初三unit5教学设计

第一篇：初三unit5教学设计

六下Unit5教学设计

六年级下册Unit 5 A party 第一课时(story time)教学设计

盐城市亭湖区青墩小学

徐玲 Teaching material analysis ：

本单元围绕“举办聚会”这一话题，把有关一般将来时的日常交际用语词汇和语言结构有机结合起来，重点学习句型What are you going to ......? I am going to ...Are you going to ...?Yes,I am./we are.No,I am not/we are not.等将来时的表达方式。在四五年级课本中学生已经接触be 动词am,is,are的用法，也为本单元的学习做了一定的铺垫。在教学过程中，教师可根据学生的年龄、身心特点，利用图片、照片等积极创设各种生动活泼并较为真实的情景来引导学生理解和运用所学的知识，帮助学生巩固本单元所学的日常用语及单词，进一步提高学生听、说、读、写的能力和综合语言运用的能力。 Learning aims: 1.I can understand the story . 2.I can read “clown”, “appear”, “bring”, “begin” “balloon”. 3.I can read the story correctly, fluently and vividly. 4.I can retell the story clearly. Teaching important points：

句型：What are you going to…?及其回答I’m/We’re going to … Are you going to…?及其回答Yes, I am/we are./No,I’m not/we aren’t. Teaching difficult points：

1、句型：be going to 的一般疑问句和特殊疑问句。 2.词汇：clown,apper,balloon等词汇的正确读音。 The teaching process： Step1: Warming up

1、Greetings.

2、Free talk.

What are you going to do at the weekend ?

What are you going to do on May Day ?

What are you going to do on Children’s Day ?

3、a. Enjoy a song 《The party time》

b. Show some pictures of the party. 4.T:What are the pictures about?

5、Show the title. T: Right. They’re about a party. Today we are going to talk about a party. Let’s read the title. -------Unit5 A party

Step 2: Presentation 1.Show the learning aims. 2.Play a game:Link Link

Read the words loudly and find his friend as quickly as possible! T:When’s Children’s Day?Ss:It’s on the first of June. 3.Ask and answer A:What are you going to do on Children’s Day

2 B:I’m going to … 4.Watch and answer (1).When are the children going to have the party? (2). Where are they going to have the party? (3).Who is going to take part in the party? 5.Read and fill in the forms.

What are the children going to bring to the party ?(出示第一段，学生自由读并完成表格。) 6.Read and answer. T:Is Liu Tao going to bring some toys to the party, too? (自由读第二部分，先圈出不会读的单词，并回答问题。) 学习新词a clown 和appear . T: Who is a clown ? (找到clown说话的位置，引出新词balloon) S:He is Liu Tao.(I’m Liu Tao . Here are some balloons for you .) T:What is Liu Tao going to bring to the party ? S:He is going to bring some balloons to the party . 7.Read and choose . The children are going to ______ first. a. play with the toys b.eat the food

c. sing a song 指导朗读：Are we going to eat or play with the toys first?

Let’s have some fun first .

8.Listen and repeat.(提醒学生注意语音、语调)

3 9.Match and say. 10.Happing reading. Let’s read more beautiful. 11.True or false:(Correct the errors) ① The party is on Children’s Day._______ ② The party is at Su Hai’s home.________ ③ Wang Bing buys some fruit from the supermarket._____ ④ Liu Tao does not go to the party with his friends._______ ⑤ There are six children at the party .__________ ⑥ The children want to have some food first._______ 12.拓展延伸：

T:Look at the picture, are they happy ?S:Yes.

T:How is the party ?S1:It’s a happy party. S2:It’s a wonderful party.S3:It’s an exciting party .S4:……

此处对学生进行情感教育，告诉学生成功是留给有准备的人的。 Step 3 Consolidation. 1.Fill in the blanks . C_______ Day is coming. Mike and his f_______ are going to have a p_______ at Mike’s house. Su Hai is going to bring some s______ and d______ . Wang Bing is going to bring some f______ . Yang Ling is going to bring some t______ . Liu Tao is going to bring something too . It is S_______ morning . Su Hai , Wang Bing and Yang Ling bring their things to Mike’s house . Liu Tao does not

4 come . Then , a c_______ a________ with some colorful b_______. That is Liu Tao ! The party b_______ . The children have great f______ at the party. 2.Happing retell.

T:When you retell, you can look at the pictures or the blackboard. They can help you. 3.Let’s imagine.

A:What are they going to do after the party ?

B:He’s/She’s/They’re going to ......

Step 4 Summary.(利用板书，对照教学目标进行小结。) Step 5 Homework. 1. Listen to the tape and read the text three times. 2. Talk about your plans for Children’s Day with your friends. 3. Make an invitation. 六月，大家即将告别母校，我们计划开展一个毕业party，设计下面的邀请卡吧(四人小组讨论)。

Tips:1.When are we going to have the party ?

2.Where are we going to have the party ?

3.What are we going to bring to the party ? 5

第二篇：选修六Unit5-教学设计

Book6 Unit 5 The power of nature

教学设计

1.教学目标:  To get a general idea of natural disasters  Gain some information about volcano  Grasp important words 2.教学重难点:

Gain some information about volcano Grasp important words 3. 教学过程： Step I Lead-in

Let’s share some pictures Do you familiar with these disasters? Step Ⅱ Some information about colcano

1. What’s happened in the picture? 2. How is a volcano formed? 3.Where is most possible for a volcano to erupt? 4. What types of volcanoes do you know? 5.Answer “yes”or “no” to the following questions Step III Pre-reading 1. What kind of things should a volcanologist do? 2. What is the volcanologist wearing when getting close to the crater? Step IV Summary

Discussion: Having learned a little more about the work of a volcanologist, 1. What qualities are needed for a volcanologist? 2. Are you suitable for being a volcanologist ? Step V Homework

Surf on the internet . Try to find the answers to the following questions and write a report.

1. Which volcano killed the most people ? 2. How many active volcanoes are there in the world ? 3. What is the biggest volcano ? 4. What is the tallest volcano? 教学反思

整堂课上下来，比较顺畅，环节一个接一个，比较紧凑，学生配合挺好，积极性很高

第三篇：第二册 unit5 Music 教学设计

Book2 unit5 Music 教学设计

上传: 夏焕君

更新时间：2012-11-28 20:11:35

Book2 unit5 Music Period 5 Speaking and writing

Teaching Goals

1. To develop the Ss’ ability of speaking and writing. 2. Enable the students to express what they think of some kind of music and musicians. 3. To help the Ss to reflect on how and what they have learned from this unit. Important points

1. Let the students talk about music freely. 2. Get the students to be familiar with the steps to write a passage. 3. Get the students to write about some music. Difficult points

 How to express their opinion freely.  How to write a fluent passage. Teaching Methods

 Pair work or group work to practice speaking.  Task-based method to help the students to organize their writing. Teaching aids

 A multiple-media computer.  A slide projector and blackboard. Teaching Procedures Step 1 Lead in

Lead in by asking some questions, get the Ss to brainstorm different kinds of music style:

Do you like music? What kind of music do you know? Can you name some music style? Music styles: Orchestra (管弦乐); Folk music (民族音乐); Rock and roll(摇滚音乐); Classical music (古典音乐); Jazz (爵士乐); Choral(合唱); Country music (乡村音乐); Rap (说唱音乐); Pop music(流行音乐);

Step 2 Enjoyment

Choose a piece of Mozart’s music: 小夜曲

Ask the students to put their heads down on their desks, close their eyes and enjoy the music.

Step 3 Speaking

1. After listening, ask the students to discuss how they feel while listening:

Was it a pleasant experience? In what circumstances would you listen again to such music? How did it make you feel? 2. Get the Ss to think: What is your idea of music, Try to use some adjectives to describe it, The initial letter should begin with MUSIC, like this: M

magic, musical U

universal S

skillful I

impressive, important, imaginative C

calm

cheerful

classical

comfortable

3. Ask the Ss to use the following sentences to express their own opinion on music:

Music makes me feel … I prefer/hate … because …

If I’m worried/frightened/ concerned about… I prefer to listen to … I find that if I listen to … I feel… I attach great importance to …

Step 4 Speaking task (Page74)

In this part the students work in pairs to discuss what music and musicians they like or dislike and give their reasons. Make notes to help remember what you are going to say: My favorite: Name:_______________________. Famous music of his/hers that I love: ____________________________. What I like about his/her music: ____________________________. My general assessment:_______ ____________________________. Discuss and make a dialogue with your partner Sample dialogue:

A: What kind of music do you like, pop music or …? B: I(really)like…, because… A: Who is your favorite singer? B: Well, I prefer /like… Her/his music makes me feel… Who do you prefer? A: I like …. B: …

3. Ask two or three pairs of Ss to act their dialogue.

Step 5 Writing (writing task on Page74) Write about your favorite musician 1. Make a list of adjectives and verbs has been used in the last two periods so that you can make your writing more interesting and vivid. 2. Outlining (How to write) 1) Introduction: Who is your favorite? My favorite song 2) Giving the reasons: Why you like them Why I like the song 3) My assessment; 3. Allow the Ss enough time to write. 4. Group assessments. Get the Ss to do group work: exchange their own passage and share. 5. Presentation: ask two or three Ss to present their passage. Step 6 Learning strategies

Music is more than just sound. It is a way of thinking. When you listen to music, sing or play an instrument, you are also becoming better thinkers. You can learn English from songs too. While singing a song, you are learning English grammar and vocabulary. Try to use them in your everyday English conversations when it is suitable. End the class with the song: I’m yours; Music is universal; Music is everywhere; Music makes us being together

第四篇：新目标英语七年级上册Unit5教学设计

原州四中

牛平平

核心提示：教材分析

1、教学内容 1)、 词汇：have ，soccer，ball，tennis racket，ping-pong ball，volleyball，basketball sport ， bat， 2)、 语言结构：A、Do you have a ping-pong ball?Yes，I do。Do you have a ping-pon

教材分析

1、教学内容

1)、 词汇：have ，soccer，ball，tennis racket，ping-pong ball，volleyball，basketball ，bat，

2)、 语言结构：A、Do you have a ping-pong ball?Yes，I do。Do you have a ping-pong bat?No，I don’t。

2、教材的地位及其作用

本单元的教学主要内容是：学习have的一般现在时的疑问式的肯定和否定回答 ，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。

本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。

二、学生分析

学生现有的能力与已掌握的知识：

学生在已经学过词汇：What is this ? What is that? 句型： Where is…? It’s in / on / under/…

经过前面的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。

三、 教学目标

1、语言知识

词汇：A、重点掌握表示有关各种运动球类的名词, 如basketball, soccer ball，so on

重点句型：? Do you have a TV? Yes，I do./No，I don’t.

2、语言技能

1)、能看着图片说;Do you have a TV? Yes，I do./No，I don’t.

3、学习策略

1)、利用老师所提供的图片卡片做出简单的判断。

2)、通过与同学交流，学会使用一般现在时的疑问形式及肯定和否定回答。

4、情感态度

1)通过各小组的对话练习培养学生的合作精神; 2)通过学习本单元，让学生之间能够用所学句型互相交流。

重点难点

1、Have 的一般现在时的疑问式用法;

2、Have的一般现在时的疑问句，及其肯定，否定回答; 教学手段：采用多媒体教学。 教学突破：Section A重在通过使用动词have对物品的所属进行提问和回答的交流式口语活动，学习由助动词do引导的一般疑问句的构成以及回答。教师要善于引导学生比较行为动词的疑问句和be动词的疑问句在构成和回答上的区别，通过大量和反复地操练以达到运用自如。

四、教学流程

一、第一教学环节：情景创设，导入新课 教师活动 学生活动

Section A主要内容是通过使用have对物品的所属进行提问和应答，来学会使用do引导的一般疑问句。所以在教学中可采取问答式导人法：

掌握新单词.采用各种方法学习单词。

1、升降语调、拼读、接龙和肢体的方式记忆单词。

2.检查学生记忆单词的成效。

3、学生看1a的图片,使字母和单词相对应。

第二教学环节;老师和学生互动：学习掌握重要内容。

教师活动 学生活动(看图片练句型) 分片进行演示：I have a footba1 1. Do I have a football? 自己回答：Yes，I do. 再问：Do I have a basketball? 自己回答：No，I don’t.再使用其它物体和图片询问学生：Do I have…? 询问学生：Do you have…? 询问学生：…?

2.要求学生完成1b的听力，达到教学应完成的任务。

3.引导学生展开Pair work活动，完成lc部分口语交际的教学任务，学会运用助动词do进行问答，可采用师生互动带动学生互动的交流方式： 4.Pair work活动，完成lc部分口语交际的学习任务，学会运用助动词do进行问答并上台展示口语交际。

三、第三教学环节：合作交流，巩固提高

教师活动 学生活动

1、学生巩固练习活动，完成课堂练习和总结及笔头练习的教学任务。

2、让总结本课的 主要内容，如果不周到，教师可以补充完成。

第五篇：新目标英语8下 Unit5教学反思

Unit5If you go to the party, you’ll have a great time!

Section A 1a_2c说课稿 洪湖市第七中学：罗彩虹

各位评委,各位老师: 上午好! 非常高兴我们能有这样一个机会在一起交流,学习. 在本节课的教学过程中我和学生一样是愉悦，在我的一步步引导下，学生快乐的表达着，快乐的思考着，快乐的收获着，从而完成了我对他们的一节“快乐教育”。如果说我对这节课满意之处,就在于我在设计理念上的一种创新与突破：既不露痕迹的把本单元重点“谈论结果的条件状语从句”进行到底，培养了学生的听、说、读、写能力及综合运用语言的能力;又润物细无声般的引导他们解决着生活中的困惑，升华着他们的“快乐情感”，做了一回“快乐使者”。

我认为教材只是一种载体，为学生提供更多贴近学生实际生活的情景与开放性活动更会利于学习，因此我设计的活动就是从学生已有经验再到教材，再由教材到生活，由易到难，由机械到灵活、发散。利用学生们熟悉的英文歌曲 The Feeling Song来开始本课的学习，学生在 “If you are happy, clap you hands”的快乐节拍下做出相应动作，兴趣一下就被提起来;然后我设计了“你说我说”热身环节，又让学生说说自己什么时候会快乐，快乐了会做些什么，这样既完成了导课阶段的设计，做到了过度自然，又让学生在表达个人的想法中感悟快乐;接着是“谁是我的好朋友?”这一游戏环节，目的是让朋友间互相帮助，解决生活中的一些困惑，在学会解决问题中体会快乐;然后我为学生提供了一篇思想性较强的文章“如果你是一名运动员，你会快乐吗?(课文)”，通过阅读引导学生理性思考，认识快乐;接着又回到学生的生活，让他们为自己的未来做个设计，学会快乐;然后我设计了一个高潮探究活动“译古诗”，使学生享受到一种“欲穷千里目，更上一层楼”的快乐;最后我把从“做一个快乐的青少年”一书中的精彩语句作为寄语，送给学生，从而完成首尾呼应。 这样既有基础、生活、又有层次与综合的系列活动设计，我觉得是符合“自主发展，人文见长”的理念，是对他们知识能力和人格发展的一种提升。

本节课我也感到两点不足： 1.时间把握上，稍显前紧后松。 2.学生的口语表达能力还有待提高。