8AUnit 1 Friends教案

Unit 1 Friends

教学重难点及复习要点

Main task:

Write an article for your school newsletter about your best friend for a writing competition.

Task:

1. Use an adjective before a noun or after a linking verb to describe someone or something.

2. Use comparatives to compare two people or things.

3. Use superlatives to compare three or more people or things.

重点、难点：

Welcome to the unit

1. There?s nothing else in the fridge. 冰箱里没有别的东西了。

句中else的意思是“此外、别的”，常用于不定代词或副词、疑问代词或副词之后。如：

What else did he say? 他还说了些什么？

nothing是不定代词，做主语时谓语动词为单数形式。

2. What makes your friends so special? 什么使得你的朋友如此特别？

在本句中，make的意思是“使得”，形容词special作宾语补足语。

eg：We must keep the room clean. 我们必须把房间保持干净。

The children found the story very interesting. 孩子们发现这个故事很有趣。

I hope to see you very well soon. 我希望你的病早些好。

Do you like your tea weak or strong? 你喝茶喜欢淡一点还是浓一点？Reading

1. She is as slim as I am.

他和我一样苗条。

as + 形容词+as像……一样，使用形容词的原级。如：

My father is as strong as a young man. 我的父亲象年轻人一样强壮。

Our teacher is as busy as before. 我们的老师象以前一样忙。

2. We have been best friends for a long time.

我们是最好的朋友已经很长时间了。

have been是动词现在完成时态的一种形式，还没有正式学过，只须记住这里的意思是“（到现在）已是”，表示“我们从过去某个时刻起到现在一直是最好的朋友”。

3. She is willing to share things with her friends.

她愿意与朋友分享所有的东西。

willing是个形容词，意思是“愿意的”，后面常跟动词不定式。如：

eg: He is quite willing to live in the countryside. 他很愿意生活在农村。

4. She helps me with my homework and she always gives seats to people in need on the bus.

她帮助我做家庭作业，并且在公共汽车上总是给需要的人们让座。

people in need有需要的人们，in need是“介词＋名词”的词组，常跟在名词或代词之后，作定语用。如：

the man in a brown jacket 穿棕色茄克的人

the man in trouble 处于困境的人

5. Because of too much computer work.

因为在计算机上做了太多的工作。

because of和because的意思都是“因为”，区别在前者跟短语，后者跟从句。

如：他们因为下雨没去博物馆。可用because和because of两种方法表示。

They didn?t go to the museum because of the rain.

They didn?t go to the museum because it rained.

6. …they make him look smart… 它们使得他看上去很精神。

在这里，make的意思是“使得”，look是宾语补足语，因为动词make的关系，不定式to look省掉to，只用look。如：

eg: Don?t make students do too much homework. 不要使学生做太多的家庭作业。

He always makes me laugh. 他总是使我笑。

7. shoulder-length hair 披肩长发。

length的意思是“长度”，它的形容词是long(长的)。shoulder-length是合成词，意思是“齐肩长的”。

8. say a bad word about sb.

说某人的坏话

9. Max is very good at telling jokes

麦克斯很擅长说笑话。

Vocabulary

good-looking 漂亮的。表示“漂亮”、“美丽”，有许多方式。

如：pretty漂亮的，handsome英俊的（多指男子），beautiful美丽的Grammar

形容词的比较级和最高级：

1.两种比较级，意思不一样。如：

old (老的) ---- older (更老的) ---- oldest (最老的)

old (老的) ---- elder (年长的) ---- eldest (最年长的)

far (远的) ---- farther (更远的) ---- farthest (最远的)

far (远的) ---- further (进一步的)---- furthest (最大程度的)

2.使用比较级要注意范围。如：

Tom is taller than any other student in his class.

汤姆比他班任何同学都高。（汤姆也在这个班上，所以在any后面加other）Tom is taller than any student in his younger brother?s class.

汤姆比他弟弟班上任何同学都高。（汤姆不在他弟弟班上，所以在any后面不加other）

3.最高级前面有时不用定冠词，但有时也用不定冠词。如：

Vegetables are best when they are fresh. 蔬菜新鲜时候最好。（不强调与别的蔬菜相比）

It is a most interesting story. 这是一个最有趣的故事。（表示“非常”的意思）

Integrated skills

one of …“……之一”

常用结构是one of+形容词的最高级+名词复数,如在句中作主语,谓语动词应用单数

One of the most popular singers in China is Zhou Jielun.

重要短语

Unit 1

1. be willing to do sth.

2. share sth. with sb.

3. be ready to do sth.

4. help sb. with sth.

5. give seats to sb.

6. in need

7. because of 8. have a sense of

9. keep a secret 10.think of

11. say a bad word about sb. 12. vote for

13. have problems with sth. 14. move to

15. make friends with 16.nothing else

17. of the six students 18. as…as

19. not as/so…as 20. travel around the world

21. in the future 22. give me some advice

23. wear a smile on one?s face24. tell me funny stories

25. next door 26. next to

27. make sb.+adj. 28. make sb. +v.

29. the most difficult activity of all 30. a social worker

31. some more food 32. be generous to sb.

33. invite teenagers to join a writing competition

初中英语8A牛津教程 Unit 1教案

Unit 1 Friends

Period 1 Welcome to the unit

Aim:

To revise vocabulary and expressions to describe people, at the same time, learn more new words and phrases.

Teaching procedures:

Step 1 Presentation

T: I?m very happy to be here and teach you English. First, let me introduce myself. Ask two questions:

(1) Can everyone be your friend?

(2) How many friends do you have in our class?

(3) When you choose a friend, how do you want he is like?

Step 2 Listen and answer

Play the tape for Ss to listen and answer

Q: (1) What food does Eddie give Hobo? (a cake, some milk)

(2) What does Hobo want at last? (the pizza in Eddie?s bowl)

Step 3 Read and answer

Read after tape while thinking about the following questions:

(1)If you are Eddie, will you give the pizza to Hobo?

(2) What will you do?

Act the dialogue out.

Step 4 Discussion

T: Do you like Eddie or Hobo? Why?

How is your friend like?

Ss discuss in groups of 4 and then report.

Step 5 Choose and read

1.T: Let?s look at some qualities of good friend. Please match the words with the

questions.

2. Check the answer and read the questions and words together.

3. Explain some important words.

Step 6 Brain-storming

T: Do you have any other ideas of a good friend? Can you use some words to describe your best friend?

Discuss in pairs and write down the word.

2—3 Ss to report

Step 7 Tick and answer

T: Which qualities do you think are very important while others are not so important? Please tick them. Then report it to class.

It is (very/quite/not) important for my friend to be+ adj.

Step 8 Summarize

T: Today we have learned some important qualities about a good friend. It seem that we all think appearance is not so important, but he should be helpful and honest. And I hope everyone can be like that and you will have more friends.

Period 2

Aim:

To use different strategies to help students to understand the text;

To learn how to use adjectives to describe people?s appearance and characteristics.

Teaching procedures:

Step 1 Revision.

1.What are the most important qualities of a good friend?

2.What are the very important qualities of a good friend?

3.What?s your good friend like?

Step 2 Presentation

1.T: I have a good friend. Do you want to know her? What do you want to know

about her?

2.Show a picture. Describe my good friend. Introduce some new expressions:

As tall as; be willing to; have a good sense of humor; feel bored

Step 3 Fast reading

T: …Teenagers? magazine is holding a writing competition. Some students have written some entries for it. Please read and find out their main qualities.

1---generous, helpful

2---humorous (have a good sense of humor), funny

3---true friend, kind

Step 4 Read for details

1. T: So we have got a table about them. And you have known a lot about them. Can you say sth about them according to the information in the table.

2. Give Ss 3 minutes to prepare

3. Ask 2-3 Ss to retell the three articles.

Step 6 Brainstorming.

1. T: Well, when we describe our friends, we also need to describe what he or she is like. What kind of words can we use? ---Adjectives.

Eyes, nose: big, small

Face: round, square

Body: thin, strong, slim, fat, tall, short

Hair: short, long, straight, circled, shoulder-length

2. We can use so many useful words to describe people. Is there any difference in describing boys and girls? Can you give me any examples?(write down some words in the list on Page 7)

Homework:

1.To write about one of their friends. (in the next class, teachers can read some of

them and ask the whole class to guess who she/he is)

(for some weak students) To write a short passage, use any one on Page 4 as a model. They can replace some words in it if they can?t write a new one.

Period 3

Aim:

To learn some useful expressions and use them in different context

To learn how to describe their friends .

Teaching procedures:

Step 1 Revision

T: We have learnt some words to describe your friends, can you introduce your friend to us? Others please guess who it is?

Ask 3-4 Ss to read their articles.

Step 2 Some more exercises

1. T: Let?s meet our old friends again. Mr Zhou has some problems in describing them. Can you help him finish his sentences? Do Exe B2 on P5

2. Find out their photos according to Mr Zhou?s description.

3. Mr Zhou is writing some notes about them. Is he right?

4. Voting

Suppose you are going to vote for the best friend among these three students, what is your choice? Why?

Step 3 Voting in your own class

Do you have such a good friend in you class, or around you? Please vote for him or her, and tell us your reason. (talk about qualities)

Step 4 Language points

1.T: now let?s look at some useful expressions in the passages.

Give Ss some phrases for them to translate:

与…一样苗条as slim as

乐于做某事be willing to do sth.

准备好做某事be ready to do sth.

帮助我做家庭作业help me with my homework

因为太多工作because of too much work

戴眼镜wear glasses

有很好的幽默感have a good sense of humour

感到厌倦feel bored

使我笑make me laugh

走路经过walk past

撞翻knock over

说某人坏话say a bad word about sb.

Read them together, and ask Ss to use some of them to make sentences.

2. T: Do you have any problem in the passages?

3. Answer any question Ss may have

Step 5 Practice

1. Fill in the blanks with the right word

? 1. Thank you for giving me the information. You are so ________(help).

? 2. He plays the piano well. His parents think he?s very _______(music).

? 3. Are you _______(will) to sing us an English song?

? 4. Maybe he will grow into a successful ______(sing).

? 5. Have you ever been to the sea village ______(call) Mingshu ?

? 6. He has a __________(wonder) friend Millie.

https://www.wendangku.net/doc/c212410720.html,plete the sentence

(1) Max 很有幽默感.他讲有趣的笑话,总使我发笑.

Max ______________________. He tells _________and always _____________.

(2) 当我读到你的广告时,我想起了我的好朋友May.

I ________ my great friend May when I ___________________.

(3) 她从不说任何人的坏话.

She never ______________ about______.

(4) 她总是帮我学英语.

She always ______ me _______ English.

(5) Jim是一个慷慨大方的人,他总是乐于助人.

(6) Betty长大后想周游世界.

3 .Correct the mistakes

? 1. My father has good sense of humour.

? 2. I never feel boring when I am with him.

? 3. My friend is a ture friend.

? 4. Lily wants us to help her skating.

? 5. The glasses make Max looks smart.

Step 6 Conclusion

Ask Ss to make a conclusion of what we have learned in this period. Homework:

1.Write a compos ion about his/her best friends.

Finish off the exercises in Handbook Period 3.

Period 4 Vocabulary

Teaching Aims:

To learn how to use adjectives to describe people, especially how to describe boys and girls appropriately.

Teaching procedures:

Step 1 Lead-in

Revise sth about Reading parts to go over the 3 Ss? personalities.

Step 2 Adjectives.

1. So we can use different adjectives to describe different things. What about a tree, a building, a classroom …?

Can you tell me some other adjectives to describe different things？…

2. Show some pictures to teach the different words of describing people?s appearance.

e.g: tall/short, square/round face, straight/wavy hair, slim/fat, plump

3.PartA

Step3 Extensive activities

Get Ss to find more adjectives for each category ,e g:

Build:

Eyes:

Nose:

Face:

Hair:

Divide Ss into some groups to write more words.

Step4 Presentation

1.Discuss the adjectives to describe boys and girls, then do PartB

2.Play a game

Step5 Exx and Homework

Period 5

Teaching Aims:

To use comparatives and superlatives to compare two or more people and things; Teaching procedures:

Step1 Lead-in

1.T: We use adjectives to describe people and things. We can put it before a noun or after a linking verbs.

Present this by revising the three Ss … appearance, trying to choose the adjectives to introduce them,then show them just like : a clever girl, an interesting story

2. Present linking verbs

Step2 Comparatives and superlatives

1. If they are alike, how can we tell their difference?

E.g. Millie has long hair, Sandy has long hair, too.

We can say …Millie has longer hair than Sandy.?(on Bb)

Millie is slim. Sandy is slim, too.

---…Millie is slimmer than Sandy.?(on Bb)

(Show a lot of pictures to teach them the changing rules and drills), PartB 2.Work out the rule

When we compare two things, we use comparatives, and we put …than? _____ the comparatives.

When we compare more than three things, we can use superlatives, and we can put …the? _____ the superlatives.

3. A is taller than B. B is taller than C. So we can say A is the tallest of the three. (give more examples, make sure Ss can understand the difference between comparatives and superlatives)

Step 4 Practice

1. Ask Ss to compare their classmates, using comparatives and superlatives.

2. Show them some pictures, asking them to compare them.

3. Show them a table, asking them to compare the things in different ways.(PartB2) Step 5 Consolidation Finish off the exercises

Step6 Homework

Compare things and make 5 sentences using comparatives and superlatives Period 6

Teaching Aims:

To compare two people or things using …(not) as … as?.

Teaching procedures:

Step1 Revision

I.

1. Presentation

Look at Millie and Amy, who is taller? Millie is as tall as Amy.

Peter is taller than Simon. We can also say …Simon is not as tall as peter.?(use these sentences as model, try to lead out the meaning of …(not) as tall as?Practice more so that Ss know how to use …… than? and …(not) as … as?.

2. Practice using …… than?, …the most…?, …as…as?, …not as … as?.

Amy

diving swimming hiking cycling

skiing camping

Very dangerous not dangerous hiking skiing cycling swimming

diving camping

T: Amy thinks diving is the most interesting outdoor activity.

It?s more interesting than swimming and hiking.

Hiking is as interesting as camping. But they are not as interesting as skiing and swimming….

(Ss repeat after the teacher first, and then practise in halves. After they can do it quite well in groups, ask them to practise in pairs.)

3. Practise it in another way.

Now can you understand another kind of diagram?

Just now, we know which outdoor activity Amy likes best, which she doesn?t like. What about other students? Do you want to know their hobbies?

(Show them the diagram on P11. Help them understand it and then talk about it in groups. Then ask them to practise as the four children)

5. Talk about their own hobby.

What about yourselves? Can you draw some stars in the table to tell us which you like best and which you don?t like?

(after they finish drawing) now I want sb. To tell us his or her hobbies. At the same time, the others listen carefully and draw proper stars to show his or her hobbies. 6. Finish the sentences on P11 and do other exercises (PPT)

II.Hw.

Design a diagram, including 5 outdoor activities they want to talk about, using stars to show which one is the most interesting and which one they are not interested in. Then write as least 4 sente nces, using …… than?, …the most…?, …as…as?, …not as … as?Period 7 Integrated skills

Aim: To get specific information from a listening material;

To talk about a friend.

To talk about future plans

Teaching procedures:

I.Revision

1. We have learnt a lot about different outdoor activities. What are they? (swimming, hiking, camping, diving, cycling, skiing…) What do you like doing? What would you like to do when you grow up?

(Ask two pairs to talk about what they have learnt in the last lesson. The other students will

interesting and it?s good for our health. I also like swimming and diving. But I am not good at swimming. So I dare not to swim or dive in the water. In the future, I would like to have a

swimming lesson and try to dive in the sea. I don?t like cycling at all. But I must ride a bike every day, or I will have to spend too much time on buses. I would like to drive a car in the future if I can.)

2. Ask Ss to share their answers with each other to see if they have got the right ones.

3. Ask Ss some questions about the table, e.g.:

What does … like doing?

What would … like to do in the future?

II.Task I Millie?s future plans

1. Just now, … talked about their hobbies and their future plans. It?s really interesting. Our friend Millie is also talking to Amy about her future plans. Can you find out what she would like to do in the future? You can listen to their conversation and put a tick in the correct boxes in the table.

2. Listen to the tape again and check their answers.

3. Suppose you are Millie. A reporter from NJTV is interviewing you. Please make a dialogue with your partner, talking about your future plan.

4. Now you are quite familiar with Millie?s future plan. Please help her complete a letter.

III.Sandy?s future plans

1. So Millie would like to be a social worker when she grows up. She is really kind and helpful. What about Sandy? What would Sandy like to do when she grows up? Does she also want to be

a social worker? If n ot, what?s her plan? Please listen to the tape and find it out.

2. Listen to the tape again and help Sandy complete her letter.

IV.Speak up, talking about friends.

1. Sandy is showing Helen some pictures of her friends. Do you know what they are talking about? Please listen and answer:

?Whom are they talking about?

?What would Peter like to do in the future?

2. Listen and repeat.

3. Do you have any interesting pictures? I?m sure you do. Would you like to take them out and share them with your partners? (Practice in pairs, talking about their appearance and their own plans, using some pictures of their family or their friends)

V.Homework

Write at least 5 sentences to show what they like and what they would like to do in the future. Period 8. Study skills

Teaching aims:

To find the main points of a passage in order to understand and memorize it more easily.

To identify keywords in order to develop general understanding of a passage.

To guess meaning and generate mental pictures.

Teaching procedures:

Step1. Revision:

Help the students to revise how to talk about their future plans.

Ask: 1. Do you have any future plans?

2. What are you going to do when you grow up?

3. Why?

4. What will you do to fulfill your aims?

Ask some students to talk about it orally in class.

Step2. lead- in

1.Present the task today by playing a game.

●Divide the students in four groups,

●The teacher gives the first student a paper on which there?s a story, ask the first student to

read it carefully and then pass the story on orally.

●At last ask the last student to tell the story that he get to the whole class, and then the teacher

will read the story to class, ask them to find out the differences between the two stories.

2. Make a conclusion, tell the students when we are reading , we should pay attention to some

main points, generally speaking, the main points are about the questions below:

●What is it about?

●Who is it about?

●What happened?

●When did it happen?

●Why did it happen?

●How did it happen?

Step3. Reading.

Ask the students to open the book on page 14, and read the letter on page 14. try to find out information about the questions above.

Who: Cindy---a grade 8 student

Where: Bei jing Sunshine Secondary School

What: move to a new school, have problems with her new school

Why : Don?t know school very well, have no friends, do not know h ow to talk to her new friends, How: feel uncomfortable, nervous; always stay alone

Ask the students to underline the main points with the help of the table above.

Step4. Retelling

Ask the students to retell the letter with the help of the key words on the blackboard.

Step5. Consolidation exercises

Provide one more reading for the students to practise.

Homework:

●Hand book: period 8

Preview the new words in main task.

Period 9 Main task

Aim: To plan ideas for writing

to learn the proper and easy ways to write something;

to write a description of the appearance and personality of a friend.

Teaching procedures:

I.Revision

In this unit, we have learnt a lot about how to describe our best friends. Show three photos of Betty, Max and May. Ask some students to describe them. Revise some useful words and expressions.

Ask: What aspects can we talk about from when we talk about our best friends?

What?s his/her name?

What?s he/she like？

What?s his/her quality of a good friend (personality)?

What does he/she like doing?

What would he/she like to do in the future?

Please keep them in your mind. We will talk about them step by step.

II.Brainstorming.

1. When you want to talk about sth, what do you feel difficult to do? Proper words and phrases.

So we need to gather enough words about sth. when we want to talk about it. How many words do you know that we can use to describe our friends? Let?s do it in groups. Please show us you are the best.

After it, T collects their words on the Bb and decide which group is the winner.

2. Go through the words in the table on P15.

3. Read the passage on P16 quickly and find out some information about Daniel?s best friend

4. Group work. Find out the useful words about how to describe the best friends

( eg. tall, slim; square, long; bright, smiling; pretty, kink; clever, help, happy)

III.Phrases and sentences

Now we have these words. Is it enough to write a passage? No. So we still need some phrases and sentences structures. Try to find the phrases and sentences Daniel used in his passage.

IV. Paragraphs

1. Elicit

OK. I?m going to write about my good friend.

…is my best friend. ……(put these phrases and sentences together randomly)(ask for their opinion about this …passage?)

So the structure of a passage is very important.

2. Ask Ss to find out the structure of the passage by themselves. T can help them when needed.

Introduction—Body(appearance—personality and ability)—Conclusion(hobbies and future plans)

IV.Go back to the beginning of this class.

Have we learnt how to write about these in this unit? Can you remember what we talked about at the beginning of this class?

What?s his/her name?

What?s he/she like？

What?s his/her quality of a good friend (personality)?

What does he/she like doing?

What would he/she like to do in the future?

A re you ready to write about your good friends? Let?s have a try. (They can talk about sb in the class in groups first. In this way, the weak students will know what to write and how to write it.)

V.Writing and checking

After they finish writing, use some of their passages as a model. Show them to the whole class and ask the other students to find out the good points in each passage. After talking about some passages, ask them to rewrite their passages to make them better.

VI.Hw.

Write a passage about their good friends.

Period 10 Checkout

Aims: to review what they have learnt in this unit;

to assess their understanding and correct use of adjectives, comparatives and

superlatives.

This is the check out of the whole unit. That means the most important language points in this unit are using adjectives to describe something and using …(not) as … as? to compare two things. So we need to design some exercises to practise using them and make sure that students can use them fluently.

Usually I ask them to make some sentences, talk about some topic, and look back on what we have learnt in this unit. Sometimes I also ask them to do some translations. It is useful to learn a foreign language, especially to those who can?t study we ll enough. After that, I use this page as a short test. I ask them to do it in 5~10 minutes, then check the answers immediately. To do so, students can have more confidence in themselves and know better about themselves in time.

Teaching procedures:

I . Revision

Ask some students to read their passages to the class. Get Ss to discuss the adjectives and some set phrases in their passages.

Brainstorming the useful vocabulary about how to describe the best friend

II. Checkout

Do Part B

Do additional exercise (Fill in the blanks with proper words)

III. Make a survey

Revise the comparatives and superlatives. ( Write down the comparative and superlative form of the following words)

Group work. Make a survey about the classmates? opinion of different activities, different objects using the comparatives and superlatives.

IV.Checkout

Do Part A (Have a competition)

Group work. Make up an interesting story using the adjectives, the comparatives and superlatives.

V.Consolidation

Do some additional exercises

VI.Homework

Revise the contents in this unit.

pep3 unit3 my friends教学设计

pep3 unit3 my friends教学设计Teaching design of pep3 Unit3 my friends

pep3 unit3 my friends教学设计 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 教学目标 1．能认读并会书写大小写ww, xx, yy, zz。能听懂、会说 单词：yacht, zipper。 2．会拼写单词：boy, girl, friend 3．进一步培养学生良好的书写习惯。 （一）教材分析： 本课时“read and write”部分主要是在学生能够认读字母ww, xx, yy, zz的基础上，学习书写字母的大小写。教师在教学 中要特别强调字母x, y, y的笔顺和y的格式要求，使学生能够 在四线三格中正确书写这几个英文字母。教师要提醒学生大写y 由两笔组成。单词yacht和zipper在本课第一次出现，教学时可通过课件或图片让学生进行初步认知。本部分教学较单调枯燥， 教师应设计和开展多种课堂活动或自制课件，让学生在兴趣中学 习新知。 boy, girl, friend这三个单词是在能听、说、认读的 基础上进行拼写。一方面要求学生能够掌握单词的构成，另一方

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阅读教学的定义 《英语课程标准》指出：“ 语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。听和读是理解的技能，说和写是表达的技能；这四种技能在语言学习和交际中相辅相成、相互促进。学生应通过大量的专项和综合性语言实践活动，形成综合语言运用能力。为真实语言交际打基础。（《英语课程标准》，第 9 页） 英语课程标准》阅读五级要求： 1 ．能根据上下文和构词法推断、理解生词的含义； 2 ．能理解段落中各句子之间的逻辑关系； 3 ．能找出文章中的主题，理解故事的情节，预测故事情节的发展和可能的结局； 4 ．能读懂常见体裁的阅读材料； 5 ．能根据不同阅读目的运用简单的阅读策略获取信息； 6 ．能利用字典等工具书进行学习； 7 ．除教材外，课外阅读量达到 5 万词以上 ,累计 15万字。 阅读教学的目的 教师通过开展有效的阅读教学活动，培养学生良好的英语阅读习惯，使学生在轻松愉快的环境下获取信息，得到感知语言的能力，从而达到全面提高英语能力的目的。

译林版三年级上册3A-Unit3-My-friends教案

3A Unit3 My friends Period1 Story time&Fun time 教学目标： 1. 能听懂、会读、会说goodbye, my friend, he’s, she’s。 2. 能听懂、会读、会说日常交际用语Goodbye,… He’s/She’s… He’s/She’s my friend。 3. 能正确地理解并朗读对话内容，在教师的引导和帮助下尝试表演对话。 教学重难点： 1. 能理解Goodbye,…这一交际用语的含义并知道如何在生活中运用。 - 2. 能在情境中初步运用本课所学的词汇和日常交际用语与他人告别，能根据性别的不同，用 He’s/She’s…来介绍自己的朋友。 教学过程： Step1 Warm up & Lead-in T：Good morning/afternoon, class. Ss：Good morning/afternoon, Miss Zhou. T：Good… /Hi /Hello, xxx S1, 2, 3, 4：Hi/Hello... 2. Lead-in ：Let’s say a rhyme.‘Are you Mike’. Ok 《 Ss say the rhyme together ：Mike is my friend. （拿出Mike的图片） Teach：friend-----my friend friends-----my friends Step2 Presentation 1. T: I have many friends. Can you guess who they are (拿出图片) Let’s guess a. T：Who is she Ss：She’s Su Hai. Teach：she’s =she is 】 Ss read one by one b. T：Who is she Ss：She’s Yang Ling.

(完整)初中英语阅读课教学设计

谈初中英语阅读课教学案例 吉林省桦甸市金沙中学：王欣平 一、背景 现行初中英语教材具有很多的优点，但由于学生认知水平的发展具有规律性，教师只有充分认识和掌握这种规律，并结合教学实际，合理设计教学程序，充分发挥学生的主体作用，教学相长，才能达到教学效果的最优化。 二、教材分析 1、话题：本课时选择的是初二英语课本第四单元How often do you exercise?中的一篇文章，主要是围绕本单元的中心任务“Food and lifestyles ”而展开的。 2、内容：这篇文章讲述了很多学生平时的饮食和生活习惯。通过学习，让学生明白什么是健康的饮食和生活习惯 3、目标：（1）理解课文内容，知道如何捕捉细节。 （2）根据图片猜测大意。 （3）引导学生掌握模仿主题进行描述的技巧, 形成根据主题理解文章细节并能分辨是非的能力。 Step 1: Warming–up activities （一）Free Talk: To ask the student on duty to make a speech: “What is my favorite food?” 设计思路：以讨论日常生活的话题进入，可以活跃课堂气氛。同时，由于每天都有值日生报告，可以锻炼学生的书写和口头表达能力。另外，在交流过程中，也互相锻炼了学生的听力水平。 （二）1.Revise some names of food (Let the students speak freely.)

2. To show the students beautiful pictures of food During the talking,the teacher can write some of them on the Bb, especially some new words: fruit, sweet, bread, meat, juice. 3. To ask the students to ask and answer: “What is it?”,“Do you like it?” 设计思路：（1）通过感性的图片教学，可以进一步调动学生的学习积极性。 （2）让学生相互问答，了解食物的名称，在交流中培养他们的合作精神和解决问题的能力。 （三）Discussion : （１）What food can we eat a lot? （２） Do you think … is good for our health? （３） Which is your favorite? 设计思路：通过有趣的话题极大地激发学生的好奇心，为进入正文教学打下基础。最后向学生展示有关食物的相关链接(P67)-- “Healthy Eating”，并让他们参与讨论，知道哪些才是正确的饮食。 教学后记：针对上述教学设计和课堂教学活动，笔者有以下三点体会：（１）本活动在设计上比较符合学生的认知水平，能激发学生完成任务的兴趣和参与活动的热情。（２）能使阅读前的“Warming–up activities”真正发挥“热身”的作用。这就为顺利开展之后的多个活动打下了基础。（３）上课伊始就顺利切入主题，中间过渡自然，言语富有鼓励性和启发性，能使学生产生强烈的共鸣。 Step 2: Reading （一）Listening and scanning: 1. What do students want to be? 2. What do students eat for breakfast now?

小学英语教案全英模板

小学英语教案全英模板 【篇一：小学英语教案模板汇编(全册精选)】 小学英语教案模板汇编（全册精选） 【对于英语学科专业在事业单位教师、普岗教师、昆明教师、特岗教师面试说课或试或教师资格试讲中，到底是使用全英文的，还是可以使用汉语的，是所有考试面试的学生所纠结的一个问题，育萃面试为您提供了不同的案例。其实不在乎你使用什么形式的说课稿或教案，关键是你是否运用的熟练。在面试考试中，注意】 《unit2 colours》教案 一、教学目标 能正确把握表示颜色的单词。 二、教学重点、难点 能正确把握表示颜色的单词。 三、教学预备 颜色纸或各种实物、单词卡片 四、教学过程 step 1 revision 1.教师出第一课时的三个句型认读。 2.t: what’s this? s: it’s a book. t: what are these? ss: books. t: how many books? s: ?? t: is it blue? s: yes. t: is it red? s: no. 继续换几种物品提问。 3.出示第二课时的句型订读。 step 2 presentation 1.教师拿出红、绿两种颜色纸: what colour is it? 复习巩固red/ blue,并且认读。 2.教师拿出黄色纸：is it red? is it blue?教学yellow。 教师拿出一片叶子教学green

教师拿出一个自制的红绿灯教学一首小诗：red, red stop;yellow yellow wait; green green go go go! 3. t show an orange: what’s this ? it’s an orange. what colour is it? it’s orange. t: orange is orange. 4.show a peach:what colour is it? it’s pink.教学粉红色。 5. show a chocolate: what colour is it? it’s brown.教学棕色。 6.show a grape: what colour is it? it’s purple.教学紫色。 7.ss read together step 3 consolidation 1.listen to the tape, point and read. 2.教师拿着各种颜色纸，让学生说英语。 3.play a game: 规则：将各种颜色纸放入一个口袋内，让他们猜一猜摸到的东西是什么颜色的，猜对的小朋友奖励。 4.read together 5.让小朋友在教室里找一些颜色。 step 4 homework read the new words. 《we love animals》教案 一、教学目标 1.知识目标 （1）能听、说、读、写本单元的动物类单词。 （2）进一步巩固句型：do you like．．．？yes，i do．／no，i dont．以及i like．．．和i dont like．．． 2.能力目标 能够用几句连贯的英文向别人介绍自己的动物朋友以及它的特征。 3.情感目标 使学生认识到人与动物之间的亲密友好的关系，从而树立应该保护自然、爱护动物的意识。 二、教学重点 能够听、说、读、写本课的动物类单词。 三、教学难点 较熟练地在情景中运用几句连贯英文向别人介绍自己的动物朋友。 四、教学准备 多媒体课件、动物实物、若干动物名片。 五、学情分析

Unit3MyfriendsPartBLet27stalk教案

PEP四年级上册Unit3 My friends Part B Let's talk 兴安第一小学 周淑美

PEP四年级上册Unit3 My friends Part B Let's talk 一、教学目标： 知识目标：（1）能听、说、认读本课时的主要的单词：glasses和shoes。 并 （2）能听懂、会说“He’s....He has ... and his shoes are ...” 能在实际情景中运用。 能力目标：能综合运用所学语言进行交流，向别人介绍自己的朋友及 其特征。 情感目标：通过本课的学习使学生乐于听、说英语，乐于模仿，积极 参与，培养学生的合作精神，学会珍惜朋友之间的友情。 二、教学重难点 （1）重点：能够在实际生活中，结合一定的语言情景描述朋友的特 征能够在情景中恰当运用句型He has…and his…描述外貌特征；能够 在语境中理解新词or ,right ,glasses, shoe 的意思，并能正确发音。 （2）难点：glasses 和shoes 的末尾-es 和-s 的发音需要重点关注。 三、教学过程： Step1.Warm-up（热身复习） （1）Greeting with Ss. 为学生创造听说英语的氛围。 （听听唱唱）： （2）Let’s chant Tim is my friend. He’s a good good boy... 【设计意图】通过听听、做做、说说，为学生营造了良好的英语学习

氛围，激发学生英语学习的兴趣。同时，不仅复习已学过的知识，而 且为新知识的学习作了铺垫。） Step2. Presentation（新知呈现） （1）A guessing game：boy or girl...让学生在复习旧知的同时，理解新词or，体会Yes, you are right.句子的含义。寓教于乐。 （2）Game2：“说名字”通过PPT上出现的一系列图片询问他人姓名并回答，最后引出新知：He has glasses. 【设计意图】选取贴近学生生活的图片，新颖，学生感兴趣。 （3）整体感知句子He has glasses.由句到词，再将词句子结合进行操练。glasses的教学，通过拆音训练、学生领读等进行操练。 【设计意图】通过整体感知，让学生初步理解句子的意思，每教授一 个新单词，让学生们在不同的句子中操练，运用了英语教学中“词不离句，句中学词。”的教学手段，目的是为了拓展学生的英语表达能力。通过朗朗上口的小chant操练句子，学生容易记牢。 （4）His shoes are blue.的教学：出示大熊的图片，让学生观察她的外貌特征，有学生可以介绍出：“He h as glasses。”这时教师就可以说 ，让学生介绍。再学习单词“What colour are his shoes? His shoes are...” shoes。学生看图练习，再进行小组内描述。 【设计意图】整体感知，扎实操练，再通过小组合作，进行二次反馈。 talk. 听三遍，设计2个梯度问题。 （5）Listen to Let’s 【设计意图】首先设计两个梯度问题，目的让学生能更好的理解对话，学会抓住重点，然后通过小组合作让学生解决有难度的问题。突出本

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初中英语阅读理解教教案 阅读理解是英语学习中必须具备的能力之一，有助于巩固和扩大词汇、丰富语言知识，提高运用语言的能力。可以训练学生的思维能力、理解能力、概括能力与判断能力。加强阅读训练可以为学生创造大量获取语言知识和大量运用语言的机会和条件。既可以培养学生对语篇进行分析、综合并从中获取信息的能力，也能培养学生的审美情趣。培养阅读能力也是教学大纲中规定的中学英语教学目标之一，所以阅读课在我们平时的英语教学中尤为重要，怎样上好阅读课成为英语教师教学中的关键。以下根据自己近些年的教学经验，对初中英语阅读理解教学模式进行初步的探究和分析。 教学模式总结如下： Presentation（导入）——skimming（粗读）——listening and reading（听读）——scanning （跳读）——intensive reading（细读）——retelling（复述）——discussing（讨论）——writing （写作）——summary（小结）。 初中英语人教版九年级Unit 12 Section B 3a Step 1：Presentation（导入） 本篇文章主要讲述法国的风俗，所以可以通过讲述一个因为语言差异所产生的误解的笑话导入，以此引起学生对课文产生兴趣，使学生更快的进入学习状态。 Step 2：Skimming 这一步是为掌握文章大意而进行的阅读，要求学生读后概括文章的大意，并且设计一些简单的问句让学生进行回答。 What does Wang Kun do? Where is she now? What’s the article mainly about? Step 3：Listening and reading 让学生边听边读，并且在听读的过程中找出文章的重点词汇、短语、句子。并且进行解决，扫除学生阅读中存在的一部分障碍，但要注意知识点的讲解要尽量简练，并且要引导和培养学生根据上下文猜词的能力。 Step 4：Scanning 这是一种为寻求特点细节放弃大部分内容，只注意某一点或某几点的阅读方式，要求学生根据老师提出的问题进行跳跃式的阅读，找出问题的主要信息。在此环节中提醒学生不要逐词逐句看课文，要讲究速度。在最短的时间内找出问题的答案。在此期间老师要出示以下问题：How many table manners are mentioned in the passage ? What are they ? be supposed to do be not supposed to do Step 5：Intensive reading 仔细阅读文章，要求学生从细节处把握文章，在前面阅读的基础上，从整体上把握文章的主要内容，以便于帮助学生加深对课文的理解。 在此环节中，要求学生各自独立完成阅读任务，然后与同桌或同组同学合作解决疑难点。在学生的阅读过程中，教师要出示以下问题帮助学生理解课文。 1、Why was Wang Kun nervous before she arrived in France? 2、Why did she have no reason to be nervous? 3、How has her French improved? 4、What is one particular challenge she is facing?

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