pep英语三年级下册Unit3集体备课教案

六年级上册unit3集体备课

Unit 3 My weekend plan 主备人：____ 授课人:____ 全册第______ 课时教学内容：第 3单元第 1 课时 A.let’s try & let’s talk 教学目标： 1、学生能够听、说、认读句型：What are you going to do tomorrow? I’m going to have an art lesson. I have to do my homework now. 2. 学生能够运用句型讨论自己的活动计划：What are you going to do tomorrow? I’m going to…… 3. 学生能够用正确的语音、语调朗读对话，并能进行角色表演 4. 学生能够合理计划自己的活动。教学重点难点： 1、学生能够听、说、认读句型：What are you going to do tomorrow? I’m going to have an art lesson. I have to do my homework now. 2、能够运用句型讨论自己的活动计划教具准备： Make the PPT、单词卡片、电子课本

Unit 3 My weekend plan 主备人：____ 授课人:____ 全册第______ 课时教学内容：第 3单元第 2 课时 A.let ’s learn & make a plan 教学目标： 1、学生能够听、说、读、写本课核心词组：visit my grandparents,see a film, take a trip, go th the supermarket 2、学生能够运用核心句型What are you going to do today? I ’ m going to see a film.在真实的情境中进行交流周末计划。 3、学生能够合理安排和计划自己的周末生活。教学重点难点： 1、熟练掌握课时三个四会词组和两个句型。 2、能够合理和科学地安排自己的周末生活。教具准备： Make the PPT 、单词卡片、电子课本

unit3 A healthy diet 教案设计(含旁注)

6下 Unit3单元分析

交往互动式教学设计

结构breakfast/lunch/dinner. He/she likes______. He/she doesn’t like____. He /she only eats/drinks_______________ _______.3 组完善并修改你的 thinking map，选出一个最棒的全班展示，并把组仍未解决或有争议的问题全班讨论。 10 min Step4 Task 2呈现刺激材料，活用结构 Let’s debate Which food is healthier, Western food or Chinese food ? Group work: 1 小组确定辩题Western food /Chinese food. 2 组员每人给出一个理由。若组员在表达上有困难，大家可以帮助他组织语言。 3 组长记录整理论据。通过辩论的方式，让学生更喜闻乐见。通过问题的追问，更快的理解文本。达成目标2 12 min Step5 Task 3 引发期待行为，强化结构Give some suggestions（建议） Group work: 1 小组每人给一个建议，注意提建议的句型结构。 2 组员如果在表达上有困难，大家可以帮他组织语言，或纠正语法错误。 2 组长以关键词的形式把建议整理下来，并汇报。通过为他们提建议，巩固本节课所学的单词、词组、句型，分清几个修饰副词的正确用法。达成目标3 Step6 Post task提供反馈评价，巩固结构Practice time Healthy diet In a healthy diet ,there is_______fruit and v____.There is also ______rice and bread .You can have _______meat and fish in your meals .You can have _____milk every Group work: 1 四人一小组，组讨论，确定话题。 2 创设情景，人物，时间，地点等。 3 对于表达有困难的同学，要给予帮助，或安排容较少的句子。 4 小剧容要涉及healthy diet 容。通过学习，理解意思，明白道理。高年级的学习不仅仅是就文本而文本，在理解这些的基础上，能有更高的要求，会用自己的语言说说收获，让学生的语言学以致用。达成目标4

(完整版)人教版英语选修六高二unit3语法Grammar—it的用法(1)

Section_ⅢGrammar—it的用法(1) 语法图解探究发现 ①It is a beautiful day here and I am sitting under the big tree at the end of the garden. ②Your mother tells me that you started smoking some time ago and now you are finding it difficult to give it up. ③It is never too late to mend. ④It is no use talking to them. ⑤It is said that he stole the money. ⑥I think it difficult to learn English well. ⑦We make it clear that speaking to the teacher in that way is not polite. ⑧I don't like it when people talk with the mouth full of food. [我的发现] (1)①句it表示天气，②句第一个it代替to_give_it_up作形式宾语；第二个it代替句中所说的“吸烟”的事。 (2)在句③④⑤中it用作形式主语，其中句③用在“It is＋形容词＋(for/of＋sb.)＋动词不定式(短语)”中，it指代动词不定式(短语)；句④用在“It is＋no use/good＋动名词(短语)”中，it指代动名词(短语)；句⑤用在“It is＋said/believed/reported＋that从句”中，it指代that 从句。 (3)在句⑥⑦⑧中it用作形式宾语，其中句⑥用在“动词＋it＋形容词＋动词不定式(短语)”中，it指代动词不定式(短语)，句⑦用在“动词＋it＋形容词＋that从句”中，指代that 从句；句⑧it用在某些特殊的句式中，指代when从句。一、it用作人称代词和非人称代词 1．用作人称代词 (1)it用来指代前面的名词或前面提到过的事。 My friend offered me a beautiful gift yesterday, and I like it very much. 我朋友昨天给了我一件漂亮的礼物，我非常喜欢。

九年级英语Unit3测试题

T e s t o f u n i t3, I.听力（20%） 1.请听句子，选择与之相应的图画（5%） 2.请听对话，根据其内容完成下列任务（5%）请听第一段对话，回答第六和第七小题 ()’ttheboydoathishouse 请听第二段对话，判断第8-10小题的正（T）误（F） (). (). (). 请听短文，选择最佳答案（10%） () II.单词拼写(10%) 1.Doyouhaveadriver’sl____________ 2.Idon’tknowifitisbadformyhealthtohavemyearsp____________. 3.Agroupofv___________willcomeherethisFriday. 4.Itisveryimportanttoc___________majorwhenyougotouniversity. 5.MostofteenagersinAmericahavep____________jobs. 6.Whathesaidsoundsimpossible,soId__________withhim. 7.OnlyEnglish-Englishd____________shouldbeused. 8.Ican’tc____________onmystudieswithallthatnoisegoingon. 9.Followingthenationalnewswehavethel___________newsandweather, 10.Wearep___________hisplaynextweek. III.根据上下文填空,一空一词（10%） A:What’sthe___________,Peter B:Ithink I’mgoingto_________amathtest,Dad. A:YouareWhy B:Well,I_________thebusandIhadtowalktoschool. A:So B:I’mnotallowedtogettoclass_________,andtherewasabigtesttoday. A:Andyou_________allowedtotakethetest. B:That’. A:Well,Peter,theschoolhastohave__________,youknow. IV.B:翻译下列句子(20%) 1.彻底打扫一次房间怎么样 Whatabout__________________theroom 2.约翰家有许多家规，彼得家也是这样。 . 3.当喜剧演员出场时，观众变得嘈杂起来。 Whenthecomedyactorscameout,theaudience_____________. 4.我没机会和她谈话。 I___________________________totalkwithher.

unit3-A-healthy-diet-教案(含旁注)

6下Unit3单元分析

交往互动式教学设计

人教版高中英语选修六 Unit4 Global warming-语法篇(学生版)-word

Unit4 Global warming-语法篇 __________________________________________________________________________________ __________________________________________________________________________________ 1.掌握it在强调句中的用法； 2.能够利用这个语法点进行遣词造句并运用到写作中； it的用法—强调句型一、强调句型的基本用法英语中常用的强调句型是：It is / was + 被强调部分(主语、宾语、状语) + that / who / whom + 其他部分。一般来说，被强调部分指人时，用who或whom，其他情况用that，但that也可指人。现在用强调句型强调下面这个句子的主语、宾语和状语。 She met John at Mary’s birthday party last Sunday. →It was she who / that met John at Mary’s birthday party last Sun day. (强调主语) →It was John Whom / that she met at Mary’s birthday party last Sunday. (强调宾语) →It was at Mary’s birthday party that she met John last Sunday. (强调地点状语) →It was last Sunday that she met John at Mary’s birthday party. (强调时间状语) 温馨提示： 1.it为引导词，本身没有词义，仅起引导强调句式的作用； 2.若强调的主语是人时，常用who，间或用that，若强调的宾语是人时，多用whom / that； 3.在强调状语时，用that； 4.在强调结构时，无论被强调的是人还是物，是单数还是复数，be动词一律用单数形式is / was, 如果原句中的谓语动词是过去时态，就用was，若是现在时态或将来时态，就用is，也可用情态动词+ be形式； 5. 判断一个句子是否是强调句型的方法：如果将句中的It is / was… that / who / whom…去掉，仍能还原为一个完整的句子，那么此句就是强调句。否则，就是其他句型结构。请比较：It was 2019 when he came back from the United States. (定语从句) It was in 2019 that he came back from the United States. (强调句型) 6. 被强调部分若是句子的主语，that / who之后的谓语动词在人称和数上应与句子的主语保持一致。 eg：It is I that / who am your friend that will come to help you. 二、强调句型的几种较为复杂的结构形式 1.被强调部分为状语从句。 Eg: It was when Tom was eleven years old that his talent for writing became obvious. 2.被强调部分含有定语从句。 Eg: It was on July 4 th, 1975 when he was born that his father died. 3.not…until结构用于强调句型。

人教版九年级英语Unit3测试题及答案

14-15学年新目标九Unit3试题（陕西） Class: Name: Marks：（满分100分）一. 单项选择（共10小题，计10分）本题共有10个小题，请从每个小题的四个选项中，选出最佳答案。 ( )1. — Is AC Milan Italian football club? —Yes. It’s one of most successful clubs in Italy. A. an; / B. an; the C. /; the D. /; / ( )2. —Look! What’s that the corner of the room? —I can’t see clearly. It’s a little dark there. A. behind B. below C. in D. under新课标第一网 ( )3. There are floors in the building and my home is on the floor. A. twenty; fifteenth B. twenty; fifteen C. twentieth; fifteen D. twentieth; fifteenth ( )4. — What fruit would you like? — Some , please. They are my favorite. A. dessert B. grapes C. juice D. biscuits ( )5. — The Internet has made communication much more . — I agree. For example, I can communicate with my friends on WeChat any time. A. popular B. necessary C. important D. convenient ( )6. —It’s not enough an English club. You should also read English newspapers and magazines often. — Thanks for your advice. A. join B. to join C. joining D. to joining ( )7. — You really went to the park last weekend? — Yes, I go there. Look! This is a photo of me in the park. A. will B. would C. do D. did ( )8. — Are you going to Beijing for the summer holiday next week? —Yes. But I haven’t got the air tickets and don’t know we will set out. A. how B. where C. when D. what ( )9. —I don’t know next. —Let’s ask our teacher for help. A. what to do B. what should I do C. how to do D. how I should do ( )10. — The game is too hard for me. I will certainly lose. —You never say no before you try. A. Forget it! B. I’m sorry.

英语必修unit集体备课

Unit 3 Life in the future (集体备课) ——上犹中学高二英语备课组 1. 教材分析本单元以“Life in the future”为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，并在此基础上，对人类的种种活动进行反思，提倡环保生活意识。同时让学生学会过去分词作定语和作状语的不同用法。最后让学生将本单元所讨论的话题和推测手法相结合，学习怎样写report。 1.1 Warming Up 部分利用一个关于“住”和“行”的对比研究表格引导学生回顾过去，认识现在和展望未来。通过这一活动，引发学生对过去，现在和未来的思考，使学生对将要阅读的文章有个知识准备。 1.2 Pre-reading 部分让学生充分运用发散思维，先列举当今世界人类面临的一些突出问题，然后要求学生思考为什么会产生这些问题，这些问题中哪些在未来社会仍然可能存在，哪些将会被克服，哪些将会恶化。为下面的阅读做了铺垫。 1.3 Reading 部分通过一封发自未来的电子邮件，讲述了作者Li Qiang怎样安全到达“未来世界”，他对“未来世界”的印象，以及“未来世界”的日常生活方式和交通工具情况。阅读时要把重点放在“未来世界”生活与当今生活的不同点上。 1.4 Comprehending 部分设计了三个教学活动来加深学生对Reading部分的理解。第一个活动要求学生通过阅读找出“未来世界”在以下几个方面的变化：跨时

空旅行，交通，住房，城镇环境和空气质量。接着让学生在此基础上得出自己的结论，哪些变化好，哪些变化不好，并说明理由。第二个活动要求学生通过阅读来判断Li Qiang对“未来世界”的态度是乐观的还是悲观的。学生要在文中找出支持自己观点的论据，尽可能说服别人。第三个活动让学生想象一下Li Qiang将会去参加哪些活动。这样既鼓励学生展开丰富的想象，又为Using Language部分的语篇学习做了铺垫。 1.5 Learning about Language部分突出了本单元的一些重点词汇及语法。首先通过完成语篇来考查学生运用本单元词汇的能力，并且通过练习，让学生区分两种动词短语，一种是以动词为中心的词组，另一种是以介词为中心的词组。语法部分要求学生主动找出阅读语篇中的重点结构——过去分词作定语和状语，然后加以应用。 1.6 Using Language 部分涵盖了听，说，读，写四项语言基本技能。要求学生通过阅读I HAVE SEEN AMAZING THINGS 一文，对Li Qiang旅行的第三站有个总体的印象，并能找出部分细节知识。 1.7 SUMMING UP 部分归纳了本单元的主要学习内容并让学生自我检测一下学习效果。 1.8 LEARNING TIP 部分告诉学生在讨论时记笔记的好处和方法。 2. 教材重组 2.1 可将Warming Up, Pre-reading, Reading 和 Comprehending 整合在一起

人教版七年级英语上册教学素材 unit3(教学反思)

Unit 3 Is this your pencil?教学反思本课时为人教版七年级上册Unit3 Section A。本课主要围绕学习用品展开一系列教学活动，要求学生掌握一些关于学习用品的新名词，学会用“Is this / that…?”来询问物品的所属并能用“Yes，it is./ No, it isn’t.”来回答。通过讨论物品归属，培养学生爱护学习用品并养成拾金不昧的好品质。反思本课的课堂实际教学，本堂课存在以下可取及有待改进之处：一、可取之处 1、本课我通过运用实物（学习用品）问，学生回答来复习句型“What’s this/that in English? How do you spell it?”来引出本单元需要掌握的新词，情景真实自然，紧密联系学生生活实际，即复习已知又有助于下一步课堂教学活动的推进。 2、词汇教学部分关注学习策略（文具归类），使用图片、真实物品游戏操练词汇。有效地吸引了学生的兴趣、注意力，有助于帮助学生更轻松地记忆。 3、“this / that”为本课的重难点，为了更好的让学生区分开来，我运教室里现有的物品位置的远近，并结合肢体语言，帮助学生理解this / that的区别及用法不通，调动了学生的积极性，更有利于让学生区别记忆。 4、创设情景，通过归还学生物品与学生自然对话，引入难点一般疑问句的句式特点及其回答，通过PPT中陈述句与一般疑问句的对比，让学生自己理解一般疑问句的句式特点。二、有待改进之处： 1、我觉得学习英语首先要把基本的单词学会，并且要求学生做到会读.，会写，理解意义，这是学习的第一步，也是关键的一步。虽然单词的学习效果很好，但是耽误了太多有效地课堂时间，以后在单词教学上应该有所取舍，在课前预习上多下功夫。 2、在操练句型上活动单一，操练的时间不够，导致仍有部分同学没有区分开来人称代词的用法。 3、学生活动较少，大部分时间都是教师在教授，应设计多种合作方式或活动内容，多思考怎样做到让每个学生都说话，每个任务都有话说。 4、本课对于知识的运用拓展仍然不够，还停留在课本上。 5、由于课堂时间安排不合理，本课没有时间对学生进行思想教育，本来设

人教版英语选修六高二 unit3 语法 Grammar— it的用法(1)

Section_—it的用法(1) 语法图解探究发现 ①It is a beautiful day here and I am sitting under the big tree at the end of the garden. ②Your mother tells me that you started smoking some time ago and now you are finding it difficult to give it up. ③It is never too late to mend. ④It is no use talking to them. ⑤It is said that he stole the money. ⑥I think it difficult to learn English well. ⑦We make it clear that speaking to the teacher in that way is not polite. ⑧I don't like it when people talk with the mouth full of food. [我的发现] (1)①句it表示天气，②句第一个it代替to_give_it_up作形式宾语；第二个it代替句中所说的“吸烟”的事。 (2)在句③④⑤中it用作形式主语，其中句③用在“It is＋形容词＋(for/of＋sb.)＋动词不定式(短语)”中，it指代动词不定式(短语)；句④用在“It is＋no use/good＋动名词(短语)”中，it指代动名词(短语)；句⑤用在“It is＋said/believed/reported＋that从句”中，it指代that 从句。 (3)在句⑥⑦⑧中it用作形式宾语，其中句⑥用在“动词＋it＋形容词＋动词不定式(短语)”中，it指代动词不定式(短语)，句⑦用在“动词＋it＋形容词＋that从句”中，指代that 从句；句⑧it用在某些特殊的句式中，指代when从句。一、it用作人称代词和非人称代词 1．用作人称代词 (1)it用来指代前面的名词或前面提到过的事。 My friend offered me a beautiful gift yesterday, and I like it very much. 我朋友昨天给了我一件漂亮的礼物，我非常喜欢。

高一英语Unit3练习题及答案

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6上Unit3-3集体备课教学案

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