宾语从句概念:在句子中起宾语作用的从句被称为宾语从句。宾语从句可分为三类,动词的宾语从句、介词的宾语从句和形容词的宾语从句。
1、动词后的宾语从句只要有三种情况,一是动词后面直接带宾语从句;二是有些“动词+副词”结构后可以带宾语从句;三是动词短语后可带宾语从句。
例句:I hope you can join us in the game.我希望你能和我们一起参加这场比赛。(动词后面直接带宾语从句)
Can you figure out what the poet really means in the poem?你能理解诗人在这首诗中的真正用意吗?(动词+副词结构后加宾语从句)
Make sure that there are no mistakes in your papers before you turn them in.在上交试卷前确保没有错误。(动词短语后加宾语从句)
2、介词后的宾语从句
例句:She is always thinking of how she can do more for others.她总想着如何才能为别人做的更多。
3、形容词后的宾语从句
例句:I am sure that they will make it in spite of the terrible weather.我确信尽管天气恶劣,他们也会取得成功。
扩展资料:
宾语从句的引导词包括that、if/weather、wh-类连接词。其中that引导宾语从句时无词义,在从句中不做任何成分,口语中一般可以省略;if/weather引导宾语从句时,在句子不做任何成分,但是有具体含义,意为是否,不可省略;wh-类连接词包括连接代词(who、whom、what、which、whoever、whichever等)和连接副词(when、where、why、how、whenever、wherever、however等)。
如何准备小学英语试讲内容
你就教新单词,又简单,而且还可以做游戏,最好是教名词,名词教学可以做一些很多游戏和比赛,用得较多的就是卡片游戏,制作简单,用起来方便,又能吸引学生,开始教时也就是新授的时间,先出示卡片,用英语问学生“what's this?',学生一般都会明白你在问什么,但他们会用汉语回答,你要马上表扬学生,"Yes,it's...." 用手指着卡片上的物体,你必须说英语单词,并复几遍,你不用解释,学生会明白你说的是卡片上的物体的英语,让后让学生跟你说几次,这个时候,你可以变换声调、声音的高低啦、你的肢体语言来吸引学生,比如说大小声游戏:你读大声学生必须读小声 ,你读小声学生就大声,分组比赛,哪组出错得多,其他组就可以计一分,最后看哪组得分最高,给一点小奖励,通过这一轮教学,学生已经初步接受了新单词,这样连续教几个单词后就要巩固一下,就是用巩固游戏,以下几个供你参考:
1. 猜卡片游戏
教师将单词卡片被面朝上放好。教师抽走一张,学生猜少的是哪一张卡片。
2. 窥一点,猜全貌
教师在一张白纸上挖个小洞然后把它盖在一张单词卡片上,让学生透过小孔猜单词。
3.看谁反应最灵敏
(1)教师将一张白纸盖在一张单词卡片上,露出卡片的一个角,学生猜单词。
(2)教师任意抽出一张单词卡片,快速闪一下,学生猜单词。
4. 表演猜单词
(1)教师准备好几张单词卡片。
(2)教师将学生分成两大组。
(3)两组轮流选一名学生摸一张卡片。然后,该学生用动作、手势、肢体语言等将单词的意思表演出来,请本组的学生猜单词。
(4)猜出的单词最多的小组获胜。
谁能给我一份father knows better 的完整英语课文啊 ,综英第二册的那个 谢谢!!!
呵呵 希望对你有所帮助 祝楼主进步哈
Father knows better
角色分配:
父亲:贺乙钊(father)
母亲:张健(mother)
儿子1:蔡华聪(Cong)
儿子2:贺飞(John)
女儿:张莹莹(Karen)
经理:高婧(Manager)
开场白:
儿子1:我老爸是个大好人,没人会相信他不好.可是......哎,他老是干些蠢事,弄得我们当儿女的到头来无地自容.
Ladies and gentlemen, you know my father is a nice man. Nobody could believe that he isn’t. Yet he’s… But he always does these stupid things that end up really embarrassing us kids.
女儿:就是,比如上次你去打工攒钱学中国功夫,呵呵,太囧了……
Yes, just as last time, you work in a restaurant saving money to learn Chinese Kong Fu, hehe, it’s so embarrassing.
儿子1:我都不想提这事儿了....
you know what happened? I hate to tell you because…
二人齐:Father knows better!
(两人下,布景上)
过场视屏
场景1:
地点:BUPT小吃店(主营洋葱灌饼)
人物:父亲、经理、儿子1、食客甲、食客乙
布景:PPT显示餐厅招牌名称及菜谱
开始情景:食客甲、乙埋头就餐,儿子1正在清理餐桌,此时父亲走进餐厅,儿子1看到父亲赶紧躲在桌后……
经理:晚上好,先生,能为您效劳吗?(带着商业性的微笑)
Good evening, sir. May I help you?
父亲:晚上好(边说边四下张望,似乎在寻找着什么)
Good evening.
儿子:(看到父亲赶紧蹲在桌子后面)(自言自语)哦!不……上帝啊,保佑你最可爱的子民吧……(不停着急的捶胸顿足,拿手机看时间,搔头弄耳)
Oh, no! God bless your kid.
父亲(礼貌地问):请问葱在哪里?
Could you please tell me where is Cong?
经理(略微思考,拿出一个洋葱):是洋葱吗?
…onion?
父亲:(愣一下,疑惑,拿过洋葱)哦?看起来不错(回过神,收起洋葱)不,不,我是说我儿子葱,他在你们这里打工
Oh? It looks good. But… but I mean where is my son Cong, he work here
经理:哦,刚才还在这儿呢!有什么事吗?我是他的经理
Oh, he was here just now! What happened? I am his manager.
父亲:哦……我想我应该和你谈一谈
Oh, nothing,but…I think I should have a talk with you.
(埋头用餐的食客甲抬头对食客乙说:我们也要谈一谈了
I think I should have a talk with you.
食客乙抬头:我们没什么好谈的.
No way!
食客甲:宝贝,别这样
Honey, give me one more chance, please!
食客乙给了食客甲一巴掌跑出餐厅
食客甲追出去……)
经理:(经理望着跑开的二人)money!money!(伸手向远方,发呆)
父亲:经理?
Manager?
经理:(回过神来)嗯?什么?
En? what?
父亲:你知道吗,这是他第一次打工.我来看看他干的如何(挠头傻笑)
You know, it’s his first job. I just want to check that he is doing ok.
经理:哦……还行
Oh, fine.
父亲:我就知道,这孩子很能干的,我太了解他了
Well, yeah, he is able-minded, I know him so well
(经理无语,四处张望)
儿子1:(自言自语)老爸回家,老爸回家……
Oh, dad, please! Go home!
父亲:你知道吗,我为我儿子感到骄傲,深感骄傲(张开右臂伸向远方)
Do you know, I am proud of my son, very proud.
经理:(囧,表情夸张)我不明白你的意思
So what?
父亲:我是说我肯定他是快干活的好手.可他和其他孩子一样,明白吗?恩.......(比划出一个天真可爱又调皮的样子)
I mean he is sure a good worker, but he is also a typical teenager。
经理:(很不耐烦)我怎么知道……
How can I know?
儿子1:(从后面出来)噢噢噢…够了!
Oh, dad! It’s enough!
父亲:哦,你在这儿啊
Oh, Cong here you are.
儿子1:恩,是的.老爸,我在这打工.(无奈,耸肩)
Yes, dad, I am here, I am working here, don’t you see?
父亲:当然,恩,我是说我刚才没有见到你.
Sure, but I did not see you just now.
儿子1:我真弄不明白,您大老远跑这儿来做什么?(愤愤,皱眉)
I can’t understand, I just want to be independent, why do you come here and say these boring things! what are you doing here?
父亲:我和经理正聊的起劲呢,对吧.(向经理眨眼)
Your manager and I were just having a nice chat, right?
经理:对,对.(连忙附和,尴尬的笑,无奈地望向观众)
Oh ,yeah, yeah……
(灯光暗,女儿上,切换背景)
独白:
女儿:这类事要是偶尔发生一两次,那倒也没什么关系,因为他爱我们,当然也爱老妈.不过我想,有时候,问题就出在这:他一心想帮助我们,他自以为是帮了我们,可该怎么说呢......
(If that sort of thing happened only once in a while,it wouldn’t be so bad.He loves us kids and Mom too.But I think that’s something the problem:He wants to do things for us,thingshe thinks are good.But…)
场景2:
地点:家中客厅
人物:父亲,母亲,儿子1,儿子2,女儿
情景:
两个儿子在电视机前打蛋疼马里奥(视频1上),(母亲房间里敷面膜,暂时在幕后)父亲下班回家进门,看到两个儿子在争游戏,上去询问并要求加入:“我是个游戏好手,让我来试试吧!”父亲开始玩蛋疼马里奥(视频1接着)......
父亲死两次,儿子在旁不停插科打诨,父亲决定换另一款游戏,并拉儿子1加入比赛,儿子2继续插科打诨.
女儿拿着裙子从房间里出来,问大家怎么样.儿子2插科打诨……
母亲听到吵闹声,戴着面膜出来,吓了大家一跳.
父亲注意力转移过来,说要给女儿一个惊喜(此处有更改)
3个孩子皱眉、不耐烦.
父亲不断和女儿说话,两个儿子窃窃私语并坏笑,女儿越来越生气(表现出来),妈妈不断打圆场维护爸爸,斥责儿子们,要女儿注意听父亲讲话.
(两个儿子打游戏的对白)
(儿子1开场不久后挂)
儿子2:Oh, you die again, it’s my turn now!
儿子1:No, just give me another chance.
(儿子2不停与儿子1争抢并虐儿子1)
儿子2:I have given you five chances!
儿子1:No, no, get out of here!
(此处两人不停争抢,除以上台词外另临场碎碎念)
(父亲推门进入)
父亲:宝贝儿们,我回来了!
Sweethearts,I am home.
(父亲走向儿子)
父亲:你们在玩什么?
What are you playing?
(等贺那边的台词)
(儿子1将手柄移至身侧,慌忙中向父亲回答,此时游戏仍在乱七八糟地继续)
儿子1:新版本的超级马里奥
It’s a new version of Super Mario.
父亲:(高兴地)好啊!我可是玩游戏的高手.
Oh,Mario,~~~~~~ You know, I am an expert in games,let me have a try.儿子2:你是认真的吗?
Are you serious?
父亲:(贺)
儿子1:真的吗?好吧,给你.
Really? OK, have a try.
(父亲第一次挂)
父亲:我只是太久没玩了,再给我一次机会(以贺的为准)
儿子2:给你一次死的机会(贱笑)
Another chance to die.
儿子1:那是.
You’re right.
(游戏过程中)
儿子1:快跳!
Dad, jump! jump!
(父亲不顾,并径直绕过一切直奔向命)
父亲:我记得这有一条命.
I remember that here is a bonus lives.
(儿子两互相偷笑)
儿子2:呵呵,看他怎么加命.
Oh yeah, of course a bonus here.
儿子1:那当然,他都不知道那有多少敌人.
He doesn’t know how many enemies there will be.)
(父亲再次挂掉)
父亲:(小生气)这有什么好玩的?我最近发现一个特别好玩的游戏,咱们一起玩吧(强制将游戏界面转换)
It’s just a silly game.let’s play a new game,it’s wonderful
(父亲将儿子1拉过来并将另一个手柄递给儿子1,让儿子1和他对抗)
(炸弹人大战坦克上,父亲坦克,儿子炸弹人)
(首次交锋)
父亲:看看我的坦克多厉害!
Look at my tank, how powerful it is!
(炸弹人在草丛中时)
儿子:看我给你个炸弹吃!
Oh, dad, give you a big bomb.
(出现第一个星星)
父亲:
Aha, a star!
儿子1:
Dad, it’s unfair! See this!
(炸完鱼)
父亲:
Ha, are you kidding?
儿子1:
E… Just a mistake.
(出现第二个吃的)
儿子1:(坚定地)
I won’t let you be more powerful!
儿子1:(假装求饶,然后轻蔑地)
No no, you are kidding, dad. Ha, can you shot me again?
(第二个星出现)
父亲:(激动地)
Child, you are going to lose the game.
儿子2:
Dad, I still can’t believe that you can win. You know, Cong is good at games!
(闹钟出现)
儿子1:(得意地)
Hahaaa,We won’t know the result until the game is over.
儿子1:(狂笑)
Wahaha!!!
(炸弹人掉水里)
儿子1:
Oh oh, what’s wrong? Help me!
(游戏结束)
父亲:(略微同情外加得意)
No one know the result, I know better than that.
(游戏结束时女儿拿着裙子上)
女儿:Look!My new dress.
儿子2:(注意到Karen)哟!Karen,你今天穿的好漂亮啊
Oh, what a beautiful Karen today
(父亲开始注意女儿)
父亲:宝贝,你穿成这样是要出去么?
Honey, are you going out?
儿子1:5美元,我打赌,肯定是去找Jack
$5, I bet, she must have an appointment with her honey.
儿子2:对
I think so.
儿子2:(儿子两人开始演情节恶心姐姐)
Honey, you look so charming today.
儿子1:(故意用细声)
Oh, I dressed it for you.
(儿子两人闭眼拥抱,抱到一半时睁眼对视,然后装吐)
女儿:
Disgusting, you two!(厌恶)
父亲:(自言自语)噢,Karen的男友?孩子他妈..
Oh,Karen’s boy friend ?mother……
(妈妈上,奇装异服)
母亲:I am here , What happened?
(爸爸愣,女儿衣服掉地,儿子两人还在窃窃私语)
(儿子1抬头,倒吸一口冷气)
(儿子2抬头)
儿子1、2:Oh, my ladygaga!
母亲:Where? Where? I’m her fans!
(两儿子,父亲,女儿,摸额头叹气)
母亲:Are you hungry? Supper is ready.
父亲:(对女儿)我正好有一个惊喜要告诉你呢,Karen.
Oh,wait,before the supper, I have a surprise for Karen
女儿:(诧异)什么?惊喜?
What? You have…a surprise?
儿子1:(敲敲儿子2)肯定不是什么好事
It won’t be good.
儿子2:Yes, hardly any good news.
母亲:好了,亲爱的,你就别卖关子了
Well ,whatever it is, dear, don’t keep us in suspense.
父亲:好吧,你们知道,盖茨是我同事
OK, you know, Mr. Gates is my workmate
女儿:(惊讶)Bill的父亲?
Bill’s father?
儿子1:你男友不是Jack吗?
Bill?Isn’t your BF Jack?
女儿:我们分手了
We were over.
母亲:别打岔,爸爸有话要说
Don’t interrupt , honey, your father is trying to tell you something
儿子2:肯定是Karen不想知道的事.
Something she will not want to know
(儿子1点头表示同意)
母亲:亲爱的,别打岔.
Children, please.
父亲:Karen,我知道你很喜欢Bill.
Karen, I know how much you like young Bill.
女儿:爸爸!
Dad!
(儿子们窃笑)
父亲:不是吗?你告诉妈妈你希望和Bill一起参加学校舞会.
It’s true, isn’t it? you have told your mum that you want to go to the school party with bill.
(两个儿子起哄:wow ~wow`wow)
女儿:(看着妈妈)
oh, no…
(妈妈耸肩,无奈的表情)
父亲:所以
So…
儿子2:(好奇插嘴)所以什么?
So what?
女儿:爸爸!
Father
父亲:我说错什么了吗?
What did I say? Anything wrong?
女儿:(对两个儿子)(无语的表情)没有
No.
(两个儿子坏笑)
儿子1:等着吧,这就来了
Wait, it’s coming
母亲:孩子们,请尊重你们的爸爸
Children please, do respect your father.
两个儿子:(夸张地点头并敬礼)好的,妈妈
Yes, madam.
父亲:好吧,今天我邀请盖茨他们一家和咱们聚个餐,就在街角那家烤鸭店,妈妈你知道的.
OK, I asked Gates to have dinner with us in the restaurant at the street corner. mother you know.
母亲:是的,知道
Well, yeah,yeah…
父亲:我告诉他,他非常愉快的接受了
I told him, he was glad to.
母亲:他不可能不接受.
He couldn’t refuse.
父亲:(非常自豪)那是!
Of course!
女儿:(咬牙切齿)这和我有什么关系呢?
Then, what-has-this-to-do-with-me?
母亲:Karen,你怎么了?一副要吃人的样子?
Karen, sometimes I can’t understand your behavior, I try my best.
女儿:抱歉,我没事.
Sorry, mum.
母亲:那就让你爸继续说下去.
OK, go on father.
父亲:我说过……(被打断)
I said …
儿子1:(打断父亲,积极地表现)我们知道你说过什么,老爸.
We know what you said, daddy.
父亲:哦,恩,你说什么?
Uh, what’s that?
儿子2:他说,“我们知道你说过什么,老爸”.
He said we know what you said, dad.
父亲:是,是,当然.
Yes, of course.
母亲:好了,我做了很多好吃的
Well, I made much delicious food
女儿:妈妈,好了.
Mum, please !!!!!!!!.
儿子1:
I think she wants father to continue.
儿子2:还是早点把这份罪受完,悲哀啊,人生.
Get it over quickly.
女儿:老爸,请你告诉我,现在就告诉我.你说什么了,老爸,求你了,快点说你和盖茨先生说什么了?(乞求,着急!!)
Daddy, please tell me, now. What did you said? Please!
父亲:哈哈,太妙了.看来我的小计策成功了,如今你急着想知道......这可让人觉得我做的一切都是值得的,哈哈!
Well now, isn’t it nice? You want to know…it’s make me feel all that I have done worthwhile.
儿子1:(对儿子2)你能相信吗?
Can you believe?
儿子2:(对儿子1,语气起伏)当然~~~~不信
Of course … I don’t…
父亲:恩,对了,我,告诉,他!你是多么喜欢bill,一心希望他邀请你去跳舞!(得意的神情)
Uh, yes, I told him how much you like Bill and you’d been wishing he’d ask you to a party!
女儿:你没这么说吧,告诉我你没这么说!
You didn’t say that, tell me you didn’t!
父亲:说了,当然说了,我是为我女儿好嘛.
Yes, I did, anything for my children.
女儿:(尽力忍住狰狞)那,那…
And… and…?
母亲:亲爱的,你没事吧?
Sweetheart, are you ok?
女儿:(冲着母亲噘起嘴巴,很快扭头面对父亲)那他怎么说?
What he said?
父亲:恩,当然,以他的为人......坦率,善解人意,他说他会和Bill说的,一定会让他给你打电话,放心.
Uh, as him, he will tell bill, and he will call you later
女儿:(愤怒的高喊)什么!!!
Whaaaaa!!
父亲:
What’s wrong?
儿子1,2:(对视,又无奈地对老爸说)老爸你这是干什么?
Father, you know better than that!
父亲:恩?是吗,恩,我想是,我,我又弄遭了,是吗?(尴尬的笑)
I do? Yes, yes, I guess I do, I’ve done it again…
总结:
儿子2:
As you see, Our father always does the things he thinks good for us, which caused some unexpected results.
女儿:
After all, He just wants to give his children a happier life.
儿子1:
But the generation gap is always the biggest problem among us.
三人齐:
Even so, we still love our father, because he loves us, too.更多
谢谢!不过我想要的是完整的英语课文,貌似这个还是不太完整呃……
额 我再看看 把你邮箱给我吧 我找的发给你哈
dfgh1958@163.com 谢谢!
好的 请查收 记得采纳哈 找来好久滴 嘿嘿
明天有一个小学英语的试讲,没有教学经历,有没有好的技巧和讲课内容,谢谢大家了,超急、在线等~~~
我是学生 ,事先声明。
我个人觉得:
1.老师的表情最好是微笑,但不要是机械式的
2.老师的作用是鼓励和引导,所以不要总是老师一个人讲,有时一些简单的问题可以让学生来讲,然后老师进行补充或修改
3.声音很重要,如果声音小那对学生很不利
4.就像您说的,气氛很重要,所以在上课前可以先讲个笑话,先活跃下气氛,不至于一上来就死气沉沉的,笑话最好与课题有关
5.上课是为了学生不是为了领导,所以不用有太多顾忌,按照自己的方式来上
6.做游戏时,可以让学生组织下,学生之间的熟悉程度往往多于老师
7.让学生回答问题时,如果学生答不出,老师适当的做些提醒,或者请答不出的同学选择其他同学来帮助他,这样也可以活跃下气氛,不至于在那儿僵持
8.还有就是语速,学生毕竟是学生,尤其是英语较差的同学反应较慢,所以要时不时问下understand?
9.英语注重口语,所以一些陌生的单词一定要练习
10.最后一点啦,那就是礼貌,在回答完问题后,不管对错,thanks是不可缺少的
over
以上内容希望老师借鉴,但也有漏洞,请老师谨慎参考。
要选我呀,亲~
还有,我貌似是最用功归纳的了,楼上有某人是教学过程,直接pass
最后的最后,祝老师好运,放松点就行
怎样的说课算是好的说课?
说课时:衣着得体,态度自然,表达流利,思路清晰。
说课内容:有教学目标、重难点、教学方法、教学环境(教具)、教学过程(最好有自己独特的方法与措施)、教学板书、教学后记。
如果有条件,可以利用PPT展示说课的内容,那样更形象、直观、有条理,说课时也没那么枯燥……
Where's the post office英语教案
Where’s the post office?
教学目标 :
1、掌握表示地点的词汇;
2、掌握where 引导的特殊疑问句;
3、能够简单地描述地点方位;
4、能够画出简单的示意图。
教学向导:
语言目标
学习策略与思维技巧
重点词汇
表示地点的词汇
where 引导的特殊疑问句
个体、群体思维;
看图作答;
交换信息;
Post office; library; hotel…
Between; on; next to;across from…
语言结构
语言功能
跨学科学习
There be 句型
Where句型的问答
询问路线
指出方位
通过绘画激发学生学习兴趣
教学过程 设计:
Steps
Teacher’s activity
Students’ activity
Preparation
Brain storm
Look at some pictures and know the words of these places
Look and read and learn
Ppt.
Task I pair work: Is there ….
Aim
Use ‘there be’ sentences, familiar with the new words
1
Read and match the new words in 1a
Read and finish the work
Picture
2
Show the target language:
Is there a bank near here?
Look at the sentence and the answer
3
Ask Ss to talk about the places in the picture
Pair work to talk about the places and streets
Pair work
4
Move around the room and give support as needed
Talk to each other
5
Ask pairs of students to show their works
Pairs of Ss show their works
Check out the conversations
Task II Listening comprehensions
Aim
Familiar with the prepositions in the sentences
1
Look at the picture in 2a and explain the prepositions
Look and learn
Write on the blackboard
2
Listen to the tape for two times
Fill in the blanks and know the meaning
Recorder
3
Move around the room and give support as needed
Write down the answer
4
Check the answer and point out the mistakes
Check the answers
Task III group work: our school
Aim
Use the target language and familiar with our school and places
1
Teach some more words to the Ss and read
Learn the new words
Pictures
2
Ask Ss to draw a picture of our school and to introduce it
Draw the picture
3
Move around the room and give support as needed
Discuss in groups and finish the picture
4
Ask Ss to show their works and talk about it
Introduce their works
Task IV pair work: talk about the pictures
Aim
Use ‘where’ question, and know how to answer it.
1
Target language: where is the bank?
Learn the sentences
2
Ask Ss to talk about the pictures
Pair work to talk about the places
Ss’ pictures or the picture in 1a
3
Move around the room and give support as needed
Discuss in pairs and
4
Ask Ss to show their works and perform it
Show the conversation with the picture
Homework
Draw a picture of your neighborhood and write a short passage to introduce it
教学反思:本单元的主题是方位,所以很多地点的名词是学生单词突破的重点,与学生的生活相结合,要扩充一些词汇,如学校的教学楼、操场,社区里的饭店、医院等,让学生学到的句子能够用的灵活。介词表示的方位应该讲解清楚,这样学生才能更加明确的表述各个建筑所处的位置。这些知识不能死板的传授,一定要在任务中完成,让学生不知不觉地学习目标语言。图片的展示能给学生更立体的感受,更加明确空间位置关系。运用画图的辅助形式,激发学生的兴趣,能够达到更好的效果。
教案点评:
本单元的主题是方位,地点名词是学生单词突破的重点,与学生的生活相结合,扩充一些词汇,明确的表述各个建筑所处的位置。围绕这几点设置了四个活动,利用多媒体素材,以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受,更加明确空间位置关系。运用画图的辅助形式,激发学生的兴趣,能够达到更好的效果。
新人教版七年级英语上册第六单元教案怎么写
Unit 6 Do you like bananas?
单元教材分析:
本课包括三部分:Section A, Section B和 Self-check.
主题: Food.
语言功能: Talk about likes and dislikes.
询问某人是否喜欢某种食物及回答;表达喜欢什么和不喜欢什么。
语言结构: Present tense to like Yes/No questions and short answers
Affirmative and negative statements
like 的一般现在时,一般疑问句及肯、否定回答;肯定句和否定句。
语言目标: 主要语法
Do you like hamburgers? Yes, I do. No, I don’t.
I like French fries. I don’t like tomatoes.
Main vocabulary(词汇): hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, salad, bananas, eggs, strawberry, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable.
品德:在平日饮食中要做到不挑食。
根据需要可以分为四课时来讲。
第一课时:
I.教材分析:这是本单元的第一部分,生词比较多,但是因为涉及到吃的东西,每个同学都有自己的爱好,学生比较感兴趣。
Language topic: Do you like bananas?
Yes, I do. No, I don’t.
Language strategies: Talk about likes and dislikes.
Main vocabulary: food, banana, hamburger, tomato, broccoli, French fries, strawberry, orange, ice cream, salad
II.语言结构: like的一般现在时的一般疑问句及回答。
III.语言功能:询问某人是否喜欢某物及怎样回答.
IV.活动设计: 采访调查 Do you like…?
V. Teaching steps:
Step 1:Greetings.
Step 2: Words: (pictures)
What’s this? (picture) It’s a soccer ball. Do you have a soccer ball? Yes, I do. /No, I don’t. Do you like it? Yes, I do./No, I don’t.
What’s this? It’s a hamburger. Do you like it? Yes, I do. No, I don’t.
What are these? They’re bananas. Do you like bananas? Yes, I do. / No, I don’t.
运用图片和对话教学单词:hamburger, banana, tomato, broccoli, French fries, strawberry, orange, ice cream, salad 并运用这些单词进行对话:Do you like…? Yes, I do./ No, I don’t.
Step 3: 1a Match the words with the pictures. (P31)
Step 4: 1b Listen and number the conversations 1-3.
Do you like salad? No, I don’t. Do you like bananas? Yes, I do.
Do you like oranges? Yes, I do.
Practice the conversations, and then make your own conversations.
Step 5: 2a Listen and circle the food you hear. (P32)
hamburgers tomatoes broccoli French fries oranges ice cream salad bananas
Step 6: 2b Listen again and fill in the blanks.
I like hamburgers. Do you like hamburgers? Yes, I do.
Do you like______: No, I don’t like ______.
Let’s have _______. Oh, no. I don’t like_________.
Step 7: 4 (P33)Make a food survey. Do you like…?
Food
like it
doesn’t like it
tomatoes
Liu Li
Zhao Jun
hamburgers
bananas
French fries
broccoli
salad
oranges
How many students like hamburgers?
How many students like bananas?
日常生活中饮食要做到不偏食,不挑食。
Step 8: Let’s sum what we have learned this class.
Words:
Sentences:
Something else:
Step 9: Homework
1. Remember the words in this class.
2. Practise the dialogue in pairs.
教后一得:教完这堂课,感慨颇多。以前经常埋怨学生厌学,没兴趣,从这节课来看,主要是教师没有认真的去备课, 没有去从学生的角度去处理教材,学生当然没兴趣。这节课,以学生的日常生活为话题,学生积极踊跃参加,效果很好,自我感觉良好。
第二课时:
I.教材分析:这是本单元的第二部分,生词也比较多。
Language topic: Does he like salad? Yes, he does.
Does she like salad? No, she doesn’t.
Language strategies: Talk about likes and dislikes.
Main vocabulary: egg, apple, carrot, chicken, fruit, vegetable, breakfast, lunch, dinner
II.语言结构: like一般现在时第三人称单数的一般疑问句及回答。
III.语言功能:询问第三人称是否喜欢某物及怎样回答.
IV.活动设计:Guessing game
V. Teaching steps:
Step 1:Greetings.
Step 2: Words: (由对话引出)
(Ask a boy)Do you like bananas? Yes, I do. / No, I don’t.
(Ask another student) Does he like bananas? Yes, he does. / No, he doesn’t.
(Ask a girl)Do you like eggs? Yes, I do. / No, I don’t.
(Ask another student) Does she like bananas? Yes, she does. / No, she doesn’t.
依次类推 chicken, apple, carrot, fruit, vegetable.
Do you like eggs for breakfast? Breakfast is the first meal of a day.
Do you like vegetables for lunch? And do you like chicken for dinner?
(转到第三人称) Does he or she like carrots for lunch? Yes, he does./No, he doesn’t.
Ask the students to remember the new words.
Step 3: 1a Write the number in the box next to the correct food. (P34)
1. broccoli 2. salad 3. eggs 4. apple 5. ice cream 6. hamburger 7. banana
8. orange 9.carrots 10. chicken
Step 4: 2a Listen and circle the words from 1a that you hear. (P34)
Step 5: 1b How many other words can you add to the lists? (P34)
Fruit: apples
Vegetables: broccoli
Add five new words to your Vocab-Builder. Ask the students to remember them.
Step 6: Write down what your family like to eat.
My father: eggs, apples…
My mother: chicken, oranges, carrots…
My sister: hamburgers, ice cream…
My brother:
Ask another student to guess: What does my father like?
Does he like vegetables? No, he doesn’t.
What does my sister like? Does she like ice cream? Yes, she does.
Step 7: Let’s see what we’ve learned today.
Words:
Sentences:
Something else:
Questions:
Step 9: Homework.
1. Remember the words.
2. Practise the dialogue in pairs.
3. Finish the workbook.
教后一得:这节课不如上一节课效果好。原因是:今天我的情绪不好,把自己的个人情绪带到了课堂,这样是不对的。教师应当以饱满的热情来影响学生,调动学生,从而收到良好的课堂效果。
第三课时:
I.教材分析:
Language topic: I like oranges. I don’t like bananas.
They like salad. They don’t like broccoli.
He likes hamburgers. He doesn’t like broccoli.
She likes ice cream. She doesn’t bananas.
Language strategies: Talk about likes and dislikes.
Main vocabulary: eat, running star, lots of, healthy, food, dessert, list
II.语言结构: like一般现在时的肯定句和否定句。
III.语言功能:怎样表达喜欢什么和不喜欢什么.
IV. Teaching steps:
Step 1:Greetings.
Step 2: Practise dialogue like this:
Do you like bananas? Yes, I do. I like bananas.
Do you like salad? No, I don’t. I don’t like bananas. I like salad.
Practise in groups: I like …, I don’t like. 转到第三人称
Ask another student: Does he like salad? No, he doesn’t. He likes bananas.
Step 3: 3 (P33) Pair work. Find out what /Bill and Bob like and don’t like.
French fries strawberry salad ice cream
Bob
Bill
Practise like this: Bob likes French fries. He doesn’t like salad.
Bill likes …
Step 4: 2b Listen and fill in the chart. (P34)
likes doesn’t like
Katrina: apples carrots
Tom:
Ask and answer questions about what Katrina and Tom like and don’t like.
Step 5: 2c Look at the breakfast, lunch, and dinner in activity 1a. Are they Katrina’s or Tom’s? Write K or T (P34)
Step 6: 3a Read the article and underline the fruits and the vegetables. (P35)
Runners eats well!
Middlebrook High running star Katrina Pedrosa eats lots of healthy food. For breakfast, she likes eggs, bananas, and apples. For lunch, she likes hamburgers, salad, and oranges. And for dinner, she has chicken, tomatoes, French fries and, for dessert, ice cream.
New words: eat, running star, lots of, healthy, food, dessert
(有些单词让学生会读即可。)
Step 7: 4a You are going on a picnic with a group of friends. Make a list of food to buy. (P35)
I like apples. Do you like apples? Yes, I do. Do you like oranges?
Yes, I do. What do they like? …
Then read your list of food to the class.
Step 8: Let’s see what we’ve learned today. (Ask the students to sum by themselves)
Words:
Sentences:
Something else:
Questions:
Step 8: Homework.
1. Ask the students to remember the new words.
2. Practise the dialogue in pairs.
教后一得:本单元主要学习如何表达喜欢什么和不喜欢什么,对于这一话题,学生非常感兴趣,通过教给学生一些食物名词,并适当补充一些日常用到的名称,进行对话练习,学生热情高涨。
第四课时
Self-check (Revision)
I.教材分析:这是本单元的最后一部分: Self-check,即本单元的复习部分。这一部分的课本是由以下几部分组成的。
1.Key word check. Check the words you know.
2.Add five new words to your Vocab-builder.
3.Draw the food you like to eat for lunch.
4. Ask your classmates what they like to eat for lunch. Find someone who likes to eat the same lunch as you.
Just for fun! Do you like broccoli?
II.这一部分可分为如下几个步骤进行:
Step 1:Review words like this:
Food: chicken hamburgers French fries ice cream
Fruit: apples bananas oranges
Vegetables: salad carrots tomatoes
Ask the students to remember them and check up.
Step:II. Practise the language topic (P32) Grammar Focus.
Do you like salad? Yes, I do. No, I don’t
Do they like salad? Yes, they do. No, they don’t.
Does he/she like salad? Yes, he/she does. No, he/she doesn’t.
I/They like oranges. I/They don’t like bananas.
He/she likes ice cream. He/She doesn’t like bananas.
Stop III. Write about what Tom likes to eat for breakfast, lunch, and dinner.
For breakfast, Tom likes eggs, oranges, and bananas. For lunch, he likes hamburgers,____________________________________. And for dinner, he likes ______________________________________.
Step IV. Write about what you like for breakfast, lunch and dinner.
Step V. Draw the food you like to eat for lunch.
Step VI. Ask your classmates what they like to eat for lunch. Find someone who likes to eat the same lunch as you.
Step VII Fun (Ask the students to read the dialogue in a strange voice to make more fun)
Step VIII. What you have learned from this Unit.
Questions:
Homework: 1. Remember all the words in this Unit.
2. Practise the dialogue in pairs.
3. Finish the exercises about this unit.
教后一得:本课时回顾、练习了本单元的教授内容,通过练习,进一步巩固了本单元的所学内容,进一步设计活动来完成本单元的教学任务,但切忌避免机械地重复,活动应本着由简到繁的活动设计原则。
英语说客稿模板
这是小学的,大框框应该差不多的吧
4b unit 3 what’s your job?
Dear judge, good morning. Today, I’d like to talk about unit 3 what’s your job?, oxford primary school, English book, 4b. I divide this unit into 5periods, and this is the 1st. I’d like to talk about it in 3 parts.
Part 1 analysis of the teaching material.
the content of this lesson is about vocations. From this lesson, Ss should know how to ask others about their jobs. I’ll use learned knowledge to create real situation for them.
According to the content, I confirm my teaching aims as follow.
1. knowledge aims: to enable ss grasp the new words: wait waitress, cook and farmer and the sentences: what’s sb’s job? I’m/he’s/ she’s a …/ they are…
2. ability aims: to enable ss grasp the words and sentences firmly and use them freely to make dialogues in a real situation.
3. emotion aims: to enable ss ask others politely, and put the moral education in eng study. They should not waste food.
The key point is to enable ss grasp the new sentences and words.
the difficult points are the plural form of both words and sentences and the pronunciation of waitresses.
Part 2 teaching and studying methods
Use direct method to show real things to help ss understand the characteristics of each occupation. Use situational approach to create real situation for the ss and help them feel relaxed in my class. I’ll also use CAI, cards, words and sentences cards, masks, school things and ties to help.
Part3 teaching procedures
Step1 warm up
1. greetings
use sentences patters: what’s your name? are you a student? What’s her/ his name? how old are you? to help ss get ready for the class.
2. a puzzle game
show pieces of pics on ppt. for example: a part of a woman, long hair, a ruler, a book like a puzzle. Ask ss to guess. Ask two questions: what’s this? Who’s that woman with long hair? Show the original pic, check the answer. Show 4 pics, to do a pair word.
Step 2 presentation
1. teach “what’s your job? I’m a…”
show a pic of Miss Liu, say :”look, this is Miss Liu.” I speak to Miss Liu with the help of CAI,”Hi, Miss Liu. What’s your job?” Miss liu says:” I’m a teacher.” Show a mask of Miss Liu. Put it on S1’ head, ask: “Hello, what’s your job?” lead S1 to say: “I’m a teacher.” Ask S2 again, show the sentence on the screen. Write it on the Bb(black board). Teach. Read several times. show the hats of doctor and nurse, ask ss to do pair works.
2. teach what’s her/his job?
show another two pics of two jobs. Point to the woman, ask: what’s her job? Guess. Lead ss to use “she’s a teacher.” to answer. Teach the sentence pattern. Have a chant: her job, her job, what’s her job? A teacher, a teacher, she’s a teacher.
use the other pic to teacher “his”, and encourage ss to have another chant : his job, his job, what’s his job?....
3. teach waiter, waitress.
show a man’s pic in a restaurant. Ask ss to guess what’s his job? Ss guess. Show the tie of a waiter, and say , “look, he’s a waiter.” Write the word on the BB. Teach the word and spell it. Read it one by one. Show a pi of a woman. Ask ss to guess. Show waitress’s tie. And teach waitress. Pay attention to the spelling and the pronunciation of it.
4. teach cook farmer
show the hat of the cook. Put it on my head, and do the action, say:” now, I’m not a teacher. I’m a cook.”. teach the word cook and spell it. Write on the BB. Put the hat on the s’s head. Ask 1st the question “what’s your job?” then put the hat on S2. ask S1 to ask S2. put the hat on a boy’s head, ask others “what’s his/her job?” like this.
show a Chinese poem: Chu He on the screen. Do the action, and ask Ss to guess my job. Teach the word farmer. Show the pic of a farmer. Write it on the BB. Have one s to do action, make ss to make dialogues like this.
5. teach what are their jobs? They’re… and the words’ plural forms.
when ss give a good answer or do better in pair works, I’ ll give them a card. Use the cards which write an occupation. Ask s question what’s your job? And find out 2 have the same occupation, say:”S1 is a waiter, S2 is a waiter. They are waiters.” Write “waiters” and “they’re ”on the BB. Ask other ss “what are their jobs?” twice. Write it on the BB. Read it several times. Show other pics of the occupations teach today. Teach the plural forms one by one. Have a pair work.
Step3 practice
1. magic ears
show 4 occupations, I say 3 of them quickly, Ss find out what’s the missing one. Circle it out on their exercises papers.
2. magic eyes
use the occupation card. Pick one, and do the action, and Ss guess. Have others play the guessing game.
3. show 3.5 6 pic of Part C
make a dialogue with a s first and make others do the left.
Step 4 homework
1. listen read and write the new words.
2. finish a card :
my name card after 20 years
name:___
age:____
job:____
3. find out what your parents’ jobs. Finish the card II
My father/mother
name:
age:
job:
part 4 Blackboard design
unit 3 what’s your job?
what’s your/ his/ her job? What are their jobs?
I’m
He’s
She’s … they’re….
here are the words, here are the sentence patterns.
They are the key points of this lesson.
That’s all about my lesson. Thank you.
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