Section B教学设计

第一篇：Section B教学设计

Unit3 Topic3 What would you like to drink？

Section B教学设计 任丘市苟各庄中学 杨书稳

一、Material analysis

该部分是本册书第二单元的第三个话题，本节课主要内容1a 2b 和4.在section A的基础上，进一步学习物品所属的表达法，并结合所学过的颜色词语描述物品以及学会使用”I think it’s …来预测物品所有者；主要句型和语法有“Whose …is this ?”I think it’….学习同义句转换”There are our bikes =those bikes are ours.二、Teaching aims 1 Knowledge aims

能够掌握运用新学的单词：jacket think shoolbag baby

能够掌握物品所属表达法：Whose …is this /that ?It’s…

Whose …are these /those ? They are ….掌握指示代词this/ that these/those 的用法 语音：了解辅音字母 组合 th 的读音规则 2 skill ams

能听懂有关询问物品所属的表达法 能正确书写和使用新单词 能正确朗读对话 3 Emotinal aims

培养学生借助图片进行听说和阅读的能力，学会同学间的合作学习，参与课堂活动。三.The key points and difficult points 1Key points

正确使用物品所属表达法进行推测 I think it’s …

正确使用表示询问物品所属的表达法：Whose …is this /that ? It’s … Whose …are these /those ?

掌握并应用同义句 ：Those are our bikes =Those bikes are ours That is his shoolbag =That shoolbag is his 2.Difficult points

能够掌握由Whose 引导的询问人物外貌特征的表达法 同义句转换： Those are our bikes =those bikes are ours

That is his shoolbag =that shoolbag is his 四.Learning strategies 做填空练习培养学生逻辑思维的能力 五.Teaching aims

录音机 挂图 黑板 六.Teaching procedures Step 1

Introduction(5minutes)

The teacher greets with students :Good morning ,class 1.Walk to one student and point his book and ask : T;;Is this your book ?

S 1 Yes ,it’s mine.T :Is this eraser yours ?

S2;No ,it’s his

Show a jacket and ask: T :Whose jaket is this ? S :It’s Yangshuo’s.T: I think it’s Yangshuo’s.Yangshuo : It’s mine.Step

2、Presentation ：（12mins）

1、Do 1a.Let students listen to the tape and find the owner.Choose the answers.2、Ask three students act out the dialogue.3、Do 1b let students to act out the dialogue.Step 3 consolidation(12mins)

1、Do 2a.look at the pictures ,listen and match the clothes.2、Do 2b.根据图片和提示，学生两人一组，自编对话。

3、Do 4.创设情景，复习名词所有格形式。T:Boys and girls,whose pencil is it? Ss:It’s Tom’s.T:It’s Tom’s pencil-box,it’s Tom’s,it’s his pencil-box.It’s his.用同样的方式练习this ,that ,those ,these.Step 4 Practice(11mins)Pair work and group work.Let students do 3 by themselves in pairs ,choose some pairs to practice the passage.Step 5 Homework

1、复习本课单词及表达

2、预习Section C的词汇 板书设计

1、---Whose jacket is this ？

---I think it’s Kangkang’s.2、---Whose…is this ?

---It’s…

3、---Whose …arethese/those?

---They are …

3、Thhose are our schoolbags =Those schoolbags are ours.4、That is his book=That book is his.同步练习：选择正确的词形 How many(radioes, radios)can you see? 2 There are 36(boys, boies)in my class.3 Look at those(sheeps, sheep).4 I don’t want(a, an)old cup.5 Give me that(box, boxes), please.答案：

1、radios

2、boys

3、sheep

4、an

5、box

第二篇：Unit-4-Dont eat in class!sectionB(2a-2c)教学设计

Unit4 Don’t eat in class.Section B(2a-2c)教学设计

河间五中

何娜

一、教学目标：

知识目标：

1.Words and expressions: dirty, kitchen, more, noisy, terrible, strict , relax, read, feel, remember, follow, luck;make one’s bed, be strict with sb., follow the rules 2.Sentences：

Don’t leave the dirty dishes in the kitchen.I must read a book before I can watch TV.We have to follow the rules.技能目标：

1.能读懂含有规章制度的文章，并掌握一定的阅读技巧。

2.能和朋友谈论自己的家规。情感态度与价值观：

通过谈论家规，掌握一些规矩的正确表达，进一步认识到规矩的重要性，明白“无规矩不成方圆”的道理，养成良好的生活习惯。

二、教学重难点： 教学重点：

1.掌握重点词汇及短语: dirty, kitchen, more, noisy, terrible, strict , relax, read, feel, remember, follow, luck;make one’s bed, be strict with sb., follow the rules 2.掌握重点句型：

Don’t leave the dirty dishes in the kitchen.I must read a book before I can watch TV.We have to follow the rules.教学难点：

1.能读懂含有规章制度的文章，并掌握一定的阅读技巧。

2.能和朋友谈论自己的家规。教学设计：

Step 1: Learning aims

Present the learning aims of this period, get students to know the target language.Step 2: Revision 1.Revise school rules in Section A.2.Revise Dave’s family rules in Section B(Listening)复习已学校规、家规，为本节课学习Molly的家规奠定知识基础。

Presentation Present some pictures, ask students to say the rules.呈现图片，设置情景，解决本节课中的重点词汇及短语，并呈现规则的不同表达。Step 4: Before reading T: Do you have any rules in your home or at school? Ss: …

T: Are you happy about these rules? Ss: …

T: When you are unhappy about something, who do you like to talk to? Ss: …

T: Everyone feels unhappy sometimes, but we need to know how to deal with it.One girl called Molly Brown feels unhappy about family and school rules.She writes a letter to Dr.Know because she thinks he knows everything.由询问学生对于烦恼的解决方法引出Molly解决烦恼的办法，从而导入本节课的重点内容----阅读。

Step 5: While reading 1.Ask Ss to read Molly’s letter quickly and find out the topic sentence.2.Ask Ss to read the letter carefully and underline the rules for Molly.3.Get Ss to read the first paragraph and guess the meaning of the underlined word“leave”.4.Let Ss read the second paragraph and answer: How does Molly feel about the rules? 5.T: Do you want to know what advice Dr.Know gives Molly Brown? Read the second letter and find out Dr.Know’s advice.6.Ask Ss to read the second letter again and choose the best answer to this question: What does Dr.Know mainly tell Molly? 7.Summarize the reading strategies.多种阅读任务设置，训练学生阅读能力，掌握并归纳阅读方法。Step 6: After reading 1.Ask Ss to read the two letters again and do 2c.2.Ask Ss to work in groups of three and talk about their family rules.Then the group leader report like this: I have to do my homework after school.I must… And I can’t watch TV on school nights.… … has to …, he/she can’t…, he/she must… …

进一步巩固用情态动词表达规则，并学会运用在实际生活中。Step 7: Exercises Fill in the blanks.1.There are ____ _____ _____(太多规则)in Mary’s house.She has to _____ ___ ____（整理床铺）every morning.3.I can’t ______ ___ ____ ______（留脏盘子）in the kitchen after breakfast.4.Tom must _____ __ _____（读书）before he can watch TV.5.We have to ______ ____ _____（遵守规则）because they are good for us.Step 8: Emotional attitude Teach Ss: Living in the society, we have to follow the rules, we can’t break the rules, because no rules, no standards.教育学生认识到规矩的重要性，明白“无规矩不成方圆”的道理。Step 9: Homework You must（必做）

Write down Molly’s family rules with “She must/has to/can’t….（用She must/has to/can’t…写下莫莉的家规。）

If you can（选做）

Write a letter to Dr.Know , tell him about your family rules and how you feel about them.（给万事通博士写一封信，告诉他你的家规以及你对家规的感受。）

第三篇：新人教版八上Unit6 sectionb教学设计.

新人教版八上Unit6 sectionb教学设计 Section B 3a —4 Self ch…

一．重点词组

grow up成长；长大

every day每天

be sure about对……有把握

make sure确信；务必

send…to…把……送到……

be able to能

the meaning of……的意思

different kinds of不同种类的

write down写下；记下

have to do with关于；与……有关系

take up开始做；学着做

hardly ever几乎不；很少

too…to…太……而不能……/太……以至于不能

二．固定词组搭配

be going to+动词原形

打算做某事

practice doing练习做某事

keep on doing sth.不断地做某事

learn to do sth.学会做某事

finish doing sth.做完某事

promise to do sth.许诺去做某事 help sb.to do sth.帮助某人做某事

remember to do/doing sth.记住做某事

agree to do sth.同意做某事

love to do/doing sth.喜爱做某事

want to do sth.想要做某事

三．核心知识点

1.practice v.练习.实习。后面多跟名词(词组)或v-ing形式作宾语。如:

I want to practice my spoken English in the English Corner this weekend.这个周末我想去英语角练习口语。

Listen!Someone is practicing playing the piano.听!有人在练习弹钢琴。

practice n.实践;练习;经验。多为不可数名词。如:

Practice makes perfect.[谚]熟能生巧。

Have you had any practice in nursing the sick?

你有护理病人的经验吗?

2.promise 许诺

.1.承诺,诺言[C][(+of)][+(that)][+to-v] Give me your promise that you'll never be late again.答应我你绝不再迟到了。2.希望,前途[U][S] The young man shows promise as a poet.这位青年有成为诗人的希望。vt.1.允诺,答应[+to-v][+that][O1][O5] He promised me the book.他答应给我这本书。He promised to help us.他答应要帮助我们。

I can't give you the book;I've promised it to Susan.我不能把这本书给你;我已经答应给苏珊了。

2.给人以...的指望;有...的可能[+to-v] It promises to be fine tomorrow.明天有希望是个好天气。

3.go on 继续

Go on to to sth 就是放下手头的事去做另外一件事, eg.after he finished his homework, he went on to learn English.go on doing sth 就是继续做同一件事 eg.after resting for a few minutes, he went on doing his homework

4.Agree 同意

agree vt.＆ vi.基本用法如下 1)单独使用，表示同意、答应等。如：

I asked him to help me and he agreed.我请求他帮忙，他答应了。

2)跟介词with连用.表示“同意；赞成”；“与……一致；(气候，食物)适合”。例如： I don“t quite agree with their methods(opinions, ideas).3)跟介同to连用，表示”同意；赞成(提议、安排、计划等)“。例如： I agree to the proposal(the plan).我同意这个提议(计划)。

4)与介词on连用，表示”对……取得一致意见“(主语往往是协商一件事的人们或单位，后面常接表示具体协议的文件、计划、行动等名词)。例如：

The date for the next meeting was agreed on.下次会议的日期达成了一致的协议。5)跟不定式作宾语，表示”同意做某事“。例如：

He agreed to get someone to help us.他同意找人来帮我们的忙。6)跟从句，表示”一致认为、同意"。例如：

At last, the boss agreed that I should do the work.最后，老板同意我来做这项工作。

5.when,while 的区别

①when是at or during the time that, 既指时间点，也可指一段时间，while是during the time that，只指一段时间，因此when引导的时间状语从句中的动词可以是终止性动词，也可以是延续性动词，而while从句中的动词必须是延续性动词。

②when 说明从句的动作和主句的动作可以是同时，也可以是先后发生；while 则强调主句的动作在从句动作的发生的过程中或主从句两个动作同时发生。

③由when引导的时间状语从句，主句用过去进行时，从句应用一般过去时；如果从句和主句的动作同时发生，两句都用过去进行时的时候，多用while引导，如： a.When the teacher came in, we were talking.当此句改变主从句的位置时，则为：

While we were talking, the teacher came in.b.They were singing while we were dancing.④when和while 还可作并列连词。when表示“在那时”；while表示“而，却”，表对照关系。

a.The children were running to move the bag of rice when they heard the sound of a motor bike.孩子们正要跑过去搬开那袋米，这时他们听到了摩托车的声音。

b.He is strong while his brother is weak.他长得很结实，而他弟弟却很瘦弱。

6.everyday,every day的区别

everyday形容词，意思是“每天的，日常的”。

例如：She changed from her everyday clothes into her Sunday best.她把便服换成盛装。It’s very important to remember some everyday English.记住一些日常英语是很重要的。every day在句中充当状语，起着副词的作用。

例如：Party membership is growing every day.党员的数量日渐增加。

1、She goes to work——（every day

everyday）.2、This is an————（every day

everyday）dress.语法：一般将来时 一、一般将来时的动词形式

一般将来时表示将来某个时间将要发生的动作或存在的状态，也表示将来经常或反复发生的动作。一般将来时由助动词shall或will加动词原形构成，shall用于第一人称，will用于第二、三人称。但是现在第一人称一般也用will，其区别并不明显。（或“be going to + 动词原形）常与tomorrow, next… , in（the）future，soon, in five days，in two weeks等连用。如:

I shall not come if it rains tomorrow.如明天下雨我就不来。

My father will leave for China next week.我的爸爸下星期要到中国去

“I’ll, You’ll, He’ll , She’ll , It’ll, We’ll , They’ll …”是简缩形式。二．一般将来时的句型

1.肯定句：主语+shall /will+动词+其他成份

The workers will build a new school here next year.工人们明年将在这儿盖一所新学校。

We shall have a delicious dinner tonight.今晚我们将美餐一顿。2.否定句：主语+shall /will+not+动词+其他成份

She won’t come back this week.这一周她不回来了。

I will not go shopping one hour later.一小时之后我不会去购物。3.疑问句：shall /will+主语+动词+其他成份

Will you be back in ten minutes? 十分钟后你会回来吗？

Will you please open the window? 请你打开窗户好吗？

Shall we get something hot to drink? 我们喝一些热饮怎么样？ 4.特殊疑问句：特殊疑问词+shall /will+主语+动词+其他成份

Where will you go next week? 下星期你去哪? What shall I do?我怎么办呢? How many books will they get? 他们将有多少本书？ 三．will, be going to …, be to…, be about to…的区别

1.be going to +不定式，表示将来。表示打算、准备做的事或即将发生或肯定要发生的事。be going to和will相比，be going to通常表示主观，will通常表示客观。

What are you going to do tomorrow? 明天你要做什么？

Look at the dark clouds, there is going to be a storm.看看这些黑云，将有一场暴风雨。

It’s going to be a fine day tomorrow.明天将会是个好天。

It is going to rain.要下雨了。

2.“be to+动词原形”表示按计划要发生的事或征求对方意见。这种结构表示计划中约定的或按职责、义务要求必须去做的事或即将发生的动作。

We are to have a meeting next Saturday.下个周日我们有个会。The boy is to go to school tomorrow.这个男孩明天要去上学。

Are we to go on with this work? 我们继续干吗？

The president is to visit China next week.总统下周来访中国。

3.“be about to+动词原形”表示即将发生的动作，意为：很快，马上。后面一般不跟时间状语。这一结构用于表示客观就要发生的事，表示马上就要发生。一般不再与时间状语连用。

Don’t go out.We’re about to have a meeting.别出去了,我们很快就开会了。

I was about to start when it began to rain.我刚要出发就下起雨来了。

He is about to leave for Shenyang.他将要离开去沈阳。

We are about to leave.我们马上就走。

The film is about to begin.电影马上就要开始了。四．注意事项

1.be about to 不能与tomorrow, next week 等表示明确将来时的时间状语连用。2.Let’s …的附加疑问通常使用“…, shall we ?”。

Let’s have a rest, shall we? 3.问句是“Shall…?”，答句就用“shall ~”；问句用“Will …？”，答句就用“will ~ ”。要前后保持一致。

Shall you go to school next week ? Yes, I shall.We’ll have an exam.Will you have an exam tomorrow? Yes, I will./ No, I won’t.

第四篇：新人教版八上Unit6 sectionb教学设计

Unit 6 I’m going to study computer science.Section B(1a-1e)

教学设计

Ⅰ.Teaching aims

(1)能掌握以下单词和词组：resolution, team, make the soccer team, foreign(2)能掌握以下句式结构：

① ─What are you going to do next year?

─I’m going to take guitar lessons.② ─I am gong to learn another foreign language.─But foreign languages are not for me.Ⅱ.Key and difficult points: 1.Structures Future with going to Want to be What, Where, When, How questions 2.Grammar The simple future tense: be going to Ⅲ.Teaching aids : A tape recorder Ⅳ.Teaching methods: Audio-lingual method;Communicative Approach;PPP Ⅴ.Teaching procedures: Step1 Review

1.Play a small game “challenge your eyes”.Ask the students to point

out the jobs that appear in the picture as quickly as they can.2.Show some pictures about jobs and let students talk about the two

questions: What are you going to be? How are you going to do that? Step2 lead in

Get the students discuss the New Year’s resolutions in group of four by asking the questions like the following:

What are you going to do next year?

Why are you going to do so?.....Task 1 Ask students to tell when New Year’s Day is.Ask students what they do on New Year’s Eve.Task 2 Ask students to explain the resolutions in their own words.Task 3 Ask students to match the phrases and pictures on their own.Step 3 Pair work Task 1 Read the instructions and read the conversations to the class.Task 2 Ask students to work in pairs to discuss what things they are going to do.Task 3 Ask several pairs to present their conversations to the class.Step 4 Listening Task 1 Read the instructions and the phrases in activity 1a.Task 2 Play the recording the first time.Students only listen.Task 3 Play again.Ask students to circle the resolutions in activity 1a that they hear.Task 5 Check the answers.Step 5 Listening Task 1 Read the instructions.Task 2 Play again.Ask students to fill the chart.Task 4 Check the answers.Step 6 Group work Task 1 Read the instructions for the activity.And read the sample conversations.Task 2 Ask students to work in pairs.Task 4 Ask some students to present their dialogues to the class.Ⅵ Homework 1 Revise the target language.2.write a composition: New Year’s Resolutions

第五篇：仁爱版八年级英语(上)教学设计Unit4Topic2 SectionB（模版）

八年级（上）英语教学设计

Unit4

Our World Topic2 Are you sure there are UFOs?

Section B 【知识梳理】：本话题词汇，比较级和最高级这个语法项目

【教学目标】:

1、掌握词汇从rainforest到deep.2.继续巩固形容词的比较级和最高级的用法。3.增强学生保护水资源和森林资源的意识。

【教学重难点】：形容词级别的应用和阅读能力 方法的培养

【教学设想】：大部分学生能掌握词汇的音和意。能掌握文本含义。学困生能够掌握简单的词汇，能通读文本对话，明白大意。有基本的听说能力 【教学过程】：

一、情景导入，呈现目标。

学生大声朗读教学目标，教师板书教学目标。教学目标：

1、掌握87、88页的单词。

2、继续学习be(not)sure… 句型，并运用这个句型谈论有关飞碟和外星人的情况。

3、复习一般过去时和过去进行时的用法。

二、交流预习，呈现问题。

请同学们在学科长的带领下讨论预习指南的内容，并将本组内解决不了的问题记录下来，以便同学们帮你们解决。同时完成预习检测题。(一)听磁带并跟读，读准单词并会拼写。用正确的语音语调熟读1a和2。(二)结合课文注释，工具书等认真预习，完成下列任务。

预习指南

(一)结合课文注释，工具书等认真预习，完成下列任务。梳理出be sure 有哪些句型（3个）

写出过去时的结构： 过去进行时的结构：(二)预习检测。

1、请同学们阅读全文，找出下列短语。

八年级英语上教学设计(1)飞过我的头顶______________________(2)生物_________________(3)很确信_____________________(4)朝∕往……方向走_____________(5)不确信____________________(6)可能是___________________(7)一定是_____________________(8)不可能是__________________(9)把……错当成……__________________(10)人造物体_____________(11)获得关于……的信息_______________

(12)醒来__________(13)从……中出来___________________(14)寻求、需要_____________(15)在其他行星上_____________________

2、经典句型。补全下列句子并翻译。

(1)A UFO______ _______my head while I was__________ ________the bus stop

yesterday.(2)Even scientists_______ _________whether there are UFOs.(3)I’m not sure_____________robots will make humans lose their jobs.(4)People often_________some man-made objects________ ______kites or balloons_______UFOs.(5)An alien_______ ________ _________the UFO and said to him……

三、重点讲解，解决问题。

各组同学将本组解决不了的问题提出来，班级同学共同解决。教师适当点拨并就重点问题重点讲解。1．be not sure 句型。

四、深入文本，听读课文。

1.播放1a和2的录音各两遍，第一遍听，注意语音语调。第二遍模仿录音跟读。

2.学生四人一组练习1a并表演。3.学生自读1a,完成1b,并核对答案。

4.学生朗读2,然后根据内容选出适合文章的最佳题目。

5.双人活动。教师呈现一些与机器人和飞碟相关的句子，鼓励学生两人一组仿照1c的例句，反复操练be sure 和be not sure if∕whether句型。6.阅读3a,用所给词的正确形式填空，并核对答案。让学生掌握call for 和wake up这两个短语。

7.根据3a,让学生分组讨论3b中的问题，并核对答案。

五、达标检测，巩固提高。课内达标测试

1、根据句意及首字母提示填写单词。

(1)——Can you say the o________in English?

——No problem.(2)We can get a lot of useful i_________________on the Internet.(3)The earth is one of the sun’s p_________.八年级英语上教学设计(4)There are lots of toy b__________flying in the sky.(5)——May I take your order?

——A p________of fish and some rice.2、单项选择。

(1)He saw a UFO flying_______his head at 8 o’clock last night.A.in B.on C.over D.at(2)He doesn’t like the music, and I don’t like it,_______.A.also B.too C.either

D.as well(3)Please _______tomorrow.A.wake up me B.wake me up C.wakes up D.to wake me up(4)I’m not sure_______he will arrive.A.whether B.weather C.that D.∕(5)He _______be at school now, because I saw hin on the street just now.A.must’t be B.may C.can’t be D.can

六、课后小结，留有余地。

在今天的课堂上你收获了哪些知识、学到了哪些方法？哪些地方还存在不足？请总结一下吧！教后反思：

课外达标检测，巩固提高。

(一)根据汉语提示补全句子。

1.我很困，明天早晨不到8点不要叫醒我。

I am_______, Don’t________me______ _________8 o’clock tomorrow morning.2.她看起来像简，因此我经常把她错当成简。

She_______ _______Jane , so I often_________her_______Jane.3.当我在河边散步时，听到有人求救。

When I _____ __________by the river, I heard someone________ _______help.4.他还不能确定他们是否会参加这场比赛。

He______ ________ ________ _________they will take part in the game.5.我们可以用竹子来取代木头。

We can use bamboos to________ _________ _________ ______using woods.(二)按要求完成下面各题。

1.I’m not sure.Can robots do all the things ?(用if将两句合成一句)I’m not sure______robots______do all the things.八年级英语上教学设计2.He is the tallest in his class.(同义句转换)He is_______ ________any other student in his class.3.The Kings were having supper.(变一般疑问句)_______the Kings ________supper? 4.Liu Hui gets there early,too.(改为否定句)Liu Hui_______get there early,_______.5.He’s mending his bike now.(用at this time yesterday替换now改写)He______ __________his bike at this time yesterday.(三)用适当的介词填空。

1.He saw two policemen coming___________hin.2.He mistook Lucy_____Lily.3.They are______danger, and they are calling______help.4.The students often get the knowledge_______books or the Internet.5.I’m not sure______that.(四)单项选择。

1.I’m afraid there are______buses in this part of town.------You must take a taxi.A.not B.no C.not a D.some 2.There was a loud knock at the door______Li Mei was sleeping.A.whether B.while C.if D.because 3.——Nobody answered the phone, so Jim______be at home.——I think so.A.can’t B.mustn’t C.may not D.must

八年级英语上教学设计