U14教案
五年级英语上册 U14 they are visiting the zoo教案 广州版
U14 they are visiting the zooThe first periodTeaching Aims:1、To enable pupils identify and read the new words: Europe, Asia, North America, South America, Arctic, Antarctic, India.2、To get pupils use the patterns:1. Don’t...(Don’t go to India) 2. Where is the ...from? It’s from ... 3. What does a ... look like? It looks like a ...4.Ss can identify the animal: It is ...Teaching procedures:Step1 Warm－up：1、Greetings(10M)T: look, there are many animals in our classroom, today, they are going to the zoo. What’s your favourite animal?(S1: my favourite animal is the ...) T: ye, it’s a lovely animal, it looks like a man. T: do you like the ...too? S2: yes, I do. T: would you like to go to the zoo with the ...? Ss: Yes, that would be great.(复习what’s your favourite animal, 及do you like ..., would you like to ...with...?)T: then when you go to the zoo, do you remember the zoo rule? Don’t ....(提问学生) 在用快速读方法复习，并复习：don’t forget 和zoo rule Step2 Presentationa. review animals: giraffe, polar bear, bear, panda, monkey, tiger, elephant, kangaroo, snake, deer 及学习新句型：What does a... look like? It looks like a ..., it’s ...)，T: there are many animals in the zoo, they are ... ? it looks like a ....? what does a ,,, look like? It’s ...b. 引入一个情景：动物园里的动物很想回家，can you find their hometown? 利用一个地图，办动物们找回自己的家，学习：where is the ... from? It’s from ...(从而引出Europe, Asia, North America, South America, Arctic,Antarctic, India.T: today, the animals are not happy, because they want to go back home. But they forget their hometown, can you help them find their hometown?Step3 practice.a.老师读单词，对的话，学生跟读，不对，学生就纠正。
U14-1学教案
Unit 14 Have you packed yet ?第一课时Section A 1a-2c㈠预习感知:1.翻译下列词组去度假__________买本旅游指南___________________装好泳衣_______________ 清理冰箱___________________浇花草________ 喂猫____________关收音机___________ 锁车库___________立刻，马上__________ 一条浴巾______________2.英语中强调过去某时发生的事情对现在的影响时要用现在完成时，其结构:have/has+动词的过去分词。
例： 1. I have seen the movie.（强调对现在的影响，电影内容已经知道）2. Mary has finished her homework. （强调现在不必再考虑完成作业的事了，作业已经完成了）小试牛刀：1. 我喂过那只猫了。
（强调现在不必再喂它了）2.汤姆去过海南两次了（强调汤姆对海南已有所了解）（二）教师点拨already/yet/ever/ never：副词already和yet是现在完成时的特征词，already用于肯定句句中或句尾，yet 用于否定句和疑问句句尾，ever用于肯定句或疑问句句中，never表示否定。
如：I haven’t made up my mind yet.He has seen that film twice already.趁热打铁：1. —Have you_______spoken to an American ?—No, not_______.A. ever;neverB. yet;everC.ever;everD.yet;yet2. —Do you ofen go shopping,Tina ?—No, _______. I don’t like shopping at all.A. alwaysB. usuallyC. neverD. often（三）当堂反馈按要求完成句子:1. It is your t______ to clean the bathroom today.(n. time to have the duty. Chance, or right to do sth., when other people have done it before you or will do it after you).2. You should put the newly bought food in the _______（冰箱）.3. The ypung plant must___________(water) every day.4. Many people have_________(write)to me on this subject.5. They________(start) doing their homework an hour ago.6. Have you packed your________(bath)suit yet?7. you, have, swimming, ever, gone （连词成句）_______________________________________?8. We have ________（已经）finished junior middle school.中考链接1.--- Kitty, will you go to see the film “Cold Mountain” this evening?--- No, I won’t. I _______ it already.A. have seenB. will seeC. sawD. see2. --- ________Mrs Read _______ a new bike?--- No, not yet.A. Have; buyB. Has; buyC. Is; boughtD. Has; bought3. He’s worked in this factory for many years,_______ he?A. hasB. hasn’tC. isD. isn’t4. I have cleane __________ the refrigerator.A. inB. onC. outD. off5. --- Have you ever __________my stamps?--- Yes, I ______them on your desk just now.A.saw;sawB. saw;seenC. seen; sawD. seen; was seeing6. --- Have you ________ traveled to Hainan Island?--- No, never.A. yetB. everC. alreadyD. before。
篮球u14暑假训练教案大纲
篮球u14暑假训练教案大纲教案标题：篮球U14暑假训练教案大纲教案目标：1. 帮助学生提高篮球技巧，提升个人能力；2. 培养学生团队合作意识，培养良好的体育精神和品格；3. 培养学生的领导力和组织能力。
教案大纲：一、前言A. 引入篮球运动的背景和意义；B. 介绍训练计划的目标和重点；C. 强调团队合作和精神。
二、训练主题：基本篮球技能训练A. 常规训练1. 热身活动：慢跑、拉伸和活动关节；2. 篮球基本功训练：a. 传球技巧：- 利用传球队列进行传球练习；- 各种传球方式的练习，如胸传、头传、地传等；b. 运球技巧：- 单手运球练习，练习基本运球动作；- 双手运球练习，练习变换手运球；c. 投篮技巧：- 确保正确的投篮姿势和手势；- 各种投篮位置、距离和角度的投篮练习；3. 对抗性训练：a. 1对1对抗训练，提升个人技巧和对抗意识；b. 2对2或更多人对抗训练，培养团队合作和战术应用。
B. 高级训练1. 篮球战术：a. 了解基本进攻战术，如挡拆、快攻等；b. 了解基本防守战术，如盯人防守、区域防守等；2. 特殊技巧训练：a. 灵活运用特殊技巧，如背身单打、变向运球等；b. 球场上关键时刻的应对策略练习；3. 身体素质训练：a. 提高耐力和爆发力，包括有氧训练和爆发力训练；b. 强化敏捷性和协调性，进行速度和灵活性练习；三、训练组织和管理A. 训练时间安排：1. 每周训练频率和时间的分配；2. 合理安排休息时间，避免过度训练。
B. 训练设备和场地：1. 确保篮球场地的安全和完整；2. 提供必要的训练设备，如篮球、传球器等。
C. 学生管理：1. 分组组织，便于技能训练和对抗性训练；2. 安排队长或指导员，协助管理和组织训练；3. 观察学生表现，进行个别辅导和指导。
四、评估和反馈A. 评估方法：1. 观察学生在训练中的表现；2. 定期组织小型比赛，评估学生的实战水平；3. 组织训练结束后的讨论，收集学生的意见和反馈。
九年级英语u14阅读教学设计
九年级英语u14阅读教学设计Introduction:This English teaching design aims to enhance the reading skills of 9th-grade students through a comprehensive and engaging approach. The focus will be on developing their comprehension, vocabulary, and critical thinking abilities. The design includes various activities and exercises that cater to the diverse learning styles and needs of the students.Warm-up (5 minutes):Begin the lesson with a warm-up activity that encourages students' prior knowledge and activates their schema. Show them a picture related to the theme or topic of the reading passage and ask students to discuss in pairs or small groups. Monitor their conversations and then elicit their responses as a whole class discussion.Pre-Reading Activity (10 minutes):To generate interest and curiosity in the reading passage, conduct a pre-reading activity. This can be done through a short video clip, a real-life anecdote, or a thought-provoking question related to the topic. This will help students connect with the text and motivate them to read attentively.Reading Activity (25 minutes):1. Divide the class into small groups and provide each group with a copy of the reading passage. Assign each group a specific task related to the passage, such as identifying the main idea, finding supporting details, or analyzing the author's tone.2. Give students a set amount of time to read the passage individually and then discuss their findings with their group members. Encourage them to refer back to the text for evidence and promote active engagement in the discussion.3. Rotate among the groups, providing guidance and assistance as needed. Monitor their progress and ensure that they stay on track.4. After the group discussions, facilitate a whole class discussion where each group presents their findings and engages in a discussion about the passage. Encourage students to ask questions and provide their own interpretations of the text.Post-Reading Activities (30 minutes):1. Vocabulary Expansion: Select key vocabulary from the reading passage and create vocabulary cards. Distribute the cards to students and ask them to match the words with their definitions. Alternatively, students can create their own sentences using the vocabulary words to demonstrate understanding and usage.2. Comprehension Questions: Prepare a set of comprehension questions focusing on different levels of understanding (literal, inferential, and evaluative). Have students answer the questions individually or in pairs, and then discuss their answers as a class.3. Critical Thinking Tasks: Engage students in critical thinking activities related to the reading passage. This could include evaluating the author's viewpoint, analyzing the reliability of the information presented, ordiscussing the implications and consequences of the ideas discussed in the text.4. Extension Activities: Provide additional activities to extend students' understanding and application of the reading passage. This could include writing a summary, creating a poster, or participating in a debate related to the topic.Conclusion (5 minutes):Summarize the main points of the lesson and emphasize the importance of developing strong reading skills. Encourage students to continue reading and exploring various genres to improve their overall language proficiency. Provide feedback and address any questions or concerns raised by the students.Overall, this teaching design not only aims to improve students' reading comprehension but also foster their critical thinking skills. By implementing a variety of activities and exercises, students will have the opportunity to engage actively with the reading material and develop their language abilities in an interactive and meaningful manner.。
外教社对外汉语速成系列教材：乐学汉语 基础篇 第4册 教案U14
Zhēn shěbudénǐzǒu14 真舍不得你走践行fairwell party44307160热身准备Warm-up1.他们在做什么？2.他们怎么拍照片的？3.他们手里拿的是什么？4.他们在做什么？5.拿小红旗的女人可能做什么工作？会话Dialogue对话1 Dialogue 1人物：林达、保罗、山口、马丁Rénwù: Líndá, Bǎoluó, Shānkǒu, Mǎdīng林达：马丁，真舍不得你走。
Líndá: Mǎdīng, zhēn shěbudénízǒu .保罗：不如我们今晚一起聚个餐，多邀请几个朋友，给他送送行。
Bǎoluó: Bùrúwǒmen jīnwǎn yìqǐjùge cān, duōyāoqǐng jǐge péngyou, gěitāsòngsong xíng .林达：好，我去约他们。
可惜贝拉已经回国了。
Líndá: Hǎo, wǒqùyuētāmen .KěxīBèilāyǐjīng huíguóle .保罗：要是杰克他们也在就好了。
Bǎoluó: YàoshìJiékètāmen yězài jiùhǎo le .山口：看，马丁掉眼泪了！Shānkǒu: Kàn, Mǎdīng diào yǎnlèi le ！林达：咱们还是想想聚餐的事吧。
Líndá: Zánmen háishìxiángxiang jùcān de shìba .保罗：是啊，将来一定有机会再见面的。
小升初标准教案U14
英语海洋魔耳领航魔耳国际英语标准教案（共5课时）教师姓名：_________Unit 14 My favourite subject is science.1．游戏名称：口头描述(Oral Descriptions)游戏目的：练习动词have, has, do, does及其否定式。
游戏时间：5-10分钟游戏指导：让每个学生根据外表特种口头描述某个人或某样东西，不说出姓名。
然后将答案交给游戏的主持人，如果其搭档猜测正确，描述的人获胜。
游戏示例：Step 1:T: He has a long face with glasses on his nose. He doesn’t sit in the seat. Most of the time he stands in front of the blackboard. He often says:“Class begins.”Can you tell me who he is?Ss: Yourself.T: That’s right.Step 2:S1: (Reading his note) She has a round face. She often wears a green jacket. She doesn’t sit on Li Lei’s right side. But it’s very easy for Li Lei to reach her. She is good at singing. Who is she, do you know?S2: (S1’s partner) She is Liu Ying. Am I right?T: You are right.…(The winner becomes the next leader of the game.)2．游戏名称：跟我做(Do With Me Like This )游戏目的：练习一般现在时动词第三人称变化形式及否定式。
人教版九年级英语(教案)U14_L1
Unit 14 I remember meeting all of you in Grade 7.The First Period Section A 1a–2c【Teaching aims】一、听、说、读、写以下词汇及词组：survey, standard, row, keyboard, instruction, double, shall, in a row二、通过学习，口、笔头掌握下列句型：1) Do you have any special memories?2) I remember losing my schoolbag in Grade 7.3) And we’re all going to miss this place.4) He gave us really clear instructions so that we’d be safe when playing sports.5) I want to go to senior high and then university, so I can study medicine.三、1. 能听懂关于谈论过去经历的听力材料。
2. 能正确使用一般过去时态和现在完成时态和同伴回顾过去的经历，并能用一般将来时态和be going to结构和同伴谈论将来的打算。
四、通过回顾过去的经历，学生能培养自己的感恩意识；通过计划将来，学生能树立远大的理想。
Difficulties：正确使用一般过去时态和现在完成时态和同伴回顾过去的经历，并能用一般将来时态和be going to结构和同伴谈论将来的打算。
【Teaching steps】Before listeningWarm-up and revision（课堂热身和复习）1.Listen to an English song.T: Time goes by very quickly. Do you agree? Now let’s r ead an English chant.We have changed a lot, but we still remember the things that happened before.2.Work on 1a.Check the things you remember doing at junior high school. Add more to the list.At junior high school, I remember:______ winning a prize______ being a volunteer______ doing a school survey______ a friend helping me with a problem____________________________________________________________________教学设计说明：用英语歌曲导入新课，用它活跃气氛，激发兴趣。
高中英语U14L2教学设计(含学案)
第十四单元教学设计Lesson 3 Nine to Five教材分析本课是模块五第十四单元第三课，其内容是讲述一名电视工作者王君燕的成长历程以及工作情况。
学生将在本课获得关于学习、职业的相关词汇和信息，学习并使用根据已有信息进行推论。
学生要将阅读中所习得的信息、词汇内化，用自己的语言在教师安排的课堂活动中来参与、表达，并对事业成功的因素进行讨论。
本课的语法是间接引语。
学生在之前的学习中对于间接引语已经有所学习，本课的重点是直接引语变间接引语时人称代词、时态等的变化。
学生要在语境中识别、使用间接引语。
本课计划按两课时完成：第一课时重点是文章阅读，让学生在阅读中学习与职业相关的词汇，在阅读中使用略读与细读等策略，从文章中提取信息、处理信息，并能根据文章内容发表自己的观点。
第二课时复习和巩固词汇，并在文章中体验、学习间接引语的用法，并通过观察、体会、学习，掌握其基本用法，在语境中学会应用。
教学内容话题：电视工作者王君燕的成长历程与职业生涯。
（阅读）词汇：重点词汇：inspect, pay off, glory, constantly, beneath, grasp, believe in, overcome 相关词汇：nest, turn over, existence, illegal, hesitate语法：间接引语的用法（人称与时态的变化）第一课时First Period教学目标在本课结束时，学生能够：1.认读和课文相关的一些词汇，包括部分职业词汇。
2.通过略读了解文章大意。
3.通过细读了解课文相关信息。
4.运用所学词汇描述王君燕的成长历程。
5.运用自己的语言表述成功需要的因素。
学生学案Lesson 3 Nine To FivePeriod 1Passage StudyI .Read the text to match the followings.⏹Paragraph 1 ( ) A. Wang Junyan found her job interesting andchallenging.⏹Paragraph 2 ( ) B. She chose to be a journalist and realised itsimportance.⏹Paragraph 3 ( ) C. Being a famous person on TV was not the younggirl’s dream.⏹Paragraph 4 ( ) D.She didn’t give up and made a success.⏹Paragraph 5 ( ) E.Wang Junyan’s mother helped her to overcomedifficulties.I. Read the text to fill in the blanks with the proper words.1.The e________ of nuclear power makes public worried.2. It is reported that the government will i_______ the factory which is causing a lot of pollution.3. According to this new law, it is i______ for any citizen to hunt wild animals.4. Mary admired her dad very much, for he i__________ her to be a teacher.5. We are c_________ being reminded to make good preparations for tomorrow.II. Read the contexts related to the following words in the text and choose one whose meaning matches the one in the text.1.graspA.He grasped both my hands.B.Understanding its meaning is not enough. You must try to grasp its spirit.C.We must grasp every opportunity to develop our country.mitA.This is a man who has committed murder.B.They called on Western nations to commit more money to the poorest countries.C.I would advise people to think very carefully about committing themselves to working Sundays.3.characterA. The twins look alike but have very different characters.B.She had Mickey Mouse or some other cartoon character on her sweater.C.There were one or two strange-looking characters wandering in the streets.plete the following sentences with the correct form of the words below.dream of, believe in, as long as, be curious about, support sb. through1. Those people who are suffering from the war are _______ living a peaceful life one day.2. You can look __________ you don’t touch.3. The scientist devoted almost all his time to studying insects because he had _______ them.4. We _______ Mr. Johnson because we have cooperated with each other over twenty years.5. The father’s hard work ______ the whole family _______ their hardest time 10 years ago.IV.Fill in the blanks without changing the meaning.1. They would go swimming together when they were children.They ______ ______ go swimming together in their childhood.2. He was finally rewarded for his effort in the company.His effort in the company finally ______ ______.3. Einstein devoted himself to scientific research all his life.Einstein ______ ______ ______ doing scientific research all his life.4. They met at the club entrance that evening. They began to know each other then. They met at the club entrance that evening. _____ ______ _____ they began to know each other.。
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U14 They are visiting the zoo
一、训练听力及口语（小故事、动画片片段）
二、练音标，读单词（P65）
三、读课文
四、读单词，并联系课文句子进行训练，运用单词
五、讨论、复述课文，再次训练句型（口语）
七大洲：seven continents
Asia, Europe, Africa, North America, South America, Oceania and Antarctic 亚洲、欧洲、非洲、北美洲、南美洲、大洋洲和南极洲四大洋：Four oceans
the Pacific Ocean，the Atlantic Ocean，the Indian Ocean，the Arctic Ocean 太平洋、大西洋、印度洋、北冰洋
六、总结短语、句型
一）短语双基
二）句型双基
3. Don’t….
七、练习：根据课文回答问题，有关单词及句型的练习
1. They’re _____. (有趣的)
2. They’re _____. (可爱的)
3. _____ the animals!
A. See
B. Look
C. Look at
D. Looking
4. Don’t _____ them your food. (给)
Don’t _____ your food _____ them.
两种方法翻译：不要给我那本书！
____________________________________________ ____________________________________________
5. The lion is _______ and _______! (强壮，危险)
6. The lion is _______. （漂亮的）
7. Don’t ______________________. (走得太近)
8. Where _____ the lion _____? (来自)
Where _____ the lion _____ _____?
两种方法翻译并作回答：King来自哪里？
___________________________________
___________________________________
9. 天晓得？_________________________?
10. This is _____ _____ _____. （班级规则）
11. ---What _____ a tulip _____ _____? (看起来像…)
---It _____ _____ a cup.
八、语法总结（PPT）
九、总测验。