BOOK6M9U1教案 辛欣格
小学英语_Module9Unit1Bestwishestoyou!教学设计学情分析教材分析课后反思
小学英语_Module9Unit1Bestwishestoyou!教学设计学情分析教材分析课后反思外语教学与研究出版社六年级英语下《M9U1 Best wishes to you!》教学设计教学目标：1.学生能听懂、会说并认读单词：best, wishes, primary, message, wonderful, future.2.学生能读懂、会说并认读下列句子：Best wishes to you. Good luck to you.3. 学习日记的基本格式。
教学重点难点分析：1. 学习本单元的目标词句，并能与朋友互送祝福。
2. 学习了解英文日记的格式。
教学准备：课件，自制的苹果形信纸，单词卡教学过程：Step 1、Greeting and lead in.T: Hello, boys and girls！ Do you have a good friend ? Can you introduce your friend like this?课件呈现描述朋友的例句，学生讨论，补充完整。
T：who want to share? (两名学生分享)。
T：I’m very glad you all have good friends. If today is your friends birthday, what can you say? What about the new year comes？ (引出“best wishes”)领读，板书课题，读课题。
Step 2、Chant.Watch the flash, and then chant with your partner、chant together.Step 3、presentation1. T: Look at this boy, he is our friend: Daming. Daming is going to say goodbyeto his primary school. Do you know “primary school”? （引出新单词，展示词卡，领读，开火车读）2. T: Daming brings a book to school. Listen and answer ：What does Daming want his friends to do？(学生观看视频，回答问题，教师板书领读。
Book6_U1教案6Task2
牛津高中英语教学设计教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 1 Laughter is good for health板块：Task作者：刘青Thoughts on the design:本节课主要是在上一节课的基础上针对学生所收集的信息进行写作指导，让学生在课后作业已经成句的基础上根据教师的指导成文。
课堂上课选择学生的习作进行展示，便于当场发现问题，让学生在课后更好的完成任务。
Teaching aims:After this class, the students will be able to1.know how to answer questions in certain sentence patterns;2.write a complete passage about crosstalk.Teaching procedures:Step 1 Homework checking (PPT4)1.Ask the Ss to share the information about their favorite crosstalk performers.2.Ask the Ss to read their answers to the whole class in complete sentences. [Explanation]通过检查作业的形式确保学生已经完成写作的前期准备，只要他们能以完整的句子说出答案，其实已经列好了写作提纲。
如果有些学生不能用完整正确的句子写，那么着又是一次纠错和学习的机会。
Step 2 Composition (PPT 5-7)1.Ask the Ss: “How can we put all the sentences into a whole passage? Can we just put theanswers together one by one?”2.Guide the Ss to use certain sentence patterns to organize their language.∙You wanted to know …∙Since you asked about …∙I know you need/want/would like information about …∙You asked me about …∙Regarding your question about …∙In answer to/ In reply to/ In response to your question about …Make a conclusion that when you answer a question, you have to mention it. Then the reader will be clear which question you are talking about.3.Give the Ss example sentences to make sure they know how to do it.(1) In reference to your question about famous performers, I’d like to say something aboutDing Guangquan. He is …(2) You wanted to know what different parts a crosstalk performance contains, and I wouldsay it involves talking, imitating, singing and telling jokes.4. PracticeAsk the Ss to choose one or two questions to answer, using the sentence patterns.[Explanation]这一环节对学生如何成文进行指导，Email的格式和一般写作要求学生在高一就有过多次接触，因此本课只要针对Email内容的写作进行指导就可以了，然后提醒学生注意整体格式是Email即可。
Book 6 Unit 1教学设计新部编版
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市实验学校教学设计人教课标版选修 6 Unit 1 Art教学设计文/彭慧晶一、教学课型：阅读课。
二、教材分析：本节课的教学内容是人教版模块6 Unit1Art的Warming up, pre-reading和Reading的内容。
本单元的中心话题是“绘画艺术”，包括西方绘画艺术的历史、中西方艺术的形式和风格。
Reading部分的文章A Short History of Western Art按时间顺序介绍了西方绘画历史，介绍了主要的西方绘画艺术流派兴起的背景和各艺术流派主要特征。
通过对本单元的学习，让学生了解西方主要绘画流派的特点及其时代背景，提高学生对艺术的认识和培养学生对艺术的兴趣。
三、教学目标：1. 知识目标：（1）Let Ss learn the useful new words and expressions in this part: abstract, sculpture, gallery, faith, aim, conventional, typical, evident, adopt, possess, possession, super, technique, coincidence, shadow, ridiculous, controversial, attempt, predict, on the other hand.（2）Let Ss learn about history of western art and their features.2. 能力目标：（1）Develop Ss’ reading skills like predicting, skimming, scanning, summarizing. etc（2）Enable Ss to learn to express their likes and dislikes.3. 情感目标：（1）Arouse Ss’ great interest in art（2）Develop Ss’ ability of cooperative learning.四、教学重点和难点:1. 教学重点：（1）Let Ss learn more about history and basic knowledge of western paintings.（2）Get Ss to use proper reading skills to deal with different reading tasks.2. 教学难点：（1）Get Ss to improve their reading ability.（2）Let Ss learn to express their opinions.五、教学方法：1. Task-based teaching and learning.2. Cooperative learning.3. Discussion.六、教学过程：Step I Warming up1. Show several Chinese paintings by famous painters and sk Ss questions:Do you like these paintings?Whose paintings do you like best?Do you want to be an artist like those famous artists?【设计说明】中西方绘画虽有相同之处，也有差异，在学习西方绘画艺术前，先了解我国博大精深的文化，激发学生的爱国热情，也有助于学习西方的文化。
M9U1Reading1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M9U1 Reading 1Teaching objectives:Knowledge objective: grasp a basic knowledge of Canada and enhance their knowledge about English speaking countries.Ability objective: learn to sort out information by creating a table. and encourage students to express their own opinion andEmotional objective: inspire them to visit Canada and make the students more interested in English speaking countries.Teaching procedure:Step1 Lead-in1.If you had to choose a symbol to represent China, what would you choose?2.Do you know anything famous in Canada? ( Do you know anyhing famous thatcan represent Canada?)Step 2: Fast readingTask 1:1.What’s the population of Canada?2. Which Canadian cities are mentioned?3. Why is Canada referred to as a ‘land of maple tree’?Task 2 : StruturePara1: ____________Para2: _____________Para3-7____________Para8: Niagra FallsPara9: ____________Para10: _________Para11: ConclusionStep3: Detailed ReadingPara1: Finish the summary according to the contents in paragraph 1 Canada is one of the __________ countries with fantastic _________ _________. To the north is _________. It borders ____________ in the south, while on the eastern and western boundaries, it borders __________ and ______________.Para2: Questions:1.What consists of the beautiful scenery in Canada?2. Why is it perfect for those who love natural recreation?Para3-7: Task1 : Question:•What’s the same feature of the four cities?Task 3: Multiple choice1. Why does Montreal has a wonderful mix of Old World and New World?A. Because it’s the largest French-speaking city in the world.B. Because Quebec was once lost to the British.C. Because it’s a port and the second largest city in Canada.D. Because Quebec was first settled by France and its population is still over 70 percent French.2. Which of the following facts about the Edmonton mall is wrong?A. It is in the city of Edmonton.B. It is said to be the largest indoor mall in the world.C. It has an area of more than 20 acres.D. It attracts over 55,000 customers every year.Task 4: Toronto, Montreal, Vancouver and Edmonton all have unique qualities that attracts tourists. Look at a travel agent’s suggestions below and complete them with the correct cities.1. If you want to see historic churches built 300 years ago, you should go to _______.2. For the best entertainment in the evenings, I would recommend _________.3. To view the city on the third tallest tower in the world, make sure you visit ________.4. The best city for skiing and fishing is ______________5. If you want to do shopping and visit art galleries or play in a water park all in one place, you should go to _______.6. For the most multicultural experience, you could go to ________.Para 8: T/F1. Nearer to the Pacific coast is Niagara Falls.2. The largest of the waterfalls is shaped like a semicircle.Para9: Question: What ’s the “gold rush”?T/F1. Approximately one million people left their homes and travelled eastwards to seek their fortune.2. As a large number of people were successful in the “gold rush”, they stayed and settled there.Para10 Questions:1. What’s the national symbol of Canada?2. What does the maple tree supply?Step4:ConsolidationWhich aspect of Canada impresses you most? Why?A. The beautiful scenery in Canada.B. Diverse cities in Canada.C. Interesting history of Canada.D. All kind of natural recreations.E. othersStep5: Homework:Writing: Topic: Canada is worth visiting。
Book 6_U1教案新部编本2Reading
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市实验学校牛津高中英语教学设计教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 1 Laughter is good for you板块：Reading作者：刘青Thoughts on the design:本节课在上一节课充分理解了课文的基础上，对文中一些语言现象做了详细的讲解，并辅以相应的活动和练习帮助学生在一定语境中进行语言运用。
Teaching aims:After the class, the students will be able to1.understand the passage better.2.understand all the language points and use them correctly.Teaching procedures:Step 1 Revision (PPT4)1.What are the main characteristics of stand-up?∙One person.∙Stand directly in front of the audience and communicate with the audience.∙Improvise.plete the passage of Part E on Page5.[Explanation]复习的环节让学生对上节课内容的两个方面进行回顾，一是课文内容本身进行复述，二是对stand-up这种艺术性形式的特点进行归纳，为后面的教学做好铺垫。
Step 2 Language focus (PPT 5-16)1．There are a variety of different styles of stand-up comedy.（PPT5）variety—n.多种样式；多变性常用结构：a variety of / varieties of 多种多样的，种类繁多的，相当于形容词various There is a wide variety of patterns to choose from.This tool can be used in a variety of ways.She took the job for various reasons.2．Some comedians tell jokes about the way people behave or about daily life.（PPT6）behave—v.表现一般与副词或介词连用He behaved like a true gentleman.【相关拓展】behave (oneself)表现得体；有礼貌I want you to behave yourself while I am away.adv.-behaved 表现得……的如: well-behaved, badly-behavedThe badly-behaved children are really a headache to me.3. The last kind of comedian does impressions—he or she will act or speak like a well-knownperson in order to make fun of that person. （PPT7）make fun of—make jokes abouteg. It is cruel to make fun of people with disabilities.4. Each time, he performs his stand-up routine in front of millions of people when the show isbroadcast live on TV.（PPT8-10）live adv. 现场地；直播地eg. With all the news broadcast live, the pressure on the announcers is becoming heavier.live adj.现场的，直播的；有生命的，活的eg. We are watching the live coverage of the Olympics.Ask the students to tell the differences between “live” “alive” and “living” when they all have the meaning “活着的”. Give them a group of sentences for help.(1) Who is the greatest man alive?(2) She must be alive.(3) Let’s keep the fish alive.(4) Have you seen a live whale?(5) She was frightened at the sight of a live snake.(6) Many living thins are dying out because of the global warming.(7) Maybe he is the finest living pianist.[Conclusion]alive: 既可以指人，也可以指物。
Book6_U1教案4Grammarandusage
牛津高中英语教学设计教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 1 Laughter is good for you板块：Grammar作者：刘青Thoughts on the design:本节课是一节语法复习课。
因为非谓语动词学生都已经学过，本堂课主要由教师引导学生回顾非谓语动词作主语、定语和宾语补足语的用法和含义，再配以相应的练习和活动确保学生对非谓语动词这几项功能的掌握和正确运用。
Teaching aims:After this class, the students will be able to1. tell the differences between “to do” and “doing”;2.express their opinions using the verb forms;e non-finite in exercises correctly.Teaching procedures:Step 1 lead in (PPT4-5)Give the students a sentence “Laughter is good for our health. So l love comedies. With everything prepared, I will perform in the comedy to be put on this weekend. Acting in a drama will be an unforgettable experience. ” and ask “What are the functions of the parts in red?”They are: object complement, attributive and subject.What is the grammatical term for the three verb forms? —non-finite[Explanation]因为学生在模块五刚系统地学习了非谓语动词的含义和用法，对此还比较熟悉，直接用语境让他们识别，自然的引出现在非谓语动词的几个形式。
Book9U1教案课时7Task2
Book9U1教案课时7Task2单元：Unit 1 Other countries, other cultures板块：Task 2Thoughts on the design:这节课后面的内容说多不多，说少许多，其中Skills building 2部分是口语练习，要紧学习如何请人重复所说的话。
这一部分能够结合语法中的间接引语的复习，关心学生学习“要求重复信息”的一些日常用语以及重复所讲内容时可能需要注意的时态一致的问题，并结合上一节课的听力内容进行操练。
此后，依照写作要求指导学生完成行程安排表。
因此，把安排表转化成一篇通顺、连贯的文章也是高考对学生写作能力的要求之一。
因此在本课最后，将结合高考的要求让学生在自拟一则安排表的基础上写一篇口头通知。
Teaching aims:After learning Skills building 2, the students will be able to use different expressions to ask for repetition of information, especially of important information. At the same time, they are supposed to practise repeating a sentence, using correct indirect speech.After learning Skills building 3, the students will be able to have a clearer understanding of what should be paid attention to when writing a travel plan. Then, with the information from Step 1 and Step 2, they should draw up a travel plan for the orchestra’s trip to New York. However, they should also learn to turn a travel plan into a complete speech.As well as language knowledge and skills in oral repetition and written work in a travel plan, the students should also realize the importance of good manners, especially in asking for repetition.Teaching procedures:Step 1Tell the students something about yourself. Then suddenly stop and ask: Sorry, what did I say just now? Get the students to retell your words, using indirect speech.Read the sentences on the screen and have the students to turn them into indirect speech.1. “You should be more careful next time,” his father said to him.2. Mr. Wang said: “I will leave for Shanghai on business next month, children.”3. “I haven’t heard from my parents these days,” said Mary.4. The geography teacher said to us, “The moon moves around the earth and the earth goes round the sun.”5. She said to him, “It’s time that you left here.”Answers:1. His father told him to be more careful next time.2. Mr. Wang told the children that he would leave for Shanghai on business the next month.3. Mary said she hadn’t heard from her parents those days.4. The geography teacher told us the moon moves around the earth and the earth goes round the sun.5. She told him to leave there.[Explanation]直截了当引语和间接引语的转换，不仅是中学时期语法学习的一个重点和难点，也是日常英语会话经常见到的一种语法现象。
M9U1 I’ve got a new book导学案
M9U1 I’ve got a new book导学案目标引导案设计老师宿荣珍审核人宿荣珍执教老师执教时间课型新授序号学习内容M9U1 I’ve got a new b学习目标1.学生能听、说、读“单词dat ,sweater ,T –。
2. 能掌握、运用句型“I’ve got…”重点难点能掌握、运用句型“I’ve got…”板书设计M9U1I’ve got a new book.执教教师修改案课前预习教师准备：视频资料、多媒体课件。
学生准备: 理解词汇dat ,sweaT –教后反思教师引导、点拨案（教师活动）自主、合作、探究案（学生活动）执教教师修改案老师热情地和学生打招呼并以朋友的身份和学生问好致意调动起课堂的气氛。
2老师通过课件在电脑屏幕上展示三组（每组两张）相似的图片，让学生找出其中的不同之处。
此活动以游戏的方式展开，为学生能够在听完一遍录音的基础上找出课文中每个孩子所拥有的东西作好铺垫。
老师通过课件在电脑屏幕上显示本课的图片内容，并同时播放课文录音，呈现SBUnit1活动1的内容。
请学生边听边看图。
2. 听完第一遍录音后，老师通过课件在电脑屏幕上显示8张图片（其中有6张跟课文有关）。
让学生尝试着找出与课文有关的图片（物品）。
学生每找出一个，老师就把它翻译成英语书写在黑板上（如果是生词，老师还要在生词下划线），在学生找出全部的物品后，老师开始教授新单词dat ,sweater ,T –。
值日生汇报：连锁问答，速度要快，逐渐锻炼学生的口语表达能力。
播放图片，学生细心观察图片的不同之处，教师说简单英语，训练学生的观察力和口语表达能力。
学生听完之后，让学生起来试读，满足小学生的表现欲。
突出学生的自主学习能力，让学生初步感知语音语调，同时训练了学生的听力。
利用游戏“对对碰”进一步练习巩固句型“I’ve got…”看看哪组选手反映迅速，表达准确，则予以奖励。
教师引导、点拨案（教师活动）自主、合作、探究案（学生活动）执教教师修改案(二)老师利用电脑屏幕上上显示的物品，教授句型“I’ve got…”2. 游戏“对对碰”任务完成后作业Practice: 练习3. 游戏“身后藏物”完成SB Unit1 1活动3。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Book 6 Module 9 Unit 1 Tomorrow is Friday.
执教人：青岛台东六路小学辛欣格
一、教学目标与要求
1、知识目标：
（1）单词：take, tomorrow,why, Friday, Saturday,picnic
（2）句型：Will you take…? Yes, I will./No, I won‟t.
2、能力目标：
（1）能够听、说、认读单词 take, tomorrow, Friday, Saturday
（2）能够使用Will you …?询问打算，计划，并运用I will 的句型描述自己的野餐计划。
3、情感目标：
激发学生学习英语的兴趣；渗透热爱大自然，亲近大自然的情感。
二、课前准备
单词卡片、多媒体课件、奖励粘贴。
三、教学过程
Step 1: Warm up
1. Say a poem..
Solomon Grundy
2. Free talk
T: What will you do on Saturday?
S: I will…
Step 2: Presentation and practice
1. Learn the new word “ tomorrow”.
T: What day is it today? How about tomorrow?
Show a calender to the students and teach the word “tomorrow”.
2. Show a picture of Tom and Amy.
T: Look, who are they? Why they look happy?
Listen and answer the question:: On Saturday,what are they going to do?
3. Learn the new word “take”.
Ask the students to watch the CD-ROM with this question:Will Amy take her kite to the picnic
tomorrow? Then learn the new word “take”. Learn the new sentence I don’t like noodles.
4. Show another question :Will she take her kite tomorrow?
5. Underline two key sentences .
Let Ss open their books and underline the two sentences beginning with …Will”.
6.Listen and imitate the sentences.
7.Paractise in pairs.
8 Guessing game
T: Xiyangyang and Huitailang are going to have a picnic.What are they going to take?
Show .two cartoons and let Ss guess what they will take to the picnic.
9.Show the last picture of the text.
Make Ss to think about why Amy won‟t take her kite and ball to the picnic.
10.. Listen, point and repeat.
11. Read the text in pairs.
Step 3: Consolidation and extension
1. Activity Book
2. Practise in the text book.
3. Task-based activity.
T: Spring is coming. It‟s a beautiful season. Are you going to have a picnic ?Let‟s enjoy some pictures.
Ss watch PPT with some phrases. Teacher introduce her plan for the picnic.Then let Ss to make their own plan for the picnic.
4. Show some pictures and guide Ss to think about them.
Step 4: Summary
Sum up the focus of this lesson.
Homework:
1. Listen and repeat the text on P34 three times.
2. Make a survey about your friends‟ weekend.
Blackboard Design
Module 9 Tomorrow is Friday.
Will you take your kite to the picnic tomorrow?
ball
No, I won‟t.。