第一篇:Unit 9 优质课教案
Period 1 教学目标 语言目标:
1、Master of the simple past passive voice.2、Learn about the history of the invention, will use the following basic sentences.When was the car invented? It was inverted in 1885.Who were they invented by? They were inverted by …… What are they used for? They are used for seeing in the dark 认知目标
Active voice and passive voice clear differences to be consolidated through practice and application 情感目标
1、Through this unit students learn to understand the science of human invention created a wealth of material
2、Develop students the ability to create and invent the desire
教学重、难点
Simple past tense of the passive voice
1、Basic structure:
be(was / were)+ Past participle of the verb A thief was caught last night.They were asked to speak at the meeting.Teaching aims Learning the simple past passive voice and the special questions.Teaching Steps: Teaching of new lesson 1.Warm-up First played “Twinkle, Twinkle, Little Star “song, so that students listen, learn and sing.Mobilize the enthusiasm of the students to stimulate their enthusiasm for learning.2.Presentation
1)Teaching: Pictures by car to teach “When was the car invented? It was invented in......”
Choose the two inventions of these and ask students to discuss when each one was invented.For example, you might choose car, and light bulbs.Teachers lead the reading and the important sentences writing on the blackboard
Ask the class to repeat the questions and answers.[T=Teacher, S=Student] T: When was the car invented ?(Class repeat.)T: Good.Now xxx, what was your guess? S1: in 1912 T: OK.xxx, repeat after me.The car was invented in 1912.Repeat the process with several different inventions.2)教学Who were the light bulbs invented by? And what are they used for? Show the picture of Edison and light bulbs.Tell the students Edison invented light bulbs.Then ask the students to answer the questions below.T: Who were light bulbs invented by?(Class repeat)T: Good.Now Class repeat after me.They were invented by Edison.3.Pairwork
Ask the students to be familiar with the words below according to the pictures on computer.Telephone, calculator, car, personal computer, TV, light bulb,microwave oven.The 1a, 1c, 2c of the language points together, told the students to each other to answer questions.And use just learned to practice the target sentence.Finally, sampling a few of the students in the class before them, according to the requirements of dialogue 4.Let’s make up some puzzles: Guessing game,Show 4 pictures for students to guess the word based on the content.I give them a piece of candy as encouragement If they answer right.5.Teaching 1b,First of all, help students to clear the headlines.Then, listening, recording released twice, first to allow students to listen, the second time for students to complete the audio content based on 1b.And then check the answers
6.1c Pairwork: First present a dialog to allow students to practice conversation, and then find two groups of students to practice the dialogue practice.Then show the pictures and time, allowing students to practice the dialogue in pairs.Finally, ask two groups of students to the front to practice the dialogue.7.Show the pictures, according to the pictures to say the English words, and then under the pictures to say basic sentences of this class.8.Challenge: Try to be an inventor!
Do you want to be an inventor? Look at these pictures, you can make inventions.9.Knowledge point:
1)The composition of the passive voice:
2)The difference of “be used for doing sth.”, “be used as sth.”, “be used by sth.”, “be used to”
Let one student read it.Others listen to her or him.10.Knowledge feedback:
1)Fill in the blanks with right words.2)Write the words according to the sentence meaning.3)According to the sentence meaning and pictures to write words and phrases.4)Translate the Chinese sentences into English.11.Summary: In this class ,we have learned to talk about the history of inventions with passive voice.We’ve also done some listening practice in understanding the target language in spoke conversation.And we’ve done much oral practice , using the target language.12.Homework
Read about an invention using books from the library, or by looking up information on the Internet.The students write up a short report and draw a simple picture of the invention or bring a photo of it.Ask each student to show the picture and read his or her report to the class tomorrow.13.Quote to share with the students: Believe in yourself, be strong, Be your best and don't ever give up.设计理念:现代教学手段,如录音、录像、幻灯、,电脑多媒体等是现代外语教学中的重要手段,为我们大幅度地提高英语教学质量起着非常重要的作用,使用现代教学手段。充分的利用他们,让现代化设施在教学过程中发挥最大的功用。新的教材应以新的教学理念为导引,以新的教学法组织教学,这就要求我们打破常规.苏霍姆林斯基说过:“人的内心深处有一种根深蒂固的需要,总希望自己是第一个发现者、研究者、探讨者”。为了使学生学习兴趣更强烈、更持久,做到自主学习,有所发现,我让学生通过不同形式进行反复对话练习并调动他们的积极性。由于学生兴趣盎然,思维也特别活跃,积极性也被调动了,真正让学生“乐学”、“会学”。“学生是学习的主人”,我会将这一教学中永远的真理体现在课堂中。
第二篇:4B unit9教案
4B / Unit 9第2教时
3.教学目标
(1)认知目标
A进一步操练第一课时的句型:What's for „?Where's the/my„?及四会单词glass,cup,bread,fridge等。
B 学习新的四会句型:Where are my/the„„? 并注意单复数区分There's no„„in/on/near„„
C 掌握四会单词:knofe ,fork.Egg.Bread.等。
(2)能力目标
A 学生能自由替换练习句型,能够在真实语言环境下运用句型。
B 学生能综合第一课时和第二课时所学内容,根据所提供的情境,进行小组活动,表演对话。
(3)情感目标
使学生从“要我说”“要我学”变成“我要说”“我想试一试”。让学生感受到与日常生活的紧密联系,使学生觉得自己能够用英语进行真实的日常生活对话,从而获得英语学习的成功感,自豪感。从根本上培养和保持了学生学习英语的兴趣。心理学认为:成功感是人的深层心理需要。
(4)教学安排
本单元共安排四课时,我今天所说的是第二课时。
(5)教学准备
教师:实物、课件 学生:食品、刀叉等实物
二 教学程序
Step 1 Warming up
Well begun, half down.良好的开端等于成功的一半。上课刚开始,让学生在轻松的音乐声中步入课堂,使他们的听觉、视觉、思维都进入英语的状态。我选用了两首歌曲。第一首是前一单元的“What's in the classroom?”,第二首是“Cheese and sandwiches.”,由这首歌自然过渡到复习食物类和餐具类单词。
Step 2 Revision
分三个环节复习:
1利用事物,师生自由对话
可用句型:What's this? What are those/these? What's on the desk? 注意对单词单复数形式的操练。Magic eyes游戏:What's in the bag?
引出单词:egg bread 并板书。
根据学生的回答渗透句型:There's no „in/on„
并且抓住课堂契机,巩固这一句型。板书句型。
如:Is there any water in the glass?
No.There's no „in„ Magic ears听敲击餐具的声音,猜单词。带出新单词:fork knife并板书。
通过视觉、听觉不同角度调动学生感官,是学生的思维兴奋起来。适时教学生如何使用刀、叉。自编了一个chant:
Left, left ,a fork
Right, right, a knife
Cut, cut, cut a slice
Em, em, very nice.Chant短小、押韵又欢快,学生乐于接受。
Step 3 Presentation 借助课件,设计情境,复习中带出新知。
T: I'm a little hungry.Let's go to Mrs.Brown's kitchen.What's in the kitchen? Look and guess.I can't see any food.Where are the foods? Where's„?利用表情和语调启发学生猜想 where's„?并板书。也可以让学生亲自操做电脑,调动学生积极性。
由课件上的鸡蛋过渡到实物鸡蛋。
a.T: Look, I have two eggs.把鸡蛋放到盘子上问:Where are the eggs?
b.再把鸡蛋放到别的位置,问:Where are the eggs?并板书。
c.学生模仿,用自带的事物问老师,互相问。
游戏“Hide and seek”
学生自藏所带的实物,让其他人猜。
在复习旧知时自然带出新知,用清楚的演示和简单的对话一
子引导学生抓住重点句型,并通过及时操练巩固,使学生加
对句型的理解。
Step 4 Practice and consolidation
这一环节旨在进一步巩固句型,通过课件中的情境,混合操练单复数句型。课件设计的情景是Li Min家的厨房,李敏在为自己的生日晚会准备食物,这里有意突出为生日晚会做准备而找食物,为下面根据情景表演对话做准备。
Step 5 Read and say Listen Read Answer my questions Read in roles Act out
先听后读,再提问,帮助理解,分角色读,再让学生表演。通过前面对课文重点句型和单词的操练,已降低了课文的难度,这次表演是指名个别同学随机组合,是分角色朗读的提高,为下一步在新情境中编对话做铺垫。
Step6 Make up dialogues
课件中创设了一个情境,假设今天是你的birthday, you want to have a birthday party, but you do not know where the foods are, you go to ask your Mum and Dad.句型混合操练时,我已初步出现了为birthday party 做准备这一情境,然后通过课文的表演,过渡到在新情境中编对话。主要采取先分小组练习,然后进行小组汇报表演的方式完成这一环节。
第三篇:Unit9 A friend in Australia教案
教学内容: Unit9 A friend in Australia
一、教学目标
(1)能够听、说、认、读12个月份的名称,并能书写其缩写格式。(2)能够就12个月份进行四季划分并会唱Let’s chant。
(3)能够使用句型:When is your birthday ? My birthday is in „
二、教学重点和难点
(1)教学重点:能够听、说、认、读12个月份的名称并能书写其缩写形式,能够运用句型:When is your birthday ? My birthday is in „
(2)教学难点:January、February的读音,12个月份中文与英语单词的对应。
三、教学过程
Step1: Warming –up & Revision
(1)演唱歌曲,What’s your favorite season,并出示四季卡片,学生看图并跟随录音吟唱歌谣。[设计意图]
利用歌词帮助学生复习所学内容,并以此激发学生的学习兴趣,活跃课堂气氛。(2)Let’s start
请学生独立做题,一起校对,12张卡片,按三个月每组在黑板上分成四季。(教师事先在黑板上画四个框,将四季的卡片贴在框顶)师生看单词卡片进行对话。如: T:Do you like spring? Ss:Yes , I do.T:What’s the weather like in spring ? Ss:It’s warm.And it’s windy , too.T:What can you do in spring ?
Ss:I can fly kites ,I can plant trees and flowers.[设计意图]
采用师生对话形式引导学生复习与本课关系密切的单词,为后面的教学做不可或缺的铺垫。
Step2:Presentation
1、教学单词 March April May
(1)T:which month do you like best in spring ?
(如有学生点到March,,就引入March教学,其余两个单词教师可以通过手势,提问学生T:Before/After March,it is„自然引入)(2)指导读并板书
教师指出划线部分的读音,而后请学生拼读
March
April
May
[设计意图]
通过展示商标中的英语,能引领学生关注身边的英语。T:Spring is March、April and May.(师总结)
2、教学July June August
(1)教师指着“夏季”方框,画一轮艳阳,表情夸张地说
T:Oh, summer is after spring, And it’s hot, very very hot.T:Do you like summer ? S:Yes, I do.T:What can you do in summer ? S1:I can swim in the lake.S2:I can eat ice-cream.T:Which month do you like in summer ? 根据学生的回答随机引入单词教学,其余的两个通过after and before引入。(2)指导读并书写.跟读单词July和June,并且比较两个单词中“U”的发音。
T:Now Let’s write the word“July”(June August„)on the blackboard.Please hold up your finger and write it in the air.(教师将单词慢慢地写入黑板上的四线格中,同时让学生书写所学过的单词,并指导字母的占格及写法,同时示范单词的发音。)[设计意图]
在板书单词的同时进行拼写和发音训练,有利于学生形成正书写和规范发音的习惯。
(3)师生一起做“Before and After”游戏 T:Now , Let’s play a game.教师向学生宣布游戏规则:在March→August六个单词中,教师随机给出一个单词并举左手或右手,举左手表before,举右手表after,要求学生反应迅速,口齿清晰。[设计意图]
通过猜单词游戏活跃课堂气氛,营造英语学习的氛围。
3、教学September October November
(1)当游戏进行到最后的时候,教师给出单词August并举右手,引出September。学生跟读并书写其简写形式。教师在秋季方框上画上黄色落叶,做出树叶飘落的手势,并以开玩笑的口气
T:Oh, September is in fall.Because leaves are yellow and begin to “fall” now.which other two months are in fall? Ss:October and November.教师应注意学生的发音并引导学生拼读及缩写形式,跟读October,辨别两个”O”的发音。
(2)记忆词形:通过对首字母的添加使Sep.Oct.Nov.与数字9.、10.、11联系起来。具体方法:S-g(把S的起笔处和弯倒处连接起来),O-10(前加一竖),N-11(加粗N的两竖)。[设计意图]
使学生将单词与自己熟悉的数字想联系,可以适当降低学生记单词的难度。(3)找出三个词的共同点,都以-ber结尾等。(师提醒冬天的第一个月即12月也是以ber 结尾的。)
4、教学December January February
(1)教师在”冬季”方框中画上雪花,做出冷的样子说
T: Now we have the last season-----winter.How cold it is!It snows!But my favorite season is winter.why? Guess ?
S::You like snow? You can play in the snow ? You can make a snow man ? T:((表赞许)You are right.But that is not all.The most important reason is that------my birthday is in winter.师指着剩余的三个月的卡片
T::They are all in winter.One of them is my favorite month.what is it ? S:Is it December?
教师挑出December卡片,帮助学生正确发音,并拼读和书写其简写形式。T::Yes, I like December.But it’s not my favorite month.S: January or February?
师特别注意纠正学生这两个单词的发音,给出清晰的示范,要求学生准确跟读,最后,教师做出回答:My favorite month is February,because my birthday is in February.(师板书: My birthday is in February.)
T: My birthday is in February.When is your birthday?(学生作答)(2)学生之间进行pair work,两人一组练习句型。教师挑选1-2组进行“连锁回答”要求发音清晰、流畅。[设计意图]
小组合作学习有利于学生积极参与课堂活动,并开动脑筋。Step3:Consolidation
1、教师放Let’s learn 部分的录音,学生跟读。教师出示月份转盘请学生结合主情景图的内容用“When is your birthday ? My birthday is in „„句型做游戏,复习巩固所学单词。
2、找出十二个月单词的共同点。(首字母大写)
3、总结缩写方法。请学生观察总结12个词的缩写方法,教师总结。
4、Game1 : listen and show
步骤一:教师出示单词并说,学生跟读并出示相应的手指。
步骤二:全体同学伏在桌子上,头低下。一学生报单词,其余学生出示相应的手指数,师巡视并揭晓答案。[设计意图]
让学生独立思考,有利于教师关注到每一位学生的学习效果,从而调整对不同学生的要求,保护他们学习英语的自信心。
5、Game2:look and guess
方法:教师只出示字母卡片的第一个字母,让学生猜一猜是哪一个单词。可采用男女生比赛的形式。Step4:Homework :
1熟读单词并准备好默写十二月单词的缩写。2制作班级同学生日统计表,调查同学生日。[设计意图]
进一步为学生创设真实的语言环境,让他们在生活中使用语言,训练他们的口语表达能力,这样的调查活动促使学生在实践活动中运用所学英语,增强对所学英语的体验,同时培养学生的合作精神。
第四篇:unit9 breakfast教案
unit9 breakfast教案
教学内容unit9 breakfast第二课时 教学目标
(1)认知目标
A 进一步操练第一课时的句型:What‘s for „。?Where’s the/my„。?及四会单词glass,cup,bread,fridge等。B 学习新的四会句型:Where are my/the„„„? 并注意单复数区分There‘s no„„in/on/near„„
C 掌握四会单词:knofe,fork.Egg.Bread.等。
(2)能力目标
A 学生能自由替换练习句型,能够在真实语言环境下运用句型。B 学生能综合第一课时和第二课时所学内容,根据所提供的情境,进行小组活动,表演对话。
(3)情感目标
让学生感受到与日常生活的紧密联系,使学生觉得自己能够用英语进行真实的日常生活对话,从而获得英语学习的成功感,自豪感。
教学准备
教师:实物、学生:食品、刀叉等实物 教学过程
Step 1 Warming up Well begun,half down.良好的开端等于成功的一半。上课刚开始,让学生在轻松的音乐声中步入课堂,使他们的听觉、视觉、思维都进入英语的状态。我选用了一首歌曲。“What‘s in the classroom?”,由这首歌自然过渡到复习食物类和餐具类单词。Step 2 Revision 利用事物,师生自由对话
可用句型:What‘s this? What are those/these? What’s on the desk? 注意对单词单复数形式的操练。What‘s in the bag?
引出单词:egg bread 并板书。
根据学生的回答渗透句型:There‘s no „in/on„
并且抓住课堂契机,巩固这一句型。板书句型。
如:Is there any water in the glass? No.There‘s no „in„ Step 3 Presentation 1创设情境,复习中带出新知。
T: I‘m a little hungry.Let’s go to Mrs.Brown‘s kitchen.What‘s in the kitchen? Look and guess.I can’t see any food.Where are the foods? Where‘s„?利用表情和语调启发学生猜想 where’s„?并板书。出示实物鸡蛋。
a.T: Look,I have two eggs.把鸡蛋放到盘子上问:Where are the eggs?
b.再把鸡蛋放到别的位置,问:Where are the eggs?并板书。c.学生模仿,用自带的事物问老师,互相问。3 游戏“Hide and seek”
学生自藏所带的实物,让其他人猜。
在复习旧知时自然带出新知,用清楚的演示和简单的对话一
子引导学生抓住重点句型,并通过及时操练巩固,使学生加
对句型的理解。
Step 4 Practice and consolidation 这一环节旨在进一步巩固句型,通过课件中的情境,混合操练单复数句型。课件设计的情景是Li Min家的厨房,李敏在为自己的生日晚会准备食物,这里有意突出为生日晚会做准备而找食物,为下面根据情景表演对话做准备。Step 5 Read and say 1 Listen 2 Read 3 Answer my questions 4 Read in roles 5 Act out 先听后读,再提问,帮助理解,分角色读,再让学生表演。通过前面对课文重点句型和单词的操练,已降低了课文的难度,这次表演是指名个别同学随机组合,是分角色朗读的提高,为下一步在新情境中编对话做铺垫。
Step6 Make up dialogues 创设情境,假设今天是你的birthday,you want to have a birthday party,but you do not know where the foods are,you go to ask your Mum and Dad.句型混合操练时,我已初步出现了为birthday party 做准备这一情境,然后通过课文的表演,过渡到在新情境中编对话。主要采取先分小组练习,然后进行小组汇报表演的方式完成这一环节。
第五篇:九年级英语上册Unit9教案
九年级英语上册Unit9教案
杨寨中学初四英语学科教学设计 题
Unit9setinB 型 ne 环节 教学内容 教法学法 二次备 教 学 目 标
Ai1掌握比较等级的表达法,运用比较级来描述身边的事情。Ai2了解一些自然灾害的基本知识并学会保护自己。
认 定 目 标
自 主 学习
Ai1掌握比较等级的表达法,运用比较级来描述身边的事情。Threetiesasstrngas Tenentieterslngerthan AisthreetiesasstrngasB AisntnearlasstrngasB AisrethantentiesbiggerthanB Ai2了解一些自然灾害的基本知识并学会保护自己。ar,fld,pllutin,natural,desert,earthquae, Belafater
Frbadtrse Prevent…fr… Befilledith
Learnbtheselves:
AisthreetiesasstrngasB AisntnearlasstrngasB AisrethantentiesbiggerthanB Fldisnefthebiggestprblesintherld
Asthestudentstreadtheaistgether,aesuretheangrasptheais
Givethefiveinutestlearnthelanguagefusbtheselves
教学 重点
Ai1掌握比较等级的表达法,运用比较级来描述身边的事情。
教学 难点
Ai2了解一些自然灾害的基本知识并学会保护自己。环节 教学内容 教法学法 二次备
导 入 新
Present: ar,fld,pllutin,natural,desert,earthquae, Belafater
e’llfusnthefatrsthatthreatenhuanbeing
预习展 示
Threetiesasstrngas Tenentieterslngerthan Alittlere Frbadtrse Prevent…fr… Befilledith
hseeahstudentfrthegrupstritednthephrases
环节 教学内容 教法学法 二次备
作
业
设
计
Exerise1translatethefllingphrases Exerises2reitetheiprtantsentenesandtranslatethesentenes Exerises3FindinfratinabutneandriteanartilefranesagazineUseatleasttparisns
合 作 探 究
当 堂 达 标
Sldiersredhardtsavepeple,andtriedtpreventtheaterfrrisinghigherbusingbagsfilledihsand
动词不定式的用法 Prevent…Fr…
Thelngerpepleaitedfrhelp,theredangerusthesituatin
The+比较级,the+比较级
Translatethesentenes
这条河的长度是那条河的三倍。
大象比海龟几乎长五倍。
这座房子比你的房子大两倍。
Disussthelanguagefus AndgiveseexaplesIfneessar,givethesehelp
板 书 设 计
Unit9SetinB
Threetiesasstrngas
AisthreetiesasstrngasB
Tenentieterslngerthan
AisntnearlasstrngasB
Alittlere
AisrethantentiesbiggerthanB
Frbadtrse Prevent…fr… Befilledith 教学
反思
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