Unit 6(3),Students

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(湘少版)六年级英语上册 《Unit6第三课时》教案设计

(湘少版)六年级英语上册 《Unit6第三课时》教案设计

(湘少版)六年级英语上册 Unit6第三课时教案设计一、教学内容本次教学内容为Unit6第三课时,包括以下内容:1.掌握词汇:there is/are,mail,letter,envelope,mailman,deliver,address等。

2.学会询问并告知地址。

3.练习写信和寄出信件。

二、教学目标1.能听懂、会说、会读、会写本课词汇和句型。

2.能询问和告知地址。

3.通过模拟情境练习,提高学生进行英语口语表达和书写的能力。

三、教学重难点本课的重点在于词汇的掌握和口语表达,难点在于语言交际能力的提高。

四、教学准备1.单词卡片、物品图片、录音机、黑板、彩笔等。

2.练习写信和邮寄的教具及材料。

五、教学流程本次教学共分为以下几个环节:1. 热身阶段时间:5分钟教师在黑板上写上“there is/are”,要求学生根据图片和单词卡片的提示,用“there is/are”句型描述图片中的物品。

同时,老师也要逐个点到每个孩子,依次询问他们看到的图片和句子,以达到活跃气氛,了解学生掌握程度的作用。

2. 新知导入时间:10分钟教师发放物品图片,引导学生看图并描述图片中物品的名称,通过这种方式让学生获得词汇的初步认识,同时可提高课堂气氛。

3. 学习新课时间:25分钟1.老师呈现并解释本课所涉及的单词和句型,帮助学生快速掌握相关内容。

2.教师通过提问帮助学生了解邮局、信封等基础知识,并让学生模拟信上写地址的过程,加深学生对邮局常用词汇的理解。

3.通过查阅材料,老师帮助学生了解邮递员的工作,激发学生对英语学习的兴趣,以及对于邮局的信件处理等具体工作上的好奇心。

4. 实践练习时间:20分钟1.老师按照要求提供信纸和信封等物品,让学生按照格式书写信件。

2.老师要求在时间内完成并装入信封,接着再要求学生写上自己和收信人的地址,并将信件投入“信箱”。

此环节,也是本节课最为重要的实践练习环节。

5. 课堂总结时间:5分钟教师对本节课的内容进行总结,并回答学生的问题,强化学生对本节课的学习效果,同时也为下一节课的教学打好基础。

新人教版七年级上册英语Unit6课时3 Section A Grammar Focus(3a-3d)

新人教版七年级上册英语Unit6课时3 Section A Grammar Focus(3a-3d)

3c Complete the passage with the correct forms of the verbs in brackets.
On Saturdays, Sam sometimes_g_e_t_s__(get) up at 9:00. He _m_a_k_e_s_(make)
his breakfast for his family and then __d_o_e_s__(do) his homework.
2. What time do they have lunch? (at 12:10 in the afternoon) They have lunch at 12:10 in the afternoon.
3. When is your maths class? (at 1:45 p.m.) My maths class is at 1:45 p.m.
go to bed?
_W__h_e_n____________ do they go to the
music club?
They go on Monday afternoons.
_W__h_a_t________ do you do after dinner? Sometimes I read books or do my
4. When does Lisa do her homework? (after dinner)
She does her homework after dinner. 5. When does David play basketball? (on Thursdays)
He plays basketball on Thursdays.
Around 2:00 in the afternoon, he _m__ee_t_s__(meet) his friends, and they

高中英语Unit6Lesson3superherobehindsuperman教案北师大版必修第二册

高中英语Unit6Lesson3superherobehindsuperman教案北师大版必修第二册

Unit 6 The AdmirableLesson 3 The Superhero Behind Superman教学目标与核心素养:知识目标:Students can learn some new words and expressions and synonyms and antonyms. 能力目标:Students can have a further understanding of the passage.情感目标:Students can think individually and learn cooperatively.教学重难点教学重点:How to learn the new words and expressions and synonyms and antonyms.教学难点:Howto make students have a better understanding of the passage.课前准备:多媒体,黑板,粉笔教学过程:一、Pre-reading1. Greeting2. Leading-inACTIVATE AND SHARE(1) 教师活动:教师提问Look at the two pictures of Christopher Reeve. What do the two pictures tell you about him?(2) 教师活动:教师提问What do you want to know about him? Ask as many questions as you can.二、While- readingREAD AND EXPLORE1. 学生活动:阅读文章,回答问题。

Read the story below. Have you found the answers to any of your questions?Underline the answers that you have found.2. 学生活动:Group WorkRead the story again. Take notes of important facts aboutChristopher Reeve in the diagram below. Then talk about him in groups.3. 学生活动:阅读文章,回答问题。

Unit 6 Lesson 3 教案 2022-2023学年高中英语北师大版(2019)必修第二册

Unit 6 Lesson 3 教案 2022-2023学年高中英语北师大版(2019)必修第二册

Unit 6 The Admirable Lesson 3 The superhero behind superman Objectives:Students will be able to analyze the impact of Superman on popular cultureStudents will be able to express their opinions on the concept of superheroes and their influence on societyMaterials:Textbook: Unit 6 The Admirable, Lesson 3 The superhero behind SupermanHandout: Superman and Popular CultureComputer or mobile device with internet accessProcedure:Warm-up:Have students share their favorite superhero and explain why they like themFacilitate a class discussion on the characteristics of superheroes and their impact on societyReading:Ask students to read Lesson 3 The superhero behind Superman in their textbookEncourage students to take notes and ask questions as they readDiscussion:Divide the class into small groups and ask them to discuss the following questions:How did the character of Superman evolve over time?What impact did Superman have on popular culture?After the group discussion, ask each group to share their findings with the classPost-reading:Ask students to read the article and write a short paragraph on their opinion of the influence of superheroes on societyWrap-up:Ask students to share their paragraphs and facilitate a class discussion on the topicExercises:Vocabulary Matching: Have students match the vocabulary words related to the lesson to their definitions.True or False: Provide statements related to the text and have students decide if they are true or false.Short Answer Questions: Create questions based on the text and have students answer them in complete sentences.Writing: Have students write a short essay on the impact of superheroes on popular culture and society.Exercises:Vocabulary Matching:Match the vocabulary words related to the lesson to their definitions.a. mentor i. a feeling of pleasure and satisfaction that you get from doing somethingb. escapism ii. the act of bringing someone or something back to lifec. trauma iii. someone who gives another person help and advice over a period of time and often teaches them new skillsd. resurrection iv. a mental condition caused by severe shock, especially when the harmful effects last for a long timee. fulfillment v. the act of avoiding reality by engaging in fantasy or entertainmentAnswers:a. mentor - iiib. escapism - vc. trauma - ivd. resurrection - iie. fulfillment - iHomework:Have students write a short essay on the impact of superheroes on popular culture and society.Sample Essay:Superheroes have had a tremendous impact on popular culture and society. They have become iconic figures that represent the best of humanity and inspire people to be better. Superheroes are symbols of hope, justice, and heroism. They are the embodiment of the human spirit and the will to overcome adversity.Superheroes have also had a profound impact on the entertainment industry. They have spawned numerous movies, TV shows, video games, and merchandise. Superheroes have become a billion-dollar industry that generates massive revenue for companies and creates jobs for people.Moreover, superheroes have had a social and cultural impact. They have become a way for people to escape from reality and indulge in fantasy. Superheroes have also become a way for people to explore and address social issues such as race, gender, and identity. Superheroes have become symbols of diversity, inclusivity, and representation.In conclusion, superheroes have had a lasting impact on popular culture and society. They have become symbols of hope, justice, and heroism, and have spawned a billion-dollar industry. Superheroes have also had a social and cultural impact and have become a way for people to explore and address social issues. Superheroes will continue to inspire and entertain people for generations to come.。

仁爱教材_七年级下册_Unit_6_Topic_3_复习+练习题

仁爱教材_七年级下册_Unit_6_Topic_3_复习+练习题

Key points
• • • • • go up: 沿着走 up介词,“沿着”;“朝上游方向” Go up the road, please. Walk up the street. He is boating up the river.
Key points
• • • • • • Turn right at the first crossing. =Take the first crossing on the right. It’s about twenty meters along on the left. It指代距离 How far is it ? It’s ten kilometers away from here.
Key points
• on the corner of:在拐角处,指某建筑坐落 于两条街道形成的一条拐角 • in the corner of:在角落里,在拐角里 • at the corner of:在拐角外面 1.My book is _______ the table. 2.The boy is sitting ____ the room. 3.I will meet Mr. Wang _______ the st A: Excuse me, _________( 哪一个)is the best way to the hospital? along 顺着) Xinhua Street and Turn left B: Go ________( __________(向左拐)at the second crossing. Go across 走过)the bridge.It's ______ on your right __________( (在你的右侧)

新21世纪大学英语 3Unit6

新21世纪大学英语 3Unit6

Unit 6 Elements of Happiness 新21世纪大学英语综合教程BOOK 3
Now that the students have fully understood the Video Starter, you can ask some of them to dub the video, if time permits. Correct their errors in pronunciation and intonation.
Unit 6 Elements of Happiness 新21世纪大学英语综合教程BOOK 3 Video script:
Hi class, What a tense week! What a tight schedule this week! Everybody is keeping busy with the school courses and their requirements1 . Don’t tell me2 you even have no time for breathing! Well, that’s the way it is3. We have to put up with4 the fast pace of life. Is it true? True, most of us live in time segments by engagement calendars. We tend to be time-driven5 and generally rushed. As a result, we are likely to act hastily6, and even lose control. Concerning the fast pace of life, one wonders: Are you happy? Are you happy when you are swamped7 by your packed schedule? Are you happy when you are too busy to take time off for yourself, your family, or your friends? Think about it.

Unit6 Lesson3(学生版)

Unit6 Lesson31.horror n.令人惊恐的事→horrible adj.可怕的,吓人的,令人恐惧的→horribly adv.可怕地2.regard vt.认为,看作→regarding prep.关于3.novelist n.(长篇)小说家→novel n.小说4.journalist n.新闻工作者→journal n.杂志;刊物5.passion n.强烈的爱好,热爱;激情→passionate adj.热爱的,酷爱的;具有强烈信念的6.awareness n.意识→aware adj.意识到的,明白的→unaware adj.不知道,未察觉7.organisation n.组织;团体;机构→organise vt. & vi.组织→organiser n.组织者→organised adj.有组织的8.strike vt.&vi.突然发生(某种不幸);突然有坏的影响;打,击struck;strook [过去式]struck;stricken [过去分词]9.movement n.运动,动作,活动→ move v.移动;搬家10.depression n.忧郁,沮丧,消沉;抑郁症→depressed adj. 沮丧的,忧愁的→depressing adj. 令人抑郁的;令人沮丧的→ depress vt.使沮丧;使抑郁11.commitment n.投入,忠诚,奉献;承诺→ commit v.犯;做出承诺;答应→committed adj.坚定的;尽心尽力的12.intense adj.强烈的,剧烈的→ tense adj.紧张的;紧的→tension n.紧张;不安;拉力13.engage vi.参加,参与→engagement n.订婚;约会;预约14.design vt.计划,设计→designer n.设计师15.biography n.传记→autobiography n.自传16.energetic adj.精力充沛的,充满活力的energy n.精力,活力17.disability n.伤残,残障,障碍→disabled adj.残疾的→disable vt.使丧失能力重点单词与短语精析★课标词▲高频词▲★1.regard【用法归纳】(1)vt.将……认为,把……视为,看待regard...as...把……看作……▶Even to this day, Lincoln is still regarded as one of the most inspiring figures in the world.即使到今天,林肯仍被认为是全世界最鼓舞人心的人物之一。

Unit 6 Nature in words Developing 课件高中英语外研版选择性必修三


What is the main idea of this part?
list Carson’s souces, showing how thorough and precise
she was as a scientist.
重点词汇 be aware of 意识到 Silent Spring 寂静的春天 ; scientific research 科学研究 gypsy moth 舞毒蛾 case study 个案研究 ; 专题研究 ; dozens of 几十 ; at the end of 在...的结尾,在...末端 book list 图书列表 ; 书单
UNIT 6 Nature in words
--Developing ideas
1. Students could learn some words and phrases. 2. Students could get the main idea of this passage. 3. Students could write sentences about this topic.
Because most birds were gone.
1. Why did many people get puzzled and disturbed?
重点词汇 backyards 后院 ; moribund 行将灭亡的 ; 即将倒闭的 ; trembled 颤抖,哆嗦,抖动 throbbed 抽动,抽痛 ; 跳动 dawn chorus 破晓时的鸟鸣声 wrens 鹪鹩 ; scores of 许多 ; 大量 ; 几十个 lay over 延缓期
1 There was a strange stillness. The birds, for example – where had they gone? Many people spoke of them, puzzled and disturbed. The feeding stations in the backyards were deserted. The few birds seen anywhere were moribund; they trembled violently and could not fly. It was a spring without voices. On the mornings that had once throbbed with the dawn chorus of robins, catbirds, doves, jays, wrens, and scores of other bird voices there was now no sound; only silence lay over the fields and woods and marsh.

人教版九年级英语Unit6课件SectionA3(Grammar focus-4c)

To learn to understand and use passive voice in the simple past tense
按要求写出下列单词或短语。
1. rule (名词) ___r_u_le_r____ 2. near (副词) __n__ea_r_l_y___ 3. nation (形容词) __n_a_ti_o_n_a_l_ 4. 偶然; 意外地 _b__y_a_c_c_id_e_n_t__ 5. 发生 __t_a_k_e_p_l_a_c_e___ 6. 毫无疑问; 的确 __w_i_th_o_u_t__d_o_u_b_t_ 7. 跌落 __fa_l_l_i_n_to__
Complete the sentences with correct 4b forms of the verbs in the box.
eat, like, invite, tell, lock, ring, break, bring
v. 锁上ห้องสมุดไป่ตู้n. 锁
v. (使)发出钟声或 铃声;打电话
1. You _w__e_re__in_v_i_t_e_d_ to the party last night,
10. 电话机在1876年被贝尔所发明。 The telephone _w_a_s__ _in_v_e_n_t_e_d_ __b_y__ Alexander Graham Bell in 1876.
肯定句
否定句
一般疑 问句及 答语
特殊疑 问句
句子结构
主语 + was / were + 动词过去分 词 (+其他). 主语 + was / were + not + 动词过去 分词 (+其他). Was / Were + 主语 + 动词过去分 词 (+其他)? Yes, 主语 + was / were. No, 主语 + wasn’t / weren’t. 特殊疑问词 (不作主语) + was / were + 主语 + 动词过去分词 (+其 他)?

人教版七年级英语上册教案Unit 6第3课时Section A (Grammar Focus-3c)

第三课时SectionA (GrammarFocus-3c)Step1 情景导入【参考案例】T:Doyouliketomatoes/oranges/salad…?S1:Yes,Ido./No,Idon't,butIlike…T:Doesshe/heliketomatoes/oranges/salad…?S2:Yes,she/hedoes./No,she/hedoesn't,butshe/helikes…设计意图:通过师生互动问答复习上节课内容,在问答中提醒学生注意一般现在时态第三人称单数的使用。

Step2 畅通GrammarFocus回顾语法重点【操作案例】1.学生阅读GrammarFocus中的句子,总结含有实义动词的一般现在时的句型规律。

2.阅读方框中可数名词和不可数名词,并对所学过的部分词汇按此分类进行归纳总结。

设计意图:学生通过阅读感知句型规律,并做出总结。

通过阅读方框中可数名词和不可数名词,进一步加深理解。

Step3 完成教材3a-3c的任务【操作案例】1.认真阅读3a的5个句子,并在括号内正确的单词下面画线,使句子正确完整。

2.学生说出答案,老师核对,然后让学生大声朗读这些句子,并背诵。

3.认真阅读3b的几个句子,将其编号,组成对话,然后读背。

4.做食物调查。

用“Doyoulike…?”句型就3c表格中的食物向小组成员提问。

找出他们喜欢和不喜欢的食物,并把结果登记在表格中。

设计意图:学生通过参加活动和练习,更好地掌握本课知识。

知识▲可数名词与不可数名词的含义与特点Step4 随堂练习 根据图示,完成句子。

1.Paullikestomatoesand__ice­cream __.2.Pauldoesn'tlikehamburgersor__strawberries__. 3.Emmalikes__hamburgers__andstrawberries. 4.Emma__doesn't__like__tomatoes__or__ice­cream. 5.Paullikestomatoes ,butEmma__doesn't__like__them. Step5 板书设计SectionA (GrammarFocus -3c)Importantwords :egg ,carrot ,rice ,chicken ,so Importantphrase :asksb.aboutsth. Importantsentences :1.Ilikefruit ,butIdon'tlikevegetables. 2.Helikesbananas ,buthedoesn'tlikeoranges.Step6 完成学生用书。

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Unit 6 A Day’s WaitThe small boy’s illness seemed not too serious. Yet he was clearly very worried about something. Whatever was it?Information related to the texta. About the authorErnest Hemingway (1899-1961) was born in a well-to-do suburb of Chicago. His father was a physician who liked to hunt and fish in his spare time. After graduation from high school, Ernest Hemingway worked briefly as a journalist on the Kansas City Star, where he learned a great deal about exactness and style in reporting. In 1917 he went to Italy with a volunteer ambulance unit, then fought as a soldier in the Italian army, and was badly wounded. This experience in World War I gave him material for many of his short stories and some of his novels, including The Sun also Rises (1926) and A Farwell to Arms (1929).During the Spanish Civil War (1936-1939), he went to Spain as a journalist, experiences there provided material for one of his best novels,For Whom the Bell Tolls (1940). In 1952, he published his masterpiece The Old Man and the Sea. In 1954, he was awarded the highest prize a writer can receive, the Nobel Prize for Literature.b. About thermometerFahrenheit, used in everyday temperature measurement in the USA and some other English-speaking countries. On the Fahrenheit scale, the freezing point of water is 32o and its boiling point 212 o .Celsius, or Centigrade, used throughout most of the world. On the Celsius scale, the freezing point of water is 0 o and its boiling point 100 o .To convert a temperature reading in degrees Fahrenheit to Celsius, subtract 32 and then multiply by 5/9. To convert from Celsius to Fahrenheit, multiply by 9/5 and then add 32. The conversion formulas for these are:Fahrenheit to Celsius: C= 5/9 (F-32)Celsius to Fahrenheit: F= 9/5 (C+32)1. The outline1) Useful Expressions2) Text Interpretation3) Word Family4) Sentence Structure5) Translation Practice6) Reading Skill7) Guided Writing8) Homework1) Useful Expressions✓M loves company. 同病相怜。

✓酸雨Acid rain✓猪流感Swine flu✓流行病An epidemic disease✓Detached house独立式住宅✓盗版Pirated edition✓Prescribed course必修课程✓Brush up复习,提高,擦亮✓Glassy-eyed面无表情,目光呆滞✓ A slip of the tongue口误✓Let something slide任其自然发展✓Flush a toilet冲马桶✓稳定的物价Steady prices✓冷淡的微笑An icy smile✓Thermal underwear保暖内衣✓旅游淡季A slack season for T✓量体温Take one’s temperature✓退烧Bring down the fever✓2)Text Interpretation(1)Warm-up questions(2)Global analysis(3)Detailed reading(4)Picture talk(5)Inspiring quotations(1). Warm-up questionsRelated topicsa.Tell us one of your unforgettable experiences of waiting for somethingor somebody.b.Do you think many of us are risking our health?c.What do you think of death?d.Have ever been worried by what somebody said only to find out lateryou had misunderstood and that there was nothing to worry about?(2)Global analysisWhat type is the text?A narration 记叙文a movieB description 描述文a pictureC exposition 说明文a lectureD argumentation 议论文a debateWhat pattern is the text?A problem-solution 问题-解决B cause-effect 因果C general-specific 总-分D time / sequence 时间/ 顺序Style AnalysisCategory Style EvidenceTheme Death/courage Stay calm facing deathCharacter Masculine/lonely Hold tight/refuse companyLandscape Broad Snow landscapeLanguage Short/simple Dialogue esp.(3)DiscussionWhy does the author describe the hunting scene of the father in the middle of the story?a.It creates a contrast between the father’s easy mood and the boy’s terribletension.b.It shows the father’s character of strength and masc ulinity and his influenceupon his son. It enhances the boy’s image of being “a strong man. ”c.It diverts the readers so tha t the boy’s real thought will be a greater surprisewhen they are revealed.d.It creates a sense of time passing so that we know that it is close to evening bythe time the father gets home.The boy cried very easily at trifling matters? What are the possible reasons?a.As a spoiled boy, he often complained about unimportant things.b.He had been tense the previous day that he couldn’t contr ol his emotions whenhe finally relaxed.c.He had waited so long to die that in a sense he was disappointed.(4) Part divisionPlease divide the passage into parts, that is, how many parts are there in the passage? Then offer the main idea of each part(6)Detailed readingHe walked slowly as though it ached to move.You better go back to bed. (Note 3)I’ll see you when I’m dressed.…capsules with instructions for giving them.I made a note of the time to give the capsules.He seemed very detached from what was going on.It was a bright cold day, the ground covered with a sleet that had frozen so that it seemed as if all the bare trees … had been varnished with the ice, … having it slide away over the ice.Coming out while you were poised unsteadily … they made difficult shooting, andI … started back pleased to have found … and happy there…On that thermometer thirty-seven is normal.He hold over himself relaxed.The next day it was very slack.(7)Inspiring quotationsThe first wealth is health. 健康是人生第一财富。

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