九年级英语unit13教案1-2课时

下面是小编为大家带来的九年级英语unit13教案1-2课时，本文共19篇，希望大家能够喜欢!

篇1：九年级英语unit13教案1-2课时

九年级英语unit13教案（1-2课时）

Unit 13 Rainy days make me sad． 第一课时： 1． Knowledge Object（1） Key Vocabulary sad, energetic, stressed out, soft （2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． Oh, really? Loud music makes me energetic． Not me! Loud music makes me stressed out． 2． Ability Objects （1） Improve students’ listening ability． （2） Help students to express their opinion freely． 3.Teaching Procedures Step Ⅰ Revision T: Yesterday we finished Unit 12． In this unit, we learned how to tell what we are supposed to do． Now tell me some things that are good to do in school and that are not good to do in school． S1: We’re supposed to do our homework every day． S2: We’re supposed to raise our hands before we talk． S3: We’re supposed to come to class on time． S4: We are not supposed to be late for class． S5: We’re not supposed to eat in class． T: Very good． You’re right． From now on, we’ll learn Unit 13． Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class． How do you feel about parties? Happy? Excited? Nervous? StepⅡ 1a This activity introduces new vocabulary and provides oral practice using the target language． Go through the instructions and look at the two pictures． Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music． The Blue Lagoon has blue walls, plants, flowers, and a piano player． ） Say, Which restaurant would you rather go to? Talk about it with your parter． Let students work in pairs, and tell each other which restaurant they would like to go to and why． When students work, go around the classroom offering help as needed． When they have finished talking to each other, call out several pairs to say their conversations to the class． Step Ⅲ 1b This activity gives students practice in understanding the target language in spoken conversation． Ask students to read the instructions． Look at the chart and point out the two headings: The Rockin’ Restaurant and The Blue Lagoon． Check the answers with the whole class． Answers The Rockin’ Restaurant: sad, tense The Blue Lagoon: relaxed, sleepy Notes:  1． awful――terrible; dreadful  2． energetic――full of energy Step Ⅴ Summary Step Ⅵ Homework Review the target language． Step Ⅶ Blackboard Design Unit 13 Rainy days make me sad． A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating． B: Oh, really? Loud music makes me energetic． A: Not me! Loud music makes me stressed out． 第二课时 1． Knowledge Objects （1） Key Vocabulary  tense, have fun, angry, cry． （2）Target Language Loud music makes me tense． Loud music makes me want to dance．  That movie made me sad． 2． Ability Objects （1） Train students’ listening ability． （2） Train students’ speaking ability． 3． Teaching Procedures Step Ⅰ Revision Check homework． Invite a pair of students to read the conversation in Activity 1c． Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c． Step Ⅱ 2a This activity gives students practice in understanding the target language in spoken conversation Look at the pictures． Ask, What are they doing? Please guess． （In Picture 1, two women are eating and smiling． Maybe the food is very delicious． In Picture 2, the two women are crying． Maybe they are seeing a sad movie． In Picture 3, one of the two women is very tense that because of the loud music． In Picture 4, one woman is waiting for the bus or someone． Waiting makes her angry． ） Answers The pictures should be numbered in this order: （down）3 2 4 1 Step Ⅲ 2b This activity provides guided listening practice using the target language． Go through the instructions and point to the list of statements． You will hear the same recording again． This time listen carefully to what each person says． Put a checkmark in front of the statements you hear． Look at the sample answer． On． the tape Tina says, Waiting for her made me angry, so a checkmark goes in front of this sentence． Play the tape again． Let students check the sentences they hear． Ask students to say the reasons why they check them． Check the answers with the class． Step Ⅳ 2c This activity provides oral practice using the target language． Step Ⅴ Grammar Focus

篇2：九年级英语unit13教案

九年级英语unit13教案

一、说教材

(一)教材的作用和地位

“牛津英语”教材把语言结构、语言功能和主题内容有机地结合起来, 所以语言的信息输入量大, 选材广泛、主体有序、内容集中, 学习内容非常贴近学生的生活实际和思想实际。本节课的内容是：Unit 4 的综合技能训练(Integrated Skills)，是将听说读写糅合在一起进行综合训练，以提高学生综合应用英语的能力。我要求学生直接借助于网络进行查阅相关资料，并在此基础上进行归纳，使学生的信息量有了大大的增加，由学生的被动的接受变成了主动的学习.

(二)教学目标

1.知识目标：学会一些表示动物名称的单词，学会运用动词smell, understand, believe, remember等。能熟练运用所学句式描述、询问奇闻轶事，并对别人的描述作出反应。

2.技能目标：通过真实的语境，重点培养学生听、说及综合运用语言的能力。

3.情感目标：培养学生的参与意识、竞争意识和合作精神，激发学生对我们所处的世界的热爱和不断探索未知世界的兴趣。

二、说教法

(一)教学设计的原则

1 坚持“自主学习,合作学习”的教学原则

教师打破了以教师为中心, 单项灌输的陈旧模式, 在课堂教学中尽可能发挥学生的主动性和合作精神, 营造了良好的学习氛围, 更重要的是在频繁的交流中, 学生的语言表达能力提高了。

2 遵循英语教学的交际性原则

交际性原则是英语教学中的一个指导性原则, 教学最终的目的不仅要使学生掌握知识, 更重要的是使学生在理解的基础上, 在交际性练习中培养交际能力， 而培养这种交际能力, 就是反映在课堂教学中学生以主人翁态度, 积极、主动、大胆地参与英语课堂练习活动的主体意识上。

3 追求和谐的课堂活动

学生主体性的发挥, 要在民主,平等的氛围中体现, 更要在科学, 和谐的教学活动中进行. 课堂教学不仅要处理好老师、学生、教材等关系, 还要尽可能地发挥三者各自的特长, 这就是教学的最优化。在课堂教学中, 既要有意识的让学生去感知、理解,又要让学生不断地感悟。

4 拓宽学生的视野

现代外语教学理论认为, 一定量的语言输入是语言输出的基础, 即语言的输出有赖于语言的输入。只有在大量吸收的基础上才能提高表达的技能, 也只有在吸收信息和表达自己意愿的过程中才能培养语言交际的能力。因此,教师根据教材做了很大的扩展, 要求学生尽可能用英语向同学展示你学习后的成果, 你的爱好及缘由等, 使教学更趋向真实。

(二)教学手段

1、教法：运用情景、听说、直观、游戏等方法，展开以教师为主导，以学生为主体的师生、生生多边的交互式活动。

2、学法：自主、合作学习。创设教学情景，使学生好学、会学、乐学。

3、主要以现代化电教手段--多媒体辅助教学，贯穿整个教学过程。以此期望增加直观性和趣味性，加大课堂密度，提高教学效果。

三、说教学程序 (Teaching procedures)

第一部分：听

Step 1：听前：(Pre-listening)

1. 热身(warming up): 以游戏“which is missing”让学生迅速根据图片说出动物的名称，将学生的热情调动起来，并了解了本课的主题与动物用关。

2. 呈现生词，为下一步听扫除障碍。

a. 通过free talk, 引出生词bone, smell.

b. 通过英文释义，图片连线的形式呈现表示动物的4个单词，同时链接了giraffe、tortoise和camel相关的信息，扫除听的过程中的障碍。

Step 2 听中。(while-listening)

1. 听整段对话，完成P66的notes。听前要求学生先阅读notes，让学生了解所缺信息，以便学生听时有重点的听。

2. 对话巩固。学生获取所缺信息后，大声朗读完整的句子，并进行一分钟的快读竞赛。然后通过对话形式进行pair work, 再次进行巩固。同时，在对话中自然呈现remember, believe, words等词，并且使他们在情境中得到了操练。

3. 精听。截取整段对话中的一个段落，提供给学生进行精听。听前先设疑：What's the use of camels' eyelids, do you understand?激发学生听的兴趣，培养学生通过听获得细节信息的能力。

Step 3 听后。(post-listening)

1. 运用所听信息完成书上短文，并熟练朗读。

2. 就短文中的细节展开讨论：

If you see ants on your dinner table,

what will you do?

How can you keep ants away?

并留以足够的时间让学生就这个开放型的问题发表自己不同的见解。

第二部分：说

Step 1 Present.

运用书上的对话先设计了一个听的任务：Listen and do T or F。并且在核对答案之后通过图片巧妙生动的呈现对话中的生词weight。

Step 2 Practise.

1. 开书跟读，训练语音语调。

2. 运用对话中的`结构：

Is there anything about...?

Yes, it says that....

That's ...

来谈论本课所出现过的amazing things.这样，既复习了本单元前一阶段的所学的奇闻趣事，又在情境中操练了上述新授句式。

Step 3 Produce.

1. 由书内延伸到书外，为学生提供一些useful expressions，并引导学生借助这些习惯表达谈论自己从电视、广播、因特网上所了解到的各种各样的奇闻趣事，这样，就为学生创造了真实的交际环境，并让学生通过自主的交流，享受了合作学习的乐趣。

2. 在学生小组自由交流并在全班汇报之后，让学生用信的形式描述自己了解的奇闻趣事。这时候，学生在前面的学习步骤中大量输入的基础上在进行笔头的输出，就是轻而易举、水到渠成了。

Step 4 Homework.

1.完成信,并展览。

2. 在“讲英语时间”与学习伙伴交流更多的奇闻趣事。通过这样的作业，旨在培养学生的竞争意识、合作精神及探索精神，为学生的终生学习打下基础。

7B Unit 4 Integrated skills

课堂教学评析要点

每一个教学环节的设计都从学生的兴趣出发，符合初中生的心理需求，贴近他们的生活，从而使他们整节课至始至终都兴趣盎然。学生和老师在整节课中都保持了学习的激情。对于学生的回答和表述，老师及时给以后续性的评价，拉近的师生间的距离，学生在获取知识技能的同时，也享受了用英语交流和被老师赏识的快乐。课堂活动丰富，通过生生互动、师生互动，学生合作、探究学习，达到了本课预定的知识、技能和情感目标。提高了学生的人文素养，培养了终身学习的能力。

本堂课采用任务型教学策略，让学生在完成任务的过程中体验、实践、参与、交流与合作，实现任务目标，主要呈现以下亮点：

注重发展学生学习策略，培养和提高学生的创新精神和语言运用能力。让学生走出课堂，从网上、报上寻找相关资料，直接接触地道语言，使他们有足够的空间和自由度，进行自主学习，促使学生个性发展。

2.利用小组讨论交流形式，使学生在活动过程中，互相学习，互相交流，培养他们团结合作精神。

3.这堂课注重学生听、说能力的培养，尤其能通过填表格回答问题形式让学生对自寻资料进行归纳，提高他们的语言理解能力。

4.教师本身教态自然大方，素养较好，整堂课结构合理，各环节目标明确，以学生为主体进行教学，体现了二期课改精神，是一堂较为成功的课。

篇3：九年级英语unit13课件

九年级英语unit13课件

（unit 13）

section a

ⅰ.根据句意及汉语提示，填写单词。

1. my sister likes soft colors, such as white and ________(粉红色).

2. you shouldn’t treat him like that. i don’t think it’s ________(公平的) to him.

3.she said that loud mus ic made her _________(紧张的).

4. we feel uncomfortable to sit on _________(硬的) seats.

5. they ma de the school a place for ________(科学的) experiments.

ⅱ.根据句意,从方框内选择合适的动词，并用其适当形式填空。

lose, play, serve, smoke, wait

1. do you smoke? how do you feel about ___ _____?

2. people don’t like to be kept _________.

3. the pie can be ________ hot or cold.

4. they had fun __________ football in the park last sunday.

5. — what made you so upset?

— __________ my new bicycle.

ⅲ.根据句意，从方框内选择合适的' 短语，并用其适当形式填空。每词限填一次。

make a decision, make a living, make friends, make it, make money, make noise

1. kelsey has ___________ to practice dancing.

2. the twins ___________ by selling clothes.

3. don’t ___________. i’m answering the phone.

4. i’m new in the class. would you like to ___________ with me?

5. the poor girl had to try her best to ___________ for the whole family.

6. wang lin should have been there at 10 am, but he didn’t _________ because of heavy traffic.

ⅳ. 将下列汉语句子翻译成英语。（注意用上make）

1. 轻柔的音乐使他感到很放松。

_____________________________________

2. 那场悲伤的电影让我一直哭。

_____________________________________

3. 等了她那么久让我很生气。

______________________________________

4. 为了让自己能被那位老人听见，我不得不大声说话。

_____________________________________

5. 必须让他遵守规则。

_____________ _________________________

ⅴ. 根据汉语提示完成下列句子，每空 一词。

1. 那个笑话那么有趣，以至于我们都情不自禁地笑了。

the joke was ________ funny _______ we couldn’t help laughing.

2. 昨晚你和你的朋友们玩得高兴吗？

did you _________ _________ __________ your friends last night?

3. 今天早 上因为交通拥挤我迟到了。

i was late ________ ________ ________ ________.

4. 糟糕的污染使我想要组织一个清洁运动。

terrible pollution ________ ________ ________ ________ organ ize a clean-up campaign.

5. 这儿有一些对学生们有用的建议。

here are some ________ _________ _________ helpful to students.

section b & self check

ⅰ.根据句意及首字母提示，填写单词。

1. he usually l_________ what to buy before going to the supermarket.

2. have you packed your toothbrush and t__________?

3. the food my mother cooks for us t__________ delicious.

篇4：高二英语unit13教案

高二英语人教版unit13教案

Teaching Plan of Unit 13 The water planet Tasks which should be achieved in this unit: a. Achieve language skills and related knowledge about the topic of water and the ocean. b. Learn how to make suggestions and how to express opinions.   The water is being used to /for….   We should/ could….   If we …, we can ….   It would be better to … c. Vocabulary in this unit:   benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom; d. Useful expressions:  benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do. e. Grammar:   Review Modal Verbs. 情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。   1) can /could Jin can speak English well. (ability) Could you please show me the way to Beihai Park? (request)   2) may /might May we see the awards for the teams? (permission; request) She might give you some new clothing. (possibility)   3) will /would   The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)   Often he would dress up like a rich man. (past habit; custom)   4) shall /should   The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement) You should arrive at the airport two hours before he goes. (advice) 5) must /can’t Wang Feng wins an award every year. He must be very strong (speculation)   You must be joking. That can’t be true. (guessing) Teaching procedure: Period 1. Contents: Warming up & reading comprehension Step 1.Warming up Aim: Make students get to know something about water. Step 2. Pre-reading 1.Show some pictures of making electricity, irritating in agriculture, transport by ships, etc,. 2. group work: How is the water being used? Step 3. While-reading 1.Scanning: Ss read scan the bold words in the passage and understand the structure of the passage. How many parts are there in the passage? 2.Ss read and get the main ideas of each part. Part 1(para1):  the properties of water; Part2(Para2):  chemical structure of water---H2O Part3(Para3):  salinity----- the percentage of salt. Part4(Para4):  Density Part5(Para5):  heat capacity Part6(Para6-7) Ocean motion Step 4. After-reading   Finish the post-reading Ex on P21. Step 5. Assignment 1. surf the internet and get more information about water and ocean using search engines like yahoo or baidu. ( or just input the key words like Jules Verne into the address column of IE) 2. discussion: What will you prepare for writing an explanation of corals? After discussion, work out an outline. Period 2. Contents: difficulties in the passage. Step 1. Warming up   Ask some Ss to present their homework. Step 2. Learning about the language:   Play the tape for students to follow.  Teacher explain some language points in the text on page 19--20. 1. Who benefits from using water in this way? Benefit…from/ by… This song reminds me of France. Remind me to answer the letter. I reminded her that the book would cost her much.   2. Life in the oceans ranges from the tiniest plankton all the way to giant like sharks and whales. Range from… to…/ range between …. And…. 意为“从。。。。到。。。不等；在一定的范围内变化”，例如： Temperatures here range from 10 to 30 degrees centigrade. Prices range between ￡7 and ￡10. His interests ranged from chess to canoeing. 3. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end. That is 用作插入8，意为“那就是，即” My birthday is a week later, that is, March 1st. John is a New Yorker, that is , he lives in New York. 4. The nutrients in whatever falls into the ocean will quickly become available to other living creatures. Whatever 引导名词性从句作宾语。 Tell me whatever is troubling you. She is always succeeds in whatever she tries. 5. Marine animals and plants take advantage of the density of water. Take advantage of  “利用，欺骗” Taking advantage of his friends, Mr. Li was scolded. He always takes advantage of mistakes made by others. Step 3. Practice Ss finish on page 14 by themselves and then check the answers. Step 4. Assignment 1. Learn the useful expressions by heart. 2. Finish  Ex1 C3 on page 96-97 on WB 3. read the whole passage aloud. Period 3. Contents: Grammar; talking and speaking Step 1. Revision  Check the answers of  Ex 1 C 3 on page 96-97. Step 2. Review Modal Verbs. 1 情态动词的语法特征 1） 情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。 2） 情态动词除ought 和have 外，后面只能接不带to 的不定式。 3） 情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。 4） 情态动词没有非谓语形式，即没有不定式，分词，等形式。 2 比较can 和be able to 1）can/could 表示能力；可能 （过去时用could）, 只用于现在式和过去式（could）。be able to可以用于各种时态。例如： They will be able to tell you the news soon. 他很快就能告诉你消息了。 2）只用be able to的`情况： a. 位于助动词后。 b. 情态动词后。 c. 表示过去某时刻动作时。 d. 用于句首表示条件。 e. 表示成功地做了某事时，用was/were able to，不能用could。例如： He was able to flee Europe before the war broke out. = He managed to flee Europe before the war broke out. 他在战争爆发之前逃离欧洲。 注意：could有时不表示时态 1）提出委婉的请求，（注意在回答中不可用could）。例如： --- Could I have the television on? 我能看电视吗？ --- Yes, you can. / No, you cant. 可以/不可以。 2）在否定句、疑问句中表示推测或怀疑。例如： He couldnt be a bad man. 他不大可能是坏人。 3 比较may和might 1） 表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。例如： May God bless you! 愿上帝保佑你！ He might be at home. 他可能在家。 注意：might 表示推测时，不表示时态，只是可能性比may 小。 2） 成语：may/might as well，后面接不带to 的不定式，意为不妨。例如： If that is the case, we may as well try.如果情况确实如此，我们不妨试一试。 典型例题   Peter ___come with us tonight, but he isnt very sure yet.  A. must  B. may  C. can  D. will 答案B. 表可能性只能用may。此句意可从后半句推出。 4 比较have to和must  1） 两词都是必须的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。例如： My brother was very ill, so I had to call the doctor in the middle of the night. 弟弟病得很厉害，我只得半夜里把医生请来。（客观上需要做这件事） He said that they must work hard. 他说他们必须努力工作。（主观上要做这件事） 2） have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。例如： He had to look after his sister yesterday. 他昨晚只得照顾他姐姐。 3） 否定结构中：dont have to表示不必，mustnt表示禁止。例如： You dont have to tell him about it. 你不一定要把此事告诉他。 You mustnt tell him about it. 你不得把这件事告诉他。 5 must表示推测 1） must用在肯定句中表示较有把握的推测，意为一定。 2） must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。例如： You have worked hard all day. You must be tired. 你辛苦干一整天，一定累了。（对现在情况的推测判断） He must be working in his office. 他一定在办公室工作呢。   比较：He must be staying there. 他现在肯定在那里。 He must stay there. 他必须呆在那。 3） must 表示对已发生的事情的推测时，must 要接完成式。例如： I didnt hear the phone. I must have been asleep. 我刚才没有听到电话，我想必是睡着了。 4） must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。例如： ---Why didnt you answer my phone call? 为何不接我的电话？ ---Well, I must have been sleeping, so I didnt hear it.唉，肯定在睡觉，所以没有听见。 5） 否定推测用cant。例如： If Tom didnt leave here until five oclock, he cant be home yet. 如果汤姆

篇5：高一英语下册unit13教案-高一英语下册-

人教版高一英语下册unit13教案-人教版高一英语下册-

点击这里下载<人教版高一英语下册unit13教案>                        人教版高一英语下册unit13教案这是一个没有妻子，没有母爱的幸福家庭。时过境迁，从这个幸福家庭走出来的美好的女孩，带着自己纯洁无瑕的.爱情，把青春交给了苦涩的回忆。一生不去！ 这是一段拥有娇妻,人教版高一英语下册unit13教案|人教版高一英语下册|人教版高一英语教案|高一英语下册教案|人教版语文下册教案|人教版初一英语下册|人教版高一数学教案|人教版初二英语下册|人教版高一语文教案|，怀抱爱女的不幸婚姻。白驹过隙，这段婚姻的主宰者，用一生来偿还一段不合时宜的孽缘（我甚至不愿称它为“情”）,人教版高一英语下册unit13教案|人教版高一英语下册|人教版高一英语教案|高一英语下册教案|人教版语文下册教案|人教版初一英语下册|人教版高一数学教案|人教版初二英语下册|人教版高一语文教案|。无力回天！ 敏感于生活的真实，便不必再评论男主人公的多情。只是，面对天使般的女孩，他有爱的理由，却没有爱的权力！功过是非，不提，罢了。欲知前世因，今生受者是；欲知后世果，今世做者是！ 我要说的是爸爸DD女儿生命中最最重要的指针，在关键时刻，只能用有限的文字传达无尽的含义。这是一篇用爱与生命谱写的乐章,人教版高一英语下册unit13教案|人教版高一英语下册|人教版高一英语教案|高一英语下册教案|人教版语文下册教案|人教版初一英语下册|人教版高一数学教案|人教版初二英语下册|人教版高一语文教案|，没有声音，没有旋律，非女儿之灵魂不能感受。 “我建议……” “你最好……” “……快去吃早餐吧” …… 一幕幕，似曾相识，那语音，那语调。更确切的说，是确有其事。幸运的是，在我拥有的乐章中，还有一半妈妈的笔迹。人教版高一英语下册unit13教案

篇6：小学一年级英语Unit13《Shapes》教案

小学一年级英语Unit13《Shapes》教案

一、教学目标：

1、能够在本课涉及的情境中基本做到听音、看图，只认四种基本形状。

2、能够听懂教师的指令，找出、画出、数出生活中的这几种基本形状。

3、能够用这几种基本形状较形象地拼组成生活中丰富多彩的事物，并对这些事务进行描述。

4、能够听懂并简单回答有关形状的名称、数量及颜色的问题。

5、能够养成仔细观察、善于动手操作的好习惯。

6、能够听字母音，并按指法在键盘上做出反应。

7、学生在初步感知、理解的基础上，逐步设计圆形的、正方形的、三角形的、长方形的实物。

二、教学重难点：

四种基本图形的英文单词

三、教学准备：

教学挂图，单词卡片，教学磁带，拼图形小棒

四、教学过程：

A. Greetings.

B. 出示单词卡片，带领学生学习形状单词。然后可以让学生找出教室中的三角形、正方形、圆形和长方形。比如：三角板是三角形，电视是长方形，衣服上的.纽扣是圆形，等等。

C. 请学生分别带上不同几何图形的头饰，表演不同的形状，加深学生对性状单词的记忆，同时激发学生的学习兴趣。

D. 在学生对形状单词掌握较熟练后，听歌谣的录音。

在学生听录音学歌谣的过程中，可以让学生自己编排动作，或者用教师编排的动作（根据教材中给出的用手指组合不同的形状），并让他们在教师里转圈行走。教师要求学生在说到Say hello时要招手示意，表示问候；说到Here we go时，以其握手问好。新| 课 |标 |第 | 一| 网

E. Part B. 学生以pair work形式，相互表演形状并进行猜测：一人发指令，另一人用受阻和图形。这样讲语言与动作联系起来。除用手指组合图形外，还可以让学生用肢体做动作表示形状；或让学生听指令举起相应的实物。

F. 学生听教师指令画图，然后用英语表达。

在学生对这一活动熟练后可以group work形式由学生自己操作。

Stand up! Put up your hands. Show me your fingers. Make a square with your fingers. Put down your hands. Sit down, please. And so on.

Stand up.

Put up your two hands.

Show me your ten fingers.

Make a circle with your fingers like this.

Make a triangle with your fingers like this.

Make a square with your fingers like this.

Make a rectangle with your fingers like this.

篇7：九年级英语学教案Unit 2第二课时

人教版九年级英语学教案Unit 2第二课时

Unit 2 I used to be afraid of the dark. 第二课时SectionA  3a--4  学习目标 1、知识目标： 单词及短语： airplane,terrify,on，be alone, speak in front of a group,be afraid of, go to sleep, be terrified of, with sth on 句子: I used to be afraid of dark.  我过去害怕黑暗。 I’m terrified of the snakes. 我害怕蛇。 ―Did you use to be afraid of being alone? 你过去害怕独自一人呆着吗？ ―Yes, I did.   是的，我怕。 I used to walk to school. 我过去走着上学。  I used to go to sleep with the bedroom light on.  过去我亮着卧室灯睡觉。 2、能力目标： 能够谈论自己过去与现在的情况,使用句型I used to be… 3、情感目标： 人是发展变化的，兴趣爱好也会较以前不同。我们应该正确对待发展变化。 教学重难点 一般现在时与一般过去时的区别；be afraid/terrified of 的`用法 教学过程 （一）预习展示 1.独自一人呆着 在众人面前说话 ___________  害怕1  ____   害怕2  呆在家 _______   ……开着  2.填空 ①---Did your sister use to have straight hair? ---No, she used to have c__________ hair. ② Mr Green is really s__________, for he never smiles. ③Amy used to be quiet, but now she is very o__________. ④---Did you u________ to play the piano? ---Yes, I did. ⑤ I used to be__________(real) quiet. （二）导入设计 展示一些学生熟悉并且喜欢的明星,他们童年与成人时的照片,然后让不同的学生口头描述他们的不同的变化。如: Jack Chen used to be shy, now he is outgoing. He used to be fat, now he is thin. He used to have short hair, but now he has long hair. （三）合作学习Task 1.（师生合作，完成3a） 1.教师指着第一幅图画(黑暗的夜空)和一位女生对话: 2.运用上面的方法教师对其他图片对其他学生提问: 3. 教师要求学生独立完成表格,根据自己的实际,最后向全班同学报告结果。 Task 2. （同桌互动完成3b） 1.叫一组发音较好的学生分角色朗读对话,然后叫他们利用 3a中b-f句子任选一个对话练习。教师巡视,提供语言支持及纠正发音。 2.小组长检查多少学生害怕同一事物并向全班汇报。 Task 3. (小组互动完成4) 1.解释任务要求,然后叫一位学生回答。叫他填写表格。 2.让学生四人一小组为单位谈论完成表格。 3.最后让几位学生告诉全班同学他们所了解的情况。例如: My deskmate used to eat lots of chocolate, now she likes to eat fruits. She thinks keeping fit is important. （四）知识探究 1. be terrified of sth.  对……恐惧，如：I am terrified of the dark. be afraid of doing害怕…… I was afraid of _______ ________.(孤独) be afraid to do..  不敢做…… She is afraid _______ ____________ __________ at night.(不敢晚上出去) be afraid that ... 恐怕...   ______ ______ _______ she can’t come . I’m afraid so.恐怕如此 /I’m afraid not.恐怕不是。 ----Do you think it will rain tomorrow?  ----_______________. The radio says it will be sunny. 2. on 副词，表示（电灯、电视、机械等）在运转中/打开， 其反义词off. with the light on 灯开着 3.still的用法, 我们用still来说明某人或某物没有变化。位置: 行前 be,情助之后。例如： She still lives in Mexico. I’m still afraid of snakes. She can still play the piano. 4. go to sleep 入睡，睡着 5. be afraid of 害怕…… be afraid to do sth.害怕做某事   （五）巩固提升 1我仍然害怕独处。.I am still ___________ of being ___________.  2. 我睡觉的时候开着卧室的灯。 I go to sleep ______ my bedroom light _____ . . 3.四年来，鲍勃第一次见到朋友们。 Bob is seeing some friends______ the ____ time in four years. 4. 我不担心考试。 I dont   tests. 5.我仍然害怕在众人面前说话。 I’m _______ afraid of _______ in front of a group. （六）当堂反馈 Ⅰ．根据中文或首字母完成单词 1.They ______ ______ (过去常常) visit the old peoples home. 2. Its very expensive to go on trips ______ ________ _______(乘飞机). 3. Im ______ (在…队里) the swim team. 4. Our hometown _________________(change) a lot in the last few years. 5. I spend half an hour _____________(watch) TV. 6. The little girl is interested in ______________(read) books. 7. The little boy is t___________ of going out at night. 二．句型转换 1.Philip used to play soccer very well.(改为一般疑问句) ________ Philip _________to play soccer very well? 2.Miss Liu used to be easygoing.(改为反意疑问句) Miss Liu used to be easygoing, __________ ____________? 3.Alice shows great interest in playing the violin.(改为同义句) Alice ___________ ___________ in playing the violin. 4.I used to be outgoing. (改为否定句) I ____________ ___________ to be outgoing. 5.Maria used to help Mom do housework.(对画线部分提问) What _________ Maria _________ to do ? 作业 后记  

篇8：新目标英语八年级上册第一单元第1-2课时教案

新目标英语八年级上册第一单元第1-2课时教案

How often do you exercise？教案 周村区实验中学 韩俊玲 第一课时 教学目标 1．熟练运用How often引导的特殊疑问句。 2．熟练掌握频度副词的用法。 3．能够描述自己和他人的日常生活。 教学过程 一，自由对话。 请几组同学围绕“What do you usually do on weekends？”“How often do you…?” 做对话练习。此环节主要是复习前面句型。 二，师生互动和二人小组活动。 借助图片复习词汇junk food ，milk ，fruit， vegetables， exercise， watch TV， read books， play basketball等等。教师与一学生做活动示范： -――How often do you drink milk？ ――I drink milk every day. ____Do you like it? ____Yes, it’s good for my healthy. 学生二人一组,选用上面词汇自由问答 .然后请几组同学为全班表演。 三，听力训练。 听录音，圈出你的答案和填空。2a和2b。 四，现场采访。 学生两人一组，一人扮记者，一人扮Katrina或Bill，进行问答。 ――How often do you exercise？ ――I exercise every day. ____And how often do you eat fruit? ____I eat fruit…. 请几组同学到前面表演。 五，阅读训练。 阅读Katrina 给笔友的信，回答5个问题。教师重点讲解下列词汇： eating habits try to do of course look after make a big difference grade 六，写作训练 读Paul 的信，模仿3a的内容填空。 七，调查报告。 让学生4人一组完成95页的Additional material for Unit 8。学生互相询问同伴的生活习惯，并做好记录。 八，作业 根据3a和3b 提供的`材料和模式，以My eating habits为题写一篇小作文。   第二课时 教学目标 1，掌握5个动词help make want exercise try 的用法。 2，能够想象和描述他人的日常生活。 3，能够给自己安排健康合理的日常生活方式。 教学步骤 一、复习检查 几个同学口头讲述自己的生活习惯，其他同学评出“Who is the healthiest？。此环节是复习和检查上节课的作业。 二、词汇学习 让学生结合语境选词填空并造句，掌握 help make want exercise try的用法。 三、猜名人 两人一组。确定一位中国名人，想象一下他每天做的事，口头描述一下，让对方猜测你说的是谁。注意用上某些频度副词。 四、思考与讨论 4人小组讨论一下How to be healthy？或What is a healthy lifestyle？，把讨论的结果记录下来。 五、作业 1、给自己制定一个健康的日常生活计划。 2、调查一位名人的日常生活习惯并写下来。  

篇9：九年级八单元2课时教案 (人教版英语九年级)

Learning by yourself(老师相信只要你认真预习,一定能找到学习英语的自信和乐趣.)

一:Learning aims:

1. Read and memorize the new words on Page 62.

2. Read the article in 3a and translate them into Chinese.

Write down the new phrases

自愿花费时间干某事 充分利用

在市医院 使高兴起来

不但….而且… 花费时间干某事

计划干某事 建立，创立 推迟，拖延

二.Learning steps:

Step1 Check self-learning (Take to heart)

:Write down the new words:

主要的，重大的奉献，忠诚

基础的，初级的 兽医 训练，指导

Step2 work in groups

1. Lead-in.

2. Do 3b.

3.Ask and answer(3c)

Eg: A: I’d like to join the school volunteer project, but I’m not sure what I should do.

B: What do you like doing?

A: I love playing soccer.

B: Well,you could help coach a soccer team for little kids.

4.Read 3a three times.

(1) After the first time,find out the sentences you don’t understand.

(2) After the second time,find out the important phrases.

(3) After the third time,finish the tasks.

Step3 Feedback

让我们一起总结一下Section A所出现过得短语吧！

（1） 打扫干净 （2）使振奋，使高兴

（3） 创立，建立 （4） 写下，记录下

（5）提出，想出（主意，计划）

(6)推迟，拖延（7）张贴，举起 （8）分发，发放

Step4 Extinsion(Come on)

根据句意和首字母提示完成单词，并使句子意思完整。

1.Don’t you see the s “No smoking!” on the wall.

2.He was so kind-hearted that he v his time to help the poor.

3.He looks so sad today .Let’s c him up.

4.After the Wenchuan Earthquake many people were left h .

5.Now there are many a on TV.Sometimes it is boring.

6.My brother is good at football,so he wants to c a football team in his school.

7.Zhu Ming wants to be a p singer.He should go to college for further study.

8.We’re going to set up a food bank to help h people.

篇10：人教版高二英语unit13 The water planet全套教案

Unit 13 The water planet

Tasks which should be achieved in this unit:

a. Achieve language skills and related knowledge about the topic of water and the ocean.

b. Learn how to make suggestions and how to express opinions.

The water is being used to /for….

We should/ could….

If we …, we can ….

It would be better to …

c. Vocabulary in this unit:

benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom;

d. Useful expressions:

benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do.

e. Grammar:

Review Modal Verbs.

情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。

1) can /could

Jin can speak English well. (ability)

Could you please show me the way to Beihai Park? (request)

2) may /might

May we see the awards for the teams? (permission; request)

She might give you some new clothing. (possibility)

3) will /would

The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)

Often he would dress up like a rich man. (past habit; custom)

4) shall /should

The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement)

You should arrive at the airport two hours before he goes. (advice)

5) must /can’t

Wang Feng wins an award every year. He must be very strong (speculation)

You must be joking. That can’t be true. (guessing)

The First Period

Teaching Aims:

1.Learn and master the new words and the useful expressions of this part.

Words: cube, sailor, disadvantages, entertainment

Phrases: come up with, happen to

Useful expressions: The water is being used to/for…

We should/could…

If we…we can…

It would be better…

2. Learn something about water by doing experiment.

3. Do some listening.

4. Improve the students’ speaking ability by talking.

Teaching Important Points:

1. Make the students be free to talk about water.

2. Improve the students’ listening ability by listening.

Teaching Difficult Points:

1. How to finish the task of speaking.

2. How to improve the students’ listening ability.

Teaching Methods:

1. Listening-and-answering activity to help the students go through with the listening material.

2. Individual, pair or group work to make every student work in class.

Teaching Aids:

1. the multimedia

2. the blackboard

3. an empty glass, a bottle of water and a bottle of vegetable oil

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T: Hello, everyone.

Ss: Hello, teacher.

T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle, then?

Ss: Yes.

T: OK. Now I have a riddle. Please guess it.

(Teacher uses the multimedia to show the riddle on the screen.)

It’s very important to all the animals and plants.

It’s also important to human beings.

It’s liquid at room temperature.

Every day you keep in touch with it.

You can’t live without it.

(a thing)

T: What’s it?

Ss: It’s very easy. It’s water.

T: Yeah, today we will talk about water. Now please tell me what you know about water.

S1: Water is used to drink.

S2: Water can be used to water the flowers.

S3: I think water can be used to make electricity.

Step Ⅱ Warming up

T: Thank you for your ideas. Next we will make some interesting experiments. Maybe you can learn more about water from the following experiments. S4, would you like to come here to help me?

S4: I’d love to.

T: Now, look at Li Lei and me. We will begin. You should watch the experiment carefully and try to tell me what happens and why.

(Teacher puts a bottle of water, a bottle of vegetable oil and an empty glass on the desk.)

T: S4, pour some water and some vegetable oil into the empty glass. Other students, please watch carefully.

( A few seconds later.)

Ss: Fantastic! The liquid in the glass has become two parts.

T: Try to describe it in detail.

S5: Let me try. The part above is vegetable oil and the part below is water. But I don’t know why.

T: Good question. Who’d like to answer his question? (Nobody answers his question.)

T: Perhaps it is a little difficult to answer it immediately. Now you can have a discussion about the reason for it, using what you have learnt in physics.

(Teacher lets students discuss in groups of four. A few minutes later, teacher checks their answers.)

T: Who wants to explain the phenomenon?

S6: I think water is heavier than oil, so vegetable oil is on the top of the water.

T: Who has different ideas?

S7: I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.

S8: What’s the meaning of “density”?

S9:“Density” is “密度” in Chinese.

T: Do you agree with the reason for it?

Ss: Yes. We agree with the idea.

T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass, it is so different now. Do you know why?

Ss: Because oil can’t dissolve in water, but milk can.

T: Very good. Let’s make a summary about the experiment. If we pour vegetable oil and water into one glass, the liquid will become two parts because oil can’t dissolve in water. Since the density of water is higher than vegetable oil, vegetable oil will be on top of the water. Is that clear?

Ss: Yes.

T: Would you like to watch another experiment?

Ss: I’d love to.

T: OK. I’ll perform the next experiment by myself. Look at me. I have a glass of water. Now I’ll cover it with a piece of thick paper. Attention, please.

(Teacher puts one hand on the paper and turns the glass upside down. Then teacher slowly takes his/her hand away from the paper.)

T: What can you see?

Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.

T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.

(Teacher gives students a few minutes to discuss, and then checks their answers.)

T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?

S10: I want to have a try. When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.

T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?

Ss: OK.

T: Now, let’s look at a picture.

(Teacher shows a picture on the screen.)

T: What can you see?

Ss: There is a river in the picture, but it’s very dirty.

T: Anything else?

S11: There are some plastic bags and empty tins on the surface of the river.

T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?

(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)

Sample answer:

To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.

Step Ⅲ Listening

T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.

1. happen to

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

2. come up with

e.g. I hope you can come up with a better plan than this.

(Teacher writes them on the blackboard and begins to explain them.)

T: Now listen, please.

(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)

Step Ⅳ Speaking

T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.

1. How is the water being used?

2. Is this a good way to use water?

3. Why do we use water in this way?

4. Who benefits from using water in this way?

5. What are some disadvantages of using water in this way?

(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)

Suggested answers:

(Picture 1)We can use water to make electricity, which can give us light and make us feel warm. I think it is a good way to use water.

(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.

(Picture 4) In Picture 4, water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.

(Picture 6)

A: Do you know how the water is being used in Picture 6?

B: Water is being used for entertainment.

A: Is it a good way to use water?

B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.

A: Yes. It is the disadvantage of using water in this way. We must be careful.

Step Ⅴ Summary and Homework

T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…

After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.

Ss: Goodbye, teacher!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 13 The water planet

The First Period

1.happen to

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

2. come up with

e.g. I hope you can come up with a better plan than this.

The Second Period

Teaching Aims:

1. Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way, that is, add…to, mix with, take advantage of, manage to do

2. Improve the students’ reading ability.

3. Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1. Improve the students’ reading ability.

2. Master the following phrases:

all the way, that is, mix with, take advantage of, manage to do

Teaching Difficult Point:

How do we make the students understand the reading passage better.

Teaching Methods:

1. Discussion before reading to make the students interested in what they will learn.

2. Fast reading to get a general idea of the text.

3. Discussion after reading to make students understand what they’ve learned better.

4. Careful reading to get the detailed information in the text.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?

S1: I learned that water is very important to all the living things on the earth.

T: OK, can you give me the reason why it is important?

S2: Water can be used to wash clothing, to made electricity, to water the farm and so on. Of course, every day we must drink enough water. So water is very important.

T: Anything else?

S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.

Step Ⅱ Pre-reading and Reading

T: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?

Ss: No, we don’t know.

T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.

(Teacher deals with the new words with the whole class.)

T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

(Teacher uses multimedia to show the structures on the screen.)

1. What is/are ______?

2. What does ______ look like?

3. What are different parts of ______?

4. What can ______ be compared to?

5. How does ______ work?

6. What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions. Five minutes later, teacher asks some students to write their questions on the blackboard.)

1. What are the properties of water?

2. What does the earth look like?

3. What are different parts of the ocean?

4. What can the ocean be compared to?

5.How does the special air-conditioner-the ocean work?

6. What are some examples of species in the ocean?

T: Well done. Who can tell me the general idea of the text?

S4: The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.

(Teacher gives students enough time to read the text and collects their information for the chart.)

Suggested answers:

Property What is it? What is it good for?

Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.

Density The density of pure water is 1 000 kg/m3, meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.

Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.

T: Very good. What about the questions on the blackboard?

S5: I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.

S6: In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.

T: Do you agree with them?

Ss: Yes.

T: What about other questions?

S7: I think plankton, sharks and whales are examples of species in the ocean.

S8: The answer to the second one is that the earth looks like an ocean planet.

T: You are quite right. Any volunteers?

S9: Dear teacher. Can you tell us the meaning of the special air-conditioner-the ocean?

T: Maybe it means that there are some similarities between air-conditioner and the ocean.

S9: Thank you. I got it.

T: Then, who can answer the question?

S10: Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.

T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)

T: Do you think it is a question that the text can’t answer?

Ss: Yeah. We think so.

T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.

Ss: Because there is not any information about the different parts of the ocean.

T: Then, are there any questions you would need to add to “cover” all the information in the text?

S11: I have a question. Why is the water in the ocean always moving?

S12: Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.

Step Ⅲ Further Understanding and Language Study

T: Well done. I think you are very familiar with the passage. In the passage there are some words and expressions we should master. Now let’s look at the screen. I will give you some explanations about the words and expressions.

1. incredibly adv. (extremely or unusually)

e.g. The water is incredibly hot.

2. available adj.(that can be used or obtained)

e.g. Tickets are available at the box office.

The book is available to all the students.

3. range vi.

range from A to B

e.g. Their ages range from 25 to 50.

His interests ranged from chess to canoeing.

4.But the way the water molecule…

e.g. I don’t like the way (in which/that) he looks at me.

They admired the way (in which/that) she dealt with the crisis.

5. that is (to say) (which means)

e.g. A week later, that is, May 1 is her birthday.

He is a local government administrator, that is, he is a Civil Servant.

6. take advantage of (make use of something well/make use of somebody unfairly)

e.g. They took full advantage of the hotel’s facilities.

She took advantage of my generosity.

7. be sensitive to something (affected easily by something)

e.g. She is very sensitive to other’s words.

(Teacher writes the words, phrases and sentences on the blackboard.)

Step Ⅳ Listening and Reading Aloud

T: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about that?

Ss: Yes.

(Te teacher plays the tape for the students to listen. After listening ,the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.)

Step Ⅴ Summary and Homework

T: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?

Ss: Yes.

T: See you tomorrow!

Ss: See you tomorrow!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Second Period

Questions:

1. What are the properties of water?

2. What does the earth look like?

3. What are different parts of the ocean?

4. What can the ocean be compared to?

5.How does the special air-conditioner-the ocean work?

6. What are some examples of species in the ocean?

Words: incredibly, available

Phrases: range from A to B, that is, take advantage of, be sensitive to

Sentences: But the way the water molecule…

The Third Period

Teaching Aims:

1. Review Modal Verbs.

2. Do some exercises to review some important words learnt in the last period.

Teaching Important Point:

Review Modal Verbs.

Teaching Difficult Point:

How do we help the students correctly use the Modal Verbs.

Teaching Methods:

1. Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.

2. Individual work or group work to make every student work in class.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T: Yesterday we learned a passage about water and now who can retell the passage in your own words?

S1:Let me try.

…

T: Well done. Thank you for your performance.

Step Ⅱ Word Study

T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.

(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.)

1 otmas atoms

2 tanomu amount

3 sdlio solid

4 oasbrb absorb

5 cgrnetidea centigrade

6 sag gas

7 nhroygde hydrogen

8 yoxgen oxygen

9 assm mass

10 fatol float

T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.

(Teacher uses the multimedia to show the following sentences on the screen.)

1. The water molecule is made up of two h_____ atoms and one o_____.

2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.

3. An a_____ is the smallest part of any living or nonliving thing.

4. Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.

5. Soil can a______ water, so it helps keep water from flowing away.

6. Marine scientists study the r_____ between living creatures and their habitat in the ocean.

7. Salt water has a lower f______ point and is heavier than fresh water.

8. Oil has a density lower than 1000 kg/m3, so it will f______ on water.

(Teacher gives students enough time to prepare and then check their answers.)

Suggested answers:

1. hydrogen, oxygen 2.liquid,solid,gas

3. atom 4.steady,absorb

5. absorb 6.relationship

7. freezing 8.float

Step Ⅲ Grammar

T: Up to now we have learnt many modal verbs. Who can tell me what they are?

Ss:…

(Teacher asks some students to write their answers on the blackboard.)

Modal Verbs:

can/ could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better.

T: Very good. Then do you know how to use them?

S2:I know “should” can be used to give others some advice.

S3:I know when I want to borrow a book from my friend, I can use “may”.

…

T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.

(Teacher uses the multimedia to show the conclusion on the screen.)

Modal Verbs:

Possibility: can/could, may/might

Ability: can/could, be able to

Requests: can/could, will/would, would like

Necessity: must, have to, have got to, need

Certainty: must, will, should

Permission: can/could, may/might

Suggestions: could may/might, shall

Advice: should, ought to, had better

T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?

Ss: Yes.

T: OK. Now look at the first part in Grammar. Finish the exercises. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C, or D. Are you clear about the requirements?

Ss: Yes.

(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)

T: Are you ready?

Ss: Yes.

T: OK. Who’d like to tell me the answer to the first one?

S4:I think “A” is right.

T: Can you tell us the reason why you choose “A”?

S4: Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.

T: Very good. What about the second one?

S5:“May” is right, I think, because the sentence is used to ask for permission.

T: Congratulations! Who can answer the third one?

S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.

T: Well done. It’s turn to do the fourth one. Who can try?

S7: I’m not sure, but I want to have a try. Is “C” right?

T: Why did you choose “C”?

S8: I think the first sentence expresses some necessity and the second one expresses guess.

S9: I don’t think so. Because “must” can’t be used in negative sentences to express guess.

S8: Oh, I’m sorry. I forgot it. I see, the correct answer is “D”.

T: Excellent!

…

(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)

Suggested answers:

1. A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A

T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?

Ss: Yes. Of course we have.

T: OK. This is a letter from Mary to John. Maybe John met some problems, so Mary wants to write a letter to help him. But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1. Can you tell from the letter what John’s problem is?

2. Do you agree on the advice that Mary gives to him? Why? What would be your advice?

(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)

T: Who’d like to answer the first question?

S10: I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.

T: Well done. Do you agree with him?

Ss: Yes.

T: What about the second one?

S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.

S12: In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.

…

T: I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.

Suggested answers:

can/will/should, may

not/might not,must,could/should,might/would,will,might/may/could/would,might,would/could/might,should,will

Step Ⅳ Summary and Homework

T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

Step Ⅴ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Third Period

Words:

atom, amount, solid, absorb, centigrade gas, hydrogen, oxygen, mass, float

Modal Verbs: can/could, may/might, will/would, need, must, have to, shall, should, ought to, had better

The Fourth Period

Teaching Aims:

1. Review the useful expressions learnt in this unit by practising.

2. Improve the students’ reading ability by reading the material.

3. Improve the students’ writing ability.

4. Enable the students to realize that it is important to protect the estuary.

Teaching Important Points:

1. Improve the students’ reading ability by reading the material.

2. Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading and writing.

Teaching Methods:

1. Fast reading to go through the reading material.

2. Inductive method to help students write a paragraph successfully.

Teaching Aids:

1. the multimedia

2. the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.

(Teacher uses multimedia to show the exercises on the screen.)

Fill in the blanks using must/might/may/can/could and their negative forms.

1.-I saw Mary in the street yesterday.

-You ______ have seen her. She is still in Australia.

2.-Could I use your bike?

-Yes, of course you ______.

3. The ground is wet. It ______ have rained last night.

4. A machine ______ think for itself. It ______ be told what to do.

5. Tom, don’t play with the valuable bottle. You ______ break it.

Suggested answers:

1. can’t 2.can 3.must 4.can’t,must 5.may/might

Step Ⅲ Fast Reading

T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?

S1:Yes.But what is the meaning of “the body of water”?I think water has no body.

T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.

(Teacher gives students a few minutes to read the passage.)

T: Have you finished your reading?

Ss: Yes.

T: Wang Lin, are you clear about “the body of water”?

S2:Yes.I think “the body of water” means the main part of water.

T: You are great! Now who’d like to tell me the main idea of the first paragraph?

S3: An estuary is the body of water where a river meets the ocean.

T: Right, thank you for your answer. What about the second one?

S4: Let me try. The general idea is that estuaries are great places for nature’s young.

T: Wang Ping, tell me the main idea of the third paragraph, please!

S5: I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?

T: Yes. Congratulations! There is only the last paragraph left. Who can try?

S6: I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.

Step Ⅳ Discussion and Explanation

T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.

(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)

Suggested answers:

1. Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.

2. Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.

3. Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.

4. The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.

5. Estuaries can provide recreation and education for human beings. Besides, estuaries also contribute to the economy. So they are very important to human beings.

T: Well done. Now you are very familiar with the passage.

To understand the passage better, I will explain some important phrases .Please, look at the blackboard.

(Teacher writes the following phrases on the blackboard.)

1.provide…for

e.g. The company will provide food and drink for them.

2. have an opportunity to do something

e.g I had no opportunity to discuss the problem with her yesterday.

3. a variety of

e.g. He left for a variety of reasons.

There are a variety of patterns for you to choose from.

4. contribute to

e.g. His work has contributed to our understanding of this difficult subject.

Step Ⅴ Writing

T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1. Why does an ice cube float?

2. What will happen to a piece of metal if you put it in water?

3. Why do so many species live in estuaries?

4. Why have so many cities been built by estuaries?

T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.

Possible samples:

(Question 3)

Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.

(Question 4)

Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.

Step Ⅵ Test

T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.

(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)

1.The children’s age ______(在5岁至15岁之间).

2.______(她处理这个问题的方法) is very good.

3.A week later,______（也就是),Oct 1 is National Day.

4.He ______(充分利用了) multimedia in the class.

5.The little girl ______(对温度很敏感).

6.His actions ______(使他受到尊敬).

7.He ______(设法完成了工作) with very little help.

Suggested answers:

1. range from 5 to 15

2. The way she deals with the problem

3. that is

4. took advantage of

5. is very sensitive to temperature

6. made him respected

7. managed to get the work done

Step Ⅶ Summary and Homework

T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.

Step Ⅷ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Fourth Period

Phrases: provide…for, have an opportunity to do, a variety of, contribute to

The Fifth Period

Modal Verbs

Teaching Aims:

1. Review the important usages of modal verbs.

2. Sum up the different situations of modal verbs.

Teaching Important Point:

How do we use modal verbs correctly.

Teaching Difficult Point:

How do we choose modal verbs correctly.

Teaching Methods:

1. Review method to master the important usages of modal verbs.

2. Inductive method and comparative method to master the important and difficult points.

Teaching Aids:

1 .the multimedia

2. the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers.

(Teacher gives students enough time to discuss, and then collects their answers and sums them up.)

Modal Verbs:

1. Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.

2. Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.

3. Modal verbs have no infinitives.

4. Modal verbs have no past forms.“Could” and “would” are used with past meanings in some cases.

5. Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.

Step Ⅲ Revision of the Important Usages of Modal Verbs

T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.

Ss: Can/could/may/might all express “possibility”.

T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?

Ss: Yes.

T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible.

(Teacher uses multimedia to show the sentences on the screen.)

Fill in the blanks using can/could/may/might.

1. Would you like to answer the phone? It ______ be your sister.

2. The part of the country ______ be very warm in September.

3.______ it be Lily?

4. It ______(not) be true.

5. You ______ be right.

Suggested answers:

1. could/may/might 2.can 3.Can 4.can’t 5.may/might/could

T: Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?

Ss: Yes. But we are not sure about how to use them.

T: It doesn’t matter. I will give you some explanation.“Can” is the commonest one of the four, and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style. They often suggest respect.“Might” is more hesitant and is not very common. Besides, when we give permission, we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used. Are you clear about it?

Ss: Yes.

T: Then try to finish the following exercises, please.

(Teacher shows the exercises on the screen.)

1.-______I use your phone?

-Yes, of course. You ______.

2.______ you come into the meeting room without showing a passport?

3. Mary said that I ______ borrow her car.

Suggested answers:

1. Can/Could/May/Might; can/may

2. Can

3.might/could（“Might” and “could” can be used after a past verb.)

T: Next, which modal verbs do you think are necessary to review?

Ss: The modal verbs expressing “necessity”.They are very important.

T: Yes, I agree with you. We can use “must/have to/have got to/need” to express “necessity”.But about how to use them, I want you to review them by understanding the following sentences by yourselves. Look at the sentences on the screen.

(Teacher shows the sentences on the screen, and then asks some questions.)

1.I really must study hard.

2.You must be here by 3 o’clock.

3.You have (got) to go and see the manager.

4.You needn’t work on Sundays.

T: From the sentences, who can tell me the difference between “must” and “have to”?

S1:I want to have a try. When “must” is used, the necessity comes from the speaker. If the necessity comes from “outside”,“have (got) to” is more common.

T: Congratulations! Do you know how to use “need”?

S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.

T: Please give me an example. OK?

S2:I know the reason why you were late. You needn’t try to explain.

T: Thank you. In addition, I want to tell you “have got to” is used instead of “have to” in informal English. Is that clear?

Ss: Yeah.

T: Now look at the blackboard.(Write the following on the blackboard.)

1. It must have rained last night, for the ground is wet.

2. You can’t have seen him yesterday, for he is still in Australia.

3. You could have told me he was coming.

4. She is very late. She may have missed the bus.

T: These sentences have something in common. Who can tell me what it is?

Ss: The modal verbs in these sentences are used together with perfect infinitives.

T: Very good. Then let’s review the modal verbs used together with perfect infinitives.

S3: When should we use modal verbs together with perfect infinitives?

T: When we talk about the past, we can use the structure, but it has a special meaning. It is used for speculating (thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?

Ss: Yes. Thank you.

T: Now let’s do some exercises to consolidate the usage of the structure.

1. I told Sally how to get there, but perhaps I ______for her.

A. had to write it out

B. must be have written it out

C. should have written it out

D. ought to write it out

2. You didn’t let me drive. If we ______ in turn, you ______ so tired.

A. drove; didn’t get

B. drove; wouldn’t get

C. were driving; wouldn’t get

D. had driven; wouldn’t have got

3.-I want to know why she is late.

-She ______ the early bus.

A. could miss

B. can have missed

C. may have missed

D. might miss

4.-I stayed at a hotel in New York.

-Oh, did you? You ______ with Barbara.

A. could have stayed

B. could stay

C. would stay

D. must have stayed

5. The light is still on. He ______ to turn it off when he ______ the room.

A. may forget; leave

B. must have forgotten; left

C. may forget; have left

D. could have forget; left

(Teacher shows the exercises on the screen and gives students enough time to finish them, and then checks their answers and gives them some necessary explanation.)

Suggested answers:

1. C 2.D 3.C 4.A 5.B

T: Now, it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?

S4:I think we usually use “should/ought to/had better” to give “advice”.

T: Yes. In most cases, both “should” and “ought to” can be used with more or less the same meaning. However, there is a very slight difference. When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force, and is used when we are talking about laws, duties and regulations. Are you clear about that?

Ss: Yes.

T: Who wants to give us an example using “should” and “ought to” expressing “advice”?

S5: People ought to vote even though they don’t agree with any of the candidates.

T: Well done. What about “should”?

S6: Let me try. You should see “Hero”-it’s a great film.

T: Thank you for your good performance. Do you know how to use “had better”?

Ss: Yes. When we use “had better”,we don’t usually mean that the action recommended would be better than another one. We simply mean that he/she ought to do it.

T :Please make up a sentence using “had better”.

S7: You’d better hurry up, if you want to get to the factory on time.

T: Good example!

Step Ⅳ Summary and Homework

T: Up to now, we have reviewed modal verbs which express possibility, necessity, permission, advice and modal verbs used together with perfect infinitives. They are all very important. After class, try to do more exercises to master them better. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

Step Ⅴ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Fifth Period

Modal Verbs

1. It must have rained last night, for the ground is wet.

2. You can’t have seen her yesterday, for she is still in Australia.

3. You could have told me he was coming.

4. She is very late. She may have missed the bus.

篇11：高一英语unit13教案(人教版高一英语下册教案教学设计)

Ⅰ. Teaching Goals:

1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.

2. Use the modal verbs: had better, should and ought to.

3. Learn some useful cooking terms. Read and write recipes.

Ⅱ. Teaching Times: 5 periods

The First Period

§ Teaching Aims:

1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.

2. Sentence Patterns: (1) advise sb. (not) to do sth.

(2) There’s sth. wrong with…

3. Train the Ss’ listening ability.

4. Develop the Ss’ speaking ability by describing, talking and discussion.

§ Important Points & Difficult Points:

1. Trains the Ss’ listening ability.

2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.

3. How to finish the task of speaking.

§ Teaching Methods:

1. Listening-and-answering activity to help Ss go through with the listening material.

2. Individual, pair or group work to make every student work in class.

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Warming-up: Brainstorm (words about food)

* List the food we eat in the Spring Festival:

rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.

* Fill in the table

Name Food Junk food / Healthy food

Breakfast

Lunch

Snack

Supper

* Talk: Are these food good for our health, or be harm to our health?

Model:

A: Do you like eating fried chips? B: Yes, I like it very much.

A: But I think it is junk food, because it has a lot of fat and sugar.

B: Really? So I’d better not eat too much.

Step 2. Speaking

T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.

* Useful Expression

I’ve got a pain here. This place hurts. I don’t feel well.

There’s sth. wrong with my back / my knee / my arm.

Lie down and let me examine you. Let me have a look.

* Make a short dialogue

Step 3. Listening

* First time, listen carefully and try to understand what does it talk about?

* Second time, answer the following questions

1. What’s wrong with Mike?

2. What did Mike have for breakfast?

3. Can you give Mike some advice? What should he eat less of?

* Third time, answer the next three questions

1. Which side of Mike’s stomach hurts?

2. Does Mike have a fever?

3. What does the doctor tell Mike to do?

Step 4. Homework

1. One reading exercise everyday

2. Ex1 & 2 on Page 72

3. Preview the reading part

§ The Design of the Writing on the Bb

Unit 13 Healthy eating (first period)

Brainstorm: Words & Phrases:

dumpling, all the time

corn, have a fever

noodle… be careful with…

The Second Period

§ Teaching Aims:

1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Review the words and phrases learnt last period

Step 2. Pre-reading

Q1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)

Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)

Q3. How much water do you drink every day?

Step 3. Reading

* Fast reading, what does the text mainly talk about?

* Details

Q1. What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?

A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.

Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.

A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.

Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.

A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.

Q4. Why do people go to fast food restaurants?

A: it is very convenient, and it can save time.

Q5. Why is it not good for you to eat too much sugar or fat?

A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.

Q6. Why are crash diets and supplements so popular?

A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.

Q7. What can we do to keep a balanced diet?

A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.

* More exercises: translate the sentences underlined on Page4 into Chinese

Step 4. Homework

1. Finish word study on Page5

2. Preview the integrating skill reading on Page74

3. One reading exercise every day

The Third Period

§ Teaching Aims:

1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision: What does the text mainly talk about?

Ask some Ss to try to say sth. about the text.

Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)

* Fast Reading

Read the quickly in 5 minutes, and then answer the following questions.

Q1. What is a couch potato?

A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.

Q2. What is junk food according to this text?

A: It is food that has a lot of calories but few nutrients, vitamins and minerals.

Q3. Why are people becoming potatoes and what can people do to avoid it?

A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.

* More reading exercises on extra materials from English Weekly.

Step 3. Important Points and Difficult Points

1. prepare (sth.) to do / for… 2. in the form of… 以…形式

prepare oneself for… 3. be short of 短缺…

be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击

5. be based on / upon 以…为依据

6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”

7. not a bit一点儿也不 not a little非常

* Exercises

1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.

A. preparing for; preparing for B. preparing; preparing for

C. preparing for; preparing D. preparing; preparing

2. We should do more exercises, both __ for our health and __ for our knowledge.

A.exercise;exercise B. exercises;exercisesC.exercise;exercises D.exercises; exercise

3. ___ do you base your calculation?

A. On which B. On what C. About what D. For what

4. some stones weigh ___ fifteen tons.

A. as more as B. so more as C. as much as D. as many as

5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.

A. listed; included B. listing; includes C. listed; including D. being listed; includes

6. Before the election, the candidates(候选人) ___ each other in the newspaper.

A. went with B. went for C. went over D. went forth

7. The boy __ on the ground __ that he had seen a cock __ an egg.

A. laying; lay; lay B. lying; lie; lie C. lying; lied; lay D. lay; lying; lay

8. Jenny ___ have kept his word. I wonder why she changed her mind.

A. must B. should C. need D. would

9. We ___ last night, but we went to the concert instead.

A. must have studied B. might study C. should have studied D. would study

Answers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. C

Step 4. Homework

1. One reading exercise every day

2. Prepare a healthy diet and explain why it is healthy

3. Remember the first 15 words and prepare for the dictation.

The Forth Period

§ Teaching Aims:

1. Review the words learned in the last three periods.

2. Learn and master modal verbs: had better, should, ought to

§ Important Points & Difficult Points:

1. How to guess the missing word according to the given sentence.

2. Let the Ss learn how to give advice or opinion about sth. , especially master hoe to use “should, ought to, had better and their negative forms” to give advice.

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision---dictation about the first 15 words in this Unit

1. junk food 2. fat 3. stomach 4. salad 5. ought to 6. energy 7. peach 8. plenty of 9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up with

Step 2. Word Study

Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.

1. nutrient 2. diet 3. vitamin 4. mineral 5. fat 6. sugar 7. protein 8. calory

Step 3. Grammar

* Translate the following sentences into English

1. 外面很冷，你最好穿上你大衣。

It is cold outside, you’d better put on your coat.

2. 你最好别脱下你的衣服。

You had better not take off your clothes.

3. 我们应该尊敬老师和父母。

We should / ought to respect our teachers and parents.

4. 你不应该这么粗心。

You shouldn’t / ought not to be so careless.

* More exercises on Page5 and Page74

Step 4. Homework

1. One reading exercise every day

2. Remember the second 15 words

篇12：新目标英语七年级下册1-2单元教案

新目标英语七年级下册1-2单元教案

Unit 1  Wheres the post office? Language goal This unit students leam to ask for and give directions(方向) on the street. New language Is there a bank near here? Yes, theres a bank on Center Street, Wheres the supermarket? Its next to the library.Is there a pay phone in the neighbhood?Yes, its on Bridge Street on the right. locations in the neighborhood such as post office, hotel,video arcade. Descriptive words such as new, old, dirty, clean. Descriptions of location such as across from, next to,Between Recycled language What are you doing? Do you want to ...? Section A Ask two rows of three students each to stand facing each other in the front of the classroom. Point to students standing in front and ask the class to repeat the questions and answers. Example 1 Teacher: WheresYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng. Example 2 Teacher: Wheres Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is across from Sheng Lin. Example 3 Teacher: Wheres Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai. la This activity introduces the key vocabulary. Focus attention on the picture. Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat. Point out the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word or phrase on the list with one of the pictures. Say, Write the letter of each place in the picture next to the correct word or words on the list. Point out the sample answer f.Check the answers. 1 b This activity gives students practice listening to and understanding the target language. Point out the buildings and other locations in the picture. Say the name of each one to the class. Say, Now I will play recordings of three conversations. Listen carefully and circle the picture of each place you hear on the tape.. Play the recording the first time. Students only listen. Play the recording a second time. This tine ask students to listen and circle the items they hear on the picture. Correct the answers. These items should be circle:video arcade, post office, supermarket. Tapescript(录音稿) Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is. Conversation 2 A: Is there a post office near here? B: Yes, there is. Theres one on Bridge Street. Conversation 3 A: Is there a supermarket on Center Street? B: No, there isnt. 1 C This activity provides guided oral practice using the target language. Point to the different locations shown in the picture.Ask different students to name each one. If necessary,say the name and ask the student to repeat. Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish. Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Demonstrate（示范） the activity. Point to the picture and ask. Is there a post office near here? Then choose a student to answer. Guide the student to say, Yes,theres a post office on Bridge Street. As students work, move around the room and check progress(进展情况). Help students understand how to locate things on the map, if necessary. Ask several students to say some of their questions and answers for the class. 教学后记： 教学方法有问题？ 教了这么多年的英语，总幻想有一种方法，能让学生轻轻松松把英语学好。哪怕自己多浪费点时间。有时想来，自己的教学效率实在是太低了，每天不分上课上自习，都是一个样。也就是说在不误课的情况下，我的教学时间应该是学校规定时间的两倍，然而教学的效果却很不理想。每天看着自己的队伍步履蹒跚的前行，自己不由的怀疑自己的教学方法。 与此同时，这段时间由于我在学生每天记十个词前，先领读他们一遍，再分开音节，讲一讲英语的拼读规则，发现学生的记忆效率大大的提高，这更让我有理由怀疑自己的教学方法是不是不适合学生的实际？ 吃早饭时突发“奇想”，是不是给学生一点时间，让他们把每单元几句重点句背下来更好呢？单词需要积累，这点勿容置疑。对于我们的学生来说，典型句子同样需要积累。句子背下来，在用的时候就可以举一反三，就像语文中背范文一样。对于我们我们这些基础较差的学生来说，他们在交际时需要模仿，在他们的记忆库中贮存就是十必要的。当然，如果学生能够在课堂上用英语去表达的'话，说明这些典型的句子他们已经掌握。但现实的情况是，这种方法更容易适用于尖子生，或者基础较好的学生，很多学生只是充当的观众。 让学生死记硬背是不对的，但不让学生背也是不对的。 2a This activity introduces the terms across from, next to, between, and on. Focus attention on the pictures. Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat. Point out the four sentences. Say each one and ask students to rcpeat. Then ask students to match each sentence with one of the pictures. Say, Eacb sentence talks about one of the pictures. Write the number of the sentence in the box on the picture that it is talking about. Point out the sample answer 1. Check ihc answers. 2b This activity gives students practice listening to and understanding the target language. Point out the buildings and street names in la.Say each one and ask students to repeat. Call attention to the four sentences in 2b. Read them to the class saying blank each time you come to a blank line. Say. Now I will play recordings of three conversations. Listen carefully and write a word from the box on each blank line. Point out the sample answer. Play the recording the first time. Students only listen. Play the recording a second time. This time ask students to fill in the blanks by listening to the items on the tape. Correct the answers. Tapescript(录音稿) Conwaraation 1 A: Excuse me. Is there a library around here? B: Yes. Its between the video arcade and the supermarket. Conversation 2 A: Wheres the park? B: The park? Oh, its across from the bank. Conversation 3 A: Excuse me. Is there a supermarket around here? B; Yes, itson Fifth Avenue. Conversation 4 A: Wheres the pay phone? B: Its next to the post office. 2c This activity provides guided oral practice using the target language. Point to the list of buildings in la. Ask a student to read the list aloud. Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the class. Ask other pairs of students to repeat the activity if you wish. Ask students to work in pairs. Say, First one person asks a question and then the other person takes a turn. Ask about the buildings in 1a. Demonstrate（示范） the activity. Point to the map and ask,Wheres the park? Then choose a student to answer.Guide the student to say, Its across from the bank. As students work, move around the room and check progress.（进度） Ask several students to say some of their questions and answers for the class. Grammar focus Review the grammar box. Ask students to say the questions and answers. Ask students to circle these words in the grammar focus section of their books: on, across from, next to, and between. Ask, Which words talk about two different buildings? (across/row, next to, and between) Ask, Which one talks about one building all alone! (on) Culture note Many visitors to the United States believe that Americans dont like to answer questions or give directions(方向) to tourists（旅行者）and other visitors. This is not necessarily true. The pace of life is fast in the United States, especially（特别） in big cities. Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going. Also, most Americans speak only one language and arent used to talking with speakers of other languages. However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood. A pleasant smile and a short, direct question will almost always get you the information you need. 3a This

篇13：仁爱英语九年级教案

仁爱英语九年级教案

一.教材分析

1.教材的地位和作用

本说课是九年级《go for it》第九单元“When was it invented?”本单元涉及内容是本书当中比较重要的一部分。被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。

另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。

2.教学目标

1)知识目标  扩容新单词，提高阅读能力。理解和良好运用被动语态。

2)技能目标  能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。

3)情感目标  使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望

3.教学重点  掌握一般过去时的被动语态

4.教学难点  弄清主动语态与被动语态的差异，通过练习和运用加以巩固

二.学情分析

1.初中生的抽象能力较低，形象思维能力强。但注意力容易分散。本单元通过多媒体课件和教师亲和力的语言，增强兴趣和注意力。

2.初中生的学习心理特点

1)兴趣   对英语普遍感兴趣，求知欲盛。

2)记忆   对刺激记忆手段多的知识记忆深刻，遵从记忆规律。

3)评价   主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价。同时自我意识不断增强。因此在本课教学过程中，注意采用任务型教学为主，通过任务和不同的评价方式，提高学生参与意识。

3.初三上学期学生有较明确的学习动机和态度。本单元通过发明为载体，各种发明和发明家激励学生求知的欲望。

三.教法渗透

1、教学设计思路与教材处理：

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的;学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中，各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养;重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用。

2、教学原则

l 活动性原则 提倡学生主动参与，体验，交流，合作，探究等多种学习。

l 合作性原则 以学生为主体，师生合作，生生合作，体现教与学的互动，交往。

l 任务型原则 任务驱动—激发动机;任务完成—激励学习积极性;执行任务—培养责任 心和合作精神。

l 情感性原则 激发学生学习英语的兴趣和始终保持良好的学习情绪。

3、教法运用：

本单元主要采用任务型教学

在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。

4.教学手段

1) 多媒体辅助：使用自制的课件，使抽象的语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

2)非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。 要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

四、学法指导

新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的`精神，我从以下几个方面对学生进行学法指导。

1、学习方法的指导

培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。

2、学习积极性的调动

我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。

3、学习能力的培养

通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。

4、学习策略的指导

本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。我让学生观察课件画面，回答问题，让学生学会使用认知策略;让学生表演对话，实现交际策略;引导学生交际，主动练习和实践，是调控策略的体现。充分利用多媒体，录音，卡片等是资源策略。

五.教学效果预测;

1. 能够掌握被动语态，并运用到一定的语言环境。

2. 通过多媒体和任务的完成学生会突破难点，产生一定创造精神。

3.  能完成教学目标，调动学生学习热情。

六．课堂教学过程：

Ⅵ．Teaching Procedures

Step Ⅰ Lead-in (2 minutes)

We have inventions everywhere .Inventions make us live easily and happily. Without inventions,our lives will be much more difficult. Today, we will know about a few inventions and talk about the history of them.

Show the pictures of five inventions on the screen: a car,a Tv set, a telephone, a calculator and a computer.

T:Now look at these things.What are they?In what order do you think they were invented? Number them(1-5) (1=first,5=last)

Volunteers report the answes.

S1:I think the calculator was invented before the computer.

S2:Idon’t think so. I think the calculator was invented after the computer.

Step Ⅱ 1a

This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.

Read the inventions to the students.

Call the students' attention to the five pictures. Tell thestudents that all of these things were invented in the last 150 years. Point to each picture and let the students tell what it is.

Write the names of the five inventions on the blackboard.

computer, car, calculator, telephone, TV set

Have several different students guess and write the dates on the board.

Ask the class to repeat the questions and answers like this.

T: When was the computer invented? Class repeat.

Ss: When was the computer invented?

T: Good. Now Tom, what is your guess?

S1: 1965.

T: OK. Tom, repeat after me. The computer was invented in 1965.

T: Class, please repeat.

Ss: The computer was invented in 1965.

Repeat the process with several different inventions.

Tell the children that they will find out the real dates after they complete the lesson.

After that, ask the students the questions below:

Questions:

1.Which one do you think is the oldest?

2.Which one is the newest?

3.Which one do you think is the oldest or the first invention?

4.Which one is the newest or last invention?

Ask different students to answer the questions.

Have the students look at the example conversation in the box. Ask two students to read this conversation to the class.

A: I think the telephone was invented before the car.

B. Well, I think the telephone was invented after the car.

Read the instructions again to the students. Remind them to remember the inventions from first to last.

Then have the students talk about the five inventions in groups of four, using the sample conversation as a model.

Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.

In the next activity you will find out the real dates.

Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation.

Get the whole class to read the instruction together.

Call the students' attention to the five inventions in the picture. Ask five students to say the names of them.

Then ask them to see the five dates with a blank line in front of each.

We'll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876. Play the recording the first time. The students only listen and try to catch the main idea.

Play the recording a second time. Let the students match the inventions and the dates. Check the answers by asking several to say the answers to the class.

If some of the answers are hard to get for the children, tell them not to worry and they will make it next.

Then play the recording again. Pause after each sentence and let the students repeat. For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear.

Answers

d 1876 a 1885 e 1927 c 1971 b 1976

Step Ⅳ 1c

This activity provides guided oral practice using the target language.

Read the instructions and point to the list of dates in Activity 1b.

You will be talking about the dates things were invented with a partner.

Call the students' attention to the example in the box. Ask a pair of the students to read this conversation to the class.

SA: When was the telephone invented?

SB:  I think it was invented in 1876.

Write the conversation on the blackboard. Then get thestudents to practice in pairs, using the information in Activity 1b. Tell them to do it like this:

Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again.

Ask several pairs to share their conversations with the class.

Step Ⅴ Summary

In this class, we've learned to talk about the history of inventions with passive voice. We've also done some listening practice in understanding the target language in spoken conversation. And we've done much oral practice, using the target language.

Step Ⅵ Homework

1.Write out two conversations in Activity 1a.

2.Write out two conversations in Activity 1 c.

Step Ⅶ Blackboard Design

二.学情分析

1.初中生的抽象能力较低，形象思维能力强。但注意力容易分散。本单元通过多媒体课件和教师亲和力的语言，增强兴趣和注意力。

2.初中生的学习心理特点

1)兴趣   对英语普遍感兴趣，求知欲盛。

2)记忆   对刺激记忆手段多的知识记忆深刻，遵从记忆规律。

3)评价   主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价。同时自我意识不断增强。因此在本课教学过程中，注意采用任务型教学为主，通过任务和不同的评价方式，提高学生参与意识。

3.初三上学期学生有较明确的学习动机和态度。本单元通过发明为载体，各种发明和发明家激励学生求知的欲望。

三.教法渗透

1、教学设计思路与教材处理：

《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的;学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中，各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养;重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用。

2、教学原则

The First Period

教学内容：新目标九年级Unit 9  When was it invented?第一课时

一.教材分析

1.教材的地位和作用

本说课是九年级《go for it》第九单元“When was it invented?”本单元涉及内容是本书当中比较重要的一部分。被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。

另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。

2.教学目标

1)知识目标  扩容新单词，提高阅读能力。理解和良好运用被动语态。

2)技能目标  能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。

3)情感目标  使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望

3.教学重点  掌握一般过去时的被动语态

4.教学难点  弄清主动语态与被动语态的差异，通过练习和运用加以巩固

篇14：九年级英语Memory教案

chapter 5 memory

【本讲教育信息】

一. 教学内容：

chapter 5 memory reading 1

1、课文阅读理解

2、词汇和词组

二. 本周知识总结与归纳：

（一）课文阅读理解

1、阅读课文，用时6分钟。

2、p66 b find the facts

（二）词汇和词组

1. basic                                  2. connect                           3.  death

4. dramatic                           5. imagine                              6. improve

7.  injure                                8. link                                  9. memorize

10. me thod                           11. lose one’s memory          12. be essential for…

13. in hospital                         14. be ang ry with sb.             15. be conn ected with

16. hear about                         17. hear from

篇15：九年级英语Troubles教案

九年级英语Troubles教案

chapter 3 troubles

reading

一、教师简介：

二、教材版本：oxford english s henzhen edition

三、课题名称：7a chapter 3 troubles

reading dealing with trouble

四、课型:课文理解课

五、教学设计：

(一)教学目标：

1.认知目标：

课标词汇dial, ambulance, fire service, trouble, tourist, stare, steal, purse, missing, hurry, report, gate

拓展词汇ferry, argue, aboard, theft, handcuffs

2.能力发展目标：

1）培养学生通过课前预测（predicting），略读（skimming），找读（scanning），了解重点大意（major ideas）等阅读微技能来逐步提高阅读水平。

2）帮助学生建立初步的语篇结构意识。

3.情感目标：

当别人遇到困难时，学会即保护自己，又能帮助到别人。

（二）教材分析：

本节课是深圳版《牛津初中英语》（初一）第3单元的导入课。该教材的导入课分为漫画、单元导入（a）及单元导入（b）三部分。教师紧扣单元主题，增加了两个教学环节：①小偷video的导入环节；②遇到困难时即能保护自己又能帮助别人的group work.

（三）学生分析：

刚刚开始初中生活的'学生，对事物充满了好奇心，能积极主动的参与课堂。但大部分学生还没有完全适应初中英语的教学模式，并且学生的英语程度参差不齐，自主学习的能力较弱。

（四）课时安排：

一课时

（五）教学方法：

听说法、情景法、交际法。

一、教学过程

步骤目的教师活动学生活动条件/手段

warming up由视觉感官冲击引入本单元主题show a series of pictures a bout police, ambulance and fire service.ask students what the pictures are about and what number do we dial to call them.multi-

media

leading-in引出本节课主题，激发学生的学习兴趣。show the students a video of a theft. answer two questions, and lead in the topic: “dealing with trouble”. multi-

media

pre-reading结合本课主题，引导学生达到情感目标的培养。do a questionnaire: what will you do if you see a thief? work in groups an d d iscuss the question with classmate.multi-

media

培养学生搜寻细节信息的能力。look at the title, the introduction and two picturesfind the answers of the two questions.multi-

media

while-reading任务型教学play the tape.answer the questions with true or false after listening.tape recorder

培养学生搜寻信息的能力guide the students to read through the text.reading the text by themselves and find the answers.m ulti-

media

show time在理解课文的基础上，根本对话将课文内容展现出来。get the students to work in groups and practice the dialogue.group work. then act out the dialogue.

homework巩固课堂所学，为下节课做准备read the text by themselves and finish the paper.

二、课后反思：

通过对本节课的学习，培养学生通过课前预测（predicting），略读（skimming），找读（scanning），了解重点大意（major ideas）等阅读微技能来逐步提高阅读水平。学生理解了课文的内容，并能用英语将课文的内容通过表演的方式呈现出来。并且懂得了当别人遇到困难时，学会即保护自己，又要帮助别人。

本节课的设计简易明了，并且能够层层深入，通过运用不同的教学方式来设置活动，达到学生对课文的理解。运用了角色扮演的方式，来激发学生对故事的重现，扩展了学生的思维。增强了课堂教学的趣味性和实用性。

video部分的失误成了这节课最不应该出现的问题。

三、课例点评：

1.赵老师在课堂上教态亲切、自然、有激情。口语流利，能用全英语驾驭教学。

2.这节课采用多媒体教学，课件精细，设计构思精巧，准备充分。

3.课堂引入真实、有趣。教学环节衔接自然。在教学过程中，培养了学生听、说、读、表演的能力。

4.整节课自始至终激发学生积极参与、体验、合作与交流，充分发挥了学生的主体作用。

建议：1.课堂上问题的设置应该考虑到学生的各个层面，有难有易，有梯度。

2.课后要布置预习作业。

篇16：九年级英语unit2教案

教学目标(Teaching Aims)

通过本单元教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本单元只教学生静态位置的表达。（动态位置以后再学）要学习be动词，介词in， on， near， behind， under以及定冠词the和不定冠词a/an的用法。

词汇学习：

掌握：

of， classroom， answer， blackboard， some， schoolbag， flower， find， window

理解：

broom， raincoat， cap， Hong Kong， Macao， SAR

语音：

/i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s

教学建议

教学内容分析

本单元主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?) 的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟悉前面提到的几个介词。

大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。

以上表达应会听、说、（包括会问回答）读，语调语、音基本正确。

辅音音标的发音不必一步到位。如; /s/， /z/

教学重难点分析

1、句型

a、主谓一致，即be动词的单复数。

Where is/ Where’s …?

It is/ It’s on/ in/behind/near/under the…

Where are/ Where’re …?

They are/ They’re on/ in/behind/near/under the…

注意语序：

特殊疑问句： 疑问词 + 是动词 + 主语 + 问号

b、介词in， on， near， behind， under的用法; 可组成介词短语。

介词 + 定冠词 + 名词

如：in the morning， at night， in the desk， on the table， near the door等。

2、日常交际用语

Look at the picture。 What can you see …? I can / can’t see… Can you see …?

Where is /Where’s…? It is / It’s in， behind， near， under the…

Where are /Where’re …? They are / They’re in， behind， near， under the…

单词训练建议

classroom， blackboard， schoolbag， raincoat，football 均为合成词。可让学生利用所学过的单词知识，自学这些单词。

学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind → find room →broom

口语训练建议

本单元的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在… 里，（上，后面，附近）的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们介绍介词时，多用直观展示，适当用中文。

为了使学生能够确切把握介词的特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点：

1、创设一个合乎生活逻辑的.语境。

2、寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。 老师上课找不见黑板擦，问一个学生。---- Where’s the brush? ---- It’s under the teacher’s table。老师也可自问自答。尽量从交际出发，减少纯句型练习。

3、确定对话参与者之间的特定关系。

在物体选择上，最好一大一小，构成一主一从的格局。建议教师使用一个色彩鲜明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的兴趣。

画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。

运用型训练建议

老师可设计一个让学生去办公室去拿东西的情景，告诉学生东西的位置。这个练习最好事先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。

Eg。

Teacher: Could you help me?

Student: Sure。

T: Go to my office and fetch your notebooks。

S: Where are our notebooks?

T: They are on my table。

S: Where is your table?

T: It’s near the second window。

S: OK。

笔头训练建议

老师可设计一些基本的测试性的笔头练习，但一定是课堂上反复练习过的。多用直观的方式提供物体的位置，适量中文。注意以下几点：

1．清楚的展示物体的位置。

2．严格限定表示条件。

3．迅速反馈改正信息。

语法训练建议

冠词训练

a、第一次提到用a/an。

b、定冠词特指后接单述或复数名词。

可指教室里存在的东西，如：地面、时钟、桌椅等， 大家都知道的物品。

c、位置介词的用法。

in the bag， under the table， on the desk ， on the table等。

情感教育建议

通过本单元的确定位置，以及寻找物品，告诉学生应养成放好自己的物品，不乱扔乱放东西的习惯，培养学生乐于助人，帮助别人寻找东西，以及拾到东西应交公或交还失主的良好品德。

可利用本单元所提供的内容，Taiwan， Hong Kong， Macao， SAR， 进行爱国主义教育。

情景教学

学习方位表达在日常生活中很有用。我们身边有很多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到熟练自然，学以致用。

看地图讲地名，要求学生有地理知识。老师不妨在课前让学生熟悉一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学知识，提高学习兴趣。

冠词a/an， the的用法

冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a， an)和定冠词(the)。

不定冠词a和an的功能

1、指人或事物的某一种类。例如：He is a student。。他是学生。

2、指人或某事物，但不具体说明何人或何物。例如；A boy is over there。

3、表示数量“一”的概念。例如：I have a bike， a computer and a small room。 我有一辆自行车、一台电脑和一个小房间。

4、用于某些固定词组中。例如：have a look， have a seat等。

篇17：仁爱英语九年级教案

仁爱英语九年级教案

一、教材分析

1.教材的地位和作用

本说课是九年级《go for it》第九单元“When was it invented?”本单元涉及内容是本书当中比较重要的一部分。被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。

2.教学目标

1)知识目标扩容新单词，提高阅读能力。理解和良好运用被动语态。

2)技能目标能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。

3)情感目标使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望

3.教学重点掌握一般过去时的被动语态

4.教学难点弄清主动语态与被动语态的差异，通过练习和运用加以巩固

二、学情分析

1.初中生的抽象能力较低，形象思维能力强。但注意力容易分散。本单元通过多媒体课件和教师亲和力的语言，增强兴趣和注意力。

2.初中生的学习心理特点

1)兴趣对英语普遍感兴趣，求知欲盛。

2)记忆对刺激记忆手段多的知识记忆深刻，遵从记忆规律。

3)评价 主要通过他人评价初步形成对自己的评价，所以很在乎他人的评价。同时自我意识不断增强。因此在本课教学过程中，注意采用任务型教学为主，通过任务和不同的评价方式，提高学生参与意识。

3.初三上学期学生有较明确的学习动机和态度。本单元通过发明为载体，各种发明和发明家激励学生求知的欲望。

三、教法渗透

1、教学设计思路与教材处理：《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的;学生需要运用具体而特定的行动来完成一定的交际任务。整个教学过程中，各种语言结构与语言功能与不同的学习任务有机的结合。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养;重视形式在完成任务过程中的参与和在交流活动中所获得的经验。因此本节课我将始终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累相应的学习经验，让学生在用中学，在学中用。

2、教学原则

l活动性原则提倡学生主动参与，体验，交流，合作，探究等多种学习。

l合作性原则以学生为主体，师生合作，生生合作，体现教与学的互动，交往。

l任务型原则任务驱动—激发动机;任务完成—激励学习积极性;执行任务—培养责任心和合作精神。

l情感性原则激发学生学习英语的兴趣和始终保持良好的学习情绪。

3、教法运用：本单元主要采用任务型教学

在本课的任务型语言教学中，我将依据课程的总体目标并结合教学内容，创造性地设计贴近学生生活实际的任务活动，吸引和组织他们积极参与，使学生通过观察、思考、讨论、交流和合作等方式，在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。

4.教学手段

1)多媒体辅助：使用自制的课件，使抽象的`语言变得直观，为学生运用英语进行交际创设情景，实现师生互动，生生互动和人机互动的多向交流。

2)非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

四、学法指导

新制定的《英语课程标准》把“培养学生学习英语的兴趣，树立自信心，培养良好学习习惯和形成有效策略，发展自主学习和合作精神”放在了首位。依据课改的精神，我从以下几个方面对学生进行学法指导。

1、学习方法的指导

培养学生观察力，想象力，记忆力以及思维能力。用生动的课件调动学生的感官进行听说读写的训练。

2、学习积极性的调动

我在教学过程中创造一种开放的，和谐的，积极互动的语言氛围，把课堂变成有声有色的舞台，让学生在乐中学。

3、学习能力的培养

通过连贯的听说读写，游戏，竞赛等，培养学生的交际能力，发展他们的思维能力。

4、学习策略的指导

本节课将在课堂活动中把学生分成四人小组的学习小组，让他们围绕着课堂任务分工合作，在活动中相互探讨、相互交流、相互合作，从而获得知识、技能和情感体验，发展他们的能力。创建开放式，探究式的课堂，有意识渗透学习策略的训练。我让学生观察课件画面，回答问题，让学生学会使用认知策略;让学生表演对话，实现交际策略;引导学生交际，主动练习和实践，是调控策略的体现。充分利用多媒体，录音，卡片等是资源策略。

五、教学效果预测;

1.能够掌握被动语态，并运用到一定的语言环境。

2.通过多媒体和任务的完成学生会突破难点，产生一定创造精神。

3.能完成教学目标，调动学生学习热情。

六、课堂教学过程：

Ⅵ．Teaching Procedures

Step Ⅰ Lead-in (2 minutes)

We have inventions everywhere .Inventions make us live easily and happily. Without inventions,our lives will be much more difficult. Today, we will know about a few inventions and talk about the history of them.

Show the pictures of five inventions on the screen: a car,a Tv set, a telephone, a calculator and a computer.

T:Now look at these things.What are they?In what order do you think they were invented? Number them(1-5) (1=first,5=last)

Volunteers report the answes.

S1:I think the calculator was invented before the computer.

S2:Idon’t think so. I think the calculator was invented after the computer.

Step Ⅱ 1a

This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.

Read the inventions to the students.

Call the students' attention to the five pictures. Tell thestudents that all of these things were invented in the last 150 years. Point to each picture and let the students tell what it is.

Write the names of the five inventions on the blackboard.

computer, car, calculator, telephone, TV set

Have several different students guess and write the dates on the board.

Ask the class to repeat the questions and answers like this.

T: When was the computer invented? Class repeat.

Ss: When was the computer invented?

T: Good. Now Tom, what is your guess?

S1: 1965.

T: OK. Tom, repeat after me. The computer was invented in 1965.

T: Class, please repeat.

Ss: The computer was invented in 1965.

Repeat the process with several different inventions.

Tell the children that they will find out the real dates after they complete the lesson.

After that, ask the students the questions below:

Questions:

1.Which one do you think is the oldest?

2.Which one is the newest?

3.Which one do you think is the oldest or the first invention?

4.Which one is the newest or last invention?

Ask different students to answer the questions.

Have the students look at the example conversation in the box. Ask two students to read this conversation to the class.

A: I think the telephone was invented before the car.

B. Well, I think the telephone was invented after the car.

Read the instructions again to the students. Remind them to remember the inventions from first to last.

Then have the students talk about the five inventions in groups of four, using the sample conversation as a model.

Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.

In the next activity you will find out the real dates.

Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation.

Get the whole class to read the instruction together.

Call the students' attention to the five inventions in the picture. Ask five students to say the names of them.

Then ask them to see the five dates with a blank line in front of each.

We'll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876. Play the recording the first time. The students only listen and try to catch the main idea.

Play the recording a second time. Let the students match the inventions and the dates. Check the answers by asking several to say the answers to the class.

If some of the answers are hard to get for the children, tell them not to worry and they will make it next.

Then play the recording again. Pause after each sentence and let the students repeat. For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear.

Answers

d 1876 a 1885 e 1927 c 1971 b 1976

Step Ⅳ 1c

This activity provides guided oral practice using the target language.

Read the instructions and point to the list of dates in Activity 1b.

You will be talking about the dates things were invented with a partner.

Call the students' attention to the example in the box. Ask a pair of the students to read this conversation to the class.

SA: When was the telephone invented?

SB: I think it was invented in 1876.

Write the conversation on the blackboard. Then get thestudents to practice in pairs, using the information in Activity 1b. Tell them to do it like this:

Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again.

Ask several pairs to share their conversations with the class.

Step Ⅴ Summary

In this class, we've learned to talk about the history of inventions with passive voice. We've also done some listening practice in understanding the target language in spoken conversation. And we've done much oral practice, using the target language.

Step Ⅵ Homework

1.Write out two conversations in Activity 1a.

2.Write out two conversations in Activity 1 c.

Step Ⅶ Blackboard Design

七、教材分析

1.教材的地位和作用

本说课是九年级《go for it》第九单元“When was it invented?”本单元涉及内容是本书当中比较重要的一部分。被动语态结构及运用是教学中一个难点和重点，也是学生比较不容易理解的部分，因为它是建立在各种时态之上的。

另外通过对我们熟悉经常使用的发明物的历史来开阔眼界，丰富学生的阅历，使学生养成勤于思考，善于总结的好习惯。

2.教学目标

1)知识目标扩容新单词，提高阅读能力。理解和良好运用被动语态。

2)技能目标能谈论重要发明的历史及用途，能针对各项发明的用处及特点，发表自己的看法，并说明理由。

3)情感目标使学生懂得人类的科学发明创造了丰富的物质文明。培养学生的创造发明的能力和愿望

3.教学重点掌握一般过去时的被动语态

4.教学难点弄清主动语态与被动语态的差异，通过练习和运用加以巩固

篇18：高二英语Unit13 The water planet知识点总复习教案

高二英语Unit13 The water planet知识点总复习教案

Section I  课前准备、听力、口语 1. Practise making suggestions and expressing opinions. 练习提出建议并发表观点。(p. 17 Goals 2)▲ practise vt. 练习practise后面的动词一般要用-ing形式。类似practise这种接动词-ing形式作宾语的动词还有：finish, enjoy, mind, give up, cant help, suggest, keep等。如：① I practise playing the piano every day. 我每天练习弹钢琴。② She had finished writing the letter when I went in. 我进去时她已写完信了。③He enjoys skating very much. 他非常喜欢溜冰。④ Do you mind closing the window? 请你把窗户关上好吗? ⑤ Mary couldnt help laughing at Toms joke. 对于Tom的玩笑，Mary忍不住笑了。   拓展：practice n. in practice实际上put sth. into practice将…付诸实施 2. Fill one glass with fresh water and another glass with salt water. 在一个玻璃杯里装满淡水另一个玻璃杯里装满盐水。( p.17 Warming up No.4) ▲ fill的用法 (1) 使满；填满  He filled the bath with water. 他把浴缸装满水。(2) 占有(地位)，任(职位) The position of the principal is not yet filled. 校长的职位还空着。(3) 供应(需求) ① His answer did not fill our need. 他的回答无法满足我们的要求。② Fill in your telephone number. 请填写你的电话号码。③ The room was filled with laughter. 房间里充满了笑声。④ I have filled up the bottle. 我把瓶子装满了。   ▲拓展：fill in填写(事项，表格等) fill...with...把……装满  be filled with = be full of充满  fill up 装满；填写(= fill in) 3. What can we do to protect the water on our planet? 我们能做些什么来保护我们这个星球上的水呢？(p.17 倒数第1行) ▲protect保护，防御 常与介词against (from)连用，译为“保护……免遭”。① He is wearing sunglasses to protect his eyes from the strong sunlight. 他戴着太阳镜以挡强烈的阳光。② The heavy rain kept us from going out.  大雨使我们无法出去。   ▲注意：stop (prevent)…from doing中from可省去；keep…from doing中from不可省。   ▲拓展：keep…from...阻止(妨碍)…做…= stop… (from)… = prevent … from ... 4. Who tells the story in the poem?谁讲了这首诗里的故事？ ( p.18 Part 1 No. 1) ▲tell的重要句型归纳   (1) tell + n.(人) + n. = tell + n. + to + n. (人) Did you tell your parents the news? =Did you tell the news to your parents? 你把这消息告诉你父母了吗?   (2) tell + n. (人) + (that)／wh... ① He told me(that)he would be back in an hour.  他告诉我，一个小时内他就回来。② He told her what had happened.  他告诉她发生了什么事。   (3) tell + n. (人) + of (about)  He told me of (about) his worries.他告诉我他的烦恼。 ▲ 拓展：tell + n. + from + n. 辨别……和……  all told总共 Dont tell me! 不至于吧!  I (can) tell you. 的确，真的    There is no telling. 不得而知；很难说。 to tell the truth 老实说 ① Its sometimes hard to tell one twin from the other.  双胞胎有时很难分辨。② All told, there were 350 people killed in the plane crash.  那次坠机事件中总共有350人丧生。③Dont tell me you are going back to your hometown.你不至于要回到你的故乡吧。④Its a wonderful invention, I (can) tell you. 那的确是个了不起的发明。⑤ There is no telling where he is. 无法知道他到底在哪里。 5. Work with your partner and see whether you can come up with a good, scary story… 跟你的同伴一同看看是否能想出一个好的，引起惊慌的故事… (p.18 Listening Part 2 No. 4) come up with的用法   ▲come up with在本单元中作“提出”“想出”解。如： ① The young engineer came up with a new design. 那个年轻工程师提出一种新的设计方案。②The magazine recently came up with some advice on smoking.该杂志最近就吸烟问题提出一些忠告。③ Youve come up with a good idea.  你想出的主意好极了。④ Scientists will have to come up with new methods of increasing the worlds food supply. 科学家们必须找出增加全世界食品供应的新方法。   ▲ come up with有“拿出…” “筹措钱”之意。如：① If Waths can come up with $15 million, well go to London. 如果瓦茨能够拿出一千五百万美元，我们就去伦敦。② You have no choice but t0 come up with ￡18, 000.你别无选择，必须拿出一万八千英镑。   ▲ come up with亦可作“赶上”解。如：① Lets hurry up so that we may come up with them. 咱们快些走，以便赶上他们。② We shall have to work hard so as to come up with the other firm. 我们得努力工作才能赶上另一家商行。 6. Who benefits from using water in this way.以这种方法用水谁受益了? (p. 18 Speaking 第5 点) ▲ benefit的用法 (1) n. 利益；益处 I get a lot of benefit from learning a foreign language. 从学习外语中我得到许多益处。 ▲ 注意：以下两个短语：be of benefit to对……有裨益；for the benefit of为了……(的利益)。① That experience was of great benefit to me. 那个经验对我很有益处。②We must make efforts to take exercise for the benefit of our health. 为了健康我们必须努力锻炼身体。 (2) vi. 有益于① Such foolish behaviour will not benefit your ease. 这样愚蠢的行为将无益于你的案子。② I benefited enormously from my fathers advice. 我从父亲的忠告中获益良多。 【注】benefit可作为及物动词用，意为“有益于”。如：①The trade agreement will greatly benefit the developing countries.贸易会谈将大大的有益于发展中国家。②The new railway will benefit the district. 这条新铁路将会给这个地区带来好处。③ The long rest benefited her. 长期休息对她有好处。 ▲ benefit from／by的用法: benefit from／by意为“从……中得益”“得益于……”。如：① We can all benefit from his knowledge. 我们均可得益于他的知识。② You benefit from what he told you in the letter. 你会从他的`信中受益。 Section II  阅读 7. 99% percent of the living space on earth is in the oceans.  地球上百分之九十九的生存空间是在海洋里。(p.19 第一段 第2－3行)   ▲百分数作主语时，即percent后有数词时，应注意两点：一是percent不能用复数形式；二是谓语动词的单复数。如果percent of后的名词为单数，谓语动词用单数；其后的名词为复数，谓语动词则用复数。如：① About 70 percent of the surface of the earth is water.地球表面大约百分之七十是水。② Eight percent of the students are absent today.今天有百分之八的学生缺席。   【注】percent可作为副词用，在句中作状语。如：①I notice you dont say that youre a hundred percent convinced yourself. 我注意到你没有让你自己完全信服。 ② Prices have risen 5. 5 percent in the past year. 过去一年物价上涨了5.5%。③ I think its ninety percent probable. 我想有百分之九十的可能性。   【注】percent也可作形容词用，在句中充当定语。如：  I paid him six percent interest.我付给他百分之六的利息。   【注】percentage意为“百分比”，多与of连用。如果连用的名词是复数，后面的动词就用复数形式，否则用单数形式。如：① What percentage of babies die of this disease every year? 每年婴儿死于这种疾病的百分率是多少? ② What percentage 0f his income is paid in income tax? 他的收入有多大比例用来交所得税? 8. Marine life is incredibly rich and varied. 海洋生物极其丰富多样。(p.19 第一段 第3行) ▲varied是由动词vary变化而来的过去分词，在句中作定语或表语。如：① The menu is varied and cheap.菜单上的菜花样很多也很便宜。② They made varied efforts to bring about a peaceful solution of the problems. 他们做了种种努力来和平解决这些问题。③ They are rich in content and varied in style.它们内容丰富、风格多样。④ He had had varied training and had held many offices.他受过多种训练并担任过多种职务。   ▲动词vary意为“有差异”“有变化”时，是不及物动词。如：① Courses vary according to the needs of the students.  课程根据学生的需要而不同。②People vary very much in their ideas. 人与人的想法差别是很大的。③ The answers given by different people vary greatly.不同人作出的回答，差别非常大。   ▲vary可作及物动词，意思是“使……有变化”“变换”。如：①You should vary your diet. 你的饮食应经常变换花样。② She varies her dress as fashion changes. 她的衣着随潮流而变化。   【注】vary充当及物动词时，可用现在分词作定语。如：varying prices 不断变化的价格。 9. There are about five million species in the oceans

篇19：快乐英语二年级第一单元教案1-2课

快乐英语二年级第一单元教案1-2课

第（一）单元备课 备课教师：周健                         教学 目标 1、能听说读20个单词，其中个别单词及词组要求四会掌握。 2、能四会掌握Listen,Read and Write 中的句子、句型。 3、使学生掌握介绍新同学、介绍新朋友、谈论课程的用法。 4、操练、巩固每课第三部分中出现的对话，并能灵活应用。 5、对学生进行Halloween等文化知识渗透学习。 6、通过Little Scholar部分的学习，对学生进行德育。 教学 重点 1、介绍新同学、介绍新朋友、谈论课程的教学。 2、Listen,Read and Write中的单词、句子和句型的.学习。 教学 难点 1、要求掌握的四会句子。。 2、部分要求三会掌握的课文句子。 教学方法 TPR，合作探究法，听说法，讲授法等。 教学辅助 单词卡片、教学挂图、录音机及相关磁带。 课时安排 Lesson 1 第一课时 Learn to say    Let’s act   Let’s chant 第二课时 Listen,Read and Write  Let’s play    Lesson 2 第一课时 Learn to say    Let’s act         第二课时 Listen,Read and Write Let’s play  Let’s sing Lesson 3第一课时 Learn to say    Let’s act   Let’s chant 第二课时 Listen,Read and Write Let’s play  Lesson 4 第一课时 Learn to say      Let’s act  Let’s play         第二课时 Listen,Read and Write                  Listen and connect Lesson 5 第一课时 Learn to say    Let’s act  Let’s play 第二课时 Listen,Read and Write            Let’s sing              Lesson 6 第一课时 Learn to say    Let’s act         第二课时 Listen and Number                  Let’s act 二年级下册英语教案 课题 Lesson   One 课型 New   teaching 教学 目标            1.      Learn the words :   Takuya  England      the sentence : I’m Helen.                   I’m in Class 1. 2. Grasp the dialogue, can make a dialogue by oneself. 3. Contact with the real life ,tell students make good friends with their classmates. 重点 Understand the dialogue and make a new dialogue . 难点 Use the dialogue into the real life 教具 学具 课件   Tape recorder , picture,   cards   Revision    1. Make the dialogues.    Greetings by the last lesson : ----Hello! ----Hello, Lili ! This is my new friend,Helen. ----Where are you from ? -----I’m from England. Teacher encourage the best one.     2. Test the words:  Takuya  England        the sentence : I’m Helen.  I’m in Class 1.   Production     1.Today we go on to learn lesson 1, now I’ll give you a scence ,every student must make a dialogue with your partner by yourself.   Use the sentence:  What’s your name?                  I’m ……        I’m from England.       2.. Listen to the tape Read following the tape Read the dialogue  . .     Follow the teacher   3.Try to make dialogue using the following : She’s my friend ,Linda. She’s young . She’s pretty,   4. Make a dialogue in pairs . Production   自主测评：10`（A练习  B自测自评  C学生总结  D作业） Step Six : Check up and conclusion . 1.      Practice the dialogue in pairs . 2.      I have four friends. What do you call them ?     Name Takuya Linda Age     Telephone     City     Class     Grade     School       5.Sum up.    By the students.   6.Homework.   Make a dialogue and the words. 板书设计     Lesson  One                    I’m Takuya.                   I’m in Class1.                   教 学 反 思                  二年级下册英语教案 课题 Lesson   One 课型 New   teaching 教学 目标            1：Review the words and the dialogue 2：Learn a new dialogue 3:  Learn a chant   重点 Understand the dialogue and make a new dialogue . 难点 Use the dialogue into the life, remember the words. 教具 学具 课件 Tape recorder , picture,   cards     Revision   1. Test the words: Monday  Tuesday  English  Chinese  PE 2.Greetings: Hello! Billy . Hello! Nice to meet you. Nice to meet you. Today is Tuesday. We have a English class. Yes. Do you like English class? Yes, I like . Me , too. 3. Show the aims: In this lesson , we’ll do the dialogue of Lesson Three .Then we’ll do the exercises of Lesson Three.   Production New Lesson .   1.  Listen to the tape Read following the tape Read the words.  . .     Follow the teacher Ask the students “who have some questions?” then the teacher explain it .   2.Try to make dialogue using the following : We have an English class today. Great! I like English. Time for our English class. Let’s go to the classroom.   Practice and summary   自主测评：10`（A练习  B自测自评  C学生总结  D作业） Check up and conclusion .   1.      Practice the dialogue.   2.      Revise the words : China  England  America  Japan  Monday  Tuesday  English  Chinese  PE Read and test the words.   3.Do the Exercises book .   4.Sum up.      By the students.   5.Homework:     Make a dialogue after class and remember the words. Review the dialogue and words of lesson 1  to  3.   板书设计   Lesson   One       Where are you from?       Which class are you in ?       We’re in Class 1.     教学反思     二年级下册英语教案 课题 Lesson   Two 课型 New   teaching 教学 目标            1. Review{ the words :China  Japan  America  England          {the sentence : I’m from England.   2. Grasp the dialogue, can make a dialogue by oneself.   3. Contact with the real life ,tell students make good friends with their classmates.   4. Learn a song: Where are you from? 重点 Understand the dialogue and make a new dialogue . 难点 Use the dialogue into the real life 教具 学具 课件   Tape recorder , picture, cards Revision   1. Make the dialogues.    Greetings by the last lesso

★九年级英语Unit 15 第二课时教学反思

★Unit 9—Unit 12练习题

★人教版九年级Unit 12 You’re supposed to shake hands

★幼儿园大班英语《Unit 6 Action》第一课时教案

★九年级Unit 6 教案教学设计(新目标版英语九年级)

★八年级英语Unit 6教案

★仁爱英语九年级教案

★九年级英语上册教案

★人教版高考第一轮复习高二英语：Unit 11-Unit 12

★九年级上册《醉翁亭记》第一课时教案

《九年级英语unit13教案1-2课时（精选19篇）.doc》

将本文的Word文档下载到电脑，方便收藏和打印

推荐度：

点击下载文档

文档为doc格式