Lesson Plan of Unit 4 01

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Unit4lesson1_20121110014800546

PEP English Teaching Plan(5A)Unit 4 What Can You Do?Period 1I.Teaching contentsPartA Let’s learn Let’s learn Let’s playII：Teaching aimsA.Knowledge aims1.Key phases：empty the trash,water the flowers,….2.Target language：I’m helpful. I can sweep the floor.B.Ability aimsSs can say”I can….” with the learnt sentences correctly.C:Emotion aims：Help ss to develop a good habbit of loving working .III.Teaching key and difficult pointsA.Key points：Master these five phases.B.Difficult points：Write these phases correctly, and use the patten of I can… IV.Teaching methodsDemonstration method Material object method Communication method V.Teaching aidsMulti-media wordcards a tape recorderVI.Teaching proceduresStep1: Warm up1.Greeting: T asks some questions2.Sing a song and do some actions:Step2: Presentation(1) Leading in:Let’s chant1.Ask ss to watch the video and say the chant after the video.Dog, dog,what can you do?I can run after you.Panda,panda, what can you do?I can eat so much bamboo.……3.Say the chant in different ways with somg actions.Let’s learn1.T do some actions and say: I can clean the desks. I can clean thechairs.Lead ss to say: I can clean the….(show a bedroom on the screen.).Practice:I can clean the bedroom/living room/bedroom/kitchen…2.(Draw a flower on the screen) Look! I can water the flowers. I’m helpful.3. Do actions to lead in: sweep the floor.Ask two ss to do the actions ,T : You are helpful.4.Do actions to lead in: empty the trash.5.Show a picture of cooking meals on the screen. Lead in: cook themeals.T: Are you helpful at home?S1: Yes, I can cook the meals. Are you help at home？S2: Yes, I can empty the trash….6.Listen and read after the tape.Step 3 PracticeLet’s play1.Match:Touch the wordcards quickly with a tool.2.Four ss in one group:S1: I’m helpful. I can…S2: I’m helpful. I can…S3:….3.Guessing game:Ask a student to do some actions, other ss guess thephrases.Step4. Consolidation and extension1.Introduce some other phrases.2.Stress the emotion aims by showing some pictures.3.Summary.Step5 Homework1.Listen to the tape. Copy the new phrases 4+1,sentences 2+1.2.Say the chant to your friends or parents.VII.Blackboard designUnit 4 What can you do?What can you do ?clean the bedroomsweep the floorI can cook the mealswater the flowersempty the trashI’m helpfulVIII.Teaching reflection。

新目标八年级英语下册第四单元第一课时课件

The text includes elements of adventure and mystery, as the friends face challenges and dangers while searching for the treasure.
Analysis of Text Content
Clear Communication
The teacher's instructions were clear and easy to understand, ensuring students could follow.
Shortcomings
1 2
Limited Time
The lesson was too short to cover all the content effectively.
Words and expressions
The courseware includes a list of new words and expressions that are important for understanding the text.
Activities are provided to help students practice using the new words and expressions in context.
Improvement measures
01
Hale Waihona Puke Extend Lesson Duration
Incorporate more time for the lesson to ensure all content is
covered.
02
Encourage Participation

Unit-4-Lesson-Planning教学内容

What to achieve:
aims, objectives
How to achieve:
materials, activities, techniques, resources, etc.
Discussion
How do you judge whether your teacher is prepared or not?
4.2 Principles for Good Lesson
Planning
1. Aim: the realistic goals for the lesson; what students are able to do by the end of the lesson;
2. Variety: different types of activities; a wide selection of materials;
Before the lesson ????
After the lesson ????
Before the lesson
aims contents teaching aids activities techniques time potential problems
After the lesson
Unit-4-Lesson-Planning
4.1 Importance of Lesson Planning备课
Q: What is a lesson plan? (教案) What is planned for the lesson?
“A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.”(51)

七年级上英语 unit4

Unit 4 Where’s my schoolbag?Lesson Plan (Section A 1a-2c)I. Analyzing teaching materialThis unit is from the first book of GO FOR IT for grade 7. In Section A, the text tells the students how to ask the position of things. In Section B, students know how to describe the position of things. I t’s helpful to improve the students’ communicative ability.II.The analysis of studentsThis unit is for the students of Grade 7. It’s important in their daily life. And it is close to their daily life, so students will be certainly interested in it.III.Teaching objectivesa) Students are able to identify words such as tape player, radio, clock, model plane, notebook and so on.b) Students are able to understand listening material which contains new words and phrases in this unit.B. Ability objectivesa) Students are able to describe the position of things.b) Students are able to ask the position of things.C. Moral objectivesStudents are able to be active to make their room tidy.IV.Teaching important pointsa) New words and phrases such as tape player, radio, clock, model plane, notebook and so on.b) Ask others about the position of things.V. Teaching difficult pointsa) Sentence pattern: Where’s…? Where’re…?b) Ask others about the position of things.VI.Teaching aidsBlackboard, chalk, PPT, pictures.VII.Teaching methodsCommunicative approach, Task-based teaching method.VIII.Teaching proceduresStep1: RevisionTeacher shows some school things and practices the conversation with students like this:T: What’s this/that in English?S: It’s a/an…T: What are these/those in English?S: They’re…Step2: Presentation1.Teacher shows the pictures of things on the screen such as: chair, table, bed,bookcase, sofa and so on.2.Teacher leads students read new words for three time.3.Match the words with the things in the picture.4.Teacher shows some pictures so that students can understand the meaning ofin/on/under.Step3: Listen to 1b1.Teacher plays the recording for the first time. Students only listen.2.Teacher plays the recording for the second time. Students number the things in thepicture.3.Check the answers together.4.Listen again and repeat.Step4: Pair Work1.Practice the conversations in 1b in pairs.2. Act out the conversations in pairs in the front of the class.Step5: Listen to 2a and 2b1. Listen and number the things.2. Listen again and check answer together.3. Listen for the third time and finish 2b.4. Make up new conversations like 2b.5. Act out the conversations in pairs in the front of the class.IX.Homework1.Write words for three times from page 19to page 20.Unit 4 Where’s my schoolbag?Lesson Plan (SectionA 2d-3c)I.Teaching objectivesa) Students are able to identify words such as tape player, radio, clock, model plane, notebook and so on.b) Students are able to understand listening material which contains new words and phrases in this unit.B. Ability objectivesa) Students are able to describe the position of things.b) Students are able to ask the position of things.C. Moral objectivesStudents are able to be active to make their room tidy.II.Teaching important pointsa) New words and phrases such as tape player, radio, clock, model plane, notebook and so on.b) Ask others about the position of things.III. Teaching difficult pointsa) Sentence pattern: Where’s…? Where’re…? Is the …? Are the …?b) Ask others about the position of things.IV.Teaching aidsBlackboard, chalk, PPT, pictures.V.Teaching methodsCommunicative approach, Task-based teaching method.VI.Teaching proceduresStep1:Revision1.Speak out words according to pictures.2. Teacher shows some pictures and practices the conversation with students like this:T: Where’s the…?S: It’s…T: What are the…?S: They’re…Step2: Presentation1.T: Look at the picture in 2d. What can you see? But I don’t know the position ofthe things. What should I say?2.Listen to 2d and then underline the difficult sentences in the dialogue.3.Read whole conversation and practice the conversation with partners.4.Act out the conversation in the front of the class.Step3: Work on grammar focus1. Students read sentences.2. Teacher leads students pay attention to the abbreviations.Step4: Finish 3a and 3b1.Look at the pictures and complete the conversations.2.Check the answers together.3.Ask and answer about the things in the pictures with partners.Step5: Finish 3c1.Work in pairs. One student look at the picture on page 19. The other student lookat the picture on page 21. Ask and answer questions to find the differences.2.Act out the conversation in the front of the class.VII.Homework1.Write and translate conversation on page 20.Unit 4 Where’s my schoolbag?Lesson Plan (Section B 1a-1e)I.Teaching objectivesa) Students are able to identify words such as tape player, radio, clock, model plane, notebook and so on.b) Students are able to understand listening material which contains new words and phrases in this unit.B. Ability objectivesa) Students are able to describe the position of things.b) Students are able to ask the position of things.C. Moral objectivesStudents are able to be active to make their room tidy.II.Teaching important pointsa) New words and phrases such as tape player, radio, clock, model plane, notebook and so on.b) Ask others about the position of things.III. Teaching difficult pointsa) Sentence pattern: Where’s…? Where’re…?b) Ask others about the position of things.IV.Teaching aidsBlackboard, chalk, PPT, pictures.V.Teaching methodsCommunicative approach, Task-based teaching method.VI.Teaching proceduresStep1: RevisionT: Where’s the…….?S: It’s ….T: Where are the ……?S: They are…T: Is the …?S: Yes, it is./No, it isn’t.T: Are the …?S: Yes, they are./No, they aren’t.Step2: Finish on 1a1.Learn new words: radio, tape player, clock, model plane and hat.2.Match the words with the things in the picture.3.Check the answers together.4.Read aloud the words together.5.Speak out words according to pictures.Step3: Listen to 1c1.Teacher plays the tape for the first time and students only listen.2.Teacher plays the tape for the second time and students finish 1b.3.Teacher plays the tape for the third time. Check the answers together.Step4: Finish 1d1.Teacher plays the recording again. Students write where Tom’s things are.2.Check out the answers and teacher plays the recording for students to listen andrepeat.Step5: Pair work1.Ask and answer questions about the things in Tom’s room.2.Act out their conversation with partners.VII.Homework1.Listen to 1c for three times.Unit 4 Where’s my schoolbag?Lesson Plan (Section B 2a-2c)I.Teaching objectivesa) Students are able to identify words such as tape player, radio, clock, model plane, notebook and so on.b) Students are able to understand listening material which contains new words and phrases in this unit.B. Ability objectivesa) Students are able to describe the position of things.b) Students are able to ask the position of things.C. Moral objectivesStudents are able to be active to make their room tidy.II.Teaching important pointsa) New words and phrases such as tape player, radio, clock, model plane, notebook and so on.b) Ask others about the position of things.III. Teaching difficult pointsa) Sentence pattern: Where’s…? Where’re…?b) Ask others about the position of things.IV.Teaching aidsBlackboard, chalk, PPT, pictures.V.Teaching methodsCommunicative approach, Task-based teaching method.VI.Teaching proceduresStep1:Brainstorming1. List the things learned before.Stationery: pen, pencil, pencil case, ruler, dictionary, book, notebook, schoolbag. Others: map, cup, baseball, computer game, ring, key, photo.2. Finish 2a and check answer together.Step2: Work on 2b&2c1.Look at two pictures and find out which room is the tidier one.2.Read the passage quickly and answer questions: Is Kate tidy? Is Gina tidy?3.Read the passage careful and complete the chart in 2c.4.Check the answers together.5.Read passage again and answer following questions:(1)Where are Kate’s books and tapes?(2) Where are Kate’s keys?(3) Where is Kate’s clock?(4) Where are Gina’s books?(5) Where is Gina’s model plane?5. Check answers together.6. Read passage together.VII.Homework1.Write and translate passage.Unit 4 Where’s my schoolbag?Lesson Plan (Section B 3a-Self Check)I.Teaching objectivesa) Students are able to identify words such as tape player, radio, clock, model plane, notebook and so on.b) Students are able to understand listening material which contains new words and phrases in this unit.B. Ability objectivesa) Students are able to describe the position of things.b) Students are able to ask the position of things.C. Moral objectivesStudents are able to be active to make their room tidy.II.Teaching important pointsa) New words and phrases such as tape player, radio, clock, model plane, notebook and so on.b) Ask others about the position of things.III. Teaching difficult pointsa) Sentence pattern: Where’s…? Where’re…?b) Ask others about the position of things.IV.Teaching aidsBlackboard, chalk, PPT, pictures.V.Teaching methodsCommunicative approach, Task-based teaching method.VI.Teaching proceduresStep1:Lead-in1. Group workStudents list as many things as they can.2. Classify these things into three groups: furniture, stationery and other.Step2: Presentation1.Make a survey according to the chart in 3a.2.Talk about the room according to the chart in groups.Step3: Finish 3b1. Write about where the things are in the room according to the pictures.2. Use and to combine sentences.3. Check answer together.4. Read sentences together.Step4: Self Check1.Finish Self Check2. Write about the things in the pictures with in, on and under.2.Check the answers together.e and to combine sentences.4.Check the answers together.5.Read conversation in pairs.VII.Homework1.Write about the things in your room with in, on and under.。

高中英语unit 4 教案人教新课标必修四

Unit 4 Body LanguagePart One: Teaching Design (第一部分：教学设计)1． A sample lesson plan for reading (COMMUNICATION: NO PROBLEM?)AimsTo help students develop their reading ability.To help students learn about body language.ProceduresI. Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the man in the picture below. What does he say to you by his body language?Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifyinga big question mark.2. Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than werealize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of eachparagraphNext you are to skim the text to identify the topic sentence of each paragraph.4. Reading and transferring informationRead the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.6. Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it?IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.Closing down by checkingCheck some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.“I’m surprised!”“I’m shocked!”“I’m sad!”2．A sample lesson plan for Learning about Language(The ~ing form as the Attribute & Adverbial)AimsTo help students learn about The ~ing form as the Attribute & Adverbial.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressions Turn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Checkyour answers against your classmates’.II. Learning about grammar1. Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial.(They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2. Doing exercises No. 1 and 2 on page 29Turn to page 29. Do exercises No. 1 and 2。

A-Night-the-Earth-Didn’t-Sleep-英语说课

Lesson Plan for Unit 4——A Night the Earth Didn’t Sleep Lesson Plan for Unit 4——A Night the Earth Didn’t SleepTeaching objectives and demands：A. Get the students to know something about the San Francisco earthquake in 1906. Activate their relevant vocabulary and knowledge about earthquake.B. Get the students to understand the text and language points.C. Get the students to appreciate the literary devices the author used in the text.Teaching contents:A. key words and phrases to describe an earthquake:Destroy, in ruins, great damage, deep cracks, fall downB. difficult sentences:Never before in history has a city been so completely destroyed.Never in all San Francisco’s history were her people so kind as on that terrible night.Nothing is left of it but memories and some houses far from the center of the city.A list of …..only a few addresses.A list of……will fill a library.A list of …..will never be made.C. Class activity: discussion about the author’s description of the earthquake.Important points and difficult points:A. Important points:Activate the students’relevant vocabulary and knowledge aboutearthquake.Improve the students’ability of analyzing the text and get them to develop the skills of obtaining the main idea of the text in the limited time.B. Difficult points:Get the students tounderstand some difficult sentences.Guide the students toappreciate the literary devices.Teaching approachA. Task-based learningB. Activity-based teaching (class work, individual work, group work)Teaching aidsPowerPointTime allocationsStep1. Lead-in (2minutes)Step2. Pre-reading (5minutes)Step3. Fast-reading (8minutes)Step4. Intensive readingStep4.1 difficult sentences (10minutes)Step4.2 literary devices (8 minutes)Step5. Discussion (5minutes)Step6. Homework (2minutes)Teaching procedures:Step1 l eading-inA. Relate this story to the previousreading a night the earth didn’t sleep andlead in naturally.B. Introduce something about theauthor.Rationale: get the students to have a shortreview of what they have learnt before andactivate their existing knowledge so thatthey will have a whole concept of this unit.Step2 pre-readingA. Give the students some backgroundknowledge about the earthquake in SanFrancisco by showing them some pictures.B. Ask the students to describe thepictures in their own words.Rationale: Activate the students’relevant vocabulary and knowledge aboutearthquake and make it less difficult for students to further understand the text.Step3 f ast-readingA. Ask the students to read the passagequickly and think about the followingquestions:• What’s the main idea of each paragraph?• How did the author feel about the earthquake?• How did the author feel about the people during the earthquake?B. check the answers (their answers may vary)C. Guide the students to findproofs in the text.Rationale: get the students to find out themain idea of the text and the author’s attitude expressed in the text.Step4 I ntensive-readingStep4.1 Difficult Sentences1. Never before in history has a city been so completely destroyed.2. Never in all San Francisco’s historywere her people so kind as on thatterrible night.A. Introduce the concept of invertedsentence, ask the students to read thefirst paragraph and find outsentence1.B. Put sentence1 in the normal word orderand explain its meaning.C. Ask one student to put sentence in thenormal word order and explain itsmeaning.Rationale: get the students to know themeaning of the sentences so thatthey will not be an obstacle intheir understanding of the text.Encourage the students to exploreby themselves.3. Nothing is left of it but memories andsome houses far from the center of thecity.Divide the sentence into two parts and explain them in the detailed way.Rationale: this one is a little bitdifficult to understand.4. A list of …..only a few addresses.5. A list of……will fill a library.6. A list of …..will never be made.Explain the three sentences roughly.Step4.2 Literary DevicesIntroduce the students some literary devices used in the article:Negative words/ Repetition/ Contrast/ Parallel1. Negative wordsa. list three sentences on thescreen and invite one student to the readthem and ask him whether the threesentences have something in commonb. Ask students why the author putnegative words at the beginning of thesentence.2. Repetitiona. ask the students to find out oneword that has been repeated again andagainb. list them on the screen andexplain the complex sentence All of theways man had made to keep the city safewere gone in the thirty seconds the earthmoved.c. Ask the students why the authoruse the word gone so many times3. Contrasta.ask the students to find some sentencesin which the author uses contrast todescribe the people in the earthquake.b.list them on the screen and analysis the contrastc.explain two of the sentences that aredifficult to understand:Amazing as it may seem, Wednesday night was a quiet night...Never in all San Francisco’s history were her people so kind as on thatterrible night.( Language points)4. Parallela. ask the students to find out the parallelsentences in the third paragraph and tryto understand them.b. List the three sentencesand ask some students to explain them intheir own words.Rationale: help the students to appreciatesome literary devices employed bythe author and refer to it in theirown writing.Step 5 Discussion• How do you think of the writer’s description?• Do you believe it? Give your reasons.Step6 HomeworkAsk the students to listen to tape and practice reading the third paragraph withfeeling.Teaching Plan for Unit 3——ComputersPeriod 4 Reading—Who Am I? 教学设计By Zhou Jin（周晶）鄂南高中一、教学设计思路本节课我采用自主型教学和任务型教学的方法，让学生对课文进行阅读理解。

英语教学法之Lesson Planning

Principles for good lesson planning 2 Sample lesson plans & practice
A planning continuum (连续体）
Macro planning Micro planning
Programme/ Whole course planning
Sample
Original：Enable students to talk about festivals and customs in English and express or support an opinion with suitable expressions Revised: After the functional practice (C), the students (A), will be able to say (B) fluently (D), the names of some important festivals in English, and what people often do on these holidays.
3 Principles for good lesson planning
Aim
Variety Flexibility 教学有法，教无定法，重在得法。
Learnability Linkage
人们无法预料教学中所产生的成果的全部范围，再精心的预设也不可能预料到学生的所有反应，再优秀的教师也不可能做到“一切尽在掌握中”。前苏联著名教育家苏霍姆林斯基说过： “教育的技巧并不在于能预见到课堂的所有细节，而是在于根据当时的具体情况，巧妙的在学生不知不觉中做出相应的变动。”
人们无法预料教学中所产生的成果的全部范围再精心的预设也不可能预料到学生的所有反应再优秀的教师也不可能做到一切尽在掌握中

(完整版)《英语教学法》Unit_4_Lesson_Planning

• Although the main teaching contents may be the same, the students are different, the time is different, and the mood is different.
• Language teachers benefit from lesson planning in :
lesson planning?p.52-53 • What types of lessons do you know?
• Lesson planning means making decisions in advance about what techniques, activities and materials will be used in the class.
• ● Size of classroom: restricts some types of
activities
• ● Teaching aids: sufficient or not • ● Time of day: influences the types of
activities used (p.m. or a.m.)
• Procedures are the detailed steps in each teaching stage.
What teaching model is the easiest procedure to teach a new
structure-based lesson?
• PPP model, which includes presentation, practice and production.

必修二unit 4教案

Lesson Plan of Unit 4Astronomy: the science of the stars（第1课时）一、教材内容分析覆盖内容：Warming up & Listening(work book)& Talking(work book)教材分析：Warming up 共有两个问题，第一个问题让学生看图指出八大行星。

这个问题主要是为了让学生熟悉它们的英语表达；第二个问题让学生各抒已见谈谈自己对天文学哪些方面感兴趣以及天文学家所关注的方面。

Work book中的Listening是Mr Renault对登上月球的中国第一人Yang Liwei的采访。

Talking谈论太空之旅的准备。

二、教学目标By the end of this class, the students will be able to1. get much knowledge of astronomy and science2. gain some experience of traveling in space三、教学过程Step 1. Leading- in (2 minutes)Making a definition of “astronomy” (Class work)Ask Ss to look at the pictures on Page 25 and the title of the reading and the title of the unit. Tell them to use that information to make a good definition of “astronomy”.A good definition would be “the scientific study of the stars and planets”.(设计说明：学生自己通过观察、分析然后定义“Astronomy”引出本单元讨论的主题，培养学生独立思考的能力。

八年级下册英语unit 4大单元教学设计

八年级下册英语unit 4大单元教学设计全文共10篇示例，供读者参考篇1Hello everyone! Today I'm going to share with you our lesson plan for Unit 4 in the eighth grade English textbook. Are you ready? Let's go!1. Title: Unit 4 - The Natural World2. Objectives:- Students will be able to identify and describe different natural phenomena and habitats.- Students will learn new vocabulary related to the natural world.- Students will practice reading, writing, listening, and speaking skills in English.3. Warm-up (5 minutes):We will start the lesson by watching a short video about different natural wonders around the world. This will helpstudents get excited about the topic and activate their prior knowledge.4. Vocabulary Building (15 minutes):We will introduce new vocabulary words related to the natural world, such as "ecosystem", "biodiversity", "conservation", etc. Students will work in pairs to match the words with their definitions and discuss examples of each concept.5. Reading Comprehension (20 minutes):Students will read a passage about the Amazon Rainforest and answer comprehension questions afterwards. This will help them practice their reading skills and learn more about one of the most diverse ecosystems in the world.6. Listening Exercise (15 minutes):We will listen to a recording of different animal sounds and ask students to identify each animal. This will help them improve their listening skills and learn more about the various habitats where these animals live.7. Speaking Activity (20 minutes):Students will work in groups to create a presentation about a specific natural phenomenon or habitat. They will have todescribe the location, climate, flora and fauna, and any conservation efforts in place. This will help them practice their speaking skills and work on their communication abilities.8. Writing Task (15 minutes):Students will write a short paragraph about their favorite natural wonder and why they find it fascinating. They will also have to use at least three new vocabulary words from the lesson. This will help them practice their writing skills and consolidate their knowledge of the new vocabulary.9. Review and Homework (5 minutes):We will review the key points of the lesson and assign homework, which will include reading a passage about a different natural habitat and answering comprehension questions.That's it for our lesson plan on Unit 4 - The Natural World! I hope you all enjoyed it and learned something new today. See you next time! Bye bye!篇2Hello everyone! Today I'm going to share with you the lesson plan for Unit 4 in the eighth grade English class. This unitis all about famous people and their achievements, so let's get started!First, we will start off by introducing the topic of the unit with a short video or a fun activity to get students interested. We can talk about different famous people from history or present day and what they are known for.Next, we will move on to the vocabulary and grammar lessons. We can introduce new words related to the topic such as "inventor", "scientist", "composer" and so on. We can also review grammar points like past simple tense, comparatives and superlatives to talk about the achievements of these famous people.After that, we can have a reading comprehension activity where students read a short passage about a famous person and answer questions to test their understanding. This will help them practice their reading skills and learn more about different individuals who have made an impact on the world.For the speaking and listening activities, we can have group discussions or role plays where students pretend to be a famous person and talk about their accomplishments. This will help them practice speaking and listening skills in a fun and interactive way.Finally, we can end the lesson with a creative project where students can choose a famous person to research and present to the class. They can create a poster, a PowerPoint presentation or even a short skit to showcase what they have learned.I hope you all enjoy this lesson plan for Unit 4 and have fun learning about famous people and their achievements. Let's make this unit a memorable one!篇3Hello everyone! Today I'm going to share with you the teaching plan for Unit 4 in the eighth grade English textbook. This unit is all about technology, and we have lots of fun activities planned to help you learn.First, we will start off with a warm-up activity to get us thinking about technology. We will watch a short video about the history of computers and discuss it as a class. This will help us understand how far technology has come and how it has changed our lives.Next, we will move on to the vocabulary section. We will learn new words related to technology, such as "smartphone," "tablet," and "internet." We will practice using these words in sentences and have a vocabulary quiz at the end of the week.After that, we will move on to grammar. In this unit, we will focus on the present perfect tense. We will learn how to form the present perfect, when to use it, and practice using it in our speaking and writing.In the reading section, we will read an article about the future of technology. We will discuss the predictions made in the article and talk about how these advancements could change our lives in the future.For the speaking activity, we will work in pairs to discuss the pros and cons of technology. We will practice expressing our opinions and listening to others' viewpoints.In the writing section, we will write a short paragraph about our own experiences with technology. We will talk about our favorite gadgets, how technology has helped us in our daily lives, and any concerns we have about the impact of technology on society.At the end of the unit, we will have a technology fair where you can showcase a project related to technology. This could be a presentation, a poster, or even a short skit. This will be a fun way to demonstrate what you have learned and show off your creativity.I hope you are excited for Unit 4 and ready to learn all about technology. Let's have a great time exploring the world of tech together!篇4Hello everyone! Today I'm going to share with you my teaching plan for the 8th Grade Unit 4 in English class. This unit is all about travel and destinations, so it's going to be super fun and exciting!First, we will start with a warm-up activity to get everyone excited about the topic. We can play a game called "Destination Race" where students have to answer questions about different countries and their famous landmarks. It will be a great way to test their knowledge and get them thinking about different places around the world.Next, we will move on to the main lesson where we will learn vocabulary words related to travel and destinations. We can use flashcards, pictures, and even role-playing activities to help students understand and remember the new words. For example, we can pretend to be tourists at a famous landmark and practice asking for directions in English.After that, we will work on grammar and sentence structures related to travel. We can do exercises on using prepositions of place, past tense verbs for talking about past trips, and using question words for asking about travel plans. It will be important for students to practice using the correct grammar when talking about their own travel experiences.To wrap up the lesson, we can have a group discussion where students can share their dream travel destinations and why they want to visit them. It will be a great way for students to practice speaking in English and expressing their opinions in a fun and engaging way.Overall, I'm really excited to teach this unit and I know it's going to be a great learning experience for everyone. I can't wait to see all the amazing places we will explore together! Let's get ready for an adventure in English class!篇5Hello everyone! Today I want to share with you my exciting lesson plan for Unit 4 of the eighth grade English textbook. This unit focuses on the theme of "Healthy Living", and we will be learning all about how to stay healthy and fit.To start off the lesson, I will introduce the topic of healthy living by discussing why it is important to eat well and exercise regularly. We will have a class discussion about the benefits of a healthy lifestyle and share our own experiences with staying healthy.Next, we will dive into the vocabulary and grammar of the unit. I will introduce new words related to health and fitness, such as "nutrition", "exercise", and "balanced diet". We will also practice using these words in sentences and conversations to help reinforce our understanding.After that, we will move on to the reading and writing activities in the textbook. We will read a passage about different ways to stay healthy, and discuss the main ideas and key points. Then, we will work on writing our own tips for healthy living, using the vocabulary and grammar we have learned.To wrap up the lesson, we will play some fun games and activities to review the material we have covered. We might do a health and fitness quiz, a role-playing activity about making healthy choices, or even a mini workout session to get our bodies moving!I hope you are all excited for this unit on healthy living. Let's work hard and have fun learning together! Remember, a healthybody leads to a healthy mind. Let's do our best to stay fit and happy!篇6Hello everyone, I am going to share with you the teaching plan for Unit 4 of the eighth grade English textbook.First, we will start with the warm-up activity. We can play a game called "Word Chain" where students have to think of a word related to the previous one given by the teacher. This will help activate students' prior knowledge and get them engaged in the lesson.Next, we will move on to the vocabulary section. We can introduce new words by showing pictures and asking students to guess the meaning. Then, we can play a matching game where they have to match the word with its definition. This will help students remember the new vocabulary better.After that, we will focus on the grammar points of the unit. We can teach them the present perfect tense using real-life examples. For example, we can ask students if they have ever been to a foreign country and they can make sentences using the present perfect tense.Following the grammar portion, we can move on to the reading comprehension section. We can choose a passage related to the topic of the unit and ask students to read it silently. Then, we can ask comprehension questions to check their understanding. This will also help improve their reading skills.For the writing practice, we can ask students to write a short paragraph about their own experiences using the present perfect tense. This will give them an opportunity to apply what they have learned in a creative way.Finally, we can end the lesson with a group discussion where students can share their paragraphs with their classmates. This will promote speaking and listening skills as well as encourage peer interaction.In conclusion, this teaching plan aims to help students learn the content of Unit 4 in a fun and interactive way. By incorporating various activities such as games, matching exercises, reading comprehension, and writing practice, we can ensure that students are actively engaged and motivated to learn. Let's have a great lesson together!篇7Hello everyone! Today I'm going to share with you the teaching plan for Unit 4 in the eighth grade English textbook. This unit is all about "Science and Technology", and we are going to have so much fun learning new words and ideas together.First, we will start by introducing the vocabulary related to science and technology. We will learn words like "experiment", "invention", and "innovation". We will also talk about famous scientists and their discoveries, such as Isaac Newton and Albert Einstein.Next, we will move on to grammar and sentence structure. We will practice using the present perfect tense to talk about past experiences and achievements. For example, "I have never seen a shooting star before" or "She has invented a new gadget".After that, we will focus on reading and comprehension. We will read articles about the latest technological advancements and discuss their impact on society. We will also do some reading exercises to improve our reading skills.In the speaking and listening activities, we will practice having conversations about science and technology. We will work in pairs or groups to discuss topics like space exploration, artificial intelligence, and climate change. It will be a great opportunity to improve our communication skills.Finally, we will end the unit with a project presentation. Each student will choose a topic related to science and technology and prepare a presentation to share with the class. This will be a chance for us to showcase our knowledge and creativity.I hope you are all excited about learning and exploring the world of science and technology in Unit 4. Let's have a great time together and make some amazing discoveries! Thank you for listening and let's get started!篇8Unit 4 in our eighth-grade English textbook is all about exploring different cultures and traditions around the world. In this unit, we will learn about different countries, their customs, food, music, and holidays. It's going to be super interesting and fun!To start off the unit, our teacher will introduce us to the concept of culture and why it's important to learn about different cultures. We will talk about the differences and similarities between cultures and how we can appreciate and respect diversity.Next, we will dive into specific countries and their traditions. We will learn about famous landmarks in different countries, trytraditional foods, and even listen to some music from around the world. It's going to be like a mini world tour right in our classroom!One of the highlights of this unit is going to be learning about festivals and holidays from different cultures. We will explore celebrations like Diwali in India, Chinese New Year in China, and Day of the Dead in Mexico. We might even get to participate in some fun activities related to these festivals.Throughout the unit, we will have interactive activities, group projects, and even presentations to showcase what we have learned. We will also have quizzes and games to test our knowledge and make learning even more exciting.By the end of this unit, we will have a better understanding and appreciation of different cultures around the world. We will have learned how to embrace diversity, respect traditions, and celebrate differences. It's going to be an amazing journey of discovery and learning for all of us!So get ready, class, for an adventure like no other as we set out to explore the wonderful world of cultures and traditions in Unit 4 of our eighth-grade English class. Let's make this journey together and have a blast learning about the rich tapestry of our world!篇9Unit 4 in our eighth-grade English textbook is super exciting! In this unit, we will be focusing on different aspects of society and social issues. We will learn about different cultures, human rights, and environmental problems. It's going to be so much fun!To kick off the unit, we will start by discussing cultural differences and similarities. We will talk about different customs, traditions, and beliefs from around the world. We will also learn how to respect and appreciate diversity in society.Next, we will dive into the topic of human rights. We will learn about the Universal Declaration of Human Rights and discuss the importance of treating every individual with dignity and respect. We will also explore different human rights issues that people face in society today.After that, we will shift our focus to environmental problems. We will learn about the impact of pollution, deforestation, and climate change on our planet. We will also discuss ways in which we can help protect the environment and make a positive impact on the world.Throughout the unit, we will engage in various activities such as group discussions, debates, and presentations. We will also work on improving our reading, writing, listening, and speaking skills through a variety of exercises and assignments.I am so excited to learn about these important topics and I can't wait to share my opinions and ideas with my classmates. I know that by the end of this unit, I will have a better understanding of society and be more aware of the world around me. Let's make Unit 4 the best one yet!篇10Hello everyone! Today I'm going to share with you the teaching plan for Unit 4 in the eighth grade English textbook.First, let's start with the goals of this unit. By the end of this unit, students should be able to:1. Understand and use vocabulary related to sports and leisure activities.2. Describe their favorite sports and hobbies.3. Talk about past experiences and future plans.4. Write a short paragraph about their leisure activities and preferences.Now, let's move on to the activities for this unit:1. Warm-up: To start the lesson, we can do a quick review of the vocabulary from the previous units related to sports and hobbies. We can also show some pictures of different sports and leisure activities and ask students to guess the names.2. Vocabulary building: Introduce new vocabulary related to sports and hobbies through a matching game or a flashcard activity. Encourage students to use the new words in sentences to practice their speaking skills.3. Listening practice: Play an audio recording of people talking about their favorite sports and hobbies. Ask students to listen carefully and answer questions about the speakers' preferences.4. Speaking practice: Divide students into pairs or small groups and have them talk about their own favorite sports and hobbies. Encourage them to ask questions to each other to practice their conversation skills.5. Writing activity: Ask students to write a short paragraph about their leisure activities and preferences. Provide them with sentence starters and vocabulary to help them compose their paragraphs.In conclusion, this unit aims to improve students' vocabulary, speaking, listening, and writing skills in English. I hope this teaching plan will help you in preparing for your lessons. Let's have fun learning together!。

Unit 4 A Night the Earth Didn’t Sleep 优秀教案

优秀教案Lesson Plan for Unit 4——A Night the EarthDidn’t SleepTeaching objectives and demands：A.Get the students to know something about the San Francisco earthquake in 1906.Activate their relevant vocabulary and knowledge about earthquake.B.Get the students to understand the text and language points.C.Get the students to appreciate the literary devices the author used in the text.Teaching contents:A. key words and phrases to describe an earthquake:Destroy, in ruins, great damage, deep cracks, fall downB. difficult sentences:Never before in history has a city been so completely destroyed.Never in all San Francisco’s history were her people so kind as on that terrible night.Nothing is left of it but memories and some houses far from the center of the city.A list of …..only a few addresses.A list of……will fill a library.A list of …..will never be made.C. Class activity: discussion about the author’s description of the earthquake.Important points and difficult points:A.Important points:✧Activate the students’ relevant vocabulary and knowledge about earthquake.✧Improve the students’ ability of analyzing the text and get them to developthe skills of obtaining the main idea of the text in the limited time.B.Difficult points:✧Get the students to understand some difficult sentences.✧Guide the students to appreciate the literary devices.Teaching approachA.Task-based learningB.Activity-based teaching (class work, individual work, group work)Teaching aidsPowerPointTime allocationsStep1. Lead-in (2minutes)Step2. Pre-reading (5minutes)Step3. Fast-reading (8minutes)Step4. Intensive readingStep4.1 difficult sentences (10minutes)Step4.2 literary devices (8 minutes)Step5. Discussion (5minutes)Step6. Homework (2minutes)Teaching procedures:Step1 leading-inA.Relate this story to the previous reading a night the earth didn’t sleepand lead in naturally.B.Introduce something about the author.Rationale: get the students to have a short review of what they have learntbefore and activate their existing knowledge so that they will have a wholeconcept of this unit.Step2 pre-readingA.Give the students some background knowledge about the earthquake in SanFrancisco by showing them some pictures.B.Ask the students to describe the pictures in their own words.Rationale: Activate the students’ relevant vocabulary and knowledgeabout earthquake and make it less difficult for students to furtherunderstand the text.Step3 fast-readingA. Ask the students to read the passage quickly and think about the followingquestions:•What’s the main idea of each paragraph?•How did the author feel about the earthquake?•How did the author feel about the people during the earthquake?B. check the answers (their answers may vary)C.Guide the students to find proofs in the text.Rationale: get the students to find out the main idea of the text and the author’s attitude expressed in the text.Step4 Intensive-readingStep4.1 Difficult Sentences1. Never before in history has a city been so completely destroyed.2. Never in all San Francisco’s history were her people so kind as on thatterrible night.A. Introduce the concept of inverted sentence, ask the students to read thefirst paragraph and find out sentence1.B. Put sentence1 in the normal word order and explain its meaning.C. Ask one student to put sentence in the normal word order and explain itsmeaning.Rationale: get the students to know the meaning of the sentences so that they will not be an obstacle in their understanding of the text. Encouragethe students to explore by themselves.3. Nothing is left of it but memories and some houses far from the centerof the city.Divide the sentence into two parts and explain them in the detailed way. Rationale: this one is a little bit difficult to understand.4. A list of …..only a few addresses.5. A list of……will fill a library.6. A list of …..will never be made.Explain the three sentences roughly.Step4.2 Literary DevicesIntroduce the students some literary devices used in the article:Negative words/ Repetition/ Contrast/ Parallel1.Negative wordsa.list three sentences on the screen and invite one student to the readthem and ask him whether the three sentences have something in commonb.Ask students why the author put negative words at the beginning of thesentence.2.Repetitiona.ask the students to find out one word that has been repeated again andagainb.list them on the screen and explain the complex sentence All of theways man had made to keep the city safe were gone in the thirty secondsthe earth moved.c.Ask the students why the author use the word gone so many times3.Contrasta.ask the students to find some sentences in which the author uses contrastto describe the people in the earthquake.b.list them on the screen and analysis the contrastc.explain two of the sentences that are difficult to understand:Amazing as it may seem, Wednesday night was a quiet night...Never in all San Francisco’s history were h er people so kind as onthat terrible night.( Language points)4.Parallela. ask the students to find out the parallel sentences in the thirdparagraph and try to understand them.b.List the three sentences and ask some students to explain them in theirown words.Rationale: help the students to appreciate some literary devices employed by the author and refer to it in their own writing.Step 5 Discussion•How do you think of the writer’s description?•Do you believe it? Give your reasons.Step6 HomeworkAsk the students to listen to tape and practice reading the third paragraph with feeling.Teaching Plan for Unit 3——ComputersPeriod 4 Reading—Who Am I? 教学设计一、教学设计思路本节课我采用自主型教学和任务型教学的方法，让学生对课文进行阅读理解。

Lesson Plan

Notice students’response
Follow the schedule or syllabus
Enjoy the class
Example:
Teaching Contents: Words: stool, around, tree, door, pick up, put down, bring back
Closure
At last, I’ll teach you a useful sentence. It’s…Remember, when you go back home. You have to say it everyday, if you have the autograph of your Dad or Mom, you can have one more point/star.
How will the chairs be arranged?
What instructions willIgive?
What happened if they don’t understand my instructions?
8.Tips
Be flexible and clear
Well prepared
5.Teaching Procedures
What activity will help the learners achieve the lesson objectives?
How will the activities link together to make a whole lesson?
How long is each activity last?
Teaching Aims: listen, speak, read.

Teaching plan of Unit 4

Teaching plan of Unit 4, Go for it ! Grade 7Unit 4 Where’s my backpack？Period 1(1a-1c)By Su He from Zhangxiang Middle SchoolⅠ. Teaching Aims and Demands1. Knowledge Aims:A. Grasp key vocabulary: table, bed, dresser, book, book-case, sofa, chair, drawer, plant.B. Learn to use prepositions on, in, under, and talk about where things are.C. Students can use plural nouns and subject pronoun they.2. Ability Aims: A. Students can describe the places of things correctly；B. Students can ask about the places of his or her things.3. Emotion Aims: A. Enable students to know that it’s a good habit to keep a roomclean and tidy；B. Cultivate students’spirit of cooperation by makingconversations, discussing and making surveys and so on.Ⅱ. Teaching Key PointsA: The names of furniture items.B. Learn to use where questions, Yes/No questions and short answers to talk aboutwhere things are.Ⅲ.Teaching Difficult PointsA: Use prepositions to describe the places of thingsB: Use Where questions to find the places of thingsⅣ.Teaching MethodsTask-based method, Scene teaching method.Ⅴ. Teaching AidsA powerpointⅥ.Teaching ProceduresStep One: Warming up 2minutes1.Play an English song before class.2.Revise some school things by asking questions.e.g. What’s this? Is this a …? How do you spell it? etc.Lead-in the new lesson by helping the teacher find the lost backpack.设计意图：通过设置让学生帮助老师找东西这样一个真实的场景来导入新课，能够立刻调动学生的参与性，激发学生思维，启动学习的发生Step Two: Present the New words. 8minutes1.Show the students a picture of a room, tell them this is a bedroom, let the students list the things in it first. Then show them the whole picture, teach the new words.Repeat with a sitting room and a study, teach the new words and practice in the same way.设计意图:由于课前引导学生通过自主学习初步接触本课要学的新单词，所以在新单词的教学过程中，一些有能力的学生可以将自己已有的认识水平与实际运用结合起来，使他们能体会到通过自主学习带来成功的满足感。

人教版pep四年级下册英语单元教学设计

人教版pep四年级下册英语单元教学设计全文共10篇示例，供读者参考篇1Unit Title: My FamilyUnit Objectives:1. Students will be able to introduce family members using simple sentences.2. Students will be able to ask and answer questions about family members.3. Students will be able to describe family members using adjectives.Lesson 1: Introducing Family Members- Warm-up: Show pictures of different family members and elicit vocabulary from students.- Teach vocabulary: mother, father, sister, brother, grandfather, grandmother.- Practice: Pair students up and have them introduce their family members to each other.- Activity: Students create a family tree on a piece of paper and color code each family member.Lesson 2: Asking and Answering Questions- Review vocabulary from previous lesson.- Teach question words: Who, Where.- Practice: Have students ask and answer questions about family members in pairs.- Activity: Students create a mini-dialogue where they ask and answer questions about their family members.Lesson 3: Describing Family Members- Teach adjectives to describe family members: tall, short, young, old, kind, funny.- Practice: Students describe their family members using the adjectives learned.- Activity: Students create a poster with pictures of their family members and write adjectives to describe them.Assessment:- Students will be assessed through oral participation, written assignments, and a final project where they present their family tree and describe their family members using adjectives.Overall, this unit is designed to help students talk about their family members confidently and accurately. It aims to improve their speaking and listening skills while also expanding their vocabulary and grammar knowledge.篇2Unit 1 My SchoolHello everyone! Today we are going to talk about our school. In this unit, we will learn about different places in our school, like the classroom, playground, library, and more. We will also learn how to talk about our school supplies and the things we do in school.First, we will learn about the classroom. We will learn how to say "This is my classroom" and "This is my desk". We will also learn about the things we can find in the classroom, like books, pencils, and rulers.Next, we will talk about the playground. We will learn how to say "I like playing on the playground" and "I like swings andslides". We will also learn about the things we can do on the playground, like running, jumping, and playing with our friends.After that, we will learn about the library. We will learn how to say "This is the library" and "I like reading books". We will also learn about the different kinds of books we can find in the library, like storybooks, picture books, and encyclopedias.In this unit, we will also learn about our school supplies. We will learn how to say "I have a pencil case" and "I need a notebook". We will also learn about the different colors, shapes, and sizes of our school supplies.Finally, we will learn about the things we do in school. We will learn how to say "I listen to the teacher" and "I write in my notebook". We will also learn about the different subjects we study in school, like English, math, and science.I hope you are excited to learn more about our school in this unit. Let's have fun together and become smart students! Bye bye!篇3Unit Title: My Daily RoutineHi everyone! My name is Lucy and I'm going to teach you all about my daily routine in this unit. Are you ready to learn? Let's get started!1. Warm-up:To start our lesson, we will begin with a fun song called "The Daily Routine Song". This song will help us learn the words for different daily activities such as brushing teeth, eating breakfast, and going to school. Let's sing along and dance to the music!2. Introduction:Next, I will introduce the key vocabulary words for this unit. We will learn words like "wake up, wash face, get dressed, have breakfast, go to school, do homework, and go to bed". I will show you pictures of each activity and we will practice saying the words together.3. Practice:After learning the vocabulary, we will move on to practicing the daily routine actions. I will ask each of you to describe your own daily routine using the words we have learned. For example, "I wake up at 7 o'clock, brush my teeth, have breakfast, go to school, do homework, and go to bed at 9 o'clock".4. Games and Activities:To make our lesson more fun, we will play games like "Simon Says" where I will give instructions for different actions and you have to do them. We will also do group activities like drawing a picture of your daily routine and presenting it to the class.5. Review and Assessment:At the end of the unit, we will review all the vocabulary words and actions we have learned. I will give you a small quiz to test your knowledge and understanding of the daily routine. Don't worry, it will be fun and easy!I hope you all enjoy learning about my daily routine in this unit. Remember to practice your English every day and you will become fluent in no time! Have a great day!篇4Title: My English Lesson Plan for Grade 4 UnitHey there, my little buddies! Today I'm gonna share with you my super duper awesome English lesson plan for the Grade 4 Unit in the People's Education Press (PEP) textbook. Are you ready? Let's dive right in!First up, we're gonna start with the new vocabulary words for the unit. We'll learn about different topics like colors, animals,food, and daily routines. We'll play games, sing songs, and do fun activities to help us remember the words better.Next, we'll move on to grammar. We'll learn how to make sentences using the new vocabulary words. We'll practice speaking and listening skills by asking and answering questions, describing pictures, and role-playing different scenarios.After that, we'll focus on reading and writing. We'll read short stories, poems, and dialogues to improve our reading comprehension. We'll also practice writing sentences, paragraphs, and even short essays to enhance our writing skills.To make the learning process more engaging and interactive, we'll incorporate multimedia resources like videos, audio clips, and online games. We'll also work in pairs or small groups to encourage collaboration and peer learning.Finally, we'll review all the topics we've covered in the unit through quizzes, games, and presentations. We'll celebrate our achievements together and look forward to the next unit with excitement and enthusiasm.And there you have it, my little friends! That's my English lesson plan for the Grade 4 Unit in the PEP textbook. I hopeyou're as excited as I am to start learning and exploring thewonderful world of English together. Let's have a blast in our English class! See you next time! Bye-bye!篇5Hello everyone! Today I'm going to share with you my English teaching plan for the fourth grade unit in the People's Education Press (PEP) textbook.First, let's start with the objectives of this unit. The main goal is to help students improve their listening, speaking, reading, and writing skills in English. This unit will focus on vocabulary related to daily activities, such as getting up, brushing teeth, having breakfast, going to school, and playing with friends.To achieve these objectives, I have divided the unit into several parts. In the first lesson, we will introduce the new vocabulary through flashcards and pictures. We will practice pronunciation and spelling, and students will have the opportunity to ask questions and make sentences using the new words.In the following lessons, we will work on listening comprehension by playing audio recordings of short conversations and asking students to answer questions about them. We will also practice speaking by role-playing differentscenarios related to daily activities. Additionally, we will work on reading comprehension by reading short passages and answering questions about them.Finally, in the last lesson of the unit, we will focus on writing. Students will be asked to write a short paragraph describing their daily routine. They will have the chance to practice writing sentences using the vocabulary they have learned in previous lessons.Overall, this unit is designed to be interactive and engaging, with plenty of opportunities for students to practice their English language skills. I am confident that by the end of the unit, students will have a better understanding of daily activities and be able to communicate more effectively in English. Thank you for listening, and I hope you enjoy this English teaching plan!篇6Unit Title: Animals1. Topic Introduction:Hello friends! Today we are going to learn all about animals! Animals are living things that can move, eat, and breathe. There are many different types of animals in the world, such as lions,elephants, cats, dogs, birds, and fish. Let's explore more about animals in this fun unit!2. Learning Objectives:- Students will be able to identify different animals and their characteristics.- Students will be able to describe animals using simple adjectives.- Students will be able to talk about their favorite animals.3. Vocabulary:- Animals: lion, elephant, cat, dog, bird, fish- Adjectives: big, small, fast, slow, cute, colorful4. Lesson Plans:- Lesson 1: Introduction to Animals- Show pictures of different animals and ask students to identify them.- Introduce new vocabulary words and have students repeat after you.- Play a game where students have to match the animal with its name.- Lesson 2: Animal Characteristics- Teach students different characteristics of animals (e.g. lions are big and fierce, birds are small and can fly).- Have students draw their favorite animals and describe them using adjectives.- Lesson 3: My Favorite Animal- Have students talk about their favorite animals in front of the class.- Encourage students to use the vocabulary words and adjectives they have learned.5. Activities:- Animal Bingo: Create a bingo game with pictures of animals. Students have to match the animal with its name.- Animal Role Play: Divide students into groups and have them act out different animals. Other students have to guess which animal they are.6. Assessment:- Have students take a short quiz where they have to identify different animals and describe them using adjectives.- Evaluate students based on their participation in class activities and their ability to talk about animals.7. Conclusion:We have learned so much about animals in this unit! Remember, animals are our friends and we should always be kind to them. Keep exploring and learning about the wonderful creatures that share our planet!篇7Unit 1 ToysHell o everyone! Today I’m gonna tell you about our English class in Unit 1: Toys. It's super fun and exciting!First, we start with the warm-up. Our teacher plays a game with us to review the toys we learned in the last unit. We have to guess the name of the toy she describes. It's so much fun and gets our brains working!Next, we learn new words about toys. Our teacher shows us pictures of different toys like a teddy bear, a doll, and a robot. We have to say the words out loud and repeat after her. She also teaches us how to say “I like…” and tell our friends which toys we like the most.After that, we do some activities to practice the new words. We play a matching game where we have to match the toy with its name. We also do a listening activity where our teacher says a word and we have to point to the correct toy.Finally, we end the class with a fun song about toys. We dance and sing along with the music. It’s the best part of the class!I love learning English about toys. It’s so cool to talk about all the fun things we play with. Can’t wait for the next class! That’s all for Unit 1: Toys. Thanks for reading! Bye bye!篇8Title: Unit Design for the Fourth Grade English Textbook of People's Education PressHello everyone! I'm a fourth-grade student, and today I'm going to tell you about the awesome English unit design that my teacher came up with for our class. We are using the People's Education Press textbook, and it's super fun!Unit Theme: My Daily RoutineIn this unit, we will learn all about our daily routines. We will talk about what we do in the morning, afternoon, and evening.We will also learn about different activities and how to talk about them in English.Unit Objectives:1. Learn vocabulary related to daily routines such as 'brush my teeth', 'have breakfast', 'go to school', etc.2. Practice using simple present tense to talk about daily activities.3. Develop listening and speaking skills through group activities and role play.4. Gain an understanding of time markers such as 'in the morning', 'in the afternoon', 'at night', etc.5. Apply learned vocabulary and grammar structures in writing activities.Unit Activities:1. Vocabulary Games: We will play games like Bingo and Memory Match to learn and review new vocabulary words.2. Role Play: We will act out different daily routines and practice speaking in English.3. Listening Comprehension: We will listen to short dialogues and answer questions about them.4. Writing Practice: We will write about our own daily routines and share them with the class.5. Song and Dance: We will learn a fun English song about daily routines and create our own dance moves to go with it.Assessment:Our teacher will assess our learning through quizzes, speaking exercises, and writing assignments. We will also have a final project where we create a poster showing our daily routines using English.I'm so excited to start this unit! Learning English is so much fun when we do it together as a class. I can't wait to show off my English skills to my friends and family. Thank you for reading about our awesome unit design! Bye bye!篇9Unit Title: My FamilyLesson 1: Family MembersObjective: Students will be able to identify and talk about family members in English.1. Warm-up (5 minutes): Open with a song about family members to get students excited and engaged.2. Introduction (10 minutes):- Show pictures of different family members and teach the vocabulary (mother, father, sister, brother, grandmother, grandfather).- Practice pronunciation and drilling of the words with the students.3. Activity 1: My Family Tree (15 minutes):- Give each student a template of a family tree and have them draw their family members on it.- Encourage them to label each family member with the correct English vocabulary.4. Activity 2: Who is Who? (10 minutes):- Show pictures of family members and have students take turns guessing who they are.- Encourage them to say sentences like "She is my mother" or "He is my brother".5. Review (5 minutes):- Go over the vocabulary and have students repeat the words.- Encourage students to ask and answer questions about their family members in English.6. Homework (5 minutes):- Ask students to draw a family portrait and label each family member in English.Lesson 2: My Family ActivitiesObjective: Students will be able to talk about different activities they do with their family members in English.1. Warm-up (5 minutes): Begin with a quick review of the family members vocabulary from the previous lesson.2. Introduction (10 minutes):- Introduce new vocabulary related to family activities (cook, play, read, watch TV) and practice pronunciation with the students.3. Activity 1: Family Activities Matching (15 minutes):- Give each student a set of picture cards showing different family activities.- Have them match the pictures to the correct English words.4. Activity 2: Family Activities Role Play (15 minutes):- Divide students into pairs and have them role play different family activities.- Encourage them to use the new vocabulary in their conversations.5. Review (5 minutes):- Review the vocabulary and ask students to share what activities they like to do with their family members.6. Homework (5 minutes):- Ask students to write a short paragraph about a fun activity they did with their family and share it in the next class.By the end of these two lessons, students should have a good understanding of family members vocabulary and be able to talk about different activities they do with their family inEnglish. The lessons are designed to be interactive and engaging to help students learn and retain the new language skills.篇10Okay! Let's get started with our English lesson plan for the fourth grade class using the People's Education Press (PEP) textbook.Title: Fun and Engaging English Lessons for Fourth GradeIntroduction:Hello, everyone! In today's lesson, we are going to learn all about Unit 1 of the PEP English textbook for fourth grade. This unit is all about animals and nature, so get ready for an exciting learning experience!Warm-up Activity:To start off our lesson, let's play a quick game of "Animal Charades." I will act out different animals, and you have to guess what they are. This will help us review some of the vocabulary words we have learned so far.Main Activity:1. Vocabulary Word Matching: Let's match the animal names with their pictures. For example, match "cat" with the picture of a cat.2. Reading Comprehension: We will read a short passage about different animals and answer questions based on the text.3. Interactive Activity: We will play a game where you have to identify the sounds different animals make. For example, what sound does a duck make?4. Creative Writing: You will write a short paragraph describing your favorite animal and why you like it.Wrap-up:To wrap up our lesson, we will review all the new vocabulary words we have learned today. I will show you flashcards with the words on them, and you have to say the word out loud.Homework:Your homework for tonight is to draw a picture of your favorite animal and write a sentence about it. Don't forget to review all the new vocabulary words we learned today!Conclusion:I hope you all had fun learning about animals and nature today. Remember to practice your English skills every day and have fun while doing it! See you in our next lesson!。

unit 4 Lesson planning

参考答案
1。出发点是好的，采取的方法简单粗暴，伤害学生自尊心，引起逆反心理； 2。发现学生说话，先记下来，联系学生最近的表现综合分析，找个合适的时间和地点（最好不在办公室）以谈心的方式，与学生交流。 3.先请学生自己说说最近的表现，例如上课情况，作业完成情况，值日等，让他自己给自己做个评价。 4.老师再评价，首先肯定优点，再说不足，强调每个孩子都有缺点，告诉学生因为对他喜爱和关心，对他有更高的希望。（尊重学生情感态度）
Principles for good lesson planning Aim Variety Flexibility Learnability Linkage
Aim
The realistic goals for the lesson. (三维目标:知识与技能,过程与方法,情感态度与价值观 ) 课改:
The second period
1.
2.
3.
Questions for revision: What is a starter? What is the purpose of it? And the forms of it? PPP and P-W-P (form, meaning, structure, presentarion, practice, production, skill, pre-, while-, post) Controled practice(eg. Blank filling/ sentence writing/combination/substitution, guided practice eg. extension / summary writing etc.and free practice eg. Making up

Unit-4--Lesson-Planning

different ways of writing their own lesson plans.
(usually lasts 40 or 50 minutes respectively).
第15页，共43页。
The relationship between macro and micro planning
第11页，共43页。
Flexibility
It means planning to use a number of different methods and techniques.
Learnability
It means the contents and tasks planned should be within the learning capability of the students .
In order to achieve the aims of the lesson, teachers need to think about:
1. The aims to be achieved
2. The materials to be covered 3. The activities to be organized 4. The techniques and resources to be used 5. How to make the lesson transit from one stage
❖ Knowing about the institution ❖ Knowing about the learners ❖ Knowing about the curriculum/syllabus ❖ Knowing about the objectives