仁爱英语unit5课件（精选10篇）
(一).本节内容在教材中的地位与作用
本节是单元第一课时，通过观察多张照片，对其中人物所做事情的讨论，锻炼学生的观察能力及表达能力，通过进一步的游戏环节，拓展新的学习内容，体现了英语教育的趣味性和实用性。
(二).教学目标:
知识目标
1．掌握现在进行时的运用和表达的意思，关注人称和动词的搭配。
2．句型What are you doing?I’m doing sth..What is he/she doing?He/she is doing sth..Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.3.掌握肯定句和一般疑问句的句型转换及其回答。
4.掌握各种描述动作的词组。
能力目标
1.培养学生学以致用的能力，养成良好的观察能力。
2.培养学生主动参与学习，善于与他人合作学习的能力。
3.提高学生听说读写的能力。
情感目标
培养学生热爱学习，热爱劳动，热爱生活，珍惜生命的积极的人生观。
(三).教学重点、难点
教学重点：What are you doing?I’m doing sth..What is he/she doing?He/she is doing sth..Is he/she doing sth.?Yes,he/she is.或No,he/she isn’t.教学难点：用be doing来表示说话的瞬间正在做某事。
采用让学生动手操作、合作探究、媒体演示的教学方法来突出重点、突破难点。
（四）.教具、学具准备（准备好以下相关的教具、学具）
1.教具:多媒体课件。
2.学具:笔、课堂练习本
教法选择与学法指导
本节课主要是对于正在发生的事情进行讨论，先利用欣赏电影片段吸引学生的注意力，教育学生要热爱生活，再利用观看照片来讨论某一瞬间发生的事情。并在课堂教学中将尽量为学生提供参与活动的场景，用任务型教学法让学生进行小组学习，抓住英语交际的机会，感知体验，大胆实践，使学生自得知识、自寻方法、自觅规律、自悟道理。
教学过程设计
Step 1.warm-up
1.Greeting :
Teacher: Hello, everyone.How are you? Today is a nice day, isn’t it?So what do you want to do? And why?点一个举手的学生回答，再面向全班: I like watching TV at home.Because it’s relaxing.Do you want to watch TV?得到肯定回答后，T：Now let’s go to watch TV.进入幻3，点击右下角的铃铛播放电影《泰坦尼克》结尾片段。看完后，T：Do you know its name? Do you like it? Why?学生回答后，老师显示字幕：Don’t let go.Love your life.设计目的：通过观看著名的电影片段来吸引学生的注意力，向学生灌输热爱生活珍惜生命的情感教育。
Step2.导入
1、T:I have some photos.展示幻4的照片：Look!This is my life.I’mdoing some things at home.用红外线灯照射每张照片，学生可以通过照片明白句子的意思。老师指着每张照片带读句子(同时做出相应的动作)：I’m watching TV/cleaning/reading/talking on the phone/playing computer games/teaching.认读完最后一张自己上课的照片后，T: what’s my job?...yes,I’m a teacher.然后老师设计打电话的场景：hello, thisisMiss Liu.Today is a nice day.I’m watching TV at home.What about you?进行师生间的对话，起示范作用，让学生能仿造使用幻灯片上的句子回答，并对能使用其他动作回答的同学予以奖励。每个be doing形式都用红色标注，提示学生注意。
设计目的：通过展示老师自己的照片吸引学生的注意，输出新知识，用带读和创设情境的对话形式，让学生初步理解并能表达自己正在做某事。
Step 3:教授新课
展示幻5，T：now，let’s look at other photos.Who is in these photos?老师问几个举手的学生：what are you doing?然后让学生仿照进行pairwork活动:Can you ask your friend ‘what are you doing’?并请几组进行演示，每组演示之后，老师问大家：what is…doing?借机转换人称。
设计目的：创情设景，用学生自己的schoollife照片让大家有话可说，并可借机转换人称，转入下一环节。
展示幻6，T：now，we are in a happy apartment.These people are doing some things.Let’s listen to the conversation.Then tell me: What are these people doing?听完录音后，T ask S1:what is Jenny doing? S1: she is watching TV.T点击屏幕检验。T转向S2：Can you ask your friend about Dave and Mary？然后用以上问句依次请几组同学对图中人物内容进行问答。
设计目的：充分挖掘听力材料，利用其锻炼学生们的听说能力，并成功实现转换人称的问答，使学生能了解并掌握如何询问其他人正在做什么及其回答。
Step 4:合作学习
展示幻7，T：now，let’s make a survey in your group.What are your friends doing now? I’ll give you 3 minutes.You can ask 4 friends, and write down on the chart, then make a report.3分钟之后,T: Can you make a report?请每组派一代表汇报，并进行奖励,T可以插入问句：what is … doing ?。
设计目的：通过小组活动培养学生的合作学习能力和认真聆听他人的良好习惯。
Step 5:拓展新知
1、展示幻8，T：Look!Tom is doing something.Do you know, what is Tom doing?Oh, let me guess.Is Tom writing? S: No, he isn’t.T继续猜，直到S说Yes, he is.为止。点击可检验答案。再点击出现下一个人物。重复以上老师猜，学生答的活动。
设计目的：因为此片内容是书上有的，学生知道谜底，所以由老师做示范来猜，学生回答，锻炼学生认真听的习惯。
2、展示幻9，T：Now, It’our fun time.Do you know this cat? What’s his name? S:...T: yes, he’s Tom.Now,Let’s talk about these pictures.You can ask your friends in your group,what is Tom doing?3 students as a group.And One ask, the others answer.每组发一份图片进行组内讨论。份图片进行组内讨论。3分钟后请几组学生演示，T:You can ask 2 questions.3人一组，一人用红灯照射图片问，另两人答，奖励表现良好的小组。
设计目的：在重温对话what is he doing?的同时，了解各图的内容，为下一环节做铺垫。
3、点击出现幻10和问句Is Tom sleeping?T: Now, What is Tom doing? Is Tom sleeping?(T做睡觉的动作)全班看着图片齐答:Yes, he is.或No, he isn’t.T:Who wants to guess the next picture?请一个学生上台来背对屏幕玩猜谜游戏：示意全班问他：What is Tom doing?此学生边做动作边猜测：Is Tom drinking?全班齐答Yes,he is.或No,he isn’t.猜到者有奖。
设计目的：在游戏中学，在快乐中锻炼听说能力，避免了枯燥的教与学。
Step 6:语法总结
请一个学生对于此课所学进行总结，老师给予及时的评论，并点击进入幻11展示语法小结：现在进行时态。
一 教学设计思路
由于学生对于新学单词不能很快掌握住，因此，上节课利用半节课学习本节课的单词（本节课词汇多阅读量大），目的是让学生
课前预习本节课的内容。这节课的设计环节为：
1知识回眸
（一）复习Section A的知识点：现在进行时。学生小组对话： What are you /is she/he doing? Are you /Is she/he doing?........（二）复习本课单词 1）.学生齐读；
2）.问，学生举手问不会读的单词；
3）.3分钟读记；
4）.师检查提问；
2.新课
1)实际演练引出本节课的知识点，.完成1a,该掌握的句子,让学生当堂背诵;2）用实物小组操练，完成1b ,学会借物的表达方式，3）.读记本节课的知识点;4）学会写寻物启事，完成2a 2b.5).师简单检查提问掌握结果.4.作业:复习笔记，完成练习册。二．教学反思：
1．本节课是一节比较平实的课，很朴素，不象我们平时的观摩课那么富有新意，但是还是有一些大家可以借鉴的地方：
1）知识点落实
课堂最重要的是讲究有效性，上学期一直在学生的兴趣上挖掘，学生的成绩也不理想，该掌握的学生掌握得并不好，这学期下决
心在实效上下工夫。本节课除了让学剩多说之外，也让学生尽可能做到当堂背诵，把主要的句型背会，把知识点记住。
2）不足：
课堂只顾着重实效，而忽视了学生兴趣的激发，没有什么出彩的地方，而且每次我复习单词的方式太单调，换一种方式，也会让
学生感觉新鲜。方法总是有的，比如，让学生比赛看谁能说出关于动物的单词多，比如让学生表演一种动物，学生说出它的名字
仁爱英语名词教学课件
一.教学目标：
1. 知识目标：
(1)词汇： lady, gentleman, for sale, satisfy, guest,
menu, wine, bill。
(2)句型：掌握英语就餐的重点句型。
Here’s a table for two.
Here’s the menu.
May I take your order?
We’d like Beijing Roast Duck and vegetable soup.
Anything else?
May I have the bill, please?
Which kind of drink would you like, beer, wine or a soft drink?
Here’s your change.
Thanks for coming!
(3)了解如何用英语来致开幕词。
Ladies and gentlemen, welcome to
International School!
We’ll try to satisfy all the guests.
Let’s wish them success! Enjoy yourselves!
2. 能力目标：着重训练学生口语应用能力，将所学的.知识运用到实际的就餐交际情景中去。
3. 情感目标： 培养学生学习英语的浓厚兴趣，乐于参加各种英语实践活动，培养其合作能力，帮助学生了解西方饮食文化，树立学习英语的信心。
二.教学重、难点：
1.掌握如何使用就餐用语并进行情景交际。
Here’s a table for two.
Here’s the menu.
May I take your order?
Here’s your change.
Anything else?
May I have the bill, please?
Here’s your change.
Thanks for coming!
We’d like Beijing Roast Duck and vegetable
soup.
Which kind of drink would you like, beer, wine or a soft drink?
2.掌握一些重要的词组。
be for sale
satisfy sb
wish sb sth enjoy yourselves
3.着重培养学生的口语实际应用能力，尽量多给学生创造
语境说英语，解决哑巴英语的现状。
Ⅱ.Teaching aids 教具
多媒体课件
Ⅲ.Five-finger Teaching Plan 五指教学方案
Step 1 Review
1. Sing the song : Pat a cake in SectionCTopic2.
2. Free talk: Get two students to talk something about Daniel Igali.
3. Show the food and drinks for the students to look and say.
T: First foreign food(quick response).
S1…, S2…etc.
T：Now Row1,please.
T: There are so many kinds of foods and drinks. What
would you like to have? Let the students to ask and answer in chains.
S1: I’d like to have a hamburger and a glass of coke. What would you like to have?
S2: I’d like……
T: Thank you. Now here’s good news for you. Ren’ai International Food festival is open now!
Would you like to go with me?
Ss:Yes,I’d love to.
T: But we need to make an opening speech.Do you know how to make it?
S1:No I don’t.
T：Don’t worry.Let’s discuss in groups.
Ss:……
The teacher sum up the sentence patterns. Let the students read them aloud.
T：OK! Everything is ready. Well, I can’t wait to see the opening ceremony of the food festival. Let’s go! Step 2 Presentation
1.T: Boys and girls! Welcome to the food festival! Different delicious food are for sale,such as…… There are many people. They all look happy. There is a boy and a girl in the center.They are host and hostess. Now listen carefully and underline the sentences about the opening speech.
一、概述
本节课是仁爱版英语教材九年级上册 Unit 4Topic 1 Section A部分。本课是本单元的重要组成部分，也是核心教学，一课时完成。本课以口语练习为主，学生学习谈论“神州”五号和“嫦娥”一号，进而涉及电脑科技在航天领域的应用。本部分内容从令人关注的“神州”五号和“嫦娥”一号入手，贴近生活，时代感强。然后由飞船的成功运行联想到电脑科技。本部分是前后知识的载体。本话题的表达在今后的英语学习中都占有重要的地位。
二、教学目标分析
1.知识目标
学习词汇
hero launch spaceship prove lunar probe achieve manned send up legend the Soviet Union astronaut mankind
学习句型
(1)Who is the first Chinese to travel into space?
(2)China is the third nation to send a person into space..
(3)I hope I can travel to the moon one day.
(4)All of you must be very proud.
(5)That proves that China has made great progress in its space industry.
重点：宾语从句及宾语补足语
如：That proves that China has made great progress in its space industry.
China is the third nation to send a person into space..
难点：用大量不同的词汇正确来谈论“神州”五号和“嫦娥”一号。
2.能力目标
(1)能使用英语流利谈论“神州”五号和“嫦娥”一号。
(2)培养学生以讨论的形式与他人对话的能力，提高学生的语言交际能力;
(3)能在小组中积极与他人协作，从而开阔自己的视野，扩大知识面;
3.情感目标
(1)激发和保持学生英语学习的动机，实现“趣能”两得;
(2)在学生两两交流和小组合作交流中，培养学生的合作意识和团体协作精神;
(3)培养学生的爱国情感，激发学生的民族自豪感。
三、学习者特征分析
本节课的学习者特征分析主要是根据教师平时对学生的了解以及学生年龄段的思维发展情况而做出的：
1. 学生是闽清县杉村中学九年级的学生;英语基础普遍偏差。
2. 学生已经掌握了一些基本的词汇。但语言表达能力不强。
3. 本班的学生经过两年多的学习，有了一定的`英语基础知识和听说能力，正逐渐向读、写过渡，有了初步的自主、合作、探究、实验的能力;
4. 本班学生基础比较薄弱，但对英语有较大的兴趣，能够积极参与课堂活动;
5. 本班学生抽象思维能力较低，形象思维能力强，但注意力容易分散，对片面零碎的材料尚缺乏一定的概括分析能力。
四、教学策略选择与设计
为了贯彻“以人为本，以学生为主体，以教师为主导”的现代教育理念，我主要运用了以下的几种教学方法进行教学：
1. 任务型教学法：以完成任务为动力，把知识和技能融为一体，提倡学生主动参与，以学生为主体，师生合作、生生合作，体现教与学的互动交往;
2. 情景教学法：设置情景，激发学生兴趣，提高语言交际能力，突显语言交际功能;
3. 听说法：用师生互动的方式使学生对新知识的识记经过一个由形象思维到抽象思维的转化过程，加强记忆效果。除此之外本人还在教学设计中渗透听力训练法、多媒体辅助教学等。
五、教学资源与工具设计
1. 本课教材;
2. 相关的实物：录音机/聂海胜，费俊龙的照片/杨利伟的照片/米老鼠、唐老鸭及嫦娥奔月的图片/多媒体
3. 教学环境：多媒体教室
六、教学过程
为达到教学目标，充分发挥学生的主体作用，不断激发学生积极、主动、自觉地学习，我设计了以下的步骤来训练学生的听、说、读、写能力，尤其是“说”的能力。
Step 1 Review(复习)(5’)
Step 2 Presentation(呈现)(6’)
Step 3 Consolidation(巩固)(20’)
Step 4 Practice( 练习)(6’)
Step 5 Project(综合探究活动)(8’)
Step 1 Review 第一步 复习(时间:8分钟)
(复习旧知，导入话题。出示一幅Michey Mouse和Donald Duck的图片。)
T: Who are they?
Ss: They are Michey Mouse and Donald Duck.
T: Yes, they are so nice cartoon characters. Are they beautiful?
Ss: Yes.
T: Now we know, English shows us a beautiful world about western culture. As a matter of fact, in Chinese culture, there are also lots of beautiful characters.
(出示一幅《嫦娥奔月图》)
T: Do you know who she is?
S1: She is Chang’e.
T: Yes. She is a beautiful goddess.
(板书，释义，领读)
goddess. n.
This is an ancient legend.
(板书，释义，领读)
legend. n.
The story of her flying to the moon has been known by all the Chinese. It shows we have dreamed of exploring space for thousands of years.
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (师生互动，紧承复习中的话题，以对话方式引出新的词汇。出示杨利伟走出太空舱的图片。)
T: Do you know who he is?
S2: He is Yang Liwei.
T: What does he do?
Ss: 宇航员。
T: Yes. He is an astronaut.
(板书，领读，释义)
astronaut. n.
He is the first person to travel into space in China. He is our national hero. In , he traveled around the earth in Shenzhou Ⅴ for 21 hours. Shenzhou Ⅴ is the first manned spaceship in China.
(板书，领读，释义，并要求掌握hero。)
hero→heroes (pl.) n.
manned. adj.
spaceship. n.
China is the third nation to send a man into space. Are we all proud?
Ss: Yes. All of us are proud.
T: What’s more, two years later, we sent up another spaceship.
(板书，领读，释义)
send up = launch v.
Who knows its name?
S3: Shenzhou Ⅵ.
T: Yes. It’s Shenzhou Ⅵ. There are two astronauts in it. Who are they?
(出示费俊龙与聂海胜在神六中的图片)
S4: Fei Junlong and Nie Haisheng.
T: Well done. They are great. Do you think so? Do you want to be an astronaut when you grow up?
Ss: Yes.
T: Great. OK. Let’s begin to learn the new lesson.
(板书课题。)
2. (播放1a录音，让学生听并回答问题。听完一遍后，让学生对1a有个整体的感知。)
T: Boys and girls, now let’s listen to the tape and try to answer the question:
What’s China’s first lunar probe? (要求学生了解词组lunar probe。)
Ss:Chang’e Ⅰ.
(让学生跟读1a，注意停顿。)
T: Good. Listen to the tape again and try to repeat it.
(然后，板书文中一些习惯用语和词组，分析解释，并要求掌握prove, achieve, point to。)
dream of doing sth.
It shows we have dreamed of exploring space for thousands of years.
point to
make great progress in doing sth.
lunar probe
achieve one’s dream
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (1)(让学生认真阅读1a, 以学生相互问答的方式完成1b。)
1. Who is Yang Liwei?
2. How many manned spaceships have been sent up into space by China?
3. What was the temperature in Shenzhou Ⅵ?
4. Do you know the legend of Chang’e? Please tell it to your classmates.
T: Read the dialog carefully, ask and answer the questions on the blackboard in pairs.
S5: Who is Yang Liwei?
S6: He is the first person to travel into space in China.
S7: How many manned spaceships have been sent up into space by China?
S8: …
(2)(分角色读对话，三人一组。)
T: Now, let’s read the dialog in roles with three students in a group. Are you ready?
S9 (画外音)
S10 (Michael)
S11 (Kangkang)
…
(3)(找两组同学来表演。)
T: Now I’d like to ask two groups to act it out. Who would like to do it first?
S12: …
S13: …
S14: …
…
(4)(找两位学生用自己的语言复述课文，加深对课文的理解。)
T: I’ll ask two students to retell the dialog. You should use your own words.
(要及时帮学生复述。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (1) (展示神五的视频和图片，接着播放新闻点评，进行师生互动回答。)
T: Who is the man in the picture?
Ss: He is …
T: What is he famous for?
Ss: He is famous for …
T: Where did he go?
Ss: He went …
T: How long has he stayed in space?
Ss: He has stayed in space for …
(2) (让学生听2a录音填空，完成2a，核对答案。板书，解释。)
are being made
satellite
T: Listen to the tape and fill in the blanks.
…
(3) (再听2a录音, 写出关键词或短语，尝试复述。)
T: Listen to 2a, write down the key words and try to retell it.
first, 21 hours, 14 times, land, hero, After, second, 4:30, Oct. 17th, , five, last, big plans, are being made, a space station
2. (根据1a和2a, 完成2b。进行男女复述课文比赛。)
T: We have learned something about Shenzhou Ⅴ and Ⅵ. Now let’s finish 2b. Boys discuss and fill out the table about Shenzhou Ⅴ. Girls discuss and fill out the table about Shenzhou Ⅵ. And then I’ll ask some of boys and girls to retell them.
Step 5 Project 第五步 综合探究活动(时间:7分钟)
1. (创设情景，两人编对话，谈论神五/六着陆时的心情感受。)
T: You may make dialogs with your partner. Talk about what you were doing when … landed successfully? How was your feeling then? What do you think about it?
S15: What were you doing when Shenzhou Ⅵ landed successfully?
S16: I was watching it on TV.
S15: How was your feeling then?
S16: I was very happy and proud.
…
…
2. (让学生给杨利伟发一封e-mail, 表达崇敬之情和向他们学习的决心，并希望他来学校做客，愿意与他交朋友。)
3. Homework:
根据提示，写一篇介绍航天英雄杨利伟事迹的文章。
杨利伟，中国优秀宇航员，65年生于辽宁。他自幼聪明好学，各门学科尤其数学和英语成绩优秀，87年成为一名飞行员，成为我国首批航天员，五年后成为我国首位登上太空的宇航员，10月15日于9时杨利伟乘坐“神舟五号”宇宙飞船升空。20xx年11月7日，杨利伟被授予“航天英雄”称号。杨利伟是我们心中的英雄，我们要向他学习。
参考词汇：
1. 飞行员pilot
2. 中国太空训练 the China’s Space Program
3. 授予 award
板书设计：
Spaceships are mainly controlled by computers.
Section A
hero - heroes(pl. ) It has proved that China has made great
point to progress in developing its space industry.
send up I think you can achieve your dream in the
It shows we have dreamed of exploring future.
space for thousands of years.
教学过程流程图
七、教学评价设计
本课主要通过小组竞赛的方式进行评价，把全班学生分为四组(Group1、Group2、Group3、Group4), 评价内容主要包括学生朗诵课文、参与课堂游戏、单词或句子朗读、听力竞赛、两两对话、情景表演等几个环节，积累图标最多的小组获胜。
八、帮助和总结
我在设计这节课时，使课堂情景化、任务化、活动化，这节课总体上我感觉还不错，当然也存在一些不足之处。
我比较满意的地方是:
1.根据本班学生胡特点，采用情景任务型教学途径，利用多媒体教学，运用听力训练、情景教学、俩俩对话、小组合作、调查活动等任务活动设计教学任务，让学生在愉悦的英语学习环境中，热情高涨，快乐熟练地掌握知识点，同时寓教于乐。
2.根据教学需要，在处理教材时，我把知识内容进行整合、扩展，教学步骤清晰，层层深入。
3.语言点的教学方法比较新颖，引导学生通过自己的观察，探索重点词组的用法，培养学生获取听力信息的能力和自主学习的能力，同时提高了学生的归纳总结能力。
4.让学生谈论“神州”五号和“嫦娥”一号，通过小组合作学习形式，调动学生主体参与意识，培养学生的合作精神和爱国主义精神。
5.多媒体课件制作比较简洁、精美。把多媒体教学和黑板教学有机地结合起来，相辅相成，增强了主观性和趣味性，加大了课堂的密度，提高了教学效果。
a：感恩父母，给予我们生命。 b：感恩老师，给予我们教诲。
a：感恩同学，我们将拥有友爱。 b：感恩大家，我们将充满阳光!
ab：愿我们都有一颗感恩的心，志远班《凡事要感恩》主题班会现在开始!
二、感恩号召——要学会感恩。a：请看郭校长在一次开学典礼上的讲话录象。
三、感恩回忆——成长的故事。b：请同学们讲讲自己小时候的故事。
四、感恩记录——生命的诞生。
a：请记录片作者郭翔、吴镇同学谈谈感受。
五、感恩朗诵——儿子的真情。b：请听侯百家等七位男同学的朗诵。
六、感恩公告——凡事要感恩。a：请看一段感恩公益广告片。
七、感恩表白——女儿的心语。b：请听全体女生的朗诵。
八、感恩仪式——真诚的鞠躬。a：下面我建议，全体同学起立转身，感恩父母的养育之恩，一鞠躬!面向自己的同学，感恩同学的关爱之心，二鞠躬!面向老师，感恩老师的培育之情，三鞠躬!
九、感恩宣言——青春的名义。b：有请班主任助理郭翔同学带领大家宣誓。
我们以青春的名义宣誓： 感谢父母给我生命，感谢老师给我知识， 感谢同学给我友谊…… 从现在开始，用感恩心去面对生活。感恩父母，立志成才;感恩老师，发奋学习; 感恩友情，团结互助;感恩社会，奉献青春。坚持到底，永不放弃!宣誓人：志成班全体同学。
十、感恩行动——感谢您妈妈。a：为了庆祝三八妇女节，我们班级举行了一次“感谢您，妈妈”主题活动，请看照片展示。b：活动之后，我们由出色完成为妈妈做家务的班队作业，得到妈妈的很高评价。(下面a、b轮流读家长留言)
十一、感恩夸奖——心中的榜样。a：分别请陈曳、杨宇发言。
十二、感恩嘱托——家长的心愿。b：分别请家长发言。
十三、感恩聆听——老师的情怀。a：请项老师讲话。
十四、感恩后记——做感恩的人。
b：感恩，简单的话语充满力量;a：感恩，琐碎的小事无比亲切。
b：感恩的心，是和平的种子; a：感恩的心，是爱意的行动。
b：感恩是阳光人生的境界;
a：感恩是成就人生的支点。
I like healthy food
The First Plan(1-2)
Teaching material：
Listening and Speaking---Part A and Part B Teaching Objectives: 1.Improve the students’ ability in listening and speaking.2.Learn and master some words and expressions of food 3.Learn the differences of diet culture between English and Chinese Important Points: 1.Learn some words about vegetables and fruits 2.Expressions of idioms on the table, for example: What would you like to have?/ I’d like…
Difficult Points: Expressions of idioms on the table Teaching Methods：
1.Show them some pictures about food and ask questions to attract students’ attention 2.Listening-and-answering activity to improve the students’ listening ability
3.Pair work or individual work to make as many students as possible work in class.Class Type：Listening-and-speaking Teaching Aids:
1.a tape-recorder
2.the blackboard
3.ppt Teaching Procedures： StepⅠ Greetings and Warming up 1.T: Good morning，boys and girls!Ss: Good morning，teacher!T: At first, I’d like to ask you a question: What kind of food do you like best? Ss: Banana, apple, tofu, hamburger, chips…
T: Ok, hamburger and chips are junk food.Today I’d like to introduce the healthy food to you…
2.For warming-up activity，have students finish, telling the answer.StepⅡ
Part A
The following tasks are all to train and improve the students listening and speaking ability.1.Learn the new words and phrases.2.Task 1.Play the recording twice for the students to finish it.Check the answer by asking individual students to answer.3.Listen again and chose the best answers of Task 2.4.Task 3.5.Ask students do role play in order to set up students’ interests and confidence in speaking English.Step Ⅲ
Part B
The following tasks are all to train and improve the students’ ability in listening, speaking and writing: 1.Learn the new words and phrases.2.Task 1.Play the recording twice for the students to finish the questions.3.Task 2.Learn the useful sentences, Ask individual students to read them.Then let students act the dialogues out.4.Task 3.Translate the sentences.Step Ⅳ Language tips 1.junk food 垃圾食品 2.not…at all 一点也不 e.g.: I don’t like apple at all.3.What would you like for…?（breakfast/lunch/supper）早餐/中餐/晚餐你想吃点什么？
I’d like…
我想吃…
3.What’s your favorite food? 你最喜欢的食物是什么？ My favorite food is…
4.What do/don’t you like to eat? 你想/不想吃什么？ I like/don’t like Chinese food.Step Ⅴ Summary 1.Review the words and sentences.2.Have the whole students to read the dialogue on page 67.Step Ⅵ Homework
1.Get the students do Task 4 and Task 5 on page 69.2.Review the words and sentences.3.Preview the part of reading and writing.The Second Plan（3-4）
Teaching material：
Reading and Writing-----Part A and Part B Teaching Objectives: 1.Improve the students’ ability in reading and writing
2.Learn and master some words and expressions of expressing one’s own eating habit.Important Points: Common ways of expressing the daily food you like or dislike Difficult Points:
Proper ways of expressing Teaching Methods：
1.Reading-and-writing activity to improve the students’ ability in reading
2.Individual work and pair work to make as many students as possible work in class
3.Activities to stimulate the students’ interesting in learning Class Type：Reading-and-writing type Teaching Aids： 1.a tape-recorder
2.the blackboard
3.some cards with words 4.PPT Teaching Procedures： StepⅠ Revision
1.Revise the words and phrases in Listening and Speaking，by using some cards with the new words and phrases on them.This is individual work.2.Ask students what are their favorite food? StepⅡ
Part A 1.Learn the new words and phrases by cards and games.2.Do Task 1 to discuss: what is healthy food? 3.Do Task 2 to read and analyze the passage, and then show following phrases to the class to better understand the reading material.full adj.吃饱的 delicious adj.美味的
unless conj.If…not;except for
除非 unfair
adj.不公平的 dislike: don’t like
不喜欢，讨厌 healthy: of health 健康的 stay healthy: keep fit 保持健康
4.For Task 3, Task 4 and Task 6, students can finish them at a time.Then
check the answer 5.For Task 5, do it together, and then read it together for twice.Step Ⅲ
Part B 1.Study the new words and phrases with the tape-recorder and the games.2.3.Do Task 1 discussion: What should you eat if you want to keep fit? Do Task 2 read and analyze the passage, and then show following phrases for the class to better understand the reading material.activity
n.活动
weight
n.重量 体重；lose weight 减肥
fit
adj.healthy 健康的，强壮的serving
n.一份
a variety of
各种各样的mix
vt.混合type
n.类型
bore
v.使厌烦
keep … from …
阻止，妨碍
4.For Task 3 and Task 4, students can finish them at a time.Then check the answer.5.For Task 5, do it together.Step Ⅳ Summary
1.Briefly go over what’s learned during the two periods：ask students
make a plan for their healthy eating habits.2.Read after the teacher the important words and phrases.Step Ⅴ
Assignment for homework 1.Copy the words and phrases three times, and then keep in mind.2.Read and recite the passage in part A.3.Preview Grammar Focus and Pronunciation.The Third Plan(5)Teaching material：
Grammar Focus and Pronunciation Teaching Objectives: 1.Enable the learners to distinguish between countable nouns and uncountable nouns correctly.2.Students are able to pronounce the vowels and the consonants more rightly.3.Have more knowledge about healthy food.Important Points:
Distinguish between countable nouns and uncountable nouns.Difficult Points:
The proper usage of possessive pronouns: Task 3 Teaching Methods：
1.Listening-and-reading activity to improve the students’ ability in pronouncing the vowels and consonants correctly.2.Comprehension activity to train and improve the students’ reading ability.Class Type：Listening-speaking-reading-and-writing Teaching Procedures： StepⅠ Revision
Briefly revise the key expressions of healthy food together with
the whole class.StepⅡ Grammar Focus
1.Introduce nouns, which can refer to the names of people, food, places or some abstract concepts.可数名词：有单复数之分，表示一个活多个，可以计算数目。不可数名词：之不能以数目来计算，不可以分成个体的概念、状态、品质、情感或表示物质材料的东西。不可数名词一般没有复数形式，它的前面不能直接用不定冠词a/an。若要表示它的个体意义时，必须与一个名词短语连用，如一杯牛奶：a glass of milk等。
2.Check the answers to Tasks 1-3, by having students read out their sentences in front of the whole class.StepⅢPossessive pronouns 1.explain the concept of Possessive nouns.2.go through Tasks 1-3 quickly.StepⅣPronunciation 1.Go through Tasks 1-4quickly.2.Teach the vowels and the consonants，making the students read them correctly, and explain the meaning of the sentences in Task 5.StepⅤConsolidation
(2)单复数的比较，如：goodgoods，spirtspirts，woodwoods。
(3)同音词的比较，如：rightwrite eyeI
(4)词的阴阳性的比较如：actoractresshosthostess
通过正确理解单词的本义、引申义和比喻义等。如：second是“秒”，它来源于古代的六分法，分，秒，它是二次划分，因此second也是“第二”，进一步引申，还可理解为“辅助”，用这种方法特别适合那些一词多义的词。
记忆单词最好不要孤立地记，尽可能地和有关的东西联系来记。
(1)联系所学文章的大概意义，联系上下文。
(2)联系短语和搭配。
英语单词怎么记忆好
高中英语单词要适当结合文章来记忆，因为背单词的目的就是为了应用，这样不仅有利于记忆英语单词，还有助于理解单词的用法，更加有助于记忆。每天坚持读几篇文章，最好找历年的高考真题来练习记忆，不要死扣模拟题，因为高考的知识点就那么多，你把高考的真题吃透了，就相当于你在慢慢掌握高考英语的考点。把不会的单词写下来，每天都看几遍文章，并且做到温故知新，就是每天看几遍新英语文章，把昨天看的在看一遍，这样你不知不觉之间，词汇已经记下来了。
6. 据新闻报道，纽约州昨晚下了大雪。
________ ____ the news report, it snowed heavily in New York last night.
7. 饭桌上铺着一层塑料台布。
The table _____ _______ _______ a plastic table clothes.
8. 大意驾驶酿成很多交通事故。
Careless _________ causes many ________ ___________ .
Keys: 1. is made of 2. is famous for 3. are sent, processing
4. No matter what 5. international, is held 6. According to
7. is covered with 8. driving, traffic accidents
Ⅱ. Finish the sentences. X k B 1 . c o m
1. In spring, we can see green ______ (leaf) and grass everywhere.
2. The Internet is ______ (wide) used in most families in our country today.
3. English ________ (speak) by many people in the world.
4. The company hopes ____ (it) product will be successful on the European market.
5. My teacher did what he could to make his class ______ (live).
6. If the traffic _____ (be not) heavy, it’ll take us an hour to get there.
7. They spent one part of their holiday in _____ (French) and the other in England.
8. Bell is ______ (know) for inventing the telephone.
9. The Chinese use _________ (chopstick) instead of knives and forks.
Keys: leaves, widely, is broken, its, lively, isn’t, France, known, chopsticks Homework
一、教学目标： 1.语言知识目标：
1)能掌握以下单词：sitcom, news, soap, educational, plan, hope, find out, discussion, stand, happen, may, expect 能掌握以下句型：
① What do you want to watch? ② What do you think of talk shows? ③ I can’t stand them.④ I don’t mind them.⑤ I like/love them./ I don’t like them.2)能了解以下语法：
动词不定式结构做动词的宾语；后面接动词不定式做宾语的动词。3）学会陈述自己的看法；学会谈论自己的喜好。2.情感态度价值观目标：
学会谈论流行文化，了解各类电视和电视节目的名称和自己的喜欢。注意引导学生们形成正确的文化观念，大力培养学生们的跨文化意义，形成自己独立的个性。
二、教学重难点 1.教学重点：
1)学习掌握各类电视和电视节目的名称。
2)掌握动词不定式结构做动词的宾语；了解后面接动词不定式做宾语的动词。
2.教学难点：
掌握动词不定式结构做动词的宾语；了解后面接动词不定式做宾语的动词。
第一课时
教学目标：
1、认读本课中的单词和句子：noodles,beef, soup ,vegetable,chicken, What would you like for dinner? I′d like some„
2、能够听、说、认读单词soup, noodles.vegetables.beef.soup.vegetable.初步掌握What would you like ? I’d like some „.教学重点：句型：what would you like ? I’d like some„.词汇： beef, soup, noodles, vegetable,chicken.教学难点：能够正确读单词vegetable。
教学准备：学生带食品、教师准备图片、单词卡 教学过程：
（一）热身／复习（Warm-up/Revision）
1.Sing a song 教师放录音［使用本套教材第一册Unit 4, Let’s sing部分］，师生一起唱歌曲“my home ”.2.Listen and do 教师发布口令，学生听到之后做出相应的动作。（可借助于学生自己的单词卡）
Go to the living room.Watch TV.Go to the study.Read a book.Go to the kichen.Have a snack.Go to the bedroom.Have a nap.Go to the bathroom.Take a shower.（二）呈现新课（Presentation）
1.教师出示Let’s learn部分的挂图，让学生说出图上食物和饮料的名称。教师指图，然后越指越快，学生要迅速地说出被指食物和饮料的名称。此项活动也可由学生轮流完成。2.导入新单词。教师与学生进行会话：
T: So many foods and drinks.I like bread.Do you like it? S: Yes, I do./No, I don’t.w
W w.x K b 1.c o M T: What do you like? S: I like „
教师指着图片soup和vegetable问学生：Do you like soup/vegetable?让学生两人一组用上述句型进行对话。并教读单词soup和vegetable。教学中要特别注意vegetable的发音。
3.教师做饥饿状：I’m hungry.Can I have some beef and chicken, please? 让学生听懂之后，到黑板上取下相对应的图片给教师：Sure.Here you are.教师说：Thank you.并教读单词beef和 chicken。4.让学生使用自己的学习卡片，模仿着来做这组对话。（可与Let’s play部分相结合）What would you like？
I‘d like some rice/ fish/beef/soup/noodles/vegetable/chiken, please? Sure.Here you are.5.听录音，跟读单词和对话。6.教师出示单词卡，让学生认读单词。
7.教师指着黑板上的图片说: Look!Everything’s ready.I’d like some rice and fish for dinner.What would you like ? 引导学生说出：I’d like some„ and„
（三）趣味操练（Practice）1.The food and drink game 把食物和饮料的卡片贴在教室的不同地方，卡片之间保持一定的距离。教师对学生说：“Chicken”。所有的学生必须走向单词卡chicken。重复以上步骤，直到练习完所有单词。2.猜一猜，说一说
让一位学生站在教室前面，将自己喜欢的食品的卡片放在背后，大家猜他喜欢的是哪种食品。猜的学生说：“noodles”，如果没猜中，站在前面的学生说：“No.”如果猜中了，站在前面的学生说：“Yes.”猜中的学生站在前面，大家继续猜。新-课-标-第-一-网 3.What is missing ? 把本单元的单词卡片放在地板或桌子上，学生围着卡片坐一圈，以便能看清图片。教师指卡片，让学生说食物或饮料的名称。让学生背对卡片，教师将一张卡片抽出，放在自己背后。学生转过来，观察卡片，说出被抽出卡片的名称。教师向学生展示被抽的卡片，肯定或否定他们的答案。让学生4—5人为一小组做游戏。一个学生将自己的一套卡片放在桌子上，抽出一张，其他学生猜一猜被抽出的卡片。
（四）扩展性活动（Add-activities）让学生表演三人短剧。其中两个学生是朋友，他们在食品店中见面，要买食品。另一个人是售货员，在卖东西。
1.教师引导学生回忆所学过的打招呼的话语：Hello, Hi.2.告诉学生，售货员要对买东西的人说:what would you like。3.买东西的人要对售货员说I’d like some„, please.4.扮演售货员的学生要说：Ok,并假装递给他们所要的食物。5.买东西的学生要问：How much? 6.教师出示单词卡，让学生认读单词.8.给学生时间让他们练习，让每个学生都有机会表演。
9.让各小组布置自己的情景（如：用课桌卖东西的学生要根据每样东西的价签，告诉对方实际的价格。
7.买东西的人付钱时可象征性地拍一下对方的手。并要谢谢售货员，引出词组：Thank you.当柜台，用卡片代替食品），排练话剧。10.鼓励学生在全班同学面前表演短剧。教学反思：
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