Unit8Period1公开课教案公开课

教案：Unit 8 Dolls (Period 1)年级：四年级教材：译林版《英语》（三起）教学目标：1. 能够听懂、会说、会读本课的生词和重点句子。

2. 能够通过图片和文字描述不同的洋娃娃，并能够介绍自己喜欢的洋娃娃。

3. 能够运用所学知识进行简单的日常交流。

教学内容：1. 生词：doll, girl, boy, eye, nose, mouth, hair, skirt, dress, hat, ball, bear, cartoon.2. 句子： This is a doll. It's a girl/boy doll. How nice! I like the doll with Does she/he have? Yes, she/he does. No, she/he doesn't.教学重点与难点：1. 重点：能够听懂、会说、会读本课的生词和句子，并能够运用所学知识进行简单的日常交流。

2. 难点：能够正确使用疑问词和否定句描述洋娃娃的特征。

教具与学具准备：1. 教具：课件、图片、洋娃娃、录音机、磁带。

2. 学具：课本、练习本、铅笔。

教学过程：Step 1: 热身（5分钟）1. 跟唱歌曲 "Hello, Hello, Hello!"2. 老师出示各种玩具，引导学生用英语描述玩具的特征。

Step 2: Presentation (10分钟)1. 老师出示洋娃娃的图片，引导学生用英语描述洋娃娃的特征。

2. 老师展示课本中的句子，引导学生跟读并理解句子含义。

Step 3: Practice (10分钟)1. 分组活动：每组挑选一个洋娃娃，用英语描述洋娃娃的特征。

2. 角色扮演：学生分组扮演不同的角色，运用所学句子进行对话。

Step 4: Production (10分钟)1. 老师出示不同的洋娃娃，学生用英语描述洋娃娃的特征。

2. 学生自己制作洋娃娃的简笔画，并用英语描述。

Unit 8 Our ClothesTopic 1 We will have a class fashion show.Section A教学设计一、教学目标1. 能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：costume, smooth, cotton, silk, fashion, handbag, afford, tie, sweater, scarf, jeans, blouse, section, sock2. 初步学习由so ... that ..., ... so that ..., such ... that ...引导的结果状语从句。

3. 能够说出/听懂常见的服饰及购物用语。

4. 能够预约某人做某事。

二、教学重点及难点重点：1. 能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：costume, smooth, cotton, silk, fashion, handbag, afford, tie, sweater, scarf, jeans, blouse, section, sock2. 能够说出/听懂常见的服饰及购物用语。

3. 能够预约某人做某事。

难点：初步学习由so ... that ..., ... so that ..., such ... that ...引导的结果状语从句。

三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Task 1Step 1 Warming-upAfter a short greeting with Ss, present some pictures and guide Ss to speak out the corresponding names of the clothes.【设计意图】结合图片复习以前学过的服装词汇，巩固学生的词汇基础。

Step 2 Pre-listeningPresent ten pictures and guide Ss to guess and learn new words in 1a.【设计意图】继续利用图片引导学生学习新单词，为新课的学习扫清词汇障碍。

Unit 8How do you make a banana milk shake?Section A 1a~2d教学设计一、教学目标1. 使学生掌握本节课出现的重点单词和短语：peel, cut up, pour … in, put, add, turn on, drink, yogurt, honey, watermelon, spoon, finally, salt2. 学生能听懂关于食物制作的对话，能够按照指示语做事情，并获取关于食物的原材料和量的相关信息。

3. 能模仿输入的语言，围绕食物的原材料、需要的量及制作过程生成并输出自己的语言。

4. 使学生能正确区分可数名词和不可数名词并熟练运用句型How much …, How many …。

5. 能掌握并正确使用祈使句。

6. 通过制作食物的介绍，培养学生的实际生活能力，了解生活知识，增长生活阅历，培养实践操作能力和动手能力，激发学生对家乡的热爱，体验中西饮食文化的差异。

二、教学重点及难点重点：1. 掌握shake, blender, peel, pour等重点词汇以及由how many/how much 引导的特殊疑问句，能正确使用祈使句描述香蕉奶昔的制作过程。

2. 能灵活使用first, next, then, finally等词来辅助描述香蕉奶昔的制作过程。

难点：理解并能准确运用可数名词和不可数名词。

三、教学准备教师：教学课件；多媒体设备学生：课前预习四、教学过程Task 1Step 1 Warming-up1. Let Ss answer questions through reviewing the vocabulary on the related topic.T: What’s your favorite fruit?What’s your favorite drink?T: Do you like milk shake?How can we make a banana milk shake?2. Let Ss try to describe the process of making banana milk shake according to the pictures then write down the key words on the blackboard.【设计意图】通过对话的形式引起学生的学习兴趣，了解香蕉奶昔的制作过程。

人教版新目标英语八年级上册uni（8第1课时教案设il人教新目标英语八年级上册Unit 8 How do you make a banana milk shake?Section A （la一2d） period 1教学目标：1.学习祈使句。

2.学习how many & how much引导的特殊疑问句。

教学垂点：祈使句的用法教学难点：祈使句的用法教学准备：畅言多媒体教学教法指导：自主，合作，探究教学过程：【自主学习】根据汉语提示完成句子。

1・ We can see the __________ （果V十权L） to make orange juice・2・ Please cut up a _____________ （西瓜），1’ m thirsty and hungry.3・ Do you know how to make a banana ___________ （奶昔）？4. Could you please tell me how to ___________ （添加）the salt?5・_________ （最后）,we can drink the soup together・【合作探究】Step 1情最导入Teacher: What * s your favorite drink ?%T hat do you like to have when you are thirsty?Students:Teacher: Please look this bottle of drink ・ What drink is it ? Do you know ?Yes, it is a banana milk shake・ It tastes delicious ・ Do you want to learn how tomake it? Let me teach you how to make a banana milk shake in thisunit .Now open the book and turn to page 57 Today let' s talk about themtogether・Step 2完成教材la-lc的任务1.要求学生打开课本P 5 7,引导学生观察课本上的图片并阅读1 a中有关如何制作香蕉奶昔的词语，然后讨论并将1 a方框中的单词或短语填入图画中的横线上。

Unit8第1课时教学设计一、教学目标一语言目标1词汇：能听懂、会说、认读新单词和短语cleanthewindows,watertheaethebed,cooameal。

2句型：能用“Myfather/mother/brother/…maesthebed/ironstheclothes/ cleansthewindows/…”谈论经常发生的事情。

二应用目标1能听懂、会说A部分的对话。

2能借助图片和语段框架，基本正确地复述课文。

二、教学重、难点1重点：能听懂、会说、认读新单词和短语cleanthewindows,watertheaethebed,cooameal；能听懂、会说本单元基本句型。

2难点：一般现在时肯定句中谓语动词第三人称单数形式，以及接后缀“s”或“es”的发音。

教师不要只讲解语法知识，要借助形象的图片和板书，让学生主动感受其中的变化，引导学生在最短的时间内抓住语法知识的基本特点。

三、教学准备单词和短语图片、单词和短语卡片、课文录音、课本图片、幻灯片、多媒体课件等。

四、教学过程Ste-u,IcanswimCoo,coo,,wor,,sweeeal。

cooamealT:教师带读ameal—►cooameal—►Icancooameal操练可以采用个人、全班、小组、男女生、分组、分行等多种形式。

2教师利用图片教动词短语maethebed，cleanthewindows。

maethebedcleanthew indowsT:Icanmaethebed教师带读mae—►maethebed—►IcanmaethebedT:CanyoucleanthedoorCanyoucleanthefloorCanyoucleant hedes教师带读clean—►cleanthewindows—►cleanthefloor—►cleanthethedes—►cleanthedoor3教师利用图片教动词短语irontheclothes，washthevegetables。

Unit 8 Green LivingLesson 1 Period 1教材分析本节课是第八单元第一课Roots & Shoots的第一课时阅读课。

阅读文章是一篇说明文，介绍了世界著名动物行为学家珍·古道尔创办的环保组织“根与芽”。

文章从“以自我为中心”（Just-me-ism）的概念及危害出发，引出“根与芽”环保组织成立的初衷和重要性。

运用排比、重复、引用、对比等修辞手法增强感染力，号召年轻人行动起来，为环保事业献出自己的一份力。

希望学生通过阅读本文，能改变“个体行为微不足道”的错误观念，意识到点滴力量汇聚起来能改变世界，主动承担环保责任。

教学目标在本课学习结束时，学生能够：1.了解并口头介绍“根与芽”环保组织的基本信息（成立背景、创始人、时间、目的、名称意义、社会贡献等）；2.掌握说明文语篇典型结构及本文语言风格特点；3.理解“以自我为中心”、“命运共同体”等概念内涵并发表个人见解。

教学重难点【教学重点】1.“根与芽”环保组织关键信息的获取与解读；2.说明文语篇结构及语言风格分析。

【教学难点】1.对举例、排比、重复、口语化表达、引用等修辞手法的识别和作用的理解；2.对“以自我为中心”、“命运共同体”等概念内涵的理解及表达。

教学过程Step 1 Warming-upPair Work: Look at the pictures. Discuss the following questions.1. What is happening in each picture?2. Have you ever done any of these things?3. What would happen if everybody did the same things?设计意图：图片激活学生生活经验，引导学生简单表述日常生活中常见的不良习惯和后果。

Step 2 Pre-readingLook at the picture and the title. Make a guess: what is the passage about?设计意图：通过图片和标题预测语篇话题，让学生带着预测和疑问有目的地阅读。

Period 11. Teaching Aims and Demands1. To learn the present Perfect Tense2. To learn Attributive Clauses3. To understand the vocabulary of this lesson4. To generate ideas about reading more books5. To educate the students to be brave and smart2. Teaching Difficult Points1. Language focus: go out to sea, think of it, be full of, write about, finish reading, grow up, a boy who lives in the United Kingdom, put it down, at least, hurry up2. Vocabulary: treasure, island, classic, page, hurry, due3. Teaching Key Points1. To learn the Present Perfect Tense2. To learn Attributive Clause4. Teaching AidsMultimedia, Computer, tape-recorder5. Teaching ProceduresStep 1 Warming upSing a song together to make students interested in the class.Step 2 PresentationAsk students if they read novels and what kinds of novels they like. Step3 Comic stripFirst get some information from the pictures and then ask questions:1. Do you know the people in these pictures? Who are they?2. What are they doing?3. Which novel are they from?4. What do you think of every person in the novels?Listen to the tape and check the ones you know.Then listen again and complete the chart.Ask students “ Have you read them?”“ What do you think of them?”Discuss in groups. Then check the result.Step 4 PracticeTalk about a novel in pairs. Then listen to the tape and circle the names they hear.Listen again, then write T or F on their books.Use the information in 2a and 2b to talk about the books.Role-play the conversation, and then ask students to read the conversation quickly and clearly.Step 5 Make a surveyFill in the table about what books you have read in your daily life.1. What are the names of the books you have read?2. Can you remember the plots of these books?Please tell your classmates about them.3. Which novel do you like best? Why?4. What other novels do you want to read?What about your friends?Tell students to expand the amount of reading as much as possible. Group work. What kinds of books are good for students? What kinds of books are bad for students? Why?Step 6 Assignment1. Recite the dialogue and remember the sentences on Page 582. Writing about “My favorite book”Step 7 Blackboard Design。

Unit 8 I’ll help clean up the city parks.（2）Ability goals能力目标Enable the Ss to talk about offering help.Enable the Ss to talk about the Clean-Up Day.（3）Emotion & attitude goals情感和态度目标Enable the Ss to form a positive attitude to help others.（4）Strategy goals策略目标To understand the target language by reading the pictures.（5）Culture awareness goals 文化意识目标Being a volunteer is great!Learn about how to offer help to others.（6）T eaching important points 教学重点Enable the Ss to talk about offering help.II. Teaching materials analyzing and rearranging 教材分析和重组教材分析：本单元以V olunteering 为话题,语言目标为“offer help”。

本课时属于本单元的第一课时，主要涵盖Section A 中的导入(1a)，听力(1b)，口语(1c)以及听力(2a, 2b)，口语(2c)。

其中前一部分主要是围绕ways in which you could help people这个话题展开; 第二部分围绕ways to tell people about the Clean-Up Day 展开。

为了让本课与学生生活接轨，教师在结尾部分设计了“为即将进行的运动会做志愿者”的内容。

教案：六年级上册英语教案 Unit 8 Chinese New Year (Period1)教学目标：1. 能够听懂、会说、会读关于春节的词汇和句子。

2. 能够运用所学知识，简单描述春节的习俗。

3. 能够通过图片和情景，猜测和表达节日的日期。

4. 培养学生的跨文化交流意识和兴趣。

教学内容：1. 学习与春节相关的词汇，如：spring festival, lanterns, dumplings, family reunion, red envelopes等。

2. 学习表达春节日期和时间的句子，如：The Spring Festival is in February or March. It usually lasts for 15 days.等。

3. 学习描述春节习俗的句子，如：We usually eat dumplings and watch the Spring Festival Gala. We also give red envelopes to children.等。

教学重点与难点：1. 重点：掌握与春节相关的词汇和句子，能够运用所学知识进行简单的交流。

2. 难点：正确运用日期和时间表达春节的日期，以及描述春节习俗的句子。

教具与学具准备：1. 教具：PPT、图片、卡片、录音机等。

2. 学具：笔记本、彩色笔、课本等。

教学过程：Step 1: 热身（5分钟）1. 教师与学生用英语进行简单的交流，询问学生关于春节的了解和经历。

2. 学生分享自己的春节故事和习俗，教师引导学生用英语表达。

Step 2: 引入（10分钟）1. 教师播放一段关于春节的短视频，引导学生关注春节的日期、习俗和氛围。

2. 学生观看后，教师提问：“What did you see in the video? Can you tell me the date of the Spring Festival?”引导学生用英语回答。

Unit 7 How do you make a banana milk shake?Period One实验中学秦旭格Ⅰ.Teaching Aims and Demands1. Knowledge Objects:a. Key vocabulary:peel, cut up, put…in/into, pour …into, turn on / off, blender, how many, how muchb. Target language-How do you make a banana milk shake?-First, peel the bananas and cut up the bananas. Then put the bananas and ice cream into the blender…2. Ability Objects:cooperating skill.Ⅱ.Moral Objects:There is a lot of fun in cooking. Students are able to interested in cooking. Try making a kind of milk shake. Ⅲ.Teaching Key Points and difficult points.a. Key vocabulary: peel, cut up, put…in/into, pour …into, turn on / off, blender, how many, how muchb. Target languageⅣ. Teaching MethodsListening and speaking, watching, pair work, pictures, task teaching.Ⅴ.Teaching ProceduresStep1. Greet the classStep2. Lead-in:What kind of drink do you like? Teacher asks the question and ask different students to answer.Then teacher says, “Today we‟ll learn a new kind of drink. It‟s called milk shake. Read after me, milk shake. Do you know the meaning? Yes, 奶昔” Then say “a banana milk shake”. And read. Next read the title and let students read for some times.“It is said that banana milk shake is very delicious. Do you know how to make a banana milk shake? Today let‟s make a banana milk shake together.”Step3. Learning aimsShow the learning aims, and let students read. Help them understand the meaning.Step4. 1a1. Show the picture one by one and say, “First, let‟s watch what we need. We need apples, ice cream, milk . Besides, we need a tool …blender‟. Help them understandthe meaning. At the same time, ask …how many bananas do we need? How much milk do we need?‟ and write the questions on the blackboard. Let students answer.2. Show the pictures. Let students look at the picture and ask“What can you see ?”The picture shows some actions. What are these actions? Now let‟s read the following words. Follow me, please. At the same time, the teacher does the actions and help them understand the meaning. And teacher gives some examples. Ask students do the actions. For example, “put your pen into the pencil-box.” Next ask Ss to write the names of the actions on the blanks. Check the answers.Step 4: 1b1.Play the recording for the first time, Number theinstructions from 1 to 6. Correct the answers. Playthe recording a second time, this time, students justlisten. Get the students to read the instructions inthe right order.2.Show the pictures and let students say the process.Pay attention to the words …first, next, then, finally.‟And write them on the blackboard. Practice more. Step5. Pair work1.Show the pictures and let students work in pairs. One student asks “How do you make a banana milk shake?”The other answers the process.2.Then ask some pairs to say before the class.3.Let them watch the sentences, talk about how to make another kind of milk shake. Then ask some pairs to show their conversations.Step6. ExerciseLet students finish the exercises by themselves. Check the answers.Step7 HomeworkLet students make a (an) banana/strawberryapple/orange…milk shake for their parents. And they can take a photo of their achievement and show their happy face.。