年级unit13教案71055

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初二英语Unit13（新课标版八年级英语上册教案教学设计）

初二英语Unit 13(新课标版八年级英语上册教案教学设计)Lesson 49教学目标学会口头邀请和应答的常用基本用语。

1. A: Would you like to …B: Certainly. I’d love to.2. A: I hope you can …B. Thanks. I’d love to.教学用具录音机，投影仪教学方法将对话放入真实的生活情景中演练。

教学步骤Step 1 Revision复习一些相关的单词。

Step 2 Presentation可组一组对话：1. A: Next Sunday is my birthday. Can you come to my party?B: Oh, thanks very much. I’d love to.A：I hope both Jim and you will come.B: OK.2. A: It’s a fine day today, isn’t it?B: Yes, Why?A: Would you go out for a walk with me?B: I’d love to.A: I hope Jim will go with us, too.老师可先自问自答，也可先和程度较好的同学先练习，然后组织全班练习。

Step 3 Drill让学生练习以上对话。

听第一段录音2遍，请同学们复述（最好用英文）对话中的有关内容，了解这段出现了几个人物，说的是什么事情。

教：birthday: the day when you were bornStep 4 Presentation听第二段录音2遍，请同学们复述第二段电话的发生环境和结果。

并说出与第一段有什么不同的地方。

（第二段Ann事先忘了告诉Bruce）。

打开书，教师解释：be going to, forget to dobe going to 将要干…1. I’m going to have a party next Sunday.2. We are going to Xiangshan Park.3. Are they going to have a football match tomorrow? Yes, they are.forget to do 忘记要做的事1. Don’t forget to tell Jim.2. I forgot to tell you.3. Don’t forget to read the text tonight.4. Don’t forget to watch football match.5. I forgot to bring my homework.Step 5 Practice跟读录音一至两遍。

人教版PEP初中九年级英语全册第13单元Unit 13教学教案

Unit 13 We’re trying to save the earth!话题Topic 保护环境Protecting the environment功能Functions谈论环境污染和环境保护问题Talk about pollution and environmentalprotection1.We’re trying to save the earth!2.But it used to be so clean!3.The air is badly polluted.4.So far,no scientific studies have shown that shark fins are good forhealth.5.Help save the sharks!语法Grammar 复习used to,现在进行时态,被动语态,现在完成时和情态动词的用法。

词汇和常用表达 Words & expressions 1.能正确使用下列词汇litter,bottom,fisherman,coal,ugly,advantage,cost,wooden,plastic,cruel,harmful,industry,law,scientific,afford,recycle,gate,bottle,president,work,metal2.能正确使用下列常用表达be harmful to,at the top of,take part in,turn off,pay for,throw away,putsth.to good use,pull …down,upside down,bring back3.能认读下列词汇takeaway,bin,shark,fin,chain,ecosystem,reusable,transportation,napkin,inspiration,iron,creativity学习策略Strategies 1.能够利用同环境相关的词汇,对环境污染和环境保护进行简单描述,意识到保护濒危动物和拯救地球的重要性。

冀教版七年级英语上册 Lesson13 【优质教案】

Put your right hand in.
Take your right hand out.
Put your right hand in,
And shake it all about.
Do the Hokey Pokey, And turn around. That’s what it’s all about.
Step 3 Learn the new words.
Show the students some pictures and sentences and help them to grasp the new words.
(设计意图：通过图片展示新词，突出重点，突破难点；通过语篇进行解释，使学生利用语境记单词和短语的含义。)
[设计思路：通过唱歌、动作，培养学生的口、手、脚的协调能力，巩固新知。]
Step 10 Dig in
1. Eye for eye and tooth for tooth.以牙还牙，以眼还眼。
2. He has a green thumb.他有特殊的园艺才能。
3. Tom likes to talk with others face to face.汤姆喜欢面对面地与别人交谈。
Greet the students
Step 2 Warm-up: Brainstorm:
Write down as many words about body part and actions as they can. (写出关于身体部位、动作的词汇)
［设计思路：利用头脑风暴让学生以最短的时间写出关于身体部位和动作的词汇，利于后面的新知学习。］
7.教学反思
本课的教学调动了学生的多种感官，让学生动口、动手、动脑，使不同学习类型的学生都有所收获。再通过头脑风暴、小组活动、猜谜游戏、歌曲等活动激发了学生的学习兴趣，拓展了学生的知识面。

九年级英语unit13教案

九年级英语unit13教案教案标题：九年级英语Unit 13教案教案目标：1. 通过本单元的学习，学生能够掌握有关健康和生活方式的词汇和表达方式。

2. 提高学生的听说读写能力，培养他们的英语交际能力。

3. 培养学生的合作学习和自主学习能力。

教学重点：1. 掌握与健康和生活方式相关的词汇和表达方式。

2. 提高学生的听说读写能力。

教学难点：1. 运用所学的词汇和表达方式描述健康和生活方式。

2. 运用所学的语言进行实际情境的交际。

教学准备：1. 多媒体设备和投影仪。

2. 学生课本和练习册。

3. 单词卡片、图片等教具。

教学过程：Step 1: 导入新课 (5分钟)1. 引入新课，与学生讨论有关健康和生活方式的话题。

2. 展示一些图片，让学生猜测图片与健康和生活方式的关系。

3. 引导学生提出一些与健康和生活方式相关的词汇。

Step 2: 词汇学习 (10分钟)1. 教师通过多媒体展示单词卡片，教授与健康和生活方式相关的词汇。

2. 学生跟读单词，并进行词汇拼写和语音练习。

Step 3: 阅读理解 (15分钟)1. 学生阅读课本中与健康和生活方式相关的短文，并回答相关问题。

2. 学生进行小组讨论，分享自己的答案，并与其他小组进行交流。

Step 4: 口语练习 (15分钟)1. 学生分成小组，进行角色扮演，模拟真实生活情境，例如在医生办公室里咨询健康问题。

2. 学生互相提问和回答问题，运用所学的词汇和表达方式进行交流。

Step 5: 写作练习 (15分钟)1. 学生根据所给的提示，写一篇关于自己的健康和生活方式的短文。

2. 学生互相交换作文，进行互评和修改。

Step 6: 总结和作业布置 (5分钟)1. 教师总结本节课的重点和难点，并与学生一起回顾所学内容。

2. 布置作业：要求学生完成练习册中与本单元相关的练习。

教学延伸：1. 鼓励学生自主学习，提供相关的阅读材料和网上资源，让学生进一步了解健康和生活方式的话题。

(整理)初一英语教案人教版Unit13

Unit 13 What colour is it?一、教学目标与要求通过本单元教学，使学生能运用所学英语，正确地描述物体的颜色；同时进一步学习分辨人物的用语，并加以运用。

VFf在本单元还要继续认读6个国际音标。

二、教学重点与难点1、句型：1)What colour is it?It's red /blue/black...2)What colour are they? They're red/blue/black...2、语法：初步学习不定代词one的用法。

3、音标：认读[U:],[Q],[h],[r],[j],[w]等音标。

三、课时安排本单元共4课时，每课1课时。

第四十九课一、教学内容1、词汇（略）2、句型：What colour is it ? It's red/black...二、教具录音机；一大张白纸和各种颜色的彩笔。

三、课堂教学设计1、值日生报告。

2、将事先准备好的白纸挂在黑板上，用红色彩笔画一辆小汽车简图，向学生提问：T: What's this in English?Ss It's a car.T: What colour is it?教师自己回答：It's red.启发学生猜这两句的意思。

然后再用黑色彩笔画另一辆小汽车，重复刚才的步骤。

3、教师借助自己手中的彩笔（或彩色插图第页的彩色方块），教授其他颜色的名称，反复来读这些单词，直到学生初步掌握为止。

4、打开书，学生看图。

放课文第一段录音，学生先听，然后跟读两至三遍。

5、教师在白纸上画几个其他物体（用不同颜色彩笔），挂在黑板上。

指导学生两人一组，依照课文第一部分进行问答（对话中的on the hill可以改为on the blackboard）。

请几组表演。

6、两人一组，就课文第二部分进行回答。

7、指导学生做练习册习题。

8、布置作业1）抄写生词；2）完成练习册习题第五十课Lesson Fifty一、教学内容1、词汇（略）2、初步学习不定代词one的用法二、教具录音机；上节课使用过的图片。

九年级英语上册unit 13 教案

Unit 13 Rainy days make me sad．Ⅰ．Analysis of the Teaching Material1．Status and FunctionIn this unit, students learn to talk about how things affect them．The topic is meaningful and practical to students, It is very useful．It can help students express their own opinions in their daily life．It continues to train students’ speaking ability and integrating skills．After studying this unit, students will be in charge of their attitude and they can do everything better．（1）The first period mainly gives students listening and oral practice using the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．OK, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．（2）The activities in the second period give students more listening and speaking practice as well as grammar focus to practise the target language．The practice can help students improve their listening and speaking skills．（3）The third period provides an article．Students learn to get detailed information from the article．It is a basic reading skill, and also it is of great help for students to improve their reading skill．（4）The fourth period not only introduces some new words but also provides students with many different kinds of activities．In this class, students learn how to express their own opinions using the target language．（5）A lot of practice is designed in the fifth period to train students’reading and writing skills．Students also learn how to treat the advertisement from the reading material．（6）All the activities in the last period in this unit are used to provide writing practice using the target language．2．Teaching Aims and Demands（1）Knowledge ObjectsIn this unit, students learn to talk about how things affect them, and how to express their own opinions using the target language,（2）Ability objectsTo train students’ listening, speaking, reading and writing skills using the target language,（3）Moral ObjectThe impact of attitude on life is obvious．When go shopping, we should remember not all the ads are great．We have to be careful．In this way, we can buy nothing that we don’t need at all．So we shouldbe in charge of our attitude．That way, we can live happily and we can do everything better．3．Teaching Key PointTo make students learn and master the key vocabulary words and the target language．4．Teaching Difficult PointsTo train students’ listening, speaking, reading and writing skills．To train students’ communicative competence．5．Studying WayTeach students how to express their own opinions freely．Ⅱ．Language FunctionTalk about how things affect you．Ⅲ．Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．Ⅳ．StructureSecond conditional with wishⅤ．V ocabularylighting, mysterious, tense, silky, owner, product, knowledge, for instance, shiny,skin, cream, toothpaste, endangered, uncomfortable, usefulⅥ．Recyclingfast food, make, cry, customer, happy, dance, sad, restaurant, red, pink, blue, relaxed, stressed out, awful, soft, energetic, keep outⅦ．Learning Strategies1．Personalizing2．MatchingⅧ．Teaching TimeSeven periodsThe First PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularysad, energetic, stressed out, soft（2）Target LanguageI’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really? Loud music makes me energetic．Not me! Loud music makes me stressed out．2．Ability Objects（1）Improve students’ listening ability．（2）Help students to express their opinion freely．3．Moral objectsIt is important to choose a suitable place．It is good for your study and life．Ⅱ．Teaching Key PointTarget LanguageⅢ．Teaching Difficult Points1．How to improve students’ listening ability．2．How to help students to express their opinion freely．Ⅳ．Teaching Methods1．Listening-and-answering activity to help the students go through with the listening material．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionT: Yesterday we finished Unit 12．In this unit, we learned how to tell what we are supposed to do．Now tell me some things that are good to do in school and that are not good to do in school．S1: We’re supposed to do our homework every day．S2: We’re supposed to raise our hands before we talk．S3: We’re supposed to come to class on time．S4: We are not supposed to be late for class．S5: We’re not supposed to eat in class．T: Very good．You’re right．From now on, we’ll learn Unit 13．Look at the following list of activities on the blackboard: parties, exams, school vacations, gym class．How do you feel about parties? Happy?Excited? Nervous?S1: Nervous．T: Oh, so parties make you nervous．S1: Yes．T: Class repeat．Parties make me nervous．S s: Parties make me nervous．T: Now what about school vacations?How do you feel about them?S2: Happy．T: So, school vacations make you happy．S2: Yes．T: Class repeat．School vacations make me happy．S s: School vacations make me happy．T: Now what about gym class? How do you feel about it?S3: Excited．T: So gym class makes you excited．S3: Yes．StepⅡ1aThis activity introduces new vocabulary and provides oral practice using the target language．Go through the instructions and look at the two pictures．Ask, Who can describe the interior of each restaurant? （Rockin Restaurant has red walls, ugly paintings on the walls, and loud music．The Blue Lagoon has blue walls, plants, flowers, and a piano player．）Say, Which restaurant would you rather go to? Talk about it with your parter．Let students work in pairs, and tell each other which restaurant they would like to go to and why．When students work, go around the classroom offering help as needed．When they have finished talking to each other, call out several pairs to say their conversations to the class．Sample conversationS A: Which restaurant would you like to go to?S B: I’d like to go to the Blue Lagoon．S A: Why?S B: Because there are plants and flowers there．Step Ⅲ1bThis activity gives students practice in understanding the target language in spoken conversation．Ask students to read the instructions．Look at the chart and point out the two headings: The Rockin’Restaurant and The Blue Lagoon．Look at the sample answer．Let a student read the completed sentence, and then say, You will hear the missing words on the recording．Fill in the blanks with the words you hear on the tape．Play the recording the first time．Students only listen carefully．Play the recording again．This time fill in the missing words．Check the answers with the whole class．AnswersThe Rockin’ Restaurant: sad, tenseThe Blue Lagoon: relaxed, sleepyTapescriptGirl 1: I’m hungry, Amy．Girl 2: So am I．Why don’t we get something to eat?Girl 1: Yeah．Let’s go to the Rockin’ Restaurant．I love their hamburgers．Girl 2: Oh, Tina…I hate the Rockin’ Restaurant．Girl 1: Why? The food is great, isn’t it?Girl 2: The food’s fine．I just don’t like the atmosphere．Those awful pictures on the walls make me sad, and the loud music makes me tease．Girl 1 :OK．So where do you want to go, Amy?Girl 2: Let’s go to the Blue Lagoon．The soft music makes me relaxed．Girl 1: Not me．It makes me sleepy．Step Ⅳ1cThis activity provides guided oral practice using the target language．Look at the example in the box．Invite a pair of students to read it to the class．S A: I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．S B: Oh, really? Loud music makes me energetic．S A: Not me! Loud music makes me stressed out．Go through the instructions with the class．Tell students they will be talking about their own opinions with a partner．Look back at the chart in Activity 16．Make up a conversation with a partner using words from the chart, such as awful pictures, loud music and soft music．While students are working in pairs, walk around the classroom, and listen to some pairs．If necessary, offer language support．Then ask some pairs to act out their conversations in front of the whole class．Optional activityLet students look around the classroom, think about other rooms in the school, and talk about how these places make the students feel．For example, what are your opinions about this room? A student might answer, This room is sunny．It makes me happy．Or ask them．What are youropinions about all the noise in the cafeteria? A student might say．All the noise in the cafeteria makes me tense．Notes:1．awful——terrible; dreadful2．energetic——full of energyStep ⅤSummaryIn this class, we’ve learned some important words, such as sad, energetic, stressed out．We’ve also learned the target language I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating．Oh, really?Loud music makes me energetic．Not me!Loud music makes me stressed out．Step ⅥHomeworkReview the target language．Step ⅦBlackboard DesignUnit 13 Rainy days make me sad．The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularytense, have fun, angry, cry．（2）Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．2．Ability Objects（1）Train students’ listening ability．（2）Train students’ speaking ability．3．Moral ObjectsEnjoying yourself is very important．But no matter what hobbies you have, do remember they must be good for health and study．Ⅱ．Teaching Key Points1．Key Vocabularytense, angry, cry．2．Target LanguageLoud music makes me tense．Loud music makes me want to dance．That movie made me sad．3．StructuresLoud music makes me tense．Loud music makes me want to dance．Ⅲ．Teaching Difficult Points1．The target language2．How to train students’ listening ability．Ⅳ．Teaching Methods1．Listening method to improve the students’ listening ability．2．Pairwork．Ⅴ．Teaching AidA tape recorderⅥ．Teaching ProceduresStep ⅠRevisionCheck homework．Invite a pair of students to read the conversation in Activity 1c．Then let some pairs act out their conversations according to the pictures in Activity 1a and Activity 1c．S A: I’d rather go to the Rockin’ Restaurant because I like to listen to loud music while I’m eating．S B: Really? Soft music makes me relaxed．S A: Not me．Soft music makes me sleepy．Step Ⅱ2aThis activity gives students practice in understanding the target language in spoken conversation．Look at the pictures．Ask, What are they doing? Please guess．（In Picture 1, two women are eating and smiling．Maybe the food is very delicious．In Picture 2, the two women are crying．Maybe they are seeing a sad movie．In Picture 3, one of the two women is very tensethat because of the loud music．In Picture 4, one woman is waiting for the bus or someone．Waiting makes her angry．）Go through the instructions with the class．Say, You will hear Tina and John talking about what Tina and Amy did last night．The four pictures show something that Tina did last night．Point to the boxes．Say, Use the number 1 through 4 to show the order you hear Tina and John talk about these things in the recording．Play the tape for students．The first time, students just listen．Play the tape again．This time, ask students to number the pictures when they listen．Correct the answers with the class．AnswersThe pictures should be numbered in this order: （down）3 24 1TapescriptBoy: Did you and Amy have fun last night, Tina?Girl: Well, John…yes and no．Boy: Was Amy late as usual．Girl: Yes, she was．And waiting for her made me angry．Boy: Where did you go?Girl: First we went to the Rockin’ Restaurant, but Amy didn’t want to stay．She said that loud music made her tense．Boy: That’s funny．Loud music always makes me want to dance．Girl: Me too．So then we went to the BlueLagoon．It was quiet and the food was great．We had a good time．Boy: Then did you go to the concert at the high school?Girl: No．We decided to go to the movies．We saw Love Me Forever．It was a really good movie, but it was so sad that it made us cry．Boy: Sad movies don’t make me cry．They just make me want to leave!Girl: You should just like my brother!Step Ⅲ2bThis activity provides guided listening practice using the target language．Go through the instructions and point to the list of statements．You will hear the same recording again．This time listen carefully to what each person says．Put a checkmark in front of the statements you hear．Look at the sample answer．On．the tape Tina says, Waiting for her made me angry, so acheckmark goes in front of this sentence．Play the tape again．Let students check the sentences they hear．Ask students to say the reasons why they check them．Check the answers with the class．Answers√Waiting for her made me angry．√She said that loud music made her tense．Loud music makes me happy．√Loud music always makes me want to dance．√It was so sad it made us cry．√Sad movies don’t make me cry．They just make me want to leave!It made me sad．StepⅣ2cThis activity provides oral practice using the target language．Look at the sample conversation betweenTina and John．Invite a pair of students to read it to the class．John: Did you have fun with Amy last night?Tina: Well…yes and no．She was really late．Go through the instructions with the class．Get students to make up a conversation using information from Activities 2a and 2b．Let students work in pairs．While they are working, go around the classroom checking the progress of the pairs and offering help as necessary．Call out a pair of students to say their conversation to the class．S A: Did you have fun with Li Ping last night?S B: Well…yes and no．She was late again as usual．S A: So, waiting for her made you angry．Where did you go?S B: We went to a small restaurant．It was quiet and clean．The food was delicious．The soft music made me very happy．S A: Did you go to see a movie?S B: Yes．We saw Love Me Once More,Mother．It was a very good movie．It was also moving and sad．It made us cry．S A: Really? You sound just like my mother．Step ⅤGrammar FocusLook at the grammar box．Invite a student to read the sentences to the class．Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．While the student is reading, write the three sentences on the blackboard．Then ask, What verb do you see in all three sentences in the Grammar Focus? （make in the present and in the past tense）Let students underline the verb in all three sentences．Then underline the word that comes right after that verb （me）．Ask, What does this word tell us? （It tells who had the feeling-me, her, etc．）Circle the ending of each sentence．Get a student to come to the blackboard and point to the circled words that are adjectives and read these words to the class （tense, sad）．Other students repeat．Then let students make up similar sentences with the verb make that talk about feelings and have adjective at the end．Write on the blackboard:makes me ．Let students work alone．Then ask some students to read their sentences．S1: A quiet place makes me sleepy．S2: Loud noise makes me tense．Pay attention to the sentence with wanting to dance at the end．Say, Sometimes there is a phrase like want to dance at the end instead of an adjective．For example,Loud music makes me want to leave, Ask students to make up sentences with the following sentence starters: Long movies make me ．Hot weather makes me ．Give students two minutes to finish the sentences．Then ask some students to read their sentences．S1: Long movies make me want to leave．S2: Long movies make me want to cry．S3: Hot weather makes me want to go swimming．S4: Hot weather makes me want to drink a lot of water．Let students make up any other sentence using the verb make to talk about how things affect them．StepⅥSummaryIn this class, we’ve learned key vocabulary tense and the target language Loud music makes me tense．Loud music makes me want to dance．That movie made me sad．Step ⅦHomeworkGet students to write some sentences according to the target language．Step ⅧBlackboard DesignUnit 13 Rainy days make me sad．The Third Period Ⅰ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularyowner, scientific, pink, knowledge, serve, uncomfortable, endangered．（2）Target LanguageHow do you feel about pollution?It makes me kind of angry．How about you?It makes me want to join a clean-up campaign．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3．Moral ObjectIn our lives, we should express what we feel clearly．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method．2．Groupwork and pairwork．Ⅴ．Teaching Aids1．A projector．2．The blackboard．Ⅵ．Teaching ProceduresStep ⅠRevisionT: Yesterday we learned the target language．The structure is…makes me…Now who can make sentences using the structure?S1: Light colours make me relaxed．S2: Loud noise makes me tense．S3: Loud music makes me energetic．T: Very good．Step Ⅱ3aThis activity provides reading and writing practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and get students to repeat again and again until they can pronounce the words fluently and accurately．Point to the picture and ask, What can you see in the picture? Ask some students to describe the picture．Offer help if necessary．（The walls are bright red．There is loud music．There are bright lights in the ceiling．The people are eating quickly．They aren’t talking to each other．）Read the instructions and the questions below the article aloud．Make sure students understand what to do．Read the title“Restaurant Science”and ask, What do you think “Restaurant Science”means? （It means the study of how to operate a restaurant．）Get students to read the article on their own．Let students underline any words or phrases they don’t understand．Go through each word or phrase and ask some students to explain what they think it means．Be sure students know what the article is about．Ask students to read the articlealone again and answer the questions．Have students work individually．Ask three students to answer the questions orally in class．Correct the answers if necessary．Check the answers with the whole class．Answers1．Red makes most people hungry．It makes them eat faster．2．They want people to eat quickly and leave so more people can come in．3．Answers will vary．Notes1．owner—person who owns something2．uncomfortable—not comfortable; uneasyStep Ⅲ3bThis activity provides oral practice using the target language．Ask three students to read the sample conversation in the box to the whole class．S A: The seats are very hard．The white walls make me stressed．S B: Is it this classroom?S A: No, it isn’t．S C: Is it a hospital?S A: Yes, that’s right．Go through the instructions with the class．Say, First take a few minutes to think of a place and how you will describe it．You can write down some words that describe the place．Get student to work in groups of four or five．Each students describes a place and others in the group try to guess it．While students are doing their work, walk around the classroom checking their progress and offering help if necessary．At the end of the groupwork, have some students say their descriptions to the class and see how quickly the other students can guess what the place is．Give students a sample conversation．S A: There are a lot of people every day．The loud noise makes me tense．S B: Is it a mall?S A: No, it isn’t．S C: Is it a supermarket?S A: No, it isn’t．S D: Is it a market?S A: Yes, you’re right．Step IV Part 4This activity provides reading, writing, listening and speaking practice using the target language．Ask a good student to tell students how he/she feels about pollution．For example, I hate pollution．Loud noise makes me tense．Smoking makes me very angry．Endangered animals make me sad．I think pollution is very terrible．Get students to read the instructions by themselves．Have students complete the work in groups of three．As they work, go around the classroom offering help as needed．Review the task．Ask a few students to share the results of their surveys．Sample answersStep ⅤSummaryIn this class, we’ve learned some key vocabulary words such as owner, scientific, knowledge, uncomfortable．We’ve also done a lot of reading, writing and speaking practice using the target language．Step ⅥHomework1．Finish off the exercises on pages 53～55 of the workbook．2．Ask students to choose some places they know and talk about how they feel about the places．Step ⅦBlackboard DesignUnit 13 Rainy days make me sad．The Fourth PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key Vocabularymysterious, shiny, silky, skin, cream, toothpaste, keep out（2）Target LanguageHave you ever had a Twisty Treat?Yeah．And it made me sick．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 ObjectNot all the most expensive things are the best ones．Sometimes we shouldn’t believe all of ads．Ⅱ．Teaching Key Points1．Key Vocabularymysterious, shiny, silky, skin, keep out2．Target LanguageHave you ever had a Twisty Treat?Yeah．And it made me sick．Ⅲ．Teaching Difficult Points1．How to train students’ speaking and listening ability．2．How to use the target language．Ⅳ．Teaching Methods1．Listening method2．Groupwork to make every student works in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep ⅠRevisionCheck homework．Get some pairs to act out their conversations about how they feel about a place, Collect their conversations and help students correct any mistakes．Step Ⅱ1aThis activity introduces new vocabulary．Pay attention to the four pictures．Ask,Who can tell me what each thing is? Get a student to answer．Repeat the name of each productand let the class repeat （soap, shampoo, toothpaste, and sunglasses）．Look at the four slogans．Have a student read each one to the class and make sure students can guess what it means．If the students can’t guess, explain the meaning to them．（Whiter than white means that something has a very, very white color．If a person has that mysterious look, it means that the person looks interesting and unusual．It’s difficult to know what a mysterious person is thinking．The shiniest hair means that the person’s hair will look very bright and have lots of light in it．silky skin means that the person’s skin is soft and nice to touch．）Go through the instructions with the class．Ask them to write the number of each slogan, with the correct picture．Check the answers with the class．AnswersThe photos should be numbered in the following order:4 3 1 2Notes1．slogan——striking and easily remembered phrase used to advertise sth．2．mysterious--full of mysteryStepⅢ 1 bThis activity helps students apply the ideas in the unit to their lives outside the classroom．Go through the instructions with the class．Make sure students know what to do．Get students to make lists individually．Ask some students to read their lists to the class．Have other students put up their hands if they have the same item on their own lists．Three products students likecomputer （26）jacket （20）watch （35）Three products students don’t likefast food （8）coat （32）science book （23）Step Ⅳ2aThis activity provides listening practice with the target language and introduce new vocabulary．Go through the instructions and make sure students understand what to do．Now you will hear about some more products and what people think of them．Write Yes in front of the product if the person likes it．Write No in front of the product if the person doesn’t like it．Read out the name of each product．Get students to repeat it．Listen to the conversation and finish the task．Play the tape the first time．This time students only listen．Play the tape again．Let students write Yes or No in front of each product to show whether or not the people on the tape liked it．Check the answers．Answers1．No 2．No 3．Yes 4．NoTapescriptGirl 1: Wow! Look at this ad for Easy Care Shampoo．For the shiniest hair ever．Boy: I can’t stand ads like that! They make me really mad．Girl 1: Why?Boy: They make you think that you can look like the person in the ad．But I bought that shampoo and it didn’t work．Girl 2:I agree．Look at this one．Lookout Sunglasses．For that mysterious look．I’ll bet they don’t even keep out the sun．Boy: And what about this one! Beauty Cream--the silky skin soap．Girl 2: Wait a minute! I tried Beauty Cream and it works really well．It makes your skin really seft．Have you ever tried Starshine Toothpaste?Girl 1 :Oh, you mean whiter than white?Yeah, I tried it and it tastes terrible．I’d never use it．Boy: I guess you shouldn’t believe everything you read．Step Ⅴ2bThis activity provides guided listening practice using the target language．Go through the instructions with the whole class．Look back at the two lists in Activity 2a．Get students to put up their hands if they don’t understand ANY of the words．If necessary, explain new vocabulary．Read each item to the class．Look at the sample answer and invite a student to read the matching parts to the class．Easy Care Shampoo--It didn’t work．Tell students how to do the task．Draw a line from each product to the sentence that describes that product．Now, listen to the tape．You will hear the same recording again．This time listen carefully and draw lines to match up items in the two lists．play the recording again．Let students draw lines individually in their books．Check the answers with the class．Answers1．d 2．c 3．b 4．aStep Ⅵ2cThis activity provides guided oral practice using the target language．Read the instructions for this activity aloud to the class．Get students to look back at the list of products they made for Activity lb．Invite a student to read his/her lists to the class．Three products he/she likescomputerjacketwatchThree products he/she doesn’t likefast foodcoatscience bookLook at the example in the box．Let a pair of students read the conversation to the class．S A: Have you ever had a Twisty Treat?S B: Yeah．And it made me sick．Now work with your partner．Make up conversations like this one, using the products on the list you made for Activity 1b．Ask students to work in pairs．While they are working, walk around the classroom offering help as needed．Call out several pairs to give their conversations to the class．Conversation 1S A: Have you ever had a computer?S B: Yeah．And it made me excited．Conversation 2S A: Have you ever eaten fast food?S B: Yeah．And it made me uncomfortable．Step ⅦSummaryIn this class, we’ve learned some key vocabulary, such as mysterious, shiny, silky, skin, keep out．We’ve also learned the target language Have you ever had a Twisty Treat? Yeah．And it made me sick by listening and speaking．Step ⅧHomeworkTalk about some products using some words in this class, and write down the conversations．Step ⅨBlackboard Design。

英语人教版九年级全册unit13 教案

Unit 13 We’re trying to save the earth!Dajin Middle School : Wu Jingxia一、教学目标：1. 语言知识目标基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel. Harmful, chain, ecosystem, industry, law,scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle,president, inspiration, iron, work, metal, creativity,基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull… down, bring back基本句型：We’re trying to save the earth!The river used to be so clean.The air is badly polluted.No scientific studies have showed that shark fins are good for health.We should help save the sharks.2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。

3. 情感目标:有环境危机意识，学会关注环境保护环境。

二、教学重难点：1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词和usedto 句型。

(湘少版)六年级英语上册《unit 13》教案设计

（湘少版）六年级英语上册《Unit 13》教案设计一. 教学目标1.了解词汇：dancing, basketball, ping-pong, swimming, running, singing。

2.能够听、说并运用以上六个单词。

3.通过听、说练习，提高学生的语音、语调和语感。

4.学习一些英语谚语和诗歌。

5.培养学生的跨越文化的意识。

二. 教学重点和难点1.重点：能够听、说并运用以上六个单词。

2.难点：在听、说、写中运用所学词汇。

三. 教学过程a. Warm-up1.导入话题，问学生们都喜欢做什么运动。

2.让学生们在小组内分享并总结每组的运动项目，通过小组汇报，提高学生的口语表达能力。

b. Listening1.让学生们先听一段录音，理解人物间的谈话内容。

2.学生们再跟着录音朗读篇章。

3.提问一些问题，检查学生们的理解能力。

c. Speaking1.让学生们听一些简单的英语谚语和诗歌。

2.学生们跟读并表达自己的理解。

d. Vocabulary1.中英文对照，让学生们认识六个运动单词：dancing，basketball，ping-pong，swimming，running，singing。

2.学生们通过多种方式熟练运用这些单词，比如拼音、造句等方式。

e. Writing1.学生们根据所学词汇填空，巩固一些单词的写作能力。

2.让学生们根据自己的运动爱好，自己写几句话，表达该项目的乐趣。

四. 教学评估1.通过小组合作，检查学生们的口语表达能力。

2.通过课堂测试，检查学生们是否掌握了所学内容。

五. 教学延伸1.带领学生们通过搜索浏览器，查找关于运动文化和体育比赛的相关信息。

2.通过讨论和表述，提高学生的跨越文化的意识。

六. 教学资源1.课本2.录音设备3.互联网资源。

人教版九年级英语unit13教学评一体化教学设计

人教版九年级英语unit13教学评一体化教学设计全文共10篇示例，供读者参考篇1Unit 13 is a super cool unit in our English textbook! We have learned so many interesting things like food, shopping, and fashion. Today, I'm going to talk about our integrated teaching design for Unit 13.First of all, we start with a fun warm-up activity. We play games like "Simon Says" or "Sight Word Bingo" to get our brains ready for learning. Then, we move on to the main part of the lesson where we learn new vocabulary and grammar points. We watch videos, listen to dialogues, and practice speaking with our friends.Next, we jump into the integrated part of the lesson. For example, when we learn about food, we also talk about different countries and their traditional dishes. We might even have a mini cooking class and make our own international dishes! It's so much fun to learn about different cultures through food.After that, we do some writing and reading exercises to practice what we've learned. We write short essays or makecomic strips using the new vocabulary and grammar points. It's a great way to improve our writing skills while having fun.Finally, we end the lesson with a review game or quiz. We get to show off everything we've learned and compete with our classmates. It's a great way to end the lesson on a high note.In conclusion, our integrated teaching design for Unit 13 is super fun and effective. We get to learn new things, practice our skills, and have a great time with our friends. I can't wait to see what other cool stuff we'll learn in the next unit!篇2In our class, we have been learning Unit 13 in the 9th grade English textbook. Our teacher said that this unit is all about integrated teaching design. I didn't really know what that meant at first, but now I think I get it!First, our teacher taught us how to introduce ourselves using different tenses like past, present, and future. We practiced talking about our hobbies, favorite foods, and what we want to be in the future. It was fun because we got to learn more about each other and use English to communicate.Next, we learned about different cultures around the world. Our teacher showed us pictures of famous landmarks and taught us how to describe them using adjectives. We also learned about the traditions and customs of different countries. It was interesting to learn about how people live in other parts of the world.After that, we did some group projects where we had to research and present on a specific country. My group chose Japan, and we had to talk about the food, music, clothing, and customs of Japan. I had so much fun working with my friends and learning about a new culture.Overall, I really enjoyed the integrated teaching design of Unit 13. It helped me practice my English skills in different ways and learn about the world around me. I can't wait to see what we learn next!篇3Hello everyone! I'm here to tell you all about the integrated teaching plan for Unit 13 of the People's Education Edition Grade 9 English textbook. This unit is all about the wonders of the natural world, so get ready to explore and learn together!First off, we'll start with the theme of the unit, which is all about conservation and protection of our planet. We'll learn about different ecosystems, the importance of biodiversity, and the impact of human activities on the environment. This is super important stuff, so pay attention!Next, we'll dive into the different language skills we'll be working on throughout the unit. We'll practice our reading skills by analyzing texts about environmental issues, our listening skills by watching videos about conservation efforts, and our speaking skills by discussing ways we can make a positive impact on the environment.We'll also work on our writing skills by writing essays on topics like climate change and deforestation. This will help us practice organizing our thoughts and communicating effectively.To bring it all together, we'll have some fun and interactive activities like group projects, role play scenarios, and even a nature walk to observe and appreciate the beauty of the natural world around us.By the end of this unit, we'll be knowledgeable about the importance of conservation, skilled in various language abilities, and inspired to make a difference in our own communities. Let'swork together to protect our planet and create a better future for all living beings. Let's do this!篇4Unit 13 of our textbook is all about integrated teaching design. It's super cool because we get to learn in a fun and creative way! Let me tell you all about it!First off, we start by learning about the different aspects of integrated teaching design. It's all about combining different subjects like math, science, and English together to make learning more interesting. We get to see how everything is connected and how we can apply what we learn in different subjects to solve real-life problems.Next, we move on to discussing the benefits of integrated teaching. It helps us to think critically, be more creative, and develop a deeper understanding of the content. It also makes learning more engaging and exciting because we get to see how everything fits together like a puzzle.In our lessons, we do lots of fun activities like group projects, experiments, and role-playing games. We work together with our classmates to solve problems and come up with creativesolutions. It's so much fun because we get to be active learners and think outside the box.At the end of each unit, we have a test to see how well we've understood the material. But don't worry, it's not stressful at all because we've been learning in such a cool way that we're all super confident in our abilities.Overall, integrated teaching design in Unit 13 has been an amazing experience. We've learned so much and had a blast doing it. I can't wait to see what other cool things we'll learn next!篇5Hey guys, today I'm gonna talk about our integrated teaching design for Unit 13 in the 9th grade English class. It's gonna be super cool and fun, so make sure you pay attention!First off, we're gonna start with a reading activity. We'll read a story about a famous scientist who discovered a new species of animal. After reading, we'll have a class discussion about the importance of scientific research and how it can benefit society.Next, we'll move on to a writing activity. Each of us will choose a topic related to science and write an essay about it.We'll then share our essays with the class and give feedback to each other.After that, we'll have a speaking and listening activity. We'll work in pairs to prepare a dialogue about a scientific experiment or discovery. Then we'll perform our dialogues for the class and practice our listening skills by asking questions about each other's presentations.To wrap up the unit, we'll have a project where we'll work in small groups to create a presentation about a famous scientist and their contributions to society. We'll use multimedia tools like PowerPoint or posters to showcase our research and present it to the class.Overall, this integrated teaching design will help us improve our reading, writing, speaking, and listening skills while also learning about the importance of scientific research. I can't wait to get started! Let's have fun and learn a lot together!篇6Oh, hi there! Today I'm going to tell you all about the integrated teaching plan for Unit 13 in the 9th grade English textbook from the People's Education Edition.First, let's talk about the objectives of this unit. We want to help students improve their English speaking, listening, reading, and writing skills, as well as their ability to communicate effectively in real-life situations. This unit focuses on themes like travel, culture, and traditions, so we'll be learning a lot of new vocabulary and grammar rules along the way.To start off, we'll introduce the topic of traveling to different countries and experiencing new cultures. We'll watch videos, listen to podcasts, and read articles about different countries and their customs. Then, we'll have discussions in groups to share our thoughts and learn from each other.Next, we'll work on our reading and writing skills by reading travel blogs and writing our own imaginary travel diary entries. This will help us practice using descriptive language and organizing our thoughts in a coherent way.For listening practice, we'll listen to dialogues between tourists and locals in different countries, and try to understand the cultural differences in communication. We'll also practice speaking by role-playing different scenarios, like ordering food in a restaurant or asking for directions.Finally, we'll wrap up the unit by working on a project together. We'll plan a hypothetical trip to a foreign country,research the culture and customs of that country, create a presentation, and give a speech in front of the class.Overall, this integrated teaching plan is designed to make learning English fun, interactive, and relevant to students'real-life experiences. I hope you're as excited as I am to dive into Unit 13 and learn all about the world around us! Let's get started!篇7Unit 13 in our English textbook is super cool! We had this awesome integrated teaching plan that made learning so much fun. Let me tell you all about it.First off, our teacher started by introducing the theme of the unit, which was all about cultures and traditions. We learned about celebrate cultural diversity and understand the importance of respecting different beliefs and customs. Our teacher used a lot of visual aids like pictures and videos to help us understand better.Then we had a super fun activity where we had to research different cultural traditions from around the world. We worked in groups and had to create a presentation to teach the class about our chosen culture. It was so cool to learn about different countries and their traditions.Next, we had a vocabulary hunt where we had to find words related to cultures and traditions in our textbook. It was like a scavenger hunt and we had to work as a team to find all the words. It was a great way to review our vocabulary and learn new words too.We also had a drama activity where we had to act out a scene from a traditional play. It was so much fun to dress up in costumes and act out the scene. It helped us understand the importance of storytelling in different cultures.Overall, our integrated teaching plan for Unit 13 was a huge success. We learned so much about different cultures and traditions while having a blast. I can't wait to see what our teacher has planned for the next unit!篇8Unit 13 Teaching Integration DesignHello everyone, I'm going to share with you about our integrated teaching design for Unit 13 in the Ninth Grade of the People's Education Edition.In this unit, we will learn about the topic of forces and motions. First, let's start with science where we will study aboutdifferent types of forces like gravity, friction, and air resistance. We will do some fun experiments to understand how these forces work in our daily lives. For example, we will do an experiment to understand how gravity pulls objects towards the earth.Next, in English class, we will write a short essay on the topic "The Importance of Forces in Our Lives". This will help us practice our writing skills while also learning more about the topic through research and reading.Then, in math class, we will learn how to calculate different forces using formulas and equations. We will also solve some real-life problems related to forces and motions to understand their practical application in our lives.Lastly, in art class, we will create a poster or drawing to illustrate the different forces we have learned about. This will help us express our creativity while also reinforcing our understanding of the topic.By integrating these different subjects, we will have a better understanding of forces and motions and how they are connected to our daily lives. We will also improve our critical thinking and problem-solving skills by applying our knowledge in different contexts.I am excited to learn more about forces and motions through this integrated teaching design. I hope you are too! Let's work together to make this learning experience fun and engaging. Let's go!篇9Oh my goodness! Unit 13 of our 9th grade English textbook is super cool! It's all about integrated teaching design, which means we get to learn in a super fun and interactive way. Let me break it down for you:First off, we learn about the importance of integrated teaching design and how it helps us to connect all our subjects together. By integrating different subjects like English, math, science, and history, we can see how they are all connected and work together in the real world.In our English class, we will be learning about different topics related to integrated teaching design. For example, we might read a story about a scientist who uses math and technology to solve a problem, or we might watch a video about how history has shaped the world we live in today.We will also have hands-on activities and projects that help us to understand the concepts we are learning. For example, wemight work in groups to create a presentation on a topic related to integrated teaching design, or we might participate in a debate about the importance of integrating different subjects.Overall, I think integrated teaching design is a super fun and exciting way to learn. It helps us to see the big picture and understand how everything is connected. I can't wait to dive into Unit 13 and learn all about it!篇10Unit 13 of our textbook is all about integrated skills, which means we have to use our reading, writing, listening, and speaking skills all together. This is called integrated learning. It's super important because we use all of our English knowledge at once!In this unit, we will learn about how to write biography, how to talk about someone's life, and how to give a presentation. We will also listen to interviews and read articles about famous people. It's going to be so interesting!For our integrated teaching plan, we will start by reading an article together in class. Then we will listen to an interview with a famous person. After that, we will work in groups to write abiography of that person. Each group will have a different person to write about.Next, we will practice our speaking skills by giving a presentation about our person. We will use our writing skills to make a slideshow with pictures and information. It's going to be so much fun presenting in front of the class!Finally, we will end the unit by writing a reflection on what we have learned. We will talk about the challenges we faced and what we enjoyed the most. This will help us remember all the new skills we have learned in this unit.I'm so excited to learn all about integrated skills in Unit 13. Let's work hard and have fun together!。

七年级英语上册unit13教案.doc

Unit 13 Where is your pen pal from ?教学目标1.To talk about where people are from .2.To talk about countries , cities , and languages .3.To get some knowledge about geography in English .4.To get information about different cultures .教学内容A.主要句型：1.Where is your pen pal from ?你的笔友来自哪里？2.She is from Mexico.她来自墨西哥。

3.Where does she live ?她住在什么地方？4.She lives in Mexico City .她住在墨西哥城。

5.What language does she speak ?她讲什么语言？6.She speaks English and Spanish .她讲英语和西班牙语。

7.Does she speak French ?她讲法语吗？B.主要词汇：Countries :Brazil , South Korea , Japan , The United States , Canada , Australia , Mexico , Argentina , China , The United Kingdom , France , Germany , New ZealandLanguages : Chinese , Japanese , German , French , English , Spanish , Portuguese ,KoreanOther words : pal , pen pal, south , country , New York , Rio de Janeiro , Tokyo , live , language , easy , step , beginner , advanced , conversational , introduce , written , world , Ottawa , place , physics , enjoy , frequency , nationality , dislike难点解析1.To ask about where people are from .询问人们来自哪里。

unit13教案新部编本 Word 文档

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 13 Rainy days make me sadTeaching hours（教学时间）: 1 Period（一个课时）Period（课时）: The first period（第一课时）一、Chapter content（章节内容）: Section A(1a—1c)二、Analysis of the Teaching Material（教材分析）:In this unit ,the language aims are to talk about how things affect you and how to express their thoughts about like or dislike .Language structure : make sb /sth + adj /do三、Analysis of the students（学生分析）:The students have learned the structure : make sb /sth + adj /do. So this class we will mainly teach the adjectives and to talk about how things affect you and how to express their thoughts about like or dislike while teaching the structure.四、Teaching aims and demands（教学目的和要求）:1. Target language : How do you feel about loud music ?Loud music makes me tense . Loud music makes me want to dance . That movie made me sad. Waiting for her made me angry.2. Language structure: make sb /sth +adj Make sb /sth +do3. Ability objectives(1) Train students’ listining ability .(2) Train students’ speaking ability.(3) Train studints’ the ability of using grammar fous .五、Teaching key points（教学重点）: make sb /sth + adj /do六、Teaching difficult points（教学难点）:1. The target language2.How to train the students’ listening ability.七、Teaching methods and learning methods（教学方法）:1. Listening method to improve students’ listening ability.2. Pairwork to make every student work in class.3. Task-based teaching method .八、Teaching tools（教学手段）: a computer ,pictures九、Teaching procedures（教学步骤）Step one : Warm－up1. Ask a student : What is your hobby? S: I like reading .T: Why ? S: Because it is interesting.T: So it makes you interested .Write down on the blackboard: It makes you interested.2. Ask the other students, get them to say the word ：Happy，sad ，excited ，relaxed ，nervous，sick ，energetic ，stressed out, tense comfortable ……3. Write these words down and get the students to read the words together .Step two : Presentation1.Show some pictures , for example an exciting basketball match ,a beautiful flower ,a happy family , a relaxing scenery , a scarymonster ,and so on .T: How do you feel about picture 1? Happy ?Beautiful ?Excited ?Awful ? S: Excited.T: It makes me excited .Show this sentence on the blackboard. Then repeat with the other pictures,get them to say :It makes me happy .It makes me awful ……Step three : Practice1.Say: Look at the pictures in 1a.There are two restaurants .Please describe them. For example :In Rockin’ Restaurant ,paintings on the walls are ugly.The music is too loud . The Blue Lagoon has blue walls ,plants , flowers , and a piano player .Let the students say some sentences about the two pictures.Then ask students : Which restaurant would you like to go to ?Why ? Let them use the structure : make sb/sth +adj ampleto say . For ex :T: I don’t like The Rockin’ Restaurant ,because the loud music makes me tense /comfortab le……Then check several students to answer.2. T: Look at the girls in the picture in 1a.They are Amy and Tina.They are hungry,They want to get something to eat .what do they think of the two restaurants? ? Look at 1b ,read the sentences ,you will hear the missing words on the recording ,fill in the blanks with the words you hear in the tape .Play the tape the first time ,students only listen.Play the tape the second time.and say,This time please fill in the missing words.Check the answers.Play the tape again, let them read the conversation with it .Step four : Consolidation and Extension :1.Teacher say :I would rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating.What about you ?Help the students say : Me, too. Loud music makes me tense .T: I agree . Loud music makes me uncomfortable .2.Get the students practice in pairs .Then check several pairs of students .3.Get the students practice the dialogue with the teacher .When the students say “ I’d rather go to the Blue Lagoon Restaurant because I like to listen to quiet music while I’m eating .” The teacher can say : Not me ,I like The Rockin’ Restaurant because loud music makes me want to dance.Get the students to practice dialogue like this in pairs .Then check several pairs of students .Get some students to act the dialogue in front of the class.3. This weekend where would you like to go to eat or play? Why? And where wouldn’t you like to go? Why not ?The teacher can give an example :I would rather go to the park on weekend. Because it makes me relaxed.I don’t like to go to see the movie .It makes me bored.Let the student discuss in groups of four .Then check several groups and let then practice in front of the class.Step five : Homework :Make a dialogue .Ask your friend where he or she would like to go to eat and play .Explain the reason with the structure :make sb / sth +adj /do. 十、Design on the blackboard.（板书设计）Unit 13 Rainy days make me sad.Section A(1a—1c)make sb /sth +adj adjectivesIt makes you sad . happy sad excited relaxed nervous sickIt makes me fortable stressed tense energetic。

五年级上册英语13课

《五年级上册英语13课》
大家好，欢迎来到五年级上册英语的第13课。

这一课我们将继续探索英语的奥秘，并学习更多有趣的知识。

一、学习目标
在本课中，你将学习：
1. 掌握新词汇和短语。

2. 学习新的句型和语法知识。

3. 通过听说读写全面提高英语能力。

二、词汇和短语
本课的新词汇和短语包括：
1. playground - 操场
2. library - 图书馆
3. first floor - 一楼
4. second floor - 二楼
5. next to - 在......旁边
三、课文学习
我们将学习一篇关于学校设施的对话。

通过这篇对话，你将了解如何描述学校各个场所的位置。

四、语法重点
本课的语法重点是介词in, on, under, next to的使用。

你将学习如何运用这些介词描述物品的位置关系。

五、课堂活动
为了帮助你更好地掌握本课知识，我们将进行以下课堂活动：
1. 小组合作，用英语描述学校设施的位置。

2. 角色扮演，模拟在学校中问路的场景。

3. 听写练习，提高听力理解和写作能力。

六、作业布置
1. 背诵本课新词汇和短语。

2. 完成课本上的练习题。

3. 用英语写一篇短文，描述你的学校设施。

七、课堂小结
通过本课的学习，你不仅掌握了新词汇和短语，还学会了如何运用介词描述物品的位置关系。

希望你在接下来的学习中继续保持热情，勇敢地开口说英语！。

StarterUnit13课时教案人教版英语七年级上册

若羌县中学集体备课（初备）教案
若羌县中学集体备课（初备）教案
若羌县中学集体备课（初备）教案
当堂训练Ⅷ. Practice
1. Tell Ss to look at the picture in 2d. First, read the letters aloud. Then let some Ss read the letters to the class aloud.
2. Let Ss try to write down the missing letters. Check the answers with your partner.
3. Let some Ss e the Bb and write missing letters on the Bb.
Ⅸ. Read and Talk
1. Let Ss look at the pictures in 2e. Let some Ss read the letters below each picture.
2. Let some Ss talk about the meaning of each picture.
作业设计
1、课下练习用英语询问你知道的事物的名称。

2、背诵字母Ii到Rr。

板书设计
教学反思
若羌县中学集体备课（初备）教案
若羌县中学集体备课（初备）教案
若羌县中学集体备课（初备）教案
若羌县中学集体备课（初备）教案。

七年级英语上册unit13教案新人教版

JEFC Book 1 A Unit 13一、教材分析1，教学内容本单元的核心教学项目是“描述物品”。

描述物品涉及到的内容有颜色、形状、性质以及物品的异同和物品比较。

2，教学目标与要求掌握句型：What colour…? Who’s that boy? Which boy?继续学习认读6个国际音标。

通过对本单元语言知识的教与学和句式的掌握与运用，培养学生掌握英语的基本技能和方法。

培养学生对色彩的敏感度和审美情趣。

3，教学重点与难点⑴掌握句型：What colour…? Who’s that boy? Which boy?⑵日常交际用语：What colour…? It’s / They’re…. Colour the pictures. Which one? The one in the red coat.⑶音标：学习、认读本单元6个音标。

二、课时安排本单元共4课时，每课1课时。

三、教学任务设计Task One (适用于L49)1、任务：猜一猜,问一问2、材料：有洞的纸盒以及能放进纸盒的不同颜色的物品3、语言技能：Listening and speaking4、活动形式：全员参与5、操作过程A，教师把某一颜色的物品放入纸盒。

B，问学生：What colour is it？由学生回答。

C，待学生回答正确后，出示物品，由学生描述物品。

D，评出“最佳鉴别家”。

Task Two (适用于L50、52)1、任务：调查世界杯足球赛各参赛队的队服颜色2、材料：网络、图书、电视等3、语言技能：Reading and writing4、活动形式：3——5人小组5、操作过程A，教师组织复习表示各种颜色的词汇。

B，在教师的指导下，学生自愿组队，利用课外时间从各种渠道收集并整理相关材料。

C，各小组统计后填写表格，并向全班汇报。

D，在班级X贴制作最精美、最全面、最准确的表格。

Task Three (适用于L5 1)1、任务：猜一猜——Who is my best friend？2、材料：集体照片数X3、语言技能：Listening and speaking4、活动形式：4——5人一组5、操作过程A，学生每人带集体照片一X。

九年级unit13教案

九年级unit13教案教案标题：九年级Unit 13教案教案目标：1. 通过本单元的学习，学生将能够掌握和运用有关旅行和文化交流的词汇和表达方式。

2. 培养学生的听说读写能力，提高他们的综合语言运用能力。

3. 培养学生的跨文化交流意识和能力，增进对不同文化的理解和尊重。

教学重点：1. 学习和掌握有关旅行和文化交流的词汇和表达方式。

2. 提高学生的听说读写能力，尤其是听力和口语表达能力。

3. 培养学生的跨文化交流意识和能力。

教学难点：1. 学生在听力和口语表达方面的提高。

2. 学生对不同文化的理解和尊重。

教学准备：1. 教材：九年级英语教科书Unit 13部分。

2. 多媒体设备：投影仪、音频设备等。

3. 教学素材：有关旅行和文化交流的图片、视频等。

4. 学生练习册和作业本。

教学步骤：Step 1: 导入（5分钟）通过展示有关旅行和文化交流的图片或视频，引起学生对本单元主题的兴趣。

可以提问学生是否喜欢旅行、是否有过文化交流的经历等，激发学生的思考和参与。

Step 2: 预习（10分钟）让学生预习本单元的课文和词汇，了解本单元的主要内容和目标。

可以让学生自主阅读课文或进行小组讨论，然后提问学生他们对本单元的预期和期望。

Step 3: 听说训练（20分钟）播放本单元的听力材料，让学生听取关键信息并回答问题。

可以设计一些听力练习，如听取旅行计划或文化交流活动的对话，然后让学生进行口头表达。

可以采用小组讨论、角色扮演等形式，鼓励学生积极参与。

Step 4: 读写训练（20分钟）让学生阅读本单元的课文，并进行相关的阅读理解练习。

可以设计一些填空、选择题或简答题，帮助学生理解课文内容和提高阅读能力。

同时，让学生进行写作练习，如写一篇关于自己旅行经历或文化交流活动的短文，培养他们的写作能力。

Step 5: 综合训练（15分钟）设计一些综合性的练习，让学生综合运用本单元所学的知识和技能。

可以设计一些情景对话、角色扮演或小组讨论，让学生在实际情境中运用所学的词汇和表达方式。

人教版新目标英语七年级上册教案第13单元（写写帮推荐）

人教版新目标英语七年级上册教案第13单元（写写帮推荐）第一篇：人教版新目标英语七年级上册教案第13单元（写写帮推荐）Unit 13 where is your pen pal from?(period 1)教材分析本单元的核心教学项目是＂语言＂，涉及到国家，国籍，所使用的语言等项内容，让学生通过学习和活动, 掌握交流个人基本信息的技能和知识。

教学目标1.话题：Countries, nationalities and languages2.功能目标：1)学会向别人传递个人的基本信息 2)像别人介绍自己的笔友3.文化目标：通过交流自己对英语的真实态度，询问别人的态度，使学生对学习英语产生浓厚的兴趣。

教学重点通过本单元的学习使学生学会谈论国籍和语言。

教学难点当主语为第三人称单数时，谓语动词的变化形式。

模块一:活动导入老师在课前准备一些带有七大洲特色的照片和图案及特征颜色，贴在教室的不同地方，形成七个区域---即七大洲。

上课后，老师站在不同的区域，让学生们猜出是哪个洲（汉语即可），然后教英语。

之后学生自己选一个自己喜欢的洲，离开座位。

老师在每个洲选两个人，试问：“Where are you from?”重复刚才教的七大洲名。

重难点突破 1.一般现在时该时态用于描述经常性的动作或者状态。

谓语动词be有三种形式am，is，are，在使用时要根据主语，选择不同的形式。

否定句中，直接在be后添加not，在疑问句中将be直接放在主语之前即可构成疑问形式；其他动词（主要包括行为动词和除be以外的系动词）在一般现在时中也因主语发生变化。

当主语为第三人称单数时，谓语动词的词尾要添加“s”，构词法与名词复数构词法基本一样；反之，谓语动词则以动词原形出现；如：They like to eat different kinds of food.They don’t like to eat different kinds of food.Do they like to eat different kinds of food? Yes, they do.No, they don’t.What do they like to eat? Li Shan likes rice a lot.2．come from…来自于”，但是它们在句中的使用方式是不同的。

英语五年级上册第三单元Lesson 13 教案

（3）学习词组：interesting places，教师指着北京的图片说：There are many interesting places in Beijing。然后出示单词卡片interesting places，学习发音。叫几个学生尝试读一读，然后教师读：跟教师读：travel interesting places，师生共同拼写这个单词。
C．What are they？
(4)Read and write (课本第39页“let’s do it！”第一部分)教师让学生根据课文内容在空格上填单词。
Step3巩固和延伸
Pair work。Ask and answer（课本第39页“let’s do it！”第二部分）
教师让学生利用小火车厢中所给问句进行自由对话练习。
板书设计
课题：Lesson 13 Beijing Is Great!
love travel interesting place great
Beijing is Great。I love to travel。
There are many interesting Palace
I want to go toBeijing
播放精彩的北京奥运宣传片调动学生的学习积极性
教师通过呈现并谈论图片的方式学习词汇，有助于提高学生的语言实践能力。
课堂小结
教师边打节拍，边唱自编的歌谣:I love to travel .然后带领学生齐唱歌谣结束本课。歌谣内容如下：I love to travel. Travel toBeijing.Beijing is great. Beijing is great.This is the Great Wall.It’s so long .This is the Tian’anmen Square.

七年级上册 Unit 13 教案

2.回答课文有关问题。
Millie have a dog?Yes.
’s the name of the dog?Eddie.
Simon like football?Yes.
Sandy tall and slim?Yes.
does Sandy like?Music.
wears glasses, Simon or Daniel?Daniel
4)鲍勃的表哥在校篮球队.(Bob’s cousin is in the school basketball team.)
5)他的同桌是从哪里来的?她从上海来. (Where is his deskmate from?/Where does his deskmate come from?She is /comes from Shanghai.)
课题
七年级（英语）上册Unit 1 This is meReading (Ⅱ)
总第3课时
三维
教学
目标
1.知识目标
1)词汇：能够运用本课的四会单词。
2)词组：…years old; love reading; play football ;after school; like music; be from Nanjing
4.有关句型的练习：Fill in the blanks with the correct form of the words.
1) She likes _________ (read) books on Sundays. (reading)
2) The boy loves ________ (play) football after school. (playing)
Step II练习