昂立新进阶5U10课件
新牛津5AUnit 10 Wind Period 1优质课件
Who is wearing a dress? Please stand up!
Here comes a big wind! A big wind, a big wind. Here comes a big wind! It blows away the clothes!
The children are happy. The children are playing happily.
请教师自行插入文件
Who is wearing a T-shirt? A T-shirt, a T-shirt! Who is wearing a T-shirt? Please stand up! Who is wearing a jacket? A jacket, a jacket! Who is wearing a jacket? Please stand up! Who is wearing a dress? A dress, a dress!
windmill/move/quickly
windmill/move/slowly
In Picture __, the wind is blowing … The … is/are ____________.
gently 1. It’s a nice day today. The wind is blowing ______ (gentle).
happy
happily
1. My mother has a new dress. She is ______. happy
2. The children are playing football _______. happily happily in the park. 3. The boys fly kites _______ happy with my new toy. 4. I am ______
昂立英语新进阶4课件Unit
Introduce new content through engaging activities and multimedia resources.
Provide opportunities for students to practice speaking, listening, reading, and writing skills.
Adult learners with intermediate to advanced English proficiency levels.
Course features
20 interactive lessons with engaging tasks and authentic materials.
Target audience
Students who have completed the first three levels of the Angli English courseware series.
Professionals or students who need to improve their English language skills for academic or professional purposes.
2023-2026
ONE
KEEP VIEW
Angli English Advanced 4 Courseware Unit
REPORTING
CATALOGUE
目 录
• Course Introduction • Course content • teaching method • learning resource • Learning Plan
新牛津5AUnit 10 Wind Period 3PPT课件
2020年10月2日
10
插入Learn the sounds的Flash动画
2020年10月2日
11
Read aloud
2020年10月2日
12
Read and learn
/sk/
sc – scratch scream scan …
sk – ski skip sky …
汇报人：XXX 汇报日期：20XX年10月10日
Thank you for reading! In order to facilitate learning and use, the content of this document can be modified, adjusted and printed at will aห้องสมุดไป่ตู้ter downloading. Welcome to download!
cannot. They w__a_tc_h_ the _w_e_a_t_h_e_r on TV at
home. It will be _fi_n_e_ tomorrow. They can
g_o_ o__u_t and play then.
2020年10月2日
8
Look and say
go out, play, rain, heavy, heavily, wind, blow, strong, strongly
cris_p
toa_st_
15
Read and choose
( 3 ) 1. scan 2. ski 3. kite ( 1 ) 1. desk 2. rest 3. east ( 1 ) 1. secret 2. skate 3. scarf
昂立新进阶L6BU5
Help teacher finish the plan in English .(用英语帮助老师完成一周的计划)
Teacher’s Plan
Monday Tuesday Wednesday Thursday
Friday
Saturday
Sunday
Monday On __________ I will listen to mucis . write E-mails On Tuesday I’ll _______________ . On Wednesday I’ll read my books. play football . On Thursday I’ll _______________ . On Friday I’ll ______________ ____. watch films
I will do my homework .
What will you do ?
I will go sightseeing . What will you do ?
I will go to Canada.
What will you do ?
I will read my books . What will you do ? I will go fishing .
scarf
围巾
坐船旅行
gloves
Key point 语法重点部分
Teacher’s Plan
Monday Tuesday Wednesday Thursday
Friday
Saturday
Sunday
Next week is a holiday . What will you do , Miki?
I Will...
新进阶3 综合Unit (5)
New Progressive College English Book III UNIT 4 Emerging Adulthood1. Teaching Objectives:Students will be able toA. have a thorough understanding of the text contextually and linguistically;B. build up an active vocabulary to talk about growing up and adulthood and know how to usethe key words and expressions in context properly;C. discuss the important aspects of becoming an adult;D. compare American and Chinese views on emerging adulthood;E.talk about changes in expectations of young adults and changes in the degree ofindependence from their parents young adults are able to achieve in today’s world;F. write an essay about their views on emerging adulthood.2. Time Allotment:1st Period: Lead-in Activities (Warm-up activities; Discussion about adulthood)2nd Period: Global Reading (Text: Approaching the theme; Analyzing the text organization)3rd Period:Detailed Reading (Understanding the text in a deeper level; Analyzing difficult sentence structures)4th Period: Detailed Reading Continued (Learning new words; Summarizing good usage)5th Period: Comprehending Reading 1 (Skimming the text; Explaining the difficult sentences of the text; Doing sentence translation))6th Period:After Reading (Viewing and listening; Speaking; Assignment)3. Teaching Procedures:Lead-in ActivitiesStep 1. Warm-up activitiesThe teacher leads students to figure out the five stages of life (infancy, childhood, adolescence, adulthood and old age) and tells them a new life stage “emerging adulthood” has been proposed by psychologists to describe the period of time between adolescence and adulthood..Method: PPT, communicative approach.Step 2: Discussion about adulthoodThe teacher has students work in pairs and discuss the questions in Opener about their own criteria for reaching adulthood. The teacher reminds students to refer to the helpful words and expressions given below the pictures.Method: Using task-based language teaching method, communicative approach.Global ReadingStep 1. Approaching the themeThe teacher has students know the background information about the term “emerging adulthood” in Culture Notes.Emerging Adulthood: Starting in 1995, psychologist Jeffrey Jensen Arnett interviewed 300 young people aged 18 to 29 in cities around the nation over five years, asking them questions about what they wanted out of life. Working from those interviews and examining broad demographic indicators, Arnett proposed a new period of life-span development he calls “emerging adulthood”.从1995年开始，历时5年，心理学家杰弗里·阿内特在美国许多城市访谈了300位18-29岁的年轻人，就他们想从生活中得到什么进行提问。
高级英语第一册-U10-The-Artist-in-America
Section 2: Global Reading
Main Idea Structural Analysis
Part IV (Paragraphs 21-29) A Vision of America Kennedy articulates a vision for America. That is to build the country into a society where moral restraint and wisdom are placed in a prominent position, where the beauty of natural environment is protected and cultural heritage is given priority to, where achievements in the arts are amply rewarded, where the level of artistic accomplishment is raised and cultural opportunities for the common folks are multiplied, where the respect the world pays derives from the merits of civilization, and where personal uniqueness is secured.
Kennedy states the purpose of the speech is to commemorate the American poet Robert Frost.
Section 2: Global Reading
Main Idea Structural Analysis
昂立新进阶6UI
5. It’s Wednesday today.
Tomorrow is __________. Thursday Now listen and check.
Work in pairs. Ask and answer.
A: What day is it today? B: It’s … A: What day is it tomorrow? B: It’s … A: My favourite day is …. What day is your favourite day? B: It’s … ...
• A : What day is it today?
• • • • B :It’s … . A : What day is it tomorrow? B : It’s … A : My favourite day is … What day is your favourite day? • B : It’s …
学习目标：
1. S8页单词：所有学生能够听读，90℅以上学生 可以听写。 2.能够背诵并熟练运用1个重点句型。
Neபைடு நூலகம் words
Monday 星期一
Tuesday 星期二
Wednesday 星期三
Thursday 星期四
Friday 星期五
Saturday 星期六
Sunday 星期日
Sunday
four seven
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
在西方国家一周的第一天是周几？
根据《圣经 》，上帝是星期一到星期六创造了世界，星期日 休息，所以犹太教和基督教星期日要做礼拜，这一天他们叫做 “礼拜日”，而一周七天称“一个礼拜”。敬神自然要优先， 所以放在每星期的第一天来做，于是星期日也就是每周的第一 天了。另外，从语义上来说，sunday是太阳日的意思，太阳 是所有天体中对人来说最伟大的，这一天当然是一周之中最重 要的一天，自然应该用来敬神。
新牛津5AUnit 10 Wind Period 1课件
The wind is blowing. It is blowing strongly. The children are flying their kites happily.
The children are happy. The children are playing happily.Biblioteka happy happily
1. My mother has a new dress. She is _h_a_p_p_y_. 2. The children are playing football _h_a_p_p_i_ly_. 3. The boys fly kites _h_a_p_p_il_y_ in the park. 4. I am _h_a_p_p_y_ with my new toy.
The wind is blowing. It is blowing strongly. The windmill is moving quickly.
flowers/dance/softly
children/fly kites/happily
windmill/move/quickly
windmill/move/slowly
Oxford English
新牛津5A
Module 4 The natural world
Wind 王鸣琴
A riddle It has no shape. It has no colour. It has no smell, And you cannot catch it. You can hear it, But you cannot see it. What is it?
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pizza 披萨(n.)
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make pizzas 做披萨
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spring roll 春卷(n.)
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make spring rolls 做春卷
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Review new words
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drink
春卷
eat
dumpling pizza
披萨
吃
饺子
spring roll
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喝
Key point
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what can you do ?
回答： I can drink water .
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what can you do ? 回答:I can eat rice .
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what can she do ?
Can he make spring rolls ?
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Can she /he+动词原形 ...?
例如：Can she /he make dumplings
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Yes, she/he can .
No, she/he can’t
5/9/2015
Can she /he
5/9/2015
回答： She can drink water .
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what can she do ?
回答： She can eat rice .
5/9/2015
what can he do ?
He can make dumplings .
5/9/2015
what can he do ? He can make spring rolls .
肯定回答：Yes ,I can
否定回答： No ,I can't
特殊疑问句：What can you do ?
5/9/2015
你敢挑战吗？？？
1. She can make dumplings .
Can she make dumplings ? 一般疑问句：
肯定回答：Yes ,she can
否定回答： No , she can't
Wanted（招聘）
“ 最佳小厨师”
5/9/2015
What can you do,Miki?
Group work
I can make dumplings and pizzas
Great!
Name
Mike
make dumplings √
make pizzas √
make make rice make spring rolls salads √
特殊疑问句：What can she do ?
5/9/2015
你敢挑战吗？？？
1. He can make pizzas .
Can he make pizzas? 一般疑问句：
肯定回答：Yes ,he can
否定回答： No , he can't
特殊疑问句：What can he do ?
5/9/2015
Can he make dumplings ?
5/9/2015
5/9/2015
what can you do ?
回答有2种：
I can +动词原形
we can +动词原形
同学们明白了吗？
5/9/2015
Can y ou p la y the piano?
Yes ,I can
5/9/2015
Yes, I/we can . No, I/we can’t .
变疑问: can提前，一提，二变，三问号。
肯定回答：Yes,人代(she/he)can. 否定回答: No,人代(she/ he )can’t.
5/9/2015
你敢挑战吗？？？
1. I can make spring rolls .
Can you make spring rolls ? 一般疑问句：
5/9/2015
=
what can he do ? He can make pizzas .
5/9/2015
what can she /he do ?
回答有2种：
she can +动词原形
he can +动词原形
同学们明白了吗？
5/9/2015
Can y ou m ake
pizzas?
Yes ,I can
Hello. I am cindy. she can drink water.
can she drink water?
5/9/2015
Hello. I am Grace. she can eat dumplings .
can she eat dumplings?
5/9/2015
Chant: 情态动词can, can, can, 后接动词原形. 变否定: 很容易，can后直接加“’t”.
5/9/2015
Can y ou m ake dumplings?
No ,I can 't
5/9/2015
Can she make pizzas ?
5/9/2015
No ,she can't
Yes ,she can
Can she make dumplings ?
5/9/2015
Yework
(1）回家后听读L6AU10课不少于20分钟，同时记得背 诵U10课文和单词，下次课我会检查课文背诵及单词 默写哦。 （2)抄写U10课单词（1+3+1），课文（1+1)遍，重点 句型（1+3行），家长记得签字哦，最后完成U10配套 练习册，我们下次课要讲解的哦 （3）下次课上课时间为：12月4号：6:00—7:50，记得 不要迟到哦。
5/9/2015
New words
5/9/2015
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drink 喝（V.）
5/9/2015
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eat 吃 (v.)
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dumpling 饺子(n.)
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make dumplings 做水饺
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