作为一名为他人授业解惑的教育工作者，总归要编写教案，借助教案可以有效提升自己的教学能力。教案应该怎么写才好呢？学而不思则罔，思而不学则殆，以下是www.baihuawen.cn爱岗的小编首席为家人们收集整理的10篇明天不封阳台教案的相关文章，希望对大家有一些参考价值。
高一英语第五单元教案 篇一
NSEFC Book1 Unit3 Travel Journal
Hello, everyone. It’s an honor for me to stand here and interpret my lesson. The lesson plan I am going to talk about is from NSEFC Book 1 Unit 3 Travel Journal. I’ll explain how to teach and why do so from the following 5 aspects: the theoretical basis, understanding of the teaching material, teaching methods and studying ways, teaching procedure, blackboard design.
Ⅰ. The theoretical basis
First, I’d like to show my theoretical basis--schema theory and top-down model (Goodman, 1971). Journey down the Mekong is a reading course. According to schema theory, reading comprehension is an interactive process between the reader’s background knowledge and the text (Carrel and Eisterhold, 1983), or between the new information and the old knowledge store (Anderson and Pearson, 1984). So in order to improve the students’ reading speed and reading comprehension, language teachers should try to activate the Ss’ old knowledge store and add more relevant background knowledge before they get the students to read. According to the top-down model, general idea of the text will be got first, and then come the details.
II. Understanding of the teaching material
My understanding of the teaching material includes 3 parts: the status and the function, teaching objectives, the important and difficult points.
At the beginning, let’s focus on the first part. Journey down the Mekong is a piece of travel journal written by Wang Kun. It’s mainly about Wang Kun and his sister’s dream of taking a great bike trip down the Mekong River, their preparation for the trip and some more details of the Mekong River. General speaking, it is not difficult for the students to understand the text, but there are some new phrases and sentences that may be a little bit difficult. So before the students’ first reading, I will explain the new words and phrases briefly and after reading the whole passage, I will embody the usage of the news words and phrases, and get the student understand the difficult sentences. As it is a piece of journal, besides learning the new words and phrases, students can get the general idea of how to write a journal.
That’s all for the first part, now let’s move to the second part. According to the teaching material and the new curriculum of English, in order to fulfill the learning task of this lesson, I establish the following objectives:
a) Knowledge objectives
By the end of the lesson, Ss will have a better understanding of the meaning and structure of the text. Then Ss will grasp some useful words and expressions such as determined, make up one’s mind, give in, be fond of …, care about…, stubborn, etc.
b) Ability objectives
Actually students should be encouraged to do speed reading in the first period of reading lesson. But the students in my class are lack of independent reading ability. In this class, I will encourage and help them to read, think and find out information by themselves most time. Since the main objective of reading course is to improve the Ss’ reading ability, I’ll train their ability of identifying the general idea in the fast reading. And in intensive reading their ability of information-gathering and summarizing is developed. And the whole class is for Ss to develop their reading skills as scanning, skimming, information-gathering, summarizing and guessing the new words from the text.
c) Moral objectives
Though Journey down the Mekong is mainly about the trip down the river, it also talks about the scenery and life along the river. So before learning the text, we will have a short discussion about the importance of the river. I want the Ss to have the awareness of protecting the river and protecting our environment.
Well, so much for the teaching objectives, let's come to deal with the third part: the important points and the difficult points. According to the national curriculum of English and language learning theory, when teaching reading, we should encourage the Ss to do speed reading for the first time, that’s to say, we should encourage our Ss to read as fast as they can when they do the first reading. So much emphasis should be put on reading skills and reading comprehension as well. So the important points are that how to make Ss grasp the new words and phrases and how to improve their reading skills as scanning, skimming, information-gathering and summarizing. As to the difficult points, they are the same as the important ones.
III. Teaching methods and studying ways
That’s all for my understanding of the teaching material. Now let’s focus on the ways of teaching and learning.
Generally speaking, I adopt task-based language teaching and communicative approach in my class. As for learning, Ss will learn through independent reading, discussing and cooperating.
I will use computer and blackboard as my teaching aids.
Ⅳ. Teaching procedureHere comes the most important part, the teaching procedure. It includes 5 steps: Step I: Lead-in and pre-reading, Step II: While-reading, Step III: Consolidation, Step IV: Post-reading, Step V: Homework.
Step I: Lead-in and pre-reading (7mins)
Now let’s come to the first step. There are three activities in this step and I will spend 7mins on them.
In activity one, I will ask Ss two questions ”Do you know some great rivers in China?“ and ”Why they are great?” Here, as the Ss get familiar with the Chinese great rivers, I choose to ask them some great rivers in China. And the answer to the second question can lead in the next activity--brainstorming.
In activity two, I will ask the Ss to discuss in pairs and answer the question "How do people who live along a river use it?” My purpose of this activity is to remind the Ss the importance of the river, thus stimulate the Ss' awareness of protecting the rivers.
In the last activity, I will show the Ss a picture of the Mekong River and ask them to list the countries that it flows through. This activity leads in th《白话文·www.baihuawen.cn》e while-reading.
Step II: While-reading (21mins)
While-reading is the main part and it will take 21mins. Here I adopt the top-down reading model. This step is divided into 2 parts: fast reading and careful reading. Before reading, I will ask the Ss to predict what will talk in the text according to the title. It can exert the Ss' imagination.
1) Fast reading
During fast reading, I will ask the Ss to reading the whole passage quickly and get the main idea of each paragraph. Usually, the main idea of each paragraph is the first sentence or the last sentence, but this text is not. So the main idea of each paragraph will be matched because the Ss are lack of the skill of summarizing the main idea by themselves.
2) Careful reading
After getting the general idea of each Para., I will deal with the details Para. by Para..
In paragraph one, I will ask the Ss to read quickly and do the exercises T or F. And if it is F, I will ask them to correct it. This exercise can help the Ss get the key information of the first paragraph in a short time and can deepen the Ss’ understanding of the first paragraph.
In paragraph two, I will ask Ss one question “Is it a difficult journey to cycle along the Mekong? Why?” This can help the Ss develop their ability of summarizing. If the Ss can’t answer the question briefly, I will encourage them to find the key sentences and try to join them together.
And in the last paragraph, I will ask Ss two questions “How does the water of Mekong River change?” and “What can you see when you travel along the Mekong River?” Both questions are required to answer in keys word. In order to lower the difficulty of the questions, I will show them the examples. After that, I will present some pictures to deepen the Ss’ impression on the new words. And these two questions can help the Ss gain a deeper understanding on the Mekong River.
Step III: Consolidation (6mins)
After dealing with the detailed information of each paragraph, I will ask the Ss to read the whole passage again and answer two questions to consolidate what they’ve learnt. It will take 6 minutes. The two questions are “Where is the source of the Mekong River and which sea does it enter?” and “How do Wang Kun and Wang Wei prepare for the trip?” It is easy for the Ss to find the answer to the first question in the text. As to the second question, it may be a little difficult, so I will list some tips for the Ss to find the answer more easily.
Step IV: Post-reading (10mins)
That’s all for the while-reading. Now let’s move to the fourth step. In this step, I will design two activities and I will spend 10 minutes on them.
The first activity is filling in the blanks. In this activity, Ss are required to find the different attitudes of Wang Kun and Wang Wei to the trip, and then the teacher will express her attitude to this trip. After demonstrating, Ss are encouraged to express their attitudes. It can help the Ss train their ability of information-gathering and expression.
The second activity is thinking. In this activity, I will ask the Ss to discuss in groups of four and try to use some words to describe the characteristics of Wang Kun and Wang Wei according to their attitudes. It is really difficult, but it can not only train their ability of analysis and comprehension, but also cultivate their spirit of cooperation
Step V: Homework (1min)
Finally it comes to the homework. Ss are required to review the learnt lesson and underline the useful words and phrases in the text. This one is for them to consolidate what they’ve learnt and make preparation for the next lesson—Learning about the Language..
Ⅴ. Blackboard design
On the top, there is the title of this lesson. On the left, it lists some important roles that the river plays. On the right, there are some useful words and expressions.
That’s all for my interpretation. Thank you for your att
高一英语第五单元教案
三年级英语第五单元教案 篇二
【教学重点】掌握水果类单词。
【教学难点】句子It tastes good.的理解，It tastes的连读，以及tastes的发音。
【教具准备】
1第一册Unit 3 B部分Let’s chant和Let’s do的磁带和Let’s do中标有颜色的指令牌。2 Let’s learn部分的课件。 3教师和学生都准备所学水果类单词图片，并且教师准备水果类单词卡片。4学生准备数张白纸和水彩笔，准备画图。5配套的教学录音带。
【教学过程】
1热身、复习(Warm-up/Revision)
(1)学生日常口语练习。
(2)教师播放第一册Unit 3 B部分Let’s chant “I can see a rainbow”的录音，学生边听边拍手有节奏地吟唱。
(3)让学生听第一册学生用书Unit 3 B部分Let’s do部分的录音，根据录音做动作。然后让学生作Captain，举牌发指令。Captain说颜色，其他学生做动作。
2呈现新课(Presentation)
(1)教师展示实物----水果，包括：pear, peach, grapes, oranges, watermelon, apple, banana 。教师询问：What can you see? (你们都能看到些什么？)鼓励学生用完整句子来回答，“ I can see pears. ”“ I can see peaches.”“I can see oranges.”“ … ”(如果没有实物也可用图片代替)
(2)如果有学生会说新单词watermelon，就可以让他当个小老师教大家。在此根据各班情况，教师可适当扩张知识，告诉学生water单独是个单词“水”，melon是“瓜”，在一起watermelon就是“西瓜”。
(3)教师可将一种水果切开，让学生亲自品尝。教师可先让一名学生品尝，问：Is it good?学生会回答：Good.此时，教师也给自己切一小块，品尝后说：Hmm… It tastes good. .随后再让其他学生品尝，并让他们发表看法：Hmm… It tastes good.此时，教师可让大多数学生品尝水果，让学生说句子It tastes good. 。如果没有实物，可用图片，教师可从动作上让学生感悟并理解单词taste(s)，从而学习句子It tastes good. 。
(4)教师播放教学课件，认读单词pear, peach, orange, watermelon。
(5)教师播放录音，学生边听边指单词跟读。
(6)教师通过在黑板上画pear来示范draw的动作，让学生明白draw的意思，并让学生跟读draw 。然后教师将pear涂色，并说：Color it yellow and pink.使学生充分明白Color的含义。
3趣味操练(Practice)
(1)游戏：Do it quickly! (快速做一做)
首先，用单词卡和图片练习所学水果类单词。学生边读老师边把卡片和图片贴在黑板上或墙壁上。之后，将全班分为三、四队，每次按顺序每队出一名选手。教师给学生下指令Run to the pear.，各队的选手要快速跑到pear的图片或卡片处，用手取下图片或卡片并大声读出。哪组学生得到图片或卡片就为他们队赢得一分。以此类推，接着完成其它各水果和单词。
(2)小组活动：四人一组，轮流做group leader 。Group leader给其他学生发指令，如：Draw a peach. Color it pink.最后将画的的图交给老师，作为小组成绩。教师可以在教室的英语角展示学生的作品。
(3)扩展练习：各学校可根据学生情况使用本环节。
教师询问：关于水果和食品的单词你们都知道哪些？
学生表述所学水果和食品的单词。如：pear, peach, grapes, oranges, watermelon, apple, banana, chicken, hot dog, hamburger, bread, French fries, ice-cream, juice, cola
另外，教师可了解学生还想知道哪些单词，根据学生情况还可以学习一些单词，如：
pizza, noodles, rice, chocolate, lemon, mango…
4课堂评价 (Assessment)
做活动手册本单元Let’s learn部分的练习，方法和步骤同以前。
5扩展性活动(Add-activities)
Cards game
把所学水果类单词卡放在一边，图片放在另一边，学生两人一组做游戏。每次每人抽单词卡和图卡各一张，如单词卡和图卡为同一单词为胜利。最后比一比，谁手中的卡多，谁为胜利者。
初二语文第五单元试题 篇三
初二语文第五单元试题
一、积累与运用(20分)
1.解释下列句中的加点词。(4分)
(1)阡陌交通 ? ( )
(2)寻向所志 ( )
(3)陶后鲜有闻 ???? ( )
(4)无案牍之劳形 ?? ( )
(5)而计其长曾不盈寸 ( )
(6)是谓大同 ( )
(7)故人不独亲其亲 ( )
(8)选贤与能 ( )
2.下列句中的“之”与例句中的“之”用法相同的一项是(2分) ( )
予独爱莲之出淤泥而不染
A.何陋之有
B.无丝竹之乱耳
C.忘路之远近
D.渔人甚异之
3.用现代汉语翻译下面的句子。(3分)
(1)启窗而观，雕栏相望焉。
译文：_______
(2)故外户而不闭，是谓大同。
译文：_______
(3)牡丹之爱，宜乎众矣。
译文：_______
4.下列句子朗读节奏停顿有误的一项是(1分) ( )
A. 予/独爱莲之出淤泥而不染
B.不足/为外人道也
C.盖/大苏泛赤壁云
D.货恶/其弃于地也
5.默写。(5分)
(1) _______,家书抵万金。
(2)天明登前途， _______ 。
(3)大道之行也，天下为公， _______ ,_______ 。
(4)杜甫的《春望》一诗中，感伤时事、抒发离别之情的诗句是：_______, _______ 。
(5)在复杂的社会环境中，我们应该追求崇高的理想，坚守本真、洁身自好，正如周敦颐在《爱莲说》中说的那样，要“_______ ,_______”。
6.综合性学习。(5分)
班级开展以“莲文化的魅力”为主题的综合实践活动，请你参与。
(1)【拟写标语】请你围绕主题“莲文化的魅力”拟写一条标语。(1分)
(2)【诗词共赏】莲之美，古今共叹，请写出两句古诗文中赞莲美的句子。(2分)
(3)【探究寓意】右面这幅民间年画中，一个胖娃娃手里拿着莲花，抱着金鱼，请你探究一下这有什么寓意。(2分)
二、阅读品悟(40分)
(一)阅读下面的唐诗，回答问题。(4分)
望 岳
杜 甫
岱宗夫如何？齐鲁青未了。
造化钟神秀，阴阳割昏晓。
荡胸生曾云，决眦入归鸟。
会当凌绝顶，一览众山小。
7.“造化钟神秀，阴阳割昏晓”一联中的“割”字突出了泰山怎样的形象？(2分)
8.这首诗最后一联抒发了诗人怎样的思想感情？(2分)
(二)阅读《桃花源记(节选)》,完成9～11题。(10分)
林尽水源，便得一山，山有小口，仿佛若有光。便舍船，从口入。初极狭，才通人。复行数十步，豁然开朗。土地平旷，屋舍俨然， 有良田美池桑竹之属。阡陌交通，鸡犬相闻。其中往来种作，男女衣着，悉如外人。黄发垂髫，并怡然自乐。
见渔人，乃大惊，问所从来。具答之。便要还家，设酒杀鸡作食。村中闻有此人，咸来问讯。自云先世避秦时乱，率妻子 邑人来此绝境，不复出焉，遂与外人间隔。问今是何世，乃不知有汉，无论魏晋。此人一一为具言所闻，皆叹惋。余人各复延至其家，皆出酒食。停数日，辞去。此中人语云：“不足为外人道也。”
既出，得其船，便扶向路，处处志之。及郡下，诣太守，说如此。太守即遣人随其往，寻向所志，遂迷，不复得路。
南阳刘子骥，高尚士也，闻之，欣然规往。未果，寻病终。后遂无问津者。
9.解释下列语句中加点的'词。(2分)
(1)率妻子邑人来此绝境 ( )
(2)未果，寻病终 ? ( )
10.用现代汉语翻译下面的句子。(4分)
(1)阡陌交通，鸡犬相闻。
(2)便扶向路，处处志之。
11.作者笔下桃花源人生活的美好表现在哪里？(用自己的话概括)(4分)
(三)阅读《陋室铭》,完成12～15题。(11分)
陋 室 铭
刘禹锡
山不在高，有仙则名。水不在深，有龙则灵。斯是陋室，惟吾德馨。苔痕上阶绿，草色入帘青。谈笑有鸿儒，往来无白丁。可以调素琴，阅金经。无丝竹之乱耳，无案牍之劳形。南阳诸葛庐，西蜀子云亭。孔子云：何陋之有？
12.解释下列句中加点的词语。(2分)
(1)惟吾德馨 ?? ( )
(2)谈笑有鸿儒 ( )
(3)可以调素琴 ( )
(4)无丝竹之乱耳 ???? ( )
13.用现代汉语翻译下面语句。(2分)
(1)斯是陋室，惟吾德馨。
(2)孔子云：何陋之有？
14.选文中画线语句运用了什么论证方法？有什么作用？(4分)
15.请概括选文的主旨(用原文的语句回答)。(3分)
(四)阅读文言文，回 答16～20题。(15分)
【甲】水陆草木之花，可爱者甚蕃。晋陶渊明独爱菊。自李唐来，世人盛爱牡丹。予独爱莲之出淤泥而不染，濯清涟而不妖，中通外直，不蔓不枝，香远益清，亭亭净植，可远观而不可亵玩焉。
(节选自周敦颐《爱莲说》)
【乙】周敦颐，字茂叔，道州营道人，为分宁主簿。有狱久不决，敦颐至一讯立辨。邑人惊曰：“老吏不如也。”部使者荐之，调南安军司理参军。有囚法不当死，转运使王逵欲深治之。逵，酷悍吏也，众莫敢争，敦颐独与之辩，不听，乃委①手版②归，将弃官去，曰：“如此尚可仕③乎！杀人以媚④人，吾不为也。”逵悟，囚得免。
(节选自《宋史》)
【注】①委：抛弃、丢掉。②手版：笏，古代大臣在朝廷上相见时手中所拿的狭长板子，用玉、象牙或竹片制成，上面可以记事。③仕：指做官。④媚：取悦、巴结。
16.下列各项加点词语的解释完全相同的一项是(2分) ( )
A.水陆草木之花 敦颐独与之辩
B.有狱久不决？ 小大之狱(《曹刿论战》)
C.濯清涟而不妖？ 吾恂恂而起(《捕蛇者说》)
D.可爱者甚蕃？ 负者歌于途(《醉翁亭记》)
17.用现代汉语翻译下列语句。(4分)
(1)香远益清，亭亭净植，可远观而不可亵玩焉。
译文：
(2)杀人以媚人，吾不为也。
译文：
18.用“/”画出【乙】文画线句子的一处朗读停顿。(2分)
敦 颐 至 一 讯 立 辨
19.【甲】文作者从哪几个方面描写了莲花的形象？(3分)
20.黄庭坚称周敦颐“人品甚高，胸怀洒落，如光风霁月”,结合【甲】文，谈谈【乙】文中的周敦颐是一个怎样的人？(4分)
三、写作(40分)
21.阅读下面文字，按要求作文。
只要真心喜欢，每一种生活都会拥有无限精彩；只要心存感激，每一段经历都会留下美好回忆；只要积极面对，再艰难的日子也会充满希望的阳光。
以“我的_______生活”为题写一篇文章。
要求：(1)在题目横线上填上合适的词语，将题目补充完整；
(2)内容具体，感情真挚，认识深刻；
(3)不少于600字，文体不限。
高二英语第五单元 篇四
科目 英语
年级 高二
文件 high2 unit5.doc
标题 Mainly Revision
章节 第五单元
关键词
内容
一、教学目的和要求
1.单词和词组
二会：L17 Charlie Chaplain Comedy intend
L18 moustache swing contribution
L19 California Pianist
L20 Syd Switzerland bring up
三会：L17 direct director particular actress act
L18 Lifetime silent add…to uncertain be uncertain about bury honor stage
L19 Search in(one's) search for Wooden mouthful piano play the piano excite manager
四会：L17 Line
L18 Set off after a (short) while appearance
L19 set(νt.) storm as if in a burry have … on
L20 film(νt.) pick out
2.日常交际英语
What do you plan to do next?
We intend to… next January
I hope it will be very successful.
It will certainly be very…
What are your plans for the future?
3.语法：复习限制性和非限制性定语从句
二、重点与难点分析
Lesson 17
1.Some of us do not know much about the theatre.我们中有一些人还不太懂得戏剧。
1)句中的动词短语know much about意为“对…了解很多”，&127;其中much可用a little，little ,all , something , nothing 等词替换，&127;以表示不同程度上的了解。know about或know of表示间接地“了解”，“听说”，“知道”有关情况。例如：
① I happened to know about him, but I didn't know him .&127;我碰巧知道他的有关情况， 可我不认识他。
②She knows all about Europe.她对欧洲的一切很熟悉。
2)句中的“theatre”不作“剧院”解，而作“戏剧”或“戏剧艺术”解，&127;是不可数名词，通常它的前面要用定冠词“the”，例如：
The director gave us a lecture on the theatre.那位导演给我们作过一次有关戏剧艺术的报告。
2.Could you explain exactly what you do? 你能准确地解释一下你干的工作吗？
explain意为“解释”，“说明”名词形式是 explanation
explain不能接双宾语，用作单宾语动词。应该说explain sth. to sb或explain to sb. sth.或what, that, how, why等引导的宾语从句。不能说explain sb. sth.例如：
①Please explain the rule to the students.请把这条规则给学生们解释一下。
②I explained to him how the machine was used.我向他们解释这台机器怎么用。
③She explained that she could not come.她解释说她不能来了。
3.Then for a period of several weeks we practise doing the play.随后的几个星期，我们就排演了这部剧。
1)Practise sth.或practise doing sth.动词practise后面不能接不定式。例如：
①He is practising the piano now.他正在练习弹钢琴。
②You must practise speaking English more.你必须多练习说英语。
2)period表示“一段时间”，一般指不具体的一段时间，如for a long / short period,或for a period of several weeks/days如表示一段具体的时间，通常不用period，如可以说for three weeks，而不说for a period of three weeks.例如：
I'm going to stay here for a period of several days.我打算在这儿停留几天。
period表示“时代”、“时期”。如：
The first part of the Great Wall was built during the Spring and Autumn period.长城最早一部分建于春秋时期。
△ period表示“一节课”。如：
That's all for this period.这节课就上到这里为止。
4.The timing is very important, not only for the movements but also for the lines of the dialogue.
时间的安排非常重要，这不仅对于剧情的变化，而且对于对白中的台词都是如此。
句中的not only…but also…不仅…而且是连词词组，边接两个相同句子成分。
a.连接主语(句中的谓语动词单复数按靠近原则)
①Not only you but also he has been to Guangzhou.不仅你还有他也去过广州。
②Not only he but also I am a doctor.不仅他而且我也是医生。
b.连接谓语动词
Mary can not only sing but also dance.玛丽不仅会唱歌，而且能跳舞。
c.连接宾语
I saw not only Mary but also Betty.我不仅见到了玛丽，还见到了贝蒂。
d.连接状语
We study English not only in class but also after school.我们不仅在课上学英语，而 且放学后也学英语。
e.连接表语
Mr. Li is not only my teacher but also my good friend .&127;李先生不但是我的老师，而且是我的好朋友。
f.连接补足语
He was elected not only monitor but also League branch secretary .&127;他不仅当选为班长，还当选为团支部书记。
△ not only … but also还可以连接两个分句，但第一个分句的主谓语要倒装。
Not only did the teachers take part in the English evening party, but also they sang at the party.老师们不仅参加了英语晚会，而且在晚会上唱了歌。
5.I've chosen the main actors and we intend to put it on next January.
我已经选好了主要演员，打算在明年一月上演。
句中的动词intend vt意为“打算”“存心”“有…的意图”后面跟不定式作宾语，即intend to do sth.
①What do you intend to do today?你今天打算干什么？
I intend to see a film.我打算去看电影。
②I have made a mistake, though I didn't intend to.我犯了一个错误，尽管我不是存心要犯的。
Lesson 18
1.Charlin Chaplain ,who died in 1977, is considered one of the greatest and funniest actors in the history of the cinema.查理卓别林于1977年逝世，他被认为是电影史上最伟大，最滑稽的演员之一。
1)consider sb/sth(to be)…意为“把…认为是…”这个复合结构的被动式是be considered (to be)…意思是“被认为是…”“to be”常被省略。例如：
①We consider the experiment (to be)a success.我们认为这次试验是成功的。
②The experiment is considered a success.(被动式)
2)the history of the cinema电影艺术史。
句中的cinema不作“电影院”讲，而是“电影艺术”
The cinema is an important form of art.电影是一种很重要的艺术形式。
2.As a result , Chaplin got his first film art in the States.结果，&127;卓别林就在美 国得到他的第一个电影角色。
句中的“part”意为“角色”，是可数名数。例如：
She had the leading part in the play.她在这部剧中扮演主要角色。
the states=the United States美国
3.Even his way of walking down the street and turning a corner could be recognized as his own.甚至他在街上走路和在拐角处转弯的那种姿态，&127;都可以认为是他独有的。
1)recognize vt认出，看出，常用于recognize as 短语中，意为“认出是”或“承认是”。
Tom is recognized as the best basketball player in the school.
人们都承认汤姆是学校里最好的篮球运动员。
2)as his own =as his own way .own是不定代词，作介词as的宾语，&127;意为“自己的东西”。也可以用作形容词，作定语，例如：
I like to sleep in my own room.我喜欢睡在自己的房间里。
4.After a short while he started directing films himself.没有多久，&127;卓别林就开始自己导演影片了。
after a while意为“不久以后”，“没过多久”，其中while是名词，意为“一段时间，一会儿”
After a while, the train stopped at a station.
5.Chaplin's earliest films were silent ,because the equipment for adding sound to films had not yet been developed.卓别林最早期的电影是无声电影，因为在那时还没有研制出给电影配音的设备 句中的add…to…意为“增加”、“加进去”，“把…加入到…”例如：①Two added to three makes five.二+三等于五。
②My mother added some more salt to the soup and it tasted much better.
我妈妈往汤里多加了一点盐，汤的味道就好多了。
add up to意为“加起来(达到)”
The cost added up to 200 Yuan .费用达到200元。
6.The development of films with sound became a problem for Chaplin , as he was uncertain about making films with dialogue .&127;有声电影的研制对卓别林来说倒成了问题，因为他对制作有声电影并没有把握。
be uncertain about/of 对…无把握
We are uncertain about the future.我们对未来没有把握。
We are uncertain whether to go (or not).我们对是否要去拿不定主意。
7.Two of his greatest films ,“City Lights”and “Modern Times”were of this kind. ニ的两部最伟大的影片“城市之光”和“摩登时代”就是这一类(&127;没有对白但配有音乐)的影片。介词短语of kind意为“…种类的”，“属于…一类的”。&127;在句中作表语或定语。例如：①I don't like people of that kind.我不喜欢那种人。
②These machines look the same ,but they are of different kinds
这些机器看起来一样，但是种类不同。
8.Chaplin's later films, however, were not well received.但是，&127;卓别林晚期的电影并不太受欢迎。be well received意为“很受欢迎”，常用来表示书刊等出版物以及电影、戏剧等受到的反应。
①The magazine“Readers”is very well received in China.《读者》杂志在中国很受欢迎。
②My speech was very well received.我的讲话很受欢迎。
9.Before he died, he was honored in &127;a number of ways for his contributions to the film industry.在他逝世之前，他由于在电影事业方面的贡献而获得了很多荣誉。1)honor vt.意为“尊敬”be honored for 意为“因…而受到尊敬”。
①Children should honor their parents.孩子应该尊敬父母。
②Miss. Wang was honored for her excellent teaching .王老师由于出色的教学工作而受到表彰尊敬
The students should show great honor to their teachers .&127;学生应该尊敬老师。
短语in honor of 意为“为了尊敬/纪念”
There is a party tonight in honor of the new chairman.
为向新任主席表示敬意，今晚将举行晚会。
2)contribution n.奉献、贡献，后跟介词to,表示对…的贡献。例如：
The invention of the typewriter is a great contribution to printing.ご蜃只的发明是对印刷业的一大贡献。
Lesson 19
1.The film was set in California in the middle of the nineteenth century.
这部影片以19世纪中叶的加利福尼亚为背景。
句中的短语be set in意为“以…为背景”，例如
The novel is set in the 19th century Paris .&127;这部小说是以十九世纪的巴黎为背景的。
2.Peope said gold could easily be picked up by washing sand from the river in a pan of water.
据说，用一个水盒淘洗河里的砂子就可以很容易地把金子筛选出来。
短语动词pick up意为“拾到”、“找到”、“捡起”、“收集到”
①He picked up a wallet on his way to school.他在上学的路上捡到一个钱包。
②Mark has picked up a large number of Chinese stamps.马克已经收集到大量的中国邮票。
3.This was known as “panning for gold”。这就是人们所熟知的“淘金”。
be known as意为“被称为”“大家公认”
①She was well known as an excellent dancer.大家都知道她是一名优秀的舞蹈演员。
②Shanghai is known as the base of China's industry.上海被认为是中国的工业基地。
4.So far, they have been unlucky in their search for gold and have no money at all.サ秸馐蔽止，他们寻找金子一直运气不好，而他们身上一个钱也没有了。
in search for/of 搜寻，寻找
①Some birds fly south in search of winter sun .有些鸟南飞去寻找冬天的温暖。
②Mr. Green came in his search for her.格林先生来找他。
5.Chaplin and his friend are caught on the edge of a mountain in a snow storm in a small wooden house.在一场大风雪中，&127;卓别林和他的朋友被困在山边的一个小木屋里。
句中的be caught意为“陷入困境”“进退两难”。
①My mother was caught in a heavy rain on her way home.
我妈妈在回家的路上遇上了大雨。
②The car was caught between two trucks.小汽车被卡在两辆货车之间
三、同步测试
Ⅰ.单项选择
1.Charlie chaplain is considered one of the greatest actors in the world.
A. to be B. being C. as D./
2.He met my brother, from he got the news of my marriage.
A. whom B. who C. which D. whose
3. These high buildings the beauty of the city of Beijing.
A. add to B. add in C. add up D. add up to
4.The young lady took care of these children they were her own.
A. even if B. as if C. though D. however
5.His parents died when he was only five months old and he was &127; &127; &127;by a friend of his father's
A. set off B. fixed C. brought up D. acted
6.The policemen on a rainy night. They wanted to catch the murderer as soon as possible.
A. set off B. set up C. brought up D. intended
7.I became very nervous when it was my turn to go onto the stage , because I was afraid I might forget my .
A. name B. director C. actress D. lines
8.The police traveled a whole day their search &127; &127; &127; the lost girl.
A. in ,in B. at , for C. In , form D. in ,for
9.-Why are you such a hurry?
-Because an important meeting will start a short while.
A. in ,after B. in , in C. Running ,in D. with ,for
10. If you want to speak English well, you must practise &127; &127; &127; &127; it every day.
A. speaking B. so far C. from then on D. after that
11.This is the best film I have seenl
A. just now B. so far C. from then on D. after that
12. This is one of the problems that badly .
A. needs solving B. need solving C. needs to be solved &127; D. need to solve
13.The director had my sister an important part in a play.
A. child B. women C. girls D. sports
14.I happen to him, but I'm sorry to say I don't &127; &127; &127; &127;him.I've never seen him.
A. know , know B. know about, know
C. know, know about D. know about, know about
15.I didn't quite understand that maths problem ,so I had Li Ying explain once again.
A. to me it B. me it C. me to it D. it to me
16. of my father's workshop has been made manager of the company.
A. Head , the B. The head,/ C. Head ,/ D. The head ,the
17.She is a famous film strand me greasy enjoyed her in that film.
A. action B. act C. acting D. actress
18.He all his pockets and failed to find his purse.
A. searched B. searched for C. looked D. looked for
is tall and thin , makes him different from any other student in his class.
A. as B. which C. that D. it
20.He wanted to have a new suit at the tailor's shop.
A. to make B. make C. making D. made
Ⅱ、阅读理解
A
Tokyo: Three snakes, whose poison could kill a person in ten minutes, are guarding a blue star sapphire(蓝宝石&127;)worth nearly six hundred dollars at Japanese exhibition of jewels sent from an Indian museum.
“Normally it would be forbidden to let these poisonous snakes guard exhibition objects. but it's different this time because the jewels are being exhibited at a hotel,“ a police official said.
Exhibition officials said that a person bitten(咬)by one of these snakes would need at least 80ml of an anti-poison medicine to be saved. Medicine was being kept read at a nearby hospital.
Star sapphires and other valuable jewels worth a total of one million dollars are on show behind glass. Hundreds of visitors came to see the special blue star sapphire and were surprised when they saw the sixty-centimeter long brown guards.
1.Using smacks at exhibitions of valuable objects is
A. quite normal B. never allowed C. often necessary D. usually forbidden
2.The jewels were being shown in
A. an Indian hotel B. an Indian museum C. a Japanese hotel D. a Japanese museum
3.Why were the snakes and jewels at the same exhibition?
A. They were both special things from India.
B. The snakes were there to keep the jewels safe.
C. The organizers wanted to do something unusual
D. People liked to visit an exhibition guarded by snakes.
4.Many visitors came to the exhibition because
A. the snakes were on show
B. so many jewels were being exhibited
C. exhibition officials said it was special
D. they were interested in seeing a famous jewel
B
Frank Smithson woke up and leaned over to turn off alarm. clock.“Oh no!” he thought to himself“Another day at that office:a boss who shouts at me all the time.” As Frank went downstairs his eyes fell on a large brown envelope by the door. He was overjoyed when opened it and read the letter inside.“Bigwigs Football pools(足球赌博公司)would like to congratulate you. You have won half a million pounds.”
Frank suddenly came to life. The cigarette(香烟)fell from his lips as he let out a shout that could be heard halfway down the street.
At 11:30 Frank arrived at work.“Please explain why you're so late.”his boss said“Go and jump in the lake,”replied Frank.“I've just come into a little money so this is good bye. Find yourself someone else to shout at.”
That evening Frank was smoking a very expensive Havana cigar(雪茄)when a knock was heard on the door . He rushed to the door . Outside were two men, neatly dressed in grey suits. “Mr. Smithson,”one of them said ,“We're from Bigwoods Pools, I'm afraid there's been a terrible mistake…”
1.What do we know about Frank?
A. He was a lazy man.
B. He was a lucky person.
C. He didn't make a lot of money.
D. He didn't get on well with his boss.
2.When he heard the knock at the door. Frank probably thought .
A. someone had come to make an apology
B. someone had come to give him the money
C. his friends had come to ask about the football pools
D. his friends had come to congratulate him on his luck
3.On hearing “…there's been a terrible mistake…”Frank was most likely to be
A. disappointed B. worried C. nervous D. curious
四、参考答案
Ⅰ.单项选择
1.D 2.A 3.A 4.B 5.C 6.A 7.D 8.D 9.B 10.A 11.B 12.B 13.A 14.B 15.D 16.B 17.C 18.A 19.B 20.D
Ⅱ.阅读理解
A.1.D 2.C 3.B 4.D
B.1.D 2.B 3.A
三年级英语第五单元教案 篇五
【教具准备】
1教师准备教材配套的录音带。
2教师准备umbrella, vest, violin, window, wind的图片和词卡。
3教师准备字母卡Aa----Ww 。
【教学过程】
1热身、复习(Warm-up/Revision)
(1)Oral practice学生口语会话展示。教师可根据学生情况提示他们增加对内容。
(2)游戏：“猜猜看”。
教师用简笔画的方法在黑板上画某种交通工具的某个部位，边画边问：What is it?学生随意想象，猜图说：A panda? A jeep? A pear? …教师再继续画一两笔，让学生接着猜，并以小组为单位讨论，最后由一名学生代表说出一个答案。教师将图画完，带领学生一起说：Look! It's a …猜对的小组赢得一分。(以交通工具、玩具和文具词为主)还可让学生代替教师进行此项活动。
2呈现新课(Presentation)
(1)教师画一把雨伞，并有意识将雨伞画在某种交通工具底下。教师提问：What's under the bus/jeep?能力强的学生说：It's an umbrella. Or : Umbrella.教师出示准备好的雨伞或图片说：It's an umbrella.强调Umbrella.将图片和词卡贴在黑板上找学生认读单词。Under是第一课时已学过的内容，再次出示词卡让学生认读，之后教师指着词卡上单词的第一个字母文学说：What letter is this?如果学生会，请学生答，如果学生不会，教师告诉学生是Uu，并出示字母卡片，认读Uu 。让学生分别认读字母的大小写。
(2)教师利用实物、图片和动作继续学习其它单词：vest, window可用实物讲解；violin, wind用动作讲解。(可根据学生或教师情况更改)让学生在理解词义的基础上进一步认读单词。注意violin, wind的发音要到位。在较熟练的认读单词再后学习字母Vv, Ww利于掌握发音，掌握字母形状。讲解时，将Ww的大小写同Mm的大小写比较，将Vv的大小写同Uu的大小写比较。教师要注意提示学生Vv的发音，需用牙齿咬下嘴唇。
(3)让学生听录音，用手指着字母及单词，跟读Let's say部分。
(4)Let's do
a.教师播放Let's do部分的录音，边听边让学生观看教师的动作。按歌谣的顺序出示A—W的字母卡。
b.再次播放Let's do部分的。录音，让学生边听边说边做动作。
3趣味操练(Practice)
(1)游戏1：Silent Speech
告诉学生教师将换一种方法说字母------唇说，既说字母的时候不发出声音。学生看教师的口形，猜教师“说”的内容。说的字母为Aa----Ww 。
(2)折一折，猜一猜。
教师将某个字母卡对折或用其它方法折叠，只露字母的某个部位，让学生猜一猜是哪个字母。还可以让学生亲自动手折字母，猜一猜。
(3)将学生分为2大组，一组读Let's do中的句子，另一组做句子中动词所示的动作。
(4)学玩字母后，教师让学生做活动手册中的描红字母。
4课堂评价 (Assessment)
做活动手册本单元第31页的练习，方法和步骤同以前。
5扩展性活动(Add-activities)
Making letters by queuing
可将学生带到室外，或将教室的桌椅尽量向后摆，让学生自己分小组或找伙伴按字母形状站立排成字母。
昨天、今天、明天作文 篇六
上周六下午，我去婆婆的房间里拿一本书，突然，我看见了一张压在玻板下的一张粮票。
我取出粮票一看，整张粮票全身呈淡绿色，上面还注明是“一斤”的全国通用粮票，发行时间是1960年。
我拿着这张粮票去问婆婆：“婆婆，这张粮票是用来干什么用的？”婆婆说：“这张粮票是我以前用的。”“为什么要用粮票呢？光付钱不行吗？”我问道。“不行的。因为当时市场上供应的东西特别少，不像现在可以买到这么丰富的东西，这就要用到粮票和各种各样的票证，用它们把我们日常所需买的东西进行控制。”婆婆说道。我好奇地问：“这些票是怎么使用的呢？”婆婆笑着说：“在买东西的时候，就需要把这些票证和钱一起付给商家。如果票证用完了，光付钱也买不到东西的。”我皱着眉说：“那不也太麻烦了吧！”婆婆接着说：“可不是吗。我还不止这一张呢，还有其他种类的票证，你想看吗？”“当然要看，当然要看。”我高兴地跳起来。于是婆婆拿出一个粉红色的大盒子，里面真的有许多的票证：粮票、油票、布票……，婆婆一边拿一边接着说：“以前我们要吃一点糖果都非常困难，还要四处托人去买；穿的衣服颜色也没有现在的鲜艳好看，衣服款式也不多；上学用的学习用具也少行可怜；跟亲朋好友只能通过书信或者打电话的方式进行沟通，遇上着急的事情只能发电报了，特别不方便；出门办事基本是靠步行，自行车、汽车很少，交通也不发达，更别说有私家车了。你想想我们现在的生活是怎么样的呢？我高兴地开始一一列举起来：我现在不但能随时吃到好吃的糖果，还有种口味的粮果供我选择，我还吃过外国进口的糖果呢！看看我身上穿的衣服，不论是款式还是颜色都是现在非常流行的；打开我的书包，各种各样印刷精美的课本和课外书静静地躺在书包里；我的学习用具十分丰富，种类繁多。现在跟人与人相互联系的方式很多了，可以用移动电话，还可以互发短信，最近我还用QQ跟老师和同学在互联网上交流学习心得。现在的生活的确比婆婆生活的时代要好多了：出门的时候，离家50—100米的地方就有一个公交车站，我们的生活更加方便、快捷了，极大的节约了我们的时间；菜市场里的蔬菜、水果多种多样，丰富了我们的菜篮子。”婆婆夸赞地说：你说得真好，看来你还是个有心人啊。”
看着手里的这张小小的粮票，我想：我们要努力的学习，将来我们还要做出没有辐射的手机，生产出绿色环保、有机的蔬菜和瓜果，街上奔跑的汽车使用更加新型的能源，汽车的噪声降低，排出的尾气更少了，人们很少使用天然气而更多地使用太阳能资源，我们可以用太阳能来洗衣和做饭。
我越来越相信，只要我们不断的努力和创造，明天，我们的生活会更加的美好！
初二英语下册第五单元说课稿 篇七
初二英语下册第五单元说课稿
本节课是沪教版牛津英语八年级下册第三个模块第五单元阅读部分。
一、 说教材：
1、 教材的地位和作用：本单元以“拯救濒危动物”为话题。以介绍濒危动物的基本信息为主线。
2、 本课题教学目标：学生在阅读一篇有关中国国宝大熊猫的，了解其分布、外形特征、习性、饮食习惯、未来前景等信息，同时了解说明文的`特点和写作方法。
3、 说本课重难点：掌握找读的阅读方法以及巩固根据上下文猜测词义的能力。
四、说教法
采用引导学生自主学习的方法，先引导学生预习所学课本上的内容，再引导学生如何猜测词意。同时创造各种机会鼓励学生用英语进行真实交际。
五、说学法：
善于从文本中发现和总结语言规律。
学会把英语应用到日常生活中。
六、说教学过程
Step I Lead—in
Step II Pre—reading
T： What d u n
昨天、今天、明天作文 篇八
人生苦短，认真算来，世上芸芸众生无一例地，我们每天面对的只有三天，即昨天、今天、明天，把握好这三天就把握好了人的一生。
关于昨天今天明天，每个人的理解都不同的，有的感情多于记忆，有的记忆多于感情，不管怎样，都要以良好的心态对待昨天今天明天。
昨天已经过去，曾经战胜过多少生活的磨难，留下多少的点点滴滴记忆，品赏过多少的酸甜苦辣咸，昨天是历史，记录着我们生活的轨迹，成功和失败，光荣和耻辱，经验和教训，萎靡和辉煌。
昨天让我们学会了回忆，学会了思考，学会了珍惜，学会了奋进，学会了取舍，让我们懂得了生死的含义。昨天是传道者，告诉我们如何做人，指引我们步入高尚的道德殿堂。昨天给予我们生活的认识和感悟，更加成熟和健康的走进人生大道。不必留恋，不必伤怀，虽然我们有时不由地回忆起，但是昨天的苦与累，昨天的血与汗激励着我们迎接今天。
今天刚刚开始，让我们把握住今天的方向盘，走向属于自己的生活小路。今天是短暂的，是飘忽不定的，是浮躁不安的，是变化无常的，是稍纵即逝的。但今天又是最现实的，最明朗的。我们要珍惜今天的来之不易，同时继续努力，继续奋斗，正因为我们的忙碌奔波，才可以品赏出生活的五味瓶，纵使今天的旅途荆棘密布，我们也要和它进行勇敢的抗争，坚持不懈地走出去！
今天，连着昨天和明天，是“三天”中最实际的最主要的一天。唯有今天的加减乘除是最真实的，把握住，算好每道难题，因为昨天是逝去的今天，明天是未来的今天。今天书写着人生的历史，今天活的好与坏，决定了人生的优与劣。
忽略和虚度今天，便是人生最大的失误。可生活中偏偏就有那么多的人为己失去的惋惜，却不为眼前既得的感恩，况且过去的不再回来，回来的不再完美，为什么好汉不提当年勇，因为过去的终究过去了，人不能活在记忆里，总得面对明天，正视现在的生活。
今天活着我们要体会生活，去创造快乐，同时享受幸福，做一个健康而快乐的你！
明天就在不远，对明天的所有希望充满想象，如何开发，如何计划，如何经营，只有把握今天认真努力，才能开创美好的明天，纵使星移物换，岁月匆匆，对明天的追求可不能暂停，让成功和梦想萦绕在我们周围，让我们为明天加油！
每个人都如一本书，一本历史书，一本记录自我成长的历史书。翻开这本书，里面有我们曾经的梦想，现实的焦灼，未来的憧憬。昨天是基础，今天是行动，明天是计划。我们应该要抓住今天，但绝不能抛弃昨天，更不能放弃明天。
回首昨天，问心无愧，面对今天，倍加珍惜，展望明天信心百倍，才会继往开来！
明天不封阳台教学目标 明天不封阳台学情分析 篇九
学习这篇文章应把握住如下两点，投影展示目标（让一名学生读一遍，加强对目标的印象）
1、语言形象、叙议结合
2、认识保护环境的重要性
要求学生朗读课文，同时解决如下问题：
1、给加点字注音，试着理解词语并造句
鳞次栉比、驯美、喧嚣、蹒跚、温馨、龟裂
2、用简洁语言概括本文故事情节
3、提出疑难问题并讨论解决
对上述问题，在学生读完课文后分别解决
1、明确生字注音、读一读、写一写、重点词语造句
2、要求生用自己的语言概述故事
3、提出问题→阅读讨论→解决问题
文章语言描写是很重要的，找出自己喜欢的句子在书上划出来
读一读、反复品味，同时做到：
1、想一想自己为什么喜欢？把体会写出来作旁注（引导学生善于在阅读过程中随时做标记）
2、可以读给周围的同学听，让你的同位评论，从你的读中感受到什么？
师生共同赏析精彩片断，在这一过程中注重朗读指导，引导生明确朗读的基本要求：语气、语调、语速、重音，教师注重范读。
注重多种形式朗读，对精彩段落要求背诵
3、如果生没有赏析，那么师引导赏析精彩片断
例：
1、描写鸽子的两段，注重分析眼神
2、第十段中的一组排比句
3、师引导分析：这篇文章主要表达了作者怎样的思想感情？从哪些句子体现出来？这属于哪种表达方式？
由此引出分析记叙文中议论的作用：揭示主题
引导深入思考：
文章最后写道：我决定明天不封阳台了……这似乎是一个完美的结局，你的心完全轻松了吗？你还能想到些什么？请把你的想法写一段话。给学生三分钟时间准备，理清思路，提问多名学生回答
总结梳理：让学生谈谈学习本文的收获，强调要从自己做起，保护好我们赖以生存的自然环境。
附：板书设计
明天不封阳台
杜卫东
和谐相处
议论——揭示主题
共生共荣
《明天不封阳台》教案 篇十
1、语言形象、叙议结合
2、认识保护环境的重要性
要求学生朗读课文，同时解决如下问题：
1、给加点字注音，试着理解词语并造句
鳞次栉比、驯美、喧嚣、蹒跚、温馨、龟裂
2、用简洁语言概括本文故事情节
3、提出疑难问题并讨论解决
对上述问题，在学生读完课文后分别解决
1、明确生字注音、读一读、写一写、重点词语造句
2、要求生用自己的语言概述故事
3、提出问题→阅读讨论→解决问题
文章语言描写是很重要的，找出自己喜欢的句子在书上划出来
读一读、反复品味，同时做到：
1、想一想自己为什么喜欢？把体会写出来作旁注（引导学生善于在阅读过程中随时做标记）
2、可以读给周围的同学听，让你的同位评论，从你的读中感受到什么？
师生共同赏析精彩片断，在这一过程中注重朗读指导，引导生明确朗读的基本要求：语气、语调、语速、重音，教师注重范读。
注重多种形式朗读，对精彩段落要求背诵
3、如果生没有赏析，那么师引导赏析精彩片断
例：
1、描写鸽子的两段，注重分析眼神
2、第十段中的一组排比句
3、师引导分析：这篇文章主要表达了作者怎样的思想感情？从哪些句子体现出来？这属于哪种表达方式？
由此引出分析记叙文中议论的作用：揭示主题
引导深入思考：
文章最后写道：我决定明天不封阳台了……这似乎是一个完美的结局，你的心完全轻松了吗？你还能想到些什么？请把你的想法写一段话。给学生三分钟时间准备，理清思路，提问多名学生回答
总结梳理：让学生谈谈学习本文的收获，强调要从自己做起，保护好我们赖以生存的自然环境。
附：板书设计
明天不封阳台
杜卫东
和谐相处
议论——揭示主题
共生共荣