unit 6 教参

三年级英语上册《Unit6Happybirthday》教学设计三年级英语上册《Unit 6 Happy birthday》教学设计一、学情分析与教材解读：本部分内容是在学生认识了1－10个数字以后展开教学的，“Let’s talk”部分是通过中外学生祝贺生日的情景会话，让学生学习如何用英语询问年龄，以进一步熟悉所学的数词。

“Let’s play”部分主要练习有关年龄的问答。

根据三年级学生的认知特点，以及个人对教材教参及新课程标准的解读，本节课，将充分发挥各种资源的优势，给学生创设较为真实的交际情景，从而激发他们“说话”的欲望和兴趣，提升说话的质量。

二、教学目标：1、能听懂、会说Happy birthday to you!How old are you?I’m……并能在实际情景中运用。

要求模仿正确，语调自然。

2、正确区分“How old are you?”和“How are you?”的读音及表达的意思。

三、教学重点：学习如何用英语询问年龄并作答。

四、教学难点：正确、流利地演读“Let’s talk”部分的内容。

五、教学准备：1、Sarah,Mike,wu yifan的头饰。

2、生日蛋糕模型（或手做）。

3、用纸盒做的两个骰子。

4、1－10数字卡片。

5、课件。

六、教学步骤1、Warm—up师生之间互相问候。

2、Presentation（1）通过“Happy Birthday”的歌曲，引出“birthday”和“Happy birthday!”并带读。

（启发学生注意观察“birthday”中的“th”的发音。

）（2）通过生日蛋糕的模型教“birthday cake”。

（启发学生先猜“生日蛋糕”的英语表达方法，后师再呈现其英语单词。

）（3）师激疑：“Do you know whose birthday today？”引出今天是Sarah的生日。

（4）带着问题看动画。

（看看谁去祝贺Sarah的生日去了？Sarah 多大了？）（5）回答：谁祝贺Sarah的生日去了。

Unit 6I'm going to study computer science.Section A 1a呈现了几种不同的职业，要求学生根据趣味性为其排序。

一方面让学生复习已经学过的一些表示职业的词汇(如teacher等)，同时认知一些新的表示职业的词汇(如computer programmer)，为后面的各项活动作铺垫。

Section B部分以“新年的决心”为主题设计了一系列的活动：1a 要求学生将图片和相应的新年决心配对，为后面实施交际功能提供了材料；1b 引导学生通过对话巩固掌握1a 出现的生词及be going to结构；1c和1d是听力练习同时也是输出性的任务，在听力理解的基础上要求学生注意形式的正确性；1e要求学生列出一些自己的决心或计划，然后进行小组讨论；2b 是一个阅读练习，介绍了resolution(决心)的含义、类型等，任务输入和输出并重，便于巩固、应用目标语言；3b和3c是两个写作练习，培养学生用目标语言写作的能力；4 小组活动的主题是清洁与绿色，培养学生在情境中运用语言的能力，同时渗透德育教育。

第一课时Section A(1a－2d)Teaching Goals【教学目标】Key words：cook，doctor，engineer，violinist，driver，pilot，pianist，scientistKey phrases：be going to，grow up，computer programmer，computer science，bus driver，basketball player，be sure about，make sureKey sentences：1.What do you want to be when you grow up？I want to be a basketball player.2.How are you going to do that？I'm going to practice basketball every day.3.Not everyone knows what they want to be. Just make sure you try your best. Then you can be anything you want!Teaching Key Points【教学重点】The vocabulary：cook，doctor，engineer，violinist，driver，pilot，pianist，scientist，grow up，be going to，computer programmer，bus driver，basketball player，be sure about，make sureTarget language：What do you want to be when you grow up？I want to be a computer programmer. How are you going to do that？I'm going to study computer science.Teaching Difficult Points【教学难点】1. The usage of “be going to”．2. Use the target language to express your future intentions.Teaching Aids【教学工具】An English textbook，a tape recorder，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in复习一般现在时表示计划、打算做某事的用法。

人教版七年级英语上册Unit 6 教学设计（1）一、课题：Do you like bananas ?二、教学目标（知识目标、能力目标、德育目标）知识目标：掌握询问对方喜欢与不喜欢食物的几种典型的句型；学习常见食物的名称。

能力目标：通过对食物名称和询问句型的学习，学会谈论自己与他人早、中、晚餐喜爱吃的食物。

通过对食物的学习了解，学会配制营养餐。

德育目标：通过对不同食物的学习，让学生了解哪些是有益于健康的食品，哪些是不益于健康的食品，从而使学生学会均衡饮食，不偏食。

通过对食物喜好的提问，能增强同学之间的相互了解和友谊。

三、教学设计的思路及教学建议第六单元的主题是“询问对方喜欢与不喜欢的食物”，这些食物都是学生比较熟悉的生活食品。

在教学时老师能够使用实物进行教学，增强学生的学习兴趣和学习效果。

在传授新知识时，为了为学生创设真实的，贴近生活的情境，可以设计一些游戏，即根据不同人对食物的不同喜好，自配营养餐和填写购物清单等，这样不但激发了学生学习的热情，也达到了练习重点句型的目的。

四、教学向导语言功能语言目标语言结构谈论喜欢与不喜欢的食物* 动词like的用法* 一般疑问句的肯定、否定回答* 名词复数的使用* 动词like的肯定、否定句的用法* 动词like的一般疑问句的肯定、否定回答重点词汇学习策略与思维技巧跨学科学习hamburgers, tomatoes, broccoli, French fries, oranges, ice cream, carrots, apples, chicken, breakfast, lunch, dinner, fruit, vegetable.* 培养学生对同一事物要有不同的看法。

* 培养学生对所学知识进行分类的能力。

* 艺术：画画* 数学：数数* 社会实践：制作购物单；制作调查表。

五、教学重点及难点1．教学重点：词汇：有关食物名称的单词。

句型：Do you like …? Yes, I do. / No, I don’t.2．教学难点：创设语言交际情景，操练句型。

人教版英语教材七年级下册unit6教案Unit 6 教案Grade: 7Unit: 6Theme: Sports and HobbiesObjectives:1. To enable students to talk about their favorite sports and hobbies2. To introduce new vocabulary related to sports and hobbies3. To practice speaking, listening, reading, and writing skills in the context of sports and hobbies4. To promote intercultural communication and understandingMaterials:- Textbook: English for Junior High School Students, Grade 7, Unit 6- Whiteboard and markers- Pictures of different sports and hobbies- Flashcards with new vocabulary words- Audio recordings of conversations about sports and hobbies- Worksheet for listening and reading comprehension activitiesWarm-up (10 minutes):- Begin the lesson by asking students about their favorite sports and hobbies. Encourage them to share with the class and explain why they enjoy these activities.- Show pictures of different sports and hobbies on the whiteboard and have students guess the names of each activity.- Introduce the new vocabulary words related to sports and hobbies using flashcards.Listening Activity (15 minutes):- Play audio recordings of conversations about sports and hobbies. Have students listen carefully and answer questions about the conversations.- Encourage students to take notes while listening to help them remember key details.- Discuss the conversations as a class and clarify any vocabulary or concepts that students may not have understood.Reading Activity (20 minutes):- Distribute the worksheet with a reading passage about famous athletes and their achievements.- Have students read the passage individually and then discuss it in pairs or small groups.- Ask comprehension questions to test students' understanding of the reading material.Speaking Activity (20 minutes):- Divide the class into small groups and have each group prepare a short presentation about a specific sport or hobby.- Encourage students to use the new vocabulary words and share interesting facts or personal experiences related to their chosen topic.- Allow time for each group to present their findings to the class and ask for questions or feedback from their classmates.Writing Activity (15 minutes):- Ask students to write a paragraph about their favorite sport or hobby. Remind them to use complete sentences and incorporate the new vocabulary words.- Provide feedback on students' writing and encourage them to revise their paragraphs for accuracy and clarity.Homework (5 minutes):- Assign homework tasks such as writing a short essay about the benefits of staying active, or researching a famous athlete and presenting their findings in the next class.- Remind students to review the new vocabulary words and practice speaking about sports and hobbies with their friends and family.Conclusion:Unit 6 provides students with an opportunity to explore their interests and learn how to communicate effectively about sports and hobbies in English. By engaging in a variety of activities such as listening, reading, speaking, and writing, students can improve their language skills and gain a deeper understanding of different cultures and lifestyles. This unit aims to inspirestudents to pursue their passions and stay active while building confidence and proficiency in English.。

初三unit6课程设计一、教学目标本节课的教学目标为初三学生掌握Unit 6的主要内容，包括词汇、语法、阅读理解以及写作技巧。

知识目标要求学生能够准确地背诵并运用本单元的单词和短语，熟练运用一般现在时描述经常性动作或状态。

技能目标要求学生能够通过听、说、读、写等多种方式，有效沟通和表达个人观点。

情感态度价值观目标则是培养学生的团队协作意识，提高他们对英语学习的兴趣和自信心。

二、教学内容教学内容选取Unit 6的主要知识点，包括单词、短语、语法和阅读材料。

单词和短语的学习要结合具体语境，使学生在实际运用中掌握其意义和用法。

语法部分以一般现在时为核心，通过例句和练习使学生熟练掌握动词的三单形式和主谓一致原则。

阅读材料则要求学生能够理解并概括文章大意，提高他们的阅读理解能力。

写作部分，引导学生运用所学知识进行创意写作，培养他们的书面表达能力。

三、教学方法本节课采用多种教学方法，如讲授法、讨论法、案例分析法和任务驱动法等。

讲授法用于讲解单词、短语和语法规则，使学生系统地掌握知识。

讨论法用于阅读材料的学习，鼓励学生发表自己的看法，培养他们的批判性思维。

案例分析法用于分析具体语境中的词汇和语法现象，使学生能学以致用。

任务驱动法用于写作环节，引导学生完成实际写作任务，提高他们的书面表达能力。

四、教学资源教学资源包括教材、多媒体资料和实验设备。

教材为课堂主要教学资源，为学生提供系统的学习材料。

多媒体资料包括图片、视频和音频等，用于辅助教学，丰富学生的学习体验。

实验设备用于进行案例分析法和任务驱动法教学，使学生在实际操作中掌握知识。

教学资源的选择和准备应充分考虑学生的实际需求和教学目标，以确保教学效果的最大化。

五、教学评估教学评估是检验教学效果的重要手段。

本节课的评估方式包括平时表现、作业、考试等。

平时表现评估关注学生在课堂上的参与度、发言积极性和团队协作能力。

作业评估主要通过练习题和项目报告等形式，检查学生对知识的掌握和运用能力。

英语Unit 6 教案译林牛津版七年级下一、教学内容本节课选自译林牛津版七年级下册Unit 6，主要内容包括：Grammar focus：一般将来时；Reading：未来职业规划；Vocabulary：与职业相关的词汇。

具体章节为：6.16.3。

二、教学目标1. 掌握一般将来时的用法，并能运用到实际情境中进行交流。

2. 能够理解和运用与职业相关的词汇，谈论未来职业规划。

三、教学难点与重点1. 教学难点：一般将来时的构成及用法；与职业相关的词汇的运用。

2. 教学重点：掌握一般将来时；阅读理解及词汇运用。

四、教具与学具准备1. 教具：多媒体设备、PPT、黑板、粉笔。

2. 学具：课本、练习本、文具。

五、教学过程1. 导入：通过展示一组未来职业的图片，引发学生对未来职业的思考，为新课学习做好铺垫。

2. 新课导入：讲解一般将来时的用法，通过例句和练习进行巩固。

3. 阅读理解：学生自主阅读6.16.3，完成相关练习，提高阅读能力。

4. 词汇学习：学习与职业相关的词汇，通过小组讨论，运用词汇谈论未来职业规划。

5. 随堂练习：设计相关练习题，巩固一般将来时和词汇学习。

6. 例题讲解：针对练习中的难点和重点进行讲解。

六、板书设计1. Unit 6 Future careers2. 内容：Grammar focus：一般将来时Reading：6.16.3Vocabulary：与职业相关的词汇七、作业设计1. 作业题目：根据所给职业词汇，编写一段关于自己未来职业规划的文字。

完成课后练习6.46.6。

答案：1. 作业题目一：I want to be a teacher in the future. I will studyhard and learn more about education. I believe that I canmake a difference in the lives of my students.作业题目二：见课后练习答案。

Unit 6 When was it invented?类别课程标准要求掌握的项目单元话题Invention重点单词1.style(n.)2.project(n.)3.pleasure(n.)4.website(n.)5.pioneer(n.)6.list(n.)(v.)7.ruler(n.)8.smell(n.)(v.)9.trade(n.)10.doubt(n.)(v.)11.fridge(n.)12.somebody(n.)(pron.)13.lock(n.)(v.)14.earthquake(n.)15.bell(n.)16.biscuit(n.)17.cookie(n.)18.instrument(n.)19.customer(n.)20.Canadian(n.)(adj.)21.basket(n.)22.hero(n.)23.mention(v.)24.boil(v.)25.remain(v.)26.translate(v.)27.divide(v.)28.daily(adj.)29.national(adj.)30.low(adj.)31.sudden(adj.)32.musical(adj.)33.sour(adj.)34.nearly(adv.)35.the Olympics重点词组1.daily lives2.have a point10.all of a sudden11.potato chips18.not only…butalso3.by accident4.fall into5.make tea6.take place7.around the world8.without doubt9.at a low price 12.by mistake 13.in the end 14.for fun 15.divide …into 16.at the same time 17.dream of 19.the number of 20.more and more 21.look up to 22.in history 23.decide on e up with 25.lead to 重点句式 1.When was the telephone invented? 2.What are they used for? 3.Many people believe that tea was first drunk about 5,000 years ago. 4.It is said that a Chinese ruler called Shen Nong was the first to discover tea as a drink. 5.It produced a nice smell so he tasted the brown water.6.The book describes how tea plants were grown and used to make tea.7.Potato chips were invented by mistake.8.George wanted to make the customer happy.9.It is believed that the first basketball game in history was played on December 21,1891.10.Dr.Naismith created a game to be played inside on a hardfloor.11.At the same time,they need to stop the competing teamfrom getting the ball into their own basket.12.Basketball has not only become a popular sport toplay,but it has also become a popular sport to watch.13.The number of foreign players,including Chineseplayers,in the NBA has increased.14.Many young people look up to these basketball heroes andwant to become like them.单元语法一般过去时的被动语态第一课时Section A(1a~2d)重点单词style(n.) 样式;款式project(n.) 项目;工程pleasure(n.) 高兴;愉快daily(adj.) 每日的;日常的website(n.) 网站pioneer(n.) 先锋;先驱list(v.) 列表;列清单 (n.) 名单;清单mention(v.) 提到;说到重点词组daily lives 日常生活have a point 有道理重点句式When was the telephone invented?电话是什么时候发明的?What are they used for?它们被用来做什么?§自主学习方案学生自学新单词(教材P41-42的单词),看谁记得又快又准。

教学目标教学要求与建议I. Warming Up1. 教学内容分析与要求初步掌握生活中常见的关于天气的英语表达方式。

第一部分“谈论天气”参考示例a. — What’s the weather like today? — It’s sunny.b. — How is the weather today? — It’s cloudy.c. — What’s the weather like today? — It’s rainy.d. — It’s fine today, isn’t it? — No, it isn’t. It’s snowy.e. — It’s a fine day today, isn’t it? — Yes, it’s fine. But it’s windy.第二部分“谈论季节”参考示例a. — What season is it in the first picture? — It’s spring. — What’s the weather like in spring? — It’s getting warmer and warmer and sometimes it rains. Trees turn green and flowers start to come out.b. — What season is it in the second picture? — It’s summer. — What’s the weather like in your hometown in summer? — It’s hot and sometimes it’s cloudy and rainy. People like to swim in summer.c. — What season is it in the third picture? — It’s autumn. — What’s the weather like in autumn? — It’s cool and the wind usually blows. The farmers are busy with getting in the crops and fruits.d. — What season is it in the fourth picture? — It’s winter. — How is the weather in your hometown in winter? — It’s very cold and sometimes it snows. There is a lot of ice and snow. People like to go skating.2. 教学建议第一部分练习将全班同学分成几个小组进行小组抢答，要求学生准确说出方框中的关于天气的词汇的中文意思，然后指导学生进行对话操练。

Text AWord Study1.(1) dedicated (2) with a vengeance (3) agony (4) specialized (5) to the fullest (6) addiction (7) barely (8) navigate (9) amazing (10) slip away2.hospice; disease; patient; doctor; nurse; drug; medicine; ALS …Cloze1-5 B D A C D6-10 A B C D B11-15 C A C D A16-20 B C D B ATranslation:1.能够在家中逝去是人们选择临终关怀的主要原因之一。

但是病人和他们的家属起初并没有认识到这一点。

坎贝尔说: “很多人把临终关怀视为放弃治疗并且向疾病屈服。

”这正是为什么对于家人来说做出选择临终关怀这个决定有如此艰难的原因。

然而，一旦他们做了这个决定，大多数病人和家人很快就会理解其中的意义所在，即一支由社工、健康师（助理）、牧师和护士组成的专业人士通力合作为病人和家属提供身体上、感情上和精神上的支持与帮助。

2. America’s first hospice was founded in 1974, and the idea spread rapidly. Half of all Americans will now use hospice care at some point in their lives, and around 75% of deaths in American hospitals occur after an explicit decision not to intervene. In Europe, too, there has been a revolution in attitudes to care for people who are nearing the end of life, and in people’s willingness to broach the subject. Yet for all its successes, the hospice movement faces challenges that will far outstrip the resources now dedicated to palliative care, even in the richest countries. Hospices are generally associated with cancer, where after a certain stage life expectancy is short and fairly predictable. But treating people as “either temporarily i mmortal or dying”is the current habit.An important category of people, already huge in the rich world and soon to grow in developing countries, consists of elderly people who will never be well, but have no idea when they will die. There is no single answer: hospitals, nursing homes and family care will all play a role. Looking after the old is bound to be complicated; elderly people with several diseases can all too easily find themselves bounced from family doctor to health adviser to specialists in one field after another. But depending on their medical and political culture, different countries are tackling the problem in different ways.不必太过悲伤：记一位临终关怀护士的生活帮助即将离世的患者度过最后的时光会是怎样的感受呢？让我们借助吉尔·坎贝尔的所见经历这一切吧。