Unit6?It’s?raining英语教学设计及教

由安徽小豆饼 分享时间：2023-09-17 01:59:13 收藏本文

【简介】感谢网友“安徽小豆饼”参与投稿，下面是小编为大家准备的Unit6?It’s?raining英语教学设计及教（共19篇），欢迎阅读借鉴。

篇1：Unit6 It’s raining英语教学设计及教

Unit6 It’s raining英语教学设计及教学反思

Unit6 It’s raining教学设计及教学反思-05-31 13:08Unit6 It’s raining

教学设计及教学反思

一、本课的学习目标：

（1）掌握下列表示天气现象的词汇：

raining snowing windy sunny cloudy及Moscow Boston

(2) 能够准确识别天气现象的图标

（3）学会描绘和谈论天气

二、语法项目：

（1） how 引导的特殊疑问句及回答；

（2）重点句型：How’s the weather in Beijing?

It’s cloudy.

三、情感目标：

通过句型操练，让学生学会识记世界各大城市的天气状况。了解外国的日常习惯，开拓学生视野,提高学习兴趣。

四、学生状况分析：

上一单元学生已学习了What are you doing?这种现在进行时态的用法，那么本节课不做重点来讲。

五、教学过程：

step1. Leading---in （导入）

let’s chant

sunny sunny suuny ,it’s sunny.

Windy windy windy,it’s windy.

Cloudy cloudy cloudy, it’s cloudy.

Raining raining raining it’s raining.

Snowing snowing snowing, it’s snowing.

Do you like this song? Do you like me? This class let’s learn English together. Can you tell me how the weather is today? It’s sunny……Do you want to know about the weather?

利用当时的实际天气情况来导入句型How’s the weather today?这个句型的出发点是以实际生活引入课堂，以旧知识引出新知识，符合学生的认知能力的发展。

Step 2 利用图片来学习表示天气情况的词

Do you want to know about the weather?now look here

（1）How’s the weather today? Windy 领读单词。

（2）用同样的方法学习下面的单词。（cloudy sunny raining snowing）

用直观的图画来学习并识记单词，学生容易接受。为下一环节打下认知基础。

Step 3 Do you know it ?

看学生能不能根据图片准确的写出表示天气情况的单词。学生写在检测纸上，互相检查。

这一环节是对上一环节及时反馈，同时为下一环节学生谈论城市天气情况做好铺垫。

Step 4 know more about city weather

(1)Where is it? It’s Beijing.

Where is it? It’s shanghai.用同样的方法来认知(Moscow, Toronto,Boston)等城市名称。

（2）猜天气情况 How’s the weather in Beijing? I think it’s sunny/….

问某一城市天气情况，指名同学猜。其他同学根据情况回答yes or no.

这一环节中充分利用直观图片教学，并加入竟猜游戏，使学生在比赛中获得语言知识，在愉快氛围中学习。

Step 5 学习section A 1a

（1）Match the words with the pictures.

写在检测纸上。

（2）Listen and write these city names.

一名同学到黑板上写，其余同学写在检测纸上。

把知识运用到生活中，并用听和写来巩固上一环节所学知识。

Step 6 What do they mean?

让学生写出正确的天气情况的`图标的单词。

本环节是让学生熟知表示天气情况的图标，为下一环节当小小气象员打下基础。

Step 7 Pair work : talk about the weather.

(1)A: How’s the weather in …..?B: It’s…..

（2）Group work: 小小气象员

所用到的语言结构在检测纸上。

这一环节中，能够学以致用，在交流中提高，并体验一下当小小气象员的感觉。

Step 8 练习

（1）仔细想一想（2）细心选一选

（3）单词化妆（4）火眼金睛辨正误

step 9 summary

What have we learned this class? Can you say it out?

板书设计

How’s the weather today?

What’s the weather like today?

It’s sunny / cloudy / windy…..

教学反思

本节课在教学模式中采用任务型教学法，在授课过程中应用了游戏法，分组合作法、启发诱导法，演唱教学法。教学设计按照老师：创设情景DD激发兴趣DD组织活动DD指定目标学生：交流探究DD合作活动DD锻炼能力DD升华习惯，使全体同学在充分的活动中学到了新的知识，取得了较好的教学效果。

篇2：Unit 9 It’s raining!(新目标版七年级英语教案教学设计)

Unit 9 It’s raining!

（一）

教学目标

*复习地名

*掌握表示天气情况的词语

*能够谈论天气，表达自己的情感

教学向导

目标语言语言结构语言功能

How is the weather?

It’s raining/windy/ cloudy/sunny/ snowing/ cold/hot. 现在进行时

What are you doing? I’m watching TV.

What is he/she doing?

He/She is playing basketball.

What are they doing?

They’re studying. 谈论天气

重点词汇学习策略与技巧跨学科知识

Windy cloudy rain snow sunny cold cool warm humid winter weather Pair work

Group work 其他国家、城市名称

地理方位

教学过程设计：

Steps Teacher’s activity Students’ activity Preparation

Brainstorm Show some pictures and guess the places Look at the pictures and give the answers Pictures or ppt.

Task I pair work: talk about the places and the weather

Aim Familiar with the new words

1 Look at the pictures and know the name of the places Read Ppt.

2 Read the new words in 1a and explain the meaning Read and remember

3 Use the sentence ‘how is the weather in Beijing?’ Answer the questions and learn

4 Make a sample: question and answer; let Ss do it Prepare their conversations

5 Move around the room and give support as needed Talk to each other

6 Ask some pairs to show their conversations Give their works or more expressions More sentence structures

Task II: listening comprehensions: what are they doing?

Aim Familiar with the new structure

1 Look at the pictures in 2a and know their activities Look

2 Listen to the tape for two times and fill in the blanks Listen and give the answers Tape

3 Move around the room and give some support Write the answers

4 Check the answer and point out the focus Check

5 Pair works to practice: what’s he doing? And answer it Make the pair work

Task III: group work：Is he playing soccer?

Aim Familiar with the sentences

1 Guess: what is he doing?

Is he …..?

How’s the weather? Listen to the rules of this game

2 Give some time and let them prepare to act Talk about how to act

3 Move around the room and give support Talk in groups

4 Ask one to act, other group guess, the winner group gets 1 point; Act and guess

5 Evaluate the best group in the class Choose the best group and the best actor

Homework Call your friend and ask him/her what his family members are doing, write a diary.

教学反思：本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。让学生使用所学过的句型，可以巩固以前的知识。老师在任务中的指导地位是很重要的，要仔细设计好任务的各个环节，还要更加充分的备课、准备资料。

教案点评：

本单元主要谈论天气，可以结合地理方位，国家名称来扩大学生的知识范围。在活动的选取方面，注重结合目标语言的机械操练及任务型的情景练习，使学生多方位的理解现在进行时的用法。

（二）

教学目标

*熟练运用现在进行时的用法

*能够描述自己看到的情景，人的动作行为。

*能够对天气、对事情表达自己的情感

教学向导

目标语言语言结构语言功能

What are you doing?

I am playing basketball. 现在进行时一般疑问句

Are you watching TV?

Yes, I am. No, I am not.

Is she playing computer games?

Yes, she/he is. No, she/he isn’t. 谈论人的动作

谈论天气

重点词汇学习策略与技巧跨学科知识

Hot, cool, humid, cold, warm;

Riding, walking, taking; Playing basketball, Eating/ drinking, Visiting my grandmother, Watching TV, Playing the guitar 小组活动

调查图表互相交流不同国家的文化

教学过程设计：

Steps Teacher’s activity Students’ activity Preparation

Brainstorm Ask students to describe photos of them Describe the photos, use ‘my father is watching TV.’ Photos

Task I: pair work: what is he doing?

Aim Familiar with the new words; review the sentences

1 Look at the words and the pictures and match them P601a Finish the work

2 Check the answers Check

3 Make conversations with the pictures: what and how Use: The weather is… he is reading;

4 Move around the room and give the suggestions Talk about the conversations

5 Ask some pairs and point out the mistakes Show their works

Task II: reading comprehension

1 Say something about the background knowledge of Egypt and then look at the picture Give their information of Egypt Ppt.

2 Ask students to explain the report for the class Act as a reporter.

3 Choose the words of weather and the activities Give the answer

4 Check the answer and point out the focus Finish the work

5 Look at the pictures and describe Paris Read and fill in the blank

6 Check the answer and point our the verb phrases Check the answer

Task III: group work: your ideal place

Aim Use different sentences

1 Each group choose one place to describe and what you are doing in it Choose one place, and describe what they are doing

2 Move around the room and give suggestions Talk about it and write it down

3 Ask one to show their works and act it Choose one of each group to make a report

4 Evaluate the best group and the best reporter Choose the best one

Homework Ask your friends their ideal place and write about it

教学反思：新课程标准中强调学生在课堂中的主体地位，在综合课中他们的主体地位就更加突出。在各个活动中给不同程度的学生不同层次的任务，让各层面的学生都有表现发挥的机会，从而产生对英语的兴趣。使用照片图片多媒体来辅助教学，效果更好。同时让了解其他国家风景，风俗的同学介绍ideal place，增加学生的背景知知识，实现跨学科交流的目的。

教案点评：

采用任务型教学模式，在各个活动中给不同程度的学生不同层次的任务，让各层面的学生都有表现发挥的机会，从而产生对英语的兴趣。使用照片图片多媒体来辅助教学，效果更好。让了解其他国家风景，风俗的同学介绍ideal place，增加学生的背景知知识，实现跨学科交流的目的。

篇3：沪教版四年级下册英语教学设计

一、Greetings.

二、Presentation.

Step1,

Trace the words.

Take out a colored pencil.

T: What color is it? Elicit from Ss “Its red.”

Have students open their books at page 44. Show your copy of the page.

Show two pencils of the same color. Repeat the procedure. But this time ask “What color are they?”

Repeat the procedure for the other sentences.

Step2,

Do and say.

Take out the set of water color paints you prepared. Mi_ the red and white paints together and paint the picture of fish.

T: What color is it?

Have students check the correct word on their books.

Repeat with other picture and color.

Step3,

Uncle Bookys story time.

Tell students to open their books at page 49. Draw their attention to the pictures. E_plain that these pictures tell a story about a butterfly reading a book with her mother.

Ask questions about the pictures. Have Ss talk about the story and what they think each character is saying.

T: Now we are going to listen to what the characters say.

Play the tape. Tell students to listen to the story, pointing to the matching pictures. Encourage them to guess the meaning of unfamiliar words.

Play the tape of the whole story again. This time have students touch the speaking character.

Step4,

Touch and say.

Draw students attention to the bottom half of the page. Ask them what things they can see in the picture. Elicit their English names snake, duck, bird, butterfly, fish and flower.“What color is it?”

Have students repeat the question. Then elicit the answer.“Its blue.”

Put students into pairs to practice asking and answering the questions.

Step5,

Homework.

Tell students that you want them to finish tracing the words.

三、教学后记

重点还是在单词和字母的拼写上。

篇4：Unit 1 what’s he like?五年级英语教学设计

Unit 1 what’s he like?五年级英语教学设计

教学目标与要求

1、能听、说、认、读，并理解本课的五个新单词：young, old , funny, kind；strict

2、能掌握句型：who’s your…? what’s he /she like? 并能在具体的语境中运用；

3、培养学生热爱、尊敬老师的情感。

教学重点

let’s learn部分的单词：old，short thin，tall，strong, young, funny, kind等。要求学生能听懂句型，并结合这些句子表达的情境，学会恰当地替换句中的单词。逐步学会听、说、读、写单词：old，short，thin，tall，strong。

教学难点

如何利用所提供的对话和情景，以旧引新，让学生进入学习状态。let’s start部分在学生用书当中首次出现，教师应正确理解此部分的辅垫作用，可根据实际教学需要进行使用，并帮助学生熟悉教材内容的变化。

教学准备

1、准备教学过程中所需要的图片、声音、课件，以及本课时的八张单词卡；

2、准备一些教师的照片或图片；

3、准备录音机及录音带。

教学方法

小组合作法、情景教学法

1、warm－up（热身）

（l）播放let’s start下面歌谣的录音，让学生听歌谣猜单元话题，激发学生对新学期第一单元英语学习的兴趣。还可以使用四年级上册第三单元学过的句型：“i have a new friend. he’s tall. he’s strong,

too.”并结合相关人物的图片，引导学生复习strong， tall， short，thin等词，为本课时听、说、读、写这些单词做好准备。

（2）日常口语练习，内容可参考如下：

t：hello, everyone！ welcome back to school! nice to see you!

ss: nice to meet you!

（3）问学生几个问题，引出本课重点内容。具体会话可参考如下：

t：hi，everyone！nice to see you again．what grade are you in now？

ss：we’re in grade 5．

t：do you like your new english books(new classroom, new teacher)？

ss：yes！

t： what are we going to talk about in unit 1？guess！what’s the topic of unit 1？

2、 presentation（新课呈现）

（l）出示let’s start部分图片，介绍说： rabbit has many new teachers in her school.

do you have new teachers? 引导学生根据情景图的提示描述新教师。然后说：“今天我们将学习怎样描述新教师。sarah将为大家介绍几位新教师，大家在先看一看有哪些是新教师？

（2）出示let’s learn部分的图片，向学生介绍说： they are sarah’s teachers.

describe these teachers．引导学生结合预习部分回答出 strong， tall， short， thin等旧词，然后结合图卡向学生呈现新词：youny，kind old，funny。可利用简笔画、单词卡片或实物图片等—一教授新词，使学生正确理解、认读。

（3）可播放单词的声音，让学生在听过一遍后跟读单词，逐步掌握正确的读音。

（4）根据以下信息请学生判断会话中描述的教师是 let’s learn配图中的哪一位： mr hu is the art teacher. what’s he like？he’s short and thin．完成前面铺垫的学习任务，让学生猜出哪位是sarah的新教师。再引导学生利用 let’s learn部分所提供的替换句型，描述sarah的其他两位新教师，练习巩固所学新词。

（5）试着写单词。

范写四会单词，让学生跟写或在单词卡片背面仿写，达到听、说、读、写四会掌握新词的'目的。

3、let’s play (趣味操练)

（1）let’s find out (找一找)

指导学生用所学新词和句型描述let’s find out部分几位教师的体貌特征，然后找出正确的图片。完成这项活动后，教师引导学生充分利用八张新词卡片继续进行结对或小组活动，如： my new chinese teacher is tall and strong. who is he? 让其他学生选出正确的图片。

（2）let’s sing (唱一唱)

放歌曲“my new teacher”的录音，学生跟唱，进一步在音乐节奏中感知新词。

4、consolidation and extension（巩固与扩展）

（l）让学生做本单元 a let’s learn部分的活动手册配套练习。

（2）让学生模仿let’s find out部分的录音，读给朋友或家长听。展示不同教师的图片，让学生猜出是教哪个科目的教师，然后用所学新词描述这些教师的外貌特征。

（3）让学生参照 let’s find out部分设计一些谜语让大家猜一猜。可以参考以下语言： she is tall． she’s beautiful． she’s very young． we all like her． who’s she？

（4）让学生把新学的歌曲唱给家长或朋友听。

篇5：七年级下英语Unit 7 It’s raining教学片断Section A (1a---1c) 教案教学设计(新目标版英语七年级)

思考的问题：如何让学生积极主动地参与教学？提高课堂效率？

案例片断描述：

我在教学Go for it !七年级下Unit 7 It’s raining Section A，因为之前学了一般现在时态和现在进行时态，所以我就通过复习这两个时态来导入新课。

导入新课：

T: What do you usually do after school?

S1: I often play basketball.

S2: I usually do my homework.

S3: I often play computer games(这时同学们都哄堂大笑，为了不让这位同学难堪。我只能说他是一个诚实的好孩子，敢做就敢当。只要以后注意学和玩的主次就OK了。）

T: What do we do in the afternoon these days ?

Ss: we usually play basketball.

(这时我出示几张正在打篮球的真实图片}

T: What are they doing ?

Ss: They are playing basketball.(很好，同学们回答得很对。那么同学们看一下，天气怎么样啊？与此同时来教学如何询问天气）

T: How’s the weather in Picture 1?

Ss: It’s sunny (帮助学生回答,并通过图片进行操练描述天气---下雨、晴朗、阴天、刮风、下雪等词汇，并在单词旁边紧附音标，这样学生就会看着音标读单词了，而不是老师反复的领读。）

T: How’s the weather in Picture2?

Ss；It’s cloudy(我用不同的颜色来呈现单词，主要是为了让学生明白描述天气的形容词是由名词+y或者双写辅音字母+y构成，同时在每个新单词的旁边附有音标，以便于学生认读单词。而不是老师机械地领读。另外新单词都是在句型中进行学习，这样既练习了单词，又操练了句型。）

T: What’s the weather like in Picture 3?

Ss: It’s rain(动词）+ing/ rain（名词）+y .（对于第三幅图，我运用了How ‘s the weather? 的同义句What’s the weather like ?进行来问，主要是引起同学们的注意。问天气还可以用另外的表达方式-----What’s the weather like ?另外在描述“正在下雨”---It’s raining（现在进行时态）或“下雨的”It’s rainy“正在下雪”It’s snowing（现在进行时态）或“下雪的”It’s snowy

Pair work:

1、Teacher----Students：（有助于提高基础差一些的同学的口语训练，因为如果一开始就让同学之间操练的话，那么基础不好的同学就无法开口。）

2、Teacher----Student：（先让好一点的同学参与练习，这样又给差一点的同学提供了一次复习。然后又通过与成绩差的同学交流，如果他们都能进行对话，就说明这个内容达到了教学目的。反之，就需要进一步的操练)

3、Student（s)----Student(s)(可以是同桌之间，也可以是partners，学生自由搭配,最终要达到所有学生都会用自己的话来表达所学知识）

教学反思：

教学是一门遗憾的艺术，我们有时会发现自己没能很好地、及时的消除不良生成，例如该堂课上那位学生突然回答“I often play computer games after school.”课前我没有预设到这样情况，幸好我是通过表扬他诚实来缓解这种紧张气氛。因此我们以后要学预设理课堂教学中会发生的情况，但整个教学本身就是一个不断完善的过程。课堂上的遗憾只要经过课后的及时反思和建立在新情境上的设计和把握，良好的生成才得以重现和再建。亡羊补牢，未为晚矣。语言教学在很大程度上依赖于学生与教师之间的团结、合作、相互支持的人际关系，而这种关系时刻都受到彼此情感的影响，有时课堂上互动太被动，很多学生害怕在课堂上交流，即使他们会表达也不愿意说出来。所以从七年级开始，我就非常注重课堂互动。哪怕是站起来不答也会给他一点儿鼓励。而且在第一课时都会花一定的时间来操练，因为他会说了，做起题来就会容易一些。恰当合理地使用语言，有助于沟通情感，增进师生友谊和相互尊重，同时还可以创建一种和谐的语言活动氛围。在课上，教师要善于调控学生的情感态度，建立融洽、民主、团结；相互尊重的氛围，创造有利于学生学习的心理状态，形成积极的学习态度，让学生学得主动，学得愉快。

篇6：人教第一册Unit 5 A Let’s talk.教学目标设计

人教第一册Unit 5 A Let’s talk.教学目标设计

济南市舜玉小学徐晓筱10月16日 12:25浏览:111评论:28鲜花:5专家浏览:11指导教师浏览:8

送花

指导教师刘蕾于11-10-16 14:21推荐教学目标设计中注重对教学策略的运用，将新知建构在已有知识之上，向你学习。

省专家唐广新于11-10-16 17:52推荐徐老师，你给我们提交了一往篇很有借鉴价值的作业。对教材与学情的分析都非常详细透彻，并且能根据学情进行四维教学目标的设计。四个维度的目标设计也非常到位，尤其是语用目标的设计符合本节课的语言内容。

（一）学情分析表

学校特性（选择一项） 1．地级市区内小学；2、县及县级市区内小学；3、乡镇小学；4、乡村小学任教年级三年级班均学生数 53 每班每周英语课时数 3 优秀学生比例 70.52% 中等学生比例 18.18% 进步学生比例 11.33% 特殊情况说明学生在之前的两年学习英语，有了一定的英语基础，并且学生对于学习英语的兴趣比较浓厚，大多数学生英语基础不错，也有部分学生在课外上英语辅导，少部分基础弱一点的学生由于家长回家检查听读不及时，以及上课集中听讲问题，对于接受新知有一定的阻碍，需要老师特别关注。（一（二）人教第一册Unit 5 A Let’s talk.教学目标设计

一、教材分析

本单元的语言结构学习内容是：本案例教学内容为PEP 三年级上册第5单元Let’s eat Part A let’s talk．将会学到的是与eat相关的单词和句型。本课内容贴近生活，易于学生理解。

随着社会的发展，KFC，McDonald等快餐店随处可见，hamburger hot dog等这样的词语不再陌生，所以在课堂中老师可以通过食物模型，甚至真实的食物，也可作为课堂评价，营造真实的语言环境，达到更好的教学效果。希望通过本次语言的学习，能够实现以下目标：本部分是要给学生提供一个真实的语言氛围，使学生进行自然的情景会话。学生通过学习，能够自由表达出自己喜欢的食物以及为别人提供食物选择，请别人吃东西的表达语句。

我们要对教材进行横向以及纵向的分析，横向分析就是对于这单元的新授单词以及语句进行教授以及运用。纵向分析是学生有一些关于食物单词的知识储备，可以在复习之前的食物的基础上，作为本课Let’s talk 的一个名词准备，对于不同的水平的学生，进行分级目标要求。不同的学生在自己的学习基础上达到最好的`语言运用效果。

从以上分析，本单元教材设计的教学目标为：

1、教学目标：

知识目标：学生能听懂、会说hamburger hot dog cake bread French fries chicken 6个单词，会模仿说句型：I like …… Have some …… Here you are。能够运用所学的语言在真实的语境中进行对话。语调自然。能听说、认读cake, hamburger, hot dog, chicken, French fries, bread.,water,等12个有关食物、饮料的单词，并能在日常生活中使用。学生能够听懂一些进餐时使用简单的指示语言，并能按照指令进行相应的动作。

技能目标：能够听懂会说本节课的单词以及模块句型，能够综合运用语言。

情感目标：在交流中感受到学习英语的快乐，善于交朋友，善于分享。

运用目标：运用所学语句来进行食物介绍以及邀请，使用简单指示语言及动作。

2、教学重、难点：

全部学生能听懂、会说hamburger hot dog cake bread French fries chicken 6个单词，会模仿说句型：I like …… Have some …… Here you are。理解并运用句型进行综合语言运用。

二、学情分析

学生的水平定位于接触过一、二年级新起点的英语学习，学生具有一定的听说技能，有一定的食物词汇储备，能在所学的单词以及融合旧知事物语言，及运用所学基本句型进行语言操作。并且对于学生来说这三个句子的掌握前提下，有能力的学生可以增加更多的问候语，以及根据学生对于食物的需要，进行语言的填充。

三、教学策略：

引导学生，运用学生已有知识经验，在提供自然的真实语言环境，创设合理的语境，进行语言的操练，在任务型教学的引导下，提高学生的综合运用语言的能力。在预设的基础上，随时关注学生的生成，进行调整，巩固并拓展。

四、课堂教学目标

根据以上分析，本课时教学的课堂教学目标设计为：

知识目标：

1．语句学习目标：能通过完成学习活动，使100%的学生会模仿说句型：I like …… Have some …… Here you are。运用语言的能力加强，80%的学生能自如的运用这一结构。

2．语词学习目标：全部学生能听懂、会说hamburger hot dog cake bread French fries chicken 6个单词，50%的同学了解与食物相关的其他单词。如：manto, jiaozi, noodles, vegetables，并且融入到新知当中，新旧知灵活运用。

技能目标：

100%能够运用所学单词以及功能句型，灵活运用，有能力的学生可以结合旧知，以前学过的单词以及简单的邀请指示语进行谈论，综合运用语言。

情感目标：

100%激发学生关于用英语学习食物的兴趣，通过交流交朋友，在真实的语境中感受到互相交谈带来的学习快乐。

了解中西方饮食文化的差异，以及饮食中的礼仪。了解汉堡包、热狗、薯条等属西方食物；面条，水饺，混沌，馒头等是中国的特色食物。注意合理搭配，健康饮食。节约用食。

运用目标：把所学词语，结合旧知，运用于功能句型，进入到真实的语言环境当中。也可分组进行讨论并且共享。比如说：hi, good morning , I’m hungry, I’m thirsty. I want some…thank you. That’s very kind of you.根据不同的班级情况，以及优秀，困难的学生比例进行调整，但根本是基于本课所学词语以及句型掌握的基础上进行复习和拓展。对于一些灵活掌握起来比较吃力的学生，可以通过课前的预习，课后的作业听读巩固，以及下一课的复习指导来对这部分学生进行指导。 xiaoxue02.qlteacher.com/homework/view/yingy u/13982

篇7：Lesson2 It’s Getting Warmer! 学案设计(冀教版英语八年级)

【学习目标】（1分钟）

1.通过本课学习让学生记住单词和短语。（重点）

2.通过合作交流，激发学生的兴趣，让学生学会谈论四季天气。（难点）

3.通过学习，让学生能谈论春季的气候特点及自己最喜欢的季节。

4.通过合作增强团队意识.

【预习案】（10分钟）

1、大声朗读课文，理解课文大意，在文中划出生词和下列句子并背诵。

⑴.It was quite warm and the air was fresh.

⑵.I need neither my heavy winter coat nor my boots now!

⑶.The days are getting longer and the sun rises earlier in the morning.

⑷. We will have a basketball game next week.

2、独立完成自测题。

A.课本Lesson2 Let’s Do It! ①

B. 选词填空并翻译。

boot swing blossom sunshine jasmine neither

⑴The flowers .

⑵Shall we play on the ?

⑶ Bill nor his parents are at home.

⑷The are too big for me.

⑸Why do plants need ?

⑹On my way to school, I saw some winter blossoming.

【探究案】（20分钟）

【知识点探究】

1.I need neither my heavy winter coat nor my boots now!我既不需要厚重的冬天外套也不需要穿靴子了！

Neither …nor… 意为“既不……也不……”其含义是否定的，可连接任意两个并列的成分。但当连接两个并列主语时，谓语动词应遵循“就近原则”。

例如：Neither my parents nor I am at home today.

其反义词组为：both…and…

2.The days are getting longer and the sun rises earlier in the morning.

句中get 作系动词，后跟形容词，意为“变得……”。例如：

Our country is getting richer and stronger. 我们的国家变得越来越富强。

3.Every morning, I see lots of people exercising in the park.

每天早上，我看见好多人在公园里锻炼。

see sb. doing sth. 表示“看见某人在做某事”。例如：

I see him going out of the classroom. 我看见他正从教室出来。

同样， hear sb. doing sth. 表示“听见某人在做某事”。例如：

Every morning, we can hear students reading in the classroom.

而 see/hear sb. do sth. 意思为看见/听见某人做了某事。

4.Others sing and dance. 其它人唱歌，跳舞。

Other 表示泛指，意为“其它的人或物”，与“ other+名词复数”同义。The others 表示特指，与“the other+名词复数”同义。例如：

Some children are playing football, others are playing basketball.

一些孩子在踢足球，其它的孩子在打篮球。

Two boys will go to the zoo, and the others will stay at home.

两个男孩将去动物园，其余的留在家里。

【检测案】（8分钟）

1．我喜欢荡秋千而他喜欢练太极。

I enjoyand he enjoys .

2．下周我们要去乡下远足。

Next week we go on to the countryside.

3. He is not the right person to be the monitor. I am not the right person to be the monitor ,either.（将以上两句合并为一句）

he I the right person to be the monitor.

5.There was a shower yesterday.（用tomorrow改写）

There a shower tomorrow.

6.How strange the weather is!（用what改写句子）

7.They London last night.

A.Arrived B. gotC. reach D. reached

8.The weather in Kunming is too cold too hot, people like to live there. A. either, or B. both, and

C. neither, nor D. not only, but also

9.---which do you like better, skating or skiing?

--- of them. I like running.

A. All B. BothC. Either D.Neither

【训练案】

1.A1--A6背诵本课单词短语。

2.练习册lesson2 A1--A4全做。A5-A6做 I--II.

教学后反思：

篇8：Lesson1 How’s the Weather? 学案设计(冀教版英语八年级)

【学习目标】（1分钟）

1.通过本课学习让学生记住单词和短语。（重点）

2.通过合作交流，激发学生的兴趣，让学生学会谈论天气。（难点）

3.通过学习，让学生了解如何询问天气及回答。

4.通过合作增强团队意识.

【预习案】（10分钟）

1、大声朗读课文，理解课文大意，在文中划出生词和短语并背诵。

2、从课文中找出谈论天气的句子，熟读并背诵。

3、独立完成自测题。

A. 练习册Lesson 1 I.根据汉语提示完成句子

B. 读课文，改正句子。

⑴. What’s the weather today?

⑵ It’s not snowing, and it is cloudy.

⑶ It will be 10°C during the night.

⑷ There will be a shower this evening.

⑸ The sun will set at 7:25 this evening.

【探究案】（20分钟）

【知识点探究】

1.What’s the weather like today? 今天天气怎么样？是用来询问天气的常用句子，还可以表达为：

2.It will be snowy and hot.今天将会是雪天，很热。snowy是形容词，表示“下雪的，多雪的”。它是由名词snow+后缀y构成，类似的词还有：

3． I hope not!我希望不是这样！

它的肯定表达为：I hope so!而I think so ![我认为是这样！]的否定式常为：I don’t think so ! 我认为不是这样！

4．I’m scared of thunder! 我害怕打雷！

Be scared of sb./sth “害怕某人/某物”。害怕做某事为：

be scared of doing sth.

5. What strange weather! 多么奇怪的天气啊！

What 引导的感叹句结构为：① What +a/an +形容词+单数名词+主语+谓语动词/系动词。 ② What +形容词+不可数名词/可数名词复数+主语+谓语动词/系动词，意为“多么…啊！” 。

How 引导的感叹句结构为：

【检测案】（8分钟）

1. 让我们看一下今天的天气预报吧！

Let’s watch today’s

2.--- 明天会下雨吗？--- 我希望如此。

--- Will it rain tomorrow? ---

3.下周末将要举行运动会。

There a sports meeting next week.

4.今年冬天北京的天气怎么样？

like in Beijing this winter?

5.我小时候怕黑。

I dark when I was young.

6. great picture! Who painted it?

A.How B. WhatC. How aD. What a

7.The sun in the east.

A.riseB. rises C. set D. sets

8.She is scared of in the dark.

A.walk B. walked C. walking D. to walk

【训练案】

1.A1--A6背诵本课单词短语。

2.练习册lesson1 A1--A4全做。A5-A6做 I--II.

教学后反思：

篇9：新课标冀教版九年级英语教学设计Unit 4 Stay Healthy

Lesson 30: Jane’s Lucky Life

教学设计

金川公司总校龙首学校英语组王慧萍

一、教材分析

1、教材简析

本单元的主要话题是谈论健康，此课为本单元的第六节课，主要讲述一位名字叫做Jane 的残疾人对待生活的态度，是一篇阅读课文，通过阅读，使学生明白谁是真正的残疾人。

2、教学目标

⑴知识目标：

①If you have a problem, what do you do first?

① Can disabled people live a happy life? Why or why not?

② be unable to do something (be not able to do something)

③ She enjoys encouraging her daughter to play the piano.

⑵能力目标：

发展学生的听、说、识记及阅读能力，培养学生语言综合运用能力。

⑶情感、态度和价值观：

通过本节课的学习，使学生对生活充满积极向上的态度，培养

学生要用健康的心理对待生活和学习，使学生形成积极的情感

态度，主动思维，大胆表述，提高语言的实际运用能力。

3、重点和难点

⑴重点句子：

She is unable to do many things.

She enjoys encouraging her daughter to play the piano.

⑵难点：Let’s do it!

Which of these things do you think is the most important: money, family, jobs, health, good looks or friends? Why? Try using this phrase to express their own ideas:

I think that_______ is the most important because________.

原因是学生词汇量有限，口语表达能力欠缺，设置为小作文的形式让学生自由表达，以降低难度。

4、教学辅助工具：录音机，图片。

二、学情分析

枯燥的话题很难提高学生的学习兴趣。在这节课，通过一个有趣的假想的话题--假如你是一位残疾人，你会怎么做，来激起学生的兴趣，让学生主动谈自己的想法和看法，学有所得。

三、教学方法

本课采用任务型阅读教学法，用If you are a disabled person, what do you do ?这个问句，引出谈论假想情况的话题。采用提问、启发、讨论和归纳的教法，让学生易于接受教材内容，理解阅读内容，培养学生的语言运用能力。

四、教学过程设计

Step Ⅰ. Greet the whole class as usual.

Step Ⅱ. Warming-up questions:

T: Do you know Helen Keller?

S1: Yes, I know.

T: Can you say something about her?

S1: I only know she is a very famous writer, but she is blind.

T: Yeah. You are right. She is a disabled person. Thank you. Sit down, please.

(To the whole class) Now class, do you know another disabled people? Can you give me their names?

S2: Zhang Haidi and SangLan.

T: Thank you.

(To the whole class) Now class, you know Zhang Haidi SangLan and Helen Keller are all disabled people, but do you know what is their attitude toward life? Suppose:

If you don’t have arms or legs, what do you do?

If you can’t see anything, what do you do?

If you can’t hear anybody say something, what do you do?

S3: I’ll buy a wheelchair to help me.

S4: I’ll be very sad and cry all the time.

S5: I’ll try my best to touch everything in the world.

T: OK, stop here. Please listen to me carefully, that is my answers:

If I were a blind person, I would use my ears to listen to the sound of the world carefully.

If I were a deaf people, I would use my eyes to say the beauty of the world.

If I don’t have arms or legs, I can use my heart to feel the world, and try my best to enjoy the life.

Step Ⅲ.Listening

1. Play the audiotape. Have the class follow the audiotape while looking at the text. And try to answer the following questions:

① What happened to Jane when she was ten years old?

② How Jane became disabled?

③ How old is Jane now?

④ What did she do after she became disabled?

⑤ Did she have any children?

⑥ What did she think of her disability?

⑦ Why Jane think her life is full of good things?

2. Correct the answer.

Step Ⅳ. Reading

1. Have the class to read the text and do the exercise Ⅱ on Activity Books.

2. Check the answers while give them some important language points of the text. For example:

She is unable to do many things.

be unable to do sth. (be not able to do sth)

be able to do sth.

She enjoys encouraging her daughter to play the piano.

enjoy doing sth /finish, dislike, hate, feel like doing

encourage somebody to do sth.

Conclusion:

Everyone has problems, if you think about your problems; you will have a life full of problems.

Do you know who is really disabled? People who don’t know how lucky they are.

StepⅤ. Do the Project

Which of these things do you think is the most important: money, family jobs, health, good looks or friends? Why? Ask the students to talk about each other. Using this phrase:

I think that_____ is the most important because_____.

Discussion:

I think money is important because money can buy everything.

I think health is the most important because…

I think family is the most important because…

Step Ⅵ. Summary and Homework

1. Read the fifth reading in the reader.

2. The remaining exercises in the activity book.

3. The next reading in the student book.

1、以这样的问题提问，会使学生很感兴趣。因为在语文阅读课中刚刚读过海伦凯勒的文章《假如给我三天光明》

2、从海伦凯勒到张海迪和桑兰，让学生的思维有准备的过程，并且使学生积极地思考，找出她们的共同点，主动学习。

3、学生考虑的层次较低，有些同学还带有消极的想法和做法，而没有积极进取的思想和正确对待生活的态度，教师应积极引导。

4、这个内容也为下一步做听力练习奠定了语言基础，适当减轻了听力难度，同时使学生能对课文有一个整体的了解，学会怎样获得文章中的关键信息。

5、有了热身部分的听力铺垫和听音后的反馈练习，这一部分的问题回答显得很简单.语言点的理解也很容易了,并很快概括出文章的中心句.启发学生自己讲出要用健康的心理对待生活,并珍视自己的健康.

6、进一步熟悉巩固前几课学过的句型：

I think that ____is

The most important because________.

7、通过讨论让学生明白健康的重要，同时需要教师进一步引导学生正确处理家庭、金钱、健康、容貌及朋友在生活中的关系。增强他们的学习兴趣和信心。

8、积极预习，为下一节课做准备。

五、板书设计

Lesson 30 Jane’s Lucky Life

Question: If you are a disabled person, what do you do ?

Language points:

She is unable to do many things.

be unable to do sth. (be not able to do sth)

be able to do sth.

She enjoys encouraging her daughter to play the piano.

enjoy doing sth /finish, dislike, hate, feel like doing

encourage somebody to do sth.

六、教学反思

1．用假设的条件句引导学生循序渐进，顺利进入阅读课文。

2．学生对阅读课的理解能力有所提高，表现在能迅速找到文章的中心句和课后反思的问题。

3．学生讨论后，做口头报告时，表达不够顺利，原因是学生词汇量有限，口语表达能力欠缺。

4．阅读与思考的时间较多，使得口语练习的机会相对较少。

篇10：冀教7下Unit7教案Lesson 55 教学设计 (中学英语教学论文)

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text :il

2. memorize what is reviewed in this less0

3. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see “Teaching Techniques at the back of this, teacher’s guide. You may wish to have the class sing “East We Go.”

STUDENTS BOOK (15 MINUTES)

There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new vocabulary in this lesson. There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see “Teaching Techniques” at the back of this teacher's guide for more general information about teaching readings.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. You may wish to select one or two words or phrases from the new vocabulary for this unit for review. Ask students to tell you what these words and phrases mean. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.

Step 2: Play the audiotape, Have the class follow the audiotape.

Step 3: Divide the class into small groups. Have the students talk about writing an e-mail message to Jenny reporting on what they have learned in this unit. In particular, what should they include in their reports?

GRAMMAR AND VERBS (20 MINUTES)

Grammar

The grammar for this lesson is articles and proper nouns. An article is a special type of adjective. “A”, “an” and “the” are articles. In sentences, articles are always placed before a noun. A proper noun is a special type of noun. It is the name of something and always starts with a capital letter.

Articles

There are two kinds of articles: indefinite and definite. “A” and “an” are indefinite articles. Definite. “A” and “an” are indefinite articles. Use indefinite articles when talking about something singular (one thing) in general. For example:

I want an apple. (any apple)

A cheetah is a kind of cat. (cheetahs in general)

Note that you do not use articles in the expression “kind of.” You say “a kind of cat,” you do not say “a kind of a cat.”

Give the rule for using “an” instead of “a. ”“An” is used for words that begin with vowels: A, E, I, O or U. It makes them easier to pronounce. For example:

an animal

an eraser

an idea

an orange

an umbrella

The“ is a definite article. Use definite articles for the following situations:

1. When talking about something mentioned earlier. For example: He picked up a book and read the book.

Note that the article ”a“ is used with the first mention of ”book“, but the article ”the“ is used with the following mention of ”book.“

2. When talking about something that the listener knows. For example:

Open the door please.

In this case, you are not talking about any door.

You are talking about a specific door. The listener knows which door you mean.

3. When using with certain proper nouns. For example: The ship sailed on the Pacific Ocean.

In this case, we say ”the“ Pacific Ocean, not ”a“ Pacific Ocean. Why?

Because there is only one Pacific Ocean, although it is one of many oceans.

4. When using with plurals of nouns. For example:

A black cat is at the door.

BUT, the black cats are at the door.

Proper Nouns

Proper nouns are names. Compare the following:

Noun Proper Noun

country China

girl Jenny

language English

Articles can be used with any of the nouns listed: a country, the country, a girl, the girl and so on. Articles re used with only some proper nouns. Remember the above example using the Pacific Ocean?

But we say ”China, “not the China. Why? Because China is unique. The Pacific Ocean is one of many oceans, so we specify the ocean we mean. But there is only one China, so we don't need to specify or use the word ”the.“”

Note that we say the United States or the US. And the United Kingdom or the U.K. Why? For the same reason: there are many states in the world (” states” can mean “country”, so we specify which one we mean: the United States. And the world has many kingdoms, so we specify which one we mean: the United Kingdom.

Verbs

Review the verbs for this lesson. Note that ”know“ is an irregular verb. It is the only verb to review for this lesson, so if you have time, you may wish to review other irregular verbs as well. Please read about teaching verbs in ”Teaching Techniques“ at the back of this guide.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

Help! I Can't Find My Apartment! Part One

Erik lives in Norway. He lives in the country. He likes Norway, but he doesn't like the country. He wants to live in the city.

Erik goes to Oslo. Oslo is a big city. He sees a nice apartment. He buys the apartment.

Erik is hungry. He goes to a restaurant. He eats lunch.

Alter lunch, Erik wants to go back to his new apartment. But where is his apartment? All the buildings look the same. He can't remember where his is!

CLASS CIOSING (5 MINUTES)

There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind. They should also complete any remaining exercises from the activity book.

篇11：冀教7下Unit7教案Lesson 51 教学设计 (中学英语教学论文)

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some important words about the countries in Asia

3. write something or talk about Asian countries

4. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINI ITES)

For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide.

STUDENT BOOK (15 MINUTES)

There are two readings for this lesson. Teach the first reading. The second reading is for students touse independently.

The readings present new vocabulary and review vocabulary the students have learned in previous lessons. The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

abroad, Japanese, town, village

Oral Vocabulary

Africa, Asia, India, Japan

Before you begin the reading, introduce the unit project. See ”Teaching Techniques“ at the back Of this teacher's guide for general information about introducing unit projects. Also see the Unit 7

introductory page in this teacher's guide. Instructions

for unit project 1 are in the student book.

There are many ways to teach immersion reading.

Here are some step-by-step instructions for one way

to teach the reading in this lesson.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. Use your judgment to decide whether you want to spend some time on any of the new words. You might select one or two words from the vocabulary list and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.

Step 3: Ask for volunteers to take on the roles of Jenny, Brian and Danny and act out the reading in any way they choose.

Stop 4: Divide the class into small groups. Ask all the groups to have a discussion around one of the following topics. Remind students to use as much English as possible. Countries 1 would like to visit What I know about Asian countries Languages spoken in Asia

UNIT PROJECT: REGIONAL REPORT (15 MINUTES)

Begin unit project. This project covers four lessons. Students will prepare a report to present to the class. Divide the class into small groups. Have each group choose a region of the world. Working in their groups, students begin to collect facts about the region. Instruct them to refer to the student book and reader.

TEACHING TIP

Display centres are fun!

This would be a good project for the students to make display centres.

Each group could create a display about its region in a different area of the classroom, they can display maps, written information and any pictures or objects they have managed to find. On presentation day, one member of each group stays with the display as host to explain it. The rest of the students walk around the classroom to visit each centre, Students can take turns as host of their group's display centre.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

In the City, Part One

A woman goes to the city for the first time. She sees many cars, lights and tall buildings. She is seared of the cars. She has never seen so many cars! She walks into a big office building. It is quiet there. She looks around. She sees an old, old man with gray hair. He is standing in front of two doors. He pushes a button. The doors open. He walks inside and the two doors close.

CLASS CLOSING (5 MINUTES)

Below is the suggested homework for this lesson.

Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.

the third reading in the reader

the remaining activity book exercises

the next lesson in the student book

篇12：冀教7下Unit7教案Lesson 54 教学设计 (中学英语教学论文)

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some important words about Europe

3. write something or talk about Europe

4. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MIUNTES)

For ideas and tips on beginning a class, see

”Teaching Techniques“ at the back of this teacher's guide. You may wish to have the class sing ”East We Go.“

STUDENT BOOK (15 MINUTES)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons. The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

England, Russian, sea, the

Oral Vocabulary

Britain, Europe, Germany, Russia

There are many ways to teach immersion reading.

Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask the students if they know anything about Europe, including its population, countries, language, major cities, mountains and rivers.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.

Step 3: Divide the class into small groups. Each group draws a map of Europe. The map should include all the countries, seas, rivers, mountains, capital cities and languages spoken that have been mentioned in the text.

Encourage the students to use English in their discussion and mapping.

UNIT PROJECT: REGIONAL REPORT

(CONTINUED) (15 MINUTES)

Conclude unit project. Groups present their work to the class. Depending on class size and the length of presentations, you may wish to divide up the class. Groups would then present their projects to or portion of the class.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

l. Listen to the audiotape. Choose the correct answers.

1. Jenny: What's the weather like today?

Brian: It's cold. It's snowing.

2. Danny: What's the weather like today?

Brian: It's cold. The leaves have many colors.

3. Danny: What's the weather like today'?

Brian: It's hot! Let's go to the swimming pool.

4. Jenny: What's the weather like today?

Danny: It is rainy and cold.

5. Brian: What's the weather like today?

Danny: It is warm. There are new leaves on the trees.

CLASS CLOSING (5 MINUTES)

Below is the suggested homework for this lesson, Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students progress.

the fifth reading in the reader

the remaining activity book exercises

the next lesson in the student book

篇13：冀教7下Unit7教案Lesson 49 教学设计 (中学英语教学论文)

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some important words for world geography

3. write something or talk about world geography

4. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (15 MINUTES)

Introduce the topic for Unit 7. See ”Teaching Techniques“ at the back of this teacher's guide for information about introducing units.

STUDENT BOOK (15 MINUTES)

There is one reading for this lesson. The reading presents the new vocabulary for this lesson.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

island, land, river, world

Oral Vocabulary

continent, desert, geography

There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see ”Teaching Techniques“ at the back of this teacher's guide for more general information about teaching readings.

Step 1: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask the class what they know about the world, including the continents, population, oceans, deserts, islands and rivers.

Remember to give lots of praise for a good try, even if it's wrong.

Step 3: Divide the class into small groups. Ask each group to do two things: First, summarize the main ideas of the text. Remind students of useful strategies for determining the main ideas of a reading. Second, have students discuss the reading, using as much English as possible. They can concentrate on statements, information, facts and questions such as:

The world is made up of many different kinds of places. What are some of the world's physical features? (Mountains, rivers, oceans, deserts, continents, islands)

CLASS ACTIVITY: THE TRAVEL GAME (15 MINUTES)

Have the class play the game ”Travel“ to review the vocabulary about geography. See ”Games“ at the back of this teacher's guide for an alphabetical list of games with instructions on how to play. Note that you will need maps for this game. Adapt the game and the questions to suit the vocabulary you are reviewing.

For your reference, here is a list of the capital cities that students know:

Country Capital City

U.K. London

U.S. Washington, D.C.

Canada Ottawa

Australia Canberra

China Beijing

Here is a list of words about travel and geography

that students know.

land world island

river ocean desert

continent America town

village Japan Japanese

Asia India Africa

England Russia Russian sea

Britain America North America

South America map north

south east west

country capital city China

Canada UK. US

Australia mountain

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

A Smart Mother! Part One

Tasha is a dog. She has six children. She lives with Gary. Gary lives in a house in the United States.

It is raining in the city. It is raining hard. Water is in the streets. Water is in the houses.

Water is coming into Gary's house. Gary runs to his car with his clothes. Gary runs to his car with his books. Gary runs to his car with his TV.

Oh, no! Where is Tasha? Where are her children'?

CLASS CLOSING (5 MINUTES)

Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.

the first reading in the reader

the remaining activity book exercises

the next lesson in the student book

篇14：冀教7下Unit7教案Lesson 50 教学设计 (中学英语教学论文)

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some important words about the geography in North America

3. write something or talk about North America

4. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINUTES}

For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide.

STUDENT BOOK (15 MINUTES)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

America, American

Certainly.

Will/Would you please ？

Oral Vocabulary

North America, South America

There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the text. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Ask the class what they know about North America, including the population, countries, cities, languages spoken, history and geographical features.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.

Step 3: Discuss the reading with the class. Ask the class to summarize the main ideas of the text. Make sure the students know the six main points (the six questions introducing each paragraph) discussed in the text.

Step 4: Divide the class into small groups. Have each group do the one of following activities: draw a map of North America, roughly indicating in English the countries, major cities and mountains the students know; or discuss the reading, using as much English as possible. Their discussions could centre around questions such as:

What two countries are in North America?

(Canada and the United States)

The name South America gives you a clue as to this country's location.

Where is South America located? (It is located south of North America.)

CLASS ACTIVITY: WORD GAMES(15 MINUTES)

Have the class play a game as a fun way to learn the vocabulary for this lesson. You can use this as an opportunity to review learned vocabulary as well. See ”Games“ at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.

Choose one of these suggested games for learning vocabulary:

”Bingo“(students match words on their game sheets to words on vocabulary cards)

”Draw and Guess“ (students draw pictures to illustrates words or phrases)

”Spelling Bee“ (students play in teams, winning points for correctly spelling words)

You can also cut this activity and assign some time for diary writing or group verb-tense studies.

Remember to check in on these activities at the end of Lesson 55 or 56 (or both).

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Fill in the blanks. Write the words you hear.

A Smart Mother, Part Two

Tasha and her children are in the back of the house! Gary runs into the house. There is a lot of water in the house. Where is Tasha? There she is!

She is swimming. Where are her children? They are in a dish. It is Tasha's food dish. The dish is like a boat! Tasha is pushing the dish with her nose.

The small dogs have a smart mother.

CLASS CLOSING (5 MINUTES)

Below is the suggested homework for this lesson.

Aim to give students about thirty minutes of homework. Use your discretion in deciding how

much reading or how many exercises to assign as

homework. Base your decision on students' progress.

the second reading in the reader

the remaining activity book exercises

the next lesson in the student book

篇15：冀教7下Unit7教案Lesson 56 教学设计 (中学英语教学论文)

LESSON OBJECTIVES

Since this is a lesson of review, by the end of the class, students should be able to

1. understand and remember what is reviewed in this lesson

2. have a clear idea of what has been covered in this unit, including the theme (s), activities, vocabulary, phrases and expressions, grammar, listening and phonetics

3. use what has been learned in this unit in their free talks and writings about geography

CLASS OPENING (5 MINIITES)

For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide. You may wish to have the class stag ”East We Go.“

QUIZ (15 MINUTES)

Play the audiotape for the quiz. The quiz reviews phrases and vocabulary teamed in this unit.

Do not use the list of vocabulary in this lesson to drill students! The purpose of the list is to help students learn mastery vocabulary as they read.

Watch your students closely during the quiz. The quiz is a chance for you to identify students who may be having particular problems. It is also a chance for you to assess the general progress of your class. Are the students generally able to follow the audiotape?

If you find students have trouble with parts of the quiz, discuss the points, and then, if time allows, play the quiz again.

The audiotape presents both the questions and answers for the quiz:

1. I am going to call Danny on the phone. Look at the sentences below.

What's another way to say ”call on the phone“?

It's what I usually say!

Please say it with me.

(I'm going to hang up the phone.)

(I'm going to ring up Danny.)

(I'm going to wake up Danny.)

2. The phone is ringing now. Someone says, ”Hello?”What can I say next? When you hear the right answer, please say “right!”

(Time to go!)

(Hello! This is Brian speaking. )

(Excuse me, would you please hang up?)

3. Now I say, “May I speak to Danny, please? ”The person answers, “Hold on, please.”Why? When you hear the right answer, please put up your hand. (Because I'm already talking to Danny.)

(Because I'm not talking to Danny.)

4. Please say this with me: ”Jenny, would you please help me with my geography homework?“

What does Jenny say? I'm going to say four answers. Three of them are right. Please repeat the right answers after me.

(Certainly!)

(No, I already did my homework.)

(Sure, Brian!)

(Of course!)

5. Jenny says, ”You're welcome. “Why? What did I say to Jenny? Please put up your hand for the right answer.

(Thanks a lot.)

(I'm sorry, but I don't want to read that book.)

(Will you please bring me a map?)

6. I have rung up my mother in England. I have asked her a question. Here is her answer: ”It's rainy today, Brian. I took my umbrella to work. “What was my question? When you hear it, please smile!

(How are you, Mum?)

(I miss you. Do you miss me?)

(How's the weather in England?)

7. Jenny has a map. I need Jenny's map for my geography report. Am I asking the right question? Please say ”yes“ or ”no.“ (Would you please let me see your map, Jenny?)

8. Listen. What am I talking about? When you know the right answer, write it down on some paper. Then show your answer to a classmate. Were you right? (It's a piece of land. It has the word ”land“ in it. It's smaller than a continent. It has water around it. It starts with an i. It's second letter is s, but you don't say the s.)

CLASS REVIEW ACTIVITY( 15 MINUITES)

Have the class play games as a review activity. See ”Games“ at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.

Here are some recommended games for this lesson’s review.

”Dial a Word“ to review nouns in this unit.

”What's my Line?“ Use phrases such as:

Student A: Certainly, I'll show you. This is Japan.

Student B: Will/Would you please show me Japan?

Student A: It's raining in Beijing, today.

Student B: How's/What's the weather in Beijing?

Student A: It's like a huge lake, but it's salty.

Student B: What's a/the ”sea“?

Student A: No, I have traveled to Beijing, but I have never traveled outside China.

Student B: Have you been/traveled abroad?

Student A: Yes, Chao is here. Hold on, please.

Student B: May I speak to Chao, please? /Is Chao there?

Student A: No, this is Danny's mother. Hold on, please.

Student B: Hello, may I speak to Danny? /Hello, is Danny there?

Student A: This is Li Yi speaking.

Student B: Hello, may I speak to Li Yi, please?/ Hello, is Li Yi there?

Student A: You're welcome.

Student B: Thanks/Thanks a lot.

Student A: Okay! Here's the phone. Do you know Jenny's phone number?

Student B: Let's ring up/call Jenny.

Student A: No, he lives in a big city.

Student B: Does he live in a town/village?

篇16：冀教7下Unit7教案Lesson 52 教学设计 (中学英语教学论文)

LESSON BOJECTIVES

After this lesson, students should be able to

1. understand the meaning of the song and sing it well

2. remember and use the mastery vocabulary

3. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINUTES)

For ideas and tips on beginning a class, see ”Teaching Techniques“ at the back of this teacher's guide.

STUDENT BOOK (5 MINI TTRS)

There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.

The new vocabulary for this lesson includes the following words and phrases:

Mastery Vocabulary

Thanks a lot!

You're welcome.

Sure!

Certainly!

Oral Vocabulary

There is no new oral vocabulary in this lesson.

There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students try to answer the questions.

Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text. Select one or two sentences containing key phrases, expressions and sentence patterns. Ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.

Step 3: Divide the class into groups of four. Each group member will play one of the four roles (Jenny, Brian, Li Ming's mother and Li Ming).

The students can act out the reading in any way they choose. Have one group perform for the rest of the class.

Step 4: If time allows, discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate in the discussion. Ask questions such as:

What does Brian say that means the same thing as call on the telephone? (He says ”ring up. “)

What could you say instead of ”Thanks a lot“?

(Thanks, thank you, thanks very much, thank you very much.)

UNIT PROJECT: REGIONAL REPORT (CONTINUED) (15 MINUTES)

Continue unit project. Students continue to work in the same groups. Instruct the groups to begin writing their reports. Advise students that there will be time in the next lesson to finish their reports. Remind the groups to think about illustrations for their presentations. Can they draw a map of their region? Can they locate cities and other features on the map? Students may refer to the student book and reader for information.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape. Follow the directions,

a. Listen. Fill in the blanks. Write tile words you hear.

In the City, Part Two

There are numbers over the doors. The numbers change: 1, 2, 3, 4, 5. Then the numbers change again: 5, 4, 3, 2, 1. The doors open again. A good looking young man with black hair walks out! The woman is very surprised. She says, ”My! That's very good! Tomorrow, I'm going to bring my husband!“

CLASS CLOSING (5 MINUTES)

There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.

Suggested homework for this lesson includes:

the remaining exercises in the activity book

the next lesson in the student book diary writing and group verb-tense studies

篇17：冀教7下Unit7教案Lesson 53 教学设计 (中学英语教学论文)

LESSON OBJECTIVES

After this lesson, students should be able to

1. understand the meaning of the text

2. remember and use the mastery vocabulary and know some important words for making phone calls

3. understand and write down some missing words as heard in sentences or passages in different contexts

CLASS OPENING (5 MINUTES)

or ideas and tips on beginning a class, see “ Teaching Techniques at the back of this, teacher’s guide. You may wish to have the class sing “East We Go.”

STUDENTS NT BOOK (15 MINUTES)

There is one reading for this lesson. While you are encouraged to use your own ways of teaching, you could follow the steps outlined below.

Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text.

Step 2: Play the audiotape, which teaches the vocabulary for this lesson. The new mastery vocabulary for this lesson is:

ring up

Hold on, please.

This is speaking.

How’s the weather in ?

Note there is no new oral vocabulary for this lesson.

Here you may want to mention some other important phrases, expressions and sentence patterns in the text, including:

a report on something

to get ready for something

May I please speak to…?

There is...speaking.

Step 3: Action! Divide the class into groups of four. Each member plays one of the four roles (Jenny, Brian, Li Ming's mother and Li Ming). The students can act out the reading in any way they choose, have one group perform for the rest of the class.

Step 4: If time allows, discuss the reading with students. Use as much English as possible. Ask questions to make it easier for students to participate in the discussion. Ask questions such as:

What does Brian say that means the same thing as ”call on the telephone“? (He says ”ring up, “) What could you say instead of ”Thanks a lot"? (Thanks, thank you, thanks very much, thank you very much.)

UNIT PROJECT: REGIONAL REPORT

(CONTINUED) (15 MINUTES)

Continue unit project. Students continue to work in the same groups. They continue to work on their reports. Encourage the groups to add information to their reports that is not in the student book or reader. For example, students may know of famous places in their region or unusual animals that live there. Advise students to finish their reports in this lesson. They will be presenting their reports in the next lesson.

ACTIVITY BOOK (5 MINUTES)

Play the audiotape. The aural exercises for this lesson are:

1. Listen to the audiotape, choose the correct answers.

1. I live in a place that is bigger than a village and smaller than a city. What is it?

2. This could hold many of my schoolbooks. But I never take it to school. I use it only when I go on a trip. What is it?

3. When l drive my car, I am a driver. When l travel on an airplane, I am one of these.

4. Bikes, cars, airplanes and busses have these.

What are they?

5. You can do this to stairs and airplanes.

CLASS CLOSING (5 MINUTES)

the fourth reading in the reader

the remaining activity book exercises

the next lesson in the student book

篇18：Lesson 34：Jenny’s Family 教案教学设计(冀教版英语七年级)

Ⅰ.Teaching aims:

------The students can read and learn the words.

------Use these words and expressions to introduce their family.

------Recite part 1 and read part 2 correctly and fluntly.

Ⅱ.Teaching methods:

------Show the pictures to teach the new words.

------Task-based teaching method.

Ⅲ.Emotions,attitudes and values:

------We should love our family.

------Speak English loudly in class.

Ⅳ.Teaching points:

1. The words:bus,drive,worker,police,officer

2. the Smith family

What is your mother?=What does your mother?

She is a bus driver.

Ⅴ.Teaching aids:

Acctiotape,student BookI,pictures

Ⅵ.Teaching procedures:

Step1: Warming up

1. Show the picture about Lesson 33 and retell part 1.

2. Show some pictures and teach the new words.

设计意图：出示33课图片，让学生复述第一部分，这不但是复习上节课内容，同时也是继续新授课的内容，两课是相互关联的。用图片教授新单词更直观，学生记忆会更加深刻。

Step2:Listen and fill

Listen to the tape and fill in blanks.

This is family. Jenny is my friend . She in Canada. Mr. Smith is Jenny’s father. Mrs. Smith is mother. She a brother, Bob and a , Lynn.

Then check the answer.

设计意图：本环节主要练习学生的听力，让学生养成边听边记录的听力习惯。

Step3:Reading

Read the text after the teacher twice.Then let the students read it by themselves. Ask two students to read it. Then let the students redite it for three minutes.

设计意图：朗读对于初一的学生来说是基本的技能之一，而且可以培养学生的语感，帮助学生更加的理解课文和用英语表达。

Step4:Read and answer

Read part2 and answer these questions.

1.Where do the Smith family live ?

2.What is Jenny’s mother?

3.What does Jenny’s father do?

4.Is Bob a doctor?

Check the answer.

Learn : What is your mother? = What does your mother?

She is a bus driver.

设计意图：朗读并回答问题让学生学会阅读，知道阅读时是要寻找相关信息的，而不是盲目阅读，应该了解自己读的是什么。

Step5:Read and practice

Read the text after the teacher twice. Let the students read it.Then let the students read by themselves.Ask two lines to read the text.

Step6:Practice

Do some exercises in class.

1.Those are blue (公共汽车 ).

2.( 她的 )brother is a (工人).

3.I want to be a (警察).

4.Wei Hua(live) in Beijing.

5.I love (I) family.

6.happy,are,family,we,a (. )(连词成句）

7.We live in China .(对划线部分提问)

you live?

8.He is a drive. (对划线部分提问)

is he?

does he ?

Step7:Writing a passage

Let the students write a passage about “My family”

提示：

1.Where do you live?

2.What is your father/mother/brother/sister?

( worker, doctor, nurse, teacher, businessman , officer)

3.How old are you?

Let one or two students read their passages.

设计意图：六、七环节均为练习环节，环节六为词汇、句型练习，有单词、词组、句型转换于连词成句，针对性较强，学生能够根据本课所学重点完成这些练习。第七个环节是更深一层的练习，即写作练习，需要对本课理解，重点词、句都掌握较好后，运用到自己的写作中，也就是本课学完要学会灵活运用这些重点词和句，这也是英语课是否成功的重要标准。

Homework :

1.Finish off the passage after class.

2.Preview Lesson 35.

设计意图：课上的文章毕竟学生展示的数量有限，让学生课下认真完成，教师批改并讲评才能达到最终掌握和运用的目标。

篇19：冀教8下Unit8教案Lesson 59: Let’s look at Garbage!(冀教版七年级英语下册教案教学设计)

Teaching Content:

Mastery words and expressions: sort, metal, weight, percent

Oral words and expressions: plastic, packaging

Teaching Aims:

1. Call on the students to take actions to protect our environment.

2. Learn about the pollution problems in our life.

Teaching Important Points:

1. Offering help.

2. Learn new vocabulary for describing materials and for comparing qualities.

Teaching Difficult Points:

Describe materials and comparing qualities.

Teaching Preparation: pictures

Teaching Aids: audiotape, flashcards, pictures

Teaching Procedure:

Step1. Remind the students:

1. What kinds of rubbish do you throw every day? Can you name them?

2. What can be recycled?

Step2. Work in groups.

Let the students go to the dustbin to collect some garbage and take them to the classroom.

Ask the students name them and compare the qualities.

Let the students look up the books and the dictionaries when they are in trouble. Help them when they can’t express correctly.

Step 3. Listen to the tape finish Exercise 2 in the activity book.

1. Every year, each person in North America makes about 1000 kilograms of garbage.

2. Plastic makes the most garbage.

3. In just one day, Americans throw out 136 million kilograms of packaging.

4. Packaging makes the most garbage.

5. People often use packaging, and they never throw it away.

6. About the percent of packaging is plastic.

7. Each day, Americans throw out ten thousand small cars.

Step4. Read the text and check the answers.

Let the students read the text in roles. Then ask several students to act out the dialogue.

Step5. Come to “PROJECT”.

Bring the students to pick up the garbage in the school yard. Put the garbage into bags and bring it to school for our project.

Take a walk around your neighbourhood, take a bag with you and pick up any garbage you see. Wear gloves, because garbage in dirty.

Now sort the garbage into paper, plastic, metal, glass and others.

Then compare the garbage in school yard with that in neighbourhood.

Have students work in the same groups or in new groups. Each group will make a poster about what things they can do to help reduce pollution in the world.

Step6. Homework

1. Finish off the exercises in activity book.

2. Go on reading in the next book.

Summary:

We all think the garbage is dirty. In order to increase the students’ interests, we have to face the garbage and sort it in groups. When we do this, we can find many people are wasting things around us. Learn to recycle things with the students. Let’s see how many new things we can make out of it.