9A Unit（精選16篇）
9A Unit 篇1
第一單元教學計劃
unit one
一、teaching aims：
1.can listen,speak,read these new words and
sentences:
① miss han,peter,sally.
② hello!/hi!/good moring. i am miss han./good moring, miss
han./good afternoon. i’m peter./
good bye./ bye-bye.
③ can sing and perform <<good morning>>
2.can use idioms to talk freely.
二、teaching contents of each period
in the first period ,learn section a.
in the second period,learn section b.
in the third period,complete section c.
teaching important and difficult points:
1.激發學習興趣,養成良好的學習習慣。
三、teaching methods and aids:
a. situational teachings, practising,playing games to arouse the
student’s interests.
b.word card,teaching pictures,tape recorder and tape
四、teaching times: three periods.
3a unit1教學設計(一)
the first period
一、teaching aims:
1.learn to greet and farewell.
2.learn to introduce yourself in english.
3.can perform section a.
二、teaching material analysis:
section a introduces how to greet ,farewell and introduce yourself
in english.this is the first english class.so the teaching important
point is to arouse the student ‘s interests. the pronunciations of
good moring.good afternoon are teaching difficult points.
三、teaching methods: situational teachings,practising.
四、teaching steps::
(一)new teachings
1 . learn to greet.
(1) when the teacher enter the classroom,say hello.\hi to the
students.praise those students who can greet to the teacher in
english.
(2) read hello and hi.
(3) t: hello,. stand up , please.(手勢示意)
t: sit down ,please.（手勢示意）
(4) read these two sentences.
(5) ask students to talk about the importance of studying english.
2. learn i am ….
(1 ) t: point to the ear,listen! i am miss zou. i’m your teacher.
(2) explain the chinese meaning and read i am miss zou.
(3) inviting several students to stand up and introduce themselves
in english.using i am…
(4) teacher supply some english names for the students,ask them to
choose one favorite name for themselves.
(5) practise to make a similar dialoge in pairs.practise those
students who does best.
3. learn good moring, good afternoon, good bye.
(1) teacher show a model clock,(將指針指向上午的不同時刻) say:now let’s begin
our class,stand up,please.good morning,class. (手勢示意)
ss: good moring,miss zou.(with the help of the teacher. )
(2) repeat several times and guess out the chinese meaning.
(3) read this sentence after the teacher,pay attention to the
pronunciation of morning.
(4) teaching good afternoon with the same method.
learn to sing <<good morning>> <<good afternoon>>.
(5) t:now school is over,(將表針指向5點) good bye.(邊向門外走邊說)
ss: good bye. (bye -bye)
(6) read this sentence.
(7) play a game to consolidate these three sentences.
rule: teacher require several students to come to the front and
introduce themselves first, when the teacher call one person’s name,
he(she ) must say out the proper greetings or farewells quickly
according to the time of the clock.
(二)summary:
this is our first english class.what do you learn in this
class?who can tell us?
(三) exercises:
1.look at the picture,listen to the tape and read after it .
2.look at your book, listen to the tape and read after
it.imitating the pronunciation and the tune.
3.practise to perform the dialog in a group of four.
4.ask the students to act it out .
(四) blackboard design.
unit one hello
a listen and say
hello.
hi.
i’m miss han.
good morning.
good afternoon.
good bye.
bye-bye.
(五) homework for today:
（六）teaching feedback and postscrips:
部分學生將good morning讀成good morming ,師要注意糾正。
3a unit1教學設計(二)
the second period
teaching aims:
1.to consolidate section a.
2.to listen .speak. read and write letters aa .bb.
一.teaching material analysis:
in this period,.we’re going to consolidate section a. then we’ll
learn two letters: aa and bb.ask students to talk freely is teaching
important points. in the meanwhile,letters are also the teaching
important and difficult points.
teaching methods:situational teachings,practising.
二.teaching steps:
(一)lead- in
1. greetings
2. sing a song <<good morning>>
3. freely talk for three minutes.
(二)consolidating section a
look at the picture of section a ,listen to the tape and read after
the tape.
1.practise to perform the dialog in groups.
2.ask students to act it out group by
group.commmenting the best one.
3.complete the exercises of the workbook
(page1~3)
4.check up on the exercises.
(三)learn the letters aa and bb.
1 t:show letter cards.there are 26 letters in english.
2.listen to the recorder(26 letters)
3.show the card of aa
t:listen,look at my mouth [ei] [ei]
4. read after the teacher ,then check up one by one.
5. teach the students to write aa.
6. remember:大寫a,頭兒尖尖象寶塔;小寫a橢圓的身體小尾巴.
7. learn letter bb with the same method.
8. remember:大寫 b象耳朵,小寫 b剪刀右邊尖朝上.
9. learn to write aa and bb.
10.ask students to make a new dialog in pairs.
for example:
s1: hello!
s2:hi!
s1: i’m letter aa.
s2: i’m letter bb
s1: good morning ,aa
s2: good morning,bb
s1: good bye, bb
s2:bye-bye, aa..
11. ask students to act out the dialog in pairs.
(四) summary:
in this class,we learned two letters and reviewed section a.everyone
is active.i think if you study hard,you can learn english well.
(五) blackboard design:
a abb.
(六) homework for today
(七) feedback
大部分學生能夠掌握本課時的知識內容.
（八）the postscript:
學生初次接觸字母，很容易與漢語拼音混淆，因此采用歌謠的形式教學，有利于學生記憶字母的音和形。
3a unit1教學設計(三)
the third period
一.topic: unit one sectionb
二.teaching aims:
1.learn to sing and act<<good morning>>.
2.to listen ,speak,read and write letters cc dd.
三.teaching material analyse:
section b is a song .it can not only consolidating what we learned
further in the last period,but also helping the students with their
pronunciations,tones ect. in the meanwhile,we’ll learn two
letters:cc and dd. singing the song correctly and grasping the
letters are teaching important and difficult points.
四.teaching methords:singing and acting
五.teaching steps:
(一)preparation:
1.sing a song<<good morning>>
2.review the greetings and farewells.
(二) learn to sing and act.
1.read the sentences of the song two times.
2.play the tape,ask students to listen carefully.
3.play the tape once more,ask students to sing after the tape.
4.play a game.
rule:此游戲可以在室外進行。學生們分兩排圍成圓圈，外圈學生邊唱邊安逆時針轉圈，內圈學生邊唱邊安順時針轉，，當唱完“good
mrning. good
afternoon”時，全體學生停止轉圈，外圈學生和內圈學生手拉手，互換位置，，同時唱“hello.i’m…”（請學生們換成自己的名字）然后，隨著音樂繼續進行游戲。
5.learn the terrers aa and bb.
1)t:show the card cc and read [si:]. stress: don’t read [sei]
2)rrad after the teache. then check up.
3)remember:字母cc像月牙，半個月亮掛天上.
4)show the card dd.
5)read the letter[di:], then check up.
6)remember:彎彎的月兒大寫d，小寫d剪刀左邊尖朝下。
(三) exercises:
1.learn to write the letters.
2.learn to make up a similar dialog,using greetings and
farewells and i’m cc,i’m dd..
(四) summary:
in this class,we learned a new song.are you happy? now let’s sing it
again to end our class ,ok?
(五) homework:
(六) blackboard design:
ccdd
(七) postscript:
全部學生都很喜愛本首歌,邊唱邊游戲,課堂氣氛活躍,興趣倍增.因此課堂上教師要多動腦筋，采用豐富多彩的形式來調動學生的學習興趣，使素質教育在英語教學中得到貫徹執行。
3a unit1教學設計(四)
the fourth period
一.topic: unit one section c
二.teaching aims:
1.consolidating aa bb cc dd four letters.
2.learn to make a student card.
3.can use the student card to talk freely.
三.teaching material analyse:
section c ask students to make a student card.
目的是讓學生運用所學英語完成真實任務，讓學生在使用中學，培養團結合作精神和運用英語進行創造的成績感。this is the
teaching important point. can use the student card to talk freely is
teaching difficult point.
四.teaching methods:doing,drawing ,talking.
五.teaching procedures:
(一) organizing the teaching:
1.greeting.
2.sing a song.
(二) revision the letters:
1.read the letters: aa bb cc dd.
2.show me capital letter a…,show me small letter b…
3.listen carefully ,write down the letters you hear and then
quickil show me.
4.t:i’m bb,who is my neighbour ,come and stand beside me.
5.do you know the meaning of these capital letters?
abc, ad ,bbc, bc, caac, cba, cbc, cd .
(三) learn to make a student card.
1.take out your paper card,glue,watercolor pens ,photo ect.
2.first stick your photo in the middle of the paper card.
3.write down your name at the bottom of the card.for
example:hello,i am chen feifei
4.encourage students to draw some beautiful designs around the
picture.
5.teacher supply some english names for the students ,ask them
to select one favorite name for himself.
6.write the english name behind the chinese name.
7.thread a string and wear the card.
8.ask students to talk freely according their cards in pairs.
(四) summary:
in this class,we learned to make a student card.you ‘ve done very
well,i’m satisfied with you.
(五) homework for today:
(六) the postscripts:
部分學生沒有帶任何制作材料,學習習慣特別差,教師要想法培養學生養成良好的學習習慣,按時完成作業.
9A Unit 篇2
lesson planschool: north chong qin road primary school, huang pu districtname: liu zhenbook: oxford english (shanghai edition) 2a unit 5 topic: crossing the roadaims: 1. vocabulary: light, stop, wait, go 2. function: using imperatives to give simple instructionslanguage focus: using imperatives to give simple instructions.aids: pictures, computers，word cards procedures contentsmethodspurpose i. pre-task preparation:1.warming-up:rhyme 2.guessing gamewhat is it?what color is it?ps: recite (computer)t: ask pupils to guess what it is and what color it is. 1.通過復習已學兒歌，吸引學生注意力。 2.幫助學生復習與本節課相關的單詞，激發學生的學習興趣。 ii. while-task procedures: content 1: light1. introduction: 2. imitation:light 3. quick response: content 2: go, stop, wait1. introduction: 2. imitation: 3.activitychange the position 4. gamedancing machine (computer)t: introduce the light to the pupils. 1) t: ask pupils to follow.t-ps2) t: ask pupils to change their voices to say the word.pn (computer)t: ask pupils to say the color on the screen . 1.從猜謎的游戲中引出本課的新單詞。 2.學生通過機械性的模仿，正確掌握單詞的讀音。 3.借助多媒體課件模擬交通燈，幫助學生熟悉新單詞的運用。 1.通過觀看錄像引出新單詞，并使學生對基本的交通規則有所了解。 2.學生經過機械性模仿正確掌握單詞的讀音。 將休閑活動與操練結合起來，增加學生學習興趣。(vcd)t: tell the pupils when they cross the road they should go/stop/wait if they see the green/red/yellow light. 1) t: ask pupils to follow.t-ps2) t: ask pupils to clap and say the words. t: invite three pupils come in front of the blackboard. give everyone a word card. ask them stand in a line and keep changing their position in the line according to what they hear. ask more capable pupil to say the word. who can’t find his/her position correctly will lose the game. (computer)ask individual pupil to step on the word cards according to what he/she hears. the rest of the pupils could watch the screen and say the word. change the pupil when he/she makes a wrong step.iii. post-task activity1. make a rhyme 2. make the traffic rules. 3.traffic rule propagandistgroup workt: ask pupils to make a rhyme with the words we have learned today.ps: discuss and try to make a rhyme. pa:( free talk)t: arrive at a conclusion on the traffic-light rules. group workt: ask pupils make several traffic-light rule posters.pg: act as a traffic rule propagandist and introduce the traffic-light rules for class.讓學生運用已學單詞自主編兒歌。 教師指導學生歸納出交通燈規則。 以小組形式制作交通規則宣傳標語，并為學生嘗試使用所學語言進行表達提供舞臺。iv. assignmentintroduce traffic-light rules to family members. 以口語表達方式鞏固課堂學習內容。教案設計說明：
本課內容選自2a unit5 let’s act, 由于它的主要內容與交通燈有關，因此在教學設計時首先從單詞light入手。為了激發學生的學習興趣，在引出新單詞light后，運用多媒體課件創設出交通燈變幻閃爍的情景，使學生在真實直觀的情景中以相應單詞快速應答。學生在強烈的感官刺激下注意力高度集中，在不知不覺中正確掌握單詞的讀音，并且較好地鞏固與本課相關的顏色類單詞。隨后，通過觀看行人過馬路的錄像自然引出go,stop,wait 三個動詞并使學生對紅燈停綠燈行這一交通規則具有初步的印象。在操練階段，將學生感興趣的休閑活動——跳舞機和單詞的操練結合起來。伴隨著節奏輕快的音樂，學生根據聽到的指令腳踩不同的單詞卡片，輕松愉快的游戲氣氛，來讓學生完全忘卻學習的緊張，在強烈的興趣驅動下牢固掌握新授單詞同時也使學生更熟悉了解紅燈停，綠燈行這一交通規則。接著，讓學生以小組形式自編兒歌，這樣不僅為了充分調動學生學習的主動性和積極性而且也為了加強學生對所學知識的理解和運用能力。最后，在學生概括出交通規則的基礎上，創設交通宣傳員這一角色讓他們體驗宣傳。從宣傳標語的制作到扮演宣傳員，學生親手制作，親身體驗，通力合作，最終在學會運用本課語言的同時也為他們自己遵守交通規則上了生動的一課。
2a unit 5 來自第一范文網。
9A Unit 篇3
let’s go to the zoo by bus.
張家港市兆豐實驗小學 倪紅
教學內容：
1、掌握句型let’s go to the zoo by bus.及回答all right./ ok. let’s go.
2、能靈活運用單詞bus, plane, zoo, cinema, the great wall于句型。
教學重點：
靈活運用句型let’s go to the zoo by bus.及回答all right./ ok. let’s go.于實際生活。
教學準備：
多媒體課件 交通工具模型 錄音機 磁帶。
教學課時： 一課時
教學過程：
step 1. greeting
free talk.
step 2. revision.
t: now let’s play a game. “listen and do”
stand up. sit down. get up. go to school. go home. ok. all right. go to bed. good night.
by bike. by bus.
【設計意圖】“教師發指令，學生做動作”這是學生最喜歡的游戲。學生在跟我說的同時，還要迅速做出動作，以此做為切入點，在游戲中復習了前幾單元的重要句型和所學的單詞。做到了“眼到、手到、口到、心到”，同時自然過度到by bus這一知識點。
step 3. teaching and learning
1.by bus, by bus
bus bus阿嚏
bus bus 嘟嘟嘟，bus bus公共汽車
bike bike 叮鈴鈴，bike bike自行車
【設計意圖】為了讓學生記住bus，并能與［ai］相區分，我在教學中設計打噴嚏這一動作，學生興致盎然學生在模仿的同時也記住了這個讀音。
t: i go to school by bus. how about you?
s: i go to school by bike.
i go to school by bus.
2.t: after class, i will go to an interesting place by bus. do you know where i will go? ok, i will give you a hint. now listen carefully, please tell me what you can hear. (多媒體課件中依次出現各種動物聲音，學生猜對，便出現圖案及單詞)
s: dog cat elephant tiger monkey bird
t: where is it?
s: zoo.
t: that’s right. it’s a zoo.
【設計意圖】課件中各種動物的聲音讓學生興奮不已，各個都躍躍欲試，急于告訴我所聽見的動物單詞，在復習舊知的同時也刺激他們全身心地投入到英語學習中去，從聲音自然過度到動物園，學生學得快樂、學得自然。
show the picture of a zoo.
zoo ［zu:］ a nice zoo, my zoo, a new zoo……
t: look at this zoo. oh, it’s nice. do you like it?
s: yes.
t: ok. let’s go.
go, go, go, let’s go
let’s, let’s, go, go,
let’s go to the zoo.
【設計意圖】繞口令非常符合孩子的心理特點，歡快的節奏、活潑的動作、瑯瑯上口的語言，繞口令的朗讀讓孩子們進一步鞏固所學的新知識點。
3.t: now, who will go to the zoo with miss ni? you can say “hello, miss ni. let’s go to the zoo.”
s1: miss ni, let’s go to the zoo.
t: all right.
s2: hello, miss ni. let’s go to the zoo.
t: ok. let’s go.
practice the two answers. play the game. “train is coming.”
4.多媒體課件出現動物園及兩種交通工具，教師引導學生自己說出let’s go to the zoo by bike./ let’s go to the zoo by bus.
5.t: on my way to the zoo, we will pass a place. it’s a cinema.
cinema go to the cinema
let’s go to the cinema by bus. let’s go to the cinema by bike.
6.t: now let’s watch tv. (多媒體課件中出現萬里長城，引出the great wall)
s: let’s go to the great wall.
t: let’s go to the great wall by bike. oh, it’s too tired.
let’s go to the great wall by bus. oh, it’s too far. i will feel sick.
let’s go to the great wall by plane.
s: ok. let’s go.
【設計意圖】帶領學生go to the zoo，引導出需經過cinema。教師設疑：電影院里放映的什么影片？畫面出現巍峨的長城，導入the great wall一詞的學習。這樣的教學設計給學生一種真實的語言學習環境，能激起其學習興趣，過度自然。
step 4. consolidation.
1.play the game. “high and low.”(教師輕聲說一個單詞或句子，學生就大聲說，高低聲相反)
【設計意圖】游戲能進一步活躍課堂氣氛，創設真實的環境，在用中教，在用中學，讓學生在不知不覺中去感悟、了解、體會所學英語。通過這種在游戲中鞏固英語，學生記得牢，并會覺得學有所用。
2.look at the screen. choose one place and one transportation. practice in pairs.
s1: let’s go to the zoo by bike. s2: all right.
s3: let’s go to the cinema by bus. s4: ok. let’s go.
s5: let’s go to the great wall by plane. s6: ok. let’s go.
【設計意圖】英語本身是一種實踐性很強的語言。課堂教學中要竭力為學生提供真實或逼真的言語交際情景，把整個教學過程搞成近乎實際的交際活動，讓學生發揮主動性、創造性，學以致用，學生在活動中通過思考、交流、合作等方式，學習和使用英語，完成學習任務，在自由活動中，學生能學會靈活應變，學會創造，學會獨立學習，而且，在交際和角色表演的活動中，由于學生有了極大的自我支配權，教師的權威性被淡化。教給學生獨立學習的技巧。最終提高學生實際語言運用能力，發展用英語解決實際問題。
step 5. homework.
1. remember the words.
2. practice the conversation.
3a unit 8 來自第一范文網。
9A Unit 篇4
5a unit 7 e look and read
海門市通源小學 陸 健
1.teaching aims
(1) understand and can use : running after, sitting, jumping, eating, crying, laughing, dancing
(2) understand and can use the sentences to practice in the real condition: … is doing ….
(3) understand and speak out the words clearly , fluently and correctly : mouse, food, cry, laugh,head, after
2.main points:
(1) understand and can use : v+ing
(2) can use the sentences to practice in the real conditions.
… is doing….
3.difficult points
running after, crying, laughing
4.preparation:
toy dog/tiger/elephant, a paper frog, a toy mouse, pictures, cards, tape recorder
5.process:
a.warming up
t: good afternoon, boys and girls!
ps: good afternoon, miss lu!
t: let’s do some exercise, ok?
ps: ok!
(follow the teacher)
eating, eating, i am eating,
reading, reading, i am reading,
writing, writing, i am writing,
dancing, dancing, i am dancing,
running, running, i am running,
sitting, sitting, i am sitting
(pupils sit on their chairs)
b.review
t: now guess what am i doing? (teacher acts and let the pupils guess)
p: eating, sitting, running, dancing
t: good!
(write the four words on the blackboard)
c.presentation
a. teach crying, laughing and jumping
t: look at this boy, he is crying.
(draw a crying face on the blackboard)
(write “my”, “by” next to the word)
t: read after me, my, by, cry, crying.
crying, crying, wu… crying.
(pupils practise this word and act)
t: now the boy is happy. (draw a smiling face)
laughing, laughing, ha-ha-ha-ha laughing.
t: (take out a paper frog) what’s this? it’s a paper frog.
look, it’s jumping.
(write “umbrella” on the blackboard) jump, jumping
(practise this word and jump on the floor)
game: 1. high and low voice (read in different voices)
2. maggic eyes
(look at the teacher’s mouth and guess which word)
3. ask some pupils to come to the blackboard and act the words, others guess.
b. teach …is doing ….
t: boys and girls, i have some pictures here. let’s make sentences. for example: the mouse is sitting.
(put this picture on the blackboard)
(take out other pictures)
p1: the dog is jumping.
p2: the mouse is eating.
p3: the mouse is dancing.
p4: the dog is crying and the mouse is laughing.
p5: the dog is running. the mouse is running, too.
t: yes, the dog is running after the mouse.
(write “after” on the blackboard, practise “running after”)
(show some toys, let them running)
t: look! the tiger is running after the dog.
the elephant is running after the tiger.
c. teach phrases: on the dog’s head, the dog’s food
t: now i wil draw a picture for you.
(draw a room with a bed, desk and a door)
t: (show a toy mouse) where is the mouse?
p1: the mouse is under the desk.
p2: the mouse is behind the door.
…
t: (put the mouse on the toy dog) now where is the mouse?
ps: the mouse is on the dog.
t: yes, the mouse is on the dog’s head.
(write the phrase on the blackboard)
t: look at these words: room, zoo, too, can you read “food”?
ps: yes, [fu:d] .
t: (take out a bone) this is dog’s food.
(write this phrase on the blackboard)
t: (draw a banana) this is …
ps: monkey’s food
t: (draw a carrot)
ps: this is rabbit’s food.
t: look at this picture. the mouse is eating the dog’s food.
d.consolidation
a. move the pictures.
t: now listen to the story, put these 6 pictures in correct order. (pupils listen and move the pictures)
b. read after the tape.
c. put the words in correct order.
t: i have some cards. each group will get some cards. please work in groups and make a sentence.
t: now let’s check the sentences.
d. retell this story.
e. homework
a. listen to the tape and read the story.
b.try your best to tell your parents or friends about this story.
9A Unit 篇5
教學目標：
1. 能聽懂、會說、會認單詞father、mother、brother、sister、me
2. 能用this is my …來介紹自己的家庭成員。
教學重點
目標1、2
教學準備：
課件、學生帶全家福照片、 手指套 、單詞條、錄音機。
教學過程：
一、warm up
1. greeting t: good morning.
hello, this is … .
how are you?
2. listen and do：
raise your hand. wave your hand. put it down. show me your pen/ ruler/ pencil/book. touch your nose/ mouth/ eye/ ear/ face/hand/
3. free talk
t: now, please introduce your body. this is my……讓學生介紹自己的身體部位。
二、presentation
（一）teach: me family
（1）t show the family photo: now, boys and girls, look, who is she ?this is me .教me由慢到快。
ss read one by one
ss say : me ,this is me.（手指自己說）
(2)老師指著旁邊的兒子自問自答：look, guess who is he? this is my son .dangdang.師帶當當的頭飾扮演兒子說：hello, i’m dangdang.并與學生問候。
（3）dangdang show the family photo ：i’m dangdang. look ,this is me ,this is my mother, this is my father .this is my family photo .師拿下頭飾解釋中文。并說：now,i’m dangdang’s mother, this is my family . 教family由慢到快。
ss read one by one
（二）teach: father, mother,
（1）指著爸爸的照片問學生，look, guess who is he?
s: father. (給予學生適當的獎勵)
t: yes. this is my father。
t show the card : father 貼于bb, 領讀幾遍，注意th 的發音。
ss read : father， father ，my father （一小組傳卡片挨個讀; 一組一組讀，）
t : look, this is my father. 出示句型卡片this is my …… 學生跟讀遍。
t：who can follow me ?introduce your father學生手指著照片練說。
(2) 教師指著自己母親的照片問：guess who is she?. is this my father?
s: no.(若學生能說出mother, 則給予獎勵)
t: this is my mother. 出示卡片mother 貼于bb上，領讀。
ss read : mother, mother, my mother.
t: now, please introduce your mother 教師手指黑板上的句型this is my …讓學生明白用此句型說。
（3） 再讓學生手指照片練說： this is my mother, that’s your mother.
t: my father, my mother and me .this is my family.手指板書。
now, please work in pairs,this is my father,this is my mother,this is me. 同桌小朋友互相介紹。
(4) 抽幾組小朋友說
(三) teach : sister brother
(1) 在學生介紹的基礎上，若發現學生有兄弟、姐妹，教學brother、sister
t: is this your father? is this your mother? teach: brother, 這個單詞發音較難，let’s play a game “louder and lower”.
t：is this your brother?
s: no.
teach : sister.
ss introduce their brother and sister.
三、consolidation
1. 復習黑板上的句子。
2. read after the tape
3. play a game : the finger family 帶上手指套示范介紹人物。
t：帶上手指套，快速給其他學生看，讓小朋友們猜單詞。(注意教育小朋友不要將手指套亂丟)
4. t：please open your book.,turn to page 34. draw your family
9A Unit 篇6
lesson plan
school: north chongqin road primary school, huang pu district
name: liuzhen
book: oxford english (shanghai edition) 2a unit 6
topic: christmas
aims: 1.structures: put…under…
2.vocabulary: under
3.function: using introductory “ put…under…” to express facts.
language focus: using imperatives to give simple instructions.
aids: pictures, computers, cassette, cassette player
procedures
contentsmethodspurposei. pre-task preparation
1. warming-up
2. questions & answers
what do you see in the room?
what do you like?
where is the star?
chant
(computer)
t: ask pupils to answer the ques-
tions according to what they see on the screen.
pn: answer
1. 通過節奏感強烈的說唱使學生注意力集中，引發學生學習本課內容的興趣。
2.利用多媒體課件呈現出圣誕節家中節日場景。 以問答形式，幫助學生回憶已學單詞。
ii. while-task procedure:
content1: under
1. introduction:
2.imitation:
under
3. game
the mosquito bites me.
(computer)
t: ask pupils where the present is.
1) t: ask pupils to follow.
t-ps
2) t: ask pupils to clap hands and say the word.
ps
pn: the pupils play in pairs.
one pupil puts his/her hand under the other pupil’s hand and says “under”. who can’t continue to play will fail in the game.
1.從問答中引出新單詞。
2. 學生經過機械性的模仿正確掌握新單詞的讀音。
3.讓學生在兩兩活動中，以簡單的游戲方式進一步鞏固所學新單詞。
4. activity
making phrases
5. game
memory game
content2
put…under…
1.introduction:
2. imitation:
put…under…
3.activity
1) match
2) making sentences
4. listening comprehension:
t: ask pupils to make phrases with ‘under’
pa-pb-pn
(computer)
ps: watch and try to remember where the present/star/bell is.
（computer）
t: show pupils a present and put it under the tree.
1) t: ask pupils to follow.
t-ps
2) t: ask pupils to imitate different voices (mother’s, granny’s,etc.) to say the sentence.
pa-pb-pn
(wall pictures)
have a match between boys and girls. invite a more capable student to say the commands, the boy and the girl mime the actions. whoever responds more quickly will win the match.
(free talk)
t: ask pupils to make sentences with “put…under”
ps
(cassette)
t: ask the pupils to decorate the tree according to what they hear.
ps
以看看記記的方式讓學生用新學介詞來表達具體位置。
1.利用多媒體課件演示將禮物放在樹下的過程從而引出新句。
2.學生通過機械性模仿熟悉新句型的基本結構和表達方式。
通過比賽形式操練新句型，激發學生的學習熱情。
用聽力形式強化訓練學生，使他們能牢固掌握新句型的用法。同時幫助學生復習已學介詞。
iii. post-task activity:
1.match
(pictures)
group work.
t: tell the pupils we will hold a christmas party in our classroom. ask pupils to decorate the classroom.
ps: decorate the classroom and discuss with the group mates and try to describe the classroom.
pa: make a report.
ps: choose the best design.
為學生自主學習提供空間，讓他們按自己的想法設計布置教室并通過小組合作的方式運用所學語言口頭表達。同時，利用小組比賽激發學生的創新意識
iv. assignment:describe your room
decorate and describe your room.
鞏固課堂學習內容，并通過筆頭作業落實。
教案設計說明：
圣誕節是西方國家傳統的盛大節日。作為這一節日重要內容之一是裝飾圣誕樹。而本課的語言點正是圍繞著它展開的。因此，在pre-task preparation時，利用多媒體課件創設出圣誕節家中濃厚的節日場景，學生被營造的強烈氣氛所感染仿佛也置身于節日之中。此時，根據屏幕上呈現的場景設計了一些有針對的問題如：what do you see?/ where is the star? 等。旨在幫助學生復習鞏固已學單詞（bell,star,tree,on,in）同時引出新單詞under。隨后，在操練階段運用傳統的游戲“蚊子咬我”形式，讓學生兩人一組，在說說玩玩做做中很快理解掌握under的意義和讀音。在把操練活動帶入意義操練階段時，除了讓學生造詞組擴充詞匯外，還引入了記憶游戲從而將已學介詞on,in融入其中綜合運用表達。聽說訓練是小學生學習英語的關鍵，而這兩項恰好又是學生的薄弱環節。因此，在學習了新句型put…under..后，利用比賽，造句等多種形式鼓勵學生大膽說，然后讓他們根據錄音內容裝飾圣誕樹，強化學生聽力能力，幫助他們鞏固新句型的用法。最后在post-task activity 中，通過裝飾設計大獎賽充分調動學生的積極性，發揮學生的創造力。讓他們通過親身參與，親手設計裝飾，在共同合作中嘗試運用所學語言介紹設計作品從而體會到學習英語的無窮樂趣，同時也對西方國家的傳統文化有了更深刻的了解。
2a unit 6 來自第一范文網。
9A Unit 篇7
教析材分：
本課學習的是食品和飲料一類的單詞，教學時應讓學生分清楚哪些是可數名詞，哪些是不可數名詞。并要讓學生掌握可數名詞的復數形式。farmland中的主句型是what are these/those?可以創設各種情景，讓學生在情景中操練該句型。grand theatre中主要讓學生掌握的是：what’s for…?并拓展what’s for breakfast/lunch/dinner?以豐富學生語言材料。
學情分析：
本課所有的單詞學生以前都學過，單詞的認讀沒有什么問題。因此，重點應該放在單詞的拼讀和運用上。學生對于tea time十分陌生，教學grand theatre時，先讓學生觀看關于tea time的錄象，對該內容有所了解。
3a unit 8 wonderland
基礎目標：
1.能熟練地拼讀單詞：sandwiches, pizza, milk, cookies, water, tea, biscuits, coffee。
2.能區分可數名詞：sandwiches, cookies, biscuits和不可數名詞：pizza, milk, water, tea, coffee。
3.能在情景中靈活的運用本課可數名詞和不可數名詞。
4.了解西方飲食文化。
發展目標：
1.了解可數名詞的復數構成方式。
2.能拼寫本課單詞。
3.養成良好的拼讀習慣。
教學用具：幻燈片，光碟。
教學過程：
task 1
review:i like…i don’t like…
設計意圖：利用多媒體出示食物的圖片，讓學生用i like…i don’t like…句型說一說，鞏固復習學過的食物名稱，為導入新課作準備。
task 2:
learn: sandwiches
1.t(創設情景): i’m hungry. i want a hamburger. suppose you are hungry. what do you want?
t: what’s this?
t: what shape is the sandwich?
2.t: what are these?
t: how many sandwiches?
t: do you like sandwiches?
3.practice: what’s this/that? what are these/those?
設計意圖：創設情景，肚子餓了，引出單詞sandwich.。通過what’s this/that? what are these/those?句型的操練，讓學生靈活運用sandwich的單復數形式，也為farmland作鋪墊。
task 3:
learn: biscuits, cookies.
1.(創設情景) tom is hungry,too. please guess: what does he want?
t: what shape is the biscuit?
t: sandy has got many biscuits. how many biscuits?
t: do you like biscuits?
t: have you got any biscuits?
2.t: are they biscuits?
t: how many cookies?
3. practice: chant: what do you want? what do you want?
i want biscuits. i want biscuits.
what do you like? what do you like?
i like cookies. i like cookies.
設計意圖：學生對于biscuits和cookies容易混淆，把這兩個單詞放在一起教學作比較，有助于分清這兩個單詞的意思。最后設計了一個chant,讓學生讀一讀，不僅操練了單詞，而且提高學生的學習興趣，活躍課堂氣氛。
task 4:
學習名詞單數改復數方法
出示名詞單數改復數方法的幻燈片，讓學生朗讀。
設計意圖：幫助學生歸納名詞單數改復數方法，通過朗讀讓學生掌握一般情況加s, ch結尾加es,。
task 5:
learn: pizza.
1. t: what can you see?
2.practice: make some sentences with pizza.
設計意圖：只出現pizza圖片的一部分，讓學生猜一猜你看到了什么，激發了學生的興趣。操練部分讓學生用pizza造句，既掌握了讀音又鞏固了pizza的用法。
task 6:
learn: milk, water, tea, coffee.
1.t: i’m thirsty. please give me some suggestions.
2.t: what’s your favourite drink?
3.practice: make a dialogue.
a: are you thirsty?
b: yes, i am.
a: what’s your favourite drink?
b: my favourite drink is_________.
a: ok. here you are.
b: thank you.
設計意圖：這幾個都是飲料一類的單詞，學生都掌握的比較好，所以放在一起教學。通過編小對話來操練這些單詞，豐富學生的語言，達到學以致用的目的。
task 7:
practice
1.read after the tape.
2.look and say.
3.complete the missing letters.
4.have a match: recite the words.
5.listen and complete the missing words.
設計意圖：通過朗讀、拼讀、填入所缺字母、比賽等各種活動，讓學生在課堂上盡自己的努力背出其中部分單詞。
3a unit8 farmland
教學目標：
1、能用what’s this/that? what are these/those?針對不可數名詞或可數名詞提問。
2、能運用會話中的句型進行擴展性的情景會話。
教學用具：幻燈片，光碟。
教學過程：
task 1
review: 出示各種食物和飲料的幻燈片
t: what’s your favourite food/drink?
設計意圖：通過談論最喜愛的食物和飲料，復習前一節課學過的單詞。
task 2:
learn: what’s this? what are these?
1.(出示一只三明治) t: what’s this?
(出示多只三明治) t: what are these?
2.read the sentences.
3.practice: what’s this? what are these? （work in pairs）
設計意圖：通過學生已學過的句型what’s this?引出what are these?,并讓學生進行比較，以掌握句子的含義。學生通過同桌問答，操練鞏固所學句型。
task 3 :
learn: western foodchinese food
1.t: we call sandwiches western food.
2.s: _______ is western food.
3.t: do you like western food?
4.t: i don’t like western food. i like chinese food. i like rice. rice is chinese food.
s: ________ is chinese food.
設計意圖：讓學生講一講還有哪些食物是western food, 哪些是 chinese food, 不僅操練了這兩個單詞的讀音，也幫助學生進行了歸類。
task 4
learn: what’s that? what are these?dumplings spring rolls
1.( 出示一只餃子) t: what’s that?
(出示一盤餃子) t: what are those?
2.(出示一盤春卷) t: are they dumplings?
3.say something about dumplings and spring rolls.
4.practice: what’s that? what are those?
設計意圖：spring rolls是grand theatre中的單詞，它也是中國食物一種，可以放在本課和dumplings 一起教學。
task 5
learn: kiwi fruit
t: (創設情景)i eat much food. i am full. now, i am thirsty. i want to eat some fruit. do you like fruit? let’ s go to the fruit shop.
1.(出示各種水果) practice: what’s this/that? what are these/those? (work in pairs)
2.(出示kiwi fruit) t: what are these?
3.say something about kiwi fruit.
設計意圖：通過情景的創設，自然的從食物引到水果店，用各種水果操練主句型，并在操練中引出單詞kiwi fruit.
task 6
practice:
(1) listen and repeat.(設計意圖：讓學生跟讀模仿錄音語音，語調.)
(2) act out the dialogue.(設計意圖：通過表演幫助學生感受所學句型的功能，理解對話的內容。)
(3) make a dialogue:
a: hello, _________.b: hello, _________.
a: let’s go to the supermarker. b: ok.
a: look, what’s this/that?b: it’s___________.
a: what are these/those?b: they’re ___________.
a: do you like them? b: yes.
a: let’s buy some. b: all right.
設計意圖：通過創編對話，達到學以致用的目的。
3a unit 8 grand theatre
教學目標：
1、正確理解和聽懂grand theatre中的語言材料。
2、會在情景中運用句型：what’s for …?
3、根據課文內容回答questions and answers中的問題，并根據實際情況回答on your own 中的問題。
4、讓學生初步了解有關茶的文化，在學習過程中體驗和了解中、西文化的差異。
教學用具：幻燈片，光碟。
教學過程：
task 1
review: say a chant
設計意圖：活躍課堂氣氛，為學習英語創設良好的學習氛圍。
task 2
learn: what’s for tea?
1、watch a video.
2、（出示tommy一家喝下午茶的圖片，指著茶點）t: what’s for tea?
3、practice: what’s for tea? (work in pairs)
4、拓展句型：what’s for breakfast/lunch/dinner?
5、practice: what’s for breakfast/lunch/dinner? ( 在小組中做調查)
設計意圖：播放一段人們喝下午茶的錄象。讓學生對tea time 有初步的了解。通過在小組中調查一日三餐吃什么，鞏固操練主句型，在任務中學以致用。
task 3
learn: what smells so good?
1、用一碗面條引出: what smells so good?
2、read the sentence.
3、play a game. what smells so good?
設計意圖：做猜一猜what smells so good?游戲時，讓全班學生問蒙住眼睛的學生：what smells so good?這樣不斷地提問中鞏固操練該句型。
task 4make tea
1、教師給學生演示泡茶，引出make tea.
2、出示課文中媽媽在泡茶的圖片，引出句子：mum is making tea for us.
3、替換操練:_____is making tea for us.(利用人物圖片)
設計意圖：通過教師的演示，幫助學生理解make tea的含義，同時讓學生了解一些中國的茶文化。
task 5
practice:
1、listen and repeat.
2、answer the questions.
(設計意圖：讓學生跟讀模仿錄音語音，語調。通過回答on your own中的問題，幫助學生進一步理解課文內容。)
3、act out the dialogue.（設計意圖：培養學生勇于表現的好習慣。）
4、make a new dialogue.（設計意圖：通過創編對話，達到學以致用的目的。）
9A Unit 篇8
教學方案
（第一課時）
第一部分 簡要提示
一、 年級：六年級
二、 單元：unit6
三、 課題：holidays
四、 課型：新授課
五、 教學內容：part a
六、 教學目標：
⒈ 掌握單詞、詞組：christmas, halloween, new year's day, spring festival,mid-autumn festival, people, didn't, had, relative, delicious,favourite, dress up, went, moon cake.
⒉ 能聽懂、會說、會讀日常交際用語：christmas is coming. what's your favouriteholiday? my favourite holiday is halloween.
七、 重點、難點：初步了解并掌握句型：when's ...? it's in ... what do people usuallydo at/on ...? they ... did you ... last...? yes, i did. / no, ididn't.
第二部分 教學過程
第一步：重難點突破
t: hello, boys and girls. nice to meet you. 同學們，你們好。today we aregoing to learn unit 6 holidays. 今天我們將共同學習第六單元—節日。let's begin ourclass, ok？which holiday do you know?你所了解的節日有那些？(稍停)好，我們先來認識一下這幾個常見節日。(ppt圖片) what holiday is this? it’snew year's day. new year's day 春節。（拿出卡片）now please look and readafter me. 請看卡片，并且主義我的口型，跟我模仿。（慢讀2遍）again (快讀一遍)(ppt圖片，同樣方法學習新詞halloween, spring festival, mid-autumnfestival，教授。每詞三遍。)
t: there are many holidays. （ppt） what’s your favourite holiday?你最喜歡什么節日？ (教授favourite 最愛的，慢讀，示范發音。簡單釋義：your favourite person orthing is the one that you like the most.) 請跟我讀：what’s yourfavourite holiday?（2遍）you can answer: my favourite holiday is …forexample: my favourite holiday is spring festival.
t: (ppt圣誕節動畫) look, what holiday is this? 這是什么節日呢？
t: yes, it's christmas.(重復讀)圣誕節。my favourite holiday ischristmas.（ppt顯示句型） when's christmas? 圣誕節是什么時間呢？
t: right, it's on the 25th of december. it’s in the december.
t: what do you usually do at christmas?你通常在圣誕節做些什么事情呢？ what do peopleusually do at christmas? 人們通常在圣誕節做些什么呢？（稍停, 教讀）they …
t:（ppt顯示短語） maybe they buy christmas presents, have a big lunch, goto a party, sing and dance ...
t: you can ask and answer like this: what do people usually do atchristmas? they go to a party.
t: did you go to a party last christmas? 上個圣誕節你去聚會了么？（重復，慢讀）
if you did, you may say: yes, i did. (重復) if you did not, you maysay: no, i didn’t.（重復）
t: （ppt顯示句型） did you go to a party last christmas?
yes, i did. / no, i didn't.
t: now, you can ask your classmates like this. (ppt出句型)現在請你像這樣與同伴練習問答。
（本步驟設計說明：課文生詞較多，要求學生掌握的句型也較多，設計此freetalk是為了要在看似不經意之中通過聚焦談論christmas這一節日把本課重點句型進行滲透，窺一斑而知全豹，為學習其他節日埋下伏筆，在輕松的聊天氣氛中幫助學生理解新知，減輕課文學習的難度。）
第二步：課文學習
1、 前言
t: (ppt出示圖 上課情景和前言) boys and girls, look, the students are havingan english lesson. mr green is their english teacher. now pleaseread this passage, then answer my questions.請你聽錄音看文字，試著找出這些問題的答案。（ppt出示四個問題）
q1: what date is it?
q2: which festival is coming?
q3: how are the teachers and the students?
q4: what is mr green doing?
（學生聽錄音讀前言半分鐘。）
t: ok, now can you tell me: what date is it? (稍停頓，點出答案：it’s the18th of december.)
t: the second question: which festival is coming?(稍停頓，點出答案：christmas is coming.)
christmas is coming. thatmeans: 圣誕節快要到了。（重復慢讀）那么，“萬圣節快要到了”用英語該如何表達呢？（稍停）對了，halloween iscoming. 同樣的，“國慶節快要到了”又該怎么說呢？請你來試試看。（稍停）
t: good. 回答的很好。national day is coming.
t: well. the third question: how are the teachers and the students?(稍停頓，點出答案：they are getting very excited.)
t: the last question: what is mr green doing? (稍停頓，點出答案：he’stalking to his students about holidays.)
t: now can you read it by yourself? have a try.現在請你來試著讀一讀這部分吧。please.
2、 正文
t: ok. now we know mr green is talking to his students aboutholidays. 現在我們已經知道 mr green 正在和他的學生們談論有關節日的話題。what holidays arethey talking about? 請看課文動畫，看看能不能找出文中所提到的節日。ready? let’s go.(ppt動畫一分鐘。)
t: 你找到了么？來看看你的答案與老師的一致么？（ppt顯示第一欄正確答案, 教讀四個節日。注意口型示范。）
holiday
new year’s day
spring festival
halloween
mid-autumn festival
（ppt顯示表格第二欄）
holiday when
new year’s day january
spring festival january or february
halloween october
mid-autumn festival september or october
t: when’s new year’s day?
t: yes, it’s in january.
t: when’s spring festival? (稍停) right, it’s in january orfebruary.
t: what about halloween? (稍停) good, halloween is in october.
t: when’s mid-autumn festival? (稍停) it’s in september oroctober.
t: are you right? 相信你也一定答對了吧。well, what do people usually do atthose holidays? 人們通常在以上節日中會做些什么呢？now please listen to it again, andthen answer my questions. 請仔細聽對話，試著完成表格第三欄。（ppt）表格
holiday when what do people usually do?
new year’s day january go to parties
have a big lunch
spring festival january or february visit relatives andfriends
eat delicious food
halloween october dress up in costumes
go to parties
mid-autumn festival september or october eat moon cakes
play with lanterns
watch the moon
t:你完成的怎么樣？讓我們來看看正確答案。請跟我讀這些詞和詞組delicious，relatives，dress up, mooncake, watch the moon 簡單解釋詞義）relatives, that means members of yourfamily. 親戚。delicious, that means very pleasant to taste orsmell.可口的，美味的。 dress up,裝扮，for example: dress up in costumes,教讀)
t: now work in pairs. make dialogues like this 現在，請仿照下面的例句做對話：a:when’s new year’s day?
b: it’s in january.
a: what do people usually do on new year’s day?
a: they go to parties and have a big lunch.
現在請同學們兩人一組，用所給句型進行交換問答。請先跟我讀讀這幾個句子。下面開始吧。
t: good. did david go to parties last year? david去年有沒有去參加聚會呢？讀正文1～6行，然后回答問題：did david go to parties lastyear?（稍停）
t: no, he didn’t. （ppt）he had a big lunch with his family lastyear. (點擊出現句子，教have的過去式had.) (ppt顯示have的三種時態進行比較，讀例句。)
t: well. did su hai visit her relatives and friends last springfestival? 蘇海去年春節有沒有去拜訪親戚和朋友呢？讀正文7～13行，然后回答問題
t: yes, she did.
t: did ben go to a party last halloween?ben去年萬圣節有沒有去參加聚會呢？讀正文14～18行，然后回答問題
t: yes, he did.（ppt）he went to a party last halloween.went是go的過去式。
t: did yang ling watch the moon last mid-autumn festival?楊玲去年中秋節有沒有去賞月呢？讀正文19行至結束，然后回答問題
t: yes, she did.
t: good job.同學們回答的很好。（ppt）通過剛才這張表格，我們已經對課文有了比較詳細的了解，現在，請你用自己的話，說一說每位同學都在哪些不同的節日里做了什么事for example: david had a big lunch with his family last new year’sday. it’s your turn. have a try.（參考答案：su hai visited her relativesand friends last spring festival. ben went to a party lasthalloween. yang ling watched the moon last mid-autumnfestival.)
t: ok. now let’s listen and repeat. (ppt，放錄音請學生逐句跟讀，注意其發音。)
t: please read it by yourself. 請你自己讀一讀課文。注意本課生詞。（ppt）請跟我讀 people,didn’t, had, relative, delicious, favourite，dress up，mooncake.
t: then work in groups. read the text by roles.請以小組為單位，進行角色分配，按角色共同完成課文的朗讀。please.
（本步驟設計說明：此部分開始教師創設上課情境，以幾個“w”或“h”開頭的問句，引導學生了解引言部分。正文部分篇幅較長，教師從聽錄音完成表格這一任務著手層層深入，使學生逐步加深對課文的整體感知與理解。先聽有哪些節日，再聽節日中的活動，最后聽每個同學進行了哪項活動。在聽錄音完成表格過程中，學生要同時關注人物、節日名稱以及相關活動三方面的內容，這有一定難度。因此在后半部分，采取分段聽錄音的方法，聚焦重點，幫助學生清楚地、有條理地了解課文內容。在完成表格后，讓學生看著表格，用自己的語言來描述所知，既扣緊中心，又給了學生自主發展的空間。最后采取分角色朗讀課文的方法，增強學習的趣味性與真實性。教師在教學中應耐心示范，給學生足夠的練習時間。）
第三步：鞏固操練
t: ok. we have known a lot about the holidays. 我們已經了解了不少有關節日的知識，andnow mike is telling his sister helen what his friends did ondifferent holidays last year. 現在mike正在告訴helen他的朋友們都在去年的節日中做了什么。please join the dots.（ppt） let’s see if you havea good memory. 請你根據課文內容連線，看看你的記憶力好不好。
t: let’s check out the answer.你的答案正確么。（ppt出答案）
（結束語）
t: 同學們，這節課我們一起談論了有關節日holidays的話題，希望你在課后能夠認真復習，我們下次課再見。bye!
第三部分 說明
在本課開頭，教師通過freetalk，在閑談中引入課文重難點，幫助學生學習了when's ...? it's in ... what do peopleusually do at/on...? they ... did you ... last...? yes, i did. /no, i didn't.減輕了課文學習負擔。在教學過程中，利用多媒體教學課件輔助教學，使各個節日變的更為直觀，學生們較喜歡此形式。本課對話，篇幅較長，涉及到的節日以及人物較多，學生在理解和學習課文的過程中有一定的難度。我們采用了分層教學的做法，在呈現課文內容之前，通過師生交談，復習有關節日的知識，并教學、操練了本課的日常交際用語。處理課文時，理清課文思路，將本課內容逐步呈現，有效分解課文學習的難度，突出本課的重點與難點內容。
9A Unit 篇9
一、教學要求
1、四會單詞和詞組：answer, hers, his, mine, ours, yours, theirs, in front of.
2、四會句型：whose …is it/ are they?
it’s / they’re mine/ yours/ his/ hers/ ours.
3、三會單詞和詞組: a calculator, a comb, a diary, a hairdryer, a mirror, a wallet, a seat, a skateboard, a watch, sunny, a teapot, sat, got, saw, nobody, ask, police station, at the back of, get off.
4、三會日常交際用語: this one is from grandpa. open it for me, please.
who are they from? they’re from grandpa and grandma.
you’re welcome.
5、了解字母組合oo在單詞中的另一種讀音。
6、會唱歌曲my shirt’s black。
二、單元教材分析
本單元的主要話題是“談論物品的歸屬”。通過jim 一家在圣誕節互贈禮物這一情景引出主要的學習內容——名詞性物主代詞。名詞性物主代詞可使語言表達更加簡練。學生在理解其意思上不會有太大障礙，但是在使用時卻常常和形容詞性物主代詞混淆。教師在教學過程中可適當地用簡明扼要的語言講明兩種物主代詞的區別，創設生動活潑的情景，引導學生結合生活實際記憶和鞏固，并在一定的情景下正確使用名詞性物主代詞。本單元的詞匯是一些常見的生活用品，容易引起學生的學習興趣，教師可以結合句型和自身特色，采用不同方法引導學生學習。另外還可以對學生的語言交際活動做一些策略性的指導，如什么禮物適合送給什么人，西方在送禮和受禮時有什么樣的習俗等。
unit 7 （第一課時）
一、教學內容
b look, read and learn & c look and say
二、教學目標
1、能正確地聽、說、讀、寫單詞 hers, his, mine, ours, yours, theirs.
2、能正確地聽、說、讀單詞及詞組 a calculator, a comb, a hairdryer, a mirror, a wallet, a skateboard, a watch, a teapot.
3、能正確地聽、說、讀、寫句型whose…is it/are they?
it’s/they’re mine/his/hers/ours
4、能根據圖片提供的情景，正確地用名詞性物主代詞進行描述，并能在實際情境中運用。
三、教學重點
1、能正確地聽、說、讀、寫單詞hers, his, mine, ours, yours, theirs.
2、能正確地聽、說、讀、寫句型whose…is it/are they?
it’s/they’re mine/his/hers/ours.
四、教學難點
1、能正確地聽、說、讀、寫單詞 hers, his, mine, ours, yours, theirs.
2、能正確地聽、說、讀、寫句型whose…is it/are they?
it’s/they’re mine/his/hers/ours.
3、能根據圖片提供的情景，正確地用名詞性物主代詞進行描述，并能在實際情境中運用。
五、教學準備
1、教具準備
1）關于本課中出現的手表、茶壺、計算器等實物。
2）幾個用于放置物品的盒子。
3）物主代詞表（形容詞性/名詞性）
4）錄音機和磁帶。
2、板書準備：寫好課題。
六、教學過程
step 1 free talk/ revision
1、sing a song.
2、從學生熟悉的物品和關于形容詞性物主代詞的對話入手，引出新課。
t: hello, mary. what’s that on the desk?
s: it’s a ruler.
t: whose ruler is it?
s: it’s tom’s.
t: it’s his ruler. oh, i see.
（學生用所學過的知識練習上述句型，展開對話）
step 2 presentation and pratice
1、詞匯教學
（1）將學生所帶的手表、皮夾、計算器、滑板、梳子、鏡子、電吹風等物品放在幾個不同形狀、顏色的盒子里。
t: hello, boys and girls.do you know when’s christmas ?
s: it’s on the 25th of december.
t: what’s the date today?
s: it’s the tenth of december.
t: yes.the christmas is coming soon.i’ll give you some presents.
which present do you want best? let’s choose and say “i want… ”.
s1:(上臺選擇物品) my father’s birthday is on … it’s coming soon. i want a teapot, because my father likes drinking tea.
教師呈現teapot并帶讀生詞，學生學習單詞。
s2: look, it’s a calculator. i like it. it can help me with my maths.
教師呈現calculator 并帶讀生詞，學生學習單詞。
s3: oh, it’s a beautiful mirror. i like it. i’ll give it to my mum.
同法教授其它單詞，提醒學生注意單詞中元音的發音和名詞復數形式的讀音，教師示范朗讀，學生跟讀單詞。重點指導calculator, skateboard，hairdryer的發音。在教學skateboard, teapot, hairdryer時，教師可借助單個單詞合在一起的做法，幫助學生了解復合詞，提高記憶的效率,為下面的句型教學作好準備。
（2）“b look, read and learn” 學生聽錄音，模仿跟讀單詞。
2、句型教學
（教師接著上面的話題）
t: look at these presents. they’re all from our classmates. let’s guess “whose present(s) is it/are they?”
學生進行猜物主的游戲 , 教師示范
t: whose calculator is it?
s: it’s tom’s.
t: oh, it’s his.
教師逐一呈現名詞性物主代詞mine, yours, his, hers, ours, theirs.
學生學習名詞性物主代詞并操練此句型。
(教師示范)
t: whose combs are they?
s: they’re helen’s and mary’s.
t: oh, they’re theirs.
學生操練上述句型并鞏固名詞性物主代詞。
3、summary
呈現物主代詞表（形容詞性/名詞性），闡述它們的區別：
this is my book. this book is mine.
pratice：t: my book s: mine ;
t: your rulers: yours; 等。
學生進行口頭造句：
that is her pencil. that pencil is hers.
step 3 look and say
掛圖呈現part c，學生小組討論并交流。
step 4 exercise
1.a:whose ＿＿＿ (手表)is it?
b:it's ＿＿(我的)watch.it's ＿＿＿(我的).(你的)is yellow.
2.a:whose ＿＿＿(眼鏡)are they?
b:they're ＿＿＿ (我們的)glasses. they're ＿＿(我們的).
3.a:whose ＿＿ (禮物)is it?
b:it's ＿＿ ＿＿＿ (他的禮物) .it's ＿＿ (他的) .
a:is that present ＿＿ (她的)?
b:yes, it's ＿＿ (她的).
4.a:whose ＿＿＿ ＿＿＿ (手機) are they?
b:they're＿＿＿ ＿＿＿ ＿＿＿(他們的手機).
they're ＿＿＿ (他們的).
a:are those ＿＿＿ (他們的),too?
b:no,they aren't ＿＿＿ (他們的) .
they're ＿＿＿ (你們的 ) .
step 5 consolidation
學生自編對話并表演，例如：
a: hello, what’s that on the desk?
b: it’s a calculator.
a: is it yours?
b: no, it’s not mine. it’s my classmate mary’s. it’s hers.
a: how nice!
b: yes, it’s a birthday present from her dad.
a: oh, i see.
七、 作業設計
1、 朗讀并抄寫b、c部分單詞和句型。
2、 抄寫物主代詞表（形容詞性/名詞性）。
3、 默寫本課要求四會的單詞和句型。
4、 圍繞本課所學的名詞性物主代詞，以本課最后一個環節為例，小組自 編對話（書面形式），并于下節課表演。
八、 板書設計
unit 7at christmas (b&c)
掛
圖
a: whose …is it/are they?
b: it’s /they’re mine.
mine yours his hers
ours yours theirs
九、 教后反思：
美國學者波斯納認為：“沒有內反思的經驗是狹隘的經驗，至多只能成為膚淺的知識。如果教師僅滿足于獲得的經驗而不對經驗進行深入的思考，那么他的教學水平的發展將大受限制，甚至有所滑坡。”為此，波斯納提出了一個教師成長的公式：教師成長=經驗+反思。
這節課的要點是名詞性物主代詞，通過本節課的教學，要求學生能在一定的情景下正確使用名詞性物主代詞，剛上課時，讓學生口唱一首英語歌曲，不僅能吸引學生的注意力，渲染學習英語的良好氛圍，更好建立輕松和諧民主的課堂氛圍，在和諧的氣氛中師生用朋友式的對話，不僅復習了舊知識還渲染了學習英語的良好氣氛，同時自然過渡到新單詞的教學。在單詞教學時，我采用實物教學法，使學生直觀形象地掌握單詞，并能更好的創設情景，做到詞不離句，句不離文，同時利用實物練習句型whose… is it?/arethey？為了使學生更好的掌握句型，我設計了游戲環節，讓他們在說說唱唱玩玩中熟練掌握知識。名詞性物主代詞可以使語言的表達更加簡練，學生理解其意思并沒有太大的障礙，但在使用時卻常常與形容詞物主代詞混淆，我設計了一些練習，分層教學，降低難度，循序漸進，讓學生在練習中鞏固，在使用中提高，在感受的基礎上逐步掌握。
在這節課中，由于兩種物主代詞的區別講的較少，因此在練習中學生的反應不很理想，這也是我在今后的教學中應當注意的，要注意幫學生找出規律，再讓學生運用規律練習。
本節課是在接受了楊老師新的教學理念指導后重新規整的一份教案，感謝楊老師批評指正。
9A Unit 篇10
單元教材分析
單元主題
give me the corn
單元介紹
l 本單元學習食物和飲料：potatoes, sausages, pork, chicken, corn, beans, tomatoes, eggs。要求學生掌握可數名詞的單復數變化，及不可數名詞。
l 聽說讀寫give… 句型，靈活運用詞語仿說對話。
l 本單元中grand theatre的語言材料，要求學生根據圖片、錄音理解課文內容，培養學生小組合作表演課文的能力，同時激發學生熱愛小動物的情感。
l 能流利地朗讀笑話。劃出生詞，理解笑話內容。能根據圖片或上下文，猜猜單詞的意思，然后教師給予提示(作選擇choose)或回答一些問題。
l 掌握輔音音標/ l /, / r /的正確發音。
l 本單元的project部分，要求學生做到"三會"，（會聽、會說、會讀），對于學習能力較強的學生，要求他們能用英語表達制作水果色拉的步驟。
學情分析
單元教學目標
1.學習表達食物及飲料的八個單詞：potatoes, sausages, pork, chicken, corn, beans, tomatoes, egg, 掌握其拼讀規則。
2.運用八個單詞組詞、造句。
3.學習掌握句型：give me…?
4.聽說和閱讀grand theatre的語言材料，并理解其意思。
5.能聽音寫出字母/l /, / r /
6.流利地朗讀笑話，劃出生詞，理解笑話內容。
7.通過英語學習培養學生愛護動物，保護動物的優秀品德。
8.教育學生養成良好的飲食、衛生習慣。
9.教育學生使用禮貌用語，真誠地感謝別人。
單元課時安排
序號 類型 內容 課時
1 單詞教學 wonderland 1課時
2 句型語法教學 farmland 1課時
3 課文教學 grand theatre 1課時
4 音標教學 music box 1課時
5 兒歌教學 disneyland 1課時
課時教學設計
第一課時
l 預習：課前要求學生預習unit 8 wonderland，了解所學單詞的基本讀音及意思。
l 課前準備：ppt演示文稿制作、單詞卡片。
l 第一課時目標
1、 知識目標
l 單詞認讀potatoes, sausages, pork, chicken, corn, beans, tomatoes, eggs.
l 學習包含這些單詞的短語和句子。
2、 能力目標
l 學生能夠用其中的形容詞組詞造句。
l 了解不可數名詞及用法。
3、情感目標
激發學生愛惜糧食品質，養成良好的飲食習慣的情感。
l 課型：單詞教學。
l 課堂活動（參見下表）
活動過程 教師活動 學生活動
pre-task preparation l review:1. what time is it ?2. i'm hungry. are you hungry?3. what do you want to eat?4. i want to have some rice and dishes. can you help me with the cooking? l discuss what to eat.l help the teacher with the cooking.
while-task procedure 活動一 教師出示pork, chicken, corn的圖片：1. what's this? 2. do you like it? 3. are there any … in your fridge?活動二 教師出示potatoes, sausages, beans, tomatoes, eggs的圖片：1. what are these? 2. what colour are the …? 3. what shape is the …?4. do you like ...?5. have you got any …?6. are there any … in your fridge?7. how many … are there on the desk?活動三 教師提醒學生注意可數名詞（單復數）和不可數名詞； 朗讀單詞時注意 a e ea or ch ge 正確發音。 l 學生回答。l 學生拼讀單詞。l 學生回答。l 學生拼讀單詞。l listen to the tape.(p55)l read the new words.
post-task activities l talk about the pictures. what's in the picture? how many…? what colour…? do you like…? ……l do a survey: what's in your fridge? what do you like? l 學生討論回答。l 學生做調查。
教學反思與重構
第二課時
l 預習：復習一些食物和飲料。
l 課前準備：ppt演示文稿制作、單詞卡片、食物和飲料。
l 第二課時目標
1、知識目標
l 學習掌握句型：give me…?
l 理解、掌握p56詞語，并能組詞。
2、能力目標
3.靈活運用詞語仿說對話。
l 課型：句型教學
l 課堂活動
活動過程 教師活動 學生活動
pre-task preparation l review:1. what can you see in the picture? give me a pencil, please.2. what do you like to eat?3. do you like cooking? what do you need for your cooking?4. do you like picnics? what do you want for the picnic? l 同桌討論。l 學生回答問題。
while-task procedure 活動一 make a shopping list.1. tomorrow we'll have a picnic. let's get ready for the picnic. ok.first, we must write a shopping list. peter, have you got a pencil?(yes, i have.)give me a pencil, please. (ok. here you are.)thank you.what do we need, children?(……)sorry, i made a mistake. peter, give me a rubber, please.(ok. here you are.)thanks. any else?(……)be quiet! be quiet!peter, i'm thirsty. give me some water, please.(ok. here you are.)thanks.板書劃線的句子。活動二1. act and say: i'm hungry. give me some cakes, please.2. look at the sentences. what's the meaning for chinese? l 學生在回答問題中復習舊知識，學習新知識。l 學習give me……l 學習它的應答：o.k. here you are.l listen and read.
post-task activities 1. showing the cards: a pie cakes biscuits sweets fruit water a cup of tea a glass of water look and say: i'm thirsty /hungry, give me ….,please.ok, here you are. thanks.2. practise with the study tools. l students read the cards loudly.students work in pairs.
教學反思與重構
第三課時
l 預習：課前要求學生聽課文錄音，了解課文的大意。
l 課前準備：flash、ppt, 圖片。
第三課時目標
1、知識目標
l 聽說和閱讀grand theatre的語言材料，并理解其意思。
l 學習課文中的生詞和短語。
2、能力目標
l 小組合作表演課文。。
3、情感目標
激發學生愛護小動物的情感。
l 課型：課文教學
l 課堂活動
活動過程 教師活動 學生活動
pre-task preparation l review:1 daily talk2 act out the dialogue3 read the new words l students read the new words and act out the dialogue.
while-task procedure 活動一 引出句子give me…..1 ask the teacher questions.have you got any books?have you got any pork?have you got any corn?2 t: (1) please give me some books. (2) please give me some pork. (3) please give me some corn.活動二 引出no, molly doesn't like pork.l t: do you like pork?does molly like pork? no, molly doesn't like corn.活動三 引出句子have some corn.l does the parrot like corn?yes, it does.l have some corn, parrot.活動四 read the text.l listen to the tape and read after it.l work in pairs.l read and act out the sentences. l students ask some question.l students read the sentences.l students work in pairs and read and act out the sentences.
post-task activities l answer the questions according to the sentences. (p57)l work in pairs. l students answer the questions.l students practice the questions.
第四課時
l 課前準備：ppt演示文稿制作。
第四課時目標：
l 正確朗讀、拼寫、默寫所有單詞，復習已學過的大量詞匯。
l 能運用這些單詞看圖說話、寫話。
l 掌握輔音音標 的正確發音，能聽音寫出字母。
l 課型：音標教學
l 課堂活動
活動過程 教師活動 學生活動
pre-task preparation l review wonderlandl review farmland & pair work. l read the words and sentences.l read the new phrasesl read the short dialogues.l read the new words and phrases.l make short dialogues .
while-task procedure 活動一 review grand theatre 活動二 show the phonetics on ppt.l play the cassette.l ask the students to find out the sound of the letters.l learn the phonetics according to the sound they have heard.l ask the students to do some exercises. l read the text twice.l read the new words and phrases.l remember the text.l students listen and repeat.l students listen and fill in the blanks.
第五課時
l 預習：聽p59--61錄音，生詞查字典。
l 課前準備：ppt演示文稿制作。
l 第五課時目標
1、 知識目標
l 朗讀joke，語音語調基本正確。
l 能流利朗讀project，理解其內容。
2、 能力目標
l 用英語表達制作水果色拉的步驟。
3、情感目標
告訴學生要從小熱愛勞動，為家長分擔家務。
活動過程 教師活動 學生活動
pre-task preparation review
while- task procedure l 活動一 a jokea. listen to the recording.b. read after the recording.c .do the actions and understand the joke.l 活動二 project 4a. underline the new words.b. read the new words.c. read the projectd. let the students say how to make a fruit salad. l students read them.l act out the joke. l activity: act and say the joke each other.
post-task activities
相關參考資料
l 到下載有關內容。
l 建議學生上課時將食物飲料帶到課堂上。
教學反思
請您就課前預習要求、課堂教學設計、課堂生成動態資源利用、家庭作業布置、個別輔導等進行反思。
4a unit 8 來自第一范文網。
9A Unit 篇11
teaching plan no.2
unit 8 4 periodsperiod 2type: new teaching
aims:
1. words: revision: three-skill: a supermarket, the great wall, park, cinema, zoo, car, bike, plane, bus.
2. sentence: let’s go…. but how? by…
all right / ok / good / great. let’s go.
let’s go to…by…
focus: aim 2.
difficulties: aim 2.
processsteps
teacher
students
“六度”體現
1 warming-up
2 revision
3 presentation
words: animal.
where are they?
in the zoo? or in the park?
words: things in the supermarket.
where can we find them?
in the supermarket? or in the park?
ting lin park. ( picture. )
what’s this?
the great wall. ( picture )
sing english songs:
oh, suzanna.
read the words.
in the zoo.
read the word: zoo.
let’s go to the zoo.
ok. let’s go.
in the supermarket.
read the word: supermarket.
let’s go to the supermarket.
all right. let’s go.
it’s a park.
let’s go to the park.
good. let’s go.
it’s the great wall.
let’s go to the great wall.
great. let’s go.
利用已經學過的單詞引出現學的單詞。既復習了以往的單詞，同時引出單詞時有趣味性。學生比較喜歡。
4 fun time
5consolidation
let’s go to the cinema.
rhyme:
park. park. go to the park.
ok. ok. let’s go.
…
play a game: guessing game.
t: shall we…?
let’s go the beijing.
play a game.
vcd.
…
(draw a map of china.)
let’s go to beijing.
but how?
let’s go to…
but how?
by…
play a game: puzzle.
sing and dance.
read the dialogue.
ok. all right. good. great.
let’s go.
(chain work. )
read the rhyme.
let’s go to the…
…
speak english.
let’s go to…
let’s go to Chinese Taiwan.
ok. let’s go.
…
by plane.
read the word: plane.
read the words: bike car bus.
read the phrase: by…
pair works.
speak english.
以兒歌的形式，讓學生反復的朗讀。體現練習度。
teacher’s notes:
9A Unit 篇12
一、教材分析：
1、教材的地位及作用：
這是牛津英語9a第二模塊（teenage life青少年生活）的第四單元第四課時—詞匯教學（不同的電視節目）。本單元圍繞做“電視節目tv programs” 這個題材開展多種教學活動，它與前三單元有一定的聯系，是從青少年成長的另一個方面來拓展話題的。 2、教學目標：（德育目標、知識目標、能力目標）
德育目標： 讓學生盡一步的明確青少年的生活應該是豐富多彩的，不能因為暫時的生活的壓力而消極頹廢。應該讓自己成為一個有活力有志向有理想懂生活的青年人。 知識目標：
(1)學習、掌握六個不同的電視節目（卡通、喜劇、聊天類、游戲類、連續劇和文獻片）
(2)學習單詞 cartoon, documentary, chat show, comedy, drama series and so on)
能力目標：提高學生聽、說、讀、寫及知識運用的綜合能力。
確立教學目標的依據：
1.根據英語教學大綱規定，通過聽、說、讀、寫的訓練，使學生獲得英語基礎知識和為交際初步運用英語的能力，激發學生的學習興趣，為進一步學習打好初步的基礎。 2根據我國國情和外語教學大綱的要求，現階段外語教學的素質教育主要包括思想素質教育、目的語素質教育、潛在外語能力的培養、非智力因素的培養等四方面。
3、重點與難點：
重點：學習了解不同節目的特點。
難點：學會用英語表達喜歡或者不喜歡的理由（相關詞匯的準確表達方法）
確立重點與難點的依據：
根據教學大綱的要求，及本課在教材中所處的地位和作用。
二、教材處理：
根據以上對教材的分析，同時針對實驗班學生學習外語能力的實際情況。首先與學生進行心靈的溝通。同時能夠進一步對學生目前的情況表示深深的理解和支持。通過自由談話激發學生學習興趣，使學生在參與談話交流中掌握語言知識。最后通過讓學生用所學英語知識進行訓練，從而達到鞏固知識的目的。
三、教學方法：
通過任務型語言教學法，由淺入深，由易到難，由已知到未知，循序漸進地深化教學內容。展開以教師為主導，以學生為主體的師生雙邊活動。
四、教學手段：
主要以現代化電教手段－－多媒體輔助教學，貫穿整個教學過程。增加了直觀性和趣味性，加大了課堂密度，提高了教學效果。
五、教學程序：
1、新課導入
為了激發學生的學習興趣，引起注意，拉近師生距離，首先問學生這段時間以來感覺心情如何？學生的可能的答案是（累、困、有壓力等等）。此時，問他們如果有壓力的時候，你們知道如何去放松自己嗎？用一個句式i can feel relaxed by doing something.其中肯定有學生說想通過看電視來放松自己？這時，就是我切入主題的時候了！---談論電視節目。你喜歡看電視嗎？每天花多長時間看電視？你最喜歡看的電視節目是什么？誰是你最喜歡的電視節目主持人？
2、新課的講解
本課利用多媒體教學手段展示了一幅幅色彩逼真、形象生動的畫面，栩栩如生。通過不同節目的展示讓學生來接觸了解不同的電視節目。其中多媒體展示的圖畫更具特色，充分地調動了學生的積極性，吸引了全體學生的注意力，達到了教育教學目的，培養學生英語語言綜合素質有很好的指導作用。
3、反復操練和鞏固應用
為了調動學生的積極性，利用work in pairs,in group,及boys ask,girls answer等多種不同方式操練鞏固。使學生處于積極思維的狀態之中，全方位、多角度培養學生運用英語的能力。同時注意讓學生在練個別詞匯的時候注意詞不離句。
4、反饋練習 讓學生在用所學的語言知識，表達自己所喜歡的電視節目。并提供給學生的一定的句子結構。給學生一定的啟示。
5、歸納總結
本課除了板書所呈現的重點內容外，又開展積極的討論，讓學生學會思考。開始進行青春的思考。進一步明確青春應該是美好的。雖然沒有時間看電視，但是每個人都在為自己的美麗人生編織夢想。過程是艱苦的，前途是美好的。不同的電視節目，體現不同的特色。我們每個人的愛好不一樣。本身沒有好壞。
6、展示板書 unit 4 tv programs period 4 vocabulary cartoon comedy chat show game show documentary drama series i like ____ because_________ i prefer _____ to ______ because _______.
9A Unit 篇13
一 詞組翻譯
1.吃月餅2。可口事物 3.看月亮 4。 許多 5.去年 6。五一勞動節
7.兒童節 8。新年 9. talk to his students10. visit your relatives 11. last year
12. dress up in costumes 13. favourite holiday 14. in china15. a popular holiday 16. go out
二 連詞成句
1.date, today, is, what, it (?)___________________________________
2.to, students, talking, about, is, his, holidays, who(?)______________________________
3.the, festival, what, usually, do, spring, people, at, do(?)___________________________
4.your, did, visit, last, and, spring, relatives, festival, you, friends(?)__________________
5.holiday, your, favourite, what, is (?)_______________________________
6.the, mid-autumn, watch, you, moon, last, festival, did (?)________________________
7.playing, like, basketball, too, i , ____________________________________
8.basketball, let’s, go, play, now, and ______________________________________
三 選擇填空
( )1. what date is it today? it’s ___ 1st of october.a. a b. /c. an d. the
( )2. what holiday ____ after may day?a. comeb. comes c. coming d. came
( )3. that girl___ her grandmother and her grandfather last friday.a. visit b. visitsc. visited d. visites
( )4. _______ ate many noodles last sunday?
a. mike and i b. i and mike c. i and miked. me and mike
( )5. -what ____you do ? we drew some pictures.a. did b. does c. do d. don’t
四 用所給動詞的適當形式填空
1. last summer holiday, i ________(go) to a party. it _______(be) fun.
2. i like ________(eat) moon cakes at the mid-autumn festival.
3. it is the 18th of december. christmas is _________(come).
4. what holiday ________(come) after christmas?
5. we all ________(eat) delicious food last week.
6. they are________ (get) very excited now.
7. ________ (do) you go to the zoo last children’s day?
8. mr. green is ________(talk) to his students about holidays.
9. what ______ nancy _______(do) last spring festival?
10. my favourite holiday _________(be) halloween.
11. ____ you ________ (have) a good time?
五 改錯
1. it is 18th of december. 2. i eat lots of delicious food last spring festival.
3. christmas is in the 25th of december. 4. did you visit your friends last week? yes, i do.
5. she usually go to school at seven o’clock.
六 翻譯句子
1.去年春天你拜訪了你的朋友了嗎？ 是的， 我去拜訪了。____________
2.五一勞動節的時候人們通常干什么？他們通常去公園。______________
3.你去年中秋節的時候吃月餅了嗎？不，我沒有吃。__________________
4.今天是六月一日._____________________________________________
5.他們上周乘公共汽車去公園。_________________________________
6.王兵喜歡在星期天去溜冰。_____________________________________
七 閱讀理解
when tom was young, he liked to play football, and he was very good at it. but then he went to work in a town and there was no team for him, he stopped playing.
later he began to get rather fat, so he thought, “since i stopped playing football, i was getting fat. what am i going to do?” he thought about it for a few days, and then he said to himself, “i know, i’ll play tennis.”
he had a few lessons ,and then played for a few months.
he met a nice girl at the tennis club one day, and they played a tennis match against another young man and woman. tom played very badly and was very angry with himself, “i’ve never played as badly as this before,” he said to the girl, “oh,” she said, “you have not played before, have you?”
( )1. what was tom good at when he was young?a. tennis b. basketball c. volleyball d. football
( )2. then he stopped played because _____?a. he didn’t like football b. he went to work in a town
c. there was no team in the town d. both b and c
( )3. what happened to him then_______________?
a. he was ill b. he was angry c. he began to get rather fat d. he got stronger and stronger
( )4. what did he do about it? he decided to______
a. played football again b. do morning exercises
c. take part in the match d. play tennis
( )5. in a match, the girl said to tom, “ you have not played before, have you?” this sentence means_______
a. the girl know he had ever been a player
b.the didn’t believe he had ever been a player before
c.the girl was sure that he had not played tennis before\
d. both b and c
9A Unit 篇14
lesson plan
school: penglai no.2 primary school
name: li ting
book: oxford english (shanghai edition)2a unit 2
topic: a snack bar
aims: 1. structures: may i have a…?
2. words: pizza, hotdog
3. function: using formulaic expressions to buy
something .
language focus: use modeled phrases to communicate with
other learners
aids: a computer , some fruit , some artificial food
procedurescontentsmethodspurposei. pre-taskpreparation1. warming-upt: greet to the pupils.p: say a rhyme about food.e.g. biscuit, biscuit, a round biscuit.juice, juice, the sweet juice.…1. 以朗誦兒歌的方式讓學生回憶起前一課時所學的食品單詞。 2. 觀看錄像 “老師的一天”，了解她一天的就餐情況，這樣不僅了解了有關食物的單詞，同時也激發了學生的好奇心，拉近了師生間的距離。 3.讓學生看了老師的所做的事后回憶并拼寫這些單詞，達到鞏固舊知的目的。2. questions and answerswhat do i eat?what do i like to eat?what time is it? (vcd)t: ask pupils to watch the video about the teacher’s daily life and answer the questions. (the teacher eats breakfast, lunch and supper.) pn: answer. 3.revision the words learned beforenoodles, soup, juice, water, milk（show the pictures）t: spell these words. ii. while-taskprocedure:content 1: hot dogintroduction: (computer)t: ask pupils to remember what’s in the fridge.to elicit: hot dog.學生要記住在冰箱中出現的（快速切換的）水果和食物，并一一說出來,在自然的實景中引出新知。2. imitation: t: ask pupils to follow.t-pst: spell the word.pa-pb-pnpair work: smell a hot dog, eat a hot dog.學生通過機械的朗讀及拼讀，對所學單詞基本掌握。 substitutionwords: nice, hot, spicy…(computer and some objects) t: ask pupils to say how the hot dog tastes. teach the words: nice, hot, spicy ps: taste the hot dog. it’s_____./the hot dog is ____.pa-pb-pc-pn用實物：熱水、辣椒醬來引出hot這個單詞用來描述食物的味道。再讓學生看不同hot dog的圖片來描述它們的不同味道。4. activityt: show the food in the fridge. ask pupils to make a simple rhyme about a hot dog and some other food or fruit they like.以編兒歌的形式讓學生在實踐中操練單詞、詞匯和句型，以增強語感。content2: may i have a pizza? 1. introduction:(computer)t: ask pupils to watch a picture of a snack bar. 2. ask and answerquestions:where are they?what do you see?(what do you want? )a. look and sayt: ask pupils to describe the stuffs in picture. ps: look and say or answer teacher’s questions.e.g. the boy in red is hungry. i can see a ____. (food) b. look and listen (computer：may i have a hotdog? may i have a pizza?)t: ask pupils to look at the picture and listen to what the boy and the girl say.p: look and listen .括號中的內容可用于英語基礎比較好的班級，讓學生描述一下圖片。 2.結合看圖聽音來培養學生的觀察能力和對語言的初步自學的能力。 3. imitation:ps: read the word ‘pizza’ and spell it.ps: follow the teacher:‘pizza, pizza, a tasty pizza. may i have a pizza?’ substitution:make a rhymet: give the pupils an example for how to make a rhyme.e.g. a pizza is round.a hot dog is long.may i have a pizza?may i have a hot dog? p: make a simple rhyme in pairs.通過學生自編兒歌將一些原本學過的單詞或句子由學生自己組合編排，培養他們的自主學習的能力。4. read and match(computer: show the pictures about the story of the snack bar.)t: ask pupils to read several sentences and match them to the pictures 讓學生在認真觀察的基礎上將圖片與句子連線配對，從而來鍛煉他們的閱讀能力，拓展他們的詞匯量。5. activity find your friends and buy some food you like. ps: write the words about what they like to do on their palms and go to tell other pupils the sentence. e.g.pa: i like to eat a pizza.pb: i like to eat a pizza too.papb: we are friends.pa-pb-pn t: teacher acts as a shop assistant. 讓學生去尋找有共同愛好的朋友，進行情感與語言的交流。其中學生也可根據自身的水平來發揮，不同水平的學生能夠在交流中取長補短。6. listen and read.ps: listen to the tape and read the text. iii. post-task activity:1.make a little menu2.activity: in a snack bart: ask pupils to make a menu ,‘ delicious food’.p: fold the paper to make a little book. then, fill in the blanks.ps: show their menus to all the class.ps: act out a dialogue.自己動手做一本菜單。讓他們通過所學的句型與實際生活相聯系，達到學用結合的目的。同時也通過寫單詞來鞏固所學的單詞。iv. assignmentlisten to the tape and use the sentences in daily life. 把課堂中學到的知識帶入生活。
教案設計說明：
在教學過程中，師生間的關系是影響課堂教學效果的主要原因之一。這堂課中新知的導入是以觀看我日常生活的一段錄像開始的，這種引入方式能有效地拉近教師與學生間的距離，也使學生對接下來要學的東西有所期待。這節課的新授知識是句型：may i have…?及單詞hot dog和pizza，而其教學目標是要讓學生學會表達自己喜歡的事物及想得到它的愿望。在教授新單詞的時候，多媒體又充分地發揮了它的優勢，即將錄像、錄音、照片及動畫融為一體。靈活，直觀，內容多，生動有趣的形式為教師的教學提供大量有效的幫助。從一開始以看錄像的方式了解我的日常生活，到學生看到自己很多喜歡的圖片，再到最后的閱讀練習都借助多媒體以直觀的形象呈現在學生眼前。此外，這堂課中游戲與活動的設計也將新授的內容及已學知識緊密地聯系起來，如，利用已學過的兒歌形式來操練這堂課中新授的單詞：pizza ‘pizza, pizza, a round pizza.’而在教授另一單詞hot dog時，我利用多媒體的優勢，先給學生強烈的視覺刺激，再引出單詞hot dog。最后，需要提及的是針對低年級學生學習英語時間短、積累少、不能有大量的語言輸出的特點，我在課堂上給予學生更多的語言輸入的機會，讓學生多聽，多看。在這堂課的ask and answer中我并沒有局限于學生所學知識的限制進行提問，而是以一些有效的肢體語言作為輔助，向學生提出各種問題，如，問學生do you like to eat…? what can you see? what do you want? 等及其他一些問題，讓學生在不知不覺中拓展語言的信息量。
英語學習的目的是要讓學生能在實際生活中運用，所以本堂課中我借助多媒體創設大量貼切學生生活的情境，讓學生在實際的情景中掌握運用語言，以培養他們用英語思維的好習慣。
2a unit 2 來自第一范文網。
9A Unit 篇15
主題：Let’s go to the park
教學目標 ：
1.認知目標：能聽懂、會說Let’s go to the park (zoo ,cinema ,supermarket)以及回答：
OK, let’s go./Great./Good./All right.
2.能力目標：
(1)通過模仿、唱、游、角色扮演等活動，學生能夠在教師創設的“Let’s go to the park”情境中運用所學的語言知識。
(2)在特定的語境中自然地邀請朋友一起去游玩。
3.情感目標：通過語言的交際活動，使學生產生用英語交流的就積極情感。
4.教學過程 ：
（一）熱身激趣
(1)Sing a song “If you’re happy”.(邊唱邊作動作，調動學生學習情緒)
(2)Free talk
（二）呈現任務
（出示圖片）星期天，陽光明媚，Helen一家準備出去游玩，Helen想去公園，她該怎么向大家建議去公園呢？
（三）執行任務（要點：1.情景要真實，具有普遍性 2.語言形式和功能要結合3.任務要有坡度，環環相扣）
（1）引導學習
任務情景1：用多媒體課件展示上述情境中Helen的建議。
a.引出“Let’s go to the park. OK ,let’s go.”
b. Pair work. /Group work.
任務情景2：Nancy與她媽媽一起去看電影，她該怎么說？
a.教學句型：Let’s go to the cinema .Good ,Let’s go.
b. Pair work./Group work.
任務情景3：劉濤約王兵一起去動物園，他該怎么說？用什么方式去？
a.教學句型：Let’s go to the zoo. Great .Let’s go./But how ?By…
b. Pair work./Group work.
任務情景4：Mr Black和Mrs Black一起去超市，他們怎么說的？他們乘坐什么
交通工具？
a.教學句型：Let’s go to the supermarket .Good ,Let’s go./But how ?By…
/Let’s go to…by…
b. Pair work. /Group work.
（2）創造性運用（要點：注意培養學生綜合運用語言的能力）
師：春天來了，同學們你們最想干什么？
生：春游。
師：那你最想到哪里去玩呢？
生：紅梅公園，中華恐龍園……
師：那下面就請同學們邀請你的好朋友、你的家人一起去常州的一些有趣的地方去感受春的魅力。
（教師提供一些旅游場所的英文注解如：Hongmei Park ,Red Star Cinema ,China Dinosaurs Park, Times Supermarket The People’s Park, Lanling Park， Dongpo Park。
也可讓學生討論：（1）用什么方式去最快（2）用什么方式去最省錢（3）最喜歡和誰一起去（4）怎樣鼓動別人和你一起去（5）幾點去在哪里見面等）
（四）評價任務
學生各自表演自己的對話后，由學生小組投票評選出“最佳表演組”。教師予以物質表揚（常州旅游地圖一幅）。
“任務型”教學模式的效果與分析
經過教學實踐，筆者體會到，運用上面的“任務型”教學模式進行教學，學生在明確的任務目標的驅動下，主動參與課堂實踐，真正實現了以話題為核心，以任務為主線，任務以活動為載體，活動以學生為中心。學生有了“做”的機會，有了自主學習的空間，有利于培養學生自主學習的能力，從而使學生形成有效的學習策略。在教學中，教師的價值在于組織學生開展適時的活動，及時提供并調整學生學習運用交流過程中的問題，通過結合教學目標 設計有意義的情景任務活動，引起學生的共鳴，促進學生積極主動地投入英語學習。如上述例子從設計如何說去公園地任務入手，不但讓學生有明確的任務目標，而且引起學生的好奇心和積極參與的欲望；然后在課件創設的逼真的情景中學生感知語言（Let’s go to the park.）教學過程 中再通過創設去動物園、電影院、超市的任務情景，讓學生習得這個對話。在執行任務的過程中，待時機成熟時創設假期春游的真實活動場景，使學生學之能用，學之即用。這樣既培養了學生在逼真的情景中自編對話、相互交際的能力，又培養了學生的協作精神，充分發揮了他們的各項職能特征。
9A Unit 篇16
1） 在第一到第十中除了first， second， third外其余均在基數詞后加－th但，須記住fifth，eighth， ninth的拼法有些變化。
2） 在第十一到第十九中，除第十二（twelfth）是特殊變化外，其余的都在詞尾加th。
3）第二十以上十位數構成法是把基數詞詞尾－ty中的y改成i再加－eth，例如： twenty－twentieth forty－fortieth
4）“幾十幾”變為序數詞，僅變個位為序數詞。例如：thirty－four—— thirty－fourth
5） 序數詞的簡寫形式為阿拉伯數字加序數詞最后兩個字母。例如：1st、2nd、3rd、4th