U9 Have you ever been to a museum 教学设计(Period1 )

第一篇：U9 Have you ever been to a museum 教学设计(Period1 )

一、教学目标

（一）知识与能力

1.能掌握以下单词：amusement park, somewhere, camera, invention.2.掌握并运用句型：

Lets' go somewhere different today.Have you ever been to…? Yes, I have./ No, I haven’t.How about/what about…?

How are we going to get there?

We can take the subway/…

3.让学生使用现在完成时Have you ever been to…? 表示是否去过某地。

（二）过程与方法

1.通过情景介绍的方式进行词汇或短语教学，让学生在情境中操练、理解并学会运用；

2.采取Pair work或Group work问答式的口语交际活动，让学生运用表达方式和句型互相操练“去过的有趣的地方”；

3.采取词汇所构建的语境判断、图文配对和判断正误的听力方式帮助学生掌握听力技能；

4.采用Role-play的学习策略，利用课件引导学生自主学习，展开课堂教学；

（三）情感态度与价值观

在授课过程中引导学生了解主题公园、博物馆和名胜古迹，从中谈论自己去过的一些有趣的地方，增强学生对美好事物的追求和向往。培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。

二、教学重难点

（一）教学重点

1.掌握能掌握以下单词：amusement park, somewhere, camera, invention.2.学会谈论是否去过某个地方的基本句型：

Have you ever been to…? Yes, I have./ No, I haven’t.Me neither.How are we going to get there?

（二）教学难点

1.学会用have / has been to …谈论曾经去过的地方

2.现在完成时

三、教学策略

语音教学——让学生进行模仿操练；词汇教学——采取情景介绍的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学——采取 Pair work和Group work 问答式的口语交际活动互相操练；听力教学——采取词汇所构建的语境判断、图文配对和判断正误的听力方式。

四、教学过程

Step I Lead-in

1.要求学生试读课本单词表中的单词和短语，帮助学生解决语音问题。

2.看图猜地名；图片展示的分别是the British Museum, space museum, history museum, water park, zoo, amusement park.向学生就图片内容提问，导入句型：“Have you ever been to…?” “Yes, I have.” / No, I haven’t.<设计意图> 首先，磨刀不误砍柴工，读单词，帮助学生们解决语音问题，可以让后面的课上得更加的流畅，达到事半功倍的效果。其次，本单元的话题涉及博物馆的名称，由此导入五种博物馆参观场景，从此处话题入手，询问询问学生是否去过这些地方，合理导入句型，学生们根据实际情况做出对应的肯定、否定回答，为课本的学习奠定基础。

StepⅡ Pre-listening

让学生观察主题图，在1a中，六处地方已给出，让学生大声念出这些地名，老师在黑板上板书出来。然后老师询问学生：Which of these places would you like to visit? 用序号1-6标明最想去和最不想去的地方。小组得出调查结果后派代表做简单汇报。

S 4: Amusement park ______, water park ______, zoo ______ aquarium ______ space museum ______.S 5: Space museum ______, aquarium ______, zoo ______, water park ______, amusement park ______

S6: …

<设计意图>本活动主要继续巩固所学地名，学生讲讲图中六个地方他们哪个地方有趣。做个简单的汇报。这一讨论可为1b的听力活动做好铺垫。

StepⅢ Listening

1.听并选出最好的答案。听第一遍，找出下列问题的答案。

1）When did Sarah visit the National Science Museum?

A.Today

B.Yesterday

C.Last year

2）When did Claudia visit the nature museum?

last year B.last summer C.Last school trip

3）What may the relationship be between the two speakers?

A.Friends

B.Teacher and student

C.Mother and kid.Answer: CCA

2.引导学生读1b听力活动要求，然后完整播放录音，让学生完成1b的表格。师生核对答案。

<设计意图> 找出问题的答案，第1、2 小题主要考察学生在听力中对时间信息的掌握。第3小题，考察学生对文中两个人物关系的理解。该活动的目的是培养学生在听力中根据题目掌握信息的能力。其次, 1b听力活动的要求，目的是听懂Claudia和Sarah是否去过某地。

StepⅣ Group work

1.要求学生跟读听力材料，模仿语音语调。

2.让学生分组按照1c的范例进行简单的对话，对编排优秀或有创意的学生及时肯定、表扬。

<设计意图> 由于此前的活动中已积累了一些句子，因此操练对话能帮助学生进一步掌握目标语言。同时，通过模仿语音语调，使学生的口语能力有更原汁原味的折射。刚开始学习been, ever和never的用法，学生可能会有较多的口头错误，教师在点评时要多鼓励学生。

StepⅤ Listening

1.让学生观察2a的地图，说说他们在地图上看到了哪些地方。

2.听2a，让学生在地图上圈出他们听到的地点，并核对答案。

3.仔细阅读2b活动中的每个句子，了解他们要着重听哪些信息。听2b，核对2b答案。

4.让学生分角色朗读对话，并请几组学生师范表演。

<设计意图> 本环节可以综合复习以前学过的方位表达法，让学生继续看图，讲出每个地点的方位。其目的是锻炼学生的听力技能，从而达到对目标语言的学习与运用。

StepⅥ Pair work

1.学生两人一组根据2a的图片，更换2c中的地点、交通方式等信息，自编新的对话。

2.让学生们对自己的表现及语言表达能力进行自我评价，在小组内评价，然后评出最“最佳表演组”，并鼓励学生们下一次争取做最优秀的小组及个人。

<设计意图>让同学们在真实的情景中，谈论是否去过某个地方，通过何种交通方式到达。经过一堂课的学习，学生已经掌握了一定的表达方式。通过任务的设计、说明与布置，指导学生将自己的所思所想转化为语言输出。利用对话表演的形式反馈，同时，鼓励学生勇于开口、大胆表演。通过运用和表演，既复习新知，同时以竞争机制评出“最佳表演组”，促使学生们积极参与，让学生感受成功的愉悦，也活跃课堂。

StepⅦ Role-play

1.阅读前，给学生提出一些问题，让他们带着问题进行阅读。阅读完毕后，请学生回答问题。例如：

When did Jill go to the film museum?(In April.)

What does Jill love about the film museum?(She loves all the old movie cameras.)

What did Jill learn about?(She learned about the inventions that led to color movies.)

Who did Jill camp with on the weekend?(With her friends.)

Has Anna ever been camping?(No, she hasn’t.)

2.学生听录音，全班跟读对话，模仿语音语调。让学生分角色朗读对话，并请几组学生师范朗读。

3.讲解语言知识点：

1.I learned about the inventions that led to color movies, too.我还了解了一些发明，它们成就了彩色电影。

此处learn是“了解；获知；得知”的意思，由介词about或of引入所获知的具体内容。例如：

The children were all shocked to learn of the death of their headmaster.得知校长去世，孩子们都十分震惊。

I only learned about the accident later.我只是后来才得知了事故的情况。

2.I’ve never been camping.我从未野营过。

此句为现在完成进行时。这一时态的结构为“have been + 现在分词”，表示从过去某一时刻延续至今的动作。在本句中，说话人使用这一时态来强调自己至今从未有过野营的经历，欠缺这方面的经验。又如：

He’s been watching TV all afternoon.他一下午都在看电视。

We’ve been living like this ever since the birth of my little brother.自打我小弟弟出生，我们就一直这样生活。

<设计意图> 分角色朗读课文，形象生动，如亲临其境，可以把注意力吸引到课文的内容中去，领略其中的含义，更能加深印象，不容易忘记。其次，分角色朗读对话可以调动学生的积极性，提高表达能力。而且，还能增加课堂气氛，营造出积极、活跃的课堂气氛。

Step VIII Exercise

在课堂上完成导学案，讲解并核对答案。

<设计意图>在课堂中，让学生活学活用所学的知识，既能够在课堂上将学习到的知识马上做出反馈，同时，老师也能从练习中了解到学生对哪些知识掌握不够，从而在以后的教学中及时查漏补缺。

Homework

1.Practice the dialogue and remember the language points.2.Preview the next lesson.

第二篇：Whenisyourbirthday?教学设计（Period1）

一、教学目标

在本节课结束时，学生将能够：

知识和能力：

（一）会准确读出并在口语交际中正确运用12个月份和序数词（1st-31st）表达日期。

（二）正确使用介词in /on表达日期的用法。

（三）理解名词所有格的基本用法：’s，并能准确读出alice’s, father’s。

（四）灵活使用when引导的特殊疑问句询问日期进行交际。

过程与方法：

采用歌曲导入，自主学习、小组合作探究、classifying, contrasting和role-playing的学习策略。利用教学图片、幻灯片、实物（大挂历、日历）或制作课件等来展开课堂教学、pair work问答式的口语交际活动，进行“询问和谈论日期”的课堂教学和练习。

情感态度与价值观：

通过互相询问生日的日期，增进同学之间的了解和友情并学会在英语交流中注意他人的情感。

二、教学重难点

教学重点：

（一）询问表达他人、自己及父母家人的生日日期。

（二）理解序数词的构成方法，掌握日期的表达方式。

（三）就生日聚会这一话题分角色表演对话。

教学难点：

（一）询问表达他人、自己及父母家人的生日日期。

（二）理解序数词的构成方法，掌握日期的'表达方式。

三、教学策略

语音教学——让学生进行模仿操练；词汇教学——采取情景介绍或演示对比的方式进行教学，让学生在情境中操练、理解含义，并学会运用；口语教学——采取pair work问答式的口语交际活动或游戏等小组活动互相操练；听力教学——采取图文配对和对话选择的方式；语法教学——总结规律、抓住特征、模仿操练。

四、教学过程

step 1: lead-in

播放英文歌曲happy birthday to you，激发兴趣，激活相关信息。

【设计意图】

通过视频歌曲happy birthday to you引入新课，活跃课堂气氛，让尽可能多的学生迅速调整到上课的状态中来。

step 2: presentation

activity1.利用多媒体逐步呈现12个月份词汇。

【设计意图】

呈现新词汇，为听力活动做准备。

activity2.利用多媒体和课本1a图片，引出本课重点句型：

a: when is your birthday, …?

b: my birthday is on may 2nd./...或it’s on may 2nd.【设计意图】

呈现新的功能用语，为听力活动做准备。

step 3: listening 1

activity 1.pre-listening利用多媒体进行月份词汇记忆小组赛。

【设计意图】

运用多媒体直观性，帮助学生更好的理解月份词汇，也为听力活动做准备。

activity 2.while-listening让学生完成1a和1b。

【设计意图】

训练听力技能，听信息，排顺序。

activity 3.post-listening让学生两两合作，完成1c。

【设计意图】

创设语言环境，使学生在真实语言情境下练习功能句，也为下文做好铺垫。

step 4: listening2

activity 1.pre-listening学生展示功能句，深入思考日期表达方式。

【设计意图】

导入下一环节，为听力做准备。

activity 2.while-listening听2a-2c，学生跟读，选择，匹配，总结归纳序数词的变化规律。

【设计意图】

训练学生的听力技能，有意识地拓展功能句，促进学生对功能句的灵活运用。

activity 3.post-listening针对2d听力内容，口头回答问题；并模拟2e对话，总结要点。

【设计意图】

使学生感知真实语境，增强教学的实效性。

step 5: sum-up and homework

总结重点内容，调查组内同学的生日和年龄。

【设计意图】

巩固知识，进行情感教育的渗透。

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第三篇：人教版新目标九年级英语Unit 13 Period1教学设计

九年级英语Unit 13 Rainy days make me sad教学设计

（Period1）

初中英语

熊平华 丰城市丽村中学

Tel:***

一、Chapter content: Section A(1a—1c)

二、Analysis of the Teaching Material：

In this unit ,the language aims are to talk about how things affect you and how to express their thoughts about like or dislike.Language structure : make sb /sth + adj /do

三、Analysis of the students : The students have learned the structure : make sb /sth + adj /do.So this class we will mainly teach the adjectives and to talk about how things affect you and how to express their thoughts about like or dislike while teaching the structure.四、Teaching aims and demands :

1.Target language : How do you feel about loud music ?

Loud music makes me tense.Loud music makes me want to dance.That movie made me sad.Waiting for her made me angry.2.Language structure: make sb /sth +adj

Make sb /sth +do

3.Ability objectives

(1)

Train students’ listining ability.(2)

Train students’ speaking ability.(3)

Train studints’ the ability of using grammar fous.五、Teaching key points: make sb /sth + adj /do

六、Teaching difficult points:

1.The target language

2.How to train the students’ listening ability.七、Teaching methods and learning methods:

1.Listening method to improve students’ listening ability.2.Pairwork to make every student work in class.3.Task-based teaching method.八、Teaching tools : a

computer ,pictures

九、Teaching procedures

Step one :

Warm－up

1.Ask a student : What is your hobby?

S: I like reading.T: Why ?

S: Because it is interesting.T: So it makes you interested.Write down on the blackboard: It makes you interested.2.Ask the other students, get them to say the word ：Happy，sad，excited，relaxed，nervous，sick，energetic，stressed out, tense

comfortable ……

3.Write these words down and get the students to read the words together.Step two :

Presentation

1.Show some pictures , for example an exciting basketball match ,a beautiful flower ,a happy family ,a relaxing scenery , a scary monster ,and so on.T: How do you feel about picture 1? Happy ?Beautiful ?Excited ?Awful ?

S: Excited.T: It makes me excited.Show this sentence on the blackboard.Then repeat with the other pictures,get them to say :

It makes me happy.It makes me awful …… Step three :

Practice

1.Say: Look at the pictures in 1a.There are two restaurants.Please describe them.For example : In Rockin’ Restaurant ,paintings on the walls are ugly.The music is too loud.The Blue Lagoon has blue walls ,plants , flowers , and a piano player.Let the students say some sentences about the two pictures.Then ask students : Which restaurant would you like to go to ?Why ? Let them use the structure : make sb/sth +adj to say.For example :

T: I don’t like The Rockin’ Restaurant ,because the loud music makes me tense /comfortable……

Then check several students to answer.2.T: Look at the girls in the picture in 1a.They are Amy and Tina.They are hungry,They want to get something to eat.what do they think of the two restaurants? ? Look at 1b ,read the sentences ,you will hear the missing words on the recording ,fill in the blanks with the words you hear in the tape.Play the tape the first time ,students only listen.Play the tape the second time.and say,This time please fill in the missing words.Check the answers.Play the tape again, let them read the conversation with it.Step four : Consolidation and Extension :

1.Teacher say :I would rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating.What about you ? Help the students say : Me, too.Loud music makes me tense.T: I agree.Loud music makes me uncomfortable.2.Get the students practice in pairs.Then check several pairs of students.3.Get the students practice the dialogue with the teacher.When the students say “ I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating.” The teacher can say : Not me ,I like The Rockin’ Restaurant because loud music makes me want to dance.Get the students to practice dialogue like this in pairs.Then check several pairs of students.Get some students to act the dialogue in front of the class.3.This weekend where would you like to go to eat or play? Why? And where wouldn’t

you like to go? Why not ?

The teacher can give an example :

I would rather go to the park on weekend.Because it makes me relaxed.I don’t like to go to see the movie.It makes me bored.Let the student discuss in groups of four.Then check several groups and let then practice in front of the class.Step five : Homework :

Make a dialogue.Ask your friend where he or she would like to go to eat and play.Explain the reason with the structure :make sb / sth +adj /do.十、Design on the blackboard.Unit 13

Rainy days make me sad.Section A(1a—1c)

make sb /sth +adj

adjectives It makes you interested.happy

sad

excited

relaxed

nervous

sick It makes me excited.comfortable

stressed

tense

energetic

第四篇：Unit6 Its raining! period1教案

Lesson plan of Unit6

Background information: Students: 53 Junior high school students, Grade 1 Lesson duration: 40mins Teaching aims: By the end of the lesson, students should be able to: 1.Talk about the weather;2.Use the present continuous tense to talk about what people are doing;3.cooperate with partner to make simple dialogues;4.Learn to be a good listener.Teaching contents: Vocabulary of weather: rainy, cloudy, snowy, windy, sunny Sentence structure: How’s the weather?

It’s…

What’s he/she doing?

He/She’s…

What are they doing?

They are… Teaching aids: tapes, blackboard, chalk, PPT Type of lesson: listening and speaking Teaching procedures: Lead in：What do Chinese people say when we meet each other? Yeah, we often say “Have you eaten?” , do you know how western people greet each other? Step1.New words 1.Use PPT to learn new words about the weather;2.Simple summary of the words;3.Match words with pictures in 1a;Step2.Practice 1.Show pictures about some famous cities and the weather, students use the sentence structure to ask the weather in some cities;

2.Listen to the tape and ask the students to fill in the blanks in 1a and check the answers;Step3.Play a video as a prize.1.Ask the students to listen carefully to find out what’s the important sentence in it;2.Play the video;3.Check the answer.Step4.Pairwork 1.Use the vocabulary and sentence structure to make a conversation with partner.2.Act the conversation out to classmates.Step5.1.Listen to four conversations, number the pictures and match people’s names with the activities.2.Ask and answer questions.Talk about what people are doing in 2a.Step6.Groupwork

According to the given materials, ask the students to work in groups to practice talking about weather and what people are doing.Step7.Summary about the words and sentence structure we have learned and do five multiple choice to make further practice.Homework: 同步：Unit 6 Section A 1a---2c

第五篇：unit9 My favorite subject is science period1说课稿

Unit 9 My favorite subject is science.说课稿

各位老师大家好！我说课的课题是新目标英语七年级上册第9单元的My favorite subject is science section A（1a-1c）部分。整个说课我将从教材分析，教学目标，教学重难点，学情分析，教法，教学过程和反思几个方面进行。

一、教材分析

本单元的主题是“谈论自己所喜欢的学科”，主要是学习学科的表达、表示品质的形容词、一周中星期一到星期天的表达方式。本课围绕“谈论自己所喜欢的学科”这一话题，展开形式多样的听、说、读、写学习活动。主要掌握各种学科的表达和用英语谈论自己喜欢的学科。

二、教学目标 1.语言知识目标：

1)词汇：favorite, subject, P.E.science, music, math, Chinese, geography, history, why, because, Monday, Friday, Saturday

2)掌握以下句型：

—What's your favorite subject? —My favorite subject is science.2.能力目标：学会用英语谈论自己喜欢的学科，提高学生的听说读写能力。3.情感目标：教育学生学好每一门功课，做全面发展的好学生。三．教学重难点： 1.教学重点：

1)掌握学校科目的相关词汇。2）What特殊疑问句的使用。

2.教学难点：学习询问和谈论别人或自己喜好的学科。四．学情分析：

初一学生处在一个转型期，他们从小学只学习简单的英语单词到现在的既要接触常用的单词，还要初步去了解并掌握一些简单的语法，因而激发学生的兴趣，成为课堂上必不可少的一个环节。一味的让学生在课堂上背诵单词、句型、势必导致课堂教学枯燥，课堂气氛压抑，常此下去，学生就会厌恶英语。为了避免这一现象，现代化教学手段──运用电脑制作课件已成为当今的热门手段，逼真的动画，美妙的音乐，变化多样的字音、字型，使学生产生了浓厚的兴趣，由苦学到乐学。五．教法

1.教法

（1）本单元话题源自生活，立足这一点，充分利用学生已有的知识和经验，创设生活化的真实（或半真实情景）引导学生在运用语言中学习语言，然后在学习新的语言知识后创造性地运用语言（为用而学，在用中学，学了用）。

（2）开展多种类型任务活动，提供给学生合作交流的空间和时间，促使学生为完成任务和同学进行合作，为完成任务进行探究学习。

2、学习策略：

（1）通过Discussing, Classifying and Guessing等形式多样的活动，促使学生运用认知策略进行有效地学习。

（2）在与同学合作完成任务的活动中主动探究和学习语言；并运用知识内在规律帮助记忆、巩固知识。

六、教学过程 Ⅰ.Warming-up

Greeting the Ss and free talk.Ⅱ.Presentation

1.T: OK.S1 and S2 both like English Day.I think they must like English very much.Do you like English?

Ss: Yes, I do./ No, I don't.T: What subject do you like best? Or we can say “What's your favorite subject?”.(Write the two sentences on the Bb.)—What's your favorite subject? —My favorite subject is English.Ss read after the teacher and try to remember the conversation.2.What other subjects do you like? Now let's learn other subjects.(Show the picture of Chinese book)

Teach Ss “Chinese”, then teach Ss other subjects by showing pictures on the screen.(P.E., art, science, math, geography, history…)3.Ss read all the subjects and try to remember them.4.Work on 1a.Look at the picture in 1a, match the words with the pictures.Then check the answers.Ⅲ.Listening 1.Two students are talking about their favorite subjects.Listen to the recording and circle the subjects you hear in 1a.(Play the tape for the first time, Ss only listen.Play the recording again, Ss listen and circle the words in 1a.)

2.Ss listen and circle the words in 1a.Then check the answers.Ⅳ.Pair work 1.T: Let's practice the conversation with your partner.(Ss practice the conversation.)

S1: What's your favorite subject?

S2: My favorite subject is science.2: Now make your conversations with the subjects in 1a.S1: What's your favorite subject? S2: My favorite subject is…

(Exchange roles.S2 ask S1 about the favorite subjects)V.Summary and homework