为您找到与what dog never bite相关的共54个结果:
There was a hound dog laying in the yard. An old man in overalls was sitting on the porch. "Excuse me, sir, but does your dog bite?" the tourist asked.
The old man replied, "Nope."
So the tourist stepped out of his car. The dog ran over snarling and growling and bit him on his arms and legs. As the dog was dragging him away the tourist was flailing around in the dust and yelled, "I thought you said your dog didn't bite!"
The old man replied, "Ain't my dog."
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导语:we are what we read,通常看一个人读些什么书就可知道他的为人,就像看他同什么人交往就知道他的为人一样,因为有人以人为伴,也有人以书为伴。无论是书还是朋友,我们都应该以最好的为伴。
As we know ,Books can tell us a reason ,Reading in the summer, enthusiasm, no one would deny that summer hot and passion, read you, will you read a passionate summer. Book is not only knowledge of treasure, but our mentor, it can teach us how to composition and how to do it. In the us alone, it like a great friend as comfort you. A difficulty, it will give us the answers, Encounter difficulties, it will help us and give us strength. Reading water, is the source of life, Reading flower, life is the emotions, Reading is a kind of comprehension, reading is soil, is cultivated flowers resources.
书可以告诉我们道理,书不仅是知识的宝库,而且是我们的良师益友,它能教我们怎样作文,怎样做 人。在我们孤单时,它像大朋友一样安慰你。有疑难时,它会给我们解答;遇到困难 时,它会帮助我们,给我们力量。读书,在绚烂的春天。没有人会否认春天的温暖和浪漫。读你,就像读一个五彩的春天。读书如水,是生命的源泉;读书如花,是生命的情怀;读书是一种感悟,读书是土,是栽培花朵的资源。
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歌手介绍:艾薇儿·拉维尼(Avril Lavigne),1984年9月27日出生于加拿大安大略,加拿大女歌手、词曲创作者、演员。
Please wrap your drunken arms around me
And I'll let you call me yours tonight
Cause slightly broken's just what I need
And if you give me what I want
Then I'll give you what you like
Please tell me I'm your one and only
Or lie and say at least tonight
I've got a brand new cure for lonely
And if you give me what I want
Then I'll give you what you like
When you turn off the lights
I get stars in my eyes
Is this love?
Maybe someday
So don't turn on the lights
I'll give you what you like
Emotions aren't that hard to borrow
When was the word you never learned
And in a room of empty bottles
If you don't give me what I want
Then you'll get what you deserve
When you turn off the lights
I get stars in my eyes
Is this love?
Maybe someday
I've got this scene in my head
I'm not sure how it ends
Is it love?
Maybe one day
So don't turn on the lights
I'll give you what you like
I'll give you what you like
I'll give you one last chance to hold me
If you give me one last cigarette
By now it's only in the morning
Now that I gave you what you want
All I want is to forget
When you turn off the lights
I get stars in my eyes
Is this love?
Maybe someday
I've got this scene in my head
I'm not sure how it ends
Is it love?
Maybe one day
So don't turn on the lights
I'll give you what you like
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名词解释:Chris Medina,克里斯·梅迪纳,坚持守护因车祸致残的妻子,是个不可多得、有情有义的好男人,美国人。在《美国偶像》中凭借着这首《What are words》而在网络上广泛流传。你知道用英语怎么表达吗
Chris Medina - What Are Words
Lyrics:
Anywhere you are, I am near
Anywhere you go, I'll be there
Anytime you whisper my name, you'll see
How every single promise I keep
Cuz what kind of guy would I be
If I was to leave when you need me most
What are words
If you really don't mean them
When you say them
What are words
If they're only for good times
Then it's on
When it's love
Yeah, you see them as lover's words
They never go away
They live on, even when we're gone
And I know an angel would say
Just from me and now know I'm meant
To be where I am and I'm gonna be
Standing right beside her tonight
And I'm gonna be by your side
I would never leave when she needs me most
What are words
If you really don't mean them
When you say them
What are words
If they're only for good times
Then it's off
When it's love
Yeah, you see them as lover's words
They never go away
They live on, even when we're gone
Anywhere you are, I am near
Anywhere you go, I'll be there
And I'm gonna be here forever more
Every single promise I keep
Cuz what kind of guy would I be
If I was to leave when you need me most
I'm forever keeping my angel close
你在,我就寸步不离
你走,我就如影随形
你唤,我就向你证明
我忠贞不渝
你最需要我的时候,
若我离去 那我与禽兽无异
什么是誓言
如果你心不在焉
那就收回你的誓言
什么是誓言
如果只能共享荣华
那它必将如浮云般消逝
情到浓处
你海誓山盟
那誓言将永不消失
直到地裂天崩
你就是上天赐予我的天使
这是命运的安排
今晚我将守护在你身旁
与你同甘共苦
我将时刻陪伴你
不离不弃
什么是誓言
如果你心不在焉
那就收回你的誓言
什么是誓言
如果只能共享荣华
那它必将如浮云般消逝
情到浓处
你海誓山盟
那誓言将永不消失
直到地裂天崩
你在,我就寸步不离
你走,我就如影随形
你唤,我就向你证明
我忠贞不渝
你最需要我的时候,
若我离去 那我与禽兽无异
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以下是小编整理的情感类英语美文欣赏:I Never Write Right, 希望使你的心灵有所触动。
When I was fifteen, I announced to my English classthat I was going to write and illustrate my ownbooks. Half the students sneered, the rest nearly fellout of their chairs laughing. “Don’t be silly, onlygeniuses can become writers,” the English teachersaid smugly, “And you are getting a D thissemester.” I was so humiliated I burst into tears.
That night I wrote a short sad poem about brokendreams and mailed it to the Capri’s Weekly newspaper. To my astonishment, they published itand sent me two dollars. I was a published and paid writer. I showed my teacher and fellowstudents. They laughed. “Just plain dumb luck,” the teacher said. I tasted success. I’d sold thefirst thing I’d ever written. That was more than any of them had done and if it was just dumbluck, that was fine with me.
During the next two years I sold dozens of poems, letters, jokes and recipes. By the time Igraduated from high school, with a C minus average, I had scrapbooks filled with my publishedwork. I never mentioned my writing to my teachers, friends or my family again. They weredream killers and if people must choose between their friends and their dreams, they mustalways choose their dreams.
I had four children at the time, and the oldest was only four. While the children napped, I typedon my ancient typewriter. I wrote what I felt. It took nine months, just like a baby. I chose apublisher at random and put the manuscript in an empty Pampers diapers package, the onlybox I could find. I’d never heard of manuscript boxes. The letter I enclosed read, “I wrote thisbook myself, I hope you like it. I also do the illustrations. Chapter six and twelve are myfavourites. Thank you.” I tied a string around the diaper box and mailed it without a selfaddressed stamped envelope and without making a copy of the manuscript.
A month later I received a contract, an advance on royalties, and a request to start workingon another book. Crying Wind, the title of my book, became a best seller, was translated intofifteen languages and Braille and sold worldwide. I appeared on TV talk shows during the dayand changed diapers at night. I traveled from New York to California and Canada on promotionaltours. My first book also became required reading in native American schools in Canada.
The worst year I ever had as a writer I earned two dollars. I was fifteen, remember? In my bestyear I earned 36,000 dollars. Most years I earned between five thousand and ten thousand. No,it isn’t enough to live on, but it’s still more than I’d make working part time and it’s fivethousand to ten thousand more than I’d make if I didn’t write at all. People ask what college Iattended, what degrees I had and what qualifications I have to be a writer. The answer is: “None.” I just write. I’m not a genius. I’m not gifted and I don’t write right. I’m lazy,undisciplined, and spend more time with my children and friends than I do writing. I didn’t owna thesaurus until four years ago and I use a small Webster’s dictionary that I’d bought at K-Mart for 89 cents. I use an electric typewriter that I paid a hundred and twenty nine dollars forsix years ago. I’ve never used a word processor. I do all the cooking, cleaning and laundry fora family of six and fit my writing in a few minutes here and there. I write everything in longhandon yellow tablets while sitting on the sofa with my four kids eating pizza and watching TV. Whenthe book is finished, I type it and mail it to the publisher. I’ve written eight books. Four havebeen published and three are still out with the publishers. One stinks. To all those who dream ofwriting, I’m shouting at you: “Yes, you can. Yes, you can. Don’t listen to them.” I don’t writeright but I’ve beaten the odds. Writing is easy, it’s fun and anyone can do it. Of course, a littledumb luck doesn’t hurt.
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下面是读文网小编整理的双语美文:I Never Write Right,欢迎大家阅读!
When I was fifteen, I announced to my English class that I was going to write and illustratemy own books. Half the students sneered, the rest nearly fell out of their chairs laughing. "Don't be silly, only geniuses can become writers," the English teacher said smugly, "And youare getting a D this semester." I was so humiliated I burst into tears.
That night I wrote a short sad poem about broken dreams and mailed it to the Capri's Weeklynewspaper. To my astonishment, they published it and sent me two dollars. I was a publishedand paid writer. I showed my teacher and fellow students. They laughed. "Just plain dumbluck," the teacher said. I tasted success. I'd sold the first thing I'd ever written. That was morethan any of them had done and if it was just dumb luck, that was fine with me.
During the next two years I sold dozens of poems, letters, jokes and recipes. By the time Igraduated from high school, with a C minus average, I had scrapbooks filled with my publishedwork. I never mentioned my writing to my teachers, friends or my family again. They weredream killers and if people must choose between their friends and their dreams, they mustalways choose their dreams.
I had four children at the time, and the oldest was only four. While the children napped, I typedon my ancient typewriter. I wrote what I felt. It took nine months, just like a baby. I chose apublisher at random and put the manuscript in an empty Pampers diapers package, the onlybox I could find. I'd never heard of manuscript boxes. The letter I enclosed read, "I wrote thisbook myself, I hope you like it. I also do the illustrations. Chapter six and twelve are myfavourites. Thank you." I tied a string around the diaper box and mailed it without a selfaddressed stamped envelope and without making a copy of the manuscript.
A month later I received a contract, an advance on royalties, and a request to start workingon another book. Crying Wind, the title of my book, became a best seller, was translated intofifteen languages and Braille and sold worldwide. I appeared on TV talk shows during the dayand changed diapers at night. I traveled from New York to California and Canada on promotionaltours. My first book also became required reading in native American schools in Canada.
The worst year I ever had as a writer I earned two dollars. I was fifteen, remember? In my bestyear I earned 36,000 dollars. Most years I earned between five thousand and ten thousand. No,it isn't enough to live on, but it's still more than I'd make working part time and it's fivethousand to ten thousand more than I'd make if I didn't write at all. People ask what college Iattended, what degrees I had and what qualifications I have to be a writer. The answer is: "None." I just write. I'm not a genius. I'm not gifted and I don't write right. I'm lazy,undisciplined, and spend more time with my children and friends than I do writing. I didn't owna thesaurus until four years ago and I use a small Webster's dictionary that I'd bought at K-Mart for 89 cents. I use an electric typewriter that I paid a hundred and twenty nine dollars forsix years ago. I've never used a word processor. I do all the cooking, cleaning and laundry fora family of six and fit my writing in a few minutes here and there. I write everything in longhandon yellow tablets while sitting on the sofa with my four kids eating pizza and watching TV.
When the book is finished, I type it and mail it to the publisher. I've written eight books. Fourhave been published and three are still out with the publishers. One stinks. To all those whodream of writing, I'm shouting at you: "Yes, you can. Yes, you can. Don't listen to them." Idon't write right but I've beaten the odds. Writing is easy, it's fun and anyone can do it. Ofcourse, a little dumb luck doesn't hurt.
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bite表咬; 叮的意思,那么你知道bite的短语有哪些吗?接下来小编为大家整理bite的短语搭配,希望对你有帮助哦!
1. Wendy popped in for a quick bite to eat on Monday night.
温迪周一晚上过来匆匆吃了点儿饭。
2. I struck it away and got a bite on my forearm.
我把它打跑了,但小臂被咬了一口。
3. Any dog bite, no matter how small, needs immediate medical attention.
被狗咬后,不管伤口多小,都必须立即就医。
4. There was a bite in the air, a smell perhaps of snow.
空气非常寒冷,似乎有雪的味道。
5. I had to bite back a yelp of surprise.
我只好强忍住,没惊叫出来。
6. The allegation has caused one lecturer's career to bite the dust.
这项指控断送了一名讲师的前程。
7. The novel seems to lack bite and tension—even passion.
这部小说乏善可陈,没有紧张的情节——甚至缺少激情。
8. Tour operators may be forced to bite the bullet and cut prices.
旅行社的经营者们可能不得不忍痛降价。
9. Look forward to eating the food and enjoy every bite.
盼着吃东西,享受每一口食物。
10. He took another bite of apple.
他又咬了一口苹果。
11. I must learn to bite my lip.
我必须学会不乱说话。
12. Llamas won't bite or kick.
美洲驼既不会咬人也不会踢人。
13. He'd gulped it down in one bite.
他一口就把它吞了下去。
14. Chew each mouthful fully before the next bite.
将每一口充分咀嚼后,再吃下一口。
15. You cannot eat a bun in one bite.
你不能一口吃下一个面包。
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never有永不;绝不;从不;未曾等意思,那么你知道never的用法吗?下面跟着读文网小编一起来学习一下,希望对大家的学习有所帮助!
1. Failure is never quite so frightening as regret do.
比失败更令人恐惧的是懊悔。
3. The public never had faith in his ability to handle the job.
公众从来不相信他有能力胜任这一职位。
4. He has never exhibited the self-confidence, bordering on arrogance, of his predecessor.
他从未表现出他前任的那种近乎傲慢的自信。
5. He waited until all the luggage was cleared, but Paula's never appeared.
他一直等到所有的行李都拿走了,但始终没看见葆拉的。
6. I can never, ever forgive him. I despise him.
我永远不会原谅他。我鄙视他。
7. He won his first Derby on the aptly named "Never Say Die".
他驾驭着这匹名副其实的“永不言败”夺得了他的第一个德比马赛冠军。
8. Her husband had never before had any heart trouble.
她丈夫以前从来没得过任何心脏疾病。
9. You could never eliminate risk, but preparation and training could attenuate it.
风险不可能完全消除,但可以通过防范和培训来降低。
10. Those statements have never been reported in the Western media.
那些言论似乎从来没有被西方媒体报道过。
11. I never go on the bus into the town.
我从不坐公共汽车去城里。
12. Ford never desisted from trying to persuade him to return to America.
福特从未停止过劝说他返回美国。
13. She had stopped nagging him about never being home.
她不再不停地指责他总不在家了。
14. They've never had anything spare — they've always used it all.
他们从没有任何备用的东西——他们总是把什么都用得一干二净。
15. She never participated in obtaining or copying any classified documents for anyone.
她从未参与过为任何人获取或复制机密文件之事。
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bite有表示咬;叮;蜇等意思,那么你知道bite的用法吗?下面跟着读文网小编一起来学习一下,希望对大家的学习有所帮助!
用作动词 (v.)
bite at (v.+prep.)
bite back (v.+adv.)
bite down (v.+adv.)
bite in〔into〕 (v.+prep.)
bite off〔away〕 (v.+adv.)
bite off more than one can chew
bite on1 (v.+adv.)
bite on2 (v.+prep.)
用作名词 (n.)
get two bites at a cherry
put the bite on
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感叹句一般是用来表示说话时的喜悦、惊讶等情感。英语感叹句常用"what"和"how"引导,"what"和"how"与所修饰的词置于句首,其它部分用陈述句语序。下面小编就跟大家分享常用"what"和"how"t开头的句子。
一、 what开头的句子:"what"意为"多么"用作定语,修饰名词(被强调部分),单数可数名词前要加不定冠词a/an,复数可数名词或不可数名词前不用冠词。这类句子的结构形式是: what+(a/an)+adj.+n.+主语+谓语+(it is). 如:
① What a clever girl she is! 多么聪明的姑娘呀!
② What an interesting story it is! 多么有趣的故事呀!
③ What good children they are! 他们是多么好的孩子呀!
④ What beautiful flowers they are! 多么漂亮的花呀!
⑤ What delicious food it is! 多么有味的食物呀! ⑥ What heavy snow it is! 多么大的雪呀!
二、由"how"引导的感叹句:"how"意为"多么",用作状语,修饰形容词或副词(被强调部分)。如果修饰形容词,则句中的谓语动词用系动词;如果how修饰副词,则句中的谓语动词用行为动词,这类句子的结构形式是:
How+adj.(adv.)+主语+谓语+(it is). 如:
① How cold it is today! 今天多么冷呀!
② How nice the pictures are! 多么漂亮的图画呀!
③ How happy they look! 他们显得多么高兴呀! ④ How well she sings!
她唱得多好呀!
⑤ How hard they are working now!
他们干得多么起劲呀!
三、在表示同一意义时,英语感叹既可用"what"引导,也可用"how"引导。如:
① What a hot day it is! How hot the day is ! 多么热的天气呀!
② What tall buildings they are! How tall the buildings are! 多么高的楼房呀!
③ What bad weather it is! How bad the weather is! 多么糟糕的天气呀!
④ What bright sunshine it is! How bright the sunshine is! 多么明亮的阳光呀!
四、感叹句在表示激动强烈的感情时,口语中常常采用省略句,其后面的主语和谓语往往略去不讲。 如:
① What a fine day! 多么晴朗的天呀!
② What an honest boy! 多么诚实的孩子呀!
③ What red apples!
多么红的苹果呀!
④ How cool! 好凉快呀!
⑤ How wonderful! 精彩极了!
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bite做动词有咬;叮;蜇等意思,那么你知道bite的过去式是什么吗?接下来跟着读文网小编来学习一下吧。
bite的用法1:bite的基本意思是“用牙齿或牙齿类物攻击”,一般译为“咬”,指用牙(尤指门牙)短暂性地、猛烈地咬入某物,将其咬住、咬透或咬掉,也可指“咬伤”。引申指“某种非凡的力量牢牢抓住、刺透、刺入某物”。用于比喻可指“上钩,上当”。
bite的用法2:bite的主语可以是人或动物,如狗、蚊虫等,也可以是物,如车、辣椒等,其宾语可以是人,也可以是物。
bite的用法3:bite可用于被动结构,当宾语是人时,被咬的部位(如“脸”),常用介词in或on引出。
bite的用法4:bite的过去式为bit,过去分词为bitten或bit,但现代英语中bit这种过去分词不常用,特别是在美式英语中。
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bite有咬;叮;蜇等意思,那么你知道bite的同义词有哪些吗?下面读文网小编为大家带来bite的同义词和辨析,欢迎大家学习。
这些动词均含有"咬,啃"之意。
bite 指用牙齿钳住或切断,或咬一口。
chew 指用牙磨碎。
gnaw 指连续不断用齿咬。
snap 指突然猛咬。
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想知道Unit4 What are you doing的英语教案要怎么做吗?下面读文网小编为大家带来Unit4 What are you doing英语教案,希望对大家有所帮助。
1.教学内容分析
在五个动词短语中,do the dishes是五(上)Unit 4要求四会的词组,read a book, cook dinner在五(上)中学过意思相同的两个短语read books和cook the meals,并且属于四会内容。draw pictures , answer the phone 在前几册中也出现过,总之,五个动词短语的前三个对学生来说比较简单。针对这种情况,我采用由易到难、由旧知识练习新句型的教学策略,以此来降低学生理解及表达的难度。
2.教学目标的确定
本节课是五年级下册第四单元的第一课时,五年级下册四、五、六单元的主要内容就是现在进行时,而本节课是学生学习现在进行时的第一节课,因此,对学生接受现在进行时的概念,理解现在进行时的用法显得尤为重要。 针对本节课的特殊情况,既学生第一次接触一种新时态:现在进行时,我确定了三个教学目标。
(1)通过具体而典型的情景,体会现在进行时的用法,能够运用句子What are you doing ? 询问别人正在做什么,并用 I'm ___ing . 这一陈述句来做答。
(2)初步认识现在分词的构成,能够听、说、读、写五个动词短语的 ing形式。
(3)通过说唱Let's chant部分的歌谣,巩固复习 Let's learn 部分的短语和句子。
3.教学重点、难点的确立
(1)本节的重点是掌握五个动词短语的-ing 形式,理解下一节课的主要句型 What are you doing ? 并能用 I am doing the dishes . 来作答。
(2)难点:a、如何引导学生感知、理解现在进行时所表达的含义。
b、动词- ing形式的读音,特别是加 -ing 之后的连读。这不单是本节课的难点,也是后三个单元的教学难点。培养学生流畅的连读,它需要一个过程,需要老师多做示范,逐步引导,充分感知。这不是一节课两节课就能达到的教学目标。
4.教具准备
乒乓球、乒乓球拍、玩具盘子及洗碗布、玩具锅及铲子、一本故事书、语文书、数学书、图画书、电话、词卡、四张图片、记者服、记者证、录音机和磁带。
二、教学过程
Step 1:Warm-up, TPR活动
T: Hello, boys and girls. This class I'll divide you into 4 groups. Group1.2. 3. 4.
T: Before class. Let's warm up. Please follow me. Do as I do.
1.复习动词:(边做动作边说)
eat/ drink/read/ write/ draw/ jump/ run/ swim/ fly(T: Wonderful! Let’s go on.)
2.复习词组:
set the table/ sweep the floor/ wash the clothes./do the dishes./cook the meals./clean the bedroom.
3.sing a song: 《I can help》. 投影出示歌词,老师做动作示范,师生一同演唱。
(设计思路: 在Warm-up 中通过TPR的形式回顾所学的动词,以旧带新,同时也为后面的新授、拓展做一简单的铺垫,目的就是从一开始就将学生带入动词的世界。歌曲《I can help 》中的歌词动作在课前有所熟悉,所以让学生边唱边做动作,进一步复习有关家务劳动的短语,这也是为后面通过Free talk引出do the dishes, cook dinner两个短语所做的铺垫。)
Step 2. Unit 4 What are you doing 的导入及板书。
1.T: Boys and girls. Here’s a ping-pong. Do you like playing ping-pong.(做动作)Please look at me. What am I doing now?(边托球边解释:现在,我正在干什么?)You can ask me: What are you doing?(拿词卡边领读边板书)
2.Ask me together. (师再次托球回答)I am playing ping-pong.(让两生试着托球,师拿词卡I’m ---ing领读、板书。)
3.T: From this class .We’ll learn Unit 4. What are doing?
(设计思路:这一环节即是课题的导入也是现在进行时用法的感知,针对本节课的难点,即如何引导学生感知、理解现在进行时所表达的含义。通过play ping-pong这一正在进行的动作,鼓励学生用What are you doing?来问老师,借此老师教学并板书课题,且初步熟悉其陈述句的表达法I am ___ing.)
Step 3.Presentation
1.Free talk 引出do the dishes.
T: Hello .What's your name? S1:(回答)
Nice to meet you.
By the way, can you do housework?
What can you do?
Great. You're helpful.
T: Hello. What can you do at home? S2:(回答)
Good boy/girl. You're helpful.
T: Boys and girls ,can you do housework? Ss: Yes.
T: You're helpful .Please guess what I can do at home. Look carefully.(师做动作,生猜。You can use the sentence:“Can you ---”)
T: Yes, I can do the dishes .Who can write the phrases?(师让一名学生上黑板写词组,写完后老师让学生稍等,然后自己边洗盘子边说:I am doing the dishes now. Please try.)
T: What are you doing?
S: I am doing the dishes.
(板书领读:do add-ing is pronounced /i□/--- doing.
再次板书:I am=I'm(领读,拿盘子准备传)
T: This time, Let's pass the dish one by one, and ask: What are you doing?
(领读3-4遍之后开始传,全体同学一起打着节奏问:What are you doing? 当老师说:Stop时,拿到盘子的同学站起来边洗盘子边说:“I am doing the dishes.”)
(设计思路:由Free talk 引出do the dishes ,由学生熟悉的词组入手,通过传盘子的游戏集体练习、重点突破主句型 What are you doing ?)
2. cook dinner
T:(与最后一名学生对话)You can do the dishes . Can you cook dinner?
S: 如果生回答 Yes, I can.老师就用 T: You’re helpful. Please do an action and say.
如果生回答No, I can’t 老师边做动作边启发鼓励学生T: You can’t? cook eggs, can you? What about noodles?
T:(边让生说cook dinner, 边做动作)师板书 cook dinner
T: It means: cook the meals.
Here’s a pot .Who can ask me with the sentence : (指标题)
T: I am cooking dinner .I am cooking fish. Mmm-Yummy. (板书-ing. Cook add ing is pronounced cooking画连读符号)
T: Now, please cook something and practise in pairs. You can cook eggs. noodle,. tomatoes, potatoes, green beans and so on.
T: Mm----Yummy. SA. What are you doing?
SA: I’m----.(让两名学生一组起来汇报)
(设计思路:当盘子传到最后一名学生,老师问:You can do the dishes . Can you cook dinner?自然引出cook dinner的教学,练习的形式是两人合作,边做动作边练习,在汇报时,老师以故事书作为奖励,并让学生坐下来耐心地一页一页的读,将read a book 引出)
3.read a book. [注意与read books的比较]
T: Wonderful. Please come here. This is for you.(把故事书奖励给学生) Please sit on the chair and read it. (师指正在读书的学生说)read a book . 板书并领读。
T:(师蹲下去问)What are you doing?
(引导学生试着加ing,并读出) Please add-ing and try to read it.
(师画连字符号)Who can help her? Wonderful. This is for you[发奖品]
T: I have many books here.
(师边说边走下去将书分给学生) Please read it! 引导学生用句型来问答
T: (师启发学生说出具体的书目)You’re reading a Chinese book.
(设计思路:当学生读到picture book时,老师用实物投影仪展示pictures,并且问学生 Can you draw pictures ?然后老师在黑板上画画示范,边画边说:I am drawing pictures .自然将 drawing pictures引出,接着让学生来画画,亲身体验现在正在进行的这一动作)
4.draw pictures
T: You’re reading a picture book. Let’s see. (老师在实物投影上展示,边翻书边说:pictures,
beautiful pictures.(板书pictures)Can you draw pictures.(师边说边画,然后板书、领读。)
T: Can you draw pictures? Let’s finish the picture together. Please draw one thing. You can draw a tree, a path, grass, flowers,an apple and so on .
(设计思路:学生边画边说句子,几位同学画完之后,老师对画做简单的评价,并适当给画添加一些东西,使之更加完美。)
5.answer the phone
T:(电话铃声响起)I’m sorry. Please wait a minute. Let me answer the phone.(老师拿起听筒)
Hello. It’s Miss Lu. I’m having English class. I’m very busy. Bye.
(放下电话教学词组answer the phone )
Practice:
A、做Hide and seek游戏,把电话藏起来,通过一名学生找电话,全班同学用高低声提示,巩固这一动词词组。当学生找到电话,电话铃声再次响起,让学生试着加ing并读出。
B、T: Next, practise in pairs. Use your books, like this.(老师把英语课本卷起,作为电话听筒,并出示下面的对话。)
A: Hello.
B: Hi. It's ________ . What are you doing?
A: I'm answering the phone. What are you doing?
B: I'm _________ (drawing pictures /doing the dishes /cooking dinner / reading a book )
(设计思路:老师接电话时说:Hello! It's Miss Lu.自然渗透打电话的日常用语,然后做Hide and seek 游戏,以此来练习这一短语。紧接着让学生将书卷起做为电话,出示对话提示,小组练习。借助这个短语即可以对前面的四个短语做一阶段性总结,又可渗透下节课 Let's talk的内容。)
Step 4 Practise
1.Listen to the tape. Listen, point and repeat.
2.Look at the blackboard and read after me .(do---doing---doing the dishes)
3.T:(师生分工读)Ss: What are you doing? What are you doing?
T: I’m doing the dishes. (教师边做动作边说)What are you doing?
4.Let’s chant.(投影出示P44的Let’s chant.边说边做)
5.Play a guessing game.
一名学生从词卡中挑出一张出示给全班同学,另一名学生背对这位同学,猜一猜自己正在干什么,全班同学问:What are you doing ?猜的同学边做动作边用I'm _ing来回答。
(设计思路:听录音之后看板书领读, 领读过程中,通过动词原形与现在分词的对比,使学生进一步理解现在分词的构成,紧接着师生分工读,自然引出Let's chant的内容,在Let's chant之后,我设计了一个猜单词的游戏,这是一个常规性的游戏,无多少技巧隐含其中,时间够了就做,不够就略去,这是机动处理的部分。)
Step 5 Consolidation and extension
T: Boys and girls, spring is here.Group1 is going to do housework..Group2 is going to have a picnic . Group3 is going to have a sports meeting. Group4 is staying in the classroom.(教师边说边将卡片发下去。)
1.首先从课前发下去的词卡 比如 play___ the piano 中挑选动词词组且加ing,如并试着读出,然后将词组贴在对应的图画下面。
2.学生发现问题,即个别单词的后面画有四条小横线,swim_ _ _ _, run_ _ _ _, set_ _ _ _, 老师集中讲解问题。
3.小组内练习,利用句型What are you doing? I'm _____ing.充分讨论。
4.记者采访做现场报道。先是老师穿上记者服、戴上记者证访问学生,然后由学生去采访。
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怎么做好英语教案,是每个英语老师教学关心的问题,下面读文网小编为大家带来What color is it教案,希望对大家有所帮助。
教学重难点:会用What color is it? 能回答,培养学生的英语思维能力。
教学用具:多媒体 头饰
Step1:Warm up
1.Greetings(师生问候);
2.Revision(多媒体播放Chant课件,让学生听、说、做、演进行律动,活跃气氛,营造一个良好的学习英语的氛围);Sing an English song.What is this in English?
Step2:Presentation
1. 教师用多媒体播放doll,yellow,blue图片
T:What is this?
S:A doll. It’s a doll.
T:What color is it ?
S:Yellow.(师生共同数一数。)
2.教师呈现新单词doll,yellow,doll单词卡片和句型:What color is it ?
3.用教师用多媒体播放doll,yellow,blue图片
4. 利用媒体呈现dialogue图片;学生听读学生自读课文,划出不会的词,听录音学生跟读,教学指导领读,同桌之间互读,请学生领读课文,学生背诵,并表演课文.
师生示范:
T:What’s this?
S:A doll.
T:What color is it ?
S:Yellow.
Step 4:1 教师用多媒体呈现图片,让同桌两人小组创编对话,教师在屏幕上给出key points加以提示:
A:Hello...
B:Hi...
A:What’s this?
B:It’s...
A:What color is it ?
B:Yellow...
A:Thank you. Bye.
B:See you.
(把所学的新语言项目与旧知识联系起来,自由创编对话,达到交际运用的目的。)
2. 小组反馈。
Step 5 :拓展资源的学习
1.播放Flash动画;
2.播放VCD资源
3.学唱《What color is it ?》
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教案是教师进行教学的蓝图,指导着外语教学。下面读文网小编为大家带来what should i do教案,欢迎大家阅读。
Teaching goals (教学目标)
1.Words & phrases : keep out , loud , argue , What’s wrong ? football , either , except , themselves , include ,etc .
2.情态动词could /should 的用法。
3.Why don’t you … ?结构表建议的运用。
4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Important and difficult points (教学重难点)
1.should /could 情态动词的用法。
2.如何提出建议。
教具: a tape recorder5 , cards .
第一课时
课前准备:
教师:录音机,所学物品的图片、教学挂图。
学生:英语点金教练及相关的学习用具
Teaching procedures(教学步骤) (教学过程)
Step 1 Leading in(导入话题,激活背景知识)
1. Greetings and free talk .
2. Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)
T: I want to buy a new guitar but I don’t have enough money .What should I do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one . 2. Buy a second-hand guitar .
3. Get a part-time job . 4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
Step 3 While-task(任务中活动)SB Page 10 , 1a .
1. Read the instructions to the Ss . 2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .
4.Explain . 5. Talk about the answers with the class .Practice reading .
SB Page 10 , 1b .
Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .
Step 4 Post-task(任务后活动)SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task(任务中活动)SB Page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do .
2. Point to the sentences below .
3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .
4. Play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .
Step 7 Post-task(任务后活动)
Make conversations with peter and his friend with the help of 2a & 2b .
Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .
Homework(家庭作业):
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice .
第二课时
课前准备:
教师:录音机,所学物品的图片。
学生:英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题,激活背景知识)
1. Greeting and free talk .
2. Check the Homework(家庭作业) .Collect the students’ advice .Write it down on the Bb .
Step 2 Pre-task(任务前活动)
1.Review the differences between “could /should” .
2. Learn the new words in Page 12 .
Step 3 While-task(任务中活动)SB Page 12 , 3a .
1. Read the instructions .
2. Read the conversations by Ss or listen to the tape .Then write “good idea” “okay idea” or “bad idea” .
3. Talk about the students’ answers .
4. Make sure the students understand the dialogue.Practice reading
Step 4 Post-task(任务后活动)SB Page 12 , 3b .
1. Read the instructions .Point out the example conversation and ask two students to read it to the class .
2. Use your head .Find some other ways to get money that aren’t in the book .
3. Ask Ss to work with partner as they ask for and give advice .
4.Pairwork .
5. Act out the conversations to the class .
Step 5 While-task(任务中活动)SB Page 12 , Part 4 .
1. Read the instructions .Make sure the Ss understand what they should do .
2. To students read the dialogue .
3. Practice reading .
4. Ask another pair to give their advice on another topic .
5. Pairwork .(互助活动)
Homework(家庭作业) :
将下列短语或句型译为汉语
1. keep out 2. out of style 3. What’s wrong ?
4. call sb up 5. pay for 6. ask for something
7. summer camp 8. stay at home
第三课时
Teaching procedures(教学步骤):
Step 1 Leading in(导入话题,激活背景知识)
1. Greetings and free talk . 2. Check the Homework .
Step 2 Pre-task(任务前活动)SB Page 13 , 1a .
1. Read the instructions to the students .
2. Read the sentences and ask a student to read the sentences to the class .
3. Write NI , I , VI for each statement .
4. What is important to you when you choose clothes ?”Write one or more of their statements to the class .
Talk about the answers with the class .
Step 3 While-task(任务中活动)SB Page 13 , 2a .
1. Read the instructions .Make sure the Ss understand what they should do .
2.Read the three sentences in the box .You will be listening to a radio advice program .They will be talking about one of these problems .
3. Play the tape twice .Ss check the problem they hear .
4. Play the tape again ,Ss correct the answers .
SB Page 13 , 2b .
1.Read the instructions .Make sure Ss understand what they should pay attention to .
2. Look at the chart .There are three persons ,Kim , Nicole , Emilio .Who will give Erin some advice ?What are they ? Read each name for the class .
3. Play the recording again .Ss write their answers .
4. Play the recording again ,one sentence by one sentence .Check the answers .
Step 4 Post-task(任务后活动)SB Page 13 , 2c .
1.Point out the example in the sample dialogue .Ss practice reading .
2. Pairwork: What do you think Erin should do ?
3. Share their conversations with whole class .
Homework(家庭作业) :
You left your Homework(家庭作业) at home ,what should you do ? Please give your advice .
第四课时
课前准备:
教师:录音机,所学物品的图片。
学生:英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题,激活背景知识)
1. Greetings & free talk .
2. Check the Homework(家庭作业) :I left my Homework(家庭作业) at home ,what should I do ? Share some students’ advice .
Step 2 While-task(任务中活动)SB Page 14 , 3a .
1. Scan this letter ,underline the problem .
2. Read the letter again , tick out the new words . 3. Explain something :
(1)except=but 除…之外(不包括在内)
(2)besides 除…之外(包括在内)
Eg.All the students went to the park except him .
Lucy and Lily will come to the party besides me .
(3)find out = learned 了解到 find 找到
Eg.I just find out there is a dance tomorrow .
4. Listen to the recording .Ss practice reading . SB Page 14 , 3b .
5. Pairwork: Give some advice to the lonely kid in 3a .
6. Suppose you’re Mary .Write the letters on your own .
7. Read the letters to the class .
SB Page 14 , Part 4 .
1. Read the problem in the box .
2. Two students read the dialogue .
3. Pairwork : Think them over and give your advice .
4. Groupwork: See which classmate has the best advice .
Step 3 Post-task(任务后活动)SB Page 15 , Selfcheck .
1. Fill in the blanks with the words given .Try to make your own sentences with the words .
2. Read the letter to Aunt Chen’s advice column and then write some advice .
Homework(家庭作业) :
What’s your problem ? Please write your own letter to an advice column .
第五课时
课前准备:
教师:录音机,所学物品的图片。
学生:英语点金教练及相关的学习用具
Teaching procedures(教学步骤) :
Step 1 Leading in(导入话题,激活背景知识)
1. Greetings and free-talk .
2. Check the Homework:Read the letter out in the class ,the other Ss give their advice .
Step 2 Pre-task(任务前活动)
1.What after-school activities can you think of .Write what you do and what you don’t do .
2. SB Page 16 , 1b .Read the words and guess the meaning .if there are some new words in the box , look up in the dictionary .
Step 3 While-task(任务中活动)SB Page 16 .
1. Read the passage quickly and get the main idea .
2. Listen to the recording .Circle the words in the box in 1b .
3. Explain something :
(1)busy enough (2) It’s time for sth . (3)the + 姓s : 夫妇/一家
SB Page 17 , 3a .
1. Read these statements .
2.Pairwork: Number each pair 1-5 around the class .Ask each pair to discuss only the question with their number .
3.After a while .All pairs with the same number from a group and compare ideas .
4.After five minutes .Each group report their ideas to the class .
Homework(家庭作业) :
1.Write four sentences using one of the words from 1b in each sentence .
2.Are you or your friends under pressure ? Do a survey to find out .
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教案是教师进行教学的蓝图,准备好教学教案有利于教师更好地向学生传达知识。下面读文网小编为大家带来what is this 教案,希望对你有所帮助。
一、教学目标
1、能听懂、会说新单词。
2、能用“What is this ?”询问物品的名称,并能用“This is a …”做出回应。
3、能听懂、会说本课对话。
二、教学重点难点
掌握新单词,学会运用新句型“What is this ?”询问物品的名称,并能用“This is a …”做出回应。
三、教学步骤
Step 1 Warming up
1、师生问候。
2、听英语歌曲“What is this ?”让学生跟着小声哼唱。
3、复习已学单词。
出示图片或实物 (a dinosaur, a doll, a water bottle, a family photo)
T: What is this?
Ss: A dinosaur/doll/…
Step 2 Presentation and drill
1、出示一位同学的书包。
T: Look! What is this ? This is a schoolbag.
Ss: This is a schoolbag.
带读。然后让学生单个练读,分组练读。纠正他们的发音。
2、用同样的方法教单词pencil, pen,.
游戏——Dragon game
S1: What is this?
S2: This is a pencil. What is this?
S3: This is a …
3、出示课文A部分教学挂图。
4、让学生带着问题听课文A部分录音,复述所听内容。
5、听课文A部分录音,跟读。读的时候指着自己脸上相应的部位。
Step 3 Practices
1、分小组练习课文A部分。分角色表演。
2、选两位同学、给出一些学习用具,让其利用What is this ? This is a …”进行表演。
3、课堂小结、练读课文、布置作业。
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写好一个教案是一个教师上好一堂课的最为重要的一个环节。那你想知道要怎么写好一篇教案吗?下面读文网小编为大家带来what time is it 英语教案,希望对你有所帮助。
教学重点:掌握有关学生日常活动的六个单词和词组。
教学难点:对新句型“What time is it? ”“It’s nine o’clock.”“It’s time for ...”的理解和运用。
教具准备:
1. 与教材内容相关的录音、图片等媒体素材。
2. 教师准备一个教具钟。
3. 教师准备六张单词卡。
教学过程:
(一)热身/复习(Warm-up/Revision)
1.教师播放第一单元Story time的录音或者请一组学生表演Story time中的故事。
2.教师在听录音或学生表演之后向学生提问:Where is Zoom? 学生回答:He is in the canteen.教师又问:Why?学生答:He is hungry. 教师再问:Why is he hungry? What time is it? 引导学生答出:It’s time for lunch. 接下来,教师可鼓励学生说出哪些东西可以告诉我们时间,如:the sun, the moon, the tree等等,学生如果不能用英文说,也可用中文说。
(二)呈现新课(Presentation)
1.教师可制作本课时的挂图贴在黑板上说:Look! What’s this? It’s a clock. 然后指着12点说:What time is it? It’s 12 o’clock. Are you hungry? Why? 用动作示意学生说出It’s time for lunch. 接下来,教师利用钟面上的小图继续教授时间的表达和其他几个单词、词组。
2. 通过教师领读和听音跟读,让学生掌握正确的读音,尤其要注意breakfast和o’clock的发音。可采用小组模仿竞赛的形式,在学生当中展开互帮互学。
(三)趣味操练(Practice)
1.教师将教具钟上的时针拨到不同的时间,提问学生:What time is it? 鼓励同座的两名学生进行比赛看谁做出快速反应。
2.教师拿出生词图卡,出示图的一小部分,让学生通过观察判断图上画的是什么,并说出相应的单词或词组。
(四)扩展性活动(Add-activities)
1.做本单元A Let’s learn部分的活动手册配套练习。
2.和同桌一起玩“画画、写写”的游戏。根据本人实际情况用钟的形式画出自己的活动时间,并和同桌一起进行问答练习。
3.试一试给同伴、朋友或家长发Let’s do 中的指令请他们做动作。
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