新标准英语第四册教案

教学目标：1. 理解并掌握课文中的主要词汇和短语。

2. 培养学生阅读理解能力，提高阅读速度和准确性。

3. 培养学生听力理解能力，能够理解英语口语中的常见表达和对话。

4. 通过小组讨论和角色扮演，提高学生的口语表达能力和团队协作能力。

教学对象：大二英语学习者教学时间： 2课时教学准备：1. 教学课件：包括课文原文、词汇表、练习题等。

2. 听力材料：与课文内容相关的听力材料。

3. 小组活动材料：角色扮演剧本、讨论话题等。

教学过程：第一课时一、导入（5分钟）1. 课堂热身：用简单的英语进行自我介绍，激发学生的学习兴趣。

2. 引入话题：通过提问的方式，引导学生谈论自我认知和自尊心的话题。

二、课文学习（40分钟）1. 阅读课文：学生自主阅读课文，理解文章大意。

2. 词汇讲解：教师讲解课文中的重点词汇和短语，帮助学生理解文章内容。

3. 语法讲解：针对课文中的语法点进行讲解，如时态、语态等。

4. 阅读练习：完成课后练习题，巩固所学知识。

三、听力训练（20分钟）1. 听力材料播放：播放与课文内容相关的听力材料。

2. 听力理解：学生听后回答问题，教师进行讲解和点评。

四、小组活动（15分钟）1. 角色扮演：学生分组，根据课文内容进行角色扮演。

2. 小组讨论：围绕课文中的话题进行讨论，如自尊心的重要性、如何建立自尊心等。

第二课时一、复习（10分钟）1. 复习上节课学过的词汇和短语。

2. 回答上节课的听力问题。

二、深入阅读（30分钟）1. 阅读课文第二部分，理解文章细节。

2. 针对课文内容进行讨论，如文章中的观点、论证方法等。

三、口语练习（20分钟）1. 小组讨论：针对课文中的话题进行深入讨论。

2. 角色扮演：学生分组，根据课文内容进行角色扮演。

四、总结与作业布置（10分钟）1. 总结本节课的学习内容。

2. 布置课后作业：复习课文，完成课后练习题。

教学反思：本节课通过课文学习、听力训练、小组活动和口语练习等多种教学手段，帮助学生提高阅读理解能力和听力理解能力，同时培养学生的口语表达能力和团队协作能力。

Unit 4 Everyday economics对比文也许你在考试、工作和日常生活中经常需要比较和对比事物，这时你撰写的文章就是对比文。

一般来说，这类文章通常是对事物的正反两个方面或者两种不同的观点进行对比，从而得出结论。

这类作文是以考生面临的两种选择为主题，最终以考生本人的选择和态度归结全文。

如果考生对选择的态度是明确的，即二者选其一，那么考生分别阐述两种不同的观点的时候应该有自己的主观倾向性。

比如：对赞成事物的优点要详写，缺点要略写；对反对的事物则反之，从而使自己的观点得以实现。

如果考生的态度是不明确的，即两者各有利弊，那么就不应该完全肯定某一个事物，也不应该彻底否认另一个事物。

如果个人看法与文章前面列举的某种观点相同或相似并且需要论述理由时，考生要避免简单地重复前面提到的论点。

[基本框架]开头：阐述标题中涉及的现象并且提出问题。

主体：两种选择以及其理由或者优缺点。

结尾：综合前面的分析，表明自己的态度或者做法，并且简述选择的理由。

[常用词块]1．an attempt to reach a consensus 达成共识的尝试2．oppose changing the law 反对改变这个法规3．a heated argument 一场激烈的争论4．be regarded as immoral 被认为是不道德的5．take account of environmental issues 考虑各方面的环境问题6．in favour of equal pay for equal work 支持同工同酬7．as far as sb.be concerned 就某人而言8．when it comes to (doing)sth.当涉及(做)某事时[常用语句]★精彩开头1．There is no consensus of opinions among people as to...人们对……没有共识。

2．When it comes to...，people's opinions/ideas/views vary from person to person.当涉及……，人们的观点因人而异。

Module 4 Unit1Home alone一、教学内容:I can look after myself, although it won’t be easy for me.二、课型：Listening and speaking三、教学目标：1、能正确运用词汇：platform, anybody, miss, passenger, couple, happily, shut, address, a couple of, text message, lock, ourselves.2、掌握重点句型：(1)I can look after myself, although it won’t be easy for me.(2) My clock rings so loudly that it will certainly wake me up.(3) So am I , but I can’t miss two weeks of school.(4)Your train is about to leave.3 、初步学习结果状语从句。

4、能听懂和阅读关于介绍单独在家经历的语言材料。

5、能通过相关词汇和图片描述自己和他人单独在家的经历；能编写关于独自在家的对话。

四、教学重难点：1、能听懂和阅读关于介绍单独在家经历的语言材料。

2、能运用所学的知识介绍自己单独在家的经历。

五、教学准备：本次课堂为听说课，主要采用互动式教学法，创设真实语境，通过个人呈现，同伴互动，小组活动等师生、生生的交流，充分体现了学生在学习过程中的主体地位，教师只是课堂的引导者，组织者和合作者，让学生在使用中学会英语，综合培养学生的英语语言运用能力。

在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。

因此，本节课需准备：PPT课件、录音机、课堂练习、奖品。

六、预习要求：1、根据音标自学本课新单词；2、查找相关资料，找出你认为本课较重要的语言点和短语。

小学英语第四册学期教学计划一、教材分析1、教材结构分析本学期使用教材是《九年义务教育六年制小学教科书英语（第四册）》（PEP PRIMARY ENGLISH STUDENTS’ BOOK 4）,本册教材分为六个单元，两个复习单元。

2、教学内容分析3、教学重难点分析进行简单的交流关于学校、时间、衣服、天气、购物、农场动物、数字、颜色等几个话题，能用英语书写句子。

二、教学目标1、知识技能目标能听懂、会说12组会话，并能进行简单的交流；能听、说、认读60个单词和词组并能听、说、读、写61个单词和24个句子。

2、操作应用目标能用英语进行关于学校、时间、衣服、天气、购物、农场动物、数字、颜色等几个话题的讨论，并简单运用。

3、情感态度价值观目标强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。

三、班级学生情况分析（包括基本情况、认知基础、情感态度、学习习惯以及活动、操作技能、后进生名单等）四年级分两个班,一班人，二班人，两班情况基本相同,后进生比较多，再加上新转来的几个同学，原来根本没有英语基础，这学期不但要掌握教材所学知识，还要转化后进生，所以在教学中要特别注意改进教学方法，提高课堂效率，争取使每个学生在原有的基础上都有所进步。

四、主要教学措施（除针对全班学生的教学措施外，还包括后进生辅导、转化措施等）1、融会话教学与情景表演之中2、巧用实物、头饰、卡片、chant 等来帮助进行单词教学。

3、利用读写课等时间对学生进行单词书写的指导五、教学进度安排教学进度表第一单元教学计划一、单元教学内容分析1、单元教学内容：本单元重点学习学校科室及功能室的名称、分布和不同的功能。

要求学生能够听说认读这些课室的单词，说出每个科室的不同功用，并简单介绍学校校舍的分布情况。

重点学习的句型是：This is …….. That is ………. Is this …….? .Is that …….? Yes，it is ./No, it isn’t.同时渗透了序数词的运用以及字母组合er在单词中的最基本的发音。

Book IVUnit 1(7 hours)I. Teaching objectivesa.Have a bas ic understanding of the New Year’s resolution and the text structure.b.Understand what is the father going to change this year? How does he try to make this year different?Why the results all went contrary to his expectations?c.Learn language points; appreciate the writing techniques and rhetorical devices.d.Have a deep understanding of ambition in text 2.e.Oral speaking practiceII..Teaching emphasisa.Vocabulary: resolution; spontaneous; escape mechanism; swarm around; morality rapportb. A brief summary of the ways to express futurityc.Appreciate the narrative skills demonstrated in the text(the selections of the details, theconversational tone; idiomatic and straightforward writing style; the use of the exaggeration; the frequent use of the verb-preposition and verb-particle combination to make his writing very informald.The writer carried out his New Year’s resolution faithfully to improve himself, but the results allwent contrary to his expectations. Why?III.Teaching Procedures:TEXT I This Year It’s Going to Be DifferentI. Pre-reading QuestionsWhen a person makes New Year’s resolutions, he makes up his mind to do or not to do certain things in the coming year. Of course, different people make different New Year’s resolutions. For example, a student may decide to work harder at his studies and not go to the cinema so often; a teacher may decide to improve his/her teaching; a heavy smoker may decide to stop smoking altogether. Some people may be able to carry out their New Year’s resolutions, but some may not. For most People, it’s often easier to make New Year’s resolutions than to carry them out.It is suggested that the students should first guess without being given any part of the story.II. The Main IdeaThe statement that best sums up the main idea is (3): “The writer carried out his New Year’s resolution faithfully to improve himself, but the results all went contrary to his expectations.”III. Teaching Points for Reference1. A brief summary of the ways to express futurity1) The neutral future is formed by using the auxiliaries will/ shall and infinitive.Examples:Tomorrow will be his Sunday. (Level 3, Unit 3)Is it possible to make an atomic engine that will be really safe in every circumstance?(Level3,Unit 6)2) The construction to be going to is used to express future intention.Examples:This year it is going to be different.I know what the kids are going to do.Note: This construction cannot be used for neutral futurity, which does not depend on any person’s will or intention. For Example, both the following sentences are wrong.* Tomorrow is going to be his Sunday.* If you go to the U.S.A., you are going to come across the remarkable, almost legendaryhospitality of the American of the West.3) The construction be to do (something) is used to express arrangement or command.Examples:Now let all men know that crops are to be planted as usual. (Level 3, Unit 11)Shaka ordered: “All women who are found with child are to be put to death with their husbands.”4) The construction be about to is used to express near future.Examples:Roy and Sammy were about to perform open-heart surgery on Mrs. Robinson with a scoutknife.=Roy and Sammy were just going to do an open-heart operation on Mrs. Robinson witha scout knife.She was about to tell us the truth when you entered the building.2. The use of over in the text1) I tiptoed over and kissed her on the back of the neck.Over adv. ：across a distance or open space, either towards or away from someone/something.More examples:We asked Kate’s two sailor friends over to help us gain our point indirectly.Go over to your Grandmother, my dear. She’s beckoning to you.2)“What did you do over the holidays?”over prep.—during, in the course of (a period or an event)More examples:She likes to listen to some light music over the weekend.Paul has become more mature over the years.3) To ease the situation, I picked up her brand-new sweater from the floor and put it over a chair.Over prep. —resting on top of something and covering something partly or completelyMore examples:John was so tired that he was found sprawling on the floor asleep with his dripping raincoatover a sofa.4) Take over one of your wife’s chores, she’ll love you for it.Take over—take charge ofMore examples:The firm became more and more prosperous after the son took it over.We expect Mr. Johnson will take over our class when Mr. Shaw retires.3.“It wasn’t my idea to stay out until four a.m.”The phrase one’s idea to do something is used to express what one wishes to do.More examples:It was not my idea to argue with them. What I wanted was only to seek the truth from facts.4. Instead, I got a pencil and drew a sketch of the escapement mechanism.draw—make a picture with a pen, pencil or chalkdraw a sketch—make a rough picture (drawing, diagram) with a pencilMore examples:Fancy him drawing so well at the age of five.She cherished the sketch of the roaring sea not because it was drawn by a famous artist but because it brought back some fond memories.Cf.: By now the kids were in the room, drawn by the commotion.be drawn by the commotion——be attracted by the noisy confusion.Here, draw means “attract”.More examples：The film that tells of the unusual faithfulness between a miner and his wife drew large audiences when it was on.Supermarkets, which were unknown to the Chinese people some years ago, have begun to draw large numbers of customers in many cities in China.5. She was in her pajamas.—She was wearing her pajamas.in—wearingMore examples：Jimmy Wells, the policeman in uniform, with his stalwart form and slight swagger, made a fine picture of a guardian of the peace.Now the fashion is for girls to be dressed in pure silk in summer and in expensive fur coats in winter.6. Maggie always dreads taking down the Christmas tree, so I thought I’d to it for her.1) dread—feel worried about. Dread is followed by an-ing participle.Another example：Small children usually dread paying a visit to the dentist.It is also correct to say:Small children usually dread a visit to the dentist.Small children usually dread that they will be taken to the dentist.2) take down the Christmas tree—take down the tinsel, coloured lights, etc., from the Christmas tree,and remove the tree itself. The antonym for take down is put up.More examples:It often takes a long time to take down a Christmas tree.When they went camping last summer, they had a good time. Every evening they put up their tent and the following morning they took it down.7. I was about two-thirds done when Maggie came in. —I had finished about two-thirds of the work…done—finishedTwo-thirds serves as an adverbial modifying done.More examples:His new novel is about two-fifths thicker than his previous one.At the end of last year the construction project was already four-fifths finished.Unit 2(7 hours)I. Teaching objectivesa. Have a basic understanding of salvation in the text.b. Understand the purpose of the writer in the article.c. Appreciate the writing techniques and rhetorical devices.d. Learn language points.e. Oral speaking practiceII. Teaching emphasisa. Vocabulary: salvation, revival, bring the lamb to the fold, escortb. Appreciate the stylistic features (ironic title; repetitions for creating a tense atmosphere; vividdescriptions).c. Understand how did the writer achieve the ironic effect?II.Teaching Procedures:TEXT I SalvattionI. Pre-reading QuestionsThe purpose of asking the students to look up the given words is two-fold: to provide them with clues about the religious content of the text and to supply them with adequate background information. Try not to give the students any extra information or they may lose interest in the passage. It is always best for the students to solve their own problems by themselves.Definitions of words as used in the Christian religion:salvation—the state of having one’s soul saved from sin and its consequences 灵魂的拯救save—set free from the power of or from the eternal punishment for sinsin—breaking of God’s laws, disobedience to God’s commandmentsrevival—series of meetings intended to produce an increase in interest in religion, or to stir up the religious faith among those who have been indifferent, usually by preaching and confession ofsins（鼓动性的）福音布道会lamb—young members of church flock or Christian congregationfold—body of believers in the Christian religionII. The Main IdeasThe statement that best sums up the main ideas is (1)：“After having through a painful process, the child was finally saved from sin, but instead of feeling joyous, he felt miserable because of his disillusionment.”III. VocabularyA. Guessing the meanings of words and phrases1. speak (usually silently) to God, showing love, giving thanks or asking for something2. was taken3. low sound of pain or suffering4. terrible5. go down and / or remain on the knees6. very dark / shiny black7. shook / moved gently8. calml9. smil broadly10. make somebody believe something that is falseB. Looking up words in a dictionary1. give a religious talk, usually as part of a service in church2. very quickly3. marked by regular succession of weak and strong stresses, accents, sounds or movements (in speech,music, dancing, etc.)4. a talk usually based on a sentence or “verse”from the Bible and preached as part of a churchservice.5. twisted together into one plait (here, of hair)6. (of hands and fingers) twisted, with swollen joints and rough skin as from hard work or old age.7. a person who lives a vicious life; a habitual drunkard8. use God’s name in cursing; speak of God without respect9. (here) interrupt from time to time with something10. causing great joy and happiness.IV. Teaching Points for Reference1. … and the membership of the church had grown…membership—number of members; all membersMore examples:The drama society in our school has a large membership.The membership of our self-taught group has grown by leaps and bounds this summer because of the young people’s thirst for knowledge.2. … all moans and shouts and lonely cries and dire pictures of hell,…Lonely means “having no companionship”and indicates the “state of mind of one being or feeling alone.”Lonely may also be applied to places which are unfrequented or remote from human habitation. More examples:With the development of the travel business, swarms of tourists now visit the newly discovered cave in the once lonely mountainous area.The retired worker is not living a lonely life since she has so much work to do in the neighborhood and since there is so much warmth and care at home.3. Finally all the young people had gone to the altar and were saved, but one boy and me. but—except More examples:He is talking about everything but the most important thing.I have been to all the important scenic spots in Hangzhou but the Yellow Dragon Cave.4. Then I was left all alone on the mourners’ bench.Alone means “by oneself”.More examples:He lives entirely alone and is very lonely.In this war of liberation we shall not be alone.Better be alone than in bad company.Lonely differs from alone in that it usually means experiencing or producing a feeling of isolation and sadness whereas alone does not. Moreover, lonely is used both attributively and predicatively, alone only predicatively.5.“Langston,”my aunt sobbed.sob—draw in the breath sharply and irregularly from sorrow or pain while crying 啜泣，呜咽More examples:“Oh, don’t leave me, don’t leave me!”She began to sob passionately.A feeling of infinite regret came over him, as he saw her lying in bed sobbing like a child. Shewouldn’t have failed in the experiment if he had given her timely support.Cf.: And the little girls cried.To cry is to express grief or pain or sorrow by making mournful sounds and shedding tears.哭泣More examples:So he cried quite alone for a long time till he at last cried himself to sleep.It is no use crying over spilt milk.Cf.: Tom allowed himself to weep tears, they were tears of anger.Weep stresses the shedding of tears.The difference between weep and cry is that crying is audible and accompanied with tears, but to weep usually refers to the silent shedding of tears.More examples:She didn’t weep over the death of her son who died a heroic death but devoted herself to the noble work that her son had been doing.Taking the boy to her breast, she rocked him in her arms, and wept silently over him.6. So I decided that maybe to save further trouble, I’d better lie, too, and say that Jesus had come, and get up and be saved.s ave—make unnecessary; relieve (somebody) from the need of using 免得，节省More examples:She went to the food shop to buy some cooked meat to save her time and energy / to save her cooking.Labor-saving gadgets such as potato peelers and nut-crackers save us a lot of time.Cf.: save—free (a person) from the power or effect of evil (sin) in Christianity and some other religions 拯救7. Suddenly the whole room broke into a sea of shouting, as they saw me rise.break into—begin suddenly to give voice toMore examples:When the crowd saw the prize-fighter stretched out on the canvas, they broke into shouts and cheers.They broke into laughter when they saw my clownish dress.Unit 3(7 hours)1.Teaching objectivesa.Have a basic understanding of “read between the lines” and “write between the lines”.b.Understand the writer’s logic of writing: how did the writer persuade the reader to writedown in the book he is reading.c.Appreciate the writing techniques: Comparison, Simile and Metaphord.Learn language points.e.Oral speaking practice2.Teaching emphasisa.Vocabulary: Mutilation; dilapidated; integral ;unblemished; receptacle:b.Sentence: And marking a book is literally an expression of ...c.Writing techniques: comparison and metaphor3.Teaching procedures:TEXT ⅠWriting Between the LinesI. Pre-reading QuestionsThe dictionary definition of read between the lines is：“find more meaning than the words appear to express; gather more meanings from a text that are not actually stated, but implied”. Write between the lines is not a set phrase. The writer has invented this phrase by following the pattern of the set phrase read between the lines and replacing read with write to stress the importance of writing notes and comments in the book one is reading. In spite of the word “writing”in the title, this essay is actually a piece of good advice on how to “read”efficiently.II. The Main IdeasAnswer for reference:The writer is trying to persuade the reader to write down in the book he is reading his reactions to the text. The reader’s reactions may include his questions, his agreements or differences of opinion with the author, his doubts and so on. In this way the reader will be doing the most efficient kind of reading. III. VocabularyA. Guessing the meanings of words1. argue, claim2. destruction3. buying4. ownership5. move from one place to another6. (of books and papers) having the corners of the pages turned up or down with use so that they looklike a dog’s ears7. whole because no part has been touched or spoilt8. absolutely essential9. loosely joined sheets of paper (a pad) for writing notes10. to be treated with great respectB. Looking up words in a dictionary1. plainly, directly2. hold back (from doing something)3. broken and old; falling to pieces4. write hastily or carelessly5. not spoiled, as new6. pencil of soft colored chalk or wax, used for drawing7. a musical work for a large group of instruments8. the arrangement, style and appearance of printed matter9. humble state of mind10. a containerIV. Teaching Points for Reference1. Full ownership comes only when you have made it a part of yourself. = Only when you have made it apart of yourself does full ownership come.Note that when only when is used to begin a sentence, the second part of the sentence is in inverted order.More examples:People were made aware of the dangers of pollution by insecticides only when Rachel Carson published her book Silent Spring. =Only when … were people made aware of …You are likely to do the most efficient kind of reading only when you write between the lines.(=Only when… are you likely to…)2. Why is marking up a book indispensable to reading?be indispensable to—be essential to; be necessary in; be too important to live withoutMore examples:Just as water is vital to fish, air is indispensable to man.A good basic education, an insatiable curiosity in people and events, a certain tenacity of purpose,an ability to write clearly, honestly and accurately and a knowledge of state laws are the requirements indispensable to a good radio journalist.3. Now an ordinary piece of light fiction like, say, Gone With the Wind, does not require the most active kind of reading. But a great book rich in ideas and beauty, a book that raises and tries to answer great fundamental questions, demands the most active reading of which you are capable.1) rich in—possessing or containing a lot (of)More examples:Contrary to what some Western experts predicted, China is not deficient but rich in oil.This art gallery is rich in paintings by all types of painters; there are works of Classicism, Realism, Expressionism, Abstractionism, Romanticism and Naturalism.2) require—needdemand—call for as necessary; require; needIn the two sentences quoted above, the two words, require and demand mean the same and can be used interchangeably. In another sense, however, demand implies asking for (something) as if ordering (something) one has a right to, whereas require suggests a pressing, often an inherent need.More examples:The Board of Directors will meet this afternoon. Your presence at the meeting is required.The assistant at the reception desk demanded his passport when the man wanted a double room.3) be capable of—have the power or ability to doMore examples:The reconstruction of Tangshan from ashes has shown the world what the people in Tangshan are capable of.Chinese doctors working in Third-World countries and regions have trained many local experts who are now capable of doing operations using acupuncture anesthesia.4. But don’t let anybody tell you that a reader is supposed to be solely on the receiving end. be supposed to…—be expected to…; be required toMore examples:Peter is down with the measles and is supposed to be lying in bed but he is already up and about.In the second scene, where she was supposed to face the company in the ball-room, she did even better, causing a smile to appear on the face of the director.5. Presumably he knows more about the subject…—Probably / It is taken for granted that he knows more about the subject…presumably—supposedly (to be true), it may be reasonable to suppose thatExample:To everyone’s disappointment John was absent from the meeting. Presumably he was busy with his new project.Interaction ActivitiesThe Way I Do My ReadingSuggestions:1. Before starting to read:1) read the Contents page of the book,2) have a quick look at the chapter headings,3) have a glance at the Index which is helpful for specific information.2. Skimming and scanning:1) Skimming is a reading skill you use when you want to get the main idea of a book—(1) read the introduction, usually the opening paragraph of a chapter,(2) read the conclusion, usually the final paragraph of a chapter,(3) read very quickly, skip or leave out small portions of the material in order to get the main ideas. 2) Scanning is a reading skill you use when you want to check quickly whether a text you are readingcontains information you need—(1) think of some key words connected with the information you need—look quickly down the pageto see if you can spot any of them; if you do, read the sentences around them to check if you information is what you need;(2) look for chapter headings / paragraph headings; words in bold type / words underlined —theygive you a lot of quick information about the contents of the reading matter,(3) if the information you need is in a book, look at the list of contents and the indexes.3. Note-taking:(1) Write down important points, the points relevant to your needs, sometimes useful expressions tohelp improve your language,(2) Underline, use symbols or write between the lines, in the margins, or the end papers, or on ascratch pad or in a notebook,(3) sort out the main points, which will help to focus on the reading as well as to provide a summary.4. 1) Textbooks: slow speed, less than 100 wpm (words per minute) for intensive reading, study andremember.2) Fiction: fast speed, 200-250 wpm, reading for entertainment.3) Non-fiction: average speed, 150-200 wpm, reading for special purposes.4) Newspapers: fast speed, 200-250 wpm, reading for information.5) Magazines: fast speed, 200-250 wpm, reading for information or entertainment.Unit 4(7 hours)1.Teaching objectivesa.Have a basic understanding of Journalistic style report.b.Understand t he writer’s logic of writing: How Berners-Lee’s life and work help him to createwww.c.Appreciate the writing techniques: Journalistic style; up-dated language; technical terms;concrete information; special order of organization)d.Learn language pointse.Oral speaking Practice2.Teaching emphasisa.Vocabulary: zip off; unencumbered; nifty; noodle around; lingua franca ; debut, cobble together;cash in onb.Understand the organization of the text.c.Understand journalistic styleTEXT I Network Designer-Tim Berners-LeeI. Pre-reading QuestionsThe students may be asked a number of questions such as the following before they make their guesses.1. What nationality is Tim Berners-Lee?2. Is he a university graduate?3. When did he begin to take an interest in the computer?4. Did he work in a research institute specializing in computer science?5. Was he given the assignment of designing the World Wide Web or did he hit upon the idea just byaccident?6. What was it that made WWW a reality?II. The Main IdeasAnswers for reference:1. Access to the Internet which gives people information of all kinds seems a matter of course.2. World Wide Web, which began as a little computer program nearly 20 years ago, was the work of TimBerners-Lee alone.3. Having designed a kind of “hypertext”notebook which linked various kinds of information on hisown computer, Berners-Lee wanted to open it up to everyone who would like to link their stuff to his.4. Berners-Lee devised HTML, URL and HTTP, all of which finally brought the World Wide Web tofruition in 1991.5. Brought up as a quintessential child of the computer age, Berners-Lee created a most significantglobal system.6. In spite of his Gutenbergian creation of the WWW, Berners-Lee chose the non-profit road, both forhimself and for his creation.II. Teaching Points for Reference1. It turns out you can “enquire”about nearly anything…—It happens that you can ask about almostanything…Turn out meaning “happen to be, or be found to be”is usually followed by a noun or an adjective. It may also be followed by a that clause. Examples:Much to his disappointment, his experiment turned out a failure.After a long spell of rain, it turned out to be fine and sunny on the day of our sports meet.It turned out that the unexpected visitor was one of my mother’s former students.2. …access to the Internet—the opportunity to use the Internet. Access meaning “the means or opportunity or right to use or see something”is followed by the preposition to.Examples:In a university library, we have access to large numbers of academic books.In our country every child has access to education.3. Thomas Edison got credit for the light bulb—Thomas Edison received recognition for the light bulb. Credit for something is the recognition or respect or praise given to someone because of something they have done or achieved. Examples:We gave Wang credit for his remarkable achievements in biotechnology.Tim Berners-Lee should be given credit for the creation of WWW.Credit should go to Frank for the team’s success.4. It started, of all places, in the Swiss Alps.Of all places, of all things, or of all people are used to suggest that a particular place, thing, or person seems surprising or unlikely when there are many other places where something might happen, many other things which might be expected to be done, or many other people who might be present or be doing something. Examples:Of all places, they went vacationing in an unknown village.Of all things, she bought an ordinary bowl as a souvenir.I can’t understand why she, of all people, should speak to us about how to use the computer.5. … that dealt with information in a “brain-like”way —that handled information in the way as the brain does. Deal with is used in different ways with different meanings.Examples:Mark is very smart. He can deal with (handle) all kinds of difficult situations.Recently I read an article which dealt with (concerned / was concerned with) the latest developments in computer science.Be cautious about what kind of business firms you deal with (do business with).6. keep track of all the random associations one comes across…Keep track of means “keep oneself informed about something”or “pay attention to something so thatone knows what is happening.”Example:We read newspapers every day to keep track of current events.The opposite of keep track of is lose track of. Example:We’ve lost track of him since he left Shanghai for home.Random means “unplanned, unintentional, aimless, purposeless, etc.”Examples: While everyone was discussing the question seriously, John made a few random remarks now and then.He was whiling away his time by putting down some random thoughts on paper.At random is used adverbially. Examples:He put the books on the bookshelves at random (i.e., without putting them in any order).She chose a number of books at random to lend to her neighbor.7. The rest of the world may be trying to cash in on the Web’s phenomenal growth…—Other people may be trying to take advantage of or make a profit from the unusually fast development of the Web… Cash in on means “take advantage of or make a profit from a situation in a way that is unfair.”Example: The only shop in that out-of-the-way village cashed in on the shortage of everyday necessities by putting up prices.Oral WorkI. Role-playDiscussing Plans after GraduationII. Interaction ActivitiesParents and ChildSuggestions:Unit 5(7 hours)Teaching objectivesa.Have a basic understanding of Antarctic facts.b.Understand the writer’s logic of writing: appearance of Antarctic, Features of Antarctic; differencesbetween Antarctic and Arctic.c.Appreciate the wiring style: expository piece of writingd.Learn language pointse.Oral speaking practiceTeaching emphasisa.Vocabulary: precipitation; habitation; obscure; tempestuous: haul; gust; tenureb.Sentences: Seen from space ... the most distinctive feature of our planet is the ice sheet ofAntarctica ...c.Understand main idea of the textTeaching procedures:TEXT IAntarcticaI. Pre-reading QuestionLet the students air their views freely:For further reference, consult relevant issues of Beijing Review, China Today, China Daily, etc.II. The Main IdeasAnswers for reference:1. great isolation from other land2. not inhabited by humans3. hardly any plant or animal life4. no human child ever born there5. very little rain6. intense cold。

Unit 7 College LifeUseful InformationStudents leave for college at age 17 or 18, many of them have never been away from home and their family. The transition to greater freedom and responsibility may be difficult for them, with no one to wake them up for breakfast or do their laundry, and fewer classes to attend but larger amounts of homework. Some students do not adjust successfully. In the ., where almost 70% of high school graduates enter college, only a minority of these actually graduate. Elsewhere, with fewer attending college, higher percentages may graduate.College has many social attractions, some of which can be distractions. Sports, concerts, parties, and dormitory bull sessions (闲聊) can be very time consuming. The temptation to stay up too late at night or sleep too late in the morning is always present, so self-discipline is an important lesson to learn. In addition many students have part-time jobs, especially in the . where most students have cars and are expected to help their parents pay for tuition or college housing.Students and their parents may disagree on how much time should be devoted to studying. But they usually agree that in addition to some learning and possibly some fun, one of the outcomes of a college education should be a good job. Students who have already worked at part-time jobs have an advantage in the job market, but this is not the only way to improve one’s chances. Many colleges have internships or co-op programs to give students practical experience in their future careers. Others have special classes where students can practice their application forms and letters, résumés, personal statements, and employment interviews. Most colleges have career counselors and either career days or career fairs where students can meet potential employers and learn about career alternatives. Recently many jobs have been listedon the Internet, making it easier to match students with suitable opportunities and more important for students to acquire computer skills.College can be an exciting and rewarding experience, but it can also be very stressful. Making their own decisions can be very difficult for young people accustomed to parental supervision. When students make bad decisions, such as drinking too much beer or procrastinating in their studies, they are not always mature enough to admit or correct their mistakes. But having the freedom to make these mistakes, and the obligation to face their consequences, is part of the learning process. When older people look back on their student years, they usually view this as a happy period of life, even if it did not always feel that way at the time.Parents, teachers, advisors, and counselors can help students move successfully from high school to college and from college to careers. But in the last analysis students must do most of this for themselves, with more help than we may realize from their friends and classmates. College students learn as much outside as inside the classroom, and most of this is not learned from adult authority figures. The peer group and the youthful popular culture are increasingly strong influences on today’s students. So parents and other potential role models should try to be aware of this, even if they don’t always appreciate the latest trends in casual clothing or pop music. College is a time of change, and the parents can learn almost as much from this as the students can. They too were once students, just as today’s students will one day be parents.Part One PREPARATION1. Talking about Your High-School ClassmatesSample:I graduated from __________ High School, a key high school in __________ Province. Among the 50 students in my class, 48 are enrolled in universities, mostly national key universities. Three went to Peking University and two to Tsinghua University. The three who went to Peking University are majoring in Law, Philosophy and Physics respectively and the two who went to Tsinghua University are majoring in Computer Science and Information Science. In this university alone there are five of us, doing different majors; three of my former classmates are enrolled in normal universities, one in Beijing Normal University, one in South China Normal University and one in East China Normal University.2. Talking about Your College Life—Expectations vs RealitySample:1) Campus:Expectations—large and beautiful campus with green grass everywhere and a large sports ground, where you can always see students busy and full of vitality.Reality—Just as what I dreamed of – a huge campus with magnificent modern buildings, green trees, blooming flowers and a river flowing around.—Contrary to what I expected, it’s an old campus, large though, with grey buildings like huge match-boxes, little grass, and a few big trees.2) Classroom buildings:Expectations—large new classrooms with modern facilities.Reality—well equipped teaching buildings with multi-media facilities.—large old buildings, with a few classrooms well equipped with modern facilities.3) Dormitories:Expectations—crowded with little space for everyone.Reality—true, but we may choose to live in a double room if we can afford the rent.4) Students’ cafeterias:Expectations—spacious dining halls, full of hungry students.Reality—true, and there is a great variety of food that will definitely appease our appetite.5) Library:Expectations—a large collection of books, journals and periodicals; spacious and well-lit reading rooms.Reality—true except that the reading rooms are not large enough and students have to get there early in order to find a seat.6) Classmates:Expectations—friendly and speaking different dialects.Reality—true.7) Teachers:Expectations—old, gray-haired and wearing thick glasses; strict and formally dressed.Reality—not true because many teachers are very young, especially English teachers, many teachers do not wear glasses and many teachers wear casual clothes.3. Happy College DaysSample1:The most impressive experience for me is running for the chair of the Student Union. I used to be very timid. That experience, however, helped me gain much confidence. For the first time, I made a public speech and realized, all at once, that I had the potential to organize. One thing that shouldn’t be left out is thatmy friends and classmates gave me enormous support. I did appreciate what they had done for me.Sample 2:I believe that the New Year’s Eve of 2004 can never be erased from my mind. Thousands of students gathered in the auditorium waiting for the new year. We held the lighted candles in our hands, our hearts beating with the rhythm of the music. Minutes went by. When the big clock finally turned straight upward, screams and laughter resonated in the hall. We hugged and said New Year’s greetings to each other. It was such a thrilling moment.4. Ten “Cs” Essential for College Stude nts1) Creativity; 2) Commitment; 3) Connection; 4) Confidence; 5) Courage;6) Cooperation; 7) Curiosity; 8) Competence; 9) Consideration; 10) CommunicationPart Two READING-CENTERED ACTIVITIESIn-Class ReadingPre-Reading1) I 2) F 3) J 4) B 5) G 6) C 7)A 8) E 9) D 10) HPassage ReadingWords, Phrases and Grammatical Points1. You have spent four years supposing that failure leaves no record. (l.2-3, Passage I)这个句子中leave 表示to allow or cause something to stay。

新标准⼤学英语4B4U3教案Unit 3 Fashion StatementsSection 1 Lead-inActivity 1 Comments on Fashion1. Brainstorming: what is fashion in your understanding? (definition, features, fashion-leaders?)2. Read the quotations about fashion on P34 and comment on them.1) An interesting comment. Fashion usually involves fabric and material, patterns, color, price andmarket, quite similar to designing a building. Proportion in clothing fashions means the relationship between length, width, top and bottom – clearly a question of balance and suitability.So I agree with this idea.2) What’s the difference between fashion and style? Fashion comes and goes, but style would meansomething particular – a characteristic – a kind of art, which may be part of fashion or not. So style stays longer than fashion. But I really doubt whether style is eternal. I have reservations about this.Styles change, but maybe more slowly than fashion.3) It’s not surprising that a famous designer would say that fashion is not frivolous (可笑的，⽆聊的);she m eans it lasts longer or is important and not superficial. But what’s the point of saying it’s part of being alive? Are you dead without fashion? I don’t agree on this point because I think she overestimates the importance of fashion –it’s just fashion.4) Yes, I agree with this. Clothes should be useful and easy to wear! I always wonder how real peoplecould ever wear some garments displayed on fashion shows. Most designers must design practical clothes, otherwise they would be out of business.5) Actually make-up can look nice but even when it’s put on by professionals, say in films, you canstill see that it is not natural. This is just commercial talk, an advertising statement to sell his make-up. So I don’t agree with it.6) This is probably a marketin g statement. He’s trying to promote an idea of a lifestyle or dream sothat his company can sell lots of products that represent that lifestyle. However, I don’t agree that clothes represent dreams or that they should do so. Only very special clothes represent dreams;normal clothes don’t.7) He obviously thinks red is a color for most occasions or that it represents something. But I don’tagree with it. You wear red for special occasions and you choose it deliberately, not because you can’t think of anythi ng of other colors.Activity 2 A TestDirections: Take a test and check whether you are a fashion victim.Q1: This summer, pink is up-to-date, and:(A) You hate this color. Besides your clothes bought last year are still great.(B) You prefer light green, but … why not wear some pink bracelets?(C) You renew your entire wardrobe to follow the fashion trends.(B) with shoelace, so that you can change them whenever you want to.(C) they must be from a well-known brand or you won’t buy them.Q3: You hope to get ____ as your birthday present.(A) a sewing machine.(B) a sweater knitted by your grandmother.(C) the same coat your favorite top model wears.Q4: You pass by a shoe shop and you see some black All Star sneakers with skulls, your reaction will be:(A) All Star? Black? With skulls? Such a bad taste(B) You just stare. You can go there another day and buy them.(C) All Star! Black! With skulls! You definitely want those sneakers.Q5: You’re at home doing nothing. Your mobile rings and it’s your boyfriend, you’ll:(A) dress up! You put on a mini-skirt, a V-necked blouse, some pink lipstick … And you take yourtime, of course. You like making boys wait!(B) get dressed as you usually do, a T-shirt and some jeans.(C) put on a black blouse, black jeans, a pair of gloves with no fingers and some All Star sneakers! Check your score:A = 1 point;B = 2 points;C = 3 points12 or more points: Your look is very important to you. Be careful! It’s important to be well-dressed,but it isn’t essential! The value of a person can’t be measu red by the clothes he/she wears.8 to 11 points: You like fashion when it pleases you, otherwise you simply don’t care. You follow yourpersonal tastes and you prefer making up your own style to imitating others. You prize originality!7 points or less: Comfortable comes first for you. Fashion! What a waste! Come on, make an effort!Dressing well is also taking care of yourself and your image and this is the first thing others see in you.Activity 3 Listening-inDirections: Listen to fill in the blanks and learn some fashion tips.1. …it is not enough to simply wear rings in your ears. You will see many teenagers with rings in theirnavel, or belly button, nose, lip, or even their eyebrow.2. Five fashionable looks are listed: the “glam” look, the “rocker” look, the “sporty” look, the “girly”look, the “Tom Boy” look.3. Follow the fashion tips above, and you shouldn't feel out of place. However, it's important toremember to wear clothes and choose a look that you feel comfortable with. Don't just be one of the crowd – be yourself! Script:One of the biggest shocks when you arrive in a new country can be the clothes people are wearing. You may lookOne of the things that may shock an outsider most is piercings. These days it is not enough to simply wear rings in your ears. You will see many teenagers with rings in their navel, or belly button, nose, lip, or even their eyebrow. Ouch!Some girls go for a “glam” look. They wear T-shirts from India with sequins and beads. Trousers are usually preferred, blue or black, and the look is finished off with metallic bags and shoes and arms full of bracelets.Another alternative is the “rocker” look. You start with a T-shirt of your favorite band and tight jeans or a long skirt. On top of this you can wear a denim jacket. Jewellery tends to be large and metallic, and to add color wear a scarf.I f neither of these is for you, why not go “sporty”. T-shirts are usually tie-dyed in hot colors. Wear this with long shorts, short jeans or a denim skirt. And on your feet? Beach sandals, of course!If you prefer something more feminine, there's the “girly” look. Skirts are long, to the floor. Wear a top with butterflies or flowers printed on it. In addition, wear ballet shoes and lots of beads!Finally, how about the “Tom Boy” look? Wear flared jeans and a T-shirt with a logo. Don't forget your waistcoat, of course! Use lots of different fabrics if possible, like denim, cord and leather, and high-heel boots to finish off!Follow the fashion tips above, and you shouldn't feel out of place. However, it's important to remember to wear clothes and choose a look that you feel comfortable with. Don't just be one of the crowd – be yourself!Activity 4 Culture InformationDirections: Get to know the following culture points based on the information provided.The hippie movement (嬉⽪⼠运动)1. It began in the early 1960s in California and then spread internationally.2. It had great influence on popular music, TV and film, literature and the arts.3. Young people were opposed to war and the traditional attitude of society. They take alternativelifestyles (e.g. in communes) which valued peace, individuality, religious and cultural diversity, and social rebellion (e.g. with drugs and sexual behavior).4. The fashions include:1) long hair with headscarves, headbands;2) bracelets and long beaded necklaces;3) Very informal clothes like long full skirts, bell-bottomed jeans, home-made and tie-dyedgarments, the use of flower designs (which represented peace and love).The punk period (朋克时期)1. It started in Britain in early 1970s. Teenagers produced strong dissatisfaction and even desperatemood because of the economic crisis and social unemployment.2. It features fashions that expressed anger against society and included brightly colored hair, rippedclothes and studded belts.The Californian gold rush (加州淘⾦热)1. It is a period from 1948 to 1955.2. It involves rapid migration of miners and other workers from all over the world.3. It started with the dramatic discovery of gold in the Sierra Nevada (内华达⼭脉).4. It led to the settlement of California.2. Men dressed in extravagant clothes: luscious fabrics, loose shirts with frills and short shirt collars,unfolded, with top buttons unfastened and using monotone colors.Swinging London (摇摆伦敦/时髦放纵的伦敦)1. It is a is a catch-all term applied to the fashion and cultural scene that flourished in London in the1960s2. The icons of the time include: the miniskirt, the mini car, the first supermodels like Twiggy (whowas famous for being very thin) and fashionable shopping streets for clothes (like Carnaby Street & King’s Road in London) Homework:1. Learn all the new words and expressions in Active Reading 1 “Fifty Years of Fashion”.2. Preview the passage in Active reading 1:1) Work out the organization of the passage.2) Finish Ex. 2-3 on P36-373) Underline the difficult sentences and phrases.3. Answer the following questions:1) What reasons can you think of to explain the correlation between hemlines and the stock market?2) Is fashion a form of art or an excuse for making money?3) Is it moral to spend money on fashion items which you will replace the next season?Section 2 Passage Learning— Fifty Years of Fashion1. Text organizationPart 1 (Para. 1-3) Brief introduction to the two constant factors.Part 2 (Para. 4-13) Detailed illustrations of the two constant factors in recent fifty years of fashion.Part 3 (Para. 14) Conclusion2. Text Information AnalysisPart 1 (Para. 1-3) Brief introduction to the two constant factors.Para. 1: Double negation is used to emphasize the dominant position of the two factors.Para. 2: The origin and expansion of jeans before 1960Para. 3: The peculiar significance of hemlines:There is a precise correlation betw een the length of women’s skirts and the economy.Part 2 (Para. 4-13) Detailed illustrations of the two constant factors in recent fifty years of fashion.In what order does the writer illustrate the two factors?Chronological order.Jeans: There are variations due to different ideas and movements in different times.Hemlines: The lengths rise and fall in response to the boom and bust of economy, and even predict the economic trends.The author reemphasizes the two constant factors and the two great designers.3. Theme DiscussionDirections: Discuss the following theme-related questions.1. What reasons can you think of to explain the correlation between hemlines and the stock market?2. Is fashion a form of art or an excuse for making money?3. Is it moral to spend money on fashion items which you will replace the next season?Sample answers:1. Well, it is possible that as the stock market rises, women have more money to spend on clothes andso they choose fashionable clothes, which happen to have higher hemlines. As the stock market falls, they have less money, so they wear more conservative clothes with lower hemlines. Another possibility is that the correlation could just be chance or coincidence for a few years, and if you look over a much longer period the correlation doesn’t exist.2. For the designers and manufacturers, fashion can make a lot of money, but as a market device theycan call it art; for customers wearing fashionable clothes, it is much nicer to think of the expensive fashion as art, rather than simply as expensive clothes. Of course, fashion could be both art and a money-making machine.3. On the one hand, people should be free to spend money on clothes as they wish, and people oftenreplace some, at least, of their clothes each year, so buying new fashion items hardly seems to be a moral question. On the other hand, buying unnecessary clothes for frivolous purposes (just because the fashion has changed) does have moral implications of wasting money and resources because the clothes are only being worn for a season and perhaps could last for many years. Still, rather than simply throwing the unfashionable clothes away, the fashion-conscious person might send them for recycling or give them to a charity for poor people. Maybe that would diminish the bad moral implications of fashion buying.4. Language Points1. Exactly why women should want to expose more or less of their legs during periods of economicboom and bust remains a mystery. (Para. 3)Economic boom and bust describes cycles in which a boom period of growth, high production and rising prices is followed by an economic decline, contraction and unemployment before a new cycle begins.在经济繁荣和萧条时期⼥性到底为什么要多暴露或少暴露双腿⾄今仍然是个谜。

Book 4Book 4Book 4Teaching objectives：1. grasp the main idea and structure of the text;2. realize the importance of examples in illustrating one's points;3. master the key language points and grammatical structures in the text;4. conduct a series of reading, speaking and writing activities related to the theme of the unit.Teaching content：Pre-Reading TaskText A Get The Job You WantTheme-Related Language Learning TasksImportant Points: learning about the main idea of Text A;knowing how to prepare for an interview.Learning how to begin an essay (using quotation, asking a question, stating the time and place of the event to be described, providing relevant background information, and giving a surprising or interesting fact).Difficult Points: developing the reading skills;状语从句；while +v-inginsb'shands为某人所有，在某人的控制、支配、监护下Teaching methods:Using tape recorder as a teaching facility; specific methods: group discussion after listening to the song in part I , find out the structure of the text by quick reading, illustrate the key words and structures, free discussion and exercise analysis. Teaching procedures：1st period: Pre-reading; While-reading (Part I)2nd period: While-reading (Part I and Part II)3rd period: While-reading; Post-reading (sports-related terms)4th period: Post-reading; Check on Ss' home reading (Text B)5th period: Theme-Related Language Learning TasksAssignments:1.Home reading Text B2.Essay Writing (An Application Letter)3.Finish exercises of unit3Book 4Teaching objectives：1.grasp the maim idea and structure of the text;2.practice their critical thinking ability through in-depth discussions on issuesBook 4Book 4Teaching Plan for New Edition of College EnglishBook 4No. 7Book 4Teaching objectives：1. understand the main idea and structure of the text;2. appreciate the fluid and sensual writing style;3. grasp the key language points and grammatical structures in the text;4. conduct a series of reading, listening, speaking and writing activities.。

Unit 1 Sam fell off his bike一、教学内容：本节课是新标准英语第四册Module10 Unit1 Sam fell off his bike.，要求学生能够运用一般过去时描述发生的意外事件。

围绕一次事故这一主题展开，Unit 1通过Daming描述自己昨天发生的一次小事故，来向学生呈现了如何描述事故的方法。

二、教学目标：1、语言知识目标：能够听、说、认读单词happen, ride, then, thirsty, watermelon, carry,bump, went, bought；学习Sam fell off his bike.这类语句形式，能听懂And the watermelon bumped my head.这类用一般过去式表达的语句。

2、能力目标：听懂对过去发生的事故进行描述的句子，并能够向别人描述过去发生的事故。

3、情感目标：教育学生能够正确对待和处理日常生活中发生的事故。

培养小学生运用英语进行交际的好习惯。

三、教学重点：1、本单元单词及动词过去式。

2、句型：Sam fell off his bike. And then …四、教学难点：听懂对过去发生的事故进行描述的句子，并能够向别人描述过去发生的事故。

五、设计理念新课改理念要求我们在教学中，要注重体验式学习，提倡交流与合作，创设学生喜欢的情境，激活学生的思维，采取有效的评价方式来激发和培养学生的学习兴趣，发展学生的听说能力。

在本课的教学中，我采用图片导入，游戏练习，故事情境引出，来激发和培养学生的学习兴趣，图片辅助也可激发和引导学生运用、表达句型。

六、教学准备课件、单词卡片、录音机、图片、西瓜球一个七、教学过程StepⅠWarming upGreeting.T: Hello, boys and girls.Ss: Hello Miss Jiang.设计意图：教师与学生热情地相互问候打招呼，使学生进入英语课堂的学习的状态。

小学英语外研版（三起）四年级下册<<M3 U2 On Monday I’ll go swimming. >> 教学设计一、教材分析本课是新标准英语三年级起点第四册 Module 3 Unit 2 On Monday I’ll go swimming .是在第一单元的基础上继续巩固和学习将来时态will的使用，以及星期的学习，让学生们学会用英语来做一周计划。

二、教学目标：知识目标1学生基本能够听懂，会说，会读词汇：Sunday，Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, help, homework2提供丰富多样的实践活动，让学生熟练掌握并运用“ I’ll do something 句型.”能力目标学生能熟练用I’ll…句型谈论自己一周的计划。

情感目标学生通过本课的学习懂得做事情一定要有计划性。

三、教学重难点重点：词汇：Sunday，Monday, Tuesday,Wednesday, Thursday, Friday, Saturday, help, homework句型：I’ll….难点：I’ll…句子中打算干的事情一定要跟原形。

四、教学方法情景教学法读图法五、教具准备PPT 、图片、点读笔六、教学过程Step 1 : Warming-up1、课前播放歌曲：Monday Tuesday…（学生可以试着跟唱）2、Greeting(设计意图：通过歌曲能使学生迅速进入英语学习的状态，师生间的相互问候能很好地拉近师生间的距离，为学生营造了很好的学习氛围。

)3、Look and say as quickly as you can .go swimming/read books/row a boat/fly a kite/ride a bike/play football /draw pictures…（设计意图：PPT快闪一些活动图片学生说图片这个活动一方面能调动学生的学习积极性另一方面也对前面学过的知识进行了复习，为更快进入课文主要内容的学习做好铺垫。