chant是什么意思
chant的意思是:赞美诗;旋律;喊叫一、读音:英 [tʃɑːnt] 美 [tʃænt] 二、意思是:n. 圣歌;赞美诗;旋律;喊叫v. 吟唱;诵扬;叫喊三、词汇搭配:Gregorian chant 〈宗〉格列高利圣咏... chant horses 骗卖四、例句:The chant of the crowd was "Work for all".群众反复有节奏地呼喊的是"给大家工作"。扩展资料词汇辨析:chant, carol , descant, hymn, sing, troll, warble这组词都有“歌唱”的意思。其区别在于:1.sing指以高低不同的音符发出的一连串的悦耳的声响,其主体可以是人,也可以是鸟、小溪等。2.chant指以庄重的语调用同一节奏反复地吟唱,也可指以歌唱的形式反复单调地朗诵,其主体只能是人。例如:The choir chanted in the background.唱诗班在后面唱着赞美诗。The protesters chanted in the street below.在下面的街上,抗议者们有节奏地反复喊口
chant怎么读
chant读音:英 [tʃɑːnt] 、美 [tʃænt] chant一、含义n. 圣歌;赞美诗;旋律;喊叫v. 吟唱;诵扬;叫喊二、用法有“歌唱”的意思。chant指以庄重的语调用同一节奏反复地吟唱,也可指以歌唱的形式反复单调地朗诵,其主体只能是人。作动词含有歌颂,吟诵,颂扬,赞扬,吟唱,诵扬,吟咏;唱歌,唱起...歌,唱圣歌,柔和的颤音唱歌,唱;卖唱;唱着说;高喊,大叫,叫喊;反复呼喊,反复有节奏地喊叫等意思。They decide to chant beethoven's symphony no.9 on the mayor's birthday.他们决定在市长生日那天咏唱贝多芬的第九交响曲。扩展资料:近义词:recite、sing。临近单词:chaos。一、recite1、含义:vt. 背诵;朗诵;叙述;列举。vi. 背诵;回答问题。2、举例I like to recite his poetical works.我喜欢背诵他的诗。二、sing1、含义:v. 唱;鸣叫;歌颂;称赞;告密。n. 合唱会。abbr. 单数的(=singular)。2、举例Let's sing a song during the break.我们趁这空当儿唱支歌。三、chaos1、含义:n. 混乱;无秩序;混沌。2、举例After the failure of the electricity supplies ,the city was in chaos.电力供应中断,城市陷于混乱之中。
五年级英语上册第二单元教案
五年级英语上册第二单元教案4篇 英语老师要注重以学生为主体、教师为导的教学方法,充分调动学生的学习积极性。在教学之前,每个五年级英语老师都要提前准备五年级英语教案,它能让教学活动顺利进行。你是否在找正准备撰写“五年级英语上册第二单元教案”,下面我收集了相关的素材,供大家写文参考! 五年级英语上册第二单元教案篇1 教学目标: 1.知识与能力技能目标 (1)掌握生词: lay , caterpillar , become . (2)读懂语篇,学习蝴蝶的有关知识。 2. 过程与方法目标 在自主与合作交流的学习过程中,感受蝴蝶蜕变的美,学习有关蝴蝶的知识。 3.情感态度价值观目标 培养学生热爱自然的美好情感;激发学生的探知热情,让学生体验合作的愉快,培养学生的创造力与想象力以及跨学科学习的能力。 教学重点: 帮助学生读懂语篇。 教学难点: 使学生能用英语讲述蝴蝶的生长过程以及介绍蝴蝶的有关知识。 教具准备: 课件、录音带、蝴蝶蜕变过程视频 教学过程: 一、 自主式导读 Warming up: T: Nice to meet you ! Do you like insects ? Which insect do you know? Ss: ants, ladybirds, flies, butterflies… T: Among all the insects, which one is the most beautiful? S1: Butterflies. T: Yes , butterflies are one of the most beautiful insect in the world. I have some pictures about butterflies . Do you want to have a look ? In this lesson we are going to talk about butterflies. 板书课题Module4Unit2 Butterflies(学生齐读课题) 出示学习目标:(齐读学习目标,明确本节课的学习目的) 1、我能听所读写单词: lay , caterpillar ,become . 2、我能读懂语篇,学习蝴蝶的有关知识。 T: Do you known how about a butterfly grows ?Let’s watch a video together ! Ss: Ok ! T: It’s so magical !Do you want to talk about it by yourself ? Ss: Yes . T: You shoud rely the teaching outline to learn the text . 导学提纲 Where does a butterfly lay eggs? How are the eggs? What do the eggs become? What do they eat? What does this big and fat caterpillar make? What colour is it? It opens, what comes out? How about it ? What makes it dry? 学生自学 通过导学提纲的引领认真阅读文本内容,将导学提纲中出现的问题及生词勾画出来。 二、互助式解疑 以小组形式,组员分别提出自己的困惑,小组讨论解决。 Ss:小组活动解决生词、及导学提纲里提出的问题。由小组长负责带领组员进行学习(小组长要给于组员一定的任务,做到人人有事做、人人有问答) T: 在学生合作学习的同时及时给于一定的帮助,引导让学生思维都动起来。 三、探究式点拨 师生讨论 1、Play the tape and tell the students to listen to the tape carefully . 2、Please answer the questions . 3、Read the sentences to introduce the growth of a butterfly..让学生读句子,介绍蝴蝶的生长过程。 四、强化式拓展 1.根据板书重新回顾本课的重点内容:A butterflies lays eggs .The eggs become small caterpillars. The caterpillar makes a house .It is a cocoon .The cocoon opens . A butterfly comes out. 2.Please study hard you can be a beautiful butterfly one day. Assignment: 制作有关昆虫的资料册、手抄报 五年级英语上册第二单元教案篇2 教学目标: 1.知识与能力技能目标 (1)掌握生词: lay , caterpillar , become . (2)读懂语篇,学习蝴蝶的有关知识。 2. 过程与方法目标 在自主与合作交流的学习过程中,感受蝴蝶蜕变的美,学习有关蝴蝶的知识 3.情感态度价值观目标 培养学生热爱自然的美好情感;激发学生的探知热情,让学生体验合作的愉快,培养学生的创造力与想象力以及跨学科学习的能力。 教学重点: 帮助学生读懂语篇。 教学难点: 使学生能用英语讲述蝴蝶的生长过程以及介绍蝴蝶的有关知识。 教具准备: 课件、录音带、蝴蝶蜕变过程视频 教学过程: 一、 自主式导读 Warming up: T: Nice to meet you ! Do you like insects ? Which insect do you know? Ss: ants, ladybirds, flies, butterflies… T: Among all the insects, which one is the most beautiful? S1: Butterflies. T: Yes , butterflies are one of the most beautiful insect in the world. I have some pictures about butterflies . Do you want to have a look ? In this lesson we are going to talk about butterflies. 板书课题Module4Unit2 Butterflies(学生齐读课题) 出示学习目标:(齐读学习目标,明确本节课的学习目的) 1、我能听所读写单词: lay , caterpillar ,become . 2、我能读懂语篇,学习蝴蝶的有关知识。 T: Do you known how about a butterfly grows ?Let’s watch a video together ! Ss: Ok ! T: It’s so magical !Do you want to talk about it by yourself ? Ss: Yes . T: You shoud rely the teaching outline to learn the text . 导学提纲 Where does a butterfly lay eggs? How are the eggs? What do the eggs become? What do they eat? What does this big and fat caterpillar make? What colour is it? It opens, what comes out? How about it ? What makes it dry? 学生自学 通过导学提纲的引领认真阅读文本内容,将导学提纲中出现的问题及生词勾画出来。 二、互助式解疑 以小组形式,组员分别提出自己的困惑,小组讨论解决。 Ss:小组活动解决生词、及导学提纲里提出的问题。由小组长负责带领组员进行学习(小组长要给于组员一定的任务,做到人人有事做、人人有问答) T: 在学生合作学习的同时及时给于一定的帮助,引导让学生思维都动起来。 三、探究式点拨 师生讨论 1、Play the tape and tell the students to listen to the tape carefully . 2、Please answer the questions . 3、Read the sentences to introduce the growth of a butterfly..让学生读句子,介绍蝴蝶的生长过程。 四、强化式拓展 1.根据板书重新回顾本课的重点内容:A butterflies lays eggs .The eggs become small caterpillars. The caterpillar makes a house .It is a cocoon .The cocoon opens . A butterfly comes out. 2.Please study hard you can be a beautiful butterfly one day. Assignment: 制作有关昆虫的资料册、手抄报 五年级英语上册第二单元教案篇3 Unit 3 What’s ur Favurite Fd ? 单元教学目标: 1、能力目标 (1) 能够提问并回答三餐所吃的食物,如:What d u have fr lunch tda/n Mndas……?We have tates, tfu and fish…… (2) 能够简单描述一些食物的味道,如:The apples are sweet…… (3) 能够提问并回答最喜欢吃的食物是什么,并说出原因,如:What’s ur favurite fd? I lie apples. The are sweet…… (4) 能够听懂、会唱歌曲“What d u have fr lunch?”和本单元的歌 谣。 2、知识目标 (1) 认读A、B部分Let’s learn Let’s tal 中的单词和句子,并掌握四会 单词。 (2) 掌握四会句子,读懂对话内容,完成句子填空。 (3) 了解Let’s start Grup/pair wr Tas tie等部分的内容。 (4) 了解Prnunciatin中的字母组合w, a, fr, fl的发音规则,认读相 关的单词。 (5) 了解Str tie Gd t nw等部分的内容。 3、情感、策略、文化等有关目标 (1) 培养学生的合作精神和创新意识,引导学生通过以旧带新的方式自 主学习,同时也要注重合作学习。 (2) 了解中国表示美好愿望的传统美食,并介绍其他国家的代表性食 物,开拓学生的视野。 单元教学课时安排: 第一课时:Let’s start Main scene Let’s chant A Let’s learn Grup wr 第二课时:A let’s tr Let’s tal Tal and atch C Gd t nw 第三课时:A Read and write Grup wr C Let’s sing 第四课时:B Let’s tr Let’s tal Pair wr C Str tie 第五课时:B Let’s tr Let’s tal Pair wr C Tas tie 第六课时:B Read and write Grup wr C Prnunciatin Let’s chec 第一课时 一、 教学目标与要求: 1、 能够听、说、读、写本课时四会单词: tat, tfu, green beans, fish, ptat, eggplant并认读者cabbage, uttn, pr三个单词及替换句型:What wuld u lie fr lunch? I’d lie …… 2、 能用本课时单词卡片完成小组活动,操练新单词。 3、 能够说唱歌谣,并理解其含义。 二、 教学重、难点: 重点:掌握有关食物的单词:tat, tfu, green beans, fish, ptat, eggplant。 难点:本课时词汇量大,要求四会掌握的单词多。 三、 课前准备: 教学挂图、单词卡片、录音带、录音机、学生卡片和彩笔 四、 教学过程: 1、 热身 跟录音,跟唱歌曲,复习有关食物的单词。 2、 预习 (1) 吟唱歌谣。 (2) Let’s start 出示Let’s start 部分的挂图,出谜语,请学生猜是什么食物。师:I’ u t eat. I’ ellw and lng. I grw n the tree. M nae begins with the letter as “bee”. What an I ? 可让学生进行抢答,以此复习学过的有关食物的单词。 (3) 回答谜底,为教授四会单词tat做准备。 3、 新授: Let’s learn (1) 学生说出Let’s start 部分谜语的谜底后,自然引出四会单词 tat,教师出示单词卡片tat。由于本词在四年级下册已出现,在此便可反重点放在该单词的拼读上。在学生拼读熟练后,教师引入ptat的学习,随后呈现三个新单词:uttn, cabbage, pr, 领读,让学生快速记住读音,然后教师说出其中某种食品的特点,学生认读单词。再以不同方式教读其他新单词:tfu, fish, eggplant, green beans 并拼读这些单词。 (2) 做游戏操练新单词。 (3) 听Let’s learn 部分录音,认读新单词:cabbage, tat, tfu, eggplant, uttn, fish, ptat, green beans. (4) 教师出示六个四会单词,以四人小组为单位抢拼单词,拼读时 小组成员可提供帮助。 Let’s chant 听懂、学唱本课时的歌谣,复习巩固新单词。 Grup wr 以小组为单位利用食物图片完成任务,以此来操练新单词和巩固已学句型。 4、巩固延伸: 做活动手册配套练习,熟记单词 第二课时 一、 教学目标与要求 1、 能听懂、会说:What d u have fr lunch tda? I have eggplant……并能在情景中进行运用。 2、 能听懂提示语,按照Let’s tr录音内容判断两张配图的正误。 3、 能够了解中国一些传统食物所蕴含的文化。 二、 教学重、难点: 重点:掌握询问和回答三餐所吃食物的句型。 难点:句子What wuld u lie fr lunch? What d u have fr lunch tda? 的不同用法。 针对本课时文化背景的学习,要求教师为学生介绍中国表示美好祝愿 的传统美食,以及其他国家具有代表性的食物,开拓学生的视野。 三、 课前准备: 挂图、单词卡、录音机、录音带 四、 教学过程: 1、 热身 (1) 听歌曲,感知本课时的新语言。 (2) 进行师生对话。 2、预习 Let’s tr 播放Let’s tr 部分的录音,请学生做出正确判断。 3、新授 Let’s tal (1) 通过校对Let’s tr 部分听力练习的答案进一步呈现新句 型。 (2) 用旧句型:“What wuld u lie fr lunch?”与新句型 “What d u have fr lunch tda?”进行比较,让学生进一步熟悉新句式。 (3) 运用卡片练习新句式。 (4) 放Let’s tal 部分的录音,让学生跟读句子。 学生可用不同的食物单词替换关键词,形成多组对话。 Tal and atch 学生进行两人小组练习,完成说说连连活动。 Gd t nw 出示本部分的图片,为学生介绍中国及其他国家的饮食文化。 巩固延伸: 做活动手册的配套练习,听录音,读给家长、朋友听,熟悉单词 第三课时 教学目标与要求: 1、 能够听、说、读、写本课时四会句子,并使用该句型完成问卷调查。 2、能够理解部分对话的含义并完成句子填空。 3、 能够听懂、会唱歌曲。 教学重、难点: 重、难点为四会掌握句子,还需要解释句子的含义。 课前准备: 挂图、录音机、录音带 教学过程: 1、 热身 (1) Let’s sing 教师播放录音,学生跟唱歌曲,复习巩固A部分主要句型。 (2) 日常口语练习。 2、 预习 复习有关星期的单词。 3、 新授 Read and write (1) 针对预习部分的内容提问学生,让学生齐声回答。教师接着问学生: What d u have fr lunch n Mndas? 呈现一张Schl Menu说:Let’s see tgether,引导学生回答问题。 (2) 让学生就一日三餐的话题进行小组交流,并制作一张菜单。然后由 两名代表以问答的形式在班内做汇报,适时引出句子:That sunds gd. (3) 听Read and write 部分录音,指导学生在读懂对话的基础上完成 句子填空。教师重点指导四会句子的认读和书写。 (4) 引导学生用不同的食物单词替换对话中的关键词,操练新句型。 Grup w 请学生使用所学语言完成采访,并进行汇报。 巩固延伸 依照课文自编一段对话进行表演;做活动手册配套练习;听录音,读给家长朋友听;熟悉单词 第四课时 教学目标与要求: 1、 能够听、说、读、写本课时四会单词:tast, salt, sweet, sur, fresh,,并认读单词health。 2、 能够说唱歌谣,并理解其含义。 3、 能够了解故事大意。 教学重、难点: 重点:听、说、读、写四会掌握的单词。 难点:单词health 的发音。 课前准备: 单词卡、录音带、录音机 教学过程: 1、 热身 (1) 教师放本单元Let’s sing部分的录音,学生跟唱歌曲。 (2) 参照上课时的课文内容进行师生对话或生生对话。 2、 预习 听歌曲“An Apple a Das ”,学生跟唱并做动作。 3、 新授 Let’s learn (1) 教师接着预习部分的歌谣出示实物,根据以前学过的故事,引出单 词fresh,领读单词。再通过歌词理解Health的含义,领读单词,注意th的发间。引导学生想一想哪些水果或食品对人体健康有益,在学生说出水果或蔬菜时,可自然引出tast一词并带读。 出示盐、糖、醋,佯装品尝这三种调料,呈现不同表情,出示三个单词salt, sweet, sur, 让学生认读新单词。在教学新单词的过程中,应反复使用句子:“It’s favurite.”让学生多次感知新词favurite, 以减轻下一课时的负担。 (2) 以游戏的方式操练新单词。教师拿出已准备好的三杯溶液,请某小 组的一名学生品尝并呈现不同表情,让其他组的学生猜单词。 (3) 听Let’s learn 部分录音,让学生认读单词:tast, salt, sweet, sur, fresh, health. (4) 教师出示单词卡片,学生抢读抢拼单词,拼读时小组成员可提供帮 助。 Let’s chant 让学生听懂、学唱本课时歌谣The apples are sweet…… 巩固延伸: 收集有关食品的广告信息;做活动手册配套练习;听录音,读新单词给家长和朋友听;熟记单词 第五课时 教学目标与要求: 1、 能够听懂、会说:What’s ur favurite fd? I/We lie……并能 在情景中熟练运用。 2、 能够听懂Let’s tr 的录音,为几张配图正确排序。 3、 能够根据Tas tie中所给的范例自编一则广告。 教学重、难点: 重点:掌握询问和回答最爱吃什么食物的句型:What’s ur favurite fd? I lie …… 难点:单词favurite的发音。 课前准备: 单词卡片、调查表、录音带、录音机、彩笔 教学过程: 1、 热身 (1) 播放歌曲“What Wuld u Lie?”,学生跟唱歌曲。 (2) 日常口语练习。 2、 预习 (1) 放录音,跟唱歌谣。 (2) Let’s tr 教师放Let’s tr部分的录音,请学生为几张配图正确排序。录音内容 如下: ① Girl: D u lie bananas? B :es, the’re sweet. ② Girl: D u lie tates? B: es, the’re fresh. ③ Girl: What’s u favurite fd? B: Beef, it’s health. ④ B: D u lie ice-crea? Girl: es, it’s tast. 3、新授 Let’s tal (1) 教师出示三张食品的图片,对学生说:I lie chicen, beef and fish.教师指着chicen说:I lie chicen.在旁边画上一张笑脸;接着指向beef说:I lie beef better.并在旁边画上两张笑脸;再指向fish说:I lie fish best.在旁边画上三张笑脸。最后表述:S, favurite fd is fish.出示favurite的单词卡,再询问学生,让学生充分理解这个词的含义。 教读句子: What’s ur favurite fd? (2) 两人小组用该句型编一小段对话进行操练,同时也 可引导学生用该句型编一小段对话进行操练,同时也可引导学生用fruit and drin替换fd. (3) 听录音,让学生跟读对话。学生可用不同的食物单 词做替换回答问句。 Pair wr 让学生拿出已发的调查表格,用所学句型对不同学生进行调查, 并要求对方陈述原因。先组内汇报,再向全班汇报,汇报时要说出:I lie …… Mie lies…… We lie……教师看哪一小组表现好,适当给予奖励。 Tas tie 请学生拿出第一课时所做的谜语卡片,向全班展示。 巩固延伸:做配套练习,读对话给家长听,熟记单词 第六课时 教学目标与要求: 1、 能够听、说、读、写本课时四会句子:What’s ur favurite fruit? I lie apples. The’re sweet. I dn’t lie grapes. The’re sur.并能在情景中正确运用。能够在Grup wr中使用该句型完成调查。 2、 能够理解情景对话的含义并完成句子填空。 3、 能够理解Prnunciatin中字母组合的发音规则,读出相关的单词。 4、 能够完成Let’s chec部分。 教学重、难点: 重点:本课时的四会句子的掌握。 难点:单词favurite的拼写。 课前准备:挂图、录音带、录音机 教学过程: 1、热身 (1) 放录音,跟唱歌曲。 (2) 日常口语对话,进行师生对话或生生对话。 2、预习 请学生展示自己制作的广告,两人一组向大家介绍。 3、新授 Read and write (1) 教师展示自己制作的广告图片,示意学生提问:What’s ur favurite fruit? 教师回答:I lie apples. The are sweet.另外出示带有哭脸的葡萄图片说:I dn’t lie grapes. The are Sur. 请学生模仿会话,教师可适当给予提示。 (2) 看图,指着Z说:L! What’s Z’s favurite fd? Can he have it? Wh? Let’s listen t the tape. (3) 教师指导学生完成句子填空。 (4) 教师适当指导四会句子的书写,尤其要注意单词favurete 的拼写。 Grup wr 教师引导学生用所学句型完成调查,找出小组中欢迎的食物。 Prnunciatin 先给出windw, ellw, snw 三个单词,让学生找出w的发音,再自己尝 拼读单词grw。用这种方式总结fl, a, fr的发音。每教授一个字母组合的发音后,请学生听例词和绕口令,鼓励学生说出字母组合在单词中的发音。 Let’s chec 完成Let’s chec部分,帮助学生理解每组句子的含义。录音内容如下: ① hn: What d u have fr lunch tda, Mie? Mie: I have cabbage, uttn and carrts. The’re tast. ② Waitress: What wuld u lie fr dinner? Sarah: I’d lie green beans and fish. The’re health. ③ Wen1: What’s ur favurite fd? Wen2: Eggplant. It’s tast. It’s favurite. ④ hn: Can I have se eggplant and tfu, please? I’ hungr. M: Sure. 巩固延伸:做配套练习,练习发音,书写单词和句子 五年级英语上册第二单元教案篇4 教学目标: 1、在教师的引导下复习动词过去式的变化规则 2、学习用do的过去式did引起的一般疑问句及其应答。 3、熟读课文,并会进行对话。 教学重点: 学习用do的过去式did引起的一般疑问句及其应答。 教学难点: 熟读句子,并会进行对话。 教学过程: 一、教师带领学生复习动词过去式的变化规则 二、学生自学 1、学生自由读listen and say 栏目的句子,了解句子的汉语意思。 2、播放录音,学生看书听录音。 3、再放录音,学生边听边跟读。 4、学生自由朗读课文。 三、合作探究 1、教师示范朗读句子。 2、学生结对练习对话。 3、请个别学生上前表演对话。 4、在小组内讨论do 和did的用法有什么不同,教师作必要的指导。 四、学生展示 教师将本节课所学的重点句型出示再黑板上,学生对重点句型进行操练并展示。 板书设计: Unit2 different noises Did you like ... ? Yes. I did. No. I didn’t
外研版五年级上册第一单元英语教案
【 #五年级# 导语】教案是教师为顺利而有效地开展教学活动,根据课程标准,教学大纲和教科书要求及学生的实际情况,以课时或课题为单位,对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。下面是 整理的内容,希望对你们有帮助! 1.五年级上册第一单元英语教案 教学目标 知识目标: 1、掌握Let’s talk中的重要句型 “Who’s …? He’s/ She’s…… Is he/she …? Yes, he/she is. No, he/she isn’t.”并在相似的情景中正确替换句中关键词,练习新语言。 2、能够完成Group work中的活动。 3、能够听懂Let’s try 部分的录音内容,正确完成图片选择练习。 能力目标:能进一步巩固已学单词在对话中的运用。 情感目标:通过小组活动和游戏,提高学生合作交流的能力。 教学重难点 1、重点:掌握重要句型“Who’s …? He’s/ She’s…… Is he/she …? Yes, he/she is. No, he/she isn’t.”并在相似的情景中正确替换句中关键词,练习新语言。 2、难点:一般疑问句“Is he/she …?"及其肯定和否定回答。 教学过程 (一)热身/课前测: 1、chant调动学生的积极性 (chant内容含有两位教师,随着说唱速度,分两部分展示chant内容及相应教师图片)。 2、课件展示tall/ short/ strong/ funny/ thin /smart /strict /quiet /active /kind画面,让学生说出相应单词,并用该单词说句。 3、用山羊顶角的形式检测学生已学反义词的掌握。 (二)呈现新知 1、通过principal,引出Let's talk。 2、利用图片学习新单词lady,并加以颜色区分lady/ man, she/ he及对应的运用。 3、让学生展示”Who's……?He's/ She's……”句型问答,操练一般疑问句“Is he/she ……”及肯定、否定回答。 4、Let’s say展示三幅图及主要对话句型,小组内对话,展示并找出相应的图画。 (三)趣味操练 1、“猜一猜”(Group work:猜老师或朋友)按对话顺序展示句型,并提示可用词汇(young/ funny/ tall/ strong/ kind/ old/ short/ thin/ smart/ strict/ active/ pretty/ beautiful/ quiet。 2、“辨一辨”:听Let’s try录音,出现椭圆形圈圈出相应的图片展示答案。 (四)目标检测 Read and write “Yes” or “No”. 先展示带有图片的短文,学生完成题目后,在一一展示问题答案,订正。 作业 1.Design a card for your favourite teacher and describeyour card. 2.Group work: Guess your friend. 3. Preview: Read and write. 3.五年级上册第一单元英语教案 教学目标: 1、能听说认读,并理解本课的五个新单词:young old kind funny strong 2、 能掌握句型Who’s your ….? What’s he /she like ?并能在具体的语境中运用。 3、培养学生热爱、尊敬老师的情感。 教学重难点: be like 词组的理解与运用。 教学工具: 课件 教学过程: 一、Warm-up 1、Show a picture of some teachers. Who’s he /she ? He’s/She’s my music/art / computer/ science teacher . 二 、Presentation 1.设计一位转学来学校的新朋友Zip。(让他做个有趣的动作)形容他。 2、让Zip介绍自己的学校和老师。 What’s he like ? He’s short and strong . 3、Pair work 向对方介绍朋友 三、Practice : 活动设计1:Make a new chant. My grandpa is old .My mother is young. My father is tall . My little brother’s short. 活动设计2:Read and match. 活动设计3:Describe the pictures. (Ask and answer:Who’s this? He’s /She’s… What’s he/ she like ? He’s/She’s ...) 活动设计4:Discuss the picture. (学生自由操练,自带家人、朋友老师的照片,在真实的情景中综合运用所学语言。) 四、Homework 口头作业: 学会描述自己的老师或家庭成员。 课后小结 学了这节课,你有什么收获? 课后习题 完成课后练习题。
chant是什么意思 chant的中文意思
1、chant含义:
2、n.反复呼喊的话语; 重复唱的歌词; 圣歌; 反复吟咏的祷文; 单调的吟唱;
3、v.反复唱; 反复呼喊; 唱圣歌; 反复地吟咏祷文; 单调重复地唱;
4、[例句]He was greeted by the chant of Judas! Judas!.人们看见他就反复不停地喊:“犹大!犹大!”
5、[其他] 第三人称单数:chants 复数:chants 现在分词:chanting 过去式:chanted 过去分词:chanted
牛津版一年级英语上册教案三篇
【篇一】 教学目标: 1、能听说、认读yellow、red、green、blue、brown这些表示颜色的单词,发音正确。 2、能听懂特殊疑问句What colour?并能根据情况用It’s…回答,语音语调正确。 3、通过开展同伴学、小组学等向学生进行学习方法的渗透,同时培养学生合作精神。 4、运用评价手段,鼓励学生大胆运用所学的英语,激发学生学英语、用英语的兴趣。 教学重点: 能听、说、认读五个颜色单词。 教学难点: 鼓励学生在生活中大胆运用所学英语。 教学准备: 1、教师准备红、黄、绿、蓝、棕五色彩笔及相应的单词卡片、磁带、放音机、彩虹图一份、无色彩虹图每组一份。 2、学生准备红、黄、绿、蓝、棕五色彩笔及文具。 教学过程: 一、Warm up / Revision 1、TPR.(Show me your pen/pencil/English book/crayon…) 2、Enjoy an English song“Who is wearing yellow today?”,让学生尝试跟唱,用中文解释“Who is wearing yellow today?”。 二、Presentation (一)教学yellow 1、卡片出示,学生跟读,将卡片贴在黑板上。 T: Ok,now please look here. What colour? Ss: Yellow! T: Yes, it’s yellow.Please read after me. Yellow. Ss: Yellow. T: Who is wearing yellow today?Stand up,please. 带领学生指着说yellow。 (二)教学red T: Who is wearing red today?Oh,I’m wearing red today. 带领学生指着说red. Ss: Red!(开火车读) T:(卡片出示,学生跟读,将卡片贴在黑板上。)Please read after me,red. T: Who can show me something red?(中文解释) Ss:…… (三)教学green T:(师出示英语书) This is my English book. What colour is it? (卡片出示,学生跟读,将卡片贴在黑板。) T: Read one by one,纠正发音。 (四)教学blue T: Ok, now please look at the sky. What colour? Ss: Blue. T: Read one by one. (四)教学brown T: Who is wearing brown today?Oh,I’m wearing brown today. 带领学生指着说brown. Ss: Brown!(开火车读) T:(卡片出示,学生跟读,将卡片贴在黑板上。)Please read after me,brown. T: Who can show me something brown?(中文解释) Ss:…… 三、综合拓展 四、Homework 【篇二】 教学目标: 知识能力与技能 Learn to greet people with hello, hi, Good morning/afternoon/evening. How are you? And their answers; Learn the pronunciation and the writing of letters Aa-Hh; Know something about familiar boy names and girl names; Understand some abbreviations HB, CD、BBC. 过程与方法 With the studying strategies of Imitating and Drilling, get the students to do Pair work to learn how to say hello to and greet people in English by using the teaching courseware, pictures, flashcards; Catch the others’ information by practicing conversations; Know the greetings well by singing English song. 情感、态度与价值观 This content is easy to understand and the basic greetings in English, and it’s the easiest to imitate and use. It can not only make the students fall interest in English, but also make them learn how to communicate with others politely; At the same time, it can make the students learn how to call the westerners and know something about the western cultures. 重点难点: 1、Learn the pronunciation and writing of letters Aa~Hh and consolidate the pronouncing rules of the vowel letters A, E in English words. 2、Learn to say hello to people with hello, hi, Good morning/afternoon/evening and their answers. 3、Learn to greet people with How are you? and their answers. 教学过程: Section A 创设情境,导入新课Create plots and scenes to guide the new lesson The main content of Section A is to learn to say hello to and greet to people by acting out the conversations and imitating them; Learn the pronunciation and writing of letters Aa~Hh; Know something about familiar boy names and girl names. We can adopt the Situation Guiding Method and the Audiovisual Guiding Method: The teacher can make a teaching courseware (about greeting) for the teaching, or prepare some cartoons to imitates the different voices of the people in the Cartoons to say hello to and greet each other, so the target sentences are guided Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! Hi/Hello, Bob! Hi/Hello, Eric!; And then the teacher communicates with the students; At last get the students to communicate with each other. 自读感知,整体把握Pre-read to apperceive and grasp the whole Section A is designed by three steps. In 1a-1b, get the students to learn to say hello to and greet others by practicing conversations and know some cartoons well; In 2a-3, get the students to learn the pronunciation and writing of letters Aa-Hh and pay attention to the orders of strokes and formats, and get them to apperceive the pronouncing characters of letters A and E and conclude their pronouncing rules; In 4a-4c, get them to grasp the familiar English names and consolidate the greetings. 合作交流,解读探究Cooperate and intercourse to unscramble and research The main content in Section A is to learn the target language: Hi/Hello, Bob! Hi/Hello, Eric! Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! 【Intercourse】The teacher communicates with the students in class first: (Say hello to the students)Hello, …! (Get the students to answer)Hello, …。! (Say hello to the students)Hi, …! (Get the students to answer)Hi, …。! (Say hello to the students)Good morning/afternoon/evening, …! (Get the students to answer)Good morning/afternoon/evening, …! 【Experiences】After the students grasp the target sentences, the teacher projects the courseware (about greeting) or shows some cartoons and imitates different voices of the people in the cartoons (or play the tape) to say hello to and greet each other: Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! Hi/Hello, Bob! Hi/Hello, Eric!; The students listen carefully while watching and grasp the pronunciation of some familiar English names, finish the teaching task of Activity 1b. 【Activities】Get the students to practice conversations and communicate with each other. Get them to imitate the conversations they hear and say hello to and greet each other, finish the teaching task of Activity 1b. Hi/Hello, Bob! Hi/Hello, Eric! Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice! 【Demonstration】Learn the pronunciation and writing of English letters Aa—Hh. The teacher can draw four-line grids on the blackboard and teach the students the correct writing orders and structures. The students imitate what the teacher have taught and pay attention to the varieties of capital and small English letters, finish the teaching task of Activities 2a and 2b. 【Experiences】Play the tape of Activity 2c and get the students to listen and distinguish the right letters and mark the orders, finish the teaching task of Activities 2c. 【Practice】Get the students to write the corresponding small letters according to the capital letters, finish the hearing teaching task of Activities 2d. 【Discussion】Get the students to observe the abbreviations in Activity 3 and guess their meanings according to the pictures. Tell the students these abbreviations are common in English and also important, finish the teaching task of Activities 3. 【Experiences】 1)Play the tape of Activity 4a and get the students to listen and circle the names they hear according to the conversations, finish the hearing teaching task of Activities 4a. 2)Play the tape of Activity 4a again and get the students to listen and match the conversations they hear with the pictures and mark the orders, finish the hearing teaching task of Activities 4b. 【Activities】Get the students to drill the conversations in Activity 4b and grasp the target sentences: Good morning/afternoon/evening, Helen! Good morning/afternoon/evening, Alice!,finish the teaching task of Activity 4c. 【要点直击】【English notes】 中西方日常交际差异:中国人见面喜欢问:“你吃过了吗?”老外听了,以为你要请客;“你去哪儿?”老外认为你是干涉他的隐私。而西方人见面以问候为主,如:Hello!, Hi!, Good morning.等。问候语的使用:Good morning早上好(指早晨、上午);Good afternoon下午好(指午后,黄昏前);Good evening晚上好(指黄昏后,就寝前)。 应用迁移,巩固提高Application and transfer, consolidation and improvement 1. Make letter cards: Get different letters and words by assembling the cards freely. It’s helpful to promote the intercourse between the students and bring up their friendship. 2. Identify the character cartoons: Know some familiar boy and girl names. Section B and Self Check 创设情境,导入新课 The main content in Section B is to review and consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words. So the Audiovisual Guiding Method can still be adopted: The teacher can make a teaching courseware (about saying hello and greeting) for teaching, or prepare some cartoons and imitate the different voices of different characters in the cartoons to say hello to and greet each other, so the target sentences can be guided: Good morning/afternoon/evening, Helen!! Hi/Hello, Eric! How are you? I’m fine, thanks. I’m OK.。 自读感知,整体把握 Section B is designed by three steps: In 1-2b, review and consolidate the greetings learnt and learn to greet others by using How are you?;In 3a-4, review the pronunciation and writing of the English letters Aa-Hh, and summarize the pronouncing rules of the vowel letters A and E in words; In 5, use the English song to consolidate the target language and inspire the students’ interest in English at the same time. 合作交流,解读探究 The main content in Section B is to review and consolidate the greetings learnt; Learn to greet others by using How are you? and familiarize and grasp the familiar English names further; Summarize the pronouncing rules of the vowel letters A and E in words. Good morning/afternoon, Helen! Hi/Hello, Eric! How are you? I’m fine, thanks. How are you? I’m OK. 【Experiences】Project the courseware or play the tape of Activity 1 and get the students to watch or listen and imitate, and make them learn to greet others by using How are you? I’m fine, thanks. How are you? I’m OK., finish the teaching task of Activity 1. 【Making】Get the students to review the familiar English names learnt and choose one of them as their own English names according to their fancy and write them down in the cards, finish the teaching task of Activity 2a. 【Role-playing】After they make their own name cards, the teacher can get the students to practice conversations to consolidate the target language learnt by using the target sentences and English names, finish the teaching task of Activity 2b. 【Experiences】Playing the tape of Activity 3a and get the students to draw the lines between the letters they hear, finish the hearing teaching task of Activity 3a. 【Activities】Get the students to match the capital letters with the small letter and review and consolidate the pronunciation and writing of the English letter, finish the teaching task of Activity 3b. 【Experiences】 1)Play the tape of Activity 4 and get the students to listen and imitate and summarize the pronouncing rules of the vowel letters A and E, finish the teaching task of Activity 4. 2)Playing the tape of Activity 5 and teach the students this English song, finish the teaching task of Activity 5. 【要点直击】【English notes】 1、How are you? 也是一句问候语,一般用于熟人之间,意思是“你(身体)好吗?”,它的答句一般是:Fine/I’m fine. Thank you.,而不能用How are you?直接回答。 2、Thank you与Thanks:“thank”是动词,“Thank you”是“谢谢你”,表示感谢对方,“Thanks”是名词“谢谢”(复数形式)。 应用迁移,巩固提高Application and transfer, consolidation and improvement 1、Choose an English name: The teacher can organize an activity to get the students to choose an immovable English name for themselves (see the name lists at the last pages of the textbook) in order to boost up the atmosphere of learning English and help them communicate with each other better without the interference of mother tongue. And using the English names in the mutual intercourse can improve the students’ interest in English. 2、One own voice: Get the students to record the conversations between them and their friends with tapes and play them in class and get other classmates to listen and communicate their tastes. It can practice the students’ abilities of oral expressing and correct their pronunciation on one hand, and it can improve the their abilities of listening to and telling the sounds on the other hand, and consolidate the target language. 课后小结Summarize after class 【Summary】Learn to say hello to others with hello, hi, Good morning/afternoon/evening and greet people with How are you? and its answers; Grasp the target sentences: Good morning/afternoon/evening, Helen!! Hi/Hello, Eric! How are you? I’m fine, thanks. I’m OK.; Learn the pronunciation and writing of the letters Aa~Hh and the pronunciation of the vowel letters A and E in words; Familiarize the familiar boy and girl names and understand the meanings of some abbreviations HB, CD、BBC.
小学一年级上册英语教材Unit1「牛津版」
小学一年级上册英语教材Unit1「牛津版」 下面是我为大家整理的牛津版小学一年级上册第一单元课文内容,跟上课有关。 Students' book Page 2 Let's act Stand up,please. Sit down,please. Open your book. Close your book. stand up,please. Sit down,please. Open your book. Close your book. 学生用书第二页 角色扮演 请站起来。 请坐 打开你的书 合上你的书 请站起来。 请坐 打开你的书 合上你的书 Students' book Page 3 Let's talk How are you? Fine,thank you. Good morning. Good morning. How are you? Fine,thank you. Good morning. Good morning. 学生用书第三页 开口讲 你好吗? 很好,谢谢。 早上好。 早上好。 你好吗? 很好,谢谢。 早上好。 早上好。 Students' book Page 4 Let's learn Listen book book ruler ruler pencil pencil rubber rubber pen pen bag bag Say book book ruler ruler pencil pencil rubber rubber pen pen bag bag 学生用书第四页 一起学 听 书 尺子 铅笔 橡皮 钢笔 书包 说 书 尺子 铅笔 橡皮 钢笔 书包 Students' book Page 5 Let's play Papper,a pencil I can see, Papper,a pencil For you and me. A ruler,a rubber I can see, A ruler,a rubber For you and me! Papper,a pencil I can see, Papper,a pencil For you and me. A ruler,a rubber I can see, A ruler,a rubber For you and me! 学生用书第五页 让我们玩 派博,我能看到一支铅笔 派博,这支铅笔是给我和你的' 我能看见一把尺子和一块橡皮 这把尺子和这块橡皮是给我和你的 派博,我能看到一支铅笔 派博,这支铅笔是给我和你的 我能看见一把尺子和一块橡皮 这把尺子和这块橡皮是给我和你的 Students' book Page 6 Let's enjoy song Good morning,good morning,Good morning,teacher. I take my bag and book,My bag and book to school. Good morning,good morning,Good morning,teacher. I take my bag and book,My bag and book to school. Good morning,good morning,Good morning,teacher. I take my bag and book,My bag and book to school. Good morning,good morning,Good morning,teacher. I take my bag and book,My bag and book to school. 学生用书第六页 让我们喜欢的歌 早上好,早上好,老师 我拿着我的书包和书,我的书包和书来上学 早上好,早上好,老师 我拿着我的书包和书,我的书包和书来上学 早上好,早上好,老师 我拿着我的书包和书,我的书包和书来上学 早上好,早上好,老师 我拿着我的书包和书,我的书包和书来上学 ;
小学英语的chant有哪些
小学生的年龄特征决定了他们刚上课时不能立即进入学习状态。怎样使学生尽快稳定情绪,把注意力集中到课堂学习中来,有效完成教学任务呢?这就要求我们必须在导入新课上下功夫。在平时教学中,我采用了以下五种导入新课方法,收到了较好的效果,
一、歌曲导入法
歌曲导入法是指课前选用相应歌曲,用轻松愉快的音乐旋律营造出一种亲切欢乐的氛围进而导入新课的方法。目的是把学生从母语思维尽快拉到英语思维中来。
歌曲是呈现新的语言的有效方式之一,其节奏和韵律能帮助孩子们从开始就逐渐体会英语语感,并能降低难度,帮助孩子们记忆所学语言。New Standard Englishzh中有着丰富的资源。在教学中,我采用“快乐Do Re Mi”教学环节,以歌入手,学习语言。例如:3B Module 1.字母表,学生记忆26个字母有一定的困难,所以上课前先教唱英文字母歌,学生通过熟悉的旋律,把字母带进歌中,几遍之后就能上口,按顺序唱出字母表,然后再利用这首字母歌帮助学生为下一步认读、书写字母打下基础。再如:学习Body(身体)时,单词多又难,不易记忆,我先让学生 听一首“人体部位”的歌曲《Head and shoulders,knees and toes 》按照歌词我用手指向身体的各个部位,使学生对歌词意思有了初步的认识,然后再播放几遍,边唱边指。这种用唱歌导入新课进行英语单词和句子的学习,使学生既学习了英语语言,又使学生在熟悉的旋律中学到了新知,轻松自然。
二、韵句导入法`
韵句导如入法是指诗歌和歌谣导入新课的一种方法,其特点是诗歌和歌谣有韵脚,有意境,语言精练,节奏明快,充满童趣,富有动感,旋律优美,深受孩子们的喜爱。教学中我注意抓住chant 的独特形式和风格,以chant 促教促学,寓教于乐。例如:教“问路指方向”内容时,我先让学生说:Left ,right. Left, right.March all day. March all night. Up and down, Up and down. On we go ,round the town.课前组织学生一起chant. 人多声音洪亮,学生的注意力一下子就集中到英语课堂上来,它比老师说千遍stop ! stop ! class begin ! please be quiet ! 可强的多。
韵句不但能吸引学生的注意力,还能帮助学生尽可能准确地学习语音、语调,提高语言的流利程度,为今后的学习打下良好的基础。例如 :在学习“动物类”单词时,我先教学生这样一首chant.
Look at the cat , It is fat . Look at the pig , It is big . Look at the monkey, It is funny . Look at the mouse ,In my house .这首chant既描写了cat pig monkey mouse 的主要形象特征和习性,同时也很押韵。孩子们听音、模仿、表演、吟唱。语音,语调优美,琅琅上口。掌握了这首chant的韵律后,再把其他动物类的单词替换进去,一首chant可学会很多单词“旧药换新汤”这样英语学习就变得轻松了。
三、猜想导入法
猜想是为揭示问题的实质,要求学生凭借自己的想像进行估计推测的一种导入方法。教学中我利用已学的内容进行猜测导入,启迪学生的思维,激发学生的兴趣,培养学生的探索精神。例如:教“水果类”单词时,我把准备好的水果装进一个大包里,让学生先猜测里面装的是什么东西。老师用What’s in the bag ?的句型提问,学生用It’s a banana / pear . It’s an apple / orange .的句型猜 , 至到猜对为止。
有时教新单词之前,还可以通过做动作、听声音等方式让学生猜词.如:教Sports day 时,老师先做跳高、跳远、跑步等运动项目的动作,让学生