Unit Six
Study
I. Objectives:
By the end of this unit, the students should be able to
1) read, discuss and translate diplomas and degrees in English,
2) learn some expressions in talking about courses, diplomas, degrees, and
certificates in relation to their education,
3) comprehend the two passages and master the useful expressions in them, and
4) finish the exercises by themselves or with some help.
II. Introduction
Lead-in（导入）: First, the students are asked to discuss the importance of diploma. Then their opinions are written down on the blackboard. Finally, the introductory remarks will be made by the teacher as follows:
The diploma, degree, or other educational certificates are of utmost importance for those who want to seek a good job or receive a promotion. A lot of people have to study for a long time and many courses to get different degrees from the universities or colleges. In this unit you will learn how to converse about what degree you have and inquire about other people’s education.
III. Teaching Procedures:
Section I. Talking Face to Face
Step 1. Presentation:Read the following Samples of a diploma and a degree of bachelor.
Sample 1
翻译:
Sample 2
翻译:
学士学位证书
星华大学
兹证明
林小平被正式授予理科学士学位
1999年7月17日
校长签名：
Topic-related Information
--Names of Majors
Computer Science
Telecommunication Engineering
--Names of Departments
Postal Communication Management Department
Computer Department
Telecommunications Engineering Department
Economics Department
Finance Department
Humanity & Social Science Department
Basic Courses Department
--Data Bank
1)The duly authorized officers hereby certify that …
正式授权的高级官员在此证明…
2)This is to certify…
兹证明…
3)Sb. has completed a course of study in …
某人已修完了在…方面的课程。
4)Sb. has accomplished a period of training in …
某人已完成了在…领域的培训
5)Sb. has passed all the examinations/tests with satisfactory results.
所有课程考试合格。
6)Sb. has been grant ed the financial support(scholarship) from…
某人已经获得…基金资助（奖学金）
7)Sb. is entitled to be awarded …
某人具备资格获得…
8)The university/college/school/training centre… is authorized to confer…
该大学、学院、学校、培训中心…授权发给…
9)The thesis/dissertation/paper has been processed by…
此篇论文已经…的评审。
10)The certificate is valid for…
本证书有效期为…
Step 2.Practice:
Dialogue 1 Taking Courses to Get a Diploma / Certificate
Joanne: Tell me, Meng, what’s your major?
Meng: I’m majoring in English.
Joanne: Then you will get your B.A. when you graduate?
Meng: No, here in China professional colleges do not award any degree but a diploma.
Joanne: Then, why are you coming here to enroll for this computer class as an English major?
Meng: You know, without a skill like computer programming, it’s impossi ble to get anywhere.
Joanne: Yes, with a computer certificate and a college diploma, it is easy to find a job, isn’t it?
Meng: Definitely.
Joanne: What do you plan to do after you graduate? Thinking of a graduate school? Meng: I haven’t got an idea yet.But eventually I’d like to further my study abroad. Dialogue 2 Congratulating on the Graduation
Zhao: Professor, may I ask you some questions about your education?
Prof.: What are you interested in knowing?
Zhao: As a PhD in Education, where did you get your doctor's degree?
Prof.: I got both my master's and doctor's degree at the graduate school of
Texas Tech. University.
Zhao: How about your bachelor's degree?
Prof.: I did my bachelor's program of English Literature at New York University.
Zhao: Getting all the degrees takes time and money, doesn't it?
Prof.: That's true. When I did my master's program, I had to work part time to earn money.
Zhao: I hope I can be as smart as you are.
Prof.: Well, I think you can do even better than me.
Step 3. Production:
Task: Ask about your partner’s plan after graduation. The following dialogue is provided for your reference.
A: What do you plan to do after you graduate?
B:I want to become a tour guide.
A: Is it easy to find a job as o tour guide?
B: Not really. But it is much easier if you have a college diploma with good record.
Section II : Being All Ears(参考电子课件)
1) Dialogue 1：
Teaching Procedure (It aims to train the students with proper listening strategies.) Pre-listening: provide the students with the new words and expressions; read through the questions and the chart in exercise 1 and 2, and make some
predictions as to the content of the dialogue.
While-listening: ask the students to listen to the dialogue for the first time and ask them just to understand the main idea of the dialogue not to finish the
exercises; listen to the dialogue again and ask them to finish exercise 1;
ask the students to repeat the dialogue sentence by sentence after the tape
while the teacher will press the b utton “pause” on the tape recorder; listen
to the dialogue as a whole for the last time.
Post-listening: ask the students to finish exercise 2, i.e. answering questions. This step aims to change listening to speaking.
Important and difficult points:
I’d major in mathematics.
What you said makes sense.
Pocket money
You should take their advice.
2).Dialogue 2
Listen to Dialogue 2 two times and complete Listen and Complete.
Listen to the dialogue again and complete Listen and Judge.
Important and difficult points:
I have to do one more year.
It isn’t that simple or there are a lot of exceptions or something.
You have to practice kicking it hundreds of times.
3).Passage
Study new words and expressions in the passage
Listen to the passage two times and complete Listen and Read.
Listen to the passage again and complete Listen and Match
After class complete Listen and Conclude
Important and difficult point s:
have respect for
a good place for business
excellent
Section III: Maintaining a Sharp Eye
Passage 1 I Am a Bit Nervous About My English Step 1.Lead-in (In this step, some related information will be provided for the students.)
TOEFL
TOEFL stands for the Test of English as Foreign Language. The purpose of the test is to evaluate the English proficiency of nonnative speakers of English who wish to study in American colleges and universities. TOEFL scores are used by more than 2 300 institutions in the U.S. and Canada. There is no single “passing score” for this test. The minimum score for admittance to an institution is set by that institution. TOEFL is administered by ETS --- the Educational Testing Service.
GRE
The full name for GRE is the Graduate Record Examination, which is a multiple-choice examination designed to measure the verbal, quantitative, and analytical skills one has developed in the course of his academic career. The general scholastic ability is measured by the General Test. The Advanced Test (also Subject
Test) deals with specific subject matter corresponding to the specific graduate study. Because there is a strong correlation between high GRE scores and the probability of success in graduate school, many graduate and professional schools require that their applicants take GRE. GRE is also administered by the ETS, in Princeton, New Jersey. Step https://www.doczj.com/doc/a72860482.html,prehension Questions (The students will be asked some compression questions after they have skimmed the passage to help them develop reading strategies.)
(1) What does the author plan to study in the United States?
(2) Why is the author embarrassed in the middle of a conversation?
(3) What did the author use to study English for?
(4) What did the author's tutor do to help him learn English?
(5) In what ways did the author's friend Burt help him learn English?
(6) Which exams has the author passed?
Step 3. Explain the passage in detail
(1) Explanation of Difficult Sentences
1.--I am planning to study Electronic Engineering in the United Sates
this coming summer if I am lucky enough to be admitted to Miami
University. (Para. 1)
Analysis: “lucky enough” is the “adjective + enough” structure, and “admitted to” means “accepted by”.
T r a n s l a t i o n:如果我能够幸运的被迈阿密大学录取，我打算今年夏天去美国学电子工程。
e.g. I would compete for Mayer if I were famous enough to be known by the whole
town.
2.-- I think my pronunciation isn’t accurate enough to make myself understood, and I
might easily get confused. (Para. 1)
Analysis: Here “accurate enough” is the “adjective + enough” structure, “make myself understood” is the “V+O+OC structure” and “get confused” is “get-type passive voice”.
T r a n s l a t i o n:我觉得自己的发音不准，说英语别人听不懂，我自己也很容易搞糊涂。
e.g. She had great fear that she wasn’t worldly enough to make herself accepted by
her future parents-in-law, and she might get irritated.
3.-- I’m embarrassed when people lose me in the middle of a conversation or vice versa. (Para. 1)
Analysis: Here “vice versa” is adverb, and it means “反之亦然” in Chinese.
T r a n s l a t i o n:当在谈话中人们无法理解我或是我听不懂别人的话时，我觉得尴尬极了。
e.g. The couple both feel awkward when the husband starts to argue with the wife
or vice versa.
4.-- It is funny because I used to study English just for entertainment, to kill time, but now I have a particular purpose for it, so I found a tutor for myself. (Para. 2)
Analysis: Here “used to ” means “过去常常”, and “for entertainment, to kill time”
denote purpose.
T r a n s l a t i o n:说来好笑，因为我过去学英语只是觉得好玩，为了消磨时间；但现在我却有特定的目的，所以我为自己找了一位家教。
e.g. I used to read bestsellers for entertainment, to kill time.
5.-- She says it is necessary to drill as much as possible until they are fixed in my mind. (Para. 2)
Analysis: Here “as much as possible” is used to modify the infinitive, and “until” is used to introduce an adverbial clause of time.
T r a n s l a t i o n:她说我必须尽可能多的练习，直到它们留在我的脑海中。
e.g. It is exciting to swing as high as possible until you become scared.
6.-- And the more I apply them in real situations, the more natural they will become. (Para. 2)
Analysis: In this sentence there is a “the more … the more…” structure.
T r a n s l a t i o n:而且在实际情况中运用的越多，英语就越自然。
e.g. The more I contact him, the more I understand him.
7.-- Either the CDs or tapes have native voices, and I can study them by listening again and again and imitating the sounds as many times as I wish. (Para. 3)
Analysis: In this sentence there is a c orrelative conjunction “either ... or …”
T r a n s l a t i o n:无论是影碟还是录音带都有原声，我可以一边又一遍的听，随心所欲的一边又一遍的模仿这些声音，学习它们。
e.g. Either work or entertainment brings fun to your life, and you can enjoy it by
working as hard as you can and relaxing as much as possible.
(2) Useful Words and Expressions
1. senior n. [AmE.] a student in the last year of a school or university
(美)（普通学校或大学）最高年级（毕业班）的学生
e.g. Being seniors, everyone is busy looking for a job.
He worked as a teacher's assistant at high school when he was a senior.
Related Words
freshman 大学一年级学生
sophomore 大学二年级学生
junior 大学三年级学生
senior大学四年级学生
2. admit v. permit (a person or thing) to enter, let in 许可进入；录取
e.g. I cannot admit you into the theatre.
He was admitted to the best university of the country.
3. accurate adj. careful and exact 准确的
e.g. This is an accurate description of what had happened.
The writing is praised for its accurate choice of words.
4. confuse v. make less clear; make more difficult to understand使混乱；使迷惑
e.g. You must be confusing me with someone else.
I get more confused after your explanation.
The situation at present is rather confusing.
a.confusing adj. 令人迷惑的
b.confused adj. 觉得迷惑的
5. kill time make time pass quickly by doing something消磨时间，打发时间
e.g. He likes playing crossword puzzle to kill time.
She used to kill time by making dresses.
6. assign v. give someone the work to do 分配(任务)
e.g. The general manager called him to assign him the new task.
She has been assigned to take care of kids.
?assignment n. 任务，（课外）作业
7. memorize v. learn and remember 记住，记忆
e.g. The girl is so clever that she can memorize the poem after hearing it only
twice.
How I wish I could memorize all the rules and their exceptions of the English grammar.
memory n. 记忆
8. apply v. bring or put it into use 使用，应用
apply … to… 把…… 应用到……
e.g. You must be able to apply what you learnt at school to your future work.
This scientific discovery can be applied industrially.
9. determine v. be the cause of, control, be depended on确定，限定，控制
e.g. Whether he will go or stay is determined by the girl he loved.
What kind of weather we will get determines whether we can go out for a picnic.
10. exchange v. to give and receive (sth.) in return for (sth. else) 交换，交易
e.g. Couples need to exchange ideas frequently in order to understand each other.
She exchanged her opinion on this event with him and found surprisingly he shared her view.
11. relax v. (make) become less active and stop worrying （使）放松，轻松
e.g. The music will certainly relax you, come and listen to it!
Sit down and relax, leave the work till tomorrow.
12. efficient adj. working well and fast 效率高的
e.g. She is a very efficient secretary and runs the office well.
This is an efficient method to cut down the cost.
Passage II Oh Chinese, This Tortured language
Step 1.Warm up
First ask the students the questions “Is Chinese language easy or difficult to learn? Why?”, then write down their opinions on the blackboard and then make some conclusions as follows:
Some of you think that it is easy to learn Chinese because we are Chinese and speak, read, and use Chinese every day. We acquire the Chinese language as our mother tongue when we are born. Others don't agree to this opinion in that foreigners usually find it extremely difficult to learn Chinese. This is absolutely right. As we know, Chinese and English belong to different language systems. English belongs to the Indian-European Language Family while Chinese belongs to Chinese-Tibetan Language Family. The two systems are quite different in many aspects.
Today we’ll read a story. From this story, we will know how a foreigner learns Chinese.
Step 2. Ask the students to skim the passage and finish Exercise7. Step 3. Explain the passage in detail
Section IV Trying Your Hand
Applied Writing
a.Explain the Format of Diploma and Certificate
b.Related Words and Expressions:
Academic degree 学位
Diploma 文凭，毕业证书
Certificate 证书
Bachelor’s Degree of Science / Art / Engineering 理学/文学/工程学士
Master’s Degree of Science / Art / Engineering理学/文学/工程硕士
Doctor of Philosophy (Ph. D) 博士
College / Schools 学院
Department 系
major 专业
This is to certify … 兹证明……
Sb. has completed all prescribed three-year courses …
某人修满所规定的全日制三年课程……
Sb. has passed all the examinations / tests with satisfactory results.
某人所有考试成绩合格。
Sb. is entitled to be awarded this diploma.
某人具备资格获得该证书。
3．Learn to Write Your Own Diploma According to the Samples
Sample 1
Diploma
This is to certify that
Zhao Ran, female, born on March 8, 1985, Computer major
Having completed all the prescribed three-year courses
and
Passed all the examinations with satisfactory results
At the department of Computer of
Shijiazhuang Posts and Telecommunications Technical College
Form September 2002 to July 2005
Is entitled to be awarded this diploma
Signature：
Sample 2
Certificate
Binhai Institute of Tourism certifies that Zhang Ming has completed the Hotel Manager Training Workshop and has been awarded this certificate of accomplishment for intensive study in October 1999.
Binhai Institute of Tourism
President:
(Signiture)
Sentence Writing
1. Grammar Rules: Passive Voice of Verbs (被动语态的用法)
1) The form of Passive voice: be + P P
2) 不同时态的被动语态：
am. Is. Are+ PP
was.were + PP
will be + pp
can.may.must be +pp
has.have been+ pp
had been+PP
is. are being +pp
……
3) 被动语态表示一种主语和谓语之间的关系，当主语是动作的承受者时，就需要用到被动语态，在汉语中常用“被”“由”等词来表示这种被动语态。在英语中则用动词的被动语态形式来表示。被动语态中还可用by 短语加在句后表示被动语态中动作的发出者。也就是谓语动词动作的逻辑上的主语，被动语态常用在下列情况。
a) 不知道谁是谓语动词动作的执行者时，或者没有必要说出谁是执行者时。His bike has been stolen.
他的自行车被偷了。
The bag was put into the box.
袋子放在了箱子里。
b) 为了强调或突出动作的承受者时。
The plan has been sent to the headmaster.
Five people were hurt in the explosion.
c) 被动语态也可以说出动作的执行者。
The classroom was cleaned by us.
The bridge was built by workers from Shanxi.
The little boy was found by the police.
小孩被警察找到了。
注意：
a) "be + 过去分词" 并非都是被动语态，系动词be, feel, seem, look,等词后面的过去分词已转化为形容词，作表语用，表示某种状态。
I'm interested in mathematics.
He seems unsatisfied with his work.
We are determined to catch up with the developed countries.
The song is called "Don't forget me".
歌曲的名字叫“勿忘我”。
b) 某些动词用主动语态来表示被动含义。
The food tastes good.
c) 某些动词词组用在被动语态中
He was looked down upon because of his egoism.
The children were taken good care of in the orphanage.
5A Unit6 第一课时教案 5A Unit6 lesson plan for the first session
5A Unit6 第一课时教案 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 第一部分简要提示 一、年级：5年级 二、单元：unit6 三、课题：doing housework 四、课型：新授课 五、教学内容：单元parta 六、教学目标： 1.掌握单词、词组morning, home, ring, help, maths, housework, sweep, floor, homework, at home, help … with, see you. 2.能听懂、会说、会读日常交际用语the telephone is ringing. hello. is that …? how about …? can you come and help me with my maths? see you this afternoon. 七、重点难点：初步了解掌握句型what are you doing? i’m ____ing.
掌握电话用语hello. is that …? 第二部分教学过程 第一步：重难点突破 t: hello, boys and girls. nice to meet you. 同学们， 大家好。很高兴认识你们。 t: well, let’s begin our english lesson, ok? 下面， 就让我们开始上课吧。 t: first, let’s play an interesting guessing game. 首先，让我们一起来热热身，做一个有趣的游戏。在这个游戏中，请你仔细看我正在做什么动作，猜一猜这些动作是什么？are you ready? go! t: the 1st one: （做唱歌状） what am i doing? t: yes! ‘sing! ’ i’m singing. please look carefully.请仔细看。此处至ppt sing i’m singing. 我正在唱歌。 t: 怎么样？你猜对了吗？now try again: （做跳舞状）what am i doing? t: right! ‘dance!’ i’m dancing. please look carefully. 此处至ppt dance i’m dancing. 我正在跳舞。
Unit6 Meet my family! 第一课时 杨家小学郭万玉 概述： 小学人教版四年级上册Unit6 Meet my family! 本单元共需六个课时，本节课是第一课时，本节课学习的主要内容是学习单词：parents, baby brother, puppy. 能够熟练运用句型How many people are there in your family, …? My family has six people. 在课堂教学中，教师要使教学内容生活化，结合学生的实际情境，使学生口语练习生活化、交际化，从而达到学以致用的目的。 设计理念: 在跨越式理念的指导下，以言语交际为中心，借助现代信息技术，努力为学生创设理想的英语学习环境，提供丰富的网络资源，倡导体验、实践、参与、交流与合作的学习方式。倡导任务型教学，把语言综合运用能力的培养落实在教学过程中。面向全体学生，突出“以人为本”的素质教育理想，使语言教学的过程同时成为提高人文素养、增强实践能力、培养创新精神的过程。 教学目标: 1.知识目标. 要求学生能够听，说，认读单词：parents, baby brother, puppy. 句子How many people are there in your family, …? My family has six people. 2.能力目标 能够熟练运用句型How many people are there in your family, …? My family has six people. 3.情感目标 结合实际生活，创设真实情境，激发学生学习兴趣和热情，提高学习的积极性和主动性，增长课外知识，激发学习热情。 拓展内容： 单词：uncle, aunt. 句型：There are … people in my family. 学情分析: 学习对象是四年级上学期的学生，他们在三年级已经学习了how many,以及与家庭成员有关的一些单词，他们对人物和数字这一类的学习很感兴趣，也有了一定的基础。本节
《Unit6 Happy birthday》第一课时教学设计 文昌市头苑玉成小学林芳亿 教学内容：Let’s learn Let’s chant 教学目标： 1、能听懂，会说，认读数字1——5，掌握与其相应的英语表达法。 2、能跟着节奏吟唱歌谣。 3、能通过感知、合作等方式积极参与课堂学习活动。 教学重难点： 重点：听懂、会说、认读数字1——5，掌握与其相应的英语表达法。 难点：熟练运用句型“How many…”来进行问答。 教学准备： 课件、单词卡 教学过程： Step1：Warming-up 1、Greeting 2、Enjoy a song “Happy birthday” Step2：Presentation （一）教学数字单词1——5 1、出示猪宝宝的生日图，T : Today is the pig’s birthday.Many animals come to the birthday party.
2、出示课件大象慢慢地走来，教师：Look!Who’s coming? 学生答：Elephant. 教师问:How many…?引导学生回答：one （1）出示单词卡教学单词one 。板书：one 带读单词，升降调读单词。 （2）不同的动物熊猫、猫、狗、猴子等课件图片，同上方法，以How many…?句式引出单词two,three,four,five。教授单词two,three,four,five。并板书单词two,three,four,five。注意three 和five的读音。 （二）、I do you say 1、教师出示手指，学生用英语说数字。 2、同桌练习，一个做，一个说。然后请几组学生上台表演。 Step3：Practice 1、Play a game ：What's missing? 教师将贴在黑板上五个单词顺序打乱，让学生闭眼的时候教师快速藏起其中的一个，让学生猜What's missing?猜对的学生抽取下一次的卡片。 2、Pair work:Let’s chant （1）让全班学生听录音，边听录音边拍手有节奏地吟唱Let’s chant部分内容。 (2) 分成两大组，第一组说唱“Jump!Jump!Jump!”,第二组的同学伸出手指数“one，two，three”，以此类推。 （3）同桌进行练习。
PEP小学英语五年级上册Unit6教学设 计（第一课时） 一、教材简析 本节课是PEP小学英语五年级上册 Unit6 In a nature park的第一课时，包括A. Let’s learn 和Draw and ask 两部分。上个单元已经学习了有关There be的相关句型：There is/are…on/ in/ near/ behind/ under/ in front of….”描述物体位置。这是学好本单元的前提，也为本节课的学习提供了很好的学习基础，是前面知识的加深。学生可以运用本节课所学新句型结合以前的知识，把新旧知识进行整合，根据实际情景灵活运用本节课所学的新句型，把知识活学活用。 二、教学目标 英语新课程标准指出，基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。而综合语言运用能力又以学生语言技能、语言知识、情感态度、学习策略和文化意识五个方面的综合素养为基础。基于以上认识，我将教学目标确定为： 1、知识目标 ⑴能够正确听﹑说﹑读﹑写本课四会单词：forest, mountain, hill, river, lake. ⑵能听懂、会说句型“Is there ... ? 及回答Yes, there
is．/ No, there isn't.”并能在实际情景中熟练运用。 ⑶能完成“Draw and ask”部分的绘画和问答任务。 2、能力目标 培养学生的听说能力。培养学生乐于表达，勇于展示自我的能力。提高学生感受美、欣赏美的水平，发展学生综合运用语言的能力。 3、情感目标 ⑴引导学生感受自然之美，培养学生热爱大自然的情感。 ⑵激发学生学习英语的兴趣，调动学习积极性，引导学生积极与他人合作，在活动中培养学生的协作精神和竞争意识。 三、教学重、难点 重点： 掌握一般疑问句型Is there……?及其肯定回答:Yes, there is.否定回答：No, there isn’t. 难点： 1、能够在真实的情景中运用There be句型进行询问和回答，与他人进行交流。 2、单词mountain的发音较难，尤其是ou字母组合的发音。 四、教学准备 1、老师准备多媒体课件，单词卡片，小组竞赛时使用
Unit6 At a Farm ---Part A Let’s learn and Let’s do and let’s play 单位名称：格尔木市中山路小学 姓名：张燕妮 日期：2013-5-8
Unit6 At a Farm教案设计 一、教学材料：PEP小学英语Book4 Unit6 Part A Let’s learn ，Let’s do and Le t’s play 二、学生分析：本班学生大部分学生能端正学习态度，课堂上能专心听讲，积极思考，大胆回答问题。个别学生的学习兴趣较浓，课内外都善于用英语交际，能够养成良好的学习习惯。由于英语教材极具特色，趣味性强，所以大部分同学能够积极参与，愉快地学习。 三、教学设计思想 本班大部分学生课堂积极活跃，善于动脑筋、动口，表现欲望强烈。根据本课的特点，从培养学生的语言能力入手，鼓励学生学会询问农场牲畜的句型。激起学生使用英语进行简单交际的欲望。通过group discussion等活动激发学生学习积极性；通过层层深入的学习活动，帮助学生利用已获的知识，合理地整合新旧语言材料，培养学生的思维与使用英语的能力。 四、教学目标： 1.知识目标: 1)、能够听、说、认读本课时的主要单词：sheep，hen，cow，horse，goat，lamb 2)、能形成单复数的概念，并能根据单复数的概念进行实际运用。 3)、能够理解本节课学习的主要句型：What are they? They are…Are they…? Yes, they are./ No, they aren’t. 4）、听懂指示语，并按要求做出相应的动作，如: Milk a cow. Feed the hens. Ride a horse. Shear a sheep. Hold a lamb. 2.能力目标： （1）能够综合运用单词和句型：What are they? They are…Are they…?Yes, they are.或No, they aren’t.进行英语对话交流。 （2）能以小组形式自编扩展性对话谈论农场并进行表演。 3.情感、文化、策略等有关目标： 情感态度：能以得体的方式与人交际；懂得如何询问名称和数量 学习策略：积极运用所学英语主动询问、合作、沟通 五、教学重点、难点 教学重点： （1）、新单词的发音，特别是horse和lamb （2）、能够综合运用单词和句型：What are they? They are…Are they…?Yes, they are.或No, they aren’t.进行英语对话交流。 教学难点： 新单词单复数形式与句型的结合使用 六、教学准备：CAI、动物卡片(单复数各一套) 七、教学过程： Step 1、Warm-up A: Greetings (Free talk) T: Good morning. My name is Zhang Yanni. You can call me Miss Zhang.
Unit 1 第一课时 课时内容 A Let’s learn Do a survey and report 课时分析 本课时是人教版六年级下册第一单元第一课时。围绕How tall are you?这一话题展开，主要通过对话学习词汇younger, older, taller, shorter, longer及句型How tall are you? I’m... You’re ...than...的表达。引导学生关注自己身边的人，培养学生学习英语的热情，树立学好英语的信心。第一课时是本单元的基础，学会了本课时所要掌握的知识，再学其他课时，对于学生来说就很容易。本课时的的重点是四会单词的掌握以及能够运用四会单词描述人物的外貌特点。 本课时包括Let’s learn 和Do a survey and report两个板块。Let’s learn呈现了Sarah 和Miss White比较年龄，张鹏和John比较身高，Amy 和Chen Jie 比较裙子长短的情景，体现了单词比较级的词性和意义。此板块呈现的对话情境是张鹏通过问John身高，得出了张鹏更高的结论。此情境是发生在校园里，学生很容易接受，也因为贴近学生的实际生活，更能激发学生学习的兴趣。Do a survey and report 板块是一个综合性的语用活动。学生可以通过这个活动将A 部分Let’s learn所学的词汇和句型描述自己和同学的实际情况，做到学以致用。 本课时虽然是新授课，但是四会单词的原级已经学过，所以学生接受新知比较快。在设计教学过程时，遵循以学生为主体的原则。采用听、说、读、写、玩的方法调动全体学生的参与。通过任务型教学法、合作探究教学法等引导学生自主学习。 课时目标 （1）能够听、说、读、写单词：younger, older, shorter, longer, taller。 （2）能够运用上述单词描述人或动物的外貌特征。 （3）能够理解形容词比较级的基本构成，即在词尾加–er （4）能够听、说、运用句型How tall are you? I’m ...meters. I’m taller. You’re ...than me.（5）引导学生关注自己身边的人，培养学生学习英语的热情，树立学好英语的信心。 课时重难点 1.重点 （1）能够听、说、读、写单词：younger, older, shorter, longer, taller。 （2）能够运用上述单词描述人或动物的外貌特征。 （3）能够理解形容词比较级的基本构成，即在词尾加–er （4）能够听、说、运用句型How tall are you? I’m ...meters. I’m taller. You’re ...than me. 2.难点 （1）正确的使用四会单词描述人或动物的外貌特征。 （2）能够灵活运用句型How tall are you? I’m ...meters. I’m taller. You’re ...than m e. （3）单词meter的认读。 教学准备 多媒体课件、卡片、录音机、磁带、调查表。 教学过程 Step 1 Warm up
最新译林英语4B Unit6 Whose dress is this?片比赛课第一课时教案 4B Unit6 Whose dress is this?第一课时 教学目标 1 能听懂、会说、会读会写单词：dress，coat，shirt，sweater. 2 能听懂、会说、会读:Whose…is this/ that? Whose …are these/those? It’s/ They’re my father’s/… 教学重难点： 能听懂、会说、会读单词：dress，coat，shirt，sweater.. 能听懂、会说、会读:Whose…is this/ that? Whose …are these/those? It’s/ They’re …’s/… 教学准备：自带衣物。 教学过程： Step1 Warm up T: What day is it today? S: It’s ... T: What’s the weather like today? S: It’s sunny. T: In such a fine day, What can you do? S: I can fly the kites. I can go to the park. T: Yes , you can enjoy this fine day . Look, how about Su Yang and Su Hai.What will they do ? Step2 Presentation 1 T: They will go to the Fancy Dress Party.First, they should prepare for the party.They should wear different clothes. Do you remember these clothes? What’s this? S: It’s a jacket./a cap /a T-shirt/a skirt. T: Yes,very good. Let’review this rhyme. T&Ss say the rhyme together. 2 (Learn other clothes)(师穿一条长裙，准备手套，问学生带一件外套) T:These clothes are very nice.Look at Miss Wang’s clothes. Is this a skirt? S: No , it isn’t. T: What’s this ? It’s a dress.(教授dress) T: Look at my dress. S: It’s beautiful. T: Thank you. 3 （指着同学的外套） T: Look at his clothes.Is this a jacket? S: No. It isn’t. T: Yes, it’s not a jacket.Can you read this word?boat—coat S: Coat. T: Well done.It’s a coat.How about this coat? S: It’s nice. 4 (教授trousers , gloves) T: What’s she wearing?Is she wearing a dress?
Unit 6 Happy birthday! 教材分析 本单元学习的主题是数字。教学内容主要是围绕Sam和妈妈在蛋糕店买蛋糕的场景和在Sam 的生日派对上发生的事来展开的。教学重点是能够听懂、会说核心句型“—How many…? —Five.”“Happy birthday!”“—How old are you? —I’m…years old.”；能够听、说、认读单词“one, two, three, four, five, six, seven, eight, nine, ten”。 教学目标知识与能力目标: 句型 ·能听懂、会说句型“—How many…? —Five.”“Happy birthday!”“—How old are you? —I’m…years old.” 词汇 ·能听、说、认读单词“one, two, three, four, five, six, seven, eight, nine, ten” 字母与语音 ·能正确听、说、读、写字母Uu, Vv, Ww, Xx, Yy, Zz并知道其在单词中的发音 能力目标： ·能够在图片、实物和教师的帮助下运用“How many…?”询问物品的数量并作答 ·能够在实际情境中运用句型“—How old are you? —I’m…years old.”询问年龄并作答 ·用“Happy birthday!”向别人表达生日祝福 ·听到字母能说出其对应的发音 情感态度、文化意识、学习策略目标： ·了解中西文化中谈论年龄话题的差异 ·了解不同国家的幸运数字 ·注意单词音、义、形之间的联系，整体学习单词 课时安排第一课时: Part A Let’s talk & Count and say 第二课时: Part A Let’s learn & Let’s chant 第三课时: Part A Letters and sounds 第四课时: Part B Let’s talk & Let’s play 第五课时: Part B Let’s learn & Let’s do 第六课时: Part B Start to read & Let’s check & Let’s sing
Unit 6 I’m watching TV 第一课时教学设计 一、本课教学内容分析 1．语言功能项目：谈论或询问人们正在做什么， 2．语法结构：The Present Progressive Tense（现在进行时）。 3．语言目标：掌握What are you doing?等句式及其回答。 二、教学重点和难点 1、重点：词汇——read, clean ,talk on the phone, apartment 语言结构——What am I doing? What are you doing? What is he / she /it doing? What are they doing? 及其回答，并注意动词现在分词的变化规则。 2、难点：现在进行时的结构。 教学过程：（第一课时） Section A (1a–1c) Step1. Warming up and Lead-in 1.Greet Ss as usual, tell them what they are going to learn today: The Present Progressive Tense, 2.Act out some activities to lead in and teach the new words. eg. open the door. T: –What am I doing? Ss:–You are open ing the door. clean the blackboard T: –What am I doing? Ss: –You are clean ing the blackboard. read a book T:- What am I doing? Ss:--You are read ing a book. talk on the phone T:- What am I doing? Ss: You are talk ing on the phone New words:read clean talk on the phone 3. Ask students some questions. T: What are you doing? Student A: –I am listening. T: What is Student A doing? Ss: –He is listening. T: What are you doing? Student B: –I am writing.
第一课时 课时内容 A. Let’s talk. Find and count. 课时分析 本单元的情景图都是教材中的主要人物在公园游玩的情景。在Let’s talk部分，张鹏和Amy正在观察讨论天空中的风筝。Amy误把一只鸟看成了风筝，从而引出本课时的重点问答句：How many ... do you see? I see... 学生在对话中感受到重点问句的意义及语用情境。同时，学习到数字词汇eleven, twelve，以及两会词汇：beautiful, kite。这样的问答句特别容易设置真实的语境，让学生在语境中进行真实的交流，达到理解对话大意，正确交流看到物品数量的目的。 接下来的Find and count活动中，展示了一幅图片，图片中有树木、鸟、猫等内容。John和吴一凡在询问对方所看到物品的数量。这为学生提供了一个操练重点问答句的机会和场景。在教学中可以借助这幅图，让学生两两交流，达到操练、掌握重点问答句的目的。 本课时与数字相关，在学习中，除了让学生能够顺序数数字到12之外，还需要训练学生单个认知数字的能力。说出物品的数量这一话题，可以利用教室中常见的生活及学习用品进行操练，既贴近学生的生活，又方便可行，学生还特别容易理解接受。 课时目标 1. 能够听懂、会说单词：kite, beautiful, eleven, twelve 2. 能够听懂、会说句型：How many ... do you see? I see... 并能在图片和教师的帮助下，在真实或虚拟的语境中使用句型来交流看到物品的数目 3. 能够理解对话大意，并用正确的语音语调朗读对话 课时重难点 1.重点 能够听懂、会说单词：kite, beautiful, eleven, twelve 能够听懂、会说句型：How many ... do you see? I see... 能够理解对话大意，并用正确的语调朗读对话 2. 难点 能够在真实或模拟的情景中正确使用重点句型How many ... do you see? I see...来交流看到的物品的数目 能够理解并掌握在how many后边正确使用名词的复数形式 教学准备 1. 多媒体课件、录音机、磁带。 2. 文具如铅笔、钢笔、彩笔等实物 教学过程 Step 1 Warm up
Unit 6 Meet my family第一课时教案 教学目标: 1. 能够听.说.认读单词: family parents uncle aunt baby brother 2. 能用英语简单介绍自己的家庭. 3. 能听懂介绍家庭成员时使用的语言. 教学重.难点: 掌握五个生词,并能在情景中运用. 教具: 课件单词卡片照片 教学过程: 一.热身( Warm-up ) 1.sing a song,《Father and mother》. 2.Let’s chant. 二.新课呈现( Presentation ) 1. 通过father and mother 引出单词parents, 教授单词. 2. 通过爸爸,引出爸爸的弟弟uncle. 教授单词. 再引出爸爸的妹妹aunt. 3. 利用抱婴儿的动作引出baby. 4. 通过以上四个单词引出family. 5. 出示课件, 让学生看着屏幕把单词拼出来. 6. 让学生跟着课件读单词. 三.趣味操练:(Practice) 1. Touching game. 比一比, 看谁先拍到单词. 2. 抢读单词. 3.Wha t’s missing? 四.小组合作和巩固(Group work and consolidation ) 1. 教师拿出自己的全家福, 给同学们介绍自己的家人. 2. 学生拿出准备好的相片,以组为单位,互相介绍自己的家人. 3. 请几位学生上来介绍自己的家人,尽量用上以前学过的句型, “ He / She liks ---, 以达到拓展的目的. 4. 齐读本课所学的新单词. 五. 作业.(Home work) 回家用英文称呼家人. 与家人共同分享学习英语的乐趣. 板书设计 Meet my family family parents uncle aunt baby brother
PEP 小学英语三年级上册 Unit 6 Happy Birthday 第一课时教学设计 一、学情分析 三年级的学生初步接触英语，对英语有强烈的、持续的兴趣爱好。大部分学生敢于大胆的表现自己，并能在日常生活中运用所学的语言。因此，只要在教学时，通过创设情景，游戏等形式不断进行操练，从而就能帮助学生准确地表达，提高学生的认知水平。学生在一、二年级的基础上以及本学期通过学习1-5单元的题目时已初步接触过数字，尤其是数字One to five,因此，有相当一部分学生对数字已有初步的听说能力。 二、教材分析 1、教学内容： 义务教育课程标准实验教科书PEP英语小学英语三年级上册Unit 6 Happy Birthday Part A Let’s learn , Let’s do and Let’s sing 2、内容分析： 这个单元主要围绕数字展开话题，Let‘s learn 部分主要学习数字1-10 的表达法，Let’s do 部分是练习数字1-10的指令活动。 由于在 A 部分的Let‘s talk部分涉及询问年龄、表达年龄的用语，为了让学生能更好地根据实际情况和意愿表达年龄，我们就把数字的教学安排在第一课时。由于学生在第一学期的基础上已初步接触过数字，尤其是数字One to five,因此，有相当一部分学生对数字已有初步的听说能力，因此，学生学习这个部分时比较容易掌握。 3、教学目标： 新课程标准倡导的教学思想为我们处理教材和教学设计的基本理念：倡导体验、实践、参与、交流与合作的学习方式，强调学生能用英语做事情。提倡任务型教学思想，把语言综合运用能力的培养落实在教学过程中。面向全体学生，突出“以人为本”的素质教育思想，使语言教学的过程同时成为提高人文素养、增加实践能力、培养创新精神的过程。针对这一教学理念，并结合教学内容和学生的实际情况，把教学目标和重、难点设计如下： （一）教学目标： （1）知识目标：本课要求学生能听、说、认读数字from one to ten. （2）技能目标：能在实际情景中进行运用数字，能根据指令做出相应的动作，能数10以内物体的数量。
Unit 6《Winter Vacation》教案 ——第一课时 教学目标 1．使学生能够听说读写本课词语：go to skating classes, go to the library and read books, travel to Harbin and play in the snow, buy toys, clothes and clothes, watch a football match, do my homework, learn to make dumplings, visit my grandparents and celebrate Spring Festival, help my parents do some chores等。 2．能够把所学词语运用到句型中，用一般将来时态描述寒假的打算：What are you going to do in your winter vacation？I’m going to ...能够运用这些句型进行口语交流。 3．使学生掌握Let’s spell中字母组合able, old的发音规律。 教学重点 能够所学句型，用一般将来时态描述寒假的打算：What are you going to do in your winter vacation？I’m going to ...，并进行口语交流。 教学难点 celebrate Spring Festival , travel , dumplings这几个单词的读音。 教学方法 小组合作学习法、多媒体教学法、 课前准备 1．教学录音磁带。 2．教学课件。 3．节目活动图片。 课时安排 1课时 教学过程 Step 1 Warming-up 课件展示Get ready主题情景图，教师手指这个情景图：“Look! Binbin is making a plan for his winter vacation. What do you usually do in your winter vacation? Who can tell me ? When is winter vacation? It’s in January and February. OK, in this unit ,we’ll learn about winter vacation.本单元的主题是winter vacation 寒假。教师把词语写在黑板上，领读几遍。
新版PEP六年级上册英语教案 Unit 1 How can I get there ? 第1课时 教学目标： 1.能够听、说、认读词汇：science, museum, post office, bookstore, cinema, hospital 2.能够听、说、认读句子：Where is the cinema? It’s next to the bookstore.it,s near the park.并且能在实际情景中运用。 3.会唱歌曲《Where is the hospital？》 教学重点: 学习单词或词组science, museum, post office, bookstore, cinema, hospital。 复习句子：Where is the cinema? It’s next to the bookstore. It,s near the park. 教学难点： 1.单词museum的发音。 教学用具：录音机、磁带、词卡 教学方法：情景教学法、游戏法 教学过程： Step1: Warm up 1.Sing “they are in the zoo.”. 2.Oral practice Step2：Review 1.Review:in,on,under,near,next to,behind,in front of 的用法。 T：where is my bag? S：It’s on the teacher,s desk. T：where is the TV? S：It’s near the blackboard. T：where are my pictures? S：They are on the wall. Step3: Presentation 1.教学新词：science, museum, post office, bookestore, cinema, hospital （1）教学单词：bookstore T:I want to read some books.Where shall I go? Ss:Go to the library. T:I want to buy some books.Where shall I go? 教师出示书店的图片介绍说：I’ll go to the bookstore.引出新词bookstore,并板书，告诉学生这是一个合成词。然后利用升降调带读单词。 （2）教学单词：cimema T:I want to see a film.Where shall I go? Ss:Yes, I’ll go to the cinema.,出示电影院的图片，板书该单词，并且带读cinema.利用大小声来操练此单词。 （3）教学单词：hospital 老师手按腹部，做也肚子疼的样子说：I’m not feeling well.I want to see a doctor.Where shall I go? 学生回答，Yes，hospital.出示医院的图片，板书该单词，并且带读hospital.利用小组开炮来操练此单词。 (4)教学词组：post office 老师手持一封信说：I,m going to post the letter,Shall I go to the hospital?Where shall I go?学生回
p ep小学英语book 6 unit 6 第一课时教案 一教学目标： 知识目标 能够听说读写本课动词短语的ing形式： taking pictures, watching insects, picking up leaves, doing an experiment, catching butterflies and sentences ： What is Sarah doing? She’s doing experiment. 水平目标 2.能够听懂、会唱歌曲：“Field Trips” 3能够使用本课句型描述人物的行为。 情感、策略目标 能积极与他人合作，使用所学英语实行交流，共同完成学习人物，让学生乐于参与游戏，活动热爱大自然。 二、教学重点 Five four-skilled phrases in this lesson 三、教学难点 The pronunciation of “insects ”, “experiment” and “picking up” 四、教学准备 Tape, recorder, , word cards 五、教学过程 Step 1 Warm-up 1.students sing the chant page for 68 2.Game： Review some old phrases. S1：The panda is climbing trees. Ss review the phrases through the game. Step 2 Presentation let’s learn (1)教师出示相机图片，指着图片并作出照相的动作问：What am I doing ?引导学生回答。 Learn： taking pictures. T： What is Zhang Peng doing ?He’s taking pictures The same way to learn： watching insects, picking up leaves, doing an experiment, catching butterflies. Step3 Practice Clap hands and stamp feet to read the words. Students do action. e. g. watching insects T： What is … doing? S4：… is watching insects. Pair work： One acts, the other describes. Step 4 Assessment Let ’ s sing Field Trips. b. Share your book with your friends (2) Some exercises on Activity Book Step 5 Summary and assignment 布 置 作 业 1. Copy the new words.
2020人教版PEP三年级英语下册精编教案 第一课时 课时内容 A. Let’s talk. Find and count. 课时分析 本单元的情景图都是教材中的主要人物在公园游玩的情景。在Let’s talk部分，张鹏和Amy正在观察讨论天空中的风筝。Amy误把一只鸟看成了风筝，从而引出本课时的重点问答句：How many ... do you see? I see... 学生在对话中感受到重点问句的意义及语用情境。同时，学习到数字词汇eleven, twelve，以及两会词汇：beautiful, kite。这样的问答句特别容易设置真实的语境，让学生在语境中进行真实的交流，达到理解对话大意，正确交流看到物品数量的目的。 接下来的Find and count活动中，展示了一幅图片，图片中有树木、鸟、猫等内容。John和吴一凡在询问对方所看到物品的数量。这为学生提供了一个操练重点问答句的机会和场景。在教学中可以借助这幅图，让学生两两交流，达到操练、掌握重点问答句的目的。 本课时与数字相关，在学习中，除了让学生能够顺序数数字到12之外，还需要训练学生单个认知数字的能力。说出物品的数量这一话题，可以利用教室中常见的生活及学习用品进行操练，既贴近学生的生活，又方便可行，学生还特别容易理解接受。 课时目标 1. 能够听懂、会说单词：kite, beautiful, eleven, twelve 2. 能够听懂、会说句型：How many ... do you see? I see... 并能在图片和教师的帮助下，在真实或虚拟的语境中使用句型来交流看到物品的数目 3. 能够理解对话大意，并用正确的语音语调朗读对话 课时重难点 1.重点 能够听懂、会说单词：kite, beautiful, eleven, twelve 能够听懂、会说句型：How many ... do you see? I see... 能够理解对话大意，并用正确的语调朗读对话 2. 难点 能够在真实或模拟的情景中正确使用重点句型How many ... do you see? I see...来交流看到的物品的数目 能够理解并掌握在how many后边正确使用名词的复数形式 教学准备 1. 多媒体课件、录音机、磁带。 2. 文具如铅笔、钢笔、彩笔等实物 教学过程
第一课时 课时内容 A Let’s try Let’s talk 课时分析 本课时是人教版五年级下册第六单元的第一课时，围绕“Mike和陈杰观看动物园影片”这个话题展开。主要通过对话的情景学习词汇bamboo, its以及询问并回答某人、某动物正在做某事的句型的表达What are/is... doing? They’re/She’s/He’s./it’s...，继续培养学生学习英语的兴趣和树立学好英语的信心。本课时是整个单元的首课时，在本单元中起引领的作用.本课时的重点是核心句型的灵活运用。 本课时包括Let’s try 和Let’s talk 两个版块。Let’s try是听力训练，通过陈杰和Mike 在参观动物园时的问答，帮助学生初步理解动词的现在进行时态。Let’s talk通过呈现陈杰和Mike等观看动物园影片的情景，引出句型What are they doing? They are eating lunch. What’s the little monkey doing? It’s playing with its mother. 此版块的话题是学生们很感兴趣的，很能激发学生的求知欲。 本课时的教学内容是第五单元知识的延续，在课堂教学中，借助简笔画、图片等帮助学生理解词汇，采用引导学习和自主学习相结合的方式，运用情景教学法、愉快教学法等教学方法，充分发挥学生学习的主动性。 课时目标 1.能够听、说、认读单词：bamboo, its 2.能够听、说、认读句型：What are they doing? They are eating lunch. What’s the little monkey doing? It’s playing with its mother. 3.能够在教师和图片的帮助下理解对话大意。 4.能够用正确的语音、语调朗读对话。 5.能够在情景中运用询问并回答某人是否正在做某事的句型。 6.培养学生学习英语的兴趣和树立学好英语的信心。 课时重难点 1.重点 (1)能够听、说、认读单词：bamboo, its (2)能够听、说、认读句型：What are they doing? They are eating lunch. What’s the little monkey doing? It’s playing with its mother. (3)能够在教师和图片的帮助下理解对话大意。 (4)能够用正确的语音、语调朗读对话。 2.难点 能够在情景中正确的运用核心句型。 教学准备 多媒体课件、录音机、磁带 Step 1 Warm up 1. Greeting T: Good morning, boys and girls. Ss: Good morning, Ms/Miss.... T: How are you today? Ss: I’m fine, thank you. And you? T: I’m fine, too. 2. Sing a song.