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SEFC 高一unit5全单元的教案［四课时］

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下面是小编为大家整理的SEFC 高一unit5全单元的教案［四课时］，本文共20篇，仅供参考，喜欢可以收藏与分享哟!

篇1：SEFC 高一unit5全单元的教案［四课时］

Unit 5 The silver screen

Period 1 Warming-up and speaking

Teaching Aims:

Goal: 1.In this lesson, students will enhance their speaking abilities through talking about films.

2. In this lesson, students will practice their skills of interviewing.

Objectives:

1. In this lesson, students will be able to describe the movie pictures.

2. In this lesson, students will be able to act out an interview.

Teaching Important Points:

How to improve the students’ speaking ability.

Teaching Aids:

1.a computer

Teaching Procedures:

Step 1: Warming-up

Activity1: Greetings

T: Class begins. Good morning, class!

Ss: Good morning, Miss Yang!

Activity 2: Talk about the types of film

T: Ok, class, do you like seeing films?

Ss: Yes.

T: Great minds think alike (英雄所见略同). I also like seeing films. What kind of film do you like? Let’s enjoy some film posters first.

(Show the posters on the screen)

T: Do you like these posters? Maybe except the last one. It is a bit terrible, right? Ok, the first poster tells a story of a lovely pig, and his name is “麦兜”. So, this kind of film is called cartoon film. Can you give any other examples? Such as “Finding Nemo” and Shrek. The second one is “E.T.”, so it’s science fiction film”. I think you’re very familiar with the third one, it’s “我的野蛮女友”, so it is a love story. The fourth one is “古墓丽影”, so it is adventure film. The fifth one is the latest Jackie Chan’s film, it’s “New Police Story”. We call it action film. Ok, now let’s come to the last one. It looks very terrible, right? So, it’s horrible film.

T: Which kind do you like best? Maybe most of girls like love stories, such as “Titanic”, while boys like action films, such as “New Police Story”.

T: Ok, ××, which film impressed you most? Why? Who is your favorite actor/actress? What do you think of him/her?

(Ask 2-3 students to answer)

Activity 3:Talk about the film posters

T: Ok, class. Just now we’ve talked something about “The silver screen”, it means “银屏” in Chinese. You know I’m also a movie fan. I like collecting film posters. I want to share them with you. Do you want to have a look?

(Show the film poster “Stuart Little”, and stick it on the blackboard)

T: Who is he? In Chinese we call him “精灵鼠小弟”. Yes, he is Stuart Little. Do you like him? I think he is so lovely! What is he different from other mice? He can speak, think and do everything a person can do. He has fingers, legs and he wears clothes and a hat. What clothes does he wear?

Ss: He wears a yellow T-shirt, a red sweater and blue trousers.

T: Yes, and he wears a pair of sport shoes. Maybe they are made in Wenzhou. He is so cool, right? What’s under his feet?

Ss: It’s a beautiful skateboard.

T: Ok, can you guess what is he going to do?

Ss: ……

T: Maybe he is going to rescue his friend, the little bird Margalo, from the mouth of Falco. Then what kind of film do you think this is?

Ss: It’s a cartoon film.

T: Very good. Now, I want to show you some other posters. Please open your books and turn to page 29. There are four film posters on the book. Please discuss them with your partner, asking as many questions as you can. You also can ask these questions on the screen.

Q1: What can you see in the poster?

Q2: What does he/she wear?

Q3: What’s the color of his/her clothes?

Q4: What is happening in this scene?

Q5: What do you think happens before this scene?

Q6: What do you think happens after this scene?

Q7: What kind of film do you think this is?

(Explain the first one to the students, then give students 3 minutes to prepare and ask 3 pairs to act them out)

Step 2: Speaking

Activity 1: Enjoy the video of “The Matrix”

T: Boys and girls, because all of you have done a good job, so I want to give you a reward. Now I will show you something interesting, please enjoy it.

(Show the video of “The Matrix”, about 2 minutes)

Activity 2: Introduce the two famous film stars to the students

T: What’s the name of this film?

Ss:……

T: Yes, it’s “The Matrix”. Do you like “Neo”? (Show his photos on the screen) I think he is pretty handsome. Do you know the actor’s name? He is “Keanu Reeves”. Before this class, I’ve heard a wonderful news: Keanu Reeves will come to China today with another famous American actress Meryl Streep. They will take part in CCTV’s interview program---Life of Art. To your surprise, Zhujun will choose our classroom to interview them and he will give the chance to you. You’re so lucky, right? I think we must make full preparation of it. Ok, please turn to page 30, read the two biographies first, and find out the difficult points. I will explain to you later.

(Give students 2 minutes to read, and then explain some language points)

Language points:

1.While still a student, ……= while she was still a student, ……

2.Play roles in : act roles in …

3.Meryl Streep made her first film, called Julia in 1977.

Called = which was called Julia

Activity 3: Interview the two famous film stars

T: Ok, now please read the two biographies again, and think out as many questions as you can. What you want to ask these two superstars? You can discuss with your partner and write the questions on the paper. If you like, you also can use the questions on the screen.

Questions:

Can you tell us something about the place where you grew up?

Can you tell us something about the time where you were young? What were your dreams? What made you decide to become an actor/actress?

What did you do next? Were there any special reasons why you started working in film?

What roles did you act?

How long have you been working as an actor/actress?

What do you like to do in your spare time?

What will you do if you are not an actor/actress?

When will you get married?

(Give students enough time to prepare)

T: Are you ready? Now I will act as Meryl Streep. You can ask any questions if you like. Hands up please!

(Give students 3 minutes to ask questions)

T: You have done a very good job. Let’s stop here. Now I’d like to choose a boy to act as Keanu Reeves. Who’d like to try?

(Choose a boy to act as Keanu Reeves, and ask him to come to the blackboard)

Step 3: Summary

T: Ok, Let’s stop here. In this class, we’ve talked about some famous films, actors and actresses. I’m very glad to see that all of you have done a good job. Ok, today’s homework:

1. Talk about your favorite film with your partner in English by using the sentences we have learned today.

2.Preview the reading part “Getting to know Steven Spielberg”.

Period 2 Reading

Getting to know Steven Spielberg

Teaching Aims:

1. Train the students’ reading ability.

2. Learn the following words and phrases: scene, script, academy, studio, take off, blockbuster, cut…into pieces, dinosaur, go wrong, follow-up, cruelty, in the end

Teaching Important Points:

1. How to make the students understand the reading text better.

2. Learn and master the following phrases: work on, take off, cut…into pieces, hit, go wrong, in the end, owe…to…

Teaching Different Points:

1. The differences between the following pairs of words or phrases: be afraid of doing sth. /be afraid to do sth. , high/highly

2. Learn the following sentence pattern: …love and friendship are the most important things in life.

Teaching Methods:

1. Fast reading to get a general idea of the text.

2. Question-and-answer activity to get the detailed information in the text.

3. Explanation for students to master some language points.

Teaching Aids:

1. A computer

Teaching Procedures:

Step 1: Greetings

Greet the whole class as usual.

Step 2: Pre-reading

T: In the last period, we learned something about the silver screen (write on the Bb). Now, let’s play a game. Please tell me something about the silver screen. I’ll divide you into 2 groups. These two are group A; these two are group B. Let’s have a competition. See, which group will win? Are you clear? Now I will give you an example first. For example: director. Let’s begin.

Bb: G.B. G.A.

director

(make) film/movie actor

scene actress

script Silver screen studio

(win) award (play, take, act) role

Oscar/Academy Award Hollywood

producermusic

(Play the game and decide which group is the winner)

T: Ok, just now we listed many things that are related to the Silver screen. Can you tell me which is the most important one?

Ss: …

T: In my opinion, I think director is the most important one. We can say director is the soul of a film. Do you know any Chinese director? Who are they?

Ss: Zhang Yimou, Chen Kaige, Tian Zhangzhang, and Feng Xiaogang…

T: Very good. Now I want to introduce an American director to you. Listen to me carefully and guess who he is? He is one of the top directors in the world. He is also a producer. He won 2 Oscar Awards for Best Director. Some of his films are very familiar to us, such as: Jurassic Park, E.T., Saving Private Ryan. And he found the Dream Work SKG. Who is he?

Ss: He is “Steven Spielberg”.

T: Very good. Do you like him? Now let’s learn something more about him. Please open your books and turn to page 31: “Getting to know Steven Spielberg”.

Step 3: Reading

Activity 1: Fast-reading

T: Please mark the paragraphs first. Now, please read the whole text as quickly as you can and answer the questions on the screen.

Questions:

1. What was Spielberg’s dream?

2. How many films are mentioned in the passage? What are they?

(Teacher gives students 5 minutes to read the passage and then asks some students to answer the questions.)

Suggested answers:

1. His dream was to go the Film Academy.

2. Five. They are “Jaws”, “E.T.”, “Jurassic Park”, “Schindler’s List” and “Saving Private Ryan”.

Activity 2: Careful-reading

T: Now we have a general idea of Steven Spielberg. Next, let’s learn more details about him. Please read the first 2 paragraphs slowly and carefully and fill in the table on the screen.

Name Sex

1946

1958(twelve)

1959(thirteen)

1962(sixteen)

Grades

Jobs

(Ask a group of students to answer)

T: You’ve done a very good job. Now please think over this question: “Why did Spielberg study English instead of film?”

(Ask one student to answer)

Suggested answers:

What we learn about Steven Spielberg is that his passion for film, hard work and perseverance have made him who he is.

Remember: Working hard and believing in your dream will make your dream come true.

Step 5: Summary

T: That’s all for today. At last, let’s enjoy a film, which was directed by Steven Spielberg.

(Enjoy the video of “Minority Report”, about 2 minutes.)

Step 6: Homework

1.Finish the Word study on page 32.

2.Finish Vocabulary 1 on page 110.

3.Find out the Attributive Clauses in the text.

Period 3 Grammar

Teaching Aims:

1. Review the text learned in the last period.

2. Learn the Attributive Clause with prepositions.

3. Learn the Attributive Clause introduced by relative adverbs “where, when and why”.

Teaching Important Points:

1. The usages of “prep. + the relative pronoun”.

2. The usages and functions of the relative adverbs.

Teaching Difficult Points:

1. The choice of the prepositions in the Attributive Clause.

2. The choice of the relative adverbs.

Teaching Methods:

1. Consolidate the words learnt using the review method.

2. Learn some usages of Attributive Clause using explanation and inductive methods.

3. Individual or pair works to make every student work in class.

Teaching Aids:

1. A computer

Teaching Procedures:

Step 1: Greetings

Greet the whole class as usual.

Step 2: Retell

T: In the last period, we’ve learned something about Steven Spielberg. Do you still remember him? Now, I’d like someone retell the text. You can use the information on the screen if you like.

NameSteven Spielberg Sex Male

Year of Birth 1946 Place of Birth Cincinnati, Ohio

Occupation Director, producer and screenwriter

1958(twelve) Made his first real film

1959(thirteen) Won a prize for a short film

1962(sixteen) Made a film called Firelight

DreamGo to the Film Academy

Jobs Got a small job at a film studio

FilmsJaws (1975), ET (1982), Jurassic Park (1993), Schindler’s List (1993),Saving Private Ryan (1998)

(Teacher asks a student to retell the text)

Step 3: Revision

T: In the last unit, we have learned the usages of the relative pronouns. Can you tell me how many relative pronouns are there? What are they?

Ss: Five. They are “who, whom, whose, that and which”.

T: Right. Now let’s do an exercise to review them. Look at the screen please.

Choose the proper relative pronouns to fill in the blanks.

1. October 1, 1949 is the day______ we’ll never forget.

A. when B. whose C. that D. it

2. Is this the shop_______ sells children’s clothing?

A. which B. where C. in which D. what

3. His parents wouldn’t let him marry anyone______ family was poor.

A. of whom B. whom C. of whose D. whose

4. Do you know the boy_______ is standing at the gate of our school?

A. who B. which C. whom D. whose

5. All_______ glitters is not gold.

A. that B. which C. / D. what

6. The woman_______ you saw just now is my aunt.

A. who B. whom C. which D. whose

(Teacher asks the students to give the answers. If they make mistakes, teacher points them out and corrects them.)

Suggested answers:

1.C 2.A 3.D 4.A 5.A 6.B

Step 4: Grammar Study

Activity 1: Learn “preposition + whom/which”

T: The relative pronouns are used as objects either after verbs or after prepositions. When they are used as the objects of prepositions, the position of the prepositions must be paid attention to. The preposition usually follows the verb in spoken English. “Who” “whom” “that” or “which” can be used and they are usually omitted in spoke English. If the preposition is used before the relative pronoun, “which” or “whom” can only be used and they cannot be omitted. That is “preposition + whom/which”. Please look at the examples on the screen.

e.g. 1. A. The woman who/whom Spielberg is married to is an actress.

B. The woman to whom Spielberg is married is an actress.

2.A. The person (who/that/whom) you should write to is Mr. Ball.]

B. The person to whom you should write is Mr. Ball.

T: Then, how can we choose the proper preposition? First, we can find out which verb the preposition is used with in the clause. Second, we can find out which noun or pronoun the clause modifies. Third, we can find out the meaning of the clause. Ok, I’ll show you some examples to make you clear. Please open your books and turn to page 33. Look at the examples of exercise 3.

e.g.: The painting at which I looked was painted by Vincent van Gogh.

The girl with whom you talked at the meeting is a college student.

(Explain the two examples to the students.)

T: Are you clear? Now please finish exercise 3 within 2 minutes.

(Ask a group of students to answer)

Activity 2: Check the Attributive Clauses in the reading passage.

T: Next, let’s check the Attributive Clauses in the text. See, who will do the best job? Have you finished?

(Finds out the Attributive Clauses with the students and points out their mistakes.)

Activity 3: Learn the relative adverbs

T: We’ve mastered the usages of relative pronouns. Next, we’ll learn the usages of the relative adverbs: “where, when and why”. “When” is used for time, “where” for place and “why” for reason.

e.g.: Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.

1958 was the year when Spielberg made his first real film.

The reason why Spielberg could not go to the Film Academy was that his grades were too low.

(Explain these sentences to the students)

T: Are you clear? Ok, now let’s do the first exercise on page 33.

(Check the answers with the students)

T: But we also should pay attention to some special cases. Look at the examples on the screen.

e.g. 1. Hangzhou is the place _______ I visited last summer.

2.Hangzhou is the place _______I went last summer.

3.The reason_______ she gave for not coming to the party is that her mother wouldn’t let her.

A. what B. why C. that D. as

(Explain these sentences to the students)

Suggested answers:

1. which/that 2 where 3. C

Activity 4: Learn “relative adverbs = preposition+ which”

T: The relative adverbs “when” “where” and “why” can be replaced by “preposition + which”.

When = in /on/at/during which

Where = in /at/on/ which

Why = for which

T: Then, how can we choose the right preposition? It depends on the noun or pronoun that the Attributive Clause modifies. Are you clear? Let’s look at some examples on the screen.

e.g. The reason ____________ Peter is so happy is that he passed the exam.

I remember the day ___________ my father died. I was only ten years old at that time.

I will go back to the place _____________ I grew up and live there forever.

Suggested answers:

1. why/for which 2. when/on which 3.where/in(at)which

T: Now let’s finish the second exercise on page33. Please do it carefully.

(Check the answers one by one)

Step 5: Homework

T: That’s all for today. Your homework:

1.Finish the Grammar parts of your workbook.

2.Preview the Integrating Skills “Not One Less”.

Period 4 Listening and Integrating Skills

Teaching Aims:

1.Train the students’ listening ability.

2.Train the students’ writing ability.

Teaching Important Points:

1.How to improve students’ listening ability.

2.How to make comments and give opinions.

3.How to train the students’ writing ability.

Teaching Difficult Points:

How to improve the students’ integrating skills.

Teaching Methods:

1.Listening and answer activity to help the students go through with the listening text.

2.Asking –and-answer activity to go through the reading material.

3.Individual or group work to train the students’ writing ability.

Teaching Aids:

1.a computer

Teaching Procedures:

Step 1: Greetings

Greet the whole class as usual.

Step 2: Listening

Activity 1: Pre-listening

T: In this unit, we’ve learned many things about the Silver screen, the films, the actors/actresses and the director-Steven Spielberg. What we have learned from him is that working hard and believing in your dream will make your dream come true. Today, I want to introduce Mr. Malcolm Langland, a famous actor to you. He is also such kind of person. Let’s listen to an interview of Mr. Langland. See, what had happened on him? And how he insisted on his dream?

Activity 2: While-listening

T: When you listen for the first time, please finish the exercises on the screen. Remember to take notes when you listen to the tape.

Choose the right answers:

1. What was Mr. Malcolm’s dream when he was young? ( )

A. He dreamt of being a teacher.

B. He dreamt of being a lawyer.

C. He dreamt of being a film star.

2. Why didn’t Mr.Langland study art? ( )

A. He had no chance.

B. His father did not want him to study art.

C. He liked law better than art.

3. When did Mr. Langland decide to become an actor? ( )

A. Before he joined the Student Club.

B. When he met his wife at the Student Club.

C. After he graduated from the school.

(Check the answers with the students)T: Now let’s listen again. This time please finish filling in the blanks on the screen. Before you do it, please read these questions carefully.

(Teacher gives students 1 minute to read)

T: Now, let’s begin. I’ll pause after important sentences.

Listen to the interview with Mr. Malcolm Langland and answer the following questions:

1.What do we know about the city where Malcolm grew up?

It was _______________ far from the _________.

2. What did he want to be when he was a student?

When Malcolm was young he wanted to be ___________.

3. What was the reason why Malcolm studied law?

The reason is ____________ wanted him to ___________.4. When did Malcolm really start his career in the theatre?

When he met __________, he started his career in the theatre.

5. Why was the film called The Dream Machine important to Malcolm?

It was important because he did not have any _____________.

(Check the answers with the students, and let them listen again if necessary.)

Step 3: Integrating Skills

T: Are you tired or not? Anyway, let’s relax for a while. Let’s enjoy some beautiful film posters.

(Show 4 film posters on the screen)

T: What’s the name of them?

Ss: They are “My father and Mother”, “Lover”, “Raise the Red Lanterns” and “Happy Time”.

T: Do you know who is the director of these 4 films? He is Zhang Yimou. Do you like him?

(Show some photos and biography of Zhang Yimou on the screen.)

Ss: …

T: Anyway, today I will introduce one of his films to you, that is “Not One Less”. Please open your books and turn to page 34. Read the whole passage by yourself. When you read, think out these 2 questions:

1.What kind of story is it?

2.Does it have a happy ending?

(Teacher gives students 4 minutes to read and then ask two students to answers the questions)

Suggested answers:

1.A moving but simple story.

2.Yes. The film has a happy ending.

T: Now please read the whole passage again and finish the table on page 35. You can discuss it with your partner.

Title: Director:

What’s the film about? Tell the story in your own words.

Does the film have a happy ending? Why?

What do you think about the story of the film? Why?

How do you feel about the ending of the film? Why?

(Ask some students to answer the questions first, and then give them the reference answer)

T: Did you see the film “Trueman’s Show” this Tuesday night? Have you written a review about it? How do you write a review in Chinese?

Ss: …

T: Ok, now let’s see how shall we write a review in English? Let’s look at the tips on page35 first.

(Explain the tips to the students)

T: Are you clear about it? Ok, now let’s look at the table above again. If we combine the answers together, you will find that is a review of “Not One Less”. Have you found it? Now I want to show you a review of the film “The Princess Diaries” to give you a deep impression.

(Show the film review on the screen)

Step 4: Homework

T: Ok, class over. Your homework: please write a review on the film you saw. You can use the structure on the screen.

1.The story is about___________.

2.I think the story is___________.

The actors/actresses are__________.

The ending of the film is__________.

The plot（情节） is________________.

The scenes（场景） are______________.

3.In a word, I think it is a ________ film. I (don’t) think that it is worth seeing.

篇2：高一第九单元一课时教案

高一第九单元一课时教案

Sub Topic : New uses of things

Teacher : Wang Huafeng

Teaching aids : CAI . a tape-recorder, a small black．and an object．

Tasks : 1. Describing and how they work.

2. A Guessing Game.

Teaching aims : Vocabulary : toothpick, cellphone, chopsticks

Ability aims : To improve listening and speaking ability.

Moral aims : To learn the way scientists do their research and encourage them to do something for our country and humankinds.

Important and difficult points : listening and describing .

Step 1 Warming up

●Get students to look at the pictures and answer some questions.

●Brainstorming ,provoke the students’thinking by encouraging them to think of new uses of three objects .

Step2 Pre-listening

●Show pictures of two objects.

●Prepare the students for the listening.

Step3 Listening and identifying

●Listen to the tape and identify what’s being described.

●Talk about possible uses of the objects described.

●Ring a bell to the patterns : be used for, be made of ……

Step4 Talking and guessing

●Give students an example of describing

●Think about objects in our daily life

●Describe two or three objects in groups and see if they can guess out .

●Have a competition between boys and girls .

●Assessing .

Step5 Topic touch

●Describing and drawing

●Divide class into groups: a describing group and a guessing group, one group describe and the other group guesses and draw .

Step6 Summary

●Summarize the objects mentioned and described .

●Guide them to learn something from people who develop science and technology

●Discuss what effect science and technology have on daily life .

●Homework, Think about problems with objects mentioned and suggest solutions to the problems .

Step7 Assessing

篇3：高一13单元第四课时教案

A Lesson Plan

Instructor: Wang Zhenlong

Date and Time: 5th period, March 8,

Audience: Class 5, Senior 1

Lesson Topic: Unit 13 Healthy eating-----Integrating Skills

Objectives: 1. Learn some useful cooking terms

2. Read and write recipes

Teaching facilities: Bb, Multiple Media

Teaching Steps:

1. Greetings and Duty report

2. Lead-in Presentation

Show the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.

3. Pair work----Reading to learn the format of a recipe

Ss read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.

4. Pair work----Reading to understand the details

T helps understand the two recipes and lists cooking terms

Ingredients Instructions

Pork, green onion, beans, skins/ wrapper ; bacon, lettuce, … chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …

5. Individual work----Reading the Tips on How to write a recipe

Ss read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.

Next, Ss try to gather more cooking terms in this passage and add to the list..

Ingredients Instructions

Food stuff Amount chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…

pork, green onion, beans, skins; bacon, lettuce, … a spoonful, a cup, a pound, …

6. Group work---TPR practice

Divide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.

chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…

7. Group work----Writing recipes in English

a) Ss are divided into groups of four. They are asked to COOK an easy dish.

b) Tell students some rules before starting a writing competition.

T states the rules for Contest

1.Be fast---only the first 3 groups will enter the final contest!

2.One group will be the final winner.

3.Judges are from each row in this room.

And the rules for Best Recipe:

(1)Beautiful name

(2) Easy to understand

(3) Clean and tidy handwriting

8. Presentation and Accessment

1) Invite the first three group presenters to the front and show the class their recipes.

2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.

3) The grading decides which group is today’s winner.

9. Summary

Homework:

1. Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.

2. Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…

篇4：高一13单元第四课时教案

高一13单元第四课时教案

A Lesson Plan

Instructor:Wang ZhenlongDate and Time: 5th period, March 8, 2004Audience:Class 5, Senior 1Lesson Topic: Unit 13 Healthy eating-----Integrating SkillsObjectives: 1. Learn some useful cooking terms 2. Read and write recipes Teaching facilities: Bb, Multiple Media Teaching Steps:1. Greetings and Duty report2. Lead-in PresentationShow the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.3. Pair work----Reading to learn the format of a recipeSs read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.4. Pair work----Reading to understand the details T helps understand the two recipes and lists cooking termsIngredients InstructionsPork, green onion, beans, skins/ wrapper ; bacon, lettuce, … chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …5. Individual work----Reading the Tips on How to write a recipeSs read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.Next, Ss try to gather more cooking terms in this passage and add to the list..Ingredients InstructionsFood stuff Amount chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…pork, green onion, beans, skins; bacon, lettuce, … a spoonful, a cup, a pound, … 6. Group work---TPR practiceDivide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…

7. Group work----Writing recipes in English a) Ss are divided into groups of four. They are asked to COOK an easy dish.b) Tell students some rules before starting a writing competition. T states the rules for Contest1.Be fast---only the first 3 groups will enter the final contest! 2.One group will be the final winner. 3.Judges are from each row in this room.And the rules for Best Recipe: (1)Beautiful name (2) Easy to understand(3) Clean and tidy handwriting 8. Presentation and Accessment1) Invite the first three group presenters to the front and show the class their recipes.2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.3) The grading decides which group is today’s winner.

9. SummaryHomework:1. Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.2. Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…

篇5：高一第九单元一课时教案

Sub Topic : New uses of things

Teacher : Wang Huafeng

Teaching aids : CAI . a tape-recorder, a small black．and an object．

Tasks : 1. Describing and how they work.

2. A Guessing Game.

Teaching aims : Vocabulary : toothpick, cellphone, chopsticks

Ability aims : To improve listening and speaking ability.

Moral aims : To learn the way scientists do their research and encourage them to do something for our country and humankinds.

Important and difficult points : listening and describing .

Step 1 Warming up

●Get students to look at the pictures and answer some questions.

●Brainstorming ,provoke the students’thinking by encouraging them to think of new uses of three objects .

Step2 Pre-listening

●Show pictures of two objects.

●Prepare the students for the listening.

Step3 Listening and identifying

●Listen to the tape and identify what’s being described.

●Talk about possible uses of the objects described.

●Ring a bell to the patterns : be used for, be made of ……

Step4 Talking and guessing

●Give students an example of describing

●Think about objects in our daily life

●Describe two or three objects in groups and see if they can guess out .

●Have a competition between boys and girls .

●Assessing .

Step5 Topic touch

●Describing and drawing

●Divide class into groups: a describing group and a guessing group, one group describe and the other group guesses and draw .

Step6 Summary

●Summarize the objects mentioned and described .

●Guide them to learn something from people who develop science and technology

●Discuss what effect science and technology have on daily life .

●Homework, Think about problems with objects mentioned and suggest solutions to the problems .

Step7 Assessing

篇6：《雷雨》第三课时教案 (高一必修四)

《雷雨》第三课时教案 (人教版高一必修四)

第三课时

一、趣味探究：（承接上课末作业2）进行“周朴园是否爱鲁侍萍”的辩论。

正方：周朴园爱鲁侍萍

周朴园是个性格复杂的人物。一般人认为他冷酷、自私、虚伪，是残酷剥削无产阶级的资本家。可我方认为就感情方面来讲周朴园也是封建制度下的牺牲品。他年轻时与侍萍相爱，是感情的真实流露，是冲破封建礼教束缚的伟大爱情。他本是一个善良、热情、追求个性解放的阔少爷，但环境的影响逐渐改变了他，为了追逐本阶级的利益，他只能忍痛割爱。这点可从他后来一直保留旧家具、旧衬衣、旧照片、旧习惯等方面看出来。所以说，他是封建制度和资产阶级利益下的可悲的牺牲品，三十年来，他一直生活在痛苦中。因为他内心深处一直还爱着侍萍。

反方：周朴园不爱鲁侍萍

正如正方所说，周朴园的确是个极端自私、虚伪、冷酷、无情的形象。他保留旧家具、旧衬衣、旧习惯等仅仅是做给别人看的，只是时间久了有时连他自己也以为是真的。一旦侍萍亮明身份后，他的自私、冷酷的本性马上显现出来了。所以他是一个地地道道的资本家，为了维护本阶级的利益，他可以不择手段。逼迫侍萍投河自尽，想用金钱买断感情等事实足以证明他并不爱侍萍。

二、人物形象归纳：

1、周朴园

从他们的意外遭遇，这一场谈话来看周朴园的性格特征:

对话由口音讲到无锡，讲到三十年以前，归结到在无锡发生的“一件很出名的事情”。这时，侍萍知道眼前的这位老爷就是周朴园，周朴园却不知道眼前这个下人就是侍萍。“梅家的一个年轻小姐，很贤惠，也很规矩……”他把被自己凌辱过的使女说成是“小姐”，为的是美化自己，按照剥削阶级的意识，少爷与下人有这种关系是可耻的，要门当户对，要维持面子，自然就把侍萍说成是“小姐”。然而侍萍却说: “可是她不是小组，她也不贤惠，并且听说是不大规矩的。”她平静地、原原本本地说出了事实。这话犹如利刃，触及了周朴园对侍萍始乱终弃的丑恶行径，他“汗涔涔地”，显出一副狼狈像。这时，周朴园想知道侍萍的究竟，便用“亲戚”来遮掩，并说要给她修坟，以此作为打听的理由，同时在别人面前表示自己的“仁慈”和乐于行善的“美德”。当他知道在自己的意念中已经死去的侍萍还活着，而且她的孩子也活着时，便神经质地惊愕起来，说“什么? ”时而“忽然起立”紧张地问“你是谁? ”表现出他极度的惶恐和不安。当他明白眼前站着的就是三十年前被他遗弃的侍萍时，他“忽然严厉地”问道: “你来干什么? ”立刻就显出了他的狰狞的面目。因为他认为侍萍的出现，会对他的名誉和地位构成威胁。这句话撕去了刚才用来伪装“善人”的面纱，露出了他凶恶的本相。接着又凭他三十多年从尔虞我诈的争夺中积累起来的经验，提出质问: “谁指使你来的? ”他对侍萍软硬兼施，先是反脸不认人，说什么“三十年的工夫你还是找到这儿来了。”为了怕家人知道，他竟提出不许侍萍“哭哭啼啼”，接着想哄骗侍萍忘记“从前的旧恩怨”，叫她“过去的事不必再提”，企图掩盖自己的罪恶。他花言巧语，要侍萍“不要以为我的心是死了”，想以他过去那廉价的感情打动侍萍，拉拢侍萍。他担心侍萍告诉鲁贵，揭穿他的老底，他还担心侍萍利用鲁大海、鲁贵和四凤的关系对他进行敲榨，他终于使出用金钱收卖的手段: “好，痛痛快快的，你现在要多少钱吧! ”在他看来，金钱能化却侍萍的愤恨，金钱能赎回他的罪恶，金钱能使受害者微笑，金钱能使造孽者心安，金钱能永远消除这件事对他的威胁。这些集中暴露了他的世界观，反映出他的了老奸巨滑和阴险。为确保自己的名誉地位不受威胁，他不许侍萍同自己的亲生骨肉相认，并勒令“以后鲁家的人永远不许再到周家来”，还以五千元支票进行收买，以策万全。

以上通过周朴园对侍萍的态度，深刻地揭露他虚伪、自私、冷酷、残忍的本性，说明他是一个地地道道的伪君子。

这些性格特点，在鲁大海同周朴园的.面对面的斗争中进一步地揭露出来。周朴园使用了卑鄙的手段，一方面血腥镇压工人，一方面瓦解工人的团结，并且开除了工人罢工的领头人鲁大海。鲁大海在愤怒斥责周朴园时，揭露他血淋淋的发家史，在哈尔滨包修江桥时，故意让江堤出险，淹死两千三百个小工，每一个小工的性命他扣三百块。还揭露他血腥镇压煤矿工人罢工，“叫警察杀了矿上许多工人”，他双手沾满了工人群众的血，他“从头到脚，每个毛孔都滴着血和肮脏的东西。( 马克思语)所以周朴园是一个坏到了连自己都不认为自己是坏人的人。

鲁侍萍与周朴园的对话，从私生活的领域揭露了周朴园的反动阶级本性。

鲁大海与周朴园的对话，从社会生活的领域揭露了周朴园的反动阶级的本性。

从连续紧凑的戏剧冲突可见: 周朴园对侍萍先是爱，后是赶，赶走之后又怀念，他怀念的侍萍活脱脱地站在他面前时，他竟是那样的凶狠，对此应如何理解? 傅立叶说: “侮辱女性既是文明的本质特征，也是野蛮的本质特征，区别只在于，野蛮以简单的形式所犯下的罪恶，文明却赋之以复杂的、暖昧的、两面性的伪善的存在形式。”“这一个”周朴园正是富有个性的活生生的“伪善的存在”。他那矛盾的行为，以其性格的复杂性、多面性，显示出他作为董事长的“这一个”周朴园的基本定性──真诚的伪善，伪善的真诚。

2、侍萍

侍萍是一个受侮辱，被损害的女子，是旧中国劳动妇女的形象，正直、善良、刚毅、倔强。

她自己被遗弃以及三十年挣扎的痛苦经历中，认清了周朴园的真面目。她虽然不懂得自己的悲惨命运是阶级压迫造成的，但已意识到她同周朴园之间事实上存在着阶级的壁垒。她知道自己的亲生儿子周萍是不会认她这个生母了，也断言自己的儿子，被周朴园称为“我自己的骨肉”的鲁大海是不会认那个董事长做父亲的。她对过去的事，有的“是恨，是悔”。她对周朴园不抱幻想，痛惜自己的女儿又走上了自己的老路，来伺侯周朴园的少爷。她把这归之于“不公平的命”，但最后又发誓“我希望这一生不要再见到你”，表现了对自己的命运的抗争，对不公平的社会的控诉，从自己痛苦的经历和现实的磨练中坚强起来了，表现了她的自尊与刚强。(分析侍萍不要钱的情节)

由于反动统治的毒害，在侍萍身上还存有封建伦理观念和宿命论的思想，因而认识不到自己的不幸是那个腐朽的社会制度造成的，却把原因归结为“报应”和“命运”，对周朴园，她不去公开揭露，反而在他表示“忏悔”时心软了，这些都说明了旧社会不仅摧残了劳动人民的躯体，而且毒害了他们的灵魂，从另一方面暴露了旧社会的黑暗。

3、鲁大海

鲁大海与周朴园，从血缘上看，他们是父子；从阶级关系上看，他们是你死我活的仇敌。在同周朴园的斗争中表现出他是一个觉醒了的工人，代表广大工人群众面对面地同周朴园谈判，斗争。他义正辞严地拆穿周朴园软硬兼施镇压工人的罢工的阴谋，揭露他制造事故淹死两千三百个小工以发横财的罪恶。他坚定、勇敢、无私、求实。他对资本家有着清醒、透彻的认识，资本家的威胁、讹诈、利诱等卑鄙手段在他面前无所施其计。他义无反顾地在反抗斗争的道路上走下去。( 反抗精神、坚强不屈的性格)斗争中显出经验的不足、鲁莽等弱点。

三、体味人物性格的复杂性。

综上所述，《雷雨》之所以具有经久不衰的魅力，其中重要的一点是所塑造的人物性格相当复杂。周朴园除了资本家的冷酷无情，社会上层人物的道貌岸然，儿子面前的庄重严肃以外，他的内心似乎还具有怀旧的温情，他的厅堂里的旧家具，他要找的旧雨衣、旧衬衣，似乎并不全是故作姿态。在他的心灵深处，对美丽、温顺的侍萍还保留了一处思念的角落。尤其是当他在家庭中遇到诸多不如意之事时，他更想太周朴园毕竟是周朴园，他的主导性格毕竟与他的阶级地位和资本家的身份一致。所以当侍萍的身份被认定以后，他的几缕温情立即消逝，他立即想以严厉冷漠、安抚软化、金钱兑现等惯用以对付下等人的手法来打发这个他刚才还在深深怀念追思的女人。周朴园心理的变化自有其符合性格内在逻辑的合理性，所以这个人物才不单薄，才真实可信。

鲁侍萍属于那种外表文静内心刚强的女子。她对周朴园有恨，所以她曾发誓不再走到周家的门。但三十年后的今天鬼使神差她又见到了那个“周大少爷”时，她竟情不能禁，自不由已地露出了真实的身份，而且她还向周朴园承诺不把这段隐情告诉鲁贵。她在周朴园悠悠怀旧之情面前也不禁有所触动：“老爷，你想见一见她么?”“ ( 望着朴园，泪要涌出。 ) ”这似乎又有点软弱。但她毕竟是刚强的女性，他控诉周朴园的罪愆，拒绝周朴园的施舍，使她的主导性格得到了升华。刚强中有软弱，怨恨中有情丝，这些都构成了她性格的复杂性。

四、课堂小结：

鲁迅先生说：“悲剧是把人生有价值的毁灭给人看。”《雷雨》毁灭的有价值的东西是什么呢？应该是在命运的困顿中苦苦挣扎而又难逃摧残和拷打的人性，因此，《雷雨》也是一出人性悲剧。对周朴园这个人物，我们在分析、理解的过程中，应看到其悲剧的一面，应看到其性格的复杂性。不能一味地因循前人对他的看法，要从人性悲剧的角度挖掘其性格的另一面。

五、作业：

1、思考课后练习题；

2、完成课堂检测题（印发）。

王宝杰

篇7：人教版高一unit 2全单元教案

Step I : Warming Up介绍世界英语，要求学生区分英美语单词。

Step II: Pre-reading 在激活学生已有知识的同时引导学生为下一步的阅读做好准备。

Step III: Reading

Task 1:Reading and choose the correct answers.

Task 2:Read and summarize the main idea of each

Paragraph. ( work in groups of four )

Para.1 the extension of English in the world

Para.2 Native speaker can understand each other but not everything.

Para.3 the development of English as native language

Para.4 English is spoken as a foreign or second language in many countries.

Task 3: Analyze the text

Part one (Para.1): the extension of English in the world

Part Two( Para.2.3.&4)English changes when its culture communicate with others.Step IV. Post-reading ( work in groups of four ) Help the students deal with the new language points.

Homework: P11-12 Learning about the Language Ex 1,2,The first period: Extensive reading

Teaching materials:（ P11-12 Learning about the language ,P51-52 Reading Task ）

Step I. Check the words and expressions .

(P11&12 Discovering useful words and phrases part 1,2,3&4)

Step II. Listen and find the British and American

Which are different but have the same meaning.

( work in pairs)P12 part 5

Step III. Pre-reading

Step IV. Reading and talking( P13)

Task1 : Read and answer questions:

Task2: Read and fill in the map.

辩别southeast ,northeast ,southwest, northwest,south,east, west, north.

Step IV. Homework:

Read the passage on P52 and fill in the table.The third period: Listening

Teaching materials:

Step I. Check the homework.( the passage on P52 and fill in the table.)

Step II. Listen and answer questions.(P14)

Step III. Listen and write AE words.( P48)

Step IV. Listen and discuss in groups ,write a short list of reasons why English is spoken in

So many places.(p51 Listening task)

Step IV. Homework:write a short list of reasons why English is spoken in So many places.

The fourth period: Grammar

Teaching materials: P12 Discovering useful structure, P50 Using Structures , P15 Speaking

Step I.

The fifth period:Speaking

Teaching materials:Talking on P48-49

project on p53--54The sixth period: Writing

Teaching materials: Speaking task on P52

Writing task on P53The seventh period: Summing up

讲评作文

3.Do some exercises about sentence transformation.

Teaching Important Points:

1.How to improve the students' listening ability.

2.How to help the students ideas freely.

Teaching Difficult Point

1.How to use different words to express one's idea.

Procedures

I. Greetings and Revision

morning, everyone.

In this class, I want to check your homework first. Then learn the new words and expressions of this period. The teacher gives the explanations and examples

II. Warming up

Now, I'll ask you some questions.

The first question is: How many countries and regions are there in the world?

(About two hundred.)

T: How many languages are there in the world?

(It's hard to say. I learned from a magazine that there were more than three thousand. Perhaps more than five thousand)

It was thought that there were more than three thousand before. But it is found in recent years that there are more than five thousand languages in the world. Only thirteen languages are used by above 55 million people. My next question is: How many languages are used as the working languages of the United Nations?

: They are five. French, Russian, Spanish. English and Chinese.

In this unit, we'll talk about English.

Read the text on this Page and have a discussion with your partner. Discuss the questions in the text: What is it that Joe can't find in the bathroom? Why can't he find it? Who can tell us the answer question? :It is the toilet. Why can't he find it? Perhaps when Joe says“ bathroom he means a place where there is But in Nancy's eyes, it is where people can only have a bath. Am I right? As we know, Joe is an American, so he speaks American English. While Nancy is English, he speaks British English. That's to say, there are some slight differences between British English and American English. We'll discuss this further in the fourth period. You can read it after class to see how much you can under- stand it.

III. Listening :

Let's do listening. Please turn to Page9. Look at the picture and read the requirement. Do you know what you should do you listen to the tape? : Yes. I'll play the tape twice. When I play it for the first time, just listen to it. While I play it for the second time, write Some necessary information on a piece of paper and then discuss the answers with your partner. ( At last the teacher asks students to read their answers. )

Step iV. Speaking

Please look at Speaking on Page 9

Practise the following dialogues with your partner and act them out. Then complete the sentences below the dialogues.

Now let's complete

Harry asked Mr Smith to spell that name. He also asked her to repeat the address. Mr Smith told buy her some Harry not to forget to buy ketchup on her way

We've just acted out two dialogues. Now make another dialogue using the situation similiar to the one above. I'll ask some students to act it out in three minutes. Three students a group. Let's begin.

Step VI. Consolidation

(The teacher writes the following sentences on the blackboard. )

Look at the blackboard. There are five groups of sentences. Complete one of them according to the other. Do it by yourselves. We'll check the answers

Suggested answers:

useful language; Britain; America; mother

tongue; learn English; foreign language; is; used; trade; tourism; businessmen; tourists; speak; English; family; communicating

Now let's do an exercise. You should do it like this: try to find useful expressions in the text and make sentences with them in groups of four. One student, one sentence. Do it by turns. Are you clear? Now I'll ask some students to make sentences. One sentence at a time. please give us your sentence. I'll take a sentence with the phrase”

all around the world“.

We Chinese people have friends all around the world.

T: Please go on !

the majority of:

The majority of class passed the exam.

in total:

In total, there must have been 500 students there.

one's mother tongue:

Mr Smith comes from the US and English is his mother tongue.

the number of:

The number of the school is increasing has lives here quite a Sm:

such as:

Boys such as John and James are very friendly. :

develop into:

Seeds develop into plants.

:without doing:

He said this seriously without smiling. :

communicate with:

The two friends hadn't communicated with each other for years. :

through the Internet:

He communicated with his friends in the US through the Internet.

have a good knowledge of:

You have a good knowledge of English. (The teacher writes the useful phrases above on the blackboard. )

Step ~. Summary and Homework

T: Today we've learned an article about English. After class, you should read the text again to get the idea of the text further and try to master the useful expressions appearing in the text. Today's homework: Tell your classmates something about English in your own words. If you have any difficulty. Please read Part 2. Post-reading on

Page 11. That's all for today. Class is over... Step vm. The DesignWriting

Unit 2 English around the world

The Second Period

Useful Phrases:

all around the world such as the majority of develop into in total without doing

one's mother tongue communicate with the number of through the Internet

a number of have a good knowledge of

Step IX. Record after Teaching

Unit2 The Third Period

Teaching Aims

Review some useful words in the text. Learn and master the sentence patterns which express an order and a request, and their different features.

Teaching Important Point

Point out the features of an order which uses the imperative, namely ”tell/order sb. to do sth. “and of a request--which uses a question form or an imperative, very polite, ask sb. to do sth.” reaching Difficult Point How to change orders and requests ported orders and requests. Teaching Methods: Inductive method and talking method to give the students a clear picture of what they should master. Practice to make the students remember what they've learned. Pair work and group work student active in class. Teaching Aids a projector and some slides. Teaching Procedures

Step I Greetings and Revision

Greet the whole class as usual.

The teacher checks the students' home-

work--let some students say something

about English in their own words. If they

have some difficulty. Part 2 in Post-read-

ing on Page 11 may give them some help. ~F Step I] ~ Word Study

T:Please turn to Page 11. Let's do Word Study. Match the words and phrase on the left with their meanings on the right. Do it with your partner. In a few minutes, we'll check the answers. (A few minutes later. )Now I'll ask SA and Se to give their answers. SA, read the meaning on the right. One item at a time. S~,give the right word or phrase for each item. Are you clear?

Step II Grammar

(Teacher says to SA:Stand up. Open the door. Look outside. Now close the door. Teacher says to SB: Sit down, please. Could you lend me your pen? Can you show me your book?) T: What did I say to SA?

Ss:Stand up./Open the door./Now close the door.

T: What did I say to Se?

Look out

Could you lend me your pen?

Can you show me your book?

T: What was the difference between what I said to Student A and what I said to Student B? S.. You told/ordered Student A to stand up/open the door/look outside/close the door. (They may say these in Chinese. )

T: What about Student B? What did I say?

S: You asked Student B to sit down/lend

you his (her) pen/show you his (her)

book.

T.. You are right. I told/ordered Student

A to stand up etc. I asked Student B to

lend me his(her) pen, etc. In fact, what

I said to Student A is an order. What I

said to Student B is a request. Its pat-

terns are like this:

Orders and Re- quests: Direct speech: (Orders) Do..., please. ? /Will you. Would you... ? Indirect speech .. (Orders) dered sb. else to do sth. sb. told/ordered sb. else not to do sth. (Requests) :sb. asked sb. else to do sth. sb. asked sb. else not to do sth. (Write them on the blackboard. ) OK. Now I'm going to show you some sentences. If it's an order, write “Order' in your exercise books. If it's a request, write” Request“. (Show the following sentences on screen. )

Make sure the door is open. Can you lend me ten yuan? Could you help me with my work, please? Don't play games in the classroom. Will you close the window, please? No smoking. (Ask some students to answer which sentences are orders, which are re- quests. ) Suggested answers Orders: 1,4,6 Requests: 2,3,5 T: From these sentences, we can draw such conclusions. If a sentence is an order, it often uses an imperative, namely, ”sh. told/ordered sh. else to do sth. “If a sentence is a request, it often uses a question form or an imperative, but very politely, namely, ”sb. asked sb. else to do sth. “But we should pay more attention to the negative construction. Its reported orders and requests should be like these. ”sh. told/ordered sb. else not to do sth.“ ”sb. asked sb. else not to do sth. '

Now open your books. Turn to Page 11. Look at Part 2 in Language Study

Grammar. In Part 1 in Gram- mar, which sentences are orders? Sc: Sentences 2,3 and 6 are orders

T: Which sentences are requests?

SD :Sentences 1,4 and 5 are requests.

T: Now turn to Page 12. Look at Part 2.

In Part 2, the three sentences are all indirect speech. Change them into direct speech, please. Pair work or group work.

(After the students' discussion. )

T: Please give us your sentences. Who

SE: The landlady asked him to put the coat in the closet.

“Will you please put your coat closet? ”said the landlady.

The landlady asked him not to on the peg.

“Will you please not put it peg?” asked the landlady.

Please go on.

The commander ordered to stand still.

“Don't move, ”the commander said to the soldiers.

Step IV. Practice

(The teacher shows the screen. )

Look at the screen. Let's practise orders and requests in pairs. You may notice on the left, under the word “Don'ts”, there are three orders, under them there are three requests. On the right, under the word “Dos”, there are

three orders, under them there are three requests. First we are going to practise the orders. I can give you an example. Look at the six orders. In Direct Speech, I can say “Watch the teacher carefully. Don't come into the lab without a teacher. ”In reported order. I can say“ She told us to watch the

teacher carefully. She told us not to come into the lab without a teacher.”

After you practise the orders, you may practise the requests. Are you clear?

Now let's begin.(Give the students practise them, then their practice. )

Suggested answers:

Indirect Speech:

1. He told us not to come into the lab

without a teacher.

2. He told us not to touch anything in the tab. 3. He told us not

4. He told us to fully.

5. He told to smoke. watch the teacher dip our fingers

6. He told us to suck our fingers.

7. He asked us not to put anything basin.

8. He asked us not to talk so loudly.

9. He asked us not to leave the books in the lab.

10. He asked us to write our answers on the blackboard.

11. He asked us to tidy the lab after the experiment. He told us cupboards. to put everything

Step V. Summary and Homework

In this class, we've reviewed some new words and, mainly done some exercises about orders and requests. In direct speech, they are ... (Pointing to the blackboard. )In the indirect speech, they are ... (Pointing to the black- board. )Please remember these sentence patterns.

Today's homework: Part 3 on Page 12. That's all for to- day. Class is over... Suggested answers to Part 3 on Page 12. She told us not to make too much noise. She told us not to forget to put our umbrellas in the stand. She told us not to room. She told us not to stay up too late. She asked us to buy some bread for her. She asked us to help her tidy the room. She asked us to speak quietly on phone. She asked us to turn down the radio. ~

Step VI. The Design of the Writing

Unit 2 English around the world

The Third Period

Orders and Requests: Direct speech: (Orders) Do- Do..., please. Don't... Can(Will) you do'“ ? (Requests) Could(Would) you please do... ? Indirect Speech.- (Orders) sb. dered sb. else to do sth. sb. told/ordered sb. else not to close. (Requests)sb. asked sb. else to do sth. sb. asked sb. else not to do sth. Record after Teaching

Unit2 The Fourth Period

Teaching Aims

Learn the text to get the students know about the differences between American English and British English.

Get the students to master the words and expressions of the text.

Teaching Important Points

Improve the students' reading

Improve the students' writing ability.

Get the students to know about American English and British English.

Teaching Difficult Point

How to improve the students' writing ability. Teaching Methods

Fast-reading and students' reading ability. Practice and pair work or group work.

Teaching Aids 1. a recorder 2. a projector and some slides Teaching Procedures:

Step I Greetings and Revision

Greet the whole class as usual.

T: In this period, I'm going to check your homework first. Then we'll learn a text: American English and British English. We'll do some exercises about it as well. At last, we'll go over Check2 point of this unit. Now take out your exercise-books, please,. (The teacher checks homework. )

(The teacher and the students go over the new words and expressions of this period. The teacher gives explanations when necessary. )

Step ]I. Fast Reading

:English is a young language. It grew from other languages, such as German and French. People began to write it down only six hundred years ago. Now it is spoken by people all over the world. From the last period we know there are more than 42 countries where the majority of people speak English. However English is not exactly the same in different countries. American people speak English, but it is a bit different from British English. Today, we are going to read about these differences. Please turn to Page 12. Read the text fast and find the answers to the questions on the screen. Do it as fast as possible and write your answers on a piece of pa- per. I'll collect the first five pieces. (The teacher shows the screen. ) Answer the following questions: 1. What is American English for “think” ? What did Noah Webster do make American English from British English?

T: Who will give us the first answer?

SA :I'll try. In American English “I guess” is used instead of “I think”.

T: Quite right. What is the second?

SB: He changed the spelling of many words.

Step III. Reading

T: Now read the text again. Read it carefully and discuss the following questions on the screen with your partner. Write your answers on a piece of paper. In a few minutes, I'll ask some pairs to give us the answers. (The teacher shows the screen. Answer the following questions..

1. When did America become an independent country?

2. Where did the word“ fall” (meaning: “autumn”)first come from?

3. Can you give some examples to show spelling differences between American and British English?

4. Is there any difference in written English in the two countries?

5. What differences are there in spoken English in the two countries?

6. Do you think that people from Britain and America can understand each! other?

7. Why do you think so?

8. How did the differences between British and American English come about?

9. Which do you prefer, American English or British English? Why?

(The teacher goes among the students, joins in the students' discussion and answers the students' questions. ) (A few minutes later. ) T: Have you finished? (Ss: Yes. ) Give us your answers, please. One student, one

question, Volunteers !

1. In 1776, America became an independent country.

2. The word “fall” first came from England.

3. Yes, I can. For example, the words “colour, centre and travelled' in British English are spelt” color, center and traveled 'in American English.

4. Yes, In written English there are some spelling differences between British English and American English. And in some cases, different words are used for the same thing.

5. Some words are pronounced differently in the two countries. For example, Americans say dance(daens], and in southern England they say. In America they pronounce not[-nat~; in southern England they say[-not~,and son on.

6. Yes. Though there are many spelling differences, people from the two countries don't have much difficulty in understanding each other because written English is more or less the same in both Britain and America.

7. There is no quick answer to this question. When people from England travelled to other countries, they took the English language with them. At first, the language stayed the same as the language used in England, but slowly the language began to change from one part of the world to another. At last the English language became two variants --British English and American English.

8. I prefer American English to British English because American English is easier to understand./I prefer British English to American English because British English sounds more beautiful.

Now look at the screen again. I'll explain some words and expressions of the text so that you can use them freely. Please listen to me carefully.

Notes to the text:

1. come about--happen, take place

e. g. When John woke up, he was in the hospital, but he didn't know how that had come about.

2.stay vi. --keep, remain

e. g. The door stayed open all

3. end up with--finish with

e. g. The party ended up singing of Liu Huan.

(The teacher answers any questions asked by the students. )

Turn to Page 13, please. Look at the exercise behind the text. Choose the correct answers to the following questions, according to the text. Have a discussion with your partner. You'd better close your books when you discuss them. If you have anything uncertain, you can look up the concerned information in the text.

篇8：高一13单元的第四课时教案

高一13单元的第四课时教案

Instructor:

Wang Zhenlong

Date and Time:

5th period, March 8, 20××

Audience:

Class 5, Senior 1

Lesson Topic:

Unit 13 Healthy eating-----Integrating Skills

Objectives:

1. Learn some useful cooking terms

2. Read and write recipes

Teaching facilities:

Bb, Multiple Media

Teaching Steps:

1.Greetings and Duty report

2.Lead-in Presentation

Show the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.

3.Pair work----Reading to learn the format of a recipe

4.Pair work----Reading to understand the details

T helps understand the two recipes and lists cooking terms

IngredientsInstructions

Pork, green onion, beans, skins/ wrapper ; bacon, lettuce, …chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …

5.Individual work----Reading the Tips on How to write a recipe

Next, Ss try to gather more cooking terms in this passage and add to the list..

IngredientsInstructions

Food stuffAmountchopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…

pork, green onion, beans, skins; bacon, lettuce, …a spoonful, a cup, a pound, …

6.Group work---TPR practice

chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…

7.Group work----Writing recipes in English

a)Ss are divided into groups of four. They are asked to COOK an easy dish.

b)Tell students some rules before starting a writing competition.

T states the rules for Contest

1.Be fast---only the first 3 groups will enter the final contest!

2.One group will be the final winner.

3.Judges are from each row in this room.

And the rules for Best Recipe:

(1)Beautiful name

(2) Easy to understand

(3) Clean and tidy handwriting

8. Presentation and Accessment

1) Invite the first three group presenters to the front and show the class their recipes.

2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.

3) The grading decides which group is today’s winner.

9. Summary

Homework:

1.Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.

2.Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…

篇9：高一第13单元第四课时教案

A Lesson Plan

Instructor: Wang ZhenlongDate and Time: 5th period, March 8, Audience: Class 5, Senior 1Lesson Topic: Unit 13 Healthy eating-----Integrating SkillsObjectives:1. Learn some useful cooking terms

2. Read and write recipes Teaching facilities: Bb, Multiple Media Teaching Steps:1.Greetings and Duty report2.Lead-in PresentationShow the class pictures of Shaomai dumplings and a famous restaurant---Du Yi Chu in Beijing.

3.Pair work----Reading to learn the format of a recipeSs read the two recipes on P.7 in pairs and discuss the two questions. Then ask class for answers. Ss come to the conclusion that a recipe is generally made up of three parts---Dish name, Ingredients and Directions.

4.Pair work----Reading to understand the details T helps understand the two recipes and lists cooking termsIngredientsInstructionsPork, green onion, beans, skins/ wrapper ; bacon, lettuce, …chopped, cut into pieces, mix/toss, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, …

5.Individual work----Reading the Tips on How to write a recipeSs read the TIPs quickly. Then compare the Tips with the recipes above. Ss are asked to answer a question, “What is wrong with the recipes above?” Ss are expected to know the Ingredients above are not measured at all.Next, Ss try to gather more cooking terms in this passage and add to the list..IngredientsInstructionsFood stuffAmountchopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…pork, green onion, beans, skins; bacon, lettuce, …a spoonful, a cup, a pound, …

6.Group work---TPR practiceDivide the class into groups of 4. Appoint a Chef leader for each group. The leader gives orders to each of the other chefs. The other chef will act and say what he is doing. Give Ss an example before they start. Then invite three groups to act in the front. The purpose of this activity is to understand and use the important cooking terms below.chopped, cut into pieces, mix, fill, fold, steam, boiling; fry, chop, add, spoon, roll up, peel, slice, dice, stir, add, mix…

8. Presentation and Accessment1) Invite the first three group presenters to the front and show the class their recipes.2) The first boy or girl in each row will act as a judge. Grade each group with 1, 2, or 3 points.3) The grading decides which group is today’s winner.

9. SummaryHomework:1.Our foreign teacher Ira Perelson asked how to boil the rice dumplings ready-made by Daoxiangcun Food Company. Please do a research and write a short instruction for him in English.2.Think about how to explain some Chinese cooking terms like 煎、炒、烹、炸、蒸、煮、涮、溜、炖、煨、烤、烧、汆、烙…

篇10：高一必修4Unit3全单元教案(新课标版高一英语必修四教案教学设计)

A Taste of English Humor

单元教学目标

Talk about different types of humor；a taste of English humor

Learn how to express one’s emotions

Learn the –ing form as the Predicative, Attributive and Object Complement

Learn to write humorous stories

目标语言

话题 Different types of humor; a taste of English humor

词汇 1. 四会词汇：

slide, skin, cruel, content, astonish, particular, entertain, entertaining, throughout,

homeless, worn-out, failure, overcome, difficulty, boil, fortunate, snowstorm, chew, bottom, mouthful, direct, star, outstanding, Switzerland, fortune, swing, pancake, mountainous, whisper, vast, sense

2. 词组：

be content with, badly off, pick out, cut off, star in, knock into

功能情感 ( Emotion )

I enjoy this very much because… It surprises me that…

I laugh at that kind of thing because… I felt happy because…

This is fun because… I’m pleased we were both amused at…

How wonderful / surprising It’s amusing that…

语法动词的-ing 形式作表语，定语和宾语补足语的用法

Their job is “panning for gold”.

That was the problem facing Charlie Chaplin.

Do you find it funny to see someone sliding on a banana skin?

课时分配

1st Period Reading

2nd Period Speaking

3rd Period Grammar

4th Period Listening

5th Period Writing

6th Period Summary

分课时教案

The First Period

Teaching aims: Enable students to talk about some types of English humor and Chinese humor.

Key points: Help students learn how to understand and enjoy English humors.

Difficult points: Help students know the differences between English and Chinese in humor.

Teaching aids: pictures

Teaching procedure:

Step 1: Lead-in

Show some pictures to students, let them talk about the pictures and then ask them what they think of the pictures, whether they are funny or not.

Questions: 1) Do you know who these comedians are? What makes them funny?

2) Do you know other comedians who are funny in the same way?

3) Have you seen any of these comedians or programmers? What do you think of them?

Step 2: Warming up

Task 1. Brain-storming

Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.

Types of humor Example of English humor Chinese humor

Nonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利

Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山

Verbal jokes Play on words, usually Cross talk 马季，姜昆

Funny stories Two lines Jokes

Funny poems Edward Lear Doggerel（打油诗）

Task 2. Talking

Ask students to talk about some funny stories, any English or Chinese humors they know.

Task 3. Reading on P22

The purpose of the reading is to introduce the kind of verbal jokes. They use a “play on words” to be funny. Let students read the three jokes and then match the joke with the explanation. Then check the answer. After that, teacher can show some other jokes on the screen.

Joke 1:

Patient: Doctor, I’ve lost my memory.

Doctor: When did this happen?

Patient: When did what happen?

Joke 2:

Garcia: Thank you doctor. My fever is gone.

Doctor: Don’t thank me. Thank God.

Garcia: Then I will pay the fees to God.

Step 3 Homework

Ask each student to give a joke and present it in class next period.

The Second Period Reading

Teaching aims: Enable students to learn what humor means and what is nonverbal humor.

Key points: Help students divide the text into several parts according to the meaning.

Difficult points: Divide the paragraphs and give the main ideas.

Teaching aids: A recorder and a projector

Teaching procedure:

Step 1. Revision

Check homework: ask students to present their jokes in class.

Step 2. Pre-reading

Questions: (1) What do you like to laugh at?

(2 ) What does humor mean? Is humor always kind?

Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse.

Step 3. Reading

The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.

Task 1. Divide the text into several parts according to the meaning.

Part One: the first and the second paragraph

Part Two: the third and the fourth paragraph

Part Three: the last paragraph

Task 2. Give the main idea of each part

The main idea of part one: It tells us that there are two kinds of humor. One is bad, while the other can inspire people.

The main idea of part two: It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad situation entertaining.

The main idea of part three: it gives us a short biography about Charlie Chaplin.

Task 3. Discussion

Let students have a discussion about the text, then answer some questions.

Questions: (1) What is behind fun?

(2 ) Why did people like Little Tramp?

(3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?

Step 4 Language points

1. content (adj.): satisfied, happy, not wanting any more

phrases: content with sth; content to do sth

e.g. (1) She is quite content to stay at home looking after her children.

(2 ) Are you content with your present salary?

Content (n.): that which is contained in sth

e.g. I like the style of her writing but I don’t like the content.

2. inspire sb. ( with sth.) inspire sth. (in sb.): To fill sb. with thoughts, feelings or aims.

e.g. His speech inspired us with hope.

3. badly off: in a poor position, esp. financially

The opposite is “ well off”

e.g. (1) They are too badly off to have a holiday.

(2 ) In fact most people are better off than they were five years ago.

Step 5 Practice

Finish the exercises on page 18, 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen.

Step 6 Homework

Preview grammar by finishing Exercises 3, 4 on page 20, all the exercises on page 21.

The Third Period Grammar

Teaching aims: Enable students to learn how to use the –ing form as the attribute, the object complement and the predicative.

Key points: Let students know the structures of the sentences with the –ing form

Difficult points: Help students to tell the –ing form as the predicative and the use of the present continuous tense.

Teaching aids: A computer

Teaching procedure:

Step 1. Revision

Check homework: the exercises on page 20 and 21.

Step 2. Word formation

Suffix Example

-able valuable lovable comfortable

-ing amusing misleading neighboring

-ful hopeful cheerful useful

-less endless homeless harmless

-ed excited interested moved

-ish Irish childish selfish

-ive active attractive expensive

-ate fortunate affectionate passionate

-ant important pleasant ignorant

-ly friendly orderly costly

There are ten suffixes in the chart. And there are some new words in it. But the purpose of showing this chart is to let students learn more about the adjective suffix.

Step 3. Discovering useful structures

Task 1. Revision

Have a revision about the –ing form used as the subject and object. Give students some sentences to translate:

(1) Talking to him is useless.

(2) Smoking does harm to your health.

(3) Walking is my sole exercise.

(4) Collecting stamps is my hobby.

(5) I suggested bringing the meeting to an end.

(6) He admitted taking the money.

(7) I couldn’t help laughing.

(8) Your coat needs washing.

Task 2. New usage of the –ing form

Ask students to look at the Exercises 4 on page 20. And then wake in pairs to finish the exercises.

Teacher checks the answers and give the explanations.

(1) A cooking pot: A pot that is used for cooking.

(2) A drinking horse: A horse that is drinking water.

(3) The man sitting on the sofa is a friend of my brother’s.

Here the –ing form are used as attribute.

(4) I saw the man sliding on a banner skin yesterday.

(5) Did you notice the man picking up that broken bottle and putting it in his bag?

Hear the –ing form are used as object complement The structure of the sentence with an object complement is:

Subject + Predicate + Object + Object complement

(6) Her job is looking after babies.

(7) What he likes is playing chess after supper.

Here the –ing form are used as predictive. Pay attention to the differences between –ing form used as predicative and present continuous tense.

(1) Her hobby is painting.

(2) Her favorite sport is skiing.

(3) This was very disappointing.

(4) The test results are very discouraging.

(5) She was very pleasing in her appearance.

(6) His concern for his mother is very touching.

(7) The photograph is missing.

(8) The article was misleading, and the newspaper has apologized.

In the first two sentences, the –ing form is used to show the character of the subject. In the next four sentences the words of the –ing form are all about the feelings. In the last two sentences, the words of the –ing form show some states and qualities.

(9) It is snowing hard.

(10) She is teaching in a night school.

In these two sentences, the –ing form are used as the predicate in the present continuous tense.

Step 4. Using Structures

Turn to page 56. Look at the Using Structure. There are two exercises in this part. Exercise 1 is to let students correct some errors in the sentences. This is not an easy job for most students, because it needs other knowledge, besides what the students learned today. So better leave them more time to do this exercise. For exercise 2, let students finish it in a short time. With the help of the pictures, students can easily understand the meaning and correctly use the –ing form to finish the blanks. Teacher can check the answers in class.

Step 4. Homework

Finish all exercises on page 56.

The Fourth Period Listening

Teaching aims: Enable students to understand the humor in the listening material.

Key points: Train the students to get the key wards by reading the questions before listening.

Difficult points: Get the main idea from the listening materials while listening.

Teaching aids: A recorder

Teaching procedure:

Step 1. Revision

Check homework: (1) Ask a couple of students to tell their jokes in class.

(2 ) Ask some students to come to the blackboard to write their translation. After they have finished, teacher correct some errors with the whole class.

Step 2. Listening ( page 23 )

This is a funny story. Mary made some plum jam and left some in the pan. Five days later, her husband came home and poured the jam into the chicken. Later Mary came home and found all of her chickens were behaving strangely. What had happened? Give students two chances to listen to the story. First, go through Exercise1 and 2 to know what are the things they will do while listening. After that teacher plays the tape for them to finish Exercise 1. The second listening is to check the answers. For Exercise 2, teacher should leave some time for students to discuss the question.

Questions: (1) Did you find this story funny? Give the reason.

(2 ) What do you think of John’s behavior?

Step 2. Listening ( page 55 )

This is a story about a thief and a man. The situation is very interesting. Before listening, ask students what they would do if they find a thief in their home one day; whether they will be afraid of the thief and so on.

There are three steps for this listening. At first let students read the questions to make sure that they know what they should do in this listening. Next, play the tape for the first time to let students finish Exercise 1. Then play the tape again and let the students finish the questions in Exercise 2. After that, let the students check their answers with each other. At last, listen to the tape again, teacher can make a pause where there is an question to the question, in this way students can check all the answers.

Step 3. Listening ( page 58 )

There are four exercises in this listening. The first one requests students to get the general idea of the material. The second one is to ask the students to know some details of the material. The third one is a question that asks the students to speculate the teacher’s feeling. And the last one is a good exercise, it gives the students another chance to practice their oral English.

Step 4. Homework

Collect as many funny stories as possible, do some preparations for the writing in the next period.

The Fifth Period Writing

Teaching aims: Help the students learn how to write funny stories using the target language and according to the writing steps.

Key points: Teach students to write according to the writing of the writing steps.

Difficult points: Help students make up a dialogue, using the target language.

Teaching aid: A projector

Teaching procedure:

Step 1. Revision

Check homework: Ask several students to read their funny stories in class.

Step 2. Writing ( page 23 )

Give students some instructions on writing a funny story.

1) Writing down your story in a logical order.

2) For each of your story try to find the most interesting words you can to describe how you felt or what was happing.

3) Then write out your story using these interesting words.

4) Read through your story.

5) Then show it to your partner. Let him/ her suggest some new and exciting words.

6) Write out the story and put it into a class collection of stories.

Give students enough time to finish the task and give them enough help in the writing. Tell them to give the outline first, then finish the story.

Step 3. Talking

Task 1. Show students some pictures. Ask them to describe the pictures and explain what is happening, whether it is funny or not.

Task 2. Imagine you want to play a trick on someone, maybe an April Fool’s trick. Work with partners, think up a funny thing and share it with the class.

Step 4. Speaking and writing task

This is a chance for students to learn limericks. It has only five lines. Three of them are longer than the other two. The longer lines all rhyme with each other and the shorter ones rhyme with each other. When introducing the poems, teacher read them first, and let the students enjoy the beauty of the rhyme. And at the same time point out that there must be two sets of rhyming words in the same poem, so the students can grasp the main feature of the poem.

After reading, ask students to tell the rhyme of the first and the second poem. Let students read the poems several times and feel it. Find more limericks for students to enjoy.

Give students some instructions on how to write a poem, let them think of rhyming words before writing. They need two sets of rhyming words.

Step 5. Homework

1) Finish Exercise 5 on Page 20.

2) Make a summary about what has been learnt in this unit.

The Six Period Summary

Teaching aims: 1) Learn to express the sentences that are connected with the positive and negative view of the same thing. 2) Make a summary about what has been learnt in this unit.

Key points: Sum up what we have learnt in this unit.

Difficult points: Sum up what we have learnt in this unit.

Teaching aids: A projector

Teaching procedure:

Step 1. Revision

Check homework: Ask students to present their dialogue in class.

Step 2. Reading

This reading task gives us another joke. The title is “An April fool’s joke: The Noodle Harvest”. Ask students to read the sentence : “A fool sees not the same tree that a wise man sees.” After reading, explain the meaning of the sentence. (The meaning is that the thing is the same, but the way to treat it is different between a fool and a wise man.)

Give students some time to read the passage, then answer some questions and retell the whole story.

Questions: 1) What do children usually do on April Fool’s Day?

2) Why did people believe the programme Panorama?

3) Do you think the advice that the BBC gave people who asked how to grow noodle trees was serious? Give a reason..

4) What would you do to find out whether a story like this was true?

Step 3. Project

Ask students to make their own collection of jokes, funny poems or short stories. They can be the ones that they enjoy in the books that they have read. Make sure they add either a joke, a funny poem or a funny short story of their own. Copy them into a book and display it in the class so that all your classmates can enjoy them.

Step 4. Summing up

This is a summary about what they have learned in the unit. Leave students some time to finish the frame. Then teacher give students a dictation about the useful words and expressions.

功能句式：

1. I enjoy this very much because….

2. I laugh at that kind of thing because…

3. This is fun because….

4. How wonderful / surprising！

5. It surprises me that…

6. I’m pleased we were both amused at…

7. I felt happy because…

8. It’s amusing that…

语法：

1. Word formation

2. The –ing form of the verb used as predicative, attribute and object complement.

重点句子：

1. Do you find it funny to see someone sliding on a banana skin, bumping into someone else round a Conner, or filling down a hole in the end.

2. Perhaps it makes us feel more content with our life…

3. He became famous for using a particular form of acting, including mime and farce.

4. But he was lived by all who watched the film for his determination in overcoming difficulties and being kind even when people were unkind to him.

5. Imagine you are hungry and all there is to eat is boiled shoe.

6. He solved it by using nonverbal humor.

7. Their job is “panning for gold”.

8. This was the problem facing Charlie Chaplin in one of his most famous films.

Translate the following sentences into Chinese and pay attention to the use of the –ing form.

1. The two comedians performing on the stage are from Liaoning Province.

2. Who is the girl walking by the river.

3. The children playing the violin will give a performance next week.

4. The man with sunglass standing near the car is a cross talk artist.

5. The old lady talking to the children is a famous musician.

6. I saw a group of policemen coming out of a green jeep and running to the building.

7. I saw a dog carrying a piece of meat entering your garden.

8. I heard her singing a beautiful song at the party last night.

9. I got frightened when I saw a man playing with a snake in the park.

10. There were some boys shouting and crying under my window, so I could not fall asleep.

Step 5. Check yourself

1. Do you find it difficult to understand English humor? Why?

2. What role do you thing humor plays in your life?

3. What language points have you learned in this unit?

4. How well have you done in the exercises on the –ing form?

5. Did you have any problems in understanding this unit? How did you solve them?

Step 6. Homework

Do some preparations for unit 4.

篇11：四年级下册三.四单元课时教案陈洁

四年级下册三.四单元课时教案陈洁

Unit4 It’s warm today. 主备人：陈洁二备人：时间：课题：Unit 4 It’s warm today. B. Read and write C. Pronunciation Let’s check Task time课时：Lesson6 课型：读写课一．教学目标与要求： 1. 能够进行单词sunny, warm, cold, snowy的熟练拼写。 2．能够规范书写句型Its cool．Is it cold? 3．能用本单元语言完成Task time。 4．能够了解元音字母o的发音规律。 5. 能够运用本单元所学的语言知识完成一些相应的任务型活动，培养学生的合作精神和创新意识。二．教学重难点：教学重点：听说读写四个单词和两个句子。教学难点： Is it…? 答；理解巨型山脉不同位置的气候差异。三．教学准备 1.教师准备sunny cloudy windy rainy snowy的单词卡片。 2.教师准备学生已知动词及动词词组的词卡,天气符号图卡。 3.教师准备录音机、世界地图或多媒体课件。四．教学过程： Step1. Preparation 1. Let’s sing a song: Thunder. 2. Free talk : T: What is the weather like today? Ss: Its sunny today. T: How about ….? Ss: 3. 请学生打开书P52 Task time，看记录回答教师问题： T：What’s the weather like in Beijing?（或者：How is the weather in Beijing?） What’s the weather like in Shanghai?(Or: How is the weather in Shanghai?) 然后请4位学生分别提问Harbin，Lhasa，Urumqi，Hongkong的天气大家回答。 Step2.Pre-reading 1. 请学生继续看记录，教师提问：Is it warm in Beijing？ Is it snowy in Harbin？ Is it cool in Shanghai？ Is it windy in Lhasa？ Is it cold in Urumqi？ Is it hot in Hong Kong？引导学生根据记录用Yes, it is. 或No, it isn’t. 2. 请学生用Is it…?分别猜一猜London，Sydney，Singapore，Moscow的天气，教师根据天气预报情况用Yes, it is. 或No, it isn’t. 回答学生的提问。 3. 请学生朗读P51对话后的句子：Is it cold？并说出意思。 4. 教师分别把It’s和Is it并排写在黑板上, 并且把单词卡片： sunny，warm，cold，snowy，cool，cold, cloudy, hot, rainy, windy 贴到黑板上。教师说句子：It’s sunny and warm. It’s cold and snowy. It’s cool. Is it cold? Is it windy? Is it cloudy? Is it rainy? 学生根据听到的句子分别将单词卡放到It’s .或Is it …？后。 Step3.In-reading 1.General reading. 出示本课挂图，教师指着图问：(1)How many animals are there? (2)Who are they? 2. Detailed reading(细读) 教师先提出问题： (1) Hello, Mr dog!What’s the weather like there? (2) Hello, Mr monkey! What’s the weather like there? (3) Hello, Zoom! What’s the weather like there? 让学生再读对话，找出问题的答案，更深层次的理解对话。 3. 接上一环节，边读边板书本课的四会单词和句子. Step4.Post-reading 1. Listen to the tape. 首先静听，然后跟读。 2. Read aloud. (朗读) 3. 角色朗读对话。 4.P ronuncitation :教师播放 Pronunciation的录音，让学生先听,并且让学生自己说一说o在两组词中的发音 Step5.Production 1.设计旅游路线在现实生活中，如果假期将至，学生如何设计一个合理、安全而愉快的旅游路线呢？注意事项： 1.What’sthe weather like there?2.What can you take?3.What can you wear? T: Ill go to Yunnan. Its warm and rainy there. Ill take my sunglasses, umbrella and camera. I can wear my coat with pants.(师先做示范，然后指导学生自由说话。先小组练习，然后课堂表演。) Step6.Progress. 1. 完成课本Let’s check （P53）。 2. 了解Good to know Before you go outside, you should know what the weather is like there? 五．作业布置： 1. 正确、规范的书写四会单词和句子。 2. 把自己刚才设计好的旅游路线和出游的注意事项用配图的方式写下来，组内交流，并评选出“最佳设计手” 六．板书设计： sunny, warm, cold, snowy Its cool．Is it cold? 七教后反思： Unit4 It’s warm today. 主备人：陈洁二备人：时间：课题：Unit 4 It’s warm today. B Let’s Learn Lets do C Task time 课时：Lesson4 课型：词汇课一．教学目标与要求： 1.能听、说、认读五个天气词汇: sunny cloudy windy rainy snowy,并能灵活运用。 2.能听懂、会说简单的天气预报，如：Heres the world weather. Its rainy/．．．in London. 3.能听懂Lets do的指令并做出相应的动作。 4学会将所学句子运用到实际生活中，如：调查、访问及统计等。二．教学重难点：教学重点：单词sunny，cloudy，windy，rainy，snowy的掌握教学难点：能根据地理位置介绍各地的天气。三．教学准备 1.教师准备sunny cloudy windy rainy snowy的单词卡片。 2.教师准备学生已知动词及动词词组的词卡,天气符号图卡。 3.教师准备录音机、世界地图或多媒体课件。四．教学过程： Step1.Preparation 1.Lets sing “Thunder”(活跃气氛，激发学生学习的兴趣) 2.Let’s chant（47）(播放录音，学生在音乐节奏下感知旧知) 3.Free talk. T:What’s the weather like in …? （让学生根据词卡，复习旧知，并为新课奠定基础） Step2.Presentation 1.呈现新知（1）教授rainy. 方法：把“蚂蚁搬家”创设成童话故事。（创设情景来学习，符合学生的心理与认知）（2.）教授world weather 方法：制作世界地图，教学world weather. （3）.教学windy.，cloudy, sunny, snowy. 方法：观看世界地图，认识天气标志，教学单词windy.，cloudy, sunny, snowy. 2．听音、正音。要求学生做到：手到、口到、眼到、心到。 3.合作学习Step3. Practice 1．Lets do （1）.听录音，边说边做动作。（2）．教师打乱顺序发指令，学生做出相应动作。（3）.同桌或小组合作做此游戏。 2 .Lets draw and say 全班分成四组，每一组一名代表，教师报天气单词，学生代表画出相应的图标，并读出，又对又快的小组为胜。 3.Look and say 教师出示天气图标与城市名称，学生大声读出，然后说一句话，如：Its rainy in London. Step4.Production. 1．简笔画或课件：展现蚂蚁们搬家的故事。编成几幅图，让学生根据图来进行描述。正在树下玩耍，突然来风了的.情景，引导学生说：Its windy in Beijing．接着教师在北京边上贴上天气“风”图标。T：What’s the weather like in Beijing? 根据学生回答说“Yes, Its cloudy in Beijing”(结合蚂蚁搬家与天气的自然现象，拟人化地学习，保持学生积极参与的学习兴趣。) 五．作业布置： 1.听录音内容（P49），并读给家人或朋友听。 2.结合练习册完成相应练习。 3.完成Task time（P52）。六．板书设计： cloudy Heres the world weather. Its ．．．rainy ．．．．． in．．．．．． windy snowy 七教后反思： Unit4 It’s warm today. 主备人：陈洁二备人：时间：课题：Unit 4 It’s warm today. A Let’s talk Let’s chant Good to know 课时：Lesson2 课型：对话课一．教学目标与要求： 1．能听懂、会说Can I wear my…?并能在适当的情境中运用。 2．在对话中复习服装类词汇，巩固描述天气的词：warm、hot、cool、cold 3．听懂指示语，并按要求做出相应的动作，如：It’s warm.Take off your jacket. 4．了解华氏与摄氏的区别。二．教学重难点：重点：句型：Can I wear my…? Yes，you can./No, you can’t.It’s cold today. 难点：Can I wear my…? 问答中的人称转换。三．教学准备： 1．教材相配套的教学录音带。［Unit 4 Let’s talk］ 2．warm、 cool、hot 、 cold、 shirt、T-shirt、jacket、sweater、 coat、skirt、dress、jeans、short、pants的单词卡片和图片。四．教学过程： Step1.Preparation 1．教师播放第三单元的歌曲“My clothes”，生齐唱，复习服装类名词。 2．快速出示有关衣服和天气的简笔画图片，看谁的反应最快！ 3．接着让学生将刚复习过的的服装类名词归类：Clothes for warm coolhot cold days，为下面即将学习的对话进行铺垫。 4．播放课本P47的Let’s chant，第一遍听，第二遍师生共唱。 Step2.Presentation 1.情景呈现（1）方法1:教师课件展示炎热的天气，引导学生叙述It’s hot. 再拿出刚才复习cold单词的简笔画，说：Look , Its cold today .Can I wear my new shirt?引导学生回答No, you can’t 领读并板书。方法2:教师直接说: It’s warm today. Can I wear my sweater? （2）运用课件或卡片出示天气情况，让学生套用。It’s hot/cool/warm/cold today. Can I wear my …? Step3.Practice. 1. 听音正音 A．听录音后，让学生判断。（1）Its cold.Mike can wear his new shirt (F) （2）Its hot today. Mike can wear his T-shirt.(T) B．Listen to the tape and read after it. 老师可以适当重复 C. 合作学习。（以小组为单位，朗读表演对话） 2．机械训练 A．学习句型：Its____today. Can I wear my ___. 小黑板出示： dress sweater skirt T-shirt hot jacket warm coat T: Its cool today. Can I wear my jeans cold sahorts shirt Ss: Yes,you can./No,you cant. 3. 意义操练 a. 师拿出各有天气和衣服的两张单词卡片，和一名同学先做示范。 T:Can I wear my___? S:Yes, you can./No ,you cant.Its ___day. 学生利用小组内准备的单词卡片进行问答练习，适当让几个小组展示对话. Step4.Production 1．结合当天的天气状况，让小组内活,用 A: Can I wear my ___.？ B: Yes,you can./No,you cant. Its____

篇12：英语必修四第五单元教案 (人教版英语高一)

Unit 5 Theme parks

The fifth period Words and expressions

I. Words for Reading (THEME PARKS -FUN AND MORE THAN FUN)

theme n. a favourite theme for poetry, a theme park

amuse v. amuse oneself by …, be amused at [by, with]…

amusement n. find much amusement in…, an amusement park

various a. too various to form a group, various opinions

variety n. for a variety of reasons, have a great variety to choose from, in a variety of

ways

ride n. give sb. a ride, go for a ride, take a long ride

shuttle n. the space shuttle Columbia broke up over Texas, carry shuttle audio during

space shuttle missions.

charge v. charge double for… 对……加倍收费，charge a fee for a service，He is charged

with heavy responsibility.

admission n. Admission by ticket only. Grant sb. admission, gain admission to/ into…

profit ① n. bring a handsome profit to…, divide profits 分红利，increase profits ② v.

make big profits (on sth.), sell sth. at a profit, do sth. for profit

souvenir n. This book ekes out souvenir of my life in the United States. 这本书帮助我追

忆在美国的生活。

involve v. You'd like to meaningfully involve students., the right of Congress to involve the

nation in war

athletic a. an athletic meeting, athletic sports

brand n. Do you like this brand of coffee? a famous brand, the most popular brand on the

market

equipment n. lab equipment, military equipments, the necessary equipments for a trip

sneaker n. wear a new pair of sneakers

minority n. The minority is subordinate to the majority. 少数服从多数

fantasy n. fantasy sports and gaming site, the work of fantasy artist Amy Brown

Fantasyland n. living in a fantasyland, the Guide to Fantasyland

settler n. the early settlers of America, the first white settlers, The settlers were soon acclimated.

marine a. develop a mercantile marine 发展商船

experiment n. attempt the experiment of…, carry out an experiment, make an experiment on sb., prove sth. by experiment

imaginary a. an imaginary enemy, imaginary number 虚数

advanced a. most advanced branches of science and technology, a man advanced in years 老年人

technique n. developed a technique for remotely fingerprinting, a Swimming Technique

Magazine, developing a practical technique for solving voice problems

II. Words for Learning about Language(Word formation)

imagination n. have a good/ poor imagination

test n. provides test preparation services for college admissions, Preparing for a test isn't

easy. do well on the test

vary v. Opinions vary on this point. vary with… 与……一起变化

cloth n. lay the cloth 铺桌布、准备开饭, cut one’s coat according to one’s cloth量布裁衣

，量入为出

III. Words for Using Language (UTUROSCOPE-EXCITEMENT AND LEARNING)

jungle n. Jungle refers usually to a forest. It originated from a Sanskrit word jangala, meaning wilderness. In many languages of the Indian subcontinent, including Indian English it is generally used to refer to any wild, untended or uncultivated land, including forest, scrub, or desert landscapes.

creature n. The term creature refers to an animal.The term can be used to dehumanize a person. For example, in the fictional novel Frankenstein, or The Modern Prometheus by Mary Shelley, Dr. Frankenstein’s hideous construction is often referred to as a “creature.” The term literally means “a created thing,” and is sometimes used in theology to contrast a created object with a divine Creator under discussion.

volunteer n. a. v. A volunteer is a person who performs or offers to perform a service out of his or her own free will, often without payment. The year was the International Year of the Volunteer. is the UK Year of the Volunteer

People may volunteer to perform some work, e.g., of charitable character. Some volunteer for clinical trials or other medical research, and may even donate their bodies to science after their death.

篇13：高一英语必修2 Unit3 Computers全单元教案

人教版高一英语必修2 Unit3 Computers全单元教案

Unit 3 Computers Period 1: Listening & Speaking GOALS: 1. To practise listening comprehension. 2.To practise making decisions and reasoning TEACHING PROCEDURES: Step1. revision 1. check the homework exercises. 1). It has been reported that children will be offered free education． It has been reported that free education will be offered to children． 2). It has been said that we will be offered the latest computer science course book． It has been planned that the latest computer science course book will be offered to us． 3). I have been told by Peter that I will be lent his notebook computer for a week． I have been told by Peter that his notebook computer will be lent to me for a week． 2. Question: What can computers be used as? Step2. Lead-in As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT? (TV, radio, CD-ROM, DVD, books……) Step3. Listening (SB) 1. Pre-listening: What are the changes brought by different forms of IT ? What are the advantages and disadvantages of them ? 2. While-listening: Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.) Say: After listening to their talk, we know all kinds of IT have both disadvantages and advantages．Let’s check the answers together. Type of IT Advantages Disadvantages TV You can both listen and watch． You cannot write to friends． Web You can find information． It is very expensive． Radio You can listen to English． You cannot watch a film． Book You can get information． Sometimes it is out of date． 3. Post-listening: 1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expression_r_rs. I think that…. In my opinion, …. I believe that…. I agree because…. I disagree because…. I’ve decided that…. 2) (group work): Discussion : Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.) Step4. Speaking 1. Pre-speaking Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you. 2. While-speaking 1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why. Information input: Show students some pictures of different computers (desktop computer & laptop computer & …) Language input: Useful expression_r_rs (Repeat it to strengthen students’ ability of use it.) Supporting an opinion Challenging an opinion I think that … , because … Perhaps, but what if / about …? First, … Have you thought about …? One reason is that … What makes you think that …? I think it is better because… I don’t like it because…. (Pair work )Use the expression_r_rs to support your opinion or challenging other’s opinions. 2) Oral report: (individual work ) Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that… 3. Post-speaking Conclusion―What useful expression_r_r do we use to make a decision and reason? (In this way, they can review and use the words and phrases again.) Step5. Homework Page 22. writing: Write a report about your choice and try to use the present perfect passive voice as well as the useful words and expression_r_rs that have been mentioned above. in your report. Period 2: Reading and speaking & Writing Goals: 1. Learn a reading passage to learn about a football android called Andy. 2. Improve students’ reading ability. 3. Design an android. 4. Write a passage about the problems that the android might have while he/she is serving people. Teaching procedures: Step1: Lead-in Show the first picture and tell the students that computers could be put into androids or robots. Present “android”. Tell the students: Androids are always with us! The students may disagree. Show pictures of Atom and Doraemon. Say: they are androids with magical power. Continue to show pictures of nursery maid androids and tell the students androids can be made to look after humans. Then ask: But can you imagine androids can play football? Maybe you are curious about it. I will show you a video that androids play football. Let the students watch the video and tell them: oday I would like to introduce an android family member to you .His name is Andy. Present the reading passage’s topic: Andy---the Android. Step2: Reading: Let the students read the passage. Carry out the tasks below: Task1: Answer the questions below: 1. Who is Andy? What is he good at? (He is an android. And he is good at playing football) 2. What helps him to move and think like a human? (His computer helps him to move and think like a human.) 3. What does Andy think about the team who beat them last year? Why? (She thinks the team cheated because they had a new kind of programmer, which had just been developed before the competition.) 4. What does the programmer do to Andy? (She programs me with all the possible moves she has seen while watching human games.) Task2: Fill in the blanks The story is about the _____ called ____, who is good at____________. And his__________ makes him think and move like a ______. However, they _____ in the _________ hosted in the USA, because the other team had a new kind of_______. After that, he will ask his programmer to improve his _________ and _______ some new moves. Task3: Language points: 1. I think we can work together to create even better software. even = much 用于强调比较的.程度 2. In a way, my programmer is like my coach. in a way 在某种程度上… in the way 挡道,造成障碍 in this way 用这种方法 Fill in the blank： 1). ________it was one of our biggest mistakes. 2). You can finish your work . 3). Your bike is .Move it away. 3. In this way, I can make up new moves. make up 编写，补上 4. After all, with the help of my computer brain which never forgets anything, intelligence is what I’m all about. after all 毕竟 with the help of sb./sth. 在…的帮助之下= with one’s/ sth’s help Step3 Speaking Tell the students that we already have many different kinds of androids i

篇14：小学二年级第一单元第三-四课时长度单位教案

课题：

有趣的鞋

课时：

1课时

课堂类型：

设计应用欣赏评述

教学目标：

1、欣赏并发现各种材料制作的鞋子所具有的不同风格特征及民族特色。

2、通过观察讨论，知道鞋子的外形特征与组成部分，学会用各种材料，使用各种方法设计制作一双有趣且有特色的鞋子。

3、培养学生的造型能力，尝试各种不同材料的运用。

教学重难点：

1、运用各种材料制作不同造型的鞋子。

2、运用废旧材料美化教室的环境。

教具学具：

旧画报、旧挂历纸、剪子、胶、其它自己需要的材料

教学过程：

一、组织教学：

检查学生用具准备情况

二、讲授新课：

1、引导阶段

欣赏教师带来的各种鞋子，引导学生通过“看”，“想”，“说”，了解不同造型的鞋子的共同特点及组成部分。

2、发展阶段

以小组为单位，在欣赏与联想的基础上，对各种不同造型，不同材料的鞋子进行图形和色彩的分析，讨论。训练学生敏锐的造型感觉，采用大胆的表现形式，独立完成一双有趣的，用料独特的鞋子作品。

（1）以小组为单位,对各种不同材料的鞋子进行讨论，分析，提示学生仔细观察，大胆联想，找出根据各种材料制作鞋子，注重在质地，图形或色彩上产生不同效果。

（2）绘画制作鞋子时要注意鞋子的不同造型，制作效果的协调，鼓励学生制作出不同造型，不同材料的鞋子。鞋子不必全部具有具象的图形，可以根据学生各自不同的感受，通过直觉进行大胆随意的创作。

三、学生制作，教师辅导：

学生做作业时，教师可以根据学生不同的个性特点，由学生自由选择制作方法。使用彩色广告纸，彩泥里，可以利用其鲜艳，强烈的色彩感觉，突出表现鞋子的立体或半立体造型。

四、教学拓展

1、可以使用各种广告纸，旧画报，采用碎纸粘贴的形式，产生马塞克式的效果来制作鞋子的鞋底或鞋面。

2、寻找各种不同颜色，图案的小布片，采用“剪”，“贴”，“缝”等方法，完成鞋子的创作。

3、用折纸制作立体的鞋子造型，再用水粉颜料添加花纹，颜色。

4、以小组为单位共同完成一组鞋子的设计制作作品，并粘贴在废旧的纸板上，同时为版面确定主题，美化设计，进行展示，评比。

篇15：小学二年级第一单元第三-四课时长度单位教案

教学内容：

课本P14页例5，练习三第4、5、6题。

教学目标：

1、在学生已有的知识和经验的基础上，温故知新，继续学习除法运算。

2、通过教学活动，使学生进一步理解除法的意义。认识除法算式各部分的名称。

3、培养学生运用所学知识解决实际问题的能力。

教学重点：

理解掌握除法算式表示的意义，培养学生运用所学知识解决实际问题的能力。

教学难点：

理解掌握除法算式表示的意义和除法算式各部分的名称。

教学准备：

情景图或课件等。

教学过程：

一、设置问题，引导参与

1、谈话，出示例5情景图。

（1）要求仔细观察，看看需要解决什么问题？

（2）熊妈妈是怎样分竹笋的？你能用算式来表示吗？

（3）学生动手操作后教师课件演示熊妈妈分竹笋的过程，再列出算式。

2、这个算式表示什么意思？

3、为什么这个算式也用除法算式来表示？

【设计意图】：在学生已有的知识和经验的基础上，设置问题吲哚发奥学生自主参与，通过观察、操作、交流、解决问题等活动，强化应用平均分的意识，温故知新，为进一步学习除法运算奠定基础。

二、学习新知

1、认识除法算式各部分的名称。

（1）除法算式中的三个数你能帮它取个名字吗？

（2）先让学生自己取，然后请学生看书学习除法算式各部分的名称。

2、请学生对照算式与情景，说说算式中各数所表示什么？

3、思考：看看例4和例5，小熊和熊妈妈的这两个问题为什么都可以用除法

来计算？学生思考、比较、讨论。

【设计意图】：在学生已有的知识和经验的基础上，设置问题吲哚发奥学生自主参与，通过思考、比较，让学生知道把一些物体或一个总数平均分成相等的几份，就用除法来计算。

三、巩固应用，加深理解

1、课本第14页的“做一做”。

（1）明确要求

（2）学生动手操作，教师巡视。

（3）交流汇报。

（4）小结。

2、挑战园地：

（1）练习三第4、5题。先让学生画圈一圈进行平均分，分后再填写算式。

（2）练习三第6题：写出除法算式。

说一说除法算式表示的意思和除法算式各部分的名称。让学生对照算式画图。

【设计意图】：设计形式多样，富有挑战性的练习形式，让学生动手分一分，圈一圈等活动，营造出充满生气和激情的学习氛围，满足孩子们成功的喜悦心理需求，维持学习新知的兴趣。

四、课堂总结。

篇16：小学二年级第一单元第三-四课时长度单位教案

教材分析

能够在本单元涉及的情景中听懂并说出有关动物的单词cat dog bird rabbit chicken duck monkey tiger tiger panda elephant fish；在本单元涉及的情景中使用本单元的交际用语；够理解并初步使用形容词big small long shout ；够了解有关动物习俗。在日常生活中，我们会接触到很多小动物，如何让学生学会用英语来表达这些动物的名称是本单元所要学习的教学内容，通过学生学会用英语来表达对各种动物的喜爱，发展他们的语言表达能力，同时进一步培养他们的语言综合运用能力。

学情分析

课堂的主体是学生，尤其是小学一年级的学生，活泼好动，争强好胜，表现欲强，能在趣味的教学中，较好的完成教学活动。然而，他们还不能很好的控制情绪，集中注意力，容易开“小差”，这就需要教师科学的引导，创造良好的情境，充分信任学生，调动一切学生的学习积极性，增强学生的学习兴趣，让学生做到自觉学习，从而提高学生素质。

教学目标

a 、认知目标：

（1）能听、说、认、读cat dog bird rabbit chicken duck monkey tiger tiger panda elephant fish.

（2）能听懂、能实际运用句型What animals do you like? I like…….

（3）能听懂简单的指令，按照指令模仿动物做出相应的动作，并且能够说出指令Act like…….

b、能力目标：培养学生的语言智力，提高他们的表演能力，使他们能根据自己的喜好，运用所学句型进行交流。

c、情感目标：

（1）通过动物单词、句型的学习以及情景教学，激发学生爱护动物，热爱大自然，热爱生活的美好情感。

（2）培养学生学习英语的兴趣，创设轻松愉快，生动活泼的课堂气氛，使学生乐于学习

教学重点

能听、说、认、读以下单词及句型。

（1）cat dog bird rabbit chicken duck monkey tiger tiger panda elephant fish.

（2）What is this? It is …….What animals do you like? I like……

教学难点

（1）能运用What is this? It is ……What animals do you like? I like……句型进行交流。

（2）说喜欢的动物时要用复数，并注意复数单词的发音

篇17：小学二年级第一单元第三-四课时长度单位教案

教学目标

1、学会比较100以内数的大小，并能解决生活中的一些问题。

2、培养学生细心观察、积极思考、正确比较，善于与他人合作交流等良好习惯。

教学重难点

学会比较100以内数的大小

教学过程

一、复习导入，揭示课题。

1、谈话导入：同学们，我知道你们已经学习了数的组成，数的读写和数的顺序，老师想来考考你们，你们敢不敢接受老师的考验：

（1）、6是（）位数，100是（）位数，82是（）位数。

（2）、28的8在（）位上，表示（）个（）；2在（）位上，表示（）个（）。

（3）、36是由（）个十和（）个一组成的；4个十和5个一组成的数是（）；99里有（）个十和（）个一，它后面是（）。

（4）、按照数据的顺序填数：

34、35、（）、37 69、70、（）、72

2、同学们学得真不错，下面再来看看这两道题。

（1）、在○里填入“>”、“<”、“=”。

15○20 11○9 8○8

（2）在66、25、9、89、75、100这些数中，最小的是（），的是（）。

生回答后，问：“你怎么能这么快就知道哪个数最小，哪个数？”引导学生说出一位数比两位数小，两位数比三位数小，最终得出：位数多的数较大。

3、即时练习。

4、如果都是两位数，我们能不能也这么快的比出大小呢？这节课我们接着学习100以内数的大小比较。（板书课题。）

二、探究新知

1、我们来做一个游戏，老师手上有一些卡片，卡片上都是两位数，我们请两个小组派出一位代表来抽取卡片，看看哪组抽取的卡片上的数更大。

开始游戏。

在游戏中使学生明白比较两位数大小的方法。

2、小结100以内数的大小比较的方法：比较大小，先看数的位数，位数多的数更大；如果都是两位数，十位不同比十位，十位相同比个位。

三、巩固练习：

1、学生独立完成教材第42页的“做一做”，再指名学生说说是怎么比的。

2、你能说一说六十几有哪些数？（按顺序说一说）这些数与六十相比，比六十大还是小？比七十呢？四十几在几十与几十之间？八十几比几十大，比几十小？

四、拓展题。

1、连线。（课件)

2、填上合适的数。

26<2□ 47=“”>□7 100>3□ 58<5□ 78<□2

3、你知道我是谁吗？（课件）

五、全课小结：

今天你有什么收获？

篇18：小学二年级第一单元第三-四课时长度单位教案

设计说明

1．自主学习，构建知识网。

一位学者曾说过：“今后的文盲不再是不识字的人，而是那些不会学习的人。”所以当今社会，自主学习就显得尤为重要。因此本节课在设计上，着重引导学生自主将这部分内容进行归纳和整理，形成全面的结构图，既培养了学生整理信息的能力，又使他们对所学知识有一个完整的、系统的印象，在头脑中形成清晰的思路。

2．重点复习，强化提高。

在复习过程中先使学生进一步明确因数与倍数的概念及2、5、3倍数的特征。然后在小组内合作整理相关知识，把这部分内容梳理后，教师结合学生的汇报引导学生系统地复习有关倍数和因数的知识。最后通过练习巩固这部分的知识点。

课前准备

教师准备 PPT课件

学生准备习题卡

教学过程

⊙回顾整理，建构知识网络

1．同学们回忆一下，因数与倍数这一单元最基本的概念有什么？

2．小组合作，整理“因数与倍数”的相关知识，对所学的知识用自己喜欢的方式进行整理，对有特色的整理方式可以在班内交流。

3．把整理的内容在班内交流，展示学生作品。

因数与倍数

4．教师组织学生汇报，引导学生系统地复习有关因数与倍数的知识，试着举例说明。(板书重点知识)

设计意图：在小组合作中梳理因数与倍数的相关知识，使学生对数的概念有进一步的认识。

⊙重点复习，强化提高

1．课件出示教材118页1题，学生独立完成后汇报结果。

(1)根据2的倍数的特征：“个位上是0，2，4，6，8的数都是2的倍数”，可以看出56，204，630，22，78这五个数符合条件，它们都是2的倍数。

(2)根据5的倍数的特征：“个位上是0或5的数都是5的倍数”，可以看出195，630，65这三个数符合条件，它们都是5的倍数。

(3)根据3的倍数的特征：“一个数各个数位上的数的和是3的倍数，这个数就是3的倍数”，可以看出87，195，204，630，57，78这六个数符合条件，它们是3的倍数。

(4)根据质数的特征：“只有1和它本身两个因数”，可以看出79，31，83这三个数是质数。

(5)根据合数的特征：“除了1和它本身还有其他因数”，可以看出除了79，31，83这三个质数，其他的数都是合数。

(6)根据奇数的特征：79，87，195，31，57，65，83这七个数是奇数

篇19：小学二年级第一单元第三-四课时长度单位教案

一．教学目标

1、认识生字新词。

2、能正确、流利、有感情的朗读课文。

3、能联系上下文，理解词句意思，感受美感。

4感受北国天山的美景，培养热爱大自然的感情。

二。教学重、难点

能说出天山景物的特点，能从作者的字里行间感受天山的美景中感受到美的熏陶。

三。教学过程

预习探究

（一）引入新课

唐代大诗人李白有诗云：“明月出天山，苍茫云海间。”诗人笔下的“天山”令人神往。那就让我们随同《七月的天山》的作者碧野一同走进天山里去看一看、游一游吧！

（二）出示课题，明确学习任务

1、读课题，学生利用资料介绍天山

2、解题，了解作者：《七月的天山》是一篇以描写山川景物为主要内容的游记散文，选自于《山景物记》，作者碧野。（简介作者）

阅读课文，想想文中主要描写了哪些景物，它们有什么特点。如果有兴趣，还可以把自己喜欢的优美语句摘抄下来。”

合作交流

（三）根据“阅读提示”速读全文，理清全文所记叙的游览顺序，引导理解内容

1、学生根据提示自读课文；

2、引导阅读：

（1）课文是按照什么顺序来写的？让学生找出地点变换的句子。这些句子表示空间的转换，

顺序从山的外围写到山的深处。

（2）学生朗读课文第二自然段；

课文描写了哪些景物？主要采用什么方法写的？（让学生议论，然后交流）

（明确：写了雪峰、云影、雪水、溪流、森林、野花等美景。描绘方法：A、衬托，如：以蓝天和云影衬托雪峰之高大、静美；以溪流、游鱼的活跃衬托天山的寂静。B、比喻，如：说白云在雪峰上留下一朵朵“暗花”；溪流的浪花似盛开的“白莲”。）

（3）第三段集中写天山的原始森林。

引导学生思考交流：这段抓住森林的哪些特点来写的？

（4）朗读四自然段（或放配乐朗诵）

自读交流：作者抓住野花的哪些特点进行描绘的？（学生用笔在书本上做出标记）

品读体验

（四）细品语言文字，小结学习内容

1、课文主要是由外到里，由高到低。表现方法主要运用衬托和比喻。

2、引导学生从描写景物形态、描绘声音、描绘动态、描绘色彩、描绘感觉上去找比喻句、体会精妙之处。

3、积累自己喜欢的字词和句子

巩固延伸

（五）小练笔：练习写景状物作文，要求写一段特定环境下的景色，如校园的早晨、公园的景物、节日的夜晚等，能抓住景物的特征。

篇20：小学二年级第一单元第三-四课时长度单位教案

教学内容：

认识图形

教学要点：

1、能直观认识长方形、正方形、三角形、平行四边行和圆这些平面图形。能够辨认和区别这些图形。

2、通过七巧板拼组图形，能直观感受各种图形的特征。

3、培养学生初步的观察能力、动手操作能力和用数学交流的能力。]

4、初步感受到数学与实际生活的联系。

第3课时

看谁拼得多

教学内容：

看谁拼得多

教学目标：

1、使学生进一步认识长方形和正方形的形状以及特征。

2、通过学生动手拼一拼、摆一摆七巧板，认识长方形和正方形的特征，能辨认和区别这两种物体。

重点难点：

认识长方体和正方体的形状以及特征。

教法设计：

引导观察，动手操作，体验知识的形成过程。

教学过程：

一、复习回顾

1、长方形的特点。出示一个长方形?让学生说长方形的特点。结论?长方形有四条边?是长长的。

2、正方形的特点。出示一个正方形?让学生说正方形的特点。结论?正方形有四条边?是方方的、正正的。

二、师生互动，探究新知，交流汇报。

1、第7页练习一第6题。

仔细观察，用那个物体能画出左边的图形？圈一圈。

使学生进一步了解平面图形与立体图形的关系，知道平面图形经常是某个立体图形的表面。

2、第7页练习一第7题。

出示长方体，谁来说一说：长方体有几个面？

各个面分别是什么图形？

是不是长方体的每个面大小、长短都一样呢？

3、第6页练习一第4题。

昨天我们用相同或者不同的图形，拼出了自己喜欢的图案，今天我们继续来玩拼一拼的游戏。

动手。

介绍七巧板，了解有关七巧板的历史知识。

用手中的七巧板拼摆图形，学生以小组为单位活动。教师可以提供一些图案供参考，以激发孩子们拼摆的兴趣，便于他们不断地创新出新的图形

汇报。

三、巩固新知，检测与反馈

1、第7页练习一第8题。

让学生在头脑中先对左侧的图形进行折叠，再找出4对面的数字。

2、思考题

[把一张长方形纸剪成大小相等的两块，你能想出几种剪法？]

四、课堂小结

这节课你有什么收获？

教学反思：

本节课在学生充分认识了长方形、正方形、三角形、平行四边形和园的特征的基础上，利用一副七巧板去拼摆自己喜欢的图形，孩子们动手的兴趣被激发了出来，他们同桌合作，不断地拼出不同的图案，体验到了成功的快乐，兴致很高，学得快乐！

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