Unit 4《General Revision 1》(Part 1)省优获奖 省一等奖教案 人教精通版六年级下册
人教版高中英语必修四Unit1精品复习省公开课获奖课件市赛课比赛一等奖课件
考纲知识预览
翻译词组
1．决定，决心做 be determined to 2．建立 set up 3．(想法、问题等)涌上心头；涌入脑海 crowd in 4．蔑视 look down upon/on 5．研究，调查 do some research on 6．吸引某人旳注意力 catch one’s eye
名师一线讲坛
【注意】 在口语中，behave as if常用 behave like替代。Behave yourself！用在口 语交际中表达“规矩点！”另外behave可与 某些副词构成形容词，如well behaved(体 现好旳)，badly behaved(体现差旳)。
名师一线讲坛
1．完毕句子 (1)I want you to ____________________(举 止得体)while I’m away. (2)She has been __________________(体现 得颇为古怪)． (3)I’m sorry about what I did last night— ______________________(我太幼稚了)． 答案：(1)behave yourself (2)behaving rather oddly(3)I behaved like a child
考纲知识预览
14. strike (v.) 打击，打动 15. explain (v.) 解释，阐明 16．medical (adj.) 医学旳，医疗旳 17. consideration (n.) 考虑；体谅 18．deliver (vt.) 递送，生小孩 19． modest (adj.) 谦虚旳；忍让旳
Cube”．
名师一线讲坛
(2)The lecture is well ________________(值得一听)，though it is rather long.
2022年陕旅版四年级下册《Revision2》第1课时教案(省优)
Revision1第1课时教学设计【内容来源】陕旅教育出版社四年级下册【主题】Complete and match, Listenand tick, Let’s talk and play, Let’s guess 【课时】第1课时一、教学准备教师准备：1.Units 5-8的词汇卡片。
2. Listen and tick局部的教学音频。
3. Complete and match和Let’s talk and play局部的图片。
4. 课件：马在奔跑、鹦鹉说话及导盲犬帮助盲人过马路。
二、教学方法建议课程导入(Leading In)(1)课前热身1. 词汇抢答这是训练学生认读词汇能力的游戏，教师将令班分成假设干小组，然后逐个出示Units 5-8词汇卡片或图片，学生们举手抢答，最先举手且正确读出该词汇的学生(或将图片上的词汇说出来)，为该纠贏得一分。
看看哪组学生反响快。
继续上一比赛活动，在教师宣布游戏开始后，第一组的第一位学生立即说出一个词(如：flower, traffic lights等)，第二组的第一位学生应立即将这个词拼读出来，拼对就为所在组加一分，拼错那么扣一分，步能迅速拼出该词的计零分。
比一比哪组在这一环节领先。
课程展示活动和过程的设计建议〔presentation)(1)Complete and match1.教师引导学生结合所学词汇填写字母，补全单词。
2.教师引导学生仔细观察图片，说出与每幅图相对应的词汇。
3.核对答案：教师说单词，学生举手抢答并说出该单词中所缺的字母，抢答对的学生为所在组赢得一分。
在此环节中，教师也可以先将本局部的图片贴在黑板上，并将其文字内容按课本中的样子写在黑板上，然后每组选出两位学生，让其各自补全两个单词并与相应的图片连线。
填对字母者得一分，图片连对那么再得一分。
(2)Listen and tick稍作描述，如：sixty-five fifty-eight; makea card buy some flowers; green light red light; park bookstore; speak English speak Chinese。
2021春R-精通版 六年级英语下册 Unit 4 习题课件
( C )2. I usually do ________ after school.
A. me homework
B. my homeworks
C. my homework
点拨： homework是不可数名词。
习题源于《典中点》
( C )3. I often ________ TV or play _______.
级别 A
习题源于《典中点》
What do you do?
请分别用以上三个单词造三个句子。 4.T_h_e__n_u_r_s_e_i_s_lo_o_k__in_g__a_ft_e_r_a__c_h_il_d_. 5. I__g_o_t_m_y__l_et_t_e_r_f_ro_m___a_p_o_s_t_m_a_n_.__ 6. T__h_e_f_a_r_m_e_r_i_s_b_u_s_y__r_ea_p__in_g__th__e__ __r_ic_e__in__th_e__f_ie_l_d_s._____________
习题源于《典中点》
五、核心素养练
利用本单元所学有关职业方面的单词, 将其扩充到
短语, 最后用完整句子表述出来, 以此来训练自己的英
语表达能力。
级别
What do you do?
请写出三个表示职业的单词或短语。
B
1. __n_u_r_s_e__ 2. _p_o_s_tm__a_n_ 3. __fa_r_m__e_r_
习题源于《典中点》
He's an English teacher. Her mother is a doctor. Lily and her brother are in the same school. Lily can't speak Chinese very well, but she loves Chinese very much. ( F )1. Lily's mother is a teacher.
2022年牛津译林版《U4 My day(第二课时)Revision》精品省优获奖教案
Unit 4 My day〔第二课时〕Revision7B Unit 2 Neighbour教学内容掌握单词 future/ police station/ job/ post/ artist/ sound/ stick句型①What are you going to be in the future②I’m going to be a computer engineer.教学工具：多媒体Revision: Answer the questionsHow many people are there in Wendy’s homeWhat’s Wendy’s fatherWhere does Wendy’s mother workHow does her sister go to work二、Presentation1, Show some pictures to introduce some jobs. And let students discuss, lead to the topic.Teacher says: look at these jobs. Are they interesting Which is your favourite Students answer with their own information.Teacher says: oh, I see, ……is going to be……in the future.Write down on the blackboard: “Future and this sentence〞In the same way, show an artist with colourful chalk.2, PracticeTeacher says, Millie is talking with her classmates about their future jobs. Listen to the conversation and do “true or false〞 exercises.1〕 Daniel likes computerMillie is going to be a computer engineer.Sandy is going to be a teacher.Amy is going to be a doctorSimon is going to be a basketball star.2〕 listen to the tape again, then read after the teacherPlease open your books and repeat after the tape. Sentence by sentence, if need read more.四．PresentationLook at some phrases : an apple ,stand up ,in an hour teacher read these phrases, let Ss pay attention to the pronunciation what’s the difference among them.1 We usually link a consonant with a vowel sound.2.When the first word ends –r or –re and the next word begins with a vowel sound, we join them together with a /r/ sound between them3.When there re two vowel sounds, we join them as if there were a /j/ or /w/sound between them.4.When two consonant of two words meet, we sometimes do not need to pronounce the first consonant sound .二． PracticeListen to the tape about them. Please work in pairs .read them to your partner.三．Homework。
人教精通版英语六下 Unit 4知识清单与单元测试(附答案)
Unit General Revision 1一、词汇1. 学科Chinese 中文maths 数学English 英语science 科学PE 体育art美术music 音乐2. 国家China 中国England 英国3. 职业doctor 医生teacher 老师policeman 警察4. 地点cake shop 蛋糕店toy shop 玩具店bank 银行bookshop 书店park 公园school 学校shopping centre 购物中心5. 序数词first 第一second 第二third 第三fourth 第四fifth 第五sixth 第六seventh 第七eighth 第八ninth 第九tenth 第十eleventh 第十一twelfth 第十二6. 月份和季节January 一月February 二月March 三月April 四月May 五月June 六月July 七月August 八月September 九月October 十月November十一月December 十二月spring 春天summer 夏天autumn 秋天winter 冬天month 月season 季节year 年7. 动词短语get up 起床go to school 去上学go to bed 上床睡觉go home 回家have breakfast 吃早饭have lunch 吃午饭have dinner 吃晚饭do homework 做家庭作业do housework 做家务watch TV 看电视play the piano 弹钢琴go shopping 购物listen to the teacher 听老师讲课keep off the grass 不要进入草地make noise 制造噪音read in bed 躺在床上看书play on the street 在马路上玩儿pick off the flowers 摘花see a film 看电影二、句型1. I’m from Beijing, China. 我来自中国北京。
人教精通版英语六年级下册Unit 4 General Revision 1 Task1 同步练习题
人教精通版英语六年级下册Unit 4 General Revision 1 Task1 同步练习题根据句意使用合适的介词完成句子1 Every morning，I get up a_____ about7:302 We have four lessons i________the morning.3 He was born o______ a cold morning.4 I often play the piano a___________the dinner.5 My parents and I usually go to the cinema o__________ weekends.6 Lisa often helps me w________ my English.7 I want to buy a book a__________ animals.8 I have some bread f______ dinner.9 I went to work w_________ having breakfast.10 Thank you f______ coming to my party.11 There are some apples o__________the tree.12 We stayed in the hotel b_______the sea.13 The girl w__________ glasses is my sister.用所给词的适当形式填空1 There __________(be) three people in my family.2 Classes __________(begin) at 8:00.3 School ___________(over) at 4:00 in the afternoon.4 We have seven ____________(subject) at school5 This is not ___________kite. ___________is over there . (I)6 I enjoyed __________at the party. (I)7 I will give the present to ____________(they)8 Each of the students ___________(have) a dictionary.9 There ___________(be) many old buildings in the city ten years ago.10 Tom often ____________(play) the piano after dinner.11 Look! Tom ___________(play) the piano.下列各句中均有一处错误，请找出并改正1 Camels usually lives in dry places . _____________2 Aren’t take off your coat. ______________3 He always help me with English. ____________4 His bobby is collect stamps . ______________5 The children can’t find his parents. ________________按照要求完成句子1 I often get up at 7:00. (用he 改写句子)2 He has supper at seven. (改为一般疑问句)3 My father goes to work by bike. (画线部分提问)4 He goes home at four every day. (用yesterday改写)5 We have seven lessons in a day. (画线部分提问)6 He often plays the piano. (改为否定句)阅读理解：Today is the scavenger hunt(寻宝游戏) day. Students in my school play this game every year. This year’s game asks us to go to some important places in our town.First, we need to go to the music hall. We need to find out how long its history is. Then we have to get to an old bridge in the town. It has a history of about 200 years. The bridge is not far from our school. We need to find out how long it is and then take a picture of it. In the afternoon we will go to the library in the town. We need to find out how many books there are in the library.I love the game of scavenger hunt very much. It’s very useful. It helps us know more about the place we live in.( ) 1. Where do the students need to go first on the scavenger hunt day?A. To the music hall.B. To the oldest bridge.C. To the town library.D. To the supermarket.( ) 2. The old bridge in the town is about ______ years old.A. 100B. 150C. 200D. 250( ) 3. In the afternoon, the students need to ______.A. read books in the libraryB. make the library tidy and cleanC. find out how many books there are in the library.D. watch games in the library( ) 4. The writer thinks the game of scavenger hunt is ______.A. boringB. tiringC. usefulD. useless.( ) 5. Which of the following is TRUE?A. Students play scavenger hunt every year.B. Students need to take a lot of pictures.C. The old bridge in the town is far from the writer’s school.D. The writer doesn’t like the game.首字母填空Amy gets up e______1_____in the morning. She usually f_____2_______her homework before dinner. She can follow the rules to stay s____3_______on the road. She n_____4______crosses the road where there is a red light.To keep h______5______, John drinks warm water every day. He has some milk and eggs for breakfast. He has a lot of rice , some meat and some vegetables for l_____6______and dinner . He likes eating sweet food, b______7____he eats a little at a time. Because eating too much is bad for his t_____8______.。
Unit-4-Preparing-for-College省名师优质课赛课获奖课件市赛课一等奖课件
• Main idea: He found the best preparations for college in the stimulating Saturday night conversations among all those Oxford and Cambridge men.
be made unable to think or feel clearly. • e.g. His answer to the question left us all dazed. • indifferent • adj. not interested, not caring • e.g. • We should not be indifferent to the low achievers in
• I was not of them
• I was not like them; I was not of their kind
• the elect • those selected from what they thought the most
distinguished candidates, or considered to be the best • make out • understand, see, or hear • e.g. • That problem is just beyond me; I can't make it out. • He muttered a complaint that nobody could make out.
• What the author means here is that his parents did not bother about their education of him; rather, they sent him to school, etc. as the following sentences indicate.
外研版选择性必修一 Unit4 Revision 英语课件
因...广为人知 ...的混合 ...的结合 普遍表达 为了被世界认同 对某物感激 深入多样民族的生活 表现自然之美 旨在显现傣族女人的美
be widely known for a mix of a combination of universal expression so as to be recognized by the whole world be grateful for sth go deeper into the lives of various ethnic groups represent the beauty of nature aim to bring out the Dai women's beauty
and the 2008 Beijing Olympics. To listen to Tan's music is to experience _____a__m_i_x_o_f____(...的混合） Chinese musical traditions and Western influences.
music should carry "universal expression"( 通用的表达 ) of the human spirit __so__a_s_to__ (为了) _b_e__re_c_o_g_n_iz_e_d____ (recognize) by
the whole world.
Yang Liping, dancer
He was _p_a_r_ti_c_u_la_r_ly__(particular) interested in the old story about a fish __ju_m__p_in_g__ ( jump) through the "Dragon Gate". This story came to life ( 变成鲜活 ) for Hofman when he visited Wuzhen and saw how people lived there. "__D_u_r_in_g__ the walk and my stay here in the town, I saw the fish __b_e_in_g__fe_d___(feed) by people. You see also some fish __sc_u_l_p_te_d__ (sculpt) on the wall." These sights _s_e_t___ Hofman's idea for Floating Fish __in__m_o_t_i_o_n__(使...开始).
unit4八年级上册SectionA3a-3c省公开课获奖课件市赛课比赛一等奖课件
She runs fastest of the three.
她是三人中跑得最快旳。
She works (the) hardest in her class.
她是她们班上学习最用功旳。
注意使用最高级时应注意下列几点：
(1) 表达 “最……之一” 旳句式，要用 one of the +形容词最高级+复数名词。
halaptpey, busy, dirty, laterea- slayt,elsatzy, pretty
以辅音字母加 y 结尾双音节
eafarlty, hot, red,
词变 y 为 i 加 –er 或 –est earlier –theianr,liweestt, sad
重读闭音节、末尾只有一种 辅音字母双写加 –er 或 –est
Jack is one of the tallest students in our class.
形容词和副词比较级旳使用方 1.表法达两者之间旳选择,
可用“Which/Who … + 比较，…or…?”.
Who runs faster, he or she?
2.表达两者之间旳比较，一般用连词 than 引导， 表达“更······某些”．
She is less healthy than he.
1.比较级 + and he+比较级 , the + 比较级 越…, 越 …
5. “the+比较级 , the + 比较级”表达“ 越…, 越 …” The more you exercise, the healthier you will be.
6. 表达不及另一方时，用“less+原级+than…”
小学二年级英语《Mainly Revision》说课稿
小学二年级英语《Mainly Revision》说课稿【#二年级# 导语】一份优秀的说课稿，体现的不仅仅是教师的能力，更体现出教师对工作的热爱认真程度，通过说课稿，教师可以更好地展开教学，合理科学的规划使教学作用化。
以下是整理的相关资料，希望对您有用。
Lesson 45PART 1 Analysis of the Teaching Material(I)STATUS AND xxxxN1.This unit is a revison unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11.2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit.3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(II)xxxxG AIMS AND xxxxKnowledge objects1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.Ability objects3. To improve students’ listening and speaking ability by reading and practising the dialogue.4. To develop students’ communicative ability by learning the useful expressions for making suggestions and replying.Moral objects5. To enable the students to love life and animals, protect the nature and environment.(III)xxxxG KEY POINTS:1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.(IV)xxxxG xxxxLTIES:1. The usage of the Modal Verbs ,especially usage for making suggestions.2. Using the learned phrases and sentence patterns to make suggestions and replying.(V)xxxxG AIDS:Multi-media computer; OHP(overhead projector); tape recorder; software: Powerpoint or AuthorwarePART 2 Teaching Methods1>Five Steps Approach.2>Communicative Approach.PART 3 Studying Ways1. Teach the students how to be successful language learners.2. Teach the students how to master dialogues and how to communicate with others.PART 4 Teaching ProcedureStep 1 RevisionGet the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same t ime draw the students’attention to the topic about animals.Step 2 Lead-inSign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.1.Do you like animals?2. Do you keep any animals at home? What is it or What are they?3. Can you explain how you care for them?4. How do you feed them?…Step 3 Dialogue Presentation1. The first listeningAfter the teacher's brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue, ask the students to answer two simple questions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have a chance to practise their listening ability.Questions :1.Where will such dialogue happen in your opinion?2.What are they mainly talking about?2.Second listeningThis time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal withsome language points raised by the students or appearing in the questions.Questions: (Show the questions and answers on the screen using computer)1. What does Kate want to do ?2. Where would Kate keep them at first?3. What does LiQun advise her to do?4. What size tank should she get?5. What should Kate put in the tank?6. Why should Kate put a few large rocks in the tanks?7. Why should Kate put some underwater plans in the tank?Language points: (Show them on the screen using computer)a. the other day = a few days agob They don't get enough air:With a bowl, only a small surface area of the water is in contact with the air. So the water does not receive enough oxygen.c 30 cm by 30 cm by 50 cm.We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.e underwater plants:These plants oxygenate the water and keep it clean.d For one thing = one reason (for putting plants in the tank)Step 4 . Dialogue Drill1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud. This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue , in the meanwhile show these expressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understanding of those expressions.Step 5 . Practice (part 2)In fact, this step is intend to deal with the second part of the lesson(part 2). First show the words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise making suggestions and replying, using the phrases given in the table of Part2 .Give the students 5 minutes to prepare it. Ask the students to pay particular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to make the students get a further understanding of these expressions.Step 6. Consolidation( Dialogue Production)This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from the dialogue (mainly told the students to love life and animals, protect the nature and environment) . This step is employ ed to create a language environment for students’ communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situation.If the students can finish this task well, they will benefit a lot in their spoken English.Situation:(show it on the screen using computer)One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for your advice. Now you’d like to advise him/her what to do?Step 7. WorkbookFinish Exx 1 and 3 orally, left Ex 2 as written work.Ex. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the exercises orally in class.Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the Ss work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see.Ex. 3 lists pairs of words with somewhat similar pronunciation but different meaning. Get the Ss to read aloud the words and say what each of them means.Step 8 Homework!.Do Ex 2 in the exercise books. This is used to make the students have a further understand of the modal verbs.2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students.上一。
人教精通版六年级英语下册Unit6《GeneralRevision3》(Part1)教学设计
Unit6 Part1(Task1-4) 教学设计一、教学内容与分析1. Task 1: Listen, read and talk.本部分通过Yang Ming介绍自己的旅行计划引出要复习的目标语言和词汇，通过整个语篇的描述来对旅行计划这个话题进行系统的梳理。
在学习过程中，教师引导学生对语言进行复习、模仿、学习和体验，最终使学生能够运用目标语言进行交际或书面表达。
2. Task 2: Write your travel plan.学生通过任务1的学习，对旅行计划这个话题的已有知识进行激活。
教师引导学生两人之间谈论自己的旅行计划，然后试着写一写自己今年暑假的旅行计划。
此环节是对任务1的后续活动。
教师引导学生写出自己心目中的旅行计划，然后与同学进行交流，通过与同伴之间进行分享信息来实现交际的目的。
3. Task 3: Read, number and talk.学生通过读四段文字描述来对图片进行标序号。
此环节为学生们呈现了四个国家的标志性景点以及名胜古迹。
通过读后标号的方式来检测学生对文字内容的理解情况。
在此基础上，教师可通过引导学生通过观察简图来猜测文字内容。
教师引导学生在生活中会使用这些文字对这些国家的景点进行简单的描述。
4. Task 4: Let’s do a survey.本部分通过学生之间做调查的方式，以What places are you going to visit this summer holiday?主要功能句来展开调查。
引导学生通过对countries, cities, places等几个方面进行询问，了解4位小伙伴的旅行意愿，最后通过与更多同学的交流，找到和自己暑期旅游计划相同的朋友。
二、课前准备1. 教师准备音频或电脑，任务1的音频文件。
在课上相应环节给学生播放音频材料。
2. 准备世界知名景点的图片，在课堂上进行评价时作为奖励物品使用。
三、教学步骤与建议1. 热身/复习(Warm-up / Revision)1) 引出话题，激活背景知识师生互相问好，然后教师自然地询问学生家庭的暑期旅行计划，激发学生关于旅游这一话题的已有英文知识。
人教精通版六年级下册英语Unit4 General Revision1 Task11-12课件
summer
Summer: June, July, August
autumn
Autumn: September, October, November
winter
Winter: December, January, February
Work in pairs
Which season do you like best? I like spring best.
Because it’s ... I can ...
warm
Which season do you like best? I like summer best.
hot Because it’s
I can
Which season do you like best? I like autumn best.
sunny Because it’s
warm I can
Which season do you like best? I like winter best.
cold Because it’s
I can
变化规则
名词
Rain Wind Snow Cloud Sun Fog
形容词
Rainy Windy Snowy Cloudy Sunny Foggy
Fill in the blanks according to the pictures.
It’s _r_a_i_n_y_.
It’s _f_o_g_g_y_.
1. Which season does Simon like best? Why? Autumn. Because it’s always sunny. It’s the best time to play football outside.
Unit-4-Choose-Optimism省名师优质课赛课获奖课件市赛课一等奖课件
5. Why should each of us choose between optimism and pessimism to shape our outlook and our expectations?
6. Why does Rich Devos believe in upward look?
3. A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficult.
What is mainly talking about here? Describe it in a word.
Part III (___ to ___): the writer’s advice on directing our attention to positive and constructive thinking.
Read Part by Part
Part I 1. What does a pessimistic attitude usually
Metaphor winter: something bad, miserable or disappointing
3. What is emphasized here?
The importance of optimism in terms of adversity
2. What seems to us as bitter trials are blessings in disguise.
Part III: Questions
四年级上册英语优质教案-《Revision 1 》(Let’s Review)｜人教新起点
Revision1 Let’s Review教学设计【课时】Let’s Review一、教学目标1. 能够比较熟练地听、说、读、写第一至三单元的重点词汇。
2. 能够听懂有关第一至三单元话题的小文段，完成匹配练习。
3. 能够综合运用第一至三单元的功能句进行相关话题的描述与交际。
4. 能够根据自己的实际情况，仿照范例，补充完整有关第一至三单元话题的小文段。
教学重难点能够比较熟练地听、说、读、写第一至三单元的重点词汇。
二、教学过程A. Look, listen and match.1. 热身活动(1) 选取第一至三单元中学生比较喜欢的歌曲作为课前热身。
(2) TPR活动。
结合本课将要使用到的运动项目，教师与学生开展TPR活动。
(3) 词汇Bomb游戏。
教师出示单词卡片，与学生一起玩Bomb游戏，帮助学生尽快集中注意力。
2. 听录音并匹配(1) 教师引导学生观察图片，两人结对读词和指认人名。
(2) 教师提问：Does Tim often play football? What is Tim good at? 示范如何进行听前预测。
其他三个人物的信息猜测由学生分组讨论完成。
(3) 教师播放录音两遍，学生按照要求完成匹配练习。
B. Interview your friend.1. 创设情境，导入操练(1) 教师创设情境，在学校或班级内开展Talent Show活动，让学生努力发现他人的优点和特长，感受拥有同伴和朋友的快乐。
(2) 提出任务，共同研读。
教师出示Talent Show信息卡，即B项需填写的信息卡。
教师也可以根据学生的情况改造信息卡。
2. 提出问题，开展讨论教师引导学生观察信息卡，并思考：若想进行采访，应当如何提出问题？如何交流？使用哪些功能句？教师引导学生阅读书上的问题，并鼓励他们积极思考，想出更多更有趣的相关问题，或者由教师准备问题，学生选择。
3. 师生示范4. 展开采访，完成任务学生开始采访，并记录主要信息。
评优课一等奖说课稿 全英文加评课
评优课一等奖说课稿（全英文）以下是全市高中英语教师评优课一等奖的全英文说课稿，现刊出来，希望对大家有点帮助，说课的内容是《牛津高中英语》（江苏版）第11模块第2单元Project中的阅读材料。
Good morning, ladies and gentleman. Today, I feel honored to have the chance to share my ideas about how to teach reading.In the reading process, I will fo cus on students’ long-term development and enable them to use proper reading skills and strategies. In other words, students are guided to read efficiently and independently.My teaching plan will include 3 sections. They’re analysis of the reading material, identifying the teaching aims and teaching procedures.Section 1 Analysis of the teaching materialThe selected teaching material is a magazine article taken from the Project section of Module 11, Unit 2 of Advance with English. The article is about British students who take a gap year, which is intended to develop the theme of the unit, that is, Getting a job. After analyzing it carefully, I find the article has two unique characteristics. First, it’s a long passage with 688 words, much more than the usual texts. Second, it deals with a new topic, that is, a gap year. The topic is unfamiliar to most students.Section 2 Indentifying the teaching aimsBased on the analysis of the teaching material, I have chosen the following as the teaching aims of my lesson:The 1st aim: Students learn the skills and strategies to read a prolonged text.The 2nd aim: Students get a better understanding of what a gap year is.The 3rd aim: Students are encouraged to figure out the implied meaning.The 4th aim: Students are familiar with various expression_r_r_r_r_rs orapproaches to express the same thing or idea.Section 3 Teaching proceduresIn order to achieve the teaching aims mentioned above, I decide to choose guided reading and Task-Based Teaching as the main teaching approach. With the teaching methods, I can guide students to use effective reading strategies to comprehend the text, solve problems and complete different tasks. The teaching procedures include four parts. They’re getting ready, focusing on main fac ts, reading between the lines and responding the text.Part 1. Getting readyReading begins before a book is opened. It’s important to activate students’ existing background knowledge and draw their attention to the topic of the text. In this part, I will use the pre-reading activities to increase students’ concentration, arouse their curiosities, fire their imagination and give them a purpose for reading. The part consists of two tasks:Task 1: A time machine. I start my lesson by asking senior 3 students what the date is. Then, I go on to show a picture of a time machine. I tell students that the machine with a magic power will bring them to their graduation from high school, which is 1 year away. At that point, I get them to imagine where they are and what they are doing.After it, I give a summary of their presentations as follows: After leaving high school, most of Chinese students go straight to university.Yes, at this time next year, most of you will be studying in a university.(With the task, I inspire students’ former knowledge and imagination about graduating from high school and going to college, which can draw their attention to the theme of the reading material and get them ready for the following reading.)Task 2: Brainstorming. After the summary, I go on to show some more pictures of British students fresh from high schools, and tell students that more and more students in the UK are doing something different instead of going straight to university. After that, I play the tape of Para.1 and get students to catch the answer to the question: They will travel or work on projects for up to a year before entering university.(With the task, I excite students’ desire to know more about what their British equivalents will do before going to college. With the question in mind, students will definitely be eager to listen to the tape to find the answer. )Part 2. Focusing on main factsDuring the part, I will ask the students to answer the question—What does the author say? Students are supposed to get a main idea of the text and understand the basic meaning of the text. Questions of this kind are not very difficult and they can be answered directly from the text. The part includes six tasks:Task 1: Three examples. I move on to tell students as follows: Last year, Carol Smith, Daniel and Martin Johnson, 3 students from the UK, went to some remote places and did something special. After the instructions, I play the tape of Paragraphs 4-6 and get students to complete the following table.(With the task, I get students to listen to the three paragraphs instead of reading them, thus reducing the amount of reading time and reliving their psychological burden, otherwise students would be discouraged by such a long article.)Task 2: Matching. After listening, I get students to open books and scan the three paragraphs to check the answers to the previous table. Then they’re required to complete another table with a second reading.(With the task, students learn to use a table to gather the main facts about the three British students. T hey’ll come to know that a table is of great help in their future reading.)Task 3: Scanning for a detail. I get students to scan the rest paragraphs and find the answer to the question: What do people call the year off between finishing school and starting university? In doing so, I introduce the theme of the article and write on the blackboard the title: Mind the gap year.(With the task, students are expected to grasp the theme of the article. The task serves as a bridge,which connects the main facts in Paragraphs 4-6 to the opinions about the gap year in the rest paragraphs.)Task 4: Definition of the gap year. Students watch a VCR with a question in mind: What three types of activities do the UK students choose to do during a gap year? The key is: Many students use that time to travel, learn new skills or become a charity volunteer.(The task serves as a supplementary to the second task of Part 1. With the task, students are expected to know more about the gap year.)Task 5: History of the gap year. I play a second VCR and get students to answer the question: When did the gap year start in the UK?(The task enables students to have a good knowledge of the history of the gapyear.)说课是20世纪80年代后期随着教改深入而产生的带有教育科研性质的教研活动，其理论和实践越来越受到重视（宋斌华，2007）。
小学二年级英语《Mainly Revision》说课稿 纯英版
小学二年级英语《M a i n l y R e v i s i o n》说课稿纯英版PART1AnalysisoftheTeachingMaterial(I)STATUSANDFUNCTION1.Thisunitisarevisonunit,soitcoversallcommunicativelanguage knowledgelearnedfromUnit7toUnit11.2.ThislessonisthefirstoneofUnit12.Soifthestudentscanlearnth islessonwell,itwillbehelpfultomakethestudentslearntherestof thisunit.3.Thislessonisadialogueaboutkeepingfish.Suchtopicisrelatedt odailylife,soitishelpfultoraiselearninginterestsofstudentsa nditwillbealsohelpfultoimprovetheirspokenEnglish.(II)TEACHINGAIMSANDDEMANDSKnowledgeobjects1.TomaketheSsknowhowtokeepfish,birdsoranyotheranimalbylearn ingthedialogueofthislesson.2.TogiveareinforcedpracticeintheuseoftheModalVerbsandsomeus efulexpressionsformakingsuggestions.Abilityobjects3.Toimprovestudents’listeni ngandspeakingabilitybyreadingan dpractisingthedialogue.4.Todevelopstudents’communicativeabilitybylearningtheusefu lexpressionsformakingsuggestionsandreplying.Moralobjects5.Toenablethestudentstolovelifeandanimals,protectthenaturea ndenvironment.(III)TEACHINGKEYPOINTS:1.TomaketheSsgraspandunderstandthewayofmakingsuggestionsand replyindailylife.2.Toenablethestudentstouseusefulexpressionsformakingsuggest ionandreplyingintheirowndialoguesrelatedtothedailylife.(IV)TEACHINGDIFFICULTIES:1.TheusageoftheModalVerbs,especiallyusageformakingsuggestio ns.ingthelearnedphrasesandsentencepatternstomakesuggestion sandreplying.(V)TEACHINGAIDS:Multi-mediacomputer;OHP(overheadprojector);taperecorder;sof tware:PowerpointorAuthorwarePART2TeachingMethods1>FiveStepsApproach.2>CommunicativeApproach.PART3StudyingWays1.Teachthestudentshowtobesuccessfullanguagelearners.2.Teachthestudentshowtomasterdialoguesandhowtocommunicatewi thothers.PART4TeachingProcedureStep1RevisionGetthestuden tstogivesomeanimals’namestheyknowbyaskingthest udentsthefollowingquestion:Canyougiveussomenamesofdifferent animalsyouknowThisstepisemployedtorevisethewordsrelatedthea nimals.Atthesametimedrawthestudents’attentiontothetopicabo utanimals.Step2Lead-inSigntothestudentstobequietandclosetheirbooks.Thenstartafree ecomputertoshowsomepicturesofdifferen tpets,suchasdogs,catsetc.Askthestudentsseveralquestionsabou traisingpets.Thesequestionsareemployedtowarmupthestudentsan draisetheinterestsofthestudentstospeakEnglishinclassontheto picstheylikeandfamiliarwith.1.Doyoulikeanimals2.DoyoukeepanyanimalsathomeWhatisitorWhatarethey3.Canyouexplainhowyoucareforthem4.Howdoyoufeedthem…Step3DialoguePresentation1.ThefirstlisteningAftertheteacher'sbriefintroductiontothedialogueaboutkeeping fish.Thenaskthestudentstolistentothetapeofthedialoguewithth eirbooksclosed.Afterlisteningtothedialogue,askthestudentsto answertwosimplequestionsfocusingonthegeneralideaofthedialog ue.Thisstepisemployedtomakethestudentgetthegeneralideaofthe dialogueasawholeone.Atthesametimeletthestudentshaveachancet opractisetheirlisteningability.Questions:1.Wherewillsuchdialoguehappeninyouropinion2.Whataretheymainlytalkingabout2.SecondlisteningThistimeaskthestudentstolistentothetapecarefullywiththeirbo oksopen.Afterlistening,askthestudentssomequestionsfocusingo nthedetailsofthedialogue.Inthemeanwhile,dealwithsomelanguag epointsraisedbythestudentsorappearinginthequestions.Questions:(Showthequestionsandanswersonthescreenusingcomput er)1.WhatdoesKatewanttodo2.WherewouldKatekeepthematfirst3.WhatdoesLiQunadvisehertodo4.Whatsizetankshouldsheget5.WhatshouldKateputinthetank6.WhyshouldKateputafewlargerocksinthetanks7.WhyshouldKateputsomeunderwaterplansinthetankLanguagepoints:(Showthemonthescreenusingcomputer)a.theotherday=afewdaysagobTheydon'tgetenoughair:Withabowl,onlyasmallsurfaceareaofthewaterisincontactwiththe air.Sothewaterdoesnotreceiveenoughoxygen.c30cmby30cmby50cm.Wedescribetwo-dimensionalandthree-dimensionalmeasurementsus ingthewordby.Sothelengthofthetankis50cm,andthewidthandheigh tboth30cm.eunderwaterplants:Theseplantsoxygenatethewaterandkeepitclean.dForonething=onereason(forputtingplantsinthetank)Step4.DialogueDrill1.Inthisstepthestudentsarerequiredtopractisethedialogueinpa irsbyreadingthedialoguealoud.Thisstepisemployedtomakethestu dentsgrasptheusefulphrasesandsentencespatternformakingsugge stionsandreplyingonthebaseofreadingthedialoguefluently.2.Letthestudentsfindouttheexpressionsandsentencepatternsfor makingsuggestionsandreplyinginthisdialogue,inthemeanwhileshowtheseexpressionsandsentencepatternsonthescreenbycomputero nebyone.Thisstepisemployedtogivethestudentsadeepunderstandi ngofthoseexpressions.Step5.Practice(part2)Infact,thisstepisintendtodealwiththesecondpartofthelesson(p art2).Firstshowthewordsandphrasesgivenonthescreen,usingamul ti-mediacomputer,thenaskthestudentstomakeshortdialogueswith theirpartnerstopractisemakingsuggestionsandreplying,usingth ephrasesgiveninthetableofPart2.Givethestudents5minutestopre pareit.Askthestudentstopayparticularattentiontosentencestre ssandintonation.Atlastasksomepairstoacttheirdialogueoutinfr ontofthewholeclass.Thisstepisemployedtomakethestudentsgetaf urtherunderstandingoftheseexpressions.Step6.Consolidation(DialogueProduction)Thisstepgivesthestudents5-8minutestomakeasimilardialogueusi ngthephrasesandsentencespatternslearnedinthisdialogueandeve rydaylifeexperienceaccordingtothegivensituation(showitonthe screenusingamulti-mediacomputer).After5-8minutes,askseveral pairstoacttheirdialogueoutinfrontoftheotherstudents.Atlasttheteachergivesomeadviceonmakingsuchdialogues,inthemeanwhile dealwiththemorallessonswhichthestudentsshouldlearnfromthedi alogue(mainlytoldthestudentstolovelifeandanimals,protectthe natureandenvironment).Thisstepisemployedtocreatealanguageen vironmentforstudents’communicationintheclass;andtogivethes tudentsachancetopractisetheirspokenEnglishunderaquasi-commu nicativesituation.Ifthestudentscanfinishthistaskwell,theywi llbenefitalotintheirspokenEnglish.Situation:(showitonthescreenusingcomputer)Oneofyourclassmateswantstokeepbirds,he/shewantstobuysomebir dsandbuildsabirdcageasbigas4mby2mby2m.he/shewouldliketoaskf oryouradvice.Nowyou’dliketoadvisehim/herwhattodo Step7.WorkbookFinishExx1and3orally,leftEx2aswrittenwork.Ex.1revisestheObjectClause.Whentransformingthestructures,th estudentsarerequiredtopayattentiontothechangeoftheverbtense s,personalpronounsandwordorder.Afterdoingtheexercisesorally inclass.Ex.2isarevisionoftheModalVerbsandsomeusefulexpressions.Lett heSsworkinpairsandthenchecktheanswerswiththewholeclass.Writ edownthesentencesontheBbfortheSstosee.Ex.3listspairsofwordswithsomewhatsimilarpronunciationbutdif ferentmeaning.GettheSstoreadaloudthewordsandsaywhateachofth emmeans.Step8Homework!.DoEx2intheexercisebooks.Thisisusedtomakethestudentsha veafurtherunderstandofthemodalverbs.2.Writeashortpassageaboutthedialoguelearned.Thisisusedtopra ctisewritingabilityofthestudents.。
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Unit4 Part1(Task1-4)教学设计一、教学内容与分析1. Task 1: Listen, read and talk.学生通过本部分的语篇内容，了解到LiYan的日常生活是如何计划与安排的，以此来复习小学阶段所学的有关个人信息的知识。
通过阅读的步骤，引发学生思考。
在听与读的基础上最终培养学生说的能力。
2. Task 2: Can you talk about your daily life?引导学生在Listen, read and talk的基础上，结合自己的学习和生活实际情况进行介绍和交流。
3. Task 3: Listen, number and match.学生通过听力内容，进行标号与连线。
此环节主要操练的是从国家和职业层面上的Personal information。
教师通过引导学生观察简图判断定位听力内容，学生通过听来验证自己的判断。
标号连线后进行两人之间的交际或者个人描述，最终使得书本知识生活化，引导学生能够在生活中会使用这些内容对周围的人进行简单介绍4. Task 4: Read, write and talk.本部分通过填写信息卡的形式为大家展示了四个人物，分别是自己的朋友、英语老师、爸爸和妈妈。
学生根据实际情况进行填写。
如果条件允许，在填写Friend和English Teacher信息的过程中让学生进行问答交际的体验尝试，鼓励学生积极参与。
最终引导学生能够在所创设的环境中运用What’syour...?MayIhave your...?等语言进行交际。
二、课前准备教师准备音频或电脑，Listen, read and talk和Listen, number and match部分的音频文件。
在课上相应环节给学生播放音频材料。
三、教学步骤与建议1.热身/复习(Warm-up / Revision)教师将关于学生一天生活的词组以PPT形式或者打印出来进行复现，让学生们整体感知、回顾。
通过全班同学参与说出表达一日生活各种活动的词组，达到复习巩固的目的。
鼓励学生在复习词组的同时能将自己的一日生活进行由词组到句子的过渡进行表达，以此激发和培养学生对句子的组合能力。
学生如果实现了这一过渡，教师要适时给予评价。
2.呈现学习任务(Presentation)1) Task 1: Listen, read and talk.(1)读前引导教师通过介绍自己的日常生活，顺势提出问题，如What does your father doeachday?Whendoyougetup?Whatsubjectsdoyouhave?Whatdoyoudoonweekends?等。
以此来激发学生已有的知识，从而导入本课的教学内容My dailylife。
教师还可以通过询问Can you guess what Li Yan’s daily life is?让学生猜测LiYan日常生活是什么样的，从而对所学课文进行预测，并在阅读过程中对预测进行检验。
(2)读中设问教师在播放录音之前，提出关于文章主旨大意的问题，如Whatdoeseachparagraph talk about?目的是让学生整体把握文章主旨，了解文章大意。
听课文第一遍，学生了解每段大意和文章的核心内容后，为教师的进一步提问做好准备。
在学生对课文有了整体认知的情况下，第二遍要求学生用默读的方式通读文本材料。
教师在此环节由浅入深、由易到难、由抽象到详尽地询问学生细节性问题，如：What class is Li Yan in? ( She’s inClass One, Grade Six.)Which subject does she like? ( She likes English very much.)How many subjects does she have? (She has 7 subjects.)What are they? (They are Chinese, Maths, English, science, PE, art and music.)What do they usually do on weekends? (They usually go to see her grandpa andgrandma.)(3)读后引发思考在这个环节，教师仍然采用提问的方式推进学生对课文的进一步理解。
如Does Li Yan have a happy life? Why or why not?使学生带着问题到文中检索，积极思考，从而提高逻辑推理能力。
另外，教师还可以根据学生的情况提出主观题让学生作答，如What’s your daily life? Would you like to share with us?通过问题的提出，最终学生能够联系自身生活经验，用英语进行拓展活动，介绍自己一天的生活。
2) Task 2: Can you talk about your daily life?方案一：在任务1读后环节中，教师通过提供语言支持，学生们已经能够模仿原文，简单地说出自己的日常生活。
在本环节，教师可将相关的语言支持呈现在黑板或者PPT上，学生根据所给的语言提示试着介绍自己的日常生活。
语言支持示例如下：come from, class begins, watch TV, go shopping, go to the cinema, theme park。
方案二：教师给出范文框架，学生根据自己的真实情况，补全短文。
例：Mynameis ...I’m ...yearsold.Icomefrom ...Istudyin ...primaryschool.Every morning get up at... I have breakfast at... Then I go to school ...Classes beginat (I)have ... classes in a day. There are ... classes in the morning and ... classes in theafternoon.Ihave ...subjects.Theyare…Afterschool,Ioften ...Onweekends,Ialways ... and sometimes I... I have a happy life!3) Task 3: Listen, number and match.在教师播放录音之前，先让学生观察图片，左侧分别是一个年青的外国女孩Gao Wei和一名中年男子；右侧分别是中国国旗、英国国旗和警察的帽子。
在学生观察图片后，让他们默读所给文字材料，寻找相关信息。
这样做的目的是：在做听力理解之前，学生要根据所示图片或文字对听力材料进行预测；听的过程是检查预测的过程，可根据听力材料対预测做出判断。
教师在核对答案的时候，可以提问学生Whydoyouthinkso?通过这样的追问，使得学生能够在做完、做对之后依然有反思。
4) Task 4: Read, write and talk.Step1:教师提示学生默读文本材料，通过阅读文本框信息材料，找出所获取的信息点并做出相应标记，例如：在My name’s Li Xin.这个句子下面画线，并标注①，在I’m eleven.下面画线，并标注②，以此类推。
标注完信息点之后，学生会发现右侧文本框短文式的信息材料与左侧文本框的信息点是一致的。
完成这个任务后，可以为接下来的填写表格以及根据表格介绍他人的活动做好准备。
Step2:教师组织学生做活动，通过做调查的形式，学生搜集朋友、教师及家人的信息点（如表格内容所示），并将搜集到的信息填写在表格内，为最后的Let’s talk活动做准备。
Step3:学生填写完表格信息后，可两人一组，先在小组内进行谈论。
通过小组合作，进行语言操练，做到人人开口说英语。
然后教师组织全班学生进行全班性的展示。
在这个过程中，展示的学生人数以2个为宜，以问答的方式展开。
其他学生在听的过程中，锻炼了听的能力，达到再次学习的目的。
教师也可根据学生的介绍做出提问，检验其他学生听的结果，这样做也是对没有发言的学生起到一个监控的作用，保证人人都参与、人人有任务。
3.语言运用(Language use)教师可以通过课前制作任务单来检验学生本节课的学习效果。
任务单内容如下：Get upClass beginsSchool endsHave dinnerGo to bed...7:00 am8:00 am4:00 pm7:00 pm10:00 pm高年级的学生喜欢求新，过度进行写作或会话活动也许会使学生们感到没趣。
教师可以用表格的形式让学生们来完成自己一天生活的汇报。
可以将自己的生活作息进行统计，然后进行描述。
教师要考虑到自己没有涉及的地方，在表格中给学生留出补充自己特有活动的空间。
教师根据学生们填写和描述的效果进行点评。
4.课堂评价(Assessment)1)注意对学生掌握本课语言知识、语言技能等方面进行评价。
2)综合本节课教学过程中的实际情况，教师要注意对学生学习中表现出的表演能力、合作精神、动机与兴趣等情感态度发展方面进行引导、鼓励等评价。
在个人或者小组合作介绍My daily life时，教师可根据学生的描述情况以及参与的情况进行打分。
如每组参与的同学可为组内加1~3分。
老师就同学描述的内容进行提问，其他同学在听的时候对老师提出的问题进行回答，回答正确加1分。
回答内容不正确也不扣分。
全班活动下来进行分数统计，累计分数最高的组为优异组。
5.拓展活动(Extended activities)本课时涉及主要话题是个人信息。
但经过细化会发现，其中包含了小学生的日常生活介绍，对周围老师、家长、朋友的介绍，亲友职业的介绍以及国籍的介绍。
在下面的这个拓展活动中，教师引导学生充分运用已学功能句型及单词进行会话交流习作练习，并尝试写下来。
从而将课上所学延伸至课外，将已经积累的语言进行内化。
个人信息这个话题可以通过以下几个方面来进行细化：1)姓名、性别、年龄、国籍、职业。
2)住址、电话号码。
3)兴趣爱好。
4)普通一天的生活。
教师引导学生两人一组进行对话交流。
关于话题的详尽信息，教师提供提纲予以支持，其中包括功能句型和主要词汇。
学生们可以根据自己的实际情况进行交际，鼓励学生在交际的过程中可以向对方展示自己的观点。
教师鼓励学生将要表达的内容写下来，这样可以有用培养学生的写作能力。
这样的拓展练习目的在于使学生在相对真实的生活情境中运用学语言进行表达，同时在分享信息的过程中能够更好地体会到如何与他人进行交际来表达自己的观点。