第二次课Lesson3.4
新概念1-教学计划和课程安排
新概念1 教学计划和课程安排
教学目的:
本书的练习大多数是听说方面的。
教材每个单元的前半部分有一篇按句型结构编排的情景对话或描述性
文字, 其中每课书介绍的新的语言内容被融进了上下文之中。
课文用于训练学生的理解能力, 以及学生说、
读和运用渐进型句型的能力。
每个教学单元的后半部分通常有几组有编号的插图, 用于理解和口语练习。
教学对象:
适用于新概念英语的初学者, 小学五、六年级的学生。
全书词汇约为1800个, 重点内容包括国际音
标、简单对话、200个口语句型和所有的基本时态。
一、教学时间:
每周周一下午5: 00-6: 30、周日2: 00-3: 50.每周两次, 共四课时。
60课时, 需要学习15周即大约四个月的课程。
五、课堂流程:
1, 课堂上, 老师首先带领学生对要学的单词进行熟悉, 达到会认会读, 单词的词义也要适当进行扩展和延伸。
2, 根据课文前的问题和插图简单了解所学内容；
3, 学生和老师一起进入对话或文章的学习, 熟读并进行相关的演练, 完成课堂训练；
4, 每节课的教学重点和难点要作为重点讲。
5, 每节课的课堂练习进行加强巩固。
新视野大学英语第三版读写教程第二册第一单元教案
大学英语（2）教案use English learning strategies consciously教学重难点Using proper language to talk about English learningHow to apply the reading skill – reading for the key idea in a sentence教学材料教学方法1. 教学材料：Text A课文、练习2. 教学方法：Under the guidance of student-centered principle, apply communicative and heuristic teaching methods, stimulate students’ interest in learning English and get students involved in class participation教学过程一、课前导入Talking about your experience of learning EnglishWatch the video clip and discuss the following question in pairs.1）According to the speaker, in what ways did Chinese students learn English?Chinese students practice their English by screaming it.2）Do you agree with what he said about Chinese students learning English? Why or why not.Yes, I just learned English exactly that way.No, we have learned English in different ways.3）How do you learn English? What do you think of your way of English learning?I learn English by:listening to the teacher carefully in classtaking notes …to go over lessons latercatching every chance to practice speakinglistening and reading a lotdoing enough exercises to practice grammar rulesI think my way of English learning is:effective, ineffective, interesting, boringchallenging but rewardingexamination-oriented二、文本学习1. Global understanding of the text1）Scan the text in three minutes and fill in the blanks.After I read the passage, I know the text talking about how _________ and __________ can be taught efficiently. The writer might be a ________ and a ________________ as well.2）What is the writing style of the text? Why?The writing style of the text is relaxed, which is proved by a lot of short sentences and paragraphs, casual verbs, daily talks and simple modifiers.3）Map the text structure and fill in the blanks.2. Detailed understanding of the textRead the text again and answer the following questions.1) Why does the son think that his father is a tedious oddity?Because he is tired of listening to his father and he is not interested in grammar rules.2) Why does the author think that students’ language deficits should be blamed on schools?Because the schools fail to set high standards of language proficiency. They only teach a little grammar and less advanced vocabulary. And the younger teachers themselves have little knowledge of the vital structures of language.3) What does the father teach the son while giving him a grammar lesson?He familiarized his son with different parts of speech in a sentence and discussed their specific grammatical functions including how to use adverbs to describe verbs.4) What are the two things that the author uses to describe grammar and vocabulary?The author uses “road map” and “car” to describe grammar and vocabulary. Here, “road map” is considered as grammar and “car” as vocabulary.5) How do you understand the interjection “whoa!” said by the father toward the end of the text?Since the subjunctive mood his son used is a fairly advanced grammar structure, the in terjection “whoa!” reflects the tremendous pride the father had toward his son; it also reflects the author’s humor in using the word because it was once used by his student, though in two different situations and with two different feelings.第二次课一、文本拓展1) Text SummaryAn Impressive English LessonTo my son, I am a _____________: a father he is __________ listen to and a man ____________ the rules of grammar. And I got ______________ this because my student was unable to describe properly her feeling on her __________ to Europe.However, it doesn’t ________________ to criticize our students. They unfairly bear the bulk of the criticism for these __________________ because there is a sense that they _________________. On one hand, they are misled by the____________. On the other hand, school fails to _________________ the essential framework of language, accurate grammar and proper vocabulary. Perhaps, language should be looked upon as a _________ and a ___________________: often study the road map (check grammar) and ________ the car engine (adjust vocabulary). Learning grammar and a good vocabulary is just like driving with a road map in a ________________ car. __________, _________, and __________ communication depends upon grammar and a good vocabulary, the two __________ assets for students, but they are ________________ in schools.2) Language Points3. Criticl thinking1）What do you think of the “impressive English lesson”? Is it effective?●Yes. Because the lesson aroused children’s interest in learning English grammar.●Yes. Because the way to learn grammar is more natural, interesting and enjoyable.●Yes, because learners become more motivated when learning something they like.●No. because it’s like a street learning without forma l instruction.2) Do you think English grammar helps you a lot in learning English? Why or why not?English grammar helps a lot:●Order sentences correctly.●Use words properly.●Talk with other English speakers confidentlyEnglish grammar is of little help:●Only give rules that are hard to remember.●It is not helpful in a real-life setting due to the limited time to think and recall the rules.●Not always applicable to the real language, especially idioms.3) How can you effectively enlarge your vocabulary?●Read more English from online sources.●Watch English TV / listen to English radio / watch English online videos.●Talk often with English speakers.●Listen carefully and extensively.●Use dictionaries to look up unfamiliar words.●Use new words as often as possible.二、写作训练 (P13)1）Structure AnalysisAs the name of our textbook implies, we read English in order to write in it. But how to write in the English way?As is known to all of us, what we write reflects what we think; and how we write mirrors how we think. In that light, our best way of writing in English is to know well how to think in English as the American or British people do. What is their way of thinking then?Different from us who think in the spiral way (螺旋式), they tend to think in the linear way (线性方式). As far as paragraph writing is concerned, deduction (演绎法) is typical of their linear way of thinking, as shown below:Starting from this book, you are moving from paragraph writing to short essay writing. In a likely manner, however, we will go through the same process for essay writing as we did for paragraph writing. In college writing, an essay normally has three main parts: introduction, body,What are minor details and what are the main ideas. (Many words in a sentence describe things about the subject of the sentence but they merely find the details to it. If we ask when, what, where, or why, we will find out these details, which further help us to see the key idea of the sentence.)4) What to keep in mind to find out the key idea of a sentence?Of course, we cannot always easily decide which details are simply descriptive and which add much to the key idea. However, the starting point for determining the key idea ina sentence is to find who or what the sentence is about and what the person or object isdoing.2. 文本学习1) Applying the reading skillWhat can the title “The Great Journey of Learning” tell us?The title “The Great Journey of Learning”, coupled with the topic “Language in Mission” of the unit, tells us the central idea—The process of learning has a profound effect on one’s life.2) Detailed understanding of the textRead Text B and choose the best answer to each of the questions (Page 24)Read the text again and think about the following questions:1. Why did Malcolm X want to learn English? (Para.2)Because he was poorly educated, he felt inadequate to teach his new beliefs to others.2. What motivated Malcolm X to launch on a quest to overcome his language deficiencies? Malcolm X’s considerable frustration at his inability to read and write launched him on a quest to overcome his deficiencies.3. How did Malcolm X move from basic literacy toward true proficiency? (Para. 5)He copied dictionary, read everything he had written aloud and logged important things that happened every day. Repetition helped move him from basic literacy toward true proficiency. 4. What did Malcolm X obtain from language learning? (Paras. 9-10) Reading had changed forever the course of Malcolm X’s life. As he acquired knowledge, his horizons expanded. He had left behind the narrow, ignorant world of his youth to join the world community of thoughts and actions ever since he started with his great journey of learning English in prison.3. 知识总结听说训练第四次课教学目的及要求Talk about learning experiencesListen for signal words for listingGive and respond to adviceTalk about learning / teaching methods教学过程1. Listening to the worldSharing1) Watch a podcast for its general idea.The podcast is mainly about the things people are learning at the moment and the most difficult thing they have ever learned.2) Watch Part 1 and fill in the blanks●new things●At the moment●quite difficult3) Watch Part 2 and check the true statements.ListeningListening skillsListening for signal words for listing●Listen for the total number of items at the beginning●Listen for words and expressions that signal the beginning, following and end of the listing⏹ e.g. the last, the final, lastly, and finally●Listing items with equal value⏹ e.g. to begin with, to start with, furthermore, moreover, in addition, besides, what’smore, the last but not the least, lastly, finally●Words and expressions indicating importance⏹expressions: above all, the most important / obvious / noteworthy⏹Adjectives: main, vital, significant, chief, central, principal, primary, major,distinctive, and the –est forms of adjectives1)Listen to a radio program and rearrange the following expressions.e-c-a-g-d-h-b-f2) Listen to the radio program again and complete the table.●speak●saying the wrong thing。
英文数字的读法
英文数字的读法默认分类 2009-09-17 11:01 阅读74 评论0字号：大中小1. 小数是用数字来表示的，小数点后无论有多少位数也不要在中间插入逗点，小数点读作point，小数点后面的数字要一个一个地读出。
如：3.4读作three point four0.8读作zero point eight 或naught point eight30.34读作thirty point three four。
Birth rate was up 2.5 times in those years.那些年出生率上升了 2.5 倍。
小数 2.5 在句中作修饰语。
Our grain output will be 3.7 times that of 1960.我们的粮食产量将是1960年的 3.7 倍。
小数 3.7 在句中作修饰语。
2. 百分数用percent或per cent表示，即"%"。
The price has been reduced by 20 percent （20%）since May.自五月以来价格降低了百分之二十。
The number of visiting patients is 30%（30 percent）less than the same time last year.就诊的患者人数较去年同期下降了百分之三十。
3. 比率的表示通常都用数字，有时亦可用文字。
The ratios of 1 to 3 and 5 to 15 are the same.一比三和五比十五的比率是相同的。
You have a fifty to fifty chance to win the game.你有五成的机会赢得比赛。
4. 日期及年份的表示法，如：May 22（May the twenty-second或the twenty-second of May），也可写作May 22nd July 15（July the fifteenth或the fifteenth of July），也可写作July 15thAugust 1（August the first或the first of August），也可写作August 1st1949读作nineteen forty-nine1804读作eighteen o four1700读作seventeen hundred2000读作two thousand685 B.C.读作six eighty-five B.C.（before Christ）1960's（or 1960s）读作nineteen sixties。
四年级英语第二次课课件
四年级英语第二次课课件四年级英语第二次课课件一、课程背景在四年级英语第二次课中，我们将继续培养孩子们的英语听、说、读、写能力。
通过各种有趣的活动，让孩子们在轻松的氛围中学习英语，提高他们的学习兴趣和积极性。
二、课程目标本次课程的目标是让孩子们能够：1、掌握并运用基本的英语词汇和短语，如问候语、家庭成员、颜色、形状等；2、熟练运用英语进行简单的日常交流，如问候、介绍自己、描述物品等；3、培养孩子们的英语语感和表达能力，提高他们的自信心和口语水平。
三、教学内容本次课程将包括以下内容：1、复习已学过的单词和短语，如颜色、形状、家庭成员等；2、学习新的单词和短语，如数字、时间、食品等；3、练习对话和情境模拟，让孩子们能够在实际场景中运用英语进行交流；4、通过游戏、歌曲等形式，增加孩子们的英语学习兴趣。
四、教学方法在本节课中，我们将采用以下教学方法：1、互动游戏：通过设计有趣的互动游戏，让孩子们积极参与，加深对单词和短语的记忆；2、情境模拟：让孩子们模拟不同的场景，如购物、问路等，培养他们的口语表达和应对能力；3、小组讨论：让孩子们在小组内进行讨论，互相学习和交流，提高他们的合作精神和团队意识。
五、教学步骤1、复习已学过的单词和短语，进行小测试；2、学习新的单词和短语，通过图片、实物等方式进行讲解；3、分组进行情境模拟练习，老师巡回指导；4、全班进行互动游戏，增加孩子们的参与度和学习兴趣；5、小组讨论，分享学习心得和感受；6、布置课后作业，巩固所学内容。
六、教学评估本次课程的评估将包括以下方面：1、出勤率及课堂表现；2、小测试成绩；3、情境模拟中的表现；4、互动游戏中的表现；5、小组讨论中的参与度及表现；6、课后作业完成情况。
通过以上评估方式，我们可以全面了解孩子们的学习情况，及时发现并解决问题，确保他们能够在轻松、愉快的氛围中学习英语。
七、教学反思在本次课程结束后，我们将进行反思和总结，分析教学中存在的问题和不足之处，并制定改进措施。
【微课堂】部编语文一年级上册第2课《小小的船》图文讲解+微课视频+知识点+同步练习
【微课堂】部编语文一年级上册第2课《小小的船》图文讲解+微课视频+知识点+同步练习部编一年级上册《小小的船》课文朗读电子课本教学视频（建议点击播放后全屏观看）来源：腾讯视频课文知识点一、我会写月yuè（月儿、月亮、明月）儿ér（月儿、儿子、男儿）头tóu（桥头、头发、两头）里lǐ（公里、里面、里外）二、我会认的de（好的、坏的、有的）船chuán（开船、小船、船儿）两liǎng（两边、两只、两个）在zài（在家、不在、有在）看kàn（看见、看到、看星星）见jiàn（见人、不见、见到）闪shǎn（闪闪、闪光、闪开）星xīng（星星、星光、五角星）三、多音字只zhǐ（只是）zhī（一只鸟）四、反义词里——外头——尾五、认识笔画横折钩和竖弯钩六、理解词语蓝蓝的：文中指天空的颜色。
闪闪的：指夜空中星星一闪一闪的样子。
七、句子解析1.弯弯的月儿小小的船。
把月儿比作小船，形象生动。
2.只看见闪闪的星星蓝蓝的天。
“只”指仅仅，“只看见”是仅仅看见的意思，表示除了星星和蓝天，别的什么都没看见。
这句话写“我”看着月儿产生的想象，新奇独特。
八、问题归纳“我”坐在小小的船里看到了什么？看到了闪闪的星星和蓝蓝的天。
九、课文主题这是一首童谣，以优美的语言描绘了一幅奇妙的夜景图──月儿是小船，“我”正坐在“船”里看着蓝蓝的天空和闪闪的星星……作者通过形象的比喻和新奇独特的想象，写出了夜空的美丽，表达了热爱大自然的情感。
十、教材课后习题2.读一读，照样子说一说。
绿绿的草地圆圆的西瓜白白的云朵红红的太阳蓝蓝的大海弯弯的小路图文解析。
最新中职数控技术应用专业实用英语授课教案：3.4
4. Pair work: One student says the English words, the other speaks Chinese. The students practise in pairs.
----What is the function ofthe Feed Rate knob?
----It is used toadjustthe feed rate.
Step V Exercisesin claபைடு நூலகம்s
I.把字母重新排序组成单词
aowrr------arrowjustad-----adjust
▲1. The teacher reads the whole text.
2. The students read the text themselves.
3. Ask two individual students to read the text paragraph by paragraph.
4.Ask the students to discoveruseful words and expressions, then to do the exercise on the left.
5.Analysis of difficult points:
6.Reading competition
7.Summary
Step IV . Dialogue
----Whatdoes theManual Reference Pointreturnmean?
Unit2Lesson4Again,please(教案)2023-2024学年英语四年级下册
教案：Unit2 Lesson 4 Again, please教学内容：本节课是英语四年级下册Unit2 Lesson 4的内容，主要围绕“Again, please”这一主题展开。
教学内容包括：复习已学的单词和句子，学习新的单词和句子，以及进行听、说、读、写的综合训练。
教学目标：1. 让学生能够熟练地运用“Again, please”这一表达方式，请求对方重复所说的话。
2. 帮助学生掌握本节课所学的单词和句子，并能够运用到实际情境中。
3. 培养学生的听说能力和阅读能力，提高他们的英语综合运用能力。
教学难点：1. 学生对于“Again, please”这一表达方式的理解和运用。
2. 学生对于新单词和句子的掌握和运用。
3. 学生在听、说、读、写方面的综合运用能力的培养。
教具学具准备：1. 教学课件或黑板，用于展示教学内容和示例。
2. 录音机或音响设备，用于播放听力材料。
3. 学生用书和练习册，用于学生跟随教学进度进行学习和练习。
教学过程：1. 导入：通过与学生进行简单的对话，复习已学的单词和句子，引入本节课的主题“Again,please”。
2. 新课展示：向学生展示本节课所学的单词和句子，并通过示例和练习，让学生理解并掌握它们。
3. 听力训练：播放听力材料，让学生听懂并能够回答相关问题。
4. 口语训练：通过角色扮演或小组讨论，让学生运用所学的单词和句子进行口语交流。
5. 阅读训练：让学生阅读相关的短文或故事，并回答问题，提高他们的阅读理解能力。
6. 写作训练：让学生根据所给的要求，进行写作练习，提高他们的写作能力。
板书设计：1. 在黑板上列出本节课所学的单词和句子，并加以解释和示例。
2. 在黑板上展示听、说、读、写的训练内容和要求。
3. 在黑板上布置作业，并要求学生在下节课前完成。
作业设计：1. 听力作业：听录音，回答问题。
2. 口语作业：与同学进行对话，运用所学的单词和句子。
3. 阅读作业：阅读相关的短文或故事，并回答问题。
Unit2Lesson4Again,please教学设计(教案)
（二）当堂检测（预计用时：10分钟）
1.听力检测：
-播放一段与本课内容相关的听力材料，要求学生听后回答相关问题，检测学生对请求重复和解释用语的理解和反应能力。
-设计填空题，让学生根据所听内容，填写适当的请求重复和解释的表达。
-对话场景：购物、点餐、问路、讨论等
②重点词：
- repeat
- catch
- understand
- explain
- again
③重点句型：
- Could you please repeat that?
- I didn't catch that, sorry.
- Could you explain that?
教学方法与略
1.教学方法选择：
-讲授法：教师通过简明扼要的讲解，引导学生学习本课的核心短语和句型，强调语言点的正确使用。
-讨论法：鼓励学生在小组内或全班范围内，就听力材料或角色扮演中的问题进行讨论，促进语言实践和思维碰撞。
-案例研究：分析课本中的对话案例，让学生观察、分析、总结有效的交流策略。
-项目导向学习：设计实际对话场景，让学生以小组为单位，完成特定的交流任务，提高语言综合运用能力。
2.教学活动设计：
-角色扮演：学生模拟课本中的对话场景，进行角色扮演，实际运用所学短语和句型，提高口语表达能力。
-游戏：通过“你说我猜”、“快速问答”等游戏，锻炼学生的听力理解和快速反应能力。
-小组竞赛：设置不同难度的对话任务，小组间展开竞赛，激发学生的学习兴趣和竞争意识。
-实验活动：让学生尝试在真实的语境中，运用所学知识进行沟通，观察和记录交流效果。
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祈使句： 祈使句： 祈使句：主语通常不直接表示出来，其谓 语动词用原型，也叫无主句。表示命令、 请求、建议、叮嘱等。祈使句真正的主语 是你，但省略了。 My umbrella and my coat please. 省略了动词和间接宾语的祈使句。 Keep off the grass! 请勿践踏草地！ Help yourself! 请自己动手！
英语国家中的姓名通常由三部分组成： 英语国家中的姓名通常由三部分组成： 中间名+姓 名+中间名 姓。 中间名 一般不用中间姓， 一般不用中间姓， 在熟人之间以名相称， 在熟人之间以名相称， 正式场合用Mr.、 正式场合用 、Mrs.、Miss（小姐） 、 （小姐） 或Ms.（女士）加姓相称。 （女士）加姓相称。
倒装句： 倒装句： here is 是简单的倒装句，be 动 词放在 here 的后面，这个句式 就可以成为简单的倒装句式。 My ticket is here. 我的票在这。 Here is my ticket. / Here's my ticket.
Cici肯变否秘诀 肯变否秘诀
肯定变否定， 肯定变否定， 其实也不难。 其实也不难。 找到be动词， 找到 动词， 动词 其后not的添。 其后 的添。 的添
定冠词的用法： 定冠词的用法： 1、指已提到的人 物]； 、指已提到的人[物 ； 2、指说话人与听者已知的人 物]； 、指说话人与听者已知的人[物 ； 3、用于独一无二的事物前； 、用于独一无二的事物前； 4、与形容词最高级和序数词连用； 、与形容词最高级和序数词连用； 5、在单数名词前表示一类人 物]； 、在单数名词前表示一类人[物 ； 6、用于江河、山脉等名称之前； 、用于江河、山脉等名称之前； 7、与乐器名称连用； 、与乐器名称连用； 8、用于形容词前表示一类人。 、用于形容词前表示一类人。
周日
第二次课 第二次课
作业： 作业： Lesson3、 录音五遍 五遍。 听：Lesson3、4、5、6录音五遍。 读：同听 Lesson3、 背：Lesson3、5课文、 Lesson3、 Lesson3、4、5、6单词 Lesson3、 写： Lesson3、4、5、6单词311 Lesson3、 课练。 做Lesson3、4课课练。
Nice to meet you. 用于初次与同学、 用于初次与同学、朋友见面 等非正式的场合，一般回答 等非正式的场合， Nice to meet you, too. 正式场合常用How do you do? 正式场合常用 回答也是How do you do? 回答也是
2011年3月13号 年 月 号
第二次课 第二次课
王 云 2011年 2011年3月13
Review
Excuse/yes?/pardon?
句型的转换 代词的用法
Be动词与人称的搭配 动词与人称的搭配
★sir n.先生 先生 对不相识的男子、 ① 对不相识的男子、年长者或上级的尊称 What can I do for you, sir? 先生，您要买什么？ 先生，您要买什么？ 通常用于正式信函开头的称呼： ② sir通常用于正式信函开头的称呼： 通常用于正式信函开头的称呼 Dear Sir 可用于有爵士称号者的名字或姓名前， ③ Sir可用于有爵士称号者的名字或姓名前， 可用于有爵士称号者的名字或姓名前 但不用于姓氏前。
nice adj.美好的 美好的
美好的， ① adj. 美好的，好看的 It’s a nice day today, isn’t it? 和蔼的， ② adj. 和蔼的，友好的 He is very nice to his neighbors. 使人高兴的， ③ adj. 使人高兴的，令人愉快的 It is so nice to have you here.
冠词： 冠词： 冠词数量上表示“一个” 冠词数量上表示“一个”。 冠词一共有三个， 冠词一共有三个， 分为不定冠词和定冠词。 分为不定冠词和定冠词。 1、a, an 是不定冠词。 是不定冠词。 、 2、the 是定冠词，表示特指。
a 用在以辅音音素开头的名词前面， 用在以辅音音素开头的名词前面， an 用于以元音音素开头的名词前面 a pen an apple an umbrella an egg an hour a university
madam：女士， madam：女士，夫人 Mr.： Mr.：先生 Mrs.：夫人（已婚的） Mrs.：夫人（已婚的） Miss：小姐，一般用于指末婚女子。 Miss：小姐，一般用于指末婚女子。 mister：加在男性的姓氏前面 mister： 绅士， gentleman 绅士，对男性比较有礼 貌的称呼， 貌的称呼，在公众场合 最得体的称呼。 最得体的称呼。