Book 4 Unit 4 阅读教案6

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PEP四年级上英语Unit4第6课时 Part B Read and write优质课教案

The sixth period(第六课时)Part B Read and write & Let’s check & Let’s sing▶教学内容与目标课时教学内容课时教学目标Read and write ·能够读懂描述起居室的小短文,完成图片与文字的连线以及描述钥匙位置的任务·能够按意群和正确的语音、语调朗读小短文·能够在有意义的语境中抄写单元的话题词汇并将句子补充完整·能够综合运用本单元的核心词句Let’s check ·检测本单元A、B部分的核心句型·考查单元核心词汇的认读和意义的理解Let’s sing·能够了解歌词的意义并且能够清晰准确地歌唱▶1. 能够听懂、会说、认读本单元的重点词汇。

2. 能够完成阅读、判断、匹配等活动，正确理解、运用本单元的重点句型。

▶教学难点能够在有意义的语境中抄写单元的话题词汇并将句子补充完整。

▶教学准备PPT课件、课文录音、视频等。

▶教学过程Step 1: Warm-up & Revision①1. Greetings.2. Enjoy the song—My home.Play the so ng of “Let’s sing”. (课件出示：教材P44 Let’s sing板块的歌曲)3. Sharp eyes.Present the vocabulary “bedroom, living room, study, kitchen,bathroom, key, sofa, bed, fridge, table, phone” one by one. (出示课件) Ask students to read them out.Write down the vocabulary on the blackboard.4. Revision.②Present the picture of “Let’s learn” on page 42. (出示课件)Talk about the picture with students. Teaching purpose②通过让学生描述图片中房间内的物品摆设，复习前面学过的句型，同时为后面的阅读做铺垫。

人教版高中英语必修四 Unit 4 Body Language 教案

高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!You!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I give up!OK!You are asking help from this woman…You are saying “Will you give up!”…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteers will make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。

译林版高中英语选必四Unit4 Reading I 教案

《英语》（选择性必修·第四册）Unit 4Never too old to learnReading II. Learning objectivesBy the end of the lesson, students will be able to:1. grasp the topic and the general idea of the lesson;2. understand some important details;3. form their own opinions based on the magazine article.II. Key competence focus1. Learn how to use the given information to express oneself.2. Learn how to get a deep understanding of the reading material.III. Predicted area of difficulty1. Using the features of procedural texts to understand the text.2. Using the means of development of a paragraph to understand the text.3. Free discussion about the questions in A3P46.4. Some inferences based on the magazine article.IV. Teaching proceduresStep 1 Welcoming to the unit1. T greets the class.T: Class begins, boys and girls! Good morning/afternoon!T: Open your book at page 43. Let’s have a look at the picture on this page. What do you see on it? T: Right. An old lady is reading a book attentively.T: Look through a few more pictures in this unit and you’ll know something about the topic of the unit: Further learning. The theme of the unit is included in the title “Never too old to learn”. T: Different people learn in different ways. Read the leaflet at page 43 and discuss the questions in pairs.T: What is your learning style?Sample answer:I am a visual learner. I learn best from videos, pictures, diagrams, charts and other visual cues. I understand the information better and remember it more clearly when it is presented to me this way.T: Do you think your learning style will change as you continue your education?Sample answer:I don’t believe that my visual learning style will change into the auditory or physical style.T: Why?Sample answer 1:Visual learning presents subject knowledge in a better way for me to learn, helps me improvemy powers of concentration and encourages me to be creative. I have been using this learning style for a long time, so it is the one that I am most comfortable with and the one I find benefits me the most. For these reasons, I believe my main learning style will not change.Sample answer 2:I think that my learning style will change because as a person and a learner I am always changing too. My current learning style is visual, and I like reading my study materials and writing summary notes that I can study from later. However, I don’t mind trying other learning styles if they help. I find that I also enjoy listening to podcasts and I am able to learn and remember a lot from them, so perhaps in the future I will also use the auditory style more often. 【设计意图：提示学生翻阅44、45和50图表，帮助学生形成本单元的主题概念。

冀教版八年级英语上册教案Unit 4 第6课时

第六课时Lesson 24: I Need a Map!重点单词flu n.流行性感冒mile n. 英里across prep.横过……,从……一边到另一边重点短语I’m doing well. 我很好。

have a flu 感冒across from 在对面；在对过重点句子 1.This week,I got to know my neighbourhood.这星期,我逐渐了解了我的社区。

2.Life in a new neighbourhood is not very easy. 在一个新的社区生活并不容易。

3.I was going to meet Danny at the movie theatre.我打算在电影院和丹尼见面。

4.Thanksgiving was a lot of fun. 感恩节充满了乐趣。

教学难点运用所学知识介绍在新环境中的生活情况环节1 新课导入Lead in by discussing the following questions：1.How did Jenny and Brian go to school on Monday？2.What does Jenny like to do？3.Where was Danny waiting for Brian？Discuss the questions in groups.Divide the class into groups of three or four to finish the task.After several minutes,let some students come to the front to show it.设计意图：通过简单的对话导入本课要学习的内容。

环节21.Read the text and answer the following questions：(1)How far is the school from Uncle David’s home？(2)What can we see across from the bookstore？(3)How does Brian like his life in the new neighbourhood？2. Read the text and answer the following questions：(1)What places do Jenny and Brian pass on their way to school？(2)Who helped Brian find the way？(3)What did Brian do during Thanksgiving？3. Read the text again and let the students retell the passage with their own words.Don’t read thepassage.Let them sum the main idea of the e-mail..4. Ask some students to speak in front of the class.5. Listen to the tape and finish Exercise 1 together.Read the lesson again and finish off Exercise 2.6. Ask the students to finish off Exercise 3 by themselves.7. Finish off Exercise 4 in “Let’s Do It！”.8. 要点点拨。

PEP BOOK 4 Unit 6 At a farm 第一课时说课

PEP BOOK 4 Unit 6 At a farm 第一课时说课一、说教学内容今天我说课的内容是人民教育出版社出版的PEP Primary English Book IV Unit 6 At a Farm.的第一课时,主要学习sheep, lamb, goat, cow, horse, hen六个新词..二、说教材本节课是单词教学。

它是在学生初步学习了句型“How many……do you have?之后进行教学的。

通过学习新词，感知句子What are they? They are….How many….为下节课的教学打下基础。

本课时容量大,但难度不大,并受到学生的喜爱.三、说教学目标《英语课程标准》指出：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展学生自主学习的能力和合作精神是小学英语教学的基本任务。

在认真分析教材的基础上,我针对学生实际，将本课时的教学目标及重,难点确定如下:1、知识目标（1）使学生能听、说、认、读sheep, lamb, goat, cow, horse, hen等单词。

（2）初步感知：“What are they? They are…. How many….How many……”等句子,学生能听懂并理解其意思.。

2、能力目标：(1) 能听懂Let’s do中的指令并做出相应动作.,如Shear a sheep.(2) 能区分农场的动物, 培养学生灵活运用所学知识进行交流的能力.3、情感目标（1）培养学生注意观察、认真模仿的良好习惯和主动竞争的竟识。

（2）激发学生学习英语的兴趣，使学生树立学习英语的自信心。

（3）培养学生的合作交流能力。

四、说教学重点学习新词sheep, lamb, goat, cow, horse, hen, 能正确认读.。

五、说教学难点1. 培养学生合作学习的能力.，同时注意培养学生学习英语的兴趣，树立自信心。

高中英语 Book4 Unit4body language 说课课件新人教必修4(通用)

1). Analysis of the teaching material 教材分析
The type of this class is an extensive reading class, which plays an important part in developing students’ reading ability. So,during the teaching process, the teacher should focus on developing the students’s reading ability by extensive reading, and get them to learn some reading skills such as skimming, scanning and so on. Moreover, the students should receive some moral education, let them know more about body language in cultures in different countries.
课前探索（Pre-class Exploration）：
Let students search for more information about body language which shows different meanings in different cultures and countries.
掌握该部分的重点词句
3.Let students read and understand the passage “Showing our feelings”.
让学生读懂本篇文章
Teaching difficult points （教学难点）

Book 4 unit4 Body Language导学案

2013-2014学年第二学期高一英语学案使用时间：2014年春季学期Book 4 Unit 4 Body Language导学案
高一英语备课组
【使用说明及学法指导】
1．课前20分钟自学课本第26页课文，独立完成学案题目，并上交。

2．先快读课文1遍，把握文章的主旨大意，完成Task1 Task2。

3．再精读课文1遍，把握文章的细节，完成Task3和课内探究。

【学习目标】：1. 进一步培养推测、略读、找读、归纳内容等阅读技巧
2．深入理解课文，分析文章长难句，培养快速阅读和整体理解的能力。

3．通过合作探究，主动质疑．，学会概括主旨，分析句子和复述课文的方法。

4. 通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。

激情投入课堂，享受英语学习的快乐。

译林版五年级英语上册unit4教案5篇2021

译林版五年级英语上册unit4教案5篇2021根据小学生的心理和生理特征以及发展需求，小学阶段的英语课程的目的是激发学生学习英语的兴趣，培养他们英语学习的积极态度，使他们建立初步的英语学习的自信心;培养学生一定的语感和良好语音语调基础。

以下是小编带来的译林版五年级英语上册unit4教案内容，感谢您的阅读，希望能帮助到您!译林版五年级英语上册unit4教案1教学目标知识目标：能够进行物品归属的问话与答语，并能根据物体的远近，正确使用this和that。

能力目标：能听懂，会说要求的单词和句子情感价值：进一步提高对英语学习的热情，培养更加稳定的学习兴趣。

能积极主动地参与课堂活动，在情景对话中大胆开口，主动模仿。

教学重点学习和练习正确书写四会单词和四会句子.教学难点正确使用代词this和that。

课时数 2教学过程 1.热身 / 复习(Warming-up / Revision)1)播放课本附录中的歌曲I want to be your friend, 渲染课堂气氛。

2)把小动物面具挂在墙上，让学生说出它们是什么动词，是谁的。

2.新课导入(Presentation)1)展示本课教学挂图，让学生观察，并提出问题：What are Peter and Lisa doing?What are they talking about?2)播放本课录音，让学生听，然后讨论自己的猜测是否正确。

3)再放录音，让学生仔细听：谁扮演bear?谁的头饰找不到了?最后找到了吗?4)指导学生跟读录音。

5)让学生四人一组分角色表演会话。

6)鼓励学生戴面具到讲台上来表演。

3.趣味操练(Practice)1)教师将全班划分成6～8个小组，每组发一张白纸，每张白纸的最上面都写有“失物招领处”。

要求每组画出3～4种物品，供其它组认领。

2)每组分成两部分，一部分当失主去其它组找丢失物品，另一部分留在本组提供物品。

用所学句型进行交际活动。

3)播放本课投影片，让学生边看边配音。

2018版高考英语大一轮复习Book4Unit6ChallengingYourselfⅢ教案(含解析)重庆大学版

Unit 6 Challenging Yourself Ⅲ话题词汇1．poetry n．诗歌2．poet n．诗人3．rhyme n．韵脚；押韵4．transform v．转化；改造5．appropriate adj.适当的；正当的6．bepopularwith受……欢迎7．takeone’sadvice接受某人的建议8．bemadeupof由……构成9．givesb.adeepimpression给某人一个深刻的印象10．translate...into...把……翻译成……话题佳作Wendy是你的美国笔友，非常喜欢中国文化，故给你(张伟)写信想了解唐诗。

请你根据下列要点提示给她写一封100词左右的回信，对唐诗加以介绍：1．形式多样：有古体诗和近体诗。

就字数来看基本上有五言和七言两种；2．题材广泛：反映社会状况，描绘风景等；3．著名诗人：……佳作欣赏DearWendy，I’msogladtoreceiveyourletter.And itisreallyacoincidencethatyouaskedmeaboutt heTangpoems，andIjusthavelearntsomethingaboutthem.TheTangpoemsarevariousinformsandsubjects.Generallyspeaking，theycanbedividedintotwogroups—classicalpoemsandmodernpoems.Notonly thelengthofa line butalso thelengthofapoem islimitedto acertainnumberofwords.Thereareoftenfouror eightortwelvelineswithfiveorsevenwordsineachline.Poetswrotepoemsfordifferentpurp oses，forexample，exposingthedarknessofthesocietyanddescribingthebeautifulscenes.ThereweremanyfamouspoetsduringtheTangDynasty，suchas LiBai，DuFuandBaiJuyi.Ifyouwanttoreadmore，thebook300TangPoemsisagoodchoice，whichincludespoemsofmanywellknownpoets.Afterreadingthem，youwillhaveabetterunderstandingoftheTangpoems.Yourssincerely，ZhangWei 名师点睛本文符合题目要求，条理清楚，增加的细节恰到好处，句子结构把握准确，较好地运用了各种句式，如主语从句、状语从句、定语从句等，generallyspeaking，notonly...butalso...，belimitedto，suchas等关联词组和高级词汇的运用使文章表达更加流畅。

小学英语全英说课稿Book4Unit5B_人教四年级下Unit6Lesson6教学设计

小学英语全英说课稿Book4Unit5 B_人教四年级下Unit 6Lesson 6教学设计教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。

今天小编给大家带来小学英语全英说课稿Book4Unit5 B_人教四年级下Unit 6 Lesson 6教学设计，希望可以帮助到大家。

The Lecture Notes of 《 PEP Primary English 》Book4 Unit5 B Let’s talkLadies and Gentlemen, It’s my great pleasure to be here sharing my lesson with you.The content of my lesson is《 PEP Primary English 》Book4 Unit5 B Let’s talk, as king the price and inquiring the clothes size.First, let me talk about the teaching material.Part 1 Teaching Material:This lesson is about a shopping topic. By study of this unit, the Ss know how to ask the price in English and how to describe the size and price with simple words and sentences. The sentence patterns of this lesson “ What size?” “How much are they?” and“We’ll take them .”are the key and difficult points of this unit.The study of this lesson will help the Ss with daily communication.Moreover, this lesson completes the transition of the phrase “a pair of… ”to the sentence pattern “A pair of… for …” ,and helps the Ss further consolidate the knowledge of words of clothing appearing in plural form.Therefore, on studying the teaching material and analyzing the regulation of children’s growing of mind,I put forward the teaching objectives according to English syllabus and new lessonstandard.1.Perception objective:a)The Ss can hear, read, and use the main sentence patterns “A pair of … for …” “What size?” “How much are they?” “We' ll take them.”b)The Ss can understand and read the conversation of the lesson.2.Ability objective:a)The Ss can use the sentence pattern of inquiring the price, and further develop their language ability of “shopping”;b)The Ss can use the patterns to express their thoughts in the proper scene.3.Emotion objective:a)By completing the task,the Ss increase their interest and set up self-confidence in language study;b)Teach the Ss what is “love” and “ managing money matters”, put the moral education in the language study.Next,the key points of this lesson:First of all, to study and use the sentence patterns “What size?”“How much are they ?”“A pair of … for … .” “We' ll take them.”To improve the Ss’ abilities in “shopping”;Secondly, teach the Ss how to study independently as well as by cooperation.Difficult points:The Ss can use the words and patterns to describe the clothes in the proper scene, and make simple dialogues of shopping.Well, how to achieve the teaching objectives better, to stress the key points and break through the difficult points? The key is how to make use of the proper teaching methods, I’ll talk about my teaching methods below.Part 2 Teaching Methods:According to the modern perception theories and social intercourse teaching theories, I adopt the TSA method and TBLT method in my teaching, namely T otal Situational Action and Task-based Language T eaching.The former is a “scene —activity” teaching method .It establishes a real scene and the interaction between the teacher and the Ss .It emphasizes a dynamic information exchange between the teacher and Ss.The latter offers the Ss an opportunity to complete the tasks in which Ss use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want.At the same time, make use of the modern electricity teaching equipments and all kinds of teaching means, it can mobilize the Ss’ enthusiasm and creativity in learning Engl ish.Part 3 Studying Methods:Let Ss study in a relaxed and agreeable atmosphere. Ss understand the new knowledge in certain degree through the mental process of seeing, hearing, saying, observing, imagining , thinking etc. And make preparation for completing the new study task.After feeling and comprehending the language points, let Ss obtain the knowledge actively by probe study and cooperative study. Thereby, develop the Ss’ abilities of studying and working with the learning language independently.Part 4 Teaching Process:In order to realize the teaching process systematically, properly and efficiently, under the principle of “regard Ss as the corpus, the teacher inspires for predominance”, I divide theteaching process into five steps.Step1 Warm-up.Sing a song: The coat in window.So as to the psychological characteristics of children，singing a song can make Ss feel pleased and satisfied, and can arouse exciting motion. In this step , teacher and the Ss sing in unison and perform the song “The coat in window.” Thus,review the sentence pattern “How much is … ?” And arouse the Ss' performance desire, participation desire,and lead the Ss into a thick English studying atmosphere.Step2 Presentation and practice.1.Design: Look for Cinderella.Broadcast a part of “Cinderella” with the flash, presenting a crystal shoe that Cinderella lose, and establishes a scene of ministers look for the proper size everywhere. Through the role playing, guide the Ss to use the sentence pattern “What size do you wear?” “Size… .”to make the question and answer.This design is a novelty of my lesson,it leads the Ss into the fairy tales. They acquire the language unconsciously and can do communication freely.2.Lead to the shopping topic naturally from the unsuited shoes, and de monstrate the sentence pattern “How much are they?”With a good student to be the assistant, I perform to go shopping, and guide the Ss to make the answer: “They are … .”In this course, Ss can understand the main contents of this dialogue and get the key points by scene demonstration.3.Game:Guess the price.From buying a pair of shoes for myself to buying a pair for my mom, introduce the sentence pattern “A pair of … for … .”The CAI presents a big cabinet with various shoes, ask the Ss to guess their price, and then display them.It considers that children can keep their attentions in limited time. The game can avoid the lifelessness and boredom from the pure machine drills .It creates the conditions of a relaxed and natural atmosphere for children’s d rills. Then achieve the aim of consolidating and deepening the sentence pattern.4.Present the text.a)At this time, John and his mom come to the shoe store.It reappears the relevant conversation by broadcasting the VCD, let Ss know the text contents with a combination of audio and video, words and pictures, which cater to the characteristics of primary period to be curious and pursuing interest and freshness.b)After the audio-visual commences, play the tape recorder completely again, let the Ss concentrate on listening, then answer my questions according to the dialogue. e.g.:What size does John wear? How much? Whether buy or not, etc.c)After be familiar with the text, let the Ss try to act out the dialogue.By this step, it achieved the teaching aim of understanding and talking the dialogue of this lesson.Step3 Task time.Task:Mother’s Day.To master the language capability needs certain amount of practice.So,I still adopt the “Task-based”teaching method, which is defined by strong practicality and exact task, so as to make break-through about the difficult points of this lesson.In advance, I shall arrange the classroom to some business locations, such as clothes store, shoes store, fruit store etc. I shalldivide the class into groups and play roles, and then give the Ss a certain quantity of specie currency, so that they may choose and buy the gifts for Mother’s Day.For this step, I shall instruct the Ss to use the words and patterns learnt in the process of completing certain tasks. Meanwhile, they may have mutual improvement in exchanging information during the communicating activities.Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study. In the group activities, they can speak a little English with ease. With no doubt, this will encourage them to speak English.In fact, it incarnates a kind of demand of human being.Suhuomulinsiji says:“In one’s mind, there is always a kind of deeply rooted demand, that is the hope to feel oneself a finder and explorer. In Ss’ spirits, such demand is specially strong.”This step also leads to the emotion objective of this lesson, that is to have moral education in this step.Step4 Consolidation and extension.Summarize the whole lesson,and arrange the homework.1.Do the correlative exercises in the activity book.Check the mastering of knowledge of this lesson.2.Ask Ss to interview their friends asking the price and size of their clothing and make records of the information.This content is an extension of the previous lesson, to meet the needs of increasing communicating demand of some Ss.Step5 Blackboard Design.Show on the CAI.(It’s a ….)Anyway, the teaching of this lesson aims to develop not only the Ss' language technical abilities, but also the diverse intelligence by integrated teaching methods.As teachers, to make our English classrooms shine with vitality, we are laid with heavy burden, and we still have long way to go.全英教案人教版小学英语四年级下Unit 6 Lesson 6教学设计1. Teaching aims Let the students to master : family, parents, uncle, aunt, baby, come, who, basketball player, people, member, only, puppy, gee, look, young brother, sister, father, mother, driver, doctor, farmer, nurse2. Teaching aids A projector ,a tape recorde, some pictures and photos3. Teaching steps 1)Greetings Say “Hello” to everybody, talk something about the weather and the date.Then sing a song named “ An apple a day makes a doctor away”. 2)Revision Do the exercise on page 76. Ask them to do it in groups and make some coments. Do the exercise “Let’s check” listening to the tape. Then check them in pairs. Do the exercise “Let’s find out” to see how many words can they find in the letters. Tell the main idea of the story in English and ask the students to read it by themselves. Ask them to circle the difficult words and expressions. Choose one or 2 students to come to the front to tell others the meaning of the story. Then the teacher correct him/her. Read the exercise “Good to know” and say sth about it. 3)Sing a song Learn a new song named “My fathe r is a doctor”by listening to the tape.4. Homework Let them to remember the new words in this unit and recite the texts in this unit.5. Teaching notes。

精选】人教版七年级上册英语Unit4第四单元优秀教案

精选】人教版七年级上册英语Unit4第四单元优秀教案Unit 4 Where's My School Bag?n A (1a-1c)XXX:1.Key words: where。

table。

bed。

bookcase。

sofa。

chair。

on。

under2.Key phrases: on the sofa。

in your bag。

under your bed3.Key XXX:Where are my books?They are on the sofa.Where's my pencil box?It'XXX.Where's my computer game?It's under your bed.Focus of Learning:1.Correct use of special XXX "where"2.Describing the n of items using nal phrasesDifficulties in Learning:1.Correct use of special XXX "where"2.Describing the n of items using nal phrasesSelf-Study:1.Preview the new words on page 19 and memorize them。

Complete the following n from Chinese to English:Where: ________ 2.Table: ________ 3.Bed: ________ 4.Sofa: ________ 5.Chair: ________ 6.On: ________ 7.Under: ________2.Carefully preview 1a。

1b。

and 1c。

Key-to-Book-4-Unit-6讲课讲稿

Word building
5. Fill in the blanks with the newly-formed words in Activity 4. Change the form where necessary. Each word can be used only once.
1. The new funding program, which became _o_p_e_r_a_ti_v_e__ soon after it was established, served well to protect the interests of the local fishermen.
9. In the 1970s, a number of countries passed laws to protect women’s rights, announcing that they would _e_m_a_n_c_ip_a_t_e_ women through education and work.
Words in use
lubricate mediator twinkle outpost traverse emancipate alien optic deductive symmetrical
7. Due to safety concerns, the commander ordered his troops to leave their _o_u_t_p_o_st_s___ in the mountains and return to their bases in the nearby village.
Words in use
lubricate mediator twinkle outpost traverse emancipate alien optic deductive symmetrical

unit4 meeting the muse教案 - 副本

6.Studentsget abrief introduction of Italian artist Leonardo da Vinci.
To arouse students’interest and draw their attention to the theme of this unit–meet the muse.
2.Teacher asks students to read the passage in groups andcomplete thediagram.
3.Teacher asksrepresentative ofeach grouptoshare theiranswersand teacher checksthe answerswiththe class.
3.Studentswatch the videoandanswer the first question.
4.Students watch the videoagain andanswer the second question.
5.Students check the answers with the teacher.
6.Teacher gives a brief introduction ofItalian artist Leonardo daVinci.
1.Studentsreadthetitle and guessthe meaning of “muse”.
2.Studentsget familiar with the new wordsand read them after teacher.
Book 4Unit 4Meeting the muse教学设计
单元主题

人教版六年级上册英语Unit4单元教案完整内容

Unit 4 I have a pen palPeriod 1 Section A Let’s learn /Do a survey P39教师寄语：Practice makes perfect.实践出真知Learning aims(学习目标)1.掌握单词及短语：dancing/singing/ playing football/doing kung fu /reading stories2.掌握三会句子：What are your hobbies ?I like reading stories. I also like singing and doing kung fu.Important &difficult points(重难点)1.能准确的读出和写出V-ing形式的单词短语。

2.能用What are your hobbies? I like singing/…?进行问答.Learning steps (学习步骤)Step1 : 预习温故（用时5分钟）1.T:Greetings2.Free talk:T: What are you going to do to day /…? S: I’m going to see a film/…T: What are you/they doing ？S: I’m /they are jumping/…T: What is she/he/it doing ? S: She/He /It is running/….Step 2. 新课内容展示（用时15分钟）Let’s learn new phrases1）T do the actions and S say it in English.出示卡片并教读：dance/sing/read stories/play football/do kung fu2）T: Can you add ing for them ? S: Yes .板书并操练：dancing/singing/ playing football/doing kung fu /reading stories3）T：I like singing, do you ? S: Yes .T: What are your hobbies? S:I like reading stories/….I also like singing and doing kung fu/….（多操练，做替换练习）4)Listen to the tape and repeat it .Step 3. 合作交流，师生共建（用时10分钟）1.领读Let’s learn 中的短语及句子，并纠正读音。

新视野大学英语(第三版)读写教程Book4-Unit_6_Section_A-The_weight_

2. Women are more subtle. So they can do some jobs that require carefulness and patience.
3. Do you agree with the view that men carry more weight in life than women?
The importance of equality in the home.
3. What makes men and women equal in the home? The pattern of sharing in tasks and decisions.
4. How will children be benefited if they grow up in a family in which men and women are equal?
aware of?
Tips
3. What makes men and women equal in the home? Tips
4. How will children be benefited if themen and women are equal?
4 6 UNIT Gender equality
Section A The weight men carry
Objectives
To talk about gender equality To further understand the text To apply the phrases and patterns To master the essay writing skill
Tips
1. What is the traditional view about the gender role of women?

粤人版英语六年级上册_Unit4_Lesson6_公开课教案【广东珠海】

Unit 4 Keeping Clean Lesson 6公开课教案【广东珠海】粤人版Book 7 Period 6 Revision授课教师：广东省珠海市香洲区前山小学吴莉璇一、教学设计理念本节复习课的主要设计思路是通过珠海环境变化的展示，进行过去和现在的对比，让英语表达走进生活，克服课堂上能流利读课文但在实际运用中却困难重重难以开口的难题。

新课程标准(2011年版)指出，教师要充分利用自身的生活经历与经验以及学生的生活与经验，丰富课程资源，创设真实和鲜活的语境。

本课通过珠海环境变化、景点变化的对比，以体验、实践、合作、探究等方式，引导学生区分一般过去式和现在式，逐步掌握语言知识和技能，并发展学生热爱环境、为珠海的发展感到自豪的情感意识；通过听、说、猜测、讨论、小组展示以及写等教学活动，发展学生获取信息的能力和表达能力。

二、学情分析本课的授课对象是六年级的学生。

学生已经积累了一定的词汇量，具备一定的口语交际能力和语言组织能力；在日常课堂教学中，也养成了一定的合作学习能力。

在本节课之前，已经学完了本单元前面五个课时，对一般现在时和一般过去时有基本的了解和能进行基本的沟通和运用。

三、教学目标1. 技能目标：能用一般现在时和一般过去式简单介绍珠海环境的变化，并能在老师的帮助下尝试运用根据图片、上下文联系进行阅读的策略，读懂文本的内容并完成相关的任务。

2. 知识目标：能够在语境中正确运用本单元的核心句型,较为灵活地运用一般过去时和一般现在时两种时态：... was/were ... before ... is/are ... now.并能用已学句型介绍珠海环境的变化。

3. 情感态度目标：培养学生敢于开口，积极参与的学习态度；并逐渐增强学生的学习信心。

4. 学习策略目标：培养学生在图片中、文本中获取信息的能力。

5. 文化意识目标：提高人文素养，培养学生热爱环境，热爱生活的意识。

四、教学重点1. 能熟练地说出珠海比较有名的景点名称。

高二英语选修六_Unit4_Using_language_公开课教学设计(二)

Unit4 阅读课名师教学设计Book 6 Unit 4 Global Warming What can we do about global warming?Reading & WritingTeaching objectives：1. Language and skillsStudents can predict the content of a letter in reply.Students can scan the passage and find out the specific information. Students can guess the meaning of the word according to the context.Students can understand when to use imperative sentences and the effect it creates. Students can design a slogan.Students can make a poster that tells various ways they can reduce the amount of carbon dioxide by using imperative sentences.2. Cultural awarenessStudents will be aware of the importance of reducing the amount of carbon dioxide and be an educator3. Learning strategiesStudents will cultivate their abilities by doing some activities independently and some in groups.Students will communicate with each other in English while doing the group work. Difficult points:To help the students to understand how they use the energy will affect the amount of global warming and think about what they can do about it.Teaching Aids:Picture display, slides, reading, discussion and writing.Teaching Procedures:1. lead-inShow a video of a baby polar bear being eaten by an adult bear to make students realize the environment has been changing because of the effect of global warming. Show a mind map to explain what causes global warming.2. readingStep 1Read the first letter and predict what the second letter is about.Step 2Skim for different views of the two letter on whether individuals have effect on environmental problems.Scan for suggestions and fill in the form.Guess what the word “count” mean according to the context.Step 3Explain the special effects the imperative sentences create and when to use them. Learn how to put forward a slogan.Step 4Show some examples and discuss whether it helps to reduce the amount of carbon dioxide.3. writingShow a video of a student’s daily life to see if there is anything he can do to reduce the amount of carbon dioxide.Group task: make a poster with your group members for your class that tells students various ways they can reduce the amount of carbon dioxide in the air. Remember to use imperative sentences in your poster.4. homeworkWriter a passage on what individuals can do about global warming.。

【教案】(人教版2019选择性必修一Unit 4)reading+and+thinking教案

B1(Selective Compulsory)U4 Reading and Thinking 教学设计授课教师班级高二课型精读课时长40mins教学设计理念《高中英语课程标准》（20年修订版）和《义务教育课程标准》（22年版）提倡的：1.单元整体教学设计：从单元大观念视角思考本语篇承载的意义和功能，引导学生深入挖掘语篇2.英语学习活动观：通过学习理解、应用实践和迁移创新三个层次的活动引导学生深入语篇理解意涵3.教学评一体化：教学过程中对学生进行持续性评价，判断其学习成效及时调整教学文本解读1.[What]主题上，本文属于“人与社会-社会服务与沟通-跨文化沟通、包容与合作”；话题上，主要讨论了肢体语言；内容上首先介绍了肢体语言的重要性（同文字一样的理解和表意功能），接着介绍了不同文化中肢体语言的差异和相似之处以及相同的肢体语言具有不同的功能。

可以进一步概括为“重要性”和“特征”两部分，在“特征”部分，又可提炼为两点：一是不同的文化中，肢体语言有所不同；二是在某些特定的情境中，肢体语言可能相同。

2.[Why]本文意在强调肢体语言的重要性，介绍肢体语言的知识并引导读者根据具体的文化环境和情境得体地使用肢体语言3.[How]文体上本文是说明文，结构上文章遵循“总-分”结构，段落也遵循“总-分”结构，且多使用例子展开，在例子中使用多样的“对比表达”引导逻辑的走势；语言上，文章标题Listening to How Bodies Talk中的Talk采用拟人手法，生动形象；How这个词暗示了理解和正确使用肢体语言离不开特定的文化和情境。

Listening意在提醒读者，肢体语言无时无刻不发生，时时刻刻都在传递信息；同时，作者在Listening之前没有写任何代词或者副词，这给教师留下了可为的空间。

即，教师可以引导学生（回溯原文并）思考：谁应该倾听身体说话？为什么要倾听身体说话？此外，本文有许多关于“相同”和“不同”的不同的表达，如both, also, just like, have the same meaning, everywhere; vary... from..., have different meaning, opposite, differ around; 还有一些用于“对比”的表达，如by contrast, however, by comparison, elsewhere；文章最后一段使用了排比手法。

Unit_task 视听说 Book 4 Unit 6 教学课件

• Many of his men have been forced to join
him from Liu Biao’s forces.
• His men are tired from marching.
• They are not used to local diseases.
• His victory was easy as Liu Biao had just died.
Unit task
Example answer to task 1 • Battle of Red Cliff • whether to fight Cao Cao or surrender
Back
Unit task
Example answer to task 2
For
• His numbers are exaggerated.
Example answer to task 3 Sun Quan and Zhuge Liang arguing against Zhang Zhao and Zhou Yu.
You knot task
Example answer to task 5 We chose Cao Cao’s attack on the south. Sun Quan has to decide whether to join Liu Bei and to fight or surrender. They realize having the larger army is not always the most important thing. By taking advantage of Cao Cao’s problems they can win so they decide to fight.