新目标大学英语教案8[大全5篇]

第一篇：新目标大学英语教案8

Unit 8 Be Creative(1)

I.Before reading Class

Class Hours: 6 hours II.Teaching Aims and Requirements:

1.Express themselves freely on the topic of creativity.2.Related Information of the Text 3.New Words Learning and Practice 4.Grasp and apply the skill of using a concept map to sort ideas in an essay 5.Understand how to encourage creativity and creative thinking 6.Master the key language points and use them in different contexts---words and expressions related to creativity---collocations of different classifiers before nouns---word formation: compound adjectives 7.Translate different expressions for definition 8.Write a definition paragraph III.Class Procedures

1.Listening and Speaking(30 minutes)1)Listening(10 minutes)a)Introductory remarks: We tend to speak of creativity as inventing new things, but in fact the root of the word means “grow”.Therefore, creativity is not something to be taught;rather it has to be nurtured.In fact every child is an artist, but how one can stay that way as he/she grows up is a big concern for education administrators, business entrepreneurs as well as policy-makers.The seeds of creativity are not supposed to be contained in any standardized, prescribed form of thinking or doing.One should be allowed time and space to think outside the box and to experiment with innovative ideas.Walt Disney's success in “imagineering” shows that more often creativity bears fruit out of the eternal tug of war between wishful thinking and down-to-earth workmanship.b)Listening Material Nonverbal Communication

Experiences, 1)______, and smells fuel creativity.Sitting still won’t bring new 2)______ in but experimenting and trying new things will 3)____ our creativity.George Bernard Shaw told us, “You see things;and you say, ‘Why?’ But I dream things that never were;and I say, ‘Why not’?” Sir Ken Robinson, an 4)_____________ recognized expert in education leadership and 5)_________, has described creativity as “the process of having 6)______ ideas that add value”.That is a 7)_____________ definition.The real difficulty comes in actually being able to think 8)_________ or “out of the box”.It is a very 9)____ and valuable skill to be able to 10)____________ ideas that are truly original and different from anything currently out there.Keys: 1)sights

2)ideas

3)jog 4)internationally

5)innovation

6)original 7)straightforward

8)differently

9)rare 10)come up with 2)Speaking(20 minutes)a)Introductory remarks:

Answer the questions and discuss them with your partners.Q:How do you understand the phrase “thinking out of the box”? Discuss with your partner where you could use it, supporting yourself with evidence.(Have you ever heard or read anything interesting that could be described as “out of the box”?)

2.Related Information of the Text

(15minutes)1)Related Information

a)Ken Robinson

Sir Ken Robinson Ph.D.: An internationally recognized leader in the development of creativity, innovation and human potential.He is also one of the world’s leading speakers and has had a profound impact on audiences globally.Born in the UK, he now lives in Los Angeles.b)BBC’s Question Time

Question Time is a topical debate BBC television program in the United Kingdom, based on the radio program Any Questions? The show typically features politicians from at least the three major political parties as well as other public figures who answer pre-selected questions put to them by a carefully chosen audience.The independent production company Mentorn has made the program for the BBC since 1998.c)Michael Gove Michael Andrew Gove is a British Conservative Party politician and the Member of Parliament for Surrey Heath.He is also an author and a former journalist for The Times newspaper.Born in Edinburgh, Gove was raised in Aberdeen and began his career as a journalist.He was first elected to Parliament in 2005 for the safe Conservative seat of Surrey Heath in South East England.He was later promoted to the Shadow Cabinet in 2007 as the Shadow Secretary of State for Children, Schools and Families.After the formation of the Coalition Government in 2010, Gove was then appointed Secretary of State for Education.After the General Election in May 2015 he became Secretary of State for Justice.d)Hans Zimmer Hans Florian Zimmer(born 12 September, 1957)is a German film composer and music producer.He has composed music for over 150 films, including award-winning film scores for The Lion King(1994), Crimson Tide(1995), The Thin Red Line(1998), Gladiator(2000), The Last Samurai(2003), The Dark Knight(2008), Inception(2010), and 12 Years a Slave(2013).Zimmer spent the early part of his career in the United Kingdom before moving to the United States.He is the head of the film music division at DreamWorks studios and works with other composers through the company which he founded, Remote Control Productions.Zimmer's works are notable for integrating electronic music sounds with traditional orchestral arrangements.He has received four Grammy Awards, three Classical BRIT Awards, two Golden Globes, and an Academy Award.He was also named on the list of Top 100 Living Geniuses, published by The Daily Telegraph.3.New Words Learning and Practice(25minutes)1)New Words Learning(15 minutes)① curriculum: n.the subjects that are included in a course of study or taught in a school, college, etc.E.g.Spanish is on the curriculum.The national curriculum states that students aged 11 to 14 must study six areas of knowledge.the national curriculum: 全国公修课 curriculum vitae(CV): 简历，履历

Applicants interested in applying for the position should submit their CVs to the company no later than this coming Friday.② pulse: n.the ideas, opinions, or feelings a group in society have at a particular time The White House insists that the president is in touch with the pulse of the black community.③ essential: adj.completely necessary;extremely important in a particular situation or for a particular activity The museum is closed while essential repairs are being carried out.The charity will be taking food and essential supplies to six refugee camps.④ dynamic(Para.2): adj.always changing and making progress South Asia continues to be the most dynamic economic region in the world.We want you to be part of our young and dynamic team.⑤ discipline(Para.2): n.an area of knowledge;a subject that people study or are taught, especially in a university The new recruits were drawn from a range of academic disciplines.Management is a discipline which has its own characteristics and applies to any type of organization.⑥ analogy(Para.2): n.a comparison of one thing with another thing that has similar features The teacher drew an analogy between the human heart and a pump.There's no analogy between his position and yours.⑦ capacity(Para.4): n.the ability to understand or to do sth.She has an enormous capacity for hard work.Limited resources are restricting our capacity for developing new products.⑧ promote(Para.5): v.a)to help sth.to happen or develop The association is intended to promote an understanding of the culture of the Arab world.promote awareness of environmental issues b)to help sell a product, service, etc.or make it more popular by advertising it or offering it at a special price She worked hard and was soon promoted.He has been promoted to general sales and marketing manager.⑨ scale(Para.6): n.a set of notes played or sung in order, going up or down音阶

Let us summarize the ground rules for scale playing.practice scales: to perform the notes of a scale as an exercise for the fingers or voice ⑩ flourish: v.a)to develop quickly and be successful

Few businesses are flourishing in the present economic climate.b)to grow well;to be healthy and happy

These plants flourish in a damp climate.2)Practice in New Words(10 minutes)

Have students do Exercise 4 and practice core words related to the text

Fill in the blanks with the words listed below.Make changes where necessasry.Acquire ambition Flourish genuine

discipline motivate

dynamic appetite

facilitate talent ① In a class about writing, extensive practice is the only means of assuring ____ improvement.② IT is a very comprehensive______ of creativity and practicality.③ Friendly contacts between the two countries ____ cultural and economic terchange.④ It takes two people to make a partnership and both of you bring your own unique skills, _____, and personalities.⑤ To maintain a competitive advantage in today’s fast-paced world, organizations need to ______ and engage all their employees.⑥ The new resaurants are meeting consumers’ growing _____ for better quality ingredients and unusual spices.⑦ Life is _____ and constantly changing.Because of that, your direction is much more important than your position.⑧ If you prefer learning new knowledge by reading, you will probably end up a sort of learner who _______ knowledge by sight.⑨ My singing talent has ______ due to the boost of confidence I gained whilst volunteering in the carnival.⑩ The government’s programme shows its _______ to moernize the raliway network.Keys: ① Genuine ② Discipline ③ Facilitate ④ Talents ⑤ Motivate 4.Reading Skill(15 minutes)1)Sorting ideas using a concept map A concept map is a type of graphic organizer that explains the connection between ideas, helping readers organize and structure their thoughts to further understand information and discover new relationships.Most concept maps present a hierarchical

⑥ Appetite ⑦ Dynamic ⑧ Acquires ⑨ Flourished ⑩ ambition structure, with the broad concept first, and connected sub-topics or more specific concepts following.Readers may sort ideas using a concept map by identifying:  the overall concept, or main idea of the passage  the sub-topics, or more specific concepts  the connection between the ideas and the logic in information organization 2)Text Organization Main idea: In this text, the author disagrees with Michael Gove’s plans for the national curriculum and illustrates creativity in his own way.5.Word formation 1)“Classifier + Noun” Construction In English different nouns usually go with different classifier, though some classifiers can go with different nouns with differences in meaning, as shown in the box on the next slide.This is quite different in Chinese, where a classifier can be used with many different nouns, as in the case of “群”.More examples: a chain of accidents(一连串事件)a piece of furniture(一件家具)

2)Compound adjectives Compound adjectives are adjectives that are composed of more than a single word.They are usually formed with the use of a hyphen: e.g.long-term, Oscar-winning, high-performing.Compound adjectives are more of a compact way to modify a head noun than an attributive clause.In formal writing, compound adjectives are sometimes used in succession before a noun to add impact to the description.Compound adjectives are useful for expressing new complex concepts and will make language structures simpler and easier to use.6.Writing

1)Writing a definition paragraph A definition paragraph explains what a term means, and shares ideas and knowledge by giving facts and information.The writer‘s purpose is to increase readers’ knowledge, and to increase comprehension of a concept or a subject.When writing a definition paragraph, you should:  introduce the term being defined  present the unique information or facts about the term  explain the functions and relationships the term carries When providing definitions to develop and explain the topic, you need to:  study the characteristics of the term  find out the category the term falls into  figure out its functions which differentiate it from other terms  sort out its relationships with other terms 2)Expressions for definition

7.Homework(1 minute)1)Exercises in the textbook 2)A composition 8.Time for Questions(4 minutes)Ⅳ.Teaching Methods  Communicative Approach  Leaner-centered Teaching  Task-based Learning  Translation Method  Multimedia Approach Ⅴ.Blackboard Design(3 minutes)

Ⅵ Conclusion

Ⅶ Homework Review what we have learned and employ the reading skill to do Reading Comprehension part on P10.Ⅷ After-class Reflection

第二篇：新目标九年级英语教案

篇一：人教版新目标九年级英语全册学案及教学设计【经典推荐】 九年级英语学案及教学设计

unit 1 how do you study for a test？

一、教学目标

1、语言目标 1）询问别人的学习方法

2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣

2、知识目标1）how do you study for a test？ i study by ving.2)the way to do sththe way of doing sth have trouble doing sth 的用法

3、能力目标 1）通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难 2）学会给出关于学习方法的建议

二、重点知识

1、重点单词

基本要求：会读、会写、会用。

2、重点短语

make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sthend up spoken english practice doing sth too much look up make vocabulary liststry one`s best to do sth 基本要求： 会读、会写、会用。

3、重点语法 1）how 引起的特殊疑问句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含义，学以致用。

三、导学案 section a ● 例析导学

1、they also have fun。fun n.乐趣，玩笑 【拓展】 1）have fun 意为―过的快活‖相当于enjoy oneself have a good time例如：you are sure to have fun at the party。

2）have fun doing sth 意为―开开心心做谋事‖

例如： the children are having fun playing this game.类似的结构还有have trouble /problems experience doing sth

2、„and then end up speaking in chinese.end up 结束,后接动词的v-ing形式 end up with 以„„结束,以„„而告终 例如: the game ended up with a song.【拓展】 end 作名词

1.端，尖，末端，终点 例如： the end of the year 2.边缘；极点，极限例如：the end of the road 3.结局，结果。例如：the end of the story

3、„„joining the english club at school was the best way to improve her english.the best way to do sth 做谋事的最好方法

【拓展】 1)way 方式 , 方法 有两种用法the way to do sth the way of doing sth 例如: this is the best way to solve the problem.或 this is the best way of solving the problem.2)way 道路 the way to sw eg.on one‘s way to 其中to 是介词后面跟表示地点的名词做宾语 例如: he got lost and couldn‘t find his way home.4、do you ever practice conversations with your friends ? 1)ever adv.曾经

【拓展】一般用于疑问句,否定句中,表示频率。类似的词还有always，usually，often，sometimes，hardly，ever，never，用在行为动词之前，助动词之后。2）practice n。& v.练习,实习,实践, practice doing sth.练习干某事

例如:he practices running every morning.5、i‘ve learned a lot that way.a lot 很多,非常

【拓展】1)在句中做主语例如:a lot has been done about it.2)在句中做宾语 例如: you have done a lot for him.3)在句中做状语 ,且可修饰比较级

例如: he feels a lot better today.4)a lot of 或 lots of 可修饰不可数名词和可数名词复数

例如:there are lots of differences between them.6、she added that having conversations with friends was not helpful at all.add v.增加 ,补充说 , 继续说

【拓展】 1)add sth to sth.添加 ,增加

例如: if you add five to nine ,you will get fourteen.2)add up to 总计 例如: these numbers add up to 177.● 专项练习选择填空

1.the boys are going to have fun ____the picture.a.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____.a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom.a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese.a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province.a.in;tob.to;toc.on;tod.in;to ●句析导学

1.how do you study for a test? i study by listening to tapes.你怎样学习,准备应考？通过听录音。

how是用来提问―怎么，怎样‖的疑问词，引导一个特殊疑问句，经常用by加动词的ving形式，表示―通过„„方式，方法‖或―借助某种手段‖

例如： how do you usually go to school ？ i go to school by bus。he makes a living by working on the farm。

2.what about listening to tapes？ 听录音怎么样？

what about „？相当于how about„？后面可跟名词、代词或动词ving形式。常用来提出建议，征求意见或询问情况。相类似句子有why not +v„？let?s +v.shall we +v ? you‘d better +v.what abou /how about going boating with us ? 3.it‘s too hard to understand the voices.语音难以理解。

too +adj /adv +to do 表示‖太„„而不能„„‖,句中it是形式主语,真正主语是动词不定式。可与so„that 和enough„to do sth 改写.例如: it‘s too heavy for me to caryy the box.it isn‘t light enough for me to carry the box.it‘s so heavy that i can‘t carry the box.4、„he finds watching movies frustrating because the people speak too quickly.watching movies 动名词做宾语,frustrating 形容词做宾语补足语 find +宾语+形容词 发现„„例如: he finds english interesting.不定式做宾语时,用find it adj.for sb.to do sth he found it difficult to pass the exam.● 专项练习

1.let the students make conversations about their own way of learning english, and how long he or she used it ,how he or she learns from it.2.let the students ask and answer in pairs according to the learning way of 3a.talk about their ways of learning english.● 教学设计

本节课以英语学习为话题，重点是介绍英语学习的方法，section a 就是紧紧围绕该话题，以听说方式展开学习运用的。教学目标

知识目标：

1、会写，会读，会用本节课的重点单词短语。

2、熟练运用how 引起的特殊疑问句及by的用法。能力目标

1、能够听懂有关学习方法的简短对话。

2、能运用how和 by来介绍学习方法进行对话练习。教学重难点

1、熟记重点单词短语。

2、how对方式方法来提问及by的用法 课型：听说课 教学过程 预习词汇

布置学生预习section a的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。课前朗读 朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

一、新课导入

1．检查词汇预习：

让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。

2．展示新知识：新学期开始，让学生以如何学好英语来展开讨论，从而引出how引起的特殊疑问句，从而导入本课的话题。3．专项练习

1）让学生根据section a中的1a第一人称来练习how do you study for a test ？ i study by„这个句式，让学生根据自己的实际情况来进行模仿性练习。

2）让学生进一步作对话练习，展开小组合作，并讨论一下，这个学习方法的好处和优点，对how 引起的特殊疑问句，the way和improve等词的用法进行综合操练。

二、听力训练 1．多层听 听（1）：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。听（2）：通过听力，判断一下所听到的句子是那些。

听（3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。

以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。2．听后说

因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。

三、对话处理 1．读前听 听（1）：让学生根据听力内容进行对话练习，练习how以引起的特殊疑问句。听（2）：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。

以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使篇二：人教版新目标九年级英语最全教案 九年级全一册英语学案及教学设计

unit 1 how do you study for a test？

一、教学目标

1、语言目标 1）询问别人的学习方法

2）学习讨论各种学习方法和策略，学会评价各种学习方法的优劣

2、知识目标1）how do you study for a test？ i study by ving.2)the way to do sththe way of doing sth have trouble doing sth 的用法

3、能力目标 1）通过讨论找到适合自己的学习方法，找出自己在英语学习中的困难 2）学会给出关于学习方法的建议

二、重点知识

1、重点单词

基本要求：会读、会写、会用。

2、重点短语

make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sthend up spoken english practice doing sth too much look up make vocabulary liststry one`s best to do sth 基本要求： 会读、会写、会用。

3、重点语法 1）how 引起的特殊疑问句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含义，学以致用。

三、导学案 section a ● 例析导学

1、they also have fun。fun n.乐趣，玩笑 【拓展】 1）have fun 意为―过的快活‖相当于enjoy oneself have a good time例如：you are sure to have fun at the party。

2）have fun doing sth 意为―开开心心做谋事‖

例如： the children are having fun playing this game.类似的结构还有have trouble /problems experience doing sth

2、„and then end up speaking in chinese.end up 结束,后接动词的v-ing形式 end up with 以„„结束,以„„而告终 例如: the game ended up with a song.【拓展】 end 作名词

1.端，尖，末端，终点 例如： the end of the year 2.边缘；极点，极限例如：the end of the road 3.结局，结果。例如：the end of the story

3、„„joining the english club at school was the best way to improve her english.the best way to do sth 做谋事的最好方法

【拓展】 1)way 方式 , 方法 有两种用法the way to do sth the way of doing sth 例如: this is the best way to solve the problem.或 this is the best way of solving the problem.2)way 道路 the way to sw eg.on one‘s way to 其中to 是介词后面跟表示地点的名词做宾语 例如: he got lost and couldn‘t find his way home.4、do you ever practice conversations with your friends ? 1)ever adv.曾经

【拓展】一般用于疑问句,否定句中,表示频率。类似的词还有always，usually，often，sometimes，hardly，ever，never，用在行为动词之前，助动词之后。2）practice n。& v.练习,实习,实践, practice doing sth.练习干某事

例如:he practices running every morning.5、i‘ve learned a lot that way.a lot 很多,非常

【拓展】1)在句中做主语例如:a lot has been done about it.2)在句中做宾语 例如: you have done a lot for him.3)在句中做状语 ,且可修饰比较级

例如: he feels a lot better today.4)a lot of 或 lots of 可修饰不可数名词和可数名词复数

例如:there are lots of differences between them.6、she added that having conversations with friends was not helpful at all.add v.增加 ,补充说 , 继续说

【拓展】 1)add sth to sth.添加 ,增加

例如: if you add five to nine ,you will get fourteen.2)add up to 总计 例如: these numbers add up to 177.● 专项练习选择填空

1.the boys are going to have fun ____the picture.a.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____.a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom.a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese.a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province.a.in;tob.to;toc.on;tod.in;to ●句析导学

1.how do you study for a test? i study by listening to tapes.你怎样学习,准备应考？通过听录音。

how是用来提问―怎么，怎样‖的疑问词，引导一个特殊疑问句，经常用by加动词的ving形式，表示―通过„„方式，方法‖或―借助某种手段‖

例如： how do you usually go to school ？ i go to school by bus。he makes a living by working on the farm。

2.what about listening to tapes？ 听录音怎么样？

what about „？相当于how about„？后面可跟名词、代词或动词ving形式。常用来提出建议，征求意见或询问情况。相类似句子有why not +v„？let?s +v.shall we +v ? you‘d better +v.what abou /how about going boating with us ? 3.it‘s too hard to understand the voices.语音难以理解。

too +adj /adv +to do 表示‖太„„而不能„„‖,句中it是形式主语,真正主语是动词不定式。可与so„that 和enough„to do sth 改写.例如: it‘s too heavy for me to caryy the box.it isn‘t light enough for me to carry the box.it‘s so heavy that i can‘t carry the box.4、„he finds watching movies frustrating because the people speak too quickly.watching movies 动名词做宾语,frustrating 形容词做宾语补足语 find +宾语+形容词 发现„„例如: he finds english interesting.不定式做宾语时,用find it adj.for sb.to do sth he found it difficult to pass the exam.● 专项练习

1.let the students make conversations about their own way of learning english, and how long he or she used it ,how he or she learns from it.2.let the students ask and answer in pairs according to the learning way of 3a.talk about their ways of learning english.● 教学设计

本节课以英语学习为话题，重点是介绍英语学习的方法，section a 就是紧紧围绕该话题，以听说方式展开学习运用的。教学目标

知识目标：

1、会写，会读，会用本节课的重点单词短语。

2、熟练运用how 引起的特殊疑问句及by的用法。能力目标

1、能够听懂有关学习方法的简短对话。

2、能运用how和 by来介绍学习方法进行对话练习。教学重难点

1、熟记重点单词短语。

2、how对方式方法来提问及by的用法 课型：听说课 教学过程 预习词汇

布置学生预习section a的词汇，能够根据音标读出单词并了解汉语意思，使学生养成自主学习的习惯。课前朗读

朗读本课的新单词、短语等，先领读后齐读的方式，领读保证了发音的正确性，齐读进一步加强了训练，课前朗读可使学生快速进入学习状态，养成良好的学习习惯。

一、新课导入

1．检查词汇预习：

让学生朗读本课的重点单词和短语，注意发音。对个别单词的发音进行强调和纠正，并将发音归类。

2．展示新知识：新学期开始，让学生以如何学好英语来展开讨论，从而引出how引起的特殊疑问句，从而导入本课的话题。3．专项练习

1）让学生根据section a中的1a第一人称来练习how do you study for a test ？ i study by„这个句式，让学生根据自己的实际情况来进行模仿性练习。

2）让学生进一步作对话练习，展开小组合作，并讨论一下，这个学习方法的好处和优点，对how 引起的特殊疑问句，the way和improve等词的用法进行综合操练。

二、听力训练 1．多层听 听（1）：通过听力，了解对话中人物不同的学习方法，此项活动可以更好的练习掌握本单元的词汇短语。听（2）：通过听力，判断一下所听到的句子是那些。

听（3）对听力材料进行进一步的练习，找出你所听到问题的答案，提高了难度，也加深了对听力材料的理解。

以上活动有易到难，实现了材料的一材多用，使学生确实得到了更为扎实有效的听力训练。2．听后说

因为听力材料有一定的难度，学生在回答问题，讲答案的同时就进行了一个说的过程。

三、对话处理 1．读前听 听（1）：让学生根据听力内容进行对话练习，练习how以引起的特殊疑问句。听（2）：听后，选择答案，也就是完成2b。听力结束后，先让学生小组内交流答案，再以小组的形式向其他同学公布答案。然后让学生根据听力内容进行对话练习。

以上对同一听力内容进行了辆次练习，该设计主要是在灵活运用教材的基础上，使篇三：人教版新目标英语 初三 英语教学案例---不妨空手进课堂 背景

《英语课程标准》提出学生的发展是英语课程的出发点和归宿。英语课程在目标设定、教学过程、课程评价和教学资源的开发等方面都突出以学生为主体的思想。课程实施应成为学生在教师指导下构建知识、提高技能、磨砺意志、活跃思维、展现个性、发展心智和拓展视野的过程。教师应在教学过程中有意识的加以适当的引导，激发学生对于掌握一门外语的迫切需要性，引发他们学习的积极性和主动性，充分发挥学生在课堂上的主体作用。一堂成功的课，应该让学生自始至终掌握主动权，教师只是充当“组织者” “促进者、”“合作者、”“咨询者、”“参与者、”“引导者、”“顾问”等多种角色，最大限度地给学生提供参与的机会，学生的主体性得到了体现，自然就产生了求知和探究的欲望，也就把学习当作一件乐事。问题的发现与解决

上课铃响了，我匆匆忙忙地赶往教室，猛然发现自己只带了刚批好的作业本，而忘带了教课书、备课笔记和教学参考，心里不由一阵慌乱。回办公室去拿，岂不是要耽误时间？可现在两手空空，又恐怕要误人子弟。

师生问候完毕，学生在静静地等候我的下文，面对三十多双期待的眼睛，我一边暗暗庆幸备课时认真地钻研了教材，心中有一些底，一边脑子急速转动，想着对策。英语新课程标准不是强调要把课堂还给学生吗？我何不“偷”一回“懒”，让学生给我上一堂课。于是，我向学生坦白了我的尴尬处境，并与学生商量：“老师什么也没带，这节课你们来教我吧。”学生一阵惊愕，一片哗然，继而跃跃欲试。一堂师生角色互换、别具一格的英语课拉开了帷幕： teacher（故作疑惑）：what we will learn today？ the students answered together and loudly，unit1 < my new teachers> part a let’s talk.一学生上黑板写题目，一笔一画，极为认真，颇有老师的架势。teacher：who can help me review the words in part a let’s learn ? 学生们跃跃欲试，脸上抑制不住兴奋，他们也许为能帮助老师而自豪，也许为自己学有用武之地而快乐。我请了一位平时学习成绩中等的同学，只见他迅速地拿着自己的学生卡片来到讲台前，模仿着我平时的样子。先让同学们齐读一遍，然后将卡片的顺序打乱让其他同学猜下一张是什么？台下的同学积极举手，踊跃发言。很多同学还自然而然地将单词和句子结合在一起使用如my chinese teacher is strong and kind.we all like her.师（迫不及待）：who’s your english teacher? what’s she like? who can tell me? ss: miss bao is our english teacher.she’s young and tall.she’s funny and kind.(异口同声)teacher: what about your other teachers? talk about your math/science/? teachers with your friends.学生积极讨论，有的准备用对话的形式；有的准备用介绍的形式；有的准备用表演的形式，花样还挺多。接下来的汇报让我一阵阵惊喜，也让我一次次震惊，我发现了许多原本该发现而没有发现的东西?? 他竟然是位朗读高手。开学半个多月，他从未发过言，上课小动作还不断，我曾搞过突然袭击，可他总是一言不发。今天，他破天荒地举了手，我有些狐疑地叫他试试，没想到他不仅讲得正确、流利，而且还不时地模仿老师平时地动作、神态，课堂气氛异常活跃。在激动之余，我不由一阵汗颜。教师不该带着有色眼镜看人，应拥有一双善于发现的眼睛。课堂，应给每位学生施展才能的机会——他们是表演的天才。let’s talk.课文下面准备地几幅图片都非常生动有趣。学生在短短的几分钟内排演成了课本剧，我不得不佩服学生的理解能力和表演天赋，他们把课文中地对话进行了扩展和延伸，将新知和旧知有机地结合在一起，表演得惟妙惟肖，他们不仅依托课本运用了课本中的语言结构，还自然地融入了自己的理解、自己的语言。学生在轻轻松松的表演中，不知不觉就达到了教学目标。反思

外语学习的首要任务是“学”而不是“教”。科德（corder,1981）曾经说过，有效的语言教学不应违背自然过程，而应适应自然过程；不应阻碍学习，而应有助于学习并促进学习；不能令学生去适应教师和教材，而应让教师和教材去适应学生。作为外语教师，我们知道，英语不同于其他基础学科，它是一门实践课，其语言技能是需要通过学生个人的时间才能培养和提高的。因此，他的教学效果在很大程度上取决于学生的主观能动性和参与性。认知理论认为，英语学习的过程也就是新旧语言知识不断结合的过程，也是语言能力从理论知识转化为自动应用的过程。而这种结合和转化都必须通过学生自身活动才能得以实现。

没想到，我无意中空手上的一堂课，却成了我与学生最快乐、最轻松也最满意的一堂课。原来，没有了教本、教案、教参，就没有了束缚。教师就不必随着教本亦步亦趋，学生也就不必随着教师预设的圈套乖乖就范。没有了束缚，就拥有了自由，师生就能以平等的身份出现，平等地交流自己的感受和意见，相互理解，相互欣赏。教师无所牵挂，心中只有学生，教师跟着学生的思路走，随机调控，灵感跌出。学生无所限制，思维自由驰骋，在与文本、教师、同学的平等对话中，感受到自身的价值，感受到共享的甜蜜，感受到成功的快乐。空手进课堂的感觉真好，不过，这无疑对教师是个挑战，教师必须对课本烂熟于心，必须对教材钻研深刻，必须预先猜测学生在课堂上的一些“可能”，必须有灵活的应对能力。空手进课堂，决非容易，功夫还在课外。

参考目录： 1．《英语课程标准》（实验稿）2．《新课程新教材教学案例与评价示例》 unit 7 what does he look like? sectiona(the first period)龙泉外国语实验学校胡玲 课堂实录：

在悠扬的轻音乐中，我开始了上课。这是一堂人物外貌的描述课，所以我用一个游戏“pally says„”game开始引课。

stepi.guidance: play “pally says„”game目的在于活跃气氛，调动学生的积极性，减少学生的紧张情绪。加之五官属于人的长相的范畴，所以与此课人物外貌相关连，这样引入就能自然过渡到本节课的内容。人物前活动用于扫除学生的语言障碍，因此在教学上以激发学生的学习兴趣为主，通过活动让学生感知、操练语言，为下一步活动做好铺垫。rulers: if pally says touch your eyes/ears/ nose/mouth/shoulder/legs/arm.you should do it.if it doesn’t say that, you can’t do it.if you are wrong, you have to sit down.the person who does it correctly is the winner.after that we begin to study our lesson.t: do you like miss hu? ss: yes.t: why? ss: because you are beautiful.t: thank you.do you like her?(图片展示)ss: yes.t: ok, i know you think she is a beautiful girl, too.and you like any beautiful person.today we learn unit 7 what does he look like?(图片展示同时板书。)step ii.teach the new words and new sentences pattern.the teacher uses the pictures to lead and teach the new words and the new sentence pattern.and then ask the ss to describe the classmates.先利用图片展示进行新单词句型的引入,让学生熟悉。接着要求其他同学描述三位外貌典型的同学，再小组练习。这样更形象，更贴近生活，学生更容易接受，加强了学生间的合作与交流。再按发形，身高，体重的类别练习以免混淆，同时加深记忆。在教学的过程中，我要求学生描述教室里听课的老师，学生们十分激动，想着能用英语描述自己的老师了，他们特别高兴。此时的气氛很活跃。stepiii.pair work at first the teacher gives the ss an example.then ask ss practice like this.a:what does he look like? b: he has short hair.he is tall.he is medium height.这样完整地描述人的外表是为后面能安排、完成任务做铺垫，同时能检测学生的掌握情况，以便老师随时调控。

stepiv.play a guessing game.at first the teacher gives the ss an example.then ask ss to describe anyone in the classroom.let the others guess.这个游戏的安排目的是让学生通过他人的描述，去发现别人的外部特征。培养学生听、说以及辨别能力，同时可活跃课堂气氛。

stepv.free talk: talk about any person who you like.这是一个任务教学，让学生描述自己的家人、朋友及喜爱的明星，增添他人对自己的了解。学生拿出事先准备好的自己最喜爱的电影、足球明星，在小组里轮流进行描述。然后在组与组之间进行资源共享，让学生在讲台上用投影仪进行展示。（通过这一活动，使学生在掌握一定的英语基础知识和基本技能，能与小组成员合作共同完成学习任务，发展语言的综合运用能力，并创造性地使用英语表达自己的思想）。stepvi.describle and draw ask ss to describle “what do you look like when you are 20 years old and draw a picture of it.设计这个任务目的在于让学生能学有所用，想象设计一下自己20岁风华正茂时的样子，并画出来，让此堂课别开生面，乐趣横生。同时这培养学生的多种能力，让其能动手动口。stepvii.1a—1b 在学生掌握好的前面的知识的基础上再处理学习书上的知识，就化难为简，学生才能得心应手，同时让学生整体回顾本节课的重点内容。stepvii.motto 此格言的安排是为了培养学生尊重他人的品德，不以貌取人。stepix.homework.1.copy the sentences in grammar focus.2.describe your friend,your parent, your teacher or any other person,and then write it down in your exercise book通过以上几步的语言输入练习，让学生在进一步创造性活用所学语言，提高学生的写作能力。

初二英语分层次教学中个案辅导策略研究

[ 录入者:admin | 作者:未知 | 来源:网络采集所得| 浏览:394次 ] 一.情况概述

学生的学习可能性与教学要求之间的矛盾的对立统一关系是教学发展的动力。分层递进教学着眼于协调教学要求与学生学习可能性的关系，推动教学过程的展开。学生的学习可能性存在着差异，每一位学生都有发展的潜能，于是教师要针对不同的学生，在分层递进教学中对学生的学业进行行之有效的个别辅导。

自2003年9月起在初二(5)班英语教学中实行了分层次。即把我所任教的初二(5)班，按英语学科的成绩，重新组合分为a、b两个教学层次。a层次相对是学业成绩较差的一个班，而b层次是相对成绩较好的一个班。分层次是分层递进教学的一种授课形式。

分层次之后，学业成绩相近的学生在一起学习，便于教师在授课时提出与他们的可能性相协调的要求，采取适宜的方法，更有效地开展教学活动，在这种学习氛围中也有利于学生展开竞争。b层次尽管学生学业成绩相对较好，但其中也不乏学科发展不平衡的学生，初二(5)班黄××同学，便是其中较为典型的一例。黄××同学是工人子女，初二才从海南转来本校学习。该学生英语科成绩在进校时的一次初二摸底考中只得了63分。对于一个在b层次学习的学生，她英语学科的分数在班里是属于最低档a层。经过几方面综合分析，我认为造成黄××同学英语学科成绩不良的因素是：1.由于海南与福建两地使用的英语教材不同，有些词汇与语法现象黄××同学没学过；2.由于教学体制与体系不同，一般外地学生来本校求学时，均感到外语学习费力；3.学生自己本身在学习中存在偏科现象，而英语又是其薄弱的一项。但是黄××同学本人学习勤奋刻苦，人品正直，资质不错，有学习的潜力，且愿意在学习上下功夫。

二.个案辅导策略

现代教育指出一个好的教师不仅要向学生传授知识，而且要通过有目的的教学教给学生独立地掌握知识的本领。心理学家e.d加涅认为现在公共教育存在的两个问题，一是教师如何改进他们的教学；一是学生如何改进他们的学习。加涅将这两个问题概括为教学策略和学习策略。越来越多的研究结果证实，学习困难学生的学习策略通过教师教学和课后辅导相结合，能提高学习困难学生的学业水平，也能改善他们的学习策略。黄××同学的英语学业成绩不良，有其客观性，九年制义务教育对于普及文化知识是一种强有力的保证，英语学科的教学还只是处在入门阶段，如果在入门阶段就及时发现问题，及时地进行学习方法的指导、学习能力的培养，对学习过程进行有效地调控，那么学生学习成绩不良的状况会得到有效地改善，学生的学习能力会进一步地提高。黄××同学学习自觉有热情，教师关键要在学习方法、学习策略上予以辅导。在分层施教的教学环境中要充分利用学生其自身差异的特点，利用开发这些资源，挖掘学生的潜力，让学生主动学习。三.操作方法

(一)学习策略的辅导

学习策略是指主动的学习者在特定的学习情境中运用的学习方法和学习调控的有机统一。学习策略不仅包括一些具体的学习方法或技能，而且包括能根据学习任务和情景特点，制定合理的计划，运用合适的学习计划，正确的对学习过程进行监控。1.制定学习计划

首先让黄××同学结合自己的学习特点及生活习惯制定一份个人学习计划，要求符合全面、合理、高效的原则，安排好每天的英语学习。制定学习计划的目的是为了让学生在学习中有计划地学习，在计划的实施过程中个人及教师要定期进行指导与督促。2.养成良好的学习习惯

第三篇：新目标九年级英语教案

新目标九年级英语教案

发布：张永玲

时间：2008-12-5 15:27:56 来源：宁夏灵武教育信息网

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1611 讨论：

新目标九年级英语教案

Unit 13 Rainy days make me sad

语言目标：

能够运用所学知识谈论或询问对某件事或物的看法或谈论事物对人的情绪的影响。

认知目标：

1.学习动词make的用法（make+ 宾语+ 形容词和make+ 宾语+ 动词原形）。

2.学会以下基本句型：

How do you feel about loud music?

Loud music makes me tense.Loud music makes me want to dance.Waiting for her made her angry.情感目标：

培养学生做一个情感丰富的人。

第一课时

教学目标： 1.能用所学的目标语言简单谈论或询问事物对人的影响，或人对某一事物的看法。

2.能初步理解动词make的用法，并能在实际情境中简单地运用。

3.能听懂听力内容，并能完成相应的练习。

Section A

Step 1 Presentation

Play rock music for the students to listen.T: Do you ｌｉｋｅ this kind of music?

How do you feel about it?

S1: I ｌｉｋｅ it.It makes me comfortable.S2: I don’t ｌｉｋｅ it.It’s noisy.…….Then play a piece of light music again, and ask about the students’ feelings.T: What about this music?

S1: It’s gentle.I ｌｉｋｅ it.S2: It’s too quiet.I don’t ｌｉｋｅ it.…….It’s OK that different students have different answers.But it’s important to guide them to say out “make”.Write the sentences including “make” that they have said on th

e blackboard.Step 2 Discribing pictures

Part 1.Ask the students to describe something about the two pictures.Such as, “These are restaurants.The first girl seems not to stand the music.The second girl seems to be pleased with the restaurant.” And so on.Step 3 Listening and practicing

1b.Listen to the tape.Raise the question “What do Amy and Tina think of the two restaurants?” Check the answers after listening.Students read the sentences in this part and comprehend them.Then get them to come up with one use of “make”: make sb / sth + adj.According to the listening text, ask the students to make up similar conversations a

bout their own opinions.Step 4 Listening

2a.Before playing the tape, get the students to guess ｗｈｅｒｅ they are in the pictures.Then listen and number the pictures in the order.Check the answers later on.2b.Listen again.Check the things that Tina and John said.Check the answers late

r.Students read the sentences and say out another use of “make” besides “make sb./ sth.+ adj.”: make sb do sth.Ask some students to make up their own sentences accor

ding to uses of “make”.Step 5 Grammar Focus

Read the sentences in Grammar Focus.Ask some students to translate them into Chinese.Ask one student to repeat the uses of “make”.Step 6 Homework:

a.Master the sentences in 2b.b.Preview the passage in 3a.第二课时

教学目标：

1.能进一步用所学的目标语言谈论或询问各种事物对人的影响或人对某些事或物的看法。

2.能理解3a的内容并完成相应的练习。

Step 1 Revision

Review the uses of “make” in the last lesson by organizing the competition about

sentence translating.For example，1.她说高亢的音乐让她紧张。

2.高亢的音乐使我高兴。

3.等候她让我生气。

4.这太令人悲伤了以至于我们都哭了。

5.悲伤的电影只会让我想离开。

Step 2 Free talk

Ask “Do you ｌｉｋｅ eating in a restaurant?” What kind of restaurant do you ｌｉｋｅ to go?” Get the students to describe the kind of restaurant they ｌｉｋｅ, including the size, the seats, the wall, the atmosphere.Step 3 Reading

Ask the students to look through the passage and find out the main idea of it: Restaurant owners have to know how to make not only food but also money.Tell the students to give examples according to the passage.Then learn it carefully.Make sure students understand every new word and every sentence.Get the students to say out all the sentences in which there if “make” and comprehend them.Finally, answer the questions below the passage and write the answers down.Students read the passage loudly again.Step 4 Discussion

Part 4.First, the students understand the instructions.Then discuss with their partners about the problems in the table.After discussion, share the answers.Step 5 Homework

Write a short composition named “ My Favorite Restaurant.”(Students must use

“make” in their compositions.)

第三课时

教学目标：

1.能进一步扩展所学的内容，能用目标语言谈论对商品.......的看法。

2.能听懂听力内容，完成相应练习。

Section B

Step 1 Revision

Ask some students to read their composition “My Favourite Restaurant”.Step 2 Lead in

Remind the students of some great advertisement.Let them say out the slogans of them, ｌｉｋｅ “Anything is possible.Just do it.” And so on.Say, “ Almost every product has its slogan.”

Step 3 Matching and saying

1a.Students look at the pictures and tell what they are.Look at the slogans below the pictures and comprehend them.Then match each slogan with one of the products.Check the answers then.1b.Students make a list of three products they ｌｉｋｅ and three products they don’t ｌｉｋｅ.Get some of them to talk about the products they ｌｉｋｅ or they di

sｌｉｋｅ and the reasons.Step 4 Listening

Before listening, look through the information in the columns.Comprehend them.Then raise a phrase “ keep out”.Tell them the meaning of this phrase.Play the tape and finish 2a.Play the tape again.While listening, help the students repeat sentences one b

y one.Finish 2b at the same time.Step 5 Exercises

完成句子：

1.His father’s death make him ______________(离开学校).2.The students were made _______________(课前完成练习).3.The awful movie made make me ________________(想要离开).4.Waiting for her ________________(使我生气).5.I ｌｉｋｅ to listen to quite music _________________(在吃饭的时候).第四课时

教学目标：

1.理解阅读文章，找出主要意思并掌握文中相关用法。

2.能运用目标语言，就.......及对其他事物的看法进行写作。

Step 1 Free talk

Talk about advertisements.T: Do you ｌｉｋｅ ads or hate ads?

Do you believe ads? Why?

Step 2 A story about ads

Recall a story we have read before: A man saw an advertisement list.On it there is a nice bike.Then he went to the store and decided to buy one.But when the shopkeeper showed him a new bike, he was surprised and asked “ Where are the lights?” The shopkeeper answered, “ If you want lights, you have to pay more.” The man said, “ But the bike on the ad list has.” “ And a girl is on the bike too.Do I also have to se

nd you the girl?”

Ask the students what they think about the story.Step 3 Reading

Students look through the passage and find out the main idea of it: the advantage

and disadvantages of ads.Learn the passage carefully.Raise the key points in it.1.be aimed at 意思是“目的是，旨在，针对”

例：The book is aimed at very young children.aim 意思是“目标，目的”（n.）和“瞄准，对准”（v.）

2.for instance = for example = e.g.（原自拉丁文exempligratia），表示“比如”，常

用于举例。

3.so that引导状语从句，可表目的，也可表结果。

例：They worked hard so that they could finish the work soon.（表目的）

He didn’t plan his time well so that he didn’t finish his work on time.（表结果）

so….that… 引导结果状语从句

例：He is so strong that he can lift the box easily.4.confuse v.意思是“混淆，使困惑” confused adj.意思是“感到困惑” confusing adj.意思是“令人困惑”

例：I feel confused about his words.These two problems are confusing.I can’t work them out.5.lead 意思是“引导” lead sb to do sth “引领某人做某事” lead sb to someｗｈｅｒｅ “引导某人去某地” lead to “通向，通往”

例：All roads lead to Rome.Read the passage.Ask students to list pros and cons about ads according to the passage.Step 4 Writing

3b.Complete the article using the information about two or more products in 2a a

nd 2b.Then check the answers.Step 5 Homework

Read the passage fluently.第五课时

教学目标：

1.熟练掌握和运用本单元一些重点词汇。

2.理解文章并能作出概括。

Step 1 Revision

Review the passage in 3a by asking the students to sum up the advantages and dis

advantages of ads.Step 2 Self check

Part 1.Fill in each blank with the word given.Students do the exercises by themselves first.Then check the answers by asking some students to comprehend the sentence

s.Ask the students themselves to point out the uses of some words and phrases in t

he exercises.Step 3 Reading

The students read the passage and finish the chart below.Raise some words and phrases ｌｉｋｅ “start with, leave sb a note, after all, forget to, bring sth with sb, make sb annoyed with sb, have a wonderful surprise.” Make sure the students understand all of them.Read the passage loudly.Step 4 Exercises

动词填空： 1.________(learn)English well can lead to a good job.2.The food at that restaurant _______(taste)terrible.3.When my mom went out, she _______(leave)me a note.4.Last week, I _______(have)a wonderful party.5.Soft music makes me _______(feel)comfortable.第六课时

教学目标：

理解文章，提高阅读能力。

Step 1 Free talk

T: What do you usually get for your birthday?

S1: I usually get a gift.T: How do you feel when you get gifts?

S1: I feel happy.S2: I don’t ｌｉｋｅ all of them.Step 2 Reading

Ask a question “What’s the passage about?” before the students read it.(It’s about “receiving”.)Then comprehend the passage paragraphs one by one.Get the students su

m up the main idea of every paragraph.Paragraph 1: Receiving a gift can be difficult.Paragraph 2: A gift, purse.Paragraph 3: A gift, sweater.Paragraph4: Receiving money.Then learn the passage carefully.Key points:

1.buy you a gift= buy a gift for you

buy sb sth= buy sth for sb

2.pretend 意思是“假装”

pretend to do sth /pretend that 从句

例：You can’t wake a person who is pretending to be asleep.(Unit 5)

3.would rather 宁愿…..后接do sth, 也可说would rather do sth than do sth

例：I would rather walk to school than take a bus.prefer to……rather than….表示“喜欢…..胜过……”

例：I prefer to walk to school rather than take a bus.prefer doing sth to doing sth 也表示“喜欢…..胜过……”

例：I prefer walking to school to taking a bus.prefer sth= ｌｉｋｅ sth better

例：---Which one do you prefer, oranges or apples?

---I prefer oranges.Students read the passage again.Finish 3a.Step 3 Homework

第四篇：新目标七年级下册英语教案

新目标七年级下册英语教案：Unit 3 Why do you like koalas?

一、教学内容分析

本单元是Go for it七年级上册中第八单元“When is your birthday?”。单元的核心话题是谈论日期，课文始终围绕这一主题展开，我们要学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；学习名词所有格(„s 所有格)的构成和使用。语言知识和语言技能部分主要是围绕核心话题时设计安排了许 多听、说、读、写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化或整合。

二、教学目标分析

本单元总体目标 :

通过本单元的学习让学生掌握所学目标语言；学会日期(年、月、日)的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。

根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目标、能力目标、德育目标三方面将本单元的教学目标细化：

1、认知目标

1.语音: 在日常生活中做到语音、语调基本正确、自然、流畅。

2.词汇: 掌握 1----12 月份的表达, 序数词 1----31的表达, speech contest, party, school trip, School Day,are festival, music,etc.3.日常交际用语:-When is your birthday?

-My birthday is…

-How old are you?

-I‟m …

4.话题: Talk about date.2、能力目标

在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。

3、德育目标 热爱生命，孝敬父母的思想教育。

三、学生学情分析

本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用when引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。

引导学生采用Role-playing & Comparing的学习策略，学习一些新的词汇，掌握一些重点句型，在师-生，生-生，小组的练习过程中，学会表达日期。同时，教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。在这一课中，我们可以根据情况设计一些实际操作演示的活动，教唱生日歌，月份歌，让学生自己带日历，问同学生日，提高学生的参与兴趣。

四、教学策略

《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；整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了以下教学法：、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学，检查和巩固新旧知识。、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。教学模式和教师特色

针对本课的内容，我采用了五步教学法：第一步：热身--激活旧知识，创设轻松活跃的课堂气氛。第二步：呈现--呈现新内容，感知旧内容；第三步：操练--用多种方式操练新知识；第四步：巩固--通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。第五步：应用--布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融合直

观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英语思维能力和动手能力。

五、教学重难点

根据对教材和学生的学情分析，本课时确定的重难点如下：

重点：When引导的特殊疑问句的构成和使用。

难点：学习序数词的构成和日期的表达法。

五、课时安排：

四个课时.六、教学过程设计 The First Period Teaching aims:

1.Learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart.2.Listen and check(√)the animals.3.Practice the conversation: describe animals Teaching methods: listen and say, read and write Teaching procedures: Step 1 Presentation(1a)1.We are going to learn the names of some more animals.2.Show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words(read and write)Step 2 Listening practice(1b)

1.Point to the animals in 1a and ask students to say the names→ play the recording of the conversation twice → check(√)the names of animals Step 3 Pair work(1c)Practice the conversations using the description words.A: Let‟s see the lions.B: Why do you want to see the lions?

A: Because they‟re cute.Step 4 Consolidation Free talk Ask students to present their conversations to the class.Step 5 Summary Words and conversations Step 6 Homework Remember the words and conversations.教后一得： 在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。The Second Period Teaching aims: 1.Listening practice: Write the names of the animals.2.Oral practice: Ask and answer questions about animals.Grammar focus: Teaching difficulty: difference between the words very and kind of.Teaching methods: listen and say Teaching procedures: Step 1 Revision Can you say the names of the animals? Ask some students to say and two students to write on the blackboard.Step 2 Free talk Make a conversation in pairs, talking about animals.Step 3 Presentation(2a)

1.Do you want to go to the zoo? Julia and Henry are talking about the animals in the zoo.2.Let‟s listen together.3.Play the recording twice →students write in the names of the animals →draw a line between animals and adjectives Step 4 Listening practice(2b)

Hear the recording again →complete the conversations with the words given →tell the words: very & kind of(They always come just before the adjectives in the sentences.Look at the cartoons under 2b.We can make sure.Another example: if we are familiar with percentages, we might use the following scale to help explain their meaning: 0% 50% 95% not kind of very)Step 5 Pair work(2c)1.Practice the target language.2.Ask and answer questions with the given words.Step 6 Consolidation Ask some pairs to act out the conversations.Step 7 Summary Grammar Focus Step 8 homework: Practice the target languages.教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。

第五篇：大学英语教案

Unit 8 Book 1 Experiencing English I.Teaching objectives

1.Skills:

1)Reading: Reading Between the Lines 2)Writing: how to use punctuations in a sentence 3)Listening: understanding the passages about love and friendship, listening for the main idea and the important details, learning to take notes while listening 4)Speaking: talking about love and friendship 2.Vocabulary development: 1)Words: acquaintance, barely, encounter, incline, intimate, occasional, principle, recall, recognize, replace, summarize, upset, bow, depart, enclose, endure, identical, intense, occupy, provoke, standing, trim, 2)Expressions: compare… to, drift apart, ever after, even if/ though, join hands(with), no matter what/ how, etc., succeed in, try on, go by, in case, pass away, work out 3.Grammar and structure: 1)Adverbial clause 2)Attributive clause 3)modal auxiliaries in subjunctive mood

II.Important points:

Leave nothing to chance, compare to, even if/ though, no matter how/ what, go by, work out, recognize as/ by, compare with/ to

III.Difficult points: 1.distinguishing replace, substitute, take the place of;confront, encounter, meet;bear, endure, put up with, stand, suffer, tolerate;acknowledge, admit, confess, recognize 2.Speaking: talking about love and friendship 3.Listening: understanding the passages, listening for the main idea and the important details, learning to take notes while listening

IV.Teaching arrangements: 1.Total class time for this unit: 8 periods 2.Suggested arrangement: 1)Talking:(duty report, group discussion, free talk etc.)40' 2)Pre-reading activities: 15-20' 3)Understanding the structure of text A: 15-20' 4)Detailed study of the language:100' 5)Writing skills: 15' 6)Text summary 10’ 7)Exercises: 55' 8)Reading skills: 15-25' 9)Detailed study of of text B: 60-70' 10)Comprehensive exercises: 20'

IV.Lecture scripts:(by the teachers)2