初三英语教案unit1

初三英语教案设计：Unit11 Could you please tell me。

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The First period

Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
restroom,shampoo,stamp
（2）TargetLanguage
Excuseme．CanyoupleasetellmewhereIcangetadictionary?
Sure．There’sabookstoreonRiverRoad．
2．AbilityObjects
（1）Trainstudents’listeningability．
（2）Trainstudents’communicativecompetence．
3．MoralObject
Helpingeachotherisveryimportant．Itisagoodquality．
Ⅱ．TeachingKeypoint
TargetLanguage
Ⅲ．TeachingDifficultpoints
1．Howtotrainstudents’listeningability．
2．Howtotrainstudents’communicativecompetence．
Ⅳ．Teachingprocedures
StepⅠRevision
T:You’renewtothisschool．Youneedtoknowwherethemainofficeis．Howcanyouaskwherethemainofficeis?
S1:Where’sthemainoffice?
T:That’sonewaytoask．Butthereisamorepolitewayyoucanask．Youcansay,"Canyoutellmewherethemainofficeis?"Classrepeat．Canyoutellmewherethemainofficeis?
Ss:Canyoutellmewherethemainofficeis?
T:That’scorrect．Nowlet’ssayyouwanttoknowwhereClassroom1is．Howcanyouask?
S2:CanyoutellmewhereClassroom1is?
T:Good!There’sanotherpolitewayyoucanask:CouldyoutellmehowtogettoClassroom1?Classrepeat．CouldyoutellmehowtogettoClassroom1?
Ss:CouldyoutellmehowtogettoClassroom1?
T:That’sright．Verygood．
StepⅡ1a
Gothroughtheinstructionswiththeclass．
Readthelistofthingstotheclass．Toreviewthemeaningofeachitemonthelist,invitedifferentstudentstosayeachphraseintheirownwords．
pointtotheletteredpartsofthepictureonebyone．
Askastudent:Whatkindofplaceisthis?
Whatdotheysellthere?Dowehaveoneinourcommunity?Whatisthenameoftheoneinourcommunity?
pointoutthesampleanswer．Say,Thelettercisinfrontofthewordsbuyshampoobecauseyoucouldbuyshampooinadepartmentstore．Theremaybemorethanonecorrectanswerforsomeblanks．
Whilestudentsareworking,movearoundtheroomofferinghelpasnecessary．
StepⅢ1b
Readtheinstructionstostudents．pointoutthetwoconversationsthatareshowninthepicture．
Asyoulisten,fillintheblankswithwordsyouhearintherecording．
playtherecordingthefirsttime．Studentsonlylisten．
playtherecordingasecondtime．Thistimeaskthemtofillintheblankswiththewordsyouhear．
Checktheanswerswiththewholeclass．
StepⅣ1c
Readtheinstructionstotheclass．
pointoutthelistofthingspeopleneedandthepicturesoftheplacesinactivity1a．Say．Lookatactivityla．Haveaconversationwithapartner．Askyourparterpolitelywhereyoucandothesethingandthenansweryourpartner’squestions．
Asstudentswork,listentosomepairsinordertochecktheprogressandhelpwithpronunciationasneeded．
Afterstudentshavehadachancetopractiseseveralexchanges,asksomepairstocometothefrontoftheclassroomandactouttheirconversations．
StepⅤHomework
Reviewthetargetlanguage．

TheSecondperiod
Ⅰ．TeachingAimsandDemands
1．KnowledgeObjects
（1）KeyVocabulary
escalator,furniture,exchangemoney,elevator
（2）TargetLanguage
Excuseme．DoyouknowwhereIcanexchangemoney?
Sure．There’sabankonthesecond
floor．Taketheescalatortothesecondfloorandturnright．Thebankisnexttothebookstore．
2．AbilityObjects
（1）Trainstudents’listeningability．
（2）Trainstudents’communicativecompetence．
3．MoralObjects
Ifsomeoneasksyouhowtogettotheplacehewantstogoto,youshouldtellhimthewaycorrectly．

Ⅱ．TeachingKeypoints
1．KeyVocabulary
exchangemoney
2．TargetLanguage
Excuseme．DoyouknowwhereIcanexchangemoney?
Sure．There’sabankonthesecondfloor．
3．Structures
DoyouknowwhereIcanbuyshampoo?
Couldyoutellmehowtogettothepostoffice?
CanyoupleasetellmewhereIcangetadictionary?

Ⅲ．TeachingDifficultpoints
1．Indirectquestions．
2．Howtoimprovestudents’listeningability．

Ⅳ．Teachingprocedures
StepⅠRevision
Checkhomework．

StepⅡ2a
Readtheinstructionsandpointtothelistofdirections．
Getstudentstonametheitemsinthepicturesuchasescalator,elevator,shoestore,andsoon．
playtherecording．Studentsonlylisten．
Tellthemthatthepicturemayhelpthemunderstandwhattheyarehearing．
playtherecordingagain．Thistimeaskstudentstowriteanumbernexttofourofthedirections．
Checktheanswerswiththewholeclass．

StepⅢ2b
pointtothepicture．Say,nowyouwillheartherecordingagain．Thistimeshowwheretheboywentashefollowedthedirectionstothedrugstore．Drawalineonthepictureinyourbook．
playtherecordingagainandaskstudentstodrawthelineontheirown．Checktheanswerwiththeclass．

StepⅣ2c
Askapairofstudentstoreadthesampleconversationaloudtotheclass．
Readtheinstructionsaloud．Say．Makeconversationsusinginformationabouttheplacesinthepicturewithyourpartners．
Asstudentswork,movearoundtheclassroomcheckingtheprogressofthepairsandofferinghelpasneeded．
Askoneortwopairstosaytheirconversationstotheclass．Asktherestoftheclasstolookatthepictureastheylisten．

StepⅤHomework
Askthestudentstowritethreesentenceswiththestartersofthestructures．

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初二英语教案范文:Could you please clean your room

Unit 11 could you please clean your room?
period 1
本课是Unit11的第一课时。其主目标是能用 “Could you please do things?” “Could I please do things?”谈论如何委婉地提出请求或征求别人的许可, 及回答语“Sure / Certainly / I’m glad to .”能礼貌地拒绝,“Sorry, I / you can’t,. I / you have to do…”并表达自己的理由, 陈述自己的好恶。以do housework 和调查做力能所及的事为话题，学会运用“Could you please do things?” “Could I please do things?”是本课的语言目标。
一、 教学内容Section A 1a----1c
二、 教学目标
1.学习词汇
do the dishes, sweep the floor, take out the trash. fold your clothes,　clean the living room, do chores, have to do sth, like to do (doing) sth, make dinner, make your bed
2.句型
---Could you please clean your room?
---Yes, sure.
---Could you please do the dishes?
--- Sorry, I can’t. I have to do my homework.
三．单元重点和难点
1.重点。
1）学习一些常用的动词短语。
2）委婉地提出请求、征求许可做某事。
Could you/I please do things？ Yes, Sure. / 。I/You can.
Sorry, I / you can’t,.., I / you have to do…”
2．难点。
在实际的生活中委婉地表达自己的请求和征求许可.

三、 教学过程
pre-task
1. Warming up
看动画片段《灰姑娘》导如入本课话题和新词汇“chores”美丽善良的灰姑娘因继母的嫉妒，每天得做所有的家务。片段的主题使学生联想到本课的话题。
2. learn some new words and phrases
Look! What is she / he doing? 看图学习动词词组do chores, do the dishes, make the bed, take out the trash, fold the clothes, do the laundry, clean the living room.
3. Guessing game.
According the phases that they have learned, the teacher asks some students to do some actions one by one. Then ask the others to answer these questions:
What is she doing? What is he doing?

通过记忆力游戏，让学生适时对所学词汇进行回忆以及进一步的巩固。并适当活跃课堂气氛。

4. pair work. 1a, Do you do these things at home? Write “Y” for “yes” and “N” for “no”.
5. Listening . 1b , peter’s chores or Mom’s chores?
理解目标语Could you please clean your room? Yes, sure.
Write “M” for Mom’s chores, “p” for peter’s chores in the chart.
6. pairwork,1c
Look at the picture, Ask your partner to do the chores that you see.
7. Interview
Who is the most able at home?
1) What chores do you do at home? How often do you do the chores? Work in four, interview each of the students in the group, fill in the chart.
2) Then one student make a report to the class. “In my group…. Does the dishes every day,…We think … is the most able one in our group.”
3) 颁奖。给每个小组里的最能干者发奖。适时给学生爱劳动，爱父母的教育
8. 总结本节课的教学重点。
9.Homework
Read the words and phrases you learn today.
make a dialogue between you and your parent about doing the chores.

五.教学反思
本节课主要谈论家务，话题贴近生活，,,在热身阶段, 以灰姑娘的动画片段导入动词词组,猜图游戏使词汇得到巩固，为下面的活动做好铺垫。新词汇结合学生的生活实际, 掌握运用target language礼貌提出请求, 并使学生受到爱劳动的教育..是本课的重点.。

period 2
一、 教学内容Section A 2a-4
二、 教学目标
1.词汇：
stay out late, work on the computer, get a ride,
use the car, go to a meeting, hate to do /dong sth
2.句型:
---Could I please go to the movies?
---Yes, you can.
---Could I please use the computer?
--- No, you can’t. You must do the dishes at first.

三．单元重点和难点
1．重点。
1）学习和复习一些常用的动词短语。
2）委婉地提出请求、征求许可做某事。
---Could I please use your computer?
---Sorry, you can’t..
---Could I please watch TV?
---Yes, you can. But you have to clean your room first..
3）学习如何请求他人的帮助。
2．难点。
1）表达看法：
I like doing dishes because it’s relaxing, but I hate to do…because it’s boring.
2）区别make与do的用法
四. 教学过程。
1.Warming up
Game “Chain drill”.
运用上节课的target language “Could you please do…?”依次问答，其中的动词短语不能重复 ,复习动词短语。
2．Listening. 2a ,2b
Read the instructions. Learn the key vocabulary.
stay out late, use the car, get a ride, go to a meeting, clean your room,
1) peter ask his father if he can do four things. Check “yes” or “no”
2) Listen again, Why does peter’s father say “no”
Draw lines to the reasons in the chart.
3. present target language
由听的活动2a 引入target language：
A: Could I please get a ride? B: Yes, you can.
A: Could I please get a ride? B: Sorry, you can’t, I have to go to a meeting.
4. pair work 2c
According the sample conversation, ask and answer in pairs. Then ask and answer in pairs in class.

5. 3a Fill in the blanks with “make” and ”do”. Get the students to read the dialogue in pairs, then act out it.
6. 3b Chores that you like or dislike,
1) 呈现 like doing/to do, hate doing
2) Make a list of chores that you like and dislike.
3) pairwork.谈论喜欢和不喜欢的家务，并表达自己的看法。
A: Do you like doing dishes?
B: Yes, I like …because it’s relaxing,
No, I hate to do…because it’s boring.
7. Make a survey.
Discuss in groups of four. Draw a smiling face on the chore you like and draw a crying face on the chore you dislike. Then give a report.
通过做调查，巩固句型I like … because…以及I don’t like … because… 调查表格附下：
Chores Like Don’t like
do the dishes
sweep the floor
take out the trash
make your bed
fold your clothes
clean the living room

8. Game.
Sorry! I can’t! play the game in 4.
9．Grammar focus
Could you please clean your room? Yes, sure.
Could you please do the dishes? Sorry, I can’t. I have to do my homework.
Could I please use the car? No, you can’t. I have to go out.
Could I please go to the movies? Yes, you can.
pay attention to the questions and answers, ask and answer loud
10. Homework.
Could I go to the party? The concert? / the football game?…
假如今晚你想去看球赛或者音乐会或做其他你想做的事，你请求父母的许可。写一段对话。
教学反思
本课以游戏导入，复习提出请求的句型Could you please …? 谈论喜欢和不喜欢的家务，从听的活动自然过渡到本课的target language “Could I ..? ”,接着，通过填空方式引入本课一个知识点.最后通过做调查，巩固句型I like … because…以及I don’t like … because…，锻炼学生动手动脑的能力。

period 3
一、教学内容Section B 1a-2c
二、教学目标
1. 词汇
invite my friends to …,buy some drinks and ,snacks, borrow some money r, teenager disagree
2. 掌握句型 .
---Could you please buy some drink and snacks?
---Sure. / Yes, I can.
--- Could I borrow your money?
---Yes, you can.. Sorry, you can’t.
3.难点; 综合的运用单元的目标语针对实际情景解决问题.
三、教学准备
复习动词短语,并且预习生词, 游戏用的卡片 小奖品
四、教学过程
1.Revision: 1a
This activity introduces the key vocabulary.
Read the instructions in 1a. Read the items in the chart. And then fill in the chart on their own.
Correct the answers.
2. Discussion
(在屏幕上展示出刚才的动词短语) .,
1) 1a What can teenagers ask their parents to do? What do parents ask their teenagers to do? 学习用I agree/ disagree 表示自己的观点.
T: Come to the front , talk about your ideas.(.这个任务地目标运用词汇进行表达, 同时渗透了对学生爱的教育,,爱父母,爱家庭,爱劳动.)
A:I think teenagers …
B:I agree./ I don’t agree(disagree). I think …
2). Sally’s weekend.
Ask: What chores does Sally do on weekends? What do you think of Sally? Then Show some photos of Sally.
Step 2. pairwork
Make your own conversations about the items in activity 1a.
T: Teenagers say, Could you clean your room ?
S: No, I disagree. parents say, Could you clean your room?
Do a second example if the students wish.
Then the students work in pairs.
Ask several pairs to say their conversations to the class.

3. A game
practice with “Could you please…?”“Could I …?”将课前准备的双色卡片(如:红/蓝)分发给学生,卡片以字母编号,同一编号的有两张,上面有简笔画,规定获得红色卡片的学生先发问，根据卡片上的简笔画回答。
Example:
A 。 A 。
A: Could you please sweep the floor?
A2: Sure! But I have to do my homework first.

4. Listening.
1) 2a Listen and check the things you hear..
2) 2b Listen again., and fill in the chart.
What is Sandy’s mother going to do ?
What is Sandy going to do?
What are Sandy and Dave going to do?
3) Listen to Happy birthday song..
5. Group work. Make a telephone invitation and ask for help. (小组继续比赛)
If you are sandy,, you want to invite you good friends to come to you party, and you need their help, too.. Make a list of things you want to buy and to do first, then discuss in group, act it out..
让学生进行评价.评出有特色的“表演”“创意”“最…”小组，给予奖励。
6．总结本课的target language.
7．Homework.
Invite your friends to have a picnic with you, and ask for their help to prepare for the picnic.. make a conversation.
教学反思
如何激发学生的兴趣, 使他们主动积极地参与活动,开展合作学习, 使课堂充满活力,使设计的每个任务产生实效, 这是任务型教学中的首要问题. 本节课开展小组竞赛, 任务链为:游戏热身( 巩固词汇), 讨论(学习运用句型), 表演(综合运用)等活动, 逐步递进, 从简到难, 从谈论Sally 的周末, 到谈自己一周里所干的家务,电话邀请和请求帮助 ,都是来自现实生活的话题, 极具真实性. 为学生综合表达提供了丰富的素材.让学深入、让学生参与过程的评价体现了以学生为主体的原则.

period 4
一、教学内容Section B 3a –3c 综合运用单元目标语,针对实际情景解决问题.
三、教学准备 复习词汇和句型.
四、教学过程
1. Warming up.
1) Memory challenge. 复习词汇 和Target language
Tom’s week.
Students look at the chart for only one minute, then the chart is covered, Students say what Tom does on weekdays and weekends.
2) Do 1 in self check
2. . 3a Reading
1). Question: Do you have a dog or a bird ?
How do you take care of it? Discus in pairs.
2) Read the e-mail message. Quickly. in 3a.
What does Thomas ask Nancy to do?
3) 词汇分类.Which things are about food? Cleaning? Exercise?
4) 学习写求助的留言的方式法.
3. Help Sandy Complete the e -mail message. (3b and 3c),展示优秀的作品.
4. Group work. “Help Wanted”
1) 给出不同的话题,让每个小组抽取一个话题,合作讨论, 写留言条寻求帮助.
2) 然后将条子贴在黑板上,让每组学生代表上来,找到自己能做的事,并和那个小组进行对话表演 .
5.总结.
6. Homework
Revise Unit 11, complete the message in 2 of self check.,
教学反思
本节课在复习单元词汇和句型的基础上, 进一步学会运用目标语进行写的训练, 是能力目标的体现. 不同的话题拓展到生活的各个方面, ,给学生综合运用目标语,提供了一个广阔的平台, 使学生能运用语言知识解决实际问题.

小班英语教案设计：show me

这篇《小班英语教案设计：show me》是小编为大家整理的，希望对大家有所帮助。以下信息仅供参考！！！

　设计意图

让幼儿掌握英语单词book，bag，cup，hankie。日常生活中学习运用英语进行对话Show me your

(book).Here it is.

活动目标

1、通过游戏活动，引导幼儿在理解含义的基础上学习单词book，bag，cup，hankie，发音基本准确.

2、鼓励幼儿大胆学说句子Show me your (book).Here it is.

3、培养幼儿对英语活动的兴趣。

活动准备

book，bag，cup，hankie的实物。

活动过程

一、Warm Up 热身复习《point at your eyes 》

教师带着唱唱跳跳学过的歌曲，激发幼儿参与英语活动的愿望。

二、基本部分

1、教师逐一出示book，bag，cup，hankie的实物，引导幼儿大胆学说，注意纠正幼儿的发音。

师：What is it？

生：It’s a （cup）. （幼儿答不出来，老师就带读几遍）

2、教师设计情境，帮助幼儿理解Show me your (book).Here it is的含义。

请某幼儿拿着一本书，老师伸出双手同时说Show me your (book)。另一名老师在旁边引导幼儿把书递给她同时说Here it　is。请其他幼儿练习对话，注意纠正幼儿的发音。表扬大胆学说的幼儿。

3、引导幼儿类推，理解并学说Show me your (book，bag，cup，hankie).Here it is。

4、 A game游戏 ： 瞎子摸象

请一名幼儿并蒙上眼睛到台前来，老师准备book，bag，cup，hankie的实物放在地上，老师说：“Show me your(book)，”幼儿就摸取该物并说“Here it is。”

摸不对的就换另一名幼儿玩。

三、结束部分

Song ： 《show me》幼儿跟唱歌曲。

活动评价：

1、整个活动在内容和形式上符合幼儿认识能力和心理特点，具有“活泼、轻松、有趣”的特点。

2、教学方式灵活，整个活动过程能够激发幼儿学习英语的兴趣，幼儿能在轻松活泼的气氛中愉快的学习和使用英语。

小班英语教案设计：How old are you

How old are you

活动目标：
1、学习英语对话，乐意参与这种交流。
2、复习数字1-10的英语说法。
活动准备;
磁带、蛋糕
活动过程：
一、幼问好。
T: Good morning.Boys and girls.
C: Good morning,Miss Zhu.
T: Look.What’s this?
C: It’s bananas.
T: Yes, very good. How many?
T,C:One, two,three…….
T:OK.Let’s sing a song.Ten little Indians boys.
二、情景表演
T: Today is Monkey’s birthday.
T: How old are you?
M: I am six.
三、引导幼儿学习新内容
两个两个小朋友对话：How old are you?\I am six.
四．结束
T: Today is Monkey’s birthday.Happy bithdey to you.
M: Thank you.
T:Let’s sing a song.Happy birthday to you……..

初三英语教案范文:Unit13 Rainy days make me sad

Unit 13 Rainy days make me sad.一 . [话题](Topic) Talk about how things affect you.二 .[重点词组](Key phrases)make me sad，keep out，learn from，make sb. do，more than，for instance，help…to do，so that，have sale，less than三 .[交际用语]1. Loud music makes me tense.2. Loud music makes me want to dance.3. That movie made me sad.4. Why don’t we get something to eat?5. So am I. / So do I.6. Waiting for my friends makes me hungry.7. The color red makes people hungry.8. It tastes terrible.四. [重点难点释义](Language points)Section A:1. Rainy days make me sad.　 雨天让我感到悲伤。rainy 　adj.　 多雨的例如：the rainy season 雨季rainn. 雨例如：The crops need rain. 庄稼需要雨水。rainv. 下雨例如：It began to rain hard. 开始下大雨了。make的用法(1) make +n.例如：make food 　做饭make a plane 做飞机make the bed 　 铺床make money 赚钱(2). make sb./sth. + adj. 使某人（感到），使……处于某种状态make的宾语之后可跟名词，形容词，分词来充当宾语的补足语1)名词作make的宾语补足语例如：The party made her a good teacher. 党把她培养成为一名好教师.名词作宾补2)形容词作make的宾语补足语例如：Soccer makes me crazy. 　 足球使我疯狂。The soft music makes Tina sleepy. 轻柔的音乐使Tina快睡着了。Loud music makes me tense. 过大声音的音乐使我紧张Loud music makes her happy.Loud music makes them energetic. 过大声音的音乐使他觉得精力充沛。It made her sad. 这使她感到难过。Waiting for her made me angry. 我很生气一直等着她。可用到的形容词有：happy，pleased，surprised，angry，annoyed，sad，upset，unhappy，worried，anxious，excited，relaxed，stressed out，tense，calm，scared，comfortable，sick …3)分词作make的宾语补足语例如：I made myself understood by all the students.You must make yourself respected.There was so much noise，the speaker couldn’t make himself .(C)A. hearingB. to hearC. heardD. being heard(3). make sb. / sth. + do …使某人做某事（不能带不定式符号to）例如：Wars make the peace go away.战争使和平远离。The color red makes people want to eat faster.红色使人们吃得更快些。注意：当make 用于被动语态时，必须带不定式符号to.例如：We were made to work all night. 我们被迫日夜工作。I was made to repeat the story. 我被迫重述这个故事。people who won’t should be made to work.不愿劳动者应被强制劳动．(4) make it　 习惯用语，及时赶到，到达目的地I just made it to my class. （Unit 9）我恰好赶到班级。（arrived in time）I’m sorry I missed your concert，but I was out of town and couldn’t make it.很遗憾错过你的音乐会，但我当时不在而且不能及时赶回来。(5) make of /from./out ofMake of 当原材料制成成品后，原材料未经任何化学变化，仍保持原有性质.例如：The chair is made of wood.At first people believed that air was made of only one gas.Make from　 当原材料制成成品后，经过了化学变化，失去了原有性质.(6) make up of 常用于被动结构：be made up of相当于consist of（由……组成）A car is made up of many different parts.make up from 由…..所制造She wore a necklace made up from gold coins. 她戴着一串有金币制成的项链.2. I'd rather go to the Blue Lagoon Restaurant because I like to listen toquiet music while I'm eating.　 我宁愿去蓝湖餐厅，因为我吃饭时喜欢听轻柔的音乐。(1)rather 原意为相当，为副词如:It's rather cold today. 今天相当冷。rather常与would连用，宁可，宁愿，还是……好些例:I'd rather play tennis than swim.　 我不想游泳，我宁愿去打网球。(2)lagoon 　n.. 环礁湖，咸水湖。3. They also have to know how to make money.　 他们还必须知道如何赚钱。(1)Know how to do 其中的不定式带有疑问词。know what to do 知道做什么。这一句式可以改为复合句，上句也可为：They also have to know how they can make money.又如：please tell me when we should leave. =please tell me when to leave.请告诉我什么时候离开。(2)make money / earn money 挣钱例：His father makes /earns a lot of money as a pilot.他父亲当飞机驾驶员挣钱很多。4. Soft colours like pink and light blue make people relaxed，so they spendmore time eating their meals.柔和的颜色如粉红色和浅蓝色让人们得到放松，因此他们用更多的时间来进餐。(1)like 介词比如像……，诸如……例如：There are several people interested，like Mrs. Jones and Dr.Simpson.有几个人与此事有关，比如像琼斯太太，辛普森医生。同……一样例如：She’s very like her mother. 她很像她的母亲。What’s your new job like? 　你的新工作怎么样？(2)light blue 浅蓝色light 　adj. 浅色的light green curtains 浅绿色的窗帘deep 　adj. 颜色深的， 浓重的。The sky was deep blue. 天空是深蓝色的。(3)spend time (in) doing sth.. 花时间做某事spend money on sth.. 花钱在……方面。We spent a pleasant hour or two talking with our friends.我们和朋友愉快地交谈了一两个小时。They spend a lot of money on advertising. 他们在广告上花了大量的钱。5. It makes me want to join a clean-up campaign. 这让我想加入一次清扫大运动。(1)join加入军队，政党，组织等，成为其中一员。例如：The next year he joined the union. 第二年他加入了工会。(2)join in加入某人，并一起进行某项活动。例如：She joined her husband in his study.她与她的丈夫一块从事他的研究。(3)take part in “参加……”，take an active part in积极参加。例如：Do you take an active part in sports? 你积极参加体育活动吗？Section B6. pros and cons　 n. 赞成和反对的理由例如：To consider all the pros and cons of a matter before reaching a decision.作出决定前先好好考虑所有赞成和反对的理由。7. It’s true that some ads can be very useful. 一些广告的确很有用。(1)It’s + adj. +that 　其中It 是形式主语，代替that引导的主语从句。例如：It is strange that be had made a mistake. 真怪，他竟做错了。(2)usefuladj. 有用的useless　 adj. 无用的，无价值的。例如：a useful idea 有用的主意a few useless suggestions 一些无价值的建议8. For instance，they can help you to compare two different products so thatyou can buy the one you really need.　 例如，他们能够帮你比较两种不同的产品，以至于你能买到你真正需要的那个。(1)for instance， for example 例如(2)compare　 比较，对照compare...with...　 把……与……相比例如：If we compare French schools with British schools，we will find many differences.如果我们把法国的学校与英国的学校相比，会发现许多不同之处。compare...to...　 把……比作……例如：The poet compares the woman he loves to a rose.这位诗人把他所钟情的女人比作玫瑰花。(3)so that 为了，以便，引导目的状语从句例如：We have to hurry up so that we can catch the last train.我们为了赶上末班车不得不快一点。(4)the one you really need 是定语从句the one 是定语从句中的先行词，that作为引导词在从句中做宾语省略掉了。

9. However，some advertising can be confusing or misleading.然而，一些广告会混淆或误导你。(1)confuse　 v. 使迷惑例如：Waking up in strange surroundings confused her.她醒来时看到一片陌生的环境，这把她搞糊涂了。confusing　 a. 令人迷惑的例如：The instructions are very confusing and I can't understand them.这些指示莫名其妙，我没有办法理解confused　 adj. 迷惑的，糊涂的例如：He gets confused easily. 他很容易被弄糊涂。(2)mislead 　v. 　 使某人想错 / 做错，误导misleading 　adj.例如：a misleading description / advertisement 　误导人的描述（广告）10.…but don’t really tell you anything about the quality of the product.但没有真正告诉你有关产品质量的任何问题。tell sb. about sth.“告诉某人有关某事”，tell sb. sth.“告诉某人某事”。例（1）The granny told us about a thief breaking into her house.老奶奶告诉我们她家失窃的事。（2）The old man told us about his sufferings in the old days.老人告诉我们他过去受的苦。（3）He told the happy news to everybody.他把好消息告诉了大家。

（4）Tell me where you live.告诉我你住在哪儿。11．You have to be careful.你得小心。be careful“小心，当心”，后常跟of短语。与它同义的有look out。【例】 （1）Aren’t you a bit too careful of your health?你对个人的健康难道不是有点过于小心了吗？（2）Be careful when crossing the road.过马路要小心。（3）You must look out for the snags.你们必须当心意外困难。（4）Look out! There’s danger ahead.当心！前面有危险。12. At times an ad can lead you to buy something you don't need at all.有时，一个广告能导致你去买你根本不需要的东西。(1)at times，sometimes 有时例如：At times I wonder if it's all worthwhile.有时我怀疑我干这件事是否值得。(2)lead sb. to do 　怂勇，引诱例如：She led me to believe that she had a lot of influence.她诱使我相信她很有权势。(3)not ...at all 无论如何（都不），一点（都不）例如：I don’t agree with you at all.我完全不同意你的话。It was late， but they were not tired at all.已经夜深了，但是他们一点都不觉得累。13. Mon and Dad hadn't left me a note. 妈妈和爸爸也没有给我留个便条。hadn't left，这是过去完成时，过去完成时的动作必须是在过去时间以前完成，基本结构为had + 动词的过去分词。例如：I had finished my homework before supper.　 我在晚饭前把作业做完了。supper 是过去某一时间，had finished 这一过去完成时就是在supper之前完成的。例：When we got there，the basketball match had already started.我们到那里时，篮球赛已经开始了。14．In class, the teacher asked me for my homework.在课上，老师问我要家诞作业。ask sb. for sth.“向某人要某物”，而ask for则表示“请求，通过询问寻找”。【例】 （1）How much did they ask for this book?这本书他们要多少钱？（2）The stranger asked the old man for his address.那陌生人问老人要家庭住址。（3）He came to ask for help.他来求助。（4）Did anyone ask for me?有人找过我吗？15．but as I was so tense when I left home，I had forgotten to bring it with me.但是由于我离开家时太紧张了，我已忘记了带着来。（1）as 连词，因为例如：As she has no car，she can't get there easily.因为她没有汽车，去那里很不容易。As；连词，当……的时候As he grew older he lost interest in everything except gardening.他年纪越来越大，除了喜欢园艺外，对一切都失去了兴趣。（2）forget to do 忘记做……例如：Yesterday when I left home，I forgot to lock the door.昨天我离开家时，忘记锁门了。forget doing 忘记了已经做过的事情。例如：I'll never forget finding that rare old coin in my garden.我永远不会忘记在我花园里找到的那枚稀罕的古币。（3）bring 把某物带给说话人例如：Bring that book to me.　把那本书拿来。take 把某物带到另一地方去例如：Take your umbrella when you go out. 你出去时把伞带上。fetch 去取某物并带来例如：please fetch the scissors from the kitchen. 请到厨房把剪刀拿来。carry 不含任何方向，是指用手或身体的某个部位携带。例如：She carried the bag on her back. 她把包背在背上。16. You keep the sweater and pretend to like it， … 你收下了毛衣，并假装喜欢它。pretend　 v. 假装pretend that / to do例如：She pretended she didn't know me/pretended not to know me when we met in thestreet.我在街上见到她时她装作不认识我。17. If you think flowers are too feminine a gift for a man to receive，you canconsider giving a plant instead.　 如果你认为鲜花对一位男士来说太女性化而不好接受，你可以考虑送一种植物。（1）feminine 　adj. 女子气的，属于女子的（2）too ... to ... 　太……而不能……例如：It was too good an opportunity to miss.那是一个不应该错过的极好机会。（3）consider doing 考虑……例如：I'm considering changing my job.　 我正在考虑换工作。consider that 考虑到例如：If you consider that she's only been studying English for six months，shespeaks it well.　如果考虑到她学英语才六个月，那么她讲英语讲得的确不错了。consider sb. + n / adj. 　认为， 把……看作例如：Do you consider her suitable for the job?　 你认为她做这工作合适吗?18. Be sure to follow your host's suggestions.　 务必要遵从主人的暗示或提议。(1)be sure to 　别忘了，记住例如：Be sure to turn everything off before you go to bed.别忘了睡觉之前关上各样东西。(2)be sure to do 　一定会……的， 必定会发生的。例如：It’s sure to rain. 必定会下雨。(3)be sure of 　对……有把握.例如：He's sure of living to ninety.　 他对活到90岁很有信心。19．The problem is you don’t like wearing orange.问题是你不喜欢穿橘黄色衣服。that（已省略）引导的是表语从句；like后可跟不定式也可跟动名词作宾语，如表示一般倾向，多用动名词作宾语，但如指特定或具体某次行动，则更多使用不定式。【例】 （1）The trouble is (that) we are short of money.困难是我们缺少钱。（2）The problem seemed how we could make him understand it.问题似乎是我们如何能使他理解这点。（3）I like reading books of this kind.我喜欢看这类书。（4）I’d like to read that book.我想看那本书。（5）She likes reading newspapers at night.她喜欢晚上看报。（6）I should like to be present at the meeting.我希望出席这次会议。20．The gift-giver is too lazy to go out and find the right gift.送礼的人太懒了，不愿出去找一份合适的礼物。too…to…“太……结果不……”，too后跟形容词或副词原形，to引导不定式。【例】 （1）She is too young to marry.她还没到结婚年龄。（2）The box is too heavy for me to carry.这个箱子太重，我搬不动。（3）He is too careful not to have noticed it.他那么细心，不会不注意到这一点的。五.语法知识1．宾语补足语宾语补足语和宾语一起称为复合宾语，可作宾语补足语的有：名词，代词，形容词，副词，分词，不定式，介词短语，名词从句。【例】 （1）We call him Jim.我们叫他吉姆。（2）Whom do you think of me?你以为我是谁？（3）please keep the room clean.请保持室内清洁。（4）He found her out.他发现她出去了。（5）She found the book interesting.她认为这本书很有意思。（6）You’d better have your shoes mended.你还是请人把鞋补一补吧。（7）Make yourselves at home.不要受拘束。（8）We made him what he is.是我们使他成为现在这样。2．宾语补足语的注意事项1）作补语的形容词应放在宾语后，若放在前则变成了定语。【例】 （1）We found the man honest.我们发现此人很诚实。（宾补）（2）We found the honest man.我们发现了这个诚实的人。（定语）2）在动词elect, choose, make之后用作补语的名词，若是表示“身份，职位”则不带冠词。【例】 They elected Li Lei monitor last week.上周他们选李雷当班长。3）有些动词后通常跟“to be＋名词或形容词短语”作补语，但to be常省去。这些动词有：think, consider, believe, imagine, suppose, see, find, feel, etc.。【例】 He thinks himself (to be) a clever man.他认为自己很聪明。4）复合宾语可变为宾语从句。【例】 We think her a nice woman.→ We think that she is a nice woman.我们认为她是个很好的人。5）动词let, make, have及感官动词后用不带to的不定式作补语，若变为被动语态，应将to加上。【例】 I saw tears come into her eyes.→ Tears were seen to come into her eyes.我看到她眼里含着泪。6）感官动词后跟不带to的不定式或现在分词作补语，其区别在于不定式强调事实经过或动作已完成，而现在分词则强调当时情景或动作正在进行。请比较。【例】 （1）I like to hear her sing.我喜欢听她唱歌。I heard her singing last night.昨晚我听到她在唱歌。（2）I saw him cross the road and go into the hospital.我看见他走过了马路，进了医院。I saw him crossing the road when I looked out of the window.当我向窗外看时，看见他在过马路。

小学一年级英语教案设计：Unit 2 How are you？

1、能听懂、会说问候语how are you？及其答语，语音准确、语调自然。
2、能听懂、会运用i`m…对他人的问候作回答，并获得运用所学进行交际的能力, 要求读音正确，语调自然。
3、低年级学生的英语学习方法引导。
1、培养学生的学习兴趣，能听懂、会说新授的问候语how are you？等。
2、培养学生的观察、辨别能力。
课件、词语卡片、小黑板
drills.
read words five times.
unit 2 how are you？
——how are you？
——i`m fine，thank you。
a. greeting
继续巩固用英语组织教学让学生初步听懂课堂基本用语，例如class begins, stand up, sit down, please. hello , boys and girls.并且做出相应的反应。
b. free talk:
t：class begings.
s1: stand up.
t: hello, boys and girls.
ss: hello, miss and girls.
t: what’s your name?
s1: hello, my name is ….
t: what’s your name?
s2: hello, my name is ….
开起小火车，一个接一个和后面的小朋友打招呼。
c、presentation：
1）让学生听英语歌曲how are you ? 然后教师说hello, boys and girls. how are you today?直接引出新授问候语how are you ?
2) 学习课文，请学生集体听录音，弄清su hai在向谁问候。
3）让学生跟录音朗读课文，要求模仿语音、语调。
4）让学生分角色朗读课文。
d、learn to say
引导学生使用所学语言。
选用学生喜爱的卡通动物形象进行操练，如：
t: (出示卡通动物dog, cat, pig, duck) now, let`s say hello to them.
t: (示范)hello， miss dog. how are you ?
s1: hello, miss cat. how are you ?
s2: hello, miss pig. how are you ?
s3: hello, miss duck. how are you ?
ss: (引导学生回答)i’m fine, thank you .
2)请四位学生戴上面具，并排站在讲台前，其中一个用how are you ,xxx? 向班级人一同学问好，被叫到名字的同学除了对问候作出应答外，还要问是谁在向他问好。
s1：（戴面具者）how are you , xxx?
s2: i’m fine, thank you . what’s your name?
s1: my name is xx.
s2: how are you , xx?
s1: i’m fine, thank you.
3) 引导学生将所学问候语在课外尝试运用，可要求学生回家用how are you ? 向家长问好，如果家长不会英语，可让其设法教会家长。
e、assign homework
（1）听录音，进行对话。
（2）鼓励学生平时用本单元所学的日常交际用语相互打招呼。
（3）鼓励学有余力的学生学习其他的打招呼用语。

unit 2 how are you？
1、能听懂、会说问候语how are you？及其答语，语音准确、语调自然。
2、能听懂、会说，fine,well,good,并能用i`m…对他人的问候作回答，要求读音正确，语调自然。
3、能听懂、会说、会读字母cc和dd。
1、能听懂、会说，fine,well,good,并能用i`m…对他人的问候作回答。
2、能听懂、会说、会读字母cc和dd。
课件、词语卡片、小黑板
drills.
read words five times.
unit 2 how are you？
——how are you？
——i‘m fine/well/good，thank you。
cc dd
a. greeting
（the teacher stands in front of the class and greets all the students again and prompts them to answer.）
t: hello.
ss: hello.
继续巩固用英语组织教学让学生初步听懂课堂基本用语，例如class begins, stand up, sit down, please. hello , boys and girls.并且做出相应的反应。
b. free talk
t：class begings.
s1: stand up.
t: hello, boys and girls.
ss: hello, miss and girls.
t: what’s your name?
s1: hello, my name is ….
t：how are you?
s1:i’m fine, thank you.
开起小火车。
c、look and learn
1）带领学生读准每个单词。
2）可以利用所做的动物头饰，结合a部分的教学内容，进行多种应答，如：
t：hello, miss dog. how are you?
s: i’m fine, thank you. / i’m well, thank you. / i’m good, thank you.
3) 利用课堂实际情景，鼓励学生用本部分新出现的教学内容进行灵活地应答。
d、look and learn
1) 先复习一学过的字母bb。
2）出示写有字母cc的卡片，示范发音，引导学生眼看教师口型，听清发音。在静听几遍后，再模仿读音。教字母cc时，采用分解因素的方法，帮助学生发好字母的音。
3）同样的方法教学字母dd。
4）引导学生通过朗读例词cat和dog， 进一步感受字母在单词中的发音。
5）组织学生进行大、小写字母配对游戏，将学生容易混淆的字母bb和dd放在一起比较、辨认。引导学生观察不同字母的形状，鼓励学生自己编顺口溜，加强记忆。
e、assign homework
（1）听录音，进行对话。
（2）鼓励学生平时用本单元所学的日常交际用语相互打招呼。
（3）鼓励学有余力的学生学习其他的打招呼用语。

unit 2 how are you？
1、复习巩固问候语how are you？及其答语，要求读音正确，语调自然。
2、复习巩固句型: how are you？i‘m fine/well/good，thank you。
3、激发学生英语学习兴趣，会唱歌曲how are you？
4、完成教学ab uint2。

1、培养学生学习英语的兴趣。
2、复习巩固句型: how are you？i‘m fine/well/good，thank you。
课件、词语卡片、小黑板
drills.
read words five times.

unit 2 how are you？
——how are you？
——i‘m fine/well/good，thank you。
a. greeting
（the teacher stands at the door and greets the students as they come in the door.）
t: hello. hi.
（the teacher stands in front of the class and greets all the students again and prompts them to answer.）
t: hello.
ss: hello.
t：class begings.
s1: stand up.
t: hello, boys and girls.
ss: hello, miss and girls.
（the teacher looks at inpidual students and prompts them to answer.）

t: what’s your name?
s1: hello, my name is ….
t：how are you?
s1:i’m fine, thank you.
开起小火车，一个接一个和后面的小朋友打招呼。
b、presentation：
when we meet someone, we should say “how are you?” now, let’s watch and listen.
c、sing a song
1) 反复播放how are you ?让学生先熟悉曲调。
2）带领学生学歌词，并按音乐节奏做歌词诵读练习。
3）带领学生学唱歌曲。
4）引导学生替换歌词，如fine 可替换成well, good等。
d、play a game
1) 课前布置学生找一个或者作一个自己喜爱的卡通形象的手偶。
2）教师讲解游戏的做法，并进行示范。
3）小组内使用手偶开展对话游戏，用学过的语言进行交流：
s1: good morning/ afternoon/ evening. what’s your name?
s2: my name is …
s1: how are you?
s2:i’m fine/ well/ good. thank you .
e、practise
（1）活动1：listen and judge.
教师先向学生解释清楚题目的做法。
——how are you ， helen?
——i’m fine , thank you.
请学生听录音，要求学生根据录音判断对话内容是否与图画意思一致，相符则为笑脸，否则为哭脸。
（2）活动2：listen and respond.
录音中，画面上的某个人物正在和另一个人打招呼。根据图片所示内容用已学句型作出应答。
师生互问，生生练习问答。
（3）学习活动3：listen and colour
要求学生在听录音后，根据录音内容将字母涂上合适的颜色。
（4）学习活动4：look and act
要求学生先看图，然后依据图意说英语并表演。
教师组织学生操练句型。
——is this david?
——no./…
f、assign homework
（1）听录音，进行对话。
（2）鼓励学生平时用本单元所学的日常交际用语相互打招呼。
（3）鼓励学有余力的学生学习其他的打招呼用语。

高三英语说课稿：Unit11 Key to success

作者：章虹

一、教材分析
当今世界趋势倾向多元化，而其突出地表现在个人的创造思维和群体间的合作精神。为此，在中学阶段培养学生的合作意识，创造思维就显得尤其重要。本单元的中心话题是“成功的关键”内容涉及个性特征、个人品质、团队精神、成功之路、社会行为和社会关系等，语言技能和语言知识都是围绕这一中心话题设计的。通过本单元教学，学生了解了走向成功的诸多要素，明白团队精神在集体活动中发挥的重要作用。
1、Warming up 部分通过对一系列问题的讨论来确定自己属于哪一种人，具有怎样的品德和个性。目的是让学生学会谈论社会行为和社会关系。
2、Listening部分通过对三个问题的小组讨论来了解学生业余时间的安排。让学生通过对兼职工作的讨论初步了解团队精神。
3、Speaking部分首先向我们阐述了具有诚实，负责、可信这些品德给我们带来的益处，接着通过三个情境来对学生进行检测。
4、Reading部分是一篇关于团队工作的文章。通过阅读，让学生理解团队精神的重要性，知道一个团队应如何良好运转。
5、Language practice部分设计了系列练习，让学生在练习中巩固本单元所学习的重要单词和短语。
6、Integrating skills 部分讲述了李永红奋斗的经历，是让学生在阅读中理解成功的真正含义并让学生意识到每个人的成功之路是不同的，每个人都应选择适合自己的成功之路。
7、Writing部分是对李永红现象的反思。要求学生以书信的形式就李永红的选择发表看法。写一篇书信。
二、 教学重点和难点
（一）重点
1、词汇：重点单词和短语: reputation compromise contradictory ambitious congratulate hands-on stick with through thick and thin pull out of in reality keep an/one’s eye on take…into account as a whole once again live up to
2、Make the students be free to talk about social behaviors
3、Understand the reading passage and can talk more about teamwork.
4、Improve the students’ reading and writing skills.
（二）难点
1、How to make the students express their ideas freely, and let students solve some problems in daily life.
2. Help students improve their listening memory ability.
3. How to understand the reading passage better and grasp its main idea.
4. Master some new words and phrases, and know how to write a letter about success.
三.、教学目标
（一）语言知识
1. 话题：Talking about social behavior and social relations.
2. 功能：Expressing decisions and opinions. 3. 词汇：（见教学重点）
（二）语言技能
1. 说：要求学生根据三个情景复习表达意图和决定的句型，进行讨论。
2. 读：要求学生理清文章的脉络和主要观点，继续训练各种阅读技能。
3. 写：通过本单元的学习，要求学生用书信的形式，表达对人生选择和成功的看法。
（三）情感目标
1. 通过阅读Teamwork这篇文章，帮助学生树立合作意识。
2. 通过学习和讨论何谓成功的话题，帮助学生形成对成功的科学看法，从而树立正确的人生观、价值观和世界观。


三、教材重组
本单元教学设计创新之处
①始终坚持任务目标→导说→活动或讨论→反馈或笔头落实→环环相扣，逐步铺垫。
②增减或改编了部分教材，讲练结合，当堂巩固，达到知识到能力的正向迁移。
③设计合作学习和小组讨论的方式来提高学生合作学习意识和能力。
Reading
Teaching methods:
1. Skimming and Scanning methods
2. Inpidual, pair work or group work
3. Discussion.
Teaching procedures:
Step1. Greetings and lead-in
T: I’m sure all of you know the story about Three Buddist Monks, right?
T: Now. let’s see the story.
Screen:
一个和尚 一只蚂蚁……
三幅画 两个和尚 挑水 三幅画 几只蚂蚁……
三个和尚 很多只蚂蚁……
T：What’s the problem with the three monks? How do the ants work?
S：The monks had no water to drink, while ants carried a lot of rice/food to their caves.
T: So from these two groups of pictures, what have you learnt?
S: Cooperation is very important. In other words, teamwork is very important.
Step2 pre-reading
T: Now can you give me some examples about situations in our daily life where we must co-operate to accomplish some particular tasks.
(Show pictures on the screen at the same time)
talk about sports games. Ask the Ss to discuss them with partners according to the following question:
What are the requirements for a sports team to function well?
Several minutes later, ask some students to answer the questions.
T: What is the most important thing do you think for a team to win a match?
T: Very good! I also think co-operation in a team is very important.
Step 3 Scanning
Get the students to comprehend the passage quickly and accurately. Then choose the right answers according to the passage.
Show the following questions on the screen.
1. In sports games, a player _______.
A. often changes his role B. has a clear role
C. feels that players with different abilities make different contributions to the team.
D. accepts the same expectations and responsibilities as the other players
2. The author takes for example to show how a team can work well._______
A. the sports team B. the project team C. the rugby team D. a dynamic team
3. What is the main idea of paragraph 7?_________
A. How a project team is different from a rugby team. B. How a project team works.
C. In a project team, people who have different abilities and personalities have different roles into team.
D. How the tasks of the group are pided depends on personalities and abilities of the inpiduals in the group.
Several minutes later, check the answers with the whole class.
Suggested answers: 1. B 2.A 3. C
Step 4 Skimming
T: Now we are going to read the passage again and answer a few detailed questions on the screen.
1. Why are people sometimes made up a team to finish a job?
2. What is coach’s job in a sports team?
3. Why is working in groups at school an opportunity to learn about teamwork?
4. What does the task pision for the group depend on in a team?
5. What will the lack of recognition of differences in human functioning lead to?
A few minutes later, check the answers with the whole class.
Ⅱ. Show the following form on the screen. Ask the students to pide the text into several parts and try to summarize the main idea of each part. A few minutes later, ask several students to give their answers.
Suggested answers:
parts Main idea
part 1( paras.1-2) What is a team.
part 1( paras.3-4) Sports team.
part 3(.5) Working in groups at school is an opportunity to learn about teamwork.
part 4( paras.6-7) project team.
part 5( paras.8-10) How to make teams function well.
Step 5 post-reading
Ask the students to read the text again and finish the exercises in post-reading.
Step6 Summary
The passage is mainly about the importance of teamwork. It tells us that teamwork is necessary and important because some work in our life cannot be accomplished by someone alone. Working in teams at school is a preparation for our future. To make the team function well, all team members should help, respect and support each other and be clear about their roles. On the other hand, it is important to know every member’s strengths and shortcomings, because different personalities and abilities can fit different requirements in the society and can help us avoid embarrassing other team members. In this way, we can make the best of working with team members.
Step 8 Homework
Look on your class as a team, and write a passage to show how to make teamwork function well to make your class strong and make great progress.

小学英语教案:Unit 4 What are you doing

这篇《小学英语教案:Unit 4 What are you doing》是小编为大家整理的，希望对大家有所帮助。以下信息仅供参考！！！

一、教学重点：
句型“What are you doing? I am ….”，并能在情景中进行应用。

动词及动词短语的现在进行时的表达，即ing形式 。

二、教学难点：

动词ing形式的读音。

实际情景中语言运用的能力。

三、课前准备：

教师准备电话等道具。

教师准备录音机及录音带。

教师准备动词和动词短语卡片和图片。

学生每人准备一张白纸，并自己提前制作盘子、炒锅等图片或用玩具、实物代替。

四、教学过程：

1、Warm up （热身）

活动一：歌曲演唱

教学参考时间：1—2分钟

教师播放歌曲What Are You Doing?的录音，师生共同演唱。

活动二：口语练习

教学参考时间：1-- 2分钟

教师就学生所学过的内容，尤其是新学内容进行日常交际，目的在于运用语言。可以是学生自我介绍，也可以是学生间对话练习。如：

A: My English name is …. What’s your English name?

B: M y English name is …. How do you do?

A: How do you do? Where are you from?

B: Australia.

A: What are you doing?

B: I’m waiting for my mom.

A: Nice to meet you. Good-bye.

B: Bye.

2、Review （复习）

活动三：词汇复习

教学参考时间：4—5 分钟

教师出示第一课时所学动词短语的图片，找能力好的学生认读，其他同学跟读。

教师说动词短语，学生做动作，再次复习第一课时的短语。

学生边做动作边说单词。

鼓励学生说说前五册学生用书，特别是五年级上册第四单元已涉及到一些动词和动词短语，注意比较动词原形和动词ing形式，注意发音。

教师在黑板上写好两列词，让学生连线并进行问答练习。

drawing the dishes

doing the phone

answering a book

cooking pictures

reading dinner

3、presentation （呈现新知）

活动四：猜猜猜

教学参考时间：3—4 分钟

让一名学生抽取一张单词卡片，然后躲在讲台后面。教师带领其他学生问：What are you doing? ，抽取卡片的学生站起来边做相应的动作边回答 I am… 请五至六名学生轮流上台抽卡片，直到全班学生都初步会说句型What are you doing? 再进行下面的活动。

学生同桌之间背对背，一边做动作一边用主要句型问答：What are you doing? I am ….

活动五：句子接力

教学参考时间：1-- 2分钟

学生五人一组。教师问各组的第一名学生　Hello. What are you doing?　每组的第一名学生回答后转身问后面的学生：What are you doing?　，依此类推，每名学生的回答不能与同组前面学生的回答重复，看哪个小组最先完成游戏。

活动六：试试看

教学参考时间：2—3分钟

教师播放Let’s try 部分的录音，让学生完成听录音选图的练习。录音内容如下：

(The phone rings.)

Hello.

Hi, Sarah. It’s John.

Hi, John. What are you doing?

I am reading a book. What are you doing?

I’m doing the dishes.

----What is John doing?

----What is Sarah doing?

活动七：对话学习

教学参考时间：6—7 分钟

教师播放Let’s talk部分的录音，学生跟读。

学生自己读对话内容。

教师出示Let’s talk中的图片和道具电话，指导学生进行代换练习。

学生2人一组，练习对话。学生也根据自己情况，和准备好的图片、玩具或实物，改变对话内容，进行操练。

做小双簧的游戏：学生２人一组，一名学生在前面表演动作，如：画画，另一名学生藏在他的身后为前面的学生配音，如：I am drawing pictures. 让学生两人一组操练后，请几组学生上台表演。

4、Let’s play （趣味操练）

活动八：打电话

教学参考时间：2—3 分钟

做pair Work部分的活动。学生2人一组，每人在一张纸条上面写一个动词短语的ing形式，如：drawing pictures，然后2人交换纸条，分别将纸条卷起来做道具，根据各自手中纸条上的内容模拟打电话。

活动九： 玩一玩

教学参考时间：3—4 分钟

做“看口型，猜句子”的游戏：教师指着黑板上的句子说：I am….　，说到动词短语时只作相应的口型，不发出声音，让学生看口型猜短语把句子补充完整。

做Let’s play 的活动。请一名学生上来，背对其他学生站好。台下任意一名学生问：What are you doing? ，站在前面的学生边做动作边回答 I am….，其他学生根据听到的回答在自己课本的表格里做好记录。然后换另一名学生上台，继续做游戏。示范几次后，让学生分小组做游戏。注意：教师里学生的活动范围受限制，所以如果条件允许，此活动可在室外完成。

5、Consolidation and extension （扩展活动）

活动十： 看故事

教学参考时间：3—4分钟

教师问：What do you usually do at 9:00 p.m.?　指导学生根据实际情况回答。

让学生展示Story time部分的挂图，手指挂图说“Look! Zip is calling Zoom. Who is he? Is that Zoom?　，简单表述挂图内容。

引导学生听录音阅读故事。

教师根据故事内容向学生提问：What is Zip doing? What is Zoom doing? Is Zoom answering the phone? Is his father playing computer games? 引导学生做回答。

请学生两人一组，分别扮演Zip 和Zoom　的爸爸表演故事。

教师再放一遍录音，请学生跟着录音读故事里的句子，教师指导学生的发音。

活动十一：练一练

教学参考时间：3—4 分钟

做本单元A Let’s learn部分的活动手册p34配套练习。

教师指导学生理解题目要求，指导操作方法.。Listen and number 是按所听内容表明序号，Ask and write 是在同学问答的基础上填写单词和动词短语。

教师播放活动手册第34页的录音，学生完成Listen and number部分的练习。

学生彼此了解所作的事情，将伙伴的姓名和所作的事情填写在表格里。此环节，教师注意辅导学生规范书写。
五、板书设计

Unit 4 What Are You Doing?（II）

drawing the dishes

doing the phone

answering a book

cooking pictures

reading dinner

感谢您拜读范文资讯网教案频道的“初三英语教案设计：Unit11 Could you please tell me”一文，希望“初三英语教案设计：Unit11 Could you please tell me”能解决您的教案需求，同时，Fwr816.com还为您精选准备的初三英语教案unit1专题！