【英语教案what'syourname】英语教案-What is it made o

九年级英语教案 2016-04-09 网络整理 晴天

【jiaoan.jxxyjl.com--九年级英语教案】

教学目标 

教学目标 与要点

1.能理解和运用被动语态,用被动语态来表达不方便、不必要出现主语的意思。

2.认真学习“English is widely used”,理解学习英语的重要性,端正自己的学习态度。

3.掌握主动语态和被动语态的区别、用法,牢记被动语态的构成,能进行主动语态和被动语态的互换。

4.掌握本单元的词汇,特别是短语be made of/ from / into, be used for/ as/ by等的用法。

5.掌握动词grow, produce, made与主语的习惯搭配。如:

  tea — grow, salt — produce, trains — made等。

本单元短语和交际用语

1. 短语和词组

be made of… 用……做的

be used for doing … 被用来做……

keep warm 保暖

the largest number of        ……的最大数量

in the modern world 在现代世界

be used as… 被当作……使用

all over/ around the world 全世界

buy something from… 以……买进……

sell something to… 把……卖给……

none of…                     …… (三个以上)没有一个

made a telephone all to 给……打电话

That’s why… 那就是……的原因

2. 日常交际用语

1)关于“购物”的用语:

I’d like to buy… 我想买

OK. I’ll take this one. 好的,我就买这个。

2)表示“作用”的用语:

What’s it used for? 它是作什么用的?

It’s used for..? 它是用来……

3)关于“物品的制作、产地和语言的应用”用语:

What’s it made of? 它是由什么制成的?

It’s made of… 它是由……

Where’s it produced? 它是在哪儿生产的?

It’s produced in… 它是在……生产的。

What’s this called in English? 用英语这叫什么?

It’s … 它叫……

English is widely used for business/… 英语被广泛地运用于商业或……

教学建议

教材内容分析

本单元通过谈论物品的制作、产生、用途等,以对话的形式引出了本单元要学习的语法项目 — 被动语态。着重讲述了被动语态与主动语态的区别和联系,主动语态和被动语态的转换以及被动语态的构成。课文“English is widely used”使学生了解了英语在国际交往中的重要作用和我们为什么要学习英语的重要性,以此来触动学生们学习英语的主动性和积极性。

本单元重点例句及相关知识的讲解

1. What’s it made of?

它是用什么做的?

◆be made of意思是“由……制成”,介词of所指的原材料一般是未经变化,仍可看出材料的。例如:

The desk is made of wood. This bridge is made of stone.

课桌是用木头做的。桥是石头造的。

◆be made from意思也是“由……制成”,但介词from所指的原材料往往是经过变化,已看不出原材料的。例如:

Paper is made from wood. The wine is made from rice.

纸是用木头做的。酒是由稻谷制成的。

◆be made in意思是“由(什么地方)生产的”,表示某一物品在某地生产或制成,in后面接表示地点的名词。例如:

This kind of bike is made in Japan. China is mostly made in China.

这种自行车是日本生产的。瓷器主要产生中国。

2. What’s it used for?

它是用来干什么的?

◆be used for doing sth. 意思是“被用来做……”。这是一个被动结构,介词for表示“用途”,后面跟动词的-ing形式。

Metal is used for making machines. Pens are used for writing.

金属被用来造机器。钢笔被用来写字。

◆be used as意思是“把……当做……用。”例如:

The computer can be used as a tool. English is used as a very useful working language.

计算机可以被当作工具用。英语被用作一种非常有用的工作语言。

◆be used by意思是“被(某人)使用”的意思,by后接动词“use”的执行者。例如:

The recorder is used in class by teachers.

录音机被老师们上课时使用。

巧译“用”字:

英语中,with, by, at, in四个词都可表“用”,怎么用?

with有形,by手段。

语言声音in在前,价格速度at选。

eg: with a pen/by bus/in English/at 5 yuan.

3. Which language is spoken by the largest number of people in the world?

世界上使用人数最多的语言是哪一种?

the number of…指数量,后跟复数名词,它的中心词是number, 当the number of…作主语时,可当作单数形式使用,谓语动词须用单数形式;a number of意思是“许多,大量的”,相当于many,后跟复数名词,它的中心词是它后面的名词,故作主语时,谓语动词用复数形式。例如:

The number of students in our school is over 800.

我们学校的学生数量超过了800。

A number of people go into the park every day.

每天都有许多人进这个公园。

4. Look at something else.

看一些其他的东西。

something else意思是“其他的东西”。else是副词,意思是“其他的”,通常和不定代词或疑问词连用,放在这些词的后面。例如:

I don’t think there is anything else we need to buy.

我想我们没有什么东西要买了。

Whom else do you want to talk with?

你还想和谁谈话?

What else do you want to say?

你还有什么想说的?

注意:Other也表示“其他的”,但other通常用来修饰名词,放在被修饰名词的前面。

例如:

Do you have any other question to ask?

你还有什么别的问题要问吗?

I have some other things to say. =I have something else to say.

我还有一些话要说。

5. English is the first language in none of these countries.

英语在这些国家中都不是第一语言。

none of…“(……中)一个都不”,of后通常接可数名词的复数形式,表示“(三个或三个以上的人或物中)没有一个……”的意思。none of…结构作主语时,谓语不能用否定形式,谓语可以是单数形式,也可以是复数形式。如:

None of us know / knows the old man.

我们中没有一个人认识那个老人。

None of them is/ are English.

他们当中没有人是英国人。

注意:none of…表示全部否定,not all…表示部分否定,no one (nobody)只指人,不指物,作主语时视作单数。如果要否定两者用neither, 不用none of。例如:

No one knows the new comer.

没有人认识那新来的。

Neither of my parents is a doctor.

我父母都不是医生。

Not all of us like eggs.

我们中不是所有的人都喜欢吃鸡蛋。

6. It is because in the modern world, English is widely used for business between different countries.

它是因为在当代世界里,英语在国家之间的商业事务中得到非常广泛的应用。

because引导的是表语从句,表语从句的引导词还有why, what, if (whether)等。例如:

That is why she is so happy.

那就是她为什么如此高兴的原因。

This is what they want.

这正是他们所要的。

The question is whether we can arrive there in time.

问题是我们能否及时到达那儿。

7. When a German buys something from a Japanese, or an Indian sells something to a Frenchman, they often use English.

当一个德国人从一个日本人那儿买东西,或者一个印度人把东西卖给一个法国人时,他们常使用英语

German, Japanese, Indian, Frenchman分别表示四个国家的名词,现将我们学过的国名和国家的名词归纳如下:

China    Chinese(中文) a Chinese(国人单数) Chinese(复数)

America                 an American             Americans

Canada                  a Canadian              Canadians

England                 an Englishman           Englishmen

France                  a Frenchman             Frenchmen

India                   an Indian                Indians

Russia                  a Russian                Russians

Italy                    an Italian                Italians

Australia                an Australian             Australians

Germany                an German               Germans

Japan                   a Japanese                Japanese

8. Three quarters of the world’s books and newspapers are written in English.

世界上有四分之三的书报是用英语写的。

three quarters of …  四分之三的……

quarter为“四分之一”的意思,three quarters即为“四分之三”。three quarters of…或a quarter of…结构中of后的名词可为可数名词,也可以是不可数名词。当他们作主语时,谓语动词的单复数形式由of后所跟名词的形式来决定。例如:

A quarter of the apple is bad.

这个苹果的四分之一坏了。

Three quarters of the students are Chinese.

四分之三的学生是中国人。

注意:英语中分数的表示法为:分子是基数词,分母是序数词,分子是2以及以上时,分母变为复数。例如:

Two thirds of the workers in our factory are young people.

我们三分之二的工人是年轻人。

One thirds of the water is dirty.

三分之一的水脏了。

巧记序数词的方法

一二三变字体,th从四上起。

用f变ve,八加h九去e。

遇见ty变ti,切记th前有e。

eg: first, second, third, fourth, eighth, ninth, twelfth, twentieth

9. It is used by travellers and business people all over the world.

英语被全世界的旅游者和商业人员使用。

all over the world  全世界   它还有几种表示法:around the world, through- out the world, (all) round the world, (all) the world over. 此外in the world强调在全球范围内。另外:all over意思是“遍布,到处”。

例如:

He was wet all over.

他浑身上下全湿了。

The water is all over the field.

田地里到处都是水。

He has traveled all over Europe.

他已经游遍了欧洲。

10. I can’t afford it.

我买不起。

afford为动词,表示“有经济条件做某事”(常和can这类词连用。)例如:

In those days, they couldn’t afford to call in a doctor.

那时候他们请不起大夫。

At last we are able to afford a house.

我们终于能买得起一所住宅了。

主动语态和被动语态

1.在英语中,动词有两种语态,即主动语态(The Active Voice)和被动语态。(The Passive Voice)。主动语态表示主语是动作的执行者,被动语态表示主语是动作的承受者。实际上被动语态的主语是由主动语态的谓语动词的宾语转变而来的,因此这个谓语动词必须是及物动词。被动语态是由助动词be + 过去分词构成,当然,被动语态也有多种时态,它的时态变化都体现在助动词be上,后面的过去分词不变。被动语态的谓语动词的执行者可由by引出,往往放在句末。如不强调动作的执行者时,可省略不用。

例如:

Many people speak English. (主动语态)

English is spoken by many people. (被动语态)

2.一般现在时被动语态的构成:当谓语是一般现在时的时候,被动语态由“be (am, is, are) + 及物动词的过去分词”构成。助动词“be”随人称、数的变化而改变。例如:

This knife is made of wood and metal.

Bananas are produced in Hainan.

I am taken care of by my uncle.

3.被动语态的用法:当说话者不知道动作的执行者或没有必要指出动作的执行者时,只需要强调动作的承受者,要求使用被动语态。如果需要在被动语态中指出动作的执行者时由介词by引导。

Chinese is spoken by the largest number of people in the world.

中文是全世界被最多人口所讲的语言。

4.主动语态改写成被动语态的方法:将主动语态的宾语变成主语,将主动语态的谓语变成被动式be + 过去分词,主动语态的主语变成被动语态句中by的宾语(或省略)。如果主动语态中有两个宾语(直接宾语或间接宾语),可以把其中任意一个变成被动语态的主语。例如:

Most middle school students  play  football.

主语 谓语 宾语

Football  is played  by most middle school students.

My teacher  gives  me  a lot of book.(主动语态)

主语 谓语 间宾 直宾

被动语态:I am given a lost of books by my teacher.

被动语态:A lot of books are given to me by my teacher.

5.被动语态的疑问形式:

被动语态的疑问句形式是在肯定句的基础上,把be动词提到句首,句末加问号构成的。如:

Is the kite made by Xiao Ming?

这个风筝是小明做的吗?

其肯定回答和否定回答分别为:

Yes, it is.    是的,它是。

No, it isn’t.   不,不是。

6.被动语态的否定形式:

被动语态的否定形式是在肯定句中的系动词后加not构成的。例如:

The cake isn’t made by his mother.

蛋糕不是他妈妈做的。

 

本单元有关听说读写的教学建议

◆有关听说方面

在本单元的听说训练中应当注意结合本单元的语法教学活动,本单元的语法教学的重点是有关被动语态的用法,而被动语态是初中英语语法教学中的一个难点,学生掌握起来有一定的难度。如果我们在教学的过程中只是一味的讲授语法知识,则显得既枯燥乏味,教学效果可能会事倍功半。因此,我们有必要改换一下思路,从口语听说入手,这样效果也许会好一些。例如:教师在上课之前可以用一副地图,在地图上标明一些物品的名称和产地。然后向学生提问:

Where is …produced/made?

Is …made/produced in…(地名)?

然后引导学生之间相互问答,然后派学生代表到教室前面来,担任老师的角色,向任意的一位同学发问,看谁的反应最快。

◆有关读写方面

本单元的国家的名称较多,教师可以运用地图进行教学,上课时,教师用一张世界地图,然后对着世界地图和学生一起来学习有关的国家名称和相关的知识。如教师指着地图说:

S: what country is this?

T: It is Japan.

S: The people in this country are……

T: (学生自然心领神会) The people in this country are Japanese.

S:…

然后学生之间相互问答,最后每个小组派出一名代表,在班内开展竞赛看哪组的反映速度最快。

关于被动语态的教学建议

本单元所要学习的语法项目是被动语态,也是本单元的教学重点。对学生来说,被动语态虽然是一个全新的语法项目,但是通过本单元前三课的演示和操练,学生对被动语态会有初步的认识和了解,教师可指导学生自己归纳被动语态谓语动词的基本结构,区别主动语态与被动语态的不同,掌握将主动语态变为被动语态的基本技能。具体做法如下:

1.教师指导学生注意观察第34和35课这两课中的句型的谓语动词,由学生归纳出其谓语动词结构为: is或are +及物动词的过去分词。然后教师对学生说明:is和are在这里是助动词,与过去分词一起构成一般现在时的被动语态。接着教师进一步说明助动词is和are是be的一般现在时,由此启发学生归纳出被动语态谓语动词的基本结构:助动词be + 及物动词的过去分词。教师将这一基本结构写在黑板上,并指导学生用其一般现在时的形式组句。如:

1) tea, grow, in Fujian (Tea is grown in Fujian. )

2) silk, produce, in Hangzhou

3) cars, make, in Beijing

4) English, speak, in Australia

5 ) glass, produce in Germany

6) ships, make, in Japan

教师可利用投影片指导学生进行口头的组句操练,也可让学生写在作业 本上,做笔头的组句练习。在操练过程中,提醒学生注意主谓的一致。

2.在学生掌握了被动语态谓语动词的基本结构的基础上,教师可引导学生区别主动语态与被动语态的不同之处。教师可先板书“Workers make cars”, 启发学生指出谓语动词(make)的执行者(workers)和承受者(cars),然后将其改为“Cars are made by workers.”教师指导学生仔细观察这两个句子的不同之处。引导学生得出如下结论:谓语动词的执行者作主语,谓语动词为主动语态 (make);谓语动词的承受者作主语,谓语动词为被动语态 (be made)。为了帮助学生掌握和巩固这一基本概念,教师可再举若干例子,如:Farmers grow rice. People plant trees. Americans speak English. 等,先让学生将其变为被动语态,然后指导学生分组讨论指出动作的执行者和承受者,说出两种语态的不同之处。

3.增设主动语态变为被动语态的练习,训练学生作出快速准确的反应,使学生掌握这一句型变换的基本规律,以利于学生进一步掌握被动语态谓语动词的基本结构。教师口头说出主动语态的句子(They plant trees),学生立即作出口头反应(Trees are planted by them. ) 教师还可利用投影仪或黑板,提供若干句子,指导学生操练。如:They produce machines in Shanghai, (cars, bikes, ships, pens, paper, glass, silk, sugar ... ) They make this kind of watch in China, (car, bike, TV set, radio, lock ... ) They grow tea in the south (north). (wheat, corn, rice, cotton, apples, pears, flowers, vegetables . . . )

教师还可利用以上练习组织学生分组 (竖排)竞赛。教师指导一、三、五组的学生说出主动语态的句子,二、四、六组的学生立刻将其变为被动语态,从每组第一个学生开始,依次练到每组最后一个学生;然后再由二、四、六组的学生说主动语态,一、三、五组的学生将其变为被动语态。如果某组中某个学生说错,必须待其自己纠正后该组方可继续进行。最后由教师评定,哪一组进行得最快最准确。

4.教师应对学生讲明被动语态的主要用法:

1)当我们不知道动作的执行者是准,或者动作的执行者是谁并不重要时,需用被动语态。如:

Rice is grown in North China.

2)当我们需要强调动作的承受者时,常用被动语态。如:

This knife is used for cutting paper.

教师还必须提醒学生注意:不及物动词通常不能构成被动语态。

关于be made of 结构的教学建议

l.make这个动词使用频率很高,教师只需做出几次演示,学生便可理解 “be made of”的意义。教师可直接利用教室内的东西做演示,也可自备若干实物,如帽子,茶杯,小刀等。教师可先做如下演示:This is a desk. It is made of wood. This is a blackboard. It is made of glass This is a knife. It made of metal. 教师边说边在黑板上板书这三个带被动语态的句子,并指导学生做适当操练。然后教师指着课桌问:Is it made of wood? 学生回答:Yes,it is. 照此方法将黑板上的三个句子都变成一般疑问句。在学生理解的基础上,教师可指导学生操练黑板上的句型,还可在黑板的右侧列出一些替换单词,如:bed, mirror, fridge, jacket, stocking, bottle, lock以及原材料wool, cotton, paper, silk, plastics等。

2.待学生理解和掌握黑板上的主要两个句型(It is made of…和Is it made of…?)后,教师指着课桌问:Is it made of glass? 学生回答:No,it isn’t. 教师马上接着问:What’s it made of? 同时将这个特殊疑问句写在黑板上,可让学生自己理解此句的含义,并启发学生回答:It’s made of wood. 照此方法将黑板上的三个一般疑问句改为特殊疑问句,然后教师可利用黑板上已有的替换单词,指导学生练习这个句型。

3.设置情景,增加练习。教师可将所学日常交际用语和本课所学的新句型结合起来编成对话 (或启发学生自己编对话),练习本课新学的句型。如:

A: Good morning! What can I do for you?
B: I’d like a blue hat.
A: Certainly. Here it is.
B: Is it made of cotton?
A: No, it isnt.
B: Whats it made of?
A: Its made of wool.
B: It looks nice. But I prefer a cotton one.
A: What about this one? Its made of cotton.
B: Thats fine. Ill take it. How much is it? (Thank you.)

教师可利用黑板上的替换词或已备的实物,指导学生演练对话,也可让学生到讲台前表演。

4.教师可用同样方法教学be used for结构,即由肯定句过渡到一般疑问句,再由一般疑问句过渡到特殊疑问句。如:This is a blackboard. It is used for teaching and studying.Is it used for teaching and studying? Yes, it is. Is it used for playing? No, it isn’t. What’s it used for? 教师将这三个新句型写在黑板上,指导学生利用黑板上的替换词分组 (in pairs)操练。教师还可将这三个带被动语态的新句型编成对话,利用所准备的实物或画片,指导学生进行练习。如:

A: Look at this fridge. What do you think of it? I bought it yesterday.
B: Oh, it looks fine. Whats it made of?
A: Its made of metal.
B: Is it used for keeping fruit?
A: No, it isnt.
B: Whats it used for?
A: Its used for keeping meat and vegetables.

最后,教师在归纳总结其用法时,可用红粉笔将黑板上该句型中介词for后的动词形式(-ing) 描红或画线,强调介词for后的动词必须是动词 (-ing)形式。

关于Where is it made (produced)?的教学建议

   1.在课前准备若干实物 (如手表,钢笔,收音机,录音机等),还可准备若干图片(如冰箱,电视,火车,飞机等)。教师可用be made of这一结构(学生已基本上掌握),先做如下演示:This is a car. (指图片)问学生:What’s it made of? 学生回答:It’s made of metal. 教师可接着问: Where’s it made? 教师先自答:It’s made in China. 然后将这两个句子写在黑板上。接着可利用所准备的实物和图片让部分学生配合教师演示。还可在黑板的右边写出若干替换词 (如watch,fridge, radio, train, plane及国名Japan,Germany,Canada,France,America,Britain, Australia等),指导学生用所给替换词分组 (in pairs)操练。

2.在学生基本上理解和掌握 “Where’s it made? It’s made in…” 之后,教师可换用表示名词复数的图片问学生:What’re these? 学生回答:They’re cars. 教师接着问: Where’re these cars made? 教师可先自答:Theyre made in Japan. 教师边自问自答,边将这一句型写在黑板上,并边问学生边将黑板上的替换词 (指表示实物的普通名词)改成复数形式,指导学生分组操练这两个句型。稍加操练之后,教师用produced替换made,将句子改成 “Wherere these cars produced? They’re produced in Japan. 领读几遍后,指导学生利用黑板上的替换词分组操练。教师可在黑板上增加替换词如salt,sugar,silk,tea等,供学生操练用。

3.教师可在课前准备一幅中国地图,用不干胶纸写上地名贴在地图上。教师可将地图挂在黑板左边,并在黑板的中间部分板书所操练的句型:

教师指导学生用黑板右边的替换词,指着地图上的地名,操练这两组句型。如:Where’s silk produced? It is produced in Hangzhou. Where re trucks made? Theyre made in Changchun. 教师可先叫部分学生配合演示,然后教师问,全班学生回答,还可叫学生(两人一组)到讲台上表演。

教师还可进一步在黑板上的句型中加上动词grown,并在黑板的右边加替换词rice,wheat,cotton,tea,apples,pears,bananas等,指导学生利用挂图操练。如:Wheres rice grown?

It’s grown in South China. Wherere apples grown? Theyre grown in Shandong. 在学生理解和掌握这个句型后,教师指导全班学生利用课本第63页上的地图分组操练黑板上的句型。

教学设计示例

Lesson 33
Period: The First Period

Content: Lesson 33

Properties: Recorder; Objects

Teaching Objectives:

1. Let the students learn some new words.

2. Enable the students to master the Active and Passive Voices.

3. Master some useful expressions.

Language Focus:

1. Some useful expressions:

be made of, be used for, etc.

Teaching Procedures:

I. Organizing the class.

Greetings

II. Revision

Cheek homework

III. Presentation

Show the students the real objects, and ask students some questions. The questions are:

1. What’s this in English?

2. What’s it made of?

3. What’s it used for?

Teach the students the knowledge of this part through speaking. Try to answer the three questions. Help them really understand this lesson.

IV. Practice

Ask some students to use the Objects in the class and practise the sentence patterns:

1. What’s this in English?

2. What’s it made of?

3. What’s it used for?

Then practise in groups and in pairs.

V. Teaching grammar

At first, tell the students the grammar:

The Active and Passive Voice.

Then, give some examples, e. g.

1. Many people speak English.

English is spoken by many people.

2. Tom likes swimming.

Swimming is liked by Tom.

Tell the students the Passive Voice structure. And ask the students to make some sentences and change them into Passive Voice.

VI. Practice

Practice the useful expressions: be made of and be used for in groups and in pairs.

VII. Workbook

Ask the students to open their books, look at Exercise 1 and ask them do it in pairs.

Exercise 2. Look at these pictures and use the sentences to made sentences.

VIII. Exercise in class

Fill in the blank with the right verb forms.

1. Wood can be used for _________ (make) tables.

2. The jacket is __________ (make) of cotton.

3. Where are Oranges _________ (grow)?

4. English is__________ (speak) all over the world.

5. Knives are used for ___________ (cut) things.

6. Trees are _________ (plant) in spring.

IX. Homework.

1. Revise the new words and expressions.

2. Do Exercise 3 in Workbook.

教学设计示例

Lesson 34
Period: The second Period

Content: Lesson 34

Properties: Recorders

Teaching Objectives:

1. Get the students to understand the text.

2. Learn how to use the useful words and expressions.

Language Focus:

The useful words and expressions the number of; the most; else; none

Teaching Procedures:

I. Organizing

Greetings and make a duty report.

II. Revision

1. Check the homework

2. Go over the words and expressions.

III. Pre – reading

Get the students to work in pairs to discuss the questions. Then talk about together in class.

IV. Presentation

Ask the students to look at Exercise 1 in the workbook.

V. Reading

1. Close books and listen to the tape.

2. Answer the questions in the exercise 1.

3. Reading the text in groups and in pairs.

V. Teaching Language Focus.

Choose some important ones to explain and practise.

1. the number of

2. the most

3. else

VI. Reading and practice

Play the tape and ask the students to listen first. Then play the tape again, ask them to repeat sentence by sentence.

VII. Workbook

For Exercise 2, ask the students to pay attention to the letters in boldface.

Do Exercise 3.

VIII. Exercise in class.

Fill in the blanks with the right forms.

1. Those _________ (Japan) will travel to American.

2. English is the most ________ (wide) spoken in the world.

3. Is Bill from ________ (French) or Japan?

4. You will find it__________ (use) after you graduate from school.

5. Beijing people are ________ to the world. (friend)

IX. Homework

1. Do Exercise 4 in the workbook.

2. Read the passage carefully.
探究活动

我国的物产

让学生根据第35课的图片和课堂对话练习,运用所学过的被动语态来写一篇短文,例如介绍一下我国的rice, wheat ,cotton, corn, apples, oranges, tea leaves sugar 等等物品的产地情况。

默写比赛

让学生将所学过的国家名称,以及相关的形容词,语言名词总结一下。然后在班内进行一次默写比赛。如:

国家和语言


America 美国,美洲
Arab 阿拉伯人
Australia 澳洲,澳大利亚
Austria 奥地利
Britain 英国
Canada 加拿大
China 中国
Egypt 埃及
England 英国
France 法国
Germany 德国
Greece 希腊
Holland 荷兰
India 印度
Ireland 爱尔兰
Italy 意大利
Japan 日本
Spain 西班牙
Sweden 瑞典
Swiss 瑞士人
Switzerland 瑞士
Brazil 巴西
Finland 芬兰
Norway 挪威
Russia 俄国
Belgium 比利时
Arabic 阿拉伯语
Chinese 中国人,汉语
Egyptian 埃及人
English 英语
French 法国人,法文
German 德国人,德语
Greek 希腊人,希腊文
Irish 爱尔兰人,爱尔兰语
Italian 意大利人,意大利语
Japanese 日本人,日文
Spanish 西班牙人,西班牙语
Dutch 荷兰人,荷兰语

互相听写被动语态

让学生将本单元课文中出现的被动语态句子挑选出来,至少每人挑选20个句子。然后分两组,每组都将句子整理好。进行一次听写比赛。一组念句子,另一组进行听写。看看哪组的成绩好。

The study of languages

根据本单元所学的英语语言被广泛应用,组织学生讨论如何学好英语,以及在实际中可以互相借鉴的经验。每人写一篇学习英语心得体会,题目为The study of languages

范文:

The study of languages

There are about one thousand five hundred languages in the world. English is one of the most important languages because so many people use it, not only in England and America, but also in other countries of the world. It is difficult to say how many people are learning it. Millions of boys and girls are trying to do so.

Many English children study French. French is also a very important language. Some children study German, Russian, Japanese and Chinese.

Which is the best way to learn a foreign language? We know that we all learned our own language well when we were children. If we learn a second language in the same way, it wont seem so difficult. How does a small child hear his mother tongue? He listens to what people say, and he tries to guess what he hears. When he wants something, he has to ask for it, and he is using the language, thinking in it and talking in it all the time. If people use a second language all the time, they will learn it quickly.


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