新目标初一Unit 6 教案（推荐19篇）由网友“AsahinaAya”投稿提供，以下是小编精心整理的新目标初一Unit 6 教案，供大家阅读参考。
篇1：八年级英语新目标上Unit6教案.
八年级英语新目标上Unit6教案.
更多精彩；英语教师网 英语教师网论坛bbs.ewteacher.com 备 课 卡 年 级 八 科 目 英 语 课 型 新 授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period 1 教具准备 cards and a tape-recorder . 教学目标 知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 能力目标 能对人物的外表进行描绘，个性进行比较 情感目标 热爱家人 教学重点 能对人物的外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1 Leading in Ask a student to introduce herself/himself . Step 2 Pre-task SB Page 31 , 1a . Show some pictures to Ss . Say ,They are stars .Ask Ss to tell what they see . Ask Ss to use the words :tall ,wild , thin , long hair , short hair , heavy , calm , short and so on . Then ask Ss to repeat these sentences :Yao Ming is taller than Ronaldo . Step 3 While-task SB Page 31 , 1c , 1b . Call attention to the picture . Point out the sample conversation in activity 1c . Say ,Now work with a partner .Make your own conversation about the twins . Ask several pairs to say one or more of their conversations . Then listen to the recording .Ask Ss to number the twins . Check the answers . SB Page 32 ,2a . Point out the two columns and read the headings :-er , -ier and more .Then point out the words in the box .Read . Say ,now listen and write the Cer and Cier words in the first column and the words that use more in the second column . Play the recording and check the answers . SB Page 32 , 2b . Point out the picture and the two boxes with the headings Tina is and Tara is . Say ,listen to the recording .Write word in the boxes .The words are from the list in activity 2a . Play the recording and check the answers . Step 4 Post-task SB Page 32 , 2c . Point out the chart in activity 2c and on Page 89 . Say , Make your own conversations according to the information. Ask pairs to continue on their own . Correct the answers . Step 5 Homework How are you and your sister /brother different ?Write down . 教后反思 备 课 卡 年 级 八 科 目 英 语 课 型 新 授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period 2 教具准备 cards and a tape-recorder . 教学目标 知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 能力目标 能对人物的外表进行描绘，个性进行比较 情感目标 热爱家人 教学重点 能对人物的'外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1 Leading in Ask ,How are you and your mother/father different ? Ask some Ss to answer . Step 2 Pre-task Grammar focus . Review the grammar box .Ask Ss to read the sentences to the class . Call attention to the word “funny”,circle “y” and say when a word ends in y ,change “y” to an “i” and add Cer . Write the phrases “more athletic than” .Say,when you complete things using words with three or more syllables ,you use the word more . Practice : happy , outgoing , short , thin , good . Step 3 While-task SB Page 33 , 3a .Call attention to the letter .Ask a student to read it to the class .Say, now read the article ,then answer the questions . Write if the statements are true ,or false ,or “don’t know” if you don’t know the answer . Check the answers . SB Page 33 , 3b . Say ,tell your partner about things that are the same and different between you and a member of your family or a friend .You can make a conversation like the example . Ask two Ss to read the sample conversation in the box . Have Ss work and ask some pairs to say their dialogues . Step 4 Post-task Read the instruction to the class .Ask pairs of Ss how many same and different examples they found . Work in pairs and ask some pairs to read their lists . Step 5 Homework Write down the same and different between you and a friend . 教后反思 备 课 卡 年 级 八 科 目 英 语 课 型 新 授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period 3 教具准备 cards and a tape-recorder . 教学目标 知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 能力目标 能对人物的外表进行描绘，个性进行比较 情感目标 热爱家人 教学重点 能对人物的外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1 Leading in Show a maxim to Ss : A friend indeed is a friend in need . Ask ,What kind of things are important in a friend ? Step 2 Pre-task SB Page 34 , 1a . Read each description to the class and ask the Ss to repeat. What kind of things are important in a friend .Rank the things below 1-6 (1 is most important ) Ask different Ss to copy the six phrases on the Bb .Then read the phrases together . Step 3 While-task SB Page 34 , 1b . Say , Now make your own statements about friends using the phrases in activity 1a . Ask some Ss to tell the class what they look for in a friend .And say ,who is your best friend ? SB Page 34 , 2a . Play the recording and check the answers . SB Page 34 , 2b . Play the recording and check the answers . Step 4 Post-task SB Page 34 , 2c . Say , Now work with your partner .Make a conversation using information in the chart . Ask several pairs to say their conversations to the class . Step 5 Homework 连词成句: 1. Tom , Sam , intellectual , more , than , is . 2. her sister , as … as . not, sports , at , good, is ,Liu Ying. 3. me , same , as , the , friend , my , is . 4. makes , laugh , a , me , good , I , think , friend . 5. outgoing , are , both , we . 教后反思 备 课 卡 年 级 八 科 目 英 语 课 型 新 授 本节课题 Unit 6 I’m more outgoing than mysister . 教学内容 Period 4 教具准备 cards and a tape-recorder . 教学目标 知识目标 vocabulary : outgoing , more , than , calm , wild , athletic , twin ,tall , short , thin . Pattern: He has shorter hair than Sam . Is Tom smarter than Tim ? 能力目标 能对人物的外表进行描绘，个性进行比较 情感目标 热爱家人 教学重点 能对人物的外表进行描绘，个性进行比较 教学难点 能对人物的外表进行描绘，个性进行比较 教 学 过 程 个人改进意见或建议 Step 1 Leading in Greeting . Step 2 Pre-task SB Page 35 , 3b . Read the instruction to the class .Ask Ss to look at the chart on Page 34 . Ask a student to read the example to the class . Say ,now write your own sentences . Ask students who finish first to write sentences on the Bb. Ask some Ss to read the sentences ,each student read one sentence one by one . Step 3 While-task SB Page 35 , 3a . Read the instruction .Point out the sample answer . Say , Now read the article .Explain the words and sentences in your own words . Listen to the recording . Say ,Now read the article again .Underline all the words that describe what people are like .Check the answers . SB Page 35 ,3c . Ask Ss to choose a friend to write about .Ask Ss to try to tell the truth .Say ,Now finish the activity on your own . Ask some Ss to read their sentences to the class . Step 4 Post-task SB Page 35 ,Part 4 . Write the names of two outgoing students on the Bb .Say ,Who do think should get the job , A or B ? Ask Ss to work in pairs .Ask some pairs who they thought should get the job and why . Step 5 Exe篇2：新目标 初一下册 Unit6 Where are the jazz CDs?
Unit 6: Where are the jazz CDs?
Language goal
In this unit students learn to ask for and give directions inside a building and talk about favorites.
New language
Where is the pop music? Go upstairs and turn right.
It's next to the Jazz.
Where is the Jazz? Go straight. It's between the pop and the country.
Where are the dance CDs? Go upstairs and turn left.
They're behind the country CDs.
Names of musical styles such as classical, dunce, jazz,pop, country.
Section A
Additional materials to bring to class:
blindfold
samples of various kinds of music mentioned in this unit.
Ask twelve students to come to the from of the room and stand in four rows, leaving a few feet between students.Stand in front of this group. Ask and answer questions about where each student is standing. Where is (Lin Li)? He's between (Cao Xin and Zhang Li). Where is (Sun Bei)?She's behind (Lin Li).
Then cover a student's eyes and lead the student around the room by the arm. Give directions using the words go straight ahead, turn left, and turn right and then help him or her to follow the directions you used.
la This activity introduces the key vocabulary.
Focus attention on the picture. Ask students to tell what they see. Guide students to understand that the picture shows different types of music. Name the musical types and ask -students to repeat- Ask students to name a singer, song or composer for each musical type.
Examples: Yo-Yo Ma is a classical musician. Janet Jackson is a dance singer. Celinc Dion is a pop singer. Garth Brooks is a country musician. Kenny G is a jaz2 musician.
Point out the numbered list of words. Say each one and ask students to repeal.
Then ask students to match each picture with one of the words. Say, Write the letter of each picture next to the wonts on the left. Point out the sample answer.
Check the answers,
1 b This activity gives students practice in understanding the target language in spoken conversation,
Draw a set of stairs on the board. At the top of the stairs,write jazz in a box on the left and classical in a box at the right. Write dance in a box at the left below the stairs.
Point to the three conversations. Read the first conversation with a student. Then read it a second time as you use your fingers to “walk” up the stairs and turn left to the Jazz section. Ask various students to read the other conversations. Use your fingers to walk to each section mentioned.
Play the recording the first time. Students only listen.
Play the recording a second time. This time, ask students to listen to the recording and write the number of each conversation in the correct box. Point out the sample answer.
Correct the answers,
1 c This activity provides guided oral practice using the target language.
Point to the conversations in Ib and ask a student to read them with you. Then ask two students to read them to the class. You may wish to point to the picture showing the types of music mentioned as the students read the conversations.
Say, Now please have conversations like the ones in the picture. Ask and answer questions about where to find all five kinds of music.
If students need additional help getting started, ask Where's the (classical music)? and practice the conversation with one student at a time.
Ask students to work in pairs. After they practice fur a few minutes, ask some pairs to present their conversations to the class.
For extra practice, use the stairs you drew on the board earlier. Erase the words you wrote before and write in the words country and pop to the left of the stairs, dance straight ahead of the stairs and jazz and classical to the right of the stairs. Students use this map to have more conversations.
2a This activity introduces the key vocabulary.
Ask four students to come to the front of the room.Arrange the students so that one is in the middle and the others are to the left of, to the right of, and behind the first student. Then describe the location of the students using the words behind, next to, between, and in front of. For example, Li Peng is behind Zhou Wen, Cao Ying is next to Zhou Wen, Zhou Wen is between Cao Ying and Gong Zheng, and Zhou Wen is in front of Li Peng.
Point to the four pictures of alphabet blocks. Ask students [o tell what they sec in each picture.
Point lo the letter under each group of alphabet blocks. Ask students to match each numbered sentence with one of the pictures. Say, Write the letter of each picture next to the correct sentence.
Check the answers.
2b This activity provides listening practice using the target language.
Call attention to the picture showing the music sections inside a music store.
Say, Now you are going to hear some conversations.People are asking the clerk/or different kinds of CDs. Listen to the conversations and write on the map where each music section is in the store. Point out the sample answers.
Play the recording the first time. Students only listen.
Play the recording again. Students label the map of the CD store.
Check the answers.
2c This activity provides guided oral practice using the target language.
Call attention to the sample conversation in speech bubbles. Read it with a student.
Ask students to work in pairs. Have each student practice both roles.
3 “this activity provides oral and written practice using the target language.
Call attention to the example in speech bubbles and ask a student to read the questions to the class. Say,In this activity you will ask each other questions about favorite types of music and favorite musical groups.
Ask students to work in pairs. Ask Student A in each pair to look at the chart on page 33, Ask Student B to look at the chart on page 84. Remind students not to look at their partner's page.
Say the first question and answer exchange with a student. Pretend you are Student A and work with a partner. Say, Ask me about Bob's favorite kind of music. If necessary, supply the question: What's Bob's favorite kind of music? Point out the sample answer in the first column,classical. Say, He likes classical music.
Then ask your partner, What's Bob's favorite group or singer? Have Student B look at the answer on page 84 and say it to the class. Show students that you are writing it in the blank in the first row under ”Favorite group or singer,“
Ask the pairs to continue on their own. Move around the room monitoring the progress of the pairs.
Go over the answers.
4. This activity provides oral and written practice using the target language and asks for original student input.
Call attention to the conversation in the speech bubbles. Read it aloud with a student.
Say, Ask questions like these to fill in the chart.Ask the people inyour group what their favorite kind of music is and who their favorite group or singer is. Enter the information on the chart.
Divide the class into small groups and set a time limit often minutes. Ask all the students to begin asking each other questions.
At the end of ten minutes, get feedback by asking students to describe the musical tastes of the other students in their groups.
Section B
New language
Words that say how good or bad something is: amazing,terrible, awful, great, OK, fantastic, not bad, cool, etc.
Additional materials to bring to class
blindfold
1 a This activity introduces the key vocabulary.
Focus attention on the three faces. Ask students what they think each one means. Guide students to understand thai the smiley face means,”! like it,“ The middle face with no smile means,”! don't like it or dislike it,“ The frowny face means,”! don't like it.“
Then call attention to the list of words. Say each one and ask students to repeat. After they repeat each word,talk about what it means and use it in a sentence. Use your tone of voice and facial expression to emphasize the meaning of each term. For positive words, smile and use a warm tone of voice. For negative words, frown slightly- wrinkle your nose and use a cool tone of voice. For example:
”Amazing“ means very, very good.
The Beatles were an amazing musical group.
”Terrible “means wry, very bad.
I think country music is terrible. I never listen to it.
”Awful“ means very bad.
It means the same thing as terrible.
Then ask students to draw the correct face on the line next to each word. Say, Draw one of these faces next to each word. Point out the sample answer.
Check the answers.
1 b This activity provides oral practice using the target language.
Ask each student to make a list of three singers or musical groups. They can choose from classical, jazz,dance or any other type of music.
Then ask each student to work with a partner. The two students name musical groups and write down the words their partners use to describe the groups.
Ask each pair to share their lists with another pair.
2a This activity provides listening practice with the target language.
Call attention to the chart and the pictures of the four students. Say, You will hear a recording of these four people. They're talking about their favorite kinds of music. Write the name of each person's favorite kind of music in the blank under their photo and next to
”Favorite kind of music.“
Play the recording the first time. Students only listen.
Play the recording a second time. This time students write the name of each type of music underneath the correct picture.
2b This activity provides Listening practice with the target language.
Point to the chart again. Say, / will play the tape again.This time, write on the chart their favorite groups or singers and what they say about them.
Play the tape again. Students write the favorite group or singer and the description words in the chart.
Play the tape a third time so students can complete any answers they missed or check their own work,
Check the answers.
2c This activity provides guided oral practice using the target language,
Point out the conversation in the speech bubbles.Say, Work with a partner. One of you is Mike and the other is Judy. Have a conversation about music, using the information from activity 2b.
As students work, move around the room monitoring their| work and offering assistance as needed.
3a This activity provides practice reading the target language.
Point out the two store directories. Ask students to read the information in each one. Ask, What section does the first directory talk about.' (the pop music section)What section dot's the second directory talk about? (the country music section)
Say, Now please draw a map of the store. Demonstrate what the students' maps might look like by drawing the first part of the map on the board. Start with a circle and label it ”You are here.“ Then read the first set of instructions through the words ”Go straight“ and draw an arrow straight up. Read the words, ”Turn left at the classical music.“ Draw a box and label it ”Classical music.“ Then continue your first arrow around this box to the left.
Have students who wish to work alone to go ahead with tIheir maps. Ask other students to work in pairs or small groups. They can read the lines in each directory and work together to draw a single map. Move around the room, providing support as needed.
Ask the first student or group finished to put the map on the board. When everyone is done, check the accuracy of the map by reading the instructions on screen one as you ”walk" your fingers through the map. Make any necessary corrections. Then ask a student to read the instructions from screen two and walk their fingers through the map.
3b This activity provides writing practice using the target language.
Call attention to the map of the music store in the book. Point to each section of the store and ask students to read ali the labels on the drawing.
Read the directions for finding the classical music section. Each time you come to a blank, say the word blank.
Ask students to fill In the missing words by themselves. Suggest that they use their finger Cor a pencil) to trace the path to the classical music section.
As students work, move around the room monitoring progress and answering any questions they may have.
Ask students to check each other's work.
Check the answers.
3c This activity provides guided writing practice using the target language.
Call attention to the map of the music store in the book. Point to each section of the store and review the labels on the drawing.
Point to the directions students wrote for finding the classical music section. Say, Now please write directions to the jazz section. You can use the same kind of sentences.
Say, Use yourfinger or a pencil to trace the way to the jazz section. Then write the directions to the jazz section.
As students work, move around the room monitoring progress and answering any questions they may have.
Check the answers.
Ask students to write directions to the other sections in the music store.
4 This activity provides speaking and writing practice using the target language.
Divide the class into small groups. Ask them to design their own floor plan of a department store as in activity 3b. The floor plan can be more than one floor if there is enough time. Ask the groups to write store directories for the information desk in their stores.
As students work, walk around the class oftering help where necessary.
Divide the students Into new pairs and have them read their store directories to each other. One student reads and the other student draws the floor plan of the store.
篇3：新目标初一unit2教案
内容预览：
Unit 2 Is this your pencil? 一 . 教学目标 u 能与同伴合作，使用目标语言写失物招领和寻物启事。u 在完成写作任务过程中扩展相关的`描述性词汇。 二 . 教学向导语言目标学习策略与思维技巧……
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篇4：新目标七上 Unit6单元测试卷
新目标七上 Unit6单元测试卷
Class_______ Name________ Number_________I. 听力部分（20分）
一、听句子，选择相应的答语。（5分）
1. A. Yes, I like. B. No, I don’t like. C. Yes, I do.
2. A. I like baseball. B. It’s in my room. C. They are under the desk.
3. A. Yes, he is. B. Yes, he does. C. Yes, he likes fish.
4. A. No, I don’t like milk. B. That’s healthy. C. I like eggs very much.
5. A. Yes, I don’t. B. No, I don’t think so. C. Yes, at 6:30.
二、听对话，选择正确答案。 （5分）
( )1. A. Yes, he does. B. No, she doesn’t. C. No, he doesn’t.
( )2.A. Chicken and hamburgers.B. Chicken and oranges.C. Chicken and bananas.
( )3.A. Yes, they do. B. No, they don’t. C. I don’t know.
( )4. A. No, he doesn’t. B. Yes, he does. C. I don’t know.
( )5. A. Tomatoes. B. Hamburgers. C. Tomatoes and hamburgers.
三、听短文，将下列空格补充完整。（15分）
My name is Dan, and I _________ two brothers, Bob and Ray. We like _______ for lunch. Bob and I like ___________, but Ray __________ like. I like ________ for breakfast. I don’t like ________ for breakfast, but Bob and Ray _________. We like _________ and _________ for _________.
II、笔试部分 （80分）
一、单项选择 （10分）
( )1. ________ you like ice cream?
A. Are B. Am C. Does D. Do
( )2. ________ play table tennis.
A. Let B. Lets C. Let’s D. It’s
( )3. ________ does your father have ______ lunch? Chicken and tomatoes.
A. What; for B. What; / C. How; for D. How; /
( )4. Oranges are a kind of ________.
A. vegetables B. vegetable C. fruits D. fruit
( )5. What ______ Tom like _______ for breakfast?
A. does; eat B. is; eat C. does; to eat D. is; to eat
( )6. CDo you like ice cream for ______ dessert?
A. a B. the C. / D. an
( )7. CDoes your friend like salad?
-- _________.
A. Yes, she like. B. No, she does. C. Yes, she doesn’t D. No, she doesn’t.
( )8. I have a cat. It likes fish. It eats _______ every day.
A. a lot B. many C. Lots of D. much
( )9. CDoes your English teacher sing very _____ ?
--Yes, She does.
A. good B. nice C. great D. well
( )10. CLet’s _______ baseball.
--OK. Let’s _______.
A. play; go B. plays; go C. play; to go D. play; goes
二、英汉互译 （5分）
1．吃晚饭 _____________ 2、每天 ______________
3、a list of food ____________ 4、a running star ___________
5. healthy food ____________
三、根据句意和首字母完成单词 （10分）
1．I have hamburgers for b___________.
2. Here are some tomatoes. Do you like t _________?
3. I like French f _________.
4. I have an ice c_________.
5. Children should (应当) eat lots of v___________.
6. What do you have for d__________?
7. Zhou Jielun is a singing s________.
8. She eats h________ food every day.
9. How m________ apples do you have?
10. I’m going on a picnic with a group of f_________.
四、完形填空 （10分）
Mrs Jones: Which meal do we need most, breakfast, lunch or __1____?
Tony: Dinner.
Mrs Jones: Dinner is the big meal of the day. But I don’t ___2___ we need it most.
Tony: Is lunch the meal we want most?
Mrs Jones: No, ____3___ is the meal we need most. But why?
Kate: It is a long time from night to morning. We have no ____4___.
Mrs Jones: Right! If we don’t have breakfast, we don’t feel ____5____. But what makes a good breakfast?
James: I think we can ____6____ milk, bread, noodles or porridge. ___7____ are good for breakfast.
Mrs Jones: That’s right. We can eat some vegetables and fruits ___8____ the morning, too. They make us healthy.
David: I ____9___ coca cola a lot. Can I have that in the morning?
Mrs Jones: You’d better not. Water is good for you.
Danny: Mum says we can not eat too much things after ____10____.
Mrs Jones: Great, Danny. It may make you sick. After sports you need water and a rest first, not lots of food.
( ) 1. A. fruits B. food C. dinner
( ) 2. A. like B. know C. think
( ) 3. A. breakfast B. lunch C. dinner
( ) 4. A. water B. food C. vegetables
( ) 5. A. good B. great C. well
( ) 6. A. take &
篇5：新目标英语八年级上册unit6课件
新目标英语八年级上册unit6课件
在教学活动中，教师应当围绕特定的交际和语言项目，设计出具体的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，下面为大家分享了新目标英语八年级上册unit6的课件，一起来看看吧！
一、教学目标：
1. 语言知识目标：
1) 能掌握以下单词：resolution, team, foreign, able, be able to, question, meaning, discuss, promise, beginning, write down, physical, themselves, have to do with; self-improvement, take up, hobby, weekly, schoolwork
2) 能掌握以下句式结构：
① ─What are you going to do next year?
─I’m going to take guitar lessons.
② Many resolutions have to do with self-improvement.
③ They’re going to take up a hobby like painting.
④ Sometimes the resolutions may be too difficult to keep.
2. 情感态度价值观目标：
每个人都有自己的梦想和对未来的打算，对于将来想要从事的职业也充满了憧憬。 人们以常谈论他们的设想，因此，应通过学习这单元的内容来激发学生们的学习主动性和学习兴趣，使他们更加有理想，并为实现自己的理想而不断努力。
二、教学重难点
1. 教学重点：
1) 掌握本课时出现的.生词及表达方式。
2) 进行听力训练，提高综合听说能力。
3） 阅读短文，获得相关信息，提高学生们的综合阅读能力。
2. 教学难点
1. 听力训练
2. 阅读2b部分的短文并完成相关要求。
三、教学过程
Ⅰ. Warming- up and revision
1. Daily greeting. Check the homework.
2. 头脑风暴： 说出表示的职业名词
teacher, nurse, doctor, actor, actress, runner, basketball player, pilot, waiter, computer programmer, pianist, scientist, violinist…
学生们可以小组为单位进行比赛，看谁写出来的最多。（在五分钟内）
3. 说理想，谈打算。
I want to be an engineer. I’m going to study math.
让学生们依次说出他们的理想及打算如何去做。（可以用大屏幕提示职业或用学生们自己刚才写的职业）
Ⅱ. Presentation
1. T: Do you have any New Year’s Resolutions?
Let some Ss answer your questions.
2. Present some other New Year’s Resolutions on the big screen.
e.g. learn to play the piano; make the soccer team; get good grades; eat healthier food; get lots of exercise
3. Let Ss try remember these resolutions and think of other resolutions.
Ⅲ. Talking
1. Tell your partners your New Year’s Resolutions.
2. S1: I’m going to get lots of exercise. I’m going to make a basketball team.
S2: I’m going to learn another foreign language. I’m going to learn French.
S3: …
3. Let Ss say as many resolutions as they can.
Ⅳ. Listening
Work on 1c:
1. Tell Ss to read the resolutions in 1a. Tell Ss to listen and circle the resolutions they hear.
3. Play the recording for the Ss to listen and circle.
4. Check the answers:
Work on 1d:
1. T: Now please look at the chart in 1d. Tell Ss Lucy, Kim and Mike are talking about their New Year’s Resolutions. How are they going to do it? Listen and try to fill in the blanks.
听力指导：本题要求同学们听清他们打算如何做来实现他们各的理想；因此，同学们在听的时候应将注意力放在“如何做”上；第一遍仅听，努力记住要做的事情；第二遍的时候再写出来。
2. Ss listen to the recording carefully and try to fill in the blanks.
3. Play the recording again and check the answers with the class.
Ⅴ. Group work
1. Work in groups. Make a list of resolutions and how you are going to make them work. Then discuss with your group.
2. Ask some pairs to act out the conversations.
3. Ask Ss the two questions:
Did you make any resolutions last year?
Were you able to keep them? Why or why not?
Ⅵ. Reading
1. T: This passage is about resolutions. Now read the passage quickly and match each paragraph with its main purpose.
2. Let Ss read the sentences in the box first. Let some Ss say the meanings.
3. Ss read the passage quickly and match each paragraph with its main purpose.
4. Let Ss underline the words and phrases that helped them decide.
Ⅶ. Reading
1. T: Now let’s work on 2c. First, let’s read the sentences and make sure we know the meanings of all the sentences. Then read the passage again and chose which paragraph in the passage each sentence goes in.
2. 方法指导：首先，应读懂五个句子的意思；然后，带着这五个句子再次认真阅读短文的内容，特别是认真阅读空格前后句子的意思，以便根据上下文意及整个段落的意思来确定空格处应填的句子。 综合段落的主旨大意及空格上下文的意思，确定最贴切的答案。
3. Ss read carefully and try to find the answers to the questions.
4. Check the answers with the class.
Ⅷ. Reading
1. T: Read the passage again. Then answer the questions with short sentences.
2. 方法指导：首先，读懂这五个问题的意思；然后，带着问题再次阅读短文，为相关问题找到恰当的答语；如果没有直接的答案，还应根据自己对课文的理解并结合自己的生活经验来给出一个恰当的答案。如：第4和第5小题都应是回答自己的想法。
3. Ss try to answer the questions. Then discuss the answers with your partners.
Explanation
1. Some resolutions have to do with better planning, … 有些决定与合理的时间规划相关，……
1) 此句中的planning为名词，表示“计划；规划”等意思，如：city planning（城市规划）等。英语中better planning类似汉语中的“合理规划”，指通过制定计划来更加充分的利用时间、空间、精力等。
2) have to do with这个结构表示“与……相关；与……有关联或有关系”。例如：What does this problem have to do with what we’re learning today?
这道题跟我们今天所学的内容有什么关系？
2. Sometimes the resolutions may be too difficult to keep.
有时这些决定可能会太难而无法实现。
此处情态动词may表示推测，相当于汉语的“可能；或许；大概”之意。又如：You may be right this time, but I’m not sure. 这一次你或许是对的，但我无法确定。
2) 英语中too…to…是一种固定结构，表示“太……而不能够……”。又如：
The kid is too young to play this game.
这孩子太小，不能玩这个游戏。
3) 本句中的动词keep意为“履行（诺言等）；遵守（惯例等）”，这是keep的常见用法之一。类似的句子还有：
People hardly ever keep them!
人们很少履行它们（指计划）。
在这一语义下，常见的表示还有keep a promise(信守诺言)，keep one’s word(遵守承诺；说话算数)等。如：
We always keep our word.
我们说话是算数的。
Homework
1. 课后阅读短文，试着复述课文，总结课文出现的重难点词组及表达方式。
2. 完成2e的任务；用这些词组来造句。
基础训练
汉译英。
1．吃早饭＿＿＿＿＿＿＿＿＿ 2．吃晚饭＿＿＿＿＿＿＿＿ 3．每天＿＿＿＿＿＿＿＿＿＿
4．冰淇淋＿＿＿＿＿＿＿＿ 5．薯条＿＿＿＿＿＿＿＿＿＿ 6．健康食品＿＿＿＿＿＿＿＿＿＿
7．大量的马铃薯＿＿＿＿＿＿＿＿＿8．喜欢吃蔬菜＿＿＿＿＿＿＿＿＿＿＿ 9．水果沙拉＿＿＿＿＿＿＿＿
10．跑步明星＿＿＿＿＿＿＿＿＿＿＿ 11．我很喜欢打排球。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
12．他喜欢吃草莓。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
13．她不喜欢汉堡。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
14．你喜欢花椰菜吗？是的，我喜欢。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
15．你爷爷喜欢鸡肉吗？不，他不喜欢。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
16. 彼德午餐吃什么？＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
17．nick早餐吃蛋和牛奶吗？是的。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
18．他喜欢香蕉，但他不喜欢西红柿。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
19．早餐她只吃一个蛋，一个苹果和一些水。＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
20．你的朋友是个男孩还是个女孩？＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿
用括号中所给词的正确形式填空
1．there are some ________（tomato）in the basket. 2．do you like french ________（fry）?
3．she ________（have）ice cream for dessert. 4．________（health）food is important.
5．she ________（do not）play sports. 6．________ your mother ________（watch）tv every day?
7．the little girl likes ________（strawberry）a lot. 8．lots of children like ________（play）football.
9．chicken ________（be）very delicious. 10．my daughter ________（go）to school from monday to friday.
单项选择
（ ）11．—let’s have oranges. — ________.
a．that’s sound good b．that sound good c．that’s sounds good d．that sounds good
（ ）12．— do you like apples? — ________.
a．yes, i am b．yes, i do c．no, i’m not d．no, i not
（ ）13．— does your son like carrots? — ________.
a．yes, she does b．yes, he is c．no, he doesn’t d．no, she doesn’t
（ ）14．he has ________ egg and ________ hamburger.
a．an, an b．a, a c．an, a d．a, an
篇6：新目标九年级英语《Unit6 When was it invented》
新目标九年级英语《Unit6 When was it invented》教学反思
本单元是被动语态，因为被动语态已经在前面第三单元的时候学过，这单元着重放在运用上了！翻看课本，发现sectionA的内容其实并不是很多，可以进行整合变成一节课的内容！因此我进行了如下的设计：
把课题定位：Inventions！
1、由中国的四大发明引出invention，然后将beusedfor这个词组提到前面来教来用，而且展示了很多图片让学生编对话操练Whataretheyusedfor?句型。
2、由他们的对话中引出期中最有用的和最烦人的发明这个话题，让他们小组讨论，从而处理了文中的`3a和3b的内容。
3、由他们讨论中引出你知道这些东西都是什么时候发明的吗？先让他们猜然，从而复习了年份的读法，而后做听力完成1b。
4、告诉他们有时候发明东西并不是那么难的，有很多东西都是源于我们生活中的点子，展示听力里三个物品，完后完成听力。
整体设计没有什么新意，不过上下来时间基本差不多，学生讨论最有用和最烦人的发明时候想法很多，效果还不错，也说得很开心！有学生说最烦人的发明是笔，要是没有笔，他们就不用做作业了！不过觉得2和3之间过渡还有所欠缺，虽然第二节课比第一节课有所好转，但是过渡还不是很自然，包括到最后一步，有点生硬。这次将教材改变了一下，感觉还可以，以后要多多研读教材，多多思考，争取有更好的idea！
篇7：新目标初一UNIT2教案P1.P2
新目标初一UNIT2教案（P1.P2）
内容预览：
Book 1 Unit 2 Is this your pencil ? ……
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篇8：新目标初一Unit4优秀教案
新目标初一Unit4优秀教案
Step1 Warming up
1 T: I also like the classroom。 It’s a big room。 ……
What can you see in my room?
What other things can you see?
Teach new words(table chair sofa bed bookcase dresser drawer) and read them。
2 T:Who has a backpack?(Let one student show)
Teach new words。(backpack a baseball keys a plant)
Step2 Practise
1 Use a book and teach “in on under”。 Show a flashcard。
A:Where is the book?
B:It’s on the desk。
A:Where is the book?
B:It’s in the desk?
A:Where is the book?
B:It’s under the desk?
Let Ss read。
2 Open the book(3c)。Let the Ss work in pair and act it out。
Step3 Game
Play “Simon Says Game”
Step4 Pairwork
1 Open the book。(2c)。 Let Ss read questions and answers。
2 Work in groups of four。 Ask Ss “Put the thing in the room” 。
Call several pairs to act it out。
e。g S1:Where is the backpack?
S2:It’s on the bed?
Step5 Put these sentences in order to make a conversation。
Open the book(3a)。 Let Ss do。 Then check the answers。 Have the Ss read together。
Step6 Design your bedroom
1 Have each group draw bedroom and then tell the class“What your room like?”
Student show his/her bedroom and design it
2 Show a flashcard
Step7 Homework
Write down “My bedroom” in exercise book。
Step8
Hand in pictures。。
篇9：新目标初一Unit 6 教案
Teaching procedures:
T: let’s welcome all the teachers!
Ss: claps.
T: class begins!
Ss: hello Nancy
T: hello everyone. Sit down please.
T: what’s the weather like today?
Ss: it’s a cloudy/ windy/ sunny/ rainy day.
T: the whole class please answers my questions.
What’s this in English? (Holding an apple picture)
Ss: it’s an apple.
T: is it a book?
Ss: no, it isn’t.
T: where is the apple?
Ss: it’s on the table.
T: I have an apple. Do you have an apple?
Ss: no, I don’t.
T: what are these?
Ss: they are bananas.
T: where are the bananas?
Ss: they are under the book. (Put the bananas under the book)
T: I have oranges. Do you have bananas?
Ss: no, I don’t.
板书：Do you have (bananas 图片)?
No, I don’t.
Yes, I do.
T: now Nancy wants to change “have” to “like”. What is “like”? Now look at Nancy. (Do the actions of like and dislike. Make them understand what is like and what is dislike.)
Now who can tell me what is “like” in Chinese?
Ss: 喜欢.
T: that’s right.
Do you like bananas?
Ss: yes, I do.
T: 引导说no, I don’t.
What are these?
They are hamburgers. (Ask the students to follow me)
Do you like hamburgers?
Ss: …
T: what are these?
They are tomatoes. (Ask the students to follow me)
Do you like tomatoes?
Ss: …
T: what are these?
They are French fries. (Ask the students to follow me)
Do you like French fries?
Ss: …
T: what are these?
They are oranges. (Ask the students to follow me)
Do you like oranges?
Ss: …
T: what are these?
They are strawberries. (Ask the students to follow me)
Do you like strawberries?
Ss: …
以上的香蕉，汉堡，西红柿，炸薯条，桔子，草莓都有顺序的铁在一起。
以下的属于不可数名词的有顺序的铁在一起。
T: what’s this in English? (非常强调what’s this) {holding the broccoli picture}
It’s broccoli. (非常强调it’s)
Do you like broccoli?
Ss: …
T: what’s this in English? (非常强调what’s this) {holding the broccoli picture}
It’s ice cream. (非常强调it’s)
Do you like ice cream?
Ss: …
T: what’s this in English? (非常强调what’s this) {holding the broccoli picture}
It’s salad. (非常强调it’s)
Do you like salad?
Ss: …
让学生找出这两类食物的不同之处。可以根据刚才的`问题来判断。
T: these are countable and these are uncountable.（翻译） 可数名词我们用C 来表示，不可数名词我们用U来表示。可数名词后面可以加S 但是不可数名词后面就不能加S 了。
板书：在可数名词的物品栏写C 在不可数名词栏写 U
T：Now please open your book, turn to page 31. 大家现在用2分钟的时间从课文中的单词找出那些使可数名词，哪些是不可数名词？
（2 minutes later）
Ask the student from hamburger to strawberries to check if they can understand countable and uncountable.
Flashing the cards to check if they can read the words well.
Listening comprehension
T: Let’s look at Part 1b.Listen to the tape and mark 1, 2, 3. here we go.
Can you catch that? Yes or no?
Ss: …
(If no, listen again. Otherwise do some paper work.)
Hand out the papers. And ask the students to do it. (5minutes)
Check the answer
But if the time is limited, it should be the homework for them.
T: Here, Nancy has some delicious food. If you want to have them you have to answer my questions correctly.
Who can try?
篇10：新目标初一作文
时光飞逝，日月如梭。要知道，浩浩荡荡的寒假已经过去了，新的学期就要到来。每个人都有自己的目标，我也不例外。
新学期的新目标每个人都不一样，不同的目标可以指引我们前进。我记得老师说过拿破仑的一句名言：“不想当将军的士兵不是好士兵。”意味着每个人都要努力，树立远大的理想，成为优秀的人。谁不想成为一个有前途的人？但是天才来自努力工作和努力学习的人。没有十字架，就没有王冠
上学期总结自己的表现，觉得自己做的不够好。我觉得应该做到：上课认真听讲，积极举手。不要迟到、早退或旷课。不要排队说话，遵守纪律，听从老师的指示。不要在课间追逐打闹，按时完成老师布置的作业，认真解决问题，书写工整。不破坏公物，言行文明。除了这些，我还会努力成为“文明学生”、“正规模范”、“书香少年”、“优秀选手”、“三好学生”。
品德好，分数高。我还想争取英语、数学、英语的优秀成就奖、学习进步奖。周末要多读课外书，丰富自己的知识，做一个见多识广的少年。对于每篇课文，做好预习，画出自己不懂的单词和句子，课后答题。把自己想要的东西背下来，多做练习，巩固所学。
同学们，有理想就有奋斗的目标。让我们为成功而奋斗！
篇11：新目标初一作文
时间过得真快。转眼间，我中学生活的六分之一已经过去了。上学期对学习要求不严格，还沉浸在小学的回忆里。我的老师对我们不严格。但是期末考试之后，发现自己和大家差距还是很大的，同学都是年级里最强的王者，这让我觉得压力特别大。如果我不小心，我可能会被一些人推倒。
这学期，我一刻都不能放松。我应该脚踏实地做好每一件事，珍惜每一秒，不要白白扔掉比黄金更宝贵的时间。面对集体活动，我会积极参与，这不仅锻炼了我们的意志，也培养了我们的团队意识，这对我们的成长有很大的帮助。我怎么会失去这么好的机会呢？
新学期开始了，每个人都有了新的目标。我的目标是什么？上课认真听讲，认真完成作业，积极发言是远远不够的。我也需要加强训练，让自己变得更好，培养细心的习惯。
考试的时候要把自己知道的题写对，不会的题要打几分。不要为我们的考试留下遗憾。只有这样才能考高分，也只有考高分才能考上理想的高中。
但这些都不是最重要的。作为学生的基本道德是文明礼貌。面对老师，我们应该打招呼，尊重同学。我们不仅要学好文化课，还要努力成为一名学习成绩优秀的好学生。
新学期每个人都有新的计划。让我们一起朝着自己的目标前进。
篇12：新目标八年级英语下册Unit6教学反思
新目标八年级英语下册Unit6教学反思
我想今后单词的学习还应该再用心去思考怎样更好地让学生记住这些新词。最好是词不离句，不离篇。我想我可以把文章改编为填新单词、短语和适当形式等练习。充分利用可用资源
第一次快速阅读感知全文，回答三个问题时，我应该多关注那些没有集中注意力的学生，并及时给予帮助，由于与学生不熟，只有通过此方法，才能发现哪些学生需要老师帮助。
本来第二次阅读和听力分开的，由于时间紧凑，经过和其他老师讨论，把“读”改为了“听”，个人认为这个改动具有实效性。
第三次阅读我也是把课文的3b做了改动，有两个原因：第一，我不熟悉学生的基础情况；第二，我根据我们学生的基础能力情况和乡村学生的基础情况。把3b的直接填写内容，改为了搭配题，降低题目难度，保持学生学习的'积极性和兴趣。个人认为这个做法符合实际教学需要。
前面几个活动都是语言的输入，这个环节是语言输出，本来这是这堂课的亮点和难点。设计新颖，富有创造性，但是遗憾的是我安排的时间还是有点紧。时间较短不能充分发挥学生的创造性和发展学生的语言综合运用能力。
一节好课需要认真的一遍又遍的去推敲，尽量做到准备准确、精确。
篇13：Unit6 Design-communication workshop教案
teaching aims :to practise using linking words (so that )expressing reasonto design and write a description of your perfect house or flatto listen to and understand a songto describe and discuss painting and house.teaching difficulties:to design and write a description of your perfect house or flatto describe and discuss painting and house.ⅰbefore you startfirst ask the students to read the sentence together in front of my house , there is a small pond so that i can swim in it in the summer.what does “so that” express ?show reasons for doing something.do the exercise to further practise using so that use the notes to write sentences with so thatⅱ writingstage 1 vocabulary about housesdesign your house or flat. think about these things:encourage students to think of words about the house as many as possible.kind of house/flat: traditional houses, modern flat, materials: brick, stone, concrete, wood, steel, glass.rooms: study, dinning room, kitchen, living room, basement, garage, bathroom, balcony.location: in the middle of forest. , be located at the foot of mountain, build on the river. special: a yard with a beautiful garden, the house isn’t far away from the sea. stage 2 use your ideas to make paragraph planspara 1: introduction –location/kind of house / flat.para 2: rooms –what rooms, where they arepara 3: special features of the house /flatpara 4: conclusion –why you want to live there.it is necessary to have students first read the article on page 91stage 3 work in pairs. give your plans to your partner and discuss your ideasstage 4 write the composition about house according to the above paragraphstalkbackin groups, read each other’s descriptions. choose the house/ flat with the best design. ⅲ listeningread through the words with the classstudents then listen to the song to hear which words are mentioned.ⅳ listening and speaking listen to the dialogue. what kind of painting are they talking about?listen again. complete the expressions in the function fileread the strategieslook at the painting above . write notes about these questions:ⅴ homework: writingwrite a composition about your school
篇14：unit6 whose gloves教案
unit6 whose gloves教案
小学英语unit6 whose gloves教学设计案例 教学内容： 1．词组：sweater ,jacket, scarf, a pair of jeans ,a pair of gloves , a pair of socks , a pair of shoes ,a pair of shorts； 2．句型： Whose … is this /are they? It’s /They’re …. 教学目标： 1．通过教学使学生能会听，会说，会读，会写服饰类的单词和词组； 2．能正确运用由“whose”引导的单复数句型。 教学重、难点： 1．能科学地运用“a pair of ”； 2．能快速、正确的区分和使用“Whose .. is this ?It’s … .”和“Whose …s are they ? They’re … .”。 教具准备： 幻灯片，服饰等实物 教学设计即目标达成过程： 教学过程 教学内容（教材、生活等教学资源）重组 教学策略 (互动或讲述等) 预期效果 导入 Step 1 : Greeting Good morning ,boys and girls Step 2: Revision Free talk : T:I’m Miss Huang .What’s your name ? Nice to meet you . T:Hello, what’s this in English ? May I have your pencil ?A lovely boy ! T:Hi ,is this your crayon ? (拿起他同桌的蜡笔) S: No. T: It’s…’s .(提示学生说出答案并出板书：It’s …’s .)简单领读该句型 （再对该生说）This is your crayon .Do you like drawing? S:Yes ,I do . T: Me too .Today I draw an egg .(课件出现一个蛋)Look ,it’s golden.What’s in the egg ?A bike ?Apuzzle ?Guess ! 师生自然交流 教师讲述 师生互动 把学生初步带入英语课堂的.氛围引导学生进入本课的整体学习情境中把学生的注意力集中起来，情绪调动起来 新授步骤喟唇萄Я鞒谭侄巍 落书写帷 Step3 : Teach the word : jacket ,sweater ,scarf 1．T: What’s in the egg ?A bike ? A puppet ? Guess !(当学生说到jacket时课件出现该图形和单词)领读，拼写 2．T:Who can spell “jacket”?(请能拼出单词的学生上台来继续砸蛋)Wonderful . Come here and punch the egg please .What’s this ?S:dress,cap,vest,sweater… (当学生说到sweater时课件出示sweater领读并拼写) 3．T: Who can spell “sweater”? What’s in the egg ? Please punch the egg ,go on !(课件出示scarf，领读，和单词car，park比较发音，指名读，拼写) Step 4: Teach the sentences : Whose … is this ? It’s …’s . 1.(CAI)T: Look ,this is a scarf . Whose scarf is this ?(说两遍，放慢语速，边说边出现句型：Whose scarf is this ? It’s …’s .) → (课件出现Miss Li)T : Whose scarf is this ? S:It’s Miss Li’s .→(板书出示句型：Whose scarf is this ?)领读，分段读whose，whose scarf，两两读，Whose scarf is this ?（教师举不同的东西，学生代读：Whose ruler is this ?） 2.(CAI) T: It’s a jacket.Can you ask me ?(指名学生问)→领读→变换形式问答 3．（CAI：出现三幅图）Pair work Step 5: Teach the words: a pair of (socks ,shoes,gloves,jeans,shorts) 1.(CAI:在Step 4-3课件的基础上出现一个包)：Whose bag is this ? S:Perhaps it’s … .(当待生猜一两后教师告之)It’s Miss Huang’s .(边说边拿出实物包)Look,it’s Miss Huang’s bag .What’s in the bag ?Please touch and guess .Who will try ?(学生摸出一双袜子)Oh,it’s a pair of socks .→(课件出现一只袜子)领读：a sock (比较发音)→two socks (领读/s/，板书，拼写)→a pair of socks (领读pair并比较发音，板书)→领读，请生读→rhyme :socks,socks,a pair of socks . 2.Who would like to touch ?What ?socks,too ?Oh,shoes .→(课件出示shoe)领读→shoes（领读，板书，拼写）→a pair of shoes (领读)→儿歌 3．Let’s go on .Who will try ?They’re gloves .Are they lovely ?→(课件出示glove)领读,，比较love→gloves(领读，板书，拼写)→a pair of gloves (领读)→儿歌 4．T:What’s in the box ?Can you touch ?shorts →(课件出示shorts)领读,板书，两两读，拼写→a pair of shorts(领读)→儿歌 5．T:What’s else in my bag ?Last one . jeans→ (课件出示jeans)领读,(比较trousers)板书，两两读，拼写→a pair of jeans (领读)→儿歌 6．知识总结：a pair of +名词s 7．Rhyme ：gloves gloves a pair of gloves jeans jeans a pair of jeans shorts shorts a pair of shorts shoes shoes a pair of shoes socks socks a pair of socks 8．Quickly respond Step 6:Teach the sentences: Whose …s are they ? They are …’s . 1. 教学课题：They’re gloves .Whose ?Whose gloves ?(出现课题教学) 2. Teach : they’re :T : Whose gloves are they ?They’re Kitty’s /… ?(边说边出现五个卡通人物) →领读they’re =they are →领读They’re Kitty’s/… . →T:Whose gloves are they ? S: They’re …’s .(猜) →教师呈现gloves后面的失主。T:Whose gloves are they ? S :They’re Kitty’s . 3. Teach : Whose … are they ? T: (教师指着jeans问)Whose jeans are they ? S : They’re …’s .(猜) →教师呈现jeans后面的失主得出答案→T: Who can ask me ?引导教学问句：Whose jeans are they ?are they ,are they ,Whose jeans are they ? →大小声读→口头总结：当whose后面加的名词有“s”时，后接are they ,答句用“They’re …’s .”回答。→Whose socks /… are they ? 4. （全班问一个学生）Whose shorts are they ? S1:They’re …’s .(问出三个不同的答案) → T:Come here and have a look .(请一生上台揭示答案) →再一起问答 5. 第四幅图半班问答→生问师答 6. 学生自问自答 7. Pair work :five pictures on the blackboard 师问生答， 学生猜测 师生互动 生生句型问答练习 教师实物动作演示 师生，生生互动交流 激发学生学习兴趣 助于学生理解名词的单复数 学生巩固新学儿歌，为下面呈现复数作好铺垫 全面运用今天新授内容，进行交流，能得到信息，并向大家传播信息 熟练运用句型进行交流 巩固喟唇萄Я鞒谭侄温涫樾处帷 Step 7: Consolidation 1. 知识总结 2. Rhyme : scarf scarf whose scarf Helen’s Helen’s it’s Helen’s gloves gloves whose gloves Kitty’s Kitty’s they’re Kitty’s 3. Pair work : Part C 4. Listen and choose 教师小结单复数的运用 通过rhyme更好地巩固和掌握新授词组 Step 8: Homework : (举起手中的实物)It’s a sweater/…. They’re shoes/… .Whose are they ?Can you use the sentences to find the owner ? 学生巩固练习 进行课外的拓展，能够掌握句型 板书 Unit 6 Whose gloves ? A: Whose … is this ? B: It’s …’s . scarf jacket sweater A: Whose …s are they ? B: They’re …’s . gloves Kitty’s jeans Snoopy’s shorts Winnie’s socks Doraemon’s shoes Micky’s 作业设计 1，失物招领：(举起手中的实物)It’s a sweater/…. They’re shoes/… . Whose … is it ?It’s …. /Whose are they? They’re … .Can you use the sentences to find the owner? 2，说话写话：课后继续和好朋友编对话，并把它写下来，下节课交流，看哪一组写的句子最多。 板书： Unit 6 Whose gloves ? A: Whose … is this ? B: It’s …’s . scarf jacket sweater A: Whose …s are they ? B: They’re …’s . gloves Kitty’s jeans Snoopy’s shorts Winnie’s socks Doraeama’s shoes Micky’s篇15：五年级下册unit6教案
一、 教学目标与要求:
1. 能够在图片和教师的帮助下理解对话大意，并回答对话下 面的问题。
2. 能够用正确的语音、语调朗读对话，并能进行角色表演
教学重点 生词chase, mice, bad, hurt的意思，并能进行角色表演
教学难点 能够听、说、读、写，并在情景中运用以下句型：be + 表示情绪的形容词询问他人的情绪或描述自己的情绪。
教 学 过 程 二次备课
二、自主学习
Step1.Preparation
1.Greeting
2.Let’s talk about our life.引用学过句型，操练交流。
3、学习Let’s try
( 1 ) 播放Let’s try中的内容，指导学生完成探究学习1中的听力任务。
(2)播放Let’s try中的录音，给出学生题目中的情境，指导学生完成听力选择。
三、合作探究
1、完成Let’s try后，教师提问:What film do they watch ?请学生带着问题观看动画片获取信息。
2、就卡通片的具体内容提问:what is the cat’s job ? What does he often do? Why does he do that ?请学生再次观看动画获取信息。
3、教师提问 how do the mice feel ? How does the cat feel ?引导学生回答：they are afraid of him . The cat is angry with them .
4、教师呈现Let’s talk 的插图，引导学生看图理解chasing意思，并理解新句子：maybe your cat is chasing a mouse now !
四、展示交流
1、听音答题
2、听音跟读
3、角色朗读：师生、生生、同桌分角色朗读，注意语音 语调。
4 我是情绪控
全班学生分成两组，每组派两名代表到讲台前，一组表演一个场景，另一组描述当事人在这种场景中的感受，教师提问：How does he she feel ?扩大操练范围。
五年级下册unit6教案
篇16：Unit6《An interesting country》教案
Unit6《An interesting country》教案
一 单元教学内容简析：
本单元的话题是关于一个位于南半球的`主要英语国家—澳大利亚。教师可以结合五年级上册Unit6（M e-friend）中国家名称在词汇导入本单元话题。本单元的新语法是一般将来时的肯定句，教师可以利用本册Unit 5的be ging t结构导入新语法。为了帮助学生更好的理解和运用一般将来时，教师可以将这一时态与之前学过的一般现在时、现在进行时和一般过去时对比呈现，并设计综合操练活动。教师可以在课前准备一些关于澳大利亚风土人情的图片和视频，作为拓展内容，丰富学生的视野。
二 单元教学要求：
1.能正确理解、朗读Str tie 和Cartn tie,并了解澳大利亚、英国等西方国家的风土人情。
2.能听得懂、会说、会读和会拼写cuntr,
Wh H
Step 4.Suar
Tda,
T: Last lessn, Can u d se exercises?
给出若干句子，要求学生用由
2. Intrduce ur cuntr.
T: There are an beautiful cuntries in the
T: Can u find ut the prnunciatin f “air”?
学生读Sund tie 里面的句子，再让学生总结字母组合air的发音规则。
T: Can u sa se ther First, I
2. Write a passage.
Step 5 Ticing tie
学生四人小组开展评论
1 Can u sa anthing abut Australia? Please sa sething .
2 Can u use“5
篇17： 五年级下册unit6教案
课题：第四课 多样与统一 课时：2课时
教学目标：
1、通过教学活动，让学生了解构图的基本知识。了解多样与统一的基本规律。并利用多样与统一的规律，画一组静物。
2、通过学习活动，学生初步在学习中体会多样与统一在绘画构图中的作用，尝试自己动手做一个取景框，进行构图训练。并从活动中体会到乐趣。
3、培养学生的认真观察事物的习惯，利用视觉感受事物的不同和变化。
教学重难点：
1、了解多样与统一的基本规律， 学会运用多样与统一的基本规律进行静物写生。
2、运用多样与统一的基本规律进行静物写生，对不同静物的观察。
教具学具：各种水果、文具、小器皿、写生用具
教学过程：
一、导入阶段：
1、欣赏一组静物的变化
师问：看了这些变化，有什么想法吗？为什么？
2、导入课题：《多样与统一》
二、发展阶段：
1、学习知识窗内容：三个苹果的例子
2、学生活动：把自己准备的实物进行组合（以小组为单位）
讨论：怎样才比较好看
3、欣赏范画实例：画家是怎样运用多样与统一的基本规律
三、拓展阶段：
1、怎样运用多样与统一的基本规律完成一幅静物写生 2、让学生把自己准备好的取景框，把要写生的对象观察下来。
3、绘画步骤
（1）摆好静物
（2）用取景框观察静物
（3）找出最高点、最底点、左右两侧的界线形成一个三角形
（4）用笔从前至后逐个描画
四、学生作业：完成一组静物写生
五、学生练习：教师巡回辅导。
六、作品展示：向全班同学展示并评述自己的作品。
七、收拾和整理：收拾并整理好自己的写生工具。
八、教学延伸与拓展：多进行观察和静物写生，锻炼认真观察事物的习惯。还可以进行风景写生。
篇18： 五年级下册unit6教案
教学内容：1、聆听《秋收》
2、编创与活动
教学重点：聆听《秋收》
教学难点：分析乐曲
教学过程：
一、聆听《秋收》
1.以学唱陕西民歌《秋收》为导入。
(1)板书《秋收》歌曲。(曲谱见《教师用书》中的教材分析部分。有条件的能做成幻灯片或投影片放映更好)。
(2)教师范唱。
(3)学生跟琴唱好第一段歌词。
(4)师生简单讨论歌曲的情绪与内容。
2.初听器乐曲《秋收》。
(1)设问：在器乐曲《秋收》中，民歌的原型旋律出现几次?还有什么旋律与民歌原型旋律有关系?
(2)指导学生唱教材中的图形谱(这是民歌的主题A)
(3)听主题B，并画出其图形谱，进行比较。
3.复听乐曲。
我们把民歌原型的曲调称作A主题，把与A有关的另一主题称作B，
请仔细听辨，做好以下两项记录。
(1)乐曲演奏的A、B主题顺序图表。
(2)A与B的每次各用什么乐器演奏，也同时标出来。
4.讨论：
根据你自己的乐曲发展的记录图表，说说你聆听后的想像。请围绕乐曲的标题，根据A与B及其乐器音色的变化展开你的想像与联想，进行创作构思，说出其情绪的发展与变化。
5.小结：四季的大自然变化给我们的生活、学习、工作带了无究的生机。
二、唱自己的歌――曲调创作活动
1.创作条件与要求：按教材所示，已知两小节要
求用模仿重复方法创作发展成4小节。
2.教师用本课中的两着歌曲作范例讲解复习模仿重复的要求。
教师要充分肯定学生的创作热情，表扬他们极积参与的精神。
三、课后小结
篇19： 五年级下册unit6教案
一、教学目标与要求:
1.能够在图片和教师的帮助下理解对话大意，并回答对话下面的问题。
2.能够用正确的语音、语调朗读对话，并能进行角色表演
教学重点生词chase,mice,bad,hurt的意思，并能进行角色表演
教学难点能够听、说、读、写，并在情景中运用以下句型：be+表示情绪的形容词询问他人的情绪或描述自己的情绪。
教学过程二次备课
二、自主学习：
Step1.Preparation
1.Greeting
2.Let’stalkaboutourlife.引用学过句型，操练交流。
3、学习Let’stry
(1)播放Let’stry中的内容，指导学生完成探究学习1中的听力任务。
(2)播放Let’stry中的录音，给出学生题目中的情境，指导学生完成听力选择。
三、合作探究：
1、完成Let’stry后，教师提问:Whatfilmdotheywatch?请学生带着问题观看动画片获取信息。
2、就卡通片的具体内容提问:whatisthecat’sjob?Whatdoesheoftendo?Whydoeshedothat?请学生再次观看动画获取信息。
3、教师提问howdothemicefeel?Howdoesthecatfeel?引导学生回答：theyareafraidofhim.Thecatisangrywiththem.
4、教师呈现Let’stalk的插图，引导学生看图理解chasing意思，并理解新句子：maybeyourcatischasingamousenow!
四、展示交流：
1、听音答题
2、听音跟读
3、角色朗读：师生、生生、同桌分角色朗读，注意语音语调。
4我是情绪控
全班学生分成两组，每组派两名代表到讲台前，一组表演一个场景，另一组描述当事人在这种场景中的感受，教师提问：Howdoesheshefeel?扩大操练范围。
★ 英语下册教学计划
★ 人教三上Unit6 Numbers Part A. Let'
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