英语单词的教案7篇
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英语单词的教案篇1
1. over the years 经过许多年后
2. have an effect on 对…有影响 (=affect)
3. make good money 很赚钱
4. raise／keep/feed pigs 养猪
5. make use of 利用
6. take note of 记录； 记笔记
7. as far as i can see 依我看（=in my opinion）
8. as…as possible 尽可能
9. bring in 带来； 引进
10. the international exchange of delegations 代表团之间的交流
11. be harmful to 对…有害
12. depend on 依靠；依赖 （rely on）
13. as well as 也， 还
14. not only …but also.. 引导并列句，前句倒装
not only is reading important, but also speaking is a necessary part of learning english.
15. not…but… 不是…而是…
16. protect…from… 保护…免受…的伤害
17. stand for 代表
18. in other words 换句话说
19. a variety of 各种各样的 （=various）
20. do research into 对…进行研究
21. learn from 向…学习
22. instructions for making wine 酿酒说明
23. a practical guide to farming 很实用的农耕指南
24. at the right/correct/wrong time of the year （不）适时的
25. go against 违反；违背
26. remove weeds 除草
27. plough deep the first time 第一次深耕
28. year after year 年复一年 （＝every year）
29. harvest good crops 获得好收成
30. pass on (from generation to generation) （一代一代）传下来
workbook
1. be short of 缺乏；短缺
2. add…to… 把…添加到…
3. from time to time = now and then 时不时的； 偶尔的
4. at an early age 小时候
5. fall in love with sb. 爱上某人 （短暂性）
be in love with sb 爱着某人 （持续性）
6. rise up to the sky 上天
7. search for 寻找 （＝look for; hunt for）
8. all of this is new. 这一切都是崭新的。
9. in the past 过去
10. wash away 冲走
11. as a result (of…) （由于…的）结果
12. be covered with 被…覆盖
13. to one’s joy/delight 使某人感到高兴的是
英语单词的教案篇2
重点知识归纳及讲解
1．to be, or not to be -that is the question.
生还是死--这是个问题。
这句话是莎士比亚的戏剧《哈姆雷特》中的一个名句。意为“to live or not to live-that is the question.对于这种名句名言类的，在平时写作中可以采用仿似的修辞手法，给人印象深刻。根据家喻户晓的成语或谚语，临时更换其中的某个部分，造成新的成语或谚语；或者根据古今名言警句，在保持其原句不变的情况下，更换其中部分词语，这种修辞方式叫仿似。
eg. to lie or not to lie-the doctor’s dilemma.
撒谎还是不撒谎--医生的难题。
to do it or not to do it is not the only question.
做还是不做这事不是唯一的问题。
2．uneasy lies the head that wears a crown.
戴王冠的头是不能安于他的枕席的。
①本句表语uneasy放到句首，引起完全倒装，这主要是因为主语过长，为了句子平衡，我们常常把形容词放于句首。
eg. gone are the days when we used “foreign oil”.
我们用“洋油”的时代过去了。
present at the meeting were the scientists, who came from different countries.
出席会议的是科学家，他们来自不同国家。
②（lie在此用作系动词，表示“处于某种状态”，它的过去式和过去分词分别为lay, lain.）
eg. the machine lay idle all week.这机器整整一周没有开动。
the dust has lain undisturbed for years. 尘土积在那儿很多年了。
③wear表示“穿着”指状态，可以用进行时；宾语除衣服鞋帽外，还可以是首饰，服饰，发型等。
eg. he’s wearing a new coat. 他穿着一件新大衣。
does your brother wear glasses?你的弟弟戴眼镜吗？
he wears his hair very short.他留着短发。
she wears a string of pearls around her neck.
她的脖子上戴着一串珍珠项链。
wear还可作“（面容等）显露，呈现；磨损，磨破”讲
eg. she wore an angry expression.她面带笑容。
i have worn my socks into holes.我的袜子已磨出洞来了。
3. “romeo, romeo, why are you romeo? deny your father, and refuse your name”
罗密欧，罗密欧，为什么你叫罗密欧？与你的父亲断绝关系，不要你这个名字了吧
deny(denied, denied, denying)作为及物动词，表示“否认，不承认；不给，不准；（正式）抛弃，背弃”讲。它后面可接名词，动名词和宾语从句。
eg. can you deny the truth of his statement?
你能否认他的声明的真实性吗？
he denied telling me/that he had told me.
他否认告诉过我。
i was denied the chance of going to college.
不给我上大学的机会。
he has denied his country and his principles!
他背弃了他的国家和他的原则！
4．what must antonio give shylock if he can’t pay back the debt?
如果安东尼奥不能偿还夏洛克的借款，他必须给夏洛克什么？
pay back意为“还钱给某人”，主要句型有pay sb. back(sth) 和pay sth back.例如：
i’ll pay him back with all my heart. 我将用我的生命向他偿还。
have you paid me back the money you owe me yet?
你向我借的钱还我了吗？
pay back还表示“惩罚，报复”。例如：
i’ll pay him back for the trick he played on me.
他对我使坏，我得治治他。
与pay搭配的常见短语有：
pay for sth.为某事吃苦头或受惩罚
pay off带来好结果
pay sb off付清工资予以解雇；贿赂某人
pay sth. off全部偿还
pay sth. out（按时）为某事付巨款
pay up付清全部欠款
eg. the home team paid dearly for their defensive errors.
主队因防守错误而大吃苦头。
the gamble paid off.赌赢了。
pay off the crew of a ship 付清全部船员工资并予以解雇
pay off one’s debts, a loan, a mortgage还清债务、贷款、抵押款
i had to pay out ￡200 to get my car repaired!
我得花200英镑修理汽车！
we’re paying out ￡300 a month on our mortgage.
我们每月要付300英镑抵押贷款。
i’ll take you to court unless you pay up immediately.
除非马上还请欠款，否则我和你打官司。
5．what makes a play a masterpiece is that the ideas behind the play are about problems which are still important to people of different ages in modern times.
一部戏剧要成为不朽之作。剧中所反映的问题就应该对现代不同年龄层次的人仍然有重要的意义。
①句中what引导主语从句，that引导表语从句，which引导定语从句。
②people of different ages 表示所属关系“属于的”；
a girl of ten十岁的女孩儿
a child of strange appearance 外貌奇特的孩子
an item of value一件值钱的物品
③in modern times指“当代”。time 表示“时期，时代”常用复数。
in ancient times 在古代；in the time of queen victoria 在维多利亚女王时代
6．but when the roles are turned around, it is shylock who must beg the duke to save his life.
但是当角色被转变的时候，夏洛克一定请求公爵饶他一命。
①turn around在这里指“（方针、立场等）转变”。
②“it is shylock who”为强调句式，本句强调的是主语部分。注意强调句的特点是去掉it is/was和that，剩余部分经过整理后整个句子仍然成立。
③beg sb. to do sth.意为“恳求或祈求某人做某事物”。例如：
i beg you not to take any risks.我恳求你不要冒险。
7．what would you do if you had your worst enemy in your power?
①如果你最坏的敌人处于你的掌握之中，你将会怎么做？
②in one’s power意为“在某人的掌握之中，任由某人摆布”
the enemy is in our power.
敌人在我们的控制之中。
8.we can find several such ideas in shakespeare’s play.
我们可以在莎士比亚的戏剧中找到一些这种观点。
在ideas这个中心名词前有两个限定词修饰。限定词是在名词词组中对名词中心词起特指、泛指、类指以及表示确定数量和非确定数量等限定作用的词类。限定词包括：①冠词 ②形容词性物主代词 ③名词所有格 ④形容词性指示代词 ⑤所有格关系代词 ⑥所有格疑问代词 ⑦形容词性不定代词 ⑧基数词和序数词 ⑨倍数词和分数词 ⑩量词。限定词可分为：①前位限定词②中位限定词 ③后位限定词。个别限定词有跨类现象，如本句such既属予前位限定词，又可归入后位限定词。当与冠词a, an连用时属于前位限定词，例如：such a suit; 当与some, any, all, few, another, other, many, several, one, two等词搭配时属于后位限定词，即such要放在这些词之后，例如：many such books, no such car。
9．have mercy on antonio, shylock.
夏洛克，对安东尼奥会仁慈一点吧。
句中mercy为不可数名词，意为“仁慈，宽恕”。常见的短语有：
①have mercy on/upon sb./sth.=show mercy to sb/sth表示“对表示同情；对有怜悯之心”
②at the mercy of sb./sth任由某人或某事摆布
③throw oneself on sb’s mercy恳求某人宽恕/善待
eg. she has mercy on little animals. 她怜悯小动物。
they showed little mercy to their enemies.他们对敌人毫不仁慈。
his life shall be at the mercy of the duke.
他的生命将由公爵处置。
the ship was at the mercy of the storm.
那只船在暴风雨中失去控制。
he threw himself on my mercy.他求我宽恕他。
10．i’ve promised to take my pound of flesh.
我已经许诺割下我的一磅肉。
①promise作为及物动词，常接的结构有promise to do sth; promise sb. to do sth; promise后接双宾语和promise接从句。
eg. i never promised to obey her commands.
我从未答应过要服从她的命令。
his pareats promised him to buy a new bike.
他父母答应给他买辆新车。
she promised me a gift for my birthday.
她答应送我一件生日礼物。
he promised that he would come.
他答应来。
②flesh与meat的辨析
flesh通常指人或动物身上的肉，也可指供食用的兽类的肉（区别于鱼或禽的肉）。meat 指供食用的肉类的总称，通常不包括鱼和家禽的肉。
eg. you’re losing flesh.你瘦了。
lions are flesh-eating animals. 狮子是肉食动物。
i like meat while my sister likes fish.
我喜欢吃肉而我妹妹喜欢吃鱼。
注意：meat 是供食用的肉类的总称，猪肉、牛肉、羊肉等各有其专门名称，即pork, beef, mutton
11. it’s useless trying to argue with shylock.
尽力与夏洛克争论是没有用的。
it’s useless doing= it’s no use doing表示“做没有用处”
由it作形式主语，真正的主语是后面的动名词。例如：
it is no use learning without thinking.学而不思则罔。
it’s no good crying over spilt mick.覆水难收。
12．you might as well go stand upon the beach and argue with the sea.
你还不如站在海滩上跟大海讲理去。
①might as well表示给人提出建议时的常见的短语，意为“不妨好，还是好。”
i might as well tell you the truth.
我还是告诉你事实真相的好。
②go stand upon sth.表示“去站在上面”。例如：
would you please go stand upon that board?
你愿意去站在那块板上吗？
he dare not go stand upon that high tower.
他不敢去站在那座高塔上。
13. pass judgement on me and give shylock what he wants.
对我宣判吧，把夏洛克想要得到的东西给他吧。
pass judgment on sb.表示“对某人宣判”。
eg. when will the judge pass judgement on that woman?
法官什么时候对那个女子审判？
the court will not pass judgement on him until next sunday.
直到下周日法庭才会对他宣判。
14. if you offered me six times what you have just offered, i would still take my pound of flesh.
即使你愿意给我六倍个刚才你提出的那个钱数，我还是要拿回我应得的那一磅肉。
①本句为虚拟语气，表示与现在事实相反。
②offer即可作动词又可以作名词，表示主动提出，提供（一种东西或一项建议）；还表示出价，与介词for连用
eg. the young man offered the old man his own seat.(offer sb. sth.)
那位年轻人主动将自己的座位让给了老大爷。
i offered him fifty thousand dollars for the house.(offer sb. money for sth.)
我向他出价5万美金买这栋房子。
he offered to lend me some books.(offer to do)
他主动提出借一些书给我。
③times(n.)在此处用来表示倍数。用times表示“甲是乙的几倍大（高、长、宽等）”。
（1）“甲比乙大（高、长、宽等）几倍”，可以用下列句型：
a is three times the size(height, length, width, etc) of the old one.
the new building is four times the size(the height) of the old one.
这座新楼是那座旧楼的四倍大（四位高）。（这座新楼比那座旧楼大三倍[高三倍]了）
this street is four times the length(the width) of that one.
这条街是那条街的四倍长（四倍宽）。
the size(the height) of the new building is four times that of the old one.
这座新楼的大小（高度）是那座旧楼的四倍。（由于句首已用了the size, the height, 所以在four times后面用代词that来代替，以避免重复。）
（2）a is three times as big(high, long, wide, etc) as b
asia is four times as large as europe.
亚洲是欧洲的四倍大。（亚洲比欧洲大三倍。）
this box is three times as heavy as that one.
这个箱子是那个箱子的三倍重。
（3）a is three times bigger (higher, longer, wider)than b
the meeting-room is three times bigger than our office.
会议室比我们的办公室大三倍。
注意：用times表示倍数，一般只限于表示包括基数在内三倍或三倍以上的数。表示两倍可以用twice(adv.)或double(adj.)。例如：
the room is twice the size of that one.= this room is twice as big as that one.
这个房间是那个房间的两倍大。
our total income of was double of .
我们的总收是的两倍。
15．how can you hope for mercy yourself when you show none?
如果你一点儿都不对别人表现仁慈，又怎么能希望自己得到仁慈？
①when 在此处引导一个条件状语从句
②hope不能直接跟宾语，它需要一个介词for。
eg. hope for the best, prepare for the worst.
抱最好的希望，作最坏的准备。
we are hoping for better weather soon.
我们期待天气会很快好转。
16．i desire my pound of flesh.
desire 是及物动词，意为“渴望，要求，期望”。后面可接名词（代词）、动词不定式及从句作宾语。
eg. all of us desire better life and more education.
我们所有人都渴望更好的生活和更多的教育。
we always desire to live in peace with our neighbour.
我们总是渴望与邻国和平相处。
mr wang desires that you should go to the teacher’s office at once.
王老师希望你立刻到教师办公室去。
desire还可作名词，意为“渴望，要求”
eg. at the desire of the teacher, we should finish our homework on time.按照老师的要求，我们应该准时完成作业。
17. i do not envy you your job. this is a most troublesome case.
我不羡慕你的工作，这是一件是棘手的案件。
①envy sb. sth表示“羡慕某人，嫉妒某人”。
i envy you very much.我真羡慕你。
she envies me my good health.她羡慕我身体好。
②a most+adj.= a very + adj.表示“一个很的”。
the most+形容词最高级表示“最之意”，这时句末一定要有表达范围的介词of或in.
eg. dalian is a most beautiful coastal city.
大连是一座很美的海滨城市。
this is a most enjoyable party.这是一次令人极为愉快的晚会。
she worked out the most difficult problem of the three.
她解出了这三道题中最难的一道。
mary is the most beautiful girl in our class.
玛丽是我们班里最美的女孩。
18．what are you accused of ?你因什么而受到起诉？
accuse sb. of sth. 意为“因控告人，告发，指责人”
eg. the police accused him of theft.警方控告他偷窃。
he was accused of murder. 他被控谋杀。
she accused him of being late.她指责他迟到。
19．let me tear up this paper.让我们这张借条撕了吧。
句中的tear up的意思是“撕毁”
eg. she tore up all the letters he had seut her.
她把他写来的信都撕了。
tear up可以引申为“不履行”。
eg. he accused his secretary of tearing up the agreement.
他控告他的助理不履行协议。
tear down意为“弄倒，拆除”。
eg. they are tearing down those old house to build a new office block.
他们拆除那些旧房子以便盖一座新办公楼。
20．antonio, get ready and offer up your breast.
安东尼奥，准备好露出你的胸膛。
offer up 在本句中意为“奉献”，主要用于表示向上帝或神祭献某人或某物。例如：
she offered up a prayer to god for her husband’s safe return.
她向上帝祈讨保佑她丈夫平安回来。
21．i declare the court allows it and the law gives it to you.
我宣布法庭允许你，法律判给你这一磅肉。
declare表示“正式宣布（某事）；表明，郑重地说（某事）”。
eg. america declared war on iraq last year.
去年美国向伊拉克宣战。
they declared him(to be) the winner.
他们宣布他为得胜者。
he declared that he had nothing to do with the matter.
他宣称自己与此事无关。
she was declared(to be) guilty. 已宣判她有罪。
22．he agreed to lend antonio the money on one condition.
他同意借钱给安东尼奥，但有个条件。
condition在此处意为“条件”，需要识记的短语为：
on this/that condition在这种或那种情况下
on what condition 在什么情况下
on no condition无论什么情况都不
in condition健康良好
out of condition身体不佳
on condition that是从属连词，引导条件状语从句，意为“只有在条件下”（=only if），“条件是”。
eg. you may borrow this book on condition that you do not lend it to anyone else.你可以借这本书，条件是不能再借给别人。
ability and effort are conditions of success.
才能和努力是成功的条件。
on this condition you may go home earlier.
在这种情况下，你可以早一点回家。
on what condition will you agree with me?
什么条件下，你才能同意我？
he can’t climb the mountain because he is out of condition.
他不能爬山，因为他身体欠佳。
23．he is young, but i never knew so young a body with so wise a head.他很年轻，但是我过
去从来不知道有这么年轻又如此聪明的人。
在一个名词词组中，不定冠词a/an通常用在形容词的前面。如a serious mistake。但是，如果形容词前面有so, too, how时，a/an 就该放在形容词后面，其结构是“so/too/how+adj+a/an+n.”。能够构成这种结构的名词必须是单数可数名词。
eg. did you notice that you have made so serious a mistake?
你是否注意到你出了一个很严重的错？
it’s too difficult a book for beginners.
这本书对初学者是太难了。
how wonder ful a plan it would be! 那该是一个多么好的计划啊。
试比较：he is so good a teacher that we all like him.= he is such a good student that we all like him.
练一练：用so, such填空
1.__________ big a city 2._____________ a pretty girl
3.__________ good students 4._____________fine weather
5.__________many books 6._____________much water
7.__________ little food 8._____________ few oranges
答案：
1. so 2. such 3. such 4. such 5. so 6. so 7.so 8. so
24.you want justice, so you get justice, more than you wanted.
他要求公正，那么就让你得到公证，比你要求的还要多。
shall 在此处用于第二人称，表示说话人的允诺，意思是“可以”。
在本剧的最后还有：everything that he owns shall be taken away from him. one half of his money and his goods shall be givenand the other half shall be given两句中的shall用于第三人称，表示法令、规章等中的规定，意思是“必须”。shall 用于第二、三人称，还表示决心、命令、警告、要求、义务等。
eg. he shall answer for his misdeeds.他应当为他的错误行为负责。
you shall have a nice present for your birthday.
你过生日时将会得到一份精美的礼物。
nothing shall stop us from carrying out this plan.
什么也不能阻止我们实现这项计划。
shall用于第一、三人称的疑问句，表示说话人征求对方意见。
eg. shall we go now?我们现在走可以吗？
she he come in?可以让他进来吗？
25．therefore, go down on your knees and beg the duke for mercy.
因此，跪下来请求公爵的宽恕吧。
①go down on one’s knees 的意思是“跪下”、“屈膝”。
they will never go down on their knees before the oppressors.
他们绝不向压迫者屈膝。
②beg for意为“乞求，请求”
he went down on his knees and begged for forgiveness.
他跪下来请求饶恕。
26．my money and goods are as dear to me as life itself.
我的钱和财产对我就像生命一样宝贵。
dear 在此处的意思是“珍贵的”
he lost everything that was dear to him.
他表达了他所珍贵的一切。
goods在此处的意思的“动产”。
27．shylock must promise to leave the money upon his death to his daughter and her husband.
夏洛克必须答应在他死后把这笔钱给他的女儿和女婿。
①句中的upon 等于on,表示“就在某时或某场合之后。”例如：
upon my arrival home i found there was something strange.
我一到家就发现不对劲。
on asking for information i was told i must wait.
我一打听，说我得等着。
②leave sth. to sb.表示“将某事物遗赠给某人；死后留下某物给某人”
leave all one’s money to charity把所有的钱遗赠给慈善事业。
英语单词的教案篇3
(一)活动目标：
学习正确读准、认识单词daddy、mommy、grandpa、grandma，并了解其含义。
(二)活动准备：
flash card：daddy、mommy。
(三)活动过程：
1. say hello(打招呼)：
师：今天我们班上来了好多客人，小朋友们应该和客人说什么呀?(教师做hello动作提醒幼儿)
师：我们一起唱一首好听的英文歌送给大家好吗?
师幼共唱《hello song》。
2. warm up(热身运动)：
肢体动作：stand up, sit down, run, jump, turn around……
3. teaching(教学)：
①师：do you want to know what’s behind me?你想知道谁在我后面吗?(想)可是啊，它要求小朋友数到3才肯出来呢!我们一起来好吗?show me your hands. one, two, three. 咦，它还是不肯出来，we try to again.我们再来一次。(师互动幼儿举出手指数one, two, three)
②(出示flash card：daddy)who is he?他是谁呢?(幼儿说说)he is my daddy!他是我的爸爸。(幼儿学念：daddy)
(出示flash card：mommy)who is she?她是谁呢?(幼儿说说)she is my mommy.她是我的'妈妈。(幼儿学念：mommy)
我们来和daddy, mommy打个招呼吧。say: hello, daddy! hello mommy!
③ ki ing game：依次请幼儿说：hello daddy/mommy.
4. jumping game：
①以唱歌《where’s my daddy/mommy?》的形式请两位幼儿分别扮作daddy 和mommy。
②教师说明游戏规则。
③教师指挥游戏：教师随机喊daddy或mommy，两名幼儿尝试游戏。
④教师互动其他幼儿喊daddy或mommy，参与游戏幼儿进行jumping game.
5. say good bye(说再见)。
英语单词的教案篇4
the first period
teaching aims:
1.learn and master the following
(1) words and phrases:
merchant, duke, masterpiece, mercy, enemy, pay back, as well as, after all
(2) everyday english:
correct me if i’m wrong, but …
one of the most important facts is …
as far as i know,…
2.train the students’ listening and speaking abilities
teaching important points
1. improve the students’ listening ability
2. improve the students’ speaking ability and learn some useful phrases as well as everyday english.
teaching difficult points:
1.how to help the students get the general idea of the listening material and find the answers to the listening exercises.
2.how to get the students to finish the task of speaking.
teaching procedures:
step i greeting and lead-in
t: good morning, everyone.
ss: good morning, ms wei.
t: sit down, please. class begin. first, please tell me if you are interested in plays, especially some of the world-famous plays.
ss: yes. (may be no.)
t: there was a great british playwright and poet in the world’s history of literature. he wrote about 37 plays and a large number of poems in his life. here’s a picture of him. do you know who he is ? (teacher shows the picture)
ss: william shakespeare
t: quite right. he lived from 1564 to 1616. he is considered to be the greatest playwright and poet of the renaissance in europe. as a playwright, he wrote tragedies, comedies, historical plays. as a poet, he wrote narrative poems and sonnets. can you follow me?
ss: yes.
t: today, we are going to learn unit 19.the merchant of venice . in the first period of this unit, we’ll learn something more about his plays as well as the merchant of venice. first, let’s learn some new words and phrases.
(teacher shows the screen and deals with them as usual.)
merchant venice bassanio portia antonio shylock pay back ducat masterpiece mercy revenge enemy as far as after all
step ii warming-up
t: well. now please open your books at page 65. look at warming up . look at the pictures and read each quotation one by one. try to understand each one of them. then tell from which plays, of which the titles are below the pictures, they come. work in pairs to prepare for a few minutes.
(a few minutes later)
t: are you ready?
ss: yes.
t: who’d like to have a try? any volunteer?
s1.the first one and the third one are from hamlet; the second one from king henry iv; the fourth one romeo and juliet; the last one troilus and cressida.
t: you did a good job. sit down, please. then what do you think these famous words mean? can you explain them in english?
ss: yes. but not clearly and exactly.
t: so, let me explain them to you. listen carefully and tell which one i am referring to . do you see my point?
ss: a little.
t: no. 1: why must you be the son of my family’s greatest enemy? refuse your family for my love.
ss: “ romeo, romeo, why are you romeo? deny your father, and refuse your name…”
t: no. 2: that is a question whether to live on in this world or to die, that is, to take action or to do nothing.
ss: to be or not to be; that is a question.
t: no. 3: it is best not to lend (money) to others and not to borrow from others. when we lend something. we risk losing both the thing we lend and the friendship with that other person.
ss: neither a borrower nor a lender be.
t: no. 4: a person who has great responsibilities, such as a king, is constantly worried and therefore doesn’t sleep soundly.
ss: uneasy lies the lead that wears a crown.
t: no.5: empty words, not real thoughts or ideas from the heart.
ss: words, words, only words, no matter from heart.
t: great. however, i still want to suggest you find these plays, from which the quotations come from, to read or watch them if you haven’t before. do you think so?
ss: yes.
t: what other plays of shakespeare do you know?
ss: twelfth night; king lear; othello…
(teacher writes them as well as those talked about just now.)
t: can you explain what they are about ? choose one of them and have a try. any volunteer?
s2; i’d like to talk about othello. othello, a dark-faced moor, serves as a capable general in venice and wins the love of a beautiful , strong-minded girl desdemona, daughter of a senator. her father objects to her secret marriage with the moor, but othello is just then much needed as commander to lead troops to a war with the turks, and so the senator’s protest is overruled by the duke and othello goes to war on the island of cyprus, accompanied by his new bride. after their arrival there, the turks have already met with destruction in a sea storm and the war is over, but one of the officers under othello hates the general for placing another man above him and therefore tries to destroy the moor’s happiness by convincing him of desdemona’s illicit relations with the man above him. ….
t: anybody else?
step iii listening
t: well done. we’ve talked much about shakespeare and his plays. next, let’s listen to the introduction to the merchant of venice, the most outstanding romantic comedy. it will tell us how the story takes place and helps us learn about the main characters in it. can you follow me?
ss: yes.
t: ok. now, please look at the listening part at page 66. first, read through the questions in exercise 1. then listen to the tape to find the answers.
(teacher allows the students a few minutes to prepare, and then plays the tape. after that, teacher checks the answers.)
step iv speaking
t: up to now, we’ve learnt much about shakespeare and his plays. can you tell me what makes his play a masterpiece, xiao a?
a: sorry, i don’t know.
t: it doesn’t matter. the idea behind the play are about problems which are still important to people of different ages in modern times.
t: can you give some examples shown in the merchant of venice?
ss: mercy versus revenge and love versus money.
t: quite right. now, please read the two situations in speaking first. then find examples for each one in modern life and work in pairs to discuss whether it is right or wrong. are you clear about that? and behind the situation , there are some useful expressions. study them first, then use them in your dialogue if possible. do you remember?
(the students begin to work. teacher goes among them to see how they are going on with the work. a few minutes later, teacher asks some pairs to act out before class.)
step v. summary and homework
t: in this class, we’ve mainly talked about shakespeare and his plays. while we were doing each task, we’ve learnt some useful expressions, such as pay back, as far as, after all. after class, i hope you can practise using them again. besides, remember to preview the reading part in this unit. so much for today. goodbye.
the second period
teaching aims:
1. learn and master the following
(1) words: weakness, greatness, judgement, gentleman, troublesome, gentle, bless, surgeon, declare, court
(2) phrases: tear up, have mercy on, offer up, be seated
2. train the students’ reading ability
3. learn to recount detail in conversation
teaching important points:
1. useful words and phrases
2. 2. improve the students’ reading ability.
teaching difficult points:
help the students understand the play exactly, especially the following sentences.
1. you might as well go stand upon the beach and argue with the sea.
2. i offer you ten times the money that antonio has borrowed.
teaching procedures:
step i greetings
step ii revision and pre-reading
t: yesterday, we learned a lot about eilliam shakespeare and his plays. who’d like to tell the titles of his four great tragedies?
ss: hamlet, othello, king lear, macbeth.
t: and he also wrote some romantic comedies. which is the most outstanding one?
ss: the merchant of venice.
t: tell the names of the main characters in the play.
ss: shylock, antonio, bassanio, duke, portia.
t: well. now look at the screen and match the people in column a with the instructions in column b.
1. antonio a. the magnifico
2. shylock b. a merchant
3.bassanio c. antonio’s friend
4. portia d. a moneylender
5.duke e. bassanio’s wife
t: after portia knows that antonio has to give shylock a pound of his flesh, she thinks up a plan to save antonio. what do you think portia will do to save antonio?
s: i think she will give shylock much more money than what antonio borrowed from him.
t: will shylock accept her money?
s: maybe. he is greedy.
t: it sounds reasonable. is there anyone who has a different opinion?
s: i think she will try to persuade shylock to show mercy to antonio.
t: will she succeed? don’t forget he is cruel and he hated antonio. who has read this play？ tell us what portia does to save antonio?
s: she pretends to be a judge and arrives at the court of the duke.
t: thank you. sit down, please. today, we’re going to read this play, the merchant of venice. after reading it, we’ll know what happened in the court. first, let’s learn some new words and expressions. read the new words on page 176.
step iii reading
t: well. now please turn to page 67.read the play quickly and find out what she does when she arrives at the court. you can begin to read it now.
(after a few minutes, teacher checks the answer.)
t: ok. everyone, i think you must have found the answer. who’d like to tell me?
s: she tries to persuade shylock to show mercy to antonio and accept the money offered by bassanio.
t: does she succeed?
s: she has to allow shylock to take his pound of flesh from antonio’s breast.
t: thank you. sit down, please. do you agree with him her?
ss: yes.
t: well done. you’ve understood it well. now please read it carefully again and further understand it. at the same time, find out all the useful phrases. a few minutes later, i’ll collect them from you.
(after a few minutes, teacher collects and writes them on the blackboard. after that, teacher deals with some language problems.)
t: look at the blackboard, please. all these phrases are important and useful. you must remember them and try to use them. do you remember?
ss: yes.
t: besides, there are some other language points which are useful but difficult to understand . i’ll explain them to you. look at the screen.
(teacher shows the screen and explains to the students.)
1. may/might as well do sth.
eg. since nobody else wants the job, we might as well let him have it.
all the pubs are closing. we may as well go home.
2. if you offered me, …, i would still take ….
(note: if=even if)
eg.if she is poor, she’s honest at least.
if the sun were to rise in the west, i would not break my word.
3. be seated
eg. he then asked me to be seated.
she seated herself on the sofa.
she saw a few people seated on the bench at the back of the sofa.
4. …how can you hope for mercy yourself when you show none/
5. (note: when=if)
eg. i’ll come when i’m needed.
she’ll be able to give you help when necessary.
6. i offer ten times the money that antonio has borrow.
eg. the new building is four times the size of the old one.
the street is three times the length of that one.
the room is twice the size of that one.
(=the room is as twice large as that one.)
7. pay back
eg. have you paid (me) back the money you owe me yet?
i’ll pay him back for the trick he played on me.
rose doesn’t know how to pay him back for his help.
step iv. listening and reading aloud
t: ok. now i’ll play the tape of the text. first, listen and follow. then, listen and repeat. meanwhile, pay attention to your pronunciation and intonation. is everything clear?
ss: yes.
(teacher begins to play the tape. a few minutes later, teacher deals with the next part.)
step v post-reading
t: now, you must have understood the play more exactly. let’s have a discussion about it please turn to page 69. look at the questions in post-reading and work in groups of four to discuss them. after a while, i’ll ask some of you to report to the rest of the class. begin to work now.
suggested answers:
1. she is clever and learned.
2. he is cruel.
3. shylock hated antonio because antonio had many times scolded him publicly for being greedy and cruel.
4. (a) literally, with the heart which he shall cut out of my body; (b) metaphorically, whole-heartedly, willingly.
① usually, things are weighed with a balance.
weighs go into the left scale and things go into the right scale.
②she wants to remind shylock that he must cut exactly a pound of flesh from antonio, no more, no less.
③the deeper meaning of the balance is justice.
in portia’s court of law, morals are weighed.
5. duke speaks to antonio.
shylock speaks to duke.
bassanio speaks to antonio
portia speaks to bassanio
step vi summary and homework
t: in this class, we have mainly read the first part of the merchant of venice. while reading it, we’ve also learned some useful words and expressions and sentences. after class, read the text again and revise what we’ve learnt in this class. that’s all for today. see you.
ss: see you.
the third period
teaching aims:
1. learn and master the following words and phrases:
justice, murder, go down on knees, punishment, immediately, order, sword, conflict, complex
2. train the students’ reading ability.
teaching important points:
help the students understand the text exactly and master the following words and phrases: shall , at the mercy of , go down on one’s knees
teaching difficult point:
how to help the students write a play.
teaching procedures:
step i greetings
greet the students as usual.
step ii revision and lead-in
t: yesterday, we read the first part of the merchant of venice. antonio’s trial was taking place at the court. do you still remember what happened at the court? xiaoa , could you please retell the story in the first part?
sa: yes. at the court, the duke tried hard to persuade shylock to have mercy on antonio, but shylock insisted on having a pound of his flesh. even if bassanio would pay him double the money antonio had borrowed, shylock would not change his mind. while the duke was wondering what to do, portia arrived , pretending to be a famous lawyer. at first, portia also tried to persuade shylock to have mercy on antonio and take more than three times his money. but shylock still refused to give up his demand for a pound of flesh from antonio , so portia said he might take his knife to prepare to do the deed.
t: well done. sit down, please. will shylock get his pound of flesh? let’s go back to the court. first, listen to the tape of the second part of the play. try to find out the second part of the play. try to find out what will happen to antonio and shylock a last. begin to listen.
sb answer: shylock will not get antonio’s flesh. he has to give half of his money to the city of venice and promise to leave the other half of his money upon his death to his daughter and her husband.
t: is that right?
ss: yes.
t: ok. now let’s learn the new words. then read the play.
justice, murder, go down on one’s knees, punishment, immediately, order, sword, conflict, complex, tragedy.
step iii reading
t: now, please open your books at page 71. read the second part of the play carefully and find out the answers to the questions on the screen.
1. how does portia stop shylock from cutting antonio’s flesh?
2. what does portia say when shylock finally agrees to take three times more than antonio borrowed from him?
3. what is the result of the trial? does the story have a happy ending?
suggested answers:
1. portia allows shylock to take exactly one pound of flesh from antonio, no more, no less. she also tells shylock that he must not let one drop of his blood fall. so shylock gives in.
2. she says that shylock must give half of his money to antonio and the other half to the city of venice according to the law.
3. antonio is saved. shylock gets punished. the story has a happy ending.
step iv. language points.
1. at the mercy of
2. go down on one’s knees
3. beg…for
step v writing
t: well, we’ve read the merchant of venice. it has a happy ending. can you tell me whether it is a tragedy or a comedy?
ss: comedy.
t: why do you think it is a comedy?
ss: because the good wins, and the bad loses.
t: you are right. now, please turn to page 72 and look at the tips of getting the main point of a play.
(teacher and the students read through the tips and writes some key words on the blackboard. after that, teacher says the following.)
t: today, another trial took place between two women. they are arguing about a baby. how did the story occur? and what would they do? please read the passage in writing at page 71 and find out who wins the trial, the good or the bad? you can begin now.
(after the students finish reading the passage. teacher checks the answer.)
t: ok. everyone, have you found out the answer? who wins?
ss: yes. the good wins.
t: quite right. now, please work in groups of four or five to write a short play based on this story. give names to the king, the two mothers and the children. there is also a character to play the role of the soldier. if you like, you can also have a few other characters who are friends of the two mothers. can you follow me?
ss: yes.
t: besides, find a good title for your play. do you remember?
ss: yes.
t: ok. begin to prepare now. five minutes later, i’ll ask one group to act out your play before the class.
a sample play:
clever king charles
characters:
sarah (sa): the woman whose baby is living
deborah (d): the woman whose baby is dead
charles(c): the king
emma (e): a friend of the two women
simon (s): a soldier of the king
(inside king charles’ palace)
c: what is your quarrel?
sa: o king! i have a baby. and deborah has a baby. one baby is dead. the dead baby looks like deborah’s baby. i think deborah took my baby when her baby died.
d: o king! sarah is angry because her baby is dead. she came to see my baby. when she saw my baby she wanted it because her baby is dead.
e: o king! i saw the two babies. i think the dead baby is deborah’s baby. i think deborah took sarah’s baby in the night, when sarah was asleep.
c: call the swordsman. tell him to bring his sword.
(a man comes in. he has a big sword in his hand.)
s: o king! here is the swordsman.
c: bring the baby here. (a servant takes deborah’s baby and brings it to the king.) i am a just king. i do not know whose baby this is, i do not know if this is deborah’s baby. but i must be just to each of you. i will take this baby and cut it into two halves. then sarah can have half of the baby, and deborah can have half.
d: yes, yes, the king is a good king. cut the baby in halves.
sa: but the baby will die!
c: yes, the baby will die. but you shall each have one half of the baby. so you will not quarrel any more.
sa: o king! save my baby. do not cut the baby. give the baby to deborah. let the baby live.
c: give the baby to sarah. sarah wants the baby to live. so i know that sarah is the mother. deborah is a bad woman. she took deborah away.
(two men took deborah away.)
e: the king is a just king. o good king charles! clever king charles!
step vi summary and homework
t: in this class, we read the second part of the merchant of venice and learned to write a play. by doing this, we’ve learned some useful words and phrases, and our skill in using language has be well developed. after class, practise more and revise what we’ve learnt in class. that’s all for today. see you next time.
ss: see you next time.
英语单词的教案篇5
教学目标：
1、学习单词pear的正确发音。
2、让幼儿体验参与游戏的快乐，培养英语学习兴趣。
教学准备：
pear实物、篮子、琴、贴纸小红花
教学过程：
一、warm up
1、greetings
2、play games：
clap your hands…stamp your feet…
touch your head/wash your face…
3、song：《number》
二、学习单词
1、“看看今天老师给你们带来了什么东西”，教师出示篮子（用布盖着），打开布：“wow,pear!”引出单词pear
2、学习单词pear的.正确发音(用不同读法让孩子记忆单词，如：用大象的声音叫叫它，轻声叫，大声叫，变换音调叫等)
3、全班幼儿顺着叫叫、亲亲pear，教师进行个别指导、纠正发音
4、pass a pear，歌声停时pear在谁手里谁就叫出pear
5、儿歌：《one pear》
a、教师带幼儿坐在椅子上学念儿歌
b、集体表演儿歌（边念边做摘pear的动作）
三、结束部分
“you are very good! let’s go eat pear”
带幼儿离开活动室，一起去品尝pear 。
英语单词的教案篇6
活动目标：
1、通过情景游戏“shopping ”、“school”复习一些学习用品单词：pencil、ruler、rubber、sharpener等；
2、听懂并理解老师的一些简单英语指令，乐于模仿；
3、通过情景模拟激发幼儿上小学的愿望；
活动准备：
1、铅笔盒、书包人手一份；铅笔、卷笔刀、尺若干；
2、情景设置：文具超市、小学
一、warm up：
dialogue：hi，how are you today?（fine,happy）
how many days are there in a week?
what day is today?
二、情景游戏“shopping”
1、复习单个单词
（出示书包）oh，nothing！what shall i prepare？（pencil……）
look，there is a stationary super-market！who wants to be the shopman？（师与幼儿示范，提示幼儿递东西时要说出单词）
ok，now let`s play。（请二名幼儿做shopman）
2、在单词前加修饰词，师辅助提示“what shape is it？”，“what color is it？”
what did you buy？
三、情景游戏“school”
1、song:“go to school”
let’s go to school, ok?（引发幼儿进入游戏情景）
2、模拟小学生上课：打铃上课，起立—坐下
（1）listening game：
please put your bag on the chair。
please open/close your pencil-box 。
please take out/put in your pencil-box。/pencil、rubber、ruler、sharpener
who wants to be the little teacher？
（2）尝试用“because…”回答问题
what do活动目标：
1、知道人有多种情绪体验，人们应该快乐地生活。
2、体验笑比哭好，能够大胆而快乐地在集体面前说英语。
3、能正确读出表示情绪的'单词及有关句子。
活动准备：
1、教师示范用的各种表情的娃娃图片，各一张。
2、
活动过程：
step 1 baby‘s expression
t：i am happy，he /she is happy，are you happy？
c：yes very happy。
t：he / she is sad 。is he she sad？
c：yes 、sad 。
step 2 game
游戏规则：教师很快的模仿各种表情，请幼儿说出英语，然后教师在读出表情的发音，幼儿做出相应的表情。
t：look！（老师非常夸张地模仿各种表情，幼儿很快说出英语）
c：angry！
t：yes，once again！
c：happy！
t：good，girl please 。
girls：smile
t：is that right？
boys：yes 。
step 4 are you happy
幼儿相互展示自己的表情图片，教师提问，你快乐吗？幼儿根据自己的画做出回答。
c1：are you sad？
c2：no 。
t：are you happy？
c1：yes，i am happy 。
step 5 chant it
t：listen to the music and act as different expression accordingly to the music，ok？（现在我请小朋友们们合着录音机里的音乐一卢做各种表情，当音乐一停，我随便兴起一张表情图片，小朋友们要马上读出英语的发音，明白吗？
c：yes！教师放录音，幼儿边听边做动作，音乐停，教师马上举起幼儿的一张伤心表情图片。）you like？why？
（3）class is over。stand up，good-bye everyone！
四、结束：song：“butterfly”飞回教室。
英语单词的教案篇7
teaching goals
1. talk about modern agriculture and the effect it has on people’s life.
2. practice giving advice and making decisions.
3. learn to use “it” for emphasis.
4. learn to read statistical graphs.
5. write a plan for a vegetable garden.
period 1
step 1: new words
(listen to the pronunciations of each word and try to remember them).
step 2:warming up
1. look at the graph and tell what the meaning of this graph. it tells the growth of major products 1991-1995 compared with 1986-90 percentages.
2. the production of fruit in 1995 increased by a percentage of 85 compared with 1986.
3. let the students read the sentences on the screen and learn about some changes and effects between agriculture and people’s life.
4. ask one students to translate the reading material in the paper(the first and the second passages).
1.what do you think causes these changes? 你认问什么原因引起这些变化的?
2.what do you think the changes in eating habits will have on agriculture or nature? 你认为这些饮食变化对农业和自然会起什么作用？
do you think 是插入语，经常位于疑问词之后
where do you think our headteacher comes from?
who do you think the old lady is?
有时也可以放在句尾。
what is it, do you think?
2. effect n. 结果，影响
have an effect on 对…有影响
be of no effect 无效
come／go into effect 开始生效
in effect 在实施中
take effect 见效； 生效
bring/carry…into effect 实行；实施
affect v. 影响
effective adj. 有效的
i tried to persuade her, but without effect.
her new red dress will produce quite an effect on everyone.
她的新红衣服会对大家产生很大影响。
my advice didn't have much effect on him.
the idea is of no effect.
these measures will not be brought into effect until next month.
the law came into effect on october 15.
the medicine didn’t take effect.
step 3 listening
1. show and explain the new words.
2. listen to the tape.
step 4 homework
prepare oral homework: practice giving advice and making decisions.
read the reading material (pre-reading)
period 2
step 1 revise the new words.
step 2 practise speaking
1. if i were you, i would raise pigs.
2. as far as i can see, 依我看,
3. you want to use the land in the best way possible and do the best for everybody in the village.为了村子里的每个人，你想尽自己最大的努力，以最好的办法来使用这块土地。
possible 与最高级连用， 强调“尽可能最…”。
he arrived at the worst possible time.他到达的时间，说多糟就有多糟.
the rocket traveled at the highest speed possible. 火箭以最大的速度飞行
period 3
step 1: revision (new words)
step 2. pre-reading
1.skimming
t: “ what’s the title of the reading passage?
ss: “modern agriculture”
t: “ what does it mean in chinese? ”
ss: “现代农业”
t: “ how to say ‘传统农业’in english ? ”
ss: “ traditional agriculture. ”
t: “ can you imagine what traditional agriculture is like? ”
ss: …
② let ss read the text firstly and answer the following questions:
how much land can be used for faming in china?
(seven percent of the land.)
what is the advantage and disadvantage of chemical fertilization?
(it helps to produce better crops. but is harmful to the environment.)
what is the biggest problem of chinese farmers?
(the shortage of arable land.)
3. skipping
let ss read the passage for the second time and answer two questions:
what does “gm” stand for?
(“g” stands for “genetically” from the word “genes”. “m” stands for “modified”, which means “changed”.)
what is the advantage of tomatoes which were using technique known as “gm”?
(the tomatoes are bigger and healthier. they can grow without danger from diseases. they also need much less time to get ripe.)
innovations改革 problems advantages
chemical fertilisers shortage of arable land bigger and better crops
pumps for irrigation weather conditions bigger and better crops
special seedbeds shortage of arable land more crops in one year
machines e.g. tractors how to make production cheaper (not in the text) bigger crops on more land by fewer hands
international exchange lack of knowledge learn from other people
greenhouses weather condition bigger and better crops
greenhouses (roots in water tanks) shortage of arable land more crops in one year
gm technique (can grow in poor soil) shortage of arable land can grow in poor soil; bigger & healthier; less time to ripe
4. listening
let ss listen to the tape and follow it.
5. discussion
①let ss work in groups and imagine what other changes have happened on farms in the last 100 years.
② let ss discussion the following questions
1.at the beginning of the passage, why does the writer say “it is on the arable land that the farmers produce food for the whole population of china”?
2. what does the writer want to tell us by saying, “not only food production is important but also taking care of the environment.”?
3. what can we infer from the sentence “in china about one hundred research stations are now doing gm research to make better tomatoes, cotton…?”
4. what can you imagine about the future of food production?
step iv post-reading
finish the exercises in students book, page 46, exercise 1-2
step v. homework
workbook exercises
the reading materials.
period 4
step i revision
step ii word study
finish the exercises in student book, page 47.
step iii practice
let ss finish the exercises “vocabulary, 1-3” in page 108, workbook
step iv grammar
1. give ss some sentences to translate into chinese and find out difference and sameness among these sentences (slide show)
it is on this arable land that the farmers produce food for the whole population of china.
it was from the early 1990s that scientists started to develop new techniques to increase agricultural production without harming the environment.
it was they who/that cleaned the classroom yesterday.
it was in the street that i met her father.
it was the goat’s eyes that he had seen in the darkness.
2. teach ss to find out the phrase from the sentence above----it is+被强调部分+that/who…
translate the following sentences into english:
1.写这本书的人就是玛丽。it is mary who wrote this book.
2.这个就是长满了美丽的鲜花的花园。it is garden that many beautiful flowers grow in.
3.她就是擅长唱歌的女孩。it is a girl who is good at singing.
4.那就是他叔叔移居纽约的季节。it was for this reason that his uncle moved out of new york.
5. 错的人是我。 it is i who am wrong.
4. note:
a. 在强调句型中，若被强调部分指人，可以用关系代词who或that；若被强调的是状语，只能用that，不能用when或where。
b. 注意与“it is /was…that +clause”主语从句的区别。
强调句型与it作形式主语，that从句作真正主语十分相似，但主语从句中it is /was后通常用名词或形容词作表语。强调句型中it is /was后是对主语、宾语或状语的强调成分。
5. let ss find out some sentence with ‘it’ in the text ‘modern agriculture’.
6. exercises
let ss finish the exercises in student’s book, page 47-48, exx 1-2.
let ss finish the exercises in workbook, page 109, exx 1-3.
finish all the exercises in the book.
period 5
step i reading
1. let ss look at the picture and briefly introduce jia sixie,
2.skimming: let ss read the text and find out the information about jia sixie (slide show)
where/born: yidu, shandong province
when/live: six century ad
where/work: gaoyang, shandong province
what/do: study the science of farming
what book/write: qi min yao shu
the book/about: both the farming and gardening
the importance of the book: an important summary of the knowledge of farming
3.listening: let ss listen to the tape and follow it, then finish the exercises (slide show)
true or false:
1.china was the earliest research center for agriculture. ( t )
3.qi min yaoshu includes advice on the following subjects: growing green vegetables and fruit trees, keeping cows and sheep, and there are also instructions for making metals. ( f )
4.the spring ploughing should be deeper than the autumn ploughing. ( f )
5.we should plant rice in the same field year after year. ( f )
6.we’d better grow different plants next to each other in the same field. ( t )
step ii writing
1. write a plan for a vegetable garden, using the tips in the book, page 49.
2. read in the reading paper “a plan for a vegetable garden”
3. assign it as written homework.
period 6
step 1 revision (new words and language points)
step 2 listening practice
1. make the students understand what they are going to hear about and what they should do.
2. play the tape for them to listen twice or three times.
3. check their answers with the whole class.
step 3 workbook exercises
1. check their answers to the vocabulary exercises and grammar exercises.
step 4 homework
assign talking as oral homework
period 7
step 1 revision
step 2 workbook
1.continue to do the exercises
step 3 reading
1. allow the students a few minutes to read the introduction about the text in the reading paper.
2. listen and read the text “greening the hills”.
3. let the students raise their questions about their difficulties.
4. discuss the problems in the exercises. ex 1 and ex 2. (answers are shown on the screen).
step 4. writing
1. let the students read the introduction about the writing
2. let the students read the short passage in the textbook.
3. make the students understand what and how they should write.
4. assign it as written homework in exercise books. (read the sample essay in the reading paper, which may be of some help to the students with their writing).
