邢静Unit 4 Section B

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Unit4课堂讲义河北省衡水九年级英语全册人教版

Unit 4 I used to be afraid of the dark 【教学目录】1.掌握本单元重要词汇2.掌握本单元重要短语3.重要语法【教学详解】一、重要词汇详解1.humorous（adj）有幽默的【拓展】humor（n）幽默4.silent（adj）安静的【拓展】silence（n）安静in silence安静地5.helpful（adj）有用的【拓展】help（n/v）帮助help sb do sth help with sth 6.interview（v/n）采访【拓展】interviewer（n）采访者n（adj）亚洲的【拓展】Asia（n）亚洲8.shyness（n）害羞【拓展】shy害羞的9.dare（v）敢于【拓展】dare to do sth 敢于去做某事10.c rowd（n）人群【拓展】crowded（adj）拥挤的11.p rivate（adj）私人的【拓展】privacy（n）私人12.r equire（v）需要【拓展】requirement（n）要求13.E uropean（adj）欧洲的【拓展】Europe（n）欧洲14.A frican（adj）非洲人的【拓展】Africa（n）非洲15.s peech（n）讲话【拓展】speak（v）讲16.i nfluence（n）影响17.a bsent（adj）缺席【拓展】be absent from……缺席18.f ail（v）不及格【拓展】failure（n）失败19.p ride（n）自豪【拓展】proud（adj）自豪的Be proud of 自豪take pride in 自豪20.i ntroduction（n）介绍【拓展】introduce（v）介绍二、重要短语1.from time to time：2.Deal with 应对：3.In public ：4.In person ：5.Be proud of：6.Take pride in：7.Be absent from：8.boarding school：三、重要语法Used to do sth：过去常常做某事Be used to doing sth：习惯于做某事Be used by ……被使用【课堂练习】一、单项选择1.Please be,Mario! I want to listen to the weather report.A . silentB .seriousC.honestD . brave2.There a lot of trees here, but now it has bee a desert.A . watchingB . to watchingC. used to beD . used to being3.Gina lost the ticket, so she failed the film The Jungle Book last night.A. isB . haveC. watchD . to watch4.What's the of yesterday's basketball game?Class Five 108 points to Class Seven 96.A.speedB . planC.ScoreD .record5.I can't tell when the house was built, but it must be very old.A .exactlyB . differentlyC.sientlyD . quickly6.Steve has to go to an important meeting tonight, so he will be absentyour birthday party.A.aboutB . withC. forD . from7.0n person can make a instead of him. He doesn't have to go there person.A . decision; inC.decision; byD . decide; byB . decide; in8.Hi, Tina! What are you going to do for the ing summer holiday?I am going to cooking because l like eating delicious food.A . take downB . take upC. pick upD .clean up9.I can't attend the meeting,but I'm sending someone to speak for me.A .in personB . in publicC.in orderD . in detail10. He could properly deal all kinds of situations.A.toB . intoC.atD . with二、根据中文提示完成句子1.I|remember Tina used to be really quiet. She was always(沉默) in class.2.Frank is(幽默). He always brings us a lot of joy.3.Paula plays the piano from time to time. She's a really(活泼)gir.4.I will get angry if he(胆取)to do it again5.We became the best of friends and he(影响)me deeply.6.Lucy was so upset this morning, because she (失败) to catch the school bus7.Yesterdaylwas (缺席) from the meeting because of the bad weather.8.Miss Gao can always e up with(幽默的) ideas to make her class lively.三、根据所给的单词适当形式填空1.Have you read the_ (introduce)to the writer's new book?2.Several people made_ (speech)at the meeting.3.Don't keep_ (silence),guys. Speak out your ideas.4.France is a beautiful_ (Europe) country.5.In_ (generally) ,I agree on what you said.6.This morning I gave a_ (speak) in front of all my schoolmates.7.I'm surprised to find that my shoes are_ (exact) the same as Jim's.8.Many times he thought about_ (give) up, but he fought on.9.Mark is very_ (help). He often fixes up people's broken bikes for free.10.I passed the exam of English but_ (fail) the exam of Chemistry.。

UNIT4第五课时学案

Unit4 Don’t eat in class. 第五课时学案 (Section B 3a - Shelf Check)
年级：七年级学科：英语主备人：闫玉珠
Learning aims: 1. 能准确快速拼读并默写本页单词.
2、会说出用英文表达一些标志的含义。

3、能熟练使用本节课语言谈论对某些规章制度（校规、家规
等）的看法。

Key points: 1. 能准确快速拼读并默写本页单词.
2、会说出用英文表达一些标志的含义。

Difficult point: 能熟练使用本节课语言谈论对某些规章制度（校规、家规等）的看法。

Learning steps: Step1：复习听写单词
Step2：预习检测汉译英
放学后练习谈吉他在上学的晚上
太多做饭放学后做作业打扫房间少年宫禁止谈话我该怎么办？
Step3：自主学习
Task1： 3a 读一读：
3a 是Zhao Pei写给Dr Know的有她的关的书信，也是在诉说自己的烦恼，她的苦恼主要来自。

认真阅读，看自己是否与她有着相同的烦恼。

Task2：找一找：
1）Zhao Pei 在信中用I'm not happy. I never have any fun.表达了自己的不开心，除此之外还用了哪些词句表示出她的不开心和无奈。

2）找出信中重要短语：
1 / 3。

高中英语必修四Unit4重点总结

高中英语必修四Unit4重点总结本文档对高中英语必修四Unit4进行重点总结，主要包括以下内容：1. The Speaker's Background 说话者的背景本单元的内容主要关注两个不同背景的人物：Jin Jing和Li Wei。

Jin Jing是一位知名的中国残奥会举重冠军，她在比赛中取得了优异的成绩。

作为一位身体残疾人，Jin Jing以她坚韧不拔的精神和毅力激励着许多人。

Li Wei是一位普通的中国中学生，他对Jin Jing非常崇拜并受到她的影响。

他充满激情地从事自己的学业，并在研究和生活中展现出了积极向上的态度。

2. The Power of Encouragement 鼓励的力量通过Jin Jing和Li Wei的故事，我们了解到鼓励对一个人的成长和发展有着巨大的影响。

Jin Jing在面对困难和挑战时，从她的教练、家人和朋友那里获得了鼓励和支持。

这些正能量激励着她不断努力去追求自己的梦想，并最终获得了成功。

Li Wei通过看到Jin Jing的努力和成就，被激发出积极向上的心态。

他相信自己也可以通过努力和坚持来实现自己的目标，并取得了显著的进步。

因此，我们应该学会在他人面临困难和挑战时给予鼓励和支持，这将激励他们克服困难并取得成功。

3. Facing Challenges 面对挑战Jin Jing和Li Wei的故事向我们展示了面对挑战时的正确态度。

Jin Jing以乐观、坚韧的态度面对自己的身体残疾，不同意放弃自己的梦想。

她通过积极地锻炼和努力训练来改善自己的身体能力，并最终成为一名优秀的举重运动员。

Li Wei在研究上遇到困难时也没有退缩。

他坚信只要努力研究，就能克服困难并取得好成绩。

他通过刻苦研究和寻求帮助，逐渐提高了自己的英语水平。

因此，我们要学会正视挑战并以积极的态度去面对，相信自己的能力，努力克服困难。

只有这样，我们才能取得进步和成功。

以上是本文档对高中英语必修四Unit4的重点总结。

[效果分析]_Unit4 Don't eat in class_英语_初中_郭

新目标人教版七年级下册
Uint4 Don’t eat in class.效果分析
SectionB（3a-Self Check）
汶上县第一实验中学郭延其
本单元是人教版英语七年级第二学期内容。

本单元讨论的话题是规章制度方面的，是非常具有实用性的教学内容。

学好本课，学生不但能够加深对情态动词的理解和运用，也可以用英语来和别人讨论各种规章制度。

本课时是本单元的最后一课时，在前面了解的基础上，引导学生会用英语来表达规章制度并写作，达到“学以致用”的教学目的，体现了“在学中用，在用中学”的教学理念。

根据《新课程标准》的要求，为了完成正常的教学任务，有效地培养学生的自信，创新精神和合作互助的能力，我采用任务型教学法和交际教学法，让学生在课堂上充分发挥主体作用，认真进行口语练习，充分利用多媒体图片来激发学生学习的兴趣。

通过讲练结合的方法，利用多媒体图片，引导学生们自主学习重点单词，词组和表达各种规章制度的句型，鼓励他们合作，探究，互相交流．同时注重学生的口语实践，争取每一个同学都能品尝成功的快乐。

通过本课时的教学，教育学生要自觉遵守规则，讲文明礼貌，做高素质的人才。

鼓励学生积极主动用英语表达。

学生进一步掌握了祈使语气的用法，包括表示允许的Can及其当情态动词用的 have to do；以及各种可以用在表述规章制度的动词和句型。

并以书信的形式写出了家庭和学校的制度及自己的感受, 学生较好的掌握了本节课的知识，达到了预期的教学目标。

unitIusedtobeafraidofthedark。教学设计section B

Unit 4 I used to be afraid of the dark. 教学设计Section B (1a-1e)牛城第一初级中学陈静霞I.Teaching material analysisThis unit is aiming at talking about what the people used to be like with the pattern of used to be, used to have, used to like.All the activities are carried out around the topic of how to describe the people’s appearance and personality.Ⅱ.Teaching aims1. Knowledge objects(1)Master the key words and phrases:ant, inset, be on the soccer team, be nervous about(2) Target language:① I used to be nervous about tests all the time.②We used to walk to school, but now……2. Ability objects(1) Enable Ss to describe people’s appearance and personality by using certain adjectives and the structure of “used to”.(2) Be able to talk about what someone used to be like and what he used to do.3. Moral objectsEnable the students to deal with changes correctly.III. Teaching important pointsLearn to talk about what someone used to be like and what he used to do by using “used to”.IV. Teaching difficult pointTo grasp the structure used to, including statements, yes/ no questions and short answers. V. Teaching aidsThe phot os of one’s childhood ; the pictures about appearance and sth ; PPT.VI. Teaching ProceduresStep 1. Warming- up and revision1. Daily greeting.2. Let some Ss talk about some changes about the pictures in the screen by using “used to”.Step2. Lead in1. Enjoy a song Days of My Past2. T: Show some pictures of the activities in our childhood, and talk about them byasking the following questions.Do you miss your childhood? How was your childhood?What will you think of when talking childhood?What activities did you use to like when you were a child?3. Talk about the activities you used to like or dislike very much.e.g. S1. I used to like P.E. class when I was a child.I used to hate music class when I was a child.S2:I used to like ice-cream when I was a child.I used to hate milk and eggs when I was a child.Step 3 . TalkingWork on 1a1. Ss look at the pictures in 1a. Try to understand the activities in the pictures.______ P.E. class ____ painting pictures____ music class ____ ants and other insects2. Let some Ss check the things they used to like when they were child.Work on 1b.1. Let Ss try to write some sentences. Then discuss with their partners.e.g. I used to like painting pictures when I was a child.2. Let some Ss write their sentences on the Bb.Step 4 . ListeningWork on 1c:1. Tell Ss to read the sentences in 1c and try to understand the meaning of them.1) ____ I didn’t use to like tests.2)____ We used to walk to school.3)____ I used to hate P.E. class.4)____ I used to be on the soccer team.2. Play the recording for the Ss. Ss just listen for the first time. Play the recording again and check the sentences Ss hear.3. Check the answers:Keys: 1 3Work on 1d:1. Let Ss read the sentences in 1d first. Tell Ss to listen again and fill in the blanks with the right words.GirlKeys: tests school uniform tests whatever we likeBoyKeys: play P. E. class study love2. Play the recording again for the Ss to listen and write the words.3. Ss listen to the recording carefully and try to write the right words.3. Check the answers with the class.Exercise:Listen again and try to answer the questions according to the recording.1) Did the girl use to like test when she was six?2) What does the boy think of the tests in primary school?3) Did they use to wear school uniforms when they were in primary?4) What did the boy think of the school uniform in primary school?5) What did the boy use to hate in primary school?Step 5. Comparing1. Work in pairs. Compare yourself with your partner.e.g. A: I used to be nervous about tests all the time. What about you?B: Yes, me too. And I used to be afraid of making a speech in public.2. Let some pairs make a conversation before the class.Step 6. SummaryIn this class, we’ve mainly learned ho w to talk about something you used to like or dislike by using the structure “used to”Step 7.HomeworkWrite a short passage about the change of yourself.Blackboard design。

新版新视野大学英语第一册Unit4 SectionB单词和例句

新视野大学英语读写教程（第二版）第一册单词表Unit 4 Section B Body LanguageNew Words<1>statement n. [C] sth. one says or writes 说法，叙述；声明The minister will make a statement tomorrow on the new educational plans. 部长明天将就新的教育计划发表一项声明。

In a statement, the paper admitted that it had given incorrect information. 在一份声明中，这家报纸承认他们提供了不正确的信息。

<2>snap a. done quickly and suddenly 匆忙的，仓促的A snap judgment will not do in that case. 在那种情况下，仓促下判断是不行的。

He always makes snap decisions and never thinks about their consequences. 他总是仓促作出决定，从来不考虑后果。

<3>judgment n. (BrE judgement)1. [C, U] an opinion 看法，意见；判断In his judgment, the red trousers can't match the green shirt. 在他看来，那条红裤子与那件绿衬衣不相配。

It's too soon to make a judgment about what the result will be. 现在就结果做出判断还为时过早。

2. [U] the ability to make wise decisions about what to do and when to do it 判断力；识别力He always shows excellent judgment in his choice of staff. 他在选择员工方面总显示出非凡的判断力。

秦颖教学设计三稿Unit4SectionB(2a2b)Reading

Teaching procedures
Steps
Teaching activities
Pre- reading
Step 1
Lead-in
1. Ss watch the video and answer: Do you think he is a “talented” person?
2.Ss guess something about teacher’s talent.
(1) They try to look for
(2) Who decides the winner?
2. Read paragraph 3. Complete the form.
Reasons
People don’t like talent shows
People like talent shows
2.Students can properly use the highest form of these adjectives and adverbs to describe people or things around you.
Learning ability:
1.Students can learn to use the reading strategies to obtain the general idea of the article according to the picture information and the article title
2.Never give up your dream,miracles happen every day.
Thinking quality:
Students can read and understand the discourse that describes people and events in the highest form of adjectives or adverbs

八年级英语Unit4 Section B新课标人教版

八年级英语Unit4 Section B新课标人教版Part 1:Teaching designStructures: How questions; Affirmative and negative statementsTarget language:How do you get to school? I take the bus.How long does it take? It takes 20 minutes.How far is it? It’s 10 miles.Vocabulary: get to, how far, bicycle, subway, car, train, bus stop, train station, bus station, subway station, minute, kilometer, mile, transportation, calendarLearning strategies: Personalizing; Inferring vocabularySection BGoals●To learn to use: bus stop, train station, subway station●To learn to talk about how to get to places further.ProceduresWarming up by asking some individuals questionsHow does Li Lei get to school? First, he rides his bicycle to the bus station. Then he takes the early bus to school. Do you know the bus station? It’s a place where trains stop here. Today we’ll study some other “stations”.1a Looking and matchingLook at the four phrases on the top of page 22 and read them loudly. Then match the words with the pictures.Answers: 1. b bus stop 2. a train station 3. c bus station 4. d subwaystation1b Doing pairworkRead the dialogue in the box first. Then suppose you use two kinds of transportation to get to school. Now make your own dialogues to tell your partner how you get to school, using the phrases in 1a.2a Listening and checkingOK, now. Let’s listen to the conversation between Tina and Thomas. What does Thomas want to know about Nina? Here is a list of information that Thomas wants to know. I’ll ask some students to read lines to the class. Then listen carefully and put a checkmark in front of each thing that Thomas wants to know.2b Listening and checkingLook at the pictures on page 22 with a blank line in front of each.They show the ways of how to get to school. Which one is Nina’s?Listen carefully and put a checkmark next to the picture thatshows how Nina gets to school.1.—to ride a bike to the subway—to take the subway tothe bus—to walk from the bus stop to the school2.√to walk to the bus—to take the bus to the subway—totake another bus after the subway—to walk from the busstop to the school.You may turn to the tapescript to read it, underlining theexpressions and shadowing the how questions.2c Doing groupworkNow make your conversations about how Nina gets to school in groups of four. You can use the pictures in activity 2b. Pay more attention to the sentence starters: S he…; Next, she…; Then, she… in the box and use them in your conversation.3a Reading and writingNow you can say something about how you get to school.Do you want to know how students around the world get to school? Read the article on page 23, and then decide if the statements are true or false in your exercise book. Check the answers:T 1. In North America, not all students take the bus to school.T 2. Other parts of the world are different from the United States.F 3. In Japan, the three most popular ways of getting to school are bus, train and bike. (Students take trains, or walk, or ride bikes)F 4.In China, bikes and buses are the most popular means of transportation. (It depends on where you are)T 5. Students in Hongshanhu and Kaishandao have to take a boat to get to school. Read the article once again, this time, to slash/ the sentences, underline the useful expressions in it and shadow the connectives. After school, you are going to write them down in your notebook.3b Reading and writingLook at the chart. Then read the article and fill in the blanks. Youcan find the answers in the chart. Please complete the activityindividually.Check the answers:3c WritingJust now we filled in an article about how students get to Garden High School. What about you? How do students in our class get to school? Let’s make asurvey and list your ideas on the board. You can use the words andnumbers to write a passage about how students in our class get toschool.Sample passage:In my class, most students ride their bikes to school. Many students go to school on foot. Some students live far from school, so they go to school by bus. A few students take their parents' car to school.At Taiyuan Wuzhong, most students live at school. They just walk to their classroom. So they don’t ride their bikes to school. Many students play on the playground in the early morning. Some students play football. Some read aloud their English texts. But at the same time, other students in other schools have to take the bus, ride the bike, to hurry to their schools.4 Making a surveyNow turn to page 82, please. Look at the chart. Read the heading and the phrases listed below. Please complete the chart in ten minutes. You can go around the class and ask questions to find out the answers. Look at the dialogue in the box next to the chart. You can ask questions like this.The first student to fill all the blanks wins. Let’s see who the champion is.NamesDo you remember Nina? How does she get to school? How do students around the world get to school? Please tell me in your own words. And I will also ask some of you to say something about themselves. Who will be the first to have a try?。

UNIT 4牛静英语4B教案

Unit4 What can you smell and taste?The First PeriodContents: Read and answer and Play a game.Education Aims: Helping each otherTeaching Aims:1.Basic Aims:(1)Use predicative adjectives to describe people e.g. He is blind.(2)Use modals to talk about ability e.g. I can smell biscuits.(3)Ask “yes/no” questions to obtain simple responses e.g. Is this a fruit shop?2.Developing Aims: Free talkTeaching Aids: cassette player , Drawing paper , Fruit and hamburger.Teaching Procedure:Pre-task preparation:1.Sing a song2.Introduce: David is Ben‟s friend . He can‟t see. He can hear. He can touch. He can feel .He can smell. He can taste.While- task procedure.1.Words: blind(1) T (acts): I can‟t see. I‟m blind.Learn: blindP (acts):I‟ m blind. He‟s blind.T：I‟m blind. But I can smell. I can taste.Look, I can smell the pineapple. It‟s nice.I can taste the orange. It‟s sour.(3) T says and P acts out.2．Drill: This is David. He can taste.Listen to the recording and T explains.Read after the recording.Read after the recording and one pupil acts out.P-P act out and do pair work.3.Picture 1,2.(1)Look at the picture and listen.(2)Ask the questions: What can David smell?Say after the recording.(3)P-P work in pairs.4.Picturt 3,4.T (show a hamburger):What can you smell?P:I can smell cakes.T:No,it‟s a hamburger.Learn: hamburgerPractise: I can smell...Is this a…? Yes, it is.5. Listen to the tape and act out the dialogue.6. Free talk.Post -task activities.Play a game: Close your eyes. What can you smell? 游戏能让学生提高学习兴趣，并运用所学语言技能与真实生活相联系，学以致用。

2BUNIT4PERIOD123牛静英语2B教案.doc

2B Unit 4 In the parkThe first periodLet，s learnTeaching Aims:Basic aims:Using verbs to identify momentary actions: e.g. walk,climb, skip, swing, fly, rideDifficult points: Using the verbs to say sentences EducationAims: To love sports and deep a good health Materials: Pictureand word cardsPurpose歌曲能为学生营造一个良好的学习氛围。

儿歌常有节奏，学生愿说，同吋又复习了旧动I订O让学生既动口又动手，这样能加强记忆，提高学生的学习兴趣。

从单词到词组再到句子，从易到难，遵循学生的学习规律。

儿歌能维持学生的积极性。

b.Try to say the wordc.Ask and answer one by one : e.g. Can you skip?6.Learn to say “swing”a.T: Look, I like to skip. I like to swing, too.b.Try to say “swing”c.Play a passing game: If you get the ball, please say theword properly.7.Sing a songTeaching essay 进步巩同新单词。

竞赛型的游戏能有效提高学生的竞争意识和协作能力。

运用新学知识进行初步的交际，使学生更主动，大胆地参与英语教学活动。

2B Unit 4 In the parkThe second periodLet^s actTeaching Aims :Basic aims: Using imperatives to express prohibition e>g. Don't walk on the grass. Difficult points : Using imperatives to express prohibitionEducation Aims : To protect the suiToundingMaterials : PicturePurpose创造去公园的情境，能集中学生的注意力，还能引岀新授知识。

新目标九年级英语盆尧一中师生共用教学1(沈静)unit4

盆尧一中师生共用教学案学科：English 年级：九年级课题：unit4What would you do ? 第一课时P26-27主备人：沈静复备人：上课时间：审批人：学习目标：学习运用虚拟语气表达虚拟的情境，掌握虚拟条件句的基本结构。

重难点：虚拟语气一：教学过程预习作业：（英汉互泽）5.医学研究6.提出建议7．别的同学 8带件小礼物9与某人分享某物 10与…相处11我们中的一员 12变得紧张知识点导学：1.虚拟语气：虚拟语气表示说话人的愿望、假设、猜测或建议，不表示客观存在的（2）.If I were you , I’d take that job. （与现在事实相反）（3）.If you had worked hard, you wouldn’t have failed the exam.（与过去事实相反）（4.If there were a heavy snow next Sunday, we would not go skating（与将来事实相反）2、a million dollars 一百万美元（1）、数字+million+可数名词其中million不能加s.(2)、millions of +可数n.(pl.)“百万的。

”短语前不能有具体数字。

例如：Millions of trees were planted on the hill last years.3.give sth. to sb. =give sb. sth. “给某人某物”类似：pass/show/tell但buy sth. for sb .=buy sb. sth.“给某人买某物”eg.Mary, please show_____(I)your picture . ME4.He doesn`t know what to wear. 他不知道穿什么。

what to wear “疑问词+不定式”相当于名词短语，在句中作主语、宾语、表语，当它作宾语时可改成宾语从句。

山东省桓台县实验中学七年级英语《Unit 4 How often do you exercise》单

Unit 4 How often do you exercise? 单元备课教案一、教材分析二、教学内容分析本单元的主要内容是表达“频率”。

Section A通过“谈论做运动的频率”，通过听力、对话练习、小调查等方式帮助学生掌握如何询问及表达有关频率的内容（做运动的频率，日常活动的频率，学习的频率等）；Section B通过讨论饮食及其它生活方式，通过听力、阅读、做调查等方式，帮助学生掌握如何用频度副词综合表达信息；Self Check部分通过填空帮助学生复习所学词汇，通过开放式的写作帮助学生巩固对频度副词的掌握。

三、单元教学目标1. 语言技能目标⑴. 能流利地谈论生活起居和饮食习惯，如What do you do？ How often do you exercise?⑵. 能正确使用不同程度的时间频度副词表达做某事的频率，如：always usually often sometimes hardly ever never. ⑶. 能阅读介绍个人生活习惯，饮食习惯等方面的相关文章，了解哪些饮食习惯是健康的。

2. 语言知识目标⑴. 掌握一些活动及食物的名称，如：exercise go skateboarding milk coffee chip cola chocolate drink etc..⑵. 正确区分并使用表示不同程度的时间频度副词：always usually often sometimes hardly ever never.⑶. 熟练使用询问频率的句型，如：How often引导的特殊疑问句。

3. 情感态度目标⑴. 培养学生有规律地安排活动的能力，促使学生养成良好的生活习惯。

⑵. 通过引导学生了解什么样的饮食习惯才能保持健康的体质，帮助学生树立健康的饮食观念，养成良好的饮食习惯。

⑶. 通过开展周末活动调查问卷，引导学生正确处理好学习和娱乐之间的关系。

4. 文化意识目标使学生了解不同背景，不同文化的国家对健康饮食的不同观念，开拓学生的视野，加强他们对不同文化的包容性。

人教版七年级英语Unit 4 Section B韩荣玲

Consolidate the key words and review the target language.
Step4: Self Check
Answerthestudentsquestions
Students to find out the using of any words they don t know.
Step2:New Lesson:
From 3a to 3b.
1.Read the note aloud.
2.Explainthe
differences between take and bring.
3.Play the recording
Students Listen and write.
Make sure the students undestand the using of key words and prepositions correctly.
Provide a comprehensivereview of all key vocabulary presenten this unit.
Step5:Summary
Answer the students questions
and explain
Sum up:
1usage of take and bring (take…to …;bring ..to…
Step3:Practice
Ask them to look back at the letter in3b.
Tell them to use it as a model for their own notes.
Students to write their notes and then read to a partner.

山西省广灵县第三中学八年级英语上册Unit4导学案(无答案)冀教版

山西省广灵县第三中学八年级英语上Unit4 导学案冀教版元知构学本元出的新及其短；学去某地的交通方式；掌握how⋯的特殊疑句；写一份关于本班同学如何去学校的告。

元学目知与能力知：getto,howfar,bicycle,subway,car,train,busstop,trainstation, minute,kilometer 等能力：培养听写四种根本能力程与方法根据上下文推，听与相合，小合作情感、度、价了解同学的生活，增彼此的友。

学重点Howdoyougettoschool?Itakethebus.Howlongdoesittake?Ittakes20minutes.Howfarisit?Itistenmiles.安排 Fourperiods.3广灵三中2021学年度第一学期新授课导学稿课题：Unit4Howdoyougettoschool?SectionA(1a-2c)第一课时学习目标：识记课本 19页出现的新单词及短语;谈论交通方式。

能够灵活运用 how引导的特殊疑问句并做出答复。

学法指导：本节课让我们谈谈你是去上学的吧，是rideabike,takeabus还是另有其他呢？那么又如何询问对方如何到达某个地点呢？我们一起来学习！课前预习：1将课本19页出现的新单词画线，根据发音规那么朗读这些单词，不会的请记录。

2认真阅读并理解?新目标? 49页及50页的内容。

预习之后，请将你知道的交通方式写在下面横线上。

广灵三中2021学年度第一学期新授课导学稿堂学Step1：堂交流与。

与解决你在程中遇到的。

Step2：堂活。

Activity1:1、小互交通工具：A:Howdoyougettoschool?B:Iridemybike/takeabus/walk⋯.2、交通工具碰：〔每个短至少写出两个表达方式〕〔1〕乘小汽：〔2〕乘火：〔3〕自行：〔4〕步行上学：Activity2:做1b的听力，小合作并展示。