Unit6教案Jobs

Unit6教案

一、课题：Jobs

Reading A：让学生阅读一篇关于一渔夫如何用鸬鹚捕鱼的短文，了解中国传统技艺的特点及其前景，对本单元的话题有初步的了解。

Reading B：让学生阅读某个介绍不同职业的网页，了解某些特殊职业的行业要求和特点。Listening A：让学生通过听一段描述来查找并指出正所给图片中的错误。听录音前要求结合常识仔细读图，听录音要迅速记下要点，以便纠正错误。

Listening B：容纳感学生听一段介绍各自父母的职业的英语广播节目，捕捉各种职业信息完成练习。Language：让学生学习被动语态的意义及各种用法。

Speaking A：让学生学习想他人道歉和解释理由的不同表达法。

Speaking B：让学生学会通过年龄、体形、身高及脸部或头部特征等来描述人物。

Writing：让学生描写一个特定的人物，并介绍其职业特征。

二、教学目标：

三、教学重点：重点句型

1 .He…still strong enough to control hie raft on the river.

2 .Modern fishing methods are now widely used.

3 .All astronauts should have the ability to work calmly and must be good at working as part of a team.

4 .I’m very pround of him .

5 .It doesn’t matter what people think as long as she enjoys it.

6 .You must have the experience of working with paint.

7 .I am confiden that I can get on well with my colleagues.

8 .And you must be prepared to work very hard!

9. That sounds quite diffcult!

四、教学难点：被动语态。

五、教学环节设计

8A上学期Unit6教案

第一课时Reading A (阅读课)

一、定位：

input-based，阅读理解为主。

二、教学目标：

1. 通过多种形式的阅读活动与任务，协助学生理解课文。

2. 指导学生使用一定的阅读理解学习策略，培养一些阅读微技能，如：寻读，找出

关键信息等；扫读，获取文章大意；通过构词法或上下文猜测生词大意；推断等。

三、教学重点：含被动语态句子的理解。

四、教学难点：被动语态句子的理解。

五、教学环节设计：

1. Leading-in Cartoon talk.

2. Pre-reading

Ask Ss if they have ever gone fishing. Get the Ss to talk about ways of fishing. Then show the picture on page82. Present cormorant, raft, require, be tied, swallow, be removed, be hung, attract, traditional. Tell Ss that ‘be + done’ means passive voice, it means “被…….” in Chinese. But we’ll learn more about it later in Language.

3. While - reading

(1) Fast reading：Ss read the passage as fast as they can and try to find out the answers to

A1.

(2) Read it again and check the answers to A1.

(3) Reading for details and try to fill in the blanks in A3.

① Ss discuss in pairs and finish A3.

② Check the answers with the class.

4. Learning

(1) Learn or review some useful expressions in the passage.

strong enough, be done by … , be widely used, not…any more, no longer,

(2) Guide the Ss to learn and use them in their own speaking and writing.

5. Post-reading

(1) Answer the questions in A4 according to the passage.

(To consolidate the students’ understanding on the passage.)

(2) Talk time：Do you know any other types of work requiring traditional Chinese skills?

What do you think of them? Will they disappear in the future? Why?

6. Homework.

(1) Group work --- find more types of work requiring traditional Chinese skills. Write

down the information and tell others in the next class.

(2) Finish some exercises in Book B.

第二课时Reading B (阅读课)

一、定位：

input-based，阅读理解为主。

二、教学目标：

1. 引导学生了解更多不寻常的工作的知识，开阔视野。

2. 指导学生阅读这种问卷调查式的文章，通过如实回答问题得出答案或者结论。

三、教学重点：对职业的理解。

四、教学难点：用课文所学句子描述一种职业。

五、教学环节设计：

1. Revision

(1) Get the Ss to say something about more types of work requiring traditional Chinese

skills.

(2) Check the answers to the exercises in Book B (yesterday’s homework).

2. Leading-in

(1) Ss finish the quiz in B1 first. Learn the new word ‘clown’.

(2) Ask：Do you know anything about the unusual jobs in B1? And if people want to

do these jobs, what should they be good at? Get the Ss to talk about this. Present the new words：inspect, orbital, ability, calmly, chemistry, sense of humour, juggling.

3. Reading – B2 & B3

(1) Get the Ss to read the passage silently and answer the questions.

(2) Get Ss to check the answers in groups and see if any of them can do these unusual

jobs. And tell why.

(3) Tell if the sentences in B3 are true or false.

(4) Deal with some useful expressions or difficult sentences.

4. Discussion

Ss discuss in pairs：what is required to be an astronaut / a clown.

Get some Ss to tell the class his/her opinions.

Summarize：what is required to be an astronaut / a clown?

5. Show-time (Optional)

Get two or three Ss who can be a clown to tell jokes or stories and make people laugh.

6. Homework

(1) Write an article about an unusual job and tell what is required to do this job.

(2) Finish some exercises in Book B.

第三课时Listening A & Listening B（听力课）

一、定位：

input-based，听力理解为主。

二、教学目标：

通过听图片介绍的文段，协助学生理解并获取必要的具体信息，培养学生提取关键信息点的水平。

三、教学重点：听力技巧的培养。

四、教学难点：听句子改错误。这种题型新颖，较易错。

五、教学环节设计：

1. Revision

Talk about some unusual jobs with Ss.

Get two or three of Ss to say something about an unusual job and tell what is required to do this job.

2. Leading--in

(1) Get Ss to look at the picture on page 85.

Ask：Which city is it in the picture? How do you know?

Where are the people? And what are they doing?

Say：we’re going to listen to a passage about this picture and find out eight mistakes, before we listen, see if you can find out some of them according to

your background knowledge or common sense.

(2) Say：Listen to the recording and pay more attention to the mistakes you have found.

Then circle them when you listen.

3. Listening A

(1) Play the recording for the Ss to listen and circle the mistakes. Then check their

answers.

(2) Play the recording again for the Ss to listen and answer the questions in A2. Then

check their answers.

4. Leading-in

(1) Ask：What do your parents do?

Get the Ss to talk about their parents’ jobs.

(2) Tell Ss they are going to listen to three teenagers talk about their parents’ jobs, then

tick the correct answers.

5. Listening B

(1) Get the Ss to read through the box above first.

(2) Play the recording for the Ss to listen and tick out the correct answers without

looking at the conversation. Check the answers in class.

(3) Play it again for the Ss to listen and fill in the blanks in B2, check the answers in

class.

(4) Deal with some useful expressions or difficult sentences.

6．Homework Learn the useful expressions and make their own sentences with them.

第四课时Language（语法课）

一、定位：

practice -based，启发学生, 归纳语言知识，展开各层次、强化性和

综合性练习，多种技能结合训练, 以练为主。

二、教学目标：

1．协助学生理解并准确使用被动语态。

2．引导学生发现并归纳出被动语态的结构、意义与用法，并能在模拟交际中准确。

3．培养学生探究学习、合作学习、自主学习的水平。

三、教学重点：被动语态的理解和掌握。

四、教学难点：能用被动语态完成不同时态的肯定句，否定句及一般疑问句的转换。

五、教学环节设计：

1. Revision

Check the assignment the day before. Get some Ss to read aloud the sentences they

made with the useful expressions in Listening.

2. Grammar learning --- Passive Voice

(1) Give examples to tell Ss we have Active V oice and Passive voice and their

differences.

(2) Get the Ss to pick out some sentences with Passive V oice in the passages in Reading

and Listening like these：

① Their large feet are used to push them quickly though the water.

② This is done for him by his twelve cormorants.

③ Some of the fish are sold, and the rest are divided between Damin’s family and

the cormorants.

(3) Get the Ss to pay attention to the form of Passive V oice：be + done. Help them to

tell the meaning of the underlined words and find out the usages of Passive V oice.

3. Practice

(1) Complete the blanks in A. Check the answers in class. Explain some points if Ss

make mistakes

(2) Get the Ss to finish B. Do it in the same way as A.

4. Competition (Optional)

Have a competition between boys and girls. See who can make more correct sentences with Passive V oice.

5. Homework

Finish some exercises in Book B

第五课时Speaking

一、定位：

output -based，引导学生实行口头描述人物特征，学会实行道歉与解释，穿插结合写的练习,突出说为主。

二、教学目标：

1. 协助学生学习道歉与解释的表达方法。

2. 引导学生学会描述人物的外貌特征和职业。

3. 培养学生概括水平。

三、教学重点：学会用含被动语态的句子描述人物的外貌特征和职业。

四、教学难点：培养学生概括水平。

五、教学环节设计：

1. Revision

Have some Ss sum up the use of Passive V oice and finish some exercises.

(1) Within the answers of the above exercises, find a wrong answer and say ‘I’m

sorry ，but I’m afraid you have made a mistake.’

(2) Ask Ss what they will say to the teacher if they happen to leave their homework at

home.

(3) Have Ss read the exercise in Speaking A Talk Time and finish the Qs.

(4) Have Ss fill in the blanks of the dialogue in A2 and try to make a new dialogue.

(5) Present some dialogues in front of the class.

(6) Have some Ss sum up the phrases /expressions of making appologies and excuses.

3. Speaking (Ⅱ)

(1) Use Picture C in Language B, describe one of the fishermen and have Ss guess

which man the teacher mentions.

(2) Tell Ss when we decribe a person , we usually describe the age group, build etc.

Have them brainstorm some words /phrases we use .

(3) Finish exercise B1

(4) Find out the person who dropped a ￥100 note.(In order to give Ss a chance to write,

the teacher may change the background a little bit：S1 is someone who found the note, S2 is Officer A,who asks Qs and S3 is Officer B who take down the notes.)

4. Homework

(1) Star Show—偶像秀使用课中学到的描述人的语句，描述你喜爱的一位明星。在

下节课上展示。

(2) 完成练习册内相关练习。

第六课时More practice A &B (拓展课) (Optional)

一、定位：

input-based，本课时Part A为任务阅读，Part B 为泛听。可根据学生实际情况选择实行。

二、教学目标：

1. 通过听力与阅读训练，增补与本单元主题相关的材料，协助学生了解更多与该话

题相关的信息，拓展学生的知识面与文化视野。

2. 教育学生珍惜别人的劳动，树立热爱劳动的良好习惯。

三、教学重点：通过训练培养学生快速阅读的水平。

四、教学难点：培养学生阅读技巧。

五、教学环节设计：

1. Revision

Star show. Ss talk about the stars they write about and have their classmates guess who the star is.

(1) Introduce the background of the advertisement in Part A.

(2) Get the Ss to brainstorm what makes a good scientist.List the quality they mention

on the board.

3.Reading

(1) Ss read Tim’s statements and then the advertisement. Tick the quality suitable for the

requirements.At the same time , ask Ss to underline the sentences of reqirements.

(2) Finish the application letter.

4. Practice

In a group of four, discuss and decide whether Tim is suitable for the job.

5. Listening

(1) Talk about the persons in the picture. Ss guess what their job is and what quality they

may have to have.

(2) Play the tape, write down the names of each job.

6. Development

Game：A Fortuneteller of Jobs Have each student write down the quality of himself and ask the fortunteller what his job is going to be.

7. Homework

(1) Research on jobs of your family. Write a short report on jobs of your family

members. What does your father /mother /aunt /uncle do? What quality do they need for their jobs ? Do they enjoy their jobs? If they don’t , what is a better job for them?

(2) 完成练习册内相关练习。

第七课时Writing & Project show (综合实践课)

一、定位：

output-based，说与写结合，以书面写作为主要形式。

二、教学目标：

1. 指导学生学会描写人物和他们的职业或技能。

2. 通过家庭职业调查的汇报展示，培养学生综合使用与本单元话题相关的语言知识

的水平。

3. 引导学生小结归纳本单元所学重点知识。

三、教学重点：学会归纳被动语态。

四、教学难点：能使用被动语态来写作。

五、教学环节设计：

1. Show time

(1) Get some students to report their research on jobs.

(2) Ask Ss what kind of job do they want to do and mention some popular /modern jobs.

2. Writing

(1) Ss read the instructions in Writing and tell the class how to write about a person and

his job.

(2) Collect some useful vocabulary for describing jobs.

(3) Ss write the composition and share it in class.

3. Summary

Help the Ss to summarize what they have learned in this unit.

(1) Grammar：Passive V oice

(2)How to describe a person and his job.

4. Project

Task 1 Work in groups of four , look at the picture and tell what the people are doing and what their jobs may be. Then compare your answers .

Task 2 Read Part B of the project, compare the two stories and tell which is more interesting and why.

Task 3 Try to write an interesting story about a charater in the picture and share it with your groupmate. Choose some best ones and share them in class.

5. Homework

Go over this unit and get ready for the unit test.

七上unit6教案

Unit 6 Do you like bananas ? Section A (1a –2c ) 一. 教学目标 学会用like对食物进行提问以及应答，学会使用do和does引导的一般疑问句。学会询问对方喜欢与不喜欢的食物。学会了解别人喜欢与不喜欢的食物, 动词like 的用法；一般疑问句的肯定、否定回答。 二. 教学重、难点 1.学习运用重点句型Do you like…? Does he／she like …? I like …I don’t like …等。词汇：hamburgers ,tomatoes, oranges ,ice-cream ,salad ,bananas ,strawberries ,pears , milk , bread 等. 2 .通过使用动词like 对食物的喜欢进行提问和回答，学习由助动词 do或does引导的一般疑问句的构成以及回答。动词like的肯定、否定句的用法，引导学生比较，通过大量和反复地操练以达到运用自如。 三.教学准备 收集课文中所涉及的或学生常见的食物图片,以及1a部分的插图和人物对话制作成相关课件. 四. 教学步骤 step 1 warm-up 1 . Greet students as usual and talk with them freely.

2. Mention and review the topic of the last unit ----sports .Using the sentence pattern “ Do you have ….” to lead in “ D o you like …” ---- the key sentence of this period . Step 2 Presentation 1. Show Ss the picture of a fridge and let them guess what is in the fridge .Teach them the words …fruit? and …vegetable? after that . 2. Show the pictures of different food and fruits one by one, teach hamburger ,tomatoes, French fries ,oranges, ice cream ,salad . bananas, strawberries etc. Practice reading them, then talk about like and dislike. 3 . Ask Ss to decide what food is healthy or unhealthy . 4 . Activity 1a : 1)Talk something about the picture in 1a .What can you see in the picture ? Where are they ? What food do you know ?... 2)Ask Ss to write the answers in 1a . then check the answers . 3) 3 ) Say the words in the list ,have the Ss repeat. Step 3 Practice 1 . Activity 1b (listening practice ): Play the recording for the first time , Ss only listen . Play the recording a second time .Ss number the boxes 1-3. Check the answers . 2 . Say the conversations in 1b.Have the Ss repeat . Students then practice the conversations in pairs . explain that Ss can substitute salad with any other foods introduced in 1a. Later ,ask some pairs of students say the conversations for the class.

(完整版)Unit6I’mgoingtostudycomputerscience全单元教案

Unit 6 I’m going to study computer science. Period 1 Section A 1a-2c Teaching aims 1. Students learn to talk about future intentions. 2. .The students will be able to learn the words and phrases: grow up, computer programmer, cook, doctor, engineer, violinist, driver, pilot, pianist, scientist, be sure about, make sure 3. The students will be able to use the expressions: ①─What do you want to be when you grow up? ─I want to be a basketball player. ② ─How are you going to do tha t? ─I’m going to practice basketball every day. ③Where are you going to work? Ability aims: 1.The students can use the questions to get information to improve their listening and speaking abilities. 2.To train the students’ cooperation with their partners. Key and important difficult points: A. Vocabulary B. Target language 1. What do you want to be when you grow up? I want to be a computer programmer. 2. How are you going to do that? I’m going to study computer science. C.Structures Future with going to, Want to be, What, How questions D.Grammar The simple future tense. Emotional aims: To help the students to make their future plan and get them to know they should do lots of thing to make their dreams come true. Teaching procedures: Step 1 Warming up. 1.Greetings T: Good afternoon, boys and girls. How are you ? Are you happy today? I’m really happy that we can have a class here today. First, can you show me your hands, clap it loudly. 2. Enjoy a video and chant together. T: Now, let’s enjoy a video together. Clap your hands to the music and chant together. So what jobs can you see from the video? Can you tell me? Do you want to know any other jobs? Let’s see together. Step 2 Presentation 1. Do you know any other jobs? 2. Can you guess these jobs? T: If you know the answer, please stand up quickly. Say it loudly.

四年级英语上册Unit6教案1牛津译林版

Unit6 At a snack bar 一、教学内容 译林版四上Unit 6 At a snack bar (Story time) 二、教学目标 1. 能听懂、会说、会读单词snack bar, a cup of coffee, a glass ofjuice, a glass of milk, a hamburger, noodles, a sandwich. 2. 能听懂、会说、会读，会说日常用语What would you like? I’d like… What about you? Anything else? 3. 能正确地理解并朗读对话内容，并能初步运用本课所学的词汇和日常用语进行点餐。 4. 学会合理安排饮食。 三、教学重点 1. 能听懂、会说、会读单词snack bar, a cup of coffee, a glass of juice, a glass of milk, a hamburger, noodles, a sandwich. 2. 能听懂、会说、会读，会说日常用语What would you like? I’d like… What about you? Anything else? 3. 能正确地理解并朗读对话内容，并能初步运用本课所学的词汇和日常用语进行点餐。 四、教学难点 1.能初步区分 a glass of和a cup of 的区别 2.能灵活运用本课所学的词汇和日常用语进行点餐。 五、教学准备 图字卡，实物道具（茶杯和玻璃杯），实物图片，练习纸 六、教学过程 Step 1 Greeting&Warming up 1. Greeting T: Hello, boys and girls. S: Hello, Miss Gu. T: Nice to see you. S: Nice to see you, too. 2. Sing a song《What would you like?》 T: Well done! You sing beautifully!I have some questions for you. Q1: What food can you hear in the song?出示单词food S: Dumplings, noodles, rice, hamburgers, hot dogs, French Fries, bread, pies. T: Good! And where can we buy them? S: At a supermarket/snack bar… T: Yes, maybe at a snack bar. (出示快餐店, 并通过出示相同发音的单词，教读snack 和bar ) Today we’ll learn Unit 6 At a snack bar揭题 Step 2 Presentation

牛津小学英语6b全册Unit6教案

牛津小学英语6b全册Unit6教案 牛津小学英语6B Unit 6 单元教学内容简析：本单元围绕“周末活动计划”这一话题开展各项活动，所涉及到的日常交际项目有介绍，打电话，询问和建议等，其中以询问What are you going to do...?及We're going to...为重点内容。 A部分Read and say板块展现 了周六上午Gao Shan和David各自通过电话谈论周末安排的情景。B 部分出现了八个有关周末活动的动词短语。C部分呈现六个活动画面，旨在联系巩固本单元的重点句型What are you going to do？ D部 分是听写活动的安排。E部分展示了与妈妈谈论班级要去动物园游玩的场景。F部分为一个趣味游戏，旨在帮助学生通过游戏进一步复习巩固What are you going to do...?及其回答。G部分为语音部分，让学生了解字母组合ow在单词中的读音。H部分是一首歌曲，要求 学生能够会唱、并能配以动作进行表演。单元教学要求： 1. 能听 得懂、会说、会读和会拼写plan, picnic, play, take part in.. 2. 掌握会话中出现的三会单词still, project, zebra, Africa, elephant, concert, outing, Beijing opera show, singing contest, sports meeting. 3. 能听得懂、会说、会读和会写四会句型：What are you going to do...? We're going to ... 4. 能听得懂、会说、会读日常交际用语Is that Gao Shan? Yes, speaking. By the way, what are you going to do...? 5. 了解字母组合ow在单词中的读音。 6. 会说英语歌曲Would you like to join us? 单元教学重、难点：见教学要求。 The First Period（第一课时）一、教学内容： 6B. Unit 6 B部分，Look, read and learn 二．教学目标： 1. 能听懂、会说、会读和会拼写单词picnic, play, take part in.. 2. 掌握会 话中出现的三会单词concert, outing, Beijing opera show, singing contest, sports meeting. 3. 能初步运用所学的词汇进行交流What are you going to do...? We're going to... 三．教学重点： 1.能听懂、会说、会读和会拼写单词picnic, play, take part in.. 2. 能听懂、会说、会读本单元出现的动词词组。四．教学难点：能初步运用本课所学语言描述将要发生的动作。五．课前准备：1. 准备本课B部分的课件及录音机和磁带。 2. 黑板上预先写好课

第6单元教案Unit6Whenwasitinvented

Unit 6 When was it invented? 教材来源：初中九年级《英语》教科书/人民教育出版社2014年版 内容来源：九年级《英语（全一册）》第六单元 主题：When was it invented? 课时：共五课时 授课对象：九年级学生 设计者：徐好峰 目标确定的依据： 1.课程标准相关要求 《新课标》要求九年级学生有较明确的英语学习动机和积极主动的学习态度。能听懂教师有关熟悉话题的陈述并参与讨论。能就日常生活的各种话题与他人交换信息并陈述自己的意见。能读懂供7-9年级学生阅读的简单读物和报刊，杂志，克服生词障碍，理解大意。能根据阅读目的运用适当的阅读策略。能根据提示起草和修改小作文。能与他人合作，解决问题并报告结果，共同完成学习任务。能对自己的学习进行评价，总结学习方法。能利用多种教育资源进行学习。 2.教材分析 本单元话题涉及的话题“发明”，Section A介绍了我们日常生活中一些常见物品的发明史，如：电视，电话，拉链，茶叶等。他们被发明的时间，发明者，及其作用和发展内容；从语言结构上，学习被动语态的过去时。单元主题图由电话，电视，电脑，和小汽车组成。教学重点是被动语态运用意识的培养，不规则动词的过去分词是学生学习的难点。Section B依然围绕发明这个话题，要求学生继续学习和巩固相关的内容和语言知识。听说和阅读训练分别介绍了现代生活中的两项常见的发明：美食发明——薯条，体育运动项目——篮球。在语言技能方面，听说读写的专项训练和综合性训练在本部分均有体现。在语言策略上明确提出了让学生用思维导图，以加深对文章的的理解和对知识的记忆的学习策略。 3.学情分析 学生在第5单元已经学习了一般现在时的被动语态，所以本单元在学习一般过去时的被动语态时易于接受，但是不规则动词的过去分词依然是学生学习的难点。另外，由于本单元内容和发明有关，所以一些常见物品的发明史能激发学生的学习兴趣和好奇心。老师若能科学把握，更能激发学生学习的动力。 目标 Section A学习目标： 1. 语言知识目标： 1) 能掌握以下句型： ①—When was the telephone invented? —I think it was invented in 1876. ②—What are they used for? —They are used for seeing at night. 2) 能谈论物品被发明的时间、发明者，表达某发明的用途。

综合教程unit6教案

Unit6 Introduction: Aiming to control the ever-increasing population in China, only-child policy has resulted in many overwhelming side effects at present society. However, while some socialists actively appeal to change the situation, China, and many other countries are actually finding themselves facing a growing number of couples reluctant to a second child, even a child at all. What has caused the reluctance? What are the main concerns about have another child? The text, equipped with statistics and solid facts, demonstrate the disadvantages of having a second child. But the author is by no means against having a large family, because he has explicitly listed the problems caused by only-child situation. Therefore, according to the author, as to whether or not to have a second child, it depends. 1.Listen to the song Only Child from Wang Ruolin. Key words: compensate; spoil; manipulate 王若琳---Only Child There's something that I see that I really really want And I will take it without telling anyone But that's OK cause I'm an only child I've been spoiled cause I'm a lonely child And then I'm all alone And then I'm broke Please don't take away what I got O no Please don't take away what I got O no My mother dear and father dear they must compensate for the loneliness they think I must endure all day See that's OK cause I'm an only child I've been spoiled cause I'm a lonely child And then I'm all alone And them I'm broke Please don't take away what I got O no Please don't take away what I got O no You feel so bad that I can manipulate You two into doing Just about anything Just about anything Just about anything I say!

人教版(新起点)英语二年级下册Unit 6《My Week》单元教案

Unit 6 My Week 单元教材分析： 本单元是关于一星期7天的话题，包括语音、词汇、交际用语三项学习内容.其中语音学习为暗线，可采取整体学习的方法，通过大量的歌谣和歌曲的输入，在自然真实的语境中感知、模仿，习得英语语音.词汇和交际用语学习为明线，均通过设置较为真实的语境，在歌谣、歌曲、游戏、对话等多种语言活动中，使用实物、图片、录音等多种教学手段，感知、模仿，习得语言，达到熟练上口.本单元共五课时，其中1-3课为第一层次学习内容；第4-5课为第二层次学习内容. 单元教学目标： 1. 能够在本单元涉及的情景下听懂.会说一周7天的英语名称单词. 2. 能够认读一周7天的英语名称单词和他们的缩写形式. 3. 能够在相应情景下使用本单元所学的句型，对星期几进行提问并做回答. 4. 能够运用本单元所学句型询问他人在星期几做什麽，能听懂询问并做回答. 5. 能够开展课堂活动，交换有关星期几及活动的信息，训练学生听说的基本技能. 6. 通过小组活动，培养学生积极与他人合作，共同完成学习任务. 单元教学重点： 1. 能够在本单元涉及的情景条件下听懂认读一周7天的英语名称单词和他们的缩写形式. 2. 能够在本单元涉及的情景条件下初步使用所学的句型：What day is it today? 并会用It’s Wednesday.来回答. 单元教学难点： 1. 有关认读一周7天的英语名称单词的正确读法. 2. 能够在本单元涉及的情景条件下初步使用所学的句型：：What day is it today? 并会用It’s Wednesday.来回答. 单元课时安排：五课时 第一课时 教学内容： Unit 6 Lesson 1 A Look, listen and chant 教学目标： 能够在涉及的情景条件下听懂并说出一周7天的英语名称单词和他们的缩写形式.

人教版新目标七年级英语初一上册Unit6单元教案设计含教学反思

人教版义务教育教科书◎英语七年级上册 Unit 6 Do you like bananas? 教材解读 本单元主要讨论各种食物以及喜欢或不喜欢某种食物；询问某人是否喜欢某种食物 及回答；会描述一日三餐，会合理搭配一日三餐。 like的一般现在时、一般疑问句及肯、否定回答；肯定句和否定句。 通过本单元的学习，认识到在平日饮食中要做到不挑食、不偏食、合理饮食。 单元目标 一、知识与技能 1. 词汇：hamburger、tomatoe、broccoli、French fries、orange、ice cream、salad、banana、egg、strawberry、carrot、apple、chicken、breakfast、lunch、dinner、fruit、vegetable。 2.语言目标：Do you like hamburgers? Yes, I do./No, I don’t. I like French fries. I don’t like tomatoes. 3. 能力目标：能准确表达喜欢和不喜欢的食物；能根据具体情景对话，与他人沟通信息，合作完成任务；通过听说读写四项技能的训练，促进学生语言运用能力的提高。 二、过程与方法 通过听说读写等任务型活动，熟练应用所学单词和动词词组，掌握描述过程。 三、情感态度与价值观 通过学习西方食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意 识；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神；通过任务型 活动，使学生学会在实际生活中均衡饮食，合理配餐。 教法导航 采用情景法，交际法及任务型教学途径并配以多媒体辅助教学。通过设疑、提问、 启发、诱导等方法，唤醒全体学生的主体意识，从而调动学生的积极性，让学生处于积 极思维状态之中，全方位、多角度培养学生运用语言的能力。 学法导航 进行听说读写操练，使整个教学从知识的内化到外显呈现出一种动态的、和谐的发 展过程。 课时支配 第1课时：Section A 1a-2c 1

教案-B1-Unit6

Unit 6 Section A To work or not to work —That is the question I ． Learning Objectives ? To talk about the effects of part-time employment ?To further understand the text ?To apply the phrases and patterns ?To master the paragraph writing skill II ． Lead-in Activities A) 1. Why do some students like to take part-time jobs? To meet their financial needs To learn to be responsible To make friends To acquire communicative skills To gain experience for future jobs… 2. What problems will students face with when they take part-time jobs? To have less time to devote to school assignments To get too tired from work to study To view school less rewarding To have low correlation between part-time jobs and their majors… 3. What suggestions will you put forward towards students planning to work part-time? To make a balance between learning and part-time working To improve the overall quality To strengthen the awareness of self-protection and legal protection … B) 1. What jobs are the students in the pictures doing? 2. If you are going to work part-time, what job would you like to take? Why? III. Text Study A) Main Idea & Structure This passage is a report of a study on the relationship between part-time employment and students’ commitment to studies. It focuses on some undesirable effects that part-time jobs may have on students’ academic performance . The author then suggests that students should work no more than 10 hours a week to ensure Tips Tips Tips

unit6教案

Unit6 Food and lifestyle 一、教材分析： 本单元的重点在于介绍年轻人的饮食及生活方式。人们可以通过选择更好的饮食结构保持健康。本课时作为单元的第一模块，通过Comic strip 点明本单元学习的内容要点（食物）以及本单元的主要任务（task）即：收集有关不同食物的信息，写一篇关于自己饮食与生活方式的短文。其宗旨就是要让学生通过本单元的学习了解并培养健康的饮食习惯和生活方式来保持健康。 二、教学目标： 1. 知识目标：学习了解不同种类的食物名称； 2. 能力目标：讨论喜欢与不喜欢的食物，学习如何表达个人喜好； 3. 情感目标：培养学生要养成健康的饮食习惯和生活方式。 三、教学的重点难点： 如何鼓励学生自由表达他们对不同食物的喜好以及帮助、引导他们养成健康的饮食习惯和生活方式。 四、学情分析： 本单元主要学习有关食物名称，有关饮食结构和生活方式与学生生活紧密相关，学生比较感兴趣。应该与生活紧密联系起来，养成正确生活方式和饮食习惯。主要锻炼学生阅读能力和听力能力。 五、课时安排：

7A Unit6 Food and lifestyles ——Welcome to the unit 预习指导： ·To learn new vocabulary about food: hamburger, vegetable, carrot ·To talk about likes and dislikes with regard to food: What food do you like? I like hamburgers. Do you like carrots? No, I don’t like/dislike/hate them. What about fish? 预习反馈： Step 1: Warm-up activity Write new words in the blackboard. Give Ss five questions about the daily diet and ask them to answer them as soon as possible. Do you know what I ate this morning? (S guessing…) Oh, I have eaten milk and egg because they can give me more energy. 2. Ask students to name as much food as possible in English and write them on the blackboard and group them. （Teachers can ask the following questions:） a.What food do you have for breakfast/lunch/supper? b.What food do you like? Why? c.What food do you dislike? Why not? d.What food is good for us? e.What food is bad for us? f.What Chinese food do you know? g.What Western food do you know? h..Do you like Chinese food or Western food? Why? Step 2: Presentation

人教版小学英语六年级上册教学设计-第六单元unit6单元教案(6课时)

人教版小学英语六年级上册教学设计 Unit 6 How do you feel? 单元教学目标 能力目标 1.学习表达情绪和调节情绪的句子：They’re afraid of him.The cat is angry with them.What’s wrong? Your father is ill .He should see a doctor this moring .Don’t be sad. 2.能掌握四会单词和词组：angry ,afraid,sad,worride,happy, see a doctor,do more exercise, wear warm clothes,take adeep vreath,count to ten. 3.能听、说、认读单词或词组：chase ,mice ,bad,hurt,ill ,wrong,should,feel,well,sit,grass,ant, worry,stuck,mud,pull,everyone. 4.能够用英文表达怀疑以及如何调节情绪。 5.学习字母t在单词末尾的发音。 6.会唱歌曲《If you’re happy ,clap your hands》 知识目标 1.能能懂、会说Part A ,B中的Let’s talk,Let’s learn中呈现的对话，并能在实际情境中得以运用。 2.能听、说、认读三会单词或词chase ,mice ,bad,hurt,ill ,wrong,should,feel,well,sit,grass,ant, worry,stuck,mud,pull,everyone.掌握四会单词和词组：

新人教版八年级上册英语unit6教案

课时教案

3. Ss work in pairs. Try to ask and answer about Cheng Han’s plans. 4. Ask some pairs to act out their conversations. Ⅷ. Role-play 1. Read the conversations and answer the two questions: ① What does Ken want to be? _______________________________ ② How is he going to do that? _______________________________ ③ What does Andy want to be? ____________________________ 2. Explain main points in the conversation. The Old Man and the Sea by Hemingway. 海明威的《老人与海》。 此处介词by为“由……所着”之意。再如：a short story by Lu Xun (鲁迅的一部短篇小说)，the music by Mozart(莫扎特写的 音乐)，paintings by Van Gogh(梵高的绘画)等。 Then you can be anything you want! 那么你就能当上你想做 的人了。 此句的基本意思是you can be anything，不定代词anything 指代未来所从事的某一职业，you want用来修饰anything。 3. Let Ss read the conversation after the teacher. 4. Practice the conversation with their partner. Then let some pairs to act out the conversation. 作业布置： 1. Recite the conversation in 2d after school. 2. 根据图片提示或自己的实际想法编写一个对话。 --What are you going to be when you grow up? --I’m going to be a/an… --How are you going to do that? --I’m going to…

人教版新目标七年级英语上册unit6单元教案

Unit 6 Do you like bananas? 教材解读 本单元主要讨论各种食物以及喜欢或不喜欢某种食物；询问某人是否喜欢某种食物及回答；会描述一日三餐，会合理搭配一日三餐。 like的一般现在时、一般疑问句及肯、否定回答；肯定句和否定句。 通过本单元的学习，认识到在平日饮食中要做到不挑食、不偏食、合理饮食。 单元目标 一、知识与技能 1. 词汇：hamburger、tomatoe、broccoli、French fries、orange、ice cream、salad、banana、egg、strawberry、carrot、apple、chicken、breakfast、lunch、dinner、fruit、vegetable。 2.语言目标：Do you like hamburgers? Yes, I do./No, I don’t. I like French fries. I don’t like tomatoes. 3. 能力目标：能准确表达喜欢和不喜欢的食物；能根据具体情景对话，与他人沟通信息，合作完成任务；通过听说读写四项技能的训练，促进学生语言运用能力的提高。 二、过程与方法 通过听说读写等任务型活动，熟练应用所学单词和动词词组，掌握描述过程。 三、情感态度与价值观 通过学习西方食品文化，促使学生了解西方生活方式与文化，培养跨文化交际的意识；通过开展小组活动，指导学生积极与他人合作，培养他们的合作精神；通过任务型活动，使学生学会在实际生活中均衡饮食，合理配餐。 教法导航 采用情景法，交际法及任务型教学途径并配以多媒体辅助教学。通过设疑、提问、启发、诱导等方法，唤醒全体学生的主体意识，从而调动学生的积极性，让学生处于积极思维状态之中，全方位、多角度培养学生运用语言的能力。 学法导航 进行听说读写操练，使整个教学从知识的内化到外显呈现出一种动态的、和谐的发展过程。 课时支配 第1课时：Section A 1a-2c 第2课时：Section A 3a-3c 第3课时：Section B 1a-2c 第4课时：Section B 3a-Self Check

【仁爱英语 七年级下册】Unit6__Topic1__SectionA__参考教案

Unit6 Topic1 SectionA 参考教案 I. Material analysis 本单元围绕Our Local Area主题展开，共包括三个话题，通过Kangkang, Jane, Maria, Michael等人谈论有关房间、居住环境和问路的对话以及短文，完成本单元三个话题的语音、词汇、语法和功能项目的学习。话题一将介绍屋内房间的名称与位置、常见的屋内摆设的名称和摆放位置等。本课是话题一的第一课时。本课的主要活动是1a, 2a和4a。将通过Maria去Jane家拜访的情景呈现本课的主要内容，学习用there be句型表达各房间及屋内基本摆设。此外，还将呈现并操练字母组合i+nd/ld, igh, -ing, l/ll, m/mn的读音及语音辨认。本课贴近学生的实际生活，因此，教师可引导学生结合自己家的房屋设计进行口头和笔头操练，提高学生学习的兴趣，调动他们的学习积极性。 II. Teaching aims 1.Knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇和短语并在实际的 对话操练中加以应用： beautiful, garden, bedroom, second, floor, and so on, upstairs, kitchen, dining room, living room, bathroom, first 能够在小组合作活动中，掌握字母组合i+nd/ld, igh, -ing, l/ll, m/mn的发音规 1

则并尝试辨音； 能够在情景对话中用there be句型描述屋内房间及基本摆设等； 能正确使用方位介词和介词短语on，next to等； 能够就“存在、建议”等交际功能的基本法进行交流与对话操练，如： (1)There is a study next to my bedroom. (2) There is a sofa, a desk, some books and so on. (3) There is/are … on the first/second floor. (4) —Why not go upstairs and have a look? —Let’s go. 2.Skill aims 能听懂谈论房间、室内摆设的表达，并做出恰当回应； 能就房间、室内摆设进行简单的交流； 能在口头表达中做到发音清晰，语音语调准确； 能正确朗读对话，注意语音语调和单词重音； 能准确写出黑体单词和词组。 2

英语1 unit6 教案

教案编号：14 教案

（3）What about …restaurant ? （4）I think …Restaurant is better. It’s farther away than …, but the food is more delicious. 2. Listen and repeat Read the dialogue after the tape again and learn to say the underlined words and sentences. 3. Practice and talk Teacher shows another picture which is similar to the one of Activity 3. Students work in the group to describe the picture in simple several sentences, which is similar to those of Activity 5, then make a dialogue with the partner according to the picture. Step Five Listening 1. Pre-listening ( Activity 7 ) (1) Read the menu Teacher says: we have our favorite foods when we eat out . In the last lesson we have known that there are two restaurants. Now Sara want to go Meiwei Restaurant. Let’s step into Meiwei restaurants with her together to order something to eat or drink today.Now let’s lo ok at the menu of Meiwei Restaurant to find out if there are any foods you like. ... Teacher says: But do you know What a waiter/waitree might say? What mightthe customer say? Welcome to our restaurant. Are you ready to order? / Would you like to order now? What would you like to eat? Would you like something to drink? What about you?