英语II(1) 重难点分析(1)
外研版九年级上册Module 2 Public holidays Unit 1单元整体教学设计
外研版九年级上册Modu1e2Pub1icHo1idays大单元教学设计国的某一节日做简单的介绍,感受我国文化的底蕴,培养学生热爱国家、名族的情怀。
核心语言知识分析:本模块主要语法状语从句的用法,主要学习时间状语从句的用法,使学生能够准确表达,达到自如运用的程度。
知识储备:1 .学生对“节假日”话题并不陌生,在七年级的时候就学过关于“春节”的相关内容,也能够做简单的介绍。
本模块主要谈论世界主要国家的节假日与庆祝活动。
内容比较丰富、有趣,所以学生对话题会比较感兴趣,也很容易进行讨论。
2 .学生在八年级学习了since›when 与whi1e 的基本用法,对这些词的用法有所感知和理解。
3 .学生掌握了一些有效的阅读策略。
可能面临的问题:1 .学生对话题比较熟悉,但是单词的储备还是欠缺,很多的词汇不熟悉,比较难开展讨论,可能只会在文中找些单词来进行描述,信息获取,文化知识的内化对于学生而言有一定难度。
2 .学生可能会分不清when 与whi1e 的用法,弄不清延续性动词和非延续性动词,造成理解上的一定困难。
3 .学生信息收集整理以及有逻辑的写作输出能力有待提高。
模块内容分析(Ana1ysisof the1earning materia1s)学情分析(Ana1ysisof thestudents)I 单元主题:节假日]庆节的庆祝方式,以及从哪一年开始庆祝。
学生能够在听、读任务完成后进行简单的表述。
在学习对话之前,活动1、2的设计为学生扫清了新词障碍。
Why:本单元语篇旨在让学生初步了解中、美两国的节日。
II.教学目标(TeaChingobjectives)在本课学习结束时,学生能够:1.熟练运用文中的重点句型和日常交际用语。
2.通过听、说活动,获取和梳理四大世界奇观的基本信息。
能够简单阐述自己的观点。
II1教学重、难点(Key&dif∏cu1tpoints)1.掌握文中重点词汇和句型。
2.掌握关于停顿的听力技巧,提高听的能力。
小学英语新外研版(一起)五年级上册Module 2 U1第二课时教案
小学英语新外研版(一起)五年级上册Module 2 Unit 1 (2)一、教材分析:第一单元是大家一起去超市购物,超市很大,Amy,Sam 向Lingling介绍商品的摆放位置。
大家买完东西后将物品放到车上,大家相互帮助的情景。
二、学情分析:五年级学生有了一定的学习基础,敢想、敢说,求新求异的愿望非常强烈,学生在生活中去超市也比较频繁,所以本单元的内容非常切合学生的实际,激发他们学习英语的兴趣。
三、教学目标:语言知识目标:全体学生能运用:This one is heavy.全体学生能理解和运用:heavy, let进一步感知句子重音。
语言技能目标:全体学生能听懂,会说:This one is heavy.全体学生能朗诵课文,阅读相关短文。
学生能拼写自选词汇。
运用:全体学生能运用“There is /are…. This one is …”等句型谈论有关超市购物的话题。
文化意识:能够关注并了解中国传统文化,比较中外文化的异同。
情感态度:在小组活动中能与其他同学积极交流与合作。
四、学习策路:积极与他人合作,共同完成学习任务。
五、教学重、难点:1、描述超市中的商品及其特征。
2、形容词的用法。
CD-ROM四、教学过程:Step One tongue twister1、GreetingsGood morning. How are you today? What’s the weather like today?2、Practice the dialogue about our supermarket.What kind of things are there in the supermarket?Are there any books?Are there any fruits?What fruit are there in the supermarket?What kind of food are there in the supermarket?II. Presentation1. Watch and say.T: Look at the pictures. What differneces can you see between the supermarkets?Ss: I can see … in the first picture. I can see … in the second picture.T: Yes..2. Listen and follow.Listen to the tape and follow sentence by sentence.3. Try to retell the text according to the pictures.4. Act out the text.III. ConsolidationDo Activity 2.Look and say. What are the differences of the two pictures.IV. HomeworkPrepare the text of Unit 2.Listen to the song of P5.Summary: Through the viewing, the students can master how to use the adjectives.板书:Module 2Unit 1 This one is heavy.These bag s are heavy.This monkey is naughty.课后反思:通过复习,孩子们对所学过的形容词能够做到掌握扎实,但是,There be句型中需要注意的几个小细节,还是会出现问题,需要进一步加强。
超实用高考英语复习:重难点01阅读理解之说明文 (教师版)
3.高效解读——破长难句解重难词
说明文的词汇和句式的运用较别的体裁的文章难度更大。如何高效解读关键在于破解长难句、解读重难词(包括生词和词块)的意义。
Producing food that no one eats wastes the water, fuel, and other resources used to grow it. That makes food waste an environmental problem. In fact, Royte writes, “if food waste were a country, it would be the third largest producer of greenhouse gases in the world.”
重难点01-3阅读理解之说明文-高考英语
【热点·重点·难点】专练
(新高考专用)
距离高考还有一段时间,不少有经验的老师都会提醒考生,愈是临近高考,能否咬紧牙关、学会自我调节,态度是否主动积极,安排是否科学合理,能不能保持良好的心态、以饱满的情绪迎接挑战,其效果往往大不一样。以下是本人从事
养成良好的答题习惯,是决定高考英语成败的决定性因素之一。做题前,要认真阅读题目要求、题干和选项,并对答案内容作出合理预测
27.What does Curtin suggest people do?
A. Buy only what is needed.B. Reduce food consumption.
大学英语—重难点
大学英语—重难点在大学期间,学生们都会面对各种各样的课程,而其中最常遇到的问题之一就是大学英语。
无论对于英语专业的学生,或者非英语专业的学生来说,学好大学英语都是一个必要的挑战。
然而,在学习大学英语的过程中,总会遇到一些重难点。
本文将着重讨论大学英语的重难点,并提供一些解决方法。
首先,大学英语的重难点之一是听力。
对于许多学生来说,听力是最具挑战性的部分。
他们往往会遇到听不清楚、听不懂、无法及时理解和记忆听力材料等问题。
为了解决这些问题,学生们可以使用以下方法:首先,多听英语,培养自己的英语听力习惯。
可以通过听英语歌曲、英语电影、英语新闻等多种途径来提高听力。
其次,学生们可以多参加听力训练班,通过系统的听力训练提高自己的听力水平。
此外,学生们还可以利用一些在线听力资源,例如英语听力网站或者手机应用程序,以便随时随地进行听力训练。
其次,写作也是大学英语的重难点之一。
许多学生常常感到无从下手,不知道如何组织自己的思路和表达观点。
针对这个问题,学生们可以尝试以下方法:首先,积累更多的词汇和短语,以丰富自己的表达能力。
其次,多阅读一些范文和优秀的英语作文,学习他人的写作技巧和思路。
此外,还可以尝试结合写作模板和句型,以帮助自己更好地组织和表达自己的观点。
最重要的是,多加练习,通过不断写作来提高自己的写作水平。
除了听力和写作外,口语也是许多学生的一大难点。
许多学生在英语口语中常常遇到无话可说、词汇量不足、语法错误等问题。
为了克服这些问题,学生们可以采取以下方法:首先,多进行口语练习,可以结伴进行角色扮演、进行口语交流等。
其次,多参加英语角活动,与他人进行日常对话,增加实际口语的练习机会。
此外,学生们还可以利用在线语音识别工具,进行自我评估和纠正发音和语调的问题。
最后,阅读理解也是大学英语的重难点之一。
许多学生在阅读英语材料时,往往面对生词众多、长句难解、文章结构复杂等问题。
为了解决这些问题,学生们可以采取以下方法:首先,多读英文原版书籍和文章,通过阅读提高自己的词汇量和阅读理解能力。
高中英语第二册上Life in the future(1)
Life in the future(1)The First Period (Warming up)I.教学内容分析:“热身〞部分一开始就提出问题“What will life be like in the future?〞为了启发学生思考教材设计了通讯语言、职业等方面的话题,并设计了四幅关于交通、城市建设、外星人、人类健康的图片,供学生参考讨论,以引起学生对未来人类生活的幻想和想象。
II.教学目标:1.Encourage Ss to use their imagination to talk about life in future.2.Improve Ss’ speaking ability by practising making predictions.III.教学步骤:〔另教师可参看教参书P129内容〕:1.Now let’s first have a discussion about the future of one of the areas. After a while, I’ll ask one of you toreport the results.2.T: Who’d like to tell me how people will municate in the future?S: People will municate with each other with puter, which are set in the watches.T: Where will people work in the future? What kind of jobs will they have?S: People will work at home. The only thing that people do is to control the robots by pressing the buttons on the puter and let them work for us.T: How will people do business in the future? What kind of money will they use?S: By the year 2100, shops will no longer exist. puters will have replaced them, and people will order goods from home. Instead of paper money, they will use credit cards.T: What about languages?S: Instead of any language, people will use code to talk with each other. If they use a language to municate, I think they will speak Chinese. Because our country will be the strongest one.T: What will school be like in the future? What subjects will people study?S: Schools will be set up on the Internet, Ss can stay at home and use puters to study. We can also download some information. We’ll study social sciences, natural sciences and so on. Schooling will be much more interesting and effective.T: In spite of all these changes, man in the future will have a lot in mon with us. They will have thoughts and emotions similar to ours. Anyhow, they will be human beings.IV.随堂练习:Fill in the blanks with the words in the box (will, may, likely, possible, impossible, possibly):1.It is likely that the housing conditions ________ be improved in the next few years.2.If you wear sunglasses, he ______ not recognize you.3.It is ________ that your request will be refused.4.I can’t ________ force them to carry out such a plan.5.I dare say it is ________ to persuade him to merry your niece.6.They are not _________ to give up the chance of taking part in the petition.Key: 1. will 2. may 3. possible 4. possibly 5. impossible 6. likelyThe Second Period (listening and speaking)I.教材内容分析:“听力〞部分是一封3044年生活于火星的一位学生来信,信件分两部分,描述了3044年火星的生活情景,要求学生听录音回答等。
译林版高中英语必修二Unit 1 Reading (I) 教案
《英语》(必修·第二册)Unit 1 Lights, camera, action!Welcome to the unit & Reading (I)I. Learning objectivesBy the end of the lesson, students will be able to:1. grasp the way of understanding a lecture transcript;2. know about some unfamiliar aspects of film-making;3. think critically and express their opinions on some special effects technology in film-making;4. think of and appreciate the talented people and their hard work behind the scenes.II. Key competence focus1. Analyse and summarize the structure of the text.2. Think critically and express opinions freely.III. Predicted area of difficultyUnderstand the structure and the language style of the lecture transcript.IV. Teaching proceduresStep 1 Brainstorming: stimulating reading interest1.T plays the theme music of Harry Potter films in class.2.T leads Ss to talk about films by answering the following three questions:•Could you list some film types? (action, horror, cartoon, musical, comedy, romance, documentary, science fiction, fantasy, war ...)•Look at the film posters on page 1. What type of film is shown on each poster?•What elements of a film can you think of?【设计意图:课前播放“哈利·波特”系列电影的主题音乐,营造气氛,为课堂主题做好铺垫。
新视野大学英语读写教程(第三版)第二册unit 1教案
授课题目:Language in Mission授课时间:第____周第____周授课类型:理论课授课时数:4教学目的:After finishing this unit, students will be able to:1.To talk about way of learning English;2.Get deeper insights into the text;3.Make creative use of words, phrases and sentence patterns;4.Be able to write an essay with three main parts “introduction, body andconclusion”;5.To read with the skill “reading for the key ideas in sentences”.教学重点和难点:1.To further understand the text;2.To apply the words, phrases and sentence patterns.3.To read wit h the skill “reading for the key ideas in sentences”;4.To write an essay with three main parts “introduction, body and conclusion”;教学方法和手段:Various kinds of teaching methods are used:1.Teaching in class. Explain the profound theoretical knowledge in class;2.Case study. Provide case study during teaching, and make the students to discuss about the case;3.Bilingual and full English teaching;4.Applying modern multimedia teaching technologies;5.Taking advantage of abundant network teaching resources.教学内容和过程:Section A An Impressive English LessonStep One Warming-up Activities 30 minutesI.Lead-in:Discuss the following questions:1.What are the key factors that help people learn English as a foreign language? Good course, excellent syllabus based on some principles;Highly developed methodologies, teaching four primary skills of language acquisition;Put the four skills into a discourse;Analyze three different kinds of interactions.2.Do you have any problem in English learning?— I always feel it difficult t o…—It’s not easy for me to…understand what others say;remember so many words;learn the grammar;read quickly;speak in public…3.Do you think grammar is important in English learning?—Yes.The basic building blocks of a language;essential for effective communication;put the words in the right order;help to convey correct, meaningful message.—No.as long as one can understand what other is saying;dynamic and no language is fixed;speak their native language without having studied its grammar.II.Cultural backgroundAmerican university education1.What is Communicative Language Teaching?A type of teaching method;Develop the communicative ability as well as the knowledge of grammar; Learningby doing;Make classroom situation of real foreign language environment.2. What are the features of Communicative Language Teaching? Communicative competence is the goal;An integration of grammatical and functional teaching;Accuracy is secondary to conveying a message;Focus on communicative and contextual factors in language use;Learner-centered and experience-based.3. What is the role of teacher in Communicative Language Teaching?A facilitator of students’ learning;A manager of classroom activities;An advisor of students’ questions;A co-communicator in the communicative activity.Step Two Text Study 80 minutesI.Interactive reading of the text1. Reading comprehension1)What does the son think of the father? (Para. 1)A tedious oddity: a father he is obliged to listen to and a man absorbed in therules of grammar.2)Why was the writer shocked by his student’s answer? (Paras. 2-4)3)She is unable to describe her excursion to Europe with the right words.4)What conclusion did the writer draw from the example of his student?(Para. 5)Students unfairly bear the bulk of the criticism for these knowledge deficits because there is a sense that they should know better.5)Why should students not be blamed for their language deficiency? (Paras.6-7)6)The learning environment is misleading.7)Why should students not be blamed for their language deficiency?(Paras.6-7)8)They are not learning the language adequately and efficiently in school.9)How should grammar be taught as far as the writer is concerned?(Paras.8-10)10)Grammar must be handled delicately, step by step. An effective way ofteaching could arouse children’s interest in learning English grammar.11)An example: a grammar lesson with my son12)2. Structure of the textIntroductionIn his son’s eyes, the father is one who he has to obey and an oddity absorbed in grammar. (Para.1)He was shocked by his student’s inability todescribe properly her excursion to Europe. (Paras. 2-4)Thesis of the narration: It is unfair to blame students for their language deficiency. (Para.5)BodyExplains why stud ents shouldn’t be blamed for their language deficiency by providing two reasons and one example. (Paras. 6-10)Elaborates the importance of grammar and vocabulary in learning English. (Paras. 11-13)Concluding partNarrates another incident where his son unconsciously uttered a grammatically perfect sentence with a subjunctive mood, which made the author so proud of his son. (Paras. 14-17)3. Summary of the TextTo my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________ because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary.Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just likedriving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.II. Language FocusWords and expressions1. oddity: n. [C] a strange or unusual person or thing 怪人;怪物;奇特的东西With his neat suits on, he felt like an oddity walking in this poor neighborhood.穿着笔挺的西装走在这个贫民区里,他觉得自己就像个怪物。
2023年新视野大学英语视听说教程(第三版)第二册第一单元教案
新视野大学英语视听说教程(第三版)第二册第一单元教案备课纸授课题目:Unit 1授课时间:第____周第____周授课类型:实训课授课时数:4 教学目的及要求:By learning this unit, the student should 1) be able to talk about learning experiences. 2) listen for signal words for listing. 3) give and respond to advice.4) talk about learning / teaching methods.教学重点及难点:1. Listening skill: listen for signal words for listing.2. Speaking skill: give and respond to advice.教学方法和手段:Task-based communicative, multi-modal teaching through: 1. Recording listening; 2. Video watching; 3. PPT showing;4. Individual work, pair work We gain second-hand experience by reading books. A little knowledge is a dangerous thing.1Life is a learning curve备课纸— Albert EinsteinYes. It is dangerous for a person who knows a little about something thinks he knows it all.The best way to learn is to teach. — AnonymousYes. Going through the process of trying to explain something to others will help you understand, absorb and consolidate what you have learned.Step Two Listening to the world I. Sharing1. Watch a podcast for its general idea.2. Watch Part 1 and fill in the blanks.3. Watch Part 2 and check the true statements.4. Watch Part 3 and fill in the blanks.5. Work in pairs and discuss the question. II. Listening1. Introduce the listening Skill: Listening for signal words for listing Listen for the total number of items at the beginningListen for words and expressions that signal the beginning, following and end of the listinge.g. the last, the final, lastly, and finally Listing items with equal valuee.g. to begin with, to start with, furthermore, moreover, inaddition, besides, what’s more, the last but not the least, lastly, finally Words and expressions indicating importanceexpressions: above all, the most important / obvious / noteworthy Adjectives: main, vital, significant, chief, central, principal, primary, major, distinctive, and the –est forms of adjectives Listen to Part 2 of the radio program. Then match the people to the film stars they like.2. Listen to a radio program and rearrange the following expressions.3. Listen to the radio program again and complete the table.4. Fill in the blanks.III. Viewing1. Read the program information below and check the true statements.2. Read the statements. Then watch the video clip and underline the correct alternative.3. Read the statements and the answer choices. Then watch the video clip again and choose the best answers.2备课纸Step Three Speaking for communication1. Read the statements. Then listen to a conversation and check the true statements.2. Read the table. Then listen to the conversationand write G for giving advice and R for responding to advice in the right column.Speaking Skill: Giving and responding to adviceGiving and responding to advice in an appropriate way are useful and important speaking skills.Expressions for giving advice Why don’t you…?My( main/personal) recommendation/suggestion/ is/would be…If that happened to me/ If I were in your place/ if I were you/ In that case, I’d recommend…Do you think it is a good idea…? The sooner you…the better.…might work/ would probably work/is worth a try.If you ask me/ The way I see it, it probably would have been better(not) to have… Expressions for responding to advice ? Thank you, I’ll take that into consideration. ? Thanks. That sounds good/interesting.I hadn’t thought of that before. Thank you so much for offering that advice. Thank you for the advice. I’ll try… Maybe you’re right. Thanks for saying that.3. Look at the pictures and read the conversations below. Then fill in the blanks using the words in brackets.4. Role-play the situations.Step Four Further practice in listening I. Short Conversations1 Q: What can we learn from the conversation?B The woman should seek help from the writing center. 2 Q: Why does the woman choose to learn French?D She thinks speaking French is a must for cultured people.3 Q: What did the man do last night? D He attended a speech.4 Q: What made Melissa unhappy?C That she lost her chance to enter the contest. 5 Q: What does the man think of the woman’s opinion? A It is one-sided. II. Long Conversation1 Q: How is the woman doing in the man’s class?C She often fails to turn in her homework on time. 2 Q: What does the woman think of learning Spanish?3备课纸D It presents difficulty for her.3 Q: What do we know from this conversation about the man?A He has a good personal relationship with the woman.4 Q: What is the woman most likely to do after talking with the man?C Work harder in her Spanish class. III. Passages 1. Passage one1 Q: What do you know about the speaker’s Spanish learning experience in high school?D She showed dissatisfaction with the slow pace of her class.2 Q: What made the speaker feel more frustrated while learning Spanish in high school?A She had to learn the material that she already knew.3 Q: What did the speaker say about her study of Spanish literature in college? C It proved to be an unbalanced way to learn the language.4 Q: Which experience benefited the speaker most in terms of her use of Spanish? D She taught Spanish speakers how to speak English. 2. Passage two 1) alternative 2) numerous 3) traditional 4) academic 5) countryside 6) athletes7) take advantage of 8) Secondary9) in a collective effort 10) serve as作业:Preview Section B。
小学英语_三下Unit2Lesson1Ihaveanewsweater教学设计学情分析教材分析课后反思
《Unit 2 Lesson 1 I have a new sweater.》教学设计一、教材分析本课的课题是clothes.语言功能是描述自己或他人的衣物。
学习任务是I/You have a new sweater. It’s cool./ lovely.二、学情分析本课的教学对象是三年级学生,他们能进行简单的日常问候,对英语有着强烈的好奇心和浓厚的学习兴趣。
因此,教师要根据教学内容创设丰富多彩的教学活动,激发孩子思维,并形成积极的情感态度和自主学习的能力。
三、教学目标(一)知识目标1.能听懂、会说、认读单词:sweater, too, small, cool, love, 并能结合句型灵活运用.2.能听懂、会说、认读句型: I/You have a new sweater. It’s cool./ lovely.(二)能力目标能运用所学句型描述自己及他人的衣物。
(三)情感目标借助本单元创设的情境,养成整理物品的好习惯。
知道别人赞美自己的衣着时,要说“Thank you”四、教学要点分析(一)教学重点掌握单词“sweater, too, small, cool, love”的认读。
掌握句型“I/You have a new sweater. It’s cool./ lovely.”(二)教学难点在实际生活中能正确运用句型I/You have a new sweater. It’s cool./ lovely.来谈论自己或他人的衣物。
五、教学准备多媒体课件、单词卡片、图片、头饰、毛衣等六、教学过程Step 1 Warming-up (1′30″)1、Greetings:2、Sing a song“I have a pencil.”3、Free talk学生运用句型“I have a (new)pencil/pen….It’s red/blue….” 谈论自己的学习用品。
【设计意图】首先通过歌曲和free talk 活跃课堂气氛,调动学生学习热情和兴趣,使学生能够以一种轻松愉快的心态投入到整堂课的学习之中,并复习以前学过的知识,为本课学习做好铺垫。
2024届高考英语二轮复习核心专题精讲精练题3.1+语法填空(一)(考情分析+真题回顾+最新含答案
【重难题型•精准破解】2024届高考英语二轮复习核心专题精讲精练专题3.1高考英语语法填空(一)一、考情分析语法填空重在语境中考查考生的语法和词汇综合语言运用能力。
它是命题人在预先选好的一篇地道的英语文章中,在保证句子成分、结构和语法等有效解题信息基本完备的基础上,挖去10个空,这10个空根据有无提示词可分为有提示词类和无提示词类两种。
在语法填空中,有提示词的题目最重要的考点就是动词的谓语、非谓语和词性转换,其它的考点还包括名词复数、代词形式、形容词比较级最高级、名词形容词词性转换等。
其中谓语动词的时态、语态和非谓语形式是考查的难点。
这里我们主要讲解无提示词的语法填空题。
一般情况下,一篇语法填空中应该包括3-4道无提示词的题目。
对于这类题目,首先一定要明确题目要求:每个空格只能填一个词。
然后是这类题目的考点,主要包括以下的三项:1、从句关系词或逻辑关系连词;2、介词本义或常用介词相关短语搭配;3、冠词对名词的限定作用。
其中从句关系词和冠词是考查的难点,也是学生容易忽视的地方。
无提示词的考查请看下表:无提示词类:一般设置3个小题高频考点介词0-1题:重点考查常见介词的基本用法或固定搭配中的介词,一般不涉及短语介词。
冠词0-1题:重点考查冠词的特指、泛指用法或固定搭配中的冠词,一般不涉及零冠词。
从属连词0-2题:侧重于定语从句的引导词。
此外,名词性从句、状语从句的引导词也偶有涉及。
低频考点并列连词0-1题:并列句的连词也偶有涉及。
其它0-1题:包括助动词(如强调谓语动词的do,does,did ;构成部分倒装的do,does,did ;构成一般疑问句的do,does,did ),构成强调结构的it 或that ,连接性副词(before,ago,however,anyway ...)等。
虽然无提示词的设空不多,但恰恰是学生感到为难的地方。
高中阶段,好多学生不太注重语法知识的学习,连基本的语法现象都弄不明白,分析句子结构很成问题,尤其是从句这一块,老是分不清句子中的从句属于哪一类从句。
译林版高中英语选必二Unit1 Grammar and usage (II) 教案(雅礼版)
Unit 1 The mass mediaGrammar and usage (II)Past perfect tense◆内容分析:本板块的语篇围绕单元话题“大众传媒”,介绍了美国新闻工作者、出版家约瑟夫•普利策的生平事迹。
首先要求学生阅读语篇,探究过去完成时的概念,并归纳过去完成时使用的一般规则;其次,引导学生在句子和语篇两个层面循序浙进地练习并巩固所学,深化理解过去完成时的含义;最后要求学生叙述中国新闻工作者、出版家邹韬奋的生平,在具体语境中正确使用过去完成时。
◆教学目标:By the end of this section, students will be able to:1.understand the usage of the past perfect tense;2.identity the verb form of the past perfect tense;e the right forms of the past perfect tense to correct the mistakes and complete an article;4.apply the past perfect tense in new contexts.◆教学重难点:1.To summarize the general rules;2.To apply the rules correctly and properly;◆教学过程:Step 1 Homework CheckingC.Fill in the blanks with the correct forms of the verbs.1. had finished2. had been3. have been4. (had) studied5. had wanted6. called7. had recommended8. had leftStep 2 Applying the rules1. T asks the Ss to finish part B1.B1 Circle the mistakes and correct them in the blanks below.1) Pulitzer knew that he had learnt very little English, so he had started to work hard at the language.Suggested answer: 去掉learnt之前的had2) Pulitzer was very hard-working. Quite often, when he arrived home at midnight, he was working for over 10 hours.Suggested answer: 改was working为had worked3) For the time he was 25, Pulitzer had become a journalist and publisher. Suggested answer: 改For为By4) Many of the best reporters have worked for his paper before its failure in 1931. Suggested answer: 改have为had2. T asks the Ss to finish part B2.B2 Below is a passage about the Pulitzer Prizes. Complete it with the correct forms of the verbs in the box below.Suggested answer: (1)had built (2) were awarded (3) had won (4) hasbeen allowed (5) had intended3. After finishing the box, T asks the Ss to answer the following questions:1) Who had devoted a lot before The Pulitzer Prizes were established?Suggested answer: Joseph Pulitzer.2) What categories have The Pulitzer Prizes also expanded to include?Suggested answer: Photography and music.【设计意图:这个步骤是这堂课的核心部分,将语法知识和语境相结合,在语境中学习语法知识。
人教新课标高中英语必修二Unit 3 Computers教案(1)
Unit 3 ComputersI 教学内容分析本单元的中心话题是“计算机”。
Warming up部分用图片呈现了计算机发展的历史,让学生通过看图讨论的方式了解计算机的发展和演变过程。
Reading部分编者采用了拟人化的手法向读者介绍了计算机的发展历程。
Comprehending部分包括三个练习,分别从事实层面、分析层面和拓展层面考察学生对文章的理解和运用情况。
Learning about language部分的活动突出了形容词和副词用法的区别,并扣本单元的语法点(现在完成时的被动语态)。
Using language部分的听力材料中谈论的是信息技术的几种形态或载体(包括收音机、书籍、电视和电脑;在读说活动中,通过智能机器人参加足球赛的经历向读者介绍了计算机运用的另外一个例子。
Learning Tip部分鼓励学生利用图书馆,网络等课外资源学习英语,有利于学生使用资源策略。
Reading for Fun 部分是一首活泼风趣的小诗,以拟人的方法让机器人自述了心声:尽管日夜忙碌,为人服务,但它相信自己和真实的人类没什么两样。
II.教学重点和难点1.教学重点(1) 本单元的生词和短语;(2)通过学习本单元,使学生了解计算机的发展历程,及其在当今社会的广泛运用;(3)鼓励学生用英语表达自己的观点,进行简单的推理和做出决定。
2.教学难点(1) 教会学生通过时间的先后顺序来表达一件事;(2) 使学生了和掌握现在完成时的被动语态的用法;(3) 指导学生按类别归纳整理词汇,让学生学会有效地记忆词汇的方法;(4) 引导学生发现本单元重点语言结构,让学生自己发现并感悟相关的语言规律,在学习过程中培养语感。
III.教学计划本单元分六课时:第一课时:Warming Up, Pre-reading, Reading第二课时:Language points第三课时:Learning about language第五课时:Speaking, Reading, WritingIV.教学步骤:Period 1 Warming Up, Pre-reading, ReadingTeaching Goals:1. To know something about computers.2. To learn and talk about computers.Teaching Procedures:Step 1. Leading-inPurpose: To activate the Ss and arouse them to talk about the importance of computers in modern society.Ask Ss whether they have a computer or not and what they use it for. Let them talk as much as possible.Step 2. Warming UpPurpose: To get Ss to think about the differe nt ways computers can be made.Pair workGet Ss to look at the following pictures, and then ask them to answer the questions.A huge computer A PCA notebook computer A calculatorAn abacus1. What are they?2. What do they have in common?3. What is a computer?Suggested Answers:1. a huge computer, a personal computer, a notebook computer, a calculator, an abacus2.(1) to be used to calculate;(2) operate by human beings;(3) they are all artificial;(4) show figures in a certain way.3. A computer is a machine which stores knowledge in its memory and does calculations onthat knowledge. This knowledge is stored in symbols; it is called data. A computer usually has a monitor to show results. However, some computers can speak; these computers can be used for voice mail.A computer is now almost always an electronic device. It usually contains materials whichare toxic; these materials will become toxic waste when disposed of. When a new computer is purchased in some places, laws require that the cost of its waste management must also be paid for. This is called product stewardship.Step 3. Pre-readingPurpose: To activate Ss’ interest about computers.Group workAsk Ss the following questions and encourage them to say more.1.How have computers changed our lives ?2.What do you know about computers ?Suggested Answers:1. They’re a much more useful and humane tool than the phone , and with corporate America behind them the networks will be everywhere--- changing our lives more than any technology since the automobile.2. A multi-function electronic device that can execute instructions to perform a task.A device that accepts information, processes it, and supplies an output. A computer usually contains memory, a control unit, arithmetic and logical units, and a means for input and output.A programmable hardware component that is controlled by internally stored programs and that can perform substantial computations (including arithmetic and logic operations) without human intervention. A computer typically consists of one or more processing units, memory units, and associated peripheral input and output devices.Step 4. Reading1. SkimmingPurpose: 1. To get a brief understanding of the text.2. To train the students’ listening ability.First, let Ss skim the text and then listen to the recording of the text. Pay attention to the pauses and pronunciation.2. ScanningPurpose: To get Ss to have some details in the text.Now we are to read the text again and underline all the expressions in the text. Writethem down in your notebook.3. Further ReadingPurpose: To get Ss to get more details about the text.Read the text again and find the information to complete the table, which describes thedevelopment of computer.1642: ___________________________________________________1822: The Analytical Machine was made by Charles Babbage.____: ___________________________________________________1940s: ________________________________________________________: The first family of computers was connected to each other.1970s: ___________________________________________________Now: ___________________________________________________Step 5. RetellPurpose: To have a deep understanding of the text.Ask Ss to use the chart above to retell the development of the computer.One possible version:I, a computer, was a calculating machine in 1642 in France. Then I was built as an Analytical Machine in 1822, which was a technological revolution. I became a “universal machine” in 1936 to solve any mathematical problem. I was not very big at first then I became huge, the size of a large room before I was made smaller and smaller.Getting new transistors, later very small chips I changed my shape. I was connected with other computers and turned out to part of a network in the early 1960s. In 1970s I was brought into people’s homes, and came the Internet.Step 6. Homework1. Write a short passage about the development of computers.2. Finish Ex1 (P19), Ex2 (P20).Period 2 Language pointsStep 1 Word studyGroup workDivide Ss into four groups and ask them to discuss the following words.1. common(1)most widely known; ordinary:Eg He is a common sailor.(2)have nothing/little/something/ a lot in commonEg At first, I think we only had one thing in common, but suddenly I felt we had a lotin common.Eg The two brothers had everything in common in their manners, but the two sisters have little in common.Eg They have nothing in common with one another.2. analytical分析的Eg The scientist analyzed the milk and found it contained too much water.3.technology 科技;技术Eg With the development of technology, we will cure AIDS sooner or later.4.calculate(v.)1)to use numbers to find out a total amount, distance, etc. 计算;核算We haven’t really calculated the cost of the vacation yet.2)to guess sth by using all the information available 推测,估计It is impossible to calculate what influence he had on her life.5.As time went by, I was made smaller.随着时间的推移,我被弄得越来越小。
pep小学三年级英语下Unit 2 教案,反思,教材分析
(PEP)小学英语三年级下册教材分析一、教学内容与目标大庙小学陈志勇(一)内容:本册教材共有六个教学单元,unit 1 Welcome back to school.unit2 My family. unit 3 How many ? unit 4 Do you like pears? Unit 5 Where is my ruler? Unit 6 At the zoo. 每单元分为A、B、C三个部分,每单元授课6课时,其中C为选学内容,不占课时。
两个复习单元,每单元授课3课时。
本书将每个单元整体设计,充分利用主情景图,并根据教学要求将C部分内容有机渗透到A、B部分的课堂教学之中。
(二)总体目标:本教材的教学目的是激发学生学习英语的兴趣,培养他们学习英语的积极态度,使他们初步建立学习英语的自信心;培养学生具有一定的语感和良好的语音、语调、书写基础,以及良好的学习习惯,使他们初步具备用英语进行简单日常交流的能力;同时培养学生的观察、记忆、思维、想象和创造力;适当介绍中西方文化,培养学生的爱国主义精神,增强世界意识,为学生的进一步学习奠定良好的基础。
具体目标:1、能听懂、会说12组对话,并能进行简单的交流;2、能听、说、认读50个单词和听、说、读、写26个字母(包括同学、家庭成员、数字、水果、方位、动物等6个话题),并能简单地运用。
3、能听、做、6个“TPR”活动。
4、能学会2个小制作。
5、能唱8首英语歌曲。
6、能听、说、唱7英语歌谣。
7、能完成8个自我评价活动。
8、能听懂6个幽默小故事。
9、能对6项中西方文化知识有所了解。
二、教学建议第1-2页为单元情景图,呈现本单元语言及词汇教学目标,让人一目了然。
此页不占课时。
老师可根据实际教学需要加以利用。
第3-8页为A部分与B部分,系重点教学内容(A部分3页、B部分3页),用6课时完成。
教师可根据实际与需要进行调整:1、A部分用2课时,B部分用2课时,第5课时用于补遗和巩固,第6课时用于巩固和拓展;2、A部分与B部分各用3课时,C部分的教学融合在A、B两部分中。
二年级上学期Module2-Unit1-I-don't-like-meat.课堂纪实与评析
外研版二年级上册Module2 Unit1 I don’t like meat.课堂纪实与评析一、学情分析:对刚上二年级(未上二年级的一年级)孩子来说,经过一年的英语学习,对英语有了一定的感知与认知,能够听懂并说出简单的单词与句子,有了自己对事物的不同见解。
但是其词汇量小、口语输出不是很多,自律性差是他们存在的现象。
那么课堂就要求内容简单且充实,吸引学生的目光、调动学生的积极性,让学生多说多练,充分掌握基础知识、重点知识,突破难点知识,能够将本节课的词汇句型进行初步的综合运用,那么这堂课也算是成功的一节课了。
二、教材分析1、本节课的话题是谈论对食物的喜好。
基本句型:I like... I don’t like... 而I like...在一年级已经有雪学习,那么本节课的重点就是I don’t like...,可涉及What do \ don’t you like ?\ Do you like...?的句型,但不易过深,可当课堂交际用语。
2、课文情景:Daming 、Lingling到Sam、Amy家做客,Sam和Amy轮流给小弟弟Tom 喂饭,可Tom不好好吃饭,吵着要糖果。
Tom说的是“不喜欢吃”,而不是“不吃”。
Tom的妈妈Ms Smart告诉他:好孩子才能吃糖果。
引导Tom不要偏食。
于是Tom乖乖地吃饭了。
孩子们都把饭吃得干干净净,Ms Smart 非常高兴,于是拿出糖果来给他们吃。
这里Tom的话是表达喜好和厌恶常用的一种方式。
三、教学目标:1、知识目标:全体学生能够听、说、读并运用单词:meat, noodles, rice, sweets. 90%已上的学生能够听、说、读并运用单词children。
2、能力目标:全体学生能理解并运用I don’t like ...\ I like...表达对食物的喜好。
3、情感目标:敢于开口表达自己的喜好。
四、教学重难点:重点:Noodles for you. I don’t like.... I like....句型的使用难点:综合运用句型表达对食物的喜好。
八年级英语上册 Unit 2 How often do you exercise?(第1课时)说课稿
八年级英语上册 Unit 2 How often do you exercise?(第1课时)说课稿一. 教材分析八年级英语上册Unit 2 How often do you exercise?主要讨论了人们日常的锻炼习惯。
本节课的主要内容是掌握频率副词,学会用一般现在时询问和回答别人锻炼的习惯,并能够用一般现在时描述自己的锻炼习惯。
教材通过丰富的语境和真实的场景,让学生在实际情境中学习和使用英语,提高学生的语言运用能力。
二. 学情分析八年级的学生已经掌握了基本的英语语法和词汇,具备一定的听说读写能力。
但是,学生在使用英语进行实际交流时,还存在着一定的困难,特别是在描述日常生活习惯方面。
因此,教师需要通过创设真实情境,让学生在实际交流中提高自己的英语水平。
三. 说教学目标1.知识目标:学生能够掌握频率副词,学会用一般现在时询问和回答别人锻炼的习惯,并能够用一般现在时描述自己的锻炼习惯。
2.能力目标:学生能够在真实情境中运用所学知识进行交流,提高自己的语言运用能力。
3.情感目标:培养学生热爱生活,注重锻炼的良好习惯。
四. 说教学重难点1.重点:频率副词的运用,一般现在时的疑问句和回答句的构成。
2.难点:如何正确运用频率副词和一般现在时描述自己的锻炼习惯。
五. 说教学方法与手段1.采用任务型教学法,通过设定真实情境,让学生在完成任务的的过程中,学习和运用所学知识。
2.利用多媒体教学手段,如图片、视频等,为学生提供丰富的视觉和听觉信息,激发学生的学习兴趣。
3.分组讨论法,让学生在小组内互相交流,提高学生的合作能力和语言运用能力。
六. 说教学过程1.导入:通过提问学生日常生活中喜欢的运动,引出本节课的主题。
2.新课呈现:通过展示图片和视频,引入频率副词和一般现在时的概念。
3.课堂讲解:讲解频率副词的用法,一般现在时的疑问句和回答句的构成。
4.实践环节:学生分组讨论,用英语描述自己的锻炼习惯,教师巡回指导。
这个常识你必须知道!考研英语一和英语二有什么区别?
这个常识你必须知道!考研英语一和英语二有什么区别?一、适用专业不同适用英语一的专业:⑴所有学术硕士全部适用(十三大门类,110个一级学科)⑵8类(法律硕士含法学专业与非法学专业)专业硕士适用:临床医学(1051)、口腔医学(1052)、公共卫生(1053)、护理(1054)、法律硕士(非法学专业)(035101)、法律硕士(法学专业)(035102)、汉语国际教育(0453)、建筑学(0851)、城市规划(0853)适用英语二的专业:7类专业硕士适用:工商管理(1251)、公共管理(1252)、会计(1253)、旅游管理(1254)、图书情报(1255)、工程管理(1256)、审计(0257)选用英语一或英语二的专业金融(0251)、应用统计(0252)、税务(0253)、国际商务(0254)、保险(0255)、资产评估(0256)、社会工作(0352)、警务(0353)、教育(0451)、新闻与传播(0552)、出版(0553)、艺术(1351)、工程(0852)、农业推广(0951)、兽医(0952)、风景园林(0953)、林业(0954)、军事(1151)、体育(0452)、应用心理(0454)、文物与博物馆(0651)、药学(1055)、中药学(1056)二、考察目标不同英语一:考生应能熟练地运用基本的语法知识。
英语二:考生应能熟练的运用基本的语法知识,其中包括:⑴名词、代词的数和格的构成及其用法;⑵动词时态、语态的构成及其用法;⑶形容词与副词的比较级和最高级的构成及其用法;⑷常用连接词的词义及其用法;⑸非谓语动词(不定式、动名词、分词)的构成及其用法;⑹虚拟语气的构成及其用法;⑺各类从句(定语从句、主语从句、表语从句等)及强调句型的构成及其用法;⑻倒装句、插入语的构成及其用法区别分析:(1)英语一要求考生熟练运用基本的语法知识,没有列出具体的要求,说明学习语法不是目的,灵活的运用才是考查目标。
自考英语二 Unit1 Text A Critical Reading
Unit 1 Text A Critical Reading Some information历史上的中国人信奉“腹有诗书气自华”,如今的中国却被国民的低阅读现状所困扰。
各种比较让“不阅读”成为“中国人”今年的又一个定语。
先是有数据称,犹太人平均每人一年读书64本,中国人扣除教科书平均每人一年读书连1本都不到。
接着有新数据指出,北欧国家人均年阅读量达到24本,而我国年人均阅读量仅为6本。
再接着,一名旅居上海的印度工程师孟莎美的文章《令人忧虑:不阅读的中国人》,在网上引起热议。
2012年,我国18~70周岁国民人均纸质图书的阅读量为4.39本。
而韩国人均年阅读量约为11本,法国约为8.4本,日本8.4~8.5本,美国8.7本。
1.where is it ?2.what are they doing?II. Text Learning①(1)Critical reading applies to non-fiction writing 定in which the author puts forth a position or seeks to make a statement. Critical reading is active reading. It involves(包含)more than just (不只是,不仅仅是) understanding 宾what an author is saying. Critical readinginvolves questioning(质疑)and evaluating(评估) what the author is saying , and forming(形成)your own opinions about what the author is saying. Here are the things you should do to be a critical reader.(启下句)阅读纪实文学适合用那种作者提出一个观点或试图陈述一个说法的非虚构类写作。
三年级下册英语Unit2教案(冀教版)
1.和周围的朋友介绍自己喜爱的动物。
2.完成课本Part 3.
1.和周围的朋友介绍自己喜爱的动物。
2.完成课本Part 3.
英语教学的目的就是为了培养学生运用语言的能力,这种能力只有在使用中才能提高,布置这项作业,既巩固了新知又培养了他们运用英语进行交流的能力。
板
书
设
课型
新授
课时
1
教材及课标分析
本课是冀教版小学英语(三年级起始版)第二册第二单元的第七课。本单元的核心教学内容是动物名称及运用形容词简单描述动物的外貌特征。本课的教学内容分为两部分:第一部分为What’s this?主要学习表示动物的三个单词。第二部分为Big or small? Fat or thin?通过语境联系学习描述动物的几个形容词。
教
学
目
标
1.知识和技能目标
A.学生能听懂、会说、认读并书写下列词汇:tiger, bear, long. short
B.学生能认读、理解并使用下列句式:It’s long. It’s short.
C.学生能唱歌曲:Big and Small
2.学习策略
在课堂学习中集中注意力,注意倾听,积极思考。
通过小组合作,积极与他人合作,共同完成学习任务。
StepIINew concept presentation
Introduction
1.教师用歌曲中的动物导入新课,教学单词
T:Class,let’s play a guessing game. Guess. What’s this?
教师用PPT呈现动物剪影或一部分图片,让学生猜一猜是那种动物,教授单词。
The elephant is big,
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英语II(1)重难点分析(1)问题短文理解1East London has traditionally been an area which has attracted immigrants. The chance to find jobs in London has led to immigrants from many different parts of the world living there. Also, because it was the home of London's docks, it was easy for people to get there by strip. One famous building in Brick Lane has been a church, a synagogue and is now a mosque. Nowadays this part of London, which is known as the East End, is home to people from many different parts of the world, including Africa, Asia and the Caribbean. This means that there are many shops and restaurants selling ethnic food. In the past the EastEnd was one of the poorest parts of London, but now it is becoming more fashionable and house prices are rising rapidly. This is because many people want to live near to where they work in the centre of the city. Also improved transport links to both other parts of London and to other countries via the Channel Tunnel train station and Docklands Airport have attracted more people to the area.1. East LondonA. has never been a home for immigrants13. has recently become a home for immigrantsC. has always been a home for immigrantsD. was a home for immigrants in the past2. Immigrants are attracted by __A. low house pricesB. jobsC. ethnic foodD. lovely weather3. London's docks were 'A. easy to reach by planeB. crowded with ships and workers(3. a good place to find work D. mainly in East London4. East LondonA. is a cheap place to live inB. has never been a cheap place to live inC. used to be a cheap place to live inD. used to be a expensive place to live in5. House prices are rising rapidly becauseA. it has good transport links and more people want to live there near the center ~LondonB. there are lots of jobs in East LondonC. there are lots of good shops and restaurantsD. it is a region of attractive scenery短文理解 2Today in the West, probably the area that has the best jobs for young people is that of computer programming and technology. However, the field is very competitive and so youhave to be good. Whereas nearly all graduates, in the 1960s and the beginning of the 1970s, could expect to walk into good jobs, this was not the case in the 1980s and nor is it in the1990s.Instead, the computer world require specialized skills and it is not enough just to have a degree, in fact, you need to have had a lot of computer experience, which is difficult whenyou are in your early 20s. Most good science and computer graduates go into industry, research and business but the less good ones go into teaching. As a result, Britain is veryshort of good science and computer teachers and this is an unsatisfactory situation if it continues, in the future.In spite of a lack of good teachers, many very young people do have some computer skills these days. In the 1960s and 1970s it was virtually unknown for ordinary homes tohave a computer. However, now it is very common, and even children as young as 5 or 6learn to "play with computers. Some teenagers seem to spend most of their lives in front of computers, teaching themselves, and thus will get the better jobs after school and/oruniversity graduation.On the whole, all educated young westerners need basic computer skills in almost everyjob these days and this is indeed a big difference between the past and the present. The paceof life is faster and electronic means are necessary to keep up with. Thus young people these days need even more skills than they did previously to get the best jobs,1. Not all graduates could expect to get good jobs in the __A. 1960sB. 1960s and t970sC. 1980sD. 1980s and 1990s2. In order to get a job in computer programming and technology, you hive to haveA. a degreeB. experienceC. skillsD. all of the three3. What does the word "virtually." mean in the third paragraph?A. it means "almost".B. It means "extremely".C. h means "completely''.D. It means "indeed".4. Which of the following statements in true according the passage?A.It is not good for children to work on computer because they "play" with them.B.Young people have to have more skills to get good jobs.C. Teaching computer programming is considered one of the best jobs now.D. As the field of computer is very competitive, few young people want to walk intoit.5. What is the main idea of the passage?A.It tells you how you can get s job in computer programming and technology.B.It tells you that there are not many good teachers to teach computer programming.C.It tells you that computer skills and knowledge are now playing a more important role in finding a good job.D. It tells you the difference between the past and the present in the computer world.考点分析该题目主要考查学生综合运用英语语言的能力,主要是要注意阅读技巧的运用。