幼儿园大班英语教案bee蜜蜂,ant蚂蚁,求高中英语第二册(上)Unit7教案
1、幼儿园大班英语教案bee蜜蜂,ant蚂蚁
一，语言目标： 1，能听懂，会说，会读单词： butterfly bee ant silk silkworm moth thread honey dragonfly learn learnt 2，需掌握的句型： What did you learn? We learnt that bees can make honey. 二，教具准备：录音机，小黑板，彩色粉笔。 三，教学过程： 1， 导入新课。 T：good morning. Ss：good morning. T：How is the weather today ? Ss：It is … T：What s ubjects do you have at school? Ss：… T：Do you have science classes? Ss：… T：Are you interested in science ? Ss：… T：LiWei’s class went on a science field trip last week.(science field trip ).they saw many insects and interesting things.look,what’s this? 2图画展示，教学新单词。 1， butterfly蝴蝶bee蜜蜂ant蚂蚁moth飞蛾dragonfly蜻蜓silk丝thread线honey蜂蜜 2， 练习读写。 A 男女同学根据音标齐读，点到哪读到哪。 B 男女同学根据音标记单词，记忆要点：butterfly蝴蝶dragonfly蜻蜓结尾都是fly 飞，蝴蝶前面部分是butter黄油，蜻蜓前面部分是dragon龙。其它单词根据读音记忆。 C，游戏巩固，提高兴趣，集中注意力。 a 游戏“魔术手指”：学生看老师点单词的手势，在单词底下伸几个指头就代表读几次。学生出错老师得分。借此游戏提高学习积极性，集中注意力。 b 男女同学比赛读。 D 单词记忆检验。 游戏“bingo”。老师准备两块黑板画成九宫格。请男女各一名同学上台听写单词。其余同学在课外作业本上听写。贵在自觉。检验时，在九宫格里正确的单词横竖或斜每三个连成一条直线时，同学就喊“bingo”，每一个“bingo”得一分，分多为胜。 教学句型： Ok ，boys and girls ，today we are going to learn these sentences. ---What did you learn？你学到（懂得）了什么？ ---We learnt that bees can make honey.我学到了（懂得了）蜜蜂会酿蜜。 提示：讲述过去的事要用一般过去时态，谓语动词要用过去式，是的过去式。是的过去式。 句型拓展： A baby butterfly can make threads.一只蝴蝶幼虫会吐丝 Ants work hard . They can work with each other.蚂蚁努力工作，它们能互相协同工作（互相协作）。 A dragonfly can sit on water .蜻蜓会点水。 … 巩固练习，整体回顾。听录音，跟读练习。 作业： 单词抄写一行，一行四遍。句型抄写一遍并翻译。
2、求高中英语第二册(上)Unit7教案
TEACHING PLAN FOR UNIT 7 (Book 2A) LIVING WITH DISEASE I. Brief statements Based on the Unit This unit mainly talks about deadly diseases and attitudes towards AIDS, cancers, etc. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease. In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. The Grammar-the Subjunctive Mood is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations. All of the activities are helpful for the students to improve their knowledge about language and their skills to use language. II. Teaching Goals
1、 Talk about deadly diseases and attitudes towards AIDS, cancers, etc.
2、 Practise talking about imaginary situations.
3、 Practise supporting and challenging an opinion.
4、 Learn to use the Subjunctive Mood (1): If I were you, … I wish I could …
5、 Write a personal narrative. III. Teaching Plan: (Six Periods) 1st period: Warming-up, Listening (WB) & Talking (Optional) 2nd period: Speaking 3rd period: Reading-Born Dying 4th period: Integrating Skills (SB) 5th period: Language Study-Word Study 6th period: Language Study-Grammar The First Period GOALS: To focus on talking about deadly diseases (esp. AIDS) as warming up and listening practice. To learn some basic knowledge about AIDS. To help students build the right attitudes towards AIDS. TEACHING PROCEDURES I. Warming up
1、 Lead-in 1) Show a picture of AIDS logo to lead in the subject-AIDS Are you familiar with this red ribbon? What’s it related to? What doesn’t it mean? Do you know? (Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.) 2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. Do you know them? What is their job besides acting? Is it just the problem in China? (Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)
2、 Brainstorming Q1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhoea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc. (With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)
3、 How much do you know about AIDS? 1) Pair work-questions for discussion What’s the full name of AIDS? Can AIDS be transmitted? In what ways can it be transmitted? What kinds of people are likely to get AIDS? Do people with AIDS look healthy at first? Is it safe or dangerous to stay or to be friends with them? Why? (Students don’t have to give the exact answers. These questions will help them think about this disease-AIDS.) 2) AIDS QUIZ (individual work) 1) AIDS quiz (p.49)-check students’ knowledge about AIDS. 2) Picture quiz -Can the AIDS virus transmitted via the following routes? Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it’s safe to be friends with AIDS patients. II. Listening (WB)
1、 Pre-listening: Go through EX1&2 in Part1 and guess What do the letters HIV and AIDS stand for?
2、 While-listening: Listen to the tape and finish exercises in Part1&
2、 (Make good use of some pictures and a flash HIV-cycle in the PowerPoint)
3、 Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class. III. Talking (Optional) Role play: Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.) IV. Homework
1、 Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.
2、 Learn the new words of this unit by heart. The Second Period GOALS: To practise supporting and challenging an opinion. To practise listening comprehension. TEACHING PROCEDURES I. Revision Do you still remember this logo? What can you learn from it? Q1: Do you remember what it means? Q2: In what ways is AIDS transmitted? II. Speaking
1、 Pre-speaking 1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions- Raise the idea of social problem and come to Speaking part. Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness. 2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment) 3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). About AIDS
1、 How many AIDS patients all over the world? Where are they? And are they young or old?
2、 What kinds of social problems can AIDS cause?
3、 How about the situation in China? About drugs
1、 Is the use of drugs such as heroin, serious? Why do you think so?
2、 What should we do with it? About Smoking
1、 Nearly everyone knows that smoking is harmful to our health. But why do people smoke?
2、 What kinds of danger can it cause to our body?
3、 Can you think of the other dangers of smoking? About drinking
1、 Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.
2、 Can drinking cause some problem to our body? What are they?
3、 Will drinking cause some social problems? Give some example. T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.
2、 While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play Group of four Each acts as the expert on AIDS, drug, smoking and drinking. Use the expressions to support your opinion or challenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that …, because … Perhaps, but what if / about …? First, … Have you thought about …? One reason is that … What makes you think that …? For example, … Could you please explain …? If we / they were to …, we / they could … If I were you, I would …
3、 Post-speaking Conclusion-Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework
1、 Finish Listening (P.50) exercises
2、 Read the passage FIGHTING THE VIRUS: HIV/AIDS IN AFRICA (P127) and finish the Pre-reading exercises (p. 51). The Third Period GOALS: To learn more knowledge about AIDS. To help students understand the attitudes and spirits of living with disease To learn some useful language point TEACHING PROCEDURES I. Pre-reading 1) Q1: What do they look? Show the picture of a father and his son. (The father looks caring, gentle and energetic and the son gives us an impression of being lovely and cute. They appear so healthy that you would never guess that they are living and dying with AIDS.) 2) Q2: Have you ever seen an AIDS patient? How do they look? Show the students some pictures of AIDS patients. (If nothing is done, there is no doubt that all the people infected with AIDS will be like them, no matter how healthy they are now.) 3) Q3: Are they bad people? Do they deserve it? Show more pictures of people infected with HIV or AIDS. (I’m afraid not. Like any father, Jeremy is my whole life. Every dad dreams of watching his kid grow up and graduate from high school. I never thought that would happen for us because Jeremy and I are both HIV positive. But thanks to our new family clinic, we both have access to the treatments we need. Now maybe I will see Jeremy walk down the aisle with the class of 20
17、[Here give the students several minutes to chew and digest these words.] Like any 12-year-old child, Xiaohua is a happy girl who smiles a lot and likes to talk to her friends after school. However, she has lost her mother and will lose her father and she herself was born dying with AIDS.) 4) Q4: Do you want to know more about their life? Our text is about Xiaohua’s life. What questions do you think will be answered in the text?
1、_______________
2、_______________
3、_______________
4、_______________ II. While-reading 1) Skimming: Q: What’s Xiaohua’s attitude towards her disease? 2) Scanning: Q1: In what ways does AIDS spread? Q2: How many children were infected in 2002? 3) Summary:
1、 Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1)
2、 What is AIDS? (para2)
3、 How was Xiaohua infected? (para3)
4、 Thousands of children become infected with HIV every day. (para4)
5、 Xiaohua devotes much of her left time to helping others. (para5, 6, 7) III. Post-reading 1) Questions (Much of the answers to these questions can be referred to the reading material on P12
7、) Q1: Why is AIDS a deadly disease? (Break down/ defenceless/treatment/not available/incurable) Q2: Why do the young suffer the most? (As with many diseases, children seem to suffer the most from AIDS, mainly because of a lack of proper health care, prevention and education. Even if they themselves are not infected, the disease can ruin their lives. They may have to care for sick relatives and are often unable to go to school. Living with a parent or parents who have AIDS is painful and difficult. Because the parents cannot work, the children may not have enough food and must help take care of the family.) Q3: What do they suffer from? (Not only the disease itself and inevitable death, but also people’s not knowing, misunderstanding and fear of the disease.) Q4: What can be done to improve the situation? (By the government: By specialist and doctors: By other people: By the patients themselves: ) Q5: As an AIDS patient, what does Xiaohua do? (not discouraged/ encourage/ visit, support, cheer up/create a network, persuade/talk to people) Q6: What are her wishes? (I wish I could remember If I were to live long … I wish people could… If I were you … Q7: How do you find her? Q8: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person? What would you do? 2) Creation AIDS Day is approaching, our school is planning some theme activities and it is collecting ideas from the students. Is it a good idea to invite Xiaohua to give us a lecture? If you were Xiaohua, what would you say to us? Please prepare a speech. IV. Homework
1、 Preview Integrating Skills-DIAGNOSED WITH CANCER: THE DAY MY LIFE ENDED … AND BEGAN! (p. 54)
2、 Learn the whole text by heart. The Forth Period GOALS: To learn some information of cancer and the attitude towards it. To write a personal narrative. TEACHING PROCEDURES I. Pre-reading Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, My life may have to be short, but there’s no reason why it can’t be beautiful. -- Diagnosed with cancer, ‘I’ also have something to say to you. Now let’s see what ‘I’ will say to you. II. While-reading Questions: Q1: How did cancer change the writer’s life? Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different? Q3: Do their experiences strike you? Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. I remember having an empty feeling in my stomach and thinking that my life was going to end. There were days when I wished that I were dead so that I would not have to feel so sick.) III. Writing Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to follow Step one: think about your past days: what were some events that made you very happy? What made you very sad? Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows). Step three: talk about the happy and sad things to your partner, with reference to the timeline. Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down. Step five: work out an outline of what you are going to write. Step six: read an example. Step seven: begin to write. IV. Homework
1、 Write an essay about an important event in your life. The Fifth Period GOALS: To learn about some antonyms To practice using some useful words and phrases in the text TEACHING PROCEDURES I. Lead-in Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way Q
1、 Do you still remember Xiaohua? Q
2、 What has happened to her? Q
3、 What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.) II. Learn and practice using some antonyms 1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms. 2) Let students have a competition. Try to find the antonyms of the following words. Let\'s see who can do it correctly and quickly. defenceless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible 3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)
1、 In February 2003 some people got ____ a strange disease and died within a month.
2、 Although she met many difficulties, Helen was not _____. She continued struggling with the disease.
3、 People think it a serious crime to attack _______ children.
4、 AIDS can be transmitted by having ______ sex.
5、 Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful. III. Practice using some useful words and phrases in the text. (Translate the following sentences with the help of Chinese or italic words.)
1、 The doctor ______ (诊断)my illness as a rare skin disease.
2、 He has _______ (恢复)from his bad cold and can go out tomorrow.
3、 The disease makes her realize how _______ (宝贵)life is.
4、 The doctor told him that the wound had been infected, and that the ___________ (受染伤口)become deadly if it is not properly treated.
5、 They are certain taht this virus has been transmitted through the air, yet they have not been able to identify the ___________(传播病毒)
6、 Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________(灰丧气病)
7、 First the doctor takes a blood sample and has it tested. Then he will use the ________ (经测试血)to find out if it is a serious disease.
8、 You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.(延误治疗) IV. Complete the short summary of the text with the proper forms of the following words and phrases. break down the immune system leave defenceless infect with live with live life to the fullest die of available deadly a lack of on the contrary AIDS is a disease that breaks down the body\'s immune system and leaves a person defenceless against infections and illnesses. People get AIDS after having been infected with HIV, the virus that causes the disease. There are millions of people who die of AIDS every year. So far, there is no treatment available for the disease and AIDS patients have to deal with the fact that they might die young. Unfortunately, a deadly disease such as AIDS also frightens others. Because of a lack of knowledge about how it gets transmitted, people often treat AIDS patients as if they were bad or dangerous. Xiaohua is a 12-year-old girl. Though she has been living with AIDS for 12 years, she is not discouraged by the disease. On the contrary, it makes her realize how precious life is and how important it is to live life to the fullest. V. Set a new situation, asking students to write down a short dialogue. In this way, they can review and use the words and phrases gagin. Situation: Two women are talking with an AIDS patient. Write a dialogue, using your imagination as well as the useful words and expressions taht have been mentioned above. VI. Homework
1、 Preview grammar
2、 Finish word study exercises on SB and WB The Sixth Period GOALS: To learn the Subjunctive Mood To make students get familiar with the Subjunctive Mood and master it。
3、急需:牛津5B Unit 8 At the weekends Part A公开课教案
一、教学分析: 本节课是《牛津小学英语5B》 Unit8 At the weekends第一课时。本节课的教学目标:
1、 认知目标: a) 能听懂、会读、会说单词ant/butterfly/ dragonfly/ firefly/ bee/ grasshopper。 b) 能听懂、会读、会说词组carry big things/ dance in the flowers/ glow at night/ work hard/ jump high。 c) 能熟读短文Insects are our good friends。 (《新课标》建议教师要善于结合实际教学需要，灵活地和有创造性地使用教材，对教材的内容、编排顺序、教学方法等方面进行适当的取舍或调整。本节课，我根据教学实际，调整了教学顺序，将B部分关于昆虫的单词、E部分描写昆虫的短文和H部分关于昆虫的歌曲创造性地结合，有效地提高了教学效果。)
2、技能目标: a) 能结合已有的知识描述自己喜欢的昆虫。 b) 培养学生认真观察、主动思维、大胆实践、自主探究的学习能力;
3、情感目标: 激发学生的学习兴趣和热情，提高学习的积极性和主动性;培养学生团结合作的意识和精神;引导学生关爱昆虫和小动物，渗透爱心教育，关注生活，热爱大自然，。 二、教学策略:
1、本节课的教学主要采用全身动作反应法、听说法、视听法、交际法等教学方法。让学生在有节秦的说唱中体验语言，在有韵律的歌唱中感受语言，在轻松愉快的行动中输入语言，让他们在做中学，在唱中学，在表演中学，以培养学生的语言综合运用能力。
2、充分利用多媒体教学，为学生创设生动、有趣、真实的情境，激发他们的学习兴趣。
3、运用任务型教学理念，将课堂学习和生活实际相联系，为学生创设展示自我的平台。鼓励学生积极参与，大胆表达，增强自信心，让他们体会到“学了就能用”的成就感。体现了《新课标》倡导的“能用英语做事情”。 三、教学过程 Stept1 Free talk T: What day is it today? S: It ’ s …… T: How many days are there in a week? S: There are seven. T: What are they? S: They are …… T: I like Saturdays and Sundays. Do you like Saturdays and Sundays? S: Yes. T: We all like Saturdays and Sundays, because they are the weekends, we don’t go to school. Right? S: Yes. T: Today we’ll learn Unit8 At The Weekends. “The Weekends” means “Saturdays and Sundays” ( Teach the words “weekends”. ) T: I usually read some books and go shopping at the weekends. How about you? S: I usually …… at the weekends. T: Great! You all have wonderful weekends. What does Bobby usually do at the weekends? Let’s have a look. OK? (多媒体呈现Bobby捉昆虫的场景) T: He usually catches insects. ( Teach “catch insects” ) T: Let’s go to the park and catch insects with Bobby, OK? S: OK. Let’s go! (学生在轻松的氛围中复习了旧知，并自然导入新课。体现了《新课标》中提倡的以旧引新的原则。用英语解释新授单词的含义，有助于培养学生的英语思维能力。充分利用多媒体创设情境。) Step2 Presentation and practice T: Here are so many beautiful insects. 新授firefly T: Look at the firefly. It’s big or small? It can fly. The fireflies are very special, they can glow at night.新授 glow at night 新授butterfly T: What colour is the butterfly? It can fly and dance. I like butterflies. Do you like butterflies? They dance in the flowers.新授dance in the flowers 新授dragonfly T:It’s thin or fat?The eyes are big. The wings are long and big. It looks like a plane. What can butterflies do?新授 fly high 新授ant T:What colour is the ant? It’s very small. T:The ants are small, but they can carry big things.新授carry big things. S:Ants can carry sweets,chocolate,…… T:What can you carry? S:I can carry a box/ a desk …… 新授bee T: What colour is it? Big or small?The eyes are big,too. They’re busy every day. What can bees do?新授work hard 新授 grasshopper T:What can grasshoppers do? They can jump. 新授 jump high (让学生用英语描述昆虫，提高他们积极思维的能力，培养创造性。) Step3 Consolidation
1、Say a chant. Dragonflies, dragonflies, they fly high. Fireflies, fireflies, glow at night. Grasshoppers, grasshoppers, they jump high. Butterflies, butterflies, they like flowers. (英语朗读练习，帮助学生进行强化训练，在短时间内熟练掌握句型，从而突破难点，为后面的运用打下扎实的基础。Chant的强烈节奏感，让重复也变成了一种快乐!)
2、 Ask and answer A: What insects do you like? B:I like ……，they…… How about you? A:I like…… (在学习过程中，通过同桌练习，小组操练等形式，促进同学间的友谊，培养学生团结合作的优秀品质。)
3、Sing the English song from Part H << We know >> The insects are so beautiful. Do you like them? (通过欣赏动画歌曲，让学生们在优美如画的情境中感受大自然的美丽，培养对昆虫以及大自然的喜爱之情。)
4、Enjoy a video, read it and do some exercise in groups. ( ) 1) The boy often goes to the zoo at the weekends. ( ) 2) The ants are very small but they can carry big things. ( ) 3) Butterflies and dragonflies are very beautiful, but the boy doesn’t like them. ( ) 4) Sometimes, he catches the fireflies and puts them in bottles. (充分利用教材资源培养学生的综合语言运用能力，通过观看录像、阅读文章完成练习，训练并提高了他们的听力水平和阅读理解能力。)
5、Editor selection. Our school magazine 《I Like the Nature》 is selecting editors. Discuss in groups and try to make a speech about your favorite insects or animals. (语言学习的最终目标是运用，通过学校《我爱自然》杂志招聘编辑这一活动为学生提供运用语言和展示自我的平台，引导学生主动思维、大胆实践，让学生感受到用英语做事情的成功，体验到用英语做事情的快乐，也充分体现了任务型语言教学法的理念。) Step4 Homework
1、Listen and read after the tape.
2、Talk about your favorite insects or animals. [教后反思] 新课程要求教师善于反思自己的教育教学，常常与自己对话:我的备课理念新吗?我的知识储备够丰富吗?我的文化底蕴够深厚吗?我的教学过程够艺术吗?我的能力结构如何?我的态度、情感、价值观怎样? 本课从以下几个方面进行反思: (一)激发兴趣，提高效率 在教学设计过程中，我采用多种教学方式以及丰富多彩的活动，如TPR教学法、说歌谣、演唱歌曲等，不断激发学习的兴趣和热情。同时，注意培养学生的记忆、观察和思维能力，让学生在各种快乐的活动过程中不知不觉回顾及巩固语言知识，发展语言技能，有效地提高了课堂效率。 (二)创设情境，学以致用 学生生活在现实社会中，他们的任何学习所得都必须通过与社会生活现实进行比照、印证才能达到结构化程度。这就要求我们在英语教学中应尽可能创设真实的教学情境，给学生提供一个贴近生活现实的语言氛围,能最大化的激起学生学习语言、运用语言的兴趣与愿望。 本节课我通过学校杂志招聘编辑这一活动，有效调动学生的积极性，引导学生学以致用，并努力使每名学生都得到充分的发展。 (三)激励情意，以人为本 语言不仅是交流思想的工具，更是表达情意的工具，人们在运用语言进行交际活动的同时还要传情达意，这是缺一不可的。本课中我为学生营造了民主融洽的课堂气氛，并采用多种评价手段，运用激励性评价语，表扬、鼓励，提高学生参与活动的积极性。同时，挖掘教学内容中的情意因素，培养学生对昆虫的喜爱之情，并进一步引导学生感受生活、热爱大自然。
4、蜘蛛spider 蚂蚁ant 蜜蜂bee 蝴蝶butterfly 蜻蜓dragonfly是昆虫！
Ant,bee,butterfly,dragonfly are insects. An insect must have 6 legs. Some arthropods with five pairs of legs are not insects ,such as spider and scorpion.。
