unit4教学设计

Unit 4 Don’t eat in class.教学设计

课题Unit 4 Don’t eat in class.备课日期2014. 3.10 授课日期课型新授课主备教师武文王楠楠使用教师

学习内容第1课时Section A (1a-2d)

学习目标知识目标: 掌握下列单词和句子:

rule, hallway, classroom, fight School Rule

Don’ｔarrive late for class. Don’ｔfight.

Do n’ｔrun in the hall way. Don’ｔeat in the classrooms. Don’ｔlisten to music in the classrooms.

What are the rules? Well, we can’ｔarrive late for class.

能力目标: 训练学生的听力和口语能力。

情感目标:作为学生，我们必须遵守学校规则。

重点、难点

重点: 学校规则和目标语言。

难点: 学习谈论学校规则。

学具准备录音机、磁带、课本，导学案

学习形式教师导学，学生小组合作学习

教学设计

教学过程

Step1. Revision

T: Do you like talking with others?

Can you talk in class?

Can you talk at home?

Can you talk in the hallways?

Step2. Presentation

T: Can you listen to music in the classroom?

Can she/he listen to music in the hallways?

Why can’t we listen to music in the classroom?

S: It is our class rule. (T helps them to say it.)

T: So please don’t listen to music in the classroom

.

Step 3.Task1

Now please use these phrases to make up a dialogue. You can work in

备注

group of three or two. Suppose one of you is a teacher, and the others are

breaking the rules.

Step4. Listening.

1. Now there are three students Peter, Selina and Nick. What rules are these

students breaking? Please listen to the tape and write the numbers after the

names.

2. Listen to the tape and check the activities Alex and Cindy talk about. Can

Alex and Cindy do these activities? Circle “can ” or “can’t ” above. Check the answer then report the list.

Report: These are their rules.

They can…, but they can’t…

So please don’t …

思维导图

板书设计：

教学后记

Unit 4 Don’t eat in class.教学设计

课题Unit 4 Don’t eat in class.备课日期2014.3.10 授课日期

课型新授课主备教师武文王楠楠使用教师

学习内容第2课时SectionB( 3a—3c)

学习目标知识目标:

单词:gym class, uniform, have to.

句型:John, you have to wear sports shoes for gym class.

At school, we have to clean the classroom.

能力目标：

训练学生在文章中使用词语的能力。

训练学生的口语能力。

区别"have to"和"can"的用法。

重点、难点.区别"have to"和"can"的用法。

学具准备录音机、磁带、课本，导学案

学习形式教师导学，学生小组合作学习

教学设计

教学过程

备注Step1. Revision

T: Can we run outside/in the hallways?

Can we fight in the classrooms?

Can we eat an apple in a dining hall?

Step 2. Presentation

T: I have to arrive at school at ….What about you?

What time do you have to arrive at school in the morning?

S: I have to arrive at school at…

T: As students, what do you have to do in the school?

wear uniforms.

S: We have to do our homework

study hard.

T: What can you do at home?

S: I can play computer/watch TV/sleep/talk/…at home.

T: What can’t you do at home?

T: What you don’t have to do at home?

S: I don’t have to wash…/have classes/…

Step3. Ask and answer

Items Yes No

Do you have to get up at 6:oo?

Can you watch TV on weekdays?

Do you have to wash your clothes?

Can you go out at night?

Do you have to clean your bedroom?

Do you have to be at home at 5:00?

Can you play computer games?

T: Now , look at the list. These are family rules. Please ask and answer with

your partner and fill in the list. Then I will ask some of you to report this

list.

Report: I have to get up at…　

but I don’t have to …

I can ….. but I can’t……

思维导图

板书设计：

教学后记

Unit 4 Don’t eat in class.教学设计

课题Unit 4 Don’t eat in class.备课日期2014. 3.10 授课日期课型新授课主备教师武文王楠楠使用教师

学习内容第3课时Section B （1a-1f）

学习目标Learn to talk about the rules at school, in someone’s house and other pl are familiar with.

Learn to use “have to …”, “can / can’t …” to describe the rules

Learn to be a polite student anywhere

重点、难点1.掌握句型“Ｉhave to…”,“Ｉcan /can’t…”.

2.祈使句肯定形式与否定形式的运用。

3.准确流利地描述一些地方的规则。

学具准备录音机、磁带、课本，导学案

学习形式教师导学，学生小组合作学习

教学设计

教学过程

Step 1. Presentation.

T: We talked about the rules of the school. Do you know the

rules of other places ?. In which places we have to obey the

rules? (libraries, dining rooms, our houses, etc.)

T: In our houses, we also have rules. So everyone in your house have to

obey the rules of your house. Look at the rules under the pictures. Read each rule and ask students to repeat. Match each rule with one of the pictures. Write the letter of each picture on the blank line in front of one of

the rules. Do as the sample do. Check the answers.

Step 2. Listening Practice

T: Look at the two photos. The girl is called Emily and the boy is called Dave. They are talking about the rules of the house. Listen to a conversation between them. For the first time, only listen carefully to their questions and answers. For the second time, number the rules in the order Dave and Emily talk about them. Play the tape two times for the Ss. Then check the answer. T: Then, please put a checkmark under Emily or Dave after each rule that Dave has at his house and each rule that Emily has at her house.

Play the tape again and have students make checkmarks(√).

备注

Step 3. Pair work

T:What can and can't you do in your house? What do you

have to do? Work with your partner. Using

A: Do you have family rules?

B: Yes , I do.

A: What do you have to do ?

B: I have to…

Have some pairs of students present their conversations to the class

思维导图

板书设计：

Unit 4 Don’t eat in class教学设计课题Unit 4 Don’t eat in class备课日期2014.3.10 授课日期课型新授课主备教师武文王楠楠使用教师

学习内容第4课时Section B (2a—2c)

学习目标Learn to talk about the rules at school, in someone’s house and other p familiar with.

Learn to use “I have to …”, “I can / can’t …” , “ Don’t…” to each place.

Learn to be a polite student anywhere.

重点、难点.1.掌握句型“Ｉhave to…”,“Ｉcan /can’t…”和“Don’t…..”。

2.祈使句肯定形式与否定形式的运用。

3.能准确流利地描述每个地方的规则。

学具准备录音机、磁带、课本，导学案

学习形式教师导学，学生小组合作学习

教学设计

备注

教学过程

Step 1. Reading

Present the photos of Emily and Dave on Page 74

Revise Part 1 in Section B. Then show the photo of Zhao Pei in 3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make

a list about her rules .

T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.)

Step 2. Class Survey

1. Make a list of the rules at your houses. They can use Zhao Pei's list of rules

as a model. Give the Ss some minutes to write. And then have some students

read their lists to the class. Make language corrections as needed.

2. Make a survey

First, point out the sample question and answer in the picture in the book. Ask

two students to read it to the class. Ask students to move around the classroom

and ask each other questions. Their job is to find other students who have the

same rules.

When student A finds another student with the same rule, student A writes the

other student's name next to that rule on his or her list. Then do a quick check

to see which rules are most common.

Step 3. Practice

T: As you are Ss, you have to obey many rules. Now if your headmaster asks

you to help him make a rule for your school library, can you help him? What

kind of rules do you want to make? Please tell us the rules. Work in groups.

Then make a report.

思维导图

板书设计：

教学后记

Unit 4 Don’t eat in class.教学设计课题Unit 4 Don’t eat in class.备课日期2014.3.10. 授课日期课型新授课主备教师武文王楠楠使用教师

学习内容第5课时SectionB( 3a--selfcheck)

学习目标Revise the vocabularies and the phases in the whole unit.

Learn to talk about the rules at school, in someone’s house and ot

her places the Ss

are familiar with.

Learn to use “I have to …”, “I can / can’t …” , “ Don’t…” to each place.

Learn to be a polite student anywhere.

重点、难点writing

学具准备录音机、磁带、课本，导学案

学习形式教师导学，学生小组合作学习

教学设计

教学过程

Step 1 Warming-up and revision

Greetings.

T: Are you happy? Ask some Ss to say the rules in their house.

备注

Step 2 Look and practice

T: Most of us have many rules in our house. What about the Jones family? Are there too many rules in his house? Look at the pictures and ask and answer in pairs like this:

S1: Do you have to….?

S2: Yes, I do./ No, I don’t.

Ss practice in pairs and act out. Then show a list and let Ss make the list.

Step 3 Writing

T: Jones is very unhappy. H e wants to write a letter to Dr Know about the rules in his house. Imagine you are Jones, do it!

Ss do this job. Then show some and enjoy their ideas.

Step 4 Just for fun

Read the story, and just for fun.

Step 5 Explanation

Revise the whole unit, and explain some important phases in class. And solve the problems the Ss have.

思维导图

板书设计：

教学后记

人教新目标七年级英语下册教案 unit4 教案

Unit 4 Don't eat in class. （section B） ⅠTeaching Aims and Demands 1. Knowledge Objects Key words. Target language. Can for permission Model verbs have to, must 2. Ability Object Train students' listening, speaking, reading and writing skills, especially reading. Train students' communicative competence. 3. Emotional Object 1.You may have many rules at home. Maybe you don't like some of them. Maybe you think your parents are too strict with you. In fact, parents do love you. 2. Love your school and family and get on well with each other 3 If you are unhappy about something, ask someone for help. Don’t lose your heart. Ⅱ. Teaching Key Points The key vocabulary.

The target language. Ⅲ. Teaching Difficulties Train students' listening skills. The imperatives. Ⅳ. Teaching Methods Guessing before listening method. Cooperation skills ask and answer method Reading skills: to get information from the passage. Ⅴ. Teaching Aids Multimedia Ⅵ. Teaching Procedures StepⅠGreeting StepⅡRevision Talk about school in groups and then shair. StepⅢPresentation Mainly focus on key words and expressions StepⅣListen Before listening While listening After listening StepⅤRead 1. Let’s read fast 2 Let’s read carefully Focus on key structures

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Book4 Body Language Showing Our Feelings教学设计 河北饶阳中学王晓莉一、教学内容(Teaching Content) 人民教育出版社普通高中课程标准试验教科书英语必修四Body Language第三课时---Showing Our Feelings. 二、教学设计(Teaching Plan) （1）教学思路 本单元的中心话题是“身势语”，各项活动的设计都围绕着这个主题进行。身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心世界。与有声语言一样，身势语也是文化的载体，在跨文化交际中起着举足轻重的作用。了解身势语的不同文化涵义并正确地加以运用，会在交际场合中起到意想不到的好效果。通过本堂课的学习，学生们能够了解世界各地的人们表达各种各样的情感、愿望和态度，“读懂”我们周围人的意思。 整个教学过程以“ 以学生为学习主体” 为设计理念，采用设置任务和小组讨论的形式组织教学，将学生的自主学习调动起来并把这样的活动作为课堂的主体，引导学生完成学习任务。 （2）课前准备 要求学生预习课文Showing Our Feelings，并找出我们周围人们是怎样表达快乐、不高兴、愤怒、厌烦等情感的。 三、学生情况分析

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Unit 4 Don’t eat in class. (Section A) 课题 个性化设计 主讲人：廖易华 教学目标 1. 学习使用祈使句谈论校规。 2. 学习情态动词can表示许可及have to和must的用法。 教学重难点 1. 掌握重点词汇及目标语言。 2. 掌握祈使句及情态动词can, have to和must的用法。 教学方法 任务型教学法交际教学法 教具准备 多媒体粉笔图片 教学课时 一个课时 教学过程 <预热学习> ——初步研究 1. 预习交流，温故而知新。 2. 英汉互译 ar rive late for class __________ (be) on time __________ 在走廊上____________ 在餐厅_____________ 听音乐_____________ wear a hat ___________ 穿校服______________ 保持安静___________ 导入： 展示日常生活中常见的标志给学生，让其说说它们的含义。 从而引出“No rules, no standards. 没有规矩，不成方圆。”并引 导学生遵守规则，不要违反规则。 <自主学习> ——探索研究 图文结合，谈论校规（school rules）。 引入祈使句（Don’t...）, can, must, have to的用法。 Don’t eat in the classroom. Don’t fight. You can eat in the dining hall. We can’t wear a hat in class. --- Can we run in the hallways? --- No, we can’t. You must eat in the dining hall. We must be on time. We have to wear the school uniform. Does she have to be quiet in the library? <合作学习> ——交流研究 总结本节课所学，学生观察例句，小组内讨论，总结祈使句, can, must, have to的用法。 1. 初识祈使句 祈使句表示命令、请求、劝告、征求对方意见等，一般省 略主语（you）。

人教版八年级英语下册unit4教案

Unit 4 Why don 'tyou talk to your parents 教材解读本单元的中心话题是人际交往，与学生实际生活紧密相关，主要探讨当代中小学生所面临的种种压力 和困境，并针对这些问题给予合理的建议。通过学习本单元，学生应能询问、陈述自己或他 人的困难和麻烦，能针对别人的困境提出解决的办法和建议。语法部分主要是关于学生能正 确使用情态动词could，should 表达建议或劝告，能正确使 用Why don 'you ??句型表达建议，能正确使用连词until , so that, although等。通过学 习本单元，学生应能反思生活中常见的家庭矛盾以及与家长、同学、朋友之间的沟通问题，并学会用正确的态度对待这些问题。在本单元中学生还能了解中西方家长对待孩子参加课外活动和课外学习班的态度与做法，有利于学生学会换位思考，帮助他们逐步建立正确、积极的生活态度和价值观。 单元目标 一、知识与技能 1. 掌握重点词汇和短语：until，so that，although ，look through ，big deal，work out，get on with , cut out, compare ?? with , in on e 'op inion 2. 掌握重点句型：What S wrong What S the matter You could / should …Why don't you ? 3. 培养听说读写各项基本技能同时注重培养在语境中猜测词意的能力。 二、过程与方法采用直观教学法、情景教学法、讨论、角色表演等方法，学习知识，培养能 力，养 成好习惯。 三、情感态度与价值观通过学习，了解生活、学习中常见的矛盾和困难，能合理表达自己的 观点和看法， 给别人提出合理的建议，逐步建立正确、积极的生活态度和价值观。 教法导航采用直观教学法，情景教学法，遵循以学生为主体的原则。 学法导航采用自主学习、小组合作、分角色表演等学习策略。 课时支配 第 1 课时：Section A 1a-2d 第 2 课时：Section A 3a-4c 第 3 课时：Section B 1a-2e 第 4 课时：Section B 3a-Self Check 课时教案

人教版高中英语必修四教案：Unit 4 Body language

Unit 4 Body language ⅠAims:T alk about body language: cultural differences and intercultural communication Practise talking about prohibition & warning as well as obligation Learn to use the -ing form as the Attribute &Adverbial Learn to write a diary that showing the observation of how body language helps in communication ⅡStructures:Talk about body language What is the purpose of language? What do you think “body language” means? How can you tell if someone is sad or happy even if they do not speak? How can you communicate a feeling to someone who does not speak your language? Why do we need to study body language? Talk about cultural differences & intercultural communication What do British people often do when they meet strangers? What do French people often do when they meet people they know? Why should we be careful about our own body language? Why is it important to watch others as well as listen to them? ⅢKey new words:represent, association, canteen, dormitory, flight, curious, approach, major, misunderstand, dash, adult, crossroad ⅣKey expressions:represent, introduce, approach, touch, express, nod, avoid, misunderstand, punish, general, curious, similar, expression, agreement, gesture, action Ⅴ.Grammmar:The -ing form as the attribute && adverbial Finding out in the reading text sentences with present participle(s) used as the attribute or adverb Period 1-2 warming up Step I Lead-in The teacher shows some pictures on screen. These pictures are from the Evening Party Celebrating the coming Lunar New Year of the Rooster of 2005. Ss: Yes, Thousands of Hands Kwan-yin.T: But do you know who she is? Yes, she was the leading dancer of

新版PEP小学英语六年级下册Unit4教学设计

用爱的音符启迪孩子的心灵 查阅 √ 1.听说认读单词：star，easy， look up，Internet. 2. 听说读写句子：There was no library in my school. Tell us about your school, please. How do you know that? There were no computers or Internet in my time. 3. 听懂Let’s try部分的内容，完成Tick or cross.

板书 设计 教学 反思 用爱的音符启迪孩子的心灵 查阅 √

一、热身(Warm-up) 1. Go over the phrases of Unit 3: ate fresh food，went swimming，took pictures，bought gifts，rode a horse，rode a bike，went camping，hurt my foot，went fishing. 教师说短语的第一个单词，学生说出短语，并造一个句子。如T: took. Ss: Took pictures, I took pictures last weekend. ( 边做动作边说) 2. Free talk. 二、呈现新课 (Presentation) 1.教学单词dining hall，grass，gym，ago. 2. Show the picture of grass. T: What’s this? Ss: It’s grass. 板书grass并教读。Chant: Grass, grass. Play football on the grass. 以同样的方法教学dining hall, gym. Chant: Dining hall, dining hall. Have lunch in the dinning hall. Gym, gym. Play basketball in the gym. 3. 教学单词ago及词组…years ago，…months ago. 教师先说几个句子让学生感受。T: I went fishing three days ago. I went to Beijing two years ago. 板书并教读ago。让学生说出… years ago，…months ago的意思并造句。 4. 出示两张新旧学校图片介绍并板书：There was no gym in my school twenty years ago. Now there’s a new one in our school. 教读。学生学说句子，描述学校以前和现在的样子.如：There was no computer room ten years ago. Now there’s a new one in our school. 5. Play the tape of Let’s learn.学生仿读。 6. 教师引导学生，看Find the mistakes中的图片，读英语介绍，然后找出图片中的错误。 7. 师生共同核对答案。 三、操练(Practice) 活动一：请五名学生手持本节课单词卡片站在讲台前，教师说一个单词或词组，手持相应卡片的学生要快速举起卡片，其他学生大声朗读上面的单词。 活动二：请学生上台来做动作，其他学生猜活动名称。 四、课堂作业 1. 听录音，跟读本部分内容。 2. 将本节课学习的新单词在四线三格内抄写5遍。 板书 设计 教学 反思 用爱的音符启迪孩子的心灵

PEP四年级下册unit4全英详细教案

Unit 4单元教材分析 Teaching Contents: Unit4 It’s warm today Teaching Aims: 1. Learn to describe the weather. 2.Learn to know the key words in listening, speaking, reading and writing. 3.Learn to know and understand the sentences of Let’s learn, Read and write & Let’s talk. 4.Learn to understand the sentences of Let’s do & Let’s chant. 5.Learn to understand the story time and Good to know. Ability Aims: Have the students know about the weather of different cities. Emotional Aims: Push the students join the social activity. Teaching Difficult Points: Four skill words Use the sentences Teaching Aids: Pictures, Cards, Tape.

The 8th week and 1st plan Unit 4 It’s warm today The 1st period Teaching contents: Part A: Let’s learn Let’ play Teaching Aims: 1. To act quickly after listening to the T. 2. Master the sentences: This is my home. You can see a bedroom... 3. New words: study bathroom bedroom living room kitchen Ability Aims: Have the students know about the weather of different cities. Emotional Aims: Push the students join the social activity. Important points and difficult points: 1.Learn to understand the key words in listening, speaking and reading. 2.Try to understand the word, and use them into sentences. 3.Learn to understand the sentences of What’s the weather like in…? It’s …

九年级unit4教案

Unit 4 What would you do? Period 1 Language goals 语言目标 1. W ords & expressions 生词和短语 million, medical, research 2. Key sentences重点句子 What would you do if you had a lot of money? Ability goals 能力目标 Enable the students to understand and talk about imaginary situations. Teaching important 教学重点 Talk about imaginary situations, worries/problems. Teaching procedures教学过程 Step 1 Revision and Lead-in Ask one or more students to show their work. T: In the last unit, you were asked to do a project on a famous per son’s childhood and how he/she became successful. Now who’d like to display your project on the classroom wall? Eg , Edison Then ask the students to tell what they can learn from Edison. T: Edison had a really different childhood from us. He was the greatest inventor in the nineteenth century. Of all his inventions, electric bulb, is one of the most important. But just imagine what the world would be if there is no electric bulb? Today we’re going to learn how to talk about things that haven’t happened. Step II Listing and Speaking Ask the students to read the picture on Page 26. T: When we talk about things that haven’t happened, we can use the words I would or I’d. Now look at the picture on Page 26. What can you see in the picture? S: We can see some people, a school, a zoo, a research lab, a bank. T: What are the people in the lower part of the picture doing? S1: Maybe they are thinking about the answers to the question shown in the picture. S2: The woman is reading a newspaper and they are all thinking of the answers to the question. T: Pretend you are the people in the picture, what would you do if you had a million dollars? S3: I’d buy a beautiful car.

新人教版必修四Unit4 Body Language教学设计

Unit 4 Body language Ｉ．单元教学目标 II．目标语言

Ⅲ．教材分析和教材重组 1．教材分析 本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。 1.1 WARMING UP 以列表对比（填充及增补）的形式，并通过WARMING UP 的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。同时，学生在听、说、做（即表演

“体态语”的动作）中能够增进对语言交际的感性认识，为他们在阅读过程中上升到对语言交际的理性认识打下基础。 1.2 PRE-READING 通过提供三个关于不同文化背景下“体态语”的问题，启发学生思考我们所学习的“语言”的目的、形式、功能。通过引导学生联系自己日常生活的实际，提高学生努力学习英语的积极性和自觉性；同时培养学生留心社会、关注生活的洞察力，为引导学生进一步“阅读”作好准备。 1.3 READING 是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解“交际，毫无问题可言吗？”这一主题。 1.4 COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。 1.5 LEARNING ABOUT LANGUAGE 分词汇和语法两部分。词汇部分由“本单元重点词汇英文释义”，“词语填空”和“词性变换”三项内容构成，语法部分由两大方面组成：一是让学生自己通过在课文中寻找相关语法的句子并按其语法功能分类，二是根据学生的认知规律安排该语法项目的练习让学生进行操练。整个项目通过三个练习和一个游戏，以及语法结构讲练，进一步巩固本单元所学词汇（尤其是课文中的黑体字），学习“现在分词”结构用作定语和状语，并通过操练，以收到“学以致用”、“熟练生巧”的效果。 1.6 USING LANGUAGE 通过增加阅读篇目“Showing Our Feelings”来拓展学生在“体态语”方面的知识视野，并通过“True” or “False”判断练习和问题讨论，使学生进一步明确“体态语”对人们在日常交际中了解对方情感、思想、态度等方面所起的作用。同时要让学生认真对待自己的“体态语”，并在日常交际中“听其言”（Listen to them）、“观其行”（Watch them）。此外，该部分还通过听、说、读、写四个方面来巩固本单元所学内容和语言交际项目。

unit4教案

Unit 4 We love animals 一、教材分析 本单元是第四单元，主要学习有关动物的词汇和相关句型。教材从学生的兴趣出发，把词汇和句型的学生放在能听、能看、能触摸的情景中去，将静态的文字变得生动起来，使学习内容鲜活起来，力争将教学内容内化到学生的认知结构中并通过表演等综合语言活动将其转化为一定的语言表达能力，从而体现了把话题、功能、结构、任务结合起来的总思路。 二、学情分析 本单元的教学对象是小学三年级刚学英语不久的学生。这一年级的学生对英语有着强烈的好奇心和学习热情，课堂上可以抓住学生好动的特点，多给学生创造参与活动的机会。但他们没有基础，学习的难度较大又不喜欢枯燥单一的方式，注意力容易分散，这就要求吸引学生的注意力，用不同的方式，“换汤不换药”地去巩固课堂内容。应在课堂上设计生动活泼、形式多样的活动吸引学生的注意力。虽然在英语学习上，这些孩子只处于起始阶段，但在认知水平上，这一年龄阶段的学生已对一些自然现象、动物的习性等有了较多的了解，并以他们丰富的想象力赋予了动物很多人性化的特性，因此，应激活学生的思维，让英语课堂更贴近学生生活，更富童趣。从语言水平上看，本年级的孩子刚学了简单的问候语：Hello! How are you? Fine, thank you. What’s your name? My name’s …, I have a …以及关于文具、身体部位、颜色方面的等词汇。针对以上情况，活动设计应注意语言的简洁性，并尽量滚动复习已学语言，让学生在教师创设的特定的环境中使用语言，凸显语言的交际功能，在学习的过程中体验“跳一跳，摘到果子”的喜悦。 三、教学目标 1. 能听懂、会说句型：What’s this? It’s a … Look at…. What’s that? I like it.，并能在实际情景中运用。 2. 能听、说、认读A、B部分Let’s learn 和Let’s talk中的单词和句子。 3. 认读单词：cat, dog, monkey, duck, bird, pig, elephant, bear, tiger，并能用英语介绍这些小动物。 4. 听懂、会说Le t’s do部分的指示语并能根据指令做相应的动作。 5. 字母j, k, l, m, n在四线三格内正确书写形式。 6. 了解C Story time部分的故事。 7. 培养学生热爱动物、保护动物的情感。 四、重点难点

人教版高中英语必修四 Unit 4 Reading 教学设计

Lesson Plan Basic information Teaching Content Unit 4 Body Language Reading: Communication: No problem? Learner Profile This is the second teaching period of this unit, students will have a general knowledge about “ body language”. Although some of them know different body languages in different countries, they may not know what culture mistakes will be made when people don’t understand different cultures. The reading material is about some misunderstandings among different countries people. And students will be also interested about that. Main Focus Students will learn some background information about body language. Students will learn different cultures which are behind different greeting gestures. Sttudents will learn “ When in Rome, do as the Romans do.” Anticipated Learner Difficulty Understand some culture mistakes among different countries. Understand different cultures in different countries. Teaching Aims

七年级英语邹学敏Unit4教学设计及反思.doc

4、德育目标: 促使学生了解和关心自己和他人的家居环境，热 新目标英语七年级(上)Unit 4 Whereas my backpack? 教学设计与反思 邹学敏 Period One 一、教学目标：(知识目标、能力目标、情感目标、徳育目标) 1、语言知识和语言技能目标： (1)学习和掌握有关询问物品位置的句型： Where? s my backpack? It' s on / in / under / behind / next to … Are my books on the chair? Yes, they are. No, they aren' t? Is it on / in / under ........... ?Yes, it is. No, it isn? t? (2)学习有关家具名词:table, bed, dresser, bookcase, sofa, chair, drawer, plant ,bag (3)学会三个方位介词的用法：on,in, under 2、能力目标：培养学生用英语思维的判辨能力、综合运用语言的能力和自主学习的能力。培养学生的语言交际能力和创新能力。 3、情感目标：提高学生学习英语的兴趣和自信心，培养学生善于 与他人合作的精神，使他们积极主动参与课堂活动和相关的课外活动，并从屮体验学习的乐趣，从而培养学生乐于探索和勤于动手的学习态度。 爱自己的家，养成良好的生活习惯。从完成任务的过程屮，学会互相合作，互相帮助，互相提高的社会交际意识。 5、确立各目标的依据：根据英语新课标规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。 二、教学重、难点及教学突破 1、教学重点 学习运用重点句型u Where questions v疑问句的用法；语法焦点在于学会运用方位介词“o n / in / under表达物品的位置。 2、教学突破