初中英语：Unit 6 ectricity教学设计
初中英语《Unit6Let’sHaveaPicnic.》教案
初中英语《Unit6 Let’s Have a Picnic.》教案一、教学目标1.学习并掌握本单元的词汇和句型。
2.能够流利地描述野餐的场景，表达个人想法和建议。
3.提高学生的听、说、读、写四项技能。
4.培养学生合作交流的能力和团队协作意识。
二、教学重点1.本课的生词、短语和句型。
2.语音语调、句子结构等语言表达技巧。
三、教学内容1.教师简单介绍们单元主题——野餐，引出本单元的生词和短语：picnic, food, drinks, sandwich, juice, watermelon。
2.学生看 PPT ，边听边模仿跟读 PPT 上的对话，并进行简单的语音语调练习。
3.学生分成小组，在老师的指导下，设计自己的野餐计划。
每组从以下几个方面考虑：地点、食物和饮料、活动等，并汇报给全班听。
4.教师带领学生认真学习本单元的文本，特别是难点句型，并引导学生使用文本进行角色扮演，模拟野餐场景，进行听、说训练。
5.学生继续分组，按照自己设计的方案，完成野餐布置，每组准备一份规划，包括场地布置、食物和饮料的准备、活动游戏等。
6.小组采访，包括场地选择、食品准备、游戏设施设置等。
小组之间可以互相取经，分享并学习他人经验。
四、课堂表现评估1.学生小组的野餐计划和实际野餐情景的表现。
2.学生课堂的语音语调、语言表达和听、说、读、写水平的表现。
五、学生作业1.准备好下次课堂的野餐物品。
2.培养每个小组组员独立记录每个人所说的英文句子的习惯，并激励他们在书写时尝试自己去查找更多的单词和短语。
六、教学反思1.本单元重点在于营造实际的生活情境，让学生在实践中学习英语，培养会话技能。
因此，采用小组合作的方式，让学生参与讨论，提高思维素质。
2.学习一门语言，要注重口语和听力的训练。
本单元在生词、短语、语音语调等方面注入了大量的口语和听力练习。
通过听、说、读、写四项技能的训练，使学生能够使用所学英语表达自己的想法和建议。
3.教师在课堂上要注意细节的把控，及时纠正学生的口语和笔误，并鼓励学生多试多练，提高英语交际能力。
【初中英语】Unit6 Topic 3 Section A教学设计 仁爱版
仁爱版八年级英语（下）Unit6 Topic 3 Section A 教学设计殷丽娟Teaching aims and demands 教学目标1.知识目标：新词：passenger, crazy, anywhere, pollution, advantage.1.技能目标:(1) 学生能深入讨论骑自行车的利与弊。
(2) 学生能熟练掌握由if引导的条件状语从句。
3.情感态度目标：(1)培养学生遵守交通规则的意识。
(2)培养学生热爱运动的良好习惯。
2. 重点句型：(1) If people obey traffic rules, there will be fewer accidents.(2) Cycling can help us save energy and it doesn’t cause air pollution.(3) It’s easy to park bikes, too.3.教学重难点：（1）if 引导的条件状语从句。
（2）学生能深入讨论骑自行车的利与弊。
3. 日常交际基本表达：(1) That’s terrible!(2) I think so!(3) I agree with you./ I disagree with you.Teaching procedure:Step 1 Warming upBrainstorm.（用头脑风暴形式复习已学过的交通工具，为引出新课做好铺垫）T: let’s play a game. I will show you some vehicles. But you just have a short time to remember them. And then you tell you, what did you see.(用电子白板屏幕幕布)复习：bus, car, bike, truck, plane, ship, bicycle, electric bicycle ,motorcycle .Step2. Lead in.1.根据交通工具来询问学生喜欢哪种交通工具，引出海口交通情况，引出新词crazy, passenger, accident.T: Which vehicle do you like?Ss: …T: People can’t live with vehicles. Do you think so? Why?S:…( Because they are convenient.)T: Are they convenient all the time?S:…T: Look at the picture. What can you see from the picture?S:…(The traffic in Haikou is crazy) 引导学生说出heavy, terrible.T: When the traffic is crazy, Can they drive fast?S: No. It’s not convenient all the time.T: Now imagine, what will happen if people don’t obey the traffic rules?如果人们不遵守交通规则，会引起堵车traffic jam，what’s worse严重的会引起交通事故。
初中英语：Unit 6 ectricity课件
wind power
water power solar power
Skimming 每答对一题小组得3分
Read and listen fast and answer questions.
1. How does electricity come into our flat?
Through (thin) wires.
Name them in English
recorder
range hood cooker hood
washing machine
Return
Name them in English
micro-wave oven
light
electric iron
Return
Name them in English
radio
air conditioner
computer
Return
Appliances using electricity
air –conditioner fan
washing machine fridge
vacuum cleaner recorder
micro-wave oven radio
rice cooker
How electricity gets to people’s flat
Do you know how electricity comes to the apppliances?
wire light bulb
street
cableபைடு நூலகம்
power station
Be an inquisitive student
a packet of sweets look foolish know about flow through wires in a way be connected to power station a moment later here you are produce energy
八年级英语上册 unit6The third period教案 人教新目标版
The third periodI Teaching aims1.Knowledge objectsReading materialTarget languageLlistening,speaking and writing practice2.Ability objectsListening and speaking skillsReading and writing skillsmunicative petence3.Moral bojectbe a brave and hardworking manII Teaching key pioints1.Key vabularyas way both, physics however twin sistermore than in mon be good at. although2.Reading material3.Target languagephotos of me as you can see in some waysloook the same/differentMy hair is shorter than hersShe’s a little more outgoing than me.My friend is the same as meI am a liile taller than her.III Teaching difficultiesListening ,speaking and writing practiceIV Teaching methodsListening and speaking metodsReading and writing methodsmunicative approachV Teaching procedures1.Greet the class as usual and check the homework2.Lead in ( Do you have sisters/ brothers? What are the differences or thesame things between you and your sisters/ brother?) here are two photos anda letter from Liu Li. Let’s read and find out what the differences arebetween she and her twin sister3.Students read and translate the article by themselves.4.Answer the questions and check the answers.5.Explain some difficult and important pointsa).Look the same 中look 是系动词，后跟形容词。
八年级英语下册Unit 6教案设计(新目标)
八年级英语下册Unit 6教案设计（新目标）八年级英语下册Unit6教案设计（新目标）一、教学内容及分析本单元围绕“谈论人们做某事持续多长时间”和“谈论人们的业余爱好”这两个话题，设计了相关的语言情境。
SetinA1a-2首先以图画开篇，图画介绍了本单元的语言目标，即现在完成进行时的用法，然后设计了听力活动、俩俩对话活动以及小组活动，从听说角度训练了本单元的核心句型。
在GraarFus中归纳总结了现在完成进行时和一般过去时。
SetinA3a-4提供了运用现在完成进行时所进行的读、写、说的一系列练习，进一步强化了这一语法项目。
SetinB1a-2b 先通过填写“自己收集的物品”和“希望收集的物品”，呈现了听力活动中所要用到的词汇；然后设计了两个听力活动，分别从两个层面，从宏观到细节，帮助学生掌握现在完成进行时的意义，结构和用法。
2-4b设计的活动，则通过说、读、写的活动，谈论人们的业余爱好以及谈论收藏某物多长时间，对现在完成进行时态的运用能力进行了综合训练，旨在帮助学生创造性的掌握运用现在完成进行时态的能力。
Selfhe部分让学生通过活动1、2对自己的词汇运用能力及语言综合运用能力进行自我评价。
后阅读介绍了一位名叫利奥的澳大利亚人在中国黑龙江省哈尔滨边任教边学中国历史的经历，表达了对中国身后的感情。
本单元主要语言功能项目是谈论人们做某事持续多长时间，语法结构为Hlnghaveubeending?和Hlngdidud?根据新改的理念:教育要以人为本，促进人的发展，要关注学生，关注过程，关注发展。
而要体现这个基本理念，就需要合理的使用教材，合理的整合教材，所以我把SetinA1b,1,2a,2b,2,GraarFus做为第一时;3a,3b,4为第二时；SetinB1a,2a,2b,2,3a,3b,4a为三时；Selfhe为第四时；Reading为第五时。
既遵循了学生的认知水平，又符合学生的学习心理。
二、学习者特征分析初二的学生已有一定的语言基本功，比如：-hth’surhbb？-Ilie…-hatsprtdupla?–hendidustart?等句型都已学过，在这基础之上再去学习新的目标语言，这样能够激发学生的学习欲望，从而乐于参与语言实践活动，为英语学习营造良好的堂学习氛围，为完成教学目标奠定了良好的基础。
7BUnit6Electricity整单元教案.doc
7BUnit6Electricity整单元教案.docUnit6 Electricity 教案冯卫间Reading: Electricity all around第1课时一、定位：input-based, 阅读理解为主。
二、教学目标：(1)通过多种形式的阅读活动与任务，帮助学生理解课文。
(2)指导学生运用一定的阅读理解学习策略，培养一些阅读微技能，如：寻读，找出关键信息等；扫读，获取文章大意。
(3)提高学生对保护树木知识的了解。
三、教学环节设计：1.Warming-up:Watch the cartoon talk and ask questions:(1) What does the word “energy” mean?（2）Where does the boy’s ener gy come from?（3）Where does the robot’s energy come from?2.Before ReadingLook at the title and the picture, and answer these questions.What did the girl buy?What do you think the story may talk about?3.While Reading(1)After reading the passage, Try to find out the meanings of the words and phrases.（C1）（2）Complete the sentences with the words and phrases from the box.（C2）（3）Find these sentences in the story on P73. Write the name of the person or thing that pronounce in italics（斜体）refer to. （D1）（4）How does electricity get to Benny’s flat? Choose the correct words in the box to label the diagram(图解)below. （D2）4.After ReadingDiscussion: Who looks foolish in the end?5.Homework:Review the words and phrases in the text.Finish some exercises in Book B.Unit 6 Reading: Electricity all around第2课时一、定位：掌握这篇课文里面的重点句型还有语法知识点。
七年级精品班unit6 ecletricity
七年级精品班教学辅导教案学科：英语任课教师：金老师授课时间：2015年5月24日( 星期日) 14：00 ~ 15：50姓名杨& 刘年级初一性别male 教学课题Unit 6 Electricity 词汇与情态动词复习TestI．选择填空。
A)从A、B、C、D四个选项中选出可以替代划线部分的最佳选项。
( ) 1. His mother is ill at home, so he has to take care of her today.A. look likeB. take downC. look afterD. look for( ) 2. Mr John is a blind man, so wherever he goes, his guide dog will take him there.A. can't seeB. can't hearC. can't singD. can't walk( ) 3. He broke my glasses, so he apologized to me this morning.A. said hello toB. said sorry toC. said goodbye toD. said no to( ) 4. Last week he borrowed a book from the library. Today he has to return it to the library.A. give…backB. take…backC. l ook backD. look at( ) 5. Mr Li is a very good teacher. He always makes his classes lively.A. sadB. boringC. happyD. interesting and activeB)从A、B、C、D四个选项中选出可以填入空白处的最佳选项。
九年级英语第六单元教学设计
九年级英语第六单元教学设计九年级英语（人教版）第六单元教学设计。
一、教学目标。
1. 语言知识目标。
- 学生能够正确拼写、朗读和运用本单元重点单词，如：heel, scoop, electricity, style, project等。
- 掌握重点短语和句型，如：be used for, be invented by等。
2. 语言技能目标。
- 听：能听懂有关发明创造的简单介绍，获取关键信息。
- 说：能够用英语简单介绍一些发明的历史、用途等。
- 读：能够读懂关于发明创造的文章，理解文章大意及细节信息。
- 写：能够写出简单的关于发明的短文，包括发明的名称、发明者、发明时间和用途等。
3. 情感态度目标。
- 激发学生对发明创造的兴趣，培养学生的创新意识。
- 让学生认识到发明创造对人类社会发展的重要意义。
二、教学重难点。
1. 教学重点。
- 本单元重点单词、短语和句型的掌握。
- 理解被动语态的用法，并能正确运用被动语态描述发明。
2. 教学难点。
- 被动语态的结构及不同时态下被动语态的变化。
- 学生能够用英语准确、流畅地介绍发明创造。
三、教学方法。
1. 任务驱动法。
通过布置各种任务，如小组讨论、角色扮演、调查等，让学生在完成任务的过程中学习和运用英语知识。
2. 情景教学法。
创设与发明创造相关的情景，如发明展览、发明家访谈等，帮助学生更好地理解和掌握知识。
3. 合作学习法。
组织学生进行小组合作学习，培养学生的团队合作精神和自主学习能力。
四、教学过程。
（一）导入（5分钟）1. 展示一些著名发明的图片，如电灯、电话、汽车等，引导学生说出这些发明的名称和发明者（如果知道的话）。
- 教师提问：“What can you see in these pictures?”“Do you know who invented them?”2. 播放一段关于发明创造改变生活的短视频，引出本单元的话题——发明。
（二）知识讲解（15分钟）1. 学习新单词。
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T eaching design of Unit 6 ELCTRICITY
TEACHING AIMS AND DEMANDS
Ability objectives
1. Develop the students’ integrated ability of reading such as skimming and
scanning
2. Enable the students to study by themselves and transform the language
knowledge into abilities by communicating
Knowledge objectives
1. To learn and master some new words and expressions.
2. To enable the students to know about electricity
Moral Objectives
1. To make the students learn about the electricity.
2. To help the students in different levels to have confidence in learning English. Teaching Methods
Task-based teaching method
Student-centered teaching method
Interest stimulating method
Learning Strategies
(1) Study instinctively and independently
(2) Co-operate in groups
(3) Selective Concentration Strategy
(4) Communicative Strategy
Teaching Procedure
I arrange the teaching into different tasks. I try to use some open tasks to attract students to study instinctively and enjoy the pleasure of learning.
(I) Pre-task
Task 1Brainstorming
1)Talk about the ways to produce electricity and help students to learn some
words about electricity kinds
2)Use some pictures of electrical appliances to lead the students to list more
expressions.
Note: It is designed as the warming up and leading-in.
(II) While-task
Task 2 Skimming
Limit the reading time and show the purpose of reading. Make the students to find out answers to some basic questions.
Note: It is designed to train the students’ reading speed.
Task 3 Scanning for detailed information and Comprehension
1)Every student should list the following things:
A. Read and find out the following phrases
B. Copy down the sentences that show how electricity gets to the appliances
C. Raise two questions about the passages
D. If you have any problems, write it down.
(2)Group competition:
A. Translate some key phrases.
B. Show the key sentences about the journey of electricity
C. Retell the journey of electricity according to the picture
Task 4 Be an inquisitive student
(1)Sum up the questions that each student raise
(2)Discuss in groups and try to correct the grammar in each question, then find
the correct answer.
(3)Choose one or two groups to be the teacher, who has the right to ask any
student their questions.
Note:This task is quite free and open. Students of different levels can raise questions of different kinds. Poor learners can raise questions according to the obvious facts while the good learners can ask questions about comprehension.
Task 5 More questions and exercises to help students understand the passage Group Competition:
(1) True or False questions
Note:These questions are designed to stimulate their interests and check the students’ work
(2) Sentences having the same meaning.
Note: This part is to make sure the students understand the difficult points. The exercises are designed according to the possible difficult points.
(III) Post-task
Task 6 Consolidation：Benny’s apology
Ss should fill the blanks according to the reading passage. It is designed to make the Ss go over the reading passage.
Task 7 Discussion：What to you think of Electricity
1)show pictures and help students to learn that many appliances at home need
electricity .
2)Show pictures and help students to learn that electricity can do harm to people
3)Conclusion: Electricity can be both useful and dangerous.
Remember: We must save electricity because it is useful and helpful. And we must be careful with it because it can be dangerous and get us injured.
Note:This part is to guide student to use electricity safely and not to waste electricity
(IV) Home work: Group work: role- play
(a) The Ss should converse the passage into a dialogue first
(b) The Ss should work in groups of four and do role-play.
(c) act out the role-play next period
Teaching Reflection:
Students didn’t raise enough questions and they were not clear how to raise questions , so they should be taught more skills to make questions. In this part , to help them raise
more questions, I gave them more time. This caused the discussion part were not finished. So I need to improve my time arrangement.。