6A Unit 7
一、教学要求
1、四会单词和词组：answer, hers, his, mine, ours, yours, theirs, in front of.
2、四会句型：Whose …is it/ are they?
It’s / They’re mine/ yours/ his/ hers/ ours.
3、三会单词和词组: a calculator, a comb, a diary, a hairdryer, a mirror,
a wallet, a seat, a skateboard, a watch, sunny, a teapot, sat, got, saw,
nobody, ask, police station, at the back of, get off.
4、三会日常交际用语: This one is from Grandpa. Open it for me, please.
Who are they from? They’re from Grandpa and Grandma.
You’re welcome.
5、了解字母组合oo在单词中的另一种读音。
6、会唱歌曲My shirt’s black。
二、单元教材分析
本单元的主要话题是“谈论物品的归属”。通过Jim一家在圣诞节互
赠礼物这一情景引出主要的学习内容——名词性物主代词。名词性物主代
词可使语言表达更加简练。学生在理解其意思上不会有太大障碍，但是在
使用时却常常和形容词性物主代词混淆。教师在教学过程中可适当地用简
明扼要的语言讲明两种物主代词的区别，创设生动活泼的情景，引导学生
结合生活实际记忆和巩固，并在一定的情景下正确使用名词性物主代词。本单元的词汇是一些常见的生活用品，容易引起学生的学习兴趣，教师可
以结合句型和自身特色，采用不同方法引导学生学习。另外还可以对学生
的语言交际活动做一些策略性的指导，如什么礼物适合送给什么人，西方
在送礼和受礼时有什么样的习俗等。
Unit 7（第一课时）
一、教学内容
B Look, read and learn &
C Look and say
二、教学目标
1、能正确地听、说、读、写单词hers, his, mine, ours, yours, theirs.
2、能正确地听、说、读单词及词组 a calculator, a comb, a hairdryer,
a mirror, a wallet, a skateboard, a watch, a teapot.
3、能正确地听、说、读、写句型Whose…is it/are they?
It’s/They’re mine/his/hers/ours
4、能根据图片提供的情景，正确地用名词性物主代词进行描述，并能在
实际情境中运用。
三、教学重点
1、能正确地听、说、读、写单词hers, his, mine, ours, yours, theirs.
2、能正确地听、说、读、写句型Whos e…is it/are they?
It’s/They’re mine/his/hers/ours.
四、教学难点
1、能正确地听、说、读、写单词hers, his, mine, ours, yours, theirs.
2、能正确地听、说、读、写句型Whose…is it/are they?
It’s/They’re mine/his/hers/ours.
3、能根据图片提供的情景，正确地用名词性物主代词进行描述，并能在
实际情境中运用。
五、教学准备
1、教具准备
1）关于本课中出现的手表、茶壶、计算器等实物。
2）一张用于放置物品的桌子。
3）物主代词表（形容词性/名词性）
4）关于本课时的多媒体课件。
5）录音机和磁带。
2、板书准备：写好课题和日期。
六、教学过程
Step 1 Free talk/ Revision
从学生熟悉的物品和关于形容词性物主代词的对话入手，引出新课。
T: Hello, Mary. What’s that on the desk?
S: It’s a ruler.
T: Whose ruler is it?
S: It’s Tom’s.
T: It’s his ruler. Oh, I see.
（学生用所学过的知识练习上述句型，展开对话）
Step 2 Presentation and pratice
1、词汇教学
（1）将学生所带的手表、皮夹、计算器、滑板、梳子、镜子、电吹风等
物品放在一张空桌子上
T: Hello, boys and girls. Let’s suppose your birthday is coming soon, or your parents’, friends’ birthdays are coming soon. Which present do you want best? Let’s choose and say “I want… ”.
S1:(上台选择物品) My father’s birthday is on … It’s coming soon. I want
a teapot, because my father likes drinking tea.
教师呈现teapot并带读生词，学生学习单词。
S2: Look, it’s a calculator. I like it. It can help me wi th my Maths.
教师呈现calculator 并带读生词，学生学习单词。
S3: Oh, it’s a beautiful mirror. I like it. I’ll give it to my Mum.
同法教授其它单词，提醒学生注意单词中元音的发音和名词复数形式的读音，为下面的句型教学作好准备。
（2）“B Look,read and learn” 学生听录音，模仿跟读单词。
2、句型教学
（教师接着上面的话题）
T: Look at these presents. They’re all from our classmates. Let’s guess “Whose present(s) is it/are they?”
学生进行猜物主的游戏 , 教师示范
T: Whose calculator is it?
S: It’s Tom’s.
T: Oh, it’s his.
教师逐一呈现名词性物主代词mine, yours, his, hers, ours, theirs.
学生学习名词性物主代词并操练此句型。
(教师示范)
T: Whose combs are they?
S: They’re Helen’s and Mary’s.
T: Oh, they’re theirs.
学生操练上述句型并巩固名词性物主代词。
3、Summary(多媒体呈现)
呈现物主代词表（形容词性/名词性），阐述它们的区别This is my book. This book is mine.
学生进行口头造句：
That is her pencil. That pencil is hers.
Step 3 Look and say
多媒体呈现Part C，学生小组讨论并交流
Step 4 Consolidation
学生自编对话并表演，例如：
A: Hello, what’s that on the desk?
B: It’s a calculator.
A: Is it yours?
B: No, it’s not mine. It’s my classmate Mary’s. It’s hers. A: How nice!
B: Yes, it’s a birthday present from her dad.
A: Oh, I see.
七、作业设计
1、朗读并抄写B、C部分单词和句型。
2、抄写物主代词表（形容词性/名词性）。
3、默写本课要求四会的单词和句型。
4、围绕本课所学的名词性物主代词，以本课最后一个环节为例，小组自
编对话（书面形式），并于下节课表演。
八、板书设计
Unit 7 At Christmas (B&C)
课件A: Whose …is it/are they? B: It’s /They’re mine.
mine yours his hers
ours yours theirs
九、教后记
Unit 7 （第二课时）
一、教学内容
A Listen, read and say
二、教学目标
1、能正确地运用对话中的日常交际用语和三会句型：
This one is from Grandpa.
Open it for me, please.
Who are they from?
They’re from Grandpa and Grandma.
You’re welcome.
2、能正确地理解、掌握对话内容，并能朗读、初步表演对话
3、能运用本课所学语言进行拓展，谈论物品的归属等。
三、教学重点
1、能正确地运用对话中的日常交际用语和三会句型：
This one is from Grandpa.
Open it for me, please.
Who are they from?
They’re from Grandpa and Grandma.
You’re welcome.
2、学生能分清各件礼物分别由“谁送给谁”,明白课文大意。
四、教学难点
1、学生能分清各件礼物分别由“谁送给谁”,明白课文大意。
2、能运用本课所学语言进行拓展，谈论物品的归属等。
五、教学准备
1、教具准备
1）书包两只
2）单词、句型卡片。
3）课文中出现的人物彩色头像和圣诞礼物的图片（事先贴在黑板上）4）设计并制作多媒体课件。
5）录音机和磁带。
2、学生将长辈或朋友赠送的礼物带来
3、板书准备：写好课题和日期。
六、教学过程
Step 1 Revision/ Free talk
1、学生小组汇报上节课布置的作业，即自编对话
A: Hello, Linda. I can’t find my bag.
B: I’m so rry. Where was it just now?
A: I put it on that desk. But it isn’t there now.
B: Let’s look for it.
（两人寻找书包）
B: Hi, Lily. Is this blue bag yours?
A: No, it’s not mine.It’s Jack’s. It’s his. Mine is red.
B: Look! It’s over there, in the desk.
A: Oh, yes, t hat’s mine. Thank you, Linda.
（2-3组上台汇报表演）
2、教师接上个单元的话题问大家
T: Do you know Christmas?
Ss: Yes.
T: When’s Christmas?
S: It’s on the 25th of December.
T: What do people usually do on Christmas Day?
S1: They usually have parties.
S2: They give presents to their families.
T: Yes. Look at this watch .（教师指着自己的手表）It’s a Christmas present from my Mum. I like it very much. I think you have a lot of presents, too. Can you show them to me, please? Put them on the desk.
Ss: OK.
T: Oh, what a lovely toy car! Whose is it? Is it yours?（同时指着该学生）
S1: Yes, it’s mine.
T: Is it from your father?
S1: No, it’s from my mother.
T: Do you like it?
S1: Yes, I like it very much.
T: Are those toys yours, too?
S1: No, they’re not mine.
T: Whose toys are they?
S1: They’re hers.（指旁边女孩）
T:(对旁边女孩说) Who are they from ? Are they from your parents?
S2: No, they’re from my friends.
（以上内容学生在老师的引导和启发下回答）
Step 2 Presentation & Practice
1、呈现课文引言
T: Look, on Christmas Day, Jim’s family were in his grandparents’ house. Were they excited? Why? Let’s li sten.（播放课文引言两遍）
S: Yes. Because there were so many presents under the Christmas tree. 学生听录音，齐声朗读引言
2、课文对话
（1）教师将课前打散贴在黑板上的头像和礼物图片呈现给学生
（2）多媒体课件分段展示课文情景，学生上台将头像和礼物图片贴在相应位置上。
From People （图） Presents（图）
Grandma → Grandpa wallet
Grandpa → Grandma teapot & tea
Grandparents → Dad watch
Grandparents → Mum hairdryer
Mum & Dad → Jim calculator & skateboard
（3）分段如下：
第一段：“There are so many…” to “You’re welcome.”
T: Look, there are so many presents under the Christmas tree.
T: What present is it? Let’s listen! （学生听第一段录音）
T: Whose is it?
S: It’s Grandpa’s. It’s his.
T: Who is it from?
S: It’s from Grandma. （学生上台贴图）
在学生回答问题的过程中教授生词句
第二段：”Look at this present” to “ the teapot is very beautiful”
T: Look, Grandma’s present is very nice, too.
What is it? Who is it from? Let’s listen! （学生听第二段录音）
S: A teapot and some tea. It’s from Grandpa.
同法教授以下两段
第三段：“Wow, I’ve got …” to “Thanks, Dad.”
第四段：“Where are ours then?” to “T hank you very much.”
（4）教师逐步呈现本课句型并板书，学生朗读下列句型：
Who is it /are they from?
It’s / They’re from Grandpa and Grandma.
This one is from Grandpa.
Open it for me, please.
You’re welcome.
Step 3 Listen, read and say
1、听对话全文，学习课文。
2、学生模仿跟读对话两遍。
3、学生分组分角色朗读对话，教师巡视并给予个别辅导。
4、学生分组完成本课连线题，教师给予反馈及恰当评价。
5、学生根据已做好的配对练习，再听课文录音，加深对课文的理解。
Step 4 Consolidation
1、按上一话题，教师引导学生说出各件礼物的所属。
The wallet is Jim’s Grandpa’s. It’s his.
The teapot and the tea are Jim’s Grandma’s. They’re hers.
The watch is Jim’s father’s. It’s his.
The hairdryer is Jim’s mother’s. It’s hers.
The skateboa rd and the calculator are Jim’s. They’re his.
2、延续课文的拓展对话。引导学生想象：Jim会送给父母什么礼物，
爸爸妈妈又会送给爷爷奶奶什么礼物。学生展开合理想象，自编
对话表演。
（也可以由教师在课堂上布置内容，让学生准备，下节课检查.）
七、作业设计
1、听录音，用正确的语音语调朗读本课对话。
2、抄写本课的词句。
3、小组续写课文，自编对话：Jim送父母什么礼物，父母送爷爷奶奶什么礼物等，下节课表演。
八、板书设计
Unit 7 At Christmas (A)
多媒体课件Who is it/ are they from?
It’s /They’re from…
This one is from Grandpa.
Open it for me, please.
人物&礼物
配对图片
You’re welcome.
九、教后记
Unit 7 （第三课时）
一、教学内容
D Listen and write, F Play a game and H Sing a song
二、教学目标
1、通过复习，要求学生熟练掌握并运用名词性物主代词。
2、能熟练运用本单元所学的句型和日常交际用语谈论物品的归属。
3、进一步复习巩固句型Who is it / are they from?及其应答。
4、会唱歌曲My shirt’s black.
三、教学重点
1、能熟练掌握并运用名词性物主代词
2、综合运用本单元所学单词、句型和日常交际用语。
四、教学难点
能灵活运用或扩充本单元所学的对话。
五、教学准备
1、教具准备
1）录音机和磁带
2）练习册
2、学生将别人赠送自己的礼物带来，并分成若干小组
3、板书准备：写好课题和日期。
六、教学过程
Step 1 Revision & Talk
学生上台表演自编的对话，即延续课文的拓展对话，教师给予指导和点评。Jim: Dad, this present is for you. It’s yours.
Dad: What is it?
Jim: Guess!
Dad: A pen? A wallet?
Jim: No. It’s a tie.
Dad: Oh, how nice! Can you open it for me, please?
Jim: Sure.
Jim: Mum, here’s your present.
Mum: Can you open mine, too?
Jim: Of course.
Mum: Oh, a nice handkerchief. Thank you, Jim.
……
Step 2 Presentation and pratice
1、Sing a song “My shirt’s black”
（1）学生听音乐，欣赏、感受歌曲的旋律。
（2）学生了解歌词后随录音哼唱
T: OK. You’re singing well. Do you know whose shirt is black?
S1: Mine is.
T: What colour is yours?
S2: It’s white.
……
教师对歌词提问，学生加深对歌曲的理解。
（3）再唱歌曲，深入学习这首歌。
2、Listen and write
T: Ben is looking at Jim’s Christmas presents from his friends. Let’s lo ok at these presents and find “Who is it from?”
(1)引导学生作好听音前准备，播放录音，学生做简单笔记。
(2)教师再次播放录音，学生填写空格。
(3)教师第三次播放录音，学生查漏补缺。
(4)师生校对答案，教师做适当讲解与分析。
(5)学生以“The pencil sharpener is from Helen.”为例，说出每件物品
是由谁送的，并描述该物品。
3 Play a game
T: Show me your presents, boys and girls.
Ss: OK.
（1）教师讲明游戏规则，并与一小组学生示范游戏
（2）学生分组进行游戏，教师巡视、指导。
（3）小组向全班展示游戏或组与组之间调换礼物进行游戏。
Step 3 Exercises
完成练习册中相关练习
七、作业设计
1、完成练习册中的相关练习
2、学唱歌曲My shirt’s black
3、预习Part E&G
八、板书设计
Unit 7 At Christmas
重点句型
D Listen and write F Play a game
H Sing a song
九、教后记
Unit 7 （第四课时）
一、教学内容
E Read and write, G Listen and repeat
二、教学目标
1、能正确地听说读写四会单词answer, in front of 。
2、能正确地听说读三会词语seat, sunny, sat, got, saw, nobody, ask, police
station , at the back of, get off。
3、能听读、辨认字母组合oo在单词中的另一种读音。
4、以Jim的口吻改写日记。
三、教学重点
1、能正确地听说读写四会单词answer, in front of。
2、能独立阅读、理解本则日记，完成填空。
四、教学难点
1、能够正确地朗读日记中出现的动词过去式。
2、能够独立阅读、理解本则日记，完成填空。
3、能够以Jim的口吻改写日记。
五、教学准备
1、教具准备
1）录音机和磁带
2）课件
2、板书准备：写好课题和日期。
六、教学过程
Step 1 Sing a song
学生演唱歌曲My shirt’s black.
Step 2 Presentation and pratice
1、Read and write
T: It is New Year’s Day today. It’s sunny. Jim is drawing and writing in his diary.（板书日记的日期和天气，带读生词sunny）
T: Let’s read the dia ry.
（1）教师给学生一定的时间，让他们独立阅读短文，了解文章大意并填空。
（2）学生填写完毕之后观看课件，检查自己的理解和录像是否相同。（3）教师引导学生按照图片的顺序分段精读日记，划出每段中动词的过去式，引导学生学习动词，掌握其读音，并逐步呈现本课生词，学生学习生词。
(4) 齐声朗读日记，鼓励学生以Jim的口吻复述该则日记。
现将词语划分为两类：
（1）动词过去式（规则/不规则）
不规则变化：go (went) , sit (sat) , get (got) off, see (saw)
规则变化：stopped, asked, walked /t/
answered /d/
started, pointed /id/
(2)生词类
at the back of / in the front of , in front of , under the seat , nobody, police station
2、Listen and repeat
（1）用趣味游戏学习字母oo在单词中的发音。
（2）游戏准备：利用多媒体将本部分中的主要画面拆散，制作成两个独立的画面：一张足球的图片和一本书。
（3）呈现足球图的一部分，让学生猜What’s in the picture?引出a football 和 a picture of the football 再用动画的形式将足球图放进书里，问：“Where’s the picture of the football?引出 in the book和句子Look! The picture of the football in your book is good!
(4)整体认读单词，在读的过程中让学生体会字母组合oo 在单词中的读音，再听录音跟读句子。
（5）让学生说出一些单词中oo 读/u/音的词，如classroom， bedroom，bathroom等，同时比较oo读/u:/音的单词，以便使学生更好地理解、记忆字母组合oo在单词中的发音。
Step 3 Exercises
完成练习册中相关练习。
七、作业设计
1、背诵本单元课文。
2、默写要求四会的单词、词组和句型。
3、完成练习册中本单元的练习。
4、以Jim的口吻改写日记，并口头复述日记内容。
八、板书设计
Unit 7 At Christmas（E&G）课件动词过去式和生词九、教后记
九年级英语unit13教案 【篇一：九年级英语第十三单元教案unit 13 we】 unit 13 we’re trying to save the earth! 一、教学目标： 1. 语言知识目标 基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel. harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity, 基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull… down, bring back 基本句型：we’re trying to save the earth! the river used to be so clean. the air is badly polluted. no scientific studies have showed that shark fins are good for health. we should help save the sharks. 2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情 态动词和used to 句型。 3. 情感目标: 有环境危机意识，学会关注环境保护环境。 二、教学重难点： 1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 （2）保护环境的措施方法。 2. 教学难点：能正确运用现在进行时，现在完成时，被动语态，情 态动词和used to 句型。 三、教学步骤: unit 13 section a 1 (1a-2d) i. presentation show the picture of the earth and tell students the earth is polluted now. for example: (1) the factories that burn coal pollute the air with a lot of black smoke.
PEP小学英语六年级下册英语教案(全册) Unit 1 How tall are you? 第一课时 一、教学目标与要求： 1．能够听、说、读、写形容词的比较形式：taller, stronger, older, younger 和shorter. 2．能够用句型：I’m……cm tall. He/ She’s ……cm tall. 描述自己和他人的身高。 3．能够用句型You’re taller than your brother. I’m older than you. 进行年龄和身高的比较。4．能够听懂教师的指令，按不同年龄、身高排队，并用所学语言进行表述。 二、教学重、难点分析 1．重点是能够听、说、读、写A Let’s learn 部分五个形容词的比较级形式；并能用含有比较级的 句型替换关键词进行问答。 2．难点是能够听、说、读、写四会单词；并能根据某一情境使用含有形容词比较级的句型替换关键词进行问答。长度单位cm的完整形式centimeter的发音也是本课的教学难点。三、课前准备 1．准备主情景图的教学挂图。 2．准备录音机、本课时的录音带。 3．准备A Let’s learn 的单词卡片。 4．准备测量身高和体重的工具。 四、教学步骤 1．Greetings Hello, boys and girls . Happy New Year. And nice to see you again. How are you? Now, after a term, I thin you know much better about your teachers. Who’s you music teacher? What’s he/she like? 引导学生用学过的形容词thin, short, tall, old, young, funny, strong, kind 来描述这位老师。 当问到学生Who’s your English teacher?时，根据学生的回答She’s tall. 2．师出示测身高与体重的量器，提问学生：How tall am I , do you know? Guess? 帮助学生用句型Are you ……cm tall? 来猜。师用up 和down 帮助学生猜出确切的数字。 3．师请出猜中自己身高的学生，问：How tall are you?帮助他/她测量身高，引导该学生说：I’m……cm tall。然后师说：……is taller than me. 或I’m taller than……来结束该游戏。 4．板书测量的学生的身高，师尽量用手势帮助学生理解以下句子：A is tall. B is taller than A. C is taller than B. D is taller than C. 然后板书并领读tall-taller 。 5．师请出三名较强壮的学生模仿健美动作，并做比较说：You’re strong. He’s stronger than you. 并板书领读strong-stronger 6．师在黑板上列出家人的年龄，介绍说：My mother is 44, My father is 46. He is older than her. My aunt is younger than my father, but she is older than my mother. How old is she? 然后板书old—older 和young-younger , 让学生回答问题。 7．放Let’s learn部分的录音，学生听录音跟读。 8．Let’s play 师贴出4-5个学生图像，描述各人情况，发指令：Line up from younger to older. Line up from shorter to shorter. 9．Let’s chant. 放录音学生跟读。 10．学生做活动手册的配套练习。 第二课时
Unit12 SectionB（1a-1e）教案 1.0 Teaching objectives 教学目标 Language targets 语言目标 1.1.1.1 Key Words and Chunks 1.1.1.1.1 For applying: fool, discovery, get dressed, show up, change, invite, stay up, all night 1.1.1.1.2 For comprehending: costume, embarrassed, costume party 1.1.1.2 Sentence Structures 1) Last Friday night, my friends invited me to his birthday party… 2) The other kids showed up, and I realized that my brother had fooled me. 3) What happened to Dave on April Fool's Day? 4) Has someone ever tricked you on April Fool's Day? 5) When I got there, I found that it wasn't a costume party. 6) I was the only person wearing a costume, and I was really embarrassed. 7) By the time I got to math class, I was tired because I had stayed up all night studying. 1.1.1.3 Grammar Focus 1) When I got there, I found that it wasn't a costume party. (that引导宾语从句，可以省略) 2）I was the only person wearing a costume, and I was really embarrassed. （现在分词wearing 做定语，表示状态） 1.1.2 Ability goals 能力目标 1.1. 2.1 学会描述过去发生的事情。 1.1. 2.2 学会使用目标语言完成听力任务，在听力训练过程中注重听力策略训练。 1.1.3 Emotional goals 情感目标 页 1 第 1.1.3.1学会自我反思，正视生活中的困难。 1.1.3.2 学会树立勇气，勇敢面对生活中的意想不到的问题。 1.2 Important and difficult teaching points 教学重难点 1.2.1掌握过去的事情表达方式，并能理解听力中的相关表达。。 1.2.3 运用这些表达进行口语输出性练习。 2.0 Student analysis学情分析 2.1 Fundamental State基本情况
Unit 13 We’re trying to save the earth! Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标 基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel. Harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity, 基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull…down, bring back 基本句型：We’re trying to save the earth! The river used to be so clean. The air is badly polluted. No scientific studies have showed that shark fins are good for health. We should help save the sharks. 2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 3.情感目标: 有环境危机意识，学会关注环境保护环境。 二、教学重难点： 1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词 和used to 句型。（2）保护环境的措施方法。 2. 教学难点：能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 三、教学步骤: I. Presentation Show the picture of the earth and tell students the earth is polluted now. For example: (1) The factories that burn coal pollute the air with a lot of black smoke. (2) Factories put waste into the river. (3) People should throw away litter in the bin. (4)There are more cars on the road. II. Learning Here are some words related to different kinds of pollution. Write them in the box below. Then add more words. loud music cars rubbish planes littering ships factories smoking building houses mobile phones noise pollution air pollution water pollution ____________ ___________ _____________ ____________ ___________ _____________ ____________ ___________ _____________ ____________ ___________ _____________ III. Listening 1. 1b Listen and complete the sentences. What was the problem? The river was _____________. Even the bottom (底部) of the river was full of
学科English 年级9 班级 课型fresh 课时 5 / 6 媒体a tape recorder, CAI 课题Unit 13 we’re trying to save the earth! Section A 2a ~ 2e 话题 Protecting the environment 功能Talk about pollution and environmental protection 教 学目标知识 技能 1.Target language: Have you ever thought about how these things can actually be put to good use? You have probably never heard of Amy. The more popular works can be seen in art shops around the city. 2.Grammar: Present perfect, passive voice 3.Words and expressions; (1)Curriculum words: upside, gate, bottle, president, inspiration, iron, work, creativity (2)Useful expressions: throw away, put sth. to good use, pull…down, upside down, bring back X k B 1 . c o m 过程 方法 According to reading to improve students’ integrating skills-reading skill and writing skill. 情感 态度 We must realize the importance of recycling, It not only is a useful saving of money but also can protect our environment． 学习策略1. Learn to predict what the reading passage is about. 2.Reading for general ideas and specific details. 重点Target Language 难点 Practice reading and writing using the target language. 教学内容及问题情境学生活动设计意图 2a. To prompt Ss predict what the reading passage is about. Checking for understanding Check Ss adequately understand the three words used in the title. ?rethink –think carefully about something again to see if changes 新- 课 -标- 第 -一- 网 让学生初步 理解前缀的 作用：改变 单词的含 义。
人教版九年级英语 U n i t-7-教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN
Unit 7 Teenagers should be allowed to choose their own clothes. 教学目标： 1语言目标：理解并正确运用本单元的重点词汇 2 技能目标：熟练运用“should (not) be allowed to do”谈论应该被允许 和不应该被允许做事; 熟练运用“be (not) allowed to do”谈论被允许和不被允许做某事; 熟练运用“I agree / disagree.”或“ I don’t agree.”表达自己的观点。 3 情感目标：通过了解和反思自己的言行举止是否符合中学生日常行为准则、 规范自己的言行，养成自觉遵守规则的良好习惯和优良品德； 正确看待“家规”“班规”“校规”等，并能认真遵守； 明白父母、教师的合理建议对自己成长的重要性 4文化意识目标: 了解中外审美观的差异，形成自己的审美观，展示个性； 了解中西方关于青少年的不同文明准则。 教学重点： 重点语法：被动语态 重点词汇：smoke, pierce, license, safety, earring, cry, field, hug, lift, awful, teen, regret, poem, bedroom , community, chance, manage, society, unit, educate, professional, enter, support talk about, keep away from, make one’s own decision, get in the way of 重点句型： I don’t think sixteen-year-olds should be allowed to drive. I agree./ I disagree. I think sixteen is too young. Do you think teenagers should be allowed to work at night Yes, I do. / No, I don’t. 教学难点：含情态动词 should的被动语态结构“should be allowed to” 课时划分： Period One: Section A 1 (1a-2d) Period Two: Section A 2 (3a-3c) Period Three: Section A 3 (Grammar Focus-4c) Period Four: Section B 1 (1a-2e) Period Five: Section B 2 (3a-Self Check)
Unit 1 How tall are you? 课时1 Let's try ＆Let's talk 教学目标： 1. 能听懂、会说单词：hall, meter/metre ,than, both和句型： How tall is it? Maybe 4 meters. That's the tallest dinosaur in this hall. It's taller than both of us together .并能在情景中运用。 2.能听懂Let's try，并完成任务。 教学重点： 能听懂、会说That's the tallest dinosaur in this hall. It's taller than both of us together. How tall are you? I'm 1.65cmeters.并能在情景中运用。 教学过程： Step1:Warm-up 读一读，译一译; 1. younger_______ 2. older _______ 3. taller_______ 4. shorter _______ 5. longer _______ 6. dinosaur_______ 7. first_______ 8. second _______ T: How tall are you? Ss: I'm…meters. T: Who is taller? S: I'm taller than… S: I'm shorter than…Step 2: Presentation 1. Let's try: Listen to the tape and circle
新目标英语九年级Unit12教学设计 一、教学内容及分析 本单元是新目标英语九年级Unit12You’re supposed to shake hands. 其话题是：谈论习俗（Talk what you are supposed to do），了解各地不同的风俗习惯，从而让学生知道那些事应该做的，哪些是不应该做的，要学会尊重不同的文化知识，提高学生对文明生活的认识，加深学生对中外文化的了解，拓展学生的文化视野，养成良好的行为习惯，培养学生的学习兴趣。Section A 1a-2c引出本单元的话题和新的目标语言：be supposed to do sth，并通过交换生在一位美国朋友家吃晚饭时所犯的一些礼仪错误的学习，进一步训练目标语言，并进行更多的听说训练。3a-4这部分通过阅读训练，学习两个不同国家的不同时间观念,训练学生的阅读能力和写作能力。Section B学习运用目标语言，谈论一些国家的餐桌礼仪，并引导写出中国的餐桌礼仪，激励学生了解更多的风俗文化知识。Self check用来检测本单元所学的语言知识，加强写作训练。Reading,通过让学生阅读教材，了解电子邮件的优点及电子邮件的使用环境并学会使用电子邮件。学生在这一部分学习理解一些有用的词汇的短语，并训练学生的阅读能力。因为本单元涉及的国家比较多，而且风俗文化各不相同，在教学中要善于归纳总结，便于学生更容易的掌握。 二、学习者特征分析 学生在八年级上册第2单元“What’s the matter?”中已学过情态动词should /shouldn’t 的用法。而本单元的话题是谈论习俗，通过用新的目标语言：be supposed to do sth来谈论，让学生知道那些事应该做的，哪些是不应该做的。在表达“应该做与不应该做”时两种方法都行，所以在学生掌握了“谈论习俗”的基本用法后就能够运用新的目标语言进行交际，来谈论各国的不同的文化习俗。 三、单元整体目标分析 1、知识与能力：1）语言技能目标 （1）能运用be supposed to do sth 来谈论各国不同的风俗文化。 （2）能运用be / be not supposed to…should / shouldn’t… It’s polite/ rude to…对他人的行为举止进行评价。 （3）能够用e—mail message向他人介绍不同国家的餐桌礼仪。 2）语言知识目标(1) 掌握并正确运用单词：greet, bow, kiss, be supposed to, shake hands, customs, land, drop by, after all, relaxed, a bit, wipe, napkin, stick, chopstick, rude, point, pick up. table manners, behave, be/get used to, cut up, full, fork, gradually… (2) 掌握并正确运用句型：1. What are people in Korea supposed to do when they meet someone? You’re supposed to…． 2. When were you supposed to arrive? 3. I was supposed to arrive at 7：00, but I arrived at 8：00. 4. It’s polit e∕rude…. (3) 掌握并运用语法:be supposed to + to infinitives 2.过程与方法
人教版新目标九年级英语Unit13 Reading 案例 教学目标：(teaching goals) 1.words and phrases: guilty, thought, would rather, prefer to … 2.read the article, and try to know the idea https://www.doczj.com/doc/075524535.html,e some of the adj. from the article to make a short passage. 教学重点：(teaching ip)reading and understanding the article. 教学难点：(teaching dp)create a things with an adj. that affect you. 教学用具：(teaching tools)小黑板 教学过程：（teaching steps） step1. warming-up show some adj. on the blackboard, let ss make up sentences with “make(s) or made”. sad, happy, surprised, anxious, exhausted, frustrated, stressed out… step2. showing when your friends’ birthday is coming, what will you do?(gifts or presents) what’s your suggestions? (hard to give: clothes, personal things, easy to give: small things, interests) lead to this saying: it’s the thought that count. today let’s learn about the art of receiving.(write the title on the blackboard) step3.reading 1.let ss read the article fast, and check the exercise on the small blackboard. ( )1.guo xiaojing’s parents were very happy because she liked the sweater they bought. ( )2.han ling didn’t like the birthday gift from her grandparents. ( )3.han ling’s grandparents gave her an orange purse a few years ago. ( )4.sometimes, giving money to people makes them uncomfortable. ( )5.the passage is mainly talking about the art of receiving. 2.check the answers and correct the right answers. 3.talk about the main idea of each para. 4.ask one of the ss to read the article. step4.practice. (complete the exercise from 3a) use “embarrassed, guilty, comfortable” to create ss’ own things . step5.homework
Unit 1 第一课时总第一课时教学设计 课题：Unit 1 How can I get there? Part A Let’s learn 课型：词汇课 Learning aims a.我能借助读音规则、录音和图片，在老师的帮助下，听、说、读、写四会 单词science museum, post office, bookstore, cinema, hospital,能读懂句子 Where is the … ? I t’s next to the ….并能在情景中运用，达到语音清晰，语 调自然。（重点） b.我会借助图片，在老师的帮助下，在实际情境中模仿范例写句子，达到书 写规范，格式正确。（难点） 学习过程： Step 1:Warm-up 1. Greeting. 2. Everyday English ：Knowledge is power.(知识就是力量。) 3. Introduce every group name and evaluation system(介绍组名和评价机制) 4. Show the learning aims. 5. Let’s review.（通过提示写出next的同类词，复习三年级下册和五年级上 册学过的单词：in，on，under，behind，in front of。句子：Where is the … ? It’s next to the ….） Step 2：Pre-task stage Using the pictures to lead out the key words and sentences pattern of this lesson.(通过图片和熟知的句子，师生以问答的方式引出本节课的生词和重点句子） science museum, post office, bookstore, cinema, hospital Where is the … ? It’s next to the …. Step 3: While-task stage 1.Read the words after the tape. 2.Read after the teacher. 3.Read with your partner and recite the words https://www.doczj.com/doc/075524535.html,ing the pictures to practice the sentences.
Unit 12 Life is full of the unexpected. Unit 12 Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词及短语：unexpected, by the time, backpack, oversleep, ring, give …a lift, 2）掌握By the time I got outside, the bus had already left. When I got to school, I realized I had left my backpack at home. 3) 掌握过去完成时时态，结构及用法。 2. 情感态度价值观目标： 能学会合理安排自己的学习和生活，做到守时守信。 二、教学重难点 1. 教学重点：过去完成时的用法。 2. 教学难点：用过去完成时叙述过去的事件。 三、教学过程 Ⅰ. Warm-up Greeting. Ⅱ. Lead-in Do you remember any unexpected situation in your daily life? 展示几张尴尬的人的图片。 Ask: What do you think of the people in these pictures? Ss: They look scared/bad. T: What happened to the boy? Ss: He broke his arm. He is getting an electric shock. T: I was late for work today. When I got up, I found my clock had rung. It was 7:30. By the time I went to the bathroom, my son had been in. So I had to wait. When I went out, I found my motorbike had broken down. (老师讲述自己迟到的经历，激起学生对一下内容的学习)。Now look at t he picture, let’s learn something about Tina’s bad day。 Ⅲ. Presentation 1. Work on 1a. Ask Ss to look at the pictures in 1a and ask: What happened to the girl? 2. Think and discuss in group: What happened to the girl? Possible answers: She got up late. By the time she got up, someone had already gotten in the bathroom. She rushed out the door. The bus had left before she got to the station. When she got to school, she realized she had left her backpack at home. …. 3. Ask Ss to tell a story about the girl. Ⅳ. Listening Work on 1b. 1. Listen to the tape of 1b. Complete the sentences. 1. By the time I got up, my brother _____ already _______ in the shower. 2. By the time I got outside, the bus _____ already ______. 3. When I got to school, I realized I _____ ______ my backpack at home. 2. 过去完成时用法： (1) 构成：由―助动词had (用于各种人称和数) + 过去分词‖构成 否定式：had not + 过去分词 缩写形式：hadn’t (2) 用法：过去完成时表示在过去某一时间或动作之前已经发生或完成了的动作。 (3) 它所表示动作发生的时间是―过去的过去‖。 ①表示过去某一时间可用by, before 等构成的短语来表示。 ②也可以用when, before 等引导的时间状语从句来表示。 ③还可以通过状语从句或通过上下文暗示。 例如： When I got there, you had already eaten your meal. 当我到达那里时，你已经开始吃了。 By the time he got here, the bus had left. 在他到达那里之前，汽车已经离开了。 V. Pair work Work on 1c. Take turns being Mary. Look at the pictures and talk about what happened this morning. A: What happened? B: I overslept. By the time I got up, my brother had already gotten in the shower. … VI. Listening
新目标九年级英语unit7教案 来新目标九年级英语unit7教案应该怎么设计！教案要明确教学目标、要突出重点难点、要有灵活的教学形式、教学对象要有针对性。下面给大家带来新目标九年级英语unit7教案，欢迎大家阅读。 新目标九年级英语unit7教案1 1、语言目标：理解并正确运用本单元的重点词汇 2、技能目标：熟练运用“should (not) be allowed to do”谈论应该被允许和不应该被允许做某事; 熟练运用“be (not) allowed to do”谈论被允许和不被允许做某事; 熟练运用“I agree / disagree.”或“ I don’t agree.”表达自己的观点。 3、情感目标：通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行，养成自觉遵守规则的良好习惯和优良品德; 正确看待“家规”“班规”“校规”等，并能认真遵守; 明白父母、教师的合理建议对自己成长的重要性 4、文化意识目标: 了解中外审美观的差异，形成自己的审美观，展示个性; 了解中西方关于青少年的不同文明准则。
重点语法：被动语态 重点词汇：smoke, pierce, license, safety, earring, cry, field, hug, lift,awful, teen, regret, poem, bedroom , community, chance, manage, society, unit,educate, professional, enter, support talk about, keep away from,make one’s own decision, get in the way of I don’t think sixteen-year-olds should beallowed to drive. Iagree./ I disagree. I think sixteen is too young. Do you think teenagers should be allowed to work at night? Yes, I do. / No, I don’t. 教学难点：含情态动词should的被动语态结构“should be allowed to” Period One: Section A 1 (1a-2d) Period Two: Section A 2 (3a-3c) Period Three: Section A 3 (Grammar Focus-4c) Period Four: Section B 1 (1a-2e) Period Five: Section B 2 (3a-Self Check) I. Presentation Ask students: Do yourparents allow you to watch TV?
小学英语六年级上册全册课程纲要 ◆课程类型：必修课程◆教学材料：人民教育出版社 ◆课时安排：42课时 ◆授课对象：小学六年级 一、课程标准相关的陈述 能借助录音、图像、手势听懂简单的话语或录音材料；能听懂课堂活动中简单的提问；能在口头表达中做到发音清楚，语调基本达意；能认读所学词语；能根据拼读的规律，读出简单的单词；能读懂教材中简短的要求或指令；能正确地使用大写小字母和常用的标点符号；能根据图片、词语或例句的提示，写出简短的语句. 学习目标： 1、我能够借助拼读规则、图片听、说、读、写64个短语和单词以及12组句子和9个单句（包括社区生活，交通法规，课余活动，业余爱好，职业，心情等几个话题）。要求能在真实语境中正确运用并能读懂简短语篇。 2、我能够借助拼读规则、图片听、说、认读83个单词（带“△”）。 3、我能借助录音能听懂、会唱6首歌曲。 4、我能根据练习，作业及小组合作完成6个自我评价活动。 5、我能借助动画理解6个幽默小故事。 6、我能借助课本，课件了解6项简单的中西方文化生活知识。 能力目标： 1、我能借助录音，图片使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。 2、我能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。 3、养成良好的书写习惯。 4、进一步养成听英语、读英语和说英语的良好习惯。 二、课时安排
单元课题课时 Unit 1 How can I get there? 6 Unit 2 Ways to go to school 6 Unit 3 My weekend plan 6 Recycle 1 3 Unit 4 I have a pen pal 6 Unit 5 What does he do ? 6 Unit 6 How do you feel? 6 Recycle 2 3 三、课程实施 1、六年级上册的教材与五年级上、下册的结构、板块设计基本相同，不同之处主要有以下两个方面: (1)五年级上、下册教材中的主句型在Let's talk 部分只要求达到听、说、认读，在Read and write 部分要求达到能够书写。六年级上册的主句型在Let's talk 部分即要求达到听、说、读、写四会掌握. (2)语音部分由原来的字母组合朗读过渡到句子的语调和单词间的连读与重音。 2、本教材的设计体现了“以人为本”的教育思想，形式多样活泼，很符合该年龄阶段的儿童。教材以话题为纲，以交际功能和语言结构为主线，逐步引导学生运用英语完成有实际意义的语言任务。体现了交际教学思想，注重学生语言应用能力的培养。在整体构思、内容安排、活动设计和教学方法选用上都紧密联系学生的生活实际、贯彻了语言的交际功能和语言应用的基本原则。 3、复现率高。本册教材大量复现学生已经学过的词汇和句型，注重单元与单元之间内容的衔接，使语言在重复和滚动式的递进中不断巩固。如第一单元的话题是谈论地点与方位，告诉别人怎么去某个地方，第二单元紧接着谈论交通方式，第三单元结合谈论周末活动展开以各种疑问词开头的问句：What are you going to do? Where are you going ? When are you going ?第四单元与第五单元联系紧密，第四单元谈论笔友和