Unit 5 Famous People Lesson 3 教学设计 3-公开课-优质课(人教一年级起点精品六上)
Unit 1 Teaching Design 教学设计-公开课-优质课(人教必修4精品)
Unit 1 Teaching Design 教学设计Part 1: Teaching Design(第一部分：教学设计)Section 1: A sample lesson plan for reading(A PROTECTOR OF AFRICAN WILDLIFE)AimsTo develop reading abilityTo learn some useful expressions in the textTo learn about women of achievementProceduresI. Warming upWarming up by describingGood morning ， class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first ， I’d like to kn ow if you have ever heard of women like Elizabeth Fry ， Soong Chingling ， Jane Goodall ， Jody Williams ， Joan of Arc and Lin Qiaozhi. Now turn to page 1， look at the photos ， read the captions and describe to your neighbor the women in focus. Who is she ？ What is she ？ What did she do to benefit the world ？Warming up by discussingHi ， every one. How did you spend your winter vacation ？ Did you read anybooks ？ Did you read any women of achievement ？ What makes a womanof achievement？Now in pairs discuss the women on page one. Which of these women do you think is a great woman？And may I have your reasons for your choice？Warming up by reading aloud and translatingNice to see you back at school，boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one to see how you’ve understand these women. Zhao Yanfei，would you try reading aloud and translating the first caption？Well done！Next let’s have Ju Xiaohong do the second one.II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos and the title A PROTECTOR OF AFRICAN WILDLIFE and predict the contents of the text. When you are ready，join another pair and compare your predictions and the clues that helped you to make the predictions.2. Talking and sharingWork in groups of four. Tell your group mates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class.III. Reading1. Listening and reading aloudNow please listen and then read the text aloud. Pay attention to thepronunciation of each word and the pauses within each sentence. I will playthe tape twice and you shall read aloud twice，too.樊锦诗：敦煌女儿守望敦煌2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning，the middle or the end of the paragraph.4. Reading and transferring informationRead the text again to complete the table，which list what Jane does to protect African wildlife. What does Jane do？5．Reading and understanding difficult sentencesAs you have read the text times，you can surely tell which sentences are difficult to understand.Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises 1 and 2.Closing down by having a discussionDo you agree with Jane’s ideas？Why or why not？What do you think is the best way to protect wildlife？Closing down by retelling the story of Jane GoodallI shall write some key words and expressions on the blackboard. You are to retell the story of Jane Goodall according to these words.Period 2: A sample lesson plan for Learning about Language(Subject-verb agreement)AimsTo learn about subject-verb agreementTo discover and learn to use some useful words and expressionsTo discover and learn to use some useful structuresProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 4 and do exercises 1，2，3 and 4. Check your answers against your classmates’. II. Learning about grammar1. Reading and thinkingTurn to page 2 and read the text of A PROTECTOR OF AFRICAN WILDLIFE. As you read on，pay attention to the forms of sentence predicates and the subject-verb agreement shown in the sentences.2. Doing exercises 1 and 2 on page 5Turn to page 5. Look at the two sentences: Our group are all going to visit the chimps in the forest. And our group includes six boys and five girls. Have you noticed any difference between them？Yes. If the word “group” refers to different members，use a plural verb. If the word “group” is considered as a whole，use a singular verb. Now fill in the blanks with the proper form of the given verbs in brackets on page 5. And then go on to do Exercise 2 on the same page，that is，fill in the correct verb form in the letter.III. Ready used materials for Subject-verb agreementWe all know these meanings of "agree，" but when we talk about subject-verb agreement，we're talking about something different: matching subjects and verbs according to number. That is，when you have a singular subject，you have to match it with a singular verb form: The boy plays.When you have a plural subject，you must have a plural verb form: The boys play.In short，simple sentences，you should have no problem with agreement. You can hear the problem: The boys plays. When it's wrong，it just sounds funny.However，there are four potential problem spots that you need to watch carefully:●stuff in between the subject and verb●reversed sentence order●"-body，" "-one，" and "-thing" words●"who，" "which，" and "that"Stuff in between subjects and verbsThe stuff here is usually a prepositional phrase that separates the subject from the verb. Remember how we crossed out prepositional phrases in order to find the subject？Do the same thing if you're having problems with agreement. Now，look at the following sentence and decide what's wrong with it:The dishes in the kitchen is dirty.Good guess！The subject and the verb don't agree. What's the probable cause for the problem？Kitchen (a singular noun) is right in front of is (a singular verb). If kitchen were the subject，that would be okay. But，it's not. Cross out the prepositional phrase and you're left with:The dishes in the kitchen is dirty."The dishes . . . is dirty？" sounds wrong，doesn't it？The subject is plural，but the verb is singular. They don't agree. The correct version is:The dishes in the kitchen are dirty.Once you know how to look for this problem，it shouldn't be too hard to get rid of it when you proofread your paper.Reversed sentence orderThe normal pattern for English sentences is subject-verb. However，there are a few situations where this order is reversed (like this sentence):●There are snacks on the laundry-room table.●Where are they？●On the table are the goodies！See how the subject comes after the verb in each of these？If you can remember how to locate subjects and verbs，you shouldn't blunder into mistakes when writing reversed-order sentences. "-body，" "-one，" and "-thing" wordsThe correct term for these words is indefinite pronouns，but if you remember them as "-body，" "-one，" and "-thing" words，you'll probably be able to spot them more easily. You only need to know one thing: if a word has one of these endings (like everybody，everyone，anyone，anything，etc.)，it is always singular！You can also include each，either，and neither in this group. Look at the following:1. Everyone is going on a picnic.2. Each of the boys is taking his own lunch.3. If anyone drops something to eat，I'll grab it before he can pick it up.You shouldn't have problems with these if you simply memorize the endings of words that are always singular.NOTE: We said that either and neither are always singular；however，if you have two subjects in an either . . . or neither . . . nor construction，getting the agreement right may give you fits. To get it right，just locate the subject closest to the verb and make the verb agree with it:●Either the mailman or the construction workers are causing Peggy to bark like crazy.●Neither the dogs down the street nor the one next door pays any attention.Compare this with the following:●Either the construction workers or the mailman is causing Peggy to bark like crazy.●Neither the one next door nor the dogs down the street pay any attention.Agreement，in this case，depends on the placement of the subject. "Who，" "which，" and "that"Remember dependent clauses？They have a subject and a verb，but they can't stand alone. That's what we're dealing with here，but with a little something extra. Now we've got to consider pronouns. A pronoun is a word that takes the place of a noun that comes before it，usually in the same clause or one very close to it.Peggy is a troublemaker. She bites my ears and steals my food."Who，" "which，" and "that" are pronouns. When they take the place of a singular noun，they are singular；when they take the place of a plural noun，they are plural. This is important toremember when they are the subject of a clause. Compare the following sentences:1. Big Dog is one of those animals who are very intelligent.2. Big Dog is an animal who is very intelligent.In both，who is the subject of a dependent clause. In number 1，ittakes the place of animals (a plural form). That's why "are" is the correct verb choice. In number 2，who takes the place of animal (a singular form)，and that's why "is" is correct.This may seem a bit confusing at first，but there's a way to get it right every time. If you find "who，" "which，" or "that" introducing a dependent clause (like in the examples above):1. Look at the word right in front of it (usually that's the word it takes the place of).2. Decide if the word is singular or plural (that will tell you whether "who，" "which，" or "that" is singular or plural).3. Make the verb agree！That's all there is to it！IV. Closing down by doing a quizTo end the period you are going to take a quiz on subject-verb agreement.Period 3: A sample lesson plan for Using Language(A GOOD EXAMPLE FOR ME)AimsTo read and enjoy the passage A GOOD EXAMPLE FOR METo learn to use the language by reading，listening，speaking and writingProceduresI. Warming upLet’s listen to the recording of the text first and then read the passage aloud.II. Guided reading1. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.1. Doing exercisesNow you are going to do exercises 1 and 2 on page 6.2. ListeningTurn to page 7 and do exercises 1，2 and 3.3. ActingNext we are going to put the text A GOOD EXAMPLE FOR ME on stage. Now Zhu Qing and Zhang Qiang，please！III. Guided writing1. Writing an imagined dialogueGroups 1 and 2 are going to write an imagined dialogue between Lin Qiaozhi and you. You may begin like this: Hello，doctor. I need your help. …2. Writing a descriptionTurn to page 8 and follow the direction to write a description of a woman’s character. You may use the information，structures and expressions from the unit.III. Further applyingFinding informationGo to the library to read or get online to search in order to find moreinformation on wildlife protection. Take notes of your finding and reportto your group mates next Monday morning.Writing lettersWrite a letter either to Jane Goodall or Lin Qiaozhi，telling her about your life and hope. Acting a text playTurn the article A GOOD EXAMPLE FOR ME into a text play. Choose your part and rehearse for the School Art Festival next month.IV. Closing downClosing down by filling a formMake use of the text and other information you’ve got to fill in the form.Closing down by describing a personI am going to have two of you stand up to describe to the class a person whom he admires. Who’d like to speak first？。
小学英语北京版六年级上册Unit5 When did the ancient Olympic games begin《lesson17》优质课教案公开课
小学英语北京版六年级上册Unit5 When did the ancient Olympic games begin《lesson17》优质课教案省级比赛获奖教案公开课教师面试试讲教案【名师授课教案】1教学目标知识与技能目标:1. 能够听懂并正确使用“How many…did …?”询问他人,并能用“They won…”做出回答。
2. 能够听懂、会说、认读success,medal,athlete,bronze,visitor,world, proud。
3. 能够正确理解课文,获取课文中相关信息,能够朗读课文,表演对话。
4. 能够了解北京奥运会相关历史知识。
过程与方法目标:1. 通过情景的创设使学生能够运用所学句子进行对话。
2. 通过教师呈现的图片、创编的英文绘本、课前和课中制作的视频,以及思维导图,都帮助学生理解课文、了解08年奥运会相关知识,使学生掌握所学的单词和问答句,并在情景中运用。
情感态度与价值观目标:1. 通过角色扮演、小组活动的形式培养学生的小组合作精神,学会与人合作完成任务。
2. 通过图片的呈现、视频的剪辑与制作、绘本的创编大大激发了学生们的爱国之情。
3. 利用北京奥运会的口号激发学生的学习动力、唤醒学生为祖国的富强而努力奋斗的意识。
2学情分析(1)知识基础:根据学生以往的学习,以及前两课学习的基础,学生能够熟练运用英语表述数字单词,本节课,出现的单词“hosted”和“won”分别在Lesson 16 Let’s do.环节中和Lesson 3Listen, look, and learn环节中已经出现了,学生已经理解其含义和掌握了过去式的表达法。
学生还能运用思维导图来描述古代奥运会和第一次现代奥运会的内容。
本节课,利用教师制作的视频剪辑、情景的创设、思维导图的板书制定,以及教师创编的英语绘本,这些都大大调动了学生的积极性,并且激发了他们的爱国情感。
(2)情感基础:六年级的学生性格活泼开朗,乐于表现、喜欢思考问题,最重要的是他们对英语的学习仍保持着浓厚的兴趣,能够积极主动参与到英语课堂活动中,对于高年级的孩子来说,通过拓展她们的知识、文化领域来激发学习的情感是非常重要的。
六年级英语上册-Unit-10-Then-and-now省公开课一等奖新名师优质课获奖PPT课件
living place
住处
I lived in…but now…
I kept a …before , but now…
appearance
外貌
pet 宠物
I was…before, but now I am…
My life
transports
交通工具
family member
家庭组员
We didn’t have…
5/15
school 1
school 2
three years ago
then
and
today now
6/15
Listen and answer.
1. Where did Ben live before? He lived in a small village in England . 2. Where does Ben live now? He lives in a big city in China .
When I was young, I cried a lot, but now I always smile.
I liked watching TV before, but now I like reading books.
4/15
Let’s choose
ago village
far away office most nearby department store
weekend 20 years ago. ( F )
11/15
Listen read.
Twenty years ago, I was a little girl and I lived in a small house with my parents. I studies at a small school. There were only 200pupils in my school. We didn’t have any cars or computers. There was only a motorbike in my family. I kept a lovely cat before. I played with the cat every day.
人教版一年级起点六年级下册英语《Unit 1 Visiting Canada Lesson 1》(一等奖课件) (1)
4.Let's read.
Read correctly(正确)
Read correctly and fluently(正确流利)
Read correctly,fluently and emotionally (正确流利有感情)
5.Try to retell.
excited/sad 02 Canada 01
1.Listen and Find.
1. Where is Bill going？
A. China
B. Canada
C. The UK
2. When is he going there?
A. This Sunday B. Next Monday C. Tomorrow
3. How long is Bill going to stay there?
A. For 8 months B. For 5 months C. For 12 months
2.Read and underline.
1. How does Bill feel?
He is very excited.Bill also feels quite sad.
2. What's the weather like in Canada in the winter?
lemework:
1. Retell Bill's trip. 2. Talk about your travel plan.
3. Write it down .
Let's sing.
What's your favourite saeson? What's the weather like ?
小学英语辽宁师大版六年级《Unit 3She is my e-pal》省级名师优质课教案比赛获奖教案示范课教案公开课教案
小学英语辽宁师大版六年级上册《Unit 3 She is my e-pal》省级名师优质课教案比赛获奖教案示范课教案公开课教案【省级名师教案】1教学目标1. 能听、说、读、写短语:likes singing, plays the guitar, jumps high, runs fast, dances well。
2. 能听懂、会读、会与并会运用:Does she like music? Yes, she does. She plays the guitar very well3. 能听懂、会读Listen and say中的对话。
4. 能理解一般现在时第三人称单数表达形式,并能在实际情景中运用。
5. 能够认读音标/f/, /v/, /ɑ:/, /æ/,了解所给单词中哪些字母及字母组合发这些音。
能在音标帮助下正确读出单词。
2学情分析虽然处于高年级学段,但仍然活泼好动,喜欢直观形象思维和抽象思维相结合,对游戏、竞赛、画画还有兴趣。
大部分学生对英语有着较浓厚的学习兴趣,但也有少数学生由于遇到困难,学习兴趣会随之减弱。
3重点难点(一)重点(Points)掌握核心词汇和核心句型。
(二)难点 (Difficulties)一般现在时第三人称单数表达形式及在实际情景中的运用。
4教学过程教学活动1【导入】She is my e－palStep 1: Warm-upT: Let’s review some verbs. I do the actions, and you tell me the words or phr ases. 教师做动作,学生猜对应的单词或短语,对学过的动词或动词短语进行复习。
(复习内容:swim, dance, jump, run, ride a bike, watch TV, read books ... ) 2【讲授】She is my e－pal。
2022冀教版英语九年级全一册 Unit 2：Lesson 9 --10课教学设计
Lesson 9 China’s Most Famous “Farmer” 教学设计【教材依据】我采用的是2013教育部审定，衔接三年级起点的冀教版教材。
本课为冀教版九年级英语(全一册)第二单元的第三课，在教材中起承上启下并延伸的作用。
一设计思路:1.指导思想。
学生们有自己的认知能力。
已经学习了外国名人爱因斯坦，在此基础上进一步学习了解中国科学家“杂交水稻之父”——袁隆平。
2.教学目标。
知识目标：识记词汇，掌握句型的用法.能力目标：能用已学知识描述熟悉伟人的生平，经历及取得的成就。
情感目标：通过对伟人们的学习，激励学生从小树立科学的人生奋斗目标、科学的人生价值观。
教学手段和活动设计：本课主要采用任务型教学方法。
课堂的不同时段分别设置不同的问题，让学生讨论和讲授。
另外辅助讲授法，电子白板演示法。
，操作法，小组反馈法，问题解决式策略等。
3. 教学重点: 识记词汇，掌握重点短语和句型的用法。
introduction,lead er,produce;allow sb to d o sth, come upwith,introduce …into…, be know n as ,because of, Father of HybridRice , since then,together with要求学生应用这些词汇短语造句，根据小组学习情况分配任务，限时完成。
教学难点: 时间状语从句before和after引导的时间状语从句，了解主从时态变化，能完成相应的习题。
二教学准备我本节课主要将采用图片和问题导入，所以会整合有关本课的在线图片，并制作多媒体课件，相关影像资料及录音机，让学生在听说读写中理解课文。
以名人为榜样，激发学生学习兴趣、感悟人生。
三教学过程I.【导入】What is your dream /What do you want to be when you grow up?A scientist in China had a dream when he was a child and he became a great person. Today we will know about him.II.【自主学习】1.预习词汇表中本课单词短语，熟记并默写在导学案上。
小学英语人教(精通)版六年级上册《Unit3WouldyouliketocometomybirthdaypartyLesson13》公开课教案B003
小学英语人教（精通）版六年级上册《Unit3WouldyouliketocometomybirthdaypartyLesson13》优质课公开课教案获奖教案比赛观摩课教案Unit3 Would you like to come to my birthday party? Lesson13一、教学目标1. 知识与技能：了解、熟悉并能熟练运用邀请朋友参加生日聚会的英文表达方法。
2. 过程与方法:小组活动，任务型教学法。
3. 情感态度与价值观：培养学生对英语学习的学习兴趣，促进学生与同伴间的团结友爱，激发学生感恩父母的情感态度。
二、教学重难点1. 教学重点：掌握句型“Would you like to come to my birthday party?”以及其回答“Sure, I’d love to.”2. 教学难点：学习掌握invite your friends to your party、celebrate your birthday with your friends、give a birthday card to your friend、invitation card等重点词组。
三、教学过程Step1.Warming-up and lead in（1）、问好，与学生进行简单且热情的交流。
T:“Hello everyone!” Studs: “Hello, Miss Zhang!” T:“Are you ready for ?” Studs: “Yes!” T: “Louder, please?” Studs: “Yes!”（2）、播放歌曲《Happy birthday》，让学生听回答问题“What is the song about?”并让学生跟唱。
在活跃的气氛中，调动学生对本课的学习兴趣。
T: Who can answer this question？what is the song about? Ok , XX，please。
位置与方向教学设计-公开课-优质课(人教2011版六上)
位置与方向教学设计-公开课-优质课(人教2011版六上)位置与方向（二）》教学设计教学内容：人教版小学数学教材六年级上册P19～P21例1、例2及相关练。
教学目标：1.通过具体情境，让学生理解方向和距离的含义，能够确定物体的相对位置，并体会位置关系的相对性。
2.在自主探索和合作交流中，学生能够根据方向和距离在图上标出物体位置，并绘制简单平面示意图。
3.让学生通过实践活动体验坐标思想，培养动手操作能力，发展空间观念。
4.通过解决实际问题，让学生意识到确定位置在生活中的应用价值，激发学生的研究兴趣。
教学重点：理解方向和距离的具体含义，能根据方向和距离确定物体位置，绘制简单平面示意图。
教学难点：描述任意角度的具体方向，体会位置关系的相对性。
教学准备：课件，学具。
教学过程：一、创设情境，引发思考教师：每到夏季，咱们浙江沿海一带就进入台风多发季节，台风过境时常会给人们的生产、生活造成一些影响。
今天气象专家发现在A市东南沿海方向已形成一股较强台风，这股5号台风将直接影响A市。
（课件出示信息）请帮助气象专家在图上标出台风中心的位置。
预设：学生可能会标出任意方向，引导学生理解东南方向只是一个大概的方向，无法确定具体位置。
（课件演示：以A 市为观测点，出示上北下南，左西右东四个方向标志）揭题：气象专家经过精密测量，确定了台风中心位置。
（课件出示台风中心位置）现在你能准确描述它的位置吗？今天这节课我们将继续研究这个问题──位置与方向。
（板书课题：位置与方向）设计意图：数学问题就是在一个个认知冲突中自然生成的。
教师通过创设生动的现实情境，让学生用学过的有关方向的知识来解决实际问题，引发学生认知冲突，从而生成新的问题──如何确定具体位置，激发学生求知欲。
】二、实践感悟，探索新知一）研究根据方向和距离确定位置1.理解方向1）教师：我们怎样才能准确描述台风中心的位置呢？说说你的想法。
预设：①与哪个方向更接近；②与A市之间的距离；③角度；④数对（经纬度）……2）在练纸上利用手中的测量工具，先测量，再介绍。
小学英语人教(精通)版六年级上册《Unit3WouldyouliketocometomybirthdaypartyLesson13》优质课教案B002
小学英语人教（精通）版六年级上册《Unit3WouldyouliketocometomybirthdaypartyLesson13》优质课公开课教案获奖教案比赛观摩课教案Unit 3 Would you like to come to my birthday party? lesson13【教学目标】1.知识目标：(1).理解并能运用新词语：would like , birthday party, after school,celebrate, invitation cards等。
(2).能够熟练运用Would you like to come to my birthday party? Sure, I’d love to. Goodbye! Bye-bye! 等句型。
2.能力目标：（1）、引导学生整体感知、模仿、学习、体验语言。
（2）、学会如何邀请他人参加自己的生日聚会。
3.情感目标：培养学生礼貌待人、热情好客的品质。
【教学重点】理解并能运用句型：Would you like to come to my birthday party? Sure! I'd love to．【教学难点】celebrate, invitation两个词的读音与应用。
学会如何邀请他人参加自己的生日聚会。
【学情分析】针对学生好玩、好动的特点，我设计了各种生动的形象有趣的手段来激发学生的兴趣，结合学生原有的认知水平，在课堂中，我才用情境法、多媒体辅助法和小组活动法，通过让学生自己动口、动手进行活动交流，让学生在一定的情景中运用自己的语言进行有意义的表达。
【教具准备】多媒体教学课件。
【教学过程】Step1.Warm-up师生问候.Hello, boys and girls. How are you today? Step2.Revision1.师生进行问答.Whose birthday is today?Who is having a party on his birthday?Will you invite your friends to your birthday party?2.由问题引出Lisa’s invitation card Step3.presentation and practice。
小学英语人教(精通)版三年级下册《Unit3Lesson17Who'sthatman》优质课公开课获奖教案比赛观摩课教案B001
小学英语人教（精通）版三年级下册《Unit3Lesson17Who’sthat man?》优质课公开课教案获奖教案比赛观摩课教案《Lesson 17 Who’s that man?》教学设计人教精通版三年级下一、学生分析：三年级的学生已经学习英语一个学期了，有了初步学习英语的欲望，积累了些许的英语知识，对英语知识有较强的好奇心和表现欲望，教师应为学生提供一个广阔的思考与表达的空间。
因此本节课为学生创设真实的学习语言环境，激发学生感悟语言、习得语言和运用语言的欲望。
二、教材分析：本课出自《义务教育教科书英语（精通）》教材的三年级下册第三单元，本单元重点学习家庭成员的称呼，会介绍家庭成员以及问这是谁/那是谁？本课是本单元的第5课时，在前四课语言学习的基础下，增添了询问具体男女是谁的英语表达方式，并能熟练回答。
创设真实的环境，让学生感知、模仿、学习、体验所学内容，最后达到自然交流与真实运用的目的。
三、教学内容：1.单词王国：aunt婶婶伯母姑母姨母Uncle叔叔伯父姑父姨父2.句型乐园：Who’s that man\woman? He\She’s my uncle\aunt.四、教学目标：1.知识与技能（1）能够听，说认读单词uncle, aunt. 并能在各种情境中进行进行情景对话。
（2）学习新句型:Who’s that man/woman? She’s/He’s my ...2.过程与方法：(1)把所学的内容联系到生活实际，能用英语进行交流。
(2)始终遵循从生活到书本再到生活的原则。
3.情感、态度与价值观(1)培养学生关心帮助他人的好品格。
(2)在教学过程中培养学生学习兴趣，帮助他们树立信心五、教学重点及难点：1.能够听，说认读单词uncle, aunt.。
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Unit 5 Famous People Lesson 3
教学设计 3
一、教学内容
1. 围绕本单元重点词汇和句型进行复习巩固。
2. 进行听说读写四项能力方面的训练。
二、教学目标
1. 能够正确理解和表达有关著名人物的生平及其成就的简短语片。
2. 能够围绕本单元重点内容完成段落书写。
三、教学重点
1. 继续巩固本单元的重点词汇和交际用语，实现最终语言的输出。
2. 通过听说读写等方式全面检测学生的学习情况。
四、教学难点
1. C项语篇的阅读理解。
2. 书面表达。
五、教学难点
1. 教学录音磁带；
2. 教师自制课件
3. 学生和教师用单词卡片。
六、教学方法
情境教学法、听说法、翻译法、语言交际法。
七、教学步骤:
1. Sort game: Read the flash cards
2. T Show the pictures of part A, the Ss discuss them in group.
3. Ss listen to the tape, and match.
4. Discuss the answers with the partners, listen again and check the answers in class.
5. Play a game: say the sentences about one person in the group.
6. Read the letters and underline the person in the letter.
7. Read and answer the questions: Who was born in….? \Who was American\Who was
a …..?\Who invented….?
8. Do the exercises, check the answers.
9. Listen and read.
10. Talk about a famous person in pairs and write it down.
11. Homework:
Finish the writing.
12. Sum up
1) Let the students close their books. Ask them to say what they learned in this lesson. Ask some
volunteers to write on the blackboard.
2) Do some exercises.
13. Read and comprehension
1) Lead the students to understand the dialogue sentence by sentence.
2) Ask the students to read the dialogue together. But before that, make sure the students can
pronounce the words in this lesson correctly.