况，也可以检查学生的口语能力。

英语需要听，说，读，写四项技能的训练，而且缺一不可，其中听是很重要的一个部分。英语是我们的第二语言，对于母语不是英语的学生来说有一定的难度，我们不知道英语国家人们的`语音语速，这就需要我们多听，培养语感，并在其中慢慢模仿，学习正确的语音，语速和语调。这也能训练我们的听力能力，对考试中的听力试题有相当大的帮助。

为了英语不枯燥无味的学，老师可以准备一些丰富的图片，让学生更好的观察与造句，这种形象的教学不仅能让学生提起对英语的兴趣，也能使学生更加容易接受，理解并掌握。还有一些相关的动画展示，更能达到效果，4.解释重点，并让学生自己操练

这篇话题中有很多重点单词，词组与句子，要提出来给学生重点解释，并多举一些相关的例子来说明知识点，让学生容易理解。给他们一些课内时间，让他们自己阅读，训练英语口语能力，并鼓励学生大胆站起来进行情景对话。

课文中的相关练习是对本课知识点的巩固，在学习完新课内容后，用一些相关的练习，让学生对自己进行测验，认清自己的掌握状况，弥补不足。

使用的课件是七年级上学期Unit 2 Topic 1 I have a small nose. Section B的教学课件。本课在上一课的基础上继续学习人体名词和have/has的用法。在将课本内容稍作调整之后，用五步教学法完成本课的教学任务。教学活动仍以听说为主，辅以大量的练习加以巩固。

导入——①复习人体名词及have/has的用法。导入新知识的学习。让学生对第三人称单数主语有初步的认识。

（幻灯片2、3、4利用图片复习人体名词，相关形容词和have/has的用法，呈现第三人称单数主语。）②活动。 Work alone或让学生Pair work, 一个学生说第一句，另一个学生说出第二句。（幻灯片5核对答案。）呈现——①学新单词 hand,arm,leg,foot

（幻灯片6、7、8、9、10 图片呈现新单词。）（幻灯片6左上角look是新单词，应强调。）

②呈现Does she/he/it have… 的用法。

（幻灯片11、12、13,其中12和13要求学生思考后回答。）③学新单词movie,star,Chinese,favorite.

④呈现课文1a的flash.学生听，标调，跟读。

（幻灯片15呈现1a的flash.点击影片1播放。）巩固—— ①关键词复述对话。（幻灯片16给出关键词。）②完成课文1b的Pair work.两人一组模仿1a谈论自己喜爱的老师。

（幻灯片17核对答案。播放录音点击右上角的录音1.）第二关：课文4,（不要让学生看课本）让学生听句子，标调，看谁做得又对又快。

（幻灯片18核对答案。播放录音点击右上角的录音2.）②完成5a.（幻灯片19出示5a.）

③课文5b,玩Bobby says 游戏（幻灯片20出示5b.）。

活动—— 唱一首有关人体名词的歌。

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幼儿英语课件四篇

教师范文大全小编为你搜集了关于“幼儿英语课件”的相关信息。教案课件是老师需要精心准备的，但老师也要清楚教案课件不是随便写写就行的。做好教案课件的前期设计，才能按质按量地达到预期教学目标。如果你喜欢我的分享请动动手指把它收藏起来！

幼儿英语课件 篇1

天气英语幼儿教案主题范文

Title: Learning About Weather - An English Lesson Plan for Young Children

Introduction:

In this English lesson plan, we will focus on teaching young children about different types of weather. Through fun activities, games, and discussions, we will help the children to learn new weather vocabulary, understand the characteristics of weather, and practice basic conversations related to weather.

Objectives:

1. Learn new weather vocabulary words

2. Understand the characteristics of different types of weather

3. Practice basic conversations about weather

Materials Needed:

- Flashcards of different weather conditions (sunny, rainy, cloudy, windy, snowy, stormy)

- Weather chart with pictures and words

- Craft materials for making weather crafts

Lesson Plan:

Warm-up activity:

- Begin the lesson by asking the children how their day has been so far. Encourage them to describe the weather they experienced today. For example, "Was it sunny? Rainy? Windy?" Help them to use simple weather-related vocabulary to express themselves.

Introduction to weather vocabulary:

- Show the flashcards of different weather conditions (sunny, rainy, cloudy, windy, snowy, stormy). Ask the children to name each weather condition as you show them the flashcards. Repeat the names of the weather conditions multiple times.

Activity 1: Weather chart:

- Show the children a weather chart with pictures and words. Explain how we use a weather chart to keep track of the weather each day. Help them identify the different weather conditions and match them to the corresponding pictures and words on the chart.

Game: Weather memory match:

- Create pairs of flashcards with the weather condition pictures and words. Place them face down on the table. Let the children take turns flipping over two cards at a time, trying to find matching pairs. Once a pair is found, encourage the child to say the weather condition out loud. The child with the most matching pairs wins the game.

Activity 2: Weather crafts:

- Provide the children with craft materials such as colored paper, scissors, and glue. Ask them to create their own weather-related crafts. For example, they can make a sunny picture by cutting out a yellow circle and adding paper rays. Encourage them to discuss their crafts and the weather condition they chose to represent.

Role-play activity: Weather conversations:

- Divide the children into pairs. Assign one child as the weather reporter and the other as the listener. Provide them with a dialogue prompt such as "Hello, what's the weather like today?" and "It's sunny and hot today!" Let them practice the dialogue with each other and switch roles. Encourage them to use the correct vocabulary and speak clearly.

Conclusion:

- Review what the children have learned about weather throughout the lesson. Ask them to name different weather conditions and describe them using the new vocabulary they have learned. Congratulate them on their progress and remind them to observe and talk about the weather in their daily lives.

Extension activity (homework):

- Ask the children to keep a weather journal for a week. They can note down the weather condition each day and draw a picture to represent it. They can also write a sentence or two to describe how the weather made them feel.

By following this lesson plan, young children will develop a basic understanding of different types of weather, learn relevant vocabulary, and practice having conversations related to weather in English.

幼儿英语课件 篇2

洪恩幼儿英语教案

主题：我的家人（My Family）

一、教学目标

1. 通过本课的学习，学生能够认识家庭成员的称谓并正确使用；

2. 学会以英语形式介绍自己的家庭成员；

3. 培养学生的家庭观念，增进家庭成员间的沟通与了解。

二、教学重难点

1. 教学重点：家庭成员的称谓及快速准确运用；

2. 教学难点：以英语形式介绍自己的家庭成员。

三、教学准备

多媒体课件、幼儿英语教材、照片墙纸、家庭成员卡片。

四、教学过程

Step 1：引入新课 (Introduction)

1. 导入图片，以“谁是家中的第一人？”为题进行讨论，激发学生对话题的兴趣。

2. 播放视频，介绍幼儿英语教材中的主题词汇，如father, mother, brother, sister等。

Step 2：教授新知 (Presentation)

1. 通过图片和卡片的方式，教授家庭成员的称谓。例如，展示父亲的图片，问学生：“Who is he?” 学生齐声回答：“father”。

2. 逐一教授其他家庭成员的称谓，引导学生复习和运用。

Step 3：练习活动 (Practice)

1. 分发家庭成员卡片给学生，并由学生按照家庭的顺序将卡片排列出来。

2. 进行卡片配对游戏，学生彼此交流并说出自己的家庭成员。

3. 学生互相称呼家庭成员，练习使用正确的称谓。

Step 4：合作交流 (Communication)

1. 学生们将自己所携带的家庭成员照片贴到展示板上，介绍自己的家庭成员。

2. 学生进行小组讨论，并以小组报告的方式介绍自己的家庭。

Step 5：拓展延伸 (Extension)

1. 学生跟读幼儿英语教材中有关家庭成员的课文，加深对词汇的理解和记忆。

2. 学生配对练习，编写短对话描述自己的家庭成员，互相表演。

五、教学反思

通过本节课的学习，学生们能够正确称呼家庭成员，并能够进行简单的介绍。教师通过多种教学手段的运用，激发了学生的学习兴趣，使他们在轻松愉快的氛围中积极参与课堂活动。同时，通过家庭照片展示和小组讨论的形式，增进了学生之间的互相了解和沟通。

幼儿英语课件 篇3

活动目标

1.培养宝宝对于英语学习的兴趣，让宝宝在活动中学习水果单词，体会活动的快乐；

2.在老师的带领下让宝宝了解水果，掌握简单的水果单词。

活动内容

认识水果Banana，老师需要教会宝宝“Head and shoulders”儿歌，边唱歌边做动作，让宝宝对五官有进一步的掌握，然后通过引导让宝宝认识Banana，并且初步了解Yes、No、I like的意思，让宝宝在学习当中体验快乐。

活动准备

需要准备一个小袋子、香蕉的图片以及实物，磁带、录音机。

活动过程

1.热身

老师与宝宝一起欣赏并且唱歌，根据“Head and shoulders”的歌曲做动作做好课前热身准备；

2.输入单词

B、Banana；将装好的香蕉的盒子拿到宝宝的面前，引起宝宝的探索欲望；

老师：Look! what’s this?

小朋友：盒子；

老师：Yes. A box；

老师与小朋友一起做动作进行课堂的活跃。

What’s in the box? what’s in the box?

Do you know ,do you know.

Who want to try ,let me try.

Ding ding dong (敲盒子)，let me try.

老师：Ok, do you want to know?(引导幼儿说出Yes或No)

小朋友：Who want to try(作举手状，并引导幼儿说出Let me try)

当小朋友拿出香蕉之后，老师用英文输入：Oh(惊喜的)，What’s this?

小朋友：香蕉!

老师：Yes, Banana!(教师要抑扬顿挫的反复输入).

品尝水果

小朋友在掌握香蕉的单词之后，老师可以将准备的香蕉分享给小朋友，让小朋友了解香蕉特点味道，达到加深的`印象。活动结束之后再进行巩固练习，引导小朋友说出香蕉的单词。并且告知小朋友回家的时候给爸爸妈妈剥一只香蕉，告诉爸爸妈妈香蕉单词，从而增加宝宝的记忆，增进与父母之前的感情。

幼儿英语课件 篇4

洪恩幼儿英语教案

Theme: Animals

Learning objectives:

1. Introduce and recognize different animals in English.

2. Learn the names of body parts of animals.

3. Understand basic facts and characteristics of animals.

4. Develop vocabulary related to animals and their body parts.

5. Practice listening and speaking skills through various activities.

Lesson 1: Introduction to Animals

Warm-up activity:

- Show flashcards of different animals and ask students if they know the names of those animals in English.

- Play an animal guessing game. Describe an animal and have students try to guess the name.

Presentation:

- Introduce the names of different animals using flashcards and pictures.

- Teach the pronunciation and spelling of each animal name.

- Use TPR (Total Physical Response) to help students understand and remember the names. For example, for "cat," the teacher can make cat ears with hands and meow.

Practice activities:

- Play an animal memory game. Show flashcards of animals and have students remember their names. Then, remove the cards and ask students to recall the names.

- Divide students into pairs. Give each pair a picture of an animal and have them describe the animal to their partner. The partner should guess the animal based on the description.

Reinforcement activity:

- Sing the "Old MacDonald Had a Farm" song and have students complete the missing animal and its sound.

- Play a game of "Simon Says" using animal actions. For example, "Simon says jump like a rabbit" or "Simon says swim like a fish."

Assessment:

- Show pictures of different animals and ask students to name them.

- Have students draw and label their favorite animal.

Lesson 2: Animal Body Parts

Warm-up activity:

- Review the names of animals from the previous lesson by showing flashcards and having students recall the names.

Presentation:

- Introduce the names of body parts of animals using flashcards and pictures.

- Teach the pronunciation and spelling of each body part.

- Use TPR and demonstrations to help students understand the meaning of each body part. For example, for "paws," show students how to make cat paw gestures with their hands.

Practice activities:

- Play a game of "What's missing?" Show flashcards of animals with missing body parts and have students guess what is missing.

- Divide students into groups. Give each group a set of animal pictures and body part flashcards. Have them match the correct body part to each animal.

- Sing the "Head, Shoulders, Knees and Toes" song but replace the body parts with animal body parts. For example, "Head, shoulders, paws, tail."

Reinforcement activity:

- Play a game of "Pin the Tail on the Animal." Blindfold a student and have them try to pin the correct animal tail on a poster.

- Create an animal body part matching worksheet and have students complete it individually.

Assessment:

- Show pictures of animals and ask students to identify and label their body parts.

- Have students create a paper animal craft, labeling the body parts.

Lesson 3: Animal Facts and Characteristics

Warm-up activity:

- Have students work in pairs or small groups to create an animal using playdough or art materials. They should think about the characteristics and features of their animal.

Presentation:

- Introduce interesting facts and characteristics of different animals. Use flashcards, pictures, and videos to help illustrate the information.

- Teach related vocabulary and phrases to describe animals' characteristics.

- Encourage students to ask questions about the animals and share any additional facts they know.

Practice activities:

- Divide students into groups and assign each group an animal. Have them research and present interesting facts about their assigned animal to the class.

- Create a "Guess the Animal" game. Provide clues about an animal's characteristics and have students guess the animal.

Reinforcement activity:

- Organize an animal show and tell. Have students bring in a toy or picture of their favorite animal and explain why they like that animal.

- Play a game of "Animal Charades." Students take turns acting out animals while others guess the animal and its characteristic.

Assessment:

- Create a matching worksheet with animal characteristics and have students match them to the correct animal.

- Have students write a short paragraph about their favorite animal, including its characteristics and why they like it.

Note: The above teaching plan is a sample and can be modified according to the specific level, needs, and interests of the students. It is important to incorporate a variety of activities to engage students actively and make learning fun.

幼儿英语课件 篇5

天气英语幼儿教案

主题：天气

一、教学目标

1. 学会用英语表达不同的天气。

2. 学习相关的天气词汇。

3. 能够用简单的句子描述不同的天气情况。

4. 学会熟练使用以下句型：It is sunny/rainy/cloudy/windy/snowy today.

5. 培养幼儿对天气的观察和感知能力。

二、教学内容

1. 天气词汇

2. 天气的描述句型

3. 相关练习和游戏

三、教学过程

1. 热身活动

老师模仿各种天气的动作，让幼儿猜猜是哪种天气。

2. 学习天气词汇

先让幼儿看图片，然后教学相关天气词汇，如：sunny（晴天）、rainy（雨天）、cloudy（多云天）、windy（有风）、snowy（下雪）等。

3. 天气的描述句型

教授以下句型：

It is sunny today.（今天天晴。）

It is rainy today.（今天下雨。）

It is cloudy today.（今天多云。）

It is windy today.（今天有风。）

It is snowy today.（今天下雪。）

4. 练习

（1）幼儿跟读句型，并模仿老师的发音和语调。

（2）将天气图片分发给幼儿，让他们根据图片选择正确的天气描述，然后交流合作结果。

（3）老师出示图片，幼儿说出相应的天气，然后用句子描述。

5. 游戏

根据室内或室外的实际天气情况玩游戏，如：如果下雨，学生们可以跳跳伞；如果阳光明媚，可以进行户外运动等等。

6. 总结

和幼儿一起回顾所学的天气词汇和句型，并让他们用自己的话来描述今天的天气。

四、教学反思

通过本节课的教学，幼儿了解了不同的天气情况，并学会了用简单的句子来描述天气。通过图片和实际情境的结合，帮助幼儿更好地理解和记忆相关词汇和句型。在游戏环节中，幼儿通过动作和互动，进一步加深了对不同天气的认知和理解。课后，教师可以给予幼儿一些天气观察的任务，通过观察和描述来进一步巩固所学内容。

幼儿英语课件 篇6

幼儿学英语活动教案影响英语课堂的教学效果，瑞思学科英语一直提倡教师先构思总结再落笔写教案，保障幼儿英语教学的效果。以下是一些少儿英语水果活动的教学计划。

一．活动名称：《i like...》

2、 目标：1。培养孩子学习英语的兴趣

2.掌握新的水果单词

三。让孩子们表达自己最喜欢的水果，学会用我喜欢的

3、 活动准备：菠萝、梨、西瓜、苹果、香蕉**

四．活动内容：

1.greeting：hello!hi!

2.review:how are you?i'mfine,thank you./cat,dog,rabbit

3.words:pineapple,pear,watermelon,apple,banana

4.sentence:i like...(pineapple,pear,watermelon,apple,banana)

5.song:review《hello》

五．活动过程：（复习过程略）

t：hello,kids!

s:hello,cici!

t:how are you?

s:i'mfine,thank you.

t:verygood!look at here.what's this?

s:bag

t:good!let's look at what's in it?who want to try?

s:let me try!

t:this is...pineapple/pear/watermelon/apple/banana)follow cici,read it for ten times:

one,two,three,four,five,six,seven,eight,nine,ten.

s:pineapple/pear/watermelon/apple/banana...

t:good!now let's play a game"happy hammer"

（game time controls in 3-6 minutes)

t： 好吧，我们学了很多水果英语。让我们学习如何表达我们对水果宝宝的爱！如果你喜欢苹果，你会说伊利苹果。好吗？

s：ok.

t:let's do it.let me see"who is best"?

s:me me me!

（t ask s to say one by one)

总结：今天我们在英语王国里学会了好多有关水果的英语，希望小朋友们在以后吃水果时遇见了，一定要努力争当小老师，教给你身边的爸爸妈妈爷爷奶奶，苹果是apple,梨子是pear等等，然后再向cici汇报，ok？

s：ok.

t:class is over,goodbye kids!

s:bye-bye!

教学教案名称：fruit

目标：1使幼儿能听、说、认、读peach ,banana, orange, watermelon, grapes等水果单词，能理解并听、说"it tastes good."

2使幼儿能在真实的语境中熟练运用"i like….do you like…? yes, i do. / no, i don't."

3 能让幼儿理解并初步运用a/an和-s。

教学重点：

1新单词peach ,banana, orange, watermelon, grapes等的听、说、认、读。

2句型it tastes good.的理解和听、说。

准备：自制色卡、实物（水果）、蜡笔、丝巾、胶带、访视台、麦克风

教学步骤：

ⅰ warm-up

1唱歌曲：colour song

2复习颜色：

⑴教师以rainbow 引出颜色，问："what colour can you see in the rainbow? "幼儿回答，教师将颜色卡呈现在黑板上，贴成弧形。

（颜色卡具有不同的形状，既提升幼儿的兴趣，又能让幼儿正确把握水果的基本形状，为后面的绘画环节作下铺垫）

（2） 看色卡，以唱诗的形式复习颜色。

no.1 red, red .

no.2 yellow, yellow

….ⅱ.presentation

1、利用颜色卡教学新单词peach ,banana, orange, watermelon, grapes等。

⑴教师说：i like yellow. what colour do you like? 引领幼儿练说i like….的句型。

（2） 在充分练习的基础上，老师说：哦，你喜欢红色。什么是红色？

look.教师将红颜色卡的另一半翻过来，（颜色卡另一半是刻空的水果轮廓：如下图）刚好呈现一只红苹果，教学单词an apple。

⑶让幼儿去猜其他颜色卡背后的东西，教学其它水果新单词，教师在猜的过程中可给他们一些提示，如：we can eat it. it is round/long….（教师同时辅以手势）

这不仅降低了难度和范围，而且增加了语言输入量。）

颜色卡的具体内容如下：

yellow--banana pink--peach green--watermelon

purple--grapes orange--orange blue--ok

2、利用chant操练单词 no.1 apple, apple, a red red apple….

3、游戏guessing game。

通过闻，尝，说单词，并引出句型it tastes good.

教师说：let's play a game. you **ell it, then guess what it is.

⑴请幼儿上来，蒙住眼睛，闻一种水果，猜单词，当幼儿猜不出的时候，可让幼儿摸一摸再猜。根据需要增加水果：梨、柠檬

运用的句型是**ell it, please. touch it, please. what is it?

⑵在幼儿猜出单词之后，教师将课前切好的小块水果让他品尝，引领他说 it tastes good/sweet/sour….最后教师把水果多让几位幼儿尝尝，练说it tastes good/sweet/sour….

（老师有意识地把葡萄放在末尾，以便引出复数。）

4、教学句型do you like apples? yes, i do. no, i don't.

⑴在上面一个环节中，教师将猜grapes的教学过程分成两个部分，先让他摸成串的葡萄，并说单词grapes，再让他摸一颗葡萄猜，若猜不出来，让他尝了再猜，引出a grape。

⑵教师从桌底下拿出水果，要求每种是两个或两个以上，并说"what are they? they are apples."

⑶教师指着桌上的水果与幼儿对话"do you like apples? yes, i do. no, i don't."并呈现此句型。

活动名称：超级访问

目的：学习和使用有关水果的英语单词，用英语表达他们的爱意。

活动材料：访问清单、蜡笔、画纸、麦克风

语言技能：listening, speaking

语言知识：与水果有关的词汇和句型

提示词语及句型：

1、必备句型

do you like…? yes, i do./ no, i don't. i like ….

2、扩展词汇与句型

lemon, pear, sweet, sour…

i like …best. look, a peach. it's for you.

操作过程

1教师将面试表（见下页）复印成若干份（活动期间每组一份）。

2老师将孩子分成4-6人一组（小组成员围成一个圈），每组发一张**，要求孩子们准备蜡笔。

3、教师拿着采访表和麦克风去采访幼儿运用do you like…? yes, i do./ no, i don't.

，并在幼儿回答yes, i do.之后拿彩笔在该幼儿手上画这个水果，并说："look, a peach.

it's for you."

4、要求幼儿拿着采访表在小组内采访一位朋友（要求不能重复），运用句型： do you like…? yes, i do.

/在列表中写下受访者的名字并进行连接。

5、教师让幼儿采访自己，教师在黑板上用标出喜爱的水果，用表示自己最喜爱的水果，引出新句型i like …best.

6、教师采访幼儿运用"what do you like best? i like…best."

7、让幼儿继续采访这位朋友，运用"what do you like best? i like…best."

8让孩子画出朋友最喜欢的水果，写下单词，交给被采访的朋友。

fruit likes & dislikes name

do you like … ? yes, i do. no, i don't.

教学反思：

这门课的教学目的是要求孩子们能听、说、读有关水果的单词。因此在设计教案时遵循了"听先于说，说先于读，读先于写"及"词不离句"的词汇教学原则，积极创造真实、自然、愉悦的气氛以发展幼儿听、说、认读的综合语言技能。

本课的教学亮点：

一、教师用自制的颜色卡来教学新单词，不仅注重教学单词的同时，也注重让幼儿从整体上去把握水果的形状，实现了学科之间的整合，并通过chant方式来操练单词，幼儿学习积极性极高，也很快乐。

2、 水果的色、香、味贯穿于整个教学过程。在色彩中学习新单词，在香味中巩固单词，最后在味道中使用单词。这样设计既避免了幼儿学习单词的枯燥乏味，又能让幼儿在投投、猜猜、摸摸、尝尝、闻闻中保持高涨的学习情绪。

加深对单词的记忆。

3，团体活动情况真实，可操作。 儿童参与的范围很广，他们的情绪很高。

水果帽子

活动目标：

1、掌握水果apple, pear, banana, peach, orange 5个单词和简单句型 i love …。

2、学习歌曲 apple

幼儿英语课件 篇7

1.通过游戏激发幼儿学习英语的兴趣，培养其学习英语的'积极态度。

2.幼儿能够灵活运用基本句型，能够认读单词：blue，red，yellow;听懂、理解句子：What color is it?

T: Good morning babies!

C:I am fine. And how are you?

T:I am fine too. Now, everyone, stand up, please!

T: Say hello to your friends.

T: Turn around，say hello to everyone.

T:Good job. Turn back.sit down, please.

T: Now, let’ s have a roll call.(教师摸摸每个小朋友的头唱着Ten little airplane点人数)

T：Hello, everyone . I am a little bee (以little bee 的角色与小朋友们问好)

T：I will show you a finger play.

T：Show me your fingers, please. Let’ s do a finger play.(玩

3.以little bee角色导入单词.

T：I am a little bee ,I can fly, fly, fly. Wow ,what is this? They are four beautiful flowers.

It smells good.(发现花，引导小朋友的注意力转移到四朵颜色不同的花上)

T：I am a little bee ,I want to right up to the blue flower(请小朋友指出相应颜色的花)

T：I am a little bee ,I want to right up to the red flower

T: I am a little bee ,I want to right up to the yellow flower C: This one is yellow.

T:Thank you. Everyone do a wonderful job. Give yourselves a little praise. Clap your hands.

4.T：I’ m thirsty . I went some water.(拿出装着半瓶水的瓶子，摇晃，水变色)

C: Red/Blue/Yellow.(在小朋友认读出每个单词后，先教读纠音再变下一种颜色)

1、小猫喂鱼老师举小鱼卡片，读对的小朋友可以拿到对应的卡片，小猫饿了，给小猫喂食，教师给出指令，小朋友们将手中相应颜色的鱼的图片举起来并做出老师指定的动作.(比如拍手，跺脚...)

T：I am a little cat ,I am the little bee’ s friend .What color is the fish?I am hungry. I want to eat blue fish and color

bubbles.

2、每个小朋友手中都有卡片，老师说颜色，拿到相应颜色的小朋友举起卡片并跳起来

带着小鱼去户外给颜色找朋友。

T：The classroom is small, these fishes and color bubbles. want to go outside to find friends .Can you help them?(将颜色小鱼和泡泡贴到相应颜色的物品)

T: Ok, time’s up. All right, that’s all. Let’s go outside to find friends.

T: Babies, stand up, please!

Let’ s go.

人教版英语课件模板

我们听了一场关于“人教版英语课件”的演讲让我们思考了很多，经过阅读本页你的认识会更加全面。老师会对课本中的主要教学内容整理到教案课件中，所以老师写教案可不能随便对待。教案是评估学生学习效果的有效依据。

人教版英语课件【篇1】

Language points:

1. summit n./adj. 最高级的，国家首脑级的

a summit conference(meeting)

2. face 摆在…前面 面对 忍受 面向 朝向

be faced with 面对

水污染是地球面临的一个最大的问题。

_____________________________________

我们的教室朝南。

_____________________________________

难以置信，我们竟然要面对这样的选择。

_____________________________________ ntent 内容(pl.)，容量

能把你箱里面的东西拿给我看看吗？

____________________________________

Paraphrases:

She is not satisfied with the answer.

=__________________________________

Tom is willing to do hard work and help those in trouble.

=_________________________________

Contented adj. 心满意足的

There is a contented smile on his face.

4.access n.

have/get access to

只有高层官员才有和总统接触的机会。

__________________________________

由于道路不好，进出这个村子很难。

__________________________________

Accessible adj. 易接近的 得到的

The captain is accessible to his men.

这种信息不太容易找到。

________________________________

5. alone adj./adv.

Adj. 单独的 独一无二的（表语）

I am alone. Vs. I am lonely.

Adv. 独自地 仅仅

Money alone cannot bring happiness.

= Only money cannot bring happiness.

6. violence n.暴力行为，残暴 凶猛

不少电视节目中充满暴力镜头。

___________________________________

这次海啸的凶猛引起大范围的损失。

___________________________________

7. make sure

他往后看确定他没有被人跟踪。

____________________________________

你最好确定开会的地点。

____________________________________

我想还有一班3点的火车，你最好还是弄清楚。

____________________________________

8. stress n. 重音，强调，压力

在英语中，重音和节奏很重要。

____________________________________

队长强调合作的重要性。

____________________________________

在工作的重要下，他崩溃了。

____________________________________

V. 强调说

The captain stressed the importance of team work.

9. equality n.平等

adj.平等的 相等的

every one is born equal.

人人生而平等。

be equal to 等于 能胜任

you are equal to the job.

10．Responsibility 职责 责任(for/of)

I won’t accept the responsibility for the mistake.

支撑一个家庭是一种巨大的责任。

_____________________________________

Responsible adj. (for/to)

恶劣的天气使出席率低。

_____________________________________

11. take action to do /on 对…采取行动

政府应该迅速采取行动抢救伤员。

_________________________________

Take part in

很多国家参加了奥运会。

________________________________

12. willingness 情愿 愿意

他很乐意帮忙。

________________________________

Willing adj. be wiling to do

He is willing to help others.

世上无难事，只怕有心人。

________________________________

13. issue n. 论点 问题 期刊号

今天最大的问题使要战争还是要和平。

_______________________________

你读了最新一期的中国日报没有？

_______________________________

v. 发行， 发布

这份杂志是每星期发行。

______________________________

14. put an end to= bring sth. to an end

We should put an end to the bad habits.

end up in/ with

He ended up with imprisonment

He ended up in prison.

15. suffering n 痛苦

He died without suffering

（pl）各种各样的苦难

Suffer. Vi 受苦

He suffered greatly in the war.

Vt. 受到 遭受

他损失了心爱的小狗。

______________________________

Suffer from 受..折磨 患（病）

His grandfather suffers from high blood pressure.

16. wipe 擦除 消除

Wipe sth/ wipe out/ wipe off

擦桌子 _____________________

擦眼泪 _____________________

消除 消灭贫困 ______________________

了结债务 _______________________

17. there is a good chance that= it is likely/ probably that…

More. The chances are that …= it is likely

人教版英语课件【篇2】

浙江省文成中学 吴媛媛

一、教学分析

1、教材内容分析

本单元围绕“Scientific achievements”这一中心话题，从科学家、科学假说、科学理论、科学探索等方面设计听、说、读、写等一系列教学活动。“Warming up”部分设置了三个问题，要求学生就重要的科学成就进行讨论，从而帮助学生认识重要的科学成就，了解科学成就对社会发展、人类进步的重大贡献，同时激发学生热爱科学、投身于科学研究的热情，探索科学研究的方法。“Listening”部分设计了两道材料问题和一道开放性的情景话题。主要培养学生捕捉和筛选信息的能力，然后要求学生在一定语言输入后进行语言输出，旨在培养学生的想象能力和应用能力，通过自己的语言体会重大科学成就的意义。“Speaking”部分重点训练表达意图和愿望的日常交际用语，以五人小组的活动形式组织学生扮演科学家的角色，陈述各人的研究方向并阐明其重要性来申请科研经费。“Reading”部分为一篇介绍中关村的形成、发展及其重要意义的记叙文。通过对文章的理解，学习中关村人的创业精神。“Language study”部分由词汇和语法两部分组成，该部分不仅教授了四种构词法知识，更鼓励学生通过四项练习，运用构词法知识提高阅读能力。“Integrating skills”部分设计了一个阅读和写作的练习，在学生了解四大科技成就及其重要性后，要求学生略加扩充写一篇最伟大的科学成就的文章。“Tips”部分提出了说服性写作必须论点明确、论据充分，为写作提供了写作方法。

2、教学重点、难点:

本单元的重点在于借助“高科技成就”这一话题，学习、复习涉及这一话题的有关语言知识和语言技能（见教学目标），激发学生热爱科学、奋发图强、献身于科学的热情。

本单元的难点在于培养学生充分利用已有的英语知识表达自己，谈论科学家、科学成就、理想抱负。

二、教学目标

1、语言知识目标

1） 要求学生掌握必要的单词、词组和句型：solar, constitution, private, grasp…It’ likely that…, make it possible for sb to do sth…,etc.

2） 掌握一定量的表达“wishes and intentions”的交际功能用语。

3） 同时要求学生掌握本单元出现的构词法及一些常见的前缀后缀及词根的意义。

2、语言技能目标

通过本单元的内容培养学生良好的“听、说、读、写”的技能，使学生能运用所学的知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就科学成就提出独特的见解。

3、情感目标

1）激发学生并提高学习英语的兴趣， 乐于接受新鲜事物，勇于尝试：体现课堂教学“主体者”的身份，积极主动地参与教学各环节，成为学习的主人：具有个性，培养创造能力。

2）培养同学之间日常融洽相处的感情，乐于合作，善于合作的团体合作精神。

3）通过课文中出现的科学家及科学成就激励学生热爱科学、投身科学研究、探索科学研究的方法

三、教学策略

1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。

2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。

3)合作学习策略。合作学习强调通过师生、生生的多边互动进行人际交往、信息交流，能满足学生个体内部需要。

4)体验成功策略。使学生在特定的完成任务过程主动积极地获得和积累相应的学习经验，享受成功的喜悦，从而提高学习兴趣和成就动机。

四、学习策略

引导学生利用图书馆和网络资源进行一系列的自主学习、合作探究的学习策略。对于本单元鼓励学生课前收集科技成就、中关村和美国的硅谷的资料，上课时勤思考、主动参与课堂上的各种活动。

五、单元教学设计

依据《新课程标准》及对于学生教学目标的要求，课堂设计本着教学应“以人为本”的总的教学理念，课堂中充分利用网络资源、设计相应难度的任务，以增加教学的直观性和趣味性，提高教学效率。根据学生学习英语的特点和规律，学习阶段的侧重点，我把本单元划分六课时完成：听力、口语、阅读（2课时）、语言、写作、评价。

Period 1 Warming-up & listening

Goals: 1. Get the Ss to talk about what science and scientific achievements have affected the world to stimulate them to further efforts.

2. Cultivate the students’ ability of listening for information.

一、Warming up

Task 1.Greeting: Have a free chat with the Ss about their holidays to present the topic scientific achievements

Task 2. Match the scientists and their scientific achievements （group work）

Alexander Bell electricity

Thomas Edison the First telephone

the Wright Brothers‘ the electric Lamp

Madame Curie black holes in Universe

Franklin Theory of Gravity

Steven Hawking the First Plane

Elbert Einstein Radium

Isaac Newton the Theory of Relativity

Task 3. Talk about scientific achievements

1) How have the scientific achievements changed the world?

2) Which one do you think is the most important? Why?

3) What are some other scientific achievements that you think are important?

4) Do these achievements have anything in common? If so, what?

Task 4. Discussion (pair work)

Is this an easy job to achieve success in science research? What makes a scientist?

二、Pre-listening

Task Get to know Neil Armstrong, Alexander Gramham Bell, Ray Tomlinson and Armchimedes.

三、Listening

Task 1. Listen to part 1 and complete the chart below.

Words Speaker Achievement

“That’s one small step for a man , one giant leap for mankind Neil Armstrong

“Mr Watson, ______________;

I want you.” Alexander Graham Bell

“QWERTYUIOP” Ray Tomlinson

Can you explain Tomlinson’s message?

Task 2 .Listen to part 2 and complete the sentence below.

1.The word “ “ are famous because they are the

of The Constitution of the United States of America.

2.Eureka is a word from the language and means

3.If you ask a father, he might say : “ “

If you ask a mother, she might say : “ “

四、Post-listening (group work)

Language input: As what you have heard just now, some words become famous not because they are beautiful or wise but because they are spoken when a great new scientific achievement is being announced or made. If you are lucky enough to be the first person…., what would you say?

Task: Choose one situation and then share with your partners.

A the first person on Mars

B the first cloned human being

C the first person to travel in time

五、Homework

1 Listen to the tape, finish the listening part on WB (p81).

2 Preview the reading passage.

Period Two Speaking

Goals:1.Learn and master the useful expressions

2.Train the students’ listening and speaking abilities.

3.Talk about scientists and scientific achievement, urging the students to further understand the significant of science and scientific achievement and encouraging them to work hard at their lessons.

一、Pre-task

Another new year began. Have you got any wishes/ plans? What are they? With your plan made, what intentions have you got? In this way the following expressions are aroused.

Useful expressions

If I got the money, I would…

My plan is to…..

I hope that…

I would rather….

How I wish… I want / wish/ hope / intend/ plan to…

I’d like to…

I’m thinking of…

I’m going to….

I have decided to…

二、Speaking (group work)

Situation: Four scientists ,each of whom is working on an important project, want to get money to complete their project. Each scientist will introduce his or her project and explain why it is the most important. The organizer will listen to all the scientists and ask questions. At the end of the discussion, he or she must decide who will get the money and why.

Dr Wilson

You and your team are working on a cure for AIDS. Your research is extremely important because . Dr Jones

Your research project is about cloning and how to use the new technology to cure diseases. Your project is important because .

Dr Smith

You want to development new technology that will make it possible to grow food in areas where there is very little water. This is important because . Dr Winfrey

You are working on sending a manned spaceship to Mars. This is a very important project because .

三、Post task

1.Just now you did a very good job in acting as a scientist. Do you want to be a scientist? If so, which field are you interested in? If not, what do you want to be? Use the expressions of wishes and intentions to talk about your dream.

2. Imagine you are a reporter who is going to report the space hero about his wishes and intentions. Take turns acting as interviewer and interviewee.

四、Homework

1. Interview your parents about their wishes and intentions using the expressions we learent.

2. Preview the reading passage.

Period 3&4 Reading

Goals: 1.Learn and master the following words and phrases. likely, private, master, perfect, arrange, set foot (in), rely on, failure, locate, valley.

2.Train the Ss’ reading ability.(Read for general information and detailed information.)

3.Get the Ss to learn about Zhongguancun--China’s Silicon Valley.

一、Pre-reading

1.Are scientific achievements important? How do they improve our daily life? How do they improve society?

2.Why do scientists spend so much time trying to achieve something?

3.As is known to us, scientific achievements can not only make our life better, but also promote the development of mankind and society. So I want to run a hi-tech company, what should I arrange for? What kind of support and environment would I need?

4.What if I set up my company in Zhongguancun ? How much do you know about Zhongguancun?

5.Do you know the sign “Lenovo”? Where is it located?

二、While-reading

1. Fast reading

Task: Read the text quickly and try to find information about Zhongguancun to finish the chart below.

Item Zhongguancun

Locating

Brief history

Spirit/culture

Educational institutions

Hi-tech companies

2、Careful reading

Task 1 : Get to know the outline of the text

1.Does this article have a topic sentence? What is it?

2.What are the supporting ideas?

be home to

Zhongguancun: Center be home to

be home to

Task 2: Get to know detailed information

1.Why did Xiang Yufang study abroad and work abroad for a few years？

2.What made it possible for Xiang Yufang to return to China?

3.How does Zhongguancun affect business?

4..What are the two mottos mentioned in the text for the park?

三、Listening & Questions

Task: Listen to the tape and finish the True or Fasle.

1. Zhongguancun is the new center for Chinese science and education

2. Within the next ten years, more than a hundred scientific and hi-tech companies moved into Zhongguancun.

3. Xiang Yufang studied abroad because he felt comfortable abroad.

4. More than 8,000 hi-tech companies in Zhongguancun. More than half of them are IT companies.

5. Zhongguancun park is home to Lenovo and Founder and more than 20 famous national companies.

6. The researchers and scientists know that the spirit and creativity they represent are no more than money.

四、Post-reading

Choose the correct answers. There may be more than one correct answer.

1.According to the author, Zhongguancun is home to .

A. some famous research institutes and universities B. many IT companies

C. more and more returned overseas Chinese D. a number of science parks.

2.What is NOT true about Zhongguancun?

A. It is located in Haidian District, in northwestern Beijing.

B.It was set up as a special economic zone in the 1990s.

C. Most of its companies are doing IT business.

D. It is not a good place for new companies.

3.According to the reading, Xiang Yufang returned to China and opened a company in Zhongguancun because .

A. he wanted to see more of the world

B. he enjoyed working with the best scientists in his field

C. he could enjoy his work and contribute to his country at the same time

D. he missed his friends and family

4.According to the graph in the passage, how many of the people who work in Zhongguancun have a master’s degree or above?

A. 25,000 B. 30,000 C. 35,000 D. 180,000

5.How is ‘failure” understood in Zhonguancun?

A. There are fewer failure in Zhongguancun

B. Many of its researchers and scientists will try hard not to fail.

C. Failure is a necessary part of being successful.

D. The best thing about failure is that you learn every time you fail.

五、Discussion (group work)

Language input: In this class, we’ve learned more about Zhongguancun by reading the passage. As a new center of science and technology, it is known to the world. It is sometimes called “China’s Silicon Valley”. Do you know “Silicon Valley”? Where is it? When was it set up? Why was it set up?

Task: Work in groups of four to compare these two science parks and find out in which ways they are similar and different. You can refer to the following chart.

Hi-tech Park Silicon Valley Zhongguancun

When was it established?

Why was it established?

Where is it?

What kinds of companies are located there?

What are some famous companies?

Why do people want to work there?

六、Homework

1. Pick out some sentences you enjoy most, & try to recite them as possible as you can .

2. Consult the following websites.

www.zgc.

mld/siliconvalley/

Period 5 Language Study

Goals: 1.Learn some words which are the closest in meaning.

2.Study the ways of forming a word.

3.Study the meaning of some affixes and stems.

一、Revision.

Task . Introduce Zhongguancun

二、Word study

Task 1. Use the clues below to guess the words

1.the opposite of “public” 2.a synonym of “depend”

3.the lowest or bottom part 4.of the sun

5.an organization for educational or research purpose.

6.unusually large person, animal, plant.

7.area or region with a particular feature or use.

8.without any fault or bad points.

Task 2. Choose the answer that is closest in meaning to the underlined part of each sentence.(P5)

三、Presentation

Task: Study the words on the screen and find out the ways of forming a word. (class work)

International=inter + national telephone= tele + phone

Mankind=man + kind broadband=broad + band

Extremely=extreme + ly manned=man + ed

Hi-tech=high + technology e-mail=electronic mail

IT=information + technology CSA=Chinese Space Agency

affixation: international, telephone, extremely, manned

Compounding: mankind, broadband

clipping: hi-tech, e-mail

abbreviation: IT, CSA

四、Practice

Task 1. Finish the Exx2-4 to understand how the words are formed.(P6)

Task 2. Get to know the meaning of stems and affixes. (pair work)

. Look at the stems and affixes on the screen. Match each of them with the right meaning on the right.

Trans- carry

-graph see

tele- below

super- life

co- together/with

vis- more than usual

bio- far

sub- across

-port writing

Task 3. Word formation makes it easy for the Ss to guess the meaning of words using

context clues.

Use context clues and what you know about word parts to guess the meaning of the underlined words.

a.Many countries import most of the oil they use.

b.He studied biophysics at college.

c.It is very important to learn how to cooperate with others.

d.All you luggage will be transported to the destination by train.

e.My cousin has an excellent voice. Her dream is to become a superstar.

五、Consolidation

Read the news article and tell how the words in bold are formed (pair work)

Homework:

1. Finish off the exercises on the workbook.(p83-84.

2. Preview integrating skills

Period 6 Integrating Skills

Goals: 1.Learn and master the new words and phrases

2.Train the Ss’ integrating skills, especially reading and writing skills.

一、Revision

1. Ask the Ss to find some examples for each way of forming a word?

2. Guess some new words with the help of word formation.

a. The average output of the factory is 20 cars a day.

b. She has written good essays before, but this one is substandard.

c. He is a kind of intellectual superman.

d. The lack of a common language made it very difficult to intercommunicate .

e. Transplant the seedlings into peaty soil.

3.Lead in: Human beings are creative, and many scientific achievements have been made in our history. What great inventions do you know in China’s history? What red hot achievements do you know?

二、Fast reading

1. What plan has helped Chinese scientists make many breakthroughs?

2. Which scientific fields are mentioned in the text?

三、Careful reading (group work)

Work in groups of four . Use what you have learnt from the text to complete the chart below.

Field Achievements Importance

Exploring space

Genetic research

Computer engineering

Medical science

四、Writing

1. Which words in the text can we use to describe scientific achievement?

2. Situation: Do you know Modern Science? They are thinking of writing an essay about the greatest scientific achievement but they find it difficult to decide . Write a short essay in about 150 words, telling them which achievement you have chosen and explaining why you think so. The following outline may be helpful to you.

Introduction: state your view

Outline body : give your reasons (at least 2)

Conclusion: summary

五、Self-Assessment

Using the assessing part on P.87, Ss are helped to review what they have learned or done in this unit learning. In this way they can learn to reflect and pay attention to their weak points in the later learning (the evaluation items can be adapted if appropriate).

教学反思

本单元的教学设计从学生实际出发，以科技成就为主线设计了若干情景与活动，旨在让学生积极参与学习活动，开口说英语，并使学生在轻松愉快的氛围中掌握语言知识，锻炼阅读理解能力。在教学实践中笔者体会到，教学应注意以下几点：：

1． 学生在合作中学习更有助于提高学生学习的积极性，以及课堂参与的积极性。所以应当发挥小组功能，在合作中操练。小组活动是课堂活动的主要形式，如何落实小组中各个学生的角色是组织好小组活动的关键。这需要教师长期的训练。

2．设计活动时要充分考虑学生的情感态度，要设法让学生在快乐中学习。但教师不能片面地追求所谓的“快乐”，一味强调课堂气氛的活跃，而忽视学生对知识的掌握和对学生能力的培养。

3．信息技术的运用要为教学服务，不可喧宾夺主。在教学过程与信息技术的整合过程中，教师应注意信息技术只是一种辅助手段，不能由它控制全部流程。同时也应有效地利用这种手段，加快课堂节奏，增加课堂容量，提高课堂教学效率，使课堂气氛更加活跃，让学生在轻松愉快的环境中得到感情上的升华。

4．要处理好实践与反思的关系。反思是实践的一面镜子，能折射出实践中的成功和不足之处，以期在以后的教学中借鉴成功，改进不足。

人教版英语课件【篇3】

LESSON PLAN

Time of Lesson: 45 minutes

Students: Senior Grade One

Teaching Material: How Did Postage Stamps Come Into Use

Teaching Objectives:

1. To train Ss' reading ability(such as guessing the meaning of new words in the context, the speed of reading.)

2. To train Ss' reading comprehension(To get messages from what they read.)

Teaching Points:

1. Ss get used to three reading skills.

2. Ss understand the given passage.

Properties:

Stamps, letters, postcards, work sheets, OHP

Teaching Method:

Communicative Approach

Lesson Type:

Reading

New Words and A Phrase:

postage, put forward, proposal, seal, deliver, system, postal

Procedures:

Step 1. Warm-up(6')

1. Lead-in

Show some stamps, letters and postcards and have free talk to arouse students' motivation.

2. Dealing with some new words

Q: Do you know the postage of a letter?

Explain “postage”, and write postage on the Bb.

postage: payment for the carrying of letters

A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.

Q: What do the postmen do with the letters?

A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addressed people.

Explain “deliver”, and write deliver on the Bb.

deliver: take letters or goods to the addressed people.

Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.

Explain “put forward” and “proposal”, and write them on the Bb.

put forward: put an idea before people for thinking over

proposal: sth. proposed, plan or idea, suggestion

Again: Who put forward the proposal to use stamps?

Step 2. Skimming(4'30“)

1. Instructions

T: Now I give you a passage to read, and for the first time you should only find the answer to the question. You have only two and a half minutes to read. So don't read word for word. Read quickly. Just try to find the answer.

2. Handing out the reading material and reading

3. Checking

Q: Who put forward the proposal to use stamps.

A: Rowland Hill, a schoolmaster in England.

Step 3. Scanning(6')

1. Instructions

T: This time I give you three minutes to read the passage. When you are reading, find the answers to the two questions.

Use OHP to project the questions:

1. Why was the postage high in the early nineteenth century when people did not use stamps?

2. When was postage stamps first put to use?

2. Reading

3. Checking

1) Pair work

2) Class checking

Ans. to Que.1. Because the post offices had to send many people to collect the postage.

Ans. to Que.2. On May 6, 1840.

Step 4. Full reading(21')

1. Instructions

T: Now I give you ten minutes to read the passage for the third time and you should read it carefully. Before reading, let's go over the questions on the work sheet.

Give Work Sheet 1 to the Ss. Explain the new words in Que. 4.

prevent: stop, not let sb. do sth.

reuse: use again

T: Try to find the answers to the questions. But don't write the answers down, you can put a sign or underline the sentences concerning the questions.

2. Reading

3. Checking

1) Group work: Checking the answers in a group of four Ss.

2) Class work: Checking the answers in class.

Possible Answers:

1. Why were people unhappy to pay postage for letters in the early nineteenth century?

Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all. The postage was high.

2. Why was it much easier for people to use stamps for postage?

Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.

3. Why was the postage much lower using stamps?

Because in this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters.

4. How could the post office prevent people from reusing the stamps?

The post office could simply put seals on the stamps so that people could not use the stamps again.

Check the understanding of the word ”seal“, and write it on the Bb.

seal: 邮戳 5. Did other countries take up the new postal system?

Yes.

Check the understanding of ”postal“ and ”system“, and write them on the Bb.

postal: of the post

system: a set of working ways

6. Does every country in the world has its own stamps?

Yes.

Step 5: Rounding-off(7')

1. Answering Ss' questions on the passage if any.

2. Making a guided-dialogue with the information given from the passage.

Hand out Work Sheet 2. Do it in pairs.

3. Asking two or three pairs to read their dailogues.

A possible completed dialogue:

A: Oh, What a beautiful stamp!

B: Yes, it's from the U.S.A..

A: Do you know in the early nineteenth century people did not use stamps?

B: Then how did they pay the postage?

A: They had to pay the postage when they received letters.

B: Was the postage very high then?

A: Yes. Because the post offices had to send many people to collect the postage.

B: Who put forward the proposal to use stamps?

A: Rowland Hill, a schoolmaster in England.

B: Why do post offices put seals on the stamps?

A: They can prevent people from using the stamps again.

B: When did post offices begin to sell stamps?

A: On May 6, 1840.

B: Thank you for telling me so many things about stamps.

Step 6. Assignment(30”)

Ask the Ss to shorten the passage within four or five sentences after class, and to write it in their exercise books.

*************************************************************

Reading Material:

How Did Postage Stamps Come Into Use

When you send a letter or a postcard, you have to put stamps on the envelope or on the card. When did people first begin to use stamps? Who was the first to think of this idea?

In the early nineteenth century, people did not use stamps. They had to pay postage when they received letters. They were unhappy about this, especially when they paid for a letter which they did not wish to receive at all. The postage was high at that time, because the post offices had to send many people to collect the postage.

Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps. He thought it would be much easier for people to use stamps to cover postage. They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters. The post office could simply put seals on the stamps so that people could not use the stamps again. In this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters. That was a good idea and the government finally accepted it.

On May 6, 1840, post offices throughout England began to sell stamps. Soon this new postal system was taken up by other countries. Now each country has its own stamps. And there are many people who collect stamps all over the world.

Work Sheet 1:

Find the answers to the following questions from the passage:

1. Why were people unhappy to pay postage for letters in the early nineteenth century?

2. Why was it much easier for people to use stamps for postage?

3. Why was the postage much lower using stamps?

4. How could the post office prevent people from reusing the stamps?

5. Did other countries take up the new postal system?

6. Does every country in the world has its own stamps now?

Work Sheet 2:

Complete the dialogue with the information you have got:

A: Oh, What a beautiful stamp!

B: Yes, it's from the U.S.A..

A: Do you know ____________________ people did not use stamps?

B: Then how did they pay the postage?

A: ___________________________________________________________.

B: Was the postage very high then?

A: ___________________________________________________________.

B: Who put forward the proposal to use stamps?

A: ___________________________________________________________.

B: Why do post offices put seals on the stamps?

A: ___________________________________________________________.

B: When did post offices begin to sell stamps?

A: ___________________________________________________________.

B: Thank you for telling me so many things about stamps.

人教版英语课件【篇4】

Period6. Exercises and Writing

I Teaching Objectives:

1. Develop the ss’ ability of reading sub-skills----------scanning.

2. Develop the ss’ writing skills.

II Teaching Methods: task-based teaching

III Key Points and Difficult Points:

Key Points: Check the exercises, solidate their knowledge about this unit and fulfill the task of fast reading.

Difficult Points: Enable the students to understand the three funtions of art and to use them.

IV Teaching Aids: slide

V Teaching Procedures:

Step1. Check the answers.

Activity1. continue to check exercises of vocabulary.

Exercise3: explain the words above first and ask the whole class to read them twice and ask on group to give me their answers and then ask their classmates on the same row to translate them.

Exercise4: explain the words in bold first and ask the students to read them twice and then ask on group to translate them.

Exercise5: leave it to the end of the class.

Activity2. check the exercises of Grammar.

Exercise1: read the example first and explain it briefly, then ask one group to give me their answers. Also mention some phrases: fix one’s bike, 修理自行车, take one’s temperature, 量体温, mend, 修补.

Exercise2: ask one group to give me their answers.

Step2. Reading---the function of art

Activity1. Scanning---find out the three functions of art in society.

T: well, just now. we have finished our exercises on vocabulary and grammar, now let’s do some reading. Please look at page99, the function of art 艺术的功能, function means 功能 We say the function of eyes is to see. If the eyes can’t see, will we call them eyes?

S: no.

T: so if the art has no functions ,it can’t be called art. so what functions does art have? Please scan the whole passage carefully and find three functions of art, 3 minutes, quickly.

(3minutes later)

t: have you found them?

S: yes.

T: what are they?

S: first of all,….., another function……, finally,……

T: good. There are indicative words, so you can find them easily. Ok, now, let’s see each of the function together.

Activity2. Explain each function.

T: the first funtion is to decorate. It means art can make our environment more beautiful. For example, if we put something on the walls, we are decorating our room. So this is the function of decoration. And the function of enriching our life means art can help people to learn to think creatively. Art objectives are sometimes funny and we can hardly tell what they are. Art is also a way of instruction

Activity3. do exercise4 on page 100

T: now turn to page 100, let’s see exercise 4. what’s the main function of each art works?

S: ……

Step3. Discussion

T: now we know the functions of art. It is to decorate, to enrich our life and to instruct. In the first lesson you said our classroom is not beautiful, so why don’t you use art works to decorate it, to enrich our life? I think you must have many ideas. Now let’s have a discussion. How to decorate our classroom? Here are some questions to help you.

(slide1. explain the questions briefly)

T; Now discuss with your partner, I will give you 4 minutes.

(4 minutes later)

T: ok, time is up. What’s your plans? Any volunteers?

(ask about 3 students)

Step4. Writing.

T: well, you have good ideas indeed. It is a pity that we don’t use them. This time I want you to write them down as a letter. You give this letter to me and suggest me accept your plans on how to decorate our classroom. Do you remember how to write an English letter?

S: no.

T: ok, let’s see.

(slide2. explain briefly on how to write a letter and what they can write in the letter)

T: are you clear?

S: yes.

Step5. Homework

T: ok. This is our writing work this unit. Now, let’s see the translation exercise on page 97. Please check it carefully.

(slide3.)

T: ok, time is up. Today’s homework is to write a letter. Remember that tomorrow we will have a dictation. See you tomorrow.

S; see you.

Slide1.

Discussion: Decorating our classroom.

Questions to help:

1. Shall we have something on the wall?

Posters? Photos? Maps? Paintings? Calligraphy(书法)? And what functions do they have?

2. How can we get them?

Buy some from the shops? Ask for some from our art teachers? Make them by ourselves? And why?

3. Where shall we put them?

On the left/right of the blackboard at the front/back?

On the wall that is beside the door?

On the wall that is between the windows?

4. Shall we put something in the corner(角落)? And why?

5. Shall we have something on the ceiling(天花板)? And why?

What other spaces do you think can be decorated and how to decorated them?

Slide2

A letter to Mrs Cai about decorating our classroom:

Dear Mrs Chen, Oct. 9th,

Although all of our classmates feel very happy in our classroom, I think the classroom will be more beautiful if more decorations are made.

Our walls are all white. I think we should put something on the wall. For example, a calligraphy of “Knowledge is power.” Can encourage us to learn more. We can put it on the wall that is between the windows, so that as soon as we open the door of our classroom we can see it. And we need not buy it. We can have some student write it. I know…..writes very well. Besides, we can put some flowers in the corner because it can enrich our lives and make our classroom more lively.

Yours sincerely/faithfully,

╳ ╳ ╳

slide3:

Workbook; page 97; exercise 5; translation.

1. This building is designed so that it looks like a bird’s nest. Most people who have seen it would agree that it is an interesting design.

2. This cup of tea tastes special. Yes, I know. There’s a taste of honey in it.

3. The ship from Dalian to Shanghai is sailing in ten minutes. The sailors are pulling up the sail.

4. The Spring Festival was coming. Mum wanted the doors painted, so Dad bought the best paint.

人教版英语课件【篇5】

Period5. Grammar and Integrating Skills

I Teaching Objectives:

1. Enable the students to master the grammar in this unit.

2. Enable the students to know something about new uses to old buildings and stimulate their interest in art and architecture.

II Teaching Methods: 演绎法

III Key Points and Difficult Points:

Key Points: Enable the ss to master the usage of past participle used as object complement.

Difficult Points: Enable the students to know more about architecture and master some words and phrases.

IV Teaching Aids: slide

V Teaching Procedures:

Step1. Greeting and Lead-in

T: nice to meet you again. A long week of holiday. Do you find it meaningful?

S: yes, no

T; no? yes? It doesn’t matter. It has gone, right? It has gone. The most important thing is what you will do now and in the future. And now, we’ll do some meaningful things. Let’s continue our unit3. art and architecture. We have done our listening work, reading, and word study. So today we will see the most exciting thing, grammar. In unit 2 we have learned past participle used ad attributive and predictive, in this unit we’ll see past participle used as object complement. 上个单元我们学了过去分词做定语和表语，这个单元我们来看看过去分词做宾语补足语的情况。

（write on blackboard）

Step2. Grammar

T: So first let’s see what is past participle briefly. 首先让我们来看看什么是过去分词呢。过去分词，从形式上说就是动词的过去分词形式，我们记动词的时候会看看它的过去式和过去分词形式是什么如果是不规则的，我们总要好好记一记，对吗？一般我们用done来表示过去分词。那么从内容上说，它又表示什么含义呢？过去分词一般有两种含义，一是表示被动，二是表示完成。因为我们说done, 的形式有be done,这是被动语态的形式，还有have/had done, 是完成式的形式，对吗？好现在，让我们来看看什么是宾语补足语呢？我们中文里说，发现什么怎么样了，想要什么怎么样，看到什么怎么样，这里的什么是宾语，而怎么样了则是补语，英语里也是一样的。我们说宾语有当介词的宾语也有当动词的宾语，对不对？那么既然宾补是跟在宾语后面的它当然也有当介词的宾补和当动词的宾补了。我们先来看看过去分词做动词的宾补，就是动词do+n.+done的形式。能用过去分词做宾补的动词不多，常见的有这么几个：have, get, find, want,这几个是最最常见的，有些甚至已经成了固定词组搭配，比如说have sth done, get sth done, find sth done 都是很常见的词组。 其他这样的动词还有：make, keep, hear, see, watch,leave, feel 等。好，这是过去分词做动词的宾语，我们等会再看例句，先来看看过去分词做介词的宾语是怎么回事，这一点很简单，它只做一个介词with的宾语，就是with+n.+done的形式。好现在我们来看一些例句。

(show the slide)’

先来看过去分词做动词的宾语，这里的句子可抄可不抄，书上这样的例句也很多，关键是把它理解了，过去分词做宾补究竟是怎么一回事。

（explain the example sentences）

好，这是过去分词做动词的宾补，都明白了吗？

S: yes.

T：好，再来看看过去分词做介词宾补的情况，请大家把这两句例句抄一下。

（explain the example sentences）

Step3. Do the exercises

Activity1. Exercise1

T: ok, are you clear about how past participle uese as object complemet?

S: yes.

T: good. Now, let’s do some exercises. Open your books to page 22. do exercise 1, the matching work, 2 minutes.

(ask one group to give me their answers)

Activity2. Exercise2.

T: you’ve done it very well. Let’s move on to exercise2, finish it in 3 minutes.

(ask another group to give me their answers and ask their deskmates to translate some sentences)

Activity3. Exercise3.

T; good job. Ok, let’s do exercise together. How would you like to have your room decorated?

(first explain the phrases below and then do it together orally)

Step4. Integrating Skills

Activity1.Reading----A second life for factory 798

T: ok. This is our grammar, past paticiple used as object complement. Now let’s see another reading text on page23. A second life for factory 798. look at the title first. A second life for factory 798, 798厂的新生. Well, it is the second life. So it must have a first life, right? So what are they? 它的第一次和第二次生命各是什么呢？The first life of factory 798 is an army factory, and it was built in the 1950s. but some years later, the army factory moved to other places, so the tactory 798 was left empty. Then some artists asked if they could move in. And finally, they moved in. they hold concerts, parties and dance festivals there. So now or the second life for factory 798 is an art center. This is the story of factory 798. and it is also an example of giving old buildings new uses. 旧楼新用的一个例子. So this atricle can be divided into three parts. The first paragraph, the last paragraph, and paragraphs between them. The first paragraph tells us that there are many old buildings in the world, some are left empty and some are pulled down. The second part tells us the story of factory 798, how it changes from an empty factory to a succssful art center.. and the last part says that there are experiments of this kind in other large cities around the world and it is a great way to save the architecture from the past.

Well, because our time is not very rich, we only mention it briefly. Here are some important phrases, please listen carefully and underline them on your books.

(give some phrases: no longer, pull down, remind sb of sth, set sth aside, besides.)

Activity2. Writing.

T: the writing work requires us to find an empty building and measure its high and width, then make a plan on how to change it to an art centre. I think this project is huge, right?

S: yes.

T: so we’ll not do it in the class. If you are interested in it, do it after class.

Step5. check the exercises on the workbook.

T: a week ago, I asked you to do exercises on page 96 and 97, right?

S: yes.

T: so let’s check it together. Let’s dook at exercise1 and 2 of vocabulary on page 96. 这两个练习是有关词的构成，第一题是一个独立词加上一个词缀，我们把这样所构成的词叫派生词，第二题是两个独立词组合在一起，我们把这样所构成的词叫做复合词。

Now let’s see exercise1 first.

(check the answers together.)

ok, good, you have done well. Let’s move on to exercise2.

(check the answers)

Step5. Homework.

T: ok, our time is nealy up, we’ll leave the rest of exercises to next lesson, please do all the exercises on the workbook. Class is over.

Slide1.

过去分词作宾补

1. 作动词的宾补

① She went to the doctor this morning and had her eyes tested.

② Many Americans interd to have their children educated in England.

③ Let’s get this work done as soon as possible.

④ He found the website already updated.

⑤ More than ninety responsible citizens made their voices heard today

⑥ The editor’s job is to keep the newspaper balanced and interesting to the readers.

⑦ I have seen the old man interviewed many times.

⑧ The crowd watched the suspect taken away by the police.

2. 作介词的宾补

① All the afternoon he slept with the door locked.

② He sat with his eyes fixed on me.

3. 与现在分词作宾补的区别

He found two of the cups broken.

他发现有两个玻璃杯被打破了。

I saw many people sitting in front of the factory.

我看到许多人正坐在工厂门前。

Blackboard work:

slide 过去分词做宾补

1. 做动词的宾补

do+n.+done the 1st life: an army factory

常见的动词有：have, get, find, want the 2nd life: an art centre

make, keep, hear, see, watch,leave, feel

2. 做介词的宾补

with +n.+done.

人教版英语课件【篇6】

一、教学目标：

1. 语言知识目标：

1) 能掌握以下单词：

noodles, mutton, beef, cabbage, potato, special, would, would like, order, bowl, size, tofu

能掌握以下句型：

① —What would you like?

② —I'm not sure yet. Are there any vegetables in the beef noodles? ③ May I take your order?

④ —Can we have two bowls of beef soup then?

—Sure. What size would you like?

—Medium, please.

2) 能了解以下语法：情态动词would的用法;

3)能掌握订餐或叫外卖等的用语。

2. 情感态度价值观目标：

体会学习英语的乐趣，做到“在用中学”“在学中用”。养成一个良好的饮食习惯。

二、教学重难点

1. 教学重点：

1) 学习掌握本课时的重点词组及表达方式。

2) 引导学生们做听、说的训练。

2. 教学难点：

通过role-play的方式掌握如何订餐等用语。

三、教学过程

Ⅰ. Warming-up and lead in

1. Watch a video program about food and vegetables.

2. Ask and answer: What's your favorite food/drink/vegetables?

Ⅱ. Presentation

1. (show some pictures of food on the big screen)

Present some new words and expressions to the Ss.

2. Ss learn the new words and expressions by themselves and try to remember them.

3. Work on 1a:

Read the words on the left and look at the pictures on the right. Write the letters of

the food on the line. Then check the answers.

Ⅲ. Game (Guess the food.)

(Show some pictures of food on the big screen)

Let Ss guess what food it is.

Ss try to guess the food and learn the words.

Ⅳ. Listening

T: In the following conversation, one man is ordering some food. Now, let’s listen to the tape, find out the right noodles the person orders.

Play the recording for the Ss to listen and check the answers.

Ⅴ. Pair work

1. Present the conversation in 1b on the big screen and ask Ss to practice it.

2. Make their own conversations using the noodles in the picture.

3. Let some pairs act out their conversations.

Ⅵ. Listening

1. Work on 2a;

T: Now, look at the pictures on the right, listen to the conversations and check the names of the foods you hear.

(Play the recording for the first time, students only listen carefully.

Then, listen to the recording again, and check the names of the foods.

Check the answers. )

2. Work on 2b:

(Play the recording for the Ss to listen and complete the sentences.)

Play the recording twice. The first time Ss just listen. And the second time, Ss

listen and write down the words.

(If necessary, use the pause button to help Ss)

3. Check the answers.

Ⅶ. Pair work

1. Ask and answer questions with your partner. Use the information in 2a.

2. Show the conversations of 2a on the big screen to the Ss.

3. Make a model for the Ss.

T: What kind of noodles would you like?

S1: I'd like beef noodles, please.

…

3. Ss work in pairs and practice the conversations.

Ⅷ. Role-play

1. Ask Ss to read the conversation in 2d and find the answer to this question： What would they like?

(They would like one large bowl of beef soup, one gongbao chicken, and one

mapo tofu with rice.)

2. Check the answers with the Ss.

3. Ss work with their partners and role-play the conversation.

VIII. Language points

IX. Exercises

Homework

1. Review the words and expressions in this period.

2. Role-play the conversation in 2d.

3. Write a short conversation to order some noodles you like in a restaurant.

人教版英语课件【篇7】

Topic: art and architecture

1.Stimulate the students’ interests in talking about art and architecture

2.Cultivate the students’ ability of speaking, reading, discussing.

3.Enable the students to learn some useful words and expressions: architecture, architect, prefer, design, style

I would not feel happy if …

I would not feel happy if ….

I don not get very excited about …

I really prefer…

I can not stand

Teaching important point:

1. Enable the students to master the ways of discussing differences between modern and traditional things, to encourage them to talk about their preference.

2. Help the students to learn about the past participle: used as object complement

Teaching difficult point:

Inspire the students to express their design of house.

Teaching methods: free talk, communicative method to improve students’ speaking ability and communicative skills.

Teaching aids: multimedia. recorder.

Teaching procedures:

Period 1: Warming-up and Speaking

Period 2: Reading

Period 3: Language study

Period 4: Listening and writing

Period 5: Integrating skills

Period 1：Warming up and Speaking

Step 1. Greetings and warming-up

T: Good morning, class.

S: Good morning, Miss Qiu.

T: where are you from, a city or a small town?

Can you describe the buildings in your hometown?

What kind of buildings do you live in, a traditional house or an apartment?

S: …

(Show students two pictures, a tall building and a traditional yard.)

T: what can you see in the two pictures?

S: We can see two different styles of house: block of flats and traditional house.

T: What is the difference between them?

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

… Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.

The roof is sloping.(why?)

…

T: In which house would you prefer to live? Why?

S: I like living in …. because….

I prefer living…

I’d rather live…

(For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.)

T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?

(Show the students some different kinds of houses, and ask them to describe them.)

S: appearance: high, low, great. The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel, glass, wood…

T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?

S: ……

Step 2 Speaking

T: Now let’s move to the speaking part. Turn to P18. Please listen to the sample dialogue .Pay attention to the ways how to express their preferences.

(After listening to the dialogue for once)

T: Ok! The dialogue is about two persons talking about their preference for styles of architecture. The noun form of “prefer” is “preference”. The stress should be put on the first syllable. Please read the word after me .

S: ……

T: There are some useful expressions in the dialogue. Such as “I wouldn’t feel happy if …”

“I prefer something that…” “I don’t get very excited…”

T: Now please look at the pictures and talk with your partner which of the things below you prefer. Try to explain why you prefer one thing to another.

S: …

(Show some chairs on the screen)

T: In your dream houses, are there any chairs? Which one do you like? Why?

Sample dialogue:

A: which do you like better, classical chairs or modern chairs?

B: I prefer modern chairs.

A: Why?

B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.

Step 3 . Homework

Decorate your bedroom and classroom. And talk about your decoration.

Period 2: Reading

Step1: Pre-reading

(Show pictures of both modern architecture and classical architecture)

T: We’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. I hope you enjoy that… but I wonder if all of you can recognize some of the most famous architecture.

S: Sydney House; the Eiffel Tower; the Temple of Heaven…

T: Among all of these pictures, which ones belong to modern architecture?

S: …

T: How do you know which ones belong to modern architecture? What’s the difference between modern architecture and classical architecture?

S: …

T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.(Show modern architecture on the screen)

Step2: While-reading

1. Fast- reading

T: Q1:Wha’s the difference between modern architecture and classical architecture?

Q2: What kind of materials is used? What other materials do you know?

Q3: What’s the characteristic? How do people feel towards modern architecture?

Difference

Modern architecture Classical architecture

Materials Steel, iron, glass… Stone, brick, wood…

Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature

2. Careful-reading

T: Now please find out the information according to the key words on the screen.

Modern architecture

Q1: When was modernism invented? -----1920s

Q2: How many architects are there in the text? ---Antonio Gaudi/ Wright

Q3: What did Gaudi want to be used in his works? What’s the characteristic of his architecture? How is his architecture like?

----Natural materials/ like a dream, full of fantastic colors and shapes.

Q4: What inspired Wright? ----Japanese seashells

Q5: How many examples are there in the text?

----The Opera House/ the new Olympic Stadium

Q6: How do they look like? ----Seashell/ nest

Q7: What do they (two architects / two examples) have in common? ---Nature

3. Listening

T: While listening, please pay attention to the key points in the text. (Show the key points on the screen)

Step3. Post-reading

Interview (group work)

Step4. Homework

Report what you have learned about modern architecture next time.

Period 3: Language study

Step 1 Lead-in

T: Hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. Today I’d like to introduce you one of my friends. He is an architect. Who can tell me the meaning of “architect”. (a person who designs buildings). He lived in this house when he was young. Do you think this house beautiful or not beautiful? (not beautiful) Can you use another word to replace “not beautiful”. (ugly). So when he became an architect, he designed some pretty houses. Not long ago he designed a new house for me. Let’s go and see my new house.

Step 2 Vocabulary

T: Welcome to my new house. Could you say something about my new home?

T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house)

T: Let’s learn some new words of house.

(balcony concrete nest brick roof)

Try to remember these new words, then fill in the blanks.

1. An area with a wall or bars around it, joined to the outside wall of a building ________________.

2.A strong construction material which is a mixture of stone, and sand and water _________________

3.A shelter made by a bird to hold its eggs and young ____________

4.The structure on the top of a building to keep the rain out_________

Step 3 Word Study

T: Can you tell me which is the most ancient building in my yard? (nest)

A nest is to a bird what a house to a man.

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

T: Well done. These two sentences have something in common-they are using the same sentence pattern. What is it?

S: →A is to B what C is to D

T: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

Fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

An architect is to_______what a painter is to art.

A___is to a boat what an engine is to a car.

A____is to a fisherman what a gun is to a hunter.

Arms are to the body what_______are to a tree.

Step 4 Grammar

T: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I’ll guide you to the market to see what you can do there.

(show the Ss the picture and ask them to describe it.)

T: What can you see in the market? Let’s see what can we do here?

For examples: I can have my hair cut here. I can have my bike mended.

Please make similar sentences.

S:…

T: In all these sentences we use a sentence pattern-“have something done”.

Now let’s see the pairs of sentences, and compare A and B.

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

T: when we use –ing form, we are using passive voice. When we use –ed form, we are using active voice.

→ passive voice: -ed

active voice: - ing

T: Now let’s do some exercises.

Matching

Did you find the city done?

When will he ever get the work greatly changed?

She can’t make herself called.

Next week I’ll have my bedroom understood.

You’ve got to keep the door locked.

I got the watch repaired.

She heard her name decorated

Completing

I don’t want any bad words____(say) about him behind his back.

Please get the work____(do) as soon as possible.

I’ll have the materials_____(send) to you next Monday morning.

She won’t have her long and beautiful hair____ (cut) short.

You should make your voice______(hear).

I want you to keep me_________(inform) of how things are going with you.

The rent sounds reasonable. How would you like it________(pay).

At last I succeeded in making myself__________(understand).

We’ll move to the new school, and four people will share one room. There will be a competition on decorating your room. The most beautiful and most special room will he the winner. Now work in groups of four to design your room. Five minutes later the group leaders should give a simple report. And pay attention to use –ed form in your report.

Step 5 Homework

book page 97, exercises 1-5

book page 98, exercises 1-2

Period4: listening and writing

Step 1 : Greeting and Warming up

T: The National Day is coming. I know most students in our class are waiting for the exciting day, so am I .On holiday ,we can do many exciting things. Such as going shopping, visiting beautiful place, visiting good friends…Now I will ask some students to share your ideas. **, Please, what are you going to do on the National Day?

S: …

T: What about you? What’s your opinion?

S: …

T: On National Day, what cloth will you put on? School uniforms or cloth with personal style?

T: …

T: I think most students in our class will put on cloth with personal style ,because this kind of cloth can make us feel confident .Right?

S :…

T: It is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?

S:…

T: For most young person, their choices in buying furniture is very much like buying clothes, while old people often choose traditional furniture that is made of strong materials and can be used for a long time .

Step 2. Listening

T: Today, we are going to learn the listening part . Turn to P18. This dialogue is about a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. They visit a shop and talk with a shop assistant about their tastes and preferences.

(Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs. Then play it a third time for the students to check their answers. Check them with the whole class in the end..)

Step 3. writing

T: Do you think the building in our school is beautiful?”

S1: It is very beautiful…

S2: The school looks like a desert ,The walls are white-washed and there aren’t any art works on them.

T: We think the building would be more beautiful if the school would be decorated with paintings ,photos and art works. We think art in the school could give us many new experiences and enrich our lives. But suppose that the school does not have a lot of money. How can our school be decorated? Now please work in groups of 4 to make a plan that show how the whole school can be decorated? I will give you 3 minutes to have a discussion.

Suggest answer:

1. Mangy art works ca be made by teachers and students.

2. Art posters can be used for decorating.

Step 4. Homework.

T: Please write a letter to the headmaster explaining how you want to decorate the school with art works. Describe the art of your choice, what function it should have in your school and why it is important to have art in school buildings.

Paragraph1. Explain why the school should be decorated.

Paragraph2. Explain what function the art should have in the school.

Paragraph3. Describe different types of art works that could be chosen and where they should be hung up in the school.

Paragraph4. Discuss the different prices of different art works and write a plan to decorate the school as well as possible using little money .

Period 5: Integrating skills

Step 1. Revision:

T: Dear class, I’m especially happy these days, because I’ve just bought a new house. It’s very beautiful. Look, here it is. I want to share my happiness with you. So would you like to help me design my house? How should I decorate my room? Please discuss it and give me some advice, OK?

(Show them the sentence pattern on the screen to revise the grammar.

--- You should have your walls painted white.

--- You had better have … done. )

T: Now I will call out some pairs to report their design. which group will give me good suggestions?

S:…

T: Thank you very much! You’re good designers. I’ll decorate my room according to your design.

Step 2. Lead-in

T: Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house? Should I pull it down? No, I don’t want to do that. Anyway it’s so lovely a house. Should I let it stand empty? No, not a good idea. I want to give it a second life. What shall I do? Please discuss again in groups and this time give me advice on how to deal with the old house.

S:…

T: Wow, you have so many wonderful ideas! I think I like to change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day?

Step 3. Fast reading on “ Factory 798 ”

T: Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called “Factory 798”. Has anybody ever heard of that? If no, let’s open our books and read the passage on Page 23. Try to find out: “What is Factory 798? ” I will give you 2 minutes.

(a few minutes later. )

T: Who has found out the answer?

S: → an old army factory ; an arts centre;

Step 4. Listening and reading

T: Now, let’s listen to the tape and get a better understanding of the text. Please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you’re not sure of. At the same time, please try to find out the following new language points in the text and see how much you can understand them in English.

( Show the language points on the screen. )

1. pull down

2. stand

3. with… aid

4. remind … of

5. set aside

Step 5. Careful reading

T: Now let’s get some detailed information about Factory 798. Please read the second paragraph of the passage carefully again and find out:

Q1:What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

Q2:When was Factory 798 built?

--- We’ve known that Factory 798 was built in 1950s.

Q3:As time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

Q4: What has happened to it now?

→ turned into an arts center

Q5:Why was Factory 798 welcomed by painters, music bands, artists and musicians?

(Check the answers with Ss one by one, explain the language points meanwhile. Explain some difficult sentences in the text at the same time)

Step 6. Retelling

T: Now it’s time for you to read the text by yourselves and try to summarize the text. That is to say, suppose you are a journalist from CCTV 9 and you’ve just paid a visit to the famous Factory 798. Please make a TV program to introduce Factory 798 to our citizens in your own words. I’ll give you three minutes to read through the text by yourselves and get prepared for the retelling, OK?

S: …

Step 7. Discussion

T: In almost every city around the world, there are old buildings which are no longer used, such as schools, hospitals, factories or even churches. What do you think people should do with them? Why?

S1: To pull down the old buildings and set up new modern ones to keep up with the pace of the society.

S2: New uses should be given to old special buildings. It’s a great way to save the architecture from the past.

Step 8. Homework.

1. Finish the program about Factory 798 as a TV reporter.

2. Make your plan about how to reuse our old school buildings.

人教版英语课件【篇8】

1 cover a glass of water with…

cover…with…

The furniture was covered with dust.

这个城市占地25平方公里

这本书涉及了从1840至1919这个时期的历史

I only bought this book because of its cover.

2 upside down

你把那图片弄倒了

The office is being decorated, so everything is upside down.

3 fill one glass with…

fill…with… be full of…

4 protect

We must protect children.

protect…from…

保护植物使不受冻

In summer, people like to wear glasses to protect themselves from the sunshine.

prevent…from stop…from keep…from

5 mariner

marine

海豹和鲸是海中的动物。

Her husband is a US marine.

6 sailor

The sailors landed on Dalian.

I am a bad sailor.

7 cube

The cube of 2 is 8.

Ice cube cube root

8…whether you can come up with…

come up with…

The airline has come up with a solution to the problem.

9 Who benefits from…

benefit

运动有益于我们的健康。

Your advice benefited me a great deal.

benefit 作不及物动词，

每天做操对我们有益。

be of benefit to sb. Your advice was of great benefit to me.

for the benefit of

10 property

This small house is my only property.

坚固是钢的特性之一。

11 percent n. 百分比

How much percent…? What percentage of …?

The sales have increased by 20 percent this month.

12 range

I ranged the books on the shelf according to size.

这条湖由湖边向西延伸。

be out of one’s range

What is the range of this telescope?

The library has ranges of books in perfect order.

13 all the way

Jack climbed all the way to the top of the tree.

14 up to He came up to me. It’s up to me to teach them English.

What is he up ? ？ up to now

15 What makes the ocean such a great place to live?

To live such 的用法

16 the way the water molecule is formed gives water…

in the way in a way in one’s way out of way

17 affect Smoking affects health.

18 take advantage of

19 Heat capacity is the amount of energy it takes to raise the temperature of a substance by …分析句子结构

区分ability, capacity& capability

20 give off

21 add to, add…to… add up, add up to

22 Isn’t it amazing that a single substance can be so important to our planet and even the whole universe?

翻译下列句子

情态动词专项练习

1. Jean have kept his promise. I wonder why he changed his idea.

A. must B. should C. need D. would

2. Jane have come to the party, but she not find the exact time.

A. could; could B. might; could C. should; could D. should; would

3. So many mistakes in your homework! You more careful.

A. may be B. had to C. would be D. should have been

4．Her brother be at home now, because he was seen playing basketball in the stadium just now.

A. mustn’t B. needn’t C. can’t D. shouldn't

5．---I can’t understand why our boss is late.

---He the early bus.

A. could miss B. may have missed

C. can have missed D. might miss

6. She didn't answer the phone, she ______ asleep.

A. may be B. must be C. should have been D. must have been

7．The little girl’s eyes were red. She ______.

A. may cry B. must cry C. must be cried D. must have been crying

8．He______ his supper now, for the dining hall is still closed.

A. can’t be having B. needn’t be having

C. mustn’t be having D. shouldn't be having

9．I parked my bike behind the building, but now it is gone. It ________ .

A. may be stolen B. must be stolen

C. must have been stolen D. must have stolen

10. ______ Mr. Black_______go to work by ferry before the bridge was built?

A. Did; used to B. Use; to C. Did; use to D. Does; use to

11. The hotel is only a stone’s throw away, you ______ take a bus.

A. need not to B. not need to C. don't need D. need not

12. I am busy now, _______ my brother do it for you ?

A. Will B. Shall C. Must D. May

13. ---You needn’t do it right now, need you?

---Yes I am afraid I ______ .

A. need B. needn’t C. must D. mustn’t

14.My English-Chinese dictionary has disappeared . Who _____ have taken it? (上海春季高考)

A. should B. must C. could D. would

15. ---The room is so dirty._______ we clean it?

----Of course. (20北京春季高考)

A． Will B. Shall C. Would D. Do

16. If you have something important to do, you ______ waste any time.

A. needn’t B. mustn’t C. may not D. won’t

17. If you want to borrow a football after school, your student card______ here.

A. has to leave B. must leave C. has to be left D. must be left

18. “ Did you scold him for his carelessness?”

“Yes, but _____ it”

A. I’d rather not do B. I’d rather not have done

C. I shouldn’t do D. I’d better not do

19. “ Don’t get near to it . It is too dangerous!”

“_______” .

A. Yes, I won’t B. No, I don’t C. No, I can’t D. No, I won’t

20. He must be in the classroom, _______ he?

A. mustn’t B. can’t C. isn’t D.can

21. He________ be in the garden. He must be in the room.

A. can’t B. mustn’t C. will not D. may not

22. “Do you have to leave now?”

“I am very sorry, but I really______.”

A. can’t B. have C. should D. must

23. “Let’s go to the library, shall we?”

“_________?”

A. No, I can’t B. Yes, I will C. Yes , thank you

D. No, we’d better not

24. “Can I take it away?”

“ You ______ better not.”

A. should B. could C. would D. had

25. You _______ have brought your camera. They all had theirs with them.

A. couldn’t B. needn’t C. wouldn’t D. mustn’t

26. See who is there!______it be May?

A. May B. Must C. Can D. Will

27. John______ be a basketball player. He is much too short.

A. may B. mustn’t C. can’t D. should

28. The Chinese teacher looks so pale. She ______ be ill.

A. must B. mustn’t C. can D. need

29. Something______to save our earth. Do you think so?

A. can do B. must do C. has to do D. must be done

30. Look at what you have done! You ______ be more careful.

A. ought B. can C. would D. should

人教版英语课件【篇9】

The Third Period

Teaching Aims:

1.Review the words appearing in the last two periods.

2.Review Non-finite Verbs(1):-ing,-ed,to do.

Teaching Important Points:

1.Help the students guess the missing word in a sentence to improve their ability to master new words.

2.Help the students finish each exercise correctly to revise Non-finite Verbs.

Teaching Difficult Point:

Master the uses of the three kinds of Non-finite Verbs correctly.

Teaching Methods:

1.Review method to consolidate the words learned in the last two periods.

2.Practising to make the students master the Non-finite Verbs correctly.

3.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

兂Step ⒐ Greetings

Greet the whole class as usual.

兂Step ⒑ Revision and Word Study

T:Yesterday,we read the text about Rio de Janeiro and Kitzbuhel.Do you still remember something about them?

Ss:Yes.

T:Well,now please look at the statements on the screen and tell whether they are true or false according to the text.If theyˇre false,correct them.

(Teacher shows the following on the screen and checks the answers with the whole class.)

1.Rio de Janeiro is Brazilˇs second largest city.

pacabana,perhaps the most famous of all beaches,is far away from downtown.

3.The best time to visit Rio is in March,but the biggest tourism season comes around June or July.

4.Cariocas are well known for their big heart and friendliness.

5.Rio de Janeiro is a paradise for skiers.

6.The good weather and breath-taking scenery make Kitzbuhel a world-class ski resort.

7.The worldˇs best and fastest skiers gather here twice a year to try their daring in the downhill race that every skier wants to win.

Suggested answers:

True:1,4,6

False:2.far△only a few bus stops

3.March△June or July;June or July△March

5.Rio de Janeiro△Kitzbuhel

7.twice△once

T:Well done.Besides,weˇve learnt some useful words in the text.Have you really mastered them?Please open your books at Page 37.Look at the first part of Language StudyXWord Study.Letˇs do Exercise 1 first.Fill in the blanks with words from the text.Youˇre given three minutes to do it.Then check your answers with your partner.At the end,Iˇll collect the right answers from you.See what I mean.

Ss:Yes.

Suggested answers:

1.altitude 2.avenue 3.reminds 4.feast 5.dip

T:Well done.Next,letˇs do Exercise 2.Read and understand the following passage carefully to see if there is a mistake in each line.If there is,find it and correct it.You can begin now.Five minutes later,Iˇll check your answers.

Suggested answers:

1.bring△brought

nstruction△constructions

3.itˇs△its

4.≡

5.returns△returned

6.visit△visitors

7.Much△Many

8.≡

兂Step ⒒ Revision of Grammar

T:OK.So much for Word Study.Letˇs revise the GrammarXNon-finite Verbs.Look at the sentences on the screen.

(Teacher shows the following on the screen.)

to do

1.The first thing would be to decide where to go.

2.The most important thing would be for you to decide where to go.

-ing

1.Every now and then we get the itch for travelling.

2.Kitzbuhel has the most challenging and exciting downhill slopes for skiers in the world.

3.Few visitors leave Rio feeling disappointed.

-ed

1.Amazed by the beautiful scenery at Copacabana Beach,he decided to come again next year.

2.Known as Carnival,the festival attracts visitors from all over the world.

Study the sentences and tell the functions of the Non-finite Xia,try the first pair of sentences.

S1:¨to do〃 is used as Predicative in both of them.

T:You are right.Sit down,please.Are there any other function of ¨to do〃?And what functions?

Ss:Yes.Subject,Object,Object Complement,Attribute and Adverbial.

T:Quite right.Yang Xia,what about ¨-ing〃?

S2:In these three sentences,¨-ing〃 is separately used as Object,Attribute and Adverbial.

T:Do you agree with her?And do you know some other functions?

Ss:Yes.Subject,Predicative and Object Complement.

T:Very good.Shi Hui,the last pair.

S3:¨-ed〃is used as Adverbial in both sentences.Besides,it can be used as Predicative,Object Complement and Attribute.

T:Well done.Sit down,please.

兂Step ⒓ Practice

T:Next,letˇs do some exercises.Look at the sentences on the screen and point out the function of the¨-ing〃form in each sentence.

(Teacher shows the following on the screen and deals with the exercise orally with the whole class.)

Point out the function of the -ing form in each sentence.

1.Doing nothing is doing ill.

2.Be careful!The falling stones might hit you.

3.When you hang wet clothes near a fire,you will see steam coming from them.

4.Not knowing much English,I found it hard to understand them.

5.While walking along the shore,we saw that the water was very dirty.

6.Playing tricks on others is something we should never do.

7.Babies like tearing paper into pieces.

8.They went out of the club,talking and laughing loudly.

Suggested answers:

1.Subject,Predicative 2.Attribute 3.Object Complement 4.Adverbial 5.Adverbial 6.Subject 7.Object 8.Adverbial

T:Well done.Now,please open your books at Page 38 and do Exercise 2.First,do it by yourself after learning the examples.Then,check the answers with your partner.At the end,Iˇll collect your right answers.

Suggested answers:

1.Being very brave,he went into the cave alone to look for his friend.

2.Being quite ill,she could not visit her friend in England.

3.Being an experienced traveller,he knows how to plan a trip.

4.The girls attending the sick all come from the countryside.

5.When hearing the music,he began to miss his hometown.

6.Seeing the flame on top of the mountain,they knew that another war would begin soon.

7.When driving to the airport,he hit a boy on a bike.

8.Having got married,he lived separately from his parents.

T:You did a good job.Now,please look at the two groups of words on the blackboard.

(Teacher writes the following on the blackboard:

-ed:interested,surprised,moved,tired,bored,encouraged,frightened,amazed,disappointed,worried,etc.

-ing:interesting,surprising,moving,tiring,boring,encouraging,frightening,amazing,disappointing,worrying,etc.)

T:Can you tell the different usages of these two groups of words?Any volunteer?

S4:Yes.I can.We use the first group of words to say how we feel about something and use the second group of words to talk about the person or thing that makes us feel interested,surprised,etc.

T:You are right.Sit down,please.Both of the two groups are used like Adjectives to refer to a state or a quality,not an action.Do you agree with me?

(Teacher writes two incompleted sentences on the blackboard again.

It is important______us to learn English well.

It is clever______you not to tell him the news.)

T:Now,look at this pair of sentences and fill in the blanks.Yao Yue,you try,please.

S5:The first one is¨for〃;the second one is¨of〃.

T:Can you explain why?

S6:The first sentence talks about something people do;the second sentence talks about people who do something.

T:How do you know what the sentences talk about?

S5:According to the adjectives as Predictive in the sentences,such as important and clever.

T:Quite right.Thank you.Now,please look at the screen and do the exercise on it.

(Teacher shows the following on the screen and allows the students enough time to prepare.At the end,check the answers with the whole class.)

There is one mistake in each of the following sentences.Point it out and correct it.

1.Having travelled a lot in China this year,I am getting tiring of travelling now.

2.We had to waiting three hours to get the ticket to Harbin.

3.Although the unboiling water looks clean,I prefer not to drink it.

4.Iˇm sorry to tell you that none of the banks I spoke to were interesting in this project.

5.It is tired to climb to the top of the mountain.

6.It is not enough to simply decide where you want to go.It is also important of you to consider when and how you want to travel.

Suggested answers:

1.tiring△tired 2.waiting△wait 3.unboiling△unboiled 4.interesting△interested 5.tired△tiring 6.of△for

兂Step ⒔ Summary and Homework

T:In this class,weˇve reviewed the new words in the text.In addition,weˇve revised Non-finite Verbs(1)X-ing,-ed and to do,especially,weˇve done a lot of practice to master the usages of them.After class,do more practice.The more you practise,the better you will master them.Thatˇs all for today.See you next time.

Ss:See you next time.

兂Step ⒕ The Design of the Writing on the

Blackboard

Unit 15 Destinations

The Third Period

-ed:interested,surprised,moved,tired,bored,encouraged,frightened,amazed,disappointed,worried,etc.

-ing:interesting,surprising,moving,tiring,boring,encouraging,frightening,amazing,disappointing,worrying,etc.

for/of:It is important for us to learn English well.

It is clever of you not to tell him the news.

兂Step ⒖ Record after Teaching

八上英语课件

编辑认为“八上英语课件”是一篇精彩的文章值得大家阅读，欢迎您浏览本文的内容。老师会根据课本中的主要教学内容整理成教案课件，需要我们认真写好每一份教案课件。编写好教案能够帮助教师更好地实现教育教学目标。

八上英语课件(篇1)

一、介词in，at，on的用法

1. in + January/ February/ March/ April/ May/ June/ July/ August/ September/ October/ November/ December

2. on + Monday/ Tuesday/ Wednesday/ Thursday/ Friday/ Saturday/ Sunday

3. in + spring/ summer/ autumn/ winter

4. 年月季节in里装，点钟时刻at上，具体某天上下晚，无论某天on用上。

eg: at six o’clock 在六点钟

at noon/ night 在正午/ 晚上

in 在

in January 在一月

in winter 在冬天

in the morning/ afternoon/ evening 在早上/下午/晚上

on Monday/ May 1st 在星期一/ 在五月一日

on the morning of May 1st 在五月一日的上午

on a hot afternoon 在一个炎热的下午

注意：如果时间词前面有next，last，this，every等修饰语时，不带介词，如：

next Monday 下个周一

last night 昨天晚上

this morning 今天早上

every afternoon 每天下午

二、序数词 （书P81）

1. 口诀：基变序，有规律，多数词尾加-th。

一、二、三特殊记，词尾字母t, d, d。

八去t，九去e，字母f把ve替，然后再加-th。

遇到几十几，只变个位就可以。

序数词，表顺序，一般须加定冠词。

注意：表示“第几十”时将20及20以上的基数词中的y变为ie加th。

序数词的缩略式一般由阿拉伯数字加上序数词的最后两个字母构成。

2. 用法：(1)明确指明先后顺序或一系列事物按一定的规律排列时，序数词前用定冠词the。

e.g. This is the first lesson of this term.

This is the third time that you are late for school.

(2)不强调先后顺序时，序数词前用不定冠词a/ an，表示“又一，再一”。

e.g. We have tried three times. Shall we try it a fourth time?

(3)序数词前有物主代词时不用任何冠词.

e.g. This is my second book I read this year.

(4)序数词还可用作副词，此时不用任何冠词。

e.g. First, you are students. Second, you are in Class5, Grade6. Third, your English teacher is Miss Zheng. So you must study hard.

(5)在一些固定短语中序数词前不用冠词。

e.g. first of all 首先 at first 起初

(6)编号即可用序数词表示，也可用基础词表示。序数词位于名词之前，并加定冠词；基数词位于名词之后，且名词和数次首字母大写。一般情况下，用基数词比较常见。

第十课 Lesson Ten = the tenth lesson 第二部分 Part Two = the second part

练习五 Exercise Five = the fifth exercise 306房间 Room 306

三、日期表达法

1. 英语中的日期表达顺序为“月+日+年”或“日+月+年”。年份要用逗号隔开。如：月9日可表达为：September 9th, 2013或9th September, 2013

2. “日”用序数词表示，书写时定冠词可以省略，序数词的词尾th也可以省略，但是读时一定要读成序数词。例如：May 4/ May 4th，读作May the fourth或May fourth。

3. “年”用基数词表示，读年份时可将前两位数字作为一个单元，后两位数字作为一个单元。例如：读作nineteen ninety-six，而2013通常读作two thousand and thirteen。

4. 对日期提问用What’s the date? 对星期几提问用What day is it today?

四、重点词汇与短语

1. when是一个疑问副词，意为“什么时候，何时”用来询问时间，既可询问某个时段或时刻，也可询问具体的日期。如：

-When is the football match? -It’s September 15th.

-When do you watch TV? -At eight o’clock.

what time对时间进行提问，更强调“几点”

当询问做某事的时间时，what time与when可以互换。

2. How old+be+主语? = What is sb’s age? 对年龄进行提问。

答语常用：主语+be+基数词+year(s)/ month(s) old.，也可以直接说年龄。

eg: -How old is your mother? = What’s your mother’s age?

-She is forty-two years old.

3. 名词所有格

(1)名词后's，如果这个名词是以s结尾的，直接打'，表示...的

(2)如果两个名词并列，并且分别有's，表示“分别有”

Jim's and Mary's beds Jim的床和Mary的床（两张床）

只有最后一个名词有's，则表示“共有”

Lucy and Mary's bed Lucy和Mary的床（一张床）

4. birthday相关短语

birthday cake生日蛋糕 birthday present生日礼物 birthday party/ dinner生日聚会

birthday candles生日蜡烛 birthday song生日歌

5. have(1)“有；拥有”如：I have three soccer balls, but my brother doesn’t.

(2)“吃；喝”如：I usually have an apple and a hamburger for breakfast.

(3)“举行；举办”，后面跟表示活动的名词，指举办某种活动。如：

have a class meeting 开班会

have a music festival 举办音乐节

have tennis games 举办网球赛

have a book sale 举行减价售书活动

(4) 用于某些短语中，如：

have a look 看一看。

have a good time玩得高兴；过得愉快，相当于have fun或enjoy oneself (oneself随主语的变化而变化)。

6. game意为“游戏，运动”，指根据某规则而进行的具体表演，或有比赛性质的运动。也可以指大型运动会，如the Olympic Games奥运会

football game足球比赛 play games玩游戏

sport常指户外运动，侧重于锻炼身体。

7. trip n.名词，一般指短时间短途旅行。a trip to… 一次去…的旅行

八上英语课件(篇2)

人教版七年级上册语文单元知识点总结

一、重点字词

1.给下列加点字注音。

分歧qí 蹲dūn下

2.解释下列词语。

(1) 委屈：受到不应有的指责或待遇，心里难过。

(2) 粼粼：形容水的明净。

(3) 各得其所：每个人或每种事物都得到适当的安置。

二、重点句子背记知识清单

到了一处，我蹲下来，背起了母亲，妻子也蹲下来，背起了儿子。我的母亲虽然高大，然而很瘦，自然不算重，儿子虽然很胖，毕竟幼小，自然也轻。俱我和妻子都是慢慢地，稳稳地，走得很仔细，好像我背上的同她背上的加起来，就是整个世界。

三、文学(文体)常识背记知识清单

1.给下列加点字注音。

tān huàn shì yǎng juã biã qiáo cuì fáng shàn wān dîu

瘫 痪 侍 养 诀 别 憔 悴 仿 膳 豌 豆 ..

二、问题：

1.课文主要写了什么?

课文讲述了重病缠身的母亲，体贴入微地照顾双腿瘫痪的儿子，鼓励儿子要好好活下去的故事，歌颂了伟大而无私的母爱.

课文写了四件事：

(1) 1当“我”发脾气时，母亲对我的抚慰.

(2) 母亲重病缠身，却不告诉儿子，不想给儿子增添痛苦.

(3) 母亲央求“我”去看花

(4) 母亲的临终嘱托

2.“我”的双腿瘫痪之后，母亲的侍弄的花为什么都死了?

答：因为“我”的原因，母亲已精疲力竭，无力再照顾花了。

3.文中写到“我”坐在窗前看落叶，“母亲进来了，挡在窗前”。你怎样理解母亲挡住落叶的行为?

.答：因为母亲希望“我”的心情好一点，也有助于病情。

4.为什么“我”答应去看花，母亲竟高兴得坐立不安?为什么“我”责备她“烦不烦”，她却笑了?这说明什么?

答：因为母亲看到了“希望”，这是“我”第一次答应母亲带“我”去玩。

5.前面母亲说“好好儿活”和最后“我”说“要好好儿活”各有什么含意?这样写在文章结构上有什么作用?

答：因为母亲知道自己命不久矣，从而想让“我”以后照顾自己。后文写“要好好儿活”是“我”知道了母亲的良苦用心，决定好好照顾自己。在文章结构上起“前后呼应”的效果。

人教版七上语文的学习方法

1、多读书：多读是建立在精读的基础上的。读文章时一定要注意它的内涵。反复看课文上的文章，将精彩之处做上标记，写上自己的感受、思考。

2、多练习写作，可以通过写日记的方法：不管是杂文、散文，还是小说，都可以写，写完了要反复修改，这样才能真正提高自己的写作能力。要多思考，学而不思则惘。

3、多注意观察：会发现生活中有很多素材可以成为写作的素材。

人教版七上语文的学习技巧

1、注重日常积累：语文考验的是自己肚中的墨水，若是自己没有一定知识累积的话，语文成绩自然不高。所以想要提升语文成绩，平时更应该注重诗词好句的积累。

2、学会理解文章：通过理清文章的结构层次，明确课文的内在逻辑，把结构层级作为记忆线索，形成知识网络，更能方便记忆。

3、学会观察周围：写作是源于生活的，最打动人的往往是细节之处。所以平时要多观察生活，写作时多做细节描写，才能真正为作文进行润色，让老师能眼前一亮。

八上英语课件(篇3)

英语七上Unit5单元检测题

一. 词汇，跟据句子意思及首字母提示，补全单词

1.Let’s p____volleydall

2.It is b______to watch TV at home

3.He likes playing computer game very much .It is i_______

4.We all like playing basketball.It is a r________sport.

5.Alice is a f____ girl. She is my good friend.

二.选择最佳答案填空

1.He_____like baseball, _____he likes football.

A. don’t ,but B. doesn’t, or C. doesn’t, but

2. Do you want to play ______tennis? Yes, I____do

A. a,want B. the,do C./, /

3.Do you like soccer?

A. I don’t like B.I like it. C. yes, I do

4. _____that man Does a great sports collection

A. Do, have B. Does, have. C. Does, has

5. Does _____play computer game ?

A. he B. him C. his

6. ______the boy swim? Yes, he ____

A. Dose,doB. Can, canC. Is,is

7.Ann_______TV every day

A. watches B. watch C. looks

8.My father likes baseball. He thins it is _______

A. fun B. boring C. difficult

9. I like to watch basketball games_________TV.

A. onB. at C.in

10. We ________football. We play football every day.

A. likeB. likes C. don’t like

三.小小翻译家

1.一本有趣的书，新目标七上 Unit5 单元检测题，中学英语《新目标七上 Unit5 单元检测题》。

2.打排球。

3.网球俱乐部。

4.听起来不错。

5.下棋。

6.运动中心。

7.踢足球。

8.看电视。

9.做运动

10. 棒球

四.句型转换

1. I have a soccer ball (用Tony 代替I )

2.He has a baseball bat （改为否定句）

3. Gina doesn’t play golf every day (改为肯定句)

4. Do you have tennis rackets? (改为肯定句)

5. It’s Monday tomorrow （对划线部分提问）

五.连词成句

1. Tom have and Jack baseballs there

2.play soccer let’s

3.he have ball tennis doesn’t

4.Ella does a racket tennis have (?)

5.don’t play soccer I it’s because, difficult

6.doesn’t he play he watches sports them TV on only

7.brother has great a sports Peter’s collection

8.playing like I computer game very much

9.interesting sounds that

六：翻译下列句子。（ 10分）

1有网球拍吗？没有 但是彼得有。

2让我们去打球吧

3安没有棒球球拍。她不喜欢打棒球

4那听起来听不错的

5我喜欢踢足球他很有趣

6你必须照看好你的.东西

7他的篮球打的非常好

8彼得爱好运动

9参加学校的体育俱乐部吗？

10吉姆有许多篮球

八上英语课件(篇4)

课题3金属资源的利用和保护（第二课时）

[教学目标]

知识与技能

知道钢铁锈蚀的条件。

了解防止金属锈蚀的简单方法。

过程与方法

课前组织有关金属的腐蚀和防护“活动与探究”内容，让学生记录实验情况以及探究结果，并从中应道学生如何由实验来分析铁生锈的条件、防锈的方法。

关于金属资源保护的教学，可以利用电教手段，使学生强烈感受矿物资源是有限的，以及保护金属资源的重要性。并结合“调查与研究”，使学生了解废旧金属回收的意义，并积极主动去做。

情感态度与价值观

通过废弃金属对环境的污染，让学生树立环保意识、回收、利用废旧金属等，认识到金属资源保护的重要性。

通过对矿物可供开采的年限的介绍，让学生产生金属资源的危机意识，以便于让学生懂得要保护金属资源。

[重点难点]

重点：有关金属的腐蚀和防护“活动与探究”

难点：对铁的锈蚀防护的 “活动与探究”的结论的辨析归纳从而得出铁生锈的条件，以及防锈的方法。

[教学准备]

教师准备：课件PowerPoint课件；

学生准备：课前预习本课题内容；提前一星期设计准备“铁钉锈蚀”实验，观察并记录铁钉锈蚀情况。收集的有关金属回收利用的一些资料。

[教学过程]

二、金属资源保护

（一）金属的腐蚀和防护

师生活动 设计意图

[教师]人类每年要向自然界索取数以亿吨计金属。然而，每年因腐蚀而报废的相当于年产量的20--40！，据估计每年全世界因生锈而损失的铁就约占世界年产量的四分之一！！所以防止金属腐蚀已成为科学研究和技术领域的重大问题。

[学生]提前一星期设计准备铁的锈蚀条件的 “活动与探究”，完成实验报告。在课堂上回顾实验步骤，汇报实验结果：

[教师]与学生探讨设计的目的并对学生的设计给予评价。

汇总实验如下――取5枚洁净无锈的铁钉，分别放入5支试管中进行下面实验：

在试管1中加入稀硫酸溶液，浸没铁钉后，倒去溶液。

在试管2中加入少量氯化钠溶液，使铁钉一半浸没在溶液里。

在试管3中把铁钉放在一团湿棉球上。

在试管4中注满迅速冷却的蒸馏水，塞紧橡皮塞。

在试管5中加入少量干燥剂（碱石灰），再放一团干棉球，把铁钉放在干棉球上，塞紧橡皮塞。

（注意）试管5需要事先用酒精灯进行加热。

[教师]提问：通过探究小结使铁制品发生锈蚀的主要因素有哪些？

[学生]小结：1.导致铁制品锈蚀的因素是：水和氧气同时存在；2.加速铁制品锈蚀的因素是：酸或者氯化钠。

[教师]了解铁制品锈蚀的条件才能知道如何防止铁制品锈蚀的方法，因为如果破坏铁制品锈蚀的条件就能防止铁制品的锈蚀。

[学生]讨论得出防止铁制品锈蚀的建议：保持干燥，隔绝氧气。

[教师]引导日常生活中的例子让学生讨论。

[学生]讨论分析：自行车的构件如支架、链条、钢圈等，分别采取什么防锈措施？

[教师]简单介绍一些防止金属腐蚀的方法

1.“穿外衣”――加一层保护膜。

如：刷漆、涂油、电镀、烤蓝

2.“增强体质”――改变其自身的内部 结构（合金）。

如：不锈钢、不锈铁

3.改变腐蚀环境 通过具体数字，让学生清楚地认识到金属资源保护的重要性。

分析结束后进行小结，有利于学生把握实验的关键，培养学生实验中认真、细致、严谨的实验态度。

防锈方法的确定，可以结合第七单元学过的灭火的原理和方法，引导学生形成基本的运用知识的思路：了解反应的条件――促进或破坏反应的条件――达到某一目的。

（二）金属资源保护

[教师]金属的防腐可以有效保护金属资源。

[学生]讨论：既然金属资源丰富，为什么还要保护金属资源呢？

[教师]课件展示一些矿物可供开采的年限。和我国金属资源概况。

[学生]阅读课本总结：有效保护金属资源的途径：

防止金属的腐蚀；

金属的回收利用；

有计划合理的开采矿物；

寻找金属的代替品。

[教师]让学生汇报自己收集的有关金属回收利用的一些资料，如废金属回收、电子垃圾的回收、废电池回收等等。

[学生]汇报交流，积极探讨金属的回收利用。 让学生学会用辨证的观点看待金属资源：丰富与有限。提高学生的资源意识。同时利用金属资源的回收来提高学生的环保意识，使学生积极地投入到金属回收的活动中去。

[板书设计]

二、金属资源的保护

（一）金属的腐蚀和防护

1.实验报告：

2.铁制品锈蚀的条件：水和氧气

3.防止铁制品锈蚀的方法：保持干燥，隔绝氧气

（二）金属资源保护

有效保护金属资源的途径：

1.防止金属的腐蚀；

2.金属的回收利用；

3.有计划合理的开采矿物；

4.寻找金属的代替品；

1.三下第八单元作文教学设计

2.第八次教学设计

3.单元导读课教学设计

4.九年级化学溶液教学设计

5.九年级化学下册酸的通性 pH教学设计

6.九年级化学原子结构教学设计

7.现代文阅读单元教学设计

8.百分数单元教学设计

9.平面向量单元教学设计

10.鸽巢问题单元教学设计

八上英语课件(篇5)

(1)表示过去发生或已经完成的动作对现在造成的影响或结果。

—It’s so dark. 太黑了。

—Someone has turned off the light. 有人把灯关上了。

(2)表示从过去某一时间开始并一直持续到现在的动作或状态。

常与since+过去的时间点，for+一段时间，since+时间段+ego, so far等时间状语连用。

Eg. I have lived here for ten years.我已经住在这里了。(从10年前开始，持续到现在还住这儿)

Eg. I have lived here since . 自从我就住在这儿。(从20开始，持续到现在还住这儿)

(3) 基本结构及句型转换：主语+have/has+过去分词(done) (当主语是第三人称单数has,其余人称用have。)

①肯定句：主语+have/has+过去分词+其他 I have finished my homework. (肯定句)

②否定句：主语+have/has+not+过去分词+其他 I have not finished my homework. (否定句)

—Have you finished your homework?

—Yes, I have. / No, I haven’t, (一般疑问句及肯定、否定回答)

(4)has gone (to), has been (to), has been (in) 的区别

Eg. ---Where is your father?

---He has gone to Shanghai.

? Have/Has been (to) :去过(已不在去过的地方)

Eg. My father has been to Shanghai.

Eg. My father has been in Shanghai for two months. =My father has been in Shanghai since two months ago.

(5)现在完成时的标志：

①常与just, already, yet, ever, never, before, so far 等连用，强调动作的完成，不强调动作的持续。

Have you ever been to Japan? I have just finished my homework.

②for + 时间段;since + 过去的时间点;since + 段时间 ago;since + 一般过去时的句子。

They have known each other for five years. Since he was a child, he has lived in England.

规则变化： 1. 一般在动词词尾直接加ed。如：pick → picked → picked; wish → wished → wished; stay → stayed → stayed

2. 以不发音的e结尾的动词后面加d。如：like → liked → liked; hope → hoped → hoped; phone → phoned → phoned

3. 以―辅音字母 + y‖结尾的动词，变y为i，再加-ed。如：study → studied → studied; hurry → hurried → hurried; reply → replied → replied

4. 词尾只有一个辅音字母的重读闭音节动词，要双写辅音字母，再加-ed。如：stop → stopped → stopped; clap → clapped → clapped

不规则变化：

5. 以不变应万变。如：let → let → let; put → put → put; read → read → read

6. 若中间有双写e，则去掉一个e，单词末尾再加t。如：

feel → felt → felt; keep → kept → kept; sleep → slept → slept

7. 结尾的字母d变t。如：lend → lent → lent; build → built → built; send → sent → sent

8. 变为以-ought或-aught结尾。如：buy → bought → bought;

bring → brought → brought; catch → caught → caught; teach → taught → taught

高一英语课件13篇

教案课件是老师需要精心准备的，这就需要我们老师自己抽时间去完成。教案是促进学生课堂互动和沟通的重要工具。请看下面栏目小编为您搜集的有关“高一英语课件”的资讯，期盼你在这里获得所需的知识谢谢阅读！

高一英语课件 篇1

示范教案一(Unit13Healthy eating 4th)

The Fourth Period

Teaching Aims:

1.Review the useful expressions learnt in this unit by making sentences with them.

2.Review how to use some Modal verbs to give advice or opinion about something.

3.Let students know how to write recipes for their favourite dishes by reading“SNACKS”and two examples of recipes.

Teaching Important Points:

1.How to master Modal verbs-had better(not),should(not),ought(not)to.

2.How to let the students understand the text“SNACKS”better and learn to write a recipe.

Teaching Difficult Point:

How to improve the students' integrating skills.

Teaching Methods:

1.Asking-and-answering activity to go through the reading material.

2.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.a projector 2.the blackboard

Teaching Procedures:

Step Ⅰ. Greetings

Greet the whole class as usual.

Step Ⅱ. Revision

T:Yesterday we learned the grammar-Modal verbs:had better,should,ought to and their negative forms.We know we can use them if we give advice or opinion about something.And we also know“had better”is less strong than“should”or“ought to”.Now let's do some exercises to see if you have mastered them.Look at the screen.

(Show the following on the screen.)

Translate the following into English.

1.你最好休息。

2.你最好不要吃不熟的水果。

3.对水果你应该认真些。

4.你不应该吃那么多垃圾食品。

5.你应该更努力地学习，取得更大的成绩。

T:You are given five minutes to translate them.Then I'll ask some of you to read your translation.

Suggested answers:

1.You had better get some rest.

2.You had better not eat fruit that isn't ripe.

3.You should/ought to be careful with fruit.

4.You should not/ought not to eat so much junk food.

5.You should study harder and make greater progress.

Step Ⅲ. Test

T:Yeah.In this unit we have also learned some useful expressions.Maybe you still remember them.Yeah?

Ss:Yes.

T:OK.Now let's review them together.I speak Chinese,you speak English.

(Teacher writes the following on the Bb when students say them.)

all the time,in the future,plenty of,advise sb. to do sth.,too much,keep up with,be harmful to,go for,lose weight,be prepared for,be short of,have a fever

T:Now let's have a test to see whether you've mastered them or not.Take out a piece of paper.Write the answers on it and then hand it in.Look at the screen,please.

Complete the sentences using the expressions on the blackboard.

1.What he said about you__________(对我也适用).

2.What do you want__________(将来做个什么样的人)？

3.She was laughing__________(一直)just now.

4.His parents__________(劝他不要再吃)chocolate any more.

5.During this month of hard work,many of us__________(降低了体重).

6.There are__________(许多书)on the shelf.

7.He was often ill because he__________(饮食过量).

8.Jack was not good at maths and he__________(跟不上)the rest of the class.

9.Smoking can__________(对……有害)your health.

10.Yesterday evening he__________(发高烧)and was sent to hospital.

11.It's going to rain.It doesn't matter;he__________(已有准备)it.

12.I__________(这周钱不够开支);can you lend me some?

Suggested answers:

1.goes for me too

2.to be in the future

3.all the time

4.advise him not to eat

5.have lost weight

6.plenty of books

7.ate and drank too much

uldn't keep up with

9.be harmful to

10.had a high fever

11.was prepared for

12.am short of money

Step Ⅳ. Pre-reading

T:OK.As we all know,people have to have food in order to live.In our country,corn and wheat are the main crops in the north,while rice is the main food in the south.In western countries,bread is very important.Bread to western is just like rice to Chinese in the south.It is westerners' most widely eaten food and is often called “the staff of life”.But in actual life,snacks are also very important for chinese and foreigners.Do you often eat snacks?

Ss:No,sometimes.

T:Do you know what snacks are good and how to prepare a delicious snack?

Ss:No.

T:Yeah,today we'll learn a passage about snacks.Let's learn the new words and phrases.

(Show the following on the screen and explain them to the students.)

Step Ⅴ. Reading

T:Now open your books on page 6.Look at reading and writing.Now you are given four minutes to read the three passages.Then answer some questions.

(Students begin to read.After a while,teacher checks their comprehension.)

T:OK.Now from the text we know even if we choose nutritious food for our main meals,we still need to refud now and then.Who knows by what we can give our body and brain more energy?

S1:(One student stands up)I know.We can give our body and brain more energy by eating snacks.

T:Yeah.Sit down,please.What snacks are good?Can you give us an example?(Teacher comes up to another student.)

S2:Good snacks should not have too much fat or sugar.Fruits and vegetables are best snacks.Because they can give our body and brain much energy and much vitamins.

T:Very good.Sit down,please.Attention,please.Another question:Is it difficult to prepare a delicious snack,then?

Ss:No.Snacks are usually easy to make.

T:Is there any good for us to make a snack?

S3:(Another student stands up.)Yes,it can give us a chance to practise our cooking skills.

Step Ⅵ. Writing

T:OK.You are right.The text also shows us two recipes.We've known the ingredients of shaomai and Chicken Rooll-ups and how to do them.Now please write alone the recipe for your favourite dish or fast food,then you can exchange to check your writing in pairs.I'll collect your papers in eight minutes.Of course,when you write the recipe,you need to explain what ingredients will be needed and how they will be used.You must also be careful to explain each step carefully and in the right order.Are you clear?

Ss:Yes.

T:OK.Please do it.

Suggested recipe:

A Recipe of Wonton

Wonton Ingredients:Pork,Chinese Chives,Salt,Gourmet Powder,Wonton skins.Cut the pork and Chinese Chives into pieces.Mix the pork and Chinese Chives in a bowl.Put half a spoonful of salt and a little gourmet powder into the bowl and stir them with chopsticks.Fill and fold the skins.Boil Wonton in boiling water for 3 or 4 minutes.

Step Ⅶ. Summary and Homework

T:In this class,we've reviewed the useful expressions and the modal verbs in this unit.And we've also learned something about snacks and recipes.We practise how to write a recipe.After class,go over all the important points learned in this unit and try to write more recipes.Prepare for next unit.Class is over.

Step Ⅷ. The Design of the Writing on the Blackboard

Unit 13 Healthy eating

The Fourth Period

all the time,in the future,plenty of,advise sb. to do sth.,too much,keep up with,be harmful to,go for,lose weight,be prepared for,be short of,have a fever

Step Ⅸ. Record after Teaching

_____________________________________

_____________________________________

_____________________________________

_____________________________________

高一英语课件 篇2

Student’s level: Senior 1, SEFC

Teaching material: Unit 1 Cultural Relics (listening and speaking part)

Teaching aims:

1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.

2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.

Teaching methods:

1、Review before listening to stimulate students’ memory and interests ;

2、To do the global, detail and global listening in turns with practices;

3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;

4、To let the students to judge the truth or lie in their daily life.

Teaching focus: to improve students’ listening and speaking ability;

Teaching aids:

1、video

2、diagram

3、pictures

Teaching Procedure

Ⅰ. Listening

1. Presentation

1.1 Lead in

T: Good morning boys and girls. How are you today?

S: Fine, thanks.

T: Look! What’s this?

S: The amber room.

T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?

S: Yes.

T: Good! Today we are going to listen to another story about the amber room. Do you want to know?

S: Yes.

1.2 Guessing

T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?

S: Some people’s names

T: Yes. What else?

S: Time words and something will happen.

T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?

S: Ok.

2. Listening

2.1 Global Listening

T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国. The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.

S: Boom.

T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?

S: 爆炸。

T: Yes. Now let’s do our global listening. (Do the global listening)

T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?

S: Jan Hasek

T: Good! Who can tell me when? You please.

S: In April 1945.

T: Excellent. How about the what? You please.

S: He heard something and saw some soldiers.

T: Good. Good!

2.2 Detailed Listening

T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?

S: Right.

T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?

S: Maybe I’d like to see what it is.

T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.

S: Maybe they were doing their commissions.

T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?

S: Yes.

(The teacher leads the students do the detail listening and stop in one segment.)

T: Who would like to share your opinion with us? You please the first question.

S: He heard something explode at midnight.

T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.

S: He got up and ran outside.

T: Good job! Who would like to try the last question? You please.

S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.

T: Excellent! Please give her a big hand. You all have really done a very good job.

2.3 Global Listening

T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.

Ⅱ. Speaking

2.1 Showing directions for discussion

T: Good morning, class!

S: Good morning, teacher!

T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?

S: Yes!

2.2 Showing the useful expressions

T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!

S: I think someone is telling the truth because…

T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!

S: Sorry, I don’t agree with you.

2.3 Group discussion

T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?

S; yes!

T: Now, ready, go!

(Five minutes later)

2.4 Demonstrating the students’ dialogues

T: OK, the time is up! Who want to show your discussion? Yes, you two please!

S: …

T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?

S: Yes!

T: Now, who want to tell a short story? Very good, you please!

S: I was washing my clothes at five o’clock yesterday.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her in the library at five o’clock yesterday!

T: Is her judgment right?

S: Yes!

T: OK, very good! Now, who want to tell another short story? Very good, you please!

S: I was playing computer games at eleven o’clock last night.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!

T: Is her judgment right?

S: Yes!

2.5 Summary

T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!

S: We have learnt how to discuss and judge who is telling the truth or telling a lie.

T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!

S: Bye!

高一英语课件 篇3

(Revision)

Step 1: Go over the words and expressions once again by a dictation or sentences making:

Forecast, major, trend, contemporary, indicate, urban, energy, ensure, system, consumer, reform, customer, goods, purchase, tiny, cash, remain, importance, regularly, physician, cure, biochemistry, educator, hopeful, reality

In general, keep in touch with, pay attention to, in store,

Virus, via, mosquito, prevention, persuade, defenseless, illness, treatment, liquid, unprotected, sex, lack, proper, discourage, cheer, network, specialist, meaningful, boyfriend, identify, billionaire, stranger, weep, cell, chemical, radiation, fighter, contrary.

Cheer….up, a great many, on the contrary

Drown, bleed, choke, prevent, electric, electrical, wire, container, scream, witness, calm, panic, ambulance, tip, slightly, chest, circulate, pulse, wound, blanket, manage, pale, motorcycle, sudden, worn-out, eventually, bite, tap, loose, bandage, explanation, first aid, keep in mind, roll over, manage to do sth, , in honor of

Coal, attend, issue, environmentalist, summarize, content, introduction, representative, killer, access, violence, premier, stress, equality, fairness, responsibility, willingness, harmony, suffering, unfair, wipe, worldwide, alternative, defend, incorrect, affect, advise, take notes, the United Nations, take action, air conditioner, in harmony with,, put an end to, wipe out , advise sb. Not to do sth,

Frightening, hurricane, astronomy, uneasy, unpleasant, upset, terrify, erupt, ash, mud, spot, flee, urge, meanwhile, sheet, protect, severely, heart-breaking, giant, steady, steam, full-powered, steamship. Unbelievable, stillness, whisper, appropriate, at hand, knock about, all of a sudden, as though

Step 2: Come to the following topic and ask the Ss to say something about each topic:

life in the future; deadly diseases and attitude towards AIDS, cancer, etc.; first aid and medicine; nature ecology and the environment; natural disasters

Step 3: Review the new Grammar Items:

Noun Clauses:(2); Subjunctive Mood (虚拟语气); Inversion; Ellipsis

Noun Clauses:(2)

What life will be like in the future is difficult to predict.

They are careful about what they wear.

If we learn to accept change and appreciate what is new and different….

Subjunctive Mood (虚拟语气)

If everyone in the country knew first aid, many lives might be saved.

I wish that she were here with me and that we weren’t sick.

I wish I could remember more about my mum.

We wish we could have arrived there two hours earlier.

If I had not been tired, I would have helped her.

If he had known the news, he might have told you.

If it were to rain, I would stay at home.

Inversion

Not until we know more will we be able to improve the situation.

Only by changing how we live can we save the earth.

Had I known that air conditioners cause so much pollution, I would never have bought one.

There exist serious problems and there is still time to take actions.

Ellipsis

A word about your composition.

Though tired, he was not disheartened.

You would do the same.

Sit down , please.

We’ll do the best we can.

Everybody gone?

That letter was the last.

Step 4: Some exercises on the Grammar.

Step 5: Review Functional Items in the Units6-10

Making prediction/ Supporting an opinion/ Express dos and don’ts/ Express feelings

A. Making prediction:

What will life be like in the future?

How will people….

Where will people work….

It would be wonderful if …..

It would be bad for …. If…….

It’s possible/ impossible to …..

No one can predict what /when…...

B. Supporting an opinion:

I think that …. Because ….

First,….

One reason is that…..

For example, …..

If we/they were to …. We/ they could …..

Challenging an opinion

Perhaps, but what if/ about….

Have you thought about….

What makes you think that ….?

Could you please explain ….?

If I were you, I would …..

C. Express dos and don’ts:

You should always….

You ought to /should….

You must/ have to….

You should not …..

You should never….

You must never…

D. Express feelings

How terrible!

It makes me feel uneasy when…

I think it’s very unpleasant……

It makes me feel very worried….

I get very upset….

It’s a frightening thing….

I dare not….

I’m really scary….

It takes my hair stand on end.

Step 6: Some additional exercises.

高一英语课件 篇4

Teaching goals

1. Talk about amusement parks

2. Practice asking and giving directions

3. Learn to use the -ing form (3) as adverbial

4. Write a description

Period 1 word study

Word study

Period 2 listening

Step 1 Warming up

1. Show some pictures on the screen about some extreme sports or fun

2. Questions:

Where can you experience such activities?

Have you ever been to an amusement park?

Have you ever tried sitting a roller coaster or a Bungee jumping or something else like these?

How did you feel?

Do you like it ? why?

3. Fill in the blacks. (individual work). Then share the answer on the screen.

4. Students tell about other activities, such as rock-climbing, rafting, skiing,

surfing, skydiving and so on.

5. There are such thrilling activities in some parks. You may experience some of

them if you are interested. I hope all of you can experience what you like.

Step 2 Listening

1. A theme park must have a special theme.

2. Pre-listening: Go over the questions or sentences that have something to do

with the listening materials at P.64 and P65 and guess

3. While-listening:

1). Listen for the first time with the book closed

2). Listen again with the book open and individually answer the questions

and complete the sentences at P.64 and P.65.

4. Check the answers in pairs. Then with the class.

5. Which of the parks do you think is better?

Name Theme Your reason and ideas

Lots of fun company The environment 1.have entertainment

2.visit museums and exhibitions

3.learn about environment

4.learn how to protect

environment

Merry Rides Limited The ocean 1.Perople have jobs

2.Learn about life in the ocean

3.Have fun and learn

Step 3 Summary

1. Summary:

T: In this period, we have talked and heard a lot about amusement parks. You may realize what amusing activities mean to people.

Talks of amusement parks should accompany you all the way in life, not just limited in class. Do you think so?

2. Homework

a. Recall all the new words and expressions that occur in this period.

b. Write about your own experiences in a theme park

c. Oral homework: talk about one of your experience in a theme park.

Period 3 Speaking

Step 1 Revision & Warming-up

1. Review the new words

2. Check oral homework: a report about your experience to a theme park.

3. If you want to go to a theme park, how can you get there?

Step 2 Listening

Listen to 2 dialogues and answer the following: (book closed)

(Bb) Where is she/he going?

How to get there?

Step 3 Speaking

1. Pre-speaking

1.T: Suppose we are at the main entrance of this theme park and we want to go to some places: the Ocean world, the History Land, the Bungee Jumping…

Please write about how we can get there, according to page 65.

2.practice: Make up dialogues, using the information above.

Make up dialogues, talking about their own destinations.

Step 4 Homework

Surf the Internet and find some information about theme parks, the Ocean Park of Hong Kong, Walt Disney and Disneyland, and so on. Then write a few sentences about what you’ve got. Make a copy of 10 wonderful pictures that you find about theme parks, and your copies will be shown to others before the following lesson.

Period 4 Reading

Step 1 Revision

1. New words

2. Check the students’ homework and show the finest copies of theirs to the

whole class. After the class watch the nice pictures on the screen, the teacher

gets students to discuss the following:

1). What do you think you can see in a theme park?

2). What do you think about adventure sports?

3). Do your town or city have an amusement park? What can you do there?

4). Is a theme park different from a traditional park? Why?

Step 2 Reading

1. Skimming

Question 1. How many theme parks does the writer tell us?

What are they ? Where are they?

Question 2. What are the themes about?

2. Scanning

Question: What attract people in these theme parks?

3. Then fill in the form below.

Title Theme Parks (People can have fun and experience sth. different.)

Par. Parks Themes Attractions

1 The World Park To teach visitors sth…

to help experience sth Buildings, castles, statues,

customs of Chinese minorities,

cartoon characters, animals

2 The Ocean Park To get visitors to know more about the idea..

to help people to explore the past. Thrills and entertainment;

Rides, opportunities to learn about life in the ocean,

a conversation center,

the dinosaur exhibition,

the two giant pandas…

3 Disneyland Walt Disney and his characters. Cartoon characters, rides, games, exhibitions; Universal

4 New theme parks are being built.

4. Check the reading comprehension on the screen.

5. Dictate these sentences and explain their structures and meanings:

(1) What they all have in common is that they combine fun with the opportunityto learn something.

这些公园所拥有的共同特点是把娱乐和学习的机会结合在一起。

(2) But theme parks also try to make sure that visitors leave knowing more about the idea behind the park.

但是主题公园也尽力保证游客们在离开时已对公园主题有更深的了解。

(3) .Having enjoyed the rides at the Headland, visitors can take the shuttle to the Lowland.

游客在高地车乘之后，可以坐穿梭车去低地。

（4）Entering one of the attractions at Universal Studios is like stepping into the world of your favourite movie.

走进Universal Studios其中一个吸引人的场地就象步入你最喜爱的电影中的一个画面。

Entering one of the attractions at Universal Studios是动名词结构作主语；

stepping into the world of your favourite film是动名词结构作宾语。

（5） Visitors can go on exciting rides where they can feel what is it like to do the things they have seen their heroes do in the movie.

游客们可以乘车参加令人刺激的兜风，感受他们在电影里看见的主角所经历的感觉。

Where they can feel …是rides的定语从句

What it is like to do the things 是feel的宾语从句

They have seen their heroes do in the movie 是things的定语从句

(6) The parks are becoming more advanced and new technology allows us to experience almost anything without actually being in danger or risking injury.

主题公园越来越先进，新的技术保障我们几乎能经历一切，但又不必冒受到伤害的危险。

Step 3 homework

1.Finish the reading part of the workbook.

2.Get on line to search the information of a certain theme park that one is interested in and write a short description about that.

3.List ideas for an “English-Speaking World Park”, using the form of Page 67.

Period 5 language study

Step 1 Revision

1. Words

2. Have a dictation about the text

Step 2 Exercises about words

Step 3 Grammar

1. Study the example:

2. Compare with another example:

After they enjoy the rides at the Headland, visitors can take a cable car to the Lowland. →

Having enjoyed the rides at the Headland, visitors can take a cable car to the Lowland.

Summary: This Having enjoyed …means the subject has finished an action before he does another. The form is used to emphasize two actions that happen in different times.

Suggested answers for part 2:

Notes: The –ing form is used to tell about the result or aim of the main character.

1. Jack and Jane have just returned from their trip to Walt Disney world, saying that they had a wonderful time.

2. Kids have great fun in this world-famous theme park, discovering many cartoon characters seen on TV.

3. He only paid half of the price for the seven-day ticket, having much saved.

4. Having worked as a guide in her part time for 2 months, Sandy has made enough money to buy a five-day ticket to three water parks. (as in Part1)

5. They went to visit Disney’s Animal Kingdom Theme Park right after breakfast, arriving at 9:00 .

6. Having heard there would be a magic show, Jim decided to visit the World of Magic Theme Park instead of Universal. (as in Part1)

Step 4 Homework

Finish the word study and grammar part on the workbook.

Read more passages about theme parks.

Period 6 Integrating Skills

Step 1 Revision

Step 2 Reading

1.Question:

1).What attraction can be found important in theme parks?

→ Rides, the “thrill ride” …

2) How do people ride roller coasters nowadays?

---- Rides are wider and scarier than ever.

The cars run faster, the tracks are higher, and people go through twists, loops, and drops. Some let people race against their friends.

Some ride through darkness inside a mountain and a building.

3). What is a thrill ride like?

---- Very exciting and scary.

Thrill rides use speed, motion, and special effects to give you a thrill.

Some let you feel what it is like to fall through the air.

Some rides send you through caves and even rivers.

Thrill rides can also send you into space or deep down in the ocean.

2． reading comprehension exercises

3. Summary:

We can imagine so many ways, but it’s still not enough.

The only limit to the fun is the imagination of the designers of the thrill rides. It seems to be endless.

对于这种乐趣的唯一限制是惊险车乘的设计者的想象力。设计工作是无穷无尽的。

（这2句话表明一个事实：个人的想象力是有限的但又不断发展变化的，想象活动是无止境的，想象是创造的基础。）

Quote: The great progress in science roots in completely new and brave imaginations of the human beings. ---- Dewey

“科学的伟大进步源自于崭新与大胆的想象力。” ----- 杜 威

Step 4 Tips

Step 5 Exercises:

1. The old man smokes a great deal, only his health worse.

2. the host into the meeting room, we found many new faces.

3. the Film Jurassic Park III, we walked out of the cinema.

4. in the heavy rain, the pupils got all wet through.

5. Visitors leave the museum more about nature.

6.Dr Wu replied to the invitation, .

高一英语课件 篇5

【知识网络】

一、重点词汇与短语

1．way: 在表示“方式，方法”的意思时，要注意其搭配：

way of doing something

way (for somebody) to do something

in this way=by this means

by the way：顺便说说；顺便提起

way of life：生活方式

to my way of thinking：依我看来

Some women like the older ways of doing things.

有些女性喜欢处理事务的老办法。

Can you suggest a good way for us to ask people to send us the money, and let us buy the gift when we get to the mainland?

您能不能给我们建议一个好办法,让我们请大家送钱给我们,然后让我们在回到大陆时再购买礼物?

Stress is a natural part of everyday life and there is no way to avoid it.

压力是日常生活中不可分割的一部分,无法逃避。

In this way, Americans 'send their climates' to people in other states.

这样美国人把'本地的气候'传送给其它州的人。

In this way, he has begun his own private 'telephone' service.

就这样,他开始了自己的私人'电话'业务。

Each successful manager has a way of his own in bringing his views to bear.

每一个成功的经理都有他自己独特的方式使别人接受他的意见。

By the way, what happened to the money?

顺便问一句，那笔钱后来怎么样了？

2．likely可以用作形容词，意思是“ 预期的，可能的”。常用于下列句型：

It is likely that somebody does/do something

Somebody is/are likely to do something

It is very likely that she will ring me tonight.

今晚她很可能给我打电话。

She is very likely to ring me tonight.

It isn’t likely to rain tomorrow.

明天不大可能下雨。

Note: 许多同学认为以-ly结尾的是副词，其实这是一个误区。如果一个形容词后加-ly，那么常常是一个副词，但是如果在名词后加上-ly，那往往是一个形容词。

例如：

lovely, friendly, manly, comradely 等都是名词加上-ly后变成的形容词。

那个骗子擅长骗人。

3．examine的用法小结：

（1）examine 作及物动词，意思是“检查；细看”。例如：

All the machines will be examined.

所有机器都将检查一遍。

”Yesterday the firemen examined the ground carefully, but were not able to find any broken glass.“

”昨天,消防队员们仔细地检查了地面,但未能找到任何碎玻璃。“

（2）examine还有“对…进行考试”的意思，此时常在表示测试科目名词前加介词in或on。

例如：

He examined the boys in English.

他考孩子们的英语。

The teacher will examine the class on everything they have learnt this year.

教师要考学生今年学过的所有知识。

（3）examine还可以表示“询问；查问；对…进行审查”。例如：

He was examined by the police.

他被警察查问。

（4）同义词：test vt. 测试 quiz：n. 测验

二、词义辨析

1．for example, for instance, such as, like

（1）for example用来举例说明。为句中插入语，其前后需用逗号隔开。它可用于句首、句中或句末。

Fox example, liquid has no definite shape.

例如，液体没有固定的形状。

Noise, for example, is a kind of pollution.

例如，噪音是一种污染。

Many great men have risen from poverty-Lincoln and Edison, for example.

许多伟人是从贫困中崛起的-比如林肯和爱迪生。

（2）such as用来列举同类人或事物中的几个例子。such as后切不可用逗号，

如：

Some of the European languages come from Latin, such as French, Italian and Spanish.

有些欧洲语言来源于拉丁语，例如法语、意大利语和西班牙语。

Note: 使用such as来举例子，只能举其中一部分，不能全部举出。若全部举出，要改用namely或者that is to say(意为：即)。

如：

He knows four languages, namely(=that is to say) Chinese, English, Russian and French.

他精通四门语言，即汉语、英语、俄语和法语。

（3）like也常用来举例，可与such as互换。

如：

Some cold-blooded animals, like(=such as) the cat, the dog or the wolf, do not need to hibernate.

such as 用于举例时可以分开使用，这是不能与like互换。

Such people as you described just now are very common these days.

像你刚才描述的那种人这些日子很常见。

（4）for instance经常与for example互换。

如：

There are occupations (which are) more dangerous than truck driving; for instance (for example), training tigers. 比开卡车危险的职业还是有的，比如说驯老虎。

2．opportunity ，occasion与chance的区别：

opportunity, occasion, chance这组词的一般含义是“时机”或“机会”。不管在口语中或者在文学作品中，这几个都是常用的词。

（1）opportunity表示某时机符合自己想干某事的意愿、目的、雄心甚至野心。常与动词have, get, find, create, take, miss等连用。

例如：

They are waiting for an opportunity to take action：他们正在伺机而动

to avail oneself of the opportunity to say a few words：借此机会说几句话

I took the opportunity of visiting my aunt while I was in Shanghai.

我利用在上海的机会探望了我的姑姑。

Perhaps there is an element of truth in both these pictures, but few of us have had the opportunity to find out.

或许这两种想象中都有一定的真实成分，但是我们中很少有人有机会去发现它。

（2）occasion含有opportunity所能表达的这样一层意思：某时机能激发或唤起某人的某种行为，

如：

在“必要时”一语中便包含着激发某行为的时刻，此语可译为When occasion demands…；“这不是哭泣的时候。”这句话可译为It's no occasion for crying。在to have no occasion to do…固定词组中，occasion之所以能够引申为reason或cause的含义，也是与occasion的上述基本词义有关的。

再如：

This sort of thing is usual on occasions like this. 这类事情在这种场合是常见的。

This is not an occasion for laughter.

这不是笑的时候。（指不适合于笑，或不是笑的场合。）

（3）chance表示幸运或偶然的时机，还可以指可能性的程度。

例如：

What are your chances of being promoted?你升职的可能性有多大？

N o one discovers a rarity by chance. 侥幸发现一件珍品的人是没有的。

三、重点句型

1．-What’s the matter?

-I’ve got a pain here.

询问某人身体如何，除了用以上的表达方式，还可以用“What’s wrong with you?”。其中，wrong是形容词，而例句中的the matter为名词。在口语中都是很常用的。

例如：

--What’s wrong with you? （你怎么了？）

--I’ve had a bad headache ever since this morning. (自从今天早晨我的头就很痛。)

2．A healthy diet should include a variety of food, most of which should be rich in nutrients.

此句中的most of which引导非限定性定语从句，这是考试中常考的一类题目。

再如：

There are all kinds of trees in the forest, most of which are tall ones.

There are all kinds of trees in the forest, and most of them are tall ones.

森林里有各种各样的树木，它们中大部分是很高的树。

以上两句的意思基本相同，但是要注意：第一句是most of which引导非限制性定语从句，而第二句为and引导的并列句。做题时，关键要分析句子的结构，尤其是有关连词的问题。

3．Only in that way will we be ready for the challenges and opportunities in life.

only置于句首而且修饰状语时，句子用倒装语序；但是，如果only在句首修饰主语，那就用陈述语序。

例如：

Only people with tickets can go into the cinema. 只有那些有票的人才可以进电影院。

Only by the end of last month had they finished the difficult task.

只是到了上个月的月底他们才完成了那项困难的任务。

四、语法复习

情态动词had better, should, ought to,常被用来表示：义务、责任和规劝。

1．had better(提示：无人称的变化，不可用has/have替换它们；不用于第一人称。)意思是“最好”，后面跟动词原形，即had better do something；否定式是had better not do something。

如：

You’d better wait outside.

你最好在外面等着。

You’d better not stand in the street. There comes a car.

你最好别站在街上。来车了。

2．should用作情态动词时，各种人称单、复数通用。主要用法有：

（1）表示“义务、责任”，译为“应该”，

例如：

You should tell the students to respect their parents. 你应该告诉学生尊敬父母。

This is an important point that we should remember. 这是我们应该记住的要点。

（2）表示“可能性、推测或理论”，常翻译成汉语的“可能…，该…”。

例如：

They should be there by tomorrow, I think. 我想他们明天该到那儿。

It’s already three o’clock, the football game should begin soon.

已经三点钟了，足球比赛不久就该开始了。

（3）说话人在提出意见、建议、请求时，可用should表示委婉、谦逊的语气，有时相当于“可、倒是；想”等。

例如：

I should say it would be better to ask him about it again.

关于这件事我看最好再问他一下。（提出意见）

I should think so. 我也是这么想的。

（4）表“吃惊”。

例如：

I’m surprised that you should have been late.

你居然迟到了，真让我吃惊。

We are surprised that they should have been fooled by such a simple trick.

他们竟然被这么个简单的诡计所愚弄，真让我们吃惊。

3．ought to

ought to无人称和时态变化，只有ought to一种形式，后面跟动词原形，表示“有义务或责任”做某事，语气比should强，表示客观上应该做某事，也可表示“劝告”。否定式为ought not to

如：

You ought to obey your parents.

你应该听父母的话。

I knew that I ought not to tell him about it, so I didn’t.我知道我不该告诉他这件事，所以我没有告诉他。

Note：“should(ought to)+不定式一般式”用来谈论现在和将来“应该…”，若谈论过去“应该…”要用should(ought to)+不定式的完成式，即should/ought to have done。其否定式表示“过去不应做但做了”。

例如：

I should/ought to have done such a thing.

我本应该做这件事的。(却没有做)

You should not/ought not to have gone back to work without the doctor’s permission.

你不应该未经医生许可就去工作。（你却回去工作了）

【考点透视 考例精析】

[考点] 考查情态动词的用法区别。

[考例1] According to the local regulations, anyone who intends to get a driver’s licence ______ take an eye test. (NMET春季上海，29)

A．can B．must C．would D．may

[解析] B must根据句意，此处意思是“必须”，要获得驾驶执照必须进行视力测试。can为“能够”；would为“愿意”；may为“可以”。

[考点] 考查情态动词的意义区别。

[考例2] I often see lights in that empty house. Do you think I ________ report it to the police? (NMET全国卷I, 21)

A．should B．may C．will D．can

[解析] A should表示“应该”。因为经常看见那座空房子里有灯光，所以征求对方的意见是否应该向警察报告。

[考点] 考查“should + have + done”的用法。

[考例3] Mr. White ______ at 8:30 for the meeting, but he didn’t turn up. (NMET全国卷，27)

A．should have arrived B．should arrive

C．should have had arrived D．should be arriving

[解析] A 此句所使用的是“should + have + 过去分词”结构表示本来应该做却没有做的事情。所提供的场景是but he didn’t turn up，说明他本来应该8：30来开会，但没有来。再如：

You should have done your homework by yourself.

你本来该独立完成作业。

【基础演练】

一、根据所给首字母或括号中的汉语意思填写句子空格中所缺的单词。

1．Young people usually have more ______(精力) than the old.

2．You have to _______（权衡） the advantages of living downtown against the disadvantages.

3．This drink is a m_______ of three different sorts.

4．A c________ change takes place in any substance when it burns.

5．The ________(作用) of an adjective is to describe or add to the meaning of a noun.

6．The Olympic Games begin with a _______（行进） of all the competing nations.

7．Two parties may have _______(冲突) of ideas or goals.

8．An a________ is a disagreement or problem between two people in which they use words to fight.

9． c________ college teaches things that would be useful in business.

10．Usually people don't _______(尊敬) those who are too compliant.

二、单项填空：

1．On a cold winter night, I ______ spend an evening watching TV.

A．have to can B．have to be able C．have be able to D．have to be able to

2．”May I sit here?“ ”No, you _______.“

A．must B．had better C．mustn't D．needn't

3． --”Why is he late?“

--”He _____ the bus.“

A．must miss B．had to miss

C．should have missed D．must have missed

4．We didn't see him at the lecture yesterday. He ______ it.

A．mustn't attend B．can't have attended

C．would have not attend D．needed have attended

5．The policeman told the pupil, ”You _____ play football in the street.“

A．mustn't B．needn't C．can't D．shouldn't

6．--”What has happened to Peter?“

--”I don't know. He _____ lost.“

A．can't have got B．might have got C．might get D．can got

7．You _____ allowed the child to go alone.

A．mustn't have B．had not have to C．ought not to D．ought not to have

8．He says you ______ have his bike if you don't take good care of it.

A． shan't B．won't C．mustn't D．needn't

9．--”Are you still going to England for your holiday?“

--”Yes, but I really _____ because I don't have much money.“

A． can't B．won't C．shouldn't D．mustn't

10．–I’ll tell Mary about her new job tomorrow.

--You ______her last week. (NMET 20福建，32)

A．ought to tell B． would have told

C．must tell D．should have told

【能力拓展】

阅读理解：

It was one of the hottest August days, the fourth, and at twelve o’clock exactly, for a church clock was striking the hour, that a short, heavily built woman of about fifty, carrying a shopping bag, came out from the darkness of an old storehouse where she worked every morning as a checker, and set off along the narrow gray street to a bus stop. Most of the factories and offices in the town were closed for two weeks but the storehouse, which held foodstuffs(食品) and other goods, had remained open during the holidays. The heat, made worse by the heavy smell of petrol from the main street nearby and undisturbed by the slightest current(气流) of cooler air, surrounded her. She was neither dressed nor built for energetic activity on a hot day, being very short indeed, and fat, so that she had to roll a little in order to get along. Her shoes made loud footsteps in the silence of the empty street of closed buildings. The worn old bag she carried caused her to lean over slightly to her right as she walked, but it was clear that she was used to carrying such heavy weights.

Reaching her usual stop, she put down her bag and rested. Then, suddenly realizing being watched, she turned quickly round and looked sharply upward at the tall man behind her.

He was the only other person waiting, and indeed, at that moment, the only other person in the street. She had never spoken to him, yet his face was already familiar to her. She had seen it yesterday, the day before yesterday, and for all she knew, the day before that as well. For the last three or four days anyway, this great nervous lump of a man, waiting for a bus or hanging about on the footpath outside the storehouse, had become a figure of the street for her; and what was more, a figure of a certain definite（明确的） type, though she had yet to put her finger on exactly which type it was. More than once, she had felt his interest in her and she had wondered whether he was a policeman.

1．There were so few people out in this particular street. It was probably mainly because ________.

A．most workers were on holiday

B．it was too hot to be outside at midday

C．the lunch-time break had not yet started

D．very few people lived in the area now

2．From the passage we can know _________________.

A．the woman was fond of dressing up

B．something was wrong with the woman’s right leg

C．almost all the shops were closed except the store house

D．the woman had to walk fast as she was busy

3．The woman turned around at the bus stop because _____________.

A．she heard someone coming B．she thought the bus was coming

C．she thought of her heavy bag D．she felt someone looking at her

4．The underlined phrase “hanging about” in the 3nd paragraph means ___________.

A．thinking about B．walking around

C．looking around D．running about

5．The woman recognized the man by the bus stop because _______________.

A．he was the local policeman

B．he traveled on the bus quite regularly

C．he had been near the store house before

D．he was interested in her

参考答案

高一部分

Units 13-14 (B1)

基础演练

一、1．energy 2．balance 3．mixture 4．chemical 5．function 6．parade 7．conflict 8．argument 9．commercial 10．respect

二、1-5 DCDBA 6-10 BDACD

能力拓展

1-5 BCDBC

1．B 文章第一段第三、四句话为答案依据。

2．C文章第一段第二句话为答案依据。“Most of the factories and offices in the town were closed for two weeks but the storehouse, which held foodstuffs(食品) and other goods, had remained open during the holidays.”

3．D 文章第二段第二句话为答案依据。“suddenly realizing being watched, she turned quickly round and looked sharply upward at the tall man behind her”。

4．B 等车时动作肯定是走来走去，故选walking around。

5．C文章第三段第三、四、五句话。

高一英语课件 篇6

1．recognize的用法小结：

（1）to know again (somebody or something ) that one has seen (or heard, etc) before 认出

I recognized Peter although I hadn't seen him for 10 years.

虽然我有没看到彼得了，但我认出了他。

I don't recognize this word -- what does it mean?

我不认识这个单词，它的意思是什么？

Many fail to recognize that all these things are in danger of denied.

许多人没有看到这一切正处于失去的危险之中。

（2）to accept as a fact; to admit承认；认可常用于以下结构：

recognize somebody to do something

recognize somebody as …

We all recognize him to be clever.

我们都承认他是非常聪明的。

We recognize that country as an independent state.

我们承认那个国家是一个独立的国家。

He didn’t recognize that he was wrong.

他不承认他错了。

（3）be prepared to admit or be aware of (something.); realize. 认清（某事）；认识到

He recognized his lack of qualifications/that he was not qualified for the post.

他认识到自己不够条件/没有资格担任那个职务。

（1）marry为及物动词，宾语是somebody，不能加任何介词；而且是瞬时动词，不能与一段时间连用。

例如：

I am going to marry John. 我要和约翰结婚了。

（2）词组 somebody be married to somebody表示已婚的状态，这时可以与一段时间连用。例如：

Mary has been married to John for two years. 玛丽与约翰已结婚两年了。

（3）词组somebody get married to somebody表示的是瞬间的动作，不可与一段时间连用。

She got married to him last year. 她去年与他结婚了。

（4）词组 marry somebody to somebody: 使结婚；嫁（女）;把…嫁给…

He married his daughter to a businessman. 他把女儿嫁给了一个商人。

The priest married them. 牧师主持他们的婚礼。

（1）后面跟表示“钱”的名词，意思是“值多少钱”。

例如：

How much is this bicycle worth? It's worth ￡50.

这辆自行车值多少钱？值50英磅。

（2）“值得…的”，可以用-doing这种主动形式表示被动的意义。

例如：

This book is worth reading. 这本书值得读。

This watch is worth repairing. 这只表值得修理。

（3）需要加强语气时，worth前可以用well，但不可以用very。

例如：

The film is very exciting. It is well worth seeing again.

这部电影很令人振奋。很值得再看一遍。

（4）it可以作be worth的形式主语。

It isn’t worth getting angry with him.

=He is not worth getting angry with.

犯不上跟他生气。

注意：（1）worthy后面要用“介词of + 动词-ing形式的被动式”或者“不定式的被动式”，表示“值得…的”。

例如：

This novel is worthy of being read a second time. = This novel is worthy to be read a second time. （这本小说值得再看一遍。）

（2）worthwhile也表示“值得…的”。要注意此结构：

It is worthwhile reading the novel a second time. ( 这本小说值得再读一遍 )

4．“祈使句 ＋ and /then /or /otherwise + 陈述句”结构的用法：

在此结构中，前两个起连接作用的词表示顺接关系，后两个表示逆接关系；前面的祈使句相当于一个条件状语从句，而陈述句表示结果；可以转换为带有条件状语从句的复合句；转换时要注意连接词的使用。

例如：

Work harder and/then you will succeed in your studies. （注意：此句中and和then只能用一个，不能一起使用。）

=If you work harder, you’ll succeed in your studies.

（如果你更加努力学习，在学习方面你就会成功。注意：and和then可以互换，只能用其中一个。）

Study hard, or/otherwise you’ll fail in your exams.

=If you don’t study hard, you’ll fail in your exams.

1．accept, receive与take的区别：

receive, accept, take这三个词都有“接受”的意思。

（1）receive表示被动地接受。

例如：

Then he smiled and told me I would receive an extra ￡100 a year!

后来他笑了，并且告诉我说，我将一年收到一百英镑的额外收入！

If you receive a request like this, you cannot fail to obey it!

如果你收到这样的一种请求，你不会不服从的！

A baby can only receive sense impressions, but it does not understand them.

婴儿只能接受感官方面的印象，而不能理解。

（2）accept总表示主动而且高兴地接受。

例如：

Please accept my apologies. 请接受我的歉意。

The villagers have told him that they will not accept the inn even if he gives it away.

村民们告诉他说，即使他把那小酒店白送给人家，也没有人会接受的。

She has received his present, but she will not accept it.

她收到了他的礼物，但她是不会接受的。

There is no accepted theory to explain the phenomenon.

没有公认的理论来解释这种现象。

（3）take所表示的接受包含着有人赠给的意思。

例如：

Did you take his advice? 你接受了他的建议了吗？

He takes anything he is given. 给他什么他就要什么。

（4）receive还表示“接待、接见”的意思。

例如：

The hotel is now open to receive guests. 这家旅馆现在开业接待客人了。

2．after all, above all, at all, in all

（1）after all: 置于句首时表示提醒对方注意，常翻译成“别忘了”；置于句末时表示“与预料的情况相反”。

例如：

Don’t be too strict with him. After all, he is only a child.

对他不要过于严格。别忘了，他还只是个孩子。

I thought I would fail in the last exam, but I passed, after all.

我原以为上次考试我会不及格，但是没有想到我竟然及格了。

Above all, I love taking a walk every evening.

首先，我喜欢每天晚上散步。

（3）at all:常用于否定句和疑问句，表示加强语气。常翻译成：“根本、丝毫”等。

例如：

I'm not at all sorry I came, I'm glad! 我来了一点也不遗憾，我很高兴。

There was nothing at all to eat. 根本就没有什么东西吃。

Are you at all worried about the forecast? 你对这项预报不担一点心吗？

There were twelve of us in all for dinner. 我们一共12人吃饭。

1．I’d rather not tell you.

注意：somebody would rather do something表示“某人宁愿做某事”；它的否定句表示“某人还是别…”。

例如：

I would rather go there by bus. (我宁愿坐公共汽车去那里。)

I would rather not sit there doing nothing. (我不愿坐在那里什么都不做。)

2．on’t touch anything, unless your teacher tells you to.

unless引导的从句有时可以和if引导的否定条件句互换，此句可以改成：…, if your teacher doesn’t tell you to. 另外要注意句末的to后省略了touch something。

再如：

I won’t go with you unless you tell me who will be with us.

如果你不告诉我谁将和我们一起，我就不会和你一起去。

3．here’s no doubt that 100 years ago animal testing was cruel but today animals in experiments are very well taken of.

此句中There’s no doubt that…为固定句型，意思是“毫无疑问”。

再如：

There is no doubt that he is our model in work. 毫无疑问，他是我们工作中的模范。

情态动词must, can/could, may/might表示推测、猜测、可能的用法。

1．表示对所发生的事情或情景作出“很肯定”的推测时，肯定式用must，否定式用can’t，意思是“一定，想必；不可能”。

例如：

The new term has just started. She must be very busy preparing her lessons.

新的学期刚刚开始。她现在一定是忙于备课。

They can’t be at home now. It is now 10 o’clock. They must be in the office.

他们现在不可能在家。现在是10点钟。他们一定在办公室。

2．表示对当前发生的事或者情况作出较有可能的推测时用can，相当于“可能是、也许会、会”。

例如：

It can be true.

这可能是真的。

Watching TV for a long time can damage your eyes.

看电视的时间长有可能损伤你的视力。

3．表示对当前发生的事或者情况作出“不太肯定”的推测时，用may/might/could，相当于“也许、有可能”。Might和could不是表示过去，它们和may一样，都表示“现在的推测”，但是语气较委婉，或者表示可能性更小一些。

例如：

George hasn’t come yet. He may/might/could busy today.

乔治还没有来。他今天可能忙。

I can’t see clearly. There may/might/could a person in the darkness.

我看不清楚。黑暗中可能有个人。

[考点] 考查情态动词can的用法。

[考例1] How ______ you say that you really understand the whole story if you have covered only part of the article? （上海，29）

[解析] A can用于疑问句或否定句中表示惊异、不相信等，意思是“可能、能够”。在此句中，can表示惊异的感情色彩。

[拓展] “can”表达一定的感情色彩的句子在口语中是很常见的。

再如：

How can you say that? After all, you are a student now, and you should study hard.

你怎么能够那么说？别忘了，你现在是个学生，你应该努力学习。

[考点] 考查表“发生”的词组的用法区别。

[考例2] An accident ___________ in the street. ____________ happened to me that I was on the spot.

A．took place, It B．happened, That C．happened, It D．broke out, That

[解析] C 本句牵扯到表示“发生”意义的词组的区别。Take place表示“必然、自然地发生”；happen表示“意外发生”；break out表示“（火、战争、瘟疫等）爆发”。从第二个句子的结构来看，that引导的从句为真正的主语，前面用形式宾语it来代替。所以选择答案C。

[考点] 本题考查推测结构的否定用法。

[考例3] –I heard they went skiing in the mountains last winter.（NMET北京，31）

--It ________ true because there was little snow there.

A．may not be B．won’t be C．couldn’t be D．mustn’t be

[解析] C couldn’t be true表示“这件事不可能是真的”。“There was little snow”说明了原因。

[考点] 本题考查否定转移时反意疑问句的用法。

[考例4] Maybe you’ve made a mistake. I don’t think he knows you, _________?

A．don’t you B．do I C．does he D．doesn’t he

[解析] C I/we don’t think后面跟宾语从句时，出现了“否定转移”现象，其反意疑问句应该根据从句来变。

一、根据所给首字母或括号中的汉语意思填写句子空格中所缺的单词。

1．They c_______ you $20 just to get in the night club.

2．The operation p_______ a complete success.

3．The work is so important that you must be careful enough not to make any mistake. Even a small one may c______ you your job.

4．All schools are under the c_______ of the Ministry of Education.

5．He earned 200,000 dollars in only one month. Of course he was a s____________ businessman.

6．Sometimes a few words of c_____ to the one who has just failed may encourage him to stand up.

7．This new model is of high _________ （质量）and is not expensive either.

8．According to the weather report, the weather will ________（继续） fine till this weekend.

9．At the end of an hour's play the ________（优势） lay definitely with him.

10．I am ________（肯定） that I gave you his address.

二、单项填空：

1．Let’s keep to the point or we _______any decisions. (NMET I)

A． will never reach B．have never reached

2．–Isn’t that Ann’s husomebodyand over there? (NMET 2004 I)

--No, it __________ be him. I’m sure he doesn’t wear glassed.

A．can’t B．must not C．won’t D．may not

3．The mayor of Beijing says that all construction work for the Beijing Olympics ________ by . (北京卷 2004)

A．has been completed B．has completed

C．will have been completed D．will have completed

4．–Who’s that speaking?

--Mathilde Loisel.

--Mathilde! Oh, yes. Sorry. I __________ your voice.

A．didn’t know B．don’t know C．didn’t recognize D．don’t recognize

5．Of all the books on the desk，________ is of any use for our study. [06 四川卷]

A．nothing B．no one C．neither D．none

6．Listen! There’s a lot of noise from next door. They _________ a party.

A．could have had B．must be having C．should have had D．can be having

7．“Put that away _________ it’s broken.” Mum said angrily when Johnny played with the precious vase.

A．unless B．before C．once D．until

8．______ in 1636, Harvard is one of the most famous universities in the United States.

A．Founded B．Founding C．Being founded D．It was founded

9．The police tried to find the _______ child. But without ________ luck, they didn’t find him.

A．lost, a B．missing, / C．losing, a D．missing, /

10．It started _______ and I was beginning _______ how important his decision was that I should take an umbrella.

A．to rain, to realize B．raining, realizing

C．raining, to realize D．to rain, realizing

完形填空：

George Pickens had been making a wish daily as a worker at Central Bank.

All over the country banks were being （1） . George thought, （2） this bank? Didn’t robbers hear of its four-million-dollar （3） ? Were they afraid of Mr. Ackerman, the old （4） guard, who hadn’t （5） his gun in twenty-two years?

Of course George had a(an) （6） for wanting the bank to be robbed. （7） , he couldn’t simply take bills that were under his （8） all day long. So he had thought of another （9） to get them. His plan was （10） . It went like this:

If Bank Robber A holds up Bank Teller B…

And if Bank Teller B gives Bank Robber A a certain sum of money…

What is to prevent Bank Teller B from （11） all the money left and （12） that it was taken away by Bank Robber A?

There were only one （13） . Where was Bank Robber A?

One morning George entered the bank. “Good morning, Mr Burrows,” he said （14） . The bank president said something in a （15） voice to George and went into his office.

At two o’clock Bank Robber A walked in. George （16） he was a bank robber. For one thing, he stole in. For another thing, he wore a mask(面罩).

“This is a holdup,” the man said （17） . He took a gun from his pocket. The （18） made a small sound. “You!” the bank robber said, “Lie down on the floor!” Mr Ackerman lay down. The robber stepped （19） to George’s cage.

“All right,” he said. “Hand it over.”

“Yes, sir,” George reached into his drawer and took all the bills from the top part close to six thousand dollars. He passed them through the window. The robber took them, put them into his pocket, and （20） to leave.

Then, while everyone watched Bank Robber A, Bank Teller B calmly lifted off the top part of the drawer and got the bills from the bottom part into his pockets.

1． A．repaired B．broken C．robbed D．built

2． A．Why not B．What about C．How about D．How is

3． A．money B．capital C．note D．bill

4． A．door B．body C．safety D．bank

5． A. pulled out B．got C．carried out D．kept

6． A. chance B．eason C．excuse D．time

7． A．Of all B．In all C．Above all D．After all

8． A．hands B．desks C．drawer D．control

10． A． perfect B．complete C．easy D．simple

11． A．robbing B．stealing C．keeping D．taking

12． A．telling B．thinking C．insisting D．imagining

13． A．secret B．problem C．thing D．puzzle

14．A．cheerfully B．calmly C．anxiously D．eagerly

15． A．loud B．low C．big D．worrying

16． A．trusted B．recognized C．supposed D．knew

17． A．angrily B．roughly C．firmly D．politely

18． A．robber B．manager C．guard D．customer

19． A．on B．above C．through D．over

20． A．turned B．decided C．signed D．drew

一、1．charged 2．proved 3．cost 4．control 5．successful 6．comfort 7．quality 8．continue 9．advantage 10．positive

参考答案与解析：

1-5 CABDD 6-10 BDACD 11-15 CCBAB 16-20 DBCDA

1．C 从全文看来，整篇围绕着抢银行而展开， A. repair修理；B. “破坏”；D. build，建立，均不合题意。

2．A George作为Central Bank的一个员工，所惊奇的是在全国的银行都被抢劫时，为什么独独他所在的银行没有被抢。

3．B capital “资本，资金”，与题意相符。

4．D 在银行，明显为 bank guard，与前文一直提到的rob相照应。

5．A pull out “掏出，拔掉”。这家银行没有被抢劫，难道是因为他们害怕这个二十年没有掏出枪的老保安？

6．B reason 原因；上文说George想让银行被抢，下文便介绍他这种想法出现的原因。

7．D after all “毕竟”； B. in all 总计；C. above all “首先”。George 想得到所有的钱，显然是不可能的，表示退一步来说的，只有选择D。

8．A under one’s hand “在某人指示下，受某人支配、掌握”。

8．C 靠正常工资难以满足George，所以他想到另一条获得大钱的方法。所以是another way。

10．D 从后面的意思看，他的计划应该是“simple”。

11．C “keep something + done”“使…处于某种情况下”。

12．C insist“坚持”，表示强调。

13． B “万事俱备，只欠东风”。George所考虑的步骤有一个仅有的“问题”，即“Where was Bank Robber A?”

14．A cheerfully “欢悦地，高兴地”，与George当时的心情相配，他考虑了整个计划，想着马上就能实现多钱的梦想，自然高兴异常。

15．B in a low voice“以极低的声音”。

16．D 从下文，那个人破门而入，并戴着面罩，他“知道”是个robber，是断定。

17．B roughly“粗鲁地，粗暴地”，正符合robber的身份，符合语言环境。

18．C 显然与robber相对的，guard的作用突显出来。

19．D step over to 表示动作的趋向。

20．A turn to “转身”。Robber抢了钱，肯定是转身离开，扬长而去。

高一英语课件 篇7

第二章探究匀变速直线运动规律

第一、二节探究自由落体运动/自由落体运动规律

记录自由落体运动轨迹

1.物体仅在中立的作用下，从静止开始下落的运动，叫做自由落体运动(理想化模型)。在空气中影响物体下落快慢的因素是下落过程中空气阻力的影响，与物体重量无关。

2.伽利略的科学方法：观察→提出假设→运用逻辑得出结论→通过实验对推论进行检验→对假说进行修正和推广

自由落体运动规律

自由落体运动是一种初速度为0的匀变速直线运动，加速度为常量，称为重力加速度(g)。g=9.8m/s2

重力加速度g的方向总是竖直向下的。其大小随着纬度的增加而增加，随着高度的增加而减少。

vt2=2gs

竖直上抛运动

1.处理方法：分段法(上升过程a=-g，下降过程为自由落体)，整体法(a=-g，注意矢量性)

1.速度公式：vt=v0—gt位移公式：h=v0t—gt2/2

2.上升到最高点时间t=v0/g，上升到最高点所用时间与回落到抛出点所用时间相等

3.上升的最大高度：s=v02/2g

第三节匀变速直线运动

匀变速直线运动规律

1.基本公式：s=v0t+at2/2

2.平均速度：vt=v0+at

3.推论：1)v=vt/2

2)S2—S1=S3—S2=S4—S3=……=△S=aT2

3)初速度为0的n个连续相等的时间内S之比：

S1：S2：S3：……：Sn=1：3：5：……：(2n—1)

4)初速度为0的n个连续相等的位移内t之比：

t1：t2：t3：……：tn=1：(√2—1)：(√3—√2)：……：(√n—√n—1)

5)a=(Sm—Sn)/(m—n)T2(利用上各段位移，减少误差→逐差法)

6)vt2—v02=2as

第四节汽车行驶安全

1.停车距离=反应距离(车速×反应时间)+刹车距离(匀减速)

2.安全距离≥停车距离

3.刹车距离的大小取决于车的初速度和路面的粗糙程度

4.追及/相遇问题：抓住两物体速度相等时满足的临界条件，时间及位移关系，临界状态(匀减速至静止)。可用图象法解题。

第三章研究物体间的相互作用

第一节探究形变与弹力的关系

认识形变

1.物体形状回体积发生变化简称形变。

2.分类：按形式分：压缩形变、拉伸形变、弯曲形变、扭曲形变。

按效果分：弹性形变、塑性形变

3.弹力有无的判断：1)定义法(产生条件)

2)搬移法：假设其中某一个弹力不存在，然后分析其状态是否有变化。

3)假设法：假设其中某一个弹力存在，然后分析其状态是否有变化。

弹性与弹性限度

1.物体具有恢复原状的性质称为弹性。

2.撤去外力后，物体能完全恢复原状的形变，称为弹性形变。

3.如果外力过大，撤去外力后，物体的形状不能完全恢复，这种现象为超过了物体的弹性限度，发生了塑性形变。

探究弹力

1.产生形变的物体由于要恢复原状，会对与它接触的物体产生力的作用，这种力称为弹力。

2.弹力方向垂直于两物体的接触面，与引起形变的外力方向相反，与恢复方向相同。

绳子弹力沿绳的收缩方向;铰链弹力沿杆方向;硬杆弹力可不沿杆方向。

弹力的作用线总是通过两物体的接触点并沿其接触点公共切面的垂直方向。

3.在弹性限度内，弹簧弹力F的大小与弹簧的伸长或缩短量x成正比，即胡克定律。

F=kx

4.上式的k称为弹簧的劲度系数(倔强系数)，反映了弹簧发生形变的难易程度。

5.弹簧的串、并联：串联：1/k=1/k1+1/k2并联：k=k1+k2

第二节研究摩擦力

滑动摩擦力

1.两个相互接触的物体有相对滑动时，物体之间存在的摩擦叫做滑动摩擦。

2.在滑动摩擦中，物体间产生的阻碍物体相对滑动的作用力，叫做滑动摩擦力。

3.滑动摩擦力f的大小跟正压力N(≠G)成正比。即：f=μN

4.μ称为动摩擦因数，与相接触的物体材料和接触面的粗糙程度有关。0

5.滑动摩擦力的方向总是与物体相对滑动的方向相反，与其接触面相切。

6.条件：直接接触、相互挤压(弹力)，相对运动/趋势。

7.摩擦力的大小与接触面积无关，与相对运动速度无关。

8.摩擦力可以是阻力，也可以是动力。

9.计算：公式法/二力平衡法。

研究静摩擦力

1.当物体具有相对滑动趋势时，物体间产生的摩擦叫做静摩擦，这时产生的摩擦力叫静摩擦力。

2.物体所受到的静摩擦力有一个最大限度，这个最大值叫最大静摩擦力。

3.静摩擦力的方向总与接触面相切，与物体相对运动趋势的方向相反。

4.静摩擦力的大小由物体的运动状态以及外部受力情况决定，与正压力无关，平衡时总与切面外力平衡。0≤F=f0≤fm

5.最大静摩擦力的大小与正压力接触面的粗糙程度有关。fm=μ0·N(μ≤μ0)

6.静摩擦有无的判断：概念法(相对运动趋势);二力平衡法;牛顿运动定律法;假设法(假设没有静摩擦)。

第三节力的等效和替代

力的图示

1.力的图示是用一根带箭头的线段(定量)表示力的三要素的方法。

2.图示画法：选定标度(同一物体上标度应当统一)，沿力的方向从力的作用点开始按比例画一线段，在线段末端标上箭头。

3.力的示意图：突出方向，不定量。

力的等效/替代

1.如果一个力的作用效果与另外几个力的共同效果作用相同，那么这个力与另外几个力可以相互替代，这个力称为另外几个力的合力，另外几个力称为这个力的分力。

2.根据具体情况进行力的替代，称为力的合成与分解。求几个力的合力叫力的合成，求一个力的分力叫力的分解。合力和分力具有等效替代的关系。

3.实验：平行四边形定则：P58

第四节力的合成与分解

力的平行四边形定则

1.力的平行四边形定则：如果用表示两个共点力的线段为邻边作一个平行四边形，则这两个邻边的对角线表示合力的大小和方向。

2.一切矢量的运算都遵循平行四边形定则。

合力的计算

1.方法：公式法，图解法(平行四边形/多边形/△)

2.三角形定则:将两个分力首尾相接,连接始末端的有向线段即表示它们的合力。

3.设F为F1、F2的合力，θ为F1、F2的夹角，则：

F=√F12+F22+2F1F2cosθtanθ=F2sinθ/(F1+F2cosθ)

当两分力垂直时，F=F12+F22，当两分力大小相等时，F=2F1cos(θ/2)

4.1)|F1—F2|≤F≤|F1+F2|

2)随F1、F2夹角的增大，合力F逐渐减小。

3)当两个分力同向时θ=0，合力最大：F=F1+F2

4)当两个分力反向时θ=180°，合力最小：F=|F1—F2|

5)当两个分力垂直时θ=90°，F2=F12+F22

分力的计算

1.分解原则：力的实际效果/解题方便(正交分解)

2.受力分析顺序：G→N→F→电磁力

第五节共点力的平衡条件

共点力

如果几个力作用在物体的同一点，或者它们的作用线相交于同一点(该点不一定在物体上)，这几个力叫做共点力。

寻找共点力的平衡条件

1.物体保持静止或者保持匀速直线运动的状态叫平衡状态。

2.物体如果受到共点力的作用且处于平衡状态，就叫做共点力的平衡。

3.二力平衡是指物体在两个共点力的作用下处于平衡状态，其平衡条件是这两个离的大小相等、方向相反。多力亦是如此。

4.正交分解法：把一个矢量分解在两个相互垂直的坐标轴上，利于处理多个不在同一直线上的矢量(力)作用分解。

第六节作用力与反作用力

探究作用力与反作用力的关系

1.一个物体对另一个物体有作用力时，同时也受到另一物体对它的作用力，这种相互作用力称为作用力和反作用力。

2.力的性质：物质性(必有施/手力物体)，相互性(力的作用是相互的)

3.平衡力与相互作用力：

同：等大，反向，共线

异：相互作用力具有同时性(产生、变化、小时)，异体性(作用效果不同，不可抵消)，二力同性质。平衡力不具备同时性，可相互抵消，二力性质可不同。

牛顿第三定律

1.牛顿第三定律：两个物体之间的作用力与反作用力总是大小相等、方向相反。

2.牛顿第三定律适用于任何两个相互作用的物体，与物体的质量、运动状态无关。二力的产生和消失同时，无先后之分。二力分别作用在两个物体上，各自分别产生作用效果。

高一英语课件 篇8

运用所学语言，围绕体育活动这一题材，完成教科书和练习册中规定的听、说、写的任务。阅读课文“the olympic games”，认真理解，并完成有关课文内容的练习。

熟练who / which / that / whom以及介词 + whom / which引导的定语从句

i quite like football / i like to skate with my friends / i enjoy watching tv .

i prefer vegetable to meet / my favorite song is “right here waiting” / what’s your favorite ? / which do you prefer , …or…? / i prefer sth .

better do it later / i think it’s better if you do it later / what about going there by bus ? / i prefer to do…

how about a cup of coffe ?

－would you please let me know your address ? －sure . no.5 street .

－will you please give me some fish ? －certainly . / sure . / no problem .

1.do you often have sports at school ? 你在学校常做运动吗？

sport指户外游戏或运动，仅限于体力锻炼，包括娱乐性的及竞赛性的；不以胜负为目的。而game则指有一定规则的.，双方竞争的游戏或运动，既可以是体力运动，也可以是脑力劳动，以输赢为主要目的。sports和games都表示“运动会”，但有大、小之分，如school sports（校运会），the asian games（亚运会），the olympic games（奥运会）

2.which do you prefer , horse riding or shooting ?

prefer意为“宁愿要”或“更喜欢”，与“like…better”意思比较接近，但使用不同。prefer后面可以接名词，不定式或v·ing形式构成动宾结构，还可以用prefer (doing) sth. to (doing) sth .的句型表示比较级，常用句型如下：

▲prefer a to b . 喜欢a胜于b。相当于like a better than b . to为介词，后面可接名词或动词。

①i prefer tea to milk . 我喜欢茶不太喜欢奶。

②he told me he preferred the country life to the city life . 他告诉我，和城市生活相比，他更喜欢乡村生活。

③even on holidays , she prefers doing something to doing nothing . 即使在假日里，她也愿意干点什么事，而不愿意闲着。

▲prefer单独使用时，相当于like very much .后面可接名词、代词、不定式。

①she preferred to work and live with the common people . 她喜欢工作在普通人中间。

②do you prefer staying with your children on holidays ? 你喜欢和孩子们一起度假吗？

▲prefer to do sth. rather than do . 宁愿做…，也不愿做…。

①i preferred to stay behind rather than go with you . 我宁愿留下来不愿和你们去。

②she preferred to write to him rather than telephone him . 她宁愿给他写信也不愿给他打电话。

3.what about wrestling and sailing ? 摔跤和赛舰又怎么样呢？

高一英语课件 篇9

一、学习目标：

1．抓住关键句，理解“雅舍”之“陋”以及雅舍之“雅”。

2．理解文句，体会作者的人生旨趣，培养学生乐观、积极的心态。

3．欣赏本文生动、诙谐的语言风格。

1．导入新课：（板书：陋室--雅舍）投影1：《陋室铭》齐读。刘禹锡说：斯是陋室，惟吾德馨。陋室因主人旷达、乐观的人生态度而高雅之气弥漫其中。一千多年后，梁实秋写了散文《雅舍》，那么，这“雅舍”又如何呢？现在，我们就来共同学习欣赏梁实秋的《雅舍》。

《雅舍》全文之精髓便着一“雅”字上，如此“雅致”之文又岂可不读？我们不妨请几位同学来为大家读读。这么有味道的文章，我也忍不住读上两段。

（学生个别朗读1、2、3段，老师范读4、5两段，全班一起读6、7段）

2.正音，出示几个难理解的词语解释（投影3），帮助学生读懂课文内容。

3．此文既题为“雅舍”，则作者写作重点自为“雅舍”，那么大家能否快速浏览第一段，找出一句最能体现“雅舍”特点的语句来？（学生读读，找找，划划）

明确：纵然不能蔽风雨，“雅舍”还是自有它的个性。有个性就可爱，这“个性”两字足以概括雅舍的特点，因而这两字也就成了全文的文眼所在。

3．既然“雅舍”的可爱之处在于它有个性，那么“雅舍”到底具有怎样的个性呢？

提示：综观全文，我们可以发现一个极其有趣的现象，文中所有出现的“雅舍”两字上都标有引号，大家有没有思考过：这引号是否和“雅舍”的个性有关？“雅舍”到底是“雅”还是“陋”呢？

请大家跳读全文，品味雅舍之独特个性。找找雅舍之“陋”与雅舍之“雅”分别体现在哪里？请同学找找体现“雅舍”之陋及“雅舍”之“雅”的语句，并作简要的概括。

小结：这不就是一栋典型的陋室吗？这样一个居所究竟“雅”在何处呢？

（1） 若说地点荒凉，则月明之夕，或风雨之夜，亦常有客到，大抵好友不嫌路远，路远乃见情谊。（第2段）

（到如此荒凉之所访友的必是主人的知己，俗话说“人以群分”，这梁实秋乃是典型的文人，这客想必定是雅客，如此一群雅人点缀此居所，何陋之有呢？）

（2） “雅舍”最宜月夜--地势较高，得月较先……此时尤为幽绝。

（面对月夜幽绝之景、细雨生趣之情，我们油然想到的是……这样的情景不就只能用一个字来概括吗？雅）

（4）“雅舍”所有，毫无新奇，但一物一事之安排布置俱不从俗。（第5段）

（好一句不复他求，好一句俱不从俗，屋内陈设简朴却脱俗，而这简朴陈设的内涵便是梁实秋思想情趣之雅，如此雅人才能欣赏雅舍，才能以雅舍命名之。）

小结：可见“雅舍”之“雅”体现在自然风光之雅、陈设脱俗之雅，更体现在主人思想情趣之雅上。

（三）深入思考，体会本文中所蕴藏的作者的人生旨趣。

思考：如此“个性”突出的陋室，作者身居于此却处之泰然，更欣欣然命名为“雅舍”，这其中表现了作者怎样的人生旨趣？我们不妨通过几个难句的理解来体会这种旨趣。

出示（投影5）：

（1） 到四川来，觉得此地人建造房屋最是经济。

--经济便体现在砖柱、木头架子、竹蓖墙、泥灰以及孤零零、瘦骨嶙峋、单薄、可怜等词语中，从中我们可以体会到作者的无奈之情。

（2） ……现在住了两个多月，我的'好感油然而生。

--无奈的自嘲式幽默便体现在这里，其实也是一种苦中作乐。

（3） ……我则久而安之。

--坡度甚大，每日由书房走到饭厅是上坡，饭后鼓腹而出是下坡。逼真细腻地再现了房子的简陋和不方便，但作者却以近似于赞美的笔调描绘它，幽默自嘲，别有味道。

（4） 比鼠子更骚扰的是蚊子。……在雅舍则格外猖獗……但是我仍安之。

--对现实不满、无奈，但能安然对待，一种豁达心胸也油然突现了。

（5）……试问还有什么法子？洋鬼子住到“雅舍”里，不也是“没有法子”？

--没有直接表示对战争、对生活的不满，转而欣赏清风明月，这便是随遇而安的超脱了。

（6）我此刻卜居雅舍，雅舍即似我家。其实似家似寄，我亦分辨不清。

--梁实秋却能从苦难中寻觅诗意，安然视“雅舍”为家，可见雅舍对于梁实秋已经超出了一种物质的寄托，已然成为了他心灵的家园，精神的依附。这里，梁实秋身上那种豁达平和、苦中作乐、随遇而安的心态体现得非常突出。

（提示：抗战次年，即1938年，梁实秋先生被迫内迁重庆，在那他购平房一栋，命曰雅舍，这一住便是整整八年）

点拨：本文命名为“雅舍”，实际上是记述半山腰的一间陋室。明明是“陋”，却偏要称“雅”，其间自然存在着作者对所处战争年代的无奈，对自己生活环境的自嘲、自讽，但更多得表现了作者随遇而安、豁达乐观、苦中作乐的生活态度。

《雅舍》之所以动人，还因其行文的幽默诙谐。这种语言风格体现在那些文字上？请大家找一找，读一读。

点拨：本文语言风格无外乎典雅清朗而又富于幽默感。文笔轻松洒脱，或自嘲自解，或正话反说，或文白相间，或巧用典故。文中第4段堪称经典。（稍加分析，集体朗读）

据说《雅舍小品》这部散文集至今已经重版了五次，可见其受欢迎的程度。通过这节课的学习、欣赏、品味，我相信《雅舍》这篇散文已经给同学们留下了深刻的印象，同时，老师也希望作者豁达乐观、苦中作乐的生活态度会对同学们今后的人生产生积极的影响。

现在，请同学们自由朗读全文，再次品味文中语言的风格、作者的人生旨趣。

为自己的居室、宿舍取一能够体现其独特个性的“雅”名。

高一英语课件 篇10

提问是阅读教学中使用得最频繁的教法之一。目前语文教学中已形成众多流派,不管哪一派都离不开设计 问题、提出问题、运用问题,开启学生心智,引导学生理解课文。那么究竟应该如何提问呢?本人认为,要研 究阅读教学如何提问,首先要探讨何以要提问。

作为一种教法,提问是师生课堂会话的方式。提问是一种言语行为,属“语用”范畴,提问时使用的问句 属“语形”范畴,而问句中包含的问题属“语义”范畴。

二十世纪科学哲学的一个重要成果,是发现智力活动的起点在发现和提出问题。英国科学家波普尔科学发 现的模式就是:“问题(1 )--假设(猜测)--验证--问题(2)”。因此, 问题也是教师启发学生, 打开思路,开发智力的钥匙。布鲁纳的“发现法”,第一步设卡,即让学生认识上产生矛盾,发现问题;第二 步设法,就是让学生运用已有知识框架或认识结构,在教师点拔下试作解答;第三步验证,如果解答正确,也 即动用旧框架同化了新信息,进一步丰富了已有的框架,如果错了则帮助学生调整或转换旧框架,形成新框架 ;第四步小结,即反馈、总结。认识心理学中的“SQ4R阅读方法”,首先是预习或概观,在此基础上即是“提 问”,然后精读(阅读、思考),最后是复述和复习,以加深记忆;其主要特征就在于提出问题、回答问题, 对教材进行细致、深化的加工。

阅读理解有不同层次。章熊先生分为:(1 )复述性理解(着眼于表层信息,侧重记忆);(2)解释性理 解(通过信息加工, 由表及里、由此及彼,转化为自己的认识);(3 )评价性理解(对文章价值作用评价) ;(4)创造性理解(超越本文,探索新问题,提出新见解)。按章先生的意见,四个层次由低到高排列,而中 学阶段的阅读理解应以一、二两项为本(注:《特级教师--专家学者之选》。)。理解的层次不同,问题的 层面和提问方法也会有所不同。例如,在低年级使用的谈话法适用于复述性理解,提出反常问题,克服学生思 维定势使用于创造性理解。本人认为,狭义的理解应指“解释性理解”,是实现阅读目标的关键,也是阅读智 力活动的核心,想象、欣赏、评价、记忆、创造、应用都以此为基础。

西方解释学是关于文本意义的解释和理解的一种理论与方法或哲学,有助于探讨“解释性理解”的本质。 解释学认为,阅读是读者和本文的对话、交流。伽达默尔说:“使留传下来的本文成为解释的对象,就意味着 它向解释者提出问题,……理解本文也就是理解这个问题”;而“问题的重建变成了我们自己的提问,这种重 建可以把本文意义理解为其回答”,“我们这些努力要求理解的人,必须通过自己让本文讲话”(注:《哲学 译丛》1986年第三期。)。作为接受者总是以提问者身份出现,而作为本文则以对答者身份出现,双方建立起 问答的伙伴关系;而理解就是通过对话、问答而达到“视界融合”的过程。所谓视界是一个从已有知识框架出 发所能理解的可能范围,读者不断从自己已有视界出发,进入本文的视界,形成一个既非自己也非本文的新视 界,具有新的可能性。达到理解的标准就是解释学家所说的“解释学循环”--整体只有通过理解它的部分才 能得到理解,而对部分的理解又只能通过对整体的理解。“解释学循环”有两层意思:

(一)古典解释学认为,作品自身作为整体包括意义、风格、结构等,作品的各部分诸如章节、词句等, 必须放在这个整体中才获得理解与意义;而作品相对于产生它的整个历史文化背景而言,又是这一文化背景的 部分,作品必须放在这一历史文化背景的整体关系中才能得到理解。对这一层次的“解释学循环”,钱钟书先 生表述得最为清楚:“乾嘉‘朴学’教人,必知字之诂,然后识句之意,而后通全篇之义,进而窥全书之指。 虽然,是特一边耳,亦祗初桄耳。复须解全篇之义乃至全书之指(“志”),庶得以定某句之意(“词”), 解全句之意,庶得以定某字之诂(“文”),或并须晓会作者立言之宗尚,当时流行之文风,以及修词异宜之 着述体裁,方概知全篇或全书之指归。积小以明大,而又举大以贯小,推末以至本,而又探本以穷末;交互往 复,庶几乎义解圆足而免于偏枯,所谓‘阐释之循环’者是矣。”(注:钱锺书《管锥篇》第一册,中华书局 出版。)

(二)当代解释学认为,更重要的是解释者的前理解(已有知识框架)形成的视野(整体)与作品(部分 )的关系。读者已有的知识框架是向本文敞开的倾向性,在已有框架引导下进行理解活动,同时也在理解活动 中受到检验、调整、修正,使本文的意义显现出来,因此理解决不是消极地复制本文,而是一种“生产性”、 “构成性”的努力。伽达默尔认为,理解永远是由整体(读者的前理解)运动到部分(作品),又回到整体( 读者所达到的新的理解)的理解。而所有部分与整体的和谐状态便是正确理解的标准。

根据当代认知科学研究成果,阅读理解同时存在两种信息加工方式:资料驱策加工和概念驱策加工(注: J.R.安德森《认知心理学》,吉林教育出版社出版。)。“资料驱策加工”是对来自本文的信息加工,本文从 低到高有如下分析平面:语音平面、书写平面、词汇语义平面、句法平面、语篇平面和语篇所指平面。对本文 各平面从高到低,从低到高的加工相当于“解释学循环”的第一层意思。可是读者的心智并不是一张“白纸” ,本文仅仅是信息的一个来源,其它信息还来源于读者头脑中已有的知识,一个人对有关本文的知识越多,理 解效果越好,就能以最短时间、最少努力,有选择地使用最有成效的线索探索文章语义和句法制约关系,从本 文中构造出意义,这种加工方式称为“概念驱策加工”。读者头脑中已有的知识相当于解释学家说的“前理解 ”,因此这种加工方式也相当于“解释学循环”的第二层意思。任何认识的发生、发展都是认识的外源因素和 认识的内源因素双向作用的结果,阅读也是双向建构,阅读理解要达到两个平衡:作为客观的本文的整体和部 分的协调,作为主体认知框架的平衡。

阅读教学中,教师的主导作用在于通过提问,引导学生达到“解释性理解”,起导读作用。这就要遵循“ 解释学循环”的原则,启发学生同时进行两种方式的信息加工,提高理解水平,培养迁移能力。

以上主要从解释学维度讨论了何以要提问,阅读教学中如何提问就有了根据。

课堂提问的组成是阶梯式的:最高层次是“课”,其次是“课段”,再次是“回合”(一次问和答),最 低层次是“话步”(教师的“问”和学生的“答”)。

我们先讨论“回合”。教师和学生的对话并没有信息沟,教师提问并不是要从学生那里获得信息,而是要 启发学生获得信息或检查学生是否已获得信息。一般会话结构是两话步:一种是A(问)--B(答),A(再问 )--B(再答);一种是A(问)--B(答),B(问)--A(答)。而课堂会话结构是三话步:T(教师问 )--S(学生答)--T(教师评价小结)。第三话步是信息的反馈, 即使有学生能作出正确回答,但不等于 所有学生都能回答,应重复学生的回答以面向全体学生。

由回合到课段,提问有一个开始到结束的框架,每次提问都有一个焦点,如何组织一个课段的提问呢?遵 循“解释学循环”的原则,大致有两种方式。

(一)由浅入深,由表及里。

1、由表层到深层,由具体到抽象。于漪老师《七根火柴》第21 节的提问设计是:(1)无名战士留给人间 的最后话语是什么?(2)无名战士留给人间的最后动作是什么?(这两个是表层问题。)(3 )这些言行显示 了他怎样的心灵、怎样的精神?(4)和一般人相比, 他的伟大之处是什么?(这两个是深层问题。)《截肢 和输血》第1 节提问:(1)白求恩同志是在怎样的气候下赶路的?(冷)(2)作者怎样描写冷?(这两个是 具体的问题)(3)作者着力描写气候寒冷的用意是什么?(这个问题较抽象。)

2、层层深入。如钱梦龙老师《捕蛇者说》第1节的提问:(1 )这种蛇特别,文中用了哪一个字?(“异 ”)(2)“异”在哪里? (归纳为:色、毒、用)(3)作者突出了哪一个?(“毒”)(4)为什么?(陪 衬赋敛之毒)(5)为什么永州人民还“争奔走焉”? (将捕蛇和纳税联在一起)后一问句的焦点以上一问句 提供的新信息为依托,层层递进。

(二)整体--部分--整体。

本人在教《白杨礼赞》第7节的提问设计是:(1)上一节从外形上写白杨树不平凡,本节从哪一方面赞美 白杨树的不平凡呢?(内在气质)(2)作者调动哪些手段赞美白杨树的内在气质?(排比、比喻、拟人、对比 、欲扬先抑)(3)“伟丈夫”和“好女子”对比, 这个“好”是什么含义?(美丽)(4)为什么要用这样的 对比和隐喻? (突出其壮美,并由赞美树过渡到赞美人)(5 )作者用什么手法进而揭示其象征意义?(反问 排比句)(6)这几个排比句之间有什么联系? (由外到内,层层深入)(7)四个反问句句式上有什么变化,

怎样逐步深化点出象征意义?(略)(8)这一节在全文起什么作用? (赞美的高潮所在,精华所在)。

在组织课段提问时,要防止孤立式的提问。一位新教师教读《挖荠菜》第2节提了三个问题:(1)“馋” 是什么意思?(2 )馋到什么程度? (3)饿到什么程度?关键要问:为什么要写馋(突出饿)和写“饿”反 映了什么,才能由表及里。

在课堂上,提问的展示由“回合”到“课段”,再到“课”;可是教师在设计提问时是从“课”到“课段

高一英语课件 篇11

PERIOD ONE

1 WARMING UP

1) Introduction: unit 3 is about travel.

Do you like traveling?

Where you’ve been?

Would you share with us some of your unforgettable experience?

I’ve been to these places. Can you recognize them? Show some pictures and let students guess where they are.

2) Page 15, WARMING UP ex. 1

Leave nothing behind except your footprints.

Take nothing away except your good memory.

We should always pay attention to our behaviors; otherwise we may damage the environment and ruin the scenery.

3) Page 15, WARMING UP ex. 2

How many means of transportation do you know?

What are their advantages and disadvantages?

4) Page 15, WARMING UP ex. 3

Group discussion: Which mean of transportation would you choose in the following four situations respectively? Think about money, time, security, easiness, sickness, and procedure. Support your idea with reasons.

2 LISTENING

1) Page 15, ex 1

We’re going to listen to 3 boarding calls. They are commonly heard in airports. While listening, please fill in the chart of ex. 1. The information required is flight number, destination and gate number.

Play the tape and check the answer together.

Play the tape again and ask the students to retell the boarding calls.

2) Page 97, LISTENING

Do you know the procedure in the airport? It’s a long process you have to get through. If you were not clear about that, it would take years to finish the procedure. Now look at the six pictures on page 97. They are 6 steps leading your to your flight.

(1) Airport tax

(2) Security check, make sure that you don’t bring anything dangerous onto the plane

(3) Gate

(4) Check-in counter

(5) Security check, check your name

(6) Pick up bags

While listening to dialogue, put them into correct order.

Play the tape and check the answer together.

3) Page 16, ex. 3

We will hear 5 travelers talk about their trips to fill in the chart. The places they are at are not given out directly. We have to guess the answer from the clues.

Play the tape twice and check the answer.

3 SPEAKING (Page 98)

Read the words on the 2 role cards.

Group discussion: brainstorm more supporting details for the 2 different opinions.

4 HOMEWORK

1) Write a report of your group’s ideas. Finally arrive at a conclusion.

2) Preview READING

PERIOD TWO

1 REVIEW

Homework: Pick up some groups to share their conclusion with the class.

2 PRE-REDING

Group discussion:

Why do people travel?

If you go travel, you prefer going with travel agency or by yourself? Why?

If you go by yourself, how could you insure yourself against dangers?

If you go with a travel agency, which factors would you take into account in choosing one?

3 READING

1) Scanning

Scan through the text, and answer 2 questions: what is hiking and what is rafting?

Hiking is a way to travel close to nature on foot.

Rafting is a kind of adventure travel along a stream or river by boat/ in small boats.

2) Explain the structure of the text.

Para 1: why do people travel?

Para 2: what is hiking?

Para 3: basic tips for successful hiking.

Para 4: what rafting is

Para 5: how do you go rafting safely?

3) Wile-reading activity

While reading, fill in the chart on page 18, ex. 2 about the differences

4) Further comprehensive questions

What are the aims for people to travel?

In your opinion, which is the most important one of the given tips for successful hiking?

What’s the origin of the word “whitewater”?

5) Language points

ü Experience (it happens to you or affects you)

People also travel to experience life in other parts of the world. (Verb)

–We experienced SARS in the year of .

–The year of 2003 witnessed SARS.

–Experience sth. at first hand

l A memorable /unforgettable etc experience

l Learn form your experience

l In my experience, these things never last very long. 从我的经验来看

ü Watch out for

Watch out for dangers, such as spiders, snakes or poisonous plants. (to be careful of something)

–While traveling in London, you must watch out for the traffic.

–Watch out for the man in black. (to keep looking and waiting for someone or something)

–Watch out! There’s a car coming.

l The prisoners watched for a chance to escape. (to wait and be ready for sth. 等待)

l Watch the time. 留意时间(to avoid being late)

l Watch your step.

ü Adventurous

Whitewater rafting is more adventurous and difficult than normal rafting. (eager to do exciting or dangerous things)

–Andy is an adventurous cook. (not afraid of trying new things)

–Life is like an adventure. (a kind of experience)

–Nobody ventured to put forward different ideas. (to say sth. though you are afraid of how someone may react to it)

ü As with

As with hiking, you should always think about your safety and wear god clothes.

–As with = as it’s the same with

–As with drawing a picture, you should be patient and careful in doing this job.

–As with running, learning English needs perseverance.

ü Handle (to control the movement of a tool, vehicle etc)

You also need to learn the basic skills of rafting, such as how to handle the raft.

–She is very good at handling difficult customers. (deal with people)

–She could not handle the pressures of her new job. (deal with difficult situation)

l handle (noun) 把手

6) Important phrases

Get away from

Instead of

Get close to

Take exercise

Protect…from

Paddle down

Quiet stream

Life jacket

Unless

4 HOMEWORK

1) P18, post-reading ex1

2) P18, language study, word study

3) P99, practicing, vocabulary 1,2

PERIOD THREE

1 REVIEW

1) P18, post-reading ex1

2) P18, language study, word study

3) P99, practicing, vocabulary 1,2

2 TENSE REVIEW

Work Past Past future Present Future

Simple Worked Would workWas / were going to work Work / works Will workAm/is/are going to work

Continuous Was / were working Would be working Am / is / are working Will be working

Perfect Had worked Would have worked Have / has worked Will have worked

Perfect continuous Had been working Would have been working Have / has been working Will have been working

3 GRAMMAR

1) Page 19, grammar ex1

Group work. And then check the answer together.

2) Presentation

Some present continuous tense is used for future actions. This kind of usage only can be applied to certain verbs. Such as: go, come, leave, get, arrive, meet, see off, take off, return, start, fly, stay, etc.

Eg. The train is leaving in 5 minutes.

Eg. I’m coming soon.

Present tense is also used for future actions. This usage always appears in adverbial clauses introduced by when, if, before, till, until, every time, by the time, as soon as, the moment, etc.

Eg. The class will not be over until we finish all the exercises.

Eg. You will be pretty tired by the time…

Ask the students to make sentences.

3) Page 100, ex 3

4) Page 19, ex 2

Group discussion. Fill in the chart and check the answer together.

5) Demonstrate ex 3

In the past, people read scrolls / books written on paper make from bamboo. Today, people read stories in books or on the Internet. In the future, people will perhaps read books and news on cellphones or in electronic newspapers.

4 INTEGRATING SKILLS

1) Scanning

What is eco-travel?

It’s a form of travel that combines normal tourism with learning.

What are its traits?

It’s a way to protect the environment, namely to travel responsibly. People learn about the world, understand it better, and even make it better. It’s also a way to find out what can be done to help animals, plants, and people.

5 INTEGRATING SKILLS

1) Introduction

The text describes another form of adventure, swimming with dolphins. It explains why people enjoy it and gives tips on how and where to swim with dolphins.

Read through the text and finish P101, ex 1

2) Group discussion

P101, ex 3

Discuss with your partners and fill in the chart.

6 HOMEWORK

1) Page 99, GRAMMAR ex 1

2) Page 19, GRAMMAR ex3

3) Page 21, WRITING Friday one

PERIOD FOUR

1 REVIEW

1) Two new ways of expressing future actions

Page 100, ex 2

2) Homework:

Page 99, GRAMMAR ex 1

Page 19, GRAMMAR ex3

2 REVISE COMPOSITION: Page 21, WRITING Friday one

1) Explain criteria

Tense

Proper usage of words

Proper sentence patterns

Spelling, capitalization, punctuation

Clear time adverbials

2) Change your composition with your partner. Sign your name at the bottom after revising his or her letter.

3) Give the letter back to the writer. And explain your comment to him or her.

4) Hand in your final draft tomorrow.

3 DICTATION

4 CREATVIE WRITING

Put students into groups of 4 to 5.

P101, WRITING

Brainstorm with your partners in class. Try your best to find reasons why they must choose you. Stretch your wits. J

For example: love adventure, love animals, love Australia

5 HOMEWORK

Write the letter.

高一英语课件 篇12

1.be used for 被用于… be used as 被用作…

2. It depends. 要看情况而定。

5. make it possible for sb to do sth 使得某人做某事成为可能

7. more than 不仅， 多于；

8. add to 增添；增加 add…to… 给…增加…

9. remind sb of/about sth 提醒某人某事

remind sb of doing sth 提醒某人已做过某事

remind that...

10．have an appointment with sb. 和…有预约

keep /break one's appointment 守约／违约

make an appointment with sb. 和…约定

11. obey /break the rules 遵守／违反规定

13. dare not do = don't dare to do 不敢作…(同need)

14. take sth/sb away from… 把….从….带／拿走

14. stay/keep in touch with sb.; /keep track of

16. in case (of an emergency) 万一； 以免

17. do whatever he wants to do 想干什么就干什么

19. the negative/positive effect of ….的负面/正面影响

21. (in) the way that/in which… …的方法

The few surviving human beings are being used (in) the way (that) we use machines today.

24. fail to do sth; fail in doing sth 没能做到…

25. force sb to do sth 强迫某人做某事 oblige sb to do sth

27. take steps /measures/action to do sth 采取措施

28. look up the words in the dictionary 在字典上查单词

29. go for a job interview 去面试找工作

35. on the way 在路上 on one’s way to 在去...的路上

in the way 妨碍；挡道 in a way 在某种程度上

by the way 顺便问一下 （in）this/that way 这样

the way to do/of doing sth 做...的方法

37. We are still a long way from being able to do sth.

=It will take us a long time to be able to do sth.

38. It is possible (for sb) to do sth

It is likely/possible/probable that...

Sb is likely to do sth.

39. The more we know, the more we can imagine.

越..., 就越....

The more you listen to English, the easier it will become.

The longer you live in this place, the less you will like it.

高一英语课件 篇13

creative,decide,image,add to,latest,remind,obey,dare,spend,call of,whatever,material,in the way,survive,allow,defeat,force,instead,succeed,imagine,describe,solve,call phone,mobile,role,

function,behavior,disturb,emergency,wear,shape,rule,wonder,expect,culture

I think …

-What does it looks like?

-It looks like…

decide,word,add to,remind,allow,spend,call for,wear,material,in the way,defeat,force,succeed,

1.decide v.-decision n.

纵向归纳法：

(1)decide to do sth.

We have determined to get the work done before October 1.

(5)be determined to do sth.(determined起形容词作用，说明一种状态，即：坚定不移的决心)

He is a man of few words.(=He doesn't say much.)

There's been no word from her for weeks.

Can I have a few words with you/a word with you?

I heard that they had words with each other.（我听说他们吵嘴了。）

横向比较法：

If you add 5 to 5,you get 10.

She added sugar to her tea.

This adds to our difficulties.

(3)add up to ①（数量）总计……；②（总起来看）说明……

The money I spend every month adds up to 1 000 yuan.

综合运用法：

Can you tell me what five ________,eighty is,boy?

纵向归纳法：

(1)remind sb. (of sth.):提醒……，使……想起……

I've forgotten his name ________ will you remind me of it?

Remind me to write to Mother.

She reminded me that I hadn't written to Mother.

Warn him of the danger.

I wasn't informed of the decision until too late.

The man robbed the old lady of her bag.

纵向归纳法：

We spent our holiday in Beijing.

Would you spend $200 on a new coat?

Would you spend $200 (in) buying a new coat?

横向比较法：

(2)sb.+pay+金钱+for+sth.

I spend 20 yuan on the book/(in) buying the book.

I paid 20 yuan for the book.

The book cost me 20 yuan.

It took me 20 yuan to buy the book.

联系语境法：

Saving the boy ________ him his life.

答案：B “cost”除了指“花费”，还指“使……付出……代价”解。

纵向归纳法：

That chair is in the way.Move it please.

I did the experiment in the way you told me.

I will come to Paris on my way back to England.

Better weather is on the way.

The new machine you ordered is on its way.

He is on the way to success.

In this way,you can get rid of the flies.

Oh,by the way,have you seen John lately?

I came by way of London.

(5)in a way 在某种程度上；in some way(s) 在某（些）方面，在某种程度上

The work is well done in a/some way.

We can in no way allow this to happen.

综合运用法：

（1）________from Paris to London,the plane stopped.

(2)I cooked this ________ you showed me.

(3)________,where is my coat?

(4)Yes,________he has been very successful.

(5)Children get ________ during the holidays.

答案：(1)On the way (2)in the way (3)By the way (4)in a way (5)in the way

纵向归纳法：

Take health for example,it can't be lost.

(2)set an example to sb. 为……树立榜样

Lei Feng set a good example to us.

(3)for example=for instance/for example=e.g.

突破定式法：

改错：Parents should set a good example for their children.

Can you imagine life on the moon?

You can't imagine how I missed the bird.

Try to imagine being on the moon.

横向比较法：

The difficulty is beyond my imagination.

This is imaginative writing.

All the characters in this book are imaginary.

纵向归纳法：

The soldiers forced their prisoners to give up their arms.

I've lost the key to my house,so I'll have to force an entry.（破门而入）

It's foolish to force your foot into a shoe that's too small for you.

Although he was in great pain,he forced a smile.

The force of the explosion broke all the windows in the building.

The thief took the money from the old man by force.

Both land and sea forces were employed in the war.

10.latest adj.

横向比较法：

（1）latest adj. 最新的；也是late(晚,adj./adv.)的最高级，最晚的/地

（2）later adj./adv. 后来（的），过后。也是late的比较级。

(5)later adj. 后者的，后面的 the former（前者），the latter（后者）

(1)I was ________ for the meeting.

(2)His ________ novel(小说) is a great success.

(3)I'll call you again ________.

(4)I haven't seen him ________.

(5)He often sits up ________ at night.

(6)Two visitors came to see me.The former is Lucy and the ________ is Jim.

仁爱英语课件范文14篇

我们听了一场关于“仁爱英语课件”的演讲让我们思考了很多。老师会对课本中的主要教学内容整理到教案课件中，所以老师写教案可不能随便对待。教案是评估学生学习效果的有效依据。经过阅读本页你的认识会更加全面！

仁爱英语课件(篇1)

提起 this 、 that 和 it ,大家对它们并不陌生。 this 、 that 既可作为形容词,又可作为指示代词,而 it 只能作代词用,使用时要注意它们的区别。

1. this 指离说话人较近的人或物, that 则指离说话人较远的人或物。如:

This is a book. 这是一本书。(指近处)

That is a banana tree. 那是一棵香蕉树。(指远处)

2. 向别人介绍某人时,要说“ This is …”,而不说“ That is …”,也不能说“ He is …”或“ She is …”。如:

This is Li Mei. Li Mei,this is Wei Hua.

这是李梅。李梅,这是魏华。

3. 叙述在一起的两样东西时,先说的用 this ,后说的用 that .如:

This is a computer. That is a TV set.

这是一台电脑,那是一台电视机。

4. 在回答 this 或 that 作主语的疑问句时,要用 it 代替 this 或 that .如:

- What's this? 这是什么?

- It's a ruler. 这是尺子。

- Is that a car? 那是一辆小汽车吗?

- Yes, it is. 是的。

其实,我们平时在第一次提到某物时,常用 this 或 that 来指代,后文中再出现此物时,就用 it 来代替 this 或 that 了。

5. 有时候,人们在打电话时,向对方介绍自己用 this 指代“我( I )”,询问对方则用 that 指代“你( you )”。如:

- Hello, is that Mike? 喂,你是迈克吗?

- No, this is Tom. 不,我是汤姆。

此时切不要用“ I am …”、“ Are you … ? ”或“ Who are you? ”等句式,但可以用 it 替换 this 或 that .如:

- Hello,is it Mr Green? 你好!你是格林先生吗?

- Yes,it is Mr Green. Who is it?

是的,我是格林先生。你是谁?

6. 当指性别不明的婴儿、身份不明的人或是只闻其声不见其人的时候,用 it 而不用 this 或 that .如以下敲门时的对话:

- Who's it? 是谁呀?

- It's me. 是我。

最后提醒同学们注意: this 和 is 不能缩写,但 that 、 it 与 is 连用时可分别写为 that's 和 it's .如:

This is a bike. (不可写成: This's a bike. )

It is a pencil-box. (可以写成: It's a pencil-box. )

仁爱英语课件(篇2)

一、教材分析

1、地位与作用

仁爱英语八年级下册的Unit6Topic3 Section B讲述了交通规则及交通安全，是本话题的核心，起着承上启下的作用。今天我说课的具体内容是Section B的1a.,1b,1c,and 2.目的是学会识别更多的交通图标，进一步学习交通规则，语法是学习由if引导的条件状语从句。

2.教学目标

（1）知识目标

1.Learn some words about traffic rules:

signal, pedestrian, rush, fine, path

2.Learn more about adverbial clause of condition:

（1）If everyone obeys the traffic rules,the road will be safe.

（2）If we know more safe traffic rules,we will tell them to other people.

（3）If you ride at night,don’t forget to use a bike light or wear light-colored clothes.

3.Learn to express remindings and warnings:

（1）People should obey the traffic lights.

（2）Don’t rush when you corss the street!

（3）Don’t forget to pay attention to the rules.

4.Learn more useful expressions:

（1）Why don’t we go to the traffic station to learn more traffic rules?

（2）That’s a good idea.

要求学生牢记SectionB所有新学的四会单词。短语和重点句型；掌握if引导的条件状语从句的用法。

（2）技能目标：

能听懂有关交通规则和交通安全的材料；会简单地用英语表达交通规则。 培养学生提高言交际能力，能在小组中积极与他人协作，从而开阔自己的视野，扩大知识面。通过小组对话，培养学生合作学习的精神。让学生积极主动地投入到语言的实践中去，包括听、说、读、写的实践。在学中用，用中学，提高语言的综合使用能力，加深对基础知识的掌握和记忆。

（3）情感目标

学会遵守交通规则，树立安全意识。使学生识别交通标志，掌握交通规则，在现实生活中遵守交通规则。培养守纪守法的道德品质。

3.教学重点和难点

（1）重点：学会识别更多的交通图标和用英语表达交通规则，掌握if 引导的条件状语从句。

（2）难点：if 引导的条件状语从句（在if 引导的条件状语从句中，当主句用了一般将来时，从句就只能用一般现在时）

二、说学情

1.学生交通安全意识薄弱，对交通规则了解不多。

2.学生的词汇量掌握不多。

3. 学生平时较少用英语与他人交谈并表达信息

三、说教法：

对本课我主要采取了如下几种教法：

1. 任务型教学法：设置面向全体，贴近生活的任务，让学生在完成任务的过程中体验成功的喜悦，从而达到乐中求学的目的。

2. 有趣的情景教学法：通过创造各种较贴近生活实际，自然愉悦又令学生感兴趣的情景进行教学，为学生创设轻松愉快的学习气氛，使他们处于最佳的学习状态。

3. 竞赛教学法：通过背单词、提问抢答、朗读、听力比赛，激发学生学习的强烈兴趣，给学生创造语言气氛，轻松快乐地学英语。

4. 互动教学法：互动教学的开展主要靠教师引导学生有效参与来实现。教师启动，学生自学，组内讨论，组间交流，效果评价。

四、说学法：

我所采用的教学法有助于学生掌握如下学法：

1. 英语交际：把所学的交际英语进行英语交际。培养语言的综合运用能力。

2. 科学储备大量英语知识：狠抓基础，注意密度。没有足够的词汇量，没有熟知语法规则，不了解语言规律就不可能进行很好的语言交流，为用而学，学了就用，用中学，学中用。把英语进行到底。

3. 反思与实践：无论在课堂上，还是在课堂外，都要让学生积极参与每个教学活动，课外反复操练，大胆开口，创造性地说自己想说的话，及时整理语言难点，再次认识并积极使用。温故知新，克服遗忘。

4. 注意培养自学能力

五、教具

多媒体教具

六、教学过程

Step 1 Review 第一步 复习（时间： 5分钟）复习Section A的重点话题，并导入1a.

1. （复习Section A中呈现的骑自行车的好处。）T: We’ve learnt lots of advantages in riding bicycles in Section A. Let’s review it.

（教师让学生思考片刻，随意抽查几名学生，说出骑自行车的好处，对说得又多又准的学生给予奖励。）S1: It saves money and energy. It doesn’t cause air pollution.

S2: …

2. （检查在Section A中布置的家庭作业，即写出预防交通事故的建议。）T: Very good! You did a good job. Now it’s time to check your homework. I want to see how many suggestions you made. S1, can you try?

S1: We should…

T: How about you, S2?

S2: …

（教师板书学生提及的建议，并给予评价。导入1a.）T: I’m very happy you made so many good suggestions. And I think there may be more suggestions. Do you want to know? Let’s learn 1a. You’ll get them.Step 2 Presentation 第二步 呈现（时间： 10分钟）呈现1a并讲解。

1. （教师利用实物或图片引出要求学生理解的单词。）T: （出示头盔的实物或图片。）What’s this?

Ss: It’s a helmet.（教师适当帮助说出。）T: What do we use it for?

Ss: We use it to…（老师说出protect our heads.）（用同样的方法学习light-colored clothes.）T: Traffic accidents are really terrible. We should also know more about the traffic rules. If we don’t obey them, what will happen? Can you guess?

S1: Cause traffic accidents.

S2: Lose our lives.

S3: Get hurt.

（学生可能会用中文说出要被罚款，教师及时教学fine.）T: Yes. We’ll also get a fine.

（板书并教学生词，要求学生理解。）

helmet, light-colored, fine

2. （教师布置并板书听力任务，让学生带着任务听录音，降低听力难度并使其注意力高度集中。）T: Now, boys and girls, please look at the blackboard. Listen to 1a carefully and find the answers to the questions. Are you ready? Let’s begin.

Why did the bike accident happen?

What’s Kangkang’s suggestion?

Does Michael agree with Kangkang?

（师生一起核对答案。）

3.（让学生读1a,找出条件状语从句并标出疑难点。）T: Now let’s read 1a and find out the adverbial clauses of condition and difficulties.

（教师鼓励学生读出所找的条件状语从句和疑难点，然后加以解释。）Step 3 Consolidation 第三步 巩固（时间： 10分钟）巩固1a,完成1b.

1. （教师放1a的录音，让学生跟读。）

T: Listen and follow the tape.

（也可让学生进行人机对话。）

（两人一组，根据黑板上的关键词，不看课本，自由操练1a.）T: Work in pairs, look at the key words on the blackboard and practice the dialog.

（教师时刻关注学生动态，及时帮助有困难的同学，保证每位同学积极参与。）T: Time is up. Come to the front and act out the dialog. Be brave! Don’t be shy. Which pair wants to have a try?

…

T: Well done! You did a very good job!（对学生给予鼓励和肯定。）2. （让学生出示他们在上节课所讨论交流的交通图标，复习其含义，然后独立完成1b,核对答案。掌握单词warn;理解crossing.）T: Boys and girls, when we ride our bikes, we should obey the traffic rules. If we break the traffic rules, it will be dangerous and we will get a fine. Now I’ll ask some students to show the traffic signs, and the others to tell what these signs mean. Then do 1b alone and we’ll check the answers together.

Step 4 Practice 第四步 练习（时间： 12分钟）完成2和4,并讨论3.

1. （教师组织课堂活动，引导学生独立完成2.）T: Now you know so many traffic signs, and will you follow them when you see them? I hope all of you will obey the traffic rules. If everyone obeys the traffic rules, the road will be safer. Do you think so?

S1: Yes, of course.

T: If you ride at night, what should you do?

S1: I should have lights on the bicycle or wear light-colored clothes.

T: If you ride on the street, what should you wear?

S2: If I ride on the street, I should wear a bicycle helmet.

（教师尽可能地给出多种假设或条件，让同学们试着用条件状语从句来说句子。然后总结条件状语从句的用法，提醒学生条件状语从句中动词的时态。最后让学生独立完成2.要求学生掌握motorcycle;理解Britain;了解left-hand.）2. （教师指导学生讨论，要求学生掌握trouble.完成3.）T: Please look at these pictures, discuss the results of breaking the traffic rules using"if"in groups and then I’ll choose some students to report.

3. （放4的录音，完成4.）

T: Today many people like riding bicycles in the world. Why? Please listen to 4 and fill in the blanks.

（核对答案。）

Step 5 Project 第五步 综合探究活动（时间： 8分钟）综合探究本课重点话题。

1. （教师和全班同学一起复习所学的交通规则，并将其准确归类，看哪些行为是可行的，哪些是不可行的，列成表格。）T: Boys and girls, let’s review the traffic rules together, OK?

Ss: OK.

T: First let’s find out what we should do and what we shouldn’t do.

What we should do What we shouldn’t do

obey the traffic lights rush on the streetobey the traffic signs park in the wrong placesdrive/walk…on the right-hand side of the road …… …

2. （教师将学生分成小组，每组4人，各小组推选一名组长，组长负责监督各组员完成调查表，并核对大家在平常的生活中是否遵守交通规则。）T: Work in groups of four. Look at the chart and check if you obey the traffic rules in your daily life.

（教师让组长向全班汇报各组员遵守交通规则的情况，并作示范。）Example:

S1: Always obey the traffic rules.

S2: Sometimes obey the traffic rules.

S3: Never obey the traffic rules.

3. Homework:（写出不少于5个由if引导的条件状语从句。）

（1） Please make at least five sentences using"if". Pay attention to the tense.

（2） Look up the words in the box in 1a on p.45 and find out their meanings.（为新课做准备。）

七、评价与反思

本课设计了几个任务，操作简单，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。

学生在自主探索中，从"感性认识上升到理性认识",经历知识的发生、发展、形成和应用的过程，提高获取知识的能力。寓素质教育于语言教学之中。

仁爱英语课件(篇3)

1.词汇：New York City, Central Park, exam, were, rainy, delicious，expensive, inexpensive, crowded, flew, kite, later, felt, little, corner, discuss, etc.

2.句型: Where did you go on vacation? I went to summer camp.Did she go to Central Park?Yes, she did.No, she didn’t.

3.语法：一般过去时的特殊疑问句、一般疑问句及肯、否定回答。

灵活运用教材，从所教学生的实际水平和语言能力出发，调整和取舍教学内容，合理安排本单元的课时数，设计好每课时的教学内容。

1.通过描述假期发生的事，增进同学间的了解，增进感情。

2.通过图片和视频欣赏优美的风景，培养热爱祖国大好河山的思想感情，提高学生的环保意识。

1.以任务型教学作为课堂教学理念、利用整体语言教学法、情景教学法、交际教学法等。

2.在教学中创设切实可行的任务型教学活动、突出交际性。

3.教师为主导、学生为主体、任务为基础，注重实用性。

4.引趣激趣策略，创设情景调节气氛，引发激发学生兴趣。

仁爱英语课件(篇4)

一、教材分析(说教材)

1、教材的地位和作用:

本节课是《仁爱英语》七年级上册Unit 4 Topic 1的Section A。本课是本单元的重要组成部分，也是核心教学部分，以口语练习为主，主要学习购物时的简单交际用语并学会用简单的词汇谈论衣服，同时也学会用1000以内的数字谈论价格。它上承上个单元学习就餐时的表达话题的教学，下接Section B与以后有关英语教学。本部分是前后知识的载体，本课在今后的英语教学中都占有重要的地位。

2、教学目标

《课程标准》中说:英语教学的目的是培养学生运用语言进行交际的能力，为用而学，在用中学，学了就用。因此，我把本课的教学目标定为以下几个方面:

(1)知识目标

① 掌握单词及词组:

madam ， try， try on， How much， buy， thirty， forty， fifty， sixty， seventy， eighty， ninety， hundred，

②掌握句子(日常交际用语)

1、What can I do for you?

2、May I help you? / Can I help you?

3、I want…

4、I’d like …

5、Can I try it on?

6、You look very nice.

7、How much is it/are they?

8、It’s /They’re ……

9、We will take it.

② 掌握语法:

How much is/are…?

It’s/They’re…

(2)能力目标

在连贯的听、说、读、写活动中，训练学生的逻辑思维、快速反应能力和实践能力，使学生能熟练应用What can I do for you? Can /May I help you? How much is it/are they? It’s/They’re 70 yuan.同时应用1000以内的数字谈论价格。

(3)情感目标

通过形象、生动的教学，使学生掌握如何使用交际用语，向别人提供帮助和寻求别人帮助，利用对话形式，学会简单问衣服的价格等。培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，并从教用英语问价格的过程中，让学生体会到父母为生活奔波的艰辛，告诉学生应该关心理解父母。

3、重点与难点

重点:学会掌握和熟练运用词汇、日常用语、句型

本课学习了用What can I do for you? May I help you?这类向别人提供帮助的句型，通过用How much is it/are they? It’s/They’re…这些句型的操练，来熟练运用交际用语以及熟记20-999这些基数词。

难点:数词(20-999基数词)的表达。

确定重点与难点的依据:

根据课程标准的要求，和本课所呈现的知识及学生在学习本课时已掌握的语言知识能力

二、学情分析

本人任教于农村中学，教学辅助资源有限，学生的整体英语语言运用能力偏低，发言不踊跃，同时农村学生的学情特点，英语学习对学生有一定难度。由于缺乏必要的语言基础，学生必定在课堂上不敢发言和交流，所以课堂教学中要积极调动学生课堂气氛，在学习语言知识的同时创设生生和师生交流。

三、说教法

本课以交际为核心教学，我主要采取以下几种教法:

1、听力训练法

听录音是学习英语的重要方法，也是课堂教学的重要步骤。在听中可以感知，可以模仿，通过问题的回答提高听力能力。

2、提问引入法

通过提问，集体、分组回答，或个别学生回答形式开展教学，检查和巩固新旧知识。

3、情境教学法

我充分利用课文对话，创设典型场景，激起学生的学习情绪，把认知活动与情感活动结合，学生一旦进入情境，教材所介绍的购物场景都会一下子推到他们的眼前，引起他们的关注，激起他们应用新学的购物场景句型的热情。与此同时，学生对教材语言的感受也会随之而敏锐起来。

4、任务型教学法:以完成任务为动力，把知识和技能融为一体，提倡学生主动参与，以学生为主体，师生合作，生生合作，体现教与学的互动、交往。

5、竞赛教学法:通过背诵、提问抢答、给学生以真实感，让学生身临其境，唤起他们的形象思维降低学生理解句型的难度，激发学生们的学习兴趣为巩固旧知识，学习新知识打好基础。

四、说学法及学法指导

1、创造条件，发展听力

学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。

2、储备知识，实践中学

学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的知识记忆深刻，灵活度大。

3、及时巩固，反复记忆

凡是教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。对前面已学过的课文，学生要有安排地经常复习，否则，常常是学了新的，忘了旧的。

4、积极操练，重在口头

在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识,提高语言能力;也只有这样，才能实现脱口说英语的目的。

五、说教学程序

1、利用短片，激趣导入(约5分钟)

短片中出现的日常购物和母亲的艰辛对学生进行情感教育，并从影片中所呈现的可数名词和不可数名词导入本课教学。

[设计意图]: 引出课题，放松而愉快，缩短了师生之间的距离，抓住学生的注意力，将学生自然引入学习情境之中，而购物问题能够贴近生活，贴近学生。

2、用旧学新，突破难点(约12分钟)

① 复习第3单元所学过的单词:可数名词和不可数名词。

② 复习所学过的数词，让学生背诵1-19的数词。

③ 听录音跟读P78/2a，结合板书设计让学生总结数词的构词规律。

④ 完成2 b听录音注意数词的发音及重音区别，带读、跟读。

⑤ 任务型教学设计，让学生在四人小组中竞赛记忆20-999基数词的表达。小组竞赛后选出优秀选手，教师进行当场提问。

[设计意图] 复习基数词1-19后学习20-999符合学生的认知规律，结合板书让学生能轻松的掌握基数词的写法。任务型的教学模式，让学生在教师的指导下，通过感知、实践、参与和小组合作并竞赛的方式，实现掌握基数词读写的目标，感受成功;让学生用积极的学习态度，促进本课基数词读写难点的突破。

3、创设情境，学习重点(约12分钟)

①看图片学习句型 How much is it/are they? It’s/They’re…

并做大量操练练习。(用图片)

②完成2c听录音并将服装与相同的数字匹配。(请个别同学回

答)

③听录音P77/1a两遍(不看书)，回答黑板上两个简单的问题，然后校对答案再听录音。

④教新单词，学生自己解决读的障碍，学生扮演角色。

⑤让学生找出不明白的语言点。

[设计意图] 把枯燥的任务转换为用图片同桌问答的形式，使学生的学习有的放矢，目标性强，学习有动力，通过反复的语言操练运用，最终达到学以致用的目的。在教学情景对话的过程中，考虑学生实际的听说读写水平，有梯度的让学生学习新知，学生自己解决读的 障碍，锻炼学生自主学习的能力，体验学习的快乐，提高语言学习能力。

4、情景交际，主动发展(约10分钟)

教师可以按照交际方式和学生对话(看图片或自编对话)，也

可以让学生与学生自由对话，做到人人都要开口说话。最后推荐优秀组合表演对话。

[设计意图]丹麦语言学家叶斯帕森说过:“外语教学的首要条件是要尽可能地让学生接触外语，使用外语，学外语像游泳一样，学生必须浸在水中，而不是偶尔沾沾水。”在这一环节让学生在学习的新对话后，有机会现学现用，最后推荐优秀组合，适合学生争强好胜的心理特点，激发学生的学习兴趣把书本上的对话变成学生的日常交际用语。

5、读写结合，巩固新知(约5分钟)

完成1b练习(完成对话填充，然后分角色表演对话)。

[设计意图]听说读最终的目的是写，通过写与表演相结合让学生有更多的语言输入，学生可理解的输入越多，语言习得就越多。

6、画龙点睛，引起重视(1分钟)

本节课主要以口语为主，我们学习用 What can I do for you? May I help you?这类向别人提供帮助的句型。我们也学习了用How much…?句型来谈论衣服的价格，通过这些句型的操练，学习运用了20-999的基数词。

[设计意图]课堂总结是对本课所学知识的提炼、概括和升华，是“压台戏”。由于一节课结束前，学生的思维一般比较疲劳，注意力容易分散，用概括、简炼的语言突出重点，不要面面俱到。这样既可使学生注意力集中，又能加深学生对所学语言知识的理解，起到及时强化复习的作用。

7、作业布置，拓展知识(1分钟)

为了巩固课堂上所学知识给学生布置作业。

①复习本节课内容，熟背单词及句型、对话。

②完成《同步训练》P47-48。

③课后每三人一组，准备一个以购物为话题的小对话表演，下节课表演。

④问问母亲日常食物的价格。

[设计意图]只有记忆语言材料才能应用，因此熟背是必要的。完成练习册拓展学生写的能力。根据课文内容和教学要求，结合学生本课已学知识，布置学生三人一组，准备一个以购物为话题的小对话，培养了小组合作精神，并从中体验成功的喜悦，让学生实现自我价值。最后渗透情感教育，充分体现了现代教育理论中的多元观。

六、教学效果预测及反思

新课标教育理念下，教学中从以下几点可见这堂课的效果。我努力运用现代化教育手段，为学生们创设引人入胜的情境，充分调动他们的学习积极性，激发他们对新知识的探求欲望。多次组织孩子们质疑问难、合作学习、讨论交流，使他们在轻松愉快的学习活动中学会参与、学会求知、学会合作、学会创新，使不同层次的孩子在学习中获得成功的体验。使学生处于自信、放松的良好学习状态下突破难点、掌握本课重点。在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。当然，在设计过程中也存在不足之处，期盼各位领导老师帮忙指点。

仁爱英语课件(篇5)

Topic 2 section B

主备人： 审核人：

学习目的：1.复习有关职业的单词。

2.学会询问职业的表达法和工作地点。

一．复习与巩固

1. 想一想 你能说出那些关于职业的单词。

2. 说一说 请你和你的小组编写一个关于询问职业的对话，完成下列表格。

Names

Jobs

二．课前导学

1.读一读 请根据句意，猜测划线单词的意思。

(1) He is a cook, now he works in a _restaurant _. __________

(2) My father is a farmer, he works on a _farm___. ___________

(3) Xiao Ming’s mother is a doctor, so she works in a _hospital_. ______________

(4) My good friend is an office worker, she works in an _office_ . ___________

(5) I am a teacher and I _teach_ students English in a school.________________

(6) Jackie Chan is an actor, he _acts_ in Rush Hour. __________________

(7)Tom is a driver in Shanghai, he _drives_ a bus. ___________________

2.读一读 根据所学的音标，请试着读出划线部分的单词。

3. 火眼金睛：请观察下列单词，你能发现什么？

①farm-farmer

②teach-teacher work-worker act-actor drive-driver

小结：____________________________________________________________________

练一练 请仿照课前导读的1部分，用括号内的词的适当形式填空。

He ________ (work) in a Junior High school, so he is a _________ ( teach).

Can you _______ (act) out the conversation ?

Mr Brown often _________ (drive) to Wuhan.

4. 找一找 你知道下列词组吗？

在餐馆_____________________________ 在医院 _______________________________

在办公室 __________________________ 在农场 _______________________________

在学校 _____________________________在北京_______________________________

三． 自主探究学习 新词/句运用

1.学一学 看图片，运用下面的句型谈论图片中的职业及他们的工作地点。

What does he do ? Where does he work ?

He is --------- He works in ---------

（老师先演示，然后学生自由谈论）

2．看一看 看1a 部分中的图片，猜猜她们谈论的话题。

3．读一读 分角色读1a 部分。

4. 做一做 听1a部分的录音，做1b部分。

5 .演一演 请根据1a部分的图片及1c部分的3副图片编写4个对话。

6. ①听一听 听录音，做P66的3。

②Listen again, and complete the following blanks.

David is a _____ in Beijing. Lisa works in Fuzhou. She is a _____. Paul _____ a bus in Shenzhen. Danny _______ English at Nanjing No.1 High School. He is a very

good ______.

7.说一说 调查班上同学父母亲的工作和工作地点，完成P66第四部分的表格。

仁爱英语课件(篇6)

Topic 1 Welcome to China!

Section A

The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。

Ⅰ.Teaching aims and demands 教学目标

1.(1)Learn the letters Aa-Gg.

(2)Learn some new words:

good, morning, welcome, to, China, thank, you, hello, I, am, are, yes, no, not, nice, meet, too

2. Learn about greetings and introductions:

(1)-Good morning.

-Good morning.

(2)-Welcome to China!

-Thank you./Thanks.

(3)-Hello/Hi!

-Hello/Hi!

(4)-I’m … Are you …?

-Yes, I am./No, I’m not. I’m …

(5)-Nice to meet you.

-Nice to meet you, too.

Ⅱ. Teaching aids 教具

投影仪/教学挂图/录音机/字母卡片/小黑板

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Introduction 第一步 介绍(时间:6分钟)

本节课是开篇，教师应向全体学生说明以下两点：1.学习英语的重要性。2.学习英语的正确方法。目的：激发学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略。

Step 2 Presentation 第二步 呈现(时间:9分钟)

呈现简单的打招呼用语，并进行听说练习，学以致用。

1. (运用真实情境，让学生学会如何与他人简单地打招呼。)

(1)(教师向一名学生做手势以示打招呼。)

T: Hello!

S1: Hello!(启发学生回答。)

(板书Hello!让学生猜测其意思并掌握。)

hello

(师生互动操练Hello!)

T: Hello!

Ss: Hello!

(2)(用同样的方式教学Hi!板书并要求学生理解。)

-Hello! = -Hi!(非正式)

-Hello! -Hi!

(同时教师可以请一位学生帮忙，示范熟人之间应怎样打招呼，并让学生之间用真实姓名依次操练。)

T: Please look at us and see how we are greeting. Then you can use your names to greet each other.(教师给以适当的汉语提示。)

T: Hi, Li Lei!

S2: Hi, Mr./Miss××.

S3: Hi, Zhang Hua!

S4: Hi, Chen Jun!

S5: Hello, Zhou Jie!

S6: Hello, Zheng Hua!

(3)(教师亲切地用手势跟同学们打招呼。)

T: Good morning!

(重复几遍后，启发学生回答。)

Ss: Good morning!

(板书并要求学生掌握。)

Good morning!

(让学生猜测Good morning!的意思，教师给予提示：早上见面问好可用Good morning!代替Hello!师生互动操练Good morning!)

(教师让学生用自己的真实姓名互动操练Hi!/Hello!/Good morning!)

S7: Hi! S8.

S8: Hi! S7.

S9: Hello! S10.

S10:Hello! S9.

S11:Good morning! S12.

S12:Good morning! S11.

…

(对学生的表演给予掌声鼓励。)

2. (用投影仪或教学挂图出示1a，图中康康在接机大厅接人，三个外国学生刚下飞机。问学生：他们之间应该怎样打招呼呢?)

Ss: Hi!/Hello!/Good morning!

(利用上面图片教学China，板书并要求学生掌握。)

China

T: Good morning! Welcome to China!

Ss: Good morning! Thank you./Thanks.(帮助学生回答。)

(板书并教学，要求学生掌握。)

-Welcome to China!

-Thank you./Thanks.

(师生互动操练以上对话。)

3. (播放1a录音, 让学生跟读, 注意模仿语音语调。)

T: Listen to the tape and follow. Pay attention to the pronunciation and intonation.

4. (出示四个小主人公的人物图，让学生认识他们，并教学生读Kangkang, Michael, Jane,

Maria四个名字，教师播放1b录音，完成1b。核对答案并打分。)

Step 3 Consolidation 第三步 巩固(时间:12分钟)

通过师生对话，教学自我介绍的功能用语，并进行练习和表演，让学生运用所学英语进行简单交际。

1. (1)(教学I’m … Are you …? Yes, I am./No, I’m not.)

(教师找两名男生和两名女生分别扮演Kangkang, Michael, Jane, Maria。分别教他们说I’m Kangkang. I’m Michael. I’m Jane. I’m Maria. 引出I’m=I am. 再问Are you …? Yes, I am./ No, I am not.)

(板书并要求学生掌握。)

-I’m …

-Are you …?

-Yes, I am./ No, I’m not.

(教师向全班同学介绍自己，然后请几个学生向全班同学打招呼，并做自我介绍。)

T: Hi!/Hello! I’m … (教师手指着自己，并引导学生做自我介绍。)

S1: Hi!/Hello! I’m Wu San. (S1站起来。)

S2: Hi!/Hello! I’m Wang Xiang. (S2站起来。)

S3: Hi!/Hello! I’m Wei Hua. (S3站起来。)

(教师接着对刚刚做过自我介绍的学生进行提问，练习上面板书的另两个句式。)

T: I’m … Are you Wei Hua?

S3: Yes, I am. (学生点头，这时教师引导学生作答。)

T: I’m … Are you Li Feng?

S2: No, I’m not. I’m Wang Xiang.

(让学生两人一组进行类似操练。)

(2)(再找来一名学生S4，教学Nice to meet you. Nice to meet you, too.的情景用法。板书重点句子。)

-Nice to meet you.

-Nice to meet you, too.

(教师示范表演。)

T: Hello! I’m … Are you Liu Siyang?

S4: No, I’m not. I’m Wendy.

T: Oh, nice to meet you, Wendy.

S4: Nice to meet you, too. (教师引导学生作答。)

(让学生互相问答，借此机会运用类似的对话认识同学。)

2. (播放3a录音，让学生跟读，注意模仿语音语调并进行人机对话。完成3a。)

T: Listen to the tape and repeat. Pay attention to the pronunciation and intonation, please. Then practice the dialog with the tape. (教师给以适当汉语提示。)

3. (让学生自由组合操练1a和3a，然后两人一组上讲台表演。进行小组竞赛，巩固1a和3a所学内容。完成3b。)

T: Practice a dialog according to 1a and 3a in pairs, then act it out. (教师给以适当汉语提示。)

S1: Good morning!

S2: Good morning!

S1: I’m … Are you …?

S2: Yes, I am.

S1: Nice to meet you.

S2: Nice to meet you, too.

S1: Welcome to China!

S2: Thanks./Thank you.

4. (再让学生四人一组上台表演打招呼和做自我介绍。)

T: Act out the dialog with your own names.

S3: Hi!

S4: Hi!

S3: I’m … Are you …?

S4: Yes, I am.

S3: Hello! Are you …?

S5: No, I’m not. I’m …

S3: Nice to meet you.

S5: Nice to meet you, too.

S3: Hi! Are you …?

S6: Yes, I am.

S3: Welcome to China!

S6: Thanks./Thank you.

Step 4 Practice 第四步 练习(时间:10分钟)

通过教学读写字母Aa-Gg并做字母接力游戏，培养学生的合作精神，激发学生的学习兴趣。

1. (学习字母Aa-Gg。)

(1)(教师逐个出示字母卡片，先示范字母的读音，要求学生仔细听，认真观察教师的口型，再进行模仿。每个字母都要用升降调来读。)

T: Listen to me and read the letters after me. Learn Aa-Gg by heart.

(教师先教学字母Aa-Gg，然后全体学生跟读Aa ，Bb , Cc , Dd , Ee , Ff , Gg 。)

T: AaBb Cc Dd Ee Ff Gg

Ss: AaBb Cc Dd Ee Ff Gg

(2)(告诉学生，每个英文字母都有印刷体和书写体、大写和小写之分。关于字母的书写，要严格要求学生用四线格的练习本，按笔顺和格式书写。逐个板书英文字母。书写每个字母时，教师要做好示范，从起笔到收笔，用几笔写成的都要示范清楚。带着学生用右食指在空中模仿，然后让学生在四线格上临摹。完成2a。)

T: Now let’s learn how to write the letters.

2. (1)(英语字母接力游戏。)

T: Now let’s play a game.

(由第一排第一个同学快速说出“A”，第二个同学快速接上“B”。依次C，D，E，F，G，A，B……)

T: The first student in the first row says “A” quickly, and the second student says “B” and then other students say C, D, E, F, G, A, B … one by one. (教师给以汉语提示。)

(待上个游戏完成后，再要求第一个同学报出“AB”，第二个同学快速接上“BC”，第三个同学快速接上“CD”……以此类推，直到全班同学都参与进去。)

T: Well done! Now the first one says “AB”, the second one says “BC” quickly, the third one says “CD” and so on. (教师给以汉语提示。)

(2)(两人一组用身体组成任何一个大写字母，并大声说出该字母。)

T: Pair work. Form the capital letters with your bodies and read them aloud.

3. (教师讲解2b的做题方法并示范，让学生听录音，完成2b。)

T: Now let’s listen and circle the letters you hear. Then try to find the rule.

Aa Bb Cc Dd Ee Ff Gg

4. (把标注中的大小写字母放在四线格上相应的大小写字母旁边。做配对练习，让学生自主完成4，最后核对答案。提醒学生，字母是该动物单词的首字母，来引发其兴趣。)

T: Match and write down the letters on the line.

Aa Bb Cc Dd Ee Ff Gg

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过游戏和小组活动，培养学生的想象力和运用所学语言进行交际的能力。

1. (让学生想象并列举生活中有哪些物体与正在学习的英文字母A-G形状相似。如：板凳腿像A，耳朵像B，残月像C、D等。)

T: Can you imagine and list some objects which have the same shapes with English letters? For example: The legs of bench are like “A”, ears are like “B”, the moon is like “C” or “D”, etc. (教师用汉语给以提示。)

2. (做游戏:字母配对)(Letter Matching)

(1)活动目的：辨别字母的印刷体、书写体及大小写。

(2)活动过程:

①活动准备。教师事先制作一些卡片，每张卡片上写一个英文字母。每个字母分大写、小写、印刷体和书写体，并分别写在四张卡片上。

②做活动时，教师发给每人一张字母卡，规定大家不许出声，只可以看彼此手上拿着的字母卡。教师一声号令，每人开始在全班同学中寻找拿着与自己相同字母的其他三个同学。当拿着同一字母不同字体的四个人最先找在一起，并立刻一同把字母卡交给教师时，他们在这一局中就算获得胜利。

(3)有关说明：

①活动前需向学生展示四种卡片，以便活动时辨认。

②活动卡片数量必须跟学生数量相同，而每个字母有成套的四张卡片。所以在制作卡片时要考虑学生的数量。假设有二十八个人参加游戏，选写七个字母，同一个字母有四张卡片，共制成二十八张字母卡。

③可将每个字母四张卡片改成两张卡片(大写与小写)，这样学生在活动时只需寻找一个同伴。

3. (小组活动。七名学生一组分别取名为Aa-Gg，用学过的打招呼用语和问候语进行对话。)

T: Group work. A group of seven students act as Aa-Gg, greeting each other.

Example:

SA: Hello!

SB: Hello!

SA: Are you Cc?

SB: No, I’m not. I’m Bb.

SA: Nice to meet you.

SB: Nice to meet you, too.

…

4. (教师用投影仪或小黑板展示句子，配对。巩固本课所学句型。)

T: Match the sentences in Column A with those in Column B.

A B

(1)Hi! a.Thanks./Thank you.

(2)Welcome to China! b.Hello!

(3)Nice to meet you. c.Nice to meet you, too.

(4)Good morning! d.Good morning!

(5)Hello! e.Yes, I am.

(6)I’m Kangkang. Are you Michael? f. Hi!

5. Homework:

(1)练习字母Aa-Gg的写法，每个字母写五遍。

(2)练习字母Aa-Gg的读音及本节课所学的问候语。

(3)下课后，给自己取一个英文名字。

板书设计：

Welcome to China!

Section A

1.- Good morning! 5.- Are you Maria?

- Good morning! - No, I’m not. I’m Jane.

2.- Hello! 6.- Nice to meet you.

- Hello! - Nice to meet you, too.

3.- Hi! 7.- Welcome to China.

- Hi! - Thanks./Thank you.

4.- I’m Kangkang. Are you Michael?

- Yes, I am.

Section B

The main activities are 1a, 2a and 3a. 本课重点活动是1a, 2a和3a。

Ⅰ. Teaching aims and demands 教学目标

1. (1) Learn the letters Hh-Nn.

(2) Learn some new words:

Miss, this, is, Mr.=Mister, see, my, mom, teacher, how, do

2. Learn about greetings and introductions:

(1)Miss Wang, this is Michael. Michael, this is Miss Wang.

(2)-Nice to see you.

-Nice to see you, too.

(3)-How do you do?

-How do you do?

Ⅱ. Teaching aids 教具

小黑板/教学挂图/录音机/字母卡片

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:10分钟)

通过复习字母Aa-Gg和上节课所学功能用语，导入本节课主要功能用语。

1. (让学生做上节课的字母接力游戏，复习字母Aa-Gg。也可以让两位学生在黑板上听写，要求遵守在四线格上书写的规则。特别强调学生在书写时要用手写体。)

2. (教师用小黑板展示上节课所学功能用语，让学生配对。)

T: Match the sentences in Column A with those in Column B.

(教师给以适当汉语提示。)

A B

1.Hello! a.Thanks.

2.Welcome to China! b.Nice to meet you, too.

3.Good morning! c.No, I’m not. I’m Wei Hua.

4.Nice to meet you. d.Hello!

5.Are you Kangkang? e.Good morning!

(核对答案，教师讲解并让学生两人一组练习所学功能用语。)

3. (师生对话，导出新词。)

T: Good morning, S1!

S1: Good morning, …

T: Oh. I’m …, you can call me Mr./Miss … (教师给以汉语提示。)

(教师板书并教学Mr./Miss，要求学生掌握。)

Mr. = Mister

Miss

T: Good morning, boys and girls.

Ss: Good morning, Mr./Miss …

T: Hi, S2! Nice to see you.

S2: Hi, Mr./Miss … Nice to see you, too. (如果学生答错或答不出来，教师给以帮助。)

(板书并教学see，要求学生掌握，并能熟练运用问候语。)

see

-Nice to see you.

-Nice to see you, too.

4. (教师用多媒体出示其他老师的照片做介绍，引出This is … 这一句型。)

T: This is Mr. …/This is Miss …

(板书并教学，要求学生掌握。)

This is …

5. (出示1a教学挂图，导入新课。)

T: Now Kangkang, Michael and Miss Wang meet at the school gate. What are they saying? Do you want to know? Let’s come to 1a together. (教师给以汉语提示。)

Step 2 Presentation 第二步 呈现(时间:8分钟)

在语境中呈现功能用语，让学生三人一组操练、模仿和表演，培养学生的听说技能。

1. (放1a录音，让学生结合挂图了解1a对话的大致内容，必要时可放两遍。)

2. (再放1a录音，让学生跟读并模仿语音语调，然后找两位同学一起表演对话。)

T: Listen to 1a again and repeat, and imitate the pronunciation and intonation. Then practice the dialog with me.

S1: Good morning, Miss Wang!

T: Good morning, S1!

S1: Miss Wang, this is S2. S2, this is Miss Wang.

S2: Nice to meet you.

T: Nice to meet you, too.

3. (让学生三人一组练习1a对话，然后找2~3组同学表演，对表演好的小组给予表扬和鼓励，完成1a。)

T: Please practice 1a in groups, then act it out.

4. (让学生根据1a，介绍自己的新同学给其他同学，完成1b。)

T: Introduce your new classmates to others, using “This is …”. Then make your own conversations according to 1a.

Step 3 Consolidation 第三步 巩固(时间:10分钟)

通过看、听、说，练习目标语言，培养学生综合运用语言的能力。

1. (教师出示3a教学挂图，让学生根据图中情境，猜出How do you do?的意思。)

(板书并教学How do you do?的用法，要求学生掌握。)

-How do you do?

-How do you do?

2. (让学生听3a录音，结合图片理解对话情境。)

3. (再放3a录音，让学生跟读，并模仿语音语调，然后进行人机对话。)

T: Listen to 3a and repeat, and imitate the pronunciation and intonation. Then practice the dialog with the tape.

4. (让学生三人一组，分角色练习3a对话，然后表演，完成3a。)

T: Please practice 3a in groups. Then act it out.

(指导学生根据3a对话，完成3b中的对话，巩固练习重点句式This is …和How do you do?的用法。找几组同学表演所填的对话。)

T: Please complete the conversation in 3b. Then act it out.

5. (学生独立完成4。核对答案。)

T: Read the sentences in 4 and match them.

6. (根据4，学生两两对话，复习重点句型，巩固4。)

T: Practice some dialogs according to 4 in pairs. Please practice after the examples.

Example:

S1: How do you do?

S2: How do you do?

S3: Welcome to Beijing!

S4: Thank you.

S5: Nice to meet you.

S6: Nice to meet you, too.

S7: Are you Jane?

S8: Yes, I am.

S9: Good morning!

S10: Good morning!

…

Step 4 Practice 第四步 练习(时间:10分钟)

通过听、说、读、写等方式教学字母Hh-Nn，做游戏进行巩固，培养学生的合作精神。

1. (做Which one is missing?游戏，复习字母Aa-Gg。)

游戏规则：以小组为单位，人人参与。打乱字母卡片Aa-Gg，并把它们贴在黑板上。每一次故意拿掉一张字母卡片，让学生以最快的速度找出来。给最快的小组加分，直到巩固完字母Aa-Gg，评出优胜组。

T: Now, let’s play a game together: Which one is missing?

…

2. (教学字母Hh-Nn，让学生掌握字母大小写的笔画顺序，完成2a。)

(1)(播放录音，让学生看2a并逐个跟读字母，学习Hh-Nn的发音，直到学生非常熟悉为止。停止播放录音，学生齐读字母Hh-Nn。)

T: Please look at 2a, listen to the tape and repeat, then read together. Later I’ll ask some of you to read these letters by yourselves.

(2)(板书字母Hh-Nn, 教学字母的写法。可参见Section A中教学Aa-Gg的方法。)

T: Please look at the blackboard. Let’s learn how to write these letters.

(3)(利用英文字母卡片，做字母抢答游戏，激发学生学习字母的兴趣。)

(教师举起一张字母卡片Kk；学生迅速说出Kk前面和后面的字母；最先答对的获胜。)

T: Let’s play a game. I’ll show you some letter cards. Then you must say the neighbours of the letters as quickly as you can. The one who says the right letters first is the winner.

3. (写出大写字母的小写形式和小写字母的大写形式，让学生完成2c。)

T: Please rewrite the words using small or capital letters in 2c.

4. (听录音，完成2b。)

T: Listen and circle the letters you hear in 2b. Then try to find the rule.

5. (播放5录音，让学生跟读，鼓励学生说出其中文含义，教师给以适当帮助和补充，完成5。)

T: Listen to the tape and repeat. Then tell me their meanings in Chinese, please.

Step 5 Project 第五步 综合探究活动(时间:7分钟)

通过游戏，培养学生的想象力和合作学习的能力。

1. (明星会：把班里同学分成若干组，每组十人左右，请每位同学各自模仿一位“明星”，开一个聚会。在聚会上，明星相互介绍、问候、交朋友。)

Example:

A: Good morning. I’m Liu Xiang. Are you Yao Ming?

B: Yes, I am. Nice to meet you.

A: Nice to meet you, too.

A: Hi, Li Yong! This is Yao Ming. Yao Ming, this is Li Yong.

…

2. (鼓励学生在各学科教材上找出著名人物，如历史人物、天文学家、地理学家、化学家等，用This is …句型把他们介绍给同学。)

T: Please find out the famous people and introduce them to us.

3. (做字母找朋友游戏。)

(1)教师拿出英语字母卡片，每张卡片上有一个大写字母或小写字母，大小写字母每套十四张。将十四张大写字母的卡片贴在黑板的左边，十四张小写字母的卡片贴在黑板的右边。注意把大写字母和小写字母的顺序打乱。

(2)将学生分成两组，每组选派一个代表到黑板前，把打乱了的英文字母按正确的顺序排列起来，最先正确完成的一组为获胜者。要求学生通过游戏提高辨认字母，熟悉字母顺序的能力。

T: Let’s play another game. Please put the letters in the right order.

4. Homework:

(1)让学生利用各种资源收集缩写字母的含义，并与其他同学一起在课后分享。

(2)把字母Hh-Nn写到练习本上，每个写五遍。

(3)三人一组操练1a、3a对话。

板书设计:

Welcome to China!

Section B

1. This is Mr. … 3. -Mr. Lee, this is my mom.

This is Miss … -Mom, this is my teacher, Mr. Lee.

2. -Nice to see you. 4. -How do you do?

-Nice to see you, too. -How do you do?

Section C

The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ. Teaching aims and demands 教学目标

1.(1) Learn the letters Oo-Zz.

(2) Learn some new words:

afternoon, fine, goodbye, bye, evening, and, OK

2.Learn about greetings and farewells:

(1)-Good afternoon/evening, Miss Wang!

-Good afternoon/evening, Mr. Lee!

(2)-How are you?

-I’m fine. Thank you. / Fine, thanks. And you?

-I’m OK.

(3)-Goodbye, Mr. Chen.

-Bye.

(4)-See you later, Mr. Lee.

-See you.

Ⅱ. Teaching aids 教具

字母卡片/图片/录音机/字母表挂图/火柴

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:15分钟)

复习上节课所学字母和功能用语，导入本课的功能用语，创设出宽松自由的课堂氛围。

1. (利用字母卡片，复习字母Aa-Nn。)

T: Let’s review the letters from Aa to Nn with some letter cards.

2. (利用形体表演字母，增加趣味性。)

T: Let’s play a guessing game. First I’ll ask one student to act a letter. Then let the others guess what letter it is.

3. (做字母接龙游戏，使学生熟悉字母顺序。)

T: Please say the letters from Aa to Nn, one says Aa, the next one says Bb. Then Cc… OK?

4. (师生复习打招呼用语和介绍用语。)

T: Good morning, S1.

S1: Good morning, Mr./Miss××.

T: Nice to see you.

S1: Nice to see you, too.

T: S1, this is S2. S2, this is S1.

S1: Nice to meet you.

S2: Nice to meet you, too.

(三人一组进行同样的活动，鼓励学生灵活运用所学的知识。)

5. (头脑风暴。教师快速说出已学过的打招呼用语，学生迅速作出反应，导入How are you?的用法。)

T: Hello!/Hi!

Ss: Hello!/Hi!

T: Good morning!

Ss: Good morning!

(教师利用指针指向下午两点的时钟的简笔画，教学Good afternoon!)

T: It’s 2:00 p.m. now. Good afternoon, class!

Ss: Good afternoon, Miss Wang!

(板书并要求学生掌握。)

Good afternoon!

(用同样方法教学Good evening！)

(板书并要求学生掌握。)

Good evening！

T: Nice to meet you.

Ss: Nice to meet you, too.

T: How are you?

Ss: I’m fine, thank you.(帮助学生回答。)

(板书并要求学生掌握。)

How are you?

I’m fine, thank you.

(教师解释How are you?的意思和用法。链式操练，熟悉该用语。)

(教师面向S3提问。)

T: How are you?

S3: I’m fine, thank you.

(S3面向S4提问。)

S3: How are you?

S4: I’m fine, thank you.(面向S5) How are you?

S5: I’m fine, thank you.(面向S6) How are you?

S6: …

…

(教师引导学生用另一种说法来完成该对话。)

T: How are you?

S7: Fine, thanks. And you?(帮助学生回答。)

T: I’m OK.

(板书并要求学生掌握。)

and, OK

(链式操练该对话。)

6. (教师运用肢体语言。让学生使用英语表达他们所熟悉的情景。)

T: I’ll do some actions, then you say their meanings.

Ss: Good! (教师竖起大拇指。)

Ss: OK! (教师做OK手势。)

Ss: Nice to meet you./How do you do? (教师握住学生的手。)

Ss: Goodbye./Bye./See you later./See you. (教师做再见手势，帮助学生回答。)

(板书并要求学生掌握。)

Goodbye.

Bye.

See you later.

See you.

7. (教师向不同的学生说Goodbye./See you later.，并做相应手势，让学生做相应回答。导入1a。)

T: Now let’s look at the pictures. How do they greet?

Step 2 Presentation 第二步 呈现(时间:6分钟)

在情境中呈现功能用语，并让学生跟读模仿，有利于学生形成正确的语音语调。

1. (出示1a挂图，播放1a录音，让学生观察图中的人物及其手势，理解对话情境。)

2. (再次播放1a录音，让学生跟读并模仿语音语调。)

T: Listen to 1a and repeat. Pay attention to the pronunciation and intonation.

3. (让学生两人一组练习1a。)

T: Now, please read the dialogs in 1a in pairs.

Step 3 Consolidation 第三步 巩固(时间:8分钟)

在真实情境中模仿对话，使学生最终掌握本课功能用语。

1. (出示1a前两幅挂图，师生情景表演：教师站在门外演Xiao Zeng，一名学生在室内演Mr. Chen。)

T: Good afternoon, Mr. Chen!

S1: Good afternoon, Xiao Zeng!

T: How are you?

S1: I’m fine, thank you.

T: Goodbye, Mr. Chen.

S1: Bye.

(出示1a挂图后两幅，让学生模仿表演。角色互换。)

2. (看挂图，创设情景，仿照1a对话。)

T: Well, look at the pictures, then imitate the dialogs.

3. (让学生用自己的真实姓名表演1a，完成1b。)

T: Practice the conversations in 1a with your partner using your own names. Then change partners and practice again.

Step 4 Practice 第四步 练习(时间:8分钟)

教学字母Oo-Zz，以游戏方式进行巩固，培养学生的观察力、想象力和合作精神。

1. (教学字母Oo-Zz。完成2a。)

T: Let’s learn the letters from Oo to Zz in 2a. First, look at 2a and listen to the tape, then read after the tape for three times. At last, read the letters together.

(1)(播放2a录音，让学生看2a字母并跟读，学习Oo-Zz的发音，多听并模仿，直到学生读得准确，自主练习后齐声读。)

(2)(板书字母Oo-Zz，教学字母的写法。可参见Section A中教学Aa-Gg的方法。)

(3)(教师出示一些与Oo-Zz相像的图案，让学生读相应字母，增加感性认识。)

(4)(让学生发挥想象，说出生活中与Oo-Zz字母相像的物体。如：圆圆的月亮像O，高高的T形广告牌像T等。)

T: Can you say something like the letters? For example: the round moon looks like “O”, the advertisement board is like “T”. Can you say some other ones?

2. (巩固英语字母。)

活动步骤：

(1)(把字母表的挂图展示给学生，并特别指出彩色的五个元音字母, 让学生读出来。教师板书A、E、I、O、U，并说明它们是元音字母及其在英语单词中的重要地位。然后让学生一起大声朗读这些字母。)

(2)(每个同学准备好纸笔，听到教师的号令后，立即写出26个字母的大小写，并把元音字母作上标记，把又快又对者评为“当日英语之星”。)

3. (播放2b录音，完成2b。)

T: Now please listen and fill in the blanks in 2b. Then listen again and pay attention to the rule of each group.

4. (小组活动。四人一个小组，利用课前准备好的火柴摆字母，看哪组摆得最多，评出获胜组。完成3。)

T: Please make some letters with your matches after the models in 3 and then read them out.

Step 5 Project 第五步 综合探究活动(时间:8分钟)

通过游戏、简笔画和英文歌曲等形式巩固所学内容，让学生在玩中学，从而激发他们的学习兴趣。

1. (字母游戏：教师把字母卡片分发给每个学生，每个字母的卡片数量相同。教师随意说出某个字母，所有持该字母卡片的学生均须高举卡片，并大声读出该字母。)

2. (找邻居：教师在黑板上画三个以上的小方框，在中间一个方框内填上字母，让学生填出与它相邻的字母。)

3. (这个小丑是由26个英文字母组成的，让我们一起找找看，看谁找得又准又快！)

4. (用简笔画画出人物之间打招呼的不同姿势，让学生观察简笔画，写出相应的招呼用语。)

5. (播放4录音，学唱ABC歌。)

6. Homework:

(1)练习字母Oo-Zz的写法，每个写五遍。

(2)观察Aa-Zz小写字母的写法，把具有相同特征的进行归类：

如：写在第二格的有： 写在第一、二格的有： 写在第二、三格的有：

写在第一、二、三格的有：

板书设计：

Welcome to China!

Section C

1.-How are you? 3.-See you later.

-I’m fine, thank you./Fine, thanks. And you? -See you.

-I’m OK. 4.-Good afternoon/evening!

2.-Goodbye. -Good afternoon/evening!

-Bye. 5. A, E, I, O, U

Section D

The main activities are 1 and 5. 本课重点活动是1和5。

Ⅰ. Teaching aims and demands 教学目标

1. (1)Review greetings:

①Good morning/afternoon/evening!

②Hi!/Hello!

③-How are you?

-I’m fine, thank you./Fine, thanks. And you?

④-How do you do?

-How do you do?

⑤-Nice to meet/see you.

-Nice to meet/see you, too.

⑥-Welcome to China!

-Thanks./Thank you.

(2)Review introductions:

①-I’m … Are you …?

-Yes, I am. / No, I’m not. I’m …

②This is …

(3)Review farewells:

①-See you later.

-See you.

②-Goodbye.

-Bye.

2. Review the letters Aa-Zz.

Ⅱ. Teaching aids 教具

教学挂图/小黑板/字母卡片/录音机

Ⅲ. Five-finger Teaching Plan 五指教学方案

Step 1 Review 第一步 复习(时间:8分钟)

通过复习上节课所学功能用语，创设情境导入新课。

1. (师生互动和生生互动复习上节课所学问候语及告别语，巩固问候语及告别语的英文表达法。)

T: Let’s review greetings and farewells.

T: Hi, class!(教师做挥手打招呼状。)

Ss: Hi, Mr. …/Miss …

T: Nice to meet/see you.(教师做握手状。)

Ss: Nice to meet/see you, too.

T: How are you?

Ss: I’m fine, thank you.

T: See you later./Goodbye.(教师做挥手告别状。)

Ss: See you./Bye.

(让学生两人一组练习问候语和告别语。)

2. (教师出示2中的挂图，让学生观察这几幅图中的情境，并根据情境两人一组做对话练习。)

T: Look at the pictures. Find out how Kangkang greets his teacher, Miss Wang. Then practice the dialog in pairs.

S1: How are you?

S2: I’m fine, thanks.

…

Step 2 Presentation 第二步 呈现(时间:8分钟)

利用2中图片，设置情境，练习对话并表演，让学生熟练运用本课涉及问候和告别的功能用语。

1. (让学生听2录音，完成排序。)

T: Please listen and number the pictures in 2.

2. (根据书上的这几幅图，先师生后生生进行对话操练。练习2。)

T: Let’s make a conversation and perform it.

S1: Good morning, Miss Wang!

T: Good morning, Kangkang!

S1: Nice to see you.

T: Nice to see you, too.

S1: How are you?

T: Fine, thanks.

S1: Goodbye, Miss Wang.

T: Bye.

(让学生两人一组练习2中的对话。)

3. (两人一组表演这个对话，对表演得非常流畅的学生给予掌声鼓励。)

(这是本话题的目标语言，正常情况下要求学生独立完成表演。如果学生不能流畅地表演，教师要给予适当指导。)

Step 3 Consolidation 第三步 巩固(时间:12分钟)

复习归纳本话题主要语法和功能用语，设置“名人会”情景进行对话，培养学生运用所学语言的能力，激发他们的学习兴趣。

1. (利用小黑板出示语法重点里的句子，让学生观察并总结be动词用法。)

T: Look at the blackboard. Let’s review the grammar focus.

I’m Kangkang. I’m=I am

Are you Maria? Yes, I am./No, I’m not.

Miss Wang, this is Michael.

(根据总结的规律，模仿句型造句。完成4a。)

2. (小组竞赛。让学生四人一组找出本话题有用的表达，在规定时间内，哪组找得最快最准确，哪组获胜。评出优胜组。完成4b。)

T: Let’s review these useful expressions.

Good morning/afternoon/evening! Good morning/afternoon/evening!

Welcome to China! Thank you./Thanks.

Hello!/Hi! Hello!/Hi!

Nice to meet/see you. Nice to meet/see you, too.

How do you do? How do you do?

How are you ? I’m fine, thank you./Fine, thanks.

Goodbye. Bye.

See you later. See you.

(让学生分组练习这些有用表达，并要求掌握。)

3. (让学生各自模仿一位“名人”，进行一次“名人会”。会上“名人”互相介绍认识，复习本话题的主要功能用语和语法句。)

T: Now suppose you all are the famous persons, use your new names to introduce yourselves, get to know others, and make an introduction to your friends. For example:

S1: Hello, I’m Zhou Yu. Are you Zhuge Liang(诸葛亮)?

S2: Yes, I am. Nice to meet you.

S1: Nice to meet you, too.

S2: Hi, Liu Bei. How are you?

S3: I’m fine. Thank you. And you?

S2: I’m OK. Zhou Yu, this is my friend Liu Bei. Liu Bei, this is Zhou Yu.

S3: How do you do?

S1: How do you do?

(小组活动。三人一组，限定时间，在规定时间内能够完成表演的组合，给予掌声鼓励。)

Step 4 Practice 第四步 练习(时间:10分钟)

复习26个字母，并按发音进行分类，培养学生的归纳能力和合作精神。

1. (复习字母Aa-Zz。)

T: Let’s recite English letters together. OK?

Ss: OK.

T: One, two, three, go!

Ss: Aa Bb Cc … Zz

2. (让学生将字母按相同音素分类。教师板书归类后的字母，并要求掌握。)

T: Well done! Now can you find out the letters with the same vowel phoneme?

Aa Hh Jj Kk

Ee Bb Cc Dd Gg Pp Tt Vv Zz

Ii Yy

Ff Ll Mm Nn Ss Xx

Uu Qq Ww

Oo

Rr

(教师引导学生找出这些字母之间潜在的发音规律。注意Oo和Rr是单个的。)

3. (教师先让学生理解教材1中的图片，然后播放录音，完成1。)

T: Listen to the tape and finish 1.

4. (让学生看3中的缩写词，尽可能多地说出中文意思，说不出的教师补充。播放3的录音，学生跟读。让学生小组讨论他们还知道哪些缩写词，和同学一起分享。)

Step 5 Project 第五步 综合探究活动(时间:7分钟)

通过游戏和制作名片进行操练，复习巩固本话题所学要点，培养学生综合运用所学语言的能力和合作精神。

1. (组织学生做下列字母游戏，检查学生对字母的掌握情况。)

T: Let’s play a game with the English letter cards.

(1)拿出字母卡片，大写一套，小写一套，男女学生各派一名代表上讲台，教师给男生大写字母卡片，给女生小写字母卡片，然后发出下列号令，最先完成的为获胜者，另一方应为获胜者鼓掌。本游戏男女生可轮换进行，每轮评比一次。

①把字母表中的五个元音字母按顺序贴在黑板上。

②把字母表中的第十二，十三个字母贴在黑板上。

③把Gg和Qq两个字母后面的第三个字母贴在黑板上。

(2)拿出字母卡片，按发音规律给二十六个字母归类。男女学生各两名，黑板中间画竖线,一分为二，男左女右。教师做出如下提示：①// ②// ③// ④// ⑤// ⑥Don’t forget// and //。学生按教师的提示把手中的字母按顺序贴在黑板上，最先完成的为获胜者。

2. (教会学生制作英文名字的名片，完成5。)

T: Let’s learn how to make an English name card.

(1)检查学生是否都有英文名字,没有的,帮助他们起一个,挑选几个英文名字,告诉学生英文名字的含义。

(2)教学生动手做名片，一面写中文名字，一面写英文名字。

(3)学生拿着名片在同学间穿梭，交朋友，互换名片。

(4)学生把所交换的名片按字母顺序排列。

(5)学生把所交换的名片分成两组：男生名字和女生名字。

(6)教师画简笔画，让学生模仿此情景，进行对话，一边握手，一边交换名片，用所复习的句型设计对话内容。可三人一组进行操练。

T: Act out a conversation according to the information on your card.

Example:

S1=Kangkang S2=Jane S3=Li Ming

S1: Hello! I’m Kangkang. Are you Jane?

S2: Yes, I am.

S1: Nice to meet you.

S2: Nice to meet you, too.

S1: Hi! Li Ming. This is Jane. Jane, this is Li Ming.

S2: How do you do?

S3: How do you do?

S1& S3: Welcome to China!

S2: Thank you.

S1& S3: Goodbye, Jane.

S2: Bye.

3. Homework:

(1)默写26个英文字母(大小写)。

(2)设计一个问候和告别的对话。

(3)让学生自带照片，以备下节课使用。

板书设计：

Welcome to China!

Section D

1.Aa Hh Jj Kk 3.Miss Wang, this is Michael.

Ee Bb Cc Dd Gg Pp Tt Vv Zz 4.-Good morning/afternoon!

Ii Yy -Good morning/afternoon!

Ff Ll Mm Nn Ss Xx 5.-Nice to meet/see you.

Uu Qq Ww -Nice to meet/see you, too.

Oo 6.-How are you?

Rr -I’m fine, thank you./ Fine, thanks.

2.-Are you Maria? 7.-See you later.

-Yes, I am./No, I’m not. -See you.

仁爱英语课件(篇7)

一、教材分析

（一）教材的地位和作用：

各位老师，大家好！我今天要说的课是北京市仁爱教育研究所编著的七年级下册Unit7topic3.We had a wonderful party.P69-70, Section A.本书联系实际谈论学生感兴趣的话题，能广泛运用于学生的实践中。

（二）教学目标的确立和依据

本节课不仅要完成正常的教学任务，还要有效地培养学生的创新精神和实践能力，确定如下教学目标：

1、知识目标：本单元的中心话题是We had a wonderful party!围绕这一话题，Section A主要涉及句型：

—Did you sing a song at the party?

—Yes, I did.

—What did Sally do?

—She danced.

能流利地用句句型谈论生日会上的节目，进行情景会话，初步理解和掌握一般过去时的一般疑问句和特殊疑问句，及动词过去时的基本变化。

2、能力目标：能在课内外活动中积极用英语交流， 锻炼人与人交流时即兴脱口而出对话的应变能力。新课标指出口语是人与人交流时即兴脱口而出的。

3、情感目标： 培养学生树立自信心，乐于和他人合作，借助手势和表情等非语言手段提高交际效果。且在课堂上不断的口语练习能直接运用于日常生活的对话中。通过参加同学的生日会，增进同学间的友谊。

（二）重点和难点

1、根据新课程标准对听说能力的要求，我确定本课重点为用一般过去时培养学生听说习惯。

2、学生口语表达能力的提高。

二、说学情与学法

1、结合我校少数民族学生这一特点，他们大多来自农村，接受的教育程度不同，英语基础也参差不齐，语言实践机会较少，教师在教学过程中，容易两极分化。学生通过各种合作学习活动，可以照顾到学习英语有困难的学生，尽可能为他们创造语言实践的机会，促使学生互相学习，互相帮助，体验集体荣誉感和成就感，发展合作精神。

2、根据初中学生的性格特征，他们对英语既感到新鲜又有所畏惧，他们希望在新的环境中通过学好英语这门新科目来获得他人的认可。希望在新班集体里得到他人的承认；主要通过他人评价初步形成对自己的评价，所以很在乎他人的看法；新课标指出，在教学中关注学生的情感，尊重每个学生，积极鼓励他们大胆尝试，保护他们的自尊心和积极性。老师应该多给予表扬与鼓励，尤其是对课堂上很少发言的学生，增强其自信心，培养其对英语的学习兴趣。

所以本堂课采用给学生加分，比赛的形式，本班共六十人，分成四个小组，给每位积极回答者加一分，尤其鼓励后进生，回答加两分。以比赛的形式，让她们处于竞争的意识， 集中精力时刻准备回答老师提问的问题，消除他们因为害怕站起来说英语的担忧，营造宽松，民主，和谐又真实的课堂学习氛围。

三、说教法

根据以上的学情分析，我确定本课的教学方法和依据为：

1.我还采用了"用英语教英语" ,即新课标倡导的."Teach English in English".尽量用英语教学，创造课堂良好的听的环境，让学生充分感知，积极体验，大胆实践，把握用英语交际的机会，鼓励学生大胆开口说英语。

2.教师通过，示范，鼓励，引导，帮助，评价等手段教学。利用多媒体辅助作用使课堂生动有趣。

具体的教学方法会在接下来的教学过程中一一体现。

四、说教学程序

第一步，唱歌"If you are happy!"

比比哪组唱的最好，加分。调动学生的上课情绪，激发他们的学习热情。

第二步，询问天气

通过西方人的习惯问学生今天天气如何，引出天气很好，心情高兴，因为今天是班上兰天同学的生日。

灌输学生的西方平时的问候习惯，引出兰天的生日，为导入新课做好准备。

第三步，教师表演

老师表演Kungfu, magic tricks and recite a Chinese poem.让学生猜在表演什么节目。（学生看着老师的表演，能给学生做好榜样，激发学生的表演热情，调动了课堂的学习气氛，使课堂生动有趣。）第四步，学生表演

于是老师走到，让学生表演节目。

T: Can you dance?

S1: Yes , I can.（学生边回答边表演）

T: Can you perform magic tricks?

S2: Yes, I can.

比比哪组学生表演的最好，加分。（鼓励学生大胆表演，熟记生日会上的节目，有效地复习了上个话题重点句型Can you dance the disco?和短语，同时又为新课做准备。）呈现屏幕节目单。

Program list

Piano playing Disco

Dancing Kung fu

Magic tricks Rock song

Chinese Poem reciting Guitar playing

English song Japanese song

找出四个组的学生Kungfu, dance, magic tricks and Chinese poem的表演，针对四个学生的表演，引出句型。

Did he dance?

Yes , he did.

What did she do?

She performed magic tricks.

用不一样的颜色标出字体，暗示学生这是新知识点，是难点。 而且由老师提问，学生即兴回答，看被提问到的四个同学谁回答得越快越好，给予加分。新课标指出口语是在人与人交流时即兴脱口而出的，会话双方都必须对听到的语言快速做出反应，才能使谈话继续。所以此环节，老师要求学生一听到老师的问题就马上回答，同时要即时鼓励回答者。由于口语具有很强的交互性，合作学习的成效对口语水平的提高至关重要。这些都要求为学生的口语学习创造必要的条件，提供良好的训练。

同时导入课文，Let’s look at what Kangkang’s friend did at his birthday party?

第五步，进入课文

再次呈现节目单，听录音。看什么节目他们在对话中有被提到及回答问题：

What did Sally do?

What did Tom do?

Did Jane sing a song?

Did Hellen recite a Chinese poem?

第六步，讲解重点句型。

第七步，学生对话

据新课讨论表演，对话中可以添加以前使用过或自己想象出来的场景，使对话生动有趣。让整堂课推入高潮，（录像）对学生的表演，要即时的肯定和鼓励，至此以保护他们的学习积极性和对英语的学习兴趣。学生通过这一环节既能够有自主学习的机会又锻炼了与他人的合作。在合作中有其个性思维发散的空间，并且让学生能够用英语去实际交流，达到学以致用。选四个组的代表进行表演。老师进行总结，并评出哪组表演的最好。加分。

第八步，游戏

A: Did you play the piano?

B: No, I didn’t.

A: Did you play the guitar?

B: Yes, I did. It’s your turn.

A: …

让第一排的第一个同学，往后问第二排的同学，再问第三个同学，依次类推。看哪组游戏过程最顺利。加分。

过游戏中不断的操练重点句型Did you…？ Yes,I did./No,I didn’t.目的是在巩固重点句型的同时。尽量让每一个同学都参与到游戏中，让他们在接对话中体验成功的过程和快乐，注重学生的发展，培养学生的兴趣和自信心，使他们面对学习有积极的心态。

第九步，总结与归纳

在一阵欢快的游戏结束之后，再把课文的重点，巩固一遍，增加学生对新知识的印象。评出哪组在课堂上表现最好，分数最多。给予热烈的掌声。

第十步，作业（同时以一首生日歌作为结尾，庆祝兰天的生日）

1、复习重要句型，再次与同桌组织对话。巩固知识，实现自我提高。

2、写出下列动词的过去式P118-119.

五、说反思

1、采用竞赛教学寓教于乐，在提高教学效率的同时有利于学生口语的锻炼。

2、即时鼓励学生，激励学生学习兴趣。

3、借由各种合作学习活动，让学生掌握一般过去时的句型及动词的基本变化。

当然，本人在这一课堂中也有不足，如英语的语音语调还有待提高。每个环节的时间控制上也需加强。

作为年轻教师的我，注重积累和吸收老师们的宝贵经验。我深知不断地学习先进的教育理念和方法，提高自身的综合素质，才能适应真正的教育要求，在此，恳求各位多提宝贵的意见，以在我以后的教学中提高水平。

仁爱英语课件(篇8)

一、教材分析(说教材)

1、教材的地位和作用:

本节课是《仁爱英语》七年级上册Unit 4 Topic 1的Section A。本课是本单元的重要组成部分，也是核心教学部分，以口语练习为主，主要学习购物时的简单交际用语并学会用简单的词汇谈论衣服，同时也学会用1000以内的数字谈论价格。它上承上个单元学习就餐时的表达话题的教学，下接Section B与以后有关英语教学。本部分是前后知识的载体，本课在今后的英语教学中都占有重要的地位。

2、教学目标

《课程标准》中说:英语教学的目的是培养学生运用语言进行交际的能力，为用而学，在用中学，学了就用。因此，我把本课的教学目标定为以下几个方面:

(1)知识目标

① 掌握单词及词组:

madam ， try， try on， How much， buy， thirty， forty， fifty， sixty， seventy， eighty， ninety， hundred，

②掌握句子(日常交际用语)

1、What can I do for you?

2、May I help you? / Can I help you?

3、I want…

4、I’d like …

5、Can I try it on?

6、You look very nice.

7、How much is it/are they?

8、It’s /They’re ……

9、We will take it.

② 掌握语法:

How much is/are…?

It’s/They’re…

(2)能力目标

在连贯的听、说、读、写活动中，训练学生的逻辑思维、快速反应能力和实践能力，使学生能熟练应用What can I do for you? Can /May I help you? How much is it/are they? It’s/They’re 70 yuan.同时应用1000以内的数字谈论价格。

(3)情感目标

通过形象、生动的教学，使学生掌握如何使用交际用语，向别人提供帮助和寻求别人帮助，利用对话形式，学会简单问衣服的价格等。培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感，并从教用英语问价格的过程中，让学生体会到父母为生活奔波的艰辛，告诉学生应该关心理解父母。

3、重点与难点

重点:学会掌握和熟练运用词汇、日常用语、句型

本课学习了用What can I do for you? May I help you?这类向别人提供帮助的句型，通过用How much is it/are they? It’s/They’re…这些句型的操练，来熟练运用交际用语以及熟记20-999这些基数词。

难点:数词(20-999基数词)的表达。

确定重点与难点的依据:

根据课程标准的要求，和本课所呈现的知识及学生在学习本课时已掌握的语言知识能力

二、学情分析

本人任教于农村中学，教学辅助资源有限，学生的整体英语语言运用能力偏低，发言不踊跃，同时农村学生的学情特点，英语学习对学生有一定难度。由于缺乏必要的语言基础，学生必定在课堂上不敢发言和交流，所以课堂教学中要积极调动学生课堂气氛，在学习语言知识的同时创设生生和师生交流。

三、说教法

本课以交际为核心教学，我主要采取以下几种教法:

1、听力训练法

听录音是学习英语的重要方法，也是课堂教学的重要步骤。在

听中可以感知，可以模仿，通过问题的回答提高听力能力。

2、提问引入法

通过提问，集体、分组回答，或个别学生回答形式开展教学，检查和巩固新旧知识。

3、情境教学法

我充分利用课文对话，创设典型场景，激起学生的学习情绪，把认知活动与情感活动结合，学生一旦进入情境，教材所介绍的购物场景都会一下子推到他们的眼前，引起他们的关注，激起他们应用新学的购物场景句型的热情。与此同时，学生对教材语言的感受也会随之而敏锐起来。

4、任务型教学法:以完成任务为动力，把知识和技能融为一体，提倡学生主动参与，以学生为主体，师生合作，生生合作，体现教与学的互动、交往。

5、竞赛教学法:通过背诵、提问抢答、给学生以真实感，让学生身临其境，唤起他们的形象思维降低学生理解句型的难度，激发学生们的学习兴趣为巩固旧知识，学习新知识打好基础。

四、说学法及学法指导

1、创造条件，发展听力

学生要经常听录音，听教师讲英语，听同学们讲英语，这对学好英语大有好处。

2、储备知识，实践中学

学生必须了解语言规律，掌握丰富的词汇，熟知语法规则，会熟练表达由各个话题而展开的交际内容。要学会在实践中学，在应用中学，这样学来的.知识记忆深刻，灵活度大。

3、及时巩固，反复记忆

凡是教师在课堂上所讲到的语言难点，学生应及时整理，再次认识并积极使用。对前面已学过的课文，学生要有安排地经常复习，否则，常常是学了新的，忘了旧的。

4、积极操练，重在口头

在课堂上，学生要积极参与教师设计的每个教学活动，要大胆开口，创造性地说自己想说的话。课后和其他同学及时进行英语交流。只有这样，才能将书本知识变成自己的知识,提高语言能力;也只有这样，才能实现脱口说英语的目的。

五、说教学程序

1、利用短片，激趣导入(约5分钟)

短片中出现的日常购物和母亲的艰辛对学生进行情感教育，并从影片中所呈现的可数名词和不可数名词导入本课教学。

[设计意图]: 引出课题，放松而愉快，缩短了师生之间的距离，抓住学生的注意力，将学生自然引入学习情境之中，而购物问题能够贴近生活，贴近学生。

2、用旧学新，突破难点(约12分钟)

① 复习第3单元所学过的单词:可数名词和不可数名词。

② 复习所学过的数词，让学生背诵1-19的数词。

③ 听录音跟读P78/2a，结合板书设计让学生总结数词的构词规律。

④ 完成2 b听录音注意数词的发音及重音区别，带读、跟读。

⑤ 任务型教学设计，让学生在四人小组中竞赛记忆20-999基数词的表达。小组竞赛后选出优秀选手，教师进行当场提问。

[设计意图] 复习基数词1-19后学习20-999符合学生的认知规律，结合板书让学生能轻松的掌握基数词的写法。任务型的教学模式，让学生在教师的指导下，通过感知、实践、参与和小组合作并竞赛的方式，实现掌握基数词读写的目标，感受成功;让学生用积极的学习态度，促进本课基数词读写难点的突破。

3、创设情境，学习重点(约12分钟)

①看图片学习句型 How much is it/are they? It’s/They’re…

并做大量操练练习。(用图片)

②完成2c听录音并将服装与相同的数字匹配。(请个别同学回

答)

③听录音P77/1a两遍(不看书)，回答黑板上两个简单的问题，然后校对答案再听录音。

④教新单词，学生自己解决读的障碍，学生扮演角色。

⑤让学生找出不明白的语言点。

[设计意图] 把枯燥的任务转换为用图片同桌问答的形式，使学生的学习有的放矢，目标性强，学习有动力，通过反复的语言操练运用，最终达到学以致用的目的。在教学情景对话的过程中，考虑学生实际的听说读写水平，有梯度的让学生学习新知，学生自己解决读的 障碍，锻炼学生自主学习的能力，体验学习的快乐，提高语言学习能力。

4、情景交际，主动发展(约10分钟)

教师可以按照交际方式和学生对话(看图片或自编对话)，也

可以让学生与学生自由对话，做到人人都要开口说话。最后推荐优秀组合表演对话。

[设计意图]丹麦语言学家叶斯帕森说过:“外语教学的首要条件是要尽可能地让学生接触外语，使用外语，学外语像游泳一样，学生必须浸在水中，而不是偶尔沾沾水。”在这一环节让学生在学习的新对话后，有机会现学现用，最后推荐优秀组合，适合学生争强好胜的心理特点，激发学生的学习兴趣把书本上的对话变成学生的日常交际用语。

5、读写结合，巩固新知(约5分钟)

完成1b练习(完成对话填充，然后分角色表演对话)。

[设计意图]听说读最终的目的是写，通过写与表演相结合让学生有更多的语言输入，学生可理解的输入越多，语言习得就越多。

6、画龙点睛，引起重视(1分钟)

本节课主要以口语为主，我们学习用 What can I do for you? May I help you?这类向别人提供帮助的句型。我们也学习了用How much…?句型来谈论衣服的价格，通过这些句型的操练，学习运用了20-999的基数词。

[设计意图]课堂总结是对本课所学知识的提炼、概括和升华，是“压台戏”。由于一节课结束前，学生的思维一般比较疲劳，注意力容易分散，用概括、简炼的语言突出重点，不要面面俱到。这样既可使学生注意力集中，又能加深学生对所学语言知识的理解，起到及时强化复习的作用。

7、作业布置，拓展知识(1分钟)

为了巩固课堂上所学知识给学生布置作业。

①复习本节课内容，熟背单词及句型、对话。

②完成《同步训练》P47-48。

③课后每三人一组，准备一个以购物为话题的小对话表演，下

节课表演。

④问问母亲日常食物的价格。

[设计意图]只有记忆语言材料才能应用，因此熟背是必要的。完成练习册拓展学生写的能力。根据课文内容和教学要求，结合学生本课已学知识，布置学生三人一组，准备一个以购物为话题的小对话，培养了小组合作精神，并从中体验成功的喜悦，让学生实现自我价值。最后渗透情感教育，充分体现了现代教育理论中的多元观。

六、教学效果预测及反思

新课标教育理念下，教学中从以下几点可见这堂课的效果。我努力运用现代化教育手段，为学生们创设引人入胜的情境，充分调动他们的学习积极性，激发他们对新知识的探求欲望。多次组织孩子们质疑问难、合作学习、讨论交流，使他们在轻松愉快的学习活动中学会参与、学会求知、学会合作、学会创新，使不同层次的孩子在学习中获得成功的体验。使学生处于自信、放松的良好学习状态下突破难点、掌握本课重点。在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。当然，在设计过程中也存在不足之处，期盼各位领导老师帮忙指点。

仁爱英语课件(篇9)

一、说教材：

1.教材内容

本节课的内容是（仁爱版，七年级下册）Unit 5 Topic One Section B，教材重点围绕交通方式及频率副词展开话题。本课要求学生能掌握take the subway=go…by subway , ride a bike=go…by bike, walk =go…on foot, take a bus=go …by bus, take a train = go …by train, drive = go…by car, never, seldom, sometimes, often, usually, always及句型How do you usually go to school? I go to school by… , How often do you walk to school? Never…并能自由交流如何上下学及使用频率。在本节课中第三人称单数的问答也是及其重要的，不过前面已经出现过动词的第三人称单数，所以学生在学习的时候这方面比较容易掌握。

2．教材的地位

本节课所选的教学内容是北京仁爱版英语七年级下册Uhit5 Topic One Section B I usually come to school by subway .教学围绕交通方式及发生频率展开。在询问交通方式这部分，学生已有了前面Section A的知识铺垫，比较易于深入与扩展。这样的安排，既体现了教材循序渐进、由难到易的编排意思，又符合学生的知识水平和认知水平。关于人们在使用交通方式及频率这一话题，由于学生家在农村，出门的交通方式并不多，因此有必要让学生自己观看网络上的大城市的交通方式并讨论，即需要学生课前上网收集资料和图片。在实际教学中，本课采用旧话题先教新句型，再用句型引新知的方式展开，这样既便于学生接受掌握，也体现了教学内容之间的连贯性。

二、说目标：

1.教学目标

新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。

[认知目标]学生能听、说、读短语及单词：get up, on weekdays, take the subway, go…by subway, ride a bike, go…by bike, walk, go…on foot, take a bus, go…by bus, take a train, go…by train, drive a car, go…by car, never, seldom, sometimes, often, usually, always, the early bird catches the worm; 能运用How do you usually go to school?, I usually go to school on foot=I usually walk to school, How often do you watch TV in the evening? I seldom watch TV.等进行口语交际。

[能力目标]能用英语自由交流人们出行使用的交通方式及使用频率。

[情感态度与价值观目标]通过多媒体教学，让学生在活动、游戏中产生学习英语的兴趣；让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。鼓励学生在日常生活和学习中，都要做到自尊、自立、自强。

2.教学重难点

教学的重点是让学生掌握词组，能运用词组进行交流，初步锻炼学生运用词组描述乘坐的交通方式，及使用频率的`能力；难点是让学生用不同的句型来表达同一种交通方式，及丰富自己的语言结构。

三、说教法：

1．教法设计

根据英语这门课程本身的特点及农村中学初学英语的学生的兴趣，我通过运用多媒体设置具体形象的情景，以旧带新，不断滚动知识点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学以致用的能力。

2.学法指导

引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生积极思考，大胆尝试。

3．教学手段

根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生学习兴趣，从而能积极主动参与学习。教学中运用多媒体课件、图片、录音等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不仅使学习过程自然轻松，更能较好地启智开思。

四、说过程：

1．复习

（1）宣布本节课的学习方式:小组竞赛。以座位分成四个参赛小组，按每个同学的课堂表现为本组加星，课末评出WINNER。然后，开始“每课一句”，本节课所教授的句子是“The early bird catches the worm.”

[设计意图]学习方式的宣布让学生对本节课充满了兴趣，激起了他们的斗志和为本组争星的表现欲。“每课一句”是我在七年级开始每堂课上设置的一个必备环节。这个环节主要教学生一些妙言警句。这些句子既丰富了学生的词汇量，提高了他们的表达能力，同时也让他们学到了地道的英语表达方式。从而为学习英语创设一个良好的氛围。

（2）提供话题by +交通工具，师生自由交流，然后用“How do you usually go to school? I usually go to school by bike”引出本课的新句型“I usually ride a bike to school”进而再导入“How often do you watch TV?”及回答。然后再引出：“How does Maria go home? She goes home by subway. How often does Mike walk to school? He always walks to school.

[设计意图]通过旧知识滚出新知识，是我常用的教学方法之一。以旧带新，学生可以比较轻松地掌握本课的句型。同时把新句型和老话题融合。有助于培养学生的语言思维能力的开放性。

2．呈现

由本身上班的方式引出学生自己所使用的交通方式及频率，方式如下：

My home is near our school, so I always go to school on foot. Do you always come to school on foot, either?

Some students: Yes I always walk to school. Some students: No, I seldom go to school on foot. I often go to school by bike.

[设计意图]找到话题与所授新知的契合点，让学生很自然地从一个话题向另一个话题过渡，从而开始了本节课交通方式及使用频率的话题。同时英语并不是仅仅是一种工具，它是能够表现出情感的。

3. 巩固

用所学的句型，让学生谈论网络上人们乘坐地铁、飞机、火车出行，使所学知识处于不断的滚动练习中。由此来锻炼学生听与说的能力。

T: How do you usually go home?

S: I sometimes takes the subway home.= I sometimes go home by subway.

[设计意图]由上而下的句型联系，让学生读一读，说一说，谈一谈。在此环节充分锻炼学生的口语表达能力。

通过上面所学的上、下学回家及人们出行的交通方式，同时让学生观看网络上人们乘坐不同交通的图片，先让学生放松自己紧张的学习情绪，然后用今天所学的句型，假设自己是图中的人物进行问答。之后听音频并掌握红体字。

[设计意图]在课中关注学生的注意力的放松。高输入量的学习会让学生很快有疲劳的感觉，从而降低学习效率。在此环节，不仅仅开阔了学生的视野，而且增加了学生的知识面，让学生能用学到的知识举一反三地运用，不会呆板地仅用一种交通方式。

4.练习

在上面听力中学生已经能清晰地了解到不同的人称，动词的方式不同，从而引出了3b，并要求学生进行对话：How does Maria go home? →She sometimes goes home by subway. = She sometimes takes the subway home.

How does Li Xiang go to school? → He often rides a bike to school.= He often goes to school by bike.

[设计意图] 在这儿出现了第三人称的问答方式，同时很好地导出了下面的内容，教师给学生提供了广阔的自由想像和发挥的空间，让学生运用所学的语言进行巩固性练习。

5.综合探究活动

(1) Pair work (3b)

(2) Work alone: Listen and choose the right answers.

(3) Class activities

[设计意图]不仅仅检查一节课的教学效果，而且用Class activities放松并掌握本节课所知识，又调动起学生的积极性。使学生不仅感到学英语的有压力，而且感到了学英语的乐趣。

五．课堂小结

整节课我坚持以学生为中心，以培养学生的自主学习，合作探究为目的，以任务型,情境性学习贯穿始终，通过完成任务，不断地促使他们学习英语，提高他们的英语水平。而且在教学中我们紧扣新课标，充分利用教材，运用多媒体辅助教学手段，不断提高学生的听、说、读、写各方面的技能。增强了学生的学习兴趣、生活经验和认知水平，做到了让学生体验、实践、参与、合作与交流的学习方式，充分地发展了学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。

六．课后作业

(1)Finish off the Exx in the workbook.

(2)写出六句能互相替换的交通方式，如：walk=go…on foot。

(3)用本节课所学的频率副词各造一句话。

[设计意图]巩固所学知识，提高运用能力。

七、说板书

板书设计：

1.Words :

usually often always never seldom sometimes

2.Phrases：

go ...on foot ------ walk

go ... by bike ------ ride a bike

go ... by bus ------ take a bus

go ...by subway ----- take a subway

go ... by car ------ drive a car

3.Sentences:

The early bird catches the worm .

笨鸟先飞。/勤能补拙。

Where there is a will ,there is a way .

有志者事竟成。

仁爱英语课件(篇10)

一、教材分析

1、教材的地位、作用及处理

1）教材的地位、作用

本单元的核心教学项目是谈论个人兴趣爱好，共三个话题，整个教学内容主要以Hobbies为中心，围绕日常生活中的事情，如兴趣爱好，音乐等而展开的。我说课的内容为第三单元的第二话题，主要介绍了音乐的分类，如classical music，pop music和folk music 并介绍了一些乐器，乐队，歌手等的情况，让学生会使用英语谈一谈每个人自己的爱好，包括以前的和现在的业余生活，与学生喜欢的非常接近，能较大地提高学生的积极性。在这一话题中，语法be going to 的用法贯穿始终，为下一话题学习过去进行时做好铺垫。本课是Topic2的第一课，主要学习一些乐器名称和谈论音乐会，及学习英语海报的制作。作为话题的第一课，首先是为后面的内容提供话题和语境，同时具有为后面的学习扫清语言和文化障碍的作用。因此，本课侧重培养学生的口头表达能力，培养学生熟练运用所学功能用语谈论音乐方面话题的能力及了解各种乐器，用懂得的材料进行语言交际训练，为进一步谈论音乐及表达自己的兴趣爱好打基础。

2）教材处理

本课课型为听说课。Section A分为五个小部份。重点活动是1a，2a和2c部分。本课时的重点是通过谈论音乐会来复习be going to 的结构并着重学习感叹句，同时学习部分乐器名称。课改提倡教师“用教材”而不是“教教材”，因此，我将部份内容做了调整。

首先，1a部分是本课的重点一般将来时和感叹句呈现的部分，因此我先播放《泰坦尼克号》的主题曲My heart will go on ，通过谈论歌手Celion Dion的音乐会来呈现重点，同时还可以培养学生的音乐智能及提高学生学习英语的兴趣。

其次，1b部分是“同一首歌走进大别山”的海报，我把它设计成“同一首歌走进福安”让学生对此充满新鲜感，更易于引发学生运用简单的英语进行交际和交流。让学生真正体会在用中学，在学中用（Learning by using, learning for using）。

最后，2a ,2b主要谈论乐器及个人对乐器的喜好，所以我将他们整合为同一部分。既节省了单独处理的时间，又可以使课程衔接更加自然流畅。

2、教学目标

根据英语课程标准的要求及本话题的任务，结合学生的实际情况，我确定了本课的教学目标。

（1） 知识目标 a: 学习和掌握词汇concert pity lend singer violin drum pa

理解词汇：hip hop musical instrument artist folk

短语：at the concert give the concert go to the concert

lend?toplay the piano

b: 句型：How exciting!

It sounds great!

Wonderful!

What a pity!

Who is going to sing at the concert?

Where is she going to give the concert?

c.语法： 复习be going to 句型的一般将来时

掌握what/how引导的感叹句的构成方式

（2）能力目标：能使用一般将来时来表达将要发生的事情；能听懂并领会说话者对事物表达的情感；能够正确使用适当的形容词评论事物，学会使用感叹句来表达说话情感；能制作简单的图表和海报等形式传达信息；激发学生学习的积极性和主动性，善于抓住英语表达的机会。

（3）德育目标：学会通过谈论音乐方面的兴趣爱好来打破交际中的僵局；了解他人的喜好，增进情谊；培养学生的兴趣爱好和对未来生活的一种积极态度，增强自信心，提高学习效率。

3、教学重点及难点

（1）重点：复习一般将来时，学习感叹句。 这些语言是本单元及今后进一步学习的基础。因为感叹句是新课程标准要求学生掌握的重要语法之一，本课时是对该语法教学的第一课，因此要对学生进行正确的语言输入，为以后的教学打下坚实的基础

（2）难点：①感叹句的两种方式，学生常常将what和 how混淆。

② lend ? to 把?借给. borrow ? from 向??借（入）

二.学情分析

1．初中学生的抽象思维能力较低，形象思维能力强，但注意力容易分散。本课以多媒体课件展示，并配以丰富的图片及色彩，从而增强学生的兴趣和注意力。根据教育心理学,如果学生对于一件事物有极大的兴趣,他们就会排除主观和客观的种种消极因素,尽量全身心地投入到知识的学习中去。

2．初二的学生经过一年多的学习，有了一定的英语基础知识和听说能力，正逐渐向读、写过渡，同时，学生们对英语学习还有着较浓厚的兴趣。经过一年的新课程理念的熏陶及实践，有了初步的自主、合作、探究、实践的能力。

三、教学方法及教学手段：

本课侧重培养学生的口头表达能力，培养学生熟练运用所学功能用语谈论音乐和表达个人观点的能力。我主要选择了五指教学法(Review、Presentation 、Consolidation、Practice 、Project)作为基本的上课脉络，同时使用交际教学法及任务型教学法，通过交际来完成任务。因为五指教学法符合孩子的认知规律。而通过交际完成学习任务，符合课改要求，让孩子体验所学知识会让他们学得更多更好。

在具体教学中以直观教学及活动教学为主。利用图片、多媒体、录音等直观教具和电化手段创设情景，培养学生直接用英语理解和思维的能力。在具体教学过程中始终将学生置于主体地位，使他们不停的动脑子将零散的语言组织到一起，并积极表达出来，达到培养和强化学生的语言实践能力。

四、学法及学法指导

新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。

1、学习方法的指导

培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。

2、学习积极性的调动

我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。如步骤一的谈论个人兴趣爱好；步骤三的表演对话等。

3、学习能力的培养

通过连贯的听说读写，如步骤二的听录音回答问题；步骤三的编写与1a类似对话并表演对话等，有助于培养学生的交际能力，发展他们的思维能力。

4、学习策略的指导

本节课将在课堂活动中把学生分成四人小组的学习小组，如步骤五的动手制作海报，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。如我让学生观察课件画面，回答问题，让学生学会使用认知策略；让学生表演对话，实现交际策略；引导学生交际，主动练习和实践，是调控策略的体现；充分利用多媒体，录音等是资源策略的体现。

五、教学程序：

主要流程：谈天说地，切入主题→寓乐于学，激趣呈现→回归课本，夯实基础→旧知新用，情景再现→活学活用，综合探究

本节课采用五指教学模式：复习、呈现、巩固、练习、综合探究活动贯穿教学过程。

Step 1 Review （时间：8分钟）

1 . 检查上次作业，请2～3名学生口头表述my hobby，其他学生认真听，如有错误，指出并改正。

2.再请一个学生将上次调查结果向全班学生做汇报。

设计意图：回顾如何表达自己及他人的兴趣爱好，达到交际目的，并巩固used to do sth 的句型。

3.教师放一首歌曲My Heart Will Go On让学生听，然后设计一个语言情景，并由此导入新课1a.

设计意图：欣赏歌曲，给学生创造一种轻松愉快的学习氛围，这样能激发学生的学习兴趣，为学习新课打好基础。

Step 2 Presentation（时间：10分钟）

1.通过step1对音乐会的渗透,设置听力任务，呈现屏幕上的问题。

（1）What is Sally going to do this Sunday evening?

（2）Who is going to sing at the concert?

（3）Where is she going to give the concert?

（4）What time is it going to start?

（5）Is Jack going to the concert ? Why?

（学生听完录音，抢答问题。如有困难，可再听一遍。学生回答后呈现答案，为下一步学生不看书表演对话打下基础。）

设计意图：任务性听力训练，然后进行抢答。充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养学生思想素质、情感素质和英语语言素质。

2.让学生看1a对话，划出感叹句。然后叫几个学生读出感叹句，并翻译成汉语。（教师将感叹句写在黑板上。）

3.让学生观察图片，并根据提示使用what/how 引导的感叹句来表达个人情感。

设计意图：采用图片形式进行语法讲解既达到练习及巩固新语言项目的目的，又保持了学生的学习兴趣。

Step 3 Consolidation （时间：10分钟）

1.教师放录音1a，让学生跟读，注意语音语调的变化。

2.将学生分成两大组，分成男女生，朗读对话。

3.让学生准备三分钟表演对话。学生不能看书，但可以根据屏幕上的问题和回答及感叹句，不局限于原对话。（教师可以采用一些评价手段以激励学生。分别从学生朗读的流利程度、语音、语调等方面进行评价。）

4．通过呈现明星图片，创设情景，让学生为“同一首歌走进福安”大型演唱会制作一张海报。

5. 根据海报，编一个与1a类似的对话。（请2～3组同学到讲台前表演）

设计意图：通过跟读，朗读，表演等形式，使学生处于积极思维的状态之中，全方位，多角

度培养学生运用英语的能力,发展他们的思维能力。

让学生在小组间展开讨论，使学生在轻松和谐的氛围中练习使用所学语言。通过师生互动、生生互动，鼓励学生大胆开口，勇敢表达，逐渐让学生体会到学习英语的快乐，从而获得成就感。

Step 4 Practice （时间：12分钟）

1.通过呈现图片，认识乐器，学2a部分与乐器有关的单词及短语。

(教师在这个活动中，有意识地加上感叹句，巩固本话题的目标语言。）

设计意图：通过多媒体直观形象的展示乐器图片，使学生更加深刻的记住所学新单词，提高教学效果。

2.听录音，完成2a。

3.创设情景，导入2c。阅读2c中的短文，选择正确答案。

（学生读完短文，核对答案。）

设计意图：培养学生阅读信息，提取信息的能力。

Step 5 Project （时间:5分钟）

假设你是本校文娱部成员，元旦即将到来，班里要办一个文艺晚会，欢迎全体师生来观看。请你设计一个海报（四人一小组），并附上节目单。

设计意图：我设计了制作海报这一目的明确的教学任务，并把完成任务的主动权交给了学生。学生需要用语言来交际完成任务，从而本课需复习、巩固、掌握的有关“打算做某事、感叹句”等交际用语就自然地融入其中。这样就符合了《课标》中 “活动要能够促使学生获取、处理和使用信息，用英语与他人交流、发展用英语解决实际问题的能力”。

Homework:

（1） 完成step 5 中海报的制作。

（2）复习本课的内容。

（3）上网查询有关音乐的资料，做好Section B的预习，以便下节课谈论。

六、板书设计：

Topic 2 It sounds great!

Section A

1. lend ? to ? Can you lend your book to me?

borrow ? from ? May I borrow your book?

2. play +the +乐器(play the piano/guitar/violin/drums)

3. 感叹句的结构：

What +(a, an）+形容词+可数名词(单数)+主语+谓语 What a pity!

What +形容词+可数名词（复数）+主语+谓语 What beautiful stamps!

What +形容词+不可数名词+主语+谓语 What bad weather!

How +形容词或副词+主语+谓语 How exciting!

七．课后反思：

1. 在新课程标准和教学设计思想的指导下，我比较成功、顺利地实施了本课的教学。通过本课的学习学生基本掌握感叹句的两种方式，并通过谈论音乐会比较自如运用了be going to 句型来描述将要发生的事情，基本达到了预期目标。

2. 备课时，我对教材内容作了适当调整，使教学过程更加流畅，更加贴近学生生活。比如，通过呈现学生喜爱的明星照片导入“同一首歌走进福安”演唱会，极大激发了他们学习英语的兴趣，从而使更多学生积极参与到英语学习中来。

3. 通过任务型交际活动培养学生综合运用语言的能力。

本课中，我设计了制作海报这一目的明确的教学任务，有助于培养学生的听说读写能力。此外任务教学不能仅限于课堂内，因此我还要求学生在课后继续完成制订海报的任务，将任务教学延伸到课堂以外的学习和生活之中。

4.充分运用和发挥多媒体辅助教学的作用，使本课教学更加直观生动。如对乐器的展现，更加吸引了学生的注意力，也使语言教学变得趣味化。

5. 但本节课还存在一些不足之处

首先，一节课下来，大部分学生都能积极投入到课堂教学中来，并积极举手发言。课堂气氛比较活跃，调动了大部分学生听课的积极性，而另有一些学生却习惯于当听众，被动地接受别人的观点,很少发表自己的个人意见，也就是说在小组合作学习中学生的参与度不均衡，个别学生合作不主动,而这部分学生主要是学习困难生。因此,在今后的教学设计和教学过程中，既要注意到每个合作小组成员的合理编排，又要注意到自己教学内容的设计、话题的趣味性以及如何把学生的积极性真正的调动起来。

其次，本节课我利用了五指教学法，倡导通过交际完成任务，但在整个的教学过程中，还对学生这头放手得不够“松”，还没达到真正去体现了放手，由学生自主学习的效果。如果能够给学生更多参与的机会，让学生有更多的时间操练，课堂效果会好一些。

仁爱英语课件(篇11)

英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库。下面为了大家分享了八年级上的英语课件，欢迎参考！

教学目标

1语言目标：描述健康问题的词汇，及如何根据别人的健康问题提建议。技能目标：能听懂谈论健康问题的对话材料；能根据别人的健康问题提建议；能写出重点单词和重点句型，并能描述怎样对待健康问题。情感目标：通过开展扮演病人等活动，培养学生关心他人身体健康的品质。

通过本课的阅读，培养学生处理紧急事件的基本能力，树立紧急事件时互相帮助的精神。

教学重难点

掌握情态动词should shouldn’t.的用法

学习have的用法

教学工具

多媒体

教学过程

Step 1 Warming up and new words

1.Look at a picture and learn the parts of the body.2.New words and phrases.Step 2 Presentation

1a Look at the picture.Write the correct letter [a-m] for each part of the body.___arm ___ back ___ ear ___ eye ___ foot

___hand ___ head ___ leg ___ mouth

___ neck ___nose ___ stomach ___ tooth

Step 3 Listening

1b Listen and look at the picture.Then number the names 1-5

Listen to the conversations again and fill in the nversation 1

Nurse: What’s the matter, Sarah?

Girl: I ___________.Conversation 2

Nurse: What’s the matter, David?

Boy: I _________________.Conversation 3

Nurse: What’s the matter, Ben?

Boy: I _________________.Conversation 4

Nurse: What’s the matter, Nancy?

Girl: I _________________.Conversation 5

Betty: What’s the matter, Judy?

Ann: She __________________.Step 4 Speaking

1c Look at the pictures.What are the students’ problems? Make conversations.Examples

A: What’s the matter with Judy?

B: She talked too much yesterday and didn’t drink enough water.She has a very sore throat now.A: What’s the matter with Sarah?

B: She didn’t take care of herself on the weekend.She was playing with her friends at the park yesterday.Then it got windy, but she didn’t put on her jacket.Now she has a cold.Step 5 Guessing games

Guess what has happened to the students by using the important sentences.Step 6 Listening

2a Listen and number the pictures [1-5] in the order you hear them.2b Listen again.Match the problems with the advice.Step 7 Speaking

2c Make conversations using the information in 2a and 2b

A: What’s the matter?

B: My head feels very hot.A: Maybe you have a fever.B: What should I do?

A: You should take your temperature.Step 8 Role–play

Imagine you are the school doctor.A few students have health problems.Role-play a conversation between the doctor and the students.2d Role –play the conversation

Step 9 Language points and summary

1.What’s the matter?

这是人们特别是医生和护士询问病人病情时最常用的问句, 意思是“怎么了?”其后通常与介词with连用。类似的问句还有:

What’s wrong? 怎么啦?

What’s wrong with you? 你怎么了?

What’s your trouble? 你怎么了?

What’s the trouble with you? 你怎么了?

What’s up? 你怎么了?

2.have a cold伤风, 感冒, 是固定词组

表示身体不适的常用词组还有:

have a bad cold 重感冒

have a fever 发烧

have a headache 头痛

have a stomachache 肚子痛, 胃痛

have a toothache 牙痛

Summary

1.牙疼 have a toothache

2.胃疼 have a stomachache

3.背疼 have a backache

4.头疼 have a headache

5.喉咙疼 have a sore throat

6.发烧 have a fever

7.感冒 have a cold

8.躺下并且休息 lie down and rest

9.喝热蜂蜜茶 drink hot tea with honey

10.喝大量水 drink lots of water

11.看牙医 see a dentist

12.量体温 take one’s temperature

13.看医生 go to a doctor

Step 10 Exercises

根据上下文意思填空。

Mandy: Lisa, are you OK?

Lisa: I _____ a headache and I can’t move my neck.What ______ I do? Should I

_____ my temperature?

Mandy: No, it doesn’t sound like you have a fever.What _____ you do on the

weekend?

Lisa: I played computer _____ all weekend.Mandy: That’s probably why.You need to take breaks _____ from the computer.Lisa: Yeah, I think I sat in the _____ way for too long without moving.Mandy: I think you should ____ down and rest.If your head and neck still hurt tomorrow, then go to a _______.Lisa: OK.Thanks, Mandy.翻译下列句子。

1.你怎么了？我头痛。

2.他怎么了？他发烧

3.李雷怎么了？他喉咙痛。他应该多喝水。

4.如果你的头和脖子明天仍然疼的话，请去看医生。

Homework

Make up a conversation between a doctor and a patient.

仁爱英语课件(篇12)

1)能掌握以下单词：growup,computerprogrammer,cook,doctor,engineer,violinist,driver,pilot,pianist,scientist,besureabout,makesure

能掌握以下句型：

①─Whatdoyouwanttobewhenyougrowup?

─Iwanttobeabasketballplayer.

②─Howareyougoingtodothat?

─I’mgoingtopracticebasketballeveryday.

③Whereareyougoingtowork?

④Whenareyougoingtostart?

⑤I’mnotsureaboutthat.

2)能了解以下语法：

掌握一般将来时态的构成形式;

3)用一般将来时态表达将要做的事情。

2.情感态度价值观目标：

每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。

1.教学重点：

1)学习一般将来时态的构成方式。

2)学习本课时出现的重点句型，通过在不同情景下运用来熟练运用一般将来时态。

2.教学难点：

1.介绍自己小时候想要从事的职业，由此归纳出以前所学过的一些职业的英语表达方式：

teacher,nurse,doctor,basketballplayer,runner,actor,actress…

2.询问学生们想要从事的职业，从而引出句型：

─Whatdoyouwanttobewhenyougrowup?

─Iwanttobeabasketballplayer.

3.学生们看幻灯片，引导学生们进行问答自己将来所喜欢的职业。

1.播放幻灯片，展示一些职业的图片，来引导学生们学习一些新的职业名词：

computerprogrammer,cook,engineer,violinist,pianist,pilot,scientist,…

2.让学生们看大屏幕来学习记忆这些生词。

3.TellSstorankthem[1-12].1ismostinteresting,12isleastinteresting.

2.Trytorememberthenewwords.

somepicturesinthebigscreen.

2.LetSsguesswhathe/shedoes.

3.LetSstrytheirbesttoguessthejob.Seewhichgroupisthebest.

1.T:TellSstoreadthewordsofjobsinthechart.Makesuretheyknowthemeaningofthewordsandsentences.

2.PlaytherecordingfortheSstolistenandfillintheblanks.

3.Playtherecordingagain.ChecktheanswerswiththeSs.

4.Playtherecordingagain.Sslistenandmatchthejobswithactivities.

theanswersonthebigscreen.

1.LetSsreadthemodelwithapartner.

2.Usetheinformationinthechartof1b.Askandanswerwithapartner.

3.Letsomepairsaskandansweraboutthechart.

Workon2a:

1.LetSslookatthepicturesbelow.Explaintheactivitiesinthepicturesifnecessary.

2.PlaytherecordingfortheSstolistenandcheck(√)thecorrectboxesinthepicture.

3.Playtherecordingagaintochecktheanswers.

Workon2b:

1.LetSsreadthechartbelow.TellSsthatthey’lllistentoChengHan’splanforthefuture.Theyshouldanswerthequestions:

“What”means“WhatisChengHanwanttobe?”

“Where”means“whereisChengHangoingtowork?”

“How”means“Howishegoingtodoit?”

“When”means“whenishegoingtostart?”

2.PlaytherecordingfortheSstowritethecorrectanswersinthechart.

3.Playtherecordingagaintochecktheanswers.

1.TellSstoaskandansweraboutChengHan’splansusingtheinformationin2b.

2.GiveamodeltotheSs.

3.Ssworkinpairs.TrytoaskandansweraboutChengHan’splans.

4.Asksomepairstoactouttheirconversations.

1.Readtheconversationsandanswerthetwoquestions:

①WhatdoesKenwanttobe?XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

②Howishegoingtodothat?XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

③WhatdoesAndywanttobe?XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

2.Explainmainpointsintheconversation.

TheOldManandtheSeabyHemingway.海明威的《老人与海》。此处介词by为“由……所著”之意。再如：ashortstorybyLuXun(鲁迅的一部短篇小说)，themusicbyMozart(莫扎特写的音乐)，paintingsbyVanGogh(梵高的绘画)等。

Thenyoucanbeanythingyouwant!那么你就能当上你想做的人了。

此句的基本意思是youcanbeanything，不定代词anything指代未来所从事的某一职业，youwant用来修饰anything。

3.LetSsreadtheconversationaftertheteacher.

4.Practicetheconversationwiththeirpartner.Thenletsomepairstoactouttheconversation.

Homework:

1.Recitetheconversationin2dafterschool.

2.根据图片提示或自己的实际想法编写一个对话。

--Whatareyougoingtobewhenyougrowup?

--I’mgoingtobea/an…

--Howareyougoingtodothat?

--I’mgoingto…

仁爱英语课件(篇13)

仁爱英语八年级上册课件整理

一、 学习目标 Aims and demands

1、Learn some new words and phrases;

2、Learn the future tense with be going to

二、 重点难点 Key points

掌握下列句型：

1、Are you going to play basketball?

2、We are going to have a basketball game against Class Three on Sunday.

3、Would you like to come and cheer us on?

4、Which sport do you prefer, cycling or rowing?----I prefer rowing.

5、Do you row much?----Yes, quite a bit / a lot. / No, seldom.

三、 学法指导 How to study

1、预习Unit 1 Topic1 Section A，并对语言点、难点做出标记；

2、学习学案，并完成学案上的练习题。

四、 自主预习

在课本中找出下列短语划在书上并翻译

1、have a basketball game against? ____________2、cheer us on ______________

3、prefer rowing ________________ 4、quite a bit / a lot____________

5、join the school rowing club______________ 6、be going to?______________

五、 知识链接 Hot links

1、【课文原句】Are you going to play basketball?

译文________________________________________________. 【分析点拨】be going to的用法

⑴ be going to是一种固定结构，后面要接动词原形，用来表示按计划或安排要发生的 动作， 有时也可以表示推测将要或肯定会发生的动作，有―准备；打算‖的意思。含有be going

to结构的句子中往往有表示将来的时间状语。例如：

We _____ going to ________ a class meeting this afternoon.今天下午我们打算开班会。（安排）

Look at the black clouds. It ________ going to ________.看那些乌云，快要下雨了。（推测）

⑵ be going to在肯定句中的.形式

be going to结构中的助动词be很少用原形，它一般有三种形式，即：am , is , are。当主语是I

时用______；当主语是第三人称单数时用______；当主语是其他人称时用______。

例如：

I ______________________something tomorrow morning.明天早上我要去买些东西。 She ________________________Mr. Wang tomorrow. 她打算明天去看望王先生。

⑶含be going to的句子变否定句和一般疑问句的变法

由于句子中有助动词be，因此be going to的否定句和一般疑问句的构成很容易，即在be (am,

is, are)的后面加上_______就构成了否定句；把_______放到句首，在句末加问号就构成了一般疑问句，其答语为：Yes,主语+ am/is/are. / No,主语+ isn't/aren't. / No, I'm not.不过 I am...在改为一般疑问句时常常改为―Are you ....?‖。例如：

They are going to see the car factory next week. (肯定句)

They ___________________________ the car factory next week. (否定句) -----__________________________ the car factory next week?

-----Yes, _______________. (No, _______________.) (一般疑问句及其回答)

2、【课文原句】I saw you play basketball almost every day during the summer holidays.

译文_______________________________________________________________.

see sb do sth 看见某人做某事，表示看见某人某动作行为的经常性、习惯性发生。

表示这个动作行为的动词要用原形。如：

I see him go to school very early every Monday morning.

翻译：___________________________________.

我经常看见一些女孩在体育馆里跳舞。

翻译：___________________________________.

【拓展】see sb doing sth 表示―看见某人正在做某事‖。如：

I saw my sister doing her homework in her study just now.

翻译：___________________________________.

我看见一些男孩在操场上踢足球。

翻译：___________________________________.

see 属于感官动词，常用的感官动词还有：hear, watch,notice等等。

3、【课文原句】Would you like to come and cheer us on?

译文_____________________________________________________________?

cheer sb on ( 以欢呼 )激励某人，为??加油，喝彩，向??欢呼。如：

My friends cheered their favourite singers on. 翻译：________________________.

We will cheer on our school football team next Sunday.

翻译：__________________________________________________.

【拓展】cheer sb up 使某人振作或高兴起来，如：

I will try to cheer him up. 翻译：________________________________.

Oh, come on! Cheer up! 翻译：________________________________.

4、【课文原句】I hope our team will win. 译文：_______________________________.

【回顾】hope可用于以下两种结构：

hope to do sth 如：我希望很快见到你。译文：____________________________.

hope + that从句，that可省略。如：I hope (that) she will get fine.

译文：______________________________.

【点拨】win 赢得（比赛，战争等） 过去式为won,名词形式为 winner (胜利者)

5、【课文原句】I prefer rowing. 译文：_______________________________.

【分析点拨】prefer 更喜欢，相当于like?better prefer的过去式为preferred

1. prefer+名词，如： ——Which do you prefer, meat or fish?-----I prefer meat.

译文：___________________________________.

2. prefer+动名词，如：

Do you prefer cooking for yourself or eating out？译文：______________________________ -----Do you like swimming？你喜欢游泳吗？

-----Yes, but I prefer _________.喜欢，但我更喜欢划船。

3. prefer+不定式，如：

I prefer to spend the weekend at home.我喜欢在家里度周末。

4. prefer A to B

在本句型中，A与B是平行结构，可以是名词，也可以都是动名词。例如：

I prefer _________ to _________. 在狗与猫之间我更喜欢狗。

Most people prefer ________ to ________.大多数人愿意坐火车而不愿坐汽车。

I prefer ___________ at home to ___________ out.我觉得在家里比出去好。

6、【课文原句】Are you going to join the school rowing club? 译文：___________________________________________

join 作―参加，加入‖讲时，一般指参加某一组织、团体或某群人。如：

join the Party_______________ join the army____________________

还有就是join in 作―参加，加入‖讲时，一般指参加某项活动，如：

join in the search_____________ join in a game ___________________

六、目标检测 Practice

Ⅰ、重点回顾：听写本部分重点短语

1、________________________ 2、________________________

3、________________________ 4、________________________

5、________________________6、________________________

Ⅱ、词汇

根据句意及首字母提示完成句子。

1. Do you swim much?----Yes, quite a b________.

2. Which do you p_______, bananas or oranges?

3. Which team are you going to play a____________?

4. Tom would like to c________ me on, so I am very happy.

5. They all hope their basketball game will w________ the game.

B) 用所给词的适当形式填空。

1. Maria prefers __________ (cycle).I prefer swimming.

2. I often see Michael____________(read) books in the library.

3. ____________(skate) is her favorite sport.

4.We are very excited(激动的), because our team ________ win the game yesterday.

5. She is going to _________ (join) the school ballet club.

Ⅲ、从方框中选择适当的句子补全对话。

Frank: Which do you prefer, swimming or skating?

Sam:

Frank: Me, too. Do you skate much?

Sam:

Frank: What‘s your favorite sport?

Sam: Football. What about you?

Frank: Sam: Who is your favorite player?

Frank: Yao Ming.

Sam: Ronaldo.

Frank: Don‘t miss it!

七、课外作业 （完型填空）

Jimmy lives in London and he began to swim a few months ago. He swimming, and he

often goes to the swimming pool near his with his mother and swims there for or two.

One day his mother said, ―You quite well now. And you want to see the sea, don‘t you?

Your father and I are going to you there on Sunday, and you are going to swim in the It‘s not cold now, and it‘s much nicer than a swimming pool.‖

Jimmy‘s parents took him the sea in their on Sunday. They at the side

of a small harbor(港口). Jimmy got out and looked at the sea for a long time, but he was not very ―Which is the shallow(浅的) end(部分)?‖

( ) 1.A. likes B. studies C. started D. is

( ) 2. A. school B. house C. library D. London

( ) 3. A. a day B. a minute C. an hour D. a year

( ) 4. A. swims B. swim C. swam D. swimming

( ) 5. A. take B. bring C. get D. put

( ) 6. A. lake B. sea C. river D. swimming pool

( ) 7. A. in B. at C. to D. on

( ) 8. A. bus B. bike C. train D. car

( ) 9. A. lived B. stopped C. stored D. stop

( ) 10. A. happy B. hungry C. angry D. well

八、总结与反思

仁爱英语课件(篇14)

2018-2019学年度仁爱版英语八年级上学期

教学计划

新的一个学期又开始了，本学期我将完成八年级的英语教学。为了顺利完成教学任务，我特制定如下计划：

一、课标要求

以“英语课程标准”为宗旨，适合新课程改革的需要，面向全体学生提高学生人文素养，增强实践能力和创新精神，正确把握英语学科的特点，积极倡导合作探究的学习方式，培养学生积极的情感态度和正确的人生价值观，提高学生综合素质，为学生全面发展和终身发展奠定基础。

二、教材编写特点

仁爱版八年级下册英语教材，全书共有4个单元，每个单元分为3个，每个分为 D部分： A 主要是对话学习，有语言目标，主要的功能项目与语法结构及需要掌握的的基本词汇； B 部分是 A部分的知识扩展和综合语言运用； C 和 D 都是阅读课文，以训练学生的阅读能力，扩大学生的阅读量。本教材各单元话题灵活，贴近生活实际。

三、具体教学目标

1.让学生受到听、说、读、写英语的训练，掌握最基本的语言知识和语言技能，养成良好的外语学习习惯，为进一步学习和运用英语打下扎实的基础。

2.通过对学生的鼓励和辅导，初步建立学生学习英语的自信心。

3.课前做好充分准备，努力营造学生喜欢的课堂，以调动学生学习英语的积极性和兴趣。

4.通过多做、多练、多听、多写，提高整体成绩，减少低分率。 四、所教学生的基本情况分析

通过初中一年的英语学习，只有极少数学生能听懂有关熟悉话题的语段和简短的故事，能与教师或同学就熟悉话题交换信息。但是由于学生有来自农村，不好学，整体英语基础较差，学习很吃力而自暴自弃。另外，许多学生在情感态度学习策略方面还存在诸多需要进一步解决的问题。例如：很多学生不能明确学习英语的目的，没有真正认识到学习英语的目的在于交流；有些同学在学习中缺乏小组合作意识；不能做好课前预习课后复习，学习没有计划性和策略性；不善于发现和总结语言规律，不注意知识的固定和积累。

五、具体措施

1.认真钻研教材和课标，精心备课，认真上好每一节课。确定每堂课的基础内容，预备内容和扩展内容，满足不同层次学生的不同要求。

2.充分利用现有的教学设备，加强直观教学，提高课堂效率。

3.在教学中根据目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、交流和合作等方式，学习和使用英语，完成学习任务。

4.关注学生的情感，营造宽松、民主、和谐的教学氛围。多与学生沟通，了解学生学习状况和需求，及时改进教学中存在的问题和不足。

5.积极开展丰富多彩的英语活动，提高学生兴趣。如单词接龙比赛，朗读比赛，英语手抄报比赛，学唱英文歌曲，课前五分钟活动等。

根据教学内容不同对不同层次的学生进行分层教学。注重个别辅导。在面向全体学生的基础上培优补差。

6.每天要求学生背诵课文的对话或短文，每天记当天学过的单词并在下节课进行听写。每组成立2位组长负责抽查组员的背诵和记单词情况。老师每天进行检查。进行阶段性检测并且进行检测分析。

7.针对学生写作能力差的问题，每周要求学生写一篇英语作文，每周要求学生从课外阅读两篇英语短文，并准备专门的阅读摘抄本，教师定期检查。

8.提高家庭作业设计的艺术。作业设计不能局限在抄写单词短语、课文等项目，要布置有针对性和实用性的任务。

9.不断学习，加强自身素质和业务能力。 六、教学进度安排 1

第一周：上期期末试卷分析及教学准备工作 第二至第三周： 1 I`m

第三至第四周：

2 I’

第四至第五周： 3

2

第六至第七周： 1

a 第七至第八周： 2 I

第八至第九周： 3

? 第九至第十周：

1-2

3

第十一至十二周： 1 ’s

? 第十二至十三周: 2

!

第十三至十四周： 3

? 4

第十四至十五周： 1 ’s ?

第十五至十六周： 2

? 第十六至十七周： 3

.第十八周：

3-4 第十九至二十周：期末复习迎接考试 第二十一周： 期末考试，质量分析，总结。

仁爱英语八年级上册教学计划

仁爱英语八年级下册教学工作计划

仁爱英语八年级教学工作总结

仁爱七年级英语教学计划

仁爱英语九年级教学计划

小学英语课件(推荐九篇)

居安思危，思则有备，有备无患。作为一位幼儿园教师，我们希望能让小朋友们学到更多的知识，教案的作用就是为了缓解学生的压力，提升效率，有了教案的支持可以让同学听的快乐，老师自己也讲的轻松。你知道怎么写具体的幼儿园教案内容吗？也许"小学英语课件(推荐九篇)"就是你要找的，还请你收藏本页以便后续阅读。

小学英语课件【篇1】

Step 1 Warming up

Well begun, half down.良好的开端等于成功的一半。上课刚开始，让学生在轻松的音乐声中步入课堂，使他们的听觉、视觉、思维都进入英语的状态。我选用了两首歌曲。第一首是前一单元的"What‘s in the classroom?",第二首是"Cheese and sandwiches.",由这首歌自然过渡到复习食物类和餐具类单词。

Step 2 Revision

分三个环节复习：

1利用事物，师生自由对话

可用句型：What‘s this? What are those/these? What’s on the desk? 注意对单词单复数形式的操练。

2 Magic eyes游戏：What‘s in the bag?

引出单词：egg bread 并板书。

根据学生的回答渗透句型：There‘s no …in/on…并且抓住课堂契机，巩固这一句型。板书句型。

如：Is there any water in the glass?

No. There‘s no …in…

3 Magic ears听敲击餐具的声音，猜单词。带出新单词：fork knife并板书。

通过视觉、听觉不同角度调动学生感官，是学生的思维兴奋起来。适时教学生如何使用刀、叉。自编了一个chant:

Left, left ,a forkRight, right, a knifeCut, cut, cut a sliceEm, em, very nice.

Chant短小、押韵又欢快，学生乐于接受。

Step 3 Presentation

1 借助课件，设计情境，复习中带出新知。

T: I‘m a little hungry. Let’s go to Mrs. Brown‘s kitchen.

What‘s in the kitchen? Look and guess. I can’t see any food. Where are the foods? Where‘s…？利用表情和语调启发学生猜想 where’s…？并板书。也可以让学生亲自操做电脑，调动学生积极性。

2 由课件上的鸡蛋过渡到实物鸡蛋。

a. T: Look, I have two eggs.把鸡蛋放到盘子上问：Where are the eggs?

b. 再把鸡蛋放到别的位置，问：Where are the eggs?并板书。

c. 学生模仿，用自带的事物问老师，互相问。

3 游戏"Hide and seek"

学生自藏所带的实物，让其他人猜。

在复习旧知时自然带出新知，用清楚的演示和简单的对话一子引导学生抓住重点句型，并通过及时操练巩固，使学生加对句型的理解。

Step 4 Practice and consolidation

这一环节旨在进一步巩固句型，通过课件中的情境，混合操练单复数句型。课件设计的情景是Li Min家的厨房，李敏在为自己的生日晚会准备食物，这里有意突出为生日晚会做准备而找食物，为下面根据情景表演对话做准备。

Step 5 Read and say

1 Listen

2 Read

3 Answer my questions

4 Read in roles

5 Act out

先听后读，再提问，帮助理解，分角色读，再让学生表演。通过前面对课文重点句型和单词的操练，已降低了课文的难度，这次表演是指名个别同学随机组合，是分角色朗读的提高，为下一步在新情境中编对话做铺垫。

Step6 Make up dialogues

课件中创设了一个情境，假设今天是你的birthday, you want to have a birthday party, but you do not know where the foods are, you go to ask your Mum and Dad.句型混合操练时，我已初步出现了为birthday party 做准备这一情境，然后通过课文的表演，过渡到在新情境中编对话。主要采取先分小组练习，然后进行小组汇报表演的方式完成这一。

小学英语课件【篇2】

一、说教材

1、教材简析：我说课的教材是牛津小学英语4A第八单元。本单元的主要教学内容是祈使句。通过各种肯定与否定句式让学生掌握“请别人干某事”和“叫别人不要干某事”的英语表达方式。此课作为第八单元，承接在第七单元《It’s late》的后面。在教授时，教师可以用动作、表情和手势帮助学生理解这些表示命令、请求、建议的句子，并要求学生能在一定的情境中熟练地运用这些祈使句。

2、本课时教学内容本着“词不离句，句不离篇”的原则，以及学生的接受能力，我对第八单元教学内容的顺序进行了自我整合。作为第一课时：我安排了E部份：Read and act以及B部分：eat 、drink 、write 、read这四个单词，还适当拓展渗透了一些评价语：It’s late /early. It’s dirty /noisy /ugly等。

3、教学重点、难点和关键根据本单元的教学要求，我把本课的教学重点设置成能听懂、会说、会用一些简单的祈使句。教学难点是能让学生在实际情境中运用这些句型。教学关键是让学生通过模仿、学习表演和完成任务等各种教学形式，掌握这些句型。

4、教学目标根据本单元的教学内容、重点和难点，我确定了一下教学目标：

（1）语言知识与技能目标：能听懂、会说、会运用日常交际用语中一些简单的祈使句。如：Read the storybook. Don’t watch TV.

(2)情感态度目标：培养乐于模仿、敢于开口、积极参与的学习态度。

(3)学习策略目标：能积极与他人合作，共同完成学习任务。

(4)文化意识目标：让学生养成良好的行为习惯和学习习惯。如不在课桌上、书本上乱写；不在图书馆大声读书；不吃、不喝脏的食品；早睡早起等等。

二、说教法和学法

1、采用“任务型教学方式”，通过设置各种现实情境，让学生在我的指导下感知、体验、参与、合作、实践、培养学生在用中学，学中用的良好习惯。

2、根据语言整体输入与输出的原则，采用语言整体教学法，以句为单位进行教学，培养学生用英语整体思维的习惯。

3、根据四年级学生形象思维占主体的特点，我采用直观情景教学法。运用多媒体创设情境，辅助教学。让学生在情景中学，在情景中用，培养学生在真实情景中灵活运用语言的能力。

三、说教学过程

根据任务型教学原则和本课的教学实际，我设计了以下教学过程：

（一）热身活动，引发兴趣，以旧带新。

Game 1:听命令，作动作，复习一些表示命令的短语。如：Stand up. Sit down. Look at the blackboard. Open your book . Close your book .Come here.

Game 2:看动作，说短语，复习一些学生已经学过的短语。如：get up , have breakfast , go to school , gohome , watch TV , go to bed , play basketball , play the piano等。

（设计思路：这两个游戏的安排，一下子就把学生拉入学英语的氛围中，调动学生全身心参与，而且为下面的教学起到了以旧带新的作用。）

（二）呈现新知，预备任务。这一层次的教学分三个环节：

1、巧妙过渡，引出新知。多媒体出示一只钟（时间显示7：00）

T：What’s the time?

SS：……

T：It’s time to go to school . Shall we go to school now ?

这几个句型学生们已经学过，学生在已有知识的前提下，必然会回答：Yes. /OK. /All right .在此基础上：教师直接引出祈使句：Go to school now .（并板书Go to school.）教师问：Shall we have breakfast now?（连说三遍）引导学生回答：No.教师在此时适时说出：Don’t have breakfast. It’s late. It’s time to go to school .（并板书：Don’t …… It’s late .）(设计思路:通过这一环节,首次给学生呈现祈使句的肯定形式与否定形式,让学生有一个感性认识,为接下来的'教学,便于学生模仿,操练,灵活运用奠定基础.此外,我设计的评价语It’s late. It’s early.在《Unit 7 It’s late 》中或已学过，或已提前渗透。以及在下面带到的短语have lunch均在第七单元时就渗透了。)

２、引用旧知，二次呈现

多媒体继续出现种的画面（时间显示白天１１：３０）教师问：Shall we go home ?学生回答：No. It’s time to have lunch .教师适时说：Don’t go home. It’s early .It’s time to have lunch . (设计思路：这里是第二次呈现祈使句的肯定和否定形式。熟话说得好：一次生，两次熟。学生的思维记忆就会再加深一次印象。)

３、学习新单词eat drink

承接上一环节It’s time to have lunch.教师说What’s for lunch?（午餐吃些什么呀？）多媒体出示一些吃的食物，喝的饮料，教授单词eat和drink.在单词的读音上，由tea teacher clean引出eat

由dress和think引出drink（可尝试由学生自己归纳，读出。）随后本着词不离句的原则，让学生看着画面上的内容用Eat…… /Drink……来造句。比如：Eat the cake / hamburger/ bread . Drink the milk / coffee / juice等等。 (设计思路：借着这个环节，让学生一方面练习了eat和drink，另一方面又顺便复习了食品类，饮料类单词。)接着，借助多媒体创设一些食物和饮料洒落在地上的情景。引导学生用Don’t eat…… Don’t drink……练习。教师适时引出评价语

小学英语课件【篇3】

一、说教学理念：

有了前面两年学习英语的经历，五年级学生 了一定的英语水平，更何况这一课时的设计是来源于学生日常生活的实际，因此，这一课时主要是训练学生的口语交际能力，让学生能说，让学生会说，让学生想说，本课时主要通过已学知识点，从日常的生活中入手，激发学生想说的欲望，在由浅到深，循序渐进，运用“脑筋激荡法”引导学生回忆旧有的英语词组，如家务类 clean the bedroom 运动类 play pingpong 休闲类play chess等

二、说教学内容

今天我说课的内容是人民教育出版社出版的PEP Primary English Book 6 Unit 1 This my day partB 的Let't learnd的学习和创编，主要学习句型 what do you do on the weekend? 以及词组climb mountain go shopping play the piano visit grandparets go hiking 引导学生说出play pingpong fly kite play basketbal go swimming play chess 等，家务类和休闲类的词组

三、说教材

本节课是词组教学。它是在学生巩固已学句型“when do you do…（get

up go to bed go to school等）引导下学习句型”What do you do on saturdays “从而引出词组”climb mountain go shopping play the piano visit grandparets go hiking 以通过学生对句型和词组的掌握，引导学生尽可能多的新的词组，如“play pingpong fly kite play basketbal go swimming play chess 等”家务、休闲以及体育类的词组

本课时虽然容量大，但难度不大，主要是在文本益友的基础上，强化学生对句型的巩固，并且让学生在轻松愉悦的环境中，集思广义，让学生在小组讨论中，挖掘与文本有关的知识点，让学生插上记忆的翅膀，回忆出三，四年级时，学过的英语知识点，形成总的知识点，碰撞出思维的火花，这样的学习氛围深受学生的喜欢。

四、说教学目标

《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。在认真分析教材的基础上，我针对学生实际，将本课时的教学目标及重，难点确定如下：

1、知识目标

（1） 使学生能听、说、读、写climb mountain go shopping play the piano visit grandparets go hiking 等词组。以及在小组讨论下，挖掘出原有的知识play pingpong fly kite play basketbal go swimming play chess 以及家务类与休闲类词组

（2） 理解掌握句型：“What do you do on……？ 以及回答”I often……“等句子，并且能运用到日常的生活当中。go shopping

2、能力目标：

（1） 能听懂Let'chant中的指令并做出相应动作。，如climb mountains

（2） 能根据本新词组，回忆旧知识点，或者是部分学生说出更多的新词组

3、情感目标：

（1） 激发学生学习英语的兴趣，使学生树立学习英语的自信心。

（2） 培养学生的合作交流能力。

五、说教学重点

1、学习新词组climb mountain go shopping play the piano visit grandparets go hiking 以及句型 ”What do you do on……？ 以及回答“I often……

2、以文本知识为基础，挖掘体育、家务、休闲类词组

六、说教学难点

1. 培养学生合作学习的能力。，同时注意培养学生学习英语的兴趣， 树立自信心。

2、单词mountain引导学生分音节模仿读音，掌握拼写，强调字母组合ou 发（ ），ai发（ ）。将单词grandparets分为grant和parets让学生掌握

3、在小组讨论的前提下，在学生挖掘已有的知识点和新的词组

七、说教学准备

Let'learn 、let'sing 和Let'chant的录音磁带 -

.以及卡片go to bed get up have dinner eat breakfast play sports do morning exercises .以及短语卡片 climb mountains go shopping play the piano visit grandparents go hiking 以及卡纸

八、说教法、学法

为了突破这堂课的重、难点，根据小学五年级学生好奇、好胜、内敛、爱面子、表现欲旺盛等生理和心理特点，我主要采取了以任务型教学模式为主，以活动，合作为主线，让学生在教师的指导下，通过感知、体验、实践、参与和合作、游戏感悟等多法并用的方式组织教学。彻底改变传统的”讲授\"的教学模式，促进语言实际运用能力的提高。

九、说教学过程

Review 复习

活动一，复习句子 when do you do……以及已教的单词get up 等

教师说：on Saturdays and Sundays, we dont go to school ,It is fun Ok Let's chant

Warm up （热身）

活动二

仔细听Let's chant ,让学生说出在chant中听到的单词或短语

教师问：What do we do on the weekend?

学生答：I often ……

复习巩固词组climb mountain go shopping play the piano visit grandparets go hiking

Presentation（新课呈现）

活动三：教师呈现课件 很多形象生动的图片有 climb mountain go shopping play the piano 也有课外创编的play pingpong fly kite等

教师让学生同桌合作 一问一答 教师问学生，学生来回答：I often play pingpong、fly kite and go shopping 等等

活动四：脑筋激荡法

小组讨论，除了原由的词组，还有那些也是我们已学的，或者其他同学课外学的。如 休闲类， 体育类 家务类等，各小组集思广义把讨论的结果记录在小组的卡纸上。

活动五：我的地盘我做主

各小组汇报讨论的结果，让代表者用句型I often…… on the weekend

而讨论的词组则以动作的形式来表现，让全体同学参与竟猜，猜对，把词组书写在黑板和幻灯片上，这样有利于活跃课堂气氛

Consolidation and extension

活动六 :小记者

用句型What do you do on the weekend? 收集班级的其他同学和老师的时间安排，从而进行汇报

活动七：人口大普查

有学生选择自己喜欢的同学进行采访，记录下来，可以是关于他的外貌，年龄以及双休日的安排，让其他同学精猜

教师在课件上出示引导性的句子供学生参考

1、He /she is……

2、He /she has……

3、He /she likes……

4、He /she often ……on the weekend

5、He /she……

十、教学总结

这节课不论是新旧知识的创编，还是游戏的设计，都尽可能紧地抓住学生，吸引学生，让学生积极参与到课堂中来。学生在玩中学，学中用，提高了课堂实效，培养了学生学习的兴趣。充分让学生主体参与、体验感悟、游戏巩固，尽量帮助学生树立学习英语的兴趣。

小学英语课件【篇4】

我要说课的内容是牛津小学英语3b教材中的 unit 3 family members 第二课时。在课改的背景下，本套教材避免了传统的缺点，强调了学生的`兴趣、经验等，能结合实际， 贴近生活，插图生动活泼。三年纪作为学生学习英语的启蒙阶段，还更加重视了学生的情感，使学生有一个良好的开端。这个特点在本单元中也得到了充分的体现。这一个单元分 a、b、 c、d、e主部分，主要是学习“认人”，与第二单元“认物”有相似之处，只是将物品转化为认识朋友的家庭成员，结构上仍然围绕一般疑问句展开，本单元还体现了教材重复出现的特点，复习了前一单元用 yes or no 回答等语言点，新语言点将在以后的教材中分散出现。 因此，本单元在整册教材中承上启下，具有特殊意义。

在第一课时中，学生已经能用is this…this is…i think.进行询问回答。能听懂会说 father, mother, aunt, friend 本课时的教学内容为用 who’s he/she?he’s/she’s your…i think. 进行询问回答。根据这一安排和学生整体认识水平，从知识教学，能力培养等方面考虑，我确立本课时的教学目标为：

1．能听懂，会说单词：daughter, grandfather ,grandmother son.

2．能听懂，会说日常用语：who’s he/she? he’s/she’s… he’s/she’s your… i think. yes, he/she is . no, he/she isn’t

3. 能运用所学句型造句进行对话表演和口语交际。激发学生学习英语的兴趣，培养学生的学习能力。

教学重难点：

1.能听懂、会说日常用语： who’s he/she? he’s/she’s… he’s/she’s your… i think.

yes, he/she is . no, he/she isn’t

2.能听懂单词、会说单词：daughter, grandfather, grandmother , son.

为落实以上目标，我设计了以下教学过程：

一. 复习导入

用word puzzle呈现新单词son/daughter/father/mother, 并结合句型拼读单词，这种方式很新颖，通过father and mother i love you! 这句话来揭示本节课主题family

二．呈现新知

1.read and guess，帮助学生已旧引新，建立英语思维，如father’s father=grandfather / father’s mother=grandmother

2.借助helen’s family tree，图文并茂，复习巩固8个家庭成员，并请学生模仿helen介绍自己的家庭成员。

3.结合自己的照片，通过句型he’s/she’s…向同组同学大方介绍自己的家人。教师先与一名学生做示范。

4.通过rhyme复习who’s he/she?

三．复习巩固

1. 展示照片，出示句型is she/he your…? yes, she/he is. /no, she/he isn’t.

2. 通过part c，图文并茂，操练所学句型。

四．总结

1. words: grandfather/grandmother/father/mother…

2. sentences: is she/he your…? yes, she/he is. /no, she/he isn’t. who’s he/she?

五．拓展draw and guess

通过画一画你的家庭成员，复习并巩固所学单词和句型。

六．作业

1. 搜集其他家庭成员的名称。

2. 借助照片，向你的好朋友介绍自己的家人。

综上所述，可以看出，我努力以课程标准为指导，以活动为方式，变课堂为生活，运用情景法、观教学法、多媒体辅助法，使学生以生活为课堂，逐步提高自己的综合语言运用能力，形成自主学习的能力。

小学英语课件【篇5】

一、说教材

本课是义务教育牛津小学英语4a第九单元what’s the matter？第二课时的教学内容。

这课主要是以表述感觉为主，通过学习，让学生们了解到如何询问他人状况，并能够用准确的词语表达自身的感觉。此外，对各种状况应给予什么帮助的练习，让学生们在掌握知识的同时，培养关心他人的情感，以及与人相处的能力。

二、教学目标

根据《课程标准》的要求，基于对课文内容的理解，以及对学生身心发展规律和认知规律的分析，我制定了如下教学目标：

1、能听、说、读、写单词hot、cold、tired、ill。

2、能正确使用日常交际用语：what’s the matter ？i’m…

here’s/here’re…for you.

3、能用贴切的形容词表述自己的感觉

4、通过看图说话，对话等教学手段，培养学生关心他人的爱心以及与人相处的能力。

三、教学重点、难点

教学重点：正确拼读单词和句子，能流利地用英语对话，并能用所学的单词和句子看图说话，培养学生关心他人的情感，以及与人相处的'能力。

教学难点：单词tired的读音以及能够正确用所学词语表达自身的感觉。

四、教法和学法

为了更好地实现教学目标，有效地突出重点、突破难点，依据现代认知理论及教学模式，在教学过程中，我采用了层次教学法。利用单词卡片，以复习结合新授的形式，用一节课的时间，通过单词学习、句型巩固、看图说话、游戏等方式，充分调动学生学习英语的积极性、主动性和创造性，极大地激发学生学习的兴趣和乐于用英语进行交流的习惯，让学生们在实际的操作过程中，主动获取知识、运用知识，发展能力，从而提高学生的运用能力和学习意识。

五、教学过程

为了系统、合理、高效地实现教学过程，本着以学生为主体，教师启发为主导的原则，我把教学过程分为4个环节：

（一）复习导入

该环节主要是复习与新知识有密切联系的旧知识，为新知识的引入做铺垫，使他们立刻参与到英语会话课堂这个情境中来，为进一步探究新知凝聚了动力。

首先，根据英语愉快教学模式，使学生在教学活动开始便处于认知的活跃状态，为以后的教学过程创设的开端，我和同学们会进行对话等口语交流，接着通过让学生跟唱本课f部分的歌曲，让学生在对话与歌曲的双重合作中，复习前两节课所学的单词和句型，自然而然地为新内容的学习做好认知准备。

（二）学习新知

在这一环节里，我主要是分层次，由浅入深进行教学。具体步骤如下：

1.在前面复习引入的基础上，出示另几张表示感觉的单词卡片，并让学生通过跟读、拼读、集体读、自由读等形式，使学生在已有的认知水平上掌握单词，特别加强单词tired的练习，这样的设计，符合学生的认知规律，突破了难点。

2. 根据第一节课学习的内容，请同学们用what’s the matter ？句型对黑板上的感觉形容词进行提问，同时用身体动作将感觉表示出来，这样的设计，让同学们在学习知识的同时，将身体动起来，打破课堂的沉寂，同时也让他们真正了解本课几个形容词的意义，并能准确表达出来。

3.根据探究式教学的原则，在这个环节，首先出示书本c部分的挂图，让学生就每个对话的第一幅图，用所学句型进行对话练习。接着，请同学们根据挂图中感觉的表示，用 “here ...for you”的句子提供相对应的帮助。最后，请同学们带着问题认真思考如何就单、复数进行提问。在整个探究答案的过程中，同学们既了解了对话的主要内容，突出了重点，又培养了学生用英语思维的能力。（三）巩固提高

在这个环节里，我主要是运用单词卡片，用所学的句型对学生进行提问，并根据他所表述的感觉给予一定的物品，如饮料、食物等，接着请拿到物品的同学们学着老师的样子请其他同学回答，通过这样的对话练习，吸引学生用所学的知识对本课的单词、重点句型进行复习，提升他们学习的兴趣，并在听说的基础上，让学生书写单词及句子，提高学生的读写水平。

（四）全课总结

儿童的注意力可持续时间是有限的，除了可以用游戏调动他们的积极性以外，还应适当地增强他们的成就感和自信心，因此我设计了一个连线题，将所学的感觉形容词与相对的应采取的行动写在黑板上，看谁能够快速连好单词与动作，并对表现好的学生及时给予奖励，从而激励他们大胆实践、体验成功。最后，布置作业，作为对全课的检验和总结。

板书设计

本课板书，主要围绕重点句型来设计，以帮助学生理解、熟悉句型和单词

tired ill

hot cold what’s the matter ?

hungry thirsty here’s/here’re…for you.

练习(连线)

tired see a doctor

ill go to bed

hot fan your face

cold stamp your feet

hungry have some water

thirsty have a cake

牛津小学四年级4A英语Unit 9 What’s the matter说课稿

小学英语课件【篇6】

小学英语说课稿：《Holiday》说课稿范文

说教材：

1. 教材内容

本节教材重点围绕节日展开，围绕人们经常如何度过节日展开话题。本课时要求学生能掌握四个节日National Day, Halloween, Christmas, Spring Festival 及句型What do people usually do at ….? I… .并能自由交流如何度过假日。在本课中did引导的一般疑问句及回答也是新知之一。因为在前面第三单元己出现了be 动词的过去式，所以学生在学习的时候这方面比较容易掌握。

2.教材的地位

本节课所选的教学内容是牛津小学英语6A Unit 6。本单元教学围绕节日展开。在询问节日这部分，学生已有了前面第三单元的知识铺垫，比较易于深入与扩展。这样的安排，既体现了教材循序渐进、由难到易的编排意思，又符合学生的知识水平和认知水平。关于人们如何度过节日这一话题，特别是西方的节日，。则需要学生课后及时收集资料。在实际教学中，本课采用旧话题先教新句型，再用句型引新知的`方式展开，这样既便于学生接受掌握，也体现了教学内容之间的连贯性。

说目标：

1. 教学目标

新课程强调知识与技能、过程与方法、情感态度与价值观三个角度的有机结合，本着这样的认识，我制定如下教学目标。

[认知目标] 学生能听、说、读短语及单词：visit relatives and friends , go to parties, dress up in costumes, ware masks , make pumping lanterns, eat lots of delicious food , National Day, Christmas, Halloween, Spring Festival , favourite ; 能运用 When’s … ? What do people usually do at …? Did you….last …? Yes , I did./ No, I didn’t.等进行口语交际。

[能力目标]能用英语交流在假日中的活动，部分同学能用英语流利介绍节日的有关情况。

[情感目标] 通过活动、游戏使学生产生学习英语的兴趣;让学生敢于、乐于开口，积极参与交流。并让学生在学习的过程中，培养他们的合作意识和竞争意识。

2. 教学重难点

教学的重点是让学生掌握词组，能运用词组进行交流，初步锻炼学生运用词组描述节日的能力;难点是让学生认识时态的变化，及意识到词组的不同运用能造就语言的丰富性。

说教法：

1. 教法设计

根据英语这门课本身的特点及六年级学生的兴趣，我通过设计具体形象的情景，以旧带新，不断滚动知识点，以此来分散教学难点，让学生直观地感知与理解。同时创设数个任务活动，从单词到短语到句子到对话到片断，使学生在师生、生生之间的多向交流中进行有意义的练习与实践，充分发挥他们的学习主体性，培养他们学习致用的能力。

2. 学法指导

引导学生通过比较、观察、猜测的方法逐渐感悟新语言项目的功能，让学生在多层次的练习中体会到学习英语时“运用”的必要性，鼓励学生积极思维，大胆尝试。

3. 教学手段

根据本课的教学内容、教学目标、学生的年龄特征和心理特征，为了更好地激发学生学习兴趣，从而能积极主动参与学习。教学中运用多媒体课件、图片等教学辅助手段，置抽象的句型于一个个生动的情景、游戏之中，不仅使学习过程自然轻松，更能较好地启智开思。

说过程：

1.热身( Warm up)

(1)宣布本节课的学习方式:小组竞赛。以座位分成四个参赛小组，按每个同学的课堂表现为本组加星，课末评出WINNER。然后，开始“每课一句”，本节课所教授的句子是“Lite is long if you know how to use it.”

[设计意图] 学习方式的宣布让学生对本节课充满了兴趣，激起了他们的斗志和为本组争星的表现欲。“每课一句”是我在六年级开始每堂课上设置的一个必备环节。这个环节主要教学生一些妙言警句。这些句子既丰富了学生的词汇量，提高了他们的表达能力，同时也让他们学到了地道的英语表达方式。从而为学习英语创设一个良好的氛围。

2.以旧带新 [lead in ]

提供话题Birthday，师生自由交流，然后用“How do you spend your birthday?”引出本课的新句型“What do you do on your birthday?” 进而再导入“ Did you … last birthday? “及回答。然后用Colour 话题引出句型My favourite ….

[设计意图] 通过旧知识滚出新知识，是我常用的教学方法之一。以旧带新，学生可以比较轻松地掌握本课的句型。同时把新句型和老话题融合。有助于培养学生的语言思维能力的开放性。

以上是小编为大家整理好的范文，希望大家喜欢

小学英语课件【篇7】

我说课的内容是牛津小学英语3AModule2Unit3Families第一课时。

根据我国基础教育阶段英语课程改革的精神，本套教材从视听说入手，注重培养听说训练，培养学生的语感。本单元是围绕“家庭”这个主题展开的，以描述和介绍为活动的主线，引导学生介绍家庭成员，感受家庭温暖。需要学生具备一定家庭称谓的词汇，一定描述性的形容词。

本单元分为六个课时，现在我就介绍一下第一课时的教学目标：

①巩固学习有关家庭称谓的单词：father，mother…

②能用Who'she/she？询问人物的身份，并能用She's/He's…正确回答人物的.身份。

③通过学生介绍家庭成员的过程中，让学生运用已学过的有关职业，高矮胖瘦等描述性的形容词，达到学以致用的目的

④让学生在小组合作学习的过程中，体会合作的乐趣，并通过介绍体会家庭的自豪感。

为落实以下目标，我设计了以下教学过程：

一、热身活动

①日常口语交际。

老师与学生之间进行简单的口语交际，让学生融入英语学习氛围中，慢慢走进英语课堂，并利用口语交际活动，让学生展示如何自我介绍，如何认识新朋友，并引入家庭这个主题。

②歌曲《xx》

交际活动后进行一小段歌曲的环节，使得课堂气氛活跃，为学生后面的大胆说做好铺垫。

二、新授：

①介绍Superboy。

老师和电脑之间进行对话，通过这个形式，把这节课的新授内容做了一个展示，同时通过这个环节练习了学生听的能力，并为后面学习这些句型和单词埋下伏笔。

②练习新单词及句型。学生在老师的指导下正确模仿每个单词的读音，并采用升降调培养学生的语调。让小组里开火车读一读，个别练习，老师纠错，帮助学生学的更加扎实。生与生之间互相传递图片练习句型更加真实有效。

③出示Superboy的图片，让学生观察图片并加上自己的想象力介绍Superboy的情况。这是为后面的小组活动做个范例，鼓励学生带上动作表演出来。

④个个小组根据老师提供的不同图片介绍Superfamily中的成员，小组合作完成介绍，让每个孩子都有机会得到展示。

三、扩展训练：

①出示一张学生的全家福照片。请这位学生起来介绍一下她/他的家庭成员。老师引导其他学生提出问题，可以问问家庭成员中喜欢的颜色或食物，年龄，职业等等……，起到示范作用，引导其他学生在接下来的小组活动中运用所学知识说得更加好。

②欣赏学生拍摄的DV并回答老师的问题。练习学生听和理解能力。

③小组活动：学生拿出自己的照片，小组里说一说，并小组里选用不同的表演形式上来展示。

学生通过整堂课的说与听的训练，基本完成了教学要求与目标，最后老师设计了让学生课后向自己的朋友介绍自己的家庭成员并制作一份家庭图谱，使得学生在课后能够继续把所学运用起来，并且做到既有动手的作业又有动嘴的作业，让学生的课后学习也变得有趣味性了。

小学英语课件【篇8】

一、说教材

本课是义务教育牛津小学英语4a第九单元what’s the matter？第二课时的教学内容。

这课主要是以表述感觉为主，通过学习，让学生们了解到如何询问他人状况，并能够用准确的词语表达自身的感觉。此外，对各种状况应给予什么帮助的练习，让学生们在掌握知识的同时，培养关心他人的情感，以及与人相处的能力。

二、教学目标

根据《课程标准》的要求，基于对课文内容的理解，以及对学生身心发展规律和认知规律的分析，我制定了如下教学目标：

1、能听、说、读、写单词hot、cold、tired、ill。

2、能正确使用日常交际用语：what’s the matter ？i’m…

here’s/here’re…for you.

3、能用贴切的形容词表述自己的感觉

4、通过看图说话，对话等教学手段，培养学生关心他人的爱心以及与人相处的能力。

三、教学重点、难点

教学重点：正确拼读单词和句子，能流利地用英语对话，并能用所学的单词和句子看图说话，培养学生关心他人的情感，以及与人相处的能力。

教学难点：单词tired的读音以及能够正确用所学词语表达自身的感觉。

四、教法和学法

为了更好地实现教学目标，有效地突出重点、突破难点，依据现代认知理论及教学模式，在教学过程中，我采用了层次教学法。利用单词卡片，以复习结合新授的形式，用一节课的时间，通过单词学习、句型巩固、看图说话、游戏等方式，充分调动学生学习英语的积极性、主动性和创造性，极大地激发学生学习的兴趣和乐于用英语进行交流的习惯，让学生们在实际的操作过程中，主动获取知识、运用知识，发展能力，从而提高学生的运用能力和学习意识。

五、教学过程

为了系统、合理、高效地实现教学过程，本着以学生为主体，教师启发为主导的原则，我把教学过程分为4个环节：

（一）复习导入

该环节主要是复习与新知识有密切联系的旧知识，为新知识的引入做铺垫，使他们立刻参与到英语会话课堂这个情境中来，为进一步探究新知凝聚了动力。

首先，根据英语愉快教学模式，使学生在教学活动开始便处于认知的活跃状态，为以后的教学过程创设最佳的开端，我和同学们会进行对话等口语交流，接着通过让学生跟唱本课f部分的歌曲，让学生在对话与歌曲的双重合作中，复习前两节课所学的单词和句型，自然而然地为新内容的学习做好认知准备。

（二）学习新知

在这一环节里，我主要是分层次，由浅入深进行教学。具体步骤如下：

1.在前面复习引入的基础上，出示另几张表示感觉的单词卡片，并让学生通过跟读、拼读、集体读、自由读等形式，使学生在已有的认知水平上掌握单词，特别加强单词tired的练习，这样的`设计，符合学生的认知规律，突破了难点。

2. 根据第一节课学习的内容，请同学们用what’s the matter ？句型对黑板上的感觉形容词进行提问，同时用身体动作将感觉表示出来，这样的设计，让同学们在学习知识的同时，将身体动起来，打破课堂的沉寂，同时也让他们真正了解本课几个形容词的意义，并能准确表达出来。

3.根据探究式教学的原则，在这个环节，首先出示书本c部分的挂图，让学生就每个对话的第一幅图，用所学句型进行对话练习。接着，请同学们根据挂图中感觉的表示，用 “here ...for you”的句子提供相对应的帮助。最后，请同学们带着问题认真思考如何就单、复数进行提问。在整个探究答案的过程中，同学们既了解了对话的主要内容，突出了重点，又培养了学生用英语思维的能力。（三）巩固提高

在这个环节里，我主要是运用单词卡片，用所学的句型对学生进行提问，并根据他所表述的感觉给予一定的物品，如饮料、食物等，接着请拿到物品的同学们学着老师的样子请其他同学回答，通过这样的对话练习，吸引学生用所学的知识对本课的单词、重点句型进行复习，提升他们学习的兴趣，并在听说的基础上，让学生书写单词及句子，提高学生的读写水平。

（四）全课总结

儿童的注意力可持续时间是有限的，除了可以用游戏调动他们的积极性以外，还应适当地增强他们的成就感和自信心，因此我设计了一个连线题，将所学的感觉形容词与相对的应采取的行动写在黑板上，看谁能够快速连好单词与动作，并对表现好的学生及时给予奖励，从而激励他们大胆实践、体验成功。最后，布置作业，作为对全课的检验和总结。

板书设计

本课板书，主要围绕重点句型来设计，以帮助学生理解、熟悉句型和单词

tired ill

hotcold what’s the matter ?

hungry thirsty here’s/here’re…for you.

练习(连线)

tired see a doctor

ill go to bed

hot fan your face

cold stamp your feet

hungry have some water

thirsty have a cake

小学英语课件【篇9】

一、教案背景

1、面向学生：小学六年级学生

2、学科：《剑桥小学英语Join in Book 3》

3、课时：1

4、学生课前准备：复习Join in Book2 Unit5 的“What time is it? ”,想想自己的作息时间。

二、教学课题

1、本节课是复习小学英语五年级Join in版本Book2 Unit5 Time的第一课时中，用“o’clock, half past?”表达时间的正点和半点，和用句型“What time is it?—It is ?(one o’clock).”询问时间。

2、复习一些短语，使用短语谈论自己的日常生活。

3、会用句型设置情景进行交流。

5、在教学中，陶冶小学生积极向上的精神。

三、教材分析

本节课既复习时间的表达方法，又学习常用生活动作短语，自然过渡到谈论自己的日常生活，让学生轻松学英语。

1、教学重难点

（1）熟练使用“o’clock, half past，a quarter?”表达各种时间。使用句型“What time is it?—It is ?”，让学生在不断的操练中，巩固已学的知识。

（2）复习以下短语“get up, go to school, have classes, have lunch, have sport, go home, do homework”等词。通过“What do you do? ”来操练巩固。

（3）活学活用“---What time do you ? ---I at .”，提高交流能力。

2、教学准备

根据教学实际和学校条件等，在百度中找合适的图片打印出来，同时让学生准备自己的作息时间表。

3、教学分析

著名学者布鲁纳说过：“兴趣是刺激学习。” 整个教学设计由老师引导，学生自主参与，导入情境、获取新知，然后巩固操练，合作创新，激发学生创造性地运用语言。

四、教学过程

（一）Warming-up热身。

课前问候，创造轻松的课堂气氛；

询问星期与天气，促进语言实际运用能力的提高

（二）Presentation 复习旧知、呈现新知

1、教师从袋子里拿出一个钟，然后调出各种时间，让学生回答。实物教学法，极大地激发了学生的兴趣。T：What’s this？ S: It’s a clock. T：What time is it? S: It’s?

(设计意图：运用实物教学法有利于充分调动的学习兴趣，激发他们的热情，也能体现英语学习的工具性和交际性等特点，挖掘学生学习潜能，培养他们的参与意识和语言能力，能真正达到以学生为中心的目的。

T: Please look at the blackboard, here are some sentences. Please follow me. It is half past six. Half, ha , ha ,half, half. Past, pa, pa, past past. OK, now read together. T: I am proud of you. Here is some time. Who can say it？

T: Well done. Let’s read together.

2、出示学生生活场景图片，复习动词短语。

T: What do you do? S: I get up.

（设计意图：通过复习以下短语“get up, go to school, have classes, have lunch, have sport, go home, do homework”等词, 为后面自如谈论日常生活打下基础。对学生的表现进行总结评价，以评价促发展，培养小组团队精神，激励学生大胆开口，积极活动，为小组争得荣誉。）

3、教师找一个学生示范，询问他的日常生活。

使用句型“---What time do you get up? ---I get up at six. ?”

（三）Consolidation巩固操练，互动合作

Ask and answer in pairs as the following.

S1: What time do you get up?

S2: I get up at half past six.

S1: What time do you go to school?

S2: I go to school at half past seven.

S1: When do you have four classes?

S2: I have four classes in the morning.

S1: What time do you have lunch?

S2: I have lunch at twelve.

S1：What time do you have sport?

S2: I have sport at a quarter past four.

S1: What time do you go home?

S2: I go home at ten past five.

S1: What time do you do homework?

S2: I do homework from seven to eight.

S1: What time do you go to bed?

S2: I go to bed at nine. ?教师在教室里巡视，帮助学生解惑。

最后让两个学生示范表演。

T: Wonderful. I am so proud of you. Good boys, good girls.

（四）Summary

T: This class, we learn to master key words and expressions, and we also learn to talk about own daily lives. At last, make sure who the winner is. We must work hard. Ok, class is over.

（设计意图：通过对知识的小结，帮助学生将本课的信息进行加工、储存，从而明确教学重点和难点；对学生的表现进行总结评价，以评价促发展，培养小组团队精神，激励学生大胆开口，积极活动，为小组争得荣誉。）

（五）Continuation课外延伸

Ask pupils to know about the children in other countries on Internet after school.(设计意图：了解外国小朋友的作息时间，让他们对外国文化有一定的了解，感受中西文化的异同。) Homework:

1. Tell your own daily life to your friends, and write it down.

2. Look at part7. Learn about the little boy’s daily life. Talk about his life.

幼儿园英语课件8篇

经验时常告诉我们，做事要提前做好准备。作为一位幼儿园教师，我们希望能让小朋友们学到更多的知识，教案的作用就是为了缓解学生的压力，提升效率，教案有利于老师在课堂上与学生更好的交流。所以你在写幼儿园教案时要注意些什么呢？请你阅读小编辑为你编辑整理的《幼儿园英语课件8篇》，欢迎大家与身边的朋友分享吧！

幼儿园英语课件 篇1

活动目标：

1、提高幼儿学习英语的兴趣，培养幼儿的语感。

2、进一步锻炼和提高幼儿的口语表达能力。

　活动准备：

1、课件-音乐动画片：热身运动(warm up)

2、幼儿用书人手一份，光盘。

活动过程：

　一、音乐动画热身运动(warm up)

On the road, I see a car.

I see a car go BA BA BA.

On the road, I see a lady.

I see a lady in a taxi.

二、主题活动(topil)

1、找一找游戏：

请幼儿翻开英语书Lesson eight：at the zoo 这一课的练习，

看看动物园里都有哪些动物?。当老师说lion(狮子)的时候，

小朋友就把lion的贴纸贴上去，看谁贴得快呀!依次进行，

让幼儿在游戏中复习单词，提高幼儿的兴趣.

2、看光盘

教授本课的课文：hello,hello, how are you? I am happy to meet you. Let us go,

two by two, Two by two go to the zoo.鼓励幼儿根据对课文的理解，

配上自己自编的动作。反复练习几遍之后，请说的好的小朋友上台来进行课文表演。

3、学习课文律动，观看VCD，让幼儿在光盘音乐的伴奏下，一起和老师来做律动!

　三、游戏活动(game)

找卡片游戏：教师把本课的动物卡片分别藏在教室的各个角落里，

让幼儿来找一找，找到卡片后幼儿要高举卡片大声的说出单词，

看看谁找的又快说的有准，对表现好的幼儿给予奖励。

四、总结叮咛(follow)

回家去把所学的动物单词讲给爸爸妈妈听呀，别忘了听一听本课的磁带和看VCD呀!

频道小编推荐： |

幼儿园英语课件 篇2

小小班活动——fruit

教学目标

1认清孩子们熟悉的水果：梨。

2在游戏中巩固梨的发音。

3.学习歌曲：《good morning》

活动准备

一个梨模型，一张卡片和两个木偶。

教学过程

1，上课前的热身时间

1． 歌曲：good morning

2． 问候与对话：

t:hello！

s: hello!(让幼儿熟悉、了解这个词。能回应我说出hello的幼儿我会与其击掌。)

二、展示知识点

1．快速闪出梨子的模型，猜出水果，引出单词pear(触摸游戏)2.拍卡片游戏

三、玩游戏巩固知识点

触摸游戏——拿着梨模型，让每个孩子触摸并说出单词。

拍卡片游戏----幼儿要猜出老师出示卡片的方向并先拍到卡片为赢。

四、结束

活动反思：(小小一班)在教学单词过程中，音标方面可以只出示两个，不用出示三个音标这么多，因为p的发音对于小朋友们来讲不是难点。当你表演木偶的时候，你可以再教一个词熊猫熊猫。

还有玩游戏的时候可以两个小朋友一起玩，如果有一个小朋友不懂我的指令时，可以带动另一个小朋友玩游戏。我觉得还是把单词编成童谣或chant会更有趣味性，因为只读单词我感觉很枯燥，可增强这方面的趣味性。在教学全过程当中小朋友能跟我做动作，玩游戏，学单词，在教学中尽量放开与小朋友们玩。

幼儿园英语课件 篇3

幼儿园小班教学是非常重要且有挑战性的任务，尤其是英语课程的教学。在这篇文章中，我将详细、具体且生动地讨论一堂幼儿园小班英语课程中的“hello”教案，并进行反思。

首先，我会介绍教案的设计和目标。这堂课程的目标是教导幼儿学习和使用英语问候语“hello”，并能够正确地回应问候。为了实现这个目标，我设计了一堂互动、有趣且富有创意的课程。

第一部分是课堂热身活动。我决定利用多媒体资源，播放一段有趣的英文儿童歌曲视频，其中包含了问候语“hello”。通过观看视频，幼儿们能够感受到英语的节奏感和韵律，并迅速进入学习英语的状态。

接下来，我设计了一些互动的游戏和活动来巩固幼儿对“hello”的理解和应用能力。首先，我打印了一些卡片上面写着不同的问候语和回应，然后把幼儿分成小组，每个小组从一堆卡片中选择问候语。然后，他们走到其他小组并用正确的问候语向对方问好。这个游戏可以帮助幼儿们练习使用“hello”进行实际对话。

然后，我设计了一个名为“Hello Round”的活动。在这个活动中，每个幼儿把自己的名字写在一个纸条上，并放入一个盒子里。每个幼儿抽取一个纸条，然后找到相应的同伴并用英语向他们打招呼。通过这种方式，幼儿们能够增强自己的自信心和英语表达能力，同时也加深了彼此之间的交流。

最后，为了巩固幼儿对“hello”的记忆和应用，我设计了一些拼图游戏和课堂表演活动。在拼图游戏中，我打印了一些拼图，上面写着不完整的问候语和回应，幼儿需要合作完成拼图，并用正确的问候语和回应填充空白部分。在课堂表演活动中，幼儿们扮演不同的角色，以小组为单位进行问候对话表演。这些活动既加深了对“hello”的理解，也锻炼了他们的团队合作能力和演讲技巧。

通过这堂课，我发现幼儿在短时间内能够掌握并正确使用“hello”。他们充满了学习英语的兴趣和热情，并表现出很强的参与度。然而，我也意识到有些幼儿在学习过程中可能会遇到困难，特别是在正确发音和回应的时候。因此，我在接下来的课程中会提供更多的练习机会，并注重个别辅导，以帮助他们克服困难。

在反思中，我认为这堂英语课程的教案设计成功地激发了幼儿们的学习兴趣和参与度。同时，我也意识到了一些需要改进的地方，比如更多关注幼儿个别差异和提供额外的练习机会。通过不断反思和改进，我相信我能够更好地教导幼儿们学习英语，并在未来的教学中取得更好的效果。

幼儿园英语课件 篇4

活动名称：EnglishsongDoyouknowthefireman

活动目标：

1、感受歌曲节奏特点，喜欢和老师小朋友一起用英文演唱，游戏。

2、结合图片实物了解歌曲中人物的职业。

活动准备：

1、图片：医生、护士、警察、司机、厨师

2、玩具：听诊器、注射器、枪、方向盘、锅铲玩具箱

3、已掌握一些职业的名称

活动过程：

1、师生问候，引出主题，并复习以前掌握的人物职业名称。

T：Hello,boysandgirls.

C：Hello,Jane.

T：Youraremygoodfriends.butIhavelotsoffriends.

Gue!Whoarethey

（逐一出示图片，引出新单词fireman.）

T:whatsher/hisjob

C:she/heisadoctor/nurse/policeman/cooker/driver.

2、发现新的图片，接触新名称fireman.

由教师的提问：whatshisjob

T：so,ifsomeoneaskme:Doyouknowthefireman？

Icansay:oh,heismybestfriend.

3、结合图片欣赏歌曲。Listentothetape,andshowkidsthepicture.

4、Teachersingsasongagain.

---Doyouknowthefireman

---Thefireman,thefireman

---Doyouknowthefireman

---Oh,heismybestfriend.（先指图片再指自己）

5、根据歌曲内容提问，幼儿将听到的词句反馈出来。教师特别讲解Doyouknowxxx的用法，以及bestfriend的含义。

6、集体演唱歌曲。

7、分小组选择不同图片，改编歌词，自编动作演唱。

8、玩游戏：Doyouknow

大家问一个幼儿Doyouknowdoctor？这个幼儿就从玩具箱中摸出相应的玩具听诊器，作看病的动作。

延伸活动：

布置一个装扮区，提供各种职业的服装和用具，幼儿在自由装扮中，加深对各种职业的了解，并用到相应的对话。

幼儿园英语课件 篇5

幼儿教育：________

教师学校

日期：______年_____月_____日

英语活动: nose cap

教学内容：英语

带着cap小娃娃，鼻子nose不见了

快来快来帮帮他，贴上nose好回家。

活动目标：

1.学习“鼻罩”一词并学习民谣

2通过学习，让孩子感受到学习英语的乐趣，对英语产生浓厚的兴趣

活动准备：

1、议长正方形的纸做帽子

2有两个可疑的动鼻子的洋娃娃的**

3、一顶纸做的帽子，两张鼻子卡片有大小差别

活动过程：

一、学习单词

1、出示正方形的纸

师：这是什么？（纸）我的本领可大了，我是一个魔术师。我可以把它变成别的东西。仔细看看。我能用它做什么？ 变变变……

2、教师制作帽子

师：变成了什么？帽子

帽子说：“我的名字叫cap，小朋友们一起来叫我的名字 cap cap cap

3、游戏

（1）出示帽子戴在小朋友的头上，戴着帽子的小朋友大声地念 cap

（2）出示戴着cap的小娃娃，发现没有了nose传nose卡片，大的卡片就大声的念，小的就小声的念

4、出示娃娃

老师：你看到了什么？

婴儿自由自在地说洋娃娃头上戴着一顶帽子。

小娃娃有一个坏习惯，就是说谎，有一天他又撒谎了，看看发生了什么事？

小娃娃：“呜呜…… 我该怎么办呢，鼻子nose不见了，回家妈妈就不认识我了。

来吧，帮帮我，转动你的小脑袋，想出一个好主意。（小朋友自由讨论，引出贴鼻）

我们帮他贴上nose，告诉他贴上nose好回家。

娃娃：“我的nose回来了，我真开心，以后我再也不说谎了。

师：那我们小朋友要不要说谎呢？

5、复述刚才发生的事情

老师：我做了一首关于刚才发生的事的儿歌，这是我们今天要学的

老师示范一次

幼儿跟读

6、小结

游戏贴鼻子

画两个没有鼻子的小洋娃娃。他们的表情不同。请比较一下，看看谁先把鼻子贴上去。

幼儿园中班英语活动教案《this is a ……》

教学目标：

1孩子们能记住单词：星期一，星期二，星期三，星期四，星期五

2、幼儿可以认知有关交通工具的单词(公共汽车，小轿车，出租车，大卡车，吉普车，火车，摩托车，自行车)

3.儿童可以识别相关的动物单词

教学准备：

1、和交通工具相关的**

2、动物头饰

3、cd碟

教学步骤：

1老师和孩子们互相问候，互相问好。

2、认知和交通工具相关的单词(在进行这个环节的时候，老师可以引入一个小故事，告诉幼儿，你们将会看到许许多多的动物，可是，没有交通工具我们怎么能去看呀，所以你们一定要记住这些交通工具的名称，然后我们才能去看动物。当老师拿出一种交通工具的卡片时，老师先读一遍，然后让幼儿跟读，最后让幼儿练习句型“this　is a ……”.

3、认知和动物相关的单词(幼儿认知完交通工具后，老师可以告诉幼儿，你们可以坐着不同的交通工具去看动物了，你们看到了什么动物呢?这时，老师便可以给每位幼儿发一个动物的头饰，然后问幼儿，例如：“老虎在哪儿?

”，戴老虎头饰的幼儿便可以到台上来，自我介绍说“this is a tiger.” 其余的幼儿便说，：“oh，this is a tiger!

”依此类推。

4、认知单词：car(小轿车)，先让幼儿一起读单词，然后教幼儿单词中的字母的的读音。认知后，教师可以拼凑单词的字母来测试孩子的记忆力。

5、幼儿起立，一起唱“the wheels on the bus”(汽车上的轮子)，并和老师一起做相关的动作，形成互动。

本文至此结束，感谢您的浏览!

（资料仅供参考）

**修改即可使用

幼儿园英语课件 篇6

阅读活动《看小熊》

设计意图：《看小熊》这个故事不仅可使幼儿认识不同的花朵，同时还可以使幼儿学会互相关爱，体验朋友之间的友情。本班有一名小朋友在体育课上受伤了，在家休息，小朋友们非常想她，因此我想通过一个活动，引导幼儿学会关爱他人，学会运用故事中的语言，体验朋友之间的友情。

活动目标：1、回顾故事大意

2能在老师的指导下正确运用故事中的语言

三。学会关心和感受朋友之间的友谊

重点：能在老师的指导下复述故事的大意

活动难度：在老师的指导下，故事中的语言可以融入生活。

活动准备：1。熊，狐狸，松鼠，青蛙头饰

2、字卡一套

3、幼儿**，心形卡片每人一张

活动过程：1、谈话（用谈话的方式引出情景故事）

t:你有好看朋友吗？

你的好朋友是谁？

我也有一个好朋友。猜猜他是谁？

2、情景故事：看小熊

通过情景故事回顾故事大意

3、谈话：

t:小熊怎么了？他的心情如何？

都有哪些好看朋友来看她了？带了什么礼物？它们对小熊说了些什么？

出示字卡，引导幼儿看通过图标阅读句子）

如果你是熊的朋友，你会给他带来什么？并对他说什么？

4、**实例**（班上的一个小朋友生病了，通过幼儿对自己心情的描述，激发幼儿相互关爱的情感）

你们想mandy吗？你们想对她说什么？

5制作一张卡片（引导孩子们通过卡片表达自己的爱），让每个孩子说出自己的想法。

活动反思：孩子们能听懂故事，听从老师的想法，积极回答问题。当看到**里mandy小朋友问你们想我吗？

小朋友们都很大声回答：想。并急切地想给mandy小朋友制作卡片，表达自己的心情。

效果较好。

幼儿园英语课件 篇7

活动目标：

1、培养幼儿对英语的兴趣

2、复习用英语数数及单词arm、hand、leg、knee的正确发音

3、通过游戏促进幼儿交往能力和初步的竞争意识

活动内容：学习单词arm、hand、leg、knee

活动准备：arm、hand、leg、knee的图片。

活动过程：

一、开始部分引出主题

1、用英语问候Hello,boysandgirlsHello,Misschen师幼共同唱〈goodmorning〉

2、复习单词今天老师再来给小朋友变个魔术，Look,whatsthis？

It'sarm.师：Yes,教师问小朋友：你们的身体部位有哪些？nicetoseeyou幼：nicetoseeyoutoo师：Oh,verygood。身体上都有什么呢？Whowanttohelpme

二、学习身体部位单词师：Whatsthis

三、游戏比赛记忆单词师：小娃娃哭了？小朋友看发生了什么事？〈出示arm、hand、leg、knee的图片。幼儿积极讨论想办法。

我们都是一些有爱心的小朋友，那我们一起来帮娃娃找到身体部位，让她成为一个漂亮的娃娃吧。〈教师讲解游戏玩法和规则，要求幼儿到教室的每个角落找身体部位，找到的用英语说出名字，然后到其他小朋友那找另外的身体部位，在准备的没有身体部位的娃娃上组合成一个完整的娃娃。看哪组组合的最快，优胜组奖励笑脸娃娃粘贴一枚〉

四、游戏指一指

结束活动：

师：小朋友，小娃娃脸真漂亮，他们要回家了，先和他们说再见吧。幼：goodbye。师：下面老师要和小朋友做个游戏，游戏的名字叫：touchtouch教师找一名能力强的幼儿配合示范游戏〈教师用手请轻轻拍幼儿的手，一边说touchtoucharm幼儿赶快用另一只手指在胳膊上，要求能够听到后，快速的指出相应的身体部位〉幼儿学会后可以自由找自己的好朋友玩这个游戏，教师鼓励帮助交往能力差的幼儿找到好朋友。在欢乐的touchtouch游戏中结束活动。

活动自评：通过本次英语活动，幼儿基本上可以掌握所学单词，并复习到一些简单的英语口语。活动通过听、说、学、用等多种游戏形式，使幼儿在玩中将所学知识得到巩固和使用，并能够在教师带动下积极参加到游戏中，并通过找朋友锻炼幼儿的交往能力，在游戏中注意到幼儿的个体差异，及时鼓励和引导。

幼儿园英语课件 篇8

教学名称：How to make tea

教学目标：培养幼儿对英语发音的兴趣和英语活动的兴趣，激发幼儿参与英语活动以及学习英语运用英语的动机。

教学重点：

1.正确掌握单词water和tea的音和义。

2.正确掌握音标/v/发音要领，学习并会运用短语Have some water ./Have some tea.

教学准备：茶叶 茶壶 水杯 矿泉水瓶 热水壶 椅子 桌子

教学过程：

1. 组织教学：Let’s count from one to ten.

2. 练习单词five 的发音，讲解音标/v/的发音要领并练习/v/的发音.

3. 学习单词have，注意幼儿的发音。

4. 情景表演：

Mary: It’s fine day , It’s fine day .I’ll visit my friend.

Ding-dong, Ding-dong.

Alice: Who’s it.

Mary: It’s me, It’s me. Mary.

Alice: Welcome, welcome. Sit down, please!

Would you like to have some tea?

Mary: Thank you.

Alice: Oh, my god. It’s empty. Mummy is not in.

Mary: No problem. I’ll show you how to make tea.

5. 通过情景表演引出单词water和tea的学习。教读数遍。

6. 演示冲茶过程，巩固单词water和tea的学习。

7. 请幼儿品尝冲好的茶，引出短语Have some tea. 的学习。

8. 学习并会运用短语Have some water ./Have some tea.

9. 游戏活动：请幼儿分组冲茶，将冲好的茶请小朋友品尝。练习运用短语Have some water ./Have some tea.

10. 小结本次课的学习内容。

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