老师讲课学生爱听,还愿意自学的情况下,往往少不了一份教案。因此,老师会想尽一切方法编写一份学生易接受的教案。这样可以让同学们很容易的听懂所讲的内容,那有什么样的教案适合新手教师吗?下面是小编精心整理的“陕西有个山西村”,仅供参考,希望可以帮助到您。
陕西省蒲城县城东北约10公里的金栗山下,有一个保持着明清风貌的村庄──山西村。
县城沿新修的五陵路向东不到10多分钟的路程,便来到山西村。这是一个保留着原始城墙的长方形村落,村庄坐东朝西,有东西城门两个,城墙经数百年风雨剥蚀,已有数十米坍塌,但仍有大部分保存了下来,尤其是东面、北面的城墙保存基本完好。其中西城门洞高约6米,门楣上方嵌有一青色碑石,上书三槐并茂四字,字呈红色,旁有大清咸丰元年重修字样。据介绍,山西村是在明代一王姓家族由山西大槐树下迁至该村,具体年代已无从考证。这一王姓家族共有弟兄三人,老大留在山西太原本地,老二迁至此地,老三迁至白水。门楣上书三槐并茂即为弟兄三人家族兴旺,事业发达之意。槐指山西大槐树。因而,蒲城的山西村也是明代人口大迁徙的历史见证。相传,该村迁址不久,经常有土匪、强盗来村庄骚扰,后在一王姓老者的倡议之下,全村村民有钱的出钱,无钱的出力,齐心协力花5年修筑城墙。清咸丰九年,又置铁门一对,使西城门洞有两道城门,坚不可摧。西城门洞上方有三间大房,解放前还有乡政府在其上办公。
山西村的城门东西相对,门洞深约7米,门洞里原有两道门,由于时代已久,门已不存,然而安装门的青石门礅、门柱洞、门杠插孔依然保存完好。穿门洞走进村子,一条中心道路将村子分为南北两半,村不大,东西长约200余米。城堡内共有28户居民,其余人已搬至城外居住,以王姓为主。这个村在当地俗称山西堡子。村外人称进村为进城,村内人称出村为出城。按行政区域划分则为保南乡(今已归椿林乡)山西村五组、六组。城内农户建筑大多古旧简陋,山西村几乎家家户户门前都有上马石。上马石四周及顶端雕刻有精美的虎头、麒麟、花朵等图案,不少家庭还使用着雕刻有精美花纹的门礅石。村里随处可见雕刻着图案的喂马石槽、柱顶石、石供桌,一些农户门前还有石狮以及顶端雕刻成猴子、狮子形状的拴马桩。这些物件昭示着山西村曾经有过的辉煌。
走进农户家中,原始的雕花门窗,结实粗笨的本制家具,古老的农用器具随处可见。走进村中,老人们坐在门前上马石上晒太阳、拉家常,孩子们爬城墙、骑狮背,自由玩耍,一切都显得那样的安闲、舒适。
山西村村民喜欢热闹。每逢村里有婚、丧、嫁、娶的大事,便是村里人凑堆热闹的时候。村里有自乐班、锣鼓队、社火队,每有大事,自乐班便敲锣打鼓,唱戏凑兴。村里人虽不多,但会唱戏爱唱戏的多,有几部戏他们还能排演全本。山西村的锣鼓队也很有名,县城一些门店、企业开业还专程来请锣鼓队凑兴。在今年杨凌农博会上,山西村70多人的锣鼓队还应西安绿康公司的邀请举行庆典活动,受到了参会者的广泛好评。在山西村城西门外50米处,有一座陈旧的王氏祠堂,这里是村民一年一度举行聚会、搞年拜的场所。在王氏祠堂内现存有碑石,上面清晰地记载着祠堂建于清康熙四十三年。这一记载也说明了到清代康熙四十三年王氏家族已在该地成为一大户。
据山西村的老人回忆,在20世纪70年代,山西村的城墙还完好无损,城墙上还建有房屋,供打更、巡夜人休息。山西村城墙到底建于何时,无从考证。城墙上混合砖块瓦块层层夯实,非常结实。遗憾的是,城内几十处院落以农舍为主,原始建筑已荡然无存。有几户富盈之家还特意为自己盖了砖混结构的平房,瓷砖贴面,使这个古风盎然的村庄显得有些不伦不类。
山西村背靠金粟山,南依卧虎山,出村西城门仅百米便是著名的高力士墓。高力士墓自1999年发掘后,在国内引起了极大反响,吸引了无数游客参观游览,距山西村仅1公里便是唐玄宗李隆基的墓地──泰陵,属国家重点文物保护单位。唐玄宗泰陵以其精美的石雕,丰富的历史内涵,成为陕西东部最具吸引力的旅游景点。近年来,蒲城县加大了唐泰陵、高力士墓的开发力度,铺修了泰陵专线旅游公路和贯通全县5座唐代帝王陵墓的五陵公路。
蒲城县有关人士曾提议把山西村建成一个明清风格的民俗文化村,若真能实施,山西村500余村民世代以耕作为生的生活有望得到改变。
一个优质课堂,就是老师在讲学生在答,讲的知识都能被学生吸收。因此,老师会想尽一切方法编写一份学生易接受的教案。上课才能够为同学讲更多的,更全面的知识。那么优秀的教案是怎么样的呢?以下是小编为大家收集的“三年级英语上册Unit7教案(广州新版)”,供大家参考,希望能帮助到有需要的朋友。
Unit7Howmanystarsdoeseachgrouphave?教案设计
教学内容:单词:star,group,winner,does,each
句型:Howmanystarsdoeseachgrouphave?
Group1haseightystars.
Group1isthewinner.
教学目标:
语言知识:1.掌握新单词的读音和意思。
2.掌握句型的变化规律,初步感知does的用法
语言技能:1.能在情境中熟练运用所学新单词和进行句型交际
情感态度:培养学生敢于大胆开口说英语的情感
学习策略:课前布置作业,引导学生先学单词并试读课文;教学过程中,通过运用情景,媒体游戏和活动等教学方式帮助学生学习英语并用英语进行交流了解并掌握知识。
教学重难点:重点是掌握本单元的新单词和句型。
难点是理解does的用法,并且在正确的人称中熟练运用。
教学媒体:图片、多媒体平台、金太阳
教学过程:
课前三分钟:Askandanswer
I.Warmingup
1.Greeting
2.Song“Themorewegettogether”
II.Presentation
1.Separatetheclassintoninegroups,tellingthemtheruleforrewardinginthisclass,thegroupgetsthemoststarswouldbethewinner,topresentthenewwords—group,star.
2.Toplayagametoseewhichgroupwouldgetthemoststars,answeraquestioncorrectlywouldgetfivestars,toseehowmanystarsdoeseachgrouphaveattheendofthegame.
T:Howmanystarsdoeseachgrouphave?
S:Group1has…stars.Group2has…stars.Group3has…stars…..
3.Toplayanothergame,toborrowasmanypencilsorotherkindsofstationeryaspossible,withinacertainperiodoftimetoseewhowouldbethewinner.UsethefollowingEnglishsentences.
Sa:Excuseme.MayIuseyourpencil?
Sb:Ok.Hereyouare./Sorry.
Sa:Thankyou.
T:Let’scount.HowmanypencilsdoesXXhave?
S:XXhas5pencils.XXhas……
T:Whoisthewinner?
S:XXisthewinner.
4.Toplayaguessinggameinyourgroup.
Sa:HowmanypencilsdoesSchave?
Sb:Schaspencils.
Sc:Wrong./Right.
5.Tolearnthedialogue.
a.watchthevideo
b.readthedialoguetogether
c.readingroups.
III.Development
Task1.Toreadapassageandthenanswerthequestions
Hello.I’mLiYangyang.Istudyataverybigschool.ThereareseventeenEnglishteachersinmyschool.Thereareverynice.Ilikethemverymuch.Myclassroomisbigandbright.Therearethirty-ninepupilsinourclass.Ihavemanyfriendsinmyclass.Weoftenplaytogether.WuWeihuahasaball.Weoftenplayballafterschool.YaoZikanghastwenty-onetoybears.Theyarebeautiful.Ilikethemverymuch.WangYixinhasfifty-twostory-books.Isometimesreadbooksathishome.Ilovemyteachersandfriends.Iamhappyeveryday.
1.IsLiYangyang’sschoolsmall?
_____________________________________________________________________
2.HowmanyEnglishteachersarethereinLiYangyang’sschool?
3.HowmanyballsdoesWuWeihuahave?
4.Howmanystory-booksdoesWangYixinhave?
IV.Homework
1.Readthedialogueathome.
2.HaveadictationforthenewwordsinUnit7afterschool.
板书:Unit7Howmanystarsdoeseachgrouphave?
Howmanystarsdoeseachgrouphave?group
Group1has……star
Howmany____does______have?does
______has________.winner
each
众所周知,一位优秀的老师离不开一份优质的教案。老师需要做好课前准备,编写一份教案。这样可以有效的提高课堂的教学效率,那你们知道有哪些优秀的小学教案吗?小编收集整理了一些“Unit7Isitapear”,希望对您的工作和生活有所帮助。
课时计划
第7单元第1课时
教学内容Unit7Isitapear?lesson1
教学
目标1.知识技能目标:
1)能用What’sthis/that?询问某物是什么?并回答It’sa(pear).
2)能识读单词banana,nut,pear,strawberry,lemon.
3)了解一般疑问句及答语Isita(pear)?Yes,itis./No,itisn’t.
4)能有感情的跟录音读故事。
2.情感目标:能主动表达自己的情绪变化。
重点能用What’sthis/that?询问某物是什么?并回答It’sa(pear).
能有感情的跟录音读故事。
难点Isita(pear)?Yes,itis./No,itisn’t.
课前准备 教师课本,录音机,挂图,实物。课型new
学生课本,授课日期
教学环节 教学过程复备
一Revision
二
Presentation.
Revision
SssaythechantAnappleforyou
Tholdsupsomepicturesoffruitandasks
“What’sthis/that?”
3.Sslookcarefullyandanswer“It’sa(pear)
(banana,nut,pear,strawberry,lemon.)”
ThenSscometotheBDtobeT.
Presentation.
1.“Isita(pear)?Yes,itis.No,itisn’t.”
1)Onestudentcomestothefrontandchoosesa
kindoffruit.
Tclosesherowneyesandguess,“Isita…?
三Talkaboutthestory.
四Practicetoread.
Ssanswer:Yesorno.(2times)Tteachesthemthecompleteanswers.(Yes,itis.No,itisn’t.)
2)TandSschangetherole:Tchoosesacard,Ssask
Isita…?TwritesthesentencesontheBD.
3)Ssreadthesentences
三Talkaboutthestory.
1Havethechildrenopentheirbooksatpages2and3,
askthesequestionsaboutthepictures:
Picture1:WhereareMockyandlulu?
Picture2:Whohasastallthere?
Picture3:DoesLuluknowthefruit?Why?DoesLululike
thebanana?Why?(yum)
Picture4:Whatdoesshetastenext?
Picture5:Whatisthelittleredfruit?”
Picture6:WhatdoesLulutrynow?
Picture7:AsktheSstrytoreadthesentences
Picture8:Doesshelikeit?”
2Listentothestory
Tplaysthetape,Ssrepeat.
四Practicetoread.
1T---LuluSs---Mocky
2Pairwork
3Ssshow
五Summary
Unit7Isitapear?
What’sthis/that?Isita(pear)?
It’sa(pear).Yes,itis./No,itisn’t.
教学反思
整个故事以水果为主题,学生很乐于参与学习活动,学习效果很好。
作业:
书面作业:
实践作业:Readthestory.
课时计划
第7单元第2课时
教学内容Unit7Isitapear?2
教学
目标知识技能目标:
能识读单词peach,pineapple,kiwifruit等水果名称。进一步了解一般疑问句及答语Isita(pear)?Yes,itis.
Yes,itis./No,itisn’t.
熟练运用:What’sthis?What’sthat?
情感目标:在活动中积极与他人合作
重点能识读peach,pineapple,kiwifruit单词等水果名称
难点正确说出水果名称kiwifruit,strawberry.
课前准备 教师课本,录音机,挂图,实物。课型new
学生课本,授课日期
教学环节 教学过程复备
一Revision
二
Presentation.
Step1Revision
Tholdsupsomefruitthathavelearnedandask
“What’sthis/that?”
Sslookcarefullyandanswer“It’sa(pear).”
Onepartasks,theotherpartanswers.
2.Tshowssomewordsandsentences,Ssread.
Step2Presentation.
1.Newwords
1)Tshowspictures,“What’sthis?”Ssguess:It’sa…
(pineapple,kiwifruit,peach)
2)Ssreadthewords
2.Tplaysthetape,Sslistenandnumber.Ssfollow.
Pairwork.
三Listentothis
四Games
五SummaryStep3Listentothis
T:MockyisaskingyousomeQs,canyouanswerthem?
1Ssreadtheinformationbythemselves.
2Tplaysthetape,Sslistenandcheck
Step4Games
1Sstalkaboutthepicturesofpage5(What’sthis?Isita…?Checktheiranswers
2Pairwork
1)Asaysafruit,Bdrawsapictureofthefruit.
2)BshowsthepicturetoAandasksB:What’sthis?
3)Usingtheirsmallwordcards,Achoosesoneandputitback,Basks:Isita…?
Step5Summary
众所周知,一位优秀的老师离不开一份优质的教案。老师需要提前做好准备,让学生能够快速的明白这个知识点。才能有计划、有步骤、有质量的完成教学任务,那怎样写才能有一份高质量教案呢?下面是由小编为大家整理的“Unit6Touchyourhead(广州新版)”,仅供参考,欢迎大家来阅读。
Unit6TouchyourheadUnit7ToYourGoodHealth教案
(Comprehensionfocus)
Teachingaims:
Thisunitisabouthealth.Itdealswithallthecomponentsofhealthylife.Itincludesthetextfromapresentationaboutfitness,asongabouthealthandthreearticlesaboutvarioushealthtopics.Throughthecourseofthisunit,studentswilllearnthevocabularyinvolvedintalkingabouthealth:thepartsofthebody,exercise,andnutrition.Studentswillsharetheirideasabouthealth,fitness,andnutrition.
1.Tolearnforinformation.
2.Todevelopspeakingabilitybydiscussingandfinallypresentingtheirideasaboutlivingahealthylife.
3.Tomasterthewordsandphrasesinvolvedintalkingabouthealth.
4.Grammar:
Usingtheform“v.+ing”asparticiplesorgerunds.
ReviewingthefourkindsofsentencesinEnglish.
Importantanddifficultpoints:
1.Getstudentstounderstandwhatfitnessmeans.
2.Makestudentslearntheusageofthemasterywordsandphrsaes
3.Helpstudentstoreviewtheusesof“verb+ing”form,especiallyastheparticiples.
Teachingprocedures:
Section1:NewWordsandIdeas
WhatDoesFitnessMean?
Periodone
Step1.Pre-reading
Introducethetitle“ToYourGoodHealth?”withbooksclosed.Brainstormwiththeclassmanywordsaspossiblethatarerelatedtohealth.
Ask:1.Doyoufeelhealthy?
2.Howdoyouknowwhetheryou’rehealthyornot?
3.Whatdoesitmeantobehealthy?
ShowtheSssomepicturesandhelpthemtoanswer:
—Whatdoesfitnessmean?
—Fitnessisawordthatdescribeshowwellyourbodyisabletohandlephysicalactivities.
Writethewords“Fitness”asthethemeontheBb.Thendrawthefollowingoutlineontheboard.Asapre-readingactivity,havetheclasspredictwhattheoutlineofUnit7mightlooklike.Makesurebooksareclosed.
1.Whatdoyouneedtobefit?
2.Thefiveareasoffitness.
3.Importantinformation?
4.Whatmyheartlookslike?
Step2.Carefulreading
1.ShowthefollowingquestionsonebyoneontheBb.
Whatdoyouneedtobefit?
Whenyourbodyisphysicallyfit,youwillbeableto:
(1)dophysicalthingsforalongertime
(2)doharderphysicalactivitiesmoreeasily
(3)learnbetter
(4)sleepbetter
(5)digestanduseyourfoodbetter
(6)feelbetterandhavemoreenergy
(7)havemorefun
2.Speakoutthefiveareasoffotness.
Ifyouarereally“fit”,youwill:
(1)beabletotwistandturnthepartsofyourbodyinmanydifferentways.
(2)beabletorunandplayandworkoverlongerperiodsoftime,yourheartand
lungswillbeusedtoworkinghardforlongperiodsoftime.
(3)havestrongmusclesthatcanliftheavierthings.
(4)beabletorun,walk,orswimfaster.
(5)findthateverythinginyourbodywillworktogetherbetter.
3.Whatistheimportantinformation?
(1)Theheartisamusclewhichpumpsbloodthroughbloodvesselstoallthe
cellsinourbodies.Ourheartsbeatcontinuallyeveryday.
(2)Bloodfeedsandremoveswastefromthecells
(3)Tokeepourheartshealthy,weneedtodoenjoyablephysical
(4)Activitiesandeathealthyfoodseveryday.
4.Whatdoesyourheartlooklike?
(1)Myheartisaboutasbigasmyfist.
(2)Myheartbeatsabout90timesperminute.(atrest)
(3)Myheartislocatedinmychest,slightlytotheleftofthecentre.
(4)Arteriesarethebloodvesselsthatcarrybloodfromtheleftsideofmyhearttotherestofmybody.
5.Veinsarethebloodvesselsthatcarrybloodfrommybodytotherightsideofmyheart.
Detailedreading(trueorfaulsequestions):
(1)Yourbodyisasimplenetworkofsystem.
(2)Themoreyouuseyourbody,theworseitworks.
(3)Beingfithelpsyoutostayalertandfocusedonyourlessons.
(4)Yourbodyhasafewwaystousethefoodthatyoueat.
(5)Physicalexerciseactslikeastimulantwhichgivesyouenergy.
(6)Ifyouarereallyfit,youwillbeabletotwistandturnthepartofyourbody.
(7)Bloodfeedsandabsorbswastefromthecells.
(8)Myheartislocatedinmychest,slightlytotherightofthecenter.
(9)Veinsarethebloodvesselsthatcarrybloodfrommybodytotherightsideofmyheart.
Fillintheblanks.
Dannygavea_______________aboutwhat_________mean.Everydayyouuseyour____todo_________things.Yourbodyisa____________________ofSystems.The_____youuseyourbody,the_______itworks.Whenyourbodyis__________fit,youwillbeabletodoalotofthings:____________things;________better;________better;________________________________betterandhave_____________andhavemore______.Ifyouarefit,youareworkoverlongerperiodoftime,havestrong______,runwalkor______fasterandfindthateverythinginyourbodywillwork________better.Theheartbloodarteriesandveinsplaydifferent_______inourlife.Tokeepourheartshealthy,weneedto__________________activitiesandeat________foodeveryday.
Step3.After-reading
Discussion:
Doyouoftenhavesuchlifeexperiences?Forexample,youcantdophysicalthingsforalongtime;youwontfallasleepatnighteasilyandalwaysfeeltiredafterwakingupthenextday,inclassyouareoftenabsentmindedinsteadoffocusingyourattentiononyourlessons.Inthatcase,pleasediscussthefollowingquestionswithyourpartners:
1.Whatarethecausesofthesephenomena?
2.Howcanyoudealwiththeproblem?
3.Howimportantisgoodhealthtoyou?
Step4.Homework
1.Readthewholetext.
2.Trytorecitethewholetext.
Periodtwo
Step1.Languagepoints
Infact,themoreyouuseyourbody,thebetteritworks.
the+比较级,the+比较级,意思为“越……越……”。
[例]______youpraisehim,______heworks.
A.More;theharderB.Themore;theharder
C.Themore;harderD.More;harder
(答案为B)
Step2.Meaningthroughpractice
1.Dividetheclassintogroups.Giveeachgroupalargepieceofpapertodrawthehumanbodyandwritethewordsanthebodyparts.Asthestudentsareworking,providethefollowingwordontheboard:heart,lungs,kidney,brain,stomach,liver,artery,veins,andbones.
2.Explainthatovercanbeaprepositionoraprefixthatcanbeaddedtoverds,adjectivesornouns.Theprefixcanmean:1.excessive2.outer,extra3.like“over”invarioussenses.
Discussthemeaningofeachprefix.Havethestudentswriteasentenceforeachword.
Explainthatunderisalsoapropositionorprefixmeaning:1.below,beneath2.lowerinstatus3.incomplete
Herearemoreexample:underclothes,underdog,undergraduate,underclass.
4.ListentothetapeanddotheEx.
5.Let’stalk:SentenceStressandRhythm.
6.Reviewthefollowingvocabularybeforereadingthedialogue:emphasize,de-emphasize,
Step3.Writing
Writeaninvitationtoadinnerpartywithamenu.Usethesampleshowninthetextasamodel.
Usethemappingstrategytohelpthestudentsorganizetheirideas.Illustrateontheboardacirclewithlinesgoingoutfromthecircle.Thecirclerepresentshowtodevelopahealthlifestyle.Eachlinewillrepresentacomponentofahealthylifestyle.Ingroupshavethestudentsidentifythecomponents.Forexample:diet,physical,mental,social/emotional.
Studentswillmakeachartthathasthecomponentslistedoneachsideofthecolumns.Undereachcomponentlisttheunhealthyandhealthyhabitsofparents,classmates,etc.
Dividetheclassintogroups.Studentswillsharetheirlistofunhealthyandhealthyhabits.Asagroup,thestudentsmakea“Do”and“Don’t”chart.Remindthestudentstousemodalsinthisactivitybecausetheyaregivingadviceastowhatareunhealthyandhealthyhabits.Forexample:“Youshouldrideyourbicycleeveryday”“Youshouldnotsmoke.”
Step4.Grammar:现在分词
现在分词表示“主动和进行”,分词可以有自己的状语、宾语或逻辑主语等。
1.分词作状语分词在句子中作状语,可以表示时间、条件、原因、结果、让步、伴随等。分词做状语时,它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。
Hearingthenews,theyalljumpedwithjoy.Usingwhatyouknowofwordstemsandwordformations,youcanmakeaguessatthemeaningofanewword.
Thestudentswentoutoftheclassroom,laughingandtalking.Accompaniedbyhisfriend,hewenttotherailwaystation.Givenbetterattention,theplantscouldgrowbetter.
Helookedtiredanddepressed,visiblydisturbedbythenewsofhismother’sillness.
分词在句子中作状语,使用何种分词,要取决于分词与句子主语的关系:主谓关系用现在分词,动宾或被动关系用过去分词。
Taughtbymistakesandsetbacks,wehavebecomewiserandhandledouraffairsbetter.(wearetaught/teachus).InspiredbytheInternational,theworkingpeopleofallcountrieshavebeenfightingfortheirfinalliberation.(theworkingpeoplewereinspired/inspiretheworkingpeople)____theearthtobeflat,manyfearedthatColumbuswouldfallofftheedge.
A.havingbelievedB.BelievingC.BelievedD.Beingbelieved
本句意思为:相信地球是平的,许多人担心哥伦布会从边上掉下去。许多人与相信之间是主谓关系,及分词与主语之间为主谓关系。因此,应用现在分词,答案为B。
Nomatterhowfrequently____,theworksofBeethovenalwaysattractlargeaudiences.
A.performingB.performedC.tobeperformedD.beingperformed
本句中贝多芬的作品被反复表演,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。
____asitwasatsuchatime,hisworkattractedmuchattention.
A.BeingpublishedB.PublishedC.PublishingD.Tobepublished
本句中as引导的是让步状语从句,意思为:他的作品尽管在被这样的时候出版,还是引起了关注,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B.
2.“while(when,once,until,if,though等连词)+分词”结构现在分词或过去分词作状语时,有时可以在分词前加while,when,once,although,until,if等连词。
Whenleavingtheairport,shewavedagainandagaintous.Whilewaitingforthetrain,Ihadalongtalkwithmysisteraboutherwork..
Oncerecovered,hethrewhimselfsintoshisworkandmadeeveryefforttodoitwell.
Althoughworkingveryhard,hefailedtopassthefinalexam.Iftranslatedwordbyword,thepassagewillbedifficulttounderstand.
3.分词作定语分词作定语时,单个的分词通常放在被修饰的名词之前,分词短语一般置于所修饰的中心词后面。现在分词修饰的是发出该动作的名词(即与名词有主谓关系),过去分词修饰承受该动作的名词(即与名词是动宾关系)。
Wewillgoonwithourexperimentassoonaswegettheaddedfund.
Thisisreallyanexhaustingdaytoallofus!
Wecanseethepartofthemoonlightedbysunlight.
Afteranightspentinexcitementandsleeplessness,Iforcedmyselftotakealongwalkalongthebeachthenextday.
Moreandmoredevelopingcountriesestablishedstrategicpartnershipwithdevelopedcountries.
TheyoungsittingbetweenmysisterandmybrotherismycousinJack..
Asearlyas1649Ohiomadeadecisionthatfree,tax-supportedschoolsmustbeestablishedineverytown____50householdsormore.
A.shavingsB.tohaveC.tohavehadD.shavingshadTown
后面由分词做定语,而且town本身有50或以上人家,故town与分词间为主谓关系,应该用现在分词,答案为A。
4.分词作宾语补足语现在分词在see,watch,hear,observe,notice,feel,find,glimpse,glance等感官动词和lookat,listento等短语动词以及have,keep,get,catch,leave,set,start,send等使役动词后面与名词或代词构成复合宾语,作宾语补语的成分。
5.分词作表语分词作表语通常看作形容词来用。现在分词表示主语的性质,而且主语多为物;过去分词表示主语的感受或状态,主语多为人。
Stip5.Reading
1.Usingthesameillustratedoutlineasusedinthefirstreading,havethestudentsreadthetextandfillintheoutlinewiththefourideasandbriefdescriptionofeachideainthistext.
2.Discussthetitle.Isthereanyrelationshipbetweenappetiteandemotion?
3.Askthestudentssomequestions:
○1“Whatisanemotioneater?”
○2Doyouknowanybodywhoisanemotioneater?
○3Dothepost-readingactivities.
4.Studentsneedtoprepareashortsummaryofthetexttoanswerthequestion,“whatisthetextabout?”
Havethestudentsreadthestoryandin4sentencesidentifythemainideaofthestoryansweringthe5Whquestions:Who,Where,When,WhatandWhy.
老师要承担起对每一位同学的教学责任,在开展教学工作之前。有的老师会在很久之前就精心制作一份教学计划。从而在课堂上与学生更好的交流,那吗编写一份教案应该注意那些问题呢?为了让您在使用时更加简单方便,下面是小编整理的“Unit4Thisismydad教案(广州新版)”,仅供参考,希望可以帮助到您。
Unit4Thisismydad美国旅游签证所需要准备的材料都是根据你的情况来准备的。
一般准备材料如下
一、护照
1.有效期从美国离境时至少半年以上的护照原件,至少留有一整张空白页申请人护照原件;
2.护照首页复印件;
3.请在护照最后一页签名(中文姓名);
4.持换发护照者,需同时提供所有旧护照原件。
二、照片
51X51毫米6个月之内彩色免冠照片2张(要求背景需为白色,且露出耳朵)。如果当地无条件拍摄,可于面试前一天到使馆附近的照相馆照。
三、名片
个人名片2张。
四、美国签证所需要的家庭证明
1.身份证复印件(要求身份证正反两面复印在A4纸的同一面上);
2.全家户口本原件、复印件(复印件包含户口本首页,户主页,本人页,配偶页);
3.结婚证原件(如证件丢失请提供民政局开具的丢失证明),复印件一份,全家福照片;
4.申请人个人简历一式两份,中英文各一份。
五、美国签证所需要的资产证明
1.(以下任何方式的原件,余额总和至少有10万元以上)
①银行存折本原件(上有正常规律的存取记录);
②定期银行存单原件(请注意大额存钱时间须在至少3个月前);
③银行储蓄卡、信用卡原件(建议:一并带上银行打印并盖章的3-6个月的流水帐);
④股票交割单、有价证券、工资收入单;可以不提交。
⑤自己或配偶或其他直系亲属的房产证原件,汽车行驶证(蓝本)原件(若有请提交,没有就不用提交);
⑥其他任何证明申请人财力的材料身份证复印件(要求身份证正反两面复印在A4纸的同一面上)。
2.不少于五万(50,000元)存款证明原件,存款证明需为银行标准格式,有正确的英文译文,不可手写。
六、营业执照
所在单位为企业单位的申请者,请提供营业执照副本的清晰复印件,用A4纸复印,有年检记录,并在复印件上加盖单位公章。
七、机构代码证
所在单位为事业单位的申请者,请提供组织机构代码证的清晰复印件,用A4纸复印,有年检记录,并在复印件上加盖单位公章。
八、在职证明
1.在职证明一式两份,中文一份,英文一份。 在职证明和收入证明开在同一张抬头纸上;
2.在职证明必须使用公司正规抬头纸打印,并加盖公司红章;
3.在职证明内容需包括:单位名称、本人职务及收入、旅行时间、负责人职务、签字以及电话、传真,和单位的营业执照/企业机构代码证号。并需要注明担保申请人按期回国;
4.每人面签时都要提供担保原件。
九、机票酒店订单
1.机票订单一份。
2.酒店订单一份。
十、派遣涵
用公司抬头纸打印的公司派遣函一式两份,中英文各一份。
十一、行程表
商务考察期间的行程表,中英文各一份,要求尽量详细。
十二、填写完整的DS-160电子表
网上填写完整的160表格,并打印签名。
十三、在中信银行的缴费单:160美金。
众所周知,一位优秀的老师离不开一份优质的教案。老师需要提前做好准备,让学生能够快速的明白这个知识点。才能有计划、有步骤、有质量的完成教学任务,那怎样写才能有一份高质量教案呢?下面是由小编为大家整理的“Unit7Wouldyoulikeapie?教案分析”,仅供参考,欢迎大家来阅读。
Unit7Wouldyoulikeapie?教案分析
一、教学目标
1.通过师生、生生交流,学生能初步了解Nicetomeetyou.的用法,并听懂、会说、会读asweet,acake,apie,ahotdog。
2.通过看课文动画和听录音,能根据老师所设计的问题,在对话材料中获取所需信息,了解对话中征询对方意见Wouldyoulike…?Whatabout…?及其答语Yes,please./No,thankyou.
3.能正确理解并朗读对话内容,在教师的引导和帮助下尝试模仿、表演对话。
4.能在创设的情境中,初步运用本课所学的日常交际用语征询对方意见。
二、教学重、难点
1.通过看课文动画和听录音,能根据老师所设计的问题,在对话材料中获取所需信息,了解对话中征询对方意见Wouldyoulike…?Whatabout…?及其答语Yes,please./No,thankyou.
2.能正确理解并朗读对话内容,在教师的引导和帮助下尝试模仿、表演对话。
3.能在创设的情境中,初步运用本课所学的日常交际用语征询对方意见。
三、教学准备:课件、光盘、相关食物卡片等。
四、课前自主预习
1.通过自主阅读,知道故事中的所有人物。
2.看图,知道故事中食品的单词并能根据录音尝试跟读。
3.试着找出征询对方意见的语句。
五、教学过程
(Warmingup:)
EnjoyanEnglishsong.
(课前播放一首与本节课目标语言相关的英文歌曲,将学生引入英语课堂氛围。)
Step1.Greetings.
T:I’myournewEnglishteachertoday.I’mMissLin.It’stimeforclass.Classbegins.
S:Standup.
T:Goodmorning,class.
Ss:Goodmorning,MissLin.
T:Sitdown,please.
Step2Guess——Whoismygoodfriend?
T:I’mnewhere.SoIdon’tknowyou.Nowcanyouintroduceyourselfandyourfriendstome.Youcanusethesesentences.
S:...
T:Oh,Iknowsomeofyouandyourfriends.Youhavemanyfriends.Ihavemanyfriends,too.Look,theyarecoming.Canyouguess?Whoismygoodfriend?
(PPTshowsmanycartooncharacters:LanYangyang?Dingdang?Jerry?
T:Oh,you’reveryclever.MygoodfriendisDora!
T:CanyousayanythingtoDora?
引出新句型:Nicetomeetyou.(指导朗读)
T:Here’satipforyou.Whocanreadit?
Atip:Nicetomeetyou.很高兴认识你。其答语为Nicetomeetyou,too.认识你也很高兴。这是与人初次见面时的常用语。
T:Doraisaprettygirlandshehasamagicbag.Trytosay:“Nicetomeetyou,Dora!”againandagain.Dorawillcomehereandshareyousomething.
生重复且大声:Nicetomeetyou,Dora!
T(扮演朵拉):Nicetomeetyou,too.
Step3Leadin
1.T:NowDora’smagicbagishere.
What’sinthemagicbag?Whatcanyousee?
Ss:It’sahotdogasweetacakeapie.(板书)
T:Ihavesomepies.Wouldyoulikeapie?
Ss:Yes,please.(引导学生回答)
T:Here’satipforyou.Ifyouwouldliketosharesomethingwithyourfriends,youcansay“Wouldyoulikeaansome...?”
T:Wouldyoulike..?
Ss:...(readtogether)
T:Ifyouwouldlikesomething,youcananswer:”Yes,please.”Ifyouwouldnotlikesomething,youcananswer:”No,thankyou.”
T:Yes,please.No,thankyou.
Ss:...(readonebyone)
2.T:SotodaywearegoingtolearnUnit7Wouldyoulikeapie?(板书)
Ss:...(readtogetherreadgroupbygroup)
Step4Learnthestructures
1.T:Comeon,boysandgirls.WhatwouldDoralike?Let’saskhertogether.
Ss:Dora,Dora.Wouldyoulikeasweet?
Dora:No,thankyou.
T:Oh,Dorawouldnotlikeasweet.Thistimeyoucansay:Whatabout...?(板书)
Ss:...(readindifferentways)
2.T:Dorawouldlikeapie.Whataboutyou?Nowpleaseworkinpairs.
A:Wouldyoulike...?
B:No,thankyou.
A:Whatabout...?
B:Yes,please.
A:Hereyouare.
B:Thankyou.
Step5Learn“Storytime”
1.T:NowDorahasapie.Sheishappy.Sheisgoingtothepark.Let’sgotogether!
T:Wow,Look!Theparkissobigandbeautiful.
2.Lookandsay
T:Wherearethey?Whatdotheyhave?Whoistheirnewfriend?
T:Yes,Theyarehavingapicnicinthepark.
S:Theyhavesomepiesapplescakes...
T:Wow,Hownice!
S:Helenisthenewfriend.
T:Great!
3.Listenandanswer
T:Helenistheirnewfriend.HowdotheygreetHelen?
S:Nicetomeetyou.
4.Watchandfind
T:WhowantstosharethefoodwithHelen.Andhowdotheyofferthefood?Pleasewatchandfind.
WhosharesfoodwithHelen?
SuHaiandYangLing.
5.Readandunderline
Howdotheyofferthefood?
Wouldyoulikeapie?
Whataboutacake?
6.T:SuHaiandYangLingshareapieandacakewithHelen.WhatwouldHelenlikeatlast?Apieoracake?
Ss:Acake.
7.Sayachant.
T(过渡):SuHai,YangLing,LiuTaoandWangBinghaveanewfriend,Helen.Theyareveryhappy.Theywanttosayachant.
Pie,pie,wouldyoulikeapie?
No,no,no,thankyou.
Cake,cake,whataboutacake?
Yes,yes,yes,please.
8.T:Nowareyouhappy?let’sgotothehappyreadingtime.
T:Itcomestoyourshowtime.I’llgiveyouoneminutetoprepare.
Ss:...
Step6Summarytime
1.Today,weknowtwonewfriends.She’s________.She’sMike’s________.She’s________.She’sMissLin’s________.
2.Howtogreetthenewfriend?
3.Howtosharefoodwithothers?
4.Ifyouwouldlike,whatcanyousay?
5.Ifyouwouldn’tlike,whatcanyousay?
RememberSharingishappy.
Step7Dora’spicnic
T:Dorathinksthepicnicisfunny.Soshewantstothepicnictoo.Let’ssharethefoodwithDora.Thesesentencesareforyou.
Step8Homework
1.ReadStorytimeafterthetapethreetimes.
(跟录音朗读课文三遍))
2.TrytoreciteStorytime.
(试着背诵课文)
3.Trytomakeanewdialogue.
(试着编一个新对话)
老师要承担起对每一位同学的教学责任,在开展教学工作之前。即使每天晚上一两点都要坚持制定出一份最详细的教学计划。从而以举一反三的方式学会其他的知识点,如何才能编写一份比较全面的教案呢?下面是小编精心收集整理,为您带来的《Unit7Onthefarm学案分析》,仅供参考,欢迎大家阅读。
Unit7Onthefarm学案分析
新授课
1.能用正确的语音语调朗读课文对话。
2.能够根据图片提示,表演课文对话。
3.能够在日常生活中运用课文中的句型。
1.初步感知单词的单复数形式。
2.能够在日常生活中运用本课的句型。
1.初步感知单词的单复数形式。
2.能够在日常生活中运用本课的句型。
PPT、单词卡片、动物图片
第一课时
1.Freetalk
2.What’sthis/that?
It’s…引出单词:apple.
Whatarethese?
They’re…
板块一:初步感知动画
1.呈现Mike和LiuTao
Today,theyarevisitingainterestingplace.Wherearethey?
呈现课题:onthefarm
2.预习反馈
Who’sthefarmer?
3.你去过农场吗?你知道农场里会有哪些东西吗?
What’sonthefarm?
学生发挥,在学生说的过程中解决其他的生词:pig/cow/pear
4.What’songrandpa’sfarm?
看动画,圈出正确的答案。
板块二:理解对话内容
1.Mike第一次到农场,他很好奇,于是问了很多问题。
活动要求1:1.自读课文,在文中划出Mike提问的句子。
2.完成第一项后,和你的同桌读一读你所划的句子。
学生活动
反馈交流:Whatarethequestions?
Whatarethese?
Whatarethose?
Aretheseapples?
Aretheseapplestoo?
2.LiuTao和他的爷爷是怎么回答他的问题的?
活动要求2:1.大声朗读课文,在文中找到答案。
2.和你的同桌扮演角色,用一问一答的方式说一说。
学生活动
反馈交流:HowdoesLiuTaoanswerthesequestions?
板块三:掌握对话内容
第一遍,跟读课文录音。要求:模仿录音中的语音语调。
第二遍,自己朗读课文。要求:读对每个单词的发音。
第三遍,读给同桌听。要求:注意倾听、纠正发音,提出建议。第四遍,三人小组,分角色朗读课文。要求:读出自己角色的特色。
Homework:
1.读storytime对话,小组分角色演一演,并尝试背诵课文。
2.设计自己的农场,小组演一演
3.搜集其它的动物和水果单词。
板书设计:
Unit7Onthefarm
Welcometomyfarm.
Whatarethese/those?
They’re...
Arethese/those...?
Yes,theyare./No,theyaren’t.
Unit2HewasinHongKong.
一、教学目标与要求
1、知识与能力目标
使学生能熟练掌握生词flatyesterday.能熟练并能在真实情景中运用waswasn’twereweren’t来描述过去发生的动作和事情。
2、情感态度目标
提高学生的小组合作精神和学生的自学能力。培养学生多与朋友沟通与交流的能力。
二、教学重点及难点
学生对过去是动词及其否定形式的掌握及如何运用重点句型来描述过去发生的事情。
三、课前准备
教具:单词卡片、多媒体课件
四、教学过程
Step1Warmup
1.Enjoyabeautifulsongonpage29“Iwasfat”.Singitanddotheactions.
2.Showthepicturesonpage27part3.GivetheSssomeadjectives,andletthemdescribethepictures.Payattentiontothedifferencesbetween“then”and“now”.复习上节课的知识点已达到巩固的目的,为本课打好基础。
Step2Presentationandpractice
1.T:教师出示几张假期出游的照片,向学生提问:Whereisit?
IntheholidayIwasinHainan.DoyouknowwhereSamwasintheholiday?HewrotealettertohisfriendLucy.Let‘stakealookatit.Pleasewatchthevideo.
2.Q1:WherewasSamintheholiday?
S1:HewaswithDamingatDaming’sflatyesterday.
引出本节课的新词flat和yesterday.教读这两个新词。
3.HowaboutMsSmartandAmy?WeretheyinBeijingtoo?
No,theywereinLondon.板书:TheywereinLondon.
4.Howabouthisfather?HewasinHongKong.板书。
5.WasDadinLondon?No,Hewasn’t.Sohewasn’tinLondon.强调Wasn’t的用法并板书。
6.Listen,pointandrepeatthetext.ThenlettheSspracticetheirreading.
7.Find2Ssreadtheletter.
8.Tellsomethingabouttheformatoftheletters.LetthemknowthedifferencesbetweenChineselettersandWesternletters.
Step3Consolidationandextension
1.Dotheexercises1onStudentsbookP28part2.Firstmatchthepeopleandthepictures,andthenlettheSsdescribethem.
2.Game:Findingdifferencesfromthetwopicturesonpage29.Haveacompetitionamongthe4groups.Itcanbethewinnerifthisgroupcanfindmoredifferences.注意提醒学生then和now的不同用法。现在式和过去式的转换。
3.Survey:调查全班同学五一节期间去了那些地方,把调查结果展示出来。Usingthesentenceslikethese:Intheholidays,tenstudentswereathome.FivestudentswereinBeijing….
homeBeijingShanghaiLondon
Me
Lanlan
Lili
…
Step4Homework
1.Listenandrepeattheletterforthreetimes.
2.Copythewordsandsentencestheylearnttoday.
3.Trytowritealettertoyourfriendandtellthemwhereyourfamilieswereintheholiday.
Step5Blackboarddesign
Module7Unit2HewasinHongKong.
HewasinHongKong.
Dadwasn’tinLondon.
TheywereinLondon.
为了使每堂课能够顺利的进展,因此,老师会想尽一切方法编写一份学生易接受的教案。这样不仅拉进了学生与自己的距离,还让学生学到了知识,那么老师怎样写才会喜欢听课呢?请您阅读小编辑为您编辑整理的《Unit7Apictureofmyfamily(新广州版)》,仅供参考,希望能为您提供参考!
Period2
Content:U7,funwithlanguage
Learningobjective
Toreinforceunderstandingofthemeaningofrelationshiptermsthroughavocabularygroupingtask.
Steps
1.warmup
a.singasongonP42
b.readtherhymeonP43.
c.quickreaction
T:father’sfather,who’she?
P:grandpa.
T:who’saman/lady/boy/girl?
P:father,grandpa/mother/brother/sister.
T:whatisJiamin/Janetreferredto?
P:He/She.
1.funwithlanguage.
a.letps.lookatP1,andtellwhattheyshoulddo,thentheywillfinishit,requirethemwritedownthepronounsheandsheunderthecorrespondingwords.
b.Letps.lookatafamilypicture,andlearntointroducethepersonsonit.
e.g.,Thismanismyfather.
This_____ismy_____.
Ps.willbegintointroducetheirownfamilypictureslikethesample.Invitesometoshowandintroducetheirpictures.
c.*askps.tolookatthepicturesinP3onpage41.helppupilstounderstandthatthe10picturesshouldbelookedatastworowsoffivepictures.
*Askps.tolookatLiHaoandLiYing.Encourageps.tolookforthephysicalsimilaritiesbetweenthetwopeople,suchastheshapeoftheirglasses,andoftheirfaces.ConcludebysayingLiHaoisLiYing’sfather.Askps.torepeatthesentence.
*Explaintopupilsthateachpersoninthefirstrowisrelatedtoonepersoninthesecondrowinacertainway.Letthemtofindoutwhoisrelatedtowhom.Invitesomeps.topresenttheiranswerstotheclass.
d.*askps.tolookatthefamilytreeonpage41.introducethetermfamilytree.
*askps.tofindJiamininthefamilytree.showthem,askps.howtoreadtheothernamesinthefamilytree.
*startwiththeleft-handsideofthefamilytree.pointtoJiaminandhisfather,ChenXhenxin.askwhosChenZhenxin?guideps.tosay(Hes)ChenJiaminsfather.
*pointtoChenGuoqing.askwhosChenGuoqing?showps.thattherearenowtwowaystoanswerthequestion:(HesChenZhenxinsfather.or(Hes)ChenJiaminsgrandpa.
*repeattheabovestepswithright-handsideofthefamilytree.
*pickupanyoneofthefouradultsatrandom,andaskwhothatadultis.ps.willansweraccordingly.
*thistime,itistheformofpairworkandP1willpickapictureandaskthequestionforP2toanswer.
*makeasimilarfamilytreeontheboard.useanothersetofnamesforthepeople,andwritethenamesontheboardinthelist.startwiththechildatthebottomofthefamilytree.statearelationship(e.g.,JohnisBensgrandpa.)ps.listenandputthenametheyhearatthecorrectpositiononthefamilytree.
*childrenwillhaveapair-work,P1willpickapictureandaskthequestionforP2toanswer.
Boarding
hesheThismanismyfather.
grandpagrandma---This___ismy_____.
fathermother
dadmumWhosLiHao?
manlady---LiHaoisLiYingsfather.
boygirl
Introspection
每一位任课老师,为了能够给学生给一个最简单易懂的教学思路。老师需要做好课前准备,编写一份教案。这样我们可以在上课时根据不同的情况做出一定的调整,那怎样写才能有一份高质量教案呢?下面是小编为大家整理的“Module4Unit1Doyoulikemeat教案(新版外研社)”,仅供您在工作和学习中参考。
高唐县第二实验小学“三环X步”教学模式预案
课题Module4Unit1
Doyoulikemeat?课型
NEW主备人
教学
目标1.掌握词汇:milk,fish,noodles,rice,meat.
2.掌握句型:Doyoulike…?回答:Yes,Ido./No,Idon’t.教学
重难点熟练运用句型:Doyoulike…?以及它的回答。
单词noodles的正确发音。
教学
准备课件单词卡点读笔
预习要求审核人
利用点读笔试着读本课新单词
教学
步骤课中探索个案补充
Step1
Warmup
Step2Presentation
Step3
Practice1.Greetings.
2.点读笔播放M3U2所学chant《Ilikecoffee》,带领学生一起拍手说。
3.Saythechant《Ilikeyellow》.
告诉学生现在我们要做另一个拍手说韵句的游戏。呈现活动1的图片,学生看图听录音想想这是什么游戏,再次播放录音,学生跟读,全班跟读,小组跟读,个人跟读,然后学生两人一组拍手说韵句。请几个小组展示。
任务呈现:学习了本课之后,我们要调查大家喜欢什么食物,结果作为大家午餐时的参考。
Textlearning.
学生看教材活动2图片,点读笔播放录音,请学生听并标出“Doyoulike...?”的句子。再次听录音,全班核对答案。
再次播放录音,学生逐句模仿跟读,及时解释学习“Pleasemetherice.”非重点不需要强化,利用点读笔让学生会读知道意思即可。
讲解“rice,meat,noodles,fish,milk”时,出示这些食物的单词卡片或课件,帮助学生直观记忆。
学生跟点读笔跟读模仿重点句式:Doyoulike...?及其答语。即第2和第4幅图片。学生自由读。
以小组为单位表演课文对话。戴上头饰分别扮演MsSmart,Sam,Lingling,Amy和Tom.小组评价,视情况及时加1-2-3星表扬。
1.活动3.Listenandsay.点读笔播放录音,学生看图听并理解语句。再次播放录音,学生跟读,播放语音语调。Pairwork练习,指几组展示。学生互评。
教学
步骤课中探索个案补充
Step4
Development
Step5.
Summary.活动4.让学生根据图片内容谈论自己喜欢或不喜欢某种食物,同位两人一组轮流指图问答。例:
一名学生指图问Doyoulikenoodles,xx?另一名学生根据自己的喜好回答:Yes,Ido./No,Idon’t.然后请几组学生到台前展示。
3.Singasong.以《两只老虎》的旋律为伴奏
Doyoulikemeat?Doyoulikemeat?
Yes,Ido.Yes,Ido.
Doyoulikefish?Doyoulikefish?
No,Idon’t.No,Idon’t.
Makeasurvey.
用Doyoulike…询问小组成员并在表格中画上哭脸或笑脸。
Namericenoodlesmeatfishmilk
T:OK.T:Boysandgirls.Lookattheblackboard,please.
Whatdidwelearn?
T:youarewonderful.Youknowwhatfoodyoulikeand
whatfoodyoudon’tlike.Now,letmesee.
Today,whoisthewinner?
《Unit7Arethesebear(陕西旅游新版)》一文就此结束,希望能帮助您在小学教学中起到作用,如还需更多,请关注我们的“小学语文微课教案”专题。
文章来源:http://m.jab88.com/j/53533.html
更多