Section A 教学设计2

第一篇：Section A 教学设计2

Section A 教学设计

教学内容

1a.1b.2.教学目标

知识与能力

1．Match the vocabulary: lanterns, picnic, turkey, karaoke machine, fireworks, Eiffel Tower.2．Master and use: What do people do? Who celebrates Thanksgiving? 过程与方法

借助地图，让学生在对比中熟悉各国的传统节日，然后再练习特殊疑问句的使用。

情感态度价值观

增强学生的世界意识，热爱世界优秀文化传统。

教学重、难点及教学突破

重点

1．The vocabulary 2．Language: the usage of special questions 难点

Memory ofthe activities of various tranditional festivals 教学突破

充分利用挂图来增强学生的兴趣，让学生在对比中记忆各国的传统节日活动。

教学准备

教师准备

录音机、磁带、教学挂图。学生准备

预习生词，在世界地图上找一找中国、美国、法国、日本这四个国家的位置，并且复习各个月份的英语读法与写法。

教学步骤 教学步骤、时间 Step 1 Free talk(3')Step 2 Presentation(5')教师活动 Ask students “Do you like New Year's Day?” “Are there any festivals in other countries?”, asking the Ss to think.Show the four charts and tell the students the names of the things in the pictures, getting the students to repeat after the teacher.学生活动 媒体应用 Think and answer.多媒体Read the new words after the teacher.放映 The four charts.List the words “lanterns, picnic, Lookt at the words Step 3 Practice(6')trukey, karaoke machine, and picture, match 多媒体fireworks, Eiffel Tower”, then use the words with the 放映 the four charts, getting the four charts shown by The four students to find the things refered teacher.to by the six given words.Pointing out the information already provided in the chart, then Step 4 Ask and answer(6')ask the students “Who celebrates Thanksgiving?” Then get the Answer the questions students to answer.Afterwards get raised by teacher.the students to answer other questions beginning with “When, What, Who” Use the information in 1a to Step 5 Practice(4')complete the chart in 1b, as the students complete the chart, the teacher move around the room monitoring progress.Have two students demonstrate the Getting the students activity for the rest of the class, asking each other by asking and answering questions questions.about the festivals, and then ask For example: Step 6 Pairwork(6')some pairs to present their Student A: What do conversations to the class.people do on July 4? StudentB: They watch firework.StudentB: celebrates Who the Read the answers to other students.charts Lantern Festival? StudentA: the French Let the Ss write out wome questions Step 7 Homework and answers about the festivals according to the pairwork on P63, using “What, When, Who”

本课小结

本节课学习了18个生词，和由“what，when，who”引出的特殊疑问句式的练习运用。通过本节课的学习，学生能熟练地用英语询问有关节日的一些活动内容。

练习设计

根据问题写出答案

1．What do people do on Bastille Day? ________________________________________.2．When is the Lantern Festival? ________________________________________.3．What do people eat on Thanksgiving Day? ________________________________________.4．Who celebrates Cherry Blossom Festival? ________________________________________.教学探讨与反思

1．为了更好地为学生介绍世界各国节日，教师要有较广泛的英语背景知识。

板书设计

Culture Unit 2-Festivals 1．Play games(for example: apple-bobbing).2．Wear scary costumes(either dress up as ghosts or witches).3．Make pumpkin lanterns.4．Trick or treating(for young children).5．Prepare fruit and nuts for the ghosts.

第二篇：九年级英语Unit8 SectionA教学设计

九年级英语

Unit8 It must belong to Carla.第一课时 Section A(1a-2d)

设计人：佛山中学 崔娟（***）

审核人：韩海燕

一、教学目标： 1、知识目标

a.识记词汇：whose, truck ,rabbit, attend, valuable, pink, picnic, anybody 短语：must be, at the picnic, belong to, attend a concert, the rest of my friends，pick up b.掌握目标语言:(1)Whose book is this？---It must be Mary’s.J.K.Rowling is her favorite writer.(2)I attend a concert yesterday so it might still be in the music hall.(3)It can’t be stolen.(4)Could it still be in the park?(5)The hair band must belong to Linda.2、能力目标:

a.学生能用情态动词并根据相关信息对物品所属进行推测。b.学生能听懂录音并做简单的记录。

3、情感目标：

通过开展对物品的推论，培养学生的逻辑思维能力,推断能力和自信心。

二、教学重难点

重点：学生能用情态动词并根据相关信息对物品所属进行推测。能听懂录音并做简单的记录。

难点：正确区别运用belong to 和名词所有格表示所属关系。

三、课前准备: 录音机和一些物品背包，发带和手表

四、教学过程设计

Step 1 Check the students’ preparation Take out the leading paper and check the answers.(1)Work in groups to check the answers and deal with the difficulties.(2)Check in class.(3)Possible mistakes: pick up, the rest of, whose, belong to...(4)Read and try to remember them.Step 2 Presentation(1a)T: Hello, class.Now, look at 1a.There is a picture with many things in it.What can you see in the picture? S: We can see a hat, a T-shirt, a volleyball, a CD, a toy car, a plate, three cups, some books and magazines.T:It is’t hard for us to judge who the things belong to.Read the examples first, and then write the things you see in the correct columns in the chart as soon as possible.Then ask the students to read their answers.T: When we talk about things we are not sure of, we use the words could, might, can’t and must.For example:

(1)It could be Bill’s.(2)It might be Bill’s.(3)It can’t be Maria’s.(4)It must be Lee’s.Make sentences using the information in the chart like this:

A hat must belong to clothing.S: Sure.The hat, the jacket and the T-shirt must belong to clothing.The volleyball, the CD, the toy car, the magazine, and the book must belong to fun things.The plate, the cups must belong to kitchen things.Step 3 Listening(1b)Just now you saw so many things in the picture.Whose thing are they? Why do you think so? Let’s come to 1b.1)Read the instruction together.2)Read each column one by one to make sure if students have any difficulties.3)Listen and match.4)Check their answer.Step 4 Pairwork Do in pairs:----Whose volleyball is this?----It must be Carla’s.It must belong to Carla.1）Read the examples.2）Make their own conversations using the information in 1b or their things.3）Share their conversations in class.Step 5 Listening(2a,2b)and exercises.In 1b, you saw so many things and after listening, you know the volleyball belongs to Carla.Now, I found a backpack in front of your school.What’s in the backpack and whose backpack is that? Let’s come to 2a.1)Read the information together.2)Listen and write down the things in the backpack.3)Check their answers.2b 1)Listen to it again and fill in the blanks.2)Check their answers.3)Listen again , follow and answer “Whose backpack is that?”

4)Read the sentences together and pay more attention to “must”, “might”，“could” and “can’t”.Work in groups: Read the tapescripts in group and discuss when to use “must”, “might”, “could” and “can’t”.Sum up: Just read and try to learn to use “must”, “might”, “could” and

“can’t”.Note: must(100%)might,could(20-80%)can’t(0%)Let’s try: 1)Please do exercises on the screen.2)Check their answers.3)Read these sentences by themselves.Step 6 Reading(2d)Do you want to know whose schoolbag it is? Let’s read 2d and find the answers.1)Read and find out: Whose schoolbag is it? 2)Read again and underline the difficulties.3)Discuss the difficulties in groups,try to understand them.4)Possible difficulties:(1)attend “出席，参加”为正式用语

take part in 参加活动

join 加入组织团体

(2)pick up 拿起，捡起/ 开车接人

5)Role play the conversation, then ask some pairs to act it out in front of the class.Step 7 Do the exercises on the leading paper,explain some points to the students.Homework:

让学生放学回家后，猜猜你的同桌和他家人晚上在家可能做什么，写一篇短文。

板书设计

Unit 5 It must belong to Carla.Section A(1a-2d)

Words: belong, belong to, whose, truck, picnic， rabbit, attend, valuable, pink...Sentence structures:

(1)Whose English book is this? It must be Carla’s.It has her name on it..(2)Whose volleyball is this ?

It could /might be Alice’s.She loves volleyball.(3)Whose pen is this ?

It might belong to Helen.It’s under her chair.(4)Whose T-shirt is this ? It can’t be John’s.It’s too much small for him.Note:must(100%)might,could(20-80%)can’t(0%)(5)It must/could /might be HanLei’s = It must/could/might belong to HanLei.九年级英语

Unit8 It must belong to Carla.第二课时 Section A(3a-4c)

设计人：佛山中学 崔娟（***）

审核人：韩海燕

一、教学目标： 1、知识目标

a.识记词汇：noise policeman wolf

短语：something unusual, next-door neighbor, feel uneasy, go away, make

fear, make noise b.掌握目标语言:(1)My wife thinks that it could be an animal, but my friends and I think it must be

teenagers having fun.(2)There must be something visiting the homes in our neighborhood.2、能力目标:

根据提供的相关信息进行合理地推论，根据一定的背景进行预测。

3、情感目标：

通过学习使学生学会用自己的生活常识来判断事物，培养学生的逻辑思维和推断能力。

二、教学重难点

重点：情态动词must, might, could and can’t 表推测的应用

难点：非谓语动词：现在分词作伴随状语

三、课前准备: 一些图片

四、教学过程设计

Step 1 Check the students’ preparation Task1Take out the leading paper and check the answers.(1)Work in groups to check the answers and deal with the difficulties.(2)Check in class.(3)Possible mistakes: pick up, the rest of, whose, belong to...(4)Read and try to remember them.Task2 读生词，纠正发音 Step 2 Leading in Not all of us can meet the strange events in our daily life.And we may think some of them are unbelievable.Let’s read the article quickly And see what happened to he people in the small town.Try to find he answers to the questions.1.What happened to the people in small town ? 2.What might it be ？

3.How does everyone feel? Step 3 Reading(3a)Read for the first time and finish task1 and task2.Task1: Read the article and decide which might be the best title.Task2:你能从3a中找出含有情态动词表推测的句子吗? Task3:Read carefully and find words to match the meanings.(3b)Task4:Read again and write what people think about the strange noises.(3c)Step 3 Listening 跟读和朗读，矫正学生读音，培养学生的语感。Step 4

Explanation(1)Read by oneself,try to understand the article,underline the difficulties.(2)Work in groups, discuss and try to deal with the difficulties.(3)Explain in class.noise 可数/不可数（voice/ sound）

else: What else? Anything else? / other: What other things? have no idea= don’t know There be...doing 有···正在做···

There are some kids watching TV in the living room.(4)Make some sentences with the above points.Write them down in their Own exercise books.Step 5 Practice(4a,4b)Do the exercises by oneself and then check the answers together.Step 6 Exercises Give the students 5 minutes to do the exercises on the leading paper.Then check the answers.Collect the points.Step 7 Homework Look at the picture in 3a.How much can you tell the person who lives here? Is it a boy or a girl? What are his/ her hobbies? Discuss your idea with a parter.Then write you conversation down in your exercise book.板书设计

Unit 5 It must belong to Carla.Section A(3a-4c)

Words and expressions: Noise, policeman, wolf, something unusual, next-door neighbor, feel uneasy，go away, make fear, make noise Sentence structures:

(1)My wife thinks that it could be an animal, but my friends and I think it must be

teenagers having fun.(2)There must be something visiting the homes in our neighborhood.

第三篇：八年级英语上Unit3 topic1 sectionA教学设计

八年级英语上Unit3 topic1 sectionA教学设计

双城市金城二中

乔晓燕

一、指导思想：

本节课讲授的内容是仁爱版教材八年级英语（上册）第三单元Topic 1 Section A。这一单元描述hobbies，每个话题都是与学生日常生活息息相关的内容。第一话题I love collecting stamps不单是谈论有关集邮方面的爱好，还有听音乐、做运动等。这极大地丰富了同学们的业余生活，通过谈论彼此的兴趣爱好，既学到了知识。

从新课标的理念出发，贯彻面向全体学生，以学生的终身发展为本的指导思想。对原教材内容重新加以处理。力求对教学过程精心设计，采用任务型教学途径，全方位调动学生学习英语的积极性，培养他们的综合语言运用能力。

二、教学目标

1、知识与技能目标：①学会关于兴趣、爱好方面的词汇②能够运用语言谈论自己及他人的兴趣和爱好。

2、过程与方法：采用任务型教学方法，小组合作。

3、情感态度：能热情地与他人合作。共同完成学习任务；主动向老师和同学请教；注意力集中；积极地运用所学英语进行表达和交际。

三、教学重点及难点

1、教学重点：学生能够运用各种方式谈论兴趣、爱好、并初步认识感叹句

2、教学难点：used to的用法

四、教学过程

1、课前热身，师生同唱一首歌：（调动学生的积极性，拉近师生的距离)

2、复习love,like,prefer,enjoy+v-ing结构，为新课作准备

①教师简介家人的兴趣爱好My sister likes dancing,but she doesn`t love singing,My brother enjoys skating.He also prefers swimming

②师生对话谈论喜欢做的事情，反复应用What do you lovelikeenjoyprefer doing?巩固用法，增进师生间了解.3、发入学案，预习，小组讨论学习。

4、导入1a：教师拿出部分收集的邮票，边让学生看，边表达，Collecting stamps is my hobby, too.I love collecting stamps.导入Topic 1标题。这样创设情境，自然贴切。（呈现）进行听、读、说的练习。

a.听前，提出听的任务，让学生听录音后回答问题。如：What’s Wen Wei’s hobby? Does he often listen to rock music now?

b.然后，教师通过以旧带新，对比法呈现新pleased, colect, painting, valuable.并且推出used to 通过上下文学生会很轻松猜其含义，借助例句知其用法used to do sth.从而在一定程度上突破了难点，同时也为Section B的学习作了良好的铺垫。

c.学生朗读la，并能运用几个关键词进行角色表演。

5、组织学生两人一组编对话，谈论彼此的兴趣、爱好，学生可以利用教师为他们准备的实物（故事书、邮票、钱币等）也可随意发挥。教师应适时给予帮助和引导，最后请2~3组同学将所编对话表演出来。

6、呈现2a,3：各组展示

①通过同学们编、演对话表现出的浓厚的兴趣，引出格言Interest is the best teacher。然后对学生说：I hope you can be interested in English.进而呈现新词语，be interested in 由两个例句让学生归纳出它的用法：（板书）

②组织学生运用2a中的图片信息进行看图说话练习，进一步巩固be interested in 的用法。

③看图片3，听录音，录音放两遍，第一遍学生进行搭配练习，第二遍学生在横线上写出所听原句子，培养写的技能。

7、综合探究活动

组织学生以小组为单位，采用比赛形式，在八幅图中任选其一，进行看图说话或对话练习，要求：重点运用本节呈现的语音知识，不少于5句话。准备时间不超过2分钟，表现最好的一组，给予奖励，小组研讨，培养合作精神；对话交流，提高综合语音运用能力。

a.习题巩固语言知识

b.课堂小结，知识梳理。

c.布置梯形任务作业。

板书设计： Unit 3 Our hobbies Topic 1 What hobbies did you use to have? Section A Love/like/prefer/enjoy doing sth

please→pleased be interested in sth/doing sth

paint→painting be fond of doing sth

value→valuable

第四篇：仁爱英语八年级下Unit7 Topic2 SectionA 教学设计

仁爱英语八年级下Unit7 Topic2 SectionA 教学设计

仁爱英语八年级下Unit7 Topic2 SectionA 教学设计

一、教学目标：

本课是仁爱版英语八年级下Unit7 Topic2的第一部分。根据教材内容和学生的实际情况，我拟定了以下教学目标：

1、知识目标：

A、掌握重点词汇：cut、fry、add等词的用法。B、学习以whether引导的宾语从句。C、掌握表示顺序的副词用法。First„Next„Then„Finally„

2、语言目标：培养学生运用英语描述制作炒饭的过程。

3、情感目标：培养学生勇于实践，不怕困难、永保乐观的探索精神。同时，增强学生尊重长辈的意识，树立团结互助的思想。

二、教学重难点：

1、宾语从句的应用。

2、制作炒饭的程序。

三、本课设计的教学理念：

新课程强调“课程是经验”，本课紧紧围绕着“How to make fried rice”这一主题，让学生积极体验和参与，大胆实践，形成积极的学习态度，达到学以致用的目的。通过对话的学习与实践，进一步学习体验煮面条的过程。通过小组活动，使学生在心智发展的同时，在情感上也能逐渐成熟起来。

四、本课教法分析

本课我采用了直观教学法导入新课。比如：呈现实物引入新课。此外，在教学过程中通过任务型教学“来实现”为用而学，用中学，学了就用的理念，充分发挥学生的主动性各创造性，以交流与合作的学习方式，实现任务目标，让学生感受成功，学会独立思考的良好习惯。培养热爱劳动，珍惜劳动成果的良好风尚。

五、教具：录音机、实物等。

六、教学过程：

Step1.Review

T:Do you still remember Daniel Igali? In Topic1,we know he wants to build a school for his village.Kangkang and his classmaters plan to have a food festival to raise money for him.Now Kangkang is learning to make fried rice(fried rice的图片)，Today we will learn Section A,Topic2.Step2.Presentation 1.Group work:

Talk about the ingredients of cooking fried rice.2.Pair work:

Read 1a and answer the question: How to make fried rice? Step3.Consolidation 1.Work alone.Finish 1b.2.Listen to 1a and read after the tape.Pay attention to the pronunciation and intonation.Then find out the difficult points.Step4.Practive 1.Work alone

Read the instructions for cooking noodles carefully and fill in the blanks with the proper forms of the given words.Pay attention to the uses of adverbs.Then do 2b.2.Listening practive

Listen to the passage carefully and choose the best answers.Finish 3.Step5.Project

Write a short passage about how to make fried rice with your own words.

第五篇：仁爱版九年级英语上册Unit3 Topic3 SectionA 教学设计

仁爱版九年级英语上册Unit3 Topic3 SectionA 教学设计

发布者： 施绍秒

一、教材分析

1、教材的内容、地位与作用

Project English 是根据《英语课程标准》编写的教材，这套教材通过不断出现的任务和活动，使学生能够用多种手段与他人交流。

Unit 3的主题是English Around the world。本单元围绕着世界语言——英语展开。谈到了英语的广泛应用，英语学习的重要性，不同国家应用英语的差异，英语的发展，手势语及英语学习策略等问题。这些话题与学生的英语学习息息相关，让人兴趣说的一个主题。本节课是这个单元中的第三个话题Could you give us some advice on how to learn English well?围绕着英语学习策略展开，由王俊峰学英语有困难引出话题。本课的学习任务源自真实的学习生活，语言学习（Language learning）的谈论也是《课程标准》要求学生达到的功能意念项目之一。本课的学习也为之后的三个section英语学习策略的谈论打下了学习基础。

2、教学目标

初三的学生在英语学习上是有一定基础的，根据《英语课程标准》的五级目标，能就日常生活的各种话题与他人交换信息并陈述自己的意见；能与他人合作，解决问题并报告结果，共同完成学习任务；能对自己的学习进行评价，总结学习方法。结合本课的教学内容，我特制定本课教学目标如下：

（1）知识目标

A.课文中出现的新单词：

dare, grammar, copy, notebook, diary, repeat

B.课文中出现的新词组

At times, feel like doing, keep a diary

C.语法

疑问词加不定式的表达方式（Wh-+to do）

D.主要句型

Could you make yourself understood in the U.S.A? I don’t know what to do.You’d better not.I dare not speak English in public.（2）能力目标

学生学习并掌握谈论自己在学习英语的困难，熟练并运用疑问词加不定式做宾语这个语言结构来表达自己的想法，在听的过程中进行说的能力训练。

（3）情感目标

A．有学好英语的信心，大胆用英语进行交流。

B．乐于参加课堂中的活动，在小组活动中积极与他人合作，互相帮助，共同完成学习任务。C.对英语有更深的了解，能体会英语学习的乐趣。

（4）德育目标

树立正确的人生观，热爱学习英语。

3、教学重难点

（1）重点：

A．学习Wh-+to do 作宾语。

B．谈论语言学习的策略。

（2）难点：谈论自己在学习英语中遇到的困难，并向别人提出建议。

二、教法阐述

依据课程改革，英语教学内容转变成为从学生所熟悉和喜爱的话题和场景导入语言在真实生活中运用的知识和技能。因而在教法上提倡由学生亲身体验、实践，通过交流与合作，师生共同参与构建知识过程的探索与发现式教学模式。这一节课，我采取以下的教学方法：

1、任务型教学法

《英语课程标准》倡导“任务型”教学模式，让学生通过感知、体验、实践、参与和合作等方式实现任务目标。因此，我在教学过程中设计了Pre-task，帮助学生了解学习英语的途径并学习本课新单词及词组，为下个任务做准备；While-task，学习1a,独立完成1b表格，做听力练习；Post-task提高学生的综合语言运用能力，共同讨论遇到英语学习困难的提示语。让学生在完成各项任务的过程中获得知识和运用语言的能力。

2、小组活动

《标准》建议要为学生提供自主学习和相互交流的机会，鼓励学生通过体验、实践、讨论、合作、探究等方式，发展学生听、说、读、写的综合技能。因此，我把全班分为八个学习小组，要求学生积极参加小组中的讨论、角色表演等活动。

3、任务评价

在英语教学过程中还要进行形成性评价，培养和激发学生学习积极性和自信心。在教学的各个环节中，都要求学生参与活动，为了鼓励学生积极参加并对在活动中的表现进行肯定，我为学生设计了如下的评分表格：

Name Class

Date Hands Up Right Answer Total

注：

1、此表格可以在每一节课上使用，请在日期栏上注明上课日期；

2、每次举手得1分，回答正确得2分，本节课结束后统计出总得分。

要求学生在课堂上根据自我表现打分，得分最高的学生是本节课的“小英语专家”。各组还要把各人的得分相加得出本组的总分，总分最高的小组是本节课的“团体冠军”。对“小英语专家”和“团体冠军”都给予表扬。

三、学法指导

在英语课程中帮助学生有效地使用学习策略，不仅有利于他们把握学习的方向、采用科学的途径、提高学习效率，而且还有助于他们形成自主学习的能力，为终身学习奠定基础。因此，在教学设计中，我还注意学生学习策略的培养：

1、认知

学生根据需要进行预习，对所学内容能主动复习并加以整理和归纳。

2、交际

学生在真实的情境中，进行交际活动，在完成交际任务的过程中通过感知、体验、实践、参与掌握英语基础知识，发展运用英语进行交际的能力。

3、合作

把班级分成学习小组，在任务活动中，让各位同学积极参与，互相配合，共同完成学习任务。

4、探究

在语法上，不要求学生死记语法规则，而是让学生在反复操练、实际运用中发现、了解并掌握。让学生通过自我评价，看看自己是否积极参与课堂的活动，以及自己回答问题的准确率，促使他们努力争取进步。

四、教学程序

在这节课的教学过程中，我本着紧抓重点、突破难点的原则，努力为学生创造轻松、活跃的课堂气氛，设计了如下的教学步骤：

Step 1 Warming-up

1、Free talks

用大屏幕显示本节课的课题Could you give us some advice on how to learn English well? T: Today we are going to learn English.We can also say “We are learning English today.” T: Are you good at English? Do you have difficulty in learning English? 谈到 学生学英语遇到的困难，这个贴近学生学习的问题一下子就通能够吸引学生的注意力。拉近了师生之间的关系。

Step 2 Pre-task

1、Learn new words 学新单词

用多媒体屏幕展示一个英语角的图片，对学生说English corner is a good place to improve our oral English.At times I speak English in public, so I dare speak English in public.Can you make yourself understood in public?..并把新单词写在黑板上，反复跟读几遍。

2、Learn grammar “Wh-+to do”,学语法并举例造句。让学生在反复操练中自己发现语法规律，在实际运用中发现、了解并掌握。

在预备任务中，学生得到了充分的练习，扩大了学生的语言输入量，扫除了下个环节中的单词和语法障碍。

Step 3 While-task

1、利用大屏幕放映课文的插图和问题，播放课文1a部分的录音，第一遍让学生合上书本进行听力训练，并基本能回答问题；第二遍让学生并完成1b表格。

2、跟读1a.Step 4 Post-task

1、Discuss in group “What difficulties do you have?”小组讨论并由组长做汇报

2、Give some advice for them.个人发言。

3、T: Can you use these tips to talk about the difficulties.完成part 3.4、评价。让学生根据自己在课堂上的表现及评分表上的要求为自己打分，小组合计本组总分，评选出课堂的“小英语专家”和“团体冠军”。

Step 5 Homework

书面完成，写的训练。

The result of the survey, write an e-mail/ give him/her some advice on how to learn English well Name Difficulty Kate Not good at oral English Sally Weak in listening Jim Can’t use grammar correctly