Materials电子教案unit5

合集下载

人教九年级英语unit5教案

人教九年级英语unit5教案一、教学目标。

1. 语言知识目标。

- 学生能够正确使用下列重点单词和短语：be made of, be made from, be made in, be made by, chopsticks, coin, fork, blouse, silver, glass, cotton,steel等。

- 掌握一般现在时的被动语态的结构（am/is/are + 过去分词）及其用法。

2. 语言技能目标。

- 听：能听懂有关物品的制作材料、产地等方面的简单对话。

- 说：能够用英语询问和描述物品是由什么制成的、在哪里制造的等。

- 读：能读懂介绍产品制造相关信息的文章。

- 写：能够根据提示写出含有被动语态的句子，描述物品的制作情况。

3. 情感态度目标。

- 了解不同国家的特色产品及其制作工艺，增强文化意识。

- 培养学生的环保意识，意识到资源回收利用的重要性。

二、教学重难点。

1. 教学重点。

- 掌握一般现在时的被动语态的用法。

- 学会运用be made of, be made from, be made in, be made by等短语描述物品的相关信息。

2. 教学难点。

- 区分be made of和be made from的用法差异。

- 正确运用一般现在时的被动语态进行书面表达。

三、教学方法。

1. 情景教学法。

通过创设各种与物品制作相关的情景，让学生在真实的语境中学习和运用英语。

2. 任务驱动法。

布置各种任务，如小组讨论、角色扮演、调查等，让学生在完成任务的过程中提高语言综合运用能力。

3. 直观教学法。

运用图片、实物等直观教具，帮助学生更好地理解和记忆单词和短语。

四、教学过程。

（一）导入（5分钟）1. 展示一些常见物品的图片，如筷子、硬币、衬衫等，问学生：“What can you see in the pictures?”引导学生说出这些物品的英文名称。

2. 然后拿出一个用竹子做的筷子和一个用金属做的硬币，问学生：“What are they made of?”引出本节课的重点短语be made of。

人教版高中英语必修二Unit5 Music-Listening and Speaking教案

2019新人教高中英语必修二Unit5Music-Listening and Speaking 公开课教案Analysis of the materials:The theme of this class is music(listening and speaking part). In order to arouse students’ interest in this class, teacher chooses this topic to connect with the students. The listening skill-paraphrase and the reasons for liking music should be emphasized. Except those key points, students should understand the basic knowledge of music and know to enjoy the Chinese music-Peking opera to enhance their patriotism.Analysis of the students:The students of Grade One haven’t got a good listening ability, which still needs to practise and improve. Compared to listening ability, their speaking ability is worse and they don’t dare to speak English. They don’t have chances to talk in English. Also, students are of different levels. However, this topic is related to our daily life. Students may be easy to get themselves involved in the class.Teaching aims:1.Core values(核心价值):Comprehend the profoundly musical culture especially Chinese music-- Peking opera and enhance students’ love for national culture.2.Subject quality(学科素养):(1) Theme: Music( listening and speaking part )(2) Expression: Know how to express music preferences and reasons for liking music.3. Key competency(关键能力):Use the listening skill -predicting, paraphrasing - to process specific information and answer the relevant listening questions.Insist accurate and fluent principles to express reasons for liking music.4.Essential knowledge(必备知识):After the class, the students are supposed to⑴know the common types of music.⑴grasp one listening skill --- Paraphrase.⑴express music preferences and reasons for liking music⑴polish your reasons for liking Peking Opera simplyTeaching key and difficult points:1.Help students to get familiar with different kinds of music through listening practice and know the function of paraphrase in listening.2.Enable students to be aware of the function of paraphrase in listening.Teaching procedures:StepⅠLead-inActivity1 The teacher is advised to talk with their students about music festival.Boys and girls, before our listen, let’s work in pairs and discuss what music festival is.What would you like to do in the music festival? Share your ideas with partner.Activity 2 Look at the opening page and talk about it.1.What are they doing?2.Can you name some of the musical instruments that the performers are using?Suggested answers:1.They are performing classical music.2.Piano, violin, flute, drum, bagpipes, saxophone,etc.StepⅠListeningActivity 1 Warming upBefore listening,match the pictures with the correct types of music.A.Chinese traditionalB.classicalC.country musicD.hip-hopSuggested answers:1. B2.A3.C4.DActivity 2First listeningListen to the interviews and find out what kind of music the three students each like.1.The first student likes to .2.The second student likes to .3.The third student likes to .Suggested answers:1.listen to country music2.dance to hip-hop music3.play country musicActivity 3Second listeningThe reporter paraphrased some of the answers.Listen to the interviews again and complete the sentences with the words you hear.1.A:Country music touches my heart.B:So you like music that’s of ?2.A:When I listen to hip-hop,I just have to move!B:So it makes you want to ?3.A:Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B:So to you,it’s and ?Suggested answers:1.full of feelings2.want to dance3.peaceful and beautifulActivity 4Third listeningListen to the interviews again and think about the function of paraphrase inlistening.Suggested answers:1.to check if the listener’s understanding is correct.2.to show interest in what the speaker has said.StepⅠ SpeakingActivity 1 Enjoy some pieces of music and tell us your feelings.1.the first piece of music—played by a symphony orchestra2.the second piece of music—rock music3.the third piece of music—played by pipaSuggested answers:1.I like listening to music played by orchestras.I can hear things played on instruments from all of the different families—woodwinds,strings,percussion and brass.Also,classical music tends to be slower,so it makes me feel calm when I listen to it.2.Rock music lets me have a strong feeling,happy or sad.3.It brings me peace and beauty,letting me feel relaxed.Activity 2 Talk in pairs.Interview each other about e the pictures below for ideas.These expressions may help you.Reasonsforlikingmusictouchesmyheart/soulmakesmehappy/wanttodancegivesmeenergy/hope helpsmeexercise/studysoundspeaceful/beautifulremindsmeofhome/peopleIloveExample:A:What kind of music do you like?B:I like music played by saxophone.A:What makes it so special to you?B:Because it sounds peaceful and it often reminds me of someone I love.Suggested answers:A:What kind of music do you like?B:I like Chinese folk music,for example,pipa music.A:What makes it so special to you?B:I like to listen to it when I have leisure time.It brings peace and beauty to me,which makes me feel like I’m lying by a stream in a forest.StepⅣHomework1. After the class, write a short essay on your feelings of Peking opera and try to polish it.2.Do more practices to consolidate the important listening skill-paraphrase.板书设计Unit 5 Music1.Listening skill--ParaphraseReasons for liking music课后反思通过学习：1.学生学习英语的信心增强；2.学生学会抓住听力中的答案；3.锻炼学生的口语能力！通过本节内容学习，理解并讨论主题图，预测单元的主题和内容，通过问题链引导学生谈论单元内容，该板块以听为本，学生通过听取信息和选择依据来学习语言知识，同时内化所学关于本单元的内容。

高中英语 Unit 5(Music)教案6 新人教版必修2 教案

Unit 5 Music Grammar and Useful StructuresAimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees”started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns--- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:•The rate at which a material heats up depends on its chemical composition.•In the novel by Peters, on which the film is based, the main character is a teenager.•An actor with whom Gelson had previously worked contacted him about the role.•Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use that or zero relative pronoun either:•Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily polluted. (not --- The valley in that the town...) •Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim’s footballing ability, which he was noted for, had been encouraged by his parents. •The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom(although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning: •Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)•She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things: •A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B: •Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which she is head...) Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.) IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a.I would never have finished the work.b.It was primarily written.c.We know nothing.d.They got a good view.e.He learned how to play chess.f.Dennis scored three goals in the final.g.She was born.h.It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.6. The dragonfly is an insect that we know very little of.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correctthem and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across inan antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition+ which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car theweapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.。

英语短篇小说教程电子教案-Unit5

The Story and The Plot :
A story is a narrative following a series of happenings in time order.
A plot, also a narrative, has the emphasis falling on causality(因果关系).
betwegonist and antagonist; between different points of view; between two moral choices.
A conflict can either be:
external (physical confrontation); or internal (moral, psychological, or spiritual
struggle);
very often, external conflicts are merely projections of internal conflicts.
The Story and The Plot :
A story provides an answer to “What then?” (ordering);
A plot provides an answer to “Why so?” (causality).
The Plot:
Plot is an artificial rather than a natural ordering of events. Its function is to simplify life by imposing order thereon. It would not be possible to recite all incidents, all events, all thoughts passing through the minds of one or more characters during a period. The demands of plot stipulate that the author select from this welter of events and reflection those items that have a certain unity, that point to a certain end. (Hugh Holman & William Hrmon, A Handbook to Literature)

全新版大学英语综合教程第二册教案Unit-5-book2

Unit 5 Overcoming ObstaclesI. Teaching ObjectivesStudents will be able to:1.grasp the main idea (dreaming and hard work helped Michael Stone on his way to success)andthe structure of the text(narration with a flashback);2.appreciate the narrative skills (using details to bring out a character; a surprising ending; use of3.master the key language points and grammatical structures in the text;4.conduct a series of reading, listening, speeding and writing activities related to the theme of the unit.II. Key Points:The structure, the writing skill, and the main idea of the text will be the focus. Only a few words and sentences, which will be the obstacles for students’ understanding of the text, will be explained in class.III. Difficult Points:Some sentences whose meanings are difficult to understand and whose structures are hard to analyze:1. Line 21-23(Para.4): Where he flew would always coincide with his mother’s stories. Where he flew was with a keen eye for detail and the free spirit of his mo ther’s love.2. Line 53-54（Para. 9）: The runway felt different this time. It startled him for a brief moment. Then it all hit him like a wet bale of hay.IV. Teaching Materials: Power point and materialsV. Teaching Methods: Lecturing, practicing and discussing.VI. Teaching Timing: 8 sessions of classVII. Teaching Process:1st -2nd periods:Pre-reading; Teacher’s Introductory Remarks and Students’ Discussion related to the topic.3rd -4th periods: While-Reading (Understanding the title of text A; Analyzing the organization of the text; Explaining Difficult sentences and language points in the text; Summing up the main idea of the text)5th-6th periods: Dealing with the exercises after Text A. Check on Ss’ home reading (Text B); Post-Reading Task: Theme-Related Language Learning Tasks7th-8th periods: Listening and speaking tasks.A. Pre-reading tasks1.T asks SS the following questions on the song Coming out Dark:(5minutes)Consider the title of the song, what does "Dark" refer to?(near death ;loss of consciousness after the car accident; slow and painful recovery; despair)How is the song related to the theme of he unit?(To get over despair after injury is also a form of overcoming obstacles.)2.Do you know these proverbs??(13minutes)1)T dictates the following Proverbs to SS:Where there's a will, there's a way.(有志者事竟成。

小学英语PEP三年级上册unit5-let's-eat教案

Unit 5 Let’s eat !Period OneTeaching aims：1、能听懂、会说并理解句子I’d like some …, please. Here you are.2、在创设的情景中，能用I’d like some ... 。

Key points：学习表达I’d like some …, please. Here you are.Difficult point: 句子较多，学生难以熟练朗读。

Materials:人物头饰、单词卡、PPT。

Teaching procedures:Step I Warm-up/Revision1. Free talk.--- Good morning! How are you?--- I’m fine, thank you! How are you?--- Very well, thanks!--- What’s this? What’s that?-- It’s a …2. Game: SHOW ME YOUR…Step II Presentation1、教师先组织学生观察Let’s talk 的教学挂图，引入吃早餐的话题，然后用果汁喝面包的实物或图片引出图中单词juice，bread，egg并进行教学。

Look at Mike and his mother .What are they doing? They are having breakfast. What do they have for breakfast? What can you see on the table ? Bread, juice and eggs.2、对话教学①教师让学生看图猜测图中人物的对话。

②教师利用头饰呈现对话，帮助学生理解。

③学生听录音模仿和跟读录音。

Look at Mike and his mother。

Can you guess what they are talking about? Listen tothe talk .Listen and follow the tape.④教师出示一些食物的实物，实用操练句子：I’d like some…please?Look, I have juice, egg and bread. What would you like ？Please say：I’d like some…, please. Here you are.Step III Practice1、让学生设计自己喜欢的早晨食谱，与同学交流。

大学英语u51.1 第五单元电子教案

授课单元教案Unit5 Our Weather and ClimateUnit Goals:What You Should Learn to Do1. Understand weather forecast of:global weather conditionslocal weather reports2. Talk about weather changes:temperature, wind, rain, shower, snow, etc.3. Talk about the weather to start a conversation4. Make comments on weather conditions and showlikes or dislikes5. Write a weather reportWhat You Should Know About1. The way weather is forecast2. Celsius and Fahrenheit3. Use of tenses: simple past and present perfectSection ⅠTalking Face to Face（2课时）教学目的，要求：能熟读对话，认知单词，掌握基本句型。

重点与难点：掌握课文所给的句型和短语；根据提示语境灵活运用句型和短语。

教学方法与手段：在学习5个短小精练，生动有趣，针对性强，主题突出的小对话之后分别设定了一个相关的交际“任务”。

教师引导学生根据上文样例及配套的拓展教程中Data Bank 所提供相关语言材料进行口头交际模仿套用练习，取得边学边用的效果。

所需的教学仪器和设备：教学课件，多媒体设备授课主要内容：Step one: Imitating Mini-talks1.Speak and Recite: Works in pairs. Practice the following mini-talks about greeting andintroducing people.Step two: Speak and Perform2.Work in pairs and act out the tasks by following the above mini-talks.Step three: Study and ImitateStep four: Following Sample Dialogues实用英语口语：unit5，unit8学生分组进行英语口语对话练习。

英语人教版九年级上册Unit5全单元教案

A：Where was/were it/they made?
B: It/They was/were made in…
Work on 1a.
T: What are these things usually made of? Match them with the materials.
3.Work on 1b.
(2)Tea plants are grown on the sides of mountains......
10.小结。检测本课教学成果。
作
业
设
计
Homework:
介绍自己一样最感兴趣的物品，介绍制作者，何时制作的，有哪些材料做成，有何用途（be used for）等。
板
书
设
计
Section A1 (1a-2d)
Task 2:Listen and check (√) the main topic of Nick and Marcus’conversation(2a).
Task 3:Listen again. Write short answers to the questions(2b).
6.观察与思考：
Task1通过刚才的听力训练，我们来总结一下
Task2:Read the passage again and write what the words in bold refer to.
Task 3:仔细阅读文章，完成下列句子。
Kang Jian is a _____________ student from Shanghai.
People would buy a _______ in Japan, some beautiful ________ in France, or a ________ in Switzerland.

Unit 5 Materials

Unit 5 MaterialsColors 3 How about metal colors?1 How many colors do you know? silverygoldencarbon-black 2 Could you think of any color that named by the item?Shapes____________ is ____________ shaped.2 cylinder -- cylindrical3 rectangle – rectangular4 triangle -- trangular5 sphere -- spherical3 Do you know other shapes?Curved 曲线Trapezoid 梯形 a bead of 水滴状Dome 圆顶Thread 螺纹Tapped 錐形腔O-ring 圆圈Hexagonal 六角Campaniform 钟形Diamond 菱形Streamed 流线型Bell shaped 钟形（曲线）Dimensions1. Where is the Great Sphinx and how old is it? Is it hollow or solid?5Materials1 Look at the following items and describe their material.（需换图）储物格，船舱/机舱Bandle 捆，把；片儿（铝等金属）Container Often is made of _______. box Cardboard, metal _______ . bottle Glass, plastic_______ . bag Paper, plastic, cloth _______ . cup china_______ . crate Metal_______ . tank Plastic,_____________ _______ . tube_______ . can Aluminum_______ . pallet Wood_______ . barrel Wood, metal_______ . sackUnit_______ . block Heavy things likeconcrete_______ . bar Metal, gold,____________ . lump Coal, ______________ . roll Paper, _________________ . plank_______. chip Aluminum, iron17Aircraft MaterialsAircraft MetalsProperties of MetalsOf primary concern in aircraft maintenance are such general properties of metals and their alloys as hardness, malleability, ductility, elasticity, toughness, density, brittleness, fusibility, conductivity contraction and expansion, and so forth. [下图需重画]Ferrous Aircraft MetalsFerrous metals, which applies to the group of metalshave iron as principal constituent, are commonly usedaircraft materials. These materials contain Iron, Steel andits Alloy.Nonferrous Aircraft MetalsThe term “nonferrous” refers to all metals which haveelements other than iron as their base or principalconstituent. This group includes such metals as aluminum,titanium, copper, and magnesium, as well as such alloyedmetals as Monel and babbit.In aircraft construction, Aluminum alloys in which theprincipal alloying ingredients are manganese, chromium,or magnesium and silicon show little attack in corrosiveenvironments. Alloys in which substantial percentages ofcopper are used are more susceptible to corrosive action.The total percentage of alloying elements is seldom morethan 6 or 7 percent in the wrought alloys.Aluminum is one of the most widely used metals inmodern aircraft construction. It is vital to the aviationindustry because of its high strength to weight ratio and itscomparative ease of fabrication. The outstandingcharacteristic of aluminum is its light weight. Aluminummelts at the comparatively low temperature of 1,250 °F. Itis nonmagnetic and is an excellent conductor.The various types of aluminum may be divided intotwo general classes: (1) casting alloys (those suitable for casting in sand, permanent mold, or die castings) and (2) wrought alloys (those which may be shaped by rolling, drawing, or forging). Of these two, the wrought alloys are the most widely used in aircraft construction, being used for stringers, bulkheads, skin, rivets, and extruded sections.Aluminum alloy castings are produced by one of three basic methods: (1) sand mold, (2) permanent mold, or (3) die cast.Magnesium and Magnesium AlloysMagnesium, the world’s lightest structural metal, is a silvery white material weighing only two-thirds as much as aluminum. Among the aircraft parts that have been made from magnesium with a substantial savings in weight are nosewheel doors, flap cover skin, aileron cover skin, oil tanks, floorings, fuselage parts, wingtips, engine nacelles, instrument panels, radio masts, hydraulic fluid tanks, oxygen bottle cases, ducts, and seats. Magnesium alloys possess good casting characteristics.Magnesium alloys are subject to such treatments as annealing, quenching, solution heat treatment, aging, and stabilizing. Sheet and plate magnesium are annealed at the rolling mill.Titanium and Titanium AlloysIn aircraft construction and repair, titanium is used for fuselage skins, engine shrouds, firewalls, longerons, frames, fittings, air ducts, and fasteners.Copper and Copper AlloysIn aircraft, copper is used primarily in theelectrical system for bus bars, bonding, and aslockwire.Beryllium copper is a recently developedalloy containing about 97 percent copper, 2percent beryllium, and sufficient nickel toincrease the percentage of elongation.Brass is acopper alloy containing zinc and small amountsof aluminum, iron, lead, manganese, magnesium,nickel, phosphorous, and tin. Brass with a zinccontent of 30 to 35 percent is very ductile, butthat containing 45 percent has relatively highstrength.Metalworking ProcessesThere are three methods of metalworking: (1)hot working, (2) cold working, and (3) extruding.Depend on usage, both hot and cold workingmethods may be used to make a single part.Task 1: Answer the following questions:1 what are the important properties ofthe metals and their alloys?_______________________________________________________________________________________________________________________2 what are the main kinds of aluminumalloys used in the aircraft industry?_______________________________________________________________________________________________________________________3 what is nonferrous metal?_______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________4 what is the most significant quality of magnesium metal?_______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________5 please give three usage of titanium alloy in aircraft industry._______________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________ Task 2: choose one aircraft material from the passage, and talk about its qualityTask 3: Read the following passage about Composites and present the history of aircraft materials based on the graph.Nonmetallic Aircraft MaterialsThe use of magnesium, plastic, fabric, andwood in aircraft construction has nearlydisappeared since the mid-1950s. Aluminum hasalso greatly diminished in use, from 80 percent ofairframes in 1950 to about 15 percent aluminumand aluminum alloys today for airframeconstruction. Replacing those materials are 5-32nonmetallic aircraft materials, such as reinforcedplastics and advanced composites.Composite MaterialsIn the 1940s, the aircraft industry began todevelop synthetic fibers to enhance aircraftdesign. When composites are mentioned, mostpeople think of only fiberglass, or maybe graphiteor aramids (Kevlar). Composites began in aviation,but now are being embraced by many other industries.A “composite” material is defined as a mixture of different materials or things. This definition is so general that it could refer to metal alloys made from several 5-33 different metals to enhance the strength, ductility, conductivity or whatever characteristics are desired. Likewise, the composition of composite materials is a combination of reinforcement, such as a fiber, whisker, or particle, surrounded and held in place by a resin, forming a structure. One composite, concrete, is composed of cement (resin) and gravel or reinforcement rods for the reinforcement to create the concrete.Task 4: Read the following illustration about structure material usage on C-17A and present it with your partner.C-17A Structural Material UsageTask 5: Read the following passage and design a sheet about aluminum alloy’s quality.Effect of Alloying Element1000 series. 99 percent aluminum or higher, excellent corrosion resistance, high thermal and electrical conductivity, low mechanical properties, excellent workability. Iron and silicon are major impurities.2000 series. Copper is the principal alloying element. Solution heat treatment, optimum properties equal to mild steel, poor corrosion resistance unclad. It is usually clad with 6000 or high purity alloy. Its best known alloy is 2024.3000 series. Manganese is the principal alloying element of this group which is generally non-heat treatable. The percentage of manganese which will be alloy effective is 1.5 percent. The most popular is 3003, which is of moderate strength and has good working characteristics.4000 series. Silicon is the principal alloying element of this group, and lowers melting temperature. Its primary use is in welding and brazing. When used in welding heat-treatable alloys, this group will respond to a limited amount of heat treatment.5000 series. Magnesium is the principal alloying element. It has good welding and corrosion resistant characteristics. High temperatures (over 150 °F) or excessive cold working will increase susceptibility to corrosion.6000 series. Silicon and magnesium form magnesium silicide which makes alloys heat treatable. It is of medium strength, good forming qualities, and has corrosion resistant characteristics.7000 series. Zinc is the principal alloying element. The most popular alloy of the series is 6061. When coupled with magnesium, it results in heat-treatable alloys of very high strength. It usually has copper and chromium added. The principal alloy of this group is 7075.Practical Reading 5: Quality sheets, logistic forms| 13Extended reading 5: LANDING GEAR起落架一、单词二、TEXT主起落架Main gear前起落架Nose gear梁Spar防滑的Antiskid无效的Inoperative自动刹车Autobrake解除预位Disarm使动作Actuate借助于…By means of 减压Depressurize电磁线圈Solenoid 限制Restrict相应的Respective移动，变换Transit一致Agree充当Serve as形态Configuration在…情况下In case of故障Malfunction减震支柱Shock strut缓冲Absorb碰撞Inpact冲撞Shock振动Vibration滑行Taxi整流罩Fairing机构Mechanism保证Assure阻力杆Drag brace扭力臂Torsion link圆筒Cylinder轴颈销钉Trunnion pin稳定性Stability牵引tow 环Lug 横向螺栓crossbolt 牵引杆tow bar碰撞Bump 注入Charge氮气Nitrogen折迭Fold环collar转弯力矩Turning moment手轮Handwheel脚蹬pedal(1) The landing gear consists of two main gear and a nose gear. The main gear are located inboard of each engine, aft of the rear wing spar. The nose gear is located below the aft bulkhead of the flight compartment. Braking is provided by four brake assemblies, one mounted on each main gear wheel. Landing gear control and indication components located in the flight compartment include: the landing gear selector lever and indication lights, manual extension handles, parking brake lever and indicator, nose gear steering control wheel, antiskid control switch and inoperative indicator, and the autobrake control switch and disarm indicator.起落架包括两个主起落架和一个前起落架。

人教版九年级英语上册 Unit 5 教案设计

Unit 5 Grammar FocusClass Type GrammarObjectives 1. To learn and understand the “passive voice in thepresent tense”.2. To better understand and well use the passive voice inthe present tense in practice.Key 1. Are your shirts made of cotton?structure —Yes, they were. And they were made in the US.2. What’s the model plane made of?—It’s made of used wood and glass.3. How is tea produced?—Tea plants are grown on the sides of mountains.4. When the leaves are already, they are picked by handand then sent for processing.Difficulties How to well use the structure about passive voice in thepresent tense in practice.Period 1ProcedureLead-in Read some sentences with the passive voice sentencesunderlined.Step 1 The formation of the passive voice.Step 2 The exchanges between the passive sentences and theactive sentences.Step 3 The four steps of changing the active sentences to thepassive sentences.EarlybirdStep 4 Exercises.1. The exchanges of sentence structures.2. Complete the sentences with the correct words.3. Changing sentences based on the requests.4. Choosing the correct answers.Step 5 The basic sentence structures of the passive voice.1. Subject + be + p.p. + (by …).2. Subject + be + not + p.p. + (by …).3. Be + subject + p.p. + (by…)?4. 疑问词+ be + subject + p.p. + (by…)?Step 6 The using of the passive voice.Step 7 The special attentions about the process of exchangingactive voice to the passive voice.Step 8 Other attentions.Step 9 Pair works.Let Ss make conversations by using the sentences below.A: where is/are …?B: It is/They are … in ….Step 10 More exercises about the grammar focuses.Step 11 Activity 4a.Read and complete the sentences with the correct forms ofthe verbs in brackets.Step 12 Activity 4b.Ask Ss to rewrite the sentences by using the passive voice.Unit 5 Section A-1EarlybirdClass Type Listening, reading and speakingObjectives 3. To learn what materials the things were made of.4. To know what the things are made of and where theywere made.5. To practice talking about the conversations.Key 1. This ring looks nice. Is it made of silver?structure —Yes, and it was made in Thailand.2. What did you see at the art and science fair?—I saw…—What is it made of / from?6. Where is tea produced in China?7. Tea is good for both health and business.Difficulties How to better understand and express the materials and theplaces of these things.chopsticks, fork, blouse, silver, glass, cotton, steel, fair,grass, leaf, produce, widely, processVocabularybe known forPeriod 1ProcedureLead-in Guessing game.Show Ss some pictures and ask Ss to say the name of thesethings in English.Step 1 Discussion:What are these things usually made of?—It is made of …/ They are made of ….Step 2 Activity 1b.Let Ss listen a passage and then to match the products withwhat they were made of.EarlybirdStep 3 Listen again and ask Ss to answer some questionsaccording to passage in 1b.Step 4 Pair works. Make conversations.Show Ss some pictures and give some information, andthen to ask Ss to make conversation by using the sentencesin 1a.E.g. :A: This ring looks nice. Is it made of silver?B: Yes, and it was made in Thailand.Step 5 Activity 2a.Let Ss listen a conversation and check the main topic ofNick and Marcus’ conversation.Step 6 Activity 2b.Let Ss listen again and answer the questions following.Step 7 Pair works.Let Ss suppose that they have just visited a museum or anart fair. And then make conversations by using the sentencestructures in 2a and 2b as the model.Step 8 Activity 2d.Let Ss listen to the tape and ask them to answer thequestions.Step 9 Listen again and read the conversation in the textbook.Step 10 Pair works.Show Ss some pictures with some information and ask Ssto have a discussion.1. What is famous in your city?2. What is it made of?3. Make a conversation using 2d as a model.Step 11 Language points: explain the key words and phrases insection A-1.Step 12 More examples and exercises about the language points.EarlybirdUnit 5 Section A-2Class Type ReadingObjectives 8. To learn about the products in America.9. To know more about the products that made in China.Key 1. No matter what you may buy, you might think thosestructure products were made in those countries.2. He found it interesting that …3. Kang Jian thinks it’s great that China is so good atmaking these everyday things.Difficulties How to know the products showed in America but weremade in China.Product, France, local, avoid, handbag, mobile, everydayno matter, search forVocabularyPeriod 1ProcedureLead-in Revision.Give Ss some phrases and ask Ss to translate them.Step 1 Free talk.Give Ss some information and let them talk about thequestions:1. “If you take a trip abroad, what would you do?”.2. If you go to Switzerland, what would you buy?3. If you go to France, what would you buy?4. If you go to Japan, what would you buy?EarlybirdStep 2 Activity 3b.Let Ss read the passage about the American products andanswer the questions following.Step 3 Read the passage again and answer the questions accordingto the passage in 3a.Step 4 Activity 3c-1.Ask Ss to read the passage again and write what the wordsin bold refer to.Step 5 Free talk.Why are so many foreign firms moving to China?Step 6 Activity 3c-2.Read the passage again and write what the underlinedwords refer to.Step 7 Brainstorm.Show Ss some information about Chinese products.Step 8 Language points: explain the key words and phrases insection A-2.Step 9 More examples and exercises about the language points.Unit 5 Section B-1Class Type Listening and speaking.Objectives 1. To learn the information about kites.2. To learn and understand more information about kitesby listening.3. To practice talking about the conversation.Key 1. Some were painted with colorful…Earlybirdstructure 2. When did you go on vacation?—I went to an international kite festival.—That sounds interesting. What did you see there?Difficulties How to learn and better understand the information ofkites.boss, Germany, surface, material, traffic, postman, cap,glove, international, itsVocabulary fly a kite, be made of,Periods 1ProcedureLead-in Revision.1. Exercises about the exchanges of sentence structures.2. Complete the sentences with correct words.Step 1 Free talk.Show Ss some pictures and information of Weifang andask Ss to talk about the questions:1. Have you ever heard of Weifang, Shangdong province?2. What is it known as?Step 2 Discussion.Show Ss some pictures of kites and ask Ss to think and talkabout what the kites are made of according to the fact thatkite flying is popular with Chinese people.Step 3 Activity 1b.Let Ss listen to a conversation and circle the correctanswers.Step 4 Activity 1c.Let Ss listen again and then write L for Laura and Z forZheng Yun after these sentences.Step 5 Activity 1d.Let Ss listen the conversation again and fill in the blankswith the information they hear.Step 6 Pair works.Let Ss act as Laura and Zheng Yun to have the role-playEarlybirdconversations using the information as followed.e.g.:A: Where did you go on vacation?B: I went to an international kite festival.A: That sounds interesting. What did you see there?B: …Step 7 Free talk.Ask Ss to talk about a festival that they are familiar with.Step 8 Brainstorm (Learning More).1. Four main kinds of Chinese kites with vivid pictures.2. More information about Wei Fang and its kite museum.Step 9 Language points: explain the key words and phrases insection B-1.Step 10 Examples and exercises about the language points.Unit 5 Section B-2Class Type Reading and writingObjectives 1. To understand the passage about the special forms oftraditional Chinese arts.2. To discuss the art form in groups.3. To introduce a special product of art in your own city.My town is famous/ known for …Key… is famous in my town. structure… is/are made of/ from/ with/ by/ in …… is /are used for…… is special because …Difficulties How to know and understand more art forms in China.its, form, balloon, scissors, lively, heat, completeVocabularysuch as, turn into, at a high heat, send out, cover with, riseEarlybirdinto, put … onPeriods 1ProcedureLead-in Free talk.Show Ss some traditional folk or arts and ask Ss to talkabout what kind of traditional arts or folks they know intheir hometownStep 1 Activity 2b-1.Read the passage in 2b and answer the questions following.Step 2 Activity 2b-2.Let Ss read the passage again and complete the chart.Step 3 Show some pictures of learning habits, talk about are thosegood or bad, and give out your reasons.Step 4 Activity 2c.Read the passage quickly and answer the questionsaccording to the information in 2b.Step 5 Discussion.After reading the passage, ask Ss to think and talk aboutthe main parts that this passage can be divided into andgive the reasons.Step 6 Summary of writing orders and structures.Step 7 Specific analyses.Let Ss read paragraph 2, 3 and 4 to answer questions.Step 8 Activity 2d.Complete the sentences using the correct forms of thephrases in the box.Step 9 Free talk.Show Ss some pictures and ask Ss to talk about thequestions:1. Which art form do you think is the easiest? Which is themost difficult? Why?2. Which art form would you like to learn? Why?EarlybirdStep 10 Practice.According to the specific steps of cutting a butterfly, ask Ssto make it on their own and then show their works in class.Step 11 Pair works.Let Ss discuss about the special and famous things in theirhometown with their partner and take some notes.Step 12 Language points: explain the key words and phrases insection B-2.Step 13 More examples and exercises about the language points.Earlybird。

人教版九年级全册课时教案 Unit 5

Unit 5 What are the shirts made of?类别课程标准要求掌握的项目单元话题Things made in China重点单词1.chopstick(n.)2.coin(n.)3.fork(n.)4.blouse(n.)5.silver(n.)(adj.)6.glass(n.)7.cotton(n.)8.steel(n.)9.fair(n.)10.grass(n.)11.leaf(n.)12.process(n.)(v.)13.product(n.)14.handbag(n.)15.boss(n.)16.surface(n.)17.material(n.)18.traffic(n.)19.postman(n.)20.cap(n.)21.glove(n.)22.form(n.)23.balloon(n.)24.scissors(n.)25.heat(n.)(v.)26.produce(v.)27.avoid(v.)plete(v.)29.local(adj.)30.mobile(adj.)31.everyday(adj.)32.international(adj.)33.its(adj.)34.lively(adj.)35.widely(adv.)36.France37.Germany重点词组1.be made of(from)2.be made in3.be famous for4.for example5.as far as I know6.by hand7.all over theworld8.be good for9.no matter10.search for11.even though12.in fact13.everyday things14.in the future15.traffic accident16.try to do sth.17.make a kite18.different kindsof19.in life20.turn into21.according to22.in trouble23.be covered with24.paper cutting25.send out26.rise into重点句式1.It was made in Thailand.2.China is famous for tea,right?3.How is tea produced?4.It seems that many people all over the world drink Chinese tea.5.People say that tea is good for both health and business!ura is trying to find out more about kites.7.Where did you go on vacation?8.Each different part of China has its own special formsof traditional art.9.The most common things,from paper to clay to bamboo,areturned into objects of beauty.10.He sent them out to ask for help when in trouble.11.They are made of bamboo and covered with paper.12.They are seen as bright symbols of happiness and goodwishes.13.Paper cutting sounds very easy but it can be difficultto do.14.The paper,usually red,is folded before it is cut withscissors.15.The pieces are usually cute children or livelycharacters from a Chinese fairy tale or historical story.16.It takes several weeks to complete everything.单元语一般现在时的被动语态法第一课时Section A(1a~2d)重点单词chopstick(n.) 筷子coin(n.) 硬币fork(n.) 餐叉;叉子blouse(n.) (女式)短上衣;衬衫silver(n.) 银;银器 (adj.) 银色的glass(n.) 玻璃cotton(n.) 棉;棉花steel(n.) 钢;钢铁fair(n.) 展览会;交易会grass(n.) 草;草地leaf(n.) 叶;叶子produce(v.) 生产;制造;出产widely(adv.) 广泛地;普遍地process(v.)加工;处理(n.)过程重点词组be made of (from )由……制造be made in在……制造be famous for以……而著名for example例如as far as I know据我所知by hand用手工all over the world全世界be good for 对……有好处重点句式It was made in Thailand.它是在泰国制造的。

九年级英语第五单元教案Unit5Whataretheshirtsmadeof

Unit 5 What are the shirts made of?Unit 5 Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：chopsticks, coin, fork, blouse, silver, glass, cotton, steel,grass, leaf, produce, widely, be known for, process, pack 能掌握以下句型：① —This ring looks nice. Is it made of silver? —Yes, and it was made in Thailand.② What is it made of/from?③ China is famous for tea, right?④ Where is tea produced in China?2) 能够用英语描述及询问物品的制作材料，正确理解被动语态的用法及句子结构。

2. 情感态度价值观目标：了解一些日常常利用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作进程和制作材料，培育学生的民族自豪感及爱国主义精神。

二、教学重难点1. 教学重点：1) 掌握本课时中出现的生词2) 能够用英语描述及询问物品的制作材料3）正确理解被动语态的用法及句子结构。

2. 教学难点：理解被动语态的用法及句子结构。

三、教学进程Ⅰ. Lead in1. 播放动画片《造纸进程》的视频，让学生们了解这个中国传统发明的情况。

T: Who invented paper first? S1: Can Lun invented it in Han dynasty.T: What was paper made of then? S2: It was mainly made of bamboo.T: was it easy for people to make paper then? S1: No, it was very difficult then.T: What is paper made of now? S3: It’s mainly made of wood, bamboo, and cotton.…Ⅱ. Presentation1. Present the sentence structure, using the pictures on the big screen:—What’s the golden medal made of? —It’s made of gold.—Is this table made of wood? —No, it isn’t. It’s made of glass.—Is Butter made from meat? —No. It’s made from cream?让学生们学习掌握be made of/from句型的用法，及be made of与be made from的区别。

英语人教版九年级上册Unit5全单元教案

2.Work onGrammar Focus
Read the sentences in Grammar Focus.Learn them by heart and translate the conversations with Ke Nan.
They are made ofwood / gold / silver/ paper/ silk/ glass.
2. Presentation（呈现新知识）
Pairwork.
A: What is/are it/they made of?
B: I think it/they is/are made of…
be made of和be made from都意为“由……做成”，be made of表示能看出来原材料，be made from则表示_____________.
练习：翻译句子
(1)桌子是由木头做成的。______________________________
(2)纸是由木头做成的。_________________________________
教
学
过
程
教
学
过
程
1. Warm-up and revision（课堂热身和复习）
(1)Pairwork两人一组讨论一下同学们的衣着服饰和学习用品。可以借鉴下面的对话：
A：What’s your pencil made of? B: It’s made of wood.
A: Where was it made? B: It was made in Shanghai.
二、熟练掌握被动语态用法，学会用被动语态表达自己喜欢的事物的认识和看法。
三、提倡学生使用国货，培养学生的爱国主义情怀。

人教版九年级英语Unit 5 教案设计

Unit 5What are the shirts made of?单元话题In this unit, students learn to talk about what products are made of and where they are made.单元语法Passive voice (present tense)教学目标1.能够用英语描述及询问物品的制作材料。

2.正确理解被动语态的用法及句子结构。

3.了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；了解一些地方知名产品或传统艺术品的制作过程以及制作材料，培养学生的民族自豪感及爱国主义精神等素养。

学情分析本单元通过了解中国制造的产品在全世界的影响力，让学生树立强烈的民族自豪感。

让学生通过梳理句子主语与谓语的关系，与主动语态的对比，体会被动语态谓语动词结构的变化。

在实际运用中熟练掌握被动语态。

第一课时Section A(1a～2d)教学设计知识目标重点单词1.produce v. 生产，制造2.widely adv. 广泛地，普遍地3.process v. 加工，处理4.pack v. 包装，装箱5.leaf n．叶，叶子重点词组1.be made of/from 由……制成2.be made in sw.在某地制造3.the art and science fair 艺术与科学展览4.environmental protection 环境保护5.grass and leaves 草地与树叶6.be known for /be famous for 以……闻名7.as far as I know据我所知8.on the sides of mountains 在山边上9.for example 例如10.by hand 用手，手工重点句式1.—What's the model plane made of? ——这个飞机模型是用什么制成的？—It's made of paper. ——它是用纸制成的。

九年级英语全一册Unit5whataretheshirtsmadeof(writing)教学设计

- In your opinion, which material is the most environmentally friendly and why?
- Can you think of any innovative materials that could be used to make clothes in the future?
3.教师引导学生互相提问、补充，丰富各组的讨论内容。
（四）课堂练习
1.教师提供写作框架，指导学生运用目标语言撰写一篇关于衣物材质的短文。
2.学生在规定时间内完成写作任务，教师巡回指导，解答学生疑问。
3.学生互相评价、修改，提高写作质量。
4.教师选取几篇典型作文进行展示，指出优点和不足，指导学生进行改进。
2.激发兴趣：设计有趣的教学活动，如小组竞赛、角色扮演等，激发学生的学习兴趣，提高他们的参与度。
3.分层次教学：
（1）对于基础薄弱的学生，重点辅导他们掌握词汇和基本表达，提高写作能力。
（2）对于基础较好的学生，引导他们关注文章结构、逻辑关系，提升写作水平。
4.写作指导：
（1）提供写作框架，指导学生进行写作训练。
-不同材质的衣物有哪些优缺点？
-这些信息如何帮助我们更好地选择衣物？
3.家庭实践：学生与家人一起观察家中的衣物，了解它们的材质，并讨论为什么选择这种材质。将观察和讨论结果用英语记录下来，以便在课堂上与同学分享。
4.课后讨论：学生课后组成小组，讨论以下问题：
- How do you think materials affect the comfort and durability of clothes?
（2）引导学生关注生活中的环保实例，将所学知识与社会实践相结合。

九年级Uni5第三课时教案

2)进行一步复习巩固学习Section A部分所学的生词和词组。
2.能力目标;对询问物品的制作材料、生产地点、生产制作过程等语句进行归纳总结和探究学习。掌握被动语态的用法，并通过不同方式的练习，来熟练掌握被动语态。
3.情感态度价值观目标：
了解一些日常用品的制成材料，增加生活常识，养成良好的生活习惯；
4)最后，通读一遍句子，进行综合理解，看句子是否通顺，合理。
1. Ask five classmates about something they are wearing or have in their schoolbags. The list of words below may help you. (Learn some new words.)
二、被动语态的构成
被动语态由“助动词be +及物动词的过去分词”构成。与主动语态一样，被动语态也有时态、人称和数的变化,其变化规则与be作为连系动词时完全一样。
1. Work on 4a:
Tell Ss to read the sentences in 4a and try to fill in the blanks with the correct forms of the verbs in brackets.
1.学生阅读Grammar Focus中的句子，然后做填空练习。
①你的衬衫是棉的吗？
____ your shirts ____ ____ cotton?
②是的，而且它们产于美国。
Yes. And they were _____ ___ the US.
③飞机模型是由什么制成？__ the model plane____ of ?
课题
Unit5 What are the shirts made of?（3）

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

结合采取课堂提问、讨论和例题讲解，课后作业，辅导答疑等手段。
教学进程设计（含教学内容、教学设计、时间分配等）
Part IConstruction Engineering
1. Introduction
Definition:Construction engineering is a specialized branch of civil engineering concerned with the planning, construction management, and cost management of construction operations for such projects as buildings, highways, dams, airports, and utility lines.
章节名称
Unit5Construction Engineering
备注
教学目的
和要求
熟悉建筑工程的基本知识、了解建筑工程各阶段的特点及要求。
重点
难点
重点：1.建筑工程的计划阶段。2.建筑工程的工程管理阶段。3.建筑工程的成本管理阶段。
难点：科技英语与翻译：词量的减少。
教学方法
教学手段
采用常规板书教学与多媒体教学相结合的课堂教学方法；
Features:Fig5.1 illustrates what all clients from a construction company: a project completed on time, within budget, and to the required technical performance and quality standards.
3.The construction management phase
Definition:Construction management (CM) entails the planning, scheduling, evaluation, andcontrolling of construction tasks or activities to accomplish specific objectives by effectively allocating and utilizing appropriate labor, material, and time resources in a manner that minimizes costs and maximizes customer/owner satisfaction.
Aims:The goal of planning is to minimize resource expenditures whilesatisfactorily completing a given task. Planning aims at producing an efficient use of equipment, materials, and labor, and ensuring coordinated effort.
Participants:there are many project participants in a project, such as owners, general contractors, subcontractors orspecialtycontractors, designer—architects andengineers, constructionmanagers, insurancecompanies, banks,suppliers.
The three primary objectives are all interrelated.For example, time is usually related to costs.Project owners sometimes have to decide whether or not more emphasis should be given to one of the objectives, perhaps at the expense of the other two.
Phases:(1)the planning phase.
(2)the construction management phase.
(3)the cost management phase.
2.The planning phase
Definition:Construction planning is a fundamental and challenging activity in the management of construction projects. A good construction plan is the basis for developing the budget and schedule for work.
4.The cost management phase
Definition:Cost estimating is one of the most important steps in the project management.Acost estimate establishes the base line of the project cost at different stages of development of the project.
The function of the estimate:
From an owner’s pee the affordability of the construction project, how big the construction project can be for the money available, and what level of quality is possible.

Materials电子教案unit5

人教九年级英语unit5教案

最新人教版高中英语必修一unit5《nelsonmandela》全单元教案.doc

人教版高中英语必修二Unit5 Music-Listening and Speaking教案

高中英语 Unit 5(Music)教案6 新人教版必修2 教案

英语短篇小说教程电子教案-Unit5

全新版大学英语综合教程第二册教案Unit-5-book2

小学英语PEP三年级上册unit5-let's-eat教案

大学英语u51.1 第五单元电子教案

英语人教版九年级上册Unit5全单元教案

Unit 5 Materials

人教版九年级英语上册 Unit 5 教案设计

人教版九年级全册课时教案 Unit 5

九年级英语第五单元教案Unit5Whataretheshirtsmadeof

英语人教版九年级上册Unit5全单元教案

人教版九年级英语Unit 5 教案设计

九年级英语全一册Unit5whataretheshirtsmadeof(writing)教学设计

九年级Uni5第三课时教案