Unit5Lesson5
译林牛津英语六年级上册Unit5教案
It means ‘No littering’ / ‘No eating or drinking’ / ‘No smoking’.
It means you can’t litter / eat or drink / smoke here.
6、Listen and repeat
S: She likes … .( one by one)
PPT: She likes reading books, doing housework and going shopping.
1.T-Ss
2.S1-Sn
Presentation
Practise
Presentation&
Practise
T：I like going shopping at weekends. If I want to buy some beautiful dresses and skirts, I can go to the shop. If I want to buy some food, I can go to the supermarket. If I want to buy some books, I can go to the bookshop. I can buy some fresh fruit at the fruit shop. I like eating bread very much. So I often go to the bakeshop. If I want to have a big lunch with my family, we can go to the restaurant.
2.Practise in pairs:
Unit+5+Lesson+1+课件-2022-2023学年高中英语北师大版(2019)必修第二册
wild
Example A fisherman is trying to survive a storm. He tied a barrel to himself and floated on the sea, but the other fisherman was still on the boat …
_______ti_re_d_______
Байду номын сангаас
Post-reading
Think and share.
1. What were the three observations the storyteller made? 2. Why did the storyteller survive while his elder brother didn’t? 3. What does the storyteller mean by “it took only six hours to
____h__o_p_e_le_s_s_____
While-reading
The boat was on the inside of _t_h_e_h_u_g_e__w_h_i_rl_p_o_o_l_ and we were going round __in__ci_r_c_le_s_ __a_t _g_re_a_t_s_p_e_e_d__. After I made three important observations, I tied myself to _a__b_a_rr_e_l_to__h_e_lp_ _m__e_f_lo_a_t_. I tried to make my brother _u_n_d_e_r_st_a_n_d_, but he was _t_o_o_f_r_ig_h_t_e_n_e_d_t_o_g_e_t_i_t __.
初一下册英语第五单元讲义unit 5 语法篇
Unit 5 语法篇特殊疑问句一、特殊疑问句概述特殊疑问句（special questions），也可称为“wh”-questions，因为它们多数都以who，where，when，which，whose，why这类词开头，如：Who is it on the phone？谁来的电话？How many oranges can you see in the picture？你能在图画上看到多少个橘子？Where did you last see it？你最后一次看到这东西时是在什么地方呢？What did you eat yesterday？你昨天吃了些什么？How do you usually go to school？你通常是怎么去学校的呢？二、特殊疑问句的构成及用法（1）它的结构一般为：特殊疑问词+一般疑问句，即：特殊疑问词+be/助动词/情态动词+主语+谓语/表语+(其他)，如：What can be done about it？对此能做些什么呢？Which are yours？哪些是你的？Who would like to come for a game of football？谁愿意来踢场足球呀？What did you say？你说什么？Why didn’t you tell me？你为什么没有告诉我？(2) 特殊疑问句有时可有一个以上的疑问词，如：When and where did you meet？你们何时在何地相遇的？（3）特殊疑问句有时须以介词开首，如：By whom is the book written？此书是谁写的？Since when have you lived here？你从什么时候起住在这里的？(4) 疑问词作主语或主语的定语时，与陈述句的语序相同，如：Who is in the room？谁在房间里？（5）“why+一般疑问句否定式”这种结构一般表示劲告、建议、责备等，而不能归为特殊问句，如：Why don’t you come earlier？你为什么不早些来呢？Why not go skiing？为何不去滑雪呢？三、特殊疑问词特殊疑问词可分为两类：疑问代词和疑问副词（1）疑问代词疑问代词主要有五个，分别为：who，whom，which，what，whose。
5新版pep小学英语五年级上册unit5_There_is_a_big_bed
beside
behind
in front of
between
above
第十二页，编辑于星期三：二十一点 三分。
bibenbisbenbebifsbediteriafenhwbedteborbaihwsbieoneneefnboitenrehdentdwovfhoetniedrvoennneiooenfedtfndnot fof
第十五页，编辑于星期三：二十一点 三分。
第十六页，编辑于星期三：二十一点 三分。
Unit 5 There is a big bed.
Lesson 5 B Let’s learn/Find and say
词汇课
第一页，编辑于星期三：二十一点 三分。
Learning objects
1. 能够听、说、读、写5个表示相对位
置关系的介词或词组。
2. 能够在语境中正确运用这5个介词或 词组。
PPT论坛： 1ppt 语文课件：数学课件：
英语课件：美术课件： 科学课件：物理课件：
化学课件：生物课件：
地理课件：历史课件：
PPT课件：
on
What's above you?
第六页，编辑于星期三：二十一点 三分。
A fan./Some lights.
第七页，编辑于星期三：二十一点 三分。
Where is the ball now?
It's beside the ball.
Who is beside you?
第十页，编辑于星期三：二十一点 三分。
Where is the ball now?
It's between the two dogs..
Who is between...and ...?
大学英语视听说教案Unit 5
Unit 5 Around the WorldI. Teaching AimsBy learning this unit, the student should be able to talk about cities and towns in English fluently.1. Arouse Ss’interests for the topic of this unit and participate actively;2. Listen for the main idea and the key information of every passage;3. Grasp the language points and grammatical structures ;4. Learn to describe cities and towns.II. Teaching important points1. Lesson A Speaking, Communication2. Topic understanding and content understanding of each passage3. Improving the students' listening and speaking abilityIII. Teaching difficult points1. Lesson B Video Course2. Speaking with logical thinking3. Vocabulary about the world, cities and townsIV. Teaching Methods1. Task-based teaching in while-listening procedure2. Listening and practicing3. Speaking and communication4. Media instruction5. Communicative Methods: answering, discussion, presentation, team work...V. Teaching hours10 class periodsVI. Teaching Procedures1.Lead-in / Warming upWhat are beautiful places around the world?2. Lesson A : Vocabulary Link1. Present the vocabulary. Elicit examples of different places. Have Ss work with a partner to match the places to the picture. Check answers.2. Have Ss work in pairs. If there is one student left, ask him or her to join a pair to make a group. Tell Ss they will interview one another, asking and answering the questions: What things can you do at each place in A...? Encourage them to use the information for practice to create conversations. Before Ss begin the task, have them listen to the model conversation. Play the recording. (Audio Track 2-2-1). Invite pairs of Ss to present their conversations to the class.3. Lesson A : Listening1. Tell Ss they are going to hear four different conversations. For each one, they should choose the correct picture. Play the recording. Check answers.Tell Ss to listen to the conversations again and circle correct answers. Play the recording. Check answers.Have Ss work in pairs to ask and answer questions.2. Tell Ss they are going to hear four conversations. Toshi and Isabel are studying English. Listen and circle the correct cities to complete the sentences about Isabel. Play the recording. Check answers.Tell Ss to listen again and find the information. Play the recording. Check answers.3. Present the new words and answer questions about vocabulary. Tell Ss that they are going to hear a talk about a great city for a vacation. They should answer the question. Play the recording. Check answers.Tell Ss to listen again. Play the recording. Check answers.4. Introduce the topic. Listen to the first part of a passage about cities to go to for vacation. Fill in the chart with information about Istanbul. Have Ss listen and check the correct boxes of the table. Play the recording. Then check answers.Tell Ss that they are going to listen to the second part of the recording. Have Ss listen and check the correct boxes to complete the table. Play the recording. Thencheck answers.Tell Ss that they are going to listen to the whole recording again. Play the recording. Have Ss compare answers with a partner.5. Introduce the topic. Listen to a talk about “The best cities to live in.”Read the sentences. Which city does each sentence describe? Sometimes both cities are. Familiarize Ss with the new words. Have Ss read them aloud after you. Ask Ss to look at the pictures and the sentences below before listening. Have Ss listen and complete the sentences with the words they hear. Play the recording (Audio Track 2-2-11). Check answers.Have Ss listen to the whole passage once again and then answer the questions. Play the recording. Check answers.4. Lesson A : Pronunciation1. Explain to Ss that the most important words are stressed. Tell Ss to listen to the pairs of sentences. Play the recording.2. Tell Ss to listen and circle what they hear. Play the recording. Then check answers.3. Have Ss practice the sentences in pairs. Check pronunciation.5. Lesson A : Speaking and communicationDirect Ss’attention to the useful expressions for asking “Is there a theater near here?”1. Present the conversation. Explain that two classmates, Chul and Paulo are chatting about “What are they looking for? Where is it? ”. Compare answers as a class. (Katy is stressed and kind of tired.)Have Ss practice the conversation with a partner.Read the two situations as a class. Tell Ss they will hear model conversation that include suggestions on what to do in these situations. Play the recordings. Have Ss work in pairs to write out new conversations for the two situations. Remind them to follow the model conversations. Invite pairs of Ss to present their conversations to the class.2. Look at the neighborhood and describe it. What places are there? Where are they? What are the problems with this neighborhood? Direct Ss’attention to the picture and have Ss work in pairs to discuss the people in the picture. Compare answers as a class.6.Lesson B: Video Course Cities and townsGlobal Viewpoints In my neighborhood1. Present the new words and phrases. Ask Ss to read aloud for pronunciation practice. Answer any questions about vocabulary. Ask Ss to look at the words in the new words box and choose the correct ones to complete the sentences. Check answers.2. Explain to Ss that they are going to watch Watch the interviews and check (√) the places each person mentions. Before playing the vedio, have Ss read the sentences. Play the video. Check answers.3.Here are some words you will hear in the interviews about “Cities and towns.”Use the words to complete the sentences.4. Explain to Ss that they will watch the interviews and circle True or False. Correct the false sentences. Ask Ss to give examples of any word greetings they know. Ask Ss to watch and fill in the blanks with information from the video. Play the video. Check answers.7. Lesson B:City Living You can’t miss it!1. Introduce the main characters to Ss. Introduce the situation. Talk about finding places.2. Have Ss look at the pictures and read the story line aloud or to themselves. Check student comprehension. You may have Ss predict what they think happens in the video.3. Have Ss use the information from the pictures and captions to check Yes or No for each sentence. Check answers.8. Lesson B:City Living You can’t miss it! “While You Watch”1. Direct Ss’attention to the useful expressions used in the video. Explain to Ss the meaning of the items in the Everyday English box. Give Ss time to study these expressions. Have Ss practice saying them aloud.2. Before viewing, have Ss read the sentences so they know what to watch and listen for. Have Ss circle the correct answer. Play the video. Check answers.3. Give Ss time to study the pictures and questions. Play the first episode of the video and allow time for Ss to answer the questions.4. Encourage Ss to take notes while they watch. Tell them they will be given time after the video ends to write full sentence answers. Play the first episode of the video. Check answers.5. Give Ss time to study the pictures and script. Ask Ss to pay special attention to what people say in the video. They should watch and fill in the blanks with words they hear. Play the 2nd episode of the video. Allow time for Ss to fill in the blanks.Check answers.6. Give Ss time to study the pictures and script. Ask Ss to pay special attention to what people say in the video. They should watch and fill in the blanks with words they hear. Play the 3rd episode of the video. Check answers.7. Give Ss time to study the question. Ask the Ss to watch and then write an answer. Play the whole video once again and allow time for Ss to answer. Check answers.9. Lesson B:City Living You can’t miss it! “After You Watch”1. Read the expressions aloud for pronunciation practice. Encourage students to think of how the phrases were used in the video. Have Ss work in pairs to decide which sentence is the best meaning for each expression. Check answers.2. Have Ss fill in the blanks with the correct words or phrases. Check answers.3. Ask Ss to write a short summery of the City Living story.VII. Assignments1. Review: Oral practice: to talk about different places (pair work or group work)2. Learn the key words and expressions by heart.3. Role-play some conversations.4.Talk about cities and towns.5. Follow the model in this unit to create a conversation.6. Write a short summary of the City Living story.7. Preview: Unit Six。
Lesson 5(Sons and Mothers)母亲 与 儿子
Unit Three Romance & AffectionText Three Sons and MothersI.Introductory questions:1.How did you say good-bye to your parents when you left for college?2.Is it harder for sons than for daughters to express affection for their parents? Why/ why not?Pre-Reading Brainstorming Hintsbidding good-bye verbally; with/without physical contact; hand-shake; hug; tap on the back; show emotions / embarrassed by showing feelings; cute and adorable; immature; dependent; self-reliant Questions:Why the story entitled “Sons and Mothers” instead of “Son and Mother”?Because it can happen not only to the son and the mother in the text but also to sons and mothers all over the world. It is also an allusion to D. H. Lawrence's novel Sons and Lovers.Language points:empty-nest: a figurative use, referring to a home from which all grown-up :children have left, leaving the home empty and the parents lonelysyndrome ( n. ): a set of characteristics (usually medical or psychological) indicating the existence of a particular problemintensity ( n. ): quality of being strong and having forceeg. The poem showed great intensity of feeling.intense (adj.)--intensify (v.)eg. There was intense competition between the rival companies.The wind seems to intensify the cold, making it even less bearable.lie in: to exist ineg. Her charm lies in her inner beauty.The real remedy to poverty lies in education.paradox (n.): a statement that seems contradictory but may be trueeg. "More haste, less speed" is a paradox.let go (of): (usually of a feeling, attitude, or control over something) to accept that You should give it up or that it should no longer influence youeg. College students must let go of their previous passive learning habit.The work should focus on helping parents to let go of their childrenresort to: to turn to (a person or thing) for help or (a course of action) for use, often as a final option eg. Because of their poverty, they restored to stealing.Is it advisable for parents to resort to punishment to make the child obey?（n）A place frequented by people for relaxation or recreation常去的地方，胜地：人们为放松和消遣常去的地方：a tropical resort.热带休假地a popular place of resort.常去的受欢迎之地reason ( n. ): good senseeg. There is a great deal of reason in his advice.Their demands go beyond all reason.I told him his decision was a foolish one, but he wouldn't listen to reason.[Paragraph 1]sophomore (n. ): a student in the second year of a course in an U.S. college or high school[Paragraph 2]transition (n.): the passage from one form, state, style, or place to anothereg. The transition to a multi-party democracy is proving difficult.The health-care system is in transition at the moment. [U]transitional adjective [not gradable]a transitional governmenta transitional period of two or three monthsItself can be used to put emphasis on a word.by itself孤单地in itself本身；实质上The shop itself (= only the shop and nothing else) started 15 years ago but the mail order side of the business is new.The house stands by itself outside the village.这幢房子孤单地坐落在村外。
冀教版九年级上册英语第五单元课文翻译
[ti:UNIT 5 Great People Lesson 33 What Does Life Mean?][0:00.946]UNIT 5 第五单元[0:02.521]Great People 伟人[0:04.285]Lesson 33: 第三十三课：[0:06.091]What Does Life Mean? 人生意味着什么？[0:08.785]THINK ABOUT IT![0:10.323]Do you have a happy life?[0:12.434]Why or why not?[0:15.457]What are your dreams for the future?[0:18.728]What is Wang Mei's idea about "success in life"?[0:23.609]So Many Questions! 如此多的问题！[0:26.139]Let's think of some questions about life, Wang Mei. 王梅，我们来想想关于人生的问题吧。
[0:29.276]Okay. 好的。
[0:30.177]Here's one: how do we succeed in life? 这儿有一个：我们在生活中是怎样成功的？[0:34.233]I like that question. 我喜欢这个问题。
[0:35.845]What do you think is the answer? 你认为答案是什么？[0:37.924]I think that you will succeed if you work hard. 我想如果你努力的话，就会成功。
[0:41.390]I wonder what my mother and grandfather will say. 我想知道我的妈妈和外公会怎样说。
高一英语(外研版)-必修三 Unit 5 What an adventure (5)-2ppt课件
Language about adventure
have an adventure/go on an adventure set off for an adventure Swimming with seals is an experience like no other. Swimming with seals appeals to me most. It was a(n) exciting/scary/memorable/impressive experience! It made me feel…
Reading
WRECK DIVING: Let our instructors take you to visit the 6,810-ton steamer (轮船) Somali, which sank in 1941 during the Second World War. The ship rests upright on the sea bed, about 30 metres below the waves. She almost looks as though she is about to set sail once again!
Assessment
assignment fulfillment organization and development
sentence style grammar, spelling and punctuation
assignment fulfillment—fully respond to the task organization and development—present a unified structure; have coherent logic; build transitions sentence style—demonstrate good sentence skills, clarity and variety grammar, spelling and punctuation—free of or have few errors, if any, in grammar, punctuation, word choices, spelling…
PEP小学五年级英语下册U5说课稿
Unit 5 Whose dog is it? Part B Let’s try&Let’s talk说课稿Good morning,everyone. I’m so great honor and pleasure to stand here and share my lesson with you. I’m going to talk about PEP Book 6 Unit 5 Part B Let’s try and Let’s talk. If learning is like a voyage on the sea, students are boats and the teaching material should be this beautiful sea. only by raising the sail of teaching strategies, relying on the teaching objects lighthouse guidance, the boat can ride the wind and waves, sailing to the other side of the ideal. Please join me on this voyage.Teaching material, Students, Teaching Objects, ,Teaching Strategies , and Teaching procedures.一、说教材（teaching material）The begin with, I will talk about Teaching Material.This lesson is Part B of Unit 5, it includes two parts: Let’s try and Let’s talk. “Sam is at Chen Jie’s home. They are talking about Fido, Chen Jie’s pet. The key words are: eating, drinking water, sleeping, take...to, and play ...with. The key sentences of this dialogues are” Where is Fido?” “ Is he eating?”And the answers. Help the students understand the present continuous tense in a real situation.二、说学生Students Besides the material, students are the most important part ofa lesson.The students are in Grade 5. They have learned English for about 3 years so far. They have taken more and more interests in English. 1.They are active to share their ideas to each other. 2, They are able to discuss and work in pairs and groups. 3. And they are interested in real and familiar topics. This Unit is about animals. This is an interesting topic for children. So it’s not difficult for them to learn this lesson.三、教学目标(Teaching Objects)The Core competences of English includes 4 dimensions: Language Ability, Thinking Quality, Learning Ability, and Cultural Awareness.According to these, and after studying the teaching material and the facts of the Students, I set up the teaching objective for E words:Enable students to understand , read and role-play the dialogue.Empower students to use the key words and sentences properly.Enhance students abilities of listing, speaking and working in pairs or groups.Enrich students’ understanding about being friendly to animals.四、说教学策略Teaching StrategiesNext, I am talking about Teaching Strategies. It include : Teaching methods and learning methods.1.说教法（teaching methods）In this lesson, I will mainly use “Situational teaching method”and “Task-based teaching method” . Let the Students learn in real situations and in activities. In this lesson,PPT, blackboard and cards will be used.2.说学法(Learning methods)As a teacher , I know “teaching students to fish is better than giving them fish”. So it is more important to Teach the students how to be good language learners.Let the students pass “Observation—Imitation—Practice”to study language.Teach the students how to master dialogues and how to communicate with others.五、教学过程（teaching procedures）Now, we come to the most important part ----Teaching Procedures. I will finish the lesson in4steps.Step 1. Warming-upAfter greeting with the Students, I will begin the lesson by singing the song“walking”and do the actions together with the Students. There are some present participles of the verbs like “walking, sleeping, running ,swimming.”in the song. Then ask “What animals can you see in the video?” Tiger , rabbit, pig ...Purpose(目的意图):To train children’s memory.1.Singing can draw students' attention arouse their interest.and alsolead them to the topic---animals.Step 2. Presentation(1)新授单词和句型Ask Students Do you like animals ? I like animals ,too . With the help of the PPT, I’ll show my pet . Let Students guess,”What’s it?” Maybe a dog? A rabbit? .. It’s a lovely cat. Next I’ll show a picture, “What is he doing?” and help Students say” He is eating .” Then show another picture “Is he eating?” Help them answer,” No, he isn’t. He is drinking. Teach “sleep” as the same way. Help them find and summarize: be ad the present participle of verb show someone is doing something. Then make a chant to practice the new words and sentences. like“doing,doing , what he doing? Eating , eating , he is eating. ...Purpose(目的意图):Using these lovely pictures To rise students learning interest.Help Ss To master new words and sentence patterns in a true situation.Chant can help the Students learn the language easily and naturally.(2)Let’s tryTell Students Chen Jie has a pet too. It’s name is Fido. First , talk about the 3 pictures of this part with Students. “Where is Fido? And What’s he doing”. Play the cassette and do listing exercise. Then check the answer. Then Listen again . “Sam wants to take Fido to the park. But, he can’t. Why? Help Students answer,”Because Fido is sleep.”A moment later, someone is knocking at the door. Guess, who is coming ? Look , It’s Sam.Purpose(目的意图):Through listening test to develop the students listening ability and understanding ability . And it is naturally to lead Ss to learn the nextpart“Let’s talk”.（3）Let’s talkIn this part,I will have some task for the students. First, let the listen to the dialogue. Answer the question”Is Fido sleeping now?”, Students and give the answer quickly.”No, it isn’t.” Then I’ll give them 3 more questions. After watching the video of the text, Students talk with their partner.” Where is Fido now? He’s in the kitchen.What is Fido doing?He’s eating.Can Sam take Fido to the park?Yes, he can.Purpose(目的意图):These tasks help the students understand the dialogue. Solve the meaning of the new words “take ...to”, to train the Students ability to understand the words in the dialogue.After that, Students watch the video and repeat.Pay attention to the pronunciation and intonation.Step 3. Practice1.I will practice the students with a new training method,Dubbing.By using the video, Students dub for Sam, then dub for Chen Jie.Purpose(目的意图):I think dubbing is a new and interesting way to practise the dialogue with correct pronunciation and intonation.2.Work in groups.4Ss in a group. Then have a dubbing show. One student act Fido. So that, Students feel that Fido is a member of the family. Purpose(目的意图):this task can Develop Ss’ ability of cooperation.Step 4. DevelopmentShow the pictures, Where is Fido now? He is in the park. Sam takes Fido to the Park. They are playing in the park.A moment later, Chen Jie is calling Sam. She missed Fido. Listen to the dialogue. Then Students work in pairs. After a few minutes, Students show their dialogue.Purpose(目的意图):To get the structure ready for Ss output.To provide chance to practice target language. Help SS to learn how to communicate with others.Step 5. Show some warm pictures. And say: Animals are our friends, in many People’s eyes, pets are their family members and they are used to describe them with "he" or "she".Purpose(目的意图):Enrich students’understanding about being friendly to animals.Step 6.Homework As for homework, Students need to read and role-play the dialogue. And make the sentences by using the key words and sentences.Purpose(目的意图):1.to consolidate what they have learned in the class. 1.to meet needs of different studentsThe journey of teaching. I am the captain of the teaching journey. Text and students are my helpful buddies. Objectives and activities are my guiding stars. Let’s set off with joyful hearts.。
北师大版小学英语五年级上册第五单元Unit5
Unit 5Lesson 1 Our townTeaching Aims:1.Review the structures:What is Ken doing?He’s reading (the map).2.Learn the structures:Where is the (supermarket)?It’s (near) the (park).It’s between the (zoo) and the (school).3.Have the students understand this story.4.Enable the students act this story in the scene, and have them get interesting in the study.Teaching important and difficult points:1.Enable the students understand the story.2.Enable the students act the story in their groups.Teaching Aids: wall pictures, tape, cards.Teaching steps:Step 1 Set the scene1.Show a map and write “a map” on the blackboard. Model the word for the students. Have them repeat it.2.Elicit “town” from the map, and write it on the blackboard. Have them repeat it.Step 2 Model the dialog1.Present the cards of this Unit. Hold up the card of park. Say the word and have the students repeat it.2.Repeat the procedure for the other cards.3.Take the words into the sentences.A: What’s this?B: It’s a (park).4. Show word “between”. And then, have two students come to the front, and the teacher stand between them so that have the students understand its meaning. Have the students read it after the teacher.5.Repeat the procedure for word “near”.6.Write dialog “Where is the (supermarket)?”“It’s (near) the (park).” on the board and explain it. Model to read. Have the students repeat.7.According to the map, do action “Ask and Answer”.Step 3 Talk about the storyHave the students open their books at page 50 and 51. Point to the title “Our town”. Read the words aloud to the students. Then ask some questions about the each picture.Step 4 Story1.Play the tape without stopping. Have the students look at the pictures asthey listen.2.Play the tape again, pausing after each new picture. Have the students repeat the words each time.Step 5 Set homeworkEncourage the students to try to introduce where are their house in their town.板书设计：Lesson 1 Our town教学反思：Lesson 2 Words to learnTeaching Aims:1.Review the structures:Where is the (movie theater)?It’s (behind) the (school).It’s between the (park) and the (train station).2.Learn the vocabulary about some buildings.3.Have the students get interesting in the study.Teaching important and difficult points:Enable the students use the buildings for asking and answering. Teaching Aids: vocabulary cards, sentences cards, and tape.Teaching steps:Step 1 Review1.Review the words about some buildings who had learned. Ask, “What’s this?” Elicit, “It’s a (school).”2.Do action “Read them out quickly”.Step 2 Words to learn1.Have the students open their books at page 52. When the teacher play the tape, have them touch the matching words.2.Play the tape again. This time, stop the tape after each word and have the students repeat it.3.Play the tape again without stopping. Have the students say the words along with tape.4.Pick up the cards and model the words. Have the students repeat one by one.5.Divide the students into five groups, having a competition “Say it out quickly!”(游戏规则：教师任意抽取一张建筑名称卡片，让各组学生抢答，哪一组最快说出这个单词哪一组就能获得一分奖励。
重大版小学英语五年级上册全册教案
重大版小学英语五年级上册全册教案目录Unit1 Days of a Week《Lesson 1》 (2)Unit1 Days of a Week《Lesson 2》 (6)Unit1 Days of a Week《Lesson 3》 (12)Unit1 Days of a Week《Story corner》 (16)Unit2 Our Favourite Sports《Lesson 1》 (20)Unit2 Our Favourite Sports《Lesson2》 (29)Unit2 Our Favourite Sports《Lesson3》 (34)Unit2 Our Favourite Sports《Story corner》 (37)Unit3 At the Table《Lesson1》 (43)Unit3 At the Table《Lesson2》 (47)Unit3 At the Table《Lesson3》 (51)Unit3 At the Table《Story corner》 (58)《Review 1》 (63)Unit4 Our Houses《Lesson1》 (66)Unit4 Our Houses《Lesson2》 (74)Unit5 Our New Rooms《Lesson1》 (78)Unit5 Our New Rooms《Lesson2》 (84)Unit5 Our New Rooms《Story corner》 (88)Unit1 Days of a Week《Lesson 1》1教学目标1.能听、说、认、读本课的五个新单词:Monday Tuesday Wednesday Thursday Friday 2. 能掌握句型: What day is today?It’s ____.What do you\we have on Mondays?We have ____.2学情分析1.因为教材的编排体系和课时不足,某些知识学生已遗忘,知识回生的现象很突出。
英语第一册第三版Unit5ppt课件
Sam Stern Sam Stern is a star cook and cookbook writer.* But he’s a student, too! His recipes are fast, easy and healthy. He often takes cakes into school for his classmates. Sam has a new recipe each week. He hates writing about the recipes, so he and his mum cook together. Then she writes the recipes down. Cooking is a problem in Sam’s house because there are seven people in his family—his parents, his brother and his three sisters, and they are all different! One sister does not eat meat but his brother loves meat and his dad doesn’t eat chocolate or cheese. Sam is very busy. He writes a blog on his website and a weekly article in a children’s newspaper. In the blog, he talks about his life and recipes. He wants teenagers to cook healthy
STRUCTURE & GRAMMAR
王蔷 英语教学法教程 第二版 Unit5
第5章Classroom management 理论知识多1. 课堂管理定义及goalClassroom management is the way teachers organize what goes on in the classroom.The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.2. How to achieve effective classroom management?Effective classroom management can be achieved when the following six conditions are met：1) The teacher plays appropriate roles2) The teacher provides clear instructions.3) Suitable grouping of the students4) Discipline as well as harmony in the class.5) Asking appropriate questions.6) Treating students’ errors properly.第一部分教师角色一、The role of the teacher 教师角色2+6+3(1) Before the class—Planner 课前—设计者Before class, the teacher is a planner, who plans what to teach, how to teach, and what result to achieve. (2) During the class课中Based on the functions the teacher performs in different activities, Harmer defines the teacher’s roles as controller, assessor, prompter, participant, organizer, and resource-provider.①Controller 管理者An appropriate degree of control of the teacher over the class is vital in formal language teaching. The teacher controls the pace so that activities run smoothly and efficiently. For example, when students do skimming and scanning tasks, it is very important for teacher to control time.②Assessor评定者It is a major part of a teacher’s job to assess the students’ work. The teacher does two things: Correcting mistakes : The correcting should be gentle, not harsh.Organizing feedback: The feedback should be focused on students’ success or progress so that a success-oriented learning atmosphere can be created.③Prompter 促进者When students are not sure how to start an activity, or what to do next, or what to say next, the teacher should give appropriate prompts. The teacher should do:Giving hints （just like time, place…）;Eliciting more （by saying “and…?” “Anything else?” Yes, but why…? ）④Participant参与者Task-based teaching methods encourage the teacher to participate in students’ activities. Besides monitoring the class, the teacher can also join one or two groups as an ordinary participant. It is a good chance for students to practice English with a superior.⑤Organizer组织者One of the teacher’s major tasks is to design and organize tasks that students can perform in the class.⑥Resource-provider信息提供者The teacher is considered a good and convenient resource for the students. However, when students are supposed to work on their own, the teacher should withhold his readiness to provide resources.⑦Teacher’s new roles教师的新角色Teachers’ roles are not static. They change with the development of the society. The new curriculum requires the teacher to put on the following new roles: facilitator, guides, and researchers.1) Facilitators 辅助者:The teacher should function as a facilitator to students’ learning rather than simply transmitting knowledge. The teacher needs to create a positive learning environment, use various strategies to motivate learners, guide students in planning and assessing their learning and develop their learning strategies.2) Guides 指导者:During the process of education, teachers should position themselves as guides.The teacher needs to activate students’ prior knowledge; find their interests and explore potential capabilities; and evaluate their development fairly from an all-round perspective.3) Researchers 研究者:Good teachers are not only those with experience, but with rationalized thinking. Good teachers constantly reflect on what they do as a teacher and how their learners learn as learners.The teacher needs to make sense of what they do and how they affect learners; what their learners do and how learning is affected. Observe a problem, reflect on the reasons, think about possible solutions, implement the solutions and evaluate the results.(3) After the class—Evaluator课后—评估者After class the teacher is an evaluator, who evaluates not only how successfully he/she has conducted the class but also how efficient the learning activities have been.第二部分课堂指导一、课堂教学指导遵循的3个原则：Classroom instructions refer to the type of language teachers use to organize or guide learning. They include all classroom language that teachers may use for teaching purposes as well as for managing teaching.There are rules to follow for making instructions effective:The first rule is to use simple instructions and make them suit the comprehension level of the students. Make your own comments as simple and as natural as possible: “really?”, “Who is next?”The second rule is to use the mother-tongue only when it is necessary, and your lessons should be in the target language. Teachers can use body language to assist understanding.The third rule is that teachers should be careful not to do all the talking in class, and demonstration is usually more effective than words.第三部分分组一、The most common student groupings 最常见的学生分组4个①Whole class work refers to the time when all the students are under the control of the teacher. They are all doing the same activity at the same rhythm and pace. It happens when the teacher is presenting new language, giving explanation, checking answers, doing accuracy-based reproduction, or summarizing learning.②Pair work refers to the time when students work in pairs on an exercise or a task. It could be a dialogue reading, a game or an information-gap task between the two students.③Group work refers to the time when students work in small groups. Each group may have 3, 4, or 5 students, depending on the activity. Effective group work depends on careful preparation and meticulous management.④Individual study is the stage when students are expected to work on their own at their own speed.It involves activities such as silent reading, doing written exercises, writing something down individually after brainstorming in a group, or individual speech preparations.二、分组的优缺点第四部分纪律一、Discipline vs. indiscipline纪律和无纪律Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. The ultimate goal of discipline is to make more effective learning possible. Indisciplined atmosphere will surely yield no learning at all. Indisciplined acts are not confined to students. Certain acts on the teacher’s part are also considered as indisciplined.二、The goal of disciplineThe ultimate goal of discipline is to make more effective learning possible, but the relationship between discipline and learning is not so straight forward as it appears.三、Characteristics of a disciplined ELT classroom.The class is under the teacher’s control.The classroom is quiet.Learning is taking place.The teacher and students show respect to each other.The teacher and students are cooperating smoothlyThe lesson is proceeding according plan四、课堂纪律的好处：It is easier to activate students in the way the teacher wants, and the time will be probably spent on learning tasks, rather than wasted.五、不良表现：学生：Students’ indisciplined acts will be numerous, such as arriving late for class, coming to class without a textbook and necessary materials, making noises in class, failing to do homework and not paying attention.教师：Certain acts on the teacher’s part are also considered as indisciplined, such as being late for class, going to class unprepared, being inconsistent, threatening students, being absent minded, etc.六、维持纪律A variety of teacher’s behavior contribute to discipline, such as the teacher’s choice of methodology, their interpersonal relationships with students, and their preparation for the lesson.When students are engaged in learning, they will be disciplined. They become engaged when: Students are clear about learning purpose.Students are able to do the work but find it challenging.Students are emotionally, physically and intellectually involved by the tasks.The presentation, variety and structure of the work and activities generate curiosity and interest.Students have opportunities to ask questions and try out ideas.Students can see what they have achieved and how they had made progress.Students get a feeling of satisfaction and enjoyment from the work.七、What measures can we take for indisciplined acts and badly behaving students? 措施(1) Harmer suggests: 学生明白犯错，表现差1) Act immediately. If possible, indisciplined acts should be immediately stopped so that less damage ismade.2) Stop the class. If the indiscipline is so disruptive as to hinder the progress of the whole class, the teacher should stop the class and make it clear what is wrong.3) Rearrange the seats. If troublesome students are sitting together, the teacher should separate them.Besides, if students are moved to the front of the class they will behave better.4) Change the activity. If the class seem to be getting out of control, or if discipline occurs due toinappropriacy of the activity, a change of activity will often restore the class.5) Talk to students after class. If a student is continually making trouble, the teacher should talk to thatstudents after class.6) Create a code of behavior. The teacher and students can work together to create some basic rules for theclass during activities.(2) Ur’s gives the following advice about problems in class: 学生无意识犯错1) Deal with it quietly. If the problems involve only one student, the teacher’s action should be a quietresponse so that it will avoid other students’ attention.2) Don’t take things personally. When something happens, the teacher should try to address the problemrather than the students as the object.3) Don’t use threats. Threats are never constructive measures against indiscipline.八、What cause discipline problem? 影响纪律的因素(1) A gap in the lesson, e.g. bad planning, and a piece of equipment fails to work.(2) Unclear instructions: students don’t know what to do and attention starts to wander.(3) Lack of teacher attention: teacher needs to constantly to scan the room and keep your eyes and earsopen to what is happening, especially in large groups.(4) The teacher concentrates on lengthy explanations to one individual so that the others get bored.(5) Work is too easy or too challenging so that students give up or attention wanders.九、Teachers are advised not to use the following ways to solve problems: 不建议教师做的(1) threats(2) giving lines(3) shouting loudly(4) punishing the whole class for the behavior of a few(5) giving written homework第五部分问题一、Functions of questioning: 问题的作用小和大Teachers use questions to focus students’ attention; to invite thinking and imaginations; to check understanding, to stimulate recall of information, to challenge students, and to assess learning.In addition, proper questioning can extend students’ thinking from the concrete and factual to the analytical and evaluative; can lead students through a planned sequence which progressively establishes key understandings; can promote reasoning, problem solving, and evaluation; and can promote students’ thinking about the way of their own learning.二、Classification of question types问题类型的分类3+1Questions have been classified using different criteria, mainly based on the level of thinking involved in answering the questions.(1) Closed and open questions:Closed questions refer to those with only one single correct answer while open questions may invite many different answers.(2) Display and genuine questions:Display questions are those that the answers are already known to the teacher and they are used for checking if students know the answers, too. Conversely, genuine questions are those which are used to find out new information and since they often reflect real contexts, they are therefore more communicative.(3) Lower-order and higher-order questions:Lower-order questions refer to those that simply require recalling of information or memorisation of factswhile higher-order questions require more reasoning, analysis, and evaluation.(4) Bloom classified the questions as follows:1) Knowledge; 2) Comprehension; 3) Application; 4) Analysis; 5) Synthesis; 6) Evaluation三、How to make questioning more effectives? 怎么让课堂更有效策略Questions should be closed linked to the learning objectives in the lesson;Questions should be staged so that the level of challenge increases as the lesson proceeds;There should be a balance between closed and open, lower-order and higher-order questions;Wait time is important to allow students to think through their answers;Students should be provided opportunities to ask their own questions and seek their own answers;A secure and relaxed atmosphere of trust is needed and students’ opinions and ideas are valued.第六部分错误一、The distinction between mistakes and errorsAccording to Brown, language mistakes and language errors are two different phenomena in language learning. Mistakes refer to a performance error that is either a random guess or a “slip of tongue”, and it is a failure performance to a known system. A mistake has nothing to do with the language competence. When a mistake is challenged or given enough attention, it can be self-corrected.Error has direct relation with the learners’ language competence. Errors do not result from carelessness nor hesitation, but lack of knowledge in the target language. Language errors cannot be self-corrected no matter how much attention is given.二、如何处理错误error？First, we need to distinguish errors from mistakes. In dealing with errors we need to be clear whether the task or activity is focusing on accuracy or fluency. And in designing classroom activities, there needs to be a balance between accuracy-based activities and fluency-based activities.Second, during fluency-based activities, it is best not to interrupt students during fluency work unless communication breaks down. When most of language is right but has a trivial mistake, let the mistake pass. If there are some common mistakes that other students might also have, try to do the correction after the student’s performance. However, during accuracy-based work, we may need to intervene more because the purpose of the activity is to get what is learned right.Third, there are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction. In general, indirect teacher correction is encouraged rather than direct teacher correction to avoid damaging students’ self-esteem and confidence. Indirect teacher correction includes “a simple repetition of a correct sentence as a model”, and “using facial expression or gesture to indicate a problem” etc. In practice, self-correction is encouraged before teacher correction or peer correction, because if it is a mistake, the student himself will be able to correct it. If the student cannot self-correct, the teacher can help with the correction or may ask other students to help correct it. Sometimes, the whole class can be invited to correct as well. For example, you can select the main error types, write four or five on the blackboard, put students in pairs for a few minutes to discuss and correct the errors. Then the whole class can do the correction together.。
冀教版英语九年级全册Unit5Lesson55教学设计
五、作业布置
1.写作作业：请学生以“Festivals in My Eyes”为题，写一篇不少于100词的英语短文，描述他们最喜欢的节日以及庆祝方式，要求运用本节课所学的词汇、语法和句型。此作业旨在巩固学生的写作能力，并激发他们对节日的思考与感悟。
3.教师通过讲解课文，引导学生学习重点句型，如：“What do people usually do on...?”, “In our country, we...”等，并进行课堂示范。
（三）学生小组讨论
1.教师将学生分成若干小组，每组选择一个节日，讨论以下问题：“What do people usually do to celebrate this festival? Why do they celebrate it?”。
冀教版英语九年级全册Unit5Lesson55教学设计
一、教学目标
（一）知识与技能
1.掌握本课的新词汇和短语，如：celebrate, custom, tradition, purpose, in one's honor等，并能熟练运用这些词汇进行日常交流。
2.了解并掌握一般现在时和一般过去时的区别与用法，能够运用这两种时态描述节日习俗及个人经历。
3.练习题完成后，教师选取部分学生的答案进行展示和讲解，指出常见错误，帮助学生巩固所学知识。
（五）总结归纳
1.教师对本节课的主要内容进行回顾，强调重点词汇、语法和句型的运用，以及了解世界各地节日习俗的重要性。
2.学生分享本节课的收获和感受，教师给予积极评价和鼓励。
3.教师布置家庭作业，要求学生运用本节课所学知识，写一篇关于节日的短文，以巩固所学内容。
Unit_5_Speech_on_Hitler's_Invasion_of_the_U.S.S.R. 词汇
Lesson 5 Speech on Hitler's Invasion of the U.S.S.R.1. horde ( n.) :a large，moving crowd or throng群，人群2. croquet ( n.) :an outdoor game-、n which the players use mallets to drive a wooden ball through a series of hoops placed in the ground槌球游戏(一种用木槌击木球钻小圈的游戏)3. luncheon ( n.) :a lunch，esp. a formal lunch with others午餐；午宴；午餐(聚)会4. Nazi (adj. & n.) :designating，of，or characteristic of the German fascist political party(German National Socialist Party)．founded in 1919 and abolished in 1945德国国社党的，纳粹党的；纳粹党党员，纳粹分子5. indistinguishable ( adj. ) : that cannot be distinguished as being different or separate不能区别的，不能辨别的，难区分的6. devoid ( adj.) :completely without；empty or destitute(of)完全没有的，缺乏的(后接of)7. excel ( v．) :be better or greater than，or superior to(another or others)优于；胜过8. ferocious ( adj.) :fierce；savage；violently cruel凶猛的，残忍的；凶恶的9. unsay ( v．) :take back or retract(what has been said)取消(前言)；收回(前言)10. folly ( n.) :foolishness；any foolish action or belief愚笨，愚蠢；愚蠢的行为(或思想等)11. threshold ( n.) :doorstill；entrance or beginning point of sth．门槛；人口；开端12. till ( v.) :work(1and)in raising crops，as by plowing，fertilizing，etc．；cultivate耕种；耕耘；耕作13. immemorial (adj. ) : extending back beyond memory or record；ancient无法追忆的；无文字记载的；古老的13. wring (v．) :．get or extract by force，threats，persistence，etc.; extort 强求；榨取；勒索14. primodial (adj.) :not derivative；fundamental；original根本的；基本的15. hideous ( adj.) :horrible to see，hear etc．；very ugly or revolting；dreadful骇人听闻的；非常丑陋的；可怕的16. onslaught ( n.) :a violent，intense attack猛攻17. clank ( v. ) : make a sharp，metallic sound发当啷声，发铿锵声18. dandify ( v．) :make a look like a dandy；dress up使打扮得像花花公子；给……穿上盛装，给……乔装打扮19. crafty ( adj.) :subtly deceitful；cunning；artful；sly狡猾的，狡诈的，诡计多端的20. cow ( v．) :make timid and submissive by filling with fear or awe；intimidate恫吓，吓唬，威胁21. docile ( adj.) :easy to manage or discipline；tractable易管教的；顺从的，温顺的，驯服的；听话的22. brutish ( adj. ) :of or like a brute；savage；gross野兽般的，残忍的；粗野的23. plod ( v．) :walk 0r move heavily and laboriously；trudge沉重缓慢地走24. swarm ( n.) :a moving mass，crowd，or throng(移动的)大群，大堆25. locust ( n.) :any of various large grasshoppers，often traveling in great swarms and destroying nearly all vegetation in areas visited蝗虫26. smart ( v．) :feel mental distress or irritation，as in resentment，remorse，etc．感到痛苦；感到伤心27. prey ( n.) :an animal hunted or killed for food by another animal：a person or thing that falls victim to someone or something被捕食的动物；牺牲者；牺牲品28. villainous ( adj.) :of，like，or characteristic of a villain；evil；vicious；wicked坏人的；邪恶的；恶棍似的29. cataract ( n.) :any strong flood or rush of water；deluge洪水；急流；大雨30. concur ( v．) :agree(with)；be in accord(in an opinion，etc．)同意，赞成，与……(意见)一致(常与with，in连用)31. irrevocable ( adj. ) :that cannot be revoked，recalled，or undone；unalterable不能取消的；不可废止的；不可改变的；无可挽回的32. vestige ( n.) :a trace，mark，or sign of something that once existed buthas passed away or disappeared残迹；遗迹；痕迹33. parley ( v. ) :have a conference or discussion，esp. with an enemy；confer会谈(尤指与敌方的谈判)34. creed ( n.) :a statement of belief，principles，or opinions on any subject信条；信念35. divergence ( n.) :departure from a particular viewpoint，practice，etc．偏离，背离，背驰36. moralise ( v．) :think，write，or speak about matters of right and wrong，often in a self—righteous or tedious way(在言谈或写作中)论道德问题；说教37. catastrophe ( n.) :any great and sudden calamity，disaster，or misfortune骤然而来的大灾难；灾祸；祸患38. blood—lust ( n.) :a strong desire to kill or wound杀人欲，嗜杀狂39. lure ( v．) :attract，tempt，or entice(often with Dm)吸引；诱惑；不断引诱(常与on连用)40. hurl ( v．) :throw or fling with force or violence猛投，猛掷；猛抛41. prelude ( n.) :anything serving as the introduction to a principal event，action，performance，etc．；preliminary part；preface；opening 序言；序幕42. intervene ( v．) :come or be in between as something unnecessary or irrelevant；interpose干涉，干预43. subjugation ( n.) :bringing under control；conquering征服，制服44. hearth ( n.) :the fireside as the center of family life：family life；home 炉边；家庭生活；家庭短语(Expressions)1.round up: cause sb．or sth．to gather in one place驱集，使集拢e.g. The guide rounded up the tourists and led them back to thecoach．导游把游客集合在一起，领他们回到车上。
英语八年级上册-Unit5课件(含答案)
B. one B. town B. class B. hard B. the school B. before B. read B. home B. died B. So
C. some C. capital C. family C. easy C. work C. later C. see C. life C. read C. Why
第2课时 Reading
一、 根据教材P67的课文内容,补全下面短文,每空一词 A group of 1.___B_r_it_is_h_____ students from Woodpark
School in London are visiting Xinhua Junior High School in Beijing on an 2._e_d_u__c_a_ti_o_n_a_l _ exchange. They spend the 3.__w__e_e_k_d_a_y_s__ studying with Chinese students, and at the 4.__w_e_e_k_e_n_d_, they 5.___t_o_u_r______ around Beijing and visit places of interest with their 6.___h_o_s_t______ families. They have learnt to use 7.___c_h_o_p_s_t_ic_k_s_ to eat
—I can't agree more.
A. respect
B. realize
C. operate
( A ) 15. —Could you tell me how to get to the railway station?
冀教版八年级英语上unit5重点句
Unit 5 重点句总结Lesson25:1.It’s hard sometimes to talk about future.有时谈论未来很难。
2.I hope to be a teacher. 我希望当一名老师。
3.I wouldn’t give them too much homework to do on weekends.在周末我不会给他们太多作业。
4.You might be a scientist when you grow up.当你长大的时候你可能是一个科学家。
5.You should have a good rest and take some medicine.你应该好好休息并吃一些药。
Lesson26:6.What will I be when I grow up ?当我长大的时候会成为什么？7.I have a fear of heights, but that won’t stop me from being a pilot.我恐高，但那不会阻止我成为一名飞行员。
8.I can take small steps to overcome my fear.我能采取措施克服我的恐惧。
9.People would feel safer and more comfortable in my plane.在我的飞机上人们会感到更加安全和舒适。
Lesson27:10.This is making me tired. 这让我很累。
11.When Danny gets to fifty-one, he stops counting.当丹尼到达51的时候，他停止了数数。
12.Fast is the opposite of slow.快是慢的反义词。
13.Wish you a good future.祝你有一个美好的未来。
14.That’s very good advice.那是非常好的建议。
Unit5课文原文与翻译(素材)译林版九年级英语上》
译林版八年级上册英语课文及翻译UNIT 5英中对照版UNIT 5Comic stripWhat are you doing, Eddie?艾迪，你在干什么？I'm painting. You know I love art.我在画画。
你知道我是喜欢艺术的。
You love art?你喜欢艺术?Yes. Art is something pleasant and ...是啊，艺术能让人愉快，让人……And what? Why do you stop there?还让人什么？你为什么停下来了？Because I've found something more pleasant than art.因为我发现还有比艺术更让人愉快的事情。
Welcome to the unitWhat art form do you like?你喜欢哪种艺术形式？I like music.我喜欢音乐。
Really? What kind of music do you like best?是吗？那你喜欢哪种音乐？I prefer pop music.我喜欢流行音乐。
Who's your favourite singer?你喜欢哪个歌手？I just love Michael Jackson!我喜欢迈克·杰克逊。
Why do you love him?你为什么会喜欢他？Because he was the King of Pop. His musical talent was amazing.因为他是流行音乐之王啊。
他的音乐天赋太令人惊叹了。
ReadingMusic without boundaries音乐无国界Each time a medal was presented to a winner at the Beijing 2008 Olympic Games, the award music was played. Themusic was written by Tan Dun, a world-famous composter.在北京2008年奥运会上，每当奖牌颁发给比赛胜利者时，颁奖音乐随即就会响起。
Unit5Animalfriends5.Lesson5(课件)冀教版七年级英语上册
“Save the tigers” is a group of __________. The group hopes to save the tigers over the world. We need to stop ______ tigers in the_____. We should build more ______ ______. To save nature. We need to save the tigers.
Today, some people ____ and ___ tigers for _____. Some people _____ _______ trees in the mountains. Tigers lose their _____. The number of tigers in the wild _____ _______ quickly. We have to do something about it, or they may ______ forever.
Paragraph 1 Paragraph 2 Paragraph 3
We should save the tigers. Tigers are important to nature. Tigers are in danger of going extinct.
Careful Reading