Unit three My friend第五课时

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人教版PEP英语四年级上册 Unit 3 My friends

①Who are they? ②What are they talking about? ②Who's his friend?What's his name?
Let's talk
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点击图片，播放视频
Task2：check the answers（核对答案）
①Who are they?
Unit Three
My friends
Part A （Let's talk & Let's play）
Main scene 或点击此处播放视频
点击图片，播放视频
Warm up
Let's guess
Guess, tall or short?
Guess, boy or girl?
Tim is my friend. He’s a good, good boy. He’s tall and thin. He’s a good, good boy.
Lily is my friend. She’s a cute, cute gril. She’s quiet and friendly. She’s a cute, cute girl.
知识点1 表疑问语气的省略句
课文原句：A Chinese friend? 这是一般疑问句的省略形式，其完整形式是：“Is he/she a Chinese friend?”，其回答可直接用“Yes” 或者“No”。
I have a new bag.
A red one?
知识点2
用What来问答姓名
课文原句：—What's his name? —His name is Zhang Peng.

(PEP)人教版四年级上册英语Unit Three My friends单元整体分析1-4

Unit Three My friends单元整体分析本单元是义务教育灵通版（pep）小学英语教科书四年级上册第三单元。

单元主题为My friends（我的朋友）。

主情景图展示了学生们展示朋友画像，描述朋友的特征，请其他同学来猜出朋友的姓名。

在此过程中呈现本单元要学习的主题：介绍自己的好朋友，对好友的性格和外貌特征进行描述。

A部分共三页，分三课时。

第一课时为情景对话和练习部分。

Let’s talk部分John向他妈妈介绍了自己的新朋友。

通过其介绍来呈现重点句式：What’s his name? His name is Zhang Peng. He’s tall and strong. 之后的Let’s play游戏，通过描述朋友的特征请其他学生猜出其姓名。

第二课时为词汇学习课时，Let’s learn 中通过John和Mike的对话，引出描述人性格及外貌特征的词汇：tall and strong, short and thin, friendly, quite.以及询问人身份的句子：Who’s he? 之后的Let’s chant通过一个韵句来使学生熟悉描述朋友的性格特征的句式。

第三课时为语音学习，通过听一听、读一读、唱一唱，读听排序，听一听、圈一圈、写一写三个活动，让学生学习元音字母o在开音节中的发音/əʊ/。

B部分共四页，分两课时。

第一课时仍然呈现情景对话和练习。

Let’s talk中Mike告诉John自己结识了一个新朋友。

John通过询问其特征，猜出了他是谁。

从而引出询问人身份的重点句式：Who is he? 以及回答：He is... 接下来以一个Let’s play中的游戏活动来练习重点句式。

第二课时以Mike和Chen Jie的游戏对话引出重点词汇短语：brown shoes, blue glasses, long hair, short hair, a green bag，并认读描述朋友外貌特征的句式：My friend has blue glasses. 之后通过一个活动Say and draw进一步熟悉新授词汇。

《Unit 3 My friends》说课稿

《Unit 3 My friends》说课稿《Unit 3 My friends》说课稿1一、说教材1教学内容首先，我来说一说本课时的内容，本课时是本单元的第一课时，主要是教学一些描写人物特征的单词和句子以及怎样问和怎样答的方式，描写人物外貌特征，内容在教材的Unit3 Part A中出现，学生虽然初次接触本课的新单词，但人的外貌特征，是学生每天都接触到的，所以这是个提高学生能用本课的单词描述一个人的运用能力。

2教学准备英语课本，教学图片，卡通角色卡片，多媒体课件等。

运用这些材料协助教学。

3教学目的根据课程标准的总体目标和具体要求以及我对教材的理解和学生的实际情况，我把教学目标设计如下：A能听，说，认读本课时的六个单词及词组（thin strong quiet friends long hair short hair）B会读，写外貌，身体特征的词汇。

C能在图文和情景下进行简的交流。

D能够用对话表述自己朋友的外貌特征。

4教学重点难点A掌握有关人物外貌特征的六个词组。

B学会用本课形容词来描述自己朋友和家人的外貌。

C用学过的词句对话二、授课方式《英语课程标准》中把激发学生的学习兴趣放在了重要的位置，强调学生在轻松愉快的气氛中学习英语，根据学生原有的知识水平和四年级学生的`身心特征，在这一课中我用讲授对话，师生互动和小组互动让学生自己动口，动手进行交流活动，让学生在一定的情景中运用语言进行有意的表达，使不同水平层次的学生都有所收获。

三、教学过程本课着重以学生学习为主体。

教师启发引导，我把教学过程分为五个部分来完成，即：交流——复习旧课——呈现新课——巩固1交流我和学生之间没有接触过，互相都不了解，所以我先自我介绍，同学生进行沟通交流，以便在接下来的学习过程中可以很好的与学生融为一体，让学生没有紧张感的环境中可以很轻松地进行学习。

2复习旧课让学生谈论自己的兴趣爱好，练习各种句型的对话以便学生能够巩固以前所学的内容，并用上学期所学TPR动作复习所学过的形容词，使学生能够更好的投入本课的学习，为本课学习打下良好的基础。

人教版(PEP)英语四年级上册《Unit 3 My Friends》第一课时说课稿

人教版（PEP）英语四年级上册《Unit 3 My Friends》第一课时说课稿一. 教材分析《PEP英语》四年级上册第三单元《My Friends》第一课时，主要围绕“介绍朋友”的主题展开。

通过学习本课时，学生能够掌握有关描述人物特征的词汇和句型，如：tall, short, fat, thin, with glasses等，并能够运用所学知识进行简单的自我介绍和介绍他人。

教材内容贴近学生生活，有利于激发学生的学习兴趣，培养学生的语言表达能力。

二. 学情分析四年级的学生已经具备一定的英语基础，对学习英语有一定的兴趣。

但部分学生在口语表达方面尚有困难，需要教师耐心引导。

此外，学生之间的英语水平存在一定的差距，教师应关注全体学生，尽量让每个学生都能参与到课堂活动中来。

三. 说教学目标1.知识目标：学生能够掌握描述人物特征的词汇和句型，如：tall,short, fat, thin, with glasses等，并能够运用所学知识进行简单的自我介绍和介绍他人。

2.能力目标：通过课堂学习，学生能够提高自己的听、说、读、写能力，尤其是在口语表达方面有所提高。

3.情感目标：培养学生热爱英语、自信表达的情感态度，增强学生之间的友谊。

四. 说教学重难点1.重点：掌握描述人物特征的词汇和句型，如：tall, short, fat, thin,with glasses等，并能够运用所学知识进行简单的自我介绍和介绍他人。

2.难点：能够运用所学知识进行流畅的口语表达，尤其是在介绍他人时，能够做到语言清晰、表达准确。

五. 说教学方法与手段1.教学方法：采用情景教学法、任务型教学法和交际法，让学生在真实的情境中感受、体验和运用英语。

2.教学手段：利用多媒体课件、图片、卡片等教学辅助工具，激发学生的学习兴趣，提高课堂效果。

六. 说教学过程1.热身（5分钟）：教师与学生进行简单的英语对话，询问学生近况，引导学生进入英语学习氛围。

Unit3Myfriends单元整体(教学设计)人教PEP版英语四年级上册

PEP四年级上册Unit 3 My friend单元整体教学设计单元主题：Meet my friend该主题属于“人与社会”范畴，主题群是“社会服务与人际沟通”，涉及“同伴交流，相互尊重，友好互助”。

一、单元内容分析本单元学习的主题是向他人介绍自己的好朋友，围绕单元大任务“Meet my friend”展开，划分为五个子话题“Introduce my friend to my family”“Introduce my friend to my friend”“Draw about my friend”“Write about my friend”“Happy time with my friend”，涉及六个语篇，包括两节对话课，两节词汇课，一节读写课，一节语音故事融合课。

这些内容与学生的日常生活紧密相联，学生乐于学习，易于掌握。

同时，这个话题又建立在之前所学单词和句型的基础上，让学生新旧结合，不断积累。

二、核心语言知识和技能与策略三、单元教学结构图四、分课时教学设计第一课时：A Let’s talk（Introduce my friend to my family）（一）语篇研读What: 本课时是A部分的对话课，围绕着子任务Introduce my friend to my family展开，John放学回家与妈妈分享在学校交到的新朋友张鹏，由此展开对新朋友的名字，国籍，性格和外貌特征进行描述，然后学习本课时的重点句型和词汇的语用和语义。

Why: 教材情景中对话交流用到了询问他人的姓名和描述他人的外貌性格特征的语言，引导学生学会与家人分享自己认识的人和事，拉近与家人之间的距离，搭建心灵沟通的桥梁，同时也让学生学会欣赏他人的外貌性格特征。

How: 本节课是一节对话课，教材通过John与妈妈的对话展开对本节课的词汇和句型学习，学习句型：What’s his/her name? His/Her name is ...询问他人的姓名，然后再进行深入了解，学习词汇tall and strong和friendly了解他人的性格及外貌特征，为后面的语言语用搭建基础。

小学四年级英语上册《Unit 3My friends》教案精选范文5篇

小学四年级英语上册《Unit 3My friends》教案精选范文一小学四年级英语上册《Unit 3My friends》教案精选范文二一、教学目标：1、学生能够感知并归纳o-e在单词中的发音规律。

2、能够读出符合o-e 发音规律的单词。

3、能够根据单词的读音拼写出符合o-e发音规则的单词。

4、能够准确区分o-e和o的发音。

5、通过本节课的学习，激发学生学习语音的兴趣，树立信心。

二、教学重点：1、能够感知并归纳o-e在单词中的发音规律。

2、能够读出符合o-e 发音规律的单词。

三、教学难点：1、能够根据单词的读音拼写出符合o-e发音规则的单词。

2、能够区分o-e和o的发音。

3、个别辅音的发音如：j、n、s。

四、教具准备：课件、词卡、实物(书、笔记本、便签)五、教学过程：(一)、Greeting:(二)、Review:T: Let’s sing a phonic song Ok?S：Ok…T: Next let’s read some words(课件呈现单词cat、fat、cake、face、six、five、nine、pig)S：…T：What can you find ?(复习以前学过的a-e和i-e的发音规律)S: a 发字母本身音/ei/ ，末尾e 不发音。

S：i 发字母本身音/ai/ , 末尾e不发音。

T: Very good! Let’s go on (课件呈现单词dog、not、book、notebook、 note)S: …T: 分别用实物呈现book、 notebook、 note。

(课件呈现note)S: …T: Good ! Look this is a note too.(课件一张note)Can you spell it ?S: n- o- t- eT: Yes ,n-o-t-e note(贴单词卡片) , n says /n/ 、o says/?u/、t says /t/、 e不发音。

人教(PEP)四年级上册英语Unit3 My friends PartA 说课稿

unit3 My Friends Part A说课稿一、教学目标的预设：1、教学内容及地位：我说课的内容是PEP教材四年级上册第三单元的课题是My friends的第一课时， A 部分Let's Learn。

第三单元主要话题之一是friend。

所以首先应让学生掌握描述人的各个形容词，这是十分重要的，也是必要的，是接下来的话题学习的基础。

A部分的Let's Learn主要是让学生学习和掌握五个单词long hair，short hair，strong， thin，quiet，friends。

再能通过TPR活动使学生描述人物相貌特征，如：He has short hair，big eyes and a small nose. She has long hair and small eyes.2、学情分析：本课的教学对象是学过一年英语的四年级学生，此阶段学生天真活泼，好奇心强，有较强的模仿能力和求知欲望，而且富有一定的逻辑思维能力，对英语的喜欢已初步体现出个性。

但在单词的学习过程中，还是较容易出现发音不到位或发音不准确的语音错误。

3、教学目标：根据对教材的理解和学情地分析，我预设如下教学目标：（1）知识目标：能听说、认读 long hair，short hair，strong， thin，quiet，friends。

（2）能力目标：能简单描述人物相貌特征。

（3）情感目标：初步培养学生对朋友的关心和热爱。

4、教学重点：让学生掌握描述人物相貌特征的词汇。

5、教学难点：正确掌握单词quiet 的发音二、教学方法设计及依据：1、教具、学具的准备精美、直观、实用的教具，能有效吸引学生的目光，激发学生学习的兴趣。

因此，我制作了课件，利用多媒体的优势，创设情境，操练新单词；以备上课时进行语言交流。

2、教学方法的确立英语中有一句谚语：“Education must be fun （教育必须是有趣的）。

Unit 3 My friends单元教案

Unit 3 My friends第一课时教学内容：A Let's learn Let's play C Let's sing教学目标：1．能听懂会说My friend is strong. He has short hair....2．会用long hair, short hair, thin, strong, quiet等词简要描述一个人的模样和特征。

3．能听、说、认读单词和词组：friends, long hair, short hair, thin, strong, quiet教学重点：1．句型：Who's he/she? Who's your best friend?2．词汇：hair, thin, strong, quiet教学难点：1．发音：friends, thin2．名词复数的使用教具准备：1．画有猴子、兔子、长颈鹿、梅花鹿的图片2．Amy, ChenJie, Sarah, Mr Black的面具或头饰3．教材相配套的教学课件［Unit 3，Let's learn／A］4．教材相配套的教学录音带教学过程：（一）热身／复习（Warm-up/Revision）1．猜谜语。

教师说，学生猜。

It's so big. It has a long nose and a short tail. What is it?(An elephant)It's small. It has two long ears. What is it? ( A rabbit)2．教师出示猴子和兔子的图片，启发学生说：The monkey has a long tail. The rabbit has a short tail. 教师再出示长颈鹿和梅花鹿的图片，让学生说出：It's tall. It's short.3．复习单词big, small, long, short, tall, 并说出中文意思。

人教版英语八年级上册Unit 3 第5课时教案与反思

第五课时Section B(2a－2e) 投我以桃，报之以李。

《诗经·大雅·抑》翰辰学校李道友组长重点单词serious adj.严肃的；稳重的mirror n．镜子kid n．小孩；年轻人necessary adj.必需的；必要的grade n．成绩等级；评分等级重点单词should modal v．应该；应当；可以saying n．谚语；格言；警句reach v．伸手；到达；抵达hand n．手touch v．感动；触摸重点单词heart n．内心；心脏fact n．现实；事实break v．(使)破；裂；碎；损坏arm n．手臂；上肢share v．分享；共享；共用；分摊loud adj.响亮的；大声的similar adj.相像的；类似的重点短语enjoy doing sth.喜欢做某事make friends交朋友as long as只要；既然be different from与……不同；与……有差异bring out使显现；使表现出the same as和……相同；与……一致in fact确切地说；事实上；实际上be similar to与……相像的，类似的重点句子1.That's why I like reading books and I study harder in class.这便是我喜欢看书而且在班上学习更努力的原因。

2.But I think friends are like books—you don't need a lot of them as long as they're good.但我认为朋友就像书一样——朋友不在多而贵在好。

3.My best friend Larry is quite different from me.我最好的朋友拉里与我很不一样。

4.I don't really care if my friends are the same as me or different.我并不十分在乎我的朋友是否与我一样或不同。

人教版(PEP)英语四年级上册《Unit 3 My friends》( 第五课时)说课稿

人教版（PEP）英语四年级上册《Unit 3 My friends》（第五课时）说课稿一. 教材分析《PEP英语四年级上册》第三单元“My friends”主要围绕描述朋友的外貌、性格和爱好等展开。

通过本单元的学习，学生能够听懂、会说、会读关于人物描述的句子，并能运用所学知识进行简单的交流。

第五课时则是对本单元内容的巩固和拓展，通过不同的活动让学生进一步运用所学知识。

二. 学情分析四年级的学生已经具备一定的英语基础，对于描述人物的外貌和性格有一定的认识。

但部分学生可能在听说方面还存在一定的困难，需要通过大量的练习来提高。

此外，学生的学习兴趣和动机也是影响教学效果的重要因素，因此，在教学过程中应注重激发学生的兴趣，提高他们的学习积极性。

三. 说教学目标1.知识目标：学生能够听懂、会说、会读关于描述朋友外貌、性格和爱好的句子。

2.能力目标：学生能够运用所学知识进行简单的交流，提高他们的语言运用能力。

3.情感目标：通过本节课的学习，学生能够更加了解和关心自己的朋友，培养良好的友谊。

四. 说教学重难点1.重点：学生能够听懂、会说、会读关于描述朋友外貌、性格和爱好的句子。

2.难点：学生能够运用所学知识进行简单的交流，并在实际情境中运用。

五. 说教学方法与手段1.情景教学法：通过设定不同的情境，让学生在实际语境中练习和运用所学知识。

2.任务型教学法：通过完成不同的任务，引导学生积极参与课堂活动，提高他们的实践能力。

3.游戏教学法：通过设计有趣的游戏，激发学生的学习兴趣，提高他们的学习积极性。

六. 说教学过程1.热身（5分钟）：引导学生复习本单元所学内容，通过问答、唱歌等形式激活学生的英语思维。

2.课堂导入（10分钟）：通过展示不同的朋友图片，引导学生谈论朋友的外貌、性格和爱好，为新课的学习做好铺垫。

3.知识讲解（15分钟）：讲解本节课的主要内容，包括描述朋友外貌、性格和爱好的句子。

通过示例、模仿、练习等形式，让学生掌握所学知识。

Unit3Myfriends教材分析 (1)

Unit 3 My friends教材分析一、教材内容1、本单元教材以“My friends”为主题，让学生学会向别人介绍自己朋友的姓名。

2、词汇：虽然本单元教材中还没有出现主题词汇，但是friend一词是重点掌握内容。

3、句型：学会准确使用He’s/ She’s … He’s/She’s my friend.来介绍不同性别的朋友。

初步感知句型This is … She’s my sister.4、日常交际用语：学会道别用语Goodbye.5、字母：继续学习认读及书写字母Hh, Ii, Jj, Kk。

6、认识新人物Bobby的姐姐（妹妹）Tina。

二、学情分析1、Goodbye.已经在第二单元的Cartoon time中出现，这一日常用语也是学生们不学习也耳熟能详的。

但是发音的准确性不够，尤其是单词中的爆破音读音技巧需要指导。

在英语中除了用goodbye，它是比较正式的用语，用于对陌生或年长的人说。

还可以拓展用于年轻人、小孩之间的随便一些的bye-bye和bye。

在song time板块中出现了See you next time. 因此，建议老师补充口语化的表达See you.帮助学生比较系统地掌握比较简单的道别用语。

2、句型She’s …She’s my friend. He’s … He’s my friend, too.是陈述句式，在句型教学时，我们应避免枯燥的机械模仿训练，尽量设计交际性活动，激起学生的交际意向，让他们积极参与课堂互动，使语言呈现出较强的交际性。

因此，我建议教学时增加问句Who’s she? Who’s he?3、学生在前两个单元已经学习了Good morning. Good afternoon. Hello. Hi.等问候语，也学习了自我介绍的句子I’m …。

因此，教师可以引导学生在介绍自己的朋友时把这些内容有机滚入，通过新旧知识的有机整合，形成小语段Good morning./ Good afternoon. / Hello. / Hi. I’m …She’s …She’s my friend. He’s … He’s my friend, too.适度加强对学生语言表达的纵向和横向的拓展。

四年级上册英语优质教案-Unit3 My Friends-人教PEP (11)

PEP Book4A Unit 3 My friends教学内容：A Let’s talk Let’s play教学目标：1、能听、说、读词汇：his ,her, tall and strong, short and thin,friendly, a Chinese friend.2、能听、说、读句子：What’s his/her name? His/Her nameis……. He’s……教学重难点：1、会用his ,her.2、正确认识本课生单词.3、运用所学单词和词组介绍自己的朋友.教学准备：教师准备词卡、玩偶、录音材料、幻灯片.教学步骤：ⅠWarm-up1、Greeting2、Free talkT与Ss自由对话，引入friendly并教授。

3、Let’s doⅡPresentation1、T拿出Teddy Bear让S1摸摸，并询问：What’s your name?S1:My name is xx. T向全班同学介绍：His name is xx.新授His及句型His name is xx.. T指向不同Ss操练句型并引入What’ s his name? T指向一名女生问What’s her name?引导Ss回答：Her name is xx..找几组Ss操练.(Teddy Bear 是学生熟悉的玩偶，而且都很喜欢他，极大吸引了他们的注意力，并且用以前学过的句型引入新知，学生易于接受.)2、T再拿出Teddy Bear问：What’s his name? Ss: His name is Teddy Bear. T: Let’s make a chant for him.教chant并操练几组.(Chant内容朗朗上口，用于机械记忆新内容非常有效.)3、PPT呈现Sarah 和Zhang Peng为他们编chant，用Zhang Peng 教授Chinese 和tall and strong.(学生的表演欲很强，用TPR来操练tall and strong,他们参与的积极性很高.)ⅢPractice1、PPT呈现John再次操练句型并让Ss带着问题听Let’s talk.(带着问题听课文，有目的性，可有效集中注意力.)2、跟读Let’s talk.3、Pair workⅣConsolidation and extensionPPT先呈现T自己的朋友并介绍，然后让Ss仿照T介绍一下自己的朋友并写在纸上,再上台汇报.（电子相册形式新颖，而且都是学生自己的老师，有亲切感，极大的调动学生参与的兴趣.）ⅤHomework1、Describe your teachers to your parents.2、Learn to sing“My friend”.ⅥBlackboard designUnit 3 My friendsWhat’s his/her name?His/Her name is___.教学设计。

Unit Three( My Friend Albert Einstein) 教案

Unit ThreeI. Lead-in1. Movie ClipWatch the following video and then do the exercises. You can find the interpretation of some words and phrases in “Word Bank”.ScriptSteven Paul Jobs died on October 5th, 2011, at the age of 56. A life cut short in its creative prime by cancer. His death was not a surprise, and yet its impact reverberated around the world. The news was spread and the tributes were created on the new i-devices that his visionary genius had made. His is a success story that could only have happened in the USA.―I don‘t mean to say that there aren‘t geniuses and world-changing people everywhere, there are. But I think in Jobs‘s case, in particular, path of career, this could only have happened in America.‖Steve Jobs‘s world-class salesmanship found a global audience in his famous Apple product presentations. He always had one more thing to announce.―Everyone thinks, w ow, that‘s so much. Wow, we‘ve got one more thing, and then he would give you the biggest thing at the end, because it‘ll tip it. It‘s good … eh … it‘s good showmanship, really.‖Tragically, that one more thing has now become one last thing. The news that Steve Jobs had finally logged out made headlines everywhere. This man really had changed the world.―When you grow up, you tend to get told that the world is the way it is, and your, your life is just ‗to live your life inside the world, try not to bash into the walls too much, er, try to have a nice family life, have fun, save a little money‘‖.In this exclusive never-before-seen interview, Steve Jobs gave a rare glimpse of his vision of the world.―That‘s a very limited life. Life can be much broader. Once you discover one simple fact, and that is everything around you that you call life was made up by people that were no smarter than you, and you can change it. You can influence it. You can, you can build your own things that other people can use. Er … once you learn that, you‘ll never be the same again.‖Word Bank1)prime:the period of greatest productivity 鼎盛时期e.g. The young singer tragically died in her prime.2)reverberate:have continuing and serious effects 回荡e.g. The statements by the professor reverberated through the auditorium.3)visionary:thinking about or planning the future with imagination or wisdom 有远见的e.g. The nation prospered under his visionary leadership.4)showmanship:The ability to present something in an attractive manner表现力，吸引观众的能力5)log out:exit a computer 退出电脑，登出，在视频中比喻Steve Jobs的逝世Exercise1)Steve Jobs died at the age of_________________.A) 56 B) 58C) 63 D) 662)What characterizes Jobs‘s salesmanship is that he always has ―___________‖.A)one big surprise B) one more thingB)one piece of good news D) one last wordKeyA, B2. Inspirational QuotesThe nice thing about being a celebrity is that when you bore people, they think it's their fault.—Henry KissingerDiscussionWhat kind of idol do you think a young college student should have, a famous scientist, a successful businessman, or a respected teacher? Why?II. Text I1. Pre-Reading QuestionsQuestions1.Suppose you are going to introduce a friend of yours to your classmates, what aspects of thisperson will you choose to include in your description?2.The name of Albert Einstein is known to every one of us. How much can you tell about himoff-hand? How much do you know about him as a great scientist and as a man?3.The author of this article is a friend and colleague of Einstein's. What do you expect him totell us about Einstein in this article?2. General ReadingQuestionsI. Decide which of the following best states the author's predominant purpose in writing.A. Reminiscing his personal contacts with Einstein.B. Illustrating with anecdotes some characteristic features of Einstein both as a man and as a scientist.C. Explaining the apparent contradiction of Einstein's theory of relativity and his quantum theory of light.Key: BII. Judge whether the following statements are true or false.1. Einstein had not earned himself a reputation by the time he proposed his theory of relativity and the quantum theory of light.2. Even when he was thinking hard on a difficult problem, Einstein would still appear to be calm and relaxed.3. To understand how the two apparently contradictory theories proposed by Einstein can coexist calls for a renewed concept of time.4. The Nobel Prize selection committee finally decided to award Einstein the prize though they had not yet fully recognized the revolutionary nature of his ideas.5. Together with some scientists in the United States, Einstein urged the American government to develop the atomic bomb to counter the threat posed by Germany.Key1. T2. T3.T4.T5. F3. Background Notes1.Institute for Advanced Study in Princeton, N. J.Institute for Advanced Study in Princeton, N. J. offers no degree programs or experimental facilities, and research is funded by endowments, grants and gifts — it does not support itself with tuition or fees. Research is never contracted or directed; it is left to each individualresearcher to pursue his or her own goals.It is not part of any educational institution; however, the proximity of Princeton University (less than three miles from its science departments to the Institute complex) means that informal ties are close and a large number of collaborations have arisen over the years.The Institute is divided into four Schools: Historical Studies, Mathematics, Natural Sciences, and Social Science, with a more recent program in systems biology.2.Wolfgang Amadeus Mozart(1756-1791), Austrian composer, one of the world's greatmusical geniuses, wrote masterpieces in every branch of music. During his short life, Mozart composed a great volume of music. His 789 compositions include operas, symphonies, concertos, quartets for the piano and for stringed instruments, and sonatas for both piano and violin. His music has delicate beauty and is always fresh and pleasing to the ear.3.Ludwig van Beethoven(1770-1827), German composer, was one of music's greatestgeniuses. His works have a rare originality, emotional depth, and expressive power. He was known for his nine symphonies, piano concertos and sonatas, and string quartets. Most of Beethoven's compositions were written in the classical forms established by his predecessors Mozart and Haydn, so he is sometimes considered the last great composer in the classical tradition. But he also remoulded and expanded the old forms and infused them with a highly personal intensity of emotion, so he is also referred to as the first of the Romantics.4.Theodore Roosevelt( /ˈroʊzəvɛlt/ October 27, 1858 - January 6, 1919) was the 26th Presidentof the United States of America (1901-1909). He is noted for his exuberant personality, range of interests and achievements, and his leadership of the Progressive Movement. Roosevelt was 42 years old when sworn in as President of the United States in 1901, making him the youngest president ever. Roosevelt was also one of only three sitting presidents to have won the Nobel Peace Prize.4. Text StudyTextMy Friend, Albert EinsteinBanesh Hoffmann1 He was one of the greatest scientists the world has ever known, yet if I had to convey the essence of Albert Einstein in a single word, I would choose simplicity. Perhaps an anecdote will help. Once, caught in a downpour, he took off his hat and held it under his coat. Asked why, he explained, with admirable logic, that the rain would damage the hat, but his hair would be none the worse for its wetting. This knack for going instinctively to the heart of a matter was the secretof his major scientific discoveries —this and his extraordinary feeling for beauty.2 I first met Albert Einstein in 1935, at the famous Institute for Advanced Study in Princeton, N. J. He had been among the first to be invited to the Institute, and was offered carte blanche as to salary. To the director's dismay, Einstein asked for an impossible sum: it was far too small. The director had to plead with him to accept a larger salary.3 I was in awe of Einstein, and hesitated before approaching him about some ideas I had been working on. When I finally knocked on his door, a gentle voice said, "Come" —with a rising inflection that made the single word both a welcome and a question. I entered his office and found him seated at a table, calculating and smoking his pipe. Dressed in ill-fitting clothes, his hair characteristically awry, he smiled a warm welcome. His utter naturalness at once set me at ease.4 As I began to explain my ideas, he asked me to write the equations on the blackboard so he could see how they developed. Then came the staggering —and altogether endearing —request: "Please go slowly. I do not understand things quickly." This from Einstein! He said it gently, and I laughed. From then on, all vestiges of fear were gone.5 Einstein was born in 1879 in the German city of Ulm. He had been no infant prodigy; indeed, he was so late in learning to speak that his parents feared he was a dullard. In school, though his teachers saw no special talent in him, the signs were already there. He taught himself calculus, for example, and his teachers seemed a little afraid of him because he asked questions they could not answer. At the age of 16, he asked himself whether a light wave would seem stationary if one ran abreast of it. From that innocent question would arise, ten years later, his theory of relativity.6 Einstein failed his entrance examinations at the Swiss Federal Polytechnic School, in Zurich, but was admitted a year later. There he went beyond his regular work to study the masterworks of physics on his own. Rejected when he applied for academic positions, he ultimately found work, in 1902, as a patent examiner in Berne, and there in 1905 his genius burst into fabulous flower.7 Among the extraordinary things he produced in that memorable year were his theory of relativity, with its famous offshoot, E = mc2 (energy equals mass times the speed of light squared), and his quantum theory of light. These two theories were not only revolutionary, but seemingly contradictory: the former was intimately linked to the theory that light consists of waves, while the latter said it consists somehow of particles. Yet this unknown young man boldly proposed both at once — and he was right in both cases, though how he could have been is far too complex a story to tell here.8 Collaborating with Einstein was an unforgettable experience. In 1937, the Polish physicist Leopold Infeld and I asked if we could work with him. He was pleased with the proposal, since he had an idea about gravitation waiting to be worked out in detail. Thus we got to know not merely the man and the friend, but also the professional.9 The intensity and depth of his concentration were fantastic. When battling a recalcitrant problem, he worried it as an animal worries its prey. Often, when we found ourselves up against a seemingly insuperable difficulty, he would stand up, put his pipe on the table, and say in his quaint English, "I will a little tink" (he could not pronounce "th"). Then he would pace up and down, twirling a lock of his long, graying hair around his forefinger.10 A dreamy, faraway and yet inward look would come over his face. There was no appearance of concentration, no furrowing of the brow — only a placid inner communion. The minutes would pass, and then suddenly Einstein would stop pacing as his face relaxed into a gentle smile. He had found the solution to the problem. Sometimes it was so simple that Infeld andI could have kicked ourselves for not having thought of it. But the magic had been performed invisibly in the depths of Einstein's mind, by a process we could not fathom.11 When his wife died he was deeply shaken, but insisted that now more than ever was the time to be working hard. I remember going to his house to work with him during that sad time. His face was haggard and grief-lined, but he put forth a great effort to concentrate. To help him, I steered the discussion away from routine matters into more difficult theoretical problems, and Einstein gradually became absorbed in the discussion. We kept at it for some two hours, and at the end his eyes were no longer sad. As I left, he thanked me with moving sincerity. "It was a fun," he said. He had had a moment of surcease from grief, and then groping words expressed a deep emotion.12 Einstein was an accomplished amateur musician. We used to play duets, he on the violin, I at the piano. One day he surprised me by saying Mozart was the greatest composer of all. Beethoven "created" his music, but the music of Mozart was of such purity and beauty one felt he had merely "found" it — that it had always existed as part of the inner beauty of the Universe, waiting to be revealed.13 It was this very Mozartean simplicity that most characterized Einstein's methods. His 1905 theory of relativity, for example, was built on just two simple assumptions. One is the so-called principle of relativity, which means, roughly speaking, that we cannot tell whether we are at rest or moving smoothly. The other assumption is that the speed of light is the same no matter what the speed of the object that produces it. You can see how reasonable this is if you think of agitating a stick in a lake to create waves. Whether you wiggle the stick from a stationary pier, or from a rushing speedboat, the waves, once generated, are on their own, and their speed has nothing to do with that of the stick.14 Each of these assumptions, by itself, was so plausible as to seem primitively obvious. But together they were in such violent conflict that a lesser man would have dropped one or the other and fled in panic. Einstein daringly kept both — and by so doing he revolutionized physics. For he demonstrated they could, after all, exist peacefully side by side, provided we gave up cherished beliefs about the nature of time.15 Science is like a house of cards, with concepts like time and space at the lowest level. Tampering with time brought most of the house tumbling down, and it was this that made Einstein's work so important — and controversial. At a conference in Princeton in honor of his 70th birthday, one of the speakers, a Nobel Prize winner, tried to convey the magical quality of Einstein's achievement. Words failed him, and with a shrug of helplessness he pointed to his wristwatch, and said in tones of awed amazement, "It all came from this." His very ineloquence made this the most eloquent tribute I have heard to Einstein's genius. ...16 Einstein's work, performed quietly with pencil and paper, seemed remote from the turmoil of everyday life: But his ideas were so revolutionary they caused violent controversy and irrational anger. Indeed, in order to be able to award him a belated Nobel Prize, the selection committee had to avoid mentioning relativity, and pretend the prize was awarded primarily for his work on the quantum theory.17 Political events upset the serenity of his life even more. When the Nazis came to power in Germany, his theories were officially declared false because they had been formulated by a Jew. His property was confiscated, and it is said a price was put on his head.18 When scientists in the United States, fearful that the Nazis might develop an atomic bomb,sought to alert American authorities to the danger, they were scarcely heeded. In desperation, they drafted a letter which Einstein signed and sent directly to President Roosevelt. It was this act that led to the fateful decision to go all out on the production of an atomic bomb — an endeavor in which Einstein took no active part. When he heard of the agony and destruction that his E = mc2 had wrought, he was dismayed beyond measure, and from then on there was a look of ineffable sadness in his eyes.19 There was something elusively whimsical about Einstein. It is illustrated by my favorite anecdote about him. In his first year in Princeton, on Christmas Eve, so the story goes, some children sang carols outside his house. Having finished, they knocked on his door and explained they were collecting money to buy Christmas presents. Einstein listened, then said, "Wait a moment." He put on his scarf and overcoat, and took his violin from its case. Then, joining the children as they went from door to door, he accompanied their singing of "Silent Night" on his violin.20 How shall I sum up what it meant to have known Einstein and his works? Like the Nobel Prize winner who pointed helplessly at his watch, I can find no adequate words. It was akin to the revelation of great art that lets one see what was formerly hidden. And when, for example, I walk on the sand of a lonely beach, I am reminded of his ceaseless search for cosmic simplicity —and the scene takes on a deeper, sadder beauty.Words and Phrases:1. convey v.make known (ideas, views, feelings, etc.) to another persone.g. Mary asked me to convey her gratitude to you.His recent book conveys to us his outlook on life.It also means "carry sth. (from one place to another)".e.g. Pipes convey heat from the central heating system to every part of the building.A conveyor belt is a mechanical contrivance for carrying heavy articles of goods fromone place to another.2.none the worse for:not harmed by; not adversely affected bye.g. He got lost in the street for quite a while, but was none the worse for it.He failed in the national college entrance exam, but was none the worse for it: he wasadmitted by an overseas university.3.carte blanche: signed document (such as a blank check, contract, etc.) to which its holder canadd any amount, condition, date, etc.In this context, Einstein was offered a blank document to write down whatever amount as he would for his remuneration/salary.4.plead with:ask (sb.) very strongly in a begging waye.g. The girl pleaded with her parents to let her go to school by herself.The convicted murderer knelt on the floor and pleaded for mercy.Also note the use of plead guilty or plead not guilty in court of law.5.awe n. the feeling of respect and amazement when one is faced with something wonderful,frightening, or completely unknowne.g. He visited the exhibition and stood in awe of the fossils of prehistoric animals.The audience listened to the learned philosopher in awe.v. cause a feeling of amazement or feare.g. The magician's performance awed us all.awed adj. overwhelmed by respect and fearin tones of awed amazement: with voice qualities that showed amazement as well as respect and fear6.stagger v. cause shocked disbeliefe.g. His excessive conceit and self-confidence staggered all his colleagues.7.endearing adj. causing feelings of love and affectione.g. Mark's teacher answered his questions with an endearing smile.8.abreast adv. (of two people or moving objects) next to each other and facing the samedirectione.g. The two pals are cycling abreast on the quiet country road.Though retired from his position as a researcher, he is still trying to keep abreast with the latest development in his field.9.ultimately adv. in the end; after everything or everyone else has been taken into accounte.g. Many proposals to improve marketing have been put forward, but the decision willultimately be made by the Board of Directors.Despite all the efforts they had made, the salvage operation ultimately failed.10.offshoot n. a new stem or branch of a plant; (figuratively) a thing that is developed fromsomething elsee.g. Our recitation session is an offshoot of our Drama Society.11.quaint adj. attractively unusual or old-fashionede.g. Many quaint little cottages make the place a new tourist attraction.Grandma Rose is a quaint old lady.12.a placid inner communion: calm and untroubled streams of thoughts going on in his mind13.fathom v. come to understand; get the true meaning ofe.g. He explained the astronomical phenomenon in such a complicated way that we couldhardly fathom his meaning.It is difficult for us to fathom out his whims.14.grope v. try to find sth. by feeling with the hands in a place where one cannot see properlye.g. He groped in his pocket for the note from his roommate.There was a short circuit and the lights were all out. She had to grope her way to the bedroom.15.plausible adj. seeming to be reasonable or probablee.g. Your reasoning sounds plausible, but I rather doubt it.16.a lesser man: an average man as compared with people who are not as great in knowledge,expertise, skill, etc.17.tamper with: meddle with, interfere with; try to change sth. without permissione.g. It is wrong to tamper with other people's affairs.Don't tamper with the students' records. Put them back into the filing cabinet.18.fail v. leave sb. helpless at a difficult timee.g. He was eager to climb to the top of the high mountain, but his health failed him.He was a strict teacher and often failed his students.19.tribute n. sth. done, given, or said to show respect or admiration for someone; respecte.g. They paid tribute to John for his untiring efforts at carrying through the project.20.remote from the turmoil of everyday life: far away from the chaos and troubles of our dailyliferemote adj. distant in time and space, and in relationshipe.g. She is interested in the life of the people in this area living in the remote past.They used to live in a remote village hardly known to outsiders.Even some remote cousins turned up at her father's funeral.turmoil n. state of confusion, chaos, disordere.g. She liked to live in a remote village cut off from the turmoil of the bustling city.21.alert v. make sb. fully aware of (a situation); warn sb. of danger or troublee.g. It is necessary to intensify the campaign to alert people to the dangers of smoking.An anonymous call alerted the airport security to explosives on the plane.22.endeavor n. (British spelling: endeavour) effort, attempte.g. His honest endeavour brought him success.23.ineffable sadness: sadness that is too intense to be described―Ineffable‖ meaning "indescribable" is usually use d to describe something positive that is too wonderful to be describede.g. ineffable joy/happiness/beauty/delightNotes:1.Albert Einstein (1879-1955): German American physicist, was one of the few scientistswhose work had changed man's total view of the world. He was born in Ulm, Germany, ofJewish parents. For his work in theoretical physics, notably on the photoelectric effect, he was awarded the Nobel Prize in Physics in 1921. During the Second World War, at the request of a group of scientists, he wrote to U.S. President F. D. Roosevelt in 1939 to stress the urgency of investigating the possible use of atomic energy in bombs, although one of his chief interests was pacifism. More about Albert Einstein's life can be found in the essay.2. This from Einstein!: Incredible, this was said by Einstein, a science giant!3. From that innocent question would arise, ten years later, his theory of relativity.: It was a simple question, but this very simple question led eventually to his theory of relativity.theory of relativity: Einstein's theory of relativity introduced to science the concept of "relativity" — the notion that there is no absolute motion in the universe, only relative motion —thus superseding the 200-year-old theory of mechanics of Sir Isaac Newton, which holds that the laws of mechanics are the same for all uniformly moving systems. Einstein extended this concept to include the laws describing the motion of light and to regard space-time as a fourth dimension. In other words, space and time are relative, rather than absolute and independent entities.4.There he went beyond his regular work to study the masterworks of physics on his own.:At the Swiss Federal Polytechnic School, aside from his routine course work, he spent time studying independently the masterpieces of physics.study ... on his own: study without help; study by himselfdo sth. on one's own: do sth. by oneselfe.g. Tim solved the mathematical problem all on his own.be on one's own: be alonee.g. Sally lives in an apartment on her own.5. a patent examiner in Berne: Einstein was "Probationary Technical Expert, Third Class" atthe Swiss Patent Office at Berne from 1902 to 1909. His job there was to check the technical descriptions in the application for patents.6.his genius burst into fabulous flower: his great talent results in extraordinary success; hisgreat talent yielded an incredible result7.When battling a recalcitrant problem, he worried it as an animal worries its prey.: Whentackling a problem which was difficult to solve, he attacked it as an animal chases and frightens another animal it preys upon.Recalcitrant is often used to describe a person or an animal that is hard to keep under one's control.e.g. Try not to punish a recalcitrant child severely, it is better to reason with him.When an animal worries its prey, it shakes it, pulls at it, frightens it, or even eats it. In other words, the animal will not stop attacking its prey. Similarly, Einstein would not let go a problem unsolved, he would keep at it.8.I will a little tink: I will think a little/a while9.I steered the discussion away from routine matters.: I directed the course of our discussionaway from ordinary subjects.―Steer‖ generally means "make a boat or a car go in a particular direction." Figuratively, steer often means "direct," e.g., steer visitors to the park, steer a conversation away from unpleasant subjects.10.We kept at it for some two hours: We continued with our discussion for about two hours11.then groping words expressed a deep emotion: then he was searching for words to saysomething, and this unveiled his strong feeling deep in his heart at that moment12.but the music of Mozart was of such purity and beauty one felt he had merely "found" it— that it had always existed as part of the inner beauty of the Universe, waiting to be revealed: but the music of Mozart, one would tend to believe, was a true representation of purity and beauty that he had perceived as long existing in the Universe, ready to be displayed13.provided we gave up cherished beliefs about the nature of time: Time and space used to bebelieved as two absolute entities independent of each other, but Einstein claimed them as relative to each other.14.he pointed to his wristwatch, and said in tones of awed amazement, "It all came fromthis.": What the speaker meant here was, presumably, that Einstein's great achievement had all come from his inclusion of time in formulating his theory of relativity or resulted from his studies of "time".15.a price was put on his head: a reward was offered for the capture of or the finish of the lifeof Einstein16."Silent Night":These are the first two words of the song "Holy Night", which is sung byChristians on Christmas Eve commemorating the birth of Jesus Christ.Questions1.In Hoffmann's opinion "simplicity" is the best word to describe the essence of Einstein'scharacter. The abstract notion of simplicity is explained by a phrase in the first paragraph.Which is it?Key: "going instinctively to the heart of a matter"2.From the two anecdotes related in Paras. 2-4, what impression of Einstein have you got?Key: He was a very modest person, never thinking himself any superior to or more authoritative than others because of his fame and achievements as a great scientist of the time.3.What, according to the author, is Einstein's most outstanding trait as a scientist? (Para. 9)Key: Concentration. Refer to the first sentence of Para. 9.。

UnitThreeMyfriendsALet'stalk(教案)人教PEP版英语四年级上册

第一课时课时内容A. Let’s talk；Let’s play课时分析在"Let's Talk"这个部分，故事发生在John放学回家的时候。

他兴奋地告诉妈妈说他交了一个新朋友。

妈妈好奇地问这个朋友是不是中国人。

John回答说是的，他还告诉妈妈这位新朋友非常友好，而且个子又高又壮。

他的名字叫张鹏。

这个过程中，展示了句子："What’s his name? His name is Zhang Peng. He is tall and strong." 这个环节旨在让学生学会用"What’s his name"来询问男性的名字，以及使用"His name is..."来回答。

在"Let's Play"这个活动中，以Sarah和Chen Jie两个人的猜朋友游戏为例，来练习如何询问女性的姓名以及如何回答。

在这个活动里，Sarah首先使用句子"She’s tall and thin"来描述她的朋友的外貌特征，然后Chen Jie使用句子"What’s her name?"来询问这位朋友的名字，最后Sarah用"Her name is..."来回答。

在这节课中，学生会学到如何正确地询问别人的姓名，需要根据性别来选择使用"his"、"her"、"he"或"she"。

同时，为了准确地描述朋友的外貌特征，学生需要掌握一些用于形容人外貌的形容词。

在本课时中，重点是确保学生理解并能正确使用这些重要的句式。

至于描述人外貌特征的部分，可以先让学生理解概念，不必要求完全掌握。

课时目标1. 能够听懂、会说句型：What’s his/ her name? His/ Her name is ...2. 能够听懂、会说以下词汇：friendly, tall, strong, thin3. 能够听懂、会读对话，并能分角色表演。

牛津译林版三年级英语上册第三单元Unit3 My friends全部课件(共3课时)

标
He’s Mike.
he 他（指男性）
he’s=he is 他是
Le教t’学s目learn.
标
He’s my friend.
my 我的
friend 朋友
Le教t’学s play.
目标
my
she’s
蛇碰到哪个单词学生就读哪个并
h说e 说汉语意思，如果遇fr到ien不d会读
不会翻译的就不能继续进行。
牛津译林版三年级上册英语课件
Let’s play
Missing game
L教et学’s chant.
目标
A chant about he’s\ she’s
He and she,他和她。 She and he,她和他。替代女士要用she。替代男士要用he。 he is缩略成he’s。 she is缩略成she’s。
He’s... He’s my friend. She’s... She’s my friend too.
Le教t’学s目say.
标
当我们向别人介绍我们的朋友家人
时，我们可以这样说：
this
This is … He’s /She’s my…
这个
sister
妹妹
is 是
（be的第三人称单数）
This is Linlin. She’s my sister.
He’s... He’s my friend.
巩教固学提目升
标
一、选择恰当的答语。
1. This is Mike. __B__ is my friend. A. She B. He C. I
2. She __A__ Su Hai. A. is B. am C. are

四年级上册英语教案Unit3MyfriendsBlet’slearn人教(PEP)(2019)

2.情景教学新单词
(1)教师利用PPT图片展示Sarah和同学们一起的照片。What are they talking about? Mike’s friends. Who are they?速读Mike和Chen Jie的对话，找到Who is Mike’s friend? It’s Wu Yifan.
年级课时教学设计
其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。课题
(4)教师展示照片中Amy图像，提问：How about Amy? Does she have green shoes?引导学生回答：No, she has brown shoes.或者回答：No, her shoes are brown.教师鼓励学生用不同方式回答。教师板书brown shoes，引导学生认读，提示shoes的发音。
(2)教师将这些画贴在黑板上，让其他同学来猜猜他们是谁，如果被猜中，就为同桌两人加分。
6.Play a game:猜猜他（她）是谁？
教师在纸条上写下一位学生的名字，然后由教师描述该学生，让全班学生猜猜教师描述的是哪个学生。在活动过程中，学生可以随时猜，直到猜中为止，猜对的学生给予奖励。如：
T:He's tall.
4.Guessing game
请几位同学做模特，几位学生运用句型He/She has...或者His/Her... is/are...描述一位自己的同学，大家根据描述来猜测His/Her name is...

《Unit 4 My friends》教学设计冀教版(三起)(2024)小学英语三年级上册(5课时)

《Unit 4 My friends》教学设计冀教版（三起）（2024）小学英语三年级上册2. 导入（Lead-in）（1）教师展示一些朋友在一起的图片，问学生：“What can you see in the pictures?” 引导学生回答：“I can see friends.”（2）教师拿出自己的照片，介绍自己的朋友：“This is my friend. Her name is... She is...years old. She is very nice.”3. 呈现（Presentation）（1）教师出示单词卡片“friend”，教学生认读。

强调发音，让学生跟读几遍。

（2）教师用“This is my friend.” 句型介绍自己的朋友，让学生理解句型的用法。

（3）教师让学生拿出自己的照片，用“This is my friend.” 句型介绍自己的朋友。

4. 练习（Practice）（1）游戏：猜朋友。

教师让一个学生蒙上眼睛，另一个学生用“This is my friend.” 句型介绍自己的朋友，让蒙着眼睛的学生猜出是谁。

（2）小组活动。

学生分成小组，互相用“This is my friend.” 句型介绍自己的朋友。

5. 总结（Summary）（1）教师带领学生回顾本节课所学的内容，重点复习单词friend、this、my 和句型“This is my friend.”。

（2）教师对学生的表现进行评价，表扬积极参与的学生，鼓励其他学生继续努力。

6. 作业（Homework）（1）听录音，跟读Lesson 1 的内容。

（2）用“This is my friend.” 句型向家人介绍自己的朋友。

第二课时：Lesson 2 Friends share.一、教学目标1. 学生能够听懂、会说、认读单词share、crayon、book。

2. 学生能够用“Friends share...” 表达朋友之间的分享。