第一篇：新目標大學英語教案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：新目標九年級英語教案

篇一：人教版新目標九年級英語全冊學案及教學設計【經典推薦】 九年級英語學案及教學設計

unit 1 how do you study for a test？

一、教學目標

1、語言目標 1）詢問別人的學習方法

2）學習討論各種學習方法和策略，學會評價各種學習方法的優劣

2、知識目標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 1）通過討論找到適合自己的學習方法，找出自己在英語學習中的困難 2）學會給出關于學習方法的建議

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，學以致用。

三、導學案 section a ● 例析導學

1、they also have fun。fun n.樂趣，玩笑 【拓展】 1）have fun 意為―過的快活‖相當于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.類似的結構還有have trouble /problems experience doing sth

2、?and then end up speaking in chinese.end up 結束,后接動詞的v-ing形式 end up with 以??結束,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.結局，結果。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

【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,實習,實踐, practice doing sth.練習干某事

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 可修飾不可數名詞和可數名詞復數

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 ,補充說 , 繼續說

【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 ●句析導學

1.how do you study for a test? i study by listening to tapes.你怎樣學習,準備應考？通過聽錄音。

how是用來提問―怎么，怎樣‖的疑問詞，引導一個特殊疑問句，經常用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 形容詞做賓語補足語 find +賓語+形容詞 發現??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

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.● 教學設計

本節課以英語學習為話題，重點是介紹英語學習的方法，section a 就是緊緊圍繞該話題，以聽說方式展開學習運用的。教學目標

知識目標：

1、會寫，會讀，會用本節課的重點單詞短語。

2、熟練運用how 引起的特殊疑問句及by的用法。能力目標

1、能夠聽懂有關學習方法的簡短對話。

2、能運用how和 by來介紹學習方法進行對話練習。教學重難點

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 教學過程 預習詞匯

布置學生預習section a的詞匯，能夠根據音標讀出單詞并了解漢語意思，使學生養成自主學習的習慣。課前朗讀 朗讀本課的新單詞、短語等，先領讀后齊讀的方式，領讀保證了發音的正確性，齊讀進一步加強了訓練，課前朗讀可使學生快速進入學習狀態，養成良好的學習習慣。

一、新課導入

1．檢查詞匯預習：

讓學生朗讀本課的重點單詞和短語，注意發音。對個別單詞的發音進行強調和糾正，并將發音歸類。

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

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

2）讓學生進一步作對話練習，展開小組合作，并討論一下，這個學習方法的好處和優點，對how 引起的特殊疑問句，the way和improve等詞的用法進行綜合操練。

二、聽力訓練 1．多層聽 聽（1）：通過聽力，了解對話中人物不同的學習方法，此項活動可以更好的練習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）對聽力材料進行進一步的練習，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，實現了材料的一材多用，使學生確實得到了更為扎實有效的聽力訓練。2．聽后說

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

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

以上對同一聽力內容進行了輛次練習，該設計主要是在靈活運用教材的基礎上，使篇二：人教版新目標九年級英語最全教案 九年級全一冊英語學案及教學設計

unit 1 how do you study for a test？

一、教學目標

1、語言目標 1）詢問別人的學習方法

2）學習討論各種學習方法和策略，學會評價各種學習方法的優劣

2、知識目標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 1）通過討論找到適合自己的學習方法，找出自己在英語學習中的困難 2）學會給出關于學習方法的建議

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，學以致用。

三、導學案 section a ● 例析導學

1、they also have fun。fun n.樂趣，玩笑 【拓展】 1）have fun 意為―過的快活‖相當于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.類似的結構還有have trouble /problems experience doing sth

2、?and then end up speaking in chinese.end up 結束,后接動詞的v-ing形式 end up with 以??結束,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.結局，結果。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

【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,實習,實踐, practice doing sth.練習干某事

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 可修飾不可數名詞和可數名詞復數

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 ,補充說 , 繼續說

【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 ●句析導學

1.how do you study for a test? i study by listening to tapes.你怎樣學習,準備應考？通過聽錄音。

how是用來提問―怎么，怎樣‖的疑問詞，引導一個特殊疑問句，經常用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。可與so?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 形容詞做賓語補足語 find +賓語+形容詞 發現??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

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.● 教學設計

本節課以英語學習為話題，重點是介紹英語學習的方法，section a 就是緊緊圍繞該話題，以聽說方式展開學習運用的。教學目標

知識目標：

1、會寫，會讀，會用本節課的重點單詞短語。

2、熟練運用how 引起的特殊疑問句及by的用法。能力目標

1、能夠聽懂有關學習方法的簡短對話。

2、能運用how和 by來介紹學習方法進行對話練習。教學重難點

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 教學過程 預習詞匯

布置學生預習section a的詞匯，能夠根據音標讀出單詞并了解漢語意思，使學生養成自主學習的習慣。課前朗讀

朗讀本課的新單詞、短語等，先領讀后齊讀的方式，領讀保證了發音的正確性，齊讀進一步加強了訓練，課前朗讀可使學生快速進入學習狀態，養成良好的學習習慣。

一、新課導入

1．檢查詞匯預習：

讓學生朗讀本課的重點單詞和短語，注意發音。對個別單詞的發音進行強調和糾正，并將發音歸類。

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

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

2）讓學生進一步作對話練習，展開小組合作，并討論一下，這個學習方法的好處和優點，對how 引起的特殊疑問句，the way和improve等詞的用法進行綜合操練。

二、聽力訓練 1．多層聽 聽（1）：通過聽力，了解對話中人物不同的學習方法，此項活動可以更好的練習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）對聽力材料進行進一步的練習，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，實現了材料的一材多用，使學生確實得到了更為扎實有效的聽力訓練。2．聽后說

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

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

以上對同一聽力內容進行了輛次練習，該設計主要是在靈活運用教材的基礎上，使篇三：人教版新目標英語 初三 英語教學案例---不妨空手進課堂 背景

《英語課程標準》提出學生的發展是英語課程的出發點和歸宿。英語課程在目標設定、教學過程、課程評價和教學資源的開發等方面都突出以學生為主體的思想。課程實施應成為學生在教師指導下構建知識、提高技能、磨礪意志、活躍思維、展現個性、發展心智和拓展視野的過程。教師應在教學過程中有意識的加以適當的引導，激發學生對于掌握一門外語的迫切需要性，引發他們學習的積極性和主動性，充分發揮學生在課堂上的主體作用。一堂成功的課，應該讓學生自始至終掌握主動權，教師只是充當“組織者” “促進者、”“合作者、”“咨詢者、”“參與者、”“引導者、”“顧問”等多種角色，最大限度地給學生提供參與的機會，學生的主體性得到了體現，自然就產生了求知和探究的欲望，也就把學習當作一件樂事。問題的發現與解決

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

師生問候完畢，學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真地鉆研了教材，心中有一些底，一邊腦子急速轉動，想著對策。英語新課程標準不是強調要把課堂還給學生嗎？我何不“偷”一回“懶”，讓學生給我上一堂課。于是，我向學生坦白了我的尷尬處境，并與學生商量：“老師什么也沒帶，這節課你們來教我吧?！睂W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.一學生上黑板寫題目，一筆一畫，極為認真，頗有老師的架勢。teacher：who can help me review the words in part a let’s learn ? 學生們躍躍欲試，臉上抑制不住興奮，他們也許為能幫助老師而自豪，也許為自己學有用武之地而快樂。我請了一位平時學習成績中等的同學，只見他迅速地拿著自己的學生卡片來到講臺前，模仿著我平時的樣子。先讓同學們齊讀一遍，然后將卡片的順序打亂讓其他同學猜下一張是什么？臺下的同學積極舉手，踴躍發言。很多同學還自然而然地將單詞和句子結合在一起使用如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.學生積極討論，有的準備用對話的形式；有的準備用介紹的形式；有的準備用表演的形式，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，我發現了許多原本該發現而沒有發現的東西?? 他竟然是位朗讀高手。開學半個多月，他從未發過言，上課小動作還不斷，我曾搞過突然襲擊，可他總是一言不發。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，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，應擁有一雙善于發現的眼睛。課堂，應給每位學生施展才能的機會——他們是表演的天才。let’s talk.課文下面準備地幾幅圖片都非常生動有趣。學生在短短的幾分鐘內排演成了課本劇，我不得不佩服學生的理解能力和表演天賦，他們把課文中地對話進行了擴展和延伸，將新知和舊知有機地結合在一起，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構，還自然地融入了自己的理解、自己的語言。學生在輕輕松松的表演中，不知不覺就達到了教學目標。反思

外語學習的首要任務是“學”而不是“教”?？频拢╟order,1981）曾經說過，有效的語言教學不應違背自然過程，而應適應自然過程；不應阻礙學習，而應有助于學習并促進學習；不能令學生去適應教師和教材，而應讓教師和教材去適應學生。作為外語教師，我們知道，英語不同于其他基礎學科，它是一門實踐課，其語言技能是需要通過學生個人的時間才能培養和提高的。因此，他的教學效果在很大程度上取決于學生的主觀能動性和參與性。認知理論認為，英語學習的過程也就是新舊語言知識不斷結合的過程，也是語言能力從理論知識轉化為自動應用的過程。而這種結合和轉化都必須通過學生自身活動才能得以實現。

沒想到，我無意中空手上的一堂課，卻成了我與學生最快樂、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，學生也就不必隨著教師預設的圈套乖乖就范。沒有了束縛，就擁有了自由，師生就能以平等的身份出現，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，心中只有學生，教師跟著學生的思路走，隨機調控，靈感跌出。學生無所限制，思維自由馳騁，在與文本、教師、同學的平等對話中，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課堂的感覺真好，不過，這無疑對教師是個挑戰，教師必須對課本爛熟于心，必須對教材鉆研深刻，必須預先猜測學生在課堂上的一些“可能”，必須有靈活的應對能力?？帐诌M課堂，決非容易，功夫還在課外。

參考目錄： 1．《英語課程標準》（實驗稿）2．《新課程新教材教學案例與評價示例》 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，調動學生的積極性，減少學生的緊張情緒。加之五官屬于人的長相的范疇，所以與此課人物外貌相關連，這樣引入就能自然過渡到本節課的內容。人物前活動用于掃除學生的語言障礙，因此在教學上以激發學生的學習興趣為主，通過活動讓學生感知、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.先利用圖片展示進行新單詞句型的引入,讓學生熟悉。接著要求其他同學描述三位外貌典型的同學，再小組練習。這樣更形象，更貼近生活，學生更容易接受，加強了學生間的合作與交流。再按發形，身高，體重的類別練習以免混淆，同時加深記憶。在教學的過程中，我要求學生描述教室里聽課的老師，學生們十分激動，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、完成任務做鋪墊，同時能檢測學生的掌握情況，以便老師隨時調控。

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生通過他人的描述，去發現別人的外部特征。培養學生聽、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.這是一個任務教學，讓學生描述自己的家人、朋友及喜愛的明星，增添他人對自己的了解。學生拿出事先準備好的自己最喜愛的電影、足球明星，在小組里輪流進行描述。然后在組與組之間進行資源共享，讓學生在講臺上用投影儀進行展示。（通過這一活動，使學生在掌握一定的英語基礎知識和基本技能，能與小組成員合作共同完成學習任務，發展語言的綜合運用能力，并創造性地使用英語表達自己的思想）。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.設計這個任務目的在于讓學生能學有所用，想象設計一下自己20歲風華正茂時的樣子，并畫出來，讓此堂課別開生面，樂趣橫生。同時這培養學生的多種能力，讓其能動手動口。stepvii.1a—1b 在學生掌握好的前面的知識的基礎上再處理學習書上的知識，就化難為簡，學生才能得心應手，同時讓學生整體回顧本節課的重點內容。stepvii.motto 此格言的安排是為了培養學生尊重他人的品德，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，讓學生在進一步創造性活用所學語言，提高學生的寫作能力。

初二英語分層次教學中個案輔導策略研究

[ 錄入者:admin | 作者:未知 | 來源:網絡采集所得| 瀏覽:394次 ] 一.情況概述

學生的學習可能性與教學要求之間的矛盾的對立統一關系是教學發展的動力。分層遞進教學著眼于協調教學要求與學生學習可能性的關系，推動教學過程的展開。學生的學習可能性存在著差異，每一位學生都有發展的潛能，于是教師要針對不同的學生，在分層遞進教學中對學生的學業進行行之有效的個別輔導。

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

分層次之后，學業成績相近的學生在一起學習，便于教師在授課時提出與他們的可能性相協調的要求，采取適宜的方法，更有效地開展教學活動，在這種學習氛圍中也有利于學生展開競爭。b層次盡管學生學業成績相對較好，但其中也不乏學科發展不平衡的學生，初二(5)班黃××同學，便是其中較為典型的一例。黃××同學是工人子女，初二才從海南轉來本校學習。該學生英語科成績在進校時的一次初二摸底考中只得了63分。對于一個在b層次學習的學生，她英語學科的分數在班里是屬于最低檔a層。經過幾方面綜合分析，我認為造成黃××同學英語學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，有些詞匯與語法現象黃××同學沒學過；2.由于教學體制與體系不同，一般外地學生來本校求學時，均感到外語學習費力；3.學生自己本身在學習中存在偏科現象，而英語又是其薄弱的一項。但是黃××同學本人學習勤奮刻苦，人品正直，資質不錯，有學習的潛力，且愿意在學習上下功夫。

二.個案輔導策略

現代教育指出一個好的教師不僅要向學生傳授知識，而且要通過有目的的教學教給學生獨立地掌握知識的本領。心理學家e.d加涅認為現在公共教育存在的兩個問題，一是教師如何改進他們的教學；一是學生如何改進他們的學習。加涅將這兩個問題概括為教學策略和學習策略。越來越多的研究結果證實，學習困難學生的學習策略通過教師教學和課后輔導相結合，能提高學習困難學生的學業水平，也能改善他們的學習策略。黃××同學的英語學業成績不良，有其客觀性，九年制義務教育對于普及文化知識是一種強有力的保證，英語學科的教學還只是處在入門階段，如果在入門階段就及時發現問題，及時地進行學習方法的指導、學習能力的培養，對學習過程進行有效地調控，那么學生學習成績不良的狀況會得到有效地改善，學生的學習能力會進一步地提高。黃××同學學習自覺有熱情，教師關鍵要在學習方法、學習策略上予以輔導。在分層施教的教學環境中要充分利用學生其自身差異的特點，利用開發這些資源，挖掘學生的潛力，讓學生主動學習。三.操作方法

(一)學習策略的輔導

學習策略是指主動的學習者在特定的學習情境中運用的學習方法和學習調控的有機統一。學習策略不僅包括一些具體的學習方法或技能，而且包括能根據學習任務和情景特點，制定合理的計劃，運用合適的學習計劃，正確的對學習過程進行監控。1.制定學習計劃

首先讓黃××同學結合自己的學習特點及生活習慣制定一份個人學習計劃，要求符合全面、合理、高效的原則，安排好每天的英語學習。制定學習計劃的目的是為了讓學生在學習中有計劃地學習，在計劃的實施過程中個人及教師要定期進行指導與督促。2.養成良好的學習習慣

第三篇：新目標九年級英語教案

新目標九年級英語教案

發布：張永玲

時間：2008-12-5 15:27:56 來源：寧夏靈武教育信息網

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新目標九年級英語教案

Unit 13 Rainy days make me sad

語言目標：

能夠運用所學知識談論或詢問對某件事或物的看法或談論事物對人的情緒的影響。

認知目標：

1.學習動詞make的用法（make+ 賓語+ 形容詞和make+ 賓語+ 動詞原形）。

2.學會以下基本句型：

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：

培養學生做一個情感豐富的人。

第一課時

教學目標： 1.能用所學的目標語言簡單談論或詢問事物對人的影響，或人對某一事物的看法。

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.能聽懂聽力內容，并能完成相應的練習。

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

教學目標：

1.能進一步用所學的目標語言談論或詢問各種事物對人的影響或人對某些事或物的看法。

2.能理解3a的內容并完成相應的練習。

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

教學目標：

1.能進一步擴展所學的內容，能用目標語言談論對商品.......的看法。

2.能聽懂聽力內容，完成相應練習。

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 ______________(離開學校).2.The students were made _______________(課前完成練習).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

教學目標：

1.理解閱讀文章，找出主要意思并掌握文中相關用法。

2.能運用目標語言，就.......及對其他事物的看法進行寫作。

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，目的”（n.）和“瞄準，對準”（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引導狀語從句，可表目的，也可表結果。

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.（表結果）

so….that… 引導結果狀語從句

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” lead sb to do sth “引領某人做某事” lead sb to someｗｈｅｒｅ “引導某人去某地” 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

教學目標：

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

教學目標：

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：新目標七年級下冊英語教案

新目標七年級下冊英語教案：Unit 3 Why do you like koalas?

一、教學內容分析

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論日期，課文始終圍繞這一主題展開，我們要學習序數詞的構成以及運用序數詞表示日期的方法；學會運用 when 引導的特殊疑問句詢問日期；學習名詞所有格(?s 所有格)的構成和使用。語言知識和語言技能部分主要是圍繞核心話題時設計安排了許 多聽、說、讀、寫的任務活動，來不斷豐富鞏固這一話題的詞匯及習慣短語。我將靈活運用這些活動，并將其中的一些活動進行變化或整合。

二、教學目標分析

本單元總體目標 :

通過本單元的學習讓學生掌握所學目標語言；學會日期(年、月、日)的表達法；在互動的交流中理解生日更多的含義并學會談論自己、同學以及父母家人的生日：學會自己安排作息時間。

根據《英語課程標準》關于總目標的具體描述，結合本單元的教材內容，我按認知目標、能力目標、德育目標三方面將本單元的教學目標細化：

1、認知目標

1.語音: 在日常生活中做到語音、語調基本正確、自然、流暢。

2.詞匯: 掌握 1----12 月份的表達, 序數詞 1----31的表達, 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

在連慣的聽說讀寫活動中，訓練學生的邏輯思維，快速反應能力和實踐能力 , 使學生能熟練運用新句型來談論年齡和日期。

3、德育目標 熱愛生命，孝敬父母的思想教育。

三、學生學情分析

本單元的主題是詢問和談論日期，圍繞這一主題進行一系列的交際活動，使學生掌握日期的表達法，正確使用when引導的特殊疑問句對日期進行詢問。在學習日期的表達法時要先學習序數詞的構成，學生在以前的課程里已經學習了基數詞，對于兩種數詞之間的區別一定會令學生感到頭痛，教師要引導學生運用對比的方法，找出構成規律，總結特殊變化，對比強化記憶。

引導學生采用Role-playing & Comparing的學習策略，學習一些新的詞匯，掌握一些重點句型，在師-生，生-生，小組的練習過程中，學會表達日期。同時，教師應從學生的生活經驗和興趣出發，在課堂教學中應設計任務型教學活動，體現以學生為主體的教學活動，讓學生在完成各項任務的過程中自主學習語言，提高綜合運用語言能力。在這一課中，我們可以根據情況設計一些實際操作演示的活動，教唱生日歌，月份歌，讓學生自己帶日歷，問同學生日，提高學生的參與興趣。

四、教學策略

《新目標英語》中的具體語言目標是通過各種各樣的Tasks來實現的；整個教學過程中，各種語言結構、語言功能與不同的學習任務有機的結合。教學的實質是交際，為此我選用了以下教學法：、提問引入法通過提問，集體，分組，分行回答 , 或學生逐個回答的形式開展教學，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，達到交際的目的。教學模式和教師特色

針對本課的內容，我采用了五步教學法：第一步：熱身--激活舊知識，創設輕松活躍的課堂氣氛。第二步：呈現--呈現新內容，感知舊內容；第三步：操練--用多種方式操練新知識；第四步：鞏固--通過游戲，聽力練習和筆頭練習相結合的方式，鞏固新知識。第五步：應用--布置任務性活動，讓學生在用中學，在樂中學，學了就用。同時堅持“教師為主導，學生為主體，任務為基礎”的教學原則，在課堂教學的不同環節教師扮演自身作為“設計者，研究者，組織者，促進者，協調者”的角色。所以本課時以任務型教學為主，融合直

觀教學法，情景教學法和交際教學法，培養學生口語交際能力，培養學生觀察能力、英語思維能力和動手能力。

五、教學重難點

根據對教材和學生的學情分析，本課時確定的重難點如下：

重點：When引導的特殊疑問句的構成和使用。

難點：學習序數詞的構成和日期的表達法。

五、課時安排：

四個課時.六、教學過程設計 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，學生是活動的主體，學生的任務是開放的。學生以小組為單位進行活動，在較真實的語境中鍛煉口頭、筆頭能力。有利于培養學生的合作精神，促進學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： 現在的英語課堂是開放式的，本著啟發學生思維，培養學生的觀察力，想象力，創新能力和合作精神的原則，我們設置了一些活動，能夠調動學生課外英語學習的積極性，鍛煉學生獨立或以合作形式收集資料、處理信息的能力。為學生提供實際運用英語的機會。

第五篇：大學英語教案

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