unit 10 work with language
计算机专业英语及翻译Unit 10
Unit 10 Program DesignText 1 Computer LanguagesComputer languages have undergone dramatic evolution since the first electronic computers were built. Early on, programmers worked with the most primitive computer instructions—machine language. These instructions were represented by long strings of ones and zeroes. Soon, assembly language was invented. It maps machine instructions to human-readable mnemonics, such as ADD and MOV.In time, higher-level languages evolved, such as PASCAL, BASIC, COBOL, C, C++, and JA V A. These languages let people work with something approximating words and sentences, such as Let I = 100. These instructions were translated back into machine language by interpreters and compilers. An interpreter translates a program as it reads it, turning the program instructions, or code, directly into actions. A compiler translates the code into an intermediary form. This step is called compiling, and produces an object file. The compiler then invokes a linker, which turns the object file into an executable program.Because interpreters read the code as it is written and execute the code on the spot, interpreters are easy for the programmer to work with. Compilers, however, introduce the extra steps of compiling and linking the code, which is inconvenient. Because the time-consuming task of translating the source code into machine language has already been accomplished, compilers produce a program that is very fast each time it is run.The problems programmers are asked to solve have been changing. Today's programs use sophisticated "user-friendly interfaces," involving multiple windows, menus, and dialog boxes. The programs written to support this new approach are far more complex than those written just ten years ago. Generally, as programming requirements have changed, both languages and the techniques used for writing programs have evolved.参考译文计算机语言自从第一批电子计算机诞生以来，计算机语言已经发生了戏剧性的变化。
冀教版英语听课记录
冀教版英语听课记录教学内容: unit 14 work with language研究主题:语法在语境中的学习教学过程:听课意见: 1、因为教师教学非自己的学生,所以,教师一开始就非常注意和学生的情感交流.具体表现在let’s say hello to the teachers. 具体表现在脸上的微笑,表现在教师语调的抑扬顿挫等.而这一切都为一堂课的成功打下了一个坚实的基础；2、歌曲播放old macdonald had a farm. eieio.过去式决定选用这首歌. 3、教师在课堂上表现出来的性格特点活泼开朗,音调抑扬顿挫,体态语言丰富,有时还有些夸张,......这些都有效地吸引了学生的注意力. 4、语言表述还可以更加精雕细琢.比如说,教师说到一句话:i will shopping. 表述不准确；look at here. look here. story-book中:did you have more homework? no, i had little homework.. 重读:little 完成之后,对学生说:well, try to do the no. one. 不如说:well, try to do question no. 1. or. let’s answer the first question. 5、教学活动设计科学、合理、简单易行,符合学生认知规律.具体来说,先快速朗读复习一些动词短语的过去时,然后请一名学生上台模仿其中的一个动作,与此同时,教师亲自示范,展开需要运用的英语内容.i must have missed something. what did judy do just now? 之后学生集体回答.在接下来的教学活动中,蹲下来躲在讲台后的就不是教师自己,而是学生.学生不仅要求用所学的内容提问:what did he do just now? 同时,还要用英语回答.在这一过程中,教师讲学习的主动权交给了学生本人,他们不仅听、看、说,而且还亲自体验.they not only listen, watch, speak, but also experience what they are learning. 这样的效果非常好. 6、当硬件出现问题的时候,课堂出现了短暂的停顿,在这时教师忙于解决问题,而相对忽略了学生,出现了片刻的冷场.好在教师能够马上运用已经准备的教具—图片,继续开展教学活动.然而,在后来仍然不能解决问题的时候,有些着急.“用不了怎么办啊？”7、关于story book 中judy’s last night.这个环节的目的是什么？如果从语言技能上来看,是进行听力训练,还是培养学生阅读能力呢？抑或只是为了帮助学生掌握动词的过去式呢？...如果是帮助学生掌握动词的过去式,掌握的程度是怎样的呢？听说读写全部吗？我们怎样帮助学生呢？8、硬件的影响还是很大.教师情绪出现波动,教学活动要求零时设计,平添了一些难度,有些乱了方寸的感觉. 9、这一课教学的目的何在:work with language 什么才是真正的work with language?。
五年级下Unit11教学设计
Module6 DirectionsUnit 11 Could You Tell Me the Way ?第一课时课型：新授课一、教学内容：Unit11 Sing Along & Dialogue 的重点句型。
二、教学目标：1、语言知识目标A、掌握以下单词及词组：四会词：excuse、excuse me、way、right、left、Miss、 straight、ahead、straight ahead、lose、hospital、bank、post office、train station、zoo、restaurant、police station、B、掌握问路和指路用语：Could you tell me the way to…，please？Of course. Go straight ahead then turn right at …crossing2、语言技能目标：培养学生综合语言使用水平，锻炼学生基本的听说水平及表达水平。
3、情感态度目标：A、通过问路语的学习，学会礼貌待人，热情助人，B、通过表演课文内容，情景对话，学会如何把学到的知识用于实际情景中，从而体会语言的实用性，激发学习兴趣。
4 、学习策略目标：通过课文内容的学习，培养学生小组合作学习精神，同时使学生养成主动参与、大胆开口说英语的习惯。
三、教学重、难点教学重点：词汇、问路用语及课文的学习。
教学难点：1、Could you tell me the way to …，please？的朗读及使用。
2、指路用语方向的辨异。
四、教学资源：学校资源（设备、设施、图片、多媒体课件和音像资料等）、社会资源（一些学生熟悉的建筑）五、教学过程：（一）热身准备1、Sing a song (P66< How do I get to the zoo> ) 多媒体播放歌曲全班跟唱学习zoo、 right、left2、Listen and do：Touch your eye/ nose/ Raise your left hand/ right hand…复习left与right的方向。
Unit 8 Work with language
Unit 8 Work with languageObjectives：教学目标nguage knowledge语言知识：V ocabulary词汇：Recycle the vocabulary of plants.Sentences句型：We can …We can’t ….nguage skill语言技能：学会运用We can…We can’t …表示允许、许可和禁止做某事。
3.Affect 情感态度：培养学生尊重他人，讲文明，懂礼貌。
4.Learning Strategies学习策略：积极主动参与学习，小组合作学习。
游戏中学习，乐中生智。
与其他学科融合，增长能力。
Difficulties Analysis教学难点分析：1、本课时词汇主要是巩固植物单词，宜通过游戏巩固并套用到已学句型中。
2、由于Module2已学过句型Can you …? Yes, I can/No , I can’t.并且Unit 7 的对话部分已学过句型Can I---?句型，故本部分句型“We can (can’t)…学生并不难掌握。
只需进一步强调Module2中句型是表示能力后者则表示允许或禁止。
句子We can (can’t)…与We must (must’t)…一样，学生难于运用，应给予学生更多的情景。
Teaching Procedures教学过程1.Warm-up2、Revision and game1)Show the students a big picture with all kinds of plants . Give the students 10seconds to remember the plants as many as they can . Then repeat what they saw.2)Let the students design a beautiful park (garden). Each one can draw a kind of plant ( flower of tree) on the blackboard. Then let the students use the drills to describe what they drew on the blackboard. “My favourite tree (flower) is …3、Work with language1)T: The garden is so beautiful . I want to go to the park . Would you like to go withme ? But in the park , what can we do ? And what we can’t do ?2)Finish the exercises in Work with language. Then let some students report theirsurvey.4DevelopmentDesign a garden on the paper，with some sentences or words5、Summary强调can的用法，表示允许或禁止。
八年级英语第一单元教案 Book8 Unit 1 Work with Language
new----newer----newest
形容词比较等级的构成
2.以-e结尾的单音节形容词，如 nice。这些 形容词只需在原级形式后加-r和-st： large----larger----largest
nice----nicer----nicest
形容词比较等级的构成
3.以辅音字母+y结尾，-y要变成-i，末尾再加er和-est： easy----easier----easiest
This is a buiding.
There are many apartments in the building.
Hale Waihona Puke This is an apartment.
In an apartment, there is always a living-room,
In an apartment, there is always a living-room, a dinning-room,
Tell the differences between this classroom and our classroom,please.
My old apartment and My new one
形容词有三个比较等级： 原级，比较级和最高级
表示两者比较时用比较级。如：She is taller than I. 表示三者以上的比较，用最高级。如：She is the tallest in our class.
形容词比较等级的构成
1. 大多数单音节形容词的比较级和最高级的 构成是在其原级后面加上-er和-est： small----smaller----smallest
Exercises:
广州版四年级英语上册全册教案
Scheme Work Module:1Unit: oneTarget for Grade : 4Task description:Task 1：Lesson PlanKey stage TargetsLanguage focusLanguage Skills: Listening, speaking, reading, writing Support MaterialProcedure:Step:1 Presentation of background knowledgeStep2: story telling with pictures and mimeStep3:Retelling story encouraging class partictipation Step4: Consolidation of vocabulary with various activities Step5: Class retelling of story, guided by teacherStep6: Acting out the storyStep7: Guided creative writingUnit 2 Shirts Dresses and TrousersWork with Language一、教学内容分析本Module的topic是clothes，主要任务是学习各种衣物的英语名称，学习如何用英语购买衣物以及为下一个Module描述人们的穿着作铺垫。
主要语法点是名词的单、复数形式及名词所有格的应用。
Unit 2 work with language主要是练习名词所有格用法。
重点句型是 Whose T-shirt is it? It’s Xiaoling’s.二、教学对象分析四年级学生经过三年的英语学习，有了一定的口语表达能力，但对语法知识的理解运用有一定难度。
在完成前面三课时的学习后，虽然他们已经学习了关于衣服和购买衣服的表达方法，但是对裤子与鞋子单复数表达仍然经常出错。
英语基础教程第一册unit 10
send emails to American friends
Reading?
5
enjoy English jokes
6
watch movies in English
listen to the radio
put on an English play
Activity 1 Look and match.
Zhang: I sometimes ask the teacher for advice. A good learning method is quite important.
Li: I’m always poor at reading. Can you give me some advice? Zhang: You’d better have more reading practice.
Zhang: Thank you, Li Fang. Li: How do you manage to do so well?
Zhang: I sometimes ask the teacher for advice. A good learning method is quite important.
5
enjoy English jokes
writing
6
watch movies in English
listen to the radio
put on an English play
Activity 3 Listen and choose.
Listening and speaking
1. Zhang Ming gets ______ marks for the tests.
小学英语教材success with english第四册教材分析
小学英语教材success with english第四册教材分析鲁宗干一、第四册教材主要内容知识, 技能自我评价表 module 1module 2module 3module 4module 5module 6三、教学进度建议本学期共有实际上可时间为16-18周.每个板块（module）有三个单元（unit）；每个板块的第一、二个单元各用3个课时（40分钟）；每个板块的第三个单元各用2个课时（40分钟）；即每个板块用时约8节；a: 16周x 3 = 48; 46 ÷6 = 8 b: 18周x 3 = 54; 54÷6 = 9余下时间为复习（含使用module 7）的时间。
四、教学资源1．教学资源的概念：2．教学材料：五、单元结构和功能module1． unit 1首页：（1）提示本页内容；（2）下框一句话：引起注意，即发动机，引入话题；（3）空位：让学生写自己想写的东西dialogue: 听说读写技能训练的主要材料；sing along：激发学习动机，培养兴趣的材料；引入教学内容或巩固学习内容的材料；rhyme：激发学习动机，培养兴趣的材料；引入教学内容或巩固学习内容的材料；work with language：归纳、拓展学习内容的材料；fun with language：激发学习动机，培养兴趣的材料；交际性操练的材料；1. unit 2dialogue：（同上）sing along：（同上）sound families：语音小结，语音练习；work with language：（同上）fun with language：（同上）2. unit 3story time：故事；提供给学生进行巩固性练习及拓展性练习的材料；project：与本单元内容有关的任务；did you know：帮助学生拓展知识，了解文化知识，培养跨文化意识的材料：additional words：帮助学生拓展知识，自学或课外活动材料；self-assessment：自我评价的材料六、教学建议（一）制定教学目标：从语言知识、语言技能、学习策略、情感态度、文化与文化意识去制定目标。
Book4 Module1 Unit1 Work with Language 教学设计
5全班齐读动词及短语，同伴之间操练
6 利用班中同学的活动相片，引出教师与优生的问答Whats he/She doing? He s/ Shes doing Is he/she doing?及回答
7板书 Whats he/She doing? He s/ Shes doing 进行机械操练和替换练习
/Topic
模块及话题
Module 1Age
Unit
单元
Type of lesson
课型
Work With Language
Objectives：
Unit1Dims Age
Title
题目
教学资源
同学的活动相片，动词及短语图片，电脑课件
ห้องสมุดไป่ตู้
Preparation For Lessons
Emphasis, Difficulties Analysis And Teaching Preview
重难点分析与教学预设：
二．Presentation and practice
1. Listen and sing along Im having a happy time（学生唱着问Whatre you doing?，教师边做动作边回答Im V-ing，然后教师与学生的角色对换）review singing,having a happy time Whatre you doing? Im doing 板书Whatre you doing? Im doing 利用图进行机械操练和替换练习
8 A guessing game 看课件教师与学生之间，（四人组学生之间）问答Whats he/She doing? He s/ Shes doing Is he/she doing?（看谁能猜准动作）
小学英语四年级PPT课件
They are uncountable nouns.
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a piece of bread
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a bowl of rice
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a glass of orange juice
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a plate of noodles
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Using the food and drink and make a dialogue
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Using the food and drink and make a dialogue
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演讲完毕，谢谢观看！
Thank you for reading! In order to facilitate learning and use, the content of this document can be modified, adjusted and printed at will after downloading. Welcome to download!
看图写出词组所缺字母
(1)two g lasses of j uice orange (2)four cups of coffee (3) a b owl of n oodles
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看图猜物说英语
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看图猜物说英语
a glass of milk a cup of coffee a bowl of noodles a 2b02o0年w1l0月o2日f rice a glass of orange juice a piece of 15bread
广州版小学英语五年级上册
教学资源：迪士尼卡通，绕口令，阅读材料，金太 阳教学软件，自制PPT课件，教学图片 以上设计尚有不成熟的地方，希望老师们多提宝贵 建议给予指导，共同学习，谢谢！ 邮箱：kathyg@
资料分享可通过邮件联系。
更多资源
通过图片帮助学生理解，归纳by…/on foot的表达方式，引导学生进行对话表演。 学科联系：G2U4 ，三年级时间教学篇 视频素材
第二课时：Unit 10 Where Are You Going On Holiday? (dialogue)
1、初步认识一般将来时的各种特殊疑问句式，区分be going to = will； 2、认识 That’s fantastic/super/good/great/nice的赞美 表达方式。
第五课时：Unit11 Work With Language & Fun With Language 解决句型：How can we get to …? You can get there by… 对比学习：How are you going to get to…? I am going get there by…
先复习时间表达，再通过情景引导学生学习课文，最后进行课文对话表演的 教学模式。视频素材 教学课件
第三课时：Unit10 (巩固，补漏）& P46 巩固Unit10 的课文对话，并针对Unit10 中出现的问题进行 补漏，完成活动手册相关练习。
练习设计：1、课文对话表演；2、听信息，写时间；3、一般将来时的造句练习。
Module 4 Travel
难点：1、对一般将来时的初步认识 （包括what, where, when, how特殊疑问句式的提问与回答）； 2、时间的不同表达方式(past, to的熟练运用）； 3、出行方式的表达法。
unit 10 Language acquisition
Critical Period Hypothesis
• Eric Lenneberg argues that the LAD, like other biological functions, works successfully only when it is stimulated at the right time ---- a specific and limited time period for language acquisition.
CPH
• The critical period hypothesis is the subject of a long-standing debate in linguistics and language acquisition over the extent to which the ability to acquire language is biologically linked to age. The hypothesis claims that there is an ideal 'window' of time to acquire language in a linguistically rich environment, after which this is no longer possible. • The critical period hypothesis states that the first few years of life is the crucial time in which an individual can acquire a first language if presented with adequate stimuli. If language input doesn't occur until after this time, the individual will never achieve a full command of language
计算机专业英语Unit 10
Unit 10 Program DesignText 1 Computer LanguagesExercises1. Choose the best answer to complete the following sentences.(1)The ( A ) is a language that was represented by long strings of ones and zeroes.A. machine languageB. high-level languageC. low-level languageD. assembly language(2)The ( D ) maps machine instructions to human-readable mnemonics.A. machine languageB. high-level languageC. low-level languageD. assembly language(3)The ( A ) turns the object file into an executable program.A. linkerB. compilerC. interpreterD. computer(4)The ( C ) is a software that translates instructions directly into actions.A. inkerB. compilerC. interpreterD. assembly language2. Fill in the blanks.(1)Computer language include machine language, assembly language and higher-levellanguages(2)Higher-level languages let people work with something approximating words andsentences.(3)Programs use "user-friendly interfaces," involving multiple windows, menus, dialogboxes.3. Translate and analyze the following sentences.(1)Compilers, however, introduce the extra steps of compiling and linking the code,which is inconvenient.句子组成：which引导的是定语从句，修饰steps翻译：但是编译程序却增加了一些额外的步骤来编译和链接代码，相比之下则不方便。
小学六年级上册英语说课稿【三篇】
小学六年级上册英语说课稿【三篇】【篇一：Work with Language说课稿】一、说教学内容本课的内容是广州版小学英语教材六年级上册Module 5 Unit 13 Work with Language。
也是这个模块的第二课时。
本课主要教学内容是在学习动词短语的过去式和第一人称表达的基础上，再发展学习第二，第三人称和复数的表达和在情景中的运用。
本课的主要任务是复习巩固动词和动词短语的过去式，能用各种人称对过去的事情进行问答，谈论。
锻炼学生的语言综合运用能力，培养学生的阅读能力和写作能力。
本课的教学内容语法性比较强，内容比较枯燥，针对这一特点，我设计了多个游戏，利用歌曲，小诗和日记展卡来增强趣味性，激发学生的兴趣，调动他们的积极性。
二、说学生六年级的学生，由于年龄，生理，心理等各方面的影响，他们比较懂事，知道学习英语的重要性，有非常浓厚的兴趣，平时的学习积极性和主动性也很高，但往往他们在课堂上的表现也是比较内敛和含蓄的。
这个年龄段的学生，他们不喜欢在大众面前表现自己了，这就要求教师在课堂教学中必须不断的激发和引导他们，让他们积极大胆的表达自己。
本班的学生对英语学习兴趣很高，有一定的英语基础，有一定的英语语言综合运用能力。
在本课时之前，他们了解了什么是过去时，学习了几个动词的过去式和一个过去时的问答：what did you do yesterday? I…(ed)…三、说教学目标㈠语言知识目标⒈复习巩固已学动词的过去式，继续学习其他动词的过去式，如talked。
⒉复习、操练和巩固一般过去式的问与答，并归纳句型：Did you/he/she/they…？Yes，I/he/she/they did. No，I/he/she/they didn’t.What did you do？I…Ved.What did he/she/they do? He/she/they…Ved.㈡语言技能目标⒈能熟练地说出已学动词的过去式。
职业英语第二册unit 10-Reading and Writing
Section 2 Read and Think
These suggestions can help you make the most of a less than perfect situation. You may not only find that you can tolerate your job, you may begin to enjoy it. translation
Section 1 Getting Things Ready
Section 1 Getting Things Ready
Activity 2: Read the passage in Section 2 and complete the following paragraph. Many people will occasionally encounter difficult or frustrating problems at work. Some of these situations might boss include: problems with your 1) ___________, feeling that you are 2) ______________ with the work itself, learning that you unhappy have an 3) _____________ amount of work to do and problems excessive coworker with a 4) _____________. Different problems need different methods to resolve. With your efforts and problem-solving enjoyable skills, you may find your job 5) ____________.
(广州版)小学五年级英语上册 单元测试
广州版小学五年级英语上册Module 1 Routines And DatesObjectivesLanguage skillCan talk about one’s daily routines.Can talk about the differences between the arrangements of two schools.Language knowledgeVocabularyTomorrow, start, always, never, before, London, toy, weekend, open, go to work, do some reading, how often…? Museum, quite, walk, go for a walk, drink, take exercise, after class, first, autumn, second, winter, third, spring, summer, September, end, December, January, April, begin, May, July, on holiday, February, March, June, August, October, November, fifth, eighth, ninth, twelfth, twentieth, New Year, Chinese New Year, Children’s Day, date, Teacher s’Day, surf, net, surf the Net, palace, Children’s Palace, termDrillsHow often do you watch TV?I watch TV in the evening.How often does your mother listen to the radio?She listens to the radio every morning.What date is it today?It’s March 3rd.Dose he often do some reading on Sunday?What time does school start?When does the autumn term start?The usage of adverb.The form of verb in the third person singular.Sub-topicUnit 1: What Is Our Life Like?Unit 2: How Many Terms Do You Have in a School Year?Unit 3: Let’s Go FurtherAffectsEncourage pupils to remember the differences between the children’s lives.To have fun.To increase pupils’ sense of rhythm.To encourage pupils to think.To challenge more able learners.Learning strategyCognitive strategy.Regulating strategy.Communicative resource strategy.Cultural ConsciousnessTo expose pupils to cultural practices in other countries.To encourage pupils to think.Difficult pointsHow often do you watch TV?I watch TV in the evening.How often does your mother listen to the radio?She listens to the radio every morning.Children’s Day is on June 1st.Simple present tense.Schedule: 10 long-periodsMaterials:Textbook, Activity book, tape, Teacher’s book, cards, computer, TVRevision 第三人称归类把下列人称归类Tom, Jiamin, I , my father, you, they, my cousin, her daughter, our teacher, he, she, it, your sister, his friend, his friends, their brother, their brothers, the cat, little dog, the table, my bag第一人称：第二人称：第三人称单数：第三人称复数：选择适当的词填空I ______ (have, has) a beautiful toy bear.They _____ (have, has) some postcards.Tim ______ (have, has) a new basketball.My sister ________ (have, has) three green skirts.I _________ (like, likes) playing chess.He _______ (like, likes) listening to the radio.Review: Success with English Book ⅣWould you like…?He likes doing sth.He has dinner at home.Unit 1 What is Our Life Like? ObjectivesVocabulary: tomorrow, start, always, never, beforeDaily expressions:How are you? We’re fine, thank you.Would you like to go to school with Yongxian tomorrow? Language focusWhat time dose school starts? At seven thirty.Yongxian always gets up at six thirty.ProceduresLeading-inGreetings: What day is it today?How are you? (I’m fine, thank you.)Pre-taskHow are you?We’re fine, thank you. (Greeting in groups.)Leading-in: Module 1 Routines And DatesUnit 1 what is Our Life Like?While-taskPresent the dialogue（用软件呈现）Listen again and answer questions （用软件呈现）What time does school start? (At seven thirty.)Teach: start, the ship will start tomorrow.Does Yongxian always get up at six thirty? Yes, he does. Teach: alwaysPractice: … always gets up at six thirty.Does Tom get up at six thirty? No, he doesn’t.Tom says: I never get up before 7:30.Present: never, beforePractice: I never get up before…Whole class read and remembers the new words.Listen and read the dialogue.Read in groups.Post-taskAsk two groups to read the dialogue.Underline some phrases.HomeworkListen and read the dialogue.Copy the new words.Remember the phrases.Layout Module 1 Routine and DatesUnit 1 what is Our Life Like? How are you? Tomorrow today We’re fine, thank you. Start starAlwaysWhat time does school start? NeverAt seven thirty. BeforeDongxiang always gets up at six thirty.I never get up before seven thirty.Unit 1 what is Our Life Like? 第二课时ObjectivesVocabulary: London, toy, weekend, openLanguage focus:I sometimes eat noodles at my friend Sarah’s.We usually go shopping at the weekend.ProceduresLeading-inGreetings: How are you? What day/ date is it today?Review the new words and dialogue.Pre-taskAct out the dialogue P2Tom and Rose are at their friend Yongxian’s. Look! What are they doing? （课件呈现）While-taskLook and listenListen againAsk students to find out what they don’t know.Underline the main point and explainNew words: London, toy, weekend, open,at my friend Sarah’s=at my friend Sarah’s homeListen and read after the tapeRead in groupsPost-taskRead the dialogue in four.Ask some groups to read.HomeworkListen and read the dialogue.Copy the new words.Remember the phrases.Layoutat my friend Sarah’s London=at my friend Sarah’s home toy boyweekend weakopenUnit 1 What is Our Life Like?第三课时Objectives1. Work with language 1, 22. Vocabulary: go to work, do some readingProceduresRevisionLook and spell the new words.Whole class read Unit 1 dialogueAsk the students to act out the dialogue.Presentation(1) Work with language 1Put the words on the line.Check their answers in groups.(2) Ask students to make sentences in groups.I never/ sometimes/ often/ usually/ always…(3) I usually get up at seven thirty. But my father usually gets up at six thirty.(4) But my father usually goes to work/ does some reading at…Present: go to work, do some reading(5) The form of verb in the third person singular. o,s,x,ch,sh+es(6) Fill in the forms in pairs.ExercisesRead their sentences in groups.HomeworkListen and read Unit 1 Dialogue and Work with languageWork with language 2Layout0% never sometimes often usually always 100%goes to school does some readingUnit 1 What is Our Life Like?第四课时Objectives1. Work with language 3Vocabulary:How often….? Surf the Net, museum, quite, Children’s Palace,Go for a walk, drink, take exercise, after classDrillsHow often do you watch TV?How often does she watch TV?ProceduresLeading-in and pre-taskAct out Unit 1 DialogueMake sentences with: never, sometimes, often, usually, and alwaysWhile – taskLook and say according to the key words:I watch TV every eveningPresent: museum, quite, drink,Go for a walk, sur f the Net, Children’s Palace, take exercise, after class Spell – remember – checkShow two puppies. (用课件呈现)A: How often do you watch TV?B: I watch TV every evening.Practice in pairs according to the key wordsPresent three puppiesC: How often does she watch TV?A: She watches TV every evening.Practice in four according to the key wordsPost – taskMake some sentences with “How often…?”Activity book Ex.3Homework:1. Activity book Ex. 3-42. Read work with languageLayout.MuseumQuiteDrink inkGo for a walk talkSurfChildren’s Palace placeAfter classAfter exerciseHow often do you watch TV?I watch TV every evening.How often does she watch TV?She watches TV every evening。
广州版英语四年级上册《Unit 11 The Fireman Can Help (Work With
广州版英语四年级上册《Unit 11 The Fireman Can Help (Work With Language)》教学设计广州版英语四班级上册《Unit 11 The Fireman Can Help (Work With Language)》教学设计一、教学内容分析本课的教学是在完成Unit 10和Unit11课文的教学任务的基础上进行的，同学主要通过读小诗、嬉戏、竞赛、句型操练、故事追踪等各类学习活动，学习各种职业的职责，相关问题的询问以及回答。
二、教学对象分析本课的教学对象是学校四班级的同学，同学有肯定的语言表达力量，但所积累的词汇、句子都还是特别有限。
四年（2）班同学大多数都较活跃，能主动参预课堂活动，富好玩味的教学手段能很好地激发他们的学习兴趣，能充分调动他们学习的主动性，但要留意课堂调控。
三、教学目标（一）语言学问目标：词汇：clean up, everything, deliver, letter, serve, food, drinks句型：What do(cleaners) do? TheyWhat can do? They can.（二）语言技能：能够询问别人的职业，表达职业的职能。
（三）情感态度：让同学了解各种职业在社会中的贡献，训练同学敬重全部劳动者。
（四）学习策略：对所学用语和单词能主动练习和实践。
四、教学重点有关职业及职能的表达，以及正确运用相关的句型中。
五、教学难点1.新单词的理解和把握。
2.与询问非第三人称职业的区分。
六、教学策略1.通过以旧引新的学习方法，吸引同学主动学习新学问，具有学习的胜利感。
2.通过新旧学问的对比学习，更坚固把握新的学问。
七、教学过程StepTeacher activitiesStudents activitiesDesign aimsRevision:1.to tell the students ho to play the game "simon says'2.ask the students look at the pictures and revie the structure " What does do? Hes/Shes a .'3. check1. play the games.2. look at the pictures and make the dialogue in pairs.3. make the dialogue one by one.Take partin the arming up activities for interest.Revie the structures hat they have learn.Presentation1.after the last pair of students ,ask the students look at another picture and try to understand the ne structure.2.rite don the sentences on the blackboard.3.ask the students look at the pictures and make the dialogue hole class.4.check5.present the ne structure: What cleaners do/ They clean up everything.6. teach the ne ords and phrases: clean up, everything, deliver, letter, serve, food and drinks.1. learn the nestructure: What do the men do? Theyre cleaners.2.read the sentences on the blackboard.3.look and say4.make the dialogue one by one in train.5.learn the ne structure6. look at the pictures and learn the ne ords.To introduce some vocabulary to talk about duties associated ith the helpers jobs.Summing up:Sum up the phrases about hat the people do.Open the book and look at the phrases.Understand correctly.Practice1.Ask the students do the exercise on P52 ex. 1Then check it.2. ask the students compare the to structures and finish the exercise.1. Do the exercise.2. do the exercise and then check.To give practice in the to structures.DevelopSho a story and ask the students try to retell the story ith pictures and key ords.Look and try to understand the story.To encourage in retelling the story.HomeorkCopy the homeork八、板书设计Unit 11 The Fireman Can Help (Work With Language) What do the men do?What do cleaners do? clean up Theyre cleaners.They clean up everything.everything deliverletterservefooddrinks。
四年级英语上册Book3 Unit1 Work with Language购物、单复数习题
四年级英语上册Book3 Unit1 Work with Language购物、单复数习题Book 3 Unit 1 Work with Language课后练习（购物、单复数）一、请按照图片，在括号内选择适当的词填空。
1) ￥302) ￥153) ￥404) ￥505) ￥806) ￥957) ￥728) ￥1009) ￥12010) ￥6511) ￥2012) ￥181) How uch _______ (is / are) the _________ (T-shirt / shirt)?________ (It’s / They’re) thirty yuan.2) How uch _______ (is / are) the _________ (skirt / shorts)?________ (It’s / They’re) fifteen yuan.How uch _______ (is / are) a pair of _________ (skirt / shorts)?________ (It’s / They’re) fifteen yuan.3) How uch _______ (is / are) the _________ (dress / skirt)?________ (It’s / They’re) forty yuan.4) How uch _______ (is / are) the _________ (coat / shirt)?________ (It’s / They’re) fifty yuan.5) How uch _______ (is / are) the _________ (dress / skirt)?________ (It’s / They’re) eighty yuan.6) How uch _______ (is / are) the _________ (jeans / trousers)?________ (It’s / They’re) ninety-five yuan.How uch _______ (is / are) a pair of _________ (jeans / trousers)?________ (It’s / They’re) ninety-five yuan.7) How uch _______ (is / are) the _________ (jacket / sweater)?________ (It’s / They’re) seventy-two yuan.8) How uch _______ (is / are) the _________ (shorts / jeans)?________ (It’s / They’re) one hundred yuan.How uch _______ (is / are) a pair of _________ (shorts / jeans)?________ (It’s / They’re) one hundred yuan.9) How uch _______ (is / are) the _________ (coat / jacket)?________ (It’s / They’re) one hundred and twenty yuan.10) How uch _______ (is / are) the _________ (coat / sweater)?________ (It’s / They’re) sixty-five yuan.11) How uch _______ (is / are) the _________ (shorts / socks)?________ (It’s / They’re) twenty yuan.How uch _______ (is / are) a pair of _________ (shorts / socks)?________ (It’s / They’re) twenty yuan.12) How uch _______ (is / are) the _________ (shoes / socks)?________ (It’s / They’re) eighteen yuan.How uch _______ (is / are) a pair of _________ (shoes / socks)?________ (It’s / They’re) eighteen yuan.。