Teaching aims and demands[1]
人教版九年级英语第八单元教案
九年级英语学科全册第8单元（章）Emotionalaims用情态动词推测身边发生的神秘事物Key points 1. Key vocabulary2. Reading practice3. Writing practiceDifficult points 1. Reading practice2. Writing practiceTeaching methods 1. Reading2. GroupworkTeaching tools A tape recorder and powerpointsTeaching procedures 个人意见修订Teaching steps:Step I: Review1.Key Vocabulary ：happening noise policeman wolf uneasy2. practice : Whose book is this?It must be Mary’s. J.K. Rowling is her favorite writer…….Step II :New lesson1. Presentation：Show the picture and ask students. How is the person fee ling? Helpstudents to answer. He is confused and upset.2.3a. Read the article carefully and underline what people find andwhat people think could be causing the strange things . Then read thearticle again and decide which might be the best title . After this , getstudents to discuss any words or sentences they don’t know in 3a .3. 3b. Read the article again and find words to match themeanings.Nervous or worried ______ area where people live __________Young people ________ animal like a very large dog _________二次备课三次备课九年级英语教学设计九年级英语教学设计Teaching content Unit 8 It must belong toCarla.SectionB ( 1a----1d)课时安排共6 课时主备教师第4 课时授课人Knowledge aims 1. Key Vocabulary land alien suit run after wear a suit something strange run for exercise catch a bus to work in the skya woman with a camera2. Target LanguageWhy do you think the man is running?He could be running for exercise.No, he’s wearing a suit. He might be running to catch a bus.Ability aims 1.Train students’listening skill.2. Train students’writing skill.Emotional aims The UFO and alien are both unreal. As students, we must work hard to explore the universe in the future.Key points 1. Key vocabulary2. Train students’listening skill.3. Train students’writing skill.Difficult points 1. Write a sentence about each picture.2. Write two or three sentences to finish the story.3. Listen and complete the sentences.Teaching methods 1. Listening method2. Writing method3. PairworkTeaching tools ppt and tapesTeaching procedures 个人意见修订Teaching steps:Step I: ReviewKey Vocabulary ：land alien suit run after wear a suitsomething strange run for exercise catch a bus to work in the sky awoman with a cameraStep II :New lesson2.Presentation：回顾语法重点.A: Who is he/ she?B: He/ She can’t be ______, because _______. / He/ she could/ might be ________, because________. / He/ She must be _________, because _______2.1a. Look at the pictures . Then use the words in the box to write asentence about each picture.Check the answers .a. The UFO is landing.二次备课三次备课b. The alien is chasing the man.c. The man is running.Read the instructions to the class. Point to the th ree pictures in Activity 1. Say, You will hear a conversation about these pictures. As you listen, write a number in the box in the left corner of each picture to show the order of the events. Point out the sample answer in the box of the third picture. Say, You will hear the man is running first.Play the recording the first time. Students only listen. Play the recording again. This time students listen and number the pictures.Check the answers. 2,3,1Encourage students to write two or three sentences to finish the story.A sample versionMan: That’s right. It must be interesting.Why not go and see how they are making a movie?Woman: Good idea!Listen again and fill in the blank of listening, try to use Target Language.3. 1c Listen again and complete the sentences.Play the recording once or twice, using the Pause button as necessary. Show the answers so that students can check the spelling and other details of their answers.The man says…1. He could be running for exercise.2. It could be a helicopter.3. It must be an Alien.4. She could be from the TV news.The woman says…He mig ht be late for work.It must be a UFO.I must be dreaming.They must be making a movie4. 1d. Role-play a conversation between the man and the woman.Point out the sample conversation in the box. Invite a pair of students to read it to the class.S A: Why do you think the man is running?S B: He could be running for exercise.S A: No, he’s wearing a suit. He might be running to catch a bus.Then ask students to work with a partner. Start by reading the conversation in the box with your partner. Then role play conversations using information in Activity 1c.Step III: Practice:句型转换1. This sweater must be Li Ming’s .(同义句转换)This sweater _______ ______ _______ Li Ming .2. That new car is my cousin’s . (同义句转换)九年级英语教学设计九年级英语教学设计九年级英语上册期末试卷学校____________________ 姓名__________________ 准考证号__________________听力理解(共30分)一、听对话，从下面各题所给的A、B、C三个选项中选择与对话内容相符的图片。
剑桥少儿英语一级下册各单元重点
3.重点朗读词汇Key words and expressions：great, holiday, new, friend, all, please, worry, fun, wear, favour ite, fruit, fine, animals, colour, almost, same, spell, wonderful, welcome, greet, introduce, help, bring, crayon, eraser/rubber, to ilet, paper, radio, exercise book.Unit 2 Doing English in the classroom (Starters B)1.教学目的和要求Teaching aims and demands：通过大量的活动，使学生复习英语的各类词汇通过做动作感知和学习英语通过做游戏，在快乐中学习英语2.交际用语Expressions in communication：What are house animals?What are farm animals?What are zoo animals?You can find out about water in book 6, under w.Who can say all the words and go all the way up?3.重点朗读词汇Key words and expressions：Drinks, fruit, plants, time, names, food, family, body, sports, sc hool things, numbers, colours, animals, farm, zoo, beach, shop, bo okshop, bus stop, park, train stationUnit 3 Lunch in the garden (Starters B)1.教学目的和要求Teaching aims and demands：通过学习本单元，复习和学习有关食物的名称。
Teaching aims and demands
Ⅰ．Teaching aims and demands（1）Key Vocabulary restroom, shampoo, drugstore，café, department store,（2）Target LanguageExcuse me．Can you please tell me where the restrooms are?Sure．It’s on Xinhua Street.（3）Ability goals Enable the Ss to learn how to ask for directions politely.（4）Emotion & attitude goals Be polite when you ask for information.II. Teaching important pointsExpressions used to ask for directions politely.Ⅲ．Teaching difficultiesHow to ask ways politely using Object ClausesIV. Teaching preset characteristics and innovationSet the whole classroom into Hongqi Square near the scene and talk around familiar places to learn how to ask ways politely. Then set up some situations, such as helping visitors to Zhuzhou to ask ways politely and helping the teacher buy things. In these ways let classmates understand and grasp how to use object clauses to ask directions politely gradually.V. Teaching aidsmultimedia courseware，homemade signposts、building signs and so onVI. Teaching procedures:Step 1.Lead-inPlay the English song《Let me show you the way》, and lead to the main content of the new lesson, then set situation: New teacher comes to No. 19 Middle School and asks ways and lead to the new sentences structures.Step 2. Warm-upIn troduce each group’s position and what people can do there。
7年级下册unit4教案
Unit 4 Don’t eat in class.Ⅰ. Analysis of the Teaching Material1.Teaching Aims and Demands(1)Knowledge ObjectsIn this unit students learn to talk about rules.Make students learn and grasp imperatives and the usage of the words “can” and “have to”.(2)Ability ObjectsTrain students’ listening,speaking, reading and writing skills. Train students’ integrating skills.(3)Moral ObjectAs students, we must obey school rules.2.Teaching Key PointsLearn the key vocabulary and the target language. Learn the imperatives and the words “can” and “have to”.3.Teaching DifficultiesTrain students’ listening,speaking, reading and writing skills. Learn to write a letter.4.Studying WaysTeach students how to talk about rules in daily life.Ⅱ.Teaching Guidancenguage Function: Talk about rules.2.Target Languages: Don’t eat in class! Can we wear hats? No,we can’t.We don’t have to wear a school uniform.3.StructuresImperatives. Can for permission. Modal have to.4.Key Vocabularyin class, classroom, hallway, gym, arrive, hate, go out, practice, inside, outside, uniform, sports shoes, fight, can, can’t, have to5.Learning Strategies: Scanning. Deducing.Ⅲ. Periods: Six periods.The First Period (Section A 1a-1C)授课人:______ 授课班级: _____ 授课时间：2014年___月___日____午第____节Step 1 Warming up. 1 2 345学校走廊Point to the pictures one by one and teach students to say, Don’t arrive late for class. Don’t run in the hallways. Don’t eat in the classrooms.Don’t listen to music in the classrooms. Don’t fight.Write the rules on the blackboard. Read and have students repeat several times.Students open their books. Point out the list of school rules. Invite a differentstudent to read each rule to the class.Step 2 Call students’ atten tion to the picture.Say, Each of these students is breaking one of these rules. Write the number ofthe rule each student is breaking in the box next to him or her. Point out the sampleanswer.Students do the activity individually.Check the answers.Answers 1.boy looking at his watch2.boy running in the hallway3.girl eatingan apple4.boy with headphones5.boys sitting at desks, fightingStep 3 1bAsk students to read the five rules in activity 1a once more.Point to the three names. Say, You are to listen to a conversation. Three studentsare breaking the rules. Listen and write the number of the rules next to the name of thestudent who is breaking the rules.Play the recording for the first time. Students only listen.Play the recording again. This students listen and fill in the number of the ruleafter each name.Correct the answers.Answers Peter:2 Nicki:3 Joseph:4Step 4 1cInvite a pair of students to read the sample conversation to the class.Write it on the blackboard.Put students into pairs. Say, Student A is an exchange student. He or she doesn’t know the rules in the school. Student B tells him or her about the rules in 1a.Get students to work in pairs. As they are working, move around the room offering help as needed.Get some pairs of students to present their conversation to the class.(This activity provides oral practice using the target language.)Step 5 SummaryIn this class we’ve mainly learned to talk about school rules. As students, we must obey school rules.Step Ⅵ HomeworkWrite down the rules in activity 1a without looking at books.The Second Period (Section A 2a-2d)授课人:______ 授课班级: _____ 授课时间：2014年___月___日____午第____节Step1 RevisionT: Hello. What day is it today? What’s the weather like today?T: It is a good day today. Can we play ping-pong outside?Can we run outside/in the hallways? Can we fight in the classrooms?Can we eat an apple in a dining hall? Do you like movies？Do you want to go to a movie?Today we are going to watch a short play about rules. It is made by our classmates. When you are watching the play, you should to remember what rules they are breaking. Use the sentence like : Don’t …S1: Don’t arrive late for school. S2: Don’t talk in class.S3: Don’t listen to music in class.Step 2 Listening1. Listen to 2a,check the activities Alan and Cindy talk about. Then check the answerstogether.2.Listen again. Can Alan and Cindy do these activities? Circle can or can’t above.3.Say the rules like this: we can eat in the dining hall.We can’t listen to music in the classroom or hallways.Step 3 PracticePractice the conversation with your partner like this:A: Can we listen to music, Cindy?B: We can’t listen to music in the classroom or hallways, but we can listen to it outside.Step 4 Role-play the conversation1. read the conversation and finish the questions below.Q1:Is John new at school?Q2:Are there many rules at school?Q3: Can he bring music players to school?Q4:Do they have to always wear the school uniform?2. Understand the conversation. Explain the difficulties.3. Read the conversation then role-play it.Step 5 HomeworkRecite the conversation in 2d.The third Period (Section A 3a-3c)授课人:______ 授课班级: _____ 授课时间：2014年___月___日____午第____节Step 1 Warming upDo some exercise about imperatives.1.You can eat in the classroom.( 改为否定句)You _________ ________ in the classroom.2. We have to wear the school uniforms. (否定句)We _________ ________ _______wear the school uniforms.3. She has to wear a hat today. (一般疑问句)______ she _______ _______ wear a hat today?No, she __________.4. We can listen to music in class. (一般疑问句)_______ we ________ to music in class?Yes, _______ _______.Step2 Grammar focus.1.Read the sentences in the Grammar Focus. Try to recite the sentences.2.Ask some sentences to translate the sentences in the Grammar Focus.Step 3 3aT: As you know, we have seven classes in a day. What can you do in an English class? S: We can speak English/learn English songs/…T: What can you do in the painting class?S: We can draw some pictures..T: What do you have to bring for the painting class?S: We have to bring our color pencils.T: What can you do in the PE class? Or we can say, what can you do in gym class? Step 4 Use the words to make questions about the rules. Then write answers according to your school.Step5 Task2: Design your ideal schoolT: As you are students, you have to obey the rules. Now if you have the chance to be a headmaster, what kind of school do you want to make? Please tell us the rules of your ideal school.You can work with your group, ask and answer like:A: Can the students….?B: Yes, they can. / No, they can’t.Report: In our school, the students can … They can’t …. They have to …. They don’t have to…. Do you like our school?Step 6 Homework:1) Copy new words. 2) Design your ideal school and write down the rulesThe fourth Period (Section B 1a-1d)授课人:______ 授课班级: _____ 授课时间：2014年___月___日____午第____节Step 1 Presentation1.Learn more rules.go out, see friends, do his homework, practice the guitar, do the dishes, watch TV, help his mom make breakfast, clean his room2. Read the rules on the screen, then match the pictures with the rules in 1a.Step 2 Listening1. Read the rules in 1b first, then listen and check what things Dave can do and what he can’t do.2. Listen again. Write when Dave has to follow the rules in the chart in 1b. Choose from the phrases in the box.Step 3 PracticeTalk about the rules in Dave’s house.A: Can Dave go out on school nights?B: No, he can’t.Step 4 Homework.The fifth Period (Section B 2a-2c)授课人:______ 授课班级: _____ 授课时间：2014年___月___日____午第____节Step 1 Warming-up and revisionSing some English songs. Greet the class as usual.T: Good morning/afternoon! How are you? What’s the date today?What day is it today? What’s the weather like today? Are you happy?Learn the song “If you’re happy.”T: Are you happy? Why?If you are unhappy, who do you like to talk to?Step 2 Reading1. Fast reading:Q: What does Molly think of the rules?2. Careful reading:Q: Read the letters, underline the rules for Molly.3. Read the letters again and complete the sentences with have to/must, can or can’t.a. Molly ____ play basketball on school days, but she ___ play it on weekends.b. Molly ____ do her homework first when she gets home.c. Molly ____ read a book after dinner before she ___ watch TV.d. At school, Molly ____ be noisy or eat in class.e. Parents and schools make rules to help students. So students ______ follow the rules.4. Understand the difficulties of the passage.a. too much & too manytoo much moneytoo many peopletoo much milktoo many teachersb. either, also, tooHe can dance, I can dance ,____.=He can dance, I can ____dance.He can’t dance, I can’t dance______.c. be strict with sb. 对某人要求严格d. follow the rulesStep 3 HomeworkThe sixth Period (Section B 2a-2c)Step 1 Warming-up and revisionSing some English songs. Greet the class as usual.Step 2 ReadingT: Are you happy? Why?Revise Part 1 in Section B. Then show the photo of Zhao Pei in3a. Ask: Is she happy? Let Ss read the letter and find out the answers. After that, ask Ss make a list about her rules .T: What can you do at your house and what can’t you do in your house? (Get different answers from Ss.)Step 3 Class Survey1. Make a list of the rules at your houses.T: OK! There are so many rules in your houses! Now make a list of the rules at your houses. You can use Zhao Pei's list of rules as a model.Give the Ss some minutes to write. And then have some students read theirlists to the class. Make language corrections as needed.2. Make a surveyFirst, point out the sample question and answer in the picture in the book. Ask two students to read it to the class.Step 4 Task2 Make the rules for school libraryT: As you are Ss, you have to obey many rules. Now if your headmaster asks you to help him make a rule for your school library, can you help him? What kind of rules do you want to make? Please tell us the rules. Work in groups. Then make a report.T: You are all good Ss. I hope you can be Ss both at home and at school. Be a good student.Step 5 HomeworkDo the exercises in the exercise books.。
剑桥少儿英语预备级上册全册教案
Unit 1 GreetingsTeaching aims and demands：1）can use simple English greet others2) can say“Good morning!” “Good afternoon “Good evening”3) Can read the new words about letter A a4) can speak out the sentences of part 7二、Important and difficult points:What‘s this? It’s the letter Aa.Good morning! Good afternoon! Good evening .Hello! Hi! Slide三、Teaching Steps :Step1 Greetings：Good morning /afternoon! Boys and girls how are you today? ……Ask one student to stand up and say Hello to him or her .and encourage him or her to answer “hello!” Then ask some other students to practice this sentence.Step 2：Call their names and say hello to them. Hello Ming Ming Hello, Dan Dan. Hello Fang Fang ……Step 3：PresentationShow the students some pictures about mo rning and ask, what’s the picture say? ---- Morning, Yes, its morning teach the new word.Then show another picture and then teach the word afternoon and the same way to the word evening.Step 4: After learning the short sentences, we will learn an English song, teach the song and practice in groups or in pairsStep 5: show a model slide (this is a slide, what does it like? Yes, it likes the letter Aa).Write the letter Aa on the blackboard and teach the letter A a A is the slide, Slide on the A a. Step 6 teach the words about the letter A a : ape ace alien then practice some times . Step 7 Teach them how to write letter AaStep 8 ：Do some exercises1) Do the exercises on page 4 of the students’ book2) match them3) Good morning Hello!Good night. Good afternoon.Good evening. Good morning.Hello! Good night.Good afternoon! Good eveningUnit 2 who is the firstTeaching aims and demands :*They can understand some simple actions and do it ;*They can do “Stand up “”Sit down”,” Come here “, “Go back “.,* Can understand the meaning of “up “and “”down”.*Can read B b and some new words about Bb*Can read the sentences of part 5二、Important and difficult pointsWhat’s this? Stand up. Sit down. Come here. Go backHands pens pencils feet cat snail back bee ball beef三、teaching method:本单元的教学重点是游戏，通过大家一起做动作来学习英语，也就是我们常说的，“玩中学，学中玩”。
人教精通版英语三年级上Lesson1英文教学设计
Unit 1. Hello!I’m monkey.Lesson OneDate:Ⅰ. Teaching Aims and Demands:（1）Knowledge Objects:1.Four skills words: cat monkey.2.To learn the new sentences:Hello,I’m ….(2). Ability Objects:1.Improve listening, speaking, reading, and writing skills.2.Learn to read and say the new dialogue.3.Students can greet with others and introduce themselves.(3). Moral Objects:Enable students to have an interest in language learning and cultivating students ' positive attitude towards language learning. Etiquette education to students. Learning strategies through activities within the group, let the students know how to listen, understand, respect and help others. Actively use the language to communicate.Ⅱ. Teaching Key Points And Difficult Points:1.Can understand in the real situation, say the following sentence: Hello,I’m ….2.Can listen, say, read , write the words and make up some sentenceswith the words.3. make up a new dialogue.Ⅲ. Teaching Methods:Pair work. Group work. Games. Chant.Ⅳ. Teaching Aids:powerpoint pictures tapeⅤ. Teaching Procedures:Step 1.warm-up⑴Greetings:T: Good morning, boys and girls. S: Good morning, Miss Yan.⑵Free talk.How are you? How’s the weather today? What day is it today?Step 2: presentation⑴Play the tape and sing the song “Hello!”⑵T: Hello！ S: Hello! Say “Hello!” to the students and ask them to say “Hello!” to the teacher.⑶Ask them to say “Hello!” to each other.⑷T: Hello! I’m Miss Yan. S1: Hello! I’m… S2: Hello! I’m…Introduce the teacher herself using: I’m …. Ask the students to understand the meaning.⑸ Use the pictures to introduce the main persons: LiYan and Peter. T: I’m LiYan. T : I’m Peter.⑹Ask the students to come to the front to do it again.Ask them to introduce themselves in pairs. Ask them to look at the picture on the blackboard and find the animals: cat and monkey.Cat: Hello, I’m Mimi.Monkey: Hi, I’m Micky.⑺Listen to the tape.Step 3: practice⑴Play a game:Ask them to put on the masters of LiYan, Peter, Micky and Mimi.Ask another one to close the eyes and guess who is saying “Hello!”LiYan: Hello! A: LiYan. LiYan: Yes, I’m LiYan.⑵Play another game: Find the friends. Draw two circles on the ground. Ask two students to close their eyes and turn around while listening to the Music. When the music stops, they will say “Hello!” and introduce themselves.Step 4: assessmentRole play.Let the Ss to make a new dialogue use the sentences “Hi”, “Hello”, “I’m…” Choose one group best and give them stickers.VI.Homework1.Listen to the tape and act out the dialogue.2. Preview next lesson3.Write the new words.VI.Blackvoard designLesson 1Hello! Hi! I’m…cat monkeyⅧ. Teaching Reflection：。
Teaching Aims and Demands
初中英语教学设计Teaching Aims and Demands：nguage knowledge：Key vocabulary：dining, hall, gym, science, lab, in front of, next, behind, any, one, buildingKey structure：there be …2. Reading skill：(1). Get information about the library in reading.(2). Improve the students’ reading ability.Teaching Aids：Multi-Media (or Tape recorder, OHP)Teaching Procedures：Step 1 Warming-up教师事先藏好自己的几样东西，上课时假装找不到（注意这时教师要使用丰富的体态语言和脸部表情，让学生感觉到这是真实的），这样就自然地表现了新的句型：Where is….? It’s on / on / in / in front of /behind / next to…Where are …? They’re on / in / in front of / behind / next to…设计意图：通过设置让学生帮老师找东西这样一个真实的场景来导入新课，能够立刻调动起学生的参与性，启动学习的发生。
1. Show the students a picture of a room with a few things in it, and have them guess the places of the others. (Activity 1)表现几张图，如classroom, science lab, dining hall, gym等，让学生小组竞赛猜测物品的名称及位置(同时把新单词science lab, dining hall, gym通过图片过掉)T：This is a picture of a dining hall.S1：Are there any dishes in it?T：Yes, there are. Where are they?S2：I think they’re on the table.2. Pair work. Work in pairs and finish the exercise inActivity 3.设计意图：学生非常喜欢情景猜测这种游戏。
人教版英语必修三教案
人教版英语必修三教案【篇一：人教版英语必修3全套教案】人教版英语必修3 unit1-5 教案unit 1 festivals around the worldteaching aims and demands1.topic: 1festivals2 how festivals begin3how to celebrate festivals2.function: 1requesteg: could you please…?could i have …?i look forward to doing…2thankseg: it?s a pleasure. /don?t mention it.it?s very kind of you to…i?d love to …thank you very much./thanks a lot.you are most welcome.3.vocabulary:4.grammar: 情态动词的用法jin can speak english well. (ability)coul d you please show me the way to …? (request)may we see the awards for the team? (permission)she might give you … (possibility)the whole family will come for dinner. (promise)often he would dress up like a rich man. (pass habit)we would be there with our friends. (promise)ii.key pointsperiod 1 warming up and fast reading1.greetings2.warming upstep 1 discussing the following questionsa.how was your holiday/spring festival?b.did you go traveling?c.how much pocket money did you get?step 2 talking1). name some festivalsspring festival dragon boat festival lantam festival mid-autumn festivalarmy day may day teachers? daynew year national day mother?s daychildren?s day father?s daychristmas day halloween carnivaleaster valentine day oben2).ss work in groups of four and list five chinese festivals and siscuss when they take place , what they celevrate and one thing that people do at that time. then fill in the blanks.festivals time of year/date celebrate for things to domid-autumn dayspring festivaldragon boat daytomb sweeping daylantern festival3.pre-reading1) what?s your favourite holiday of the year? why?2) what festivals or celebration do you enjoy in your city or town? do you like spending festivals with your family or with friends? what part of a festival do you like best—the music, the things to see, the visits or the food?4. fast reading and find the answers to the following questions.a.what did ancient festivals celebrate?b.what are festivals of the dead for ?c.why are autumn festivals happy events ? three things people do at spring festival ?period 2-3 intensive reading1.read the passage paragraph by paragraph and find the main ideas of each paragraphparagraph 1: all kinds of celebration in ancient time.paragraph 2: the purpose to honour the dead and three examplesfestivals time things people doobenday of the deadhalloweenparagraph 3: the reasons why we honour peoplefestivals who does it celebrate ?dragon boat festivalsclumbus dayindian national festivalparagraph 4: autumn festivals are happy eventsparagraph 5: how people celebrate in spring festivals2．language pointsa.they would starve if food was difficult to find…starve 〔v.〕饿死；挨饿eg. millions of people starved to death during the war.starve for sth 渴望?eg. the homeless children starve for love.starvation (n.) 饿死eg. die of starvationstarvation wages 不够维持基本生活的工资b.the most ancient festivals would celebrate the end of the cold weather, planting in spring and harvest in autumn.celebrate (vt./vi.) 庆祝，赞颂，赞美，举行〔仪式〕eg.we celebrate the new year with a party.their courage was celebrated in all the newspaper.celebrated (adj.) = famous 著名的，著名的c. …because they thought these festivals would bring a yearof plenty.days/years/?of plenty :富裕〔尤指事物和钱〕的日子，年月，生活等。
Teaching Aims and Demands
九年级新课标英语教学设计主谓一致语法的复习刘昱辰l．Teaching Aims and Demands（三维目标）1. Knowledge Objects语法一致, 内容一致, 就近一致.语法一致原则: 即主语为单数,谓语用单数,主语为复数,谓语也用复数.2. Ability Objects(1) 训练学生熟练掌握主谓一致的语法知识。
（2）学生能运用所学知识解决问题，思考问题。
3. Moral Object学会多方面解题思维，培养学生热爱英语学习。
Ⅱ.Learner’s Character Analyses(学者特征分析)本学期以来，学生对英语学习从以前的单调枯燥，很快转变成对英语学习充满兴趣，对英语学习热情明显高张。
但因基础薄弱，词汇掌握量严重偏少，听说读写四会能力有待，急需，全面提高。
Ⅲ. The teaching material analyses（教材分析与整合）教材与九年级新课标紧相结合，符合现代中考教学大纲，在与现代信息技术严密整合的有利基础上，可以把教学体现至最佳状态。
Teaching Key Points （重点）1. 不定式(短语), 动名词, 或从句作主语时, 谓语动词用单数.用连接的并列主语被each, every 或no修饰时, 谓语动词用单数 .2。
单数主语后面带有with , along with, together with, like(象), but (除了),except, besides, as well as,尽管从意义上看是复数, 但它的谓语动词仍用单数.Teaching Difficult Points （难点）1. the +形容词/过去分词形式”表示一类人或事物, 作主语时, 谓语动词用复数 . here, there, where 等引导的倒装句中, (有时主语不止一个时)谓语动词与靠近它的主语在数上一致.2.表示时间, 金钱, 距离, 度量等的名词做主语时, 尽管是复数形式, 它们做为一个单一的概念时,其谓语动词用单数. 通常作复数的集体名词. 包括police , people, cattle 等, 这些集体名词通常用作复数.Ⅳ. Teaching Methods Analyses（教学方法及策略分析）1.多媒体教学法.本节课以归纳知识要点为主，通过多媒体教学，可以让学生更全面，更系统地掌握知识。
教案4(英语教案)(英语教案)
The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularyplanet, recycle, shower, paper towels, napkins, turn off(2) Target LanguageWe really shouldn't use paper napkins, you know.I know. I stopped using them last year.2．Ability Objects(1) Train students' speaking and listening ability.(2) Train students' ability to understand the target language in spoken conversation.(3) Train students' ability to use the target language.3．Moral ObjectWe should be aware of the importance of protecting the environment.Ⅱ．Teaching Key Points1．Key Vocabularyplanet, recycle, turn off2．Target LanguageWe really shouldn't use paper napkins, you know.I know. I stopped using them last year.Ⅲ．Teaching Difficult Points1．How to train students' speaking and listening ability.2．How to use the target language.Ⅳ．Teaching Methods1．Listening method2．Pairwork to make every student work in class.Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionCheck homework. Invite a student to read his or her letter to the editor. Help correct any mistakes.Step Ⅱ1aThis activity introduces new vocabulary. Read the instructions aloud to the class. Then ask, What's the meaning of the phrase save the planet. (It means to keep planet Earth clean and not polluted.) Look at the five suggestions for ways to save the planet. Invite a student to read each one aloud to the class. Make sure students understand the meaning of each suggestion.stop riding in cars.recycle books and paper.turn off the lights when you leave a room.turn off the shower while you are washing your hair.don't use paper towels or napkins.Get students to write a number 1 in front of the easiest thing to do, a number 2 in front of the second easiest thing to do, and so forth. Check the answers. Students will probably have different answers. Let one of the students to say why he or she thinks a certain thing is easy to do and another thing is difficult to do. For example: I think it is easy to turn off the lights when you leave room. Because everyone can do it without any effort. It is difficult to stop riding in cars. Many people go to work or go to school by car, because it is far away from their homes. Otherwise they will be late.Notes1．stop doing—discontinue doing2．recycle—treat so that further use is possibleStep Ⅲ1bThis activity provides guided oral practice using the target language. Read the instructions to the class. You will compare the answers you wrote for Activity 1a.Look at the example in the speech bubbles. Invite a pair of students to read it to the class.S A: Recycling paper is really easy.S B: I agree. But it's hard to stop riding in cars.Look back at the list of items in Activity 1a again. First one student makes a statement. Then the other student agrees or disagrees with it. You can look back at Activity 4 in Section A to get ideas of words to use when agreeing and disagreeing.Have students work together, move around the classroom, checking the work and offering help as needed.Ask a pair of students to say their answers as an example.S A: Turning off the lights when you leave a room is really easy.S B: I agree with you.S A: Not using paper towels is really hard.S B: I disagree with you. I believe that we can use handkerchieves.Step Ⅳ2aThis activity provides listening practice with the target language and new vocabulary words.Go through the instructions with the class. Now you will hear Jack and Julia talk about what they are doing to help save the planet. Look at the chart. Invite a student to read the list of items that Julia and Jack talk about.turning off the lightsturning off the showerstopping using paper napkinstaking your own bags when shoppingnot riding in carsriding a bikerecycling paperPlay the recording for this activity for the students. The first time students only listen carefully. Play the recording a second time. Say, Listen to the recording again and check the things Julia and Jack talk about. If necessary, play the recording again.Check the answers with the class.AnswersThey talk about; turning off the lights, turning off the shower.taking your own bags when shopping.not riding in cars, riding a bike.TapescriptBoy: Hey, Julia. Don't forget to turn off the lights. It saves electricity.Girl: Oh, I know. I usually do that. I was just in a hurry. How you're so interested in the environment, Jack?Boy: I always have been. Lots of people think there's nothing they can do, but I just read this book about it, and there are lots of things the average person can do.Girl : Like what?Boy: Well, you should turn off the shower when you're washing your hair.Girl: Oh, I'd never do that!Boy: You wouldn't?Girl: No, I have very short hair. I'm only in the shower for a few minutes.Boy: Well, every minute helps.Girl: What else does it say?Boy: It says you should take your own bags when you go food shopping.Girl: Oh, that's not difficult. I can do that. What else?Boy: Hmmm. Here's a good one. It says people should stop riding in cars and start riding bikes.girl: Oh, I'll never do that! Can you see me riding 45 minutes to and from schoolevery day?Boy: Well, I think the environment is really important. Besides, I like riding my bike.Girl: Yes, and you also live close to school !Step Ⅴ2bThis activity gives students practice in understanding the target language in spoken conversation.You will hear the same recording again. Listen and check the things that Julia is doing now, the things she will do in the future, and the things she would never do.Point to the three column headings in the chart and let students read the headings again on their own. Now listen to the recording carefully and check the things. Play the recording again if necessary. Students check their answers. Correct the answers.AnswersThings Julia is doing now: turning off the lights.Things Julia will do in the future: taking bags when shopping.Things Julia will never do: turning off the shower not riding in cars or riding a bike.Step Ⅵ2cThis activity provides guided oral practice using the target language. Look at the sample conversation. Invite a pair of students to read it aloud to the class.A: We really shouldn't use paper napkins, you know.B: I know. I stopped using them last year. Go through the instructions with the class. Say, Have a conversation about the items in the chart. Talk about which of these things you do now, which you will do in the future, and which you would never do.Get students to work in pairs. While they are working, walk around the classroom checking the progress of the pairs and offering help as needed. Invite one or two pairs to say their conversations to the class.S A: We should turn off the lights when me leave a room.S B: I always do that.S A: We should take our own bags when shopping.S B: That's easy. I will do that in future.S A: We really shouldn't ride in cars.S B: I'll never do that! Our school is far away from my home. It takes me one hour to ride to school every day.Step ⅦSummaryIn this class, we've learned some key vocabulary, such as recycle, shower, paper towels, napkins, turn off. We've also learned the target language We really shouldn't use paper napkins, you know. I know. I stopped using them last year.Step ⅧHomeworkTalk about things that you are doing now, you will do in the future and you would never do using the target language and write down the conversations.Step ⅨBlackboard DesignUnit 15 We're trying to save the manatees!Section BThe Fourth PeriodTarget language:A: We really shouldn't use paper napkins, you know.B: I know. I stopped using them last year.。
Section A (13)
1b
Work alone
Listen to 1a and complete Jane’s name card. Then introduce her to the class.
Name: ___J_a_n_e_____ Age: ___t_w__el_v_e___ Class: ____C_l_a_s_s_4_____ Grade:___G__r_a_d_e_7____
2a Work out the rules and complete the numbers. Then listen and check.
sixteen seventeen
eighteen nineteen
2b Listen and match.
Nancy Mark Dick Julia
fifteen twelve thirteen fourteen
3.Talk about someone’s age, class and grade.
Review
119122 111200
96119
1a Listen,look and say
I am twelve years old. How old are you?
I’m twelve, too.
Li Ming: Hello, I’m Li Ming!What’s your name? Jane： My name’s Jane. Li Ming: I am twelve years old. How old are you? Jane ： I’m twelve, too. Li Ming: What class are you in? Jane : I’m in Class Four, Grade Seven. Are you in Class Four, too? Li Ming :No, I’m not. I’m in Class Five.
高一英语人教版必修1Unit1全套教案
Unit 1 friendship1.Teaching aims and demands2.Suggested teaching notes1). Analyses of the teaching contentsThis unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk aboutfriendship, get to know the problems between friendsand seek solutions, which makes preparations for thefurther teaching in topics, background and vocabulary.Pre-reading---The questions prompt students to think critically aboutfriends and friendship in reality, alerting them to the factthat besides people, a diary can be a friend, too.Reading--- The diary by theJewish girl Anne gave a glimpse of her lifeduring her family’s shelter in Amsterdam from the German Nazis’killing in world war . 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 doingmultiple choices, questions and answers, andmatching.Learning about language---It teaches the important expressions andstructures and grammar: direct and indirectspeeches.Using language---The two letters, listening, questionnaire design, letterwriting and fun writing prepares students to furthertalk about friendship, especially the problems withmisunderstanding, and unfriendliness, thusstrengthening students’ abilities to practicelanguage, discover, and solve problems.Summing up---It summarizes the whole contents of this unit from theaspects of topics, vocabulary and grammar.Learning tip--- This part encourages students to form the habit of writinga diary.Integrating skills--- The text introduces the way Hawaiians expressfriendship, to get students to realize the culturaldifferences in the values of friendship in additionits importance in all cultures.2) Making of the teaching planThis 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 tocope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinarything 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 theWest leads students to know better the values of friendship in Westerns’eyes. All in all, this unit promises to unveil the true essence of friendshipand 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:3. Teaching plans for each periodPeriod 1 Warming-up and Speaking1. Teaching objectives:1) Target languageI (don’t) think…… I (don’t) think so. I (don’t) agree.I believe…… That’s correct. In my opinion, ……2) Ability goalsa.Describe your friends in Englishb.Figure out the problems between friends and then find different ways tosolve the problems.3)Learning ability goalsa.To encourage students to think and talk about friends and friendship byusing some phrases and structures.b.To learn to solve problems that may occur between friends.c. To cultivate the students to form the good habit of learning English inSenior Middle School.2. Teaching important points:e the given adjectives and sentence structures to describe one ofyour friends.b.Learn to evaluate friends and friendship.3. Teaching difficult points:a.Work together with partners and describe one of your good friends.b.Discuss with partners and find out ways to solve the problems.4. Teaching methodsa.Task-based teaching and learningb.Cooperative learningc.Discussion5. Teaching aids:CAI6. Teaching procedures and ways:Step 1 Lead-in and Warming-upBefore the lesson, the teacher can arouse the students’ interests by showing a video of Auld Lang Syne .At the beginning of the first class, we can get the students to talk about their summer holidays. The students can talk freely as they like.1.How did you spend your summer holidays How did you feelWhat did you do in your summer holidays What did you do inyour spare time2.What do you think of our new school Do you like it Could yousay something about it3.Do you like making friends How do get in touch with your friendsDo you have many friends Where are they now Do you haveany old friends in our school Have you made any new friends inour classStep 2 Think it over1. Give a brief description of one of your friends. The following phrasesand structures may be helpful:His/Her name is ……He /She is …… years old.He /She likes …… and dislikes ……He /She enjoys …… and hates……He /She is very kind/friendly/……When /Where we got to know each other.2. What types of friendship do you have Please tick them out. Then fillin the blanks.girl friends boy friendspen friendslong -distance friendsfriends of the same agee-friends (friends over the internet) friends across generationsunusual friends like animals, books……1).______ is /are most important to you.2). You spend most of your free time with ____.3). You will share your secrets with _____.4). When in trouble, you will first turn to _____.Step 3 Make a survey1. List some qualities of a good friend or your ideal friend. Have the students get into groups of four to find out what each has listed.Tell your partner your standards of good friends by using the following structure:I think a good friend should (not) be……In my opinion, a good friend is someone who……1.Have a member of each group report on what their lists have in commonand list them on the board.2.Ask the class whether or not they agree with all the qualities listed.3.Then have the students do the survey in the textbook.4.Have the students score their survey according to the scoring sheet onpage 8.5.The teacher ask some students how many points they got for the surveyand assess their values of friendship:★4~7 points: You are not a good friend. You either neglect your friend’s needs or just do what he/she wants you to do. You should think more about what a good friend needs to do.★ 8~12 points: You are a good friend but you sometimes let your friendship become too important, or you fail to show enough concern for your friend’s needs and feelings. Try to strike a balance between your friend’s needs and your own responsibilities.★13+ points: You are an excellent friend who recognizes that to be a good friend you need balance your needs and your friend’s. Well done. (You may also show your students the results above and let themselves self-reflect upon their own values of friendship)Step 4 Talking and sharing( work in pairs)1. If your best friend does something wrong, what will you doTry to use the following phrases:I (don’t) think…… I (don’t) think so.I (don’t) agree. I believe……That’s correct. In my opinion, ……2. What is a friendA British newspaper once offered a prize for the best definition(定义) of a friend. If you were the editior, choose the best one from the following entries(条目), and explain why.One who understands my silence.A friend in need is a friend indeed.Friends are just the people who share your happiness and sorrow.When you look at your watch at 4 am, but still know you can callthem and wake them up, and they’ll still want to talk to you ,that’s friendship.To have a friend, you need to be a good friend.Step 5 Group work (output)The teacher can give each group one of these questions below to talk about. Then let the class share their ideas. It’s better to stimulate the students to express their own opinions about these questions.1.Do you think it is a good idea to borrow money from your friendWhy and Why not2. What factors may cause the breakdown of a good friendship3.What can be your special friend besides human beings And whyStep 6 homework1.Write down a short passage about your ideas /the factors/yourunusual friends.2.Prepare for the new lesson.Period 2 Reading “Anne’s Best F riend”1. Teaching objectives:1) To develop the students’ reading ability, learn to use some reading strategies such as guessing, key sentences, skimming and so on;2). To get the students to realize the importance of friends and friendship,and to tell true friends from false friends;3). To grasp some useful words and expressions in this passage, such as on purpose, be crazy about etc.;4).To learn the writing style of this passage.2. Teaching method: Task-based teaching3). Teaching procedure:Step 1.Pre-reading1. Please enjoy three pieces of music and find out what they are about.2 .Why do you think friends are important to you3. What do you think a good friend should be like List the good qualities a good friend should have .4. Have you ever considered making friends with animals, plants or even an object Why or why notStep 2.Reading1.Try to guess what Anne’s friend is and what the passage is about by reading the title and having a quick at the pictures in this passage without reading it.2.Skimming the first two paragraphs to confirm your guessing.1) What was Anne’s best friend Why did she make friends with it2) Did she have any other true friends then Why3) What is the difference between Anne’s diary and those of most people4) Do you keep a diary What do you think most people set down in their diaries5) We are going to read one of Anne’s diaries .but before readi ng ,can you tell me what the diary is about with the help of one key sentence in the 2nd paragraph3.Reading of Anne’s diaryHow she felt in the hiding placeTwo examples to show her feelings thenStep 3.Post-reading1.What would you miss most if you went into hiding like Anne and her family Give your reasons.2.Group workWork in groups to decide what you would do if your family were going to be killed just because they did something the Emperor did not like.Where would you plan to hideHow would you arrange to get food given to you every dayWhat would you do to pass the time------3. Discovering useful words and expressionsComplete the following sentences,using words and expressions from Reading1) She has grown _______ about computer games.2) Was it an accident or did David do it on _______3) From the beginning ,Paul made it clear that he would be ______ (完全地)in control.4) He used to work _______ even in the middle of winter.5) Just the _______ of more food made her feel sick.6) You had better have a _________ talk with him.7) Born in a poor family, the manager _________ lots of hardships in his childhood.8) A diary is often kept to ________ what happens in people’s daily lives.Step 4.Talking about friends and friendship1.There are many proverbs about friends and friendship. Choose the one you agree with and explain why, then choose one you disagree with and explain why.A friend in need is a friend indeed.Friends are like wine; the older,the better.A friend to all is a friend to none.The same man cannot be both friend and flatterer(阿谀奉承者).False friends are worse than open enemies.Walking with a friend in the dark is better than walking alone in the light.2.We have talked about friends and friendship today, can you write one or two sentences to express your understanding of friends and friendship.Step 5.Homework:1.Interview a high school student, a businessman, a police officer and a housewife to find out their opinions about friends and friendship. Write a report to share it with the whole class.2. Describe one of your best friends following the writing style of this passage. Ending: Let’s sing this song about friends togetherPeriod3 GrammarDirect & Indirect SpeechI Statements & Questions1．Teaching objectivesLearn to use direct speech and indirect speech2. Teaching important pointSummarize the rules of Direct Speech and Indirect Speech.3. Teaching difficult pointLearn about the special cases in which the tenses shouldn’t be changed.4.Teaching methodsDiscussing, summarizing and practicing.5. Teaching proceduresStep1Lead inT:Good morning, class. In the last lesson, we learned Anne’s story. Now she is telling her stories to two of her friends—you and Tom. Tom has something wrong with his ears,so you have t o repeat Anne’s sentences, Sometimes you need to explain Tom’s sentences to the class. Look at the blackboard.“I have to stay in the hiding place.” said Anne.→T:What did Anne say As we know , Tom has something wrong with his ears,so you have to repeat Anne’s sentence.Ok,first of all, let’s translate the sentence into Chinese.安妮说：“我不得不呆在躲藏处。
剑桥少儿英语预备级下册
剑桥少儿英语预备级各单元重点Pre-starters B (下册)Unit 1 School is fun .(Pre-starters B)1.教学目的和要求Teaching aims and demands：通过活动激发学生在英语课上的学习兴趣。
复习和巩固前面出现过的学习用具等校园词汇。
学会简单的英语表达句式。
What can you see?I can see a big book.This is big. It’s big.How many boys are there?3.重点朗读词汇Key words and expressions：eraser, pencil-case, penicil, ruler, bag, blackboard, pen, book, playground, classroom,garden, swimming pool, Class One, boys, girls, teachers, doors, windows, TVs, fans.Unit 2 Classroom Olympics.(Pre-starters B)1.教学目的和要求Teaching aims and demands：通过学习，培养大家的竞赛意识及为集体增光的意识。
掌握一些运动用的交际词汇和句子。
通过游戏，进一步培养学生对英语的兴趣。
Hop to the blackboard.Jump to the window.Run to the door.Walk to the teacher.3.重点朗读词汇Key words and expressions：hop,paint,catch,count,run,bounce,draw,touch,football,badminton,baseball,bask etball, jump and touch, catch and count, kick and stop.Unit 3 You and I(Pre-starters B)1.教学目的和要求Teaching aims and demands：通过学习本单元，使学生正确地使用人称代词。
英语人教版九年级全册Unit10第一课时教案
Unit10 You are supposed to shake hands主备人：郑遂聚第一课时Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyland, drop by, after all, relaxed, a bit（2）Target LanguageCan you tell me the things I’m supposed to do?The first thing is to greet the teacher．Okay．What should I say?You are supposed to say "good morning, teacher．"2．Ability Objects．（1）Train students’ integrating skillsve competence．（2）Train students’ communicatiⅡ．Teaching Key Point．Train students’ integrating skillsⅢ．Teaching Difficult Point．How to improve students’ integrating skillsⅣ．Teaching ProceduresStep Ⅰ RevisionT: In last period, we summed up the expressions for telling what you are supposed to．I’ll ask some pairs to act out the conversationsdo．Now I’ll check your homeworkbefore the class．Free talk:T: What are we supposed to say when we meet others for the first time?S: We are supposed to say “How do you do.” or “Nice to meet you.”T: What are we supposed to do when we have an appointment to friends?S: We are supposed to be on time.T: Do you know what we are supposed to pay attention to at the table?S: We can’t make noise while eatingLook at the picture in activity 1a.T: What are the people doing in the picture?S: They are eating.T: How much do you know about table manners around the world?Allow the students to have different answers.Then look at the sentences in Part 1. Comprehend every sentence. Circle “T” or after each one.While comprehending, raising two points in them.1. pick upa. 捡起，拾起，拿起例：He saw a wallet lying on the ground and picked it up.b. 接人，取物例：I’m going to pick up my uncle at the airport.2. wipe 擦，擦去wipe away / off 把…..擦去例：Wipe your tears away.Step II 2aRead the instructions to the class.Review w hat an exchange student is and what table manners are.If necessary, translate them into Chinese．Look at the four pictures.You will hear the exchange student Steve, talking with his Japanese friend, Satoshi．Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan．Point to the boxes where students are supposed to write a number next to each picture．Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording．Play the recording the first time．Students only listen．Play the recording a second time．As they listen to the recording this time, let students number the pictures．Correct the answers with the class．Step III 2bRead the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings．Ask different students to read the two lists．You will hear the same recording again．Play the recording again．Ask students to write the letters in the blanks alone．Check the answers with the class．Step IV 2dGo through the instructions for the activity with the class．Look at the example in the box．Ask two students to read the sentence starters．Now, complete each one with a true statement about table manners in your country．Ask two students to read their sentences．Point out the sentence starters in Activity 2b．Say, Have a conversation about table manners in your country with a patter．You can use the sentence starters in Activity 2b to help you get started．Have students work in pairs．Ask one or two pairs of students to say their conversations to the class．Help the students to understand the instructions. Then listen to the tape and number the pictures in order. Listen again. Match sentence parts.Get the students to understand the meaning of every sentence, especially themeanings of phrases :把…..插入…..)，point at (指着)，walk down“make noise (制造噪音)，stick… into….((沿着…．走)”．Practising：Ask students to make up the whole sentences according to the ones in 2b.Then some say out their sentences before the class.Exercise：Make up sentences by using “be (not) supposed to…, be polite to…, be rud (The sentences they make must be different from the ones into…., shouldn’t…..”.the book.)Step ⅤHomework1．Write a conversation using the information in Part 4．2．Finish off the exercises on pages 49～50 of the workbook。
I Teaching aims and demands(教学目的和要求)
Unit 1 How often do you exercise?I. Teaching aims and demands(教学目的和要求): What do you usually do on weekends?I sometimes go to the beach.How often do you eat vegetables?Every day.Most of the students do homework every day.II. Teaching importance and diffcult(教学重难点): Talk about how often you do things.III. Teaching ways(教学方法):Revision, Learning, Practice and Reading.IV. Teaching tools(教学工具):Tape-recorder and Lattern.V. Teaching time(教学时间):VI. Teaching procedure(教学过程):The first period : I. Teaching Aims and Demands 1. Knowledge objectsName of activities.Aderbs of frequency.What do you usually do on weekends?I often go to the movies.2. Ability objectsWriting skill.Listening skill.Communicative competence3. Moral objectKeep a diary every day in English.II. Teaching Key PointsWatching TV, reading, shopingSkateboarding, exercisingIII. Teaching DifficultiesAlways, usually, often, sometimes Hardly, ever, neverWhat does she do on weekends? She often goes to the movies.IV. Teaching MethodsDiscover method. Listening and writing methods；Pairwork.V. Teaching AidsA tape recorder. Large monthly calendar showing the days of the week.A projectorVI. Teaching ProceduresStep 1 Greet the classT: I’ll introduce myself first. I’ll be your English teacher this term. Do you like English? I hope we’ll get along very well. I’m not only your teacher, but can be your friends. We’ll be happy together. Now let’s begin. This class we’ll learn Unit1. How often do you exercise? Please open books at page1.Step 2 Section A 1aFirst look at the picture. Ask a few students to say what they see in the thought bubbles. Each though bubble shows something a person does on weekends.Then mae each activity. Ask students to repeat each one.One girl is shopping.Another girl is reading.This boy is watching TV.These girls are skateboarding.Point out the sample answer. Then ask students to list all the activities in the thought bubbles If they don’t know to write the activities, use bilingual dictionaries.Then ask the students who finishes first to write the answers on the board.Check the answers on the board and ask students to correct their own activities.Step 3Display a large calendar that shows the days of the week. Tell students Saturday and Sunday are the weekend. Ask students to repeat Weekend.Then show three new words.How often 多久一次Hardly adv. 几乎不；几乎没有Ever adv 曾；曾经Step 4 1c PairworkFirst ask two students to read the sample in speech bubbles.What do you usually do on weekends?I often go to the movies.Now work with a partner. Make your own conversations about the people in the picture. For example.Step 5 SummaryThis class we’ve learnt some names of activities: watching TV, reading, skateboarding, exercising, shopping. And we also leant some adverbs of frequency: always, usually, often, sometimes, hardly, ever, never.Step 6 HomeworkNow homework: keep a weekend dairy showing what you do on weekend. You can write down they do from the time you get up until you go to sleep.Step 7 Blackboard DesignUnit 1 How often do you exercise?Watching TV reading Skateboarding exercising ShoppingWhat does she usually do on weekends?She often goes shopping.The second periodI. Teaching Aims and Demands1. Knowledge ObjectsAdverbs of frequency.Name of activities.Wh-question and answers.2. Ability ObjectsListening skill. Reading skill. Writing skill. Communcative competence.3. Moral objectsDo more exercise and keep healthy.II. Teaching Key PointsEvey day , once a week, twice a week, three times a week,once a month, twice a monthWatch TV, surf the Internet, read English books, go to the moviesIII. Teaching DifficultiesHow often do you watch TV? ----Twice a week.What does he do on weekends? ----He sometimes watched TV.How often does Chung watch TV? ----He watches TV twice a week.IV. Teaching MethodsDiscover method Listening and reading methods. Communicative qpproach.V. Teaching AidsA tape recorder. Some color paper for an activity.VI. Teaching ProceduresStep 1 Greet the class.Step 2 Learn some new wordsStep 3 2aNow please look at the list of activities and read after me.Wacth TVExercise -------ReadStep 4 2bNow please look at the heading. How often? In the chart in Activity 2a.Ever day Once a week Twice a week Three times a weekOnce a month Twice a monthStep 5 2c PairworkFirst ask a student to read the list of activities to the class.Watch TV Surf the Internet Read English books Go to the moviesExerciseNow tell me how often do these activities. You can write your answers under the list of How often.Step 6 An activity: How oftenGive students some color paper and ask them to write five statements about how often they do different activities. For example, I play soccer three times a week. I visit the doctor twice a year.Step 7 Grammar FocusStep 8 Summary and HomeworkThis class we’ve leant some adverbs of frequency: every day, once a week, once a month, twice a month. And we leant to talk about how often people do things. And also we has a game.Step 9 Blackboard DesignUnit 1 How often do you exercise?Twice twice a week Once once a month three times a weekTimeSurf the InternetThe third periodI. Teaching Aims and Demands1. Knowledge ObjectsNew words.A magazine article.How often do you read English books?I like reading. I read English books about twice a week.2. Ability ObjectsReading and writing skills. Communicative competence.3. Moral ObjectStudy hard and to be a good student.II. Teaching Key points1. New words2. How often do you read English books? I read English books about twice a week.III. Teaching DifficultyA magazine article.IV. Teaching MethodsReading method. Writing method Groupwork. Commnicative approach.V. Teaching AidA projector.VI. Teaching ProceduresStep 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach students how to read. And ask them to repeat.Step 3Now please open your books at page 3. Look at 3 first. I’ll read each line of the survey to you.Step 4 Group workWhat can you do improve your English?Collect the answers on the blackboard. For exampleRead English books Sing English songs See English moviesHow often do you do the things?Step 5 An activityAsk students to talk about how often their family members do things. For example,My mother cooks dinner every day. We eat in a restaurant once a week.My father goes to the United States once a year.Step 6 SummaryThis class we’ve read a magazine article and done an exercise. I hope you can study hard and to be good students. Your parents and teachers are proud of you.Step 7 HomeworkIf time isn’t enough, leave the exercises of workbook as homework.Step 8 Blackboard DesignUnit 1 How often do you exercise?How often do you …?Read English books Sing English books. See English moviesOnce a week twice a week once a monthStudents’ names Who’s the best English student?The fourth periodI. Teaching Aims and Demands1. Knowledge objectsNew words. Ask and answer questions.2. Ability objectsListening skill. Reading skill. Writing skill. Communicative competence.3. Moral object Exercise every day and keep healthy.II. Teaching Key PointsJunk, food, milk, fruit, vegetables, sleep, intervier, healthyIII. Teaching DifficultiesHow often do you drink milk? ----I drink milk every day.How often do you exercise? ----I exercise every day.How many hours do you sleep every night? ----Nine.IV. Teaching methodsListening and speaking methods. Listening and writing methods. Pairwork.V. Teaching AidsA tape recorder. A projector.VI. Teaching Procedures.Step 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.Step 3 Section B 1aNow open your books at page 4. Look at Activity 1a. First I’ll read each word. Junk food Milk Fruit Vegetables SleepThere are vegetables on the plate.Step 4 1b PairworkAsk some pairs to present some questions and answer to the class.Step 5 2aNow you’ll hear a reporter interview two people. Katraina and Bill.Play the recording the first time. Students only listen. Then play it again. This time ask students to circle Yes, No or I don’t know.Step 6 2bFirst read the questions in the chart to the class.How often do you exercise? How often do you eat vegetables?How often do you eat fruit? How many hours do you sleep every night?How often do you drink? How often do you eat junk food?Step 7 2c PairworkRead the sample in speech bubbles to the class first.Inteviewer: How often do you exercise?Katrina: I exercise every day.Interviewer: And How often do you …?Step 8 Summary and HomeworkThisclasswe’ve leant some words and leant to interview somebody with the sentence, how often…?After class please give more practice.Step 9 Blackboard DesignUnit 1 How often do you exercise?How often…?Katrina Bill1. every day hardly ever2. 10 or 11 times twice a week3. every day never4. nine nine5. every day never6. 2 or 3 times a week 3 or 4 times a weekHealthy UnhealthyThe fifth periodI. Teaching Aims and Demands1. Knowledge objectsNew wordsRead a letter from Katrina.Fill in the blanks in Paul’s letter.Write about your own habits.2. Ability ObjectsReading skill. Writing skill. Survey skill.3. Mora ObjectForm a good eating habit.II. Teaching Key PointsEating habit, of couse, look after Make a different, healthy, unhealthy AlthoughRead a letter Fill in a letterIII. Teaching MethodsReading and writing methods. Survey methods.IV. Teaching Aid A projector.V. Teaching ProceduresStep 1 Greet the class and check the homework.Step 2 Show the new words on the screen and teach them. Read the new words to students and ask them to repeat.Step 3 3aOpen your books at page 5. Look at Activities 3a. This is the part of Katrina’s letter to a pen pal. I’ll read it to you first.Step 4 3bThis is Bill’s letter. I’ll read the letter to you. (say blank each time when coming to a blank line.)Ask students to work individually.Step 5 3cAsk students to finish the writing individually. Then ask some students to read their paragraphs to the class.Or ask students to say some sample sentences first.Step 6 Survey Who is the healthiest?Now please turn to page 90.There are three questions.1. How often do you exercise?2. What sports do you play?3. How often do you eat vegetables?Step 7 Summary and HowmworkThis class we’ve read two letters. We know what healthy things are and unhealthy things are.Don’t forget to keep your diaries. Next class I’ll ask you to read your diaries.Step 8 Blackboard DesignUnit 1 How often do you exercise?Exercise Eat vegetablesDrink milkEat junk foodSleepEat fruitThe sixth periodI. Teaching Aims and Demands1. Knowledge objectsVocabulary in this unit. Writing practice Just for fun.2. Ability ObjectsReading skill. Writing skill. Drawing skill. Communicative competence.3. Moral ObjectTo be a successful person.II. Teaching Key PointVocabulary in this unit.III. Teaching DifficultyWriting practice using the target language in this unit.IV. Teaching MethodsWriting method. Reading method. Practice method Communicative Approach. V. Teaching AidA picture of a famous people.V. Teaching ProceduresStep 1 Greet the class and check the homework.Step 2 Shelf Check 1There are five sentence in the box.1. Mum me to get up at 6:00 and run with her.2. Grandpa is pretty healthy because he every day.3. A lot of vegetables you to keep in good health.4. You must to eat less meat.5. Does it a big difference if you eat fruit every day?Step 3 2Show the picture of a famous people.Write the name of the famous personality on the board. Ask students to imagine what he or she does every day and write a few examples on the board.Often every day Usually three times a week Sometimes once a weekAlways once a month Hardly ever neverStep 4 Just for fun!Ask students to read the cartoon to themselves. Then expain it.This activity provides reading practice with the target language.Step 5 Workbook Section BUnscramble these questions. Then answer them. Use the words in parenthese.Step 6 SummaryThis class we’ve reviewed vocabulary and abverbs of requency in unit 1. And we’ve reviewed the target language in this unit and done some exercises.Step 7 HomeworkIf time doesn’t permit, leave some exercises of workbook as h omework。
五年级英语第三单元教案(热门10篇)
五年级英语第三单元教案（热门10篇）五年级英语第三单元教案第1篇一. Teaching Time:Date:Lesson Time:二.Teaching aims and demands:(一)1. Four skills: month, January, February, March, April.2. Three skills: January is the first month of the year.3. Lets make and talk.制作相册。
要求用以下句式进行交流:It’s January. She is skating. In March, the children plant trees.4. Lets read and chant.(二)Teaching Affection1. To promote Ss’ interest and confidence.2. To teach the Ss how to say the first month to fourth month of the year.三.Teaching important points and difficult points:1. Words: month, January, February, March, April.2. Sentence: January is the first month of the year.四.Teaching methods:1. Communication Teaching Method.2. Direct Teaching Method.3. Reading and writing.4. TPR.五.Teaching aids:1.准备教师卡片，图片和录音磁带。
2.教师准备硬纸片;数量相等的1～4月的小纸条，按照学生人数准备每人一套。
3.学生准备几张照片，是有1～4月日期的或是能反映出时间的。
剑桥少儿英语预备级上册
剑桥少儿英语预备级各单元重点Pre-starters A (上册)Unit 1 Greetings (Pre-starters A)1.教学目的和要求Teaching aims and demands：使学生通过学习本单元能用英语跟同学，老师及父母等打招呼。
使学生初步接触英语的语音，语调和节奏。
使学生能初步掌握本单元中出现的几个单词和短语。
2.交际用语Expressions in communication：Good morning!/Morning!Say hello to Teddy Bear!Hello!/Hi!3.重点朗读词汇Key words and expressions：hello, morning, Monkey Munchy, Panda Pandy, Dog Doffy, Cat Catty, Teddy Catty, Teddy Bear.Unit 2 Bginning sound. (Pre-starters A)1.教学目的和要求Teaching aims and demands：本单元通过学习几个常用的单词来学习英语的前三个字母，Aa，Bb，Cc。
让学生初步接触一下英语，包括英语的语音和语调。
进一步巩固第一单元所学过的用英语打招呼的句子。
2.交际用语Expressions in communication：A apple,please!Some cakes? No!No!3.重点朗读词汇Key words and expressions：Amy, apple, banana, bamboo, cake, cat, Catty,candy.Unit 3 Dog, elephant,fish and giraffe. (Pre-starters A)1.教学目的和要求Teaching aims and demands：学生在巩固所学三个字母的基础上新学四个字母。
让学生学习和认读一些有关动物的名称。
剑桥少儿英语预备级下册各单元重点
剑桥少儿英语预备级各单元重点Pre-starters B(下册)fun..(Pre-starters B)Unit1School is fun1.教学目的和要求Teaching aims and demands：通过活动激发学生在英语课上的学习兴趣。
复习和巩固前面出现过的学习用具等校园词汇。
学会简单的英语表达句式。
2.交际用语Expressions in communication：What can you see?I can see a big book.This is big.It’s big.Welcome to our school.Please come with me.How many boys are there?3.重点朗读词汇Key words and expressions：eraser,pencil-case,penicil,ruler,bag,blackboard,pen,book,playground,classroom,garden, swimming pool,Class One,boys,girls,teachers,doors,windows,TVs,fans.Unit2Classroom Olympics.(Pre-starters B)1.教学目的和要求Teaching aims and demands：通过学习，培养大家的竞赛意识及为集体增光的意识。
掌握一些运动用的交际词汇和句子。
通过游戏，进一步培养学生对英语的兴趣。
2.交际用语Expressions in communication：Hop to the blackboard.Jump to the window.Run to the door.Walk to the teacher.3.重点朗读词汇Key words and expressions：hop,paint,catch,count,run,bounce,draw,touch,football,badminton,baseball,basketball,jump and touch,catch and count,kick and stop.Unit3You and I(Pre-starters B)1.教学目的和要求Teaching aims and demands：通过学习本单元，使学生正确地使用人称代词。
职业高中英语教案高一2021
职业高中英语教案高一2021根据教学原则和教材的特点，结合学员的具体情况和学校教学条件来考虑教法，初步构思整个教学过程。
那么应该怎么写好教案呢?今天在这里给大家分享一些有关于职业高中英语教案高一2021范文，希望可以帮助到大家。
职业高中英语教案高一2021范文1Teaching aims and demands:a. Achieve language skills and related knowledge about the topic of friends and friendship;b. Learn to express likes and dislikes and make apologies:c. Vocabulary in this unit:the words and expressions listed on the teacher’s bookd. Grammar:Direct and indirect speechLesson 1 Step 1 Presentation and discussion (warm-up)Put some new words on the blackboard and tell them something about a friend. Kind honest brave loyal happy wise strongbeautiful handsome rich smart funnyThen ask some questions around the class and discuss with them.What should a good friend be like?What qualities should a good friend have?Should they be funny, smart and strong?Step 2 ReadingAsk the students to read the dialogue in the part SPEAKING. Ask some questions:1.What doesn’t John like?2.What does Joe think of music and skiing?And then fill in the form on page 3.Then ask the students to express their ideas freely. Encourage the students tosay more about friends.Step 3ListeningAsk the students to listen to the tape and fill in the blanks in the listening part.Step 4 Talking/PracticeAsk the students to page 85. Make a similar dialogue as in exercise 2.Some useful expressions :Why did you…? Why didn’t you…? You said that you would…Please forgive me. You promised to … I’m very sorry… It won’t happen again.I forgot.Step 5 HomeworkFinish Exercise 3 in the workbook.Lesson2 Step1 RevisionAsk several students to present a speech about friends as a revision.Step 2 Pre-readingPresent the students a picture to illustrate the situation on a lonely island. Ask them to list three items in the box and ask them to give the reasons using the sentences listed on page3.Step 3 ReadingBefore asking the students to read the text, first give the students a brief introduction about Tom Hanks, his films and the film Cast Away.Then students read the text, and answer the following questions.1.How does Chuck Noland come to a deserted island?2. In order to survive on the island alone, what does he need to learn?3. What does he understand at last?4. For us, what lesson we can learn from Chuck?At the same time explain the language points if necessary.Step 4 Post-readingDiscuss the following questions in the Part POST-READING.Step 5 HomeworkPrepare a talk about Tom Hanks or something about one of his film.Lesson3Step 1 RevisionGet the students to give a talk about Tom Hanks or something about one of his films.Step 2 Language StudyAsk the students fill in the blanks with proper words.Step 3 GrammarIllustrate to the students the use of Direct and Indirect Speech.Then ask the students to do the exercise in the Part Grammar on P5. Step 4 PracticeAsk the students to act the exercise2 in the part Grammar out.Step 5 HomeworkAsk the students to finish the exercise2 in their workbook.Lesson4Step 1 RevisionCheck the homework.Step 2 PresentationPresent simples of e-mail to get the students a general idea of e-mail.Step 3 ExplanationTell the students some tips of writing an e-mail by learn the above e-mail simple. Step 4 WritingAsk the students to write an e-mail message.Step 5 HomeworkAsk the students to try to write an e-mail to their e-pal.职业高中英语教案高一2021范文2Teaching Aims and DemandsWords and PhrasesFour Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and thenThree Skills: energy soft bar fuel chemical balance tasty boil mixtureSpoken English:In the clinic / seeing a doctor:What’s wrong with you?/What’s the matter with you?Lie down and let me examine you.Let me have a look.Where does it hurt?Drink plenty of water and get some rest. I’ve got a pain here. This place hurts.There’s something wrong with back/my knee/my arm.I don’t feel well.Grammar:Use of Language:1. Master the function use of language as defined above.2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.Important points:1. Talk about different kinds of food that one favorites.2. learn the basic knowledge of healthy eating.3. learn how to say in the clinic.4. Grasp the language points and grammar in the text.Difficult points: The use of modal verbs --- had better, should and ought to. Teaching aids: computer or slider-projectorWay of Teaching: Communication way of teaching, discussion and group work.Lesson 1Step 1 Warming-UpFirst show the students some pictures of dishes and so to introduce the topic of this unit.And then show the pictures on their text books and let them to decide what is junk food and what is not.Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.Step 2 ListeningLet the students listen to the tape and be prepared to answer the questions below. Step 3 SpeakingShow the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogueAfter that list the useful expressions in their dialogue.Step 4 HomeworkPrepare for the next class.Collect some menus if possible for the next class.Lesson 2Step 1 IntroductionUsing the questions on P3 to introduce the new text.Step 2 Fast-reading1.What does the “fuel ” mean in the first paragraph?(It means different kinds of materials, such as protein, Calcium that we needto keep healthy.)2.What do we have to consider when we choose to buy or eat?(What kinds of nutrients that the food contain.)3.What made our eating habit changing?(Many things: what people believe, advice from companies and stores.)4. How can we feel and look fine?(We ought to learn about our body and the fuel it needs to keep fit.)Explain the language points if necessary.Step 3 Carefully-readingHow many parts can be divided into?(Three parts.)What’s the main idea of each part?(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.) Step 4 TalkingAsk the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.Step 5 HomeworkFinish the exercise --- Vocabulary on P5. and P72-73Lesson 3Step 1 RevisionCheck the homework.Step 2 GrammarFirst present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.Step 3 Consolidation(1) Finish the exercise on P5 and on P74(2)Take out a piece of paper with the column “Ask ###” in order to make thestudents understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.1.give advice that will really help the person.2. be polite and sincereat last get the students to finish the following practice.Step 4 HomeworkFinish the exercise 3 on P74 in the students’ workbook.Lesson 4Step 1 RevisionLet some students read their reply to the letters on P74.Step 2 ReadingRead the text on P6 and then get the students to find the main idea of it (Snacks is also important . we need to learn something about snacks and the way to prepare it.)Step 3 WritingAsk the students to work in pairs to write the recipe for their favourite dish. We may first give the tips on P7 as a guide.Step 4 DiscussionFirst ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?What does one have to pay special attention to in order to keep healthy? (food and exercise etc.)Step 5 HomeworkDo a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.职业高中英语教案高一2021范文3Ⅰ. Teaching Basis (教学依据) ：《普通高中英语新课程标准》Ⅱ. The Type of the Text (课型) ：Revision (复习课)Ⅲ. Teaching Methods(教学方法): Question-based method(提问式)，Group discussion method(小组讨论法)，Cooperative learning(合作探究)，Practicing(练习).Ⅳ. Teaching Aids (教学手段) ：Multimedia computer(多媒体电脑)，Learningpaper(导学案)，Blackboard(黑板).Ⅴ. Teaching Aims(教学目标) ：①Knowledge aims(知识目标):words: achievement, specialist, organization, hard-working, confident….. phrases: put to death, mean doing, either…or…, the bond between……, structure: only+…., It is/was+….+that…. grammar: Subject-verb agreement.②Ability aims(能力目标): Develop the students’ ability to use the important language points, enable students to describe people using the adjectives.③Emotional aims(情感目标): Encourage the students to think about what makes a person great.Ⅵ. Teaching focuses(教学重点)：Get the students to review and consolidate what theyhave learned in this unit.Ⅶ. Teaching difficulties(教学难点)：Get the students to turn what they have learned intotheir ability.Ⅷ.Teaching procedure(教学过程)： Step 1 复习学案情况反馈(1分钟)Step 2 lead-in ：通过图片展示的方式，过渡到知识竞答类节目《一站到底》，本节课也将模仿这种模式授课。
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Teaching aims and demands:
1） Enable the students to understand, say, read, and write:
uncle, aunt, cook
2） Enable the students to understand , say ,read and write: What’s your hobby?
My hobby is….
3）Enable the students to talk about hobbies using the new sentence pattern
Teaching key points:
The sentence pattern: ---What's your hobby ?
---My hobby is ...
Teaching difficulty:
The --- ing form of the verbs.
Teaching aids:
tape- recorder, CAI, some works of paper cutting, ect.
Teaching steps:
一、Warming-up
1、Let's chant:
Singing, singing, I like singing.
Dancing, dancing. I like dancing.
Reading, reading, I like reading.
Skipping, skipping, I like skipping.
二、Presentation.
1、T: Now, look at pictures and read out the words. ( show out the courseware)
Ss: Dancing/reading/singing/cooking/play the piano/play the drums.
T: I like dancing. ( write the sentence on the board)
Do you like dancing? ( ask a student)
S1: Yes, I do.
(T asks S2)Do you like reading?
S2: No, I don't.
T: What do you like?
S2: I like cooking.
T: Oh, I like cooking, too. So, my hobby is cooking. (write the sentence on the board)
Then, teaching：hobby，cooking .
T :Ok, now, who can answer me，
"...?"
I should say," My hobby is cooking.''
Ss: What's your hobby? ( T should write the sentence on the board)
Then, T and Ss ask and answer.
2、Pair work
A: What's your hobby?
B: My hobby is ..../
I like....
Then, act out the dialogue.
3、Listen and say.
Present the text:
T: Today, Li Ming and Danny come to Li Ming’s grandpa’s home. Li Ming wants to introduce his family members to us. Now, let's listen, watch and answer: Who are they visiting?(see the video)
T: Do you understand, children?
Ss: Yes.
Grandpa, grandma, uncle and aunt.
T: Let's correct the answer. Look: This is Li Ming's grandpa. This is Li Ming's grandma. This is Li Ming's uncle. This is Li Ming's aunt. (Teach: uncle, aunt)
Great! You are clever, children!
4、Watch and match
T: Now, Li Ming and Danny want to know their hobbies.
Let's watch again, please.
Grandpa (grandpa's picture) doing taijiquan. Grandma(grandma's picture) paper cutting.
Uncle (uncle's picture) reading.
Aunt (aunt's picture) cooking.
Then, correct the answers.
Teach: paper cutting (enjoy some pictures)
5、Check the answers.
Grandpa: My hobby is doing taijiquan.
Granma: My hobby is paper cutting.
Uncle: My hobby is reading.
Aunt: I like cooking.
6、Listen again and repeat. (2 times)
7、Practice reading in roles.
8、Act out.
四、Production
Make a survey
1) Enjoy some pictures of the famous people and tell about their hobbies.
T: Yao Ming likes playing basketball. ..
What’s your hobby?
Let’s make a survey: Six in a group and talk about your hobbies.
2) Show time
Check 2 groups.
五．Let’s copy
1) T shows 4 words and asks several students to read.
Run, sing, cook, and dance
2) T writes those words on the Bb and asks Ss to spell with it. 六．Summary
T: What have you learned today?
(今天你学到了什么知识？)
Ss: What’s your hobby?
My hobby is…./
I like ….
七．Blackboard Design:
What's your hobby?
My hobby is ….
I like....
八． Homework
1） Listen and read the text five times.(听读课文5遍。
) 2）Interview your family members about their hobbies. 采访你的家庭成员，记录他们的爱好.。