word study公开课教案(英语)
牛津上海版三下Unit 4《Animals in the zoo》(第一学时)word教案(公开课)
unit4 Animals in the zoo第一学时教学设计1教学目标1.掌握本单元的核心词汇：bear,monkey,panda,tiger,lion,elephatn。
2.能用I like...和I don't like...来表达自己喜欢和不喜欢某种动物。
3.能用Do you like...?来询问别人是否喜欢某物，并用Yes, I do.或No, I don't 来答复。
4.能保护动物，培养保护动物乃至保护自然界的意识。
2学情分析三年级的小学生已经有了一定的英语学习的根底，他们学习英语的兴趣浓厚，已具备交流简单个人信息的能力。
活泼爱玩，好表现是他们的天性。
animals in the zoo这一单元的主题是他们既熟悉又喜爱的动物园动物，该课中的大局部动物单词学生已经学过，但学生对英语单词单复数的理解和句型的熟练掌握还要通过反复稳固和操练。
3重点难点1.能用Do you like...s?提问别人是否喜欢某种动物，简单答复时的方式：Yes, I do ./ No, I don't.2.Do you like...? like 后面名词的形式以可数名词的复数为主，代表种类而非一个。
4教学过程活动1【导入】从自由谈话中导出本课的主题出示农场及农场动物，This is my farm. I have some animals.用Do you like animals?和What animals do you like?引导学生复习并说出自己喜爱的动物。
提问Where can we see animals? Some animals are in the zoo. 导出本课的主题：Animals in the zoo活动2【讲授】通过本课时的两个主人公Peter和Mary带我们参观动物园，以chant的形式一边拍手掌学习核心词汇1.出示动物园门口图片，主人公Peter,和Mary。
2022年外研版八年级上册《Module 1 Unit 1》公开课教案
Module 5 Lao She Teahouse一、教学内容：Unit 3 Language in use二、课型：Revision and application三、教学目标：1. 正确运用本模块的词汇及短语2、掌握动词不定式作宾语的用法. 并能通过小组合作, 把一部戏剧中的一幕改编成短剧并在班上表演.四、教学重难点：掌握动词不定式作宾语的用法. 并能通过小组合作, 把一部戏剧中的一幕改编成短剧并在班上表演.五、教学准备：本节课型为Revision and application, 根据新课标的要求, 结合教材和学生特点, 主要采用任务型互动式进行教学, 结合情景法、交际法、听说法、归纳法等教学方法实施课堂活动, 开启学生思维, 通过一系列有条理的教学活动, 引导学生自主探究学习和与他人互动合作学习, 让学生体验愉快学习. 本节课所需教具及资料：幻灯、图片、调查表等.达标训练题一、单项选择.〔〕1. Let’s _________ for a walk, shall we?- ____________,A. to goB. goingC. goD. gone( ) 2. The boss made the workers ________ the job on time.A. finish finished C. finishes D. to finish( ) 3. It’s necessary for us __________ Mont Yuntai.A. go climbingB. go to climbC. to go climbingD. goes climbing( ) 4. - Mary, What’s that? - A card. Linda ______ it _______me yesterday.A. sent ; forB. sent ; toC. gives ; forD. gives; to( ) 5. I decide ________ a translator in the future.A. beB. to beC. beingD. am二、阅读理解Most people make their living〔谋生〕with their hands, but Bob makes his living with his feet.Bob’s story began in a small city in England. H is parents were poor. Seven people lived in a small house. Bob had no place to play but on the street.Bob’s father often played football. Little Bob wanted to play football, too. So his father made a soft 〔柔软的〕ball for him to kick. It was a sock full of old cloth. He kicked it every day.At last , Bob learned to kick a real football. And after a few years he could play football very well.根据短文内容, 选择最正确答案.( ) 1.People usually make their living ______________.A. by learning by themselvesB. with their feetC. by playing footballD. with their hands( ) 2. Which of the following is TRUE?A. Bob was born in a small village.B. Bob’s house was very big.C. There were eight people in the family.D. The little boy often played on the street.( ) 3. Why did the father make a soft ball for his son ?A. Because the family all liked footballB. Because Bob also liked to play football.C. Because they had a lot of old cloth.D. Because he didn’t want to throw the sock away.( ) 4. The word “ kick〞in the story means ________.( ) 5. From the story we can see _________________.A. Bob’s ageB. it’s about an American boyC. Bob’s mother’s nameD. the boy became a good foo tball player at last.。
Unit 4《Free Time》(、2)word公开课教案
Unit 4 Free TimeTargetI. Sentences:1. May I have a peach? Yes ,please.2. May I have a balloon? No,you may not .Sorry.3. Thank you.You’re welcome .Come back!II. Words:go to the zoo ,buy an ice cream ,call my frend ,borrow a book ,watch TV ,listen to a song .III. Sounds and words:[i:] tea ,read ,peach ,clean ,speak ,ice cream,Picture Cards 25-28, go to the zoo ,buy an ice cream ,call my frend ,borrow a book ,watch TV ,listen to a song .The first periodStep 1 Review1. Where’s Jenny going ?She’s going to the party.2.Are you going to the beach ?No,I’m not.I’m going to the hospital.Step 2 VocabularyGetting readyHold up a ruler.Write May I have a ruler? on the blackboard. (Point to a ruler)T: May I have a ruler?Repeat. Ss: Yes .Here you are . Repeat.Ss: No.Sorry. Repeat.Using the bookPut Picture Cards25-28 on the blackboard.T:Look at the Picture Cards.Say each word as you hold up the Picture CardsT:Now Listen and repeat. hold up each Picture Cards And say the word.Give Ss time to repeat .Play the disc and have Ss repeat each word.Repeat with several Picture Cards.Step 3 Practice 2Ask and answerT: May I have a book? Circle have .Continue with the other pictures .Ask individual Ss to answer .Step 4 Homework1、朗读拼背本课单词2、抄写本课单词各5个The second periodStep 1 Review1、朗读短语。
初中英语公开课教案【优秀5篇】
初中英语公开课教案【优秀5篇】作为一位不辞辛劳的人民教师，就有可能用到教案，教案有助于顺利而有效地开展教学活动。
教案应该怎么写呢？本文为朋友们整理了5篇《初中英语公开课教案》，如果能帮助到亲，我们的一切努力都是值得的。
初中英语公开课教案篇二教学目标知识与能力Section A的主要内容是学习“询问和谈论别人或自己喜好的学科并给出理由”;学会合理地安排自己的作息时间。
过程与方法采用Imitating and repeating,Practicing,Comparing和Role playing 的学习策略，利用教学图片、幻灯片或制作多媒体课件来展开课堂Pairwork问答式的口语交际活动或调查活动，谈论各自所喜欢的学科或其它的事情并给出理由。
情感态度价值观Section A的学习内容贴近学生的学习生活，谈论的话题是喜欢的学科。
通过互相询问和谈论彼此所喜欢的学科，可以增进同学之间的了解和友情并培养学生热爱学习、热爱科学的思想和良好的学习、生活习惯。
教学重、难点及教学突破重点学习“询问和谈论别人或自己喜好的学科并给出理由”。
语法难点What,Who和Why引导的特殊疑问句的构成和使用。
教学突破Section A重在通过使用what和why引导的特殊疑问句，对彼此所喜欢的学科进行询问和谈论以及对理由进行询问和谈论。
对于what引导的疑问句学生已经学习过，基本掌握其结构，通过比较异同，学生可容易接受why引导的疑问句结构和用法。
教学准备教师准备准备各学科的教科书或图片或幻灯片；设计课后巩固练习的幻灯片；制作反映各门学科特征的课件，将听力部分的内容插入，通过介绍学科来引入新课。
学生准备准备一份班级的课程表；制作一份英语课程表。
教学步骤(1课时)一、第一教学环节：情景创设。
导入新课教师活动学生活动Section A的主要内容是学习“询问和谈论所喜欢的学科”和“询问并给出理由”的语言结构。
在导人新课时，可采取视听导入法和提问式导人法。
2021人教版高中英语必修四Unit4《Bodylanguage》word公开课教案
2021人教版高中英语必修四Unit4《Bodylanguage》word公开课教案Lead inMorning, class!I found you are busy preparing for the coming sports meet. I found I’m not in the list of the judge this year, which made me relaxed. I can enjoy your competition freely. What if it rains in the sports meet?What if our class wins the first place in the sport meet?We’re supposed to check some of the exercises, today. But unexpectedly, some teachers come to our class, so I made some adjustment. It becomes an “open class”. Let me introduce two of them to you.“This is Mrs. Ye. Hello! Mrs. Ye!”(shake hands)“This is Mrs. Li. Nice to see you! Mrs. Li!”(shake hands)What did I do to greet them just now? (Ss…)Hand-shaking is one of the most popular ways in the world to greet people.TitleI read about an article. The name is “The Open Hand – A Universal Sign”. I don’t quite understand the title at first sight. Who can explain it to me? (S1…S2…) What does “open” mean? Discuss with your partner and guess the meaning of the title.I make a fist, is it open? I hold a pen, is it open? If I close my hand, what can I hold? (weapon) Now, my hand is open, can I hold anything? Now, I approach you, do you feel safe? So, what does the open hand mean? The open hand is a sign of safety and friendliness.Structure of the passageTwo things are talked about in the text, they are:(1) Different ways of showing the open hand in different countries(2) The most popular way to show the open hand in the worldIf you are going to write the article with this title, which part will you write first? Why? (S1:…S2…)(1)(2): ways of greeting that are different from yours, more interesting, attract readers. Special to general.(2)(1): familiar and important things come first. General to special.Read the text fast and silently 3 minutes and find out which part is talked about first, and which, second.(Ss read silently and check)Para1Now close your books. Some questions are talked about in the first paragraph.Why do people smile?How do people shake hands?Smile and handshake – the two most popular ways of greetingWhy do people shake hands?Do not rely on your memory, but rely on the logical meaning, decide the order of the 4 questions in a text. Now think about it. (Ss think) Now exchange your ideas with your partner. (check the answer)The most popular way to show the open hand in the worldSmile and handshake – the two most popular ways of greetingWhy do people smile?Why do people shake hands?How do people shake hands?Now read paragraph1 carefully and silently for 2 minutes and find out 3 sentences to answer the three questions. One sentence for one question. (check the answers together)Some sentences have similar structures? Can you find them?What if…? What if…? What if…?We have to…, and we have to…It shows that…, and that…Repetition makes the meaning stronger, but they may not be the key sentence. And it is necessary to tell the key sentence from the supporting details.How do you understand some expressions in this paragraph?Stranger: someone we don’t knowUnfamiliar place: place we haven’t been to or know little aboutTrust: believe in, rely onBe armed (with): be equipped with weaponPractice explaining the meaning of the expressions. Aloud. (Ss practice. Cross out the explanation and practice together again)Para2Although handshake is widely used in the world, people in some Asian cultures do not always touch another person. So, how can they show their open hand? Please work together with your desk mate to find out how they greet people.ChineseJapaneseHinduMuslimYoung people in the west(Ask a group of Ss to demonstrate one by one. After one student’s demonstration, explain.) Chinese: Wrong! The textbook is not always correct. 作揖hand, mouse, earJapanese: slightly – a little, if the person is unfamiliar, if the person is important.Hindu: hands not too low, “bow” not “nod”Muslim: students more familiar, now only touch heartYoung people in the West: five fingers, Give me five!, support and victoryLet’s practice!Class, stand up! Turn around and face your desk mate. I’ll tell you where you are from, and you perform.1.both of you are from India2.both of you are Muslims3.both of you are young people in the West4.look at me, this one (left hand) is from china and this one is from JapanAre there any problems? If you are from different countries, maybe you’ll have to make adjustmentNow I’ll make the greetings and you explain how people from different cultures greet. Read out the sentences in the text aloud, please. (Do the movement, Ss explain)Although the body language is different, they have something in common. What do they have in common?If you look at the first sentence and the last sentence, you will find the first sentence tells the difference, and the last sentence tells the same meaning. (Opinion–supporting details-conclusion)Body language – differentCarried meaning – the sameDiscussionWhat can we do to avoid misunderstanding caused by ways of greeting between people from different cultures? (Discussion or S1…S2…)What can we do to avoid misunderstanding caused by waysof greeting between people from different cultures?Be friendly and understanding.Always wear a smile when greeting, for its something universal.Combine spoken language and unspoken language to communicate better.Learn more about cultural difference and make adjustment whenever necessary.My suggestion for leaning body language is thatWhen you see an English film or talk with native speakers,observe their facial expression and gestures. Keep a recordof what interests you most. Watch what people do as wellas what they say. You can learn more from actions than youcan from words.Bb designThe Open Hand – A Universal SignWhat if…? What if…? What if…? What if…?We have to…, and we have to…unexpectedlyIt shows that…, and that…make adjustmentopenweaponsafetyfriendliness。
初二英语上册unit5公开课教案
初二英语上册unit5公开课教案篇1：初二英语上册unit5公开课教案一、教学目标：1、语言知识和能力目标：能掌握以下单词：anyone,any过去时间之前的行为。
2、灵活运用已经学过的常用功能项目，进一步学习并掌握如何描写与分类，描写物体，和叙述等语言功能项目；3、恰当理解和表达义务、道歉和应答，忠告等交际功能；教学重点、难点教学重点教学重点是每单元的a部分。
a部分是基本的语言内容，该部分是以一幅新语言功能在实际生活中应用的图画展开的，所有重点词汇都在图画中描绘出来。
教学难点教学难点是每单元的b部分。
b部分是每个单元知识的扩展和综合的语言应用。
该部分是在循环a部分所呈现的语言的同时引出新的词汇。
教学措施一、听、说、读、写、四种技能相结合的教学模式。
听力教学与阅读教学是与写作教学结合在一起的，为了使学生更好地掌握，采用四种技能相结合的教学方法。
书中所有对话都配有录音，每部分第一个活动都需要学生边听边看图。
然后让学生确认录音中提及的物体，说话人或被谈话人，或者填出确实单词。
二、开展结对活动和小组活动可以为学生分配搭档，也可以让他们自己选择，在开展结队活动之前，要确保每个人都要理解词汇的意义并指导活动如何进行。
三、运用先学后教，当堂训练的教学模式，精讲基础知识，加强基本训练，培养运用语言交际的能力。
在训练中，要尽量使语言形式与语言本身相联系，不要做过多地语法及语言形式的练习。
四、教学具体措施1、摸清学生基本情况，逐步激励学生对英语产生学习兴趣。
2、重视课堂教学质量，逐步提高学生英语交际能力。
3、有意识培养学生听力、表述、朗读、书写和作业的基本能力。
4、重视思维过程系统编排，由浅入深，由易到难，由已知到未知，循序渐进，点面结合，逐步扩展，循环往现，以加深影响。
篇2：初二英语上册unit5公开课教案教学目标：1.会使用可数名词和不可数名词开购物单。
为后两课学习购物做准备。
2. 学会讨论吃什么饭，买什么东西。
Unit 7《Hobbies》word公开课教案
Unit 7 Hobbies一、教学目标：1.知识目标：(1) 能听、说、读、写单词：dance，paint，read，sing，skate，swim.(2) 能够正确听懂、说出、认读本课句型：What do you like ? I like …2.技能目标：（1）能在描述自己爱好的过程中初步感知句型“I like …”后面动词的变化规律。
（2）能熟练运用句型“What do you like ? I like …”来表达自己的爱好并询问他人有哪些爱好。
3.情感目标：（1）激发学生学习的兴趣，使学生树立学习英语信心。
（2）培养学生合作交流的能力，合作意识，合作精神。
二、教学重难点：（1）I like …后面动词的变化规律。
（2）能熟练运用句型“What do you like ? I like …”来表达自己的爱好并询问他人有哪些爱好。
三、教具准备：多媒体课件四、教学过程：Step 1 warming up1. Greeting2. Say a rhymeDance, dance, I can dance.Paint, paint, I can paint.Swim, swim, I can’t swim.(设计意图：师生，生生边说边做动作，通过rhyme的形式，既活跃了课堂气氛，又复习了上节课学习过的单词)Step 2.While-task1.呈现新知，自主学习I like dolls, I can swim, I like swimming.（设计意图：教师呈现自己的爱好，学生发现问题，按照前面的知识like 接名词复数，呈现的句型中like接动词的—ing 形式）2.感知动词的—ing形式（1）课件呈现：dancing painting reading singing skating swimming，发现加ing的方式不一样（2）学生小组合作，讨论有几种加ing的方式。
（3）核对学生讨论的结果。
译林版高一英语必修第一册(2019版)_Unit2_Reading_(2)_公开课教案
《英语》（必修·第一册）Unit 2 Let’s talk teensReading (II)江苏省通州高级中学张琦I. Learning objectivesBy the end of the lesson, students will be able to:1. understand the usage of the following words and expressions: rate, shoot up, struggle, breakdown, view, go through, concern and stress;2. use the above words and expressions in new situations;3. understand the suffixes of abstract nouns ending with -ce, -ty/-ity, -hood, -ship,-ment, -tion/sion, -th;4. understand the function of a group of questions in introducing a topic and write a similar introduction.II. Key competence focus1. Understand the above-mentioned new words and expressions.2. Use the new words and expressions in different situations.III. Predicted area of difficulty1. Understand the different meanings of shoot, go through, concern and stress in different contexts.2. Use the new words and expressions properly.IV. Teaching proceduresStep 1 ReviewT asks Ss to review the structure of the text.【设计意图：回归课本，回忆文章。
word公开课教案 模板(共8篇)
word公开课教案模板〔共8篇〕第1篇：《人琴俱亡》教案模板学习目的：1、疏通文意，明确文言实词、虚词在文中的意思。
2、感受文章的内容，体会人物的心情和个性特点，感受兄弟亲情。
一、课堂学习1、你认为课文中哪些语句最能表达子猷与子敬的兄弟之情？“弦既不调”说明了什么，你理解“人琴俱亡”的含义了吗？2、王子猷是一个怎样的人？你喜欢这个人物吗？3、课文描写子猷先是“了不悲” “都不哭”，后又写他“恸绝良久”，他前后的表现是否矛盾？为什么？二、课外拓展：结合材料探究魏晋风度材料一：《伤逝十二》郗嘉宾(郗超)丧,左右白郗公:“郎丧”既闻不悲,因语左右:“殡时可道。
”公往临殡,一恸几绝。
材料二：《雅量谢公》东晋名相谢安的侄子在前线与八十万秦兵作战，这一战关乎国家危亡，大胜后派人急来报捷。
谢安当时正与客人下棋，看完后假设无其事的继续与客人渐渐下棋，客人问起也只淡淡地说小儿辈破大敌了。
——这一战关系到国之兴亡、家之存绝，谢安不可能真的无动于衷，只是越是冲动的重要时刻越平静，才是超脱的风度。
明确：《人琴俱亡》是《世说新语伤逝》第十六篇，结合其余十八篇来看，《人琴俱亡》作为其中一篇还是较为集中的表达了魏晋时期文人士大夫的某种思想性格特点及其文化特征——在任由性情、不拘矩度、注重情感的个性表达的同时，还故作旷达追求一种超脱的风度，魏晋风度。
所以子猷的不悲不哭正好表达了魏晋时代士人独特的思想情感追求——他们注重真性情，追求个性的自由飞扬，同时又力求能摆脱世俗的一切利害得失、荣辱毁誉，寻求一种超然的风度。
为此，尽管子敬很悲哀，却还是要强自抑制。
二、课后学习：阅读下面的文言文，完成题目。
〔甲〕王子猷、子敬俱病笃，而子敬先亡。
子猷问左右：“何以都不闻消息？此已丧矣。
”语时了不悲。
便索舆来奔丧，都不哭。
子敬素好琴，便径入坐灵床上，取子敬琴弹，弦既不调，掷地云：“子敬子敬，人琴俱亡。
”因恸绝良久。
月余亦卒。
〔乙〕魏武将见匈奴使，自以形陋，缺乏雄远国，使崔季硅代，帝自捉刀立床头。
牛津上海版(一起)六上Unit 7《Rules round us》word公开课教案
Objectives:
After this period, students are going to:
1. Interpret signs;
2. Use modal verbs to express obligation and prohibition;
3. Use imperatives to express prohibition;
4. Be aware of the importance of signs;
5. Assess and comment:
Key points:
1. Use'we must (not)' toobligation and prohibition;
Q: What do rules mean?
So what do we use signs for? To do what?
T: Yes. We use signs to tell about rules.
3. Show two more signs. Teach the pattern 'No V.ing'
activities
8 minutes
1. Free talk.
1. Show students a sign. Have students talk about signs freely.
Q: Whatare these?
What do signs mean?
Where can you find signs?
2. Practise the key sentence pattern 'we must'.
优秀英语公开课教案(精选13篇)
优秀英语公开课教案〔精选13篇〕优秀英语公开课教案〔精选13篇〕优秀英语公开课教案篇1一 . 教学目的：1．语言知识目的：Words—复习有关animals的单词。
学习新单词：hen, sheep, cow, horse, goat, lamb以和复数的表达方式。
Sentences—纯熟掌握以下句子，并能纯熟运用。
What are they? They are goats.Are they…? Yes, they are. No, they aren’t.能听写指示语，并做出相应的动作，如：Milk a cow.2．情感、文化目的：〔1〕在教学过程中培养同学学习兴趣，协助他们树立信心。
〔2〕使同学能掌握以得体的方式与人交际。
二．教学重点、难点：教学重点是掌握农场上常见的家畜的名称。
教学难点是“horse”与“house”的发音区别，掌握“lamb”的发音以和复数形式的表达。
三．课前准备：1．PC复读机课文MP3格式。
2．老师准备单词卡片：hen, cow, horse, goat, lamb，sheep.和复数图。
四．教学步骤：1. Greeting.2．音标组合操练〔一〕〔1〕播放PC 复读机播放 sheep请两位同学上来写听到单词的音标其余同学在下面写分析^p 音标后根据发音规那么写出单词同学拼写单词。
模拟跟读 PC复读机手势加音标出示卡片〔2〕播放PC复读机播放 horse请两位同学上来写听到单词的音标其余同学在下面写根据发音规那么写出单词同学拼写单词。
模拟跟读复读机出示卡片马用一样的方法学习 hen cow lamb goat单词学习完毕听写句子What are they ?They are goats .展示复数图片分别教其它的复数形式〔二〕。
听写音标根据规那么写单词短语老师做动作让同学猜意思Feed the hens Ride a horse Milk a cowShear a sheep Hold a lamb听写音标单词短语 //反复模拟同学跟读作业：誊写单词誊写短语优秀英语公开课教案篇2一、活动目的：1. 聆听歌曲《Baby shark》，培养幼儿的语感2.可以用肢体动作表达对歌词内容的理解。
关于英语公开课教案模板8篇
关于英语公开课教案模板8篇英语公开课教案模板篇1一.教学内容Main scene Part A （let’s try let’s talk）二.教学目标1.能正确听，讲，朗读“Who is ...?-- He/She is...What’s he/she like? -- He/She is... Is he/she…?--Yes,he/she is. No, he/she isn’t.”2.能正确听，讲，认读表示人物外貌与性格特征的形容词：old ,young,funny,kind,strict,polite,hard-working,clever.3.能听知道，会讲，会表演Let’s talk 的内容并在真实场景中运用。
三.教学重难点重点：同学能够表演Main scene 和let’s talk的交际内容，能够依照实际状况用英语争辩他人外貌与性格特征。
难点：用英语精确询询问并回答人物特征，如：“Who is …? He/She is…What’s he/she like? He/She is …Is he/she…?Yes,he/she is. No, he/she isn’t.”四.课前预备老师自制的单词卡、录音机、录音带五.教学过程Step1. Warming-up1.Let’s look and say the names.（老师出示本单元通过多媒体播放一些卡通图片，分不呈现年老，年轻，滑稽，有礼貌，工作努力，聪慧，严格等外貌与性格特征，让同学认读，讲一讲这是谁，如何样。
）2.Let’s listen and sing”Who’s your teacher?”Step2. Presentation1.学习Main scene（1）出示Main scene中的部分教学挂图，让同学观看。
（2）看图回答询问题。
Dialogue1: Who can you see in the picture?（Wu Yifan,Amy,Oliver and a teacher.）Dialogue2: What are they talking about?（The teacher introduces classmates to each other.）Dialogue2:Who is a new student?（Oliver）（3）听录音，仿照朗读，理解对话内容。
unit3words2(公开课)
(2010江苏六校联考） C He would like to risk__ in a storm as the boy was in danger. A to get caught B to catch C getting caught D catching
• 1. 【201y risk ______ deaf if they are exposed to very loud music every day. • A. to go B. to have gone • C. going D. having gone c
小试牛刀
1.这个队急需胜利 is desperate for a win The team____________________.
2.他渴望考试及格 He was desperate to pass ____________________ the exam.
连接高考： Trapped by the police, the B terrorists made their____ attempt to explode the bomb that they carried. A brave B desperate C harmful D considerate
• 19.（2011四川卷2）Lydia doesn’t feel like_____ abroad. Her parents are old. • A. study B. studying • C. studied D. to study 【答案】B • 【解析】feel like doing sth.想要做 某事
A. • 5 ________ the trouble they were in, they still managed to help us with some money. • A. In spite of B. Despite of • C. In terms of D. In sight of
四年级上册公开课英语教案
四年级上册公开课英语教案英语老师在教学中要有足心，不能急于够的耐求成，要遵循一定的语言教学规律。
在英语教学中，写一篇四年级英语教案对所有四年级英语老师来说是非常重要的。
#775529四年级上册公开课英语教案1教学目标：知识与技能1.Words and phrases: stomachache, cold, headache, fever,fall off, fell off.2.Sentences: Sam had lots of chocolate biscuits yesterday.So today he’s got a stomachache.3.Grammar: Talking about illnesses.教学重点：Words and phrases: stomachache, cold, headache, fever,fall off, fell off.教学难点：Sentences: Sam had lots of chocolate biscuits yesterday.So today he’s got a stomachache.Grammar: Talking about illnesses.教学方法：讲授、过去时教学过程：(一)导入：Step 1 Warm-upT: Hi, boys and girls.T: Let’s sing a song, ok?Ss: Ok.T: Ok! London Bridge is falling down…。
(Ss sing the song)T: You are clever boys and girls. Now let’s have a Free Talk “What I didyesterday”， Ok?Ss introduce what they did yesterday(二)探究新知Step 2 Presentation and leadingT: Who can tell me what happen to Daming in last Unit.Ss: Daming’s head was bumped.T: Let’s play this story, ok?Ss: Ok.(Two students play in roles of “Daming” and “Sam”， others describe thestory, the two students do the actions)The teacher writes the word “today” on the blackboard. What happened toDaming, Sam, Amy and Lingling? Lead the students to use “to” and “and” toconnect the two sentences.Step 3 Text TeachingT: Now, this class we are going to learn Module 10 Unit 2 Sam had lots ofchocolate biscuits .First, listen to the tape and underline the new words.(Teach the new words’ cards)T: Now listen to the tape and repeat it. Are you clear?(The teacher writes these sentences on the blackboard)Sam had lots of chocolate biscuits yesterday.So today he’s got a stomachache.T: Now listen to the tape again and tell me what happened to Sam, Lingling,Amy and Lingling.T: Look at these words: had, ate(三)巩固新知Step 4 Task-FulfillingT: Let’s play a game, ok? Ss: Ok.T: Let’s play “I do you say”。
Unit 2 People on the move Word study 教学设计-优质公开课-译林版选修10精品
Unit 2 People on the move Word study教学设计1. look at：1) 思考、考虑、研究，(和will、would连用，用于否定结构)e.g. I wouldn’t look at such a small offer.They refuse to look at my suggestion.I wouldn’t look at anything under 3000 yuan in price.2) 看(问题)、看待e.g. You may look at things that way，but I won’t.That’s the way I look at it.‘look’ phrases：look after；look back on；look down on look for；look forward to；look inlook sb. in the eye / face；look into；look onlook one’s age；look out (for)；look around look over；look through；look uplook sb. up and down2. age：vt. / vi. 变老、衰老：sb. age / sth. age sb.e.g. After his retirement，he aged visibly.Illness aged her so quickly.You have aged a lot since I last saw you.n. 年龄、时代、长时间e.g. What’s your age？She looks old for her age.It’s ages since we last met.‘age’ 的常用短语：at the age of …；die of old age；act (be) one’s age the Middle Ages；the atomic agea middle-aged woman；a boy aged 113. head：vt./ vi. 1) 朝(……方向)前进e.g. You are heading north now.The train is heading from Guangzhou towards Beijing.2) 当……的头、首领e.g. As monitor，she heads the class.After his father died，he heads the company.3) 使……前往：head sb. / sth. ….e.g. The captain headed the ship northward.We headed the boat out to sea.head for / be headed for：前往、开往……e.g. In the gold rush，many people headed for America.After school，the students head for their homes in different directions.n. 头、首长e.g. He is taller than his sister by a head.Two heads are better than one.She has a clear head.Use your head，and / then you’ll find a way.‘head’ 常用短语：the head of a family； a head teacher；five head of cattlesth. enter one’s head；from head to foot；stand on one’s headhave a headache4. account for：说明……的原因、解释了……e.g. Your explanation can’t account for what you have done.Can you account for your absence from school yesterday？The man can’t account for how he has so much money.account：n. 解释、说明：give an account of ….：对……作说明银行账户：open an account叙述、报道e.g. Have you read t he account in today’s paper？You may have read some account of the matter.on account of：because ofe.g. The train was delayed on account of the bad weather.take ….into account = take account of …：对……加以考虑5. slip：滑、滑倒、滑落；e.g. The hammer slipped and hurt his foot.The car slipped at the corner on the road.悄悄移动、溜进(出)I slipped on the ice and broke my leg.It is impossible to slip into the room unnoticed.She slipped away from the party to make a phone call.偷偷地给；不知不觉地陷入(状态、习惯)He slipped me a letter. = He slipped a letter to me.I slipped a dollar bill into the waiter’s hand.引申：1) 遗忘、忽略e.g. Sorry，but your name has slipped my mind.slip of tongue：口误6. exchange：交换……、互换(问候等)e.g. They exchanged stamps.They only exchanged a few words because they were in a hurry. exchange sth. with sb. ：和……交换……e.g. I often exchange information with him.Shall I exchange seats with you？exchange A for B：以……换…… = change A for Be.g. I bought this tie here yesterday，but can I exchange it for that one？Where can I exchange dollars for pounds？in exchange (for…)：为了换(……)e.g. I gave her a sweater in exchange for her skirt.7. take advantage of：利用(出境、弱点、机会)e.g. I can’t take advantage of your good nature.You can’t take advantage of your position to do that.He took advantage of the moment to leave the room.Let’s take advantage of the good weather to get in the crops.‘advantage’ phrases：have / give sb. an advantage over ….：(使某人)在……有利e.g. They have an advantage over me. You have a choice and I have to accept.The great advantage you have over me is that you know English well.to one’s advantage：对……有利e.g. More practice will be to your advantage.The score is 4: 3 to our advantage.8. hook：vt. 吸引、使……上瘾：sth. hook sb. = be hooked one.g. Computer games hooked many students.The man is hooked on wine.挂(构上)、钓到鱼……e.g. Will you hook my dress for me？How many fish have you hooked？n. 钩、鱼钩9. make use of：use：利用：make better / the best use of = make the most ofe.g. You should make (the best) use of this chance.He made use of his free time to learn French.‘use’ phrases：in use；It is (of) no use doing = It is no use to do = There is no use doing ..be of (great) use = be (very) usefulput ….to use：使用、利用10. wander：vi. / vt. 到处走、徘徊、e.g. He was wandering about in the forest.I spent my vacation wandering through France.After tea I wandered about alone about the town.They wandered the jungle，searching for food.c.f. wonder11. submit：vi. / vt. 服从、屈服：submit (oneself) to sb. / sth.e.g. I was unwilling to submit (myself) to his orders.She submitted to her parents’ decision at last.I refuse to submit myself to his control.After being defeated，they submitted to the enemy.提交：submit sth. to sb.e.g. He submitted the report on the matter to the committee.You must submit you request to your teacher.submission：屈服、顺从、投降；上交12. vote：vi. 投票vote on：就……投票表决e.g. We’ll vote on the question.As we can’t agree on the matter，let’s vote on it.The chairman asked us to vote on the plan.vo te for / against…：投票支持/反对……e.g. Only seven members voted against the plan.We all voted for his being our monitor.Will you vote for or against the suggestion？vote down：投票否决e.g. We voted down the bill.His suggestion was voted down.vote to do sth. / that …：投票去做/决定……e.g. We voted to accept the decision.They voted that the game should be put off.n. 投票：cast a vote13. take to：开始从事、喜欢、沉溺于e.g. I took to her at once.He has taken to drinking recently.How has Tom taken to his new school？At the age of 40，he took on writing plays.* take ….to heart：把……牢记在心take to (one’s) bed：卧病在床take to one’s heart：喜欢、对……有好感‘take’ phrases：take a chance：碰运气；take a risk / risks：冒险take a seat：坐下；take an interest in …：对……感兴趣take account of：考虑；take action on：对……采取措施take advantage of：利用；take after：长得像、性格像take …as…：看作、认为；take back：收回take sb. back to：使……回想起；take sb. by surprise：使……出其不意take charge of：管理；take control of：控制住take ..for：(误)认为；take …for granted：想当然认为……take …for instance：拿……为例；take hold of：抓住take in：接纳、留宿、明白、欺骗；take …into account：考虑到take …into consideration：考虑到；take it easy：别急、不要紧张take notice of：理睬、注意；take notes：作记录take office：就职；take on：从事/雇用/上车/呈现/风行take one’s own life：自杀；take your time：慢慢来take over：接管；take pains：下功夫、努力take part in：参加；take place：发生take the place of：替代；take pride in：以……为豪take trouble to do sth.：费事、下功夫take turns：轮流= in turntake up：开始学/做、占据14. plot：vt. / vi. 秘密、秘密策划(做坏事)plot (to do) sth.e.g. They plotted the murder of the king.He plotted to rob the bank two weeks ago.They are plotting to murder the president on his arrival.n. 情节。
高二下公开课教案 Microsoft Word 文档
3.能从上下文进行逻辑推理；
4.能提取文段中提供的旅游信息，如：门票价格、航班时间、景点营业时间等；
教学难点
文化背景知识和芬兰文化风情拓展，提高学生人文素养，体现英语教学
两大功能：
1．英语是工具，帮助我们阅读信息；
2．英语也具有人文功能，可以提高学生们的人文素养。文化背景和课外拓展这两部分内容，恰恰体现了英语的人文性。这是一个内化过程。
第四部分：
作业布置
1.抄写并翻译全文；
2.完成练习册第三单元；
检查学生上课知识获取率；
巩固本单元学过知识；
第五部分
温馨提醒
书籍是人类进步的阶梯，遨游于书海之中，你会发现自己的心灵如沐春风。
能够使用英语阅读，就好比你多了一双眼睛去欣赏不同的世界和生活，会带给你更多享受。
督促学生热爱阅读，热爱生活，热爱英语，发现生活的美；
第三部分:
课外拓展
芬兰文化赏析及芬兰自然风光
1.附加资料（一）：芬兰文化赏析；
2.附加资料（二）：芬兰美景欣赏
目标：文化背景知识和芬兰文化风情拓展，提高学生人文素养，体现英语教学两大功能：
1英语是工具，帮助学生阅读信息；
2英语也具有人文功能，可以提高学生的人文素养。文化背景和课外拓展这两部分内容，恰恰体现了英语的人文性。
2.任务一：背景材料：
芬兰地理环境；气候和日照；
3.任务二：快速阅读，完成下列5题
4.任务三细读课文，完成下列思考题
5.任务四：总结本文中心思想
目标：
1.检测学生提取基本信息的能力；
2.技能培训：
利用快速阅读和细读两种阅读策略，培养学生阅读能力，提高学生阅读效果；
2024年大班英语公开课教案
2024年大班英语公开课教案一、教学内容本节课选自《新派英语》教材第八单元，主题为“未来的梦想”。
具体内容包括：Chapter 8: Future Dreams，Lesson 3 "I Want to Be"。
通过本课的学习，学生将掌握职业相关的词汇，学会运用将来时态表达自己的梦想。
二、教学目标1. 让学生掌握与职业相关的英语词汇，如：astronaut、doctor、teacher、engineer等。
2. 培养学生运用将来时态描述自己未来的梦想。
3. 增强学生的口语表达能力，激发他们对未来职业的思考。
三、教学难点与重点教学难点：将来时态的运用，职业词汇的掌握。
教学重点：学会用将来时态表达自己的梦想，熟练运用职业词汇。
四、教具与学具准备1. 教具：PPT、单词卡片、职业头饰、计时器。
2. 学具：学生用书、练习册、彩色笔。
五、教学过程1. 导入（5分钟）a. 与学生进行自由谈话，询问他们最喜欢的动画片，引出不同的职业。
b. 展示与职业相关的图片，让学生猜测并说出职业名称。
2. 新课内容展示（10分钟）a. 通过PPT展示Lesson 3的内容，引导学生学习职业词汇。
b. 教师示范将来时态的用法，让学生模仿并练习。
3. 例题讲解（5分钟）a. 出示范例句型，如：“I want to be an astronaut when I grow up.”b. 让学生模仿例句，用将来时态表达自己的梦想。
4. 随堂练习（5分钟）a. 学生两人一组，互相询问并回答关于未来梦想的问题。
b. 教师挑选几组学生进行展示，给予评价和指导。
5. 小组活动（5分钟）a. 学生分成小组，每组选择一个职业头饰，用英语介绍自己的梦想。
b. 每组派一名代表进行展示，其他组员进行评价。
a. 教师带领学生回顾本节课所学内容，巩固职业词汇和将来时态。
b. 学生分享学习收获，教师给予反馈。
六、板书设计1. Future Dreams2. 主要内容：a. 职业词汇：astronaut、doctor、teacher、engineer等。
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设计意图
1.单词听写
2.看图说单词
3.词义解释
4.重点短语复习
5.短语运用
6.翻译句子
评说
方法引导
问题解答
练习指导与解说
检查练习
单词听写
小组合作
观察；讨论；总结
独立完成练习
通过各种形式和实战练习等一系的实践活动，使得学生能理解和运用本单元单词的多种意义和多种用法.
【教学反思】
在具体的语境中恰当地使用单词短语的能力是高考中的一大难点，通过观察、讨论、总结、实战练习等一系的实践活动，学生学会和掌握高考重点词汇、重点短语和句型的用法，恰当使用单词、短语和句型的能力大大提高。但一词多义的掌握有待加强学习和巩固。其次，要还要准确把握每个单词的使用语境和常用搭配。
【教学对象分析】
学生在老师的指导下，通过自主学习，初步熟悉和掌握本单元的单词和短语，对一些基本的词形变化也有一定了解。
【教学目标】
1.知识与技能：通过不同的形式进行第4单元单词的记忆学习，掌握并运用本单元的单词和短语。
2.过程与方法：观察；预测；讨论；题目分析；方法总结；实战练习
3.情感态度与价值观：1. to arouse students interest in learning English.
【学生学习难度预测】学生的构词法知识学习不够牢固是造成猜测词义难的问题之一；受母语影响，没能学会用英语解释单词和语言现象，致使他们在阅读理解中没能从上下文语境理解文义而导致误解而走偏题义而选错答案。
【教学策略设计(教学模式)】
讲练结合
【教学用具】
多媒体平台；黑板等
【教学过程设计】
教学环节和教学内容
教师活动
科目：英语班级：高一(11)授课教师：第7周第3节4月16日
【课题】Unit 4 Word Study
【教学内容分析】
本课内容为第四单元的单词和短语，通过不同的形式进行单词的记忆学习，如：同义词与反义词，词形变化（构词法），句子翻译等，让学生熟练掌握并运用本单元的单词和短语，为阅读理解与学习作好铺垫。
2. to inspire students’ spirit of cooperation and teamwork.
【教学重点】通过不同的形式进行单词的记忆学习，如：同义词与反义词，词形变化（构词法），句子翻译等，让学生熟练掌握并运用本单元的单词和短语，帮助学生扩大词汇量,为阅读理解与学习作好铺垫。