Unit9教案公开课
辽师大版英语五年级上册_Unit9_第1课时公开课教案【辽宁盘锦】
Unit9 What’s the weather like today? 教学设计教学内容：快乐英语第五册第九单元。
教学目标：1. 语言知识目标：能听说读写单词weather，cold，warm，hot，cool。
熟练掌握句型“What’s the weather like today?”及其答句“It’s cold.”2. 语言能力目标：能听懂、会读、会用Listen and say. 部分的交际用语：Let me check online. Enjoy your trip!3. 情感、策略和文化目标：培养学生关心天气，热爱环境的好习惯。
教学重点：能听说读写单词weather，cold，warm，hot，cool。
熟练掌握句型“What’s the weather like today?”及其答句“It’s cold / hot / warm / cool. ”教学难点：What’s the weather like today? 需要多多练习。
教学准备：PPT课件、录音机。
教学过程：一、Warming-up:1. Greetings: T: Hello, boys and girls. Nice to meet you! S: Nice to meet you, too. T: What day is today? S: It’s Thursday.【设计意图：与学生口语的对话，拉近教师与学生的距离。
激活学生的思维，为新课的语言知识结构做好铺垫。
】二、Presentation1. 教师出示零下15度的图片，问：What’s the weather like today? 学生回答：It’s cold. 教师板书单词cold。
【设计意图：结合学生熟悉的图片，引出要学习的单词。
】2. 教师出示31度的图片，问：What’s the weather like today? 学生回答：It’s hot. 教师板书单词hot。
英语公开课教案--Unit_9_How_was_your_weekend教案
七年级（下）Unit 9 How was your weekend?Part 1: Teaching Design第一部分：教学设计Functions Talk about recent past eventsStructures Simple past of regular and irregular verbs;What question- What did you do last weekend?Target language —What did you do last weekend?—On Saturday morning I cleaned my room. On Saturday evening I went to the movies.Vocabulary had, went, did, was, were, learned, watched, practiced, stayed, stopped, played, visited, lived.LearningstrategiesInducing; CooperatingPeriod 1: Matching, Listening and Speaking (Page 53)(How was your weekend?)Teaching aims●Knowledge aims1. Learm some new words2. To learn to use simple past of regular and irregular verbs3. Grammar: Simple Past tense●Ability aims1. To talk about what you did last weekend?2. To learn to use What questions3. To improve their listening and spoken abilities●Emotion aims1. To rich students’ extracurricular activities by communication2. To raise their interests in learning EnglishKey points1. Simple past of four kinds of regular verbswatch---watched practice---practicedstop---stopped study---studied2. Simple past of irregular verbsis havewas hadam hasare-were do-did go-wentDifficult points1. Simple past of irregular verbs2. Sentence pattern transformationI was a student. Were you a student?We went to Chengdu with the teacher.Did you go to Chengdu with the teacher?Mary has a scarf. Did Mary have a scarf? Teaching tools: PPT, chalk, exercise paperTime of duration: 45 minutesTeaching Procedures■Warming up by making a list of verb phrasesHi, class. We play a game first. We will make a list of verb phrases. Have a try. Now let’s try to put the verb phrases in their past forms.play sport, have a look, go to a movie, go to school, take a shower, go to work, go to bed, do homework, go home, take a walk, have fun, go to school, go to work, have fun，take a walk, wait for, take a photo, have a good time, look for, talk about, do some reading, go shopping, go for a walkplayed sport, had a look, went to a movie, went to school, took a shower, went to work, went to bed, did homework, went home, took a walk, had fun, went to school, went to work, had fun，took a walk, waited for, took a photo, had a good time, looked for, talked about, did some reading, went shopping, went for a walk1a Looking and matchingPlease look at the picture on page 53. What are they doing? They are talking about their last weekend doings.do my homework did my homeworkplay soccer played soccerclean my room cleaned my roomgo to the beach went to the beachplay tennis played tennisgo to the movies went to the moviesWhen we talk about the actions in the past we should use the past forms of verbs. Just like that above. There are two kinds of verbs, regular verbs and irregular verbs. For a regular verb we should add ed at the end of it, and for an irregular verb it has a different form, its past form. For example:Regular verbs Irregular verbspresent past present pastplay played do Didclean cleaned go wentstudy studied have hadNow please match the words with the pictures.did my homework dplayed soccer bcleaned my room fwent to the beach cplayed tennis ewent to the movies a1b Listening and writingHere is a conversation. Let’s listen to the tape and write the day and “morning”, “afternoon” or “night” below each picture.Have you got the answers? The right answers are like these:Picture b: Sunday afternoonPicture c: Saturday afternoonPicture d: Sunday nightPicture e: Saturday morningPicture f: Sunday morningListen again and repeat what you hear. Try to be familiar with these phrases and sentences. Now go to page 87 to read the tape scripts. While reading underline all the expressions and copy them in your notebook. .Useful expressions from the conversationHow was…? On Saturday morning, played tennis, on Saturday afternoon, went to the beach, on Saturday night, went to the movies, cleaned my room, player soccer, did my homework1c Pairing and speakingSince you just heard the tape, let’s do a role play practice. Ask each other about her weekendlike this:A: What did you do last weekend?B: On Saturday morning, I played sport.A: What did you do last weekend?B: On Saturday morning, I went to a movie.A: What did you do last weekend?B: On Saturday morning, I went to school.A: What did you do last weekend?B: On Saturday morning, I went for a walk.A: What did you do last weekend?B: On Saturday morning, I took a shower.Period 2: Listening and Speaking (Page 54)(So, did everyone have a good weekend?)Objectives●To learn to talk about recent past events●To learn to use simple past of regular and irregular verbsProcedures■Warming up by studying the grammar focusHi, class. What did you do yesterday? What did you do last weekend? Let’s go to page 54 to find out.What did you do last weekend? 上周末你做了些什么？I played soccer. We went to the beach. 我踢足球了。
Unit 9 优质课教案
Period 1教学目标语言目标：1、Master of the simple past passive voice.2、Learn about the history of the invention, will use the following basic sentences.When was the car invented? It was inverted in 1885.Who were they invented by? They were inverted by ……What are they used for? They are used for seeing in the dark认知目标Active voice and passive voice clear differences to be consolidated through practice and application情感目标1、Through this unit students learn to understand the science of human invention created a wealth of material2、Develop students the ability to create and invent the desire教学重、难点Simple past tense of the passive voice1、Basic structure:be（was / were）+ Past participle of the verbA thief was caught last night.They were asked to speak at the meeting.Teaching aimsLearning the simple past passive voice and the special questions.Teaching Steps:Teaching of new lesson1. Warm-upFirst played “Twinkle, Twinkle, Little Star “song, so that students listen, learn and sing. Mobilize the enthusiasm of the students to stimulate their enthusiasm for learning.2. Presentation1) Teaching:Pictures by car to teach "When was the car invented? It was invented in ... ..."Choose the two inventions of these and ask students to discuss when each one was invented.For example, you might choose car, and light bulbs.Teachers lead the reading and the important sentences writing on the blackboardAsk the class to repeat the questions and answers.[T=Teacher, S=Student]T: When was the car invented ? (Class repeat.)T: Good. Now xxx, what was your guess?S1: in 1912T: OK. xxx, repeat after me. The car was invented in 1912.Repeat the process with several different inventions.2) 教学Who were the light bulbs invented by? And what are they used for?Show the picture of Edison and light bulbs. Tell the students Edison invented light bulbs.Then ask the students to answer the questions below.T: Who were light bulbs invented by? ( Class repeat )T: Good. Now Class repeat after me. They were invented by Edison.3. PairworkAsk the students to be familiar with the words below according to the pictures on computer.Telephone, calculator, car, personal computer, TV, light bulb,microwave oven.The 1a, 1c, 2c of the language points together, told the students to each other to answer questions. And use just learned to practice the target sentence. Finally, sampling a few of the students in the class before them, according to the requirements of dialogue4.Let’s make up some puzzles:Guessing game,Show 4 pictures for students to guess the word based on the content. I give them a piece of candy as encouragement If they answer right.5. Teaching 1b,First of all, help students to clear the headlines. Then, listening, recording released twice, first to allow students to listen, the second time for students to complete the audio content based on 1b. And then check the answers6. 1c Pairwork: First present a dialog to allow students to practice conversation, and then find two groups of students to practice the dialogue practice.Then show the pictures and time, allowing students to practice the dialogue in pairs. Finally, ask two groups of students to the front to practice the dialogue.7. Show the pictures, according to the pictures to say the English words, and then under the pictures to say basic sentences of this class.8. Challenge: Try to be an inventor! Do you want to be an inventor? Look at these pictures, you can make inventions.9. Knowledge point:1)The composition of the passive voice:2) The difference of “be used for doing sth.”, “be used as sth.”, “be used by sth.”, “be used to”Let one student read it. Others listen to her or him.10.Knowledge feedback:1) Fill in the blanks with right words.2) Write the words according to the sentence meaning.3) According to the sentence meaning and pictures to write words and phrases.4) Translate the Chinese sentences into English.11.Summary:In this class ,we have learned to talk about the history of inventions with passive voice. We’ve also done some listening practice in understanding the target language in spoke conversation. And we’ve done much oral practice , using the target language.12.HomeworkRead about an invention using books from the library, or by looking up information on the Internet. The students write up a short report and draw a simple picture of the invention or bring a photo of it. Ask each student to show the picture and read his or her report to the class tomorrow.13.Quote to share with the students：Believe in yourself, be strong, Be your best and don't ever give up.设计理念：现代教学手段，如录音、录像、幻灯、，电脑多媒体等是现代外语教学中的重要手段，为我们大幅度地提高英语教学质量起着非常重要的作用，使用现代教学手段。
四年级上册英语公开课《Unit9 It’s one hundred》教案
Unit 9 It’s one hundred教学目标：知识目标：能听懂，会认读“count,add,sum,missing”等词汇技能目标：会使用句型：“I can count in English from 1 to....”这类句型来表达加法运算。
会使用句型：“50 and 50 is 100.”这类句型来表达加法运算。
阅读中学会观察使用关键词解题。
思维目标：在进行英语加法计算和找规律的过程中培养学生的逻辑思维能力。
教学重点：知识目标：能听懂，会认读“count,add,sum,missing”等词汇会使用句型：“50 and 50 is 100.”这类句型来表达加法运算。
教学难点：阅读中学会观察使用关键词解题。
教学过程：1.Greetings.Alien:Kids ,you have invaded into our territory.Now the first game level is coming.Quick response(5’)T:You should stand up and speak out the numbers in English.Let’s count:(10’)T：Now let’s count numbers with your partner.Work in pairs.Count from 1 to 20,and 30,40,50,60,70,80,90,100.T:OK,time is up.教师示范从1 数到10，引入关键的句型：I can count in English from 1 to...(板书)带读重点的单词“count”以及句子，然后请学生表达。
Let’s add:(10’)T:All of you can count numbers,now let’s add them in pairs.Here are some numbers,they are:50,30,10,60...(带读学生读数字，加强记忆)，and the sum(带读并解释)is 100.50 5030 4010 and（+）20 is(=)100.sum(和)60 9080 70教师示范举例子，以连线的方式来做题。
初一下公开课unit9-what-does-he-look-like教案
1. 整体设计思路、指导依据说明这是Unit9的第一课时，俗话说，好的开端是成功的一半，这一课时在整个单元中起到了非常重要的作用。
英语新课程的标准要求教师转变教学方式，在教学上要体现“以学生为中心”，使学生在情境、活动中习得语言。
为充分体现新课标的理念，我对本节课教学活动的整体设计，将注重面向全体学生，创设大量情景，开展多种生动活泼的活动，让学生在活动和情景中学习和掌握英语，优化英语学习方式。
同时，我还采用多种有效的激励和评价措施来引导学生积极参与。
本堂课先由一段大头儿子小头爸爸的视频导入本单元的话题：What does he look like?接着用chant和全身反应法进行身体各部位名称的复习。
然后呈现一些学生熟悉并喜欢的明星图片来操练本课的核心词汇和句型，同时向学生灌输情感教育：“不可以貌取人”。
接下来用课本的听力训练作为语言的输入。
输入之后是一个语言输岀的环节，也就是一个说的环节。
在这个环节里，我将设计几个活动：小组对话、唱歌、读短文拼图等等。
总之，为了使学生语言习得在轻松、自然、愉悦的环境中进行，在教学设计中，活动将贯穿整个课堂。
在每个活动的展示过程中，都运用小组竞赛的方式来调动学生的学习积极性。
2. 教学背景分析教学内容分析：本单元的话题是描述人的外观，话题贴近学生的生活，这个话题应该能够激发学生的表达欲望。
本课时是这个单元的第一课时，在本单元中起到了非常重要的作用。
本单元的核心词汇和核心句型都将在这一课时呈现。
1a是个match,引出了本课的新单词，1b是听力训练，1c是口语训练的一个范例。
这些内容对于大部分学生来说都不会太难，所以非常有必要拓展一些内容。
学生情况分析：在小学阶段，孩子们已经学了人的身体各部位名称，例如：head, face ,eye, ear 等等，但是他们头脑里储存的只是一些孤立的单词，往往不能用完整的句子来描述人的外表特征。
从心理上来看，十三四岁是青少年开始关注自己和他人外形的时期，所以在这个时候，老师要引导学生树立正确的审美观。
公开课Unit9 What does he look like教学设计-人教版英语七下
Unit 9 What does he look like?Section A (1a-1c)一、教学目标1. 能正确使用下列词汇和常用表达：curly, straight, tall, medium, thin, heavy, build, (be) of medium build, tonight, little, a little, cinema, glasses, later2. 能够询问并描述人的外貌：(1)—What does he/she look like?—He/She is tall/short/of medium height. / He/She is fat/ thin/of medium build.(2)—What does he/she look like?—He/She has long/short straight/curly hair.(3)—Is he tall or short?—He isn’t tall or short. He’s of medium height.3. 能根据所听或所读内容中人物的外貌描述推断出正确的形象。
4. 了解中西方文化中描述人物外貌特征的不同。
二、教学重点及难点重点：1. 学习询问并描述人的外貌。
2. 掌握一些形容人外貌的英语表达法。
难点：运用目标语言对人的外貌进行问答。
三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Task 1Step 1. Warming-upWatch and answerWatch the video and talk about the questions.【设计意图】通过观看视频谈论有关人物外貌的内容，让学生直观感受询问并描述人的外貌的情景，顺利引入今天的主题。
Step 2. Pre-listeningLook and learn1.Let students look at the pictures and learn some new words and expressions this class.2.Let students try to describe their classmates using the new words and expressions, and others guess who he/she is.Other new words and expressionsShow some new words and expressions, ask students to try to read them and correct their pronunciations.【设计意图】让学生熟悉描述人的外貌特征的新词汇和表达法，为后面的学习做铺垫。
Unit9 第1课时 公开课教案【贵州黔东南】
Unit9 How much is it 第一课时教学设计授课教师：贵州省剑河县城关第一小学杨国芳一、本课解读第九单元的话题是购物（shopping）。
本单元体现了学习与生活相结合的理念，要求学生通过简单的描述要购买的物品并询问价格。
学生已初步掌握了一些关于物品和数字的词汇，具备购物生活经验，因此，本课的教学活动主要侧重于围绕购物情境展开师生对话、生生对话等活动，提高学生的口语表达能力及交际能力。
在教学中教师创设多种情境，开展“当当小老板”等活动，采用角色扮演的形式，帮助学生理解和掌握本单元的单词和句型。
二、教学目标语言目标：1. 词汇：能听懂，会说会读knife/brush/toy car/ball/notebook/crayon六个新单词。
2. 句型：能用“Can I help you”询问顾客需要，能用“How much is it It’s...yuan.”等来谈论物品价格。
应用目标：1. 能听懂、会说Part A部分的对话。
2. 能够简单描述要购买的物品并询问价格。
三、教学重难点1. 重点：能听懂、会说、会读新单词knife/brush/toy car/ ball/ notebook/ crayon，并在情境中灵活运用句型“How much is it 以及回答It’s....yuan.”2. 难点：(1) Crayon发音较难，要引导学生观察口形,仔细听，模仿读。
(2) 表示物品价格的听和读。
三、教学准备多媒体，教学PPT，新单词实物等。
四、教学过程Step 1 Warm-up(1) How are you(2) What day is it today【设计意图】活跃课前气氛，增进师生之间的感情。
2. Game: 数数（复习数字one—twenty）【设计意图】快速说出数字，也可集中学生的注意力，调动其学习积极性，为新授物品价格打下基础。
T: Look, how much is it (用PPT出示1元、5元、10元、20元、50元、100元不等人民币)并教学新单词how much 多少，强调在这里主要指多少钱。
公开课Unit9-What-does-he-look-like-SectionB
In the end, the real criminal is a short and heavy old man, and he has short black hair.
2b.Read the newspaper article. Which shows the real criminal?
Ⅱ.单项选择
1.Lucy ___B___ pears very much.
A.like B.likes C.not like D.don't like
2.Look! He ___C___ a machine.
A.makes B.making C.is making D.make
3.She ___D___ her bike.
Language Points
1. And the police put it in newspapers and on television to find him.
2. 警察把画像放在报纸和电视上来寻找此人。 3. police 意为警察、警方，为集合名词,和people 4. （人、人们）的用法相似。如:
Michael Jordan
a writer short, blaபைடு நூலகம்k hair
a mustache medium height wears a black coat
is thinking ……
Beckham is a famous football player.He is tall.He is of medium build.He has short, blonde hair.He is wearing a T-shirt.
plete the chart with words of the opposite meaning.
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Unit 9 My favorite subject is science.
(Period 1)
执教老师：严洁平教学目标：
1. 认知目标
(1) key vocabulary：Math, science, P.E, history，geography, art, music,
(2) key structure：What is your favorite subject?
My favorite subject is …
Why do you like…?
Because it is…
2.能力目标
(1) communicative function: to ask questions and talk something about subjects
(2) language skills: listening and oral skills
3.情感目标Tell the students to learn their subjects well and love their teachers 4．教学方法：Task-based language teaching method, video-audio
method ,cooperation.
教学过程：
Step 1 Lead in
Lead in with an interesting question: what is your favorite fruit? Show a picture in PPT.
And then show the new unit: my favorite subject is science. Students listen to the teacher’s question and answer th e question.
Purpose 通过一个有趣的问题引起学生的兴趣，同时可以帮助学生复习过去学过的句型：my favorite fruit is …很自然地引出今天的学习课题。
Step2 Language points teaching
1, Vocabulary 1a \ Memorize challenge\ 1b
2, Sentence structures
Show the main sentence structure on the blackboard: ask and answer
What is your favorite subject?
My favorite subject is...
Why do you like …?
Because it is …
2a\ 2b
3, Pair work
Competition: make sentences\make conversation.
Purpose 通过师生的猜科目单词来活跃课堂气氛，同时又让同学们轻易地学会这节课的单词。
然后再通过练习对话让同学熟悉今天课题的句型,有助于锻炼学生的英语表达和运用能力。
Step 3 consolidations.
Ask students to finish the excise in PPT
Ask students to translate the sentences in PPT into English. Students pay attention to the PPT.
Students finish the translation exercise.
通过练习和翻译练习来巩固学生的知识, 加深学生对单词和句型的理解与运用。
Step 4 Homework
2. 完成练习册的unit 9的section A 部分。
Purpose 帮助学生复习单词和检测学生对本节课的掌握程度。