冀教8下 Unit 6 L41-48 教案(冀教版八年级英语下册教案教学设计)（通用14篇）由网友“就那么简单”投稿提供，下面是小编给大家带来冀教8下 Unit 6 L41-48 教案(冀教版八年级英语下册教案教学设计)，一起来阅读吧，希望对您有所帮助。
篇1：冀教8下 Unit 6 L41-48 教案(冀教版八年级英语下册教案教学设计)
Lesson 41: w w w. go!
Teaching Content:
Mastery words and expressions: connect, monitor, keyboard, key, enter, mouse, screen, Internet, button, fail, succeed, fantastic, shout, menu, forward, search
Oral words and expressions: space bar, shift, button, connect…to…,turn on
Teaching Aims:
1. Learn about the development of the computer.
2. Know about how to use the computer.
Teaching Important Points:
1. How to connect the computer to the Internet.
2. Let the students express it in English.
Teaching Difficult Points:
Some words and expressions in the process of connecting the computer to the Internet.
Teaching Preparation: a computer
Teaching Aids: audiotape, flashcards, a computer
Type of lesson: new lesson
Teaching Procedure:
Step1. Review the last unit:
Make up some sentences with the Modal Verbs: can, could, would, should, may, must, might
I can go almost anywhere on foot.
At first, only rich people could buy cars.
I would like to see hoverboards.
I think someone should invent a transporter, too.
May we leave our car here?
I must go and get new things, or I might have a fit.
Step2. Come to “THINK ABOUT IT.”
Let the students talk about the questions.
Step3. Listen to the tape and finish Exercise2 in activity book.
1) What is Li Ming doing?
2) Can Wang Mei connect the computer to the Internet?
3) What do they see when Li Ming pushes the “on” button?
4) What does the word “fail” mean?
5) Why do they fail to connect to the Internet for the first time?
6) Do they succeed at last?
Step4. Read the text and check the answers in silent. Then read the text loudly for a while. At the same time, the teacher walks around to see if they need any help.
Step5. Practice some language points, such as: connect… to…, make a noise, fail, succeed
Step6. Let some students come to the front and practice. The teacher should choose the similar situation for them.
Step7. Come to “LET’S DO IT.”
Divide the class into groups of three of four. Talk about the following questions:
What would you like to do on the Internet? Why?
Are these things possible? Use your imagination.
Step8. Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
This is very abstract to the students who are not familiar to the computer. So the teacher should try to create a vivid situation for them. If you have the lesson in the media room, that is very convenient. If you don’t, please bring them into the computer room to continue the lesson.
Lesson 42: It Only Takes a Moment!
Teaching Content:
Mastery words and expressions: receive, message, somebody
Oral words and expressions: click, compose, address, printing press, a list of, hear from…
Teaching Aims:
1. Learn about the western culture.
2. Know about the differences between the Chinese and Western countries.
Teaching Important Points:
1. Learn to send an e-mail.
2. How to describe the process in English.
Teaching Difficult Points:
Send an e-mail and explain it in English.
Teaching Preparation: a computer
Teaching Aids: audiotape, flashcards, a computer
Type of lesson: new lesson
Teaching Procedure:
Step1. Let a few students come to the front and demonstrate how to connect the computer to the Internet. At the same time, explain it in English.
Step2. Ask some students talk about the e-mail.
1. What do the students know about the e-mail?
2. Has anyone has sent e-mails to the others? When is your first e-mail? Who did you send it to?
3. Who can demonstrate how to send an e-mail? Can someone explain it in English?
Step3. Listen to the tape and try to retell the main idea, but not word by word.
Step4. Read the text and finish Exercise2 in activity book.
1) E-mail lets us send and receive messages around the _____ in_______.
2) Before we connect to the Internet, we must _______ _______ the computer.
3) If we want to send an e-mail, we must click on “_______”first. And then click on “_______”to type the e-mail address to the person you want to receive the e-mail.
4) Click on “______” to type a few words to describe your e-mail.
5) If you have a new mail, you will see a list of________.
6) When you have finished _______ the message, click on “_______”. The box with the message will close.
Step5. Read the text and find out the good points of the passage. Read it several times until they can read it fluently and correctly.
Step6. Listen to the tape again and imitate after it. Make sure they have the correct pronunciation.
Step7. Come to “LET’S DO IT”.
Work in pairs and finish the task. Let some students come to the front and act out their dialogue.
Step8. Homework
1. Finish off the exercises in activity book
2. Go on the next reading in the student book.
Summary:
Introduce the largest company to the students. Tell them Bill Gates is the father of computers. Give them more time to discuss the advantages and disadvantages of the computers. Help them to solve the problems that they meet on computer.
Lesson 43: Books or Computers?
Teaching Content:
Mastery words and expressions: machine, which
Oral words and expressions: printing press, modern, by hand
Teaching Aim:
1. Learn about the history of the books.
2. Know about the fountain of the printing press.
Teaching Important Points:
1. Why is the printing press important?
2. How did books change information?
Teaching Difficult Points:
Find facts about the printing press and about the Internet in this unit.
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Listen to the tape and answer the following questions:
1. What is a printing press?
2. How were books made before the printing press?
3. How did books change information?
Step2. Read the text and check the answers. Then read it loudly in class.
Step3. Practice some main language points in the text. Make sentences with the following phrases:
By hand, in a short time, look up
Student 1: I made the model plane by hand.
Student 2: He will finish the work in a short time.
Student 3: If you meet a new word, you can look it up in a dictionary.
Step4. Practice the Modal verbs:
Find the sentences that have Modal verbs. For example:
The printing press could make many books quickly.
I ca find lots of information in just a few minutes.
If you forgot something, you could look it up.
Step5. Talk about the question: Which one is more important, the printing press or the Internet? Why?
Talk about this question in groups. Then write a paragraph to answer the question.
Every group chooses a student to answer the question. Encourage them to speak more.
Step6. Listen to tape for several times and repeat after it. Make sure the students can read it fluently and correctly.
Step7. Talk about the passage in details.
What does the printing press do for us?
What does the Internet do for us?
Step8. Homework
1. Finish off the exercises in the activity book.
2. Go on the next reading in the student book.
Summary:
Summarize what we learn in the text. Pay attention to the importance of the printing press and the Internet. Let the students discuss the advantages and the disadvantages of the Internet.
Lesson 44: Everybody! Hear This!
Teaching Content:
Mastery words and expressions: everybody, tool
Teaching Aims:
1. Learn about the foreign culture.
2. Master some beautiful foreign songs.
Teaching Important Points:
1. What can the Internet do in our everyday life?
2. Learn more about the computer.
Teaching Difficult Points:
Know the advantages and the disadvantages of the Internet.
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Listen to the tape and feel the rhythm of the song.
Step2. Read the lyric for the student line by line. Let the students read after you. We must read by heart. Thus we can feel Internet reaches far in the world.
Step3. Ask the students to read the text for several time until they can read it fluently and correctly.
Step4. Listen to the tape again and sing after it. Play the tape for several times. We can pause in the learning process.
Step5. Let some volunteers come to the front and sing the song loudly.
Step6. Use the flashcards to make the class interesting.
Step7. Come to “LET’S DO IT!”
Divide the class into several groups. Talk about the following questions:
Is the Internet good or bad for the students? Why? Give your reasons to support your views. Let some students present their result to the class.
Step8. Homework
1. Finish off the activity book.
2. Go on the reading in the student book.
Summary:
Before the class, ask the students to find some more things that the computer can do. If some students Internet is bad for the students, they must find more information to support their view. Divide the class into two groups and let them have a debate about Internet.
Lesson 45: Wang Mei’s First E-mail
Teaching Content:
Mastery words and expressions: till, yet, problem
Oral words and expressions: Anna, I’m sorry, but he isn’t here right now. Can I take a message for you? Please wait a moment/minute. wait for somebody
Teaching Aims:
1. Communicate with the others in western countries.
2. Learn more about the foreign countries.
Teaching Important Points:
1. Making Telephone Calls.
2. How to write an e-mail?
Teaching Difficult Points:
Grasp the words and expressions in making telephone calls.
Teaching Preparation: a telephone
Teaching Aids: audiotape, flashcards, a telephone
Type of lesson: new lesson
Teaching Procedure:
Step1. Review the language points of making a telephone call.
Step2. Come to “THINK ABOUT IT”.
1. When did you receive your first e-mail?
2. How often do you receive e-mail from your friend?
3. How will Wang Mei send her message to Li Ming?
If you are in a town, some students may say, “No.” So ask the following questions:
1. Did you see an e-mail? Where?
2. What is an e-mail like?
3. What is an e-mail address like?
4. Do you want to have an e-mail?
Step3. Listen to the tape and answer the following questions:
1. Why does Wang Mei phone Li Ming?
2. Is Li Ming at home?
3. Does Wang Mei leave a message for Li Ming? Why?
4. At last, what does Wang Mei want to do/
Step4. Read the text and check the answers in silence. Then read it loudly in class.
Step5. Read the text in roles. Then let some students act the dialogue out in front of the class.
Step6. Practice
Make up a similar dialogue according to the text. Then act it out in front of the class. They can decide the content by themselves.
Step7. Deal with the e-mail.
Let the students summarize the style of the e-mail.
Practice:
Send an e-mail to your friend. Talk about what your opinion is about the Internet. Exchange your ideas with your friends.
Step8. Homework
1. Finish off the activity book.
2. Preview the next lesson.
Summary:
Making telephone calls is an important part in our daily life. So practice more in our class. When the students are in trouble, help them. We must grasp how to make telephone calls and how to send e-mails. If we can’t finish them in this lesson, we can go on in the next one
Lesson 46: Mothers and Fathers Are Special
Teaching Content:
Mastery words and expressions: alive, whatever, hero, since, care, take care of, candy
Oral words and expressions: Anna, Dodd
Teaching Aim:
1. Learn about the western culture.
2. Find out the differences about the festivals between China and the western countries.
Teaching Important Points:
1. Know about Mother’s Day and Father’s Day.
2. Why are the two festivals becoming more and more popular in the world/
Teaching Difficult Points:
Master the dates and the resources of Mother’s Day and Father’s Day.
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Let the students talk about the following question:
1. Remind the festivals in China. What are their meanings?
2. Talk about the festivals in western countries. What are their meanings?
Step2. Talk about Mother’s Day and Father’s Day.
1. What do the students know about them?
2. What do people do on that day?
3. Do people in China celebrate Mother’s Day and Father’s Day?
Step3. Listen to the tape and answer the following questions:
1. What day is Mother’s Day?
2. How do people celebrate it?
3. When was the first Mother’s Day?
4. Do other countries have Mother’s Day?
5. Is there Father’s Day?
6. How did Father’s Day start?
Step4. Read the text and check the answers. Then read it loudly in class.
Step5. Play the tape for several times. Let the students imitate after it until they can read it fluently and correctly.
Step6. Talk about the details of the text. Such as questions like this:
1. Where did Mother’s Day start?
2. Who started Mother’s Day?
3. What’s its meaning?
4. Where did Father’s Day start?
5. What people do on Father’s Day?
Step7. Talk about the following questions. Finish the task in groups.
1. How do you feel Mother’s Day and Father’s Day?
2. If tomorrow is Mother’s Day, what will you do?
3. Which one do you like to have, Mother’s Day or Father’s Day? Why?
Step8. Homework
1. Finish off the exercises in activity book,
2. Go on the next reading in the student book.
Summary:
We must teach the students to say “thank you” to their parents in their daily life. They should do what they can do in their life. Except this, they should learn to take care of others. The teacher should creative students’ duty sense. So when they meet difficulties, they will not be afraid.
Lesson 47: I’m Connected!
Teaching Content:
Oral words and expressions: South America, agree
Teaching Aims:
1. Learn to write an e-mail.
2. Grasp the Simple Past Tense.
Teaching Important Points:
1. Learn more about the computer.
2. Know how to write an e-mail.
Teaching Difficult Points:
Read and master the main idea of the passage.
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Suppose you are Wang Mei. Describe the experience that Li Mei has had these days since their family got a computer.
Step2. Listen to the tape and answer the following questions:
1. Who helped Wang Mei connect to the Internet?
2. When did Wang Mei send Li Ming an e-mail?
3. How did Wang Mei feel when she connected to the Internet?
Step3. Read the text and check the answers. Then read the text again in class.
Step4. Read the text in roles. Then act it out in front of the class.
Step5. A guessing game
Make up a few riddles about the electric machines. Such as:
1. It is used to talk with somebody far away. We can ask and answer, but we don’t have to write. What is it?
2. We can search information on it and it can tell you the things far away.
3. We can see many programmers on it. It’s very fun. When we are free, we can enjoy it.
Step6. Talk about the next questions:
1. What do you think of the Internet?
2. What can you do with the Internet?
3.What do you like the computer to do in the future?
Step7. Homework
1. Finish off the exercises in activity book.
2. Do the exercises of next lesson.
Summary:
Many students are interested in computers. Internet is a very useful tool on these days. We can use it to do many things, but sometimes it’s harmful to the students. It can make a good student become bad because of the computer games. So warn the students not to lose them selves in it.
Lesson 48: Unit Review
Teaching Content:
Mastery words and expressions from Lesson 41to Lesson 47.
Oral words and expressions form Lesson 41 to Lesson 47.
Teaching Aim:
1. Learn more about the western culture.
2. Know about the way that we use to keep touch with the others.
Teaching Difficult Points:
1. The grammars: the Present Perfect Tense and the Past Perfect Tense.
2. Know what the computers can do.
Teaching Difficult Points:
How to make full use of the computers?
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Teaching Procedure:
Step1. Let’s talk about the advantages and disadvantages of the computers.
Divide the class into two groups. One is for a view. The other is for another.
Step2. Talk about the festivals in China.
1. When is the festival?
2. What do people do on that day?
3. How does it begin?
4. Do you like the festival? Why?
Step3. Let some students come to the front to demonstrate how to send e-mail.
One student act, at the same time, the others say what he does.
Practice for several teams until we have satisfied result.
Step4. Do the exercises in the text. Let the students ask questions. The teacher explains it in class.
Step5. Practice the grammars: the Present Perfect Tense and the Past Perfect Tense.
Explain the differences between the Present Perfect Tense and the Simple Past Tense.
--Have you found your watch?
--Yes. I found it five minutes ago.
I have been a teacher for ten years.
When they got there, the film had been on half an hour.
Step6: Let’s sing the song together.
Step7: Homework
1. Finish off the exercises in activity book.
2. Read the passages of this unit in activity book.
Summary:
Practice more about the Present Perfect Tense and the Past Perfect Tense. Know about the differences between the Present Perfect Tense and the Simple Past Tense. Make up sentences in class. Make up dialogues in different situations.
篇2：冀教7下 Unit 6 L41-48 教案(冀教版七年级英语下册教案教学设计)
Lesson 41 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for making travel plans
3. write something about planning a trip
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES'I
Introduce the topic for Unit 6. See “Teaching Techniques” at the back of this teacher's guide for information about introducing units.
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
enjoy yourself, have a good time, suitcase, travel
0ral Vocabulary
baggage, journey, luggage, pack (v.)
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see “teaching Techniques” at the back of this teacher's guide for more general information about teaching readings.
Step 1: Check to see if the students have previewed the text as required. You may ask them what places Brian, Danny and Jenny intend to visit.
(The oceans, the mountains and cities like Toronto, Montreal and Vancouver.)
Step 2: Play the audiotape. Have the class listen to the audiotape while looking at the textbook.
Step 3: Ask three volunteers to play the roles of Jenny, Brian and Danny and act out the reading.
Step 4: Divide the class into small groups. Ask each group to discuss and plan a trip around China. Instruct groups to make up a dialogue about their planned trip. Encourage the students to use words, expressions and sentence patterns from the text.
Step 5: If you have time, have one or two groups perform their dialogues for the rest of the class.
CLASS ACTIVITY: PACKING! (15 MINUTES)
In this activity, the students talk about what they would pack for a long trip. This exercise reviews vocabulary about trips, and getting ready for them from previous levels. Here are some step-by-step instructions for this activity.
Divide the class into small groups.
Each group discusses what one person should take on a long trip. They must pretend that they only have one suitcase. Draw a box on the blackboard to show how big the suitcase is (You can make it any size you want. A bigger suitcase may make students work hard to “fill” it. A smaller suitcase will provoke discussion about what a person really needs to take. )
Each group makes a list of things to take and writes it down.
With another group, each group talks about its list. The groups may question each other about their decisions. Did they forget anything important? They may add those items to their lists.
If you have time, generate a list on the blackboard with suggestions from each group, one by one, until no one has any more suggestions. Will it all fit in the suitcase? If there is too much, ask the students to help you choose items to cross off.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
Jim and the Dog
Jim was walking along the street. He saw a big dog. The dog saw Jim. Jim stopped walking.
A woman was standing near the dog. “Excuse me,” Jim said. “Does your dog bite?”
“No,” the woman said, “my dog doesn’t bite.”
Jim walked on. Then, the dog jumped up and bit him.
“Hey!” Jim said to the woman. “You said your dog doesn’t bite!”
“It doesn’t,” the woman said. “That’s not my dog.”
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the first reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 42 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for describing travels
3. write something about making a trip
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING（5 MINUTES）
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide.
STUDENT BOOK（15 MINUTES）
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
Good-bye! (Bye-bye! Bye! )
Have a nice/good trip
Oral Vocabulary
There is no new oral vocabulary in this lesson.
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step l: Check to see if the class has previewed the text as required. In either case, ask the students to read the text silently now, since it contains many new words and idiomatic expressions about traveling to scenic spots. Select one or two sentences containing key words or phrases and ask if anyone has figured out the meaning. If a student replies correctly, ask him or her to share the strategies used to puzzle out the meanings. Remember to give lots of praise for a good try, even if it's wrong.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3: Divide the class into small groups. Ask the class,“If Jenny, Brian and Danny visited all the places and enjoyed everything as advertised, what did they do?” In answer to this question, each group will make a chart of all Jenny's, Brian's and Danny's activities, based upon the reading.
Step 4: If time allows, have one or two groups share what they have written with the rest of the class.
CTIVCLASS ITY: WHERE ARE YOU GOING? 15 MIUTES)
In this activity, the students work in groups to generate clues to a mystery location, and then solve each other's puzzles. Here are some step-by-step instructions:
Explain to the class that Niagara Falls (described in the student book for this lesson) is a famous place to visit in Canada. If you gave a list of clues about this destination to a Canadian, he or she would know it right away!
Divide the class into small groups. Ask each group to choose a famous destination for a trip in China. Each group then generates a list of clues about this destination－in －English!－for another group to guess.
Tell the students that the list of clues should include:
--What people enjoy doing there. --How people travel there (plane, train, car).
--Where the place is, in a general way (in the north, south, east or west of China).
--Any other clues the students can put into English.
The students exchange clues with another group and find the answer to the other group's clues.
If you have time, the groups can exchange clues with more than one group.
CTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
Mary
Mary works at a bank. She begins her work at eight o'clock in the morning. She stops working at five o'clock in the afternoon.
At five o'clock, the bank closes. All the people who work in the bank leave. Some people drive to their houses. Some people take the bus. Some people take the train.
Mary walks to her house. She likes to walk. She walks and walks. She lives eight kilometers from the bank. She walks for three hours.
At eight o'clock in the evening, Mary is at her house. She eats supper. At ten o'clock she goes to bed. Mary is tired. She is eighty years old.
CLASS CLOSING (5 MINI ITES)
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion ill deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the second reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 43 教学设计
LESSON ORJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for describing camping
3. write something about camping
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide
STUDENT BOOK (15 MINUTES)
There are two readings for this lesson. Teach the first reading. The second reading is for students to use independently.
The readings present new vocabulary and review vocabulary the students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
fish (v.), stay
Oral Vocabulary
camping, outdoors, sleeping bag, tent
Before you begin the reading, introduce the unit project. See “Teaching Techniques” at the back of this teacher's guide for general information about introducing unit projects. Also see the Unit 6 introductory page in this teacher's guide. Instructions for unit project 1 are in the student book.
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions. Encourage other students to try to answer the questions.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3: Divide the class into small groups. Ask each group to write an e-mail message for Jenny to Li Ming explaining why Jenny, Brian and Danny finally decided to go on a camping trip. Use the reasons provided by the text.
Step 4: If time allows, have some groups share what they have written with the rest of the class.
UNIT PROJECT: WRITE ABOUT A TRIP（CONTUBUED）(15 MINUTES)
Begin unit project. This project covers three lessons. Students write about a real or imaginary trip and present to other students.
In this lesson, begin by having students write about a trip they have taken or would like to take. They should illustrate their story. Students may either draw pictures or bring photographs to the next class.
There will be time in the next lesson to continue working on the stories.
ACTIVITY BOOK (5 MINUTES_)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
An Animal in the Car! Part One
A woman was driving her car on a Saturday morning. She saw a little animal near the road. She stopped her car and looked at it. “You don't look happy here,” she said. She picked it up. She put it in her car and drove away.
Later, a man stopped the woman. The man said, “You can't have an animal in your car. Take it to the zoo.”
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the third reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 44 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the song
2. memorize and sing the song well
3. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide.
STUDENT BOOK (15 MINUTES)
The reading for this lesson is a song. The audiotape presents the song; the words to the song are in the student book. The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
hurry (n.),hurry (v.),miss (v.),on time
Oral Vocabulary
There is no new oral vocabulary in this lesson.
See “Teaching Techniques” at the back of this teacher's guide for suggestions on teaching songs. Here are some step-by-step instructions for one way to teach the song in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions.
Step 2: Ask the students to read the speech bubbles themselves. Then have one or two groups of students perform the dialogue.
Stop 3: Play the audiotape. Have the class follow the audiotape while reading the lyrics.
Step 5: Play the audiotape again. This time have the class sing along with the audiotape.
Step 6: Practice singing the song until the students can sing the song well. Can they sing it without looking at their the books?
UNIT PROJECT: WRITE ABOUT A TRIP (CONTINUED) (15 MINUTES)
Continue unit project. Have students continue to work on their stories and illustrations, Advise them to finish their projects in this lesson.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
An Animal in the Car! Part Two
That Saturday afternoon, the man saw the same woman. The little animal was still in that woman's car. The man stopped her and asked, “Why didn't you take the animal to the zoo?”
The woman in the car said, “I did take it to the zoo. We had a very good time there. Now we are going to the beach.”
CLASS CLOSING (5 MINUTES)
There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.
Suggested homework for this lesson includes:
the remaining exercises in the activity book
the next lesson in the student book
Lesson 45 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for describing a picnic
3. write something about picnicking
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide. You may wish to have the class sing “Hurry!”
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
by the side of, hurry up
I think it's time for us to leave now.
Please hurry. Oral Vocabulary
ham, picnic, sandwich
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the reading. Encourage other students to try to answer the questions. You may also ask the students if they have ever gone on a picnic.
Step 2: Play the audiotape. Have the class follow the audiotape. Use your own discretion to decide whether to discuss any of the new vocabulary with the students.
Step 3: Divide the class into small groups. Ask the students to discuss the reading in English around the following topic:
What are the main things that happen to Danny, Brian and Jenny in this lesson?
Instruct the students to try to tell what happened as a story. Encourage them to use the words first, then and finally.
UNIT PROJECT: WRITE ABOUT A TRIP(CONTINUED) (15 MINUTES)
Conclude unit project. Divide the class into small groups. Within their groups, students present their projects to each other. Encourage the students who are watching the presentation to ask questions. The student who is presenting will try to answer the questions.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
It's Mr. White!
Mr. Smith was walking down the street. He saw another man. “Mr. White!”said Mr. Smith. ”You've changed! You were fat, and now you are thin. You had black hair, and now you have white hair. You wore glasses, and now you don't.“
”I'm not Mr. White, “said the man. “ I'm Mr. Jones.” “Oh, my! ”said Mr. Smith. “You've changed your name, too!”
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson.
Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the fourth reading in the reader
the remaining activity book exercises
the next lesson in the students book
Lesson 46 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. remember and use the mastery vocabulary and know some important words for describing camping experiences
3. write something about camping
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide. You may wish to have the class sing “Hurry!”
STUDENT BOOK (15 MINUTES)
There is one reading for this lesson. The reading presents new vocabulary and reviews the vocabulary students have learned in previous lessons.
The new vocabulary for this lesson includes the following words and phrases:
Mastery Vocabulary
brush (n. ), pillow
Oral Vocabulary
There is no new oral vocabulary in this lesson.
There are many ways to teach immersion reading.
Here are some step-by-step instructions for one way to teach the reading in this lesson.
Step 1: Check to see if the students have previewed the reading as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. You may ask if they have any camping experiences. If any of them do, ask them to share the experiences with the class.
Step 2: Play the audiotape. Have the class follow the audiotape while looking at the text.
Step 3: Divide the class into groups of four. Each group member will take on one of the four roles (Jenny, Brian, Danny and Mr. Smith). Have the groups act out the reading in any way they choose.
Tell the students that their performance should include most of the events in the reading.
Step 4: if time allows, ask one or two groups to perform for the rest of the class. You may want to comment on their performance. Remember to give lots of praise for good effort!
CLASS ACTIVITY: ADVERTISEMENT FOR A TRIP (15 MINUTES)
In this activity, students create an advertisement for a trip. Instruct students to write the ad about the trip they described in unit project 1. A advice students to refer to the students book and reader for ideas.
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
The Gift
A rich woman is thinking about her mother. It's her mother's birthday. She wants to send her mother a birthday gift.
The woman goes to a store that has pets. She sees a colorful bird. The bird can talk. It can speak seven languages. The woman buys the bird. She posts it to her mother.
The next day, the woman calls her mother on the phone. “Mum, ”says the woman, “do you like the bird?”
“I'm eating it right now. It's good!”
CLASS CLOSING (5 MINUTES)
Below is the suggested homework for this lesson. Aim to give students about thirty minutes of homework. Use your discretion in deciding how much reading or how many exercises to assign as homework. Base your decision on students' progress.
the fifth reading in the reader
the remaining activity book exercises
the next lesson in the student book
Lesson 47 教学设计
LESSON OBJECTIVES
After this lesson, students should be able to
1. understand the meaning of the text
2. enjoy the fun of a fishing trip
3. memorize what is reviewed in this lesson
4. understand and write down some missing words as heard in sentences or passages in different contexts
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide. You may wish to have the class sing “Hurry!”
STUDENT BOOK (1 fi MINI ITES)
There is one reading for this lesson. It reviews the vocabulary for this unit. There is no new vocabulary in this lesson.
There are many ways to teach immersion reading. Here are some step-by-step instructions for one way to teach the reading in this lesson. Also see “Teaching Techniques” at the back of this teacher's guide for more general information about teaching readings.
Step 1: Check to see if the students have previewed the text as required. Ask if they have any questions concerning the meaning of the text. Encourage other students to try to answer the questions. Does any student have any fishing experience? Ask him or her to share the experience with the rest of the class.
Step 2: Play the audiotape. Have the class follow the audiotape while reading the text. AS there is no new vocabulary for this lesson, you may wish to review words and phrases that are useful for describing outdoor activities. Ask students for suggestions and make a list on the blackboard.
Step 3: If time allows, divide the class into small groups. Have each group discuss and retell what has happened in the text.
GRAMMAR AND VERBS (20 MINUTES)
Grammar
The grammar for this lesson is adjectives and adverbs. Adjectives describe things and people. They answer questions such as: Which? What kind of? How many? Whose? Adverbs describe their actions. They answer questions such as: How? When? Where? How much?
Here are some examples of adjectives. Write these sentences on the blackboard. Ask students to identify the adjectives.
I have a red apple.
The apple is red.
I like loud music.
The music is loud.
I like hot soup.
The soup is hot.
I built a tall house.
The house was tall.
What pattern do the students see in the sentence structure? Note that the adjective usually comes before the noun, except in the “subject + to be + predicate” structure.
The apple is red.
In this structure, the last word is always an adjective. Remember, your objective is to teach the structure, not specific parts of speech.
TEACHING TIP
Games are good learning tools.
If there is time, play “Cold Green Noodle” to review adjectives. Play “Whisper” to review adverbs ( see below). Use phrases such as:
walk quickly
read slowly
talk loudly
sing quietly
See “Games” at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.
Here are some examples of adverbs. Write these sentences on the blackboard. Ask students to identify the adverbs.
He walks quickly to the office.
She rides slowly on her bike. I sing loudly.
Can students see a pattern in these sentence structures? Note that these adverbs end in “ly” and they come after the verb. Most adverbs end in ”ly.“
Now look at these examples of adverbs:
I drive fast.
You work hard.
These adverbs don't end in ”ly, “but they still come after the verb: Adverbs usually come after a verb.
Verbs
Review the verbs for this unit: fish, miss, stay, travel, leave. Note that ”leave“ is irregular (see the table below). See ”Teaching Techniques“ at the back of this teacher's guide for recommended methods of teaching verbs.
Present Tense Past Tense
fish fished
miss missed
stay stayed
travel travelled
leave left
ACTIVITY BOOK (5 MINUTES)
Play the audiotape. The aural exercises for this lesson are:
1. Listen to the audiotape. Fill in the blanks. Write the words you hear.
The Boy and the Braises, Part One
It is summer. A little boy is at the beach with his mother and father. He is four years old.
The boy is playing in the water. He walks into the water. His mother and father aren't watching him.
The water is suddenly over the boy's head! A woman sees the boy. The woman's name is Mrs. Braise. Mrs. Braise picks the boy up. She takes him to his mother and father. ”Thank you!”the boy's mother says.
CLASS CLOSING (5 MINUTES)
There is no specific reading from the reader to assign as homework for this lesson. This is a chance for students to catch up if they are behind.
Suggested homework for this lesson includes:
the remaining activity book exercises
Lesson 48 教学设计
LESSON OBJECTIVES
Since this is a lesson of review, by the end of the class, students should be able to
1. understand and remember what is reviewed in this lesson
2. have a clear idea of what has been covered in this unit, including the theme(s), experiments, vocabulary, phrases and expressions, grammar, listening and phonetics
3. use what has been learned in this unit in their free talks and writings about doing experiments
CLASS OPENING (5 MINUTES)
For ideas and tips on beginning a class, see “Teaching Techniques” at the back of this teacher's guide. You may wish to have the class sing the “Hurry!”
QUIZ (15 MINUTES)_
Play the audiotape for the quiz. The quiz reviews phrases and vocabulary that students have learned in this unit.
Do not use the list of vocabulary in this lesson to drill students! The purpose of the list is to help students learn mastery vocabulary as they read.
Watch your students closely during the quiz. The quiz is a chance for you to identify students who may be having particular problems. It is also a chance for you to assess the general progress of your class. Are the students generally able to follow the audiotape?
If you find students have trouble with parts of the quiz, discuss the points, and then, if time allows, play the quiz again.
The audiotape presents both the questions and answers for the quiz:
1.1 am going on a trip. My father is going to drive me to the airport. I'm ready to go. It's getting late! What do I say to my father? Please put up your hand for the right answer.
(Let's stay home.)
(I think it's time for us to leave now.)
(Time for class! Let's go! )
2. Now, we are in the car. My plane leaves in twenty minutes, but my father is going so slowly! What can I say to him? Look at the sentences below. Let's say the right answers together.
(Please hurry!)
(Hurry up, Dad! We're going to be late! )
(We're in a hurry, Dad. Please drive faster. )
(Please slow down!)
3. Oh, good! Here's the airport! Am I late? Am I early? No. What am I? When you hear the right answer, please repeat it loudly!
(I am sad.)
(I am in a hurry.)
(I am on time.)
4. Now we are at the airport. It's time for me to go! What can I say to my father? Please stand for the right answers. Please sit for the wrong answers.
(Good-bye! I'll miss you! )
(Bye-bye!)
(Hello! Nice to see you! )
(Bye, Dad!)
5. What can my father say to me? I'm going to say three answers. One of them is wrong. When you hear the wrong answer, please say ”no.“
(Have a nice time!)
(Have a good time!)
(Please hurry up!)
(Have a nice trip!)
6. Two days later, I return home. My mother asks me a question. Here is my answer: ”Yes, thanks! I did! I had a great trip. “What did she ask me? Please stand when you hear the right answer.
(Where did you stay?)
(What did you eat on the airplane?)
(Did you enjoy yourself?)
7. Here's a hard question. Think! [ am walking by the side of the road. What else can I say? When you hear the right answer, please stand by the side of your desk!
(I am walking on the road.)
(I am walking above the road.)
(I am walking beside the road.)
(I am walking under the road.)
8. Listen. What am I talking about? When you know the answer, say it loudly!
(It means ”luggage“ or ”baggage.”You take it on trips. You put clothes in it. You carry it. It starts with the letter “s”. )
CLASS REVIEW ACTIVITY (15 MINUTES)
Have the class play games as a review activity. See “Games” at the back of this teacher's guide for an alphabetical list of games with instructions on how to play.
Here are some recommended games for this lesson's review.
“What's my Line?” for review of phrases in this unit. Here are some phrases and solutions you can try:
Student A: No, I think we are late.
Student B: Are we on time? Are we early?
Student A: No, we haven't missed it. The train is still here.
Student B: Have we missed the train? Are we late for the train?
Student A: Thanks! Bye-bye!
Student B: Have a nice time. Have a good trip. Enjoy yourself!
Student A: I'm trying! I know we're late!
Student B: Please hurry. Hurry up!
Student A: Yes, let’s go.
Student B: i think it's time for us to leave now.
Student A: In a hotel, I think. I don't like tents.
Student B: Where are we staying? Where will we stay?
Student A: No, this isn't a good place for a picnic. There are too many cars.
Student B: Let's stop by the side of the road.
Play “Charades” for review of vocabulary.
Without saying anything, a student acts out a word. Other students try to guess what the word is by watching the student's actions. Use phrases such as:
in a hurry/hurrying
fishing
packing a suitcase
a brush
picnicking
putting up a tent
ACTIVITY BOOK（5 MINUTES）
Have students begin working on the exercises in the activity book. These exercises in the activity book. These exercises review the vocabulary for this unit.
CLASS CLOSING (5MINUTES)
There is no homework to assign as the unit ends with this lesson.
Remember to ask students to preview the next unit, especially the first lesson in the student book.
篇3：冀教8下 Unit 5 L33-40教案(冀教版八年级英语下册教案教学设计)
Lesson 33: How Can You Go?
Teaching Content:
Mastery words and expressions: anywhere, type, ship, rapid, on foot, of course
Oral words and expressions: transportation
Teaching Aims:
1. Learn the information about the transportation.
2. Know the transportation history and what the future transportation will be like.
Teaching Important Points:
1. How many types of transportation are there in the world?
2. Talk about all kinds of transportation.
Teaching Difficult Points:
Discuss the advantages and the disadvantages of all kinds of transportation.
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Lead in the class. Let the students discuss the following questions:
How do you come to school every day? Why?
S1: I come to school on foot because my home is near the school.
S2: I come to school by bike because I ride my bike well.
S3: I come to school by bus because my home is far away from school.
Step2. Let the students ask questions about the transportation. Such as: what do you take if you go on a trip to Beijing? Why? Can you describe your favourite trip to the class?
Step3. Listen to the tape and do with Exercise 2 in the activity book with the books closed.
Step4. Read the text and check the answers. Then read the text again and repeat after it. After a while, ask some students to read the text loudly in roles.
Step5. Make sentences with the phrases: what about, on foot, take a car, would like, more rapid
Step6. Practice
Discuss the following question:
What is the advantages and disadvantages of the transportations? Such as: cars, trains, and buses. If you go on a trip, where would you like to go? How will you go there?
Let the students work in groups of three of four. After a while, present their answers to the class.
Step7. Come to “ LET’S DO IT.”
Ask the students to talk in the class. Then they can give their presentation in dialogues or in composition. Encourage them to report one by one.
Step8. Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
When the students make their presentation to the class. Remember to remind them to speak in turn. We should let all the students have the chances to speak. If someone can’t go on, the others may help him.
Lesson 34: Trains Go on Rails!
Teaching Content:
Mastery words and expressions: invent, wheel, engineer, railway, passenger, speed, even, get on/off
Oral words and expressions: rail, invention, steam, engine, locomotive, explode, distance, iron, per, magnetic, jet, jet engine, get on/off, (at) a top speed of
Teaching Aims:
1. Know about the train history.
2. What will the future train be like?
Teaching Important Points:
The invention of the steam engine, the first steam locomotive, railways and the first passenger.
Teaching Difficult Points:
Who invented the inventions and when did they invent them.
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Come to “THINK ABOUT IT.”
Let the students talk in groups about the question: How do you usually travel to some other places?
After discussing for a while, the students make a report to the class.
Step2. Let the students read the text then answer how is the text arranged.
Step3. Listen to the tape. After repeating the text for several times, ask them to retell the story in their own words.
Step4.Let the students talk more about the trains. They may talk about their experience on trains. They also may talk about the structure of the trains, the use of the trains and the future of them.
Step5. Make a table. Make a survey about the advantages and the disadvantages of the trains, the cars, the bus, the bicycles and the planes.
transporation advantage disadvantages
train
car
bus
bicycle
plane
Step6. Come to “LET’S DO IT”.
Step7. Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
The students know little about the train history. The teacher should arrange much information about it. Show them more pictures and let them know more. Encourage them to imagine the future transportation. Stimulate them to work hard and make their mind to make contribution to the world
Lesson 35: Future Transportation
Teaching Content:
Mastery words and expressions: certainly, invention, present, round, wing, dangerous, factory, humorous, as long as
Oral words and expressions: presentation, Henry, Ford, North America,
Teaching Aims:
1. Learn the history of the cars.
2. Describe one type of transportation in the future.
Teaching Important Points:
1. Learn about the Danny wheels.
2. Imagine what types of transportation will be like from one hundred years now.
Teaching Difficult Points:
Let the students think and be creative.
Teaching preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Let the students talk about something about the planes and the cars. What do they know about the planes and the cars? If they know, let them say their details.
Step2. Ask the students to talk about the picture in the text. What do they think about this?
Step3. Let’s listen to the tape and answer the following questions:
1. How did people get to another city before people invented plane?
2. When did Henry Ford open a car factory?
3. What’s Danny’s invention?
4. Would someone like to ride in the Danny’s wheel? Why?
Step4. Read the text and check the answers. Then let the students read it loudly in class. After a while, ask the students read the text in roles.
Step5. Let the students act he dialogue out. They can take a circle for Danny’s wheel.
Step6. Ask some students to make sentences with the following phrases:
At that time, need to, present, you’d better not.
At that time, I was a little girl.
You need to wear warm clothes in cold winter.
Present your invention to the class.
You’d better say it again.
Step7. Come to “PROJECT”.
1. Ask the students to make a survey: ask your grandparents about the old transportation. When they are in a hurry, what did they do? Did they think of the modern transportation today? What do they think of the life today?
Remember to make a report to the class.
2. Talk in groups of three or four. What do you hope the future transportation will be like? Can you invent some useful invention? Report to the class.
3. Make a detail about your future transporation.
Step8. Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
Encourage students to make a survey about the old transportation. How did our grandparents go to a big city in the old days? How long did it take? While, we think hard to invent new transportation. What’s its advantages and disadvantages? We can make a detail about it.
Lesson 36: Let’s Take a Drive
Teaching Content:
Mastery words and expressions: drive, countryside, ride
Oral words and expressions: drove, driven, highway, rode, ridden, park, afar
Teaching Aims:
1. Feel the charming of the music.
2. Know what the people in the foreign countries do in their spare time.
Teaching Important Points:
1. Sing the foreign songs together.
2. Use the modal verbs.
Teaching Difficult Points:
Grasp some words and patterns: be late for, get out of, you’d better not
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Listen to the tape first. Feel the charming of the music.
Step2. Ask the students to read the lyric line by line. Divide them into several groups to practice the song.
Step3. Explain the Chinese meaning of the song. Your translation must be like poem in order to take them to a beautiful situation.
Step4. Listen to the tape for several times and repeat with it.
Step5. Work in groups. Talk about the questions:
1. What do you usually do in your spare time? How do you usually go there? Why?
2. Talk about your recent journey to the class. What gave your most expression?
Step6. Practice
1. the use of modal verb “can”.
Can you drive me to school today?
Can he go to my home?
2. the use of modal verb “may”.
May I speak in Chinese?
May I leave school now?
3. You’d better not.
--May we eat take a photo here? –You’d better not. Look at “NO PHOTOS” sign.
--May I smoke? –You’d better not. Look at “NO SMOKING” sign.
Step7. Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
Today we learn a song. After a piece of music, we feel a mother’s love. Mrs. Dinosaur’s voice is very interesting, which becomes the modal of some students. We deal with the two modal verbs “can and may” again. Now we know it’s used to ask for permission.
Lesson 37: Flying Donuts
Teaching Content:
Oral words and expressions: fuel, imagination
Teaching Aims:
1. Stimulate students’ learning interests.
2. Cultivate students’ listening by catching the useful information in the listening process.
Teaching Important Points:
1. Encourage students’ to increase creative ability.
2. Why is the invention called “flying donuts”.
Teaching Difficult Points:
What’s the theory of an invention?
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Play a Game
Let some students explain it in English, while the others guess what it is. You must say the transportation. For example,
A transporter is very long. It can hold many people in it. It can also take goods. What is it?
Step2. Listen to the tape and answer the following questions:
1. What is Danny’s invention made of?
2. Why is it called “Flying Donuts”?
3. Will Danny’s invention really work?
Step3. Read the text and check the answers. Then listen to the tape again and read after it for several times.
Step4. Ask the students to read the text in roles. Then act the dialogue in front of the class.
Step5. Make sentences with the following language points: on the way to school, turn on, at the front of
Step6. Let’s come to “PROJECT”.
Divide the class into small groups of three of four students. Each group chooses a type of transportation for the students. Instruct students to begin collecting information about that type of transportation. They will prepare a comic strip or timetable of important dates in its development.
Groups present their work to the class. Depending on class size and the length of presentations, you may wish to divide up the class. Groups would then present their projects to one portion of the class.
If the project cannot be finished in one class, it can be continued in the next lesson.
Step7.Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
Let the students create more useful inventions. When one group thinks of a good idea, the others can add their useful information to it. Instruct them to speak in timeline.
Lesson 38: Let’s Invent Hoverboard!
Teaching Content:
Mastery words and expressions: smooth, second, space, sound
Oral words and expressions: Sam, hoverboard, skateboard, float, transportation, show, spaceship, all the time, go through
Teaching Aims:
1. Review words and phrases for transportation that the students learned before.
2. Encourage the students to find and restate information in personal and imaginative ways.
Teaching Important Points:
1. How do you demonstrate your invention?
2. Learn about the use of Modal Verbs.
Teaching Difficult Points:
the use of Modal Verbs
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: new lesson
Teaching Procedure:
Step1. Come to “THINK ABOUT IT”.
Let the students answer the questions and discuss them in pairs.
Step2. Listen to the tape and answer the following questions:
1. What type of transportation would Sam like to see in the future/
2. What would a hoverboard be like?
3. What types of transportation are in this text?
Step3. Read the text and check the answers. Then play the tape for several times. Let the students repeat after it for several times.
Step4. Ask the students to have a reading content. Divide the class into several groups. Each group chooses one person every time. The one reads best can get a star. Let’s have a compete to see which group will have the most stars.
Step5. Divide the class into several groups. Ask them to talk the future transportation that they would like to see. Use the words and the expressions that we learn in this unit.
Step6. Come to “LET’S DO IT”.
Step7. Homework
1. Finish off the activity book.
2. Go on the next reading in the student book.
Summary:
Let’s have a discussion about Sam’s invention. Will it come true one day? What do you think of it? What’s the students’ invention? This is a good chance to develop students’ brain. Don’t miss it.
Lesson 39: Clean Cars?
Teaching Content:
Mastery words and expressions: sound, dirty, electric
Oral words and expressions: pedal, electricity, present…to…
Teaching Aims:
1. Learn about the words and expressions about the transportation.
2. Know about the development of the transportation.
Teaching Important Points:
1. Grasp the modal verbs
2. Talk about the possibility and impossibility.
Teaching Difficult Points:
Modal Verbs
Teaching Preparation: drawings
Teaching Aids: audiotape, flashcards, drawings
Type of lesson: new lesson
Teaching Procedure:
Step1. Lead in the class.
The teacher sums the main idea of this unit: “ In this unit, we learn about the trains, bicycles, cars and the other transportation. What we want to see in the future? Yesterday we leave this as our project. Can you show it to the class now.”
Then let the students show their drawings to the class. Ask the students to explain their invention in English to the class.
Step2. Listen to the tape and answer the following questions:
1. What did the teacher ask us to think about?
2. What is Jenny’s invention?
Step3. Read the text silently and check the answers. Let the students discuss the main idea of the passage in details.
Step4. Listen to the tape again. Then let the students tell the main idea in their own words.
Step5. Talk about Jenny’s invention. What do you think of her idea? Can you give her any good ideas?
Step6. Come to the second e-mail.
Ask the students the questions: Is Li Ming’s advice the same as the ideas that you give Jenny? Which one is better? Why?
Step7. Come to “LET’S DO IT”.
Step8. Homework
1. If you don’t finish “LET’S DO IT” in class, please go on after class.
2. Finish off the activity book.
Summary:
You will be interested in the students drawing of future invention of the transportation. Many students have excellent imagination. Let them explain their invention in details. You will find out there are very clever. Maybe their invention will come true one day
Lesson 40: Unit Review
Teaching Content:
Mastery words and expressions from Lesson 33 to Lesson 39.
Oral words and expressions from Lesson 33 to Lesson 39.
Teaching Aims:
1. Know about the history of some transporters.
2. Learn about the development of the future transportation.
Teaching Important Points:
1. Giving Advice/Order.
2. Possibility and Impossibility.
Teaching Difficult Points:
Modal Verbs
Teaching Preparation: pictures
Teaching Aids: audiotape, flashcards, pictures
Type of lesson: Review lesson
Teaching Procedure:
Step1. Talk about the way of coming to school. Ask the students the questions:
1. How do you come to school? Why?
2. How many students in the class come to school by bike, by bus or on foot?
Make a chart to show the information.
By bike By bus On foot
Number
Reason
Step2. Talk about the main idea of this unit. What advantages and disadvantages do the following transporters have? What do you do with the disadvantages? What’s your good opinion?
By plane By train By bus By car
Advantages
Disadvantages
Advice
Step3. Think about the main ideas of this unit. Let the students say it in details. Talk about what would they like to see in the future about the transportation?
Step4. Come to the exercises. Encourage the students to ask questions and discuss them on the blackboard.
Step5. Lead the students to talk about the Modal Verbs. Make sentences with can, could, would, may and might.
Step6. Come to the “Speaking the Language”.
Step7. Come to the activity book.
Step8. Do some review activities.
Summary:
Reviewing the main ideas of this unit is very main part of this lesson. We not only review the use of the main grammars: the Modal verbs, but also we should talk about the transportation again. The teacher can arrange some games about transportation in this lesson. Let the students grasp the language points in the activities.
篇4：冀教8下 Unit 5 L37-40电子教案(冀教版八年级英语下册教案教学设计)
Author: Heather Sun Teacher:___________
Period The 5th Period Date:___________
Teaching Contents Lesson 37 Flying Donuts
Teaching Type Listening and Speaking Practice Lesson
Teaching Aims
& Difficult Points A: Learn to how to express the transportation.
B: Learn to how to imagine the future transportation.
Language Focus 1. I don’t think so, but he had fun and he used his imagination!
我不这样认为,但是他玩得开心而且发挥了他的想象力.
imagination n. 想象,空想,想象的事物
You didn’t really see it-it was just your imagination.
你没有真正看到它,这只是你的想象.
beyond (all) imagination (完全)出乎意料地
creative inaginaton 创造性想象
passive imagination 被动想象
scientific imagination 科学幻想
imagine vt. 想象,以为,假想 vi. 想象,猜想,想起来了
eg: I imagine him as a big tall man.
我以为他是个高大的人.
He imagines that people don’t believe him.
他总是认为人们不信任他.
I can’t imagine what he looks like.
我想象不出他是什么长相.
Don’t imagine yourself to be always correct.
不要以为自己总是对的.
2. transport vt.运输,输送,搬运,使万分激动,使心旷神怡.
transport mail by train 以火车运邮件
be transported with grief 悲不自胜
On hearing of the victory, the nation was
transported with joy.
听到胜利的消息,全国人民一片欢腾.
Homework Written Oral Preview
Exercise in Lesson 37 Recite the words and sentences in L 37. Lesson 38
Summary
After
Class
Teaching Plan of Unit 5
Author: Heather Sun Teacher:___________
Period The 6th Period Date:___________
Teaching Contents Lesson 38 Let's Invent Hoverboards!
Teaching Type Listening and Speaking Practice Lesson
Teaching Aims
& Difficult Points A: Review the usage of 反意疑问句。
B: Learn to how to express the hoverboard.
Language Focus 1. But it would be great, wouldn’t it?
但它会非常棒的,不是吗?
反意疑问句, 对陈述句所叙述的事,提出的疑问.
反意疑问句的前后两部分在时态、人称和数上都要保持一致。
Eg: It looks like rain, doesn’t it?
He doesn’t need to work so late, does he?
(1) 陈述句的主语是this, that 时，疑问部分的主语多用it；陈述句的主语是these，those时，疑问部分的主语多用they。
This is a dictionary, isn’t it?
Those are books, aren't they?
(2) 陈述句如果是there be结构时，疑问句部分仍用there.
There once was a man named Jim, wasn’t there?
(3) 在英语口语中，“I am + 表语结构”，后面的反意疑问句多用aren’t I 来体现。
I am very interested in learning English, aren’t I?
(4) 陈述句的主语是动词不定式，动词的ing形式或从句时，疑问部分的主语多用it来体现。
Learning English well is very important, isn’t it?
What he said is right, isn't it?
(5) 陈述句含有not, no, hardly, neither, never, few, little, too…to等否定句或具有否定意义的词时，疑问部分用肯定。
Few people knew the news, didn’t they?
Tom has never been to England, has he?
(6) 陈述句的主语是nobody, no one, everyone, somebody等不定代词时，反意疑问部分的主语多用they来体现.
如果陈述句的主语是something, nothing, anything, everything 等不定代词时，反意疑问部分的主语多用it来体现.
2. from house to house 挨家挨户，家家户户
from hand to hand 一手转一手
from head to foot 从头到脚
from beginning to end 自始至终
from time to time 有时，偶尔
Teaching Plan of Unit 5
Author: Heather Sun Teacher:___________
Period The 7th Period Date:___________
Teaching Contents Lesson 39 Clean Car?
Teaching Type Listening and Speaking Practice Lesson
Teaching Aims
& Difficult Points A: Revise how to write an e-mail.
B: Learn to how to express the fuel for cars.
Language Focus 1. The teacher asked us to think about the future.
老师要我们考虑一下未来。
(1) ask sb. to do sth. 要求某人做某事
(2) think about 考虑 + 动名词
Eg: I will think about it. 我会考虑这件事。
He was thinking about something else.
他当时正在考虑别的事。
think again重新考虑 think ahead (to sth.) 预想，预见
think back (to sth.) 反思 think for oneself 独立思考
think of考虑到某事 think sth. out 想出（主意等）
think sth. over慎重思考
2. That sounds like a fun project.
那听起来像一个有趣的项目！
sound： 系动词
(1) sound + n. “听起来……”
This plan sounds a good one. 这计划听起来不错。
(2) sound like “听着像”
That sounds like a plane. 听着像飞机的声音。
(3) sound + adv.
Her voice sounds as if she has a cold.
她的声音听起来像感冒了。
sound: 名词，“声音”
(1) Sound travels in waves.
(2) The sound from the next room woke me up this morning. 今天早上隔壁传来的燥声把我惊醒了。
Homework Written Oral Preview
Exercise in Lesson 39 Recite the words and sentences in L 39. Lesson 40
Summary
After
Class
Teaching Plan of Unit 5
Author: Heather Sun) Teacher:___________
Period The 8th Period Date:___________
Teaching Contents Lesson 40 Unit Review
Teaching Type Revision and checking exercises Lesson
Teaching Aims
& Difficult Points A: Check the answers in Lesson 40.
B: Revise the usage of Modal Verbs。
Language Focus 1. Giving Advice / Order
You’d better (not) … You should …
Don’t push / run. Please be quiet.
2. Possibility and Impossibility
It can be helpful to you. 它对你会有帮助的。
He couldn’t take a train from Canada to London.
他不能坐火车从加拿大到伦敦。
3. Modal Verbs:
can, should, would, should, may, must, might
eg: I can go almost anywhere on foot.
At first, only rich people could buy cars.
I would like to see hoverboards.
I think someone should invent a transporter, too.
May we leave our car here?
I must go and get new things, or I might have a fit!
(A). can, could“能够” (1)could表示过去的能力，如用于现在，则语气较为婉转。
(2) can和be able to都可以表示能力。Can只有现在式和过去式(could)，be able to有更多形式。
(B). can, could, may, might “允许”，“许可”
May I …的肯定回答用Yes, you may. 否定回答用No, you mustn’t. / No, you can’t. / No, you’d better not.
在表示“不可以”、“禁止”等意思时，常用mustn’t not (mustn’t)代替may not.
(C) must, can’t (1) must表示推测，有“必定”的意思，只用在肯定句中，否定句中须用can’t， 表示“不可能”。
(2) must + be 表示对现在情况的肯定推测；
can’t + be 表示对现在情况的否定推测。
(3) must + have done 表示对过去的肯定推测；
can’t + have done 表示对过去的否定推测。
(4) must + be doing 表示对此时此刻的肯定推测；
can’t + be doing表示对此时此刻的否定推测。
篇5：冀教版八年级数学下册教案
一、学习目标：1.添括号法则.
2.利用添括号法则灵活应用完全平方公式
二、重点难点
重 点： 理解添括号法则，进一步熟悉乘法公式的合理利用
难 点： 在多项式与多项式的乘法中适当添括号达到应用公式的目的.
三、合作学习
Ⅰ.提出问题，创设情境
请同学们完成下列运算并回忆去括号法则.
(1)4+(5+2) (2)4-(5+2) (3)a+(b+c) (4)a-(b-c)
去括号法则：
去括号时，如果括号前是正号，去掉括号后，括号里的每一项都不变号;
如果括号前是负号，去掉括号后，括号里的各项都要变号。
1.在等号右边的括号内填上适当的项：
(1)a+b-c=a+( ) (2)a-b+c=a-( )
(3)a-b-c=a-( ) (4)a+b+c=a-( )
2.判断下列运算是否正确.
(1)2a-b- =2a-(b- ) (2)m-3n+2a-b=m+(3n+2a-b)
(3)2x-3y+2=-(2x+3y-2) (4)a-2b-4c+5=(a-2b)-(4c+5)
添括号法则：添上一个正括号，扩到括号里的不变号，添上一个负括号，扩到括号里的要变号。
五、精讲精练
例：运用乘法公式计算
(1)(x+2y-3)(x-2y+3) (2)(a+b+c)2
(3)(x+3)2-x2 (4)(x+5)2-(x-2)(x-3)
随堂练习：教科书练习
五、小结：去括号法则
六、作业：教科书习题
第三十七学时：14.3.1用提公因式法分解因式
一、学习目标：让学生了解多项式公因式的意义，初步会用提公因式法分解因式
二、重点难点
重 点： 能观察出多项式的公因式，并根据分配律把公因式提出来
难 点： 让学生识别多项式的公因式.
三、合作学习：
公因式与提公因式法分解因式的概念.
三个矩形的长分别为a、b、c，宽都是m，则这块场地的面积为ma+mb+mc,或m(a+b+c)
既ma+mb+mc = m(a+b+c)
由上式可知，把多项式ma+mb+mc写成m与(a+b+c)的乘积的形式，相当于把公因式m从各项中提出来，作为多项式ma+mb+mc的一个因式，把m从多项式ma+mb+mc各项中提出后形成的多项式(a+b+c)，作为多项式ma+mb+mc的另一个因式，这种分解因式的方法叫做提公因式法。
四、精讲精练
例1、将下列各式分解因式：
(1)3x+6; (2)7x2-21x; (3)8a3b2-12ab3c+abc (4)-24x3-12x2+28x.
例2把下列各式分解因式:
(1)a(x-y)+b(y-x);(2)6(m-n)3-12(n-m)2.
(3) a(x-3)+2b(x-3)
通过刚才的练习，下面大家互相交流，总结出找公因式的一般步骤.
首先找各项系数的____________________，如8和12的公约数是4.
其次找各项中含有的相同的字母，如(3)中相同的字母有ab,相同字母的指数取次数最___________的.
课堂练习
1.写出下列多项式各项的公因式.
(1)ma+mb 2)4kx-8ky (3)5y3+20y2 (4)a2b-2ab2+ab
2.把下列各式分解因式
(1)8x-72 (2)a2b-5ab
(3)4m3-6m2 (4)a2b-5ab+9b
(5)(p-q)2+(q-p)3 (6)3m(x-y)-2(y-x)2
五、小结：
总结出找公因式的一般步骤.：
首先找各项系数的大公约数，
其次找各项中含有的相同的字母，相同字母的指数取次数最小的.
注意：(a-b)2=(b-a)2
六、作业 1、教科书习题
2、已知2x-y=1/3 ，xy=2，求2x4y3-x3y4 3、(-2)+(-2)
4、已知a-2b=2，,4-5b=6，求3a(a-2b)2-5(2b-a)3
冀教版八年级数学下册教案
篇6：冀教版历史八年级下册教案
教学目标
基 础
知 识 了 解 甲午战争的概况、《马关条约》的主要内容及其危害、台湾人民反抗日本殖民统治的英勇事迹
掌 握 《马关条约》的主要内容及其危害
能 力训 练
过 程
方 法 口 头
表 达 让学生介绍邓世昌、徐骧、刘永福等人在保卫国家和民族利益斗争中的事迹，提高复述能力
比较分析综合说明 从《马关条约》和《南京条约》内容的变化，说明中国半殖民地化程度大大加深的历史趋势
讨 论
探 索 中国战败的主要原因及其历史教训
情 感、
态 度、
价值 观 爱 国
情 感 甲午战争是日本帝国主义为吞并朝鲜、入侵中国而蓄意挑起的侵略战争。在战斗中，以邓世昌为代表的爱国官兵进行了英勇顽强的抗争，他们是光荣的民族英雄。
思 想
意 识 由于清政府的腐朽没落、决策集团的妥协退让和军备的松弛落后，甲午战争以中国的失败而告终。《马关条约》大大加深了中国社会的半殖民地化。
教学重点 黄海大战、《马关条约》
教学难点 甲午战争的性质、中国战败的原因、《马关条约》的影响
教学过程
导入新课
组织学生回顾上一节课学过的线索，讨论回答问题：
1.列举左宗棠收复x疆的事迹并对他作出评价。(尽管他对于太平天国的镇压，具有反人民的一面。在收复x疆方面，他的历史功绩却值得赞颂：他对于较弱的阿古柏果断动武，直接收复失地;对于较强的俄国则尽量避免直接交战，通过外交谈判，付出一些土地和金钱作为代价，收回价值更为重要的安全大门——伊犁。)
2.起初在收复x疆问题上，同左宗棠意见对立的代表人物是谁?(李鸿章)
教师讲授：李鸿章重“海防”轻“塞防”的主要企图是为了保存自己派系的实力，但是在列强疯狂侵略中国的形势下，李鸿章越是保守越是挨打，最终把“老本”都输光了。请同学们阅读《甲午中日战争》，看看李鸿章怎么把“老本”输光?中国又遭到哪些重创?在日本侵略者面前，又涌现出哪些与李鸿章态度不同的英雄人物?(要求学生对重要的年代、人名、地名等做出醒目的阅读标记，先按小组交流个人看法，取得初步的一致意见后，抽2——3个小组的代表在全班交流，接着转入探究性学习。)
组织学生学习和探究新课
黄海大战
1、日本发动战争的目的是什么?(为了实现征服朝鲜、入侵中国、称霸世界的野心)
2、请2——3位学生同时扮演邓世昌的英雄形象，由大家评判优劣。(教师作“画外音旁白”，学生配合表演适当的动作或对话)
师：1894年9月，北洋舰队在黄海大东沟遭日本舰袭击，邓世昌动员致远舰官兵保卫旗舰。
生：(语言自拟，当场表演冲锋情景)……
师：致远舰中弹过多，舰身严重倾斜，弹药也用光了，邓世昌动员将士决死一战。
生：(语言自拟，当场表演撞向“吉野”的情景)……
师：致远舰被敌人用鱼雷击沉后，邓世昌决心与军舰同沉大海。随从递给他救生圈……
生：(表演不接的动作，也可自拟语言表白殉国决心)……
师：邓世昌的爱犬死死衔住了他的衣服不放，邓世昌怎么做?
生：(狠了狠心，表演用手将义犬按入水中的样子，接着沉入碧波……)
篇7：冀教版七年级英语下册教案
难点讲评
1.What time do you get up?
What time +助动词do/does +主语+动词原形，询问某人做某事的具体时间。
what time do you begin class in the morning?
注：What’s the time=What time is it?也是用来询问时间，意为“几点了”。用it作答。
What’s the time? It’s 7:30.
2.I usually get up at five o’clock.
1)句中usually与often 一样都是频度副词，常用于动词be 之后，行为动词之前。always 意思是“总是”、“永远”，表示动作重复，状态继续，中间没有间断。
We always get up before six o'clock.
He is always thinking of others.
always>usually>often>sometimes>seldom>never
2)介词 at 常用于具体时刻之前，意义为 在…… ，如：at 5：00 在5：00钟。
介词at 除了指时间以外，还可指
(1)人物的所在之处，如：at my uncle’s home 在我姑姑家, at the station 在火车站.
(2)朝向，如：look at me!看我!
(3)指速度或价格.如：she buys the book at a good price 她以优惠的价格买了这本书。
on，at，in这三个常用介词都可以表示时间和地点，但具体用法不同.
①on用在日期、星期几、节日前，也表示在具体某一天及具体某一天的上午、下午和晚上。
on November 1st on Monday on Children’s Day on Tuesday evening
②in用于月份、季节、年份前，当early，late用于句首修饰介词短语时，尽管表示具体某一天的上午、下午、晚上，都要用in，泛指一般的上、下午，晚上也用in 。
Early in the morning of National Day，I got up to catch the first bus to the zoo.
③将来时态表“过一段时间后” 及“在...期间” 和“在某个季节，某年、某月” 都用in。
Xiao Ming was born in December of .
3. What a funny time to eat breakfast!
(1)What a/an +形容词+单数名词+主语+谓语!
what a good girl she is!
(2)What+形容词+可数名词复数+主语+谓语!
What good girls they are!
(3)What +形容词+不可为名词+主语+谓语!
What terrible weather it is!
4、He works at a radio station.
work:人们日常工作和生活中从事的体力和脑力劳动，各类工作。不可数名词
job:指具体的职业或工作。可数名词
5、take a walk
take a walk=have a work=go for a walk 散步
6、either...or...
“要么、、、要么、、、”，连接句子中两个并列的成分，表示两者之一。
当连接两个主语时，谓语动词应该与最近的一个主语在人称和数上保持一致，即就近原则。
7.People love to listen to him.
love to do sth.=like to do sth.very much.喜欢做某事，强调具体活动。
而love doing sth.=like doing sth. very much则强调习惯。
Do you come out to play with me?你喜欢出来和我玩吗?
I like watching TV.我喜欢看电视。
8.hear与listen to
hear 意为“听见”，表示听的结果，而listen to则表示“听”，强调的是“听”的动作。
Let’s listen to the music.
We listen but don’t hear.
9. He gets home at 7：00，and he watches morning news on TV.
1)句中get 意为 “到达 ”，后接地点名词时，要加介词to，后接副词时，不能加to.
She gets to school at six o’clock.
注： home 是一个副词，所以其前不能加介词to，但home也可作名词，这时其前有物主代词时，可以加to，
She gets to her home at eight o’clock .
a piece of news 一条新闻 ，two pieces of news 两条新闻 。
Watch……On TV 表示 通过电视看……节目
We often watch football game on TV.
10、lots of=a lot of 既可以修饰可数名词复数形式，也可以修饰不可数名词。
11.What time is it?-几点了?-It’s eight thirty. 八点三十分。
本句是就具体时刻进行提问的，what time 意为“几点”，这是特殊问句，它的同义句为：
What’s the time? /What time is it by your watch? 在回答这个句子时,要用It’s +钟点。
注：英语时刻的表达法：顺读法和逆读法。
顺读法：钟点数+分钟数。
4：25→four twenty-five，6：58→six fifty-eight，7：→seven o clock
说明：这种表达不论分钟数是多少，均可使用。
逆读法：分钟为+介词to/past+钟点数，可分两种情况：
1)分钟为不超过半小时，用分钟数+past(/pa：st/过)+钟点数。
4：23→twenty-three past four，5：19→nineteen past five.
2)分钟数超过了半小时，用(所差的)分钟的+to+(下一个)钟点为。
7：31→twenty-nine to eight，10：58→two to eleven
在逆读法中分钟数逢 “五”逢 “十”可省略minute(s)。否则应加上。当然，英语习惯上把十五分钟(fifteen)称作一刻a quarter，三十分钟(thirty)称为half/half，因此10：30，可以用两种表达方式，half past ten，ten thirty。
12.Thanks for your letter.
Thanks for your help.
Thanks for telling me the good news.
13. Do you want to know about my morning?
1)该句中 want to do…句型。表示“想要做某事”，该短语中want为及物动词，后面的to do
是不定式
I want to play the drum.
I want to see my old teacher next week.
3)know about 知道有关…，了解有关…，句中about 意为“关于，有关”的意思。
17.Please write and tell me about your morning.请写信告诉我你的早晨。
释：1)tell sb. about sth.告诉某人有关某事的情况。
My father often tells me about China.
2)write sb. a letter=write a letter to sb.给某人写信。
She often writes me a letter=She often writes a letter to me.
三.重点短语
1.what time 几点
2.go to school 去上学
3.get up 起床
4.take a shower 洗淋浴
5.brush tooth 刷牙
6.get to 到达
7.do homework 做家庭作业
8.go to work 去上班
9.go home 回家
10.eat breakfast 吃早餐
11.get dressed 穿上衣服
12.get home 到家
13.either...or... 要么、、、要么
14.go to bed 上床睡觉
15.in the morning/afternoon/evening 在上午/下午/晚上
16.take a walk 散步
17.lots of 许多
18.radio station 广播电视
19.at night 在晚上
20.be late for 迟到
四.语法知识点
1. what time与when
what time翻译为“几点”问的是具体的时间，一般回答要具体到小时。
What time do you go to school?
I go to school at half past seven o’clock.
回答具体到点钟，且注意在几点前边的介词用at。
when也是对时间的提问，但与what time的区别是：用when提问，回答既可以是具体的时间，也可以是不具体的时间，如：in the morning，last year，in 等范围大的时间。www.Xkb1.coM
向对方询问具体时间时，即几点几分，只能用what time，不能用when。
询问年份、月份、日期时，只能用when，不能用what time。
2. 英语时间的表达
(1)整点时间可表示为“钟点数+o’clock”或直接读钟点数，省去o’clock。如：
It’s ten o’clock a. m. 现在是上午十点整。
(2)非整点时间可直接采取读数法。如：
It’s eight-thirty. 是八点三十分。
注意时间的表达方式：用数词。点与分钟之间用连字如：
eleven-thirty 十一点三十分
nine-twenty-five 九点二十五分
6:10 →six-ten 8:50→eight-fifty
9:30→nine-thirty 10:15→ten-fifteen
7:45→seven forty-five 11:05→eleven-five
(3)非整点时间的分钟数不超过30分钟，也可用介词“past”。如：
6:10→ten past six
11:05→five past eleven
10:15→ a quarter past ten或fifteen past ten
8:15→a quarter past eight或fifteen past eight
9:30→half past nine或thirty past nine
(4)非整点时间的分钟数超过30分钟，用介词to。如：
11:50→ten to twelve
7:31→twenty-nine to eight
9:45→a quarter to ten或fifteen to ten
12:59→one to thirteen
此句话还有几种表达方式。如：
What is the time? 几点了?
What time is it by your watch? 你的手表几点了?
( )1.--What's the time? --______one-thirty.
A. Its B.It's C.This is D.They're
( )2.I usually _______ at nine-thirty at night.
A. get to school B.get up C.go to bedD.go home
( )3.He likes ______ the radio. wwW.x kB 1.c Om
A.listens B.to listen to C. listens to D.to listen
( )4.I _______ at seven.
A. go to the school B.go to a school C.go to school D.go school
( )5.We only have _______ shower.
A. some B.an C.the D.one
( )6.My sister _______ home at 5:00 every day.
A. gets B.gets toC.get D.get to
( )7.We can watch Beijing Opera _____ TV.
A. in B.at C.on D.from
( )8.Let's ________.
A. take a shower B.have a shower C.take the shower D.A and B
( )9.My brother ____ the morning TV every day.
A. watches B.watch C.watches D.see
( )10.--______ do you usually go to bed?
--At six.
A. What time B.How time C.When D.A and C
( )11. Zhang Min usually gets up _______.
A. at six thirty B.at thirty six C.on six thirty D.on thirty six
( )12.Rick often does ______ homework at 6:00.
A.her B.his C.my D.your
( )13.--______ do people have dinner?
--At home. A.What B.When C.WhereD.B and C
( )14.In our school, school _____ at 7:30.
A.is B.start C.starts D.does
One day , an old man was selling a big elephant . A young man came up to the elephant and began to look at it slowly . The old man went up to him and said in his ear . “Don’t say anything about the elephant before I sell it . Then I will give you some meat .” “All right .”said the young man . After the old man sold the elephant , he gave the young man some met and said : “Now, can you tell me how you see the bad ears of the elephant ?” “I didn’t find the bad ears .”said the young man . “Then why do you look at it slowly ?”asked the old man . The young man said : “I never see an elephant before, and I want to know what it looks like.”
( )1________ the elephant.
A. The young man bought B. The old man sold
C. The two men sold D. The young man sold
( )2. The young man looked at the elephant . He wanted to find _____.
A. its bad ears B. some meat C. a good elephant D. what it looks like
( )3. The young man ________.
A.knew the elephant wasn’t good B. found the bad ears but didn’t tell it .
C. looked after the elephant D. got some meat
( )4.We know that ________.
A. the two men were not honest B. the young man wasn't a bad man
C. the old man was a good man D. the elephant was a very good one
( )5. The young man looked at the elephant slowly because he _______.
A. liked elephant B. wanted to buy it
C. didn’t see any elephant before D. wanted to help the old man
篇8：冀教版七年级英语下册教案
一、重点词汇
1. one hundred and five
表示具体的“几百”时，用“基数词+hundred”表示，注意此时hundred不能加s.
hundreds of表示“数百;成百上千的”，这是hundred后面有s,而且hundreds后面要有介词of,并且不能与数词连用。
与hundred 用法类似的还有单词：thousand，million，billion.
Our school is so famous that_____ people come and visit it every term.
A. hundred B. hundreds C. hundred of D. hundreds of
2. I ride it to school every day.
ride “骑”，后可接bike, horse, motorbike等。
还可以用做可数名词，“旅程”。 an hour’s ride 乘车一个小时的路程
every “每个;每一”，其后接单数可数名词。every day “每天”
every day 表示某事发生的频率，“每天，天天”。
I go to school every day.
everyday 形容词，“日常的，普通的”。
I study everyday English every day.
3. live
live 不及物动词，“居住，生活”，其后若跟名词则必须在名词前加上适当的介词。
I like to live in the country.
live on sth. “以某物为食”
Sheep live on grass.
live a ...life “过、、、生活”
The old man lives a happy life.
4. bus stop
bus stop与bus station 都是指“公共汽车站”。
bus stop 指城镇内外的停车点，bus station指能停、转车辆的汽车站点。
stop 做动词，意为“停止”，常用结构：
stop to do sth. “停下来去做某事”
stop doing sth. “停止做某事”(停止正在做的)
Let’s stop to have a rest.
Stop talking, please.
5. Crossing the River to School
cross是动词，“穿越，越过”，主要指“横穿”。
还可以作名词，意为“十字形，叉形符号”。
across既可以作介词，也可以作副词。
crossing 是名词，“渡口，交叉点”。
6. For many students,it is easy to get to school.
It is +adj.+to do sth. “做某事是.......”
7. There is a very big river between their school and the village.
between ...and... “在....和...之间”，连接两个并列的成分。
between/among
(1) between 用于两者之间。
(2) among 用于三个或三个以上的人或物的“中间”。
8. But he is not afraid.
afraid: “害怕的，畏惧的”。
(1)be afraid of sth. 害怕某事/某物
(2)be afraid to do sth. 害怕做某事
(3)be afraid of doing sth. 唯恐做某事，指担心或担忧做某事会引起某种后果。
(4)be afraid + that从句，恐怕....
(5)为某件已经发生或可能发生的事表示歉意或者作出否定判断，相当于sorry.
9. Many of the students and villagers never leave the village.
leave主要用法归纳如下:
1. 离开; 脱离
The train will leave at six tomorrow morning.
2. 把……留在; 留下
Leave the child at home. 把小孩留在家里。
3. 遗忘; 丢下
I left my notebook in the dormitory. 我把笔记本落在宿舍里了。
4. 使……处于(某种状态),后面常接宾语补足语
Leave the door open.
5. leave for+地点，“动身去某地”
He left for the station a few minutes ago.
10.must /have to
must多表示主观需要或责任感的驱使有必要或有义务去做某事，多译为“必须”，
have to多表示客观存在的环境所限,即客观要求(无奈)而为之，多译为“不得不干某事”。
I must clean the room because there are too dirty.
I have to do my homework now.
11. It takes sb some money/time to do sth.花费某人多少时间/钱做某事
Sb pay some money for sth 某人为某物花费多少钱
Sb spend some time/money on sth 某人在做某事或某物上花费时间/钱
Sb spend some time/ money (in)doing sth
Sth cost sb some money 某物花费某人多少钱
二、短语归纳
1.get to school 到校 2.take the subway 乘地铁
3.take the train 坐火车 4.leave for 到……地方去，离开去某地
5.take…to…把……带到…… 6. most students 大多数学生
7. depend on 依赖，决定于 8.from…to…从……到……
9.think of 想到，想起 10.ride bikes 骑自行车
11.in other parts of the world 在世界的其他地方 12. how far 多远
13.take the train to school 乘火车去上学 14.in places 在一些地方
15.go to school by boat乘船去上学 1 6.on the school bus乘坐校车
17.be different from和……不同 18.worry about 担忧，焦虑，担心
三、语法专项
how 引导的特殊疑问句
1.how 引导的特殊疑问句提问交通方式，其答语分三种情况：
a. take a/an/the+交通工具(单数)
take +a/an/the+表示交通工具的名词，乘……去某地。
He takes the train.
b. by+交通工具(单数)
c. on/in+限定词+交通工具
by+表示交通工具的单数名词或on/in+ a/an/the/one’s+表示交通工具的单数名词，是介词短语作方式状语。
I get to school by bike. = I get to school on my bike.
3.walk/ride/drive/fly+to+地点名词，步行/骑自行车/开车/坐飞机去某地
表示乘交通工具方式可以互换表达相同的意义:
Take the bus to school=go to school by bus=go to school on a bus
Drive a car to work=go to work by car=go to work in a car
Fly to shanghai=go to shanghai by plane/air=take the/a plane to shanghai=go to shanghai on a/an/the plane.
2. how far 用来提问距离，多远，其答语分为两种：
(1)用长度单位表示：It is five kilometers.
(2)用时间表示：It’s twenty minutes’ walk.
3.how long 用来提问时间，意为多久回答常用“for+段时”。
----How long have you learnt English?
----For 3 years.
4.how soon 用来提问做完某事还需要多长时间， 常用于将来时态时， 常用“in+时间段”来回答。
――How soon will you arrive in Beijing?
----In 3 hours.
(二)宾语从句
1.在句子中起宾语作用的句子叫宾语从句。宾语从句用陈述语序。
2.宾语从句的连接词：
(1)从属连词有that, if, whether。
Nobody knew whether she could pass the exam.
I know that she is from America.
(2)连接代词有who, whom, whose, what 等
Do you know whose book it is?
Could you tell me what your father looks like?
(3)连接副词有when, where, why, how等
He didn’t tell me when we could meet again.
I don’t know how I can get there. wwW.x kB 1.c Om
I’m always very busy (忙的) every day. I usually 1 up early at 6:30 in the morning. But 2 . I’m still sleepy (睡着的) . I put on my clothes, I wash my hands 3 face…Do this! Do that. 4 I have my 5 . I go go school. I usually leave home at 7:00. At school we all study 6 . We study English. Chinese, maths and so on (等等). 7 noon (中午) I get home and have lunch. At 1:30 I go to school again. Sometimes we play 8 football in the afternoon. I go home at 4:30. In the evening I do 9 homework. I go to bed at 10:00 and I go to sleep (入睡) very 10 .
( )1. A. get B. gets C. getting D. getting
( )2. A. often B. usually C. sometimes D. always
( )3. A. and B. or C. but D. so
( )4. A. Before B. After C. When D. If
( )5. A. lunch B. supper C. breakfast D. meal
( )6. A. easy B. different C. difficult D. hard
( )7. A. on B. On C. at D. At
( )8. A. the B. × C. a D. an
( )9. A. many B. a lot of C. any D. a lot
( )10. A. next B. soon C. first D. last
选词填空。请从方框内选择适当的词语完成这封信。
Writing, talking, sitting , playing, swimming , flying, sunny, studying, drawing, having
Dear Bob,
My name is Rich .I’m fourteen years old .I’m(1)__________ in a middle school .My school is nice and clean. There are 30 students in my class .It’s(2) _______ today . My classmates and I are(3) ________ a good time on the beach .It’s a nice place .The water is blue and clear . Many birds are(4) ________ over the sea .Many people are (5)_________ . Some boys are(6) _________ football . Some people are (7)________ on the beach . A girl is(8) _________ pictures on a chair .Another girl is (9)________ photos .I’m (10)_________to you ! What are you doing ? I hope you can write to me soon .
Best wishes! Rich
篇9：冀教版六年级英语下册教案
教学目标：
知识目标：
1、bought, taught and thought
2、the story
3、a song
能力目标：
1、past tense
2、where did you do
3、What did you do
情感目标：
When you play things, you must get good corporation with your players.
教学重点、难点：
1、I am throwing the basketball.
2、hitting and throwing
教具、学具：
some balls and story a tape and pictures
教学过程：
[=WWW.JXSJ.cn=]
一. Class opening and review
Review “ past tense” and “ future tense” verbs with a game. Write three columns of words on the blackboard and ask for volunteers to match them correctly. As each student makes a match, he or she says “Yesterday IXXXde. Today IXXX. Tomorrow I am going toXX.
Introduce
Add “buy” “teach” and “think” to your “today” column. Ask the students to give you the future tense for each verb and write them under your “tomorrow” column. Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to guess how they match with the present-tense verbs. Point out the similarities in spelling “bought” “taught” “thought”
Use the student book
Pause after Number 1 in the student book. Review the story so far. Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book. Who are they talking to
Note the word “player” in the lesson. A “players” plays something, such as a sport.
Practice
Play “What’s wrong” to practice the new past tense verbs, and other tenses and verbs.
Play “spelling Bee” to practice spelling any vocabulary in this unit.
Tech “Oh, what did you do” in Number 3 of the student book.
Use the activity book
Number 2 in the activity book is a listening exercise. The students listen to each sentence on the audiotape and change it into the past—tense. Here’s how the audiotape goes:
篇10：冀教版六年级英语下册教案
教学目标：
1、知识目标：能四会单词need,any,or;理解any，some的用法;能灵活使用句子We need some ping-pong balls. Do you have any balls Do you like this T-shirt or that T-shirt I like this one. Do you like these runners or those runners I want these runners.
2、能力目标：能利用所学的词汇和句子到商店买东西，提高综合语言运用能力,解决实际生活中的问题。
3、情感目标：让学生学会独立买东西，学会看价钱和计算价格。
教学重、难点：要求四会的单词和要求掌握的句式。
教具、学具准备：
1、单词卡片,运动服装,乒乓球,纸币，课后习题卡(每人一张)。
2、录音机或课件。
教学过程：
Class Opening and Review
1、分给学生不同的球，让学生自己说出I like to play XXXX. My favourite sport is XXXX./ I like XXXX best.
2、T: What’s this/that
S: It’s a T-shirt
T: Do you like this T-shirt or that T-shirt
S: I like this one.
T: What are these/those
S: They are runners.
T: Do you like these runners or those runners
S: I like/want these runners.
(设计意图：利用已有知识引出新知识，减小教学的难度，or在以前的教学中已多次用到，学生都已掌握，不必再多费时间，加深学生对this，that，these，those用法的印象为下面的学习做铺垫。)
New Concepts
1、If I want to play ping-pong，we need some ping-pong balls.Say “need”,please.让学生利用need造句。
2、Do you have any balls Say “any”,please.讲清some和any的用法，都跟可数名词的复数或不可数名词，如：some/any shorts;some/any soup;some用在肯定句中，any用在否定和问句中，举例说明。
3、完成课后习题。
4、听录音两至三遍。同时讲解美元和元的区别。如：one dollar，two dollars;one yuan，two yuan.练习一下如何问多少钱How much is it How much are they
5、布置商店的'环境，让学生根据课文编短剧，三、四人一组。
6、汇报演出。
(设计意图：本课是对话形式的课文教学，主要是环境的设置，要让学生在实际的生活环境中学习本文，首先要解决课文中的重难点，也就是新单词和一些主要句式，理清脉络。突破了重难点，理清了脉络，学生在表演对话时就没有很大的困难了。)
Class Clossing
Activity book
Homework
亲自到体育用品商店买一次东西并运用所学语言。
板书设计：
Lesson2、At the Sports Store
We need some ping-pong balls.
Do you have any balls
课后习题：
一.改错：
these book this runners some ball
those pencil that T-shirts any soups
二.选词填空：
1、Do you like XXXXXXT-shirt or XXXXXXT-shirt
2、Do you like XXXXXXshorts or XXXXXXshorts
3、We need XXXXXX ping-pong balls. Do you have XXXXXX balls
(any, some, these, those, this, that)
篇11：冀教版六年级英语下册教案
教学目标：
1、知识目标：能四会单词sport，ping-pong，badminton，basketball，soccer，T-shirt，shorts，runners;能灵活使用句子What’s your favourite sport My favoutite sport is XXXX./ I like XXXX best. What do you wear I wear XXXX ,XXXX andXXXX to play XXXX.
2、能力目标：能运用所学的英语词汇和句式解决体育运动中所遇到的问题。
3、情感目标：培养学生热爱运动的思想品质，提高对运动项目的认识。
教学重、难点：
要求四会的单词和要求掌握的句式。
教具、学具准备：
1、单词卡片，要求四会单词的实物，课后习题卡(每人一份)。
2、录音机或课件。
教学过程：
Class Opening and Review
1、Let’s guess. If you want to make supper/take a bath/watch TV/read books/buy things/play ping-pong. Where do you go
I go to the kitchen/the bathroom/the livingroom/the library/the store/the gym.
有必要的话，拿出这些词的卡片，进行复习一下。
(设计意图：这个环节的设置既复习了一些动词性词组，又引出了今天课文中提到的地点体育馆和商店。)
2、利用单词卡片What’s your favourite clothes My favourite clothes is XXXX.
也可以直接提问学生：Today is warm/cool,what are you wearing
What’s your favourite clothes
(设计意图：这个环节的设置用来复习服装的词汇，同时复习What’s your favourite XXXX这个句式，用这些词汇和句式引出新的服装词汇和新句式。)
New Concepts
1、利用复习二中的句式引出What’s your favourite sport学习单词sport，
出示单词卡片，联系朗读，拼读
并让学生模仿回答My favourite sport is ping-pong/badminton.
2、学生熟悉句式后，再利用实物和单词卡片学习单词basketball，soccer.
3、带入句式进行练习。可以是连接式练习，也可以小组练习。
4、告诉学生回答这个问题还可以使用一个更简单的句式I like XXXX best.
5、两人一组做问答练习。
6、让学生根据已有知识说出踢足球，打篮球都用play.
(设计意图：利用已有知识引出新知识，减小教学的难度，同时可以放手让学生自己说出新句式，教师加以指导就可以了，通过练习巩固新知。)
7、If you want to play basketball, what do you wear学习服装词汇I wear shorts，T-shirt.并引出runners,出示单词卡片，拼读单词，并让学生练习用这些词说一个句子。
8、两人一组练习这组句式。
9、听录音两遍，注意any和some,either和too的读音和用法。
10、完成课后习题并两人一组自编对话。
11、利用实物汇报演出。
(设计意图：学习第二部分内容时,要把either和too的用法提一下, any和some的用法留到第二课去解决。编对话的内容可根据完成习题的内容进行，并利用实物表演出来，运用于实际生活中。)
Class Clossing
Activity book
Homework
Draw your favourite sport and write your favourite sport.
板书设计：
Lesson 1、Ping-pong and Basketball
What’s your favourite sport
My favoutite sport is XXXX.
I like XXXX best.
What do you wear
I wear XXXX ,XXXX andXXXX to play XXXX.
课后习题：
一.填单词并连线：
bXXdmXXntXXn篮球T-shXX XXt运动鞋
pXXng-pXXng羽毛球shXX XXts T恤衫
sXXccXX XX乒乓球rXXnnXX XXs短裤
bXXskXXtbXXll足球
二.填空：
1、What’s your favourite sport
My favoutite sport is XXXX.
I like XXXX best.
2、What do you wear
I wear XXXX ,XXXX andXXXX to play XXXX.
篇12：冀教版六年级英语下册教案
教学目标：知识目标：1.bought, taught and thought
2.the story
3.a song
能力目标：1. past tense
2.where did you do?
3.What did you do?
情感目标：When you play things, you must get good corporation with your players.
教学重点、难点：1.I am throwing the basketball.
2.hitting and throwing
教具、学具：some balls and story a tape and pictures
教学过程：[=WWW.JXSJ.cn=]
一. Class opening and review
Review “ past tense” and “ future tense” verbs with a game. Write three columns of words on the blackboard and ask for volunteers to match them correctly. As each student makes a match, he or she says “Yesterday I___de. Today I___. Tomorrow I am going to__.
Introduce
Add “buy” “teach” and “think” to your “today” column. Ask the students to give you the future tense for each verb and write them under your “tomorrow” column. Then write “taught” “thought” “bought” in a different order than the other two columns, and ask the students to guess how they match with the present-tense verbs. Point out the similarities in spelling “bought” “taught” “thought”
Use the student book
Pause after Number 1 in the student book. Review the story so far. Today Jenny and Li Ming went to the store buy some clothes for Li Ming to the pictures in the student book. Who are they talking to?
Note the word “player” in the lesson. A “players” plays something, such as a sport.
Practice
Play “What’s wrong?” to practice the new past tense verbs, and other tenses and verbs.
Play “spelling Bee” to practice spelling any vocabulary in this unit.
Tech “Oh, what did you do?” in Number 3 of the student book.
Use the activity book
Number 2 in the activity book is a listening exercise. The students listen to each sentence on the audiotape and change it into the past—tense. Here’s how the audiotape goes:
板书：
Lesson4 Where did you go?
bought taught thought
Where did you do?
What did you do?
习题：
? 写出buy teach think 的过去式。
? 用Where did you do?练习说话。
? 用What did you do?练习说话。
篇13：冀教版三年级英语下册教案
冀教版三年级英语下册教案
Lesson 1 I’m Hungry! 一、教学目标： 知识目标 1、要求学生掌握下列单词eat、drink、table、food 2、能理解并能口头运用句子 I’m (hungry/thirsty)。 I want to (eat/drink)； 能力目标：能够在真实的环境中表达自己的需求。 情感目标：初步了解中西方饮食差异，注意饮食卫生及营养。 二、教学重点和难点：本课的四个单词和句子。 三、教具：录音机和磁带，手偶，教师用卡片和张贴画，实物，奖励用的金星。 四、学具：学生用小卡片。 五、教学过程： Step 1、（1）Greeting: Hello, boys and girls! How are you today ？ （2）师生同唱“I Love You”，（可以边做动作边唱） Step 2、引入课题：用张贴画出示本课主题图，引导学生：Who are they? 学生可以说出一些家庭成员的身份，（比如daughter, father, mother, son）.What are they doing？学生可以用汉语回答，从而引出本课要学的有关饮食的内容。（板书课题：Lesson 1） Step 3、利用卡片出示桌子，放录音。学生模仿读音，找同学领读，分组读。依次学习food ,eat ,drink,(在学习eat ,drink时教师可以加上动作,板书eat ,drink)鼓励发音不标准的学生多练习几遍，至读音标准。采用多种形式全班练习，利用小卡片组长组织练习，直至读熟。 Step 4、Game：（1）Quickly answer.（快速抢答） （2）Guessing words.（猜单词） Step 5、Practice in groups（小组之内组长组织练习上面游戏）。 Step 6、Demonstrate： (Introduce: want) T: I want a pencil. I want a pencil .May I have a pencil? I want a book, say together, class! Ss: I want a book.(Learn to say: want) Step 7、(板书I want to…)Use actions to demonstrate the new phrases。 T: I’m hungry. I want to eat .(揉搓自己的肚子，装出吃东西的样子)Eat ,eat. I’m thirsty .I want to drink .(摸着自己的喉咙，装出喝水的样子)Drink, drink. (Learn to say : hungry and thirsty). Step 8、Drill：练习举着有食物和饮料的卡片，引导学生完成下列句子。 T: (举着有食物的卡片)I’m hungry. I want to … Ss: Eat. T: (举着有饮料的卡片)I’m thirsty .I want to… Ss: Drink. Step 9、引导学生：Look! There’s a boy and a girl . Listen, what are they saying？听一听他们在说些什么？播放录音，看图学习句子。（配合手偶同时使用） 小组之内练习句子。表现好的一组奖励金星。 六、板书 Lesson 1 I’m Hungry! hungry→eat thirsty→drink table food Lesson 2 Meat、Chicken And Fish 一、教学目标： 知识目标： 1、要求学生掌握下列单词meat、chicken、fish 。 2、正确的听、说、口头运用数字eleven、twelve、thirteen、fourteen、fifteen。 3、能理解并能口头说句子 This food is good. 。 能力目标：通过图片，词语和对话理解句子所表达的意思，并能口头运用句子表达自己的感情；能听懂简单的指令和要求做出适当的反应。 情感目标：关注学生情感，继续关注饮食的营养卫生。 二、教学重点和难点：本课的八个单词和句子。 三、教具：录音机和磁带，课件，教师用卡片和本课主题图的张贴画，奖励用的小星和实物。 四、学具：学生用小卡片。 五、教学过程： Step 1、（1）Greeting: Hello, boys and girls! How are you today ？ （2）师生同唱“ONE, TWO,TIE MY SHOE”，（可以跟录音边做动作边唱） （3） 复习单词food ,eat ,drink,举起词汇卡片，让学生说出这些单词。 Step 2、引入课题：用张贴画出示本课主题图，引导学生看图：学生可以说出一些熟悉的食物的名称（比如bananas, apples, pears, grapes）.What is Danny saying？引出Danny的话：This food is good ! 说明good是一个我们可以用来描述食品的词。如果喜欢某种食物，我们就说Good food!或者This is good food!引出本课要学的有关饮食的.内容。（板书课题：Lesson 2 Meat、Chicken And Fish） Step 3、用课件出示meat，放音。学生模仿读音，找同学领读，分组读。依次学习chicken、fish。（同时将张贴画贴在黑板上并板书）鼓励发音不标准的学生多读几遍，至读音标准。采用多种形式全班练习，利用小卡片组长组织练习，直至读熟。 Step 4、播放录音，让他们指着书上的小图画看书跟读。 Step 5、Game：（1）Quickly answer.（快速抢答） （2）Guessing words.（猜单词） Step 6、Practice in group（小组之内组长组织练习上面游戏）。 Step 7、Demonstrate：eleven和twelve.课件出示十一个苹果，当学生数到ten的时候，教师接着说eleven，并让学生跟自己一起说. 依次学习(twelve, thirteen, thirteen、fourteen、fifteen将标有数字的张贴画挂在黑板上) Step 8、为了便于记忆解释为什么后面数字的结尾都有“teen”。播放录音，让学生看书跟读，同时还可以用手指来表示所说的数字。 Step 9、Drill：让全班学生跟老师一起数到11，然后让他们自己接着往下数，反复练习twelve, thirteen, thirteen、fourteen、fifteen. 教师举着1到15不同数目的物品（例如彩笔），让学生数数。采用多种形式全班练习，利用小卡片组长组织练习，直至掌握为止。表现好的小组奖励小笑脸。 Step 9、小组讨论对本课内容总结汇报，完成《活动手册》，练习完成写单词的部分。 六、板书 Lesson 2 Meat、Chicken And Fish meat、chicken、fish eleven、twelve、thirteen、fourteen、fifteen Lesson 3 Would you like some soup ? 一、教学目标： 1.要求学生掌握下列单词 noodles、dumplings、soup、rice 2.能理解并能口头运用句子 Would you like some … ? Yes, please./ No, thanks. 3.能在真实地环境中进行会话。 4.注意用餐中的礼节。 二、教学重点和难点：本课的四个单词和句子。 三、教具、学具： computers, radio, pictures, cards 四、教学过程： Step 1 Warm-up /Revision (1) Let’s chant. OK? Table food , table food， I’m hungry. I want to eat. Table food, table food, I’m thirsty. I want to drink. Table food, table food, Let’s eat. Let’s drink. (2) Play a game: Race and Write the numbers (from one to fifteen) (3) Make a dialogue using the food pictures they have: A: I’m hungry. I want to eat fish/chicken/meat. What about you? B: I’m hungry, too. I want to eat … Step 2 Presentation (1) Says: I have much food. They are delicious. Mm …good! Do you want to eat .OK? Let’s eat. Let’s learn. (2) Show the pictures: noodle, dumplings, soup, rice Let them read after you several times. (3)Ask: What’s your favourite food, noodles, dumplings, soup or rice? (4) Play a guessing game: Guess, what’s this? If you are right, the picture is for you. OK? (5) Present the dialogue by using computer and say: Today Jenny comes Li Ming’s house for supper. What do they eat? Let’s look. Then let them act it out. (6) Says: Do you want to be a host? How to treat your little guest. Look carefully. Present the dialogue of number 2. Explain “some more ”.Then let the students say after the tape or computer. Step 3 Practice (1) Practice the dialogue in three: A: Would you like some …? B: Yes, please. /No, thanks. A: Are you hungry now? B: No. (2) Act it out. At last you may find out which is the best gust. Give them some flowers. Step 4 Assessment (1) To have an interview with their families and friends using the dialogue we have learned. (2) Draw and write down the food you like.五、板书 Lesson 3 Would you like some soup ? Noodles dumplings Would you like some ｛soup ? Yes, please./ No, thanks. Rice Lesson 4: Vegetables and Fruit 一、教学目标： 知识目标：vegetables fruit morning afternoon evening Do you like _____? I like ______. I don’t like _____. 能力目标：能够表达自己喜欢或不喜欢的食物。 情感目标：培养学生健康饮食，不偏食的习惯。 二、教学重难点：学会使用句子： I like/ don’t like ______. 表达自己喜欢什么食物。 三、教具学具：蔬菜水果粘贴画，哭脸和笑脸卡片，学生自画的喜欢的食物图片，单词卡片等。 四、教学过程： Step I：Greeting and Revision: 1. Greeting 2. Sing “the fruit song” Play the audiotape to sing the song together as the students show their pictures. 3. Ask students to introduce their food pictures to their partners to exercise “Would you like _______? Yes, please! / No, thanks!” if necessary, the teacher should give an example. Step II: New class Part I : Do You Like This 1.T: This is my picture. This is _____.(Point to one fruit in the picture) I like _____.(Show the happy face to explain “like”.) would you like ______? S: Yes, please./ No, thanks. T: I like ______.(Show happy face) Do you like ______? S: Yes/ No T: I don’t like______.(Show the sad face) Do you like _____? S: Yes/No 2.Ask students to exercise with their pictures in pairs like the teacher, then show in front. 3.Game named “Finding Frie篇14：冀教版六年级英语下册教案
教学目标：
1、学生能正确说、读、写、用forget、remember
2、学生能用下列句子进行会话：
Do you remember this? Yes, it is a . (No, I forget.)
教学重点：
1、学生能正确说、读、写、用forget、remember
2、学生能熟练运用下列句子进行会话：
Do you remember this? Yes, it is a . (No, I forget.)
教学难点：学生能用下列句子进行会话：
Do you remember this? Yes, it is a . (No, I forget.)
教 具：词卡、录音机
课 时：1课时
教学过程：
一、问侯：
二、唱歌：
三、操练：复习25课单词
四、教授forget、remember
1、示范：
教师装作忘记然后又想起某物体的英语名称，如：装作忘记怎样说bag
和 book，教师用手势和面部表情让学生看明白意思，指关物体进行下列对话：
师：What is this? I forget how to say it in English. I forget. Say it, please, class.
生：I forget.
师：Oh, I remember. It’s a bag. I remember. Say it, please,class.
生：I remember.
然后，师再指另一件物品，
师：I forget what this is. What’s this? Do you remember?
生：It’s a book.
师：Oh, yes, you remember. Now I remember, too.
2、跟读课文录音：
3、练习：用游戏“Go Fish”的'变化形式做游戏。在游戏中，一生向另一生展示一张卡片并问：Do you remember this? 如对方有这张卡片，便回答：Yes, it is a . 如对方没有这张卡片，则回答No, I forget.
4、角色扮演：
5、《活动手册》 No.1
6、游戏：
五、结束本课教学：
作业：1、熟练本课对话
2、做《活动手册》
板书：
Lesson 26 Looking at Picture
remember forget
Do you remember this?
Yes, it is a .
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