Unit8 Topic2 Section C教案设计(仁爱版八下)

Ⅰ. Material analysis

本节课建议教师用1课时上完。主要活动为Section C 的1a和2。

本节课让学生通过1a的学习了解不同职业的不同着装及其重要性，复习了时间状语从句和条件状语从句，复习了动词不定式做目的状语的用法。通过本课的学习，让学生对服装文化有更深刻的理解，让他们意识到职业服装的意义不仅仅停留在表面的信息化上，更体现在内在的功能化方面。

Ⅱ. Teaching aims

Knowledge aims：

1. 复习时间状语从句和条件状语从句。

2. 复习动词不定式作目的状语的用法。

3. 谈论不同职业的不同着装及其重要性。

4. 了解不同季节的着装艺术。

Skill aims：

1. 能听懂接近正常语速、涉及服装的语段，获取主要信息。

2. 能引出服装的话题并进行简单的交谈。

3. 能从简单的文章中找出有关信息，理解大意。

4. 能根据写作要求和素材，整理出符合逻辑的短文。

Emotional aims：

对服装文化有更深刻的理解。

Ⅲ. The key points and difficult points

Key points：

1. 复习时间状语从句和条件状语从句。

2. 谈论不同职业的不同着装及其重要性。

3. 了解不同季节的着装艺术。

Difficult points：

1. 学习运用功能句正确地阐述穿着职业装的目的。

2. 根据要求，运用本节知识重点整理出符合逻辑的短文。

Ⅵ. Teaching procedures

Step Interaction

pattern

Student activity Teacher activity

ntroduction （8 minutes）1. The whole

class work.

2. The whole

class work.

3. Pair work.

4. The whole

class work.

.

5. The whole

class work.

1. Focus their attention

on the teacher.

2. Students make sentences

with the structures It’s

+ adj. + (for sb. ) to

do sth. and I t’s + adj. +

that …

3. Students act out the

four conversations with

Could you tell me…?

and You should/ have

to…

4. Students judge whether

these sentences are

suitable or not.

5. Students should have

the right sense: we must

wear suitable clothes on

every occasion in our

daily life. Learn the new

word daily with the

help of the teacher.

1. Greet students and make

them ready for learning.

2. The teacher shows the pictures

of 2 in Section B. Let

students make sentences

with the structures It’s+

adj. + (for sb. ) to do sth.

and I t’s + adj. + that …

3. The teacher shows the pictures

of 1a in Section B and the

key words on the screen.

Let students act out the four

conversations with Could

you tell me…? and You

should/ have to…

4. The teacher presents some

sentences about dressing.

Let students judge whether

they are suitable or not. If not,

let students correct them orally.

For example:

(1) When I am at home, I

should wear a business

suit.

(2) If I go to a formal party,

I should wear jeans.

(3) When I am playing

basketball, I should

wear leather shoes.

(4) When we have P.E.

classes, we should wear

sports shoes.

5. The teacher summarizes and

leads to 1a: It’s very important

to wear suitable clothes

on every occasion in our daily

life, or in our everyday life.

Some people have to wear

their uniforms when they

are at work. Let’s learn

some of them.

Presentation (10 minutes) 1. Pair work.

2. Group work.

3. Two or three

students’ work.

4. Individual

work.

5. The whole

class work.

6. The whole

class work.

1. Students discuss the

jobs of the people in

the pictures with their

partner. Learn and master

the new words with

the help of the teacher.

2. Students observe the

pictures again and discuss

what functions of their

uniforms are.

3. Students speak out

their opinions.

4. Students skim the

passage and compare

their opinions with the

writer’s.

5. Students read the passage

again and answer the

questions.

6. Students check the

answers.

1. The teacher lets students

look at Picture 1 of 1a

and adds a picture of

officials. Let students

discuss the jobs of the

people in the pictures with

their partner. T each the words

firefighter, heat and ceiling

by

introducing the firefighter

in the picture. T each the words

soldier, official, officer

and patients by showing

their pictures. Teach the word

airport by explaining that

the pilot works in the airport.

T each the words reason and

spread by showing their

Chinese meanings.

2. The teacher asks students

to observe the pictures again

and discuss what functions

of their uniforms are.

3. The teacher lets two or

three students speak out

their opinions.

4. The teacher asks students

to skim the passage and

compare their opinions with

the writer’s.

5. The teacher asks students

to read the passage again

and answer the questions:

How many kinds of uniforms

are there in the text?

What are they? Teach the

new word text.

6. The teacher lets two or

three students tell their

answers.

Consolidation (10 minutes) 1. The whole

class work

2. The whole

class work

3. Individual

work.

4. The whole

class work.

5. Individual

work + the

whold class

work.

6. Group work.

1. Students read the passage

after the recording

sentence by sentence.

2. Students try to follow

the speed, paying attention

to the pronunciation

and intonation.

3. Students read 1a and

complete the table of

1b.

4. Students check the

answers.

5. Students read the passage

and find out the main

points. Understand the

passage with the help

of the teacher.

6. Students prepare to retell

the passage with the help

of 1b within their groups.

1. The teacher plays the recording

sentence by sentence.

2. The teacher plays the

recording without stopping.

3. The teacher asks students to

complete the table of 1b.

4. The teacher asks two students

to tell the answers. Remind

them to pay attention to

the usage of infinitives (to

+v.).

5. The teacher lets students find

out the object clauses,

adverbial clauses of time

and condition as well as

difficult points. Solve the

difficult points together

with the students.

(1) Firefighters wear special

coats and helmets to

protect themselves from

heat and falling ceilings.

(2) When we see airline

pilots wearing uniforms

at the airport, we believe

that they know how to

fly the plane.

(3) If we have a car accident

on the street and we

see a police officer in

uniform, we know we

can get help from him

or her.

6. The teacher lets students prepare

to retell the passage with the

help of 1b within their groups.

Practice (10 minutes) 1. Group work.

2. The whole

class work.

3. Individual

work.

4. The whole

class work.

5. The whole

class work.

6. Individual

work.

7. The whole

class work.

1. Students discuss with

their group members

whether students should

wear uniforms at school.

2. Students report their

opinions.

3. Students write a passage

about the opinions of

their own groups.

4. Students should know

more about the advantage

and importance of

dressing school uniforms.

5. Students learn the new

words in the brackets

of 3a by themselves

with the help of the

similar words.

6. Students choose the

correct words to complete

the passage.

7. Students check the

answers.

1. The teacher lets students

discuss with their group

members whether students

should wear uniforms at

school. Allow them to

have their own opinions. T each

the new word opinion and

the phrase in one’s opinion.

2. The teacher lets the

representative of each

group report their opinions.

3. The teacher lets the students

write a passage about the

opinions of their own groups.

4. The teacher evaluates their

reports. And stress the

advantage and importance

of dressing school uniforms.

5. The teacher asks students to

learn the new words in

the brackets of 3a by

themselves with the help

of the similar words.

Teach the new words boot

and casual clothes by

showing the pictures of them.

(1) great →greatly

beautiful →beautifully

(2) north +ern →northern

south + ern →southern

east + ern →eastern

west+ ern →western

6. The teacher lets students skim

the passage of 3a and know

about the general ideas.

Then let them choose the

correct words to complete

the passage.

7. The teacher lets two students

report their answers.

Production (7 minutes) 1. Individual

work.

2. The whole

class work.

3. Pair work.

4. The whole

class work

5. Individual

work.

6. The whole

class work.

7. The whole

class work.

8. Individual

work

1. Students read 3a again

and fill in the table of

3b.

2. Students check the

answers.

3. Students survey their

partner’s favorite clothes

in different seasons,

and complete the table.

4. Students report the

result of the survey.

5. Students write a passage

according to their report.

6. Students revise the

passages written on

the blackboard.

7. Students summarize

Section C with the

teacher.

8. Students finish after

class.

1. The teacher asks the students

to read 3a again and fill in

the table of 3b.

2. The teacher lets two students

tell the answers.

3. The teacher lets students work

in pairs. Let them survey

their partner’s favorite

clothes in different seasons

and complete the table.

Season Clothes

spring

summer

fall

winter

4. The teacher lets students report

the result of the survey.

5. The teacher guides students

to write a passage according

to their report.

6. The teacher lets two students

write down their passages

on the blackboard. Then

revise them together with

the students.

7. The teacher shows the

summary of this section

to the students.

8. The teacher assigns homework:

(1) Review the summary

after class.

(2) Write a passage about

your family’s job and

their uniforms.

(3) Preview section D.

Teaching Reflection

Students learn a lot about the importance of uniforms. Many of them didn’t like wearing the school uniforms before, but now they know it’s necessary for them to wear the school uniforms. The teacher may design more sentences or draw some pictures about dressing suiting different jobs, seasons, occasions and so on, let students judge whether they are suitable or not.

Ⅶ. Blackboard design

Unit 8 Our Clothes

Topic 2 We can design our own uniforms.

Section C

1. Firefighters wear special coats and helmets to protect

themselves from heat and falling ceilings.

2. When we see airline pilots wearing uniforms at the airport, we believe that they know how to fly the plane.

3. If we have a car accident on the street and we

see a police officer in uniform, we know we can

get help from him or her. 1. great →greatly beautiful →beautifully 2. north +ern →northern south + ern →southern east + ern →eastern west+ ern →western

No.3李炫Unit8教学设计

Unit 8 I’d like some noodles Section A 1a~2c 教学目标 教学重点：初步学会运用新单词： I’d = I would, would like, noodle, beef, mutton, cabbage, potato, special, large, size, bowl, he’d =he would 教学难点：通过教学引导学生学会用目标语言表达如何点餐: 1. Hello, I’d like som e noodles. 2. What kind of noodles would you like? I’d like beef and tomato noodles. 3. What size bowl of noodles would you like? I’d like a small/medium/large bowl of noodles 教学过程设计： Step 1 Talk about food T: How are you today? Ss: I’ m f ine, thanks. How are you? T: I’m fine, too. And I’m very happy today. Do you know why? Ss: No. T: Because I opened a new noodle house. （通过PPT出示我所开的面馆） 【设计意图】 通过提问的方式引发学生的好奇心，通过很自然的方式导入本课。 Task 1 Review the food 【设计意图】 通过复习之前所学习的食物oranges, apples, bananas, hamburgers 等导入新单词的学习（beef，mutton，potato等），以旧带新，能引发学生的好奇心，激发学生的学习兴趣。 Task 2 Read these words 给学生1分钟的时间通过小组学习，以六人为一小组，成绩好的同学带成绩稍弱的同学读新单词，大声朗读，做到每个同学都能开口大声读（beef, chicken, mutton,

译林版英语五年级上册unit8教案

Unit 8 At Christmas (Period 1 Story time) 一．教学内容 译林版小学英语五年级上册Unit8 At Christmas :Period 1 Story time 二．教学目标 1. 知识目标： 1）通过学习，让学生能熟练朗读课文,能在课文情境中理解Story time。2）通过学习，让学生能在文本语境中理解，会读以下词汇： Christmas, presents, Christmas tree, Father Christmas, pretty, thing, Christmas Eve, stocking, wait for, turkey, pudding, have a good time. 3）能够理解并初步运用表示时间顺序的副词：first, next, then, finally 有条理地描述圣诞节的活动。 2. 能力目标 能在教师指导下，运用一定的阅读策略逐步阅读和理解故事内容。 3. 情感目标 让学生能在Christmas的情境中感受圣诞愉悦的氛围，激发学生了解圣诞文化的兴趣。 三．教学重难点 1．能够运用一定的阅读策略，在文本情境中阅读和理解Story time. 2．能运用表示时间先后的顺序的副词：first, next, then, finally有条理地描述事情经过。 四．课前准备 PPT, 圣诞图片 五．教学过程

一、教学内容：5上 U8 Grammar time & Fun time 二、教学目标 1.知识目标： 能听懂，会说，会读，会写顺序副词：first，next，then，finally，句子“Merry Christmas”。 2能力目标： ⑴能用First/Next/Then/Finally,…一系列表示先后顺序的副词描述一件事情。 ⑵能制作圣诞贺卡并谈论制作的过程。 3情感目标： ⑴培养学生了解西方节日文化的兴趣。 ⑵培养学生相互合作学习的意识。 三、教学重点： 在实践活动中理解First/Next/Then/Finally四个顺序副词的逻辑关系和功能。

Unit8教学设计(1)

Unit 8 Is there a post office near here? 教学设计 Language goal This unit students leam to ask for and give directions(方向) on the street. New language Is there a bank near here? Yes, there's a bank on Center Street, Where's the supermarket? It's next to the library.Is there a pay phone in the neighbhood?Yes, it's on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean. Descriptions of location such as across from, next to,Between Recycled language What are you doing? Do you want to ...? Section A Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers. Example 1 Teacher: Where'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng. Example 2 Teacher: Where's Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3 Teacher: Where's Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.

初中英语人教版八年级下册unit8教学设计

Unit 8 The Sixth Period Section B (3a-Self Check) I.Teaching aims 1.Key words:record,introduce,line 2.Important sentences： ①Have you introduced this singer to others? ②Do you think it looks good on me? ③At the end of the day,the bus brought us back to our school. II.Important points: 1.单词及短语 2.现在完成时态 3.介绍喜欢的歌手或作家 III.Difficult points: 1.现在完成时态 2.介绍喜欢的歌手或作家 IV.Teaching process Step 1 Lead in Teacher:Hello,everyone.Today we are going to learn Unit 8,from Section B 3a to Self Check.In this lesson we will review Present Perfect Tense and learn how to write a composition about your favorite singer or writer. Step 2 Work on 3a-3b 1.首先考虑一下,确定你最了解的一名歌手或者是作家,然后列出一个关于他/她的清单,清单内容可以参考3a项目。 2.综合3a的各个方面的内容,写一篇关于这名歌手或作家的短文,可以参考3b的句型或短语,请学生到黑板上板书文章,完成后小组内互相交流所写短文,借鉴好词好段,教师点拨黑板上板书的作文。 My favorite star is a girl called Li Yuchun,who is well received by so many people coming from all over the world. She is famous as the winner of the 2005 Super Girl.After the contest,Li became a full-time singer and well-known in China.When I heard her songs for the first time,I became interested in them.From then on,I often listen to her songs.She has many songs such as Say Goodbye,Hello Baby,My Lo v e,Why Me and so on.Most of her songs make me full of energy and confidence.She has sold millions of CDs.I have bought many of her CDs and I often sing her songs.She is still very popular with Chinese people. Step 3 Work on Self Check 1. 认真阅读1中的句子然后用左侧方框中的单词补全句子,集体核对答案后大声朗读句子。 2.阅读2中的句子,用括号中所给单词的正确形式填空,邀请几位学生到黑板上写出答案,教师点评。 3.把你这周已经做了的事情和没有做的事情列个清单,然后询问小组内其他两名学生这一周事情的完成情况,并且完成3的表格。

4A《Unit8 In class》教学设计2篇

4A《Unit8 In class》教学设计2篇Teaching design of 4A Unit8 in class

4A《Unit8 In class》教学设计2篇 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】 1、篇章1：4A《Unit8 In class》教学设计 2、篇章2：牛津小学英语4A Unit8 In class教学设计 篇章1:4A《Unit8 In class》教学设计 教学内容： b.look , read and learn . c.look,choose and say. d.look and say. 教学目的： 1．能听说读写单词drink , eat, read , draw , copy , write，close,open. 2．能听懂、会说和会读祈使句drink some… eat a/an…

draw a … read the new words . write the new words , please . 教学重点： 1．四会单词：drink , eat, read , draw , copy , write. 2．三会句型：drink some… eat a/an… draw a …read the new words . write the new words , please . 教学难点： 1．能正确听说读写单词。 2．能灵活运用所学句型。 教学准备：多媒体课件,单词卡片，板书 教学过程： 一、warming-up: 1.greeting 2.sing a song:《ten little indians》 ppt（闪现数字）：review numbers. t:today we learn unit8 in class（read） （设计意图：在课的一开始，通过歌曲的形式来调动学生的学习积极性，并由此导出课题，激发学生学习的兴趣。） 二、presentation: 1.t:in class ,what should we do? s:listen carefully./look at the teacher/blackboard.sit in straight.

Book4Unit8教学设计

教材版本：广东教育版小学英语(Primary English For China) 课题名称：Book4 Unit 8 On the farm (Period One) 授课年级：二年级 授课时间：一个课时(40分钟) 学生分析： 动物是人类的朋友，不管是农场还是生活中常见的动物都是低年级学生喜欢的，他们势必对所教内容On the farm非常有兴趣，而且他们好动、爱表现，喜欢引起别人的注意，他们听觉敏锐，模仿和记忆力强，以直观思维为主,在教学当中就主要以形象教学为主。而且课前了解到学生在学习本课前已经掌握了一些常见动物的单词，接触过句型“There’s …There are…”为本课的学习打下一定的基础。 课标分析： 任务型教学倡导学习活动的设计要尽量贴近学生生活和经验，并能在生活实际中运用，所以这是一篇很适合运用任务型教学法来进行教学的好内容。 教材分析： 内容：六种常见的农场里的动物的单词和已接触过的句型There’s…\There are… 本课时的教学内容主要是围绕话题“农场里的动物”。这是一个广受孩子们欢迎的话题，因为我们知道动物是孩子们的好朋友，认识动物、关爱动物，也是我们人类永恒的话题，而从知识体系这个角度

来看，有关动物的话题在一年级的教材中均有出现。一年级接触的都是些常见的动物的单词，通过观察，进一步学习了一些描述动物特征的词句。所有这些都为这课话题的学习做好了充分的准备。在这课中为孩子们设计了一个崭新的视角：农场中的动物，既作为一块新知识使孩子们有学习的动力和兴趣，又可让孩子们感觉到知识的连贯性，可谓一举两得。 I.Teaching Aims: 教学目标 1.能够听、说、读、拼写单词horse, sheep, duck, pig, cow, chicken 2.掌握句型：There’s…和There are… II.Teaching Important Points: 教学重点 1.The names of the animals. https://www.sodocs.net/doc/021848544.html,e the sentences correctly. III.Teaching Difficult Points: 教学难点 https://www.sodocs.net/doc/021848544.html,e the sentences correctly. https://www.sodocs.net/doc/021848544.html,e the sentences freely. IV.Teaching Aids: 教学用具 word cards 、pictures 、CAI V. Teaching Procedures: 教学过程： Step 1: Pre-task Preparation. 1.Greetings: Say a chant---You’re my friend. You’re my friend. ( clap ，clap ，clap ) You’re my friend. ( clap ，clap ，clap )

教学设计 unit8

教学设计A camping trip 设计思路 本课是《牛津小学英语》5A Unit8的第一教时。本课的核心教学内容围绕?野营旅行?展开，通过孩子们在营地相互展示各自所带物品的情景，引出一些日常生活用品的词汇和主要教学句型What do you /they have? I/You/They have… What does he/she have? He/She has… 学生进入五年级后开始逐步分化。这节课是对话教学的第一节课，如果只是单纯出示单词操练、跟读录音会显得单调乏味。 虽然五年级学生的年龄在十二岁左右，但仍以形象思维为主，对歌曲、chant等都非常感兴趣。因此，在教学过程中，教师创设一定情境让学生体会、了解新句型，积极引导学生将所学的语言运用于实际，并在课堂上利用多媒体呈现歌词、图片，运用chant辅助教学，充分调动学生各个器官，通过大量练说来掌握新知,并提高学生的口头交际能力。 主要的设计思路是这样的：歌曲渗透——自由交谈——呈现新授——学习对话。兴趣是最好的老师，为了激发学生的学习热情，教师从一开始就注重创设英语的学习氛围，在轻松愉快的歌曲声中进入新课的学习，而选择What do you have?这首歌曲是为本课句型服务的，既能活跃气氛，又与本课所学关联，为新授作一定铺垫。承接歌曲，教师做动作让学生复习现在进行时。教者结合学生的生活实际呈现新知，用简单的英语创设真实的情境来引导学生理解和运用所学的句型，激发学生的学习兴趣，培养学生的听力及理解能力。学习对话时，结合省优质教学资源DVD?视听结合, 引导学生了解课文?、?讲练结合, 引导学生理解课文?、?听说结合, 引导学生掌握课文?等教学方法让学生更好地掌握对话。学习对话的过程中，教师还设计一些听力练习，训练学生听力，提取有用信息，并用完成判断、连线的方式重构信息的能力。 教学目标 1.认知目标 a.能听说读写单词 children, a hill, show, fish。 b.能听得懂、会说、会读和会写句型What do you have? I/ We/ You/ They have…What does he/she have? He/She has … c.会唱歌曲What do you have? 2.能力目标

unit8教学设计

《Success With English》(Grade Four, Book 4) Teaching plan for Module 3 Unit 8 Sports Stars 增城市实验小学

Unit 8 Sports stars先学小研究 班级：__________ 姓名：__________ 一、Write down the difficult words.（预习Unit 8请在下面的横线上写出你认为 最难读的单词。）—————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————— 二、I know the sports stars. (找出你喜欢的体育明星剪贴或画在方框内，写一写他/她的基本情况如：姓名、年龄、擅长什么运动等等。) ————————————————————

Unit 8 Sport stars教学反思 增城市实验小学薛莲珠 开学以来，我都在紧张地准备这节公开课，现在上完课了，但是没有想象中的轻松感，因为通过这次课堂教学，我发现了自己不足的地方，觉地自己还有很多东西需要学习的，还有很多方面都需要重视和改进的，下面是我对这节课地思考。 本节课是Unit 8的第一课时，学生在Unit 7及之前的单元中已经学习了有关运动类的单词短语，同时对一般现在进行时态也有了初步的了解。本节课主要是在进一步巩固一般进行时态的学习的同时，通过展示真实的图片和情境，拓展学生在体育运动方面的眼界，并希望他们能在实际的生活中运用所学的句子，提高学生的语言表达能力。首先，这节课以Sport stars 为主线，以情景创设为基础引出要掌握的单词和重点句型，再通过各种方法进行操练，然后进入课文的学习，最后结合实际进行拓展。 课后从学生的掌握情况来看，我觉得他们对本节课单词的掌握和对所学知识的拓展运用方面达到了预期效果，课前，四年级的学生在学习英语单词时会采取不同的方法自由预习，如先听录音、看单词按音素自己先拼读等，他们已养成了一种先学的习惯，特别是对他们本身感兴趣的内容就更加认真，也会掌握得好一些，而且体育运动是他们感兴趣的内容，而体育明星也是他们乐于讨论的话题。 与此同时，我也感觉到了一些不足之处：1、部分学生没有攻破难点部分。本节课的难点是：基本流利地读出句子China has seven gold medals from the 36th World Table Tennis Championships. We also have seven gold medals from the 43rd World championships. 课堂中我借助实物、图片、多媒体等帮助学生理解和掌握单词、句子；同时还采用小组合作的学习形式，让学生们互帮互助地学习，我先利用课件让学生猜的形式导出这个短语，然后让他们多听几次老师的发音，接着跟读1、2次，最后进入小组学习。但可能是因为本句子的难度较大，加上学习时间也比较紧张，操练的不够完全，导致部分学生不能顺利地

Unit8Isthereapostofficenearhere教学设计教案word版本

I教学准备 1. 教学目标 1. 学习并熟练掌握下列单词。 post office, police stati on , hotel , restaura nt , bank , hospital , street , pay phone , n ear , across from , in front of , beh ind , tow n 2. 学习并熟练掌握下列句型。 Is there a hospital n ear here ? The pay phone is across from the library . How can I help you ? I am new in town. 通过本课的学习，培养学习习惯，学会礼貌用语，融洽与他人的关系，感谢他人。 能正确地运用问路和指路方面的句子。 2. 教学重点/难点 掌握本课的问路交际用语。 方位介词的用法。 3. 教学用具 多媒体设备 4. 标签 ［教学过程 Section A 1a—2d I .复习热身 Review: Show a map and ask stude nts to make con versatio ns . post office/ police stati on/ hotel / restaura nt/ bank / hospital —Is there …？

—Yes, there is . / No, there isn ' t. n .感知体验 1. 教学本课生词和新句型： post office, police station , hotel , restaurant , bank , hospital , street , pay phone , near , acros s from , in front of , behind , town , north 教师利用多媒体创设情境，呈现和学习新词和新句型，谈论问路指路。 —Is there a hospital near here ? —Yes , there is . It is on Bridge Street . 地点名词： post office/ police station/ hotel / restaurant/ bank / hospital/ Bridge Street/ pay phone/ park/ Cente r Street 2. Make conversations. (1) —Excuse me , is there a post office near here ? —Yes , there is . It is on Bridge Street . (2) —Excuse me , is there a police station near here ? —No , there isn ' Bt.u. t There is a police station on Center Street . 川.强化巩固、 Activity 1a1b1c (1) Match the words with the places in the picture. 1.f 2.a 3.e 4.i 5.c 6.b 7.h 8.g 9.d (2) Listen and circle the places you hear in 1a. (3) Practice the conversation with your partner . Then ask and answer questions about the oth er places in 1a. (1c)

英语基础模块一Unit8教案

Unit 8 How can I get to the nearest bank? 【教学目标】 语言知识目标：学生能够掌握并运用与问路相关的词汇和句式并能根据具 体语境使用祈使句给出方位指令。 语言'技能目标： 听一一学生能够听懂有关问路和指示相应方位的对话。 说---- 学生能够用how can I get to ...?等句式问询方位，并用祈使句回 答。 读一一学生能够读懂一般生活工作中的方位介绍。 写一一学生能够写出具体语境中指示方位路线的语句，并能运用祈使句进行表达0 学习策略：学生能够运用适当的问询方位的表达解决实际问题，理解路线标志指示。 文化意识：掌握英美国家的人们在问询和指示方位时的不同表达习惯及空间意识。 情感态度：学生能够了解和运用不同语境下礼貌性求助和回答的差异。 单元任务：能够运用所学语言向同学介绍生活中的具体路线方位。通过征求意见，介绍学校附近的日常场所方位，为新同学解决实际生活中可能遇到的问题。 【教学步骤】 Period 1 Step 1 lead-in 1. “本单元我们将要学习关丁路线方位的知识。Today we are going to learn a new unit。” 板书本单元的标题How can I get to the nearest bank? 2. 提问一名同学去学校食堂怎么走。“你遇到一名新来的同学，她对校园环境不熟悉，她向你询问去学校食堂怎么去。你会怎么向她指路呢？” Step 2 learn the new words 学习新单词以便接下来完成activity1。跟读两遍，学生自己读一遍，给5 分钟时间学生自己记单词。再读多一遍。 Step 3 look and match (activity 1) 1. 个人活动。学生先自己看图片，理解图中各个标识的方位指示含义。再阅读右 边给出的方位指示表达，与图中相应的地点进行匹配。 2. 依次提问一个列学生，通过反馈给出答案并讲解。 3. 打乱顺序，就图片分别提问全班同学，去各栋大厦分别该怎样走。 4. 全班一起读一遍右边的方位指示表达。要求学生初步熟练掌握这些表达法。

Unit8教案

人教版八年级下册unit 8 备课人：王灵香执教人：王灵香

Why don’t you...? (表示建议)你为什么不……呢？ Step Ⅲ 2a This activity provides listening practice using the target language. Go through the instructions with the class. Say, You will hear three conversations. After each conversation, put a check after the name of the person who is going to receive the gift. Look at the chart and point out the sample answer. Say, In Conversation 1,the person is shopping for a friend. Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to make check-marks in the chart. Check the answers. Answers Conversation 1:friend Conversation 2:teacher Conversation 3:sister Step Ⅳ 2b This activity provides listening and writing practice using the target language. Look at the Suggestions and Comments. Ask a few students to read them to the class. Review the meanings of any terms students are not sure of. Ask students to look at the chart listing the three conversations across the top.

unit8counting教学设计

Unit8 第三课时教学设计书 Designer: Huang Jie（黄婕）Chen Danchun(陈丹纯) 一、项目名称：三年级下册第八单元第三课时 二、执教教师：中山市实验小学蓝波湾学校黄婕陈丹纯 三、学段：三年级 五、整体教材分析：广东版教材《开心学英语》（《Friends with English》），是根据教育部颁布的《英语课程标准（实验稿）》编写的一套教材，全套教材共8册，适用于小学三至六年级。该套教材遵循英语学习的规律，以培养学生学习英语的兴趣为首要任务，从技能、知识、情感、策略与文化五方面切入，选取儿童所熟悉与喜爱的内容设计英语学习内容，同时渗透其他学科的知识，生活科学常识和跨文化知识。同时结合学生的年龄特征和认知需求，科学而循序渐进地设计课程，充分体现现代教学理念和素质教育思想。 按编者的意图，每个单元的设计课时应为三至四课时，本节课为第三课时，教学内容为Sounds and words，通过故事引出本课单词并渗透自然拼读法引导学生逐步掌握“见词能读，听音能写”的方法。 六、教学设计

1、教学内容： 1、单词：seventeen、sing、box、sixteen、zoo、zero. 2、语音知识：字母s的发音【s】，字母x的发音【ks】, 字母z的发音【z】 二、教学目标 1、知识目标： a) 学生能听说认读重点词汇seventeen、sing、box、sixteen、zoo、zero。 b) 学生能理解字母s、x、z、的发音规则，能灵活运用语音规则以达到见词能读，听音能写。 d) 学生能认读【s】、【ks】，【z】并能发现、感知、总结s、x、z在单词中的发音。 2、技能目标： a）在教师设计的The Little Prince从自己的星球去到地球经历一系列好玩的情境中，学生能根据动作、图片与情景运用目标语言，从而培养学生说听、读、说、唱的能力。 b) 学生在教师创设去地球前后的情景中交际语言，培养学生的理解能力和表演能力; 在小王子的地球奇遇记里的活动的情景 中灵活地运用语言，从而有效地培养学生的合作能力和应变能力。 c) 通过教师的引导，学生不需音标，见到单词就能读的自然拼读能力得以培养。 3、策略目标 a) 在教师创设的情景和游戏中，学生逐步学会观察、发现、归纳和运用，并逐步学会感知知识，感悟语言功能。 b) 通过游戏与活动，激发学生的兴趣，提高学生的学习积极性，启发学生思维。 4、情感目标： a）在本节课中，通过The Little Prince从自己的星球去到地球历险情景，有效地激发学生的兴趣与好奇心，培养学生的团

人教版英语七年级上册Unit8教学设计

新目标英语七年级上册 Unit 8When is your birthday? 第一课时教学设计 农杰媚 一、教材内容分析 本单元谈论的话题是生日，通过互相询问生日的日期，可以增进同学之间的了解和友情，并学会在英语交流中注意他人的情感。学习内容比较贴近学生的生活，因此学生一定会很感兴趣。Section A第1课时的主要内容是让学生学会如何询问某日的生日以及日期的书写与表达；通过询问生日，学会关心他人，增强与人沟通的意识。 二、教学目标 1. To learn & practice the new words：when birthday month January February March April May June July August September November December second third fourth fifth……twentieth…… 2. To learn and practice asking & answering the date of birthday:When is your birthday? My birthday is on……./It’s on…… 三、教学重点，难点 1. 学习序数词的构成和日期的表达法。 2. 让学生学会使用when引导的特殊疑问句及正确回答。 四、教学过程 Step 1 Greeting(4minutes ) 1 Greet the class. Teacher shows some pictures for the students ,ask some questions:What’s this ? How much is it? etc. 2 Let students count numbers from 1 to 31 together. (设计说明：师生简单的口语交流和问候带领学生轻松地走进英语课堂，复习数字为学习下面的基数词作铺垫。) Step 2 Presentation(15 minutes) 1.Teacher shows a calendar , teach the ordinal numbers : first , second , three , fourth , fifth , sixth….. 2. Play a game: have the students to say the ordinal numbers. 3.Teacher shows a calendar again. Say: There are twelve months in a year. This is January. Then

Unit8 It must belong to Carla. 教学设计 教案

教学准备 1. 教学目标 1. 功能 (1)能够听懂描述有关物品归属的对话。 (2)能够在听读信息输入中获取相关信息，并掌握情态动词must, could, might, can\'t表推测的用法。 2. 常用词汇和短语 whose; truck; rabbit; valuable; belong to; at the picnic; attend a concert; pick up 3. 学习策略 正确运用情态动词进行推断，同时能根据相关信息预测、推断事情。 2. 教学重点/难点 must表示推测“可能性”时，语气很强，较有把握，而could和might表示把握性 不大的推测，意为“可能、也许”， might的可能性比could更小。 3. 教学用具 4. 标签 教学过程 Step 1 Listening (1b) Prelistening activities 1. Look at P57 and P58, and put the following sentences into Chinese orally. (1)—Whose book is this? —It must be Mary's. J．K. Rowling is her favorite writer. (2)That toy truck must belong to Jane's little brother. (3)Here is a hair band, so the person can't be a boy.

(4)But then the schoolbag could belong to Rita. (5)She's always forgetting things. (6)Then it must be Linda's schoolbag. 2. Put the following sentences into English orally, and then write them down without looking at the text. (1)它一定是卡拉的。 (2)这本杂志一定是邓文的。 (3)它可能是梅的发带。 (4)要不然这个发带或许是琳达的。 (5)她在野餐，不是吗？ [设计意图：检查学生的预习情况，先英语后汉语，由简到难，逐步掌握重点句型。] 3. Warming up and leading in The teacher shows a picture first. And then show the others one by one. A: Whose school uniform is this? B: Zhang Hao's? A: I don't think so. It might be Tong Yao's. Let's ask her. Tong Yao, is this your school uniform? C: No, it's not mine. Is it Zhang Ping's? A: Let's ask her. Zhang Ping, is this your school uniform? D: No, it isn't. A: So it's not Zhang Ping's school uniform. And it can't be Wang Qian's. Because she doesn't wear it. Then whose school uniform is it? E: Is it Xu jinmeng's?

七年级英语上册unit8教案新部编本

教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校

Unit 8 When is your birthday? 教材解读 本单元主要谈论日期，由学生比较敏感的生日引出主题。学习月份、日期的表达，掌握询问生日及其答语。能由此延伸到会表达其他日期。由此会谈论同学以及父母家人的生日。能理解孩子的生日是母亲的受难日，学会爱母亲，能帮母亲做一些力所能及的活。会合理安排自己的作息时间，做时间的主人。了解东西方常见节日。 单元目标 一、知识与技能 1. 重点词汇：months of the year、ordinal number 1st-31st、birthday party、speech、contest、school trip。 2. 月份的使用，序数词的使用，when引导的特殊疑问句。 3. 学会日期表达法(月份、日期)。 4. 了解一些常见节日。 二、过程与方法 角色扮演，情景设置，小组合作。 三、情感态度与价值观 1. 了解生日更多的含义并学会谈论自己、同学以及父母家人的生日。 2. 能理解孩子的生日是母亲的受难日，学会关爱母亲，能帮母亲做一些力所能及的事。 3. 会合理地安排自己的作息时间，做时间的主人。 4. 学会合理安排自己的课余生活。了解东西方常见节日。 教法导航 发挥教师指导作用，指导学生掌握重点词汇和短语。 学法导航 生生互动，相互交流，小组合作学习，培养合作精神。 课时支配 第1课时：Section A 1a-2d 第2课时：Section A 3a-3c 第3课时：Section B 1a-2c 第4课时：Section B 3a-Self Check 课时教案 第1课时Section A1a-2d

七年级英语上册Unit8教案

课题：Unit 8 When is your birthday? 备课人：许晓燕 The First Period Teaching Aims(教学目标) 1.Knowledge Object and Ability （知识与技能） 通过Talk about dates使学生学会基本句型:When is your/her/ his birthday? My /Her /His birthday is …并掌握日期的表达方式，提高学生用英语交际的 能力 2.Process and teaching methods（过程与方法）： 采用Practicing. Listening. Reading和Role playing的学习策略，利用日历 牌或制作多媒体课件展开课堂Pair work. Group work的口语交际活动，问生日， 记日期。 3.Moral Objects（情感态度与价值观）： 通过互问对方生日，增进同学之间的了解和友善。 Teaching Key points（教学重点）： when, birthday, month, January….December, second…. twentieth, date, happy, Happy birthday! When is your birthday? My birthday is….. Teaching Difficult points（教学难点）： 1.英语月份的读与写 2. 序数词 Teaching methods（教学方法）： Role playing Pair work Demonstration method Teaching Aids（教学用具）： Calendar Tape-recorder，Picture。 Class hour（课时）：1课时 Teaching Date（授课日期）：第周星期 Blackboard Design （板书设计） Unit 8 When is your birthday? when, birthday, month, January…, second…. twentieth, date, happy, Happy birthday! A：When is your birthday? B： My birthday is….. Teaching procedure（教学过程）: Step1 : Greetings and warming up ( The teacher comes into the classroom with a calendar ) 1.T: Let’s sing the Good morning song. ( Sing the song together) 2.T: Revise the numbers from 1 to 31 by counting the students in class. Ask the students to count the students together。 1. Show them the cal endar, and ask “ What’s the date today?” and help the student answer “ It’s December 5th.” By looking at the calendar. Tell them the more dates with the calendar.