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Unit3词汇教学设计

冀教版七年级英语上册 Unit3 词汇教学设计

学习目标：

1.在已学内容的基础上，熟悉并掌握本课新单词。

Shoulder elbow knee toe finger stomach these those little（小的） long（长的） short（短的；

矮的）

2.全面掌握并熟练应用表示人身体部位的单词。

学法指导：

一、组内讨论复习17、18两课已学过的关于身体部位的单词，完成下列练习。

二、.学习新单词

1.Shoulder elbow knee toe finger stomach these those little（小的） long（长的） short （短

的；矮的）

2. 学生口头练习，检查对新单词的掌握程度

参照句型

This is my ________. That is his/her________.

These are my______. Those are his/her _______

3.教儿歌全面练习巩固身体部位的单词并检测。

三、学习课本第三部分

1、熟悉歌词

2听录音，学唱歌曲

四、引导学生小结本节内容

1.身体部位的单词

2.指示代词

3.反义词

五、达标测评

1.按要求写出下列单词的适当形式：

little（反义词）_________ long（反义词）_________

those(对应词)____________ toe(复数)_______________

knee(复数)_______________ nose(复数)_______________

finger(复数)_______________ feet(单数)________________

.I(同音词)_________________ that(复数)_______________

2．根据句意及汉语意思完成句子。

①. How many _________ （肩膀）do you have?

②. These are my _________ (脚趾).

③. _________ (那些) books are Li Ling’s.

④. He has eight _________ (手指).

⑤. It has long arms and short ________ (腿).

3 句型转换：

①These are long arms. (改为一般疑问句）

_____ _____ long arms?

②This is a knee.(改为复数句子)

______ ____ knees.

③Those are her feet.(改为单数句子）

_____ is her ____.

④His hair is short.(用long改为选择疑问句)

_____ _____ _____ ______ _____ _______?

对于本节课的设计，英语教研组的讨论时：

1,巧设导入,培养兴趣.每节的教学我首先通过做游戏,唱英语歌来激发学生的学习兴趣,让学生融洽在学习英语的氛围内.

2,图文结合,掌握新知.根据教材"图文并茂"的特点,充分运用单词卡片,实物教具,简笔画及肢体语言来启发学生,使学生带着明确的任务目标,并借助图片,动作,表情等手段掌握其义,让他们积极主动参与学习获取新知过程,培养他们学习英语的兴趣.在遇到难读的单词或句子时,我不厌其烦,耐心教导学生认读,力争让他们学了就懂,懂了会用,培养他们认读的能力.在学习新知的同时,还适时对他们进行思想教育.

3,游戏活动,巩固新知.在完成了每节课的新授任务后,抓住学生争强好胜的心理,通过师生互动,生生互动的游戏活动将教学内容层层铺开;为了尊重学生的个体差异,营造宽松的学习环境,以简单易操作的趣味性,多样化游戏为主来实施教学,让学生进行反复模仿,认读,玩演,视听,从而给他们提供充分的活动和交流机会,让学生在玩的过程中获得新知,提高他们语言的运用能力,培养他们的学习兴趣.

4,通过听录音,复习新知.我常在每节课结束的前5分钟,让学生听有关本节课教学内容的录音磁带.第一遍先认真听,第二遍边听边跟读.在学生能听读后并要求学生用相应的肢体语言或动作入情入境的来模仿,表演对话.在学生进行合作学习,表演时及时给予示范和指导,让

学生充分体验到成功的喜悦,体会到学习英语的乐趣.这样既复习了本节课的知识要点,又提高了同学们的听说能力和读音的准确性,,从而让学生真正做到眼到,口到,心到,手到.

5、不足之处是，活动占用时间长，课堂容量小。

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英语必修五unit5教案【篇一：高中英语必修五教案unit 5】新课标人教版英语必修5教案 unit 5 firsr aid 程洪维 1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found. give \ offer aid援助come to one’s aid 帮助某人 cut off aid 终止援助a hearing aid 助听器 teaching aids教具medical aid医疗救护 with the aid of借助于in aid of为了帮助 he fell ill and had to enter the hospital.他生病了必须住院治疗。fall asleep睡着了fallsilent静下来 the computer got damaged when we were moving.我的电脑在搬家时弄坏了。 my bike is getting repaired now.我的自行车正在修理。 my glass got broken while i was playing basketball。我的眼镜在打篮球的时候给弄坏了。 peter and mary got married last year.皮特和玛丽去年接了婚。 2. you have three layers of skin which act as a barrier against diseases, poisons and the sun’s harmful rays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。

unit3food教案完整版

第三单元教学计划一、单元教学内容本单元重点学习有关食物的单词，以及用句型描述：Do you like...? Yes, I do./No, I don’t. What do you want for dinner/breakfast/lunch? I want....要求学生能够听说认读这些单词，并能够介绍自己喜欢的食物。在本单元的教学中，需要教师设置情境，通过情景教学，让学生在愉快地教学氛围中掌握教学内容。二、单元教学目标（一）知识与技能 1.掌握有关食物的重点词汇。 2.学会用英语介绍自己喜欢的食物。 3.掌握重点句型：Do you like...? Yes, I do./No, I don’t. What do you want for dinner/breakfast/lunch? I want.... （二）过程与方法 1.引导学生通过手势、肢体语言、图片展示等方式，掌握本单元的教学内容，并能在实际情境中运用。 2.充分运用英文歌、绕口令、Rap、游戏等，给予小学生语言感染的机会。开展各种活动，鼓励学生交际。（三）情感态度价值观目标强调语言的运用，注重能力的培养，突出了兴趣的激发，重视双向交流，融合学科内容，重视灵活扩展，实现整体设计。三、单元教学重点掌握有关食物的单词，以及用句型描述：Do you like...? Yes, I do./No, I don’t. What do you want for dinner/breakfast/lunch? I want....在实际情境中的运用。四、单元教学难点 1.音标教学。 2.Fun time部分的理解和掌握。五、单元教学准备（一）教师准备教学过程中所需要的图片、声音、课件，以及本单元的单词卡。（二）准备人物身体部位图片。四、教学方法先学后教，当堂达标。五、教学方法指导在教学过程中，从学生的学习兴趣、认知水平、生活经验出发，倡导体验、时间、参与和交流的学习方式，形成自主学习的能力。第一课时

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Unit 5 First Aid 教学设计教材分析本节课是人教版必修五第五单元的第一课时，文章以“急救”为中心话题，贴近日常生活，旨在通过阅读教学，使学生了解相关的急救知识，并能用所学的有关急救的知识，根据不同情况提出急救措施。文章首先介绍了皮肤对人体的重要性,然后介绍了烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文, 对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。结合本文的文体特点，适合设计略读和精读的阅读训练，增加小组活动，以读促说，培养学生的语言综合运用能力。学情分析经过高一英语课程的学习，高二的学生具备了一定的英语语言基础，初步掌握了高中英语学习的方法，养成了良好的学习习惯，但是英语口语表达能力有待加强和提高。本节课的话题贴近生活，实用性强，学生在阅读本文前已具备一定的急救常识，对这一话题充满了浓厚的兴趣，因此在课前预习部分设计了急救知识小测试，和思维导图引导他们预习课文主要内容。学生有丰富的想象力和活跃的思维，可通过参与急救处理方法的课堂活动，培养学生分析和解决问题的能力，在轻松的氛围中，激发学生开口讲英语的兴趣。教学目标 1. Knowledge aims: 1) Get students to learn the useful new words and expressions in this part. 2) Have students read the passage and know about burns and first aids treatment for burns. 2. Ability aim: Develop students’ reading ability a nd let them learn different reading skills. 3. Emotional aims: Stimulate students’ interest in first aid and learn to protect themselves or help others in the emergency. 教学重难点 1.How to enable students to apply what they’ve learnt to perform first aid treatment for burns correctly. 2.How to improve the Student s’ reading and speaking ability. 3.How to grasp the main idea and key information quickly. 教学方法 Cooperative learning, Competition, Task-based reading 教学过程 Part1 自主探究 Step1 Warming up: What is first aid 1. Read the concept of first aid on Page 33 and fill in the blanks:

高中英语必修五Unit3LifeinthefuturePeriod1优秀教案(人教版必修5)(1)

Unit 3Life in the future Brief Statements Based on This Unit The topic of this unit is about life in the future, which is full of imagination. The unit gives us vivid pictures about the first impression in 3005 AD. The four skills of reading, listening, speaking and writing all center on the topic, life in the f uture. This unit can be divided into six parts—warming up, reading, learning about language, using language, listening and speaking, summing up and learning tip. In Warming-up, students are expected to fill in a chart. Let the students compare differences in life between in 1005AD and in 2005AD, and encourage them to imagine what will happen in 3005AD.The purpose of designing this part is to prepare the students for the knowledge of life in the future. In Pre-reading, two questions are presented. The first question is to ask the students to list all the problem s we are facing. The other one is to get the students to discuss whether the problems [来源:https://www.wendangku.net/doc/212071161.html,] In Reading, the students are to read a letter named First Impressions. In the letter, Li Qiang told his parents about how he traveled to the living space in 3005AD and what he saw there. In reading, it is necessary for the teacher to get the students aware of the strategies for reading descriptive articles. The purpose of designing this part is to develop the students’ reading ability, to get the In Post-reading, three exercises are followed. The students are asked to discuss which changes are good, while others belong to disadvantages. The next one is to ask the students to At the same time, the students are expected to show infer the author’s attitude towards the future. The third exercise is to ask the students to imagine what they would like to visit if he/she were Li In Learning about language, there are two parts. The first is about vocabulary, which is to ask the students to apply the words and phrases freely. The other exercises are about the grammar, that In Using language reading, speaking and writing, there is a passage titled I have seen amazing things. Teaching and learning activities can be focused on reading, speaking and writing with the purpose of developing the students’ In listening, the listening material is also about life in the future, which is about living in Wonder world. By listening to it, arouse the students to imagine whether such a world is fit for living in. In Speaking, the teacher mainly offers the students the chance to talk about the future and In Writing, the students ar e expected to learn to describe a person in their imagination to get the students not only to be familiar with description but also to form the good habit of imagining. In Summing up and Learning tips, let the students learn to sum up what they have mastered in this unit, including words, expressions, grammar and what to know about the future. The purpose of this is to get the students to know what they have learned and what need to be learned in the future. Besides that, some advice is also given to the students on how to write down note