综合教程第一册Unit 6说课大纲
教科版中职英语第一册Unit6Whatdoesyourfriendlooklike说课稿
教科版中职英语第一册Unit 6 What does your frie教科版中职英语第一册Unit 6 What does your friend look like 说课稿作为一名教师，编写说课稿是必不可少的，说课稿有助于提高教师理论素养和驾驭教材的能力。
快来参考说课稿是怎么写的吧！下面是小编为大家整理的教科版中职英语第一册Unit 6 What does your friend look like说课稿，仅供参考，希望能够帮助到大家。
Unit 6 What does your friend look like?第二次课说课稿一、课题Reading and writing Part A二、课时安排本单元约需四次课（8课时）完成，这是第二次课（2课时）。
三、教学内容Reading and writing Part A四、教学目标1.语言知识基本掌握课文中出现的重点词汇，词组和句型：tiny, quarrel, concentrate, worthy, gradually, work out, from then on ......2.语言运用能力能够比较充分地理解课文大意并完成所给的任务；能够使用所学的词汇和语言点简单复述课文主题。
3.社会人文素养学会关爱朋友，对“朋友”的概念有更深层次的理解，明白“患难见真情”的确切内涵。
五、教学重点与难点1.教学重点掌握本课的重点词汇与短语及句型；能根据上下文和构词法猜测词义并翻译句子；能够对全文大意作整体理解；能根据文章信息进行简单的推理、判断；提高运用英语的综合能力。
2.教学难点如何掌握阅读技巧和识别关键词来确定主题句，帮助提高阅读能力；如何提高阅读速度；如何帮助学生运用阅读策略，促进学生自主学习。
六、教与学方法任务驱动法，自主探究合作，体验式学习法和Repeating和Cooperation的学习策略。
七、教材分析本次课使用的英语教材是教育科学出版社出版的《英语》第一册。
新标准大学英语综合教程Book1-Unit6教案
大学英语2课程教案填表说明：每项页面大小可自行添减。
Unit 6 Shop till you drop!Teaching Content：Retail therapy or shopaholism?Lesson Type: Intensive Reading (New Standard College English Book 1)Total Time: 4.5 HoursClass/Object: Freshman (the second term)Teaching Procedures:Step 1Starting Point(15mins)➢Questions about shopping1 How often do you go shopping?2 What do you spend most money on?3 How often do you buy clothes?4 Which items you buy are essentials?5 How often do you buy presents for other people?6 Which do you prefer to use, credit cards or cash?7 Do you ever borrow money from friends or family, or from a bank?8 Do you try to save money?➢Work in pairs. Discuss which kind of shopping you enjoy most.☐going to the shopping mall☐home shopping on television☐online shopping☐mail order catalogue shopping➢Additional question:Can you give a definition to “shopaholic”?Step 2Introductory remarks (10mins)Sex and the City➢ a popular US television series set in New York City, featuring the professional and romantic lives of four women – Carrie, Samantha, Charlotte and Miranda ➢made into a film ten years later in 2008Brief introduction to the textStep 3 Words & Phrases and Language Points (135mins)Words & Phrases1. retail a.&vt.1) a.relating to the sale of goods directly to the public for their own use零售的，零卖的e.g. Production costs were once entirely out of joint with retail prices.生产成本曾一度与零售价格完全脱节。
新编实用英语综合教程1unit6教案
教案首页教课方案次序21课题Unit 6 Sports Events and Outdoor Activities课型□理论讲课班级□ 议论周次礼拜□习题□实验节次日■期技术训练□ 设计教课成效□ 实习授课时间教能看懂并能设计英语运动海报；能用英语简单讨论和评论某项运动；能流畅地读出学两个主题对话。
目能看懂典范（篮球竞赛、划船友情赛），认识美国人口头表达上述情形的方式。
标学习正确的语音语调。
设计学生基重生的录取总分基本在 240-450 之间，而高考的英语分数大多在 50 分左右，仅有 2%础的学生达到及格线。
分析教本次课为第二单元听闻课。
对话中涵概了表达体育运动和户外活动情形时，常用的材社交语。
听力短文为一篇介绍美国人喜爱户外烧烤的文章。
参看学生练习册分(workbook P78 ), 计划 2 学时达成。
析教法互动教课法（听与说的互动）；角色表演法选 Interactive Teaching Method; role-play择重 1. Understanding and designing a sports event poster点 2. Inviting and going to see a sports event难 3. Talking about and commenting on a sports点 4. Key words and expressions: cheer for/support,be eager/keen to, used to,分beat,析on the team教具Tape-recorder/Multi-medium/Language Lab.选用课堂组织Section Ⅰ & SectionⅡLanguage Points:主 1. the students ’ union2. Chinese opera板3.The Storm书4. freshmen设5. exhibit —计 6. available7.give sb. Some advice on8.make it look attractive9.highlight Unit Six1.well done2.It is ⋯who⋯3.too ⋯ to4.multi-purpose5.21st Century6.eager知序号知识点时间识◆ Pre-teaching点Introduction ---- Teaching Plan及Lead-in ---- Business Cards and Passport时◆ While-teaching间Follow the Samples ---- Meeting People for the First Time分Meeting People Again配Being all ears ---- Dialogue & Passage◆Post-teachingSummaryHomework---P89. Put in Use作计划部署实质部署业， P89.，P89.布置课后自评教案内容12’75’2’教课提示备课内容（教课方案、知识点、讲堂组织、教课方法等）SectionⅠTalking Face toFace参看学学·练练·考考(workbookP78,P86 ）SectionⅡBeing All EarsUnit Six: Sports Events and Outdoor Activities(Note ：★ ---focal point，▲--- difficult point)Ⅰ. IntroductionThe topic area of Talking Face to Face in this unit is to talkabout posters, notices, and announcements. The focus is on the patterns and terms that are appropriate for writing posters,notices and announcements.Ⅱ. Lead-in: posters1.Warm-up questions◇W hat are the purposes of sports event posters?◇Have you ever designed an English poster for any ofyour college sportsevent?2. Students read and translate the posters in this part under the guidanceof the teacher.Ⅲ. Sample Dialogues1.Warm-up questions◇Can you design a simple sports event poster in English?◇Do you know how to invite people to go and watch a sports game in English?◇A re you interested in making comments on a sports eventin English?◇H ow can you invite people to take part in an activity inEnglish?2.Students read the sample dialogues after the teacher and tryto find out the useful sentences and expressions forunderstanding and designing a sports event poster, or for inviting people to watch a sports game.3.Students practice the dialogues in groups.4.Give students several minutes to prepare shortconversations in pairs by simulating the five small dialogues.5.Students role-playthe similarsituationsthey createconsulting the five small dialogues, first in groups, and then in front of the class.Ⅳ. Assignments for this section:﹡Pair work: Invent some situations of inviting your classmatesto watch a sports game according to a poster.﹡Students do Put-in-Use exercises in groups in groups by reading out loud all the three dialogues they have completed.Ⅴ. Listening Practice1.Give the students a few minutes to read through theprinted materials for each listening item.2.Listen to the tape for the first time without looking at thebook.3.Play the tape with a pause after each sentence for the secondtime and ask the students to take notes of the key words.Dialogue 4.Play the tape for the third time, and ask the students tosimultaneously repeat while they are listening.5.Do all the exercises in this section.Ⅵ.ScriptBob: Xiao Li:Look, Xiao Li. What a clear day!Yes, it looks very nice. A good day for outdooractivities.Bob:Right. And it will be good for us to spend time outdoors.Xiao Li:What do youI haven'tfeel like doing exactly?made up my mind yet. What do you think?The GeneralBob:How about a bicycle ride to the lake area?Idea of theXiao Li:Good idea! Let's take a ride through the woods.PassageBob:Yeah! It would be so nice to take in the beauty of keynature.Xiao Li: see moreBob:Yes, indeed. We'd better go slowly so thatof theview.And we can take deep breaths of the fresh air.we canXiao Li:Nowlet'ssee what we should bring with us. Swimmingsuits? Bob:No, the water might be cold by now. Just some foodand drinks.Xiao Li:a good picnic Bob:by the lake.And how about the fishing rod and fishing line?(Omit)outdoors, families, charcoal smoke, popular, in a hot sauce, vegetables clever cook, so good, nobody, blue jeans, experienceOh, yes, and perhaps the barbecue grills . Barbecue grills? All right.With them we can have教案首页教课方案次序22Unit 6 Sports Events and Outdoor Activities (1)型■ 理□□□□技术□□授授班周次礼拜次日期教课成效教·牢 Passage 1 中所出的生和短，理解文粗心，学会用英体育活。
大学英语之基础英语综合教程第一册Unit 6
-- Provide important background information.
-- Explain important words or terms your reader
may not understand.
(point illustration with data result)
What is Paragraph 5 about?
How is this paragraph organized?
(factor 1 factor 2 illustration)
What is Paragraph 6 about?
Some groups, namely homeowners and landlords, will benefit from the new tax. Three students were mentioned, namely John, Sarah and Sylvia.
ensure, insure, assure, secure: ENSURE, INSURE and ASSURE are interchangeable in many contexts where they indicate the making certain or inevitable of an outcome, but ENSURE may imply a virtual guarantee <the government has ensured the safety of the refugees>, while INSURE sometimes stresses the taking of necessary measures beforehand <careful planning should insure the success of the party>, and ASSURE distinctively implies the removal of doubt and suspense from a person's mind <I assure you that no harm will be done>. SECURE implies action taken to guard against attack or loss <sent reinforcements to secure their position>.
uint6说课稿
Unit 6 I’m more outgoing than my sister.说课稿南湾中学教师：尹平安一、教材分析：１、教材的地位及作用：本单元围绕表述个人特征，对人物进行比较这个题材开展多种教学活动。
谈论个性特征学会运用形容词的比较级来比较人的个性特征是本单元的重点；另外本单元的词汇和短语是学生在中考复习过程中必须学习和掌握的基础知识，形容词的比较级是中考说明中明确规定的必考知识，因此本单元在中考复习过程中占有非常重要的地位。
２、教学目标：知识目标：(１)学习新单词：outgoing,serious, note, mean ----(２)掌握句型：He has shorter hair than Sam. He’s calmer than Sam.能力目标：提高学生听、说、读、写及知识自学的综合能力。
情感目标：①通过形象、生动的教学使学生掌握如何将人物作比较，并从中学会欣赏别人，享受与不同的人交往的乐趣。
②培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。
３、学习重点：1．能够熟记并正确使用下列单词：serious, note, mean，了解其他单词。
2．能够理解并应用形容词的比较级。
3．能听懂并能正确使用句型: Tina is taller than Tara./ Tom is more athletic than Sam.谈论对两种事物的比较。
学习难点：形容词比较级的变化规则及运用。
二、说教法：为了更好地突出重点，突破难点，我主要遵循学生认知过程的普遍规律和学生认识活动的特点，以各种任务和活动为载体，运用变化多样的教学形式，让学生进行自主学习、合作探讨、展示交流，以教师为主导，学生为主体教学的理念去学习本节课。
三、说学法：1.让学生抓住知识重点，通过听、说、读、写等学习方式，充分感知，积极体验。
2.通过小组合作的学习形式，让学生积极参于、团结合作、大胆实践，来争夺小组学习冠军。
《综合教程》(第2版)第一册 - 精品课件 - Unit6
Language Work
2. issue n. a subject or problem that is often discussed or argued about Ex. Unemployment is not the issue — the real problem is the decline in public morality. Ex. I just got a raise, so money’s no longer an issue. Collocation: raise the issue Ex. We should raise the issue of discrimination with the council. Synonyms: subject, problem 3.demanding adj. needing a lot of ability, effort, or skill Ex. Climbing is physically demanding, while studying is mentally demanding.
Para.2-3
Para.4-5
Structural Analysis
Para.6 The author briefly states the advantages of having a single child. It concludes that there is no simple answer to the question of whether or not to have a second child, and that the important thing, in the end, is to make the decision that a couple both feel confident about.
一年级上册英语说课稿-Unit6 lesson3 Fruit∣人教新起点
一年级上册英语说课稿-Unit6 lesson3 Fruit∣人教新起点一、教学目标语言技能目标1.学生能够听懂、会说单词：banana, orange, pear, apple。
2.学生能够听懂、会说句型：“What fruit do you like? I like _____.”3.学生能够了解水果的名称，并描述其颜色和形状。
情感态度目标1.培养学生的口语交流能力。
2.增强学生对英语学习的兴趣。
3.让学生了解水果的基本知识，增强他们对健康饮食的认识。
学习策略目标1.让学生学会使用问句和答句来进行简单的交流。
2.培养学生自主学习的能力。
二、教学重难点教学重点1.学生能够听懂、会说单词：banana, orange, pear, apple。
2.学生能够听懂、会说句型：“What fruit do you like? I like _____。
”教学难点学生能够正确使用句型：“What fruit do you like? I like _____。
”进行简单的英语口语交流。
三、教学内容及过程安排教学内容1.单词：banana, orange, pear, apple。
2.句型：“What fruit do you like? I like _____。
”3.描述水果的颜色和形状。
教学过程安排1. Warm-up通过展示一些图片或实物水果，让学生猜测它们的名称。
然后复习一些之前学过的水果单词，如：grape, strawberry, watermelon。
2. Presentation通过展示单词卡片，让学生学会发音和拼写四个新单词：banana, orange, pear, apple。
3. Practice教师用句型：“What fruit do you like? I like _____。
”进行示范，然后让学生跟读。
之后，进行操练，教师可以提问学生“你喜欢什么水果？”学生回答后，教师再让学生复述说的内容，这样可以加深学生对句型的理解。
新版大学英语综合教程第一册章节6课文解读
新版大学英语综合教程第一册章节6课文解读导语：有些动物是有思想的，而且有些动物是很聪明的，下面是一篇谈论这方面的英语课文，欢迎大家阅读。
Animal IntelligencePart I Pre-reading TaskListen to the recording two or three times and then think over the following questions:1. What do you know about Michael Jackson?2. How does he feel about Ben? Why?3. Do you think the song Ben reveals something about the relationship between man and animals? If so, what is it?4. Is the song related to the theme of the unit —animal intelligence? How?Part IITextFood, warmth, sleep? Their thoughts may be much deeper than that.WHAT ANIMALS REALLY THINKEuqene LindenOver the years, I have written extensively about animal-intelligence experiments and the controversy that surrounds them. Do animals really have thoughts, what we call consciousness? Wondering whether there might be better ways to explore animal intelligence than experiments designed to teach human signs, I realized what now seems obvious: if animals can think, they will probably do their best thinking when it serves their own purposes, not when scientists ask them to.And so I started talking to vets, animal researchers, zoo keepers. Most do not study animal intelligence, but theyencounter it, and the lack of it, every day. The stories they tell us reveal what I'm convinced is a new window on animal intelligence: the kind of mental feats animals perform when dealing with captivity and the dominant species on the planet — humans.Let's Make a DealConsider the time Charlene Jendry, a conservationist at the Columbus Zoo, learned that a female gorilla named Colo was handling a suspicious object. Arriving on the scene, Jendry offered Colo some peanuts, only to be met with a blank stare. Realizing they were negotiating, Jendry raised the stakes and offered a piece of pineapple. At this point, while maintaining eye contact, Colo opened her hand and revealed a key chain.Relieved it was not anything dangerous or valuable, Jendry gave Colo the pineapple. Careful bargainer that she was, Colo then broke the key chain and gave Jendry a link, perhaps figuring. Why give her the whole thing if I can get a bit of pineapple for each piece?If an animal can show skill in trading one thing for another, why not in handling money? One orangutan named Chantek did just that in a sign-language study undertaken by anthropologist Lyn Miles at the University of Tennessee. Chantek figured out that if he did tasks like cleaning his room, he'd earn coins to spend on treats and rides in Miles's car. But the orangutan's understanding of money seemed to extend far beyond simple dealings. Miles first used plastic chips as coins, but Chantek decided he could expand the money supply by breaking chips in two. When Miles switched to metal chips, Chantek found pieces of tin foil and tried to make copies.Miles also tried to teach Chantek more virtuous habits such as saving and sharing. Indeed, when I caught up with theorangutan at Zoo Atlanta, where he now lives, I saw an example of sharing that anyone might envy. When Miles gave Chantek some grapes and asked him to share them, Chantek promptly ate all the fruit. Then, as if he'd just remembered he'd been asked to share, he handed Miles the stem.Tale of a WhaleWhy would an animal want to cooperate with a human? Behaviorists would say that animals cooperate when they learn it is in their interest to do so. This is true, but I don't think it goes far enough.Gail Laule, a consultant on animal behavior, speaks of Orky, a killer whale, she knew. "Of all the animals I've worked with, he was the most intelligent," she says. "He would assess a situation and then do something based on the judgments he made."Like the time he helped save a family member. When Orky's mate, Corky, gave birth, the baby did not thrive at first, and keepers took the little whale out of the tank by stretcher for emergency care. Things began to go wrong when they returned the baby whale to the tank. As the workers halted the stretcher a few meters above the water, the baby suddenly began throwing up through its mouth. The keepers feared it would choke, but they could not reach the baby to help it.Apparently sizing up the problem, Orky swam under the stretcher and allowed one of the men to stand on his head, something he'd never been trained to do. Then, using his tail to keep steady, Orky let the keeper reach up and release the 420-pound baby so that it could slide into the water within reach of help.Primate Shell GameSometimes evidence of intelligence can be seen in attemptsto deceive. Zoo keeper Helen Shewman of Seattle's Woodland Park Zoo recalls that one day she dropped an orange through a feeding hole for Melati, an orangutan. Instead of moving away to get it, Melati looked Shewman in the eye and held out her hand. Thinking the orange must have rolled off somewhere inaccessible, Shewman gave her another one. But when Melati moved off, Shewman noticed the original orange was hidden in her other hand.Towan, the colony's dominant male, watched this whole trick, and the next day he, too, looked Shewman in the eye and pretended that he had not yet received an orange. "Are you sure you don't have one?" Shewman asked. He continued to hold her gaze steadily and held out his hand. Giving in, she gave him another one, then saw that he had been hiding his orange underneath his foot.What is intelligence anyway? If life is about survival of a species — and intelligence is meant to serve that survival — then we can't compare with pea-brained sea turtles, which were here long before us and survived the disaster that wiped out the dinosaurs. Still, it is comforting to realize that other species besides our own can stand back and assess the world around them, even if their horizons are more limited than ours.New Words and Expressionsextensivelyad. to a large extent, or in a large amount 广泛地;大量地intelligencen. 智力intelligenta. 聪明的，有才智的controversyn. 争论，争议surroundvt. be or go all around (sth. or sb.) 围绕;包围consciousnessn. 意识explorevt. examine thoroughly, learn about 探究，探索obviousa. easy to see and understand; clear 明显的vetn. 兽医encountervt. meet, esp. unexpectedly 遇到，遭遇revealvt. make (sth.) known 展示;揭露convincevt. make (sb.) feel sure by the use of argument or evidence 使确信，使信服feat▲n. 技艺;业绩，功绩captivityn. 被俘;监禁;束缚dominanta. ruling; most important or strongest 统治的;占优势的speciesn. (单复同)物种make a dealreach an agreement or arrangement, esp. in business or politics 达成交易conservationistn. 自然资源保护论者femalea. 雌的;女(性)的n. 雌性的动物或植物;女人gorillan. 大猩猩suspicious▲a. causing or showing a feeling that sth. is wrong 可疑的;猜疑的peanut▲n. 花生blanka. without expression; without writing, or other marks 没有表情的;空白negotiatevi. discuss in order to come to an agreement 谈判，协商staken. (usu.pl) 奖品;奖金;赌注pineapplen. 凤梨，菠萝maintainvt. continue to do or have (sth.) 保持;继续relievevt. free (sb.) from pain, anxiety, etc.; ease (pain, anxiety, etc.) 使减轻痛苦或焦虑等;减轻(痛苦或焦虑等)linkn. 链环;环节;联系v. join or connect 联系，连接orangutann. 猩猩undertakevt. (undertook, undertaken) carry out; take upon oneself (a task, etc.) 从事;承担(任务等)anthropologistn. 人类学者figure outunderstand; reason out 理解;推断出extendv. (cause to) stretch or reach; make larger or longer 延伸，伸展;扩大;加长dealingn. (usu.pl) business relations 交易，买卖plastica. 塑料的chipn. 薄片;碎片;集成电路片expandv. (cause to) grow larger 扩大，扩展switchv. change; shift 转换，变换foil▲n. 金属薄片，箔virtuousa. showing moral goodness 有道德的;善良的envyvt., n. 妒忌;羡慕grapen. 葡萄promptlyad. immediately 立即地stemn. 茎，(树)干，(叶)梗whalen. 鲸cooperatevi. act or work together 合作，协作behavioristn. 行为主义者in sb.'s interest(s)to sb.'s advantage 为了某人的'利益go farhelp very much; achieve much success 帮助很大;很有成效consultantn. 顾问behaviorn. the way one acts or behaves 举止，行为assessvt. judge the quality, importance or worth of 评估，估量judgmentn. 判断;意见，看法maten. 配偶;伙伴，同事thrivevi. grow strong and healthy; develop well 茁壮成长;兴旺at firstat the beginning 起先stretchern. 担架emergencyn. an unexpected and dangerous happening which must bedealt with at once 紧急情况;突然事件go wrongstop developing well 有毛病，出故障haltv. (cause to) stop 停住，停止throw up(infml) vomit 呕吐apparentlyad. it is clear (that) 明显地size upcarefully examine (a situation or person) in order to make a judgement 估量，判断releasevt. set free 释放slidev. (cause to) move smoothly along a surface (使)滑动primaten. 灵长目动物evidencen. sth. that gives a reason for believing sth.; trace 证据;迹象deceivev. try to make(sb.) believe sth. that is false 欺骗inaccessiblea. very difficult or impossible to reach 达不到的;难得到的originala. first or earliest 最初的;原始的colonyn. (生长在同一地方的动物或植物)群，群体;殖民地malen. 雄性动物或植物;男子a. 雄的;男(性)的gazen., v. 凝视，注视give in让步;屈服;投降underneathprep., ad. under or below 在…下面，在…底下pea-braineda. 笨的turtlen. (海)龟survivev. remain alive in spite of; continue to live or exist after 幸免于;继续存在，幸存survival n.disastern. an event causing great suffering and damage 灾难wipe outget rid of or destroy 消灭，消除dinosaurn. 恐龙horizonn. 眼界，见识;地平线Proper NamesUgene Linden尤金·林登Charlene Jendry查伦·延德里Columbus Zoo哥伦布动物园Colo科洛(文中指动物名) Chantek夏特克(文中指动物名)Lyn Miles琳·迈尔斯University of Tennessee田纳西大学Zoo Atlanta亚特兰大动物园Gail Laule盖尔·劳尔Orky奥基(文中指动物名)Corky科基(文中指动物名)Helen Shewman海伦·休曼Seattle西雅图(美国华盛顿州西部港市) Woodland Park Zoo伍德兰公园动物园Melati梅拉蒂(文中指动物名) Towan托温(文中指动物名)。
2019整理全新版大学英语第一册unit6 讲稿.doc
2. Group Discussion:
1)Describe the most romanticthing that happened to you orthe most touching love story you have heard..
The Main Concourse seen here is an immense space 120 feet wide, 375 feet long and 125 feet high. Although the Terminal had suffered neglect in the 1970’s and 1980’s, a massive four-year restoration project was recently completed and you’ll be amazed at how new this place looks! One of the biggest jobs of this restoration was to the vast vaulted ceiling. Painted like an evening sky with more than 2500 gilded stars and constellations, it allows New Yorkers something they never get to see.
2)Grand Central Station
Grand Central Station lies inManhattan,New York, and it is the largest and busiest railway station in the world. As you approach it from42ndStreet, you’ll be facing this triumphant facade featuring a fifty-foot pediment with statues of Hercules, Minerva and Mercury surrounding a clock. This interior of Grand Central is also an amazing sight and will transport you to another time.
一年级上册英语说课稿- Unit 6 Fruit lesson 1 人教新起点
一年级上册英语说课稿- Unit 6 Fruit lesson 1 人教新起点一、教学目标1.能够听、说、认读单词apple、orange、banana、pear等水果名称。
2.能够听懂、读懂、并能用简单语句表达自己喜欢/不喜欢某水果。
3.能够在实际情境中正确运用所学语言和知识，进行简单的交流。
二、教学内容1.单词：apple、orange、banana、pear等水果名称。
2.用语：Do you like…? Yes, I do. / No, I don’t.三、教学重点与难点1.教学重点：教学生认读单词，掌握简单的说和表达。
2.教学难点：学生之间的交流，运用语言进行简单交流。
四、教学过程1. 热身 (Warm-up)1.唤起学生对水果的兴趣，播放一首适合儿童的水果歌，激发学生对水果的认知。
2.以英文水果大红桃的卡通形象向学生介绍今天的英语课程。
3.安排各种课堂游戏，提高学生的趣味性，调动学生积极性。
2. 输入 (Input)1.教师使用图片，最好是真实水果，展示apple、orange、banana、pear等水果。
2.让学生跟着老师回忆水果的名称，重点反复让学生跟读，直到掌握为止。
3. 练习 (Practice)1.听录音，连线练习。
(老师为每个单词录音，并在白板或选择题作业中让学生连线)。
2.兔子喜欢吃的是什么？美食家喜欢吃的是什么？以轮流的形式展开学生之间的对话，使用Do you like…? Yes, I do. / No, I don’t 的句型。
4. 巩固 (Consolidation)1.教师播放一个水果的录音，让学生猜是什么水果?2.教师随意拿出一些水果，让学生先说出水果的名称，再描述说出自己是否喜欢这个水果。
5. 结束 (Conclusion)教师安排各种适当的游戏结束本节课，学生了解所学内容，并回忆本节课的重点。
五、教学扩展1.增加复数形式及其他水果的名称扩展学生的水果词汇。
第一册Unit6_Section C教学设计
Unit 6 TravelSection C Travel in Bangkok曼谷之旅I.Analysis and Design of the Teaching Material 教材分析与教学设计本课题型为reading(阅读课)，教学内容是省编英语新教材第一册第6单元Section C Travel in Bangkok，主要介绍泰国首都曼谷的地理位置及最知名的景点。
通过阅读，带领学生走进泰国，了解异国他乡的风土人情，拓宽学生的视野；同时，通过略读、细读等形式培养学生的阅读技巧，提高学生的阅读能力。
整节课的设计以教师作为一名导游，带领课堂上的学生（游客）进行一次旅行为主线，层层深入，趣味性十足。
第一步骤是课堂小调查(寻觅你的旅行足迹)。
通过课前欣赏教师本人假期旅行的照片，引导学生回想自己的旅行足迹，引出话题。
紧接着以一段视频为导入，让学生猜猜今天大家去哪里，吊足学生胃口。
第三步，神秘城市（曼谷）浮出水面；游客在地图上明确旅行城市的地理位置。
第四步围绕文章展开。
但是，作者并没有采用传统的阅读课形式，而是以导游（教师）的行程安排为线索，融入听、读、说多种形式。
首先让游客简单浏览宣传单（文章），明确本次旅行的主题以及依次参观的景点。
紧接着，游客到达第一站—感受曼谷佛教精神，了解曼谷的特色佛教建筑。
第二站—体验“东方威尼斯”，来到曼谷的水上市场，走走看看，了解风土人情；要是喜欢，还可以带些当地特色食物回家。
第三站—享受金色沙滩（夜晚之旅）。
回到家，学生都兴奋不已，向家人、朋友讲述自己的所见所闻，其实质是让学生对某个景点的一个回顾以及概述。
这样的巧妙处理，就显得富有趣味性。
第五步，将旅游的娱乐性上升到一个精神层面，通过小组活动，引导学生爱护旅游资源，争当文明游客。
第六步，以快速抢答的形式，学生积极总结曼谷的地理位置、天气、知名景点等，对整节课进行总结。
II.Analysis of the Students本册教材针对职业类学校的高一学生。
新世纪大学英语综合教程第一册Unit6课件
English Songs
Video Clip Background Information Discussion
Many Americans celebrate Christmas as an important, but non-religious, holiday. To all, however, it is a special day of family, food, and exchanging gifts. For many people, Christmas means traveling long distances to be with their families. Christmas is probably the most special day of the year for children. One thing that makes it special is the popular tradition of Santa Claus. Young children believe that Santa Claus is a fat, kind, old man in a red suit with white fur. They believe that — on the night before Christmas — he travels through the air in a sleigh pulled by reindeer. He enters each house from the top by sliding down the hole in the fireplace. He leaves gifts for the children under the Christmas tree. Americans spend a lot of time and money buying Christmas presents. The average American family spends about eight hundred dollars. Stores and shopping centers are crowded at this time of year.
(全新版)大学英语《综合教程》第一册Unit6
• 10. dominant: ruling; stronger, more powerful, or more noticeable than other people or things • Examples: 1) Charlie Chaplin was a dominant figure in the American film industry. 2) a dominant position 统治地位 • 11. make a deal: reach an agreement or arrangement, esp. in business or politics • Examples: 1) I'll make a deal with you — you wash the car and I'll let you use it tonight. • 2) The car company has made a deal with a Japanese firm, which will supply engines in exchange for brakes. • 12. ... only to be met with a blank stare: • Only to (do sth.) is often used to indicate that sb. did sth. with a disappointing or surprising result. Infinitive to functions as result adverbial. • Examples: 1) He hurried to the railway station, only to find that the train had left. 2) He had once tried inviting her out, only to meet with a rather cool response.
初中英语第一册Unit6教案6
初中英语第一册Unit6教案6第一篇：初中英语第一册Unit 6教案6牛津初中英语第一册Unit 6教案第六课时Teaching Plan for Integrated Skills Objectives:1, To listen to a description and identify specific details.2, To listen to a narrative focusing on adverbs for general understanding.3, To make inferences from pictures and keywords.4, To listen for specific meaning and respond by completing part of the story.5, To ask questions about materials fluently.6, To describe materials.Teaching Procedures: 1, Greetings.2, Review the main items of the last lesson.3, Talk to the students about their favorite piece of clothing.Ask questions about how that piece of clothing was made and how it might feel.Tell them a story about one of your favorite clothing items.4, Ask students to look at the different parts of the trainer in Part A1.Play the tape, have students label the parts of the trainer.Divide students into pairs and ask them to compare their answers: 1, tongue 2, stripes 3, shoelace 4, sole5, Ask students to read Part A2 individually.Identify any words they do not know.Check the meaning of the word “sew”.Play Part A2 of the recording.Have students compare their answers in pairs and then check for the correct sequence of sentences.Answers: 3 1 4 6 5 26, Ask students to do Part A3 individually as a quick revision activity.Check answers.Answers:chose, came, cost, finished, gave, looked, stayed, took7, Tell students to read the second part of the story(Part4).Then play the recording and have students complete the story by listening for the verbs.The tell students to read thestory to each other.8, Ask the students to do the task in Part B.9, Present the conversation line by line focusing on intonation and the linking of words.10, Ask more students to add any materials they know to make up the conversations.Show them a sample conversation as the following: A: What is the belt made of? B: It is made of leather.A: What is the dress made of? B: I know.It is made of silk.A: What are these trousers made of? B: They are made of cotton.A: OK.What is the scarf made of? B: Oh, I know that one.It is made of wool.11, Homework: To write a story with the title of “The life of leather shoes” or “The life of T-shirt”...第二篇：初中英语第一册初中英语第一册（上）综合测试______班姓名________________一、词形转换(70)it is(缩略形式)___________no(反义词)___________where’s(完全形式)___________U(同音词)___________I’m fine（同义句）___________who’s(完全形式)___________ man（对应词）___________this（对应词）___________do not(缩略形式)___________boy（对应词）___________wrong(反义词)___________it（物主代词）___________know（同音异义词）___________thank（复数）___________goodbye（同义词）___________class（复数）___________they（形容词性物主代词）___________ boy（复数）___________ buses（单数形式）___________these（对应词）___________ Oo （同音单词）___________I（宾格）___________box（复数）___________that（复数）___________are not（缩略形式）___________we（形容词性物主代词）___________there(反义词)___________they（宾格）___________to（同音词）___________new(反义词)___________right（反义词）___________his（主格）___________boy（复数）___________she is（缩略形式）___________ Chinese （复数形式）___________she（形容词性物主代词）___________ their（同音异义词）___________twin（复数）___________under（反义词）___________who is（缩略形式）___________ same（反义词）___________don’t（完全形式）___________ cannot （缩略形式）___________it（物主代词）___________写出下列词的复数形式1.child__________2.watch ____________3.Englishman ____________4.American __________5.box ___________6.bus ___________7.boy ____________写出各词的反义词或对应词。
一年级上册英语说课稿-Unit 6 Fruit Lesson 1｜人教新起点
一年级上册英语说课稿-Unit 6 Fruit Lesson 1｜人教新起点一、教学目标1.知识目标1.掌握单词：apple, banana, pear等。
2.能正确说出所学水果的名称。
3.掌握简单的口头表达和书写。
2.能力目标1.能够用英语描述所学水果的外观和口感。
2.能够理解简单的英语对话并进行回答。
3.情感目标1.提高学生对英语学习的积极性。
2.培养学生的合作意识。
二、教学准备1.创意课件、水果图片。
2.单词卡片、小黑板、色彩笔。
3.其他必要教学材料。
三、教学内容及步骤步骤一：导入1.利用图片引发学生对于今天要学习的主题的猜想。
2.学生观察并回答：What are they?3.展示已学过的一些现代化水果，并简单询问学生它们的名字。
4.教师表示对水果的热爱，利用相关单词引发学生对课程主题的兴趣。
步骤二：呈现1.学生观看课件，认识并复习所学水果单词。
2.学生独立朗读所图中的水果单词，并熟悉它们的发音。
3.学生和老师一起操练句子“How about an apple?”。
4.学生自己对着幻灯片读出句子，然后跟着功底模仿。
步骤三：练习1.学生分小组，进行口头练习。
2.进行利用小黑板自己完成写单词的活动。
3.花数分钟让每个小组展示（口头或书写）所学的水果单词。
4.老师带领学生进行齐声复习。
步骤四：降温1.学生共同完成一道游戏问题，问题：Can you spell apple?2.用简单的句式对所学水果发表一些见解：a. It’s sweet.b. It’s juicy.c. It’s crispy.步骤五：小结1.让每个人描述他们最喜欢的水果是什么，为什么喜欢。
2.讲解所学到的一些短语，如：How about an orange?3.鼓励与激励通过拓宽词汇量和加强操练积极性。
四、思考反思在一年级上册英语的第六单元中，我们以水果这个生活中常见的话题作为主题，通过呈现、练习和降温等多种方式，使孩子们认识和掌握了不同种类的水果单词，并能简单描述口感和外观等特征。
新核心综合学术英语教程第一册 Unit 6
mpatheticis kind to those people in misfortune. 21) Miss Sy_________
22) Miss E_________ motional shows her feelings very openly.
Learning objectives
In this unit, students are expected to:
kind and careful.
2) Miss De________puts her heart into things she is doing. dicated 3) Mr. Co__________ nsiderate always thinks of what other people need and will be kind enough to help the blind cross the street. 4) Mr. Ad___________ venturous likes to go to wild and unexplored places and do risky things. 5) It is hard to upset Mr. C_______. alm 6) Mr. Ag_________ gressive is always ready for a fight.
Most research tends to suggest that our basic personality is 人之初 性本善 性相近 习相远 inherited but that many factors shape personality as we 苟不教 性乃迁 教之道our 贵以专 grow mature. Not a result of genes.
一年级上英语说课稿-Module 6-外研版(一起)
一年级上英语说课稿-Module 6-外研版（一起）一、教材分析•课程名称：一年级上英语•教材版本：外研版（一起）•课时安排： 2课时•Module 6内容：Let’s move!•核心目标语言： run, jump, skip, hop, walkModule 6的内容是关于运动的，引入了五个动词：run, jump, skip, hop, walk。
通过故事情境的方式，让学生在理解这些动作的同时，尝试使用这些单词来句子，表达自己的动作。
让学生不仅听得懂并理解英语单词，更能说出英语单词，达到了听、说、读、写全面发展的目的。
同时，还帮助学生提高了自己的英语听力和口语能力。
二、教学目标本节课主要让学生能够听、说、读、写五个动词：run, jump, skip, hop, walk，同时让学生了解与这些单词相关的基本概念。
根据学生的年龄和能力，本课的教学目标如下：•能理解并准确说出上述五个英语单词；•能结合实际动作，使用所学单词进行简单交流；•能听懂并简单回答与所学单词相关的问题；•能通过这些单词学习到有趣的动作运动。
三、教学准备•教学PPT；•学生小组卡片；•学生板书笔四、教学过程第一步：Warm-up老师可以使用一些暂时的游戏活动，来调动学生学习英语的兴趣。
比如：•Music time：为了放松学生，老师可以播放一些英文动画歌曲，让孩子们跟着音乐节奏拍手、摇晃身体并跳舞。
•Simon Says：老师依次说出一些动作，比如“Simon says，clap your hands”、“Simon says，take big steps”等等，如果老师没有说“Simon says”，学生不能进行动作。
如果有学生违反规则，他（她）就被要求离开游戏。
第二步： Presentation在引入新单词之前，可以让孩子看一段视频或幻灯片展示，让他们对即将学习的活动产生更多的兴趣。
在展示完成之后，Teacher可以上黑板或PPT中展示五个图片，分别对应着run, jump, skip, hop, walk，然后一个一个介绍。
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综合教程第一册U n i t6何兆熊主编说课大纲
课程:综合英语一
教材:综合教程第一册，何兆熊主编
课文:第六单元第一课“为了一个性别平等的社会¡”
一、课程分析
综合英语课是英语专业基础阶段的主干课程，要求培养学生的综合交流技能、提高听说能力、掌握积极地态度、注重合作学习、具备一定学习策略。
教师应当通过课堂活动和组织学生进行课前准备，在提高学生语言交流技能的基础上，提高其学习兴趣，开阔文化视野并最终提高学生语言能力。
二、学生分析
由于学生是翻译专业的大一新生，学生语言能力不强，尚未养成开口说英语的习惯。
解决方法: 将二十七名学生分为四个学习小组，注重课前准备，创造宽松的课堂氛围。
三、单元分析
综合英语第一册是上海外语教育出版社为基础阶段的英语专业学生提供的的，其选材关注社会、文学、文化、教育领域，旨在帮助掌握语言点的同时强化背景知识，促进交际活动。
本单元是一篇论说文。
通过论证说明男子学校和女子学校都不能实现教育的目的，只有男女同校才能促进实现教育的功能，促进一个性别平等的社会。
文章结构清晰，共分为：立论、驳论、论证和结论四个部分。
四、教学方法
交际教学法
五、教学目标
通过学习课文，要求学生掌握略读的方法，获得文章大意梗概；掌握扫读的方法，获取细节信息；同时理解男女同校教育的优点及性别分校教育的缺点；并且掌握论说文的写作方法。
六、教学步骤
1. 阅读前活动(8 分钟)
1) 什么是男女同校? （co-education）
2) 什么是女权运动（feminism）&女性化(feminine)?
3）在学校、家庭和社会中是否存在对女性的歧视？
4) 男生和女生是否有各自特殊的才能及擅长的科目?
2. 阅读时活动(50 分钟)
1) 默读(5 分钟)
请用一句话总结全文大意
2) 小组活动(10 分钟)
练习题P83-84.
3) 详解文章. (35 分钟)
※讲义（已提前发给学生准备的内容）
P1(1-2)
(1) 课文描述了哪些性别偏见？
(2) 第二段大意是什么?
P2(3-4):
(1) 作者认为什么是教育的目的?
(2) 为什么男女分校的教育不能实现教育的目的?
(3) 男女合校有哪些优点和好处?
P3(5)
（4）你是否同意男女合校是最理想的教育方式?
(5) 最后一段的大意是什么?
作者观点我的观点
教育的目的
男女合校的好处
男女合校的坏处未讨论
男女分校的坏处
男女分校的好处未讨论
结论
在此部分中，1）、2）任务是为了培养学生的阅读技巧，包括通过跳读获取大意，扫读获取细节，以及根据上下文猜词意的技巧。
2）和3)是小组活动，用来帮助学生增强合作学习及自学能力。
3. 阅读后活动(60 分钟)
1) 写作技巧(10 分钟)
学生讨论文章是如何组织，为何能够有说服力。
提出论说文的结构模式及常用的论据：（个人体验、观察、计算、取样、分类、经验调查、内部材料、采访调查、问卷调查、图书资料、电子资料、录音资料等方法）
2) 交互活动：说说性别歧视(35 分钟)
讨论主题已经提前告知学生准备，堂上讨论后，每组围绕相关问题组织一篇堂上演讲。
★学校(第一组)
在以下的科目里，哪些是女生/男生的强项？何以见得？（数学, 语言类物理, 化学历史, 艺术、音乐, 计算机等）
学校教育中有性别歧视么？（举例）
男生/女生能够接收到完全一样的教育么？
老师对于男生/女生的态度是否完全公平？
校园里存在对女学生的歧视么？
假如你是老师，你会有性别歧视么?为什么?
★家庭中(第二组)
传统的男性/女性在家庭中的角色是什么？
当今社会，男性/女性性别角色是否有变化?请举例说明。
男孩/女孩在家被同样看待么？(过去?现在？)
假如你或你太太怀孕了，你希望拥有一个男孩还是女孩？
★社会中(第三组)
大学生就业的时候是否会存在性别歧视？举例说明
公司/政治生活中是否存在性别歧视？举例说明
假如你是一家大公司的老总，在选择雇员的时候你是否会有性别歧视？为什么？
★做女人/男人真好！（第四组）
做女人好还是做男人好?
女性、男性谁的压力更大? (家庭、学校、工作场所)
男性和女性有什么不同的才能和特长?
如果可以选择，你希望有一个儿子还是女儿?
3) 头脑风暴(15 分钟)
老师提问每组一个问题，要求现场作答。
代表答题，运用所学论证技巧（驳论、论证、分析）
4. 布置作业(2 分钟)
1) 掌握所学生词、难词、词组以及重点句子
2) 论说文写作(150 字).
《女人是否应该呆在家里？》Should women’s place be at home?
七、教学反思
1）学生语言能力有限，活动受限制
a. 教师应当注重学生课前准备活动，增加课前组内讨论弥补其语言能力的不足。
b. 头脑风暴环节比较挑战。
学生很难即兴组织语言），给出切题、中的、有利的辩驳。
但对于提高学生语言能力和思辨能力是有益的尝试，应当帮助学生逐步适应此类活动。
2）课后反思
a. 活动内容很充实，时间把握需要格外注意。
b. 应当给学生创造宽松的环境，注意采用激励机制，帮助学生取得较好的学习效果。
八、结束语
一年级的综合英语课是以听说为重点，拓展词汇、文化背景、交际能力、学习策略为目的的综合性的基础课程，对于语言，文化、学习态度及策略必须多管齐下才能实现课程的教学目的。