第一篇：新目標(biāo)大學(xué)英語教案8

Unit 8 Be Creative(1)

I.Before reading Class

Class Hours: 6 hours II.Teaching Aims and Requirements:

1.Express themselves freely on the topic of creativity.2.Related Information of the Text 3.New Words Learning and Practice 4.Grasp and apply the skill of using a concept map to sort ideas in an essay 5.Understand how to encourage creativity and creative thinking 6.Master the key language points and use them in different contexts---words and expressions related to creativity---collocations of different classifiers before nouns---word formation: compound adjectives 7.Translate different expressions for definition 8.Write a definition paragraph III.Class Procedures

1.Listening and Speaking(30 minutes)1)Listening(10 minutes)a)Introductory remarks: We tend to speak of creativity as inventing new things, but in fact the root of the word means “grow”.Therefore, creativity is not something to be taught;rather it has to be nurtured.In fact every child is an artist, but how one can stay that way as he/she grows up is a big concern for education administrators, business entrepreneurs as well as policy-makers.The seeds of creativity are not supposed to be contained in any standardized, prescribed form of thinking or doing.One should be allowed time and space to think outside the box and to experiment with innovative ideas.Walt Disney's success in “imagineering” shows that more often creativity bears fruit out of the eternal tug of war between wishful thinking and down-to-earth workmanship.b)Listening Material Nonverbal Communication

Experiences, 1)______, and smells fuel creativity.Sitting still won’t bring new 2)______ in but experimenting and trying new things will 3)____ our creativity.George Bernard Shaw told us, “You see things;and you say, ‘Why?’ But I dream things that never were;and I say, ‘Why not’?” Sir Ken Robinson, an 4)_____________ recognized expert in education leadership and 5)_________, has described creativity as “the process of having 6)______ ideas that add value”.That is a 7)_____________ definition.The real difficulty comes in actually being able to think 8)_________ or “out of the box”.It is a very 9)____ and valuable skill to be able to 10)____________ ideas that are truly original and different from anything currently out there.Keys: 1)sights

2)ideas

3)jog 4)internationally

5)innovation

6)original 7)straightforward

8)differently

9)rare 10)come up with 2)Speaking(20 minutes)a)Introductory remarks:

Answer the questions and discuss them with your partners.Q:How do you understand the phrase “thinking out of the box”? Discuss with your partner where you could use it, supporting yourself with evidence.(Have you ever heard or read anything interesting that could be described as “out of the box”?)

2.Related Information of the Text

(15minutes)1)Related Information

a)Ken Robinson

Sir Ken Robinson Ph.D.: An internationally recognized leader in the development of creativity, innovation and human potential.He is also one of the world’s leading speakers and has had a profound impact on audiences globally.Born in the UK, he now lives in Los Angeles.b)BBC’s Question Time

Question Time is a topical debate BBC television program in the United Kingdom, based on the radio program Any Questions? The show typically features politicians from at least the three major political parties as well as other public figures who answer pre-selected questions put to them by a carefully chosen audience.The independent production company Mentorn has made the program for the BBC since 1998.c)Michael Gove Michael Andrew Gove is a British Conservative Party politician and the Member of Parliament for Surrey Heath.He is also an author and a former journalist for The Times newspaper.Born in Edinburgh, Gove was raised in Aberdeen and began his career as a journalist.He was first elected to Parliament in 2005 for the safe Conservative seat of Surrey Heath in South East England.He was later promoted to the Shadow Cabinet in 2007 as the Shadow Secretary of State for Children, Schools and Families.After the formation of the Coalition Government in 2010, Gove was then appointed Secretary of State for Education.After the General Election in May 2015 he became Secretary of State for Justice.d)Hans Zimmer Hans Florian Zimmer(born 12 September, 1957)is a German film composer and music producer.He has composed music for over 150 films, including award-winning film scores for The Lion King(1994), Crimson Tide(1995), The Thin Red Line(1998), Gladiator(2000), The Last Samurai(2003), The Dark Knight(2008), Inception(2010), and 12 Years a Slave(2013).Zimmer spent the early part of his career in the United Kingdom before moving to the United States.He is the head of the film music division at DreamWorks studios and works with other composers through the company which he founded, Remote Control Productions.Zimmer's works are notable for integrating electronic music sounds with traditional orchestral arrangements.He has received four Grammy Awards, three Classical BRIT Awards, two Golden Globes, and an Academy Award.He was also named on the list of Top 100 Living Geniuses, published by The Daily Telegraph.3.New Words Learning and Practice(25minutes)1)New Words Learning(15 minutes)① curriculum: n.the subjects that are included in a course of study or taught in a school, college, etc.E.g.Spanish is on the curriculum.The national curriculum states that students aged 11 to 14 must study six areas of knowledge.the national curriculum: 全國公修課 curriculum vitae(CV): 簡歷，履歷

Applicants interested in applying for the position should submit their CVs to the company no later than this coming Friday.② pulse: n.the ideas, opinions, or feelings a group in society have at a particular time The White House insists that the president is in touch with the pulse of the black community.③ essential: adj.completely necessary;extremely important in a particular situation or for a particular activity The museum is closed while essential repairs are being carried out.The charity will be taking food and essential supplies to six refugee camps.④ dynamic(Para.2): adj.always changing and making progress South Asia continues to be the most dynamic economic region in the world.We want you to be part of our young and dynamic team.⑤ discipline(Para.2): n.an area of knowledge;a subject that people study or are taught, especially in a university The new recruits were drawn from a range of academic disciplines.Management is a discipline which has its own characteristics and applies to any type of organization.⑥ analogy(Para.2): n.a comparison of one thing with another thing that has similar features The teacher drew an analogy between the human heart and a pump.There's no analogy between his position and yours.⑦ capacity(Para.4): n.the ability to understand or to do sth.She has an enormous capacity for hard work.Limited resources are restricting our capacity for developing new products.⑧ promote(Para.5): v.a)to help sth.to happen or develop The association is intended to promote an understanding of the culture of the Arab world.promote awareness of environmental issues b)to help sell a product, service, etc.or make it more popular by advertising it or offering it at a special price She worked hard and was soon promoted.He has been promoted to general sales and marketing manager.⑨ scale(Para.6): n.a set of notes played or sung in order, going up or down音階

Let us summarize the ground rules for scale playing.practice scales: to perform the notes of a scale as an exercise for the fingers or voice ⑩ flourish: v.a)to develop quickly and be successful

Few businesses are flourishing in the present economic climate.b)to grow well;to be healthy and happy

These plants flourish in a damp climate.2)Practice in New Words(10 minutes)

Have students do Exercise 4 and practice core words related to the text

Fill in the blanks with the words listed below.Make changes where necessasry.Acquire ambition Flourish genuine

discipline motivate

dynamic appetite

facilitate talent ① In a class about writing, extensive practice is the only means of assuring ____ improvement.② IT is a very comprehensive______ of creativity and practicality.③ Friendly contacts between the two countries ____ cultural and economic terchange.④ It takes two people to make a partnership and both of you bring your own unique skills, _____, and personalities.⑤ To maintain a competitive advantage in today’s fast-paced world, organizations need to ______ and engage all their employees.⑥ The new resaurants are meeting consumers’ growing _____ for better quality ingredients and unusual spices.⑦ Life is _____ and constantly changing.Because of that, your direction is much more important than your position.⑧ If you prefer learning new knowledge by reading, you will probably end up a sort of learner who _______ knowledge by sight.⑨ My singing talent has ______ due to the boost of confidence I gained whilst volunteering in the carnival.⑩ The government’s programme shows its _______ to moernize the raliway network.Keys: ① Genuine ② Discipline ③ Facilitate ④ Talents ⑤ Motivate 4.Reading Skill(15 minutes)1)Sorting ideas using a concept map A concept map is a type of graphic organizer that explains the connection between ideas, helping readers organize and structure their thoughts to further understand information and discover new relationships.Most concept maps present a hierarchical

⑥ Appetite ⑦ Dynamic ⑧ Acquires ⑨ Flourished ⑩ ambition structure, with the broad concept first, and connected sub-topics or more specific concepts following.Readers may sort ideas using a concept map by identifying: ? the overall concept, or main idea of the passage ? the sub-topics, or more specific concepts ? the connection between the ideas and the logic in information organization 2)Text Organization Main idea: In this text, the author disagrees with Michael Gove’s plans for the national curriculum and illustrates creativity in his own way.5.Word formation 1)“Classifier + Noun” Construction In English different nouns usually go with different classifier, though some classifiers can go with different nouns with differences in meaning, as shown in the box on the next slide.This is quite different in Chinese, where a classifier can be used with many different nouns, as in the case of “群”.More examples: a chain of accidents(一連串事件)a piece of furniture(一件家具)

2)Compound adjectives Compound adjectives are adjectives that are composed of more than a single word.They are usually formed with the use of a hyphen: e.g.long-term, Oscar-winning, high-performing.Compound adjectives are more of a compact way to modify a head noun than an attributive clause.In formal writing, compound adjectives are sometimes used in succession before a noun to add impact to the description.Compound adjectives are useful for expressing new complex concepts and will make language structures simpler and easier to use.6.Writing

1)Writing a definition paragraph A definition paragraph explains what a term means, and shares ideas and knowledge by giving facts and information.The writer‘s purpose is to increase readers’ knowledge, and to increase comprehension of a concept or a subject.When writing a definition paragraph, you should: ? introduce the term being defined ? present the unique information or facts about the term ? explain the functions and relationships the term carries When providing definitions to develop and explain the topic, you need to: ? study the characteristics of the term ? find out the category the term falls into ? figure out its functions which differentiate it from other terms ? sort out its relationships with other terms 2)Expressions for definition

7.Homework(1 minute)1)Exercises in the textbook 2)A composition 8.Time for Questions(4 minutes)Ⅳ.Teaching Methods ? Communicative Approach ? Leaner-centered Teaching ? Task-based Learning ? Translation Method ? Multimedia Approach Ⅴ.Blackboard Design(3 minutes)

Ⅵ Conclusion

Ⅶ Homework Review what we have learned and employ the reading skill to do Reading Comprehension part on P10.Ⅷ After-class Reflection

第二篇：新目標(biāo)九年級英語教案

篇一：人教版新目標(biāo)九年級英語全冊學(xué)案及教學(xué)設(shè)計【經(jīng)典推薦】 九年級英語學(xué)案及教學(xué)設(shè)計

unit 1 how do you study for a test？

一、教學(xué)目標(biāo)

1、語言目標(biāo) 1）詢問別人的學(xué)習(xí)方法

2）學(xué)習(xí)討論各種學(xué)習(xí)方法和策略，學(xué)會評價各種學(xué)習(xí)方法的優(yōu)劣

2、知識目標(biāo)1）how do you study for a test？ i study by ving.2)the way to do sththe way of doing sth have trouble doing sth 的用法

3、能力目標(biāo) 1）通過討論找到適合自己的學(xué)習(xí)方法，找出自己在英語學(xué)習(xí)中的困難 2）學(xué)會給出關(guān)于學(xué)習(xí)方法的建議

二、重點知識

1、重點單詞

基本要求：會讀、會寫、會用。

2、重點短語

make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sthend up spoken english practice doing sth too much look up make vocabulary liststry one`s best to do sth 基本要求： 會讀、會寫、會用。

3、重點語法 1）how 引起的特殊疑問句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含義，學(xué)以致用。

三、導(dǎo)學(xué)案 section a ● 例析導(dǎo)學(xué)

1、they also have fun。fun n.樂趣，玩笑 【拓展】 1）have fun 意為―過的快活‖相當(dāng)于enjoy oneself have a good time例如：you are sure to have fun at the party。

2）have fun doing sth 意為―開開心心做謀事‖

例如： the children are having fun playing this game.類似的結(jié)構(gòu)還有have trouble /problems experience doing sth

2、?and then end up speaking in chinese.end up 結(jié)束,后接動詞的v-ing形式 end up with 以??結(jié)束,以??而告終 例如: the game ended up with a song.【拓展】 end 作名詞

1.端，尖，末端，終點 例如： the end of the year 2.邊緣；極點，極限例如：the end of the road 3.結(jié)局，結(jié)果。例如：the end of the story

3、??joining the english club at school was the best way to improve her english.the best way to do sth 做謀事的最好方法

【拓展】 1)way 方式 , 方法 有兩種用法the way to do sth the way of doing sth 例如: this is the best way to solve the problem.或 this is the best way of solving the problem.2)way 道路 the way to sw eg.on one‘s way to 其中to 是介詞后面跟表示地點的名詞做賓語 例如: he got lost and couldn‘t find his way home.4、do you ever practice conversations with your friends ? 1)ever adv.曾經(jīng)

【拓展】一般用于疑問句,否定句中,表示頻率。類似的詞還有always，usually，often，sometimes，hardly，ever，never，用在行為動詞之前，助動詞之后。2）practice n。& v.練習(xí),實習(xí),實踐, practice doing sth.練習(xí)干某事

例如:he practices running every morning.5、i‘ve learned a lot that way.a lot 很多,非常

【拓展】1)在句中做主語例如:a lot has been done about it.2)在句中做賓語 例如: you have done a lot for him.3)在句中做狀語 ,且可修飾比較級

例如: he feels a lot better today.4)a lot of 或 lots of 可修飾不可數(shù)名詞和可數(shù)名詞復(fù)數(shù)

例如:there are lots of differences between them.6、she added that having conversations with friends was not helpful at all.add v.增加 ,補(bǔ)充說 , 繼續(xù)說

【拓展】 1)add sth to sth.添加 ,增加

例如: if you add five to nine ,you will get fourteen.2)add up to 總計 例如: these numbers add up to 177.● 專項練習(xí)選擇填空

1.the boys are going to have fun ____the picture.a.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____.a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom.a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese.a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province.a.in;tob.to;toc.on;tod.in;to ●句析導(dǎo)學(xué)

1.how do you study for a test? i study by listening to tapes.你怎樣學(xué)習(xí),準(zhǔn)備應(yīng)考？通過聽錄音。

how是用來提問―怎么，怎樣‖的疑問詞，引導(dǎo)一個特殊疑問句，經(jīng)常用by加動詞的ving形式，表示―通過??方式，方法‖或―借助某種手段‖

例如： how do you usually go to school ？ i go to school by bus。he makes a living by working on the farm。

2.what about listening to tapes？ 聽錄音怎么樣？

what about ?？相當(dāng)于how about?？后面可跟名詞、代詞或動詞ving形式。常用來提出建議，征求意見或詢問情況。相類似句子有why not +v?？let?s +v.shall we +v ? you‘d better +v.what abou /how about going boating with us ? 3.it‘s too hard to understand the voices.語音難以理解。

too +adj /adv +to do 表示‖太??而不能??‖,句中it是形式主語,真正主語是動詞不定式?？膳cso?that 和enough?to do sth 改寫.例如: it‘s too heavy for me to caryy the box.it isn‘t light enough for me to carry the box.it‘s so heavy that i can‘t carry the box.4、?he finds watching movies frustrating because the people speak too quickly.watching movies 動名詞做賓語,frustrating 形容詞做賓語補(bǔ)足語 find +賓語+形容詞 發(fā)現(xiàn)??例如: he finds english interesting.不定式做賓語時,用find it adj.for sb.to do sth he found it difficult to pass the exam.● 專項練習(xí)

1.let the students make conversations about their own way of learning english, and how long he or she used it ,how he or she learns from it.2.let the students ask and answer in pairs according to the learning way of 3a.talk about their ways of learning english.● 教學(xué)設(shè)計

本節(jié)課以英語學(xué)習(xí)為話題，重點是介紹英語學(xué)習(xí)的方法，section a 就是緊緊圍繞該話題，以聽說方式展開學(xué)習(xí)運用的。教學(xué)目標(biāo)

知識目標(biāo)：

1、會寫，會讀，會用本節(jié)課的重點單詞短語。

2、熟練運用how 引起的特殊疑問句及by的用法。能力目標(biāo)

1、能夠聽懂有關(guān)學(xué)習(xí)方法的簡短對話。

2、能運用how和 by來介紹學(xué)習(xí)方法進(jìn)行對話練習(xí)。教學(xué)重難點

1、熟記重點單詞短語。

2、how對方式方法來提問及by的用法 課型：聽說課 教學(xué)過程 預(yù)習(xí)詞匯

布置學(xué)生預(yù)習(xí)section a的詞匯，能夠根據(jù)音標(biāo)讀出單詞并了解漢語意思，使學(xué)生養(yǎng)成自主學(xué)習(xí)的習(xí)慣。課前朗讀 朗讀本課的新單詞、短語等，先領(lǐng)讀后齊讀的方式，領(lǐng)讀保證了發(fā)音的正確性，齊讀進(jìn)一步加強(qiáng)了訓(xùn)練，課前朗讀可使學(xué)生快速進(jìn)入學(xué)習(xí)狀態(tài)，養(yǎng)成良好的學(xué)習(xí)習(xí)慣。

一、新課導(dǎo)入

1．檢查詞匯預(yù)習(xí)：

讓學(xué)生朗讀本課的重點單詞和短語，注意發(fā)音。對個別單詞的發(fā)音進(jìn)行強(qiáng)調(diào)和糾正，并將發(fā)音歸類。

2．展示新知識：新學(xué)期開始，讓學(xué)生以如何學(xué)好英語來展開討論，從而引出how引起的特殊疑問句，從而導(dǎo)入本課的話題。3．專項練習(xí)

1）讓學(xué)生根據(jù)section a中的1a第一人稱來練習(xí)how do you study for a test ？ i study by?這個句式，讓學(xué)生根據(jù)自己的實際情況來進(jìn)行模仿性練習(xí)。

2）讓學(xué)生進(jìn)一步作對話練習(xí)，展開小組合作，并討論一下，這個學(xué)習(xí)方法的好處和優(yōu)點，對how 引起的特殊疑問句，the way和improve等詞的用法進(jìn)行綜合操練。

二、聽力訓(xùn)練 1．多層聽 聽（1）：通過聽力，了解對話中人物不同的學(xué)習(xí)方法，此項活動可以更好的練習(xí)掌握本單元的詞匯短語。聽（2）：通過聽力，判斷一下所聽到的句子是那些。

聽（3）對聽力材料進(jìn)行進(jìn)一步的練習(xí)，找出你所聽到問題的答案，提高了難度，也加深了對聽力材料的理解。

以上活動有易到難，實現(xiàn)了材料的一材多用，使學(xué)生確實得到了更為扎實有效的聽力訓(xùn)練。2．聽后說

因為聽力材料有一定的難度，學(xué)生在回答問題，講答案的同時就進(jìn)行了一個說的過程。

三、對話處理 1．讀前聽 聽（1）：讓學(xué)生根據(jù)聽力內(nèi)容進(jìn)行對話練習(xí)，練習(xí)how以引起的特殊疑問句。聽（2）：聽后，選擇答案，也就是完成2b。聽力結(jié)束后，先讓學(xué)生小組內(nèi)交流答案，再以小組的形式向其他同學(xué)公布答案。然后讓學(xué)生根據(jù)聽力內(nèi)容進(jìn)行對話練習(xí)。

以上對同一聽力內(nèi)容進(jìn)行了輛次練習(xí)，該設(shè)計主要是在靈活運用教材的基礎(chǔ)上，使篇二：人教版新目標(biāo)九年級英語最全教案 九年級全一冊英語學(xué)案及教學(xué)設(shè)計

unit 1 how do you study for a test？

一、教學(xué)目標(biāo)

1、語言目標(biāo) 1）詢問別人的學(xué)習(xí)方法

2）學(xué)習(xí)討論各種學(xué)習(xí)方法和策略，學(xué)會評價各種學(xué)習(xí)方法的優(yōu)劣

2、知識目標(biāo)1）how do you study for a test？ i study by ving.2)the way to do sththe way of doing sth have trouble doing sth 的用法

3、能力目標(biāo) 1）通過討論找到適合自己的學(xué)習(xí)方法，找出自己在英語學(xué)習(xí)中的困難 2）學(xué)會給出關(guān)于學(xué)習(xí)方法的建議

二、重點知識

1、重點單詞

基本要求：會讀、會寫、會用。

2、重點短語

make mistakes be afraid to do sth laugh at enjoy doing sth the way to do sth have trouble doing sthend up spoken english practice doing sth too much look up make vocabulary liststry one`s best to do sth 基本要求： 會讀、會寫、會用。

3、重點語法 1）how 引起的特殊疑問句及其回答 2）the way to do sth the way of doing sth have trouble doing sth 的用法 基本要求：理解其含義，學(xué)以致用。

三、導(dǎo)學(xué)案 section a ● 例析導(dǎo)學(xué)

1、they also have fun。fun n.樂趣，玩笑 【拓展】 1）have fun 意為―過的快活‖相當(dāng)于enjoy oneself have a good time例如：you are sure to have fun at the party。

2）have fun doing sth 意為―開開心心做謀事‖

例如： the children are having fun playing this game.類似的結(jié)構(gòu)還有have trouble /problems experience doing sth

2、?and then end up speaking in chinese.end up 結(jié)束,后接動詞的v-ing形式 end up with 以??結(jié)束,以??而告終 例如: the game ended up with a song.【拓展】 end 作名詞

1.端，尖，末端，終點 例如： the end of the year 2.邊緣；極點，極限例如：the end of the road 3.結(jié)局，結(jié)果。例如：the end of the story

3、??joining the english club at school was the best way to improve her english.the best way to do sth 做謀事的最好方法

【拓展】 1)way 方式 , 方法 有兩種用法the way to do sth the way of doing sth 例如: this is the best way to solve the problem.或 this is the best way of solving the problem.2)way 道路 the way to sw eg.on one‘s way to 其中to 是介詞后面跟表示地點的名詞做賓語 例如: he got lost and couldn‘t find his way home.4、do you ever practice conversations with your friends ? 1)ever adv.曾經(jīng)

【拓展】一般用于疑問句,否定句中,表示頻率。類似的詞還有always，usually，often，sometimes，hardly，ever，never，用在行為動詞之前，助動詞之后。2）practice n。& v.練習(xí),實習(xí),實踐, practice doing sth.練習(xí)干某事

例如:he practices running every morning.5、i‘ve learned a lot that way.a lot 很多,非常

【拓展】1)在句中做主語例如:a lot has been done about it.2)在句中做賓語 例如: you have done a lot for him.3)在句中做狀語 ,且可修飾比較級

例如: he feels a lot better today.4)a lot of 或 lots of 可修飾不可數(shù)名詞和可數(shù)名詞復(fù)數(shù)

例如:there are lots of differences between them.6、she added that having conversations with friends was not helpful at all.add v.增加 ,補(bǔ)充說 , 繼續(xù)說

【拓展】 1)add sth to sth.添加 ,增加

例如: if you add five to nine ,you will get fourteen.2)add up to 總計 例如: these numbers add up to 177.● 專項練習(xí)選擇填空

1.the boys are going to have fun ____the picture.a.drawb.to drawc drew d drawing 2.i am sorry i took your umbrella _____.a.because mistake b.with mistake c.by mistake d.by mistakes 3.can‘t you see tom and jim _____football? a.playingb.playc.to play d.played 4.my english teacher was very angry ______tom.a.atb.about c.withd.on 5.his mother is strict _____.a.with himb.with he c.in himd.in he 6.when we practice english speaking ,we shouldn‘t end up ____in chinese.a.speak b.speaking c.to speaking d.with speak 7.let‘s go swimming if it ____hot tomorrow.a.will be b.would be c.is d.is going to be 8.taiwan is ____the est of china and _____the west of fujian province.a.in;tob.to;toc.on;tod.in;to ●句析導(dǎo)學(xué)

1.how do you study for a test? i study by listening to tapes.你怎樣學(xué)習(xí),準(zhǔn)備應(yīng)考？通過聽錄音。

how是用來提問―怎么，怎樣‖的疑問詞，引導(dǎo)一個特殊疑問句，經(jīng)常用by加動詞的ving形式，表示―通過??方式，方法‖或―借助某種手段‖

例如： how do you usually go to school ？ i go to school by bus。he makes a living by working on the farm。

2.what about listening to tapes？ 聽錄音怎么樣？

what about ?？相當(dāng)于how about?？后面可跟名詞、代詞或動詞ving形式。常用來提出建議，征求意見或詢問情況。相類似句子有why not +v?？let?s +v.shall we +v ? you‘d better +v.what abou /how about going boating with us ? 3.it‘s too hard to understand the voices.語音難以理解。

too +adj /adv +to do 表示‖太??而不能??‖,句中it是形式主語,真正主語是動詞不定式?？膳cso?that 和enough?to do sth 改寫.例如: it‘s too heavy for me to caryy the box.it isn‘t light enough for me to carry the box.it‘s so heavy that i can‘t carry the box.4、?he finds watching movies frustrating because the people speak too quickly.watching movies 動名詞做賓語,frustrating 形容詞做賓語補(bǔ)足語 find +賓語+形容詞 發(fā)現(xiàn)??例如: he finds english interesting.不定式做賓語時,用find it adj.for sb.to do sth he found it difficult to pass the exam.● 專項練習(xí)

1.let the students make conversations about their own way of learning english, and how long he or she used it ,how he or she learns from it.2.let the students ask and answer in pairs according to the learning way of 3a.talk about their ways of learning english.● 教學(xué)設(shè)計

本節(jié)課以英語學(xué)習(xí)為話題，重點是介紹英語學(xué)習(xí)的方法，section a 就是緊緊圍繞該話題，以聽說方式展開學(xué)習(xí)運用的。教學(xué)目標(biāo)

知識目標(biāo)：

1、會寫，會讀，會用本節(jié)課的重點單詞短語。

2、熟練運用how 引起的特殊疑問句及by的用法。能力目標(biāo)

1、能夠聽懂有關(guān)學(xué)習(xí)方法的簡短對話。

2、能運用how和 by來介紹學(xué)習(xí)方法進(jìn)行對話練習(xí)。教學(xué)重難點

1、熟記重點單詞短語。

2、how對方式方法來提問及by的用法 課型：聽說課 教學(xué)過程 預(yù)習(xí)詞匯

布置學(xué)生預(yù)習(xí)section a的詞匯，能夠根據(jù)音標(biāo)讀出單詞并了解漢語意思，使學(xué)生養(yǎng)成自主學(xué)習(xí)的習(xí)慣。課前朗讀

朗讀本課的新單詞、短語等，先領(lǐng)讀后齊讀的方式，領(lǐng)讀保證了發(fā)音的正確性，齊讀進(jìn)一步加強(qiáng)了訓(xùn)練，課前朗讀可使學(xué)生快速進(jìn)入學(xué)習(xí)狀態(tài)，養(yǎng)成良好的學(xué)習(xí)習(xí)慣。

一、新課導(dǎo)入

1．檢查詞匯預(yù)習(xí)：

讓學(xué)生朗讀本課的重點單詞和短語，注意發(fā)音。對個別單詞的發(fā)音進(jìn)行強(qiáng)調(diào)和糾正，并將發(fā)音歸類。

2．展示新知識：新學(xué)期開始，讓學(xué)生以如何學(xué)好英語來展開討論，從而引出how引起的特殊疑問句，從而導(dǎo)入本課的話題。3．專項練習(xí)

1）讓學(xué)生根據(jù)section a中的1a第一人稱來練習(xí)how do you study for a test ？ i study by?這個句式，讓學(xué)生根據(jù)自己的實際情況來進(jìn)行模仿性練習(xí)。

2）讓學(xué)生進(jìn)一步作對話練習(xí)，展開小組合作，并討論一下，這個學(xué)習(xí)方法的好處和優(yōu)點，對how 引起的特殊疑問句，the way和improve等詞的用法進(jìn)行綜合操練。

二、聽力訓(xùn)練 1．多層聽 聽（1）：通過聽力，了解對話中人物不同的學(xué)習(xí)方法，此項活動可以更好的練習(xí)掌握本單元的詞匯短語。聽（2）：通過聽力，判斷一下所聽到的句子是那些。

聽（3）對聽力材料進(jìn)行進(jìn)一步的練習(xí)，找出你所聽到問題的答案，提高了難度，也加深了對聽力材料的理解。

以上活動有易到難，實現(xiàn)了材料的一材多用，使學(xué)生確實得到了更為扎實有效的聽力訓(xùn)練。2．聽后說

因為聽力材料有一定的難度，學(xué)生在回答問題，講答案的同時就進(jìn)行了一個說的過程。

三、對話處理 1．讀前聽 聽（1）：讓學(xué)生根據(jù)聽力內(nèi)容進(jìn)行對話練習(xí)，練習(xí)how以引起的特殊疑問句。聽（2）：聽后，選擇答案，也就是完成2b。聽力結(jié)束后，先讓學(xué)生小組內(nèi)交流答案，再以小組的形式向其他同學(xué)公布答案。然后讓學(xué)生根據(jù)聽力內(nèi)容進(jìn)行對話練習(xí)。

以上對同一聽力內(nèi)容進(jìn)行了輛次練習(xí)，該設(shè)計主要是在靈活運用教材的基礎(chǔ)上，使篇三：人教版新目標(biāo)英語 初三 英語教學(xué)案例---不妨空手進(jìn)課堂 背景

《英語課程標(biāo)準(zhǔn)》提出學(xué)生的發(fā)展是英語課程的出發(fā)點和歸宿。英語課程在目標(biāo)設(shè)定、教學(xué)過程、課程評價和教學(xué)資源的開發(fā)等方面都突出以學(xué)生為主體的思想。課程實施應(yīng)成為學(xué)生在教師指導(dǎo)下構(gòu)建知識、提高技能、磨礪意志、活躍思維、展現(xiàn)個性、發(fā)展心智和拓展視野的過程。教師應(yīng)在教學(xué)過程中有意識的加以適當(dāng)?shù)囊龑?dǎo)，激發(fā)學(xué)生對于掌握一門外語的迫切需要性，引發(fā)他們學(xué)習(xí)的積極性和主動性，充分發(fā)揮學(xué)生在課堂上的主體作用。一堂成功的課，應(yīng)該讓學(xué)生自始至終掌握主動權(quán)，教師只是充當(dāng)“組織者” “促進(jìn)者、”“合作者、”“咨詢者、”“參與者、”“引導(dǎo)者、”“顧問”等多種角色，最大限度地給學(xué)生提供參與的機(jī)會，學(xué)生的主體性得到了體現(xiàn)，自然就產(chǎn)生了求知和探究的欲望，也就把學(xué)習(xí)當(dāng)作一件樂事。問題的發(fā)現(xiàn)與解決

上課鈴響了，我匆匆忙忙地趕往教室，猛然發(fā)現(xiàn)自己只帶了剛批好的作業(yè)本，而忘帶了教課書、備課筆記和教學(xué)參考，心里不由一陣慌亂。回辦公室去拿，豈不是要耽誤時間？可現(xiàn)在兩手空空，又恐怕要誤人子弟。

師生問候完畢，學(xué)生在靜靜地等候我的下文，面對三十多雙期待的眼睛，我一邊暗暗慶幸備課時認(rèn)真地鉆研了教材，心中有一些底，一邊腦子急速轉(zhuǎn)動，想著對策。英語新課程標(biāo)準(zhǔn)不是強(qiáng)調(diào)要把課堂還給學(xué)生嗎？我何不“偷”一回“懶”，讓學(xué)生給我上一堂課。于是，我向?qū)W生坦白了我的尷尬處境，并與學(xué)生商量：“老師什么也沒帶，這節(jié)課你們來教我吧。”學(xué)生一陣驚愕，一片嘩然，繼而躍躍欲試。一堂師生角色互換、別具一格的英語課拉開了帷幕： teacher（故作疑惑）：what we will learn today？ the students answered together and loudly，unit1 < my new teachers> part a let’s talk.一學(xué)生上黑板寫題目，一筆一畫，極為認(rèn)真，頗有老師的架勢。teacher：who can help me review the words in part a let’s learn ? 學(xué)生們躍躍欲試，臉上抑制不住興奮，他們也許為能幫助老師而自豪，也許為自己學(xué)有用武之地而快樂。我請了一位平時學(xué)習(xí)成績中等的同學(xué)，只見他迅速地拿著自己的學(xué)生卡片來到講臺前，模仿著我平時的樣子。先讓同學(xué)們齊讀一遍，然后將卡片的順序打亂讓其他同學(xué)猜下一張是什么？臺下的同學(xué)積極舉手，踴躍發(fā)言。很多同學(xué)還自然而然地將單詞和句子結(jié)合在一起使用如my chinese teacher is strong and kind.we all like her.師（迫不及待）：who’s your english teacher? what’s she like? who can tell me? ss: miss bao is our english teacher.she’s young and tall.she’s funny and kind.(異口同聲)teacher: what about your other teachers? talk about your math/science/? teachers with your friends.學(xué)生積極討論，有的準(zhǔn)備用對話的形式；有的準(zhǔn)備用介紹的形式；有的準(zhǔn)備用表演的形式，花樣還挺多。接下來的匯報讓我一陣陣驚喜，也讓我一次次震驚，我發(fā)現(xiàn)了許多原本該發(fā)現(xiàn)而沒有發(fā)現(xiàn)的東西?? 他竟然是位朗讀高手。開學(xué)半個多月，他從未發(fā)過言，上課小動作還不斷，我曾搞過突然襲擊，可他總是一言不發(fā)。今天，他破天荒地舉了手，我有些狐疑地叫他試試，沒想到他不僅講得正確、流利，而且還不時地模仿老師平時地動作、神態(tài)，課堂氣氛異?；钴S。在激動之余，我不由一陣汗顏。教師不該帶著有色眼鏡看人，應(yīng)擁有一雙善于發(fā)現(xiàn)的眼睛。課堂，應(yīng)給每位學(xué)生施展才能的機(jī)會——他們是表演的天才。let’s talk.課文下面準(zhǔn)備地幾幅圖片都非常生動有趣。學(xué)生在短短的幾分鐘內(nèi)排演成了課本劇，我不得不佩服學(xué)生的理解能力和表演天賦，他們把課文中地對話進(jìn)行了擴(kuò)展和延伸，將新知和舊知有機(jī)地結(jié)合在一起，表演得惟妙惟肖，他們不僅依托課本運用了課本中的語言結(jié)構(gòu)，還自然地融入了自己的理解、自己的語言。學(xué)生在輕輕松松的表演中，不知不覺就達(dá)到了教學(xué)目標(biāo)。反思

外語學(xué)習(xí)的首要任務(wù)是“學(xué)”而不是“教”?？频拢╟order,1981）曾經(jīng)說過，有效的語言教學(xué)不應(yīng)違背自然過程，而應(yīng)適應(yīng)自然過程；不應(yīng)阻礙學(xué)習(xí)，而應(yīng)有助于學(xué)習(xí)并促進(jìn)學(xué)習(xí)；不能令學(xué)生去適應(yīng)教師和教材，而應(yīng)讓教師和教材去適應(yīng)學(xué)生。作為外語教師，我們知道，英語不同于其他基礎(chǔ)學(xué)科，它是一門實踐課，其語言技能是需要通過學(xué)生個人的時間才能培養(yǎng)和提高的。因此，他的教學(xué)效果在很大程度上取決于學(xué)生的主觀能動性和參與性。認(rèn)知理論認(rèn)為，英語學(xué)習(xí)的過程也就是新舊語言知識不斷結(jié)合的過程，也是語言能力從理論知識轉(zhuǎn)化為自動應(yīng)用的過程。而這種結(jié)合和轉(zhuǎn)化都必須通過學(xué)生自身活動才能得以實現(xiàn)。

沒想到，我無意中空手上的一堂課，卻成了我與學(xué)生最快樂、最輕松也最滿意的一堂課。原來，沒有了教本、教案、教參，就沒有了束縛。教師就不必隨著教本亦步亦趨，學(xué)生也就不必隨著教師預(yù)設(shè)的圈套乖乖就范。沒有了束縛，就擁有了自由，師生就能以平等的身份出現(xiàn)，平等地交流自己的感受和意見，相互理解，相互欣賞。教師無所牽掛，心中只有學(xué)生，教師跟著學(xué)生的思路走，隨機(jī)調(diào)控，靈感跌出。學(xué)生無所限制，思維自由馳騁，在與文本、教師、同學(xué)的平等對話中，感受到自身的價值，感受到共享的甜蜜，感受到成功的快樂?？帐诌M(jìn)課堂的感覺真好，不過，這無疑對教師是個挑戰(zhàn)，教師必須對課本爛熟于心，必須對教材鉆研深刻，必須預(yù)先猜測學(xué)生在課堂上的一些“可能”，必須有靈活的應(yīng)對能力。空手進(jìn)課堂，決非容易，功夫還在課外。

參考目錄： 1．《英語課程標(biāo)準(zhǔn)》（實驗稿）2．《新課程新教材教學(xué)案例與評價示例》 unit 7 what does he look like? sectiona(the first period)龍泉外國語實驗學(xué)校胡玲 課堂實錄：

在悠揚的輕音樂中，我開始了上課。這是一堂人物外貌的描述課，所以我用一個游戲“pally says?”game開始引課。

stepi.guidance: play “pally says?”game目的在于活躍氣氛，調(diào)動學(xué)生的積極性，減少學(xué)生的緊張情緒。加之五官屬于人的長相的范疇，所以與此課人物外貌相關(guān)連，這樣引入就能自然過渡到本節(jié)課的內(nèi)容。人物前活動用于掃除學(xué)生的語言障礙，因此在教學(xué)上以激發(fā)學(xué)生的學(xué)習(xí)興趣為主，通過活動讓學(xué)生感知、操練語言，為下一步活動做好鋪墊。rulers: if pally says touch your eyes/ears/ nose/mouth/shoulder/legs/arm.you should do it.if it doesn’t say that, you can’t do it.if you are wrong, you have to sit down.the person who does it correctly is the winner.after that we begin to study our lesson.t: do you like miss hu? ss: yes.t: why? ss: because you are beautiful.t: thank you.do you like her?(圖片展示)ss: yes.t: ok, i know you think she is a beautiful girl, too.and you like any beautiful person.today we learn unit 7 what does he look like?(圖片展示同時板書。)step ii.teach the new words and new sentences pattern.the teacher uses the pictures to lead and teach the new words and the new sentence pattern.and then ask the ss to describe the classmates.先利用圖片展示進(jìn)行新單詞句型的引入,讓學(xué)生熟悉。接著要求其他同學(xué)描述三位外貌典型的同學(xué)，再小組練習(xí)。這樣更形象，更貼近生活，學(xué)生更容易接受，加強(qiáng)了學(xué)生間的合作與交流。再按發(fā)形，身高，體重的類別練習(xí)以免混淆，同時加深記憶。在教學(xué)的過程中，我要求學(xué)生描述教室里聽課的老師，學(xué)生們十分激動，想著能用英語描述自己的老師了，他們特別高興。此時的氣氛很活躍。stepiii.pair work at first the teacher gives the ss an example.then ask ss practice like this.a:what does he look like? b: he has short hair.he is tall.he is medium height.這樣完整地描述人的外表是為后面能安排、完成任務(wù)做鋪墊，同時能檢測學(xué)生的掌握情況，以便老師隨時調(diào)控。

stepiv.play a guessing game.at first the teacher gives the ss an example.then ask ss to describe anyone in the classroom.let the others guess.這個游戲的安排目的是讓學(xué)生通過他人的描述，去發(fā)現(xiàn)別人的外部特征。培養(yǎng)學(xué)生聽、說以及辨別能力，同時可活躍課堂氣氛。

stepv.free talk: talk about any person who you like.這是一個任務(wù)教學(xué)，讓學(xué)生描述自己的家人、朋友及喜愛的明星，增添他人對自己的了解。學(xué)生拿出事先準(zhǔn)備好的自己最喜愛的電影、足球明星，在小組里輪流進(jìn)行描述。然后在組與組之間進(jìn)行資源共享，讓學(xué)生在講臺上用投影儀進(jìn)行展示。（通過這一活動，使學(xué)生在掌握一定的英語基礎(chǔ)知識和基本技能，能與小組成員合作共同完成學(xué)習(xí)任務(wù)，發(fā)展語言的綜合運用能力，并創(chuàng)造性地使用英語表達(dá)自己的思想）。stepvi.describle and draw ask ss to describle “what do you look like when you are 20 years old and draw a picture of it.設(shè)計這個任務(wù)目的在于讓學(xué)生能學(xué)有所用，想象設(shè)計一下自己20歲風(fēng)華正茂時的樣子，并畫出來，讓此堂課別開生面，樂趣橫生。同時這培養(yǎng)學(xué)生的多種能力，讓其能動手動口。stepvii.1a—1b 在學(xué)生掌握好的前面的知識的基礎(chǔ)上再處理學(xué)習(xí)書上的知識，就化難為簡，學(xué)生才能得心應(yīng)手，同時讓學(xué)生整體回顧本節(jié)課的重點內(nèi)容。stepvii.motto 此格言的安排是為了培養(yǎng)學(xué)生尊重他人的品德，不以貌取人。stepix.homework.1.copy the sentences in grammar focus.2.describe your friend,your parent, your teacher or any other person,and then write it down in your exercise book通過以上幾步的語言輸入練習(xí)，讓學(xué)生在進(jìn)一步創(chuàng)造性活用所學(xué)語言，提高學(xué)生的寫作能力。

初二英語分層次教學(xué)中個案輔導(dǎo)策略研究

[ 錄入者:admin | 作者:未知 | 來源:網(wǎng)絡(luò)采集所得| 瀏覽:394次 ] 一.情況概述

學(xué)生的學(xué)習(xí)可能性與教學(xué)要求之間的矛盾的對立統(tǒng)一關(guān)系是教學(xué)發(fā)展的動力。分層遞進(jìn)教學(xué)著眼于協(xié)調(diào)教學(xué)要求與學(xué)生學(xué)習(xí)可能性的關(guān)系，推動教學(xué)過程的展開。學(xué)生的學(xué)習(xí)可能性存在著差異，每一位學(xué)生都有發(fā)展的潛能，于是教師要針對不同的學(xué)生，在分層遞進(jìn)教學(xué)中對學(xué)生的學(xué)業(yè)進(jìn)行行之有效的個別輔導(dǎo)。

自2003年9月起在初二(5)班英語教學(xué)中實行了分層次。即把我所任教的初二(5)班，按英語學(xué)科的成績，重新組合分為a、b兩個教學(xué)層次。a層次相對是學(xué)業(yè)成績較差的一個班，而b層次是相對成績較好的一個班。分層次是分層遞進(jìn)教學(xué)的一種授課形式。

分層次之后，學(xué)業(yè)成績相近的學(xué)生在一起學(xué)習(xí)，便于教師在授課時提出與他們的可能性相協(xié)調(diào)的要求，采取適宜的方法，更有效地開展教學(xué)活動，在這種學(xué)習(xí)氛圍中也有利于學(xué)生展開競爭。b層次盡管學(xué)生學(xué)業(yè)成績相對較好，但其中也不乏學(xué)科發(fā)展不平衡的學(xué)生，初二(5)班黃××同學(xué)，便是其中較為典型的一例。黃××同學(xué)是工人子女，初二才從海南轉(zhuǎn)來本校學(xué)習(xí)。該學(xué)生英語科成績在進(jìn)校時的一次初二摸底考中只得了63分。對于一個在b層次學(xué)習(xí)的學(xué)生，她英語學(xué)科的分?jǐn)?shù)在班里是屬于最低檔a層。經(jīng)過幾方面綜合分析，我認(rèn)為造成黃××同學(xué)英語學(xué)科成績不良的因素是：1.由于海南與福建兩地使用的英語教材不同，有些詞匯與語法現(xiàn)象黃××同學(xué)沒學(xué)過；2.由于教學(xué)體制與體系不同，一般外地學(xué)生來本校求學(xué)時，均感到外語學(xué)習(xí)費力；3.學(xué)生自己本身在學(xué)習(xí)中存在偏科現(xiàn)象，而英語又是其薄弱的一項。但是黃××同學(xué)本人學(xué)習(xí)勤奮刻苦，人品正直，資質(zhì)不錯，有學(xué)習(xí)的潛力，且愿意在學(xué)習(xí)上下功夫。

二.個案輔導(dǎo)策略

現(xiàn)代教育指出一個好的教師不僅要向?qū)W生傳授知識，而且要通過有目的的教學(xué)教給學(xué)生獨立地掌握知識的本領(lǐng)。心理學(xué)家e.d加涅認(rèn)為現(xiàn)在公共教育存在的兩個問題，一是教師如何改進(jìn)他們的教學(xué)；一是學(xué)生如何改進(jìn)他們的學(xué)習(xí)。加涅將這兩個問題概括為教學(xué)策略和學(xué)習(xí)策略。越來越多的研究結(jié)果證實，學(xué)習(xí)困難學(xué)生的學(xué)習(xí)策略通過教師教學(xué)和課后輔導(dǎo)相結(jié)合，能提高學(xué)習(xí)困難學(xué)生的學(xué)業(yè)水平，也能改善他們的學(xué)習(xí)策略。黃××同學(xué)的英語學(xué)業(yè)成績不良，有其客觀性，九年制義務(wù)教育對于普及文化知識是一種強(qiáng)有力的保證，英語學(xué)科的教學(xué)還只是處在入門階段，如果在入門階段就及時發(fā)現(xiàn)問題，及時地進(jìn)行學(xué)習(xí)方法的指導(dǎo)、學(xué)習(xí)能力的培養(yǎng)，對學(xué)習(xí)過程進(jìn)行有效地調(diào)控，那么學(xué)生學(xué)習(xí)成績不良的狀況會得到有效地改善，學(xué)生的學(xué)習(xí)能力會進(jìn)一步地提高。黃××同學(xué)學(xué)習(xí)自覺有熱情，教師關(guān)鍵要在學(xué)習(xí)方法、學(xué)習(xí)策略上予以輔導(dǎo)。在分層施教的教學(xué)環(huán)境中要充分利用學(xué)生其自身差異的特點，利用開發(fā)這些資源，挖掘?qū)W生的潛力，讓學(xué)生主動學(xué)習(xí)。三.操作方法

(一)學(xué)習(xí)策略的輔導(dǎo)

學(xué)習(xí)策略是指主動的學(xué)習(xí)者在特定的學(xué)習(xí)情境中運用的學(xué)習(xí)方法和學(xué)習(xí)調(diào)控的有機(jī)統(tǒng)一。學(xué)習(xí)策略不僅包括一些具體的學(xué)習(xí)方法或技能，而且包括能根據(jù)學(xué)習(xí)任務(wù)和情景特點，制定合理的計劃，運用合適的學(xué)習(xí)計劃，正確的對學(xué)習(xí)過程進(jìn)行監(jiān)控。1.制定學(xué)習(xí)計劃

首先讓黃××同學(xué)結(jié)合自己的學(xué)習(xí)特點及生活習(xí)慣制定一份個人學(xué)習(xí)計劃，要求符合全面、合理、高效的原則，安排好每天的英語學(xué)習(xí)。制定學(xué)習(xí)計劃的目的是為了讓學(xué)生在學(xué)習(xí)中有計劃地學(xué)習(xí)，在計劃的實施過程中個人及教師要定期進(jìn)行指導(dǎo)與督促。2.養(yǎng)成良好的學(xué)習(xí)習(xí)慣

第三篇：新目標(biāo)九年級英語教案

新目標(biāo)九年級英語教案

發(fā)布：張永玲

時間：2008-12-5 15:27:56 來源：寧夏靈武教育信息網(wǎng)

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新目標(biāo)九年級英語教案

Unit 13 Rainy days make me sad

語言目標(biāo)：

能夠運用所學(xué)知識談?wù)摶蛟儐枌δ臣禄蛭锏目捶ɑ蛘務(wù)撌挛飳θ说那榫w的影響。

認(rèn)知目標(biāo)：

1.學(xué)習(xí)動詞make的用法（make+ 賓語+ 形容詞和make+ 賓語+ 動詞原形）。

2.學(xué)會以下基本句型：

How do you feel about loud music?

Loud music makes me tense.Loud music makes me want to dance.Waiting for her made her angry.情感目標(biāo)：

培養(yǎng)學(xué)生做一個情感豐富的人。

第一課時

教學(xué)目標(biāo)： 1.能用所學(xué)的目標(biāo)語言簡單談?wù)摶蛟儐柺挛飳θ说挠绊?，或人對某一事物的看法?/p>

2.能初步理解動詞make的用法，并能在實際情境中簡單地運用。

3.能聽懂聽力內(nèi)容，并能完成相應(yīng)的練習(xí)。

Section A

Step 1 Presentation

Play rock music for the students to listen.T: Do you ｌｉｋｅ this kind of music?

How do you feel about it?

S1: I ｌｉｋｅ it.It makes me comfortable.S2: I don’t ｌｉｋｅ it.It’s noisy.…….Then play a piece of light music again, and ask about the students’ feelings.T: What about this music?

S1: It’s gentle.I ｌｉｋｅ it.S2: It’s too quiet.I don’t ｌｉｋｅ it.…….It’s OK that different students have different answers.But it’s important to guide them to say out “make”.Write the sentences including “make” that they have said on th

e blackboard.Step 2 Discribing pictures

Part 1.Ask the students to describe something about the two pictures.Such as, “These are restaurants.The first girl seems not to stand the music.The second girl seems to be pleased with the restaurant.” And so on.Step 3 Listening and practicing

1b.Listen to the tape.Raise the question “What do Amy and Tina think of the two restaurants?” Check the answers after listening.Students read the sentences in this part and comprehend them.Then get them to come up with one use of “make”: make sb / sth + adj.According to the listening text, ask the students to make up similar conversations a

bout their own opinions.Step 4 Listening

2a.Before playing the tape, get the students to guess ｗｈｅｒｅ they are in the pictures.Then listen and number the pictures in the order.Check the answers later on.2b.Listen again.Check the things that Tina and John said.Check the answers late

r.Students read the sentences and say out another use of “make” besides “make sb./ sth.+ adj.”: make sb do sth.Ask some students to make up their own sentences accor

ding to uses of “make”.Step 5 Grammar Focus

Read the sentences in Grammar Focus.Ask some students to translate them into Chinese.Ask one student to repeat the uses of “make”.Step 6 Homework:

a.Master the sentences in 2b.b.Preview the passage in 3a.第二課時

教學(xué)目標(biāo)：

1.能進(jìn)一步用所學(xué)的目標(biāo)語言談?wù)摶蛟儐柛鞣N事物對人的影響或人對某些事或物的看法。

2.能理解3a的內(nèi)容并完成相應(yīng)的練習(xí)。

Step 1 Revision

Review the uses of “make” in the last lesson by organizing the competition about

sentence translating.For example，1.她說高亢的音樂讓她緊張。

2.高亢的音樂使我高興。

3.等候她讓我生氣。

4.這太令人悲傷了以至于我們都哭了。

5.悲傷的電影只會讓我想離開。

Step 2 Free talk

Ask “Do you ｌｉｋｅ eating in a restaurant?” What kind of restaurant do you ｌｉｋｅ to go?” Get the students to describe the kind of restaurant they ｌｉｋｅ, including the size, the seats, the wall, the atmosphere.Step 3 Reading

Ask the students to look through the passage and find out the main idea of it: Restaurant owners have to know how to make not only food but also money.Tell the students to give examples according to the passage.Then learn it carefully.Make sure students understand every new word and every sentence.Get the students to say out all the sentences in which there if “make” and comprehend them.Finally, answer the questions below the passage and write the answers down.Students read the passage loudly again.Step 4 Discussion

Part 4.First, the students understand the instructions.Then discuss with their partners about the problems in the table.After discussion, share the answers.Step 5 Homework

Write a short composition named “ My Favorite Restaurant.”(Students must use

“make” in their compositions.)

第三課時

教學(xué)目標(biāo)：

1.能進(jìn)一步擴(kuò)展所學(xué)的內(nèi)容，能用目標(biāo)語言談?wù)搶ι唐?......的看法。

2.能聽懂聽力內(nèi)容，完成相應(yīng)練習(xí)。

Section B

Step 1 Revision

Ask some students to read their composition “My Favourite Restaurant”.Step 2 Lead in

Remind the students of some great advertisement.Let them say out the slogans of them, ｌｉｋｅ “Anything is possible.Just do it.” And so on.Say, “ Almost every product has its slogan.”

Step 3 Matching and saying

1a.Students look at the pictures and tell what they are.Look at the slogans below the pictures and comprehend them.Then match each slogan with one of the products.Check the answers then.1b.Students make a list of three products they ｌｉｋｅ and three products they don’t ｌｉｋｅ.Get some of them to talk about the products they ｌｉｋｅ or they di

sｌｉｋｅ and the reasons.Step 4 Listening

Before listening, look through the information in the columns.Comprehend them.Then raise a phrase “ keep out”.Tell them the meaning of this phrase.Play the tape and finish 2a.Play the tape again.While listening, help the students repeat sentences one b

y one.Finish 2b at the same time.Step 5 Exercises

完成句子：

1.His father’s death make him ______________(離開學(xué)校).2.The students were made _______________(課前完成練習(xí)).3.The awful movie made make me ________________(想要離開).4.Waiting for her ________________(使我生氣).5.I ｌｉｋｅ to listen to quite music _________________(在吃飯的時候).第四課時

教學(xué)目標(biāo)：

1.理解閱讀文章，找出主要意思并掌握文中相關(guān)用法。

2.能運用目標(biāo)語言，就.......及對其他事物的看法進(jìn)行寫作。

Step 1 Free talk

Talk about advertisements.T: Do you ｌｉｋｅ ads or hate ads?

Do you believe ads? Why?

Step 2 A story about ads

Recall a story we have read before: A man saw an advertisement list.On it there is a nice bike.Then he went to the store and decided to buy one.But when the shopkeeper showed him a new bike, he was surprised and asked “ Where are the lights?” The shopkeeper answered, “ If you want lights, you have to pay more.” The man said, “ But the bike on the ad list has.” “ And a girl is on the bike too.Do I also have to se

nd you the girl?”

Ask the students what they think about the story.Step 3 Reading

Students look through the passage and find out the main idea of it: the advantage

and disadvantages of ads.Learn the passage carefully.Raise the key points in it.1.be aimed at 意思是“目的是，旨在，針對”

例：The book is aimed at very young children.aim 意思是“目標(biāo)，目的”（n.）和“瞄準(zhǔn)，對準(zhǔn)”（v.）

2.for instance = for example = e.g.（原自拉丁文exempligratia），表示“比如”，常

用于舉例。

3.so that引導(dǎo)狀語從句，可表目的，也可表結(jié)果。

例：They worked hard so that they could finish the work soon.（表目的）

He didn’t plan his time well so that he didn’t finish his work on time.（表結(jié)果）

so….that… 引導(dǎo)結(jié)果狀語從句

例：He is so strong that he can lift the box easily.4.confuse v.意思是“混淆，使困惑” confused adj.意思是“感到困惑” confusing adj.意思是“令人困惑”

例：I feel confused about his words.These two problems are confusing.I can’t work them out.5.lead 意思是“引導(dǎo)” lead sb to do sth “引領(lǐng)某人做某事” lead sb to someｗｈｅｒｅ “引導(dǎo)某人去某地” lead to “通向，通往”

例：All roads lead to Rome.Read the passage.Ask students to list pros and cons about ads according to the passage.Step 4 Writing

3b.Complete the article using the information about two or more products in 2a a

nd 2b.Then check the answers.Step 5 Homework

Read the passage fluently.第五課時

教學(xué)目標(biāo)：

1.熟練掌握和運用本單元一些重點詞匯。

2.理解文章并能作出概括。

Step 1 Revision

Review the passage in 3a by asking the students to sum up the advantages and dis

advantages of ads.Step 2 Self check

Part 1.Fill in each blank with the word given.Students do the exercises by themselves first.Then check the answers by asking some students to comprehend the sentence

s.Ask the students themselves to point out the uses of some words and phrases in t

he exercises.Step 3 Reading

The students read the passage and finish the chart below.Raise some words and phrases ｌｉｋｅ “start with, leave sb a note, after all, forget to, bring sth with sb, make sb annoyed with sb, have a wonderful surprise.” Make sure the students understand all of them.Read the passage loudly.Step 4 Exercises

動詞填空： 1.________(learn)English well can lead to a good job.2.The food at that restaurant _______(taste)terrible.3.When my mom went out, she _______(leave)me a note.4.Last week, I _______(have)a wonderful party.5.Soft music makes me _______(feel)comfortable.第六課時

教學(xué)目標(biāo)：

理解文章，提高閱讀能力。

Step 1 Free talk

T: What do you usually get for your birthday?

S1: I usually get a gift.T: How do you feel when you get gifts?

S1: I feel happy.S2: I don’t ｌｉｋｅ all of them.Step 2 Reading

Ask a question “What’s the passage about?” before the students read it.(It’s about “receiving”.)Then comprehend the passage paragraphs one by one.Get the students su

m up the main idea of every paragraph.Paragraph 1: Receiving a gift can be difficult.Paragraph 2: A gift, purse.Paragraph 3: A gift, sweater.Paragraph4: Receiving money.Then learn the passage carefully.Key points:

1.buy you a gift= buy a gift for you

buy sb sth= buy sth for sb

2.pretend 意思是“假裝”

pretend to do sth /pretend that 從句

例：You can’t wake a person who is pretending to be asleep.(Unit 5)

3.would rather 寧愿…..后接do sth, 也可說would rather do sth than do sth

例：I would rather walk to school than take a bus.prefer to……rather than….表示“喜歡…..勝過……”

例：I prefer to walk to school rather than take a bus.prefer doing sth to doing sth 也表示“喜歡…..勝過……”

例：I prefer walking to school to taking a bus.prefer sth= ｌｉｋｅ sth better

例：---Which one do you prefer, oranges or apples?

---I prefer oranges.Students read the passage again.Finish 3a.Step 3 Homework

第四篇：新目標(biāo)七年級下冊英語教案

新目標(biāo)七年級下冊英語教案：Unit 3 Why do you like koalas?

一、教學(xué)內(nèi)容分析

本單元是Go for it七年級上冊中第八單元“When is your birthday?”。單元的核心話題是談?wù)撊掌冢n文始終圍繞這一主題展開，我們要學(xué)習(xí)序數(shù)詞的構(gòu)成以及運用序數(shù)詞表示日期的方法；學(xué)會運用 when 引導(dǎo)的特殊疑問句詢問日期；學(xué)習(xí)名詞所有格(?s 所有格)的構(gòu)成和使用。語言知識和語言技能部分主要是圍繞核心話題時設(shè)計安排了許 多聽、說、讀、寫的任務(wù)活動，來不斷豐富鞏固這一話題的詞匯及習(xí)慣短語。我將靈活運用這些活動，并將其中的一些活動進(jìn)行變化或整合。

二、教學(xué)目標(biāo)分析

本單元總體目標(biāo) :

通過本單元的學(xué)習(xí)讓學(xué)生掌握所學(xué)目標(biāo)語言；學(xué)會日期(年、月、日)的表達(dá)法；在互動的交流中理解生日更多的含義并學(xué)會談?wù)撟约?、同學(xué)以及父母家人的生日：學(xué)會自己安排作息時間。

根據(jù)《英語課程標(biāo)準(zhǔn)》關(guān)于總目標(biāo)的具體描述，結(jié)合本單元的教材內(nèi)容，我按認(rèn)知目標(biāo)、能力目標(biāo)、德育目標(biāo)三方面將本單元的教學(xué)目標(biāo)細(xì)化：

1、認(rèn)知目標(biāo)

1.語音: 在日常生活中做到語音、語調(diào)基本正確、自然、流暢。

2.詞匯: 掌握 1----12 月份的表達(dá), 序數(shù)詞 1----31的表達(dá), speech contest, party, school trip, School Day,are festival, music,etc.3.日常交際用語:-When is your birthday?

-My birthday is…

-How old are you?

-I?m …

4.話題: Talk about date.2、能力目標(biāo)

在連慣的聽說讀寫活動中，訓(xùn)練學(xué)生的邏輯思維，快速反應(yīng)能力和實踐能力 , 使學(xué)生能熟練運用新句型來談?wù)撃挲g和日期。

3、德育目標(biāo) 熱愛生命，孝敬父母的思想教育。

三、學(xué)生學(xué)情分析

本單元的主題是詢問和談?wù)撊掌冢瑖@這一主題進(jìn)行一系列的交際活動，使學(xué)生掌握日期的表達(dá)法，正確使用when引導(dǎo)的特殊疑問句對日期進(jìn)行詢問。在學(xué)習(xí)日期的表達(dá)法時要先學(xué)習(xí)序數(shù)詞的構(gòu)成，學(xué)生在以前的課程里已經(jīng)學(xué)習(xí)了基數(shù)詞，對于兩種數(shù)詞之間的區(qū)別一定會令學(xué)生感到頭痛，教師要引導(dǎo)學(xué)生運用對比的方法，找出構(gòu)成規(guī)律，總結(jié)特殊變化，對比強(qiáng)化記憶。

引導(dǎo)學(xué)生采用Role-playing & Comparing的學(xué)習(xí)策略，學(xué)習(xí)一些新的詞匯，掌握一些重點句型，在師-生，生-生，小組的練習(xí)過程中，學(xué)會表達(dá)日期。同時，教師應(yīng)從學(xué)生的生活經(jīng)驗和興趣出發(fā)，在課堂教學(xué)中應(yīng)設(shè)計任務(wù)型教學(xué)活動，體現(xiàn)以學(xué)生為主體的教學(xué)活動，讓學(xué)生在完成各項任務(wù)的過程中自主學(xué)習(xí)語言，提高綜合運用語言能力。在這一課中，我們可以根據(jù)情況設(shè)計一些實際操作演示的活動，教唱生日歌，月份歌，讓學(xué)生自己帶日歷，問同學(xué)生日，提高學(xué)生的參與興趣。

四、教學(xué)策略

《新目標(biāo)英語》中的具體語言目標(biāo)是通過各種各樣的Tasks來實現(xiàn)的；整個教學(xué)過程中，各種語言結(jié)構(gòu)、語言功能與不同的學(xué)習(xí)任務(wù)有機(jī)的結(jié)合。教學(xué)的實質(zhì)是交際，為此我選用了以下教學(xué)法：、提問引入法通過提問，集體，分組，分行回答 , 或?qū)W生逐個回答的形式開展教學(xué)，檢查和鞏固新舊知識。、交際功能法通過集體，分組，兩人，個人操練等形式，達(dá)到交際的目的。教學(xué)模式和教師特色

針對本課的內(nèi)容，我采用了五步教學(xué)法：第一步：熱身--激活舊知識，創(chuàng)設(shè)輕松活躍的課堂氣氛。第二步：呈現(xiàn)--呈現(xiàn)新內(nèi)容，感知舊內(nèi)容；第三步：操練--用多種方式操練新知識；第四步：鞏固--通過游戲，聽力練習(xí)和筆頭練習(xí)相結(jié)合的方式，鞏固新知識。第五步：應(yīng)用--布置任務(wù)性活動，讓學(xué)生在用中學(xué)，在樂中學(xué)，學(xué)了就用。同時堅持“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)教師扮演自身作為“設(shè)計者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色。所以本課時以任務(wù)型教學(xué)為主，融合直

觀教學(xué)法，情景教學(xué)法和交際教學(xué)法，培養(yǎng)學(xué)生口語交際能力，培養(yǎng)學(xué)生觀察能力、英語思維能力和動手能力。

五、教學(xué)重難點

根據(jù)對教材和學(xué)生的學(xué)情分析，本課時確定的重難點如下：

重點：When引導(dǎo)的特殊疑問句的構(gòu)成和使用。

難點：學(xué)習(xí)序數(shù)詞的構(gòu)成和日期的表達(dá)法。

五、課時安排：

四個課時.六、教學(xué)過程設(shè)計 The First Period Teaching aims:

1.Learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart.2.Listen and check(√)the animals.3.Practice the conversation: describe animals Teaching methods: listen and say, read and write Teaching procedures: Step 1 Presentation(1a)1.We are going to learn the names of some more animals.2.Show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words(read and write)Step 2 Listening practice(1b)

1.Point to the animals in 1a and ask students to say the names→ play the recording of the conversation twice → check(√)the names of animals Step 3 Pair work(1c)Practice the conversations using the description words.A: Let?s see the lions.B: Why do you want to see the lions?

A: Because they?re cute.Step 4 Consolidation Free talk Ask students to present their conversations to the class.Step 5 Summary Words and conversations Step 6 Homework Remember the words and conversations.教后一得： 在課堂上，教師是參與者，幫助者，學(xué)生是活動的主體，學(xué)生的任務(wù)是開放的。學(xué)生以小組為單位進(jìn)行活動，在較真實的語境中鍛煉口頭、筆頭能力。有利于培養(yǎng)學(xué)生的合作精神，促進(jìn)學(xué)科之間的滲透和交融。The Second Period Teaching aims: 1.Listening practice: Write the names of the animals.2.Oral practice: Ask and answer questions about animals.Grammar focus: Teaching difficulty: difference between the words very and kind of.Teaching methods: listen and say Teaching procedures: Step 1 Revision Can you say the names of the animals? Ask some students to say and two students to write on the blackboard.Step 2 Free talk Make a conversation in pairs, talking about animals.Step 3 Presentation(2a)

1.Do you want to go to the zoo? Julia and Henry are talking about the animals in the zoo.2.Let?s listen together.3.Play the recording twice →students write in the names of the animals →draw a line between animals and adjectives Step 4 Listening practice(2b)

Hear the recording again →complete the conversations with the words given →tell the words: very & kind of(They always come just before the adjectives in the sentences.Look at the cartoons under 2b.We can make sure.Another example: if we are familiar with percentages, we might use the following scale to help explain their meaning: 0% 50% 95% not kind of very)Step 5 Pair work(2c)1.Practice the target language.2.Ask and answer questions with the given words.Step 6 Consolidation Ask some pairs to act out the conversations.Step 7 Summary Grammar Focus Step 8 homework: Practice the target languages.教后一得： 現(xiàn)在的英語課堂是開放式的，本著啟發(fā)學(xué)生思維，培養(yǎng)學(xué)生的觀察力，想象力，創(chuàng)新能力和合作精神的原則，我們設(shè)置了一些活動，能夠調(diào)動學(xué)生課外英語學(xué)習(xí)的積極性，鍛煉學(xué)生獨立或以合作形式收集資料、處理信息的能力。為學(xué)生提供實際運用英語的機(jī)會。

第五篇：大學(xué)英語教案

Unit 8 Book 1 Experiencing English I.Teaching objectives

1.Skills:

1)Reading: Reading Between the Lines 2)Writing: how to use punctuations in a sentence 3)Listening: understanding the passages about love and friendship, listening for the main idea and the important details, learning to take notes while listening 4)Speaking: talking about love and friendship 2.Vocabulary development: 1)Words: acquaintance, barely, encounter, incline, intimate, occasional, principle, recall, recognize, replace, summarize, upset, bow, depart, enclose, endure, identical, intense, occupy, provoke, standing, trim, 2)Expressions: compare… to, drift apart, ever after, even if/ though, join hands(with), no matter what/ how, etc., succeed in, try on, go by, in case, pass away, work out 3.Grammar and structure: 1)Adverbial clause 2)Attributive clause 3)modal auxiliaries in subjunctive mood

II.Important points:

Leave nothing to chance, compare to, even if/ though, no matter how/ what, go by, work out, recognize as/ by, compare with/ to

III.Difficult points: 1.distinguishing replace, substitute, take the place of;confront, encounter, meet;bear, endure, put up with, stand, suffer, tolerate;acknowledge, admit, confess, recognize 2.Speaking: talking about love and friendship 3.Listening: understanding the passages, listening for the main idea and the important details, learning to take notes while listening

IV.Teaching arrangements: 1.Total class time for this unit: 8 periods 2.Suggested arrangement: 1)Talking:(duty report, group discussion, free talk etc.)40' 2)Pre-reading activities: 15-20' 3)Understanding the structure of text A: 15-20' 4)Detailed study of the language:100' 5)Writing skills: 15' 6)Text summary 10’ 7)Exercises: 55' 8)Reading skills: 15-25' 9)Detailed study of of text B: 60-70' 10)Comprehensive exercises: 20'

IV.Lecture scripts:(by the teachers)2