Book1Unit1Revision
《英语》(新标准)高中修订版必修第一册Unit 1练习册
This is a true story about something that happened to me last summer. I was on holiday with my family at a beach in the south of England. I was very interested to 1e__________ the local area, so one morning I woke up early and set off along the quiet road. In my2e__________ to discover the local area, I forgot to tell my parents where I was going.It was a hot, sunny morning and I soon felt thirsty, but I was determined to 3c__________ myself by walking to the highest point. I’m a good walker and so I pushed my way up the hill, although it was quite hard work. At the top, I saw many birds flying around their nests. Feel curious, I left the road and moved towards the nests. Aha, there were some baby birds in the nest. “If I take a picture of the baby birds, will I be attached?” With4b__________ in my stomach, I held my camera up and pointed it at the birds.Just then, one of the birds made a loud noise. I was so surprised that I dropped my camera! I didn’t have time to worry about it, though. To protect their nests, the birds started to fly at me to make me go away. They flew at me one by one. I 5r__________ back down the hill. Near the bottom of the hill, I heard a car 6e__________. It was my mum’s car! I jumped in and shut the door, looking at her in 7p__________.“Go! Go! Go!” I shouted.I spent the rest of the summer saving up for a new camera.•First, visitors can listen to a presentation by 1__________________ in the school hall.•Then, they can see the impressive facilities and 2__________________ in the gym.•After that, visitors go to our 3__________________ and see how students study science.•Before lunch: free time to explore the campus.•Lunch from 12:30 pm to 1:30 pm.•After lunch, visitors can experience different 4__________________.•Before the day ends, visitors and students can 5__________________ in the school hall.•Finally, students can 6__________________.Work in pairs. Take it in turns to plan an open day schedule for your school. Use some of the ideas from Activity 7a as well as your own ideas.☐1S ummerhill School in England is a very special kind of school. It was founded in 1921 by A.S. Neill with the belief that the school should be made to fit the child, notthe child fit the school. The school is run with the idea that teachers and students areequal. Students are free to choose which lessons to go to, if any, and create their owncourse of study.☐2A s a boarding school, most of students at Summerhill stay in school during the term time. Children have power to control access to their own rooms. Every pupil hastheir own bedroom space. The bed areas are personalised by the children, expressingtheir character. Summerhill’s ideas about teaching challenged the traditional modelof how schools were run, and they shocked many people.☐3B ut Summerhill’s approach to giving children freedom to select what to do at school also gained many followers, especially in the United States. Many schools opened inthe US following Neill’s idea that children learn best when they are free from beingforced to learn.☐4T he school is run by a committee of teachers and students who together decide rules such as appropriate bedtimes. Attending classes is voluntary, but most students chooseto go to the classes that interest them. The structure of the school may be unusual, butteachers work in standard classrooms and teach in the same way as usual schools.☐5S ummerhill has been in existence for about one hundred years and is still going strong. It appears that many parents and children still value what Neill thought wasmost important – allowing children to grow up happily and be encouraged to livetheir own lives.a An unusual school with usual classroom teaching methods.b Some schools in the United States follow Summerhill’s example.c The school should suit the child, not the other way round.d Summerhill is a continuing success as a different kind of school.e Summerhill challenged traditional views of what a school should be.Read the passage and answer the questions.1When was Summerhill founded?_____________________________________________________________________________2Where do students express their character?_____________________________________________________________________________3In which country did Neill’s ideas gain popularity?_____________________________________________________________________________4Who runs the school?_____________________________________________________________________________5What do parents and children value about Summerhill?_____________________________________________________________________________Thursday 8 OctoberI have just come back from a great school trip. Some of the activities were challenging, butI really enjoyed it!We went by bus to a sports camp out of town. As we drove, I viewed the impressivecountryside through the window. My first sight on arriving at the camp was seeing a big group of students barn dancing. “That looks complicated, but fun!” I thought.After we changed out of our school uniforms into sports clothes, we were taken to the gym. Here, a teacher taught us how to do various difficult exercises. I struggled to dosome of them, but my friend Cara showed me how to do them. I still could not do them well, but with Cara’s help, I did not stop trying.After lunch, we could select a new sport or activity to learn. Cara chose to learn how to skateboard. I thought it looked frightening, but she was really excited about it. I chose to learn how to barn dance. At first, I could not figure out how the dancers remembered all the moves, and I felt disappointed. Then I realised that a person at the front was calling out each move. Everyone was dancing in pairs, and helping their partners to remember what to do and where to go. I had a go, and I soon memorised them. I felt much happier!By the end of the day, I was able to dance every dance! As the saying goes, “Practice makes perfect!”When the sports camp day finished, our teacher asked us to rate the experience. I gave it10 out of 10!1Where did the student go on the school trip?_____________________________________________________________________________2What activity did the author try first?_____________________________________________________________________________3What activity did Cara try after lunch?_____________________________________________________________________________4How successful was the author at doing these activities?_____________________________________________________________________________5What did the author think about the sports camp?_____________________________________________________________________________Write a journal entry about a school trip experience you have had.。
2015年六年级英语下册Unit 1教案(译林英语)
2015年六年级英语下册Unit 1教案（译林英语）Unit 1 The lion and the mouse ?1銆佽兘鐞嗚В?2細bite, hole, large, sharp, strong, weak, wake up銆?3佷細璇昏〃绀烘椂闂撮『搴忕殑璇嶇粍锛?the next day, just then, from then on 銆?4?璇炬椂1 Story time1.鑳界悊瑙ｅ苟浼氭湕璇绘晠浜嬨€?2.鑳藉垵姝ュ惉鎳傘€佷細璇诲崟璇峫arge銆乻trong銆亀oke銆亀eak銆乶et銆乥it銆乻harp銆乻adly銆乭ole3.杩涗竴姝ュ珐鍥簍here be繃鍘诲紡鐨勫啓娉曞拰璇婚煶銆?4.?毦鐐?1.鑳界悊瑙ｅ苟浼氭湕璇绘晠浜嬨€?2.鑳藉垵姝ュ惉鎳傘€佷細璇诲崟璇峫arge銆乻trong銆亀oke銆亀eak銆乶et銆乥it銆乻harp銆乻adly銆乭ole 3.?Step1: Pre-reading 1. T: Look! Can you guess what my hobby is? S: You like reading, I think. T: Yes. I like reading stories. Do you like stories? What stories do you know? S: The king鈥檚new clothes鈥?T: Today we are going to read another interesting story. Look at the picture. Can you tell me the name? S: The lion and the mouse Unit1 The lion and the mouse T: Look at the lion. What do you think of it? Teach: large strong heavy T: But what is the mouse like? Is it large?... Teach: small weak light Step2: While-reading 1.T: The large and strong lion, the small and weak mouse. What is the story about? First, we know who. What else would you like to know about the story? S: Where? When? What? How? Where? in the forest 2. T: What happened? There are some sentences for you. Let鈥檚readthem together. The lion caught the mouse but let it go. The lion and the mouse became good friends. The lion could not get out from the net. The mouse helped the lion get out. The mouse woke the lion up. 3. Read and match 4. Watch and order 5. Read and think Teach: one day, the next day, just then, from then on 6.Read and think Q: Why did the lion let the mouse go? Q: What happened to the lion? Q: How did the mouse help the lion? Picture1&2 Pic2: How did the mouse say to the lion. Quietly How did the lion say to the mouse? Loudly The mouse was afraid. Picture 3-5 Underline the new words and phrases Teach: bite鈥昩it hole How? Sadly happily 7. T: If you were the mouse. What would you say? I am small and weak, but I am clever and brave(鍕囨暍). I can help the lion! Step3: Post-reading 1. Let鈥檚read. 2. Try to retell. 3. T: What do you learn from the story? Sometimes, the strong can be weak.鍐嶉珮鐨勪汉涔熸湁灞堣韩鐨勬椂鍊欙紝Sometimes, the weak can be strong.鍐嶇?Everyone is good at something.姣忎釜浜洪Let鈥檚help each other!?Step4: Homework Listen and read the story. Retell the story to your friends or family. Copy and recite the phrases. Unit1 The lion and the mouse One day walked by woke up caught let it go The next day caught with a large net bit couldn鈥檛get out Just then saw made a big hole got out From then on became good friends璇炬椂2 Story time (2) Fun time級 1.?2.鑳藉惉鎳傘€佷細璇淬€佷細璇汇€佷細鍐欒瘝姹囷細bite, hole, large, sharp, strong, weak, wake up, let go銆?3.鑳芥牴??1. 瀛︾敓瀵?2.敼缂栧苟琛ㄦ紨鏁呬簨銆?Step1: Revision 1. Greetings 2. Read the story together. 3. T: Long long ago, there was鈥?S: There was a lion. He was very large and strong. T: What happened? One day he next day鈥?just then鈥?from then on鈥?Can you ask some questions about the story? For example, who woke the lion up? Step2: Presentation 1. T: Open your books. Turn to page 8. Let鈥檚read the questions and answer together. Who woke the lion up? Did the lion eat the mouse? How did the man catch the lion? How did the mouse help the lion? What did the lion and the mouse lion? What did the lion and the mouse become? 2. Try to retell the story according to the blackboard. 3. Do the exercise on page 8: Read and order. 4. key words and phrases: Large/big鈥晄mall/little Strong鈥晈eak Sharp鈥昩lunt Wake up/get up/go to bed/go to sleep Want to do/would like to do Some day Let sb do The next day/the following day/the second day Catch the lion with/use o catch Just then/just now Get out/get in From then on/from now on Become friends 5. Fun time T: Now we know a lot about the story. We can also retell it. Right? Can you act it? Look at picture 1, the lion was very strong and large. What would he say? T: Turn to page 10. Work in groups and complete the dialogue. S: 鈥?T: Now let鈥檚act! Step3: Practice 1. Act the story. 2. Exercises on Exercise Book 1. Step4: Homework 1. Listen and read Story time. Try to recite. 2. Review the text and notes. 3. Try to retell or act more stories in groups. 鏉Unit1 The lion and the mouse Notes璇炬椂3 Grammar time & Checkout time(Look and write)1.瀛︾敓鑳界悊瑙ｅ壇璇嶇殑鐢ㄦ硶銆?2.瀛︾敓鑳芥帉鎻″壇璇嶇殑鏋勬垚锛歲uietly, excitedly, fast/slow鈥?3.瀛︾敓鑳芥帉鎻?ite-bit锛寃ake-woke锛宭et-let銆??1.瀛︾敓鑳界悊瑙ｅ壇璇嶇殑鐢ㄦ硶銆?2.瀛︾敓鑳芥帉鎻″壇璇嶇殑鏋勬垚锛歲uietly, excitedly, fast/slow, well鈥?Step 1 Revision 1. Greetings 2. Quick response: 鍔ㄨ瘝杩囧幓寮?Let鈥昹et Bite鈥昩it Wake鈥晈oke 3. Try to retell the story according to the verbs Step 2 Presentation (Grammar time) 1. T: When the lion caught the mouse, the mouse was afraid. So he said quietly. But How did the lion laugh? S: Helaughed loudly. T: The next day, two men caught the lion. He was sad. He asked for help sadly. T: When the mouse help him get out, he became 鈥?S: He became happy. T: So he thanked the mouse 鈥?S: happily. say happily T: Open your books to page9. Let鈥檚read the sentences together. The lion asked sadly. The lion laughed loudly. The mouse said quietly. The mouse said happily. 2. adv. Sad鈥晄adly loud 鈥昹oudly quiet鈥晀uietly happy鈥昲appily T: Can you find out the rules? S: 褰㈠ySummary: ?a. 璇嶅熬鐩存帴鍔爈y excited鈥昬xcitedly beautiful鈥昩eautifully careful鈥昪arefully b. 鍘籩鍔爄ly happy鈥昲appily angry 鈥昦ngrily heavy鈥昲eavily c. 涓嶅彉work hard run fast/slow jump high/low get up early/late d. ood鈥晈ell 3. Checkout time T: Look at the pictures and complete the sentences. The boy is running fast. The girl is shouting excitedly. The children are talking loudly. The people are laughing happily. The man is reading carefully. The woman is crying sadly. Step 3 Practice 1. Lily is a ________ student. She speaks English_______. (good) 2. Ben got up ________ this morning. He was_________ for school. (late) 3. He is a _______ boy. He laughs_________. (happy). 4. The food in Thailand tastes _________.(good) 5. Mary is a _______girl. She always talks __________.( quiet) 6. Nancy is a ________ girl. She dances_________.(beautiful) 7. Tomorrow is New Year's Day. The students are _________. And the English teacher aren't going to assign homework .So the students willshout_________. (excited) 8.Billy slips and falls. He cried ________.(sad) Step 4 Homework: 1. Review 鈥淕rammar time鈥? 2. Preview Cartoon time 3. Do some exercise. Unit 1 The lion and the mouse ?a.璇嶅熬鐩存帴鍔爈y excited鈥昬xcitedly beautiful鈥昩eautifully b. 鍘籩+ily happy鈥昲appily angry鈥昦ngrily heavy鈥昲eavily c. 涓嶅彉work hard runfast/slow jump high/low get up early/late d. ood鈥晈ell璇炬椂4 Sound time& Cartoon time鍐欙級 1.鑳界敤wh-?2.鑳芥帉鎻＄壒娈?3.cartoon time锛屽苟鑳芥帉鎻″叾涓??1.鑳界敤wh-?2.cartoon time?Step 1 Revision 1. Greetings 2. T: Boys and girls, do you likesweets? S: Yes/No. T: I like lollipops best. T: Where can we buy sweets? S: In the sweet shop. Step 2 Presentation 1. Sound time T: Look at the picture. Can you say some sentences about it? For example, they are going to the sweet shop. S: 鈥?T: OK!I have some sentences for you. Let鈥檚read them together. We are going to the sweet shop right now (). We want to buy a lollipop. It is for the boy over there. The boy is sad.鍒掔嚎鎻愰棶Where are you going? When are you going to the sweet shop. What do you want to buy? Who is it for? How is the boy? T: Do you think it is rising intonation or falling intonation? S: Falling intonation. T: Let鈥檚read together. T: They are going to buy a lollipop for the boy. What will he say? S: Thank you鈥?T: Well done. You鈥檙e so polite. But I think it doesn鈥檛matter. Because they just want to help the boy, and make him happy. Read sound time together. 2. Cartoon time T: Now we know how to ask questions. Wh- how. S: what, where鈥?T: We are going to learn Cartoon time. Before learning, what would you like to know about the story? S: Who? What? Where? When? How?... T: Who? S: Bobby and Sam. T: Who else? Look at the picture. S: Billy and Willy. T: What are they doing? S: They are playing table tennis happily. T: Look! Sam plays well! Sam is really good at table tennis. T: What happens? Can you guess? S: 鈥?T: Let鈥檚listen! What happens? S: The ball falls into a hole. S:鈥?T: OK. Let鈥檚read the story together. Look andsay(picture 2) Teach: cheer for them loudly hit the ball hard Pic3: T: At last, finally, they find a hole. Is the ball in the hole? S: Yes. T: But Sam鈥?Teach: reach Pic4: T: Sam has an idea. What is the idea? S: Teach: pour in into the hole T: Is there only oneball? S: No. there are so many balls. T: What does it mean? S: 鈥?Step 3 Practice 1. Read the story after the recorder. 2. Read in groups. 3. Share the group work. Step4 Homework 1. Listen and read Cartoon time. Prepare for the acting. 2. Listen and read Sound time. 3. Preview Culture time. Search for stories.Unit 1 The lion and the mouse Who? be good at Where? hit the ball hard What? reach鈥?When? pour 鈥?into鈥?How? Why?...璇炬椂5 Culture time& Checkout time(Think and write) 浜1. heckout time 缁冧範銆?2. 鑳借〃婕擟artoon time銆?3.В銆?4. 鑳藉舰鎴愪簰鐩稿府鍔╃殑濂芥皼鍥淬€?€侀毦鐐?1. heckout time 缁冧範銆?2. 鑳借〃婕擟artoon time銆?3.В銆?Step 1 Revision 1.Free talk 2.Review some phrases Step 2 Presentation 1. T: We learned stories in this unit. What story?S: The lion and the mouse. T: What is this story about? S: Animals T: Do you know where it is from? Teach: Aesop鈥檚Fables T: Look! This is Aesop鈥檚Fables. You can find many animal stories . What stories do you know in Aesop鈥檚Fables? Can you tell us ? The Fox and the grapes The Farmer and the snake T: The book is written by Aesop in ancient Greece. We also have our story book. It is called a Chinese idiom book. We can also find many animal stories in it. Can you tell one? 瀹堟牚寰呭厰銆佷骸缇婅ˉ鐗⑩€︹€?2. T: Do you like stories? You know, Su Hai and Anna aree-friends. Su Hai is writing an email to Anna. Would you like to know her story? S: Yes.. T: But her email is not complete. Can you read and complete it? T: Let鈥檚check your answers. What鈥檚Su Hai鈥檚story? What happened to her? T: Su Hai likes helping people. What about you? What did you learn from the lion and the mouse? S: We should help each other. T:We should help others just like Su Hai. Let鈥檚read the email. Step 3 Practice T: Did you help others? Would you like to share usyour story? Step 4 Homework 1. Read Culture time and Checkout time. 2. Try to help each other.Unit 1 The lion and the mouse Aesop 鈥檚 Fable a Chinese idiom book璇炬椂 6 Ticking time &Exercise級 1.?2.愮敤鑳藉姏鐨勬彁鍗囥€??1.?2. Step 1 Revision 1. Greetings 2. Free talk Step2 Presentation 1. Revision T: Boys and girls, we have finished this unit. What did you learn from this unit? S: We learned 鈥?2. Ticking time T: Well done. Open your books. Turn to Page 15. Can you understand 鈥淭he lion and the mouse 鈥? Can you use 鈥渓oudly 鈥? 鈥渟adly 鈥? Do you know the intonation of wh-questions? Step3 Practice 1. Do the listening on workbook. 2. Check the answers. Step4 Homework 1. Review Unit 1. 2. Finish the workbook.Unit 1 The lion and the mouse Notes。
新人教高中英语 Unit1 语法-名词短语,形容词短语,副词短语
1. 主谓 (S V) 2. 主谓状 (S V A) 3. 主谓宾 (S V O) 4. 主谓宾状 (S V O A) 5. 主系表 (S P) 6. 主谓双宾 (S V IO DO) 7. 主谓宾+宾补 (S V O OC) 8. there be …
Step 1: Lead-in: Let’s find the difference What can you see in the pictures?
作_S_主__语________
②We respect our teacher very much.
作_O__宾__语_______
③ The young lady standing there is my sister. 作_P_表__语________
④ We elected him monitor of our class.
作_O_C__宾__语__补__足__语
[Conclusion] 名词短语的功能：在句中作名词用，一般用作 主___语__、__宾__语___、__表__语__、___宾__语__补___足__语____ 等。
1、Noun Phrase名词短语 (NP)
[Read and think]
① The boy is my brother.
[提示] 限定词包括：冠词(a/an/the)、指示代词(this/that/these/those等)、物 主代词(my/your/his/her/our/their等)和不定代词(some/no/neither/both等)。
2、Adjective Phrase形容词短语 (AdjP)
形容词短语是指以一个形容词为中心构成的短语，在句子中的功 能相当于形容词。 [Read and think] Find out the function of the underlined words of each sentence
21世纪大学英语-课程教案-book1
Book 1 Unit 1Text A Secrets of A StudentsBrief Introduction of the UnitNo matter what country they call home or what language they speak, college students all over the world share many interests and experiences. One of the strongest is the desire to succeed in school. The test A in this unit,“Secret of A students,”argues that good study skills are actually more important to academic success than intelligence and hard work. It offers eight practical tips to help you study more effectively.1. ObjectivesStudents will be able to:(1)grasp the main idea (the essence of writing is to write what one enjoys writing)and structure of the test (narration in chronological sequence);(2) master the key language points and grammatical structures in the text;(3) conduct a series of reading, listening, speaking and writing activities related to the theme the unit;(4) learn the way how to present the idea: from general advice to specific examples;(5)appreciate the importance of examples in exposition.2Time Allotment (6 class hours)3 Warm-up Activities(1) Based on the title, guess what the text is about.(2) Arrange the students in group of 4-6, depending on the size of the class; each group elects a chairman, a recorder and a speaker, and introduce the discussion topics;(a) What does your group like or dislike about English?(b) What are the greatest problems your group has in English study?(c)What methods do you think are good in your English study?4Text StructuresThis text is divided into three parts.The first part (1-3paragraph) tells us why A students do well in their study, even if they actually put in fewer hours than their lower-scoring classmates.The second part (4-11) shows us secrets of A students which include eight skills; concentrate, study anywhere, organize your materials, organize your time, learn how to read, take good notes, ask questions, and study together.The third part is to encourage all the students to learn and master the secrets in order to become A students.5 Cultural notes1) grading systemSchool, colleges and universities in Great Britain and the United States commonly use letter grades to indicate the quality of a student’s academic performance: A(excellent), B(good), C(average), D(below average), and F(failing). In the United States, work rated C or above is usually required of an undergraduate student to continue his/herstudies; work rated B or higher is usually required of a graduate student to continue. In percentage scales, 100 percent is the highest mark, and 70 percent (or 65 percent) is usually the lowest passing mark.2) students at universitiesA university student who has not yet taken his or her first, or “bachelor’s” degree is an undergraduate. In the United States, a first-year student at a college or university, and in a high school as well, is called a freshman, a second-year student a sophomore, and a third-year student a junior, and a fourth-year student a senior. A student is a person who has completed a university degree course while a postgraduate (or graduate in the United States) is a person doing studies that are done at a university after one has received a first degree.6 Language Study1) Word-processingA) perform: (vi/t) do (a piece of work, sth one is order to do, sth one has agreed to do) 做，履行，完成; 演出，表演Examples:a)As a top student, she performs extremely well in every lesson.b)State-owned industries more often than not perform poorly.Derivative:a) performance:(n) [sing] process or manner of performing做，履行，完成; 演出，表演·To be faithful in the performance of his duties.Differences: act and performAct: 表示“充当、扮演或演出”，主要指演员在电影、戏剧中扮演角色，主语既可为演员，也可为电影、剧本等。
高中英语必修 一unit1
高一英语unit1 cultural relicsthe first period (warming up and pre-reading)teaching goals:1. target languagecultural, survive, remain, state, rare, dynasty, vase, belong to2. learning ability goalshelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.teaching important pointstalk about cultural relics and what should be done with them.teaching difficult points:how to talk about cultural relics.teaching methods:group discussion and presentation.(cooperative learning)teaching procedures:step1 warming-upt talks about some famous world heritages to the students. raise the ss’ awareness that there are some well-known cultural relics both at home and abroad. ask the ss to try their best to think of the cultural relics that they know.t: boys and girls, look at the title of this unit, tell me what the topic of this unit is.ss: the topic of this unit is cultural relics.t: do you know what cultural relics are?(ss can find the answer from the warming up.)t: ok, very good. now let me tell you some details about cultural relics. cultural relics are traces of features surviving from a past age and serving to remind people of them. they represent the culture of a place and some periods of history. can you give me some examples of the cultural relics?s1: the great wall.s2: the pyramids in egypt.s3: the imperial palace. ??t: well done. (t can give more examples) unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. now imagine that you work for the state office of cultural relics. you are sent to a small town where you find a relic that was stolen from a palace. it is a rare ming dynasty vase. the man who has it insists that it belongs to his family. what will you say to him? work in pairs to discuss this question, and then i’ll ask some ss to tell me your answers.3 minutes later, ask some ss to give their answers.step 2 pre-readingt: ok, class, do you think these cultural relics are beautiful?ss: yes, very beautiful.t: suppose one of them got lost, how would you feel and what will you do with it?s1: try our best to find it.s2: protect the others in order that they will not lost. ??t: thanks for your good suggestions. if you find a cultural relic, what will you do with it? you can make a dialogue with your partner on this question.t can practice it with a student to give an example.sample dialoguet: if you found a cultural relic, what would you do with it?s1: i dont know．t: would you want to keep it?s1: of course not．it doesnt belong to me．t: then why dont you go to your community council?s1: im not sure i could trust the people there．what if the person i give it to keeps it for himself?t: good question．what do the rest of you think?s2: i guess i would ask my parents what to do with it．t: thats a good idea．anyone else have an idea?s3: i would ask my brother．he is a policeman．ask some ss to act their dialogue out.step 3 homework1. preview the reading passage and do exer cise i in the part “learning aboutlanguage”.2. ask the ss to look for more cultural relics. the students can go to the libraryor use the internet to search for information.record after teaching:___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________the second period(reading and comprehending)knowledge:learn some new phrases and some new sentence patterns.ability:1. learn some detailed information about the amber room.2. improve the students’ reading ability.3. train the students’ ability to grasp key information while listening.4. tra in the students’ speaking ability.emotion:1. train the students’ ability to cooperate with others.2. enable the ss to talk about the story of the amber roomteaching important points:1 .the new words and expressions;2. learn some detailed information about the amber room;3. train the students’ ability to cooperate with others;4. train the students’ speaking ability.teaching difficult points:1. words: ton, stone, heat, design, fancy, style, jewel, king, reception, light,mirror, wonder;2. phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;3. sentence patterns:(1) there is no doubt that?..(2) this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it．4. improve the students’ reading ability.5. train the students’ ability to grasp key information while listening. teaching methods:1. listening to the tape.2. learning and practicing.teaching procedures:step 1 greetings and lead-int: we learned some cultural relics yesterday. do you still remember them? give me some examples, please.students give their answers.t: very good. today we’re going to learn another cultural relic. look at the two pictures on pages1—2; do you know what it is called?ss: the amber room.t: yes, it’s called the amber room.step2 fast reading:t: do you want to know more about the amber room? read the passage first and try to answer the questions:1、why it is called the amber room?2、what else were used to make the room besides amber?3、why was the amber room first built?4、when and why did frederick william i give the amber room to peter the great?5、what did catherine ii do with the amber room?6、when and how was the amber room supposed to have been lost?five minutes later, ask some ss to give their answers.answers:1、it was given the name because almost seven thousand tons of ambers were used to make it.2、the amber room was also made with gold and jewels.3、it was made for the palace of frederick i.4、1716，frederick william i gave it to peter the great, as a gift of friendship.5、catherine ii had the amber room moved to the palace outside st petersburg where she spent her summers6、in 1941, those two countries were at war. german army stole it.step3 comprehendingafter finishing all the questions, ask the ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises. t: now read the passage again and finish the exercises of comprehending.the ss begin to do the exercises. after a while, teacher begin to collect the answers. later, teacher gives the answers.step 4 post-reading1. read the passage again to get important information about the text in searchof the amber room. then fill in the blanks. (page73 best english )step 4 speaking or reading aloudplay the tape for the students to listen and follow in order to let them know how to read the text.step 5 homework1. read the text several times.2. do exercise 3 on page 4.3. do exer cise 1 on page 42 (ss’ book)record after teaching:___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________the third period(text analyses and language points)knowledge:1.words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder; phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;2. sentence patterns:(1) in 1770, the room was completed the way (that) she wanted it(2) there is no doubt that the boxes were then put on a train for kingsburg, at that times a german city on the baltic sea.ability:1. learn the usage of some difficult words and expressions.2. train the students’ ability to remove the difficulties while reading. emotion:1. train the students’ ability to cooperate with others.2. know what happened to the amber room3. know the importance of protecting the cultural relics by learning the storyof amber roomteaching important points:1. train the students’ abilit y to read different english names.2. train the students’ ability to cooperate with others.teaching difficulties:1. the explanation of some difficult words and expressions.2. train the students’ ability to remove the difficulties while reading. teachin g procedures: step 1 revisiont: in the last period, we learned something about the amber room and we also know that this room has a strange history, could you tell me what happened to this room chronologically? the ss talk it about by themselves for some minutes, and then t gives the answer: built inprussia-- frederick william i--- sent it to peter the great (russian)-- winter palace czar--- catherine ii move outside st petersburg-- the war between(rg) nazi german secretly stole--sent to konigsberg (g)—mystery--- now rebuilt step 2 learning about the language points1.although it feels as hard as stone, it easily melts when（it is）heated. feel here means: to give or produce the stated sensation(给人以某种感觉)2.the design for the room was of the fancy style popular in those days.(在句中做表语)（定语后置） 3.there is no doubt that the boxes were then put on a train for konigsberg, at that time a german city on the baltic sea.(同位语从句)step 3 homeworkin order to master the usage of these words and expressions, please do some related。
新视野大学英语 第三版 book one unit 1
To save money for his family, he often gets by on as little food as possible.
take pleasure/delight 乐于做某事 短语逆译 in doing sth.
nothing but a waste of time in the future. 10. Whereas some _s_a_m__p_l_e joys of college life, others
taste regrets for it.
Section A Toward a brighter future for all
7. He who has lost _c_o_n_f_id_e_n_c_e__ can lose nothing more. 8. What you will __r_ea_p__ from your campus life rests
with what you direct your efforts to now. 9. What one finds _fa_s_c_i_n_a_ti_n_g_ now may turn out to be
3. As you’ve made your _p_l_ed__g_e, so will you carry it out. 4. Teaching resources are always _a_v_a_il_a_b_le_ to those who
are ready to make best use of them. 5. With no compass in the ocean of learning, your
广东省高一英语上册必修一第一单元《Unit1 Good Friends 》全套教案
integrating skill
grammar and writing
get the students to write an email
教学
重、难
点
key points: 1. useful expressions; 2.writing 3.grammar
教学环节
step 1. revision
assessing
a learner log is a set of questions that will help the students to reflect on how and what they have learnt. the students are asked to rate their“comfort level”and summarize what they have learnt. you can use this as an activity in class or let the students complete the log at home. throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. learner logs and other similar assessment tools are simple to use and have a positive effect on the students’ learning and learning habits over time. the students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more attention to their learning strategies and set better goals. once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.
Revision教案
Revision教案5B 鏈熶腑Revision鐭ヨ瘑涓庢妧鑳斤細Module 1 Unit 1& 2 ?杩囩▼涓庢柟娉曪細閫氳繃缁冧範鐨勬柟娉曡繘琛屽珐鍥恒€???Module 1 Unit1& 2 ?澶囨敞1. Read the texts.2. Review & recite the words.rise, shadow, go down, inside, mouse, mice, cherry, hide, durian, block, flat, strawberry, bell, careful, asleep, awake, both, screwdriver, musical, instrument, shake, shaker, string, wheel, say, quiet, loud, hammer.3. Review some phrases.?寮犲紑浣犵殑?4. Answer the questions.T: What does the sun do in the morning?T: How is the shadow in the morning?T: Where is your shadow in the evening?T: Does the sun go down in the evening?T: Where is your book?T: What have you got? etc.5. Exercises?sour, in front of , behind, do not, stand, smoke, glass, one1. Danny ____ like limes. They鈥檙e too _______.2. Peter is tall. Ben is short. Ben _____ __________ Peter.3. My father likes ______. It鈥檚bad for him.4. Miss Fang can鈥檛see her ______. They鈥檙e on her head.5. The block鈥檚shadow is long in the morning. It鈥檚_____ the block.6. Do you want any strawberries? Yes, I want sweet ___________.鏀瑰彉鍙ュ瀷1. There are some green plums inside the box. (涓€闂? 鍚﹀洖)_____________________________________2. Grandma has got some durians in her handbag. __________________________3. He comes home at 4:00 in the afternoon.(when) ___________________________4. Mr. Chen eats a lot of fruit every day.(鍚﹀畾鍙? ___________________________5. Jim, please cut out the shadow. (鏃?____________________________瀹屾垚瀵硅瘽A: Look at _____ _______. It鈥檚short in the afternoon.B: Yes, the sun _______ _______ now.A: When ______ the sun _______ ________.B: At about 6:00 in the evening.A: _______銆€______ the shadow at that time?B: It鈥檚________.6. Check.?1. Module 1 Unit 1,2€鍗曪紝瀛︾敓鎺屾彙杈冨ソ銆?2. ?3. im, please cut out the shadow.锛堢幇鍦ㄨ繘琛屾椂锛変腑鏈変簺瀛︾敓娌℃湁鎶妏leaseх粌涔犮€?5B 鏈熶腑Revision鐭ヨ瘑涓庢妧鑳斤細Module 1 Unit 3 & 4????Module 1 Unit 3 & 4嬨€?澶囨敞1. Read the texts.2. Review & recite the words.fluffy, shiny, warm, parcel, thing, lunch box, mine, yours, ours, theirs, his, hers, its, cushion, move, touch, with, tongue, adventure, lost, find, save, different, help, beanstalk, same, giant, goose, grow, poor, rich, castle, golden.3. Review some phrasesу矝涓綇鍦ㄥ煄鍫￠噷锛屼笅铔嬨€?4. Answer the questions.T: How are you today?T: How does the desk feel?T: How is the apple?T: How do the pineapples feel?T: How are these cats?T: Whose book is this?T: Is this book yours?T: Are these books theirs?T: What do you do with your eyes?T: What does he do with his eyes?T: Are they the same or different?T: Can you see a giant in the castle?5. Exercises1. His birthday is on the _________(three) of February.2. Alice ________(go) to the park in the morning.3. How many ________(man) are there? There is one.4. Look, they __________(ride) bicycles there.5. These ________(one) are cheap. I like _______. (they)6. Ben can ________(wash) his clothes. He often _______(wash) on Sundays.7. Don鈥檛_______(jump), Kally. This sign means 鈥漀o _________鈥? (jump)8. They are from different ____________. (family)鍐欏嚭涓嬪垪鍗曡瘝鐨勯煶鏍?taste / / touch / /help / / where / /鏀瑰彉鍙ュ瀷1. Mike, please walk in the park. (鍚﹀畾鍙?2. My father is reading the newspaper in the chair.3. Betty has some desserts at break. (涓€闂? )4. They like the purple and yellow insect.5. The dog can smell with its nose.6. The birds are flying above the mountain. (what)瀹屾垚瀵硅瘽A: Mum, I鈥檓_____. Can I ________ ________ juice, please?B: Yes, please.A: Oh, Mum. ________ _______ any juice in the bottle.B: _______ some milk. A: OK!B: It鈥檚_______ time. What do you want for dinner?A: A bowl of _______ and some _________.B: All right.6. Check.?1. ?2. ?3.hey are from different_______(family).瀛︾敓娌¤兘鍐欏嚭澶嶆暟銆?5B 鏈熶腑Revision鐭ヨ瘑涓庢妧鑳斤細Module 2 Unit 1& 2 ????Module 2 Unit 1& 2 ?澶囨敞1. Read the texts.2. Review & recite the words.favourite, feed, kilo, hay, corn, cage, gate, branch, breakfast, along, left, right, up, down, step, rainbow, hotel, holiday, plant houses, dinosaur, soldier, puppet, visit, skateboard, computer, Gameboy.3. Review some phrases氬皯姘达紝寮8锛?0锛屽湪鏍戞灊涓婏紝璧颁笂鍙伴樁锛屽僵铏归厭搴楋紝浜氬崡屾墍鏈夌殑娲嬪▋濞冦€?4. Answer the questions.T: What time do you get up?T: What do the tigers eat?T: How much meat do they eat?T: What does a monkey eat?T: How much fruit does a monkey eat?T: Excuse me, where is Moon Park?T: Which doll do you like?T: What colour is the small dinosaur?T: Who has a computer?T: How many girls in our class have a bicycle?5. Exerciseslive, want, visit, have, be, tooth, dinosaur, what, whose, which1. On Sunday, Ben and Kitty ________ Grandma.2. My friend ______ some glue and some paper for the art class.3. Peter and Danny have two big apples. But Kitty _________ a small one.4. There ______ some tape and some keys on the desk.5. Our teacher _______ in Pudong.6. Both ________ are green and brown.7. ______ doll do you like, Kitty? This one.8. _______ is in the box? Some toys.9. _______ robots are these? Sorry, I don鈥檛know.10. The tiger is big. Its _______ are sharp.瀹屾垚瀵硅瘽1. A: Which fruit ____you like?B: I _______ strawberries.A: Do you like the big ______ or the _____ ones best?B: I like the ______ _______ best.2. A: ________ me. Where鈥檚Moon Park?B: Walk ______ Yanan Road. ______ a small road. ______ up the steps. It鈥檚Moon Park.鏀瑰彉鍙ュ瀷1. Is that long rope in your bag?(?2. We can see some trees on the hill. (what)3. ________________? She likes all the soldiers.4. It鈥檚Monday today.5. There is an old doll in the box. (how many)6. Check.?1. ?2. ?3.х?。
六年级英语下册Unit1RevisionFunFacts习题课件人教精通版三起
八、根据短文内容, 选择正确答案。 Tom is a little boy. He is only six. He doesn't go to
school and he doesn't know how to read or write. But his sister Sally is a schoolgirl. She is ten years old.
C. We enjoyed the moon and stars.
三、听短文, 判断正(T)误(F)。 ( F )1. We went to Hainan by train. ( F )2. It was hot in Hainan. ( T )3. I walked with my mother on the beach. ( F )4. My father liked swimming in the sea. ( T )5. There are four people in my family.
( A )3. A. Sure! B. Yes, she did. C. No, I wasn't.
( A )4. A. By chanting.
B. By plane.
C. Some words and sentences.
( C )5. A. We enjoyed sunbathing.
B. We have a big party.
3.What are you interested in? I'm interested in reading books.
4. What can you do in English lessons?
人教PEP版四年级英语上册《Unit1》精品教案教学设计小学优秀公开课5
Unit1My classroom教学设计第一课时教学内容：A.Let’s learn A.Let’s do A.Let’s sing教学目标：1.能够听、说、认读以下单词或词组：library,teachers’office,first floor,second floor.2.能理解运用句型Where’s the library?以及回答It’s on the first floor.3.能听懂指示语，并按照指令做出相应的动作，如：Go to the library.Read a book. Go to the teachers’office.Say hello.Go to the playground.Play football.Go to the garden.Water the flowers.4.会唱歌曲《Our school》教学重点：能够听、说、认读以下单词或词组：library,teachers’office,first floor, second floor.能理解运用句型Where’s the library?以及回答It’s on the first floor.教学难点：正确使用序数词,the first floor,the second floor.教学准备：1.单词卡片。
2.课件。
3.录音机和磁带。
4.板书教学过程：一、热身1.师生对话：T:Nice to see you again.How are you?Ss:I’m fine.Thank you. T:Welcome back to school.Let’s talk about our school.OK?(板书课题：Unit1My school)2.Listen to the song Our school.(学生边听音乐，边随着音乐做动作。
)3.Revision:T：（指着教室）What’s in the classroom?S:Two blackboards,a computer, many desks and chairs…T:How many classrooms are there in our school?Ss: There are…(旨在复习四上Unit1My classroom的相关单词和句型。
ATeachingPlanfor“RealizingYourPotential”Book1Unit1
A Teaching Plan for “Realizing Your Potential” Book1 Unit1 Period2 Reading发布时间：2021-07-05T16:44:36.243Z 来源：《中国教师》2021年9期作者：熊阳辉[导读] 本课例借助信息技术制造的课件来进行课堂辅助教学, 从而达到实现学生在一堂阅读课里的听说读写四会能力得到全面提升的教学目标。
熊阳辉湖南省石门县第一中学 415300 摘要：本课例借助信息技术制造的课件来进行课堂辅助教学, 从而达到实现学生在一堂阅读课里的听说读写四会能力得到全面提升的教学目标。
关键词: 课例，信息技术，课件，课堂辅助教学，四会能力Abstract: This case is to use the courseware made by information technology to assist classroom teaching to achieve the goal of comprehensively improving students' listening, speaking, reading and writing abilities in a reading class. Key words：case, information technology, courseware, assist classroom teaching，students' listening, speaking, reading and writing abilities 一、教学背景教学对象是高一学生，而且绝大多数都是农村孩子，英语基础知识和基本技能一般。
因此，调动学生的学习兴趣，并引导学生进行有效的听说读写是课堂的关键。
二、教学课型: 阅读课三、教材分析本课例是新译林版高一必修教材B1U1的Reading，围绕School Life这一主题，先观看电影片段和进行话题讨论，增加学生对文章的感性知识；然后阅读，培养学生阅读整体的概念；细读时，采取跳读，寻读和细读各种阅读方法和单选，阅读简答和语法填空的方法；在难点处理时，采用启发诱导，师生归纳，生生讨论的措施加以突破。
book1 Unit1 课后练习答案
8. I have told you again and again not to exercise immediately after lunch or supper. → time after time
Vocabulary
VI.
Replace the underlined parts in the following sentences with words or expressions from the text that best keep the original meaning.
Word Building
VII. The suffixes (后缀) -ment, -ation, -tion, -sion and ion are used to form nouns from verbs. Study the table below and then give the noun form of each of the following verbs. Make changes in the spelling where necessary. 1. announce announcement __________ 3. examine 5. connect __________ examination __________ connection 2. collect 4. develop 6. imagine 8. discuss 10. improve _________ collection __________ development __________ imagination _________ discussion __________ improvement
牛津英语1A Unit 1 my Classroom【优秀6篇】
牛津英语1A Unit 1 my Classroom【优秀6篇】《牛津小学英语》1A Unit 1教学设计篇一教学内容：《牛津小学英语》6b unit 6补充习题教学目标：1. 熟练掌握本单元所学内容。
2. 掌握《补充习题》内容。
教学重点：熟练掌握本单元所学内容。
教学难点：掌握《补充习题》内容。
教具准备：录音机、磁带等。
教学过程：step 1 warm up1. greetings2. free talk学生以小组形式就本单元所学的日常交际用语进行交谈。
step 2 presentation and consolidation1. listen and choose.①教师指导学生理解图意，说出短语。
②学生听录音完成练习。
③集体订正，再听录音，指名学生重复。
2. listen and tick.①教师指导学生看表格并说出短语。
②学生听录音完成练习。
③集体订正，再听录音，指名学生重复。
3. read and write.①学生独立完成练习。
②集体订正，教师相机板书。
③学生画出短语，校正答案。
④学生齐读。
4. look, think and write.①学生独立完成练习。
②集体订正，教师相机板书。
③学生画出短语，校正答案。
④学生讨论易错的地方，并汇报交流。
⑤学生齐读。
5. look, read and write.①学生独立完成练习。
②集体订正，教师相机板书。
③学生找出短语并校对答案。
④学生齐读。
6. read and answer.①学生独立完成练习。
②教师带学生看短文后问题并讲解其含义。
③教师带学生读短文，理解其意。
④学生找出短语，师生校对答案。
⑤讲解短文后问题答案并板书。
⑥学生齐读。
step3 homework.1. 写补充习题c read and write 和e look, read and write 1 遍。
2. 复习本单元所学内容。
①四会单词和四会句型默1遍，保证会默。
②读unit 6 的书1遍并试着背诵或复述。
备考2024年高考一轮复习必修一Weleunit背诵版
Welcome unit revision单元重点回顾1.重点词汇2.female adj.女(性)的；雌的n.雌性动(植)物；女子→ male adj.男(性)的；雄的n.雄性动(植)物；男子3.nation n．国家；民族；国民→ national adj.国家的；民族的→ nationality n．国籍；民族4.design n. 设计，设计方案vt. 设计，筹划→designer n．设计者5.formal adj.正式的；正规的→ informal adj.非正式的；非正规的6.anxious adj.焦虑的；不安的→ anxiously adv.焦虑地→ anxiety n．焦虑；不安7.annoy vt. 使恼怒；打扰→annoyed adj. 感到恼怒的→ annoying adj.令人恼怒的；令人烦恼的(表示事或物的性质) → annoyance n．[U]恼怒；烦恼；[C]使人烦恼的事8.frightened adj.惊吓的；害怕的→ frightening adj.令人恐惧的→ frighten vt.使惊恐；吓唬→ fright n. 惊骇，恐怖，惊吓；恐怖的经历9.impress vt.使钦佩；给……留下深刻的好印象vi.留下印象；引人注目→ impression n．印象→ impressive adj.给人留下深刻印象的10.concentrate vi.& vt.集中(注意力)；聚精会神→ concentration n．专心；专注；集中→ concentrated adj.全力以赴的；集中的；浓缩的11.explore vt.& vi.探索；勘探→ exploration n．勘探；探险；探索→ explorer n．勘探家；探险家；探索者12.confident adj.自信的；有把握的→confidence n．信心；信任anize/organise vt.组织；筹备；安排；组建vi.组建；成立→ organizer/organiser adj.有组织的→ organization/organisation n．组织；团体；机构→ organizer /organiser n．组织者14.improve vt.& vi.改进；改善→ improvement n．改进；改善15.curious adj.好奇的；求知欲强的→ curiously adv.好奇地→ curiosity n．好奇心pany n．公司；商行；陪伴→ companion n．同伴；伴侣→accompany vt.陪伴17.personality n．性格；个性→ person 人；(语法)人称；身体→personal adj.私人的；个人的；亲自的→ personally adv.亲自地=in person18.revise vt.& vi.修改；修订；复习→ revision n．复习；温习；修订重点短语Key sentence s1 I found most of my classmates and teachers friendly and helpful.我发现大部分同学和老师既友好又乐于助人。
2022年人教版(新起点)英语五上《Revision 1》(Let’s Spell)教案
Revision1 Let’s Spell教学设计【内容来源】人民教育出版社〔一起点〕五年级上册Revision1【课时】Let’s Spell一、教学目标通过各种活动，复习第一、二、三单元字母组合的发音，并训练学生活用读音规律的能力。
二、教学建议A. Listen, read and write.1. 复习活动(1) 复习前面所学过的带有字母组合bl, pl, cl, fl, gl, sl, ow, ou, cr, fr, gr, br和pr的词汇，并说说这些字母组合的发音。
(2) 教师自制带有以上字母组合的词汇卡片，快速闪卡片。
学生分成两大组比赛朗读词汇，看哪组读得快而且准确。
(3) 学生两人一组，使用课下自己制作的字母组合词汇卡练习朗读相关词汇并互相检查读音是否正确。
2. 听录音，指单词，跟读(1) 教师引导学生看A项单词，圈出学过的字母组合，回忆字母组合发音，然后两人一组尝试朗读词汇。
(2) 教师播放A项录音，学生认真听录音，再次识别所学字母组合的发音。
(3) 第二遍播放录音，学生边听录音边手指单词并跟读，稳固、记忆字母组合在单词中的发音。
(4) 学生两人结对，大声朗读A局部的词汇。
(5) 学生四人一组，小组合作尝试找出更多的带有这些字母组合的词汇。
(6) 教师板书学生头脑风暴后找出的其他带有以上字母组合的词汇。
bl: blame, blank, blind ...pl: please, plenty, plan, plane ...cl: clothes, cloud, class, clerk ...fl: fly, flew, float ...gl: glad, globe, glance ...si: slim, slide, sledge ...ow: how, town, flower ...ou: cloud, pound, loud ...cr: cry, crew, crow ...fr: friend, fridge, front ...gr: grass, grandmother, ground ...br: break, bread, brown ...pr: press, present, proud, pray ...(7) 全班同学朗读黑板上的词汇。
外研社希望英语1unit1教案4-5
教案授课时间课次 4 学时数 2授课形式（请打√）纯理论□纯实践□理实一体化□习题课□其他□授课题目Unit One Reading B or C & Presentation教学目的Reading Comprehension for Reading B or C;Presentation for Questionnaire.教学重点1. Useful words and expressions2.Presentation Skills教学难点 1. Reading Comprehension2. How to make a questionnaire使用的教具/多媒体/仪器/仪表/设备等Textbook; PPT;教学方法Case teaching; Group work; Presentation 参考资料Hope English (Book1) (2nd Edition)教学基本内容及设计I. Revision (5’)1. Checking assignment: pair work for introduction and making directions II. Reading Comprehension for Reading B(25’)Dos and Don’ts for College Freshmen1. Read the passage. Check the rules to see if they are acceptable or unacceptable. Give reasons and compare with others.2. Key words and expressions(While explaining new words, ask Ss to make some sentences and do some translations with the new words so that they can better master the words.) substantial a. large in amount; considerablee.g. Her contribution to the discussion was substantial.syllabus n. an outline or a summary of the main points of a text, lecture, or course of studye.g. Hamlet is on this year’s English literature syllabus.due a. expected; scheduled; supposede.g. My rent isn’t due till this Sunday.emergency n. a sudden serious event or situation requiring immediate actione.g. You should only use this door in an emergency.inform v. to give information to; to make aware of somethinge.g. The nurse informed me that visiting hours were over.III. Reading Comprehension for Reading C(25’)Dark Days1.Read the passage and dive the Ss some time to fill in each blank with the appropriate word or phrase given. Then check the answers.2. Key words and expressions(While explaining new words, ask Ss to make some sentences and do some translations with the new words so that they can better master the words.) plunge v. to fall or throw oneself into a substance or placee.g. We plunged into the icy mountain lake.expand v. to increase the size, volume,quantity, or scope of; to enlargee.g. The store owner expanded her store by adding a second room. miserable a. very uncomfortable or unhappy; wretchede.g. There are still many people whose living conditions are miserable. accommodation n. room and board; lodgingse.g. Hotel accommodation is scarce.funding n. financial resources provided to make some project possiblee.g. You mentioned the need for extra funding. Would you expand on that? council n. a body of people elected or appointed to serve in an administrative, legislative, or advisory capacitye.g. In Britain, the Design Council gives awards for good industrial design. gap n. a space between two objects or two parts ofan object because of something that is missinge.g. There is a generation gap between my parents and I.IV. Presentation(35’)Work in groups. Give a 5-minute presentation about your field work.(Below is the questionnaire for your interview.)QuestionnaireSEX AGECOLLEGE MAJOR1. Did you like the college you went to? ☐Yes. ☐No.2. Why did you choose the major?☐It was useful. ☐I loved it. ☐I didn’t know.3. How much was the college life different from the high school life?☐Completely different. ☐Fairly different. ☐Almost the same.4. How did you spend your spare time?5. What was the happiest experience you had at college?Steps:1. Each group gives a presentation in front of the class.2. Ss who are listening taking notes or complete a student assessment form.3. Give feedback to the presentation.课后作业/思考题Review what we have learned this period Finish the exercises.Prepare for a quiz for Unit 1.教学后记说明：1.课程教案应按授课次数编写；重复班授课不再另行编写教案。
新视野大学英语第一册教案unit_1
课程名称：New Horizon College English （Book I）教者：课题：Unit 1 Learning a Foreign LanguagePeriod (1-2)Teaching Objectives:1) Students learn some key words and expressions of CET-4.2) Help students grasp the new words and expressions of section A.Teaching Focus and difficult points:1) The main idea of section A.2) The understanding of section A including some difficult expressions. Teaching Aids:Teaching notes prepared by the teacherBlackboard,Tape recorderTeaching ProcedureStep 1 Ts’ opening remarksStep 2 Explanations of new words1.rewardv. reward sb with/for stheg. Her parents rewarded her for her passing the exam.The citizens rewarded the winners with gifts of fruit and flowers.n. He give the boy a reward of one dollar for bringing back the lost dog.rewards (pl)好处Teaching children has its own rewards.rewarding a .有益的,报答的,值得做的,有用的rewardless a. 无报酬的,徒劳的Compare: reward /awardreward 指干了好事或有益的事受到奖赏得到报酬award 指官方给予或授予award sb sth award sth to sb2.frustratev. ~ing ~edIt is (was) ~ing to do sth/ It is ~ing thatIt is ~ing that no one agreed with mebe ~ed in sth be ~ed to do sthI am ~ed in the result of the exam.~tion n. 挫折,失败Compare: beat , defeat, discourage3.positivea. Do not just watch me; give me some ~advice.(effective, helpful)We still do not have a ~ answer as to how he died.(definite)Be ~ of /that : Are you ~ that he is the man you saw yesterday?Are you ~ of her honesty?近: definite 反: negativemunicatev. ~ sth to 向…传达~ with 和…沟通(相连)We should learn to ~ with others.The officer ~d his order to the soldiers by radio.She tried to ~ her thoughts to her children.~tion n. ~tive a. 愿意说的~nicable a.可传达的5.mediumn. Air is a ~ of sound.Newspaper is a prime ~ of communication.The boy is of ~ height for his ageCompare: ~ / middle ~ 指按照具体或抽象标准衡量中等或适中的Middle 指距离.要求.标准.方位等的中间A man was lying in the middle of the road.I want to buy a ~-sized coat.6. accessn. have ( get, gain ) ~ to sth ( sb )The only ~ to that building was guarded by the soldiers.He was not allowed ~ to his brother who was in prison.It is difficult to gain ~ to him.Students must have ~ to good books.accessible ( to ) a. 容易得到的,可以使用的accessibility ( to ) 易接近,易取得Compare: assess 评定(估,价),核定,判断, asset 优点,天赋,(复数)资产excess 超过,超量,过剩mitment]n. make/take/undertake a ~ to do sthHe felt he did not have to make such a ~ to Mary.I do not want to get married because I do not want any ~s.Commit v. commit a crime /mistake commit suicidecommit oneself to 承担义务,承诺admit ,emit, limit, omit, permit, submit, transmit8. minimumn. The ~ passing mark is 40 out of 100.The temperature reached a ~ at midnight.~ ( pl )- minimums or minima (反) maximummini- 微型的,小的miniskirt minibusminimal a. 最小的,最低限度的minimize v. 使减少到最低限度9．embarrassvt. It ~ed her that her husband was drunk at the dinner.~ing a. ~ed a. ~ingly adv. ~ment n. 局促不安,难堪be/feel ~ed sth is ~ing ~ sb with sth/by doing sthShe was ~ed when they asked her age.I do not like making speeches in public; It is so ~ing.Compare:~ing/~ed/awkward~ing (某事,某种情理)使人尴尬~ed (某人)尴尬的awkward a.尴尬的,棘手的,可修饰人,也可修饰物.He was in an awkward situation.10. benefitn. He told me that he got no personal ~ from the businessRain will ~ the crops.v. (sth.) ~ sb ; ~ sb ; ~ (a lot/greatly) from/by (sth./doing sth.)for the ~ of =for the interest / good of ; be of ~ to sb. /sth. 对….有裨益I travel for the ~ of my health.The book was not of much ~ to me.beneficial a.Compare: ~ ; good ; profit11.be well worth sth./doing sth.A bird in hand is worth two in bush.The picture is worth ten thousand dollars.The film is well worth seeing.12.not only….but alsoShe is not only a good wife , but she is also a good mother.Not only did we enjoy the film, but we also had a wonderful time.另外: Only in this way can you hope to finish the work at the end of this month.当它连接两个并列成分做主语是,谓语的单复数采用就近原则,由but also 后的名词决定,英语中还有either….or… ; neither….nor….Not only she but also I like the dress.13. reap the benefits ofHe has reaped the benefits of a first-class education.I hope you will reap the benefits of investing in it.14.reach out ( to )We must ~ to those in need.reach out for You must reach out for any opportunity that comes your way.reach for He reached for the phone and dialed the number.15. rade…for/with:歌迷用五张光盘换到一张演唱会的入场券。
2022人教版(新起点)四下《Revision 1》(Let’s Spell)教案
Revision1 Let’s Spell教学设计【内容来源】人民教育出版社〔一起点〕四年级下册Revision1【主题】Revision1【课时】第2课时：Let’s Spell一、本课教学目标1.能够准确地辨识字母组合ai, ay, ow, oa, ee, ea的发音，并能够根据发音规律，拼读、拼写单词。
2. 能够在教师的指导下，制作与字母组合ai, ay,ow, oa, ee, ea有关的单词书(word book)。
教学建议A. Look, listen and number.1.热身活动。
(1)教师播放第一至三单元的小韵文，让学生跟随韵律说唱小韵文。
(2)教师出示自制的单词拼读牌，教师翻动词牌时学生快速拼读单词。
2.进行A项活动。
(1)学生先观察A项图片，尤其要观察图中主要场景和图上的单词，进行感知，并初步推测听力内容。
(2)教师请全班学生朗读A项所给的单词，学生自己先尝试读一读。
(3 )根据提示说一说图片的内容，尝试说出自己的推测。
教师先示范第—幅图，其余图片请学生结对说一说。
这个环节是为学生感知图片的内容，也为学生的八项听力练习作了充分铺垫。
(4)听一听，标序号。
播放A项录音，学生听录音标出序号。
之后，再次播放录音，学生听录音核对答案并关注录音材料的细节。
学生结对核对答案。
(5)学生再听录音，进行纠错。
之后，全班核对答案，学生进行自评。
(6)播放A项录音，教师呈现录音材料，学生听录音跟读，继续稳固单词的发音及单词使用的语境。
(7)教师请学生观察词汇的特点，学生简单说一说这六个字母组合的发音。
(8)教师出示有关三组字母组合的绕口令，请学生读一读。
(答案：1—rain, 2 —birthday, 3一subway 上一行左右两图作为一幅图出题；1一window, 2 —snowman, 3 —crossroads;1 — three, 2 — tree, 3 —sea )B. Listen and write.1.观察图片做好准备。
《新编实用英语》（综合教程）Unit1
《新编实用英语》（综合教程）UnitOneSection ⅠLesson PlanContent: Section ⅠTalking face to faceAim: The topic area of Taking Face to Face in this unit is to talk about greeting people and introducing with each other. The focus of functions is to Let Students get to know how to introduce and give personal informationImportant and difficult points：Procedure and methods:Step I. Leading-in1. Pre-class Work: Giving questions about the topic related to greeting and introduction2. Warming up for the new class3. Student Activity:1).Answering the questions presented by the teacher2). Making self-introductionStep II. Dialogue learning1. Explanation of the dialogue2. Giving sample dialogues based on the business card and passport3. Student Activity:1). Listening to the tape recording of the dialogues2).Pair work: Learning the dialogues by heart and Reading out the dialogues loudly in pairs.Step ⅢActing outAfter learning the five dialogues on the book1 Dividing the students into groups of four or five2 Offering more situations for students to make dialogue3 Summarizing this part4 Student Activities:1).Group discussion: Following the dialogue and making dialogues based on the given situations2). Comments on classmates’performanceStepⅣPutting in use1. Completing and checkingInstructions: Ask students to work in groups to complete by filling in the blanks on Page 4, and then check the answers in class.2. RespondingInstructions: Ask students to practice Exercise 2 on Page 4 of the textbook orally . Offer the situation in Chinese, and ask students to give the English version, the whole class works together. After each activity, check the answers and make comments promptly.Section ⅡLesson planSection ⅡListening Practice (for 90 minutes)Objectives/Learning Outcomes: Correct understanding of the listening material about greeting and introducing peopleTime Topic Teaching Method Student Activity AssessmentmethodAids20 minutesStep ⅠListeningand decodeListen andrespond1) Introduction of listeningcomprehension2) Explanation of the dialogueand comments1) Choosing the rightwords they hear2) Answering thequestions based onthe dialogue theyhear1) Questioning thestudents withsome words andphrases relatedwith the listeningmaterial2) Distinguishingsound -similarwords3) SimulatedperformanceTaperecording ofthedialogues15 minutes Step II.Listen andcompleteListen andjudge1) Introduction of somelistening skills: How to catchthe information you need2) Checking the answers1) Listening to thedialogue2) choosing the rightanswer for themultiple choiceexercises40 minutes Step ⅢListen andreadListen andmatch1).Explanation of the keywords2).Explanation of the listeningmaterial3).Checking the answers1) Filling in theblanks with thewords they hear2) Matching theinformation incolumn A withchoices in column B3) Writing out thegeneral idea of thepassage byContent: Section ⅡBeing All EarsAim: Make the students master more useful vocabulary phrases and sentences to express themselves in English .when they meet people and introduce with each other. Important and difficult points：1. Introduction:Listening comprehension is the receptive skill in the oral mode. When we speak of listening what we really mean is listening and understanding what we hear.In our first language, we have all the skills and background knowledge we need to understand what we hear, so we probably aren't even aware of how complex a process it is. Here we will briefly describe some of what is involved in learningto understand what we hear in a second language.2.Listening Situations：There are two kinds of listening situations in which we find ourselves:·Interactive·non-interactive.Interactive listening situations include face-to-face conversations and telephone calls, in which we are alternately listening and speaking, and in which we have a chance to ask for clarification, repetition, or slower speech from our conversation partner. Some non-interactive listening situations are listening to the radio, TV, films, lectures, orsermons. In such situations we usually don't have the opportunity to ask for clarification, slower speech or repetition.Listen for main ideas. The main ideas are the most important points the speaker wants to get across. They may be mentioned at the start or end of a talk, and repeated a number of times. Pay special attention to statements that begin with phrases such as "My point is..." or "The thing to remember is..."Give your full attention on the person who is speaking. Don't look out the window or at what else is going on in the room.Remember: time is on your side! Thoughts move about four times as fast as speech. With practice, while you are Listening you will also be able to think about what you are hearing, really understand it.Procedure and methods:Step ⅠListen and decode & Listen and respond1. Introduction of some listening skillsInstructions: Help students get to know how to distinguish sound-similar words.2. Explanation of the dialogue and commentsInstructions: In this part students must choose out the words they hear from the tape recording. After playing the tape twice, check their answers.3. RespondingInstructions: After listening to the tape for the third time, students are asked to answer the questions listed out in the textbook orally.Step II. Listen and complete & Listen and judge1. Completing after listeningInstructions: Ask students to fill in the blanks with the words they get from the tape recording after hearing it for twice.2. Judging after listeningInstructions: After students listen to the same dialogue for the third time, ask them to choose the correct answers to the given sentence.Step Ⅲ.Listen and read, Listen and match1. Explanation of the key wordsInstructions: Students are going to hear a passage with some blanks for them to fill in. Before playing the tape recording, explain some key words which will appear in it. Ask students to memorize these words.2. Explanation of the listening materialInstructions: After students finish the filling-in, explain some difficult language points in the passage.3. Matching after listeningInstructions: In this part a dialogue will be given to each of the students, after they listen to it, they are asked to match the information in Column A with the choices in Column B. Then check their answers.4. Answering questions after listening to the passage again.Instructions: In this part the students are asked to write out the general idea of the passage in one paragraph by answering some listed questions in the textbook.Step Ⅳ. Listen and conclude1. Exercises in the workbookInstructions: Give explanations to some new words in the workbook, and ask students to finish the exercises in it, then check their answers.Asking students to memorize the new words which appear in the textbookSection ⅢLesson PlanTime Topic TeachingMethodStudent ActivityAssessmentmethodAids5minutes Step ⅠLeading-in1) Revision2) Thebackgroundinformationabout thepassage3) Warming upfor the newpassages1) Reciting somesentences theyhave learned inthe previous class2).Makingself-introduction1) Oralquestioning2) Extractedexamples3)Simulatedperformance1) Mapsof theweatherforecast2)WordsCollectionaboutweather3)Taperecordingof thedialogues35 minutes Step IIComprehensionof the passage1) Textpresentation andlanguage points2) Asking somequestions aboutthe passage3) Summarizingthe passage1) Listening tothe tape recordingof the passage2) Answering thequestions3) Retelling thepassage in a fewword20 minutes Step ⅢFurther exercise1) Conductingstudents to finishthe exercises onpage 102) Explanation ofthe difficult partsof the exercise3) Checking the1) .Finishing theexercise on page102).Learning theusage of somekey wordsContent: Section ⅢReading Comprehension“Maintaining a Sharp Eye”. The students will first read the two useful passages of "The way Americans Greet" and "A little About Me". The teacher will interpret the new words and structures in detail. Finally help the students do the exercises.Aim: Master the key words and structures, and learn something about the way American great This will give them an idea of how to greet foreigners especially American and how to introduce themselves.Important and difficult pointsProcedure and methods:Step I. Leading in1. Revision of the previous lesson2. Warming up for the new passages3. Student Activity:1).Reciting some sentences they have learned in the previous class2).Making self-introductionStep II Comprehension of the passage1.Explanation of the new words and language points in the passageA. Important Words and PhrasesInstructions: Give some examples to explain the difficult words. Ask students to make sentences with the words they just learn.1). greet: v. say words of welcome to, express one‘s feelings on receiving sb. 问候，致意，打招呼e.g.: It is important for the students to learn how to greet people in English.The American professor greets his students with “Morning!”2).relationship:n. particular connection or relation; instance of being related 关系，联系e.g.: He is making efforts to develop a lasting relationship with Lizzy.3).wave: v. move one‘s hand to and fro, up and down (to give a greeting or say goodbye) 挥手致意，舞动e.g.: Jean waved goodbye to her Chinese friends,4). leave: v. go away from; fail or neglect to take/bring sth. 离开，出发；留下，遗忘e.g.: The beautiful city has left a deep impression upon our mind.5).impression: n. effect produced on the mind or feelings 印象e.g.: His speech made a strong impression upon the audience. 他的演说给听众留下了深刻的印象。
- 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)。
1. Your friend comes to school very _u_p_s_e_t_. 你的朋友来上学, 很心烦/难过。(B1 P1)
upset sb．使某人心烦/难过/失望 be upset about sth．为某事感到心烦 Upset sth. 打翻，弄乱
他没有通过考试，这使他心烦意乱。
Revision
I. Words and expressions
1. 心烦意乱的 2. 不理睬 3. 平静的 4. 在户外 5. 完全的 6. 力量,权力 7. 感激的 8. 安定,定居 9. 松的
upset ignore calm outdoors entire power grateful settle loose
recover sth. 恢复/重新获得… recover from the operation 在手术后康复
⑴ I must study hard_t_o_r_e_c_o_v_e_r_t_h_e___ _l_o_s_t_t_im__e_(把失去的时间重新补回来). ⑵ He_is__re_c_o_v_e_r_i_n_g_f_r_o_m__a_k_n__ee__in__ju_r_y_ (膝 伤正在康复).
4. add up vi.& vt．加起来，合计
add up to 总计，合计达到
add to 增加，增添 add…to 把…加进 in addition 另外 in addition to 除…之外
⑴ _A_d_d_ some salt __to__ the dish.
(2) The bills _a_d_d__u_p__to____ $1,000.
He didn’t pass the exam, which made him upset. …, which upset him
2. suffer vi.感到疼痛／痛苦 (feel pain or sadness)
vt.遭受，经历 (experience something bad, or disease)
无知n._i_g_n_o_ra_n_c_e
(of/about)
2．权力，力量n._p_o_w__e_r__；强大的adj._p_o_w__e_rf_u_l；
无权的，无影响力的adj._p__o_w_e_r_le_ss
3．灰尘n. _d_u_s_t ____；积满灰尘的adj._d_u_s_t_y___
4．同意v._a_g_r_e_e___；不同意v._d_is_a_g_re_e__；
协议n._a_g_r_e_e_m_e_n_t____
5．喜欢n.&v.__l_ik_e____；不喜欢n.&v.__d_i_sl_ik_e__
6．关心，涉及，关系到n.&v._co_n_c_e_rn___； 关心的，有关的adj._co_n_c_e_rn_e_d_； 有关的prep._c_o_n_c_er_n_in_g 7．感激的adj._g_r_at_e_fu_l__；
10. 积满灰尘的 dusty
11. 伙伴
partner
12.恢复,痊愈 recover
13. 大衣
overcoat
14. 青少年
teenager
15. 确切地
exactly
16. 不同意
disagree
17. 不喜欢
dislike
II. Different forms of words
1．不理睬，忽视v._ig_n_o_r_e___；无知的adj. _ig_n_o_r_a_n_t_；
1．关心，挂念__b_e__co_n__ce_r_n_e_d__about
肩并肩 arm in arm
2．面对面地__fa_c_e__to__fa_c_e__手_牵_ 手 hand in hand
背对背 back to back
3．一连串的，一系列，一套_a_s_e_r_ie_s_o__f _____ 4．按照；根据……所说__a_cc_o_r_d_in_g__t_o___ 5．将……合计起来__a_d_d_u__p_s_th_.____ 6．平静下来；镇定下来_c_a_lm__d_o_w__n_____ 7．对……狂热__b_e_/_g_ro_w__c_r_a_z_y_about 8．爱上，喜欢上_f_a_ll_i_n_l_o_v_e_w_i_t_h_
9．躲藏__h_id_e_a_w_a_y______ 10．经历；经受__g_o_t_h_ro_u_g_h_____ 11．记日记_k_e_e_p_a_d_i_a_ry_____ 12．放下，记下，登记_se_t_s_t_h._d_o_w_n_____ 13．参加，加入_j_o_in_i_n_________ 14．故意__o_n_p_u_r_p_os_e_____ 15. 对…厌烦 ___g_e_t_t_ir_e_d_o_f 16. 令人心往神迷__K_e_e_p_s_b_. _sp_e_ll_b_o_und
感激地adv._gr_a_te_f_u_lly__ 8．遭受，忍受，经历v._s_u_ff_e_r ___； 痛苦，不幸n._s_uf_fe_r_in_g__ 苦难的经历，痛苦的事 n. _s_u_ff_er_in_g_s___
side Байду номын сангаасyside
Ⅲ. Translate the following phsrhaosuelsder to shoulder
suffer from
受……之苦，患(病)
suffer from headache
受头痛之苦
suffer losses/ defeat
遭受损失/失败
运用 用suffer或suffer from的适当形式填空， 并说出其汉语意思。 ⑴ The patient is still _s_u_f_f_er_i_n_g__. ( 感到疼痛 )
⑵ The football team__su_f_f_e_r_ed_ a defeat yesterday. ( 遭受, 经历)
⑶ He _i_s_s_u_f_fe_r_i_n_g_f_r_o_m__ toothache now. ( 患(牙痛) )
3. recover vi.& vt．痊愈; 恢复; 重新获得