Book7Unit4 Reading(2) 教案

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book7unit2教案

book7unit2教案

Book7 unit2 Robots reading教案一、教案背景:1,面向学生:高中二年级2,学科:英语2,课时:13,学生课前准备:一、网络查询有关“机器人”的相关信息及图片。

二、课前预习pre-reading相关问题。

三、了解并学习部分词汇。

二、教学课题技能目标Skill GoalsLearn literary work about science, robots and science fiction writer—Isaac AsimovTalk about robotsExpress supposition and belief目标语言重点词汇:test out 、sympathy、accompany、leave、、、alone重点句式:强调句结构It is +adj. +to do sth.There stands…倒装句三、教材分析本单元以机器人和科幻小说为话题,介绍了20世纪世界知名的科幻小说家Isaac Asimov 写于1951的Satisfaction Guaranteed 和作者的生平。

通过本单元的教学,旨在让学生了解科幻小说最大的特征在于:它赋予了“幻想”依靠科技在未来得以实现的极大可能,甚至有些“科学幻想”在多年以后,的确在科学上成为了现实。

如Isaac Asimov1951年描述的机器人的部分功能已经被应用于现实生活和工作中。

在教学中,要鼓励学生敢于幻想,大胆创新,发挥自己丰富的想象力和创作力,写出独具特色的科幻文章。

四.教学方法:Discussing, explaining, reading and practicing五、教学过程:Step1 warming-up导入:谈论有关机器人的图片StepⅡpre-readingDiscussion:1.Do you think it possible for a robot to think for itself?2.Can you think of any other robots?Book7 Unit2 The Robots_百度文库Step Ⅲfast reading and answer the question1. What did Tony look like?2. What did Tony do to make Claire and her home elegant?Step Ⅳcareful readingⅡ选择题1.Why did Claire feel alarmed at the sight of Tony?A. Because he was a robot.B. Because she didn’t like him.C. Because he was more like a being than a machine.D. Because he never changed his facial expressions.2. We can infer that when Claire first saw Tony, she felt alarmed by _____.A. his appearanceB. his abilityC. his facial expressionsD. his cleverness3. Why did Claire buy the items from the shop?A. Because her husband was to return.B. Because Tony was to leave.C. Because Tony wanted the house transformed.D. Because she thought she needed them.4.The robot Tony helped Claire to realize her dream by______.A. making her home elegantB. giving her a new haircut and changing the makeup she woreC. giving her advice on her dressesD. all the above5. Which of the following is NOT the reason why Tony opened the curtains?A. To let other women see everything.B. To show the risk of Claire’s marriage.C. To let other women envy Claire.D. To make Claire elegant just like her neighbor.6. As a result, the experiment shows _____.A. Claire and Tony fell in love with each otherB. Tony had to be rebuiltC. Tony was angry with his designerD. Both A and B7. All the following statements are true except _____.A. Tony tried to please ClaireB. Claire tried to displease TonyC. Tony managed to protect ClaireD. Gladys admired Claire for TonystepV language points1.important phrases高二英语下学期Unit2Book7 Reading _课件_备课_当知网见第二页答案第三页2.强调句结构3.It is +adj. +to do sth.4.There stands…倒装句StepVI . discussionHow would you feel if you had a robot like Tony in your house?StepVII Homework1.Surf the Internet to learn more about robots and science fictions.2. Surf the Internet to learn about Isaac Asimov.。

Unit2 Book7课堂教案设计(词汇)-张立志-山东临朐第二中学

Unit2 Book7课堂教案设计(词汇)-张立志-山东临朐第二中学

Unit2 Book7课堂教案设计(词汇)临朐二中张立志【教学目标】使学生认知1.desire 2. sympathy n 3. envy 4. declare 5. favor1. leave ...alone 2. set aside 3. be bound to等词汇,并能灵活运用。

同时,通过课堂教学活动,激发学生对英语学习的兴趣。

【教学重点及难点】1.所学词汇的掌握及运用。

2.在真实情景下使用本课的知识点。

【教学方法】任务型教学为主进行诗化“教学”,知识的传输力求情景化,生活化,实践化。

寓乐于教,寓趣于学,以学生为主导,老师为指导。

在多媒体的辅助下,强调学生的主体性,主动性、互动性、和谐性,从而达到“乐”与“教”双赢的效果。

【教具准备】课件,多媒体,学案纸及相应的答题卡片和游戏卡片。

【教学过程】Step 1 Revision英语课堂游戏:耳语传句规则:每一纵排为一组,教师分别发给每一组最后一排的学生一张游戏卡,上面写着需要检查的一个句子,在教师说"开始"后,最后一排的学生用耳语把卡片上的内容告诉前面的学生,这位学生再把听到的内容告诉前面的学生…依次进行下去,最后第一排的学生把听到的句子写到黑板上,传得最快,最准确的组获胜,得一分。

【说明】这个环节是对上一节课的一个检查复习和回顾,所选句子与上节课的知识点相关,游戏结束后,老师结合卡片句子和同学进行有效互动回顾。

Step 2 leading in通过导入图片认识下面几个词 1.desire 2. sympathy n 3.envy 4.declare 5. favor1. leave ...alone 2. set aside 3. be bound to【说明】这个环节是让学生初始知识。

提高学习兴趣。

Step 3 Learning要求学生看学案,同时做知识点后面相关小题。

(这时教师板书复习内容),然后,和学生一块对答案,形式为学生抢答。

高中英语book7 unit 4 sharing 全单元教案新人教版选修7

高中英语book7 unit 4 sharing 全单元教案新人教版选修7

Unit 4 Sharing I.单元教学目标Ⅱ.目标语言III. 教材分析与教材重组1. 教材分析本单元以Sharing为话题,旨在通过单元教学,使学生了解世界上很多地方依然很落后,从而懂得同情,学会分享。

结合针对短文话题的探讨激发学生的国际意识,通过各种渠道力所能及地为贫困地区的孩子做出自己贡献。

1. 1 WARMING UP 提供了三项任务。

通过完成这些任务让学生懂得什么是“帮助〞,并且反思自己是否乐于助人,以及怎样做才是“志愿者〞,由此为后面的短文学习做好铺垫。

1. 2 PRE-READING是READING的热身活动。

其中介绍了短文主人公Jo,还根据她在PNG拍的照片提出了5个问题,使学生在阅读之前就简单了解短文内容。

1. 3 READING是一篇Jo写给Rosemary的信。

其中介绍Jo在PNG(Papua New Guinea)的所见所闻,使学生感受到PNG的儿童生活艰难,从而珍惜自己的学习机会。

.1. 4 COMPREHENDING 是根据短文设计的阅读理解试题。

1. 5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。

其中,第一部分是有关此篇短文中的重点单词和短语;第二部分是有关限定性定语从句的复习。

1. 6 USING LANGUAGE是对READING的延伸。

通过阅读,参与“Give an unusual gift〞的活动。

1. 7 LISTENING AND SPEAKING通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个volunteer的工作经历,而且针对这一话题展开Speaking。

1. 8 WRITING 根据LISTENING AND SPEAKING话题运用时间表达方式进行写作。

2. 教材重组2.1 从话题内容和训练目的上分析,WARMING UP与LISTENING AND SPEAKING相一致;从教材份量来说,可将WARMING UP与LISTENING AND SPEAKING的1、2、3、4项和Workbook中的LISTENING以及LISTENING TASK整合在一起,设计成一节任务型“听力课〞。

book7-unit4-Language-Points-语言点教学内容

book7-unit4-Language-Points-语言点教学内容

5. Sometimes I wonder how relevant chemistry is to these students,most of whom will be going back to their villages after Year 8 anyway.
relevant adj. 与……有关
3. Many of them have walked a long way, sometimes up to two hours, to get to school. (L11,P29)
① I can take up to four people in my car. 我的车能载4个人。
② What is he up to? 他在忙什么?
__fr_ie_n__d_s_. ______________________________
2. I know you're dying to hear all about my life here.
(be) dying to do / for sth 极想;渴望
die 过去式_d__ie_d__ 过去分词_d_i_e_d_ 现在分词_d__y_in_g
book7-unit4-LanguagePoints-语言点
二、短语翻译: 1. hear from 2. (be) dying to 3. the other day 4. dry out 5. dry up 6. in need
三、课前预习,从课文找出下列短语。
1. 多达,达到
2. 适应
3. 肯定,确切的
4. 对…没有概念
5. 遇到,看到
6. 老实说
7. 对…有影响/作用 8. 与…分享

Unit4第2课时Reading(知识精讲分层练习)(学生版)八年级上学期英语讲义(牛津译林版)

Unit4第2课时Reading(知识精讲分层练习)(学生版)八年级上学期英语讲义(牛津译林版)

Unit 4 Do it yourself 第 2 课时Reading重点词汇1.vt.修补2. vt.装饰3. n.玫瑰(花)4. adj.着迷的,狂热的,发疯的5. adj.可怕的6. adv.曾经,一度7. n.错误,失误8. n.管子,水管9. vt.使充满10. n.天花板11. (pl. shelves) 架子,搁板12. 哎呀n.大叫,呐喊,喘息声13. vt.&vi.建议,忠告,劝告14. n.课程;过程15. adv.已经16. adv.反而,却,代替17. vt.&vi.经常去;出席重点词组1.痴迷于DIY 2.看上去恐怖3.犯了个错误4.在他卧室的墙上张贴一幅画5.击中了水管6.使房间里充满水7.把客厅涂成蓝色8.不停地刷9.在我床的上方想要个书架10.建议他上DIY课程11.关于DIY比我表弟了解得多得多重点句型1.他曾经试图在他的卧室里安装一盏更亮的灯。

2.他的整个房屋都停电了。

3.现在客厅不仅有蓝色的墙,而且有蓝色天花板和地板。

4.他花了五个小时在墙上搭了个书架。

5.书架的一端比另一端高出很多。

6.他说他已经了解了关于它的一切。

7.所以反而是我自己在看所有这些书,并且每周六上课。

目标导航知识点睛一. He once tried to put in a brighter light in his bedroom, but he made a mistake.【精讲】① once adv.曾经,一度(常用过去时)Eg. There was once a shoe factory here.adv. 一次Eg. We have a reading week once a term.once一次twice两次three times /four times/ ten times① put in安装带有put的常用短语:put out扑灭put on穿上put up搭建,张贴,举起put up a shelf / put up a picture / put up your hand ① Put all your eggs in one basketball. 孤注一掷① mistake n.错误,失误Eg. make the same mistake 犯相同的错误make fewer mistakes少犯错误make a little mistake 犯个小错误vt.误以为mistake A for B 把A误以为B1. 人们在树林中搭建了很多帐篷。

初中英语:新教材七年级 Unit 4 Food 教案

初中英语:新教材七年级 Unit 4 Food 教案

初中英语新课程标准教材英语教案( 2019 — 2020学年度第二学期 )学校:年级:任课教师:英语教案 / 初中英语 / 七年级英语教案编订:XX文讯教育机构新教材七年级 Unit 4 Food 教案教材简介:本教材主要用途为通过学习英语的内容,提高学生的语言技能,增加一项语言能力,有利于国际化的日常交流、生活、工作等,本教学设计资料适用于初中七年级英语科目, 学习后学生能得到全面的发展和提高。

本内容是按照教材的内容进行的编写,可以放心修改调整或直接进行教学使用。

单元要点分析:Express likes and dislikes (表达个人喜恶),如:I like rice. I dislike hamburgers.2. Use adverbs of frequency (使用频率词), 如:I usually have fish and vegetables.3. Differentiate between countable and uncountable nouns(区别可数名词和不可数名词)如:some rice , two applesUnderstand and use the indefinite article(理解并使用不定冠词)如:I want to buy a book.I want to buy an e-dog.教学目标本单元的重点在介绍年轻人的生活方式。

围绕食物, 谈论如何拥有一些平衡的饮食结构以保持身体匀称, 健康。

通过语言技能的训练以达到本单元的教学目标:Listening: Guess the meanings of new words by looking at a question naire Develop effective listening skills to extract specific informationSpeaking: Formulate questions about diets and respond appropriatelyAsk WH---questions with the right intonationRead an article to a classmate and check for mistakesReading: Guess general meanings of words from the context.Identify specific meaningsPractise intensive reachingWriting: Express factual information bout diets and lifestyles based on the model articleSelect appropriate vocabulary and sentence constructions to writ about personl details.教材分析:Topics: FoodFunction: Talk about healthy food and lifestylesTarget language: It is lunchtime ,Hobo.Let is have a hamburger.You are always hungry, Eddie.I need a lot of energy.Why? You never exercise.Yes , I do. I walk to my bowl many times a day .Vocabulary: hungry ,need ,never, exercise, hate, , vegetable, dancer, tired, ten ,important, healthy, change, before, seldom, fruit, sweet, often, bread, meat, top, juice, person, water, dry, ice, cream, story, glass, tea, of, course, favourite, kilo, salt, tomato, soup, less than, not…at all, try, feel, luck, carry, supermarket, large, take in, mean, fat, stay, tasteTasks: Healthy eating.Task1: Writing an article on your dietTask2; Reading your article to a partner to check for mistakes.教学建议让学生查字典或上网查询有关食物的词汇,并能进行归类和区分可数名词和不可数名词。

7年级下册unit4教案

7年级下册unit4教案

Unit 4 Don’t eat in class.Ⅰ. Analysis of the Teaching Material1.Teaching Aims and Demands(1)Knowledge ObjectsIn this unit students learn to talk about rules.Make students learn and grasp imperatives and the usage of the words “can” and “have to”.(2)Ability ObjectsTrain students’ listening,speaking, reading and writing skills. Train students’ integrating skills.(3)Moral ObjectAs students, we must obey school rules.2.Teaching Key PointsLearn the key vocabulary and the target language. Learn the imperatives and the words “can” and “have to”.3.Teaching DifficultiesTrain students’ listening,speaking, reading and writing skills. Learn to write a letter.4.Studying WaysTeach students how to talk about rules in daily life.Ⅱ.Teaching Guidancenguage Function: Talk about rules.2.Target Languages: Don’t eat in class! Can we wear hats? No,we can’t.We don’t have to wear a school uniform.3.StructuresImperatives. Can for permission. Modal have to.4.Key Vocabularyin class, classroom, hallway, gym, arrive, hate, go out, practice, inside, outside, uniform, sports shoes, fight, can, can’t, have to5.Learning Strategies: Scanning. Deducing.Ⅲ. Periods: Six periods.The First Period (Section A 1a-1C)授课人:______ 授课班级: _____ 授课时间:2014年___月___日____午第____节Step 1 Warming up. 1 2 345学校走廊Point to the pictures one by one and teach students to say, Don’t arrive late for class. Don’t run in the hallways. Don’t eat in the classrooms.Don’t listen to music in the classrooms. Don’t fight.Write the rules on the blackboard. Read and have students repeat several times.Students open their books. Point out the list of school rules. Invite a differentstudent to read each rule to the class.Step 2 Call students’ atten tion to the picture.Say, Each of these students is breaking one of these rules. Write the number ofthe rule each student is breaking in the box next to him or her. Point out the sampleanswer.Students do the activity individually.Check the answers.Answers 1.boy looking at his watch2.boy running in the hallway3.girl eatingan apple4.boy with headphones5.boys sitting at desks, fightingStep 3 1bAsk students to read the five rules in activity 1a once more.Point to the three names. Say, You are to listen to a conversation. Three studentsare breaking the rules. Listen and write the number of the rules next to the name of thestudent who is breaking the rules.Play the recording for the first time. Students only listen.Play the recording again. This students listen and fill in the number of the ruleafter each name.Correct the answers.Answers Peter:2 Nicki:3 Joseph:4Step 4 1cInvite a pair of students to read the sample conversation to the class.Write it on the blackboard.Put students into pairs. Say, Student A is an exchange student. He or she doesn’t know the rules in the school. Student B tells him or her about the rules in 1a.Get students to work in pairs. As they are working, move around the room offering help as needed.Get some pairs of students to present their conversation to the class.(This activity provides oral practice using the target language.)Step 5 SummaryIn this class we’ve mainly learned to talk about school rules. As students, we must obey school rules.Step Ⅵ HomeworkWrite down the rules in activity 1a without looking at books.The Second Period (Section A 2a-2d)授课人:______ 授课班级: _____ 授课时间:2014年___月___日____午第____节Step1 RevisionT: Hello. What day is it today? What’s the weather like today?T: It is a good day today. Can we play ping-pong outside?Can we run outside/in the hallways? Can we fight in the classrooms?Can we eat an apple in a dining hall? Do you like movies?Do you want to go to a movie?Today we are going to watch a short play about rules. It is made by our classmates. When you are watching the play, you should to remember what rules they are breaking. Use the sentence like : Don’t …S1: Don’t arrive late for school. S2: Don’t talk in class.S3: Don’t listen to music in class.Step 2 Listening1. Listen to 2a,check the activities Alan and Cindy talk about. Then check the answerstogether.2.Listen again. Can Alan and Cindy do these activities? Circle can or can’t above.3.Say the rules like this: we can eat in the dining hall.We can’t listen to music in the classroom or hallways.Step 3 PracticePractice the conversation with your partner like this:A: Can we listen to music, Cindy?B: We can’t listen to music in the classroom or hallways, but we can listen to it outside.Step 4 Role-play the conversation1. read the conversation and finish the questions below.Q1:Is John new at school?Q2:Are there many rules at school?Q3: Can he bring music players to school?Q4:Do they have to always wear the school uniform?2. Understand the conversation. Explain the difficulties.3. Read the conversation then role-play it.Step 5 HomeworkRecite the conversation in 2d.The third Period (Section A 3a-3c)授课人:______ 授课班级: _____ 授课时间:2014年___月___日____午第____节Step 1 Warming upDo some exercise about imperatives.1.You can eat in the classroom.( 改为否定句)You _________ ________ in the classroom.2. We have to wear the school uniforms. (否定句)We _________ ________ _______wear the school uniforms.3. She has to wear a hat today. (一般疑问句)______ she _______ _______ wear a hat today?No, she __________.4. We can listen to music in class. (一般疑问句)_______ we ________ to music in class?Yes, _______ _______.Step2 Grammar focus.1.Read the sentences in the Grammar Focus. Try to recite the sentences.2.Ask some sentences to translate the sentences in the Grammar Focus.Step 3 3aT: As you know, we have seven classes in a day. What can you do in an English class? S: We can speak English/learn English songs/…T: What can you do in the painting class?S: We can draw some pictures..T: What do you have to bring for the painting class?S: We have to bring our color pencils.T: What can you do in the PE class? Or we can say, what can you do in gym class? Step 4 Use the words to make questions about the rules. Then write answers according to your school.Step5 Task2: Design your ideal schoolT: As you are students, you have to obey the rules. Now if you have the chance to be a headmaster, what kind of school do you want to make? Please tell us the rules of your ideal school.You can work with your group, ask and answer like:A: Can the students….?B: Yes, they can. / No, they can’t.Report: In our school, the students can … They can’t …. They have to …. They don’t have to…. Do you like our school?Step 6 Homework:1) Copy new words. 2) Design your ideal school and write down the rulesThe fourth Period (Section B 1a-1d)授课人:______ 授课班级: _____ 授课时间:2014年___月___日____午第____节Step 1 Presentation1.Learn more rules.go out, see friends, do his homework, practice the guitar, do the dishes, watch TV, help his mom make breakfast, clean his room2. Read the rules on the screen, then match the pictures with the rules in 1a.Step 2 Listening1. Read the rules in 1b first, then listen and check what things Dave can do and what he can’t do.2. Listen again. Write when Dave has to follow the rules in the chart in 1b. Choose from the phrases in the box.Step 3 PracticeTalk about the rules in Dave’s house.A: Can Dave go out on school nights?B: No, he can’t.Step 4 Homework.The fifth Period (Section B 2a-2c)授课人:______ 授课班级: _____ 授课时间:2014年___月___日____午第____节Step 1 Warming-up and revisionSing some English songs. Greet the class as usual.T: Good morning/afternoon! How are you? What’s the date today?What day is it today? What’s the weather like today? Are you happy?Learn the song “If you’re happy.”T: Are you happy? Why?If you are unhappy, who do you like to talk to?Step 2 Reading1. Fast reading:Q: What does Molly think of the rules?2. Careful reading:Q: Read the letters, underline the rules for Molly.3. Read the letters again and complete the sentences with have to/must, can or can’t.a. Molly ____ play basketball on school days, but she ___ play it on weekends.b. Molly ____ do her homework first when she gets home.c. Molly ____ read a book after dinner before she ___ watch TV.d. At school, Molly ____ be noisy or eat in class.e. Parents and schools make rules to help students. So students ______ follow the rules.4. Understand the difficulties of the passage.a. too much & too manytoo much moneytoo many peopletoo much milktoo many teachersb. either, also, tooHe can dance, I can dance ,____.=He can dance, I can ____dance.He can’t dance, I can’t dance______.c. be strict with sb. 对某人要求严格d. follow the rulesStep 3 HomeworkThe sixth Period (Section B 2a-2c)Step 1 Warming-up and revisionSing some English songs. Greet the class as usual.Step 2 ReadingT: Are you happy? Why?Revise Part 1 in Section B. Then show the photo of Zhao Pei in3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules .T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.)Step 3 Class Survey1. Make a list of the rules at your houses.T: OK! There are so many rules in your houses! Now make a list of the rules at your houses. You can use Zhao Pei's list of rules as a model.Give the Ss some minutes to write. And then have some students read theirlists to the class. Make language corrections as needed.2. Make a surveyFirst, point out the sample question and answer in the picture in the book. Ask two students to read it to the class.Step 4 Task2 Make the rules for school libraryT: As you are Ss, you have to obey many rules. Now if your headmaster asks you to help him make a rule for your school library, can you help him? What kind of rules do you want to make? Please tell us the rules. Work in groups. Then make a report.T: You are all good Ss. I hope you can be Ss both at home and at school. Be a good student.Step 5 HomeworkDo the exercises in the exercise books.。

Unit4教案7-PEP版小学英语六年级上册

Unit4教案7-PEP版小学英语六年级上册

教学过程:1.Warm up/Revision(1)Review the phrases in Let’s Learn: Show the cards ,read and spell thewords.(2)Chant: Hobby , hobby , what’s your hobby?Riding, riding , I like riding a bike.Diving , diving, I like diving.Playing, playing , I like playing the violin.Collecting, collecting, I like collecting stamps.Making, making , I like making kites,(3)Free talk: What’s your hobby? I like…..2.Presentation(1)Let’s try: Listen and circle.Ask:What’s his hobby?(引导学生说)He likes…..(2)Let’s talk①(PPT 呈现)教师手指幻灯片画展的图片说:“There is a painting show Saturday.I like painting.I am going to the show.What else likes painting? Who would like to go with me?”有学生举手,教师则手指该名学生说:“I like painting.He/She likes painting,too.”接着教师手指邮票展的图片说:“There is a stamp show Sunday.I like collecting stamps,too.Do you?”有学生举手,教师说:“He/She likes collecting stamps,too.”板书:He likes collecting stamps,too.(板书likes中的s可以用不同颜色标出)学生跟读,然后开火车进行造句练习:He/She likes…②Learn the dialogue: Listen and fill in the blanksWu:What’s your ________?John:I like_______ stamps. What ______ you?Wu:Me too. There is a _____ show on Sunday. Let’s go together.John: I have a friend. He ______ collecting stamps,too. ______ he go with us?Wu: Sure!③Check the answers , listen and repeat the dialogue.④Role play: Pair work--- Read and act out the dialogue.3.Practice①PPT presents some person and ask: What’s his/ her hobby? And thestudents tell quickly: He likes…. / She likes….②Make the dialogues(According to the pictures)②Exercise: Exercise Book4.Summary—ChantHobby, hobby, what’s your hobby?Diving , diving ,I like diving.Hobby, hobby, what’s his hobby?Diving ,diving ,he likes diving.Hobby, hobby, what’s her hobby?Diving, diving , she likes diving.5.Homework(1)Copy the dialogue(2)Preview Let’s read板书:Unit 4 I have a pen palA Let’s talkWhat’s your hobby? I like….What’s his hobby? He likes…..What’s her hobby? She likes….附图:。

牛津译林版英语八上Unit 4《Do it yourself》(Reading2)说课稿1

牛津译林版英语八上Unit 4《Do it yourself》(Reading2)说课稿1

牛津译林版英语八上Unit 4《Do it yourself》(Reading2)说课稿1一. 教材分析《牛津译林版英语八上Unit 4 Do it yourself》的Reading 2部分,主要讲述了一个关于美国小学生自主能力培养的故事。

通过这个故事,让学生了解到在不同的文化背景下,教育的理念和方式也有所不同。

教材内容丰富,插图生动,语言贴近学生生活,有利于激发学生的学习兴趣。

二. 学情分析八年级的学生已经具备了一定的英语基础,对于阅读理解也有了一定的掌握。

但同时,学生在阅读过程中可能会遇到一些生词和短语,需要我们在教学过程中给予引导和解答。

此外,学生对于不同文化背景下的教育方式可能了解不多,需要我们通过教材内容进行拓展。

三. 说教学目标1.知识目标:学生能够掌握故事中的生词和短语,理解文章的主旨大意。

2.能力目标:学生能够通过阅读,提高自己的阅读理解能力,学会从文章中获取有用信息。

3.情感目标:学生能够认识到自主学习的重要性,培养自己的自主学习能力。

四. 说教学重难点1.重点:学生能够正确理解故事内容,把握文章的主旨大意。

2.难点:学生能够理解并运用故事中的生词和短语,提高自己的阅读理解能力。

五. 说教学方法与手段1.采用任务型教学法,让学生在完成任务的过程中,提高自己的阅读理解能力。

2.利用多媒体教学手段,如图片、视频等,帮助学生更好地理解故事内容。

3.采用分组讨论的方式,让学生相互交流,共同解决问题。

六. 说教学过程1.导入:通过展示一幅图片,引导学生思考自主学习的重要性,从而引入本课的主题。

2.阅读理解:学生自主阅读文章,完成相关任务,教师引导学生讨论并解答问题。

3.词汇学习:教师讲解故事中的生词和短语,学生通过练习巩固所学知识。

4.文化拓展:教师引导学生了解不同文化背景下的教育方式,拓宽学生的视野。

5.总结反思:学生分享自己的学习心得,教师对课堂内容进行总结。

七. 说板书设计板书设计主要包括故事标题、主要人物、故事情节和生词短语等内容,以便学生能够清晰地了解故事的基本情况。

人教版新目标 七年级英语初一上册Unit4单元教案设计含教学反思

人教版新目标 七年级英语初一上册Unit4单元教案设计含教学反思

人教版义务教育教科书◎英语七年级上册Unit 4 Where’s my schoolbag?教材解读本单元的主要内容是谈论物品所在的位置,通过这一话题和参与一些教学活动训练学生的听、说、读、写四项基本技能,让学生通过询问物品的位置,学习一些有关家居物品和学习用品的单词,以及方位介词in、on、under、behind等的用法;学习并掌握Where问句的问答,一般疑问句提问并用方位介词来回答;学习名词单复数及人称代词they的用法,同时培养学生养成干净、整洁、合理摆放物品的好习惯。

单元目标一、知识与技能1. 掌握有关物品的新单词:table、bed、dresser、bookcase、sofa、chair、drawer、plant、bag、alarm clock、CD、video、video cassette、hat等。

2. 熟练运用in、on、under、behind、in front of、near等介词。

3. 熟练运用Where问句和一般疑问句及其回答。

4. 掌握名词单复数及人称代词they的用法。

5.学会用英语准确描述物品所在的位置。

6.学会用英语询问自己的或他人物品的具体位置。

7. 能够合理地描述和设计房间。

二、过程与方法采用任务型语言教学,实施情景教学法、交际法、情感激励法等教学方法。

三、情感态度与价值观1. 培养学生整齐地摆放自己物品的生活习惯。

2. 通过小组对话、讨论、调查和设计等一系列的课堂活动,培养学生的合作精神。

教法导航采用直观教学法,遵循以学生为主体,充分调动学生的积极性的原则。

学法导航培养学生的交际能力和认知能力。

课时支配第1课时:Section A 1a-1c第2课时:Section A 2a-3c第3课时:Section B 1a-1e,1第4课时:Section B 2a-Self Check课时教案第1课时Section A1a-1c教学目标一、知识与技能1. 方位介词:in、on、under、behind、in front of、near等的用法。

牛津译林版(2019)必修 第二册 Unit4 Reading2 教案

牛津译林版(2019)必修 第二册 Unit4  Reading2 教案
e words and phrases from the article to complete a passage about a literary classic;
3.give examplesto support an idea;
4.find pairs of synonyms and antonyms from the article and think up more on their own;
A __________ human soul can bring hidden truth and beauty to our attention, just as the shell __________ the unnoticed sounds. Besides, good literature can __________ our feelings and arouse our imagination.Furthermore, literary classics should contain two __________: __________ interest and personal style.
Appreciation
Step 5
Students have a group discussion about the function of examples. Later on, students find the examples used in the article and finish B3 onPage 47.
教学过程
步骤
教学活动
设计意图
互动时间&模式
Homework checking
Step 1
The teacher asks students to read their version of the summary of the article. Later on, students are asked to use proper words to fill in the blanks of a sample answer.

(六年级英语教案)PEPBOOK7Unit4Ihaveapenpal评课稿

(六年级英语教案)PEPBOOK7Unit4Ihaveapenpal评课稿

PEPBOOK7Unit4Ihaveapenpal评课稿六年级英语教案何老师讲授的是小学英语第七册,unit4《i have a pen pal》,第一课时。

体现了young teachers make student think for themselves, ask questions, explore and develop their own creative ability.既注重新旧知识的联系,又注重理论与实际的巧合。

是一堂信息技术与学科整合课。

整堂课的结构分如下几块来完成:一、说唱导入;二、新知呈现;三、操练巩固;四、拓展延伸。

纵观整节课的教学具有如下特点:一、教学特色1、教学目标明确,达成较好。

抓住这一课时的特点,整堂课的目标很明确,就是掌握四个四会单词和一个句型。

在新授知识,并通过操练之后。

从学生反馈的情况来看,掌握较好,也就是说这堂课的目标达成较好。

2、课堂设计新颖,任务性强。

《课程标准》中指出,本课程倡导任务型的教学模式,让学生在教师的指导下,通过感知、体验、实践、参与和合作等方式,实现任务的目标,感受成功。

何老师从一开始就从学生出发,新授what’s your hobby?句型。

继而又发挥学生的主体性,学习新词组。

在新授完成后,组织学生练习句型what’s your hobby?时,又创造性地设计了一个贴近学生实际的教学活动-——“answer the phone”,吸引和组织他们积极参与。

老师将学生们分成若干组,提前为各组准备了一个信封,里面有这一课时的词组,让学生以打电话的形式进行操练。

3、依靠多媒体技术,整合教学资源。

充分运用电脑及网络资源,开发英语教学资源,拓宽学生学习渠道,改进学生学习方式,提高教学效果。

将网络提供的丰富的教学资源,融入到英语教学中,●二、教师素养何老师教学基本功扎实,能够正确使用英语进行教学,语言清晰,表达准确。

教学态度真诚、温和,师生关系融洽。

(完整版)《英语泛读教程2》教案

(完整版)《英语泛读教程2》教案

Extensive Reading (Book 2)Unit 1 The Shadowland of DreamsI. Teaching ObjectivesGo over the whole text in limited time and try to get the main idea of the passage Get some information about the author Master the Reading skillsII. Teaching Importance and Difficulties1. The usage of new words and phrases2. Using context clues to find out the meaning of words3. Understanding paragraphs-How to identify the Main Idea.4. Reading skills: Using the DictionaryIII. Teaching Methods: Discussing, Practicing, and Exercising.IV. Teaching Time: 4 periodsV. Teaching Content1. Lead-inWhat are your dreams?What will you do if you meet some troubles on the course of realizing your dream? 2. Related information1) author亚历克斯•哈利(1921-1992)Alexander Murray Palmer Haley (August 11, 1921-February 10, 1992) was an American writer. He is best known as the author of Roots. 非洲裔的美国作家。

高中英语_Book 7 Unit 4 Sharing教学设计学情分析教材分析课后反思

高中英语_Book 7  Unit 4  Sharing教学设计学情分析教材分析课后反思

Book7 Unit 4 Sharing 教学设计—核心素养视野下的高中英语阅读教学《普通高中英语课程标准》(征求意见稿)将英语学科核心素养定义为:“学生在接受相应学段英语课程教育的过程中,逐步形成和提升的适应个人终身发展和社会发展需要的必备品格和关键能力,综合表现为四大素养,由语言能力、文化品格、思维品质和学习能力组成。

”所有的语言学习活动都应该是在一定的主题语境下进行的,即学生围绕某一具体的主题语境,基于不同类型的语篇,通过听、说、读、看、写等语言技能,获得、梳理、整合语言知识和文化知识,深化对语言的理解和赏析,比较和探究文化内涵,评价和汲取文化精华;同时,在英语学习过程中,学生尝试运用所学语言创造性地表达个人的思想、观点和态度,形成积极的人生观和价值观。

基于上述考虑,结合该文的话题性强、脉络清晰、情感教育意义深远等特点,笔者从学习能力和文化品格两个层面入手设计本课的教学。

一、培养学习能力——巧设任务,提高学生的高阶思维能力英语专家刘儒德认为学习能力是指“个体所具有的能够引起行为或思维方面比较持久变化的内在素质,并且,还必须通过一定的学习实践才能形成和发展”(《学习心理学》:高等教育出版社,2010)。

根据认知心理学理论,阅读是一种积极的信息加工过程,是大脑运用语言和非语言的思维活动的过程(Goodman,1967,转引自李杰,2012)。

阅读教学就是训练和发展学生思维能力的过程。

通过阅读教学培养学生的思维能力,尤其是高阶思维能力,是一种切实有效的教学策略。

1、设计思索性问题Sadker&Sadker(1991)认为,思索性问题是指那些不能仅仅依赖记忆(memory)或回忆(recall),而是需要更多的思考才能回答的问题。

通过梳理其先前获得的表层信息,继而进行分析与综合,才能作答。

且该类问题并无既定答案,仁者见仁,智者见智,学生可以充分的表达自己的观点,只要言之有理,言之有物,即为有效思考。

译林版高中英语选必二Unit4 Reading II 教案

译林版高中英语选必二Unit4 Reading II 教案

《英语》(选择性必修·第二册)Unit 4 Living with technologyReading (II)I. Learning objectivesBy the end of the lesson, students will be able to:1. master the following core vocabulary: capacity, finance, crime, urge, pose, demand, alternative;2. understand the core vocabulary in the text;3. use the core vocabulary in new context;4. grasp and apply the skills of the tip: understanding words in context;5. analyse some complex sentences in the text.II. Key competence focus1. Master and use the core vocabulary in new context.2. Grasp and apply the new reading skills.III. Predicted area of difficulty1. Use the core vocabulary in new context.2. Understand some complex sentences in the text.IV. Teaching proceduresStep 1 Building core vocabulary1) This book is within the capacity of younger readers.2) We are simply involved in an advisory capacity on the project.3) The factory is working at full capacity to make machines for farmers.4) The theatre has a seating capacity of 2000.1) It’s about time you sorted out your finances.2) Finance for education mainly comes from taxpayers.3) The band was financed by a famous financier.4) He has a diploma in banking and finance.T: Match the underlined words with their right definitions.1) Stores spend more and more on crime prevention every year.2) Mr Steele has committed no crime and poses no danger to the public.3) It would be a crime to travel all the way to Australia and not stop in Sydney.T: Match the underlined words with their right definitions.1) She urged him to stay.2) The situation is dangerous and the UN is urging caution.3) She urged her horse to jump the fence but failed.4) I had a sudden urge to hit him.1) He adopted a relaxed pose for the camera.2) Winter poses particular difficulties for the elderly.3) The artist asked her to pose for him to draw a pretty picture.4) The prisoner posed as a prison officer in order to escape.T: Match the underlined words with their right definitions.1) The project has demanded considerable investment of time and effort.2) There’s an increased demand for organic produce these days.demands.3) This firm attempts to meet its customers’1) We had no alternative but to fire Tom.2) There was no car to rent, so we found an alternative means of transport.【设计意图:此节关于核心词汇学习。

高二英语Book 7 Unit 4课件(知识点语法)

高二英语Book 7 Unit 4课件(知识点语法)

Unit 4 sharing
Give roses to others and the lasting fragrance will remain in your hand.
Unit4 Warming-up & Reading
Warming-up
Have you ever helped your parents, or other relatives, or your friends? No
If so, Would you be called a “ volunteer ” this time?
People who help others in their community or outside their community would be called volunteers. In other words, one who offers his or her services to those who are less fortunate than himself or herself is called volunteer.
2. 表示原因 With his key lost, he couldn”t get into the office. 由于钥匙丢了,他进不了办公室。
3. 表示时间 The children began to watch TV with the homework done. 孩子们完成作业以后开始看电视。 4. 表示条件 I’d like to see the new film with time permitting. 如果时间许可,我想看那部新电影。 5. 表示结果 The battle ended with the enemy defeated. 战斗结束了,敌人被打败了。

牛津译林版英语7BUnit4课程教案(8课时)

牛津译林版英语7BUnit4课程教案(8课时)

,.7B Unit4教课设计备课组初一英语主备人组员主备时间月日课题Unit4 Comic strip and Welcome to the unit课型新授讲课月课时第1课时日期日教课目的教课重难点课前准备1.能认识有关地址和交通的图标。

2.能讨论出游和交通方式的话题。

3.能鉴别方向。

1.能认识有关地址和交通的图标。

2.能讨论出游和交通方式的话题录音机多媒体教师活动内容、方式学生活动内容、旁注方式Check pre-exerciseStep 1. Lead-in Students watch 1.Teacher ask:In winter, where will the birds fly?the picturesIn spring, where will the birds fly back?and share the 2.Show the eight directions .answerstogether.,.Learn todescribe thedirections inour daily life.Step 2. PracticeShow pictures for students to talk about where theplaces are.Show the map of China to Describe where theprovinces are.Step3. PresentationThe teacher says: The students will have a trip.1. Find the places they plan to visit after listening.Listen and fill in2. Talk about the transport to school. Ask student’ s tothe boxes inmake dialogue like this:Part A.S1: Is your home far from our school?S2: No. It’ s north of the school, about ten milesaway.S1: How do you come to school?Talk about in S2: I come to school by⋯pairs.Step 4. Practice1.Listen to Part B and answer these questions.Where are they going for the trip?Where ’s the zoo?How will they get there?2.Practice the dialogue and then make a similar dialogue with the partner.S1: Where ’ s Sunshine Park?S2: It ’s north-east of our school.S3: Let ’ s go there.S2: OK.S1: How can we get there?S2: We can get there by bus/on foot. Step 5 Comic stripShow the cartoons for students. Ask:1.Where are Hobo and Eddie?2.Can Eddie go down the hill?3.What does the sign say?Let Ss practice the dialogue and act it out. Step 6. Discussion Take an active part in the class activity and practice speaking English.Watch the cartoons carefully andGroup work: Make a dialogue about how to get toanswer the your home.questions. ReadStep 7. Consolidation the dialoguedo some exercises and check the answers.and try to act itStep 8. Homework out in pairs.1.Read the dialogues.plete the exercises in your workbook.Discuss in3.Preview reading.groups.Finish the Ex. intime教后记Unit4教课设计备课组初一英语主备人组员主备时间月日课题Unit4Reading 1课型新授讲课月日课时第2课时日期,.教课目的教课重难点课前准备1.能依据地路,掌握方向的基本表达方法。

牛津译林版七年级英语下册Unit 4 Reading2 课件

牛津译林版七年级英语下册Unit 4 Reading2 课件
他们认为他们是对的
They think _(_t_h_a_t_) _t_h_e_y_ _a__r_e_ right
恐怕他们不会欢迎像你这样的拜访者。 I’m afraid (_t_h_a_t)_t_h_e_y _w_o_n_’_t _w_e_l_c_o_m_e_v_i_s_it_o_r_s_like you.
I like to _______ _______ _______
hear birds sing
4 all day long 里面的long 是副词, 用在表示一段时间的名词之后,其强调作用。 他们常年辛勤工作。
Theyw__o_r_k_ _h_a_r_d__a_ll_ _y_e_a_r_ _lo__n_g_.
2 remember that they’re dangerous 记住他们很危险。 “that”是宾语从句的引导词,无词义, 可以省略,就是说一个句子的宾语不是一个词而是句子时 用that, 他说他是个老师
He says _(_t_h_a__t)__h__e_ __i_s__ a teacher.
B( ) 2.Hongkong is the ___ of China. A.to / east B.in / south C.on / west D.in / north
D( ) 3.Taiwan is _____ the southeast of China. A. on B.to C.at D.in
__m_a__k_e_/_le__t/_h_a__v_e_/_h_e_a_r_/_s_e_e__s_b__d__o__s_t_h_.
这里have sb do sth 意思是”使某人做某事 “
请请让让他我走跟你pl一ea起se走_l。_e_t_h__im___go
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2)语言知识分析:
Travelling on these lines was inconvenient, though意为“然而,搭乘这些线路很不方便”,句子中的though为副词,意为“可是,不过,然而”,常被置于句中或句末。
3)考点考例:[考点] as引导原因状语从句
[考例] Jenny was very sad over the loss of the photos she had shot at Canada, _____ this was a memory she especially treasured.(广东2006)
他通过每天练习提高了他拉小提琴的技能。
He has improved his violin-playing skills by practising every day.
4. A newly built line was used as an underground aeroplane factory, a closed station was used as an anti-aircraft centre, and the station nearest the Prime Minister’s house was used by the Prime Minister as meeting rooms for the government administration.Lines 42-45)
choke back抑压住(感情),忍住(哭泣)。choke down硬用力咽下;硬忍着(气),抑制住(感情、眼泪等)。choke off把…闷死,绞死;使中止,使放弃(计划)。choke up使闷死;枯死;〔口语〕激动得说不出话来,紧张得发呆。choke up with阻塞,填塞,塞满。)
6 It was decided that…_______________________________
1)句子结构分析:此句为and连接起来的三个并列句。
第一个分句为A newly built line was used as an underground aeroplane factory;第二个分句为a closed station was used as an anti-aircraft centre;第三个分句为the station nearest the Prime Minister’s house was used by the Prime Minister as meeting rooms for the government administration。
9 image doing _______________ 10. link up___________________
(link up: to connecte.g.1) The two islands will be linked up by a bridge.
2) If you link up the pieces of information, you will be clearer about what has really happened.)
comparative adj.比较(上)的;相当的,还可以的;〔委婉语〕(广告等)比较性的,攻击竞争者的。in comparative comfort相当舒适地。with comparative ease比较容易地
compare vt.比较,对照(with);参照;把…比作为(to)
vi.相比,匹敌(with)
A. asB. ifC. whenD. where
选A。句意为:珍妮因为丢了在加拿大拍的照片感到很伤心,因为这是她特别珍惜的一段记忆,用as。其他三项都不表示原因。
3. Having seen the situation, a wealthy American businessman, Charles Yerkes, tried to improve the system by buying many of the different lines and setting up the Underground Group. (Lines 30-32)
It would be beneath him to cheat.他去行骗未免有失身份。
adv.在下,在下面,在下方,在下位。
The valley lay beneath.山谷就在下面。)
parativelynarrowtunnels___________________________
(comparativelyadv. comparatively speaking比较地说来〔插入语〕)
2)语言知识分析:Having seen the situation意为“看到这种情况”。一般说来,V-ing形式作状语时,逻辑主语为主句的主语,用完成式表示其动作发生在主句谓语动词的动作之前。
3)by: by means of
Aliceleft her keys at home. She had managed to get into her room by climbing through the window.
without distinction (= difference)没有区别
make a distinction between A and B = make a difference between A and B区别A和B = distinguish A from B (between A and B)}
1)句子结构分析:此句虽然很长,但实际上是一个简单句。主干为a wealthy American businessman tried to improve the system。
句首的Having seen the situation为V-ing短语作状语;Charles Yerkes为a wealthy American businessman的同位语;后面的by buying many of ...是方式状语。
教学重点
A study of new words, expressions and analysis to difficult sentences.
教学难点
Usage of language points.
教学过程
复备栏
Step1Abrief revision of the text
Try to help students to recall the information of the London Undergroundin the worldin the following aspects: introduction,reasons,development,unusual functions,popularity
11. in the middle of the city __________________________________
12.加快……步伐_________________________________________
13.be responsible for _________________
Step2. Difficult sentences.
1. However, most trains intoLondononly went to the distant boundary of the city because building railway tracks into the city would have caused damage to many historic buildings. (Lines 4-5)
Step3.Translation
1.have the distinction of _________________________________
{distinction n.区别,差别,声望
have the distinction(=reputation) of doing sth.享有做某事的荣誉(盛名gain / win / obtain / attain distinction(=fame)出名= become famous
1)句子结构分析:在这个复合句中,most trains into London only went to the distant boundary of the city是主句;
because building railway tracks into the city would have caused damage to many historic buildings是原因状语从句。into London和into the city都为介词短语作定语,分别修饰trains和railway tracks。
2)语言知识分析:
would have caused damage to many historic building意为“将会给许多历史建筑造成损害”。句子中would have caused为虚拟语气,表示过去并未发生
的事情。
2. Travelling on these lines was inconvenient, though, as each line was separately owned and many were very far from each other. (Lines28-29)
5.堵塞交通__________________________________________
(chokevt.使闭气,使闷死;使闷塞;扼(喉),绞死;堵塞,填塞; .阻止,防止,扼止;干死(植物);减(火);压住,抑制(情感)
vi窒息噎,哽; (管道等)塞住说不出话来窘住;举止失措,行动失当;
结构分析:Travelling on these lines was inconvenient, though为主句,as each line was separately owned and many were very far from each other为原因状语从句;
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