人教版英语课件
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
下一篇：小班小草教案范本
- 秋季运动会加油稿100字(精品八篇)10-02
- 今日英语课10-02
- 小学英语人教版10-02
- 五四青年节庆祝活动10-02
- 党员思想汇报100字左右第一季度工作(必备七篇)10-02
- 腊八节活动总结文案简短(集合61句)10-02
- 成长日记200字系列八篇10-02
- 九年级数学上册人教版教案(汇集11篇)10-02
- 鹦鹉英语课堂10-02
- 党员述廉述职报告10篇10-02
- 2024国庆节句子简短10-02
- 学校五一劳动节活动方案(通用十篇)10-02