冀教版六下第八册英语导学案lesson 17
17课导学案
主备人： 审核人： 授课人： 班级： 小组： 小主人：
【学习目标】1.会听说读写下列词汇：leaves grass flowers sandals等
2．会简单描述每个季节的不同特征，并说出自己喜欢的季节
3．学习英语词汇并运用到自己的生活中，从而培养学生的综合能力。
【重点难点】重点：掌握词汇。 难点：会描述自己喜欢的季节
学习内容：1.通过预习掌握词汇:leaves grass flowers sandals
2．掌握每个季节的特征,了解夏季活动的表达方式。
3．熟练掌握句型 What’s your favourite season ?My favourite season is_. I like
_best.
【学习过程】
一、新知链接
1.预习内容：复习单词：swim, skip, fly a kite , look at flowers ,
summer ,winter ,fall ,spring等。
2.预习反馈：拼读单词
二、课堂学习
1、小组内检查预习情况。
2、引领学习
听录音，读课文
3、自主学习
描述四季的特征及喜欢的季节
4、小组合作学习
互相描述四季的特征
三、汇报展示
小组内选一人展示自己喜欢的季节
四、回馈与提升
1．补全单词: l _ _ves gr _ _ ss fl_ _ ers
二．根据句意补全句子
1.In summer , I like _ swim.
2.Sometimes ,I play sports _ my friends.
3.I like _ look _the flowers .
4.I lie _the grass and look at the clouds.
五、盘点收获
A:我本节课的收获是：
B:布置作业。
画出四季树的特征并用句子写出来。
冀教版-英语-八上17课 导学案
3. Bob can’t come to play because he------------help Dad in the garden.
4.Nobody was here.So he -----------carry the box by himself.
:英汉互译
1.We have an autumn holiday---------（叫感恩节）
2.I-------------（不得不）stay at home to look after my sister.
3.LiLei thanked me -------（帮助他学英语）
4.What are you--------（寻找）？
课题
Lesson17I Love Autumn
提炼与归纳
批注与反思
翻译
1.谢谢你来看我。
2.我的生日也在秋季。
3.这女孩明年将是12岁。
4.这学期我们将有更大的兴趣学英语。
5.李老师教我们英语。
用must/have to的正确形式填空
1.The train has left. We will-----------------wait for the next train.
3.Teaching Difficult Points: Simple Future Tense
【实用说明与学法指导】
1.预习Lesson17的单词，读会，写会并尝试造句。
2.大声朗读课文，做到能流利颂读课文并翻译课文内容。。
3.读课文3-5遍，小组合作交流，找出课文中的重点短语和句型。
4.独立自主完成导学案。
田家庄中学2011-2012学年度第二学期八（上）年级英语导学案编号：001班级：小组：姓名：组内评价：教师评价:主备人：李会宁备课组长：张晓妮
冀教版英语八年级下Lesson 17教案
冀教版英语八年级下Lesson 17教案Teaching content: Lesson 17 People love petsTeaching aims :1.knowledge aims:1).Master these new words and phrases: magazine pet ,imaginary, keep2).Structures and Useful expressions: She play with me when I come home from school I will keep him under my deskI will need to plant a tree in my bedroom……2.Ability aims: Improve the students’reading skills and practicing skills3.Feeling aims: How to finish the “Task”and practise in groups and in pairs. Teaching keys:1. new words and phrases2.Some useful language pointsTeaching difficult:1. How to master words and useful language points.2.How to finish the tasks in groups and in pairsTeaching methods:1.小组合作、探究、完成任务式教学Teaching imagination:1.利用课件上的图片做口语练习，引入新课。
2．让学生读课文并在小组内完成任务。
3．做练习，巩固和检查学生对语言点的掌握情况。
4．设计活动，锻炼学生的语言表达能力。
Teaching tools: CAI课件Teaching steps:Step1: Greeting.Step2:Warming up. Ask and answer some questions using pictures on TV.Step3: Presentation1.Task One: Have students read the text then find the following phrases.1)最喜欢的动物2）喜欢…3)在阳光下4)和…玩耍 5) 把某人带到某地. 6)使…处于某种位置 7)一个想象中的宠物 8)居住在树上. 9)你是对的.10)需要做某事在学生回答问题的过程中,帮助学生解决一些他们小组不能完成的任务) 2．Task Two: Have students read the text carefully again and answer questions on TV. then teacher check the answers and help students explain other language points.3．Task three: Ask someone read text , let the other students help correct the pronunciations and complete the exercise on TV.4. Let students read text and remember the language points in a short time. Step 4:Do exercise on TV and Sum up the language points:Step5: Homework .Finish off the Ex. of Activity Book on Page 35 Exx4.5Step6:Bb designLesson 17 People love pets1.Would like to do sth2.like to do sth2.keep +sb/sth +介词短语3.keep +sb/sth +形容词4.Take sb to sw5.Need sb to do sth。
(冀教版)六年级英语下册教案 Unit 1 Lesson 8(1)
冀教版六年级英语下册教案Unit 1 SportsLesson 8 Again , Please!This is the revision of this unit.So there are two parts in this lesson.One part is the revision , the other part is the test.一.Organizing the teaching:1.Daily dialogue. The teacher and the students say hello to each other.2.Sing an English song二.Revision:1.Play “Happy Face ,Sad Face” with the quiz in the student book from last lesson.2.Play “Secret word” with the story from the last lesson.3.Play the audiotape for the story and observe the student closely.4.Play “Spelling Bee”to review any vocabulary in this unit..三．Test.1.Fill in the blanks.2.Listen. Write what you hear.a.Do you need any rnners?b.Do you like these runners or those runners?c.What did you do?d.I bought a T-shirt..e.I taught Danny to catch the ball.f.I thought I need some shorts.g.Pingpong and basketball are sports.四．Student s’ Acitvities:1.Talk freely about daily dialogue.2.Sing the English song.3. Play “Happy Face ,Sad Face” with a whole class..4.Play “Sec ret Words ” and “Spelling Bee?” with a whole class and individuals.5.Have a test with a whole class.。
冀教版英语六年级下册Unit1导学案
冀教版英语六年级下册Unit1Lesson4: Did you have fun?导学案【Learning Objects】（学习目标）：1）我会听、说、读、写单词：did, had , went, thought, bought, taught, played, saw, could, came2）我会大声朗读课文，理解课文大意。
3）我能理解重点句型：Did you have fun? Did+主语+动词原形+其他？【Learning Process】（学习过程）:一、自主学习1.短语自学，读课文找出下列单词的过去式：(4 minutes)1.do—2. have—3. go—4. buy—5. play—6. teach—7. want—8. hit—9. think—10. eat— 11. see— 12. walk— 13. put— 14. win— 15. is— 16. are— 17.bring—(学法指导: 独立完成单词过去式书写，并且要书写规范哦!)二、合作探究1.组内核对书写的单词，并改错。
让个别小组汇报错误的原因。
(3 minutes)（学法指导：组内成员互相学习书写优点，改正不足。
）2.组内互读、互教单词，纠正发音。
(3 minutes) did, had , went, thought, bought, taught, played, saw, could, came (学法指导：组内要互帮互助,学会的同学可以在组内领读。
）3.自学与群学（20minutes）自学课文(我能够发现问题，借助课文图片理解句意)1）自主观看4课视频，注意听不会读单词的发音，并用记号笔划出不会读的单词以及不懂的地方。
2）小组合作交流，解决单词的读音与句意，并排除难点问题。
3）查找汇总本小组的问题。
4）面向全班呈现问题，全班分析并解决。
5）听录音跟读课文2遍，注意难点单词或向子。
6）小组内依次领读课文---跟读课文---分任务读课文。
冀教版八年级英语下册lesson17教学设计
( ) 5、The word “SMILES”is one of the longest words in English because、
A、there is a “mile”between the first “s” and last one B、it has many letters
The teacher says nothing for a few seconds(秒)、Then she smiles(微笑) and says, “Because there is a mile between the first letter and the last one、”
根据短文内容选择正确答案。
Step 2、Lead in、（引入）
1、Greet the students in English and make sure they can response correctly、
Do the duty report: a student on duty can say whatever he/she likes to say、
C、Both A and B、
( ) 3、What did the teacher write on the blackboard?
A、Smiles B、Smells C、Slows
( ) 4、A girl stood up and asked the teacher, “ ?”
A、Why is the word so long B、Why is it the longest word
2、Come to “THINK ABOUT IT”、
Where can you usually see a tiger?
(最新)冀教版英语六年级下册精品表格式导学案《Lesson 18 Let’s Go Swimming!》
Lesson 18：Let’s Go Swimming！
课型
补充导学案
主备人
审核人
年级
六年级
目标点击
1.我会认读单词：swim swimming pool swimsuit.
2.我能积极讨论问题也能与组员互帮互助。
重难点
swim swimming pool swimsuit
时间预设
4.脱下_______5发生什么事了_______6起立_______
7.swim的现在分词___________
二、根据课文回到问题
1.What is Jenny doing?
______________________
2.Where can you swim?
_______________________
3.What du you wear to swim ?
_________________
一、to swim .I swim in a________.
二、连词成句
1.else what to do you swim
————————————————?
2.pool the swimming at
————————————————
3.swim and the com in pool
--------------------------- .
课后反思
自主学习12分钟··合作交流20分钟··当堂检测8分钟
导学参考
学习流程（Learning procedure)
第一关：自主学习
（自学、对学、群学）
第二关：合作交流
第三关:课堂提升
第四关:达标小检测
英语八下冀教版Unit3Lesson17-20教案
英语八下冀教版Unit 3：Lesson 17-20教案Unit 3 Amazing AnimalsLesson 17Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.step1: Introduce the concept of pet to the class in both English and Chinese . Can anyone tell you what a pet is? Then ask the class; “ Do you have pets in your home? Ask students to give the names of people’s homes?”Ask students to give the names of whatever animals they know. Students may refer to the upper part of the page for inspiration . Write the names of the animals on the blackboard.Step2: Have the students read the text silently. Ask if they have any questions. Encourage other students to try to answer the questions.Spet3: Note the difference between the words real and imaginary. If you find it difficult to explain the meanings to the class in English, you may do so in Chinese. Spet4: Play the audiotape. Have the class follow the audiotape while looking at the text. After the reading, ask the question:What animal would Brian like to have for pet?Ask individual students questions . The students give natural answersDoes Jenny have a pet?Does Brian have a pet?Where will he keep it at first?Danny will call his duck Donuts, won’t he?Where will Brian keep his pet?Why will he need to plant a tree in his room?Step5: Act out the text. Divide the class into groups of three. The three members of each group can choose to character says in the reading. Encourage students to practice reading until they can say their lines without looking at their books. Let the students know that it’s okay if they can’t recite their lines but do encourage them to try!Step6: Come to Project 1. Let the students talk about the pictures.Do any animals live with your family?What’s our favorite animal?Do you have any pets or imaginary pets?Describe your pet or imaginary pet?Begin unit project1. This project can cover two lessons. Students work individually. Instruct students to write a paragraph about a pet they have or would like to have. Have them draw a picture to go with their paragraph. Students should finish their paragraphs in this lesson.Divide the class into small groups. Within their groups, students will talk about their paragraphs and pictures.If the project cannot be finished in tone lesson, it can be continued in the next lesson.Class closingThe first reading in the readerThe remaining activities in the activity bookThe next reading in the student bookLesson 18Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.Step1: Come to “think about It”.Step 2:Have the students read the reading silently. Ask the students to answer this questionWhy does Mike take Brandy for a walk every day?Step3: Play the tape or read the readings again, pause after every line, and ask the students to repeat in chorus.(b) in small groups. (c) individually.Step4: Ask individual students questions. Let the students give natural answers. Who is Brandy?What color is it?What did he eat one time?What was his father doing?What did they have for supper that night?Where does he ask him to go?What kind of animal does Brandy like to play with?Brandy isn’t a fierce dog, is it?They had a cat named Amy, didn’t they?What do they do with the cat? Why?Step5: If you have time, discuss the reading with the students. Use as much English as possible. Ask questins to make it easier for students to participate. Ask questions such as:What does Mike do to look after his dog?Lots of people in North American have pets. In this way, are people in North America the same as: or different from. People in China?Can anyone name a kind of fruit? A kind of clothing? A kind of pet?Step 6: Divide the class into seven groups. Ask each group to choose one of the seven paragraphs of the text and rewrite it in the past tense. Before they get started, tell the class that some sentences cannot be changed form the present tense into the past tense. Ask the students to think about an discuss this point within their groups .Can they think of any examples? Note that the following sentences cannot be changed into the past tense:I’m Mike .Dog food is special food for dogs.I can’t rememberPets need lots of love.Please also note that the tense used in the fourth paragraph should not be changes! You may need to discuss with the class the reasons why the above sentences should not be changed.Step7: Have a representative from each group read their rewritten paragraph aloud to the class.Class closingThe second reading in the readerThe remaining activities in the activity bookThe next reading in the student bookLesson 19Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.Step1: Check to see if the students have previewed the text as required. Ask three students to read the text aloud. You should be able to tell whether they understandwhat they are reading from the way that they read aloud.Step2: Play the tape or read the passage. Ask this question: Why do zoos protect animals?Step3: Play the tape or read the readings again, pause after every line, and ask the students to repeat (a) chorus,(b) in small groups, (c) individually.Step4: After listening to the audiotape, you may wish to spend little time on the vocabulary. Select one or two words for discussion. For example, the word kind can be used as an adjective. The word open can be used as a verb and an adjective. Can students think of other examples?You may want to compare zoo with school, Remind the students that while we say “go to school”, we usually say “go to the zoo”Step5: Ask individual students questions. The students give natural answers. Questions for the first reading:What day is today?What do they want to do?What will they need to protect them from the sun?What will they need to take, too?Questions for the second reading:Where did zoos keep all kinds of animals years ago?Is it good for all kinds of animals to live?What do the today’s cages look like?Zoos protect animals , don’t they ?Why?Why should we protect animal’s wild habitats?What are zoos doing now?Step6: Divide the class into groups of three. Ask each group member to be one of thethree roles. First they play out the text by reading aloud the actual lines. Practice until students know the lines without looking at the text. Ask one or two groups to demonstrate or act out the dialogue in front of the class. If time permits, go on with the role-play. This time, the students can improvise their own lines.Step7: Come to “project 2”Begin unit project2. This project can cover three lessons. Instruct students to write a story about a trip to the zoo they have taken or would like to take, the story can be real or imaginary. They should illustrate their stories with in pictures or photographs. Students may continue working on their stories during the next two lessons.Allow students to continue working on their stories. Remind them that they will have one more lesson to complete their stories.Divide the class into small groups . Within the groups, have students take turns presenting their stories to each other.If the project cannot be finished in one lesson, it can be continued in the next lesson. Class closingThe third reading in the readerThe remaining activities in the activity bookThe next reading in the student bookLesson 20Class openingFor ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher’s guide.Step1: Check to see if the students have previewed the text as required Ask if they have any questions. Encourage other students to try to answer the questions. Have one or two groups of students role-play the speech bubbles.Step2: Spend a little time on the vocabulary for this lesson. Do not explain the vocabulary independently from the text. Rather, help the class understand the meanings and uses of the vocabulary from the context in which they appear in the song. This will in turn help the class understand the meaning of the song.Step3: Then have the class read the lyrics aloud as a poem. Since the lines are long, students need to read the lines well before they are able to sing themStep4: Play the audiotape. Ask the students to read the lines silently while listening to the audiotape. Play the audiotape again. This time have the class sing along.Step5: Make sure everybody can sing confidently. If time permits, you may have a volunteer sing alone.Step6: Come to “Let’s Do It”Class closingThe remaining activities in the activity bookThe next reading in the student bookDepending on how much time you have, you may wish to end class by singing the song “stand so still”.。
冀教版六下第八册英语导学案lesson 14
任务五：Group5:How many minutes a day do you ________?
组内学习要求互帮互助会读单词，理解课文。
展示交流：
（小组内选择任务，讨论并进行展示）
任务1、2、3：（☆）
任务4、5：（☆☆）
展示时别忘加上适当的手势、表情，使表达更真实。
二、自主学习课文
1.What should we do at school?
2.What should we do at sports?
3.What should we do at home?
4.Does Kim work hard?
5.How many minutes a day do you dry the dishes?
新句型是：
How many minutes do you ___ ___?
About ____minutes.
课后作业：Make a chart: How many minutes do you _______? (Ask and answer about five students questions!)
2、__________minutes do you need to walk to school?
I need about five minutes to walk to school
3、___________do you play ping-pong?
I play ping-pong three times a week.
及时对所学知识进行归纳整理，是学英语的好方法。
自学不会的可以留下来请教一下同学。
最新冀教版五年级英语下册：Lesson17导学案
What does Danny say to Steven?
Play the tape .
Draw a big email on the blackboard. Fill in all the spaces in the email.
Lesson 17 Danny’s Email导学案
年级
五年级
科目
英语
课时
1
累Hale Waihona Puke 课时19课型问题解决课
主备
教师
授课
教师
教材分析
本节课主要学习丹尼写的电子邮件。
导学目标
知识和技能目标：
1.学生能听懂、会说、认读并书写下列词汇kind, us
2.学生能认读、理解并运用下列基本句型结构：
How’s the weather inCanada?
Read the sentences below and decide if the statements are true or false.
4. Listen and repeat.
Step 5. Homework.
板书设计
教学后记
It’s sunny.
There is no snow.
What a great trip !
教学准备
幻灯片，图片
导学流程及策略
导学环节
及时间
导学行为策略
教学资源
使用说明
Step1.
Warming up.
Step 2 New Concepts (23 minutes)
Step 3
Presentations.
1. Pair work : Each pair makes a dialogue about Danny’s email.
北师大版英语八下Unit 6 Lesson 17 A Detective Story (II) (第
北师大版英语八下Unit 6 Lesson 17 A Detective Story （II）（第1课时）教学设计一. 教材分析北师大版英语八下Unit 6 Lesson 17 A Detective Story （II）主要讲述了一位侦探在解决一个盗窃案的过程。
本课通过讲述侦探与罪犯之间的智斗，引导学生学习并掌握更多的侦探词汇和表达方式，提高学生的阅读理解能力。
同时，通过本课的学习，学生能够进一步了解西方的侦探文化，拓宽视野。
二. 学情分析学生在学习本课之前，已经掌握了侦探小说的基本特点，能够理解并运用一般过去时进行叙述。
但部分学生对英语阅读的兴趣不高，阅读理解能力有待提高。
此外，学生对西方侦探文化的了解有限，需要通过本课的学习进行拓展。
三. 教学目标1.知识目标：学生能够掌握本课的生词和短语，理解文章大意，能够运用一般过去时进行叙述。
2.能力目标：学生能够提高阅读理解能力，能够运用所学知识进行口语表达和写作。
3.情感目标：学生能够培养对侦探小说的兴趣，了解并尊重不同的文化。
四. 教学重难点1.重点：学生能够掌握本课的生词和短语，理解文章大意。
2.难点：学生能够运用一般过去时进行叙述，提高阅读理解能力。
五. 教学方法1.情境教学法：通过设定侦探小说的情境，激发学生的学习兴趣，提高学生的参与度。
2.任务型教学法：通过完成各种任务，引导学生主动探索、思考，提高学生的阅读理解能力。
3.交际法：通过小组讨论、角色扮演等活动，鼓励学生进行口语交流，提高学生的口语表达能力。
六. 教学准备1.教师准备：准备好本课的生词和短语，制作PPT，设计各种教学活动。
2.学生准备：预习本课内容，了解侦探小说的基本特点。
七. 教学过程1.导入（5分钟）教师通过展示一些侦探小说的封面，引导学生谈论自己对侦探小说的了解和喜好，激发学生的学习兴趣。
2.呈现（10分钟）教师通过PPT展示本课的生词和短语，让学生进行认读和学习。
然后，教师通过讲故事的方式，呈现本课的主要内容，引导学生理解文章大意。