为您找到与幼儿英语字母b教案小班相关的共200个结果:
教案是教师为顺利而有效地开展教学活动,根据教学大纲 和教科书要求及学生的实际情况,以课时或课题为单位,对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。教案包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等。
幼儿园小班英语教案:字母C
活动目标:1、认识字母C和其代表单词cat,准确掌握字母c的发音。
2、学唱英文字母C的歌谣。
教学活动准备:
教学魔法棒、字母卡片、软铁丝。
教学活动过程:
一、师生问好
1、复习问候语(Good afternoon 、boys and girls )
2、相互问好!(Good afternoon 、Miss zhang)
3、复习英文单词及儿童歌曲
我们跟图片上的单词宝宝打个招呼吧!(教师出示英文单词图片。)
二、复习英语单词(出示英文单词图片)
T :What is this?
C:apple
T :What is this?
C:pear
T :What is this?
C:orange
三、新授部分。
Step1:Warm—up
1、教师模仿小猫的动作和声音走出来“meow meow meow”,问幼儿是哪个小动物,引导幼儿回答回答“cat”,教师出示“cat”卡片并贴在黑板上。
2、在黑板上写出字母“c”,引导幼儿读出{si:},问幼儿“where is letter C”,幼儿在“cat”卡片中找出字母“c”。
Step2:Practice(活动操练)
1、教师用魔法棒点击字母卡片C,让幼儿反复跟读。
2、教师用身体摆出字母C的造型,并让幼儿模仿,以加深字母C形状的认识。
3、教师用魔法棒点击字母卡片的“cat”,让幼儿反复跟读,并模仿小猫“meow meow meow”的叫声。
4、教师用魔法棒点击书本上的“c is for cat c c c”歌谣,让幼儿跟着魔法棒一起唱出。
Step3:Production(创造巩固)
1、Diy:教师准备好几根软铁丝,在幼儿面前把铁丝弯曲成C,让幼儿进一步加深对字母C形状的记忆。
2、教师请幼儿把小猫送回家,边走边唱“c is for cat c c c”(cat cat cat,go go go),在说唱中结束本堂英文活动。
四、活动结束。
效果分析:英文字母教学效果
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幼师针对幼儿园的英语课程教案,是如何设计的呢?下面是读文网小编带来幼儿园英语教案设计范文,以供大家学习参考。
英语
教师:
活动内容:1.单词 hospital. post office.
2.句型where to? go to……
活动目标:1.幼儿能初步掌握单词发音。
2.能正确理解句型含义。
3.踊跃地参加游戏,大胆大声练读。
活动准备:1.挂图[park zoo hospital post office]
2.卡片[park zoo hospital post office]
3.长绳5条。
重难点:1.post office的发音。
2.句型的理解。
活动过程:一.开始部分
1. 操练单词:出示挂图
t: what s this?
c: park.
t: what s this?
c: zoo.
[新单词] 出示挂图
t:有一个人告诉你他生病,你应该告诉他上哪去呀?
c:医院。
t: hospital c: hospital
t: go to hospital. c: go to hospital.
t:我想去寄信应该到哪去呢?
c:邮局。
t: post office c: post office
t: go to post office. c: go to post office.
二.游戏部分
1. 悄悄话.
分成4组,每组第一个小朋友拿一张卡片小声读给后面一位小朋友。依次往下,最后一位大声站起来读单词。看谁读得最准确。{反复操练2次。}
评价:读得好的幼儿给予鼓励。
2. 情景表演
两位老师情景对话“ where to? ”
“ go to …… ”
t: 刚才听到什么?看到什么?
幼儿简单回答。
{操练句型}
t: where to? c: go to park.
t: where to? c: go to hospital.
t: where to? c: go to zoo.
t: where to? c: go to post office.
3.火车嘟嘟嘟!
两位老师拉着长绳当火车。
“现在我们就搭上火车,去自己想去的地方。”
交代游戏规则:司机问:where to? 乘客答: go to……招手上车,到站下车。{游戏最后请小朋友当司机,以对话为主,自由进行。}
三.结束活动
在愉快的火车旅途中结束本次活动。
活动总结
一. 情况分析
通过进行本次活动和对活动的评价给我自身带来很大的收获。本次活动我运用了多种游戏形式开展,给幼儿也带来了很多快乐。但本次活动,我只注重了教学形式的多样化,而对目标的体现及幼儿掌握情况不够仔细。在开始部分中,操练单词的时间较长,幼儿显得有点枯燥,而且两个新单词发音都比较长,幼儿掌握起来很困难。后来通过各种游戏的形式才把幼儿的积极性调动了起来。 二. 小结
在今后的游戏活动中,我会特别注重内容的选材,适合本班幼儿掌握,以达到目标为重点,多种游戏形式丰富内容,同时结合自身的经验丰富课堂用语,让英语活动更加有色彩!
看过幼儿园英语教案设计范文
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下面读文网小编为大家整理的字母q和r开头的英语短语,希望能对大家的学习有所帮助!
rather than 比
reach one’s understanding 使某人理解
reach out (for) 伸手去够
read bits here and there 这读一点儿那读一点儿
reception desk 接待处
refer to 指,查询
regard „as„ 把 „看作
relate to 联系
rely on sb. (for sth.) (在某事上)依赖某人
remember me to sb. 代我向„问候
remind of 使某人想起
reply to 答复
respect sb. as 把某人尊敬为„
rest rooms 休息室
result from 由于
result in 结果是, 导致
return to normal 恢复正常
right away 马上
right now 现在
ring back 回电话
ring off 挂断
ring up 打电话
rise by 上升了
rise to 上升到
rise to one’s feet 站起来
rise up 起义,起来反抗
roll over 翻滚
rot away 烂掉,腐烂
round up 聚拢,赶拢
run across 不期而遇
run away 逃跑
run out of 花光,用光,消耗光
run the length of 长度为„
rush hour (上下班时)车辆拥挤时间
rush off one’s feet 忙地不可开交,忙地不亦乐乎
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作为一名英语教师,做好英语写作教案及课后反思是很有必要的,下面是读文网小编整理的初中英语写作课教案,希望能帮到大家!
教学反思:
一、整个课堂通过不同方法引导,对学生进行听、说、读、写各方面的训练。同时活动形式多样,如小组活动、个体活动,使不同层次的学生都尝试成功。
二、初中英语写作教学是薄弱的环节,在教学中必须从基础抓起,尤其是课堂上加强对学生英语同步教学听、说、读、写的训练。1.词汇听写、默写、单词拼写、连词成句、英汉互译、句子转换、句子改错、合并句子等。2.积累好词、好句、好段。平时鼓励学生背诵课文对话,好句。仿写课文和套用课文中的段落。这为今后写作打下扎实的基础。
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下面是读文网小编整理的幼儿英语教案范文,希望对大家有帮助。
【活动目标】
1、感受对於节快乐的节日气氛,体验收到礼物的快乐心情。
2、能听懂并能基本地说出新单词:Bell Candy Snow Gift.
3、继续锻炼吃与说的能力。
【活动准备】
1、挂有采灯的圣诞树一棵。
2、魔术盒一个。
3、单词卡片:Bell Snow Gift Candy.
4、小篮子12个
5、实物:铃铛、糖果、礼物盒、雪花片各12份。
6、音乐:《Jingle bells》《Edelweiss》《We wish you a Merry Christmas》
【活动过程】
一、Warming up:
1、放音乐《Jingle bells》,教师带领幼儿舞蹈欢快地入场。
2、Greeting: “Good morning boys and girls! Nice to meet you! How are you today? Do you know what festival is coming?”
3、Introducing new:
小故事引出单词
Story: The Christmas is coming soon. At this time the Santa clams will bring a big bag. There are many bell Candy Gift in it. At the Christmas eve, The Santa Claws will dashing through the snow and jump into the chimney. He puts the gift on your bed.(教师有表情、动作地讲述故事,同时在讲到单词部分时出示单词卡片。)
T: “What’s in the bag?”(教师带领幼儿,看着图片说一遍单词。)
4、出示魔术盒
T: “Tonight is Christmas eve. The Santa Claws is very busy. So he gives oat the gifts to you by Miss Chen.”
T: “OK! Let me see what’s in the box. Can you Guess?”(教师充满神秘感地让幼儿猜猜实魔术盒里都有什么,教师一个个出示实物揭晓答案。)
5、发礼物
教师揭晓答案后,看哪个幼儿表现得好就把礼物给他。等幼儿得到(jy135幼儿教育 www.jy135.com)礼物后把它放到后面的篮子里。
6、Little Game:《Listen and speak》
让幼儿把身后的篮子放在腿上,仔细听老师说的是哪一个单词,幼儿就从篮子里拿出相应的实物。
7、De curate the Christmas tree
(1)装饰圣诞树时要求幼儿边装备边说单词。(教师示范一次)
(2)放音乐《Edelweiss》,师幼一起装饰圣诞树,在装饰的过程中教师仔细听幼儿有没有说错,如果有要及时纠正。
二、Ending:
T: This is a magic Christmas tree. We must say “Merry Christmas”, It will be very beautiful.”
(师幼一起说“Merry Christmas”,树上的灯就亮起来。)
放音乐《We wish you a Merry Christmas》师幼围着树一起愉快地结束活动。
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许多人从幼儿园就开始接触英语,这个时候多阅读一些英语故事是很有好处的,今天读文网小编在这里为大家分享一些幼儿园英语故事,欢迎大家阅读!
A Clever Panda
聪明的熊猫
A little panda picks up a pumpkin and wants to take it home. But the pumpkin is too big. The panda can’t take it home.
一只小熊猫摘了一只大南瓜,想把它拿回家。但是这只南瓜太大了,她没有办法把这么大的南瓜带回家。
Suddenly she sees a bear riding a bike toward her. She watches the bike. “I know! I have a good idea.” she jumps and shouts happily, “I can roll a pumpkin. It’s like awheel.”
突然她看见一只狗熊骑着一辆自行车朝她这边来。她看着自行车,跳着说:“有了!我有办法了。我可以把南瓜滚回家去。南瓜好像车轮。
So she rolls the pumpkin to her home. When her mother sees the big pumpkin, she is surprised, “Oh, my God! How can you carry it home?” the little panda answers proudly, “I can’t lift it, but I can roll it.” Her mother smiled and says,“What a clever girl!”
于是她把那瓜滚回家。当她妈妈看到这只大南瓜的时候,很惊讶:“天啊!这么食的南瓜!你是怎么把它带回家来的?”小熊猫自豪地说;“我拎不动它,可是我能滚动它啊!”她妈妈微笑着说:“真聪明啊!”
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下面是读文网小编整理的北师大版小学英语教案,希望对大家有帮助。
一、教学目标:
1、能听懂、会说、初步认读Chinese, Maths, English, Music, PE和Art六个课程类单词,发音正确。
2、初步会说歌谣 Let`s learn 。
二、教学重点难点:
能听懂、会说、初步认读Chinese,Maths,English,Music,PE和Art六个课程类单词,发音正确。
三、教具准备及辅助活动:
录音机、词语卡片、挂图
四、教学过程:
A. Free talk:
1、sing a song《My lovely doll》
学生在演唱歌曲时配上生动的表情和动作。
2、对话交流(教师给学生一些装有物品的袋子。)
T: Look, I have a box here, guess, what`s in it ?
S: (学生猜测)
T: (教师出示物品)Look, I have a ….What do you have?
S: I have a ….
3、与多个学生交流后引入
T: Boys and girls, I have something in my hand . What do I have ? Guess, please,.
S: …
T: Look, I have a timetable of our calss. Please look here.
B、Look and learn
T: what lessons do we have? Let`s look.
1、出示语文书本,教学单词。
1)Chinese 在学习时,要帮助学生纠正发音,做到准确。
2)加强读的练习:个别读,同桌读,齐读。
同上教学Maths,English,Music,PE和Art。
2、read after the tape( partB)
3、单词操练
1)结合C部分歌谣的诵读,提高学生的单词的记忆。
Maths,Maths, one, two, three.
English, English, A,B,C.
Music,Music, do, re, mi.
Art, Art, draw you and me.
2) “快速反应“
看一看,说一说:展示给学生看科目的书,说出相应的单词;
3)小组学习
可以指导学生用自己喜欢的方式进行单词的记忆。
如“做一做,说一说“,或者是“听一听,说一说。”
C、Practise
活动手册P19PartC—Read and match
在做题前,教师先带领学生仔细看每幅图,了解图的内容,并加强对课程名称单词的认读训练,熟悉其含义,再进行连线。
、Assign homework
(1)听录音,读熟B部分单词。
(2)尝试向家里人用英语介绍自己学习的课程。
一、教学目标:
1、掌握Chinese,Maths,English,Music,PE和Art六个课程类单词,发音正确。
2、能使用特殊疑问句what lessons do you have?并根据实际情况we have …作出应答,语音语调正确。
3、会说歌谣 Let`s learn 。
二、教学重点难点:
1、能听懂特殊疑问句what lessons do you have?并根据实际情况we have …作出应答,语音语调正确。
2、能掌握Chinese,Maths,English,Music,PE和Art六个课程类单词,发音正确。
三、教具准备及辅助活动:
录音机、词语卡片、挂图
四、教学过程:
A. Free talk:
1)师手里拿一本书,露出一些,让学生猜。
T: What do I have in my hand?
S : (guess) you have …
T: yes, I have a book.
T: please take out of your books.(让学生拿出各种不同课程的书本。)
接下来就利用学生手里的不同课程的书进行复习。
2)结合复习rhyme
we learn Mahts, one ,two, three!
We learn English,a , b ,c !
…….
3)T: please look at your time tables, then answer my questions.
让学生看着课程表,进行回答。
What lessons do you have on Monday?
We have Chinese, Maths …. and …..
(可以进行师生对话,然后同桌互问,或者四人小组交流。)
B、Play a game
本部分是“填写课程表”,要求学生通过交流,将一周的课程安排正确地填写在课程表上。
活动前教师可以先进行示范,让学生了解活动注意的事项。
T: what lessons do you have on Monday?
S: we have……
组织学生活动时,教师走入学生中间,进行辅导帮助。
C、Practise
活动手册P20
Part D__look and say
这个练习是两个小朋友对课程表讨论有什么课。教师可以让学生找自己的好朋友进行组合交流,练习句型what lessons do you have?
I have….鼓励学生大胆开口说英语。
D、Assign homework
(1)朗读A、B部分至熟练。
(2)鼓励学生平时用本单元所学的日常交际用语相互打招呼。
(3)学有余力的学生学习其他的打招呼用语。
一、教学目标:
1、掌握六个课程类单词,发音正确。
2、能使用特殊疑问句,并根据实际情况作出应答,语音语调正确。
3、会说歌谣 Let`s learn 。
二、教学重点难点:
1、能听懂特殊疑问句what lessons do you have?并根据实际情况we have …作出应答,语音语调正确。
2、能掌握六个课程类单词,发音正确。三、教具准备及辅助活动:
录音机、词语卡片、挂图
四、教学过程:
1、Say a rhyme:
Let’s learn
We learn Maths. One, two, three!
We learn English, A、B、C!
We learn Music. Do Re, Mi!
We learn Art. Draw you and me!
2、Play a game
填写课程表
交流后填在课程表上#p#副标题#e#
3、Practise
A. Listen and tick
1 What lessons do you have?
I have Chinese and Music.
2 What lessons do you have?
I have English and PE.
3 What lessons do you have?
I have Chinese and English.
4 What lessons do you have?
I have Maths and Art.
B. Listen and number.
1. ---Close the window. ---All right.
2. ---What lessons do you like? ---I like PE and English.
3. ---Put on your coat. --- All right.
4. ---What lessons do you have? --- I have Chinese, Maths and Art.
C. Read and match
D. Look and say.
4、文化链接:
各发达国家把艺术教育(Art)作为义务教育中一项不可缺少的内容。如美国在州地方当局有关规定的范围内,小学课程设置由学校确定,一般都设有阅读(Reading)、写作(Writing)、数学(Maths)、社会(Society)、音乐(Music)、美术(Art)、体育(PE)等课程,而音乐、美术属于必修的基础课程。日本小学把Music作为重要的课程,从一年级到六年级每学年开设70课时,占总课时的6%,占国语总课程的30%左右。英国小学也把Art和Music作为必修课。
5、Assign homework
一、教学目标:
1、掌握六个课程类单词,发音正确。
2、能使用特殊疑问句,并根据实际情况作出应答,语音语调正确。
3、会说歌谣 Let`s learn 。
二、教学重点难点:
1、能听懂特殊疑问句what lessons do you have?并根据实际情况we have …作出应答,语音语调正确。
2、能掌握六个课程类单词,发音正确。
三、教具准备及辅助活动:
录音机、词语卡片、挂图
四、教学过程:
1、Free talk:
What’s this?(拿出一样东西)
Who is this boy?(指着某男孩)
What can you see?
What do you have?
师生问答,生生问答。
Say a rhyme:
Let’s learn
We learn Maths. One, two, three!
We learn English, A、B、C!
We learn Music. Do Re, Mi!
We learn Art. Draw you and me!
2、Revision:
Look and say:
根据给出的图片来进行相应的对话,请小朋友们上台表演,评出最优秀小组。
3、Practise
A. Listen and respond
B. Listen and draw lines
C. Listen and repeat
4、知识介绍:
常见的学科名称:
Politics 政治
Physics 物理
Chemistry 化学 Biology 生物
Geography 地理 Information Technology 信息技术
一、教学目标:
1、能掌握Chinese,Maths,English,Music,PE和Art六个课程类单词,发音正确。
2、能听懂特殊疑问句what lessons do you have?并根据实际情况we have …作出应答,语音语调正确。
3、会说歌谣 Let`s learn 。
二、教学重点难点:
1、能听懂特殊疑问句what lessons do you have?并根据实际情况we have …作出应答,语音语调正确。
2、能掌握Chinese,Maths,English,Music,PE和Art六个课程类单词,发音正确。
三、教具准备及辅助活动:
录音机、词语卡片、挂图
四、教学过程:
A. Free talk:
1、sing a song《My lovely doll》
学生在演唱歌曲时配上生动的表情和动作。
2、听一听,找一找。
师放出PartB的录音,让学生听一听,然后迅速的找出相对应的书本。
Chinese—-学生拿出语文书;
Maths___学生拿出数学书本……
B、Learn to say:
1、示情境图
1)一批外国客人在参观学校,……他们很好奇的想了解他们的课程。
T:These are some of foreign visitors. Today they`re visiting Su hai`s school.
T:listen!(师放录音) What lessons do you have?
2)重复放几遍,让学生结合情境领会含义。引导学生用 We have …来回答。
3)教学 we , 含义。
T: listen carefully, what does SuHai say?
重得复放音,让学生听明白苏海的回答。
板书: We have Chinese, Maths and Art.
组织学生跟录音读对话多遍。注意帮助学生克服语音语调方面的困难。
2、让学生拿出自己的timetbale,尝试模仿,应用句型说说。
3、“魔法转盘”游戏,带领学生进行语言操练。
即根据转盘指针所指出的日期,说出当天的课程名称。
T: What lessons do you have on Monday?
S : We have ….,…. and ….
C、Practise
(1)活动手册partA ,B.
1)A、Listen and tick
在做题前,教师先指导学生学会快速浏览每组图片,然后再进行听音打勾。
2)B、 listen and number
先让学生在做题前仔细观察图,理解图意,抓住关键特征,然后仔细地听录音,做出正确的选择。
D、Assign homework
(1)听录音,朗读A部分对话,尝试和家长进行角色对话。
(2)听录音,继续熟悉C部分歌谣。
(3)鼓励学有余力的学生学习其他的打招呼用语。
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英语单词是由26个字母组成的,那有几个是由4个字母组成的呢?以下是读文网小编给大家带来4个字母组成的英文单词,以供参阅。
1. claw n. 爪,脚爪
2. clay n. 粘土,泥土
3. clip v. 剪,修剪;钳,夹住 n. 夹,钳;回形针
4. club n. 俱乐部,夜总会;社团;棍棒,球棒
5. clue n. 线索,暗示
6. coal n. 煤,煤块
7. coat n. 外套,上衣;皮毛,表皮,涂层 v. 涂上,盖上,包上
8. cock n. 公鸡,雄鸡;龙头,开关
9. code n. 代码,代号,密码;法典,法规,规划
10. coil v. 卷,盘绕 n.(一)卷,(一)圈;线圈,线组
11. coin n. 硬币,货币 v. 铸造(硬币),创造(新词)
12. coke n.可乐;焦炭 v.(使)成焦炭
13. cold a. 寒冷的;冷淡的 n. 感冒;寒冷
14. comb n. 梳子 v. 梳(理)
15. come v. 来,来到;出生于,产生;是,成为;开始,终于
16. cook n. 炊事员,厨师 v. 烹调,煮,烧
17. cool a. 凉的,凉爽的;冷静的,沉着的,冷淡的 v.(使)冷却,(使)镇静
18. cope v.(with)竞争,对抗;(with)对付,应付,妥善处理
19. copy n. 抄本,副本,拷贝,复制品;(一)本,(一)册 v. 临摹,复制
20. cord n. 绳,索
21. core n. 果核;中心,核心
22. corn n. 谷物,庄稼,玉米
23. cost n. 成本,费用,代价 v. 价值为,花费
24. cosy a.舒适的,安逸的
25. crab n. 螃蟹,蟹肉
26. crew n. 全体船员,全体乘务员
27. crop n. 作物,庄稼;(谷类等的)一熟收成;一批,大量
28. crow n. 乌鸦 v./n. 鸡啼,鸣叫
29. cube n. 立方形,立方体;立方,三次幂
30. curb n.马勒;控制vt.抑制;控制
31. cure v.(of)治愈,医治;矫正,纠正 n. 治愈,痊愈;良药,疗法
32. curl v.(使)卷曲,卷缩n. 卷发;卷曲状;卷曲物
33. dare v. 敢,胆敢
34. data n.(datum的复数)资料,数据
35. date n. 日期,年代 v. 注明……的日期 n./v. 约会
36. dead a. 死的,无感觉的
37. deaf a. 聋的;不愿听的
38. desk n. 书桌,办公桌,服务台
39. dock n. 船坞,码头
40. door n. 门
41. down ad. 向下;(to)直到;由大到小;平息下去;处于低落状态 prep. 下,顺……向下
42. else a. 其它的,别的 ad. 另外,其它
43. exam n.(examination)考试,测验
44. damp a. 有湿气的,潮湿的
45. dear a. 昂贵的;亲爱的;(to)珍贵的 int. [表示惊讶、怜悯等]呵!哎呀!
46. damn v.诅咒,谴责
47. dull a. 单调的;迟钝的,愚笨的;不锋利的
48. dash v./n. 冲,猛冲,突进 n. 破折号
49. deer n.鹿
50. dove n. 鸽子
51. duck n. 鸭
52. evil a. 邪恶的,罪恶的 n. 邪恶,罪恶
53. dome n. 圆屋顶
54. dorm n.(dormitory)[美][口]宿舍
55. deny v. 否认,否定;拒绝
56. dean n.(大学)院长,系主任,(基督教)教长
57. disc n.圆盘,圆面,盘状物
58. edge n. 边,棱;刀口,刃 v. 侧身移动,挤进
59. defy v.(公然)违抗;蔑视
60. dump v. 倾倒,倾卸 n. 垃圾场
61. draw v. 拉;画;汲取;提取;引出;(to, towards)挨近 n. 平局
62. doom n. 厄运,劫数 v. 注定,命定
63. drum n. 鼓;圆桶
64. deem v. 认为,相信
65. emit v. 散发,发射
66. drip v. 滴下,漏水 n. 滴,水滴,点滴
67. drop n. 滴;落下;微量 v. 落下;下降;失落
68. diet n. 饮食,食物
69. dine v. 吃饭,进餐
70. dish n. 碟子,盘子,菜肴
71. ease v. 减轻;使舒适,使安心 n. 容易;舒适,悠闲
72. dive v./n. 潜水,跳水,俯冲
73. dark a. 黑暗的,暗的;深色的,黑色的;隐藏的 n. 黑暗,暗处
74. dawn n. 黎明,拂晓 n. 破晓;开始出现
75. dusk n. 薄暮,黄昏
76. dirt n. 污物,污垢,土
77. dust n. 灰尘,尘土 v. 拂,掸
78. drag v. 拖,拖曳
79. envy v./n. 羡慕,忌妒
80. doze v./n. 瞌睡;假寐
81. dose n. 剂量,一服,一剂 v.(给……)服药
82. drug n. 药物;麻醉品;毒品 v. 下麻药
83. doll n. 玩偶,玩具娃娃
84. duty n. 义务,责任;职务;税
85. deal v. 处理;给予;做买卖,经营 n. 数量,程度;交易
86. debt n. 债,债务
87. deck n. 甲板
88. deed n. 行为,行动;功绩,事迹
89. deep a. 深的,深刻的,深切的 ad. 深,迟
90. dial n. 钟(表)面,刻度盘,拨号盘 v. 拨号,打电话
91. dumb a. 哑的,无言的
92. each a./pron. 各,各自的,每
93. earn v. 赚得,挣得,获得
94. east n. 东,东方,东部 a. 东方的,东部的
95. easy a. 容易的,不费力的,安逸的,宽裕的
96. echo v./n. 回声,反响,共鸣
97. edit v. 编辑,校订
98. etc. 等等
99. even ad. 甚至(……也),连(……都) a.平的,平坦的;双数的,偶数的;均匀的
100. ever ad. 在任何时候
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这个世界上有许多动物还是我们未知的,那么你知道的n开头动物的英文单词有哪些呢,今天读文网小编为大家整理了一些n开头动物的英语单词,一起来学习一下吧!
【name】(1) to appoint; (2) to nominate; (3) to give a name to; (4) a word by which a person, animal or thing is known or called.
* The Governor named him to be a justice on the state Supreme Court. (1)
州长任命他为州最高法院的一名法官。
* She said the President will name her to be an ambassador. (2)
她说总统会提名她当大使。
* We named our son John, after his grandfather. (3)
我们以约翰的祖父的名字给我们的儿子取名约翰的。
* Her dog's name is Elmo. (4)
她的狗叫做爱摩。
【narrow】(1) limited in size or amount; (2) not wide; (3) having a short distance from one side to the other.
* The Democrats passed the bill by a narrow majority. (1)
民主党人凭着勉强的多数(微弱的优势)通过了议案。
narrow majority:勉强的多数
* They ran along the narrow path between the two buildings. (2)
他们穿过两幢大楼之间的窄巷
* The narrow valley was less than a kilometer wide. (3)
这狭窄的山谷不到一公里宽。
【nation】a country, together with its social and political systems.
* The American nation is more than two hundred years old.
美国有两百多年的历史。
【native】someone who was born in a place, not one who moved there.
* He is a native of Texas.
他是德克萨斯州本地人。
【natural】(1) of or about nature; (2) normal; (3) common to its kind.
* I am interested in biology and other natural sciences. (1)
我对生物及其它自然学科感兴趣。
* It is natural for a cat to sleep most of the time. (2)
猫大多数时间睡觉是很正常的事情。
* Babies naturally cry a lot. {adv. naturally}(3)
婴儿多哭是很平常的。
【nature】(1) all the plants, animals and other things on earth not created by humans; (2) events or processes not caused by humans.
* She enjoys the beauty of nature. (1)
她享受着大自然的美丽。
* Modern technology cannot protect us from storms, wildfires and other acts of nature. (2)
现代技术不能保护我们免受风暴、野火及其它自然行为。
Modern technology:现代技术
【navy】the part of a country's military force trained to fight at sea.
* He led an exciting life in the navy.
他在海军生活多姿多彩。
lead: a.过<度>某种生活,b.使<人>过 <某种生活>
例如:(a) He led a life of poverty for many years.
他度过了多年的贫困生活
(b) That led him a miserable life.
那件事使他过著悲惨的生活
【near】(1) not far; (2) close to.
* Rain is near; I can smell it. (1)
快要下雨了,我能感觉到。
* She lives near the sea. (2)
她住在海边。
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我们学习过那么多的英语单词了,现在你能够说出几个由5歌字母组成的单词呢?以下是读文网小编给大家带来由5个字母组成的英语单词,以供参阅。
1. cross n. 十字形,十字架 a. 交叉的,横穿的;易怒的,发怒的 v. 越过,穿过;(使)交叉,(使)相交
2. crowd n. 人群;一群,一伙 v. 聚集,群集;挤满,拥挤
3. crown n. 王冠,冕;君权,君王 v. 为……加冕
4. crude a. 天然的,未加工的;生的,未熟的;粗鲁的,粗野的
5. cruel a. 残忍的,残酷的
6. crush n./v. 压碎,压坏 v. 压服,压垮
7. crust n. 外皮,壳;地壳
8. curse v./n. 诅咒,咒骂
9. curve n. 曲线,弯曲(物) v. 弄弯,成曲形
10. cycle n. 自行车;周期,循环 v. 骑自行车;循环
11. daily a. 每日的 ad. 每日,天天 n. 日报
12. dance v. 跳舞,舞会
13. datum n.数据,资料
14. death n. 死亡;灭亡,毁灭
15. eight num. 八,八个
16. dairy n. 牛奶场,奶店
17. enjoy v. 欣赏,喜爱;享受……乐趣
18. erupt v.(尤指火山)爆发
19. erase v. 擦掉;删去
20. draft n. 草稿,草案,草图 v. 起草,草拟
21. elbow n. 肘,弯头 v. 用肘挤
22. depth n. 深度,深奥,深刻
23. dozen n. 一打,十二个
24. exile n.放逐,流放,流犯,被放逐者 vt.放逐,流放
25. decay v./n. 腐朽,腐烂;衰减,衰退
26. extra a. 额外的,附加的 n. 附加物,额外的东西
27. ditch n. 沟,渠,水沟
28. drain n. 排水沟,阴沟;消耗,负担 v. 排去,放干
29. evoke vt.唤起,引起,博得
30. enter v. 走进,参加,加入
31. exert v. 尽(力),施加(压力等)
32. elite n. [总称]上层人士,掌权人物,实力集团;出类拔萃的人(集团),精英
33. endow v.捐赠,赋予
34. enemy n. 敌人,敌军
35. empty a. 空的;空洞的 v. 倒空,使成为空的
36. dread v./n. 恐惧,担心
37. dream n./v. 梦,梦想,幻想
38. drunk a. 酒醉的
39. dense a. 浓厚的,密集的,稠密的
40. drift v./n. 漂,漂流
41. equip v.(with)装备,配备
42. eager a.(for)渴望的,热切的
43. expel v. 把……开除;驱逐;排出
44. exact a. 确切地,正确地,恰好
45. devil n. 魔鬼
46. dwarf n.矮子,侏儒 v.(使)变矮小
47. elder a. 年长的,资格老的 n. 长辈
48. eject v. 喷射,排出;驱逐
49. epoch n. 时期,时代
50. drink v. 饮,喝,饮酒 n. 饮料
51. drown v. 溺死,淹没
52. evade vt.逃避,回避;避开,躲避
53. earth n. 地球;土,泥;陆地;地上
54. elect v. 选举,推选;选择,作出选择
55. dress n. 服装,童装,女装 v. 穿衣,打扮
56. doubt n./v. 怀疑,疑惑
57. eagle n.鹰
58. dizzy a. 头晕目眩的,眩晕的;(可能)使人头晕的,极高的
59. dirty a. 弄脏的;下流的 v. 弄脏,玷污
60. erect v. 树立,建立,使竖立 a. 直立的,垂直的
61. delay v./n. 耽搁,延迟
62. diary n. 日记,日记簿
63. drama n. 剧本,戏剧;戏剧性事件或场面
64. drill v./n. 练习,操练;钻孔
65. drive v. 开(车),驾驶;驱,赶;驱动,把(钉;桩)打入 n. 驾驶,驱车旅行
66. dwell v. 住,居留
67. early a. 早的,早期的,及早的 ad. 早,在初期
68. embed vt.使插入,使嵌入,深留,嵌入
69. entry n. 进入,入口;通道;记载,条目
70. equal a.(to)相等的;(to)胜任的 n.(地位)相等的人,对等的事物 v. 等于
71. error n. 错误,过失
72. essay n. 文章,短文
73. event n. 事件,事情
74. every a. 每一的,每个的;一切的,所有的
75. excel vi.胜过其他;擅长 vt.胜过,优于
76. exist v. 存在;生活
77. fable n. 寓言
78. faint a. 微弱的,不明显的 v. 昏过去
79. fairy a.幻想中的;虚构的;优雅的 n.仙女;精灵
80. faith n. 信任,信用;信仰,信条
81. fancy n. 爱好,喜爱,迷恋 v. 想象,幻想 a. 花式的,奇特的,异样的
82. fatal a. 致命的,毁灭性的
83. fault n. 过失,过错;缺点,毛病
84. favor n.(favour)好感;喜爱;关切v.赞成,支持,偏爱
85. feast n. 节日;宴会 vt. 盛宴,款待,享乐,请客 vi. 参加宴会,享受
86. fence n. 篱笆,围栏 n./v. 击剑
87. ferry n. 渡船 v. 渡运(人、车或物等)
88. fetch v. 取来,接来
89. fever n. 发热,狂热
90. fiber n.(fibre)纤维;构造;纤维制品
91. field n. 田,田野;运动场;领域,方面;(电、磁等)场
92. fifty num. 五十,五十个
93. fight v./n. 打(仗),搏斗,斗争,战斗
94. final a. 最终的,决定性的
95. first num. 第一 a. 第一的,最先的 ad. 首先,最初
96. flame n. 火焰,火苗;热情;光辉 v. 发火焰,燃烧
97. flare v./n. 闪耀,闪烁
98. flash n. 闪光 v. 发闪光,闪亮;闪现
99. fleet n. 舰队,船队
100. flesh n. 肉,肌肉
过由5个字母组成的英语单词
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始人发展出的图示和表意符号是如今现代字母的原型,比如楔形文字和象形文字。最早的字母,是东闪米特人使用的一种早期的象形文字的组合。那么你知道字母用英语怎么说吗?下面读文网小编为大家带来字母的英语说法,欢迎大家学习。
1. An A to Z of careers gives helpful information about courses.
按字母顺序排列的职业大全提供了有助于课程选择的信息。
2. Their herbs and spices are arranged in alphabetical order.
他们的香草和调味料按字母顺序摆放。
3. The alphabet might be more rational if all the vowels came first.
如果把所有的元音列在前面,字母表可能会更为合理一些。
4. In African languages there is a close corre-spondence between sounds and letters.
非洲语言中的发音与字母关系密切。
5. Valerie earned letters in three sports: volleyball, basketball, and field hockey.
瓦莱丽在排球、篮球和曲棍球三个项目上获得了佩戴校名首字母标志的荣誉。
6. Where would it be?' — "Filed under C, second drawer down."
“它会在哪儿?”——“归放在C字母下,往下数第二个抽屉。”
7. We did the logo in lower-case letters instead of capitals.
我们的徽标用了小写字母,没用大写。
8. Researchers flash two groups of different letters onto a computer screen.
研究者在计算机屏幕上显示出两组不同的字母。
9. "Ecu" was printed in lower case rather than capital letters.
ecu是用小写字母而不是大写字母印刷的。
10. Would you mind initialing this voucher?
请在凭单上用首字母签名。
11. The catalog is organized alphabetically by label name.
这个目录按标签名的字母顺序排列而成。
12. They saw some large letters in white paint.
他们看见了用白漆写的几个大大的字母。
13. Schrader initialled the chit for the barman.
施拉德在收条上用首字母签了字,交给了酒吧招待。
14. The modern Russian alphabet has 31 letters.
现代俄语字母表有31个字母。
15. The first word begins with an F.
第一个词的首字母为F。
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想知道Unit 1 Friendship的英语教学怎么做吗?下面读文网小编为大家带来Unit 1 Friendship英语教案,希望对大家有所帮助。
Teaching Aims:
1. 能力目标:
a. Listening: get information and views from the listening material.
b. Speaking: express one's attitude or views about friends and friendship in appropriate words.
c. Reading: enable Ss to get the main idea and be familiar with reading skills.
d. Writing: write some advice about making friends as an editor.
2. 知识目标:
a. Talk about friends and friendship; how to make friends; how to maintain friendship.
b. Use the following expressions:
I think so. / I don't think so.
I agree. / I don't agree.
That's correct.
Of course not.
Exactly.
I'm afraid not...
c. Enable Ss to master Direct Speech and Indirect Speech.
d. Vocabulary:
add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight suppose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
3. 情感目标:
a. Arose Ss' interest in learning English
b. Encourage Ss to be active in the activities and make Ss be confident
c. Develop the ability to cooperate with others.
4. 策略目标:
a. Develop Ss' cognitive strategy: taking notes while listening.
b. Develop Ss' communicative strategy.
5. 文化目标:
a. Enable Ss to get to know different opinions about making friends from different countries.
Teaching design:
Period 1 Warming-up 1课时
I. Teaching objectives:
1. Have Ss learn how to describe their friends and friendship with new phrases and structures.
2. Have Ss learn to solve problems that may occur between friends.
3. Cultivate Ss to form the good habit of learning English in Senior Middle School.
II. Teaching important points:
1. Use the given adjs. and sentences structures to describe one of your friends.
2. Learn to evaluate friends and friendship.
III. Teaching difficult points:
1. Work together with partners and describe one of your good friends.
2. Discuss with partners and find out ways to solve the problems.
IV. Teaching procedures:
Step 1. Lead-in and warming-up
Before the lesson, T can arose Ss' interests by introducing oneself and get Ss to talk about their summer holidays, or whether they had made friends during holidays.
Free Talk: 3 mins
1. How did you spend your summer holidays? How did you feel? What did you do?
2. What do you think of your new school? Do you like it? Could you say anything about it?
3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school?
Step II. Think it over
1. Give a brief description of one of T's friends. The following phrases and structures may be useful: (3mins)
His / Her name is...
He / She is...years old.
He / She likes .... and ...dislikes...
He / She is very kind / friendly / humorous...
When / Where we got to know each other...
Step III. Make a survey
1. List some qualities of a good friend or your ideal friend, have Ss get into groups of 4 to 5 to find out what each one has listed?
2. Add up the scores Ss got and show the explanations of every type.
3. Have Ss tell their partners the standards of good friends with the following structures:
I think a good friend should (not) be...
In my opinion. From my point of view. So far as I'm concerned. I suppose. A good friend is someone who...
Step IV. Talking and sharing (working in pairs)
1. If your best friend does anything wrong, what will you do?
What to do? | Reasons |
...... | ...... |
...... | ...... |
2. Proverbs: "What is a friend?"
A British newspaper once offered a prize for the best definition of a friend. If Ss were the editors, they could choose the best one from the following entires, and explain why.
"A friend in need is a friend indeed."
"Friends are like wine, the older, the better."
"A friend is a second self."
"A friend to all is a friend to none."
Step V. Homework
1. Write a short passage about your best friend.
2. Review the language points.
3. Preview the new words and expressions.
Period 2 Reading 2课时
I. Teaching objectives:
1. Develop Ss ' reading ability, learn to use some reading strategies, such as skimming, scanning, and so on.
2. Get Ss to realize the importance of friends and friendship and learn how to tell true friends from the false.
3. Grasp some useful words and expressions in this passage.
4. Learn the writing style of this passage.
II. Teaching method:
Task-based teaching
III. Teaching procedures:
StepI.Pre-reading
1. Have Ss discuss the following questions in group-work:
Who is your best friend? Does a friend always have to be a person? What else can be your friend?
Step II. Reading
1. Have Ss try to guess what Anne's friend is and what the passage is about by reading the title and having a quick look at the pictures in this passage without reading it through.
2. Skimming the 1st two paras to confirm the former guess.
a. What was Anne's best friend? Why did she make friend with it?
b. Did she have any true friends then? Why?
c. What is the difference between Anne's diary and those of most people?
d. Do you keep a diary? What do you think most people set down in their diaries?
3. Reading of Anne's diary
How did she feel in the hiding place?
Two examples to show her feelings then.
Step III. Post-reading
1. What would you miss most if you went into a hiding place like Anne and her family? Reasons support.
2. Group-work
Work in groups to decide what you should do if your family were going to be killed just because they did something the Emperors did not like.
"Where would you plan to hide?"
"How would you arrange to get food given to you every day?"
"What would our do to pass the time?"
Step IV. Talking about friends and friendship
Have Ss talk about friends and friendship, and write one or two sentences to express one's own understanding of friends and friendship in group-work.
Step V. Homework
1. Interview a student or a parent to find out their opinions about friends and friendship. Write a short report to share it with the whole class.
2. Describe one of your best friends, following the writing style of this passage.
Period 3 Grammar 1课时
I. Teaching objectives:
Learn to use Direct & Indirect Speech
II. Teaching important points:
Summarize the grammatical rules
III. Teaching difficult points:
The special cases
IV. Teaching procedures:
StepI.Lead-in
Last class, we learnt Anne Frank's story. She is telling her story to two of her friends--you and Tom. Tom has something wrong with his ears, so you have to repeat Anne's sentences, using Indirect Speech. Sometimes you explain Tom's sentences to Anne---
1. "Do you feel sad when you are not able to go outdoors?" Tom asked Anne---
Tom asked Anne if / whether she felt sad when she was not able to go outdoors.
......
Step II. Grammar focus
1. Have Ss summarize the rules when they changed Direct Speech into Indirect Speech, what should be changed?
2. Group-work for discussion.
3. Check out: sentence structure, tense, pron, adverbial of time or place, verb.
4. Rules focus:
a. 陈述句:
She said,"I am very happy to help you."---
She said she was very happy to help you.
b. 一般疑问句/ 选择疑问句:
He asked me, "Do you like playing football?"---
He asked me if / whether I like playing football.
She asked me whether he could do it or not.
c. 特殊疑问句:
My sister asked me,"How do you like the film?"---
My sister asked me How I liked the film.
d. 祈使句:
The captain ordered, "Be quiet!"---
The captain ordered us to be quiet.
e. 注意:
l 间接引语语序: 陈述语序.
l 客观事实,真理;时态不变.
l 指示代词,时间,地点状语做相应变化.
f. Summary
Direct Speech
一般现在时do
一般将来时will do
现在进行时is doing
一般过去时did
现在完成时have done
过去完成时had done
Indirect Speech
一般过去时did
过去将来时would do
过去进行时was doing
过去完成时had done
过去完成时had done
过去完成时had done
Step V. Homework
l Exs 1 on p42
l Look up new words and expressions from dictionary and do the prevision.
Period 4 Words & Expressions 1课时
I. Teaching objectives:
Learn new words and expressions
II. Teaching important points:
1. Pay attention to the different forms of the words
2. Master the words and expressions through the Exs.
III. Teaching difficult points:
1. Emphasize the methods which can be useful and efficient to do the memory.
2. How to use the new words and expressions into Ss' own composition-writing.
IV. Teaching method:
Self-summary;
Discussion;
Practice
V. Teaching procedures:
StepI.Warming-up
1. Check out the new words and expressions looked up from dictionary
2. Have Ss share their works, including the Chinese meaning, the form, the phrases, the examples, and the usage.
Step II. Practice
1. Do the words Exs in this unit
2. Discuss the answers in group-work
3. Check out the answers
Step III. Summary
1. Emphasize the key points of the words in this unit, esp some phrases and structures.
Step IV. Homework
l Recite the words and expressions.
l Preview the listening and speaking part.
Period 5 Listening & Speaking 1课时
I. Teaching objectives:
1. Practice Ss’ listening ability.
2. Practice Ss’ speaking skills of how to offer advice.
3. Improve Ss’ ability to help others to solve problems.
II. Teaching procedures
Step 1. Reading
1. Have Ss think about the questions on books, and then try to guess the brief content of the listening material according to the questions given in group-work.
Step 2. Listening
1. Have Ss get to know that besides you, Lisa also asks Miss Wang for help. What advice does she give her? Now, let Ss listen to what she says.
2. 1st-time listening: have Ss listen to the tape from the beginning to the end without any pause, ask Ss to take some notes while listening, and discuss the main idea of the listening material in group-work.
3. 2nd-time listening: have Ss listen to the tape again, and encourage Ss to repeat every sentence as best as they can after the pause. So Ss should pay attention to notes-taking, esp. the WH-Qs.
4. 3rd-time listening: the last time, have Ss listen to the tape and check out their answers according to what they heard before.
5. Check out the Exs.
Step 3. Post-listening & Speaking
1. Have Ss think about the Q:
“Do you think Miss Wang’s advice is helpful?”
2. Have Ss discuss the former Q in group-work, and have a free talk within 1min.
3. Now suppose Ss are editors of Radio for Teenagers, here are some problems for Ss to offer advice. (Give each group a problem and ask them to write their advice down.)
4. Have Ss come to the front and share their opinions with the whole class.
Step 4. Discussion
1. Ask Ss, “Do you think Anne should obey her father’s advice?”
2. Have Ss discuss the Q in group-work, and express their reasons to support their ideas.
Step 5. Homework
1. Have Ss review the listening material and consult the dictionary to deal with the words and phrases they encountered.
2. Preview the writing part.
Period 6 Listening & Speaking 2课时
I. Teaching objectives:
1. Practice Ss’ writing ability.
2. Improve Ss’ ability to write advice.
II. Teaching procedures
StepI.Lead-in
1. Have Ss read Xiao Dong’s letter on p7, and then discuss the Q in group-work within 2mins:
“What is Xiao Dong’s problem?”
2. Have every group make a list to set its own advice down for Xiao Dong.
Step II. Writing the draft
1. Have Ss get known that they should make the outline or the draft before writing.
2. Have Ss discuss how to write the outline in group-work within 1 min.
3. Have Ss pay attention to how to write a letter of advice. Here are some tips:
First, why not……?
If you do this, ……
Secondly, you should / can……
Then / That way……
Thirdly, it would be a good idea of……
By doing this, ……
Step III. Writing and Editing
1. Have Ss compose their writing within 30 mins.
2. Have Ss change their editing one another, and make the comments for others.
3. Choose the best one to share with the whole class.
Step IV. Homework
1. Have Ss summarize this unit and review new words, expressions, sentence structures, language points, grammar rules and examples.
2. Finish the Exs of this unit on workbook.
Period 7 Summary 1课时
I. Teaching objectives:
1. Develop Ss’ ability of how to make a summary.
2. Review unit 1.
II. Teaching procedures
StepI.Summing-up
1. Have Ss discuss how to make a summary and what kinds of items they could sum up in group-work within 3mins.
2. Have Ss make a list, which includes the new words, expressions, sentence structures, language points, grammar rules, examples, and so on.
3. Check out the summary.
Step II. Exs practice
1. Have Ss finish the Exs of this unit.
2. Check out the answers within group-work.
Step III. Fill in the blanks
1. Have Ss fill in the blanks on p8; p47 to make the conclusion of the whole unit.
2. Change their summary one another and have Ss comment on others’ work.
Step IV. Homework
1. Prepare for the quiz for this unit.
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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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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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