八年级上册英语unit6教案
教学目标:
知识与技能目标:
学习歌曲
过程与方法目标:
1. 进行充分思维训练,培养学生思维品质,采用启发式教学。
2. 运用小组合作法,是学生通过小组合作学习,掌握本课歌曲。
情感态度与价值观目标:
1.激发学生对英语学习的兴趣。
2. 使学生有正确的英语学习动机,明确英语学习的目的,更好的通过歌曲进行沟通与表达。
教学重点与难点:
学习歌曲。
教学准备:
录音机
教学过程:
一、组织教学:
sing a song to warm up
二、复习导入:
一起学说上节课所学习的韵文。
三、讲授新知:
1. 学习单词moon, big , yellow.
2. 扩展句型 it’s big and yellow.
3. 学生看图片、听歌曲录音、随节奏拍手,同时鼓励学生随录音机与教师一起唱。加上动作。
四、巩固操练:
学生分组活动,用所学的单词来替换歌词内容,对歌曲进行改编。表演歌曲。
五、小结、作业:
听音跟读本节课所学内容。
查看全文>>>教学目标:
知识与技能目标:
学习歌曲
过程与方法目标:
1.进行充分思维训练,培养学生思维品质,采用启发式教学。
2.运用小组合作法,是学生通过小组合作学习,掌握本课歌曲。
情感态度与价值观目标:
1.激发学生对英语学习的兴趣。
2.使学生有正确的英语学习动机,明确英语学习的目的,更好的通过歌曲进行沟通与表达。
教学重点与难点:
学习歌曲。
教学准备:
录音机
教学过程:
一、组织教学:
sing a song to warm up
二、复习导入:
一起学说上节课所学习的韵文。
三、讲授新知:
1.学习单词moon, big , yellow.
2.扩展句型 it’s big and yellow.
3.学生看图片、听歌曲录音、随节奏拍手,同时鼓励学生随录音机与教师一起唱。加上动作。
四、巩固操练:
学生分组活动,用所学的单词来替换歌词内容,对歌曲进行改编。表演歌曲。
五、小结、作业:
听音跟读本节课所学内容。
查看全文>>>03
第一课时
一、教学目标:
1. 知识目标
(1)能够听、说、读、写a let's learn部分的黑体单词:stream,rain,cloud,sun听、说、认读白体单词:vapour。
(2)能够听、说、认读白体句子:where does the rain come from?
(3)了解水结成冰的相关知识。
2. 能力目标
(1)能够完成let's find out的任务。
(2)学唱歌曲“little water drop”。
3. 情感目标
培养学生热爱大自然的美好情感。
二、教学重难点:
重点:let's learn部分的四会单词:stream,rain,cloud,sun和三会单词vapour。
难点:let's learn部分的四会单词:stream,rain,cloud,sun和三会单词vapour。
三、教学媒体:
1.教师准备a let's learn部分的挂图和单词卡片,准备四年级下册第四单元b let’s learn部分rainy的单词卡片,准备其它景物的单词卡片。
2.教师准备实物投影仪、录音机及录音带。
3.教师准备一大张空白画纸,一个小玩具。
4.教师准备四年级下册第四单元b部分的歌谣录音带。
5.学生准备a let's learn部分的单词卡片。
四、教学过程:
step 1:热身(warm-up)
(1)教师放四年级下册第四单元b部分的歌谣录音,学生跟说歌谣并做出相应的动作。
(2)教师说:“we drink water every day.we need water every day.what else needs water?”教师出示let's start部分的挂图,引导学生看图回答:trees/flower/animals/birds need warm.fish needs water,too.教师可以启发学生,想出更多动植物、昆虫名称,然后继续问:“where does water come from?’引导学生回答:“it comes from rivers,seas,rain,snow…”
step 2:预习(preview)
step 3:新课呈现(presentation)
let's learn
(1)教师拿出四年级下册第四单元rainy的单词卡片,说:“today,we're going to talk a
查看全文>>>一、teaching aims
1. students can read, say and understand the new words: sweets; a box of ; hard; soft; teeth.
2. students can read, say and write the sentence patterns in parta
3. students can use the key sentence“which one do you like , a hard one or a soft one?/what do you like?”
4. grasp the irregular plural: tooth ((pl) teeth; foot (pl) feet
二、teaching key points and difficult points
key points:can use the sentence pattern“i like/don’t like……”.
difficult points:can use the sentence pattern“which one do you like?/what do you like?”.
三、teaching aids
pencils, apples, books, oranges, a box of sweets. word cards
四、teaching steps
s1:warming up
1. greeting:
the teacher and the students greet each other.
t: good morning, children.
s: good morning, miss. zhong
t: nice to meet you.
s: nice to meet you, too.
t: sit down, please!
s: thank you!
2. sing an english song.
3. game:
①big ②long ③ tall ④young
⑤fat ⑥hot ⑦light ⑧thick
s2: presentation and drill
1.the teacher shows many objects ,like pen
查看全文>>>05
教学内容
unit6 what subjects do they have this morning?
(let’s learn more)
教学目标
1.能听、说、读、写词汇:drawinggreate good at.
2.能听懂.会说句型:do you like+学科名称?yes,i dono,i don’t. i’m good at...并且能在实际生活中灵活运用。
3.能灵活自如的运用所学句型的一般疑问句及其肯定和否定回答;熟练掌握所学词汇,并能进行相应的替换练习,达到学以致用的目的。
教学重点
知识重点:词汇:drawinggreate good at.句型:do you like+学科名称?yes,i dono,i don’t. i’m good at...i’m not good at...技能重点:灵活自如的运用所学句型的一般疑问句及其肯定和否定回答;熟练掌握所学词汇,并能进行相应的替换练习,达到学以致用的目的。
教学难点
理解be good at+动名词形式的用法
教学准备
ppt.课文录音.科目课本.单词卡片
环节
导学方案
演演
值日小组展示表演,互动热身。
1.greeting
2.review words
3.role play
4.evaluate
说说
出示书包创设情境:
can you guess what’s in my bag?
do you like english?
出示教师授课的照片,引导学生谈论自己爱好及特长:
do you want to know what i like to teach? (englishartpe...)
i’m an english teacher .i am good at english. are you good at english?
出示课文情境图:
who are they? what’s happend to them?
听听
1.听录音,回答问题:
what’s in li shan’s hand? does li shan like english?
what is alice good at?
2.听录音跟读,模仿发音
练练
1.引导学生练习朗读课文。
2.出示各学科任课教师的图片引出:greatdrawinge good at...
miss she is your
查看全文>>>教学内容: 1.it's a nice day, isn't it? 译:______________________________ 这是为反意疑问句,反意疑问句是疑问句的一种,常见于我们的口语及日常对话中,主要是由“陈述句+附加疑问”这两部分构成,如前一部分为肯定形式,后一部分通常用否定形式,前一部分为否定形式,后一部分通常用肯定形式。注意前后人称、数、时态的一致。 例如:you are a student, aren't you? she couldn't swim, could she? 祈使句后一般加上will you或won't you构成反意疑问句,用will you 多表示“请求”,用won't you 多表示提醒对方注意。例如:look at the blackboard, will you/ won't you? let引导的祈使句有两种情况: (1)let's…,后的反意疑问句用 shall we例如:let's go home, shall we ? 回家吧,好吗? (2)let us/me…后的反意疑问句用will you例如:let me have a try, will you ? 2.they are more than 500 years old. 译: ___________________________ more than 超过,相当于over. 例如:the old is more than/over 100 years old. 3. there used to be lots of old city walls in beijing. there used to be 某地曾经有某物,这是there be句型和used to短语合用的形式。 巩固:这儿曾经有许多工厂。 译: _________________________. 4. most old city walls were pulled down in the 1960s, because they were falling down. ①pull down 拆毁 ②1960s表示20世纪60年代,即1960到1969年这段时间,读作nineteen sixties (3)fall down 意为“倒塌,摔倒”。 5.they g
查看全文>>>unit 2 what’s the matter?
teaching aims and demands
what’s the matter?
i have a headache.
you should drink some tea.
that sounds a like a good idea.
i have a sore back.
iii. teaching importance and diffculty:
talk about your health.
make suggestions.
iv. teaching ways:
revision, learning, practice and reading.
v. teaching tools:
tape-recorder and lattern.
v. teaching time:
six periods
vi. teaching procedure:
period 1
i. teaching aims and demands
1. knowledge objects.
body names.
illness.
what’s the matter?
i have a cold.
2. ability objects.
listening skill.
recognizing skill.
3. moral objects.
exercise every day and keep healthy and strong.
ii. teaching importance and difficulty
what’s the matter?
i have a cold.
iii. teaching methods
recognizing method.
listening method.
discover method.
pairwork.
iv. teaching aids
a tape recorder.
a doll for teaching the names of the body.
a projector.
v. teaching procedures
step i greet the class and check the homework.
step ii section a 1a
bring out
查看全文>>>unit 1 how often do you exercise ?第一课时一、教学目标:1、目标语言重点词汇:1,want somebody to do 2. be good for 3.pretty healthy 4.my eating habit 4.try to do 5.two or three times a week 6. help somebody < to> do 7.look after my health 8.get good grades 9.study better 10.the same as 11. kind of unhealthy重点句型:-含有以上词组的11句子。综合能力:能阅读介绍饮食习惯方面的文章2、情感渗透学会养成良好的生活习惯和饮食习惯,从而合理安排自己的各项工作,享受丰富多彩的校园生活。二、教学准备:教师准备:1, 设计课后巩固练习的幻灯片,2部分有关事务的幻灯片3录音机和磁带。学生准备收集自己和他人生活习惯的信息: 查找更多食物的英语名称。预习导航::1、 听单词录音,熟记section a的新单词,并制作单图片。2、完成1a,列出图中物品的英语单词,并识记新单词。3、读1a、1c中的对话,区别my name’s jenny.和i’m jenny.4、找出并区别i you my your his her。三、教学过程:1. 预习导学或自测1) 很少/几乎不曾_______________2) surf the lnternet _______________3) 大部分学生__________________4) as for ________________________5) 一周两次_______________________6) be good for ________________________7) 照顾___________________________8) eating habits ______________________9) 六到八次_______________________10) try to do sth ___________________step1. revision.ask and answer in pairs like this.what do you do on weeken
查看全文>>>09
一、教学设计思路
为学生设置情境,帮助学生在不同情况下做出正确的选择和回答,使学生在应用中掌握知识,人教版八年级英语教案上册unit 5 教学设计。
二、教学目标
(一)知识
1. 掌握如何礼貌地发出、接受、拒绝邀请:canyou come to my party? yes, i’d love to. / sorry, i can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation
2. 掌握如何谈论自己或别人必须做的事情:ihave to ...
(二)能力
能够根据日程表中的计划安排自己的活动。
(三)情感
礼貌地发出、接受、拒绝邀请,礼貌地与人交流。
三、教学重点
礼貌地发出、接受、拒绝邀请。can youcome to my party? yes, i’d love to. / sorry, i can’t. today,tomorrow, the day after tomorrow, next week, lesson,invitation
四、教学难点
根据日程表中的计划安排自己的活动并对邀请做出适当回答。
五、教学媒体
电脑、投影仪、邀请卡片
六、教学过程
1.动画导入,激发学生的学习兴趣:
教师可先播放一段有关“聚会”的动画,激发学生的学习兴趣并导入新知。
2.完成任务,合作学习:
教师可以给学生布置以下任务,让学生在完成任务的过程中掌握所学的知识。
任务一:planning abirthday party.
让学生以小组为单位为某位同学筹备一个集体生日聚会,讨论在生日聚会上大家可以做哪些活动并列出清单。
任务二:writing aninvitation card.
学生以小组为单位展开活动,制作邀请卡向其他组的同学发出邀请,请他们来参加本组的集体生日聚会。注意邀请卡的用词和基本格式,教案《人教版八年级英语教案上册unit 5 教学设计》(www.unjs.com)。
任务三:统计聚会人数。
学生以小组为单位开展活动。假设班上要组织一次野餐活动,一个学生为组织者,询问组员并统计本组参加的人数及不参加的原因,并做好记录。
group member
yes / no
reasons
完成任务可能要用到的
查看全文>>>10
a teaching plan for unit 9 “go for it” book 3
teaching aims:
● to learn about passive voice and adverbial clause with when
●to learn to use when/how long questions
●to talk about famous people
●to learn the simple past tense
important and difficult points:
to improve the students’ abilities
teaching procedures:
warming up by learning about passive voice
what does the passive voice look like?
compare these active sentences and passive voice sentences:
active: the boy ate the apple.
passive: the apple was eaten by the boy.
active: mary will drive the van.
passive: the van will be driven by mary.
identifying s-v-do
only sentences which have a direct object can be made into passive voice sentences. only verbs which take a direct object can be used in passive voice sentences. let’s look at the sentences we saw above.
the boy ate the apple.
subject=boy, verb=ate, direct object=apple
mary will drive the van.
subject=mary, verb=will drive, direct object=van
you can probably identify the verb e
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