【#范文大全# #英语教案7篇#】教案课件是老师需要精心准备的东西，需要老师花心思去创作。教案是教师成功的教学基础。"英语教案"是我认真创作的，我相信它能够满足您的期望。希望我的建议能够让您在职场获得更多的实质性收获！
英语教案(篇1)
活动目标
1、引导幼儿了解掌握单词ant、cockroach、fly、mosquito的发音
2、了解各种昆虫的特性
活动准备
4种昆虫挂图、介绍各种昆虫的材料、投影仪、玩具锤子
活动过程
一、Warm up
Hello everyboby ！Lets sing a song ，OK？Sing a song (BINGO)
二、Topic
师：孩子们，今天老师给你们带来了4只昆虫朋友，你们想不想看看它们？
师：咱们先来看看第一位是谁？
1、 学习ant
出示ant卡片
师：孩子们，你们认识这是什么昆虫吗？
师：对，是蚂蚁，那你们知道蚂蚁的英语怎么说吗？
2、请幼儿跟读几次，注意n的发音，还要发一个清晰的t音。
师：你们看ant的最上面的两只手是不是横着放的，那咱们来学学他们横着放的样子。
3、模仿ant 的动作
4、学习cockroach、fly、mosquito同上。
三、Exsice
英语教案(篇2)
幼儿园大班英语教案：交通工具
活动目标
1、引导幼儿在游戏中复习单词: bus car train plane boat。
2、引导幼儿在游戏中学习使用单词:by。
活动准备
1、英语动画片：Let s go by bike
2、课件-乐趣练习：交通工具
活动过程
一、warm up做准备
1. 律动:《By bus》
师：Let’s go by bus, OK?
2. Are you happy today ?
师：How do you feel today? Are you happy?/Are you sad? /Are you angry?
二、想一想
1. 逐一出示交通工具的图片。
(bus car train plane boat)
a、What is it ?
b、where should we park the bus(car/train/plane/boat)?
引导幼儿逐一认读图片上的交通工具。
三、玩一玩
玩法:幼儿分四组，每组分别请一名幼儿戴上头饰操作相同的“交通工具”比赛谁先到达某个小动物的家。
全体幼儿喊口令:By busBy train ------ 获胜的幼儿得到奖品。
师：Do you like to play a game?(介绍游戏的玩法和规则)
四、看一看
英语动画片：Let s go by bike
巩固对交通工具的认识。
五、幼儿律动出活动室.
《Row row row your boat》
师：Let’s go by boat, OK?
英语教案(篇3)
【课题】 Unit 1 Welcome back to school!
【教学重点】学习字母D、E及相关单词，英语教案-Welcome back to school 第六课时。
【教学难点】认读字母，体会字母在单词中的读音。
【教具准备】
1、本课生词的单词卡片
2、配套的教学课件
3、大小写字母卡片(A--E)
【教学过程】
(一)热身/复习(Warm-up/Revision)
1、演唱歌曲《Boy and girl》, 男生唱“I’m a boy and you are a girl.”部分，女生唱“I’m a girl and you are a boy.”部分，比比看谁唱得更好。
2、看一看，猜一猜
请学生用肢体语言表演出A-C几个大小写字母，其他学生猜一猜。
教师书空字母，让学生猜一猜。
3、说一说
播放A部分的Chant的动画，让孩子边说边演。
(二)呈现新课 (Presentation)
分别出示大小写字母Dd.让孩子用肢体语言表演。
分别出示大小写字母，学生开火车认读。
教师指着字母D旁的趣味图片，问：“What’s this?”“It’s a dog.”带读单词。
教师出另一单词卡片“duck”,带读单词，孩子跟读练习。
D-d-duck-dog教师带读字母和单词。孩子小组里读一读。
以同样的方法学习大小写字母Ee. 注意学习egg/elephant一词时，当问学生What’s this? 强调回答It’s an egg/elephant.而非It’s a egg/elephant.
出示Let’s say部分的.课件，教师反复点击字母和单词，学生模仿跟读。还可请学生上台点击任一字母或单词，让学生体会学习的乐趣，小学英语教案《英语教案-Welcome back to school 第六课时》。
找朋友
学生以小组为单位分别拿着字母DE等大小写，给字母找朋友。
出示Let’s do部分动画。学生边看边尝试跟读，同时做动作。
小组围单位操练Let’s do部分的内容，然后请小组代表上台表演，评出的小组并予以奖励。
(三)趣味操练 (Practice)
listen and order the cards
学生根据教师说的顺序，排列大小写字母Aa Bb Cc Dd Ee。
读一读，分一分
孩子自己读新学的单词，根据读音分成两组。找出共同的字母。
(四) 扩展性活动(Add-activities)
帮单词娃娃回家
教师出示大小写字母A-E，设计成5个小房子。让孩子根据首字母把单词送回家。
英语教案(篇4)
一、TeachingDemandsandAims(教学目标)
二、Teachingimportantanddifficultpoint(教学重点)
1、mars
三、TeachingAids(教具)
四、Teachingprocedures(教学过程)Greeting(问候)up(热身)Revieeanda.IamGogo.ThisisUnit11???Goodbye!Amanda!)
3、听音修正：
(1)书面记录：边听边把学生的错音登记在学生手册上。
(2)修正过程：
A：打招呼，先表扬肯定，后提出错误，注意错音的跟读。
B：说悄悄话，增进师生感情交流。
C：提出问题。
D：结束Say:“Goodbye!”
三、电话教学
1、时间安排：每月两次的电话教学，每生教学时间不超过8分钟。
2、教学内容：
(1)本周学习单词及课文的朗诵。(2)词句的翻译。(3)疑难解答。(4)家长的'经验交流。
英语教案(篇5)
词汇apples, oranges, bananas, peaches, grapes, watermelons, pears, some听得懂、会说、会读、会拼写
日常交际用语Can I help you?
句型What are these/ those?
They’re….
How many kilos?
二、本单元教学重点和难点：
1.能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears, some。
2.能听得懂、会说和会读日常交际用语Can I help you? These or those?
3.能听得懂、会说、会读和会写句型What are these/those? They’re….
How many kilos? … kilos, please.
4.初步掌握名词复数的词形和读音的变化。
5.了解辅音字母组合th在单词中的两种不同读音。
6.能有表情地流利的'诵读歌谣《I like fruit》。
三、教材内容分析:
本单元的核心教学内容是“认物”，主要学习句子What are these/ those? They’re…。Book4A中已经出现What’s this/ that? It’s…句型。教学中教师可以采用以旧带新的方法，从单数句式引出复数句式，还可以通过单复数形式比较找出它们之间的区别。
本单元主要出现了水果类单词，除lemons, strawberries, grapes三种水果是第一次出现以外,其余八种均在Book3A第三单元中出现过。教师可通过句型Do you like …? Yes, I do./ No, I don’t.的问答教授这三个新单词,并适当补充一些学生感兴趣的水果单词,如甘蔗(sugar cane),荔枝(lichee)等等。本单元出现的是这些单词的复数形式，涉及到词形、读音的变化，是教学中的难点。教师可以对名词复数的词形和读音进行归类。
与本单元所出现的水果类单词紧密结合的是在商店里购物的常用语Can I help you? How many kilos? These or those?等。在教学中教师要注意创设购物情景，让学生熟练自如的运用这些购物的基本用语。另外可以根据学生的具体情况适当补充一些其他购物用语或让学有余力的学生课后去收集这类交际用语，以扩充他们的知识面、锻炼他们的自主学习能力。
Teaching aims and difficulties:
1. 能听得懂、会说、会读和会拼写单词apples, oranges, bananas, peaches, grapes, watermelons, pears。能听得懂、会说、会读单词pineapples, lemons, strawberries, mangoes。
2. 能听得懂、会说、会读和会写句型What are these/those? They’re….
3. 学会有表情的朗读歌谣《I like fruit》。
英语教案(篇6)
湘教英语教案
Title: "Celebrities and Their Influence on Society"
Introduction:
In today's society, celebrities play a significant role in shaping the ideas, opinions, and behaviors of people around the world. They have the power to influence various aspects of society, including fashion, politics, and even social issues. This English lesson plan aims to discuss the impact of celebrities on society, encouraging students to develop critical thinking skills and reflect on the role and responsibility of these famous individuals.
Objectives:
- To understand the concept of celebrity culture and its impact
- To identify positive and negative influences of celebrities on society
- To analyze the responsibility and behavior of celebrities
- To develop critical thinking skills and express opinions effectively in English
Warm-up Activity:
1. Begin the lesson by showing pictures of different celebrities and ask students if they recognize them. Discuss their favorite celebrities and reasons why they admire them.
2. Divide the students into groups and ask them to brainstorm the positive and negative influences celebrities can have on society. After a few minutes, have each group share their ideas with the class.
Main Activities:
Activity 1: Celebrity Influences
1. Provide a list of famous celebrities from different fields such as film, music, sports, and social media influencers.
2. Divide the students into pairs or small groups and assign each group a celebrity from the list.
3. Ask the students to research and discuss the positive and negative influences their assigned celebrity has had on society.
4. Each group presents their findings to the class, highlighting the impacts their celebrity has made. Encourage class discussions and debates.
Activity 2: Ethical Responsibility of Celebrities
1. Provide a list of recent news headlines related to celebrities and their behavior or actions.
2. Divide the students into pairs or small groups and distribute one news headline per group.
3. Ask the students to read the news article and discuss the ethical responsibility of the celebrity involved.
4. Each group presents their analysis of the situation, focusing on whether the celebrity's actions were responsible or not.
5. Encourage students to express their opinions and debate the consequences of irresponsible celebrity behavior.
Activity 3: Creating Positive Change
1. Discuss with the students how celebrities can use their influence to create positive change in society.
2. Ask the students to choose a social issue they feel passionate about.
3. In pairs or small groups, students brainstorm ways in which celebrities can raise awareness and make a difference in relation to their chosen social issue.
4. Each group presents their ideas to the class, explaining how their proposed celebrity campaign could create positive change.
5. Encourage students to think creatively and support their ideas with logical reasoning.
Conclusion:
In this lesson, students explored the concept of celebrity culture and its impact on society. They identified positive and negative influences of celebrities and analyzed the responsibility and behavior of famous individuals. By examining real-life examples, students developed critical thinking skills and expressed their opinions effectively in English. This lesson aims to encourage students to think critically about the role of celebrities and their potential to create positive change in society.
英语教案(篇7)
主题：我的家人
我叫玛丽，我有一个很温暖幸福的家庭。我的爸爸是一名医生，他每天都很忙，但是他总是能在我需要他的时候出现。他对我很好，经常带我出去玩，教我做各种各样的事情。他也很关心我的学习，每天晚上都会陪我一起做功课。我很爱我的爸爸。
我的妈妈是一名老师，她教初中的学生。她非常耐心和负责任，让她的学生们都很喜欢她。在家里，她也是一个很好的妈妈。她常常给我讲故事，帮我解答问题，还常常教我一些智慧的道理。我很感激我的妈妈。
我还有一个弟弟，他叫小明。虽然他很调皮，但是我还是很爱他。我们一起玩，一起笑，一起哭，一起分享我们的开心和难过。虽然有时候我们会吵架，但是我们都知道，互相照顾和关心是很重要的。我希望我们永远都能像好朋友一样。
我的家人给了我力量和勇气，他们的爱让我感到很幸福和安心。我知道，只要有他们在身边，我就不会孤单和害怕。无论我的未来会遇到困难还是挑战，我都会勇敢地面对，因为我有一个永远支持我的家人。
我喜欢我的家人，也希望他们每天都开心健康。我相信，只要我们团结在一起，一切都会变得更好。我的家人是我最大的力量和鼓励，我会永远珍视他们，爱他们，直到永远。
以上就是我关于我的家人的主题范文，希望你会喜欢！
延伸阅读
小学英语微教案通用7篇
“小学英语微教案”是一个非常有趣的话题让我们深入了解它。每个老师上课需要准备的东西是教案课件，我们需要静下心来写教案课件。教案是提高学生综合素质的重要途径。巨佳的文章让我们一起来品味！
小学英语微教案【篇1】
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，直至把
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，这样的练习，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，最快最正确的小组赢得小星。
(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，练习学生发音的正确、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。)
小学英语微教案【篇2】
下面附上我所写的教案中的教学过程：
Story —— Jenny Goes To City
Step 1. Greetings
(1) Good morning/ How are you.
(2) who's on duty today?
Step 2.Revision
(1）拿不同颜色的`粉笔，进行一一提问，
对答对的学生，给予掌声，呈上真诚的目光，并奖励一个小红花。 What colour was it?
It‘s red/green/blue/yellow
(2）做游戏
what’s missing？
It's... ...
教师从不同颜色粉笔中，随意抽出一支，问学生少了哪一颜色，
带动学生学习兴趣，活跃课堂气氛。促使学生们所学单词掌握的更牢固更准确！
Step 3.Freetalks
Do you like shopping?
这个话题学生比较熟悉，贴近生活，纷纷举手发言，
从中引入教学，培养学生创造性思维能力。
Step 4.Teaching
1)提出2个问题,让学生们带着问题去看故事短文,时间定为10分钟 Jenny:How to go to the city?
why she doesn't......?
再这10分钟学生阅读期间,老师写好一部分板书.
2)针对提出的2个问题,展开讨论,回答问题,并及时给予学生答案的指导
3)放3遍磁带短文录音,让学生们大声地去跟读
4)再针对故事短文中4个角色,找四名学生,
进行分角色朗读课文.最后并予以掌声,给予肯定和奖励
5)教师把故事短文分为4部分,设置情景,进行逐一翻译,易于学生理解
6)针对故事短文的知识点,一一讲解分析,例have to do sth最好做某事句型,并及时做好板书,时刻促使学生看黑板,培养注意力不分散
7)情景再现,将学生分组,找四名同学,分别带上面具,试着扮演短文中四个角色,Jenny Jenny's mather Jenny's mother Denny,让学生们身临其境,去领悟故事短文中意思,掌握交际中的技巧和方法,挖掘学生们运用语言的创造能力
Step 5.Homework
培养听说读写能力
1)listen the story 循环放短文听录音
2)read the story again and again 大声一遍遍朗读短文
3)write the story 正确抄写短文
4)remember knowledge on class掌握牢记课上所学知识
小学英语微教案【篇3】
1、作业布置方面的缺失。没能抓好作业的检查，对于组长，课代表缺少表扬和监督机制，致使有部分学生常不按时完成作业，一些口头作业实效不大。
2、在教学方面我发现自我构成了一种定式，没有创新以及大胆实践的勇气。我应当多看教学方面的理论以及多听几位有经验教师的课，进行学习，不断提升自我，构成自我独特的教学风格。
3、对教材的把握不够，很多优秀教师的优点没有学到，听课的次数也还不够多，有些缺乏与其他教师的沟通，期望在下个学期能多学习新课标，多吸取他人经验，不断提高自我的教学水平。
4、学困生的个别辅导也是我下学期要进行探索的资料，在这方面我做得还不够，期望在今后的工作学习中能积累丰富的经验，也能取得良好的效果。
5、另外，在课堂管理方面还做的不够好，没有树立起一个教师的威严形象，导致课堂秩序较差，以后必须要对学生严格要求，让学生意识到课堂的重要性。
6、作为一个刚刚参加工作的英语教师而言，由于并不是英语专业毕业的，在专业知识的一些方面还有所欠缺，以后还要加强学习。并且，在教育教法方面，也要多向有经验的教师学习，努力提高自我的课堂效率。
总之，本学期的教学工作自我付出了很多，收到的回报也不少。总的来说，在其中，我积累了不少经验，当然在今后的教学中，我也会努力填补自我在教学中的不足，总结经验和教训，发挥优势，改善不足，虚心学习，继续努力！力争在今后的英语教学工作中取得更好的成绩。
小学英语微教案【篇4】
Step 1 Free talk
1.要求学生试读课本单词表中的单词和短语，帮助学生解决语音问题。
2.询问某个学生正在干什么并请求回答的句型，在黑板上板书。
3.展示图片，向学生提问题。
(1) What are you doing?
(2) What is she/he doing?
e.g. reading , writing, listening to the teacher carefully，playing basketball and so on.
Step2 Warming-up
1.设置场景一：上星期天上午Lucy家发生的事情，如何用英语表达。
--- What was Lucy doing at this time last Sunday?
--- Lucy was doing her homework.
2.设置场景二：昨天有一场暴风雨，暴风雨来临时，他们在哪儿？正在干什么？
Where was the girl when the rainstorm came？And what was the girl doing at the time of the rainstorm ?
【设计意图】通过对身边发生的事情的描述，引出本单元的中心话题和重点句型，为以后的学习打下基础。
Step3 Listening
1.引导学生观察单元主题图中的四幅，读1a，学习相关生词及表述，
2.将1a的地点与图片配对。
3.学生朗读1b的八组短语；学生听听力，核对答案；讲解句中出现的生词及短语等。
【设计意图】通过课本四幅图片，生动具体地展现出当时的场景，进一步激发学生说的欲望。讲出本单元的关键句型，并在句型中穿插动词短语，用红色笔凸显，加深学生的印象，让学生注意。
Step4 Pair work
1.要求学生跟读听力材料，模仿语音语调。
2.让学生结合1a活动中自己写出或摘抄的内容创编对话，对编排优秀或有创意的学生及时肯定、表扬。
【设计意图】由于此前的1a，1b活动中已积累了一些句子，因此操练对话能帮助学生进一步掌握目标语言。同时，通过模仿语音语调，使学生的口语能力有更原汁原味的折射。
Step5 Listening
1.让学生观察五幅插图，并引导学生尝试用动词短语表述五幅图片的含义，带读短语
2.听2a，并核对答案。
3.在2b中，先要求学生浏览句子，了解句子的大意；其次让学生预测这些空可能缺少怎样的单词；最后给出五个短语，让学生听听力填空，核对答案。
4.让学生将动词短语极其意思进行匹配；要求学生观察短语，并总结他们的共性。
【设计意图】这部分听力要求学生听完男孩的独白后，根据故事发生的顺序排序，语段较长，语速较快，但根据插图学生还是能较快地排好序听完第二遍后要抓住细节填空，逐步加大难度，希望通过快速听力中捕捉具体的细节，这也是中考目标的要求。
Step6 Group work
1、让学生们以2a为基本话题，以对话的形式复述对话，要求学生分角色扮演男孩和电视记者，练习用目标语言谈论过去的事情，以2人为一小组，模仿2a,2b的内容编写对话，并表演出来。
2、让学生们自己对自己的表现及语言表达能力进行了自我评价，迁出优秀的一组，给予鼓励表扬。
【设计意图】模仿训练、巩固过去进行时态的相关知识，提高学生知识运用能力。通过运用和表演，既复习新知，同时以竞争机制评出“表演组”，促使学生们积极参与，让学生感受成功的愉悦，也活跃课堂。
Step7 Exercises
要求学生将答案填在导学案上，一定时间之后核对答案并讲解。
【设计意图】练习是学生心智技能和动作技能形成的基本途径，课堂练习的目的在于使学生理解、掌握知识，是学生学习活动的一个必不可少的组成部分。
Step8 Role-play
1.播放听力，让学生跟读磁带，了解对话大意。
2.让学生齐声朗读对话，纠正读音，解答学生存在的语言障碍。
3.要求学生用所学目标语言谈论Mary和Linda在过去事件所做的事情，以巩固练习目标语言。
4.学生结对分角色朗读对话，给予适当评价。
5.讲解语言知识点：
1). My alarm didn’t go off so I woke up late.
alarm n.闹钟
e.g. What time shall I set the alarm for?
我该把闹钟拨到几点钟响？
2). I was waiting for the bus when it began to rain heavily.
①begin v. (began)开始
e.g. I’ll begin whenever you’re ready.
你什么时候准备好我就开始。
常用的句型：begin to do与begin doing
一般来说，begin to do和begin doing可以互换，但在以下三种情况下，用to do。
I.主语不是指人，而是it等。
如：It began to rain.
II. begin后接表示心理活动的词。如：begin to know还有believe, wonder, think
等词。
III. begin本身是ing形式，为避免重复后接to do。即：beginning to do
②heavily adv.在很大程度上；大量地
e.g. moving heavily吃力地移动
It was raining heavily.雨下得很大。
3). So, when the rainstorm suddenly came, …
suddenly adv.突然；忽然
e.g. I suddenly remembered that I hadn’t locked the door.
我忽然想起没有锁门。
4). That’s strange.
strange adj.奇特的，奇怪的；不可思议的
e.g.a strange noise奇怪的声音
He’s always here; it’s strange you’ve never met him.
他经常在这，你却没有见过他，真是不可思议。
5). I called at seven and you didn’t pick up.
pick up(=pick up the phone)接电话
【设计意图】分角色朗读课文，形象生动，如亲临其境，可以把注意力吸引到课文的内容中去，领略其中的含义，更能加深印象，不容易忘记。其次，分角色朗读对话可以调动学生的积极性，提高表达能力。而且，还能增加课堂气氛，营造出积极、活跃的课堂气氛。
Step9 Summary
1、重点词汇: rainstorm, alarm, begin ,heavily ,suddenly, strange, go off, pick up, take a shower, make sure
2、重点句型:
(1) What were you doing yesterday at the time of the rainstorm?
(2)When you called, I was having a shower.
(3)So while you were sleeping, I called Jenny and she helped me.
(4)What were you doing when the rainstorm came?
3、掌握过去进行时态的结构与用法
Step10 Homework
1、复习这课堂的词汇并造句
2、描述你的某一天发生的事情，要求用过去进行时态
小学英语微教案【篇5】
我是来*******的一名英语教师，我叫***，很高兴我们能够相聚在《小教天空》，通过这次教师招考，给了我一次锻炼的机会，也给了我一次展示的平台，希望大家多多为我提出宝贵的建议和意见。今天我说课的课题是《Welcome back to school》。
一、说教材
今天我说课的内容是PEP小学英语三年级下册第一单元第六课时，主要是学习字母“Dd”，“Ee”，单词“dog”，“duck”，“elephant”，“egg”以及《 Let’s do》中的一些小的指令，让学生们能够听懂老师指令，并作出相应的动作。
二、说教法、学法
本课我采用了唱歌、游戏、表演等活动内容、活动方式进行教学，并主要运用远程教育资源《空中英语》课堂进行教学。让学生们在看、听、认、读中达到所要求的标准，在教学过程中培养学生们的记忆、观察和思维能力，在加强学生们听音的前提下，还要求学生们能集中注意力观察老师的口形。让学生们在各种快乐的活动过程中感悟、复习以及巩固语言知识，发展语言技能。然后通过一系列比赛，让学生们在动静交错，个人与小组相结合，联系与竞争相融合的活动中学习语言，训练语言，应用语言。这样，学生们不仅习得了语言，还养成了积极的学习态度。
三、说教学目标
依据新课程标准要求，结合学生们年龄特点以及学生们适用语言的能力。第六课时的教学目标是：
1、通过远程教育资源以及其他不同方式要求学生们学会“Dd”，“Ee”两个字母以及“dog”，“duck”，“elephant”，“egg”的正确认读。
2、以培养学生们兴趣为根本出发点，运用《 Let’s do》部分提高学生们兴趣，让学生们在玩中学，学中用。
3、培养学生们积极主动学习以及运用语言的能力，提高他们的竞争意识，让学生们在竞争中体现合作意识。
四、说教学重、难点的把握和突破
教学重点：能够听、说、认、读本课的新字母和新单词。
教学难点：在《Let’s do》中，巩固新词，并能作出相应指令，为了把握重点，突破难点，我还自制了精美的卡片，让学生们对所学的知识反复加强巩固。
五、说教学准备
本节课我主要运用了远程教育资源《空中英语课堂》进行教学。同时，又准备了六张卡片，增加了教学的直观性和多样性。
六、说教学过程
（一）激发兴趣
开课时，我首先以跟同学们问好的方式进入新课，让学生们感受到这是一个自主的课堂，是属于他们的，从而提高学生们的兴趣。
（二）引入新课
1、复习本节课采用复习导入新课。
2、新授利用远程教育资源教授字母“Dd”，“Ee”以及单词“dog”，“duck”，“elephant”，“egg”。
（三）趣味操练
通过老师做口形，进行兴趣操练。
（四）转化技能
《Let’s do》部分，让学生们通过指令在玩中学，学中用。
（五）巩固深化
本节课通过师生对话，生生操练巩固书本上本课时的教学内容，达到良好的教学效果。
七、说反思
本课的设计是以字母和单词为主线贯穿始终，围绕以前所学的知识，设计了系列丰富的教学内容，引导学生们看、听、说、认、读，倡导体验，参与实践，合作与交流的学习方式和任务型的教学途径。
（一）鼓励学生们积极探究，培养自主学习能力。
在本课新授词汇呈现和理解的过程中，让学生们主动运用已初步学到的英语知识，很好地巩固了本课的新授内容。此外，在最后的拓展教学中，快乐的学习使他们体验成功的喜悦和满足，激发他们发挥出自己的 最大潜能。
（二）关注情感体验，创设真实生活情境
在这节课上，是由学生们自己主宰的课堂，他们在合作学习中品味着学习的快乐，体验着人和人之间互相鼓励，共同进步的感觉有多么美好感受着自己辛勤付出后成功的满足。
总之，这节课学生们在课堂上学到了所学的知识，并加以巩固，是一堂比较成功的网上教研课。
小学英语微教案【篇6】
小学英语课堂活动的设计就是英语教师根据正确的教学思想和英语教育原理，按照一定的教学思想和英语教育原理，按照一定的教学目的和要求，针对具体的教学对象和教材，对英语教学的整个程序、具体环节及有关曾面所作出的预期的行之有效的策划和设计。 在学习《小学英语教学活动设计》这门课程时，自己做了很详细的笔记，特别是专家布置的作业，自己也是思考了很久才提交的'，“功夫不负有心人”，花了近一个月时间完成的作业取得了理想的成绩，获得了“优秀”的等级。虽说在完成作业时确实花了不少时间和心思，但是在这个过程中自己也得到了很大的收获。
英语教学不仅是一门学科，也是一门艺术，形成英语教学艺术特色的重要因素之一就是教学设计（ instructional planning ）。古人说：“凡事预则立，不预则废。”强调无论做什么事都要预先谋划，事前设计。现代教学尤其注重设计，科学的教学设计，既是体现教育目的性、计划性、针对性和预习性所必需，又是顺利实施教学方案、调控教学过程的前提，也是确保教学效果、提高教学质量的保证。 英语教学设计就是英语教师根据正确的教学思想和英语教育原理，按照一定的教学目的和要求，针对具体的教学对象和教材，对英语教学的整个程序及其具体环节、总体结构及其有关层面所作出的预期的行之有效的策划。它是英语教师教育思想、思维流程和教学艺术的体现。众多的教学实践告诉我们，在学校教学条件有限的情况下，只要教师有心，同样可以进行朴素却生动的有效的教学设计；一个教师的基本功的精湛同样是成就教学精彩的基本元素，如清爽明了的简笔画和教师动听的歌喉也能使教学充满诗意，吸引孩子们的眼球并提升语言能力。
新课程的课堂是具体的，动态生成的，它不是教师完全预设的。所以，我们教师在进行小学英语教学设计时，应认真思考以下几个层面的问题： 观念层面：是否充分领会现代教育理念和现代教育技术的核心要素。 内容层面：教学设计是否有明确的问题情景和学习路径。
操作层面：是否将学习空间最大限度的留给学生。
综上所述，以“学生”为主体的教学设计应充分重视学习者的自主学习，教师在设计教学预案时，要学会主动把自己当成“鱼”，只有这样学会了“换位思考”，能够预想“鱼”的各种感受，才会在观念上和方法上得到自我提升，也才会真正创造出适合学生发展的教育活动。
在实际教学中，以下几点英语教学设计的技巧，或许对我们的教学有帮助，可以提高教学效率。
小学英语微教案【篇7】
1、认真备课，钻研教材，进行课堂的有效教学，提高课堂效率，做到当堂资料当堂掌握。
2、及时批改、讲评作业，并做好总结，对中差学生及时给予指导，使其赶上来。
3、课堂上，运用各种不一样英语教学法来辅助教学，如：情景教学法、直接教学法和TPR全身反应法，并开展一些趣味的活动、游戏让学生在简便的氛围中学习英语。
4、针对不一样的班级开展有效的英语活动。构成一种学习英语的浓厚氛围。在年级中举行英语单词比赛或英语课文朗读比赛。
5、鼓励学生大胆说英语，肯定他们的提高(尤其是英语基础不好的学生)，树立学生的信心，培养学生朗读和书写的习惯。
6、多教授chant和歌谣或小故事等促进学生多单词和句型的记忆。充分利用教科书中的课文创设栩栩如生的情景，如打电话、购物、生日聚会、野餐、旅游、问路等，为学生供给使用英语进行交流的机会。
7、教学中善于观察、了解学生，正确对待后进生，给他们温暖，经常与他们交谈，了解情景，帮忙解决困难。针对每个学生的优点与缺点进行辅导，采取合作学习的方式，让学生互相学习，互相帮忙，使他们共同提高鼓励后进生。我们英语教师最头痛的是后进生队伍越来越壮大，所以我们要鼓励后进生，善待后进生，纠正后进生的错误观念，让他们明白自我能行，鼓励他们去追求。在课堂上，要多用鼓励性的语言，要掌握评价的艺术，保护后进生的自尊心，发现他们的优点与长处，让他们尽情发挥。教师要耐心帮忙他们，以自身的人格魅力去影响和感化他们，从而提高教学质量。
8、针对特长生的特点，给予他们辅导。充分利用课余时间，发展他们的特长。如朗读比较好学生，对他们加强朗读训练指导，教师给他们供给阅读材料，教师示范，学生尝试等方式进行训练。
9、评价形式多样化，激励小学生：尊重和爱护学生的学习积极性，对每个学生的成绩和点滴提高都要加以肯定。采用口头表扬、精神奖励和贴图奖励的方式，异常要注意对学习后进的学生所取得的提高及时给予表扬。评价形式应具有多样性和可选择性，应以构成性评价为主，以学生平时参与各种英语教学活动所表现的兴趣、态度和交流本事为主要根据。学期评价包括平时成绩和期末成绩，以等级制记成绩。
高二英语设计教案通用7篇
教案课件是老师教学工作的起始环节，每位老师都需要认真准备自己的教案课件。教师编写教案是向学生传授知识的重要手段之一，如何写出让自己满意教案课件？以下是我们为您准备的与您相关的《高二英语设计教案》，建议你收藏本页和本站，以便后续阅读！
高二英语设计教案 篇1
教学准备
教学目标
1. Target Language目标语言
重点词汇
sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error
2. Ability goals能力目标
Enable the students to write a short passage about a place of interest they have visited.
3. Learning ability goals学能目标
Help the students learn how to describe one of the places of interest they have visited.
教学重难点
How to describe a famous building or a place of interest.
教学过程
Step Ⅰ Revision and Lead-in
Ask some students to read their work to the class.
T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an e_citing way. In the last period, you were asked to write a poster to encourage people to visit. Now who’d like to share your work?
A sample version:
Why not visit “the Oriental Hawaii”?
Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of 7.11 million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”. Every year thousands of travelers visit the island. Among the famous places of interest are Yalong Bay (No.1 in the world), Tianya-Haijiao (Corner of the Earth), Dadong Sea, Luhuitou (Turn-round Deer), Sanya Bay, _iao Tongtian, Folk Village, etc.
Step Ⅱ Writing
Task 1: Ask the students to write a tour plan.
T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are.
A sample tour plan:
Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city.
Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou.
Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there.
Day 8: From Lijiang we fly to _i’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in _i’an as well. You’ll have three days there.
Day 11: We leave early for the capital, Beijing, which is northeast of _i’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing.
Day 14: We leave at noon for our flight south to Shanghai, then make our way home.
Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Ne_t please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully.
Show the following.
How to Write A Complaint Letter
· Include your name, address, home and work phone numbers.
· Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.
· Make your letter brief and to the point. Include all important facts and any information you can give.
· State e_actly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable.
· Include all documents regarding your problem. Be sure to send COPIES, not originals.
· Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it.
· Keep a copy of the letter for your records.
Then ask the students to make a list of things that they feel are important.
T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention.
A sample list of things:
1. I have to wait too long a time being served in the canteen.
2. Several of our teachers speak in a too low voice and the students who sit behind can’t hear clearly. 3. My parents often read my diary without my permission.
4. The school demands us to wear the ugly school uniform.
The most serious one is the first one in the list.
A sample letter:
Dear Mr. Sam,
I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are the best in our town. I tell my friends. However, last Friday evening, I waited in a line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met.
Sincerely,
Harlan
Step Ⅲ Homework
Ask the students to do the task in PROJECT on page 54.
高二英语设计教案 篇2
Write me a post card every now and then.
请不时地给我写张明信片。
Every now and then a plane would take off.
不时会有一架飞机起飞。
He only comes to London every now and then.
他只是偶尔来趟伦敦。
Every now and again she wiped her eyes with a handkerchief.
她不时地用手帕擦一擦眼睛。
Let's go downtown this afternoon.
咱们今天下午去闹市区吧。
I went downtown to do some shopping today.
今天我到商业区购物去了。
They moved downtown last year.
他们搬到城里去了。
He lives downtown.他住在市区。
He was born in downtown Tianjin.
他生在天津闹市区。
I work in a downtown office.
我在市区的一家公司上班。
The downtown traffic is very bad.
闹市区的交通很差。
I'd like to bring up my child in healthy surroundings.
我想在健康的环境中养育我的孩子。
The hotel stands in picturesque surroundings.
宾馆四周的环境优美如画。
A crowd surrounded him.一群人围着他。
The school was surrounded by/with a fence.
学校四周围着篱笆。
Mystery surrounds the actress's death.
女演员之死笼罩着神秘的气氛。
The flower exhibition was a feast for the eyes.
看花展是件赏心悦目的事。
The classical music is really a feast for the ears.
这首古典乐曲令人大饱耳福。
There are no feasts in the world which do not break up at last.
天下没有不散的筵席。
The Queen invited them to a feast.
女王邀请他们参加庆宴。
The King made a great feast to his ministers.
国王大宴群臣。
I will have a dip in the sea.
He dipped the pen into ink.
他把笔浸到墨水里。
The little girl dipped a piece of bread into her soup.
小女孩把一块面包泡到汤里。
He dipped into his pocket to get his key out.
他把手伸进口袋掏钥匙。
I haven't read that book carefully.I've only dipped into it.
我没有认真读过那本书，只是随便翻阅过。
I have been dipping into ancient history.
They kept walking along the shore.
他们一直沿着岸边走。
There was an old house on the shore.
岸上有栋老房子。
They found a ship about 2 miles off the shore.
他们发现在离海岸2英里处有一艘轮船。
The boat is two miles off shore.
那艘船在离海岸两英里的海里。
In the storm,many seamen wished they were on shore.
有暴风雨时，很多水手都希望在岸上。
They went on shore the moment the ship reached the harbor.
轮船一到港口，他们就上了岸。
the government budget for the coming year
She made a monthly budget for her family.
她为家庭做了每个月的预算。
He budgeted for buying a house.
他为买房子编制预算。
He saves a lot of money by careful budgeting.
他通过精打细算节省了大笔钱。
The room rates at the hotel range from to per day.
那家宾馆的房间价格从10美元到35美元不等。
What's the letter postage rate to foreign countries?
往国外寄信的费用是多少？
The train was going at a rapid rate.
那辆火车高速行驶。
They are walking at the rate of 4 kilometres an hour.
他们以每小时4公里的速度行进。
She can read at the rate of 100 words a minute.
她的阅读速度是每分钟100词。
The birth rate is under control in this country.
这个国家的出生率已得到控制。
The divorce rate is very high in the United States.
美国的离婚率很高。
At any rate I will come.无论如何我都会来。
She didn't work very hard,but at any rate,she passed the test.
她不很用功，但至少她通过了考试。
at this/that rate如果是这样的话，如果这样继续下去的话
At this rate we won't be able to buy a house.
照这情形来看，我们可能买不起房子。
9.sight n.情景，景象；目光，视力，视野
The sunset is a beautiful sight.
落日是很美的景象。
What a sad sight!多么悲惨的景象啊!
She has good/poor sight.她视力好(差)。
Keep out of my sight.不要让我看到你。
I watched him until he disappeared from sight in the distance.
我望着他直到他消失在远方。
The crowd waited for a sight of the Queen passing by.
人群等着看王后从这里经过。
The sight of a snake frightened her.
看到蛇把她吓坏了。
10.accommodation n.住处，膳宿(通常用复数形式)；方便，便利(不可数)
Please phone the hotel for accommodations.
请打电话给旅馆订房间。
This hotel has accommodations for 2 000 guests.
这家旅馆有容纳名客人的设备。
Can we find accommodations at a hotel for tonight?
我们今晚能找到旅馆住宿吗？
It would be an accommodation to me if you could come.
They were disappointed about/with/at/in the results.
他们对结果感到失望。
She was disappointed at not being invited to the wedding.
她由于未获邀请参加婚礼而感到失望。
She was disappointed of her purpose.
她因没有达到目的而感到失望。
I was disappointed that she was not able to come.
她不能来，令我很是失望。
What disappointing news it is!
多么令人失望的消息!
It was disappointing not to be able to see her.
不能见到她真令人失望。
The result disappointed me.
结果使我失望。
Her lack of success disappointed Mary.
她未能成功使玛丽很失望。
The accident disappointed our plans.
这次意外事件使我们的计划落空。
disappoint a person's expectation辜负某人的期望
guarantee sth.保证……
They guarantee this clock for a year.
他们对这个钟表保修一年。
I guarantee the success of the show.
我保证这场表演会成功。
guarantee sb.sth./guarantee sth.to sb.保证某人……
Buying a train ticket doesn't guarantee you a seat.
买到火车票并不保证你有座位。
They guaranteed their workers regular employment.
他们保证长期雇用他们的工人。
I guarantee to pay off his debt.
我保证付清他的债务。
I guarantee to be here tomorrow.
我保证明天来这里。
guarantee sth.(to be)…保证……是……
The art dealer guaranteed the picture (to be) genuine.
那个工艺品商保证这幅画是真品。
guarantee that…保证……
I guarantee that you will be satisfied with the result.
我保证你会对结果感到满意。
Who can guarantee that he will keep his word?
He was the last arrival.
There were several new arrivals in the school.
学校新来了几个学生。
We are waiting for Tom's arrival.
我们在等候汤姆的到来。
The arrival of the train was delayed by the storm.
火车因暴风雨而晚点了。
Our time of arrival in Tokyo is four o'clock.
我们到达东京的时间是4点。
on/upon one's arrival某人一到达就……
They gave him a warm welcome on his arrival.
他一到达，就受到他们的热烈欢迎。
She sent her mother a telegram upon her arrival in Paris.
她一到巴黎就给她妈妈发了一封电报。
On his arrival at the airport,he called a taxi.
他一到机场便叫了一辆出租车。
Parents often make sacrifices for their children.
父母常为子女作种种牺牲。
I would never dream of asking you to make such a sacrifice.
我从没想让你作出这样的牺牲。
He achieved his success at great sacrifice.
他作了很大的牺牲才获得成功。
She sacrificed her life to save her child from the fire.
她为了从火中救出孩子而牺牲了自己的生命。
I won餿 sacrifice my health in pursuit of wealth.
我不会为追求财富而牺牲自己的健康。
He sacrifices health for/to pleasure.
他为了玩乐而牺牲健康。
They sacrificed a lamb to God.
他们以羔羊作祭品供奉上帝。
3.former adj.以前的；(两者中的)前者(要与the连用)
He is one of my former classmates.
他是我以前的一位同学。
Clinton is the former president of the United States.
克林顿是美国前总统。
I prefer the former design to the latter.
我比较喜欢前者的设计方案，不喜欢后者。
Joan and Jane are sisters.The former is a pianist;the latter is a singer.
琼和简是姐妹，前者是钢琴家，后者是歌手。
Of pigs and cows,the former is less valuable.
猪和牛比较，前者较不值钱。
He is beginning to recover his strength.
他开始恢复体力。
I don't think he will recover.
我认为他不会恢复健康。
He is recovering from a severe illness.
他正从重病中复元。
We haven't yet recovered from the shock.
我们还没有从那次打击中恢复过来。
The country has not yet recovered from the effects of the war.
那个国家尚未从战争的影响中复原。
recover oneself恢复健康，痊愈；清醒过来；镇定下来；重新站稳
I got a bad cold but I recovered myself a week later.
我得了重感冒，但一周后就痊愈了。
She soon recovered herself and stopped crying.
她很快镇定下来，停止了哭泣。
I almost fell but managed to recover myself.
我几乎跌倒，但还是设法站稳了。
He shot a deer in the forest.
他在森林里射杀了一只鹿。
He was shot in the arm.他被击中手臂。
He shot himself,which made us shocked.
他开枪自杀了，使我们非常震惊。
The police shot the terrorist dead.
The captain ordered his men to shoot at the enemies.
上尉命令他的士兵向敌人开火。
He shot at a wild duck,but missed it.
他朝着一只野鸭射击，但没射中。
比较：He shot a bird and killed it.
他射杀了一只鸟。
But his efforts were vain.
但是他的努力是徒劳的。
It is vain to resist.反抗是没用的。
She made a vain attempt to stop him.
她试图阻止他，但是徒然。
He tried in vain to memorize the poem.
他怎么背都没办法把那首诗背出来。
He tried to save his son from drowning,but in vain.
他试图救他儿子免于溺死，但是徒然。
All their attempts were in vain.
他们所有的尝试都是徒劳。
We overcame the enemy and marched on.
我们战胜了敌人，继续前进。
He overcame his fear of the dark.
他克服了对黑暗的恐惧。
He succeeded in his efforts to overcome his fatal weakness.
他努力克服了自己的致命弱点。
She overcame her bad habits.
她克服了自己的坏习惯。
be overcome by/with…不堪忍受……，极为……
He was overcome by the heat.
他热得受不了。
She was overcome by fear.她吓得要命。
The child was overcome by weariness and slept.
那孩子疲倦之极，睡着了。
Thousands of people gathered for the rock concert.
数千人聚集在一起听摇滚音乐会。
Worker ants gather food and repair the nest.
工蚁收集食物及修理巢穴。
He gathered up his papers and left.
他把文件收拾起来就离开了。
He gathered his students around him.
他把学生聚集在他周围。
He likes to gather wealth.
他喜欢积累财富。
a piece of clothing或an article of clothing一件衣服
There is nothing but clothing in this cupboard.
橱子里只有衣服。
We have plenty of food and clothing.
我们有充足的食物和衣物。
The government provides its people with food,clothing and shelters.
政府为人民提供食品、衣物和住所。
Food here is cheaper than in Britain;clothing,on the other hand,is dearer.
这里的食物比英国便宜，但衣物较贵。
In those days they were not able to afford woolen clothing.
那时候，他们买不起毛衣。
I'm quite willing to help you.
我很乐意帮助你。
He was still willing to marry her.
他仍然愿意娶她。
Are you willing that he should join our group?
你愿意他加入我们的团体吗？
Are you willing that he should be admitted into our club?
insist on/upon sth.
He insisted on his correctness.
他坚称他是对的。
I insist on quietness in my room.
我要求在我的房间里要安静。
He insisted on the obedience of each man.
他坚决要求人人服从他。
insist on (one's) doing sth.
He insisted on writing her a letter at once.
他一定要马上给她写一封信。
She insisted upon lending them her car.
她坚持把她的车借给他们。
I insisted on being given another chance.
我坚决要求再给我一次机会。
I must insist on your giving me an immediate answer.
我坚持你立即给我答复。
insist后可接that从句，从句中的谓语动词用“(should)+动词原形.”形式。
We insisted that she (should) come to the party.
我们坚持她一定要来参加聚会。
He insisted that the work be finished by the end of this month.
他要求这个月底完成工作。
She insisted that her mother send her to a dancing school.
她要求她妈妈送她到舞蹈学校学习。
insist有时可用作不及物动词。
-Let me pay.我来付钱吧。
-All right,if you insist.那好吧，如果你坚持的话。
I'll go with you if you insist.
如果你坚持的话，我就跟你一块去。
此时后接that从句，但从句中的谓语动词不能用虚拟语气。
He insists that the answer is right.
他坚持认为答案是正确的。
She insisted that she needed no help.
她坚持说她不需要帮助。
supply sth.to/for sb.或supply sb.with sth.“给某人提供某物”
In Britain milk is supplied to each house in bottles.
在英国牛奶是以瓶装的形式送到各家的。
The school supplies books to the students.
→The school supplies the students with books.
学校为学生提供书籍。
Miss Wang is well supplied with money.
王小姐很有钱。
The water supply in this town is good.
这个城镇的水供应很好。
They sent some medicine supplies for the old.
他们为老年人提供了一些药品。
England largely depends on other countries for her food supplies.
英国主要依靠别的国家来供给食物。
a supply of或supplies of “大量的”
Bring a large supply of food with you.
请你带上大量的食物。
The cupboard has a good supply of books.
这个橱子里有很多书。
The bear has stored supplies of fat in its body.
I doubt his ability to do the job.
我认为他没有做这项工作的能力。
She has the ability to speak English fluently.
她能流利地说英语。
Alice is a woman of great ability.
艾丽丝是个很有才能的妇女。
Writing a novel is beyond my abilities.
写长篇小说非我才能所及。
I need guidance on this matter.
这件事我需要有人指导。
I need some guidance with my studies.
我需要有人指导我的学习。
Under his guidance I managed to solve the problem.
在他的指导下，我设法解决了那个问题。
I learned how to ski under his guidance.
我在他的指导下学习滑雪。
If this is true I can only give you all my sympathy.
如果这是真的，我只能向你表示同情。
When her husband died,she received manyletters of sympathy.
她丈夫去世后，她收到了很多慰问信。
have/feel sympathy for/with sb.同情某人
They don’t feel much sympathy for me.
他们不大同情我。
He has no sympathy with them in their suffering.
他不同情他们的苦难。
He patted me on the shoulder in sympathy.
他同情地拍了拍我的肩膀。
She looked at the poor kids with sympathy.
她同情地看着那些可怜的孩子。
On that point I’m in sympathy with him.
在这一点上我同他一致。
They are in sympathy with your views.
他们赞同你的观点。
He received a lot of encouragement from his teacher.
他的老师给了他很多鼓励。
All she needs is some encouragement.
她所需要的就是一些鼓励的话。
With the encouragement from his father,he went abroad.
在他父亲的鼓励下，他去了国外。
He gave me great encouragement to writ enovels.
他给了我很大的鼓励去写小说。
Their interest in my writing is a great encouragement to me.
他们对我的文章感兴趣对我是很大的鼓励。
We encouraged our baseball team with loud cheers.
我们大声欢呼来鼓励我们的棒球队。
encourage sb.to do sth.“鼓励某人做某事”
The teacher encouraged me to study abroad.
老师鼓励我们去国外学习。
My success encouraged me to continue.
我的成功鼓励我坚持下去。
encourage sb.in“鼓励/助长某人的……”
All the family encouraged the boy in his efforts to become a doctor.
全家人都鼓励这个孩子努力成为医生。
Don’t encourage him in his idle ways.
不可助长他懒惰成性。
Poor food impaired his health.
营养不足损害了他的健康。
The accident impaired his vision.
意外事故损伤了他的视力。
His work is impaired by stupid mistakes.
他的工作因愚蠢的错误而受损。
She soon adjusted (herself) to his way of life.
她很快适应了他的生活方式。
The body quickly adjusts itself to changes of temperature.
身体能很快自行调节以适应温度的变化。
You must adjust yourself to new circumstances.
你必须使自己适应新环境。
My eyes haven’t adjusted to the dark yet.
我的眼睛还没有适应黑暗。
You can adjust this desk to the height of any child.
这桌子可以调整以适应任何小孩的身高。
I have the brakes of my bicycle adjusted.
我请人调整自行车的车闸。
Will you adjust this clock? It’s slow.
这个时钟慢了，请你调一下好吗？
He has no chance of victory.
他没有获胜的机会。
Our team got the championship by 8 victories and 2 defeats.
我们球队以8胜2负的成绩获得冠军。
The game ended in a victory for our school.
比赛以我们学校获胜而结束。
注：victory常与介词over连用，意为“胜过某人”。
He thought he had scored a victory over James.
他认为他胜过了詹姆斯。
She won a narrow victory over her great rival in the tennis competition.
她在那次网球赛中险胜了她的强大对手。
He gained victory over the other candidates in the election.
他在那次选举中胜过其他候选人。
Eighty-seven countries are expected to participate.
预计有87个国家参加。
They actively participate in local politics.
他们积极参与当地政治。
Everyone can participate in this game.
人人都可以参加这个游戏。
Did you participate in that discussion?
你参加那次讨论了吗？
Don’t be so noisy;this is a public place.
请不要吵闹，这是公共场所。
The new economic policy will be made public early next week.
新经济政策将在下周初公布。
I don’t care to make this affair public.
我不介意将这事公之于众。
Is the art museum open to the public?
这个艺术博物馆对公众开放吗？
In general,the public is/are against the new law.
总的来说，公众反对这项新法律。
He doesn’t like to speak in public.
他不喜欢在公开场合讲话。
She hardly loses her temper in public.
她很少在公众面前发脾气。
10. accessible adj.可以使用的；可以得到的；能进入的
The village is not accessible by car.
那个村子汽车无法抵达。
A telephone is put where it will be accessible.
电话要放在容易拿到的地方。
be accessible to sb.某人容易得到、了解、亲近
These documents are not accessible to the public.
这些文件是大众无法得到的。
This book is easily accessible to the young reader.
这本书是年轻读者容易懂的。
Our principal is accessible to the students.
Two students assisted me with the experiment.
两个学生帮助我做这个实验。
She employed a woman to assist her with the housework.
她雇了一位妇女，帮她做家务。
He assisted my father in cleaning the car.
他帮我的父亲清洗汽车。
She asked us to assist her in carrying out the plan.
她请我们帮她实施那项计划。
He assisted us to establish a new company.
他帮助我们成立了一家新公司。
A good dictionary will assist you to understand English.
好词典会帮助你理解英文。
My father assisted in building our new house.
我父亲帮助我们盖新房子。
He thought he had a duty to assist in this movement.
他认为他有责任帮助这次活动。
The five senses are sight,hearing,smell,taste,and touch.
五种感官是视觉、听觉、嗅觉、味觉和触觉。
She has a poor sense of direction.
她的方向感很差。
His speech left me with the sense that we would never be friends.
听他说话让我感到我和他绝对无法作朋友。
The old man has a good sense of humour.
那老人很幽默。
I have no sense of business.
我没有经商意识。
He is a man of good sense.
他是个通情达理的人。
She lost her senses when she heard the news.
她听到那消息后便昏了过去。
there is no sense (in) doing sth.做某事没有意义
I don’t think there is much sense in hanging about here.
我认为在此闲逛是没意义的。
There was no sense in making a child suffer like that.
让一个孩子受那样的罪是没有道理的。
No matter how you read it,this sentence doesn’t make (any) sense.
不管你怎么读，这个句子都讲不通。
It makes good sense to take care of your health.
照料好你的身体是很明智的。
Does it make sense to let little children play with matches?
You’ll soon be tired of the game.
很快你就会对这种游戏感到厌倦的。
I am tired of the same old breakfast every morning.
我厌烦每天早上吃同样的饭。
She is never tired of talking about her clever son.
谈起她聪明的儿子，她不厌其烦。
He rejected my offer of help.
他拒绝了我的援助提议。
I proposed to her but she rejected me.
我向她求婚，但被她拒绝了。
He tried to join the army but was rejected.
他试图参军，但没有被接受。
She rejected my suggestions.
她拒绝了我的建议。
She rejected the green apples.
她扔掉了那些不熟的苹果。
The thief broke away from the policeman and ran away.
那个贼挣脱警察逃走了。
He broke away from all his old friends.
他与所有的老朋友断绝了关系。
It is difficult to break away from a habit.
改掉习惯是很困难的。
It was not right for the South to break away from the Union.
南方脱离联邦是不对的。
the possibility of success成功的可能性
Is there any possibility of having a sunny weekend?
周末有可能会阳光明媚吗？
There is a possibility of his coming for Christmas.
他可能会来过圣诞节。
Is there any possibility that he will be elected chairman?
他有当选主席的可能吗？
There is quite a possibility that war may break out.
很有可能会爆发战争。
His retirement is a possibility.
他有可能退休。
The prisoner attempted an escape but failed.
那个犯人企图逃走，但失败了。
They attempted a surprise attack.
他们企图偷袭。
They attempted to climb Mt. Everest.
他们试图攀登额菲尔士峰。
He attempted breaking the world record.
他试图打破世界记录。
He made an attempt to learn to ski.
他尝试着学滑雪。
He failed in his attempt to win first prize.
他试图获得头奖，但却失败了。
They made an attempt on the life of the president.
他们企图刺杀总统。
There is no connection between the two incidents.
那两个事件之间没有关联。
Doctors say there is a connection between smoking and lung cancer.
医生们说抽烟与肺癌有关系。
He has connections with many important people.
他与很多重要人物有来往。
She said nothing in connection with her marriage.
她绝口不谈与她的婚姻有关的事。
connect vt.连接，把……联系起来；接通（电源、电话等）
The road connects London and Edinburgh.
这条道路连接伦敦与爱丁堡。
Their families are now connected by marriage.
他们两家有联姻关系。
The operator will connect you with our sales department.
接线员会与你接通我们的销售部。
He is no longer connected with the Kane Company.
他已与凯恩公司没有关系了。
7. aware adj.察觉到的，感觉到的，知悉的。一般用作表语，后接of短语或从句。
He wasn’t aware of the danger.
他没有察觉到危险。
Smokers are well/quite aware of the dangers to their own health.
吸烟者很清楚吸烟会对他们自身的健康造成种种危害。
She became aware of footsteps hurrying after her.
她觉察到身后有匆忙的脚步声。
Are you aware that you have hurt her feelings?
你有没有察觉到你已经伤害她的感情了？
I became aware how she might feel.
我察觉到她会有怎样的感受。
He was aware that he had drunk too much.
他晓得他喝了太多的酒。
Are you aware how much this means to me?
你晓得这对我有多大意义吗？
Children ought to respect their elders.
小孩应该尊敬长辈。
Ihope you will respect her wishes.
我希望你能尊重她的愿望。
I have (a) deep/great respect for him.
我对他非常尊敬。
He showed no respect for their rights.
他不尊重他们的权利。
The teacher is greatly respected in this school.
这位老师在这个学校很受人尊敬。
The application of what you know will help you solve new problems.
应用你的知识可帮你解决新问题。
That rule has no application to this particular case.
那项条款不适用于这一特殊案例。
The invention has no practical application.
那项发明没有实际的用途。
The manager received twenty applications for the post.
该经理收到对这个岗位的20份申请。
They rejected his application of the membership.
他们拒绝了他成为会员的请求。
You should make an application to the embassy for a visa.
The nurse allowed him to stay in hospital for another two days.
那个护士准许他在医院再住两天。
We don’t allow making noise here,so you must keep quiet.
我们不允许在这儿弄出噪音，请你保持安静。
allow vt.给予(时间、金钱)；同意给予。后常接双宾语。
He allows his wife 0 a month for clothes.
他每个月给妻子200美元买新衣服。
Allow me one minute in which to change my clothes.
请给我一分钟的时间让我换换衣服。
Please allow yourself an hour to get to the airport.
请给自己留出一小时的时间好赶往飞机场。
This journey usually takes 3 weeks,but you should allow for delays caused by bad weather.
这趟旅行通常需时三周，但是你应考虑到恶劣天气所造成的延误。
We must allow for the train being late-it always is.
我们必须考虑到火车会晚点，它一向如此。
You can’t make it in an hour;you must allow for the heavy traffic.
一个小时你是到达不了的，你要考虑到交通是很拥挤的。
2. otherwise adv.要不然，否则；另外，别样；在其他方面
He reminded me of what I should have otherwise forgotten.
他提醒了我，要不然我就忘了。
He thinks otherwise.
他是另外一种想法。
He thinks otherwise he’s a good worker.
从另一方面来说他是个好工人。
otherwise conj.(并列连词，同or else)否则，不然(常与虚拟语气连用)
You should go now,otherwise you’ll miss the bus.
你应该现在走，不然你就赶不上公交车。
Do come earlier next time,otherwise you’ll be punished.
下次一定早点来，否则就惩罚你。
He is old and sick,otherwise he would be working.
他年老有病，不然他会上班的。
Some are wise,some are otherwise.
有些人贤明，有些人则不然。
His students in English are also his otherwise teachers.
这些人在英语方面是他的学生，可是在其他方面却是他的老师。
Can you lend me some money? I’ll pay you back tomorrow.
你能借给我一些钱吗？我明天就还你。
He paid me back the 100 dollars he owed me.
他把欠我的100美元还给我了。
He paid the money back soon after he got a well-paid job.
他找到高薪工作后，很快就把钱还给了我。
Susan doesn’t know how to pay him back for his help.
苏珊得到他的帮助，不知如何报答。
He paid me back by not coming.
他没来，以示对我的报复。
The general showed no mercy,and his prisoners were all killed.
那位将军没有仁慈，他所有的犯人都被处死了。
It’s a mercy that the accident happened so close to the hospital.
很侥幸，这次事故发生在离医院不远处。
have mercy on/upon sb.;show mercy to sb.
They have no mercy on the poor father and daughter.
他们不怜悯这对可怜的父女。
Have mercy on me,please.
请宽恕我吧。
He went down on his knees and begged for mercy.
他跪下来，乞求宽恕。
at the mercy of “任由……摆布，在……掌握中”
I shouldn’t like to be at the mercy of such a cruel man.
我不想任由这个残忍的家伙摆布。
They were lost at sea,at the mercy of the winds and waves.
他们在海上迷失了方向，任由风浪摆布。
We were at the mercy of the enemy.
我们的命运在敌人的掌握中。
What a grand thing it is to be a musician! How I envy you.
当一名音乐家有多伟大啊!我真羡慕你。
envy后常接双宾语，构成envy sb. sth.“忌妒某人的……，羡慕某人的……”。
I envy you your health.
我羡慕你的健康。
I envied him his experience.
我羡慕他的丰富经验。
I don’t envy you your journey in this bad weather.
我不羡慕你的旅行，天气这么不好。
How I envy you your talent!
我真是羡慕你的才能哟!
John tore up his test paper so that his father wouldn’t see his low grade.
约翰撕毁了他的试卷，生怕他爸爸看到他得了那么低的分数。
She tore up the letter angrily and threw it into the dustbin.
她气愤地撕毁了那封信，把它扔进了垃圾箱。
They tore up the agreement without any reason.
他们无缘无故地取消了那份协议。
They swore eternal friendship.
他们发誓友情不渝。
He swore never to drink.
他发誓绝不再喝酒。
He swore to tell us the truth.
他发誓给我们说实话。
He swore to be faithful to us.
他发誓效忠我们。
He swore his story was true.
他发誓他所讲的是真实的。
I swear that you are wrong.
我断言你错了。
swear to having done sth.
He swore to having been there then.
他发誓说当时他在那里。
I swore to having paid for the goods.
我发誓说已付了货款。
The new government declared a state of war with Germany.
新政府宣布与德国处于战争状态。
Jones was declared the winner of the match.
琼斯被宣布是这场比赛的胜者。
India declared her independence in 1947.
1947年印度宣布独立。
She declared that she didn’t want to see him again.
她声明她再也不想见他。
The Chinese government declared that Taiwan is part of China.
中国政府声明，台湾是中国的一部分。
declare sb./sth.(to be)…“宣布成为……；声明是……
He declared himself to be a member of their Party.
他宣布加入他们的党派。
His actions declared him to be an honest man.
他的行为表明他是个诚实的人。
The court found him guilty.
法庭发现他有罪。
The prisoner was brought to court for trial.
那个犯人被带上法庭接受审判。
The case was settled out of court.
该案件在庭外解决了。
Several cases await trial at the next court.
下次开庭有几个案件等着审判。
He met her at the tennis court.
他在网球场见到了她。
Are all the players on court yet?
所有球员都到场地了吗？
She decided to take him to court.
He murdered the old woman for her money.
他杀害了那位老妇人以获取她的钱财。
He murdered his rival in cold blood.
他残忍地杀害了他的对手。
Gandhi was murdered by an Indian who opposed his views.
甘地被一位反对他的主张的印度人所杀害。
She cried,“Murder!”她大喊：“杀人了!”
He was convicted of murder and sentenced to life imprisonment.
他承认杀人，被判终身监禁。
There were three murders in one month.
一个月之内发生了三起凶杀案。
The number of murders is rising in San Francisco.
在旧金山，凶杀案的数量在不断增加。
He came home immediately after work.
他一下班就马上回家。
I wrote back to her immediately.
我立刻给她写了回信。
immediately conj.一……就……
Immediately he came home,I told him about that.
他一回家，我就告诉他那件事了。
She recognized me immediately she saw me.
她一看到我就认出了我。
I left immediately the clock struck twelve.
12点的钟声一响我就离开了。
Nations must not settle their differences by armed conflicts.
各国不应通过武装冲突解决国家之间的分歧。
There is no conflict between church and state in Britain now.
在英国教堂与政府之间已不存在矛盾。
You should avoid conflict with your neighbors.
你应避免与邻居争执。
come into conflict with与……冲突；与……有矛盾
The two sides came into conflict last week,causing 5 people dead and many injured.
双方上周发生了冲突，造成5人死亡，多人受伤。
The husband often comes into conflict with his wife.
这位丈夫经常与妻子发生矛盾。
My interests are in conflict with theirs.
我的利益与他们的冲突。
His words are in conflict with his actions.
He walked as far as the post office.
他一直步行到邮局。
I’ll see you off as far as the airport.
We didn’t go as far as others.
我们没有别人走的那样远。
③(程度，范围)就……而言；至于，尽……
As far as I know,he isn’t coming to the party.
就我所知，他不会来参加这次聚会。
I’ll help you as far as I can.
我将尽我所能帮助你。
This is as far as we go.
我们到达终点了。
As far as I am concerned,I cannot object to your marriage.
就我个人而言，我不反对你们的婚事。
As far as he is concerned,he can’t afford such an expensive car.
就他而言，他买不起这么贵的汽车。
order后可接名词作宾语。
The chairman ordered silence.
主席要求大家安静。
The policeman ordered the drunken man leave the shop.
警察命令那个醉汉离开商店。
The doctor ordered me to take a rest for a week.
医生指示我要我休息一周。
She ordered the baggage to be brought to her room.
她吩咐把行李搬进她的房间。
order后可接that从句，从句中的谓语动词用“should+v.”形式，should可省略。
The king ordered that the man be released.
国王下令释放那个人。
The officer ordered that the guns be fired.
军官下令开炮。
order有时可与某些副词或介词短语连用。
He ordered me away.他命令我走开。
The father ordered his son out of the house.
She’s full of curiosity.
她充满好奇。
I have very little curiosity about her private life.我对她的私生活极少好奇。
He did it from curiosity.他因好奇做了那件事。
Looking up,I saw his eyes fixed on me in curiosity.
抬头一看，我看到他在好奇地看着我。
She has a burning curiosity to know the secret.
她很想知道那个秘密。
There are some who show great curiosity about other people’s affairs.
有些人就是特别喜欢打听别人的事。
The boy was dying of a curiosity to know what was in the box.
那少年极渴望知道那箱子里到底装了什么东西。
The vase is just for decoration.
那个花瓶只是为了装饰。
The decoration of the bedroom was done by my wife.
卧室的装饰是我太太做的。
We put Christmas decorations on the tree.
我们将圣诞节装饰品挂在树上。
She decorated her room with flowers.
她用鲜花装饰她的房间。
All the walls of his room are decorated with pictures of rock singers.
他房间的每面墙壁上都挂着摇滚歌手的照片作为装饰。
How much will it cost to decorate the house?
装修这间房子要花多少钱？
This building dates back to 1823.
这栋建筑是1823年所建。
This custom dates back to the 16th century.
这风俗起源于16世纪。
This town dates back to Roman times.
这个城镇可追溯到罗马时代。
A 200-year-old building is very old in terms of American history.
从美国历史来看，2的建筑是很古老的了。
In terms of natural resources it is one of the poorest countries in Western Europe.
就自然资源来说，它是西欧最贫乏的国家之一。
In terms of money we’re quite rich,but not in terms of happiness.
从金钱的角度来说，我们是很富有，但从幸福的角度来说，我们不富有。
He has had good technical training.
他受过良好的技术培训。
The violinist has technical skill but not much feeling.
这位小提琴手技巧不错，但缺乏感情。
At a technical college students learn such subjects as engineering,building,etc.
在技校，学生学习诸如工程、建筑等课程。
This process needs a high level of technical skill.
这一过程需要很高的技术水平。
This is a technical magazine.
这是一本专业杂志。
The book is too technical for the general reader.
这本书太专业，不适合一般读者。
The love of money is the root of all evil.
爱钱乃万恶之源。
The root of the problem is that we didn’t have much training.
问题的根源是我们当时的训练不够。
His absence is the root of the trouble.他没来，这是麻烦的根源。
The root of a plant grows deep into the soil.植物的根扎在土壤的深处。
Trees often have deep roots.树通常有很长的根。
have root(s) in…起源于……
His unhappiness has its root in his boyhood.
他的不幸起源于他的少年时代。
The climate of Italy is milder than that of Britain.
意大利的气候比英国的温和。
We have a tropical climate here.
我们这里是热带性气候。
He couldn’t stand that terrible English climate.
他忍受不了英国那种糟糕的天气。
I like to live in a warm climate.
我喜欢住在温暖的地区。
The doctor suggested that she go to a drier climate.
医生建议她去一个气候较干燥的地区。
注：climate指某一地区长期的气象状态；特定日子的天气情况用weather。
Father dug up an old coin in the garden.
爸爸在花园里掘到一枚古币。
Harry was digging up potatoes while George was picking plums.
哈里在挖土豆，而乔治在摘李子。
They dug the tree up by the roots.
他们把那棵树连根挖起。
She often accompanies her friend to the concert.
她经常陪同朋友去听音乐会。
He was accompanied by his girlfriend.
他有女友陪着。
I’ll accompany you as far as the station.
我将陪你到车站。
She asked me to accompany her to the airport.
她要求我陪她到机场去。
Strong winds accompanied the rain.
强风伴着雨来。
Thunder accompanies lightning.
雷随闪电而来。
Tom accompanied his speech with gestures.
汤姆在演讲时做手势。
The singer was accompanied on the piano by her husband.
find作名词，一般指财宝、矿藏等的发现，也可指通过发掘而得来的或偶然获得的贵重物品，通常作可数名词。
This old painting is quite a find.
这张旧画是一个重大的发现。
He knew he had made a find.
他知道他发现了宝物。
I had a great find in a second-hand bookshop yesterday.
昨天我在二手书店发现了一本很有价值的书。
She made a find in that antique shop.她在那家古玩店发现了一个宝物。
That old table was a real find.那张旧桌子真是一件宝物。
The cave paintings are the finds of the century.这些洞穴绘画是世纪之发现。
What do you usually do in your spare time?
业余时间你都做些什么？
Can you spare me five minutes? I want your advice.
你能抽出五分钟时间吗？我想听听你的建议。
Father couldn’t spare the car,so John had to walk.
父亲腾不出车来，所以约翰只好步行。
Can you spare an extra ticket for me?
Use the telephone and spare yourself a visit.
打个电话吧，省得再跑一趟。
I want to spare him the trouble of seeing me off at the airport.
我不想让他到机场给我送行。
spare no effort/no trouble不遗余力，努力
He didn’t spare any effort on his studies.
他很努力地学习。
No trouble was spared to make sure the guests enjoyed themselves.
（我们）已竭尽全力来保证客人们玩得开心。
The doctor tried to spare him from pain.
医生尽量不让他受痛苦。
Take my money but spare my life!
把钱拿去，饶我一命吧!
to spare剩余的；常用作后置定语。
I caught the train with only a few minutes to spare.
我赶上火车时，就只剩下几分钟了。
We have just enough money to buy it,with 11 pence to spare.
我们刚好有足够的钱买下它，还剩11个便士。
高二英语设计教案 篇3
Ⅰ.Brief Statements Based on the Unit
This unit provides the students good English language materials.Their interest in creating something useful will be aroused.In the first period,we’ll begin with how the students come to school.Then problems such as flat tyre will come up.In order to solve the problem,we’ll see a new type of bicycle and other new inventions.While talking about them,the students’ speaking ability will be improved.Listening is about two men,who want patents.After listening to it,the students will improve their listening ability.And students will practise how to express and support an opinion in the speaking part.In the second period,the text will be dealt with.The students’ interest of creation will be greatly aroused.Students will improve their reading ability as well as master the useful words and expressions.In the third period,some useful words and expressions will be mastered by the students after they finish the exercises.Also,the Attributive clause is reviewed in this period.In the last period,students will learn some useful words and expressions from the reading passage.And the students are asked to write an article describing a computer to improve their writing ability.After Ss study the whole unit,their abilities to listen,speak,read and write will be improved.
1.Talk about inventions.
2.Practise expressing and supporting an opinion.
3.Review the Attributive Clause.
4.Write a process essay.
Compare more files(Y/N)(还作文件比较吗？)
Directory entries adjusted(目录页已调整)
Error loading operating system(装入操作系统的错误)
Files are different sizes(文件大小不同)
FOR without NEXT(For语句中没有对应的next语句)
Incorrect DOS version(不正确的DOS版本)
Backup file sequence error(后备文件顺序错误)
Bad or missing command interpreter(非法的或缺少命令解释程序)
Cannot execute FORMAT(不能执行FORMAT)
Cannot find system files(找不到系统文件)
Where is television going from here?Television,the box itself and what it does,is changing greatly.While nobody is really sure what it’s going to look like,TV and the Internet are coming silently together.In the old days of broadcasting,people used to say that the real miracle(奇迹)of television was turning air into money.The television miracle of the future is interactive(相互影响的).
“The Internet is the most significant change in creating what becomes the next mass media that I think any of us will experience in our lifetime,”says Tom Frank,a network expert.Using unused lines in the TV spectrum(范围),broadcasters are learning how to put brand-new interactivity into TV programs.There will be a little instrument that will indicate that interactivity is present and possible.Then,just will a standard remote control like this you would be able to press one button and say,start that interactivity.A menu would appear,similar to the one on a web site,that would let you interact with the program as it was being broadcast.If you are watching a cooking show,for example,you can print the recipe(烹饪法)or even pause the show and buy the ingredients.Many web sites do exist now where you can actually get your food shopping done for yourself and delivered to your house.So you can order the very ingredients for the dish you are watching the chef make on TV.And it will bring the right quantity of things directly to your house.
You could also interact with TV commercials.While you’re watching a commercial,you have the choice to buy the clothes the actors are wearing.Of course,the more you interact with this new sort of TV,the more you leave a digital record,and the more advertisers learn about your shopping habits.In fact,TV ads might be targeted at this special group of people who share a common interest.In the future,almost anything might be possible.Even news programs like World News Tonight could be improved.You could have the choice of changing camera angles.If you wanted,you could pause what a reporter is saying and go back to World News Tonight to watch the next story,or skip to the last story in the show,or perhaps go deeper into a topic and view an interview prepared for Nightline later on.In the near future,you’re expected to see television develop to become more like the Internet,meaning more choice,the ability to do the sorts of things you want to do at the moment you wish to do them.
Teaching Aims:
1.Improve the students’ listening ability.
2.Talk about some topics about inventions and practise supporting an opinion.
3.Learn and master some useful words and expressions.
Teaching Important Point:
Train the students’ listening and speaking abilities by talking about and listening to some materials.
Teaching Difficult Points:
1.How to help students to improve their listening ability.
2.How to help the students to learn to express and support an opinion.
Teaching Methods:
1.Discussion to make students talk about inventions.
2.Individual or pair work to make students practise their speaking ability.
3.Listening practice to improve the students’ listening ability.
Teaching Aids:
Teaching Procedures:
Greet the whole class as usual.
Step Ⅱ Warming-up and Discussion
T:(Walk to one student.)How do you come to school every day,Wang Jing?
S:I come to school on foot every day.My home is quite near.It only takes me about ten minutes.
T:That’s quite convenient.You’re lucky.And,Li Fang,how about you?
S:I come to school by bike.It takes me about 15 minutes to get to our school.
T:You must be careful on your way to and from school.There must be many people on the road.Do you think it convenient?
S:Most of the time it is,but sometimes my bike has a flat tyre.I have to get it repaired and therefore I’ll be late for school.Once I even lost my bike.When I went to get it,it was gone.I had to take a taxi to go home and buy another bike.
T:I’m sorry to hear that.But suppose a new type of bike has been invented,what do you want it to be like?
S:I think the new type of bike can be folded up and carried about so that it will not be stolen.
T:Good idea.But this is not very convenient.It’s not easy for you to carry a bike around,is it?
S:No,it isn’t.What should it look like then?Please tell us.
T:OK.Let’s watch the short video.
(Play the video for explaining how an inflatable bicycle works.)
T:That’s the new type of bike.It’s a kind of inflatable bicycle.Who can tell us the advantages of it?
S:Let me have a try.We’ll not have to worry about having our bikes stolen again.Because we can let the air out and put the bike in bag.It’s very convenient to be carried around since it is not heavy.
T:Very good.I think I’ll buy one when it is on sale.We know that inventions can make our life easier and we’ll talk about some inventions.
(Stick the pictures of electric shoes,inflatable bicycle,edible chopsticks and nose-top computer on the blackboard and then mark one,two,three and four.)
T:Look at these pictures,please.Do you know what they are?Li Jie,will you have a try?
S:I think the second invention is the inflatable bike that we’ve just talked about.In the third picture,the man is eating the chopsticks after his meal.I guess these chopsticks are edible ones.I’m not sure about the others.
T:Good.You’re right.The second one is the inflatable bicycle.(Bb:inflatable bicycle)and the third are edible chopsticks.(Bb:edible chopsticks)They’re delicious and environmentally friendly. We can save some trees and have a snack at the same time.They come in five different flavours. You will never need to wash chopsticks again.Isn’t this wonderful?
S:Yes,it’s great.But,Miss Guo,maybe we could invent edible plates,bowls,cups and so on.
T:Oh,you’re great!I’m sure you have got a wonderful idea.Maybe one day you can invent such things.Study hard and you’ll be an inventor in the future.Now,let’s look at the first picture.Who knows what it is?
S:I think it is a special kind of shoe which can make electricity.If we wear such shoes,we can see the road in dark places.We needn’t take a flashlight with us any more.
S:I don’t quite agree with you.Maybe this shoe can make you feel warm using the electricity it makes.
T:You both are very clever.This is called the electric shoe.(Bb:electric shoe)The heel of this shoe is a machine that makes electricity with every step you take.You will never need batteries again.But maybe you have better ideas about how to make use of the electricity it makes.If you like,you could have a try to make your own invention in your spare time.Now,let’s look at the fourth picture.Does anybody have an idea?
S:It looks like a computer which is fixed onto the man’s nose.And the keyboard is on his vest.I can’t believe it.
T:Yes,you’re quite right.This is called the nose-top computer.(Bb:nose-top computer)This new nose-top computer weighs less than a pair of glasses.It fits comfortably on your nose.When you want to type something you can use the keyboard vest.You will never have to carry a heavy laptop computer.These inventions are all wonderful.But which of them do you think would be useful?Please have a discussion in groups of four and tell us why you think so.
(Ss have their discussions in groups of four for about five minutes.Teacher may ask one group to act out their discussion or report their results.)
Sample dialogue:
A:I think the inflatable bicycle would be useful.Because it’s convenient to carry and we needn’t worry about having our bikes stolen.
B:That’s quite true,but I think the edible chopsticks are useful.Because it not only saves trees but also saves water.It is very important to save our natural resources and protect our earth.
C:You’re quite right,but I have a different opinion.I think the nose-top computer is useful.Because the computer is used more and more widely.It’s convenient to carry such a computer around when doing business.
…
Step Ⅲ Preparation for Listening
T:We know that when someone has invented something,usually he will go to a patent officer to apply for a patent.Now,let’s listen to two dialogues.In these two dialogues,Mr Dean and Mr Scoles both have invented something.They’re trying to get the patent for their inventions from the patent officer.Before we listen to the tape,go through the questions on Page 15 by yourselves,and see what we should do after listening.
T:(A few minutes later.)Are you ready?
T:OK.Listen carefully and answer the questions first on your own and then check your answers with your partner.
(Play the tape twice for students to listen to and then answer the questions.Play it a third time for students to check their answers.Allow the students a few minutes to check their answers in pairs.At last,check the answers with the whole class.)
T:Well done.Now,you’ve known how to apply for a patent.Let’s play a game.Each of you will be given a role in groups of five:four inventors and one patent officer.Each inventor should explain how the invention works and why it is useful.The patent officers should ask questions and decide if each invention is a good idea or not.And I’ll show you some useful expressions to help you.
(Hand out the role cards and show the useful expressions on the multimedia.)
Useful Expressions:
This invention can help people…
What does it look like?
What’s it made of?
This is a new way of…
How does it work?
How would people use it?
This new invention will make it possible for people to…
(Students work in groups of five and have a discussion for about five minutes.Then the teacher may ask some groups to act out their discussion.)
Sample dialogue:
(A-Inventor A;B-Inventor B;C-Inventor C;D-Inventor D;P-Patent officer)
P:Now,please explain how your inventions work and why they are useful.Your invention is a car that uses water instead of petrol,isn’t it?
P:What does it look like?
A:It looks like an ordinary car.Here’s the picture.Please have a look.
P:Oh,it looks beautiful.What’s it made of?
A:It’s made of a new kind of alloy,which is much lighter.
A:A little bit.But it can save much more energy,so lots of money is saved.Besides,there is something even more important.It is good for our environment.It doesn’t pollute the air.
P:Sounds great.Thank you.And what’s your invention,sir?
B:My invention is a flying bicycle.
P:A flying bicycle?How would people use it?
B:People can ride it on the road and when there are too many bicycles,people can fly it.Just push one button on the handle,the bicycle will fly.
B:It works like a small plane.It has a special engine.
P:This is a new way to improve our traffic condition.Thank you.(To C)Would you please explain your new invention to me?
C:My invention is a machine that makes it possible for people to know the future.
P:How would people use it?
C:People just input their date of birth,hobbies,dislikes and anything about themselves,and then press the button,wait for a moment,and they will see the result on the screen.
P:That’s interesting.Thank you.(To D)What’s your invention,please?
D:It’s a pen that can automatically translate what you write into a foreign language.
P:Good.It can help people communicate freely with foreign friends.People needn’t study foreign languages hard any more.But,maybe it will make it more difficult for people to communicate orally.They will have to write down what they want to say.This is not convenient. For the flying bicycle,what if there was something wrong with it when it was flying in the air?I think it would be rather dangerous for the people walking on the ground.Maybe the bike would fall onto them and cause an accident.Of course the rider would be in danger,too.For the machine that makes people know the future,I don’t think it’s a good idea for us to know our future too early.I think the most useful invention is the car that uses water instead of petrol.So I will give the inventor of this new car a patent.
T:Today we’ve learnt how to express and support an opinion.And we’ve learnt how to apply for a patent when you have made an invention.Many of you have wonderful ideas about new inventions.Study hard now and I believe you’ll make your own inventions in the future.In the next period,we’ll read about how to be creative and how to be an inventor.It’ll be very useful for you.Preview the reading part carefully after class,please.OK.That’s all for today.See you tomorrow!
Step Ⅶ The Design of the Writing on the Blackboard
electric shoe inflatable bicycle
edible chopsticks nose-top computer
Ⅰ Teaching Aims:
Learn and master some new and important language points;
Improve the Ss’ reading ability by reading and comprehending the text;
Get the Ss to learn how to be creative.
Ⅱ Teaching Focuses:
The main idea of the text.
Finish all the reading comprehension exercises.
The four thinking strategies.
Ⅲ Teaching Methods:
Question-and-answer activity. Some games.
Group work, pair work or individual work to make every student work in class.
Ⅳ Teaching Aids:
1．A multi-media computer 2．A tape recorder and a tape.
Ⅴ Teaching Procedures:
Show a picture of a bulb to the students. Ask: Who invented it?
Then show the portrait of Edison to the students. Ask: Do you know anything about his childhood? If they don’t, tell them sth. about his schooling, and then say: People are not born creative, and you don’t have to be very intelligent to be an inventor. We can learn to be creative. Today we’ll learn how to be creative.
Scan the title and the four sub-titles, and guess what’s the text about?
A. how to become a great thinker
1.What’s creative thinking?
It is one of skills and habits.
2.How do people come up with ideas for new inventions? In how many ways?
By good thinking strategies.
T: well, now let’s read the text carefully by listening to and reading after the tape one paragragh after another. You are required to finish off all the comprehension tasks for each part.
Part 2: What is to “think outside the box”?
To think outside the box is to try new ways to solve a problem.
To rephrase a problem to allow for creative solutions and also try “impossible” or “crazy”solutions.
To make a conscious effort to break away from old thought patterns.
Game 1: How do you connect all the dots with only four straight lines?
Game 2:
Mike’s father is a policeman. Why did Mike recognize him among his workmates though they were all in uniform?
Who never goes to see a doctor,even when he is ill ?
It is leaking( 漏水 ) everywhere in the office on a rainy day, why nobody has got wet?
The plane crashed, but there were nobody injured. Why?
Why a river richer than a bank?
to look at a problem in as many way as possible
Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.
Game 3:
Can you only see a pot? Pay attention to the dark!
Two faces!
try to combine new and old ideas in as many different ways as possible
try to make connections that may seem strange at first
think of new applications and solutions
develop new ideas even when they were tired or did not feel inspired
For each new invention that works, there are at least ten that do not.
1. Match the examples with the right titles:
Example 1: think outside the box.
Example 4: take another look at it.
2. T or F exercises.
1) Most inventors have high IQs.
2) The things we know can sometimes make it more difficult for us to understand.
3) It’s impossible to learn how to be creative.
4) The best way to find a good solution is to look for one good answer.
5) Inventors try to avoid failure.
6) The more ways we have of looking at a problem, the more likely it is that we can find a solution.
7) Most good ideas are the result of a long process of trial and error.
3.Reading comprehension.
1) We can get the conclusion from the fifth paragraph that ____ A. to be clever can lead to success B. he who laughs last laughs best
C. failure is the mother of success D. never too old to learn
2). The sentence “ good ideas are no accident” means the following except that ____
A. Good ideas never come by chance. B. The accident is not caused by good ideas.
C. To be successful needs many trials and errors.
D. Failures can also help us move towards a better solution.
3). Another proper title for the text is probably ____
A.Creativity B.Great thinkers C. How to solve problems D. Connection
Step 6 Discussion (Groupwork):
1. How do you understand the title of the passage?
If we want to be creative, we should follow these rules---think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .
2. What other rules should you have if we want to be creative?
3. Of all the rules discussed above, which one do you think is the most important? Why?
P 61 Exx 1 & 2.P 131 Exx 1, 2&3.
Teaching Aims:
1.Review the useful expressions learnt in this unit.
2.Learn the derivatives of some words.
3.Review the Attributive Clause.
Teaching Important Points:
1.The useful expressions learnt in this unit.
2.Review the Attributive Clause.
Teaching Difficult Point:
How to help students master the Attributive Clause.
Teaching Methods:
1.Review method to consolidate the useful expressions learnt in the last two periods.
2.Practise to help students master the derivatives of some words.
3.Different kinds of practice to help students master the Attributive Clause.
4.Pair work and individual work to make every student work in class.
Teaching Aids:
Teaching Procedures:
Greet the whole class as usual.
T:Today we’ll play a game first.(Stick some pictures of famous people on the blackboard.Cf:The Design of the Writing on the Blackboard.)Look at the blackboard,please.These are pictures of some famous people.Do you know them?Maybe you’re familiar with some of them,but maybe others are strange to you.Don’t worry.I’ll give you some cards.There’s one sentence on each card.The sentence describes a famous person.Guess the name of the person first and then match the card with the picture.Do you understand?
(Teacher hands out some cards on which are the sentences in Word puzzle.)
T:Now,please have a short discussion to find out who the person is and then match the card with the picture.When you find out the answer,please come to the blackboard,stick the card and write the name below the picture.
(Students prepare for a moment and then they begin to match the cards with the pictures.)
T:Have they matched the cards with the pictures correctly and got the correct names?
(If there’re any mistakes,teacher may ask some students to correct them.)
T:OK.Now,fill in the word puzzle using the names of the people that you’ve just found out.
(Stick on the blackboard a piece of paper with the word puzzle on it.)
(A moment later,ask several students to write down their answers.Cf:The Design of the Writing on the Blackboard.)
T:Do you agree with them?
Ss:Yes,they’re quite right.
T:Good.These people are all famous people.Look at the sentences on the cards.What do you find?
S:I find that there is an Attributive Clause in each sentence,restrictive or non-restrictive.
T:Yes,you’re a careful girl.This game is also for you to review the Attributive Clause.Read these sentences again and find out the Attributive Clause in each sentence.
(A moment later,ask some students to say their answers.)
1.…,whose name is always linked with his cartoon characters,such as Mickey Mouse and Donald Duck.
2.…,who was born in Germany but spent his last years in the USA.
3.…,among whose big inventions are electric lighting and the motion picture camera.
4.…,whose many great films were City Lights and Modern Times.
5.…,who died in a plane crash in .
6.…,whose famous songs include Blowing In The Wind.
7.…,who discovered the Law of Gravity.
Down:
1.…,who lived in China before the Liberation.
2.…,who fought for the freedom of slaves in the USA.
3.…,who was Adam’s wife.
4.…,whose ideas about the future have often become reality,…
5.…,who later bravely fought against the British invasion and saved her country and people.
T:We’ve learnt a lot about the Attributive Clause before.We know that it is a very important grammar item,so let’s do some more exercises to consolidate it.Turn to Page 61,and finish Exercise 2 in Grammar part.
(Allow the students a few minutes to finish it and then check the answers.)
Suggested answers:
1.The wires with which the machines were connected were very old.
2.Leonardo da Vinci,who was interested in both literature and science,painted the famous“Smiling Mona Lisa”.
3.The pilot with whom we had dinner told us stories about his travels.
4.The four ancient Chinese inventions,which we are proud of,have remained important in human history for thousands of years.
5.Mozart,whose music is well liked by people all over the world,showed his talent in music at a very young age.
6.The photos are kept in that cupboard in which/where we found our parents’ old photos.
7.The country from which this news report is coming is on the other side of the world.
8.One of the first inventions of human beings was the wheel,which we don’t know who first invented.
T:In this unit,we have learnt a lot about new inventions and famous inventors.Now,let’s do an exercise using what we’ve learnt in this unit to review the Attributive Clause.Turn to Page 61 and finish Exercise 1 in Grammar part,please.Finish them first by yourselves and then you may discuss your answers in pairs.
(A few minutes later,ask some students to read out their answers.Students may have various answers.)
Suggested answers:
1.…can be used at home or in an office.
2.…it is not convenient to use a desktop computer.
3.…businesses are busy.
4.…you can obtain a patent for your invention.
5.…we need something more useful or more convenient to satisfy the needs of people.
6.…invents things.
7.…are both delicious and environmentally friendly./can be eaten.
T:As you know,there are a lot of useful expressions in this unit.Let’s do some exercises to review them.
(Show the following on the multimedia and allow the students a couple of minutes to finish it.)
Fill in the blanks with correct prepositions.
1.I’m tired__________washing clothes by hand.I’ll buy a washing machine tomorrow.
2.You’ve got to break away__________old thought patterns in order to develop creative thinking.
3.She was telling us about her sick mother when she suddenly broke__________tears.
4.The students like physics classes because the way their teacher teaches allows__________creativity.
5.I don’t want to keep the hen any more;I’ll exchange it__________twenty eggs.
6.During a test,it’s always wise to move on when you get stuck__________a difficult problem and come back to it later.
(A moment later,ask some students to say their answers and then check them with the whole class.Give some explanations when necessary.)
Suggested answers:
3.into(break into tears/a house)
T:Well done!After class you should read these sentences more to master the use of the phrases in them.Now,let’s do another practice.
(Show the following on the multimedia.)
Change the form of the following words.
Suggested answers:
T:Today we’ve reviewed some useful expressions and words we learnt before.Also we’ve done some practice to review the Attributive Clause.After class,you should do more practice to master them better.Besides,try to solve the riddles in Part 14 on Page 62.That’s all for today.See you tomorrow!
Step Ⅴ The Design of the Writing on the Blackboard
Word puzzle:
Teaching Aims:
1.Learn a reading passage to improve the students’ reading ability.
2.Do some writing practice to improve the students’ writing ability.
3.Learn some useful words and expressions.
Teaching Important Points:
1.Improve the students’ integrating skills.
2.Review the Attributive Clause.
Teaching Difficult Point:
How to improve the students’ integrating skills.
Teaching Methods:
1.Reading and understanding to improve the students’ reading ability.
2.Writing practice to improve the students’ writing ability.
3.Individual or pair work to make every student work in class.
Teaching Aids:
Teaching Procedures:
Greet the whole class as usual.
T:How many of you have a computer at home?Please put up your hands.
(Some students put up their hands.)
Good.Most of you have a computer.What do you do with your computer?
S:I search for information on the Internet.And sometimes I play games with it.
T:Does anybody do anything else with it?
S:I sometimes draw pictures or type something.
S:For me,I sometimes send e-mails to my friends.
S:I listen to the music.
S:I watch football matches.
…
T:Do you think the computer is really useful to you?
S:Not exactly.I can also do these things without a computer.I can go to a library to look for the information that I need.But it’s much quicker and more convenient if I use a computer.
S:I can listen to the music on a tape recorder.
S:I can watch football matches on TV.
…
T:You’re quite right.New technology is often used in old ways.Now,please have a discussion in groups of four to complete the chart shown on the screen.
(Show the following on the screen and give the students a moment to have a discussion.)
--------
--------
--------
--------
------ --------
--------
--------
(After a few minutes,ask several students to say their answers.Students may have various answers.)
Suggested answers:
Computer Used as:
The Internet Used as:
T:Well done!Now,let’s read the passage about new technology carefully.Try to find out the answers to the two questions on the screen.After you finish,you may have a discussion in pairs.
(The following questions are shown on the screen.)
1.Why are scientific metaphors like “memory”and“cut and paste” useful?How may they limit our thinking?
2.Think of more words we use to talk about computers and Internet.How well do they describe the things or actions they are used for?Are there other words we could use that might be better?
(A moment later,check the answers with the whole class.Students may have various answers to the second question.)
Suggested answers:
1.They make it easier for us to understand and use a new tool.They may make it more difficult for us to use the new invention in the best way.
2.Words like:copy,file,delete,lock,enter,return,store
T:Now,I think you’ve understood the passage well.Please look at the screen.I’ll explain some expressions that you must master.Please listen carefully.
(The multimedia shows the following.)
Language Points:
1.sb. be said to be…
e.g.He is said to be a good basketball player when he was young.
e.g.His new bike is similar to mine.
e.g.Our life is different from what it was ten years ago.
e.g.Now that you’ve grown up,you must stop this childish behaviour.
(Explain the notes to students and write the following on the blackboard:sb. be said to be;A be similar to B;be different from;now that.)
Step Ⅳ Listening and Reading Aloud
T:Now,let’s listen to the tape carefully.You can read after it when I play it the second time.Pay more attention to your stress.Are you ready?
(Play the tape twice for students to listen and repeat.After listening to the tape,students are allowed to read the passage aloud for a while.At last,ask some of them to read the text.One student,one paragraph.)
T:Just now,we’ve talked about computers.Most of you have a desktop computer at home.(Stick a picture of a desktop computer on the blackboard.)And as you can see,I’m using a laptop computer.(Stick a picture of laptop computer on the blackboard.)These are the most popular computers that we can find.But have you heard that a new type of computer-the palmtop computer,has been invented?
T:It doesn’t matter.(Stick a picture of a palmtop computer on the blackboard.)Look at the picture.This is a palmtop computer.We know from the picture that a palmtop computer is a kind of computer that we can put on our palm.It’s very small,light and convenient to carry about.Do you like it?
Ss:Yes,I wish I could have one.
T:Certainly you’ll have one someday in the future.From these three pictures we know that computers are getting smaller and smaller.They’re becoming more and more convenient to be carried about.Can you guess what the first computer was like?
S:I guess it must have been a very big one.
T:You’re quite right.(Stick the picture of the Eniac on the blackboard.)Look,this is the first computer.It is as big as a house.Maybe you can’t imagine how big it is.But it doesn’t matter.What we need to know is that computers are becoming smaller and smaller,lighter and lighter.What do you think they will look like in the future and how we will use them?Who’d like to tell us your opinion?
S:Let me try.I think computers may look like a watch or a cellphone in the future.They will become even smaller.We can use them to watch TV,read books,search for information,chat with our friends,check the date and the time,and send information to others.
T:Very good.Now,imagine that you had to describe a computer to someone who lived in the 19th century.How would you explain it?What would you compare it to?You may have a short discussion in groups of three and then write a short description.
(Allow the students a few minutes to discuss and write their compositions.If time limits,allow the students to finish their writing after class.)
Sample description:
Have you seen a computer?Let me tell you something about it.A computer is an electric calculating machine that can store and recall information and make calculations at very high speed.It is a wonderful machine and can do most of the things people can do,but it can work millions of times faster.The first large,modern computer was built in 1946,and people needed a large house to put it in.In the last few years there have been great changes in they can be used in many fields.People even use it to pay their bills or order what they want.It is said that in the future computers would arrange everything for people,and do almost all kinds of work.That would be a real computer society!
T:Today we’ve read a passage about the scientific metaphors.We’ve talked more about new technology too.In this unit we also learnt how to become more creative by practising good thinking strategies.They can be used to study English,too.Read the tips on Page 64 carefully and try the ideas in future.They’re helpful for your study of English.Besides,we’ve reviewed the Attributive Clause.After class,you should do more practice by yourselves to master it better.Finally,have a discussion with your partner to find the answers to the two questions in Checkpoint 18 on Page 64.I’ll check your answers tomorrow.OK.That’s all for today.
…
Suggested answers:
1.Rephrase,impossible,crazy,break away from,explore,combine,trial,…
nvenient,environmentally,friendly,automatically,…
Step Ⅶ The Design of the Writing on the Blackboard
Language Points:
sb. be said to be…
Computers:
Teaching Aims:
1.Revise the Attributive Clause,including the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
2.Revise the use of relative pronouns and relative adverbs.
3.Expand the knowledge of the Attributive Clause.
Teaching Important Point:
The usage of the relative pronouns and adverbs.
Teaching Difficult Point:
Help the students to master the way of choosing a relative pronoun or a relative adverb correctly.
Teaching Methods:
review,explanation,inductive methods
Teaching Aids:
Teaching Procedures:
Greet the whole class as usual.
(Teacher checks the homework exercises first and then shows the following on the screen.)
1.He is a famous scientist.
2.Who’s that girl in red?
3.I’ve read all the books that you lent me.
4.I have lost my pen,which I like very much.
T:That’s all for the homework.Now please look at the sentences on the screen.Pay special attention to the underlined parts.Is there anything in common between them?
Ss:Yes.They all identify the nouns,which are used with them.Each part tells us which thing or person the speaker is talking about.
T:That is to say,the function of each underlined part is the same.Each of them is used as an attribute to describe each noun.Well,are there any differences between them?
S1:Yes.In the first sentence,the attribute is an adjective and put before the noun;the second is a prepositional phrase put after the noun;the third and fourth sentences are full sentences put after the nouns.
T:You are right,what do we call the sentences put after the noun?
Ss:The Attributive Clause.
T:Quite right.In a complex sentence,the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause.The noun or pronoun is called Antecedent.The word that/which introduces the clause(between the noun/pronoun and the clause)is called Relative Pronoun or Relative Adverb.The relative pronouns or adverbs do two jobs at once.They can be used as subjects,objects,attributes or adverbials in the clause;at the same time,they join clauses together.About the use of them,we’ll have particular revision after a while.Now look at the sentences on the screen.
(Teacher shows the following on the screen.)
Complete the sentences with suitable relatives.
1.I know the reason__________he came late.
2.Do you know the woman,__________son went to college last year?
3.The house__________colour is red is John’s.
4.This is the best film__________I’ve ever seen.
5.That is the town__________he worked in 1987.
T:Who’d like to tell me what should be filled in the first sentence?
S2:I think“why”should be filled.Because the antecedent is“the reason”and the relative is used as the adverbial of reason in the Attributive Clause.
T:Yes.How about the second sentence?
(Teacher goes to another student and asks her/him to answer.)
S3:I fill“whose”here.Because the antecedent is “the woman”and the relative is used as the attribute in the Attributive Clause.
T:Right.Sit down,please.Now let’s look at the third sentence.
Suggested answers:
Step Ⅲ Summarizethe Use of the Non-restrictive Attributive Clause
T:The Non-restrictive Attributive Clause is a clause which gives extra information to the antecedent.So we use a comma to interrupt the sentence.When the Non-restrictive Attributive Clause is cut off,the sentence still has a full meaning.Now look at the sentences on the screen.
(Show the following on the screen.)
1.I have two brothers,who are both soldiers.
2.Next week,which you’ll spend in your hometown,is coming.
3.I’ve tried two pairs of shoes,neither of which fits me well.
T:Pay attention to the underlined parts.There are commas to interrupt the sentences and “that”can not be used in the Non-restrictive Attributive Clause.You should pay more attention to the structure“Indefinite Pronoun/Numbers/Noun/Superlative+of which/whom”is often used in the Non-restrictive Attributive Clause.
Step Ⅳ The Usage of the Relative Pronouns and the Relative Adverbs
T:As we know,relative pronouns or adverbs paly important parts in the Attributive Clause.Now let’s make a list of them on the blackboard first and then revise their usage with the help of the forms on the screen.
(Bb:the relative pronouns:who,whom,that,whose,which;the relative adverbs: when, where, why)
(Teacher collects them first and then shows the following.)
Form 1:
the relative pronouns referring to function in the clause
that people/thing subject/object
whose people/thing(of whom/which) attribute
Form 2:
the relative adverb referring to function in the clause
when(=at/in/on which) time adverbial of time
where(=in/at which) place adverbial of place
why(=for which) reason adverbial of reason
(Teacher explains the two forms separately and adds the following with examples on the screen.)
T:1.When a relative pronoun is used as a subject in the clause,the verb must agree with the antecedent in person and number.
e.g.1.Those who want to go to the cinema must be at the school gate by 3:30 p.m.
He who doesn’t reach the Great wall is not a true man.
2.When the antecedent is the structure of “one of +n.(pl.)”,the verb in the clause must be plural,agrees with the plural form.However,if there is “the”or“only”before“one”,the verb in the clause must be singular,agrees with the word“one”.
e.g.2.She is the only one of the girls who has been to Beijing.
He is one of the boys who have seen the film.
3.When the antecedent is a noun for time or place “when”or“where”is not always used to introduce the clause.It depends on the function of the relative word in the clause.
e.g.3.The time when/that I went to Tokyo is in 1982.
I’ll never forget the time which/that I spent at college.
The shop which I bought is big.
The shop where/in which I bought the book is big.
Step Ⅴ The Difference Between “that”and “which”
T:As we know,both“that”and “which”can be used for things,but,the use of them are not always the same.Let’s look at the sentences on the screen.
(Show the following on the screen.)
1.This is the second article that I have written in English.
2.It is the best film that he has ever seen.
3.This is the very book that I want to read.
4. All that they told me surprised me.
5.They talked about the teachers and schools that they had visited.
6. Who is the comrade that was there?
7.There is a bed in the room that is still vacant.
8.Our village is no longer the place that it used to be.
T:From the sentences on the screen,we can make a summary of the use of“that” and “which”.Look at the screen again.
(Show the following on the screen.)
1.In following cases,“that”is often used.
(1)After ordinal number and superlatives.
(2)After the following words:all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing),no(thing).
(3)After two or more antecedents,referring to both people and things.
(4)After interrogative pronouns“which”or “who”.
(5)When the relative pronoun is used as a predictive in the clause.
(6)When the main clause begins with “There be”.
2.In following cases,“which”is always used.
(1)After prepositions.
(2)To introduce a Non-restrictive Attributive Clause.
(3)The whole main sentence is the “antecedant”of the relative clause,and there is always a comma.
T:Now let’s do some exercises.Look at the screen.Fill in the blanks,choosing proper relative pronouns or relative adverbs.
(Show the following on the screen.)
1.Tell me the reason for__________you were late for class.
2.Who is the girl__________is speaking there?
3.This is Mr Smith,__________has some thing interesting to tell you.
4.The computer__________CPU doesn’t work has to be repaired.
5.This kind of computer,__________is well-known,is out of date.
6.This is just the place__________I’ve been longing to visit for years.
7.His mother is an engineer,__________makes him very proud.
8.The old man has four sons,three of__________are doctors.
Suggested answers:
T:Now.Let’s have a test.Look at the screen.Do this exercise by yourself.A few minutes later.I’ll give you the answers.
(Show the following on the screen.)
1.I don’t like the way__________he talked to his mother.
2.In the dark street,there wasn’t a single person__________she could turn for help.
3.The weather turned out to be very good,__________was more than we could expected.
4.All__________is needed is a supply of oil.
5.He paid the boy for washing the windows,most of__________hasn’t been cleaned at least a year.
6.She spoke about the books and writers__________she remembered.
7.The clever boy made a hole in the wall,__________he could see what was going on inside the house.
Suggested answers:
Step Ⅸ The Design of the Writing on the Blackboard
Ⅰ.The differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause
Ⅱ.The use of the relative words:
1.relative pronouns:who,whom,whose,that,which
Ⅲ.The differences between“that”and “which”
高二英语设计教案 篇4
教学准备
教学目标
1.教学目标
(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, e_pression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language.
(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。
(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。
教学重难点
教学重点和难点
(1)培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。
(2)让学生合适地使用不同的身势语。
(3)课文中现在分词作定语和状语的长难句。
教学过程
Step 1. Lead in
(1)The teacher shows a question on screen：How can we communicate with others when we can’t speak ?
Then ask a student to answer.
设计说明：引出本单元的话题。
(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for.设计说明：引出本节课的题目。
Step 2. Fast reading
1. Go through the passage quickly and find out the main idea of each paragraph.
o Match the main idea of each para. with lines.
(Para.1) A. Other e_amples of different greeting body language.
(Para.2) B. Different people have different body language.
(Para.3) C. Summary of body language.
(Para.4) D. Meet the visitors at the airport.
(Para.5) E. E_amples of different greeting body language.
2. Try to write down the main idea of the te_t.
The te_t is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.
设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。
Step 3. Careful reading
Read Para. 1 and decide if the following statements are true (T) or false (F).
(1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. ( )
(2) After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.
( )
Read Para.2&3 and match the people with their ways of greeting
Tony Garcia (Columbia) A. shakes hands and kisses others twice
on each cheek
Ahmed Aziz B. Bows
(Jordan)
Akira Nagata (Japan) C. shakes hands
George Cook (Canada) D. approaches others closely and touches
their shoulder and kisses them on the cheek
Darlene Coulon(France) E. stand quite close to other men but will
usually not touch women.
Read Para. 4&5 and decide whether the following statements are true (T) or false (F).
(1) All cultures don’t greet each other the same way. ( )
(2) From the passage we can see western cultures are better than eastern cultures. ( )
(3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( )
(4) Only a small number of people greet by shaking hands. ( )
设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。
Language Points
1. approach vi. &vt.向……靠近;n.靠近;方法，步骤(后常跟介词to)
即时练习
(1) When I ____________(approach) the dog, it ran away at once.
(2) Can you come up with a good approach of solving this problem? (单句改错)
2. likely adj.可能的;有希望的
be likely to do很可能……;有希望……(主语既可以是人，也可以是物)
It is likely that...很可能……
即时练习
(1)She is the most _________ girl to win the prize.
(2) It’s likely that he will succeed.(句型转换)
=____________________________
3. Yesterday, another student and I, representing our university’s student association, went to the Capital International …...
representing是现在分词(非谓语)作定语，相当于定语从句：who represented ….，谓语是went。
即时练习
(1) Mr. Wang, who taught us English before, retired last week. (把划线部分变为非谓语)_____________
(2)The girl __________(study) in the classroom is my sister. (用非谓语填空)
4. I stood for a minute watching them and then went to greet them.
watching是现在分词(非谓语)作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。
即时练习
(1) The boy stood there and cried.(把划线部分变为非谓语)
The boy stood there_________.
(2)The boy is sitting before the computer__________ (play) games. (用非谓语填空)
设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。
Step 4. Consolidation
阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.
As I get to know more international friends, I learn more about this
(6) __________ (culture) body language. People communicate not only with
(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1. I stood for a minute watched them and then went to greet them.
2. Julia stepped back appearing surprising.
3. Akira Nagata from Japan came in smiled.
4. Most people around the world now greet each other by shake hands.
5. These action are not good or bad.
Step 5. Free talk
After discussing with your deskmate, think out the body language you know and act it out.
Ask some pairs to perform in front of the class.
设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。
Step 6. Summary
What have we learned in this class?
We have learned:
o some body language in different countries
osome language points
ohow to communicate with different people properly using body language
设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。
Step 7. Homework
Underline all the important words, e_pressions and sentences.
课后习题
阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。
Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.
As I get to know more international friends, I learn more about this
(6) __________ (culture) body language. People communicate not only with
(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.
Correct the mistakes in the sentences.
1. I stood for a minute watched them and then went to greet them.
2. Julia stepped back appearing surprising.
3. Akira Nagata from Japan came in smiled.
4. Most people around the world now greet each other by shake hands.
5. These action are not good or bad.
高二英语设计教案 篇5
3. Use the modal verbs “must; can/could; may/ might”
Many of you have heard and read different stories, including fairy tales; science fictions; whodunit; love stories; funny stories; sad stories and so on.
Let’s discuss what kind of stories you like best? Why?
What is in the picture? (an old man who is holding a picture; two young people; sea; an island in the sea; some plants near the sea. Some seagulls)
What is happening in the picture? (immortal; travelers; a sea monster; treasure)
Ask the students to think over and tell a story. Ask the other students whether their stories interesting, funny or mysterious.
Encourage the students to act out their stories. (a narrator; two actors and an actress)
1. Play the tape for the students to listen and check their answers.
2. Discussion: Who do you think could steel Mary’s necklace and cellphone? How can you solve this mystery?
Make sure the students understand what they are going to hear. Then play the tape for them to listen. If necessary, play twice or three times.
2. Prepare speaking practice. Choose one of the situations and create a play, each group one of the four. The plays will be acted out in the next class.
Ask a student to read the situations one by one. Then listen and watch their plays.
1. Ask the students to read the request in TALKNG on page 84. Then do as they are told to.
1. About the author: Guy De Maupassant (see: Paper)
2. Play the tape and get the students to read the text and find out how many scenes and how many characters in the play.
3. Ask the students to read the play one scene after another carefully and answer some questions on each scene, and find out the main idea of each scene.
4. Put some sentences in the right order.
5. Read the play again and find out some detailed information about some clues, and fill in the chart on the screen.
6. Choose the correct answers to the comprehension exercises on the screen.
Let the students prepare for a short time, and then act out their play in front of the class. If time is limited, the acting can be done in the next class.
Step 1 watch the vedio of the “ Necklace”
Step 2:
Language points:
1. I don’t think I know you.
2.That’s because of hard work.
He cried ______ the pain in his arm.
He dropped the pan _____ the oil was burning.
3. Years of hard work, very little food, oil a small room to live in, and never a moment rest. 数年劳累,食不果腹,屈居寒舍,片刻也不得休息
4. 不定式做定语，与所修饰词有动宾关系，
I have a lot of work to do today.
He is a man easy to work with.
Could you please give me a pen to write ______?
Could you please give me a piece of paper to write ______?
Could you choose a topic for us to write ______?
5.marry sb. get / be married (to sb.)
sth be worth + n.
It is worth while doing/to do sth.
sth is worthy of + n.
sth is worthy of being done.
sth is worthy to be done.
He _______ a nice gift from John and happily _________ it.
receive /accept /refuse an incitation 收到/接受/拒绝 邀请
9. after all ---in spite of all what has been said, done or expected
So you are here after all.
It’s not surprising you look so tired. After all, you were up until eleven last night.
10. call on sb ; call at a place = pay a short visit to sb / a place
pay (money) for sth 付钱买…
12. at (the) most; at (the) least
I don’t have much money with me. I can only pay twenty pounds _______.
Mathild looked so old that she must be forty _________.
(1）fill or occupy (space or time)
This table takes up too much room.
His time is fully taken up with writing.
(2) start or begin sth, esp. a job
She has taken up a job as a teacher.
She will take up her duty next week.
1. Rewrite the story of “The Necklace”.
2. Orally retell the story, supposing you are Mathilde or Jeanne or Pierre.
3. Prepare to act out the play, one group one scene.
1. Listen to the students retelling of the story.
2. Dictation:
(1) Years of hard work, very little food, only a small room to live in and never a moment’s rest.
(2) I can’t be the only woman who isn’t wearing jewellery.
(3) There were so many beautiful things that it was hard to choose.
(4) You tried it on and it looked beautiful on you.
(5) We asked everyone there if they had found a necklace, but without luck.
(6) It can’t be true. I don’t believe it.
Check the students’ exercises.
Step 1 Dictation:
(1) Writing a short play is not that difficult.
(2) Besides, we have to start somewhere if we want to learn how to write plays
(3) If we work together, we might come up with a very good story.
(4) On her way to her grandma’ she met an alien who takes her in his spaceship.
(5) Their ideas are alien to our way of thinking. (opposite)
1. Fast reading the passage with questions:
(1). Which does Tim prefer, watching plays or playing computer games?
(2). What happens to the first girl on her way to see her grandmother?
(3). What happens to the second girl on her way to school?
2. Deal with some language points:
(1). Walking is a good form of exercise, both for young and old.
Can ten years change a person like that?
(2) besides= what’s more; also; in addition
I don’t want to go out now2, and besides, I’m much too tired.
(3) come up with = think up (an idea; a plan)
He is such a smart boy that he can always come up with bright ideas when we turn him for help.
1. Complete all the exercises in the unit.
2. Write one of the plays according to the story in the text in exercise books.
1. finish off the exercises in the workbook
2. Tranlate some sentences in the exercise-books
1). 谁能想出一个好办法来解决这个问题？
2） 他们的想法和我们的截然不同。
3） 他梦想当一名编剧。
4） 艰苦的工作能磨练人的性格。
5） 即使他邀请我，我也不去参加这个聚会。
Step 2 Integrating skills reading
1. Fast reading: Find out the topic sentence of each paragraph.
Para. 1-----The third sentence (The first thing an actor must have is the desire to become an actor and the belief that she or he can act well.)
Para 2-----The first sentence (Learning how to act can be fun.)
Para 3-----The first sentence (Acting exercises may also teach the students to trust each other and to communicate.)
Para 4-----The first sentence (When actors prepare for a performance, they have to do more than just learn the lines of the play.)
Para 5-----The second sentence (Many of the skills an actor or actress has to learn can be useful in our everyday life and may even help you learn faster.)
高二英语设计教案 篇6
You’ll soon be tired of the game.
很快你就会对这种游戏感到厌倦的。
I am tired of the same old breakfast every morning.
我厌烦每天早上吃同样的饭。
She is never tired of talking about her clever son.
谈起她聪明的儿子，她不厌其烦。
He rejected my offer of help.
他拒绝了我的援助提议。
I proposed to her but she rejected me.
我向她求婚，但被她拒绝了。
He tried to join the army but was rejected.
他试图参军，但没有被接受。
She rejected my suggestions.
她拒绝了我的建议。
She rejected the green apples.
她扔掉了那些不熟的苹果。
The thief broke away from the policeman and ran away.
那个贼挣脱警察逃走了。
He broke away from all his old friends.
他与所有的老朋友断绝了关系。
It is difficult to break away from a habit.
改掉习惯是很困难的。
It was not right for the South to break away from the Union.
南方脱离联邦是不对的。
the possibility of success成功的可能性
Is there any possibility of having a sunny weekend?
周末有可能会阳光明媚吗？
There is a possibility of his coming for Christmas.
他可能会来过圣诞节。
Is there any possibility that he will be elected chairman?
他有当选主席的可能吗？
There is quite a possibility that war may break out.
很有可能会爆发战争。
His retirement is a possibility.
他有可能退休。
The prisoner attempted an escape but failed.
那个犯人企图逃走，但失败了。
They attempted a surprise attack.
他们企图偷袭。
They attempted to climb Mt. Everest.
他们试图攀登额菲尔士峰。
He attempted breaking the world record.
他试图打破世界记录。
He made an attempt to learn to ski.
他尝试着学滑雪。
He failed in his attempt to win first prize.
他试图获得头奖，但却失败了。
They made an attempt on the life of the president.
他们企图刺杀总统。
There is no connection between the two incidents.
那两个事件之间没有关联。
Doctors say there is a connection between smoking and lung cancer.
医生们说抽烟与肺癌有关系。
He has connections with many important people.
他与很多重要人物有来往。
She said nothing in connection with her marriage.
她绝口不谈与她的婚姻有关的事。
connect vt.连接，把……联系起来；接通（电源、电话等）
The road connects London and Edinburgh.
这条道路连接伦敦与爱丁堡。
Their families are now connected by marriage.
他们两家有联姻关系。
The operator will connect you with our sales department.
接线员会与你接通我们的销售部。
He is no longer connected with the Kane Company.
他已与凯恩公司没有关系了。
7. aware adj.察觉到的，感觉到的，知悉的。一般用作表语，后接of短语或从句。
He wasn’t aware of the danger.
他没有察觉到危险。
Smokers are well/quite aware of the dangers to their own health.
吸烟者很清楚吸烟会对他们自身的健康造成种种危害。
She became aware of footsteps hurrying after her.
她觉察到身后有匆忙的脚步声。
Are you aware that you have hurt her feelings?
你有没有察觉到你已经伤害她的感情了？
I became aware how she might feel.
我察觉到她会有怎样的感受。
He was aware that he had drunk too much.
他晓得他喝了太多的酒。
Are you aware how much this means to me?
你晓得这对我有多大意义吗？
Children ought to respect their elders.
小孩应该尊敬长辈。
Ihope you will respect her wishes.
我希望你能尊重她的愿望。
I have (a) deep/great respect for him.
我对他非常尊敬。
He showed no respect for their rights.
他不尊重他们的权利。
The teacher is greatly respected in this school.
这位老师在这个学校很受人尊敬。
The application of what you know will help you solve new problems.
应用你的知识可帮你解决新问题。
That rule has no application to this particular case.
那项条款不适用于这一特殊案例。
The invention has no practical application.
那项发明没有实际的用途。
The manager received twenty applications for the post.
该经理收到对这个岗位的20份申请。
They rejected his application of the membership.
他们拒绝了他成为会员的请求。
You should make an application to the embassy for a visa.
The nurse allowed him to stay in hospital for another two days.
那个护士准许他在医院再住两天。
We don’t allow making noise here,so you must keep quiet.
我们不允许在这儿弄出噪音，请你保持安静。
allow vt.给予(时间、金钱)；同意给予。后常接双宾语。
He allows his wife 0 a month for clothes.
他每个月给妻子200美元买新衣服。
Allow me one minute in which to change my clothes.
请给我一分钟的时间让我换换衣服。
Please allow yourself an hour to get to the airport.
请给自己留出一小时的时间好赶往飞机场。
This journey usually takes 3 weeks,but you should allow for delays caused by bad weather.
这趟旅行通常需时三周，但是你应考虑到恶劣天气所造成的延误。
We must allow for the train being late-it always is.
我们必须考虑到火车会晚点，它一向如此。
You can’t make it in an hour;you must allow for the heavy traffic.
一个小时你是到达不了的，你要考虑到交通是很拥挤的。
2. otherwise adv.要不然，否则；另外，别样；在其他方面
He reminded me of what I should have otherwise forgotten.
他提醒了我，要不然我就忘了。
He thinks otherwise.
他是另外一种想法。
He thinks otherwise he’s a good worker.
从另一方面来说他是个好工人。
otherwise conj.(并列连词，同or else)否则，不然(常与虚拟语气连用)
You should go now,otherwise you’ll miss the bus.
你应该现在走，不然你就赶不上公交车。
Do come earlier next time,otherwise you’ll be punished.
下次一定早点来，否则就惩罚你。
He is old and sick,otherwise he would be working.
他年老有病，不然他会上班的。
Some are wise,some are otherwise.
有些人贤明，有些人则不然。
His students in English are also his otherwise teachers.
这些人在英语方面是他的学生，可是在其他方面却是他的老师。
高二英语设计教案 篇7
2. 地球面临的最大问题是什么？
What is the biggest problem facing the earth?
4. 造成严重的污染 cause serious pollution
8. 做笔记 take notes of…
14. 可持续发展 sustainable development
without damaging the environment
attend the international conference
according to the World Health Organization
put an end to the death and suffering
28. 尽所能去做某事 do whatever one can to do
32. 有大的成效/有所不同 make a difference
36. 对。。。掌握；熟悉 have a good knowledge of
37. 找到解决办法 find solution to the problem
Education is the key to the future
40. 对学习满意 be content/satisfied with
42. 充分利用时间 make full use of time
44. 防御 defend oneself against/from
stress the importance of protecting
48. 刚。。。就。。。 hardly/ barely/ scarcely… when
55. 消息传开 Word got around.
61. 面对激烈的竞争 face fierce competition
a place of interest/ places of interest
69. 为你的观点辩护 defend your argument
74. 找出, 发现, 查明(真相等), 认识到, 想出, 揭发 find out
75. 别无选择只能 have no alternative but to do
语文教案7篇
在这篇文章中，作者以多个角度剖析了“语文教案”这个话题，从而推荐给读者。对于每个老师而言，准备好教案和课件是每个学期都要面临的任务。完整的教案是有效教学的重要前提之一。我坚信通过阅读这些案例，可以提升您的情商和智商。
语文教案【篇1】
一．看图导入课题
１．今天，老师带小朋友们到江南的一个小村子去游览一下，（出示图）这个小村子有一个好听的名字？跟老师一起写。
2、读题。湾是生字，读准前鼻音 an 指名读。你有什么好办法记住它？（左边一个水，右边一个弯。） “水”“弯”曲处的地方就是湾。三个字连起来读课题，注意正音“亮”（轻声） 齐读课题。
3、过渡：课文是怎样描写月亮湾这个村子的？请小朋友打开语文书，翻到24页读读。
二．初读课文，学习字词，整体感知课文内容。
（一）、初读课文，学习字词
1、要求：读准字音，读通句子，并标出自然段序号。
２．交流，课文共有几个自然段？（3）
指名分自然段读，注意正音，师声评议。
第一段：
指名男读。不光读准字音，还读得很流利。还有那个同学来？女读男生齐读 强调“亮”（轻声）
第二段：
1、第二段比较长，先请小朋友数一数有几句话，用序号标出来。
2、指名回答由6句话。（回答要完整）
3、自由读一读，找出你认为难读的句子多读读。
4、逐句检查朗读。
第一句：
1、你来读 其他同学拿好书本仔细听。你不光读准了字音，还读得很连贯。还有谁也会这样读。真流利呀！
第二句：
1、指名读 你真了不起，这句中两个难读的字音都读准了。
2、看 绕rao是翘舌音指名读字、词 绕着 从绕的部首看，绕与什么有关？（用丝线缠绕）这个字还可以组哪些词？（围绕、绕道、绕口令、绕弯子）
3、缓 读这个字，需要提醒大家注意什么？（三拼音节前鼻音）指名读 缓 缓字就像一位友人在用手轻轻地慢慢地梳理着丝线。所以左边是绞丝旁。（板书缓）看到这个字，你还想到了哪个字？（暖）暖与什么有关？（日）你能选词填一填吗？
出示选词填空
再把这个词读一读 缓缓地 （又轻又慢）
4、谁来加上停顿连起来读句子。指名读 左右分组读
第三句：
1、第三句谁想读。
2、看这个字 映 这是一个（后鼻音）开火车读字词你怎样记住这个字？（熟字换偏旁 英）
3、放进句子再读读。 大家听出来了，你在这里加了停顿，听起来有节奏感。还有谁来读。越读越流利了。
语文教案【篇2】
教案示例
重点：
①把握每一首作品怎样融情于景，通过创造出一种意境来表达自己的胸襟、情怀或生活情趣的。
②把握关键词的准确词义，体味作者遣词造句的妙处。
难点：
理解诗歌的意境。
教学过程：
第一课时：
一、《观沧海》
（一）作家作品简介
（二）题解：汉代乐府诗一般无标题，《观沧海》这个题目是后人加的。乐府诗原来是可以歌唱的。诗的最后两句幸甚至哉，歌以咏志是合乐时加上的，是诗的附文，跟诗的内容没有联系。
（三）朗读诗歌指导：先范读再由学生试读。
（四）指导学生评析诗句。
逐句分析，先由学生分析,再由教师归纳。
重点落实以下问题：
1．全诗12行，除开头两行外都是写景，说说开头两行的作用。
2．区分一下哪几行写实景，哪几行写想象之景虚景。
3．写实景中有动有静，分析这样写有什么好处。
归纳：
第一层（开头两句）交代观海的地点，这是继承《诗经》中直陈其事的写法，显得很质朴。
第二层（水河澹澹至洪波涌起）描写海水和山岛。海水荡漾，是动态；山岛耸立，是静态，相互映衬，显示了大海的辽阔和威严；再写草木，仍然是静态，次及洪波，又回到动态，显示了大海的惊人力量和宏伟气象。这一层全是写实景。
第三层（最后四行）借助奇特的想象来表现大海吞吐日、月、星辰的气概，这是写诗人的主观感受，是从两个若字看出来的。
4．海是很难写的，可是读了这首诗，我们每个人大概都会感到海的伟大。这首诗究竟好在哪里呢？
（五）小结全诗的写作特色，并请同学们带着感情，再次朗诵这首诗歌。
（六）齐读齐背，抽查个别背诵。
二、《次北固山下》
（一）作家作品简介
（二）朗读这首诗
（三）指导学生评析诗句，整体把握诗的内容。
1．诗人此刻在船上，而客路在青山之外，他是看不见的，为什么诗一开头就提到客路呢？
2．潮平两岸阔，风正一帆悬是诗人在何时何地见到的景象？你能想象出船行的图景吗？为什么要特地提到潮平？
3．江春入旧年一句中旧年指的是一年中哪一段时间？
4．为什么诗人突然想到要寄一封家书呢？
5．名句分析。海日两句从章法上看，有导出结尾一联的作用，这就是说，它跟诗人的乡愁有关，这样说有根据吗？这两种景象有相同的地方吗？
6．这种乡愁并不使人感到低沉，请你体会其中的道理。
（四）当堂背诵。 由于诗的意境美、语言浅近而音韵和谐，应当比较易于成诵。
三、《望岳》
（一）作家作品简介。
（二）指导学生评析诗句。
重点讨论下列问题：
1.诗题叫《望岳》，可见作者并未登上泰山，诗中句句都是写望字，只是望的角度不同，有远有近，有虚有实。试以两句为一组看看望的角度有怎样的不同。
2.夫是个虚词，首句意思只在如何（怎么样）上，试比较岱宗如何和岱宗夫如何在语气上有什么不同？
3. 泰山之北为故齐地，之南为放各地；青，指泰山之色，了，完的意思。整句话是什么意思呢？诗人这样写有什么用意？
4.造化两句。问：神秀，指英灵之气，这是古人的说法。试联系前面一句说说这句的意思。
5.阴阳一句又是什么意思呢？
6.荡胸两句。大意已见注释。问：这两句写诗人望岳所见，试作具体描述。表现了诗人怎样的心情？
7. 会当两句。绝顶，极顶，指玉皇项。问：诗人此刻仍在山下，但他却能一览（全都看到）众山小，这说明了什么？
（三）背诵指导。
第二课时
四、《如梦令》
（一）作家作品简介
（二）教师领读这首词。
（三）指导学生评析课文，理解作者的思想感情。
这首词所叙述的事发生在哪一个季节？
它是词人当天写的吗？为什么词人经常想到这件事呢？
（四）练习背诵。学生试背后，教师略说读的节奏，再领读一次，务求节奏鲜明。
（五）继续讨论，深化理解。
1.这首词记的是女词人的一次郊游，是她独自去的吗？
2. 为什么会误入呢？还有别的原因没有？
3. 什么时候发现误入的？
4.既误人，慢慢划出去，不也行吗？
5. 你能想象出争渡的情景吗？
6.请同学们用自己的话完整地叙述这件事的经过。
（六）教师再次领读。
（七）小结
五、《西江月》
（一）作家作品简介。
（二）题解
这首词有个题目夜行黄沙道中，黄沙，即黄沙岭，在江西省上饶县西，辛弃疾退隐上饶带湖期间，经常行经风景优美的黄沙进中。
（三）教师领读全词一至二遍，着力培养学生的节奏感，也可让学生试读。
（四）指导学生解析课文，理解作者的思想感情。
1. 词人这次夜行的路程长不长？从什么地方看出来的？
2.路长，为什么要夜行？这时是什么季节？
3. 说丰年的是谁？
4.请同学们用自己的话来叙述上片的内容。
5.下片一开始就说七八个星天外，这意味着什么？
6. 两三点雨山前，雨不大嘛，词人着急么？
7.词人此刻一定是快步急行，他对这条路熟悉么？
8.再看最后两句，注释里的话跟词人的表述有什么不同？为什么要用倒语？
9.补充解释：词中常常出现倒语，有的出于表达内容的需要，有的出于押韵的需要，更多的是两种需要兼而有之，这两句就是这样。
10. 由学生创造性地表述下片内容间参照上片的表述方式。
（五）小结这首词的写作特点
教案点评：
以朗读带动教学，在朗读中加深对诗词的理解。
语文教案【篇3】
●教学目标
查字典，看注释，掌握重点字词，正确流利地朗读课文。
理解课文内容，了解“屏”的有关知识。
体味本文生动的语言，弄明白文中古诗句的含义。
以屏风为媒介，激发学生审美情趣，
体会作者的感情。
●教学重点
有感情地朗读课文，了解“屏”的有关知识，体味语言，弄清文中古诗句的
含义。
●课时安排
一课时。
●课前准备
布置学生查找有关屏的图片，或上网查找。如果学生家中有屏的小艺术品，也
可借来一用，以增强学生的直观感。
教学设计
整体感知
导人新课。
学生拿着自己找的图片或小屏风，向同学作介绍，语言可能不生动，教师可以就此导人，看做者是怎样介绍的。也可以用古诗词中有描写屏风的诗句导人。
检查预习“读一读，写一写”，教师正音。
教师配古筝乐曲朗读课文。学生听读并思考：
a、请用原文给屏下一个定义。
b、作者从哪三个方面介绍了有关屏的知识？
听读完后，四人小组讨论明确：
a、屏者，障也，可以缓冲一下视线。
b、作者从下列三个方面介绍了屏的知识：
屏风的作用：室外（在院子或天井中）安置屏风，避免从门外直接望见厅室；屏，上面有书有画，既起分隔作用，又是艺术点缀；可以挡风，空间还是流通的；室内安置屏风与帷幕相同。
屏风的分类：按屏风的建造材料及其华丽程度来分。
屏的设置：需因地制宜，在与整体的相称、安放的位置与作用、曲屏的折度、视线的远近
诸方面，均要做到得体才是。
一言以蔽之，屏风的功用与设置全在一个“巧”字。
研读与赏析。
过渡：屏风在我们的生活中已经不多见了，可是读了文章，或许你也喜欢上屏风了，
这是为什么呢？因为作者引用了不少古诗，使说明语言生动有趣，同学们大声朗读课文，
找出你最喜欢的句子，说说为什么喜欢？然后有感情地读一读。全班讨论明确：
a、引用《秋夕》诗句，表达了作者幼时对屏风无限地向往与喜爱之情，放在开篇，易引起读者的阅读兴趣。《牡丹亭》中“银屏人忒看得这韶光*”放在屏风的定义后既补充了屏风的含义，又使语言生动有趣。结尾两处引用古诗佳句，点出“屏”这种古代器具所具有的文化内涵，表达了作者希望人们更好地开发和使用屏风的愿望。
b、“…必置一屏，上面有书有画，既起分隔作用，又是艺术点缀，而且可以挡风。而空间上还是流通的，如今称为‘流动空间’’’。这一句中的“置”是布置之意，是用心安放，若换上“放”字，则无此表达效果；“点缀”是加以衬托和装饰，使原有的事物更加美好，准确地说明了屏风在居室中的作用。（学生还可以再举出一些。）
小结：作者用生动的.语言介绍了屏风的使用功能和装饰功能，并发表了自己的看法，
抒发了对屏风的热爱之情。希望借此唤起建筑师、家具师乃至使用者的注意，以期屏风
所具有的文化内涵永远散发着不朽的艺术魅力。我们也期待着，屏风在今天的装饰艺术
中焕发出青春，重新大放异彩。
拓展延伸
在古诗词中，你还知道哪些诗句说到屏，你还找到了哪些图画描绘了屏，全班交流，
请你引诗配画作解说。
想像一下，屏风将会有怎样的用途？
学生可以畅所欲言，言之成理即可。
■作业
把课堂上所说的“想像屏风的用途’’整理好，写在作业本上，学着用上古诗词佳句，要用得得体。
语文教案【篇4】
【教学目标】
1、掌握重要的文言实词、虚词或其他文言现象。
2、读懂文意，领会“慎独”“正心”的含义。
3、体会儒家思想修身的意义，探讨“诚其意”“正其心”等在当今社会的现实意义和作用。
【教学重点】
领会“慎独”“正心”的含义。
【教学难点】
探讨“诚其意”“正其心”在当今社会的现实意义和作用。
【教学过程】
一、故事导入：
元代战乱时期，有一个学者在返乡途中，因为天气炎热，又饥又渴，正好路边有一棵梨树，行人们纷纷去摘梨解渴，只有这个学者不为所动。这时候有人就问他：“为什么你不摘梨呢?”他说：“不是自己的梨，怎么可以随便乱摘呢?”那人就笑他迂腐：“世道这么乱，管它是谁的梨，先吃了再说。”你认为他迂腐、死板吗?你赞同他的做法吗? 二、疏通文意。
1、正音正字。(请学生朗读)
2、点出重要的文言字词。
恶恶臭 好好色 自谦 厌然 著
3、翻译
三、文本分析
1、何谓“诚其意”?你如何理解它的?(根据原文回答)
明确：所谓诚其意者，毋自欺也
2、如何理解“毋自欺”?
明确：a:做到内心与我们外在的表现一致，这种一致要达到我们像厌恶臭气味，喜欢美好的颜色一样自然真实。
b:自我欺骗永远是掩耳盗铃，因为“纸是包不住火”的，“没有不透风的墙”，只要你做过的事，哪怕再隐蔽，再细小，再小心翼翼，总有被人知晓的一天，这只不过是时间问题，正所谓“若要人不知除非己莫为”“天网恢恢疏而不漏”!
四：合作探究
1、何为“慎独”?你如何理解的?
明确：慎独是指在独处或没有任何监督的情况下，自己的言行举止也符合道德、法律法规的标准。
五：拓展研究
1、请联系自身感受或社会现实，谈谈慎独的现实意义和作用。
(学生发表看法后，老师作结)
明确：在这物欲横流的社会，在这争名争利的世界，在这不法分子猖狂的年代，慎独精神对于我们显得尤为重要，如果我们每个人能做到“诚其意”“慎其独”，我们才能成为真正意义上具有人格魅力的人，我们的社会才会成为更加美好和谐的社会!
六：自主学习
(学生分组讨论并展示，完成老师布置的两个任务)
1、什么是“正心”?你如何理解它?
明确：正心：端正内心，思想纯正，心无杂念，即内心不被个人好恶所左右。(学生没讲通的地方老师补充)
2、谈谈正心的现实意义和作用?
明确：a:更冷静、更理智地看待其他人和事。b:更能专注地做一件事。(学生没讲通的地方老师补充)
七、反思总结
用简练的语言概括：通过学习这一段你获得的为人处世或修身的道理。
1、不说违心话，不做违心事，不矫揉，不做作。
2、永远真于自己的心，做一个简单真实的自己。
3、为人处世应当坦坦荡荡，真真切切，无愧于心。
4、永远不要自欺欺人。永远不要把别人当傻子，“若要人不知，除非己莫为”。
5、品格就是你在黑暗中的为人，心安，便是生活最美好的状态。
6、一个人最帅或最美的时候，就是他心无旁骛，专注做一件事的时候。
7、不要让感情蒙蔽了你的双眼，左右了你的判断。
8、你的愤怒或爱，有时会毁掉一个人。
课后小结
在这物欲横流的社会，在这争名争利的世界，在这不法分子猖狂的年代，慎独精神就显得尤为重要，如果我们每个人都能做到“诚其意”“慎其独”，我们的人才会成为真正意义上具有人格魅力的人，我们的社会，才会成为更加和谐美好的社会!
作业布置
高考链接：阅读下面的文字，完成题目：
“慎独”一语，较早见于《大学》和《中庸》。
《大学》说：“所谓诚其意者，毋自欺也。如恶恶臭，如好好色，此之谓自谦。故君子必慎其独也。”古人是注重内在的善与外在善的统一的，有发自内心的.诚实，不自欺，才会有“慎独”的。
《中庸》论修养，也强调在“慎独”上下工夫。它说：“道也者，不可须臾离也;可离，非道也。是故君子戒慎乎其所不睹，恐惧乎其所不闻。莫见乎隐，莫显乎微。故君子慎其独也。”
曾国藩教子，写了著名的“日课四条”，即：慎独、主敬、求仁、习劳。而这四条中，“慎独”被他视为做人的根本。
1939年，刘少奇同志在延安所作《论共产党员的修养》演讲中，把“慎独”视为共产党员应该具有的一种“美德”。时至今日，“慎独”依然有着它的价值和意义。
1、“慎独” 是一种修养，根据第二段文字，对这种修养做出解释，并举一个践行 “慎独” 的例子。(6 分)
2、结合曾国藩教子，刘少奇教育共产党员两个事例，谈谈 “慎独” 的现实意义。(6分)
语文教案【篇5】
课题：《广玉兰》
一、检查自学，叙谈感受
1、看图读题，表达情感
如果你是广玉兰，你希望别人怎么叫你的名字？
如果你是广玉兰，你希望别人怎么介绍你？（抓住特点）
2、课文是怎么向我们介绍广玉兰的呢？通过自学，你知道课文写了广玉兰的哪些特点？齐读中心句。（板书：幽香 纯洁 旺盛）
3、广玉兰的花到底怎样幽香、纯洁并充满旺盛的生命力呢？作者是怎样写出它的这些特点的呢？下面我们来阅读课文。
二、抓住特点，阅读感悟，相机迁移，指导写作
幽香
1、自读课文第一自然段，课文是怎么向我们介绍广玉兰的幽香的呢？
2、幽香能换成芳香吗？
3、比较阅读，体会开头的妙处（如果你是广玉兰，喜欢别人用哪种方式介绍你？）
离我家不远的林阴道两旁，有许多开着白色花朵的高大树木。园丁说，这些树木叫广玉兰，是从广东一带传过来的。一天晚上，我独自在丛林中散步，感到一股淡淡的幽香在空气中荡漾，哦，广玉兰开花了，这一阵阵幽香就是它们散发出来的。
一天晚上，我独自在丛林中散步，感到一股淡淡的幽香在空气中荡漾。原来，林阴道两旁，有许多开着白色花朵的高大树木，那一阵阵幽香就是从这儿散发出来的。园丁说，这些树木叫广玉兰，是从广东一带传过来的。以后，我在散步的时候，都要去观赏一下。
4、特点：
（1）未见其花，先闻其香。
（2）收获意外的惊喜，喜爱之情自然流淌。
5、在淡淡的幽香中，在没有预约的惊喜中，你从视线深处走到了我们面前，亭亭玉立，纯洁高雅。
纯洁
1、配乐范读课文第二小节，看看作者从几方面写玉兰花。
（色彩 质感）
2、你觉得花儿怎么样，能通过朗读表达出来吗？（自由朗读）
3、引导朗读，表达情感。
4、引导品读，感悟语言
（1）作者是怎样写它的色彩的，你认为写得好吗？能看出什么问题来吗？（引导从似乎渗透个重点词语评析。渗透可引导找出相关的近义词或者借助生活现象来理解，似乎可联系画面进行评析，并找出画面设计的不足）
（2）作者是怎样写出质感的？你认为写得好吗？（引导理解质感，帮助积累词语语感数感口感手感等词语，并借助事物，感受质感，学习观察方法）
3、作者连续用两个无法用文字准确形容，从中你感受到了什么？我们就来看看，老师是怎样用准确的词句来形容的。（出示句子，引导朗读，比较感悟语言文字的美）
花朵是那样的洁净、高雅。我无法用文字准确形容那花瓣的色彩，说它纯白吧，又似乎有一种淡淡的青绿色渗透出来；我也无法用文字准确形容那花瓣的质感，说它冰雕玉刻吧，它又显得那样柔韧而有弹性。
花朵是那样的洁净、高雅。我就能用文字准确形容那花瓣的色彩，它不是纯白的，因为花瓣上有淡淡的青绿色渗透出来；我也能用文字准确形容那花瓣的质感，它不像冰雕玉刻的，因为他显得那样柔韧而有弹性。
4、广玉兰，在看似矛盾的语言中准确地把你独特的美展现在我们面前。
三、引导仿写，促进迁移
在面对自己的心爱之物或亲爱之人时，我们也常常和本文的作者一样出现这种矛盾的感受，用你的笔来写写吧
1、小练笔：
我真是无法说清妈妈的特点，说她和蔼吧，_______；说她严厉吧，_______。
我家大花猫性格实在有些古怪，说它老实吧，它有时又_________；说它贪玩吧，它又__________；说它胆小吧，它又__________。
我真是无法说清_________，说他（她、它）_____吧，_______；说他（她、它）_____吧，_______。
四、总结
语文教案【篇6】
学习目标
1.理解课文内容，把握文章的主要观点。
2.理解读书的好处，明确应该多读书，培养读书的兴趣，学会读书。
教学重点
理解文章的主要观点，学会读书。
教学难点
了解文中提到的众多作品。
教学过程：
一、导入新课：
以所学的《孙权劝学》导入
二、介绍作者
1、教师结合课本的注解，简单介绍有关冰心的情况。
学生认真听记，初步了解冰心。
三、检查预习情况
四、整体感知
1.学生朗读课文并思考：本文的写作顺序?在这篇文章里冰心想说什么?
读书好、多读书、读好书。(这句话是本文的中心)
五、研读课文
1、“多读书”表现在哪些方面?
2、读书有哪些好处呢?
学生讨论“好”具体表现在哪些地方，从文中找出这方面的语句，具体分析。
①书中生动的故事情节和人物形象能激起人的各种情感，让人获得多种美的享受。
例如：《三国演义》让作者感到“津津有味”，“好听极了”，还“含泪上床”，“哭了一场”;
《水浒传》让作者“大加欣赏”，“气愤填胸”;
《红楼梦》让作者“尝到‘满纸荒唐言，一把辛酸泪’，一个朝代和家庭的兴亡盛衰的滋味”;
现代优秀的文学作品让作者“心动神移，不能自已”;
《茶花女遗事》则让作者对外国小说“有了广泛的兴趣”。
以上内容体现了“读书好”这一中心。
②读书能扩大知识面。
例如：读《三国演义》可以了解三国时代的“天系大势”。
读《红楼梦》可以了解到“一个朝代和家庭的兴亡盛衰”的历史。
读《茶花女遗事》等外国小说可以“知道许多国外的人情世故”。
③读书对写作有很大的帮助。
读《聊斋志异》对文言作文有很大帮助
④读书有助于提高人的品德修养。
第11段“从读书中……得不到的”
小结：本节我们重点分析“读书好”具体表现在在四个方面，这些都是作家的经验之谈，希望我们读后有所收益。
3、“读好书”在冰心看来又应是如何的?
在欣喜回忆晚年不能“行万里路”，仍能“读万卷书”情况后，分别从古典文学、现代文艺作品两方面给读者传授挑选、比较书的经验。情节要精彩，人物要生动，感情真实质朴。
4、你是怎样读书的?
5、冰心的读书经历给了你什么启示?
有选择，然后广泛涉猎，要有恒心。
六、拓展延伸
1、四大名著是哪几本书?
2、你们知道哪些关于读书的名言警句?(学生交流)
七、布置作业
以《我与书》为题写一篇作文。
板书设计： 忆读书(冰心)
一、多读书：自认字后……晚年(从时间上写)
涉足古今中外，读书万卷(从书的种类、数量上写)
二、读书好：写作情感知识思想品德
三、读好书：挑选、比较
语文教案【篇7】
预习提示:
本诗作者为我国著名诗人艾青，写于1956年。艾青诗歌一贯的特点，即采用鲜活的口语入诗，看起来平易朴实，读起来顺畅和谐，是读者驰骋想像力和诱发思索的艺术载体。这首《下雪的早晨》也具有这些特点。在一个下雪的早晨，诗人假托一个活泼可爱的小孩夏日里在林中无忧无虑地玩耍。通过对这个小孩的描述，表达了自己对美好纯真生活的期盼向往。预习时注意:作者在下雪的早晨想了什么?人们常常在冬天时想着夏天,夏天时想着冬天,你有过类似的经历吗?慢慢地、静静地读,体会这首诗的意境.
教学目标:
1.通过学习使学生巩固生字，会读一个多音字。能运用各种朗读方法正确、流利地朗读课文,背诵诗歌 。
2.能结合上下文及生活实际理解课文中词句的意思，在阅读中积累词语。
3.理解诗人在诗中表达的情感。
教学重点:
通过课文的学习，体会作者的心情，培养学生结合生活实际具体分析问题的态度和科学的思维方法是本文教学的重点。
教学准备:
课件
教学安排: 1课时
教学过程:
一、谈话导入
1.今天我们要来欣赏大诗人艾青的诗歌（板书课题“下雪的早晨”）
2.课前，大家预习了诗歌，我们还进行了“走近艾青”为主题的语文实践活动，你对这位诗人有了哪些了解呢？
学生自由谈对艾青的了解。（艾青的简单生平；他的诗歌的主要特点等等）
二、初读感悟
1.你们愿意听老师来读一遍吗？听完后，谈谈你有怎样的感觉。
（出示画面配音乐范读，使学生初步感受诗歌的韵律美和语言美。）
2.读同一首诗，每个人的感受也会不一样，请大家再自由朗读一遍，说说你又什么感悟？（检验学生的读书效果。以恰当的即时评价使学生明确自己读书的收获）
3.承接学生的自由发言简单概括、板书。
三、走进诗境，感悟诗情
学习第一小节，创设情境，引学生入境
1.（指名读）你们喜欢这个早晨吗？（播放画面和音乐）谁愿意来读读第一小节？
2.请学生交流：读完后，你的眼前出现了一个什么样的白雪世界？ （学生发散思维，想像雪景。通过画面和音乐使学生身临其境，感悟早晨的美好寂静。）
3.这个飘雪的世界多么美啊，让我们通过朗读来表现它的静谧美好吧。（训练朗读能力。在有感情地朗读中陶冶情操。）
学习第二小节，想像体会孩子的可爱,揣摩作者的情感
1.（过渡）这么美的早晨，看着飞舞的雪花，作者的思绪飞到哪里去了呢？请大家读读第2小节，想像诗人的脑海里出现了什么画面？
（学生自由读，想像画面，读后说说第2小节大意――引导学生说完整：夏日树林里的早晨，一个小孩在捉知了，蚂蚱，玩得多高兴啊）
2.诗人想到了一个在树林里玩耍的孩子。请大家再来默读一遍第2小节，画出描述这个孩子的诗句。指名读句子。
3.（出示画面）看，这个孩子从晨光里向我们走来了。
大家再来自由读读描写孩子的诗句，请你静静地读，慢慢地读，你仿佛看到了什么？
指名说想像到的情景。
（学生自由读描写孩子的句子，想像。通过对重点语句反复朗读，想像体会孩子的可爱。）
4.（小结情景），谁愿意把你看到的情景展现出来？（指名读）（引导评价朗读）
5.（出示四句话，师读）你觉得诗人还有哪些话没写出来？（启发想像孩子捉知了的情景――怎么捉？捉到了？眼睛？耳朵？神态？动作？）
你能替诗人接着这句话把他捉知了的情景往下说吗？（想像孩子捉知了的情景）
6.刚才大家通过朗读和想像，对这个孩子有了很深的印象，你觉得他是一个怎样的孩子？
（板书――天真 活泼）
7.（播放课件音乐）谁来把第2小节连起来读读，让我们再来感受这个孩子的可爱形象？
8.你认为这个小孩是谁呢？诗人为什么会在这个下雪的早晨想到他呢？
（猜测这个孩子是谁，揣摩诗人情感。诗人很渴望这样无忧无虑的生活；诗人也希望回到无忧无虑的童年。）
介绍背景：这首诗写于1956年，当时艾青在事业上遭受挫折，婚姻和家庭也很不顺利，以至于他的心情非常压抑。他多渴望拥有自由自在，纯真美好的'生活啊。所以看到眼前飘飞的雪花，他想到了这个活泼可爱的孩子，于是写下了这首诗，表达了他那么地期盼美好纯真、无忧无虑的生活。
（在理解不能深入之时，以简练的语言谈这首诗的创作背景，使学生更深入，更确切地把握诗人的情感。）
学习第三小节
1.语言描述：雪还下着，诗人还沉思着――虽然我们很久没有到树林里去了，虽然这孩子并不知道我正在想着他，但我一直都记得他那鲜花一样的小脸和很轻很轻的歌声，想着他此刻在雪地里玩耍的情景。我多么盼望像他一样无忧无虑，自由自在啊。
2.齐读
让我们齐读最后一小节，再次与诗人的心灵交流吧。（以既有的感情体验充满感情地朗读、背诵，对外抒发。）
四、抒发情感，美读背诵
1.（放音乐指导美读全文）指名读。
（过渡）大家都读懂了诗人的心，你们愿意来抒发诗人的情吗？请把这份情感凝聚在我们的朗读中吧。让我们再来朗读全诗。（学生自主选择）
2.这么美的语言，你愿意牢记下来吗？请把你最喜欢的小节背下来，和同桌一起分享。（播放画面和音乐）
3.指名背诵
五、创设情境，即兴创编
1.大家背诵得多投入啊。（示意看课件）在这个冬日的早晨，看着雪花飘落着，你想到了什么？（出示句子）同学们，现在我们就模仿诗人，把你想到的事情创编成诗歌，抒发你的感情吧！（发散思维，即兴创编。激发创作欲望，唤起美好情感）
2.在小组里互相交流。
哪位小诗人愿意朗诵自己的作品？(展示)
板书设计:
下雪的早晨
下雪————夏天的树林
安静、洁白 小孩天真、活泼
喜悦和期盼
课堂检测
1、你认为诗歌中的小男孩写的是谁？
2、 如果你认为作者描写的是小时候的自己，请你写写小作者童年的快乐时光。
课外作业
1、 如果你认为作者描写的是童年时的玩伴，请你写写两个好朋友之间可能发生的故事。
2、 如果你还有别的想法，大胆地写下你的想法。
