小學語文微課教案

Unit2English6SeniorTwo。

俗話說，磨刀不誤砍柴工。教師要準備好教案，這是老師職責的一部分。教案可以讓學生更好的吸收課堂上所講的知識點，使教師有一個簡單易懂的教學思路。您知道教案應該要怎么下筆嗎？下面是小編精心為您整理的“Unit2English6SeniorTwo”，僅供參考，希望能為您提供參考！

Bybaiwu

Theimageforthislessonplanisentitled"Poem"

GradeLevel:

ClasstwoSeniorTwoSubject(s):
ApreciationoftheEnglishshortpoemsObjectives:
1.ReadandrecitesomeEngishshortpoems.2.Questionsandanswersinunderstandingthelanguagepointsandmainideas.3.PersuadeSsa.b.cetc.topickoutthebestword,phrasesorsentencesheorshelikes.Culturalcorner:

PersuadeSstomakeoutthetypesoftheEnglishpoems’rhymesgenerallyandthegeneraldifferencesbetweenChinsespoemsandEnglishpoems.PeriodThree:

I.Greetings

II.Reviewtheoldlessons

1.PersuadeSs,abctodifinethewords-poem–rhyme,rhythmandshowsomemoreexamples.

2.PersuadeSs,abctothesimpleformsofpoems:nurseryrhymes,listpoems,cinquainpoems,haikupoems,tangpoems,songs,andadverbpoem,etc.

III.CometoappreciatingthepoemsthatSshaverecited

1.AskSsabctorecitethepoemsthathelikesbestandshowusthereasonswhyhe/shelikesthepoems.

2.Askothersforquestionsaboutthepoemsandinvitethestudentwhorecitesthepoemstogivemoreexplanationandhavemorediscussionaboutthepoems.

(EachoftheSschoosesthepoems,thewords,thephrasesandthesentenceshe/shelikesbestandshowthemainideasofeachpoemtotheclass.Andthepoemsareshownbelow)ApreciationofshortEnglishpoems

1.ThankyouforcomfortingmewhenImsad
LovingmewhenImmad
PickingmeupwhenImdown
Thankyouforbeingmyfriendandbeingaround
Teachingmethemeaningoflove
EncouragingmewhenIneedashove
Butmostofallthankyoufor
LovingmeforwhoIam

2.Loveismorethanaword,
itsayssomuch.
WhenIseethesefourletters,
Ialmostfeelyourtouch.
Thisonlyhappenedsince
Ifellinlovewithyou.
Whythisworddoesthis,
Ihaventgotaclue.

3.Sweetheart,
Mythoughtsaredeepintoyou
FromthemomentthatIwakeup
Andtothewholedaythrough
HappyValentinesDay

4.Thankyouforstandingbehindme
InallthatIdo
Ihopeyoureashappywithme
AsIamwithyou
　
5.IfIcouldsavetimeinabottle
thefirstthingthatIdliketodo
istosaveeverydayuntileternitypassesaway
justtospendthemwithyou

ifIcouldmakedayslastforever
ifwordscouldmakewishescometrue
Idsaveeverydaylikeatreasureandthen
againIwouldspendthemwithyou

6.Tosweetheartorfriend,
wordscanmeanmuch.
Valentinehearttoheart,
conveysalovingtouch.

7.Yourealwaysthereforme
Whenthingstendtogowrong
Itsthatfaithyouhaveinme
Thatmakesourlovestrong

8.Itsyourlovingandyourcaring
Andknowingthatyourenear
Thatgentletouchyouhave
Makemytroublesdisappear

9.TheNewColossusGivemeyourtired,yourpoor,
Yourhuddledmassesyearningtobreathefree.
Thewretchedrefuseofyourteemingshore.
Sendthese,thehomeless,tempest-tossed,tome:
Iliftmylampbesidethegoldendoor.10.Rain

Therainisrainingallaround,

Itfallsonfieldandtree.

Itrainsontheumbrellashere,

Andontheshipsatsea.R..L.Stereson　

11.WhoHasSeentheWind?

Whohasseenthewind?

NeitherInoryou.

Butwhentheleaveshangtrembling,

Thewindispassingthrough.　

Whohasseenthewind?

NeitheryounorI.

Butwhenthetreesbowdowntheirheads,

Thewindispassingby.

12.Oread

Whirlup,sea?

Whirlyourpointedpines,

Slashyourgreatpine

Onourrocks,

Hurlyourgreenoverus,

Coveruswithyourpoolsoffir.　

13.TheLittleStarJ.Taylor　

Twinkle,twinkle,littlestar,

HowIwonderwhatyourare!

Upabovetheworldsohigh,

Likeadiamondinthesky.　

Whentheblazingsunisset,

Andthegrasswithdewiswet,

Thenyoushowyourlittlelight,

Twinkle,twinkle,allthenight.　

Thenthetravelerinthedark,

Thanksyouforyourtinyspark,

Hecouldnotseewheretogo

Ifyoudidnottwinkleso.　

Inthedarkblueskyyoukeep,

Andoftenthroughmycurtainspeep,

Foryounevershutyoureye

Tillthesunisinthesky.

Asyourbrightandtinyspark

Lightsthetravelerinthedark,

ThoughIknownotwhatyouare,

Twinkle,twinkle,littlestar.　

14.TheGoldenSunsetH.W.Longfellow　

Thegoldenseaitsmirrowspreads

Beneaththegoldenskies,

Andbutanarrowstripbetween

Oflandandshadowlies.

Thecloud-likerocks,therock-likeclouds

Dissolvedingloryfloat,

Andmidwayoftheradiantflood,

Hangssilentlytheboat,

Theseaisbutanothersky,

Theskyaseaaswell,

Andwhichisearthandwhichisheaven,

Theeyecanscarcelytell.

15..IfAlltheSkiesWereSunshineH.VanDyke　

Ifalltheskiesweresunshine,

Ourfaceswouldbefain

Tofeeloncemoreuponthem

Thecoolingsplashofrain.　

Ifalltheworldweremusic,

Ourhearswouldoftenlong

Foronesweetstrainofsilence

Tobreaktheendlesssong.　

Iflifewerealwaysmerry,

Oursoulswouldseekrelief

Andrestfromwearylaughter

Inthequietarmsofgrief.　

16..TheComingofSpringAnon　

Iamcoming,littlemaiden,

Withthepleasantsunshineladen,

Withthehoneyforthebee,

Withtheblossomforthetree.　

Everylittlestreamisbright,

Alltheorchardtreesarewhite,

Andeachsmallandwavingshoot,

Hasfortheesweetflowersorfruit.

17.TreesJ.Kilmer　

IthinkthatIshallneversee

Apoemlovelyasatree.　

Atreewhosehungrymouthisprest

Againsttheearth抯sweetflowingbreast;　

AtreethatlooksatGodallday,

Andliftsherleafyarmstopray;　

Atreethatmayinsummerwear

Anestofrobinsinherhair;　

Uponwhosebosomsnowhaslain;

Whointimatelyliveswithrain.　

Poemsaremadebyfoolslikeme,

ButonlyGodcanmakeatree.　

18.TheArrowandtheSongH.W.Longfellow　

Ishotanarrowintotheair,

Itfelltoearth,

Iknewnotwhere,

For,soswiftlyitflew,thesight

Couldnotfollowitinitsflight.　

Ibreathedasongintotheair,

Itfelltoearth,

Iknewnotwhere,

Forwhohassightsokeenandstrong,

Thatitcatfollowtheflightofsong?　

Long,longafterwards,inanoak

Ifoundthearrow,stillunbroke;

Andthesong,frombeginningtoend,

Ifoundagainintheheartofafriend.　

IV.AskSsformorequestionsaboutthepoems.

Homework:AskSstofindmoreshortEnglishpoemstolearn.Classisover.

延伸閱讀

Unit 2 English around the world

一名優(yōu)秀的教師在教學時都會提前最好準備，作為教師就要好好準備好一份教案課件。教案可以讓講的知識能夠輕松被學生吸收，幫助教師有計劃有步驟有質(zhì)量的完成教學任務。那么怎么才能寫出優(yōu)秀的教案呢？小編特地為大家精心收集和整理了“Unit 2 English around the world”，但愿對您的學習工作帶來幫助。

Unit2Englisharoundtheworld
ThefourthperiodGrammar
TeachingGoals:

Teachingimportantanddifficultpoints
HelpSstofindoutthedifferencesbetweendirectspeechandindirectspeech
Teachingmethod
Pictures-leading,discussion,comparison,simple-difficultpoints
TeachingAid
computer
TeachingProcedures:
Step1Lead-in
1).Talkaboutquestionsbelow:
Doyouknowthedefinitionofdirectspeech?
Doyouknowthedefinitionofindirectspeech?
Doyouknowthedifferencesbetweenthetwo?
Canyoufindoutsomedifferencesbetweenthetwosentences?
Step2.Somechangesthattakeplaceinindirectspeech
AsktheSstoobservesomesentencesandcomparethem.
Sswritedowntheirownthinksonpaper.
Showtheirdifferencesusingexamples.
1.[1]Directspeechisusuallyenclosed(被包圍)inquotationmarks.
[2]Indirectspeechisnotnormallyenclosedinquotationmarks
2.
3.直接引語變間接引語時時態(tài)所發(fā)生的變化。
Thetensechangesmentionedabove,whichoccurbecausethemainverb(“said”,“asked”)isinthepasttense,willnothappenwhenthesituationdescribedisstilltrue.
DTishandsome.
JolinsaidthatDTwas/ishandsome.(optionalchangeoftense)
由直接引語轉(zhuǎn)變?yōu)殚g接引語,下列情況時態(tài)不變:
1.不變的真理
2.經(jīng)常的習慣
3.歷史事件
4.部分情態(tài)動詞(ModelVerbs),如must,oughtto,usedto,hadbetter等
Step3exercisesaboutindirectspeechandindirectspeech
Step4Homework
Gooverwhathasbeenlearnedtodayandfinishtheexercisesonthetextbook.

Unit 2 English around the world教案2

一名優(yōu)秀的教師在教學時都會提前最好準備，教師要準備好教案，這是每個教師都不可缺少的。教案可以讓學生們能夠在上課時充分理解所教內(nèi)容，讓教師能夠快速的解決各種教學問題。你知道如何去寫好一份優(yōu)秀的教案呢？考慮到您的需要，小編特地編輯了“Unit 2 English around the world教案2”，相信能對大家有所幫助。

Unit2Englisharoundtheworld
TheFirstPeriodSpeaking

Teachinggoals教學目標
1.Targetlanguage目標語言
a.重點詞匯和短語
bathroom,towel,closet,pronounce,direct,haveagoodflight,atall,makeoneselfathome,
ifyou’llexcusemenow,stayup,endupwith
b.交際用語
Canyouspellthatplease?
Couldyourepeatthat,please?
Whatdoyoumeanby...?
Couldyouspeakabitslowly,please?
Sorry,Ididn’tfollowyou.
Ibegyourpardon?
Howdoyousay...inEnglish?
Howdoyoupronounce...?
Whatdoes...mean?
Canyousaythatinadifferentway?
2.Abilitygoals能力目標
TolearnsomedifferencesbetweenAmericanEnglishandBritishEnglish.
3.Learningabilitygoals學能目標
Letstudentslearnhowtodealwithlanguagedifficultiesincommunication.
Teachingimportantpoints教學重點
1.Howtoimprovethestudentsspeakingability
2.Howtomakeupanotherdialogueforthreestudentsandactitoutinclass.
Teachingdifficultpoints教學難點
HowtousedifferentsentencepatternsforlanguagedifficultiesinCommunication
Teachingmethods教學方法
1.Listeningtothetape.(individuals)
2.Pairsworktopractisethedialogueandmakeupanotherdialogue（cooperativelearning）
Teachingaids教具準備
Aprojectorandacomputer.

Teachingproceduresprotected].
Tom:Couldyouspeakabitslowly,please?
Lucy:[emailprotected].Haveyougotit?
Tom:Ok.Bye.

Situation3:
Theteachertellsthemonitoraboutthetaskthisafternoon.Andthemonitortellsittotherestofthestudents.
T:Thisafternoonwe’lldosomecleaninginourclassroomat4:00pm.Couldyoupleasetellthestudentsaboutit?
M:Certainly,I’dbegladto.
T:Pleasetellthestudentstobringsomecloth.
M:Sorry,Ididn’tquitefollowyou.Whatshallwedowithit?
T:Oh,we’llmainlycleantheglassandsweepthefloor.
M:Ok,Iwilltelltheclassaboutit.

StepVIHomework
T:Nowlet’srecallwhatwehavelearnedduringthiscourse.WehavelearnedadialogueaboutmisunderstandingbetweenJoeandNancy.Andthenwehavelearnedtheusefulexpressionsaboutlanguagedifficultiesincommunication.Ourhomework:
1.RemembertheusefulexpressionsonPage10.
2.CompleteTalkinginworkbook.

Unit 2 English around the world(grammar)

Unit2Directspeechandindirectspeech
ThefourthperiodGrammar
TeachingGoals:

Teachingimportantanddifficultpoints
HelpSstofindoutthedifferencesbetweendirectspeechandindirectspeech
Teachingmethod
Pictures-leading,discussion,comparison,simple-difficultpoints
TeachingAid
computer
TeachingProcedures:
Step1Lead-in
1).Talkaboutquestionsbelow:
Doyouknowthedefinitionofdirectspeech?
Doyouknowthedefinitionofindirectspeech?
Doyouknowthedifferencesbetweenthetwo?
Canyoufindoutsomedifferencesbetweenthetwosentences?
Step2.Somechangesthattakeplaceinindirectspeech
AsktheSstoobservesomesentencesandcomparethem.
Sswritedowntheirownthinksonpaper.
Showtheirdifferencesusingexamples.
1.[1]Directspeechisusuallyenclosed(被包圍)inquotationmarks.
[2]Indirectspeechisnotnormallyenclosedinquotationmarks
2.
3.直接引語變間接引語時時態(tài)所發(fā)生的變化。
Thetensechangesmentionedabove,whichoccurbecausethemainverb(“said”,“asked”)isinthepasttense,willnothappenwhenthesituationdescribedisstilltrue.
DTishandsome.
JolinsaidthatDTwas/ishandsome.(optionalchangeoftense)
由直接引語轉(zhuǎn)變?yōu)殚g接引語,下列情況時態(tài)不變:
1.不變的真理
2.經(jīng)常的習慣
3.歷史事件
4.部分情態(tài)動詞(ModelVerbs),如must,oughtto,usedto,hadbetter等
Step3exercisesaboutindirectspeechandindirectspeech
Step4Homework
Gooverwhathasbeenlearnedtodayandfinishtheexercisesonthetextbook.

Unit1English2SeniorOne

作為優(yōu)秀的教學工作者，在教學時能夠胸有成竹，教師要準備好教案，這是教師的任務之一。教案可以讓學生更好的吸收課堂上所講的知識點，幫助教師能夠更輕松的上課教學。教案的內(nèi)容具體要怎樣寫呢？以下是小編為大家精心整理的“Unit1English2SeniorOne”，供大家借鑒和使用，希望大家分享！

Theimageforthislessonplanisentitled"CulturalRelics"

GradeLevel:GradeOneSeniorOneSubject(s):
Protectculturalrelics
Objectives:
Studentswillunderstandthefollowing:Words:state,vaste,gift,ton,stone,designe,style,jewel,king,evidence,reception,mirror,wonder,furniture,doubt,trial,mail,castle,treasure,belong,survive,heat,light,remove,remain,consider,prove,cultural,rare,fancy,wooden,secretly,besides,apart,lookinto,belongto,insearchof,inreturn,atwar,thinkhighlyof,take…apartAskingforopinion:1)Whatwillyousaytohim?2)Howcouldyoubesurehewastellingthetruth?.Givingopinion:1)I(don’t)agreewithyou.2)Idon’tagreethattheyshouldreturnthetreasuretoRussiaiftheyfindit.Grammar:Attributiveclauses:1)ItisyourjobtolookintoanyreportsofculturalrelicsthathavebeenfoundinChina.2)ThisgiftwastheAmberRoom,whichwasgiventhisnamebecausealmostseventhousandtonsofamberwereusedtomakeit.Materials:
Foreachstudent:ComputerwithInternetpowerpointofpicturesofrelicsBooksandarticlesconcerningculturalrelicsandprotectingtherelicsWorldmapsshowingculturalrelics

Procedure:I.Greetings:II..Sharethefollowingbackgroundinformationwithstudents:Howweseeourcultureandothersisoftenfoundintherelics,orthingspastgenerationshavecreated.Culturalrelicsarephysicalremindersofwhatdifferentpeoplesvaluedinthepastandcontinuetovaluenow.Withouttheserelics,wecouldnotcherishculturaltraditionsasmuchorappreciatethelivesofthepeoplewhopractisedthosetraditions.Althoughwemaynotoftenconsiderit,culturalrelicsarenotonlythepossessionofoneculture.Inalargersense,itcanbesaidthattheybelongtoallpeoples.Forthisreason,thisunitdescribesculturalrelicsnotonlyfromChinabutotherplaces.Lookingatitfromanotherangle,itcanalsobesaidthatculturalrelicsaremorethanworksofart;theyaresymbolsofhistoryandthepeoplewholivedinthepast.Eachkindofrelicpreservessomeaspectofculturalheritageandeachrelic,regardlessofwhetherthesamehandscreatedmanyexamplesofit,isstillauniqueculturalexpressionandcontribution.III.Cometothenewlesson.What’syourideaofculturalrelics?Sth.ThathassurvivedforalongtimeOftenapastofsth.oldthishasremainedTherestofithasbeendestroyedIIttellspeoplethepast.ShowpicturesWhichofthefollowingsareculturalrelics?Whicharenot?Why?Makeupadialogue.Over