教案unit6教案
九年级
2012 年3月25号
上节课内容的复习和检测：
亲爱的同学们，请记住：有努力就会有收获，要想有收获必须付出努力，你付出努力了吗？老师期待与你的交流！
一填空：
1 系动词主要有以下几类：① ______动词，②表“变得”_____ ____ ____ ,③表“成为______④表“…起来”____ ____ ____ ____ _____。系动词后面常用形容词，而不用副词。
He looks _____and sings _______.（happy）
2 enough:__________________________________.
He is ______and he can make______for himself.
A.old enough , money enough
B. enough old , money enough
C.old enough ,enough money
D. enough old ,enough money
3 三个表示“到达”的词的区别
They can ____home on time, but he can’t ____China on time.
A. arrive at get to
B. reach arrive in
C. get arrive at
D. arrive reach
二状语从句知识点填空：
㈠时间状语从句
1 时间状语从句的引导词有when______, while_____ , as_____,
as soon as_____, until______, not…until_______等，
When, while, as的区别:
①when 后面的动词___________________________。
②While后面的动词___________________________。
③As表示一个人同时做两件事情，常翻译成“_________”.
I was watching TV______he came in.
I was watching TV______he was reading a book.
I watch TV______I reada book .
She came in _______I was reading a book.
他经常直到十点才起床。He often____ get up until ten .
他昨晚看电视一直看到11点。He_____TV until 11 last night.㈡条件状语从句:
1 状语从句的引导词有if,_____ as/so long as_____, unless_____ . You’ll pass the exam ________________ you work hard.
You’ll not pass the exam _________ you work hard.
时间状语从句和条件状语从句的时态规定：如果主句是一般将来时，从句要用一般现在时。
请注意if /when的两副面孔：
If既可以引导宾语从句，翻译为“_____”，又可以引导条件状语从句，翻译为“______”；when 既可以引导宾语从句，翻译为“______”，又可以引导条件状语从句，翻译为“______”. Eg①We will have a picnic if it_______（not rain）tomorrow.
②We _____（tell）him the news when he comes back.
③They were happy when they _____（see）me .
④He wants to know when we_____（come）to his home.
㈢让步状语从句：引导词主要有though/although/even if/even though/whatever...
Even if you say so , I do not believe you.
㈣目的状语从句：引导词主要有so that=______________ They worked hard so that they could finish it on time. = They worked hard _________they could finish it on time. = They worked hard ________________finish it on time. = They worked hard _________________it on time.
㈤结果状语从句：引导词主要有so that, so...that
They worked hard so that they finish it on time.
They worked so hard that they finish it on time.
注意so that引导的结果状语从句和目的状语从句的区别。
同义句转换：
①He is so young that he can’t go to school.
=He is ____young ____go to school.
②He is so old that he can go to school.
=He is ____ _____ ____go to school.
㈥原因状语从句：引导词有because, for, since, as
①Because是最直接的原因,通常回答why的提问
②For表示补充说明的原因,常放在主句之后,并且用豆号隔开.
③since, as表示众所周知的原因, 放在主句之前,译为“既然”. Eg:①I am healthy ___________ I exercise every day.
②I think you are a teacher, ______ you are always kind
to the children.
③______ you are our teacher, you should set an good
example for us.
Unit8单词：
使振奋_______无家可归_______分发_____________
广告_______推迟_______教练_______相似________
张贴_______想象_______特意地_______立即_______
写出下列词的过去式和过去分词：
fall_____ _____feed_____ _____feel_____ _____
fight_____ _____find_____ _____fly_____ _____
forget_____ _____freeze_____ _____get_____ _____
give_____ _____
本次课的新内容:句子的种类Ⅱ
一陈述句：包括肯定句和否定句（凡是含有情/be的句子，否定句就是在情/be后加，凡是不含有情/be的句子，否定句要根据句子的时态来定。）
二疑问句：
1 一般疑问句：
凡是含有情/be的句子，一般疑问句就是“一提二改三问号”凡是不含有情/be的句子，一般疑问句就是“一加二改三问号”（现在完成时和过去完成时的句子除外，变为一般疑问句，其也是“一提二改三问号”）
2否定疑问句/反问句：
结构：就是句子的否定提到最前面。通常翻译为“难道…”Aren’t you a student? Yes, I am./No,I am not.
3 特殊疑问句：特殊疑问词+省略的一般疑问句
4 选择疑问句：
结构：一般疑问句+ or +选项
回答：只能选择其中的一项来回答，不能用Yes/ No来回答。
你昨天八还是九点到家的？九点。
_________________________________________________ 5 反意疑问句：
结构：前否后肯，前肯后否
注意：
①否定词常有not,no , never, few ,little ,seldom,
nothing, nobody, none nowhere ,hardly， too…to 等,但带有否定词缀的词不是否定词，例如，unhappy,dislike等。
②反意疑问句后部分的主语一定是代词。
③反意疑问句的回答要特别注意：
Exercises:
1 补充反意疑问句
①He is too young to go to school,______?
He is unhappy, _____?
②Everything goes well,_______________?
Everybody comes here on time, ____________?
表示物的不定代词作主语时，反意疑问句后部分的主语一定是___；表示人的不定代词作主语时，反意疑问句后部分的主语一定是___；
③These are books,____________?
指示代词these/those作主语时，反意疑问句后部分的主语一定是___；
指示代词this/that作主语时，反意疑问句后部分的主语一定是___；
④I am a student,____________?
⑤Pass a pen to me,_____/______?
Don’t Pass a pen to me,_____?
肯定的祈使句，反意疑问句部分用_____/______
否定的祈使句，反意疑问句部分用_____
⑥They must help each other,______?
He must be a teacher,______?
Must表示推测时，反意疑问句部分由____________决定. Must表示必须时，反意疑问句部分用___________
⑦He had better go home now,_____?
He had not better go home now,_____?
⑧Let’s have dinner together,______?
Let us have dinner together,______?
⑨He said that he didn’t call her last night,____?
She came in while I was reading a book, ____?
主从复合句的反意疑问句部分跟随________变.
I believe that he will help me,______?
I don’t believe that he will help me,______?
属于否定前移的主从复合句的反意疑问句部分跟随________变.
2 选择题：
①---He went to Beijing la st month, didn’t he?
---_____.And we visited the Great Wall together last month.
A. Yes , he did
B. Yes, he didn’t
C. No, he did
D. No, he didn’t
②---H e didn’t go to Beijing last month, did he? ---_____.And we visited the Great Wall together last month.
A. Yes , he did
B. Yes, he didn’t
C. No, he did
D. No, he didn’t
③---He wasn’t a good teacher, was he?
---_____.All the students like him very much.
A. Yes , he was
B. Yes, he wasn’t
C. No, he was
D. No, he wasn’t
三祈使句：
Hands up！/Taxi！/No smoking！/Beautiful
用所给词的适当形式填空
1. It’s an important meeting. (not be) late.
2. (not make) any noise! Your mother is sleeping.
3. (not do) it like this.
4. No (smoke)!
5. Please (listen) to me carefully.
单项填空
6. —It’s a secret between us. Don’t tell anybody.
—Sure, .
A. I do
B. I doesn’t
C. I will
D. I won’t
7. late for school next time.
A. Don’t
B. Don’t be
C. Can’t be
D. Be not
8. The sign (标记) “” means that people can’t take photos here.
A. No photos!
B. No talking!
C. No smoking!
D. No food!
9. careful next time.
A. Do
B. Be
C. Are
D. Does
10 talking.
A. No
B. Not
C. Don’t
D. Doesn’t
11. let the children come near the fire (火).
A. Don’t
B. Not
C. Does
D. No
12. Please quiet, Meimei.
A. do
B. does
C. be
D. is
13. worry. He can help you.
A. Can’t
B. Doesn’t
C. Don’t
D. Aren’t
14. down your names on this piece of paper.
A. Write
B. Let
C. Do
D. Writes
15. to meet me at the station. I’ll be waiting there.
A. Not to forget
B. Forget not
C. Not forget
D. Don’t forget
16. Please ____ at the picture.
A. comes and looks
B. come look
C. come and looks
D. come and have a look
17. It’s time for class. Let’s to the classroom.
A. to go
B. go
C. going
D. goes
18. it like that.
A. Don’t
B. Not do
C. Don’t do
D. To do
四感叹句：
1 What a beautiful coat he has！
What an old coat he has！
What+a/an+形容词+可单（+主语+谓语+其他）
What beautiful coats he has！
What dirty water there is in the river！
What+形容词+可复/不可数名词（+主语+谓语+其他）
2 How slowly he runs./ How slow he is.
how +形容词（+主语+谓语+其他）
how +副词（+主语+谓语+其他）
填空：
1______exciting news it is！2______quick he runs！3______unuseful information he offered us！
4______beartiful flower he gives us！
5_____kind children I met！6___delicious the food is！选择：A. How B. What C. What an D. What a
1 Look!____fast the boy is running!
2 ____cold day it was yesterday!
3. ___heavy the box is! I can’t carry it.
4. ____interesting story he told us!
5. _______nice the moon cakes are!
6. _______bad weather!
7. ____clever children all of you are! 8. ____important news that is!
9. ______fast time flies! 10._____beautiful flowers you bought me!
11 ________carefully he listened to his teacher!
中考题型:
1下面有四幅画，请根据图画的背景，在每个空格内填上一词，使短文完整正确。
It was 1 o'clock in the morning, but Jim was still 2 . His mother came in and 3 him 4 .
It seemed there was 5 wrong with him. Jim told his mother he had a headache.
His mother asked him 6 to go to school, and to see a doctor.
At the doctor's, the doctor looked him 7 carefully. He had a bad cold, but it's nothing serious. He gave Jim some pills and told him to have a good 8 .
At home after he 9 some medicine, Jim went to 10 .
2根据图示，在下列短文内填写单词(每空只填写一词)使短文通顺，完整，并与图意相符。
1．It was Sunday morning. The 1 was fine. David and his friends didn't go to school. They went fishing in a river. His friends caught one fish after another, but David caught none.
2．Half 2 hour later, David had an idea. He went to a fish shop and 3 a big fish in it.
3．Then he went back to the river. He 4 the hook(鱼钩)into the fish's 5 , and then threw the fish into the river. His friends knew nothing about all this, because 6 of them had his own work to do.
4．7 a few minutes, David shouted, “What a big fish I've caught 8 last!”His friends were all surprised when they saw David pulling a big fish up 9 the water. They asked him how he was able to catch 10 a big fish. David had nothing to say, and he only smiled instead.
A
It was on April 10th, 1912, when the Titanic sailed(航行) for New York. She was carrying more than 2,200 people.
At that time she was not only the biggest but also the finest of all the ships, for she had sixteen compartments(密封舱) with her. If four of them were broken, she would still be able to stay on the water.
Four days after setting out, while the Titanic was sailing across the ocean, the man on watch suddenly saw a very large iceberg, 100 feet tall. The great ship turned in time, but before long there was a sudden sound from below. The noise was so low that no one knew what had happened. The captain went down, and was greatly surprised to see that five of her compartments had been broken. The Titanic was going down fast.
The captain gave the order to give up the ship and hundreds of people jumped out into the water. At least over 1,500 people lost their lives because there were not enough lifeboats.
31. The Titanic was the name of a ________.
A. woman
B. captain
C. ship
D. country
32. Not a ship at that time________.
A. had compartments with her
B. sailed between England and America
C. could stay on the ocean
D. was the same size as the Titanic
33. What broke five compartments of the great ship? ________
A. The low noise.
B. The large iceberg.
C. the sudden sound.
D. The lifeboats on the ship.
34. The captain decided to give up his ship because he
knew_______.
A. he could do nothing to save it
B. a lot of people jumped into the water
C. icebergs were not far away
D. they could get to New York soon
35. How many people were saved in the end?
A. No one.
B. About seven hundred.
C. More than 1,500.
D. Half of the passengers(旅客)
B
If you think you’re too shy and want to be a little bit braver, try the following. You can make it.
①. There’s no need to hide this. When they get to know
you are a shy kid, they’ll understand you better. （1）This also helps you feel more at ease in talks.
②.When you smile, people think you are friendly and easy to talk to. Remember that other people have feelings too and most people will stay away from an angry- looking face.
③.If you find it hard to start talking, say something nice about people around you. Think about how great you feel when some one says something nice to you. （2）Doesn’t it make you want to keep talking to that person?
④.Think more about ways to enjoy the party or the game. Don’t waste time worrying about your looks or whether people like you or not.
Take one small step at a time. Each time after you say “hi”or smile at someone for the first time, say to yourself “I did it”! Or it could be something bigger, like buying yourself an ice cream.
Keep trying and one day you’ll never be shy when you talk to others.
根据短文内容，按要求完成36-40小题。
36. In the first paragraph, “make it” means .
37.把方框中的5个句子，选出4句放回到文中①②③④处。
①②③④
38. 将（1）处划线句子翻译成汉语。
。
39. 将（2）处划线句子翻译成汉语。
。
40. Which sentence has the same meaning as “people will stay
away from an angry-looking face”?
A. Some people want to make others angry.
B. People don’t want to talk to the people who looks angry.
C. Angry people don’t want to talk with others.
D. Don’t look at angry people.
书面表达
根据中文大意和所给的英文提示，写出意思连贯、符合逻辑、不少于60词的短文。
家有家规，校有校纪。你在学校要遵守哪些校规？请首先描述这些规定，然后阐述你对其中一项规定的看法，并提出建议。
提示：1. have to wear school uniforms.
2. can’t eat in classrooms
3. can’t bring mobile phones to school
_______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________
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Unit6 At a snack bar 一、教学内容 译林版四上Unit 6 At a snack bar (Story time) 二、教学目标 1. 能听懂、会说、会读单词snack bar, a cup of coffee, a glass ofjuice, a glass of milk, a hamburger, noodles, a sandwich. 2. 能听懂、会说、会读，会说日常用语What would you like? I’d like… What about you? Anything else? 3. 能正确地理解并朗读对话内容，并能初步运用本课所学的词汇和日常用语进行点餐。 4. 学会合理安排饮食。 三、教学重点 1. 能听懂、会说、会读单词snack bar, a cup of coffee, a glass of juice, a glass of milk, a hamburger, noodles, a sandwich. 2. 能听懂、会说、会读，会说日常用语What would you like? I’d like… What about you? Anything else? 3. 能正确地理解并朗读对话内容，并能初步运用本课所学的词汇和日常用语进行点餐。 四、教学难点 1.能初步区分 a glass of和a cup of 的区别 2.能灵活运用本课所学的词汇和日常用语进行点餐。 五、教学准备 图字卡，实物道具（茶杯和玻璃杯），实物图片，练习纸 六、教学过程 Step 1 Greeting&Warming up 1. Greeting T: Hello, boys and girls. S: Hello, Miss Gu. T: Nice to see you. S: Nice to see you, too. 2. Sing a song《What would you like?》 T: Well done! You sing beautifully!I have some questions for you. Q1: What food can you hear in the song?出示单词food S: Dumplings, noodles, rice, hamburgers, hot dogs, French Fries, bread, pies. T: Good! And where can we buy them? S: At a supermarket/snack bar… T: Yes, maybe at a snack bar. (出示快餐店, 并通过出示相同发音的单词，教读snack 和bar ) Today we’ll learn Unit 6 At a snack bar揭题 Step 2 Presentation
牛津小学英语6b全册Unit6教案
牛津小学英语6b全册Unit6教案 牛津小学英语6B Unit 6 单元教学内容简析：本单元围绕“周末活动计划”这一话题开展各项活动，所涉及到的日常交际项目有介绍，打电话，询问和建议等，其中以询问What are you going to do...?及We're going to...为重点内容。 A部分Read and say板块展现 了周六上午Gao Shan和David各自通过电话谈论周末安排的情景。B 部分出现了八个有关周末活动的动词短语。C部分呈现六个活动画面，旨在联系巩固本单元的重点句型What are you going to do？ D部 分是听写活动的安排。E部分展示了与妈妈谈论班级要去动物园游玩的场景。F部分为一个趣味游戏，旨在帮助学生通过游戏进一步复习巩固What are you going to do...?及其回答。G部分为语音部分，让学生了解字母组合ow在单词中的读音。H部分是一首歌曲，要求 学生能够会唱、并能配以动作进行表演。单元教学要求： 1. 能听 得懂、会说、会读和会拼写plan, picnic, play, take part in.. 2. 掌握会话中出现的三会单词still, project, zebra, Africa, elephant, concert, outing, Beijing opera show, singing contest, sports meeting. 3. 能听得懂、会说、会读和会写四会句型：What are you going to do...? We're going to ... 4. 能听得懂、会说、会读日常交际用语Is that Gao Shan? Yes, speaking. By the way, what are you going to do...? 5. 了解字母组合ow在单词中的读音。 6. 会说英语歌曲Would you like to join us? 单元教学重、难点：见教学要求。 The First Period（第一课时）一、教学内容： 6B. Unit 6 B部分，Look, read and learn 二．教学目标： 1. 能听懂、会说、会读和会拼写单词picnic, play, take part in.. 2. 掌握会 话中出现的三会单词concert, outing, Beijing opera show, singing contest, sports meeting. 3. 能初步运用所学的词汇进行交流What are you going to do...? We're going to... 三．教学重点： 1.能听懂、会说、会读和会拼写单词picnic, play, take part in.. 2. 能听懂、会说、会读本单元出现的动词词组。四．教学难点：能初步运用本课所学语言描述将要发生的动作。五．课前准备：1. 准备本课B部分的课件及录音机和磁带。 2. 黑板上预先写好课
第6单元教案Unit6Whenwasitinvented
Unit 6 When was it invented? 教材来源：初中九年级《英语》教科书/人民教育出版社2014年版 内容来源：九年级《英语（全一册）》第六单元 主题：When was it invented? 课时：共五课时 授课对象：九年级学生 设计者：徐好峰 目标确定的依据： 1.课程标准相关要求 《新课标》要求九年级学生有较明确的英语学习动机和积极主动的学习态度。能听懂教师有关熟悉话题的陈述并参与讨论。能就日常生活的各种话题与他人交换信息并陈述自己的意见。能读懂供7-9年级学生阅读的简单读物和报刊，杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能根据提示起草和修改小作文。能与他人合作，解决问题并报告结果，共同完成学习任务。能对自己的学习进行评价，总结学习方法。能利用多种教育资源进行学习。 2.教材分析 本单元话题涉及的话题“发明”，Section A介绍了我们日常生活中一些常见物品的发明史，如：电视，电话，拉链，茶叶等。他们被发明的时间，发明者，及其作用和发展内容；从语言结构上，学习被动语态的过去时。单元主题图由电话，电视，电脑，和小汽车组成。教学重点是被动语态运用意识的培养，不规则动词的过去分词是学生学习的难点。Section B依然围绕发明这个话题，要求学生继续学习和巩固相关的内容和语言知识。听说和阅读训练分别介绍了现代生活中的两项常见的发明：美食发明——薯条，体育运动项目——篮球。在语言技能方面，听说读写的专项训练和综合性训练在本部分均有体现。在语言策略上明确提出了让学生用思维导图，以加深对文章的的理解和对知识的记忆的学习策略。 3.学情分析 学生在第5单元已经学习了一般现在时的被动语态，所以本单元在学习一般过去时的被动语态时易于接受，但是不规则动词的过去分词依然是学生学习的难点。另外，由于本单元内容和发明有关，所以一些常见物品的发明史能激发学生的学习兴趣和好奇心。老师若能科学把握，更能激发学生学习的动力。 目标 Section A学习目标： 1. 语言知识目标： 1) 能掌握以下句型： ①—When was the telephone invented? —I think it was invented in 1876. ②—What are they used for? —They are used for seeing at night. 2) 能谈论物品被发明的时间、发明者，表达某发明的用途。
综合教程unit6教案
Unit6 Introduction: Aiming to control the ever-increasing population in China, only-child policy has resulted in many overwhelming side effects at present society. However, while some socialists actively appeal to change the situation, China, and many other countries are actually finding themselves facing a growing number of couples reluctant to a second child, even a child at all. What has caused the reluctance? What are the main concerns about have another child? The text, equipped with statistics and solid facts, demonstrate the disadvantages of having a second child. But the author is by no means against having a large family, because he has explicitly listed the problems caused by only-child situation. Therefore, according to the author, as to whether or not to have a second child, it depends. 1.Listen to the song Only Child from Wang Ruolin. Key words: compensate; spoil; manipulate 王若琳---Only Child There's something that I see that I really really want And I will take it without telling anyone But that's OK cause I'm an only child I've been spoiled cause I'm a lonely child And then I'm all alone And then I'm broke Please don't take away what I got O no Please don't take away what I got O no My mother dear and father dear they must compensate for the loneliness they think I must endure all day See that's OK cause I'm an only child I've been spoiled cause I'm a lonely child And then I'm all alone And them I'm broke Please don't take away what I got O no Please don't take away what I got O no You feel so bad that I can manipulate You two into doing Just about anything Just about anything Just about anything I say!
人教版(新起点)英语二年级下册Unit 6《My Week》单元教案
Unit 6 My Week 单元教材分析： 本单元是关于一星期7天的话题，包括语音、词汇、交际用语三项学习内容.其中语音学习为暗线，可采取整体学习的方法，通过大量的歌谣和歌曲的输入，在自然真实的语境中感知、模仿，习得英语语音.词汇和交际用语学习为明线，均通过设置较为真实的语境，在歌谣、歌曲、游戏、对话等多种语言活动中，使用实物、图片、录音等多种教学手段，感知、模仿，习得语言，达到熟练上口.本单元共五课时，其中1-3课为第一层次学习内容；第4-5课为第二层次学习内容. 单元教学目标： 1. 能够在本单元涉及的情景下听懂.会说一周7天的英语名称单词. 2. 能够认读一周7天的英语名称单词和他们的缩写形式. 3. 能够在相应情景下使用本单元所学的句型，对星期几进行提问并做回答. 4. 能够运用本单元所学句型询问他人在星期几做什麽，能听懂询问并做回答. 5. 能够开展课堂活动，交换有关星期几及活动的信息，训练学生听说的基本技能. 6. 通过小组活动，培养学生积极与他人合作，共同完成学习任务. 单元教学重点： 1. 能够在本单元涉及的情景条件下听懂认读一周7天的英语名称单词和他们的缩写形式. 2. 能够在本单元涉及的情景条件下初步使用所学的句型：What day is it today? 并会用It’s Wednesday.来回答. 单元教学难点： 1. 有关认读一周7天的英语名称单词的正确读法. 2. 能够在本单元涉及的情景条件下初步使用所学的句型：：What day is it today? 并会用It’s Wednesday.来回答. 单元课时安排：五课时 第一课时 教学内容： Unit 6 Lesson 1 A Look, listen and chant 教学目标： 能够在涉及的情景条件下听懂并说出一周7天的英语名称单词和他们的缩写形式.
人教版九年级英语上册 Unit 6 教案设计
Unit 6 Grammar Focus Class Type Grammar Objectives 1. To learn and understand the “passive voice in the past tense”. 2. To better understand and well use the passive voice in the past tense in practice. Key 1. When wad the zipper invented? structure —It was invented in 1893. 2. Who was it invented by? —It was invented by … 3. What is the hot ice-cream scoop used for? —It’s used for serving really cold ice-cream. Difficulties How to well use the structure about passive voice in the past tense in practice. Period 1 Procedure Lead-in Show Ss the basic form of passive voice in different tenses. Step 1 Examples of active voice sentences and passive voice sentences. Step 2 Explanation about the exchanges of active voice sentences and passive voice sentences. Step 3 The four steps that the exchanges of active voice sentences and passive voice sentences should obey. Step 4 The sentence structures of passive voice sentences with examples. Step 5 The use of passive voice with specific examples sentences. Step 6 Ask Ss to read the sentences with the passive voice parts Earlybird
人教版新目标七年级英语初一上册Unit6单元教案设计含教学反思
人教版义务教育教科书◎英语七年级上册 Unit 6 Do you like bananas? 教材解读 本单元主要讨论各种食物以及喜欢或不喜欢某种食物；询问某人是否喜欢某种食物 及回答；会描述一日三餐，会合理搭配一日三餐。 like的一般现在时、一般疑问句及肯、否定回答；肯定句和否定句。 通过本单元的学习，认识到在平日饮食中要做到不挑食、不偏食、合理饮食。 单元目标 一、知识与技能 1. 词汇：hamburger、tomatoe、broccoli、French fries、orange、ice cream、salad、banana、egg、strawberry、carrot、apple、chicken、breakfast、lunch、dinner、fruit、vegetable。 2.语言目标：Do you like hamburgers? Yes, I do./No, I don’t. I like French fries. I don’t like tomatoes. 3. 能力目标：能准确表达喜欢和不喜欢的食物；能根据具体情景对话，与他人沟通信息，合作完成任务；通过听说读写四项技能的训练，促进学生语言运用能力的提高。 二、过程与方法 通过听说读写等任务型活动，熟练应用所学单词和动词词组，掌握描述过程。 三、情感态度与价值观 通过学习西方食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意 识；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神；通过任务型 活动，使学生学会在实际生活中均衡饮食，合理配餐。 教法导航 采用情景法，交际法及任务型教学途径并配以多媒体辅助教学。通过设疑、提问、 启发、诱导等方法，唤醒全体学生的主体意识，从而调动学生的积极性，让学生处于积 极思维状态之中，全方位、多角度培养学生运用语言的能力。 学法导航 进行听说读写操练，使整个教学从知识的内化到外显呈现出一种动态的、和谐的发 展过程。 课时支配 第1课时：Section A 1a-2c 1
最新人教版英语九年级Unit 6 优质课教案
Unit 6 I like music that I can dance to. Period1 (section A 1a,1b,1c,2a,2b,2c) Language goal 1 new words : prefer,lyrics,gentle,energy,interest,known,sing along with, 2 key sentences I prefer music that has great lyrics. I like music that I can sing along with. Rose likes music that’s quiet and gentle. Ability goals Enable the student to talk about different kinds of music and their own preference. Emotion and attitude goals Enable the student to enjoy different kinds of music. Teaching important points The Attributive Clause Teaching procedures and ways Step1 T: Do you like music? What kind of music do you like? Answer my questions with the phrases on the screen. Teacher provide some phrases describing music on the screen. ask
教案-B1-Unit6
Unit 6 Section A To work or not to work —That is the question I ． Learning Objectives ? To talk about the effects of part-time employment ?To further understand the text ?To apply the phrases and patterns ?To master the paragraph writing skill II ． Lead-in Activities A) 1. Why do some students like to take part-time jobs? To meet their financial needs To learn to be responsible To make friends To acquire communicative skills To gain experience for future jobs… 2. What problems will students face with when they take part-time jobs? To have less time to devote to school assignments To get too tired from work to study To view school less rewarding To have low correlation between part-time jobs and their majors… 3. What suggestions will you put forward towards students planning to work part-time? To make a balance between learning and part-time working To improve the overall quality To strengthen the awareness of self-protection and legal protection … B) 1. What jobs are the students in the pictures doing? 2. If you are going to work part-time, what job would you like to take? Why? III. Text Study A) Main Idea & Structure This passage is a report of a study on the relationship between part-time employment and students’ commitment to studies. It focuses on some undesirable effects that part-time jobs may have on students’ academic performance . The author then suggests that students should work no more than 10 hours a week to ensure Tips Tips Tips
unit6教案
Unit6 Food and lifestyle 一、教材分析： 本单元的重点在于介绍年轻人的饮食及生活方式。人们可以通过选择更好的饮食结构保持健康。本课时作为单元的第一模块，通过Comic strip 点明本单元学习的内容要点（食物）以及本单元的主要任务（task）即：收集有关不同食物的信息，写一篇关于自己饮食与生活方式的短文。其宗旨就是要让学生通过本单元的学习了解并培养健康的饮食习惯和生活方式来保持健康。 二、教学目标： 1. 知识目标：学习了解不同种类的食物名称； 2. 能力目标：讨论喜欢与不喜欢的食物，学习如何表达个人喜好； 3. 情感目标：培养学生要养成健康的饮食习惯和生活方式。 三、教学的重点难点： 如何鼓励学生自由表达他们对不同食物的喜好以及帮助、引导他们养成健康的饮食习惯和生活方式。 四、学情分析： 本单元主要学习有关食物名称，有关饮食结构和生活方式与学生生活紧密相关，学生比较感兴趣。应该与生活紧密联系起来，养成正确生活方式和饮食习惯。主要锻炼学生阅读能力和听力能力。 五、课时安排：
7A Unit6 Food and lifestyles ——Welcome to the unit 预习指导： ·To learn new vocabulary about food: hamburger, vegetable, carrot ·To talk about likes and dislikes with regard to food: What food do you like? I like hamburgers. Do you like carrots? No, I don’t like/dislike/hate them. What about fish? 预习反馈： Step 1: Warm-up activity Write new words in the blackboard. Give Ss five questions about the daily diet and ask them to answer them as soon as possible. Do you know what I ate this morning? (S guessing…) Oh, I have eaten milk and egg because they can give me more energy. 2. Ask students to name as much food as possible in English and write them on the blackboard and group them. （Teachers can ask the following questions:） a.What food do you have for breakfast/lunch/supper? b.What food do you like? Why? c.What food do you dislike? Why not? d.What food is good for us? e.What food is bad for us? f.What Chinese food do you know? g.What Western food do you know? h..Do you like Chinese food or Western food? Why? Step 2: Presentation
人教版小学英语六年级上册教学设计-第六单元unit6单元教案(6课时)
人教版小学英语六年级上册教学设计 Unit 6 How do you feel? 单元教学目标 能力目标 1.学习表达情绪和调节情绪的句子：They’re afraid of him.The cat is angry with them.What’s wrong? Your father is ill .He should see a doctor this moring .Don’t be sad. 2.能掌握四会单词和词组：angry ,afraid,sad,worride,happy, see a doctor,do more exercise, wear warm clothes,take adeep vreath,count to ten. 3.能听、说、认读单词或词组：chase ,mice ,bad,hurt,ill ,wrong,should,feel,well,sit,grass,ant, worry,stuck,mud,pull,everyone. 4.能够用英文表达怀疑以及如何调节情绪。 5.学习字母t在单词末尾的发音。 6.会唱歌曲《If you’re happy ,clap your hands》 知识目标 1.能能懂、会说Part A ,B中的Let’s talk,Let’s learn中呈现的对话，并能在实际情境中得以运用。 2.能听、说、认读三会单词或词chase ,mice ,bad,hurt,ill ,wrong,should,feel,well,sit,grass,ant, worry,stuck,mud,pull,everyone.掌握四会单词和词组：
新人教版八年级上册英语unit6教案
课时教案
3. Ss work in pairs. Try to ask and answer about Cheng Han’s plans. 4. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Read the conversations and answer the two questions: ① What does Ken want to be? _______________________________ ② How is he going to do that? _______________________________ ③ What does Andy want to be? ____________________________ 2. Explain main points in the conversation. The Old Man and the Sea by Hemingway. 海明威的《老人与海》。 此处介词by为“由……所着”之意。再如：a short story by Lu Xun (鲁迅的一部短篇小说)，the music by Mozart(莫扎特写的 音乐)，paintings by Van Gogh(梵高的绘画)等。 Then you can be anything you want! 那么你就能当上你想做 的人了。 此句的基本意思是you can be anything，不定代词anything 指代未来所从事的某一职业，you want用来修饰anything。 3. Let Ss read the conversation after the teacher. 4. Practice the conversation with their partner. Then let some pairs to act out the conversation. 作业布置： 1. Recite the conversation in 2d after school. 2. 根据图片提示或自己的实际想法编写一个对话。 --What are you going to be when you grow up? --I’m going to be a/an… --How are you going to do that? --I’m going to…