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篇1:七年级英语第11单元说课稿
七年级英语第11单元说课稿
一、说教材
本单元的中心话题是“发表意见”,具体涉及用英语谈论电视节目,时尚流行,以及学生围绕电视节目和时尚饰品谈论不同程度的喜好,并发表见解。语言技能和语言知识几乎都围绕“发表见解”这一中心话题设计的。
1.语言知识目标
词汇:能理解、内化、运用以下生词(soap, situation, sitcom, nothing, mind, host, agree, belt, wallet, fashion, idea, colorful.
短语:(think of, soap opera, talk show, sports show, don’t mind, can’t stand, game show, agree with..
2.语言技能目标
听:能捕捉特定信息,抓住关键词(如can’t stand , don’t mind 等.。
说:能熟练掌握与话题相关的常用词汇与表达。如:如何用英语来表达自己对事物的不同意见,如何表达自己对事物不同程度的喜好,使学生能就话题较好的完成一些开放性话题,以提高在真实语境中的英语交际能力。
读:获取关于电视节目和时尚饰品的相关信息,且进行一些阅读技能的训练,如训练学生通过阅读搜索信息和获取main idea的能力,同时也培养学生能够学会欣赏文章中的优美句子,并为我所用。
写:教材要求学生根据西方老太太对生活的态度,对时尚的追求写一篇自己看法的作文。考虑到部分学生写这类作文有一定的难度,所以在写这一环节上,我尊重学生的个体差异,遵循分层教学的原则,让能力不够的学生,通过欣赏美文,模仿写一篇What do you think of your school uniform?的文章。
3.学习策略目标:
学生能在一定程度上形成自主学习、有效交际、用英语思维和发表意见的能力,以及搜索、筛选信息的能力。
4.情感态度目标
1.让学生了解各类电视节目,对各类电视节目有筛选性的进行收看。
2.引导学生用得体的语言表达不同程度的喜好,培养发表不同见解的能力。
3.通过小组合作、调查等活动来培养学生合作与共享的学习习惯。
二、说学情
学生对于看过的各类电视节目,对各类电视节目有筛选性的进行收看。然后根据要求发表信息,达到语言表达流利,说法得当之目的。
三 说教学重点和难点
教学重点和难点
教学重点:
1. 词汇: soap, soap opera, situation, sitcom, nothing, ha, stand, mind, king, How about…?, in fact, culture, host, agree, sunglasses, key ring, belt, wallet, fashion, said, article, put, idea, colorful
2. 句型结构: What do you think of soap operas? I can’t stand them. I don’t mind .I don’t, either. I do ,too.
教学难点:
掌握运用love, like, don’t like, can’t stand, don’t mind 恰当表达对有关事物的观点和态度。
四 说教学方法和学习策略
1.教法:
(1.情景交际教学法:本单元话题源自生活,立足这一点,充分利用学生已有的知识和经验,创设生活化的真实情境,引导学生在运用中学习语言,然后在学习新的语言知识后创造性地运用语言。
(2.任务型教学法:设计多种任务活动,提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,进行探究学习。
2.学习策略:
(1.通过表演、猜词、记忆等一系列比赛,让学生巩固所学语言知识。
(2.在与同学合作完成任务的活动中主动探究和学习语言。
五、教学安排
1、课时及内容建议
本单元建议用4个课时完成
第一课时 section A 1a/1b/1c/2a/2b/2c/ Grammar focus
第二课时 section A 3a/3b/4
第三课时Section B 1a/1b/2a/2b/3a
第四课时Section B 3b/2c/Selfcheck
2、各课时中部分环节设计思路
PERIOD 1:SECTION A
☆创设情景,以旧引新:Play a popular TV show and let them enjoy it.
T: Do you like watching TV?
S: Yes. I like them very much..
T: What kinds of TV shows do you know?
S: (T helps) talk shows, sports shows, game shows, sitcoms, soap operas, news, ads.
在这一过程中,边教新词,边放相应的电视节目,让学生更直观、形象的`理解各类电视节目。
1a Match the TV shows with the pictures.
MATCH的活动往往让学生觉得过于平淡,缺乏兴趣。所以在完成这一任务时,我利用多媒体,选取了学生生活中最感兴趣的电视节目呈献给他们。
然后以GUESSING GAME的形式,用描述,猜出节目类型的方式进行巩固,(课前分好A与B.比只是看图搭配更有乐趣,同时锻炼了学生根据直观形象进行准确恰当描述的能力,以及学生对于抽象描述的判断能力。
Guessing game(可用各种不同的计时方式.陈述TV shows的情景,如:1.A man is playing basketball.(sports show)
2.A funny show. The people on TV do or say things that make TV watchers laugh.(sitcom)
1c PAIRWORK
☆创设真实的语言情景,拉近与学生的距离
教师讲关于自己对各类电视节目不同程度的喜好,老师先做example通过体态、夸张的语言来突出love, like, don’t like, dont mind, can’t stand 这几个词所表达的不同喜好程度,让学生再次直观的体验其情感态度,再引导学生相互问答组成小对话。这一环节是对本堂课所学词汇和句型的巩固。在课本的教学要求中,只要表达喜好就可以了,但是,考虑到实际的交际需求以及对之前学习的巩固,在对话练习中,我要求学生必须要给出自己的理由。而且,如果只机械地pair work, 学生会感到单调乏味,没有激情,所以可采取比赛机制,让学生在pair work 中一定要用语言体现出喜好的程度,根据学生不同的表演能力给予不同的加分。这样可以激发学生的学习热情,学生运用、巩固知识的活动也在表演中达到了高潮。
2a & 2b LISTEN
在听录音跟读时,请学生在书本上标出重读与升降调,以便更好地模仿朗读。
2c Practice in pairs内容主要是对2b的练习,这一环节目的是培养学生用英语对电视节目中的人物进行评价,为了调动学生的积极性,下一环节就要让学生脱离课本,enjoy a short play:灰姑娘。进而让学生对灰姑娘、继母及继母的两个女儿进行评价,进行真实的情感交流。
HOMEWORK:在作业的设计上,我考虑到下节课要学习部分中央台电视节目的名称,因此,要求学生在课后就利用电脑,报纸等媒介工具完成课前参与。除此之外,象SOAP OPERA 等名称的来历都有着其特殊的社会历史背景和一定的文化内涵,因此还鼓励学生带着好奇心,主动和积极地去寻求和学习这些重要又有趣的文化知识,这既是新知识的学习,更是兴趣的激发。
PERIOD 2:
3a PAIRWORK
在做3a之前,检查课前参与内容,将这些节目:Tell it like it is,Legal Report,CCTV News, News in 30 Minutes,Man and Nature,Chinese Cooking,Around China,Sports news,Lucky52,Animal World,Culture China, Healthy Living与中文相匹配。对于表现好的同学给与鼓励,以激励他们今后会更加自主学习。
3a引入AGREE WITH的讲解,在学生发现两人观点始终一致的情况下,通过老师简单的点拨,体会这一词组的准确含义,自然而轻松地学习这一语言点。在这一课时内容较少,我们可适当加入一篇与本单元有关的阅读。即是巩固又起到延伸的作用。
教学4 Survey time
“我做小记者”。在班级内调查中央电视台节目的收视率. 学生可以在四人小组内,也可以离开座位询问其他同学。
1) What do you think of …? Why?
2) Do you like …? Why?
3) How about …?
最后经过调查让学生选出最受欢迎的CCTV programs,使学生体会到合作学习的乐趣。
PERIOD 3
SECTION B 1a
通过图片呈现给学生这些fashionable things,迅速调动学生们的学习热情,同时,请学生作为小老师,教授新单词,新颖而高效。接着让学生介绍:I have a watch, a scarf, and… 时刻给学生表现先自我的舞台。
任务性活动中:Talk Show电视台要举办 一次有关时尚话题的“脱口秀”,邀请你们作为嘉宾参与讨论。六人一组展开讨论后,进行汇报表演,即是对新知识的巩固,又为学生的合作探究提供了平台。
3a 语法较少,可以交给学生自己来处理。
HOMEWORK:在作业设计上,充分考虑学生个体英语基础的差异,允许写作有困难的学生写写自己熟悉的SCHOOL UNIFORM,而程度好的同学,就鼓励其充分发挥自己,模仿3a写一写WHAT IS COOL?
PERIOD 4
Self Check 1这一环节上转换“老师”与“学生”的模式关系,四人一小组教学self check中1部分的单词,相互纠正发音,检查单词的拼写。利用第一部分中的单词,在班上快速轮流做句子,要求不能重复运用同一个句式。
Self Cheek 3可打破常规,先听后读,再评议。既训练了学生的听力,也培养了学生的口头表达能力。
Homework:在作业设计中,采用了备战辩论赛的形式,给出了有一定争议性的话题Playing computer games is good for us! 请学生自己选择正方或是反方,并且收集和整理支持自己观点的素材。在这一过程中,学生巨大的学习潜能被激发了,因为人人都想要张扬自我,并期待认可。所以,有部分学生会在课堂外获取新的知识,达到了课外有效学习的体验。而这一次作业的成果展示更是一次学生心理的洞悉和德育教育的渗透,可以帮助学生树立正确的人生观和价值观,比起单纯的说教更具说服力。
现代的英语课堂应是一个能向学生提供这样一个学习环境,即:它能使学生获得更多的直接使用语言的场合和机会,努力为学会创设活动情境,诱发学生的好奇心,鼓励学生大胆参与,使学生“沉浸”于使用语言的环境之中,进行有意义的交际。
在教学过程中,学生是主体,我们是呈现者;组织指挥者。通过合作探究学习来激发学生求真、探索的潜能,使学生用心去体验集体的力量,去感悟合作的无穷魅力,在任务活动中体验合作成功的快乐,体验实现自我价值的幸福。
以上是自己的说课材料,不妥之处难免,望同仁提出建议和意见,共同提高、共同发展。
篇2:初三英语课件第11单元
I.选用恰当的代词填空。
1. ________ have a ruler. But ________ ruler is short. Can you give ________ a long ruler?
(I, me, my)
2. ________ are a good boy. What's ________ name? (you, your)
3. ________ is a teacher. ________ name is Wang Li. (she, her)
4. David is an American boy. ________ is twelve. ________ English is not good.
Please help ________ . (he, him, his)
5. This is ________ school. ________ study English here. Do you want to join
________ ? (we, us, our)
6. Look at ________ ! ________ are from England. ________ names are Lucy and
Lily. (they, them, their )
综合:
7. ________ have a good friend. ________ name is Tom. ________ parents work in
China. ________ are teachers. Look, this is ________ photo. How happy ________ are!
8. Thank ________ for helping ________ , Dale. I can do ________ homework now. Let ________ go to a movie. ________ think ________ is a funny movie.
II.选择。
( ) 1. This is ________ computer. That's ________ computer.
A. I, he B. he, I C. his, my D. him, my
( ) 2. ________ go to the park every Sunday.
A. Tom and you B. Tom and I C. I and you D. Tom, I and you
( ) 3. ________ have no time. Let ________ go.
A. Us, we B. We, us C. We, our D. Our, we
( ) 4. Can you help ________ with ________ English?
A. he, his B. his, his C. him, his D. him, him
III.翻译。
1.他的问题 ________________ 2.你们的尺子 ________________
3.我的手表 ________________ 4.她的`双肩背包 ______________
5. 她的电话号码是什么? _____________________________________________
6.他们是中国人。他们的英文名字叫Tom和David。
_________________________________________________________________
IV.用动词be (am, is, are)填空。
1. She ________ a teacher. Her name ________ Mary.
2. I ________ a boy. My name ________ Li Ming.
3. Who ________ this girl? She ________ Li Mei.
4. How old ________ you? I ________ eleven.
5. What ________ this? It ________ a bird. Its name ________ Polly.
6. David ________ a student. His sister ________ a student, too.
7. These books ________ blue. They ________ English books.
8. Li Lei ________ at school today. He ________ drawing a picture now.
9. Amy and Kay ________ here. They ________ not at home.
10. ________ you teachers? No, we ________ not. We ________ students.
11. My favorite color ________ blue.
12. Tom's brother ________ not in the room.
V.将下列各句改成一般疑问句并且给出简短的肯定和否定回答。
1. This is my pencil.
____________________________________________________________
2. His name is David.
_____________________________________________________________
3. They are from England.
_____________________________________________________________
4. Tom's father is a doctor.
_____________________________________________________________
5. The desks are very heavy.
_____________________________________________________________
6. Mary is doing her homework now.
______________________________________________________________
VI. 汉译英。
1.你怎么拼写watch?____________________________________________
2.请打电话555给Mary。_________________________________________
3.这是你的卷笔刀吗?____________________________________________
4. 用英语 ________ 5.一串钥匙 ________ 6.回答 ________
7.家庭 ________ 8.最后的 ________ 9.第一 ________
篇3:初三英语课件第11单元
Unit 11 How was your school trip ?
一、教学目标:
1. 语言知识目标
基本词汇:milk, cow, horse, feed, farmer, quite, anything, grow, farm, pick,
excellent, coutryside, yesterday, flower, worry, luckily, sun, museum,
fire, painting, exciting, lovely, expensive, cheap, slow, fast, robot,
guide, gift, everything, interested, dark, hear
基本词组:milk a cow, ride a horse, feed chickens, quite a lot (of…), in the
countryside, fire station, all in all, be interested in
基本句型:How was your school trip ? It was great !
Did you go to the zoo ? No, I didn’t. I went to a farm.
Did you see any cows ? Yes, I did. I saw quite a lot.
Did Carol ride a horse ? No, she didn’t. But she milked a cow.
Were the strawberries good ? Yes, they were . No, they weren’t.
2. 技能目标: 能运用一般过去时描写过去的事情
3. 情感目标: 学会客观地表达对事物的看法,培养乐观向上的性格
二、 教学重难点:
1. 教学重点:一般过去时的判断及选用
2. 教学难点:正确运用一般过去时
三、教学步骤:
Period 1
Section A (1a-2d)
Step 1 : Warming –up
1 Greeting
Who is on duty today ?
Who was on duty yesterday ?
What is the weather like today ?
What was the weather like yesterday ?
2 Song : Play the song “ Old MacDonald had a farm” and have Ss find out the animals in the song
Get Ss answer like this : On the farm ,there are some ducks, cats,chickens, cowspigs,dogs and horses . They are animals.
Step 2 : Presentation
1 Show a picture and tell Ss: This is also a farm. Last week Carol and his classmates had a school trip. They went to the farm. What did they do on the farm? How was their school trip?
2 Show some pictures again and try to get the past tense verbs expressions according to the pictures.
(1) Show the picture and the question
(2) Ask one student to answer the question.
(3) All students read it toghter.
Q:Did he ride a horse?
A:Yes, he did. He rode a horse.
Q:Did he milk a cow?
A:Yes, he did. He milked a cow.
Q:Did he ride a horse?
A :No, he didn’t .
Did he feed chickens?
Yes, he did. He fed chickens.
Did you go to the zoo?
No, I didn’t. I went to a farm.
Did you see any cows ?
Yes, I did. I saw quite a lot.
Did they pick any strawberries on the farm ?
Yes, they did .
How were the strawberries?
They were delicious.
Were the strawberries good?
Yes, they were.
No, they weren’t.
How was your school trip ?
It was great.
Were the strawberries good ?
Yes ,they were.
No, they weren’t.
Step 3 Exercises
Step 4 : Practice (Listening and speaking)
1a Match the phrses with the pictures.
1b Listen and circle the three things Carol did on her school trip in 1a.
1c Ask and answer questions about Carol’s school trip.
2a Listen and check the questions you hear.
2b Listen again.Circle T for true or F for false
2c Ask and answer questions about Carol’s visit to the farm.
篇4:七下英语第11单元课件
七下英语第11单元课件
7年级英语下册第11单元知识点课件
1. How was your school trip?
How + be + 主语?= What be +主语 + like?意为“怎么样?”
本句的答语:It was great./ It was OK./ It was /wasn’t good.
2. quiet a lot (相当多)+of+可数名词(复数)/不可数名词,也可单独使用。
e.g. We drank quite a lot of milk.
I saw quite a lot of cows.
I play tennis quite a lot in the summer.
拓展:
1) quite a little +不可数名词,意为“相当多”;
e.g. There is quite a little water in the bottle.
2) quite a few 相当多+可数名词 ,意为“相当多”。
e.g. Quite a few students were late.
3. take与photo, picture等词搭配时,意为“拍摄,摄影”。表示“拍摄某物或人”,就要在短语后面接介词of来引入所拍摄的对象。
e.g. The girl likes to take photos of herself with her cell phone(手机).
那个女孩喜欢用自己的手机自拍。
4. ...learned a lot about farming. 学到了很多关于种田的知识。
1) learn sth. 学习某物
I learn English every day.
2) learn about 学习关于某事,如:
He wants to learn more about science.
3) learn to do sth. 学习做某事,如:
We all want to learn to swim.
5. It was so much fun. 那真是蛮好玩的。
fun 表示“有趣的事情”,为不可数名词。
e.g. He plays the violin for the fun of it. 他拉小提琴只是为了好玩。
Swimming in the sea is great fun. 在海里游泳很好玩。
I had much fun on the school trip. 我在学校旅行中玩得很开心。
6. Lucky you! 你真幸运!
这是一句非正式口语,相当于You’re so lucky. lucky 之后的人称还可改为me, him 等。 e.g. —There was no power at school last night. It was so dark.
昨天晚上学校停电了,漆黑一片。
—Lucky me. I was not here. 我太幸运了,不在那里。
Luckily, he passed the exam in the end. 幸运的是,他最后通过考试了。
7. But at about two o’clock, it got very cloudy and we worried it would rain.
get此处做系动词,意为“变得”。
e.g. You have to eat the soup before it gets cold. 在汤凉掉之前赶紧喝了吧。
8. feel 和feel about的区别:
1) feel是系动词,意为“感觉”,后接形容词做表语。
e.g. I don’t feel well today. 我今天身体感觉不舒服。
2) feel about 意为“认为,以为”,后面加名词。
e.g. How do you feel about your school trip?
9. The guide taught us how to make a model robot.
teach sb. how to do... 意为“教某人怎样做”。
1) teach sb. to do sth. 教某人做某事
e.g. His father teaches him to make kites.
2) teach sb. sth. 教某人某事
e.g. Miss Chen teaches me Chinese.
3) teach oneself =learn by oneself 自学
e.g. He teaches himself every day.
10. I think today’s school trip was terrible.
名词所有格:
men’s room 男厕所 a mile’s distance 一英里的距离
注:但如果该名词是以-s或-es接尾,则只在该名词后加’ 来构成所有格。
three hours’ walk 三小时的路程 two miles’ distance 两英里的距离
five minutes’ ride骑车五分钟路程
11. Everything was about robots and I’m not interested in that.
1)everything, something, nothing, anything以及somebody, everybody, nobody等不定代词做主语时,谓语动词用单数。
e.g. Nobody knows me. 没有人认识我。
Everybody is here. 大家都在这里。
2) be interested in (doing)sth. 对感兴趣
e.g. I am interested in swimming.
12. (复习)1) too many + 可数名词复数
e.g. There were also too many people.
2) too much+不可数名词
e.g. He doesn’t have too much money.
3) much too + 形容词/副词
e.g. The car is much too expensive.(形容词)
He runs much too fast.(副词)
13. All in all, it was an exciting day. 总的来说/总而言之,这是很愉快的一天。
e.g. All in all, I think you did a good job. 总的来说,你做得很好。
拓展:in all 总共
e.g. There are 65 students in all in our class. 我们班总共有65名学生。
2) exciting是形容词, 后接名词,意思是―让人兴奋的,使人兴奋的'‖,多形容物。 excited也是形容词, 多用来形容人。
e.g. This show is really exciting.
He is excited about the news.
14. I didn’t like the trip at all.
not...at all 意为“一点也不,完全不 ”。
e.g. I can’t swim at all. 我完全不会游泳。
I don’t like apples at all. 我根本不喜欢吃苹果
15. something,anything和nothing
1)something用在肯定句中,而anything用在疑问句或否定句中。
e.g. I have something important to tell you.
Can you hear anything?
2)something用在疑问句中时,表示希望对方给予肯定回答。
e.g. Would you like something to drink?
3) anything用在肯定句中,意为“任何事物,任何东西”。
e.g. I think I can do anything for you.为了你,我愿意做任何事。
4) nothing意为“没有什么;没有东西”。 nothing=not anything
e.g. Tom saw nothing. 汤姆什么也没看见
5)everything 意为“所有事情”,可用于肯定句、疑问句或否定句中。
e.g. I hope everything goes well. 我希望一切进展顺利。
16.no (形容词)+单数可数名词=not…a/an +单数可数名词
=not…any +复数可数名词/不可数名词
e.g. There is no bridge. = There isn’t a bridge.
He has no brothers or sisters.= He doesn’t have any brothers or sisters.
There is no meat in the fridge.= There is not any meat in the fridge.
7年级英语下册第11单元语法
语法:一般过去时
1. 用法:表示在过去某个时间或某一段时间内发生的动作或存在的状态。
2. 常用的时间状语,即标志词:
1)与yesterday 连用:yesterday昨天, the day before yesterday前天
yesterday morning/afternoon/evening
2与last 连用last night,昨晚last time上次,last term上个学期last Monday,上周一, last week/ month/year,上周/月,去年
3)与ago 连用:a moment ago 刚才two minutes/ hours/ days/ weeks/ months/years ago 两分钟/小时/天/周/月/年以前
4)与in+过去的时间连用 in , in 1980
5)其它:just now刚才 at the age of 5, 在5岁的时候 in the old days,
in those days,在那些日子 the other day, at that time 在那时
one/ that day /morning/afternoon/evening….
once upon a time从前
3. 常用的句式:
1)含有be动词的:
肯定句: 主语+ was / were + 其它。e.g. My school trip was excellent.
否定句: 主语+ was/ were + not +其它。e.g. My school trip was not excellent.
一般疑问句:Was/ Were +主语+ 其他?e.g. Was your school trip excellent?
肯定回答: Yes, 主语+ was/ were. e.g. Yes, it was.
否定回答: No, 主语+ wasn’t/ weren’t. e.g. No, it wasn’t.
特殊疑问句:疑问词+一般疑问句?:e.g. How was your school trip?
2)含有实意动词的:
肯定句:主语+ did + 其它 (did代表动词的过去式) We went to Green Park.
否定句:主语+ didn’t do +其它。(do代表动词的原形)
e.g. We didn’t go to Green Park.
一般疑问句:Did + 主语+ do+ 其他?e.g. Did you go to Green Park?
肯定回答: Yes, 主语+ did. Yes, I did.
否定回答: No, 主语+ didn’t. No, I didn’t.
特殊疑问句:疑问词+一般疑问句? e.g. Where did you go last week.
4.动词过去式的构成:
a. 规则变化
1)一般情况下,在动词原形后面加-ed。
look →looked play→ played start→ started visit→ visited
2)以不发音e结尾的动词,在词尾直接加-d。
live→ lived use→ used taste→ tasted hope-hoped
3) 以―辅音字母+ y‖结尾的动词,先将 y 改为i ,再加 –ed。
study→ studied try→ tried fly→ flied worry-worried
4)以重读闭音节(即辅音+元音+辅音),末尾只有一个辅音字母的动词,要先双写这个辅音字母后,再加 –ed。
stop→ stopped plan→ planned prefer→ preferred trip-tripped
b. 不规则变化(详见课本142页)
不规则动词的过去式:
is/am-was are -were have/has-had do/does -did
go-went get-got ride -rode feed-fed take-took
grow-grew draw-drew eat -ate come-came
see-saw say-said hear-heard
buy -bought teach-taught
篇5:高一英语第11单元学案

Unit 11
1. 用名词性词组引导时间状语从句的用法
(1)the year; the week; the day, the spring; the summer; the autumn; the winter
e.g. He left Europe the year World War Ⅱ broke out.
他在第二次世界大战爆发的那年离开了欧洲。
Alice got married the summer she graduated from college.
爱丽丝大学毕业的那年夏季就结婚了。
(2)the moment(that);the instant(that);the minute(that)
e.g. I understood everything the minute I saw her face.
我一看到她的脸,就了解了一切。
(3)the+序数词+time;(the)next time
e.g. He was writing a letter the first time I saw him.
我第一次看到他时,他在写一封信。
Be sure to call on us next time you come to visit our university.
下次你到我们大学来时一定要来找我们。
(4)each time,every time; any time
e.g. Every time I catch a cold,I have pain in my back. 每次感冒我的背就疼。
You are welcome to come and visit our school any time you like.
只要你愿意,随时都欢迎你来参观我们的学校。
2. have much in common 有很多共同之处
e.g. We had a lot in common with each other. 我们有很多共同之处。
Though they are brothers,they have nothing in common with one another.
虽然他们是兄弟,但他们并没有共同之处。
In common with many other boys,he liked football.
他和很多的男孩一样喜欢足球。
common adj.普通的,平凡的;共有的;公共的,公众的;n. 共用的、公有的东西
The flower is common in spring.
这种花在春天常见。
3. part of; a part of
(1)part of指某人或某物是一个整体的不可分割的一部分,即强调整体性。
e.g. There is but one China and Taiwan is part of China.
只有一个中国,台湾是中国不可分割的一部分。
Here we are all part of one big family. 在这里我们都是大家庭中的一员。
(2)a part of 不强调整体性,只说明是构成总体的一部分或一小部分。但a有时可以省略。
e.g. A leg is a part of the body. 腿是身体的一部分。
This looks like(a)part of the broken glass. 这看起来像破杯子的碎片。
4. include,contain
二者都表示“包含”,但含义不同。
(1)include指一整体包含着各自独立的部分,但没有封闭的意思,用时可详细罗列内容,也可只列举其中一、二。
e.g. The price includes postage charges. 价格包含邮资。
Your duties will include putting the child to bed. 你的职责包括将孩子安顿到床上。
(2)contain指不同的事物包含在一个较大的容器内,封闭容纳的意思很强烈、形象,但不必将所含内容一一罗列。
e.g. The basket contains a variety of fruits. 篮子里有许多种水果。
The book contains all information you need. 书中有你所需的全部信息。
5. combine v.结合,使……结合;合并,使……合并
e.g. Is it possible to combine the two parties? 那两党有没有合并的可能?
They combined their efforts to finish their work. 他们结合彼此的力量完成工作。
combine against 联合反对……
e.g. The two parties combined against the government. 那两党联合起来反对政府。
6. traditional adj.传统的,惯例的;传说的,口传的
e.g. These are the traditional foods for Christmas.
这些是圣诞节传统的食物。
tradition n.传统,常规,惯例;传说
follow(break)tradition 遵循(打破)传统
keep up the family traditions 坚守家族传统
according to tradition根据传说
a story based on tradition 根据传说的故事
It is tradition in the family for the eldest sons to become a doctor.
儿子当医生是那个家族的传统。
Tradition says that the princess was killed in this room.
据传说,那位公主是在这个房间里被杀的。
7. spread v. 使伸展,伸展;使延伸,延伸;传播;使……流传
e.g. I spread a new cloth on the table. 我在餐桌上铺上一块新桌布。
He spread out his arms to welcome us. 他张开双臂欢迎我们。
The fire spread quickly through the forest. 火灾迅速地在整个林区蔓延。
The city spreads to the west. 那城市向西扩展。
He spread the information around. 他到处散布那个消息。
n. 扩张,范围;宽度
the wide spread of green forest绿色森林的绵延
7. brief adj. 短时间的,短暂的;简洁的;简略的
make a brief visit 作短暂拜访
a brief report 简短的报告
to be brief 简单说,扼要地说
e.g. To be brief,she was happy with that result. 简而言之,她对那个结果感到满意。
in brief 简单地说,简言之
e.g. It’s a long letter,but in brief,he says “No”.
信很长,但简言之,他拒绝了。
His explanation was brief and to the point. 他的说明既简洁又切中问题要点。
briefly adv. 简洁地;简而言之
Please tell me briefly what happened. 请简略地告诉我发生了什么事。
8. style n. 作风,方式,风格;款式;种类,式样;风度,品格
live in the western style 过西式生活
e.g. Do you have a chair in this style? 你们有这一类型的椅子吗?
in style流行的;优雅地;豪华地
This type of dress is now in style. 这种款式的女装现在很流行。
They are living in style. 他们过着豪华的生活。
out of style 不再流行的,过时的
9. pick(v.)的用法
(1)摘、捡、拾
e.g. He picked her a rose. 他为她摘了朵玫瑰花。
The little birds were picking the grain. 小鸟在啄食粮食。
(2)挑选
Please pick a good book for me. 请为我选本好书。
(3)pick out选好、选出、认出、看清楚
Pick out those books that you’d like to read. 把你喜欢看的书选出来。
We could pick out different places in the city from the plane.
我们能从飞机上把城里的各个地方认出来。
(4)pick up拾起,拿起(非正规地)学会,学到,取(某物),接(某人)上车;听到,收听
Please pick up all the pieces of paper. 请把所有的纸片都捡起来。
He picked up French while he was staying in Paris. 他在巴黎逗留期间学会了法语。
The bus stopped and picked up three people. 公共汽车停住,上来了三个人。
My radio can pick up VOA very clearly. 我的收音机听美国之音很清楚。
语法:主动语态变被动语态应注意的问题
1. 感官动词和使役动词变被动语态后要把省略的to还原。但是let的被动结构中不定式仍不带to。
e.g. They made him go there alone.→He was made to go there alone.
I saw him cross the road and enter the bank. →He was seen to cross the road and enter the bank.
They let John go. →John was let go.
2. 直接宾语是从句时,一般只能构成以间接宾语为主语的被动句。
e.g. Someone told me where the accident had happened.
→I was told where the accident had happened.
3. 带宾语从句的主动句变被动,通常用it 做形式主语。
e.g. Nobody knew whether there was gold left in the mine.
→ It was not known whether th
“不能转换被动结构的场合”归纳
绝大多数带宾语的及物动词都可以从主动语态变成被动语态。但在下列情况下则不能转换。
(1)受动词的限制
表示状态的及物动词。这类动词有:hold(容纳),own(拥有),owe(归属),suit(适合),contain(包括),cost(花费),lack(缺少),love(爱),hate(恨),have(有),last(持续)等。不能转换成被动语态。
e.g. We have a new house. 我们有座新房子。
The great hall holds 2 000 people. 这个大厅能容纳2 000人。
The paper will last me a whole term. 这纸够我一学期用。
have表示“吃(饭)”“患(病)”“明白”“知道”等意思时,没有被动语态。
e.g. She had no English. 她不懂英语。
Have you had your lunch?
你吃过午饭了吗?
谓语部分有表示主语“能力”的can,或有表示主语“意愿”的will,would,would rather,dare等时,不能转换成被动结构。
e.g. I can speak English. 我会说英语。
John will marry Rose. 约翰将与罗丝结婚。
be,become,turn,get,go,fall,look,sound等系动词后面的各词是表语,也不能转换成被动语态。
e.g. His dream has become a reality. 他的梦想已经实现。
He has turned scientist. 他已成为科学家。
一些由及物动词与各词构成的不可分割的短语动词,也不能变成被动语态。
e.g. Great changes have taken place since liberation.
解放以来发生了巨大的变化。
We should not lose heart,but make another try.
我们不应灰心,而应再试一次。
He often makes faces in class.
他常在课堂上扮鬼脸。
(2)受宾语的限制
含有下列情况的宾语时,主动语态不能转换成被动语态。
表示地点、处所的名词作宾语时,常见的动词有:leave,enter,reach,join等。
e.g. He reached Beijing at 6 o’clock. 他在六点钟到达北京。
He entered the office. 他走进了办公室。
Her brother joined the army two years ago. 她哥哥两年前参的军。
She swam across the river. 她游过了河。
同源名词作宾语,常见的动词有die,sleep,smile,laugh,fight,live等。
e.g. We are living a happy life. 我们过着愉快的生活。
I dreamed a wonderful dream. 我做了一个美梦。
有些抽象名词作宾语。
e.g. He lost interest in English. 他对英语失去了兴趣。
反身代词、相互代词、动词不定式、动名词作宾语时。
e.g. She killed herself in . 她自杀的。
We should help each other. 我们应该互相帮助。
I want to watch TV every day. 我想每天看电视。
John enjoys singing. 约翰喜欢唱歌。
宾语前带有指代主语的物主代词。
e.g. The doctor shook his head. 大夫摇了摇头。
宾语常是表示“度量”的名词。
e.g. We walked two miles. 我们走了两英里。
cost,wish,promise等带双宾语时。
e.g. It costs me much time. 它花了我很多时间。
He promised us to come. 他答应我们要来。
love,like,want,wish,get,cause等带复合宾语时。
e.g. Do you really wish him to go? 你真的希望他去?
He has to get someone to help him. 他必须让某个人来帮助他。
篇6:新目标英语九年级第11单元题
新目标英语九年级第11单元题
一、用所给词的正确形式填空。
1. i have two _______ (dictionary).one is english-chinese dictionary, and the other is chinese-english dictionary.
2. a: what’s the result of the race, mary?
b: jane is the ____ (one) in the race, barbara is the ____ (two) and i am the _____ (three).
3. the yellow river is the second _______ (long) river in china.
4. the boy is old enough to __________ (dress) himself.
5. the weather in beijing is quite ___________ (difference) from that in guangzhou.
6. i’m very _______ (interest) in that _________ (interest) story.
7. it’s more _________ (convenience) to take a taxi to the station than take a bus, but too expensive.
8. be careful! put the secret letter in a _________ (safety) place.
9. lucy is _________ (jealousy) of her friend’s beauty.
10. liu xiang and yang liwei are _________ (hero) in different fields.
二、试试你的判断力,选择正确答案。
( ) 1. everyone in our class_____.
a. enjoys to swim b. enjoy to swim c. enjoys swimming d. enjoy swimming
( ) 2.both you and i ___ wrong.
a. was b. am c. were d. is
( ) 3. they ____ many happy hours ____ along the beach during that holiday.
a. spend, walking b. spent, walking c. cost , walking d. gave, walking
( ) 4. john ____interested in chinese two years ago.
a. is b. became c. are d. were
( ) 5. ______ adults began to learn english in this small town.
a. thousand of b. thousands of c. thousand from d. thousands from
( ) 6. which one has the same meaning as “take your time”?
a. take it easy b. no hurry c. hurry up d. be quick
( ) 7. can you tell me ____________?
a. how much does it cost b. how much it is
c. how much it costs d. both b and c
( ) 8. yao ming is a _____ boy who is helping the houston rockets in nba.
a.2.16-metres-tall b. 2.26-metre-tall c. 2.16 metres tall d. 2.26 metres
( ) 9. he was ____by her beauty.
a. fascinate b. fascinated c. fascination d. fascinates
( ) 10. i feel _____after a good sleep.
a. relaxation b. relaxed c. relaxes d. relaxs
篇7:七年级上册英语第11周教案
七年级上册英语第11周教案
单元集体备课教案 年 级 七年级(上) 周 次 备课 时间 主备 教师 集体备课教师 使用教师 单元 Unit5 Lessons33―37 备 注 第一课时 Lesson 33 Target language 目标语言 1. Words and phrases 生词和短语 family, father, mother, brother, sister, daughter, son, young, year, grandfather, grandmother, aunt, uncle, cousin, love 2. Key sentences 重点句子 How old are you? I am ____ (years old). How old is she / he? She / He is _____ (years old). Teaching important points 教学重点 How to ask about people’s age. Teaching difficult points 教学难点 Learn the expressions to introduce their family members. Teaching procedures & ways 教学过程与方式 Step I Revision a. Greeting T: Good morning, boys and girls. Ss: Good morning, Miss / Mr… b. Count from one to twenty. Step II Presentation a. Show two pictures to present “young” and “old”. One is a picture of an old man and the other of a young man. T: (Point to the old man.) He is old. Old. Ss: Old. Step III Practice a. Listen and answer T: Now listen to the tape and answer the following questions. After listening, the teacher asks and the Ss answer. T: How old is Li Ming? S1: He is twelve years old. T: How old is Danny? S2: He is thirteen years old. b. Listen to the tape and repeat. c. Ask and answer in a chain. Ste IV Presentation Look at the pictures in the student book of Li Ming’s family and read the words several times. Step V Practice a. Listen to the tape and repeat. The teacher writes some words on the blackboard, then Ss retell according to these words. b. Learn 1. In English “grandfather”, “grandmother”, “aunt”, “uncle”, “cousin”, “brother”, and “sister” have more than one meaning. 2. I have no … or … e.g. I have no brothers or sisters. I have no car or house. c. Draw their own family trees and talk about “My Family.” T: This is Ling Ming’s family tree. There are ten members. I’ll give you three minutes to draw your family trees. Then show your picture and tell us the members of your family. Then ask several students to present in front of class. T: Good job. Next class you could take a photo of your family if you like. Then you can introduce your family member to us. OK? Ss: OK. Step VI Homework a. Finish the exercise in the activity book. b. Recite the passage in this lesson and write a short one about your family. c. Preview Lesson 34. 第二课时 Lesson 34 Target language 目标语言 1. Words and phrases 生词和短语 her, my, his, name, bus, Mr., Mrs., student, police officer, driver, bus driver, worker 2. Key sentences 重点句子 My ___ is a ___. Her / His name is _____. She lives in Canada. We are the Smith family Teaching important points 教学重点 How to introduce their family members. Teaching difficult points 教学难点 Learn to introduce the family members’ jobs and names. Teaching procedures & ways 教学过程与方式 Step I Revision a. Greeting T: Good morning, boys and girls. Ss: Good morning, Miss / Mr… b. Ask and answer about each other’s ages. c. Introduce the family according to the family tree or the photo. T: Is there anyone who take the photo of your family? If you take the photo, show it and introduce them to us. Step II Presentation Introduce Li Ming’s family, present the verb form for the third person singular form and explain the use of them. T: This is Li Ming’s family. He lives in Canada. He has no brothers or sisters. His mother and father only have one son, Li Ming. His uncle and aunt have one daughter, Jing. He loves his family. Step III Practice a. Listen to the tape and answer the following questions: 1. Where does Jenny live? (She lives in Canada.) 2. Who is Mr. Smith? (He is Jenny’s father.) 3. What is her brother’s name? (Her brother’s name is Bob.) 4. Who is Lynn? (She is Jenny’s sister.) b. Listen to the tape and repeat. c. Draw and talk Let the students draw their family trees and exchange them with their partners. Then talk about their partners’ family trees. Step IV Presentation Show pictures to introduce the new words “bus driver”, “worker”, and “policeman” and read the words several times. Step V Practice a. Listen to the tape and answer the questions. T: What’s Jenny’s mother, Mrs. Smith? (Explain the meaning of the sentence in Chinese.) 1. the Smith family = the Smiths 2. The family are watching TV. “Family” refers to “family members”. 3. The Smith family is a happy one. In this sentence, “family” is regarded as one group. So “is” is used. d. Pair work T: We have known Jenny’s family. Now let’s have a pair work. One acts as Jenny. One ask and answer about Jenny’s family in pairs. A sample dialog: S1: What’s your name? S2: My name is Jenny. S1: How old are you? S2: I’m twelve years old. Step VI Homework a. Finish the exercises in the activity book. b. Recite the introduction about Jenny’s family. c. Preview Lesson 35. 第三课时 Lesson 35 Target language 目标语言 1. Words and phrases 生词和短语 birthday, party, candle, present, tonight, will, really 2. Key sentences 重点句子 I will have a birthday party tonight. Happy birthday to you. Will you come to my birthday party, too? Teaching important points 教学重点 How to talk about their birthday party. Teaching difficult points 教学难点 Learn to talk about their birthday party. Step I Revision a. Greeting T: Good morning, boys and girls. Ss: Good morning, Miss / Mr… b. Tell something about Jenny’s family. Step II Presentation a. Introduce “birthday party. And tell them the birthday party is a very important family activity. 背景知识:英美人士对自己和亲友的生日都很重视,特别是年轻人。每次过生日都要举行一个别开生面的生日party. 其中尤以16岁,18岁,21岁的生日party最重要。 b. Show pictures and introduce “birthday cake”, “candles”, “present” and read the new words several times. And tell the origin of the candles on the birthday cake。 见教学资源库1 Step III Practice a. Listen to the tape and repeat. b. Explain the meaning of sentences with “will”. c. Practice and act. Read the dialogue with a partner and then act it out. Step IV Sing the song “Happy Birthday” This is a traditional English song that you sing to someone on their birthday, usually just be fore they blow out their birthday candles. Tell the students that a name gives in the blanks. Listen to the tape and follow. Step V Activity book Fill in to the blanks with the proper words. Step VI Homework a. Finish off the exercises in the activity book. b. Practice reading the dialogue in the lesson. c. Preview Lesson 36. 第四课时 Lesson 36 Target language 目标语言 1. Words and phrases 生词和短语 above, below, beside, bed, TV, telephone, computer, radio, bedroom, lamp 2. Key sentences 重点句子 Where is it? It’s above / beside / below _____. Teaching important points 教学重点 How to talk about the positions of the objects. Teaching procedures & ways 教学过程与方式 Step I Revision a. Greeting b. Read the dialogue in Lesson 35. c. Ask and answer T: Where is your classroom? Ss: Here it is. Step II Presentation Show pictures to the students to introduce the words of “bedroom” “bed” “lamp” “TV” “telephone” “computer” and “ radio”. Lead them to read the words several times. T: They are the necessities in our daily life. More and more family own the modern objects. What else do you know? Let Ss try their best to give more answers. Step III Practice a. Listen to the tape and repeat. b. Ask and answer. The teacher points to different pictures and asks the students or lets the students ask and answer in pairs. Step IV Presentation Put an object in the classroom in different places to introduce the new words “above” “below” and “beside” and lead the students to read the new words several times. “Obove” means higher than sth. “Below” means at or to a lower position, level, rank, etc than sth. Step V Practice a. Listen and answer. T: Listen to the tap篇8:高一第11单元教案
高一第11单元教案
Teaching Plan for Unit 11
The sounds of the world
丽水中学 任文东
This unit mainly talks about different kinds of music with the title The sounds of the world.
1. Teaching aims and demands
类 别 课程标准要求掌握的项目
话 题 1) Talk about different kinds of music2) Discuss characteristics of different kinds of music and differences between them3) Write a comparison essay
功 能 Giving advice and making suggestionsYou’d better (not)…You should/ought to…You need (to) …Shall we…?Let’s…What/How about…?Why not…?Why don’t you…?I think …I am sure (that)…Maybe you could…
词汇 suggestion musical instrument perform performer blues characteristic slave jazz contain traditional spread variety universal folk guitar record satisfy inner desire emotion process musician totally express intelligence chant
in common turn into
语法 The passive voice in different tenses1) 一般现在时(amisare done)Our monitor keeps the key to the classroom.→The key to the classroom is kept by our monitor.2) 一般过去时(waswere done)Ricky Martin performed the song of the World Cup. →The song of the 1998 World Cup was performed by Ricky Martin.3) 现在进行时(amisare being done)Everyone in the country is singing the beautiful song. →The beautiful song is being sung by everyone in the country.4) 过去进行时(waswere being done)Smith was weighing the baby elephant. →The baby elephant was being weighed by Smith.5) 一般将来时(will be done)The famous band will give a performance in the Capital Concert Hall. →A performance will be given by the famous band in the Capital Concert Hall.6) 过去将来时(would be done)He knew that they would invite him to perform in the New Year’s Concert.→He knew that he would be invited to perform in the New Year’s Concert.7) 现在完成时(havehas been done)They have picked out the top ten pop songs →The top ten pop songs have been picked out.8) 过去完成时(had been done)The headmaster had given the boy a golden pen. →The boy had been given a golden pen by the headmaster.
2. 教学内容分析
本单元的中心话题是“音乐”。语言技能和语言知识几乎都围绕“音乐”这一中心话题设计的。由热身、听力、口语、读前、阅读、读后、语言学习、综合技能、学习建议、复习要点等十个部分组成。
“热身”(Warming up)部分提供了地图,然后听音乐,要求学生明白所听音乐来自哪里,并展开讨论。这部分的目的是呈现本单元的中心话题--音乐,帮助学生在大脑中形成一个有关“音乐”的信息包,并复习或学习有关音乐的词和句型。
“听力”(Listening)部分提供了三首歌曲,要求学生通过听弄清歌名,歌词大意并对这些歌曲谈感受。
“口语”(Speaking)部分提供了Joe和Susan之间的对话。Peter的生日就要到了,Joe想送Peter生日礼物,于是征求Susan的意见,从而引出了asking and giving advice.整个活动以说为主,同时涉及了听、读、写的技能。这一设计训练学生在比较真实情景中口头表达的能力和丰富他们asking and giving advice的句型。
“读前”(Pre-reading)提供了有关“音乐”话题的四个问题。引导学生为下一不“阅读”作好思想准备。
“阅读”(Reading)部分介绍了一些有趣的音乐风格,如blueship-hoprapLatin music等。
“读后”(Post-reading)部分分两块。第一块要求学生在小组里讨论四个问题,其中前两个问题是针对文章的理解,评价学生对文章理解的程度;第三个问题要求学生结合文章谈论自己的看法;第四个问题是开发性的,目的在于培养学生的思辩能力。第二块要求学生根据课文对所设计的六个句子先判断正误,然后加以改正。
“语言学习”(Language study)分词汇和语法两部分。判断一个人词汇量的大小,应该看两个方面,一个是外在数量,即单词的个数;另一个是内在数量,即单词词义的个数。本教材与旧教材相比,大大重视单词词义的个数,本单元讲解了四个词汇:beatpickrockstyle,每个词都讲解了三个用法。语法部分是各种时态的主动语态和被动语态的转换。
“综合技能”(Integrating skills)提供了一篇北京师范大学级学生曹向前同学写的文章(经过改写)Pop Versus Rock。文中着重阐述了Pop songs 和Rock songs之间的区别。通过对这篇文章的学习,要求学生写一篇题为Traditional Chinese music vs Modern Chinese music的文章。
“学习建议”(Tips)部分提供了有关话题“音乐”的总结性语言。
“复习要点”(Checkpoint)部分简要地总结了本单元的语法要点--The Passive Voice in Different Tenses,并且设计了练习,帮助学生自评。同时通过两个问题引导学生对本单元所学的词汇作一次小结。
3. Teaching procedures:
This unit consists of 10 parts: warming uplisteningspeakingpre-readingreadingpost-reading language study integrating skills tips and checkpoints. I plan to cover this unit in 6 periods. Period One: Warming up and Listening Period Two: Speaking Period Three: Pre-reading Reading and Post-reading Period Four:Post-reading and Word-study Period Five: Grammar Period Six: Integrating skills
4. 教学评估(Assessment)
1) 自我评估(Self-assessment)(了解学生对本单元的学习情况)
要求学生自我评估可以提高学生学习的主动性和积极性,促进学生对自己的学习进行反思,并能帮助学生掌握评估技术,增加教师的评估信息。通过自我评估,学生可设定目标,并更清楚地认识到自己的优势与不足。
设计本单元的自我评价:根据自己的实际情况回答下列问题,并存入个人学习档案:
(1) What is the most important thing you learned in this unit?
(2) What do you think you did best in this unit?
(3) What do you find the most difficult in this unit?
(4) Where do you see the most improvement?
(5) Where do you need to work harder?
2) 同伴评估(Peer-assessment)(了解学生的学习情感、策略)
沟通技能和合作技能在同伴评估中十分重要。同学间彼此信任和真诚的互相评估需要长时间来培养。但是同伴评估可以通过简单的活动来实施。例如:如果一个小组要完成一项任务,组中每个成员都要做出贡献,共同完成任务。每个成员都要评估自己和他人的贡献。也可以由一组或几组同学在班上演示他们完成的任务,有其他同学根据制定好的表格对他们做出评价。
设计本单元的同伴评估:由组长或指定学生负责,组织小组反思,填写下表,并存入小组学习档案:
Peer-assessment on group work
Listening seldom sometimes often always
HeShe listens to their partners carefully.
HeShe understands their partners well.
HeShe understand the reporters well.
HeShe follows the teacher’s oral instructions.
Speaking
HeShe pronounces words correctly.
HeShe speaks clearly and fluently.
HeShe uses body language properly while speaking.
HeShe uses linking words while speaking.
HeShe states the topictheir opinion briefly but clearly and completely.
Participation
HeShe involves himself in group work willingly.
HeShe works with their partners happily.
HeShe makes good preparations for group work in advance.
HeShe gives their reasonable suggestions.
HeShe follows their reasonable suggestions.
Comments and suggestions for improvement:
3) 自我检验(Self-testing)
Finish Workbook vocabulary and grammar exercises. After finishing these exercises, students carry out self-assessment: I think these exercises easymoderatedifficult
Teaching Procedures
丽水中学 任文东
Period One
(Warming up and Listening)
Step 1 Warming-up
Before class, T plays a song Ss are familiar with till the bell for class rings. Then T asks Ss some questions: (1) Do you know the name of the song? (You’ll be in my heart from the film named Tarzan,《人猿泰山》)(2) Where do you think the song comes from? (3) Do you like the song? Why or why not? etc. Ss answer all these questions.
Step 2 Brainstorming
Do you know any other songs? In this way, Ss think about as many songs as possible.
Step 3 Discussion
Ss work in groups of 4. They talk about the songs they are interested in.
Step 4 Demonstration
After discussion, choose one of the students in their group to report the result of their discussion.
Step 5 Finding a place
T shows the map of the world. While the student is reporting the result, others should listen carefully. Ask a student to find the place in the map where the song comes from.
Step 6 Listening
Ask Ss to listen to the music on the tape to find where the music comes from.
Song 1 二泉映月 (folk music)
Song 2 Beat it by Michael Jackson from America (rock music)
Song 2 Take me home, Country roads by John Denver from Europe (American country music)
Step 7 Listening and discussion
Listen to the music several times and then discuss the following questions with group members. (1) Which piece of music do you like best? Why? (2) What makes you think this music comes from… (3) What are the differences between the songs you have heard? (4) Can you guess what the songs are about?
Step 8 Demonstration
After discussion, Ss choose one of the students in their group to report the result of their discussion.
Step 9 Listening
Listen to the three songs on the tape and then fill out the form below.
1 2 3
What would be a good title for the song?
What is the song about?
How does the song make you feel?
Do you like the song?(1=not at all, 10=very much
How would you describe the song?
Play the tape several times so that Ss can fully understand them.
Song 1: Edelweiss
Song 2: I’m right here waiting
Song 3: Love me tender
Step 10 Group-work
When Ss fill out the form above, they discuss each question and then report the result each other.
Step 11 Demonstration
Choose one of the students in their group to report the result of their discussion.
Step 12 Listening
If time permits, finish the Workbook listening exercises in class. If there is no time left in class, leave them as homework.
Homework:
1. Finish off the workbook exercises.
2. Find as many kinds of musical instrument as possible. (Consult the website:www.villa123.com)
Period Two
(Speaking)
Step 1 Listening
Have Ss listen to a piece of music and tell what kind of musical instrument the music is played with.
Step 2 Brainstorming
Have Ss tell as many kinds of musical instrument as possible by asking the question: What other kinds of musical instrument do you know? T collects kinds of musical instrument: organ, harp, piano, maracas, violin, saxophone, gone, cymbals, castanets, flute, timpani, tambourine, triangle, drum, xylophone, etc.
Step 3 Creating a situation (textual authenticity)
Have Ss work together with hisher partner. Take turns asking for and giving advice.
Student A Student B
You want to buy a CD for your friend’s birthday, but you are not sure what to buy. Ask your partner to give some suggestions. Your partner needs your advice. Please help him or her to make a decision.
Step 4 Listening
Listen to the sample dialogue and make sure what the dialogue is about.
Step 5 Practice
Practice reading the dialogue, using one of the names of musical instrument mentioned above to replace CD and paying attention to sentences of asking for and giving advice.
Step 6 Dialogue
Have Ss choose one from the following situations to create their own dialogue.
Student A Student B
Your partner needs your advice. Please help him or her to decide what to do. You want to find a good song to dance to. You like dancing, but you are not sure what song you should play.
Student A Student B
Your partner needs your advice. Please help him or her to decide what to do. Your classmates have asked you to pick a special song that will represent your class. It should be a song that everybody likes and that shows the spirit of your class. Ask your partner to help you.
Step 7 Demonstration
Have several pairs to demonstrate their dialogues.
Step 8 Sum-up
Have Ss think hard and summarize how to make suggestions and give advice and possible responses.(See Slide)
Step 9 Consolidation
Work in pairs or groups. Use one or more of the situations below to practise giving and asking for advice.
1. You want to learn to play the piano, but you don’t know how.
2. You would like to write a song about your mother, but you are not sure what you should write.
3. You want to learn an English song, but you don’t know which one.
Homework:
1. Finish off the workbook exercises.
2. Try to memorize names of different kinds of musical instrument.
3. Find as much information about music as possible.(Consult the website: www.infozone.imcpl.org)
Period Three
(Pre-reading ReadingPost-reading)
Step 1 Pre-reading
1. Checking homework
1) T asks the question: Do you play any musical instrument? What is your favourite instrument? In this way, Ss review names of kinds of musical instrument.
2) T asks another question: Has anybody got any information about musical styles? Ss tell different kinds of music, such as blueship-hoprapLatin music etc.
Here is some information about music:
Music is a language that is spoken to everyone-from the day we are born we hear music of some kind of our lives. But there are as many different kinds of music as different languages, and it is impossible to describe them all. Here are just a few well-known types.
Classical music is serious Western European music from the Middle Ages(1500) to the present and it was often written for a large orchestra, or for a small group of players. Many instruments can be used. A lot of music was also written to be sung as opera. Classical music is very popular and schools often teach this type of music.
Jazz developed in the Southern States of North America at the beginning of last century. The black people of these states, who were originally slaves from Africa, had their own rhythms. Jazz brought classical music and African rhythms together.
Blues was originally Black Country music, which also came from the Southern States of last century. It is slow, usually sad music, which is often sung by one person with a guitar.
Rhythm and blues developed from the Blues in America in the 1940s. It became faster and more complex and used more instruments, e.g. saxophone, guitar, piano, drums. The music was often about city life and white musicians started playing it as well.
Musicians in the 1950s developed Rock from Rhythm and Blues and it became popular with young people. It spread to Europe in the 1960s and is now known in most countries. A lot of pop music comes from Rock and Roll.
Pop music developed from Rock and Roll in America, Britain and Europe in the 1960s and is now in every country. The name is used for most commercial music, i.e. music we can buy on records and hear on “pop radio”. It is usually played by groups who often use electric instruments and make videos to go with their records.
2. Pair-work
Have Ss discuss these questions in pairs.
1) What kind of music do you like?
2) When you listen to a song, do you listen to words or the music?
3) Do you like to listen to music form other countries?
3. A game
Play some music played by different musical instruments, ask the Ss to guess what makes the song. (piano/guitar/trumpet/drum)
Teach the English names of different musical instruments on the slide: violin, trumpet, guitar, jazz drum, mouth-organ, huqin(Chinese violin) etc.
Step 2 Reading
1. Fasting reading
Have Ss read the passage as quickly as possible to find the answer to the question: How many kinds of music are mentioned in the passage and what are they?
2. Careful reading
Have Ss read the passage carefully and fill in the form below according to the passage.
musical style
characteristics
Step 3. Post-reading
1. Answer the following questions:
1) Where does blues music come from?
2) What does the word “rap” mean?
2. The sentences below summarise the article. Read them and decide if they are true or false. Write the letter “T” if the sentence is true. Write “F” if it is false, and then correct the error and give the right information.
1)There are only a few styles of music in the world.
2) Blues is a new style of music.
3)Hip-hop and rap are completely different from blues and rock.
4)Santana is a well-known Latin music artist.
5)Rappers sing the words to their music.
6)There are many Spanish-speaking people in both North and South America.
3. Discussion
Discuss the following in groups of 4.
1) Why is Latin music so popular in the US? Is it popular in China?(Give some background of Latin music-The cup of life by Ricky Martin)
2) Is music a universal language? Can you enjoy music from other parts of the world even if you don’t understand the words? Are there any other universal languages? What about dancing, paintings and photographs?
4. Demonstration
Have some students report the result to the rest of the students.
Homework:
1. Read the article again and make a list of unknown words and expressions.
2. Write down the result of Discussion 2.
Period Four
(Post-reading and Word study)
Step 1 Revision
Have Ss talk about different musical styles and their characteristics.
Step 2 Student-centered vocabulary learning
1. Give Ss a few minutes to make a list of words and expressions from the text that they want to learn.
2. Ask Ss to show their list to a partner and explain why they chose these words or expressions.
3. Guessing meaning from context.
4. Work together in pairs or in groups, making clear the words and expressions.
5. Use a dictionary.
Step 3 Consolidation
1. Have Ss guess the meaning of the following words in each sentence.
beat 1.My heart is beating faster.(跳动)
2.The music is so fast that I can’t follow the beat. (拍子)
3.The German team beat the Japanese team 3-1 in the volleyball match. (击败)
pick 1.Autumn is the season to pick apples. (摘)
2.I’ll pick you up after work. (接)
3.The top ten pop songs for this year have been picked out. (选出)
rock 1.The death of John Lennon, the lead singer of the Beatles, rocked the nation. (使震惊)
2.Cui Jian is one of the most famous rock stars in China. (摇滚)
3.The ship hit some rocks and sank. Luckily all the passengers were rescued. (岩石)
style 1.The dress she bought yesterday is in the latest style. (式样)
2.I like different styles of music, such as rock music, folk music, pop music and classical music. (类型)
3.The style is the man. (文如其人)
2. Making sentences
Have Ss make as many sentences as they can, using the words in hisher word list.
3. Making up stories
Have Ss make up stories, using the words in hisher word list.
Step 4 Discussion
As is known to all, music is a universal language. Suppose there is no music in this world, what will the world be like?
Step 5 Demonstration
Have some students report the result of their discussion to the rest of the class.
Homework:
1.Finish the workbook vocabulary exercises.
2.Make up another story, using at least 5 new words and expressions.
3. Consult the website: www.rockhall.com to get detailed information about Elvis Presley.
Period Five
(Grammar)
Step 1 Warming-up
First show a episode by Elvis Presley and let the Students guess who sang the song.
T: Who is the man?
S: (Ss probably answer) Elvis Presley.
Then ask the Ss to report some information about Elvis Presley.
Detailed information about Elvis Presley:
Elvis Presley is the undisputed King of Rock and Roll. He rose from humble circumstances to launch the rock and roll revolution with his commanding voice and charismatic stage presence. In the words of the historical marker that stands outside the house where he was born: “Presley's career as a singer and entertainer redefined popular music.”
Presley was born in Tupelo, Mississippi, on January 8, 1935, and grew up surrounded by gospel music of the Pentecostal church. In 1948 the family moved to Memphis, where he was exposed to blues and jazz on Beale Street. After graduating from high school in 1953, an 18-year-old Presley visited the Memphis Recording Service - also the home of Sun Records - to record his voice. Owner/producer Sam Phillips was struck by the plaintive emotion in Presley's vocals and subsequently teamed him with guitarist Scotty Moore and bassist Bill Black. In July 1954 the trio worked up “That's All Right” and “Blue Moon of Kentucky” - blues and country songs, respectively - in a crackling, uptempo style that stands as the blueprint for rock and roll.
After five groundbreaking singles, Presley's contract was sold to RCA Records and his career quickly took off. “I Forgot to Remember to Forget” - his last single for Sun and first for RCA - went to #1 on the country charts. “Heartbreak Hotel,” a haunting ballad, became his first across-the-board hit, holding down the top spot for eight weeks. Presley's hip-shaking performances on a series of TV variety shows, including Ed Sullivan's, generated hysteria and controversy. From blistering rockers to aching balladry, Presley captivated and liberated the teenage audience. His historic string of hits in 1956 and ?7 included “Don't Be Cruel,” “Hound Dog,” “Love Me Tender,” “All Shook Up” and “Jailhouse Rock.”
Presley's career momentum was interrupted by a two-year Army stint in Germany, where he met his future wife, Priscilla. For much of the Sixties, he occupied himself with movie-making and soundtrack-recording. His albums of sacred songs, such as How Great Thou Art, stand out from this otherwise fallow period. Presley's standing as a rock and roller was rekindled with an electrifying TV special, simply titled Elvis and broadcast on December 3, 1968. He followed this mid-career renaissance with some of the most mature and satisfying work of his career. Recording in Memphis, he cut such classic tracks as “In the Ghetto, ”Suspicious Minds“ and ”Kentucky Rain“ with the soulful, down-home musicians at American Studio.
If the Fifties were devoted to rock and roll and the Sixties to movies, the Seventies represent the performing chapter in Presley's career. He toured constantly, performing to capacity crowds around the country until his death. Presley died of a heart attack at Graceland, his Memphis mansion, on August 16, 1977. He was 42 years old. How big was Elvis?
Statistically, he holds records for the most Top Forty hits (107), the most Top Ten hits (38), the most consecutive #1 hits (10) and the most weeks at #1 (80). As far as his stature as a cultural icon, which continues to grow even in death, writer Lester Bangs said it best: ”I can guarantee you one thing - we will never again agree on anything as we agreed on Elvis.“
Inductee timeline
January 8, 1935
Elvis Aron Presley is born to Gladys and Vernon Presley in a two-room cabin on North Saltillo Road in East Tupelo, Mississippi.
SUMMER 1953
Elvis Presley stops at Memphis Recording Service to record two songs, ”My Happiness“ and ”That's When Your Heartaches Begin,“ as a birthday present for his mother. Phillips notes that Presley has a good feel for ballads and should be invited back.
July 18, 1953
Elvis Presley, then earning his keep as a truck driver, drops by the Memphis Recording Service, home of Sun Records. He privately records two songs (”My Happiness“/”That's When Your Heartaches Begin“) for the sum of $4, leaving with a ten-inch acetate. Office manager Marion Keisker jots a note for owner Sam Phillips: ”Good ballad singer.“
January 4, 1954
A young Elvis Presley visits the Memphis Recording Service to record ”Casual Love Affair“ and ”I'll Never Stand in Your Way“ and meets Sun Records owner Sam Phillips.
June 27, 1954
After several fruitless recording sessions, Sam Phillips pairs Elvis Presley with guitarist Scotty Moore and bass player Bill Black. He hopes the singer might find his voice by rehearsing with other musicians cut from the same country, pop, gospel and R&B cloth.
July 5, 1954
Rock and roll history is made when Elvis Presley, Scotty Moore and Bill Black spontaneously perform bluesman Arthur ”Big Boy“ Cruddup's ”That's All Right“ in romping, uptempo style. The next day, bluegrass pioneer Bill Monroe's ”Blue Moon of Kentucky“ is given a similarly playful treatment. On July 19th, the two songs are released as Elvis Presley's first single, which bears the legend ”Sun 209.“
July 19, 1954
Sun releases ”That's All Right“ and ”Blue Moon of Kentucky“ by Elvis Presley, backed by guitarist Scotty Moore and bassist Bill Black.
July 20, 1954
Elvis Presley makes his first public appearance, performing on a flatbed truck in Memphis. This inaugurates a period of wildly performed and riotously received concerts that will be interrupted only by Presley's induction into the U.S. Army.
August 15, 1955
Elvis Presley signs a management contract with ”Colonel“ Tom Parker, whose other clients included country-music stars Eddy Arnold and Hank Snow. The relationship with Parker will continue till Presley's death.
November 1, 1955
Despite Presley's growing popularity, his five Sun singles fail to make a dent on the national charts. Phillips sells his contract to RCA Records for $35,000.
November 20, 1955
Elvis Presley's contract with Sun Records, including all previously released and recorded material, is sold to the New York-based RCA label for $35,000.
January 27, 1956
Elvis Presley's debut single for RCA, ”Heartbreak Hotel,“ is released. The first of Presley's 17 Number One hits, it holds down the top spot for eight weeks. ”Heartbreak Hotel“ establishes Elvis Presley and rock and roll itself as national phenomena.
January 28, 1956
Elvis Presley makes his first appearance on network TV as a guest on Stage Show, hosted by jazz bandleaders Tommy and Jimmy Dorsey. Throughout 1956, Presley's biggest year, he will also appear on The Milton Berle Show, The Steve Allen Show and The Ed Sullivan Show.
April 15, 1956
Heartbreak Hotel (Elvis Presley) was a hit.
July 22, 1956
I Want You, I Need You, I Love You (Elvis Presley) was a hit.
August 4, 1956
What many consider to be one of rock's greatest double-sided singles, ”Don't Be Cruel“ and ”Hound Dog,“ is released. Both sides will share the top spot for 11 weeks.
August 12, 1956
Hound Dog/Don't Be Cruel (Elvis Presley) was a hit.
October 28, 1956
Love Me Tender (Elvis Presley) was a hit.
November 15, 1956
The film Love Me Tender, which features Elvis Presley in the first of 31 Hollywood movie roles, premieres at the New York Paramount. Two months earlier, on September 9th, he performed the title song on the Ed Sullivan Show to a record viewing audience estimated at 54 million.
December 4, 1956
Four legendary past and present Sun Records recording artists Elvis Presley, Jerry Lee Lewis, Carl Perkins and Johnny Cash rather at Sun for an informal jam session. Later dubbed the Million Dollar Quartet, the stars (sans Cash, who stays only briefly) perform gospel standards and recent hits in relaxed, impromptu fashion.
December 4, 1956
The ”Million Dollar Quartet“ Presley, Perkins, Cash and Jerry Lee Lewis records old gospel, country and pop songs at an impromptu session. The recordings aren't officially released until the mid-Eighties.
1957
Leiber & Stoller are summoned to New York by Elvis's Brill Building music publisher to write songs for the movie 'Jailhouse Rock.' The title song soon reaches #1.
January 6, 1957
Elvis Presley sings five songs in his final performance on the Ed Sullivan Show.
January 8, 1957
Elvis Presley passes the pre-induction exam for the Army.
February 3, 1957
Too Much (Elvis Presley) was a hit.
April 7, 1957
All Shook Up (Elvis Presley) was a hit.
July 2, 1957
(Let Me Be Your) Teddy Bear (Elvis Presley) was a hit.
September 1, 1957
Jimi Hendrix goes to see Elvis Presley perform at Sicks Stadium.
October 15, 1957
Jailhouse Rock (Elvis Presley) was a hit.
December 19, 1957
Elvis Presley is served with his draft notice while home at Graceland for the Christmas holidays. He is sworn in as a private in the U.S. Army on March 24, 1958, and later sent to basic training in Fort Hood, Texas. Shipped to Germany, he will serve in Company D, 32nd Tank Battalion, 3rd Armor Corps, from October 1, 1958, to March 1, 1960.
February 4, 1958
Don't (Elvis Presley) was a hit.
July 15, 1958
Hard Headed Woman (Elvis Presley) was a hit.
August 4, 1959
A Big Hunk O' Love (Elvis Presley) was a hit.
April 19, 1960
Stuck On You (Elvis Presley) was a hit.
May 12, 1960
Elvis guest-stars on a Frank Sinatra-hosted TV special, Welcome Home Elvis, and cuts his first post-Army recordings in Nashville. They yield the hit album Elvis Is Back and such million-selling singles as ”It's Now or Never“ and ”Are You Lonesome Tonight.“
August 9, 1960
It's Now Or Never (Elvis Presley) was a hit.
November 22, 1960
Are You Lonesome Tonight? (Elvis Presley) was a hit.
March 14, 1961
Surrender (Elvis Presley) was a hit.
December 16, 1961
The soundtrack to Blue Hawaii reaches #1 on the album charts, where it will remain for 20 weeks. With sales of 2 million, it is Elvis Presley's best-selling album to date.
April 15, 1962
Good Luck Charm (Elvis Presley) was a hit.
July 26, 1965
Elvis Presley's version of the Orioles' ”Crying in the Chapel“ peaks at #3 on the pop chart.
August 27, 1965
The Beatles spend the evening talking and playing music with Elvis Presley at his Bel air home.
May 1, 1967
Elvis Presley marries Priscilla Beaulieu, who he met eight and a half years earlier during his tour of duty in Germany, at the Aladdin Hotel in Las Vegas. Their daughter, Lisa Marie Presley, is born exactly nine months later, on February 1, 1968.
December 3, 1968
NBC airs ”Elvis,“ a television special that revitalizes Elvis' career as a rock and roll performer.
December 8, 1968
The hour-long special Elvis, sponsored by Singer Sewing Machines, airs on NBC-TV. Clad in black leather, Elvis successfully pulls off the greatest comeback in rock and roll history. After his decade-long stint as a movie star, he re-establishes himself as a musical performer and cultural totem on this electrifying, widely viewed special.
January 13, 1969
Presley enters American Sound Studio in Memphis, where he will cut some of the finest recordings of his career, including the hits ”In the Ghetto“ and ”Suspicious Minds.“ It is the first time he's recorded in his hometown since 1956.
July 31, 1969
Elvis Presley performs his first live concert since March 25, 1961, opening a four-week engagement that christens the 1,500-capacity Showroom at the International Hotel in Las Vegas. The remaining eight years of Presley's life will largely be devoted to live performances, either on the road or at the International Hotel.
October 26, 1969
Suspicious Minds (Elvis Presley) was a hit.
1969
Elvis Presley returns to the road. His guitarist and bandleader is James Burton, who will remain with Presley until his death in 1977.
January 9, 1971
Elvis Presley is named one of 10 Outstanding Young Men of the Year by the U.S. Jaycees.
October 9, 1973
Elvis and Priscilla Presley divorce in Santa Monica, California.
T: How did he sing the song?
S: (Ss probably answer) Elvis Presley sang the song wonderfully.
T: Yes, can you say the sentence in another way beginning with the song as the subject.
S: (Ss probably answer) The song was sung by Elvis Presley.
Show the slide: Elvis Presley sang the song wonderfully.
The song was sung by Elvis Presley wonderfully.
Then the teacher gives more examples and let Ss themselves discover how the Active Voice and Passive Voice is formed. If necessary, T briefly explains the grammar item in this unit.
Step 2 Reading
Have the Ss read the passage at Page 75 and then rewrite the phrases in bold, using the Active Voice.
Step 3 Practice
1. Do grammar exercises at Page 75.
2. Do Checkpoint 11 grammar exercises at Page 77.
The key to the classroom door _______________ (keep) by our monitor.
The theme song of the 1998 World Cup ___________________ (perform) by Ricky Martin.
The performance ____________ (give) in the Capital Concert Hall.
He knew that he _____________ (invite) to perform in the New Year’s Concert.
This song ____________ (play) all over the country now.
He wrote this song while his watch ____________ (repair ).
Although it ___________ (play) many times, he still love this tune.
It was the first time he ____________ (award ) with a Grammy.
3. Do workbook exercises at Page 147 and 148.
4. Cover the workbook integrating skills reading: American Country Music.
1) First time: reading for information
2) Second time: read to find sentences with the grammar patterns: the Active Voice and the Passive Voice, then do the changes
Homework:
1. Write an article about music trying to use as many sentences containing the grammar points as possible;
2. Preview the integrating skills reading: Pop vs Rock
3. Consult the website www. rockstreet.com to get more information about pop music and rock music
Period Six
(Integrating skills)
Step 1 Homework checking
Have the Ss talk about pop music and rock music.
Step 2 Reading
Read the text pop and rock music and complete the outline below:
Comparison Pop music Rock music
Why is music importantto the musicians? Music is their career. They useMusic to become rich and famous.
How are some written? One person has a strong feeling andexpresses it with music,and others help build the song.
What are the songsabout? Most pop songs are simple storiesAbout love that make people feeleasy and forget about the real world.
Step 3 Discussion
Compare traditional Chinese music and modern Chinese music. Start by completing the chart below, and then write a short essay in which you compare the two styles of music.
Traditional Chinese music vs Modern Chinese music
Comparison Traditional Chinese music Modern Chinese music
What instruments are used?
When is the music played?
Who writes the songs?
What are the songs about?
Step 4 Writing
In English, listening, speaking, reading and writing are the four basic skills. Ask the Ss to write an essay entitled Traditional Chinese music vs Modern Chinese music with Pop vs Rock as a guide.
Step 5 Practice
Allow the Ss enough time to write the essay then show one of the Students’ on the screen. Do some adjustments.
Step 6 Consolidation
Read the passage at Page 148 and finish the form at Page 149.
Homework:
1. Write a comparison essay according to the finished form at Page 149 with the title American music in the past vs today’s American music.
2. Review the whole unit.
篇9:第11课《春》说课稿
第11课《春》说课稿
1、教材的地位及作用
本课 是人教版初中《语文》教材七年级(上)第三单元第十一课,本单元要点是引导学生学会写景的方法,学会有感情的朗读课文。而《春》是写景抒情散文中的精品,作者以清新优美的语言引导人们去欣赏大地回春的动人景象,并感受春天所带来的蓬勃生机与无限希望。
《春》在选材上,谋篇上紧紧扣住了春天的特征,而且在语言的技巧上也充分体现了这一点。因此《春》作为第三单 元第一篇是有道理的,由《春 》这一课开始.,继而学习后几篇课文来加深人们热爱自然的感情也是有好处的。
2、教学目标
1知识目标
A、掌握生字词
B、学习用鲜明、准确、生动的语言,具体地、绘声绘色地描绘春天的各种景色。
C、学习作者对事物的细致观察和 抓住“春天”的'特点。
2能力目标
A、引导学生品味作者用诗 一般的抒情笔调、优美的语言描绘春天 。
B、学习比喻、拟人修辞手法的运用。
C、指导学生通过朗读理 清文章思路,理解文章内容,把握作者情感。
3情感目标
深刻理解作者通过细致生动的描绘充满生命力的春天景象,来表现自己热爱自然,热爱生活,追求未来,积极进取的生活态度和为建设人类美好的春天而发奋努力的崇高理想。
[说明]确定以上的三个目标是要体现“新课标”提倡的“知识与能力、过程与方法、情感与态度”并重的教学理念。
3教学重、难点
教学重点:引导学生领悟,写好景物必须进行细致的观察,还要逐步学会各种写景方法 (如修辞手法、表达方式的运用)
教学难点:读课文,要求读出有感情,用声音来塑造春天的形象,传达内心的感受。
4学情分析:
初一的学生已经学习过抒情散文,但具体的学习全篇都是写景的抒情散文还是第一次。因此要引导学生懂得写景要抓住景物特征, 还要用准确生动的语言,努力通过本课,做到在理解课文的基础上通过停顿的长短、读音的轻重、语速的快慢和语调的抑扬来传达内心感受。
说课后记:
写完本说课稿,我再回忆以往教《 春》的 模式:那是一段段的分析,一个个问题简单的提问。教师包办一切,学生听得容易累,老师教的更累。那是因为没有把学生 当成“学习的主人”学生被动接受老师的灌输。
但这次,我的教学设计尽可能围绕着 新课程所倡导的来实施,那就是:阅读是学生的个体行 为,不应该以老师的分析来代替学生的阅读实践,珍视学 生独特的感受、体验和理解。
老师要巧妙设计,创造性地拓展延伸,引导学生积累知识,充分发挥学生的主体性,给学生创设心灵的自由,行动的自由。学生就可以展开联想,想象的翅膀在知识的海洋里邀游。
篇10:七年级英语上册第四单元说课稿
七年级英语上册第四单元说课稿
一、教材分析
1、教材的地位及作用:
本单元主要是谈论话题“Things around the house”,其中Section A则围绕学习“询问物品的位置”这个本单元的重点而展开多种任务型的教学活动,使学生学会基本句型“Where’s/ Where’re ~~~? It’s/ They’re on/in/under~~~~.”和 “Yes/No”疑问句,进一步体会和学会运用“Where…? Yes/No”疑问句的用法;学会运用方位介词“on/in/under”来表达物品的位置。通过以上两个方面的学习,使学生学会运用听关键词、推测词意的学习策略,识别不同物品的位置。这样既能让学生了解自己的家居环境,热爱自己的家,又能促使学生通过想象来设计自己理想中的房间和对好的生活习惯的重新认识。本单元与第五单元衔接紧密:由本单元“Is/Are …?”的学习过渡到第五单元“Do …?”一般疑问句的学习,最终促进学生综合运用语言能力的提高和形成学生在实践中学会学习的能力,从而为终身学习打下坚实的基础。
2、教学目标:(知识目标、能力目标、德育目标)
教学目标是教学活动的出发点和归宿点,根据布鲁诺关于认识领域的教学目标理论以及新目标教材大纲要求,结合以上分析,我确定本课的教学目标如下:
语言知识和语言技能目标:
(1)学习和掌握有关询问物品位置的句型:
Where’s my backpack? It’s on/in/under/behind/next to the chair.
Are my books on the chair? Yes,they are.No,they aren’t.
Is it on/in/under ……? Yes,it is.No,it isn’t.
(2)学习和掌握有关家具类的单词:table, bed, dresser, bookcase ,sofa ,chair ,drawer , plant , bag
(3) 学会三个方位介词的用法:on ,in , under
能力目标:培养学生用英语思维的判辨能力、综合运用语言的能力和自主学习的能力。培养学生的语言交际能力和创新能力。
情感目标:提高学生学习英语的兴趣和自信心,培养学生善于与他人合作的精神,使他们积极主动参预课堂活动和相关的课外活动,并从中体验学习的乐趣,从而培养学生乐于探索和勤于动手的学习态度。
德育目标:促使学生了解和关心自己和他人的家居环境,热爱自己的家,养成良好的生活习惯。从完成任务的过程中,学会互相合作,互相帮助,互相提高的社会交际意识。
学习策略:通过work in pairs and work in groups ,听对话贴图,师生之间和学生之间的教学活动,培养学生学习英语的认知策略、元认知策略和交际策略等。
确立各目标的依据:根据英语新课标规定,通过听、说、读、写的训练,使学生获得英语基础知识和为交际初步运用英语的能力,激发学生的学习兴趣,为进一步学习打好初步的基础。
掌握句型:Where’s my backpack?
It’s on/in/under the chair.
Are my books on the chair?
Yes,they are.No,they aren’t.
Is it on/in/under/……?
Yes,it is.No,it isn’t.学习运用重点句型”Where…?和 Yes/No”疑问句的用法
学会运用方位介词"on/in/under”表达物品的位置。
教学突破:
通过使用方位介词“on/in/under”表达物品的位置及学习“Where……”和“Yes/No”疑问句的用法,使学生学会区别特殊疑问句和一般疑问句。
确立重难点的依据:
新课程标准对七年级学生的要求,及本课在教材中所处的地位和作用。
二、学情分析
爱因斯坦曾说过:“兴趣是最好的老师。” 兴趣是学习自觉性的起点,是智慧灵感的源泉。本课的对象是刚进初中不久的七年级新生,有部分学生小学并没有学过英语,他们对英语有着极大的兴趣和好奇心。教师应该抓住这个有利因素,注重对学生学习英语兴趣的培养,保持他们强烈的好奇心和旺盛的求知欲。因此,教师在教学过程中要精心设计各种教学活动,积极采用新颖、丰富多彩的教学手段来激发学生的学习兴趣,用兴趣来激活他们的`思维能力,唤起他们的学习注意力,进而充分调动学生的学习积极性和主动性,让他们积极参与到教学中去,真正成为一堂课的主人。俗话说:“良好的开端是成功的一半。”七年级英语教学是整个初中英语教学的基础,让学生迈好英语学习的第一步,对培养学生学习英语的能力和促进学生的个性发展有着很大的帮助。
七年级学生的心理和生理特点:心理上,他们好动、好奇、好表现。抓住这一心理特点,积极采用形象生动、形式多样的教学方法和学生广泛的、积极主动参与的学习方式,就一定能激发学生的学习兴趣;生理上,他们好动、注意力易分散、爱表现自己,希望得到老师的表扬。抓住这一生理特点,一方面要运用直观生动的形象,引发学生的兴趣,使他们的注意力始终集中在课堂上。另一方面要创造条件和机会,让学生有机会表现自己,享受成功的喜悦,从而增强他们对英语学习的自信心,在学习过程中发展综合语言应用能力。
三、教法设计
要想上好一节生动有趣的英语课,精心设计每一个教学步骤、教学环节以及采取切实可行的教学方法是关键所在。新课程标准也要求:英语课要培养学生的学习兴趣,树立学生学习的自信心,养成良好的学习习惯,形成学生综合运用语言进行交际的能力。因此,在整个教学过程中我采用情景教学法、多媒体辅助教学法、合作学习法、小组竞赛法、交际法和任务驱动式教学法等教学方法进行教学,以兴趣吸引人,以情感培育人,以评价激励人、以活动促进人。通过多媒体、实物、体态以及图片等创设富有生活气息的语言情境,让每一个学生参与听、说、读、猜、表演等各种丰富多彩的学习活动,激发学生的学习兴趣。将学习与游戏有机结合,使学生陶醉在轻松、活泼、有趣的课堂活动中,让学生“在玩中学,在学中玩”,循序渐进地、积极主动地去感知、体验和参与合作,形成综合运用语言进行交际的能力。通过听说读写的基本训练,使同学们在轻松愉快的学习氛围中掌握和巩固知识,真正做到寓教于乐。
1、情景教学法
“学语言的目的是为了运用”,而“语言都发生在一定的情境中”。因此,英语教学应当将其置于情景中,从情景教起。情景教学法强调语言在情景中的应用,使学生身临其境,展示具体生动的形象给学生,使教学在生动活泼的情景中进行。最终让学生通过感知具体形象,达到抽象思维的目的,从而激发学生学习英语的兴趣,变被动的跟随为积极主动自觉学习行为。在本课教学里,我主要打算用情景法来贯穿。
2、多媒体辅助教学法
多媒体辅助教学集图象、声音、文字于一体,使教学内容更生动、形象,吸引学生的注意力,使他们在轻松、愉快的氛围中接受新的知识。在课堂教学中,我考虑运用多种电教多媒体辅助教学,使教学内容变难为易。
3、交际法
学习英语,目的在于用英语进行交际。英语要作为交际工具来教,也要作为交际工具来学,做到学用统一。在英语教学中,要使语言形成与学生的生活实际相联系,从而使口语技能发展成运用语言进行交际的能力。要达到这一要求 ,使学生能运用外语进行交际,教师在课堂教学中就要设法结合生活实际,创造交际活动情境,精心设计一些真实的情景,增强学生学习的兴趣,让学生利用所学的语言知识,自由表达自己的思想和见解,提供师生交流、学生与学生交流的机会,让学生在做中学,在实践交流中获得信息,习得英语。在教学中,我遵循这一原则,设计一些比较真实的情景。
4、 任务驱动式教学法
任务驱动式教学方法是指在整个教学过程中,教师不直接讲解教学内容,而是把教学内容分解到精心设计的一系列任务中,通过让学生自己完成任务来学习知识、掌握技能。 这种方法对于培养学生分析问题、解决问题的能力,激发和维持学生的学习积极性等有着独特的优势。因此,在教学过程中,我所要求学生掌握的内容都是通过一个个任务来进行,由易到难,由简到繁,让学生在不知不觉完成任务的过程中学到知识。
四、教学手段
主要以多媒体来辅助教学,贯穿整个教学过程。这样增加了直观性和趣味性,加大了课堂密度,提高了教学效果。
五、学法指导
教务于学,教学的主要任务不是积累知识,而是发展思维。教师在传授知识的同时,更主要的是要教会学生方法,发展他们的能力,让他们通过思考,将有关知识重新提炼总结。课堂教学是教与学的双边活动,教师的主导作用主要通过教法来体现,学生的主体作用也应该在学法中体现,这样才达到教与学培养能力的目的。鉴于所学单词及句型特点及学生现有知识水平,我准备引导学生采用听、看、读、猜、想、说的方法来学习本课。通过听、看,达到有所思,有所得,帮助不同阶层的学生掌握学习重点;采用多表扬、勤鼓励的评价方法,使不同层次的学生都有学习积极性,在知识上均有所提高。
六、教学程序
教学过程:
Step1. Revision
1.duty report
2.复习unit 2所学过的物品名称,为新课学习作铺垫。
Step2. 创设情景,导入新课
1、游戏法教学单词
任务一:家具名称大搜索
活动目的:让学生通过游戏掌握有关家具类的单词。
活动过程:(1)学生以小组为单位,从课本P19 的图画中寻找家具,规定时间内找得最多并能准确说出家具名称的小组获胜。
(2)在屏幕上用闪现的方式展示家具的图片,学生边看边说,在轻松的气氛中学习和掌握这些新词。
语言知识:What’s this ? It’s ------.
2、直观法教学介词
(1)老师拿出铅笔和铅笔盒,通过不断变换铅笔在铅笔盒的位置,形象直观地引出三个介词: on, in, under
(2)学生拿出自己的铅笔和铅笔盒,跟着老师边说边做动作,通过实践来体会这三个介词的用法。这一过程用chant 的形式来进行,这样既强化了记忆,又避免了机械的死记硬背。
Step 3. 师生互动,学习探究
1.创设情景听对话,使学生学会运用听关键词和推测词意的能力。
情景一、Jimmy 是个粗心大意的男孩,他总是把东西乱放。请你帮他把需要的东西找出来。做1B的练习。
情景二、Sally帮忙收拾了房子,结果Jimmy又找不到他的东西了。请你再帮他把东西找出来。做2A和2B的练习。
2.展示出几组图片,引出本课重点句型:
Where is /are-----? It’s / They’re--------.
学生两人一组通过看图说话的形式来巩固和加深对重点句型的理解。
3.投影出1B的图片,引出本课另一重点句型:
Is the baseball/Are the books -----?
Yes, it is. / No, it isn’t. Yes, they are./ No, they aren’t.
学生两人一组,其中一人凭记忆猜猜物品都放在什么位置,另一人打开书本检查正误,从而自然而然地操练这一重点句型。
Step4.合作交流,巩固提高
任务一:猜猜看
活动目的:通过猜物品的位置所在来巩固前面所学过的重点句型。
活动过程:投影出一所空房子的图片以及各种家具的图片。教师提问:Where is/are-----? 学生以小组为单位进行讨论,并选派代表来猜:Is it /Are they-----?
猜对最多的小组获胜。
语言知识:Where is/are-----? Is it /Are they on/in/under-----?
Yes, it is. / No, it isn’t. Yes, they are./ No, they aren’t.
任务二:寻宝大行动
活动目的:通过创设贴近生活的语言情景,学生自由选择所学的语言知识进行交流,培养学生综合运用语言的能力。
活动过程:学生课前把自己最喜欢的一件东西收藏起来。以小组为单位,询问其他组员把宝物放在什么地方。规定时间内找到宝物最多者获胜。
语言知识:Where is/are-----? Is it /Are they on/in/under-----?
Yes, it is. / No, it isn’t. Yes, they are./ No, they aren’t.
任务三:找差别
活动目的:培养学生用英语思维的判辨能力,并对学生渗透德育教育:应该养成良好的生活习惯,保持房间干净整洁。
活动过程:学生看两幅相似的图片,图片中有一些相同的物品,但所放的地点却不一样。以小组为单位,轮流询问有关物品所在的位置。学生记录下两幅图片中物品位置的不同,并在班上汇报自己小组得出的结果。
Picture1Picture2
books
keys
baseball
backpack
Step5. Homework
设计自己理想中的房间,把它画出来,并在旁边加注英文说明。
这个作业的设计既促进了学生的创新能力的提高和培养了他们的动手能力,使课堂的知识得到了延伸,也使每位学生都得到了体验成功的喜悦心情。
板书设计:
我的板书设计是这样的:
Unit 4 Where is my backpack?
Where is-----? Where are-----? 方位介词
It’s on/in/under-----. They’re on/in/under-----. on
Is it on/in/under-----? Are they on/in/under-----? in
Yes, it is. Yes, they are. under
No, it isn’t. No, they aren’t.
这一板书设计,简洁明了,一目了然,充分揭示了本节课的重点和难点,便于学生理解、记忆和操练。
确立教学程序各环节设计的理论依据:
通过复习旧知,引入新知,再利用所学的知识,由师生操练转向生生操练,由单向操练转向自由操练,由模仿提高到运用,遵循了学生的认知规律,加强了师生和生生之间的互动。新课程标准特别强调要突出学生的主体地位,尊重个体差异。在整个教学过程中老师充当了学生学习的引路人、组织者,充分体现了学生的主体性,尊重了学生的个体差异,让他们真正成为学习的主人。新课程标准提倡“任务型”的教学模式和小组合作学习的方式。整节课的设计以任务型的学习模式为主,通过小组合作学习的方式来完成各项任务,开放了学生的思维空间,充分激活了学生的英语思维,拓宽了学生的视野,丰富了学生语言的积累,为今后实现真正的交际打下良好的基础。
小结
综观整节课的设计思路,是以任务型语言教学作为核心,以具体的任务为载体,以完成任务为动力,把知识和技能融为一体,通过听、说、读、写等活动,让学生用所学语言去做事,在做事的过程中发展和运用自己所学语言。整个过程立足于学生本身,把学生作为教学的主体,教师从学生“学”的角度设计出各种教学活动,使学生在完成各种任务的过程中逐步形成运用语言的能力,为他们的终身学习和发展打下良好的基础。七年级英语上册第四单元说课稿。
篇11:五年级英语下册第11单元同步练习题
五年级英语下册第11单元同步练习题
一.默写1-10的`基础词。(10分)
二.默写1-10的序数词。(20分)
三.写出下列动词的过去式。(30分)
is(过去式)___________come(过去式)___________run(过去式)___________
sing(过去式)__________want(过去式)___________cheer(过去式)___________
四.找出不同类的单词(20分)
1.A.race B.first C.sport
()2.A.third B.nine C.fourth
()3.A.fifth B.metre C.eighth
()4.A.second B.was C.ran
()5.A.third B.wanted C.cheered
()7.A.is B.sing C.sang
()8.A.eight B.three C.tenth
()9.A.come B.sang C.want
()10.A.third B.sixth C.six
五.单项选择(20分)
()1.______was the third in the race? A.When B.What C.Who
()2.There was a one-hundred metre race________.
A.today B.nextSunday C.yesterday
()3.---Who was_______?----It was Amy.She was No.1
A.first B.second C.third
()4.There____a birthday party,last week.A.is B.are C.was
()5.Allthe_______came here. A.run B.runner C.runners
()6.There was a______--hundredmetrerace.A.first B.one C.不填
()7.Yesterday was______Day.A.sport B.Sport C.Sports
篇12:新目标 七年级 11单元教案
Unit 11 What time do you go to school?
No. 110 Middle School of Chongqing By Cao Yi
Teaching Goal:
1. General aims:
A. Talk about routines
B. Ask times
2. Particular aims:
A. Language Focus.
○1 Talk about daily routines
○2 ask and express clock times
B. Language goals
○1 study different time expression
○2 use what time and when questions
C. Language structures:
○1 When do/does sb v sth? (special sentence)
○2 What time do/does sb v sth?
○3 What time is it? What’s the time?
○4 adverbs of frequency: sometimes, never
D. Useful words and phrases:
Words: run, eat, breakfast, dinner, go, school, bed, o’clock, shower, morning, afternoon, evening, homework
Phrases: get up, go to bed, go to school, take a shower, eat breakfast, do one’s homework, go home, go home, best wishes, tell…about
E. Grammar language:
○1 Use of time prepositions: at, on, in
○2 The simple present tense
○3 The comparative and superlative degrees of adjectives and adverbs
F. Learning strategies:
○1 Role playing
○2 Reflecting
G. Interdiscipinary:
○1 politics: train the students to form good habits
○2 geography: study the daytime and nighttime
H. Emotion and manner:
Teaching time: 6 periods Period One pp65-66 Period Two p67 Period Three p68 Period Four p69 Period Five p70 Period Six test
Teaching procedures:
Period One (pp65-66)
Step 1 Activity 1a match the words and the pictures
Draw simple pictures of your morning routine on the board and describe what is happening in each picture.
Task 1: Form sentence: morning plan every day, according to the phrase (daily routine) and some clock times and add a subject before them.
Step 2 Activity 1b listen and match the times and actions.
Draw lines from the clocks to the pictures.
Step 3 Activity 1c Pairwork
Task 2 Survey: use the sentence “what time do you …?” to ask your classmates about his/her daily life.
Step 4 Activity 2a Listen to the conversation. Complete the following sentences with words from the box.
Step 5 Activity 2b Listen again and complete this shower schedule for Rick’s family. Then read after the tape.
Make a shower, take a shower, a little longer
Task 3 Survey: Make a shower/work schedule a week/day alone and change each other’s.
Step 6 Pairwork
According to task 3, talk about changer’s shower/work schedule.
Step 7 Translation
Translate some times the teacher or students show on the screen.
Step 8 Classwork
Make your own working schedule a day
Period Two (p67)
Step 1 Review the last lesson about clock time expression
Ask students’ routine to talk about time: direction and indirection time (preposition)
7:21 seven twenty-one twenty-one minutes past seven, twenty-one minutes after seven (if time can’t be divided by five, we must use “minute”)
8:30 eight thirty thirty past eight, half past eight, two quarters after eight
9:15 nine fifteen fifteen past nine, a quarter after nine
10:48 ten forty-eight twelve minutes to eleven, twelve minutes of/to/till eleven
Note: If 24 hours is used, you must express plural of hour. For example: 19:00 hours means 7 o’clock. But you use 12 hours with singular. If time isn’t full clock, you can use the word “o’clock.”
Step 2 Activity 3a Read the passage. Then match the pictures with the correct clocks.
Read after the tape and talk about your own daily life. Then write them down on your exercise book and read to your classmates.
Task 4 Survey: Ask your friends about their family. Then make a routine schedule.
Step 3 Pairwork
Talk about times in 3a.
Step 4 Activity 4 Game
Ask the students about when they usually go to bed or get up and so on. Then complete the schedule.
Step 5 Classwork
Written According to your daily life, write down a passage about 50 words.
Do Ex.
Period Three (p68)
Step 1 Read your own composition to others. Then make marks.
Step 2 Activity 1a Match the actions and the time of day. Pay attention to the preposition.
in the morning/afternoon/evening (note: Don’t use preposition before a.m. and p.m.)
have /eat breakfast /lunch /dinner
Step 3 Activity 1b Pairwork
When or what time do you usually eat three meals in pairs?
Step 4 Activity 2a Listen and circle the activities you hear?
After listening and check your answers.
Step 5 Written
Write a passage with the words in the box of 2a.
Step 6 Activity 2b Listen again and write the times next to the actions.
After listening and check your answers.
Step 7 Activity 2c Pairwork
Ask and answer each other in a day about the routine.
Step 8 Classwork
Write an e-mail to your friend to tell him /her about three meals what and when you have for.
Do ex. In workbook
Period Four (p69)
Step 1 Read your e-mail to your classmates and make him mark.
Step 2 Activity 3a Read the passage and fill the line.
Step 3 Read the passage aloud in 3a.
Thanks for sth/ v-ing sth. Means Thank you for…
know (more/ a lot) about
at around/about 6:15
do (one’s) homework
tell sb about sth
Step 4 Activity 3b Complete the letter according to the letter in 3a.
best wishes to sb best wishes for festival, with one’s best wishes, give sb one’s best wishes (note: wish must be used plural)
Step 5 Activity 4 Pairwork
Imagine you are a famous movie or singer star. Talk about your things you usually do a week.
Step 6 Classwork
Write them down on your book above activity 4.
Do ex. In workbook
Period Five (p70)
Step 1 Activity 1 read the words and say their meanings.
Step 2 Activity 3 Talk about the pictures and write a passage.
Step 3 Read the passage after finishing the passage in 3
Step 4 Classwork
Do Tests and games package
Period Six
Testing (Weekly paper and Nan’an paper)
Note:
篇13:高二英语第22单元第86课说课稿
Lesson 86
Unit 22 A tale of two cities
SEFC BOOK 2B
Longjiang High School Lv Mingxiang
Part 1: Teaching material
1. Content
The teaching material which I am going to talk about is Lesson 86, the second lesson in Unit 22,SEFC Book 2B. It is also the first lesson of the reading material in this unit.
2. Status and functions
The purpose of the senior high school English teaching and learning is to develop the students’ basic skills of listening, speaking, reading and writing; to cultivate the students’ communicative abilities both in spoken and written English. Reading ability is the most important one of them. The passage in Lesson 86 is a reading material. We can make good use of it to cultivate the students’ reading ability. Meanwhile, this is the second time for senior high school students to read the novel, students can also learn something about the culture, history and custom about the English-speaking countries. This is very helpful in their comprehension and expression in English in future. So this lesson is very important in this unit. It is also important in the whole book.
3. Teaching aims and demands
1). Knowledge objects
a. To master the uses of some four-skill words and expressions, such as disturb, fortune, deed, arrival, attend, suffer, let… in, in peace, fall in love, make sure of, etc.
b. Revise the Past Perfect Tense and its Passive Voice.
Learn the structure of the ---ing form used as the attribute and adverbial.
2). Ability objects
a. Continue to cultivate the students’ ability of previewing the text and using the dictionary.
b. Teach the students how to find out the chronological order of the events in the passage and how to make clear of the relationship between the characters in it.
c. Stimulate the students to solve the problems through discussion in small groups.
3). Moral objects
Language is the carrier of culture. It has close relation to culture. In teaching foreign languages, we should help the students to originate their good moral characters. After reading this lesson, they will learn to be selfless, to be as good as one's word, to rise above self.
4. Important and difficult points
Important point: The structure of the ---ing form used as the attribute and adverbial.
Difficult point: How to find out the chronological order of the events in the passage and how to make clear of the relationship between the characters in the passage.
Part 2: Teaching method
The principles of choosing the method:
1. Students are the masters of the study. So they must be the masters of the class. In choosing the teaching method, we must pay special attention to the principle that students are always the center of the study. Teachers are just the directors, like the coach in a sports team.
2. According to the outline of English teaching and learning, written communicative ability includes two aspects: one is reading, the other is writing. Reading is the input in learning, while writing is the output. Satisfying output needs enough input.
3. Cooperation is very important both in school and out of school. We should give the students chances to learn how to cooperate in their learning. That will be very useful in the future when they leave school.
Because of the three principles mentioned above, I will have the students do the most work in class. I’ll ask them to deal with the passage as the whole. What’s more, I’ll stimulate them to turn to their classmates to solve the problems they encounter in reading.
Part 3: Learning method
Language is not only knowledge, but also a skill. Skills can only be grasped through practice. Practice makes perfect. Reading skills can only be gained by reading a lot. In this lesson I’ll help the students to develop the following skills:
1. How to preview the text, especially how to use the dictionary.
2. How to make clear of the chronological order of the events which happen in the passage.
3. How to find out the relationship between the characters that appear in the passage.
Part 4: Teaching Procedure
Step1: Revision
In this step, I’ll ask the students some questions about the dialogue in Lesson 85. Then I’ll ask two pairs to act out the dialogue without their books.
Step2: Presentation
Give the students a brief introduction to the author Charles Dickens and briefly introduce the story in this unit.
Step 3: Listening
Listen to the tape and answer two questions to get the general idea of the passage.
Step 4: Reading
1.Scanning: Read the passage quickly to find the answer to the question: How many characters are mentioned in the story?
2.Fast reading: Read the story again and answer the questions in Ex. 1 on Page119. Then take notes in Part 3 on Page 57. Check the answers in pairs first, then with the whole class.
3.Intensive reading: Read the passage again. In groups, try to put the events in Part 4 in correct order. Check the answers with the class.
Step 5: Language points
Explain some difficult language points in the text.
1. They had come from England, having heard the news that Dr, Manette, ….
2. … having been kept a prisoner in the Bastille, …
3. make sure of / that
4.come to
Step 6: Summary
Step 7: Homework
Do Ex. 2 after class.
( THE END)
篇14:七年级英语 Lesson 11
Lesson 11
教学目标 :
Make the students know:
1 Why do plants need sunlight and water .
2 The function of glass .
3 How to look after the plant .
The students should be able to:
1 Know and remember why plants need sunlight , water ; what’s the function of the glass .
2 Write something about how to look after the plant .
教具:一盆植物,浇水用的小水壶,松土用的小铲子等。
词汇:sprout over cover look after
句型:Why do sb.(sth.) need……?
教学设计:
1 向学生问候,复习前面学过的关于天气、学习等常用语句;复习前面课文学过的植物的组成部分,植物是如何种植和生长的'等内容。
2 说明本课内容: 如何照顾植物。
3介绍本课词汇和句型以及它们的用法。
4 带领学生朗读单词与课文。
5 通过对话练习来巩固本课内容。
6 演示如何给植物浇水、松土,然后让同学上来做。
7 指导学生阅读“读物”,做“活动手册”上的练习题。
8 布置作业 :背诵和抄写生词,熟读课文,用所学单词和句型描述如何照顾植物,完成练习题。