Unit7Willpeoplehaverobots全单元教案

Unit 7 Will people have robots?

Period 1 Section A 1a-2c

Teaching aims:

1. Students learn to talk about future intentions.

2. .The students will be able to learn the words and phrases:

will , won’t , in the future, predict, prediction, paper, live to be , world peace, there will be , there won’t be …

3. The students will be able to use the expressions:

(1). What will the future be like ?

(2). People will live to be 200 years old.

(3). People won’t go to work in 100 years.

(4). Will people use money in 100 years?--- Yes, they will. ---No, they won’t.

(5). There will be more free time in the future.

(6) There won’t be much pollution in the future.

(7)There will be more/ less/ fewer …

Ability aims:

1.The students can use the questions to get information to improve their listening and

speaking abilities.

2.To train the students’ cooperation with their partners.

Key and important difficult points:

A. Vocabulary

B. Target language

(1). What will the future be like?

(2). People will live to be 200 years old.

(3). People won’t go to work in 100 years.

(4). Will people use money in 100 years?--- Yes, they will. ---No, they won’t.

(5). There will be more free time in the future.

(6) There won’t be much pollution in the future.

(7)There will be more/ much/less/ fewer …

C.Grammar: The simple future tense.

Emotional aims:

To help the students to make their future plan and play a part in saving the earth!

Teaching procedures:

Before class: Students learn by themselves.

Step 1 Warming up.

1. Listen to a song.

2. Show the title.

Step 2 New language presentation.

1. T: What will I be in 20 years ?

I will be a grandmother. I won’t be a teacher in 20 years.

won’t= will not (将不会)

Write; I will be..

I won’t be…. won’t= will not (将不会)

2. Pair work.

A: What will you be in 20 years ? B: I will be a/ an __________.

A: How will you do that? B : I will ____________.

Write : I will practice playing basketball.

3. T; What will our life be like in 100 years?

(1). Demonstrate; Learn and read.

(2). Students learn in their group.

(3). Read.

Step 3 Work on 1a.

1. Read the sentences.

2. How will the world be different 100 years from now? Read the predictions in 1a. Check A

for agree or D for disagree.

3. Show their answers: I agree /disagree that ____________________.

Step 4 Work on 1b.

1. T: Now listen to the recording and circle the predictions you hear in 1a.

2. Play the recording for the Ss to listen and circle the predictions.

3. Play the recording again.

4. Check the answers with the Ss.

5. Read .

Step 5.Pair work.

1. Let Ss read the first conversation in 1c after the teacher.

2. Then let Ss ask and answer questions about the predictions in 1a. Then make their own

conversation.

3. Let some pairs ask and answer about their conversations.

Step 6Step 2 New language presentation.

T: Make more predictions.

Structures :

Will there be more schools? Yes, there will. / Yes, there won’t.

There will be more people.

Step 7 Work on 2a:

1. Read the sentences in 2a. Tell Ss they will listen to some sentences. They should listen and

circle the words in the bracket.

2. Play the recording for the Ss to listen and circle the words.

3. Play the recording again to check the answers.

Work on 2b:

1. Let Ss read the sentences below. Explain some main sentences for the Ss. Make sure they

know what to do.

2. Play the recording for the Ss to check the predictions they hear.

3. Play the recording again to check the answers.

Step 8 Game.

Predict the world in the future. You can make predictions about 2 or 3 things such as the robots, the schools and so on.

We will…

We won’t…

There will be more/ less/ fewer …

Step 9 Summarize and do some exercises.

板书：Unit 7 Will people have robots?

Period 1 Section A 1a-2c

I will be..

I won’t be…. won’t= will not (将不会)

A: Will people use money in 100 years?

B: No, they won’t. Everything will be free.

Will people live to be 200 years old?

A: Yes, they will. People will live to be 200 years old.

Will there be more schools? Yes, there will. / Yes, there won’t. There will be more people.

Period 2 Section A 2d-3c

Teaching aims:

1.The students will be able to learn the words and phrases:

future，pollute, environment，planet，earth，play a part，world peace, sea, sky

2. The students will be able to use the expressions:

(1) A: Will you live to be 200 years old? B: Yes, I will. / No, I won’t.

(2) Kids will study at home on computers.

(3) They won’t go to school.

3. The students will be able to use “more, less, fewer”.

(1) There will be more cars.

(2) There will be more pollution.

(3) There will be less free time.

(4) There will be fewer trees.

Ability aims:

2.The students can use the questions to get information to improve their listening and

speaking abilities.

2.To train the students’ cooperation with their partners.

Key and important difficult points:

A. Vocabulary

B. Target language

D.Grammar: The simple future tense.

Emotional aims:

To help the students to make their future plan and play a part in saving the earth!

Teaching procedures:

Before class: Students learn by themselves.

Step1: Warming up ----Listen to a song.

Step2: Lead—in

1. Show the pictures and talk about the earth.

What will the earth be like in ten years?

New words: pollute, environment, planet., earth, in great danger, play a part.

2. What will you do for the earth？

I will…

Step 3: Work on Section A 2d.

1. Read the conversation quickly and answer two Qs.

2. Listen and repeat. Then read aloud for 5 minutes to recite.

3. Role--- play the conversation.

4. Make their own conversations.

Step 4 Grammar focus.

1. Show the sentences and think, What are the rules?

仔细观察例句，体会并写出画线部分的时态结构，并翻译时间状语。

2. 【探究总结】

1).含义：表示_______某个时间要发生的动作或存在的状态，也表示将来经常或反复发

生的动作。

2).构成：

(1)肯定句：主语+will+_________

(2)否定句：主语+will+___+动词原形

(3)疑问句：___________________+主语+动词原形

3).时间状语：___________, ________week/month/year,

______ the future，______+一段时间等。

3. 仔细观察例句，体会并总结蓝色部分的时态结构，并翻译红色部分。

结构：there will be 意思是___________________________

fewer+__________ less+___________ more+____________

Step 5:Work on 3a.

1.Tell Ss read the conversation in 3a and try to fill in the blanks with more ,less or fewer.

2.Methods

3.check the answers

4.Let Ss read the sentences and try to remember the sentences.

Step 6:Work on 3b:complete the predictions.

1.Let Ss read the beginning of the sentences, understand each sentence.

2.Let Ss complete the sentences.

3.Let Ss share the answers ,and find and correct errors.

4.Let some Ss talk about their sentences.

Step 7 A game.

All of us want to have a good environment. Everyone should play a part in saving the earth.

What will you do to protect(保护)it?

Step 8 Summarize and do some exercises.

Period 3

Unit 7 Will people have robots.

一般将来时讲解与练习

一．“be going to + v.原形”结构和“ will+ v.原形”的区别：

二都都可以表达将来发生的事，一般不加区分，只是在下列情况下，需要注意：

1、用be going to，不用will的两种情况：

1）当谈论计划打算时，用be going to，不用will，如：

①What are you going to do when you grow up?你长大后打算做什么？我打算当老师。

②I’m going to swim tomorrow. 我打算明天去游泳。

2）谈论根据现在所知，预计不久肯定会发生的事情时，用be going to，不用will，

①Look! It’s going to rain! 看，要下雨了。

②He is packing his bag. He is going out.他在打点行装，他要外出了。

③The car is going to turn over. 车要翻了。

④He has reached Dangji, he is going to be here in ten minutes. 他已经到党集了，十分钟

后他就能来到。

2、下列情况下用will，不用be going to：

1）在有条件从句的主句中，一般不用be going to, 而多用will, 如：

If you work really hard, you will be famous.

2)根据说话者的见解和观点对未来作出预言时

I think Tom will study hard from now on.

3）在说话时临时作出的决定时，一般用will的缩略式’ll.

I think I’ll go to bed.

— Come to supper. —OK, thanks. I’ll bring a bottle.

4）表示意图、提议、许诺、自愿做某事或坚持做某事时，带有感情色彩，如：

①—There’s the door-bell. —I’ll go.②I will stop smoking— I really will!

③ Get up early tomorrow. Sure. I will. ④Don’t be late . I won’t.

⑤Don’t worry. I’ll help you.

5)表示请求和邀请时Will you give me a hand?

Will you come in and have a drink? 21·cn·jy·com

6)表示命令或威胁时

①You will start work at six o’clock.

②I’ll beat you if you do that again.

7)表示习惯和规律时

①The baby will cry when her mother leaves. ②Man will die.

二. there be结构的一般将来时

1）There be 句型的be going to 结构“There is / are going to be”常用来表示某地将存在某人或某物。注意句型中be going to 后面的be不能改为have；遇到名词单数或不可数名词，用There is going to be，遇到复数可数名词用There are going to be；例如：

①There is going to be a football match next Saturday in our school.下周六我们学校将有

一场足球比赛。

②There aren’t going to be any apples in winter. 冬天将没有苹果。

③Is there going to be milk tomorrow? 明天将会有牛奶吗？

Yes, there is . / No, there isn’t. 是的，将会有。/ 不，不会有。

2)there will be 是there be句型的一般将来时，用来表示某地将存在某人／物。如：

①There will be a book on the desk tomorrow.

②There won’t be a book on the desk tomorrow.

③Will there be a book on the desk tomorrow? Yes, there will. / No, t here won’t.

（）1、 a football game in our school tomorrow.

A. There will have

B. There is going to have

C. Have

D. There is going to be

（）2、Look at the baby ! I’m afraid he cry(哭).

A. will

B. is going to

C. should

D. does

( ) 3、Tom s aid to his mother, “ I play computer games any more.

I study harder and pass the exam next time.”

A. won’t... am going to

B. am not going to ... am going to

C. won’t... will

D. am not going to ... will21*cnjy*com

（）4、I come to the meeting if it rain tomorrow.

A. will... doesn’t

B. am going to ... won’t www-2-1-cnjy-com

C. will ... won’t

D. am going to ... don’t

Period 4 Section B 1a-1e

Teaching Aims

1) The students will be able to talk about the life in the future.

2) The students will be able to talk about the life now, in the future and in the past. Language Focus

The students will be able to use the following words and sentences properly in given situations;

1)astronaut, rocket, space station, apartment

2)What will your life be like in the future?

What is your life like now?

What was your life like 10 years ago?

Ability goals

Enable the students to talk about their future life.

Improve students' speaking ability.

Train students' communicative competence.

Train the Ss abilities of memory, and creation.

Emotion & attitude goals

Enable the students to enjoy a vision of the future life.

Difficulties

1) The students might find it difficult to read the words: astronaut, apartment.

2) The students may find it difficult to use the sentences in three kinds of tenses. Teaching Procedures & Activities

Step1: Warming- up:

T: Hello, everyone! Nice to meet you. First let’s enjoy some nice photos. Watch carefully please, and tell us the jobs.

T: What kinds of jobs are they? (Show all the jobs in PPT) Read the words together. They can be ended with “ist, er, or”

T: What will you be in 10 years?

S: I’ll be…

T: How will you do that? (Ask and answer in pairs)

Step2:Lead-in

1.T: (Show Ss a picture of an astronaut): Look! What’ s her job?

T: Yes, she’s an astronaut. How did she go to the moon? Yes, she went to the moon by rocket. She flew rockets to the moon. Do you know other words of transportation? ( show some words of the transportation through the mind map)

2.T: I think I’ll go to work by subway in the future. How will you go to work in 10 years? (Ask and answer in pairs)

3. T: By the way, where will you live in 10 years?

S: I’ll live in…

T: Where will I live in 10 years? Can you guess? I’ll live in a big house. But now I live in an apartment. How about the astronauts? They’ll live on a space station.

Will we live on a space station in the future? Maybe some day we will.

Step3:Pair work

T: Now let’s imagine what our life will be like in 10 years.

Imagine like this in pairs.

Step4:Listening

1.T: Good job. Another two students are talking about their lives too. Let’s predict

what they are talking about. In picture I, they are talking about a photo. In picture2, Joe will go to other planets, he’ll go there by rocket. In picture 3, they may be at the party.

2.T: Now let’s listen and number the pictures. (check the answers)

3.T: Listen again and fill in the blanks. (1d)

Step5:Imitation

1.T:OK. This time listen carefully and pay attention to the underlined sentences and

words.

2.T: Read the conversations together.

3.T: Turn to page P102,and read the conversations loudly by yourself.

4.T: Let’s talk about Joe’s life.

Step6: Finish 3a

T: How about Jill’s life? What will she be like in 20 years? Please fill in the blanks with the words in the box.

Step7:Pair work

T: What will your life be like ?

Let’s make a conversation in pairs. The form may help you.

Step8: Homework

1.Read three conversations more time after class.

2.Write a report according to your conversation.

Period 5 Section B 2a-2e

Teaching aims: After this lesson, students will be able to

1.understand and use the following vocabulary : already, human, dangerous, factory,

disagree, even , shape, inside, possible, impossible, hundreds of, fall down,

believe.

2.Can summarize the main idea according the first sentences of each paragraph.

3.talk about the shapes and abilities of robots. .

4.improve their abilities of predicting and imagining.

5.improve their reading skills by skimming, scanning and careful reading.

6.have a good understanding of the article by using KWL reading strategy and doing

critical reading.

Ss will be motivated to have the proper aims and they will be encouraged to work hard to achieve their dreams.

Ability goals

Enable the students to talk about their future life.

Improve students' speaking ability.

Train students' communicative competence.

Train the Ss abilities of memory, and creation.

Emotion & attitude goals

Enable the students to enjoy a vision of the future life.

Step Teacher’s Activities Students’Activities Notes

1.Introduction & warming up (1)T plays a video

of robot

(2)T asks:Which year

is it in the film?What

will the robots look

like in 2035?What

will the robots do in

2035?

(3)

T writes their words

on the Bb.

(1)Ss watch the video

clip.

(2)Ss listen to the

teacher and reply to

T’s questions.

(3)Ss share what they

know about robots.

To activate Ss prior

knowledge of robots

.

To familiarize the

students with the topic

they will learn.

2. Pre- reading T shows the title and

the picture in 2b and

let Ss predict what

they want to read

about robots in the

article. Ss think individually

and write down the

questions in the KWL

chart.

To prepare the

students for the

reading and provide

the questions for the

later summary.

To improve Ss’ ability

of predicting.

3.While- reading 1.Skimming: T asks

Ss to read fast and 1.Ss read the text

individually and try to

To help students find

out the main topics of

match the questions in 2b with the paragraph. (T may ask them to explain why.) finish the activity.

(They may have to

explain.)

the text and have a

good understanding of

what they are reading.

3.While- reading 2.Careful reading:

(1)T asks the Ss to

read and answer

questions. (1)Ss read and

answer the questions,

and have a

competition.

To help students get

better understanding

of the detailed

information in the text

by scanning.

4.Post- reading (2)Memory test.

(3)Without looking at

the books and write T

or F . Then complete

2c. (2)Ss complete the

exercises

To make Ss have a

better understanding

of the article and

improve their reading

and thinking abilities

by doing critical

reading.

2.Imagine:

(1)discuss what kind of robot they will have in the future.

What does it look like?

What can it do for you?

T: Who is the most creative? Ss work in groups of

four and try to

complete the task

together. Then show

their work to the class.

To improve Ss’

abilities of imagining

and develop their

cooperative ability.

To make them learn to

use the key

vocabulary and

sentence structures in

their writing.

4.Critical reading:

5.(1)T asks Ss if all the scientists agree about what robots will be able to do in the future.

Get Ss to tell two different opinions from scientists and pay attention to the sentence structure: …believe that…/ …think that…

(2) Ask Ss which side they agree with and why.

1.Ss read Para. 3 and tell two different opinions from scientists.

(2)Ss discuss with their partners and then show their opinions and explain the reasons.

1.Reflection: T asks Ss to think about what they have learned and check whether all the questions they wrote at the beginning are answered in the reading text. Ss write down what

they have learned and

try to use their own

words to summarize

what they have

learned.

To train Ss’ ability of

thinking back and

summarizing what

they have learned.

5. Summarize 1. Summarize：What

have you learned?

2.Then get them to

finish 2d. Summarize what they have learned.

Then finish 2d.

6. Assigning after- class task (1 min) (1) Oral: Read the article aloud. (2)Written: Write a short passage about their ideal robot.

Period 6 Writing

Language goals

1）Words & expressions

Revise the words of jobs, homes, transportation etc

2）Key sentences

I will be…/I want to be…

Ability goals

Enable the students to talk about their future life.

Improve students' speaking ability.

Train students' communicative competence.

Train the Ss abilities of memory, and creation.

Emotion & attitude goals

Enable the students to enjoy a vision of the future life.

Strategy goals.

Write correct sentences.

Culture awareness goals

Let the students pay attention to the proper use of conjunctions in order to make the article coherent smooth

Part IV Teaching importances and difficulties

Teaching importances:

According to what they fill in the form of content in 3 b, to imagine their life, work, family, free time activities, around their living environment, etc Teaching difficulties: The Passive V oice.

Teaching difficulties:

How to make the sentences differnet, longer and better.

Part V Teaching methods

Task-based teaching, mind mapping ,writing.

Part VI Teaching equipment

overhead projector

PartⅦTeaching Procedure

St ages Teacher’s Activities

What will the T do?

Students’

Activities

What will

the Ss do?

Aims

Purpos

es of stage

Step I Warming up Ask a student to give a spoken

English-about the future job .

Enjoy the spoken

English and know the

topic they’ll learn this

class.

Arouse the Ss’

interest in topic by

listening.

Step II Reading 1.Ask the students to read the

passage about Jill’s future life.

1.Read the passage.

2.Know some

Get the Ss to enjoy

others’future life

2.Ask the students “What information can we find in Jill’s future life. information from the

passage .

and learn to

summarize to find

information.

Step III Presentation 1.Ask the students to list their own

future life.

2.Ask the students to make

different ,longer and better

sentences.

List some information

about their future life.

Make sentences by

saying.

Get the Ss to make

diffenent, longer and

better sentences to

improve their

speaking ability for

details

Step IV Sum up Show the topic and ask the

students to sum up what they

learned.

Learn the writing skills. Enable the Ss to

sum up what they

learned.

Step V Writing Ask the Ss to write about their

future life according to 3b.

Write the passage. Let the students'

comprehensive

language knowledge

Step ⅥShow time Choose a few students wrote article

to show.

Appreciate others'

articles, and points out

mistakes in grammar.

Learn to appreciate

the good in passage.

Step ⅦHomework 1.Discuss the passage in groups.

2.Finish the exercise.

1.Choose the best

sentenses.

2.Finish the exercise.

Improve the Ss

writing ability.

Consolidate the

grammar

新青岛版三年级下册第六单元《年月日》复习教案

《年、月、日》复习教案 一、教学目标 1．通过复习，使学生掌握24小时计时法和年、月、日的知识，能够利用知识解决简单的实际问题。 2．在经历体验与参与的过程中，培养学生判断、分析和灵活解决实际问题的能力。 3．通过教学，进一步感受数学与生活的紧密联系，增强应用意识，培养学生积极动脑思考的学习品质和探索数学的乐趣。 二、教学重点 能用年月日和24计时法解决问题。 三、教学难点 平年、闰年和求经过时间。 四、教学具准备 课件。 五、教学过程 （一）单元总结与分析 同学们，回忆一下，这单元我们都学习了什么知识？引导学生总结本单元知识，结构框架。 （二）巩固练习 1．填一填。 （1）一年有（）个月，平年一年有（）天，闰年一年有（）天。

（2）一年中相邻的（）月和（）月都是31天。 （3）一月份的最后一天是（）月（）日，十月一号的前一天是（）月（）日。 （4）20XX年2月有（）天，1901年的2月有（）天。 （5）王丽是1981年5月12日出生的，到今年5月12日，她（）周岁。 （6）上午7时是（）时，下午3时55分是（）时（）分。 （7）15时是（）午（）时，20时30分是( )。 （8）电影从15时开始，演了2小时10分，到（）时（）分结束。 2．判断对错。 （1）2月、4月、6月、8月每个月都是30天。（） （2）每年都有365天。（） （3）1704年是闰年。（） （4）下午6时是18时。（） （5）22时30分是晚上10时30分。（） （6）1900年是闰年，全年有366天。（） （7）今年的2月有28天。（） 3．想一想，下面哪个答案是正确的。 （1）中华人民共和国于1949年（）月1日成立。 A 5 B 6 C 10 （2）1997年7月1日我国恢复对香港行使主权，到今年7月1日是（）周年。 A 12 B 13 C14 （3）晚上11时是（）时。 A 22 B 23 C 11 （4）一艘轮船下午5：00从A港出发，第二天下午6：00到达B港。途中用了（）小时。 A 12小时 B 13小时 C 14小时 （5）张老师上午7时30分上班，中午休息1小时，下午4时30分下班。张老师一天的工作时间是( )小时。 A 9 小时 B 8小时 C 7小时

Unit 10 can I improve my English全单元教案

Unit 10 How can I improve my English? 教学内容： Unit 10: Lead in; Listening and Speaking; Reading and Writing; Language in use 语言知识目标：学生能够理解并运用与英语学习相关的词汇和情态动词就英语学习中的各种困难进行讨论并提出建议。 语言技能目标： 听——学生能够听懂有关英语学习中各种困难的描述及建议的对话。 说学生能够运用相关词汇和情态动词谈论英语学习中的各种困难并提出建议。读学生能够读懂描述英语学习中的常见困难及相关建议的短文。 写学生能够运用相关词汇和情态动词写出在英语学习中面临的困难及建议。学习策略：学生能够反思自己的英语学习，对所面临的问题和困难进行分析并选择有效的学习策略。 情感态度：学生能够了解从事不同职业的人在不同场合运用英语的情况，进一步认识英语学习的重要性。 单元任务：能够运用所学语言知识制订自己的英语学习目标及相应措施并通过征求同学建议拟订合理的学习计划。 Lesson One 教学内容：Lead in; Listen and Speaking Dialogue A 教学目标： 1知识目标：words and expressions;Asking for and giving advice 2 能力目标：Understand talks about learning difficulties and advice. 教学重点：Understand short passages on learning difficulties and advice. 教学难点：Four-skill words and expressions

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Unit 1 Festivals around the world I．教学内容分析 本单元的中心话题是“节日”，主要讲述了不同地区不同种类的节日。 Warming Up部分设计了小组活动，通过图表填写让学生区分中国的传统节日与别国节日的异同，目的在于激活学生已有的节日背景知识，引出主题，为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验，激发学生想了解更多节日的好奇心，让他们主动参与到主题教学活动中，为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因，然后又分别介绍了几种世界各地的节日，依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式，第二部分通过让学生回答问题的方式，鼓励学生积极思考，加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有：can，could，may，might，will，would，shall，should，must，can’t 等的用法。 Using Language 部分中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习，分析问题，锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意，更重要的是让学生寻找解决问题的方法。 Learning Tip部分主要建议学生搜集各种资料，查询与世界各地节日有关的信息，了解各种节日的来源与内涵。 II．教学重点和难点 1. 教学重点 (1) 本单元的生词和短语； (2) 掌握一些情态动词的基本用法； (3) 了解有关节日和民俗，掌握有关词汇，如custom,religious等。 2. 教学难点 (1) 增进学生对中国节日的理解，了解和感悟外国的节日； (2) 提高学生的社会文化素质，加强跨国文化素质； (3) 培养学生运用资源策略。 本单元建议分七课时： 第一、二课时：Warming up, Pre-reading, Reading & Comprehending 第三、四课时：Learning about Language 第五课时：Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第六课时：Reading (Using Language) & Reading task (Workbook) 第七课时：Speaking task (Workbook), Writing (Using Language) & Summing Up IV．教学步骤： Period 1&2 Warming up, Pre-reading, R eading & Comprehending Teaching Goals:

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Unit 10If you go to the party，you'll have a great time!

本单元以“If you go to the party，you'll have a great time！”为话题，通过“Talk about consequences”来学习if引导的条件状语从句，掌握用be going to 表示将来的时态，正确使用情态动词should。从学生熟悉的party出发到对未来职业选择的探讨，鼓励学生作出自己的决定，并对这一决定所带来的结果进行讨论和评判。该话题贴近学生生活，鼓励学生对未来的生活展开丰富的想象。其中，对于生活中重要内容的探讨和为慈善活动寻找新点子设计海报等不失为德育教育的好素材。

第一课时Section A(1a－2d) Teaching Goals【教学目标】 Key words & phrases： meeting，video，organize，chocolate，go to the party，have a great time，stay at home，take the bus，watch a video，potato chips Key sentences： 1. If you go to the party，you'll have a great time. 2. I think I'll go to the party with Karen and Anna. 3. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook.

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Unit 1 friendship Participants: 靳燕，黄洋，董妮娅，仝亚军，李桂秀，吴晓，邹舍龙 School: Tai Zhou No.1 Senior Middle School 1.Teaching aims and demands 2.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about

friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures. 2) Making of the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:

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第六单元单元教学计划 单元教学内容：年、月、日 单元教材分析： 年、月、日是较大的时间单位，理解一年或一个月的时间有多长需要借助一定的想象力和有关的数据材料，因此，教材注意选取了和学生生活密切联系的素材，首先选取让学生从年历卡中找特殊日子为切入点，既能引起学生兴趣，又为学生提供了学习用具。设计的学习活动有观察整理、填表分析，涂色记忆、计算交流等，让学生在独立探索和小组合作的基础上初步了解年月日、平年、闰年以及相互之间的联系，为了帮助学生记忆每个月有多少天，教材介绍了义拳头点数法和记忆大小月的歌谣，24 时记时法是引导学生在具体的情境中认识24时记时法，主动探索24 时记时法的规律，发现并理解24时记时法和普通记时法的联系与区别，学会把用24时记时法表示的时间与普通记时法的表示的时间进行相互转换，教科书中的例题利用线条上的0至24时教学两种记忆法的相互转换，先分别讲了上午8时、中午12时与晚上8时转换成用24时记时法表示，然后让学生试着把16:00和18:00改写成用普通记时法的表示的时间，引导学生进一步明确24时记时法与普通记时法的联系，中午掌握它们之间的转换方法，最后教科书还激励学生找出一些生活中用24时记时法来表示时间的例子，帮助学生丰富知识、加深理解。 单元教学要求： 1.使学生认识时间单位年、月、日，知道大月、小月、平年、闰年以及季度等方面的知识，记住每个月以及平年、闰年的天数，初步掌握年、月、日之间的关系。 2.使学生结合具体生活情境认识24时记时法，会用24时记时法正确表示一天中的某一时刻，能正确进行普通记时法与24时记时法之间的相互转换。 3. 使学生联系生活经验初步掌握一些求简单经过时间的方法，能正确解答一些相关的实际问题，进一步发展思维能力。 4. 使学生在发现大月、小月、平年、闰年的特点，以及认识24 时记时法的过程中，进一步感受数学与生活的联系，体会合理安排时间的重要性，养成珍惜时间的良好习惯。 单元教学重、难点： 教学重点：认识年、月、日等时间单位之间的关系。

【人教版】新目标2019年八年级英语上册Unit10单元教案

【人教版】新目标2019年八年级英语上册Unit10 单元教案 Unit 10If you go to the party，you'll have a great time!

本单元以“If you go to the party，you'll have a great time！”为话题，通过“Talk about consequences”来学习if引导的条件状语从句，掌握用be going to 表示将来的时态，正确使用情态动词should。从学生熟悉的party出发到对未来职业选择的探讨，鼓励学生作出自己的决定，并对这一决定所带来的结果进行讨论和评判。该话题贴近学生生活，鼓励学生对未来的生活展开丰富的想象。其中，对于生活中重要内容的探讨和为慈善活动寻找新点子设计海报等不失为德育教育的好素材。

第一课时Section A(1a－2d) Teaching Goals【教学目标】 Key words & phrases： meeting，video，organize，chocolate，go to the party，have a great time，stay at home，take the bus，watch a video，potato chips Key sentences： 1. If you go to the party，you'll have a great time. 2. I think I'll go to the party with Karen and Anna. 3. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook. Teaching Key Points【教学重点】 The vocabulary： meeting，organize，have a great time Target language： —I think I'll go with Karen and Anna. —If you do，you'll have a great time. If we have it today，half the class won't come. If we ask people to bring food，they'll just bring potato chips and chocolate because they'll be too lazy to cook. Teaching Difficult Points【教学难点】 1. Future tense with “will”． 2. If－adverbials，conditional adverbials.

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NCE-01 Unit 10 Jump in! Date：Fri. 9th, May.2014 Teaching date : Sat. 10th, May.2014 Teaching objectives: 1.Words: jump, bus, full, school, people, empty, 2.Phrases: jump in上车, hurry up赶快, wait a minutes等一下, come on快点儿, of course当然, Never mind不要紧, be full of...被。。。填 满。 3.Grammars: 1）熟悉The plural form of nouns.名词的复数形式。 2）巩固形容词性物主代词。 3）对于My bag is full. My bags are full. 这种主语+系动词+表语的 简单句的一般疑问句和选择疑问句的句型练习。 4.Pronunciation: /θ/ and /e/ Important points: 1. Words: jump, bus, full, empty, 2. Phrases: jump in上车, hurry up赶快, wait a minutes等一下, come on快点儿, of course当然, Never mind不要紧。 3. Grammars: 1）熟悉The plural form of nouns.名词的复数形式。 2）巩固形容词性物主代词。 Difficult points: 1. Words: people。 2. Phrases: be full of...被。。。填满。 3. Grammars: 学会对人物进行单复数的一般疑问回答。 关于形容词的一般疑问句的问答 4. Pronunciation: /θ/ and /e/ Teaching procedures: 1. Greeting: T: Good afternoon, everyone! How are you? (I’m ...) What nationality are you/ Where are you from?(I’m ...) What do you do? What’s your job?(I’m a ...) What colour is your bag?(My bag is ...) What colour are your pencils?(My pencils are ...) Is your pencil-case brown?(Yes, it is./No, it isn’t.) Are your booksgreen?(Yes, they are./ No, they aren’t.) 2. Warm-up: 1. Dictation 2. Recite the passage 3. Do the paper.(U9) 4. Analyse the paper. 5. Review by ppt. T: First, let’s have a dictation. 1.红色的， 2. 他们，3 鲜红色，4. 衬衣，5. 可爱的，6.那些，７.短袜。 Ｔ: Ok, now this time, let’s try to recite the passage. Who wants to try? S:(recite the U9.) T: Now, let’s do some exercise. Translation: 1.What colour are your shoes? 2.What’s the name of that girl downstairs?

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“年、月、日”教学设计 【教学内容】 人教版三年级数学下册第六单元教材 【教材分析】 教材首先提供了带有特殊意义日子的2011年年历卡，让学生初步认识年、月、日，并感受数学知识和实际生活的紧密联系，培养学生的爱国主义精神和保护环境的意识。其次利用2011年和2018年年历组织学生进行一系列活动，让学生有目的的观察年历，并回答问题。最后让学生根据2011年和2018年每月的天数，制作成一个复式统计表，从而发现年、月、日的相关知识。另外，教材还介绍了拳头点数法和记大月的歌诀。教学时，教师应注意结合学生的生活经验，力求让学生在实际情境中，体会年、月、日的实际意义；注重知识的形成过程，培养学生分析、处理信息的能力和制动获取知识的能力 【教学目标】 1．通过生活经历和年历卡认识时间单位年、月、日，掌握年、月、日之间的关系，知道大月、小月的知识，并记住各月及全年的天数。 2．通过小组合作、交流和自主探索，发现一年中有几个大月、几个小月，在合作交流中发现二月份的特殊性。 3．培养学生的观察能力和思维能力，同时进一步发展学生的合作意识和合作技能。 【教学重点】 认识时间单位年、月、日，了解它们之间的关系。 【教学难点】 发现并掌握大月、小月的判断方法。 【教学准备】 多媒体课件 【教学过程】

一、情景导入 1．师：播放视频。2018年１１日１７时３８分，神舟十号载人飞船在酒泉卫星发射中心发射升空，准确进入预定轨道，顺利将聂海胜、张晓光、王亚平３名航天员送入太空。 神舟十号载人飞船发射成功 2．复习旧知，引出新知。 ①这些时刻里有哪些表示时间的单位？ ②哪些是我们学过的？（时、分、秒） ③那么让我们一起来学习年、月、日。 板书课题：年、月、日（1） 二、新课讲授 1．初步认识年、月、日。 还有很多有意思的时刻。（课件出示） ①介绍：1949年10月1日中华人民共和国成立。这是个伟大的日子，请大家读一读这个时间。 ②展示申奥成功的图片。这也是一个激动人心的时刻，同学们知道是哪年的7月13日么？（2001年） ③还有很多有意义的日子，来看看。出示植树节图片（3月12日）、六一儿童节（6月1日）。 2．学生介绍有意义的日子。 一年中还有哪些有意义值得纪念的日子？大家一起在年历上标出来。（人手一张年历，各种不同的年份）学生汇报。

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