俗話說,凡事預則立,不預則廢。身為一位優(yōu)秀的幼兒園的老師我們都希望自己能教孩子們學到一些知識,最好的解決辦法就是準備好教案來加強學習效率,。教案可以幫助學生更好地進入課堂環(huán)境中來。你知道怎么寫具體的幼兒園教案內(nèi)容嗎?你可以讀一下小編整理的七年級新目標英語教案錦集,請閱讀,或許對你有所幫助!
試題預覽
元旦競賽試題
七年級 英語
注意事項:
1.本試卷分第Ⅰ卷(選擇題)和第Ⅱ卷(非選擇題)兩部分,共8頁。滿分100分,考試時間90分鐘。答卷前,考生務必用0.5毫米黑色簽字筆將自己的姓名、準考證號、座號填寫在試卷和答題卡規(guī)定的位置??荚嚱Y(jié)束后,將本試卷和答題卡一并交回。
2.答題注意事項見答題卡,答在本試卷上不得分。
第I卷(選擇題 共50分)
一、單項填空(共20小題,計20分)
選擇最佳答案。
1. Li Lei has orange. Its color is ________ orange.
A. the; an B. an; / C. /; an D. the; /
2. ______name is Tom. Please call ________Tom.
A. He; my B. I; me C. My; me D. She; I
3. Let’s ________ TV together after school.
A. to watch B. watch C. watches D. watching
4. These are my two brothers. That’s my __________.
A. sister B. sistersC. parents D. grandfathers
5. -When is your birthday ?
-_________.
A. TenB. Two dollars C. Ten thirty D. June 1st
6. -_________ are the pants?
- They are 180 yuan.
A. How many B. When C. Where D. How much
7. Thank you the letters and photos.
A. in B. at C. to D. for
8. - How do you spell your name, please?
-__________
A. P-E-T-E-R, Peter.B. This is Peter.
C. I’m Peter. D. You can call me Peter.
9. -______ is your schoolbag?
- It’s green.
A. Where B. What color C. What D. How
10. 按照字母表先后順序排列這5個單詞: Kate, Bill, John, Sally, Bob.正確順序是:______
A. Kate Bill John Sally Bob
B. Kate John Bill Bob Sally
C. Bill Bob John Kate Sally
D. Bill Kate Sally Bob John
11. His name is Jim Smith. Jim is hisname.
A. family B. firstC. last D. second
12. I like playing basketball.
A. a B. / C. the D. in
13. - Is this your book?
-. It’s hers.
A. Yes, it’s.B. No, it is.
C. No, it isn’t. D. Yes, it isn’t.
14. I love hamburgers, I can’t eat them much.
A. and B. or C. or D. but
15. May is month of the year.
A. fourth B. five C. the fifth D. the five
16. Call Alice ______ 767671.
A. in B. for C. to D. at
17. -Welcome to our school!
-__________.
A. Thank you. B. You, too.
C. I like it very much. D. You are good.
18. I have a Chinese book and an English book. The Chinese book is on the English book.
Where’s my English book?
A. It’s on the Chinese book. B. It’s in the Chinese book.
C. It’s under the Chinese book.D. It’s behind the Chinese book.
19. Tom: “Let’s play soccer ball.” Jim: “That sounds boring.”
Does Jim like playing soccer ball?
A. Yes, he does. B. No, he doesn’t.
C. Yes, he doesn’t. D. No, he does.
20. Mary has math on Monday. She thinks it’s easy and interesting. She says her math teacher is very good.Does Mary like math?
A. Yes, she does. B. No, she doesn’t.
C. Yes, she doesn’t. D. No, she does.
二、閱讀理解(共15小題,計30分)
A
My name is Bill. I get up at six forty in the morning. Then I have breakfast. After breakfast I go to school. We have four classes in the morning. I have lunch at school, but on Sundays I have lunch at home with my family. I often have supper at home. I often help my mother cook. My mother is an English teacher, and she often helps me with my English.
根據(jù)短文內(nèi)容,判斷下列句子正誤。正確的用“A”表示,不正確的用“B”表示。
21. Tom is a student.
22. He doesn’t have lunch at home on Sundays.
23. He often helps his mother cook.
24. He gets up at six in the morning.
25. His mother helps him study English.
B
Here are two pictures.
A man and a boy are in one picture. Who are they? Let me tell you. The man is Mr. White, and the boy’s name is Bill. He’s the man’s son. Now they’re in Bill’s bedroom. We can see some Chinese books on the desk. And on the bed is a shirt. It’s Bill’s. His pants are on it, under his shirt, too.
Now let’s look at the other picture. You can see a woman and a girl in it. The woman is Bill’s mother and she’s in her daughter, Ann’s room. You can see a photo of the Whites on the white wall. Between the windows is a desk. A clock is on the desk. It’s eleven. What’s that on the floor? Oh, it’s Ann’s hat, but it looks like a black cat.
根據(jù)短文內(nèi)容,選擇最佳答案。
26. In the two pictures, we can see ____________.
A. three peopleB. five people C. four people D. two people
27. Mr. White is ____________.
A. Ann’s fatherB. Ann’s brother C. Bill’s teacherD. Bill’s mother
28. Bill’s pants are ____________.
A. on the bed B. on the desk C. on the floorD. in the desk
29. What color is Ann’s hat?
A. White. B. Red. C. Black. D. Green
30. In Ann’s bedroom, we can see a ___________on the floor.
A. ball &nb
試題預覽
馬關(guān)縣春季學期期末教學水平測試卷
七年級英語(新目標)
(全卷四個部分,滿分100分,考試時間 120分鐘)
題 號 第一部分 第二部分 第三部分 第四部分 總 分
一 二 三 四 一 二 三 A B C 一 二 三
得 分
第一部分 聽力(共四節(jié),滿分25分)
第一節(jié) 聽句子,選出與句子內(nèi)容相符的圖畫,并將所選答案的字母代號填入題前括號內(nèi)。每個句子聽兩遍。(共5小題,每小題1分,滿分5分)
( ) 1. A. B. C.
( ) 2. A.B. C.
( ) 3. A.B. C.
( ) 4. A. B. C.
( ) 5. A B. C.
第二節(jié) 聽句子,選出與所聽句子內(nèi)容相符的正確答語,并將所選答案的字母代號填入題前括號內(nèi)。每個句子聽兩遍。(共5小題,每小題1分,滿分5分)
( ) 6. A. You’re welcome. B. Nice to meet you, too. C. Thank you.
( ) 7. A. Good morning.B. How do you do?C. Fine, thanks.
( ) 8. A. It’s mine. B. It’s blue.C. They are books.
( ) 9. A. I’m twelve. B. It’s 9 o’clock. C. They are 10 Yuan.
( ) 10. A. No, I can. B. No, I can’t. C. No, you can’t.
第三節(jié) 聽對話,選出能回答問題的正確選項,并將所選答案的字母代號填入題前括號內(nèi)。每段對話聽兩遍。(共5小題,每小題1分,滿分5分)
聽第一段對話,回答第11-12小題
( ) 11. What’s Lucy’s favorite food?
A. Milk. B. Bread.C. Hamburgers.
( ) 12. What does she often like for dinner?
A. Milk and bread.B. Chicken. C. I don’t know.
聽第二段對話,回答第13-15小題
( ) 13. What does the man want?
A. A book.B. A T-shirt.C. An apple.
( ) 14. What color does he want?
A. Green. B. Black. C. White.
( ) 15. How much is it?
A. Ten dollars. B. Eleven dollars.C. Twelve dollars.
第四節(jié) 聽短文,完成下列信息表格,并將所選答案的字母代號填入題前括號內(nèi)。短文聽兩遍。(共5小題,每小題2分,滿分10分)
Age16
Comes from 17
Her father is18
Her mother is 19
Favorite food 20
( )16. A. 8 B. 12 C. 7
( )17. A. the U.S.A B. England C. Canada
( )18. A. a driver B. a cookC. a doctor
( )19. A. a teacher B. a nurseC. a farmer
( )20. A. bread B. Chinese food C. hamburger
第二部分 英語知識運用 (共三節(jié),滿分30分)
第一節(jié) 詞語釋義 (共5小題 ,每小題1分,滿分5分)
選出與句中劃線部分意義最接近的解釋,并將其字母代號填入題前括號內(nèi)。
( )21. I would like green tea.
A. like B. want C. have D. buy
( ) 22. Lily is a clever girl.
A. smart B. friendly C. beautiful D. good
( ) 23. What do you often do at night?
A. in the morning B. in the afternoon C. in the evening D. at noon
( ) 24. Kangkang is good at English.
A. good B. does well in C. do well in D. do good in
( ) 25. What can I do for you?
A. Can I help you? B. Can you help me? C. Thank you. D. Sorry.
第二節(jié) 單項填空 (共15小題,每小題1分,滿分15分)
從A、B
新目標英語七年級下冊第十二單元教案
新目標英語七年級下冊第十二單元教案作者:思全英語輔導新目標英語七年級下冊第十二單元教案教學目標:
1.談論規(guī)則
2.祈使語氣
3.表示允許
4.能夠用口頭或書面描述規(guī)則
教學重點和難點:
重點掌握祈使語氣的用法,包括表示允許的Can及其當情態(tài)動詞用的have to do;以及各種可以用在表述規(guī)章制度的動詞和句型。難點在于情態(tài)動詞的用法,以及祈使句與它的應答。
教學設計:
學習內(nèi)容
學生活動
教師活動
1.表示規(guī)則的句型:
*---Don't run in the hallways.
---Sorry,Ms Mendoza.
*Don't watch TV after school.
*Don't go out on school nights.
1.思考、談論規(guī)則。
*Don't talk loudly.
*Do your homework after school!
*Practice your guitar every day.
引導、啟發(fā)、教授需學內(nèi)容。
2.Can for permission,such as:We can do….
We can't do….
Can we do…?
*---What are the rules?
---Well,we can't arrive late for class.
*---Can we listen to music,Alex?
---We can't listen to music in the hallways,
but we can listen to it outside.
2.聽錄音,回答問題。
*---Can we eat in the classroom?
---No,we can't.
*---Can students wear hats in school?
---Yes,they can.
放錄音;啟發(fā)、提示問題及答語。
3.閱讀→遷移(讀、寫、文化差異)。
閱讀/認圖標;閱讀信件→根據(jù)其信息找出規(guī)則→寫出規(guī)則。
3.引導、提示圖標含義;提示文化差異。
4.用口頭或書面形式描述規(guī)則。
4.利用本單元所學祈使語氣的用法,包括表示允許的'Can及其當情態(tài)動詞用的have to do,根據(jù)常識或觀察,為圖書館、生化實驗室、語音室、機房、健身房、游泳館等公共場所制定規(guī)章制度或使用規(guī)則。
4.檢查學生討論制定規(guī)章制度或使用規(guī)則情況--句型、短語、動詞形式是否正確;指導并落實學生寫作情況。
教學過程設計:
Task One:
Talk about school rules to”feel"Imperatives Goal:Get to know about the structure to express rules Step 1:Talk about the school rules they know/remember Step 2:Look at the picture and read the rules in Section AC 1a,telling the difference between yours Step 3:Add more rules to your school,which you think necessary Task Two:
Listen and find out what Ss can do and what they cannot Goal:Try to understand the rules by listening Step 1:Listen to conversations about the activities and find out what students can do and what they cannot do Step 2:Listen to conversations about the activities and find out what Alex and Christina can do and what they cannot do→Section A(2a/b)
Step 3:Listen to conversations about the activities and find out what rules students break
→Section A(1b)
Step 4:Listen to the different rules that different people have to follow→Section B(2a/b)
Task Three:
Learn to read the signs for rules Goal:Learn about the rules by reading the signs Step 1:Learn about the rules by reading the pictures→Section B1 Step 2:Learn about the rules by reading the signs→Section B(3 b)
Step 3:Talk about the similarities or the differences about the signs between China and abroad Task Four:
Write rules for libraries,labs,computer-rooms,and swimming pools etc.
Goal:Learn to take care of public things Step 1:
Read the letter→Section B(3 a)
Find the rules in the letter Write them down Step 2:
Talk in pairs about the rules for public places,such as libraries,labs,computer-rooms,swimming pools,etc.
Discuss in groups about the rules for these public places Write down what have been talked about/discussed
教學點評與反思:
設計思路:
任務型課程的設計要自始至終體現(xiàn)任務的要求與特點,尤其要確保任務的設計與完成是從簡單重復逐步過渡到真實或接近真實?;谶@一要求與特點,本課的四個任務先以談論有關(guān)學校各項規(guī)章制度為話題,初步感受祈使句,以及如何表達規(guī)則;然后聽(通過聽那些能做、哪些不能做的事兒,體會情態(tài)動詞can和can't的用法)、認(通過認圖標,說出規(guī)則,并把說出的規(guī)則寫下來),最后根據(jù)常識或觀察,為圖書館、生化實驗室、語音室、機房、健身房、游泳館等公共場所制定規(guī)章制度或使用規(guī)則。這樣,通過完成這一系列任務,既使學生學會了如何描述規(guī)章制度,又滲透了對學生的情感教育:通過對公共場所制定規(guī)章制度,培養(yǎng)學生遵守公德、愛護公物的美德。同時,學生還可以學會發(fā)散思維,以擴展知識;口頭及書面表達能力也可隨之提高。
二、課后反思:
不足之處:圖標展示得不夠;還可通過圖標滲透中外文化差異。
可取之處:全方位的訓練了學生的聽、說、讀、寫的能力。
教案點評:
本設計采用任務型教學模式,設置四個任務先以談論有關(guān)學校各項規(guī)章制度為話題,初步感受祈使句,及如何表達規(guī)則;然后通過聽,體會情態(tài)動詞can和can't的用法,通過認圖標,說出規(guī)則,最后為圖書館、實驗室等公共場所制定規(guī)章制度或使用規(guī)則。通過完成這一系列任務,既使學生學會了如何描述規(guī)章制度,又滲透了對學生的情感教育。
MSN(中國大學網(wǎng))
No. 110 Middle School of Chongqing By Cao Yi
Teaching Goal:
1. General aims:
Talk about jobs.
2. Particular aims:
A. Language Focus.
Talk about jobs and the place where people work.
B. Language goals
(1). What do you do? I’m a reporter.
(2). What does she want to be? She wants to be a sales assistant.
C. Language structures:
(1). What do you do? I am a teacher.
(2). What does he want to do? He wants to be an officer.
(3). Does your father work? Yes, he does.
(4). What does your mother do?
D. Useful words and phrases:
Words: assistant, sales assistant, doctor, reporter, police officer, waiter, bank clerk, star, thief, nurse, money, station, magazine, dinner, dangerous, afraid, late
Phrases: get … from, work for, work hard, call at, school play, evening newspaper, be afraid of
E. Grammar language:
Special questions
F. Learning strategies:
Learn other’s job
G. Interdiscipinary:
Social and communication.
H. Emotion and manner:
Teaching time: 6 periods
Teaching procedures:
Period One (pp19-20)
知識與能力
1. Match the vocabulary: sales assistant. Doctor. Actor. Reporter. Police. Officer. Waiter. Bank clerk. student
2. Master and use: What do you do? What does he do? Does he work in hospital?
教學重、難點及教學突破
重點
1. The vocabulary
2. language: What does she do? She is a doctor.
難點Use the language to ask for the jobs
教學步驟、時間 教師活動 學生活動 媒體運用
Step 1
Organization 1’ Organize students to prepare for the class
Step2
Ree talk 2’ Talk about the weather and weeks. The student talk about something.
Step 3
Presentation
15’ 1. Ask students to look at the picture and remember what they can see
2. Find four groups to say the words that they remember. (教師板書,學生說出)
3. Talk about the picture then make a dialogue.
Such as: What is this? It’s a store. What can you see? I can see a sweater. What color is t? It’s green. How much is it? It’s 50 dollars
4. Ask students: What is your father? He is a worker. (Tell them another way of saying:
What does your father do?板書)出示一張人物以及職業(yè)的圖片,問學生:
Is he a worker? No, he isn’t. What is he? He is a doctor. 或問:What does he do?
然后以同桌之間一問一答的形式來練習:
Such as: A: What does he do?
B: He is a reporter.
5. Listen to the tape: 1b. 2a. ab.
Listen and number the people (1-3) in the picture above. Listen carefully three times. Point out the picture in activity 2a. Ask who each person is, say, Now work with your partner. Ask and answer questions about the pictures.
Ask ss to close their books and write down the words about the things.
Ask ss to act out in pairs or groups.
Call more students to practice more.
Ask ss about jobs in pairs or groups.
多媒體放映
圖一
圖二
錄音機
Step 4
Practice 6’ Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
I am a student.
What does your father do?
He is a farmer. 給學生們一定的時間,讓他們充分練習。學生小組討論和練習。讓大部分的同學都能有機會來表演。
多媒體放映
Step 5
Summary 2’ Words and phrases of this class.
Language: What does he do? What does he want to be? He is a worker. He wants to be a sales assistant. 以提問的形式來進行復習總結(jié),在讓學生有一個鞏固的機會。
Step 6 text 4’ 1、Self check 讓學生作后再講解答案。 多媒體放映
Step 7 Consolidation 4’ In this class, we have learned the sentence:
What do you do? What does he do?
What does he want to be?
Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕顯示
Step 8
Homework(1’) Practice The dialogue according to the picture on Page 1. 讓學生寫出五個詢問對方職業(yè)的句子。
Period Two (p21)
教學步驟、時間 教師活動 學生活動 媒體運用
Step 1
Organization Organize students to prepare for the class
Step 2
Free talk 2’ Talk about the family and the jobs, Such as; My father is a worker, And He works in a hospital The student talk freely
Step 3
Presentation 3’
1. Ask students to make some sentences with these words; waiter. Bank clerk. Reporter. Nurse. Police officer.
2. Look at the picture and match the jobs with the people in the pictures. Such as; I see a lot of money every day. But it’s not mine. I count it for other people match the bank clerk.
3. Let the students practice more and more.
4. They make a conversation to proc-tise the drills.
For example: What do you do?
I help doctors and patients. Some people call us “angels in white”, Can you guess what I do?
5. Pairwork: Practise the conversation on the right. Use the jobs and places in activity 3a.
Where does your sister work? She works at a hospital.
What does your sister work? She works at a hospital.
What does she do? She’s a doctor.
6. Game: Guess the game!
Draw a picture of someone at work.
Can your classmates guess the job?
Just like: Is he a police officer?
No, he isn’t? Is he a waiter?
Yes, he is 1. 叫學生口頭造句,用一些有關(guān)職業(yè)的句子。爭取大部分的同學都有回答的機會,多次重復加大練習。
2. 教師邊讓學生讀句子邊解釋這些句子的意思。
3. 教師邊讓學生讀句子,做到熟練掌握。
4. 采用游戲的形式,讓盡可能多同學參與。
5.繼續(xù)練習這個句式。能讓學生自己造句。
多媒體放映
圖一
圖二
出示單詞卡片
錄音機
Step 4
Practice(6’) Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
Where does he work?
He is a doctor. He works in a hospital.
Is he a police officer? Yes, he is.
No, he isn’t 給學生一定的時間,讓他們充分練習。學生小組討論和練習。讓大部分的同學都能有機會來表演 多媒體放映
Step 5
Summary 2’ Words and phrases of this class
Language: What does he do? What does he want to be? He is a worker.
He wants to be a sales assistant.
Where does he work?
He words in a hospital.
Is she a nurse? Yes, she is. 以提問的形式來進行總結(jié),在讓學生有一個鞏固的機會
Step 6
Test 4’ 1、Self check(見后面) 讓學生作后在講解答案 多媒體放映
Step 7
Consolidation 4’ In this class, we have learned the sentence:
Where does he work? He works in a factory.
A bank clerk: I see a lot of money every day. But it’s not mine. I count it for other people.
Talk about the jobs. Pay attention to the usage of “want” or “wants” 大屏幕顯示
Step 8
Homework Pratice the dialogue according to the picture on Page 25. 讓學生寫出五個句子,分別詢問職業(yè)和工作地點
Period Three (pp22-23)
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Oranization1’ Organize students to prepare for the class
Step 2
Free talk 2’ Oral practice: Games, words that describe jobs, such as exciting, dangerous, boring The students talk about freely
Step 3
Presentation 8’ 1. Let students look at the picture and guess the jobs. The teacher describes the jobs and let students guess what. Ask job does the person have? Where does the person work?
2. Then use explanations and short sample sentences to help students understand what each word means. For example, Exciting means very interesting and very fast-moving.
A police officer has an exciting job.
3. Let students practice. Such as: He is a police officer. It’s an exciting job.
4. Listen to the conversation. What jobs do Betty, Jenny, and Sam want? Then write the jobs below.
5. Listen again. Why are Betty, Jenny, and Sam interested in these jobs? Complete the chart above.
6. Listen to the tape: Listen and number the picture(1-3) below.
Then practise the dialogue.
7. Grammar focus: 1.叫學生口頭造句用一些有關(guān)職業(yè)的句子。爭取大部分的同學都有回答的機會,多次重復加大練習。
2. 教師邊讓學生讀句子邊解釋這些句子的意思。
3. 叫學生口頭練習一些有關(guān)這方面的句子。
4. 聽錄音,讓學生填寫表格,然后再糾正答案。
5. 分組練習,讓學生大面積的練習。
6. 讓學生朗讀Gammar Focus 多媒體放映
圖一
圖二
出示單詞卡片
錄音機
Step 4
Practice 6’ 7. Read the newspaper want ads. And fill in the blanks with the correct jobs.
One: Wanted: Do you like to work late? Do you like to work hard? Do you like to meet people? If your answer is “Yes”, then we have a job for you as a …… 給學生一定的時間,讓他們充分練習。學生小組討論和練習。讓大部分的同學都有機會來表演。
多媒體放映
Step 5
Summary 2’ Words and phrases of this class Language:
本節(jié)課主要是聽錄音來完成各種對話,充分讓學生學會職業(yè)的文法以及地點的表達法。 以提問的形式來進行復習總結(jié),在讓學生有一個鞏固的機會。
Step 6 test 4’ 1、Self check(見后面) 讓學生做后再講解答案 多媒體放映
Step 7 Consolidation 4’ 在這節(jié)課例我們主要聽錄音然后回答問題,讓學生充分練習聽力,達到會聽、會說然后在自己編對話來練習。 大屏幕顯示
Step 8
Homework Read the newspaper more and more. 讓學生朗讀3A部分的內(nèi)容。
Period Four (P24)
教學步驟、時間 教師活動 學生活動 媒體應用
Step 1
Organization 1’ Organize students to prepare for the class
Step 2
Free talk 2’ Oral composition: My parents.
Such as: I have a very happy family.
My father is a worker. He works in a factory. My mother is a nurse. She works in a hospital. 學生口頭作文,讓他們把學到的知識系統(tǒng)地用到自己的作文中來。練習關(guān)于職業(yè)以及工作地點的表達。
Step 3
Presentation
1. Let the students hurry to read the words they can’t remember.
2. Then the teacher guid the students to go over the words. See how the students have grasped.
3. Ask students to write five new words in their Vocab-builder.
4. Practise: I magine you want one of the jobs at BFS. Write and explain why your are good person for the job.
They don’t have to use real information about themselves-they can imagine that they have the skills needed to do one of the jobs. Remind them that they have to show why they are good for the job.
5. Go over the whole unit, first the words and useful expressions.
Then go over the frills: What do you do? What does he do?
Where does he work? He works in a factory. 1. 學生自測,看看他們急得如何。
2. 在讓學生寫五個生詞填在單詞表上。
3. 找工作:以小組為單位討論。個人介紹推銷自己。
4.總復習時,領著學生復習全部單詞,爭取讓每一個學生都能來掌握。 多媒體放映
圖一
圖二
出示單詞卡片
錄音機
Step 4
Practice 6’ Now, practice the things we have learned.
They can talk about the jobs. Such as: What do you do?
Where does he work?
He is a doctor. He works in a hospital.
Is he a police officer? Yes, he is.
No, he isn’t
給學生一定的時間,讓他們充分練習。學生小組討論和練習。讓大部分的同學都有機會來表演。 多媒體放映
Step 5
Summary 2’ Game: How to find a good job? Discuss and make a dialogue. 以提問的形式來進行復習總結(jié),在讓學生有一個鞏固的機會。
Step 6 test 4’ 1. Self check(見后面)
In this class, we have learned self- 多媒體放映
Step 7
Consolidation
(4’) Check, then go over the whole unit. I think most of the students have grasped them very well. 讓學生寫一篇作文。 大屏幕顯示
Step 8
Homework 1’ Especially the jobs and the places.
Compostion: How to find a good job?
Period Five
Testing (Weekly paper and Nan’an paper)
Note:
Unit 3 How do you get to school?】
一、本單元知識點總結(jié)
1.get to school 到校 2.take the subway 乘地鐵
3.take the train 坐火車 4.leave for 到……地方去,離開去某地
5.take…to…把……帶到…… 6. most students 大多數(shù)學生
7. from…to…從……到…… 8.think of 想到,想起
9.ride bikes 騎自行車 10.in other parts of the world 在世界的其他地方
11. how far 多遠 (路程、距離) 12.how long多長(時間)
13.take the train to school 乘火車去上學 14.in places 在一些地方
15.go to school by boat乘船去上學 16.on the school bus乘坐校車
17.be different from和……不同 18.one 11-year old boy 一個十一歲大的男孩
二、重點知識詳解
1.take +a/an/the+表示交通工具的名詞,乘……去某地,是動詞短語,在句中作謂語。
He takes the train. take the subway乘地鐵 take a walk散步 take a shower洗個澡
take a rest休息一會 take a seat 坐下 take some medicine 吃藥
2.by+表示交通工具的單數(shù)名詞或on/in+ a/an/the/one’s+表示交通工具的單數(shù)名詞,是介詞短語作方式狀語。
I get to school by bike. = I get to school on my bike.
3.walk/ride/drive/fly+to+地點名詞,步行/騎自行車/開車/坐飛機去某地
表示乘交通工具方式可以互換表達相同的意義:
Take the bus to school=go to school by bus=go to school on a bus
Drive a car to work=go to work by car=go to work in a car
Fly to shanghai=go to shanghai by plane/air=take the/a plane to shanghai=go to shanghai on a/an/the plane.
4.get表示“到達”,后接名詞需加to,接地點副詞不加to.
reach 給示到達,是及物動詞,其后直接接賓語。
arrive in+大地點 arrive at +小地點 后接副詞不需介詞。
5. It takes sb some money/time to do sth.花費某人多少時間/錢做某事
Sb pay some money for sth 某人為某物花費多少錢
Sb spend some time/money on sth 某人在做某事或某物上花費時間/錢Sb spend some time/ money (in)doing sth Sth cost sb some money 某物花費某人多少錢
6. How far is it from A to B?=How far is B from A?
答語有兩種:
(1) It’s…meters/miles/kilometers(away)有……米/英里/千米(遠)
(2) It ‘s about ten minutes’ walk/ ride. 大約有十分鐘步行/騎車的路程。
7have to 后加動詞原形,側(cè)重客觀的需要,有“不得不,被迫”之意,有多種時態(tài)形式,否定式為don’t have to(needn’t)意為“不必”。
Must 側(cè)重于說話者的主觀看法,認為有必要或有義務做某事,只有現(xiàn)在時一種形式,否定式must’t意為“一定不要,不允許,禁止”反意詞為“needn’t”。
8.感謝用語:Thank you very much , Thanks a lot , Many thanks.
回答感謝用語的句子:That’s ok /all right. 不用謝。You are welcome 不客氣。 It is my pleasure./My pleasure./It is a pleasure.不客氣、那是我的榮幸。/Don’t mention it。別在意。 It was nothing at all.那沒什么。
三、語法歸納
(一)how 引導的特殊疑問句
1.how 引導的特殊疑問句提問交通方式,其答語分三種情況:
a. take a/an/the+交通工具(單數(shù))
b. by+交通工具(單數(shù))
c. on/in+限定詞+交通工具
2. how far 用來提問距離,多遠,其答語分為兩種:
(1)用長度單位表示:It is five kilometers.
(2)用時間表示:It’s twenty minutes’ walk.
3.how long 用來提問時間,意為多久回答常用“for+段時”。
----How long have you learnt English?
----For 3 years.
how soon 用來提問做完某事還需要多長時間, 常用于將來時態(tài)時, 常用“in+時間段”來回答。
――How soon will you arrive in Beijing?
----In 3 hours.
Unit 2 What time do you go to school ?】
1、what time和when引導的特殊疑問句。
(1)對時間提問用what time,也可以用when。詢問鐘點時用what time,詢問日期、月份、年份時用when。
(2)詢問做某事的時間時,兩者可以互換。 (3)其他詢問時間的句子:
What's the time? =What time is it?現(xiàn)在幾點了?
時刻表達法:順讀法和逆讀法。
(1)順讀法:“鐘點+分鐘”直接讀數(shù)字。
(2)逆讀法:借助介詞past或to表示,要先說分再說鐘點。
A.當分鐘不超過30分鐘時(包括30分鐘),即
B.當超過30分鐘時,即>30,用to表示。其結(jié)構(gòu)為:“所差分鐘(即60—所
過分鐘數(shù))+to+下一個整點”,to譯成“差”,差幾分鐘到幾點。
C.當分鐘為30分鐘用half表示,當分鐘為15分鐘用a quarter。
2、always 總是>usually 通常>often常常>sometime 有時
3、Watch+TV、球賽 “觀看,觀賞”,特指長時間注視。
See+電影、醫(yī)生 “看見”,強調(diào)看的結(jié)果。
Look “看”,強調(diào)看的動作,look后接賓語時要用介詞at。
Read+書刊、雜志 “閱讀”
4、listen to +賓語 6、Take a shower “淋浴” 7、Eat breakfast 吃早餐
5、Go to +地點名詞 如:go to school go+地點副詞 如:go home
No. 110 Middle School by Cao Yi
單元整體說明
單元教材分析
本單元主要通過談論“家庭”的話題,學習“介紹人物、識別人物”,學生學會基本句型Is this/that your /her /his sister? Yes, it is/ No, it isn’t.進一步體會一般疑問句的用法;學會運用指示代詞“This /That is my/your /her /his friend. These/Those are my/your /her/his friends.”介紹人物, 學會運用人稱代詞詢問人物Is he/she your sister /brother?。通過以上幾個方面的學習, 使學生能夠以寫信談論照片、畫Family tree的方式來了解家庭成員,學會用英語介紹、識別不同的家庭成員;既能促使學生丁解自己的家庭成員,增進家庭和睦,又能促進學生彼此之間的了解,增進友誼。本單元與第四單元銜接緊密:由本單元人物名詞的單復數(shù)的學習過渡到第四單元的物品名詞的單復數(shù)的學習井討論“Where are the things?”。
單元知識系統(tǒng)(樹)
Is this/that your/ her//his sister? Yes, it is. No, it isn't.
Are these/those your/her/his sisters? Yes, they are. No, they aren’t.
Is he/she your sister/brother? Yes, they are. No, they aren’t.
Are they your/her/his sister? Yes, they are. No, they aren’t.
單元總體目標
用Personalizing memorizing的學習策略,引導學生學習“介紹人物、識別人物”,進一步體會一般疑問句的用法,學會運用指示代詞、人稱代伺,培養(yǎng)口語交際的目標,增進家庭和睦,促進學生彼此之間的了解,增進友誼。
單元教學重難點一覽
重點 難點
1. 復習詞匯father mother boy girl brother this that you’re his her friend
2. 學習詞匯parents grandfather grandmother grandparents sister these
Those he she they son daughter cousin aunt uncle great photo love soon very much
3. 句型Is this /that /he /she …? Are they/these/those …? 可數(shù)名詞的單、復數(shù)。
單元學情分析
本單元的主題是不學習“介紹人物、識別人物”,運用Personalizing 和Memorizing的學習策略,使學生能夠以寫信、談論照片、畫“Family tree”的方式來了解家庭成員,增進家庭和睦,又能促進學生彼此之間的了解,增進友誼。
單元教學建議
采用Personalizing Memorizing和Role playing的學習策略,利用教學圖片和制作多媒體課件展開課堂pair work, group work口語交際活動,引導學生學習“介紹人物、識別人物”,進一步體會一般疑問句有用法,學會運用指示代詞、人稱代詞。
單元課時分配
本單元用3課時教學
Section A用1課時
Section B部分用1課時
Self check及閱讀部分用1課時
Section A
教學內(nèi)容
Section A (教材P13-15)
教學目標
知識與能力
Section A主要通過談論“家庭”的話題,使學生學會“介紹人物、識別人物”的基本句型“Is this/that your/her/his sister? Yes, it is. No, it isn’t.”,進一步體會疑問句的用法;學會運用指示代詞“This/That is my/your/her/his friend. These/Those are my/your/her/his friends.”介紹人物,學會運用人稱代詞詢問人物。培養(yǎng)識別、判斷能力。
過程與方法
采用personalizing和Memorizing的學習策略, 利用教學圖片和制作多媒體課件來展開課堂Pair work, Group work口語交際活動, 引導學生學習“介紹人物、識別人物”,進一步體會一般疑問句的用法,學會運用指示代詞、人稱代飼。
情感態(tài)度價值觀
通過談論“家庭”的話題,使學生了解自己與他人的家庭、家人的一些信息,理解家人;能在英語交流中注意他人的情感;樂于接觸并了解異國文化,激發(fā)學習的主動性和學習興趣。
教學重、難點及教學突破
重點
通過談論“家庭”的話題,使學生學會“介紹人物、識別人物”的基本句型,進一步體會一般疑問句的用法,學會運用指示代詞介紹人物,學會運用人稱代詞詢問人物。培養(yǎng)識別、判斷能力。
教學突破
使學生學會Personalizing和Memorizing的學習策略,展開課堂Pair work, Group work口語交際活動,談論照片中的家人。
教學準備
教師準備
制作la部分的插圖和人物對話的課件,或自己準備一幅全家福照片(最好是三代同堂),人物以動畫片的形式呈現(xiàn),將聽力部分的內(nèi)容插人,使學生學會“介紹人物、識別人物”的基本句型;同時復習單詞father mother boy girl brother this that your his her friend, 學習詞匯parents grandfather grandmother grandparents sister these those he she they son daughter
學生準備
復習單詞father mother boy girl brother this that your his her friend, 學會“介紹人物、識別人物”的基本句型及personalizing和memorizing的學習策略。
教學步驟
(1課時)
一、第一教學環(huán)節(jié):情境導入
教師活動 學生活動
1. 利用插圖或?qū)嵨锟ㄆ寣W生將單詞與圖中人物相連復習一些單詞、學一些生詞。然后教師引導學習“介紹人物、識別人物”的基本句型 “This/That is my /your/her/ his friend. These/Those are my /your/ her/his friends.”
2. 讓學生聽錄音,圈出錄音中提到的人物。
3.按順序討論圖中的家庭成員。 1. 將單詞與圖中人物相連復習一些單詞、學一些生詞。學習“介紹人物、識別人物”的基本句型“This/That is my/your/her/his friend. These/Those are my/your/her/his friends.”
2. 聽錄音,圈出錄音中提到的人物。
3. 按順序討論圖中的家庭成員。
二、第二教學環(huán)節(jié):師生互動
教師活動 學生活動
1. 播放2a部分的錄音讓學生聽,引導學生通過聽錄音熟悉家庭成員的稱呼grandfather grandmother grandparent sister brother及姓名,完成2a, 2b部分的教學任務。
2. 引導學生談論圖中人物完成2c部分的教學任務(Is this Jeff? Yes, it is. No, it isn’t. It’s Dave.)。
3概括語法點。 1. 聽2a部分的錄音熟悉家庭成員的稱呼grandfather grandmother grandparents sister brother及姓名,完成2a、2b部分的教學任務
2. 談論圖中人物,完成2c部分的教學任務(Is this Jeff? Yes, it is. No, it isn’t. It’s Dave.)。
3熟悉語法點。
三、第三教學環(huán)節(jié):操練、鞏固
教師活動 學生活動
引導學生填3a中的空, 然后練習3b中的
對話操練句型“Is he/she/ your sister /brother? Yes, he/she is. No, he/she isn’t.”。 填3a中的空;然后練習3b中的對話, 操練句型“Is he/she/ your sister /brother? Yes, he/she is. No, he/she isn’t.”。
四、第四教學環(huán)節(jié):Group work
教師活動 學生活動
通過談論從家中帶來的照片,使學生學會“介紹人物、識別人物”的基本句型,體會一般疑問句的用法。培養(yǎng)識別、判斷的能力。 通過談論從家中帶來的照片,學會“介紹人物、識別人物”的基本句型,體會一般疑問句的用法。培養(yǎng)識別、判斷的能力。
本課總結(jié)
Section A的主要內(nèi)容是:學習家庭人員的稱呼名詞:mother father parent sister brother grandfather grandmother grandparents friend;指示代詞this that these those的用法;主格人稱代詞I he she they的用法;名詞復數(shù)形式的構(gòu)成和用法;復習Yes/No問句及其簡單回答。
板書設計
Unit 3 This is my sister.
Section A
Words: parents grandfather grandmother grandparents sister these those he she they son daughter
Drills: Is this/that your/her/his sister? Yes, it is. No, it isn’t.
This/That is my/your/her/his friend. These/Those are my/your/her/his friends.
Grammar: Is this/that …? Yes, it is. No, it isn’t.
This is…. That is ….
These are …. Those are ….
問題探究與拓展活動
介紹自己的家庭(向同學或朋友):到同學或朋友家里去拜訪,和同學或朋友一起欣賞影集。在介紹自己家庭的時候,便會運用所學的句型:This/That is my… He/She is my … These/Those are my … They’re my …;教師也可讓學生把照片帶到課堂上進行介紹,然后讓其他同學進行轉(zhuǎn)述,又可練習所學過的句型:This/That is his/her … He/She is his/her … These /Those are his/her … They are his/her …。
練習設計
隨堂練習設計
寫出下列句子的復數(shù)形式。
1. This is my friend.__________________________
2. That is his parent. __________________________
3. Is she your sister?_____________________
4. Is this a photo? ________________________
5. No, she isn’t. ___________________________
Keys:1. These are my friends. 2. Those are his parents. 3. Are they your sisters 4. Are these photos 5. No, they aren’t.
個性練習設計
學會用英文稱呼家庭成員:這一活動可設計為一個小組活動,通過此項活動不僅幫助學生學會爸爸、媽媽、爺爺、奶奶等家庭成員的英語表達方式,而且?guī)椭鷮W生學會更多的家家庭成員的名稱。教師可先讓學生在家里學著用英語叫爸爸、媽媽、爺爺、奶奶,然后想一想家庭成員還有誰,用英語怎樣說?再讓學生帶一張自己的全家福照片或自己畫的一幅照片,向全班同學介紹自己的家庭,學習和鞏固家庭成員的稱呼表達法;教師可準備一幅成員比較多的全家福照片,讓學生進行介紹,學習所有的家庭成員稱呼表達法
Section B
教學內(nèi)容
Section B (教材P16~17)
教學目標
知識與能力
通過對家譜的了解使學生掌握家庭成員的稱呼,并學習如何寫介紹家人的短信。這一任務是前面所學的介紹家人的任務的升華,是將口語轉(zhuǎn)化為書面語。先填寫家庭樹,復習有關(guān)的單詞;再通過照片(自己的或同學、朋友的)讓學生談論,介紹照片上的人物;最后讓他們將介紹的文字記錄下來,便形成了短信。
過程與方法
采用Personalizing Memorizing和Role playing的學習策略,先是復習介紹家庭成員的名詞;然后談論照片,復習“介紹家人”的有關(guān)句型;再是閱讀有關(guān)介紹家人的短信,掌握寫信的基本格式和方法;最后是讓學生自己根據(jù)照片學寫短信。
情感態(tài)度價值觀
通過寫作練習,為自己或同學的全家福照片寫一個介紹,運用所學知識;然后互相交流,取長補短。
教學重、難點及教學突破
重點
復習詞匯father mother boy girl brother this that you’re his her friend
學習詞匯parents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much
教學突破
先填寫家庭樹,復習有關(guān)的單詞,再通過照片〔自己的或同學、朋友的)讓學生談論,介紹照片上的人物;最后讓他們將介紹的文字記錄下來,便形成了短文。
教學準備
教師準備
設計家庭樹,讓學生填寫并復習有關(guān)的單詞,然后談論照片,復習“介紹家人”的有關(guān)句型,最后是讓學生自己根據(jù)照片學寫短信。
學生準備
通過對家譜的了解,掌握家庭成員的稱呼并學習如何寫介紹家人的短信及設計自己的Family Tree.
教學步驟
(2課時)
一、第一教學環(huán)節(jié):情景創(chuàng)設,導入新課
教師活動 學生活動
1.引導學生了解家庭成員之間的關(guān)系
2.引導學生先填寫家庭樹,復習有關(guān)的
單詞“grandfather grandmother sister brother son daughter cousin aunt uncle” 完成1部分的學習要求 1.了解家庭成員之間的關(guān)系。
2.先填寫家庭樹.復習有關(guān)的單詞
“ grandfather grandmother sister brother son daughter cousin aunt uncle” 完成1
部分的學習要求
二、第二教學環(huán)節(jié):師生互動,學習探究
教師活動 學生活動
1. 播放2a部分的錄音,引導學生一邊聽錄音,一邊勾出所聽到的形容詞,完成2a部分的教學任務
2. 再播放2a部分的錄青,引導學生根據(jù)所聽到的內(nèi)容判斷錄音內(nèi)容談
論的是哪幅畫完成2b部分的教學
任務心
3. 引導學生進行Pair work活動.根據(jù)示例談論2a部分所提到的活動,正確實用家庭成員的稱呼,完成2c部分的教學任務
4. 引導學生閱讀3a部分的信,要求學生畫出信中的人物,熟悉家庭成員的稱呼并理解其含義,完成3a部分的教學任務。
5. 引導學生先看全家福,再介紹照片中的人物,完成3b部分的教學任務。要求學生正確使用家庭成員的稱呼。
6. 引導學生寫出自己全家人的稱呼,要求學生正確使用家庭成員的稱呼,完成3c部分的教學任務。 1.聽2a部分的錄音,,邊聽錄音,一邊勾出所聽到的形容詞完成2a部分的教學任務。
2. 再聽一遍2a部分的錄音,根據(jù)所聽到的內(nèi)容,判斷錄音內(nèi)容談論的是哪幅畫,完成2b部分的教學任務。
3. 迸行Pair Work活動, 根據(jù)示例談論2a部分所提到的活動, 正確使用家庭成員的稱呼,完成2c部分的教學任務
4. 閱讀3a部分的信,畫出信中的人物, 熟悉家庭成員的稱呼并理解其含義,完成3a部分的教學任務。
5. 先看全家福,再介紹照片中的人物,完成3b部分的教學任務。要求正確便用家庭成員的稱呼。
6. 寫出自己全家人的稱呼,要求正確
使用家庭成員的稱呼.完成3c部分的教學任務。
本課總結(jié)
復習指示代詞:this, that, these, those的用法;復習主格物主代詞;I, he, she. They的用法;復習Yes/No文具極其簡單回答;復習和鞏固名詞復數(shù)形式的構(gòu)成和用法;學習書寫英文信件并能用書信介紹自己的家庭。
板書設計
Unit 3 This is my sister
Section B
Words: parents grandfather grandmother grandparents sister these those he she they son daughter cousin aunt uncle great photo love soon very much
Drills: Thanks for …. This is…. That is…. These are ….
Grammar: this, that, these, those, I, he, she, they
問題探究與拓展活動.
如何書寫英文書信:英文書信是一種使用十分廣泛的應用文,是學生必須要掌握的知識和技能。本部分初步涉及英文書信的寫法。教師可先介紹傳統(tǒng)的英文書信的格式和寫法,然后再聯(lián)系到目前一種比較流行的書信形式,也就是e-mail (電子信件),學生比較感興趣,教學的效果應十分明顯。
練習設計.
個性練習設計
給一位筆友寫信,介紹自己的家庭:給自己的朋友寫信應該是中學生必須具備
的一種能力.同時練習寫信也可鞏固和運用所學的知識。這項活動可設計為小組活動.通過這項活動使學牛華會以正確的英文格式給朋友或家人寫信。教師可先準備一封尋找必友的來信,讓學生根據(jù)來信寫一封回信,介紹自己的家人并貼上相片,也可畫畫;再讓學生在小組中交換信件、讀信,大家一起改錯,互相學習。
Self Check
教學內(nèi)容
Self Check(教材P18)
教學目標
知識與能力
復習詞匯father mother boy girl brother this that you’re his her friend parents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much
鞏固一般疑問句.指示代詞.人稱代詞的用法,培養(yǎng)口語交際的目標。
過程與方法
運用personalizing Memorizing和Role playing的學習策略。在復習教學中,運用聽寫、提問、對話演練與儉測,促使學生不斷地使用所學內(nèi)容,從而提高他們靈活運用知識的能力。
情感態(tài)度價值觀
增進家庭和睦,促進學生彼此之間的了解,增進友誼。
重難點
復習詞匯father mother boy girl brother this that you’re his her friend patents grandfather grandmother grandparents sister brother these those he she they son daughter cousin aunt uncle great photo love soon very much
教學突破
通過各種復習手段的檢測促使學生掌握所學知識,并能使用所學知進行交際活動。
教學準備
教師準備
制作能顯示本單元重點詞匯和句型的單詞圖片;設計課后鞏固練習的幻燈片。
學生準備
復習所學詞匯、句型和語法內(nèi)容,并進行適當?shù)目偨Y(jié)、歸類。
教學步驟
(3課時)
一、第一教學環(huán)節(jié):情景創(chuàng)設,導入新課
教師活動 學生活動
引導學生進行關(guān)鍵詞自我檢測,完成自我評估,復習所學的重點詞匯,完成l部分的教學內(nèi)容。 進行關(guān)鍵詞自我檢測,完成自我評估,復習所學的重點詞匯,完成1部分的學習要求。
二、第二教學環(huán)節(jié):師生互動,學習探究
教師活動 學生活動
1.引導學生在筑詞表上進行筑詞活動,引導學生采用各種有效途徑記憶單詞,為以后的進一步學習提供保障,完成2部分的學習要求。
2.引導學生根據(jù)圖畫內(nèi)容完成對話,并復習所學的目標語言,完成3部分的教學內(nèi)容。 1.在筑詞表上進行筑詞活動,學會采用各種有效途徑記憶單詞,為以后的進一步學習提供保障,完成2部分的學習要求。
2.根據(jù)圖畫內(nèi)容完成對話,并復習所學的目標語言,完成3部分的學習要求。
三、第三教學環(huán)節(jié):合作交流,鞏固提高
教師活動 學生活動
引導學生進行Just for fun!游戲活動,復習、鞏固所學的Is this/that your/her/his sister? Yes,it is.No,it isn’t.等句型和語法知識。 進行Just for fun!游戲活動,復習、鞏固所學的Is this/that your/her/his sister? Yes,it is.N0,it isn’t.等句型和語法知識。
本課總結(jié)
通過單詞檢測.對話練習和游戲等一系列復習手段對所學知識進行系統(tǒng)而全面的復習和鞏固,不僅使學生掌握所學知識,更重要的是靈活運用的能力;同時教授學生personalizing Memorizing的學習策略。
板書設計
Unit 3 This is my sister
Self check
Words: father mother parents grandfather grandmother grandparents boy girl brother sister friend son daughter cousin aunt uncle this that these those you’re his her she they
Drills: Is this/that-?Yes/No-
練習設計
隨堂練習設計
閱讀理解。
根據(jù)短文內(nèi)容判斷正誤,正確的寫T,錯誤的寫F。
My name is Helen. I am twelve. I'm a schoolgirl. I study Chinese. I like Chinese very much.. My family lives in Chicago (芝加哥) . We have four rooms. My family is not his. We are five- grandfather, father, mother, sister and I. My little sister, Jane is only six years old. She doesn’t go to school. My mother is very beautiful and my father is cool. My parents work in Chicago. My grandfather is old and he doesn’t work. I love my family very much.
( )1. Helen is a school girl of twelve.
( )2. There are four people in her family.
( )3. Her sister is also a school girl and she is six.
( )4. Her parents work in New York.
( )5. Helen’s mother is beautiful.
( )6. Helen’s grandfather is old but he still works.
( )7. Helen loves her family.
( )8. Helen studies Chinese in to China.
Keys: 1-5 TFFFT 6-8 FTF
個性練習設計
活動內(nèi)容 采訪:了解同伴的家庭和朋友。以一名記者的身份采訪你的一個同伴,了解他/她的家庭和朋友。在班主匯報采訪過程和結(jié)果。
根據(jù)匯報的效果評選出“優(yōu)秀記者”。
Unit 3 Is this your pencil 掌握本單元的重點詞匯;
pencil, book, eraser, box, pencil case, schoolbag, dictionary,mine,yours, game, bag, some, ask, classroom, help?.按要求完成下列各題。
The blue cup is his.(變一般疑問句)____________________________________ This is my book..(改為同義句)______________________________________(3)These are erasers.(變單數(shù)句)_________ is _______eraser.(4)Bob is my good friend.(變一般疑問句并作肯定回答)Is Bob _________ good friend? ________,____________.(5)The girl is Jim’s sister.(對劃線部分提問)_________ _______ the girl? Step2.課堂呈現(xiàn)
(1)Is that/this??意為“那是/這是??嗎?”,讀時用升調(diào)。它是在陳述句“That/this is?”的基礎上,把be動詞is 提到句首得來的。
This和that的區(qū)別:
This和that都是指示代詞。this表示“這,這個”,用來指代較近處的人或事物;that表示“那,那個”,用來指代較遠的人或事物??隙ɑ卮穑篩es, it is.否定回答: No, it isn’t.(2)no 和not 的區(qū)別:
no作形容詞時表示“不,沒有”置于名詞前。 have no sister.作副詞時表示“不”。用于回答一般疑問句??蓡为毷褂茫姆戳x詞是yes.-----Are you Jack?----No, I’m 是副詞,表示“不”。常用于be動詞.助動詞.情態(tài)動詞之后,幫助構(gòu)成否定句,不恩能夠單獨使用。eg She is not a teacher.(3)Excuse me 意為“對不起,打擾一下”,是英語國家的人常在口邊的話,可用于很多場合,如指原諒一個人的過失,或提出不同的意見時的客氣語。在美國,它常常用于與陌生人開始談話或打擾別人時表示禮貌的用語。
me, could you tell me where the nearest bus stop is? I’m sorry 和Excuse me 的區(qū)別:
I’m sorry 用于對已經(jīng)發(fā)生過的事情感到抱歉,難過。’m sorry, I’m me用于麻煩或打擾別人時,主要用于提醒別人,或喚起他人的注意。 me, where is the menu?(4)thank you for?意為“為??而感謝”是用于表示感謝的表達方式。后面接for短語,是說明感謝的原因。
you for your pencil.=Thanks for your 隨堂練習
根據(jù)漢語提示完成句子。
This is _____(我的) pen is____(她的).--Is this _____(你的)pencil?--Yes, it’s _______(我的).(3)This book isn’t ______(他的).That is ________(他的)book.(4)______(我)am your can call________(我)Miss Wang.(5)What are these? They’re _________(手表).Section B 一.教學步驟: Step1.課前預習句子翻譯。
這是你的手表嗎?_____________________________ 這是我的身份證。_____________________________ 你的電話號碼是多少?_____________________________ 這是海倫的文具盒。_____________________________ 字典怎么拼寫?_____________________________ Step 2 課堂呈現(xiàn)
當詢問某個東西是什么時,用what引導的疑問句提問?;卮疬@種疑問句時,是什么,就答什么。回答時,常用it指代所詢問的東西。
eg, What’s her QQ number?
特殊疑問句的特點:
句型為“特殊疑問詞+be(am, is ,are)+主語”或“特殊疑問句+do+主語+動詞原形” 特殊疑問詞包括who, what, when, where, why和how 用助動詞幫助提問,構(gòu)成問句時,主語后的謂語動詞必須是實義動詞。
當主語是he, she, it時,則應該用助動詞dose幫助提問。特殊疑問句應讀降調(diào)。How is your brother? Ask the teacher for it.該句使用了ask sth.句型,意為“向某人要某物”,介詞for后面跟名詞或代詞。
asks his dad for a digital camera.(3)E-mail me at?用的是“E-mail+人+at+電子郵件地址”,意為“用電子郵件聯(lián)系某人。”句中at為介詞,引導短語說明聯(lián)系方式。
eg This is his E-mail E-mail him at May (4)I must find it.句中must是情態(tài)動詞,意為“一定,必須”,它后面必須跟動詞原形。I must keep it must do it today.句中find意為“發(fā)現(xiàn),找到“是及物動詞,后面要跟(找到或發(fā)現(xiàn)的)”物品、人。I find my 隨堂練習
1.根據(jù)漢語意思完成下列句子。
(1).那是你的金戒指嗎?
Is _______ your ________ __________?(2).今天晚上你能給我打電話嗎?
Can you _______ ________ this ________?(3).把你的筆記本放在你的背包里。
put your _________ _________ your backpack.(4).你的棒球在書桌里嗎?
________ your _________ __________ the desk?(5).讓我們一起去玩電腦游戲吧。
________ go and play _________ __________
新目標英語七年級上冊Unit5教學設計
原州四中
牛平平
核心提示:教材分析
1、教學內(nèi)容 1)、詞匯:have,soccer,ball,tennis racket,ping-pong ball,volleyball,basketball sport,bat,2)、語言結(jié)構(gòu):A、Do you have a ping-pong ball?Yes,I do。Do you have a ping-pon
教材分析
1、教學內(nèi)容
1)、詞匯:have,soccer,ball,tennis racket,ping-pong ball,volleyball,basketball,bat,2)、語言結(jié)構(gòu):A、Do you have a ping-pong ball?Yes,I do。Do you have a ping-pong bat?No,I don’t。
2、教材的地位及其作用
本單元的教學主要內(nèi)容是:學習have的一般現(xiàn)在時的疑問式的肯定和否定回答,該話題與學生的日常生活緊密聯(lián)系在一起,容易喚起學生的學習興趣,這對于提高學生的綜合能力很有幫助,特別是說的能力。
本單元仍在繼續(xù)學習一般現(xiàn)在時,這是一個生活中離不開的時態(tài),也是最基本的一個時態(tài)。新課程標準要求學生重點掌握一般現(xiàn)在時,這在英語中使用頻率很高,學好這一時態(tài)的用法對以后其他時態(tài)的學習和交際有很大的幫助。
二、學生分析
學生現(xiàn)有的能力與已掌握的知識:
學生在已經(jīng)學過詞匯:What is this ? What is that? 句型: Where is…? It’s in / on / under/…
經(jīng)過前面的學習學生已經(jīng)積累了一定的詞匯,掌握了一定的目標語,已經(jīng)具備了一定的聽說讀寫能力。
三、教學目標
1、語言知識
詞匯:A、重點掌握表示有關(guān)各種運動球類的名詞, 如basketball, soccer ball,so on
重點句型:? Do you have a TV? Yes,I do./No,I don’t.2、語言技能
1)、能看著圖片說;Do you have a TV? Yes,I do./No,I don’t.3、學習策略
1)、利用老師所提供的圖片卡片做出簡單的判斷。
2)、通過與同學交流,學會使用一般現(xiàn)在時的疑問形式及肯定和否定回答。
4、情感態(tài)度
1)通過各小組的對話練習培養(yǎng)學生的合作精神; 2)通過學習本單元,讓學生之間能夠用所學句型互相交流。
重點難點
1、Have 的一般現(xiàn)在時的疑問式用法;
2、Have的一般現(xiàn)在時的疑問句,及其肯定,否定回答;教學手段:采用多媒體教學。教學突破:Section A重在通過使用動詞have對物品的所屬進行提問和回答的交流式口語活動,學習由助動詞do引導的一般疑問句的構(gòu)成以及回答。教師要善于引導學生比較行為動詞的疑問句和be動詞的疑問句在構(gòu)成和回答上的區(qū)別,通過大量和反復地操練以達到運用自如。
四、教學流程
一、第一教學環(huán)節(jié):情景創(chuàng)設,導入新課 教師活動 學生活動
Section A主要內(nèi)容是通過使用have對物品的所屬進行提問和應答,來學會使用do引導的一般疑問句。所以在教學中可采取問答式導人法:
掌握新單詞.采用各種方法學習單詞。
1、升降語調(diào)、拼讀、接龍和肢體的方式記憶單詞。
2.檢查學生記憶單詞的成效。
3、學生看1a的圖片,使字母和單詞相對應。
第二教學環(huán)節(jié);老師和學生互動:學習掌握重要內(nèi)容。
教師活動 學生活動(看圖片練句型)分片進行演示:I have a footba1 1.Do I have a football? 自己回答:Yes,I do. 再問:Do I have a basketball? 自己回答:No,I don’t.再使用其它物體和圖片詢問學生:Do I have…? 詢問學生:Do you have…? 詢問學生:…?
2.要求學生完成1b的聽力,達到教學應完成的任務。
3.引導學生展開Pair work活動,完成lc部分口語交際的教學任務,學會運用助動詞do進行問答,可采用師生互動帶動學生互動的交流方式: 4.Pair work活動,完成lc部分口語交際的學習任務,學會運用助動詞do進行問答并上臺展示口語交際。
三、第三教學環(huán)節(jié):合作交流,鞏固提高
教師活動 學生活動
1、學生鞏固練習活動,完成課堂練習和總結(jié)及筆頭練習的教學任務。
2、讓總結(jié)本課的 主要內(nèi)容,如果不周到,教師可以補充完成。
新目標英語人教版七年級下冊英語教學計劃范例
一、教材分析
本學期的主要內(nèi)容為PEP小學英語六年級下冊,共有4個教學單元、2個復習單元。每單元分“A、B、C”三個部分,共12頁,復習單元為6頁。全書配有彩色卡通式插圖,設計新穎活潑,生動有趣。本教材的設計與編寫體現(xiàn)了對傳統(tǒng)外語教學思想的繼承和發(fā)展,在比較、分析和研究多種國內(nèi)外小學英語教材的基礎上,博采眾長,取其精華,形成了本套教材特有的編寫體系。本套教材的編寫思路是以話題為綱,以交際功能和語言結(jié)構(gòu)為主線,逐步引導學生運用英語完成有實際意義的語言任務,即:話題-功能-結(jié)構(gòu)-任務。根據(jù)學生的實際情況,教師可以有選擇地、靈活地安排教學內(nèi)容,有針對性地設計課堂教學活動。
二、學生分析
六年級的學生對英語學習興趣整體有所下降,兩極分化比較嚴重。所以本學期應做好后進生的轉(zhuǎn)化工作。教師應該面向全體學生,以學生的發(fā)展為宗旨,始終把激發(fā)學生的學習興趣放在首位,注意分層教學,引導學生端正學習態(tài)度,掌握良好的學習方法,培養(yǎng)學生良好的學習習慣。
三、教學目標
1、能按四會、三會的要求掌握所學單詞。
2、能按四會要求掌握所學句型。
3、能使用日常交際用語,活用四會句型,進行簡單的交流,做到大膽開口,發(fā)音正確。
4、能在圖片、手勢、情境等非語言提示的幫助下,聽懂清晰的話語和錄音。
5、進一步養(yǎng)成良好的書寫習慣。
6、進一步養(yǎng)成聽英語、讀英語和說英語的良好習慣。
7、能運用相關(guān)的語言知識和技能,完成某項任務。
四、主要教學措施
1、以活動為課堂教學的主要形式,設計豐富多彩的教學活動,讓學生在樂中學、學中用,從而保證學生英語學習的可持續(xù)性發(fā)展。
2、通過聽、說、讀、寫、唱、游、演、畫、做等形式,進行大量的語言操練和練習。
3、培養(yǎng)學生拼讀音標的能力,確保學生自主學習的質(zhì)量。
4、設計全面、高效的課外作業(yè),培養(yǎng)學生良好的書寫習慣,做到整潔、規(guī)范、正確地書寫。
5.對優(yōu)秀學生盡量的多提高自身素質(zhì),多看英語讀物,多落知識點。對差生則多利用課堂,課外的時間抓基礎知識,糾正個別同學的發(fā)音。努力提高學生學習英語的積極性。爭取全班統(tǒng)一進步。
五、教學進度安排
由于本學年教學時間相對較短,所以教學時間顯得十分緊張,因此對本學年的教學作如下安排:
教材共四個單元。每單元8課,其中6節(jié)新授課,新授課部分兩周完成,復習單元一周完成,計三周一個單元。書本知識共32課,不排除因為課文難,學生接受較慢而增加課時。教學中還穿插各種形式的`小測驗,豐富多彩的英語活動,還有數(shù)次作業(yè)、考試的評析,同時由于放假、學生差異、教學容量、教師進修、考試等其他客觀因素的影響,我將按實際需要對課時進行適當調(diào)整,力求達到最佳效果。
總而言之,這半年是六年級學習小學英語的最后半年,本學期英語教學的目的就在于要使學生愛學、樂學、善學。為中學的英語學習打下基礎,同時教師充分利用“情景教學”這一重要方法擴展教學形式,培養(yǎng)、維持和發(fā)展學生學習英語的興趣,提高英語教學的效果。
六、電教計劃:
UNIT 1:Part A Let’s learn 運用“金太陽”光盤進行教學,讓學生學習單詞的標準的發(fā)音。
Part B Let’s talk 運用“金太陽”光盤進行句型的教學。
UNIT 2 :Part A Let’s learn 運用“金太陽”光盤進行教學,讓學生學習標準的發(fā)音。
Part B Let’s talk 運用“金太陽”光盤進行句型的教學,學生能進行分角色對話。
UNIT 3 :Part A Let’s learn 運用“金太陽”光盤進行教學,讓學生掌握句型標準的發(fā)音。
Part B Let’s talk 運用“金太陽”光盤進行句型的教學。
UNIT 4 :Part A Let’s learn 運用“金太陽”光盤進行教學,讓學生學習標準的發(fā)音。
Part B Let’s talk 運用“金太陽”光盤進行句型的教學。
UNIT 5 :Part A Let’s learn 運用“金太陽”光盤進行教學,讓學生學習標準的發(fā)音。
Part B Let’s talk 運用“金太陽”光盤進行句型的教學。
UNIT 6:Part A Let’s learn 運用“金太陽”光盤進行教學,讓學生學習標準的發(fā)音。
Part B Let’s talk 運用“金太陽”光盤進行句型的教學。
具體進度表安排如下:
周次 日 期 內(nèi) 容
1 2月19日—2月24日 Unit 1 Part A Let’s learn &Let’s do
2 2月25日—3月2日 Unit 1 Part A Let’s talk
Unit1 Part A Read and write
Unit1 Part B Let’s Learn
3 3月3日—3月9日 Unit 1 Part B Let’s talk
Unit 1 Part B Read and write
Revision and Test
4 3月10日—3月16日 Unit 2 Part A Let’s Learn &Let’s do
Unit 2 Part A Let’s talk
Unit 2 Part A Read and write
5 3月17日—3月23日 Unit 2 Part B Let’s Learn &Let’s chant
Unit 2 Part B Let’s talk
Unit 2 Part B Read and write
6 3月24日—3月30日 Revision and Test
Unit 3 Part A Let’s Learn & Let’s do
Unit 3 Part A Let’s talk
7 3月31日—4月6日 Unit 3 Part A Read and write
Unit 3 Part B Let’s learn &Let’schant
Unit 3 Part B Let’s talk
8 4月7日—4月13日 Unit 3 Part B Read and write
Revision and Test
Recycle 1
9 4月14日—4月20日 Unit 4 Part A Let’s Learn
Unit 4 Part A Let’s talk &Let’s chant
Unit 4 Part A Read and write
10 4月21日—4月27日 Unit 4 Part B Let’s Learn & Let do
Unit 4 Part B Let’s talk
Unit 4 Part B Read and write
11 4月28日—5月4日 Revision and Test國際勞動節(jié)
12 5月5日—5月11日 國際勞動節(jié)
Unit 5 Part A Let’s Learn & Let’s chant
Unit 5 Part A Let’s talk
13 5月12日—5月18日 Unit 5 Part A Read and write
Unit 5 Part B Let’s Learn & Let’s do
Unit 5 Part B Let’s talk
14 5月19日—5月25日 Unit 5 Part B Read and write
Revision and Test
Unit 6 Part A Let’s Learn & Let’s do
15 5月26日—6月1日 Unit 6 Part A Let’s talk
Unit 6 Part A Read and write
Unit 6 Part B Let Learn & Let’s chant
16 6月2日—6月8日 Unit 6 Part B Let’s talk
Unit 6 Part B Read and write
Revision and Test
17 6月9日—6月16日 Recycle 2
18 6月17日—6月22日 Revision
19 6月23日—6月29日 期末考試,學期結(jié)束工作
人教版新目標七年級下冊英語第九單元教案
Unit 9 How was your weekend? No. 110 Middle School of Chongqing? By Cao Yi Teaching Goal: 1. General aims: Talk about recent past events 2. Particular aims: ? A. Language Focus. ? Talk about recent past events and think of the past events. B. Language goals How was….? It was … What did …do over the weekend? C. Language structures: (1). How was your weekend? I was great. Pay attention to no form. (2). What did you do over the weekend? I played soccer. We went to the beach. D. Useful words and phrases: ? Words: was, did, went, beach, over, project, test, wasn’t, false, number, geography, spend, week, most, mixture, their, had, little, cook, read, saw, change, everyone, sit, sat, no, anything ? Phrases: did one’s homework, played soccer, cleaned my room, went to the beach, played tennis, went to the movies, on Saturday morning, over the weekend, cook … for, what about, do some reading, have a party, talk show, go shopping E. Grammar language: ? Present simple past tense Regular and irregular verbs F. Learning strategies: ?Tour and holidays G. Interdiscipinary: ? H. Emotion and manner: ? Teaching time: 5 periods Teaching procedures: ? Period One (pp31-32) ? 教學步驟、時間 教師活動 ? 學生活動 媒體應用 Step 1 Free talk 3’ Ask some questions like: Who’s on duty today? What’s the weather like? Answer and talk about something. ? ? 讓同學們回答下列問題 1. Do you like weekend? (Let some students answer) It takes them three minutes to talk about the question. 2. Why do you like weekend? (let the students answer) Most of the students like the weekend 此時教師用漢語問: “在周末期間問你干了什么? 這句話用英語這么回答? Let the students guess. At last the teacher give them right answer 3. What did you do over the weekend?(板書、學習) 4. What did you do over the weekend? (Let sb. answer the question) I-played basketball. 5. 出示三張照片(有各種活動) 6. Match the words with the picture ? 7. Let the students listen and write carefully. First listen, then listen and write the words like “morning afternoon” or “night”等 Find some students to answer. The students talk about it in pairs. ? Students think of the sentences. ? ? ? ? ? ? ? Students study and read the sentences First the students read after the teacher, the practice in pairs. 學生看圖,互相問答:What did you do? The students look at the picture on page 29 and do it. Listen and write carefully. ? ? ? 媒體展示問題 ? ? ? ? ? ? ? ? ? 多媒體放映圖一、圖二、圖三(關(guān)于周末的.活動) Step 3 Practice(5’) Pairwork Role play students A ask and student B answer Then let them do it in pairs A: What did you do over the weekend, Lucy? B: I played tennis. Students do it in pairs. ? Step listen to 2a and 2b (5’) Listen and underline the words you hear, then listen again and write. Listen and underline Listen and write A \ B \ S carefully ? Step 5 Summary (2’) 1. Words and phrases of the class. 2. What did you do over the weekend? I played ―. Look and listen carefully ? Step 6 Test (5’) Selfcheck 1 and 2c Students do it 放映多媒體 Step 7 Consolidation Make a dialogue use “What did ―?”at least five questions. Divide the students into 7 groups. ? ? Step 8 拓展練習(3’) 1. What did you do over the Weekend? 2. What did you do over the weekday? Students answer did things in different times. 多媒體展示、總結(jié) Step 9 Homework (1’). 1. Practise the dialogue. 2. Grasp the grammar Focus. ? 多媒體放映 ? Period Two (p33) ? 教學步驟、時間 教師活動 學生活動 媒體應用 Step 1 Free talk (2’) Ask a student “Do you like weekend”? Do you like weekday? The students answer and talk. ? ? ? ? ? Step2 Presention (10’) (用班里學生為例作下列練習) 1. What did you do over the weekend? 2. First let the students draw a picture of weekend然后讓他們利用實物投影向我們說明 3. 用 “What did you do over the weekend?” 詢問幾個學生后,這著一個學生問“你的周末怎么樣?” 4. Let the students change it into English. 板書 “How was your weekend?” Then let the students practice in pairs. 5. Write number (1-3) in the blanks. 1. Draw a picture of weekend 2. Tell the class about your weekend like” I played basketball in the morning. 3. The student answers. (have a try) Guess: How was your weekend? Read and study Then do it in pairs. Ex: How was your weekend? It’s great. I played basketball. Look at the picture in 3a. and write unmbers. 實物投影 ? ? ? ? ? ? ? ? ? 媒體展示 ? ? ? ? 媒體展示答案 Step 3 Game 6’ Let Ss write 3 things they did over the weekend. One is false, the others are true. 然后把學生的描述利用實物投影機投到大屏幕上。 Write 3 sentences ion their paper. Look at the screen. Let the other Ss guess which one is true/false. 實物投影 Step 4 Summary 3’ 1. words 2. Grammar: How was your weekend? I was great. / I did … Read and remember 媒體顯示 Step 5 Consolidation 10’ Divide the Ss into several groups. Every group must make up a dialogue. Use “What did you do on the weekend?”/How was your weekend? And so on. Make up a dialogue in groups and act it. ? Step 6 拓展練習5’ 1. 讓學生回憶一般過去時態(tài)。 2. 對照一般現(xiàn)在時和一般過去時,找出差異。 3. 總結(jié) “be”動詞的變化。 1. 回憶 2. 討論 3. 總結(jié) 媒體顯示 Step 7 Homework Practise the dialogue And answer some questions about the lesson. ? ? ? Period Three (pp34-35) ? 教學步驟、時間 ? 教師活動 ? 學生活動 ?媒體應用 Step 1 Free talk (2’) 1. Ask the Ss some question. 2. check some questions. Put up hands and answer. ? Step 2 Presention (10’) (問班里的學生) 1. what did you do over the weekend? 2. 昨天你做了什么?↓引出 ? What did you do yesterday? ---A played….(板書/學習) 3. Let the Ss look at the screen. ? There are four pictures on the screen. These things that Sally and Jim did yesterday, then match. 4. Give the right answers. 1b, 2b, 3a, 4c ? 5. look at the 1b, let the Ss draw happy faces or unhappy faces. 6. listen to the taps twice, first listen carefully, then let the Ss to listen carefully and write the right answers. Answer one by one ? ? Translate it into English ? ? ? ? ? ? Look at the screen carefully and match the words with the pictures. ? Listen to the tape carefully. Write the right answers. ? 媒體顯示4幅畫 ? ? ? ? ? ? ? ? ? ? ? ? 媒體顯示 Step 3 Practice(5’) 1. Have a conversation to tell what Sally and Jim do? 2. What did Jim do? ? Jim went to the movies. 3. Let the Ss ask freely 4. Ask: What did the Ss do over the weekend? ex: practice The students practice in pairs ? ? ? Act out in pairs or groups. Answer the teacher’s questions Ask some pairs to the front to act out. ? Step 4 Summary 3’ Phrases: played the guitar. Did my homework. Studied geography. Went to the library. What did Jim do yesterday? Read and remember. ? Step 5 Test 1 見題后組1 D o some exercises. 多媒體展示 Step 6 consolidation Divide the students into several groups And let them make dialogues using these sentences: What did you do yesterday? How was your weekend? What did you do over the weekend? Write the dialogues and practice in groups. ? Step 7 拓展顯示 根據(jù)下列句子: 1. What did you do over the weekend? 2. How was your weekend? 考慮“昨天或周末你去了哪里?”用英語怎樣表達? 1. look at some sentences and think it over. 2. 討論/交流 3.總結(jié) 媒體展示 Step 8 Homework Grasp the new words and expression sentences. ?幼兒教師教育網(wǎng)的幼兒園教案頻道為您編輯的《七年級新目標英語教案錦集》內(nèi)容,希望能幫到您!同時我們的七年級新目標英語教案專題還有需要您想要的內(nèi)容,歡迎您訪問!
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俗話說,不打無準備之仗。作為幼兒園老師的我們的課堂上能更好的發(fā)揮教學效果,為了給孩子提供更高效的學習效率,教案是個不錯的選擇,教案有助于老師在之后的上課教學中井然有序的進行。那么一篇好的幼兒園教案要怎么才能寫好呢?小編特別整理來自網(wǎng)絡的新目標八年級教案優(yōu)選,希望能為你提供更多的參考。Unit 9 W...
每個老師在上課前會帶上自己教案課件,因此教案課件不是隨便寫寫就可以的。教案是學科教育發(fā)展的重要驅(qū)動力,如何寫優(yōu)質(zhì)課的教案?今天推薦一篇網(wǎng)絡文章介紹的是“新目標九年級英語課件”的相關(guān)內(nèi)容,輕松閱讀愉快分享把這篇文章分享給您的朋友吧!...
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