人教版新目标初三英语1-10单元复习教案

（总第课时）

Review of units 6～10

第1课时

教学目标

知识技能

1． Listening practice using the target language.

2． Oral practice using the target language.

过程方法

1.According to listening to t rain students’ listening skill.

2．According to oral practice to t rain students’ speaking skill.

情感态度

教学重点

1. Listening practice using the target language.

2. Oral practice using the target language.

教学难点

Train students’ listening skill and speaking skill.

教学方法

Train listening and speaking

教学课时

教学过程

Step1 Revision

1. Dictate some vocabulary words in units 6～10.

2. Choose four or five words. Encourage students to make sentences with them.

Step 2 Presentation.

Ⅰ.1a

1．Check that they understand what they need to do by having one or two students complete other answers.

2．Ask the students to do the crossword individually or in pairs.

3．Check the answers.

Ⅱ1b

1.Explain to students that they need to write clues like the clues for the crossword in activity 1a.

2.Ask the students to work in pairs.

Step 3 Listening

2a

1.Ask the students to pay attention to the four pictures.

2.Play the recording ,students listen and match the conversations with the correct pictures by writing the numbers in the boxes.

3.Check the answers.

Ⅳ.2b

1.Set a time limit of two minutes. Students go through the lists of questions.

2.Ask the students to listen to the same recording again, complete the four different questions next to the pictures in Activity 2a.

3.Let students check their answers in pairs, and then with the whole class.

Step 4 Pairwork

1.Read the instructions to the class.

Point out the sample conversation in the box. Invite a pair of students to read it to the class.

2.Ask the students to work with a partner and use the information in activity 2b.

3.Ask several pairs of students to say their conversations to the class.

Step 5 Summary

Write some vocabulary on their exercise book ,and make sentences with some of them. Read the clues and complete the crossword.

Choose words from units 6-10 and write a clue for each word . Read the clues to your partner. He or she guesses the words.

Listen and match the conversations with the correct pictures by writing the numbers in the boxes.

Step 6 Homework

Listen again Complete the four different questions next to the pictures in Activity 2a. Role play ,

practice the conversations in activity 2b with their partner.

板书设计

Review of units 6～10

The First Period

Target Language:

A: I’d like to be a volunteer. Can you help me?

B: Sure. What kind of volunteer work would you like to do?

A: Well, I like working with kids.

教学反思

（总第课时）

Review of units 6～10

第2课时

教学目标

知识技能

1．Oral practice talking about places you would like to visit.

2．Oral particle narrating past events.

3．Oral practice talking about the history of inventions.

过程方法

1．Train students’ speaking skill.

2．Train students’ writing skill.

情感态度

Thank all the inventors. It is they who make our life convenient.

教学重点

1. Talk about places you would like to visit.

2. Narrate past events.

3. Talk about the history of inventions.

教学难点

Train students’ speaking and writing skills.

教学方法

Train speaking and writing

教学课时 1课时

教学过程

Step 1。 Revision

Check homework. Ask different students to say their conversations to the class.

Step 2 Presentation

Ⅰ.Part 3

1.Point out the sample conversation in the box. Ask the students to work in pairs like that and fill in the blanks

2.Invite a pair of students to say it to the class. The B student should think of something to finish the conversation.

3.Ask several pairs to say their conversations to the class. Answers will vary.

Ⅱ. Part 4

1.Get students to complete these sentences using their own experience.

2.Point out the sample conversation in the box. Invite a pair of students to read it to the class.

3. Ask the students to work in pairs.

4.Ask several pairs of students to say their conversations to the class.

Answers will vary.

Ⅲ. Part 5

1.Read the instructions to the class.

Point to the phrasal verbs in the box. Invite a student to read them to the class.

2.Invite different students to say the meaning of each phrasal verb in their own words. Demonstrate how to play the game with the whole class.

3.Ask students to play the game in pairs.

Remind students to be careful to make sure the sentences are correct. Move around the class offering help as needed.

Ask winning students for their sentences.

Ⅳ.Part 6

1.Read the instructions to the class.

Point out the sample conversation in the box. Invite a pair of students to read it to the class.

2.Ask the students to think of an invention. Then talk to their partner and try to guess his or her invention.

3.Ask selected students to model their conversations to the class.

Ⅴ .Part 7

1.Focus students’ attention on the instructions and the example .Have two students model the sample conversation.

2.Ask the students what sorts of things they had done by different ages ,then complete the sentences.

3.Ask the students to work in pairs.

Ⅵ.Part 8

1.Ask the students to write some things they would like to do on the blank lines. Get students to complete the task individually.

2.Point out the sample conversation in the box. Invite a pair of students to say it to the class.

3.Ask the students to work with a partner. Make conversations to talk about what you would like to do.

4.Ask several pairs of students to say their conversations to the class. Answers will vary. Step 4 Summary

Say their conversations to the class

Work in pairs and fill in the blanks.

Complete these sentences using their own experience and then work in pairs.

Take turns to choose a square and make a sentence using the phrasal verb in the square . If the sentence is correct , Student A puts an “X”in the square and Student B puts an “O”. The first student to make a row wins.

Step 5

Think of an invention, write information about it in the chart . Then talk to their partner and try to guess his or her invention.

Complete the sentences and then talk about them with their partner.

板书设计

Review of Units 6～10

The Second Period

Target language:

1. Where would you like to visit?

I’d like to go Holland.

Why do you want to go there?

I want to see the windmills and smell the flowers.

2. By the time I was five, I had started learning English.

Really? Where did you learn?

I went to classes at an English language school.

3. When was it invented by?

It was invented about a thousand years ago.

Who was it invented?

It was invented by a Chinese man.

What is it used for?

It is used for many things including writing and printing.

How has it developed?

It has developed by being created by machine rather than by hand.

Is it paper?Yes, it is.

教学反思

（总第课时）

Revision

第一课时

教学目标

知识与技能

1.Key words:

2.Target Language；

How do you study for a test?

I study by…….

过程与方法

According to designing some tasks, t rain students’ listening skill.

情感态度与价值观

Maybe you find English frustrating sometimes. But remember not to give it up.

As we know, where there is a will, there is a way

教学重点

1. Key words :

2. Target Language

How do you study for a test?

I study by…….

3. structure verb + by with gerund.

教学难点

verb + by with gerund

教学方法

Didactic to learn the new vocabulary． Listening-and-answering activity to help students

go through with the listening material． Groupwork to make every student work in class,

教学课时： 1课时

教学过程

Step 1 : Warm-up

1. Greetings.

2. Ask some students about their summer holiday

(Teacher shows a flashcard with the word Shanghai and asks one student.)

Teacher shows the others and teaches the word “flashcard” to the students.

Step 2: Revision

Read and translate some words they have learned.

Step2.Presentation

I. Language Study

Teacher writes the pattern on the blackboard:

-- How do you study for an English test?

-- I study for a test by + V.-ing

Make a list of their answers on the blackboard. Teacher can teach the “vocabulary”

and “pronunciation” at the right time.

II.

1.Check the answers, after checking, read the ways to the students and ask students

to put up their hands to show which things they checked. Count the numbers.

2. Ask students to write down other ways they study for an English test. Then ask some

to read their ways to the class.

III.

1. Play the tape.

2. Check the answers with the students.

3. Read the sample answer to the class and ask students to say the other two.

Step3 Consolidation and extension

1. Read the instructions and the conversation to the class, and then ask students to make similar conversations.

2. Ask some pairs to present their conversations.

3. Small competition: group in four, make sentences using structure (verb + by/with gerund).

4.Make a survey : one student interview other students using the structures (How do you study …? I study by + v-ing .)

Show the results.

Step4 Summary

Answer the questions and talk about their holidays.

Review the new word.

1.Students can tell their ways freely with the pattern.

2. Students make conversations based on the pattern.( V. + by + V.-ingDo exercise in 1aWrite some good ways what they use.

Students listen and write the letters for each one.

Make similar conversation by oneself.

Step5 Homework

Work in pairs to present their conversations.

Work in groups.

Interview.

板书设计

Unit 1 How do you study for a test?

1. Ways of studying:

by working with Friends by making flashcards by reading the textbook

by making vocabulary lists by listening to cassettes

2. Target language

A: How do you study for a test?

B: I study by working with a group.

教学反思

（总第课时）

Revision

第2课时

教学目标

知识技能

1. Key Vocabulary

2. Target Language

Mario used to be short.

Yes, he did. Now he's tall.

过程方法

According to designing some tasks, train students' listening skill and communicative competence.

情感态度

Don't judge a person by his appearance.

教学重点

1．Target language

2．The structure: used to

教学难点

The structure: used to

教学方法Teach students how to communicate with others. Teach students how to describe others.

教学课时1课时

教学过程

Step 1 Revision

1．Check the homework exercises.

2．Ask some individual students their ways of learning English.

Step 2 Presentation.

Call students' attention to the chart with the headlines Appearance and Personality.

Get students to fill in the chart individually.

Check the answers by asking different students to read their lists to the class. Make sure that all the students understand what each word means.

Step 3 Write two dates side by side on the blackboard. The first is today's date, including the year, and the second is the same day, but ten years ago. Use words or phrases to describe that student now. Ask students to suggest words or phrases that describe him/her ten years ago.

Ask some more questions and add more examples to both columns.

Ensure that the blackboard ends up like this:

Sep. 10,2004 Sep. 10,1994

tall short

long hair short hair

……

Say, we use “used to” to talk about things that have changed.

Write the following on the blackboard:

Liu Chang used to be short, but she is tall now.

She used to have short hair, but she has long hair now.

Play the recording for the first time.

Play the recording again. This time,

Check the answers.

Step 4 Consolidation and extension

Read the instructions to the class.

Call students' attention to the conversation in the box. Invite a pair of students to read it to the class.

After students have had a chance to practice several exchanges, ask pairs to come to the front of the room and act out their conversations.

Step 5 Practice

Answer the questions and say out their ways.

Work follow the teacher.

Listen to the tape only.

Students listen and fill in the blanks.

Step 6 Homework

Look at the picture in Activity 1b. Have a conversation with a partner about people in the picture. Talk about how the people look now and how they used to look.

Show their work.

板书设计

1．The structure: used to

Sep.10,2004 Sep.10,1994

tall short

long hair short hair

… …

Liu Chang used to be short, but she is tall now.

She used to have short hair, but she has long hair now.

2．Target language:

A: Mario used to be short.

B: Yes, he did. Now he's tall.

教学反思

（总第课时）

Revision

第3课时

教学目标

知识技能

1．Key Vocabulary

lottery, million, medical, research

2. Target Language

Look. This girl won a million dollars in the lottery.

Wow! What would you do if you won a million dollars?

I'd give it to medical research.

3. Structure

I would/I'd do

过程方法

According to designing some tasks, train students' listening skill and communicative competence.

情感态度

If you won a million dollars, you'd buy a big house, buy a car and so forth. However, do remember it's really being cool to realize your dream through great efforts.

教学重点

1．Target language

2．The structure: I would/I'd do

教学难点

The structure: I would/I'd do

教学方法Teach students how to communicate with others. Teach students how to give advice when someone is in trouble.

教学课时 1课时

教学过程

Step 1 Revision

Review the structure “should be allowed to” by asking students to make sentences about school rules.

Step 2 Presentation

This activity focuses on vocabulary and structures introduced in the unit.

Read the instructions to the class.

Call students' attention to the words in the box. Ask a student to read them to the class.

Ask students what they would do if they have a lot of money?

Get students to complete the task. First individually, then in groups.

As they work, walk around the room checking progress and offering any help they may need.

Collect answers from students on the blackboard.

Answers will vary but should include a mixture of ideas for helping themselves and others.

Step 3

Read the instructions to the class.

Read the question in the speech bubble.

Explain the word lottery to students.

Point to the pictures. Ask students to describe them one by one.

Play the recording for the first time.

Play the recording again.

Check the answers.

Step 4 Consolidation and extension

Read the instructions to the class.

Call students' attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.

Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.

After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.

Step 5 Practice

Make sentences.

Read the sentences.

Add more ideas to the list. Then share your answers with other students.

Look and say in groups.

Students only listen.

Students listen and number the pictures in the order they hear them.

Read in pairs.

Step 6

Talk with their partner about what they would do if they won a million dollars.

板书设计

Target language:

A: Look. This girl won a million dollars in the lottery.

B: Wow! What would you do if you won a million dollars?

A: I'd give it to medical research.

教学反思

新版人教版新目标英语八年级上册全册教学设计全册教案

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三、教学过程 Ⅰ. Lead-in 1. 看幻灯片来进入本课时的主题，谈论上周末做了些什么事情。 Ⅱ. Presentation 1. Show some pictures on the big screen. Let Ss read the expressions. 2. Focus attention on the picture. Ask: What can you see? Say: Each picture shows something a person did in the past. 3. Check the answers. Answers: 1. f 2. b 3. g 4. e 5. c 6. a 7. d III. Listening 1. Point to the picture on the screen. 2. Play the recording the first time. 3. Play the recording a second time. Listen to the recording and write numbers of the names in the right boxes of the picture. 4. Check the answers. IV．Pair work 1. Point out the sample conversation. 2. Now work with a partner. Make your own conversation about the people in the picture. 3. Ss work in pairs. As they talk, move around the classroom and give any help . 4. Let some pairs act out their conversations. V. Listening 1. Tell Ss they will hear a conversation about three students’conversations. 2. Play the recording the first time. Ss listen and fill in the chart. 3. Play the recording a second time for the Ss to check “Yes, I

人教版九年级英语教学设计

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2017-2018最新人教版初中初三九年级英语第十二单元unit12(2页)备课教案教学设计教学反思导学案

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当我起床时，我哥哥已经进了浴室了。 2.By the time I got outside, the bus had already gone. 当我出来时，公汽已经走了。 3.When I got to school, I realized I had left my backpack at home. 当我到达学校时，我才意识到我把背包忘在家里了。 4.By the time I walked into class, the teacher had started teaching already.当我走进教室时，老师已经开始讲课了。 5.By the time I arrived at the party, everyone else had already showed up. 当我到达晚会时，其他的每个人都已经到了。 6.When he put the noodles into the bowl, he realized he had forgotten to add the green beans. 当他把面条放进碗里时，他意识到他忘了添加绿豆荚了。 7.Before she got a chance to say goodbye, he had gone into the building.在她得到一个向他告别的机会之前，他已经进入楼房了。

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句子 （一）句型变化之基石：一般疑问句 A将下列各句变为一般疑问句,并相应回答。 1.I am a student. _____ ______ a student? Yes, ____ _____. 2.My father is a math teacher. _____ ______ father a math teacher? Yes, ____ _____. 3.Our pears are green. ____ _____ pears green.? No, ____ _____ 4.Kate often eats eggs. _____ Kate often _____ eggs? Yes, ___ ____. 5. Those are some English books. ____ those ____ English books ? No, ____ ____. 6.He does sports every day. ____ he ____ ____ every day? No, ____ ____. 7.That looks easy. ______ that ______ easy? Yes, ____ ____ 8. I am free. _____ _____free? Yes, ____ ____. B 翻译“吗”也不难 9..这是你的书吗？不，不是。your book？(=Is this book _____? ) ，it 10. 那是他的橡皮吗？是的。 his ？, it . (=Is that _____ ____? ) 11. 你叔忙吗？______ your ______ ______? 12.他最喜欢打排球吗？ _____ his _________ ______playing volleyball? Yes , _____ _____. (=_____ he _____ volleyball _____ ? Yes , _____ _____.) 13.你能拼写它吗？ _____ you _______ it? No, ___ _____. 14.你的手表找到了吗？your watch ？ 15.你们学校举行校庆吗? ________ you ________ a _________ ________ at your school? No, ___ ____. 16. 他在班上有很多朋友吗？没有。______ he ______ ______friends _____ his class? No, he ______. 17. 你随身带着电脑了吗？ _____ you have a _________ _______ you? 18. -- 3月12号是植树节吗？--是的。 --______ March _________ Tree Planting Day? -- Yes, ______ _____. (二) 否定句，挠头不如抓住“not”，按对地儿。 A将下列各句变为否定句 1.I am ten years old. I _____ ______ ten years old 2.She is healthy. She _____ healthy. 3.My brother likes tomatoes. My brother __________ ________ tomatoes. 4. That is an eraser. _______ _______ an eraser. 5. He needs a book. He ________ ________ a book. 6. There are some cats under the tree. There _____ _____ cats under the tree. 7. The girls like playing volleyball. The girls ________ __________ playing volleyball 8. Gina doesn’t play golf every day. (改为肯定句) Gina ___________ __________ every day. 9. She sells eggs, bananas and apples there. She ______ ______ eggs, bananas _____ apples there. 10.I have many books. I _____ _____ _____books B否定译文不用慌，not 紧随动词旁 11. 她姐姐既不吃鱼也不吃鸡。 Her sister ___ ___ fish _____ chicken. 12. 我们不需要桌子，我们需要买书橱。We _______ ______ a table. We _____ ____ ____ a bookcase 13.让我们别打篮球了。 Let’s _______ _______basketball. 14.他跑的不好。He ______ run _______. 15. 今天不是他的二十岁生日。 Today is ______ ________ _________ birthday. 16.她最喜欢的水果不是草莓 ____ favorite fruit _____ _______. (=she _____ like ___________ best.) 17.我双亲不在中国。 My _________ ________ in _______. 18.他不认为数学很难。 He________ think math ________ _________. (三) 世间阴阳平衡，句子单复相成。 A 将下列各句变为复句。 1. I’m Chinese. _______ Chinese. 2. She is a good girl. ______ ______ good _______. 3. This is an eraser. _______ are ________.

九年级英语第十二单元教案Unit 12 Life is full of the unexpected

Unit 12 Life is full of the unexpected. Unit 12 Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标： 1) 能掌握以下单词及短语：unexpected, by the time, backpack, oversleep, ring, give …a lift, 2）掌握By the time I got outside, the bus had already left. When I got to school, I realized I had left my backpack at home. 3) 掌握过去完成时时态，结构及用法。 2. 情感态度价值观目标： 能学会合理安排自己的学习和生活，做到守时守信。 二、教学重难点 1. 教学重点：过去完成时的用法。 2. 教学难点：用过去完成时叙述过去的事件。 三、教学过程 Ⅰ. Warm-up Greeting. Ⅱ. Lead-in Do you remember any unexpected situation in your daily life? 展示几张尴尬的人的图片。 Ask: What do you think of the people in these pictures? Ss: They look scared/bad. T: What happened to the boy? Ss: He broke his arm. He is getting an electric shock. T: I was late for work today. When I got up, I found my clock had rung. It was 7:30. By the time I went to the bathroom, my son had been in. So I had to wait. When I went out, I found my motorbike had broken down. (老师讲述自己迟到的经历，激起学生对一下内容的学习)。Now look at t he picture, let’s learn something about Tina’s bad day。 Ⅲ. Presentation 1. Work on 1a. Ask Ss to look at the pictures in 1a and ask: What happened to the girl? 2. Think and discuss in group: What happened to the girl? Possible answers: She got up late. By the time she got up, someone had already gotten in the bathroom. She rushed out the door. The bus had left before she got to the station. When she got to school, she realized she had left her backpack at home. …. 3. Ask Ss to tell a story about the girl. Ⅳ. Listening Work on 1b. 1. Listen to the tape of 1b. Complete the sentences. 1. By the time I got up, my brother _____ already _______ in the shower. 2. By the time I got outside, the bus _____ already ______. 3. When I got to school, I realized I _____ ______ my backpack at home. 2. 过去完成时用法： (1) 构成：由―助动词had (用于各种人称和数) + 过去分词‖构成 否定式：had not + 过去分词 缩写形式：hadn’t (2) 用法：过去完成时表示在过去某一时间或动作之前已经发生或完成了的动作。 (3) 它所表示动作发生的时间是―过去的过去‖。 ①表示过去某一时间可用by, before 等构成的短语来表示。 ②也可以用when, before 等引导的时间状语从句来表示。 ③还可以通过状语从句或通过上下文暗示。 例如： When I got there, you had already eaten your meal. 当我到达那里时，你已经开始吃了。 By the time he got here, the bus had left. 在他到达那里之前，汽车已经离开了。 V. Pair work Work on 1c. Take turns being Mary. Look at the pictures and talk about what happened this morning. A: What happened? B: I overslept. By the time I got up, my brother had already gotten in the shower. … VI. Listening