U10教案
unit10 教案
Unit 10 Review and check教材解读本单元由Look,read and write,Look,read and complete,Look and say ,Look and talk四个部分组成。
本单元是4A的总复习单元，侧重归纳了第六至第九单元所涉及的语言内容。
通过不同形式的复习，帮助学生归纳整理所学的词汇，日常交际用语和句型等，教师应根据学生的年龄特征及班级的具体情况，采用多种有效的教学手段活跃课堂气氛，激发学生的学习兴趣，帮助学生复习巩固本学期所学的词汇句型和日常交际用语。
通过复习，让学生扎扎实实地掌握所学的知识，使每位学生在原有的基础上都有所提高。
单元总体目标1.综合复习所学的词汇、句型，并能正确地听、说、读、写。
2.能综合运用所学的日常交际用语。
单元课时分配第1课时 A Look,read and write.第2课时 B Look,read and complete.第3课时 C Look and say.第4课时 D Look and talk.第1课时教学目标知识目标提高学生的观察能力，阅读能力以及情景中口头交际能力。
能力目标1.学生尽可能地把unit6——unit9中所学过的日常交际用语运用到实践中去。
2.能根据所提供地情景，选择相应的日常交际用语。
情感目标培养学生们的观察意识与主动思维能力。
教学设计Step 1.Warming up1.Greetings.2.Free TalkStep 2.Playing gamesGame1 连锁回答。
（主要复习询问物主，时间表达等内容。
）教师规定游戏进行的路线，首先向第一位同学发问，该生回答后，由他继续向下一位同学发问，凡在规定时间内接不上的被淘汰，同时在游戏过程中教师要注意正音。
如：T：What’s the time?S：It’s seven.What’s the time?S：It's three.It;s time to play football.Whose pen is it?S：……Game2 Simon says.(主要复习祈使句。
《U10 Section A 1a-2d》教案人教版英语八年级下册
2.listen for specific information.
教学重点：
1.Keyvocabulary:
yard, sweet, memory, cent, toy, bear, maker, scarf, board,
讲解本单元的语言点how long/how soon/how often/how far,a couple of,a bit,check out,for&since,sale,anymore,memory.
以及It’s +adj. (+for sb.) to do sth.的用法。
Step 8
Exercises
Step 7
Language points
(PPT25-38)
1. Explain the usage ofhow long/how soon/how often/how far,a couple of,a bit,check out,for&since,sale,anymore,memory.
2. Explain the other usages ofIt’s +adj. (+for sb.) to do sth.
-How long have you had that bike over there?
-I’ve had it for three years! I learned how to ride a bike on it.
展示图片并解释。然后导入1a。练习have/has had的基本句型。熟练阅读这些句型。为1b听力做铺垫。
打破常规——创新Unit10教案设计
打破常规——创新Unit 10教案设计随着社会的不断发展和进步，我们的教育方式也在不断地进行着改革，教育强调的重点正在从传授知识而转向培养学生的创新思维能力。
因此，在课程设计中我们也需要采用一些创新的方法，让学生在学习中发挥创造力，提高他们的创新能力。
本文将从课程目标、教学方法、教学资源等方面介绍Unit 10教案的创新之处。
一、课程目标在教学中，我们首先要明确课程目标，也就是学生应该学会什么，掌握什么能力。
Unit 10教案的课程目标主要有以下几个方面：1.学习英文歌曲，提高听力和口语能力；2.通过歌曲和图片的形式了解美国文化；3.培养学生的创新思维能力，提高其自主学习能力和表达能力。
二、教学方法为了更好地实现以上课程目标，我们采用了以下创新的教学方法：1.多媒体教学法在课堂上，我们会使用多媒体设备展示相关的图片、视频、音频等。
这样有利于学生更好地理解英文歌曲的含义和美国文化。
同时，使用多媒体还可以激发学生的兴趣，提高课堂气氛。
2.小组合作学习在听歌的过程中，我们会让学生结合歌曲的意思和自己的经历，进行小组讨论。
这样一来，学生既可以增强英语口语能力，又可以培养跨文化交流能力，更能提高他们的自主学习能力和表达能力。
3.创意表达在学习过程中，我们鼓励学生发挥自己的创造力，设计海报或PPT等展示英文歌曲和美国文化的内容。
这样一来，学生不仅可以加深对学习内容的理解，还可以提高他们的表达能力和创新能力。
三、教学资源为了更好地实现以上教学方法，我们需要选择适合的教学资源。
在Unit 10教案的设计中，我们主要用到以下教学资源：1.英文歌曲英文歌曲被誉为练习听力和口语的最佳资源之一。
在Unit 10教学中，我们选择了美国歌曲《Where is the Love》，通过歌曲让学生了解美国文化，同时也可以提高他们的听力和口语能力。
2.多媒体设备为了更好地呈现课程内容，我们使用了多媒体设备，如电脑、幻灯片、音响等。
u10足球兴趣班训练完整教案
u10足球兴趣班训练完整教案教案标题：U10足球兴趣班训练完整教案教学目标：1. 帮助学生掌握基本足球技能，如传球、接球、射门和盘带。
2. 培养学生的团队合作精神和沟通能力。
3. 培养学生的身体协调性和灵活性。
4. 提高学生对足球的兴趣和热爱。
教学准备：1. 足球场地2. 足球3. 锥桶或其他标志物4. 训练计划表5. 水和急救箱教学步骤：引入活动：1. 介绍今天的训练内容和目标，激发学生的兴趣和热情。
2. 进行热身活动，如慢跑、拉伸等，以准备学生的身体。
技能训练：3. 技能1：传球和接球- 说明正确的传球和接球动作要领。
- 指导学生进行传球和接球练习，并提供实时反馈和指导。
- 设计练习游戏，如传球接力赛，以增加趣味性和竞争性。
4. 技能2：射门- 演示正确的射门姿势和技巧。
- 让学生进行射门练习，并提供个别指导。
- 安排小组比赛，让学生在比赛中应用所学技巧。
5. 技能3：盘带- 解释盘带的基本动作和技巧。
- 引导学生进行盘带练习，并提供必要的指导。
- 设计盘带挑战游戏，鼓励学生在有限的时间内完成盘带任务。
团队合作训练：6. 安排小组活动，如小组对抗赛或合作训练。
- 鼓励学生之间的合作与沟通。
- 观察学生的团队合作能力，并提供必要的指导和反馈。
比赛和总结：7. 组织友谊赛或内部比赛，让学生应用所学技能。
8. 总结本节课的训练内容和学生的表现。
9. 鼓励学生提出问题和反馈意见，并回答他们的疑问。
扩展活动：10. 鼓励学生在课后继续练习足球技能，并提供相关的练习建议和资源。
教学评估：11. 观察学生在训练过程中的表现，包括技能掌握程度、团队合作和沟通能力等。
12. 提供个别反馈和评估，以帮助学生改进。
这是一个简单的U10足球兴趣班训练教案，根据实际情况和学生的需求，你可以适当调整和修改教案内容。
记得要保持足球训练的趣味性和挑战性，让学生在积极的氛围中学习和成长。
人教版八年级u10全英文教案
人教版八年级u10全英文教案教案标题：Exploring the Natural World教材：人教版八年级英语教材（Unit 10）教学目标：1. 通过本单元的学习，学生将能够掌握与自然环境和环保相关的词汇，如pollution、deforestation等。
2. 学习运用相关词汇和表达方式描述不同的环保问题和解决方法。
3. 提高学生的听、说、读、写的能力，特别是阅读和写作的能力。
4. 培养学生的团队合作和创新思维能力。
教学重点：1. 掌握与自然环境和环保相关的词汇。
2. 学会描述环保问题及解决方法。
3. 提高阅读理解和写作能力。
教学难点：1. 运用所学的词汇和表达方式描述和解决环保问题。
2. 深入理解阅读材料。
教具准备：1. 多媒体投影仪和幻灯片。
2. 教学参考书。
教学过程：Step 1: Warm-up (5分钟)展示几张有关环境和环保的图片，引起学生的兴趣并引出讨论。
例如：What do you think about these pictures? What problems can you see in them? How do you think we can solve these problems?Step 2: Pre-reading (10分钟)介绍本单元的话题并向学生提出几个问题，以激发他们的思考，如：What kind of environmental problems do you know? How serious do you think these problems are? Why is it important to take care of the environment?Step 3: Reading and Comprehension (20分钟)活动1: 为学生提供阅读材料，并要求他们独立阅读并回答问题。
随后，让学生互相交流答案并进行讨论。
活动2: 分成小组，每个小组选择一个阅读材料并进行深入研究。
人教版九年级英语U10 Youre supposed to shake hands. 教案(共15页)
You’re supposed to shake hands.The First PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularybow, kiss, be supposed to, shake hands, customs(2) Target LanguageWhat are people in Korea supposed to do when they meet for the first time? They’re supposed to bow.2. Ability Objects(1) Train students’ listening ability.(2) Train students’ communicative competence.II. Teaching Key PointsTarget languageIII. Teaching Difficult Points1. To improve students’ listening ability.2. To improve students’ communicative competence.IV. Teaching ProceduresStep I RevisionT: Yesterday we finished Unit 11. In this unit, we learned some ways of asking for information politely. Now if you want to go to a library to get a book, how can you ask? Write the two column headings on the board: Right and Wrong.Say, please tell me things that are good to do in school and that are not good to do in school.Write each suggestion under the appropriate heading on the board.T: Is it a good idea to come to class late? S1: No.T: That’s right, it’s not a good idea to come to class late. You’re not supposed to come to class late. Class repeat. You’re not supposed to come to class late.Ss: You’re not supposed to come to class late.T :( Write come to class lat e under wrong) what are some things you shouldn’t do? S2: We shouldn’t eat in class.T: Right. You’re not supposed to eat in class.Ask students to repeat this example.Then ask students to tell about some things that are good to do in school. They may say things such as, you should do your homework every day; you should raise your hand before you talk. Rephrase each of these sentences using supposed to and ask students to repeat: You’re supposed to do your homework every day.You’re supposed to raise your hand before you talk.Step II 1aLet students read the instructions.Point to the two lists of words. Read each word and ask students to repeat it.Put up a map of the world on the board.Ask students to explain where each of the countries is.Ask different students to act out the action described by each word or phrase: bow, shake hands, and kiss.Read the instructions again and ask students to match the customs lettered a, b and c with the numbered countries.Look at the sample answer. Tell students to g uess if they aren’t sure.Step III 1bGo through the instructions with the class. Point to the lists in Activity la and say, now you will hear a conversation between a boy and a girl. Their conversation contains the answers to the questions in Activity 1a.Play the tape for the first time. This time, students only listen.Play the tape a second time. Ask them to listen to the recording and check their answers to Activity 1a.Check the answers with the class. Invite a student to read the answers.Step IV 1cRead the instructions to the whole class.Point out the example in the box. Ask two students to read it to the class.Point to the lists of customs and countries in Activity la. Tell students to first talk about these countries and customs, then talk about other countries and customs they know about.As students work together, move around the classroom checking their work.Ask different pairs of students to ask and answer a question for the class.Step V HomeworkReview the target language.The Second PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularygreet, be supposed to(2) Target LanguageHow was the dinner at Paul’s house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.2. Ability Objects(1) Train students’ listening ability.(2) Train students’ communicative competence.3. Moral ObjectsWhen you’re invited to a place, you mustn’t be late, greet people the wrong way or wear the wrong clothes. That is, you should a ct according to your host’s customs.II. Teaching Key Points1. Key V ocabularygreet, be supposed to2. Target LanguageHow was the dinner at Paul’s house last night? Well, it was OK, but I made some mistakes. I was supposed to arrive at 7:00, but I arrived at 8:00.3. StructureWhat are you supposed to do when you meet someone?III. Teaching Difficult Points1. The target language2. To improve students’ listening ability.IV. Teaching ProceduresStep I RevisionCheck homework. Ask some pairs to act out their conversations according to Activity 1a.Step II 2aLook at the picture and ask students to tell what is happening.Help students understand that the people are at a picnic.Point to Maria and ask, what’s Maria wearing. (She is wearing a dress.) Ask, does she look comfortable? (No.)Read the instructions and point to the four mistakes on the list. Ask different students to read the mistakes to the class.Listen to Maria talking to a boy about what happened at the picnic. She made several mistakes. Listen to the recording and check the mistakes she made.Play the recording. Students only listen one time.Play the recording again. Get students to check the mistakes Maria made.Check the answers with the class.Step III 2bGo through the instructions with the class. Point out the blanks in the four sentences. Invite a student to read the first sentence.Play the recording again. Let students fill in the blanks with the words they hear alone.Correct the answers with the class.Step IV 2cRead the instructions for the activity to the class.Look at the example in the box. Ask two students to read the conversation to the class.Point out the mistakes in Activity 2a and the sentences in Activity 2b. Role playDan and Maria’s conversation using information from Activities 2a and 2b.Ask students to work in pairs. As they work, move around the classroom checking the progress of the pairs and offering help as needed.Check the answers by calling on different pairs to say their conversations to the class.Step V Grammar FocusReview the grammar box. Get different student s to say the questions and answers.Step VI HomeworkAsk students to write at least two sentences with the sentence starters in Grammar Focus.The Third PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularyland, drop by, after all, relaxed, a bit(2) Target LanguageCan you tell me the things I’m supposed to do? The first thing is to greet the teacher.Okay. What should I say? You are supposed to say “good morning, teacher.”2. Ability Objects(1) Train students’ in tegrating skills.(2) Train students’ communicative competence.II. Teaching Key PointsTrain students’ integrating skills.III. Teaching Difficult PointsTo improve students’ integrating skills.IV. Teaching ProceduresStep I RevisionT: In the last period, we summed up the expressions for telling what you aresupposed to do. Now I’ll check your homework. I’ll ask some pairs to act out the conversations before the class.Step II 3aRead the instructions. Do you know what an opinion is? Ask a student to answer it. (An opinion is what you think or how you feel about something.) Look at the chart. Point to the word attitude on the chart and say, an opinion is like an attitude. Tell students what they should write in the chart.Ask students to read the first paragraph on their own. When they read, move around the classroom helping them as necessary. Then ask students to read the second paragraph. Again, as they read, move around the classroom answering any questions. Then read the instructions again and point out the chart. Point to the words attitude and toward and ask what other words in the instruction line mean the same thing (opinions of).Invite a student to read the sample answer to the class. Then let him point out which sentence the answer is found in.Ask the students to read the paragraphs again and complete the chart on their own.Correct the answers with the class.Step III 3bGo through the instructions for the activity with the class.Look at the example in the box. Ask two students to read the conversation to the class.First practice this conversation with a partner. Then talk about your attitude toward being on time and getting together with your friends. Use true information.Have students work in pairs.Ask some different pairs to say their conversations to the class.Step IV Part 4Let students read the instructions.Ask a pair of students to model the sample dialogue. Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class.Get students to complete the work in pairs. As they work, walk around the classroom offering help as needed.Review the task. Ask a few students to share their conversations with the whole class.Step V Homework1. Write a conversation using the information in Part 4.2. Finish off the exercises on Pages 49-50 of the workbook.The Fourth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularywipe, napkin, stick, chopstick, rude, point, pick up(2) Target LanguageWe’re supposed to eat with chopsticks.Yes, and it’s rude to eat with our hands.2. Ability Objects(1) Train students’ listening ability.(2) Train students’ ability to understand the target language in spoken conversation.(3) Train students’ abilit y to use the target language.II. Teaching Key Points1. Key V ocabularywipe, stick, chopstick, rude, point, pick up2. Target LanguageWe’re supposed to eat with chopsticks.Yes, and it’s rude to eat with our hands.III. Teaching Difficult Points1. How to improve stu dents’ listening ability.2. How to use the target language.IV. Teaching ProceduresStep I RevisionCheck homework. Get some students to read out their conversations using the target language in Section A. Collect their conversations and help correct their errors.Step II Part 1Look at the picture and ask students to say what is happening in it.Look at the title, Mind your manners!Ask. What do you think it might mean? Read the instructions and point to the five statements about manners. Ask students to read the statements.Review the five statements to be sure students understand what each one means. Ask students to act out them.Then ask students to complete the quiz on their own.Correct the answers with the class.Step III 2aRead the instructions to the class. Review what an exchange student is and what table manners are. If necessary, translate them into Chinese.Look at the four pictures. You will hear the exchange student Steve, talking with his Japanese friend, Satoshi.Satoshi is explaining some things you are and aren’t supposed to do when eating in Japan.Point to the boxes where students are supposed to write a number next to each picture. Say, Number these 1 through 4 to show the order you hear Satoshi talk about, these things in the recording.Play the recording the first time. Students only listen.Play the recording a second time. As they listen to the recording this time, let students number the pictures.Correct the answers with the class.Step IV 2bRead the instructions and point to the numbered list of sentence starters and the lettered list of sentence endings. Ask different students to read the two lists.You will hear the same recording again.Play the recording again. Ask students to write the letters in the blanks alone.Check the answers with the class.Step V 2cGo through the instructions for the activity with the class.Look at the example in the box. Ask two students to read the sentence starters.Now, complete each one with a true statement about table manners in your country.Ask two students to read their sentences.Point out the sentence starters in Activity 2b. Say, Have a conversation about table manners in your country with a pattern.You can use the sentence starters in Activity 2b to help you get started.Have students work in pairs. Ask one or two pairs of students to say their conversations to the class.Step VI HomeworkTalk about the table manners in your country using the sentence starters in Activity 2b.The Fifth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Key V ocabularytable manners, behave, be/get used to, cut up, full, fork, you should…(2) Practice reading an article.(3) Practice writing something using the target language.2. Ability Objects(1) Train students’ reading abil ity.(2) Train students’ writing ability.II. Teaching Key PointsPractice reading and writing using the target language.III. Teaching Difficult PointsHow to write an e-mail message.IV. Teaching ProceduresStep I RevisionReview the target language presented in this unit. Check homework.Ask two students to read out their sentences.Step II 3aCall attention to the e-mail message. Invite a student to read the article aloud to the class. Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class.Read the instructions to the class. Ask students to read the e-mail again. Say, now read the e-mail and answer the questions in your exercise book. As students work, move around the classroom and offer help as necessary.Check the answers with the class.Step III 3bRead the instructions to the class. Point to the beginning of the e-mail message.Read it to the class.Here are some things you need to know about table manners when you visit Japan. First of all, yo u should…Look back at the pictures in Activity 2a and the matching exercise in Activity 2b.You can use the pictures and information in Activities 2a and 2b to help you write your letters.Ask students to finish the activity on their own. As they work, walk around the classroom offering help and answering questions as needed.Check the answers with the class. Ask a student to read his completed article to the class.Step IV 3cRead the instructions and ask students to look back at Activity 2c.Remind students that they made conversations about table manners in their own country.Say. You can use the ideas you talked about in Activity 2c as you write your email messages.Get students to finish the activity on their own. As students work, move around the room offering help as needed.Ask a student to read his or her message to the class. Have other students add any information that is missing from the first student’s report.Step V Homework1. Read the e-mail message in Activity 3a again.2. Write an e-mail message to a friend about table manners.The Sixth PeriodI. Teaching Aims and Demands1. Knowledge Objects(1) Fill in blanks and make sentences using arrive, meet, spend, behave and imagine.(2) Finish the story.(3) Complete the crossword.2. Ability ObjectsTrain students’ writing ability.3. Moral ObjectsYou are supposed to learn much more table manners. It is very useful and helpful, especially when you are in foreign countries.II. Teaching Key Points1. Fill in blanks and make sentences.2. Finish the story.III. Teaching Difficult Points1. Make sentences using arrive, meet, spend, behave and imagine.2. Finish the story.IV. Teaching ProceduresStep I RevisionCheck homework. Ask a student to read the e-mail message in Activity 3a. Thenask a student to read his/her own e-mail message.Step II Part 1Look at the words in the box. Ask a student to read them.Make sure students understand the meaning of the words.Then say, Fill in the blanks with the words. In some cases, students may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of the students check their answers.9Ask students to make their own sentences with the words, preferably sentences that are meaningful. Move around the classroom. Collect a few students’ answers with mistakes on the blackboard. Then help students correct the mistakes.Step III Part 2Go through the instructions with the class. Explain them to students.Get students to complete the work in pairs.Invite a few students to read the end of the story. Answers will vary but will probably include watching what others do first or asking the host or hostess or one of the guests.A sample end of the story…What I finally decided to do was to watch what others do and follow them.Step IV Part 3Do the example with the class to show them how to do a crossword puzzle. Ask students to complete the crossword puzzle on their own. Check the answers with the whole class.Step V Just for Fun!This activity provides reading and speaking practice with the target language.Ask students what is funny about the cartoon. Help students to explain the sentence “The littl e boy bought his grandmother a cat instead of a hat, but his grandmother loves it anyway.”Step VI Summary and HomeworkIn this class, we’ve done much writing practice using the key vocabulary words.After class, please finish off the story in 2 in your textbooks. Then finish off the exercises on Pages 50-52 of the workbook.The Seventh PeriodI. Teaching Aims and Demands1. Knowledge ObjectsKey V ocabularydie, succeed, sacrifice, path, honor, dead-end road, get into trouble, give up, keep shipping, military school2. Ability ObjectsImprove students’ reading and writing skills.II. Teaching Key PointTrain students’ reading and writing skills.III. Teaching Difficult PointTrain students’ reading and writing skills.IV. Teaching ProceduresStep I Key VocabularyShow the following vocabulary by cards.Do careful-reading to get the detailed information.Say the words and have students repeat them again and again until they can pronounce them fluently and accurately.Step II Part 1Read the title Parent helps child to the class. Ask, what do you think the article is about based on the title? Look at the picture. Ask students to describe what is happening in the picture.Ask students to discuss the four questions. Students do not look at the reading text. Instead, they use their background knowledge to try to answer the questions. As they work, walk around, looking at their progress.When most students finish the task, ask students to compare their answers witha partner,Elicit answers from the students. Ask the students “Do you have any other answers?” Do not give the correct answers to the students at this point. Wait until students have finished the reading and let them revise their answers accordingly.Step III Part 2Go through the instructions with the class.Ask students to complete the task individually or in pairs. Make sure the students discuss about their reasons in English. As they work, walk around the classroom offering help as necessary.Ask students to read their answers. Encourage students to use complete sentences.Step IV Part 3Look at the story. Pay attention to the words indicated in bold. Ask different students to guess the meaning. Don’t give them the correct answers.Ask students to read the article once.Say to the students “pay attent ion to the bold words and expressions and note any other words or sentences you don’t understand.” Read the context and guess the meanings of words and phrases from the other words around them.Ask students to read the article again for comprehension.Go through the instructions with the students and have them look at the example. Ask students to complete the next word on the list on the left. Students are matching words to meanings. As they work, walk around the classroom offering help as necessary. Students complete the task. Remind them to look at the story again and see if they need extra help from the teacher or not.Have students report their answers. Encourage them to use complete sentences.Step V Part 4Go through the task with students. Elicit the first answer of the students. Check that they understand what they need to do.Ask students to do the activity on their own or in pairs. Students should try to remember or guess the answers before looking at the reading part. As they work,walk around the classroom offering help students may need.Check the answers. Invite different students to give their answers and correct the false ones.Step VI Part 5Read the instructions with the students.Divide the class into small groups to do the activity. Give students help with thinking of different fun and educational activities. Walk around the classroom offering help as needed.Check the answers. Have students share their answers with the class.Step VII SummaryIn this class, we’ve practiced a lot of read ing and writing.Step VIII Homework1. Read the story in Activity 2 again for further comprehension.2. Revise the target language in this unit.。
U10教案
U10 Where are you going on holiday?一、训练听力及口语（小故事、动画片片段）二、练音标，读单词三、读课文四、读单词，并联系课文句子进行训练，运用单词五、讨论、复述课文，再次训练句型（口语）六、总结短语、句型七、练习：根据课文回答问题，有关单词及句型的练习八、语法总结（PPT）1. be going to2. 用“a quarter, half, past, to”来表达时间九、总测验课堂总结一、训练听力及口语（小故事、动画片片段）二、练音标，读单词三、读课文四、读单词，并联系课文句子进行训练，运用单词五、讨论、复述课文，再次训练句型（口语）六、总结短语、句型七、练习：根据课文回答问题，有关单词及句型的练习1.Tomorrow is _____ _____ _____ the school holiday.(…的开始)造句：_____________________________2.Where are you going _____ _____.(在暑假)3.When are you going to _____ _____ Beijing.(离开前往)造句：______________________________4.I am going to school _____ _____7:00.(在大概…)5.She____ _____ _____ _____ _____ her mother.(准备和…再待一起) 造句：_______________________________6.She _____ _____ my home.(住在...附近)造句：_______________________________八、语法总结（PPT）1. be going to（一般将来时）2. 用“a quarter, half, past, to”来表达时间九、总测验。
八上U10教学设计
八上U10教学设计标题：探索和发现，关于生命的奥秘（八上U10教学设计）一、教学目标：1.知识目标：通过本单元学习，学生能够了解生命起源和演化的相关知识，理解细胞的结构与功能，掌握基本的细胞组织和器官的名称；2.技能目标：培养学生的科学探究能力和观察、实验、分析问题的能力；3.情感目标：培养学生对生命奥秘的好奇心和求知欲，增强学生对生命独特性和生态保护的重视意识。
二、教学重点与难点：1.教学重点：生命起源与演化、细胞的结构与功能；2.教学难点：关于细胞的结构与功能的具体知识，以及如何进行实验观察并分析问题。
三、教学过程：1.导入（1）通过一个小视频或图文展示，引导学生思考人类对于生命奥秘的探索和发现；（2）对于生命起源和细胞的概念进行简要介绍，引发学生对生命起源和细胞的好奇心。
2.学习任务1：生命起源与演化（1）通过展示生命起源的不同理论（如神创论、进化论等），让学生了解不同的科学观点，引导学生思考和讨论；（2）让学生分组进行小组讨论，根据所给材料，总结归纳不同生物类群的进化路径和特点；（3）组织学生进行小组合作，设计展板或小册子，呈现各类群进化的图文信息；（4）通过小组展示，促进学生之间的交流和讨论，扩展学生的观点。
3.学习任务2：细胞的结构与功能（1）引导学生自由探究：提供一些细胞的图片和网上资源，让学生自由观察和探索细胞的结构和功能；（2）分组合作：组织学生分组，结合所给材料和自己的观察结果，交流并总结细胞的结构和功能；（3）实验观察：提供适当的实验材料和工具，让学生进行细胞的实验观察，如观察鸡蛋的细胞、观察植物细胞等；（4）让学生报告实验结果，进行结果分析和讨论，进一步巩固学生对细胞结构和功能的理解。
4.学习任务3：细胞组织和器官（1）呈现细胞组织和器官的概念，通过图片或视频的形式，让学生了解细胞是如何组成组织和器官的；（2）进行实物观察：提供显微镜和显微切片等实物，让学生观察细胞的组织和器官；（3）让学生分组合作，进行细胞组织的分类和归纳，总结器官的结构和功能；（4）通过小组展示和讨论，促进学生之间的交流和学习。
人教新目标英语八上u10教案
人教新目标英语八上u10教案Title: Teaching Plan for New Target English Grade 8 Unit 10Unit 10: The Olympic GamesTeaching Objectives:1. Students will be able to understand and use vocabulary related to the Olympic Games, such as sports, athletes, and events.2. Students will be able to discuss the history and significance of the Olympic Games.3. Students will be able to write a short paragraph about their favorite Olympic sport.Teaching Content:1. Vocabulary: sports, athletes, events, medals, podium, torch, host city, opening ceremony, closing ceremony, etc.2. Grammar: present simple tense, past simple tense, comparative and superlative forms of adjectives.3. Reading: a passage about the history of the Olympic Games.4. Writing: a short paragraph about students' favorite Olympic sport.Teaching Procedures:Step 1: Warm-up (10 minutes)- Greet the students and ask them if they have ever watched the Olympic Games on TV or in person.- Show pictures of different Olympic sports and ask students to name them.- Introduce the topic of the lesson: The Olympic Games.Step 2: Vocabulary (20 minutes)- Introduce new vocabulary related to the Olympic Games, such as sports, athletes, events, medals, podium, torch, host city, opening ceremony, closing ceremony, etc.- Use flashcards, pictures, and realia to help students understand and remember the new words.- Practice pronunciation and spelling of the new vocabulary.Step 3: Reading (20 minutes)- Read a passage about the history of the Olympic Games as a class.- Ask students comprehension questions to check their understanding of the passage.- Discuss the significance of the Olympic Games in promoting peace and understanding among nations.Step 4: Grammar (20 minutes)- Review the present simple tense, past simple tense, and comparative and superlative forms of adjectives.- Give examples of how these grammar points are used in the context of the Olympic Games.- Have students practice using these grammar points in sentences related to the Olympic Games.Step 5: Writing (20 minutes)- Ask students to think about their favorite Olympic sport.- Have students write a short paragraph about why they like that sport and what makes it special.- Encourage students to use the vocabulary and grammar they have learned in the lesson.Step 6: Group Activity (20 minutes)- Divide the class into small groups and assign each group a different Olympic sport.- Have each group discuss the history, rules, and significance of their assigned sport.- Each group will then present their findings to the class.Step 7: Conclusion (10 minutes)- Review the new vocabulary and grammar points covered in the lesson.- Summarize the history and significance of the Olympic Games.- Assign homework: Write a short essay about the impact of the Olympic Games on the world.Teaching Materials:- Textbook: New Target English Grade 8- Flashcards, pictures, and realia related to the Olympic Games- Reading passage about the history of the Olympic Games- Writing prompts for students' favorite Olympic sportTeaching Assessment:- Participation in class discussions and activities- Completion of vocabulary and grammar exercises- Quality of writing in the short paragraph aboutstudents' favorite Olympic sportOverall, this teaching plan for New Target English Grade 8 Unit 10 aims to engage students in learning about the Olympic Games through vocabulary, grammar, reading, writing, and group activities. The goal is for students to gain a better understanding of the history and significance of the Olympic Games while improving their English language skills.。
五上U10教案范文
五上U10教案范文【教案】一、教学目标1.语言技能目标：能够熟练运用本单元所学的词汇和句型来进行口语交际，并能正确运用所学语法进行书面表达。
2. 语言知识目标：掌握本单元的重点词汇、短语和句型，如goods, fresh, meat, orange juice, turn right, etc.3.学习策略目标：通过合作学习和听说读写综合训练，提高学生学习英语的主动性和自主性。
4.学习情感态度价值目标：培养学生对于不同国家的文化差异和习俗的认同和尊重，提高学生跨文化交际的能力。
二、教学重难点1.教学重点：培养学生在真实交际情境中运用所学的语言进行交际的能力。
2. 教学难点：对于句型“Which do you prefer, A or B?” 的理解和正确运用。
三、教学准备1.教师准备：课件、教材、录音机、图片、单词卡片和语法卡片等。
2.学生准备：课本、笔记本、单词本等。
四、教学过程Step 1: Warming-up1. Greetings.2. Review the vocabulary of Unit 10 with the students by showing some pictures and ask the students to name the items.Step 2: Presentation1. Present the new words: goods, fresh, meat, orange juice, etc. by showing the pictures and speaking out the words.2. Present the sentence pattern “Which do you prefer, A or B?” Ask the students to repeat the sentence and understand the meaning of it.Step 3: Practice1. Play the recording of Unit 10 and ask the students tolisten and repeat.2. Drill the sentence pattern “Which do you prefer, A or B?” by asking some students to answer the questions based on the pictures shown.3. Make a survey activity. Divide the students into groupsof four. Ask them to interview each other using the sentence pattern “Which do you prefer, A or B?” Have a report of the survey from each group.Step 4: Consolidation2. More practice of the sentence pattern “Which do you prefer, A or B?” by giving out some sentences with two options and ask the students to choose one and make a short presentation.Step 5: Production1. Ask the students to make a shopping list using the sentence pattern “Which do you prefer, A or B?” Give them some options and let them write down their answers in the form of a shopping list.2. Ask some students to share their shopping lists with the class.Step 6: Homework2. Write a short paragraph to describe the things you prefer based on the sentence pattern “Which do you prefer, A or B?”五、教学反思通过本节课的教学设计和教学实施，学生在轻松愉快的课堂氛围中学习了本单元的单词、短语和句型，并能够在实际交际中灵活运用所学语言进行表达。
u10进阶篮球教案
u10进阶篮球教案教案标题：U10进阶篮球教案教案目标：1. 帮助U10年龄段的学生进一步提高篮球技能水平。
2. 培养学生的团队合作精神和竞争意识。
3. 提升学生的身体素质和运动能力。
教案内容及活动安排：1. 热身活动（10分钟）- 进行全身热身运动，如跑步、拉伸等，以准备学生进行篮球训练。
2. 基本篮球技能训练（30分钟）- 运球训练：教授学生正确的运球姿势和技巧，并进行基本的运球练习，如单手运球、交替运球等。
- 传球训练：教授学生正确的传球姿势和技巧，并进行基本的传球练习，如胸部传球、头顶传球等。
- 投篮训练：教授学生正确的投篮姿势和技巧，并进行基本的投篮练习，如站立投篮、跳投等。
3. 篮球战术训练（20分钟）- 教授学生基本的进攻战术，如快攻、挡拆等，并进行战术演练。
- 教授学生基本的防守战术，如盯人防守、区域防守等，并进行战术演练。
4. 实战演练（30分钟）- 将学生分成两个小队进行实战演练，让他们在实际比赛中应用所学的技能和战术。
- 教练在比赛过程中给予学生指导和鼓励，帮助他们改善技术和战术表现。
5. 游戏总结和放松活动（10分钟）- 对学生的表现进行总结和评价，鼓励他们取得进步并提出改进建议。
- 进行放松活动，如伸展运动或轻松的篮球小游戏，以缓解学生的运动压力。
教案评估方法：1. 观察学生在训练和实战中的表现，评估其技能水平和战术应用能力。
2. 与学生进行讨论和互动，了解他们对训练内容和活动的理解和反馈。
3. 设计简单的测试或小练习，以检验学生对所学知识的掌握程度。
教案扩展建议：1. 组织学生参加篮球比赛或友谊赛，提供更多实战锻炼机会。
2. 鼓励学生积极参与篮球俱乐部或校队的训练和比赛，进一步提高篮球水平。
3. 组织篮球技能比赛或挑战赛，激发学生的竞争意识和参与热情。
4. 定期组织篮球知识和技能的小测验，以检验学生的学习成果和进步。
希望以上教案建议和指导能够对您的教学工作有所帮助，祝您教学顺利！。
八上英语u10阅读教案
八上英语u10阅读教案Unit 10 Reading Lesson Plan for Grade 8 EnglishTitle: Unit 10 Reading Lesson Plan for Grade 8 EnglishObjective:- To improve students' reading comprehension skills- To enhance students' ability to analyze and interpret texts- To encourage students to think critically about the content of the textMaterials:- Copies of the reading passage "The Great Gatsby" by F. Scott Fitzgerald- Whiteboard and markers- Worksheets with comprehension questions- Discussion questions handout- Audio recording of the text (optional)Introduction:1. Greet the students and ask them if they are familiar with the novel "The Great Gatsby" by F. Scott Fitzgerald.2. Explain that today's lesson will focus on reading an excerpt from this classic novel and discussing its themes, characters, and literary devices.Warm-up:1. Ask students to recall any previous knowledge they have about the 1920s, also known as the "Roaring Twenties."2. Discuss with the students the historical context of the novel and the significance of the time period in which it is set.Reading Activity:1. Distribute copies of the reading passage "The Great Gatsby" to the students.2. Read the passage aloud, either by the teacher or using an audio recording, to ensure that all students have heard the text.3. Ask students to read the passage silently and underline any words or phrases they do not understand.4. Discuss the meaning of the underlined words and phrases as a class, using the whiteboard to write down definitions and explanations.Comprehension Questions:1. Hand out worksheets with comprehension questions related to the reading passage.2. Ask students to work individually to answer the questions, then discuss their answers in pairs or small groups.3. Review the answers as a class, encouraging students to explain their reasoning and provide evidence from the text to support their answers.Discussion:1. Hand out a list of discussion questions related to the themes, characters, and literary devices in the reading passage.2. Divide the class into small groups and ask them to discuss the questions, sharing their thoughts and interpretations with each other.3. Reconvene as a class and have each group share theirinsights and conclusions with the rest of the class.Conclusion:1. Summarize the key points of the discussion, emphasizing the importance of critical thinking and analysis when reading literature.2. Encourage students to continue exploring the themes and characters of "The Great Gatsby" on their own, and to look for connections between the novel and their own lives.Assessment:- Observe students' participation in the reading and discussion activities- Review students' answers to the comprehension questions and their contributions to the group discussions- Provide feedback on students' understanding of thetext and their ability to analyze and interpret literary works.。
核心素养教案英语八上u10
核心素养教案英语八上u10核心素养教案英语八上U10。
Unit 10: Protecting the Environment。
Objectives:1. To develop students' listening, speaking, reading and writing skills in the context of environmental protection.2. To raise students' awareness of the importance of protecting the environment and encourage them to take action.3. To help students understand the impact of human activities on the environment and the ways to mitigate it.Key Vocabulary:1. Environment。
2. Pollution。
3. Conservation。
4. Renewable energy。
5. Deforestation。
6. Global warming。
7. Sustainable。
Warm-up:To start the lesson, the teacher can show a short video or a series of images related to environmental issues such as pollution, deforestation, and climate change. This will help to capture students' attention and set the context for the lesson.Listening:The teacher can play a recording of a conversation or a news report about environmental issues. After listening, students can be asked to answer comprehension questions to check their understanding of the content. This will also help to develop their listening skills.Speaking:In pairs or small groups, students can discuss the following questions:1. What are the biggest environmental problems in your country?2. What can individuals do to help protect the environment?3. How can renewable energy sources help to reduce pollution?This activity will encourage students to express their opinions and ideas on the topic of environmental protection, and also help to improve their speaking skills.Reading:Students can be given a reading passage about aspecific environmental issue, such as deforestation or pollution. After reading, they can be asked to summarizethe main points and identify the key vocabulary in the passage.Writing:To practice their writing skills, students can be asked to write a short essay on the topic "Ways to Protect the Environment". They can include their own ideas as well as information from the reading passage and the listening activity.Class Discussion:To wrap up the lesson, the teacher can lead a class discussion on the importance of protecting the environment and the ways in which individuals and communities can contribute to this cause. This will give students the opportunity to share their thoughts and learn from each other.Homework:For homework, students can be asked to research and write a report on a specific environmental issue, such as air pollution or water conservation. This will help to reinforce the lesson and encourage independent learning.Assessment:Students can be assessed based on their participation in class activities, their comprehension of the listening and reading passages, and the quality of their writing assignments.Conclusion:By the end of this lesson, students will have a better understanding of the importance of protecting the environment and the ways in which they can contribute to this cause. They will also have improved their listening, speaking, reading and writing skills in the context of environmental protection. This lesson will help to develop students' core literacy skills and raise their awareness of global issues.。
U10 (教案)教科版(广州)英语六年级上册
1.cooperate with group members to rearrange the story;
2.develop the ability of searching information
Thinking
skills
1.summarize, compare, analyze and the differences between the past and present Guangzhou;
Ⅰ.Background information
Lesson type
reading and
writing
Students
Grade 6
Lesson duration
40 minutes
Analysis of teaching material
The teaching material is from Educational Science(Guangzhou Version) Primary School, Module 5, Unit 10,Then and Now, Fun with language, My hometown. The theme of this unit is human and society and the genre of the passage is exposition.
1.Find out the main idea and underline the topic sentences of the passage
2.What is the literary form of the text?
3.Which one best illustrates structure of the passage?
八下u10英语说课稿
八下u10英语说课稿在准备八年级下学期第十单元的英语说课稿时，我们的目标是确保学生能够掌握本单元的核心词汇、语法结构以及相关的交际技能。
以下是说课稿的主要内容：# 一、教学目标1. 知识目标：学生能够理解并正确使用本单元的核心词汇和短语，掌握相关的语法结构。
2. 技能目标：学生能够通过听说读写活动，提高英语语言的实际运用能力。
3. 情感态度与价值观目标：通过本单元的学习，激发学生对英语学习的兴趣，培养他们跨文化交流的意识。
# 二、教学内容1. 词汇：本单元的词汇包括但不限于...（此处列出本单元的核心词汇）2. 语法：本单元的语法重点是...（此处描述本单元的语法点）3. 阅读材料：学生将阅读...（此处概述阅读材料的主题和内容）4. 听力材料：学生将听取...（此处概述听力材料的主题和目的）# 三、教学重点1. 词汇：确保学生能够正确发音并理解每个词汇的含义。
2. 语法：强调语法结构的运用，通过练习加深理解。
3. 交际技能：通过角色扮演和小组讨论等活动，提高学生的口语交际能力。
# 四、教学难点1. 语法应用：学生可能会在实际语境中难以正确运用语法结构。
2. 词汇记忆：部分学生可能难以记住大量新词汇。
# 五、教学方法1. 直观教学法：使用图片、视频等直观材料帮助学生理解新词汇和语法结构。
2. 任务型教学法：设计任务驱动型活动，让学生在完成任务的过程中学习和使用英语。
3. 合作学习：鼓励学生进行小组合作，通过讨论和交流提高语言能力。
# 六、教学过程1. 导入：通过提问或展示图片等方式激发学生的兴趣，引入新课主题。
2. 呈现：清晰地呈现新词汇和语法结构，确保学生理解。
3. 练习：通过各种练习活动，如填空、转换句型等，巩固学生的知识。
4. 应用：通过角色扮演、小组讨论等活动，让学生将所学知识应用于实际情境中。
5. 总结：回顾本课所学内容，强调重点和难点。
# 七、作业布置1. 词汇练习：要求学生完成词汇的听写和造句练习。
U10 第三课时(教案)教科版(广州)英语四年级上册
8、通过复述，检查学生掌握情况。
Ⅳ. Output.
1.Let’s choose and say.
2.Let’s make a poster.
3.Let’s sum up.
1.Let’s choose and say.
2.Let’s make a poster.
8.Retell the passage.
1、通过听录音，选择相应的信息。
2、通过对比单复数的表达，帮助学生理清单复数的表达使用，并锻炼学生整理信息的能力。
3、通过看图尝试完成对话内容，检测学生掌握情况。
4、通过听录音，选择相应的信息。
5、通过听对话录音，锻炼学生获取信息的能力。
6、通过根据录音内容做判断，检查学生掌握信息的能力。
5.Let’s classify the sentences about shopping process.
1.Let’s listen and repeat.
2.Let’s fill in the blanks.
3.Let’s find out the shopping terms.
4.Let’s discuss and think of the shopping process.
2.Let’s compare the singular and plural.
3.Let’s try.
4.Let’s listen and choose the information about Lily.
5.Look and listen.
6.Let’s choose T or F.
7.Let’s know more the shopping terms.
八下英语u10说课稿
八下英语u10说课稿教学目标：1. 使学生能够理解并掌握本单元的重点词汇和短语。
2. 引导学生通过阅读和听力练习，提高对英语文章的理解和分析能力。
3. 训练学生使用本单元的句型和语法结构进行口头和书面表达。
4. 培养学生的跨文化交际意识，了解不同文化背景下的交流方式。
教学重点：1. 掌握本单元的核心词汇和短语。
2. 理解并运用本单元的语法结构。
3. 通过听力和阅读材料，提高学生的英语实际应用能力。
教学难点：1. 正确使用本单元的语法结构，尤其是在口语表达中。
2. 理解并运用英语中的隐含意义和文化差异。
教学方法：1. 采用任务型教学法，通过设置具体的语言任务，激发学生的学习兴趣。
2. 利用多媒体教学资源，提高课堂的互动性和趣味性。
3. 通过小组合作学习，培养学生的团队协作能力和交流技巧。
教学过程：一、导入（5分钟）- 通过提问学生对上一个单元的掌握情况，自然过渡到本单元的主题。
- 展示与本单元主题相关的图片或视频，激发学生的兴趣。
二、词汇教学（10分钟）- 列出本单元的重点词汇和短语，进行逐个讲解。
- 通过图片、例句和游戏等多种形式，帮助学生记忆和理解词汇。
三、语法点讲解（15分钟）- 明确本单元的语法点，如时态、语态等。
- 通过例句和练习题，让学生理解语法点的用法和结构。
四、听力训练（15分钟）- 播放与本单元主题相关的听力材料。
- 学生听后回答问题，加深对材料内容的理解。
五、阅读理解（20分钟）- 提供与本单元主题相关的阅读材料。
- 学生阅读后，完成相关的阅读理解题。
六、口语表达（15分钟）- 设计角色扮演或情景对话，让学生运用本单元的句型和语法结构进行表达。
- 鼓励学生积极参与，提高口语能力。
七、写作训练（10分钟）- 根据本单元的主题，设计写作任务，如写信、日记或短文。
- 学生独立完成写作任务，教师提供指导和帮助。
八、课堂小结（5分钟）- 总结本节课的重点和难点。
- 鼓励学生课后复习，准备下一节课的内容。
U10 第一课时(教案)教科版(广州)英语四年级上册
6.Let’s compare.
4.Let’s compare.
5.Let’s choose and talk.
6.Let’s compare.
4.Let’s compare.
5.Let’s choose and talk.
6.Let’s compare.
4. 能理解 one / ones 的指代作用。
教学重点
教学重点：能听说读描述衣服的单词和词组；
教学难点：能正确运用代词和理解one / ones 的指代作用；
教学过程
活动环节
教师活动
学生活动
设计意图
Ⅰ. Warming-up
1.Let’s chant.
2.Let’s find.
1.Let’s chant.
广州教科版四年级英语上册Module 5 Unit 10
Can I help you?第一课时教案
教学内容分析
本模块是关于My clothes话题。第十单元是关于衣物类的话题，在第九单元中学生已经学习并掌握了相关的单词、词汇和句型，而在本课的第一课时中，学生需要进一步学习与衣物类相关的单词、词汇和代词，能够理解one/ones的只待作用，并在此基础上进行口语交际，丰富语言输入和语言输出。
3.Let’s sum up.
1.Let’s try to say.
2.Let’s make a conversation.
3.Let’s sum up.
1.Let’s try to say.
2.Let’s make a conversation.
3.Let’s sum up.
1、通过提问Xiaoling，引导学生学会使用购物用语。
九年级英语上U10复习教案
教学目标：1.复习和巩固本单元的词汇和语法知识。
2.练习运用所学知识进行听、说、读、写的综合训练。
教学重点和难点：1.复习词汇和语法知识。
2.进行听、说、读、写的综合训练。
教学准备：1.复习资料和练习册。
2.多媒体设备。
3.黑板和白板。
教学过程：Step 1 自我介绍（5分钟）教师向学生介绍自己，并与学生打招呼，营造一个轻松愉快的学习环境。
Step 2 复习词汇（15分钟）教师通过展示词卡的方式复习本单元的重点词汇。
1.教师出示词卡，要求学生快速回忆词汇的中文意思，并说出词的英文单词。
2.教师逐一检查学生的答案，并强调正确的发音和拼写方式。
Step 3 复习语法知识（20分钟）1.教师通过展示语法讲解PPT，复习本单元的语法知识。
2.教师引导学生进行语法练习，如完成句子、改错等。
Step 4 听力练习（25分钟）1.教师放一段录音，要求学生听并回答问题。
2.教师放录音，要求学生听写所听到的句子或单词。
3.教师播放录音，要求学生根据听到的内容选择正确的图片或选项。
Step 5 口语练习（20分钟）1.教师出示图片，要求学生用所学知识描述图片中的人物、动物、地点等。
2.教师以自由谈话的形式与学生进行口语对话练习。
Step 6 阅读理解（25分钟）1.教师分发阅读材料，要求学生阅读并回答问题。
2.教师进行阅读材料的复述和讲解。
Step 7 作文训练（15分钟）1.教师给学生展示一个图片，并要求学生根据图片创作一篇120词左右的作文。
2.学生展示自己的作文，并互相评价、修改。
Step 8 总结与反思（5分钟）教师与学生一起回顾本次课的学习内容，进行总结和反思。
同时，鼓励学生提出问题或建议。
Step 9 作业布置（5分钟）教师布置相关的练习作业，鼓励学生继续巩固所学知识。
教学反思：本节课通过复习和综合训练的方式，帮助学生巩固和掌握本单元的词汇和语法知识。
教师采用多种教学方法，如听力练习、口语练习、阅读理解和写作训练，旨在培养学生的听、说、读、写的综合能力。
u10足球带球训练完整教案
u10足球带球训练完整教案教案标题：U10足球带球训练完整教案教学目标：1. 学生能够掌握基本的足球带球技巧，包括正面带球、侧面带球和背身带球。
2. 学生能够在比赛中灵活运用所学的带球技巧，提高比赛表现。
3. 学生能够通过足球带球训练，提高个人的速度、敏捷性和协调性。
教学准备：1. 足球场地2. 足球3. 锥桶或其他标记物4. 训练器材（如绳子、障碍物等）教学步骤：引入活动：1. 介绍今天的课程内容和目标，激发学生的学习兴趣。
2. 通过展示一些职业足球运动员的带球技巧视频，引发学生对带球训练的兴趣。
技术训练：1. 正面带球训练：a. 学生排成一列，每人面对一个锥桶。
b. 学生按照教练的口令，依次用正面带球绕过锥桶，然后返回原点。
c. 教练可以适当增加难度，如加快节奏或增加带球绕过的障碍物。
d. 学生分组进行比赛，看哪个小组完成得最快。
2. 侧面带球训练：a. 学生排成一列，每人面对一个锥桶。
b. 学生按照教练的口令，依次用侧面带球绕过锥桶，然后返回原点。
c. 教练可以适当增加难度，如加快节奏或增加带球绕过的障碍物。
d. 学生分组进行比赛，看哪个小组完成得最快。
3. 背身带球训练：a. 学生排成一列，每人面对一个锥桶。
b. 学生按照教练的口令，依次用背身带球绕过锥桶，然后返回原点。
c. 教练可以适当增加难度，如加快节奏或增加带球绕过的障碍物。
d. 学生分组进行比赛，看哪个小组完成得最快。
应用训练：1. 小场比赛：a. 将学生分成两队，在一个较小的场地上进行比赛。
b. 规定每个球员必须在带球的同时绕过一个或多个锥桶。
c. 鼓励学生在比赛中灵活运用所学的带球技巧。
总结：1. 回顾今天的课程内容和目标，与学生进行互动交流。
2. 强调学生在日常训练中继续加强带球技巧的练习。
3. 鼓励学生参加更多的足球比赛，提高技术水平和比赛经验。
拓展活动：1. 鼓励学生在课后继续进行带球训练，并记录自己的进步。
2. 组织学生参加足球比赛或友谊赛，提供更多的比赛机会。
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Unit 10
话题：居住的环境
功能：能谈论你拥有的物品和周围的事物
语法：能正确使用现在完成时询问并表达持续性动作或状态
学习策略
1 能根据已有的背景知识对将要阅读的内容进行预测
2 能在阅读中借助上下文语境和构词法猜测词汇的含义
文化知识
1 国外的庭院售卖、慈善捐赠活动
2 我国乡村生活的变迁
Section A
1a To introduce Ss to the unit goal: talk about possessions and things around you.
1b To give Ss practice in listening for specific information.
1c To give Ss practice in using the target language in speaking.
2a To give Ss practice in listening for the target vocabulary.
2b To give Ss practice in listening for specific information.
2c To give Ss practice in using the target language in natural speech.
2d To give Ss practice in using the target language in speaking.
3a To give Ss practice in reading for specific information.
3b To give Ss practice in reading for comprehension.
3c To give Ss practice in reading for specific vocabulary.
4a To give Ss practice in using the target language in writing.
4b To give Ss practice in using the present perfect tense.
4c To give Ss practice in using the target language to ask and answer questions.
Section B
1a To introduce Ss to the topic.
1b To give Ss practice in listening for specific information.
1c To give Ss practice in listening for specific information.
1d To give Ss practice in using the target language in speaking.
2a To provide Ss with a preview of content of the reading passage.
2b To develop Ss’ vocabulary.
2c To give Ss practice in using the target language.
2d To provide Ss with the opportunity to reflect on the topic and develop their critical thinking skills.
3a To enable Ss to prepare for the writing activity in 3b.
3b To give Ss practice in using the target language in writing.
Self Check
To provide a comprehensive review of the key vocabulary and functions presented in the unit.。