Caught by a Black Hole公开课学案
《g k h 》教学设计
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六年级英语下册 unit1 lesson4教案 冀教版
（冀教版）英语教案六年级下册 unit1 lesson4Lesson 4: What did you go ?教学目标：1、知识技能：能听、说、读、写的单词：bought taught thought2、过程与方法：、在自主的学习成功的体验中，进一步提高学生学习英语的兴趣和积极性，提高学生用英语交际的能力。
3、情感态度：让学生在感受英语学习的内容美、形式美的同时，养成良好的学习习惯，做到互助互爱，培养其相互合作的精神。
了解英语时态与汉语时态有何不同。
教学重点：能听懂、会说、会读和会写本课四会单词。
初步了解英语的时态。
教学难点：能听、说、读、写的单词：bought taught thought, 比较三者不同。
课堂教学资源：英语不规则动词分类记忆一、AAA型（原形→原形→原形）read read read cut cut cut let let let put put put cost cost cost hit hit hitset set set hurt hurt hurt shut shut shut二、ABA型（原形→过去式→原形）become became become come came come run ran run三、ABC型1. ow/aw/y →ew/u:/ →own/?un/ 原形过去式过去分词blow blew blown grow grew grown know Knew/nju:/ known draw drew drawn fly flew flown 2. i→a/?/ →u/Λ/ 原形过去式过去分词begin began begun drink drank drunk sing sang sung swim swam swum ring rang rung 3. 原形→过去式→过去式+(e)n 原形过去式过去分词bear bore born wear wore worn speak spoke spoken freeze froze frozenchoose chose chosen steal stole stolen get got gotten forget forgot forgotten4. 原形→过去式→原形+(e)n 原形过去式过去分词eat ate eaten see saw seen give gave given fall fell fallen do did donego went gone take took taken mistake mistook mistaken be(am.is.are) was/ were been ride rode/r?ud/ ridden/’ridn/ write wrote written/’ritn/ forbid forbade forbidden四、ABB型1. 原形→ought →ought 原形过去式过去分词bring brought brought buy bought bought fight fought fought think thought thought 2. 原形→aught →aught 原形过去式过去分词catch caught caught teach taught taught3. 变其中一个元音字母原形过去式过去分词feed fed fed meet met met lead led led hold held held babysit babysat babysatsit sat sat win won won find found found4. 变其中一个辅音字母原形过去式过去分词mean meant/ment/ meant hear Heard/h?:d/ heard make made made lend lent lentsend sent sent spend spent spent5. 原形→□lt→□lt 原形过去式过去分词feel felt felt leave left left deal dealt/delt/ dealt build built built6. 原形→□ept→□ept/ept/ 原形过去式过去分词keep kept kept sleep slept slept sweep swept swept7辅音字母和元音字母都变原形过去式过去分词have had had lay lain lain lose lost lost sell sold sold tell told toldstand stood stood understand understood understood pay paid paid say said said五、AAB型原形过去式过去分词 beat beat beaten教学过程：一 Class opening and reviewGame：“Question toss”Review past- tense, present-tense, future-tense verbs with a game ,write three columns of words on the blackboard and ask for volunteers to match them correctly. (设计意图：在游戏与竞赛中巩固单词，联系了旧知识，克服了枯燥乏味的记忆方法，使学生乐学、好学，主动记忆。
广东省广州大学附属中学南沙实验学校2023-2024学年七年级入学考试英语试题(含解析)
2023年广大附中南沙实验学校入学英语真卷（满分：50分时间：30分钟）试卷难度：★★☆Ⅰ.语音辨别。
（共5分）找出下列单词中画线部分的发音与其他不同的单词.（）1.A. cooker B. nurse C. hers D. sir（）2.A. cake B. battery C. camera D. apple（）3.A. watch B. school C. child D. touch（）4.A. electricity B. fridge C. tidy D. foolish（）5.A. supportedB. saved C. allowed D. imaginedⅡ.单项选择。
（共5分）（）6.You'd better stop ________ , Tom. It is bad for your health.A. smokingB. to smokeC. smokeD. smokes（）7.I am new here. I have ________ friends, so I often feel lonely.A. fewB. a fewC. littleD. a little（）8.— ________ I swim here in the river?—No, you ________. It's deep. It's very dangerous.A. Must; mustn'tB. Must; can'tC. Can; mustn'tD. May; may not（）9.Ben ________ be shy, but now he likes talking with people.A. useB. usedC. use toD. used to（）10.Look at the yummy cake！Let's ________ it together.A. to shareB. sharingC. shareD. sharesⅢ.完形填空。
最新小学-英语-冀教版(三起)五下 教案 Unit 4 Lesson 19
WБайду номын сангаасat day is it ?
Q: What day was yesterday?
二、New concepts.
Make a chart on the blackboard as show below.
TodayYesterday
play played
walkwalked
Unit 4 Did you have a nice trip?
Lesson19Li Ming Comes Home
借鉴教案
二次备课
教学内容：Lesson 19 Li Ming Comes Home
教学目标：
1.学生能听懂、会说、认读并书写下列词汇：story，did，yesterday，night
2.学生能理解某事发生在现在和某事发生在过去的概念
3.学生能理解并运用：walk/walked
重点、难点：
1.词汇：story，did，yesterday，night
2.理解某事发生在现在和某事发生在过去的概念
教学准备：教学光盘
教学过程：
一、Class opening
Lead them do the games:
板书设计：
Lesson 19 Li Ming Comes Home
TodayYesterday
play played
walkwalked
talktalked
look looked
课后反思：
略。
Did you have a good trip?
It’s for you.
三、practice
Read the text.分角色读课文并表演。
2025届高中英语北师大版高考复习学案：INNOVATION
选择性必修第四册UNIT12INNOVATION（答案在最后）【基础回顾】►核心词汇——写其形1．____________n.圆管，管子；电视显像管，阴极射线管2．____________n.电路，线路；环形道路3．____________v t.克服(困难)，控制(感情)；征服，战胜4．____________adj.恒久不变的；持续不断的，经常发生的n.常量，恒量5．____________adj.谦虚的，谦卑的6．____________n.轨道v i.&v t.沿轨道运行7．____________v t.发射；发动，发起，开始从事8．____________n.设备，装置；修辞手段9．____________n.重力，引力10．____________n.垃圾►阅读词汇——知其意1．outcome n.________________2．emerge v i.________________3．vitamin n.________________4．correspond v i.________________5．microscope n.________________6．satellite n.________________7．penicillin n.________________8．missile n.________________9．mould n.________________10．cosmology n.________________►拓展词汇——通其变1．available adj.可获得的，可用的→________n．可能性2．electricity n.电→________adj.用电的，带电的，电动的3．accurate adj.正确的；准确的→________n.准确性；精准度；正确，准确→________ ad v.准确地4．specific adj.确切的；特定的；具体的n.特效药；具体的方面；详情，细节→________ ad v.确切地；具体地；特别地5．regulate v t.控制，管理→________n.调节器→________n.管理；调校；校准；规章，条例6．explode v t.&v t.(使)爆炸；急剧增长→________n．爆裂，爆炸7．illustrate v t.说明，阐明；给(书籍、文章等)加插图→________n.作插图；图解；图示，举例说明8．theory n.理论；学说→________adj.理论的9．incidence n.发生范围；发生率，影响→________n.运气；巧合10．clue n.线索，提示；迹象→________adj.一无所知的，一窍不通的►高频短语——记得牢1．________________通常，大体上，总的来说2．________________更不用说；且不说3．________________弄清楚，搞明白；计算(数量或成本)4．________________挑出，挑选5．________________换句话说6．draw one's attention________________7．can't help doing sth.________________8．put together________________9．gain access to________________10．rely on/upon________________►典型句式——懂其用1．疑问词＋do you think＋陈述语序？Susan,________________________________________________inventors have?苏珊，你认为发明家有什么特点？2．不定式主动形式表达被动意义The biggest advantage is that it________________________________________．最大的优点是易于使用。
冀教版五年级英语下册Lesson 21 教案(公开课)(1)
Lesson 21 Look at the Photos教学目标1、学生能听懂、会说、认读并书写下列词汇：Photo 、were 、was 、happy 。
2、学生能继续加深对现在时和过去时的概念的理解。
教学重点1、过去时的构成。
2、用一般过去时介绍过去发生的事情。
教学难点1、过去时的构成。
2、用一般过去时介绍过去发生的事情。
教具准备图片、录音机、磁带教学过程1、greetings向学生问好：hello students ！yesterday I went to see a movie 。
what did you do ？花几分钟时间复习过去时和现在时的概念。
在黑板上写下这几个单词：have \ had eat \ ate do \did go \ went see \ saw2、presentation 导入：告诉学生，今天Danny 和Jenny 在家里。
他们在和Steven 交谈。
他们正在向他讲述关于旅行的情况。
他们使用过去形式的动词。
(1)Danny’s story在黑板上写下am ，is ，are ，was ，were ，每次写一个。
每个新单词说两遍，然后让学生重复。
向学生解释，am ，is ，are 是现在时态的动词。
讲述何时以及如何使用这些动词。
现在时态：I am happy .He is happy .She is happy .You are happy .We are happy .They are happy .这些句子相应的过去时态：I was happy .He was happy .She was happy .You were happy .We were happy .They were happy .记住：；对于：I 、she 、he ，在过去时态中用was ，在现在时态中用am 、is 。
对于you 、we 、they ，在过去时态中用were ，在现在时态中用are 。
Unit5reading1课时练习牛津译林版英语九年级上册
Unit 5 Reading (1 )一、根据首字母或中文提示完成单词。
1. My washing machine is C by my smartphone when I'm not at home.2. A black hole is an （物体）that has such a Large gravitational pull（引力），not even light can Get away from it．3. The man was tired, so he decided to have a rest on a big (石头).4. (中心的) Park is far away from here. You’d better take a bus there.5. 1. Taylor Swift from the USA is talented and crazy About music. She can play different (乐器) well, especially the piano.6. President Xi Jinping （颁发）the Top Science Award to Liu Yongtan and Qian Qihu for Their great contributions to science and technology In January, 2019.7. By the end of last year, the school football team had won a gold (奖牌) and three silver ones.8. (尽管) it is a show about ancient relics, National Treasure is very fancy and technical.二、用括号中所给单词的适当形式填空。
Caught by a Black Hole公开课学案
Unit 4 Caught by a Black Hole主备人：许春霞审核人：高二英语教师执教人_______ 使用时间____________教师寄语Where there is a will, there is a way.有志者,事竟成.Nothing is too difficult, if you put your heart into it.世上无难事,只怕有心人.学习目标1.知识目标：（1）掌握下列词汇：black hole、faint、gravity、warn sb to do sth、be ready、always doing sth、go out、pull sb into、seem to do、have an opportunity to等；理解疑难句子：a. We watched with interest and amazement at the lights which seemed to be going fainter and fainter round the edge of the black hole.b. All the stories about what happened when you were caught by the gravity of a "black hole" seemed to be true.（2）了解有关黑洞的一些信息。
2.能力目标：（1）会运用阅读技巧来提高阅读能力；（2）能通过自学和小组合作来探究文章。
3.情感目标：通过阅读作者与李彦平在黑洞边的经历，树立热爱科学，勇于探索的精神。
学习重点：Can improve their reading skill学习难点：C an master the main idea of the article学习过程：一．快乐自学速读文章，了解大意，找出疑难二.合作探究（小组合作学习）Ⅰ.讨论完成下列问题。
辽宁省重点高中沈阳市郊联体2023-2024学年高二上学期期中考试英语试题
辽宁省重点高中沈阳市郊联体2023-2024学年高二上学期期中考试英语试题学校:___________姓名：___________班级：___________考号：___________一、阅读理解Warrumbungle National ParkTravel six hours northwest of Sydney, and you’ve reached the astronomy capital of Australia. Warrumbungle National Park is a nature and star-lover’s dream. This land is home to the Southern Hemisphere’s first Dark Sky Park, which means you’ll be treated to nights of no light pollution and out of this world stargazing. Besides, the Warrumbungles has several adventurous hikes. The Breadknife and Grand High Tops walk is considered one of the best in Australia!Ku-Ring-Gai Chase National ParkKu-Ring-Gai Chase is the second oldest national park in Australia. We love this park for its proximity (邻近) to Sydney (a quick 45-minute drive from the city), significant Aboriginal (澳大利亚土著的) sites and breathtaking scenic views. There are many walks you can do here. You can also go kayaking (皮划艇), stopping at some of the secluded beaches that line the park.Bouddi National ParkLocated on the Central Coast, Bouddi National Park is one for beautiful landscapes and beaches. Just 90 minutes from Sydney, Bouddi is a hidden treasure. The beautiful water makes this park an ideal destination during summer, but it also provides a fantastic point for whale watching over the winter. You can experience Bouddi National Park on a day trip. Pack your picnic goods and head on the 8.5 km (one-way) Bouddi Coastal Walk — it’ll give you a perfect taste of the best of what the park has to offer!Dorrigo National ParkAs a UNESCO World Heritage Site, Dorrigo National Park is one to explore! Located just shy of four hours from Byron Bay, the park is part of the Gondwana Rainforests and has been made over millions of years. You’d be right then to expect some of the most stunning waterfalls here. For one of the best experiences, head to the Skywalk lookout. This elevated walkway will take you right into the heart of the rainforest, providing soaring views 21 meters over the rainforest all the way to the coast.1．If you were a fan of stargazing and hiking, which park would interest you most?A．Bouddi National Park.B．Dorrigo National Park.C．Warrumbungle National Park.D．Ku-Ring-Gai Chase National Park. 2．What can you enjoy at Bouddi National Park?A．Going kayaking.B．Watching whales.C．Visiting Aboriginal sites.D．Seeing breathtaking waterfalls. 3．What do you know about Dorrigo National Park?A．It is the oldest national park in Australia.B．It offers a perfect view of the Gondwana Rainforests.C．It’s about four hours drive from Sydney.D．It’s known for adventurous hikes along the coast.I can’t miss the little old lady with her kerchief (方头巾) on her head, a black umbrella blowing all over. I can tell she is freezing. She is standing at a bus stop, and I’m driving by, late for my early morning shift. I decide to stop and offer her a ride.Of course, she declines, but when I ask again and insist, finally, she gets in the car. I take her to her destination, and by the time she gets out of my car, she is smiling and thanks me.I was late for work that day, but I was so glad that I stopped. That was 40 years ago, and the beginning of a new habit, one that continues when I’m out driving in bad weather.If there’s someone at a bus stop, especially if it’s an elderly person waiting at off hours and in bad weather, I will pull over and ask if they need a ride.Once, a young doctor jumped in. She had finished a long shift and had been waiting and waiting at the bus stop. She had no hesitation and, for the first time, I was able to help someone who performs miracles (奇迹) on a daily basis. That felt good.But the best part of my ride offers is the conversation. I do tend to ask a lot of questions: where are you from, where are you going, family, background, pets and whatever else comes to mind. Surprisingly, everyone wants to chat. We are usually laughing by the time the ride is over. “What a shame!” I often think when they hop out, as the stories were just getting started.Now as retirement approaches, I believe I have found my calling. I will be happy to join a community driving program to take people to one appointment or another — or perhaps just to the coffee shop to sit and listen for an hour.As the years pass, perhaps I will be the one standing at the bus stop. Perhaps there will be somebody who rolls down a window and offers me a seat for a little ride. I will continue to take that leap of faith in the kindness of strangers.4．What are the first three paragraphs mainly about?A．How the author started offering rides.B．The value of the author’s actions.C．An old lady who impressed the author.D．An accident that happened 40 years ago.5．What does the author like most about her ride offers?A．Helping people who contribute to society.B．People accepting her offer without hesitation.C．Chatting with her passengers.D．Making friends with her passengers.6．What does the author plan to do?A．Become a taxi driver after retirement.B．Continue driving people to their destinations.C．Wait to be offered a ride at a bus stop.D．Share her stories with more people.7．What message does the author want to convey?A．Elderly people need more care and support.B．It is important to find a purpose in life.C．Offering rides to strangers involves risks.D．Always believe in the goodness in people.People’s first memories are all autobiographical (自传式的), or memories of significant experiences in their lives, and these events typically didn’t happen before the age of 2 or 3. In fact, most people can’t remember things from the first few years of their lives—a phenomenon researchers have called infantile amnesia.However, research suggests that infants (婴儿) can form other kinds of memories. Within the first few days of life, infants can recall their own mother’s face and distinguish it from the face of a stranger. A few months later, infants can demonstrate that they remember lots of familiar faces by smiling most at the ones they see most often.But if so, why do people experience infantile amnesia? Though it still isn’t clear whether it’s because we can’t form autobiographical memories, or whether we just have no way to retrieve (找回) them, scientists have a few guesses.One is that autobiographical memories require you to have some sense of self. Researchers have tested this ability using a mirror recognition task called the rouge test. It involves marking a baby’s nose with a spot of red lipstick.Researchers then place the infant in front of a mirror. Infants younger than 18 months just smile at the baby in the reflection, not showing any evidence of recognizing themselves or the red mark on their face. Between 18 and 24 months, infants touch their own nose, even looking embarrassed, suggesting that they connect the red dot in the mirror with their own face—they start to form some sense of self.Another possible explanation is that because infants don’t have language until later in the second year of life, they can’t form narratives about their own lives that they can later recall. Finally, the hippocampus (海马体), which is the region of the brain that’s largely responsible for memory, isn’t fully developed in the infancy period.Scientists will continue to investigate how these factors may contribute to infantile amnesia.8．What can infants do in their first few months?A．Memorize most of their family members.B．Distinguish between familiar and unfamiliar faces.C．Remember a string of events from the recent past.D．Identify their own reflections in the mirror.9．What do infants tend to do after 18 months, according to the rouge test?A．See their reflections as themselves.B．Ignore the marks on their faces.C．Enjoy playing with their reflections.D．Show a strong interest in the mirror.10．What could be a cause of infantile amnesia, according to the text?A．Infants’ inability to recall memories.B．Infants’ immature hippocampus.C．Infants’ undeveloped communication skills.D．Infants’ unsteady autobiographical memories.11．Which of the following can be the best title for the text?A．When do babies start remembering things?B．Why is it hard to retrieve lost memories?C．How do kids form their first memories?D．Why can’t we remember being a baby?Three years after “eating” a star, a black hole has been seen “vomiting (呕吐)”.According to a paper published in October in the Astrophysical Journal, scientists from Harvard University claimed that in 2018, a small star was torn to dust and swallowed by a black hole named A T2018hyz in a galaxy (星系) 665 million light-years away from Earth.Then, the same black hole becomes active again. However, it hasn’t swallowed anything new; it has been seen ejecting (喷射) material at half the speed of light.“This caught us completely by surprise — no one has ever seen anything like this before,” said Yvette Cendes, astronomer and the leading author of the new study, in a press release in the US.Black holes use their gravitational pull (引力) to draw matter into a small space with a force so strong that not even light can escape. They are usually formed by the collapsing pieces of large dying stars and can consume anything that comes too close.When a black hole swallows a star, some pieces may be thrown back into space – astronomers tend to call black holes messy eaters, according to the US Center for Astrophysics. The whole event is called a tidal disruption event (TDE).However, a TDE usually happens immediately after the swallow, not three years later as was the case with black hole AT2018hyz. Cendes posted on social media that the event was like “burping” after a meal.The team made assumptions about the possible reasons behind the event. According to their paper, scientists first turned to the density theory. If the density is very high around the black hole, the matter might be drawn out, causing an ejection. Another thought was that the other TDEs were in directions that could not be observed from Earth. However, scientists have yet to determine the true reason.“The next step is to explore whether this actually happens more regularly and we have simply not been looking at TDEs late enough in their evolution,” Edo Berger, co-author of the study, told the Harvard Gazette.12．What does the underlined word “this” in paragraph 4 refer to?A．A black hole ejected something new.B．A black hole swallowed a faraway star.C．A black hole vomited years after eating.D．A dead black hole became active again. 13．What do we know about black holes?A．They are unable to consume light.B．They take up a large amount of space.C．They are a mix of countless dying stars.D．They result from the collapse of large stars.14．What does the second-to-last paragraph mainly talk about?A．Supporting evidence for the research result.B．Potential applications of thescientific finding.C．Reasonable doubts about the research process.D．Possible explanations of the scientific discovery.15．Which aspect of TDEs will scientists plan to research?A．Their origins.B．Their effects.C．Their frequency.D．Their development.二、七选五Mindfulness(正念) is defined as turning your attention inward and being aware of yourhelp lower stress, reduce anxiety, increase a person’s ability to enjoy positive experiences, and more. Here are a few ways to practice mindfulness.Listen to music17 . Getting lost in a good song is an effective way to practice mindfulness. Before listening to your favorite album, consider what you’re focusing your attention on. That way, you’ll be able to tell if your mind starts to wander.Walk your dogSay you’re heading outside with your pet. Instead of thinking about the workday ahead, stay focused on the present. Notice your dog’s tail wagging(摆动) and the sounds of his breath. 18 .Focus on your movementsAs you walk into the office in the morning, focus only on your movements. 19and repeat the words “ lifting, moving, placing, shifting”. Doing so will help avoid unwelcome worries.Feel the natureResearch suggests that spending even a little time in nature promotes happiness and attentiveness. If you want to get mindful in nature, head to a park for a walk or run. 20 . If you choose sight, for example, ask yourself: What are you seeing and what colors are noticeable?A．Pick one sense to focus onB．A mindfulness practice can benefit you a lotC．Sound can give you energy, calmness, or bothD．A person can practice mindfulness in any activityE．Our minds tend to focus on worries about the futureF．Pay special attention to your feet as they touch the groundG．Any time your mind wanders, quickly bring your attention back to your pet三、完形填空23．A．leave B．search C．work D．hide 24．A．intelligent B．unsuspecting C．aggressive D．cautious 25．A．reach B．step C．look D．feel 26．A．give B．knock C．pull D．throw 27．A．save B．protect C．distract D．stop 28．A．locked B．involved C．stuck D．hurt 29．A．head B．hand C．leg D．tail 30．A．releasing B．tasting C．touching D．moving 31．A．trying B．forgetting C．refusing D．expecting 32．A．feed B．free C．help D．catch 33．A．warned B．ordered C．whispered D．sighed 34．A．return B．start C．change D．quit 35．A．calling B．taking C．holding D．pushing四、用单词的适当形式完成短文阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式。
I used to be afraid of the dark.(1a-1c)教案及反思第一课时教案
Unit 4 I used to be afraid of the darkPeriod 1 Section A (1a-1c)Teaching aims: Enable Ss to describe people’s appearance and personality using certain adjectives.Teaching important and difficult points: How to lead Ss say what they want to say in English. Teaching procedures:Step 1: Greetings as usual.Step II: Teaching procedures:Step 1: Lead-inT: Now tell me who is your headteacher? Of course, We know your headteacher is Mr Yang.Now can you tell me what he looks like? That means” what does he look like?”Is he hansome/tall/thin or fat/patient with you/ kind to you? Does he have short hair or short hair?Ss: Ss give various answers.T: Can you imagine what he looked like ten years ago? That means “What did he use to look like when he was 15 years old?” Did he use to silent/short/careless?Ss: Ss can give various answers.T: The Teacher writes these answers on the blackboard just as” fat/ handsome/ brave.....”In order to make Ss say more Adjectives about people’s appearance and personality. Then The Teacher asks again.”What does your Chinese teacher look”Is she beautiful/ strict with you /slim? Does she have red or black hair? Can you imagine what she looked like when she was ten years old?That means “Did she use to be shy/helpful?Ss: Ss say more adjectives about people’s looks and traits.In this way , The teacher can write more adjectives on the blackboard.Then The Teacher can lead into the new lesson--Unit4.Step 2. Let’s come to 1a. The Teacher asks Ss to fill in the chart in 1a using the words on the blackboard . Five minutes for Ss to fill in the blanks. After Ss finish the task, The teacher asks some Ss to say their answers.If Ss say some words that are not on the blackboard. The teacher can write these words on the blackboard so that more Ss can know them.Step 3: Let’s come to 1b. Listen. Bob is seeing some friends for the first time in for years. What did his friends use to look like? Before Ss do the listening. The teacher asks Ss to see what thequestions are? In order to make Ss understand what questions are? The teacher can ask some Ss to translate the questions.After that, ask Ss to listen to the tape carefully and write the answers .Ss can listen to the tape two times. Then check their answers together. After this, the teacher ask Ss to listen to the tape for the third time. At the same time, Ss must repeat what they hear. By doing this, Ss can improve their speaking ability.Step 4. Let’s come to 1c. First, the teacher ask Ss to read the dialogue together. Then let some Ss translate the dialogue.Meanwhile ,the teacher can explain the sentence “What’s he like now?”.At last, Five minutes for Ss to recite this dialogue. Five minutes later, the teacher asks some Ss to recite this dialogue.Step 5. Homework. Write a passage about one’s own change.Step 6. Blackboard DesignStep 7. Teaching Reflections本节课的导课相对成功。
【强烈推荐】高一外研版 Module 2 Traffic Jam单词学案
Learning Guide to Grammar of M2B4Learning Aim: 1. Enable to master the usage of imperatives.2. Enable to use imperatives properly to express your manner of speaking in communication,Point 1：[现象]1. Put on your clothes quickly. 快点穿上你的衣服。
2. Don’t play football in the street. 不要在街上踢足球。
3. Never speak to me like that. 绝不要那样对我说话。
4. No photos! 禁止拍照！5. Be careful!6. Let’s not tell anyone about it. 这件事我们不要对任何人说。
7. You go over there and sit next to Tom.8.Do send me message when you arrive home.9. Don’t you be late again next time.你下次不要再来晚了。
10. Out you come.[结论]1. 祈使句的概念和结构：祈使句是用来表示__________、__________、__________、__________、__________、等的句子，一般以__________开头。
2. 祈使句的否定式：祈使句的否定式是在谓语动词前加__________或__________。
3. __________加名词或v-ing形式可构成简略否定句。
4. 以let开头的祈使句变否定句时，在句首加__________或在不定式前加__________。
5. 当祈使句中保留主语You或者句首加_____时，表示___________________________________________ .6. 当祈使句谓语部分有副词up，down，in，out，off，away等，常常把这些副词__________ .7. 祈使句的类型：___________型，___________型，___________型，___________型…[运用]请把下面的句子翻译成英语。
冀教版五年级英语下册Lesson 19 教案(公开课)(1)
Lesson19 Li Ming Comes Home教学目标：1、学生能听懂、会说、认读并书写下列词汇：story，did，yesterday，night2、学生能理解某事发生在现在和某事发生在过去的概念。
3、学生能理解并运用：walk/walked。
教学重点：1、词汇：story，did，yesterday，night2、学生能理解并运用：walk/walked。
教学难点：理解某事发生在现在和某事发生在过去的概念教学准备：教学光盘教学过程：Step 1: Warm up1. What day is it?2. What day was yesterday?Step 2: Presentation1.从谈论现在和过去开始，向学生解释，如果某件事正在发生，表示事情多发生在现在。
我们用动词的现在时态表示事情正在发生。
如果你在过去做过某事，则表示这件事情已经发生。
把often 、today 、yesterday 、last night 写在黑板上。
向学生解释，他们将在本课学习一般过去时。
在英语中，表示动作发生在过去，需要在某些动词后面加后缀ed来构成一般过去时形式。
2. Make a chart on the blackboard as show below.Today Yesterdayplay playedwalk walkedtalk talkedlook looked2. Li Ming Danny and Jenny went on a trip to Beijing where are they now?3. Play attention to the new word and sentences.a. “gift”b. Did you miss me?c. Did you have a good trip?d. It’s for you.Step 3: Classroom tests1. Read the text.分角色朗读课文并表演。
河南省人教版高中英语教材基本框架(M1-M9)
directions
Word formation
Unit1
Great sientists
How to organize Talking about scientific research scientific jobs
The Past Participle(1) as the Attribute and
Unit5
The qualities of Nelson great person Mandela-a modern
hero The lives of some great people
Asking opinions
Giving opinions
The Attributive Clause2(wher e,when,why,p rep.+which/w hom)
Unit1
Great sientists
Contributions of scientists
The Past
Participle(1)
Describing as the
people(appeara Attribute and
nce,
Predicative
charactersitics
and qualities)
communication
Prohibition and warning Obligation
The -ing form as the Attribute and Adverbial
Unit5
Asking the way
Theme parks
Different types of
theme park
Giving
gravity
explore the space高中英语教材
高中英语必修三Unit 4 Explore the spaceHOW LIFE BEGAN ON THE EARTHNo one knows exactly how the earth began, as it happened so long ago. However, according to a widely accepted theory, the universe began with a “Big Bang” that threw matter in all directions. After that, atoms began to form and combine to create stars and other bodies.For several billion years after the “Big Bang”, the earth was still just a cloud of dust. What it was to become was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into a solid globe. The earth became so violent that it was not clear whether the shape would last or not. It exploded loudly with fire and rock. They were in time to produce carbon dioxide, nitrogen, water vapour and other gases, which were to make the earth’s atmosphere. What is even more important is that as the earth cooled down, water began to appear on its surface.Water had also appeared on other planets like Mars but, unlike the earth, it had disappeared later. It was not immediately obvious that water was to be fundamental to the development of life. What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas. This produced a chain reaction, which made it possible for life to develop.Many millions of years later, the first extremely small plants began to appear on the surface of the water. They multiplied and filled the oceans and seas with oxygen, which encouraged the later development of early shellfish and all sorts of fish. Next, green plants began to grow on land. They were followed in time by land animals. Some were insects. Others, called amphibians, were able to live on land as well as in the water. Later when the plants grew into forests, reptiles appeared for the first time. They produced young generally by laying eggs. After that, some huge animals, called dinosaurs, developed. They laid eggs too and existed on the earth for more than 140 million years. However, 65 million years ago the age of the dinosaurs ended. Why they suddenly disappeared still remains a mystery. This disappearance made possible the rise ofmammals on the earth. These animals were different from all life forms in the past, because they gave birth to young baby animals and produced milk to feed them.Finally about 2.6 million years ago some small clever animals, now with hands and feet, appeared and spread all over the earth. Thus they have, in their turn, become the most important animals on the planet. But they are not looking after the earth very well. They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space. As a result of this, many scientists believe the earth may become too hot to live on. So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.A VISIT TO THE MOONLast month I was lucky enough to have a chance to make a trip into space with my friend Li Yanping, an astronomer. We visited the moon in our spaceship!Before we left, Li Yanping explained to me that the force of gravity would change three times on our journey and that the first change would be the most powerful. Then we were off. As the rocket rose into the air, we were pushed back into our seats because we were trying to escape the pull of the earth’s gravity. It was so hard that we could not say anything to each other. Gradually the weight lessened and I was able to talk to him. “Why is the spaceship not falling back to the earth? On the earth if I fall from a tree I will fall to the ground.” I asked. “We are too far from the earth now to feel its pull,” he explained, “so we feel as if no gravity at all. When we get closer to the moon, we shall feel its gravity pulling us, but it will not be as strong a pull as the earth’s.” I cheered up immediately and floated weightlessly around in our spaceship cabin watching the earth become smaller and the moon larger.When we got there, I wanted to explore immediately. “Come on,” I said. “If you are right, my weight will be less than on the earth because the moon is smaller and I will be able to move more freely. I might even grow taller if I stay here long enough. I shall certainly weigh less!” I laughed and climbed down thesteps from the spaceship. But when I tried to step forward. I found I was carried twice as far as on the earth and fell over. “Oh dear,” I cried, “walking does need a bit of practice now that gravity has changed.” After a while I got the hang of it and we began to enjoy ourselves.Leaving the moon’s gravity was not as painful as leaving the earth’s. But returning to the earth was very frightening. We watched, amazed as fire broke out on the outside of the spaceship as the earth’s gravity increased. Again we were pushed hard into our seats as we came back to land. “That was very exhausting but very exciting too,” I said. “Now I know much more about gravity! Do you think we could visit some stars next time?” “Of course,” he smiled, “which star would you like to go to?”Where do we come from“Where do we come from? How did the universe begin? Why is the universe the way is? How will it end? All my life, I have been attracted by the big question that face us, and have tired to find scientific answers to them. If, like me, you have looked at the stars, and tired to make sense of what you see, you will also have started to wonder why the universe exists. The questions are clear and simple. But the answers have always seemed well beyond our reach, until now.“The idea which had grown over two thousand year of observation have had to be revised. In less than a hundred years, we have found a new way think of ourselves. From sitting at the centre of the universe, we now find ourselves moving around an average-sized sun, which is just one of millions of the stars in our own Milky Way galaxy. And our galaxy itself is just one of billions of galaxies, in a universe that is infinite and expanding. But this is far from the end of a long history of inquiry. Huge question remain to be answered, before we can hope to have a complete picture of the universe we live in.“I want you to share my excitement at the discoveries, past and present, which have revolutionized the way we think. From the Big Bang to black holes, from dark matter to a possible Big Crunch, our image of the universe today is full of strange sounding ideas, and remarkable truths. The story of how we arrive at thispicture is the story of learning to understand what we see.”Caught in a black holeThe spaceship warned Li Yanping and me to be ready as we were approaching(靠近)the “black hole”. There seemed to be a large circle of lights going round an empty space. Li Yanping called out, “That empty hole is like a mouth always needing to be fed. The lights are large stars being slowly sucked(吸吮)into it.” We watched in shock and amazement as a large sun suddenly disappeared into the hole. Just then the lights on our spaceship went out and the computer stopped working. What was happening? I tried to turn the spaceship away from the hole but it would not move. Would it eat us too?Suddenly the spaceship jumped and began to move round the edge of the outside of the hole. The gravity of the “black hole” was pulling us slowly into its “mouth”. As the spaceship moved round the hole, it began to go faster and faster. I felt sick. My watch moved slower and slower and time seemed almost to stop. My mouth went dry and I closed my eyes. All the stories about what happened when you were caught by the gravity of a “black hole” seemed to be true.But then the spaceship jumped again. This time it moved sideways from the “black hole. It began to increase its speed until it seemed to be going as fast as light. I was bumped (撞开)and banged (猛击)as the spaceship flew like a bird away from the “black hole”. What was happening? At last we slowed almost to a stop and we were able to look around us. The sky certainly looked different but this would not be a problem as the computer started working again. We realized that we had discovered something new about “black holes”. They “eat” some objects but “spit” other objects out. How exciting!。
高中英语：unit4 astronomy a vsit to the moon课件新目标必修3
The spaceship may break down.
They may come across travelers from
outer space
They may be caught by a black hole.
Problems in space
On their way of returning to the earth, the author and Li Yanping was caught by a black hole, what do you think would happen to them?
1.It takes the moon one day to move around the earth. F 2. There is atmosphere on the moon. F 3. There is no life on the moon. T 4.The moon is the natural satellite of the earth. T 5.The moon emits light itself. F
oxygen tanks
spaceship
things needed on the moon water spacesuit space food
Step3
2. If you were going to the moon, what qualities should you have? (Discuss in groups of four)
Step3
1. After reading the story, do you want to visit the moon? If you were going to the moon, what things would you need? Why?
《洞》幼儿园大班英语教案：带领孩子认识英文单词
《洞》幼儿园大班英语教案：带领孩子认识英文单词The topic for today's lesson is "洞", which means a hole in Chinese. In this lesson, we will be helping our kindergarten students recognize the English words related to this topic. Our main objective is to introduce English vocabulary to the students and improve their listening and speaking skills.ActivitiesActivity 1: IntroductionTo begin with, we will ask our students if they know what a hole is. We can draw different types of holes on the board and ask them to identify them. We can also use some props to help them understand the concept of a hole.Activity 2: VocabularyOnce the concept of a hole is clear, we will introduce them to some related English vocabulary. We can start with the words "hole" and "pit". We can ask them to repeat the words after us and then use them in simple sentences. For example, we can say, "There is a hole in the ground" or "Don't fall into the pit".Activity 3: Circle TimeDuring circle time, we can play a game where we hide an object inside a hole and ask the children to guess what it is. We can use a box or a shoe as a hole and hide an objectinside it. We can use a variety of objects such as toys,plastic fruits, or animal figurines. This will help reinforce the concept of a hole and also improve their listening and speaking skills.Activity 4: Art and CraftFor the art and craft activity, we can ask the studentsto make their own holes using cardboard or paper. We can give them some examples of different types of holes such as a mouse hole, a wormhole, or a rabbit hole. Once they make the hole, we can ask them to draw a picture related to the hole.Activity 5: Story TimeLastly, we can read them a story related to the topic of holes. The story can be related to a rabbit who falls into a hole and meets different animals. This will also give them exposure to new words and improve their listening skills.ConclusionIn conclusion, the objective of this lesson was to help our students recognize English vocabulary related to thetopic of holes. We used a variety of activities such ascircle time, art and craft, and story time to reinforce the concept of a hole and to improve their listening and speaking skills. By the end of the lesson, our students should be able to recognize and use the words "hole" and "pit" in simple sentences. We hope that this lesson was both fun and educational for our students.。
125Unit4Iusedtobeafraidofthedark.教案新部编本 (1)
教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 4 I used to be afraid of the dark.一、Analysis of Teaching MaterialStatus and FunctionIn this unit, Ss learn to talk about what they used to be like. Such topic reminds Ss of the days of their childhood. It’s helpful to raise learning interesting of Ss and Ss are sure to be active in all the activities in this unit..The first period introduces a lot of words describing people first. And then Ss are provided listening and oral practice using the target language: Mario used to be short .Yes, he did. Now he is tall..In the second period, Ss learn yes/no questions and short answers using the structure used to. Using the target language, Ss get more detailed information of their classmates. Ss are fond of such activities. So they are helpful to improve Ss’ spoken English..A lot of situations in the third period are designed for Ss to talk about what they are still afraid of. In this way, Ss know that they should take good care the process of their growth..In the fourth period, the vocabulary extension activity introduces more words to Ss. The other activities provide more listening and oral practicing using both the old and new target language. All the activities are helpful to improves Ss listening and speaking skills. .In the fifth period, Ss practice reading and writing using the vocabulary words and the target language presented in the preceding classes. Such practice is useful to improve Ss integrating skills.The Self Check in the sixth period is designed to give Ss more reinforced practice, especially writing practice. In the way, Ss better understand how to apply what they’ve learned in this unit to their daily life.In this period, Ss will learn to understand some words and expressions.After reading the text Ss will find it a little easier to learn English well.Teaching Aims and DemandsKnowledge ObjectsIn this unit, Ss learn to talk about how they have changed. To make Ss learn and grasp the structure used to, including statements and yes/no questions and short answers.Ability ObjectsTo train Ss’ listening, speaking, reading and writing skills.To train Ss’ integrating skills.Moral ObjectsTo enable Ss to know that everyone surely change. If you are afraid of speaking in front of the class, encourage yourself not to be shy. More practice, and you’ll feel more confident.3. Teaching Key PointsTo learn the key vocabulary and the target language.To learn the usage of the structure used to.4. Teaching Difficult PointsTo improve Ss’ listening, speaking, reading and writing skills.To enable Ss to grasp the usage of the structure used to.5. Studying WayTeach Ss hoe to use the structure used to to compare the past with now.二、Language FunctionTalk about what you used to be like三、Target Language1 Mario used to be short.Yes, he did. Now he’s tall.2 I used to eat candy all the time. Did you?Yes, I did. And I used to chew gum a lot.四、Structures1. used to2. Conjunction “but”五、VocabularyUsed to chat afford patient cause waste insect六、RecyclingAlone quiet snake outgoing friendly serous funny tall shy short straight long hair七、Teaching TimeSeven periodThe First Period一、Teaching Aims and Demands1 Knowledge ObjectsKey wordsUsed to darkTarget languageMario used to be short.Yes, he did. Now he is tall.2 Ability ObjectsTrain Ss’ listening skill.Train Ss’ communicative competence3 Moral ObjectsDon’t judge a person by his appearance.二、Teaching Key Points1 Target language2 The structure: used to三、Teaching Difficult PointThe structure used to四、Teaching MethodTeaching by inductionPair work五、Teaching ProceduresStep One Revision1． Check the homework2． Ask some individual Ss their ways of learning English.Step Two 1aThe activity introduces the key vocabulary.1．Call Ss’ attention to the chart with the headlines Appearance and Personality.Say, the word appearance will describe how people look and the word personality will describe what people are like. Ask two Ss to say the sample answers. Then elicit one answer to each column from the class.2 Get Ss to fill in the chart individually.3 Check the answers by asking different Ss to read their lists tothe class. Make sure that all the Ss understand what each word means.Note: Answers will vary from the sample answers below.Appearance: tall straight hair long hair short hair surly hair short fat thin slim good-looking prettyPersonality:outgoing funny quiet kind warm-hearted friendly shy easygoingStep Three 1bThe activity gives Ss practice in understanding the target language in spoken conversation.1 Write two dates side by side on the B b. The first is today’sdate, including the year and the second is the same day, but ten years ago.2 Ask a student to stand up. Use words or phrases to describe that student now. Ask students to suggest words or phrases that describe him/her ten years ago.T: Liu Chang is tall now. Was she tall ten years ago?S1: No, she is short.T: She has long hair. Did she have long hair ten years ago?S2: No, she has short hair.T: …Ensure that the Bb ends up like this:Sep.10, 2005 Sep.10, 2000tall shortlong hair short hair……3 Say, we use “used to” to talk about things that have changed.Write the following on the blackboard:Liu Chang used to be short, but she is tall now.She used to have short hair, but she has long hair now.4 Read the instructions to the class. Point out the sample answer. Say, you will hear someone in the recording say that Mario used to be short, listen and fill in the blanks with words you hear. Play the recording for the first time, Ss only listen. Play the recording again. This time, Ss listen and fill in the blanks.Step Four 1cThis activity provides oral practice using the target language.1 Read the instructions to the class.2 Call Ss’ attention to the conversation in the box. Invite a pair of Ss to read it to the class.3 Write it on the blackboard.Step Five SummarySay, in this class, we’ve learned the key vocabulary words “used to” and “dark”. And we’ve also learned the target language: Mario used to be short. Yes, he did. Now he is tall.Step Six HomeworkCollect some of your favorite stars’ photos. Write something about the persons in the picture as they are now and as they were ten years ago.Step Seven Blackboard DesignTeaching postscript（教学后记）:The Second Period. Teaching Aims and Demands1 Knowledge ObjectsKey Vocabularybe interested in sureTarget language1 I used to be really quiet.2 Did you used to have straight hair? Yes, I did.3 Did you used to play the piano? No, I didn’t.2 Ability objects1 Train Ss’ listening skill.2 Train Ss’ integrating skills3 Moral ObjectYou should have the courage of your opinions.Teaching Key Points1 I used to be really quiet.2 Did you used to have straight hair? Yes, I did.3 Did you used to play the piano? No, I didn’t.Teaching Difficult Points1 Yes/No questions with used to2 Statements with used toTeaching Methods1 Teaching by explanation2 Pair workTeaching ProceduresStep 1 ReviewCheck the homework. Ask a student to read the article he/she writes about his/her favorite star.Step 2 2aThis activity provides listening practice using the target language.1 Point to the picture and ask Ss what is happening. Elicit answers from Ss.T: Where do you think they are?Ss: They are in a family room.T: What are they doing?Ss: They are having a party.2 Points to the six words in the box and ask Ss to repeat each one. Make sure Ss know the meaning of each word.Say, you’l l hear a boy and a girl talking to each other at a party. Listen and check the words you hear.3 Check the answers.*Culture noteMany houses in the United States have a family room. The family room is where families relax; watch TV, play games and listen to music everyday .it’s a very informal room. Most families use the family’s room more than the other rooms.Step 3 2bThis activity gives Ss practice understanding the target language in spoken conversation.1 Ask Ss to point to the blank lines in the co nversation. Say, you’ll write one word on each blank line. Read the conversation aloud saying blank when coming to a blank line.2 Check the answers.Step 4 2cThis activity provides oral practice using the target language.1 Focus Ss on the conversation in activity 2b. Ask a pair of Ss to read it aloud.2 Ask Ss to work in pairs to make conversations about themselves.3 Ask some pairs to perform.Step 5 Grammar Focus1 Ask different Ss to read the sentences. Write them on the Bb.2 Ask a student to the fro nt to circle the words “used to”.3 Ask Ss to find the usage of the words “used to”. And make some sentences with the structure.Step 6 Summaries and Homework.1 Say, in this class, we’re mainly learned the “used to” questions and “used to” statements.2 Ask Ss to write a short report about what he was like five years ago. Suggest Ss to add pictures to their written work.Step 7 Blackboard DesignUnit 2 I used to be afraid of the dark.Section A The Second PeriodTarget language:I used to be really quiet.I used to have long hair.Did you used to have straight hair? Yes, I did.Did you used to play the piano? No, I didn’t.Teaching postscript（教学后记）:The Third Period. Teaching Aims and Demands1 Knowledge ObjectsKey VocabularyTerrify be terrified of ont alk about what you used to be afraid of and what you are still afraid of.2 Ability objectsTrain Ss’ integrating skills3 Moral ObjectAre you afraid of speaking in front of a group? Don’t be shy. Be confident of yourself. Practice mo re, and you’ll sure change.Teaching Key Points1 Did you used to be afraid of the dark? Yes, I did.2 --Are you still afraid of the dark?--No, I’m not. How about you?--Me? Oh. Yes! I’m terrified of the dark.--So, what do you do about it?--I go to sleep with my bedroom light on.Teaching Difficult PointsTalk about what you used to be afraid of and what you are still afraid of using the target language.Teaching Methods1 Teaching by demonstration2 Pair work and group workTeaching ProceduresStep 1 ReviewCheck the homework.Step 2 3a &3bThis activity provides reading and writing practice using the target language.1 first talk about something about the pictures in 3a.Say, in the first picture, the boy is afraid of the dark.In the second one, the boy is afraid of flying in an airplane.In the last one, the boy is afraid of high places.2Ask Ss, How about you? Here is a list of things many people are afraid of .which of these things did you afraid of? And which things are you still afraid of?3Check Ss’ answers. The answers may vary.Ss can report their answers like this: I used to be afraid of the dark. But now I don’t afraid of it …4Now you are reports. Your task is interviewing one student in your class about the things in the box in activity 3a.5The sentences may help you to finish it well.Did you use to …? Yes, I did. /No, I didn’t.Are you still afraid of …? Yes, I am. No, I’m not.6Ss report.7Ask two Ss to read the conversation in 3b.Explain the sentence. I go to sleep with my bedroom light on.Step 3 Part 41 Ask Ss, “What did you use to do when you were younger?What did you use to eat? Did you use to eat chocolate?What do you do now?”2Look at the box in part 4, first fill in the blanks about yourself and then ask your partner about these things.3Ss report the results.Step 4 HomeworkDo a survey. Ask Ss to find out what their parents, grandparents, classmates, old friends used to be afraid of when they were children. Teaching notes:1 With +n. + adj.表示伴随或附带情况．E.g.: She left with the door open.2terrify v.使害怕，使恐惧，使惊吓，吓倒．terrified adj.惊恐的，害怕的be terrified of 对…感到惊恐be terrified at/with 被…吓了一跳3used to do something 过去常常干某事否定：sb. didn’t use to do something/used not do something.疑问：Did sb. use to do something? /Used sb. to do something?Teaching postscript:校长建议：１要面向全体学生，优．中．差生。
冀教版英语教学设计冀教版捞月亮教学设计
冀教版英语教学设计冀教版捞月亮教学设计《捞月亮》为人教版小学二年级语文上册的一篇课文，课文内容讲述一群小猴子看到井里月亮的倒影，以为月亮掉到井里了，想要将月亮捞出来，于是倒挂着，猴子拉住另一只猴子的脚，一只接一只，一直挂到井里头。
最后是老猴子发现月亮还在天上。
接下来WTT为你整理了冀教版捞月亮教学设计，一起来看看吧。
冀教版捞月亮教学设计篇一教学设计[教学目标]正确、流利地朗读课文。
理解课文内容，懂得遇事不动脑筋，不想一想就盲目去做，是容易做出傻事来的。
正确认读本课十四个生字，会写六个生字。
[设计思想]这篇童话故事生动有趣，很容易吸引学生们去读，但是由于篇幅稍长，给学生们正确理解造成了一定的困难，故本课设计以以读促悟为准则，给学生充足的朗读时间，采取灵活多样的方式，引导学生达到正确、流利地认读课文，体会文中思想感情的目的。
[教学过程]第一课时一、激情引趣，导入新课。
1.请学生观察：教师从讲台桌上拿一支笔，问：这个动作叫什么?(拿)教师从地面上捡起一张纸，问：这个动作叫什么?(捡)教师板书：“捞”，让学生说说什么意思?2.揭示学习内容：在捞后面加上两个字：“月亮”，全班齐读。
月亮怎么能捞呢?现在请同学们带着问题走进课文。
二、学习本课生字和词语：1.让学生自己读课文，边读边标出生字，画出新词，借助汉语拼音读一读。
2.同桌之间开展相互间的学习：1)打开课后的生字表，分别读一读，如果读得不正确，进行纠正，还可以借助工具书查一查，读准字音。
2)两个人读一读画的新词，相互解答不明白的词意，利用工具书查一查，看看解释。
3.教师检查学生自学情况：教师出示生字卡片，让学生读一读：(指名读，跳读)捞猴井掉附咱倒另伸......在读生字的过程中，对读得不准确的地方及时提醒。
1)看投影，读词语：先让学生自己练习读，再指名读。
猴子咱们附近倒挂井里捞月亮......2)结合学生遇到的难字说一说记忆字形的方法。
(教师板书)井：独体字，第二笔横自左下格靠近横中线处起笔，稍长。
ModuleUnitIt'sablackdog导学案教案
Describe color of some objects.描述物体的颜色
重难
点及
突破
措施
重点：描述带颜色的物体。
难点：用句型：“It’s a…”描述带有颜色的物体。
突破措施：用图片、道具等直观教具出示颜色，用小组活动的方式完成语言练习。
课前
准备
彩笔学生自制的有色图片录音机PPT课件
导学案设计
个性化设计
预
习
学
案
一、I know the words:我认识下面的单词
Dog cat cap
二、I can say the sentences:我会说下面类似的句子
It’s a black dog. It’s a red cat. It’s a yellow cap.
三、Make cards and color it.制作卡片并涂上颜色
四、I can introduce the color of simple objects.我会描述简单物体的颜色。
自
主
乐
学
合
作
交
流
一、Warm up
1. Greeting.
2. Look and say.据图片颜色唱韵诗。
The teacher take out the color cards and the students chant together.
5. Learn the song: A rainbow
6. Chant together: Bob Bob Bob is an orange dog.
四、Exercise
五、Sum up
Words: dog cat cap
Sentence: It’s a black dog.
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Unit 4 Caught by a Black Hole 主备人：许春霞 审核人：高二英语教师 执教人_______ 使用时间____________ 教师寄语 Where there is a will, there is a way. 有志者,事竟成. Nothing is too difficult, if you put your heart into it. 世上无难事,只怕有心人. 学习目标 1. 知识目标： （1）掌握下列词汇：black hole 、faint 、gravity 、warn sb to do sth 、be ready 、always doing sth 、go out 、pull sb into 、seem to do 、have an opportunity to 等； 理解疑难句子： a. We watched with interest and amazement at the lights which seemed to be going fainter and fainter round the edge of the black hole. b. All the stories about what happened when you were caught by the gravity of a "black hole" seemed to be true. （2）了解有关黑洞的一些信息。
2. 能力目标： （1） 会运用阅读技巧来提高阅读能力； （2） 能通过自学和小组合作来探究文章。
3. 情感目标： 通过阅读作者与李彦平在黑洞边的经历，树立热爱科学，勇于探索的精神。
学习重点：Can improve their reading skill 学习难点：C an master the main idea of the article 学习过程： 一．快乐自学 速读文章，了解大意，找出疑难 二.合作探究（小组合作学习） Ⅰ.讨论完成下列问题。
1. How many people are mentioned in this passage? Who are they?
________________________________________________________________ 2. What did they see as they were approachi ng “black hole”?
________________________________________________________________
3. How did the writer feel as the spaceship moved round the black hole?
________________________________________________________________
4. Did they feel anything when they moved away from the edge of the “black hole”?
________________________________________________________________ 5. Did they escape from the edge of the “black hole”?
________________________________________________________________
Ⅱ．完成下列短语
1.警告某人去做某事_______________________
2.做好准备__________________
3.总是做某事__________________________
4.熄灭_________________
5.拉某人进去___________________
6.似乎要去做某事___________________
7.有机会去做某事_______________________________
Ⅲ.分析下列重点句子
1. We watched with interest and amazement at the lights which seemed
to be going fainter and fainter round the edge of the black hole.
________________________________________ 2. All the stories about what happened when you were caught by the gravity of a "black hole" seemed to be true. ______________________________________________________. 3. If you go inside the edge of a "black hole", it will "eat" you and there is no escape; but if you do not, you may have an opportunity to escape. _______________________________________________________________ 三．学后记 _______________________________________________________________
_______________________________________________________________。