校园口语十七课

校园英语口语 Unit17校园英语口语 Unit17：Playing TennisWhere did you go last Sunday?I called you a whole day.Oh, I went to play tennis with my partner.TennisDon't you like golf?Both are my favorites.Did you have a good time?Wonderful!My partner played unbelievably.Really?How well?Well, his serve is perfect.He played quite a few ace-shots yesterday.What about you?Me? It just wasn't my day.Every time I hit the ball the umpire called "out". You went to play tennis yesterday, didn't you? How did you know that?I was playing in the court, too.Did you have a good time?It just wasn't my day.I had quite a few double-faults in the game. What about you?I'm luckyMine were all let-ballsHow many sets did you play?ThreeThe last set is rather easy, 6：loveWhere did you go last Sunday?I called you a whole day.Oh, I went to play tennis with my partner. Tennis.Don't you like golf?Both are my favorites.Did you have a good time?Wonderful!My partner played unbelievably.Really?How well?Well, his serve is perfect.He played quite a few ace-shots yesterday.What about you?Me? It just wasn't my day.Every time I hit the ball the umpire called "out". You went to play tennis yesterday, didn't you? How did you know that?I was playing in the court, too.Did you have a good time?It just wasn't my day.I had quite a few double-faults in the game.What about you?I'm luckyMine were all let-ballsHow many sets did you play?ThreeThe last set is rather easy, 6：loveWhere did you go last Sunday?I called you a whole day.Oh, I went to play tennis with my partner.TennisDon't you like golf?Both are my favorites.Did you have a good time?Wonderful!My partner played unbelievably.Really?How well?Well, his serve is perfect.He played quite a few ace-shots yesterday.What about you?Me? It just wasn't my day.Every time I hit the ball the umpire called "out". You went to play tennis yesterday, didn't you? How did you know that?I was playing in the court, too.Did you have a good time?It just wasn't my day.I had quite a few double-faults in the game.What about you?I'm luckyMine were all let-ballsHow many sets did you play?ThreeThe last set is rather easy, 6：loveWhere did you go last Sunday?I called you a whole day.Oh, I went to play tennis with my partner.TennisDon't you like golf?Both are my favorites.Did you have a good time?Wonderful!My partner played unbelievably.Really?How well?Well, his serve is perfect.He played quite a few ace-shots yesterday.What about you?Me? It just wasn't my day.Every time I hit the ball the umpire called "out". You went to play tennis yesterday, didn't you? How did you know that?I was playing in the court, too.Did you have a good time?It just wasn't my day.I had quite a few double-faults in the game. What about you?I'm luckyMine were all let-ballsHow many sets did you play?ThreeThe last set is rather easy, 6：loveWhere did you go last Sunday?I called you a whole day.Oh, I went to play tennis with my partner. Tennis.Don't you like golf?Both are my favorites.Did you have a good time?Wonderful!My partner played unbelievably.Really?How well?Well, his serve is perfect.He played quite a few ace-shots yesterday. What about you?Me? It just wasn't my day.Every time I hit the ball the umpire called "out". You went to play tennis yesterday, didn't you? How did you know that?I was playing in the court, too.Did you have a good time?It just wasn't my day.I had quite a few double-faults in the game.What about you?I'm luckyMine were all let-ballsHow many sets did you play?ThreeThe last set is rather easy, 6：loveWhere did you go last Sunday?I called you a whole day.Oh, I went to play tennis with my partner.TennisDon't you like golf?Both are my favorites.Did you have a good time?Wonderful!My partner played unbelievably.Really?How well?Well, his serve is perfect.He played quite a few ace-shots yesterday.What about you?Me? It just wasn't my day.Every time I hit the ball the umpire called "out".You went to play tennis yesterday, didn't you?How did you know that?I was playing in the court, too.Did you have a good time?It just wasn't my day.I had quite a few double-faults in the game.What about you?I'm luckyMine were all let-ballsHow many sets did you play?ThreeThe last set is rather easy, 6：love你上个礼物天上哪去了？我给你打了一天的电话。

Lesson17说课稿一、教材分析本节课的教材来源于《英语教程》第三册第十七课，主要内容是关于旅行和观光景点的介绍。

通过学习这一课，学生将能够学习如何用英语描述旅行的经历和观光景点的特点，提高他们的口语和写作能力。

二、教学目标1. 知识目标：学生能够掌握有关旅行和观光景点的词汇和短语，并能正确运用于口语和写作中。

学生能够理解文章中的关键信息，并能够从中获取所需的信息。

2. 能力目标：学生能够运用所学的知识和技能，描述自己的旅行经历和喜欢的观光景点。

学生能够通过听、说、读、写的综合训练，提高他们的英语交际能力。

3. 情感目标：培养学生对旅行和文化交流的兴趣，增强他们的跨文化交际能力。

三、教学重点和难点1. 教学重点：1) 学习和掌握有关旅行和观光景点的词汇和短语。

2) 学会运用所学的知识和技能，描述自己的旅行经历和喜欢的观光景点。

2. 教学难点：学生能够通过听、说、读、写的综合训练，提高他们的英语交际能力。

四、教学准备1. 教具准备：电脑、投影仪、多媒体课件、教材、课堂练习题、英语学习工具。

2. 学生准备：学生需要提前阅读教材内容，并准备相关的问题和讨论。

五、教学过程1. 导入（5分钟）利用图片或视频展示一些著名的旅行景点，引起学生的兴趣，激发他们对旅行和观光的思考。

2. 新课呈现（15分钟）通过多媒体课件展示教材中的图片和相关词汇，引导学生学习和掌握有关旅行和观光景点的词汇和短语。

3. 听力训练（15分钟）播放录音，让学生听一段关于旅行经历的对话，然后回答相关问题，检验他们对听力材料的理解。

4. 口语练习（20分钟）将学生分成小组，让他们互相分享自己的旅行经历，并用英语进行描述。

教师可以给予适当的指导和反馈。

5. 阅读理解（15分钟）让学生阅读教材中的一篇关于观光景点的文章，并回答相关问题，检验他们对文章的理解和阅读能力。

6. 写作练习（20分钟）让学生根据自己喜欢的观光景点，写一篇短文进行介绍。

Lesson17说课稿一、教学目标本节课的教学目标主要包括：1. 学习并掌握课文中的重点词汇和短语；2. 理解并运用课文中的语法结构；3. 提高学生的听力和口语表达能力；4. 培养学生的合作学习和自主学习能力。

二、教学重点和难点1. 教学重点：本节课的教学重点是让学生能够理解和运用课文中的重点词汇和短语，并能够熟练运用所学的语法结构。

2. 教学难点：本节课的教学难点是培养学生的听力和口语表达能力，以及提高学生的合作学习和自主学习能力。

三、教学准备为了顺利开展本节课的教学活动，我准备了以下教学准备：1. 教材：Lesson17的课文《A Trip to London》；2. 多媒体设备：投影仪、电脑、音响设备；3. 教学辅助工具：单词卡片、图片、课件资料等。

四、教学过程1. 教学导入：通过播放一段与本课主题相关的视频，引起学生的兴趣，并激发他们对于旅行的讨论。

2. 新课呈现：通过展示图片和单词卡片，教授本课的重点词汇和短语，并匡助学生理解和记忆。

3. 听力训练：播放课文录音，让学生跟读并尝试理解课文内容。

然后进行听力练习，要求学生根据所听到的内容回答问题。

4. 口语练习：分组进行角色扮演活动，让学生摹拟旅行的情景，通过对话练习口语表达能力。

5. 语法讲解：通过课件展示，讲解本课的语法结构，并通过例句匡助学生理解和运用。

6. 合作学习：让学生分组进行合作学习活动，要求他们共同完成一份旅行计划，包括目的地、交通工具、住宿等方面的内容。

7. 自主学习：鼓励学生利用课外资源，进行自主学习，例如阅读相关的旅行资讯、观看英语旅游节目等。

8. 小结和作业布置：对本节课的重点内容进行小结，并布置相关的作业，例如写一篇关于自己理想旅行的短文。

五、教学评价本节课的教学评价主要包括以下几个方面：1. 学生的听力和口语表达能力；2. 学生对于课文重点词汇和短语的掌握程度；3. 学生的合作学习和自主学习能力；4. 学生对于旅行相关知识的理解和运用能力。

三年级英语17课课文翻译Lesson 17. Are you Okay?第17课你好吗？Part 1. Are you okay? 你好吗？Are you okay?你好吗？No, I'm sick.不，我生病了。

My head hurts.我的头受伤了。

Let's see a doctor.我们去看医生吧。

Okay!好的！doctor医生What's the matter?怎么了？My head hurts.我的头受伤了。

Part 2. Let's act! 我们来表演！Are you okay?你好吗？No.不。

What's the matter?怎么了？My ...我……Part 3. Letters and sounds 字母和发音p pen 钢笔pencil 铅笔b book 书boy 男孩t foot 脚tired 劳累的d desk 书桌head 头a lake 湖face 脸2小微老师说重点Are you okay?你身体好吗？okay，简称OK，这个单词虽然很短，娃们可别小瞧了它，它能派上用场的地方还真不少呢。

1、表示征求意见或同意他人的提议或意见。

let’s play，OK？我们开始，好吗？——let’s go to school. 我们玩游戏吧—— OK. 行。

2、表示事情的顺利和身体状况或物品性能情况的良好。

—— Are you OK？你身体好吗？3、用作语气词，承接上下文。

例：—— Can you carry it？你能搬动它吗？—— Yes，I can. OK. 没问题。

好吧。

4、与That’s连用，对他人的感谢表示客气的回答。

—— Thank you ，sir. 谢谢你，先生。

——That’s OK. 不用谢。

5、与That’s连用，对他人的道歉表示客气的回答。

—— Sorry.（对不起。

）——That’s OK. （没关系。

小学口语表达第四年级第十七课教学解析第一节：课堂导入在教学开始之前，老师可以进行一些简短的导入活动，以激发学生的兴趣，引入新的学习内容。

例如，老师可以给学生展示一些图片，让学生描述图片中的人物和场景。

通过这样的活动，可以帮助学生复习之前所学的知识，并为他们今天的学习做好铺垫。

第二节：新课教学本课主要教授学生如何正确运用第一人称代词和第二人称代词进行简单的日常口语表达。

例如，"I like playing football."（我喜欢踢足球。

）和"You are my best friend."（你是我最好的朋友。

）在引入新授内容之前，老师可以先给学生播放一段关于朋友间交流的视频，引发学生的思考。

然后，通过举例和引导学生模仿的方式，逐步教授学生正确使用这些代词的技巧。

第三节：游戏练习为了加强学生对所学内容的理解和记忆，老师可以设计一些趣味性的游戏来进行口语练习。

例如，老师可以请学生分成小组进行问答比赛，每个小组的成员轮流提问和回答问题，以此来巩固学生对第一人称代词和第二人称代词的正确运用。

第四节：情景对话为了帮助学生将所学口语表达应用到实际情景中，老师可以组织学生进行情景对话。

老师可以为每个小组分配一个情景，例如在商店购物、在学校对话等，然后要求学生按照给定的情景角色扮演对话。

这种活动可以提高学生的口语表达能力和交际技巧，同时也锻炼了他们的合作能力。

第五节：课堂总结在本节课的末尾，老师可以进行一次简短的课堂总结。

通过回顾本节课所学的内容，学生可以巩固对第一人称代词和第二人称代词的理解，并对自己在学习中的收获有一个清晰的认识。

老师可以提问学生一些简单的问题，让学生积极参与讨论，最后可以对学生的表现进行肯定和鼓励。

总结：通过本节课的教学解析，我们可以看到，在小学口语教学当中，合理的课堂安排和教学策略对于学生的口语表达能力的提高非常关键。

通过导入活动激发学生学习兴趣，通过新课教学引导学生正确掌握知识，通过游戏练习和情景对话提高学生口语实际应用能力，再通过课堂总结对学生的学习进行巩固和肯定，这些步骤有助于提高学生在英语口语方面的水平。

Lesson 17Text AThe Coustry SchoollhouseThe country schooihouse was three miles from my uncle's farm. It stood in a clearing in the woods and would hold about twenty-five boys and girls. We attended the school° with more or less regularity once or twice a week in summer. We walked to it in the cool of the morning by the forest paths, andback in the dusk at the end of the day. All the pupils brought their dinners in baskets-corn dodger, buttermilk, and other good things. We sat in the shade of the trees at noon and ate them. It is the part of my education which I look back upon with the most satisfaction. My first visit to the school waswhen I was seven. A strapping girl of fifteen, in the customary sunbonnet and calico dress, asked me if I "used tobacco" -meaning did I chew it. I said no. It roused her scorn. She reported me to all the crowd , and said :"Here is a boy seven years old who can't chew tobacco. "I learned to smoke fairly well , but that did not win over anybody. I remained a poor thing, and characterless. I longed to be respected, but I never was able to rise. Children have but little charity for one another's defect.Text BOn a Camping HolidayJimmy Booth and Donald Black are on a camping holiday. They have brought only a little food with them. Jimmy is hungry and he is looking at some rice in a tin. There is only a little rice in the tin.JIMMY: There isn't much rice, is there?DoNALD: No, there isn't, but there are some vegetables.JIMMY: Are there any potatoes?DONALD: No, there aren't. I'm sorry.JIMMY: I'm very hungry, Donald. What can I eat?DONALD: There's a little bread and there are a few biscuits.JIMMY: But I want some rice and some meat.DONALD: All right, I'IL walk to the village and I'll get some meat.JiMMY: Good. By the way, who's going to cook the meat?DoNALD: You'll cook it of course!Question on Text B7. Read the foilowing dialogue once. Underline the key words while reading and retell to your partner the dialogue in your own words.Peter: Hello, Jim. What was the film like?Jim: Awful. It was a complete waste of time.Peter: Why? What was it about?Jim: It was about a married couple. They had to live with the wife's mother, because theydidn't have enough money to buy a house of their own.Peter: A lot of young people have to do that.Jim: Yes. but the husband had to work overtime three times a week, so he was always tired. Peter: lt sounds like the story of my life.jim: Yes, it does, doesn't it? But this man was always over-tired, and he couldn't sleep.So he used to take two sleeping pitla every night.Peter: I take sleeping pills sometimes.Jim: Yes, but not two every night. Anyway, the strain was too much for him. He had a nervous breakdown and had to go to hoapital.Peter: It sounds a very depressing film.Jim: Not really. His wife was able to find a good job as an interpreter, because she rnuldspeak French and German fluently. After a few months' work, she had a better jobthan y weher huaband. So in the end, there able to buy a house, and he didts't haveto work any more. Stupid, wasn't it?Peter: I don't know. My wife used to speak French. I must tell her to brush it up.。

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英语中级口语lesson 17Lesson 17Juvenile DelinquencyText AJennifer got off the bus from the university and began walking towards the flat she shared with two other students. On her way she had to buy some food and stopped in one of the shops in the street. It was run by an Asian family, and although the prices there were a little higher than in the big supermarket further down the street, she did a lot of her shopping there. The vegetables were fresher and they had various things she couldn't get elsewhere. Mr Patel, the owner of the shop, was checking through a list, but smiled, as he always did, when he saw her come in.She picked up a wire basket and walked towards the back of the shop, where the rice was kept: The shop was divided by three long aisles, with rows of shelves crammed with all sortsof things. Except for her and Mr Patel , there were only two other people there. They were two teenage boys, and they were standing at the end of one of the aisles.She glanced at them as she passed. They were both wearing long, old-fashioned overcoats and they looked rather ridiculous in them because the coats were too big. But such things were popular with some teenagers at the time. 'Watch out, stupid,' she heard one of them whisper to the other. She walked on to the next aisle and found the rice she was looking for.Then she heard something else. It sounded like a tin dropping on the floor. She peered through a gap in the shelf and caught a glimpse of one. of the boys bending down. She saw him pick up a tin of food. But instead of putting it in the shopping basket, he dropped it into the inside pocket of his long overcoat. Jennifer glanced back down the aisle. She could see Mr Patel at the cash till, still checking through his list.Then she looked through the gap in the shelf again. The boys still had their backs to her. 'Come on, let's get out of here,' she heard one of them say. At the same time, she saw one of them put another tin in his overcoat pocket. They moved away from her. She could no longer see what they weredoing or hear what they were saymg.When she got to the till, the two boys were in front of her. She watched them pay for the few things they had in the basket. They had both buttoned their coats and fastened them with their belts. Mr Patel did not seem suspicious at all. He even smiled at them as they were about to leave. Jennifer opened her mouth to say something.Text BThe only crime I have ever been connected with was unsuccessful. One summer night I went to bed, leaving my bedroom door open because it was very hot. During the night I was woken up by the sound of a match being struck. For a moment I thought it must be the friend I lived with, but then I remembered he was away.I felt certain there was someone in the room. I saw the outline of a man standing near the door. I was almost certain the man was a burglar. Without thinking what I was doing, I shouted loudly and. jumped out of bed to catch the man. As I ran across the garden, I suddenly realized I was doing something very foolish. The burglar I was chasing might be carrying a knife. I went straight back into the house and lockedall the doors to protect myself.This was a very small crime which did not succeed, but crime is a serious problem in Britain. One sort of crime which particularly worries people is juvenile delinquency-that is, crimes committed by young people. For some years, juvenile delinquency has been increasing. There are two main sorts of juvenile crime : stealing and violence. Most people do not understand why young people commit these crimes. There are , I think, a large number of different reasons.These crimes are not usually committed by people who are poor or in needl. Young people often dislike and resent the adult world. They will do things to show that they are rebels. Also in Britain today it is easier far young people to commit crimes because they have more freedom to go where they like and more money to do what they like.There are two other possible causes which are worth mentioning. More and more people in Britain live in large towns. In a large town no one knows who anyone else is or where they live. But in the village I come from crimes are rare because everybody knows everyone else.Although it is diffcult to explain, I think the last cause is very important. Perhaps there is something wrong with oursociety which encourages violence and crime. It is a fact that all the time children are exposed to films and reports about crime and violence. Many people do nat agree that this influences young people, but I think that young people are very much influencedby the society they grow up in. I feel that the fault may be as tnuch with our whole society as with these young people.Additional InformationIt's just before school starts, when they check the pupils for guns. By now, the 1,600 students at Chester High School in Philadelphia have got used to it.One by one, they go through a metal detector gate, like the ones at an airport, at the main entrance to their school. The beeper alarm is constantly going off, indicating some metal object in the pupil's pockets. Mostly, it is a key, or coins.Such searches-in some schools a regular routine , in others , a spotcheck- are part of the attempt of school authorities in the United States to keep students from bringing into the classroom their knives, revolvers and machine-guns.The metal detector checks have already become commonplace in schools in Philadelphia, Detroit, and New York. A school in Fairfax, on the outskirts of Washington, D. C. ,will soon begin them.School administrators decided that something finally had to be done after the various shootouts and discoveries of weapons in schools around the country had made headlines for weeks running.On January 26, at Woodrow Wilson School in Washington, a teenager shot and wounded four others in a fight over a place to sit in the school cafeteria.On February 9, teachers confiscated a semi-automatic pistol from two 13-year-olds at a school in the Washington suburb of Silver Spring after they had threatened other students with the weapon. Six days later, a student at Kramer High School in Washington threatened a schoolmate with a sawedoff shotgun. Asked why he did it, the youngster said the other had "stared so stupidly" at him.The list of such incidents goes on and,on, and in some cases, they are fatall.According to the California-based " National School Safety Centre " (NSSC) in a recent report, there were 360,000 violent incidents in American schools in 1986, the last year for which statistics are available. The incidents ranged from fistfights to shootouts, and 70,000 weapons were confiscated,including 1 , 700 pistols and rifles.Since then , says Ronald Stephens , the director of NSSC , the number of incidents involving guns in schools has risen considerably.Teachers and security experts have a hard time explaining why teenagers want to bring lethal weapons with them to school."Some want to impress their schoolmates," believes Stephens."They feel that a gun is a symbol of power and control.Others have a feeling that they need weapons to protectthemselves."School authorities see the rise in weapons and violence above all as being connected to drugs in American high schools. Armed youth gangs divide up the drug trade turf among themselves. According to the NSSC , the older gang members use the younger newcomers as "weapons depots".Lyn Siper of the National Crime Prevention Council in Washington believes that youths during their puberty lean towards fighting out their conflicts instead of talking about them. Such drugs as cocaine and crack add to their emotional disturbance.Siper and Stephens agree that the general level of violence on the streets of big American cities, and theunimpeded access to guns, play a role. America's citizens possess a total of 120 million firearms. Many of the revolvers and rifles which authorities confiscated in the schools had been legally acquired and registered by the students' parents.。

小学英语第一册第十七课第二课时教学设计小学英语第一册第十七课第二课时教学设计课型：新授课课题：Lesson Seventeen教学目标认知目标1、掌握Lesson _ Part(II)单词和句型，能依照课文句型用所学的单词和句型在模拟情景中进行对话。

2、掌握句型：Who s she及其回答She s / He s 和一般疑问句Is she ?及其回答，并能在实际中运用。

3、能用 The girl with a 并在实际中运用。

思想情感目标继续激发学生学习英语的兴趣，树立正确的学习目的，养成良好的学习习惯以及培养和提高学生与他人交往的能力。

智力发展目标培养学生拼读单词的能力，扮演角色进行情景会话的能力，与他人交往的能力和参与活动的能力。

教学重点Who s she?(Who s he)句型及其回答。

Is she ?(Is he ?)及其回答。

三教学难点。

Is she ?(Is he ?)肯定回答：Yes, she is (he is )否定回答：No, she isn t (he isn t)四、教学媒体录音带录音机课文插图单词卡句型卡电脑电脑软件五、教学过程1Warming Up 课前准备Sing a SongLook at the boy on the bike.Who is he ? Who is he?He s my good friend. He is Mike.He s Joan s brother. ( 唱2次)2步骤：上课前，老师组织带领全班边唱边做动作。

歌曲是改编自 London Bridge Falling Down目标：复习上一节课学习过的Lesson _的(I)的内容。

作用：让学放松神经，调节好情绪，同时又可回忆上一节课学过的知识。

2板书，讲目标步骤：a宣布课题b板书课题c宣讲目标（这节课我们继续学习Lesson _的II部份，掌握四价目四会单词和Who s she ? Is she ?句型及其答语）目标：让学生有一个学习新知识的概念。