Unit1-friendship全单元教案

Unit 1 friendship

Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙

School: Tai Zhou No.1 Senior Middle School

1.Teaching aims and demands

2.Suggested teaching notes

1). Analyses of the teaching contents

This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about

friendship, get to know the problems between friends

and seek solutions, which makes preparations for the

further teaching in topics, background and vocabulary.

Pre-reading---The questions prompt students to think critically about

friends and friendship in reality, alerting them to the fact

that besides people, a diary can be a friend, too.

Reading--- The diary by theJewish girl Anne gave a glimpse of her life

during her family’s shelter in Amsterdam from the German

Nazis’ killing in world war 2. she treats the diary as her best friend, and

in it reveals her longing for a normal life and close contact with nature,

which helps her get through the days.

Comprehending---It helps students further understand the text by doing

multiple choices, questions and answers, and

matching.

Learning about language---It teaches the important expressions and

structures and grammar: direct and indirect

speeches.

Using language---The two letters, listening, questionnaire design, letter

writing and fun writing prepares students to further

talk about friendship, especially the problems with

misunderstanding, and unfriendliness, thus

strengthening students’ abilities to practice

language, discover, and solve problems.

Summing up---It summarizes the whole contents of this unit from the

aspects of topics, vocabulary and grammar.

Learning tip--- This part encourages students to form the habit of writing

a diary.

Integrating skills--- The text introduces the way Hawaiians express

friendship, to get students to realize the cultural

differences in the values of friendship in addition

its importance in all cultures.

2) Making of the teaching plan

This unit centers on friends and friendship, exploring different types of

friendship with particular attention to that one can develop with oneself,

i.e., the comfort and support one seeks from an imaginary friend.

Students are expected to come to be truly aware of the qualities and

conducts that make a good friend, display and develop the ability to

cope with misunderstanding, conflicts and problems related to

friendship, and give advice on it. The concept that even an ordinary

thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the

West leads students to know better the values of friendship in Westerns’

eyes. All in all, this unit promises to unveil the true essence of friendship

and helps students to lead a more friendly and harmonious life.

Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:

3. Teaching plans for each period

Period 1 Warming-up and Speaking

1. Teaching objectives:

1) Target language

I (don’t) think…… I (don’t) think so. I (don’t) agree.

I believe……That’s correct. In my opinion, ……

2) Ability goals

a.Describe your friends in English

b.Figure out the problems between friends and then find different ways to solve

the problems.

3)Learning ability goals

a.To encourage students to think and talk about friends and friendship by using

some phrases and structures.

b.To learn to solve problems that may occur between friends.

c. To cultivate the students to form the good habit of learning English in Senior

Middle School.

2. Teaching important points:

https://www.sodocs.net/doc/2f6319670.html,e the given adjectives and sentence structures to describe one of

your friends.

b.Learn to evaluate friends and friendship.

3. Teaching difficult points:

a.Work together with partners and describe one of your good friends.

b.Discuss with partners and find out ways to solve the problems.

4. Teaching methods

a.Task-based teaching and learning

b.Cooperative learning

c.Discussion

5. Teaching aids:

CAI

6. Teaching procedures and ways:

Step 1 Lead-in and Warming-up

Before the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .

At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.

1.How did you spend your summer holidays? How did you feel? What

did you do in your summer holidays? What did you do in your spare

time?

2.What do you think of our new school? Do you like it? Could you say

something about it?

3.Do you like making friends? How do you get in touch with your

friends? Do you have many friends? Where are they now? Do you

have any old friends in our school? Have you made any new

friends in our class?

Step 2 Think it over

1. Give a brief description of one of your friends. The following phrases

and structures may be helpful:

His/Her name is ……

He /She is …… years old.

He /She likes …… and dislikes ……

He /She enjoys …… and hates……

He /She is very kind/friendly/……

When /Where we got to know each other.

2. What types of friendship do you have? Please tick them out. Then fill in

the blanks.

girl friends boy friends pen friends

long -distance friends friends of the same age

e-friends (friends over the internet) friends across generations

unusual friends like animals, books……

1).______ is /are most important to you.

2). You spend most of your free time with ____.

3). You will share your secrets with _____.

4). When in trouble, you will first turn to _____.

Step 3 Make a survey

1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.

Tell your partner your standards of good friends by using the following structure:

I think a good friend shou ld (not) be……

In my opinion, a good friend is someone who……

1.Have a member of each group report on what their lists have in common and

list them on the board.

2.Ask the class whether or not they agree with all the qualities listed.

3.Then have the students do the survey in the textbook.

4.Have the students score their survey according to the scoring sheet on page 8.

5.The teacher ask some students how many points they got for the survey and

assess their values of friendship:

★ 4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.

★8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.

★13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your f riend’s. Well done.

(You may also show your students the results above and let themselves self-reflect upon their own values of friendship)

Step 4 Talking and sharing( work in pairs)

1. If your best friend does something wrong, what will you do?

Try to use the following phrases:

I (don’t) think…… I (don’t) think so.

I (don’t) agree. I believe……

That’s correct. In my opinion, ……

2. What is a friend?

A British newspaper once offered a prize for the best definition(定义) of a friend. If

you were the editior, choose the best one from the following entries(条目), and explain why.

One who understands my silence.

A friend in need is a friend indeed.

Friends are just the people who share your happiness and sorrow.

When you look at your watch at 4 am, but still know you can call

them and wake them up, and they’ll still want to talk to you ,that’s

friendship.

To have a friend, you need to be a good friend.

Step 5 Group work (output)

The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.

1.Do you think it is a good idea to borrow money from your friend?

Why and Why not?

2. What factors may cause the breakdown of a good friendship?

3. What can be your unusual friend besides human beings? And why?

Step 6 homework

1.Write down a short passage about your ideas /the factors/your unusual

friends.

2.Prepare for the new lesson.

Period 2 Reading “Anne’s Best F riend”

1. Teaching objectives:

1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;

2). To get the students to realize the importance of friends and friendship, and to tell true friends from false friends;

3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;

4). To learn the writing style of this passage.

2. Teaching method: Task-based teaching

3). Teaching procedure:

Step 1.Pre-reading

1. Please enjoy three pieces of music and find out what they are about.

2 .Why do you think friends are important to you?

3. What do you think a good friend should be like? List the good qualities a good friend should have .

4. Have you ever considered making friends with animals, plants or even an object? Why or why not?

Step 2.Reading

1. Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.

2. Skimming the first two paragraphs to confirm your guessing.

1) What was Anne’s best friend? Why did she make friends with it?

2) Did she have any other true friends then? Why?

3) What i s the difference between Anne’s diary and those of most people?

4) Do you keep a diary? What do you think most people set down in their diaries?

5) We are going to read one of Anne’s diaries .but before reading ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph?

3. Reading of Anne’s diary

How she felt in the hiding place

Two examples to show her feelings then

Step 3.Post-reading

1.What would you miss most if you went into hiding like Anne and her family? Give your reasons.

2.Group work

Work in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.

Where would you plan to hide?

How would you arrange to get food given to you every day?

What would you do to pass the time?

------

3. Discovering useful words and expressions

Complete the following sentences, using words and expressions from Reading

1) She has grown _______ about computer games.

2) Was it an accident or did David do it on _______?

3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.

4) He used to work _______ even in the middle of winter.

5) Just the _______ of more food made her feel sick.

6) You had better have a _________ talk with him.

7) Born in a poor family, the manager _________ lots of hardships in his childhood.

8) A diary is often kept to ________ what happens in people’s daily lives.

Step 4.Talking about friends and friendship

1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.

A friend in need is a friend indeed.

Friends are like wine; the older, the better.

A friend to all is a friend to none.

The same man cannot be both friend and flatterer(阿谀奉承者).

False friends are worse than open enemies.

Walking with a friend in the dark is better than walking alone in the light.

2. We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.

Step 5.Homework:

1. Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.

2. Describe one of your best friends following the writing style of this passage. Ending: Let’s sing this song about friends together

Period3 Grammar

1．Teaching objectives

Learn to use direct speech and indirect speech

2. Teaching important point

Summarize the rules of Direct Speech and Indirect Speech.

3. Teaching difficult point

Learn about the special cases in which the tenses shouldn’t be changed.

4. Teaching methods

Discussing, summarizing and practicing.

5. Teaching procedures

Step1 Lead in

T: In the last lesson, we learned Anne Frank’s story. She is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have to repeat Anne’s sentences, using indirect speech. Sometimes you explain Tom’s sentences to Anne.

“I have to stay in the hiding place.” said Anne.→

Anne said she had to stay in the hiding place.

“Do you feel sad when you are not able to go outdoors?” Tom asked Anne.→Tom asked Anne if/whether she felt sad when she was not able to go outdoors. “I don’t want to set down a series of facts in a diary,” said Anne.→

Anne said that she didn’t want to set down a series of facts in a diary.

“What do you call your diary?” Tom asked.→

Tom asked what she called her diary.

Ss go on this topic by themselves.

Step2 Grammar

T: Now let’s look at these sentences again. If we want to change Direct Speech into Indirect Speech, what should be changed?

Ss discuss by themselves.

Ss: sentence structures, tenses, pronouns, adverbials of time and place and verbs should be changed.

T: Quite right. Look at the form on the screen. These are the rules.

直接引语变成间接引语时，要注意以下几点：人称变化、时态变化、宾语从句要用陈述句语序。

1.直接引语是陈述句，变成间接引语时，由连词that 引导。例如：

She said, "I am very happy to help you."→

She said that she was very happy to help you.

2. 直接引语是一般/选择疑问句，变成间接引语时，由连词whether或if 引导。例如：

He asked me, "Do you like playing football?"→

He asked me if/whether I liked playing football.

注意：大多数情况下，if和whether 可以互换，但后有or not,或在动词不定式前，或放在介词后作连接词时，一般只用whether。例如：

She asked me whether he could do it or not.

3. 直接引语是特殊疑问句，变成间接引语时，由相应的疑问词who, whom, whose, how, when, why, where 等引导。例如：

My sister asked me, "How do you like the film?"→

My sister asked me how I liked the film.

4. 直接引语是祈使句，变成间接引语时，把动词原形变成动词不定式，并在动词不定式前加tell, ask, order 等的宾语。例如：

The captain ordered, "Be quiet."→

The captain ordered us to be quiet.

注意：此种情况的否定句，在动词不定式前加not。

My teacher asked me, "Don't laugh."→

My teacher asked me not to laugh.

5. 一些注意事项

(1)间接引语一般要用陈述句的语序，即主、谓、宾的顺序。例如：

He asked Lucy, "Where did you go?"→

He asked Lucy where she went.

Tom said, "What do you want, Ann?"→

Tom asked Ann what she wanted.

(2)直接引语是客观事实、普遍真理等，变成间接引语时，时态不变。例如：

They told their son, "The earth goes round the sun."→

They told their son that the earth goes round the sun.

(3)直接引语变间接引语时，指示代词、时间状语、地点状语等要作相应的变化。例如：

He said, "I haven't seen her today."→

He said that he hadn't seen her that day.

注意：如果转述时就在原来的地方，就在说话的当天，就不必改变指示代词、时间状

语、地点状语等。

Direct Speech Indirect Speech

Present past

Past past and past perfect

Present perfect past perfect

Past perfect past perfect

Present continuous past continuous

Step3 practice

T: Turn to Page 5. Please change the following direct speech into indirect speech and indirect into direct.

1.“I’m going to hide from the Germans,” Anne said.

2.“I don’t know the address of my new home,” said Anne.

3.“I cannot ask my father because it is not safe to know,” she said.

4.“I had to pack up my things very quickly,” the girl said.

5.“Why did you choose your diary and old letters?” Dad asked her.

6.Mum asked her if/whether she was very hot with so many clothes on.

7.Margot asked her what else she had got.

8.Anne asked her father when they would go back home.

9.Anne asked her sister how she could see her friends.

10.Mother asked Anne why she had gone to bed so late the night before.

Step4 Correcting mistakes

T analyses the common mistakes Ss have made during the practice.

T: Now let’s look at the screen and pay attention to these sentences. Choose the right sentence and tell me why the other one is wrong.

Step5 A game

Play a guessing game “who is my secret friend?” One student comes to the front with his partner.

The rest students ask him questions while his partner changes them into indirect speech. In the end, the person who has guessed the right answer can come to the front to take the place of the first student .So the game goes on.

Suggested sentences:

Can your friend speak?

What does he/she wear today?

Is he/she tall or short?

What do you and your friend do in your free time?

Do you quarrel with each other?...

Step6 Homework

Do Exercise1 on Page 42. Here is another page of Anne’s diary. Read it through and then use indirect speech to retell the story.

Period 4 integrating skills “Friendship in Hawaii”

1. Teaching objectives:

To learn about ways of showing friendship in Hawaii and share their opinions on friendship. Because it is a lesson of integrating skills, Ss are also asked to write sentences on friendship.

2. Teaching procedures:

Step1 Lead-in

1. Talk about different ways of showing friendship of minority groups in China.

2. Compare Chinese ways of showing friendship with Western ways. And

discuss why there is a big difference. Therefore, show the sentence: Every culture has its own ways to show friendship.

3. Ask students if they can think of any place in the world where Chinese and

Western cultures live side by side. They may think of Hongkong, Macao, Singapore. And the teacher will add one more -------Hawaii.

Step2 Fast reading

1. It is said that Hawaii is a place where the East truly meets the west. Consider

how people show their friendship in Hawaii.

Show a picture and find the information from the textbook. ( by giving “leis” to one another.)

Explain what is a “lei”.

2. Read fast and find out more ways to show friendship in Hawaii to fill in the

form.

3. According to the form, ask them to consider what friendship is in Hawaiians. Step 3 Careful reading

1.Read the 2nd paragraph carefully and ask “Why do many different peoples

call Hawaii their home?”

( Hawaii is a place where people make one big community from many smaller communities. It means Hawaii has a rich cultural diversity.)

Step 4 Writing task

1.Show proverbs about friends and friendship. Explain them and ask Ss to

choose some they agree with and some they disagree with and explain why.

2.Discuss with their partner and try to write some similar sentences to show

their opinions on friendship.

Step 5 Homework

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Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up部分设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 部分中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip部分主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。 II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇，如custom,religious等。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元建议分七课时： 第一、二课时：Warming up, Pre-reading, Reading & Comprehending 第三、四课时：Learning about Language 第五课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第六课时：Reading (Using Language) & Reading task (Workbook) 第七课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤： Period 1&2 Warming up, Pre-reading, R eading & Comprehending Teaching Goals:

【人教】新目标八年级英语上册Unit10单元教案

Unit 10If you go to the party，you'll have a great time!

本单元以“If you go to the party，you'll have a great time！”为话题，通过“Talk about consequences”来学习if引导的条件状语从句，掌握用be going to 表示将来的时态，正确使用情态动词should。从学生熟悉的party出发到对未来职业选择的探讨，鼓励学生作出自己的决定，并对这一决定所带来的结果进行讨论和评判。该话题贴近学生生活，鼓励学生对未来的生活展开丰富的想象。其中，对于生活中重要内容的探讨和为慈善活动寻找新点子设计海报等不失为德育教育的好素材。

第一课时Section A(1a－2d) Teaching Goals【教学目标】 Key words & phrases： meeting，video，organize，chocolate，go to the party，have a great time，stay at home，take the bus，watch a video，potato chips Key sentences： 1. If you go to the party，you'll have a great time. 2. I think I'll go to the party with Karen and Anna. 3. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook.

Unit1-friendship全单元教案

Unit 1 friendship Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou No.1 Senior Middle School 1.Teaching aims and demands 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about

friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures. 2) Making of the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:

人教版三年级数学下册第六单元年月日教案(1)

第六单元单元教学计划 单元教学内容：年、月、日 单元教材分析： 年、月、日是较大的时间单位，理解一年或一个月的时间有多长需要借助一定的想象力和有关的数据材料，因此，教材注意选取了和学生生活密切联系的素材，首先选取让学生从年历卡中找特殊日子为切入点，既能引起学生兴趣，又为学生提供了学习用具。设计的学习活动有观察整理、填表分析，涂色记忆、计算交流等，让学生在独立探索和小组合作的基础上初步了解年月日、平年、闰年以及相互之间的联系，为了帮助学生记忆每个月有多少天，教材介绍了义拳头点数法和记忆大小月的歌谣，24 时记时法是引导学生在具体的情境中认识24时记时法，主动探索24 时记时法的规律，发现并理解24时记时法和普通记时法的联系与区别，学会把用24时记时法表示的时间与普通记时法的表示的时间进行相互转换，教科书中的例题利用线条上的0至24时教学两种记忆法的相互转换，先分别讲了上午8时、中午12时与晚上8时转换成用24时记时法表示，然后让学生试着把16:00和18:00改写成用普通记时法的表示的时间，引导学生进一步明确24时记时法与普通记时法的联系，中午掌握它们之间的转换方法，最后教科书还激励学生找出一些生活中用24时记时法来表示时间的例子，帮助学生丰富知识、加深理解。 单元教学要求： 1.使学生认识时间单位年、月、日，知道大月、小月、平年、闰年以及季度等方面的知识，记住每个月以及平年、闰年的天数，初步掌握年、月、日之间的关系。 2.使学生结合具体生活情境认识24时记时法，会用24时记时法正确表示一天中的某一时刻，能正确进行普通记时法与24时记时法之间的相互转换。 3. 使学生联系生活经验初步掌握一些求简单经过时间的方法，能正确解答一些相关的实际问题，进一步发展思维能力。 4. 使学生在发现大月、小月、平年、闰年的特点，以及认识24 时记时法的过程中，进一步感受数学与生活的联系，体会合理安排时间的重要性，养成珍惜时间的良好习惯。 单元教学重、难点： 教学重点：认识年、月、日等时间单位之间的关系。

译林版九年级上册unit1教案全集

9A Unit 1 Know yourself Period 1 Comic stri p﹠Welcome to the unit Teaching aims: By the end of the lesson: Students can talk about personalities. Students can master some useful expressions. Teaching difficult and important points: How to talk about personalities effectively Teaching steps: Step 1 Leading-in Encourage students talk about their personalities. What are your like? Step 2 Practice Do exercise A on page 7. Then check answers. Ask students talk about their friends’ personalities. Step 3 Listening Listen to the tape and answer the following questions. What are they like? Students play different roles and act the story out. Step 4 Listening Listen to the tape and answer some questions. What is Eddie like? What does it can help us? Step5 Performance Work in pairs and perform the dialogue. Step6 Explanation The teacher explains some difficult expressions to students. Step7 Homework Recite two dialogues.

【人教版】新目标2019年八年级英语上册Unit10单元教案

【人教版】新目标2019年八年级英语上册Unit10 单元教案 Unit 10If you go to the party，you'll have a great time!

本单元以“If you go to the party，you'll have a great time！”为话题，通过“Talk about consequences”来学习if引导的条件状语从句，掌握用be going to 表示将来的时态，正确使用情态动词should。从学生熟悉的party出发到对未来职业选择的探讨，鼓励学生作出自己的决定，并对这一决定所带来的结果进行讨论和评判。该话题贴近学生生活，鼓励学生对未来的生活展开丰富的想象。其中，对于生活中重要内容的探讨和为慈善活动寻找新点子设计海报等不失为德育教育的好素材。

第一课时Section A(1a－2d) Teaching Goals【教学目标】 Key words & phrases： meeting，video，organize，chocolate，go to the party，have a great time，stay at home，take the bus，watch a video，potato chips Key sentences： 1. If you go to the party，you'll have a great time. 2. I think I'll go to the party with Karen and Anna. 3. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook. Teaching Key Points【教学重点】 The vocabulary： meeting，organize，have a great time Target language： —I think I'll go with Karen and Anna. —If you do，you'll have a great time. If we have it today，half the class won't come. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook. Teaching Difficult Points【教学难点】 1. Future tense with “will”． 2. If－adverbials，conditional adverbials.

新人教版三年级数学下册第六单元年月日教案

“年、月、日”教学设计 【教学内容】 人教版三年级数学下册第六单元教材 【教材分析】 教材首先提供了带有特殊意义日子的2011年年历卡，让学生初步认识年、月、日，并感受数学知识和实际生活的紧密联系，培养学生的爱国主义精神和保护环境的意识。其次利用2011年和2018年年历组织学生进行一系列活动，让学生有目的的观察年历，并回答问题。最后让学生根据2011年和2018年每月的天数，制作成一个复式统计表，从而发现年、月、日的相关知识。另外，教材还介绍了拳头点数法和记大月的歌诀。教学时，教师应注意结合学生的生活经验，力求让学生在实际情境中，体会年、月、日的实际意义；注重知识的形成过程，培养学生分析、处理信息的能力和制动获取知识的能力 【教学目标】 1．通过生活经历和年历卡认识时间单位年、月、日，掌握年、月、日之间的关系，知道大月、小月的知识，并记住各月及全年的天数。 2．通过小组合作、交流和自主探索，发现一年中有几个大月、几个小月，在合作交流中发现二月份的特殊性。 3．培养学生的观察能力和思维能力，同时进一步发展学生的合作意识和合作技能。 【教学重点】 认识时间单位年、月、日，了解它们之间的关系。 【教学难点】 发现并掌握大月、小月的判断方法。 【教学准备】 多媒体课件 【教学过程】

一、情景导入 1．师：播放视频。2018年１１日１７时３８分，神舟十号载人飞船在酒泉卫星发射中心发射升空，准确进入预定轨道，顺利将聂海胜、张晓光、王亚平３名航天员送入太空。 神舟十号载人飞船发射成功 2．复习旧知，引出新知。 ①这些时刻里有哪些表示时间的单位？ ②哪些是我们学过的？（时、分、秒） ③那么让我们一起来学习年、月、日。 板书课题：年、月、日（1） 二、新课讲授 1．初步认识年、月、日。 还有很多有意思的时刻。（课件出示） ①介绍：1949年10月1日中华人民共和国成立。这是个伟大的日子，请大家读一读这个时间。 ②展示申奥成功的图片。这也是一个激动人心的时刻，同学们知道是哪年的7月13日么？（2001年） ③还有很多有意义的日子，来看看。出示植树节图片（3月12日）、六一儿童节（6月1日）。 2．学生介绍有意义的日子。 一年中还有哪些有意义值得纪念的日子？大家一起在年历上标出来。（人手一张年历，各种不同的年份）学生汇报。

最新人教版九年级英语Unit1 教案

Unit 1How can we become good learners? 1 2 单元话题 Talk about how to study, in this unit, students learn to talk 3 about how to study for a test and give advice to those who have difficulties 4 in studying. 5 单元语法By ＋ sth./doing sth. 6 教学目标 7 1.语言目标：理解重点句子，掌握学习英语的方法。介词by引导的方式状语8 的合理运用。 9 2.技能目标：正确运用动名词谈论学习中的问题。 10 3.情感目标：通过开展角色表演等活动，培养学生阅读兴趣。通过本单元的阅11 读，培养学生的文化意识，陶冶思想情操，让学生树立终身学习的道德素养。 12 13 14 第一课时Section A(1a～2d) 15 自主学习案 16 翻译下列词组。 17 1．通过制作生词卡 ________________________________ 18 2．通过听录音带___________________________________ 19 3．向某人寻求帮助__________________________________ 20 4 大声读来练习发音___________________________________ 21

5．小组合作学习___________________________________ 22 6．和朋友练习对话___________________________________ 23 7．逐个单词___________________________________ 24 8．作报告___________________________________ 25 9．意群___________________________________ 26 10．慢慢来___________________________________ 27 11．口语技能___________________________________ 28 12 英语口语___________________________________ 29 §课堂导学案 30 Step 1 准备与热身(Preparation) 31 Lead-in with a free talk(自由对话导入新课)(2分钟) 32 Greeting with the students：Hello, everyone.Welcome back to school.I'm 33 very happy to see you again.Most of you got good grades last term ! Of 34 course, don't lose your heart if you didn't get good grades. 35 OK.Today, let's talk about how to study for a test and how to learn 36 English well. 37 T: How do you study English? Do you study English by the following ways? 38 (Show some pictures and present the important phrases.) 39 T: How do you study English? 40 S: I study English by ________. 41

九年级英语 第十单元 · 教案 (全)

Unit 10 You’re supposed to shake hands. Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：custom, bow, kiss, greet, be supposed to, 2）掌握be supposed to句型的用法。 2. 情感态度价值观目标： 1. 学习一些见面礼仪，生活习俗和对时间的看法。 2. 了解西方国家的风土人情和习俗。 二、教学重难点 1. 教学重点：be supposed to的用法 2. 教学难点：中西方人们见面礼仪的差别。 培养学生跨文化交际意识。 三、教学过程 I. Lead-in 师生讨论：学生在学校应该做哪些事情？引出新句型。 如：Is it a good idea to come to class late? S: No. T: That’s right. It’s not a good idea to come late. You’re not supposed to come to class late. You’re supposed to … eat in class, do homework every day, raise your hand before talking等做更多的练习，引出be supposed to句型 II. Discussion 1. 大屏幕展示一张世界地图，师生对话： T: Do you know where Brazil/ the United States/ Japan/Mexico/Korea is? S:… T: Do you know what people do when they meet for the first time? S: … 2. 利用多媒体播放各国初次见面的礼仪，学习新单词：custom, bow, kiss, greet,

人教版Book3unit1全单元教案

Book3 Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元分五课时： 第一课时：Warming up, Pre-reading, Reading & Comprehending 第二课时：Learning about Language 第三课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第四课时：Reading (Using Language) & Reading task (Workbook) 第五课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤：

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