第一篇：unit 10教学设计
Unit10I’vehadthisbikeforthreeyears.（第3课时）教学设计
一、教学三维目标 1.知识与技能： 知识目标
掌握现在完成时的用法 能力目标
正确区分现在完成时与一般过去时 正确运用for和since的用法 2.过程与方法： 3.情感态度与价值 情感目标
正确处理并充分利用自己的废旧物品。
二、教学重点、难点
三、教学准备 录音机、多媒体课件
四、教学课时 7课时
五、教学过程
SectionA3(Grammarfocus–4c)Step1Groupwork 出示下面的典型例句，让学生们先自己观察句子结构，对比现在完成时和一般过去时的不同。1.—Howlonghaveyouhadthatbikeoverthere?那边的那辆自行车你买了多长时间了？
—I’vehaditforthreeyears.我买了三年了。
2.Howlonghashissonownedthetrainandrailwayset?他的儿子拥有这套轨道火车多长时间了？
He’sowneditsincehisfourthbirthday.自他四岁生日起，他就拥有了它。
3.Haveyoueverplayedfootball?你曾经踢过足球吗？ Yes,IdidwhenIwaslittle,butIhaven’tplayedforawhilenow.是的，当我很小时就踢过，但是现在我有好长一段时间没有踢了。Step2精讲点拨 现在完成时
表示从过去已经开始持续到现在的动作或状态，可以和表示―从过去某一时刻延续到现在的一段时间状语‖连用，如―for+时间段‖、―since+过去时间点‖、―since+过去时的从句‖、―since+一段时间+ago‖。且for与since引导的时间状语可以相互转换。e.g.Myunclehasworkedatthisfactoryfortenyears.=Myunclehasworkedatthisfactorysincetenyearago.I’ve lived here since 1990． 自从1990年以来我就住在这里。
I haven’t seen him for three years.我三年没有看见他了。She’s been at this school since five years ago.自从五年前以来她就在这个学校。
歌诀：含有for，since的现在完成时的用法歌诀: 过去的动作或状态，一直持续到现在，for、since把时间带 句中动词的特点
此种用法中表示持续性的动作或状态的动词必须是延续性动词（否定句除外）这本书我买了5年了。Ihaveboughtthebookforfiveyears.()I’vehadthebookforfiveyears.()2.你哥哥参军多长时间了？
Howlonghasyourbrotherjoinedthearmy?()Howlonghasyourbrotherbeeninthearmy/beenasoldier?()非延续性动词和延续性动词之间的转换 1.转换为相应的延续性动词，用于现在完成时。borrow—keepbuy—haveputon—wear catchacold—haveacoldgettoknow—know gettosleep—sleep 2.转化为―be+形容词/副词/介词/名词‖ begin/start—beongoout—beoutclose—beclosed open—beopengetto/arrive/reach—be(in)die—bedeadleave—beawayfinish—beover fallsleep—beasleepjoin—bein/beamemberof become—bemakefriends—befriends come/go—be+相应的介词短语
Step34aRewritethesentencesusingfororsince JimisinJapan.Hearrivedtherethreeyearsago.JimhasbeeninJapanforthreeyears.2.Theyareveryhungry.Theirlastmealwastenhoursago.Theyhavebeenhungryfortenhours/sincetenhoursago.教学设计
3.Ihaveacamera.Iboughtitin2009.Ihavehadacamerasince2009.4.IknowAnn.Ifirstmetherthreeyearsago.IhaveknownAnnforthreeyears/sincethreeyearsago.5.Lindaisill.ShebecameillonMonday.LindahasbeenillsinceMonday.Step44bFillintheblankswithcorrectformsoftheverbsinbrackets.1.I__________(neverbe)tothewaterparkbefore.Iwantto_____(go)nextmonthbeforetheweathergetstoocold.2.They_____________(neverown)anypets,butthey___________(alwayswant)tohaveadog.3.We________(have)apianosincelastNovember.We______(buy)itfromtheLifamilywhentheymovedtotheUSlastyear.4.CathyandAmy__________(notbe)backtotheirhometownfortwoyears.They_______(miss)theirhometownalotandhopetovisittheplacenextyear.5.Thismuseum__________(be)hereforover20years.It______(be)oneoftheoldestbuildingsinthissmalltown.Step5Groupwork 4cFillinthequestionsandasktwostudents.Thencompletethechart.1.Doyouhavea(n)_______?Howlonghaveyouhadit? 2.Doyouowna(n)_______?Howlonghaveyouownedit? Things Howlong Tony favoritebookbasketball fortwoyears sincehewas10yearsold Student1 Student2 教学反思
第二篇：3A Unit10 教学设计
《牛津小学英语》3A Unit10 Thank you教学设计
江都市真武小学
刘燕
一、教学内容分析
本节课的内容是牛津小学英语3A Unit10《Thank you》Part B Look and learn部分，主要围绕食物和饮料类的单词,学习“征求意见”这一功能项目.要求学生能用英语询问别人是否需要吃或喝某种东西,以及如何应答，食品类单词对于小学三年级学生的兴趣是不言而喻的，凭着对食物的情有独钟，他们自然特想知道这些食物的英文该怎么说，因此教师在教学过程中可以通过食物、图片、课件等生动形象的教学手段，激活学生的学习热情。
二、教学目标
1.知识目标
（1）能认读食品类的五个单词或短语；
（2）能听懂、会说 …,please./ Some…? / No,thanks(thank you)./ Yes,please.等交际用语。2.能力目标
（1）能使用简短的句子征求对方的意见。（2）能根据老师所提供的情境进行对话。
（3）能运用之前所学交际用语来丰富对话内容。3.情感、策略目标
（1）激发学生学习英语的兴趣。
（2）积极运用所学英语进行交流，加强合作学习，共同完成学习任务。
三、教学重点
食品类五个单词或短语的认和读；
四、教学难点
（1）hamburger , juice , of等单词的发音。
（2）能听懂、会说 …,please./ Some…? / No,thanks(thank you)./ Yes,please.等交际用语。
五、课前准备
玻璃杯、鸡蛋、牛奶、果汁、吸管、图片和多媒体课件
六、教学过程
Step 1.Warm up and Review Greeting
T: Good morning , boys and girls.Ss: Good morning , Miss Liu.T: Nice to meet you , boys and girls.Ss: Nice to meet you , too.T: How are you ?
Ss: Fine , thank you.And you ?
T: I’m fine , too.(走到一位学生身边)What’s your name? S1: I’ m Liu Jia T: Nice to meet you.(边说边与这位学生握手。)S1: Nice to meet you , too.【设计意图】
对于已经接触英语近一学期的学生而言，课的伊始，整体和教师进行对话已经驾轻就熟，因此用比较简单的自我介绍和问候语作为开场白，与学生打招呼，并与他们握手，能快速消除学生的紧张情绪，拉近师生心理距离
Step 2.Presentation
1.T: I have a friend , Li Lei.How is he ? Ask him , together.Ss: How are you ?
[课件录音]Not so good.I’m hungry（饿）.（课件：Li Lei的头上出现了“一个鸡蛋”的图片）
T: Oh , he wants to eat an egg.2.Learn ‘an egg’.3.T to Li: An egg is for you.4.[课件录音]Thank you.【设计意图】
由课始的老师和全体学生的问候自然地引入老师的朋友Li Lei，并询问他怎么样，复习问句How are you ?的同时引出新词an egg的学习以及对话的基本构成，衔接自然。5.T: Is he still hungry ? Let’s listen.[课件录音]I’m still hungry.T: He is still hungry, we give him another egg [课件录音]No,thank you.（课件：Li Lei的头上出现了“一个汉堡”的图片）
T: Oh , he wants to eat a hamburger.6.Learn ‘a hamburger’.7.T to Li: A hamburger is for you.8.[课件录音]Thank you.T: Is he still hungry ? Let’s listen.[课件录音]I’m still hungry.（课件：Li Lei的头上出现了“一个蛋糕”的图片）
T: a cake ?
Li: Yes,please.9.Learn ‘a cake’
10.T to Li: A cake is for you.11.T: He’s eating.Let’s play a game.‘What would you like ?’.【设计意图】
运用同样的方法引出、学习新词a hamburger和a cake，并熟悉句式No,thanks(thank you)./ Yes,please.，为了防止学生对于雷同的教学方法易产生厌倦感，笔者在学完三个新词后设计了一个游戏What would you like ?一方面及时检验学生对这三个单词的掌握情况，另一个方面还能起到调节课堂的作用。
12.T: Is Li Lei still hungry now ？Let’s listen.[课件录音]I’m full.(打嗝)I want to drink a glass of juice.（课件：Li Lei的头上出现了“一杯果汁”的图片）
13.Learn ‘a glass of juice’.14.T to Li: A glass of juice is for you.[课件录音]Thank you.(打嗝)Give me a glass of milk , please.（课件：Li Lei的头上出现了“一杯牛奶”的图片）
15.Learn ‘a glass of milk’.16.T to Li: a glass of milk for you.[课件录音]I’m fine now.But I want to go to the WC.【设计意图】
借助于多媒体课件幽默合理的设计，通过打嗝相继引出a glass of juice和 a glass of milk这
两个短语的教学，并通过实物让学生记忆更加深刻，一句幽默语I want to go to the WC.既符合情节，又能很自然地让Li Lei退出课堂。
17.T: Boys and girls , do you want to drink ?Let’s play a game‘Guess, this is a glass of „.’
学生通过闻，尝味道，说答案 【设计意图】
此段教学设计一个游戏 Guess, this is a glass of „.一方面复习了a glass of juice和 a glass of milk，通过猜对即喝的形式刺激学生参与的积极性，还进行了适当拓展，比如说不同口味的果汁和牛奶，多方面的刺激了学生学习英语的热情，在旧知识中擦出心的火花。Step 3.Reading
1.Ss: Follow the tape.2.Ss: Follow the teacher.3.Ask sb.to find the word and read the word.4.Ss: Read the words together.【设计意图】
这个部分的第3个环节是让一个学生到黑板前，其他同学看老师的嘴型大声读出单词，看这位同学是否能找对，这样的形式符合三年级学生的学习水平需求。
Step4.Practice
[课件]Yang Ling 和 Nancy 来到了一家小卖部的旁边 [听录音] A: What would you like? Y: Some cakes? N: No,thanks.Y: A hamburger? N: Yes,please.T:(面向学生)What would you like? Can you make a dialogue ?
Work in pairs
Ss act 【设计意图】
这个部分算是一个拓展练习，不光对这堂课所学的词组进行了复习还顺带预演了一下A部分 Learn to say 的内容，将B部分的词组用替换的方法融入到A部分中不断的操练，不光有助于B部分的理解，也对A部分有了一个初步的学习，对下节课的教学起到了一个很好的铺垫作用,在小卖部的物品陈列上更是五花八门，不光只有这节课所学的词组，同时包括以前学的文具、动物等等，让学生有了更好的发挥空间，课堂气氛更加活跃。Step5.Homework
1.Read the words or phrases after the tape.2.Try to recite the words or phrases.【设计意图】
家庭作业的布置分层设计，学生可以根据自己的学习水平决定自己完成哪一项，当然作业设计还教给学生学记单词的方法：先会读才可以试背，读是背的基础。
【板书设计】
Unit 10 Thank you B.Look and learn
an egg
a hamburger
a cake 一个鸡蛋
一个汉堡
一个蛋糕
a glass of juice
a glass of milk 一杯果汁
一杯牛奶
【教学反思】
“生活即教育”是陶行知先生教育理论的基本命题.生活教育，也就是给生活以教育，用生活来教育，为生活之需要而教育，在实践中学习知识、运用知识.本课在设计时充分考虑到这一因素，现对本课反思如下：
1、体现新课程理念，注重交际功能
小学英语注重培养学生的听说能力，注重学生的交际能力，交谈者之间必须要有信息沟通，要有一定的交际功能，句型不是通过机械的单句操练进行教学，而是融化在有情景的对话之中，力求使学生在操练句型时就学到有交际价值的语言.从以上案例可以看出，课堂的教学任务是学会用缩略句加上升调来表达征求意见的意思，以及相应的应答。在学生练习时也尽量使用实物，和你的同桌讨论一下你喜欢这种饮料吗？学习了juice作为拓展我在游戏的环节中加入了对其他口味果汁的学习，开阔了学生的思维，并让学生说说自己喜欢的果汁口味，同时采用了闻一闻，猜一猜和尝一尝，猜一猜的教学形式，让学生的感官活动起来，大家学习的积极性与效率也更高了.说出了orange juice,pear juice等一系列单词，在复习juice的基础上，同时培养了他们的发散思维.2、直观教学，提高课堂学习效率
小学生年龄较小，直观记忆力较强，这就决定了小学英语课堂必须寓于直观，寓于乐趣，要求我们创设真实的情景活动，在活动中让学生体验，感受，从而真正理解，运用知识.在以上案例中，为了直观教授单词glass，我把一只杯子放在桌子上，问他们看到了什么？.自然而又真实的出示使学生很快接受了glass的含义.3、主动参与，培养交流合作精神 英语本身是一种实践性很强的语言，在教学中要创设各种合作学习的活动，促使学生互相学习，互相帮助，体验集体荣誉感和成就感，发展合作精神.在课末，学生一起玩了购物游戏，此时的物品已不局限于饮料与文具等.学生在游戏时十分投入，而且很有秩序，知道买东西需要排队等候，在一位同学对所问物品不满意后，精明的店主会再向其介绍相关的物品，使顾客满意而去.本活动调动了学生参与合作的积极性，激发了学生学习兴趣，引导学生将所学的知识和技能转化为语言实际运用能力，并在活动中培养学生合作互助的精神.
第三篇：七下unit10教学设计
新目标英语七年级（下）Unit 10第一课时教学设计
一、学生和教材分析
1、学生分析
1）学生特点和认知特点，以及对英语学习的情感表现：七年级的学生好奇心和求知欲望强烈，对英语学习表现出浓厚的兴趣，经过了一段时间的学习和积累，学生已经有了一定的英语语言基础，而本课的中心话题是在面馆点餐，要求学生能够运用“would like”的句型表达出自己喜欢吃的面条，从而培养学生的人际交往能力。语言结构简单易懂且贴近生活，易于学生接受，学生也会乐学其中。2）学生学习本课之前已具备的语言知识和技能：学生以及掌握了部分事物词汇的表达，有一定的词汇和语法积累，具备从听力材料中捕捉词汇和句型的能力，能够运用所学知识表达自己的想法和意愿，有一定的语言能力。
2、教材分析
1）本课时人教版新目标英语下册Unit 10 I’d like some noodles.第一课时。2）《Go for it》新目标英语，实行新课程标准，充分发挥学生的主题地位，教师的主导作用，倡导“任务型”教学途径，创造设计切实可行的身世的语言交际情景和任务，课堂活动要以学生的生活经验和兴趣为出发点，用英语与他人交流，发展灵活运用英语解决实际问题的能力。
3）本单元重点的情感目标是通过实践让学生体验学习英语的乐趣.4）本课主要内容是Unit 10第一课时的单词、句型新授，饭店点餐。教师对教材进行整合，以听说可行来教授单词和句型，提高学生在听力中捕捉信息，用已学知识表达想法和见解的能力。
二、教学方法及教学手段
1、任务型教学法
2、辅助手段或媒体：本课采用图片导入，生动且具有趣味性，通过小组活动培养学生的小组合精神。采用多媒体教学。
3、课前准备：go for it 教材 ppt,录音机。
三、教学目标
1、知识目标：
1）掌握词汇：noodle,beef,mutton,cabbage,potato, spacial,large,smaal,medium,bowl,size.2)学习句型：
I’d like some noodles,please.What kind of noodles would you like? I’d like......noodles,please.What size bowl of noodles would you like? I’d like a smallmediumlarge bowl of noodles.2、能力目标： 1）通过图片导入层层深入引导学生运用woule like 句型谈论自己所需要的面条。2）通过练习培养学生的语言综合运用能力，听力及英语会话能力。
3、情感目标
通过实践让学生体验学习英语的乐趣，运用所学句型表达自己的想法和意愿。
教学重点
1、词汇
noodle,beef,mutton,cabbage,potato,spacial,large,smaal,medium,bowl,size.2、句型
I’d like some noodles,please.What kind of noodles would you like? I’d like......noodles,please.What size bowl of noodles would you like? I’d like a smallmediumlarge bowl of noodles.教学难点
让学生运用所学的语言项目完成本节课的各项任务
四、板书设计
Unit 8 I’d like some some noodles.I’d like some noodles,please.What kind of noodles would you like? I’d like......noodles,please.What size bowl of noodles would you like?
I’d like a smallmediumlarge bowl of noodles.五、教学流程图 Warm up and lead in Free talk:I have some apples.Would you like one?
Pre-task
1.Present the new words of food 2.Practice the new words.3.Present the sentence pattern: I’d like some noodles,please.What kind of noodles would you like?
I’d like......noodles,please.What size bowl of noodles would you like? I’d like a smallmediumlarge bowl of noodles.While-task
1.Pairwork(Role a play)2.Make a survey
Post-task
1.Report your survey
Summary Homewirk 六教学流程 Step1 Lead-in 1.Warm up and lead-in T:Hello everyone!T: I have some apples.Would you like one? S1:.......T:Here you are!S1:Thank you.［设计意图］通过自由谈论引出本课谈论的话题
Step2 Pre-task 1.Present the new words of food ［设计意图］通过食物图片学习本课单词，直观生动，可以加深学的印象和理解，有利于学生识记本课新单词。
2.Practice the new words.Complete the Activity1a.［设计意图］通过1a 检测学生的单词的学习情况，激发学生的学习兴趣。调动学生的积极性。
3.Listening Listen and checkthe noodles that the person orders.［设计意图］通过听力引出本课话题。4.Present the sentence pattern: I’d like some noodles,please.What kind of noodles would you like? I’d like......noodles,please.What size bowl of noodles would you like? I’d like a smallmediumlarge bowl of noodles.Step3 While-task 1.Pairwork Ask Ss to have a asking and anwsering practice.［设计意图］同学生的问答接龙练习，调动学生参与课堂的积极性，并且把课堂真正的回归给学生。
3.Make a survey about ordering noodles in the Noodle House Four students as a group and talk about opinions about ordering noodles.Then write a passage ［设计意图］通过小组活动培养学生合作性的能力，获得完整的信息，共同完成任务，增强集体意识。
Step4 Post-task One student from each group makes a report about your members’opinion about odering food.［设计意图］展示合作成果，与更多同学分享学习成果，增进学生间的了解，感受完成任务的成就感。
Step5 Summery In this lesson,what have you learnt?Ask students to sum up the main pionts of the lesson.［设计意图］学生自己总结本课所学内容，将重点语言知识提炼出来，加深印象，进一步巩固复习，为以后的学习打好基础。
Step5 Homework Ask students to write a passage about your family’opinion about odering food.［设计意图］巩固复习本课内容，为第二课时做好准备。
第四篇：八下unit10教学设计
翁墩中学
Unit 10 It’s a nice day, isn’t it? 单元教材分析
本单元以“Small talk”为话题，学习如何选择话题进行流畅的沟通以及如何成功地与陌生人交流，熟练掌握各类感谢信的写法。Section A重在从听、说、写三方面强化在不同场合下和陌生人聊天的表述，感知反意疑问句结构；Section B则进一步深化了这个主题，在识别、对话、书写等方面提出了更高的要求。由口头的闲聊到正式的格式文体——感谢信的书写，引导学生思考如何从和陌生人闲聊到在人际交往中学会了解、关心、感谢他人并增进友谊的方法。
本单元以“Make small talk”为主线，围绕地铁站、聚会等地点展开了一系列语言功能项目。教材内容从基本语言知识到综合语言运用层层递进，听说读写依次展开，以一种循序渐进的学习程序引导学生在做事中有目的地学习语言。
单元教学目标：
1、语言技能目标
a.能使用目标语言与陌生人在不同场合展开适当的闲谈。b.写一段与陌生人的闲谈（小对话）。
c.写一封thank-you note。
2、语言知识目标
a.正确使用反意疑问句提问。如：You are Jim’s brother, aren’t you?
b.了解常见的礼貌话题。如：weather, traffic, music, sports, movies, activities.c.使用目标语言表示赞同或反对。如：Yes, I am./ I hope so./ No, I am not.3、情感态度目标
a.由于本单元话题贴近学生生活，符合他们的心理，可以提高他们学习英语的兴趣，积极参与英语实践活动。
b.通过有礼貌的闲聊，学会与人进行沟通、交流。
c.在真实的交际礼仪中学会了解、关心、感谢他人并增进友谊。
4、学习策略目标
a.学生能在具体的情境中区分礼貌话题与不礼貌话题，明确在用中学，交流中学习的想法。
b.通过合作学习，并大胆的表达，以学习新知识。c.兴趣教学策略，其中包括游戏、表演、对话和歌曲。
5、文化意识目标
在学习中寻找中西方在与人沟通、交流上的差异，培养学生跨文化意识
课时安排5课时
第一课时： Section A 1a 1b 1c 2a 2b 2c 第二课时： Section A 3a 3b 4
第三课时： Section B 1a 1b 2a 2b 2c 第四课时： Section B 3a 3b 3C 4 第五课时： Self Check 教学计划
第一课时
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Teaching contents（教学内容）
Section A 1a 1b 1c 2a 2b 2c Teaching aims（教学目标）1．正确使用反意疑问句提问。
2．能使用目标语言与陌生人在不同场合展开适当的闲谈。Language points（语言点）1．要求掌握以下句式：（1）You are Jim’s brother, aren’t you?
（2）Mrs.Smith lives in Italy, doesn’t she?
2．要求掌握以下词汇：Franklin Lake , noon, by noon, bookstore, alone, elevator，cross, look through Difficulties（难点）
1．反意疑问句一般由“助动词+人称代词”构成，用在句末，要求对方确认一些我们不敢肯定的事情，或要求对方表示赞同，含有“这是真的吗？”或“你同意吗？”的意思。2．陈述句的动词若是肯定，反意问句的动词要用否定。Teaching steps（教学步骤）:
1.Warming-up and lead-in（课堂热身和导入）
（1）Daily greetings to the students（日常问候）
a.Enjoy the song.（喜洋洋）b.Daily English: How are you, today ? How is the weather ? It’ s a nice day, isn’t it ? What day is it , today? It’s Monday , isn’t it ? What was the date yesterday ? It was „, wasn’t it ? etc.Write many tag questions.（2）lead-in（导入）
Talk about the places where we would talk to people we don’t know.On a bus, in an elevator, waiting at a train station, cinema.Etc.Do 1a.教学设计说明 初次和英美人接触，最保险的话题就是谈论天气。它可以使人们摆脱尴尬气氛、打破冷场，也不会引起他人误解以及带来不必要的麻烦。通过谈论天气引出人们可以展开闲聊的各种场合。
2.Presentation（呈现新知识）
T: Do you think it necessary to talk to a stranger? It is polite to make a conversation with a stranger.This kind of conversation is called small talk.Look, who is he? La Bi Xiao Xin went to England.Show the picture-----At a subway station.T: Now he is waiting for the subway.He meets a foreigner.What does he say? Encourage Ss to give their own opinions.A: It’s a nice day, isn’t it? B: Yes, it is.A: The train is late, isn’t it? B: Yes, it is.598729259 翁墩中学
A: It looks like rain, doesn’t it? B: Yes, it does.Show the next picture-----In the subway.A: The subway is crowded, isn’t it? B: Yes, it is.Etc.Show the next picture-----On the concert.A: You love violin music, don’t you? B: Yes, I do.Etc.A: He plays really well, doesn’t he? B: Yes, he does.Etc.教学设计说明 让动画片人物蜡笔小新做活动的主角，呈现他在各个地方的图片，创设真实的情境，营造氛围，调动学生情感，促使他们在愉快中学习。
3.Listening and practice Have Ss listen to the tape and do the listening exercises on Page 76 1b.Encourage Ss to give the answers by having a competition among them.Do 1b.Conversation 1.Girl 1: He’s really good, isn’t he?
Girl 2: He sure is!I come to all his concerts.Girl 1: Do you have his new CD? Girl 2: Yes, I do.Conversation 2.Girl 3: This line is moving slowly, isn’t it?
Woman: Yes, it is.We’ve been here for 20 minutes already.Girl 3: I hope the movie is good.Woman: So do I.Do you think it’s going to rain? Girl 3: I hope not.Woman: Me, too.Conversation 3.Boy: The train is late, isn’t it?
Man: No, today is Sunday.The trains only run twice an hour on Sunday.Boy : Oh, I didn’t know that.I usually take the train on weekdays.Man: Oh, do you take the train to school? Boy: Yes, I do.Do 1c.教学设计说明 前面的对话练习为这部分的听力作了铺垫，学生不会觉得听不懂，让学生有成功的喜悦。
4．Work on 2a and 2b（完成P77 2a－2b）
T: Now let’s listen to the tape, judge whether they are successful or not.Do 2a.598729259 翁墩中学
Play the recording again.Ask the Ss to put the sentences and questions in order.Do 2b.教学设计说明
把听力放在这个环节，学生容易接受，既巩固了前面的知识，有加强了听力的训练。
5．Listen and repeat（听音跟读）
T: Now let’s listen to the tape and repeat.Please try to read like the tape.(文字材料见P92)
教学设计说明 纠正不正确的语音语调。
6.Practice Do 2c.Show some situations on the screen.Ask Ss to choose one of the situations to make small talk, then act it out.Ask the listeners to say if the small talk is successful.教学设计说明 运用所学的目的语进行表演，综合运用句型对话，在活动中学会合作。
7．Grammar Tag questions.Show many pictures.It’s cold in the picture,___________? Yes, it is.They are apples, ? Yes, they are.They play football, ? Yes, they do.Jay sings many songs, ? Yes, he does.She was at home, _________? No, she wasn’t.Li lei fell down, _______? Yes, he did.8．Exercises(巩固练习)1.You are an actor, _________ ? 2.He is a good boy, _______ ? 3.She is going to visit me, ________? 4.I am Chinese, _______? 5.It was fine yesterday, ________ ? 6.You were studying when I called you last night, ___________ ? 7.It often rains here, _________ ? 8.He likes soccer, _________? 9.You have a headache, _________? 10.I called you yesterday, ________? 11.You will go to America, _________? 12.We have ever been to Shanghai, __________ ? 13 She can play the piano very well, __________? 14 He could draw a nice picture at age of 3, __________?
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教学设计说明 达到巩固的目的。
9．Homework Oral work:
(1)Listen to 1b and 2a, read and recite them.(听读背诵1b和2a中的对话)(2)Go on making up your dialogues with your group members and polish it.(继续和小组成员编对话,并完善对话。)Written work:（1）Copy all the new words.（2）Finish off the workbook.（3）Prepare a conversation with your partner for an action.第二课时
Teaching contents（教学内容）Section A 3a 3b 4 Teaching aims（教学目标）
1．使用目标语言表示赞同或反对。2．写一段与陌生人的闲谈（小对话）。Language points（语言点）1．要求掌握以下句式：（1）This line is moving slowly, isn’t it?
（2）You aren’t an actor, are you？
2．要求掌握以下词汇：cross、crossing、across、low、slow Difficulties（难点）
陈述句的动词若是否定，反意问句的动词要用肯定。Teaching steps（教学步骤）: 1.Revision Ask each group to write tag questions on the paper.The more, the better.Let some Ss pick one piece of paper each, and have small talk according to the situations written on the paper.教学设计说明 纯粹复习语法既单调有不合新教材理念，但利用竞赛和抽签的形式写反意疑问句和讲话题，可提高学生学习的兴趣，又增加了神秘感，使学生在对话时更有成就。
2.Presentation（呈现新知识）
T: Where do you think the conversation may be made?Show the pictures:(1)looking through books in a bookstore.(2)waiting in line to buy a ticket at a cinema 598729259 翁墩中学
(3)waiting for a bus(4)Two people alone in an elevator.(5)waiting to cross a busy street.(6)waiting for a train(7)waiting in line to buy ice cream.(8)waiting for rain stopping Etc:（1）A: These books are really great, aren’t they?1 B: Yes, they are.I want to buy some.You like story-books, don’t you? A: Yes, I do.And I like science books too.教学设计说明 为闲聊提供了更多的话题。语言的功能在于交际，学生在新的语境中学会交谈，同时加强了听力。
3.Pair work Possible opening questions Visiting an exhibition: A: It's a good exhibition, isn’t it? I have never seen such a good exhibition.At the beach: A: It is a beautiful beach, isn’t it? You have never been here ,have you ?
教学设计说明 把所学知识运用于实际生活中，体现了“学以致用”这一理念。
4．Writing（完成P78 3a）
Ask Ss to complete the conversation in Section A 3a.Check the answer.Then get them to read and practice it.Complete the conversation.Write sentences in the blanks
教学设计说明
再次给学生展示如何进行成功的闲聊，使知识在循环往复中得以加强与巩固，并起到承上启下的作用。
5．Follow up（进一步扩展）
（1）Small talks about the hobbies A: You like collecting shells, don’t you? B: Yes, I do.I have been collecting them for two years.Small talks about the matches A: The pingpong match is really wonderful, isn’t it? B: Yes, it is.Zhang Yining won the match ,didn’t she? A: Yes, she did.She did best in the match.（2）Group work P78What are some good small talk topics to use with these people? Make a list.Then role play conversations with these people.A student A farmer An old man A businessmen
教学设计说明 此时知识的适当拓展对学生来说容易接受有不觉得突然。
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6．Exercises(巩固练习)1.You aren’t an actor, ______ ____ ? 2.He isn’t a good boy, ______ _____ ? 3.It wasn’t fine yesterday, ____ ____ ? 4.It doesn’t rain here, ______ ____ ? 5.His sister doesn’t have a headache, ________ _____ ? 6.You didn’t call me yesterday, _______ _____? 7.You won’t go to U.S.A., ______ ____? 8.There isn’t a boy in our classroom, ______ _______ ? 9.There weren’t many cars in the street, _______ _______ ? 10.Don’t smoke, _______ _____ ? 11.Don’t let’s do it, _______ _____ ？ 教学设计说明 达到巩固的目的。
7．Homework Oral work:
(1)Listen to 3a, read and recite it.(听读背诵3a中的对话)(2)Go on making up your dialogues with your group members and polish it.(继续和小组成员编对话,并完善对话。)Written work: Make a conversation according to(根据)what you have talked about in class using the Tag Question.第三课时
Teaching contents（教学内容）Section B 1a 1b 2a 2b 2c Teaching aims（教学目标）
1．了解常见的礼貌话题。如：weather, traffic, music, sports, movies, activities.2．通过有礼貌的闲聊，学会与人进行沟通、交流。Language points（语言点）1．要求掌握以下句式：（1）It’s really exciting, isn’t it?
（2）You love basketball, don’t you?
2．要求掌握以下词汇：fan Difficulties（难点）
1． 能在具体的情境中区分礼貌话题与不礼貌话题，能在用中学，学中用。2． 反意疑问句的特殊情况。
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Teaching steps（教学步骤）: 1.Revision Check the homework.Do some sentences about tag question.1.I'm an English teacher, ___________? 2.What beautiful hats , ____________? 3.Don’t be late next time,____________? 4.Let us help you, _____________? 5.He never goes there, ____________? 6.We have to sleep here,__________? 7.He must be Tom, _______________? 8.You'd better read it now,_________? 9.John has grown a lot, ___________ ? 10.Everything is ready, ____________?
教学设计说明 此活动达到了复习的目的，又进一步巩固了反意疑问句。
2.Work on 1a and 1b Ask Ss to judge whether the questions blow are polite or not.Show many pictures to them.Do you like cartoons? You’re Anna’s brother, aren’t you? It’s delicious, isn’t it? How much did your skirt cost? The train is always late, isn’t it? How big is your apartment? Your dress doesn’t look nice, don’t you think so? It’s really crowded, isn’t it? How old are you? Your mobile phone is too cheap, isn’t it? Do 1a.Find out the questions you think are polite or impolite small talk with the people you don’t know.1 The book you are reading isn’t interesting at all.2 You play tennis so well.3 Your bag doesn’t look nice.4 That isn’t our train, is it? 5 Great actor, isn’t he ? 6 I don’t like your skirt.7 You have a nice house.8 Beautiful day, isn’t it? 9 It’s really crowded, isn’t it? 10 You are new here, aren’t you?
598729259 翁墩中学
教学设计说明 通过让学生判断以上问句是否礼貌，从而引导学生注意语言交际的得体性。
3.Pair work Make up a conversation using one of the questions from activity 1a.A: Do you like thrillers? B: No, but I love comedies.Make up a conversation using one of the questions below.教学设计说明 让学生在活动过程中明白什么是礼貌的提问与不礼貌的提问，同时增强学生针对各种问题作出不同答案的能力。
4.Listening Have Ss listen to the tape and do the listening exercises on Page 79 2a.Encourage Ss to give the answers by having a competition among them.Do 2a.Conversation 1 Woman 1: You're Jenny's friend, aren't you? Girl 1: Yes, I am.My name is Rita.And you're Jenny's mom, aren't you? Woman 1: That's right.So tell me about yourself, Rita.Do you play any sports? Girl 1: Yes I do.I like sports.I play tennis and ping-pong And I love swimming.Woman 1: That's great.Would you like something to drink? Girl 1: Yes, please.I'd love some lemonade.Conversation 2 Boy 1: You're new here, aren't you? Boy 2: Yes, I am.My name's Bill.You're Tony, aren't you? Boy 1: That's right.What do you think of the school? Boy 2: It‘s great.Have you always gone to this school? Boy 1: No, I haven't.I started here last year.Conversation 3 Boy 3: It's really crowed, isn't it? Boy 4: Yes, it is.Are you a ball game fan? Boy 3: Yes, I am.Say, did you see the game on TV Friday night? Boy 4: Yeah!It was really exciting, wasn’t it?
T: Now let’s listen to the tape, match each question with the correct answer.Do 2b.T: Now let’s listen to the tape and repeat.Please try to read like the tape.(文字材料见P92)
教学设计说明 把听力放在这个环节，前面的练习为这部分的听力作了铺垫，学生容易接受，学生不会觉得听不懂，让学生有成功的喜悦。既巩固了前面的知识，又加强了听力的训练。通过听和跟读，纠正不正确的语音语调。
598729259 翁墩中学
5．Pair work and writing 1.Hi!You're new here, aren't you? 2.This is a great party, isn't it? 3.You love baseball games, don't you? This is a great party, isn't it? Yes, it is.Situation
教学设计说明 使知识在循环往复中得以加强与巩固，并起到承上启下的作用。
7．Homework Oral work:
(1)Listen to 2a, read and recite it.(听读背诵2a中的对话)(2)Go on making up your dialogues with your group members and polish it.(继续和小组成员编对话,并完善对话。)Written work: 1.Copy the new words.2.Finish off the workbook.3.Search anything about thank-you note in the Internet.第四课时
Teaching contents（教学内容）Section B 3a 3b 3c 4 Teaching aims（教学目标）1．写一封thank-you note。
2．在真实的交际礼仪中让学生学会了解、关心、感谢他人并增进友谊。Language points（语言点）
要求掌握以下词汇：Thanks / Thank you for + 名词/doing、be friendly to sb.be friendly with sb.、feel like、come along、help(sb.)with Difficulties（难点）
熟练掌握各类感谢信的写法。Teaching steps（教学步骤）: 1.Revision Check the answer.Get Ss to make conversations.Show a card.Where at a bus Who a stranger What The stranger next you is reading.598729259 翁墩中学
Role play: make a conversation Where:At Kim’s party
Who:Maria and her new friend she doesn’t know well What:The party is very great
教学设计说明 此活动达到了复习的目的。
2.Reading T: Maria went to Kim’s party.The next day, Maria wrote a thank-you note to Kim.Let’s look through the three letters in Section B 3a.Note1: This is a Thank-you note for ____________.Listening.Ask and answer: Is Maria a new kid at school? 2 When did Maria have a party?] 3 Who invited her? Did Maria know all the girls? 5 What did they do at the party? Note2: This is a Thank-you note for ____________.Listening.Ask and answer: What was the problem with Bill? 2 Could he find it finally? 3 Who is Carlos? What does Bill think of Tony? Note3: This is a Thank-you note for ____________.Listening.Ask and answer: Who gave John the tickets? Who is going to watch the game with John? 3 What does John hope?
教学设计说明 让学生了解感谢信的种类，通过问题使学生对短文有更深的理解。
3.Writing Do 3b Fill in the blanks in this thank-you note.Answers: Thank you , enjoyed, cute, great, sorry Do 3c.Write your own thank-you note.Possible passage: Dear Kate，Thank you very much for getting me the train ticket to Beijing yesterday.I really appreciate your help.I know it is very difficult to buy a train ticket to Beijing during the Spring Festival.Thank you once again.And if you have anything I can do for you ,just tell me about it.Wish you a happy Spring Festival!
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Yours sincerely，Lucy
教学设计说明 训练学生写的能力。通过比较，让学生认真挖掘优美的语句，为己所用。
4．Follow up（进一步扩展）
Look at the sample card and write your own card.Then use the card to role play a small talk conversation with your partner.Pair work: Where: in line at the school cafeteria Who: You and a boy you’ve never seen before What:You’ve been waiting for ten minutes.A: The food today is delicious, isn’t it? B: I think so.Do you have lunch here every day? A: I sure am.I have been waiting for ten minutes, how about you? B: So have I.A: Yes, it is.Where: in line at the school dining room Who: you and a boy you’ve never seen before What:You’ve been waiting for half an hour.教学设计说明 此时知识的适当拓展对学生来说容易接受有不觉得突然。
5．Homework Oral work:
(1)Listen to 3a, read and recite it.(听读背诵3a中的对话)(2)Go on making up your dialogues with your group members and polish it.(继续和小组成员编对话,并完善对话。)Written work: 1.Make a conversation.2.Write a thank-you note.598729259 翁墩中学
第五课时
Teaching contents（教学内容）Self Check Teaching aims（教学目标）综合语言运用
Language points（语言点）
要求掌握以下词汇：at least, traffic Difficulties（难点）反意疑问句。
Teaching steps（教学步骤）: 1.Revision Enjoy the song!(the more we get together the happier we’ll be.)Key words: Key phrases: Notes:thank-you note 感谢信 Thank(sb.)for +名词/doing feel like +名词/doing 想要；需要
have a hard time doing sth.做某事费劲 come along 出现，陪伴，过来 help(sb.)with „ 帮助(某人)做„ get along 相处
Do 1.Check the questions you think are good for polite small talk with people you don’t know well.1.It’s a nice day , isn’t it? 2.You have been to China, haven’t you?
4.You have just got $1,000, haven’t you? 5.You had a great time last week ,didn’t you? 6.Do you like thrillers? 7.How much did that shirt cost? 8.You’re Anna’s brother, aren’t you? 9.How big is your apartment?
教学设计说明 培养学生的语言能力和听力能力并有意识地复习前面学过的内容。使学生在完成任务的同时能有效地复习。
2.Pair wok Practice in pairs : Make a small talk: Make small talks as many as you can:(According to a picture)(1)A: It’s very crowded, isn’t it? B: Yes, it is.The “New Kids” are really popular.(2)A: This line is moving slowly, isn’t it? 598729259 翁墩中学
B: Yes, it is.I’ve been waiting for 15 minutes.(3)A: The tickets are expensive, aren’t they? B: Yes, they are.$20 is a lot of money!(4)A: It’s cold today, isn’t it? B: Yes, it is.I don’t like this weather.(5)A: It’s a nice day, isn’t it? B: Yes, it is.Make a successful small talk.Do 2 Do 3.Imagine the small talk in the picture.A: Hi, Could you dance with me? B: Yes, I’ d like to.A: What are you ? B: I’m a policeman.What about you? A: I’m a salesman from Beijing.B: So you are new here, aren’t you? A: No, I’m not.I was born here and grew up here.B: so you could show me around the town , couldn’t you? A: Yes, with pleasure.教学设计说明 此环节可以挖掘学生已有的知识，有利于学生对单元知识作系统的回顾和反馈。
3.Watch Watch a video.(the fox and the goat)Let the Ss watch, listen and answer the questions.教学设计说明 在动画片中调动学生情感，营造氛围。让学生通过watch and answer来培养学生的语言能力和听力能力并有意识地复习前面学过的内容，使学生在完成任务的同时能有效地复习。
4.Grammar It is a nice day, isn’t it?
It isn’t a nice day, is it? Exercises: A: 1.I am on duty,___________? 2.Your mother is a doctor ,___________? 3.The weather here is very hot ,___________? 4.That’s a Japanese car ,___________? 5.Miss Gao teaches English ,___________? 6.She doesn’t like apples ,___________? 7.Tom had supper yesterday ,___________? 8.She had to get there early ,___________? 9.Mary can’t ride a bike ,___________? 10.There is some milk in the glass ,___________? 598729259 翁墩中学
B: 1.love, you, don’t, music, violin, you(?)2.for, week, inviting, to, thanks, school, last, me, your 3.rains, it, on, it, always, the, doesn’t, weekend(?)C: 1.他上周呆在家里，对吗？ 2.十年之内我们将使用信用卡, 对吗？ 3.别打开窗户，可以吗？ 4.我希望我们能战胜“非典”。5.她看上去像一个医生。6.你想要现在上网吗？ 7.感谢你借钱给我。教学设计说明 通过讲解和各种各样的练习，对反意疑问句进行巩固。
5．Task
Task 1: Now imagine you are in the places below.Choose one place and write small talks and practice them with your partner.Task 2: Please guess something such as hobbies interests about your friends and your family in groups of four.Task3: Discuss in fours : Which topics do people often use in small talks ? And in these topics ,which sentences do people usually use? Fill in the chart.教学设计说明
此环节的设计使知识在循环往复中得以加强与巩固，并有利于学生积极提取以前输入大脑的各种信息，同时进行反馈和自我发展。
6．Homework Oral work:
Read and recite the conversations in Unit10.Written work: 1.Finish off the workbook.2.According to the tasks, write a short passage..教学设计说明
培养学生获取、处理和使用信息的能力，提高他们用英语解决实际问题的能力。
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第五篇：Unit10教学反思
Unit10教学反思
针对上述教学设计和具体的教学活动，上课后有以下几点思考：
1、在词汇教学中，我应该以讨论日常生活中学生比较感兴趣的明星，名人为话题，可以活跃课堂气氛，激发学生的好奇心，引出本单元的新单词，从而有利于创造良好的课堂氛围。
2、在第二步教学活动中，我应该让学生在完成听力训练的过程中到黑板上演示，既提醒了其他同学要专心听课，也使去完成任务的同学增强了征服挑战的欲望。
3、在教学实践中，本人也体会到，新课程英语教学应当处理好以下关系：（1）正确处理教师“教 ”和学生“学”的关系。教师应更多的关注如何让学生学会自学，而不是单方面的向学生灌输语言知识。教学过程应该是学生在教师的帮助和指导下，掌握知识，并且形成技能的过程。教师应当更好的发挥学生的主体地位，让学生自己去发现问题、分析问题、解决问题。（2）在教学设计过程中，要尽可能考虑学生情感在教学中的运用。要设法让学生在快乐的环境下学习，充分地调动学生的情感因素，当然也不能单纯的追求快乐而忽视学生对知识的掌握和能力的培养。（3）任务型教学要求学生在教学中不仅要关注学习的结果也要关注学习的过程。学生完成学习任务的过程就是发现问题、思考问题、解决问题的过程，这就是提升学习能力的过程，把握好了这个过程，结果就有了保证。反思是实践的一面镜子，每次教学反思都能折射出教学的成功和不足。只有汲取成功的经验，改进不足，才能不断提高课堂教学的质量，保证教学任务的圆满地完成。
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