提前制定好一份教学教案，能让我们在讲台上更好的展现自己的教学实力，为了较好的完成一阶段的教学任务，教师们需要提前制定一份完整的教案，以下是365文档网小编精心为您推荐的2023英语科三教案优秀7篇，供大家参考。
2023英语科三教案篇1
“游戏活动”在小学英语教学中的应用随着素质教育的不断深入，英语学习的起始年龄越来越趋向于低龄化。心理学研究表明：低年级学生学习动机浅近、单一，学习凭兴趣；理解力差，模仿力强，注意力集中时间短，易分散；思维具体形象，无意注意占优势。因此，这就要求我们的英语课教学不能一味地灌输语言知识，而应是通过不断地改进教学方法，组织开展丰富有趣的游戏活动，寓知识于游戏中，让学生在听听说说、看看读读、蹦蹦跳跳、唱唱玩玩中兴趣盎然地学习英语：让学生在愉快、和谐的气氛中主动获取知识，陶冶情操，发展智力，培养能力。为此，我在小英的教学中作了一定的尝试。
一、创设具有童趣的游戏活动，有利于激发学生主动参与的欲望
比如，我们在教学生打招呼用语时，常用的形式是教师问学生答。久而久之，学生就会感到枯燥、乏味。如果我们换换方式，用学生喜爱的卡通人物头像或者教师装扮成孩子们喜爱的人物形象，如“圣诞老人”，走到孩子们中间，说：hello,i'msantaclaus,whowanttosaysomethingwithme?然后教师与学生打招呼，这时候，学生们都会非常乐意与“圣诞老人”打招呼，并且还会主动握握“圣诞老人”的手，进行对话，接着教师鼓励学生进行pairwork。有的学生装成唐老鸭，有的装成白雪公主等进行对话练习。这样的游戏活动不仅操练了招呼用语，而且使课堂充满了愉快和谐的氛围，教师只需进行引导，学生便能主动地获取知识。又如，我们在教对话时，常用的教学形式是分组说、男女说或者pairwork，长此以往，学生便会觉得这些活动形式陈旧老套没有新鲜感。那么我在教对话时，设计了“小羊过桥”的游戏活动。如果对话有三四句长的话，在游戏时就选三四个学生扮成小羊，张开双臂，跳过小桥，同时按顺序说出对话。如果其中的一名同学在规定的时间内接不上来，那么他就会掉入“水中”--放下手臂。这样的游戏极
富童趣，有助于克服腼腆羞愧的心理障碍，提高并保持良好的身心愉悦状态，激发主动学习的欲望，课堂气氛热烈，学生们跃跃欲试。
二、游戏活动贴近儿童生活，有利于引起情感共鸣，创造有利于学习的心理状态--自尊、自信、愉快、惊喜等
教师要善于利用学生的生活体验，通过让学生交流，使他们对所学语言产生亲切感，从而引发学习动机。比如在学习who'she(she)?he(she)ismy...语句时，我设计了如下活动：要求学生将家庭成员的相片带到课堂上来，互相问一问照片上那个不认识的人是谁，学生互问互答兴趣很高。又如在教单词hamburger,hotdog,sandwich..时，因为时逢圣诞节，我设计了游戏活动“圣诞大餐”。教师准备好单词卡，扮成服务员（waiter）,学生点菜（order）。虽然学所单词较长或难念，但是这些事物对他们来讲太熟悉太具体太喜爱了，通过游戏的形式操练，学生一学就会。让学生在熟悉的环境中使用有限的语言，并赋予语言的实际意义，这样的活动形式有利于学生积极思维，有利于语言项目的掌握。
三、游戏活动坚持采用形式多样的“活动”，使学生在活动中感知英语
这里所说的活动是指动手、动脑、动身体等形式。例如儿歌haveyougotapet?yes,ihave.whathaveyougot?acatandadog。这一语言项目如果不激活，学生学起来就很枯燥。因为不可能让学生带pets到课堂上来，我采取这样的办法，要求学生在纸上画一种动物作为自己的宠物。学生画好后，再说唱儿歌进行交流。通过涂涂画画、说说唱唱，大大活跃了课堂气氛，全面培养了学生的各项语言技能。又如比较流行的trp即全身反应教学法，是一种儿童学习英语过程中常用的活动。它强调把语言学习和行为动作联系起来，充分发挥学生的主体作用，使学习充满了乐趣，减轻焦虑情绪，从而取得良好的学习效果。
在领先英语学习的初始阶段，trp活动随处可见，游戏包括要求学生跟随歌曲、诗歌做动作，听取指令做动作，用动作表演故事，用动作表演两人活动，小组活动等，坚持这一方法就能达到强化语言的目的
四、创设活动情境，让学生乐学爱学
要学好英语，一定要有语言环境，学生只有在逼真的教学环境中，才能准确地理解语言，正确地使用语言，才能让他们兴致勃勃地参与交际活动。
中国学生学习英语，最缺乏的恐怕就数语言环境。因此在教学中教师应结合教学内容，为学生尽可能多地创造英语环境，营造英语文化氛围。例如在学习教材第二册unit5时，我把教室布置成麦当劳快餐店式样，将食物的图片和空饮料瓶摆放在“吧台”--教室的一角。学生在音乐中，按doit!的顺序进店就餐。然后分角色扮演服务员和顾客的游戏活动来学习句型wewantsomenoodles.whatdoyouwant?最后分组展开“点菜”竞赛，巩固句型。在情境游戏中学习，学生觉得非常有趣。又如，运用电教媒体创设情境开展活动。在学习family及相关的语言项目时，通过播放disney教学英语软件，其中的卡通人物形象逼真，活灵活现，引起了学生的极大兴趣，学生争相扮演各种角色模仿软件中的活动开展竞赛。学生不仅高效地掌握了family及相关语言项目，而且能用软件中的简单英语进行交流，因而激发了学生的自豪感，培养了他们大胆说英语的能力。
五、唱唱跳跳的游戏活动能充分调动学生的各种感官
小学生的特点是爱听爱说爱唱爱跳，通过唱英语歌曲，跳简单的拍手舞，必然有助于激发学生的学习动机。比如在教数字时，利用有关英语数字的歌如“tenlittleindians”。学生围成一圈，边拍手边唱，并且根据教师的示范、手势、表情等进行表演。又如sk教材的每一单元中教有sing-a-gram教学项目，在熟悉的旋律中，将本单元的重要单词、语法或句型填进曲子，教师不用煞费口舌，学生便能轻松自如地像唱卡拉ok一样学唱歌曲，很快就能达到进一步掌握和巩固重点内容的目的。
总之，在小学英语教学中运用“游戏教学”，是激发学生学习英语的兴趣、寓教于乐的有效手段。“把戏不可久玩”，再好玩的游戏，玩几次就没有新鲜感，因此教师应不断收集，设计、翻新游戏。教学是一个复杂的过程，要提高教学质量，达到我们的教学目的，灵活采用符合小学生生理、心理及认识特点的教学方式，才能真正教好英语。
2023英语科三教案篇2
unit 1 cultural relics
period 1: words and expressions from unit i cultural relics
cultural
adj. 文化的 a cultural independence / cultural exchange
relic
n. sth. old that reminds us of the past遗迹；古物 unearthed cultural / a relic of early civilization
survive
vt.&vi. to continue to live, esp. after coming close to death; to continue to live after…幸免于；幸存；……之后还活着 survive the traffic accident / survive all her children
remain
vi. 1. to stay or be left behind after others have gone or been removed停留；留居；留下when the others had gone, mary remained and put back the furniture.2. to continue to be( in an unchanged state)继续；依然remain young / remain to be uncompleted; peter became a judge but john remained a fisherman. if you won’t eat you’ll just have to remain hungry! 3. it remains to be seen: we shall know later on.情况仍未明，要看怎样发展。
state
n. 国家；政府；州；状态 state schools / state documents /in a poor state of health
look into: to examine the meaning or causes of考察，调查 look into the matter / look into the event
rare
adj. 稀罕的；稀有的；珍贵的 the rare air of the mountains / rare metals / a rare book
dynasty
n. 朝代；王朝 the qing dynasty / the tudor dynasty in england
belong to
to be the property of; to be a member of; to be connected with属于；为……的一员;与……有关系belong to a club / belong to a class / belong to me
in search of 寻找 in search of the cure to the disease / in search of the lost boy
amber
n. adj. 琥珀；琥珀制的；琥珀色的 the amber traffic lights / a decoration of amber
gift
n. 赠品；礼物；天赋 birthday gifts / gift vouchers / a gift for music
melt
vt. vi. (使)融化；（使）熔化 melt the snow / melt the anger /melt in water
heat
n. vt. 热；热度；把……加热；使激动 the body heat/ the heat of a debate/ heat soup for lunch
design
n. a plan in the mind; a drawing or pattern showing how sth. is to be made设计；图案 vt. to imagine and plan out in the mind设计；构思 curious in design / make a design for a monument; design an engine / design dresses for a queen
fancy
adj.奇特的；异样的（无最高级和比较级）vt.想象；设想；爱好 a fancy price / fancy goods / fancy his coming /fancy herself still young
style
n.风格；风度；类型 do things in style / in the style of / out of style.
jewel
n.珠宝；宝石 precious jewels / a jewel necklace
in return(for): in exchange (for); in payment (for)作为交换；报答；酬谢 in return for her kindness / in return for his gilt
light
vt. vi 点火，照亮 light a cigarette / light a torch/ light sb. on his way
mirror
n. 镜子；反映 a driving mirror / look in the mirror/ a mirror of the times
wonder
n. 奇迹；惊奇 the wonders of nature/ it’s no wonder. /in wonder
at war 处于交战状态 be at war / have been at war for long
remove
vt. to take away(from a place); take off移动;脱掉；除去remove the cloth from the table / remove one’s hat; you’ve got to remove your shoes before you enter the room.
furniture
n.家具（总称）much furniture / a lot of furniture /a set of furniture/ a piece of furniture
secretly
adv.秘密地；背地里 have a talk secretly/ take an action secretly
wooden
adj. 木制的 a wooden bridge/ a wooden chair
doubt
n. 怀疑；疑惑；vt.怀疑；不信 there is no doubt about sb./ sth./ no doubt/ …not doubt that / …doubt whether
mystery
n.神秘；神秘的事物 make a mystery of matter / dive into the mysteries of
apart
adv. 分离；分别地 miles apart / stand apart / keep apart from take apart 拆开 take apart the machine / take sb. apart
trial
n.审判；审问；试验 hold a trial / trial by a military court / give sb. a trial
consider
vt.1. to think about; examine考虑；思考i’m considering changing my job. we’ve decided to move and are considering a new house in beijing. 2. to regard as认为i consider you a fool. i consider it a great honour to be here with you today. the boss considered tom (to be) too lazy to be a good worker. 3. to take into account顾及；考虑到；if you consider (the fact) that she’s only been studying english a year, she speaks it very well.
opinion n.意见；看法；判断 give one’s opinion / in one’s opinion / depend on one’s opinion
evidence n.根据；证据；证物 evidence for his guilt/ call sb. for evidence/ material evidence/ verbal evidence
prove vt. 证明；证实 vi. 原来是；证明是 prove its truth / prove sb to be / be proved to be
pretend vt.假装；装扮 pretend to be / pretend that
think highly of 看重；器重 think highly of his deeds / think highly of his character
treasure n.财宝；财富；珍品 a store of hidden treasure / collect many treasures
besides adv. in addition, also此外;而且i don’t want to go; besides, i’m tired. i met some friends and other people besides. i don’t like those blue socks; what have you got besides? prep. as well as; in addition to除……之外 i have a few friends besides you. there were three others present at the meeting besides mr. day.
period 2: a sample lesson plan for reading
(in search of the amber room)
aims：
to read about cultural relics
to learn about the restrictive and non-restrictive attributive clause
i. warming up
warming up by defining
good morning, class. this period we are going to read about in search of the amber room. before our reading, i’d like to know:
a. what kind of old things are cultural relics?
b. are all the old things cultural relics?
c. what is the definition and classification of cultural relics?
d. to whom do cultural relics belong?
keys for reference:
a. cultural relics are physical remainders of what different peoples valued in the past and continue to value now. it can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.
b. no, not all the old objects are cultural relics.
c. each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.
d. in a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.
warming up by presenting
hi, everyone. let’s look at the screen. i’ll present you some pictures. they all belong to cultural relics. some of them are cultural sites. some of them are natural sites. please think these over：
a. can you name them out?
b. who have the right to confirm and classify them?
keys for reference:
a. they are cultural sites: the great wall; the imperial palace of the ming and qing dynasties in beijing and shenyang; the mausoleum of the first qin emperor and the terracotta warriors; the mogao cave. these are natural sites: the jiu zhai gou valley scenic and historic interest area; the huang long scenic and histioric interest area. the following are cultural and natural sites: mount taishan; mount huangshan; mount wuyi.
b. only an international professional organization from un has the authority to confirm and classify them.
warming up by discussing
now, boys and girls, i met a “moral dilemma”. that means i must make a choice between the interests of the family and the interests of the society. things are like this: my old granny happened to find an ancient vase under the tree in the earth of our garden. it’s so beautiful and special. now, my family fell into a moral dilemma. can you help us to make a decision:
a: what should we do?
b: can we keep it for ourselves or report it to the government?
c: have you come across such a situation - to make a difficult choice?
keys: abc questions can be answered in all kinds of ways. the answers are flexible.
ii. pre-reading
1. looking and saying
work in pairs. look at the photos on the screen. all these relics are quite beautiful. but some of them were lost and ruined in history，such as yuan mingyuan and the amber room. please guess:
a. what kinds of things can result in their disappearing?
b. why do they come into being once again?
keys for reference:
a. maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. many of them were even stolen and hidden while nobody knows who, where and how.
b. people get to know these. if these relics could not be found again, they would be rebuilt by people.
2. explaining and sharing
work in groups of four. tell your group mates:
a. what do you know about the substance of “amber”?
b. what do you know about the cultural relics “the amber room”?
keys for reference:
i am from group 2. from the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. amber is really the fossil form of resin from trees. it has got its shape after a process that has taken millions of years to complete. trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. trees use resin to protect themselves from disease and harm caused by insects and fungi.
i am from group 6. from the information of history legends and news reports, we know the amber room is a room built by lots of ambers. it was a gift given to peter the great, the king of russia, by the king of prussia, frederick william i. it was given the name because almost thousand tons of natural ambers were used to make it. but during the second world war in 1941, the nazi german army secretly stole the amber room and sent boxes of the amber room on a train to a german city. after that, what really happened to the amber room remains a mystery.
iii. reading
1. reading aloud to the recording
now please listen and read aloud to the recording of the text in search of the amber room. pay attention to the pronunciation of each word and the pauses within each sentence. i will play the tape twice and you shall read aloud twice, too.
2. skimming and identifying the general idea of each paragraph
now please skim the text to get the key words and general idea of each paragraph.
1st paragraph the introduction about the amber room: design, colour, shape, material
2nd paragraph the present to the czar: a part of winter palace in st. petersburg, a reception hall for important visitor
3rd paragraph the relocating of the amber room in catherir Ⅱ times: moved into summer palace, more added to its design
4th paragraph the missing of the amber room: the two countries were at war, nazi german army stole the amber room, 27 wooden boxes were trained to a german city, nobody knew it from then on
5th paragraph the rebuilding of the amber room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of peterburg
3.scanning and analyzing the characteristics of the text.
since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?
keys for reference:
this piece of passage is a narrative prose or non-fiction article written in a narrating style. it tells the history of amber room in the order of time so that we can clearly learn about what happened to it. the tense used in the text is past tense.
4.reading and understanding
next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.
collocations from in search of the amber room
look into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…
5. reading and transferring information
read the text again to complete the table, which lists all the numbers in the text.
number meaning
1716 frederic william gave the amber room to peter the great as a gift.
1770 catherine Ⅱ had completed the adding to the amber room in this year.
1941 the nazi german army stole the amber room in this year.
the rebuilding of the amber room was completed in this year.
7000 tons the total weight of the ambers used to make the room.
55 the number of soldiers given to the king of russia in return.
600 the number of the candles lighting the amber room.
2 the two countries: german and russia.
2 in two days the amber room was removed to a german city.
100,000 the amber room was dismantled into 100,000 pieces
27 27 wooden boxes were used to contain the pieces of amber room.
300th the newly rebuilt amber room was ready for the 300th birthday of st peterburg city
6.reading and learning
read the text and learn more about the following proper nouns. you can surf on the website after class:
names of people names of places
frederick Ⅰ prussia
frederick william Ⅰ st.peterburg
peter the great konigsberg
catherine Ⅱ winter palace
summer palace
Ⅳ closing down
closing down by doing exercises
to end the lesson you are to do the comprehending exercises no. 1 and no. 2.
closing down by having a discussion
a. can you imagine the fate of the amber room? what is it?
b. do you think if it is worthwhile to reproduce the amber room? why?
keys for reference:
a. i have no idea about the fate of the amber room. because anything can happen to it. maybe it was destroyed at war in the fighting fire. you see, ambers can be melted easily. maybe it was kept secretly by somebody who had died without telling about it to anyone else. so maybe it is lying somewhere quietly.
b. i think it is worthwhile to reproduce the amber room. because it represents the culture and a period of history in st. petersburg. it is a trace and feature surviving from a past age and serving to remind people of a lost time.
closing down by retelling the story of the amber room
well, all of us have learned the history of the amber room. let’s recall some key words and expressions on the board. you are to retell the story of the amber room:
colour style shape
owner present move to winter palace
add to more details remove to pieces
put on trains remain a mystery 300th birthday
period 3: a lesson plan for learning about language
(the restrictive and non-restrictive attributive clause)
aims:
to learn about the restrictive and non-restrictive attributive clause
to discover some useful words and expressions
to discover some useful structures
procedures:
i. warming up
warming up by discovering useful words and expressions
please turn to page 3. do exercises 1, 2, 3 and 4 first. please check your answers against your classmates’.
warming up by explaining
now, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? the word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. look at ex 3. the preposition “at” indicates a state, condition or continuous activity. so we can replace them or express them by using a present-continuous tense.
ii. learning about attributive clause
1. what is an adjective clause?
an adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” consider the following examples:
adjective
the red coat
adjective clause
the coat which i bought yesterday
like the word “red” in the first example, the dependent clause “which i bought yesterday” in the second example modifies the noun “coat.” note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.
in formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” in informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:
informal
the books people read were mainly religious.
formal
the books that people read were mainly religious.
informal
some firefighters never meet the people they save.
formal
some firefighters never meet the people whom they save.
here are some more examples of adjective clauses:
the meat which they ate was tainted
this clause modifies the noun “meat” and answers the question “which meat?”.
they’re talking about the movie which made him cry
this clause modifies the noun “movie” and answers the question “which movie?”.
they are searching for the student who borrowed the book
the clause modifies the pronoun “student” and answers the question “which student?”.
did i tell you about the author whom i met?
the clause modifies the noun “author” and answers the question “which author?”.
2. restrictive & non restrictive clauses
do the following pairs of sentences mean the same thing?
1a my uncle, who lives in london, is very rich.
2b my uncle who lives in london is very rich.
2a the policies, which were unpopular, were rejected by the voters.
2b the policies which were unpopular were rejected by the voters.
3a my niece, whose husband is out of work, will inherit the house, which i have always treasured.
3b my niece whose husband is out of work will inherit the house which i have always treasured.
the first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. a non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in london). conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. thus it is that particular uncle who lives in london who is referred to (1b). in 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom i will marry ....).
3. a test on formal adjective clauses
directions: combine the sentences. use formal written english.
use (b) as an adjective clause. punctuate carefully.
1) (a) an antecedent is a word. (b) a pronoun refers to this word.
an antecedent ____
2) (a) the blue whale is considered the largest animal that has ever lived.(b) it can grow to 100 feet and 150 tons.
the blue whale ____
3) (a) the plane was met by a crowd of 300. (b) some of them had been waiting for more than 4 hours.
the plane ____
4) (a) in this paper, i will describe the basic process.(b) raw cotton becomes cotton thread by this process.
in this paper, i will describe ____
5) (a) the researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) these people’s families have a history of high blood pressure and heart disease.
the researchers are doing case studies ____
6) (a) at the end of this month, scientists at the institute will conduct their aids research. (b) the results of this research will be published within 6 months.
at the end of this month, scientists ____
7) (a) according to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) a solution to this problem must and can be found.
according to many education officials, ‘math phobia’ ____
8) (a) the art museum hopes to hire a new administrator.
(b) under this person’s direction it will be able to purchase significant pieces of art.
the art museum ____
9) (a) the giant anteater licks up ants for its dinner.
(b) its tongue is longer than 30 centimeters (12 inches).
the giant anteater ____
10) (a) the anteater’s tongue is sticky.
(b) it can go in and out of its mouth 160 times a minute.
the anteater’s tongue ____
iii. closing down by taking a quiz
quiz on attributive clause
select one answer from the choices provided after each sentence. the words you choose should fit the blank in the sentence. don’t use the hint buttons unless you really need them.
1. as many children came were given some cakes.
a. that b. as c. who d. whom
2. the visitors saw rows of houses the roofs are red.
a. on which b. of which c. where d. that
3. i usually take a nap after lunch, is my habit.
a. which it b. as it c. as d. that
4. please tell me the way you did the job.
a. how b. where c. which d. in which
5 is this museum some german friends visited the day before yesterday?
a. the one b. which c. that d. where
6. the farmer uses wood to build a house to store grain.
a. in which b. where c. that d. with which
7. i shall never forget the years i spent in the country with the farmers, has a great effect on my life.
a. when, which b. that, which c. when, that d. which, that
8. little has been done is helpful to our work.
a. that b. what c. which d. all that
9. perhaps this is the only market you can get such cheap goods.
a. that b. of which c. by which d. where
10. we’ll put off the outing until next week, __ we won’t be so busy.
a. when b. which c. at which d. in that
key: 1~10：bbcda abada
period 4: a lesson plan for using language
aims:
to learn to tell facts from opinions
to write a reply letter
to listen and speak about cultural relics
procedures
i. warming up by questions
morning, class. we always say, “we must respect facts and can’t wholly depend on one’s opinions”. but can you tell me:
a. what does it mean when you say, “it is a fact”?
b. what does it mean when you say, “it is an opinion”?
keys for reference:
a. a fact must be real, objective and without any personal judgment. so it can be proved.
b. an option always expresses one’s own ideas. it is always subjunctive. so it has not been proved.
warming up by questioning
turn to page 5. read the passage and tell me:
a. if you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?
b. what makes a judge decide which eyewitnesses to believe and which not to believe.
keys for reference:
a. searching for facts of course. the more, the better.
b. the evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.
ii. guided reading
1. reading and defining
read the passage and define: what is a fact? what is an opinion? what is an evidence?
2. reading and translating
read the passage and translate it into chinese paragraph by paragraph. tom, you are to do paragraph 1, please…
3. reading and underlining
next you are to read and underline all the useful expressions or collocations in the part. copy them to your notebook after class as homework.
collocation from using language on page 5
in a trial, rather than, …more than…, to tell the truth, agree with, it can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money
4. listening
now, boys and girls, as we know, people have never stopped searching for the amber room. this time we’ll listen to what three people say they know about the missing amber room. before we listen to them, i’ll present some related new words to you to help you understand them easily. please look at the screen and read after me.
explode vt. 爆炸, czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, titanic n. 泰坦尼克船
5. sharing and correcting
well done. now share your forms with your partner and tell me in the three forms: what are facts? what are opinions? li ming, do you want a try?
keys: what they heard, saw, did are facts. and what they believe are opinions.
6. reviewing
we often use some expressions to ask for opinions. what are they?
oh, yes. what do you think of …?
do you believe …?
how can you be sure of …?
how do you know that?
and we often use some expressions to give opinions. what are they? ok, tom, please. oh, yes. they are: i think… / i don’t think… i don’t agree that… / i suppose that…
7. discussing
please look at exercise 3, and discuss which person gave the best evidence. use the expressions above to help you. before we discuss, let’s deal with the following discussion:
a. what is the best evidence?
b. how can we know which eyewitness is most believable?
keys:
a. the best evidence is factual and is given by a person who is believable.
b. the most believable eyewitness is the one who has nothing to gain from telling a lie.
well done. let’s come to the discussion “which person gave the best evidence?”
keys fore reference:
jan hasek is less believable because he owns a little restaurant near the mine. if the search stopped, his business would suffer.
hans braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the baltic sea.
of the three eyewitnesses, only anna petrov has no selfish reason for saying what she has said. in particular, she is not involved in any current effort to find the treasure. therefore she is the most believable.
8. reading and writing
sometimes we may fall into or face a moral choice. that is a moral dilemma. let’s read the letter on page 7 and see what’s johann’s choice and opinion. ok, finished? now answer the following questions:
a. what’s johann’s opinion about the amber room?
b. what’s his father’s opinion about the things found by him?
c. what happened to johann when she was a pupil?
keys:
a. johann thinks the people who find the amber room should keep it for them own.
b. his father thinks as johann does.
c. she found a little money and kept it to himself.
9. completing the letters a & b and then giving your own letters
when you write your letter, you may choose to agree or not agree with the writer.
you must give a reason why you agree or don’t agree with the writer.
be sure to give an example from your own life so that the reader can better understand your opinion.
Ⅲ closing down
closing down by a debating
there is a long ancient wall around a less developed town.
it is reported it has a long history, dating back to over 5 century bc. the local government is collecting money to repair and rebuild the wall. it has cost a lot of money. some of your classmates think it is not worth. some think it’s a good way to develop the local economy. now group 1 and 2 against group 3 and 4. let’s have the debating.
closing down by dictation
the design for the room was of the fancy style popular in those days.
the room served as a small reception hall for important visitors.
the man who found the relics insist that it belongs to his family.
the room was completed the way she wanted it .
it was ready for the people of st. petersburg to celebrate the 300th birthday of their city.
after that, what really happened to the amber room remains a mystery.
in a trial, a judge must decide which eyewitnesses to believe and which not to believe.
is it something that more than one person believes?
a fact is anything that can be proved.
an opinion is what someone believes is true but has not been proved.
part two: teaching resources (教学资源)
section 1: a text structure analysis of in search of the amber room
i. type of writing and summary of the idea
type of writing this is a piece of narrative writing.
main idea of the passage the history of the amber room
general idea of 1st para the simple description of the amber room
general idea of 2nd para the present sent to the czar
general idea of 3rd para the detail adding and relocating of the amber room
general idea of 4th para the stolen of the amber room in world war Ⅱ
general idea of 5th para the rebuilding of the amber room
ii. a tree diagram
the amber room: the best and biggest work of country’s best prussian artists
para.1
section 2: background information on culture relics
i. what is a culture relic? 何谓 “文化遗产”?
cultural relics are physical reminders of what different peoples valued in the past and continue to value now. without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. although we may not often consider it, cultural relics are not only the possession of one culture. in a larger sense, it can be said that they belong to all peoples. for these reasons, this unit describes cultural relics not from china but other places. looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.
ii. the cultural relics of china in the world heritage site list《世界文化遗产名录》中的30处中国文遗产
本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。到底，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列人《世界遗产名录》的年份：
◆mount taishan(泰山)，listed as a world cultural and natural site in 1987.
◆the great wall(长城)，cultural site, 1987.
◆the imperial palace of the ming and qing dynasties in beijing and shenyang(北京故宫、沈阳故宫)，cultural site, 1987,2004.
◆the mogao caves(敦煌莫高窟)，cultural site,1987.
◆the mausoleum of the first qin emperor and the terracotta warriors(泰始皇陵及兵马俑坑)，cultural site,1987.
◆the peking man site at zhoukoudian(周口店北京猿人遗址),cultural site,1987.
◆mount huangshan(黄山),cultural and natural site,1990.
◆the jiuzhaigou valley scenic and historic interest area(九寨沟风景名胜区),natural site,1992.
◆the huanglong scenic and historic interest area(黄龙风景名胜区),natural site,1992.
◆the wulingyuan scenic and historic interest area (武陵源风景名胜区)，natural site,1992.
◆the mountain resort and its outline temple, chengde(河北承德避暑山庄及周围寺庙),cultural site,1994.
◆the temple and cemeter of confucius and the kong family mansion in qufu (曲阜孔府、孔庙、孔林)，cultural site,1994.
◆the ancient building complex in the wudang mountains(武当山古建筑群),cultural site,1994.
◆historic ensemble of the potala palace, lhasa(西藏布达拉宫),cultural site,1994.
◆the lushan national park(庐山)，cultural site,.
◆mount emei and the leshan giant buddha scenic area(峨眉山一乐山大佛风景名胜区),cultural and natural site.1996.
◆the ancient city of pingyao(平遥古城),cultural site,.
◆the classical gardens of suzhou(苏州园林),cultural site,1997.
◆the old town of lijiang(丽江古城),cultural site,1997.
◆the summer palace(颐和园),cultural site,.
◆the temple of heaven：an imperial sacrificial altar in beijing(天坛),cultural site,1998.
◆dazu rock carvings(大足石刻),cultural site, .
◆mount wuyi(武夷山),cultural and natural site,1999.
◆mount qincheng and the dujiangyan irrigation system(青城山一都江堰),cultural site,.
◆aucient villages in southern anhui-xidi and hongcun(安徽古村落一西递、宏村),cultural site,2000.
◆longmen grottoes(龙门石窟),cultural site,2000.
◆imperial tombs of the ming and qing dynasties(明清皇家陵寝),cultural site 2000.
◆yungang grottoes(云冈石窟),cultural site,2001.
◆three parallel rivers of yunan protected areas,natural site(三江并流),2003.
◆capital cities and tombs of the ancient koguryo kingdom(高句丽的王城、王陵和贵族墓葬),cultural site,2004.
unit 2 the olympic games
period 1: section 3: words and expressions from unit 2 the olympic games
aims: learn about the words and read the words.
important points: the pronunciation and the use of some words.
difficulties: usage of “admit” and “promise”.
honest
adj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers 2. marked by truth: give honest answers 3. without pretensions: worked at an honest trade 4. without dissimulation; frank: my honest opinion 5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: his answer was simple and honest
ancient
adj. 1. very old: an ancient mariner 2. in or of times long ago: ancient rome and greece 3. having existed since a very early time: ancient history/customs
compete
v. to try to win sth. in competition with someone else: john competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against others
medal
n. an award for winning a championship or commemorating some other event
host
n. a man who receives guests: he acted as host to his father’s friends. china is the host country for olympic games. v. be the host of or for: we hosted 4 couples last night.
magical
adj. possessing or using or characteristic of or appropriate to supernatural powers: a magical spell
interview
n. 1. the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: my interviews with teen-agers revealed a weakening of religious bonds. 2. a conference (usually with someone important) v. 1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: we interviewed the job candidates. 3. go for an interview in the hope of being hired: the job candidate interviewed everywhere.
athlete
n. a person trained to compete in sports
admit
v. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: we cannot admit non-members into our club. 3. serve as a means of entrance: this ticket will admit one adult to the show. 4. give access or entrance to: the french doors admit onto the yard. 5. afford possibilitye: this problem admits of no solution. 6. declare to be true or admit the existence or reality or truth of: he admitted his errors. 7. admit into a group or community: we’ll have to vote on whether or not to admit a new member. 8. have room for; hold without crowding: the theater admits 300 people.
replace
v. 1. put something back where it belongs: replace the book on the shelf after you have finished reading it. 2. substitute a person or thing for (another that is broken or inefficient or lost or no longer working or yielding what is expected): he replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: the con artist replaced the original with a fake rembrandt. 4. take the place or move into the position of: smith replaced miller as ceo after miller left.
relate
v. 1. have or establish a relationship to: she relates well to her peers. 2. be in a relationship with: how are these two observations related? 3. give an account of: the witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: i cannot relate these events at all.
sail
n. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): we sailed the atlantic 2. travel in a boat propelled by wind: i love sailing, especially on the open sea. 3. travel by boat on a boat propelled by wind or by other means: the qe2 will sail to southampton tomorrow. 4. move with sweeping, effortless, gliding motions: shreds of paper sailed through the air.
advertise
v. 1. call attention to: please don’t advertise the fact that he has aids. 2. make publicity for; try to sell (a product)
promise
n. 1. grounds for feeling hopeful about the future: there is little or no promise that he will recover. 2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: the results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: i promise you my best effort. 4. make a prediction about; tell in advance
period 2-3:a lesson plan for reading (an interview)
aims
to talk about the history of the olympics games
to read an interview about the olympic games
procedures
i. warming up
warming up by sharing
morning, everyone! today we are going to learn about the olympic games. but first, i’d like to know how much you know about the olympics to be held in beijing. anything about it is ok. oh, li lei, do you want a try?…right. you know so much about the olympics. toady, we’ll learn more about it in ancient greece.
warming up by describing
now, boys and girls. i’ll show you a video show of the 28th olympic games. please tell me what it is about and describe it to the class. ok, wang lin, please describe it. wonderful. that’s liu xiang. the hurdle king!
warming up by discussing
hi, class. you know our country is trying her best to prepare for the 2008 olympic games. every one is expecting and excited about it. let’s discuss what we can do for it. and imagine what we will do at the 2008 olympics.
ii. pre-reading
1. asking and answering
now, please read the three questions before the reading. let’s do it in turn. let’s begin from the first row here…ok, you did a good job. let’s summarize your answers.
for reference:
1. in summer olympics, there are running, swimming, shooting, wrestling, jumping, football, basketball, volleyball, table tennis, throwing, javelin, weight lifting, gymnastics, boxing etc.
in winter olympics, there are skiing skating, ice hockey, ski jumping, sledding, snowboarding etc.
2. the 29th olympic games will be held in beijing on auguster 18th, 2008.
3. to hold the olympic games is a rich prize for a country. and it can make a country known in the world. it can stimulate the country’s economy, and help to speed up its development.
2. imaging and introducing
please look at the three pictures in the reading. please talk about them. imagine whatever you can.
for reference: the first picture is the status of a great greek. his name is pausanias. he was a famous traveler and writer in the second century ad. his guide to greece is an extremely comprehensive guidebook for tourists, concentrating on buildings, tombs and status and including a lot of information on the mythological, religious and historical background to the monuments described. it is so informative that it may be called the foundation of classical archaeology and this ancient baedeker is still used as a guide to classical greece. can you remember a famous ancient chinese traveler and writer? he also wrote a book. yes, his name is xu shake. his works is the notes of xu shake’s travels.
the second picture is the opening ceremony of the olympic games. maybe this is the principle stadium. it’s large and can hold thousands of audience.
the third picture is a chinese athlete named yang yang. she won a gold medal for china in the winter olympic games. she is a famous skating player.
3. talking and sharing
we know there are many differences and similarities about the ancient and modern olympics. do you know anything about them? you can simply guess. yes, lucy, try …
iii. reading
1. reading aloud to the recording and finding the general idea
now please listen and read aloud to the recording of the text an interview. pay attention to the pronunciation and intonation as well as the pauses within each sentence. then try to get the general idea of the passage. have you got the main idea?
yes, it tells us the differences and the similarities between the ancient and modern olympics.
2. reading and acting
now let’s play the parts of the greek writer pausanias and the chinese girl li li. now boys, you are pausanias; girls, you are li li. please pay attention to the bold words.
3. reading and finding
now read the text again. the boys shall try to finish the task: what was the ancient olympics like? the girls shall try to finish the task: what is the modern olympics like?
4. reading and collecting information
ok, now let’s read it silently. first let’s talk about the same points between the ancient and modern olympics. who can answer? any volunteers?
then let’s come to the differences.
the similarities
① both are held every four years.
② both are held not for money but for honour.
③ the beliefs are the same. they are: swifter, higher, and stronger.
④ men are allowed to take part both in ancient and modern olympics.
⑤ some events are the same, such as running, jumping, shooting and thowing.
the differences
① there were not winter olympics in the past.
② now competitors are from all over the world. but in the ancient time, only the people in greece could take part.
③ only men were allowed to take part in the past, now woman are also allowed.
④ in the past, winners got the olive wreath as the prize. now competitors compete for medals.
⑤ the events and athletes in modern time are more than those in the past.
⑥ there is a special village for the competitors to live in, a stadium for competitions, a gymnasium for these who watch the games now. but there were not in the past.)
5. reading and underlining
next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.
collocations from an interview
take part in…, gold medals, the spirit of…, be held, in order to, host the olympic games, on a magical journey, find out, the present day olympic games, used to, write about…, come to your time, be admitted as…, two sets of…, enjoy competing in…, compete against…, for the honour of…, reach the standard, be admitted to…, play a very important role, as well as, a stadium for competitions, as a matter of fact, compete for…, olive wreath, feel proud of…, make… happy
Ⅳ closing down
closing down by doing exercise
to end the lesson you are to do the comprehending exercises 1 & 2.
closing down by discussing
you know our government has tried its best to compete for hosting the 29th olympic games. it has cost a lot of money. do you think it is worthwhile? why?
for reference:
it is worthwhile to host the olympic games. to host olympic games can make our country known to the whole world. to host olympic games can make our culture and people understood by the other peoples. to host olympic games can stimulate the developing of our economy.
closing by imagining
imagine what we will do and what we can do for the 29th olympic games now.
for reference: maybe we can serve as volunteers to help the foreign visitors and athletes from all over the world. so at present we should study hard. especially we should try our best to learn english well.
closing down by narrating
we can see the text is written in a conversational style. and there are two speakers. one is pausanias, a greek writer 2000 years ago, the other is li li, a chinese girl. now let’s change it into a narrative style. in other words, let’s describe the ancient and modern olympic games in our own words. who would like to have a try?
for reference: the ancient olympic games began in greece and were held from 776 b.c. to a.d.393. it was held every four years. at that time, there were not so many sports as today. and women were not allowed to take part in the games. there were not winter olympics at that time. winners got the olive wreath as the prize. the motto was swifter, higher and stronger.
the modern olympic games began in 1891. they’re held every four years. there are many new sports in the olympics. in the summer olympics there are over 250 different sports. women are not only allowed to join in but also play a very important role. now the competitors compete for medals. the motto is swifter, higher and stronger.
closing down by summarizing
as we have finished the passage we’ll sum up what we have learned. first let’s see the writing skills. it is written in a conversational style. it’s in a very interesting way. it adopts a dialogue between pausanias who lived 2000 years ago and a chinese gird in modern world. through their dialogue, the differences and similarities between the ancient and modern olympic games are made known to the readers. just because it is in a conversational style, there are quite a few oral spoken english and elliptical phrases.
through the comparison between the ancient and modern olympic games, we have learned the differences and the similarities between them. now we can have a deep understanding of the games. from the passage, we can have a deep understanding of the games. from the passage, we can also get to know that the olympic games are developing and improving. it’s our duty to make the olympic games better and healthier. we know that one of the slogans for 2008 beijing olympic games is green olympic games. it shows that people are paying more and more attention to our environment.
period 4: a lesson plan for learning about language
(the future passive voice)
aims：
to learn about future passive voice
to discover useful words and expressions
to learn the methods of words formation
procedures
i. warming up
warming up by dictating
there are several important sentences in this unit. let’s dictate them. if you can’t, learn them by heart after class.
① when and where will the next olympic games be held?
② i live in what you call “ancient greece” and / used to write about the olympic games more than 2000 years ago.
③ all countries can take part if they reach the standard to be admitted to the games.
④ the next olympic games will be held in my hometown.
⑤ it is just as much a competition among countries to host the olympics as to win an olympic medal.
warming up by discovering useful words and expressions
turn to page 11 and do exercises 1, 2, 3 and 5 first. check your answers against your classmates’.
ii. learning about word formation
1. do exercise 4 and discover the rules.
turn to page 12 and find out the rules of word formation.
by adding -ing to a verb, we can change the verb into a noun.
that means we can change “doing some sport” into “the name of the sport”.
by adding -er to a verb, we can change the verb into a noun. that means we can change “doing some sport” into “the person who does the sport”.
2. means of word-formation in general
affixation, conversion, and composition (or compounding) are the chief means of word-formation in english. besides these, there are also other minor ways of word-formation including clipping, acronymy, blending etc.
iii. learning about present future passive voice
turn to page 13 and do exercise 3. and tell the class the formation of present future passive voice.
for reference: well done, class. we can follow the following formlation to turn the future tenses into future passive voice; be going to be done, be about to be done, be to be done, will / shall be done, would / should be done.
Ⅳ closing down by summarizing
1.present future passive voice (take “ask” for example)
affirmative negative interrogative
i
you
he/she/it will be asked
we will (shall)
you/they will i
you
he/she/it will not be asked
we will (shall) not
you / they will not will (shall) i
will you
will he/she/it be asked
will (shall) we
will you / they
2.the passive voice of phrasal verb
generally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. but many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. so they can also be followed by the objects. therefore they can also be used in passive voice.
but note that all the phrasal verbs are used as a whole. when using them in passive voice, we cannot drop out the prepositions and adverbs. for examples:
at last they put out the fire. at last the fire was put out.
they will put up a notice on the wall. a notice will be put up on the wall.
have you sent for a doctor? has the doctor been sent for?
i have never heard of such a thing before. such a thing has never been heard of before.
we must take good care of the children here. the children must be taken good care of here.
his classmates laughed at him for the foolish mistake. he was laughed at for the foolish mistake by his classmates.
period 5-6: a lesson plan for using language
aims:
to read about the ancient olympic games
to listen and talk about hobbies
to write about hobbies
procedures
1. warming up
warming up by introducing
hi! class. you know greece is the world-known country with an ancient civilization. it has a long history with so much marvelous culture. the greeks had wonderful stories about the gods and goddnesses who were part of their religion. they believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. however, the gods did not always help. they behaved like people who were unpredictable and capricious. to try to get the support of the gods people had to pray to them and offer them present. in this story the goddess hera, the wife of the chief god, zeus was sorry for hippomenes and agreed to help him.
warming up by sharing
now, boys and girls. is there anybody who can tell us some greek mythology. you know they are so famous in human history. or can you speak out some names of greek gods and goddesses.
prometeus 普罗米修斯 -- a son of the former chief god
sphinx斯芬克斯 -- a being with a human face but a lion body
pandora 潘多拉-- a beautiful girl with every ill and evil thought and deed
zeus宙斯-- the chief god who governed the world
hera 天后-- the wife of zeus who governed the love
Ⅱ. guided reading
1. reading and judging
read the text the story of atlanta, and complete the true or false guestions after the text on page14.
2. reading and answering
read the text again, and answer the following questions.
a. what was atlanta’s problem?
b. what were atlanta’s rules?
c. what was hippomenes’ amazement?
d. what made hippomenes change his mind?
e. whom did hippomenes turn to for help?
f. can you guess what was the ending?
for reference:
a. atlanta could run faster than any men in greece. but she was not allowed to run in the olympic games.
b. she promised to be married to a man who could run faster than her. if he could not run as fast as her, he would be killed.
c. hipppomenes could not understand why so many young men wanted to risk their lives.
d. atlanta’s beauty made him understand his amazement and change his mind.
e. he turned to the goddess of love for help.
f. hippomenes was killed because of losing his race.
g. he ran faster than atlanta and married her.
3. reading and underlining
next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.
collocations from the story of atlana
be allowed to, run against…, will be pardoned, hear of…,be amazed, as fast as…, change one’s mind, ask… for help from…,
promise to, will be relaxed, pick up, be confident about…,share one’s pain, run past…,compete with…, cheap to marry
4. listening
for listening turn to page 15 and be ready to do exercises 1.
first read the questions carefully and imagine what is the listening about.
when doing exercise 2, you must make clear what is wrong with the sentence. and tell the class which is correct, which is wrong and which is only half true.
5. acting
next we are going to put the text a story of atlanta on stage. you know there are four charactors in the story. who would like to be them?
who will be alanta’s father, the old king?
who will be the goddess of love?
ok. li li, you are the greek princess. zhang qiang, you are the brave young man hippomenes. lucy, you are the goddess of love. zhou gang, you are the princess’s father. the rest of class, please prepare it in groups of four. then act your play before class.
a text play of the story of atianta
time: one morning in spring
place: at the palace
people: the old king(k), the princess (a), the young man (h), the goddess of love (l).
f: my dear daughter, you see how beautiful the spring is! you are just like the spring flowers. why don’t you marry? so many young kings and princess want to marry you, and they are all so rich, smart and nice.
a: oh, dear father. i have promised that i will only be married to a man who can run faster than me. i will run against him. if he cannot run as fast as me, he will be killed. no one will be pardoned.
f: but, my dear daughter. no man has won you. they all sent themselves to death. when will you get married?
a: i won’t marry unless i am allowed to run in the olympic games. (hippomenes is allowed to come in)
h: oh, my kindest king and my prettiest princess!
i’ll marry the princess. i’ll compete with you.
a: do you know the rules?
h: yes, princess!
f: oh, young man! go away! you can’t win her. you are only losing your life!
h: no, i want a try!
f: foolish thing! go away! don’t go to die! (hippomenes was pushed away and felt sad, crying. the goddess of love is watching everything above him in the sky and pities him)
l: oh, young man, what’s the matter? why are you so sad?
h: oh, my goddess, can you help me? can you help me to win the princess and marry her?
l: ok, young man. do you really want to marry her and love her?
h: of course. she is so beautiful.
l: ok, it is easy. take these three golden apples.
throw apples in front of atlanta when she is running past and she will be relaxed. when she stops to pick it up, you will be able to run on and win.
h: oh, thank you, my goddess!
(hippomenes returns to the palace)
k: well, young man, why are you here again?
h: my kindest king. i want to marry her and run against her!
k: well, young man. i repeat. don’t be silly! go away!
h: no. i love her. i will marry her － or die!
6. speaking
now, class. let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. you can carry out the task like this.
which do you like, sport, music or collection?
which of the sports do you like best?
what is your favorite sport?
are you interested in table tennis?
after the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.
why do you like this sport / music / collection?
when do you begin to like it?
what’s enjoyable about the hobby?
what have you learned from the hobby?
iii.guided writing
1. writing an imagined dialogue
groups 1 and 2 are going to write an imagined dialogue between the princess and hippomenes. you may begin like this : oh, my dear princess, i want to marry you…
2. writing a description
turn to page 16 and follow the direction to write a description of your favorite hobby.
here is an example:
swimming is my favorite sport. i like it because it can bring me much fun. the process of learning swimming is very interesting. you can try different ways of swimming, such as breaststroke and backstroke. you can swim at any time of the year if you like. in hot summer, if you jump into the river or the sea to have a swim, you’ll feel cool and comfortable. even in cold winter, you can swim if you are brave enough. it’s a healthy sport and it can build up your body. if you are a beginner, you must be careful.
you’ll better not swim alone and bring life buoy with you in case of danger. if you want to be a good swimmer, you must have a lot of practice and have great determination.
iv. closing down by finding information
go to the library to read or get online to search in order to find more information on the olympic games and the ancient greek mythology. take notes of your finding and report to your groupmates next monday morning.
part two: teaching resources
section 1: the writing style of the reading an interview
type of writing conversational style
main idea comparing the differences between ancient and modern olympics
characteristics by comparing and contrasting
section 2: background information on the olympic games
i. events of the moden olympic games
archery, baseball, badminton, basketball, beach, volleyball, boxing, canoe/kayak, cycling, diving, equestrian, fencing, field hockey, gymnastics, handball, judo, modern pentathlon, rowing, sailing, shooting, soccer, softball, swimming, synchronized swimming, table tennis, tennis, tae kwon do, track & field, triathlon, volleyball, water polo, weightlifting, wrestling
ii.olympic traditions
the olympic anthem
the olympic anthem was written by the greek national poet costis palamas and composed by greek musician splros samaras. it was first sung at the 1896 games. the ioc adopted it as the official olympic anthem to crown olympic ceremonies at the 1958 ioc session in tokyo.
the olympic motto
the olympic motto “swifter, higher, stronger”comes from three latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. the french educator, baron rerre de coubertin, who revived the ancient olympic games and in 1896 led the first modern 01ympic games in athens, borrowed the phrase from a dominican priest henri dinon. mr.dinon introduced these words while presenting athletic prizes at a college in 1891.but how did these words become the motto of the olympic games? it was michel breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern olympic games on june 23,1894.later, the international olympic committee formally adopted this phrase as the official motto of the games.
the olympic creed
the olympic creed was also introduced at the 1896 games. as stated by pierre de coubertin, the creed is as follows:”the most important thing in the olympic games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. the essential thing is not to have conquered but to have fought well.”
the olympic flag
it was pierre de coubertin who conceived the idea of the olympic flag with five coloured interlocking rings on a white backround. the rings represent the union of the five continents and the meeting of the athletes from all around the world at the olympic games.
today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. the olympic flag was first used during the antwerp games in 1920.
the olympic oath
“in the name of all the competitors, i promise that we shall take part in these olympic games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.”
at the opening ceremony of each games, one athlete from the host country takes olympic oath on behalf of all competing athletes. this particular gesture of sports-manship was introduced at the 1920 games in antwerp, belgium. a coach or team official takes a similar oath at each opening ceremony.
the olympic flame
the olympic flame is one of the most visible symbols of the modern games. its tradition has survived from the games of ancient greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess hera.
the modern olympic flame was first lit in 1928 at the amsterdam olympic games, where it burned throughout the competitions. it has become a major symbol for solidarity among nations and embodies the olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace.
the torch relay
during the 1896 games in athens, young inspired sportsmen had organised the first torch relays. however, the tradition of the olympic torch officially began at the berlin games in 1936. as in ancient times, the torch is lit by the sun in ancient olympia, then passed from runner to runner in a relay to the host city, where it is used to light the olympic stadium’s flame during the games’ opening ceremony. the flame then burns until it is extinguished at the closing ceremony.
unit 3 computer
part one: teaching design (第一部分：教学设计)
period 1: words and expressions from unit 3 computers
aims: learn about the words and read the words.
important points: the pronunciation and the use of some words.
difficulties: usage of “admit” and “promise”.
common
n. 1. an area of grassland with no fences which all people are free to use or a piece of open land for recreational use in an urban area (常用于专有名词中): every saturday jean went riding on the village common. harlow common is very beautiful in winter.哈洛公园在冬天时风景很美。2. in common: in shared possession 3. out of common: unusual adj. 1. of or associated with the great masses of people: the common people in those days suffered greatly. 2. to be expected; standard: common decency. 3. common to or shared by two or more parties: common friend. 4. of no special distinction or quality; widely known or commonly encountered; average or ordinary or usual: the common man. 5. belonging to or participated in by a community as a whole; public: for the common good. 6. commonly encountered: a common (or familiar) complaint. 7. being or characteristic of or appropriate to everyday language: common parlance. 8. lacking refinement or cultivation or taste: behavior that branded him as common. 9. of low or inferior quality or value: produced...the common cloths used by the poorer population.
simple
n. 1. any herbaceous plant having medicinal properties 2. a person lacking intelligence or common sense adj. 1. not elaborate in style; unornamented: a simple country schoolhouse. 2. (bota
2023英语科三教案篇3
一、词汇要求（topic vocabulary）
dropped picked up carried smelled smoke saw a fire shouted for help lost my walled found it gave it to police
二、语言知识要求(language focus)
学会一下表达方式：
what do you do?
i helped someone today. what happened?
a lady dropped a bag. i picked it up and carried it for her.
三、语言功能要求(functions)
1.当我们讲述一件过去发生的事情或说明在过去发生的一个动作时，通常用“一般过去时”来表达，而句子中的动词也要变成过去式，如i played basketball yesterday.
2.当我们想知道发生了什么事情时，可以问：what happened? 回答时也要用过去时的句子。 如: a lady dropped a bag, i picked it up and carried for her.
3.一般来说，动词变成过去式有以下几种情况：
（1）直接加ed,如look-looked。
（2）以不发音的e结尾的单词，直接加d，如live-lived。
（3）以辅音加y结尾的单词，把y变成i再加ed,如carry-carried。
（4）重读闭音节的单词，双写后面的字母再加ed，如stop-stopped。
（5）有很多不规则动词的变化，需要我们牢记的，如 see-saw , go-went , fly-flew , swim-swam , come-came.
2023英语科三教案篇4
教学课题: there be 句型专题
一、教学目标:
1、掌握there be 结构所表达的意义。
2、能听懂和看懂包含there be 句型的简短对话。
3、能运用学过词汇和there be 句型来简单描述一下某处有某物。
二、重点难点：
there be 句型的肯定式、否定式一般疑问句及其回答方式。
三、教学过程：
1、there be概念。
there be ...句型，表示的是“存在”， “某地有某人或某物”，其结构为there be(is，are)+某物 / 某人 + 某地。
2、be动词的用法。单数名词和不可数名词用is, 复数用are.
3、there is的句子结构： there is a book on the desk. there is some water in the bottle.
5、there are的句子结构： there are some pictures on the wall.
6、练一练。
7、there be句型就近原则及练习。
四、小结及there be口诀。
2023英语科三教案篇5
活动目标：
1、掌握单词、句子的发音。
2、能够正确运用句子。
3、复习以前的内容，学新词新句。
4、引导幼儿在游戏中学习使用单词。
活动准备：
1、玩具娃娃一个。
2、晚上的图片一张。
3、火柴和一支蜡烛。
活动过程：
一、问好，做律动《幸福拍手歌》。
t：good morning ,boys and girls.
now ,let’s do the actions,are you ready?
c:yes.(师幼一起律动。)
二、导入
出示晚上的图片(画有星星和月亮)，利用图画导入单词。
t：boys and girls。when does the moon rise up.?(月亮什么时候出来的?)
c：晚上.
t：night
c：night
三、设置情景导入句子。
1、t：when you go to bed,your mother always says……?
c：晚安
t：good night
c：good night
2、教师在教室里点起蜡烛，抱起玩具娃娃(婴儿)，对娃娃说“good night”，并幼儿轮流对娃娃说“good night”。
3、游戏“cope不走样”或“图语配对”。(复习good morning good afternoon good night)
四、歌曲替换《good night》
2023英语科三教案篇6
一、说活动设计思路：
?纲要》中明确提出：“兴趣是学习的动力，只有对事物产生兴趣，才能成为获得知识的前提。”中班幼儿对小动物有着浓厚的兴趣，他们喜欢模仿小动物的动作，学习小动物的叫声，并学习小动物走路的姿势，模仿小动物做游戏，把自己融入到角色中。在以往的教学中，幼儿已经学习了一些小动物的英语名字。本次活动，我选择了fox和elephant这两个新单词做为活动的内容，让幼儿在游戏活动中愉快地学习新单词，同时也检查幼儿对旧单词的掌握情况。
二、说活动目标：
根据中班幼儿的年龄特点，我将本次活动的目标定位为：
1、巩固幼儿对动物类单词的认识，能够清楚发音。
2、学习新单词fox、elephant。
3、培养幼儿的语音、语调，鼓励幼儿大胆参与英语活动，体验英语活动的乐趣。
4、锻炼幼儿的听力。
三、说活动准备：
1、多媒体课件（小动物及小动物的尾巴图片）
2、小动物胸章；
3、录音机、磁带。
四、说教学方法
本节课我运用了以下两种教学方法：
1、听说法，它包括幼儿模仿、跟读、齐读、抽读、纠错和改正这几方面，听说法有利于培养幼儿的语音及口语。在学习新单词的时候，我多数会运用这种方法，我会让幼儿通过“听我读、跟我读、大声读”的方式来学习新单词的读法，用“它是谁？怎样读？”的方式对幼儿进行提问和巩固，我还注意加强课堂基本用语的运用，训练幼儿的听力。
2、视听法，在幼儿英语教学中，视听法有助于培养幼儿的学习兴趣，促进幼儿主动参与活动，是对课堂教学的有益补充。视听结合的方法比单纯依靠听觉或视觉来理解、记忆、储存的语言材料要多得多。视觉形象为幼儿提供形象思维的条件,促使幼儿自然和牢固地掌握英语。
五、说活动过程：
（一）运用直观材料，复习旧单词。
1、出示小动物幻灯片（或图片），让幼儿用英语说出小动物的名字。
师导语：小朋友，今天有几位小动物客人也来到了我们的班级，快来看看有哪几种小动物，想一想它们的英语名字是什么？
（二）通过玩游戏，发现新单词。
游戏“找尾巴”
师：刘老师这里准备了一些小动物的尾巴，想让小朋友们猜猜是哪个小动物的尾巴，看看谁的小眼睛最亮。（师要求幼儿要用英语说出小动物的名字。）
幼儿找完小动物的尾巴之后，发现还多出两个尾巴，师鼓励幼儿继续猜一猜是谁的尾巴。（由于狐狸的尾巴和松鼠的尾巴比较相似，大象的尾巴和老鼠的尾巴比较相似，所以，必要时我会对幼儿进行
谜语
提示：尖嘴尖耳尖下巴，细腿细脚细小腰，生性狡猾多猜疑，尾後拖着一丛毛。鼻子粗又长，两牙赛门杠，双耳如薄扇，身子像面墙。）
（三）学习新单词。
1、运用听说法学习新单词，如：狐狸狐狸fox，幼儿通过教师的“听我读”“跟我读”和“大声读”三个小步骤初步掌握新单词的读法。
2、师对个别幼儿进行提问，检查个别幼儿对新单词的掌握情况。如提问个别幼儿单词elephant的时候，师会问：“它是谁？”（大象）“怎么读？”（elephant）如果幼儿声音小，可加上大声读的步骤。
2023英语科三教案篇7
一.指导思想
新的课程标准强调课程从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。通过对“新课标”的认真学习和深入领会，针对三年级学生的年龄特点及本课书的教学内容，我将课堂教学模式确定为“任务型与活动型相结合”的整体教学模式，在活动设计时本着体验学习、合作学习、思维学习的教学理念，将语言学习和多种能力的培养渗透到课堂活动和教学任务中，努力为孩子们提供一个不断感知、不断探索、不断提高的成长空间。
二.说教材
1.教材分析：本节课是 pep小学英语三年级上册第二单元 b 部分中的 let's learn和let's do 的内容，其中 let's learn 部分是在 a 部分 let's learn 中 blue, green, yellow, red 词汇学习的基础上，再学习 white, black, orange, brown 这几个词汇的。并围绕本课新授单词，穿插一些 tpr 活动，即本课的第二部分 let's do，如 black, black. stand up. 等一些简单的指示语，要求学生听懂并按照指令做出相应的动作，同时鼓励学生滚动已学指令，如：sit down,touch the ground,turn around. 并自创个人喜欢的新口令。如：black, black.sit down. black, black.touch the ground. black, black.turn around. 等等。学生能举一反三，以此达到语言教学的真正目的。另外本课的词汇贴近学生的生活，色彩鲜明的图片与词汇配对，使学生更易理解，tpr 活动更是深受儿童喜爱，所用的节奏和动作刺激大脑皮层，激活记忆，使学生在对各指令的反应中自然习得语言。
2.学情分析：在学习本节课前，学生已学了 blue, green, yellow, red这几个颜色单词，学生对于色彩这方面内容较感兴趣，因此在前节课词汇学习的基础上，再学习 white, black, orange, brown 这些新单词，最后利用 chant，给学生提供一个有趣、轻松、活泼的氛围去操练单词，学生更易理解，学得更快。本节课组织了多种学生喜闻乐见的形式来巩固读、听的能力，从而为下一步的视听词汇的能力打下良好的基础。
3.教学目标：本教材的教学对象是三年级学生，三年级的小学生对英语有着浓厚的学习兴趣，学生对色彩有着较强的敏感程度，更容易引起学生的兴趣，这些都有利于新知识的教学，学生能在比较轻松的环境中学习新课内容。所以我根据本节课的特点，制定了以下教学目标：
(1) 知识技能目标：
a. 进一步巩固以前学过的颜色单词：blue, green, yellow, red。
b. 要求学生能听、说、认、读 white, black, orange, brown 这些新单词。
c. 理解句子：colour it brown。
d. 能听懂指示语 stand up! sit down! touch the ground. turn around. 并能按照指令做出相应的动作。
(2) 情感态度目标：
a. 采用游戏教学和活动教学手段，激发学生学习英语的兴趣，提高学生的情感目标。
b. 培养学生对颜色的喜爱，欣赏颜色的美，乐意用颜色来描绘生活中的美好事物，珍惜生活。
4.教学重点和难点
a. 重点：
1. 能正确熟练地认读表示颜色的新单词：white, black, orange, brown 。
2、能听懂指示语 stand up! sit down! touch the ground. turn around. 并能按照指令做出相应的动作。
b. 难点：
单词 black，brown，ground, turn around 的发音。
5. 课前准备：课本、录音机、颜色图片、颜色单词卡片、颜色转盘。
本课通过大量的听说练习，突破教学难点，达到教学目标。
三.说教法
本课在教学上主要体现在以下几个方面：
1. 唱英语歌，引起学生兴趣(引趣)
2. 游戏激发学生兴趣(激趣)
3. 创设情景，促进学生兴趣(促趣)
4. 开放性作业，延续学生兴趣(续趣)
四.说教学手段
小学生的形象思维在其认识过程中占主导地位，三年级学生刚刚接触英语，学习一般靠直觉和体验，这就要求教师采用多样的教学手段，使课堂教学生动活泼，吸引学生，寓教于乐。1. 在小学英语课堂教学中要尽量多的采用实物情景、单词图片和卡片进行直观的教学，这样做既符合小学生的认知规律，又能吸引他们的注意。2. 按课堂教学实际的需要，采用多媒体辅助教学，录音、录像、多媒体课件的运用既能帮助学生纠正发音，又比较生动地为学生创设了语言环境，增加了直观性和趣味性，同时又激发学生学习英语的强烈欲望，提高英语学习的效率。
五.说教学程序
本节课我设计了以下的教学环节：
1.新课导入──歌曲开篇，引入情境。
学生刚上课时心理处于紧张状态，通过用英语与学生打招呼，和他们一起唱英语歌曲在轻松愉快的歌曲中使学生迅速地进入英语课堂，既活跃气氛，又消除紧张，集中学生的注意力，同时复习巩固了本单元学习的颜色单词。
2. 新课的讲解──启发诱导，教学新知。
小学生对色彩有着较强的敏感程度，色彩鲜明的教具有助于激发学生学习英语的兴趣。首先，让学生用自己的方式复习颜色;其次利用颜色卡片、颜色单词卡片和颜色转盘等色彩鲜明的教具，使学生眼前一亮，吸引了全体学生的注意力，教授新单词。每学一个颜色单词时，都用tpr动作表示出来，让学生也跟着动一动，说一说，这样学得活、用得活，学了就会说，学生学起来感到亲切有趣，享受到学习的兴趣。教学中以看、听、说为主，要求学生敢于开口说英语，培养英语学习的兴趣及听说能力。
(1)利用转盘，复习前面学习的颜色单词。
(2)从学生熟悉的事物和人物入手，利用单词图片和单词卡片，学习新单词。
3.巩固阶段。(创设情景，巩固新知)
为了调动学生学习的积极性，我先利用chant，给学生提供一个有趣、轻松、活泼的氛围去操练单词。让学生边听录音边跟着做动作，让学生在情景中学以致用，强化新知，巩固新知，循序渐进地达到学习目标。播放let’s do部分的内容，学生边听边做动作。
4.反馈练习，发展新知。
播放课外的歌谣，既训练了学生的听力，也巩固本节课的所学内容。
5.归纳总结
根据板书的提示，师生共同回忆本节课学习的内容，再次出示教学目标，使学生明确是否达到学习的目标。
6.课堂作业设计
画一幅画，并涂上自己喜欢的颜色。
