unit1yourcollegeyears教案(综英一)
Unit 1
一、授课时间：第1、2周
二．授课类型：理论课9课时；实践课3课时
三．授课题目：Your College Years
四．授课时数：12
五．教学目的和要求：
通过讲授课文使大学生了解如何学习和做人，学会用英语解释句子以达到学以致用的目的。
要求学生主动地预习课文，课前预习，学会分析文章体裁和进行段落划分。
六．教学重点和难点：
1）背景知识的传授：Developmental Changes；
2）文章的体裁分析及段落划分；
3）语言点的理解：
Word study: observe; handle; apply; occur; involve
Grammar Focus: The way sb. did sth.; Ways of expressing the object; Determiners
七．教学基本内容和纲要
Part One Warm – up
Warm-up Questions
Myths and Facts Regarding College Experience
On Seasons in College
Part Two Background Information
Author
Erik H. Erickson
Part Three Text Appreciation
Text Analysis
3.1.1 Theme of the text
3.1.2 Structure of the text
Writing Devices
3.2.1 Antithesis
3.2.2 Developing paragraphs by examples
3.2.3 Other ways of developing paragraphs
Sentence Paraphrase
Part Four Language Study
Phrases and Expressions
4.1.1 Word list:
4.1.2 Phrases and expressions list:
4.1.3 Word Building
Grammar
4.2.1 Object
Part Five Extension
Group discussion
Debating
八、教学方法和措施
本单元将运用黑板、粉笔、多媒体网络辅助教学设备等教学手段，主要采用以学生为主体、教师为主导的任务型、合作型等教学模式，具体运用教师讲授法、师生讨论、生生讨论等方法进行教学。
九．作业，讨论题，思考题
完成课后练习；
多看英语报刊杂志及英语经典小说，扩大阅读量；
精听与泛听相结合，逐步提高自己的听力水平；
积极参加英语角等有助于提高英语口语的活动；
坚持用英语写日记；
做一些专四相关练习；
十．参考资料：
1)杨立民主编,《现代大学英语精读》（3）第二版，学生用书。北京：外语教学与研究出
版社,2012。
2)杨立民主编,《现代大学英语精读》（3）第二版，教师用书。北京：外语教学与研究出
版社,2012。
3)李观仪主编，《新编英语教程》（第三、四册）。上海:上海外语教学研究出版, 1999。
4)黄源深，虞苏美等主编，《综合英语教程》（1-4册）。北京：高等教育出版社，1998。
5)《高等学校英语专业英语教学大纲》，北京：外语教学研究出版社，2000。
6)Judy Pearsall主编，《新牛津英语词典》。上海：上海外语教育出版社，1998。
7)丁往道、吴冰等编着，《英语写作手册》。北京：外语教学与研究出版社。
8)张道真，《现代英语用法词典》（重排本）。北京：外语教学与研究出版社，1994。
9)张道真，温志达, 《英语语法大全》上、下卷。北京：外语教学与研究出版社，1998。十一、课后小结
Unit 1 Your College Years
Part One Warm – up
Warm-up Questions
1. As a sophomore, what is your general impression of college
2. Have you experienced anything different from your middle school life
3. W hat’s your purpose of receiving a college education
you had any psychological problems ever since you entered college
Myths and Facts Regarding College Experience
College years are times of significant transition and challenge for an individual. Transition simply means change. Higher levels of anxiety are always experienced by people who are in a state of transition regardless of whether the change is perceived as good or bad. The following are some of the myths vs. the facts regarding college experience.
Myth 1: College years are the best years of one’s life.
Fact 1: While college years are memorable and enjoyable, they can also be among the most stressful and anxious times. One is faced with constant evaluation from his professors. Personal and parental expectations are always on his mind. Financial stress is often a way of life. Career decisions, various relationships and the move toward independence are also common issues. Making these the best years of one’s life involves developing an approach that i s proactive and includes a support network. Myth 2: Students experiencing stress or anxiety are unprepared to handle the rigors of college.
Fact 2: College and university environments are designed to be challenging academically, personally and socially. Stress and anxiety, among other emotions, are natural by-products of the accelerated pace of learning and growth. It is not a matter of whether or not we experience these unpleasant feelings but rather, a matter of how we manage these emotions.
Myth 3: A good student does not need assistance during his/her college experience.
Fact 3: Many students come to college with the belief that to ask for help is a sure sign of inadequacy. In fact, nothing could be farther from the truth. Your college or university has an abundance of resources available to you, for which you are paying through tuition or fees. So become familiar with and make use of the campus resources, especially when you need assistance.
Myth 4: I am the only one that doesn't have it all.
Fact 4: As you walk on campus and observe other students, it appears that everyone else is so sure of himself. Everyone else has friends. Everyone else has direction. Everyone else is confident. Everyone else is without troubles or hassles. This misperception is common among college students. It has its roots in one of our more powerful social norms. We all wear a “public mask” to protect a certain social image. This “public mask” communicates a sense of self-assuredness to those with whom we come in contact. It often belies the inner turmoil that we all experience from time to time.
The above are just some of the myths versus facts concerning college experiences. Can you think of any other myths Have a discussion with your classmates about their truths.
On Seasons in College
There are four seasons in a year, which make the days distinctive and exiting. Metaphorically, there are four seasons in one’s college years representing different aspects of college life, which make the days rewarding and unforgettable.
Do you agree If so, what do you think the four seasons represent Share your opinions, please. Spring is the season for nature to revive, to grow and to get ready to boom. Similarly, in college, spring is the season for you to acquire knowledge, to develop yourself and to lay a solid foundation for the future. It’s the season of growth.
Summer is the season for flowers to bloom, and it’s the season for you to enjoy the greatest passion in nature — love, love from your classmates, from your teachers and from your romance. It is the season of affection
Autumn is a season of harvest in college. It’s the season for you to enjoy what you have achieved.
Winter is the harshest season of the four, which presents so many difficulties and hardships. Likewise, not every day in college is full of joy. You have to meet new faces, get adjusted, make decisions for yourself, be financially and psychologically dependent, etc. So winter is the season of change. Unpleasant as it may seem to some students, it is simply i nescapable and beneficial to one’s growth and maturity.
Part Two Background Information
Author
Bob Hartman was born in Pittsburgh, the United States, and moved to England in the summer of 2000. He has been working as a storyteller for children for more than a decade and is a part-time pastor. Erik H. Erickson
Erik H. Erikson (1902—1994), was a German-born American psychoanalyst whose writings on social psychology, individual identity, and the interactions of psychology with history, politics, and culture influenced professional approaches to psychosocial problems and attracted much popular interest. He was most famous for his work on refining and expanding Freud’s theory of developmental stages. Erickson’s Developmental Stages
Basic Theory:
Babies are born with some basic capabilities and distinct temperaments. But they go through dramatic changes on the way to adulthood and old age. According to psychologist Erik H. Erikson, each individual passes through eight developmental stages.
Each developmental stage is characterized by a different psychological "crisis", which must be resolved by the individual before the individual can move on to the next stage. If the person copes with a particular crisis in a maladaptive manner, the outcome will be more struggles with that issue later in life. To Erikson, the sequence of the stages are set by nature. It is within the set limits that nurture works its ways.
Stage 1
Infant: Trust vs Mistrust
Needs maximum comfort with minimal uncertainty
to trust himself/herself, others, and the environment.
Stage 2
Toddler: Autonomy vs Shame and Doubt
Works to master physical environment while maintaining
self-esteem.
Stage 3
Preschooler: Initiative vs Guilt
Begins to initiate, not imitate, activities; develops
conscience and sexual identity.
Stage 4
School-age Child: Industry vs Inferiority
Tries to develop a sense of self-worth by refining
skills.
Stage 5
Adolescent: Identity vs Role Confusion
Tries integrating many roles (child, sibling, student,
athlete, worker) into a self-image under role model
and peer pressure.
Stage 6
Young Adult: Intimacy vs Isolation
Learns to make personal commitment to another as spouse, parent or partner
Stage 7
Middle-Age Adult: Generativity vs Stagnation
Seeks satisfaction through productivity in career, family, and civic interests.
Stage 8
Older Adult: Integrity vs Despair
Reviews life accomplishments, deals with loss and prepares for death.
Part Three Text Appreciation
Text Analysis
3.1.1 Theme of the text
College is designed to be a time of changes for students. Threatening the changes may be, they contribute to young adults’ growth and maturity. College students are experiencing a lot. Not only are they being introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. They are also proudly growing in their understanding of themselves, others and the world.
3.1.2 Structure of the text
Part 1 (para. 1): Many key changes happen to college students during their college years.
Part 2 :The key changes involve the following: identity crisis, the independence/
dependence struggle, establishment of sexual identity, affection giving and receiving, inter-nalization of religious faith, values and morals, development of new ways to organize and use knowledge, a new understanding of the world and himself/herself
Part 3 ): Conclusion.
Relevant questions:
1. Question: How do college students go through an identity crisis at college What factors may influence identity Mentioned in Para. 2
Students endeavor to find out who they are and what their strengths and weaknesses are. They want to know how other people perceive themselves as well.
Identity may be influenced by genes, environment and opportunities.
2. In fact, it may be heightened by their choice to pursue a college education.
Question: What does “it” refer to here
For reference: “it” refers to the independence/dependence struggle. Into the later adolescence stage, young adults tend to become less dependent on, even independent from their parents. For those who choose to enter the work world, they may become financially independent from their parents, while for others entering into college, the struggle seems stronger for they still need their parents’ support, say for money.
3. Question: Acc ording to Jeffery A. Hoffman’s observation, there are four distinct aspects to
psychological separation from one’s parents. What are they How do you understand them
1. Functional independence.
2. Attitudinal independence.
3. Emotional independence.
4. Freedom from “excessive guilt, anxiety, mistrust, responsibility, inhibition, resentment, and anger in relation to the mother and father.”
: What may be one of the most stressful matters college students experience according to the author How do you understand it
Establishing their sexual identity. It includes relating to the opposite sex and projecting their future roles as men or women.
5. I was relating to my father in a different way.
Question:What are the differences between the ways “I” related to “my” father in the past and at present What type of change does the example reflect
In the past “I” was encouraged by “my” father; now “I” was encouraging him.
The example reflects the change that college students are learning how to give and receive affection in the adult world.
6. These religious, moral, and ethical values that are set during the college years often last a lifetime. Question: What makes it possible for these values to last a lifetime
During college years, the young adults have the opportunity to decide for themselves what beliefs, values, and morals they are going to accept. These values are inclined to be internalized
7. Question: What is the significance of the college academic life according to paragraph 8
College academic life is a challenge. All students should be aware of how they react to new knowledge and new ways of learning, how they process the knowledge presented to them, and how they organize this knowledge
8. Question: How do college students become world citizens
At college, the young adults have good chances to meet people from different cultures. By interacting with them, they are introduced to new ways of life. They begin to understand life in different ways. By doing these, they experience a new understanding of the world and themselves.
3.1.3 Further discussion
What does the author mean by developmental changes
Have you had any identity crisis yourself
What does the author mean by independence/ dependence struggle
How can college students establish their sexual identity
What does the author mean by “internalizing” religious faith, values, and morals
What does the author mean when he talks about “gathering, processing, assembling, applying,
and evaluating” information Why is this point so important
Writing Devices
3.2.1 Antithesis
These are exciting times yet frustrating times. (5) The author uses antithesis to give a focus to how college students are stressful in establishing their sexual identity.
Find more examples in paragraph 5.
Probably nothing can make students feel lower or higher emotionally than the way they are relating to whomever they are having a romantic relationship with. (5)
... he bounced into my office once with a smile on his face and excitement in his voice. ... That same young man came into my office less than a week later, dragging his feet with a dismayed, dejected look on his face. ... sighed deeply (5)
“I’ve just had the best day of my life!” … “I’ve just had the worst day of my life!”
3.2.2 Developing paragraphs by examples
A statement which is very general is seldom impressive or convincing. It is usually necessary to give examples to prove, illustrate, or clarify a general statement. We may be too used to saying “for instance” or “for example” to realize that we are using a certain method for deve loping a topic Developing paragraphs by examples
Paragraph 6
Paragraph 7
Paragraph 8
Paragraph 9
What statements do the examples respectively support
3.2.3 Other ways of developing paragraphs
Developing by time
Developing by process
Developing by space
Developing by detail
Developing by generalization
Developing by comparison and contrast
Developing by cause and effect
Developing by classification
Developing by definition
Sentence Paraphrase
1. Has it ever dawned on you that certain developmental changes will occur in your life as you move from adolescence to young adulthood (1)
psychological term which refers to the physiological and behavioral changes throughout the lifespan
1. It was clear enough what she meant.
2. It is said that he is doing fine at school.
3. He was an old man, and it did not matter much where he lived.
2. During this time, students are going through an identity crisis and are endeavoring to find out who they are and what their strengths and weaknesses are. (2)
It refers to the difficulties, confusions and anxieties that you go through during adolescence when you are not sure who you really are and what your purpose in life is.
3.… identity is determined by genetic endowment (what is inherited from parents), shaped by environment, and influenced by chance events. (2)
Who we are is determined by three things: first, our genes, or what our parents have given us, our legacy; second, environment; third, luck or opportunities.
4. It may be heightened by their choice to pursue a college education. (3)
If they choose to continue their education, they will face an even more serious struggle between the desire to be independent and the need to depend on the financial support of their parents.
5. First, there is functional independence, which involves the capability of individuals to take care of practical and personal affairs, such as handling finances, choosing their own wardrobes, and determining their daily agenda. (4)
independence in handling everyday life situations; the ability to solve practical problems
6.Hoffman defines this process as “freedom from an excessive need for approval, closeness, togetherness, and emotional support in relation to the mother and father.” (4)
no longer having something you do not want
7. Children need their parents to tell them what to do or not to do. They also need to be close to their parents and receive encouragement, love, all kinds of emotional support which give them strength. But when they grow up, they no longer have the same needs like babies
8. Probably one of the most stressful matters for young college students is establishing their sexual identity, which includes relating to the opposite sex and projecting their future roles as men or women.
(5)
he likes is playing chess after supper.
2.Reading is The main thing is getting there in time.
, but applying is also learning and the more important kind of learning at that.
9. Probably nothing can make students feel lower or higher emotionally than the way they are relating to whomever they are having a romantic relationship with. (5)
10. When students are in a romantic relationship with the opposite sex, they are most likely to feel unhappy or happy emotionally
1. I cannot agree with you more.
2. There is nothing cheaper.
No leader of a party has kept himself in greater detachment from the sentiment of his than has the late Prime Minister
11. During the course I had come to realize that while my world was expanding and new options were opening for me, my father, who was in his sixties, was seeing his world shrink and his options narrow.
(6)
was beginning to realize that his world was getting smaller and his choices fewer
12.In the late sixties, a young woman from a background that was extremely prejudiced against people from other races came to college convinced that her race was superior. (7)
1. Trains in this country spend too much time stopped, waiting for other trains.
2. He went back to his home village frustrated.
Born and bred in the countryside, he was bewildered by the big city.
13. These religious, moral, and ethical values that are set during the college years often last a lifetime.
(7)
These values that are established during the college years often last a lifetime. It is believed that our character or basic moral principles are formulated during this period of time.
14. I can no longer read the newspaper or watch a television newscast without seeing the people from other countries in a different light. (9)
Whenever I read the newspaper or watch a television newscast, I will see the people from other countries in a different way from what I used to see.
15. Not only are they being introduced to new people and new knowledge, but they are also acquiring new ways of assembling and processing information. (10)
They are getting to know a lot of new people and learning new knowledge. They are also finding or learning new ways of arranging, organizing, analyzing or understanding information.
It implies that mere information is not scientific truth. Scientific truth requires the processing of information. In college, students will learn new approaches, methods, and theories which will change
many of their prejudices.
Part Four Language Study
Phrases and Expressions
4.1.1 Word list:
9. endowment 10. ethical 11. excessive 12. handle 13. inherit 14. interpret 16. involve 17. observe 18. occur 19. perceive 20. project 21. shrink
4.1.2 Phrases and expressions list:
equal to on/upon one’s feet certain
free from through 7. in turn 8. in/with relation to
9. in a different light 10. independent from/of 11. stand back
4.1.3 Word Building
1. Prefix–de, pro
2. Root–ject, volv, gen
3. Suffix–ogy, al
de-向下，减少，除去，离开，否定
decrease 减少degrade 使降级devalue使降值decolour 漂白
desalt 除去盐分decompose 使分解decentralize使分散decelerate使减速
-fin(i)-, -finit- 结束，界限
confine 限制，禁闭define 下定义,规定definite限定的finite 有限的
infinite 无限的infinity 无限，无穷大semifinal 半决赛（的）
affinity 密切关系；共鸣
pro- 向前；支持；代理
proceed 前进；着手progress 进步pro-British 亲英派的promote 促进
pro-consul 代理领事provoke 激怒，招惹project 投射propel 推进
-jac(t)-, -ject- 投，射
abject 凄惨的，可怜的adjacent 毗邻的，邻近的deject 使沮丧，使气馁
eject 逐出，排斥inject注射，注入object反对
projective投影的，突出的subject使服从，使遭受
-volv-, -volut- 旋转
evolve 发展，演化involve包缠，包含revolve （使）旋转intervolve 缠绕；使互卷devolve 转移，移交（工作，职务）evolution旋转revolution革命voluble 易旋转的；健谈的
-gen-, -generat- 生（殖）
generate 使发生，产生genetic 遗传学的genital生殖的genius天才ingenious机灵的congenial同族的，同类的，相宜的eugenic优生学的progenitor祖先
-ogy- 学（科）
zoology动物学geology地理学ecology生态学sociology社会学
biology生物学archeology考古学physiology生理学psychology心理学
-al ······的（形容词后缀）
Parental: parental care; organizational: organizational skills; Occupational: occupational disease; environmental: environmental protection Experimental: experimental work; conversational: conversational style
Educational: educational policy; natural: natural selection;
Cultural: cultural gap; personal: personal preference
Grammar
4.2.1 Object
Definition:
An object is the recipient of an action which often follows a transitive verb or a preposition. What can function as object are nouns, pronouns, numerals, infinitive phrases, gerund, noun clauses, etc. .:
Do you know where he lives
During this time, students… are endeavoring to find ou t who they are and what their strengths and weakness are.
Verbs that are often followed by an infinitive phrase as object:
Afford attempt arrange beg choose claim dare decide decline determine expect fail intend long manage offer seek undertake
.:
At the same time, these young adults are learning how to give and receive affection in the adult world. Verbs that are often followed by wh-word plus an infinitive phrase as object:
when/ where/ why/ who/ whom/ how/ whether… to do
Ask consider decide discover discuss explain find out forget inquire know learn show tell understand wonder undertake
.:
Hoffman observed that there are four distinct aspects to psychological separation from our parents.
All the student should be aware o f how they react to new knowledge and new ways of learning…
Will there be a painting a reasonably sensitive man can look at without shuddering
Verbs that are often followed by a gerund as object:
Admit avoid consider delay deny escape excuse fancy imagine mind miss dislike permit postpone practice risk suggest undertake
Phrases that are often followed by a gerund as object:
amount to be up to be equal to cut down on feel like give up look forward to object to put off stand up to
.:
He was lucky to escape being sent to prison
the passive of a gerund used as the object of a verb
Part Five Extension
Group discussion
1.Have you ever experienced any important changes since you entered our university
2.Have they been positive or negative
3.Do you have a better idea about your strengths and weaknesses now What are they
4.Do you consider yourself reasonably independent Why is it so important to gain this
independence
5.Do you find it easy to relate to the opposite sex Do you think to learn to love is important in
college Why
6.What other things should students do at university What does the author mean by “internalizing”
religious faith, values, and morals Have you in some way internalized values and beliefs Debating
Topics for debating:
1.College students are bound to experience an identity crisis.
2.Parents are out-of-date and their influence is counterproductive.
3.Falling in love in college is a negative factor to one’s academic development
大班英语公开课教案《shoes》
大班英语公开课教案《shoes》 shoes大班英语教案 活动目标： 1.学会新单词： orts shoes, sli ers, just right, tight 2.运用新单词简单的组成句型，并适当的进行对话。 活动准备：运动鞋，拖鞋，磁带 活动过程： 一．Greeting Hello ,how are you ? What ‘s the weather like today ? What the day is today ? 二．Warming 《The sun》、《The moon》 三．新授 1． Gue What’s in the bag ? It’s …… They are …… 2．One by one 3. 示范 （1）老师示范：let me try them on. 1. They are tight . They are not my size. 2. They are just right. They are my size. (2) 幼儿示范： T：how do you feel? S：They are tight . They are not my size They are just right. They are my size. 4. Game 幼儿围成圈，把自己的鞋子脱下来放在面前，听音乐，听老师指令。 Do you want to try? Ok ,take off your shoes Stand up.
听音乐，幼儿围圈走，音乐停，拿起面前的鞋子穿上。 How do you feel? 多遍游戏，开始可由老师问，幼儿熟练以后可让幼儿问。5．结尾 Sing a song “The more we get together ” 边唱边继续转圈，演唱结束 Find your shoes, put them on.
中考英语一对一辅导：英语写作教案
精锐教育学科教师辅导教案 1.回顾上次课内容 一.（总）知识梳理 【知识梳理】 1.中考写作常见考查方式： 作文专题 一、语法问题 1.主谓齐全 作为一个句子，在一般情况下都应具备主语和谓语，但同学们写的句子经常出现主谓残缺不全
的现象。V是有宾语补足语的及物动词。常带宾语补足语的词有形容词、副词、介词短语、名词、不定式、现在分词、过去分词。常见的可接宾语补足语的动词很多，哪些动词可接哪几种形式作宾补，须根据动词的惯用法而定，不能统而概论。 【例题精讲】 1、found him out．缺少主语,改为I(He She…….) found him out. 2、I saw him in．缺少宾语,改为I saw him at home.(in the school….) 【巩固练习】 1、She in the school. 缺少,改为 2、Mr. Li from Beijing. 缺少,改为 Keys：谓语，She is in the school. 谓语，Mr. Li comes/is from Beijing. 2.关系一致 这里包括主谓关系的一致、代词指代关系的一致、句子前后时态关系的一致等等。例如： 【例题精讲】 （错误）In my eyes, we should do our best to achieve your goals. （正确）In my eyes, we should do our best to achieve our goals.我认为，为了实现目标，我们应该尽最大的努力。 批注：人称的前后一致是作文中的重点，应避免因粗心所导致的错误，例如前面以I为叙述者，而后面又说we should…。避免这类错误最好的方法就是写完作文以后一定要检查！ 【巩固练习】 1、I usually swimming there. 圈出句中错误，改为 2、There is many balloons.圈出句中错误，改为 3、There are going to have a concert.圈出句中错误，改为 4、Alice gives me his books. 圈出句中错误，改为 Keys： 1、I usually swimthere. 2、There are many balloons. 3、There are going to be a concert. 4、Alice gives me her books. 3.词序恰当 英语词的词序有些是有规则可循的，有些要根据作者强调的重点调整位置。 4.前后连贯 这是指一个句子里的词语要衔接得当，关系清楚，合乎逻辑。 5.简练
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【幼儿教案】幼儿园大班英语《英语公开课教案》教案
参考范本 【幼儿教案】幼儿园大班英语《英语公开课教案》教案 ______年______月______日 ____________________部门
T：Children let’s sing a song ，OK？ C：Ok！ T：Look！今天我们班来了很多老师，我们一起跟老师打招呼吧！ S：Good morning Miss！ T：Follow me cry stop ！ Follow me laugh stop ！ Follow me eat stop ！ Follow me stand up ！ Follow me sit down ！幼儿跟老师做T：Children， look ，what’s this ？ S：A T：Yes！ Very good！Follow me A A ae ae ae S：A A ae ae ae T：Apple S：Apple T： A A ae ae ae ant S： A A ae ae ae ant T： A A ae ae ae cat S： A A ae ae ae cat T： A A ae ae ae hat S： A A ae ae ae hat 教师教幼儿认读单词 T：Oh！What is missing ？ S：Apple，
T：Yes ！Oh！where is the apple？苹果在哪里啊？ S：在你手上 T：Yes！Very good！Look！apple is here ！OK！Follow me apple. S：apple 以此形式让幼儿巩固单词 T：Who’s eat the apple ？ S：Cat T：Apple apple in a cat！ S： Apple apple in a cat！ T：Where’s the ant！ S：在帽子里 T：Very good！Ant ant in a hat S： Ant ant in a hat T：Follow me ！ Ant ant in a hat！ Apple apple in a cat！ S： Ant ant in a hat！ Apple apple in a cat！ 教师引导幼儿读句子 T：Children do you want to play？ S：Yes ！ T：OK！Listen to me . When I say touch the cat ，you must touch it！Understand？ S：Yes！ T：Who can try？ S：Let me try！
新人教版小学英语三年级上册教案(全册)
新人教版小学英语三年级上册教案(全册) Unit 1 Hello！ 第一课时 教学重点：本部分主要是见面打招呼、自我介绍及道别用语的会话学习，使学生在不同的情景中听懂、会说Hello. / Hi. Goodbye. / Bye-Bye. I'm ...。 教学难点：自我介绍用语I'm ... 的发音不容易到位，学习起来较难，教师要夸张示范并适时纠正，但切不可挫伤孩子的学习积极性。 教具准备： 1. 教材相关人物的面具或头饰 2. 为Let's play中的击鼓传花游戏准备相应的道具 3. 与教材相配套的录音带 教学过程： 一、热身(Warm-up) 让学生在预备铃后听本部分Let's sing中的歌曲“Hello”，让学生在课前对英语有一些感性的认识，激发学生参与的兴趣和愿望。 二、呈现新课(Presentation) （1）再次播放本课歌曲“Hello”的录音，自然引出师生之间的打招呼。 T: Hello, boys and girls. Ss: Hello. （2）教师利用这个机会及时向学生介绍自己：Hello, I'm ... / Hi, I'm .... （3）教师戴上Sarah的头饰介绍：Hello! I'm Sarah. / Hi! I'm Sarah.（教师在示范时，一定要用手势语言辅助学生理解。对于初学者，体态语言和手势语可帮助他们理解和记忆，因此教师要适时利用手势和动作以及表情来配合教学。） （4）给学生戴上Sarah, Chen Jie, Mike, Wu Yifan的面具或头饰，扮演这些人物到讲台前说Hello! I'm .... （5）听录音，看挂图；或通过录像，VCD来展示Let's talk部分的教学内容。 三、趣味操练(Practice) （1）游戏 玩Let's play中的游戏“击鼓传花”。首先，将全班学生分为两大组。教师放音乐，两组学生同时开始传花，当音乐停止时，两组各有一名学生拿到花，这时，拿到花的学生就说：Hello, I'm ... / Hi, I'm .... 在做此游戏时，教师应提示学生发音，引导学生区分正确、错误的发音。特别是I'm的发音，应为[aim]不能读成[em]或[ai]，但要注意，教师不能一味地纠正发音，而挫伤孩子的学习兴趣或打消孩子练习的积极性。教师可根据学生情况，让学生逐步在以后的课时中感受语音，感受发音。
人教版八年级英语一对一辅导教案
Word property How many properties do you know about English words? Exercise. 1.Miss Miao is very____________(friend) to us. 2.Leo thinks it’s_______________(interest) to see animals in the zoo. 3.There are some ___________(beauty) flowers in the garden. 4.Let’s_________(is) quiet. 5.Thank you for ________(give) me so much help. 6.Swimming in cold water sounds___________(terribly). Grammar Sixteen years ago a boy _________(give) me an inportant gift. It was a smile. It was the early autumn of my first year at a middle school, and my old school was far away. As a result, no one knew________ i was. I was very lonely, and afraid ________(speak) to anyone. Every time i heard the other students talking and laughing, i felt my heart break. I couldn’t talk with anyone about my problems. Then one day, when my classmates were talking_________(happy) with their friends, i _____(sit) at my desk unhappily as usual. At that moment, a boy entered the classroom. I didn’t know who he was. He passed by me and then turned back. He looked at me, with a smile. Suddenly, i felt th etouch of something bright and friendly. It made me feel happy and warm. That smile changed my life. I started to talk with other students and made friends. Day by day, i became_________(close) to everyone in my class. The boy ________the lucky smile has become my best friend now. One day i asked him________he had smiled, but he couldn’t remember doing so! It doesn’t matter because all the dark days have gone. I believe that the world is what you think it is. If you think______ is lonely, you might always be alone. ________smile at the world and it will smile back. Grammar review 代词（Pronouns） 分为人称代词、物主代词、反身代词、指示代词、相互代词、疑问代词、不定代词和关系代词。
幼儿园大班英语教案【三篇】
幼儿园大班英语教案【三篇】 【导语】幼儿园大班英语教案怎么写？无忧考网整理了幼儿园大班英语教案【三篇】，希望对你有帮助! cody and friend 活动过程：1、老师带领幼儿来到电脑教室，由老师引导让幼儿在电脑上对以前所学单词（如：tain what do you like! 以及句形进行复习。） 2、请幼儿来与老师共同做一个游戏《字母跳出来》将所学字母卡片都发给幼儿，人手一张，游戏开始：当老师说到那个字母时拿着这个字母的小朋友迅速跳起来大声说出自己所那的字母发音。 3、新受字母Mm Nn及字母郎诗。首先出示Mm的图片mountain.请幼儿跟老师直读字母Mm的发音老师进行个别指导同时注意个别发音，引导幼儿学习mountain的字母郎诗学习是老师可先以图片做为引导同时边朗读边给幼儿做动作以引起幼儿兴趣，特别注意在郎诗里出现陌生的单词时老师应给幼儿特别进行解释。然后教授幼儿字母操的做法。教师Nn的方法同上。 4、待幼儿对字母Mm Nn以及郎诗熟悉后请幼儿上电脑通过只观的动画进一步让 幼儿对Mm Nn进行学习，老师在一边进行知道及时帮助幼儿解答关于Mm Nn的疑问。 5、幼儿在电脑上边操作边对郎诗的发音进行进一步学习，通过在电脑上的操作后普遍幼儿都能独立朗读儿歌。 6、最后请幼儿下机，由老师带领再把今天所学的知识进行复习（一起做郎诗和字母操）结束次课。 活动目标：1、学习字母Mm Nn 单词mountain and net 及郎诗。 2、复习字母A----L及单词tain等。 材料准备：字母卡片、挂图2张、电脑 We love animals 教学过程：
㈠热身 1．演唱歌曲：“How are you?” 2.师生问候。 3．师生、生生间的日常会话练习，eg. A: Good morning.,Mike. This is John. Bto C)Hello, John. Nice to meet you. Cto B)Nice to meet you, too! ㈡复习 1.播放Unit 1 Let’s chant的录音，学生拿出文具跟读并表演。 2.请学生用Look，I have a ……复习所学的文具。 ㈢新课展示 1．通过听动物声音和看动作，呈现有关动物的新单词：rabbit, panda, monkey, dog, cat, duck，并教学。 最后，教师将教过的小动物放在一起并对学生说，Look，I have a zoo. 2．感叹语Great! Cool! Wow! Super!采取自然引入的方法，在呈现动物公仔时，因势利导地教学几个感叹语，并告诉学生时下中文最时髦的说法“好酷啊！”中的“酷”即是英文的cool一词的译音。而“Super”可以翻译成“棒极了！好极了！”等等。Super一词有“超级”的意思，如：Superman(超人)，Supermarket(超级市场)等。 3．听录音，展示Let’s talk部分的教学内容，学生跟读、模仿。教师要求学生注意语音、语调。 ㈣趣味操练 1．单词的操练：教师读单词，学生扮演，模仿动作，然后教师模仿动作由学生说出单词，最后全班推送几组同学到讲台上来表演。 2．教师将橡皮泥做成的动物藏在动物图片卡后贴在黑板上，请一同学上讲台，教师说：A cat，学生就从黑板上取下画有猫的图片，然后说：This is a cat . 接着再从动物卡后找出橡皮泥动物，说：Look，I have a cat.全班同学可以同时用Cool! Super! Great! Wow!中的任何一种做出回应。用同样的方法操练新单词rabbit, panda, monkey , dog, duck等。 3．Making a zoo
新人教版三年级上册英语教案全册
Unit 1 Hello 教学目标与要求： 1、能听懂，会说Hello./ Hi. Goodbye./ Bye. I’m…What’s your name? My name’s …并能够在实际情景中进行运用。 2、能够听说,认读crayon, pencil, pen, eraser, ruler, pencil box, book, bag. 并能用英语介绍文具。 3、能听懂所接触的指示语，并能按照指令做出相应的动作。 A部分 第一课时 一、教学内容与分析 1、Let’s talk 本部分主要是会话学习。通过见面打招呼，自我介绍等情景，让学生在模仿、学习、表演的基础上逐步达到自然交流与真实运用的目的。 2、Let’s play 本部分让学生在游戏活动中熟练运用所学问候语及自我介绍用语。 3、 Let’s sing 本部分主要通过学生学唱ABC song，让学生初步接触字母的发音，激发他们对英语学习的兴趣，从而逐步培养学生的语音，语调。 4、 Let’s find out 通过找字母，让学生了解字母。 二、课前准备 1、将教师用书后所附的本套教材主要人物的图片复印或剪下，涂色后制成头饰。 2、为班上学生准备出男女生常用的英文名字。 3、为Let’s play中的游戏准备相应的道具。 三、教学步骤 【一】热身（Warm-up） 不妨请学生说说他们在现实生活中已经了解的英语词汇或日常用语。同时可利用我们生活中学生已经会说或较熟知的词汇如TV，CD，VCD，DVD，OK！Hi! Yeah! Bye! Cool! Wow! E-mail, cartoon等等来激发学生想学英语的兴趣和愿望。