多维阅读第4级—Octopus-is-a-Friend-我们做朋友吧讲课讲稿
Welcome unit Period 4 Reading for Writing 课件
1.We only e_x_ch_a__n_g_e____________ notes and traveller's cheques. 2.The size of the castle and its commanding position still i_m__p_r_e_ss___________ the visitor today. 3.His l_e_ct_u_r_e_________ covered various aspects of language. 4.I suggest the fe_m__a_l_e______________ colleague break up with her boyfriend. 5.They wore ordinary ties instead of the more f_o_r_m__a_l ___________ high collar and cravat.
Period 4 Reading for Writing
1.To write a good profile using some writing skills properly.
2. To master some writing words related to student profile.
Are you good at making friends?
pany n. 公司；陪伴
I spent a pleasant evening in company with friends. 我与朋友们一起度过了一个愉快的夜晚。
【知识归纳】 companion
多维阅读第1级—A-Place-to-Live-动物的家园-48PPT课件
动物的家园
选自《多维阅读第1级》
1
View the cover
பைடு நூலகம்
What can you see? Where does it live?
2
First reading
How many animals can you see? What are they?
3
First reading
S1: Bear S2: This bear lives here. S1&2: This bear lives on the mountains.
15
Think and say
1. Where do you live? 2. Is it like where some of these animals live? 3. How is it different?
12
Which word says bird? How do you know?
bird
13
Make circles with your fingers around the words “this” “lives” “here”.
this
lives here
14
Flashcard game
S1: Bear S2: This bear lives here.
16
Homework
1. Listen to the audio and read the story.
2.Tell the story to your parents. 3. Make a new book about a
place to live.
17
2019-2020学年新教材高中英语unit4 friends forever periodⅣwriting教学案版本：外研版必修第一册
Period Ⅳ Writing |读后续写——友谊本单元写作的要求是读后续写，主题是友谊，在续写部分要做到想象合理，上下衔接，内容通顺，逻辑合理，在写作时要注意以下几点：1．通读全文，把握文本的脉络和画线词及串起文本的关键词，理清人物关系，在此基础上确定故事发展的方向，构思情节。
2．判断画线词与主题内容的关联度，确定要选用的词语。
3．阅读提示段的首句，进行解读、布局，注意要同时兼顾两段的首句进行谋篇。
4．注意人称、时态、语言风格与原来文本的一致性；注意词汇的丰富性和准确性。
1．I will value our friendship forever.我将永远珍惜我们之间的友谊。
2．A friend accepts you as you are.朋友就是接受原本的你。
3．A friend will add beauty to your life, like a sweetscented flower.朋友就像芬芳怡人的鲜花，总会为你的生活增光添彩。
4．There is nothing better than seeing the smiling faces of friends.没有什么比看到朋友的笑脸更好的了。
5．With tears streaming down her face, she expressed her heartfelt gratitude.泪水滚下脸颊，她表达了衷心的感谢。
6．It is the books we donated that bridge the friendship between us and the students in that village school.正是我们捐赠的图书，架起了我们与那所乡村小学学生之间的友谊之桥。
7．My best friend is the one who brings out the best in me.我最好的朋友促使我展现出最好的自己。
人教版高中英语必修四 unit 4 reading 课件 (共24张PPT)
Ways of communicating
Spoken speaking language ringing
Written writing language typing
facial expression
Body language
gesture action
What is body language?
B.Different people have different__b_o_d_y_l_a_n_g_u_a_g_e_s__ .
C.Summary of_b__o_d_y_l_a_n_g_u_a_g_e_ .
D.The author was sent (went) to _t_h_e_C__a_p_it_a_l _In_t_e_r_n_a_ti_o_n_a_l_A_i_rport to meet this year’s international students.
when people greet each other, they will have
different_w__a_y_s__(方式). If people don’t know the
cultural differences well, people may have
difficulties in_c_o__m_m__u__n_ic__a_ti_n_g_（交流） with others
Mr.
Garcia from (Columbia
)
byt_o_u_c_h_in__g __h_e_r__ _s_h_o_u_ld__er__ and k__is_s_in_g__ her on the _c_h_e_e_k___.
Julia Smith from
pep四年级上Unit 3 My friends A Let’s talk 教学说课稿
Unit 3 My friendsA Let’s talk教学说课稿小学各位老师：大家好，很高兴在教研日与大家对我要授课得新授课，进行教研讨论。
我今天的说课，从说教材、说学情，说模式，说设计，说板书，说评价、说开发，以上七方面进行说课。
一、说教材。
我说课的内容是《义务教育教科书英语PEP》三年级起点，四年级上册Unit 3 My friends 第一课时A Let’s talk。
本单元的学习主题是向他人介绍自己的好朋友，对好友的性格和外貌特征进行描述，主情景图通过展示学生们介绍好友的情景呈现本单元要学习的核心词汇和句型。
本部分的学习核心句型是：What’s his name?His name is ZhangPeng.He’s tall and strong.教材通过Jone向他妈妈介绍自己的新朋友张鹏的情景，让学生感知上述句型的语义及语用情境。
本部分的教学目标是：1.能够理解对话大意：2.能够用正确的语音语调朗读对话3.能够在情境中运用句型：What’s his/her name ?His/her name is…询问他人姓名并能回答：在情境中运用句型He’s/She’s…,He/She has…描述人物的性格和外貌特征；能够在语境中理解新词friendly,strong,his的意思，并能正确发音。
4.能够了解外貌描述中的文化禁忌，如：不要对同学长得胖或戴眼镜等有歧视性的语言。
重点：能够在情境中运用句型：What’s his/hername ?His/her name is…询问他人姓名并能回答：在情境中运用句型He’s/She’s…,He/She has…描述人物的性格和外貌特征；难点：新词friendly,strong,his的意思及正确的发音。
二、说学情三年级的学生对英语的语言知识只有初步的了解，大部分的学生对英语课很感兴趣，平时学习英语的成绩比较均匀，没有严重的两极分化状况。
学习这节课，是新知识，也是旧知识的延伸。
八下英语第四单元课件ppt课件ppt
02
Text Analysis
Background of the text
了解背景
在分析文本之前，了解其背景信息是至关重要的。这包括作者的生平、写作的时 代背景、文化背景以及任何可能影响文本的重要事件。这些信息有助于理解文本 的主题、观点和风格。
Text Organization
组织结构
文本的组织结构是其内容的框架。通过分析文本的组织结构，可以更好地理解作者的思路和意图。这包括研究段落之间的关 系、如何引入和结束主题、以及如何使用过渡来连接不同的观点或部分。
例子
I can swim. (我会游泳。)
adverbial clause of condition
1 2
定义
条件状语从句描述在某种条件下会发生的事情。
形式
if引导的从句。
3
例子
If you study hard, you will pass the exam. ( 如果你努力学习，你会通过考试。)
Learning strategies
Suggest effective learning strategies for students to use in preparation for the next unit, such as note-taking, practice exercises, or group discussions.
Key vocabulary and phrases
关键词汇和短语
关键词汇和短语在文本中起着至关重要的作用。它们不仅有助于传达作者的观点，还可以强调文本的 重要信息。通过识别和理解这些关键词汇和短语，可以更深入地理解文本的主题和意义。
03
Grammar point parsing
小学英语四级课件 Open Day (第一教时)
• What’s in Ben’s friend’sclassroom? • There’s a … • There are…
What’s in our classroom?
我们教室里有什么？
There’s a….
There are….
有……
What’s Biblioteka n the music room ?
小学英语4B
Unit 8
Open Day
(第一教时)
Children’s Day
儿童节
Open Day
开放日,接待日
Ben’s school
What’s in Ben’s classroom ?
本的教室里有什么?
There’s baigTVa.n有d 台b电rig视h机t ．
Sometimes they watch TV in class.
bookcase
blackboard
some bookcases
What’s in Ben’s friend’s classroom? There’s a blackboard. There are some bookcases.
• What’s in Ben’s classroom? • There’s a …
音乐教室里有什么?
near the window
There’s …a .piano .near the window． There’re …so.me songbooks .on the piano．
What’s inlitbhrearliybrary?
There’re …lot.s of books and
some computers .in the library.
多维阅读第7级-A Job for Suzee Sing 侦探课件1
put on her spy worried clothes
said “come in”
got into a big box
hired a spy had a box in got the thief his break
was eating
looked in her got angry chocolates
Problem 2: Your key is missing. How to solve it ?
Step1: … Step2: … Step3: …
Reading Circles
Word Master
Cultural Connector
Summarizer
Creative Connector
Word Master
spyglass………Let’s act
Tips: 1. Group work. 2. Act with full emotion. 3. Do some actions.
(如果你是她，你会怎样抓住小偷？)
What did Suzee do?
A.
B.
C.
D.
A big box hole
Why did she do so?
P6-7
read
put…insidee
shut the shop
What did Ravi do?
Guess: Who was coming?
Being a spy is not easy. You need to observe
carefully, think quickly, and solve different problems.
If you were PJ the parrot What would you do at the moment? 当你被发现的时候，你会怎么做？
沪教版小学四年级英语Unit4第二课时说课稿
Module 2. My family, my friends and meUnit 4.Do you have any cousins?说课稿一、教材分析（一）教材的地位及作用本课是沪教版四年级第四单元的第二部分，教材内容围绕着描述人的亲属关系展开，让学生学会谈论同学之间的亲属关系，家庭成员组成的话题。
本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。
在学习活动中，学生能通过交换自己家庭组成情况的描述及看法，促进学生之间的情感交流，增进情谊。
（二）教学目标1、知识目标：询问人的家庭成员，运用下列简单句型进行交际交流：---Do you have any cousins?---Yes, I have one cousin.2、能力目标：学会询问同学的家庭成员可以与同学沟通，相互了解，增进感情。
3、情感目标：通过询问同学或者他人的家庭成员情况，使学生在人际交往中学会尊重和理解别人，更好的与他人交流，增进情谊。
（三）教学重点及难点1、运用家庭成员词汇：grandparents,grandfather,father,mother,uncle,aunt,cousin2、掌握并运用简单的英语交际句型：---Do you have any cousins?---Yes, I have one cousin.二、教法分析本课主要运用任务型教学法和情景交际教学法。
1、任务型语言教学法任务型语言教学是交际语言教学近年来发展起来的一种教学方法，主张采用任务型语言教学的人认为：人们使用语言的过程就是一个完成各种各样任务的过程。
在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。
2.情景交际法课堂教学以情景交际教学法为主，尽量给学生以足够的听、说、读的机会，联系课文实际，创设情景，引入讨论主题，在交际中学英语。
多维阅读第6级-营救鲨鱼-加扉页(1)
王蔷Jill Eggleton（新西兰）主编第级6营救鲨鱼S a v i n g S h a r k SJ00045290 多维阅读 第6级 扉页（20181206）.indd 72018/12/10 17:34:28Shark saw Spotty Fish.Spotty Fish looked good toeat and Shark was hungry.Spotty Fish saw Shark.He saw his big mouth open. 2Spotty Fish swamaway fast.3Shark went after Spotty Fish.Spotty Fish went down andup again, but Shark went too. 4Spotty Fish wentunder rocks butShark went too.5Spotty Fish went up again.He saw a net and he swamaway from it.But Shark was going too fast.He went into the net.6Good.He is stuckin a net.7The net went up, up, up with Shark in it.Shark was going . . .“Oooooh!Aaaaah!Oooohh!”Good.He will notbe back.89But, up came Octopus.He pulled on the net.Spotty Fish stopped.Shark was stuck inthe net and Octopus washelping him.Spotty Fish had to help too. 1011Spotty Fish came back.He nibbled on the netand Octopus pulled.12Spotty Fishnibbled and nibbledand Octopuspulled and pulled.13The net went snapand out came Shark.Shark looked at Spotty Fish.He opened his big mouthand he . . .14. . . swam away!15Story Sequence• What happened first?• What happened next?• What was a problem?• How was the problem solved?• How did the story end?16。