Module 2 Unit 6 Lessons 教案1-优质公开课-上教三起6下精品

Module 2 Word and play

Unit 6 Lessons

教案1

教学目标：

（1）知识目标：能够听、说、认读写单词long race, short race，win, long jump, high jump .能够将单词与平时生活相运用。

（2）能力目标：能够在认识单词的基础上，熟练将单词运用于句子之中,能够准确的用英文单词的使用，不会将单词记错。

（3）情感目标：在通过单词的学习，激发学生学习兴趣。

教学重点：

（2）能够听、说、认读单词long race, short race，win, long jump, high jump , .在问答题目练习中能够及时反应，运用单词组成句子回答问题。在众多物体中准确辨认单词。

教学难点：

单词与句子的结合运用较为难，新识得单词较多，不利于运用。

教学准备：

ppt课件，教案。

教学设计：

Step1. Preparation

Lead-in.

T:大家每星期有多少节体育课？S1:….（老师开场提问学生问题）

（设计意图：通过提出问题让学生独立思考发现问题答案。培养学生的想象力，提高学生的注意力。）

Step2. Presentation

Let’s get to learn some new words.

教师展示新学单词的照片（long race, short race，win, long jump, high jump .），同时配上单词及意思，让同学跟随老师大声学读单词，同时将图片与相对应单词相熟悉对应。在将单词

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Unit4 Earthquake Grammar-Attributive Clause （that、which、who、whose） 整体教学理念：寓学于乐 语法教学理念：“三维语法教学”-新课程标准明确指出:基础教育阶段英语课程目标是以学生语言知识、语言技能、学习策略、情感态度、文化意识的发展为基础，培养学生综合语言运用能力。“三维语法教学”以新课程英语目标为宗旨，倡导语法教学中既注重语法的形式（from）和意义(meaning)，也注重语法的实际运用（use）。 课题:人教版高中英语必修一Unit4 Earthquake 课型：语法课(Attributive Clause：that、which、who、whose) 课时：40mins 学情分析：该班级学生英语普遍处于中等偏下水平，故教学过程中侧重语法的“form”和“meaning”，但同时也略微兼顾语法的“use’”。 教学目标： 1.语言知识和语言技能目标：帮助学生初步了解、熟悉、理解定语从句相关概念（定 语从句、定语从句的位置、先行词、关系代词、关系代词的作用）；帮助学生理解、 识记定语从句的基本常用句型；帮助学生掌握关系代指物时that和which的用法区 别、关系代词指人时that和who的用法区别、关系代词在从句中作主语时主谓一 致规律。 2.学习策略目标：引导学生学会从语言现象中总结归纳语法规律 3. 情感态度以及文化意识目标：通过多次接触歌曲帮助学生树立使用语言的意识；进 一步帮学生树立团队合作精神（课堂活动多以小组形式为主） 教学重点：帮助学生掌握关系代指物时that和which的用法区别、关系代词指人时that和who 的用法区别、关系代词在从句中作主语时主谓一致规律。 教学难点：帮助学生树立使用语言的意识 教学步骤：

人教选修七Unit4Sharing教案

BOOK 7 Unit4 Sharing 重点词汇与短语：relevant adjust purchase participate donate voluntary otherwise dying to come across stick out in need dry out the other day 重点句型： It is/was+ adj./ n. +(for sb. )+to do… 重点词汇relevant 【原句回放】 Sometimes I wonder how relevant chemistry is to the kids, most of whom will be going back to their villages after year 8. （Page 29） 【点拨】 relevant：adj. connected with the subject or be connected with 有关的; 恰当的, 贴切的, 切题的 常用搭配：be relevant to 1）His nationality is not relevant to whether he is a good lawyer. 他的国籍与是否是个好律师无关。 2）This type of university course is no longer relevant to today’s problem. 这种大学课程与目前问题不再有关联了。 【拓展】relevance 用作名词，也可以说relevancy；其反义词是ir relevant；adjust 【原句回放】The hut was dark inside, so it took time for our eyes to adjust. （Page 30）【点拨】 adjust vt. to change slightly to make suitable for a particular job or new conditions. 调整；调节；使适合；使适应； 相关短语：adjust oneself to sth./ doing sth. …使自己适应于…… 【拓展】 形容词：adjustable 名词：adjustment make an adjustment 做出调整。 purchase 【原句回放】 When you purchase an item, we’ll send you an attractive card for you to send to your special person. （Page 34） 【点拨】purchase vt. to buy or to gain sth at the cost of effort, suffering or sth else 购买; （以某种代价）换得；（经过努力）取得，赢得（常与with连用） 1）It will cost almost all the money for an old couple to purchase a house now. 现在一对老夫妻要买一幢房子要花掉几乎所有的钱。 2）They purchased life at the expense of honour. 他们用荣誉换取了生命。 【拓展】purchase作名词, 指“购买; 购得物”。 participate 【原句回放】I loved listening to the family softly talking to each other in their language, even though I could not participate. （Page 30）

九年级Unit4topic1SectionA公开课教案

Unit 4 Amazing Science Topic 1 Spaceships are mainly controlled by computers Section A Section A 需用1课时。 活动重点是1a. 教学目标：1. 了解“神舟”五号的相关知识。 2. 培养学生对航天知识的兴趣和爱国主义情操。 教学过程： 第一步：复习 1. 利用图片和学生的一些美术作品，复习一般现在时的被动态。如： ( 1 ) The compass is invented by Chinese. ( 2 ) The bulb is invented by Edison. ( 3 ) The cute panda is drawn by S1. ( 4 ) The handsome boy is drawn by S2. ( 5 ) The beautiful girl is drawn by S3. 2. 教师呈现嫦娥和一张月球探测器的图片，师生对话，引出生词 lunar probe, 了解legend, 导出新课。如： T : When I was a little girl, I had a dream, that one day, I could travel to the moon and had a good time with lovely rabbit . Do you know who she is ? S s : It’s Chang’e. T : Yes, you are right. She is Chang’e, and here, I had another photo of Chang’e. Yes, it’s not a beautiful lady, but it’a also

Unit5MusicThe band that wasn’t公开课优质课教案

Reading: The band that wasn’t Fast reading Task 1: Match the main idea of each paragraph. Para 1: A: The Monkees started in a different way. Para 2: B: Many people want to be famous as singers or musicians. Para 3: C: How the Monkees became popular and how they developed as a real band? Para 4: D: How most bands start? Intensive reading Task 2: Fill in the blanks. (Para.2) How do most bands start? Start as a group of_____________→practice music_______________ →play to passers-by________________→give performances____________→make records ___________→sell millions of copies to____________. (Para.3) The Monkees started in a different way. TV organizers planned to find _______ musicians, who could act __________ sing, so they put an ___________ in a newspaper. However, they could only find _______ musician and have to use three ________who could not sing well. The band was formed. It was called____________and began as a __________. The

Unit4教案

Unit 4 Where’s my schoolbag? 一、单元教材分析 本单元主要内容是谈论物品的所在位置，通过这一话题，训练学生的听、说、读、写四项基本技能，让学生通过询问物品的位置，学习一些物品的单词，及方位介词on , in , under ,behind 等的用法；使学生学会基本句型“Where’s …? It’s …”及“Where're …? They're …”，进一步体会“Where…? Yes／No”疑问句的用法；学会运用方位介词"on／in／under／behind／next to"表达物品的位置。理解连词and在句子中的用法。通过以上几个方面的学习，使学生学会运用听关键词、推测词意的学习策略，识别不同物品的位置；既能促使学生了解自己的家居环境，热爱自己的家，又能促使学生通过想象设计自己理想中的房间。本单元与第五单元衔接紧密：由本单元“Is ／Are …?”的学习过渡到第五单元“Do …?”的学习。使学生养成干净、整洁、合理摆放物品的好习惯。 二、单元学情分析 本单元的主题是谈论话题“Things around the house”学习询问“物品的位置”，使学生学会基本句型“Wher e’s …? It’s …”及“Where're …? They're …”同时引导学生采用Listening for key words，inferring vocabulary和Role playing的学习策略，学会运用方位介词“on／in／under／behind／next to”表达物品的位置。本单元的话题内容与学生的实际生活联系紧密，学生们容易接受，也便于形成英语学习的兴趣，坚定学好英语信心。 三、单元教学建议 采用自主学习、小组合作学习、Personalizing和Role playing的学习策略，利用教学图片制作多媒体课件来展开课堂Pair work，Group work口语交际活动，进一步体会“Where…? Yes／No”疑问句的用法。 四、单元课时分配 本单元可用4课时完成教学任务： Section A (1a-2d) 用1课时 Section A (Grammar Focus-3c) 用1课时 Section B (1a-2c) 用1课时 Section B (3a-Self Check) 用1课时 Section A 1 (1a-2d)

英语人教版九年级全册公开课电子教案-Unit4

Unit 4 I used to be afraid of the dark Grammar focus

4. Sandy / teach British English / teach American English Sandy used to teach British English. She didn’t use to teach American English. The students may write on their exercise book The techer will correct their mistakes if there are any Step 5 Group match Show the giwen sentences on the screen Five years ago Now didn’t eat a lot of vegetables loves carrots and tomatoes listened to pop music enjoys country music watched scary movies hates scary movies didn’t read a lot of books reads at least six books a year. e.g. Emily didn’t use to eat a lot of vegetables, but now she loves carrots and tomatoes. Task 1 Gropu discussion T: look at the information and write sentences about Emily. T：Work with your partners and write about how emily has changend since these five years. Write several simple sentences in your notebook using used to in this class, then I will check your works. Then I askthe best group to read their sentences. two students can answer my questions. Ok，you can start. S 1: ……………………. S2: ……………………. …………………………