U5Reading1 In class
7BU5 Reading(1)-The ghost in the park 课件
ghost
Where did the whisper come from?
Listen to the first two paragraphs.
afraid strange bushes whisper usual
One Sunday morning, Millie went to Sunshine Park with Amy. As __u_s_u_a_l , they sat under a big tree. Suddenly, they heard a _w_h_i_s_p_e_r from the __b_u_s_h_e_s_. When they heard the__s_tr_a_n_g_e_ sound, they were very __a_fr_a_i_d_, so they ran away quickly.
Is there a ghost in the park? No, there isn’t. What is it? It is a little cat.
T or F From Line 8 to Line 13.
T 1 I was afraid when I heard the whisper. F 2 The whisper came from tahbeibgutsrhee.s. F 3 WeAwnednyt hbiamcksetlof wtheenpt atorkthweiptharAkn. dy. F 4 SNomobeobdoydy helped Andy find the “ghost”. T 5 Andy found a small cat in the bushes.
新译林 3B。各单元教学反思
新译林 3B。
各单元教学反思During the first unit of the new semester。
"Unit 1 In class,"we began by testing the students' knowledge of the us XXX this test。
we found that some students had otten some of the material。
Therefore。
in class。
we focused more on XXX。
with an XXXfor the students。
Overall。
the students responded well to the lesson.The content of this unit。
both in terms of vocabulary and sentence structure。
was XXX students how to spell and write words。
we also XXX。
we found that we did not XXX studentson the use of rising XXX at the end of words。
We gave students time to read new words on their own。
but found that some students XXX。
XXX "open" and "close" and "stand up" and "sit down." This indicates that our time management during the lesson XXX sentence structure。
1B Unit5 The countryside
课题U5 The countryside Pre-reading 课时第1-2课时教学目标1.Introduce students to the theme of the countryside2.Introduce students to the five senses and things found in the countryside.教材分析学情分析重点Words about the countryside难点 Tell what they can see/hear/touch/smell in the countryside. 前置性学习观看E-book 1B, P.34,跟读。
教具准备1.Student’s Book/ E-book 1B, p342.Word and picture flashcards 1B.教学过程共性教案：第一课时Step1 Warm-up。
1.GreetingT：Good morning.Ss: ......T: How are you?Ss: ……Step2 Look and say1.Draw students’attention to the picture on Student’s Book1B, p34.T: What can you see in the picture?S: I can see a ---.2.Ask, ‘Where are the children?’Invite suggestions.Introduce ‘The countryside’.Have students repeat after the word ‘countryside’one byone.二次备课：3.Point to Coco and your eyes.T: What can Coco see?Recap ‘see’ and introduce ‘a butterfly’.4.Introduce students the other words with the above way.a bee/ a flower/ a bench/ a tree/ a house ...5.Point to MOn Mon and your ears.T: What can Mon Mon hear?Introduce ‘hear a duck’/ ‘hear a frog’.6.Introduce ‘touch a tree’ and ‘smell a flower’ in a similar way.Step3 HomeworkDraw a picture of a countryside.第二课时Step1 Warm-up1.GreetingT：Good morning.Ss: ......T: How do you feel?Ss: I feel ….2.Revision.Show students a several pictures about the countryside. T: What can you see?S: I can see a ...T: What can you hear/ smell/ touch?S: I can hear/ smell/ touch a ....Step21. point to your eyes and ask,What can you do with your eyes?Elicit ‘see’. Recap ‘hear’, ‘touch’and ‘smell’ in a similar way.2.Play a quick game with the class. Say, see, hear, touchor smell.Ask students to point to the corresponding parts of Body or put their hands up.3.Ask students to complete the matching task. Then checkanswers with the whole class.4.For less able students. Write the following sentences onthe board to aid students:Coco can see a butterfly.Mon Mon can hear a duck.Didi can touch a tree.Witchy can smell a flower.5.For more able students, ask,Have you been to the countryside? What can you see/hear/touch/smell there? Invite students to share their personal experiences.6.Have students talk about their pictures.I can see/ hear/ smell/ touch ...Step 3 Homework. Encourage students to make flash cards of the target vocabulary.练习设计板书设计教学反思课题U5 The countryside Reading 课时第3--4课时教学目标1, Introduce students to the format and language features of poems. 2, Introduce students to the target vocabulary of the unit.教材分析学情分析重点The target vocabulary of the unit难点Use ‘What’ to find out informations 前置性学习观看E-book 1B, P.36--37,跟读。
7Bu5《-study》教学设计-优秀教案
Find out the rules
1.Listen and write /t/ /d/ /id/ in the blanks.
2.Listen and repeat.
3. Write down thepronunciation.
1.Give Ss some help while Ss are doing the exercise.
2. Check the answer.
Independent learning
Show and check
Offer help
Fsten to the tape and repeat.
学段
七
学科
英语
执教
主备人
课题
7BUnit5Study skills
教学目标
To learntopronounce the–ed ending.
教学重点
1.Read after the tape.
2.Practise reading them aloud in pairs.
教学难点
Find out the rules of pronouncing the–ed ending.
Ask students toread it again and try to find out the rules.
1.Play the tape (PartB)
2. Check the answers.
3. Play the tape (PartC)
4. Ask Ss to write down thepronunciation.
4. Read and act in pairs.
高中英语Unit5Music课时作业三ReadingforWritingAssessin必修第二册
课时作业(三) Reading for Writing, Assessing YourProgress&Video TimeⅠ.单词拼写1．A good ________(概要) is the most important step in writing a good paper.2．The bad ________(对待) they gave him was harmful to his selfesteem.3．My leg is giving me much less pain but still ________(疼痛) when I sit down.4．There was a girl student in his class who suffered from a serious back d________．5．There are v________ flowers and trees shown in the park and many people go to have a look.6．If you do something to someone's s________， they are happy with the way that you have done it.7．He has attempted to find a p________ solution to the Ossetian conflict.8．Let me first say that every “body” is different and will r________ differently to the situation.Ⅱ.单句语法填空1．She agreed ________(see)him again without hesitation.2．I'm not at all ________(satisfy)with the surroundings here.3．She tried every means to cure her child ________ the bad habit.4．I think I will fall, thus I lean ________ the desk in order to hold up myself.5．While ________(walk)along the street the other day, I met an old friend.6．She felt she had been unfairly ________(treat), and complained to her boss.7．I really wanted to try out ________ the basketball team when I was in college.8．If you are worried about your health, share your anxiety ________ your doctor.9．The programme aims ________(educate)and prepare students for a challenging career.10．Ladies and gentlemen, I'm greatly ________(honor) to speak here on behalfof my school.Ⅲ. 完成句子1．被邀请在这里讲话是一件非常荣幸的事情。
外研选择性必修一U5Developing ideas andPresenting ideas教学设计
Unit 5 Developing ideas & Presenting ideas 名师教学设计●课时内容:Developing ideas部分分为两部分：第一部分是一篇说明文，介绍了不同植物之间的交流方式，尤其是“植物万维网”通过地下真菌连接而成，植物间可以彼此交流信息甚至分享食物，但也会散播有毒物质攻击其他植物。
通过学习，引导学生探索大自然的未知领域。
第二部分为观察日志，鼓励学生通过研读记录水仙花生长过程的日志，观察向日葵的生长过程并仿写日志，培养学生对植物的兴趣，进而热爱植物、研究植物、保护植物。
Presenting ideas部分选取了几个自然纪录片中的动植物介绍，让学生了解不同物种的特点、生存现状。
同时，推荐一部自己喜欢的自然纪录片。
●课时目标：1.掌握本课时的重点词汇myth、detect、link、as well as、communicate with、drive away、side by side、face up、contribute to以及重要句型，并能熟练运用。
2.掌握描述性说明文的文体特征及拟人的修辞手法，并根据自己的观察写一篇日志。
3.了解植物神秘的交流方式，促使学生进一步研究植物，研究大自然，热爱大自然，加深对单元主题意义的认识。
●重点难点:重点：1.掌握重点词汇myth、detect、link、as well as、communicate with、drive away、side by side、face up、contribute to的用法。
2.了解植物观察日志及写作技巧。
3.推荐一部喜欢的自然纪录片。
4.引导学生通过学习文章，理解文章传递的信息：观察自然、勇于实践、勇于探索。
难点:观察日志的写作技巧。
●教学准备：教师准备：1.准备好该部分内容的PPT和相关资料。
2.有关植物间相互交流的更多事例。
学生准备：1.用简短的英语描述植物间的交流方式。
2.上网查资料：植物间的交流方式。
牛津英语StarterU5全英文上课学习上课学习教案
牛津英语StarterU5全英文教案牛津英语七年级预备课程Unit5教案TheFirstLesson[Teachingcontent]Unit5welcomeandlistening[Teachingaimsanddemands]knowledgeaims:1.Learnthenewwords.2.Thestructureof“Therebe”,whentouse“is”,whentouse “are”.3.Therulethreeofpluralsofcountablenouns. Abilityaims:Thestudentscanusethestructureof“Therebe”freelyandcorrectly.[Teachingdifficultiesandimportance]Thetransformationofthestructureof“Therebe”,includingtheinterrogativeform,affirmati veandnegativereply,andthenegativeform.[Teachingtools]ProjectorandStudents’book，workbook[Teachingprocedure]Step1Pre-teaching1.Teachthenewwords Askthestudentstoreadoutthenewwordsbeforetaught.ones tudentreadsfivewords,sothattheteachercanfindoutandt hencorrecttheirmistakesinphonetics.2.Askallstudentstoreadallofthenewwordsinchorus,soth attheyarefamiliarwiththembeforecomingintothetext.3.Theteacherneedn’tleadthembyherself,becausestudentshavealreadylearne dthewordsintheprimaryschool,andtheyareallveryeasyandusualwords.4.Asforthespellingofthenewwords,therearesomeinwhich studentsalwayshavedifficulty,suchas,blackboard,agai n,fifteen,thirteen,behind,numberandtwenty.Step2PresentationHaveacasualchatwithstudents,askingabouttheclassroom: whereareyoustudying?Isourschoolabigoneorasmallone? whatcanyouseeinourschool? whatelsecanyoufindinourschool?Sothattheteachercanleadtothesubjectofthisunit.Step2welcometotheunit1.Askthestudentstoreadthedialoguesofthispartfirst,a ndseeiftheycanreaditcorrectly.2.TeachSs“therebe,andtheinterrogativeform,affirmativeandneg ativereply,”bydoingthefollowingexercise:1).Isthisabook?yes,itis./No,itisn’t.2).Isthereabookonthedesk?yes,thereis./No,thereisn’t.3).Aretheyyourbooks?yes,theyare./No,theyaren’t.4).Aretherefourbooksonthedesk?yes,thereare./No,therearen’t.5).what’sonthedesk?Thereisabook./Therearefourbooks.6).Howmanybooksarethereonthedesk?Thereisonlyone./Therearefourbooks.Step3Listening1.Pre-listening. Teachtherulethreeofpluralsofcountablenouns:“以辅音字母加y结尾，去y变ies，如：library－libraries”.2.DotheexercisesofPartB.Step4Exercisesandsummary,doworkbook.Step5Homeworkmakesentenceswith‘Isthere…..’and‘Arethere…….’TheSecondLesson[Teachingcontent]Unit5speakingandreading[Teachingaimsanddemands]knowledgeaims:1.Learnthenewwords2.Thestructureof“Therebe”,whentouse“is”,whentouse “are”3.Thedifferencebetween“any”and“some”Abilityaims:Thestudentscanusethestructureof“Therebe”freelyandcorrectly.[Teachingdifficultiesandimportance]1.Thestructureof“Therebe”,includingtheinterrogativeform,affirmati veandnegativereply,andthenegativeform.2.Thedifferencebetween“any”and“some”[Teachingtools]ProjectorandStudents’book，workbook[Teachingprocedure]Step1.Speaking1.Eveniftherearealreadysomewordsinthepicture,askSst omarkasmanyEnglishnamesaspossibleonthebigpicture,us ingthosewordswhichtheyhavejustlearned,includingbask etballcourt,Pingpongtable,meetinghall,schoolgate,etc.2.Readthemodeldialoguetwice,andSsmaketheirowndialog uesaccordingtowhatisintheirownschool,imitatingthemo del.Step2Reading1.Askstudentstoreadthearticleinthispartbythemselves twice,andgetreadytoanswersomequestionsabouttheartic le.1.Howmanyclassroomsarethereinyourschool?2.Howmanyhallsarethereinyourschool?3.Isthereanartroom/areadingroom/agardeninyourschool?4.Aretherefivehundredstudentsinyourschool/2.Guidestudentstodotheexerciseunderthearticle.3.Directstudentstousetheirownname,andthesomeinforma tionofthemselvesandoftheirclasstoreplacethearticle, makinganewarticleoftheirown.4.Afterwards,teachstudentssomethingaboutthestructur eof“Therebe”,whentouse“is”,whentouse “are”,whichisaboutthegrammar “theagreementbetweenthesubjectandpredicateinpersonandnumber.”5.TeachSsthedifferencebetween“any”and “some”,forexample Therearesomebuildingsinthepicture.Arethereany……?yes,therearesome./No,therearen’tany.Step5Exercisesandsummary,doworkbook.Step6Homework1.makesentenceswiththefollowingstructures:Thereisa/an………Therearesome……Istherea/an……….Arethereany……..1.workbookPart22.Reviewthethreerulesofpluralsofcountablenouns.TheThirdLesson[Teachingcontent]Unit5grammarandtask[Teachingaimsanddemands]knowledgeaims:1.Learnthenewwords.2.Thestructureof“Therebe”,whentouse“is”,whentouse “are”.3.Therule4,5,and6ofpluralsofcountablenouns. Abilityaims:1.Thestudentscanusethestructureof“Therebe”freelyandcorrectly.2.Sscanmasterthesixrulesofpluralsofcountablenouns. [Teachingdifficultiesandimportance]1.Thestructureof“Therebe”,includingtheinterrogativeform,affirmati veandnegativereply,andthenegativeform.2.Therule4,5,and6ofpluralsofcountablenouns.[Teachingtools]ProjectorandStudents’book，workbook[Teachingprocedure]Step1Grammar1.Askstudentstoreadthephraseswhichinclude数词ofthispart,andguidethemrearrangethosephrasesintheor derofnumbers2.Doingtheexerciseandfillinginthethreeballoons,thet eacherteachesstudentstherule4,5,and6ofpluralsofcoun tablenouns—“Rule4:以f，fe结尾的词，去f或fe变成ives.Rule5:以o结尾的词，只有potato，tomato，mango等加es. Rule6:不规则的名词复数形式：man-men，woman-women，child-children，mouse-mice，sheep-sheep，fish-fish，people-people，有oo的词，变成ee，如：foot-feet，tooth-teeth，goose-geese”3.writesomewordsontheblackboardandasksomestudentsto dotherelativeexercise,inordertoseeiftheymastertheth reerules.4.DotheexerciseofPartB.Tellonlyalittleaboutthestruc tureof“TherebeAandB”,basedon“Therebe”structure.Step4Task Instructstudentstofinishwritingworkofthispart,anart icleof“myschool”,accordingtotheinformationoftheirownsch ool.Step5Exercisesandsummary,doworkbook.Step6Homeworkwriteanarticleof“myschool”tointroducetheirownschoolwithinformationofthemselve sandoftheirschool.。
Unit 5 Poems Reading and Thinking 语言点课件
Para 2
1.to the point 切题；中肯(Para.2 Line 4) eg. The letter was short and to the point. 这封信简明扼要。 仿写：他话不多，但他说的话既准确又中肯。
He does not talk too much and what he has to say is precise and to the point.
make sense: 1) if something makes sense, there seems to be a good reason or explanation for it 解释得通，有道理
2) to be a sensible thing to do 是明智的，是合乎情理
eg. She doesn’t talk much, but what she says makes sense. It makes sense to save money while you can.
②The mountain is challenging to climb .
单句语法填空
1.This digital game is easy to operate 2. The boy is dangerous to play 3.The question is difficult to answer
悲与喜
Others try to convey certain feelings such as joy and sorrow. The distinctive characteristics of poetry often include economical use of words, descriptive and vivid language, integrated imagery,literary devices such as similesB.and metaphors, and arrangement of words, lines, rhymes, and rhythm. Poets use many different forms of poetry to express themselves. Now we will look at a few of the simpler fo不rm定式s.作目的状语，为了...