book7 unit 4 sharing 全单元教案
Unit 4 Sharing Ｉ．单元教学目标
Ⅱ.目标语言
III. 教材分析与教材重组
1. 教材分析
本单元以Sharing为话题，旨在通过单元教学，使学生了解世界上很多地方依然很落后，从而懂得同情，学会分享。结合针对短文话题的探讨激发学生的国际意识，通过各种渠道力所能及地为贫困地区的孩子做出自己贡献。
1. 1 WARMING UP 提供了三项任务。通过完成这些任务让学生懂得什么是“帮助”，并且反思自己是否乐于助人，以及怎样做才是“志愿者”，由此为后面的短文学习做好铺垫。
1. 2 PRE-READING是READING的热身活动。其中介绍了短文主人公Jo，还根据她在PNG拍的照片提出了5个问题，使学生在阅读之前就简单了解短文内容。
1. 3 READING是一篇Jo写给Rosemary的信。其中介绍Jo在PNG(Papua New Guinea)的所见所闻，使学生感受到PNG的儿童生活艰难，从而珍惜自己的学习机会。.
1. 4 COMPREHENDING 是根据短文设计的阅读理解试题。
1. 5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，第一部分是有关此篇短文中的重点单词和短语；第二部分是有关限定性定语从句的复习。
1. 6 USING LANGUAGE是对READING的延伸。通过阅读，参与“Give an unusual gift”的活动。
1. 7 LISTENING AND SPEAKING通过Jennifer Wells的采访介绍了Mary Murray作为MSF的一个volunteer的工作经历，而且针对这一话题展开Speaking 。
1. 8 WRITING 根据LISTENING AND SPEAKING话题运用时间表达方式进行写作。
2. 教材重组
2.1 从话题内容和训练目的上分析，WARMING UP与LISTENING AND SPEAKING相一致；从教材份量来说，可将WARMING UP与LISTENING AND
SPEAKING的1、2、3、4项和Workbook中的LISTENING以及LISTENING TASK 整合在一起，设计成一节任务型“听力课”。
2.2 将LISTENING AND SPEAKING的5、6项和Workbook中的TALKING 以及SPEAKING TASK整合在一起，设计成一节"口语课"。
2.3 可将PRE-READING, READING和COMPREHENDING三个活动整合在一起上一节“阅读课（一）”。
2.4 可将LEARNING ABOUT LANGUAGE的词汇和语法两部分与Workbook中的USING WORDS AND EXPRESSIONS与USING STRUCTURES 整合在一起上一节“语法课”。
2.5 可将USING LANGUAG中Give an unusual gift, 和Workbook中READING TASK的A LETTER FROM PLAN整合起来上一节“阅读课（二）（泛读课）”。
2.6 将WRITING和Workbook中WRITING TASK整合成一节“写作课”。
3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）
1st period 听力课
2nd period 口语课
3rd period 阅读课
4th period 语法课
5th period 泛读课
6th period 写作课
Ⅳ. 分课时教案
The First Period Listening
Teaching goals 教学目标
1. Target language目标语言
a.词汇和短语:
volunteer, clinic, challenging, over the last few years, in the future, in two weeks’ time, a couple of, developing country, Medecins Sans Frontieres(MSF), Malawi,
Sudan, The Fred Hollows Foundation, The Cancer Council, Youth in the city, go blind, belief
b. 重点句子:
Why did Mary decide to work in the developing countries?
Why were conditions in the clinic in the Sudan challenging?
In the Sudan, why was it nearly impossible for Mary to get to the clinics when the rains came?
2. Ability goals能力目标
Improve the students’ listening ability by listening to Dr Mary Murray’s experience as a volunteer with Medecins Sans Frontieres (MSF)
3．Learning ability goals学能目标
Learn to predict what will be heard.
Help the students understand time expressions and use them.
Teaching important point 教学重点
Learn to make notes while listening to the material and number the events in the order they are heard.
Teaching difficult point 教学难点
Learn to use time expressions and work together with a partner to describe a person’s experience..
Teaching methods 教学方法
Listening and cooperative learning.
Teaching aid 教具准备
A recorder
Teaching procedures & ways 教学过程与方式
Listening and cooperative learning.
Step I Warming Up
1. Greetings
T: Good morning /afternoon everyone!
Ss: Good morning /afternoon, Sir/ Madam!
T: Have you ever helped others? What did you do to help your parents? Or other
relatives? Or your friends? Or people in your community? Or people outside your community? I’m sure you have a lot to say. Ok, let divide into groups of three and finish the survey form. Then in groups, discuss whether someone who helps the groups on the survey form can be called a “volunteer”.
Suggested answers:
T: Which one can be called a volunteer? Or what kind of things do volunteers do? S: Volunteer work includes: Be a coach of the football lovers, plant trees, help people with disabilities.
T: Correct. Only tho se who don’t work not for rewards –especially money and materials, and not forced to do so are volunteers. And not only the person but also the society and the environment benefit from it. For example, Dr Mary Murray was a volunteer with Medecins Sans Frontieres(MSF). Now turn to Page 35, read Exercises 1 and 2, and predict what you will hear in the listening material. You can also discuss with your partner.
Sa: Now Jennifer Wells is interviewing Dr Mary Murray about what has happened in Mary’s life.
Sb: She once worked in a clinic in Malawi and Sudan.
Sc: Malawi and Sudan are developing countries.
Sd: Many children died when she worked in Malawi.
Se: Conditions in the clinics in the Sudan were very terrible and challenging.
Sf: Medecins Sans Frontieres(MSF) is an organization that provide free medical care to children in poor countries.
T: Very good. You see, even without listening to the dialogue you can get much information, if you study the questions carefully. Now let’s listen to their dialogue. You will pay attention to the time expressions and number them in the order you hear them. (Show the 11 time expressions on Page 35). And also you will answer as many of the questions in Exercise 2 as you can.
Step II Listening(I)
(The teacher plays the tape and the students listen to it.)
T: Now let’s check the answers of Exercise 1 and 2.
(The students will answer the questions)
T: Now let’s listen to the dialogue for a second time. When you are listening, you can check the answers of Exercise 2 and finish Exercises 3 and 4. Learn to make notes about Mary’s experiences in the table on Page 35. And share your notes with your partner and then with other groups.
(The students will makes notes, and share their notes.)
T: Ok, let’s listen to it for a third time to c heck the notes.
Step III Listening(II)
T: Perhaps you may wonder, because we are students, what we can do to help. That is, what can we do to serve communities outside the school? Ok, let do LISTENING in the workbook on Page 70. You are also required to predict what you will hear, according to the four questions.
Sa: There are three characters in the material: Jason, Mick and Annie.
Sb: They want to raise money to help.
Sc: Perhaps they will help children in hospital, or serve soup to the homeless, or protect the environment.
Sd: They will spend some time working for their school’s Community Care Committee (CCC).
T: It couldn’t be better. Now we’ll listen and check our prediction and also finish the exercises on Page 70.
Step V Assignment
T: Boys and girls, today we have listened to two materials about giving help to others.
I do hope all of us will help those who need help. Besides, you should learn to predict what you will hear before listening and pay attention to the time expressions while listening.
Homework for today.
1. Finish the LISTENING TASK on Page 75-76. Remember to predict what you will hear according to the given information and also pay attention to time expressions.
2. Google for more information about MSF and share it between us.
Now class is over. Goodbye, everyone.
Ss: Goodbye, sir/madam.
The second Period Listening
Teaching goals
1.target language
a.key words and expressions
opportunity, range, annual, migration, Antarctic, whale watching tour, witness, awesome, leap out of
b.key sentences
Shark populations grow at a very slow rate.
Some species need to be protected.
The chances of being bitten by a shark are actually very small.
Up to 200 million sharks are killed each year.
2.Ability goals
Enable the Ss to listen to three dialogues about a tour they have read in the advertisement and an interview of a shark expert to answer the question given.
3.Learning ability goals
Learn how to get right information from what they hear on the tape the answer the questions given according to the listening material. Teaching important and difficult points
Listen to dialogues to pick out the expressions about blame and complaint and fill in the missing words in the short passages given.
Answer some questions given about sharks in order to smooth the way of listening.
Teaching methods
Listening, speaking and cooperative learning.
Teaching aids
A recorder
Teaching procedures and ways
Step 1 Revision
Check the homework. Read the sentences the Ss have made with the passive voice of –ing form.
Step 2 Listening 1
P25. You will find an advertisement about whale watching tours. Have you ever been on such a tour? What can you experience on this tour? Now read it carefully and try to answer the questions above it. You can discuss with your partners.
Listen to some dialogues between tourists and a tour guide. They have finished the whale watching tour. Look at the aspect in Ex.2. Go through the aspects given and decide which ones the tourists might think were good and which they might complain about. After that, we’ll listen to the tape and check the answers.
Play the tape. For the first time, they are required to check the answers they have chosen. For the second time, they should number the aspects in the order they hear about them. Then check the answers with the whole class.
Play the tape again a help the Ss to finish these tasks and at last, check the answers with the class.
Step III Listening 2
P62 First look at the three photos. What do you see in them? Have you seen any sharks with your own eyes? How do you feel when you look at the photos of them?
Then let the Ss discuss the questions above the photos in groups and make short dialogues. They will share information with each other and
learn more about sharks.
Step IV Listening 3
Next we are going to listen to an interview with the shark expert Don James. Before you listen, go through the statements in Ex. 1 on P65 and predict what you will hear in the interview. Then listen and number these statements in the order you hear them.
Step V Homework
Preview the reading passage on P23.
The third Period Extensive reading
Teaching goals
1.target language
a.key words and expressions
reflecting, pure magic, beauty, cell, became aware of , vivid, poisonous, cave, narrow, upside down, sharp, tasty, scared to death, shallow
b.key sentences
I’m sitting in the warm night air with a cold drink in my hand and reflecting on the day – a day of pure magic!
The first thing I became aware of was all the vivid colors surrounding me…
What a wonderful, limitless world it was down there!
2.ability goals
3.Enable the student to know more about the living things under the sea
and experience the beautiful and harmonious nature by reading a diary describing the animals and scenery under the sea and learn to write a similar one according to the expressions given.
4.Teaching important points.
Enable Ss to read for specific information and guide the Ss to write their own diray.
Teaching procedures
Step1, Revision
T: Good morning.
Ss; Good morning.
T: Yesterday I asked you to preview the reading passage on Page 23…. Step 2, Reading and discussing P23
Play the tape for ss to listen and then let the ss to write down the names of the sea animals mentioned in the diary. After that, check the job by asking someone to tell the names of the sea animals. …
Pare1…
Para2..
Para3..
Para4..
Step3,Homework
Discussing and writing on p24.
Unit 4 Sharing.语法
在复合句中修饰名词或代词的从句叫定语从句。被修饰的名词或代词叫先行词。引导定语从句的关系代词有who，whom，whose，which，that等和关系副词where，when，why等。关系代词和关系副词在定语从句中充当一定的句子成分。
1. 由who，whom，whose引导的定语从句这类定语从句中who用作主语，whom作宾语，whose作定语指人。例如：
① This is the man who helped me.
这位是帮过我的那个人。
② The Doctor whom you are looking for is in the room. 你找的那位大夫在屋里。
③ Do you know the man whose name is Thompson?
你认识那个叫汤普森的人吗？
2. which引导的定语从句
这类从句只能指物，which在从句中作主语或谓语动词或介词的宾语。例如：
① This is the book which you want.
这就是你要的那本书。
② The building which stands near the river is our school.
河边的那栋楼是我们学校。
③ The room in which there is a machine is a workshop. 有机器的房间是车间。
1）whom，whose，which作介词宾语时，介词一般可放在它们之前，也可放在从句原来的位置上，在含有介词的动词固定词组中，介词只能放在原来的位置上。例如：
This is the person whom you are looking for. 这位就是你在找的那个人。
2）引导非限定性定语从句时，关系代词往往用which，不用that。例如：
I have lost my book, which I like very much. 我的书丢了，我非常喜欢那本书。
3. 由that引导的定语从句
that在定语从句中可以指人或物，在从句中作主语或谓语动词的宾语。但不能放在介词后面作介词宾语。例如：
The letter that I received was from my father.
我收到的那封信是我父亲写给我的。
在下面几种情况下必须用“that”引导定语从句：
1）先行词是不定代词：all，few，little，much，something，nothing，anything等。例如：All that we have to do is to practice every day. 我们要做的就是每天练习。
2）先行词是序数词或被序数词修饰，只用that，不用which。例如：
The first lesson that I learned will never be forgotten. 我永远也忘不了所学的第一课。The train is the last that will go to Suzhou.这是开往苏州的最后一趟车。
3）先行词是形容词最高级或被被形容词最高级修饰，只用that，不用which。
This is the best that has been used against pollution. 这是用来预防污染的最佳办法。This is the most interesting film that I’ve ever seen. 这是我看过的最有趣的电影。4）先行词被all, any, every, each, few, little, no, some等修饰。例如：
I have read all the books (that) you gave me.
你给我的书我全读完了。
5）先行词被the only，the very，the last修饰时。
He is the only person that I want to talk to.
他是惟一的我想跟说话的人。
The only possessions that I could see were a few tin plates and cups and a couple of pots. 我能看到的他们仅有的财产就是几个锡盘子、杯子和三两个罐子。
6）先行词既有人又有物时。例如：
They talked of things and persons that they remembered in the school.
他们谈论着他们能记起的那些在学校的人和事。
7)当先行词前面有who, which 等疑问代词时。
Who is the boy that won the gold medal?
8) 当有两个定语从句时，其中一个关系代词已经用了which, 另一个宜用that. Thay secretly built up a small favtory, which produced things that could cause pollution.
9) 当先行词在主句中作表语，而关系代词在从句中作表语。
Shanghai is no longer the city that it used to be..
4. 由when / where / why引导的定语从句
① I know the reason why he came late.
我知道他为什么来晚了。
② This is the place where we lived for 5 years.
这就是我住过五年的地方。
③ I will never forget the day when I met Mr. Li.
我永远也忘不了遇到李先生的那天。
先行词表示地点时，有时用where，有时用that（which）引导定语从句。这时要看从句的谓语动词是及物动词还是不及物动词。如果是及物动词就用that（which），否则用where 。例如：
① This is the house where he lived last year.
这就是他去年住过的房子。
② This is the house that (which) he visited last year.
这就是他去年去过的房子。
Unit 4 Sharing ---Writing
Teaching goals 教学目标
1. Ability goals能力目标
Enable the students to write about a person’s experience by using time expressions.
Enable the students to write a letter to a child they would like to sponsor.
2. Learning ability goals学能目标
Help the students learn how to write about a person’s experience by using time expre ssions.
Help the students learn how to write a letter to a child they would like to sponsor.
Teaching important and difficult points教学重难点
The characteristics of narration.
Teaching methods教学方法
Task-based method and writing.
Teaching aids教具准备
A projector and a computer.
Teaching procedures & ways教学过程与方式
Step I Revision
Check the homework.
Ask some students to read the sentences with attributive clauses in “A LETTER FROM PLAN”. 1. My name is Rosanna and I work as a community volunteer in an area of Ecuador where Orlando and his family have lived for as long as they can remember.
2. Although they still have time to play, they also have to help with daily jobs, which can take up a lot of time.
3. Orlando’s family lives in a small metal house that has a straw roof and a dirt floor.
Step Ⅱ Pre-writing
T: Let’s recall something about Dr Mary Murray, who worked as a volunteer with Medecins Sans Frontieres (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is given the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can have an attributive clause in your sentence.
Sa: Dr Mary Murray was a volunteer, who worked with Medecins Sans Frontieres (MSF).
Sb: Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing countries in Africa.
…
Step Ⅲ Writing
T: Very good. Now you are asked to write about Dr Murray for the school magazine. Write a paragraph on each topic below in the order shown. Remember to use time expressions listed on Page 36.
1. who she is
2. reasons why she joined MSF
3. what she did in Malawi
4. what she did in the Sudan
5. the effects on her of her experiences
6. her plans for the future
After the students have finished writing, show two samples on the screen and check the mistakes if any.
Step Ⅳ Writing task
Deal with WRITING TASK on Page 75.
T: Imagine that you have decided to sponsor Shan-shan, a 11-year-old girl from Gansu Province. Her family cannot afford to keep her at school. But she loves practicing English. Write a letter to her in English. In your letter, you can:
Introduce yourself
Say something about your interests and hobbies
Describe your family
Let her know you want to make friend with her and hear from her
Other things you would like to tell her
After the students have finished writing, ask several of them to read their letters.
Unit 10 can I improve my English全单元教案
Unit 10 How can I improve my English? 教学内容： Unit 10: Lead in; Listening and Speaking; Reading and Writing; Language in use 语言知识目标：学生能够理解并运用与英语学习相关的词汇和情态动词就英语学习中的各种困难进行讨论并提出建议。 语言技能目标： 听——学生能够听懂有关英语学习中各种困难的描述及建议的对话。 说学生能够运用相关词汇和情态动词谈论英语学习中的各种困难并提出建议。读学生能够读懂描述英语学习中的常见困难及相关建议的短文。 写学生能够运用相关词汇和情态动词写出在英语学习中面临的困难及建议。学习策略：学生能够反思自己的英语学习，对所面临的问题和困难进行分析并选择有效的学习策略。 情感态度：学生能够了解从事不同职业的人在不同场合运用英语的情况，进一步认识英语学习的重要性。 单元任务：能够运用所学语言知识制订自己的英语学习目标及相应措施并通过征求同学建议拟订合理的学习计划。 Lesson One 教学内容：Lead in; Listen and Speaking Dialogue A 教学目标： 1知识目标：words and expressions;Asking for and giving advice 2 能力目标：Understand talks about learning difficulties and advice. 教学重点：Understand short passages on learning difficulties and advice. 教学难点：Four-skill words and expressions
人教版英语必修三 Unit 1 全单元教案
Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up部分设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 部分中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip部分主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。 II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇，如custom,religious等。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元建议分七课时： 第一、二课时：Warming up, Pre-reading, Reading & Comprehending 第三、四课时：Learning about Language 第五课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第六课时：Reading (Using Language) & Reading task (Workbook) 第七课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤： Period 1&2 Warming up, Pre-reading, R eading & Comprehending Teaching Goals:
最新人教新版英语七级下册unit5全单元教案知识讲解
Unit5 Why do you like pandas? Period 1 Section A(1a-2c) Teaching aims: 1. Know the words about animals and their personalities. 2. Enable the students to talk about and describe their favorite animals. 3. Educate the students to love and protect animals. Key points: 1. Master these words: zoo, animals, panda, tiger, elephant, koala, lion, giraffe, cute, beautiful, smart, lazy, scary, kind of, South Africa, Australia. 2. Master the following sentence patterns: ------ Why do you/don’t you like …? Why does /doesn’t he /she like …? Because they are … ------ Where are … from? They are from … Teaching aids: a tape recorder, pictures, ppt. Teaching steps: Step One Greetings Say Hello to the students. Step Two Lead-in Play a short video for the students. What animals do you know? Step Three Presentation 1. Teach new words with pictures. 2. Present the following sentences with pictures. Why do you/don’t you like …? Because they are … Step Four Listening Play the recorder and ask students to do activity 1b. Step Five pair work. Show some pictures and a sample dialogue to the students, then ask them to make more conversations and act them out. A: Let’s see the lions. B: Why do you want to see them? A: Because they are interesting. cute interesting fun smart beautiful friendly shy… Step Six Work in groups. Ask and answer Show a sample dialogue to the students, then ask them to make more conversations and act them out. A:I like dogs. B:Why do you like dogs? A:Because they are cute and friendly. B: What animals does she like? Why does she like them? A:She likes panadas. Because they’re cute
(完整版)unit3weather单元整体教案
Unit 3 Weather 单元整体教案 一、教材分析： 单元教学内容：本单元主要学习有关天气的单词与句型及相关的法。要求学生能用本单元所学句型与单词进行有关天气的熟练对话。在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际.吟唱等形式，让学生在玩中学，在学中学，在学中玩。 二、单元教学目标 1、能力目标： （1）能够简单介绍天气情况。 （2）能说出不同天气情况下该穿什么衣服。 （3）能听懂并回答一些问题，如：What's the weather like in Beijing? （4）会规范书写句子：Is it sunny ? Yes, it is . \ No , it isn’t . （5）会唱歌曲“Thunder”。 2、知识目标： 1、能够在情景中运用句型Can I go outside/have some soup? 征求对方许可，并用Yes, you can. / No, you can’t.作答；能在情景中恰当运用句型It’s very hot/cold. 描述天气及温度状况。
2、掌握What’s the weather like in New York? It’s rainy. 问答某地天气情况；能够运用句型Is it cold? Yes, it is. No, it isn’t. 确认某地天气状况并能运用句型It’s 26 degrees.表述气温。 3、掌握单词rainy, snowy, cloudy, sunny, windy 3、情感目标： （1）情感态度：注重培养学生学习的愿望，鼓励学生参与实践活动。（2）学习策略：注重观察、交际功能，学会观察、提问等策略。（3）文化目标：了解世界主要城市的天气差异和谈论天气所具有的寒暄功能。 三、学情分析 天气与人类的生活紧密相关，在教学中，教师注意利用已学的知识来引出新知识，利用地图并收集有关天气的图片、单词卡等来传授新知识，多创设一些真实的情景，让学生在真实情境中体会到语言学习的真实性。教师应当适当拓展学生的知识面，告诉学生生活小常识，教育学生注意天气变化，关爱自己和他人。 四．课时安排 第一课时：ALet's talk Let’s play 第二课时：ALet's learn Let’s chant 第三课时：A Let's spell 第四课时：B Let's learn Let’s play Let’s sing 第五课时：B Let's talk Let’s play Let’s check 第六课时：B Read and write C story time
【人教】新目标八年级英语上册Unit10单元教案
Unit 10If you go to the party，you'll have a great time!
本单元以“If you go to the party，you'll have a great time！”为话题，通过“Talk about consequences”来学习if引导的条件状语从句，掌握用be going to 表示将来的时态，正确使用情态动词should。从学生熟悉的party出发到对未来职业选择的探讨，鼓励学生作出自己的决定，并对这一决定所带来的结果进行讨论和评判。该话题贴近学生生活，鼓励学生对未来的生活展开丰富的想象。其中，对于生活中重要内容的探讨和为慈善活动寻找新点子设计海报等不失为德育教育的好素材。
第一课时Section A(1a－2d) Teaching Goals【教学目标】 Key words & phrases： meeting，video，organize，chocolate，go to the party，have a great time，stay at home，take the bus，watch a video，potato chips Key sentences： 1. If you go to the party，you'll have a great time. 2. I think I'll go to the party with Karen and Anna. 3. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook.
Unit1-friendship全单元教案
Unit 1 friendship Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou No.1 Senior Middle School 1.Teaching aims and demands 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about
friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures. 2) Making of the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:
人教版pep版五年级英语上册Unit 5 单元教案(全单元6课时)
Unit 5 There is a big bed 第一课时 一、教学内容：A. Let’s try& Let’s talk 二、教学目标 1. 能听、说、认读单词“there”。 2. 能灵活运用There be句型介绍房间内有什么，并用适当的形容词描述房间内的物体。 3. 能完成“Let’s try”部分的听力任务。 4. 激发学生与他人合作、交流的欲望，加强学生对彼此的了解。 三、教学重难点 1. 能听、说、认读单词“there”。 2. 能灵活运用There be句型介绍房间内有什么，并用适当的形容词描述房间内的物体。 四、教学准备 1. 教师准备多媒体课件、录音机和录音带、图片。 2. 学生准备画笔和画纸、人物头饰。 五、教学过程 Step1 Warming-up 1. Free talk T: Hello, boys and girls. Ss: Hello, teacher. T: How are you today?
Ss: Fine, thank you. And you? T: I’m fine, too. 2. 活动：猜一猜。教师出示六幅卧室图，与学生进行对话，如： T: I have six photos of bedroom. Do you know which one is my bedroom? You can ask me: What’s in your bedroom? Who want to have a try? S1: What’s in your bedroom? T: There is … S2: Oh, the second photo is your bedroom. T: Yes, the second photo is my bedroom. You’re right. Step 2 Presentation 1. Let’s try的学习 （1）先让学生观察图片，然后播放教学录音。播放第一遍录音，学生选出正确的图片，师生一起核对答案。 （2）播放第二次录音时，学生跟读。 2. Let’s talk的学习 （1）教师再次出示自己的卧室图片，让学生同桌用There be句型说一说卧室里面有什么，并对卧室里的物体进行评价，如：S1: There is a water bottle in the bedroom. S2: Oh, it’s nice. S1: There is a photo on the wall. S2: I like the photo. （2）介绍对话情景
人教版高二英语选修6Unit3Ahealthylife全单元教案.doc
教案 1人教选修 6 Unit3 Speaking and writing Teaching material NSEFC Book 6 —— Unit 3 Teaching Aims Enable the students to give advice on quitting smoking. Teaching Important & Difficult Points How to help the students to write a letter of giving advice on quitting smoking. Teaching aids A puter and a projector Teaching Procedure Step1 Letter reading T:Read this letter and imagine you are the adviser who deals with students ’ problems. List some helpful advice to give Xiao lei. Slide show Li Xiaolei 203 Thames Street Oxford, OX41LF Class 2 Grade 2 GZ Middle School, GZ, GD, China 518036 203 Thames Street Oxford, OX41LF Friday 11 Nov. Dear students in Class 20 Grade 2, Can you help me, please? I have tried to stop smoking several times. I am OK for two days and then I feel really sick and irritable and I have to start smoking again. I know smoking is a bad habit, but I just can’ t seem to give it up. Do you have any useful tips? Yours sincerely Li Xiaolei Step 2 Discussion T:Discuss with your partner and make a list of the tips to quit smoking. Slide show Tips on how to quit smoking Write down why you want to quit (the benefits of quitting): live longer, feel better, for your family, save money, smell better, find a mate more easily, etc. You know what's bad about smoking and you know what you'll get by quitting. Put it on paper and read it daily. Set a quit date. Decide what day you will extinguish your cigarettes forever. Plan for it. Ask your family and friends to support your decision to quit. Talk with your doctor about quitting. Begin an exercise program. Do some deep breathing each day for 3 to 5 minutes. Cut back on cigarettes gradually. Drink lots of water. Find something to hold in your hand and mouth, to replace cigarettes. Whenever you have a craving for a cigarette,instead of lighting up, writedown or whatever is on your mind. Write it down. your feelings T:Choose 3 pieces of most useful advice and write 2 or 3 sentences to explain how to do it. Step3 Writing T:Write a letter to give Xiao lei some helpful advice. You can refer to the structure and useful expressions below. Slide show structure
【人教版】新目标2019年八年级英语上册Unit10单元教案
【人教版】新目标2019年八年级英语上册Unit10 单元教案 Unit 10If you go to the party，you'll have a great time!
本单元以“If you go to the party，you'll have a great time！”为话题，通过“Talk about consequences”来学习if引导的条件状语从句，掌握用be going to 表示将来的时态，正确使用情态动词should。从学生熟悉的party出发到对未来职业选择的探讨，鼓励学生作出自己的决定，并对这一决定所带来的结果进行讨论和评判。该话题贴近学生生活，鼓励学生对未来的生活展开丰富的想象。其中，对于生活中重要内容的探讨和为慈善活动寻找新点子设计海报等不失为德育教育的好素材。
第一课时Section A(1a－2d) Teaching Goals【教学目标】 Key words & phrases： meeting，video，organize，chocolate，go to the party，have a great time，stay at home，take the bus，watch a video，potato chips Key sentences： 1. If you go to the party，you'll have a great time. 2. I think I'll go to the party with Karen and Anna. 3. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook. Teaching Key Points【教学重点】 The vocabulary： meeting，organize，have a great time Target language： —I think I'll go with Karen and Anna. —If you do，you'll have a great time. If we have it today，half the class won't come. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook. Teaching Difficult Points【教学难点】 1. Future tense with “will”． 2. If－adverbials，conditional adverbials.
Unit5Amazingthings全单元教案
课题 7B Unit 5 Amazing things Comic strip ＆Welcome to the unit 课时分配 本课（章节）需7 课时 本节课为第 1 课时 为本学期总第课时 教学目标1.To know more about amazing things 。 2.To express the feelings of surprise。 重点To know more about amazing things 。难点To express the feelings of surprise。 教学方法1．Task-based met hod； 2．Discussion method. 课型dialogue 教具 1.the multimedia 2.the blackboard 教师活动学生活动 Teaching procedures Step 1: talking about what happened to Eddie and Hobo Do you still remember the two lovely dogs? What are their names? Would you like to know what happened to them today? Today, Eddie and Hobo met an amazing thing. They met a UFO. How will they feel? Let’s try to find out it. First, let’s listen to the tape recorder of the text. And then try to answer my questions. Listen to the recorder twice. Questions: 1). What are Eddie and Hobo doing? 2). What did Eddie think it is? 3). What did Hobo think it is? 4). Did Eddie think it is a plane? Why not? 5). Do you think Eddie is a clever dog? Read the text as the role of Eddie and Hobo. Act a short play with your partner. (ask two or three groups of students to do it.) Would you like to see a UFO? Why? Maybe the UFO would take you to travel in space and visit other planet. If it happened one day, it is an amazing thing. Step 2: welcome to the Unit （show some pictures to teach the new words） Actually there are lots of amazing things in the world. Here are lots of surprising things. For example: 1). Do you know if plants can grow without the lightning? 2). Do you know how long it takes to travel from the Earth to the moon? 3). Do you know if you can sneeze and open your eyes at the same time? 4). Do you know who is the tallest man in the world? 5). Do you know how the elephants walk? Answer the questions. match the logos with the charities Discuss Listen to the tape, and try to
Book3-Unit3全单元教案
Unit 3 The Million Pound Bank-Note I．教学内容分析 本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。 Warming Up通过对马克·吐温及其作品的讨论引发学生学习兴趣，使学生对马克·吐温及其作品有个初步的了解。 Pre-reading首先要求学生回答几个相关的问题，并让他们展开想象，借助讨论引入到《百万英镑》的情节。 Reading部分是详细介绍富商兄弟俩打赌把一张百万英镑的钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子Henry Adams。本部分可以通过先熟读后改编的形式，让学生登台表演，培养学生的调控能力和交际能力，然后再利用多种形式的练习让学生深入理解课文。 Learning about Language部分突出了词汇和语法的学习与训练。本单元的语法是名词性从句中的宾语从句和表语从句的具体用法。 Using Language部分中包括了听、读、写三个部分的内容，是本单元主要篇章的延伸。学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。其中写作部分是训练学生选取和组织材料的能力，通过前面的学习，结合独立的思考，写出形象鲜明且语言流畅的戏剧。 Learning Tip指导学生掌握对话的技巧，了解如何使用相应的语音和语调来编排戏剧，提高学生的写作水平。 II．教学重点和难点 1. 教学重点 (1) 本单元教学目的和要求中的生词和短语； (2) 掌握名词性从句中的宾语从句和表语从句的具体用法； (3)了解戏剧（剧本）语言的特点，如舞台说明（stage directions）用一般现在时态， 台词中有很多的省略句等。 2. 教学难点 (1)了解《百万英镑》及其作者马克·吐温的时代背景，提高学生的文学修养和培养学生 的跨文化意识； (2) 学习语言交际中委婉请求、请求允许和点餐的表达法； (3) 学习怎样去写或编一个短剧和更难的比较长的戏剧。 III．教学计划 本单元建议分六课时： 第一、二课时：Pre-reading, Reading & Comprehending 第三课时：Using Language 第四课时：Learning about Language 第五、六课时：Workbook IV．教学步骤： Period 1 & 2 Pre-reading, Reading & Comprehending Teaching Goals: 1. To talk about short stories and plays. 2. To develop S s’ reading skills.
九年级英语 第十单元 · 教案 (全)
Unit 10 You’re supposed to shake hands. Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：custom, bow, kiss, greet, be supposed to, 2）掌握be supposed to句型的用法。 2. 情感态度价值观目标： 1. 学习一些见面礼仪，生活习俗和对时间的看法。 2. 了解西方国家的风土人情和习俗。 二、教学重难点 1. 教学重点：be supposed to的用法 2. 教学难点：中西方人们见面礼仪的差别。 培养学生跨文化交际意识。 三、教学过程 I. Lead-in 师生讨论：学生在学校应该做哪些事情？引出新句型。 如：Is it a good idea to come to class late? S: No. T: That’s right. It’s not a good idea to come late. You’re not supposed to come to class late. You’re supposed to … eat in class, do homework every day, raise your hand before talking等做更多的练习，引出be supposed to句型 II. Discussion 1. 大屏幕展示一张世界地图，师生对话： T: Do you know where Brazil/ the United States/ Japan/Mexico/Korea is? S:… T: Do you know what people do when they meet for the first time? S: … 2. 利用多媒体播放各国初次见面的礼仪，学习新单词：custom, bow, kiss, greet,
人教版Book3unit1全单元教案
Book3 Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元分五课时： 第一课时：Warming up, Pre-reading, Reading & Comprehending 第二课时：Learning about Language 第三课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第四课时：Reading (Using Language) & Reading task (Workbook) 第五课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤：