教学设计10：Language study
Unit13 L1 Language study教学设计上课PPT课件英语北京海淀
5. In terms of 用… 的字眼, 从…的观点, 从…角度
Think of it in terms of an investment. 从投资的角度来考虑这件事情. 就薪水而言，这工作不错。 The job is great in terms of its salary.
6. end up v. to be in the end (in the stated place, condition,
What’s the matter?
4. suggest v.
① to state sth. indirectly ; to imply 指出；暗示 The police suggested that the move for the crime was
jealousy. 警察指出作案动机是嫉妒。 The look on his face suggested that he was angry. 他脸上的表情表明他生气了。
Unit13 L1 Period II
Language study
Learning Objectives
By the end of this lesson, we’ll be able to:
• work out the meaning of the words in the context;
• make sentences with some key words and phrases properly;
What matters is not how smart but how determined you are. matter n. (1) a subject to which one gives attention; situation or affair事
高中英语教学设计(最新10篇)
高中英语教学设计（最新10篇）高中英语教学设计篇一教学重难点教学目标(这部分谢3点，按照USE的目标写)(1)学习建议信的结构、语言。
(2)讨论学校建筑物设计中行走不便的学生的需求。
(3)给校长写一封建议信。
(4)继续培养对残疾人的尊重和关爱意识。
教学过程Step 1Warming-up and lead-in (5 mins)(1)导入用本单元的阅读文Marty’s story来导入，引出残疾人的话题。
T: Hello, class. Inthe last lesson, we learnt Marty’s story. What’s the problem with Marty?(He has a raremuscle disease.)Yes, he’sdisabled.But is Martyleading a miserable life due to his disability?(No.)He is leading afulfilling life due to his own efforts. The disabled can live as good andcomfortable a life as we do. But it calls for more efforts.(2)揭题教师通过展示我们学校的图片以及通过采访班上一位曾经有行走困难的学生，点出学校有些地方可能对行走困难学生带来不便。
然后说明教学目标：阅读一封建议信，讨论学校设施中可以改进的地方，以及写一封给校长的建议信。
T: We are lucky tobe able-bodied and study in such a beautiful school.But every now andthen, I find such students in our school. What are their problems?(They havedifficulty walking and they have to move around with walking sticks orwheelchairs.)T: This is SongYaoguang, our classmate. Yaoguang, what happened to you?Do you find itdifficult to walk around in our school with a walking stick?Do you think itnecessary to have our school reconstructed for the students with walkingdifficulty?(Yes.)T：If you have some suggestions, you can write asuggestion letter to our headmaster. Have you ever written such a letterbefore?So in today’slesson, we are going to1. read asuggestion letter2. discussproblems with the school facilities3. write a suggestionletter to the headmaster2 Reading (15 min)本课是读写结合的综合语言实践课，遵循USE的模式，即Understanding(理解)→Sharing(分享)→Expressing(表达)的模式。
《语言学习》教案设计
《语言学习》教案设计语言研究教案设计一、教学目标- 帮助学生掌握基本的语言研究方法和技巧；- 培养学生的语言研究兴趣和积极性；- 提升学生的语言表达能力和沟通能力。
二、教学内容1. 研究语言研究的基本原理和方法：- 听力训练；- 口语练；- 阅读理解；- 写作技巧。
2. 提供丰富的实践活动：- 观看英语电影，并进行听力练；- 进行口语交流训练；- 阅读英语文章，进行理解和研究；- 写作练，包括写日记、作文等。
三、教学方法1. 情境教学法：创造真实的语言研究情境，让学生在实践中掌握语言技能；2. 合作研究法：鼓励学生互相合作，通过小组活动等方式，提高语言研究效果；3. 多媒体教学法：利用多种媒体资源，如电影、音频等，提升学生的听力和口语能力。
四、教学步骤1. 导入：介绍语言研究的重要性和方法；2. 研究：讲解各种语言研究技巧和方法，并进行相关练；3. 实践：进行各种实践活动，如听力训练、口语交流、阅读理解、写作练等；4. 总结：总结本次教学内容，并激发学生对语言研究的兴趣。
五、教学评估1. 观察学生在各种语言研究活动中的表现；2. 组织小测验，测试学生对所学内容的掌握情况；3. 评估学生的口语表达和写作能力。
六、教学资源1. 多媒体设备：计算机、投影仪等；2. 英语研究材料：英语课本、英语电影、英语文章等。
七、教学反思本教案设计注重培养学生的语言学习兴趣和积极性，通过情境教学和合作学习等方法，提高学生的语言表达能力和沟通能力。
同时，通过多种实践活动和多媒体教学法的运用，加强学生的听力和口语能力。
教学评估及时发现学生的不足之处，帮助他们进一步提高。
《Period2LanguageStudy》教师教学实施方案
利用PPT展示单词、例句以及“即学即练”部分的答案
第二层级
难点探究
【组织学生探究重难点问题】
1.用25分钟的时间引导学生阅读例句，归纳单词和短语的用法，通过“即学即练”检验学习成果。并对学生的疑问在学生无法独立解决的情况下进行点拨，对表现好的学生进行表扬激励。
教师教学实施方案（参考）
授课年级
高一
学科
英语
课题
Unit4
Language Study
授ห้องสมุดไป่ตู้教师
课程类型
语言学习
课时
1
日 期
课程教学目标
目标
解读
1.理解并能够自主运用重要语言点，如represent, approach, be likely to等。
2.培养学生合作探究的能力
教法指导
1.在具体语境中掌握词汇的基本含义、词性及基本用法。
利用PPT展示教学目标，使学生明白本节课的学习任务
预习交流
【检测学生预习情况】
用5分钟的时间完成“基础学习交流”部分的内容
【Lines 2】
Now read the first part of your learning plan and finish the exercises on your own in five minutes.
2.把在预习中碰到的问题记录下来，以便在课堂上和同学讨论或请教老师
导学过程
程序设计
教学内容
教师行为
学生行为
媒体应用
第一层级
课堂导入
【话题切入及自学引导】
1.检查“基础学习交流”部分完成的情况。
初中英语牛津上海版七年级下册第一单元语法课教学设计
初中英语牛津上海版七年级下册第一单元语法课教学设计教材分析：本课时是本单元的语法练习课。
主要教学目标是让学生学会在情景中使用本单元的语法知识:专有名词和连词and ,but ,so。
教学步骤：1.Leading-in(1) Show a video of china-making in China.After showing it , ask Ss what it is about. ( It’s about china-making in China.) Write on the board : china , China(2) On the ppt, show the following sentences:a. The west wall of the palace is a great wall. It is not only high but also very strong.b. The Great Wall is famous not only in China but also in the West.Have Ss compare the differences between the underlined words in the sentences.nguage study (I): Proper nouns(1)Competition :Have a competition, Have Ss work in groups of four, and write down as many proper nouns as they can in three minutes.(2)Have Ss classify the proper nouns .(3)Show on a ppt the groups of Proper Nouns:Person Mr and Mrs Green, Doctor Li, Uncle TomPlace Guangzhou, Paris, FranceObject the Eiffel Tower, Golden Gate BridgeOrganization No. 1 Middle School, the University of OxfordMonth February, May, JulyDay Wednesday, Thursday, SaturdayFestival Spring Festival, Dragon Boat Festival3.Practice (I)(1)Choose the right proper nouns in the box to fill in each blank.1 __________ is our headteacher.2 __________ is on the fifth of April.3 I saw your name and address in __________ magazine.4 My fatehre teaches English at __________ .5 Last __________ morning, I went to the park for some exercise.6 Football is a very popular sport in __________.(2)Read the passages below. Some of the nouns in it should be capitalized. Underline them and then riwirte the passage.(A)Last july, I went to beijing to visit uncle zhoang. He took me to many interesting places such as the great wall and the summer palace. We also visited the main stadium for the 2008 olympics. Itis a grand building. Uncle zhang took me to some famous shopping districts such as wandfujing street. There we had beijing roast duck. It was so tasty! I had a wonderful time in beijing and I plan to visit it again next year during the spring festival.(B)It’s Wednesday, 1 june. It’s children’s day in china. Some middle school students are visiting liuhua park. The students are form no.5 middle school in guangzhou. There are two teachers with them—mr wu and miss liu. The children are young pioneers. Some of the girls—annie, sally and li jie—are carrying a basket of food. The boys are helping an old woman. Good work , young pioneers!(3)Correct the errors in the following sentences:1 wang xiaoling is our friend. 1 _______________________________________2 cindy went to the united states yesterday. 2 ________________________________________3 You can visit the great wall in china. 3 ________________________________________nguage study (II):Using and, but and so(1)On a ppt, show some pictures and the sentences:Jackey Chang is a singer, ______ he is also a movie star.Spring Festival is our traditional festival, ______ it is also a national holiday.Guangzhou is a flower city , ______ it is one of the most beautiful cities in our country.(2)Sum up the use of the conjunction: and(3)On a ppt, show some pictures and the sentences:We planned to go swimming, ______ it began to rain.This man is old, ______ he looks very healthy.(4)Sum up the use of the conjunction: but(5)On a ppt, show some beginning of the sentences and have Ss complete them.Eg., I hadn’t been there before, so I bought a map of the city.He didn't take his wallet with him, ….We enjoyed the play so much, … .They lost my e-mail address, … .(6)Sum up the use of the conjunction: so5.Practice (II)(1) Finish off the exercise on P8 of 7B(2) Finish off the exercises on P3 of Book B6. Homework:a. Make a dialogue with your seatmate. Your dialogue should include and , but , so and proper nouns.b. Finish off the exercises on Book B.。
《Language in use 》 教学设计
《Language in use 》教学设计一、教学目标1、知识目标学生能够熟练掌握所学语言知识，包括词汇、语法、句型等。
能够正确运用所学语言在实际情境中进行交流和表达。
2、能力目标培养学生的语言运用能力，包括听、说、读、写四个方面。
提高学生的语言思维能力，能够灵活运用语言知识解决实际问题。
3、情感目标激发学生学习英语的兴趣和积极性，增强学习自信心。
培养学生的合作精神和跨文化交际意识。
二、教学重难点1、教学重点重点词汇和句型的运用。
特定语法结构在实际语境中的正确使用。
2、教学难点如何引导学生在真实情境中自然、准确地运用所学语言。
帮助学生克服语言表达中的障碍，提高语言流畅度。
三、教学方法1、任务驱动法通过布置具体的任务，让学生在完成任务的过程中运用所学语言，提高语言运用能力。
2、情景教学法创设生动、真实的语言情境，让学生在情境中感受语言的使用，增强语言的理解和记忆。
3、合作学习法组织学生进行小组合作学习，培养学生的合作能力和交流能力，共同完成学习任务。
四、教学过程1、导入（5 分钟）通过播放一段与教学内容相关的英语视频或展示一组图片，引起学生的兴趣，导入本节课的主题。
提问学生从视频或图片中观察到了什么，引导学生用所学语言进行简单描述。
2、知识回顾（10 分钟）复习上节课所学的重点词汇、语法和句型，通过提问、填空、造句等方式进行巩固。
3、任务布置（10 分钟）给出几个具体的任务，如编写对话、短文写作、情景表演等，让学生以小组为单位选择其中一个任务进行准备。
4、小组活动（15 分钟）学生在小组内进行讨论、分工，共同完成所选任务。
教师在各小组间巡视，提供必要的指导和帮助。
5、成果展示（10 分钟）每个小组派代表展示任务成果，其他小组进行评价和补充。
教师对学生的表现进行点评，肯定优点，指出不足之处。
6、语言操练（10 分钟）提供一些练习题，包括选择题、填空题、改错题等，让学生进行独立练习，进一步巩固所学语言知识。
新教材高二Unit10LanguageStudy
新教材高二Unit 10 Language StudyTeaching Plan Jan. 4, 2005Class 7, Senior 2 Teacher: Deng JiahuiTeaching contents: Language study, Unit 10Teaching aims:1.Review the usage of the present participle and the past participle briefly.2.Get the students to learn and master Grammar:Ellipsis.Important and difficult points:Learn about Ellipsis of different types and how to use Ellipsis to make a sentence brief and clear.Teaching methods:Explanation and Practice.Teaching Aids:a computer, a projectorTeaching procedures:Step 1. Word study(Show the screen)Now let’s do an exercise. Read the news on the screen and fill in theblands with the words we’ve learned. Pair work or group work.Complete the news:The active v__________ on Montserrat caused more that US $323000 damage to crops and the island’s water system, the government said Thursday.The island was covered with dirt and a____ four inches deep. Fruit trees and crops were damaged, but none of the people were reported injured, officials said.The volcano on Montserrat came to life in 1995. More than half of the population f_______ and never returned a_______. Aneruption in 1997 killed 19 people and buried the capital of the island nation.Although there was a feeling of p______, people told reporters that they would not leave their island.Officials said costs for cleaning up could reach US $188000.The UN has u______ other countries to help. Britain has already promised to offer 1 million pounds in aid..Now look at this sentence below:This is a moving story , by which the boy is deeply moved.Can you tell me the difference between “moving’ and “moved”e.g.1.The ________ story _______ me very much.(interest)2.The _______speaker made an ________ speech at the Earth Summit. (excite)Please open your books at Page 78. Look at Ex.2.Suggested answers:1. frightening; frightened2.rising3.terrified4.arrival5.bathingStep 2.Grammar一．省略--语法归纳为了避免重复，或为了使句子更简练，在一些句子中常常省去某些成分，这在英语中省略。
高职英语教学设计
篇一：12高职英语教案瓦房店市职业教育中心2014-2015学年第一学期教师学期授课计划课程名称＿＿英语＿＿＿＿＿＿任教班级＿＿12高职1、2＿＿＿教研室＿＿外语＿＿＿＿＿＿教师姓名＿＿xxxx＿＿＿＿＿教师 xxxx 的课表外语教研组 2014-8-28瓦房店市职业教育中心2014-2015学年第一学期学科教学工作计划教师：xxxx 学科：英语专业：幼师、数控、农管、计算机年级： 12级教学进度表课时计划篇二：职高英语教学设计职高英语教学设计授课年级：一年级授课人：朱雅莉工作单位：山阳县职教中心teaching contents：unit4 reading and writingteaching aims and demands1. understand an invitation to a party;teaching important points1. help the students learn some main words and expressions by heat.2. improve the students’ reading skill.teachingdifficult points1. help the students understand the invitation.2. how to write a memo.teaching methods 1. task-based method.2. fast reading.3. careful reading.teaching aids1. a blackboard. teaching proceduresstepⅰ. revision (2minutes)ask two students to act the dialogue .stepⅱ. lead-in (1minute)ask: do you know how to write an e-mail?show some types of e-mails to students. introduce the reading tasks to the students.stepⅲ. pre- reading(3minutes)pair-work .let the students discuss the e-mail, find out the information an invitation should include.stepⅳ. while- reading (20minutes)1. fast-reading:activity12. read the invitation and answer the questions.2. careful-reading:let the studentsread the invitation carefully and circle out the useful information.3. post-reading:play the tape forthe students to listen and follow. pay attention to the pronunciation ant intonation.stepⅴ. languagestudy (10minutes)go through thetext with the students, dealing with some language points. play games；tell jokes;would you liketo…?stepⅵ.discussion(5minutes)let the studentsread the invitation again and try to make an invitation of themselves.stepⅶ. summary(1minutes)today we havelearnt an e-mail about a party invitation. we have knownmany about it. and just now,stepⅷ.homework(3minute)let the studentsread the passage once more and then fill in their own memo.the design of the writing on the blackboardrevision language pointsit’s a nice day,isn’t it? tell jokeswould you likesome tea? would you like…?yes, please./nothanks.please helpyouself.memo教学反思这堂课基本做到了把课堂让给学生，让学生在自主、合作、探究的气氛中愉快度过，既顺利完成了教学任务，又促进其情感教育。
《Language in use》 教学设计
《Language in use》教学设计一、教学目标1、知识目标学生能够熟练掌握所学的语言知识点，如词汇、语法、句型等，并能在实际交流中准确运用。
2、技能目标培养学生的听、说、读、写综合语言运用能力，提高学生的语言交际能力和思维能力。
3、情感目标激发学生学习英语的兴趣，增强学生的自信心和合作精神，培养学生的跨文化意识。
二、教学重难点1、教学重点重点词汇和句型的理解与运用；各种语言技能的综合训练。
2、教学难点如何引导学生在实际情境中灵活运用所学语言知识，避免中式英语表达；培养学生的英语思维能力。
三、教学方法1、任务驱动法通过布置具体的任务，让学生在完成任务的过程中学习和运用语言。
2、情景教学法创设真实的语言情境，让学生在情境中感受和理解语言的使用。
3、合作学习法组织学生进行小组合作学习，培养学生的合作能力和交流能力。
四、教学过程1、导入（5 分钟）通过播放一段与本节课主题相关的英语视频或展示一些图片，引起学生的兴趣，导入本节课的话题。
例如，如果本节课的主题是“购物”，可以播放一段人们在商场购物的视频。
2、知识讲解（10 分钟）系统地讲解本节课的重点词汇、语法和句型，结合例句进行详细说明，让学生对所学知识有清晰的理解。
3、练习巩固（15 分钟）设计多种形式的练习题，如填空、选择、造句等，让学生对所学知识进行巩固练习。
同时，进行课堂巡视，及时给予学生指导和帮助。
4、情景模拟（15 分钟）创设具体的语言情境，让学生分组进行情景模拟，如购物、旅游、聚会等。
要求学生在情境中运用所学的语言知识进行交流。
5、小组展示（10 分钟）每个小组派代表进行情景展示，其他小组进行评价和补充。
教师对学生的表现进行总结和点评，指出优点和不足之处。
6、拓展延伸（5 分钟）提供一些与本节课主题相关的拓展性阅读材料或听力材料，让学生进一步拓展知识面，提高语言综合运用能力。
7、总结归纳（5 分钟）对本节课所学的重点内容进行总结归纳，强调语言的正确使用方法和注意事项。
unit11 Language studyPPT教学课件
Language study
2021/01/21
1
2021/01/21
2
一般现在时态
主动语态: do / does 被动语态: be+done
一般过去时态
主动语态: did
被动语态: was/were+done
2021/01/21
3
一般将来时态
主动语态: will+do 被动语态: will +be +done
2021/01/21
20
3. The new treatment,
which combines
traditional Chinese
medicine with modern
western medicine,
works well. 2021/01/21
21
4. The fire spread
from the factory to
heard of Ma Youming
since she moved to
Africa.
2021/01/21
19
Translation
1. In maths, X stands
for the unknown.
2. This album contains
her best songs of the
past few years.
the houses nearby in
less than half an
hour.
2021/01/21
22
5. The pop singer succeeded in making his fans happy in a variety of ways.
unit11 Language studyPPT优选课件
汇报人：XXX 日期：20XX年XX月XX日
▪3.The performance will be given in the Capital Concert Hall.
▪4. He knew that he would be invited to perform in the New Year’s Concert.
▪5.The beautiful song is being sung by everyone in the country.
2020/10/18
24
7. I want to join the school band, but on the other hand I have to spend more time studying English.
2020/10/18
25
谢谢您的聆听与观看
THANK YOU FOR YOUR GUIDANCE.
2020/10/18
7
Rewrite the sentences:
▪1. The key to the classroom is kept by our monitor.
▪2. The song of the 1998 World Cup was performed by Ricky Martin.
2020/10/18
20
3. The new treatment,
which combines
traditional Chinese
medicine with modern
western medicine,
works well. 2020/10/18
2019人教版高中英语必修一Welcome unit Reading 教学设计
Welcome unit Reading and Thinking 教学设计●课时内容Describe your first senior high school day主题语境：人与自我主题群：生活与学习子主题：高中第一天学习生活语篇类型：记叙文文本分析：[What]这篇记叙文讲述了韩静高中第一天的学习生活经历：先描述早上七点她焦虑、担心，再描述一节有趣的数学课，接着描述下午化学实验课以及课上一个话多的男生打扰她听课的经历，最后晚上十点半反思了当天的经历，谈了她自己的感受和想法。
[Why]通过描述一个高一新生的高中第一天的经历，和他人分享，设置情境，让学生描述自己的高中第一天学习经历。
[How]该语篇是一篇记叙文，以时间为主线，讲述了韩静高中第一天的学习经历。
文章语言简单明了，脉络清晰，行文逻辑联系紧凑。
●课时目标1.获取韩静高中第一天学习经历的信息。
2.描述自己高中第一天学习生活经历。
3.学会本课时几个重点单词的用法。
●重点难点重点：学生通过阅读，获取关于韩静高中第一天学习生活经历。
难点：使用恰当的语言描述自己的高中第一天学习生活经历。
●教学准备教师准备：收集学生的高中第一天的相关活动照片。
学生准备：预习本课时的词汇和课文。
教学过程Step Ⅰ学习理解活动一：感知与注意（Circle and describe）1. Ask students to look at the following emojis and circle how they felt on the first day of senior high school.2. Ask students to work in pairs and describe how they felt on the first day of senior high school and give their reasons or list some examples.【设计意图】通过Circle and describe活动，让学生回忆自己高中第一天的感受，为阅读韩静高中第一天的学习生活经历做好铺垫。
七年级英语下册《Language in use》教学设计新版外研版
七年级英语下册《Language in use》教学设计新版外研版七年级英语下册《Language in use》教学设计新版外研版教学内容：Unit3 Language in use型：Revisin and appliatin教学目标：1 正确运用本模块的词汇及短语2、掌握动词be(as/ ere)一般过去时的肯定句、否定句、疑问句及其回答并能询问对方过去的经历。
3、运用所学的知识介绍同学过去的生活。
教学重难点：教学准备：本节型为Revisin and appliatin，根据新标的要求，结合教材和学生特点，主要采用任务型互动式进行教学，结合情景法、交际法、听说法、归纳法等教学方法实施堂活动，开启学生思维，通过一系列有条理的教学活动，引导学生自主探究学习和与他人互动合作学习，让学生体验愉快学习。
本节所需教具及资料：幻灯、图片、调查表等。
教学过程：教学步骤教师活动学生活动活动目的1 Leading-in （8’）1Sh se pitures and as students t disuss in pairs and ae sentenes lie these:I as brn in a sall tnfirst teaher as iss hen1 Disuss in pairs and ae sentenes lie these:I as brn in a sall tnfirst teaher as iss henRevie and nslidate the sentenes hih the have learn2 hile-tas(20’)1Explain the graar t the students: 一般过去时：as/ ere2 Let the students d Ativit 3, then he the ansers3 As the students t r in pairs, as and anser the questins abut Liu un, theselves and their partner ( Ativit 1 and Ativit2)1 Listen t the teaher t explain the graar:一般过去时：as/ ere2 D Ativit3：plete the sentenes ith the rret fr f be3 r in pairs, as and anser the questins abut Liu un, urselves and ur partner ( Ativit 1 and Ativit2)Revie and nslidate the graar and vabular ust learned in the first t units4 As the students t d Ativit 4: plete the sentenes ith the rret fr f the rd and expressinsAs students t read “Arund the rld”, and then anser the questins after readingQ1：hat as Nelsn andela?Q2: hen and here as Nelsn andela brn?6 he the ansers4 plete the sentenes ith the rret fr f the rd and expressinsRead “Arund the rld”, and anser the questins after readingQ1：hat as Nelsn andela?Q2: hen and here as Nelsn andela brn?6 Sh the ansersRevie the rdsEnlarge the nledge abut the rld3 Pst-tas(10’)1As students t r in pairs: Tal abut their past life and their lassate’s pat life rite dn the infratin in the table in Ativit 12As the students t ae a reprt abut their and their partner’s past life3 Get the Ss t rite abut their partner’s past life4 Let students d se exerises and then he1 r in pairs: Tal abut their past life and their lassate’s pat life rite dn the infratin in the table in Ativit 1eg A: here ere u brn?B: I as brn in…A: hat as the nae f ur first shl?B:…A: h as ur first teaher Et2 ae a reprt abut their and their partner’s past life Then share their ideas ith the lass3 rite abut their partner’s past life4 D se exerises and then he(达标训练题)T pratie the sills f speaing andthe language pintsT pratie the sill f riting4 Suar(1’)As the students t sa ut hat t learnStudents nlude the nledge that the learn Let the students internalize the graar the’ve learned in this duleHer（1’）Finish the rb f Unit。
教学设计10：Language study
Unit 1 FriendshipLanguage studyTeaching goals 教学目标1．Target language目标语言a．重点词汇和短语suffer，settle，realize，worry about，have got to，tie upb．重点句子Chuck said he would take care of him.She asked if I had got e-mails from my friends.Father asked Anne when she went to bed the night before.2．Ability goals 能力目标Learn Direct Speech and Indirect Speech（statements and questions）.3．Learning ability goals 学能目标Let Ss learn how to use Direct Speech and Indirect Speech（statements and questions）.Teaching important points教学重点a．The use of Direct Speech and Indirect Speech（statements and questions）.b．Change the Direct Speech into Indirect Speech and Indirect into Direct.Teaching difficult points教学难点a．How to teach the Ss to master the usage of Direct Speech and Indirect Speech（statements and questions）.b．Find out the difference between direct speech and indirect speech.Teaching methods教学方法Teach grammar in real situations.Learn grammar through practice.Teaching aids教具准备A projector.A blackboard．Teaching procedures & ways教学过程与方式Step ⅠRevisionCheck Ss’homework. （Collecting materials）Why God Gave Us FriendsGOD Knew That Everyone NeedsCompanionship And Cheer，He Knew That People Need SomeoneWhose Thoughts Are Always Near.He Knew They Need Someone KindTo Lend A Helping Hand．Someone To Gladly Take The TimeTo Care And Understand．GOD Knew That We All Need SomeoneTo Share Each Happy Day，To Be A Source Of CourageWhen Troubles Come Our Way.Someone To Be True To Us，Whether Near Or Far Apart.Someone Whose Love We’ll AlwaysHold And Treasure In Our Hearts.That’s Why God Gave Us FriendsFriendshipFriendship is one of the greatest pleasures that people can enjoy．It is very difficult to find a better definition of friendship．A true friend does indeed find pleasure in our joy and share sorrow in our grief．In time of trial，he or she is always at our side to give us his or her help and comfort．Knowing how valuable friendship is，we should be very careful in our choice of a friend．We must choose someone who has a good character，whose activities are good and who shows kindness of heart．We should avoid those shallow people who are easily changed by adversities or misfortune．A true friend can always be trusted，loved and respected．If you tell a friend your secrets，he or she won’t tell anyone else．Friends share each other’s joys and sorrows．They help each other when they are in trouble，and cheer each other up when they are sad．The most importantthing is that a friend always understands you．In conclusion，when you have made a good friend，don’t forget him or her．Step ⅡWord studyThis part is a consolidation of the words learnt in this unit. Ask the Ss to do the exercise independently.T；Now please open your books and turn to Page4．First let’s learn about language. Use the word they’ve learnt in this unit to fill in the blanks. Complete the sentences with suitable words in correct forms.Step ⅢPreparationGet a pair of students to stand up and act as Anne and Kitty. It’s time for the teacher to be the interpreter between them. Encourage both sides to give different sentences，including statements and questions.T；Having a friend like Kitty，do you think it a bit difficult to understand each other? Now let me come and help you.Sa；I have grown crazy about nature.T；Anne said she had grown crazy about nature.Sb；When did you begin to feel like this?T；Kitty asked when Anne began to feel like that.. . .Step ⅣGrammarThe Ss will learn the use of Direct Speech and Indirect Speech（statements and questions）. First try to make clear to the Ss what direct and indirect speech is，with the help of the practice in Step III. Then give them some examples. At last get them to summarize the rules of Direct Speech and Indirect Speech（statements and questions）.T；In this part，we are to learn the use of Direct Speech and Indirect Speech（statements and questions）. When do we use Direct Speech and when do we use Indirect Speech?Ss；We use Direct Speech when we want to show the exact words. Use quotation marks to show that you are reporting the words and a reporting clause which includes information about the speaker. Use a comma to connect the quotation and the reporting clause.T；Here is a situation. You met your former classmates Mary studying in the middle school. The following is what Mary told you. Later that day，you told another friend what Mary said to you. Change the sentences into Indirect Speech and find out when we use Indirect Speech，what we need to change.1．I will do anything to get close to nature.2．Some people don’t understand me.3．I’ll stick to do my research work.4．I have to stay out in the woods for a few days camping.5．Would you like to go camping with me?6．How are you getting on with your study?Ss；1．Mary said she would do anything to get close to nature.2．Mary said some people didn’t understand her.3．Mary told me that she would stick to do her research work.4．Mary told me that she had to stay out in the woods for a few days camping.5．Mary asked if / whether I would like to go camping with her.6．Mary asked how I was getting on with my study.Show typical examples of turning direct speech into indirect speech. Guide the Ss to find out what changes we have to make in verb tenses，pronoun forms，and word order and so on.Group work is advisable here so that the Ss can enjoy the pleasure and efficiency of working together. Ss write down what they have found and then present it.Be ready to answer the questions from the Ss. Now comes the teacher’s turn to give a summary，.T；Now please find out what changes we have to make in verb tenses，pronoun forms，word order and so on in groups of 4．Ss write down what they have found and then present it.T；Now let’s summarize the rules of Direct Speech andIndirect SpeechThere are some cases in which we don’t need to change the tense.Step ⅤPracticeFor Ex 1，get the Ss to look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech. Guide the Ss to find out the changes in pronoun forms，word order，adverbials and so on，especially the verb tenses，the underline parts.Ask the Ss to pay attention to the reporting clause.For Ex 2，ask the Ss to do it by themselves，then check the answers by asking some Ss to read aloud their answers.T；Please look at the sentences carefully in pairs in order to find out the difference between direct speech and indirect speech in pronoun forms，word order，adverbials and so on，especially the verb tenses，the underline parts.The Ss are finding out the difference and changes.T；Now，you’ve known the difference and the changes in pronoun forms，word order，adverbials and so on，especially the verb tenses. How about the reporting clause?S1；The reporting clause may come before，within，or after the direct speech. When the reporting clause comes after the direct speech，the order of the subject and the verb may be changed．E. g. Jane said / said Jane. This typically happens when the reporting clause is within the reported speech and the subject is not a pronoun.S2；Use a comma to connect the direct speech and the reporting clause.T；Quite right. Now let’s deal with Ex2，change the direct speech into indirect speech and indirect into direct，paying attention to the difference and changes in pronoun forms，word order，adverbials and so on，especially the verb tenses. Please do it by yourselves.The Ss are practicing Ex 2．T；OK，let’s check the answers by asking some Ss to read aloud their answers.Ss；. . .Step ⅥHomework1．Practice of WB（P42．1 &&P 43．2）2．Ask the Ss to think out different ways to solve the problems about making friends，preparing the materials about the debate. Get the Ss to know the problem was that Anne had made a friend in the hiding place — the son of another family hiding with them，but her father was not happy about this. The topic is；How do you help to solve the problem between Anne and her father. Do you agree with Anne or her father? Use specific reasons to support your solutions.。
教学设计9：Language Study
3.入题：上节课我们学习了课文，本课时研讨该部分的重点单词和短语。引导完成“基础学习交流”部分的内容。
【Lines】
Last class we learned the passage on P26.Today we’ll study some useful words and phrases. Are you ready？Please look at our learning goals.
利用PPT展示词汇、例句以及“即学即练”部究重难点问题】
1.用25分钟的时间引导学生归纳单词和短语的用法，通过“即学即练”检验学习成果。并对学生的疑问在学生无法独立解决的情况下进行点拨，对表现好的学生进行表扬、激励。
2.用5分钟的时间答疑解惑。
【Lines】
Your behavior is wonderful. Now let’s read the examples and sum up the usage of the words and phrases.
以小组为单位口头展示或黑板展示预习情况，小组间相互点评、质疑、补充、纠正等。有条件的学校可以进行白板展示，对比教学。让学生到黑板前总结、展示每个语言点的用法，尤其是注意一词多义以及高频词汇在用法上的归纳整理
通过PPT展示学生探究材料的重点、难点和疑点。
课件展示：
词汇、例句以及“即学即练”部分的答案
第三层级
学生准备：
1.在上节课学习课文的基础上提炼本节课要攻克的单词和短语，记录下来并制成知识卡片或整理在知识积累本上。
2.把在预习中碰到的问题记录下来，以供在课堂上和同学讨论或请教老师
导学过程
程序设计
学习内容
教学设计2：Language Study
Language StudyTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语ashamed, manage, quit, stress, mental, pregnant, adolescent, cigarette, drug, addicted, eventually, due to, accustomed tob. 重点句式P21It is ... that ...It is ... to ...It is ... doing ...2. Ability goals 能力目标Enable the Ss to learn the usage of it structure.3. Learning ability goals 学能目标Enable the Ss learn how to use it structure.Step ⅠRevisionT: Good morning / afternoon, everyone. Did you find any information about how to stop smoking? Where did you get the information?S: I searched online and get some information on how to stop smoking.Top 10 Tips to Quit SmokingReady to quit smoking? Here are 10 tips to help ensure your success.1. Identify your smoking triggers. Keep a record of when you smoke to identify your triggers so that you can make a plan to manage triggers without smoking.2. Talk to your doctor. Consult your doctor before you quit smoking. Modern pharmaceutical treatments can make quitting easier. Moreover, tobacco may impact the way your body processes certain medications.3. Get support from your family and friends. Let them know you are quitting smoking and you want their help.4. Make a clean start. Throw away your cigarettes, hide your ashtrays, clean the house, yourclothes, and the car if they smell like smoke — anything to help make a break from the past.5. Make a list of reasons to quit. Look at it every time you are tempted to have a smoke.6. Keep objects around that you can put in your mouth. Items such as carrots, hard candy, even straws can give you something to do when you really crave a cigarette.7. Drink lots of water. Water will help flush nicotine from your system and reduce the intensity of withdrawal symptoms.8. Exercise. Not only will it make controlling your weight easier, it also gives you more energy and helps keep your mind from smoking.9. Get a hair cut. Anything you can do to draw a clear line between your life as a smoker and your new life as a nonsmoker will make quitting easier and make you more likely to stay smoke free. 10. Find a quitting program nearest you. Log onto or call your state department of health for information on local cessation assistance. Support is just a click or call away.T: Do any smokers around you want to quit smoking? If there are any, offer your advice to them. Next, let’s check your answers to Homework 1. I’d like six of you to read your sentences, one person, one sentence.Sample sentences:1. This morning, I was late for school due to traffic jam.2. Nowadays, many adolescents get addicted to online games which are harmful to their health and study.3. You should quickly be accustomed to the local custom if you visit a country.4. Although the professor is at his 80s, he is still mentally active and healthy.5. The bag is heavy, but I can manage it.6. It hasn’t quit raining yet.Step ⅡWords and ExpressionsEnable the Ss to learn and practice new words and expressions in the text.T: We have learned some new words and phrases from the text in the last period. Now, review the words in bold in the text and then do Exercise 1 on page 20. Change the forms if necessary.After the Ss finish it, check the answers.T: Next let’s further practice some of the words by doing Exercise 2 on page 21. Change the formsif necessary.Check the answers after the Ss finish it.T: Here I have a chart about some words we have just learned. You are asked to fill in it with correct forms of the words listed. Learning different forms of words is a good way of enlarging vocabulary. After class, you should also learn the pronunciations and usages of these words by using your dictionaries.Show the following chart on the screen.After the Ss finish it, check the answers.Sample answers:Step ⅢGrammar FocusT: So much for the words. Today we will learn the usage of an important word, that is “it”. According to what you have learned, who can tell us some usages of “it” or how we use it?S1: “It” can be used to talk about weather and date. For example, it is raining now. Or “it is Friday today”.S2: “It” can also be used to talk about distance. For example, it is a long way from my home to school.T: In English, “it” is a very useful word and can be used in many ways. Today I will introduce you a very important structure — it structure. In the structure, “it” is used in the subject position to stand for an infinitive, -ing form or a clause. Look at the first four sentences in Exercise 1 on page 21. Can you tell me what it stands for in each sentence? V olunteer?S3: In the first sentence, “it” stands for the clause following “that”, that is “at my age I am still fit”.S4: In the second sentence, “it” stands for the infinitive “to fall”.S5: In the third sentence, “it” stands for the infinitive “to stop smoking”.S6: In the fourth sentence, it stands for the -ing form “crying over spilt milk”.T: You are right. So it is also right for us to say “That at my age I am still fit is amazing.” and “To fall is easier than to rise.” But usually we put “it” in the subject position to keep the sentences balanced. Are you clear? Now let’s do some practice about this structure. Look at Exercise 2 on page 21, rewrite the sentences using it structure.After the Ss finish it, check the answers.T: Next turn to page 58 and let’s do Exercise 2 in USING STRUCTURES. After you finish this exercise, I am sure you will have a better understanding of it structure.Check the answers after the Ss finish it.T: OK, now let’s work in pairs and do some oral practice with this exercise. One speaks out the sentences on the left column and the other speaks out those on the right. And then change the roles.Step ⅣHomeworkT: After class, please:1. Finish Exercises 1 && 2 on page 56 and Exercise 1 on page 57.2. Mark all the sentences in the letter with it structure.。
《Language in use 》 教学设计
《Language in use 》教学设计一、教学目标1、知识目标学生能够熟练掌握所学的词汇、语法和句型，并能在实际交流中准确运用。
了解不同语境下语言运用的特点和差异。
2、能力目标培养学生的听、说、读、写综合语言运用能力，使他们能够用英语进行有效的交流和表达。
提高学生的语言理解和分析能力，能够准确理解和回应不同类型的语言输入。
3、情感目标激发学生学习英语的兴趣和积极性，增强他们的自信心和学习动力。
培养学生的跨文化意识和合作精神，提高他们的综合素质。
二、教学重难点1、教学重点重点词汇和语法的巩固与运用。
培养学生在实际情境中灵活运用语言的能力。
2、教学难点复杂句型的理解和正确使用。
如何引导学生在不同的语境中恰当地运用语言，避免中式英语。
三、教学方法1、任务驱动法通过布置各种任务，如对话编写、短文写作、情景表演等，让学生在完成任务的过程中运用所学语言知识，提高语言能力。
2、情景教学法创设真实的语言情境，让学生在具体的情境中感受和理解语言的使用，增强语言的实用性和趣味性。
3、合作学习法组织学生进行小组合作学习，共同完成任务，培养学生的合作精神和交流能力。
四、教学过程1、导入（5 分钟）通过播放一段英语电影片段或展示一组有趣的英语图片，引起学生的兴趣，然后提出与影片或图片相关的问题，引导学生用英语回答，从而复习和巩固之前所学的语言知识，为新的教学内容做好铺垫。
复习重点词汇和语法，通过举例、造句等方式加深学生的理解和记忆。
讲解新的语言知识点，如一些常用的短语、习惯用语或特殊的语法结构，结合实际例句进行分析和解释，让学生明白其用法和适用场景。
3、练习巩固（20 分钟）安排学生进行书面练习，如填空、选择、翻译等，巩固所学的词汇和语法知识。
组织学生进行口语练习，如小组对话、角色扮演等，让学生在实际交流中运用所学语言。
4、拓展应用（15 分钟）给出一个实际的语言运用场景，如旅游、购物、聚会等，让学生根据场景编写对话或短文，然后进行展示和分享。
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拟5课时授课题目Unit 2 Robots(Language study)第2课时明确目标 1.知识与技能：Get the students to learn more language points.2.过程与方法: Learn the language points and then do some practice.3.情感态度与价值观：Improve the students’ knowledge of science fiction.重点难点重点：Help the students to make use of the language points.难点：Help the students to make use of the language points.课型□讲授□习题□复习□讨论□其它教学内容设计教师自备内容Step I. Language points1. fiction n.【U】小说；虚构的文学作品【C】虚构；捏造科幻小说science fiction侦探小说detective fiction通俗小说light fictionpure fiction 十足的谎言legal fiction法律上的假定Fact is stranger than fiction. 事实比小说更离奇。
2. desire vt. 渴望；要求desire sth. 要求某事desire to do sth.desire sb. to do sth.desire that sb. (should) do sth. 要求某人做某事3. desire vt. 渴望；要求我请您立即答复。
I desire _____________________ of yours.我们希望有个好结果。
We desire to have a good result.他们要求你马上回来。
They desire___________________________desire n. (1)愿望;欲望(2)要求(3)食欲;情欲(4)向往的东西meet one’s desirehave\feel a great desire for他有强烈的求知欲。
He has_________________________________.4. satisfaction n.(1)满足;满意;舒服(at; with)(2)令人满意的事物我听了这个消息非常满意。
I heard the news_________________________.express one’s satisfaction at/ withfind satisfaction inwith satisfactionI am _______with the result of the exam.The result of the exam is__________.The result ___________ me.5. test out 考验e.g. Scientists test out theories by experiment.科学家靠实验检验理论。
e.g. 我不过是要考验考验你。
I was just only testing you out.test vt.测验；检验；试验；检查e.g. The teacher tested the children on their homework.老师就孩子们的家庭作业进行检查。
take a test参加考试6. alarm n.警报；惊慌；恐慌火灾引起很大恐慌._____________________________alarm vt. 使警觉；惊动；使惊慌be alarmed at (the news)被（那消息）吓了一跳be alarmed for (the safety of…)放心不下；担心（……的安全）完成句子:(1) A small boy saw the smoke and _________________(发出警报).(2)________________________(人人都感到惊恐) the news that war might break out.(3)不要惊慌___________________.adj. alarmed alarming （惊人的、吓人的）e.g. She felt ________when she saw the snake.e.g. The news is really___________.7.more than与其……不如……e.g. He is a teacher more than a writer.不只；不仅仅是e.g. She is more than a teacher. She is our friend.多于；大于；超过e.g. There are more than 10 students.非常；极其e.g. They were more than willing to help.no more than =only 仅仅not more than 至多，不超过no more= not…any more 不再8. It +be+ adj./n. +that 从句It 为形式主语，that引导的句子为真正主语在表示“建议、命令、要求、惊讶”等结构中，that从句的谓语用（should）do sth./be结构e.g. It is uncertain whether he can come to Jenny’s birthday party or not.It + be + 名词词组+ 主语从句这类名词有：a fact, a pity, a shame, an honour，a question等，如：e.g. It’s a pity that you missed the exciting football match.e.g. It remains a question whether he will come or not.It + be + 过去分词+ 主语从句，这类过去分词有：believed, expected, hoped, decided, reported, said e.g. It is reported that 16 people were killed in the earthquake.e.g. It is not decided who will give the operation to the patient.It + 不及物动词(seem, appear, happen等) + 主语从句这类不及物动词有：appear, happen, seem等：e.g. It seemed that he didn’t tell the truth.e.g. It happened that I was out when he called.9. embarrassed adj.尴尬的，难堪的，害羞的他对我衣服的评论使我很尴尬。
_________________by his comments about my clothes. embarrassing adj.使人尴尬的；令人难堪的你什么时候最尴尬？What has been your_____________________________?10. sympathy n. 同情；同感；同情心相关短语：express sympathy for 慰问feel/have sympathy for 同情in sympathy with 同情；赞成；跟着；和…一致11.感官动词+宾语+宾补hear sb. do (表示动作全过程）hear sb. doing（表示动作正在进行）hear sb./sth. done（表示被动或完成）类似的动词有：see/notice/look at/watch/observe/hear/feel12. have +n. +doing (sth.)have +n. +doing (sth.) 表示“使、叫、让……(正在、一直)做某事have +n. +do (sth.) 表示“使、叫、让……(主动)做某事have+n. + to do (sth.) 有……要做have+n.+ done（被动）13. state(n.) 状态；国家；州；邦in a tidy stateliquid state(vt.) 陈述；声明e.g. He stated his case before a judge.in a…state= in a state of…处于……状态14.set aside将……放在一边；保留；储蓄（时间、金钱）；忽视；不顾（感受、要求等）set aside some timeset aside some moneyset aside one’s feelingset aboutset outset offset upset an example to sb.Step II. PracticePut some Chinese into English.Step III. HomeworkFully understand the language points and make use of them.教学后记：。