teaching plan of unit 3
2019年新人教版必修一Unit 3教案 学案设计
Teaching & Learning Plan for Unit3 Book 1Sports and fitnessA good healthy body is worth more than a crown in gold.健康的身体贵于金皇冠。
Unit3 单元核心素养---教学目标与要求Teaching & Learning Plan for Period I, Unit3, Book 1Warming up & ReadingType: New TeachingPart One: Key competences(核心素养)Language abilities (语言能力) Understanding the general meaning of the new text Learning abilities (学习能力) Train the reading ability to scan for the detailed information Cultural awareness（文化意识）Learn about sports and games around the world. Thinking qualities(思维品质) Talk about sports events and sportsmanship.Part Two: Independent Learning【自主学习·预习初探】【Pre-reading activity.读前活动】I. Words：（tip：不要简单地抄写，而是尽量默写出下列单词）1.健康;健壮;适合n. ___________2.体育场;运动n.________3.比赛项目;大事;公开活动n. _________4.滑雪的adj.;滑雪v.______5.vt.主办;主持n.主人;主办人;主持人____6.跑道;足迹;铁轨n. _______7.健身房;体育馆n. ___________ 8.体操(训练) n. _________9.流汗vt./vi.汗水;出汗n._________ 10.传奇故事/人物;传说n._______11.运动员;运动健n. __________ 12.高手;主人n.精通;掌握vt._____13.荣誉;尊敬;荣幸n. ___________ 14.荣誉;光荣;赞美n. _________15.奖章;勋章n. ____________ 16.冠军；优胜者n. __________17.锦标赛;冠军赛;冠军称号n. ____ 18.决心;决定n. __________19. 分离;分开;成碎片adv.________ 20.使受伤;损vt. __________21.受伤的;有伤的adj. ___________ 22.伤害;损伤n. __________23. 队长;船长;机长n. ___________ 24.优美的;优雅的adj._________25.力量;体力n. ___________ 26.失败;失败的人/事物n._____27.竞争;对抗vi. ___________ 28.假装;装扮v. _________29.一百万num. ___________ 30.作弊;vi.欺骗n.骗子________31.观众;听众n. ___________ 32.积极的;肯定的adj._________33.苗条的;单薄的adj. ___________ 34.日常饮食n.节食v._________35.相当;有点儿adv. ___________ 36.慢跑n./v. _________37.错误;差错n.________38.压力;重音n.强调；重读；使焦虑不安v.____1996年至今一直在帮助年轻人。
第四册 Unit 3 Fame and Success tp
A Teaching Plan for Unit 3(In Integrated English Course Book 4)Ⅰ.Teaching Aims:Text A : Fame1. Let students acquainted with some new words and expressions：accompany，audience, bored, chase, dull, fortune, launch, publicity, regard, sufficiently, target, acknowledge, cover, image, intrinsic, predict, rank ,temporarily, transform…2. Teach students to learn to use verb+noun collocationsText B : Chasing Fame1. Teach grammar : 不定式的句法功能2. Grasp the key word and phrases and complete Word DetectiveⅡ. Teaching Contents:Text A : Fame1.Lead-in2.Pre-reading Activities3.Structure of the Textnguage PointsText B : Chasing Fame1.Grammar: 不定式的句法功能2.Reading comprehensionnguage pointsⅢ. Teaching TimeSix class hoursⅣ: Teaching Focal PointsText A : Fame1. Analyze the structure of several compound sentences and comprehend them.2. Learn to use verb+noun collocationsText B : Chasing Fame1.Teach grammar : 不定式的句法功能2.Enable students to grasp the main idea of the text.Ⅴ. Teaching Difficult PointsText A : Fame1. The deep understanding of the text2. Learn to write the theme-related compositionText B : Chasing Fame1. Ask students to retell the story2. Grasp some CET-4 /6 words.ⅥTeaching Methods1.听说交际法。
Teaching Plan of PEP3 unit3 look ar me
Teaching Plan of PEP 3Unit3 Look at me (Let’s learn and let’s do)By Heidy一、Teaching aim1、知识目标：掌握五官单词：ear, eye, nose, mouth, face2、能力目标：会听指令，做动作：Touch your nose/ ear/ face…3、情感目标：懂得“保持卫生，健康到来”的道理。
二、Key and Difficult points1、重点：五官单词：ear, eye, nose, mouth, face2、难点：eye和ear的区别。
三、Preparation1、教学课件2、五官单词卡四、Teaching steps1、Warm-up播放《Teddy Bear》，全班边唱边做动作。
2、Presentation（1）PPT出示Teddy Bear的图像，教师扮演成Teddy Bear向学生问好：“Hello! I’m Teddy Bear.”学生也say “Hello” to Teddy Bear。
（2）请学生注意正在动的Teddy Bear的耳朵，引出ear的单词。
“Look at me. This is my ear.”在黑板上画出Teddy Bear的耳朵。
展示ear单词卡，请学生根据单词卡拼出ear，教师在画的耳朵旁板书ear。
（因为ear的读音跟中文“一耳”很接近，引导学生做有意义联想，帮助记忆单词。
）操练：开火车，请学生边说ear边用手指着自己的耳朵。
（3）PPT展示Teddy Bear的耳朵脏了：“My ears are dirty. Wash them? ”请学生猜Teddy Bear会不会把脏了的耳朵洗干净，然后PPT 显示Teddy Bear的回答“No！”此时，Teddy Bear的两只耳朵飞走了，留下“Bye-bye，Teddy Bear！”没有了两只耳朵的Teddy Bear哭了。
pep小学英语四年级的上册的Unit全英文说课稿.doc
The teaching plan for Unit 3 Part A Let ’ s learnGood morning, everyone! I’m very glad to see you. It's my great pleasure to be here sharingmy teaching plan with you. Today I'm going to talk about Part A of Unit 3 My Friends PEPPrimary School English Book 4.First , let me talk about the teaching material. The topic of this lesson should be“ thewords ”.By study of this unit, the Ss should know how to ask the way with simple words andsentences. The sentence structures are "My friend is strong. He has short hair." The studywill help Ss use simple English in communication.Second, teaching aims.1. Aims to the knowledgea. Enable the Ss to understand and speak“My. friend is strong. He has short hair”.Makesure that Ss can use these sentences in real situations.b. Help them to learn the words. friends,long” hair,shorthair,thin,strong,quiet.” 2. Aims to the abilitya. Develop Ss ’ abilities of listening and speakingb. Train Ss’ ability of working in groups.to the emotionDevelop their ability to communicate with others.Third , key points.1.Help Ss ask the question:“My friend is strong. He has short hair.”2.Enable Ss to study in groups and cooperate skillfully.3.Develop Ss’ interest in English and learn thewords ” friends, long hair, short hair,thin, strong, quiet.”Fourth , difficult points.1.Make sure that Ss can use the sentence structure correctly and fluently.2.Read and spell the word correctly.Fifth , teaching method.As we all know, the main instructional aims of learning English in primary school is tocultivate pupil’ s basic abilities of listening and speaking.Sothis lesson, I he’Ssllletlearntin real situations and arrange many kinds of activities, like singing, guessing and so on..Sixth, studying method.Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge incertain degree through the mental process of seeing, hearing, saying, imagining, thinking, etc. Seventh, teaching aids.’ ll also In this lesson, the multimedia player and many colourful pictures will be used. And Imake a lively PPT which can attract Ss’ eyes very well.1.Free talk2.Let ’s chantThis step can make the class lively and interesting .Part II Presentation1. When the chant is being over, put a finger on the mouth and say“Be quiet ,do“ the activities at the same time .Most students can understand and do it. Let a student go tothe platform and ask the others do likethis ” Tom/Betty/Lily ⋯,be quiet, please”.2. Show the PPT and say“I have a long pencil and a shortpencil. ‘ Thenpoit to myself “Ihave long hair. “ Next, I point to a boy and say ” heas shorthair ” . Letthe Ss read followingme and pay attention to the word“ hair ” , thisan uncountable noun. Use the same method to teach other words.Part III Guessing gamesUse the sentence“My friend is strong. He/She has⋯”to describe their own friends.Other studentsguess ” Whois he/she? Then open the PPT to show their familiar person.For example: She has long hair. She has big eyes. She is tall. Who is she?The multimedia player can provide a real situation for the Ss to understand the words.Part IV Practice1.Read the words after the tape.2.Read it together.3.Read and spell the words in groups.4.Practice the sentence“He/She has long/short hair. I have long/short hair. Let students say which opposite words they have learned. Such as black－ white, tall －short, big－ small etc.1.Read the words five times2.choose one of your friends to describe him.。
北师大版高中英语必修一第三单元教案
北师大版高中英语必修一第三单元教案Title: Lesson Plan for Unit Three of Senior High School English Book One (Beishida Edition)I. Teaching Aims:1. Enable students to understand and grasp the main idea of the text.2. Help students appreciate the beauty of English poetry.3. Develop students' listening, speaking, reading and writing skills.4. Enhance students' ability to analyze and interpret literary works.5. Cultivate students' interest in English literature and poetry.II. Teaching Procedures:1. Pre-reading Activities:- Teacher introduces the background of the poet William Wordsworth and the Romantic era in English literature.- Students discuss the title of the poem "I Wandered Lonely as a Cloud" and make predictions about its content.- Teacher shows pictures of daffodils and asks students to describe them.2. While-reading Activities:- Teacher reads the poem aloud and asks students to listen for the rhyming scheme and the mood of the poem.- Students read the poem silently and underline unfamiliar words or phrases.- Teacher explains the meaning of difficult words and phrases.- Students read the poem again and answer comprehension questions.3. Post-reading Activities:- Students work in groups to analyze the poem's themes, imagery, and tone.- Each group presents their analysis to the class.- Teacher guides students in writing a brief paragraph summarizing the main idea of the poem.- Students write a short essay comparing the poem to a modern song or poem they know.III. Assessment:1. Class Participation: Students actively participate in the discussion and group activities.2. Comprehension Check: Students demonstrate understanding of the poem through their responses to questions and group presentations.3. Writing Task: Students produce a well-organized essay comparing the poem to a modern work of literature.IV. Extension Activities:1. Creative Writing: Students write their own poem inspired by nature or their surroundings.2. Research Project: Students research another Romantic poet such as John Keats or Samuel Taylor Coleridge and present their findings to the class.3. Recitation: Students memorize and recite a stanza from the poem "I Wandered Lonely as a Cloud" or another English poem they enjoy.By incorporating a variety of activities and assessments, students will have the opportunity to engage with the text, deepen their understanding of English poetry, and develop theirlanguage skills. This lesson plan aims to foster a love of literature and a lifelong appreciation for the beauty of the English language.。
(初二英语教案)八年级教案Teaching Plan L 3 B 2_八年级英语教案
八班级教案Teaching Plan L 3 B 2_八班级英语教案/Teaching PlanLesson 3 Unit 1 Book 2Teacher: Shu HehuaSchool: No.3 Middle School ,DanyangTime: September 3,2021Teaching aims:1.Develop the students’abilities of listening,speaking and reading2. Learn the new words and Master some drillsTeaching aids: a tape recorder,some slides for shows,exercises for Lesson 3,picturesTeaching Procedures:Step 1: RevisionRevise the reading passageCheck the homeworkAsk “What’s your full name What do your parents call you for short〞in pairsStep 2: PresentationRemind the students how to address English speaking people.Write a name on the Bb: David William LewisFirst time: Pleased to meet you, Mr LewisGood friend: David / DaveRepeat with Catherine Mary JonesFirst time: Mrs JonesGood friends: David / DaveStep 3 : PracticePoint out the full and short forms of namesPractise a small dialogueStep 4 : Read and actAsk the question“Where is Sun Huifang from〞before playing the tape Read the dialogue then work in pairs, Act out the dialoguePoint out some phases1.How about/What about… 2 for short3.Where are you from=Where do you come from4.be short for5.know a lot about…6.only a littleStep 5: Ask and answerAsk and answer the questions in pairs about the pictureWhat and where are they doingMake sure the students are using the present continuous tenseStep 5: Exercises in class在以下各句空格处填入一个适当的词，使句子通顺、合理。
【教案】Teaching Plan for Module3 Unit 4 Grammar
Teaching Plan for Module3 Unit 4 Grammar------------The Subject ClauseTopic: Period 3 Time: Mar.29th,20Class: Class 3, Senior1 Designer:Teaching Aims:1. Knowledge goal: Ss will learn and master the subject clause .2. Ability goals: Ss will be able to understand the structure of the subject clause as well as know how to use the proper linker in a subject clause3.Emotion goal: Help the students realize that there are different ways of thinking in our daily study, so they should have critical thinking and learn to think more about them and can make good use of them.Teaching important and difficult points: Help Ss master the usage of the subject clauseTeaching methods: Presentation, practice, discussion, and writing etc. Teaching aids: MultimediaTeaching procedures:Step1 Warming upEnjoy the song called My Heart Will Go On in the film The Titanic and find out the noun clauses in it1. Near,far , wherever you are, I believe that the heart does go on. (宾语从句)2. Love was when I loved you, one true time I hold to. (表语从句)3. And I know that my heart will go on. (宾语从句)Step2 Presentation1: 理解主语从句(1)名词性从句相当于名词，可分别做主句的主语、表语、（动词/介词的）宾语和同位语。
Unit 3 The Generation Gap Teaching plan全新版大学英语二
Unit 3 The Generation GapI. Teaching Plan (5 periods)1. ObjectivesStudents will be able to:1) Understand the main idea (Father meddles in children’s affairs with good intentions, but only to find his efforts unwelcome) of the text;2) Appreciate the main elements of a play;3) Grasp the key language points and grammatical structures in the text;4) Conduct a series of reading, listening, speaking, and writing activities related to the theme of this unit.2. Time allotment3 pre-reading tasks (30 minutes)1) Ask the students the following questions on the song The Time They Are A-changing: --- Who should be sitting up and take notice? Why?Parents, politicians, writers and critics should listen up, because the times are changing so fast that no one can be content with one’s old way of life--- What does the singer think of his parents’ way of doing things?He thinks it is outdated.2) Pair interviewDictate the following list of questions to the students and require them to interview each other these questions;--- What are your parents’ birthdays and their wedding anniversary?--- Do your parents celebrate your birthday? How about their own birthday celebration? --- In your parents’ eyes, what are you interested in?--- In you eyes, what are your parents interested in?--- In what areas do your parents want you to improve?----In what ways do you want your parents to improve?4. while-reading tasks (90 minutes)1) a brief introduction to playsits major components: characters, settings, stage directions, language, conflicts, climax and theme.2) this play consists of three settingsi. a fast restaurantii. the Thompson family dining roomiii. an office at a high school3) The play can be divided into three scenes according to the changes in setting.i. father embarrassed Sean by talking too proudly to the restaurant managerii. father embarrassed Diane by persuading a work-mate into pressing his son to ask her to the senior promiii. father embarrassed Heidi by boasting to an officer of her new school about how bright she was5. exercises (45minutes)(1) collocation--- adjective+ to doSome adjectives can be followed by infinitives, e.g.: eager to do, more than willing to do, certain to do, lucky to do, likely to do, liable to do.(2) usage--- subjunctive moodThere are quite a number of forms of subjunctive mood in English.e.g.:I’ll come as promised, be it rainy or fine.Some of the students requested that the trip be postponed.6. writing strategy--- some stylistic differences between speech and writing (1) sentenceIn speech sentences are short and use few complex structures. Sometimes they are incomplete.(2) vocabularyWhen a shorter or longer-and-harder-to-pronounce word expresses the same meaning, the former is preferred in speech.Assignment: Write a dialogue between mother and daughter to illustrate one aspect of generation gap. Your dialogue should show the characteristics of informal speech and should be limited to 300 words.II. Text AnalysisIn plays, words can tell much about people—what their character is.As we notice, in her speech mother uses a lot of do’s and don’ts, please’s, dear’s and sweetheart’s. She is the real head of the Thompson family, giving out commands to her children as well as to her husband. On the other hand, knowing her children’s attitude to their father’s meddling, she tries to maintain the peace. E.g. “ Don’t interrupt”, “Don’t distract your father”, and “ give your father the respect he deserves”.III. Cultural Notes1. family lifeSome families are very child-centered. The closest families eat meals at the same time and spend their free time together. Some families, however, only see each other for a short time in the evening, and though the children are still considered important, they have to fit in with the lives of their parents.2. part-time jobMany American teenagers earn a large portion of their college expenses by taking part-time jobs in the summer. They are not concerned with status. Being unskilled, they try to find jobs at whatever level they can. They seek not only money, but also experience. IV. Language Study1. location n. a place or position 地点;位置E.g. Have they decided on the location of the new building yet?2. embarrass vt. make sb. awkward or ashamed使窘迫, 使困惑, 使为难E.g. He felt embarrassed to make a fool of himself in front of her.3. dumb adj. ① unable to speak哑的E.g. The little boy was dumb from birth.② foolish傻呼呼的；笨的E.g. Don’t be so dumb. You cannot solve the problem by yourself.4. fade vt.& vi. ① lose colour or brightness枯萎；退色；失去光泽E.g. Cut flowers soon fade.The colour in this silk material will not fade.② disappear gradually渐渐消失E.g. The memory of her sufferings in her childhood will never fade from her mind.The shapes faded (away) into the night.5. overall adj. ① including everything 全部的，总的E.g. The overall height is 17 feet.② in general 大体上；一般地E.g. Overall, prices are still rising.6. interrupt vt. to stop sb. from what they are doing or sayingE.g. Don't interrupt me.Traffic in the city was interrupted by a snowstorm.It is rude to interrupt.7. bet vt.& vi. be sureE.g. I bet it will rain soon!I bet our team will win.8. clench vt.& vi. ① to squeeze or press together tightly紧合；咬紧（牙关）；捏紧（拳头）E.g. She clenched her teeth when she was operated on.② to hold sth, tightly and firmly紧握；抓牢E.g. The girl clenched her money in her hand.9. glorious adj. wonderfulE.g. It is a shame to stay indoors on such a glorious day.10. welfare n. good health, happiness, prosperity, etc. of a person or groupE.g. Parents should be responsible for the welfare of their children.11. mumble vt. to speak or say sth. in a quiet and vague voice喃喃自语；咕噜E.g. He mumbled sth. to me but I could not hear what he said.I wish you wouldn't mumble - I can't hear you clearly.12.exhaust vt. ① make very tired, either physically or mentally使筋疲力尽E.g. We are all exhausted after the journey.The police have spent an exhausting day searching the woods.② use up completely用完；耗尽E.g. My patience is exhausted.I think we've exhausted this subject; let's go on to the next.14.swallow vt.& vi. ①cause or allow … to go down the throat吞下，咽下E.g. She swallowed some milk.② hide or suppress a feeling忍受；容忍E.g. She swallowed hard to check her tears.15. frank adj. showing one’s feelings or thoughts openly坦白的；直率的；真诚的E.g. Will you be quite frank with me about this matter?16. humiliate vt. make sb. feel ashamed or stupid and lose the respect of others羞辱E.g. The country was humiliated by defeat.17. constant adj. ① unchanging不变的；固定的E.g. Driving at a constant speed saves gas.② without stopping时常发生的；连续不断的E.g. There has been constant rain for two days.18. dread① vt.& vi. be very afraid of sth. 害怕, 恐惧; 担心E.g. I dread a visit to the dentist.② n. a feeling of great fear惧怕, 担心E.g. I have a dread of speaking in public.19. exceptional adj. unusual例外的;异常的;优越的E.g. He is a man of exceptional talent.20. patience n. the ability to stay calm and accept a delay or sth. annoying without complaining 耐性；容忍；忍受；耐心E.g. Have patience; the bus will come soon.We shall all remember Mr. Page for his patience and understanding.21.talent n. ① a natural ability to sth, well天资，天赋；才能E.g. My sister has a talent for music.② person with a natural ability to sth. well有才能的人；天才；人才E.g. They are looking for local talents.V. Phrases1. in unison: acting in the same way at the same time 一致地,和谐地E.g. The students were asked to read the text in unison.2. consist of: be made up of由...组成E.g. The committee consists of seven elderly members.3. keep (sb.) in suspense: delay telling sb. what they are eager to know 让(人)担心[挂念]E.g. I won’t keep you in suspense any longer.Here is the end of the story.4. at any rate: in any case无论如何E.g. At any rate, you survived the car accident.5. narrow down: make smaller 减少, 限制, 缩小, 变窄E.g. The employers are trying to narrow down the list of the candidates.6. come over: affect影响E.g. What has come over you? You are crying.7. know better than: to be sensible enough not to do sth. 懂道理,有头脑,不会上当E.g. You should know better than to judge by appearance.8. in charge of: having control over or responsibility for 负责.E.g. Who is in charge of the whole company?9. fill out: complete填满, 填好E.g. Please fill out the application form.10. hand down: to give or leave sth. to sb. who is younger than you 传给后代E.g. These skills used to be handed down from mother to daughter.11. get over with: complete sth. unpleasant but necessary完成E.g. I’ll be glad to get this trip over with.12.jut out: stick out further伸出E.g. She jutted out her chin stubbornly.13.end up: find oneself in a place or position one did not expect to be 最终成为E.g. At first they hated each other, but they ended up getting married.14. be proud of: feel pleased and satisfied 以...为荣; 以...自豪E.g. He is proud of his football team.15. get on with: continue继续(做某事)E.g. Let’s get on with our conversation.16. up and down: in one direction and then in the opposite direction along sth.来回；上下E.g. I looked up and down the corridor.。
四年级英语教案 Unit 3 Home life-全国优质课一等奖
What canyoudo in thebedroom?
How is your bedroom?
Do you like your bedroom?
3.Learn：bathroom
A: Show a picture of a boy.
T: What is he doing?
1. Learn: living room
A: A riddle
T: It's big and bright. We can watch TV on the sofa. What room is it?
S1: Living room.
B. Spell and read: living room
C. Ask and answer
UseWh-questions to find out position.
Use prepositions to indicate positions.
Ⅱ.Difficult point and key point:
Using the key words in context e.g:living room, bedroom, bathroom, kitchen,dohomework,make amodel plane, washhair,cookdinner
3.wash hair
We can also say :wash one's hair
What is he doing?
He is washing his face.
4.make a model plane
Look at the picture. This is a model plane.
Starter Unit 3 教案
Teaching Plan for Starter Unit 3I. Teaching aims:1. Complete the alphabet with the letters S-Z.2. Ask and answer the questions about colors.3. Pronunciation practice for the vowel sounds.II. Key points and difficulties:1. Letters S- Z.2. Revision of the alphabet.3. --What’s this ? --It’s V.--What color is it ? --It’s red. / It’s black and white.4. blue, green, red, yellow, black, white, color, and / pink, purple, orange, brown, grey5. Pronunciation of letters A, E, I, O and UIII. Time arrangement: 3 periodsPeriod 1Teaching procedure:Step I RevisionGive Ss several pictures and make them answer the questions as follows:--What’s this in English?--It’s a/an…--Spell it ,please.--…Step II Presentation1. More examples are given and the new sentence pattern is presented:--What color is it?--It’s …(颜色)2. More new words are given, such as: red, yellow, blue, green, black, white and so on.Step III Practice1. Make Ss recognize different words of colors and know how to say.2. Finish 1b.Step IV Letters learning1. Learning the pronunciation of S to Z.2. Learning the handwriting of S to Z.Step V Pair work1. 模仿p13彩图中的对话，2人一组编写新对话。
Unit-3-How-do-you-get-to-school--Teaching-Plan
Teaching PlanUnit3 How do you get to school?xxx2017/3/20Teaching PlanTitle:How do you get to school?Period:The first period.Teaching Material:This is the first period of Unit3 Go for it in junior middle school. The topic is “How do you get to school” and this topic is very familiar to the students. When it is connected to the students’ own experience, they will show great leaning interest. The main content is warming up. That is to talk s omething about” How do you get to school.” Well begun is half done. If the students do this part well, it is very helpful for them to learn the rest of this unit.Teaching Aim：1.To grasp the new words and phra ses especially ‘‘take ’’and‘‘by’ ’.2.Learn to talk how to get to places.3.To make a survey about how Ss. get to school in the class.TeachingImportantPoints:Newwords,such as train; bus;subway;ride a bike ;take the train ;take the bus;take the subway ;ride a bike ;walk to school. etc.sentence structure :How do you get to...? I take the bus to get to school.How does she get to …? No , she doesn’t/ Yes , she does.Does they take the bus to…? No , they don’t/ Yes ，they do.Teaching Methods:Communicate Language TeachingTask-based Language TeachingTeaching Aids：PPT and picture Teaching Procedures:Step I: Greeting1.Show the picture on the PPT, and then let Ss. guess what transport it is, and then says out the transportation they know.2.Recall the transportation, and say them out. Ask them question, and talk about the transport and the traffic.Purpose: Cheer up the atmosphere and let students learn from that what is a healthy life style.Step2: learning new vocabulary1. Present new words and practice sentence by show pictures on PPT,First ask students to look at the picture. And read the sample sentences to them. Ask them to repeat.2. Let Ss.say how other Ss. in the picture get to school. Give them some help if necessary in learning new vocabularyDesign purpose: Talk about how to get to placesStep3 sentence learning1. Learn the new sentence structure2. Respond and Repeat the new sentencesDesign purpose :Let Ss. have a better understanding of new sentences, as well as learn to use the sentences.Step4group activity• 1.Group work and interview.• 2.Teacher and students conversation•Design purpose: Strengthen the new sentence Structure and apply the new sentence by using task-based activity.Step5summary and homework •Exercise and review words and sentencesstructure.Design purpose ：It is easy to know if students grasp the knowledge in the lessonTeaching Reflection:In the class,I used task-based activity to let Ss. appl y the new knowledge.The class atmosphere is active and have reached. And I should be special in teaching activities and motivate students’ interest.。
unit III teaching plan
Play the tape of the dialogue for the Ss to listen and get them to point out the route on the map according to the dialogue. Then get the Ss to repeat how Mark gets to work. Play the tape again for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it.
8. in the middle of 9. on the second floor 10. at the corner of 11. be opposite to 12 crossroads Task 4: Practice(互动环节，口语练习)
Show the Ss two maps. One is a street map and the other is A Map of a Building, the Fourth Floor. Explain the two maps. （备注：该环节教师引导学生应用 task 2, 3 中的关键词句，练习对话） NORTH STREET
河北传媒学院英语第一册教案 unitIII
1
Task 2
Data Bank（掌握） （掌握）
Tell the Ss It is important for us to know how to ask for and give directions. The following words and phrases and patterns will help us: Patterns （幻灯） 幻灯） Asking the way outdoors Inquiring 1. 2. 3. 4. 5. 6. Directing：1. 2. 3. 4. 5. 6. How do you usually get to work? How can I get to the railway station? Is there a railway station near there? Excuse me, Can you tell me where the station is? How far is it to the station? Which direction is it to the station? I live in an apartment on North Street. The museum is on Low Street. Go up / down / along street. Go straight on until you come to a crossroads. Take the first / second turning on your right / left. The station is on the corner / in front of you / to the south / at the
Teaching Plan for Unit3
Teaching Plan for Unit3青州二中张洪梅Teaching aims and demands:1. To help students grasp the pronunciation and spelling of the useful words.2. To thoroughly review and grasp the use of some key words and expressions:3. Help students write a passage using the key words and expressions reviewed.Step I. Read after the tape and pay attention to the pronunciation of words Step II. Write out the words to check yourself1.奇遇；冒险___________2.漫游；漂泊___________3.一场；现场；景色____________4.许可；允许______________5. 发现；认出；污点；地点________________6.船费；通道_____________7.认为；说明；理由______________8.耐性；忍耐_____________ 9. 反面；对立面______________10.难以置信的______________11.embassay_______________ 12.dessert _______________13. genuine ________________ 14. fake ________________Step III. Can you identify the difference?1. scene指一眼可以浏览的风景；场面；(一)幕scenery 指该地区的整个风景，由多个scene构成的景色view 指在远处或高处从人的角度看到的scenery的一部分sight 风景，名胜，常用复数，指人为景观；观点⑴How many ___________ are there in the play?⑵The boats in the harbor make a beautiful___________.⑶The ___________ in the hospital was very moving.⑷Jiu Zhaigou is full of natural ______________.⑸From my point of____________, you did a good job.⑹If you stand at this window, you’ll get a better __________ of the hill.⑺He can see the temple clearly, for he has good ______________.2. manner方式,方法,较way正式;举止,态度way 方式,方法,＋to do/of doing sth.method 特指系统的方式,方法,＋of doing sth.means 多指抽象的或概括性的方法,单复数同形⑴He had a strange __________ of making his classes lively and interesting.⑵She adopted a new teaching _____________.⑶Mind your table ____________ at the dinner party.⑷The quickest _____________ of travel is by plane.表示“用这种方式”时，分别是StepIV. Revision of the key words and expressions1.permit vt. sb. to do sth./(doing) sth./sb. sth.vi.Translation:⑴俱乐部的规定是不允许吸烟。
21世纪大学实用英语教案第二册 Unit3
幻灯片1Unit1-main1I. ObjectivesII. Suggested Teaching PlanIII. Background InformationIV. Class Presentation幻灯片2Unit1-main2Part IListeningPart II ReadingPart III SpeakingPart IV Translation & WritingPart V Time to RelaxVideo Exercises幻灯片3ObjectivesI. ObjectivesAfter studying this unit, the students are expected to1. have listening and speaking practices to learn how tolive up to their potential and acquire the theme-related expressions and their functional structures;2. understand the main idea of Text A and Text B, masterthe useful sentence structures, words and expressionsfound in the relevant exercises of the texts;3. know how to use parallel structures to add balance,rhythm and clarity to the sentences;幻灯片4ObjectivesI. Objectives4. be able to read a passage about how to advertise on a website;5. be able to write a letter of accepting/declining an offer.幻灯片5II. Suggested Teaching Plan for Unit 1TimeContents Plan1 period Theme-relatedListening Sections 1 & 2To start the new unit, the teacherA. plays the short talk once before handling UsefulLanguage in a unique way, ., asking studentsto read them loud in class;B. plays the short talk once more, or twice moreifnecessary, and asks class to complete thesummary as required; C. has a brief discussion with the students on thesummary of the short talk;D. plays the talk again with an emphasis on detailsso that students can fill in the blanks of the text. Sections 3 4 & 5A. keeps the theme in mind while making atransition from the short talk to the two dialogues;幻灯片6Objectives3B. handles Useful Language in a unique way,., asking students to come up with theirown equivalents to replace the items in the box;C. plays the first dialogue once, or twice ifnecessary, and asks students to do the T/Fexercise as required to explore the main idea;D. plays the first dialogue once more for thedetails so that students will have no troubleanswering the questions;E. plays the second dialogue once, or twice ifnecessary, and then asks students to do thelistening comprehension exercises;F. checks the answers in a meaningful way,., putting the key word effort on thechalkboard, encouraging the students toaround it with the relevant information fromthe dialogue.Theme-relatedListening幻灯片7Time Contents PlanObjectives3Review ofTheme-relatedListeningSections3 periodsReviewThe teacherA. has a brief review of what students havelearned in the first period of listeningpractice;B. makes a meaningful transition to Text A.StarterAfter finishing the listening tasks, the teacher turns to Text A of the unit. To begin, the teacher Text A &Text-relatedExercisesA. lets the students figure out what the title of Text A can mean. This can be done in complete English sentences or just phrases. If the students have difficultyTime Contents Plan幻灯片8Objectives4Timedoing this, the teacher can ask them to think of a situation where impossibility becomes a fact. The teacher can provide them with the following key words in English: happen, years ago, absolutely impossible, think of, give up, make sincere efforts, find a clue, turn out, solve the problem.B. gives the students 10 minutes to read TextA and find out the cause of the problem for thecar in the story and asks them to tell whatlessons can be drawn from the story.幻灯片9Time Contents Plan Contents PlanThe teacherA. discusses the whole text with the students;B. guides the students through the exercises,focusing on certain items or leaving someexercises as the students’homeworkaccording to the students’levels.The teacherA. asks the students to go over the text and do the multiple choice questions about it;B. while discussing the text with the students, calls the students’attention to the use of parallel structures and their functions;C. lets the students do the vocabulary and language use exercises either in class or after class.periodsText B &Text-relatedExercises幻灯片10Objectives5periodPracticalReadingThe teacherA. explains the passage about how to advertiseon “Paperboy;”B. gives the students 5 to 10 minutes to do theexercise.1 periodSpeakingThe teacherA. fully understands what the exercises are intended to do;B. in Ex. 1 initiates a discussion on each statement of the list to ensure a better understanding on the part of students, and then help students know what two categories are before they do the exercises as required;幻灯片11Objectives6Time Contents PlanC. asks class to read loud the dialogue in Ex. 1 before doing the role-play either with the script used by turns or with it completely free;D. in Ex. 2 has a brief review of the core theme of Text A to elicit the important statement: I am possible, and then asks one student to read loud the example monologue before encouraging some students to carry out the task.Translation and Writing,Time toRelax &Workbook1 periodThe teacherA. leaves the sentence translation exercise as the students’homework;幻灯片12Time Contents PlanTime Contents Planfirst exercise in Practical Writing, and then requires them to do the next two exercises after class;C. plays the record of the story “Blue Suit”in class and lets the students work out what makes the problem- solving humorous (This can be done as students’homework if there isn’t much time left in class);D. if possible, plays the video in theWorkbook in class and lets the students dothe exercise based on the video.幻灯片13III. Background Information1General Motors 通用汽车General Motors is an American multinational automaker based in Detroit, Michigan and the world’s second largest automaker. Founded in on Sept. 16, 1908, GM now employs 209,000 people in every major region of the world and does business in some 157 countries. General Motors produces cars and trucks in 31 countries, and sells andservices these vehicles through the following divisions: Buick, Cadillac, Chevrolet, GMC, Opel, Vauxhall, and Holden. GM’s OnStar subsidiary(子公司) provides vehicle safety, security and information services.幻灯片14III. Background Information1Pontiac 庞蒂亚克Pontiac was an automobile brand that was established in 1926 as a companion make for General Motors’Oakland. Pontiac was sold in the United States, Canada, and Mexico by General Motors (GM). Pontiac was relatively more popular in Canada, where for much of its history it was marketed as a low-priced vehicle.On April 27, 2009, amid ongoing financial problems and restructuring efforts, GM announced it would discontinue the Pontiac brand by the end of 2010 and focus on four core brands in North America: Chevrolet, Cadillac, Buick, and GMC. The last Pontiacs were built in late 2009, with the final dealer franchises expiring October 31, 2010.幻灯片15III. Background Information1Dessert 甜点In Western culture, dessert is a course that typically comes at the end of a meal, usually consisting of sweet food. The word comes from the French language as dessert, “to clear the table”and “to serve.”Common desserts include cakes, cookies, pastries, ice cream, pie, and candies. Fruit may also be eaten with the dessert.The word dessert is most commonly used for this course in ., Canada, Australia, New Zealand and Ireland, while sweet and pudding may be alternative terms used in the UK and some other Commonwealth countries, including India. In England, the term pudding is usually used among the upper and upper-middle classes, with dessert only used if the course consists of fruit or sweetmeats, after the cheese and biscuits course.幻灯片16Part IListeningPart IListeningListentotheupcomingshorttalkandfillintheblanksinthesummarybelowwithtwoorthreewords.Get tingtoknowthefollowingusefullanguagefirstmightbehelpful.1Useful Languageabbreviation // n. 缩写intend // vt. 意欲critically // ad. 批判地tough // a. 艰难的seemingly // ad. 看来似乎challenge // n. 挑战solution // n. 解决方法hows and whys 缘由，道理幻灯片17ScriptPBL is intended to train students to be 1) . To be a problem solver is to learn how to raise a question,how to use information, how to 2) , and how to make a decision. Of course, it is not easy to a problem solver.But it is no good to say something is impossible without 3), even though it can seem so at first. Only when you give yourself completely 4) is nothing impossible.problem solvers________________think critically_____________making an effort________________to the possible_______________幻灯片18Script:Hello class,Does PBL ring a bell It is an abbreviation for problem-based learning, an education model that intends to train students to become problem solvers. This means that students learn how to think critically, how to raise important questions, how to use the information gained, and how to make decisions when solving a particular problem. Do you think this is what is supposed to be happening at college Or is the goal to stay passive receiving knowledge from the instructor all the time幻灯片19Of course, it is not easy to be a problem solver. A particular problem can be difficult and tough, at first seemingly impossible to solve. Yet let’s not forget that the toughest challenge can also offer the greatest opportunity. So don’t just say something is impossible without making an effort. Give it a try and you might find out you can go much farther than you expected.In short, there’s no way to get to solutions without first exploring the hows and whys of the problem. What happens happens for a reason. Only when you are open to the possible is nothing impossible.幻灯片20Objectives22Listen to the short talk again and fill in the blanks below with the missing words. 2Hello class,Does PBL ring a bell It is an abbreviation for 1), an education model that intends to 2)to become problem solvers. This means that students learn how to think critically, how to raise important questions, how to use the information gained, and how to make decisions when solving 3) . Do you think this is what is supposed to be happening 4) Or is the goal to 5)receiving knowledge from the instructor all the timeproblem-based learning________________________train students______________a particular problem___________________at collegestay passive_______________________幻灯片21Objectives23Of course, it is not easy to be a problem solver. A particular problem can be 6), at first seemingly impossible to solve. Yet let’s not forget that the toughest challenge can also offer 7) . So don’t just say something is impossible without 8). Give it a try and you might find out 9)much farther than you expected.In short, there’s no way to get to solutions without first exploring the 10)of the problem. What happens happens 11). Only when you are open to the possible is 12) . difficult and tough_________________the greatest opportunity_______________________making an effort_________________you can go___________hows and whys________________for a reason_____________nothing impossible___________________幻灯片22Objectives24MartinandLisaaretalkingaboutpossibilityand impossibility.Listentotheirconversationand thendecidewhether theconversation-basedstatementsbelowaretrue(T)orfalse(F).Gettingtoknowthefollowingusefullanguagefirstmightbehe lpful.3Useful Languagenegative // a.stuck // a.belief // n.The point is simply that…Couldn’t have said it better.billboard // n.You betcha!否定的；消极的被困住信念其要点是……说得太好了。
三年级英语上册第三单元教案
三年级英语上册第三单元教案Unit 3 Teaching Plan for Grade 3 English (上册)Objectives:By the end of this unit, students will be able to:1. Understand and use the new vocabulary words: wear, strong, win, soon, clap, sad, poor, stood.2. Practice reading and writing sentences using the new vocabulary words.3. Learn and perform a short dialog using the new vocabulary words.4. Develop listening and speaking skills through various activities. Materials:- flashcards with pictures and target vocabulary words- whiteboard and markers- worksheet with sentences to practice writing- audio clips for listening comprehension activitiesTeaching Procedures:Introduction (5 minutes):1. Greet students and ask how they are feeling today.2. Review the previous lesson by asking students to name some clothes they know in English.Presentation (10 minutes):1. Show flashcards with pictures of different clothes items.2. Teach and explain the new vocabulary words: wear, strong, win, soon, clap, sad, poor, stood.3. Practice pronunciation of the words with students.Practice (15 minutes):1. Show flashcards again and ask students to name the different clothes items.2. Call out a vocabulary word and have students show the flashcards that match the word.3. Ask students to write sentences using the vocabulary words on the whiteboard.4. Review and correct the sentences as a class.Listening Comprehension (10 minutes):1. Play an audio clip of a short dialog using the vocabulary words.2. Students listen and follow along with the dialog.3. Ask comprehension questions about the dialog to check understanding.Speaking Activity (15 minutes):1. Assign pairs of students to practice and perform the dialog from the listening comprehension activity.2. Give students a few minutes to practice their dialog with their partner.3. Select a few pairs to perform their dialog in front of the class. Group Activity (15 minutes):1. Divide the class into small groups.2. Give each group a set of flashcards with the vocabulary words.3. Give instructions for a game where students take turns choosinga flashcard and using the word in a sentence.4. The other team members must listen and clap if the sentence iscorrect, or say "try again" if it is incorrect.5. The group with the most correct sentences wins.Wrap-up (5 minutes):1. Review the vocabulary words one last time before ending the lesson.2. Ask students if they have any questions or need clarification on anything from the lesson.3. Assign any homework related to the vocabulary words if desired. This lesson plan is suitable for a 45-minute English class for grade 3 students. The activities are designed to promote active participation and engagement while developing vocabulary, listening, speaking, and writing skills.。
中职外研版英语说课模板范文
中职外研版英语说课模板范文Good morning, everyone. Today I am going to talk about the teaching plan for Unit 3 of the textbook "English for Vocational Students". This unit is about "How to Make a Good Impression".First, let's talk about the teaching objectives. By the end of this unit, students should be able to use the expressions and vocabulary related to making a good impression in English. They should also be able to apply these skills in real-life situations, such as job interviews or customer interactions.Next, let's discuss the teaching procedures. The lesson will begin with a warm-up activity to engage the students and introduce the topic. I will then introduce the key vocabulary and expressions related to making a good impression. Thiswill be followed by some listening and speaking activities to practice using the new language in context.After that, we will move on to the reading and writing activities. Students will read a short passage about making a good impression and then write a short paragraph about their own experiences. This will give them an opportunity to use the language in a more personal way and practice theirwriting skills.To reinforce their understanding, we will then move on to some group activities. Students will work in groups to discuss and role-play different scenarios where making a good impression is important, such as meeting a new client or attending a job interview.Finally, to assess their learning, there will be a worksheet with a variety of exercises to test their comprehension of the material covered in the unit. This willinclude multiple choice questions, fill-in-the-blank exercises, and a short writing task.In conclusion, this unit is designed to help students develop the language skills and confidence needed to make a good impression in various professional and social situations. By the end of the unit, students should feel more comfortable using English to present themselves in a positive light.Thank you for your attention, and I look forward to teaching this unit.。
七下英语unit3单元教学计划
七下英语unit3单元教学计划ENGLISH RESPONSE:In Unit 3 of the English curriculum for seventh grade, students will delve into the intricacies of descriptive language, narratives, and poetry. This unit will equip them with the skills and knowledge to effectively convey ideas, express emotions, and appreciate literary artistry.The unit commences with an exploration of descriptive language. Students will learn to employ vivid imagery, sensory details, and figurative language to create vivid and engaging descriptions. They will also develop an understanding of the functions of adjectives and adverbs in conveying specific meanings.Next, the focus shifts to narratives. Students will delve into the elements of storytelling, including plot, setting, characters, and conflict. They will analyze different types of narratives, such as short stories, folktales, and myths, and learn to identify their key features. Students will also practice writing their own narratives, paying attention to pacing, character development, and overall structure.Finally, the unit concludes with an exploration of poetry. Students will explore various forms of poetry, including sonnets, haikus, and free verse. They will learn to appreciate the nuances of poetic language, including rhyme, rhythm, and symbolism. Students will also engage in guided analysis of poems to enhance their understanding of their themes, moods, and literary techniques.Throughout the unit, students will engage in a variety of activities to foster their learning. These include:Reading and analyzing texts.Writing narratives and poems.Class discussions and presentations.Creative writing exercises.Vocabulary building.Grammar review.By the end of Unit 3, students will have developed a strong foundation in descriptive language, narratives, and poetry. They will be able to use language effectively to convey ideas, express emotions, and appreciate the beauty and power of literature.CHINESE RESPONSE:在七年级英语课程的第三单元中，学生将深入探索描述性语言、叙事和诗歌的奥秘。
Teaching Plan for 1A Module 4 Unit3
Teaching Plan for 1A Module 4 Unit3In the parkDate: Dec. 25th, 2012School: Lantian Primary SchoolTeacher: Yan HuiStudents’ level: 1Period: 1Ⅰ. Teaching Contents:1.V ocabularies:red, blue, green, yellow, black, white2.Sentences:It will united the learnt language points with new points. E.g. “This…is …”3. Short chants:Red bear, green bear, I see you.Yellow tiger, blue tiger, one and two.Panda, panda, black and white.Ⅱ. Teaching Objectives:1. Knowledge skills:a. Be able to read and recognize the new words about colours.b. Can use “Merry Christ mas” to greet people.c. Get more familiar with the sentence structures (involved in the chants) learntbefore. Such as: “I can…”, “It’s…”, “This is a…”2. Teaching methods and the procedures:a. The mainly methods are CLT&TBLT, also, there is 3P (present, practice andproduction), zunited the learnt points with the new points, aid by the vividpictures.b. The brief steps: firstly, a free talk to lead in the topic, then elicit target wordsone by one, practice in short sentences. Then check their learnt degree, andpractice these new words in a short chant. Lastly, finish the practice paper.3. Emotional skills:a. To improve their values of cooperation and discipline;b. Can express their wishes with easy sentences.Ⅲ. Teaching keys and difficultiesKeys: the target six words about color.Difficulties: correct pronunciations of the target languages.Ⅳ. Preparations before class1.Student: little papers, books, crayons, rulers and so on.2.Teacher: PPT (open the Multi-media), crayon, stickers, ruler, give out thesmall papers to the students.Ⅴ. Teaching steps:(一)Before-tasks (warming-up and lead in activities)1.Free talking about Christmas. Elicit “Merry Christmas”.2.Enjoy a song “We wish you a Merry Christmas”.3.Free talking about “winter’s color”, and then lead in today’s topic “colours”(二)While-tasks1.Elicit new word “red”, practice in “red, red, a red____”, read, listen andpractice.2.Elicit new word “blue”, practice in “blue, blue, a blue book.” & “Look! The______is blue.” Read, listen and practice.3.Elicit “green”, chant “green, green, I love green.” Sentences “Look, this is agreen_____.” Read, listen and practice.4.Elicit “yellow”, chant “yellow, yellow, I can see yellow.”Short passages“Look! This is a＿＿＿. It’s yellow. Read, listen and practice.5.Elicit “black”& “white”. Chant “Black/White, black/white, I can seeblack/white.” Sentences: Look! The_____is black and white.”(三)Post-tasks activities1.PPT present the target words, read together then check in small groups or“driving trains”.2. A chant. (read and do it)3.The small paper (a. a match practice; b.colour the Santa Claus.)Ⅵ. Homework1.Read and listening the new words on P47.2.Preview the contents on P46.ⅦⅧ. Teaching reflection。
(完整word版)仁爱英语七年级上册unit3-topic2教案.doc
Teaching plan for Section C, Topic 2Unit 3 Getting TogetherI. Learning Objectives:1.learn and practice the words about family members:aunt, uncle, brother, grandparent, cousin, daughter, son2.Learn other new words and a phrase:family, sofa, tree, family tree3.Learn sentences for introducing and identifying family members:This is a photo of my family.Who’s the man in black?The man in a green T-shirt is his uncle.4.Talk about and introduce the family members in the photos.II. Teaching process:Step I Lead-in and presentation1.Teacher plays the flash in 3 to lead in the topic —family members.Students learn the word“family ”.2.Teacher shows a photo of her family to introduce her family members.A family tree is drawn at the same time. Students learn the new words,“grandparent”,“son”,“uncle”,“brother”,“aunt”,“ daughter” ,“cousin” and“family tree”.3. According to the family photo, asks and answer between the teacherand the students. For example:T:Who is the man in a black jacket?Ss: He is your father.T:Who is the man in a red jacket?Ss: He is your uncle.⋯Step II Practice1.Show the photo of Kangkang’s family and ask the students to tellwho is Kangkang. Learn the new word“sofa”.2.Ask the students to listen to 1a, and then finish Kangkang’s familytree.3.Ask students to make up conversations in pairs after the example.4.Ask the students to finish 1b. Students are asked to read the passage in1b aloud together when the answers are checked.Step III Production1.Students take out the family photos they prepared before the classand work in groups to discuss how to introduce the family members in the photos.2.Ask several students to show the photos they have discussed in thegroups and introduce the family members to other students.Step IV HomeworkAsk the students to write a letter to their pen friends to introduce their family.。
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Module 8 Around town
Unit 3 Language in use
Type of the class: Revision and application
Teaching method: Formal and interactive practice, task-based activities
Teaching aims:
To summarise and consolidate
Teaching aid: OHP, tape recorder, handouts
Teaching Process:
Step 1 Revision
Review the text of Unit 2
Step 2 Language practice
1. Read through the example sentences in the box with the whole class.
2. Ask them what language point is demonstrated. ( Directions to places in town. )
3. Work in groups.
Look at the map in Activity 1. Find your way from FLTRP Tower to Tian’anmen Square. Step 3 Exercise
1.Choose a starting point and a finish point. Write down the directions in Activity
2.
2.Look at the map on Page 66 again. Match the questions with the answers.
3. Ask and answer about your school.
Step4 Listening
1. Listen and label the places in Activity 5.
2. Listen again and answer the questions in Activity 6.
3. Wb. Ex. 6 & 7
Step 5 Work in pairs.
1.Look at your classroom and choose an object. Describe its position and other students guess what it is.
2. Look at the small map and then explain it.
3. Say where you can do these things.
4. Write down three other places you know, and say what you can do there.
Step 6 Exercise
1. Match the two parts of the sentences.
2. Look at the map in Activity 11 and complete the passage. Use the words and expressions in the box.
Step 7 Around the world: A famous place.
1. Read through the box with the students.
2. Discuss the content with the students.
Step 8 Module task: Giving directions around your town
1.Write a tour of your town.
2.Write an email to foreign friend and say how to get from the station or airport to your home.
Step 9 Homework
Finish the exercise in the workbook Ex. 8, 9, 10 &11。