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Language 篇一
module 8 on the town
unit 3 language in use
课题 unit3 language in use 课型 revision and application 第 4 课时
教学
目标 知识目标 to consolidate the use of infinitive and the key vocabulary in this module.
to understand the main contents of the reading passage.
能力目标 to complete the module task:preparing an entertainment poster.
情感目标 to teach the students to love lives and have an active,happy life attitude.
内容
分析 重 点 to consolidate the use of infinitive and the key vocabulary in this module.
to understand the main contents of the reading passage.
难 点 key structures: infinitive.
关 键 点 key structure: infinitive
教法学法 formal and interactive practice,
task-based 教具
学具 tape recorder or computer
教学程序 教材处理 师生活动 时间
language practice
(the use of infivitive .)
read through the sentences with the whole class.
discuss what the highlighted points indicate with the students
(infivitive)
activities 1 2 in unit 3(to summarise and consolidate infinitive.)
a1:ask them to do the activity individually,and then check with a partner..
call back the answers from the whole class as complete sentences. …
a2: oral practise.the studetns will say the whole sentences . ask them to do the activity individually,and then check with a partner..
call back the answers from the whole class as complete asks,anotehr answers.
activities 3
(we do these activities so that we can remember and use the vocabulary in this lesson.)
activities 4 and 5.(do some listening so that i can train the students’ abilities of catching the main message through listening.)
a3: read through the words in the box with the whole class and have them repeat them chorally and invividually, if i feel it is necessary.
ask them to do the activity individually.
call back the answers from the whole class.
a4: listen and choose the correct answer.
a5:listen again and correct answers.
a6: ask them to read through the sentences individually;they can complete anything they remember immediately.play it again for them to complete,check and correct.call back the answers from the whole class.
教学程序 教材处理 师生活动 时间
activities 6 and 7
(we will do with it so that we’ll train the students’ ability of catching the main idea if the passage as quckily as they can.at the same time they must learn the learning task.)
around the world
activities 8--1 1
(do some writing) a6: ask them to do the activity individually,and then check with a partner..
call back the answers in a whole-class setting.
(teach the stduents how to find out the correct answers)
a7: ask them to do the activity individually,and then check with a partner..
call back the answers from the whole class .
read it and know more about home schooling.
a9:write a composition about preparing an entertainment poster.
板书设计 module 8 on the town
unit 3 language in use
1.infinitive
2.some key phrases or points
教学后记
Unit8 Merry Christmas!教学设计(人教版九年级英语上册教案教学设计 篇二
Lesson 29
Period: The First Period
Content: Lesson 29
Properties: Tape recorder
Teaching Objectives: Enable the students to grasp some useful expressions and something about Christmas Day.
Language Focus:
1. Useful expressions
Merry Christmas!
I’ve never been out of China before.
Teaching Procedures:
I. Organizing the class.
Greeting and make a duty report.
II. Revision
1. Revise the Infinitive.
2. Check the homework.
III. Presentation
Ask the students to look at the title of this unit and ask: Do you know what “Christmas” mean? Find out what the students know about Christmas and how people celebrate Christmas.
IV. Read and act
Close books and Listen to the tape. Then ask some questions:
1. What’s the date?
2. What are Lin Tao and Jim doing?
Play the tape again and make sure the students can answer then correctly.
Explain the useful expressions.
V. Practice
Read the dialogue in groups and pairs.
Then with the books closed, ask the students to act it out in pairs.
VI. Ask and answer
Do the first one as an example, then let the students work out the answers in pairs to use the question of Part 1 to help, see if they can answer the question correctly.
VII. Workbook
Discuss the exercise 3 and 4 in small groups. If there is time, ask some students to talk about their idea.
VIII. Homework
Finish Exercise 1 and 2
Lesson 30
Period: The second period
Content: Lesson 30
Properties: Recorder
Teaching Objectives:
1. Master some useful expressions
2. Get the students to know more about Christmas Day.
Language Focus:
1. Useful expressions: be based on, as well, climb down…
Teaching Procedures:
I. Organizing the class
1. Ask the students to get ready for class.
2. Greeting and a duty report.
II. Revision
1. Check homework.
2. Revise the dialogue of lesson 29, Read and act out the dialogue in pairs.
III. Presentation
Give the words connected with Christmas and have the students discuss the Christmas.
Then encourage the students to use the words.
IV. Pre – reading
Ask students to discuss the questions in small groups, write down the answers and ask one of each group, to read their answers.
V. Reading
Close books and listen to the tape, then answer the question in Exercise 1.
Play the tape again and ask questions.
Books open. Go through the questions of Exercise 1 in the workbook.
Explain the useful expressions.
VI. Practice
Have the students read the text together, then in groups.
Have the students retell the story of Christmas Day, make sure every student can say something about Christmas Day.
VII. Workbook
Do Exercises 2 Individually and check the answers with class.
VIII. Homework
Write a short passage about your spending spring festival
IX. Exercises in class
Choose the right answer.
1. Christmas Eve is ___________.
A. the night before December 24
B. the night after December 25
C. the night of December 25
D. the night of December 24
2. Father Christmas often puts the presents _________.
A. into Children’s hate B. into Children’s stockings
C. under Children’s beds D. into Children’s shoes
3. Father Christmas comes into the house through the ________.
A. window B. front door C. chimney D. back door
4. On the morning of Christmas Day, Children wake up their parents very early and say “_____”。
A. Good morning! B. Happy New Year!
C. Best wishes to you! D. Merry Christmas!
5. On Christmas Day, people often _________ to each other.
A. give money B. ask for money
C. ask for presents D. give presents
Lesson 31
Period: The Third Period
Content: Lesson 31
Properties: Recorder.
Teaching Objectives:
1. Enable the students to master the useful expressions.
I. The Infinitive
Language Focus:
Lin Tao asked Jim where to go.
Lin Tao asked Jim how to celebrate Christmas.
Lin Tao asked Jim when to go to the Christmas play.
Teaching Procedures:
I. Organizing the class
Greetings and a duty report.
II. Revision
1. Revise the useful expressions
2. Check homework
III. Presentation
Present this dialogue:
A: Excuse me, Could you tell me how to go to…?
B: Go along this road. Turn left at the second crossing.
Have the students practise this dialogue in pairs, and then make up their own dialogues. Pay attention to the usage of the Infinitive.
IV. Ask and answer
Part 1. Have the students understand “how to go to…”。 Remember the structure of this sentence.
Have the students ask and answer in pairs.
V. Practice
Play the tape for the students to listen and repeat.
Books open, read the dialogue in pairs.
Then out it out. Make up a similar dialogue in pairs, act out their own dialogues.
VI. Talk and write
Ask a student to read the first part of part 3 aloud to the class. Read over the questions with the students and make sure they understand them.
Explain the words: western, traditional Have the students discuss the questions in groups Ask students to talk about their ideas. Ask students to pick out infinitives used in the short passage.
VII. Workbook
Do Exercise 1 in class. First have the students read the note Individually. Then read over the model, and practise the sentences.
VIII. Homework
Write down Exercise 2.
IX. Exercise in class
Make up dialogues as the models.
Models: 1. A: Keep quiet, please!
B. Sorry! What did he tell me do?
C: He told you to keep quiet.
1. Give Polly some food very day.
2. Cover her cage every night.
3. Remember to clean her age.
4. Take good care of Polly.
5. Give your family my best wishes.
Language 篇三
unit 5 canada—“the true north”
period 4 using language: listening and talking
整体设计
教材分析
this is the fourth teaching period of this unit. as usual, the teacher will first get students to review what they learned in the last period, and then lead in the new lesson.
we will focus on training students’ listening ability in this period. the listening passage introduces information about the cultural and racial composition of canada. canada is one of the few countries that have an official multicultural policy. the population is changing rapidly and immigrants from china are among the most numerous recently. make sure students go through the exercises before they listen to the tape. this is to sharpen their attention. it will also help them get the gist of the listening text. the teaching procedures may be as follows: first, let students think about and discuss what they know about canada’s population and the fact that it is a country of immigrants. second, go through the incomplete sentences in exercise 2 and guess what the topic of the listening text is. play the tape for students to listen to and decide whether their guessing is right. third, ask them to listen again for them to do exercise 2. fourth, let them listen a third time to check their answers. while they are listening, the teacher should pause and repeat the key sentences to help students understand. when checking the answers, explain some difficult listening points if necessary. in the end, show them the listening text and let them read and retell it. this step can help students understand and grasp the listening material far further.
next, students will listen to a report which li daiyu and liu qian were asked to give telling their new canadian friends about china. the purpose of this listening passage is to allow students to make a comparison between canada and china in terms of geography and natural features. the teacher can let students read the directions and go through the exercises before listening. then ask them to listen to the tape and finish their exercises. they should make notes while listening. when students listen to the text, tell them to ignore the words they don’t know and to concentrate on understanding the gist of the text. perhaps some students will find it hard to listen to and understand listening materials. encourage them not to give up. the more they listen to english, the easier it becomes.
after practicing listening, students are required to talk about some of the major similarities and differences between china and canada. encourage them to say something. don’t always correct the mistakes they have made while they are talking. otherwise, they would feel reluctant and not say anything more.
教学重点
1. develop students’ listening ability.
2. enable students to master different listening skills.
3. let them talk about the major similarities and differences between china and canada.
教学难点
1. get students to listen to and understand the listening materials.
2. let students talk about the major similarities and differences between china and canada.
三维目标
知识目标
1. get students to learn some useful new words and expressions in the listening passages.
2. let students learn about the major similarities and differences between china and canada.
能力目标
1. enable students to catch and understand the listening materials.
2. develop students’ ability to get special information and take notes while listening.
3. get students to learn and talk about the major similarities and differences between china and canada.
情感目标
1. enable students to know more about canada.
2. develop students’ sense of group cooperation and teamwork.
教学过程
→step 1 revision
1. check the homework exercises.
2. ask some students to translate some sentences using noun clauses as the appositive.
1)他登上月球的消息迅速传遍全国。
2)将军下达了战士们立即过河的命令。
3)是否该做这件事， 这一问题使他很烦恼。
4)你不知道我是多么着急。
5)他突然想到敌人可能已经逃出城了。
suggested answers:
1)the news that he had landed on the moon soon spread all over the country.
2)the general gave the order that the soldiers should cross the river at once.
3)the question whether he should do this troubled him.
4)you have no idea how worried i was.
5)the thought came to him that maybe the enemy had fled the city.
→step 2 warming up
1. tell students: turn to page 37. we are going to the part listening.
2. let them in pairs discuss what they know about canada, especially its culture and people.
→step 3 listening
1. let students read the incomplete sentences in exercise 2 and guess what the topic of the listening material they will hear may be before listening.
2. play the tape for them to listen to and decide whether their guessing is right or not.
3. let them listen to the tape again and complete the following sentences with the correct information.
1)canada encourages people to keep ______________.
2)canada is a mixture of ______________.
3)if you live in the province of quebec, ______________.
4)native indians and the inuit are trying to ______________.
5)more than ______________ languages are used in radio and tv programs.
6)you may find areas where ______________ live near each other.
7)the families ______________ are usually all mixed up.
4. they exchange the information and listen to the tape a third time for checking. let them have the correct answers.
5. give 2 or 3 minutes to them to ask questions if they have any.
6. show them the listening text and let them read it.
listening text: (omitted)
7. let them in pairs take turns to ask and answer the following questions.
1)what is a canadian?
2)why do people say that canada is a multicultural country?
8. ask as many pairs as possible to present their conversation to the class.
→step 4 listening on page 69
turn to page 69.
1. ask students to read through the directions and the exercises. make sure they know what to do.
2. let them discuss in pairs what the most important points are for a foreigner to know about china and then predict what the girls will say in their report.
3. play the tape for them to listen to and see whether their prediction is right.
4. have them listen to the tape again and decide if the following sentences are true or false. if false, correct the information.
1)china is over 7000 kilometers from east to west.
2)both china and canada have mountains in the west of the country.
3)the great wall cannot keep the desert’s dust away from beijing.
4)china has 15 neighboring countries while canada only has one.
5)canadians cannot talk with people in their neighboring country because they do not speak english.
5. let them share their information in pairs.
6. play the tape a third time for them to check and have the correct answers.
7. give 2 or 3 minutes for them to ask questions if they have any.
8. show them the listening text and let them read it aloud.
listening text: (omitted)
9. have them first discuss the question and then give their answers to the class.
why might people from canada want to visit hainan?
→step 5 talking
1. show students the map of canada and the map of china and let them read the maps.
2. have them discuss the question in small groups.
what are some of the major similarities and differences between china and canada?
3. give several minutes for them to prepare their report.
4. ask as many of them as possible to present their report to the class.
→step 6 listening task on page 72
1. turn to page 72. tell students: we are listening to the introductions of three famous canadians in different areas of work.
2. let them go through the report charts and make sure they know what to do before listening.
3. have them listen to part 1 and then fill in the chart about oscar peterson.
hometown
job
kind of music
number of recordings and cds
plays with. . .
4. have them listen to part 2 and then fill in the chart about dr. nancy olivieri.
hometown
job
found a drug that. . .
refused to. . .
is a heroine to. . .
5. have them listen to part 3 and then fill in the chart about wayne gretsky.
is called. . .
job
is the best. . .
he believed in. . .
he was a star because he scored. . .
6. allow them two or three minutes to discuss and share their answers.
7. play the whole tape again for them to check and have the correct answers.
8. show them the listening text and let them read it aloud.
listening text: (omitted)
→step 7 summary
in this period, we mainly focus on the listening ability. it’s very important. if your listening is poor, you’d better practice more. the more you listen to english, the better your listening is. remember: practice makes perfect.
→step 8 homework
1. finish off the workbook exercises.
2. read the listening texts again and try to learn more about canada from them.
板书设计
unit 5 canada—“the true north”
listening and talking
1. listening
complete the following sentences with the correct information you hear.
1)canada encourages people to keep ______________.
2)canada is a mixture of ______________.
3)if you live in the province of quebec, ______________.
4)native indians and the inuit are trying to ______________.
5)more than ______________ languages are used in radio and tv programs.
6)you may find areas where ______________ live near each other.
7)the families ______________ are usually all mixed up.
2. talking
what are some of the major similarities and differences between china and canada?
活动与探究
suppose a very important person is visiting your school. you have been asked to introduce this visitor to your class. find information on the internet or in the newspaper or a magazine about this person. make some notes and be prepared to introduce him/her to your class. you should have about four or five pieces of information ready.
you may begin like this:
good morning/afternoon, everybody!
it’s my pleasure to introduce our guest to you today. we are much honored to have ______________ visiting us, because. . .
Language 篇四
牛津高中英语教学设计
单 元：unit 2 language
板 块：project 1
课堂设计指导思想：
如果“welcome”是一个单元的序曲，project则是单元的尾声。就像一首动听感人的乐曲，需要每个章节都有恰到好处的表现一样，单元的处理也要采取各种适当的方式来进行演绎。 project的设计通常由两部分构成：一篇阅读文本和学生的合作项目，要处理得得当，真正操作起来是有很高的要求的。这种要求体现在：学生方面，需要投入大量的时间、精力以及超出语言学习本身的各种社会交往、协调、工作能力；对于老师，则要有统筹、策划和全盘掌控、指导的能力。在很多学校，由于受到时间的限制或是应试的影响，“project”往往予以忽略，或者干脆作为“reading”来教，这与“project”设计的本源初衷是相违背的，对于学生终身发展也是错过了很好的锻炼机会。所以“project”还是要还其本来面目，当然我们不能否认从中国国情的实际出发，我们在具体操作上应该因时因地制宜，作出适当调整和取舍，这是符合客观规律的。本课时的设计为“project”的第一课时，主要是侧重于文本的处理。对于“project”的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于“reading”的阅读，“project”的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为下一课时的图册文本设计提供信息与蓝本。
teaching aims:
1. get to know the development of chinese characters;
2. get informed of the formation of chinese characters;
3. learn to explain the chinese character by the way it forms.
teaching procedures:
step 1 lead-in
show the students a picture of a running horse. simplify the image using lines. and explain how it became the origin of the character “马”。 introduce the topic “the development of chinese characters”。
【设计说明】作为文本阅读的导入，主要实现：挑起学生的学习兴趣、激发学生的学习热情、自然而然地引至主题。
step 2 skimming
skim the text and discuss the structure of the text between partners. think about how many parts we can divide the whole text into.
【设计说明】通过快速阅读，掌握文本的结构划分，对于文本实现整体性的粗线条把握。
step 3 listening
listen to the text and summarize the main idea for each part.
【设计说明】在文本划分基础上概括每部分的总体大意。
step 4 intensive reading
part1
what makes the chinese language differ from many western languages?
the chinese language differs from many western languages in that it uses characters which have meanings and can stand alone as words. chinese character can represent ideas, objects or actions.
chinese words are formed by combining different characters.
part 2
who is said to have invented chinese writing?
cang jie.
give a short introduction of cang jie.
仓颉也称苍颉，传说为黄帝的史官，汉字的创造者。传说中仓颉生有“双瞳四目”。目有重瞳者，中国史书上记载只有三个人∶虞舜、仓颉、项羽。虞舜是禅让的圣人、孝顺的圣人，而仓颉是文圣人，项羽则是武圣人。
what fired his idea of inventing chinese characters?
footprints in the snow.
part 3
how are chinese characters formed?
1. line drawings of physical objects — pictographs (象形)
(show students a picture of examples of development of pictographs.)
(more pictographs are given for students to match with their simplified characters.)
2. combine two or more elements together to express ideas or directions and numbers (会意)
the teacher explains some characters.
examples: 家（有房有猪）采（手采摘草本植物）尖（上小下大）旦(地平线上的太阳)
more characters are given to the students. they are encouraged to use their imagination to explain them.
囚——人困于门中，伐——人持刀戈，仙——山中人，众——多人，男——田里的劳力，休——人倚木而息，明——日与月，鸣——鸟口之声，孬——不好，森——众木，炎——多火，本——木之根，末——木之梢，歪——不正
3. combine meaning and sound —— pictophonetic characters (形声)
the teacher gives examples: 砖 编 聆 骂
ask the students to have a discussion with the partner and try to find some more examples of pictophonetic characters.
part 4
when were simplified chinese characters introduced by the chinese government?
in the 1950s.
where are simplified chinese characters used?
in mainland china.
【设计说明】在掌握文本结构，主体大意的基础上，进行文本的精细阅读，目的是在理解文本细节的基础上，为project的图册设计进行素材的收集，写作结构的梳理。
step 5 retelling
retelling the development of chinese character according to what we’ve learned today.
【设计说明】内容复述是对于文本阅读的及时检验，学生只有在对文本结构、内容两者都充分理解的基础上才可能实现流畅的复述。复述的形式可以采用同桌间操练，之后随机选取同学进行陈述的方式，更为理想的是全班随机复述，每人一句。
step 6 dialogue
make up a dialogue discussing the development of chinese characters.
【设计说明】进一步检测、确认学生对文本的理解，在理解的基础上鼓励学生的创造性思维，鼓励基于文本、高于文本的对话创作。
step 7 homework
find more information on the internet about the development of chinese characters.
【设计说明】通过网络阅读，提高学生搜寻、定位、整合信息的能力，为下一课时的图册制作实现素材的积累。
九年级英语第五单元 篇五
unit 5 it must belong to carla.（共5课时）教学目标：1知识与技能：本单元通过学习情态动词，学会正确运用must,might,could和can’t对事物进行推测，并注意体会这些词表示判断时的程度，尽量做到用词准确，拓展了belong to,much too,too much 等词的使用，并提供了一些实用的英语谚语。要对本单元中的生词做到会读，会写，会用。 2学习策略 归纳总结情态动词can,may,must表推断的用法，比较它们的用法区别。在选择它们进行运用时，要多角度，全方位地思考，根据句子语境明确句子的含义，选择正确的情态动词。 3，情感态度与价值观 在日常生活中我们要善于动脑观察，比较事物的特点与区别，逐渐培养自己的推理、判断能力。同时要学会对某一事物发表自己的看法并申明理由，进而锻炼自己的演讲口才以及与人交往的能力。 教学重点：1belong to 短语的应用2情态动词表推测判断的用法。3重点词汇的学习，掌握运用。 教学方法：pairwork groupwork 教学难点：1 have与there be 结构的区别运用 2 because与because of 区别 课时安排：本单元需用5课时完成。
人教版九英unit8教学设计（优秀5篇）
the 2nd lesson step1 warm up. pratice the conversations about homework.检查作业listen and give comments.step2 3a 3b read 3a by yourselves and number the parts in order.提高学生阅读能力check the again and circle the words you don’t know and the sentences you don’t understand.explain the words and sentences.listen and try to understand ,take notes.play the record.listen and correct the pronunciation.explain some important languages.listen and take 3b by yourselves.walk around the classroom, help them if they need.make up new conversations with your partner.act out.step 3 pairwork. look at the things in the backpack and say what it is.,两人一组练习help them if they need.make guesses about the owner of the backpack with your partner.act out in class.step 4 homework. do exercises in your workbook. 板书设计：
the 3rd lesson step1 groupwork show some pictures about alien and ufo.say what they are.增强合作意识， 锻炼思维能力look at the pictures in part 1 and finish it .check the answers.help them if they need.make up a story with the words and pictures in the story in class.step 2 2a,2b. play the record for the first time.listen and finish 2a.提升听力技巧play again if necessary.listen again if necessary .check the answers.in the same way, finish 2b.step 3 pairwork. read 2c together.explain some important sentences.listen and try to understand ,take notes.两人一组练习role play the conversation between the man and the woman.act out in class.step 4 homework. 实践活动：与你得同桌或好友就你周围得人或物进行推断并说明理由，看谁得判断能力强。 板书设计：the 4th lesson step1 warm up practice the conversation about homework.作业反馈listen and correct.step2 3a 3b read 3a by yourselves,find the words you don’t know and the sentences you don’t understand.提高阅读能力 贯穿阅读方法explain some new words and the passage in again and finish 3a.check the answer explain some important words and sentences.play the record.listen and try to understand without together.explain the phrases in 3b.listen and take notes.help them if they need help.write a passage with one condition in 3b on your notebook.锻炼写作能力read your passage in class.step 3 3c look at the sentences in 3c,try to understand what’s happening in fact.锻炼写作与表达能力help them if they need.finish 3c and read it in class.listen and give comments.多鼓励学生想象。step 4 groupwork. read 4explain some important sentences.help them if they need help.think of a dream you had recently and tell your partners about it .your partners guess what the dream might mean.增强合作意识act out.step 5 homework. 把你听到或看到得事情讲述出来，并与你得伙伴一起猜是什么？ 板书设计：
人教版九英unit8教学设计（优秀5篇）