第一篇：七下英语第一单元教学设计
Unit 1 Can you play the guitar?
（一）单元教学内容
话题： Can you play the guitar?
功能：（1）谈论能力
（2）辨别乐器 语言结构：
1、句型：Can you dance? Yes, I can.No, I can’t.What club do you want to join? I want to join the music club.What can you do? I can play the piano.2、复习已学词汇：basketball volleyball
复习已学句型：Do you like„? I like„.I don’t like„.Let’s „.3、新词汇：Verbs of activity such as dance, swim, sing
Names of musical instruments such as guitar, drums, piano, drums, trumpet，4、Grammar focus: Can you dance? Yes, I can./ No, I can’t.Can he paint? Yes, he can./No, he can’t.Can she speak English? Yes, she can./ No, she can’t.Can you speak English? Yes, we can./ No, we can’t.What club do you want to join? We want to join the chess club.I want to join the basketball club.（二）单元教学目标：
1、能力目标：（1）学会询问别人所拥有的技能
（2）根据相关信息表达自己所掌握的技能和意愿，想参加何种类型的俱乐部
（3）能够表达自己参加俱乐部的意愿和理由
2、知识目标：（1）能听说读写课文中出现大纲要求掌握的单词
（2）要知道play +球、棋、牌
play ＋the +乐器
（3）要学会情态动词can的用法及其一般疑问句型的肯定和否定回答
（4）掌握询问别人所掌握的能力的方法
3、情感策略、文化等有关目标：
（1）通过对人物个性化的了解，认识对方
（2）跨学科学习：语言艺术、审美教育
（3）了解自己的能力，培养情操
4、教学方法：直观教学法、情景教学、任务型教学法
5、教学用具：录音机、电脑、卡通图片
（三）单元重难点
本单元重点学习询问别人的能力
2、情态动词can及动词play教学是本单元的难点
（四）单元教学课时安排建议（4课时）第一课时
Section A 第二课时
Section A[X 第三课时
Section B 第四课时
Self-check及处理一些练习册
二、Teaching Procedures
The first Period :Section A1a –1c Then introduces the key vocabularies and the words can and can’t.The teacher says to the students who say he/she wants to join the basketball club: Can you play basketball? Help the students say Yes, I can.No, I can’t.Then repeat with other actions or pictures, such as play volleyball.Show the students the activities the people in each club can do with the same step.Then repeat with dance, swim, play chess, paint, speak English and play the guitar with the help of doing the action.Or we can use the PowerPoint to help us to show the students what we can do.The teacher can ask the students to practice the following dialogues with can.Can you dance? Yes, I can./ No, I can’t.Can he paint? Yes, he can./No, he can’t.Can she speak English? Yes, she can./ No, she can’t.Can you speak English? Yes, we can./ No, we can’t.Can you play it well? Yes, I can./ No, I can’t.Do the action and read the new words and phrases.Ask the students to practice can and can’t.Ask the students to practice can you play it well? At the same time, the teacher write down sing, dance, swim, play chess, paint, speak English, and play the guitar on the blackboard.Ask the students to read after the teacher.Step 3 A game
To be more familiar with the words and phrases, the teacher can organize a game like this: Write the words and phrases on pieces of paper.Ask one of the students come to the front and choose one of the paper, then do the action.Ask other students to guess what he or she can do.Then exchange.Step 4 Exercise Task 1: Look at the pictures on Page 59.1a.Points to the activities the people in each club are doing.Say something about each club’s activity clearly.For example, This is a chess club.See the chess? They are playing chess.Ask the students to match each club activity in the picture with a word from the list.For example: A can dance, so we can write “a” beside dance.The answers are: 1.dance a 2.swim e 3.sing f
4.play chess b 5.paint d 6.speak English c 7.play the guitar g
Task 2.Say each conversation with a student in Part 1a.After doing this, play the recording the first time.Students only listen.Play the recording a second time.This time ask the students to listen to the conversations and write a number 1 next to the first conversation they hear, a number 2 next to the second one they hear, and a number 3 next to the third one they hear.Point out the sample answer.The answers are 2, 3, 1.Task 3 1c.Say the sample conversations.Have students repeat.Then ask students to practice the conversations in pairs.Ask them to use the vocabulary from 1a.As students work, listen in on various pairs so that you can check progress and help with pronunciation as needed.After students have had a chance to practice the conversations, ask pairs to come to the front of the room and act out one of their conversations.[来源:学§科§网] Step 5 Homework Task1: workbook Page 38 Part 1, 2，Task 2.: fill in the form.Write down three things you can do and three things you can not do.I can I can’t
The second period: 2c-4 Step1 Revision[ Task 1:Ask the students to revise the names of the clubs they have learnt.Do the actions and ask the students what the thing is.Task2: Ask the students: what can you do? What can’t you do? Can you play chess? Can you play the guitar? Can you sing? What club do you want to join? Can you play it well? If time permits, ask the student who says he can do it to show something he can do.Step 2 Presentation: Task1:（Listening practice）
2a.Ask the students to read the context in 2a on Page 60.Ask one student to read the clubs in the box.And ask another two students to read the dialogue.Ask all of them to listen to the recording carefully, circle the clubs they hear.Play the recording the first time.Students only listen.Play the recording a second time.This time ask the students to circle the club they hear from the recording.The answers are: English club, music club and chess club.And then ask the students to repeat the dialogue.Task 2（Listening practice）
2b.Ask the students to look at the dialogues of 2b on the right.Ask them if they can fill in the blanks directly.Play the recording the first time.Students only listen.Play the recording a second time.This time ask the students to fill in the blanks with the words they hear from the recording.The answers are: do , to , want, club, play, can’t.Then ask the students to listen and repeat the dialogue.Task 3 3a.Ask the students to put the conversation in order.The first one is given.The right order is 2,3, 1, 4.Step3 Survey After finishing task 2 in step1.the teacher can ask: Can he play the guitar? Can he play it well? Maybe there are all kinds of answers.Some of the students may say I don’t know.3b.Page 61 the left part and 2c on Page 60 The teacher asks the students make a survey, and fill in the blanks.Name Can Play well or not Can’t club why I
Ask the students to practice the dialogues by asking: What can you do? Can you dance? Can you play the guitar? Can you play it well? What club do you want to join? etc.the teacher goes round the classroom , gives help if necessary.Ask some groups of students to act out their dialogue.Step4 Oral practice 3b.Page 61.the right part Ask the students to share the information they got from their friends.Help the students with he or she wants to join the music club.Example: I am Lisa, I can sing, but I cannot sing well.I can swim.I think it is hard.I want to join the swimming club.My friend Tom can play the guitar but he can’t play it well.And he can’t play chess.He wants to join the chess club.He thinks it is interesting.He wants to learn it.If the students can do the report like this with the help of the teacher, they will be quite happy, and they will learn much knowledge.Step 4: Homework: Task 1: 4 group work: Suppose you are a boss, you want to get some good workers.How to write an advertisement.Focus students on the advertisement.Elicit the kind of personal qualities that would be good for the job, eg.A good teacher, a good swimmer, and write them on the board.Then elicit questions from the qualities on the board.eg.Can you teach children? Can you help kids with swimming? Divide the class into small groups and have them take turns interviewing each other for the job.Walk round the class offering language support as needed.Practice Can you help kids with„? Pay more attention to the things after “with”.Eg Can you help kids with swimming/ chess/ playing chess/ singing? For feedback, ask students if they have found someone for the job.Why? What can they do? Why not? What can’t they do? Homework: Workbook Page 39.Part 3, 4.The third period: Section B 1a-3b.Step 1 Revision
Task 1.Ask some questions about can you „? What club do you want to join? Task 2: ask the students to give the ad.Four students a group.Ask one of them to be the boss.And others are the interviewees.Guide them to use kids, can you help the kids with „? Step 2 Presentation 1a Ask the students to guess the music instrument by listening the music one by one.（PowerPoint Can you play the guitar B.Page 2.）
The music instruments are guitar, trumpet, drums, violin and piano.Ask the students to read after the teacher when they are looking at the pictures on PowerPoint.Ask the students to match the words with the pictures on Page 62 of the book.The right answers are 3, 1, 4, 5, 2 Step 3 Practice 1b.ask the students to ask and answer questions about the instruments with the help of the PowerPoint.（PowerPoint Can you play the guitar B.Page 5.）
They can ask and answer the questions like this.The teacher goes round the class and gives help if necessary.Can you play the guitar? Yes, I can.Can you play it well? No, I can’t.Can he play the violin? Sorry, I don’t know.[来源:学§科§网]
Can she play the drums? Yes, she can.She can play it well.After the practice, the teacher can ask some pairs to act it out in the front.And the students answer the questions of the teacher after listening to the dialogue.Ask the students to practice more dialogues with the picture of playing chess, singing, dancing, swimming, painting, speaking English.Mix with playing the guitar, playing the violin, playing the drums.Tell the students there are something differences between playing chess and playing the guitar.Ask them to pay attention to it.（PowerPoint Can you play the guitar B.Page 6.）
Then ask more pairs to act the dialogues out in front of the class.Step 3 Listening Practice 2a and 2b.Ask the students to read the words in the box first and ask them to listen to the recording for the first time.And play it for the second time and ask the students to circle the words they hear.The answers are sing, dance, drums, piano.（PowerPoint Can you play the guitar B.Page7、8.）
With the same step, ask the students to do the exercise of 2b.Fill in the chart with the words in the box.Before doing this, tell the students to write down what can Bill do , what can’t Bill do and so on.person can Can’t Bill Play the guitar sing Jennifer Sing, play the drums Play the piano Victor Play the piano Sing, dance Step 4 Pair work 2c.Ask the students to read the information in the box.And do the pair work to tell what Bill, Jennifer and Victor can and can’t do.They can practice it like this: A: Can Bill play chess?
B: No, he can’t.But he can play the guitar.And he can play it well.A: Can Bill dance?
B: No, he can’t.But he can sing.And he can sing very well.Ask the students to work in groups.Ask and answer like this:-What can you do?-I can„,but I can’t„
（I can„and„, but I can’t„or„）（PowerPoint Can you play the guitar B.Page 9.）Then act it out in front.If you can ,you must show（展示）it for your classmates.3a.Ask the students to read the ad from the school magazine.The teacher can teach the students how to read the first part: musicians wanted for school music festival.（PowerPoint Can you play the guitar B.Page 10.）Ask the students to underline the things they want people to do for the school music festival.Ask the students to read once more and think about whether he or she can be the musician.3b.ask the students to complete the following poster with the words in the box.They can use 3a for help.（PowerPoint Can you play the guitar B.Page 11.）The answers are: play, guitar, Can, sing, Can, play, drums.Homework: Task 1: 3c.Ask the students to write their own poster for a sports day.The teacher can give some information to the students: play basketball, play volleyball, swim, jump, and so on.New and more information can be given to the students and they can also look up in the dictionary.They can also demonstrate their poster.Task 2: workbook Page 40-41 Part 5, 6
The four period：Self –Check Step1 Revision Ask several students to read the poster out.Let’s see whose poster is the best one? Who can read it the most loudly and freely? The teacher asks the students to collect their own poster.Ask the students to say something about their friends.Let’s see what their friends can do for the school show.Step2 Words check 1 and 2 Ask the students to see if they know the words on Page 64 Part 1.Ask students to check all the words they know.You may wish to have them circle any words that they don’t know.Ask students to find out the meaning of any words they don’t know.They can do this by reviewing the lesson, asking you, asking classmates or using a learner’s dictionary or bilingual dictionary.They can also add some new words that they learn from the teacher or the dictionary such as flute and harmonica Step 3 Writing 3.Ask the students to read the conversation.Ask them who is asking the conversation（a student and the teacher on charge of the art club）Ask the students to fill in the card individually.The answers are: Cindy Jones, 12, cindyj@pep.com.cn I can draw a little.I want to learn about art.Step 4 Check the homework.Just for fun!Ask a student to read what the man is asking the drummer.Ask students: can they play the drums? Guide them to answer: No, he can’t.Then ask, can he play the guitar? Allow the students to guess.Yes, he can./ No, he can’t.Step 5 Group work（Page 63）
4.There is a school show in the music room on Sunday.The time is 6:00.What can you do? What can your friends do? Ask one of the students to read the chart.Ask another students to read the example in the speech bubbles.Explain that students must fine people for the school show and write their name s in the chart.Name What can you do ? Li Xin Chinese Kung Fu
Then ask the students to give us a report like this.I can do Chinese kung fu for the music show.My friend Wang Ming can„.Culture note Kung Fu.The term Kung Fu can be used for the many martial arts native to China.More than 300 styles are registered with the Chinese government.Different spellings are Gung Fu and Gong Fu.In everyday language, gong fu is excellence achieved through long practice in any endeavor.A more correct word for describing Chinese martial arts is Wushu.Using Kung Fu to describe Chinese martial arts is more common outside China.Chinese martial arts have spawned popularized genre of action movie.The films of Bruce Lee popularized martial arts in the west and actors like Jet Li and Jackie Chan have appeared in many western films.Their movies are often called Kung Fu movies.Homework
Task 1:Workbook Page 41 Part 7 Writing Task2: make an interview.What can your father do? What can your mother do? What can’t your mother do ? What can’t your father do? Make a list and prepare a report for the next class.
第二篇：2016七下英语第二单元教学设计
Unit 2 What time do you go to school? 一．单元分析
本单元以学生最为熟悉的日常作息习惯为谈论话题，通过对句型：（---What time is it?---It is six.）---What time do you usually get up?---I usually get up at six a.m.谈论daily routines并练习时间的表达和询问方式，同时逐步的培养学生合理安排时间的能力。整个单元以谈论日常作息时间安排为主线，将日常生活中所涉及到的语言、词汇和时间的表达法融入一系列的小任务中，七年级学生通过完成一个个的任务达到交际的目的，从而能够合理的安排自己的作息时间;且初步了解时差。二．学情分析
学生通过前段时间的学习，对一般现在时态的用法已经有了一定的语感和模仿运用的能力，也能够用简单的英语表达个人意见。通过本单元学习能基本掌握时间的表达法并能用英语谈论作息时间安排。三．课时安排
四课时
四．教学过程
Period 1(A1a-2c)I.Teaching Objectives 1.Knowledge Objectives:(1)Expressions: up, get up, dress, get dressed, brush, tooth/teeth, shower, take a shower, usually, forty, wow, never, early, fifty, o’clock, half.(past, to)(2)Structure:---What time is it?
---It is six.---What time do you usually get up?---I usually get up at six a.m.3)Grammar: what time questions 2.Ability Objectives:
(1)Learn how to express the time.(2)Get Ss to ask about and say times.(3)Let Ss use what time questions.(4)Let Ss have the first understanding of always, usually and never.3.Moral Objectives: Time waits for no man.II.Teaching Importance（focus）
(1)Learn how to press the time.(2)Get Ss to ask about and say times.(3)Let Ss to use what time questions.III.Teaching Difficulties 1.三种表达时间的方法，学生对past，to来表达时间会有可能混淆。2.tooth的复数形式为teeth，学生会容易弄错。可拓展foot—feet。Ⅳ.Teaching Aids A recorder, multi-media Ⅴ.Teaching Procedure: Step l：Lead in Guess a riddle.Step 2: Pre-task 1.Present: What time is it now? Get Ss to press the time in 3 ways.2.Summary.3.Practice: Use the picture of 1a to practice: What’s the time? It’s… 4.Look at the pictures and present the expressions of daily routines.5.Work on 1a and 1b.Step 3：While-task 1.Pair work(A1c)2.Work on 2a&2b 3.Fill in the blanks.step 4：Post-task Work on A 2c.First do pair work, then make a report.Step 4.Sum up Do exercises in class and check the answers Homework 1.作业本
2.预习Unit 2 第二课时 3.常规听读，听写作业 Layout of Bb
Unit 2 What time do you go to school?
Period 1---What time is it?
---It is six.---What time do you usually get up?
---I usually get up at six a.m.教学反思：
Period 2(A2d-3c)I.Teaching Objectives 1.Knowledge Objectives:(1)Expressions: job, work, station, radio station, night, funny, exercise, on weekends, best, group.(2)Structure: What time do you usually get up/…? I usually get up/…at…
What time does he/she usually get up/…? He/She usually gets up /…at…
That’s a funny time for breakfast!(3)Grammar: what time questions 2.Ability Objectives:
(1)Ss learn to how to talk about routines.(2)Get Ss to improve on expressing the time.3.Moral Objectives: Everyone should learn how to make full use of the time.II.Teaching Importance（focus）
(1)Ss learn to how to talk about routines.(2)Get Ss to improve on expressing the time.III.Teaching Difficulties 1.work与job的区分要注意，work属于不可数名词，可做动词。Job属于可数名词，不可做动词。
2.三单动词忘记加s的可能性较多，要多练。3.exercise的读音与拼写容易错。Ⅳ.Teaching Aids A recorder, multi-media Ⅴ.Teaching Procedure: Step 1：Lead—in Enjoy an English story.Step 2：Pre-task Review of the expressions in Period 1, then teach new words.Step 3：While-task 1.Look at the picture of A 2d, teach some new words 2.Role-play the conversation.(A2d)3.Fill in the blanks.4.Go through the grammar focus.5.Work on 3a, 3b.note：always＞ usually＞ never
Step 4.Post-task Make a survey and make a report.(3c)Note: First, then, next, after that… Step 5 Sum up Do exercises in class and check the answers
Homework 1.作业本
2.预习下一课时
3.常规听读、听写作业。Layout of Bb
Unit 2 What time do you go to school?
Period2 What time do you usually get up/…? I usually get up/…at…
What time does he/she usually get up/…? He/She usually gets up /…at… That’s a funny time for breakfast!
教学反思：
Period 3(B1-2)I.Teaching Objectives 1.Knowledge Objectives:(1)Expressions: quarter, homework, do one’s homework, run, clean, walk, take a walk, quickly, either, either… or…, lot, lots of, sometimes, taste.(2)Structure: I don’t have much time for breakfast.I either watch TV or play computer games.She knows it’s not good for her, but it tastes good.(3)Grammar: when questions and adverbs of frequency 2.Ability Objectives:
(1)Ss learn to use adverbs of frequency.(2)Ss learn to use when questions.3.Moral Objectives: Have a healthy lifestyle.II.Teaching Importance（focus）
(1)Ss learn to use adverbs of frequency.(2)Ss learn to use when questions.III.Teaching Difficulties 1.either… or…的使用是个难点，可以和both, all一起教学。2.阅读较长，能让学生学会找key words.Ⅳ.Teaching Aids A recorder, multi-media Ⅴ.Teaching Procedure: Step 1：Lead—in Enjoy an English song named Time.Step 2：Pre-task 1.Work on 1a &1b.2.Work on 1c&1d 3.Do pair work.(1e)
Step 3：While-task
1.Pre-reading: Work on B 2a, get Ss to give more healthy activities.2.While-reading: Read and circle the healthy activities and compare who is healthier.3.Post-reading: Work on 2c.Step 4.Post-task Retell 2b.(If time is limited, do it after class.)
Step 5 Sum up Do exercises in class and check the answers
Homework 1.作业本
2.完成self check。3.常规听读、听写作业。Layout of Bb
Unit 2 What time do you go to school?
Period 3 I don’t have much time for breakfast.I either watch TV or play computer games.She knows it’s not good for her, but it tastes good.教学反思：
Period 4(B3-Self check)I.Teaching Objectives 1.Knowledge Objectives:(1)Expressions: life(2)Structure: First… then… next… after that…(3)Grammar: Talk about routines 2.Ability Objectives:
(1)Ss learn to use First… then… next… after that…to write their daily routines.(2)Review of the important items in this unit.3.Moral Objectives: Time is life.II.Teaching Importance（focus）
(1)Ss learn to use First… then… next… after that…to write their daily routines.(2)Review of the important items in this unit.III.Teaching Difficulties 写作是个难点。Ⅳ.Teaching Aids A recorder, multi-media Ⅴ.Teaching Procedure: Step 1：Warming up Enjoy an English flash.Step 2：Pre-task Review of B 2b
Step 3：While-task
1.Work on B3a, Number the sentences in order..2.Work on B3b, writing daily routines with First… then… next… after that…
3.check the self check
Step 4.Post-task Sum up this unit
Step 5 Sum up Do exercises in class and check the answers
Homework 1.作业本。2.订正
3.常规听读、听写作业。Layout of Bb
Unit 2 What time do you go to school? Period4 •本单元学习了时间表达方式
时间表达法有三种
•本单元学习了关于如何问时间的问句
What time is it= What’s the time?
What time/ when do you/ they…?
What time/ when does he/ she /XXX…? •本单元学习了表示频率的副词，分别是
always, usually, often, sometimes , never.•本单元学习了如何表达日常生活的作息时间，除了时刻的时间顺序以外，还可以用first, then, next, after that 等来表达先后顺序。学习了区分健康的习惯与不健康的习惯 教学反思：
第三篇：六年级英语第一单元教学设计
六年级英语下册
Unit1 How Tall Are You?第三课时教学设计 高庄则中心小学：杨璐
一、教学目标：
1.能够听懂对话，进一步掌握用英语表达高度、长度的方式以及形容词比较级句型的用法。
2.能够理解对话内容，完成相应的练习题。
3.在阅读中培养学生的团结合作意识。
二、教学重点：
１．理解对话内容，侧重训练高度、长度的表达方式以及形容词比较级句型的用法。
２．学生能看懂、会朗读句子：I think the little monkey is only 40cm tall.The monkey is shorter but he is funnier.教学难点：
形容词funny比较级的构成.三、课前准备:CD、课件。
四、教学过程
Step 1.Warm-up 1.唱一首英语歌曲: 《My pets》。
Step 2.Presentation
1.呈现阅读材料内容：
T: We have no tails.But I have a pet.It’s a monkey.呈现一只猴子:Look, it has a long tail.How long is its tail? Its tail is 38cm long.What colour is this monkey?
Ss: It’s brown.呈现另一只猴子
T: What about this one?
Ss: It’s yellow.T: Which monkey do you like?
Ss: I like ．．．．（the yellow one.It’s lovely.）
Explain: one 代词
讨论：
T: Can you guess: How tall is it?
Ss: It’s about 30cm tall.呈现: It’s 40 cm tall.It’s so short.It’s a little monkey.T: What about that one?
呈现：It’s 150 cm tall.呈现两只猴子的对比图，提问：
T: Which monkey is taller?
Ss: The yellow one is taller than the brown one.Write on Bb: It is taller than the brown one.It is shorter than the yellow one.T：Which monkey is stronger?
Ss: The brown monkey is stronger than the yellow one.Write on Bb: The brown monkey is stronger.T: Which monkey is younger?
Ss: The little monkey is younger.再次出示那只小猴子：
T: Look, the little monkey is shorter ,stronger and younger than the yellow one.The yellow one is taller.But look at this boy.His name is Ben.出示一个男孩：（158cm, making faces）
T: Can you guess: How tall is the boy?
Ss: It’s about….出示：158cm
The boy is taller.The monkey is shorter.The monkeys are funny.Look at the boy.He is making faces.So the boy is funnier.Write on Bb: The boy is funnier.让学生巩固：happy, heavy等。
2.播放阅读材料的录音，课件出示判断题,读一遍这六个判断题，边听边思考，然后讨论回答：
()1.Ben likes the yellow monkey.()2.The brown monkey is taller than the yellow one.()3.The little monkey is the brown one.()4.The brown monkey is younger and shorter than the yellow one.()5.The yellow monkey is stronger than the brown one.()6.The monkeys are funnier than Ben.3.再用课件出示阅读材料后的练习，让同学们独立完成，然后校对答案。
4．学生听录音跟读，模仿录音中的语音语调。5..操练巩固
请学生合作表演课文中的对话，课件出示情景和提示。这里也可进行分层次教学：有些学生擅长表演但语音语调在这节课上还没完全掌握，这里就可以请那些擅长表演的学生脱开课文表演，一部分学生可以与他人合作进行配音。
6.家庭作业 7.板书设计
Unit1.How Tall Are You? I think the little monkey is only 40cm tall.The monkey is shorter but he is funnier.教后反思：
第四篇：新目标英语第一单元教学设计
《新目标英语》八年级上册第一单元教学设计
一、教学内容：Section A 1a—2c
二、教学目标：
1.学会谈论过去所发生的事件—学习一般过去时的用法 2.学会谈论节假日的活动
3、熟记一些常用的不规则动词
4、学习掌握复合不定代词和副词的用法
三、教学重难点：
1、一般过去时的用法，以及动词过去式的规则性变化不规则变化。
2、利用情景思维在理解句意的基础上理解不定代词的用法。
3、定语后置。
四、教学过程： Step 1: Prevision
1、写出下列动词的过去式。
（1）stay ___________
（2）visit_____________（3）eat __________
（4）buy _____________（5）see __________
（6）feel ______________（7）have ____________（8）study _____________
(9)read ___________
(10)go_______________
2、快乐译一译
（1）stay at home_________（2）go to the mountains_______（3）go to the beach______
（4）summer camp_________（5）特别的东西_________（6）有趣的地方________（7）度假 _________
（8）去购物________ Step 2: Warming up
1、Free talk: ask students about their vacation A: Did you have a nice summer vacation? Ss:
…
A: Where did you go? Ss: …
A: What did you do there? Ss: …
2、Show them my vacation to GuiLin.(pictures and activities)Step 3: Presentation 1.Read the phrases and know their meanings.(1a)(1)stay at home_________(2)go to summer camp_________(3)go to New York city______(4)go to the mountains_________(5)visit my uncle_________(6)go to the beach_________(7)visit museums _______
2.Finish the task: match the activities with the pictures.3.students read and remember the phrases.Step 4: Listening(1b)1.Ask Ss to read the names and guess what they did.2.Listen and number the people in the picture(1b)3.Check the answers by using the following questions.Where did Tina/Xiang Hua/Sally/Bob/Tom go on vacation ?(Act the dialogues in groups)4.Listen to the tape and repeat.5.Ask the Ss to guess the meaning of the new words below with the three conversations.(1)everyone_________
(2)everything _______(3)nothing______
(4)anything_________(5)anything interesting_________(6)anywhere _________ 呈现不定代词的用法：复合不定代词的用法特点
复合不定代词包括 something, somebody, someone, anything, anybody, anyone, nothing, nobody, no one, everything, everybody, everyone 等。它们在句中可用作主语、宾语或表语，但不能用作定语。something, someone 等和 anything, anyone等的区别与 some 和 any 的区别一样，前者一般用于肯定句，后者一般用于否定句、疑问句或条件句(参见 any & some)。具体使用时应注意以下几点：
1.复合不定代词受定语修饰时，定语应放在它们后面：
There is nothing wrong with the radio.这收音机没有毛病。Have you seen anyone [anybody] famous? 你见过名人吗?
2.指人的复合不定代词若用作主语，其谓语动词一般用单数，相应的人称代词和物主代词也用单数 he, him, his(不一定指男性)。但在非正式文体中常用复数代词 they, them, their：
Everyone knows this, doesn’t he [don’t they]? 人人都知道这一点，不是吗? If anybody [anyone] comes, ask him [them] to wait.要是有人来，让他等着。
3.指事物的复合不定代词若用作主语，谓语动词只能用单数，相应的人称代词也只能用 it，而不用 they：
Everything is ready, isn’t it? 一切都准备好了，是吗?
4.不定代词 anyone, everyone 等只能指人，不能指物，且其后一般不接of 短语。若是指物或后接 of 短语，可用 any one, every one(分开写)：
any one of the boys(books)孩子们(书)当中的任何一个(本)every one of the students(schools)每一个学生(一所学校)Step 5: Listening(2a,2b)
1、Presentation According to the free talk, ask Ss some questions: Q1.Did you go with anyone? Q2.Did you buy anything special? Q3.Did you meet anyone interesting? Q4.Did you do anything interesting? Q5.Did you go out with anyone?
2、Listening practice(2a,2b)
1、Look at the picture, who went on vacation and write down where they went.Finish the task and check the answers.2、Look at the form in activity 2b, read the words and know their meanings.go with someone_________ go out with someone _______ go to New York city______ buy something special_________ meet someone interesting_________ study for________ do something interesting _________ go to central park________
3、Listen again and finish the form
4、Listen for the third time and repeat after the tape.5、Check the answers.Step 6: Practicing Role –play conversations between Grace, Kevin and Julie with four questions in the two forms.A: Grace, where did you go on vacation? B: I went to …
A: Oh, really? Did you go with anyone? B: …
A: Did you go to Central Park? B: …
A: Did you buy anything special? B: …
Step 7: Summary
1、Review the past tense of regular and irregular verbs.2、Get the Ss to know the use of some indefinite pronouns.Step 8: Homework
1、Read and recite the new words after class.2、Discuss the use of indefinite pronouns in groups.3、用词的正确形式填空
（1）He ________(visit)the Great Wall（长城）last year.（2）We____________(have)a good time yesterday.（3）Mike__________(see)a big tiger in the park last year.（4）We often __________(go)to school by bus last year.（5）I ________(like)oranges when I was young(年轻的).But now I __________(not like)them.（6）My mother often ____________(stay)at home on Sundays, but last Sunday she _________(not stay)at home ,she _________(go)to the park
4、选择填空
（）1.What ____ Mike do last weekend ?
A do
B does
C did（）2.I ___ my room last Sunday.A cleaned
B clean C am cleaning（）3.I often help my mother _____ housework.A does
B did
C do
（）4.---Did your father write an e-mail yesterday?
A Yes, he did.B Yes, he does
C No, he don’t（）5.We’re going to _____ mountains tomorrow.A climb
B climbed
C climbing（）6.No one ________ how to do it.A.know
B.knows C.knowing D.knowes（）7.Everything _____ OK, isn’t it? A.was
B.are
C.and
D.is（）8.There’s ________in the newspaper.You should read it.A.important something
B.something boring
C.boring something
D.something important
第五篇：2017六年级英语下册第一单元教学设计
XX六年级英语下册第一单元教学设计
目标学习目标：1能听懂、会说并能书写句型：Hheavareu?I’48gI’thinnerthanu,andshrter并能在情景中正确运用。2能够完成Pairr中的调查任务。3能够完成Let’str部分录音选图片并填充句子的练习。4能够理解并跟唱Let’ssing部分的歌词。
情感目标：关注身边的人及事物。
重、难点预测重点是询问、回答有关体重、身高、脚的大小尺寸、头发的长度等问题并能书写相关句型。难点是四会掌握句型以及单位词，如,g的理解和使用。
教具准备：每小组准备一把软尺。
时间预设导学2分钟，自学8分钟，互学2分钟，评学分钟
学习过程师生笔记
、导学（2’）
arup（热身））听Let’ssing，理解歌词大意，并跟唱。
2)介绍学习目标
3）听Let’str录音做出正确的答案
2、自学)IANLEARNBSELF（我会自学）
跟录音、跟同学、学读Let’stal四会句子
2)IANPRATIE（我能熟练）
同学们自读对话，力求熟练。并把自己读起来困难的词，句做上记号。可向同伴和老师求助。
3、互学
4）IANREAD（我会读）
同学们两人一组读对话，其他同学纠正错误。
2）IANTEAH（我能教）（3')
同学可以当小老师领读对话，验收同学们是否会读。
3）IANRESPNSE（我反应快）
小组合作学习：
小组成员轮流按顺序一句一句读对话。
4）IANHALLENGE（我能挑战）
组挑战2组，2组挑战3组，以此类推，挑战者指定其他组一人进行挑战，快速读出本对话。）IANTAL（我会交谈）
小组同学分角色朗读对话。
6）IANHANGE（我会变换）
一写出问题或答案：
1A:___________________________________?
B:Ia16tall
2A:Hldareu?
B:______________________________________
3A:______________________________________?
B:Ais41g
4A:Hlngareurars?
B:_________________________________________
A:_________________________________________?
B:Iearsize17
二根据首字母填空。）ie'sfeetareb_____thanine
2)legsarel____thanie's
3)hairiss_____thanie's
4)I'h_____thanie)ieis1aer____thane
PEP小学英语六年级下册
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