M3 Revision
外研版八年级英语上册教案M3Unit3教学设计
外研版八年级英语上册教案M3Unit3教学设计学习很辛苦,但并不痛苦;学习没有什么捷径,苦学才是根本;在你没有找到“不用重复就可以学习好”的方法之前,请不放弃“重复”这种最简单、最有效的学习方法。
Book 3 Module 3 Sports一、教学内容:Unit3 Language in use二、课型:Revision and application三、教学目标:1. 正确运用本模块的词汇:boring,exciting,relaxing,enjoyable,careless等。
2. 能区别并能正确使用形容词和副词及其比较级。
3. 能根据本模块所学的知识,介绍自己喜爱的体育项目,并制作海报陈述喜爱的理由及该项目特点。
四、教学重难点:能够用形容词及其比较级描述运动并制作明信片。
五、教学准备:本节课型为Revision and application,根据新课标的要求,结合教材和学生特点,主要采用任务型互动式进行教学,结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动,开启学生思维,通过一系列有条理的教学活动,引导学生自主探究学习和与他人互动合作学习,让学生体验愉快学习。
本节课所需教具及资料:幻灯、图片、调查表等。
六、教学过程:教师活动学生活动活动目的教学步骤1. Leadin g-in (7’)1.Show students ashort video aboutdifferent kinds ofball games.2.Have a free talkwith students.What’s yourfavourite sport?Why?1.The students watchthe video and learn thedifferent kinds of ballgames.2. Answer the questionslike this : My favouritesport is ...Because it’s...通过观看关于各种球类运动的视频,让学生从视觉上直观地了解各项球类运动的同时也活跃了课堂气氛,为进一步的学习做好铺垫。
4B M3 Revision
1. Peter is riding his bicycle in the park. doing in the park? ______ What is Peter ______
2. My grandma is cooking in the kitchen. (一般疑问句) _____ Is _____ your grandma cooking in the kitchen?Байду номын сангаас
Tie …and… together with…
Make two…in each…
Tie… on the top of the …
It’s seven o’clock on Sunday morning. Tony is sleeping in his bedroom. It’s oisy n______outside. There are some students o_______. They are p_______ utside laying asketball b_________. Tony gets up and goes to the kitchen. Grandma is cooking there. Grandma hears a n_____. It isn’t the oise oorbell It’s the t________. elevision Grandpa d______. is w________ atching t_________ elevision in the living room.
crayons,
[‘kreiən]
some string, a pair of scissors,
[‘sizəz]
a bell, a small stick.
M3
《英语》(新标准)(三起)第三册Module 3 ActivitiesUnit 1 She’s Writing a letter..一、准备阶段:Ⅰ教学目标:情感目标:教育学生要尊敬父母知识目标:She’s …ing能力目标:能用“be doing”句型来描述正在发生的事情Ⅱ教学重点;1.学习句型:be + ……ing2.掌握单词及词组new/camera/read/take a pictureⅢ教学难点:掌握由不发音”e”结尾单词加”ing”的规则Ⅳ辅助资源:挂图、录音机、磁带、图片二、教学过程:I. Warming up说chant.II. Revision:学生看图片轮流边做动作边说动词或词组III. Presentation:1.教师拿出一个照相机问学生:What’s this? 帮学生回答:“It’s a camera.”教师说:“Yes,it’s my new camera.”板书camera2.教师问:“Who want to take pictures? 找几个学生到前面来。
教师按动快门说:“I’mtaking pictures. 学生学说句子。
教师强调take 加ing时要去掉“e”3.教师出示男孩看书图片。
问:This is my brother .What is he doing? 引导学生回答:He’s reading a book.板书句子,学生学说。
4.出示复习环节中出现的动作卡片,请学生抽一张,按照上面的动词或动词短语表演,其他同学猜他/她正在干什么。
如:He’s watching TV.等等。
5.呈现课文教师说:Daming likes taking photos. Let’s look at his photos. What is his family doing?放课文录音后,学生回答问题。
(听课文之前教师先给出问题能有效的帮助学生理解课文及巩固刚学过的重点句型。
M3 My favourite famous person(省一等奖)
Xi Jinping
next
He is a great leader in China. He was born in Shanxi province,in 1953. He is tall and strong. He often has a smile on his face. He is kind and friendly. He is very famous and important in China.
Let’s think!
How to introduce(介绍) the famous person?
His name is Lu Han.
He is a famous singer and an actor
He loves
in China. He was born in Beijing in 1990. He is very young and
He was born ial
Denmark(丹麦)in 1805. He was a
famous person great writer in the world. He wrote
many children's stories. He was
He is famous for anti-corruption ['
(反腐败).
We often call him Xi Bigbig. back
He was born in a poor family in Denmark(丹麦)in 1805. He was a great writer in the world. He wrote many children's stories. He was famous for his children stories.
浇注料
技术数据 Technical Data
结合形式 最高使用温度 耐火度(塞格锥) 110℃干燥 体积密度(kg/m3) 施工用量
Kind of Bond Maximum Service Temperature ℃ Refractoriness℃ (Seger Cone) Bulk Density (kg/m3) Dried to 110℃ Material Requirement (kg/m3)
水化 Hydraulic 1100 1250(8)
750
718
Test Temperature(℃) 检测温度(摄氏度)
110℃ 1000℃ 1100℃
Cold Crushing Strength (MPa) 冷态耐压强度 (MPa)
1.9 0.7 0.7
Linear Shrinkage (%) 线性收缩(%) NIL(微量)
水化 Hydraulic 1200 750 715
Test Temperature(℃) 检测温度(摄氏度)
110℃ 1000℃ 1200℃
Cold Crushing Strength (MPa) 冷态耐压强度 (MPa) 1.1 0.8 1.4
Linear Shrinkage (%) 线性收缩(%) NIL(微量) 0.6
Water Addition (%) 加水量 (%)
Samples Prepared By 制样方法
60~80
Casting 浇注
注:以上数据为“平均值”。 Notes:The above data are average values.
修订号:1 Revision :1
发布日期:2001 年 1 月 1 日 Date of issue:1 Jan 2001
(完整word版)上海版牛津英语三年级上册教案m3Unit1Myschool
Module 3 Places and activitiesUnit 1 My schoolPeriod OneTeaching contents: Look and sayTeaching Aims:1. 知识目标:1) Using nouns to identify things2) Asking Wh- questions to find out about a specific thing 2. 能力目标:1) Open an interaction by eliciting a response2) Maintain an interaction by providing information to factual questions3. 情感目标:通过对学校的介绍激发学生对学校对班级的热爱Difficult and key points:1) New words: school, classroom, hall, toilet, office, playground, library2) New sentences:What’s this? It’s a /the ______. Is this a/the _________? Yes/No Teaching aids: tape, some pictures, word cardsModule 3 Places and activitiesUnit 1 My schoolPeriod TwoTeaching contents: Point, ask and answer Listen and actTeaching Aims:1. 知识目标:1) Asking yes/no questions to obtain simple responses2) Using imperatives to give instructions3) Asking Wh-questions to find out about a specific thing 2. 能力目标:1) Open an interaction by eliciting a response2) Maintain an interaction by providing information3) Maintain an interaction by using formulaic expressions to acknowledge, agree or disagree3. 情感目标:通过问答加深对学校的了解,通过学习课堂用语做到整齐划一Difficult and key points:1) Listen and respond2) Wh- questions: What’s this? It’s a /the _____.3) yes/no questions: Is this a / the ______?Yes, it is. No, it isn’t.Teaching aids: tape, some pictures and labelsTeaching procedure:Module 3 Places and activitiesUnit 1 My schoolPeriod ThreeTeaching contents: Play a matching game Learn the sounds Teaching Aims:1. 知识目标:1) Using plural forms of nouns to identify things2) Using numbers to show quantities3) Using formulaic expressions to express approval4) Pronounce correctly words in isolation with initial sounds / ei /& /æ /2. 能力目标:1) Discriminate between words with vowel sound ‘a’ in both open and closed syllable forms2) Use modeled phrases to communicate with other learners3. 情感目标:鼓励学生相互协作,懂得对他人的赞赏Difficult and key points:1) Numbers: from one to ten2) Plural forms of nouns: desks, chairs….3) Vowel sound: A a--/ ei /& /æ /Teaching aids: tape, some pictures cards and number cardsTeaching procedure:教学目标课程标准:根据教学目标,学生心趣为先,激励和培养孩子们学习英子们在听说玩演练中学会本课内容1.能听懂、会说几种家庭成员brother, sister, me及little和big2.能够在实际语言情境中运用is…能正确区分he和she并能熟3.培养学生热爱自己的家庭4.注重合作学习,培养学生教学重点及解决措施教学重点是本课时表示家庭成员的解决措施:1、通过创设情景,布置任务2、运用多媒体课件,创设出各种中逐步熟练掌握教学难点及解决措施教学难点是能够在实际语言中运用解决措施:1、通过创设情景,布置任务2、运用多媒体课件,创设出各“用”中逐步熟练掌握教学设计思路以课本教材为基础,综合整个单元启后,螺旋上升。
Module3复习22-23外研版八年级英语上册
Important sentences in U2
1. I'm in our school team and we are going to play against another school next week.
Revision+of+M3
7. 最新消息 the latest news 出差了 8. 他们去上海出差了。 他们去上海出差 They have gone to Shanghai on business. 9. 我想要做某事 I’d like to do sth. 10. 向某人展示某物 show sb. sth. show sth. to sb. 11. 把某物展示给某人(看) 把某物展示给某人( 12. 买某物(送给)某人 买某物(送给) buy sth. for sb. 13. 买给某人某物 buy sb. sth. no one(没人)做主语时,后面的动词用“三单” 的动词用 三单” (没人)做主语时,后面的动词
18. 我们还没有在其它的行星上发现过生命。 我们还没有在其它的行星上发现过生命。 还没有 发现过生命 We haven’t found life on other planets yet. 19. (想要 理解宇宙有多大,是很难的。 想要)理解宇宙有多大 想要 理解宇宙有多大,是很难的。 It’s hard to understand how large the universe is. 20. 单独的,单独地(陈述事实,无感情色彩) 单独的,单独地 陈述事实,无感情色彩) 单独地( alone 21. 孤独的,孤独地(描述人的感受,有感情色彩) 孤独的,孤独地(描述人的感受,有感情色彩) lonely 那位老人单独住,但他并不觉得孤单。 那位老人单独住,但他并不觉得孤单。 单独住 觉得孤单 That old man lived alone, but he didn’t feel lonely.
Exercise
了吗? 还没有。 1. - 你完成作业了吗?- 还没有。 你完成作业了吗 - Have you finished your homework yet? - Not yet. 2. 我已经做完蛋糕了。 已经做完蛋糕了。 做完蛋糕了 I’ve already finished making the cake. 3. 最近没人去过火星。 最近没人去过火星 没人去过火星。 No one has been to Mars recently. 可以从其他学生 其他学生那 自行车呀。( 。(“ 4. 你可以从其他学生那借自行车呀。(“你”借入 You can borrow the bike from other students. 5. 我昨天没借给 昨天没借给Tom钱。(“我”借出) 钱。(“ 借出) 借给 I didn’t lend money to Tom.
四年级英语上册M3课件
What are they doing? They&
row a dragon boat
What are they doing? They're playing chess.
drink milk
play chess
What are they doing? They're drinking soya milk.
station train
['steɪʃən] [treɪn] [hɪl]
hill
[nɪə]
near house
[haʊs]
read running these picture
[riːd] ['rʌnɪŋ] [ðiːz] ['pɪktʃə] [teɪk]
take China
['tʃɪldrən]
children
[dɑːns]
[dʒʌmp] [sɪŋ]
字母及字母组合发音
• • • • • a--[æ ] can man ee--[iː] see between th-- [θ] thing thin dr-- [dr] drink dragon ch-- [tʃ] chess China
Module 3 Expressions 模块3词组
3.What's the elephant doing?
4. Me too.
kid
can
see
interesting
thing
people row
dragon boat
men
between
chess
drink
clock
hungry draw
Revision of M36 教学设计
Teaching Plan of Review Module 3&6外研版《英语》一年级起点六年级上册)一、教材分析:本节课是一年级起点六年级上册册M3 Have you got any stamps from China?和M6I’ve got some Chinese chopsticks.的复习课。
因为两个模块的知识点和句型等相近,故将两个模块整合复习。
这两个模块主要涉及have got句型和相关的知识点,学生在新授课学习时已经基本掌握have got 的三种基本句型和课文中出现的小知识点,所以本课教师在引领学生回顾提炼后六年级学生已经有了五年多的英语学习基础,在听、说、读、写各个方面都具备了一定的能力。
六年级的教学主要以复习巩固为主,实现知识能力的螺旋上升过程,还要紧密的与初中学习接轨,针对这些现状和本校学生的实际学习英语的情况设计了符合学生心理和生理特点的教学活动,旨在在新授课的基础之上总结、归纳、练习、反馈,提高学生综合语言运用的能力。
三、复习重点:1.四会单词与四会句子。
2.have got 的三种句型,与has got 的综合运用。
复习难点:1.在情境中熟练运用have got 句型交流。
2. 写作。
四、复习准备:教师准备:CAI,Test Paper.学生准备:Students’ Book,Exercise Book, Test Paper .五、复习过程:Ⅰ. Warming up(热身启动,明确任务)(课前两分钟)English Showing Time.(1、学生对话展示2. 全体背诵课文展示)1.Greeting.2.Sing a song. I have got a joy.(用有节奏感的歌曲吸引学生的注意力,营造轻松愉快的学习气氛,尽快把学生带到英语的氛围中;歌曲的内容涉及本课的教学内容,为复习做好铺垫)Ⅱ. Presentation (复现重点,提炼梳理)1.Show the pictures of M3&6. Ss describe the pictures.(复现重点句子)T:They’re the important sentences of M3&6. Today let’s have a revision of M3&62.T: Look at the red words, what knowledge points should we pay attention?Ss look and say.(呈现重点语句后,学生根据已有的学习经验提炼归纳应该掌握的知识点,为下一步的复习活动、任务完成奠定基础)Ⅲ. Practice (活动训练,强化技能)T: Now let’s finish the task one by one.Task 1 Review 4 skill words.(教师以不同形式呈现四会单词,学生通过认读、拼写、互查和练习反馈达到熟练掌握) Task 2 be doing 句型,some \any 的用法让学生来总结用法,并适当拓展运用。
ICH 系列指导原则
ICH:Quality质量Q1A(R2): Stability Testing of New Drug Substances and Products (Second Revision)新原料药和制剂的稳定性试验(第二版)Q1B: Photostability Testing of New Drug Substances and Products新原料药和制剂的光稳定性试验Q1C: Stability Testing for New Dosage Forms新制剂的稳定性试验Q1D: Bracketing and Matrixing Designs for Stability Testing of Drug Substances and Drug Products原料药和制剂稳定性试验的交叉和矩阵设计Q1E: Evaluation of Stability Data对稳定性数据的评估处理Q1F: Stability Data Package for Registration Applications in Climatic Zones III and IV在气候带III和IV,药物注册申请所提供的稳定性数据Q2A: Text on Validation of Analytical Procedures分析程序的验证Q2B: Validation of Analytical Procedures: Methodology分析程序的验证:方法学Q3A(R): Impurities in New Drug Substances (Revised Guideline)新原料药中的杂质(修订版)Q3B(R): Impurities in New Drug Products (Revised Guideline)新制剂中的杂质(修订版)Q3C: Impurities: Guideline for Residual Solvents杂质:残留溶剂指南Q3C(M): Impurities: Guideline for Residual Solvents (Maintenance)杂质:残留溶剂指南(修改内容)Q4: Pharmacopoeias药典Q4A: Pharmacopoeial Harmonisation 药典的协调Q4B: Regulatory Acceptance of Pharmacopoeial Interchangeability药典互替在法规上的可接受性Q5A: Viral Safety Evaluation of Biotechnology Products Derived from Cell Lines of Human or Animal Origin来源于人或者动物细胞系的生物技术产品的病毒安全性评估Q5B: Quality of Biotechnological Products: Analysis of the Expression Construct in Cells Used for Production of r-DNA Derived Protein Products生物技术产品的质量:源于重组DNA的蛋白质产品的生产中所用的细胞中的表达构建分析Q5C:Quality of Biotechnological Products: Stability Testing of Biotechnological/ Biological Products生物技术产品的质量:生物技术/生物产品的稳定性试验Q5D: Derivation and Characterisation of Cell Substrates Used for Production of Biotechnological/Biological Products用于生产生物技术/生物产品的细胞底物的起源和特征描述Q5E: Comparability of Biotechnological/Biological Products Subject to Changes in Their Manufacturing Process基于不同生产工艺的生物技术产品/生物产品的可比较性Q6: Specifications for New Drug Substances and Products新原料药和制剂的质量规格Q6A: Specifications: Test Procedures and Acceptance Criteria for New Drug Substances and New Drug Products: Chemical Substances质量规格:新原料药和新制剂的检验程序和可接收标准:化学物质Q6B: Specifications: Test Procedures and Acceptance Criteria for Biotechnological/Biological Products质量规格:生物技术/生物产品的检验程序和可接收标准Q7: Good Manufacturing Practices for Pharmaceutical Ingredients活性药物成份的GMPQ7A: Good Manufacturing Practice Guide for Active Pharmaceutical Ingredients活性药物成份的GMP指南Q8: Pharmaceutical Development药物研发Q9: Quality Risk Management质量风险管理ICH:Safety安全S1A: Guideline on the Need for Carcinogenicity Studies of Pharmaceuticals药物致癌性研究需要的指南S1B: Testing for Carcinogenicity of Pharmaceuticals药物致癌性的检验S1C: Dose Selection for Carcinogenicity Studies of Pharmaceuticals药物致癌性研究之剂量选择S1C(R): Addendum: Addition of a Limit Dose and Related Notes附录:极限剂量和有关注释的的补充S2A: Guidance on Specific Aspects of Regulatory Genotoxicity Tests for Pharmaceuticals受法规管辖的药物基因毒性检验的特定方面的指南S2B: Genotoxicity: A Standard Battery for Genotoxicity Testing for Pharmaceuticals 基因毒性:药物基因毒性检验的标准S3A: Note for Guidance on Toxicokinetics: The Assessment of Systemic Exposure in Toxicity Studies毒物代谢动力学指南的注释:毒性研究中的全身性暴露量的评估S3B: Pharmacokinetics: Guidance for Repeated Dose Tissue Distribution Studies药物代谢动力学:重复剂量的组织分布研究指南S4: Single Dose Toxicity Tests单剂量毒性检验S4A: Duration of Chronic Toxicity Testing in Animals (Rodent and Non-Rodent Toxicity Testing)动物体内慢性毒性持续时间的检验(啮齿动物和非啮齿动物毒性检验)S5A: Detection of Toxicity to Reproduction for Medicinal Products药物对生殖发育的毒性的检验S5B(M): Maintenance of the ICH Guideline on Toxicity to Male Fertility: An Addendum to the Guideline on Detection of Toxicity to Reproduction for Medicinal Products对男性生殖能力的毒性的指南的变动:药物对生殖发育的毒性的检验指南增加了一个附录S6: Preclinical Safety Evaluation of Biotechnology-Derived Pharmaceuticals生物技术生产的药物的临床前安全评价S7A: Safety Pharmacology Studies for Human Pharmaceuticals人用药的安全药理学研究S7B: The Nonclinical Evaluation of the Potential for Delayed Ventricular Repolarization(QT Interval Prolongation) By Human Pharmaceuticals药物延迟心室复极化(QT间期)潜在作用的非临床评价S8: Immunotoxicology Studies for Human Pharmaceuticals人用药免疫毒理学研究M3(M): Maintenance of the ICH Guideline on Non-Clinical Safety Studies for the Conduct of Human Clinical Trials for Pharmaceuticals药物的对人临床试验的非临床安全研究指南的变动E1: The Extent of Population Exposure to Assess Clinical Safety for Drugs Intended for Long-Term Treatment of Non-Life-Threatening Conditions对用于无生命危险情况下长期治疗的药物进行临床安全评估的族群暴露量范围E2A: Clinical Safety Data Management: Definitions and Standards for Expedited Reporting临床安全数据管理:速报制度的定义和标准E2B(R): Revision of the E2B(M) ICH Guideline on Clinical Safety Data Management Data Elements for Transmission of Individual Case Safety Reports个案安全报告送交的临床安全数据管理的数据要素指南(E2B(M))的修订版E2B (M): Maintenance of the Clinical Safety Data Management including: DataElements for Transmission of Individual Case Safety Reports临床安全数据管理的变动包括:个案安全报告送交的数据要素E2B(M): Maintenance of the Clinical Safety Data Management including Questions and Answers临床安全数据管理的变动,包括问答E2C: Clinical Safety Data Management: Periodic Safety Update Reports for Marketed Drugs临床安全数据管理:已上市药品的周期性安全数据更新报告Addendum to E2C: Periodic Safety Update Reports for Marketed DrugsE2C的附录:已上市药品的周期性安全数据更新报告E2D: Post-Approval Safety Data Management: Definitions and Standards for Expedited Reporting批准后的安全数据管理:速报制度的定义和标准E2E: Pharmacovigilance Planning药物警戒计划E3: Structure and Content of Clinical Study Reports临床研究报告的结构和内容E4: Dose-Response Information to Support Drug Registration支持药品注册的剂量-效应资料E5: Ethnic Factors in the Acceptability of Foreign Clinical Data引入海外临床数据时要考虑的人种因素E6: Good Clinical Practice: Consolidated GuidelineGCP:良好的临床规范:统一的指南E7: Studies in Support of Special Populations: Geriatrics对特定族群的支持的研究:老人病学E8: General Considerations for Clinical Trials对临床试验的总的考虑E9: Statistical Principles for Clinical Trials临床试验的统计原则E10: Choice of Control Group and Related Issues in Clinical Trials临床试验中控制组和有关课题的选择E11: Clinical Investigation of Medicinal Products in the Pediatric Population小儿科药物的临床调查E12A: Principles for Clinical Evaluation of New Antihypertensive Drugs新抗高血压药物的临床评价原则E14: The Clinical Evaluation of QT/QTc Interval Prolongation and Proarrhythmic Potential for Non-Antiarrhythmic Drugs非抗心率失常药物的QT/QTc 间期和致心率失常潜在作用的临床评价Multidisciplinary Guidelines 多学科兼容的指南M1: Medical Terminology医学术语M2: Electronic Standards for Transmission of Regulatory Information (ESTRI)药政信息传递之电子标准M3: Timing of Pre-clinical Studies in Relation to Clinical Trials (See Safety Topics) 有关临床试验的临床前研究的时间安排M4: The Common Technical Document (See CTD section for complete Status of the guidelines)通用技术文件(见有关CTD章节)M5: Data Elements and Standards for Drug Dictionaries药物词典的数据要素和标准。
英语m3作文五年级
英语m3作文五年级Learning English has been an integral part of my education for the past several years. As a fifth-grade student, I have had the opportunity to delve deeper into the complexities of the English language and develop my proficiency in written and oral communication. This essay will explore my experiences and reflections on the English m3 essay, a vital component of my academic journey.The English m3 essay holds significant importance in my academic curriculum. It serves as a platform for me to showcase my understanding of the English language, my ability to organize and express my thoughts coherently, and my creativity in crafting a well-structured piece of writing. The m3 essay, which stands for "Mastery, Meaning, and Mechanics," challenges me to demonstrate my mastery of the language, my ability to convey meaningful ideas, and my attention to the mechanics of writing.One of the key aspects of the English m3 essay is the emphasis on mastery. This means that I must demonstrate a strong command ofthe English language, including proper grammar, syntax, and vocabulary. I have worked diligently to expand my vocabulary, refine my grammar skills, and improve my sentence structure. Through consistent practice and feedback from my teachers, I have been able to enhance my ability to communicate effectively in written form.The "meaning" component of the m3 essay requires me to delve into the substance of my writing. I am expected to present well-developed ideas, thoughtful analysis, and a clear understanding of the topic at hand. This aspect of the essay encourages me to think critically, to explore different perspectives, and to articulate my own opinions and insights. It challenges me to move beyond simply reciting facts and instead to engage in meaningful discourse.The final component of the m3 essay, the "mechanics," focuses on the technical aspects of writing. This includes elements such as organization, coherence, and the overall structure of the essay. I have learned the importance of crafting a clear and logical flow of ideas, using appropriate transitions to guide the reader, and ensuring that my essay adheres to the conventions of academic writing. Attention to these mechanics helps me to create a polished and professional-looking piece of work.Throughout the process of preparing for the English m3 essay, I have encountered both successes and challenges. One of the mostrewarding aspects has been the opportunity to explore topics that are of personal interest to me. The m3 essay allows me to delve into subjects that I find fascinating, whether it's the history of a particular civilization, the latest advancements in science and technology, or the examination of a thought-provoking social issue. This freedom to choose my own topic has fostered my creativity and has allowed me to develop a deeper understanding of the subject matter.However, the m3 essay has also presented me with some challenges. Crafting a well-structured and cohesive essay requires a significant amount of planning, research, and revision. I have had to learn how to effectively organize my thoughts, integrate relevant evidence and examples, and ensure that my essay flows logically from one point to the next. Additionally, the pressure of meeting the required word count and adhering to the specific formatting guidelines has pushed me to develop my time management and self-editing skills.Despite these challenges, I have found the process of writing the English m3 essay to be an invaluable learning experience. Through the guidance and feedback of my teachers, I have been able to identify areas for improvement and to continuously refine my writing abilities. The m3 essay has not only helped me to become a more proficient writer but has also fostered my critical thinking skills, my ability to communicate effectively, and my overall confidence in my academic abilities.As I reflect on my journey with the English m3 essay, I am filled with a sense of pride and accomplishment. I have witnessed my own growth and development as a writer, and I am excited to continue building upon the skills and knowledge that I have acquired. The m3 essay has not only been a requirement for my academic success but has also become a platform for me to express my ideas, to explore my interests, and to challenge myself to reach new heights.In conclusion, the English m3 essay has been a significant part of my educational experience as a fifth-grade student. Through the process of mastering the language, conveying meaningful ideas, and adhering to the mechanics of writing, I have developed a deeper appreciation for the art of written communication. This essay has not only strengthened my academic skills but has also inspired me to continue exploring the rich and diverse world of the English language. As I move forward in my educational journey, I am confident that the lessons I have learned from the m3 essay will continue to serve me well and help me to become an even more accomplished and versatile writer.。
外研版九年级英语上册教案 M3
外研版九年级上册M3 Heroes【课标摘录】义务教育《英语课程标准》语言技能五级标准:【教材分析】:主题意义:本模块以“英雄”为话题,介绍了体育、医疗、科技等领域的英雄人物。
通过学习,学生了解到这些英雄人物不屈不挠、意志坚定、刻苦勤奋的高贵品质,也能激发自己争做国家栋梁、为国争光的热情。
Unit 1的对话是大明和李老师在课堂上的谈话,主要由大明介绍了自己心目中的英雄—乒坛名将邓亚萍。
通过对话学习,学生可以了解到邓亚萍刻苦努力、锲而不舍的精神品质。
Unit 2是读写课,课文对白求恩的生平以及他对中国医疗事业的帮助做了介绍,他是中国最著名的医生之一,现在仍然被中国人和加拿大人所爱戴。
教师引导学生关注原因、结果、目的状语从句,帮助学生学会按时间顺序摘录英雄事迹中的重要信息。
【学情分析】:经过初中两年的英语学习积淀,学生有一定的词汇积累,能用英语表达自己对英雄的仰慕,但部分学生存在的问题是不会有逻辑地介绍自己仰慕的英雄。
学生对这个话题也非常感兴趣,所以学习兴趣浓厚。
学生对原因、结果状语从句有所接触,但因母语的“负迁移”影响,学生对because,so两个连词的使用会出现一些困难;在听和阅读的过程中,克服生词障碍、根据上下文推断词义的能力还有待提高。
在读和说的过程中,有感情地流利朗读能力和语音、语调准确自然的表达能力还有待提高。
【模块目标】:听:听辨对话中的人物及其关系,明确对话场所和话题说:谈论个人心目中的英雄人物及其事迹读:能够通过阅读了解英雄人物的生平,并对重要事件按时间顺序排序写:能够根据时间轴提示写一篇文章介绍袁隆平运用:能够写一篇文章,向他人介绍自己心目中的英雄基于课程标准的“教学评一体化”设计课时备课卡。
Revision
表示此刻正在发 生的短暂行 为
不带感情色彩, 只说明事实
表示此刻正在进 行的持续性 动作
带感情色彩,表 示赞扬、厌 烦等
The train stops. The train is She cries. stopping. She is crying.
He often makes mistakes. 他经常出错。 He is always making mistakes. 他老是出错。
• Dear me! Just ________ at the time! I ________ no idea it was so late. A.look;have B.looking;had C.look;had D.looking; have
• 解析:此题应选C,第一空应填look,因为这是祈使句的 谓语;第二空应填had,因为前一句说“看看时间吧”, 看后当然已知道了现在很迟的情形,“不知道这么迟了” 显然应是“过去”的事,故应用一般过去时态,许多同学 由于忽略这一隐含的语境而误选。
• 2. Although he has lived with us for years, he ___ us much impression. (2004年上海春季卷) • A. hadn’t left • B. didn’t leave • C. doesn’t leave • D. hasn’t left •
• 点评:此题容易误选D,认为第一空用现在分词表伴随, 第二空填have的一般现在时,以保持与前面时态的一致 性。
• 考查以-ing 和-ed 结尾的形容词 • ______do you think of your English teacher? —Oh,he is an ________ man. A.What;interesting B.What;interested C.How;interesting D.How;interested
高中英语外研版M3&4B3一轮复习学案
Revision guide of Module3&4 Book3(Senior 3)Teacher’s words: This moment will nap, you will have a dream; But this moment study, you will interpret a dream. 此刻打盹,你将做梦;而此刻学习,你将圆梦。
(哈佛校训)学习目标:课前:全面复习课本,掌握核心词汇和短语课中:1.掌握重点词汇用法及语法,与高考链接,以考点形式各个击破。
2.能够把本节所学的词汇、语法用法以篇章的形式输出,以达到学以致用。
重点与难点:◆课中重点探究词汇和语法1. occur2. strike3. pick up4. v-ing 作状语5. concerned6. cut down7. effect8.不定式的完成式课后:通过做习题巩固本堂课重点词汇知识和语法,整理课堂所学,重视知识的积累和运用。
Part one: 自主学习,背诵识记单词及重点句子。
(学生自查掌握词义) disaster flood hurricane lighting thunderstorm tornado volcano earthquake sandstorm desertification dust current latitude furniture strength warning campaign process citizen lava mask atmosphere chemical environment evidence experience cause bury complain strike erupt damage forecast recycle occur tropical rotating violent tidal terrifying frightening active inland mass coastal concerned major urgent scary hopefully luckily sadly fortunately absolutely语境记忆单词There are various kinds of natural____________(灾难) all over the world, such as___________, ____________,________________(洪水飓风雷暴) and so on. Once any of these natural disasters _______ _______,(发生) it will do great ___________(损失)to us human beings.__________(但愿有希望地), there will be a __________(可能性) that we humans will get natural disasters under control. But in the ________(进程) of developing economy we have been ________(污染) the ______________(环境). It’s true that most of us are ___________(关心的) about the environmental ____________(保护). But it’s no use ___________(抱怨) about the present ______ (紧急的) situation. _________________(简言之), it’s every __________(公民) duty to work hard to win the __________(战役) of protecting the environment.(学生互查掌握经典句式) 1.它们能毁掉房子,却把房内的家具留在原处。
M3备课
M3单元备课一、教学目标1.学习询问他人正在做什么事情,培养学生学习英语的兴趣。
2.描述他人正在做的事情。
3.学生能够听、说、认kid,get on, can , see, lots of, interesting, thing, people,boat,chess,dragon, row ,soya milk, drink,clock, hungry,play chess,between,men 。
4. 学习句型What’s the elephant doing? It’s …… What are the tigers doing? They’re …ing.5.通过创设和谐的氛围,让孩子们轻松愉快地学习英语,并形成良好的英语语感。
二、教学重点:1.学习句型What are they doing? They’re ……2.掌握单词及词组:do taijiquan/ row a dragon boat / play chess/ drink soya milk3.学习句型What’s the elephant doing? It’s …… What are the tigers doing? They’re …ing.三、教学难点:1.运用句型:What are they doing? They’re …….What are they drinking? They’re drinking …….。
2.运用句型:What’s the elephant doing? It’s …… What are the tigers doing? They’re …ing.四、教学方法:1.本模块的教学内容较多,学生在重点句型的学习上存在的困难。
教学中,要通过多种游戏进行巩固练习,生动的呈现本课出现的动词短语,让学生在游戏中学习,学会本课的单词和句型。
2. 在课堂教学中,我运用多种方法促使学生多听、多读、多说,对所学内容进行巩固练习,使学生能掌握本课的内容,学生在互动、交流的活动中建立起自信,享受到学习的快乐,得到相关的知识。
外研版高中英语选修六:M3(语言点)
1)Sheisakindofveryhardworkingperson,____weoachC.ofwhomD.one
6.Itisdifficulttopredicthisreactionbecauseheisso ___m_o_o_d_y__(情绪不稳). 7.Pleasereportthe___th__ef_t(偷窃)ofyourpassporttothe
Page33 • 独生子女 • 从11岁以来 • 相处愉快 • 活泼的性格 • 对---兴趣浓厚 • 和好;弥补;组成 • 对吵架感到后悔 • 与---保持联系 • 仍是最好的朋友
• anonlychild • sincetheageof11 • getonverywell • livelypersonalities • haveagreatinterestin • makeup • regretthesequarrels • keepintouchwith • staybestfriends
注意: 信件内容要连贯完整,条理清楚; 信的开头已经为你写好,但不计入总词数; 词数:100左右
DearJessica,
I’vereceivedyourletter,knowingthatyouareupsetathavin gnofriends.HereI’llgiveyousomegoodadvice.
Secondly,youcanaskyourteacherstopairyouwithotherpeople.Do n’tputyourselfundertoomuchpressure.Onceafewpeoplehavea cceptedyou,therestwillacceptyoumorequickly.
外研九上M3 Heroes U3 教案
Module 3 HeroesUnit 3 Language in use教学目标【知识能力目标】1. 掌握本单元单词和短语2. 掌握Grammar(语法):原因状语从句,目的状语从句和结果状语从句。
【情感态度目标】能虚心向他人学习,学会合作和分享。
教学重难点【教学重点】Module 3中的单词、短语及其用法。
【教学难点】由so, so that 和because 引导的状语从句教学过程Step 1:RevisionRevise the new words and phrases we have learned in unit 2.Step 2:Listening and vocabulary1. Learn how to use because, so, so that.2. Play the tape and have them read and follow. And then choose the best answer. Step 3:Explain the important and difficult points1. proud of =take pride in 以……为骄傲区别比拟:proud是形容词性,pride是名词性,be proud of和take pride in后面都可以加sth. 或doing sth.区别就是在be和take上,一个是用be动词,一个用的是动词。
例:I’m proud of helping others when they are in trouble.我为自己能在别人有困难时帮助他人而自豪。
I take pride in helping others when they are trouble.我为自己能在别人有困难时帮助他人而自豪2. Then they set off for home然后他们出发回家。
Set off1〕开始旅程Set off for Europe. 开始欧洲之旅。
外研版小学英语(新标准一起)五年级下册M3教学设计
(Fill in the blanks)
根据本节课创设相似的情景A: Hello, welcome to our ______, can I help you?
B: Yes. Have you got
__________________?
A: Yes, we have. I’ll_____ them to you.
既复习旧知,又为新授课做铺垫。
可以让孩子观察Daming的表情,为什么那么惊讶,外星人的图书馆又是什么样的?培养学生善于动脑筋的好习惯,同时也培养学生的发散思维。
Step 2:Presentation
1.Free talk:
Where are they?
What’sthe passage about?
2.播放Activity 1,回答问题:What can he do in the library?
(Little Six)外星人
学生根据教师的思维导图复述U1课文。
学生根据幻灯片上出现的图片,自由谈论。
观看幻灯片上的图片回答问题:Who are they?
Hecan borrow books from the library.
二、能力目标
(1)全体学生能听懂:Have you got...?Yes,I have. You can/can’t...
(2)全体学生能说:Have you got...?Yes,I have. You can/can’t...
(3)全体学生能朗读课文,阅读相关短文。
(4)全体学生能拼写3-4个自选单词。
本模块在语言上主要是进一步强化have got结构,以及can表示允许的用法。这两个结构的难度不大,可以给有困难的学生更多巩固练习的机会。
新标准英语一起十一册M3复习模块
C 5. Here ______some stamps from the US for you. Thank you A. am B. is C. are. A 6. This is_____ pear and that is___apple. A. a; an B. a; or C. an; a B 7. There are some _____on the UK. A. pen B. pens C. a pen B 8. David likes _____ model ships, _____Mike doesn’t. A.make; but B. making; but C. make; and
Listen and do. 听到have画v, 听到haven’t画x
Name Sam Ling ling
pencil pen
English eraser book
作文仿写
I’ve got lots of stamps. Collecting stamps is my hobby. These stamps are from China. It’s a picture of the Great Wall. We can see some mountains and trees. It’s famous.
(B )1. how old is Gao Shan? A. ten. B. twelve. C. eleven (B ) 2. Which school does Gao Shan study at? A. He studies at Jingling Primary School. B. He studies at Pudong Primary School. C. He studies at a middle school. (B )3.What are Gao Shan’s favourite subjects A. His favourite subjects are Chinese and English. B. His favourite subjects are English and Maths . C. His favourite subjects are Maths and PE. (A ) 4.Does Gao Shan like collecting stamps. A. Yes, he does B. No, he doesn’t C. Sorry, I don’t know (C ) 5. What’s Gao Shan’s e-mail address? A. It’s gaoshan@yahu. com.. B. It’s gaoshan@sina. Com. C. It’s gaoshan@.
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• request n./v. 要求,请求
常用搭配 request sb. to do sth. 要求某人做某事
request that sb. (should) do sth. 要求/请求某人做某事
例句 请你不要在饭店里吸烟。 You _________________________ are requested not to smoke in the restaurant.
Grammar
•
• • •
条件状语从句
引导词: if, unless, in case, as/so long as 等。 一般现在时 代替一般将来时。 ※ 在条件状语从句中,用___________
让步状语从句
引导词:though, although, while, as,even if, even though,no matter+疑问词,疑问词-ever,despite,in spite of, regardless of+名词/名词短语/名词从句等。 ※ though, although表示“虽然,纵然”之意,在一般情 况下可以互换使用。二者都可与yet, still或never,the less连用,但不能与but连用。 ※ as引导的让步状语从句必须以部分倒装的形式出现,倒 装的部分可以是表语、状语或动词原形,though也可用 于这样的结构中,但although不可以这样用。
14.You can borrow my car A.unless B.even if
you promise not to drive too fast. C.in case D. as long as
√
注:as long as 表示“只要”. 例句: 只要我们按时到车站就不会迟到。 We won’t be late as long as we arrive at the station on time. 15.Leave your key with your neighbour you lock yourself out one day. A. as long as B. even though C. in case D. as if 注:in case 表示“万一,以防”。
√
思考:
1)在本题中as 可以换成那个词? 2) _______ hot the night air was, we slept deeply because we were so tired after the long journey. A. Although B. As C. While D. However
• Conscious 意识到的;自觉的
常用搭配 be (un)conscious of (未)意识到 be (un)conscious that…(未)意识到…… 例句: 我察觉到有人在监视我。 conscious of being watched I am ______________________________ .
• deal 协议,交易
常用搭配 deal with 处理;对付,和某人打交道;涉及 make a deal 达成协议;做成交易 a great/good deal of 大量的(修饰不可数名词) 例句: 有些商人很难打交道。 Some businessmen are hard ______________ . to deal with 这位老板正设法和这家公司达成一项协议。 make a deal with this company. The boss is trying to ________________
Whoever
完成句子 1.这样的人很难对付。(deal) Such people are very hard_________________________. to deal with 2.他打电话向我传达了消息。(communicate) communicated with me He _________________________________by telephone. 3.他知道必须干这些事(conscious) He____________________________ he must do all this. is conscious that 4.他专心看书,没发觉我进来(involve) _________________________,he didn’t notice I came in. He was involved in reading 5.对他而言,学习英语很容易。 is rather easy to learn English ________________for him ________________
√
句子改错 yet/still Although regular exercise is very important, but it’s never a good idea to exercise too close to bedtime.
×
19.Try_______she might, Sue couldn’t get the door open. A. if B. when C. since D. as /though √ 20.To show our respect, we usually have to take our gloves off _______ we are to shake hands with. A. whichever B. whenever C. whoever D. wherevate 传递信息,交流
常用搭配 communicate with sb.与某人交流信息/沟通 communicate with sb. by通过……和某人沟通 例句: 父母们发现很难和他们的孩子交流。 to communicate with Parents find it difficult _______________________ their chirldren. 学生们经常使用QQ相互交流。 Students usually___________________________QQ. communicate with each other by
• involve 包含,包括;牵扯,把…卷入
常用搭配 be/get/become involved in(doing) 卷入…之中;专 心于 例句 他整晚都在专心致志地读书。 He was involved in reading all night.
• Vary 变化,变更
词形扩展 various adj. 各种各样的 variety n. 变化,多样性 variation n. 变化,变动 常用搭配 vary with… 随……而变化 vary from…to… 由……到…情况不等 variety of/varieties of 种种;各种 例句: 物价随季节而变动。 vary with Prices _________________ the seasons. 我们班同学的年龄从14岁到17岁不等。 vary from 14 to 17 The students of our class ______________________
Module 3
Body Language and Nonverbal Communication Revision & Exercises
Words
communicate • ___________ __ (vi.)(用语言、信号)传递 信息;交流 unconscious • ___ __________(adj.)无意的;不知不觉 conscious • _____________( adj.)有意识的 vary • _____________ (vi.) 变化 traditionally • ___ __________(adv.)传统地 threatening • _____________( adj.)恐吓的 deal • _____________( n.)协议,交易
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例句:
我把我的电话号码留给你,以便你和我联系。 I’ll leave you my phone number in case you want to contact me.
16.Hot _______the night air was, we slept deeply because we were so tired after the long journey. A. although B. as C. while D. however
• • • • • • • • •
involve _ ________(vt.)包括 _ ________(vi.)张开 spread _bend ________(vt.)弯下腰 religion _________( n.)宗教 panic _ ________(v.)恐慌,惊慌 rude ___ ______(adj.)粗鲁的,无理的 invitation n.)邀请 _________( request _________( n.)请求,要求 applause n.)掌声 _________(
12.___ I always felt I would pass the exam, I never thought I would get an A. A. While B. Once C. If D. Until √ 13.It is hard for the Greek government to get over the present difficulties_________ it gets more financial support from the European Union. A. if √ B. unless C. because D. Since 注:unless 的意思是“除非”,相当于 if not。因此题目中的 句子可以用if not 改为: It is hard for the Greek government to get over the present if it doesn’t get difficulties_________________ more financial support from the European Union.