大学英语课件第7单元

大学英语课件第7单元（精选6篇）

大学英语课件第7单元 第1篇

大学英语第六单元课件

Course： College English Book: New Horizon College English (3rd edition) Instructor Classes Content ShenDan Title Dates

School of Computing B Class Unit 6 Earn as You

Learn?

Class periods

Objectives

1.To talk about the effects of part-time employment 2.To further understand the text 3.To apply the phrases and patterns 4.To master the paragraph writing skill

Approaches

An Interactive Approach (CAI)

Key Structures and Difficulties

1.Words & phrases: Numerous,reliable,contrast,indicate,indicator,decrease,assess, alter,stake,academic,undermine,significant,significantly,interfe re,overall,proof,approximately,seemingly,consistent,toll,given,i ndication,compromise,whereas,marginal,commit,committed,wi thdraw,striking,generate,anew,permanent,owing to,erode,characteristic,intensive,recreation,surplus,accustome d,depress,convention,controversial,conventional,formative,aba ndon,appealing,myth,resolve.//interfere with,cut class,on the other hand,take a /its toll on,at risk(of),to begin with,in other words,cut back on,cut corners,bit by bit,burn the midnight oil,drop out,in turn,contribute to,hold on to 2. Functional patterns: 1).Nevertheless, given that , indications / proofs / investigations are that sb. is at risk of doing sth. 2).In other words, the more sb. do, the less sb. become / do. 3). According to sb.’ s studies / surveys / investigations, sth., in turn, may be linked to sth., and therefore, is likely to do sth.

Class Period 1: Lead-in and Pre-reading Activities 1. Lead-in: Questions and Answers (20’)

1) Why do some students want to take part-time jobs? 2) Why some students do not want to take part-time jobs? 3)What suggestions will you put forward toward students planning to work part-time?

2. Pre-reading Activities (25’) 1) look and talk 2) a debate about working or not working when studying 3) Information background Class Period 2: Text Study 1.Main idea & structure(10’) 2. Language focus (10’) 3. Critical thinking (25’)

In-class Activities

Class Period 3: Text Study 1. Text Reading and Comprehending (25’) 2. Main Ideas & Structure (10’) 3. Summary (10’) Class Period 4: Practice and Exercises 1. Student presentation (15) 2. Translation Exercises (30’) Class Period 5: Practice and Exercises 1. Language appreciation (20’) 2. Critical thinking (10’) 3. Writing skills (15’) Class Period 6:Practice and Exercises 1. Student presentation (15’) 2. Analyze Comprehensive Exercises(30’)

Assignments

1. Exercises in Section A. 2. Self-study of Section B and finish the exercises in it. 3. Comprehensive exercises; 4. Writing assignment.

Memo

To ask 2-5 students to give English speeches or make English presentations at the beginning of class period. Instructor

大学英语课件第7单元 第2篇

八年级英语下册《An E-mail to Grandpa》教案新冀教版

Unit 4 The Internet Connects Us lesson 24 An E-mail to Grandpa

一、Teaching content:(教学内容)

New words and phrases: set up a time.

2. Understand the meaning of text.

二、Teaching goals：(教学目标)

1. Make the Ss can understand the meaning of text.

2. Make the Ss can use the Internetsend e-mails.

3. Ask the Ss to talk about how to use the Internet.

三、Key points:(重点)

Make the Ss can use the Internet---send e-mails.

Difficult points:(难点)

Ask the Ss to talk about how to use the Internet

五、Teaching aids:(教学辅助) ictures or cards.

六、Type of the lesson:(课程类型) New lesson.

七、Teaching procedure：(教学过程)

Step 1.Analysis of the student.(学生分析)

Homework check.

Review: In last lesson, we learned that the Internet has advantages and disadvantages. Now, we should use the Internet in right ways, but don’t let it take up all of your time. After all, all things have two sides.

Step 2. Lead in.(引入)

Greet the students in English and make sure they can response correctly.

Do the duty report: a student on duty can say whatever he/she likes to say.

Come to “THINK ABOUT IT”. Do you prefer writing a report on paper or on the computer? Why?

How often do you use your computer for work, study or fun?

Step 3. New lesson.(新课)

No. 1 repare lessons before class. Teach the new words and phrases. Make sure the Ss can read it correctly.

No. 2. Text: Give them some time to read the text themselves. Then let them act out the dialogue in groups. Correct their pronunciation when necessary. Read the text silently and check the answers. Let the students discuss the main idea of the passage in details. At last, the teacher explains the text in Chinese; make sure the Ss can understand the meaning of text.

No. 3. Finish “Let’s Do It!”

Step 4. Play the tape for the Ss to follow.

Make the Ss listen the text, then let them read follow the tape.

Step 5. Summary. (小结)

Sum up the text what we learned, the new words, phrases, and sentences.

Sum up the grammar.

Step 6. Homework.(作业)

Finish the activity book and the practice.

Copy the new words and phrases twice.

Step 7.Blackboard-writing:(板书)

The new words, the master phrases, important sentences.

The grammar and practice.

大学英语课件第7单元 第3篇

在英语专业的基础学习中,长句的解析一直是个难点, 笔者拟以综合教程4第7单元The Monster课文为例来说明如何分析和理解长句。

The Monster是Deems Taylor 1937年所著的一篇传记式文章,记述德国音乐家瓦格纳的生平,以一种欲扬先抑的手法刻画了一个有着种种劣迹然而又对人类音乐史做出重大贡献的“怪物”。文章中有很多长句,造成了学生理解的难点。

语义分层法侧重于上下文的逻辑联系和句子本身的意思,与传统分析法有本质的区别。语义分层法的具体步骤为拆分、变形、释义。拆分、变形(split、transform)即把一个长的复合句拆分变形成若干个简单句;而释义(paraphrase)则是用简单易懂的词或词组乃至句子替换原文中难懂的部分。

二、语义分层法实例

简单句是英文最基础的语义单位,长句之所以复杂在于其含有多层意思,而理清这些意思的关键在于把长句拆分变形成多个简单句,拆分到最小的语义单位。以下面两个句子为例。

1 . He wrote begging letters by the score, sometimes groveling without shame,at others loftily offering his intended benefactor the privilege of contributing to his support,and being mortally offended if the recipient declined the honor.

这个句子描写的是瓦格纳写很多封要钱的信,在信中时而表现卑躬屈膝,时而又趾高气扬,好像给他钱是一种天大的荣耀,而拒绝这种“荣耀”会让他非常生气。

第一步:找到主句(该句最主要的意思,一般不用变形)

He wrote begging letters by the score.

第二步:把剩余部分依序拆分变形成5个简单句:

(1)Sometimes he groveled without shame;

(2)At others he loftily offered his intended benefactor the privilege;

(3)The privilege is to contribute to his support;

(4)He was mortally offended;

(5)The recipient declined the honor.

第三步:用简单易懂的词或词组乃至句子释义

(1)He wrote begging letters (letters asking for money) by the score (a lot of)

(2)Sometimes he groveled (humbled himself) without shame

(3)At others he loftily (proudly) offered his intended benefactor (possible supporter) the privilege (rights,“honor”)

(4)The privilege is to contribute to his support (lend him the money)

(5)He was mortally offended (very angry)

(6)The recipient (letter receivers) declined (refused) the honor (requirement,demand)

第四步:重组

Paraphrase: He wrote a lot of letters to ask for money, sometimes he behaved very humbly in the letters,at other times he was very proud as if he’s giving people the “honor” to lend him the money.If others refused,he would be very angry.

2.It is a matter of being dumb with wonder that his poor brain and body didn’t burst under the torment of the demon of creative energy that lived inside him,struggling,clawing, scratching to be released; tearing,shrieking at him to write the music that was in him.

这个句子写的是人们被一个奇迹惊呆了,那就是在创造力之魔的折磨下,瓦的脑袋和身体居然没爆炸。这个长句依序可以拆分(变形)成7个简单句:

(1)It is a matter of being dumb with (overwhelmed with)wonder.(主句)

(2)His poor brain and body didn’t burst (explode) under the torment (torture) of the demon (devil,monster);

(3)The demon is his creative energy;

(4)The demon lived inside him;

(5)The demon struggled,clawed (scratched),scratched to be released;

(6)The demon torn him and shrieked at (screamed at) him to write the music;

(7)The music was in him.Paraphrase: It is a matter of being overwhelmed with wonder that he didn’t explode under the torture of the devil of his creative energy.The creative energy was inside him and struggled to get out.It torn him and screamed at him to write the music within.

三、结语

综上所述,语义分层法(也可叫做拆分变形释义法)可以有效地帮助我们理解英文长句,不过使用者要具备以下条件:

1.要对长句的可拆分性有信心,有耐心;

2.具备基础的语法知识特别是对英语简单句的基本句型熟悉,找得到主句;

3.了解基本的意群分层标志(markers)如:that,who等关系代词,and,but等并列或转折连接处,后续成分与主体的连接处如of,–ing结构,特殊标点符号如分号等等。

摘要：本文以英语专业综合英语课程的课文为例说明如何解析英文长句,文章对比了传统的句子结构分析法,并对如何使用语义分层法做了具体演示。

高一上册第7单元练习 第4篇

初一下册英语第5单元课件 第5篇

The First Period

Step 1. Greeting

1. Greet the Ss ,using the following :

---Happy New Year!

---The same to you.

---Nice to see you!

--Nice to see you ,too.

2. Talk about new wishes for the new year ，using the topic” The early bird catches the worm.”

Good morning, everyone! A new term is coming. Last term, we made great progress in English and our school life. After a long winter holiday, I think most of us may become lazy. That’s too bad.

As we know , the early bird catches the worm. Let’s get up early and come to school on time. Listen to our teacher carefully and do our homework carefully. Do sports and keep healthy. Let’s help each other and learn from each other, OK?

Thank you for listening!

Step 2 Presentation

1. Teach the advs about frequency by talking the T’s daily activities by presenting the following on the Bb.

I’m always busy.

I usually get up at 6:30 in the morning.

I often have milk and bread for breakfast.

I sometimes come to school by bus. Sometimes I come by car.

I seldom go home by taxi.

I never go home by train or by plane.

2. Get the Ss to explain the meanings of the advs and then complete the chart in 1b, Section B.

3. Remind the Ss the positions of the advs in the sentences , pay more attention to “ sometimes.”.

4. Get the Ss to find out the words about means of transportation .Then ask them to say more and write them down . Then finish 2a. Section . Present the following on the Bb.

by bike / motorbike/bus /car/taxi/train/subway(underground)/plane(air)/ship(sea)/ boat (water)/on foot

Step 3 Practice

1. The T talks about how she comes to school .

My home is far from our school. So I sometimes come to school by bus. Sometimes I come by car because I can’t ride a bike or drive a car. Ask some Ss some questions. Then get the Ss to practice the following in a chain drill.

----How do you usually come to school?

----I usually come to school on foot/ by car---.What about you?

--- I usually come to school by bus---

2. Practice the following in pairs while the other Ss are talking about how they come to school .

---How does A usually come / go to school?

---He / She usually comes / goes to school ---

3. Look at pictures in 1b. Talk about how the kids come / go to school by asking and answering questions.

4. Choose the right sentence for each picture.

Step 4 Make a survey

Use the from in Part 3 and hand out the form to the leader of each group and get them to make a survey .Then give a report to the class.

Step 5 Listening

1. Listen to 2b. Match the means of transportation with the right people. Ask the Ss to write down the sentences is there is time.

Mr. Zhang often goes to Shanghai by plane.---

2. Listen to 1a. Answer the questions :

(1) Does Kk have a new bike?

(2) How does Kk usually come to school?

(3) How does Helen usually come to school? How about Jane?

3. Retell the dialog using the following passage:

It’s a new term . Kk meets Helen and Jane at the school gate. Kk has a new bike. It looks very nice. He often comes to school by bike. Helen usually comes to school by subway. Jane always comes to school by bus.

4. Get the Ss to practice similar conversations in groups in the next period.

Step 6 Homework

1. Copy and recite 1a.

2. Make 6 sentences with the advs of frequency.

3. Write a passage ,using the information in 2 b.

4. Preview 1a and 2a in Section B.

The Second Period

Step 1 Revision

1.Duty report The Early Bird Catches the Worm

2,Review the advs of frequency by going through the dialog in 1a .After listening and reading, circle the advs.Explain the difficult points if necessary.

3.Act out the similar dialog in 1a , Section A in groups.

Step 2 Practice

Get the Ss to practice the advs by making sentences. Try to use the advs as many as possible.

eg. I usually come to school by bike. Sometimes I come to school by bus. I never come to school by car.

Step 3. Presentation

1. Talk about the pictures in 2a ,using:

---How does Maria sometimes go home?

---She sometimes goes home by subway.

Practice the rest pictures in the same way.

2..Read the sentences in 2a. Then complete the sentences. Get them to pay attention to the similar sentences.

(1) Maria sometimes goes home _______ __________.

Maria sometimes ________ ________ _________home.

(2) Li Xiang often comes to school ______ _____.

Li Xiang often goes to school ______ _____ _______.

Li Xiang often _______ __________ _______ to school.

(3) We usually go to the park _________ _________.

We usually __________ __________the park.

(4)They always go to the zoo _______ ________.

They always _______ _______ ______to the zoo.

3.Present more sentences like the above.

(5)They often go to Beijing by plane.

They often _____ ______Beijing.

(6)My father goes to Guangdong by car.

My father __________ ______ ___________to Guangdong.

Step 4 Consolidation

Show a form on the Bb to let the Ss learn them by heart.

Step 5 Presentation

1.The T talks about her weekends, using the phrases in Part 2 and Part 3 in Section.C. While listening, ask the Ss to find out and underline the phrases they hear.

I m always happy at weekends. I usually meet my friends and go shopping with them. Sometimes I watch TV or listen to music at home. I like to cook for my family , too. It’s fun. I can cook nice food. I seldom go to the park or the zoo. I never go fishing or go swimming.

2. Get the Ss to ask and answer like the following:

---What do you usually do after school?

---I usually meet my friends. (play soccer/ play basketball/go swimming / go fishing /

go shopping/ go to the zoo / go to the park/ watch TV / see a movie /listen to music

/ play computer games---)

Step 6 Practice

1.Practice the short dialog in Part 2. in pairs.

---What does Hai Qing usually do after school?

--He usually plays soccer, but he doesn’t play basketball.

2.Teach “How often do you---?” by asking and answering questions like the following:

----Do you often meet your friends?

---Yes, I do. / No , I don’t.

----How often do you meet your friends?

----Very often. / Every day./ Seldom / Never.

Once a week. / Twice a week. /Three times a week.

3. Make sentences ,using the phrases of frequency.

Step 7 Consolidation

1. Listen to Part 3 in Section B. Then check the answers.

2.Try to retell the passage. Then ask the Ss to write down the passage after class.

Step 8 Homework Write a passage ,using the information in Part 3.Section B.

The Third Period

Step 1. Revision

1. Duty report. Get the Ss to talk about their daily activities. Try their best to use the advs of frequency.

2. Revise the similar sentences taught in 2a, Section B by translating sentences in different ways.

Step 2 Practice

1. Listen to Part 3, Section D. Then check out the answers.

2. Ask questions about the sentences.

eg. (1)How does Miss Yang always go to Wuhan?

(2)How often does Mr. Rui go to Nanjing by train?

(3)How does Mr. He sometimes go to his office?

(4)How does Ms.Wang often go to the Great Wall?

(5) How often does Tom go to Xi’an by bus?

Step 3. Practice

Ask and answer questions about the Ss daily life.

(1) ---What time do you usually get up ---

----I usually get up at ---

have breakfast go to school have lunch play soccer go home / get home do one’s homework go to bed

(3) What time do classes begin in the morning? (2) How many classes do you have in the morning and in the afternoon?

(4) What do you often do after school?

(5) How often do you play soccer?

(6) What do you often do after dinner?

Step 4 Presentation

1. Lead to the passage in Part 2, Section D. Get a student or two to change the subject “Jane “into “I “ and read the passage. While he/ she is reading, the others complete the table as quickly as possible.

2. Check out the answers by answering the questions.

What time does Jane ---?

What does she do at ----/ after---?

3. Read through the whole passage and find out the difficult points. Explain them if necessary.

(1) Classes begin at eight.

(2)She takes the subway home.

(3) She gets home at five thirty.

(4) She often does her homework and then watches TV for a little while/ for a short time

Step 5. Consolidation

Guide the Ss to talk about their daily activities . If there is time,get one or two Ss to talk about it in class.

Step 6. Homework

Write a passage with the topic “ My Day.”

The Fourth Period

Step 1.Revision

1. Duty report. Get some Ss to talk about “My Day.”

2. Say something about “Jane’s Day” by using the key words on the card.

Step 2. Practice

1. Get a student to act as Michael and introduce his school life ,The passage may come from 1a. Section C.

Hello! I m Michael. I come from the U.S.A. Now I d like to talk about the school life of the American Ss. They usually take a school bus or walk to school. Very few Ss ride bikes to school. They often have lunch at school. They seldom eat out on weekdays. They don’t have a short rest after lunch. Classes begin at 1:30 in the afternoon. School is over at 3 :00. In their free time, they often play basketball or soccer, go swimming and so on, They have ball games four times a year.

2, Answer the questions in 1B after listening.

3. Get another Ss to act as a Chinese Ss and talk about the school life of the Chinese Ss.

Hello! My name is --- I m from China. I think our school life is different from that of the American Ss. We usually come to school by car or by bike. We usually have lunch at home or at school. We can have a short rest after lunch. Classes begin at 2 o’clock in the afternoon. School is over at 4:45. We can’t do many things after school because we are busy, We have to do much homework.

Step 3 Consolidation’

Show a form to compare the differences about the school life between the American Ss and the Chinese Ss.

Step 4. Presentation4. Talk about the differences according to the form

1. Present the interview in 1a . The T acts as the interviewer and one Ss acts as Michael. Act out the dialog before the class.

2. Get the Ss to listen to the dialog and underline the difficult points. Explain them if necessary.

Step5.Pair work

Practice the dialog in pairs. Act out the dialog if there is time.

Step 6 Homework

七年级英语下册第一单元课件 第6篇

where’s your pen pal from?

1.整体设计思路、指导依据说明

本节课我强调英语课程要从学生的学习兴趣、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，突出学生个体，尊重学生差异，发展学生的综合语言运用能力。以听说训练为主线，通过看、听、说、演练、唱、动手操作等一系列教学活动，使学生获得最基本的英语听说能力，并在教学中充分激发学生强烈的学习愿望，在注重学生知识能力发展的同时，特别强调学生人格的发展和思维的发展。

2.教学背景分析

教学内容分析：教学内容分析：在课改的背景下，本套教材避免了传统课程的缺点，强调了学生的兴趣、经验等，能结合实际，贴近生活，插图生动活泼，重视了学生的情感。本单元结构有三个部分： section a为目标句型提供分步示例和指导性练习；section b使学生对学过的目标句型运用自如；self-check使学生对自己的英语水平有明确的认识。本单元标题where’s your pen pal from?体现了本单元话题和语言结构。本单元的语言目标为talk about countries, nationalities and language;ask and tell where people live.本课时为本单元的第一课时，课型为听说课。教材一开始通过主题图引出本课表国籍的重点词汇（1a），又通过1b的听力练习的输入进一步巩固单词以及主题图中的重点句型；1c的结对练习是对主题图中的重点句型进行简单的模仿、重复和替换，进行简单的输出练习。2a、2b、2c是进行深一层的输入，在复习国籍的基础上加入了城市的名称的练习，并结合听力练习。2c是结合2b听力练习进行简单的写的练习；2d则为更深一层次输出练习了。最后的语法聚集（grammar focus）是让学生发现和总结阶段了。本节课为听说课，为下一节综合课打下了坚实的基础。

学生情况分析：

七年级学生通过半年的英语学习，有了一定的英语基础,但由于教学环境以及家庭条件等的影响，许多农村的学生英语基础没打好.很大一部分的学生基本词汇量不过关,更谈不上语法和句型了.基础不好的学生有可能会失去对英语学习兴趣.给教学带来一定的麻烦。所以本学期要着重培养学生的学习兴趣，强调学生自主与合作学习，培养学生学习英语的好习惯。本节课我的预习作业的设计（选择一个你最喜欢的国家如：英国、美国、日本、法国、澳大利亚等，收集查找相关资料，如：它的国旗、国名、人民、语言、著名人物等，并能用英语做简单介绍）就是让学生通过自己动手查找资料，到课堂上给他们机会展示自己，体验成功的快乐，既提高了他们学习兴趣，又培养了他们的合作意识和自学能力。

3.教学目标分析

知识与技能目标：

1、能听懂、会读和会说单词: canada, france, japan, the united states, australia, singapore, he united kingdom, sydney, new york, paris ,live2、能听懂、会读和会说句型

----where’s your pen pal from?----he is from ….----where does he live?---he lives ….3、能自编有关国名、人物、语言的小诗。

4、能用本课所学语言讨论国名、人物、语言等，并可以用较好的语音语调流畅地进行对话。

情感与态度目标：

1、进一步提高学生对英语的学习热情，增强学习兴趣。

2、培养学生积极主动地参与课堂活动，大胆开口、主动模仿。

3、通过本课的学习，培养学生良好的生活、学习习惯，增强学生的爱国主义情感策略与意识目标：

1、能够在学习和课堂活动中集中注意力30－40分钟。

2、能够利用自己已掌握的知识完成自我学习及小组合作学习。

4.教学重点、难点分析

教学重点： 1.正确拼读本课单词和词组:canada, france, japan, the united states, australia, singapore, he united kingdom, sydney, new york, paris ,live，be from /come from

2.能流利地用所学句型进行情景会话。

----where’s your pen pal from?----he is from ….----where does he live?---he lives ….教学难点：1.本课表国籍的部分单词: canada, france, japan, the united states,australia, singapore, he united kingdom, sydney, new york, paris

2.用所学的目标语言（target language）描述国籍、语言和居住地。

5.教学过程设计

(中文为主 + 所教学科目标语言）

步骤1：warm up

播放flash歌曲《my new friends》

设计意图：学生在轻松愉快的气氛中进入本课的学习。

步骤2：free talk1、free talk: hobbies（谈论自己和家人以及你身边的一个好友）

设计意图：创设情境，激发学习的动机。

步骤3：presentation

1）learning new words1、以country，people，language分类，看中国国旗引出单词：china chinese2、利用幻灯片分别展示加拿大、美国、澳大利亚、日本和法国、英国等国家的国旗，按country，people，language分类，学习新单词

country

people

language

china

chinese

chinese

canada

canadian

english

france

french

french

australia

australian

english

japan

japanese

japanese

…

…

…

设计意图：设置本节课的第一个任务目标。通过个人、整体学习掌握单词。

2）反馈：模仿创编小诗

say a rhyme:

china , china.i’m from china and i like china.chinese , chinese.i am chinese.i speak chinese.china , china.my friend is from china.he likes china.chinese , chinese.he is chinese.he speaks chinese.canada, canada.i am from canada.i speak english.设计意图：在说一说、玩一玩，自编小诗的活动中增加学生学习的趣味性。玩一玩是对学生注意力的适当调节，在学中找乐趣，在玩中学知识。

3)learning new sentences1、请学生自我介绍，师生问答，引出本节课的重点句型，再用其它国籍进一步巩固：

----where are you from?

----i’m from …./i’m ….----where’s your pen pal from?

----he is from ….----where does he live?

-----he lives in canada.设计意图：学生根据自身特点，解决了课堂中学习单一化的问题，句型呈现直观明了，优化了常规教学。

2、教师呈现图片，请学生小组合作完成简单的对话。

设计意图：呈现自然清晰，使学生很清楚将要完成的任务。

3、反馈：形式多样，按整体、小组、个人，选择图片进行对话，其他同学给予评价。

设计意图：在发扬个性学习的基础上，仍然注重全体学生的知识整体学习。创设一个平等、和谐的学习气氛。

4、游戏：每四人一组，在小组内进行国旗的传递，当音乐停止时，传递也停止。如果你拿到了国旗，那它就代表你现在的国籍，你需要回答组内其他三人提出的问题。

设计意图：游戏的过程提高了学生学习的兴趣，拓宽了学生学习的思路，为后面学生对话练习奠定了基础。

步骤4: summary

设计意图：学生进行对本节课重点句型作出总结，巩固所学知识。

小结国名、人名、语言，增强学生热爱我们的祖国情感。

步骤5: talking1、呈现哈里波特等一些外国名人的照片，请学生发问，教师示范做介绍，再让学生之间进行操练。

设计意图：拓宽学生知识的积累和运用。激发了学生的求知欲，达到了学中用，用中学的目的，给予学生学习的乐趣。不同的形式以及语言知识由易渐难的积累，使学生体验到了成功，增强了他们学习的信心。

2、小组合作：谈论自己通过预习获取的知识，并自编对话进行表演。

设计意图：通过小组合作，让学生主体参与，根据所设计的内容进行对话交流，学生的思维处于积极兴奋的状态，有利于提高课堂学习效率。

3、小结国名、人名、语言，增强学生热爱我们的祖国情感。

设计意图：德育渗透将课堂与生活紧密联系起来。小结更帮助学生将新知识温习了一遍，加深了学生的印象。

步骤6 homework:

a.listen and read the new words and the target language

b.copy the new words and the target language

c.collect the data of the countries

（进一步收集有关国家的资料，如：首都、名胜、主要城市的英文名称）:

设计意图：面向全体，作业分层。通过这样的作业争取让每一个孩子都学有所获，书写能力得到提高，从而达到激励全体学生努力学习的目的。

6.教学评价设计

评价内容：

1、本课力求通过一系列贴近小学生生活实际的生动活泼的教学设计，激发学生学习英语的兴趣，培养学生自主学习以及团结合作的能力，使学生初步形成该话题的会话能力。

2、教学过程中根据学生的心理和生理特征，采用游戏与教学相结合的方法，同时积极鼓励学生进行情景交际，让学生在教师的指导下通过感知、体验、实践、参与和合作等方式实现人物的目标，感受成功。

3、教学过程中注重环节与环节之间的有机联系，精心设计，努力导入自然，做到环环相扣，步步为营，使学生真正做到学以致用。

评价方法：