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篇1：名词的分类数 教案教学设计(人教版英语高一)
名词:_____________________________________
类别 用法 例 词
普
通
名
词 可数
名词 表示某类人或东西中的个体
Pen, student, desk
表示若干个个体组成的集合体
School, family, class
不可数名词 表示无法分为个体的实物
Tea, water, paper
表示动作、状态、品质、感情等抽象概念
Work, time, news
专有
名词 某个（些）人，地方，机构等专有的名称
Marx, Shanghai, china, The Great Wall, Party
一．规则变化
1、一般加_______,如:maps,cars
2、以s ， x ，sh, ch 结尾的加__________; 如：dish-dishes
3、以辅音字母加y结尾的 ， 先____________ ,再加____________; 如： baby-babies ,family-families
4、以f,fe结尾的名词，通常要变_____或_______为_____,再加______; 如: leaf-leaves, wife---wives,life---lives,thief---thieves;
注: belief---beliefs（信心）,roof---roofs（屋顶） , safe---safes（保险箱）, gulf---gulfs（海湾）则直接加s
5、以o 结尾的名词，变复数时：
A: 加_______，如： photo - photos,piano - pianos ,kilo-kilos, radio - radios,zoo - zoos； B加______，如：potato - potatoes，tomato-tomatoes,hero - heroes(英雄)
二、不规则变化
①改变部分字母：
woman- _________ 妇女， man- ________男人， policeman-___________警察
child-_____________孩子， mouse-___________老鼠 ,
foot-________脚, tooth-_________牙,
②单、复数同形：
_______元,____________人、人民 ,_____________中国人，___________日本人,_______________绵羊,______________鹿,_______________鱼,
③关于“国人”的复数：
中、日友好：Chinese-Chinese中国人，Japanese-Japanese日本人
英、法联邦：Englishman-Englishmen, 英国男人 Englishwoman-Englishwomen英国女人;
Frenchman-Frenchmen, 法国男人 Frenchwoman-Frenchwomen法国女人;
澳、加（真）美: Australian-Australians , Canadian- Canadians , American-Americans
规律总结：_______________________________________________________________
三、不可数名词：（前面不能用a,an等来修饰）
到目前为止我们所学的不可数名词有：
①液体类(water)：juice(果汁) , tea（茶） , soup（汤） ,milk（牛奶） , cola（可乐） ,coffee（咖啡） ,
②肉类(meat)：beef（牛肉）,pork（猪肉）,mutton（羊肉）
③粉末类：bread（面包） ,
④抽象名词类：news（新闻，消息）,information（消息）,money（钱）,advice（建意）,friendship（友谊） ,work（工作）,homework（家庭作业）,housework（家务活）,schoolwork（学业）,help（帮助） ,fun （乐趣）,health（健康）,price （价格）
⑤食物类（food)：broccoli（花椰菜） , rice（大米，米饭） ,porridge（粥) ,junk food（垃圾食品）,chocolate（巧克力） ,tofu（豆腐）
不可数名词计量的表达:
①个数单位词：piece （张、片、块、条）,
②容器单位词：bottle（瓶）,bag（包）,box（盒、箱）,
③类别单位词：kind( 种、类)
④度量衡单位词：kilo(千克、公斤)
四．名词所有格：表示“（某人）的”:
①一般在名词后加 _____________ 构成。
如：Jim’s mother 吉姆的妈妈 My teacher’s desk 我老师的桌子 the dog’s name那狗的名字
②若以S结尾词，则在S后________.如：the boys’ 那些男孩的。
③表示几个人共同的东西，只在最后一个人后加。
如：Lucy and Lily’s mother 。
Lucy和Lily的妈妈 （两人是姐妹）
④表示几个人都分别有的东西，则每个都加。
如：Lucy’s and Lily’s mothers .
Lucy 的妈妈和Lily的妈妈 （两人不是姐妹）
⑤一般________________结构来表示无生命的名词所有格：
如：the door of the room 房间的门
a map of China 一 张中国地图
the photos of my my sister 我妹妹的照片
⑥双重所有格，例：a friend of my father’s, a classmate of mine
[ 典型题例分析 ]
例1 下列几组复数名词中，每组都有一个错词，请指出：
1． A.Chinese B. Frenchmen C. Englishmen D. Germen
2. A. tomatoes B. photos C. radioes D. potatoes
3. A. desks B. Americans C. friends D. breads
4. A. storiesB. familiesC. plays D. keies
5. A. leavesB. knives C. rooves D. shelves
6. A. clothes B.monthes C. mouths D. fifths
例2 判断下列文哪句译正确： 多好的消息啊！
A. What a good news it is ! B. What good news it is !
例3 单项选择
What you need is more -- . Don’t always do your -- at your desk.
A. exercise ; exercise B. exercises ; exersises
C. exercises ; exercise D. exercise ; exercises
例4 单项选择
All the -- teachers and -- students are having a party.
A . women ; girls B . women ; girl
C . woman ; girls D . woman ; girl
例5 改错 My trousers are too long , but hers is too short .
例6 用括号中所给动词的适当形式填空：
I don’t think maths -- ( be ) easy .
例7 单项选择： Mabel gave me --.
A. two bread B. some breads C. a piece bread D. two pieces of bread
例8 改错：
Shall I wait for you at the school’s gate at five this after-noon ?
例9 单项选择： -- mother is a worker .
A Mary and Mike’s B. Mary’s and Mike’s C. Mary’s ane Mike D. Mary and Mike
例10 单项选择：
1.After the exams , we shall have -- holiday .
A. two months B. two-month C. a two –month D. a two months
2.Mr Smith is --.
A.English B. Englishman C. Englishwoman D. Englishmen
3.Wang Lei was born in Wuhan ,but Guangzhou has become her
second --. A family B. home C. house D. country
4.Most Englist people’s family name comes --
A. firstB. middle C. lastD. together
5.There is a -- over the river .
A. shipB. boatC . bridge D. village
例13 改错 You’d better have walk after supper
Ⅰ 用括号中所给词的适当形式填空：
1．The two girls are ( Japan )
2. The ( baby ) are asleep .
3. Do you know the two ( man teacher ) ?
4. The( child ) are washing their ( foot ) .
5.There are two ( people ) and lots of( sheep ) in the fields
6. September 10 is ( teacher ) Day .
7. I think physics( be )more interesting than maths .
8. Don’t you think the ( radio ) are too noisy ?
9. Whose ( knife )are these ?
10. “ Whose house is this ?” “ It’s the ( Smith )” .
Ⅱ 单项选择：
1.The boy dropped the and broke it .
A. cup of coffee B. coffee’s cup C. cup for coffee D. coffee cup
2. Intime , those mountains will be covered with trees , too .
A. few yearsB. a few years’ C. a few year D. a few year’s
3. Granny is badly ill . We have to take her to the .
A. farm B. post office C. ship D. hospital
4. I have to tell you .
A. a news B. many news
C. a good piece of news D. many newses
5. are sold in that shop .
A. Men’s and children’s shoes B. Men’s and child’s shoes
C. Men’s and children shoesD. Man and child shoes
6. If anyone comes to see me , ask him to leave a.
A. messageB. letter C. sentenceD. notice
7. Miss Smith is a friend of .
A. Mary’s mother’s B. Mary’s mother
C. Mary mother’s D. Mother’s of Mary.
8. If these trousers are too big , buy a smaller.
A. piece B. kind C. copyD . pair
9. It’s my dog .
A. sister Lily’s B. sister’s Lily’s C. sister Lily D. sister’s Lily
10. She had beautiful black but I could see some white .
A. hair ; hair B. hairs ;hairs C. hair ; hairs D. hairs;hair
名称 总称(谓语用复数) 一个人 两个人
中国人 the Chinese a Chinese two Chinese
瑞士人 the Swiss a Swiss two Swiss
澳大利亚人the Australians an Australian two Australians
俄国人 the Russiansa Russian two Russians
意大利人 the Italians an Italian two Italians
希腊人 the Greek a Greek two Greeks
法国人 the French a Frenchman two Frenchmen
日本人 the Japanesea Japanese two Japanese
美国人 the Americans an American two Americans
印度人 the Indians an Indiantwo Indians
加拿大人 the Canadiansa Canadian two Canadians
德国人 the Germans a Germans two Germans
英国人 the English an Englishman two Englishmen
瑞典人 the Swedish a Swedetwo Swedes
注意：与 man 和 woman构成的合成词，其复数形式也是 -men 和-women。 如： an Englishman，two Englishmen. 但German不是合成词，故复数形式为Germans
五．1.名词前的修饰词：
①放在可数名词复数前的有：________(许多） , few（很少） , a few（一些）,
②放在不可数名词复数前的有: much(许多） , little （很少）, a little（一些）
③(可数、不可数前）都可放的词有：a lot of ,lots of(许多）, some （一些）
2.有一些名词，其复数形式有时可表示特别意思，如：goods货物，waters水域，fishes（各种）鱼
3.以s结尾，仍为单数的名词，如： a. maths，politics，physics等学科名词，为不可数名词，是单数。 b. news 是不可数名词。 c. the United States，the United Nations (联合国)应视为单数。 d. 以复数形式出现的书名，剧名，报纸，杂志名，也可视为单数。 “The Arabian Nights” is a very interesting story-book. <<一千零一夜>>是一本非常有趣的故事书。
注：物主代词不可与 a, an, this, that, these, those, some, any, several, no, each, every, such, another, which等词一起前置，修饰一个名词，而必须用双重所有格。
公式为： a, an, this, that +名词+of +名词性物主代词。
如： a friend of mine. each brother of his.
复合名词应该属于一种构词法。之所以把它放到名词来讲，是因为复合名词首先它也属于名词，而且很多都是由名词+名词构成。通过它可以加深我们对名词的理解，扩大我们的词汇量。
如:river bank河岸，江岸 winterclothes冬季服装 kitchentable厨房用的桌子
复合名词的意思一般都是构成词的意思而得出的。例如，winterclothes就是winter 冬天+clothes衣服=冬季衣服。
不仅仅名词+名词=新名词。复合名词还可以由其他方法构成。例如，名词+动名词：weight-lifting举重；动名词+名词：dining－room餐厅，食堂等等
篇2：中考英语名词复习教案教学设计(人教版英语中考复习)
【基础知识网络总结与巩固】
复习中考对于名词的考查侧重点
1 可数名词的复数2 不可数名词的量 3 名词所有格的用法
4名词的句法作用5 词义辨析 6 名词与主谓一致
考查形式主要有：单项选择、完形填空、选词填空、书面表达等题型
考点一．单数和复数
1 可数名词有单数和复数两种形式。复数形式通常是在单数形式后加词尾“-s”构成，其主要变法如下：
（1）一般情况在词尾加-s，例如：book→books，girl→girls，boy→boys，pen -pens，doctor→doctors， boy→boys。
（2） 以s，x，ch，sh，结尾的词加-es，例如：bus→buses，class→classes，box→boxes，watch→watches，brush→brushes。
（3）以ce， se， ze，（d）ge结尾的名词加s，例如：orange-oranges。
（4）以辅音母加y结尾的词变“y”为“i”再加-es，例如：city→cities， factory→factories， country→countries， family→families。但要注意的是以元音字母加y结尾的名词的复数形式只加s，如：boy→boys， day→days。
（5）以o结尾的词多数都加-es。例如：hero→heroes，potato→potatoes，tomato→tomatoes，但词末为两个元音字母的词只加-s。例如：zoo→zoos，radio→radios，还有某些外来词也只加-s，例如：photo→photos，piano→pianos。
（6） 以f或fe结尾的词，多数变f为v再加-es，例如：knife→knives，leaf→leaves， half→halves。
（7）少数名词有不规则的复数形式，例如：man→men，woman→women，tooth→teeth，foot→feet，child→children，mouse→mice。
【注意】与man和woman构成的合成词，其复数形式也是-men和-women。例如：an Englishman，two Englishmen。但German不是合成词，故复数形式为 Germans；man， woman等作定语时，它的单复数以其所修饰的名词的单复数而定，如：men workers， women teachers。
有个别名词单复数一样，例如：Chinese，Japanese，sheep，deer，fish等。但当fish表示不同种类的鱼时，可以加复数词尾。
（8）单数形式但其意为复数的名词有：people， police等。
（9）数词+名词作定语时，这个名词一般保留单数形式，中间加连字符。例如：ten-minutes’ walk， an 8-year-old girl， a ten-mile walk。
（10）还有些名词仅有复数形式，如：trousers，clothes，chopsticks，glasses，goods，ashes，scissors，compasses。
（11）只用作单数的复数形式的名词有：
科学名词：physics， mathematics/maths
游戏名称：bowls
专有名词：the United States， Niagara Falls
其他名词：news， falls
2．不可数名词“量”的表示方法
在英语中，不可数名词如果要表示“量”的概念，可以用以下两种方法：
（1）用much， a little， a lot of/lots of， some， any等表示多少，例如：
The rich man has a lot of money．
There is some milk in the bottle．
Is there any water in the glass？
I don‘t like winter because there’s too much snow and ice．
（2）用a piece of 这类定语，例如：
a piece of paper a piece of wood a piece of bread
a bottle of orange a glass of water（milk） a cup of tea
a cup of tea a bag of rice three bags of rice
如果要表示“两杯茶”、“四张纸”这类概念时，在容器后加复数，例如：
two cups of tea
four pieces of paper
three glasses of water
不可数名词也可用a lot of， lots of， some， any， much等来修饰。
考点二 名词的所有格
名词所有格，用来表示人或物的所有，以及领属关系。
1. 表示有生命的名词的所有格其单数形式是加 ‘s，其复数形式是s’，例如：a student‘s room， students’ rooms， father‘s shoes。
2. 如其结尾不是s的复数形式仍加 ’s，如：Children‘s Day。
3. 在表示时间、距离、长度、重量、价格、世界、国家等名词的所有格要用 ’s，例如：a twenty minutes‘ walk，ten miles’ journey，a boat‘s length，two pounds’ weight， ten dollars‘ worth。
4. 无生命名词的所有格则必须用of结构，例如：a map of China，the end of this term，the capital of our country， the color of the flowers。
5. 双重所有格，例如：a friend of my father’s。
【注意】
如果两个名词并列，并且分别有 ‘s，则表示“分别有”，例如：John’s and Mary‘s rooms（约翰和玛丽各有一间，共两间）；Tom’s and Mary‘s bikes（两人各自的自行车）。
两个名词并列，只有一个’s，则表示“共有”，例如：John and Mary‘s room（约翰和玛丽共有一间）；Tom and Mary’s mother（即Tom与Mary是兄妹）。
【重难点例题启发与方法总结】
1. We need some more____. Can you go and get some, please?
A. potato B. potatos C. potatoes D. potatoe
答案：C
句意：我们需要更多的土豆。你能带过来一些吗？
解析：potato 土豆是可数名词。因为有some修饰所以potato要用复数形式。以辅音+o结尾的名词后面要+es。所以C. potatoes是正确答案。
2. What big____ the tiger has!
A. tooth B. teeth C. tooths D. toothes
答案：B
句意：老虎长着多么大、多么锋利的牙齿呀！
解析：牙齿tooth的复数形式是teeth
3. Please remember to give the horse some tree___.
A. leafs B. leaves C. leaf D. leave
答案：B 句意：请记得喂马一些树叶。
解析：树叶leaf是以f结尾的，所以它的复数形式是变f为v，再加es
4.These _________ have saved many children’s lives.
A. woman doctors B. women doctor C. women doctors D. woman doctor
答案：C。该题考查的是名词作定语时的变化。woman 作定语时要和被修饰的名词保持数的一致。
5. This is _________ bedroom. The twin sisters like it very much.
A. Anne and Jane B. Anne’s and Jane’s C. Anne’s and Jane D. Anne and Jane’s
答案：D。该题考查的是并列名词的所有格。两人共有一个房间时，只在后面的名词后加’s。
【重难点关联练习巩固与方法总结】
直击中考
1．--- Where have you been， Tim？
--- I’ve been to ______.
A. the Henry house B. the Henry family C. the Henry’s home D. Henry’s
2．In England， if ____ is in the middle of the day， the evening meal is called supper.
A. food B. lunch C. breakfast D. dinner
3．You looked for it twice， but you haven’t found it. Why not try ____ 。
A. three times B. a third time C. the third time D. once
4．--- They are thirsty. Will you please give them ______ ？
--- Certainly.
A. some bottles of waters B. some bottles of water C. some bottle of water D. some bottle of waters
5．Mike hurt one of his ______ in the accident yesterday.
A. tooth B. feet C. hand D. ear
6．There is some _______ on the plate.
A. cakes B. meat C. potato D. pears
7．The are going to fly _______ to Beijing.
A. Germen B. Germany C. Germanys D. Germans
8．What’s your _______ for being late again？
A. idea B. key C. excuse D. news
篇3：festival 教案教学设计(人教版英语高一)
Teaching aims:
1、 Learn and master some important sentences.
2、 Train the students’reading ability.
3、 Let the students learn about the relation between festivals and culture with the attempt of strenghtening the student’s cross-culture awareness.
Teaching important points:
1、 Improving students’reading ability.
2、 Help the students learn more about foreign history and culture.
Teaching methods:
1、 Reading to understand the passage correctly.
2、 Group work to make the students take an active part in the activities in class.
Teaching aids:
Cards; paper
Teaching procedure:
Step 1: Lead-in
T:Everybody please speak out as many festivals as you can at home or abroad
S:Christmas;Spring Festival;April fool…
T:The Christmas is on the way,can you sing the Merry Christmas together
S…
Step 2:Reading
T:Today we are going to learn a kind of festival that some of you may have not heard of.It called “Kwanzaa”,it is celebrated by Afican-American,it is a young festival and does not have a long history.Do you want to kown more about Kwanzaa?
Please open your book to the page 15,read the passage in 2 minute and then answer the question on the blackboard.
(read and then answer the question and explain some important sentences and new words)
Step 3:Discussion
Now you must have a better understanding of Kwanzaa,I would like to divide you into two groups to discuss the differences and similarities between kwanzaa and spring festival.
Step 4:Summary
Today we have learnt about a new kind of festival,do you want to celebrate the festival with them someday? Since the globalization is unavoidable,wo should respect other’culture and keep our own culture identity.
Homework
Today,we have learn a new kind of festival,after class,read the text more times and try to retell the story.Wtite down the differences and similarities between Sping Festival and Kwanzaa,and turn in tomorrow.
篇4：名词 教学设计(人教版英语中考复习)
个性化学科优化学案
目 标 1. 掌握名词的概念及分类
2. 名词复数变化
3. 名词所有格
重 点
难 点 重点：名词复数，名词所有格
教学过程
名词概念：人，事，地，物的名字
名词功用：做主语，补语，宾格
名词分类：
1、 普通名词：book dog spaceship (这里涉及名词的单复数形式，一般有单复数形式，在句子要有复数表现)
2、 集合名词：class family audience (所谓集合名词是指一个名词即可以指一个整体的概念，也可以指整体中某个整体中的个体)
例：My family large.
My family all early risers.
3、专有名词：一般是人名、地名。 Bob Smith April London 等
特征：首字母大写； 不能加冠词， 没有复数表现
前面要加冠词the特殊专有名词：专有的国家名，组织名前面加the.
例：the United Nations the United States
4、物质名词：（一般是表示材料和材质）wood glass paper butter fruit
这类名词一般是不可数名词，没有复数表现。
*数字+容器（度量衡）+of +物质名词
例：1、a loaf/loaves of bread 2、a cup of coffee
3、a sheet/two sheets of paper 4、a spoonful of sugar
a handful of sandan armful wood
5、抽象名词（看不见摸不到的名词）：beauty, honesty, love, patience,happiness,music.(不可数名词，没有复数表现)
二、名词的数
1、可数名词的复数变化规则
① 一般在名词后加s，变成复数。如boy→boys, pen→pens等
②以s, x, sh, ch结尾的，在后面加es。如Class classes, fox→foxes, brush→brushes, watch→watches。但stomach的复数为stomachs
③“以辅音字母+y”结尾的，y变为i，然后再加es。如baby→babies
④以f或fe结尾的名词英语中共有100多个，其中直接加s的有92个，但这些绝大多数不常用，如safe, roof, belief等；把f或fe改为v, 再加e的只有13个，但13个都是常用的名词，如thief, life, wife, shelf, self, knife, half, leaf, wolf等。
⑤以o结尾的名词，除有生命的“两人两物”Negro, hero, tomato, potato等少数在后面加es外，一般是在后面直接加s。如kilo→kilos, photo→photos, zoo→zoos,radio→radios piano→pianos, video→videos
2、不规则变化
foot-feet , child-children goose-geese ox-oxen man-men woman- women tooth-teeth mouse-mice
3.单复同形 fish, deer, sheep, Chinese, Janpanses
one fish 一条鱼 two fish两条鱼
a kind of fish 一种鱼 two kinds of fishes 两种鱼
三、名词所有格
1、概念：表示名词拥有的表现，…的（我的，你的….）
2,结构：单数名词：名词’s/ 复数名词：名词s’
e.g: the boy’s schoolbag / Joan’s dress
e.g: a girls’ school/ these students’ teacher
3.字尾非s结尾的复数n : 名词’s e.g: Children’s playground
*4.需特别注意的所有格用法
* 共同所有格和个别所有格
共同所有格：名词+名词…+名词’s
个别所有格：名词’s +名词’s+…+名词’s
e.g. 1. father is a scientist.
2. fathers are scientists.
* (无) 生物所有格 A的B-B of A
Mr and Mrs Brown’s 布朗夫妇
桌子的腿： the legs of the table
车门： the door of the car
女孩的名字：the name of the girl/ the girl’s name(有生命的直接’s)
省略： 所有格后的名词，如果都知道可以省略
E.g：1. She’s going to the dentist’s .
2. I met him at the barber’s.
3. We like to eat lunch at McDonal’s.
中考连线：
1. --I hear you have to run for half an hour every day.
-- Right. It is one of the in my school.
A.choices B. plans C. hobbies D.rules
2. –Recently I have read manyabout the droughts in the south of China.
-- Oh, the farmers will have a bad harvest this year.
名词专项训练：
5. The ant has two ____.
A. stomaches B. stomacks C. stomachD. stomachs
6. He doesn’t like ____ for supper. A. chickB. chicken C. chickens D. chicks
7. It was ____ hot weather that many of us went swimming. A. so B. suchC. so as D. such a
8. ____ wonderful space they saw on the room!
A. How B. How a C. What D. What a
9. We know ____ travels not so fast as light.
A. sound B. sounds C. the sounds D. a sound
10. My family raise a lot of ____, including two ____.
A. cattle, cows B. cows, cattle C. cattles, cowsD. cow, cattles
11. A number of soldiers ____ at he camp gate
A. have gathered B. has gathered C. is D. was
12. The Browns have spent a large ____ of money on their new car.
A. deal B. amount C. number D. size
13. ____ work has been done to improve the people’s living standard.
A. Many B. A great manyC. A great deal of D. A number of
14. Mr Li shook ____ warmly with a friend.
A. handB. a hand C. hands D. the hands
15. Two ____, please. A. coffee B. coffees C. cup of coffeeD. cups coffee
16. I can’t pay as ____ as he asked for.
A. high price a B. high price C. a high price D. high a price
17. ____ knowledge of space develops rapidly.
A. Man’s B. Men’s C. Mens’ D. Person’s
18.I stayed at ____. A. Xiao Wang’s B. Wang’s home C. the Wangs D. home of Wang
19. Sister Carrie works in a ____ factory.
A. shoesB. shoses C. shoe D. shoe’s
20. Have you ever read ____?
A. today newspaper B. newspaper today C. newspaper of today D. today’s newspaper
21. Two ____ walk didn’t made me tired. A. hour B. hours C. hour’s D. hours’
22. The mother over there is ____ mother.
A. Julia and Mary B. Julia and Mary’s C. Julia’s and Mary’s D. Julia’s and Mary
23. Li Ming’s handwriting is better than ____ in the class.
A. anyone’sB. anyone else C. anyone’s else’s D. anyone else’s
24. The children are playing ____ on the ____.
A. sand, sand B. sands, sands C. sand, sands D. sands, sand
25. If these trousers are too big, buy a smaller ____. A. setB. one C. copy D. pair
26. Tom usually takes a ____ in bus on rainy days.A. walk B. ride C. trip D. travel
27. We have no ____ about where she has gone.
A. information B. newsC. message D. flash
28. Food and ____ are daily necessities⌒枰for the people.
A. clothB. clothe C. clothes D. clothing
29. My ____ of hearing is not so good as it used to be. A. strength B. sense C. power D. skill
30. The ____ caused by carelessness ____ yesterday. Many workers were killed.
A. incident, was happened B. matter, happened
C. event, was taken place D. accident, took place
31. The room was so quiet that she could hear the ____ of her heart.
A. beating B. waysC. knockingD. striking
32. ____ has been told not to throw waste things anywhere.
A. The public B. People C. Women D. Man
33. He was an ____ in the government ____.
A. office, official B. official, office C. officer, office D. official, officer
34. There are several ____ in this novel who are different in ____.
A. character, character B. characters, characters C. character, characters D. characters, character
35. We visited him ____ when he was in hospital. A. every other days B. each other day C. every other day D. every two day
36. My friend will return in ____.
A. one day or two B. a day or two C. one day or two D. a or two days
37. ____ is always difficult for me. A. TranslationB. Translate C. The translation D. A translation
38. ____ of this novel is excellent, quite to my surprise.
A. Translation B. TranslateC. The translation D. A translation
39. The police ____ looking into the matter now. A. be B. is C. areD. are going to
40. The Chinese are ____ brave and hard working people. A. the B. a C. / D. one
41. No news ____ good news. A. is B. are C. have D. has
42. Maths still ____ very difficult for me, though I have done my best.
A. looksB. seems C. is D. are
43. “Where ____ my trousers?” the boy asked.
A. is B. was C. were D. are
44. How happy they are! Obviously, they are ____.
A. in nice spiritsB. in nice spirit C. in high spiritsD. in high spirit
45. I saw many ____ seated in the corner reading something.
A. JapaneseB. Japaneses C. of Japanese D. of Japaneses
篇5：主谓一致 教案教学设计(人教版英语高一)
主谓一致是指谓语在人称和数上必须和主语的人称和数保持一致。这是英语语法中必须遵循的基本规则，也是英语和汉语区别很大的地方。
主谓一致主要有三大原则：语法一致，意义一致，就近原则。
一、名词作主语
1、集体名词
考例： A group of ___ are eating ___ and ___ at the foot of the hill. (NMET’95) A. sheep; grass; leaves B. sheeps; grasses; leaves C. sheep; grass; leaf D. sheeps; grass; leafs
e.g. His family is going to have a long journey.
The whole family are watching TV.
注意：集体名词为 people, police, cattle，谓语动词用复数形式
e.g. The police are searching for the thief.
由集体名词，如family, team, class, crew, company等作主语时， 如果看成一个整体，谓语动词用 单数形式,如果看成其中各成员， 则用复数形式 。
2、成双成对
考例：All the ___ are made of ___ , not plastics. (MET’93)
A. glass; glass B. glasses; glass C. glass; glasses D. glasses; glasses
成双成对构成的东西，如glasses, shoes, chopsticks, scissors等作主语，谓语动词用复数形式，但与pair一起构成作主语时，谓语动词的形式与的数一致.
e.g. This is pair of glasses is his.
1)作度量，距离，金额，篇名等用的复数名词作主语时，谓语动词用单数。
e.g. The Emperor’s Clothes was written by Hans Christian Anderson.
2）不定代词each, every, no所修饰的名词，即使用 and或逗号连接作主语，或主语为more than one, many a + n.谓语动词用单数
Every boy and every girl has a book in their bags.
Many a teacher has been there.
More than one child has read the book.
二、由and连接的名词或带有后置定语的名词作主语
1.[考例]：
When and where to build the new factory ___ yet. (NET’91)
A. is not decided B. are not decided C. has not decided D. have not decided
解析：当and连接的两个词表同一概念，或同一人（物）时，谓语动词用单数形式。
2.[考例]:
1) A library with five thousand books ___ to the nation as a gift. A. is offered B. has offered C. are offered D. have offered
2) E-mail, as well as telephones, ___ an important part in daily communication. (上海’90) A. is playingB. have played C. are playing D. play
3) Nobody but Jane ___ the secret. (MET’86)
A. know B. knows C. have knownD. is known
当主语前有as well as, as much as, no less than, along with, with, like, rather than, together with, besides, in addition to等引起的短语作后置定语时,谓语动词的形式视主语的单复数而定.
三、名词化的形容词作主语
e.g. The rich are to help the poor.
The wounded was a young boy.
以定冠词the + adj.（或过去分词）结构作主语，谓语动词常用复数形式，如the brave, the poor, the blind, the sick, the unemployed等，但有少数过去分词与定冠词连用时指个体，用单数形式。
二、代词作主语
1.[考例]--- Each of the students , working hard at his or her lessons, ___ to go to university.
--- So do I. (上海’98)
A. hope B. hopes C. hoping D. hoped
当either (each, one)+ of+复数名词,或some, any, no, every和body, one或thing构成复合不定代词作主语时,谓语动词用单数形式. none, neither作主语时,谓语动词单复数都可.
2.考例：
She is one of the few girls who ___in the kindergarten. (上海‘94)
A. is well paid B. are well paid C. is paying well D. are paying well
关系代词在定语从句中作主语时，谓语 动词的形式与句中先行词应保持一致。
e.g. Those who want to go please sign your name here. This is the photo, which shows my house.
[注意]在“one of+复数名词+关系代词” 的结构中，定语从句中谓语动词用复 数形式；但是若前有the only, the every将其限定为只有一个时， 谓语动词用单数形式。
e.g. Tom is one of the students who are good at playing football.
Tom is the only one of the students who is good at playing football.
三、分词、量词作主语
考例：
___ of the land in that district___ covered with trees and grass.(上海)
A. Two fifth; is B. Two fifth; are C. Two fifths; isD. Two fifths; are
由分数或百分数或或a lot of, lots of, plenty of, a large quantity of, half of, the rest of+名词作主语时，谓语动词的形式与of 后面的名词的数一致
e.g. Lots of damage was caused by fire.
Some students are planting trees. The rest of them are watering them.
六、从句作主语
1) What we need is more time and more materials.
2) What we need are teachers.
单个从句作主语时，谓语动词用单数，多个从句作主语时，谓语动词用复数，由what引导的主语从句，谓语动词用单数，但所指的具体内容为复数意义，则一般用复数形式。
篇6：高一英语unit13教案(人教版高一英语下册教案教学设计)
Ⅰ. Teaching Goals:
1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.
2. Use the modal verbs: had better, should and ought to.
3. Learn some useful cooking terms. Read and write recipes.
Ⅱ. Teaching Times: 5 periods
The First Period
§ Teaching Aims:
1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.
2. Sentence Patterns: (1) advise sb. (not) to do sth.
(2) There’s sth. wrong with…
3. Train the Ss’ listening ability.
4. Develop the Ss’ speaking ability by describing, talking and discussion.
§ Important Points & Difficult Points:
1. Trains the Ss’ listening ability.
2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.
3. How to finish the task of speaking.
§ Teaching Methods:
1. Listening-and-answering activity to help Ss go through with the listening material.
2. Individual, pair or group work to make every student work in class.
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Warming-up: Brainstorm (words about food)
* List the food we eat in the Spring Festival:
rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.
* Fill in the table
Name Food Junk food / Healthy food
Breakfast
Lunch
Snack
Supper
* Talk: Are these food good for our health, or be harm to our health?
Model:
A: Do you like eating fried chips? B: Yes, I like it very much.
A: But I think it is junk food, because it has a lot of fat and sugar.
B: Really? So I’d better not eat too much.
Step 2. Speaking
T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.
* Useful Expression
I’ve got a pain here. This place hurts. I don’t feel well.
There’s sth. wrong with my back / my knee / my arm.
Lie down and let me examine you. Let me have a look.
* Make a short dialogue
Step 3. Listening
* First time, listen carefully and try to understand what does it talk about?
* Second time, answer the following questions
1. What’s wrong with Mike?
2. What did Mike have for breakfast?
3. Can you give Mike some advice? What should he eat less of?
* Third time, answer the next three questions
1. Which side of Mike’s stomach hurts?
2. Does Mike have a fever?
3. What does the doctor tell Mike to do?
Step 4. Homework
1. One reading exercise everyday
2. Ex1 & 2 on Page 72
3. Preview the reading part
§ The Design of the Writing on the Bb
Unit 13 Healthy eating (first period)
Brainstorm: Words & Phrases:
dumpling, all the time
corn, have a fever
noodle… be careful with…
The Second Period
§ Teaching Aims:
1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for
2. Improve the Ss’ reading ability.
3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text
§ Important Points & Difficult Points:
1. Improve the Ss’ reading ability.
2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.
3. How to make the Ss understand the reading material better and answer the questions on the passage.
§ Teaching Method:
1. Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of each paragraph
4. Careful reading to get the detailed information in the text
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Review the words and phrases learnt last period
Step 2. Pre-reading
Q1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)
Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)
Q3. How much water do you drink every day?
Step 3. Reading
* Fast reading, what does the text mainly talk about?
* Details
Q1. What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?
A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.
Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.
A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.
Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.
A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.
Q4. Why do people go to fast food restaurants?
A: it is very convenient, and it can save time.
Q5. Why is it not good for you to eat too much sugar or fat?
A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.
Q6. Why are crash diets and supplements so popular?
A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.
Q7. What can we do to keep a balanced diet?
A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.
* More exercises: translate the sentences underlined on Page4 into Chinese
Step 4. Homework
1. Finish word study on Page5
2. Preview the integrating skill reading on Page74
3. One reading exercise every day
The Third Period
§ Teaching Aims:
1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for
2. Improve the Ss’ reading ability.
3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text
§ Important Points & Difficult Points:
1. Improve the Ss’ reading ability.
2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.
3. How to make the Ss understand the reading material better and answer the questions on the passage.
§ Teaching Method:
1. Discussion before reading to make Ss interested in what they will learn
2. Discussion after reading to make Ss understand what they’ve learned better
3. Fast reading to get a general idea of each paragraph
4. Careful reading to get the detailed information in the text
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Revision: What does the text mainly talk about?
Ask some Ss to try to say sth. about the text.
Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)
* Fast Reading
Read the quickly in 5 minutes, and then answer the following questions.
Q1. What is a couch potato?
A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.
Q2. What is junk food according to this text?
A: It is food that has a lot of calories but few nutrients, vitamins and minerals.
Q3. Why are people becoming potatoes and what can people do to avoid it?
A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.
* More reading exercises on extra materials from English Weekly.
Step 3. Important Points and Difficult Points
1. prepare (sth.) to do / for… 2. in the form of… 以…形式
prepare oneself for… 3. be short of 短缺…
be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击
5. be based on / upon 以…为依据
6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”
7. not a bit一点儿也不 not a little非常
* Exercises
1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.
A. preparing for; preparing for B. preparing; preparing for
C. preparing for; preparing D. preparing; preparing
2. We should do more exercises, both __ for our health and __ for our knowledge.
A.exercise;exercise B. exercises;exercisesC.exercise;exercises D.exercises; exercise
3. ___ do you base your calculation?
A. On which B. On what C. About what D. For what
4. some stones weigh ___ fifteen tons.
A. as more as B. so more as C. as much as D. as many as
5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.
A. listed; included B. listing; includes C. listed; including D. being listed; includes
6. Before the election, the candidates(候选人) ___ each other in the newspaper.
A. went with B. went for C. went over D. went forth
7. The boy __ on the ground __ that he had seen a cock __ an egg.
A. laying; lay; lay B. lying; lie; lie C. lying; lied; lay D. lay; lying; lay
8. Jenny ___ have kept his word. I wonder why she changed her mind.
A. must B. should C. need D. would
9. We ___ last night, but we went to the concert instead.
A. must have studied B. might study C. should have studied D. would study
Answers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. C
Step 4. Homework
1. One reading exercise every day
2. Prepare a healthy diet and explain why it is healthy
3. Remember the first 15 words and prepare for the dictation.
The Forth Period
§ Teaching Aims:
1. Review the words learned in the last three periods.
2. Learn and master modal verbs: had better, should, ought to
§ Important Points & Difficult Points:
1. How to guess the missing word according to the given sentence.
2. Let the Ss learn how to give advice or opinion about sth. , especially master hoe to use “should, ought to, had better and their negative forms” to give advice.
§ Teaching Aids:
1. a tape recorder
2. the blackboard
§ Teaching Procedures:
Step 1. Revision---dictation about the first 15 words in this Unit
1. junk food 2. fat 3. stomach 4. salad 5. ought to 6. energy 7. peach 8. plenty of 9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up with
Step 2. Word Study
Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.
1. nutrient 2. diet 3. vitamin 4. mineral 5. fat 6. sugar 7. protein 8. calory
Step 3. Grammar
* Translate the following sentences into English
1. 外面很冷，你最好穿上你大衣。
It is cold outside, you’d better put on your coat.
2. 你最好别脱下你的衣服。
You had better not take off your clothes.
3. 我们应该尊敬老师和父母。
We should / ought to respect our teachers and parents.
4. 你不应该这么粗心。
You shouldn’t / ought not to be so careless.
* More exercises on Page5 and Page74
Step 4. Homework
1. One reading exercise every day
2. Remember the second 15 words
篇7：高一英语必修2 教案教学设计(人教版英语高一)
Unit 1 Cultural relics
单元整体设计思路
第一课时：阅读课 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)
第二课时: 语法课 Discovering useful structures (p. 4); Using structures (p. 43)
第三课时：阅读与听说课 Reading and listening; Speaking (pp. 5-6)
第四课时: 词汇课 Discovering useful words and expressions (p. 3); Using words and expressions (p. 42)
第五课时: 听说课 Listening; Talking (p. 41)
第六课时: 读写课 Reading and writing (p. 7)
第七课时: 单元评价课 Self-test and self-evaluation; Summary
第一课时 阅读课
一、教学内容 Warming up; Pre-reading; Reading; Comprehending (pp. 1-2)
二、教学目标
在本节课结束时，学生能够
了解文化遗产的基本概念、本质特点以及基本类型。
通过找读（scanning）关键词、略读（skimming) 和精读 (careful reading)，了解有关琥珀屋的故事。
用归类法学习词汇。
用自己的话复述琥珀屋的故事。
运用本课时学习的内容和自己已有的知识讨论相关话题。
三、教学步骤
步骤一 热身
1． 请学生看学生用书p. 1或者PPT中的图片，两人一组讨论三个问题。教师请几组学生回答问题，然后综合大家的看法总结出文化遗产的定义。
2. 请学生说出一些中外文化遗产的名称，教师写在黑板上。可以采取小组竞赛的形式，比一比看哪组说得多、说得正确。
注：问题中出现了五个生词。rare, valuable和survive很难根据上下文猜出词义，教师可以布置学生课前查字典自学其词义，用法可以留到词汇课处理。vase一词通过图片可以猜出，dynasty可以通过语境猜出。
设计意图：通过呈现图片和小组竞赛引起学生对本单元话题的兴趣，使学生了解文化遗产的概念，为过渡到下一步学习做好铺垫。
步骤二 读前
1. 请学生先欣赏教师准备的几件琥珀饰品或者看学生用书p. 1的琥珀饰品图片，然后请学生回答问题，并根据课文标题和图片预测课文内容。
2. 词汇准备：请学生把书翻到p.89本单元词汇表，根据要求独立地找出相应的词汇。找三个学生分别说出答案，其他学生和教师补充或更正。
设计意图：通过观察实物、回答问题，使学生把琥珀和文化遗产联系起来，从而引入阅读主题，并让学生预测阅读课文内容；通过让学生根据要求找出相应词汇教给学生用归类法学习词汇，同时为之后的阅读扫清词汇障碍。
步骤三 读中
1. 请学生略读课文，核查自己预测的内容是否正确。
2. 请学生在再次阅读课文前先看一下学生用书p.2练习二中的五个问题，然后在限定时间内快速浏览阅读课文的每一段，完成练习二的阅读任务，确定每段的段意。最后两人一组回答五个问题。教师请几个学生分别说出答案，其他学生和教师补充。
3． 请学生再读一遍课文，根据时间顺序在限定时间内找出琥珀屋的历代主人及当时发生的和琥珀屋相关的事件，完成下面的表格。
4. 请学生两人一组，仔细阅读第一段和第三段，归纳琥珀屋能够成为世界奇观的原因。
设计意图：通过略读课文检测读前预测是否正确，并对课文内容有大体的了解；练习二的五个问题分别概括了每段的段意，考虑到高一学生概括能力较弱，采取给出各段段意让他们分别找出与其匹配的段落的方式降低了难度；通过回答五个问题使学生了解课文的细节内容，明确概括段意的依据；通过填表让学生学会根据时间、人物等关键词快速确定主要信息；通过仔细阅读和分析课文重点内容培养学生的分析能力，同时也使他们进一步理解琥珀屋作为文化遗产的理由。
步骤四 读后
请学生两人一组根据PPT表格中的提示复述课文，然后教师选两个学生当堂复述。
设计意图：通过复述检查学生对文章大意的了解程度，并检测学生归纳总结和口语表达能力。
步骤五 讨论
请学生四人一组讨论问题，每小组确定一个组长、一个记录员和一个发言人。组长组织并参与讨论，记录员记录大家的看法，发言人代表小组陈述大家的看法；讨论后教师请持不同观点的小组分别阐述理由，其他持相同观点的小组补充。观点没有对错之分，但要言之有理，有充分的论据支持自己的观点。讨论时可以参考PPT中的一些表达法。
设计意图：通过讨论培养学生勤于思考的习惯，锻炼口语表达的能力；同时也增强学生保护文化遗产的意识。
步骤六 作业
设计意图：通过听课文录音并朗读帮助学生掌握正确的语音、语调；通过让学生自己找课文中的难句和复习所学词汇培养其自主学习的能力。
篇8：人教版分类与教学设计
教学目标：
1、初步感知分类的意义，学会分类的方法。
2、学生通过分一分，看一看，提高造作能力，观察能力，判断能力，语言表达能力。
3、初步学会与他人合作交流。
4、体会到生活中处处有数学
教学重点：
通过分一分，看一看，提高造作能力，观察能力，判断能力，语言表达能力。
教学难点：
初步学会与他人合作交流。
教学过程：
一、创设情景 探究新知
1、感知分类
出示例1
你们都看到了什么?可以怎样分类呢?
揭示课题， 生活中把一样的东西放在一起就叫分类。
(板书课题：分类)
2、巩固发展 体验分类
按形状来分一分，怎样记录分的结果呢?
讨论汇报。
板演分法。
还可以怎么分?
二、巩固提升 发散创新
1、课件出示练习七1、2、3题，学生集体完成。
2、开放练习拓宽思路(分正方体) 师：同学们拿出你们的另外一袋学具，请给这些物品分类。 学生小组活动(4分钟) 汇报交流
三、课堂小结
今天同学们都学到了哪些知识?这些知识对你有什么帮助?
篇9：人教版分类与教学设计
人教版分类与整理教学设计篇一
教学目标：
1、通过具体操作，掌握分类的方法，体会分类的标准不同分类结果也不同。
2、尝试运用自己的方式把整理数据的结果记录下来，感受图表的简洁。
3、在与实际生活的联系中，体会分类的目的和作用。
教学重点：
掌握选择不同的标准进行分类的方法，在具体分类过程中做到不重复不遗漏。
教学难点：
会用不同的标准进行分类。
教材分析：
《分类与整理》这节数学课的主要学习内容是：对同种物品按照不同标准进行分类是在学生已经学习了对不同的物品进行分类的基础上进行教学的。因此本节课的教学目的是帮助学生学会分同一类物品，理解对于同一类物品，按照不同的标准来分，分得的结果是不同的，从而进一步感知分类的意义。
教学过程：
一、情景导入
同学们，今天老师带了一些礼物给你们看，看看是什么?(苹果)一共有几个呢?
学生列式计算，会按不同的角度去列示计算。
师：同学们，我有一个疑问，你们都是解决同样的问题，方法为什么不一样?
学生可能会说是按颜色分的，有的是按大小分的，所以方法不一样。
师：其实，不管你们是按颜色分的，还是按大小分的，都把这些苹果进行了分类。师解释“分类”就是把相同的放在一起。
你们在生活中有没有看到过“分类”的现象?
生举例,老师出示相关课件
师：同学们说的真好，超市分类可以让我们更容易的找到商品，房间物品分类可以让房间更整齐，还有垃圾分类可以让我们更环保等等，看来分类的作用可真不小，想学会吗?这节课我们就来学习分类和整理。
二、探究新知
1、描述感知分类的标准。
同学们刚才的表现太精彩了，不仅赢得了老师的赞扬，还有一群小朋友也成为了你们的粉丝，看，她们来了!出示：气球图片
他们手里可真漂亮啊，你们喜欢吗?但小朋友说了，要把这些气球分分类，才能送给你们，你会分吗?你打算怎么分?
学生可能会按颜色分，也可能会按形状分。绿
板书：形状 颜色
2、操作体会分类过程，尝试记录分类结果
老师准备了跟气球一样的图片，下面就请同学们以小组为单位，选择一个分类标准将气球分一分，合作要求：1、先小组讨论，选择你们喜欢的一个标准分类。2、小组合理分工，将分类结果贴到展示卡上;3、数数每种气球各有几个，组长负责把数据记录下来;4、时间5分钟。
案例分析：教师放手让学生自己动手操作，给学生提供了一个分类活动的平台，引导学生通过观察、探索、合作、交流、经历和体验分类的过程与方法，自主构建知识，符合低年级学生的认知规律,给学生创造了一个思维开放,互动交流的环境。
老师看到同学们都整理的特别好，哪个小组想来展示一下你们的作品?
①展示先分再数的方法，
师：你分了几类?每类有几个?
我看到有的小组和他们组分的不一样，谁能展示一下?
②展示象形统计图的方法。
师：你分了几类?刚才的同学分成一堆一堆的，你为什么要排成一列呢?
生：整齐、清楚，方便数
师：他说方便数，我有问题了，你能一眼看出谁最多谁最少吗?
师：为什么不用数?你们是怎么一眼看出来的?
生：圆气球这一排最长，葫芦气球最短
师：同学们分的特别好，为了让这幅图更加清晰，我还要补充上一些内容，先在这幅图下面画一条横线，然后在每种气球下面做上标记，这一行是来记录葫芦形状的气球，我们在下面画上一个葫芦形，表示这一行记录的项目。另外两行是记录心形和圆形的气球，我们也在下面表示出来。你看，这幅图现在是不是更加一目了然了?那么，这样的图，我们就把它叫做象形统计图。
③展示表格记录数据的方法
刚才我们展示了每组的分类结果，现在我们来看看你们记录的数据。
师：这个记录方式你能看明白吗?
师：桃心形状的气球有几个?葫芦形气球呢，圆形气球呢?
师：数的真仔细，记录的真清楚。(和图对应)
师：为了更加清楚整齐，我把同学们记录的画上线。先画一条横线，看看上面都是什么?(图)也就是每种气球的形状，下面是什么?(个数)。我们再来竖着看一下，通过第一列你能看出有几个葫芦气球吗?第二列呢?第三列呢?
你看，现在你们的记录结果画上线后就成了表格的形式，我们把它叫做统计表。
小结：你们可真棒!不仅把这些气球进行了分类，还把这些气球整理成了统计图和统计表。
3、颜色分类
哪个小组是按颜色分类的?请展示一下。(完成统计图和统计表)
4、都是把这些气球分类，可两次分得的结果为什么不一样?
标准不同，结果不同。
哪个量不变?总数不变。
5、动手练习分类。
①把课本和练习本分类。
②把同学分分类。
三、回顾目标，谈收获
同学们，气球分完了，你们这节课学的开心吗?你们都有哪些收获呢?
师总结：今天我们学会了把一些图形进行分类，并能把分类的结果整理成统计图或统计表，明白了标准不同，结果也不同，总数相同。
案例分析：学生体会分类和整理不仅仅是一种表格形式，为了完成而完成的过程，而是在生活中有存在的意义和价值，可以获得许多数学信息，回答相关的数学问题，用观察表格的形式，学生更清楚无论分类标准如何变化，最后事物的总数是不变的,让思维从开放中进行梳理。
四、达标测试
1、课本29页第一题。
把车涂上颜色，并数出有几辆车。
2、课本29页第二题。
按水果分和按形状分，涂色并数数
案例分析：设计动手实践操作的开放性作业，不仅符合低龄儿童的心理特点，同时启发学生的思考和想象，培养学生运用数学知识解决实际问题的能力，同时培养学生良好的生活习惯,让学生的思维在自由的状态下发挥自己内在所学知识解决问题,因此从某一方面说,开放性的环境更有利于孩子的思维发展。
四、作业
对自己房间的物品进行分类整理。
案例分析：数学来源于生活，生活中又充满数学。教师注重在实际生活中寻找数学题材，让学生整理自己的书包，进一步巩固体验分类的方法， 让数学走进生活，让学生在生活中看到数学，培养了学生的探索精神和创新意识。
五、板书设计
按形状分统计表表格; 按颜色分统计表表格;标准不同，结果也不同，总数相同。
篇10：《分类》教学设计(网友来稿) 教案教学设计
分类
虎林市实验小学 李世秀
教学目标：
［知识与技能］
1、通过本课的学习，引导学生细心观察被分类物体的特性和属性，初步感知分类的意义。
2、培养学生的观察能力，动手实践能力和语言表达能力。
［过程与方法］在实践操作中获得分类的方法。
［情感态度价值观］体验数学与生活之间的联系。
教学重点：确定分类标准，掌握分类的方法。
教学难点：自己确定分类的标准给物体分类。
教学方法：动手操作，合作交流。
课时：第一课时。
教具：多媒体课件。
教学过程：
一、初步感知分类的意义。
1、创设情境，导入课题。
（1）在上课之前，老师有一件事要向大家宣布，今天是我们的好朋友淘气的生日，他要邀请我们一年八班的同学到他家去玩，你们愿意去吗？（愿意）那我们就一起来看大屏幕吧。（课件演示主题图）
（2）现在我们来到了淘气的家，大家请看，这个就是淘气的房间，你觉得怎么样，说说你的看法吧。（学生自由发表意见）
（3）通过他的房间我们可以看出淘气是一个怎么样的孩子（学生评价）那你想做他这样的孩子吗？
2、分类整理房间。
（1）一直以来，李老师都以我们一年八班的同学为傲，因为你们乐于助人，当看到有困难的人时，总是忍不住要去帮助他们，那么现在你有没有打算帮助小明整理一下他的房间呢？（有）那好，我们就一起动手，来帮助淘气整理他的房间吧！
（2）现在听清老师的要求：把你认真为该放在一起的物品用线圈起来，并想好放在什么地方最好？
（3）交流反馈，说一说你是怎么样整理房间的？为什么这样整理？
（4）小结语：刚才我们想了那么多的办法来帮助淘气整理了房间，相信淘气在大家的帮助下一定会学会整理房间的。而且老师也相信我们下次到淘气的家，他的房间一定会变得既美观又整洁。老师真为你们感到高兴！现在，李老师要告诉你们，像我们这样把各种书放在一起，或者把各种各样的球放在一起，像这样把同类的东西放在一起的过程就叫做分类。（教师板书课题）
二、联系生活实际，感知分类的意义。
1、现在老师想知道一个问题，你想一想，在你的家里有没有分类摆放东西的现象，说给大家听一听好吗。（生各抒己见）
2、在我们的家里有这样分类摆放物品的现象，那么在我们的生活中你还见过哪些分类摆放物品的现象？（超市里等，让学生尝试说一说是怎么样分类摆放的。）
三、实践操作，分类整理。
1、整理学具盒。
（1）看来分类摆放物品就在我们的身边。同学们的手中都有一个学具盒，老师发现在这里面也有许多分类整理的学问呢。那么现在请你拿出学具盒，自己尝试整理一下吧。
（2）交流反馈，说一说你是怎么样整理的？你是按什么标准分类 的？
2、尝试练习。
（1）刚刚淘气看到我们帮助他整理的房间后非常的满意，还一个劲的夸奖我们一年八班的小朋友们真是聪明呢！不过啊，他有些不服气，要向我们班同学发出挑战，李老师想知道你们有信心接受他的挑战吗？（有）
（2）给会飞的动手涂上颜色。
A、那好，请看淘气挑战第一题。
请你们把数学书翻开52页练一练第一题，把会飞的动手涂上颜色。谁来读一下题目要求，（指名读题目）你明白该怎么样做了吗？那就快动手动吧！
反馈交流。（学生边说教师边演示课件）
B、看来淘气还难不倒你们，下面请看淘气挑战第二题。
在水果下面画√，在蔬菜下面画O。
指名读题，
学生练习
交流反馈
C、我们只要开动脑筋，那么什么样的难题我们都可以解决的，下面请看淘气挑战第三题。
分一分
读题目，教师引导学生理解题意。
尝试练习，
反馈交流。
四、全课小结。
通过今天的活动，你有什么收获吗？谁想说给大家听一听。
李老师在这里也想说一说我自己的感受，在今天的活动中，李老师发现我们一年八班的小朋友还真是聪明啊。同时我也发现分类对我们的生活有很大的帮助，所以李老师建议我们小朋友从今天开始就要将分类应用到我们的生活中，回到家去把你的房间整理好，把你的书包整理好，让我们一年八班的所有小朋友都成为生活的有心人。
[《分类》教学设计(网友来稿) 教案教学设计]
篇11：分类(网友来稿) 教案教学设计
分类》教案
教学内容：
人民教育出版社义务教育课程标准实验教科书一年级上册数学第38页内容、练习六的第1-3题
教学目标：
1、引导学生观察商场（超市）实物的摆放，初步感知分类的意义；通过操作学会分类的方法。
2、通过分一分，看一看，培养学生的操作能力、观察能力、判断能力、语言表达能力。
3、培养学生合作交流的意识。
4、让学生体会到生活中到处都有数学，培养学习数学的兴趣。
教学重点、难点：
学会对物品进行分类的方法，正确给物品分类。
教具准备：
商场实景拍摄，铅笔，橡皮，尺子，粉笔，书，本，卡片……
学具准备：
铅笔、花和水果的图片
教学设计：
从生活中引入分类，初步感知分类的意义。
师：你们去超市买过东西吗？你是怎样找到你要买的东西的？老师今天就和大家一起去逛逛超市好吗？（播放超市情景画面）你们发现了什么？
生：一样的东西都放在一起。
师：对！大家观察得非常仔细，就像同学们说的那样超市里的物品是一类一类摆放的，这节课我们就来学习如何分类。（板书课题）
请你说一说你在生活中遇到过分类！那么分类摆放有什么好处呢？
初步感知分类的方法
师：老师工作特别忙讲台上的东西好几天没整理了，你愿意不愿意也像刚才超市那样帮老师把乱放的东西分类整理一下呢？
生：愿意！
师：可我们不能全班同学一起上来，那样就乱了。我们分好组，一组负责一种，按组上来分。
分组：一组摆笔，二组摆本，三组摆书，四组摆卡片，五组摆粉笔，六组摆……
生：按组上来分类。
小组活动，探究新知。
师：把你所有的铅笔拿出来，今天你来当小管家，观察他们的不同，给他们分类。
生：观察，分类
小组交流：说说你是怎么分的，再听听别人是怎么分的。
师：指导看书，说说书上的小朋友是怎么分的？
小结：根据不同的标准，我们可以有不同的分法，下面我们再来体会一下。
巩固练习，体验不同标准分类。
1、分花
想想，你会怎样分？你为什么这样分？
小结：这些花颜色，品种各不相同。根据这些不同之处，我们找到了两种不同的分法。
2、分图片（意思和分花差不多）可根据不同颜色和形状进行不同的分类。仔细观察这些图片，你有没有发现这些图片的不同？是不是每发现一种不同就有一种分法？
3、小结分类方法：通过刚才的分类活动，我们发现，每找到一处不同，就能得到一种分类方法。这就是按不同标准分类。
4、教师要注意孩子会进行错误的多标准分类，如先按颜色，然后按形状或种类分（关系是平行的）。
师：说说这样分类和其他方法有什么不同？这样分行不行？行！为什么？不行！为什么？
生（议论）汇报：不行！因为标准不一样所以有点乱。
行！这几类之间也是有不同的。
师总结：在对物体分类时，每次都要统一一个标准。（强调每次）可边解释边演示。
应用练习
1、给公园里的人分类
引导生活中到处都有数学，现在就让我们用学过的数学方法来解决生活中的问题。同桌互相说说你按什么标准分类。
2、给自己小组中的小朋友分类
刚才大家想到了许多分类的方法，通过交流我们也了解到了别的同学的想法，现在就请大家用学过的方法给小组里的同学分分类，看看你能有几种分法？（小组活动，反馈交流）
总结
师：今天我们学习了什么本领？
生：给物品分类！
师：好！课下希望大家能利用本节课学习的本领做一次小管家，把自己的书包、书柜、衣柜、玩具盒……整理好！
课后小结：
学生通过参观自己经常光顾的超市，通过谈自己购物时的感受，进一步体会了分类的重要性：方便、快捷、美观、实用……看到身边老师讲台和自己课桌、铅笔盒等处杂乱无章的摆放，激起了全体同学动手操作的欲望。学生通过亲自动手给各种不同的事物分类让学生真正体会到分类给他们带来的好处。在让学生谈自己的收获时，他们都意识到了今后要养成分类摆放物品的好习惯。这节课的主要目的就是通过分类的实践活动，聪明是这节课的魂，也是这节课设计的根本。当然，在这节课中由于自己经验不足，某些环节处理的还不够灵活流畅。在今后的教学中还要进一步锻炼自己，作好学生的组织者、引导者和参与者。
教学主任点评：
“分类”是学生在日常生活中常常要用到的方法，也是最基本的数学思想。《课标》指出：“数学作为一种普遍适用的技术，有助于人们收集、整理、描述信息，建立数学模型，进而解决问题，直接为社会创造价值。”
学生在日常生活中，会接受到大量纷繁、复杂的信息，对这些信息进行分类是学生迫切需要解决的问题，对于学生养成良好的生活习惯，有序的工作学习作风，培养思维的有序性具有积极意义。
教师在设计中能够积极调动学生既有的生活积累，抓住知识的生长点感知分类的意义、分类的方法，使学生对分类的意义和方法建立初步的认识。在此基础上，再组织学生在合作探究中亲身体验分类，使学生在活动中掌握分类的标准和方法。教学过程中让学生充分动手、动口、动脑，体现了数学论所提倡的让学生动手“做数学”的思想。
[分类(网友来稿) 教案教学设计]
篇12：七年级名词 教学案例(人教版英语七年级)
名词
名词单复数变化规则
1、 规则变化
1) 一般情况直接加s，如photo→photoscar→cars
2) 以s,sh,ch,x等结尾的词加es，如bus→buseswatch→watches
3) 以ce,se,ze,(d)ge等结尾的词加s，如license→licenses
4) 以辅音字母+y 结尾的词变y 为i再加es，如baby→babies
5）以“f”,“fe”结尾，把f或fe改成 v + es，如wife→wives
2、 不规则变化
1）child→childrenfoot→feettooth→teeth
mouse→miceman→menwoman→women
注意：与 man 和 woman构成的合成词，其复数形式也是 -men 和-women。
2）单复同形
如 deer，sheep，fish，Chinese，Japanese
但除人民币元、角、分外，美元、英镑、法郎等都有复数形式。如:
a dollar, two dollars; a meter, two meters； a pound，two pounds
3）集体名词，以单数形式出现，但实为复数。
如： people police cattle 等本身就是复数，不能说 a people，a police，a cattle，
但可以说 a person，a policeman，a head of cattle。
the English，the British，the French，the Chinese，the Japanese等名词，表示国民总称时，作复数用。
如： The Chinese are industries and brave. 中国人民是勤劳勇敢的。
4）以s结尾，仍为单数的名词，如：
maths，politics，physics，news，the United States，the United Nations 是单数。
如：The United Nations was organized in 1945. 联合国是1945年组建起来的。
5) 表示由两部分构成的东西，如：glasses (眼镜) trousers, clothes
若表达具体数目，要借助数量词，如 a pair of glasses; two pairs of trousers
四． 当堂过手训练
1）、写出下列名词的复数形式
him _________this ___________her ______
watch _______child _______photo ________diary ______
day________ foot________ book_______ dress ________
tooth_______ sheep ______box_______ strawberry _____
thief _______yo-yo ______ peach______ sandwich ______
man______ woman
2）、用所给的单词的复数的正确形式填空：
1．There are so many________(wolf)in the forest.
2.There are three ______(chair) in the classroom.
3.These _______(tomato) are red.
4.______(hero) are great.
5．My brother looks after two ______(baby)
6．There are some ______(deer) eating the grass.
7．My father likes to eat _______(potato).
8．Chinese ______(people)like to eat noodles.
9．I have a lot of ______(toy) in my bedroom.
10．I help my mother wash ______(dish) in the kitchen.
11．I have two______(pencil-box).
12．There are some ______(bus)in the street.
13．Peter has eight _____(foot).
14．Linda has three _______(tooth).
15．There are some ______(child) in the garden.
16．Michael likes the ______(mouse).
17．There are some ______(goose)in the river.
18．My uncle and father are _____(man).
19．Tom and King are _____(boy).
20．Linda has three ______(tooth).
五． 中考链接
选择填空
1. There are four _________ and two _________ in the group.
A. Japanese, Germen BJapaneses, Germen C. Japanese,German D.Japanese, Germans
2. That’aart book. A. an B. a C. the D are
3. The boys have got _________ already.
A. two bread B. two breads C. two pieces of bread D. two piece of bread
4. There _________ some _________ in the river.
A. is ,fish B. are, fishs C. is, fishs D. are ,fish
5. There _________ two _________ in the box.
A. is watch B. are watches C. are watch D. is watches
6. The _____ meeting room is near the reading room.
A.teacher B.teacher’s C.teachers’ D.teachers
篇13：音标 教案教学设计(人教版英语)
教学理念：
1、教学音标的目的不仅是认识48个音标，更重要的是培养学生运用音标的拼读来学习英语的能力，最后形成正确的语音、语调。拼读是一个熟能生巧的过程，只有反复多拼，才能达到熟练。
2、字母、音标、单词、句子“四结合”。音标教学不是孤立的，它可以结合与其相应的字母、单词或句子教学，由点到面，循序渐进，并且元音和辅音结合，培养学生简单拼读音标的英语能力以及训练学生正确的语音、语调、情感，让音标教学的目的更加突出。
3、音标教学的过程中，教给学生正确的发音方法。悦耳动听在元音，口齿清晰在辅音。
4、学生好动，就让学生在活动中学，学生好胜，就让学生在竞赛中练，加上简易的绕口令，既满足了学生的娱乐愿望，又顺利地完成了学习任务。教学中，我尽量设计游戏、竞赛，让学生高兴地练。如通过“字母、音标对比游戏”、“摘苹果”、“竞赛读句子”等学习活动，这样的设计是符合小学生的认知水平以及年龄特点的。
一、教学目标。
1、 学习2个元音音素[ i: ]和 [i],和3个辅音音素[p]、[b]、[m]，掌握正确的
发音方法。
2、 训练学生通过2个元音和3个辅音组合进行简单拼读音标的能力，以及正确练读包含[i：]、[i]、[p]、[b]、[m]的词、短语、句子。
3、 正确书写Bb、Ii、、Mm、Pp这4个字母和 [i：]、[i]、[p]、[b]、[m]这5个音标。
4、 培养学生学习英语的兴趣、热情，以及与同伴之间的合作意识。
二、课前准备。
教师：录音机、相关磁带、图片词卡、细线一条、一张白纸、26个字母
卡片、以及[i：]、[i]、[p]、[b]、[m]的音标卡片以及相关卡片。
学生：“p、b、m、I”4个字母的卡片、以及[i：]、[i]、[p]、[b]、[m]的音标卡片。
三、教学过程。
1、复习热身。
A、师生日常交谈后，唱歌曲《ABC》
（复习26个英语字母的读音）
B、看谁反应快。教师任意出示26个英语字母卡片，学生读出字母的读音。
（为下面的音标教学做铺垫，学习音标后，形成对比，认识到字母与字母音素读音不同）。
2、新课呈示。
引入：(T: We have five new friends, today.)
A、教授[i：]的发音。
1）教师示范[i：]----穿针引线音，边示范边用拇指和食指捏住线从左向右拉。同时，解说发音要领：[i：]发音时，舌尖抵下齿，前舌中部最高，嘴唇向两旁伸开，成扁平形。元音字母e及字母组合ee、ea、ie、ei可以读作[i：]。
2）学生模仿，比一比，谁的发音最佳，并给予恰当的评价。
B、教授[i]的发音。
1）教师示范[i]----微笑露酒窝音，边示范边将手掌张开放到头上向自己的方向挥动。同时，解说发音要领：[i]发音时，舌尖抵下齿，前舌后部最高，舌前部向硬颚抬起比[i：]低些，下颚稍下垂，舌前部也稍下降。
2）边做动作边模仿。
（学习音标如同一年级小朋友学习汉语拼音一样，有一个音与形的认识过程。课堂上，要求学生仔细听音、观察口形，认真模仿，但是课堂上模仿、拼读过程一长，学生很容易厌烦，所以教学中，运用比一比的竞赛方法，以及结合动作学习的方法来集中学生的注意力。）
3）找一找。请学生们从26个英语字母中，找出哪些字母的发音包含[i：]。
（Bb、Cc、Dd、Ee、Gg、Pp、Tt、Vv）
解说[i：]是一个长元音，“：”是长音符号，比相应的短元音要长两倍以上。[i：]不是[i]的单纯加长。
C、教授[p]的发音。
1） 发[p]音。教师出示一张白纸，放在嘴前，示范发音，纸会颤动。要求学生注意：发[p]时，双唇紧闭，气流从口腔冲出，送气有力。[p]不响亮，单发[p]时，在远处几乎听不见。
2） 开火车比赛发音。（p---p---[p] [p] [p]）
（运用“p---p---[p] [p] [p]”这样有节奏的练习发音，充满趣味性，学生学得会非常有兴趣）
3）简单拼读：[p]-[i：]==[pi：]，教师示范后，学生模仿发音。要领：辅音轻，元音重。两音相连猛一碰。
（由[p]、[i：]的字母音标发音到[pi：]的简单拼读，是一个由易到难的循序渐进的一个过程，学生不会有困难感，对学生英语学习的兴趣起到正面的推动作用。）
D、教授[b]的发音。
1）教师示范发音。要领：发音方法和[p]相同，但[b]在词尾发得很轻，不如[p]送气有力。
2）个人读-------同桌互读。
3）出示图片词卡（ball）、bag、bed。教读：[b]---[b]===bag、[b]---[b]===bag、[b]---[b]===bed
（将音标与单词相结合，由点到面到训练，让学生练读[p]在单词中的读音，给学生灌输简单的拼读规律）
E、教授[m]的发音。
1）教师示范发音。要领：发音位置和[p]、[b]相同，发音比较响亮，应注意发[m]时双唇始终是紧闭的。
2）个人读--------男生女生读。
3）请你说出包含[m]的单词，给小组赢得小星。
（mum、mother、meet、miss、monkey、mouse、mouth、mike、）
（通过给小组加分的形式说出包含[m]的单词，学生不仅复习了已有的单词，而且让学生练习在不同的单词里[m]的发音，那么对[m]的感知更加深刻。）
3、音标巩固练习。
1）学生简单拼读。
出示小黑板：[pi：] [bi：] [mi：] [pi] [bi] [mi] [pi：p] [bi：p] [pi：m] [pib]
2）字母、音标对比游戏。
教师出示一些卡片，其中有小写字母p、b、m、I的卡片，有[p]、[b]、[m]、[i：]、[i]的音标卡片，以及一写其他字母或音标的卡片。教师说：show me the small letter p/b/m/I 。或说：show me [p]、[b]、[m]、[i：]、[i]。让学生出示相应的卡片。
（通过字母、音标对比游戏，能培养学生自觉地把单词、音标作音、形比较，直至掌握一些规律，学生逐渐明白“[ i]”表示音标，那么单词中有“i”这个字母，不代表它就发[i]的音，逐步学会见形知音的本领，这样的训练，也能为今后学生单词拼读、速记单词能力的培养作好铺垫。）
3）摘苹果。
教师在黑板上出示一张挂满苹果的树挂图，每个苹果上写有一个单词，
如milk、meet、see、key、thin、big、pig、three、he、she等。再画两个篮子，分别贴上[i：]、 [i]的音标，每小组派几名同学上前面来，把树上的苹果摘下来，将含有相同元音的单词放入相应的篮子里 ，最快最准确的小组赢得小星。
（对[i：]和[i]这两个长音和短音的学习做进一步的推进，让字母音标学习与单词相结合。将所有的单词选入正确的篮子里后，再让学生通过单词的朗读，训练学生发音的准确、到位。）
4）、朗读句子。（长条卡片出示）
1）I see a bee in the sea.
2）A big pig in the big ship.
（在教师示范并总结 [i：]、[i]的发音后，进行小组竞读比赛，看哪一组能正确朗读上面的句子，做到既正确又压韵，既流利又有感情 ，这样一来学习活动既锻炼了学生读对[p]、[b]、[i：]、[i]4个音标的使用技能，又体现学生探究与集体主义精神。）
4、拓展训练
绕口令。（小黑板出示）
He sees a ship .
She sees a sheep .
A ship and a sheep .
This is a ship .
That is a sheep.
（编顺口溜不仅可以使知识变得简单，生动、而且印象深刻，而且通过这样的训练，真正将音标教学与语音教学落到实处。）
5、字母、音标书写。
1）、要求学生正确书写“Bb、Ii、、Mm、Pp”这4个英语字母。
2）、正确书写“[i：]、[i]、[p]、[b]、[m]”这5个音标。
四、小作业。
课后和同学比比绕口令。
五、课后游戏推荐。
捞音标：参与人数不限。每人头上带音标卡片头饰，其中两个捞音标的同学面对面握住对方双手，并向上方抬起；其余人试图从两个捞音标同学中间穿过。捞音标的同学要问：what is your name？被捞的同学说：my name is [m]。。。。。。说对的就可以让他过去。
反思:我们在教学中常常发现这样的现象：学生们在学单词的时候，即使在课堂上读得滚瓜烂熟，下了课之后就忘得差不多了；背单词是学生们的一大难题，反复地背也记不住，就是背下了，也容易丢字母或错字母；有的学生为了能记住单词的音，就擅自用汉字标音。如：“ good morning狗的猫铃”，“ Thank you.三克油”， toothbrush兔子不拉屎”， bus爸死must妈死得”等等，闹出很多笑话；更有学生用类似汉语拼音的只有他们自己能懂的符号来给英语单词注音，书上记的密密麻麻。在读单词的时候，就根据自己标的符号来读。于是就有了千奇百怪的、“四不象”的发音。学生的这些做法严重影响了他们的正确发音。如果这种不标准的读音成了习惯，很难得纠正过来，甚至会影响到孩子的一生。
究其原因，是由于他们的语音知识贫乏，对音标知之较少，英语单词拼读识记只有靠死记硬背。在他们眼里，每个单词的字母都是毫无规律地组合在一起，背记单词是他们最头疼的一件事。随着学习内容的不断增多，他们学习就会越来越吃力，这会大大地削弱他们的自信心，最后甚至造成不想学英语的严重后果。因此，我觉得，尽管难，在小学阶段教国际音标是有必要的。但是英语的基础音标有48个，集中在一起教学，不仅量大，而且枯燥无味，不能最大程度上激发学生的学习兴趣，甚至影响学生学习音标的积极性。所以要潜移默化地、化整为零地进行教学，并且要经常运用。在运用的过程中让学生熟练拼读单词，逐步地纠正学生的不良的拼读习惯，逐步培养学生运用英语读音规则拼读单词的能力，并且教会学生查字典。一旦学生学会了音标，从心理上觉得背记单词不是一件难事，就会激发学习英语的积极性和学习热情，为他们掌握听、说、读、写的技能打好良好的基础。
篇14：Body language Language points 教案教学设计(人教版英语高一)
The Third Period Reading (II)
Teaching goals 教学目标
1. Target language目标语言
a. 词汇和短语
unspoken, facial, function, at ease, lose face, turn one’s back to, fist, subjective
b. 重点句子
Body language is one of the most powerful means of communication, often even more powerful than spoken language.
2. Ability goals能力目标
a. Enable the students to know more about body language.
What is the function of body language?
What is the similarity of body language?
How can you understand the universal facial expression “smile”? Does “a smile” always mean the same thing?
What is the difference of body language between various cultures?
b. Enable the students to understand better body language.
What is the proper attitude towards body language?
What would happen if we knew nothing about body language?
3. Learning ability goals 学能目标
How we can “show our feelings” with the body language learned in this unit or gained in our social life.
Teaching important points 教学重点
How body language shows the same or different feelings among people from different cultures.
Teaching difficult points 教学难点
How to tell that the same body language shows different feelings in different cultures.
Teaching methods 教学方法
Fast reading: dealing with the “true” or “false” questions.
Discussion: the importance of body language.
Teaching aids 教具准备
A recorder, a projector and a computer.
Teaching procedures & ways教学过程与方式
1 Pre-reading
1. What is the function of body language?
2. How do you find body language in our daily life?
3. How can the same body language express different feelings or ideas in different cultures?
4. How can different body language express the same feeling or idea in different cultures?
2 Fast reading
TURE OF FALSE
1. Body language is never as powerful as spoken language.
2. If you are angry at a person, you might turn your back to him or her.
3. You can threaten a person by refusing to speak.
4. You should not greet your new boss by giving her or him a hug.
5. Body language is the same all over the world.
6. Most people can understand each other if they try.
Then ask the students to do it one by one and ask them to explain why some of the statements are wrong.
3 Further reading
T: We have just read a passage entitled “Showing Our Feelings”, which tells us more about body language. Now let’s read another passage in the Workbook on P66. The title of the reading text is: The Open Hand - A Universal Sign. You will be given 3 minutes to read through the text as quickly as you can, trying to get as much information from the text as possible.
Ss: Yes, Sir.
T: What information have you got?
S1: More about body language, sir. We have learned how people are communicating or getting along with each other besides using spoken language. We are also asked to think about some new situations in which we will communicate in body language.
S2: And we have to think about the following questions: It is known that a smile is a sign that people feel friendly and happy. But we have to consider: 1. What if we don’t know who the new person is? 2. What if we are not introduced by a friend? 3. What if we are meeting a stranger in an unfamiliar place?
S3: And the most important of all is that we have to make
sure whether we can trust people we do not know, and we have to show that we are not dangerous.
S4: Quite true. We have different ways to show our hands -our open hands, which means that we are not armed and we are friendly.
S5: In many cultures today, the Western custom of the handshake is used. Besides this, traditionally, Chinese greet others by covering the left hand with the right hand and bowing; the Japanese cover on hand with the other and bow slightly or quite low, depending on whom they greeted; Hindu people join their hands in front of their faces and bow their heads; Muslims will touch their heart, mouth and forehead to show respect.
S6: Now young people in the West give each other the “high five” when they clap each other’s hands in the air.
S7: You have taken the words out of my mouth. And I believe that in almost all cultures, to smile and show an open right hand is the most common way to show the goodwill greeting.
T: I am more than happy to hear you can get so much information from the passage when you do the reading! Now let’s act out some of the gestures in the reading material, OK?
Some students are asked to act out the body language which appears in the reading text is: The Open Hand - A Universal Sign, such as a handshake, the traditional greetings in China, the Japanese way to greet people, the ways Hindu people and Muslims use to greet people, and the way young people in the West use now.
Several minutes later.
T: Before we come to the end of this period, let’s take up the last item, doing the arrangement of the information under the passage on Page 67.
S8: It can be dangerous to meet people you do not know.
S9: Many Asian people do not usually physically touch strangers.
S10: If we show an open hand, it means that we are not holding anything dangerous.
S11: The right hand is usually used because it is almost the stronger.
S12: People shake their hands when meeting to show that they can be trusted.
S13: To show respect, people will touch their heart and mouth when greeting someone.
Homework
1. Read aloud all the reading texts in this unit.
2. Get ready to retell the two reading passages learnt in this period.
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