Unit8教学设计(1)
Unit 8 Is there a post office near here? 教学设计
Language goal
This unit students leam to ask for and give directions(方向) on the street.
New language
Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade.
Descriptive words such as new, old, dirty, clean.
Descriptions of location such as across from, next to,Between
Recycled language
What are you doing?
Do you want to ...?
Section A
Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers.
Example 1
Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.
Example 2
Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3
Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.
la This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.
Point out the numbered list of words. Say each one and ask students to repeat.
Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers.
1b This activity gives students practice listening to and understanding the target language.
Point out the buildings and other locations in the picture. Say the name of each one to the class.
Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape..
Play the recording the first time. Students only listen.
Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture.
Correct the answers.
These items should be circle:video arcade, post office, supermarket.
Tapescript(录音稿)
Convernation 1
A: Is there a video arcade on Fifth Avenue?
B: Yes, there is.
Conversation 2
A: Is there a post office near here?
B: Yes, there is. There's one on Bridge Street.
Conversation 3
A: Is there a supermarket on Center Street?
B: No, there isn't.
1C This activity provides guided oral practice using the target language.
Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat.
Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class.
Ask other pairs of students to repeat the activity if you wish.
Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn.
Demonstrate（示范）the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer.
Guide the student to say, Yes,there's a post office on Bridge Street.
As students work, move around the room and check progress(进展情况).Help students understand how to locate things on the map, if necessary.
Ask several students to say some of their questions and answers for the class.
教学后记：
教学方法有问题？
教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。
与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大
大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？
吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。
让学生死记硬背是不对的，但不让学生背也是不对的。
2a This activity introduces the terms across from, next to, between, and on.
Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.
Point out the four sentences. Say each one and ask students to rcpeat.
Then ask students to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1.
Check ihc answers.
2b This activity gives students practice listening to and understanding the target language.
Point out the buildings and street names in la.Say each one and ask students to repeat.
Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line.
Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to fill in the blanks by listening to the items on the tape.
Correct the answers.
Tapescript(录音稿)
Conwaraation 1
A: Excuse me. Is there a library around here?
B: Yes. It's between the video arcade and the supermarket. Conversation 2
A: Where's the park?
B: The park? Oh, it's across from the bank.
Conversation 3
A: Excuse me. Is there a supermarket around here?
B; Yes, it'son Fifth Avenue.
Conversation 4
A: Where's the pay phone?
B: It's next to the post office.
2c This activity provides guided oral practice using the target language.
Point to the list of buildings in la. Ask a student to read the list aloud.
Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish.
Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a.
Demonstrate（示范）the activity. Point to the map and ask,Where's the park? Then choose a student to answer.Guide the student to say, It's across from the bank.
As students work, move around the room and check progress.（进度）
Ask several students to say some of their questions and answers for the class.
Grammar focus
Review the grammar box. Ask students to say the questions and answers.
Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone!' (on)
Culture note
Many visitors to the United States believe that Americans don't like to answer questions or give directions(方向) to tourists（旅行者）and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially（特别）in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and aren't used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need.
3a This activity provides target-oriented reading practice using the language items taught in this unit.
Draw attention to the conversation in the box. Ask students to read it out loud.
Ask a student to point out the place that Paul wants to get to.
Guide the student to point to the book and say,Here's the hotel.
Here's Bridge Street.
Point to the two arrows.(箭头) Ask students to repeat left and right. Then ask them to hold up their left hands and then their right hands.
Ask students to read the conversation again. Then ask them to find Paul and Nancy in the picture.
Answer
Paul and Nancy are the two figures outside the entrance to the park.
3b This activity provides guided writing practice using the target language.
Call attention to the three pictures. Explain that the three pairs in these pictures correspond to three pairs in the large picture above. Ask students to find the pairs in the big picture.
Point to the questions below each picture and ask a student to read them aloud.
Point to the three write-on lines in the speech bubbles. Say, Write the answers to the questions here.
Ask students to complete the writing individually.(个别的) Correct the answers.
1. Yes, there is. Go straight down New Street and turn right. There's a pay phone on the right.
2. Go straight down New Street and turn right. Turn left at Bridge Street. The bank is across the street.
3. Yes, there is. Turn right, then go straight down Bridge Street. The post office is on the left. It's across from the video arcade, next to the super-market.
4 This activity provides guided oral practice using the target language,
Call attention to the picture in la. Ask students to name all the buildings in the picture.
Point out the conversation In the picture in 4.Ask different students to read each line.
Have the students work In groups.One person chooses a building in the la picture but doesn't tell anyone which building it is. The others ask questions like those in the activity 4 picture until they guess which building it is.
Several students can take turns choosing the building for the others to guess.
Section B
la This activity introduces the key vocabulary.
Focus attention on the pictures. Ask different students to name the places shown in the pictures. They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.
Point to and name all the places in the pictures again without the describing words and have students repeat.
Now point to each half of each picture and ask about the difference between the halves. For example, you might say;
This is a park. Is it a clean park or a dirty park? Clarify(澄清) the meaning of the words clean and dirty by pointing out details in the pictures.
Point out the pairs of words or phrases. Say each one and ask students to repeat,
Then ask students to match each word or phrase on the list with one of the pictures. Point out the sampl answer.
Check the answers.
1 b This activity provides guided oral practice using the target language.
Call attention to the conversation in the picture.Ask a pair of students to read it aloud. Then ask several different students the same question. Ask them to tell the truth.
Point out the list of phrases in 1a. Ask students to work in pairs They take turns asking each other questions about the things on this list. Ask them to tell each other the truth.
As students work together, move around the room checking on their progress.
Ask several students to present some questions and answers to the class.
2a This activity gives students practice listening to and understanding the target language.
Point out the list of places in la. Say die name of each one to the class.
Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael's street.
Play the recording the first time. Students only listen.
Play the recording a second time. This time ask students to listen and circle the places they hear.
Correct the answers.
2b This activity gives students practice listening to and understanding the target language.
Call attention to the street map in the box.
Say, Now I will play the conversation again. Listen to if and draw the places in Michael's neighborhood on the street map. Play the recording. Students only listen.
Demonstrate the activity by saying. What are the three places on the tape? (a hotel, a supermarket, Michael's house). Answer any questions students may have.
Play the recording again.Students draw maps of Michael's neighborhood.
Move around the room, offering assistance(提供协助) if needed. Have some students show their completed drawings to the class.
2c This activity provides guided oral practice using the target language.
Say, Now let's work in pairs. The first person makes some statements about the picture in 2b. The seconds person says "true" if the statement is true and "false if the statement is false.
The second person also changes each false statement into a true one.
Call attention to the conversation in the picture in 2c. Ask a pair of students to read it aloud.
Demonstrate(示范) the activity with a student. Have the student close the book. Then say one true thing and one false thing about the picture. Guide the student to answer "true" for the true statement and to say "false" for the false statement and change it into a true one.
Ask students to practice in pairs and to take both roles. Move around the room helping students get started| and answering any questions they may havc.
Ask several pairs of students to present some statements and responses(回答) to the class.Ask students to correct any mistakes they hear.
3a This activity provides reading practice using the target language.
Ask a student to read the paragraph to the class or read it yourself.
Answer any questions students may have.
Read the Instructions（指示）aloud. Point out the sample of the circled description word (busy), and make sure students understand what they have to do.
Correct the answers.
3b This activity provides guided reading and writing practice using the target language.
Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.
Say, Now please write one word in each blank space in the guide. Look at the picture/or the answers.Point out the sample answer in the blank.
Correct the answers.
3c This activity provides guided writing practice using the target
language.
Ask students to work on their own. Point out the description in 3b and say. Now write about your own neighborhood. Use sentences like these.
4This activity provides open-ended oral practice using the target language.
Call attention to what the person In the picture is saying. Ask a student to read the statement to the class.
Say,Now you can talk with your partner about your own neighborhood. Tell about the streets and buildings. Your partner will draw a picture of the neighborhood
Demonstrate the activity with a student. Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket across from a post office.
As students work, move around the room offering assistance and answering questions.
Ask some students to share(参与) the completed drawings and to make some statements to accompany(陪伴) them.
Self check
1 This activity provides a comprehensive review of all key vocabulary presented in this unit.
Ask students to check all the words they know. You may wish to have them circle any words that they don't know.
Ask students to find out the meanings of any words they don't know. They can do this by reviewing the unit.asking you, asking their classmates or using a learner's dictionary or bilingual dictionary.
2 This activity helps build vocabulary by providing a specific time and place for students to record new words.
Ask students to enter five new words in their Vocab-builder on page 108.
After students have recorded their new words, ask them to share their lists with other students. This can be done with the whole class or informally, in pairs or small groups.
3 This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.
Ask students to read the letter and draw the route on the map.
Answer any questions students may have.
Check the answers. (You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)
教学后记：
培养学生的自信心和兴趣是最重要的
培养学生的自信心和兴趣是最重要的吗？我一开始也对于这个结论也不以为然的。其次并这不是一个什么新的理论，而是是一个老掉牙的论调。但有两件事使我对这句话有了更深刻的理解。
第一件事是在教育科学频道
No.3李炫Unit8教学设计
Unit 8 I’d like some noodles Section A 1a~2c 教学目标 教学重点：初步学会运用新单词： I’d = I would, would like, noodle, beef, mutton, cabbage, potato, special, large, size, bowl, he’d =he would 教学难点：通过教学引导学生学会用目标语言表达如何点餐: 1. Hello, I’d like som e noodles. 2. What kind of noodles would you like? I’d like beef and tomato noodles. 3. What size bowl of noodles would you like? I’d like a small/medium/large bowl of noodles 教学过程设计： Step 1 Talk about food T: How are you today? Ss: I’ m f ine, thanks. How are you? T: I’m fine, too. And I’m very happy today. Do you know why? Ss: No. T: Because I opened a new noodle house. （通过PPT出示我所开的面馆） 【设计意图】 通过提问的方式引发学生的好奇心，通过很自然的方式导入本课。 Task 1 Review the food 【设计意图】 通过复习之前所学习的食物oranges, apples, bananas, hamburgers 等导入新单词的学习（beef，mutton，potato等），以旧带新，能引发学生的好奇心，激发学生的学习兴趣。 Task 2 Read these words 给学生1分钟的时间通过小组学习，以六人为一小组，成绩好的同学带成绩稍弱的同学读新单词，大声朗读，做到每个同学都能开口大声读（beef, chicken, mutton,
译林版英语五年级上册unit8教案
Unit 8 At Christmas (Period 1 Story time) 一．教学内容 译林版小学英语五年级上册Unit8 At Christmas :Period 1 Story time 二．教学目标 1. 知识目标： 1）通过学习，让学生能熟练朗读课文,能在课文情境中理解Story time。2）通过学习，让学生能在文本语境中理解，会读以下词汇： Christmas, presents, Christmas tree, Father Christmas, pretty, thing, Christmas Eve, stocking, wait for, turkey, pudding, have a good time. 3）能够理解并初步运用表示时间顺序的副词：first, next, then, finally 有条理地描述圣诞节的活动。 2. 能力目标 能在教师指导下，运用一定的阅读策略逐步阅读和理解故事内容。 3. 情感目标 让学生能在Christmas的情境中感受圣诞愉悦的氛围，激发学生了解圣诞文化的兴趣。 三．教学重难点 1．能够运用一定的阅读策略，在文本情境中阅读和理解Story time. 2．能运用表示时间先后的顺序的副词：first, next, then, finally有条理地描述事情经过。 四．课前准备 PPT, 圣诞图片 五．教学过程
一、教学内容：5上 U8 Grammar time & Fun time 二、教学目标 1.知识目标： 能听懂，会说，会读，会写顺序副词：first，next，then，finally，句子“Merry Christmas”。 2能力目标： ⑴能用First/Next/Then/Finally,…一系列表示先后顺序的副词描述一件事情。 ⑵能制作圣诞贺卡并谈论制作的过程。 3情感目标： ⑴培养学生了解西方节日文化的兴趣。 ⑵培养学生相互合作学习的意识。 三、教学重点： 在实践活动中理解First/Next/Then/Finally四个顺序副词的逻辑关系和功能。
Unit8教学设计(1)
Unit 8 Is there a post office near here? 教学设计 Language goal This unit students leam to ask for and give directions(方向) on the street. New language Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean. Descriptions of location such as across from, next to,Between Recycled language What are you doing? Do you want to ...? Section A Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers. Example 1 Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng. Example 2 Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3 Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.
初中英语人教版八年级下册unit8教学设计
Unit 8 The Sixth Period Section B (3a-Self Check) I.Teaching aims 1.Key words:record,introduce,line 2.Important sentences： ①Have you introduced this singer to others? ②Do you think it looks good on me? ③At the end of the day,the bus brought us back to our school. II.Important points: 1.单词及短语 2.现在完成时态 3.介绍喜欢的歌手或作家 III.Difficult points: 1.现在完成时态 2.介绍喜欢的歌手或作家 IV.Teaching process Step 1 Lead in Teacher:Hello,everyone.Today we are going to learn Unit 8,from Section B 3a to Self Check.In this lesson we will review Present Perfect Tense and learn how to write a composition about your favorite singer or writer. Step 2 Work on 3a-3b 1.首先考虑一下,确定你最了解的一名歌手或者是作家,然后列出一个关于他/她的清单,清单内容可以参考3a项目。 2.综合3a的各个方面的内容,写一篇关于这名歌手或作家的短文,可以参考3b的句型或短语,请学生到黑板上板书文章,完成后小组内互相交流所写短文,借鉴好词好段,教师点拨黑板上板书的作文。 My favorite star is a girl called Li Yuchun,who is well received by so many people coming from all over the world. She is famous as the winner of the 2005 Super Girl.After the contest,Li became a full-time singer and well-known in China.When I heard her songs for the first time,I became interested in them.From then on,I often listen to her songs.She has many songs such as Say Goodbye,Hello Baby,My Lo v e,Why Me and so on.Most of her songs make me full of energy and confidence.She has sold millions of CDs.I have bought many of her CDs and I often sing her songs.She is still very popular with Chinese people. Step 3 Work on Self Check 1. 认真阅读1中的句子然后用左侧方框中的单词补全句子,集体核对答案后大声朗读句子。 2.阅读2中的句子,用括号中所给单词的正确形式填空,邀请几位学生到黑板上写出答案,教师点评。 3.把你这周已经做了的事情和没有做的事情列个清单,然后询问小组内其他两名学生这一周事情的完成情况,并且完成3的表格。
4A《Unit8 In class》教学设计2篇
4A《Unit8 In class》教学设计2篇Teaching design of 4A Unit8 in class
4A《Unit8 In class》教学设计2篇 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】 1、篇章1：4A《Unit8 In class》教学设计 2、篇章2：牛津小学英语4A Unit8 In class教学设计 篇章1:4A《Unit8 In class》教学设计 教学内容： b.look , read and learn . c.look,choose and say. d.look and say. 教学目的： 1．能听说读写单词drink , eat, read , draw , copy , write，close,open. 2．能听懂、会说和会读祈使句drink some… eat a/an…
draw a … read the new words . write the new words , please . 教学重点： 1．四会单词：drink , eat, read , draw , copy , write. 2．三会句型：drink some… eat a/an… draw a …read the new words . write the new words , please . 教学难点： 1．能正确听说读写单词。 2．能灵活运用所学句型。 教学准备：多媒体课件,单词卡片，板书 教学过程： 一、warming-up: 1.greeting 2.sing a song:《ten little indians》 ppt（闪现数字）：review numbers. t:today we learn unit8 in class（read） （设计意图：在课的一开始，通过歌曲的形式来调动学生的学习积极性，并由此导出课题，激发学生学习的兴趣。） 二、presentation: 1.t:in class ,what should we do? s:listen carefully./look at the teacher/blackboard.sit in straight.
Book4Unit8教学设计
教材版本：广东教育版小学英语(Primary English For China) 课题名称：Book4 Unit 8 On the farm (Period One) 授课年级：二年级 授课时间：一个课时(40分钟) 学生分析： 动物是人类的朋友，不管是农场还是生活中常见的动物都是低年级学生喜欢的，他们势必对所教内容On the farm非常有兴趣，而且他们好动、爱表现，喜欢引起别人的注意，他们听觉敏锐，模仿和记忆力强，以直观思维为主,在教学当中就主要以形象教学为主。而且课前了解到学生在学习本课前已经掌握了一些常见动物的单词，接触过句型“There’s …There are…”为本课的学习打下一定的基础。 课标分析： 任务型教学倡导学习活动的设计要尽量贴近学生生活和经验，并能在生活实际中运用，所以这是一篇很适合运用任务型教学法来进行教学的好内容。 教材分析： 内容：六种常见的农场里的动物的单词和已接触过的句型There’s…\There are… 本课时的教学内容主要是围绕话题“农场里的动物”。这是一个广受孩子们欢迎的话题，因为我们知道动物是孩子们的好朋友，认识动物、关爱动物，也是我们人类永恒的话题，而从知识体系这个角度
来看，有关动物的话题在一年级的教材中均有出现。一年级接触的都是些常见的动物的单词，通过观察，进一步学习了一些描述动物特征的词句。所有这些都为这课话题的学习做好了充分的准备。在这课中为孩子们设计了一个崭新的视角：农场中的动物，既作为一块新知识使孩子们有学习的动力和兴趣，又可让孩子们感觉到知识的连贯性，可谓一举两得。 I.Teaching Aims: 教学目标 1.能够听、说、读、拼写单词horse, sheep, duck, pig, cow, chicken 2.掌握句型：There’s…和There are… II.Teaching Important Points: 教学重点 1.The names of the animals. https://www.360docs.net/doc/2e1812543.html,e the sentences correctly. III.Teaching Difficult Points: 教学难点 https://www.360docs.net/doc/2e1812543.html,e the sentences correctly. https://www.360docs.net/doc/2e1812543.html,e the sentences freely. IV.Teaching Aids: 教学用具 word cards 、pictures 、CAI V. Teaching Procedures: 教学过程： Step 1: Pre-task Preparation. 1.Greetings: Say a chant---You’re my friend. You’re my friend. ( clap ，clap ，clap ) You’re my friend. ( clap ，clap ，clap )
教学设计 unit8
教学设计A camping trip 设计思路 本课是《牛津小学英语》5A Unit8的第一教时。本课的核心教学内容围绕?野营旅行?展开，通过孩子们在营地相互展示各自所带物品的情景，引出一些日常生活用品的词汇和主要教学句型What do you /they have? I/You/They have… What does he/she have? He/She has… 学生进入五年级后开始逐步分化。这节课是对话教学的第一节课，如果只是单纯出示单词操练、跟读录音会显得单调乏味。 虽然五年级学生的年龄在十二岁左右，但仍以形象思维为主，对歌曲、chant等都非常感兴趣。因此，在教学过程中，教师创设一定情境让学生体会、了解新句型，积极引导学生将所学的语言运用于实际，并在课堂上利用多媒体呈现歌词、图片，运用chant辅助教学，充分调动学生各个器官，通过大量练说来掌握新知,并提高学生的口头交际能力。 主要的设计思路是这样的：歌曲渗透——自由交谈——呈现新授——学习对话。兴趣是最好的老师，为了激发学生的学习热情，教师从一开始就注重创设英语的学习氛围，在轻松愉快的歌曲声中进入新课的学习，而选择What do you have?这首歌曲是为本课句型服务的，既能活跃气氛，又与本课所学关联，为新授作一定铺垫。承接歌曲，教师做动作让学生复习现在进行时。教者结合学生的生活实际呈现新知，用简单的英语创设真实的情境来引导学生理解和运用所学的句型，激发学生的学习兴趣，培养学生的听力及理解能力。学习对话时，结合省优质教学资源DVD?视听结合, 引导学生了解课文?、?讲练结合, 引导学生理解课文?、?听说结合, 引导学生掌握课文?等教学方法让学生更好地掌握对话。学习对话的过程中，教师还设计一些听力练习，训练学生听力，提取有用信息，并用完成判断、连线的方式重构信息的能力。 教学目标 1.认知目标 a.能听说读写单词 children, a hill, show, fish。 b.能听得懂、会说、会读和会写句型What do you have? I/ We/ You/ They have…What does he/she have? He/She has … c.会唱歌曲What do you have? 2.能力目标
unit8教学设计
《Success With English》(Grade Four, Book 4) Teaching plan for Module 3 Unit 8 Sports Stars 增城市实验小学
Unit 8 Sports stars先学小研究 班级：__________ 姓名：__________ 一、Write down the difficult words.（预习Unit 8请在下面的横线上写出你认为 最难读的单词。）—————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————— 二、I know the sports stars. (找出你喜欢的体育明星剪贴或画在方框内，写一写他/她的基本情况如：姓名、年龄、擅长什么运动等等。) ————————————————————
Unit 8 Sport stars教学反思 增城市实验小学薛莲珠 开学以来，我都在紧张地准备这节公开课，现在上完课了，但是没有想象中的轻松感，因为通过这次课堂教学，我发现了自己不足的地方，觉地自己还有很多东西需要学习的，还有很多方面都需要重视和改进的，下面是我对这节课地思考。 本节课是Unit 8的第一课时，学生在Unit 7及之前的单元中已经学习了有关运动类的单词短语，同时对一般现在进行时态也有了初步的了解。本节课主要是在进一步巩固一般进行时态的学习的同时，通过展示真实的图片和情境，拓展学生在体育运动方面的眼界，并希望他们能在实际的生活中运用所学的句子，提高学生的语言表达能力。首先，这节课以Sport stars 为主线，以情景创设为基础引出要掌握的单词和重点句型，再通过各种方法进行操练，然后进入课文的学习，最后结合实际进行拓展。 课后从学生的掌握情况来看，我觉得他们对本节课单词的掌握和对所学知识的拓展运用方面达到了预期效果，课前，四年级的学生在学习英语单词时会采取不同的方法自由预习，如先听录音、看单词按音素自己先拼读等，他们已养成了一种先学的习惯，特别是对他们本身感兴趣的内容就更加认真，也会掌握得好一些，而且体育运动是他们感兴趣的内容，而体育明星也是他们乐于讨论的话题。 与此同时，我也感觉到了一些不足之处：1、部分学生没有攻破难点部分。本节课的难点是：基本流利地读出句子China has seven gold medals from the 36th World Table Tennis Championships. We also have seven gold medals from the 43rd World championships. 课堂中我借助实物、图片、多媒体等帮助学生理解和掌握单词、句子；同时还采用小组合作的学习形式，让学生们互帮互助地学习，我先利用课件让学生猜的形式导出这个短语，然后让他们多听几次老师的发音，接着跟读1、2次，最后进入小组学习。但可能是因为本句子的难度较大，加上学习时间也比较紧张，操练的不够完全，导致部分学生不能顺利地
Unit8Isthereapostofficenearhere教学设计教案word版本
I教学准备 1. 教学目标 1. 学习并熟练掌握下列单词。 post office, police stati on , hotel , restaura nt , bank , hospital , street , pay phone , n ear , across from , in front of , beh ind , tow n 2. 学习并熟练掌握下列句型。 Is there a hospital n ear here ? The pay phone is across from the library . How can I help you ? I am new in town. 通过本课的学习，培养学习习惯，学会礼貌用语，融洽与他人的关系，感谢他人。 能正确地运用问路和指路方面的句子。 2. 教学重点/难点 掌握本课的问路交际用语。 方位介词的用法。 3. 教学用具 多媒体设备 4. 标签 ［教学过程 Section A 1a—2d I .复习热身 Review: Show a map and ask stude nts to make con versatio ns . post office/ police stati on/ hotel / restaura nt/ bank / hospital —Is there …？
—Yes, there is . / No, there isn ' t. n .感知体验 1. 教学本课生词和新句型： post office, police station , hotel , restaurant , bank , hospital , street , pay phone , near , acros s from , in front of , behind , town , north 教师利用多媒体创设情境，呈现和学习新词和新句型，谈论问路指路。 —Is there a hospital near here ? —Yes , there is . It is on Bridge Street . 地点名词： post office/ police station/ hotel / restaurant/ bank / hospital/ Bridge Street/ pay phone/ park/ Cente r Street 2. Make conversations. (1) —Excuse me , is there a post office near here ? —Yes , there is . It is on Bridge Street . (2) —Excuse me , is there a police station near here ? —No , there isn ' Bt.u. t There is a police station on Center Street . 川.强化巩固、 Activity 1a1b1c (1) Match the words with the places in the picture. 1.f 2.a 3.e 4.i 5.c 6.b 7.h 8.g 9.d (2) Listen and circle the places you hear in 1a. (3) Practice the conversation with your partner . Then ask and answer questions about the oth er places in 1a. (1c)
英语基础模块一Unit8教案
Unit 8 How can I get to the nearest bank? 【教学目标】 语言知识目标：学生能够掌握并运用与问路相关的词汇和句式并能根据具 体语境使用祈使句给出方位指令。 语言'技能目标： 听一一学生能够听懂有关问路和指示相应方位的对话。 说---- 学生能够用how can I get to ...?等句式问询方位，并用祈使句回 答。 读一一学生能够读懂一般生活工作中的方位介绍。 写一一学生能够写出具体语境中指示方位路线的语句，并能运用祈使句进行表达0 学习策略：学生能够运用适当的问询方位的表达解决实际问题，理解路线标志指示。 文化意识：掌握英美国家的人们在问询和指示方位时的不同表达习惯及空间意识。 情感态度：学生能够了解和运用不同语境下礼貌性求助和回答的差异。 单元任务：能够运用所学语言向同学介绍生活中的具体路线方位。通过征求意见，介绍学校附近的日常场所方位，为新同学解决实际生活中可能遇到的问题。 【教学步骤】 Period 1 Step 1 lead-in 1. “本单元我们将要学习关丁路线方位的知识。Today we are going to learn a new unit。” 板书本单元的标题How can I get to the nearest bank? 2. 提问一名同学去学校食堂怎么走。“你遇到一名新来的同学，她对校园环境不熟悉，她向你询问去学校食堂怎么去。你会怎么向她指路呢？” Step 2 learn the new words 学习新单词以便接下来完成activity1。跟读两遍，学生自己读一遍，给5 分钟时间学生自己记单词。再读多一遍。 Step 3 look and match (activity 1) 1. 个人活动。学生先自己看图片，理解图中各个标识的方位指示含义。再阅读右 边给出的方位指示表达，与图中相应的地点进行匹配。 2. 依次提问一个列学生，通过反馈给出答案并讲解。 3. 打乱顺序，就图片分别提问全班同学，去各栋大厦分别该怎样走。 4. 全班一起读一遍右边的方位指示表达。要求学生初步熟练掌握这些表达法。
Unit8教案
人教版八年级下册unit 8 备课人：王灵香执教人：王灵香
Why don’t you...? (表示建议)你为什么不……呢？ Step Ⅲ 2a This activity provides listening practice using the target language. Go through the instructions with the class. Say, You will hear three conversations. After each conversation, put a check after the name of the person who is going to receive the gift. Look at the chart and point out the sample answer. Say, In Conversation 1,the person is shopping for a friend. Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to make check-marks in the chart. Check the answers. Answers Conversation 1:friend Conversation 2:teacher Conversation 3:sister Step Ⅳ 2b This activity provides listening and writing practice using the target language. Look at the Suggestions and Comments. Ask a few students to read them to the class. Review the meanings of any terms students are not sure of. Ask students to look at the chart listing the three conversations across the top.
unit8counting教学设计
Unit8 第三课时教学设计书 Designer: Huang Jie（黄婕）Chen Danchun(陈丹纯) 一、项目名称：三年级下册第八单元第三课时 二、执教教师：中山市实验小学蓝波湾学校黄婕陈丹纯 三、学段：三年级 五、整体教材分析：广东版教材《开心学英语》（《Friends with English》），是根据教育部颁布的《英语课程标准（实验稿）》编写的一套教材，全套教材共8册，适用于小学三至六年级。该套教材遵循英语学习的规律，以培养学生学习英语的兴趣为首要任务，从技能、知识、情感、策略与文化五方面切入，选取儿童所熟悉与喜爱的内容设计英语学习内容，同时渗透其他学科的知识，生活科学常识和跨文化知识。同时结合学生的年龄特征和认知需求，科学而循序渐进地设计课程，充分体现现代教学理念和素质教育思想。 按编者的意图，每个单元的设计课时应为三至四课时，本节课为第三课时，教学内容为Sounds and words，通过故事引出本课单词并渗透自然拼读法引导学生逐步掌握“见词能读，听音能写”的方法。 六、教学设计
1、教学内容： 1、单词：seventeen、sing、box、sixteen、zoo、zero. 2、语音知识：字母s的发音【s】，字母x的发音【ks】, 字母z的发音【z】 二、教学目标 1、知识目标： a) 学生能听说认读重点词汇seventeen、sing、box、sixteen、zoo、zero。 b) 学生能理解字母s、x、z、的发音规则，能灵活运用语音规则以达到见词能读，听音能写。 d) 学生能认读【s】、【ks】，【z】并能发现、感知、总结s、x、z在单词中的发音。 2、技能目标： a）在教师设计的The Little Prince从自己的星球去到地球经历一系列好玩的情境中，学生能根据动作、图片与情景运用目标语言，从而培养学生说听、读、说、唱的能力。 b) 学生在教师创设去地球前后的情景中交际语言，培养学生的理解能力和表演能力; 在小王子的地球奇遇记里的活动的情景 中灵活地运用语言，从而有效地培养学生的合作能力和应变能力。 c) 通过教师的引导，学生不需音标，见到单词就能读的自然拼读能力得以培养。 3、策略目标 a) 在教师创设的情景和游戏中，学生逐步学会观察、发现、归纳和运用，并逐步学会感知知识，感悟语言功能。 b) 通过游戏与活动，激发学生的兴趣，提高学生的学习积极性，启发学生思维。 4、情感目标： a）在本节课中，通过The Little Prince从自己的星球去到地球历险情景，有效地激发学生的兴趣与好奇心，培养学生的团
人教版英语七年级上册Unit8教学设计
新目标英语七年级上册 Unit 8When is your birthday? 第一课时教学设计 农杰媚 一、教材内容分析 本单元谈论的话题是生日，通过互相询问生日的日期，可以增进同学之间的了解和友情，并学会在英语交流中注意他人的情感。学习内容比较贴近学生的生活，因此学生一定会很感兴趣。Section A第1课时的主要内容是让学生学会如何询问某日的生日以及日期的书写与表达；通过询问生日，学会关心他人，增强与人沟通的意识。 二、教学目标 1. To learn & practice the new words：when birthday month January February March April May June July August September November December second third fourth fifth……twentieth…… 2. To learn and practice asking & answering the date of birthday:When is your birthday? My birthday is on……./It’s on…… 三、教学重点，难点 1. 学习序数词的构成和日期的表达法。 2. 让学生学会使用when引导的特殊疑问句及正确回答。 四、教学过程 Step 1 Greeting(4minutes ) 1 Greet the class. Teacher shows some pictures for the students ,ask some questions:What’s this ? How much is it? etc. 2 Let students count numbers from 1 to 31 together. (设计说明：师生简单的口语交流和问候带领学生轻松地走进英语课堂，复习数字为学习下面的基数词作铺垫。) Step 2 Presentation(15 minutes) 1.Teacher shows a calendar , teach the ordinal numbers : first , second , three , fourth , fifth , sixth….. 2. Play a game: have the students to say the ordinal numbers. 3.Teacher shows a calendar again. Say: There are twelve months in a year. This is January. Then
Unit8 It must belong to Carla. 教学设计 教案
教学准备 1. 教学目标 1. 功能 (1)能够听懂描述有关物品归属的对话。 (2)能够在听读信息输入中获取相关信息，并掌握情态动词must, could, might, can\'t表推测的用法。 2. 常用词汇和短语 whose; truck; rabbit; valuable; belong to; at the picnic; attend a concert; pick up 3. 学习策略 正确运用情态动词进行推断，同时能根据相关信息预测、推断事情。 2. 教学重点/难点 must表示推测“可能性”时，语气很强，较有把握，而could和might表示把握性 不大的推测，意为“可能、也许”， might的可能性比could更小。 3. 教学用具 4. 标签 教学过程 Step 1 Listening (1b) Prelistening activities 1. Look at P57 and P58, and put the following sentences into Chinese orally. (1)—Whose book is this? —It must be Mary's. J．K. Rowling is her favorite writer. (2)That toy truck must belong to Jane's little brother. (3)Here is a hair band, so the person can't be a boy.
(4)But then the schoolbag could belong to Rita. (5)She's always forgetting things. (6)Then it must be Linda's schoolbag. 2. Put the following sentences into English orally, and then write them down without looking at the text. (1)它一定是卡拉的。 (2)这本杂志一定是邓文的。 (3)它可能是梅的发带。 (4)要不然这个发带或许是琳达的。 (5)她在野餐，不是吗？ [设计意图：检查学生的预习情况，先英语后汉语，由简到难，逐步掌握重点句型。] 3. Warming up and leading in The teacher shows a picture first. And then show the others one by one. A: Whose school uniform is this? B: Zhang Hao's? A: I don't think so. It might be Tong Yao's. Let's ask her. Tong Yao, is this your school uniform? C: No, it's not mine. Is it Zhang Ping's? A: Let's ask her. Zhang Ping, is this your school uniform? D: No, it isn't. A: So it's not Zhang Ping's school uniform. And it can't be Wang Qian's. Because she doesn't wear it. Then whose school uniform is it? E: Is it Xu jinmeng's?
七年级英语上册unit8教案新部编本
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
Unit 8 When is your birthday? 教材解读 本单元主要谈论日期，由学生比较敏感的生日引出主题。学习月份、日期的表达，掌握询问生日及其答语。能由此延伸到会表达其他日期。由此会谈论同学以及父母家人的生日。能理解孩子的生日是母亲的受难日，学会爱母亲，能帮母亲做一些力所能及的活。会合理安排自己的作息时间，做时间的主人。了解东西方常见节日。 单元目标 一、知识与技能 1. 重点词汇：months of the year、ordinal number 1st-31st、birthday party、speech、contest、school trip。 2. 月份的使用，序数词的使用，when引导的特殊疑问句。 3. 学会日期表达法(月份、日期)。 4. 了解一些常见节日。 二、过程与方法 角色扮演，情景设置，小组合作。 三、情感态度与价值观 1. 了解生日更多的含义并学会谈论自己、同学以及父母家人的生日。 2. 能理解孩子的生日是母亲的受难日，学会关爱母亲，能帮母亲做一些力所能及的事。 3. 会合理地安排自己的作息时间，做时间的主人。 4. 学会合理安排自己的课余生活。了解东西方常见节日。 教法导航 发挥教师指导作用，指导学生掌握重点词汇和短语。 学法导航 生生互动，相互交流，小组合作学习，培养合作精神。 课时支配 第1课时：Section A 1a-2d 第2课时：Section A 3a-3c 第3课时：Section B 1a-2c 第4课时：Section B 3a-Self Check 课时教案 第1课时Section A1a-2d
七年级英语上册Unit8教案
课题：Unit 8 When is your birthday? 备课人：许晓燕 The First Period Teaching Aims(教学目标) 1.Knowledge Object and Ability （知识与技能） 通过Talk about dates使学生学会基本句型:When is your/her/ his birthday? My /Her /His birthday is …并掌握日期的表达方式，提高学生用英语交际的 能力 2.Process and teaching methods（过程与方法）： 采用Practicing. Listening. Reading和Role playing的学习策略，利用日历 牌或制作多媒体课件展开课堂Pair work. Group work的口语交际活动，问生日， 记日期。 3.Moral Objects（情感态度与价值观）： 通过互问对方生日，增进同学之间的了解和友善。 Teaching Key points（教学重点）： when, birthday, month, January….December, second…. twentieth, date, happy, Happy birthday! When is your birthday? My birthday is….. Teaching Difficult points（教学难点）： 1.英语月份的读与写 2. 序数词 Teaching methods（教学方法）： Role playing Pair work Demonstration method Teaching Aids（教学用具）： Calendar Tape-recorder，Picture。 Class hour（课时）：1课时 Teaching Date（授课日期）：第周星期 Blackboard Design （板书设计） Unit 8 When is your birthday? when, birthday, month, January…, second…. twentieth, date, happy, Happy birthday! A：When is your birthday? B： My birthday is….. Teaching procedure（教学过程）: Step1 : Greetings and warming up ( The teacher comes into the classroom with a calendar ) 1.T: Let’s sing the Good morning song. ( Sing the song together) 2.T: Revise the numbers from 1 to 31 by counting the students in class. Ask the students to count the students together。 1. Show them the cal endar, and ask “ What’s the date today?” and help the student answer “ It’s December 5th.” By looking at the calendar. Tell them the more dates with the calendar.