Unit 4 My family 教学设计 2-公开课-优质课(北师大版一年级起点二上精品)
新北师大版数学一年级上册《可爱的小猫》优质课教案及教学反思
第三单元加与减（一）第3课时可爱的小猫【教学内容】可爱的小猫（得数是0的减法）【教学目的】1.通过观察情境活动,进一步巩固对减法的认识。
2.理解得数是0的减法算式的实际意义。
3.初步体验加减法互逆关系的思想。
【教学重难点】重点:理解得数是0的减法算式的实际意义。
难点:初步体验加减法互逆关系的思想。
【教具准备】课件。
【教学过程】一、情境导入太阳快落山了,小猫和妈妈回到家。
妈妈把3条鱼做好了,出去办点事。
小猫在家等妈妈,等了好长时间,妈妈还没有回来,小猫可能会怎么做呢?你们想知道吗?看动画吧!(课件出示:教材第30页情境图) 二、探究新知大家发现了什么？小猫把鱼吃完了。
鱼都被小猫吃了,那么列式就是3-3,一条鱼也没有,就用0表示,所以3-3=0。
得数是0,这就是今天我们研究的重点。
(板书课题)1. 进一步学习减法。
盘子里原来有3条鱼,小猫等妈妈等得实在着急了,就吃了1条鱼,这时还剩多少条鱼?我们应该用减法,谁能把算式告诉大家?学生汇报,教师板书:3-1=2。
小猫等着等着,又想吃鱼了,可是妈妈还是没有回来,于是小猫又吃了1条鱼,这时还剩几条鱼呢?该怎么列式呢?2-1=1,还剩1条鱼。
看最后一幅图,小猫又吃了盘子里的最后1条鱼,还剩多少条鱼呢?该怎么列式?1-1=0,还剩0条鱼。
开始上课的时候,同学们已经知道了,如果只看第一幅图和第四幅图的情境,就列式为3-3=0;如果只看第二幅图(盘子里有2条鱼)和第四幅图的情境,该怎么列式呢?为什么?2-2=0,因为第二幅图中盘子里有2条鱼,第四幅图中2条鱼被小猫吃了,所以说是2-2=0,最后一条鱼也没有了。
设计意图:结合具体情境引导学生发现问题,探究解决问题的方法,培养学生发现问题和解决问题的意识;再次组织学生观察情境图提出问题,培养学生从多角度看问题的发散性思维能力。
2. 加减法的互逆关系。
同学们,现在我们一起来做一个小游戏:老师把计数器上的5个珠子,分开拨成了4个一堆和单独的1个,你能用我们学的数学知识列算式表示出来吗?学生可能会说:•4+1=5•1+4=5•5-1=4•5-4=1(以上算式都可以,回答多的学生要多鼓励。
培优卷 2020年北师大版(3年级起)英语三年级上册 Unit 4 My family附答案
【章节训练】Unit 4 My Family参考答案与试题解析一．选择题1．选出不同类的单词．（）A．is B．this C．are【分析】A．is是；B．this这个；C．are是．【解答】本题考查词性分类。
A．is是；B．this这个；C．are是。
is和are是be动词，this是指示代词。
故选：B．【点评】注意区分be动词和指示代词。
学习中注意加强对英语词汇的理解与记忆。
2．They live ________ Beijing．（）A．in B．at C．on【分析】他们住在北京。
【解答】本题考查地点介词用法。
in 在…里，多指大地方；at 在..处，多指小地方；on 在…上；根据句意：他们住在北京。
故选：A．【点评】本题考查介词用法，平时多积累介词用法，再结合句意，正确作答。
3．_______is my father．（）A．He B．She【分析】他是我爸爸．【解答】本题考查人称代词。
空格处缺人称代词主格做主语，my father是男的，故用he。
she她。
故选：A．【点评】理解句意并结合语法知识作答。
4．图中的饮料英文是（）A．ice﹣cream B．juice【分析】A．ice﹣cream冰淇淋；B．juice果汁【解答】考查看图识词。
A．ice﹣cream冰淇淋；B．juice果汁；根据图片是果汁。
故选：B．【点评】掌握词义和拼写，是解题关键。
5．My parents ________ two children．（）A．have B．having C．has【分析】我的父母有两个孩子．【解答】本题考查动词原形。
根据题干所示，主语My parents 不是第三人称单数，而是复数形式，谓语动词应该用原形have。
故选：A．【点评】能正确区分主语的单复数形式是关键。
6．﹣________ do you go to school？﹣By bus．（）A．Where B．How C．What【分析】-你怎样去学校？-乘公交车。
北师大版英语二年级上册教案 UNIT 4教案
Unit4 Ann’s family教学目标：知识目标：1、通过歌曲、对话等形式巩固有关家庭成员的单词。
2、初步感知课文，理解课文意思。
3、通过学习课文，能够运用句型介绍自己的家庭成员。
能力目标：1、通过学习课文培养学生听说的能力和观察能力。
2、通过介绍家庭照片培养学生口语表达能力。
3、通过师生问答、生生问答等交际活动培养和提高学生口语交际能力。
情感目标：通过谈论自己的家庭成员，引起学生对家、对父母的热爱之情。
教学重点：1、能够听懂家庭成员的名称。
2、能用所学句型对自己家庭成员进行描述教学难点：That’s的发音, That’s my mother……句型的运用.教学准备：单词卡片、课件、图片教学过程：一、动画歌曲导入1、T：The first，Let’s look at a Disney song.师放歌曲，第一段学生欣赏，第二段教师适当停顿，介绍This is cat’s family/duck’s family…..让学生对家庭有个整体的感知.2、T：They are many many happy familys.I have a happy happy family.二、学习家庭成员单词T：Look,This is my family.（出示教师自己的家庭照片）1、指自己问：Guess ，Who’s That？预设：学生也许会猜出：That’s Miss Tian.T：Yes. It’s me.出示单词.读两遍.2、T：That’s my father.(指相片) 并出示father单词, 指名学生读一读T：Who can introduce your father？（谁愿意为大家介绍一下你的爸爸）指名2—3人拿着画像或相片逐个介绍,强调单词发音.3、T：That’s my mother. 出示mother 单词. 指名读齐读T：Who can introduce your mother？指名2—3人拿着画像或相片逐个介绍,强调单词发音.4、T：Everyone has a little family．At school，our class－Class 2 Grade 2 is a big family . In our big family , girl and girl are sisters .女孩和女孩是姐妹.指两名女生前来T: They are sisters . This is little sister ,or this is little sister .她们是姐妹,也许她是姐姐,也许她是妹妹.出示sister单词. 指名读一读齐读T: 指相片介绍That’s my sister .T: Who can introduce your sister .指2—3名学生拿着相片或画像，也可以是两名女生到前面来互相介绍.（因为大多数学生没有姐妹）5、T：In our class ，girl and girl are sisters .女孩和女孩是姐妹What are boy and boy ？男孩和男孩是什么关系呢？预设：也许有的学生会说出brother如果没有学生说出brother教师则指出，并指出它的意思是兄弟出示brother单词，领读----指名读T：Who can introduce your brother ？指2—3名学生拿着相片或画像，也可以是两名男生到前面来互相介绍. 三、学习课文T：We have a good friend Ann . Do you know Ann’s family ？你们知道Ann的家庭吗？1、T：Look and listen（1）统放一遍课件，学生边听边看（2）Ann的家庭都有谁？（3）学生汇报. 教师（板贴）mother, father,sister, brother, me .（4）T：How introduce Ann’s family ？怎么介绍Ann’s family的.预设：a.学生有可能回答Uncle Booky 问Ann：“Who’s that ？”师（板帖）Who’s that ？学生齐读强调that的发音T：How answer ？Ann 是怎么回答的？S：That’s my mother / father / sister / brother. That’s me .教师(板帖) That’s my 明确意思:那是我的什么什么领读强调my 和that’s的发音b.如果学生回答不出来,教师再放一遍课件,让学生注意观察,然后再回答.四、介绍家人,巩固句型T: We know Ann’s family . Who can introduce your family ?指学生介绍家庭照片或画像1、教师与2—3名学生示范介绍，让学生明确介绍家庭的句型T：Who’s that ？（每次放大学生照片中其中一人提问）S：That’s my ……2、学生小组内互相介绍家人五、扩展活动1、Let’s have a rest . Look at some pictures .演示小树长成大树的图片让学生明确：小树是先有树干后有树枝T：如果把每个family看成是一棵big tree那么mother ，father，sister ，brother and me .应该放在树的哪个位置呢？树干？树枝？2、T：Show me your big tree picture and family’s words.摆一摆学生摆，教师巡视指导（指一名前面摆）3、指名汇报4、对学生进行爱父母,爱家的教育5、（机动）T：In the tree ，draw father，mather，sister，brother and me .没画完的留到课下，回家后送给father and mother .。
北师大版高中英语选择性必修第四册课后习题 Unit 11 Section Ⅲ
SectionⅢWritingWorkshop,ViewingWorkshop&ReadingClub一、用适当的介词或副词填空1.Self-criticism is beneficial your growth.2. addition,such a child shouldn’t be put in such a noisy place.3.It was his carelessness that resulted such a terrible accident.4.Many public places ban citizens smoking.5.The young player was taken the team because of his bad habits.6.When he was playing football with his classmates,he fella coma.7.A young man robbed the old woman her new bag the other day.8.It will take the patient a long time to returnnormal.二、用方框中所给短语的正确形式填空1.Her parents her plan to work in the remote mountain village.2.College students come from social backgrounds.3. ,teenagers should form a good habit of learning.4. ,most of his members were not in favour of him.5.It is hard for him to his family.6.What was it that such a great loss to the company?7.A good diet health.8.Selling the old house a large amount of money to him.三、阅读理解AThe elderly residents(居民) in care homes in London are being given hens to look after to stop them feeling lonely.The project was dreamed up by a local charity(慈善组织) to reduce loneliness and improve elderly people’s well-being.It is also being used to help patients suffering dementia,a serious illness of the mind.Staff in care homes have reported a reduction in the use of medicine where hens are in use.Among those taking part in the project is 80-year-old Ruth Xavier.She said: “I used to keep hens when I was younger and had to prepare their breakfast each morning before I went to school.“I like the project a lot.I am down there in my wheelchair in the morning letting the hens out and down there again at night to see they’ve gone to bed.“It’s good to have a different focus.People have been bringing their children in to see the hens and residents come and sit outside to watch them.I’m enjoying the creative activities,and it feels great to have done something useful.”There are now 700 elderly people looking after hens in 20 care homes in the North East,and the charity has been given financial support to roll it out countrywide.Wendy Wilson,eanager at 60 Penfold Street,one of the first to embark on the project,said:“Res idents really welcome the idea of the project and the creative sessions.We are looking forward to the benefits and fun the project can bring to people here.”Lynn Lewis,director of Notting Hill Pathways,said:“We are happy to be taking part in the project.It will really help connect our residents through a shared interest and creative activities.”1.What is the purpose of the project?A.To ensure harmony in care homes.B.To provide part-time jobs for the aged.C.To raise money for medical research.D.To pro mote the elderly people’s welfare.2.HowhastheprojectaffectedRuthXavier?A.Shehaslearnednewlifeskills.B.Shehasgainedasenseofachievement.C.Shehasrecoveredhermemory.D.Shehasdevelopedastrongpersonality.3.Whatdotheunderlinedwords“embarkon”meaninparagraph7?A.Improve.B.Oppose.C.Begin.D.Evaluate.4.Whatcanwelearnabouttheprojectfromthelasttwoparagraphs?A.Itiswellreceived.B.Itneedstobemorecreative.C.Itishighlyprofitable.D.Ittakesagestoseetheresults.BYoung people and older people do not always agree.They sometimes have different ideas about living,working and playing.But in one special programme in New York State,adults and teenagers live together in a friendly way.Each summer 200 teenagers and 50 adults live together for eight weeks as members of a special work group.Everyone works severalhours each day.They do so not just to keep busy but to find meaning and fun in work.Some teenagers work in the forests or on the farms near the village.Some learn to make things like tables and chairs and to build houses.The adults teach them these skills.There are several free hours each day.Weekends arefree,too.During the free hours some of the teenagers learn photo-taking or drawing.Others sit around and talk or sing.Each teenager chooses their own way to pass their free time.When people live together,they should have rules.In this programme the teenagers and the adults make the rules together.If someone breaks a rule,the problem goes before the whole group.They talk about it and ask,“Why did it happen?W hat should we do about it?”One of the teenagers has said something about it,“You have to stop thinking only about yourself.You learn how to think about the group.”5.In one special programme in New York State,young people and older people .A.don’t wo rk well togetherB.are friendly to each otherC.teach each other new ways of building housesD.spend eight weeks together,working as farmers6.All the members work some time every day mainly to .A.lead a busy lifeB.learn new skills of farmingC.get used to the life on the farmsD.find useful things and pleasure in work7.Living together, .A.the teenagers don’t have to obey the rulesB.the members have to obey the rules the adults makeC.the members have no free time but on weekendsD.the members should observe the rules they make together8.The best title for the passage is “”.A.Adults and teenagers live together in a friendly wayB.Life in New York StateC.Teenagers and adultsD.Free hours in the special work group四、七选五阅读理解Today it is common to see people who walk about with coloured wires hanging from their ears wherever they go.They move about in their personal bubbles,sometimes unaware of what’s happening around them. 1 Outside life is shut out.So are you one of “them”?For me,walking around in my own personal bubble is perfect.2 What’s even better,wearing earphones seems to give a signal to people which says:“I’m not available for chatting at the moment!”Suppose you’re at work and about to make an incredible breakthrough,but a colleague suddenly turns up.At this precise moment,the slightest disturbance would break your concentration.3 Once again,those wires hanging from your ears would be sure to give that “Go away!” signal.4 It’s probably part of the growing up stage when the y just want to ignore their whole family.While their mothers give themlectures about why they should do their homework,they can just turn up the volume(音量) on their MP3 player,smile,and say “Yes,Mum.” The problem is solved.Pretty soon,not only will we have pretty coloured wires hanging from our ears—but also our brains will be directly plugged into some new high-tech instrument.We’ll be in a virtualworld,communicating with everyone else,or choosing not to,as we like.In this world,we will all be permanently plugged in. 5 And they are changing our social habits along the way.In the end,there is a thin line between using technology as a tool for making life better and being a slave to it!It’s so strange—suddenly,I don’t feel like wearing my earphones any more!A.Our instruments are changing quickly.B.I also have wires hanging from my ears.C.In the home situation,teenagers love these wires.D.I don’t have to deal with the noise from the environment.E.After all,I am listening to my favourite music and would rather not be disturbed.F.Listening to music through earphones is the perfect way to ignore such interruptions.G.They walk around in their own spaces,with their personal “digital noise reduction systems”.五、语篇填空The relationship between parents and children has always been a hot topic.Many students may feel 1. (stress) because of their parents.Most parents have good intentions,2.some of them aren’t very helpful with the problems their sons and daughters have in 3. (adjust) to college,and a few of them seem to go out of their way to add to their children’s 4. (difficult).For one thing,parents are often not aware of the kinds of problems their children face.They don’t realise that the 5.(compete) is stronger,that the required standards of work are 6.(high),and that their children may not be prepared for 7. change.They may be upset by their children’s poor grades.At their kindest,they may 8.(gentle) ask why John or Mary isn’t doing better,whether he or she is trying as hard as he or she could,and so on.At their worst,they may threaten 9. (take) their children out of college or cut off living eetimes parents think it right and natural that they determine 10. their children should do with their lives.They forget that everyone is different and that each person must develop in his or her own way.六、选词创境请用本单元重点词汇完成一篇小短文。
北师大版高中英语选择性必修2 教学设计UNIT 4
UNIT 4 HUMOUR(满分：120分建议用时：120分钟)第一部分阅读(50分)第一节(共15小题；每小题2．5分，满分37．5分)AIt is widely believed that humour is good for your health. However, most studies on humour and health show that by watching something humorous —comedy films, for e the pain for a short time, or that humour just helps reduce signs of a disease. So far, no study has shown that humour can help a person recover from a serious illness.One way to study the relationship between humour and health is looking at the health of people who use humour as part of their jobs: comedians and improv(即兴表演) artists, for eour as part of their work, but also they show the highest levels of humour ability. So if humour is really good for our health, we can anticipate that comedians benefit the most from it.Although it is often said that humour can make people live longer, research has actually found the opposite to be true. One study found that comedians and humour writers actually died younger compared with other famous people who were not performers. However, these studies were somewhat limited, because most of the comedians were men and already dead. And many famous people often live veryunhealthy lives, and the comedians might have died from reasons such as heavy drinking or smoking.My colleagues and I decided to take a different way. We collected data(数据) from 491 improv artist students — 224 women and 267 men — all alive. We compared this improv group with 795 noncomedians, who were matched in age, sex, and education.We asked participants from both groups to tell us how many diseases they had had in the past three years and how long they had lasted. The improv artists reported that they had had many more diseases, and that these diseases had lasted longer compared with the control group. So our study adds further evidence to the conclusion made by the studies before.( )1．What do most studies on humour and health show about humour?A．It doesn’t really reduce signs of diseases.B．It just helps reduce people’s pain for a while.C．It can’t really make people feel comfortable.D．It can help one recover from a serious disease.()2．What does the underlined word “anticipate” in Paragraph 2 mean?A．Predict. B．Notice.C．Understand. D．Explain.( )3．What can we know about the improv artists from the author’s research?A．They had more unhealthy habits.B．They benefited more from humour.C．They were more likely to get diseases.D．They did better in taking care of themselves.【语篇解读】本文是一篇说明文。
北师大版四年级英语上学期期末综合复习加深练习题
北师大版四年级英语上学期期末综合复习加深练习题班级：_____________ 姓名：_____________【单词拼写】1. 写出下列单词的-ing形式。
1. do _______________2. talk______________2. swim______________ 4.write_____________5. read_______________6. ride ______________2. 按要求写单词。
1.a lot of（缩写形式） ________2.man（复数）________3.let''s（完全形式）________4.people（复数）________5.thing（复数）________3. 写出下列字母的前后两个相邻字母的大小写。
4. 看一看，圈一圈，写出正确的单词。
［1］________ ［2］________［3］________ ［4］________［5］________5. 看图，仿照例子写单词。
例： wind→windy［1］ __________—__________［2］ __________—__________［3］ __________—__________［4］ __________—__________【填空题】6. 用所给词的适当形式填空。
［1］________(he) friend________(have) a big toy car.［2］I________(can) play erhu. I can’t play the guitar________(too). ［3］-Are________(this) your balls?-Yes, I like________(they) very much.［4］All of________(we) can sing English songs very________(good). ［5］-I don’t have________(some) cakes.-I have cakes. Would you like________(some)?7. 根据图片提示完成句子。
2024年幼儿园小班英语教案《my family(我的家)》
2024年幼儿园小班英语教案《my family(我的家)》教学目标•能够掌握家庭成员的英文表达。
•能够用英文简单描述家庭成员。
•能够理解并表述家庭关系。
教学重点1.家庭成员的英文单词认知。
2.家庭成员的英文表达能力。
3.家庭关系的理解和表述。
教学准备1.教案中所需的图片或卡片。
2.知识点的重点强调部分。
教学过程第一节：认识家庭成员1.知识点讲解：爸爸（Dad）、妈妈（Mom）、爷爷（Grandpa）、奶奶（Grandma）、弟弟（Brother）、姐姐（Sister）等家庭成员的英文单词。
2.呈现图片或卡片，让学生认读家庭成员的英文单词。
3.练习：点读家庭成员的英文单词，学生重复跟读。
第二节：描述家庭成员1.知识点讲解：如何用英文描述家庭成员。
2.示范如何用英文简单描述家庭成员，例如：My dad is tall. My mom is kind.3.练习：学生之间互相描述自己的家庭成员，老师在一旁指导并纠正。
第三节：家庭关系理解1.知识点讲解：介绍家庭关系的概念，如父母、兄弟姐妹之间的关系。
2.通过图片或故事让学生理解家庭关系，并用英文表达。
3.练习：给出简单情景，让学生描述家庭关系。
第四节：小结和复习1.复习家庭成员的英文单词和描述。
2.提问学生家庭成员的英文表达，鼓励学生回答。
3.活动：分组制作简单小海报，展示各自的家庭成员。
教学评价1.课堂表现：学生是否能准确认读家庭成员的英文单词，是否简单准确描述自己的家庭成员。
2.反馈交流：老师可以就学生表现进行反馈，并鼓励学生多在课外练习。
教学延伸1.带领学生学唱与家庭相关的英文歌曲。
2.让学生用英文写一篇简单的关于“我的家庭”的小短文。
教学要点：家庭成员的英文单词认知，描述家庭成员的表达能力，家庭关系的理解以及表述。
通过本节课的学习，学生可以更好地理解和使用与家庭相关的英语词汇，增强英语口语表达能力。
最新北师大版英语二年级上册 全册教案 教案2.doc
2009----2010学年度第一学期英语课教案二年级先锋英语学年计划：1 使学生掌握表示问候的问候语及回答语。
Hello , What’s your name ?...2 能够自己介绍某种物品的名称，会使用简单的问候语进行交流。
Stand up ! Sit down .3 能够询问“那是谁？”并做出简单回答。
4 掌握几个重点单词（国家名称）5 能够介绍自己的家庭成员（掌握单词）6 掌握形容词性物主代词的基本使用方法并能做替换练习。
My his herThis is my car.7 A类单词要求听说读。
剩余单词要求理解词义，会说。
8 要求学生每人一本单词卡片，充分利用卡片进行学习。
9 坚持听录音作训练，要求有听说的训练。
单元备课：教材分析：《先锋英语》小学教材根据教育部颁发的“小学英语课程教学基本要求”的精神，遵循英语学习的规律和儿童心理生理发展的要求，以小学生的生活经验和认知发展水平为基本出发点循序渐进地设计课程，充分体现现代教学理念和素质教育思想，寓教娱乐，强调学生在学习过程中的感悟、体验、实验、参与以及思维能力的发展，在良好的语言环境中融学习情感、学习能力和跨文化交际意识的形成语言学习的全过程中，力求体现素质教育思想。
1、在教材总体设计目标上，重兴趣、重成就感、重自信心的建立。
2、在教学方法上，重体验、重实践、重参与、重创造性思维的发展。
3、在语言教学内容上，重语感、重语音语调基础、重交际能力的培养。
教材内容：unit 1:Hello !unit 2:This is Danny Deer.unit 3: Who’s that?Unit 4:Ann’s family .Unit 5:He’s my father .Unit 6:Review .年级要求：一、突出对学生学习兴趣的培养。
二、采用话题---功能---结构---任务相结合的编写思路。
三、在内容安排上注意由远及近，由表及里，由浅入深逐步递进，保证词汇重复。
(北师大版)一年级英语教案Unit2Aboutme
Unit2 About me一、Topic: Lesson1二、Teaching period: The first period三、Teaching contents:1、Vocabulary, boy girl, teacher.2、Listen and say these sentences.I’m a teacher(a boy, a girl).Are you a……?Yes, I am./ No, I’m not.四、Teaching key points:Listen and say the words and sentences.五、Teaching difficult points:Make the dialogue.六、Properties:recorder, tape, pictures, masks, computer.Lesson One一、Organization.1、Say the rhyme.2、Greetings.T: Hello, good morning boys and girls.Ss: Good morning Miss Luo.T: Nice to meet you.Ss: Nice to meet you, too.3、Warm-upT: Hello, What’s you name?S1: Hi, Mocky.T: Hi, I’m ken.( Hold up the mask of Ken and put it on)S1: Hello, Miss Luo.T: What’s this?S1:It’s an apple./a banana.T: Is this an apple./a banana?S1: Yes, it is./ No, it isn’t.T: Goodbye.S1: Bye-bye.二、Presentation.Learn and say.1、Learn and say.T: Who am I?I am a teacher./Tina is a teacher.T: Are you a teacher?S1: No, I’m not.I’m a boy/girl/ Mocky.T: Are you a boy?(Ask a boy)S2: Yes, I am.2、Practice.3、Check up on every group.4、Listen to the tape.5、Play a game.Look at the teacher’s mouth. Guess the words.6、Read Unit 2 together.7、Do the actions..8、Find and color.(Page 17)9、Summary.三、Homework.1、Read Unit2 two times.2、make the dialogue.Unit 2 About meTina is a teacher.I’m a boy.Are you a girl?Yes, I am./No, I’m not.教学后记：通过老师、学生创设情景学习新单词，进行听说操练句型，运用游戏调动学生学习积极性，采用Find and color.巩固所学的内容，他们的兴趣较浓。
北师大版高中英语选择性必修第二册精品课件 UNIT 4 HUMOUR 写作指导 如何进行读后续写
A few weeks later,when I almost forgot the contest,there came the news. I went to my teacher’s office after the award presentation.
成,前后对待写作的态度形成鲜明对比。文章告诉我们:只要勇于创 新,并付诸持之以恒的努力,就可以克服困难并从中获得乐趣和成长。
续写 几周之后,当我几乎忘掉了比赛的时候,消息传来了(已知)。衔接:消 第一段 息是什么?过渡:听到这个消息我有什么反应?衔接:颁奖典礼上发生
了什么?
续写 颁奖典礼之后我走进了老师的办公室(已知)。衔接:得知获奖,老师 第二段 的反应是什么?过渡:我对老师的反应作出什么回应?结尾:升华主题。
示例写作步骤
【写作要求】 (2023 ·新高考全国Ⅰ卷) 阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇 完整的短文。 When I was in middle school,my social studies teacher asked me to enter a writing contest,I said no without thinking.I did not love writing.My family came from Brazil,so English was only my second language.Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play,where I played all the parts.No one laughed harder than he did.
小学英语北师大版四年级上册Unit4 《lesson 1 This is the living room》公开课教案教师资格证面试试讲教案
小学英语北师大版四年级上册Unit 4 Bobby's House《lesson 1 This is the living room》优质课公开课教案教师资格证面试试讲教案1教学目标语言知识目标:1、能借助图片理解和读懂故事,能正确朗读故事;2、能在语境中理解表示房间的词语:bedroom, bathroom, living room并用This is …句型进行介绍;3、能在故事情境中理解sleeping, washing和be doing表示某人正在做某事的表达方式,并进行初步的运用。
语言技能目标:1、能理解故事,模仿录音、朗读或表演人物对话;2、能指认和说出房间名称并介绍房间;3、能询问或说明某人正在做某事。
情感态度目标:通过在故事中学用语言knock on the door. Welcome! 培养学生礼貌做客和待客的意识。
学习策略目标:1、培养学生的观察力和学生的自主学习能力;2、通过小组交流活动,培养学生自主学习,吸收内化知识;3、通过小组活动,培养学生积极与他人合作,共同完成学习任务;4、在活动中,引导学生积极运用所学英语进行表达与交流。
文化意识目标:通过故事的学习,培养学生了解自己居住的环境和周围的人的意识。
2学情分析本节课的教学对象是我校四一班的孩子,共34名学生。
我校使用的是新路径英语(三起)的教材,每周两课时,教室里具备基本的电教设施。
该班孩子对英语有比较深厚的学习兴趣,思维活跃,善于模仿,喜欢做游戏、比赛等活动。
借助图片讲故事,大部分学生善于观察图片,乐于猜测,喜欢角色扮演读故事,或演故事。
就知识起点而言,这些孩子已经积累了一些英语知识,能听懂基本的课堂用语,并做出相应的反应。
结合本课的教学内容,学生已有知识:单词: sister, uncle, wash,句型: This is…. This is Ann's … That’s…能理解house, room, river, nice等词汇含义,如何在情景中理解某人正在做某事的句型功能并进行初步的运用是难点。
北师大版七年级英语上册Unit1Family优质教案(1)
教学基本信息课题Unit1FamilyLesson1Photosofus(FirstPeriod) 学科英语年级初一教学材料北师大版《初中英语》七年级（上）姓名单位教学设计指导教师指导思想根据《英语课程标准》（2011年版）的分级标准，初一学生应达到三级标准：对英语学习表现出积极性和初步的自信心；能就熟悉的话题进行简单的交流；能利用所给提示简单描述一件事情；能读懂简单的故事和短文；能意识到语言交际中存在文化差异。
教材分析本课是北师大版《初中英语》七年级上册教材第一单元Unit1Family，话题为家庭和家庭成员。
教师根据教材内容和学生认知水平，将第一单元的第一课Lesson1分为两个课时。
第一课时的内容包括家庭成员的关系和称谓，通过中英文名字的不同来体会文化差异，然后利用阅读获取家庭成员的具体信息，最后结合课文信息和语言进行输出活动。
第二课时则以人称代词和物主代词为主。
由于在GetReadyC中已经给学生进行了关于家庭成员词汇的学习和拓展，因此，在本节课中，有关家庭成员的词汇只组织学生进行简单的复习和再现，没有作为本节课的重点学习内容。
学情分析学生在小学阶段学过相关话题的词汇和简单表达，有一定的基础，并且之前在GetReadyC部分已经学习和拓展了相关词汇，为学生减少了学习本节课内容的障碍。
学生的模仿能力较好，课堂上充分发挥示范作用，学生对教师的指令和要求一目了然。
由于学生笔头落实的能力较弱，本节课在说和读的基础上，也给学生提供了充分的笔头落实的机会，在语言输入和输出部分均设置相关的笔头落实任务，将学习内容及时落实并反馈在学案上。
在阅读中引导学生逐步形成阅读策略意识，有利于学生的可持续发展。
此外，学生对英语学习有着较高的热情，喜欢参与课堂活动，因此，教师结合本节课的目标和学习内容让学生每两个人一组，既能给学生提供互相交流和帮助的机会，又能控制活动的秩序和效果。
Studentswillbeableto:1.understandtheculturaldifferencebetweenEnglishandChinesenames;2.gettheinformationoffamilymembersaccordingtothekeywords;3.telltherelationshipsbetweendifferentfamilymembers;4.describesomeoneinclassusingtheexpressionsinthepassage.教学重点和难点教学重点：1.UnderstandtheculturaldifferencebetweenEnglishandChinesenames;2.Gettheinformationoffamilymembersaccordingtothekeywords;教学难点：1.Describesomeoneinclassusingtheexpressionsinthepassage.教学步骤教师活动学生活动设计意图时间Step1 Warmup 1.Asksomequestions:1)Howmanymembersarethereinyourfamily?2)Whoarethey?3)Whatotherfamilymembersdoyouknow?2.LeadSstodoabrainstorm.Answerthequestions:Thereare…peopleinmyfamily.Theyare…Dothebrainstormandreportinclass.Torecallthewordsoffamilymembers.2’Step2 Pre-reading 1.ShowMrBrown’sfamilytree,then,askSstofindoutfamilynamesandgiven names.2.LetSsuseMrorMrstosayhellotoTomBrown’sfamilymembers.3.AskSs:“What’stherelationshipbetwFindoutfamilynamesandgivennames.SayhellotoBrown’sfamilymemberswithMrorMrs.Answer:TomisMary’shusband.MaryisTom’swife.Toknowculturaldifference.Toknowtherelationshipbetweenfamilymembers.10’eenTomandMary?”4.HaveSsspeakinpairstodoexercise1onPage26andchoosesomepairstoactoutinclass.5.Let Ssreadallthesentencestogether. Practicespeaki nginpairsandac tout. Readaloudtoget her.Step3 While-re ading 1.ShowthefirstparagraphonthePPTandletSsreadaloudto gether.2.AskSstotellwhichfamilymemberthefirstparagraphdescribesandfindoutthekeywords.3.HaveSsfindoutcorrectfamilymembersfortheotherthreeparagraphsandunderlinethekeywords.LookatPPTandreadaloudtogether.Sayout:MaryBrown.Tellthekeywords.Readandfindoutthefamilymembers,atthesametimeunderlinethekeywords.ChecktheanswersandkeywordsinTogetinformationoffamilymembersandfindoutthekeywords. 15’4.LetSschecktheanswersandkeywordsinpairs,andthenreportinclass.5.ShowSsaninformationformandlead Sstodothefirstonetogetherasanexample:Familyme mbers InformationTom&Mary Theyhavetwo______andagrandson.Theylive________.6.TellSstheycandependonboththepassageandthefamilytree.7.AskSstocheckinpai pairsandreport inclass. Readtheteacher ’sexampleandc ompletetheform ontheirlearnin gsheet.Checkinpairs.…is……thesameage as ……yearsold……likes……wantsto…5.HaveSsworkinpairsandwritesomeinformationofsomeoneintheclass,giveSsanexample:“Letmetellyousomethingaboutmyfriend.Shehasshorthair.Shelivesfarfromourschool.ShelikesEnglishverymuch.Shewantstobecomeyourfriend.Sheisthirtyyearsold.”6.Choosesomepairstogivesomeinformati sinpairs.Bothmembersinp airsreportsome thingandletoth ersguess.Unit1FamilyLesson1PhotosofUs(Ss’learningsheet) 1.While-reading:Readagainandcompletetheform.Familymembers Informationonandletothersgue sswhohe/sheis.Step5 Summary& self-ass essment 1.AskSstothinkofthekeypointsinthislessonandmarkonblackboard.2.HaveSscompletetheself-assessment.Summarizeandtakenotes.Completetheself-assessment.TosummaryandknowhowwellSsdid.3’Tom&Mary Theyhavetwo_______________andagrandson. Theylive________________________.Lisa&John Theyhaveasonanda__________. Theylivenear_____________________.Kathy&Mike Theyare___________.They________adaughterBetty.Anna She________abrotherMarkanda__________Betty .Sheis_______________________asBetty.Mark He_______asisterAnna. Heis__________yearsold.Betty Sheis______________________asAnna.She_____ __adog,Sam.She_____________write,singanddance. Shedoesn’t_____________tobeadoctor.2.Post-reading:1)Giveareportaccordingtotheinformationformabove. Letmetellyousomethingabout…2)Howtodescribesomeone_______________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _______________3)Workinpairsandwritesomeinformationofsomeoneinyourclass.Someoneinmyclass Information3.Self-assessment1)我知道英文名字中的不同之处是□否□2)我知道如何使用Mr和Mrs 是□否□3)我能说出Brown一家的家庭成员之间的是□否□关系，至少三个4)我能利用关键词获得有关家庭成员的信是□否□息5)我能用至少三个简单句描述一个同学或是□否□朋友我的评价结果是：Excellent!(4-5)□Notbad!(2-3)□Ineedtoworkharder!(0-1)□。
【教学设计】Unit4MyFamilyLesson2(北师大三起)
《That' my sister, Kate.1. 能够指认、说明自己的亲属：uncle, aunt, sister，brother，cousin.2. 能够运用句型That's my sister，Kate.介绍自己的兄弟姐妹。
3. 能在插图、录音的帮助下理解并正确朗读故事。
♦教学重难点♦【教学重点】1. 理解并朗读故事。
2. 运用家庭成员的词汇uncle , aunt , sister , brother , cousin.【教学难点】运用句型：That' s my _______ . 向别人介绍自己的家庭成员。
♦课前准备---------- ------------------------- J教学光盘，自制教学课件，学生家庭照。
一、W arming-up1. Review: father, mother, gran dfather, gra ndmother.2. Talk about your family.二、Presentation .1. 设置情境，学习新单词课件出示my uncle —家，学习uncle, aunt, sister, brother, cousin.2. 导入故事(1) 问学生在上一课中Ann给Uncle Booky介绍了哪几个人物，照片中还有谁没有介绍。
引导学生说出sister和brother。
(2) 让学生看图1中的人物，指着Kate，让学生猜一猜她是谁。
T: Guess. Who ' s this?3. 学习故事(1) 教师完整播放一遍故事，让学生认真看。
教师把Kate和Ken的照片贴在黑板上，问学生他们是Ann的什么人。
学生扮演Ann进行介绍。
T: Who are they? Now you are Ann. Can you in troduce them?(2) 播放课件动画，每次一幅图，让学生扮演Ann ,介绍照片中的人物。
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Unit 4 My family 教学设计2
教学内容：
Structures (New): That’s my (mother)
Structures (Review): This is my family.
Who’s that?That’s Ken.That is Ken.
Core: family mother father sister brother aunt uncle grandmother grandfather
Contextual: Ready smile! yes no
教学重、难点：
1、正确朗读新单词。
2、对本课中新句型及以前旧句型的正确朗读及应用。
3、表演the rhyme and the song.
教具准备：Ann和Ken的教学面具。
为每位学生准备一张纸。
画画用的蜡笔和铅笔。
教学卡片、剪刀、彩笔、录音机和磁带
教学过程：
1．学习有关家庭成员的单词。
（1）让学生说说他们的家庭的成员。
让学生懂得一个家庭可以包括妈妈、爸爸、兄弟、姐妹。
然后说说其他家庭成员或亲属，特别是叔叔和阿姨。
（2）给每位学生一张，让他们画一幅全家像。
（3）教师说：“画你的爸爸。
”学生画完后，教师举起一个学生的画像对那个学生说：“That’s your father.”
（4）重复以上步骤，用不同学生的画学习单词mother sister brother aunt uncle
（5）让学生举起他们已画完的画像说：“This is my family.”
2．示范对话。
（1）教师举起Ann和Ken的面具。
（2）用Ann的面具（面对Ken）说：“That’s my brother.”让学生跟着说。
（3）用Ken的面具（面对Ann）说：“That’s my sister.”让学生跟着说。
（4）让两名学生举着面具。
让拿Ann的面具的学生说：“That’s my brother.”让另一个学生说：“That’s my sister.”
3．讲故事（第38-39页）
对全班学生说：“Open your books.”教师举起自己的书，就书上的图画提下列问题：
图1：Mocky在做什么？你认识这些人吗？他们叫什么名字？你认为其他的人是谁？
图2：Ann让Uncle Bookey看什么？
图3：Uncle Bookey在看谁？
图4：现在Uncle Bookey在看谁？
图5：图中的女孩是谁？
图6、：图中的男孩是谁？
图7：这是谁？
图8：Uncle Bookey的照片中是谁？
5．听故事
（1）对学生说：“现在我们要听一听这些人都说了些什么？”放录音时让学生看着图。
（2）重新播放录音，在每两幅图之间停顿，让学生重复每句话，然后继续播放录音。
（3）把全班分为两大组。
一组扮演Uncle Bookey，另一组扮演Ann。
每组的组长举着这两个人物的面具。
（4）再放一次录音。
在每句话后停顿，每组都重复他们扮演的角色说的话。
然后两组交换角色。
（5）向学生讲解第6幅图中对话的意思。
告诉学生Ann同意Uncle Bookey 的话就说：“Yes.”问学生几个问题，启发他们用Yes回答。
（6）让学生回忆第三单元学习过的no。
问学生几个问题，启发他们用no回答。
（7）问其他学生问题，他们或回答Yes或回答no。
6．家庭作业
让学生告诉家人英语中有关家庭成员的单词。