课题
7B Unit 5 Amazing things
Comic strip ＆Welcome to the unit
课时分配
本课（章节）需7 课时
本节课为第 1 课时
为本学期总第课时
教学目标1.To know more about amazing things 。
2.To express the feelings of surprise。
重点To know more about amazing things 。难点To express the feelings of surprise。
教学方法1．Task-based met hod；
2．Discussion method.
课型dialogue 教具
1.the multimedia
2.the blackboard
教师活动学生活动
Teaching procedures
Step 1: talking about what happened to Eddie and Hobo Do you still remember the two lovely dogs?
What are their names?
Would you like to know what happened to them today?
Today, Eddie and Hobo met an amazing thing. They met a UFO. How will they feel? Let’s try to find out it. First, let’s listen to the tape recorder of the text. And then try to answer my questions.
Listen to the recorder twice.
Questions: 1). What are Eddie and Hobo doing?
2). What did Eddie think it is?
3). What did Hobo think it is?
4). Did Eddie think it is a plane? Why not?
5). Do you think Eddie is a clever dog?
Read the text as the role of Eddie and Hobo.
Act a short play with your partner. (ask two or three groups of students to do it.)
Would you like to see a UFO? Why? Maybe the UFO would take you to travel in space and visit other planet. If it happened one day, it is an amazing thing.
Step 2: welcome to the Unit
（show some pictures to teach the new words）
Actually there are lots of amazing things in the world. Here are lots of surprising things. For example:
1). Do you know if plants can grow without the lightning?
2). Do you know how long it takes to travel from the Earth to the moon?
3). Do you know if you can sneeze and open your eyes at the same time?
4). Do you know who is the tallest man in the world?
5). Do you know how the elephants walk? Answer the questions.
match the logos with the charities
Discuss
Listen to the tape, and try to
6). Do you know if the fish close eyes, when it is sleeping?
Do the exercises on P57. Check the answers
Step 3: Explain some important language points. Do some exercises.
Step 4: talking about amazing animals
I know everyone of you like animals. Some of you have pets in your family. There are also something amazing about animals. Listen to my questions and can you find out which animal it is?
1). Do you know which is the mos t dangerous snake in the world?
2). Do you know which bird can stay in the air without moving?
3). Do you know which dog is the smallest?
4). Do you know which animal is as old as dinosaur?
5). Do you know which animal is as clever as people?
6). Do you know which animal can live for a month without having water?
7). Do you know which animal is the biggest in the world?
8). Do you know which animal is the most dangerous in the sea?
9). Do you know which animal has the longest neck?
Now let’s talk about amazing things with the following pattern
Do you know that..?
---Isn’t that interesting? (amazing, funny, great, interesting, strange, wonderful, surprising, cool…)
---Yes, it is. Do you know…?
ask the students to prepare the dialogue and act it out.
Step 5: Practice answer the questions.
Read after the tape sentence by sentence.
Find out and write down all the useful exp ressions in this part.
Make up a new dialogue with these words
作业a. Read the comic strips and try to reme mber it. Try your best to act it out.
b. Finish off the exercises in the Evaluation Handbook.
板书设计
1). Do you know which is the most dangerous snake in the world?
2). Do you know which bird can stay in the air without moving?
3). Do you know which dog is the smallest?
4). Do you know which animal is as old as dinosaur?
5). Do you know which animal is as clever as people?
教学后记
课题7B Unit5 Reading (1) 课时分配本课（章节）需7 课时本节课为第 2 课时为本学期总第课时
教学目标To learn to guess meanings of new words from the context To learn to skim text for overall meanings and scan for de tails To understand the structure of difficult sentences
重点To learn to guess meanings of new words from the context To learn to skim text for overall meanings and scan for details
难点To understand the structure of difficult sentences
教学方法1．Task-based method；
2．Discussion method.
课型Reading 教具
1.the multimedia
2.the blackboard
教师活动学生活动
procedures
Step 1
Do you like stories? Which kind of story do you like best? love story, funny story, exciting story, ghost story? （talk about ghost story）
It is 11p.m. You are walking in the street. Suddenly, you find there isn’t anybody else around you. Just at this tim e, you hear a whisper(soft noise) , what will you do?
Millie and Amy also heard some strange noise one day, let’s see what happened.
Listen to the tape and answer my questions:
When did it happen?
Where did it happen?
What happened?
Step 2
Ask the students to read the text and Write a T if a sentence is true or an F if it is false.
1 I was afraid when I heard the whisper.
2 The whisper came from the top of a big tree.
3 We went back to the park with Andy.
4 Somebody helped Andy find the ‘ghost’.
5 Andy found a little cat in the bushes.
6 Andy gave the little cat to Amy.
Step 3
Millie is telling her friend about what happened in the park. However, she is so excited that she cannot remember everything correctly. Do the true or false questions on Page 64
Step 4
Read the passage again and try to tell the sequence (顺序）of the story.
https://www.doczj.com/doc/1313678649.html,lie and Amy talked …Answer the questions.
read the interview and underline all the useful expressions.
课题7B Unit 4 Reading (2) 课时分配本课（章节）需7 课时本节课为第 3 课时为本学期总第课时
教学目标To work out the structure of each sentence
To retell the story in their own words, following the organization of the passage To explain all the language points
重点To work out the structure of each sentence 难点To understand all the language points
教学方法1．Task-based method；
2．Discussion method.
课型Reading 教具
1.the multimedia
2.the blackboard
教师活动学生活动
Teaching procedures
Step 1: review
Ask Ss to read the text after the tape, then give them some time to read it by themselves.
Give the students some key words and ask them to retell the
story.
Picture 1: Sunshine Park –big tree-bushes behind the tree- two girls chatting and laughing
Picture 2: whisper from the bushes behind the tree- girls frightened
Picture 3: girls running away looking afraid
Picture 4: Help! –there’s a ghost.
Answer the questions:
1.Are you afraid of the ghost? Who heard the whisper?
2.What do Millie and Amy love to do in the park?
3.Why were they frightened?
4.Whom did they run into on their way?
Fill in the brackets on ppt
Step 2
1. Get Ss to do part B1(p59) individually and check the answers. Pay attention to the following points:
A. a whisper= a soft noise
B. weak=not strong
C. take care of = look after
eg) I should take care of my mother today.
= I should look after my mother today.
D. the following Sun day = the next Sunday
2. Ask students to fill in the blanks in part B2, then read the conversation together . Let some students speak out their answers and check it. The important points are as following :
A. run away
eg) When they heard the strange noise, they ran away quickly.
B. sound like a ghost Read the passage together loudly
Retell the story
C. the animal center
Step 3: language points
1. On one’s way (to s.p.) 在去…的路上
(1)在去学校的路上她发现了一些不同寻常的东西。On her way to school, she found something unusual. (2)在回家的路上她停下来买了些食物。
On the way to her home
(on her way home)，
she stopped to buy some food.
2. run into 碰到，遇到，表示一种意外
(1) 他昨天遇到了一个老朋友。
He ran into an old friend of his yesterday.
(2) 我在书店遇到了她。
I ran into her in the bookshop.
(3) 我不想在假期里在街上碰上我的老师。
I don’t want to run into my teacher on the street during the holiday.
3. Happen (vi)指偶然发生
(1) 去年那件有趣的事情发生在南京。
The interesting thing happened in Nanjing last year.
(2) happen to sb.某人发生某事
昨天他发生什么事了？
What happened to him yesterday?
4. Tell sb. more
Tell sb. more about sth.
Tell sb. about sth.
关于这个，你不应该告诉他更多。
You shouldn’t tell him more about it.
5. Be sure 确信
Be sure + (that)宾语从句
(1) 我确信他很害怕。
I’m sure (that) he is very frightened.
(2) 你确信他听到奇怪的声音了吗？
Are you sure (that) he heard the strang noise?
Be sure to do sth.肯定会做某事
他肯定会赢那场比赛。
He is sure to win the match.
6. Sound n. & v.
我听到一个象是低语的声音。
I heard a sound like a whisper.
那声音听上去象是一声低语。
The sound sounds like a whisper.
sound/noise
7. Search搜寻
search sth. search for sth.
搜查某物
The police are searching for the boy. [来源:https://www.doczj.com/doc/1313678649.html,]
make sentences
[来源:https://www.doczj.com/doc/1313678649.html,]
Do additio nal exercises
The police are searching the boy.
Search sth. 对某物进行搜索
Search for sth.=look for sth.
我仔细的搜寻了我的口袋。
I searched my pocket carefully.
8. Here it is. (原来)它在这儿。
(原来)你在这儿。
Here you are!
(原来)它在那儿。
There it is!
9. Take care of = look after
care ---careful---carefully
n.(uc.) adj. adv.
(1)这份工作需要极为小心。
The work needs great care.
Take(good) care of…=look after…(well)[来源:https://www.doczj.com/doc/1313678649.html,数理化网]
(2)你应该好好照顾你的儿子。[来源:https://www.doczj.com/doc/1313678649.html,数理化网]
You should take good care of your son.
=You should look after your son well.
10. Say to oneself 自言自语
不要总是在课堂上自言自语。
Don’t always say to yourself in class.
他以前从来不自言自语。
He never said to himself before.
11. Following=next
(1) 下周你准备做什么？
What will you do /are you going to do the following week?
(2) 明天早上我有一场考试。
I’ll have/am going to have an exam the following morning. v.+-ing
Coming/missing/exciting/living…
12. Have a great time 玩得开心
Have a good time
Have a wonderful time =enjoy oneself
过得不好/玩得不开心
Have a bad time
Have a hard time
Have a difficult time
13. not…any more 再也不，不再
(1) 她不再哭了。
She didn’t cry any more.
(2) 我不能再等他了。
I can’t wait for him any more.
not…at all 一点也不…
我一点也不想等他。
I don’t wa nt to wait for him at all.
Step 4 Exercise
among the Simple Present Tense, the Present Continuous Tense and the Simple Past Tense.
2002 2006 2008
Past Present Future Step 2
Give students some common time expressions: yesterday, last night, a month ago, yesterday afternoon, last week, ten ye ars ago and make sure they can use the simple past tense to talk about things in the past.
e.g.
[
来
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[
来
源:www https://www.doczj.com/doc/1313678649.html,www https://www.doczj.com/doc/1313678649.html,]
I
[来源:www https://www.doczj.com/doc/1313678649.html,]
got up
yesterday morning.
[来源数理化网]
had breakfast went to school
yesterday afternoon.
had lunch did my homework had supper
yesterday evening.
went to bed
Step 3
Teach them how to form the simple past tense a, regular verbs:
构成规则
原 形 过 去 式 一般在动词原形末尾 加-ed
work play worked played 结尾是e 的动词加-d
hope live
hoped lived
末尾只有一个辅音字 母的重读闭音节词，先 双写这个辅音字母，再 加-ed
stop trip stopped tripped
结尾是“辅音字母+y”的动词，先变“y”为“ i”再加-ed study worry studied worried
habit or state
tell each other what your lives were like in the past.
Finish off the
exercises Do an extension activity
Write about the past. Present the following words and let students
change them into the simple past tense forms.
1. start → started
2. dress → dressed
3. play → played
4. help → helped
5. use → used
6. like → liked
7. look → looked 8. study → studied
9. plan → planned 10. cry → cried
Then ask students to fill in the blanks with the past tense forms of
these words. Ask several students to share their answers.
b, irregular verbs:
We form the simple past tense of irregular verbs differently. We do not add ‘ –ed’
No change
Change the vowel
Change the consonant
Change the vowels and the consonants cost-cost, put-put come-came, ring- rang make-made, send-sent do-did, buy-bought
Then give students some words and change them into the past forms. If they don’t know , they can check the wordlist on Page 112.
1. look looked
2. live lived
3. stop stopped
4.carry carried
5. hope hoped
6. trip tripped
7. call called 8. finish finished 9. want wanted
10.are were 11.go w ent 12.have had
13.do did 14.get got https://www.doczj.com/doc/1313678649.html,e came
16.say said 17.see saw 18.put put
19.eat ate 20.take took 21.read read
Ask several students to write down the answers. Then check the answers in a whole.
4 Explain the instructions to Part A2 on Page 67 and ask students to fill
in the blanks. Tell them they must use the simple past tense form of
the verbs. If they don’t know the past tense forms of these words,
they can check the wordlist on Page 112.
作业a. Review what we have learnt.
b. Finish off the exercises in the Evaluation Handbook
板书设计
2002 2006 2008 Past Present Future
教学后记
1.The teacher teaches new words by showing students pictures.
2.Students read these new words after the teacher.
Step 3 Listening
1.Listen to the tape and finish part A2 on page 70.
https://www.doczj.com/doc/1313678649.html,e the notes in part A2 on page 70 to help Suzy write a thank-you letter to Mr. Wu.
3.Ask some questions about the letter and pick out some language points..
Step 4 Speak up
1.Kitty and Amy are reading a book about amazing things. Listen to the tape and find out what the two amazing things in the book are about.
2.Work in pairs and practice the dialogue.
3.Play a ga me.
4.Pick a picture and make a dialogue like Kitty and Amy’s conversation. Step 5 Homework
1.Revise what we learnt today.
2.Recite Kitty and Amy’s convers ation. Listen to Part A1 and put the sentences in the correct order
Finish off the exercises
find and copy all the useful expressions.
make up new dialogues
作业a. Listen, repeat and recite the dialogue in Part B.
b. Finish off the exercises in the Evaluation Handbook.
板书设计
1.Kitty and Amy are reading a book about amazing things. Listen to the tape and find out what the two amazing things in the book are about.
2.Work in pairs and practice the dialogue.
3.Play a game.
4.Pick a picture and make a dialogue like Kitty and Amy’s conversation.
教学后记
课题7B Unit 5 Study skills 课时分配本课（章节）需7 课时本节课为第 6 课时为本学期总第课时
教学目标To learn to pronounce “ed”重点To learn to pronounce “ed”难点To learn to pronounce “ed”
教学方法1．Task-based method；
2．Discussion method.
课型Study skills
教
具
1.the multimedia
2.the blackboard
教师活动学生活动
procedures
Step 1 Revision and Lead in
1.Review some interesting things about these animals.
2.Translate some phrases.
3.Review some amazing things about goldfish, and some language
points.
Step 2 The pronunciation of ‘-ed’
1.在浊辅音后加ed 读/d/
2.在元音后加ed 读/d/
3.在清辅音后加ed 读/t/
4.在/t/ /d/后加ed 读/Id/
Step 3 Listen and Practice
1.Listen and finish part B on page 7
2. To learn to pronounce “ed”
教学方法1．Task-based method；
2．Discussion method.
课型Writing
教
具
1.the multimedia
2.the blackboard
教师活动学生活动
Teaching procedures
Step 1 Lead-in
Talk about some interesting and amazing things.
Step 2 Presentation
1.The teacher teaches new words by showing students pictures.
2.Students read these new words after the teacher.
Step 3 Amazing things
The tallest man
Read the information about the tallest man in the world and answer some questions about him. Then fill in the blanks
1. Where was the man from?
2. When was he born?
3. When did he die?
4. How tall was he?
5. How much did he weigh ?
6. How long was his hand?
Sandwiches
Read the information about Sandwich and answer some questions about him. Then fill in the blanks.
1. What was the man’s name?
2. What did he love doing?
3. Did he want to stop to have dinner?
4. What did he do then?
5. Did people love sandwiches very much?
Amazing TV
Read the information about amazing TV and answer some questions about TV. Then fill in the blanks.
1. Who invented TV?
2. When did the first colour TV appear?
3. Who was the first TV star?
4. How many TV sets were there in 1936?
5. Did more people use colour TV sets than black-and –white TV sets? You want to write about amazing things for a writing competition. Prepare notes on them and discuss the amazing things with your classmates. Then write your article.
Step4 Writing
You want to write about amazing things for a writing competition. Prepare notes on them and discuss the amazing things with your classmates. Then write your article.
Do some exercises
Pick out some language points
Step5 Homework
Finish the writing. Answer the questions.
Look at the pictures on page 89, and say something about Mary’s work.’.
Retell the work of an ORBIS nurse called Mary according to the pictures in Part A1.
T alk about the pictures about Mandeep
Finishing off Part B2
Do an extension activity
作业a. Write an ar ticle about somebody’s life which has something to do with a charity.
b. Finish off the exercises in the Evaluation Handbook.
板书设计
Read the information about the tallest man in the world and answer some questions about him. Then fill in the blanks
1. Where was the man from?
2. When was he born?
3. When did he die?
4. How tall was he?
5. How much did he weigh ?
6. How long was his hand?
教学后记
Unit 10 How can I improve my English? 教学内容： Unit 10: Lead in; Listening and Speaking; Reading and Writing; Language in use 语言知识目标：学生能够理解并运用与英语学习相关的词汇和情态动词就英语学习中的各种困难进行讨论并提出建议。 语言技能目标： 听——学生能够听懂有关英语学习中各种困难的描述及建议的对话。 说学生能够运用相关词汇和情态动词谈论英语学习中的各种困难并提出建议。读学生能够读懂描述英语学习中的常见困难及相关建议的短文。 写学生能够运用相关词汇和情态动词写出在英语学习中面临的困难及建议。学习策略：学生能够反思自己的英语学习，对所面临的问题和困难进行分析并选择有效的学习策略。 情感态度：学生能够了解从事不同职业的人在不同场合运用英语的情况，进一步认识英语学习的重要性。 单元任务：能够运用所学语言知识制订自己的英语学习目标及相应措施并通过征求同学建议拟订合理的学习计划。 Lesson One 教学内容：Lead in; Listen and Speaking Dialogue A 教学目标： 1知识目标：words and expressions;Asking for and giving advice 2 能力目标：Understand talks about learning difficulties and advice. 教学重点：Understand short passages on learning difficulties and advice. 教学难点：Four-skill words and expressions
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:
第六单元综合性学习：轻叩诗歌的大门 教学内容： 诗歌是世界文学宝库的瑰宝，生活中处处有诗歌，天真的儿歌、朴素的民歌，常在我们耳边回响。“轻叩诗歌的大门”分成“诗海拾贝”和“与诗同行”两个模块。围绕两个模块可以开展“读诗、吟诗、写诗”活动，以小组为单位，选择一个主题，如同一个诗人，或者同一季节等主题，搜集古诗，或打印或手写，自己小组装订成册，封面、插图自己设计，先在小组内吟诵，再与其他小组交换诵读，在此基础上，再引导学生开始写诗，从仿写到自己创作，素材全是自己最熟悉的来源于生活中的，如多彩的童年，纯洁的友情，斑斓的秋天，天上的星星、月亮、太阳，风雨雷电等等，都是激发学生灵感的源泉，让学生学会写诗，整理好了自己的诗集，留下了学生成长的脚印。 学情分析： 六年级学生已具有较强的独立阅读能力，对于这样的以叙述口气所写的诗，借助于注解基本读懂诗句意思应该没有太大的问题。但是学生在以往的诗歌学习中，往往至“理解诗意”而止步，因此造成对诗歌的感受力不强。这个年段的学生学习诗歌时需要在解释诗意的基础上更进一步，即感受诗歌的意象，与诗中的情感产生共鸣，从而受到心灵的震撼，并真正提高古诗文的阅读欣赏水平。唯有此，学生的语文素养才能实现提升。 教学目标： 1.通过搜集、阅读诗歌或者记录当地的民歌民谣，以及有关诗歌的知识和古诗等，增强对诗歌的兴趣，感受诗歌的特点；能搜集并按一定标准给诗歌分类。 2.能诵读诗歌，大体把握诗意想象诗歌描述的情景，体会诗人的情感，积累中华诗文。 3.通过朗诵诗歌、欣赏诗歌、学写儿童诗等活动，增强对诗歌的兴趣，感受诗歌的魅力。 4.能写简单的活动总结。 教学重难点： 1、朗读诗歌、欣赏诗歌、学写儿童诗 2、想象诗歌描述的情景，体会诗人的情感，感受诗歌的魅力。 课时安排： 教学本组教材可用12—14课时，一般一星期完成一个板块。
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.
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】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.
NCE-01 Unit 10 Jump in! Date：Fri. 9th, May.2014 Teaching date : Sat. 10th, May.2014 Teaching objectives: 1.Words: jump, bus, full, school, people, empty, 2.Phrases: jump in上车, hurry up赶快, wait a minutes等一下, come on快点儿, of course当然, Never mind不要紧, be full of...被。。。填 满。 3.Grammars: 1）熟悉The plural form of nouns.名词的复数形式。 2）巩固形容词性物主代词。 3）对于My bag is full. My bags are full. 这种主语+系动词+表语的 简单句的一般疑问句和选择疑问句的句型练习。 4.Pronunciation: /θ/ and /e/ Important points: 1. Words: jump, bus, full, empty, 2. Phrases: jump in上车, hurry up赶快, wait a minutes等一下, come on快点儿, of course当然, Never mind不要紧。 3. Grammars: 1）熟悉The plural form of nouns.名词的复数形式。 2）巩固形容词性物主代词。 Difficult points: 1. Words: people。 2. Phrases: be full of...被。。。填满。 3. Grammars: 学会对人物进行单复数的一般疑问回答。 关于形容词的一般疑问句的问答 4. Pronunciation: /θ/ and /e/ Teaching procedures: 1. Greeting: T: Good afternoon, everyone! How are you? (I’m ...) What nationality are you/ Where are you from?(I’m ...) What do you do? What’s your job?(I’m a ...) What colour is your bag?(My bag is ...) What colour are your pencils?(My pencils are ...) Is your pencil-case brown?(Yes, it is./No, it isn’t.) Are your booksgreen?(Yes, they are./ No, they aren’t.) 2. Warm-up: 1. Dictation 2. Recite the passage 3. Do the paper.(U9) 4. Analyse the paper. 5. Review by ppt. T: First, let’s have a dictation. 1.红色的， 2. 他们，3 鲜红色，4. 衬衣，5. 可爱的，6.那些，７.短袜。 Ｔ: Ok, now this time, let’s try to recite the passage. Who wants to try? S:(recite the U9.) T: Now, let’s do some exercise. Translation: 1.What colour are your shoes? 2.What’s the name of that girl downstairs?
人教版一年级数学下册单元全册第六单元教案 2.口算两位数加一位数、整十数. 3.口算两位数减一位数、整十数. 4.用加法和减法解决简单的问题. 5.连加、连减运算式题. 1.会口算100以内整十数加、减整十数,两位数加、减一位数和整十数. 2.能够运用所学的知识解决生活中的简单问题. 1.使学生在生动具体的情境中学习计算,培养学习兴趣和计算意识. 100以内的加、减法口算在日常生活中应用广泛,又是进一步学习计算的基础.它是计算教学中的重点内容之一,应给予足够的重视. “计算”常与“枯燥”“机械重复”相连,这是由传统数学教学上的缺陷造成的.计算的知识是人们在长期的生产实践中逐步发展起来的,原本是十分生动的数学活动.教学中,要让学生在生动具体的情境中学习计算.比如,借助教材设计的发新书的情境,让学生提出整十数加、减整十数的问题,组织学生讨论计算方法,把整十数加、减整十数的计算置入有事物、有情节的探索中,使计算含有丰富、生动的具体内容.再如,借助教材设计的“写字”“发饮料”等,给学生创造结合实际情境提出计算问题和进行计算的空间.充分利用教材提供的资源,使计算教学成为学生丰富多彩的学习活动,既有利于学生理解和掌握计算方法,又可以增强学生学习数学的兴趣.更重要的是,有利于培养学生遇到问题能够从数量上进行观察和思考的兴趣和习惯,促使学生形成初步的计算意识. 2.引导学生独立思考与合作交流. 3.组织好练习,进一步培养计算能力. 培养学生的计算能力,是小学数学教学的重要任务.根据《标准》对数的运算规定有具体目标,本单元教学,要求学生会口算整十数加、减整十数,两位数加、减一位数和整十数.根据一般规律,本单元的口算,学生应做到能正确进行计算,绝大多数学生应达到每分钟做5~6题.要达到这个目标,除了让学生通过动手操作、主动探索、合作交流掌握算法以外,还需要组织好练习,培养学生的计算能力. 组织好学生的练习,需要注意以下几个问题. 【1】要讲究练习形式. 练习要以课内为主.注意选择好的练习形式,使每个学生在课内都有较多的练习机会.例如“开火车”“接力”“送信”“对口令”“找朋友”等,都是很好的练习形式.这些练习形式具有游戏性,容易激发学生的参与兴趣,同时也可以给每个学生参与的机会.在教学中,还要根据本班的教学实际和其他客观条件,积极创设运用新颖的练习形式,让学生在轻松愉快的练习活动中提高计算能力.
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,
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：
Unit 10 I’ve had this bike for three years. 教材解读 本单元以庭院售卖为载体，让学生学习“谈论所有物”和目标结构“现在完成时表示持续性动作或状态”的用法，并且在此过程中，学生不仅能掌握重点单词、短语、句型，而且也提高了听说读写等综合能力。Section B部分由谈论身边的物品转到谈论周围的环境变化，通过听说训练，学习如何描述所居住的城市或者家乡的特色建筑物的历史或者改变，此过程的学习，又进一步提高了学生的综合能力。 单元目标 一、知识与技能 1. 能谈论你拥有的物品和周围的事物。 2. 能正确使用现在完成时询问并表达持续性动作或状态。 3. 能掌握一些重点词汇和表达：yard，memory，cent，toy，bear，maker，scarf，board，bedroom，railway，while，hometown，crayon，shame…part with，as for，to be honest， close to，according to ， 4.培养听、说、读、写各项基本技能。 二、过程与方法 采用展示图片、表演对话、创设情境、小组合作与交流、听说读写四项基本技能相结合的方式来学习本单元的知识，培养各项能力。 三、情感态度与价值观 了解国外的庭院售卖、慈善捐赠活动以及我国乡村生活的变迁。
教法导航 采用直观教学法，遵循以学生为主体的原则。 学法导航 采用独立思考与小组合作与交流相结合的方法，在老师的引领下相对独立地学习知识，培养能力。 课时支配 第1课时：Section A1a-2d 第2课时：Section A 3a-4c 第3课时：Section B 1a-2d 第4课时：Section B 3a-Self Check 课时教案 第1课时 Section A 1a-2d 教学目标 一、知识与技能 1.掌握本课单词和短语：yard sale，sweet，soft toy，bear maker，scarf，board game， check out. 2. 能听懂谈论人们拥有某物多长时间的话题，能熟练运用since，for 谈论自己的个人物品。 二、过程与方法 采用目标和直观教学法，调动学生的积极性，引导他们积极参与课堂。
21.太阳 三维目标 1、会认7个生字，会写14个生字。正确读写“传说、寸草不生、差不多、摄氏、钢铁、庄稼、生存、繁殖、蔬菜、比较、杀菌、预防”等词语。 2、朗读课文。背诵课文最后一个自然段。 3、理解课文内容，了解太阳的有关知识，初步认识太阳与人类的 密切关系，激发对自然科学的兴趣。 4、初步学习阅读说明文，体会说明事物的一些方法。 教学重难点引导学生运用“一边读，一边想”的阅读方法，读懂课文，了解太阳和人类的密切关系 教学过程预习学案 1、标自然段，给生字加拼音 2、在课文中找出课后的生字，加拼音 3、荧光笔画出四字词语，比喻句，拟人句 4、读课文2次，请家长签名 导入课题，激发阅读兴趣 （1）、课件出示课文第一段前两句（学生自由读） （2）、说一说：这段话主要讲了什么故事？（指名说） 师：《后羿射日》是一个古老而又美丽的神话故事，但是我们今天要学习的文《太阳》与它在写法上完全不一样。这是一篇科普说明文，它将会给我们介绍些什么呢？ 2、初读课文，整体感知
（1）、自由轻声读课文，读准字音，不认识的生字词多拼读两遍，把课文读通，不通顺的地方再读一遍。 （2）、学生按要求自读。 （3）、汇报交流自读情况： ①、课件出示：（指名读开小火车读） 摄氏度差不多生存繁殖估计 杀菌治疗蔬菜比较凝成 ②、抽生轮读课文，生生互相纠正，教师要有针对性地进行指导 和评价，对于读得不好的同学要多鼓励。 （4）、说一说课文介绍了有关太阳的哪些知识？ 教师：概括起来讲，课文围绕太阳讲了两方面的内容，一是太阳 的特点，二是太阳与我们人类的密切关系。下面我们来深入学习介绍 太阳特点的这部分课文。 学习课文（l－3自然段） （1）、学生默读课文l－3自然段。思考：这三个自然段介绍了太阳的哪几个特点？ （2）、学生汇报交流。 ①、交流“远”的特点： a、师：我们知道太阳离我们居住的地球很远很远，那到底有多远呢？作者是用什么方法把它说清楚的呢？请从课文中找出句子读给大 家听。 “太阳离我们有 1.5亿公里远。”“到太阳上去，如果步行，日夜不
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 1 My name’s Gina 一、教学内容、目标与要求 二、教学内容分析
本单元重点话题是自我介绍，也包括询问他人姓名和介绍他人及询问他人的电话号码。通过自我介绍来呈现be动词的一般现在时的两种形式am 和is, 通过询问他人名字和电话号码来呈现本单元的重点句式What is…? 和重点语法项目---形容词性的物主代词：my, your, her , 和his。 三、教学过程建议 本单元从其内容而言，也类似一个过渡单元。自我介绍可能已不再有新鲜感，可以通过给学生取英语名字来激发兴趣，把课本上的名字都反映出来，以减小词汇中姓名教学的难度，同时也允许学生给自己取他们自己喜欢的英文名字。尽量多采用小组和班级活动的方式表现词汇和句式。如姓名、数字游戏、制作名片、名人档案等，让基础较好的学生发挥示范作用，让所有的学生都参与。在教授物主代词your ,his和her时，可以通过距离和性别来反映，让学生在观察中领悟。 Period One 课型： Watching, Listening and Writing 方法： Interactive approach 主要内容： Key vocabulary：my, name, clock, nice, meet Key structures：What’s your name? Nice to meet to you! 目标： To learn to greet others and make simple introduction involving his or her name. To review some of the old words such as book, fish, fall, clock, etc. 教学步骤： Step 1 Warming-up 操作： ·教师以问候形式开始第一节课，教师可以说:Nice to meet you, everybody!如果学生不能正确反应，帮他们作答。 ·教师接着作一个自我介绍，说：My name is…, I’m…years old. 引导出目标语言并写在黑板上。 ?教师与单个学生对话，说：My name is….? What’s your name, can you tell us? 必要时帮助学生回答：My name is…. Step 2 Compete to say the words (1a)
Unit 10 Pompeii教案 1.Background information Students’ presentation 1)Author 2)Notes on the text 2.Understanding the text 1)Watch video: The last days of Pompeii 2)Read the text and answer questions in preview (p247) 3.Discussion Why do people write about such terrible natural disasters? How do you explain the strong interest people show in the terrible mass sufferings of other human beings? Possible answer: a.natural disaster cause a lot of human tragedy, and human tragedy has always been a deep concern of human beings. b.During a natural disaster, human beings usually reveal their true colors c.The careful study of natural disasters may reveal scientific laws which may eventually help man discover ways to deal with natural disasters better. d.Natural disasters are often linked with human errors, and therefore can lead to our better understanding of our mistakes and shortcomings. e.The memory of natural disasters can always remind us that natural power is still much greater than human power. It is stupid arrogance on our pat to think that we can conquer nature. Man should forever be humble and learn to respect nature’s way, and learn whatever other useful lessons from them. 4. Glossary
1.除数是两位数的除法,是小学生学习整数除法的最后阶段,它是在学生学习了多位数乘一位数、除数是一位数的除法的基础上进行教学的。本单元主要内容:口算除法、笔算除法。本单元教材内容的编排加大了教学步子,留给学生更大探索和思考的空间。用整十数除整十数、几百几十数的口算,在日常生活中经常用到,同时又是学习除数是两位数笔算除法的重要基础。因此教材把这部分口算内容安排在笔算之前教学。 2.学生在前面学习除数是一位数的笔算除法时,已经掌握了笔算除法的基本方法,如在除的过程中要看被除数的前一位或前两位,商的书写位置、余数必须比除数小等。 3.除数是两位数除法的计算原理与除数是一位数的除法相同,只是试商的难度加大。在用一位数除时,利用乘法口诀就可以求出一位恰当的商。而在用两位数除的过程中,要确定一位商是几,不仅和除法十位上的数有关,而且还和除数个位上的数有关,计算过程比较复杂,有时需要试两三次才能求出一位恰当的商。因此,学习除数是两位数除法的关键是引导学生掌握试商方法,这也是本单元教学的难点。 4.为了解决试商这个关键问题,教材按照计算的难易程度分两段编排:①商是一位数。主要解决商的书写位置、除的顺序、突出基本的试商方法,帮助学生理解笔算的算理。②商两位数。让学生将除的过程、试商方法迁移至此。 5.对于试商的方法,本单元主要采用“四舍五入”法,即用“四舍五入”的方法把除数看作与它接近的整十数来试商。这种试商方法学生比较容易掌握,并且在大多数情况下,试一两次就能确定出一位商。在一般的试商方法的基础上,教材还注意在特殊情况下,灵活地运用试商方法。 6.本单元加强了“解决问题”的教学。首先,把计算内容置于实际生活的情境之中,让学生在现实情境中理解计算的意义和作用,探讨计算方法。之后,为学生提供丰富、有趣、有意义的、联系生活的情境材料,让学生发现、提出问题,并运用所学的计算方法解决问题。让学生感受数学与现实生活的密切联系,同时培养用数学解决问题的能力。 学生在前面学习除数是一位数的笔算除法时,已经掌握了笔算除法的基本方法,如除的过程中要看被除数的前一位或前两位,商的书写位置、余数必须比除数小等。这些都是学生学习本单元内容的基础知识。 1.使学生会口算整十数除整十、几百几十的数(商一位数)。 2.使学生掌握两、三位数除以两位数的计算方法。 3.使学生经历探索过程,了解商的变化规律。 4.使学生能够结合具体情境进行除法估算,并说明估算的思路。
人教新目标英语八年级上册 Unit 10 If you go to the party, you’ll have a great time! Section A1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词：meeting, video, organize, potato chips, chocolate, upset, taxi, advice 能掌握以下句型： ①─I think I’ll go to the party with Karen and Anna. ─If you go to the party, you’ll have a great time! ② ─What will happen if they have the party today? ─Half the class won’t come. 2) 能了解以下语法： 掌握含if条件状语从句的主从复合句的用法。 3) 能用if 引导的条件状语从句作出假设，用will谈论结果。 2. 情感态度价值观目标： 学习因果关系的表达和做出合理的建议。谈论自己的感受，同时使学生在英语交流中注意并观察他人的情感。由于本单元话题贴近学生生活，符合他们热爱休闲的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。 二、教学重难点 1. 教学重点、难点： （1）重点句型：—I think I’m going to go to the party with Karen and Ann. —If you do, you’ll have a great time. （2）正确使用if 引导的条件状语从句 三、教学过程 Ⅰ. Lead-in Ask some questions. T: If you are happy, what will you do? S: If I am happy, I will smile. T: If you become sad, what will you do?