Unit6-电子教案
Unit6 It’s raining电子教案
1. Show more pictures with questions: What’s he/she doing? and What’re they doing? to get Ss to practice the tense which is the core grammar of this period. Get Ss to guess out the wordcookby the picture. Choosing the right words and pair work are added as the reinforcements.
课后反思
课题
Unit6 It’s raining!(period 3)
教学目标
Describe the different kinds of weather and different activities in different areas
Revise and use the words, expressions and sentence structures correctly.
课题
Unit6It’s raining!(period 1)
教学目标
Talk about the weather
The words of the weather
How’s the weather? What’s the weather like?
教学过程
Step1. Warming up
1. Ask the Ss randomly: What’s the date today? What day is it today? How are you?
2. Give a new expression which has the same meaning as How are you? : How’s it going? But the new one has more answers.
Unit6-电子教案
(捷进英语2)U n i t6-电子教案(共5页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--教案课程名称捷进英语综合教程2课时班级专业教师系部教研室教材《捷进英语综合教程2 教师用书》Sense and memoryImproving your memoryPerfect memories?Reading for learningSense and memoryReading for DoingDon’t Forget!Guided WritingA QuestionnaireAudio/Video LabIf you have time before the lesson youcould prepare your own timeline to displayto the class.This section startswith identifyingexamples andusing them tohelp the studentunderstand thetext. It alsoencouragesstudents toproduce a briefsummary of thetext.Vocabulary andGrammarThe first two tasks work on the meaning of thematic words from the text. Task 3 looks at various fixed phrases from the text. The grammar section looks at the passive voice in the present and past simple.The first two tasks encourage students to form an understanding of examples. When doing Task 4, if you have a strong class you could simply write the three headings on the board and ask students to write their own summary sentences.The first vocabulary tasks draw on topic vocabulary from the text.The second vocabulary task can be easily extended by asking students to give written or spoken answers to each question.The Grammar Focus part looks at the passive voice in the present and past simple. Task 2 contains factually true sentences. You could extend this by asking students to write their own general knowledge quiz in the passive voice. The topic in Task 3 can also be extended into a discussion task.Beyond the text This section also recycles the passive in a fun way by creating realBeyond the Text Students look at two puzzles and write their own puzzle.Ss read an article giving advice on improving your memory.This section should take less time than section B as the texts are less complicated. They focus on developing students’ everyday reading skills.If you have more time, you could develop the final task on revision planning and strategies further.Students write, ask and answer a questionnaire.Before the lesson you could find examples of questionnaires online.When doing Task 5 you might need to provide some model questions for more support.For each part of the video you might want to play it twice.Tasks 3 provides a good opportunity for using visuals to help you understand a lecture.This section provides a quick review of the vocabulary, grammar, writing and theme of the unit.Tasks could be set for individual work or done in pairs. For the first tasks on the language work you might want to set them up as a team game or class quiz.For the final tasks these could be set as small group discussion or down as a reflective writing task.Finish all the tasks in Unit 6.Read the two texts in this unit again and try to summarise their contents.Prepare a PPT presentation on your survey result in Task 3 of the warp-up section.。
精选】人教版七年级下册英语Unit6第六单元优秀教案
精选】人教版七年级下册英语Unit6第六单元优秀教案Unit 6: I'm Watching TVLesson 1: n A (1a-1c)XXX:1.Key Vocabulary: newspaper。
use。
soup。
wash2.Key Phrases: read a newspaper。
using the computer。
making soup3.Key Sentence Structures:What's he doing?He's using the computer.What are they doing?XXX.Focus of Learning:Present Continuous XXXChallenges:1.n of Present Participle (-ing)2.XXX using Present Continuous XXXIndependent Study:1.Preview the new words on page 31 and memorize them。
Translate the following words from Chinese to English: 报纸 (newspaper)使用 (use)汤 (soup)洗 (wash)2.Preview ns 1a。
1b。
and 1c。
Identify the following phrases and sentence structures:read a newspaperusing the computermaking souptalking on the computerWhat's he doing。
He's using the computer.What are they doing。
They are XXX.Classroom Guidance:Step 1: nXXX some students to perform ns in front of the class。
(G6)Unit6电子教案
慧润阶梯新教育实验小学教学框架课题：Unit6. I hurt my knee.英语6年级课时数 3教材文本解读：本单元重点学习身体部位，如膝盖、肩膀、手指等等，以及这些部位受到伤害时的说明和受伤害时的处理办法。
掌握句型I hurt my ...或She/He hurt her/his ...注意/εǝ/的发音，和相关字母组合的规律发音。
学习目标A类：1.掌握/εǝ/的发音规则，和相关字母组合的情况，如careful, hairy, sharing等B类：1.能够听说读写译call, careful, finger, hurt, knee, neck, sharing, shoulder,能够英汉互译telephone number，be careful，Don't get hurt.2.掌握一个重点句型是Where? Ｉhurt my ...或She/He hurt her/his ...3.能正确流利地诵读Lesson16对话。
C类：1.提醒小学生们预防伤害。
2.告知孩子如若发生伤害时的及时处理办法，使孩子们了解这些内容。
预习作业1.预习Unit6 P22图片生词（可通过英汉词典或网络查询）2.用铅笔画出lesson16对话中你认为关键的句子或词汇（铅笔标注）教学板块学生学习清单第一课时教学目标：1.能够认读c all, careful, finger, hurt, knee, neck, sharing, shoulder, telephone number，be careful，Don't get hurt.，达到英汉、汉英互译的程度。
2.能够流利朗读Lesson16全文。
3.口头翻译Lesson16全文，使得学生了解文章大意。
板块一：导入（出示人体图片）[6.5min]1.老师要问一问大家，这个图片大家陌生吗？[0.5]2.那我们已经知道了很多个身体部位的英文表达，比如头，脸，眼睛，耳朵，嘴巴，手臂，腿，脚[5].说到每个部位时，飞入相应的单词。
凤凰职教第三册unit6电子教案
项目名基础称课课型讲课班级Unit 6 课时课时分派1,2Warming-up，listeningand speaking Plan Your Work, Work Your Plan3,4 Reading特 6New点Real life skills5,6地&writing5 号楼点能力（技术）目标知识目标素质目标教课目的1. To improve Ss ’ 1. To master new wordsability of getting and phrases; toinformation through finish exercises.reading & listening. 2. To get the main2. To know how to idea of the wholeschedule an passage.appointment.1.To learn tocomplete tasksmore effectively.2.To identify timewasters and savetime.要点难点及解决方法教课策略与方法教课资料及教课准备板书设计教课后记Key points：to get the main idea of the reading passage.全面理解阅读资料，认识平时工作的一天，学会在工作中进行实践与反省，来提高工作效率。
Difficult point：to use the patterns to make appointments andgive possible responses.可以经过阅读时间计划表来确立并商议见面时间。
环绕学生在实习早期工作效率低下的问题，创建工作情形指引学生主动探究阻挡工作效率提高的各样因素，并鼓舞学生针对自己状况在轻松、快乐、合作的语言沟通环境中商讨提高工作效率的建讲和举措，让他们快速成为职场的新生力量。
(捷进英语1)Unit6-电子教案
教案课程名称捷进英语综合教程1课时班级专业教师系部教研室教材《捷进英语综合教程1 教师用书》Teaching Plan教学单元Unit 6 Feeling Good单元主题●Helping others●Optimism vs pessimism●What makes a hero?课时安排8教学内容●Reading for learningWould You Like to Make a Difference?●Reading for DoingHalf Full or Half Empty?●Guided WritingA Letter of Thanks●Audio/Video Lab教学环节主要特色教学活动安排建议Warm-up（热身）This section introducesthe idea of feelings andreactions. It does thisthrough a set ofadjectives and musicclips for students toreact to.✧Depending on the time you have available,you could extend this into students playingtheir own music and discussing how themusic makes them feel.Reading （阅读）Readingforlearning◆This section startswith usingpronoun referentswhen reading tohelp understandthe organisation ofa text. It thenencouragesstudents to workout reasons in thetext.◆Vocabulary andGrammarStudents look atphrases and individualwords from the text.The grammar focus✧In Task 4 of Reading and Understanding,you could ask students to compare theirtranslations with a partner. Then ask studentsto close their books and translate them backinto English.✧In Vocabulary Focus, the three vocabularytasks draw on the text. Task 1 and Task 3 arealso a set of questions and so work well aspair-work discussion tasks.✧The Grammar Focus part looks at differentways of referring to the past, present andfuture with quite simple structures. Afterworking through the tasks you would setstudents a short written or spoken task usingthese structures to refer to their own desiresin the past present and future.✧Beyond the Text encourages students to reactlooks at would like to, like to and wanted to.◆Beyond the TextStudents interpret their own decisions. personally to the texts they have read. It also practices the grammar structure. Students could also think about and discuss their own good deeds.Reading for doing ◆Students read andanswer aquestionnaire onoptimism andpessimism.✧This section should take less time thansection A as the text is less complicated.They focus on developing students’ everydayreading skills as they are reading andresponding to a questionnaire.✧If time permits, students could create theirown scenario and options for others tochoose as an additional question in thequestionnaire.Guided Writing ◆Writing a letter ofthanks:(1) Formal expressionsof thanks(2) Informalexpressions ofthanks ✧When checking Task, 2 you could highlightsome of the other features of informality aswell as the vocabulary / phrases focused on,e.g. the punctuation and contractions.✧With weaker students you might want toshow them the model first before they writetheir email.Audio/Video Lab ◆Students watch avideo showingan interviewwith someonewho has donesomethingheroic:(1) making predictions(2) dictating andansweringquestions ✧Write hero onto the board and ask students todefine the word and to think of an example of one.✧When you get to Task 5, you will probablyneed to pause briefly between each question.Wrap-up ◆This sectionprovides a quickreview of thevocabulary,grammar, writing ✧For Task 1, Task 2 and Task 3 on thelanguage work, you might want to set themup as a team game or class quiz.✧For Task 4, it could be set as small groupand theme of theunit.◆Tasks could be setfor individualwork or done inpairs.discussion task.课后学习设计作业◆Finish all the exercises in Unit 6.◆Read the two texts in this unit again and try to summarisetheir contents.◆Write a letter of thanks to a person who ever helped you.课后总结和反思。
外研社通用英语1(本科版)电子教案unit6
教案课程名称通用英语1（本科版）课时班级专业教师系部教研室教材《通用英语1（本科版）》补充教学资源PART III READING参考译文一个自主学习的小实验21岁的尼克•倍恩感觉他跟很多学生一样，真的很喜欢上学，但有时又觉得上学有点像例行工作。
有次他看了一个TED演讲，讲述了生活在贫民窟的孩子们是如何自学使用计算机的。
受其启发，尼克想出了一个独辟蹊径的学习实验。
他准备在大三最后一学期开展自主学习。
说服了好久后，学校和父母都同意了他的这个计划。
在这段自学与自定学习进度的过程中，尼克会和其他学生一样参加同样的考试，写同样的论文，但不去上课。
他的成绩将被评为及格或不及格。
他要学习七门课程，而不是正常的四门。
他还为自己设计了一些课程，其中一门课是他与当地的科学家共同参与一个气候变化的项目；而另一门课，他要制作一个单座飞机模型。
尼克试验了不同的学习方法。
首先，他每天试图每门课都学一点，但效果并不太好。
后来他想：“如果我每天花10个小时学习同一门课程怎么样？”他最终发现整天专心投入在一门功课里会学得更好而且更深入。
这样，他就可以专注于他遇到的各种问题，从而对学科有一个更透彻的理解。
随着日子一天天过去，尼克开始放松地享受起学习的乐趣了，他意识到自己并没有感到在学校里那种因为不同的作业而产生的焦虑。
然而，另一方面，他发现他的自主学习并没有更有效率，因为他把醒着的每一个小时都花在了学习上。
他的母亲说，这最后一学期是她见过尼克学习最刻苦的一次，因为他在自我引导，没有在学校的那种自由支配时间。
这个秋天，尼克要回学校上大四了。
事实上，他跟上了他的同学的进度，通过了考试和课程。
但实验产生了一个意想不到的结果，就是他现在可以从不同的角度来看待学校和老师。
他理解了作为最佳学习资料负责人的老师的作用。
“与他人一起学习有一些非常大的好处，我很高兴现在能回到他们身边。
”他说。
“我最大的收获就是，”他说起自己的这段经历：“我可以在45岁，或27岁，或任何年龄，继续学习任何东西，成为任何东西的专家。
七年级上册英语电子教案Unit 6
复备Unit 6 Do you like bananas?第一课时Section A (1a-1c)Learning aim:To master and use:1. Do you like…?Yes, I do./No, I don’t.2. Does he /she like …?Yes, he/she does./ No, he/she doesn’t.Teaching procedure:Step1: Daily greetings.T: Good morning, everyone.S: Good morning, Miss Wang.T: How are you?S: I’m fine, thank you. And you?T: I’m OK. Thank you. Sit down, please.Step2: Show “Learning aim”. (1’)T: Today we’ll learn Unit 6 Section A(1a-1c). Please look at our“Learning aim”，then I read it slowly.T: Are you clear?S: Yes.T: Let’s go on.Step3: Show “Guide One” to the students.Guide One (8’)Please read and try to translate the following conversations.Then recitethem within 3 minutes.1.A: Do you like apples?B: Yes, I do. / No, I don’t.2.A: Does he like salad?B: Yes, he does. No, he doesn’t.3.A: Do they like milk?B: Yes, they do. No, they don’t.T: Please read and translate them by yourselves. If you have any questions, youcan ask your deskmate or ask me. Understand?S: Yes.T: 2 minutes. Please go....T: Ok. Now, any questions? Who can read?( Let some students read for theothers.) He/ She reads once, and you read twice. Are you clear ?S: Yes.T: Please go.Then A,B分组读…T: Now I will give you 2 minutes to recite them.Time is up. Who can recite? Please check with your deskmates. (Then theteacher will check some students.）Let’s go on. Please look at “Guide Two”Step4: Show “Guide Two”Guide Two (9’)复 备 Please make a new conversation with your partners within 3 minutes,then act it out.Have a match.Which group can do it best?(The teacher will show them an example)T: Are you clear?S: Yes.T: 3 minutes, please go.(3 minutes later.)T: Time is up. V olunteers ? (Let some groups show their conversations.) Youare very wonderful, let’s go on. Please look at the” Guide Three”Step5: Show “Guide Three”Guide Three (3’)Look at 1a and finish it within two minutes.Let’s hav e a match. Who can do it best?T: 2 minutes ,please go. Let one student finish it on the blackboard.…T: Then check the answers.Step6: Show “Guide Four”Guide FourListen to the tape and finish 1b within 3 minutes.Have a match.Who can do it best?T: Understand?S: Yes.T: Let’s go.( Let one student finish it on the blackboard.)…必做题：1. Do you like bananas? Yes, I____.A. doesB. amC. doD. like2. _____ Tom like hamburgers?A. IsB. doesC. DoD. Does3. ____ they like _____ ?A. Do; tomatos C. Does; tomatosB. Do; tomatoes D. Does; tomatoes4. Do you like ______ ( strawberry )?5. _____ (do) Anna like ice –cream ?选做题：1.你喜欢香蕉吗？ 是的， 我喜欢。
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教案
课程名称捷进英语综合教程2
课 时பைடு நூலகம்
班 级
专 业
教 师
系 部
教研室
教 材《捷进英语综合教程2教师用书》
Teach ing Plan
教学
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Un it6In My Mi nd
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