unit10funtime教案（精选8篇）

unit10funtime教案 第1篇

Unit 5 If you go to the party, you’ll have a great time!教案

一、教材内容：八年级上册Unit10 If you go to the party, you’ll have a great time!Section A 1a-2c.听说课型，45分钟。教材的地位和作用：

单元话题，作决定。语言功能是谈论结果。学习运用if条件句。条件状语从句是新课标要求必须掌握的内容，以前没有接触过，本节课为本单元的第一课时，主要以听说为主。因此，上好本节课将会为后面几课时的学习奠定良好的语言基础。

二、学情分析

初二学生已经积累了一定的英语词汇，在老师的引导下能进行一定的语言交际活动。同时他们有一定的独立意识，易受潮流的影响。喜欢结实朋友，喜欢去热闹的场面，如参加生日聚会。大多羡慕有钱人。尤其是像我们这里大多是打工的子女，他们的家庭教育还比较落后，因此我们要适时进行德育渗透，正确引导，使之树立正确的人生观。

板块What—教学目标，教学重难点，教法，教学原则

三、教学目标： 语言目标：（1）初步会用If 条件句

（2）进一步巩固运用一般将来时态（依据：新课标要求，语言交际的需求）能力目标：通过1b,2a,2b 听力训练，对话操练，培养学生听说技能；生生对话，培养合作学习的能力；竞赛活动激发学生兴趣，培养竞争意识；归纳语法，课堂练习，渗透考点，训练答题技巧。

情感目标：通过精心设计的任务活动，让学生积极主动参与到学习中，任务环环相扣，由浅入深，有利于培养学生的注意力，创造力，加强人际交往，树立正确的人生观。

四、教学重难点：

本节课新词汇只有两个：organize, 因此，If 条件句既是重点，也是难点。突破重难点的方法：激发兴趣，让学生主动参与一系列任务活动，反复操练，强化语言点，让学生动脑动口又动手，调动学生多种感官。）

五、教法：任务型教学法

六、教学原则：始终贯彻以学生为中心，进行语言交际的原则。

七、教学环节

Greeting:(2mins)1, What sport do you play every day ? 2, How much is your coat ?(review the reported speech)Step1 Leading in(3mins)T: Look at the picture.There is a lot of money,Do you want it ? S: Of course/Yes.T: If you have much money,What will you do ? If I have much money,I’ll buy a big house,What about you ? S1„„，S2„„

T: If you have a robot, What will you do ? T: What will she do if it is sunny /rainy ?

2013GRE考试全攻略GRE入门GRE词汇GRE阅读GRE填空GRE数学GRE写作

（设计意图：通过学生感兴趣的钞票和机器人图片来吸引学生注意力，同时抛出新知识，If 条件句）Step2(talking)(5 mins)T: Do you like a birthday party ? S: Yes.T: I like it,too.on that day ,I’ll have a good time ,I’ll have much delicious food,and I’ll wear beautiful clothes.Do you want to take part in a birthday party ? S……

T:OK, Let’s go.Look,Next Sunday is WuHao’s birthday,he wants to organize a birthday party ,What are you going to do ?(1)Ask and answer.(2)Let’s read them together.（3）Talk about some pictures.（设计意图：展示party 图片，通过师生问答，引入新课.前后衔接显得自然）Step3(1a-1c)(14mins)1,(1a)T: There is another party we are going to.Open your books,look at 1a on P34.Look at the pictures, These people are going to a party.Listen ,What are they talking about ? Let’s read 1a,then match the statements with answers.2,(1b)T: Look at 1b,listen ,Were your answers to activity 1a correct ? 3,(1c)Pairwork eg: A: I think I’m going to stay at home.B: If you do , you’ll be sorry.（设计意图：听力训练，同时穿插说的训练。符合新课程标准，训练时，由浅入深，任务环环相扣。句型操练时采取一对接一对的形式，尽可能关注每一位学生，以学生为主体）Step4(2a-2c)(8mins)T: Do you know Andrea? Look,This girl is Andrea.She wants to have a class party ,she needs some help.Mark will help her organize it.(2a)1, Listen to them talking and number the phrases in the order.2, Next ,let’s read the phrases together.3, Let’s listen ,then check the answers.4,(2b)Listen again and match the right answers.5,(2c)Look at 2c, read them together.（设计意图：针对2b听力训练，回答问题这一题型，对学生来说难度很大，加上重庆考题没做这一要求，所以我们进行了教材的合理取舍，将书上回答问题改为选择配对，也正符合“不要教教材，而是用教材”这一理念。是备课人的一大亮点）Step 5 Grammer(2mins)（一带而过，为下一课做铺垫）

Step 6 Discuss:(3mins)What will you do if you see these?(students learn to be polite)（设计意图：通过图片，反复操练本课重点句型；同时教育学生不要乱吐，乱扔，乱画等，进行德育渗透）

Step7 Competition(5mins)“What will happen ?” Let them answer the questions freely.（设计意图：强化条件句型，抢答形式，有利于激发学生的竞争意识，培养创新精神）Step 8 Exercises(3mins)（设计意图：渗透考点，答题技能训练）

unit10funtime教案 第2篇

Unit10SchlEducatin

一、单元分析(UnitAnalsis)

(一)单元地位(UnitPsitin)

1.本课在对教育方式描述时，谈及了不同时代对教育的要求以及当前的时代对教育的要求。教师可围绕“当前时代对人才的要求”这一主题，设计活动让学生参与口语讨论，加强对当今学校教育情况的`了解以及对自己在今后学习中的要求。

2.本单元结束时，充分利用本课“学校教育”这一主题，让学生围绕“对学校教育的调查”探讨探讨当今社会对人才的需求以及在当前教育模式下如何调整自己更加适应社会的发展。

3.本课中复习了情态动词+被动的语法。

(二)单元目标(UnitTarget)

1复习情态动词+被动结构的语法现象。

2能对教育方式发展进行简单描述。

3能对学校教育的调查作出简要的书面报告。

4能用英语写简单的感谢信。

(三)单元重点(UnitPints)

1关键词：

语言知识类

purpse,devtet,dinate,besuppsedtd,paattentint;sufferfr,initiative,stiulate,plaavitalrle,trut,taeintaccunt,eettheneedsf

交际功能类

gainn

I’venidea,I’afraid.

unit10funtime教案 第3篇

一、重视基础, 分层处理, 满足不同层次的学习需求

教师要面向全体学生, 因材施教, 尊重学生的差异, 采用分次教学法。基本教学要充分考虑一般学生的学习状态和语言认知规律, 为其提供多种学习选择, 对于基础较薄弱的学生, 要进行补偿教学, 对学有余力的学生要进行拓展教学, 适应学生的个性发展需求, 使每个学生均学有所得。

二、教学理念、教学方法的反思

1.创 造 民主 和 谐 的 教 学 环 境 。

民主和谐的教学环境是互动式教学的重要心理环境。首先, 教师应在学生的心目中保持良好的形象。当高素质的教师在台上执教时, 学生的反应是积极的, 教学中的互动是自然的、共鸣是不断的;其次, 教师要重视情商因素的培养, 使学生在教学中“自由地呼吸”, 积极主动地参与英语口语教学;再次, 教师要尊重学生的人格和平等学习的权利, 师生之间要进行民主平等的思想和情感交流。当“民主”与“和谐”走进课堂时, 师生间的心理距离缩小, 课堂气氛活跃, 从而为互动式教学提供适宜的气候和土壤。

2.以 学生 为 中 心 , 开 展 合作学 习 。

英语教学研究与实践已经从以教师为中心转向以学生为中心, 从以传授知识为重点转向以学生的参与和知识发展为重点。随着新英语教学大纲的颁布与实施, 我国对中专英语教学改革的研究越来越重视与深入, 小组合作学习是一种以学生为中心, 以小组合作形式进行语言交际的学习活动。实践证明, 小组合作学习能使学生在课堂上有更多的时间和机会练习使用语言, 有利于消除学生在交际活动中产生的焦虑心理提高学生的语言交际和知识发展能力, 调动学生参与学习的积极性和创造性。

3.创 设情 境 , 营 造 英语 氛 围 , 充 分 发 挥 学生学 习 的 主 动 性 。

从单词教学到对话独立运用, 整个过程处处注意创设真实情境, 营造轻松愉快的课堂氛围;充分发挥道具和肢体动作的作 用 , 进入角色 对话.在操练过 程中 , 充分注意 对不同层次的学生提出不同的要求, 因材施教。让学生自由搭配、结合 , 好生做示 范 , 后进生适 当配合 , 反复操练 , 让不同层次 的学生去 尝试、去演 练、去表演 , 极大地帮 助他们树 立学好英语的信心, 创设机会让他们体验成功 的快乐。 因此英语教学要充分调动和发挥 学生的主 体作用, 让学生乐 于开口, 勇于实践, 让每个层次的学生都有所收获, 以达到实 施素质教育的目的。

三、教学技巧、教学环节、教学过程的反思

1. 情 境创 设 环 节 紧 密 结 合 职 业 教 育 的实 际 需 要 , 课 文导入自然有趣、新颖。

教学是一门艺术, 英语教师应该追求教学过程设计的生动有趣。开头以音频视频导入, 使学生尽快明了本节课的讲解内容, 为整节课奠定一个良好的基调, 为后面教学环节的展开渲染氛围。导入是为了在第一时间创设灵活生动的情境, 激发学生的学习兴趣。

2.突 出 对 话 练 习 环 节, 有 助 于 加 强 学生对 所 学 新知识 的 灵活应用。

本单元我采用了问答法。通过师生多次问答, 不仅活跃了学习气氛, 而且加深了学生对重点词汇的理解和掌握, 同时开始教授新单词, 要求学生掌握一些面试交际用语;创设情境进行对话, 使学生深入情境;学习了求职招聘广告, 使大家认识招聘广告的一些基本结构。最后教学一封简短的求职信, 使学生初步掌握求职信的格式及内容。教学过程符合学生的认知规律和学习习惯, 各个环节之间的衔接过渡比较自然。

四、对课堂教学的整体效果和自身素质的反思

本单元主要介绍求职和面试方面的内容。通过学习, 学生不仅可以掌握一些面试场合的交际用语, 学习如何写简历和求职信, 还可以学到一些面试技巧。

九年级英语UNIT10教案 第4篇

• 教学目标：

• 1.Master the key words and sentences •(1)Key words: custom, bow, kiss, greet.•(2)Sentences:

In your country, what are you supposed to do when you • meet someone for the first time? • You are supposed to shake hands.• 2.Learn some customs in other countries and then show opinions about these customs.• 3.Improve students‘ listening and communicative skills.• 学情分析：The students are supposed to interesting because we’ll talk about some customs in other countries when meeting foreigners.• 教学重点，难点：

• 1.Master the key words and target language.• 2.Be able to talk about different customs.• 3.Improve students’

listening and speaking skills.• 4.How to make greetings when you meet someone for the first time.• 教学过程： I.Lead-in 师生讨论： 学生在学校应该做哪些事情？引出新句型。如 ：Is it a good idea to come to class late? S: No.T: That’s right.It’s not a good idea to come late.You’re not supposed to come to class late.You’re supposed to …

eat in class, do homework every day, raise your hand before talking等做更多的练习，引出be supposed to句型 II.Discussion 1.大屏幕展示一张世界地图，师生对话： T: Do you know where Brazil/ the United States/ Japan/Mexico/Korea is? S:…

T: Do you know what people do when they meet for the first time? S: …

2.利用多媒体播放各国初次见面的礼仪，学习新单词：custom, bow, kiss, greet, III.Work on 1a-1c 1.1a

多媒体呈现1a图片，让学生根据图画内容，说说图中的握手，接吻，鞠躬是哪个国家的礼仪，然后按要求把书本给出的“国家”和“习俗”连接起来。老师不要给出答案。2.Listening 1b.Listen to the recording and check your answers to activities in 1a.3.Pair work: A: What are people in Korea/… to do when they meet for the first time?

B: They are supposed to bow.How about in the United States? A: They’re supposed to shake hands.4.教师介绍本单元的目标语言：You’re supposed to ….Ⅳ.Listening

1.Listening to 2a and 2b.What mistakes did Maria make? 2.Finish 2a and 2b.3.Pair work Role-play a conversation between Maria and Dan.Dan: How was the dinner at Paul’s house last night?

Maria: Well, it was OK, but I made some mistakes.I was supposed to arrive at 7:00, but I… V.Role play Work on 2d Role play a conversation between Katie and John.Discuss different customs in different countries.VI.Consolidation 完成任务： 礼仪大荟萃

让学生展示上课前通过网络或书籍等形式查找到的各国礼仪，并分类记录，制成表格。VII.Language points 进一步向学生讲解本单元的目标语言: be supposed to, be expected to.1.You are supposed to shake hands.be supposed to do… 应该……被期望做……，当句子的主语是人时，它可以用来表示劝告，建议，义务，责任等，意思是 “to be expected to do sth., or to have to do sth.”

e.g.You’re supposed to ask the teacher if you want to leave the classroom.如果你要离开教室，应该先问问老师。

We are not to supposed to play football on Sunday.不准我们在星期日踢足球。

2.That’s how people in Japan are expected to greet each other.greet =to welcome or say “hello” 动词 “问候，打招呼”

e.g.He greeted her by saying “good morning”.他向她打招呼说 “早上好”。

新目标九年级Unit10教案 第5篇

这是新目标英语九年级第十单元第一课时。在这一课，我们首先通过看图片认知过去完成时，然后再通过听、说、写来体验并掌握这个时态。

二、教学目标和要求

1.认知目标

(1)掌握单词和短语：by the time, gotten, oversleep(2)观察目标句型：“what happened?”and“by the time i got up, my brother had already gotten in the shower.”

(3)归纳过去完成时的用法。

2.技能目标

(1)教学生会使用新单词。

(2)教学生会用过去完成时来叙述过去发生的事情。

(3)用核心句型来训练学生的听说写的技能。

3.情感价值

要让学生养成早睡早起的好习惯，那么早上就不会匆匆忙忙。

教学重点：

(1)重点单词：oversleep(2)用过去完成时来叙述过去发生的事情。

(3)语法：过去完成时

教学难点：

语法：过去完成时

三、教学设计

在备课时，笔者是依据《全日制义务教育英语课程标准（实验稿）》、“考试说明”及初中英语教学和学生实际情况来设计的。具体的教学过程：

1.首先以“发现”区别为例，减缓学生的紧张和焦虑，并为下面的对话和理解语法作热身。

teacher asked, “in unit 9, we’ve learned the differences between discover and invent, do you still remember?”

student 1 answered, “my father discovered my mother, then they invent me, i i’m their invention ”

t: what do you usually do in the morning?before school? t: do you like mornings? why or why not? 2.教师先通过图片说两个完整的过去完成时的句子，让学生有个初步的了解。

by the time she got up, her brother had already got in the shower.by the time she got outside, the bus had already left.3.让学生仿照我的例句再根据图片，完成句子，进一步理解过去完成时。

t: 当我到达学校时，铃早已经响了。

s2: by the time he got to school, the bell had rung.4.通过听力来巩固过去完成时。

(1)by the time i got up, my brother ___already ___ in the shower.(2)by the time i got outside, the bus ___already ___.(3)when i got to school, i realized i ___?___ my backpack at home.make a conversation with: a: what happened this morning? b: i overslept…

5.看图，再听再巩固过去完成时。

when i got to school, i realized that i had left my backpack at home when i ________(get home), i _______(realize)i _______(leave)my keys by the time i ____(get)back to school, the bell ________(ring).by the time i _______(walk)into class, the teacher __________(start)teaching already.6.通过复述书上小主人迟到过程，来练习过去完成时。可以根据下面两个例子来复述。

sample one(对话形式)：

what happened first? i overslept.what happened next? by the time i got up, …had already gotten….…got outside, …had left….…got to school, …had left….what happened then? by the time i got home, …had left….…got back to school, … had rung….…walked into class,… had started…

what happened at last? the teacher looked at tina and….sample two(短文形式)：

tina ___(oversleep).by the time she ___(get)up, her brother ___(get)in the shower.by the time she ___(get)outside, the bus ___(leave).when she ___(get)to school, she ___(realize)she ___(leave)my backpack at home.when she ___(get)home, she ___(realize)she ___(leave)my keys in the backpack.by the time she ___(get)back to school, the bell ___(ring).by the time she ___(walk)into class, the teacher ___(start)teaching already.the teacher looked at tina and said, “ you ___(should get)to school on time ”.7.通过来给书上的故事编结局，不但可以进一步巩固语法，还可以提高他们的写作能力。

make up an ending for the story.you?can begin with: the teacher looked at tina and…

8.让学生来总结他们对过去完成时的理解，老师补充升华

过去完成时的构成：s+ had p.p.9.家庭作业

unit10funtime教案 第6篇

一、重点词组

1.would like sth 想要某物 2.order food点食物,点菜 3.some tomatoes 一些西红柿4.beef noodles 牛肉面

5.in the beef noodles 在牛肉面里

6.Special 1 特色菜1 7.what kind of noodles 哪种面条

8.a large bowl of noodles 一大碗面

9.a medium bowl of noodles 一中碗面

10.a small bowl of noodles 一小碗面 11.take one’s order 点菜

12.in the beef soup 在牛肉汤里

13.one bowl of beef soup 一碗牛肉面

14.what size 多大（碗）

15.that’s right 对，这是正确的16.in the tomato and egg soup 在西红柿鸡蛋汤里 17.beef noodles with carrots 胡萝卜牛肉面

18.green tea 绿茶

19.orange juice 橘子汁

20.birthday food 生日食物

21.around the world世界各地

22.on one’s birthday 在某人的生日 23.in different countries 在不同的国家

24.be different from 与不同

25..birthday cake with candles 有蜡烛的生日蛋糕26.the number of…

…的数量27.the person’s age 这个人的年龄28.make a wish 许愿

29.blow out the candles 吹灭蜡烛30.in one go一次性的，同一次

31.come true 实现32.put...in...把…放进…33.get popular 受欢迎，流行

34.eat long noodles 吃长寿面35cut up 切碎36.a symbol of long life 长寿的象征37.be the same 相同38.bring good luck to sb 给某人带来好运 39.have different kinds of 有不同种类的40.be short of短缺，缺少 41.put on 带上，穿上42.don’t worry 别着急

二、重点短语讲解

1.would like“想要”，相当于want, 用法亦同want，但比want委婉。

1）want/would like sth.想要某物 I’d like some noodles.2）want/would like to do sth.想要做某事

I’d like to play the piano 我想要弹钢琴。3）want/would like sb.to do sth.想要某人做某事

I would like him to help me.我想要他帮助我。4）What would sb.like? 某人想要什么？

What would they like? They would like some noodles.他们想要什么？ 他们想要一些面条。5）What would sb.like to do? 某人想要做什么？--What would they like to have? 他们想要吃什么？

--They would like to have some noodles.他们想要吃一些面条。6）would you like sth.你想要某物吗？（委婉地询问对方的要求时的用语）

肯定回答：Yes, please.否定回答：No, thanks.例： Would you like some more food? 你想再要些食物吗？ Yes, please.想要，谢谢。/No, thanks.不用了，谢谢。

7)Would you like to do sth？你想要/愿意做某事吗？（向对方有礼貌地提出建议或邀请）

肯定回答：Yes, I’d like/love to.是的，我愿意。否定回答：Sorry, + 原因。

Would you like to go shopping with us? 你想要/愿意和我们一起去购物吗？

肯Yes, I’d like/love to.是的，我愿意。否Sorry, I have a lot of homework to do.2.noodle “面条”，可数名词，复数noodles。

3.What kind of„.would you like?你想要那种„„？

What kind of noodles would you like?你想要那种面条？ Beef and tomato noodles, please.kind 1)种类 ①a kind of．．．．一种．．．．．．②many kinds of．．．．多种．．．．．③all kinds of．．．．各种各样的．．．．．． 2)仁慈的，和蔼的，好意的，友爱的 ①He is a kind man.②He is kind to everyone.他与人为善。③It’s very kind of you to help me.3)kind of + adj/adv 稍微/有几分„„(相当于a little)He is kind of /a little shy.4.Special 1)n.特色/价商品，可数名词。2）adj.特殊的，特别的，专门的

Today is a special day.今天是个特别的日子。5.What size„..“多大„„”

①What size bowl of noodles would he like? 他想要多大碗的面条？

He’d like a small/medium/large bowl of noodles.他想要一个小/中/大碗的面条。

②What size shoes do you wear? 你穿多大号的鞋？

I wear size 40.我穿42码的鞋。6.fish 鱼；鱼肉 1）指多少条“鱼”，为可数名词。复数：fish或fishes，通常用复数fish.2)指多少种“鱼”，为可数名词。复数： fishes 3）指“鱼肉”，为不可数名词。

There’re hundreds of fish in the pool.在这水池里有几百条鱼。There’re all kinds of fishes in the lake.这个湖里有各种各样的鱼。Help yourself to some fish.请随便吃些鱼。7.英语中表示食物的一些词的特殊用法

1）beef, fish, chicken, pork, meat, mutton等表示肉类的食物，是不可数名词。

2）vegetable蔬菜，可数名词

3）fruit, salad, ice cream, food等指总称时是不可数名词，指种类时是可数名词。

4）cabbage, onion, fish, chicken指食物时是不可数名词，指植物和活着的“鱼”“鸡”时是可数名词。

三、教学流程

Step1.读单词，记单词，做到学生会读会默写（分开A、B两部分）。

Step2.背会的举手，老师检查，错的再次记忆。

Step3.读Unit10中的句子，并会翻译，（分开A、B两部分）

要求：学生需能正确的、熟练地读出，可以试着翻译，把不会翻译的句子做记号。

Step4.讲解这部分的短语及用法，讲完后引导学生记忆（分开A、B两部分）。

Step5.指定一些重要的句子或对话让学生背诵

Step6.再次巩固短语及知识点

Step7.做相应的练习，检测学习的成果。

unit10funtime教案 第7篇

Unit 10 I’m going to be a basketball player

Teaching Goals: 1.Talk about future intentions.2.Learn to give reasons on the intentions.3.Give others some advice on “how to make it”.Ⅱ.Teaching key and difficult points: A.Vocabulary 1.computer programmer, professional, engineer, pilot 2.computer science, dream job, grow up, move to, fashion show, retire, save 3.resolution, get good grades, get a part-time job, make more friends B.Target language 1.What are you going to be when you grow up? I’m going to be a computer programmer.2.How are you going to do that? I’m going to study computer science.C.Structures Future with going to Want to be

学 员：

2011·国培英语三班 《教学技能》教案

What, Where, When, How questions D.Grammar The simple future tense.Ⅲ.Teaching aids : A tape recorder Ⅳ.Teaching methods: Audio-lingual method;Communicative Approach;PPP

Section A（3A —4）

Period Three Read and speak Ⅰ.Teaching aims and demands: 1.Revise the target language, and complete the reading practice;2.Go on learning the simple future tense: be going to Ⅱ.Key and difficult points: A.Vocabulary Somewhere, Paris, sound like, fashion show, part-time, save, at the same time, hold, rich, retire, yet B.Target language 1.What are you going to be when you grow up? I’m going to be an actor.2.How are you going to do that? I’m going to take acting lessons.3.Where are you going to work? C.Structures

学 员：

2011·国培英语三班 《教学技能》教案

Future with going to Want to be What, Where, When, How questions D.Grammar The simple future tense: be going to Ⅲ.Teaching aids : A tape recorder Ⅳ.Teaching methods: Audio-lingual method;Communicative Approach;Control reading Ⅴ.Teaching procedures: Step 1 Revision Review the simple future tense: be going to.Step 2 Reading Task 1 Read the instructions.Task 2 Ask students to read the diary on their own, and circle the words and phrases they don’t understand.Task 3 Ask students to read the words and phrases they don’t understand, ask other students to explain.Task 4 Ask students to underline the things that Tian Tian is going to do.Task 5 Correct the answers.Step 3 Writing and speaking Task 1 Read the instructions.Task 2 Have students write down answers about themselves, and tell their plans to their partner.学 员：

2011·国培英语三班 《教学技能》教案

Task 3 Ask students to answer these questions.Have them work in pairs to ask and answer, then change the roles.What „? Where„? How„?

Task 4 Ask some students to say their dialogues to the class.Step 4 Group work Task 1 Read the instructions and point to the picture.Write the year 2008 on the blackboard.Ask the class why that is an mportant date for Beijing and China.Task 2 Write going to on the board.Ask :What are you going to do to help make the Olympics a success? Task 3 Divide the class into groups of four or five students.Ask them to make their own conversations.Task 4Ask each group to present its conversation to the class.Ⅵ Homework 1.Revise the target language.2.Revise the simple future tense: be going to.3.Finish off the exercises on work book.学 员：

2011·国培英语三班 《教学技能》教案

Procedure: PRE-TASK ACTIVITIES: 1.Daily English: What do you want to do when you grow up? 2.Role-play: act out the conversation in 3b, P61.Brainstor 3.m: what other occupations could you think of?

Step 1: Listen to a song: dreaming my dreams.Talk about my dream job: Once I wanted to be a lawyer.Step 2: Look at the slide shows and speak out their jobs.Step 3: Listen to Section A, 3a.Answer two questions.What is Josefa’s dream job?

Where is she going to move?

Step 4: Read it again and try to find out How she is going to do that.Step 5: Listen to Section A 2a, fill in the chart.Step 6: Task1: Help your classmates to realize their dreams: How are they going to do that?

Hand out the students’ dreams jobs paper and each group have one.Step 7: Discus in groups: what’s his / her dream? How is he / she going to do that?

Step 8: Write down your group’s opinion and report.Step 9: Task2: We have a dream.Beijing is hosting the 2008 Olympic Games.What can you and your classmates do to help make the Olympics a success? Make a list with “going to”.教案点评及反思：

一．环节设计思路：

学 员：

2011·国培英语三班 《教学技能》教案

本课综合听说读写四个方面，以三个环环相扣，循序渐进的任务展开知识学习.首先以一首优美的歌曲“Dreaming my dream”引入，将学生自然带入语言环境，并初步感受到本课的主要话题是谈论自己的理想，由此引出本课第一个任务，学生听一段课本中的短文，了解她是如何构想将来的，并为第二个任务做了铺垫。有了理想之后，更重要的是要为实现理想付出努力。因此，第二个任务接踵而来，学生阅读短文，了解她将如何实现理想，这个任务承上启下，它引出本课的中心任务：即帮助自己的同学实现理想。最后，从个人梦想过渡到民族梦想，我们已经争取到2008奥运会的申办，那么，我们将要怎么做，为奥运会贡献自己的一份力量呢，该任务既是拓展，又是巩固。二．课后反思：

本课在设计上听说结合，相得益彰。首先给学生创造了一个语言环境，让学生自然融入，然后，缓缓导入阶梯状任务链，循序渐进，难度不断加大，但坡度平缓，铺垫充分且扎实，因此学生在完成最后的中心任务时亦不觉吃力，整堂课学生活动充分，教师的引导点到为止，给学生较大的空间发挥和创造。另外，教师在几个任务之间的点评也很及时到位，给学生非常清晰的范例和指示，利于学生明确任务的方向。

unit10funtime教案 第8篇

Teaching objectives:

To introduce and develop the theme of growing pains

To form a positive attitude towards growing pains and learn to solve family problems wisely

To identify the difference between American English and British English

To learn about some colloquialisms and their origins

To develop the skills of how to read a play

To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses

To develop listening ability through a radio talk show

To develop speaking ability by talking about problems common to teenagers and presenting a dialogue based on the relevant theme

To develop the ability of reading for gist

To develop writing ability by presenting a dialogue and an advice letter

To learn to be cooperative and helpful when working together

Teaching plans:

Period 1-Welcome to this unit

Period 2-Reading 1 (Comprehension focus)

Period 3-Reading 2 (Word focus)

Period 4-Reading 3 (Consolidation of words)

Period 5-Word power1

Period 6-Word power2

Period 7-Grammar & usage

Period 8-Consolidation of grammar

Period 9-Task presenting a dialogue1

Period 10-Task presenting a dialogue2

Period 11-Project writing an advice letter

Period 12-Exercises

Period 1 Welcome to this unit

Teaching objectives:

To introduce and develop the theme of growing pains

To develop speaking ability by talking about families and problems that happen between teenagers and parents

To know more about classmates and their families

Teaching procedures:

I. Lead-in:

1. Presenting family albums:

In this part, Ss are encouraged to say something about their families by showing the class pictures with their parents.

2. Brainstorming questions:

Do you always show respect to your parents?

Do you always do what your parents want you to?

Do you sometimes quarrel with your parents? Why do you quarrel?

II. Picture talking (pair work)

Ask Ss to look at the pictures. Imagine the situations and try to describe them as fully as possible with their own words.

Make sure that Ss have “when”, “where”, “who”, “what” in your descriptions.

Invite some Ss to report back their descriptions.

III. Sharing opinions (group work)

In this part, Ss discuss the following questions in groups of four. Each group chooses two of the four questions. Have Ss to report their opinions in class.

Questions for discussion:

What kind of behaviors of yours will make your parents feel unhappy? List as many as you can.

*not doing homework,

*not getting up on time,

*spending too much time or money on

*bad school behaviours

*not helpful with housework

*making friends with persons that parents don’t like

*

What would you do if your behavior upsets your parents?

Who do you choose to talk to when you have a problem and want to talk to someone? Why?

Do you think there is a generation gap between you and your parents? How do you overcome the gap?

IV. Assignments:

1. Preview the new words of this unit on page 64 (from “act” to “rude”)

2. Think about this questions-What are growing pains? Do you have any pains? What are they?

*******************************************************

Period 2 Reading 1

(Comprehension focus)

Teaching objectives:

To develop the skills of how to read a play

To know about American family life and problems that happen between American teenagers and their parents

To form a positive attitude towards solving problems between teenagers and parents

Teaching procedures:

I. Lead-in:

Have you ever been left alone or with a pet? Describe that experience. If not, can you imagine what might happen if you were left alone? Can you look after your home and keep everything clean and safe?

II. Reading:

1. Remind Ss of the instructions on reading a play before reading

2. First reading and checking out Part A on page 22

3. Second reading (following the tape) and checking out C1 & C2 on page 24

4. More comprehension questions:

Why does Eric sound frightened when he sees his parents back?

How does Mom know that the dog is tired and hungry?

What does Dad mean by saying “This is not a family where bad behavior goes unpunished”?

III. Thinking after reading:

Ask Ss to use their imagination and think of an end to the play.

Do you think Eric and Daniel will explain to their parents what has happened? Or will the parents go and ask the boys what has happened?

If you were one of the children what would you do? Would you remain silent or would you offer an explanation to your parents? Which is the better solution in your mind?

IV. Assignment:

1. Read the play aloud with partners.

2. Underline difficult words or sentences that need explaining.

3. Finish D1 & D2 on page 24.

4. Finish E on page 25.

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Period 3 Reading 2

(Word Focus)

Teaching objectives:

To understand new words and expressions and learn how to use them

Teaching procedures:

I. HW checking out:

1. D1 & D2 on page 24

2. E on page 25

Ask Ss:

what they think of the way Daniel and his parents solve their problem

what kind of a boy Daniel is

II. Difficult points:

(In this part, Ss are encouraged to raise their questions.)

1. Eric runs in after it, followed by a big dog, walking very slowly.

2. you weren’t supposed to come home until tomorrow!

3. Daniel, we thought you were an adult,

4. Eric sits on his bed looking at Daniel, who has his arms crossed and looks angry.

5. but now that he has been so rude to us, I feel like we have to punish him or he won’t respect us.

III. Words focus:

1.Word definition:

In this part Ss are to understand words and expressions in the text.

Ask Ss to match the expressions in Column I with the right definitions in Column II.

Column I Column II

a. be supposed to do 1. to talk about sb’s faults in an unfair way,

or to be too strict with sb.

b. deserve to do 2. to want to have sth. or do sth.

c. now that 3. used to ask or talk about how sb. should deal with sth.

d. in charge 4. used to say a light or fire is off or out

e. be hard on 5. used to say what is/was expected to happen,

esp. when sth. didn’t happen; used to say

that one should or should not do

f. go out 6.to hope that one will get sth. from sb.

g. expectfrom 7.in a position where you have the duty to make

decisions so that anything bad will not happen

h. feel like 8.used to say one should receive (a reward or

a special treatment) for what he has done

i. (what to) do with 9. because of sth. or as a result of sth.

2. Ask Ss to read the following sentences and try to complete them with words or expressions in the text so that each of the sentences makes sense.

1. The new company was set up last month and has some problems and difficulties, so we can say the company is experiencing ________. (growing pains)

2 ---Doctor, my son feels pains in his arms and legs at night. What’s wrong?

---It really doesn’t matter. That’s ________ and will soon pass. (growing pains)

3. His strange question made his friends feel surprised; that means his strange question ______ his friends. (surprised)

surprise-n./ vt.

surprised-adj.

surprising-adj.

surprisingly-adv.

My dad bought me an iPod on my birthday, which is a great ____ to me. (surprise)

What _____ me most was that flowers there were so cheap. (surprised)

He had a _____ look on his face at the news that she married John. (surprised)

---How was the exam?

---_____ easy. (surprisingly)

5. The sports meet _________ to take place last weekend. But we had to cancel it because it was raining heavily. (was supposed)

6. Wang Bing had his hair dyed and his red hair upset his parents. They say as a student he should not dye his hair, that is, he _________ dye his hair. (is not supposed to)

6. The morning assembly takes place on the playground at 7:30 on every Monday. So teachers and students _______ be there by 7:25. (are supposed to)

7.Mrs. Smith is a mother of three and knows a lot about looking after babies. You can ask her what to ______ a newborn baby if you have no idea. (do with)

8.Little Tim did a good job at school and he hoped that his parents would praise him. He ____ a praise _____ his parents. (expectfrom)

9. The mother never praises her daughter unless she gets the first in test. She is too strict with him, that is, she is ______ him. (hard on)

10.Daniel thought his parents _______ him because they shouted at him before he could explain. (hard on)

11. The Chinese Women’s Volleyball team won the championship in the 28th Olympic Games. They worked very hard and they _____ win. (deserved to)

12. That boy spends little time on lessons and seldom listens in class. He failed in the exams. He _____ fail. (deserved to)

13. ---It is so hot. I _____ a big iced cola. What about you?

---Mineral water, please. (feel like)

IV. Assignments:

1. Finish A1 & A2 on page 86.

2. Finish D1 on page 89.

Make sure Ss read the text carefully and review what they’ve learned before doing exx.

****************************************************

Period 4 Reading 3

(Consolidation of words)

Teaching objectives:

To consolidate the use of words and expressions through

Teaching procedures:

I. Checking out A1 & A2 on page 86:

II. Checking out D1 on page 89:

III. Assignments:

1. Memorize the new words in the text and get ready for a dictation tomorrow.

3. Read the play again and think about the question:

Is the play written in British English or American English? How do you know?

*****************************************************

Period 5 Word Power 1

Teaching objectives:

To identify the difference between American English and British English

To develop the ability of understanding words in context

Teaching procedures:

I. Lead-in: Dictation of words in the text:

(Ask a student to write on the blackboard.)

vacation

soccer

trash can

garbage

living room

behavior

adult

decision

explain

deserve

II. Word Power

1. focusing on the differences between American English & British English by checking out the dictation on the blackboard:

American English British English

vacation holiday

soccer football

trash can dustbin

garbage rubbish

living room sitting room

behavior behaviour

*Ask Ss “In which aspects does American English differ from British English from the examples above?”

(in vocabulary and spelling)

* Ask Ss “Does American English differ from British English in other aspects, like pronunciation and grammar? Encourage them to demonstrate some examples.

Differences Examples

pronunciation

grammar

spelling

vocabulary

* Ask Ss to use the information on page 26 and practice the dialogue on page 26.

* Ask Ss to discuss the following questions:

The accents in American English and British English are partly different. Which do you prefer?

Do you think it helpful to know about these differences?

2. Understanding words in context:

* Letting Ss read “A” on page 90 so that they can learn more about this topic.

* Checking out the comprehension questions

* Understanding some new words from the context of the passage

He was the major reason for the program’s huge success.

major-very large or important

Mike kept making trouble but was always charming.

charming-very pleasing or attractive

From the first few episodes of “Growing Pains” Mike was always getting into trouble.

episode-part of a TV or radio program in which the same story is

continued

These stories are good examples of the two sides of Mike’s nature.

nature-qualities that make someone a particular type of person

He was naughty but also a caring and warm person.

naughty-(used by adults talking about children) bad, causing trouble

caring-thinking about what other people need or want and trying to

help them

III. Assignments:

1. For bonus: Find two more examples showing the difference between American English and British English and tell your teacher as soon as possible. The first one will get a BONUS.

2. Do “B” on page 91.

*******************************************************

Period 6 Word Power 2

(Colloquialisms focus)

Teaching objectives:

To learn about some colloquialisms and their origins

Teaching procedures:

I. HW checking out:

1. Collecting examples of American English and British English

2. Checking out “B” on page 90

II. Colloquialisms

1. What is a colloquialism? How is it used?

2. Presenting sentences with colloquialisms:

I know you are busy, but could you just lend me an ear for a minute?

Meaning: to listen and pay attention to

Origin: In William Shakespeare’s time, around 1600, it was a common way of asking that you listen to a person speaking. Shakespeare used this expression in his play “Julius Caesar”.

If we don’t win this basketball game by at least twenty points, I will eat my hat.

Meaning: a saying used when you are 100 percent certain that something will happen

Origin: Many great writers, including Charles Dickens, have this expression.

3. Ask Ss to focus on Part A and have them finish this exercise individually.

Origins of some colloquialisms:

a wet blanket

meaning: a person who spoils other people’s fun by being boring

origin: This is an early 19th-century expression. Native Americans and others often put out their campfires with blankets they had dipped in the nearest river. If fire represents excitement and joy, then the wet blanket that puts out the fire stands for a person who always expects bad things will happen.

all ears

meaning: eager to listen; listening attentively

origin: This expression is three centuries old. The ear is the organ by which a person hears. So, if we say you are all ears, it means that at that moment you’re carefully listening to whatever is being said. It is as if no other organs of your body mattered except your ears.

pull my leg

meaning: to fool someone; to joke with someone

origin: By the late 1800s people sometimes tripped other people by catching their legs with a cane or running a string across the sidewalk. Sometimes it was just for fun; at other times robbers did it to steal from the victim after he or she had fallen.

4. Ask Ss to do Part B on page 27.

In this part, Ss are encouraged to discuss with each other first. Ask them to use dictionaries if necessary.

III. Assignments:

1. Work out the meanings of the following colloquialisms:

a. My parents and I don’t always see eye to eye about school issues.

b. I’ve got a major test tomorrow, so I better hit the books.

c. Lisa was walking on eggs when she was returning the necklace she had borrowed without asking.

2. Review the attributive clause learnt in Unit 1.

3. Read the play again and pick out sentences containing attributive clauses.

Period 7 Grammar and Usage

Teaching objectives:

* To learn how to use a preposition + which/whom to begin an attributive clause and how to use relative adverbs in attributive clauses

Teaching procedures:

I. HW checking out: understanding some colloquialisms

II. Grammar and Usage:

1. Let Ss read Point 1-4 on page 28 to know when to use a preposition + which/whom to begin an attributive clause. Teacher gives detailed explanations if necessary.

2. Ask Ss to do “A” & “B” on page 29.

3. Let Ss read Point 5 on page 28 to know how to use the attributive clause to modify the antecedent way.

4. More practice should be provided to Ss.

The pen with which I write my homework every day is broken, so I’ll have to buy a new one.

Can you please give me a piece of paper on which I can write a note to Miss Liu?

Do you know the woman with whom/to whom/about whom our teacher is talking?

The man from whom/for whom I bought the old picture is over eighty.

The way (in which/that) she sang surprised all the judges.

* * * *

Do you still remember the day on which we first met each other?

Yesterday we visited a factory in which toys are made.

She didn’t tell us the reason for which she gave up her job.

5. relative adverbs: when, where and why

Do you still remember the day on which/when we first met each other?

Yesterday we visited a factory in which/where toys are made.

She didn’t tell us the reason for which/why she gave up her job.

6. let Ss read instructions on page 30

7. practice on page 31

III. Assignments:

1. Do C1 on page 88 (WB)

**************************************************

Period 8 Consolidation of grammar

Teaching objectives:

To have more practice on the usage of attributive clauses

Teaching procedures:

I. Consolidation of Grammar:

1. HW checking out-C1

2. Additional practice-this part focuses on situations in which relative pronounces and relative adverbs are used

Tell Ss that when , where or why can’t be used to introduce an attributive clause if the antecedent is used as the subject or object in the clause though they refer to a time or a place or a reason.

Examples are as follows:

Shanghai is the first city that Eric visited in China.

The city that/which gives Eric a deep impression in China is Shanghai.

Shanghai is the city where Eric’s grandfather used to work.

He will always remember the days that/which he spent in America.

He will always remember the days when he studied in America.

No one knows the reason why he changed his mind.

The reason that/which he gave us is not good enough.

3. Do C2 on page 88.

Ask Ss to do this exercise individually and check out in class.

II. Assignments:

1. Read the diary entries on page 34 and underline the main point of each entry and circle the words which tell you the mood of the writer. (Make sure Ss read the guidelines on page 34 before reading the dairy entries.)

******************************************************

Period 9 Task presenting a dialogue (1)

Teaching objectives:

To understand how a speaker is feeling by identifying different tones

To develop listening ability through a radio talk show

To develop the skill of reading for gist through diary entries and a thank-you letter

To learn how to write a dialogue

Teaching procedures:

I. HW checking out:

1. Ask Ss to check with their partner about the main point and words showing the writer’s mood.

2. Invite some Ss to tell the class the main point of the entry.

II. Step 1: listening to a radio phone-in programme

1. Lead-in:

Tell Ss that tones can tell how a speaker is feeling just as words can tell us the mood of a writer.

2. Understanding tones in spoken English

1) Ask Ss to read the guidelines in Skills building 1 on page 32 before listening to the five versions of the same sentence in different tones. They will see that there are four main points to determine how the speaker is feeling. Write down the four points on the blackboard:

the volume

the tones

stressed words

the pause

2) Have Ss listen to the example sentence in five different tones one by one. After they listen to one of them, ask them to tell what they think about the speaker’s emotion. Is she happy, or angry? Is she in high spirits or in low spirits? Then let them read the explanation for each sentence.

3) Have Ss read the sentence “He will come here tomorrow” in different emotions. Ask them:

If someone is happy about his coming, how will he say it?

If someone doesn’t want him to come, how will he say it?

If someone is excited about his coming, how will he say it?

If someone is frustrated or questioning, how will he say it?

4) Let Ss listen to the tape and finish Part A on page 32.

5) Ask Ss to listen to the tape and finish Part B. Then let them listen to the five sentences again and ask them to tell which word is emphasized and what tones are used for different emotions.

3. Listening to a radio phone-in programme:

1) Ask Ss to listen to a radio phone-in programme and write the names of the callers in the space below.

2) Ask Ss to say something about the pictures.

Picture 1:

What did Jane call about last week?

Why did Jane call this time?

Picture 2:

What problem does Christina have with her mum?

What does the host advise her to do?

Picture 3:

What problem does Shirley have?

What is she supposed to do according to the host?

Picture 4:

What does Richard’s father want him to do?

What does Richard want to be when he grows up?

What advice does the host give Richard?

Picture 5:

What makes Patrick feel lonely?

What advice does Patrick get from the host?

Picture 6:

Why does William’s father want him to go out?

What is William supposed to do?

III. Step 2: reading a thank-you letter

In this part, Ss are asked to

read the letter and the sentences below

decide if the sentences are true or false

IV. Assignments:

1. Read the guidelines about how to write a dialogue on page 36 and discuss Part A on page 36 with your partner.

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Period 10 Task Presenting a dialogue (2)

Teaching objectives:

To develop writing and speaking abilities by presenting a dialogue

To learn to work with others

Teaching procedures:

I. Presenting a dialogue:

1. skills building: writing a dialogue

1) Points about writing a dialogue:

In this part Ss are asked to read the guidelines on page 36

Don’t include words like “Umm” or “Hmm” in a dialogue.

Don’t repeat words that have just been said.

Use the words the characters say to show their feelings and moods.

2). Ask Ss to point out what is wrong with the underlined sentences after they discuss with their partners

2. Presenting a dialogue in groups:

1) Let Ss read the guidelines on page 37.

2) Have Ss work in groups of three and each group makes up a dialogue with the information provided.

3) Have some groups give a performance of the dialogue they make up. Other students are expected to make some comments on the performances.

II. Assignment:

1. Read the two letters on page 38 and think about how you can advise them to solve their problems.

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Period 11 Project Writing an advice letter

Teaching objectives:

To develop the writing ability by producing a letter

To work together and help solve problems

Teaching procedures:

I. Project writing an advice letter:

1. Lead-in:

In almost every family are problems that may upset teenagers and their parents. A father has some problems with his son. They have both written letters to a magazine, asking for advice. Today we’re going to help them solve their problems.

2. Have Ss answer some questions about the letters:

Why does the father write the letter?

What does the father think of his son?

What is the father worrying about?

Why does the son write the letter?

What are his problems?

How does he feel about his father?

How are you going to advise them to solve their problems?

3. Have Ss work in groups on Part B on page 39:

Let Ss discuss the four questions given in this part, esp. the 3rd and the 4th ones.

Assign roles to each group member:

Task 1: doing research to find examples of advice letters

Task 2: writing an outline for the letter

Task 3: writing the letter

Note:

* Any of the tasks can be shared by two or three people.

* The letter is to be read to the group after it is written and group members make changes if necessary.

4. Producing the letter:

To write the letter, Ss are encouraged to use words and expressions that they have learnt in this unit.

II. Assignments:

1. Finish the letter and have it typed on A4 paper.

2. Read the two letters again and work out the meaning of new words with the help of dictionaries.

3. Do B1 & B2 on page 87.

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Period 12 Exercises

Teaching objectives:

To develop listening ability through “Listening” on page 92

To consolidate the use of words in B1 & B2 on page 87

To learn to express opinions clearly by writing a report (optional)

Teaching procedures:

I. Listening practice on page 92

II. Checking out B1 & B2 on page 87