八年级英语unit6教案（精选10篇）
2.情态动词could /should 的用法。
3.Why don’t you … ?结构表建议的运用。
4.如何谈论问题及提出建议。
5.在处理问题中学会自省与人际交往。
Important and difficult points (教学重难点)
1.should /could 情态动词的用法。
2.如何提出建议。
教具： a tape recorder5 , cards .
第一课时
课前准备：
教师：录音机，所学物品的图片、教学挂图。
学生：英语点金教练及相关的学习用具
Teaching procedures(教学步骤) (教学过程)
Step 1 Leading in(导入话题，激活背景知识)
1. Greetings and free talk .
2. Check the Homework(家庭作业) .
Step 2 Pre-task(任务前活动)
T: I want to buy a new guitar but I don’t have enough money .What should I do ?
Ss think it over ,and try to give his/her advice .
Write their advice on the Bb .
1. Borrow one . 2. Buy a second-hand guitar .
3. Get a part-time job . 4. Don’t buy a guitar .
5. Wait until next year .
Practice reading the advice by the Ss .
导入: In this unit we are going to talk about problems people have and learn how to give these people advice –to tell people what we think they should do .
Step 3 While-task(任务中活动)SB Page 10 , 1a .
1. Read the instructions to the Ss . 2. Read the problems by the Ss .
3. Ask Ss to write the problems in the “Serious” or “Not serious” columns .
4.Explain . 5. Talk about the answers with the class .Practice reading .
SB Page 10 , 1b .
Make sure the Ss understand what should they do .Play the tape twice .Ss circle the problems they hear .Play the tape a third time .Check the answers .
Step 4 Post-task(任务后活动)SB Page 10 , 1c .
Look at the problems in activity 1a and make conversations .
Step 5 While-task(任务中活动)SB Page 11 , 2a .
1. Read the instructions .Make sure the Ss understand what should they do .
2. Point to the sentences below .
3. Play the tape the first time .Ss only listen .Pay attention to Peter’s friend’s advice .
4. Play the tape again .Ss circle “could” or “should” .
5. Correct the answers .
SB Page 11 , 2b .
Read the instructions .Pay attention to Peter’s answers .Play the tape again .Check the answers .
Step 7 Post-task(任务后活动)
Make conversations with peter and his friend with the help of 2a & 2b .
Step 8 Grammar Focus
Review the grammar box .Ss say the questions and the responses .Explain the differences between could/should .
Homework(家庭作业):
1. Go over the words .
2. My clothes are out of style ,what should I do ? Please give the advice .
授课时间:2016年7月24日40分钟
指导专家:何闽娥 (厦门市思明区英语教研员)
陈榆 (厦门双十中学思明分校英语教研组长)
本堂课是人教版《新目标英语》八年级下册Unit 6 Laughter is good for you的词汇课, 授课对象为初中二年级 (新初三) 学生。
一、整体设计思路
本堂课着重关注混合式教学在课堂面授层面的操作, 旨在探索如何借助信息化成就一堂高效的英语课。首先, 以我国经典的传统故事导入, 激活学生已有的经验和知识, 并设置情景、布置任务, 让学生在相对真实的情境下, 使用英语完成任务。其次, 在听力练习中训练学生抓关键词的技能, 听力练习在翼课网智能化同步教学平台上完成, 以便快速、直观地反馈数据;学生根据听力内容讲故事, 并在图片和关键词的辅助下记忆故事。最后, 通过记忆抢答游戏增强趣味性, 加深学生对故事的印象。另外, 讲授第二段听力材料 (第二段听力材料讲述了故事的剩余部分) 。首先, 学生根据听力内容对四幅图片进行排序, 以此检测学生对故事的理解程度, 这个环节可以借助翼课网智能化同步教学平台完成, 实现对学生回答情况的个性化反馈。其次, 学生根据录音填空, 完成对四幅图片的描述, 就其中的人物特点展开思考, 并表达自己的观点。最后, 创设真实的情境, 鼓励学生积极参与课堂活动;学生用英语讲述愚公移山的故事, 高效实现课堂生成。
二、教学目标分析
讲故事的能力是初中阶段学生英语学习的一个难点。在本堂课中, 笔者设立了三个基本教学目标:
By the end of the class, students will be able to:
目标一:complete part of the story by filling in the key words in the blanks in the i Pad while listening;
目标二:comprehend the story listened by putting the pictures in the right order in the i Pad;
目标三:retell the story with the help of the pictures and some key words.
三、教学重难点分析
对于大部分中国学生而言, 用英文讲故事是一个难点。学生很容易理解故事内容, 但用英文讲故事却有一定难度, 需要教师提供一些“支架”。本课堂有两个重难点需要突破: (1) to comprehend the story by filling in the key words and ordering the pictures; (2) to retell the story with the help of the pictures and key words.
四、教学过程
Step 1:Lead-in (2 min)
1. Ss talk about the Chinese traditional stories they know.
(1a) Ss match the story titles with the pictures (a—d) .
Step 2:Task-introduction (2 min)
1.Ss tell the story of“Yu Gong Moves the Mountains”based on their existing knowledge.
2. T introduces her friend in America.She wants to know the story of Yu Gong.T assigns the final task of telling the story to her friend.
Step 3:Listening (5 min)
1.Ss listen to the conversation and answer the questions.
(1) When does the story happen? (Once upon a time, there was an old man, Yu Gong.)
(2) Where does it happen? (There were two mountains near Yu Gong’s house.)
(3) Besides Yu Gong, who else do you know in the story?
2.Ss listen to the conversation again, and find out Yu Gong’s plan to move the mountains.
Step 4:Practice—Tell the story (7 min)
Ss tell this part of the story based on the pictures and key words.
(1) Picture 1:Background of the story
Once upon a time, there was an old man, Yu Gong.
(2) Picture 2:The reason for moving the mountains
He wanted to move the mountains because it took a long time to walk to the other side.
(3) Picture 3:How to move the mountains
Yu Gong and his family decided to put the earth and stone into the sea.
Bridge:What’s the rest of the story?
Step 5:Listening (5 min)
1.Ss listen to the recording and put the pictures (A—D) in the right order. (2a)
2.Ss listen to the recording again and complete the stories by filling in the blanks.
Keys:move the earth and stone;old and weak, continue to move;kept on digging;sent two gods, take the mountains away
Step 6:Practice (6 min)
1.学生跟读, 然后自由练习和记忆。
2.游戏: (Chain Game) 学生根据图片和关键词, 一人一图接龙完成故事, 最快完成的小组获胜。
Step 7:Discussion (3 min)
What do you think of Yu Gong? (brave, wise)
What do you learn from the story?
Ss:I think Yu Gong is______________because__________________.
In my opinion, ___________________
Step 8:Final Task (13 min)
Group Work:Retell the story of Yu Gong.
S1:Tell the first part of the story:picture
S2:Tell the second part of the story:2 pictures
S3:Tell the last part of the story:2 pictures
S4:What you learn from the story?/What you think of Yu Gong?
五、感悟与思考
首先, 在备课过程中, 笔者曾经设计了一个使用翼课网智能化同步教学平台做课前预习的环节, 但因为内容相关性不高, 就将其删掉了。针对课前预习, 笔者认为, 倘若能够使用数字化在线教学平台培养学生课前自主学习的能力, 同时在预习的基础上进行课堂教学, 就能够提高课堂有效性。例如, 结合单元整体教学的设计, 教师既可以在单元前将学习的进度和安排通过学习平台发布, 让学生做到心中有数, 又可以将相关话题的课前讨论题、词汇等内容提前发布, 并在课前收集本班学生的学习数据, 进行有针对性的教学, 提高教与学的效率。
另外, 教师可利用翼课网智能化同步教学平台实现了对学生学习进度、正确率等情况的快速知悉。笔者从中受到启发, 认为互联网时代教师需要提升分析数据的能力。例如, 如何在课堂实践中有效地应对和解决数据反映出来的问题, 而不是笼统地由教师单方面进行分析;对于那些学习有困难的学生, 如何将小组学习与信息技术有效结合, 尽可能地实现个性化学习……这些问题都将促使笔者不断提高自身使用信息技术的能力。
其次, 笔者认为, 课堂是师生共同成长的地方。让“学习”真正在课堂中发生, 是教学的关键。无论是对于学习暂时领先还是暂时落后的学生, 笔者都期待一个让他们的“学习”变得更有效的课堂。在本堂课中, 每一个听力问题的呈现都有一个快捷的界面, 学生的答题、提交进度等情况一目了然。借着数据的收集和分析, 笔者及时给予学生反馈, 这在以往的课堂中是无法实现的。这次混合式教学的尝试也引发了笔者的反思。正如新疆维吾尔自治区教科所英语教研员张鲲老师所说, “先进的技术手段不仅仅是使用了就可以的, 而是要真正融合进教学, 切实提高教学效率”。本堂课中, 笔者并没有真正利用技术手段达到分层化教学和个性化教学, 还只停留在使用技术的层面。在今后的教学中, 笔者要多反思、多实践, 真正让学生受益。
再次, 正如刘兆义老师所说, “教育信息技术的融入, 为学生的学习增添了一个新的中介, 从而使学生、课程、教师三大要素所构成的教育生态发生了变革”。在本次研修班中, 刘兆义老师在指导授课教师时常说, “我们是pioneer, 要勇于探索和尝试”。教育信息化一定是未来英语教学的发展趋势, 我们无法抗拒。因此, 保持一种勇于学习和反思的态度尤为重要。在探索的过程中, 每一堂课不应只是教师个体的单打独斗, 而应是一个团队的成果。本次研讨课的呈现就是一个团队共同努力下的成果。从专家的面对面指导, 到区教研员、学校教研组教师共同的出谋划策, 以及整个技术团队的沟通协调, 再到现场展示, 这其中凝聚了太多人的思考和努力。笔者认为, 未来的英语教学将是逐步融合信息技术的教学, 是高效的教学。
专家点评
混合式教学 (blending learning) 包括三个部分, 即自主学习、网络化学习以及我们今天所看到的课堂面授。周思思老师在教育信息化背景下的面授课堂给我们带来了很好的借鉴。她的这堂听说课有两大亮点:一是她的个人专业素养非常好, 清晰、流畅的课堂语言, 端庄的教态以及积极热情的课堂活动组织都值得肯定;二是她对课型的把握非常到位。
听前既有情景的设置, 又有对学生生活、知识经验的激活, 还有丰富多样的听说活动, 由易到难, 层层递进。每一个听力问题在呈现的时候都能够看到一个非常方便快捷的界面的浏览, 这样的界面有播报, 有问题的解析, 还有对学生答题情况、提交进度等情况的反馈, 一目了然。在教育信息化背景下, 翼课网为我们搭建了一个教学平台, 为教师开展混合式教学提供了有力保障。但是, 要想把先进的技术手段真正融合进教学, 提高教学效率, 还需要广大教师在使用过程中不断思考与探索。
1. They are trying to find someone ____ the job.
A. forB. doC. inD. with
2. You can call me any time ____ more information.
A. getB. toC. atD. for
3. Maria is taller ____ her sister.
A. thenB. thanC. asD. from
4. What do you think a good teacher should ____?
A. likeB. is likeC. be likeD. liking
5. My brother is more ____ than me.
A. outgoB. outgoesC. outgoingD. outgoinger
6. ____ the kids in my class like computer games.
A. ManyB. MuchC. More ofD. Most of
7. Cinderella’s best friend is ____ than she is.
A. funnyB. funnyerC. funnierD. more funny
8. The jokes make me ____.
A. laughB. to laughC. laughedD. laughing
9. I think it is very important ____ me.
A. asB. forC. withD. on
10. What do you usually look for ____ a friend?
A. asB. inC. fromD. /
11. Please tell me what people in the United States ____.
A. likeB. likedC. are likeD. do like
12. My daughter is about five centimetres ____ now.
A. tallB. tallerC. highD. higher
13. Dad is sleeping in the next room. Stop ____.
A. laughB. to laughC. and laughD. laughing
14. This story is ____ interesting ____ that one.
A. as, asB. so, soC. as, soD. more, as
15. My sister is ____ shorter than I am.
A. littleB. a littleC. quiterD. very
16. This book is quite different ____ that one.
A. fromB. toC. asD. in
17. Ling Ling is good ____ sports and she is athletic.
A. atB. asC. inD. with
18. There are some ____ between the twin sisters.
A. differentB. differenceC. differencesD. difficulty
19. My best friend likes dancing. I like singing, ____.
A. butB. alsoC. tooD. though
20. Mother likes bananas and apples, and ____ I.
A. so doB. so amC. same asD. the same as
Ⅱ.补全对话
A: I think a good friend makes me laugh.
B: __1__ me, a good friend likes to do __2__ same things as me.
Do you think __3__?
A: No, I like to have friends who are __4__ from me.
B: Oh. What do you like __5__ Peter?
A: Em, Peter is more outgoing __6__ me. And he is really funny.
B: Oh?
A: But we __7__ like doing the same things. What __8__ you?
B: My __9__ friend is Romeo. He is quiet and intellectual. He likes reading, and __10__ do I. We often go to the bookstore together on weekends.
Ⅲ.据意填空
1. Talk about Holly and Dave and ____ best friends.
2. Nancy and her sister are ____ tall.
3. Tara doesn’t have long hair. Her hair is ____.
4. How are you ____ from your father?
5. They both like sports, ____ Laurence is more athletic than Jonathan.
6. There are some similarities ____ Taressa and Janet.
7. She is a little ____ outgoing than me.
8. He likes to do the same things ____ me.
9. They need a tutor ____ junior high school students.
10. My father is funny. He enjoys ____ jokes and he often makes me laugh.
Ⅳ.阅读理解
Mr Gao lives in a town. When he was twenty-five, his son was born(出生). He calls him Gao Ling. The little boy is very clever and his parents love him very much.
It’s September 1 today. A new school year begins. Gao Ling is happy and wears his most beautiful clothes. He goes to school with his new bag.
“Let me take you to school today, dear,” said Mrs Gao.
“Thank you, Mummy,” said the boy. “The school is not far from here. I can walk there myself.”
At school a teacher met the little boy and asked, “What’s your name, my little friend?”
“Gao Ling, sir,” answered the boy.
“How old are you？”
“Six, sir.”
“What’s your father’s name?”
“Gao Daling, sir.”
“How old is he?”
“He’s six, too, sir.”
“Oh,” the teacher said in surprise(惊讶地). “Is he as old as you?”
“Yes, sir,” said the boy. “He became a father at the time when I was born.”
根据短文内容，选择正确答案。
1. Mr Gao is ____ now.
A. sixB. twenty-fiveC. thirty-oneD. thirty-five
2. Mr and Mrs Gao love their son because ____.
A. he is cleverB. he likes to go to school
C. he can go to school himselfD. he can answer their questions
3. Gao Ling is in Grade ____ now.
A. OneB. TwoC. FiveD. Six
4. Gao Ling went to school ____.
A. by carB. on footC. by trainD. by bike
5. Gao Ling thought ____.
A. his father and he were born on the same day
B. his father was younger than he
C. his father forgot to tell him about his age
D. Gao Daling became a father six years ago
Ⅴ.根据短文内容填空，每空填一词
You should s__1__ “Thank you” when someone passes you the salt on the table, when someone walking before you keeps the door o__2__ for you, when someone says you have done your work w__3__, or you have bought a nice thing, o__4__ your city is very beautiful.
“Thank you” is used not only b__5__ friends, but also between parents and children, brothers and sisters, husbands and wives.
“Excuse me” is another short sentence they use. When you hear someone say so b__6__ you, you know that somebody wants t__7__ walk past you.
I__8__ is not polite(礼貌的) to break others while they are talking. If you want to speak to one of them, say “Excuse me” f__9__, and then begin talking. You should also do so when you want to cough or m__10__ any unpleasant(不悦的) noise before others.
Ⅵ.书面表达
根据所给中、英文提示，写出语法正确，意思连贯的短文。所给英文词语必须都用上。（可以适当发挥）（词数：80个单词左右）
Peter是你的一个要好的美国笔友，他现在在华盛顿读高中，请你向你的同学介绍一下他的情况。
1. American boy, in a high school, in Washington
2. different from me, taller, more outgoing
3. live with his parents, go to school by bus, every day
4. favorite subject, biology, be interested in Chinese herbs
5. like sports, often play football
6. want to, a doctor of Chinese medicine, wish…, after…
Unit6An old man tried to move the mountains
第一课时Section A（1a－2d）
【课前预习】 1.预习导航：
①知识目标：使学生学会用一般过去时表达故事，并用 “unless, as soon as, so……
2.Some birds _________among the trees at night.3.He is a famous ________singer.4.My brother is good at Chinese, but I am _______ in it.5.She gave _______ to a baby yesterday.6.Don’t move, or I’ll __________.that……”引导的状语从句来连接故事。
②能力目标：1.能提出自己对故事人物的看法。2.能概述故事中人物的特点。
③情感目标：通过学习故事中的人物特点，培养学生坚忍不拔的品格和助人为乐的精神。
④教学重难点
重点：通过图片和相关词汇谈论中国古代的故事。难点：故事名或书名的是写规范。预习任务
任务一翻译以下单词或短语
女娲补天______________________ 后羿射日____________________ 大闹天宫_______________________愚公移山__________________ 一…就…________________除非__________
放弃________________同意某人的观点_________________ 代替，反而_________________有点儿；稍微_______________尽力去做某事_____________提醒；使…想起_____________任务二根据句意及首字母提示完成单词的拼写。
1.Did you hear the story that Yu Gong tried to m_______ the mountains?
2.Yu Gong thought that his family could c_________ to move the mountains after he died.3.The story r________ us that we shouldn’t give up.4.She found a good way to s______ the problem.5.Anything is p_____________ ifwework hard.6.What could he do i_________ of selling his bike to get some money 7.Do you have different o_________ about the story?
8.I think we should try to find a better way__________(solve)the problem.9.Yu Gong said that his family could continue___________(move)the mountains after he died.10.The two mountains _________(be)very high at that time.【当堂达标】
一、根据句意从以下单词中选择适当的来完成句子。
silly shootbitremindbeginweakweststickbirthhide1.He cut a_______ to help the old woman walk.7.Are you ready to______? We all sit down to listen to the song.8.This _______me of Christmas parties.9.He was not _______, just lazy.10.She is a _________taller than me.二、按要求进行句型转换，每空一词。
1.You should come here on foot.(改为否定句)You ___________________here on foot.2.Mr.Yang told us,”I will have a long holiday.”(改为间接引语)Mr.Yang told us____________ ＿＿＿ a long holiday.3.An old man moved the mountains many years ago.(改为一般疑问句)________an old man _________ the mountains many years ago?4.I was watching TV when Mother came in.(用while改写)_______I _____________TV, Mother came in.课后巩固
1.(2011.广州)May I have a rest? I have already finished _______the report.A.writeB.writingC.to writeD.written
2.(2012.贵阳)Teresa is_______ nervous _______she can’t talk in front ofthe class.A.such;thatB.too;toC.so;that3.(2012.河南)–Whatsmells terrible, Ted?
--I’m sorry.I’ll __________ my shoes and wash them at once.A.take awayB.put awayC.move awayD.get away
4.(2012.山东临沂)I asked two people the way to the station, but ______of them could help me.A.bothB.neitherC.eitherD.all
5.--I never thought she would ________my invitation to the concert.---What a pity!She would
feel sorry for missing the concert some day.A.remindB.supposeC.acceptD.refuse6.I ________ myhomework as soon as I got home last night.A.doB.didC.will doD.am doing
三、根据汉语完成句子。(每题5分,共50分)
1.当他们忙着搬运石头时，一场交通事故发生了。When they were_________ ________moving the stone, a traffic accident happened.___________ ___________?
2.对愚公一家来说搬动大山似乎不可能。
It doesn’t __________ ___________ for Yu Gong’s family to move a mountain.3.汤姆乘早班车去上学而不是步行去。
Tom caught the early bus to school__________ _________walking.4.孙悟空如词的聪明以至于他能把自己变成不同的动物。
1、grow up 长大
2、every day 每天
3、be sure about 对某事确信
4、make sure 确信/有把握
5、send…to…把…...发送到...…/把...…寄…...
6、be able to 能/能够
7、the meaning of …...的意思/含义
8、different kinds of 不同种类的
9、have …..in common 有…共同点
10、at the beginning of 在…开始的时候
11、write down 写下/记下
12、have to do with 与….有关系
13、take up 开始从事/着手处理/接受
14、hardly ever 几乎不
课型：新授 执笔:罗芳瑜 时间：2017年4月
班级 姓名
[学习目标] 1.Learn to get some useful information from listening.2.Learn to retell(复述)a story.一、课堂任务
Task 1: Retell the story of Yu Gong Moves a Mountain(复述《愚公移山》).The story reminds us that you can never know what’s possible unless you try to make it happen.Task 2: Listen and fill the information card(听填信息).What do they think about the story of Yu Gong?
二、随堂小测
（一）单项选择。
（）1.Finally, a god was so ______ by Yu Gong that he sent gods to take the mountains ____.A.moving;away
B.moveable;off
C.moved;away
D.moved;off
（）2.Monkey King keeps fighting and never ____________.A.give out
B.give off
C.give up
D.give away.（）3.___________ her father died, the stepsisters made her do all the chores.A.Unless
B.As soon as
C.So that
D.While
（）4.She plays basketball instead of ________ TV.A.watches
B.to watch
C.watch
D.watching
（）5.The story reminds me _____ the old days and the love of my family.A.to
B.upon
C.of
D.on
（二）完成句子。
1.So what do you ________ ________ the story of Yu Gong? 你觉得愚公的故事怎么样？
2.______ _____ _____ ______, there was an old who lived between two mountains.从前，有一个住在两座大山之间的老人。
3.Because they were so big that it ______ a long time _____ _______ to the other side.这些（山）太高了，他们要花好长时间才能走到另一边。
4.This story __________ us that you can never know what’s possible unless you try to make it happen.这个故事提醒我们如果你没有使其发生，你就永远不知道什么是可能的。
5.That _______ me of the ___________between American English and British English.那使我想起了美语和英语的不同。
三、课后反思 学完本课之后，你学会了哪些词汇和句型呢？
________________________________________________________________________
教学目标：
1. 通过话题“The world of my dreams”进行写作指导，通过指导，学生能学会两种写作方法，以及能写出有质量的小短文。
2. 进行“One world one dream”的情感教育。
学习任务：
Task 1: Let’s talk.
Task 2: Let’s write.
检测工具
Test: Exchange the texts between two groups and make comments.
两个小组交换短文，根据标准给出评价。
1.Greetings.
2.Warm-up:播放歌曲视频《我和你》
师问：What is it about?
It is about the Beijing Olympic Games.
The slogan of Beijing Olympic Games is “ One world one dream”.
Yes. You and me, from one world. We are family.
3.Lead in:
(1) Do you remember the rabbit’s dream? What is it?
(Do you have a dream? What is it?就前置作业展开讨论)
(2) Was it easy to go to the ocean?
(3) Did the rabbit make its dream come true? How was he feeling at that time?
Task 1: Let’s talk.
1.Look at the pictures and write about the world of your dreams.
In the world of my dreams,
there are ....
children have ....
people ....
2.学生看图说句子，并将句子写下来。贴到黑板上，共同点评。
In the world of my dreams,
there are more trees,and we can have cleaner air.
We have bigger and wider streets.
We have the most beautiful and the biggest schools.
The teachers are helpful and friendly.
Children all have a happy childhood.
3.教师出示范文，形成对比。引出本课主题：How to write some beautiful sentences?
4.Method 1: Expand the sentences(加入修饰性词语)
(1)People live in __________houses.
The houses have __________gardens.
(2)There are ___________teachers.
Children have ____________school life.
Method 2: Combine the sentences(合并句子)
(1)People live in beautiful houses.
The houses have big gardens.
(2)Tom is late for school.
Tom gets up late.
Task 2: Let’s write
1. 出示任务
Write about “ The world of my dreams”,about 50 words.
Tips: no wars, no bad people /hungry people, in peace ...
要求：1.注意书写格式。
2.语句通顺，符合主题。
3.句式正确，无语法错误。
2.学生写作，教师巡视指导。
课题：七年级下册Unit 6 Topic 3 Section A
学校：
授课教师：
使用班级：
一、教材分析
（一）教材的地位和作用
1、教材内容分析
本课时的教材内容主要是以问路和指路为主，问路和指路的常用语句及常用交通工具使用方式的听说读写。
2、教材的地位
本话题以问路、指路为主，贯穿交通规则、交通标志、交通设施等常识性知识，让学生在掌握“问路”这一功能用语时，学会遵守交通法则。
3、教材重点、难点 教材重点：（1）重点词语：
bridge，along，turn，meter，across from，go along/up/across, turn left/right....（2）重点句型：
问路：Excuse me, is there a(an)+地点near here?
Excuse me, how can I get to+地点?
Excuse me, which is the way to+地点? 指路：Go up along this street to the end, and...Turn left right at the first crossing.It’s about...meters along on the right.Sorry.I’m new here.教材难点：
让学生在掌握“问路”这一功能用语时，学会遵守交通法则。
（二）教学目标：
1.学习生词及短语：along，turn, crossing ,meter ,across ，bridge, across from.2.学会问路和指路的表达法。3.进一步学习方位介词及其短语。
二、学情分析
本话题以问路、指路为主，贯穿交通规则、交通标志、交通设施等常识性知识，让学生在掌握“问路”这一功能用语时，学会遵守交通法则。教学内容与学生的生活紧 密相关，能激起学生的兴趣。但是有的学生方向感不强，尤其在平面地图中经常会迷失方向，因此，教师可引导学生结合身边真实的生活环境来操练“问路”和“指路”的对话，这样一来，学生就能比较直观、有效地学习并掌握这两个话题功能的用法。
三、教具：电子白板、录音机
四、教学过程：
基本流程：导入——学习新知识——练习与巩固—目标检测——小结——反思
Step 1 导入
设计目的：该部分目的在于吸引学生注意力，使其回归课堂，同时激发学生学习英语的兴趣。
1.师生间进行常规问候。
2.让一位学生用汉语描述怎样从学校到信用社。
（引导学生回答导出课题
Unit 6 Topic 3 Section A）
Step 2 学习新知识
设计目的：该部分旨在解决课文中重难点语言点，培养学生的自主学习能力。体现以学生为主导的课堂理念。同时在听的基础上发展学生说读写能力，以达到培养学生综合语言运用能力的目的。1.展示学习目标。
2.用图示学习表方位的介词短语。
3.学生根据2a图片，完成2a习题。（学生根据图片提示及预习，总结出来。）4.小组竞赛。（教师给学生打乱了的单词卡片，要求各小组能快速准确的把相关句子排序。最后由小组长展示出来，看哪个组做得最好最快为胜。5.让学生归纳总结出问路及指路的表达法。
问路：Excuse me, is there a(an)+地点 +near here?
Excuse me, how can I get to +地点?
Excuse me, which is the way to +地点? 指路：Go up/along this street to the end, and „
Turn left/right at the first street.It’s about „ meters along on the right.Sorry.I’m new here.Step 3
练习与巩固
设计目的：该部分旨让学生活学活用。同时在1a,2a 学习的基础上进一步训练学生的听力技能，运用方位介词更好的掌握问路及指路的表达法。
1.仿照1a，现场摸拟勐弄信用社的位置，让学生运用所学问路及指路表达法编一个对话。
1.听1a录音, 利用1a中的问路和指路的句型, 完成1b部分。2.扩展练习。听2b录音，完成选择。
Step 4
目标检测
设计目的：通过练习，了解学生对所学知识点的掌握情况，有助于查缺补漏。
我会选。
1.–Excuse me.Can you tell me the way ______ the bank?
-Sorry, I don’t know.A.at
B.with
C.for
D.to 2.____ right at the second street and you will find the library.A.Turns
B.To turn
C.Turn
D.Turning 3.Go ______ this first street to the end, you’ll find it.A.up
B.on
C.in
D.at 4.Could you tell me ______ to the classroom building? A.how
B.how to get
C.which way
D.how get
Step 5 小结
设计目的：该部分旨在让学生能整体把握本课重难点，并有助于课后复习。根据本课所学，由学生自己小结。
问路：Excuse me, is there a(an)+地点 near here?
Excuse me, how can I get to +地点?
Excuse me, which is the way to +地点? 指路：Go up/along this street to the end, and „
Turn left/right at the first street.It’s about „ meters along on the right.Sorry.I’m new here.介词短语：across from,go along/up/across,turn left/right...Step 6 作业布置
设计目的：让学生能够通过所学复习和巩固重点知识。Make dialogues to describe how to go your own home.Step 6
教学反思
学案设计
课题：七年级下册Unit 6 Topic 3 Section A
班级：_________ 姓名：________
一、【学习目标】
1、学习新单词；
2、复习介词短语；
3、学习问路与指路用语。
二、【学习重难点】
问路表达法与指路表达法、介词短语。
三、【学习过程】 学生活动1：
根据图标提示，迅速反馈出汉语意思，并尝试用英语描述，学习方位介词短语。齐读两遍。
设计目的：通过图片形象生动的学习新的介词短语，为1a的学习奠定基础。
学生活动2：
看2a图片，完成方位介词的填空。
设计目的：通过图片，能够很快回顾所学，并有助于学习兴趣的培养。学生活动3：
1.小组竞赛。（各小组将收到的有关1a的单词卡片，按要求快速准确的进行排序。最后由小组长展示出来，看哪个组做得最好最快为胜。）
2.仿照1a，现场摸拟勐弄信用社的位置，运用所学问路及指路表达法编一个对话。设计目的：该部分旨在自主能力的培养。同时训练学生把所学运用到实际生活中。
四、【听力练习】
1.听1a录音，快速完成1b。
2.听力练习。根据问路和指路表达法，看2b图示，预测听力内容。然后听录音，完成2b。
设计目的：该部分旨在1a,2a 学习的基础上进一步训练学生的听力技能，运用方 5
位介词更好的掌握问路及指路的表达法。
五、【目标检测】 我会选。
1.–Excuse me.Can you tell me the way ______ the bank?
-Sorry, I don’t know.A.At
B.with
C.for
D.to 2.____ right at the second street and you will find the library.A.Turns
B.To turn
C.Turn
D.Turning 3.Go ______ this first street to the end, you’ll find it.A.up
B.on
C.in
D.at 4.Could you tell me ______ to the classroom building?
A.how
B.how to get
C.which way
D.how get
五、【本课小结】
通过本课的学习，我学会了：
六、【作业布置】
Unit6 It’s a vacation!
第三课时
执笔：审核：
知识点及课标要求：
1、通过听力和阅读，结合图片猜测出文章的基本意思。结合所学知识进一步理解文章的含义。能流利的朗读课文。
2、学会句型What are you going to do with your friends? We are going to …….并能用该句型做对话。
课标要求：P1，P2，P3。
学习重点
通过听力和阅读，结合图片猜测出文章的基本意思。结合所学知识进一步理解文章的含义。
学习难点
能流利的朗读课文
教学用具
自制课件
教学过程
一、复习
1、播放P32的单词和target部分的录音，让学生跟读。
2、用target部分的句型简单做几个对话。
二、学习·研讨
1、导入新课。
幻灯片呈现长城和打太极的图片。并学习单词。
2、学会句型What are you going to do with your friends? We are going to …….并能用该句型做对话。
4、播放课文动画两边，让学生边看动画边联系上下文理解文章的意思。
5、继续播放对话三遍，让学生跟读。
6、让学生朗读两遍。
三、操练
6、pair work（练习对话）。
7、检查效果（点名做对话）。
五、作业
抄写p31的conversation。
A.To learn some new words about food.
B.To practice the four skills of listening, speaking, reading and writing.
C.Review the key words and sentences in Unit5
二、Teaching Important and Difficult points
1. Learn the new words and remember the key words
2. Practice the four kills.
3.It’s difficult to write the key sentences or use the key words.
e.g Sandra likes eggs ,______, and ________ for breakfast.
Tom ______ ______ ______ and ______ for lunch.
三、Teaching tools
Some pictures of food ,a small blackbord and a recorder.
四、Teaching Methods
1. Task-based Teaching
2.Listening ,speaking reading and writing
五、Teaching procedures
Step1 Warming up (Greet eachother)
1. look and read out the words of some food.(some pictures of the food)
2. Review yes/no questions.
3.Say some sentences about like I like ….. I don’t like ….. Mary likes ….. .She doesn’t like ….
Step2 Present
1.Show tsome time on Bb like this :At 8:00 a.m we eat _breakfast.
At 12:00 we eat lunch. At 5:00 we eat dinner .
Then teach beakfast ,lunch ,dinner. Make sure Ss can speak them fluently.
Step3 1a Looking and writing
.Lead Ss finish 1a,Section B. Then chek the answers and read loudly.
Check the answers: (from left to right)
breakfast 3 eggs, 4 apples, 7 bananas
lunch 9 carrots, 6 hamburgers, 8 orange,
dinner 10 chicken, 2 salad, 5 ice cream, 1 broccoli
Step4 1b Task 1 speak and write the more words (work in pairs)Please look at the chart. Can you give me examples of fruit and vegetable? Good. Now please work in pairs to list as many fruits and vegetables as you can in three minutes. Then I’ll ask some students to write your lists on the board and discuss them together. Teach the words :fruits , vegetables…
Sample list: Fruits: apples, pears, bananas, strawberries, pineapples, grapes, watermelons, lemon, peach, orange, cherry, kiwifruit, mango, coconut
Vegetables: broccoli, carrots, eggplants, tomatoes, potatoes, cabbage, onion, cucumber….
Step5 Task2 Group work Write and speak like these: For breakfast,I like … and… . For lunch ,I like … and… . For dinner , I like … and… .
Step6 2a Listening and circling
Look at the words in 1a again and read them out. When you read each word, please point to its picture to make sure you have known its meaning. Then we’ll hear a conversation between Sandra and Tom. Listen carefully and circle the words you hear from 1a.Check the answers:roccoli, ice cream, banana, carrots, salad, apple, orange
Step6 2b Listening and filling
Here is a chart about food that Sandra and Tom like or doesn’t like. The boxes in column1 are for food the person likes. The boxes in column2 are for food the person doesn’t like. Listen to the recording again and write the food names in the chart..
Check the answers.
Step7 Speaking and Writing some words about Sandra an Tom
Sandra likes… and … . She doesn’t like … and ... .
Tom likes … and … . He doesn’t like … and … .
Step8 Task3 Looking and thinking 2 c
Lead Ss look and think 2b 1a,then Write S or T .
Lead Ss say or write some words about Sandra and Tom like this: For beakfast Sandra likes eggs, apples and bananas.
Ss finish ,For lunch ,______ likes _______ _______ ___and _____ .
For dinner ,______ likes ______ _______ ______ and _______ .
Step9 (Competition ) Exercise on the small blackbord (if the time is enough) in class.
1. She _____________ ( not like ) salad .
2. ______ you ______ ( like ) apples or oranges ?
3. He _______ ( eat ) lots of healthy food every day .
4. There _______ ( be ) some chicken on the table .
5. Mike’s brother _______ ( like ) ice cream .
6. ______ your father ______ ( like ) eggs for breakfast ?
7. They ____________ ( not like ) playing basketball .
8. There _____ ( be ) two tomatoes in the bag .
9. My mother _____ ( have ) supper at home every day .
10. Mr Green _____________ ( not have ) lunch every day
Step10 Homework
1.Write a passage ( for beakfast lunch or dinner) what you like
2.Find what yourmother or father likes … and doesn’t like… Write a passage about it
六、Blackbored Designs
Unit6 Do you like bananas?
( 1a,1b,2a,2b and 2c Section B)
breakfast 3 eggs, 4 apples, 7 bananas For breakfast I like… and….
lunch 9 carrots, 6 hamburgers, 8 orange For____ I like… and….
dinner 10 chicken, 2 salad, 5 ice cream, 1 broccoli ___ ____ I …..
Sample list: Fruits: apples, pears, bananas, strawberries, pineapples, grapes, watermelons, lemon, peach, orange, cherry, mango....
Vegetables: broccoli, carrots, eggplants, tomatoes, potatoes, cabbage, onion…
Sandra likes… and …for breakfast . She doesn’t like … and ... for _______.
Tom likes … and … for ______. He doesn’t like … and … for ____.
教学反思：本节课为一节听说读写课，是本单元的第三课时，我以任务型教学法和学生为中心的教学理念为基础，设计了九个环节的教学过程，步骤及其任务的设置有梯度，难度层层深入，由词汇到句型，再由单句到文段学习。听说读写四级能力逐层加深，学生在学习的过程中，收获了快乐，同时还培养了他们听说读写的良好习惯和能力。本节课趣味性强，无论是学生的水平高低，都能够参与到课堂之中，并且都有所得。本节课达到了我的预期目标。在场的各位听课老师给出了很好的评价好。
不足之处：上课时间没安排好，复习热身时间多了些，以致写和读得时间相对少了点。
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