unit 14教案

人教修订版高二unit 14 说课教案
英语说课案
瑞昌一中陈少华
一、教材分析
本单元的中心话题是”自由战士”（freedom fighters），听、说、读、写始终
围绕这一主题展开。

语言知识和语言技能部分主要是围绕”freedom fighters）
这一中心话题进行设计的。

而课文阅读部分是本单元的重中之重，讲述了马
丁·路德·金为黑人争取平等权利的过程。

教材设计的目的是在训练学生阅读
技能的基础上，让他们认识到马丁·路德·金为黑人争取自由和平等权利而付
出的艰辛苦努力，并且培养学生坚强的意志和人人平等的思想境界。

二、教学目标
1、知识目标
1)重点词和词组：vote ,seperation,arrest, boycott, racial, discrimination, join hands, set an example to , regardless of , at first sight, etc.
2）重点句型：
By doing this he set an example to the rest of the world
There black people had equal rights and were free to live ,study and work as they wished .
2.能力目标：提高学生各方面的能力，以加强学生阅读能力为重点训练，
使学生能运用所学英语进行表达自己的观点。

3 德育目标：教育学生学习马丁路德金精神，使学生形成坚强的意志和人
人平等的思想
4 重点、难点：。

（湘少版）六年级英语上册 Unit14 第一课时教案设计一、教学目标•了解单词和短语的意思，能正确朗读和理解其上下文的意思。

•运用所学单词和短语，能够正确组织句子并表达意思。

•通过阅读文本，能够提取出关键信息并进行交流。

•能够通过与他人交流和合作，在小组活动中提升英语运用能力。

二、教学内容本节课将介绍有关“小组活动”的词汇和短语，通过交流和合作，在小组中提高英语的运用能力。

三、教学步骤1. 自我介绍和小组分组•每位学生在班级中自我介绍，并讲述自己喜欢的运动。

•老师将学生分为小组，每组4人。

2. 听力练习•播放录音，让学生跟读和理解单词和短语的意思。

单词和短语包括：teamwork、cooperation、communication、join、contribute、achievement。

•进行听力题目，帮助学生理解单词和短语的含义。

3. 阅读课文•学生读课文《Working Together in a Group》。

•学生回答问题，并提取出关键信息。

4. 小组活动•学生在小组内讨论和表达自己对团队合作的看法。

•学生在小组内练习使用所学单词和短语，构建句子和表达意思。

•学生在小组内进行角色扮演，模拟在团队中合作和协调。

5. 结束语•老师总结课堂所学内容，鼓励学生在以后的学习和生活中更好地运用所学知识。

•学生自我总结，分享自己的体验和感受。

四、课后作业•学生根据自己提取出的关键信息，写一篇简短的文章讲述自己对团队合作的看法和体验。

•老师布置下一次课前的学习任务，帮助学生更好地巩固所学知识。

五、教学评估本节课通过小组活动的方式，让学生实际运用所学知识，并和他人交流和合作。

学生在小组活动中是否能够成功运用所学知识和短语，以及他们所表达的交流和合作能力都可以作为教学评估的重要方面。

同时，学生的课堂表现和作业完成情况也可以作为评估的参考。

Unit 14 I'm watching TV（ period 1）I. Teaching goals:1. Topic: Everyday activities2. Function: Talk about what people are doingII. Structures:1. Present progressive tense2. Yes/No questions and short answersIII. Target language:1. --- What are you doing?--- I’m doing my homework.2. --- Do you want to go swimming?--- Yes, I do.3. --- When do you want to go?--- At three o’clock.4. --- Where do people play basketball?--- At school.5. --- Hello! Is Tina there?--- No, she isn’t. She’s shopping at the mall.IV. Key point:The difference between Simple present & Present progressiveV. Vocabulary:1. 正在进行的动作：watching, doing homework, eating, cleaning, playing basketball, swimming, shopping, reading2. 地点：pool, school, mall, libraryVI. Recycling:1. Structures: Do you want…?Let’s….This is my brother Scott.2. Describing words: boring, interesting3. Time expressionsVII. Teaching & learning strategies: CooperatingVIII. Teaching aids: Recorder, computer, handout, etc.IX. Teaching processes:Step 1. Talk about the places where activities take place.Look at the pictures and complete the chart. (Section B-1a)Ask and answer questions on the information in the chart, using the structures:--- Where do people play basketball?--- At school.Step 2. Listen and practice more structures on places and activities.Listen and complete the chart with the words in the box. (Section B-1a&b)Ask and answer questions on the information in the chart, using the structures:--- Hello! Is Tina there?--- No, she isn’t. She’s shopping at the mall.Listen or talk about the pictures with places and activities. (pp. 42~44 from SBS 1) Recycling: --- Who is he?--- He’s my father.--- What’s his name?--- His name is Paul.--- Where is he?--- He’s in Paris.Extended words and phrases: in Paris, in New York, at the beach, at our house, sitting on a bench, feeding the birdsStep 3. Read the passage and learn to follow the model.Read the letter in 3a on page 87, and try to comprehend it with the help of the pictures, paying attention to the places and activities.Follow the model, and fill in the blanks in 3b.Step 4. Write a passage after discussing a picture from SBS 1, page 29.Discuss the picture and express the activities, using the structures learned in this unit.Write down what have been discussed, with the title “A busy day”, begi nning with “Everybody at 210 Main Street is very busy today”.教案点评：本设计针对本单元Section B教材展开的教学活动，本课各个环节的处理体现在结合教材内容，引入外来素材展开学生自主活动，但本设计活动方式不够活跃，激情不够。

Unit14 I remember meeting all of you in Grade 7.Period 1 词汇学习课【学习目标】1.能够正确拼、读、写survey, row, standard等词汇。

2.通过自主学习与小组合作，掌握词汇的拼读记忆规则和相关的词型转化。

3.能够与他人相互学习，相互帮助，提升自己的英语水平。

【难点】：基本词汇的固定搭配1. Read after the tape player together, correct your pronunciation.2. Prepare for your word reading in groups, then have a competition, the others give them marks.3. Look at some pictures and say out the new words.4. Learn the forms of the words.5. Summary：1.掌握了本单元重点词shall, congratulate等的词形变化。

2. 通过对单词的合理拓展，注重新旧单词的区别和联系，更好的掌握了上述重点词汇。

6. Homework：1. 疯狂朗读记忆单词和相关词汇变化，准备第二天单词检测。

2. 完成Section A预习案自我反思：Period 2 Section A听说课(1a---2d)【学习目标】1.熟读Section A重点短语句子。

2.能够谈论并听懂有关初中毕业话题的对话。

3.分享过去的记忆和经历，懂得感恩。

1. Go through the study-guide2. Warming up: Share the pictures of our junior life.3. Practice:1). Check the things you remember doing at junior high school. Add more to the list.Practice in pairs using the information in 1a.2). Listening practice:(1). Work on 1b. Listen and match the memory with the person.(2). Listen again and answer the questions.1. What did Mary lose in Grade 7?2. Who helped her find it?3. Is Mr. Brown strict with his students?4. What did Peter have to do to meet Mr. Brown’s standards?3). Pair work: List some memories and experiences from junior high school. Share your lists with your partner.4). Work on 2a. Listen to the conversation. Check(√) the facts you hear. First, let Ss read the sentences. Then playthe record and check the answer.5).Work on 2b. Listen again. Match each question with the name of the person.6). Listen again and fill in the blanks.Lisa remembers they had a great _____ teacher. He gave clear ___________ and he was ______, too. Lukeremembers when That’s life _______ at school. They wrote a _____ to the band _______ to come. Junior high has been ______, but it has been a lot of __________.7).Work on 2c. Role-play a conversation in your group using the information in 2a and 2b.8).Work on 2d.(1). Listen to the dialog and answer the questions.Which teachers will they miss?What subjects do the teachers teach?What will they do to thank them?(2). Role-play the conversation and explain.4. Summary: 通过对话和听力练习后，能熟练谈论有关初中毕业话题的对话，分享过去的记忆和经历。

九年级英语14单元教案【篇一：unit 14 全单元教案】unit 14 i remember meeting all of you in grade 7。

教案教学目标：1语言目标:掌握本单元重点词汇及复习语言点。

2 技能目标:能谈论过去和未来的生活.3 情感目标：珍惜初中生活的点滴，培养对高中、未来生活的憧憬。

树立远大人生目标. 教学重点:词汇： survey， standard， row， keyboard， method，instruction， text， level, degree， manager，gentleman, task, wing, double， shall, overcome，congratulate， caring, senior, thirsty, thankful, separate，ours， ahead短语: in a row, look back at, make a mess, keep one’s cool，senior high， go by， believe in, first ofall, be thirsty for， be thankful to sb.， ahead of, along with，be responsible for, set out， separate from句子： she helped you to worked out the answers yourself no matter how difficulty they were。

how have you changed since you started junior high school？i’ve become much better at speaking english.what are you looking forward to？i’m looking forward to going to senior high school。

Unit 14 I remember meeting all of you in Grade 7.话题Topic 在校时光School days功能Functions 1.分享过去的回忆和经历Share past memories and experiences2.展望未来Look ahead to the future语法Grammar1.正确运用副词修饰比较级,动名词作主语的用法。

2.掌握状语从句的用法。

词汇和常用表达Words & expressions 1.能正确使用下列词汇survey,standard,row,keyboard,method,instruction,d ouble,shall,overcome,caring,ours,senior,teanager,gentleman,congratulat e,thirsty,thankful,task,ahead,separate,wing2.能正确使用下列常用表达in a row,look back at,make a mess,keep one’s cool,senior high(school),go by,believe in,first ofall,be thirsty for,ahead of,be responsible for,setout,separate from3.能认读下列词汇graduate,graduation,ceremony,lastly,responsible学习策略Strategies 1.能够辨别不同文章的体裁,明确文章的写作目的,从而提高阅读效率。

2.通过寻找押韵词欣赏诗歌,谈论过去的回忆和经历,培养珍惜时光的意识。

3.能够运用宾语从句等重点句型描述校园时光,做毕业典礼上的演讲。

文化知识Culture 1.通过谈论过去的回忆和经历、校园时光和做毕业典礼上的演讲,培养学生珍惜过去的时光,从现在做起,追求美好未来的意识。

Unit 14 I remember meeting all of you in Grade 7.Section B 1 (1a-1d)教学目标：1．语言目标：掌握本课时重点词汇及句型。

2．技能目标：能谈论未来的生活.3．情感目标：珍惜初中生活的点滴，培养对高中、未来生活的憧憬。

树立远大的人生目标。

教学重难点：用主语+hope to do句型讨论未来生活，树立远大的理想。

教学过程:I .Warming up听并跟唱“我的未来不是梦”导入II. DiscussionLet Ss talk about their dream jobs.Talk with your partner about what you would like to do in the future?A: What do you hope to do in the future?B: I hope to get a business degree and become a manager.III. Work on 1a.Write about what you would like to do in the future.1. get a business degree and become a manager2. ____________________________________3. ____________________________________Possible answers:1.get a business degree and become a manager2.become an English or Chinese teacher3.become an astronaut or a doctorIV. Pair workTalk about what you hope to do in the future.A: What do you hope to do in the future?B: I hope to …V. Listening1. 1c Listen to a class discussion. Check the hopes you hear.1) Write down the job name according to the pictures.2) Play the record and check the answers.2. 1d Listen again and complete the passage.1) Let Ss understand the passage and write down some words meaning.Today is the students’ last class. Bob feels ______ about it and thinks Mrs.Chen’s classes have been ______. The students talk about what they want to do in the future. Bob hopes to _____ the exam to get into senior high school.Shirley wants to get into a _______ school.Ken is good at _______ and he won a _____ for it. So he wants to be a(n) _________.Mrs. Chen believes in all of them and tells them to “___________”. Tocelebrate the end of junior high, they are having a ________. They ask Mrs.Chen to come, and she is happy to accept the invitation.2) Play the tape. Check some of the answers but without making sure them all.3) Play the tape again. Let Ss listening carefully and pay attention to not surepart above. Check the answers.Answers: sad great pass music science prize astronaut go for it partyVI.SummarySummarize the language points.VII.Home work1.Write a passage which title is “My dream”.2.Recite the key phases and sentences in 1d.教学反思：Unit14 I remember meeting all of you in Grade 71. remember doing sth. 记得已做过某事(表示动作已经发生)2. remember to do sth. 记得要做某事(表示动作尚未发生)3. win a prize 获奖4. meet the standard 符合标准;达标5. meet the needs 满足需要6. meet a friend 遇见一个朋友7. junior high school 初中；初级中学8. in a row 连续几次地9. play the keyboard 演奏电子乐器10. take a break 休息一会11. be patient with sb. 对…有耐心12. work out 解决,解答,算出13. no matter how 不管怎样，无论怎样14. put in more effort 更加努力15. look back at 回首; 回顾；回忆16. morning reading 早读17. overcome fear 克服恐惧感18. prepare for 为......做准备19. make a mess 弄得一团糟20. keep one's cool 保持冷静，沉住气21. enter / get into senior high school 进入高中;高级中学22. look forward to doing sth. 期盼/期望/期待做某事23. join the school swim team 加入学校游泳队24. go by (时间)逝去, 消逝25. with one's help 在某人的帮助下without one's help 没有某人的帮助26. believe in sb. 相信/信任/信赖某人27. attend the graduation ceremony 出席/参加毕业庆典28. First of all 首先29. be full of... 充满...30. be thirsty of ... 渴望/渴求...31. deal with ... 处理，对付32. be proud of... 以... 自豪/为...骄傲33. none of ... (三者或以上)都不，全部都不，没有一个34. be thankful to sb. 对某人心存感激；向某人表达感激35. ahead of ... 在...之前, 在...前面36. give up (doing) sth. 放弃...37. along with ... 连同..., 除...以外还38. be responsible for ... 对...负责39. set out开始; 出发; 启程40. separate from sb. 与…分别/分离1.What happened in Grade 7 that was special? 在七年级时发生了什么特别的事？2. How have you changed since you started junior high school?你上初中后有什么变化？I’ve become much better at speaking English. 我在说英语方面比以前好得多了。

The Second PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularyrefrigerator, garage, suitcase, clean out, put in, turn off （2）Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．2．Ability Object（1）Train students’ listening ability．（2）Train students’ speaking ability．3．Moral ObjectWe must be ready with our work before we do it．Ⅱ．Teaching Key Points1．Key V ocabularyclean out, put in, turn off2．Target LanguageHave you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．3．StructuresHave you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．Ⅲ．Teaching Difficult Points1．the target language2．How to train students’ listening ability．Ⅳ．Teaching Methods1．Listening method to improve the students’ listening ability．2．Pairwork to make every student work in class．Ⅴ．Teaching Aids1．A tape recorder2．The blackboardⅥ．Teaching ProceduresStep I RevisionCheck homework．Get some pairs to read their conversations．Collect their conversations and help students correct any mistakes．Step Ⅱ2aThis activity provides guided listening practice using the target language．Look at the picture．Ask, What can you see in the picture? （A boy and a girl are in the kitchen．They both look a little stressed out）Go through the instructions with the class．You will hear a boy and a girl talking about getting ready to go on vacation．Write M after each thing that Mark says and T after each thing that Tina says．Look at the sample answer．Say, Tina said, No．I haven’t cleaned out the refrigerator yet．Get students to repeat No．I haven’t cleaned out the refrigerator yet．Play the recording for students the first time．This time students only listen to the recording．Play the recording a second time．This time let students write Min front of Mark’s statements, and T in front of Tina’s statements．Check the answers with the class．Answers1．T 2．T 3．M 4．T 5．M 6．TTapescriptBoy: Mom and Dad said they want to leave in ten minutes．Are you ready, Tina? Girl: No．I haven’t cleaned out the refrigerator yet．I have to do that right now．Boy: Tina! You’re unbelievable．What about your bike?Girl: I’ve already put it in the garage．But I haven’t locked the garage yet．That’s your job, Mark．Boy: I know．I’ve already done most of my jobs．I’ve taken out the trash．Girl: Have you fed the cat yet?Boy: Not yet．I’ll do it in a minute．Have you turned off your radio?Girl: Yes, I have．I think we’re almost ready．Step Ⅲ2bThis activity provides guided listening practice using the target language．Go through the instructions with the class．Look at the list of questions with blanks in front of each one．Then look back at the statements in Activity 2a．Say, Some of the statements in Activity 2a are answers to questions in Activity 2b．Write the number of the correct answer from Activity 2a in front of each question in Activity 2b．Get several students to read the questions in Activity 2b to the class．Look at the sample answer．Ask a student to read the question and answer to the class．Are you ready, Tina?No, I haven’t cleaned out the refrigerator yet．Play the recording for students．Let students write their answers in the blanks．Play the recording again if necessary．Correct the answers．AnswersHave you fed the cat yet? 5What about you bike? 2Are you ready, Tina? 1Have you turned off your radio? 6Step Ⅳ2cThis activity provides guided oral practice using the target language．Look at the sample conversation in the speech bubbles．Invite a pair of students to read it to the class．S A: Are you ready, Tina?S B: No．I haven’t cleaned out the refrigerator yet．Go through the instructions with the class．Say, With your partner make a conversation using information from Activities 2a and 2b．Have students work in pairs．While they are working, walk around the classroom checking the progress of the pairs and offering help as needed．Invite two pairs to say their conversations to the class．Conversation 1S A: Have you fed the cat yet?S B: Not yet．I’ll do it in a minute．Conversation 2S A: Have you turned off your radio?S B: Yes, I have．Step ⅤGrammar FocusLook at the grammar focus box．Get three students to read the questions and answers to the class．Have you watered the plants yet?No, I haven’t．Have you packed the camera yet?Yes．I’ve already put it in my suitcase．Have you fed the cat?No．I haven’t fed her yet．Let students make up other sentences in pairs using have you…yet questions．For example: Have you had lunch yet? Have another student answer truthfully: Yes, Ihave or Yes, I have already had lunch, or No, I haven’t had lunch yet．Pay attention to the use of already and yet．Say, When we use the words have and already, we are talking about something that happened in the past, but not a long time ago．When we use the words haven’t and yet, we are talking about something that will happen in the future, but not a long time from now．It will happen soon．For example: I’ve already had breakfast, but I haven’t had lunch yet．Draw a simple diagram to help students understand the grammar focus．Get some pairs to say their sentences aloud to the class．A sample sentenceI’ve already had lunch, but I haven’t had supper yet．Culture noteMany Americans are used to taking at least one vacation trip a year．But in China, some of the students may not be in the habit of taking an annual vacation, or even making a trip to another city．For some students, financial limitations and family obligations make such travel impossible．For others, it may be that taking trips is not something that is common in their home culture．Step ⅥSummaryIn this class, we’ve learned key vocabulary clean out, put in, turn off and the target language Have you watered the plants yet? No, I haven’t．Have you packed the camera yet? Yes, I’ve already put it in my suitcase．Have you fed the cat? No．I haven’t fed her yet．Step ⅦHomeworkGet students to write some sentences according to the target language．Step ⅧBlackboard Design。

预习思考： 在初中记得或经历的事，最难忘的并改变你的记忆是什么 Unit 14 I remember meeting all of you in Grade 7Section B(3a-3b) writing教学设计Learning Goals1. 语 言 功 能 ： Share past memories and experiences by writing.2. 常用表达及语法。

1). I remember being a volunteer.2). The simple past tense, the simple tense and the present perfect tense. 3.学习策略:1). Learn writing skills .2). To write a better article, read more.【( 目标引领】： 从语言功能、常用表达及语法、学习策略三个方面阐述了。

本节课的教学目标，层次清晰，一目了然。

) Teaching and learning steps: (教学步骤)Step One. Pre-writing activities 写前活动The students read the learning goals in silence1. The students watch the pictures that are about their lifeduring junior high.T: “looking back at these past years, Do you have any special memories?S: 1). I remember (walk) on a red carpet (地毯）in Grade Seven.2).I have learned to practice( 弹键盘式电子音乐).In Grade 8, we(为艺术节做准备），at last, we made a great success.3.What special memories do you remember during junior high school, write them down on the paper.I rememberI have learned4.Suppose you are a reporter from Beixin Weekly ( 北辛周报), please interview some students about their most unforgettable memory.A reporter: Good morning ，I’m a reporter from BeixinWeekly, there are many beautiful memories duringthe junior high school. May I ask you somequestions?Step Two. While-writing activities 写中活动北辛中学周报现面向全体九年级学生举行征文活动，请根据提示，回顾自己的初中生活，以“Unforgettable memories”为题，用英语写一篇100 词左右的短文。

⏹1.投入监狱put in/into prison⏹2.联手,合伙join hands⏹3.作演讲give/make a speech⏹4,进军,行军march on⏹5.平等对待march on⏹6.种族通婚mixed-race marriage⏹7.法律禁止be forbidden by law⏹8.有权利做…have right to⏹9.为…而作斗争fight for⏹10.政治权利political rights⏹11.为…树立榜样set an example to12.世界其他地区13.受到尊重14.和其他人一样15.自由地做…16.社会变革17.民权18.达到目标19.和平手段20.领导对…的联合抵制21.非暴力示威游行22.种族歧视23.住房状况24.第二年25.从那时起26.通过一项议案Unit14 Freedom FighterNew Words:1. freedom n. 自由（没有复数形式）eg. fight for freedom 为自由而战free adj. 词组:for free免费 free of charge 免费be free to do something 自由、随意做…… ; 有空做…set free 释放free vt. 释放, 解除, 使摆脱( 常和介词from或of连用)eg. free him from the debts 免除他的债务2. speech可以作可数名词，意为“演说”(talk or address given in public)。

e.g. make/deliver/give a speech 发言，演说He made a very boring after-dinner speech.他在宴会后的讲话很枯燥。

speech作不可数名词用时，意为“语言，说话的能力，方式”等（power,manner,act of speaking）。

Unit 14 I remember meeting all of you in Grade7.话题Topic 在校时光School days功能Functions1.分享过去的回忆和经历Share past memories and experiences2.展望未来Look ahead to the future语法Grammar1.正确运用副词修饰比较级,动名词作主语的用法。

2.掌握状语从句的用法。

词汇和常用表达 Words & expressions 1.能正确使用下列词汇survey,standard,row,keyboard,method,instruction,double,shall,overcome,caring,ours,senior,text,level,degree,manager,gentleman,congratulate,thirsty,thankful,task,ahead,separate,wing2.能正确使用下列常用表达in a row,look back at,make a mess,keep one’s cool,senior high(school),goby,believe in,first of all,be thirsty for,ahead of,be responsible for,setout,separate from3.能认读下列词汇graduate,graduation,ceremony,lastly,responsible学习策略Strategies1.能够辨别不同文章的体裁,明确文章的写作目的,从而提高阅读效率。

2.通过寻找押韵词欣赏诗歌,谈论过去的回忆和经历,培养珍惜时光的意识。

3.能够运用宾语从句等重点句型描述校园时光,做毕业典礼上的演讲。

文化知识Culture 1.通过谈论过去的回忆和经历、校园时光和做毕业典礼上的演讲,培养学生珍惜过去的时光,从现在做起,追求美好未来的意识。

Unit 14 I remember meeting all of you in Grade 7第一课时一、教材分析本单元初中最后一个单元。

在这一单元里，大家一起回忆过去在三年里难忘的人和事，并且一起去畅想美好的未来。

本课为第一课时，我们大家一起去回忆我们这美好的三年时光。

二、三维目标（一）知识与技能1.To learn how to describe unforgettable people and things2.To understand the pasage on Page 107.3.To learn the following expressions: in a row, shall, overcome 等（二）过程和方法4.To know how to talk about the past by practising and role-play.5.To look back on your last three years.（三）情感态度和价值观After learning this part, every student will be have a sweet memory of his/her own past three years and will remember these unforgettabLe memories.三、教学重点1.How to use the following words and expressions: in a row, shall, overcome***2.to understand the passage on Page 107.3.How to talk about the past.四、教学难点1.How to use the following words and expressions: in a row, shall, overcome***2.to understand the passage on Page 107.3.How to talk about the past.五、教学策略根据本课教学目标和重点内容，教师可采用听，读，小组讨论，角色扮演等活动来引导学生进行学习。

新高一Unit 14 Festival教案一、教学目标1、知识目标学生能够掌握与节日相关的词汇，如 celebration, tradition, custom, decoration 等。

学生能够理解并运用有关节日的常用句型，如“The festival is celebrated to” “People usually do during the festival”2、技能目标能够听懂关于节日的简单对话和描述。

能够用英语简单介绍自己喜欢的节日。

能够读懂与节日相关的简单文章。

3、情感目标培养学生对不同文化节日的兴趣和尊重。

增强学生对传统文化的传承意识。

二、教学重难点1、教学重点重点词汇和句型的掌握与运用。

对不同节日的特点和庆祝方式的理解。

2、教学难点如何让学生用英语准确、流畅地描述节日。

引导学生理解节日背后的文化内涵。

三、教学方法1、情景教学法通过创设节日的情景，让学生身临其境，感受节日的氛围，从而更好地理解和掌握相关知识。

2、任务驱动法布置与节日相关的任务，如制作节日卡片、写节日介绍等，让学生在完成任务的过程中提高语言运用能力。

3、小组合作法组织学生进行小组讨论和合作，共同探究节日的相关知识，培养学生的合作精神和交流能力。

四、教学过程1、导入（5 分钟）播放一段关于各种节日庆祝的视频，如春节、圣诞节、万圣节等，引起学生的兴趣。

提问学生：“What festivals can you see in the video?” “Which festival do you like best and why?”2、词汇学习（10 分钟）展示与节日相关的图片，如灯笼、圣诞树、南瓜灯等，引出新词汇，如 celebration, tradition, custom, decoration 等。

带领学生朗读词汇，纠正发音，通过简单的例句帮助学生理解词汇的用法。

3、句型学习（10 分钟）呈现一些关于节日的句子，如“The Spring Festival is celebrated to welcome the new year” “People usually put up Christmas trees duringChrist mas”讲解句型结构和用法，让学生模仿造句。

(湘少版) 三年级英语下册《unit 14》教案设计一、教学目标1.学生能够熟练地掌握本单元的词汇和句型。

2.学生能够具有初步的英语听说读写能力，能够通过日常语境进行简单交流。

3.学生能够了解英语语言文化，培养跨文化交际的能力。

二、教学重点1.学习本单元的词汇：bike, scooter, go shopping, sports day。

2.学习本单元的句型：What can you do? I can ride a bike. Can you ridea scooter? Yes, I can.三、教学难点1.学生能够通过简单的英语语境进行日常交流。

2.学生能够理解英语语言文化的部分内容。

四、教学过程设计1. Warmer （5 minutes）老师与学生打招呼，问学生最近的情况，激发学生对本节课的兴趣。

2. Lead-in （10 minutes）老师出示一个骑自行车的视频，通过教师的渐进引导，让学生了解这个运动。

老师读出词汇 bike 和 ride a bike 并让学生重复。

3. Presentation （15 minutes）老师播放一个骑滑板车的视频，让学生了解滑板车这种交通工具。

老师读出词汇 scooter 和 ride a scooter 并让学生重复。

4. Practice （20 minutes）教师设计图片和问题，放到幻灯上，然后让学生用英语完成问题的回答，加深学生对所学知识的体验。

问题如下：•What can you do?•Can you ride a bike?•Can you ride a scooter?学生在回答问题的过程中，老师给与简单的指导和激励，帮助学生提高英语表达的能力。

5. Production （15 minutes）教师设计一些游戏和活动，让学生有机会应用所学知识和技能，在语言和交际能力中得到提高。

例如：学生可以在小组内模拟交通规则，骑车骑滑板车。

Unit14《Clothes》教案设计一、教学目标：1、能够在本单元设计的情景下听懂并说出有关衣服的单词。

2、能够用颜色形容一幅并能出不表达同伴穿了什么颜色的衣服。

3、能够表达自己有什么衣服以及自己喜欢的衣服。

4、能够听懂“穿”“脱”衣服的英文表达，并了解“穿”“脱”衣服的顺序.二、教学重难点：1、能够在本单元设计的情景下听懂并说出有关衣服的单词。

2、能够用颜色形容一幅并能出不表达同伴穿了什么颜色的衣服。

3、能够听懂“穿”“脱”衣服的英文表达三、教学准备：教学挂图、教学磁带、录音机、衣服四、教学过程：A. Greetings.B. 利用图片和实物复习本单元单词。

C. 设置情景，用形体动作导入新内容的学习。

教师将太阳和钟表图片贴在黑板上，便做穿衣动作边说：It’s 6:30 in the morning. What an I doing? 学生做出反应后，教师接着说：I’ m putting on my shirt. I put on my shirt every morning. 然后出示月亮和钟表图片，用同样的办法导入 take off的学习。

D. 在学生理解了新内容的含义后，教师应及时通过TPR活动帮助学生分辨和记忆put on和take off。

E. 播放录音，学生学唱歌曲。

教师播放录音并作示范动作，以帮助学生理解歌曲内容。

学生听歌曲，并跟教师做动作。

播放录音并按节奏说歌词，数遍后让学生跟唱。

F. pair work.学生以小组为单位，画简笔画人物，给画的.任务穿上衣服，而且要边做边说：put on theg . 在让学生进行TPR活动时，可采用由教师发指令逐步过渡到由学生发指令的方法。

H. 借助图画和录音，通过键盘学习字母Z, X, C, V, BI. 学生复习关于衣服的单词。

按照L82的活动方式，唱歌曲或做动作。

J. 教师一组一组地出示衣服图片，并启发学生说出先穿（脱）的衣服。

This is a sweater and this is a shirt. Do you put on the shirt first or put on the sweater first?Put on the shirt, then put on the sweater.K. 还可以帮助学生用衣服实物演示穿衣服或脱衣服的顺序，然后指导学生已group work形式进行练习。

新高一Unit14Festival教案Unit 14 Festival Lesson 1 Warming up， listening and speakingStep1 Lead – in Talk about the Spring Festival with studentsStep2 Warming up Part 1 and 2Step3 ListeningFirst，talk about the pictures about three festivals。

Then look at the exercises and listen to the tape。

Listen for three times。

Step4 SpeakingFrom listening， we have learned a lot about foreign festivals。

Now let’s talk about some other holidays。

You can work in groups of four， and you can use the useful expressions on Page 10。

Step4 HomeworkWrite a passage “How I spent the Spring Festival”。

Lesson 2Reading Step1。

lead-inWe have learned something about some foreign festivals。

Today we are going to read about another festivals ----Kwanzaa。

Step2。

Fast---readingRead the passage fast to find the main idea of it ，which is the main idea of the passage ?(c)A How Karenga created Kwanzaa。

Unit 14 Have you packed yet?The Third PeriodⅠ．Teaching Aims and Demands1．Knowledge Objects（1）Key V ocabularychop, wood, light, village, well, farm（2）Target LanguageHave you bought a newspaper?Y es, I’ve already bought a newspaper．2．Ability Objects（1）Train students’ integrating skills．（2）Train the ability of expressing students’ own opinions．3．Moral ObjectsWe should make a plan for our everyday activities and make a schedule．It can remind us how to spend the time．It is good for our study and life．Ⅱ．Teaching Key PointTrain students’ integrating skills．Ⅲ．Teaching Difficult PointHow to improve students’ integrating skills．Ⅳ．Teaching Methods1．Fast-reading method2．Groupwork and pairworkⅤ．Teaching Aids1．A projector2．The blackboardⅥ．Teaching ProceduresStep I RevisionT: Y esterday we learned the target language．The structure is Have you…yet? Y es．I’ve already…Have you…?No．I haven’t…yet．Now who can make sentences using the structure?S1: Have you turned off your radio yet?S2: Y es．I’ve already turned it off．S1: Have you finished your homework?S2: No．I haven’t finished it yet．T: V ery good．Step Ⅱ3aThis activity provides reading practice using the target language．Show the key vocabulary words on the screen by a projector．Read the words and ask students to repeat again and again until they can pronounce the words fluently and accurately．Before reading the e-mail message, ask the students what chores do you usually do? Please tell me．（do my homework, clean my room, water the plants, clean our classroom etc．）Go through the instructions with the class．Look at the e-mail message．Let a student read the e-mail aloud to the class．Correct any pronunciation errors to make sure the student is providing a good model for the rest of the class．Get students to read the e-mail message individually, and underline the different chores on their own,Check the answers with the class．Answers1．do my homework2．take the dog for a walk3．water my mom’s plants4．do some shopping5．chop wood6．light the fire7．collect water8．feed the animalsLet students read the e-mail again for further comprehension．While they are reading．Walk around the classroom, offering help if they have any words or phrases they don’t understand．Notes1．chore—small duty or piece of work, especially ordinary everyday task（in the home, on a farm, etc．）In the e-mail message, there are many chores, such as do my homework, take the dog for a walk, water my mom’s plants．2．chat—talk about unimportant things3．kid—（sl）child; young person4．well—（here n．）shaft, usually lined with brick or stone, for obtaining water from an underground source5．anyway—in any possible way; by any possible meansStep Ⅲ3bThis activity provides reading, writing．listening and speaking practice using the target language．Look at the pictures of the three people and read their names aloud to the class．Then point to the chart．Let students read the information in it．Make sure students understand the information in the chart by asking questions and point out things．T: Look at the three pictures above the chart．Under each person is a list of the things he or she has done or will do today．Now look at the chart．What do you see in the first column?S1: Numbers．Clock times．T: That’s right．Those are clock times．Those times show what the three people were doing at 9:00,at 10:00,and so forth．It is 12:00 noon now．so the 1:00 and 2:00 times show things they will do later today．What has Steve already done?S2: He’s already done his homework．He’s already bought a newspaper．He’s already fed the dog．T: That’s correct．What things hasn’t he done yet?S3: He hasn’t watered the plants．He hasn’t cleaned his room．T: OK．V ery good．Go through the instructions with the class．Put students in several groups．Say, Each student in a group will decide to be one of the people．The other students in the group will ask questions to find out which person in the chart he or she has decided to be．Make sure students understand how to do the exercise．Look at the example in the box．Invite a pair of students to read it aloud to the class．S A: Have you bought a newspaper?S B: Y es, I’ve already bought a newspaper．Ask students, which of the three people could it be? Can you find out? Y eah．It could be Steve or Elise．Get students to do the work in groups．While they are working, move around the classroom checking the work of each group．Ask two groups to do the work as the examples．Group 1: Have you watered the plants?S1: Y es．I’ve already watered the plants．Group 2: Have you fed the dog?S2: No．I haven’t fed the dog yet．（Person 1: Kathy; Person 2: Elise）Step ⅣPart 4This activity provides reading, writing, listening and speaking practice using the target language．Go through the instructions with the class．Invite a good student to give an example of things that he or she has and hasn’t done this week: I have done my homework．But I haven’t done some shopping．Put students in some groups of three．Let students complete the work in groups．Finish the table．Review the task．Get some groups to share the results of their surveys．Sample answersOptional activityAsk students to write their own schedules, listing the time of day they do each thing．Then get students to work in pairs．Student A thinks of one activity．Student B gets five tries to guess the activity．Then student B thinks of an activity and student A guesses what it is．Step ⅤSummaryIn this class, we’ve learned some key vocabulary words such as chop, wood, light．village, well, farm．We’ve also done a lot of reading, writing and speaking practice using the target language．Step ⅥHomework1．Finish off the exercises on pages 57～58 of the workbook．2．Get students to talk about the things they have done and they haven’t done yet this week in pairs．Step ⅦBlackboard Design。