優(yōu)秀的教案設(shè)計(jì)能夠提高教師的專業(yè)素養(yǎng)和教學(xué)水平，編寫教案可以幫助我們對(duì)教學(xué)目標(biāo)和教學(xué)策略進(jìn)行明確和細(xì)化，為教學(xué)提供清晰的指導(dǎo)和方向，范文社小編今天就為您帶來了人教版英語教案5篇，相信一定會(huì)對(duì)你有所幫助。
人教版英語教案篇1
6a unit2 what a day!
?教材解讀】
本單元的話題是談?wù)撎鞖馇闆r和周末活動(dòng)。story time以日記的形式記錄yang ling周末的一天，讓學(xué)生進(jìn)一步認(rèn)識(shí)和理解一般過去時(shí)的.用法。教師可以利用學(xué)生用書五年級(jí)上冊(cè)u(píng)nit7 at weekends的詞匯設(shè)計(jì)教學(xué)活動(dòng)，要求學(xué)生運(yùn)用一般過去時(shí)描述剛過去的周末活動(dòng)。
?學(xué)習(xí)目標(biāo)】
1.學(xué)生能初步能理解并且會(huì)聽、會(huì)說、會(huì)讀和會(huì)拼寫單詞及詞組：cloudy, rainy, sunny, windy和會(huì)運(yùn)用句型：it was sunny / cloudy / windy / rainy.
2.學(xué)生能初步聽懂并且會(huì)說、會(huì)讀單詞show, interesting, weather, high, honey, ant, bee, cloud, sky, rain
3.學(xué)生能初步感知?jiǎng)釉~過去式的不規(guī)則變化及讀音
4.學(xué)生能初步感知天氣表達(dá)的句型
5.學(xué)生能夠?qū)τ⒄Z書寫日記格式有一定的了解
?教學(xué)重點(diǎn)】
1.學(xué)生能初步能理解并且會(huì)聽、會(huì)說、會(huì)讀和會(huì)拼寫單詞及詞組：cloudy, rainy, sunny, windy和會(huì)運(yùn)用句型：it was sunny / cloudy / windy / rainy.
2.學(xué)生能初步聽懂并且會(huì)說、會(huì)讀單詞show, interesting, weather, high, honey, ant, bee, cloud, sky, rain,、
3.學(xué)生能初步感知?jiǎng)釉~過去式的不規(guī)則變化及讀音
4.學(xué)生能初步感知天氣表達(dá)的句型
?導(dǎo)學(xué)過程】
step 1 warm up
greeting
free talk
t: hello, boys and girls.
would you know something more about me?
two days ago, i was in shanghai. do you know shanghai ?
it’s a big and beautiful city. i
review : was(am的過去式) ago
but now ,i am in zhangjiagang. it’s beautiful, too.
利用簡(jiǎn)單的兩句話，區(qū)分時(shí)態(tài)的不同
3.t: can you let me know something about you?
look at the screen, you can choose one part to tell me something about you.
出示favourite food, favourite animal, hobbies三個(gè)話題
在favourite food話題中引出本課相關(guān)單詞dumplings, honey
在favourite animal話題中引出本課相關(guān)單詞parrot延伸到parrot show
在hobbies話題中引出i like drawing and writing diaries very much.
teach: diaries diary
t:look ,these are my pictures. let’s look at them.
teach: sunny cloudy windy rainy
t: these pictures are about the weather.
teach: weather
step 2. presentation
1.show a picture
t: this is yang ling.
she likes drawing and writing diaries ,too.
出示日記抬頭部分
t: this is a diary of hers. what a day!
what day is it today? sunday
what date is it today? 20th september(9月20號(hào))
滲透英文日記的書寫格式
引出課題unit 2 what a day! t:let’s look at yang ling’s pictures.
what can you see in the picture?
(1)s:i can see some children in the park.
t:who are they?
s: su hai, mike, liu tao and yang ling.
(2) we can see some parrots in the park.
(3) fly kites
(4) rain
4.let’s talk出示課文相關(guān)圖片展開討論
look and match在此過程中教授動(dòng)詞過去式的特殊變化形式
go→went see→saw become→became fly→flew are→were
then read the sentences in the right orders. (teach: wet)
5.read the diary by yourself, then finish the exercise. (t/f)
6.read the diary
找出表達(dá)天氣變化的句子，再過渡到事件變化的句子
在此活動(dòng)中教授bring過去式brought, can過去式could
step 3.consolidation
1.let’s read
a.read after one.
b.read together.
c.read one by one.
2.t:what do you think of her day?
happy? interesting? terrible? bad?
step 4.homework
1. read the text.
2. try to retell the diary according to yl’s pictures.
板書設(shè)計(jì)：
unit 2 what a day!
it was sunny / cloudy / windy / rainy.
go→went fly→flew
see→saw are→were
become→became bring→brought
人教版英語教案篇2
?過程】
一、熱身/ 復(fù)習(xí)
日常口語會(huì)話。
游戲:猜猜他是誰。教師敘述,學(xué)生猜,如果學(xué)生程度較高,也可以由學(xué)生來敘述。
eg: there is a boy. he has short hair, small nose… who is he?
學(xué)生用he is … 或 his name is…回答。
說說自己:介紹一下自己的情況,復(fù)習(xí)第四單元內(nèi)容,同時(shí)為新課做準(zhǔn)備。
二、呈現(xiàn)新課(presentation)
教師展示圖片 ( 小貓和小鳥 )
教師問:who is she? who is he? what are their names?
do you know how to spell their names?
教師播放騰圖教育資源中的配套課件。
回答剛才教師的提問。
模仿課文對(duì)話。教師播放聲音,學(xué)生跟讀。
兩人一小組,練習(xí)對(duì)話。
請(qǐng)幾組到前面來表演。
學(xué)習(xí)單詞:教師讀詞,由學(xué)生試著拼字母。
教師帶讀單詞。
學(xué)生做拼讀練習(xí)。
游戲:看看哪組寫的快:發(fā)給每組一張小紙條,從排頭開始寫:can you spell yourname?這句話,然后向后傳,看哪組寫得快,哪組寫得好。
三、趣味操練(practice)
給課件配音:教師播放課件,但關(guān)掉聲音,由學(xué)生來配音。
自編小對(duì)話:學(xué)生自愿結(jié)合,編寫小對(duì)話。
請(qǐng)幾組到前面來表演。
師生共同給予評(píng)價(jià)。
看圖練習(xí):教師或?qū)W生做示范:i have a bird. its name is [′pcli ]. [ ka:l] [′mimi] [reuz][sam] [keit] can you spell its name?
讓幾個(gè)同學(xué)模仿。( 第51頁練習(xí) )
待學(xué)生明白教師的要求后,學(xué)生在小組中練習(xí)。
拼讀音標(biāo)詞,拼出相應(yīng)的字母。
替換操練。
小組竟賽:每組出一位同學(xué),為下一組點(diǎn)一幅圖,點(diǎn)一位同學(xué)。如果這個(gè)同學(xué)說得很好,就為組里加一分,否則不加分。最后看哪組分高,哪組勝。
its 和 it’s 的辨析。教師提問:你們知道“its”是什么意思嗎?
那么“it’s”呢?
這兩個(gè)詞一樣嗎? (同時(shí)板書這兩個(gè)單詞)
學(xué)生可以討論。
請(qǐng)同學(xué)匯報(bào)討論結(jié)果。
教師總結(jié)。
請(qǐng)同學(xué)試著用這兩個(gè)詞造句,檢查一下學(xué)生是否理解了。
四、擴(kuò)展活動(dòng)(add-activities)
介紹我的好朋友:學(xué)生根據(jù)平時(shí)的了解,和熱身時(shí)同學(xué)的自我介紹,來描述自己的好朋友,但不要說出他的名字。請(qǐng)同學(xué)猜一猜他是誰?
拼一拼,寫一寫:根據(jù)音標(biāo)詞寫出下列單詞:教師給出下面單詞的音標(biāo),請(qǐng)同學(xué)來寫詞:
can spell we wash hurry sorry weather water sun read do pass give very muchbig clock today monday day week many fourteen
五、板書設(shè)計(jì): lesson 25 mimi and polly
can you spell your name?
it’s its
a dog.
name is panpan.
人教版英語教案篇3
?內(nèi)容提要】隨著時(shí)代的發(fā)展，經(jīng)濟(jì)、政治、道德涵蓋的內(nèi)容都會(huì)發(fā)生質(zhì)的變化，但無論世事怎樣變遷，愛國主義始終是思想政治教育中永恒不變的主題。愛國主義是高校政治思想工作和思想教育的基本內(nèi)容，發(fā)揚(yáng)愛國主義是建設(shè)有中國特色社會(huì)主義的不竭動(dòng)力。
?摘 要 題】愛國主義教育
?關(guān) 鍵 詞】愛國主義/思想政治教育/新時(shí)期/主題
愛國主義在不同的時(shí)代具有不同的歷史限定。江澤民說：愛國主義有鮮明的時(shí)代特性。在今天，我們講愛國就是要愛社會(huì)主義祖國，擁護(hù)中國共產(chǎn)黨的領(lǐng)導(dǎo)，把個(gè)人的理想和事業(yè)融匯于祖國的社會(huì)主義現(xiàn)代化建設(shè)的偉大事業(yè)中。[1]不同的時(shí)代愛國主義的時(shí)代特性不盡相同，但它作為一種正義的、極具凝聚的力量是古今一脈相承的。
一、愛國主義是最基本的素質(zhì)要求
愛國主義是我們祖國的優(yōu)良傳統(tǒng)美德。歷史上的一些道德規(guī)范在今天已失去存在的價(jià)值，如一女不嫁二夫、不孝有三，無子為大等已被當(dāng)作封建禮教而摒棄，而愛國主義卻始終是基本的素質(zhì)要求。愛國情素的形成是一個(gè)復(fù)雜而漫長(zhǎng)的過程，從遠(yuǎn)古時(shí)代開始，先輩們生于斯，長(zhǎng)于斯，利用他們的智慧和勤勞了解、熟悉著祖國的地理環(huán)境，并不斷受惠于祖國的物質(zhì)資源，創(chuàng)造了文化，積累了文明。他們一代又一代享受著祖國文化的熏陶，又為促進(jìn)文明奮斗著。久而久之，自然而然地產(chǎn)生了對(duì)祖國的愛戀之情，并通過演化、提煉、升華而逐漸形成和發(fā)展起對(duì)民族對(duì)祖國真摯而深厚的愛。
在歷史長(zhǎng)河中，面對(duì)異族的入侵，中國人民進(jìn)行了英勇的反抗和奮爭(zhēng)，涌現(xiàn)出岳飛、文天樣、鄭成功等無數(shù)可敬可愛的民族英雄，留下無數(shù)可歌可泣的愛國主義業(yè)績(jī)。近代中國，鴉片戰(zhàn)爭(zhēng)、中法戰(zhàn)爭(zhēng)、甲午戰(zhàn)爭(zhēng)，每一次戰(zhàn)爭(zhēng)都使中國一步步陷入半殖民地的歷史深淵。同時(shí)，每一次戰(zhàn)爭(zhēng)也使中國人產(chǎn)生震驚和民族危機(jī)感，愛國主義的精神日益增強(qiáng)，救亡圖存之聲成為時(shí)代的最強(qiáng)音。近代中國出現(xiàn)的一切問題無不與這一主題息息相關(guān)。無論是鄭觀應(yīng)等提倡的實(shí)業(yè)救國、蔡元培等倡導(dǎo)的教育救國、科學(xué)救國，還是鄒容等追隨的革命救國，都是愛國主義精神的體現(xiàn)。從林則徐茍利國家生死以，豈因禍福避趨之，到秋瑾的拼將十萬頭顱血，敢把乾坤力挽回，皆是愛國主義民族精神的生動(dòng)寫照。正如江澤民同志指出的：中日近代史昭示我們，要改變貧弱受欺、落后挨打的歷史命運(yùn)，就必須奮起抗?fàn)帲瑠^發(fā)圖強(qiáng)，從列強(qiáng)侵略中國的那一天起，中國人民就舉起了團(tuán)結(jié)御侮、救亡圖存的愛國主義旗幟。從太平天國起義到義和團(tuán)運(yùn)動(dòng)，從戊戌變法到孫中山領(lǐng)導(dǎo)的辛亥革命，無數(shù)中華兒女和愛國志士，為了探索救國救民的道略，前仆后繼，歷盡艱辛。[2]譜寫了一曲愛國主義的凱歌。正是愛國主義產(chǎn)生的高度凝聚力和民族尊嚴(yán)感，才有了新中國的建立。
新中國建立后，熱愛社會(huì)主義制度，建設(shè)富強(qiáng)、民主、統(tǒng)一的國家是社會(huì)主義愛國主義的內(nèi)在要求。20世紀(jì)50-80年代，中國人民在曲折中前進(jìn)，完成了社會(huì)主義改造的偉大任務(wù)，渡過60年代三年經(jīng)濟(jì)困難時(shí)期，在十年文化大革命之后，迅速走上撥亂反正，建設(shè)有中國特色社會(huì)主義的道路。無論是克服困難的毅力，還是糾正錯(cuò)誤的勇氣，都是以愛國主義為動(dòng)力的。改革開放以來，中國人民意氣風(fēng)發(fā)，越來越自信地為祖國的繁榮富強(qiáng)奮斗著，我們的綜合國力從1949年的世界第13位到目前的第5位。20年風(fēng)雨征程，20年滄桑巨變，我們?nèi)〉昧耸澜绨l(fā)達(dá)國家100多年才能取得的巨大成就。被國際社會(huì)稱為中國奇跡。在改革開放和經(jīng)濟(jì)發(fā)展的20年中，以鄧小平、江澤民同志為核心的兩代黨中央領(lǐng)導(dǎo)集體，領(lǐng)導(dǎo)中國人民頂住了80年代末、90年代初國際國內(nèi)政治風(fēng)波的沖擊;沉著應(yīng)付了1997年以來亞洲金融危機(jī)的沖擊;抵御了1998年夏秋之際洪水的沖擊;同時(shí)喜迎香港、澳門回歸祖國，獲得了2008年奧運(yùn)會(huì)的主辦權(quán)，這些舉世矚目的巨大成就與我們堅(jiān)持社會(huì)主義道路。熱愛祖國和中國共產(chǎn)黨的領(lǐng)導(dǎo)是密不可分的。難忘香港、澳門回歸時(shí)。全國人民高舉國旗翹首期盼鐘聲敲響的時(shí)刻，難忘申奧成功時(shí)熱淚盈眶歡慶的狂熱。這種情不自禁就是愛國主義的流露。
二、發(fā)揚(yáng)愛國主義是建設(shè)有中國特色社會(huì)主義的不竭動(dòng)力
在辭舊迎新的時(shí)刻，人們常常是總結(jié)過去，瞻望未來。回首剛剛過去的100年，我們?nèi)〉昧梭@人的成績(jī)，同時(shí)也存在不可否認(rèn)的差距，成績(jī)使我們?yōu)樽鎳院溃罹嗍刮覀優(yōu)樽鎳鴬^發(fā)。在新世紀(jì)里，堅(jiān)持中國共產(chǎn)黨的領(lǐng)導(dǎo)，堅(jiān)定不移地高舉鄧小平理論和江澤民三個(gè)代表的偉大旗幟，全面推進(jìn)建設(shè)有中國特色社會(huì)主義事業(yè)，把阻國建設(shè)成為富強(qiáng)、民主、文明的社會(huì)主義現(xiàn)代化國家，是全國人民的根本利益所在，也是每個(gè)中國公民的責(zé)任所在。當(dāng)今世界?？茖W(xué)技術(shù)突飛猛進(jìn)，知識(shí)經(jīng)濟(jì)已見端倪，全球化已是大勢(shì)所趨，面對(duì)競(jìng)爭(zhēng)激烈的國際環(huán)境，面對(duì)我國經(jīng)濟(jì)、科技水平發(fā)展較低，人口眾多，自然資源有限，地區(qū)發(fā)展不平衡，生產(chǎn)力不發(fā)達(dá)狀況還沒有根本改變，社會(huì)主義制度還不夠完善，社會(huì)主義市場(chǎng)經(jīng)濟(jì)發(fā)育還不成熟，社會(huì)主義民主法制還不健全等一系列社會(huì)主義初級(jí)階段的特殊狀況，如果沒有愛國主義的優(yōu)良傳統(tǒng)，如果沒有熱愛祖國、建沒祖國的責(zé)任與熱忱，我們便只能臨陣退卻，只能自暴自棄，只能任人宰割，甚而再次成為附庸。只有發(fā)揚(yáng)愛國主義優(yōu)良傳統(tǒng)，才能堅(jiān)定不移地堅(jiān)持四項(xiàng)基本原則，堅(jiān)持改革開放，開拓進(jìn)取，對(duì)祖國的繁榮富強(qiáng)、社會(huì)的文明進(jìn)步有強(qiáng)烈的責(zé)任感，并為此而傾注全部心血、貢獻(xiàn)全部智慧。這是建沒有中國特色社會(huì)主義不竭的動(dòng)力。
三、以國家、民族利益為重是愛國主義的基本內(nèi)容
愛國主義是一個(gè)歷史范疇，在社會(huì)發(fā)展的不同階段、不同時(shí)期有不同的具體內(nèi)容。[3]革命時(shí)期，需要我們?yōu)樽鎳莫?dú)立出生入死，建設(shè)時(shí)期，需要我們?yōu)樽鎳姆睒s富強(qiáng)添磚加瓦。那么，如何做一名新時(shí)期的愛國者呢?
首先，每個(gè)公民必須要有強(qiáng)烈的民族自尊心、自豪感。民族自尊心、自豪感是任何時(shí)期任何愛國者必須具備的情感。民族自尊心能增加我們自立向上的恒心，自豪感能樹立我們建設(shè)祖國的自信。鄧小平曾說：談到人格，但不要忘記還有一個(gè)國格。特別是像我們這樣的第三世界的發(fā)展中國家，沒有民族自尊心，不珍惜自己民族的獨(dú)立，國家是立不起來的。[4]
要增強(qiáng)民族自尊心、自豪感，就必須反對(duì)民族虛無主義。近代史上，面對(duì)列強(qiáng)的分割，面對(duì)祖國的落后，部分激進(jìn)分子主張一切采取拿來主義，甚至走向民族虛無主義的極端。民族虛無主義既否定我們的民族精神和獨(dú)立品格，也徹底否定了中華民族幾千年以來備受人們推崇的愛國主義精神，這是一種偃息民族自尊心的觀點(diǎn)。我們民族有五千年的文明史，而且一度領(lǐng)導(dǎo)世界潮流，直到中國已走向衰落的20世紀(jì)。英國著名的思想家羅素對(duì)中華民族悠久歷史和文化做出高度的評(píng)價(jià)：中國的文明是世界上幾大古國文明唯一幸存和延續(xù)下來的文明。自孔子時(shí)代以來，埃及、巴比倫、波斯、馬其頓和羅馬帝國的文明都相繼消亡，但中國文明卻通過持續(xù)不斷的改良，得以繼續(xù)下來。又說：平心而論，我認(rèn)為中華民族是我們遇見的世界上最優(yōu)秀的民族之一。他還斷言：他們將在科學(xué)上創(chuàng)造世人矚目的成就。他們很可能超過我們，因?yàn)樗麄兙哂星趭^向上的精神，具有民族復(fù)興的熱情。這些論述對(duì)于我們消除民族自卑感是大有裨益的。事實(shí)上，民族虛無主義只是部分激進(jìn)分子們倡導(dǎo)的，而大多數(shù)愛國者還是尊重我們祖國的主權(quán)，堅(jiān)信我們民族的文明。事實(shí)證明，民族虛無主義并不會(huì)給中國帶來好的出路，只能帶來自卑與自殘，我們要正確認(rèn)識(shí)自己的歷史文化，區(qū)分精華和糟粕，使中華民族幾千年來創(chuàng)造的文明成果，在社會(huì)主義現(xiàn)代化建設(shè)中獲得新的生命，放出新的光彩。[3]
其次，要從思想上、知識(shí)上充分裝備自己，為祖國的繁榮穩(wěn)定貢獻(xiàn)力量。隨著越來越多的國家對(duì)wto的認(rèn)可與加入，全球化已是大勢(shì)所趨，中國已成為世界舞臺(tái)上不可或缺的一員。在這個(gè)舞臺(tái)上，如何成功地履行自己的角色，立于不敗之地，需要我們每個(gè)人的努力。我們必須先從思想的高度上認(rèn)識(shí)我們面臨的局勢(shì)：我們雖有輝煌的文明，但仍處于落后的狀態(tài);我們雖已取得了成就，并得到世界的認(rèn)可，但仍有部分?jǐn)硨?duì)勢(shì)力對(duì)社會(huì)主義制度十分仇視，我們應(yīng)保持清醒的頭腦，自覺維護(hù)已取得的革命成果與建設(shè)成就，維護(hù)祖國的穩(wěn)定統(tǒng)一。目前，世界已進(jìn)入以智力和知識(shí)作為資源和生產(chǎn)力要素的知識(shí)經(jīng)濟(jì)時(shí)代。面對(duì)這一機(jī)遇與挑戰(zhàn)。我們應(yīng)樹立終身學(xué)習(xí)的理念，拓寬自己的知識(shí)面，廣泛吸收新知識(shí)、新技術(shù)，完善自身的知識(shí)結(jié)構(gòu)，更新學(xué)習(xí)知識(shí)的方法與理念。
綜上，愛國主義有著鮮明的時(shí)代特點(diǎn)，它總是隨著時(shí)代的前進(jìn)和歷史的進(jìn)步而不斷豐富內(nèi)容，向人民提出新的要求。但毫無疑問的是，它始終是一個(gè)國家、一個(gè)民族凝聚人民的重要思想基礎(chǔ)和不斷追求進(jìn)步的強(qiáng)大精神動(dòng)力。
?參考文獻(xiàn)】
[1]江澤民.在全國科學(xué)技術(shù)大會(huì)上的講話[n].人民日?qǐng)?bào)，1995-06-05.
[2]江澤民.在首都各界慶祝香港回歸祖國大會(huì)上的講話[n].人民日?qǐng)?bào)，1997-07-02.
[3]江澤民.愛國主義和我國知識(shí)分子的使命[n].人民日?qǐng)?bào)，1999-05-04.
[4]鄧小平文選，第三卷[m].北京：人民出版社，1993.331.
[5][英]羅素.中國人的性格[a].王正平主編.羅素文集[c].北京：學(xué)林出版社，1996.46,47,35.
看了人教版八年級(jí)上政治教案的人還看了：
1.人教版八年級(jí)上冊(cè)政治教案
2.八年級(jí)上冊(cè)人教版政治教案
3.八年級(jí)上冊(cè)政治同儕攜手共進(jìn)教案
4.初二上冊(cè)思想品德教案
5.初二政治上學(xué)期教案
人教版英語教案篇4
一、教學(xué)內(nèi)容：
unit1smileandsayhello
二、教學(xué)目標(biāo)
知識(shí)目標(biāo)：熟練掌握本單元課文中的單詞，短語和句型。
能力目標(biāo)：培養(yǎng)學(xué)生的綜合運(yùn)用知識(shí)的能力。
三、教學(xué)難點(diǎn)：
培養(yǎng)學(xué)生的綜合能力
四、本單元重點(diǎn)知識(shí)：
單詞：本單元所有單詞(單詞表中)
短語：
1.takeplace發(fā)生
2.liveupstairs住樓上
3.beafraidof害怕……
4.keepsb.fromdoingsth.阻止某人做某事
5.openone’sheart敞開心扉
6.theanswerstothesequestions問題的答案
7.walkwithhisheaddown低頭走路
8.lookawayfromothers把視線從別人身上移走
9.pretendtodosth假 m.baihuawen.cn 裝做某事
10.doone’sbesttodosth.竭盡全力做某事
11.withasmile微笑??
12.smileatsb.沖某人微笑
13.thewindowoftheheart心靈之窗
14.raiseyourhead抬起頭
15.aslongas只要
16.aswellas還，而且
17.giveyourwarmhandstothem向他們伸出溫暖之手
祝你好運(yùn)
19.lookintosb.正視，直視某人
20.haveagoodtime過得愉快
21.beijingforeignlanguageschool北京外國語學(xué)校
重點(diǎn)句型：
1.boththespeakersarestudyinghistoryattheuniversityofcalifornia.兩位演講者在加州大學(xué)學(xué)習(xí)歷史。
2.annroylorworksforachildren’smagazineandsheisinterestedinchildeducation.
安為兒童雜志工作并且她對(duì)兒童教育感興趣。
3.excuseme,isthisseattaken?打擾一下，請(qǐng)問這里有人坐嗎？
4.niceday,isn’tit?好天氣，不是嗎？
5.butidoknowthatitisdifficultforustofindapersontobeajoyfulorpeacefulone
但是我的確知道我們很難發(fā)現(xiàn)一個(gè)人是快樂或平靜。
6.iamnottellingyoutospendtoomuchenergymakingothershappyorpretendtobefriendly.
我并沒讓你花太多的精力去使別人快樂，或是假裝友好。
7.youshouldtreatthemnotonlywithkindnessandrespect,butalsowithasmileandeyecontact.你就不僅應(yīng)該以友善和尊重對(duì)待他們，而且要有微笑和視覺的接觸。
8.whenyousmileataperson,youaredoingyourbesttoshowyourkindnesstohim.
當(dāng)你對(duì)某人微笑時(shí)，你在盡自己的努力向他表示你的友善。
9.theeyesarethewindowoftheheart?眼睛是心靈之窗嗎？
10.let’smakefriends,shallwe?讓我們交個(gè)朋友，好嗎？
11.itmayseemhardtodotheseatfirst.也許一開始做這些有點(diǎn)。難。
12.aslongasyoutryit,youwillfindsomenicechangesinyourself.
但只要你努力去嘗試，你就會(huì)發(fā)現(xiàn)自身會(huì)產(chǎn)生一些可喜的變化。
13.whenyougiveyourwarmhandstothem,you’llfindhowfriendlyandthankfultheyare.
當(dāng)你向他們伸出溫暖之手時(shí)，你會(huì)發(fā)現(xiàn)他們是多么的友好和懷有感激之情。
14.youmayfeelyoudon’tknowwhattosaywhenyoufirstmeetpeople.
也許你會(huì)有這樣的感覺：當(dāng)你第一次和別人見面時(shí)不知道說些什么。
15.it’seasytotalkabouttheweather,yourpets,yourschoollessons,andespeciallyyourhobbies.
很簡(jiǎn)單，說說天氣，你的寵物，你學(xué)校的課程，特別是你的愛好。
要記住當(dāng)一個(gè)好的說話者的同時(shí)也要當(dāng)一個(gè)好的聆聽者。
!
祝你好運(yùn)！也祝你和你的新朋友在一起開開心心的。
五、重點(diǎn)知識(shí)講解：
1.doyouoftennoticethatmanyofushavelittleeyecontactwithstrangers?areweafraidofthem?whatkeepsusfromopeningourheartstostrangers?
譯文：你注意到我們當(dāng)中的許多人很少與陌生人有眼光交流嗎？是我們害怕他們嗎？是什么阻止我們向陌生人敞開心扉？
知識(shí)點(diǎn)：
1)manyofus我們當(dāng)中的許多人
2)havelittleeyecontactwith與……有一點(diǎn)點(diǎn)眼光的。交流
contact接觸，聯(lián)系
例句：whenyoutalktootherpeople,youshouldhaveeyecontactwiththem.
a.beincontactwith和……接觸，有聯(lián)系
b.beoutofcontactwith脫離接觸，失去聯(lián)系
c.bringintocontactwith使接觸，使與……聯(lián)系
d.throwincontactwith使接觸，使與……聯(lián)系
e.comeinto(in)contactwith接觸，碰上
f.havecontactwith接觸到，和……有聯(lián)系
g.losecontactwith和……失去聯(lián)系，離??
h.makecontactwith和……接觸(聯(lián)系)
3)beafraidof(doing)sth.害怕……
afraid,frightened,terrifiedandfearful的區(qū)別：
四個(gè)詞都有害怕的意思，但用法不同：
afraid不能作定語(其它三個(gè)詞都可以作定語),它多用于對(duì)某一事物經(jīng)常或一貫的懼怕，泛指一種“恐懼心理”,如：
i’mafraidofadog.我怕狗。
frightened指一種“強(qiáng)烈的、突然的恐懼”,其經(jīng)歷時(shí)間較短，如：
hewasfrightenedoutoflife.他嚇得要命。
terrified指感受到“很強(qiáng)烈的、突如其來的恐懼”,如：
theterrifiedchildrenranhome.受驚嚇的孩子跑回家去。
fearful指“擔(dān)心可能發(fā)生的結(jié)果”,如：
shewasfearfuloffalling.她怕摔倒。
4)keepsb.fromdoingsth.阻止某人做某事
同義詞：stopsb.fromdoingsth.使……不做某事，阻止……做某事
preventsb.fromdoingsth.使……不做某事，阻止……做某事
5)openone’sheart敞開心扉
人教版英語教案篇5
teaching aims and demands
words and phrases
four skills: protection technical import production method tie discovery garden gardening wisdom practical guide firstly condition remove generation depend on and so on
three skills: technique irrigation pump seed insect root golden sow soil weed sunflower
spoken english:
giving advice and making decisions
in my opinion you should … i think he is right …
if i were you … wouldn’t it be better if …?
we can’t do both, so… the other idea sounds better to me…
we have to make a choice ….
as far as i can see the best thing would be to …
grammar:
the use of “it” （2）: ----強(qiáng)調(diào)句中的某一成分
1. 強(qiáng)調(diào)主語
the children often help the parents do he farm work.
it is the children who often help the parents do the farm work.
2. 強(qiáng)調(diào)賓語
future agriculture should depend on high technology.
it is high technology that future agriculture should depend on.
3. 強(qiáng)調(diào)地點(diǎn)、時(shí)間等狀語。
the farmers produced food for the whole population of china on this arable land.
it was high technology that future agriculture should depend on.
use of language:
help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have known. learn the text modern agriculture and farming and gardening. get the students to feel the role the agriculture plays in our life and the effect of high technology in agriculture.
important points:
the way to give advice and make a decision.
difficult points: the use of “it”.
teaching aids: computer, tape-recorder
way of teaching: 交際法教學(xué)
lesson1
step 1 warming up
ask the students to first study the graph in the book and make sure they understand what information it provides: the graph shows the growth of major farm productions over the period from 1991-1995 in relation to period from 1986-1990. what it shows in that for example for grain, the production in the four years from 1991-1995 was 10% more than in the four years from 1986-1990.
for answers to the question 1:
the produce for all products was higher than before. especially the produce of meat, fish and fruit has increased very sharply.
1. people are earning more money, so they want to buy and eat or meat.
2. people learn more about healthy food, so they want to eat more fruit.
3. eating fish doesn’t make people as fat as eating meat, so people like eating more fish.
for answers to the question 2
1. people want to buy different products, so farmers need to grow different things.
2. farmers want to make more money. when they can grow extra crops or other crops on their land or land which they can’t use to grow grain, they will for example plant fruit trees. in the end, they will bring more fruit trees.
for answers to the question 3
1. first, chinese people are eating more meat. next, farmers have to raise more pigs, sheep and cattle. so, more grass is needed to feed more sheep and cattle. so, farmers need more grassland. possibly, they will cut down trees to take more land on which to grow grass.
2. if farmers want to grow different crops they would plant them together. this can be very good for the soil.
step 2 listening
get the students to listen to the text and then check their answers.
answer to exercise 1: history of farming farmers in china protection of nature trees environmental problems dikes
answer to exercise 2: 1. true 2. false 3. false 4. true 5. false
answer to exercise 3: 1. (all kinds of ) environmental problems 2. destroyed 3. floods 4. droughts 5. farming 6. go against nature 7. too wet 8. farming/growing wheat/growing crops 9. fishponds
step 3 speaking
first show the students some pictures of kinds of lands being used. when land is becoming scare, people in towns and villages may sometimes have different idea about the best way to use the land. often such conflicts are about the decision whether to use the land for building houses, factories and roads or as farmland.
then divide the students into groups of five, and let each student take one of the rules. there are five roles: a-d are all local farmers in the small village. role e plays as the leader.
step 4 homework
prepare a discussion for one of the topic in the exercise talking.
lesson2
step 1 revision
get several students to present their discussion they prepared last class.
step 2 presentation
first show the students the pictures on their books. and then ask them to describe what they find in the pictures or what information they can get through comparing them in the two rows.
the answer may be: the first four pictures are ways that farmers used in agriculture in the past decades, while the last four are ways of modern farming.
it’s striking feature is the wide use of modern agriculture technique.
step 3 reading
ask the students to read the text
step 4 language points
1. it is on this arable land that the farmers produce food for the whole population of china.
“it” 引導(dǎo)強(qiáng)調(diào)句。it無意義，只起語法作用。
jia sixie wrote a book called qimin yaoshu around 540 ad.
--- it was jia sixie who wrote a book called qimin yaoshu around 540 ad.
--- it was a book called qimin yaoshu that jia sixie wrote around 540 ad.
--- it was around 540 ad that jia sixie wrote a book called qinmin yaoshu.
------其結(jié)構(gòu)：it + be + 強(qiáng)調(diào)部分 + that (人物用who/whom) ＋句子其他成分。
2. to make as much use of the land as possible, two or more crops are planted each year where possible.
(1) as … as possible 盡可能的….
we need to send the letter off as soon as possible.
hold your breath for as long as possible.
(2) where possible = where it is possible.
fill in the words in the blanks where necessary.
come to see her when possible.
3. 詞組總結(jié)：bring in as well as protect … from a variety of over the years have an effect on make good money make use of in the 1980s be different from stand for in other words go against
step 5 interview
get one students to play as a scientist, then some students as reporters. the others students may ask the “scientist” to answer some questions they are interested in about gm.
step 6 homework
finish the exercise on page 108 in the talking part and the exercises 2 3 in the following part.
lesson 3
step 1.revision
check the homework.
step 2 word study
finish the exercise on page 108 as a test on the vocabulary.
and then complete the chart on p47, make sure the students know what they are expected the do.
step 3 grammar
first introduce the content about the use of “it”.
grammar
the use of “it”(2) for emphasis
it is on this arable land that the farmers produce food for the whole population of china.
it was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment.
step 4 practice
finish the exercises 1 2 in the following part.
step 5 workbook
finish the two exercises in the workbook.
step 6 homework
prepare some information for farming in china.
lesson 4
step 1 revision
get several students to report what they have prepared for the topic assigned last class.
step 2 presentation
get the students to finish the exercise 3 on p110 as an introduction of the text.
step 3 reading
ask the students to read the text and answer the questions below.
the answers are:
1. farmers should do things at the fight time of the year.
2. farmers should examine the soil carefully.
3. if the condition of the soil is not good, farmers should improve it.
4. before sowing or planting crops, farmers should clean rough ground and remove weeds.
5. farmers should let sheep or cattle (cows) walk on the land before sowing or planting crops.
6. farmers should plough the land, so weeds are destroyed.
7. when ploughing the land, farmers should plough deep the first time and less deep the second time.
8. farmers will get the best results i they change crops in their fields.
9. if farmers plant rice in a field one year, and wheat in that field the following year, they will harvest good crops.
10. if farmers plant wheat close together, they will have better results than when plant wheat leaving space between the plants.
11. it is good to grow different plants next to each other in the same field.
step 4 homework
ask the students to prepare a report about how to make a vegetable garden. here they may be told to use the library or internet.
