younggir第一次oldman

时间:2023-07-11 10:32:01 作者:教学文档 字数:38979字

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younggir第一次oldman

第二册unit

第二册unit篇1

UnitoneMyAge

Aims:Usesimpleexpressionsandstructurestointeractwithothers.

Askquestionstofindoutinformation

UseEnglishtocommunicatewithotherswhenplayinggames

Useproperpronunciationandintonation

Contents:HowtoaskothersageandhowtoansweritHowtoaskothersageandhowtoanswerit

Focus:Howoldareyou?Iam……

DifficultpointsHowoldareyou?Iam…

Aids:Songs,games,pictures,mult-media,andslideshow

TheFirstLesson

Contents:Knoweachother

Focus:Introduceeachother

Aids:Songsandgames

Ⅰ.Warm-up

Greetingwithsimplesentences

Suchas“Goodmorning!”,“Howareyou?”

Ⅱ.Presentation

1.Introduceeachother.

2.Tellpupilswhatmynameisandaskthem“Whatisyourname?”

ThentellthemthathowtowritetheirnamesinEnglish.Andaskthemtowritethenamesontheboard.

3.Saysthaboutmyrequestsinmyfutureclass.Suchas“Sitdown,please!”“Listentome.”Standup!”“Openyourbook,andturntopagethree.”Andso

on.

Ⅲ.Practice

AskthepupilswhatEnglishsongstheyhavelearned,andasksomeofthemtopresent,andtheteacherwritesoutwhattheysang.

Ⅳ.Sumup

Everygroupcountnumbersfromthefirstpupiltotheend.Teacherfirstwillpraisethegroup,whichfinishedthetask.

Ⅴ.SayinggoodbyeTheSecondLesson

Aims:UsesimpleEnglishtocommunicatewithothers

Contents:CanIhelpyou?Yes,please./No,thanks.

Focus:Theaskandanswerofhelpsb

DifficultpointsCanIhelpyou?Yes,please./No,thanks.

Aids:Cards,pictures,gamesandsongs

Ⅰ.Warm-up

Theteacherpretendstobeanoldwoman,thenletthepupilsguesswhatiswrongwiththeteacherinordertobringout“Oh,Iamold.”Thenpointtothepupilsandsay,“Youareyoung”.

Ⅱ.Presentation

1.Drawtwolargeoldandyoungfacesontheboard,andask,“whatisthis?”inordertobringout“anoldwomen”and“ayounggirl”.ThenaddthenamesAnnandLily.

2.Showthepicturesaroundtheclass,andtellthem“IamAnn,andIamold.”“IamLily,andIamyoung.”

Ⅲ.Say.

old,old,Iamold.

Young,young,Iamyoung.

Old,old,youareold.

Young,young,youareyoung.

.Practice

Askastudenttomoveadeskoractanoldman,thentheteachersays”CanIhelpyou?”thenchangetheroller,andtheteachersays”Yes,please”,or”No,thankyou!”

Ⅴ.Play

Whenthefirstpupilsays,”CanIhelpyou?”thesecondpupilshouldsays”Yes,please.”andthensays,”CanIhelpyou?”tothethirdpupilandsoon.Teachertimes.Teamwillwinwhichexpensestheleasttime.

Ⅵ.Homework.

CopypageoneandtwooftheCopyBook.

Ⅶ.Sayinggoodbye.

TheThirdLesson

Aims:Learnhowtouse”Howoldareyou?”toaskage.

Tellwhatthepupilsshoulddoandwhattheyshouldnotdoinsuchage.

Contents:Howoldareyou?Iam…

Focus:Howoldareyou?Iam…

DifficultpointsThestructureof”Howoldareyou?”.Andthenumbersofage

Aids:Games,songs,cardsandpictures

Ⅰ.Warm-up

1.Greetingandsingasongof

“CanIhelpyou,canIhelpyou,

Yesplease,yesplease.

Iamold,Iamold,

Youareyoung,youareyoung.”

2.Revisionof“old”and“young”

Ⅱ.Presentation

1.Drawabirthdaycakeandsomecandlesonit,thenask,”Howoldareyou?”---Iam…andrevisethenumbers.

3.Teacherwalksaroundtheclassandasks,“Howoldareyou?”thenthepupilswritetheanswersontheboard.

Ⅲ.Practice

Everyonemakesasmallnamecardandstandinaline.Tellthemthereisachildrenclubwillopen.Atthedoor,teacherasks”Howoldareyou?”thepupilsabovesevencancome,ortheywillbestopped.

.Play

Thereareeightgroups,whenthefirstpupilssay,“Howoldareyou?”thesecondshouldansweratonce,andthethirdalsosay“Howoldareyou?”again,andthefourthanswersagain,andsoon.

Ⅴ.Act

Getthepupilstotelltheirages.Askthosewhoare,forexample,eight,tostandup.Askthem“howoldareyou?”encouragethemtoreplyinchorus“Iameight.”

Ⅵ.Sumup

TheFourthLesson

Aims:Learntouse“Howoldareyou?”inlife.

Focus:Howoldareyou?Iam…

DifficultpointsSorry,know

Aids:aposter,cassette,cards,pictures

Ⅰ.Warm-up

Greetingandrevision

1.Createascenetomakepupilssay,“CanIhelpyou?”

2.Askthepupils“howoldareyou?”onebyone.

Ⅱ.Presentation

1.Listentothetape

(1).PlaythecassetteforthepupilstolistentothepartBfirst,andthenfillintheblankofpicture3andpicture4.

(2).Playthecassetteagain,andthepupilsreadafteritforthreetimesinordertocorrecttheirpronunciation.

2.Showapostertotheclass,andpointtotheposterattheentrancetoshowthatisazoo.Pointtothesignthatshowsyoumustbeovereightyearsoldtoenter.

3.Letthepupilsthinkofitforseveralminutesandprepareforaction.

Ⅲ.Practice

Asksomegroupsofpupilstoactthestory.

Thenthepupilswhoareundereightyearsoldwillpretendtobeolderinordertoenter.

.Sumup

Sumupthecontentthatthislessontheyhavelearned.

Ⅴ.Sayinggoodbye

TheFifthLesson

Aims:Strengthenthememoryof“Iamyoung.”“Iamold.”“CanIhelpyou?”“Yes,please.”“No,thanks.”And“Howoldareyou?”“Iam…”

Difficultpoints“Iamyoung.”“Iamold.”“CanIhelpyou?”“Yes,please.”“No,thanks.”And“Howoldareyou?”“Iam…”

Aids:pictures,games,songsandCT

Ⅰ.Warm-up

1.Greetingandsongs

2.Revisionof

“Iamold.”

“Iamyoung.”

“CanIhelpyou?”

“Yes,please.”or“No,thanks.”

“Howoldareyou?”“Iam…”

Ⅱ.Presentation

1.Revisethenumbersonetotenbynumberingthepupils,thencounttoten,whenyoucount,thepupilslabeledshouldstandupandsaythatnumber.

2.Tellthepupils,“Now,itisthefirstdayofthechildrenclubopeningtooutside,allofyouwhoareabovesixyearsoldcanenter,oryouwillbestopped.

Ⅲ.Practice

1.Listentothetape,andthenthepupilsreadafteritfortwotimes.

2.Act.Handoutthewordcardsthatcanbeformedoneortwosentencesingroups.

.Sumup

Eachgroupsendsapupiltotellteacherwhattheyhavelearned.JustoneandtwosentencesorseveralwordsareOK.

Ⅴ.Sayinggoodbye

TheSixthLesson

Aims:-Howoldareyou?

-Iam…

Knowthepronunciationof“ee”

DifficultpointsThepronunciationof“ee”

Aids:Cassette,songsandgames

Ⅰ.Warm-up

Greetingandrevision.

Asksomepupilstoactthestorythattheyhavepracticedyesterday.

Ⅱ.Presentation

1.Tellthepupils“Now,todayisyourbirthday.Youareseven!”thendrawabigbirthdaycakeandsevencandlesonitandaskthem,“Howoldareyou?”thenchangethenumbersofthecandlesandaskthemagain.

2.Takeoutagreenthingandask,“doyouknowwhatcolorisit?”atthistime,revisethecolors.

3.Thenintroducethewords“green”----“ee”----“green”----“lychee”----“tree”

4.Thendrawabiglycheetreeontheboard.

Ⅲ.Singasong

1.Listentothetapeandsingthesongafterit.

2.Thenusedifferentwordsinsteadofit.

3.Haveacompetitionbetweengroupsorbetweenboysandgirls.Thewinnerwillbepraised.

.Sumup

Eachgroupsendsapupiltotellteacherwhattheyhavelearned.JustoneandtwosentencesorseveralwordsareOK.

Ⅴ.Sayinggoodbye

TheSeventhLesson

Aims:Listentothetapeandfinishtheunit1oftheworkbook

Difficultpoints:Howtodothelisteningpractice.

Aids:Cassette

Ⅰ.Warm-up

Greetingandsingasong

Ⅱ.Presentation

Part1:

Askthepupilstolookatthepicturesandtickthecorrectanswers.

Theanswers:

1,Yes,Iamshort.

2,Howoldareyou?

3,Iameight.

4,Oh,yes!Iamold.

Part2:

Askthepupilstolookatthepicturesandlistencarefully.

Theanswers:

1.A:Howoldareyou?

B:Iamnine.

2.A:Hereisaballoon!

B:Thankyou!

A:Howoldareyou?

B:Iameight.

3.A:Look!Youaresix!

B:Yes,Iam.

4.A:Whatisyourname?

B:MynameisPat.IaminGrade2.Iamseven.

Part4:

2:8candles/youare8.

3:6candles/youare6.

4:7candles/youare7.

Part5:

1.Tellthepupilstolookatthepicturesinordertogetthegistofthestory.Thenaskthemtofindouttherightwordsforeachspeedbubbles.

2.Checktheanswersorally.

Ⅲ.Sayinggoodbye.

TheEighthLesson

Aims:Checktheanswersoftheweekend’shomework.

Difficultpoints:Correcttheanswers

Aids:Gamesandsongs

Ⅰ.Warm-up

Greetingandsingasong

Ⅱ.Presentation

1.Takeouttheweekend’shomework,andsaysomethingaboutthegeneralconditionsofit.

2.Showwhichsubjectsarewelldone,andwhicharenotverygood.

3.Check

(1)26letters

Allofthepupilsrecite26lettersloudlyandthensayouttheletteronebyoneinordertoknowifallofthemhavemasteredthe26letters.

(2)Part2

SayitinChinesefirst.PupilstranslateitintoEnglish.

(3)Part3

Pupilstellteacherwhatdothepicturesmeans,suchasanoldmanmeans“Iamold.”andsoon.

Ⅲ.Sumup

Checksuchhomework,justinordertopromptpupilstorevisewhattheyhavelearnedagainandagain,andmastertheknowledgestronger.

.Sayinggoodbye

第二册unit篇2

Step1Revision

1Revisethenumbers101-200.

2ReviseWhatdoyoudo?Wheredoyouwork?etc.

3ReviseSBPage46,Part1.SayAnswermyquestionsaboutHuYulan.Whatdoesshedo?Wheredoesshework?etc.

4CollectalistofquestionsaboutpersonalinformationontheBb.GetthestudentstosuggestquestionsbeginningwithWhat…?Whattimedoyou…?Where…?Howold…?Howmany…?etc.(YoucouldaskastudentwithgoodhandwritingtowritethequestionsontheBb.)

Step2Presentation

Tellthestudentstoguessthejobthatyoudo.SayWhatdoIdo?GetthemtoaskAreyouafarmer?etc.Performashortactionthatshowsthejobyoudo(butdon'tmaketheactiontooeasytoguess!)Whenthestudentsguesstheanswer,theymustaskyoumorequestions,suchas,What'syourname?Where'syourhome?(Myhomeisat…/nearhere.)Wheredoyouwork?Doyoulikeyourwork?etc.Makeupsomeanswers.Playthegameagainwithanotherjob.TranslateonafarmnearhereandcomparethewordorderofEnglishandChinese.

Step3Askandanswer

SBPage47,PartI,SpeechCassetteLesson102.Playthetape.Studentslistenandrepeat;thenpractisethedialogueinpairs.Thengetthestudentstomakeuptheirowndialogues,usingtheextraquestionssuchasWhattimedoyougotoworkinthemorning?Howmanydaysdoyouworkinaweek?Howdoyoulikeyourwork?etc.writtenontheBb.EncouragethestudentstothinkupasmanyquestionsusingalltheEnglishtheyhavelearnedsofar.Havesomestudentsactouttheirdialoguesinfrontoftheclass,withoutbooks!

Step4Listenandanswer

SBPage47,Part2,ListeningCassetteLesson102.LetthestudentsreadthesentencestobecompletedinWbLesson102,Ex.2beforeplayingthetape.

ListeningText

BettyHillisanAmericangirl.SheisfromNewYork.Sheistwelveyearsold.HermotheristeachingEnglishinaschool.Herfatherisworkinginabigfactory.TheyliveinShanghaiHotel.BettystudiesinNo.9MiddleSchool.Everymorningshegoestoschoolat7:30andcomesbackhomeat4:30intheafternoon.OnSaturdaysandSundayssheoftengoesoutwithherparents.

DoEx.2intheWb.Asampledialoguefollows:

A:IsBettyHillEnglishorAmerican?

B:She'sAmerican.

A:She'sfromNewYork,right?

B:Right.

A:Howoldisshe?

B:Ithinksheis12yearsold.

A:Wheredoesshelive?DoesshelivewithaChinesefamily?

B:No,sheislivinginShanghaiHotel,inShanghai.'

A:Whatdoherparentsdo?

B:Herfatherworksinafactory.HermotherisanEnglishteacher.

A:InwhichschooldoesBettystudy?

B:ShestudiesinNo.9MiddleSchool.

A:Whattimedoesshegotoschoolinthemorning?

B:7:30.

A:Whattimedoesshecomebackhome?

B:4:30.

A:WhatdoesshedoonSaturdaysandSundays?

B:Bettygoesoutwithherparents.

Step5Playthegames

1SBPage47,Part3*.Readthroughthedialogue.Youmayneedtoteachyourturnanduseifthestudentsdon'tgetthemeaningfromthecontext.Getsomestudentstoplaythegameinfrontoftheclass.Whentheclassguessestheanswertheymustasksomequestions,.asinStep2.Thenplaythegameingroupsoffour.

2Inthesamegroups,studentsmakecardswiththepicturesinSection2.Alsohavethemmakecardswithpicturesofthepeoplewhousethesethings.Now,havethestudentsturnthecardsfacedownandplayamatching/memorygame.Onestudentpicksacard,andthentriestofindthematchingcarde.g.businessman/briefcase,schoolbag/student,etc.Ifthestudentmatchescorrectlyhe/shegetsanotherturn.Ifhe/shedoesn'tmatchcorrectly,itisthenextperson'sturn.Thestudentwiththemostmatcheswins.

Step6Workbook

SBPage126,WbLesson102.DoEx.1orallyinclass.Writedowntheanswersintheexercisebook.Ex.2,ListeningCassetteLesson102.Withbooksclosed,havethestudentslistentothestoryaboutBettyHill.Thenhavethemcompletethedialogue.

Homework

WriteaparagraphaboutBettyHillintheexercisebook.

第二册unit篇3

Activity1

1.Lead-in:(Slide1—6)

(1)RevisekindsoftransportationusingpicturesonTV:

--bike/motorbike/bus/train/taxi/subway/plane/car/jeep/ship

--walk(onfoot)

(2)RevisethesentencesbelowbyaskingandansweringwithSs:

--Howdoyougettoschool?

--Howdoeshe/shegettoschool?

--Howdotheygettoschool?(AsktheSswhoridetheirbikestoschool

toputuptheirhands.)

2.PresentthepicturesofJiliMiddleSchoolandmyhome,thensay:(Slide7)

Iusuallytakeataxitoschool.

Ittakesabout/around15minutes.

3.Next,leadtothemodel:

A:Howdoyougettoschool?

B:Itakeataxitoschool.

A:Howlongdoesittake?

B:Ittakesabout/around15minutes.

Andthenreadandpracticeaftertheteacher.

4.Explain‘minute’and‘around’usingsimplifiedclocksontheBb.

5.Writedowntheconversationbelowwhentheteacherismakingasurvey:

T:Howdoyougettoschool?

S:Itakethebus/walk/…toschool.

T:Howlongdoesittake?

S:Ittakesabout/around5/15/…minutes.

6.Groupwork.

7.Actout.

Activity2(Listening)

1.(SectionA,2a)LeadtheSstogothroughthekindsoftransportation

andlisten,thenchecksomeofthemthattheyhear.

2.CheckwiththeSs.

3.(SectionA2b)Listenagainandmatchthetimewiththekindsoftransp-

ortationin2a.

4.Practiceandcheck.

Activity3

1.RemindtheSstobeontimeforschool.

2.LeadtheSstohavealookatthechildreninthecountryside,thenelicitthe

answertothequestionfromSs:(Slide8)

Howdotheygettoschool?

3.(Slide9—10)Playaguessinggame,andthenasktheSstodiscussthetwosingers(ZhouJielunandCaiYilin)withtheirpartnersandtalkabout

theiropinions.

Homework

Makeasurveyaccordingtothechartbelow:

WhoHowHowlongWhere

……………………

WritingontheBb:

RevisionNewitems:

1.Howdoyougettoschool?A:Howdoyougettoschool?

Iridemybike.B:Iridemybike/takethe…

2.Howdoeshe/shegettoA:Howlongdoesittake?

school?B:Ittakes15/20/…minutes.

3.Howdotheygettoschool?

Theyridetheirbikes.

第二册unit篇4

Step1Revision

1Reviewnumbers1-100.Teachnumbers101-200.Tellthestudentstosayonehundredandonefor101,onehundredandtwenty-twofor122,etc.

2Revisepersonaldetails:What'syourname?Whereareyoufrom?/Wheredoyoucomefrom?Howoldareyou?Whatdoyouliketodo?What'syouraddress?etc.

3Getthestudentstoaskeachotherinpairsandthentomakeashortreportabouttheirpartners.

Step2Presentation

1Usepicturesorgesturestoteachdriver.Getonestudenttoholdthepictureormakethegestures.AskWhatdoyoudo?HelpthestudenttoanswerI'madriver.AskthestudentsWhatdoeshe/shedo?HelpthemtosayShe/He'sadriver.Calloutmorestudentstoholdthepicturesormakethegesturesforfarmer,student,soldier,worker,businessman,doctor,shopassistant,nurseandpostman.AskrandomlyWhatdoyoudo?Whatdoesshe/hedo?

2Teachthequestions.Getstudentstoaskinyourplace.

3Tellthestudentstostopholdingthepicturesormakingthegestures.Gettheclasstotesteachother'smemoryinpairsbyaskingandansweringWhatdoes…do?

Step3Practice

SBPage46,Part1,SpeechCassetteLesson101.Booksclosed!Askabouteachpersoninthepictures:e.g.WhatdoesHuYulando?Playthetape.Checktheanswers.Playthetapeagain.Studentslistenandrepeat.Booksopen!SayTurntoLessononehundredandone,page46.Studentsmatchthewordsandpicturesinpairs.Checkanswersasaclass.

Step4Lookandsay

SBPage46,Part2.LookatthepicturesandhelpthestudentsmakeupsentenceslikeMrChenisafarmer.Heworksonafarm.Fortheotherpictures,studentsmaysayMissHuisadriver.Sheworksforabuscompany,etc.

Step5Askandanswer

SBPage46,Part3.Readthroughtheoptions.Pointoutthedifferencebetweenonafarmandinafactory,etc.Playthetapeandhavestudentslistenandrepeat.Nowhavestudentsaskandanswerquestionsinpairs.

Step6Practice

Ask10studentstorepresentthe10peopleinSBPage46,Part1.GetthemtosayMynameisHuYulan.Iamadriver.Idriveacar.Iworkinafactory,etc.AsktheclassWhat'shis/hername?Whatdoesshe/hedo?Wheredoesshe/hework?etc.

Step7Workbook

SBPage125,WbLesson101,E.1-3.GetthestudentstopickouttheverbsendinginyfromEx.1.Tellthemhowtochangethemintothe3rdpersonsingularform.Remindthemthatfly,carryandstudyallendin“consonant+y”.Thenaskthestudentstopickouttheverbsendingin/s,z,CM/.Theyshouldaddestowatch,catchandpass.UseE.2and3forconsolidationofwhathasbeentaughtinthislesson.

Homework

DoEx.1intheexercisebook.

RevisethenewwordsandsentencepatternsinLesson101.

第二册unit篇5

教学内容:认读与公园有关的七个单词,了解表达某地有某物的功能句型。

教学目标:

1.认知目标:初步听懂并说出与公园有关的自然景物的单词,及表达某地有什么的句型。

2.能力目标:学生能初步运用所学知识进行交流,培养学生的口语交际能力。

3.情感目标:激发学生对大自然的热爱,增强学生强烈热爱环境,保护环境的意识。

教学重点:

1.认读与公园有关的单词:parks,hill,lake,bridge,flower,grass,tree

2.能够初步表达某地有某物:thereis...inthepark.

教学难点:

1.单词bridge的正确发音;

2.对某地有某物的表达:thereis...inthepark.

教学设计思路:

通过出示各种公园的图片,来引出本课的学习内容。教师出示美丽的公园课件,以调动学生的积极性,让学生说出自己所看到的内容,学习生词;教师让学生做小老师,给学生提供展现自我的机会;教师通过让学生猜、比赛、画画等多种方式来帮助学生复习巩固单词;听录音学歌谣时,教师用吹塑纸模型帮助学生理解听到的内容,便于学生掌握所学内容;通过听录音、小组合作、画画、做动作等多种方式操练重点句型,同时教育学生由热爱公园,引申到热爱美丽的大自然。

教学准备:课件、录音机、磁带、公园图片、吹塑纸做成的公园模型等。

教学过程:

一、warmingup

1.oralpractice

教师问:hello/hi.学生答:hello/hi.

howareyou?fine,thankyou.

what'syourname?mynameis...

nicetomeetyou.nicetomeetyou,too.

[设计意图]:课前师生的连锁口语练习,既能帮助学生复习巩固所学的单词、句型,又能吸引学生的注意力,激发其学习英语的兴趣,从而给学生创造了开口大声说英语的机会。

2.review

(1)听录音,复习歌曲weareclassmates,wearefriends

(2)教师运用tpr教法,帮助学生复习介词:in/on/under/behind;

(3)教师出示图片,询问学生:what'sthis?学生回答:it's...atable/achair/aboat/...

[设计意图]:通过歌曲、tpr教法、认读图片的方法,帮助学生复习介词和形容词,为学习新的知识做铺垫。这不仅达到了复习的目的,同时又调动了学生全面参与到教师组织的活动当中,成为学习的主人。学生也可在这些活动中放松紧张的心情,以更加自信的状态学习英语。

二、presentation

1.教师出示北海公园的照片,问学生:what'sthis?让学生回答,引出公园的单词“park”;

2.教师继续询问:haveyoubeentothebeihaipark?andwhichparkshaveyoubeento?学生可用中文回答,如:xiangshanpark;jingshanpark;

3.教师接着说:ok,let'sgotoabeautifulparkandenjoyit.

4.教师出示课件,为学生呈现一个美丽的公园。教师说:oh,whatabeautifulpark!并询问学生:whatcanyouseeinthepark?

5.教师引导学生说出公园里的景物。学生每说到一个景物,教师就点击该景物,并示范单词的发音,如:hill,flower,grass,tree,lake,bridge;

6.有的单词学生会说,教师可让学生来做老师,教给其他同学;

7.“bridge”的发音较难,教师可让学生模仿录音,采取比赛的形式,看谁模仿的最好,教师给予奖励。

[设计意图]:通过出示北海公园的照片,引出本节课的话题;通过设计并呈现美丽的公园的课件,使学生有一种身临其境的感觉;通过让学生做“小老师”、比赛等形式,调动学生的积极性,给学生创设自我表现的空间,使学生有一种成就感。

8.教师出示图片,带领学生复习生词,让学生快速认读单词;

9.游戏:猜单词比赛。请一名学生上讲台前来任意抽出一张图片,让其他学生猜猜图片上是什么,猜对有奖品;

10.教师通过画简笔画的方式,让学生来单词,帮助学生复习巩固单词。

[设计意图]:通过认读图片、游戏猜单词、画简笔画等形式,既帮助学生复习巩固了所学单词,又活跃了课堂气氛,从而激发学生参与的积极性。

三、practice

1.听录音,学习歌谣;

2.第一遍,让学生说出听到的单词;

3.第二遍,让学生补充听到的单词;

4.第三遍,让学生根据录音的内容把相关的公园模型贴到黑板上;

5.第四遍,让学生根据录音的内容把模型标出顺序;

6.第五遍,全班跟读歌谣;

7.第六遍,男女生朗读歌谣;

8.第七遍,请几名学生跟读歌谣。

[设计意图]:通过听录音,让学生从说出个别单词──说出听到的句子──根据录音做事情──听录音标顺序──跟读歌谣,一步一步从易到难,使学生学起来轻松、自如,从而提高学生学习英语的自信心。

9.四人一组朗读歌谣;

10.听录音,让学生指读单词;

11.教师示范某地有某物的句子:thereisa...inthepark.让学生指图;

12.请好学生模仿老师说句子,其他学生指图,并跟说;

13.四人一组表达公园里有某物:thereis...inthepark.

14.游戏:教师表达某地有某物,让学生用肢体来表现景物。

15.听录音,完成“listenanddraw”的练习,请一名学生在投影仪上做示范。

[设计意图]:教师通过示范表达某地有某物的句子,让学生指图,进一步帮助学生复习与公园有关的单词,同时引出新的表达句型:thereis...inthepark.这样使得每一次的学习内容都是在旧知识的基础上扩展来的,这样也便于学生接受。通过游戏、画画等方式,使学生在轻松愉快的氛围中感知语言,习得语言。同时也从另一个角度告诉学生:自然是美好的,我们应该热爱大自然,爱护环境。

四、summary

教师让学生用英文说出本节课的收获。

[设计意图]:通过让学生说出本节课所学的单词和句型,进行再次的复习和巩固。同时也是对课上学习结果的反馈和了解。

五、homework

请学生回家后听录音,把歌谣说唱给家长听;请家长利用休息日,带孩子去公园,让孩子把公园里的景物说给家长听。

六、板书设计

unit3parkslesson13

教学反思:通过本节课的教学,教师考虑到孩子的年龄特点,采用多种多样的教学方法来吸引孩子的注意力。让孩子在生动有趣的活动中,感知语言、习得语言。教师通过游戏、比赛、猜单词、tpr、画画等教学方法,让学生在动中学,玩中练,使学生真正成为课堂活动中的主人。

第二册unit篇6

第二册unit3artandarchitecture

i.单元知识点全览工欲善其事必先利其器

高考须掌握的词汇:1.prefer2.tasty3.convenience4.impression5一antasy6.creation7.beiongings8develop

高考须掌握的短语:1.as2.with3.to4.aside

ⅱ.考点过关过关斩将一马平川

考点详解精剖细解入巿三分

一.重点词汇

1.preferencen.偏爱;优先eg:wineorbeer?whichisyourpreference?要葡萄酒还是啤酒?你比较喜欢哪一样?

ihaveapreferenceforfrenchfilms.我更喜欢法国电影。

相关链接:prefer吨更喜欢preferableadj.更好一些(和to连用)preferablyado.最好是用法拓展.haveapreferencefor偏爱……show/gire(a)preferencefor偏爱……

haveapreferenceofsth.to/over,..宁要某物而不要另一物

inpreferenceto优先于……;喜爱甚于……特别提醒;prefer是preference的动词形式,其搭配为:

prefersth./doingsth.tosth./doingsth.喜欢……而不喜欢

prefertodo…ratherthando…宁愿干……而不愿干……

案例剖析旁征博引举一反三

考题1-1(典型例题分)idon'tthinkteachersshouldhaveaforanyoftheirstudents.

a.preferenceb.choicec.,purposed.design

考题1-2thelittlegirlshowedagreatpreferenceclassicalmusic.

a.inb.onc.ford.about

考题1—1点拨:答案为a。此题考查名词,a更喜欢,b选择•c目的•d设计,根据句意只能选a,符合haveapreferencefor.更喜欢•偏爱……•句意为:“我认为老师不应偏爱任何一个学生。”

考题1—2点拨:答案为c。此题考查showapreferencefor结榭。句意为:“这个小女孩更喜欢古典音乐:”

2.designv&n.设计;打算给……用eg:

heisdesigningahousef6rhisfrl’end.他正给他的朋友设计房子。

theroadwasnotdesignedforheavylrucks.这公路不是为重型卡车设计的。

用法拓展:design…f0r…为某人设计…….

bedem。gnedfor/todo…目的是……,打算给……用一

bydesign故意地havedesignson/against…对……别有用心特别提醒:design当“目的是……;打算给……用”讲时,多用于被动结构。

考题2(典型例题)thiskindoftoyisforchildrenabovethree.

a.promisedb.allowedc.designedd.used

考题2点拨:答案为c。此题考查动词用法。根据题意选c。句意为:“这种玩具是给三岁以上的孩子设计的。”

3.belongvi.属于;是……成员eg:shebelongstothisschool.她是这个学校的成员。chinabelongstothethirdworld.中国属于第三世界。

相关键接;belongingsn.(复)所有物,财产用法拓展:belongtosb.属于某人的特别提醒:

(1)belongto后面接名词的普通格.不接所有格:后接代词时用宾格,不用名词性物主代词。

(2)beiongto没有被动语态,不用于进行时态。

考题3(典型例题)--doesthecomputerbelongto?

--itbelongsto

a.whose;mineb.whose;myc.who;tom'sd.who;me

考题3点拨:答案为d。belongto后面应为名词普通格,不应接名词所有格或形容词性物主代词或名词性物主代词。句意为:“这电脑是谁的?它是我的。”

4.impressvt.铭刻,给……极深印象;使感动eg:whatimpressedmeisthebeautyofthescenerythere.使我印象深刻的是那儿美丽的风景。thebooktmpressedalotofpeople.那本书在很多人心中留下深刻印象。myfatherimpressedonmetheimportaflceofwork.父亲要我铭记工作的重要性。

相关链接:impressionn.印象,感觉impressiveadj.给人留下深刻印象的用法拓展:impresssth.onsth.在……上印……tmpresssth.withsth.用……印…

beimpressedby/at/with被深深打动beimpressedon曲.使某人铭记…makea…impressionon…对……留下…印象

考题4(典型例题分)--whatdoyouthinkofthegirl?

--shemeasbeingordinarybutfriendly.

a.impressedb.actedc.preferredd.described

考题4点拨;答案为a。impresssb.as…给某人留下……印象;actas担任,充当;describe.一as认为某人如何。句事为:“你认为那专‘弦怎样?”“那女孩给我的印象挺普通但友好。

5.despitpeprep.不管,不顾;任凭eg:

hecametothemeetingdespitehisseriousillness.

他木顾重病还是来出席了会议。

heisveryactivedespitehisage.他年纪虽大.却很活跃。

用法拓展:despile=inspiteof尽管though(althougll)尽管.虽然特别提醒:①despiteinspiteof但比inspiteof更正式。②despite(inspiteof)是介词.后接名词(动名词.代词)而though、although是连词.连接句子。

③ascon).引导一个让步状语从句.句子须部分倒装。④whikconj“尽管”引导一个让步状语从句。

考题5(典型例题)thegreateffortswehadmade,wefailedtofinishthetask.

a.whileb.althoughc.evenifd.despite

考题5点拨;答案为d。根据题干,此空后为一名词短语,需要一介词,而a、b、c均是连词,须连接句子。句意为:“尽管我们做了很大努力,我们还是没有完成任务。

6.tastevt尝……味道vi.尝起来.吃起来n情趣。鉴赏力eg;

canyoutasteanythingstrangeinthissoup?你尝得出这汤有什么怪味吗?

thesouptastesdelicious.这汤很可口。

thegirlhasatasteformusic.这女孩对音乐感兴趣。

相关链接:tastyadj.美味的,可口的atastymeai一顿美餐用法拓展:haveatastefor对……喜欢toone'staste按口味.合口味特别提醒;taste作系动词用后面须接形容词作表语;无被动语态和进行时态。

考题6(典型例题分)thiskindofbeancurdsmellsbuttastes

a.terribly;wellb.bad;nicec.terrible;welld.badly;nice

考题6点拔:答案为b。解答此题要明确smell“闻起来”,taste。尝起来”,是系动词,后面接形容词作表语。wen作形容词用表示“身体好”。句意为:“这种豆腐不好闻,但尝起来很可口。”

二、重点短语

7.fillupwith用……装满eg:

birdsfillupthespacesbetweenthebranehesoftheirnestswithsoftmaterials.

鸟用柔软的材料填满鸟巢之间的空间。

相关链接:fuil“adj.充满的用法拓展:fill…with…用……装满……一befilledwithbefuilof装满……fillin…填入.填空

特别提醒:befilledwith用……装满.befuilof装满……,这两个短语中特别注意介词,不要用混。

考题7(典型例题分)tom.passmethaibasket!can'tyouseethatbasket__apples.

a.filledofb.fullwithc.fillwithd.fullof

考题7点拨:答案为d。此题考查befnledwith.befullof为固定搭配,句意为:“汤姆,递给我那篮子”“你难道看不见那个篮子装满了苹果吗?”

8.set.一aside把……置于一旁.留出,拨出eg:

ivesetasidesomemoneyforthisjourney.我为这趟旅行存了一些钱。

let'ssetasldeourpersonalfeelings.我们先暂时抛开个人情感。

用法拓展:putaside节省(钱,时间).储存……备用

stepaslde避开.退让.站到一边takeaside把……叫到一边

考题8(典型例题)__whatithink,whatwouldyouliketodo?

a.settingasideb.settingoutc.settingaboutd.settingoff

考题8点拨:答案为a。setaside意为“抛开,把……暂放一边”。句意为:“抛开我想的,你想干什么?”

三、重点交际用语

9.ican'tstand.”我不能忍受……eg:shecan'tstartdthepam.她无法忍受那种痛苦。

wecan'tstandbeingmadefunof.我们无法忍受被别人嘲弄。

用法拓展:can'tstand+n/pron不能忍受……can'tstand+doing不能忍受……特别提醒:stand当”承受.忍受”讲.通常用于否定句和疑问句,不可用于进行时,后接名词、代词或动名词。

考题9(典型例题分)almostnobodycanstand__funofbeforeacrowdofpeo-ple.

a.tobemadeb.tomakec.beingmaded.making

考题9点手心;答案为c。考查can'tstanddoing…不能忍受干……。句意为:。几乎没有人能忍受当众受辱。”

四、重点句型

10.with+0+0cwith的复合结构eg:

withthedooropenhesieptiastm’ght.昨天晚上他开着门睡觉。

withtheboyleadmgtheway.wehadnodifficultyfindinghishouse.

有孩子带路.我们没费事就找到了他的家。

用法拓展:with+宾语+形容词with+宾语十副词with+宾语一介词短语with十宾语+现在分词with十宾语+过去分词with十宾语+不定式

特别提醒:with后面的宾语和宾补之间若是主动关系,用doing或todo;若是被动关系.则用done。

考题10(典型例题)withalotofdifficultproblems,thenewly-electedpresidentishavingahardtime.

a.settledb.settlingc.tosettled.beingsettled

考题10点拨:答案为c。根据所提供的“thenewly-electedpresidentishavingahardtime”说明新任总统现在和将来都有要解决的问题,要用tosettle作problems的宾语补足语。句意为:“有那么多的问题要解决,这位新任总统的日子很难。”

五、词语辨析

11.create,make.produce,invent四个词都含有“创造”的意思

(1)create指“有目的地把原材料制成新产品”;也指“创造出原来不存在或与众不同的事物”。eg:

we'vecreatedanewbuildingoutofanoldruin.我们从旧废墟上创建了一幢新楼。

(2)invent指“通过想像,研究,劳动,创造出前所未有的东西”,尤指“科技上的发明创造”。eg:

edisoninventedthelightbulb.爱迪生发明了电灯泡。

(3)make是最常用词,指“用劳动创造、生产、形成或组成”某事物。eg:

ailkindsofmachinetoolsaremadeinthisfactory.这家工厂制造各种机床。

(4)produce指“通过劳动加工而生产产品”,尤指“工农业产品”。eg:

wemustproducemorefoodforourselvesandimportless.我们必须增产食品,减少进口。

考题11(典型例题分)theyanewcitywheretherewasonlyadesertbefore.

a.madeb..inventedc.createdd.madeup

考题11点拨:答案为c。句意为:“他们在从前只是一片沙漠的地方建起了一个新城市。”

ⅲ.语法归纳精通规则游刃有余

过去分词作宾语补足语下面将过去分词作宾补归纳如下:

1.过去分词作补足语时的特点:

过去分词在句中作补足语时,它有两个显著特点,即:从时间上讲,表示动作已经完成;从语态上讲,表示被动的概念,但是如果是不及物动词用作过去分词形式,则只表示时间上的过去,而没有被动意义。

作宾语补足语的过去分词一般来自及物动词,表示被动和完成意义。过去分词作宾语补足语时,和它前面的宾语构成“宾语+过去分词”的复合结构,在这种结构中,宾语是过去分词的逻辑宾语。

2.在表示感觉或心理状态的动词后作宾补

see,watch,nnd,notice,observe,feel,hear,listento等后面作宾语补足语eg:

wesawthethiefcaughtbythepolice.我们看见那小偷被警察抓住了。

ifeitmyseffknockeddown.我觉得自己被撞倒了。

peopiefoundthewaterpoiluted.人们发现水污染了。

3.在表示“致使”意义的动词如have,make,get,keep或表示“愿望”,“希望”等意义词如

want,expect,like等后面作宾语补足语。eg:

wemustgetthetableclothwashed.我们得找人把桌布洗一下。

iwanttohavemyhaircuttomorrow.我想明天理发。

youshouldkeepherinformedofwhatisgoingonhere.你应该让他知道发生的事情。

iwantthehousewhitewashedbeforewemovein.我希望在我们搬进去前,房子能粉刷好。

考题1beforehecametolondon,shehadneverheardasingleeng-lishword

a.speakingb.spokenc.tobespokend.speak

考题2(典型例题分)ifoundacarinapoolbythosideoftheroad.

a.tobestuckb.stuckc.stickingd.stick

考题1点拨:一答案为b。此’题考查hearsth.done。asingleenglish与speak之间为动宾关系。句意为:“在我来伦敦之前,我一个英语单词也没听过。”

考题2点拨:答案为b。此题考查findsth.done。aear与stick之间为被动关系,句意为:“我发现一辆车陷在路边的池塘里。”

iv.专题探究由点及面由表及里

专题探究:如何提高书面表达的档次(三)——学会使用恰当的连接词。专题详解:使用恰当连接词,对写出一篇有“英语味”的文章很重要,它能使整篇文章上下衔接自然、紧凑,使文章有一定的流畅性,以使文章层次清晰,行文连贯。下面表格中是写作中经常用到的一些连接词。

逻辑角度合适的过渡性词汇

时间顺序first,second.then,finally/atlast,immediately,suddenly,soon

空间顺序here,there,ononeside…ontheofherside'infrontof,attheback?f,nextto

对称顺序foronething,foranotherthing,ononehand,ontheotherhand

转折顺序but,however,while,though,otherwise

因果顺序because,since,as,thanksto,asaresult(of)

条件顺序aslongas,solongas,onconditionthat,if,unless

让步顺序though,as,evenif/though,whether,'who(what,when,wh.ere)一ever

递进顺序whattsmore,besides,tomflkethematterworse,what,sworse

过渡ithink,imafraid,youknow,asweailknow

eg:①ononesideoftheroadthereisanewclassroombuilding.ontheotherside,wheretheplaygroundusedtobenowstandsanothernewbuilding--ourlibrary.(nmet99范文)

②asfarasiknow,everyoneishappyaboutthisnewarrangem,entofthings.(nmet01范文)

③what'smore,icangotobedearlier.(nmeto1范文)

④inaword,thewallnewspapershouldbeinteresting,helpfulandmeaningful.(04上海,范文)⑤besides,isthereanytimeforshopping?(nmet05范文)

v.考题类型一网打尽蓦然回首灯火阑珊

回顾1测试考点4(典型例题thespeechbythemayorofshanghaibeforethefinalvotingforexpohasleftastrongimpressionmymemory

a.tob.overc.byd.on

1.d点拨:此题考查leaveanimpressionon“给某人留下印象”,故用介词ono

回顾2测试考点9(典型例题dernplasticscanveryhighandverylowtemperatures.

a.standb.holdc.carryd.support

2.a点拨:stand在此意为“经受得住,耐”。

回顾3测试考点10(典型例题twoexamstoworryabout,1havetoworkreallyhardthisweekend.

a.withb.besidesc.asford.becauseof

3.a点拨:考查with+宾语+todo,表示原因。

vi考情预测年高考,题预测高瞻远瞩占尽先机

一、考情预测

预测1:使役动词make,have及动词get,1et的用法

预测根据:使役动词make,have及动词get,let一直是高考对动词的使用进行考查的一个重点,也是考生很容易出错的一个问题,并将在考情预测年的高考中有很高的出现率。

命题角度预测:此考点在单项选择、完形填空中出现的几率都很大。考生务必清楚:make/have/letsb.do;getsb.todo等固定搭配形式。预测2:beof+抽象名词

预测根据:beof+抽象名词表示主语所具有的特点,相当于be+adj.的用法。这是高考命题的热点之一。

命题角度预测:beof+抽象名词相当于be+adj.的用法,在单项选择或完形填空中可能出现。命题时可能会在基本句式的基础上进行延伸,如beofthesamesize/color等。

预测3:以介词to结尾的动词词组

预测根据:以介词to结尾的动词词组,如payattentionto;lookforwardto;devote…to…,stickto等,后接名词或v.-ing形式,这是高考考查动词词组时设题的重点之一,在考情预测年高考题中将很有可能继续出现。

命题角度预测:以介词to结尾的动词词组,后接名词或动名词的用法,最有可能在单项选择中出现,且有时会接动名词的被动形式或动名词的复合结构,这点应引起考生的足够重视。

预测4:stand表示“承受;忍受”之意

预测根据:stand是高考大纲要求四会的一个重点单词,除了表示“站;站立;挺立”之外,还可表示“承受,忍受”,这是日常交际用语或表达时经常要用到的一层意思。

命题角度预测:stand表示“承受,忍受”时,在高考的听力、单项选择或完形填空中出现的几率都很大,考生务必熟知stand的此种用法。

预测5:话题预测

本单元的中心话题是“艺术与建筑”,具体涉及现代建筑与传统建筑、艺术与建筑的发展史、家居布置、建筑保护与利用、艺术中心的设计等。高考与本话题有关的试题将会出现在阅读理解部分。设题时将会以说明文的形式介绍某一著名的建筑物,要求考生据此作出一些细节或理论上的推断。

二、考题预测

[备考1]测试考点2thebook,mainlyuseincolleges,isabestsellerthissummer.

a.designedforb.designedtoc.designingford.designingto

1.a点拨:bedesignedfor“为……准备(设计)”,过去分词短语作定语。

[备考2]测试考点4myfathertriedhisbesttoonmethevalueofhardwork.

a.expressb.impressc.affectd.strike

2.b点拨:考查impresssth.onsb.“给……留下印象,使……铭记”。

[备考3]测试考点3haveyoufoundthebooktothelibrary?

a.belongsb.belongc.belongingd.tobebelonged

3.c点拨:考查belongto作定语,thebook和belongto之间是主动关系,故用belongingto。

[备考4]测试考点8theclothingandfoodbythegovern—mentareforthepeopleofthefloodedarea.

a.setasideb.carriedoutc.takenind.gotthrough

4.a点拨:setaside“留出,拨出”,carryout“执行、实施”,takein“吸收,欺骗”,getthrough“完成,打通”,根据题意“由政府拨出的衣服和食品”故选a,且setaside和theclothingandfood为被动关系。

[备考5]测试考点1coffeeortea,whichisyour?

a.choiceb.tastec.preferenced.liking

5.c点拨:preference“偏爱”,“更喜欢……”,taste“口味”,choice“选择”。句意为:“咖啡和茶你喜欢哪一个?”故c最恰当。

[备考6]测试考点5shemissedtheplanedrivingveryfasttotheairport.

a.althoughb.withoutc.thoughd.despite

6.d点拨:根据题意。尽管他快速驾车前往机场,但她还是误了航班”。.despitedoingsth.。although,though两个词为连词后接从句。

[备考7]测试考点10thepupilskeepsilentwiththeirattentiononthetext.

a.fixingb.fixedc.tobefixedd.beingfixed

7.b点拨:考查with+宾语+宾补,withoneattentionfixed。fix与attention为被动关系。

[备考8]测试考点6doyoulikethesoup?yes,itistomy.

a.choiceb.interestc.tasted.smell

8.c点拨:考查toone'staste符合某人的口味。

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