Family life教材分析教学目标The students can learn to write a short article about their familylife.教学重点How to write a short article about family life.教学难点Using the proper words and structures to describe a family life.教学关键Using the proper words and structures to describe a family life. 教法与学法指导Self-study, Cooperation, pair work.教学环节主要教学步骤或内容学生主体活动教师活动设计意图时间分配第一环节复习回顾平移的基本性质，引入课题StepⅠ:Lead inReading comprehension.1. Read the articlewhich is related tothe writing topicand answer thequestions.1. Find anarticle which isrelated to thewriting topicand ask studentsto do thereadingcomprehension.1. To improvethe readingability and Tolead in to thetopic. 5第二环节观察操作、探索归纳平移的作法StepⅡ:RevisionStepⅢ:Revision1. Before writing: Brain storm 2 Fill in the tableaccording to thetext.3.①Write some wordsand expressions2.Make a tableto compareEmily’s familylife andJerry’s familylife and askstudent tocompare them byfilling thetable.3.①Show somepictures and askstudents to2.Revise thetext and makestudents knowhow to write thearticlebetter..3.To practicetheir ability of5to collect some useful word s and expressions.2.While writing: Imitating.3.After writing: Check with each other. according to thepictures which arerelated to thewriting② Write your ownideas about thefamily life.③ Check the answers.④ Study thestructure of the textand the readingcompression andsummarize thestructure of thewriting.⑤.Write the articleimitating the textand readingcomprehension.⑥and exchange thewriting in pairs togive remarks to eachother .describe.② Give thefollowing ideasfor students towrite:a. the people inyour familyb.possessionsc.house workd. what yourfamily dotogethere.rulesf. what you liketo do and do notlike to do inyour family.④Ask studentsto study thestructure of thetext and thereadingcompression andsummarize thestructure of thewriting⑤.Lead them towrite about thearticle usingtheLanguage andstructurelearned justnow.⑥. Teach themhow to evaluatea writing.languageorganizationand thestructure of thewriting.4.To train thestudents’cooperation25ability.第三环节课堂练习StepⅣ:SHOW TIMEEncourage the students to recommend the better work to let the students to share and improve it together.5第四环节课时小结Step Ⅴ. development Improve your own workand rewrite them.Help them todevelop theirwork in words,sentence andstructure.Let them improvethe writing.5第五环节课后作业Write a passage about your best friend’s family life.课堂教学流程Lead in→Revision→Before writing→While writing→After writing →SHOW TIME→development→homework.效果评价与反思。
牛津深圳版英语九上Unit 3《Family life》教学设计6一. 教材分析牛津深圳版英语九上Unit 3《Family life》主要讲述了关于家庭生活的内容。
本单元通过介绍不同家庭的生活方式，让学生了解和掌握与家庭相关的词汇和表达方式，培养学生的语言运用能力。
教材内容丰富，包括听力、阅读、写作和口语练习，旨在提高学生的综合语言运用能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于家庭生活这一主题，他们有一定的了解和认识。
但部分学生可能在词汇量和语言表达方面存在困难，因此，在教学过程中需要关注这部分学生的需求，帮助他们提高语言运用能力。
三. 教学目标1.知识目标：让学生掌握与家庭生活相关的词汇和表达方式，如familymember, housework, dly routine等。
2.能力目标：提高学生的听力、阅读、写作和口语能力，使他们在实际生活中能够运用英语进行交流。
3.情感目标：培养学生对家庭生活的热爱和珍惜，增强他们的家庭责任感。
四. 教学重难点1.重点：掌握与家庭生活相关的词汇和表达方式。
2.难点：运用所学知识进行实际交流，特别是在口语表达方面。
五. 教学方法1.任务型教学法：通过完成各种任务，让学生在实际操作中运用所学知识。
2.情境教学法：创设真实的家庭生活情境，激发学生的学习兴趣。
3.小组合作学习：鼓励学生相互讨论、合作，提高他们的团队协作能力。
六. 教学准备1.教学课件：制作与家庭生活相关的课件，图文并茂，生动有趣。
2.听力材料：准备相关的听力材料，以便进行听力训练。
3.练习题：设计相应的练习题，巩固所学知识。
七. 教学过程1.导入（5分钟）利用图片或视频展示不同家庭的生活方式，引导学生谈论自己家庭成员的生活，激发学生对家庭生活的兴趣。
2.呈现（10分钟）呈现本课的生词和短语，如family member, housework, dly routine 等，并用例句展示它们的用法。
Unit 3 Family lifeLearning Guide （导学案）No.______________I. Teaching aims1.Read an article and get the general idea.2.Read the article in More Practice to get the detailed information about the family communicating.3.Sum up some tips to communicate with your family. (During the whole class)4.II. Procedures1.Read the following article and answer the questions below.Father And Mother I Love YouWhen we teenagers are enjoying a party, when we are listening to the pop music, when we are surfing the Internet, our parents always show their disapproval. In their eyes, we pay little or no attention to our study.Sometimes we really t hink that they don’t understand us at all. That’s why there are so many disagreements between parents and us. What’s more, we are always treated as kids, though we think ourselves are ‘young adults’.There is no doubt that both parents and we want to have a good relationship with each other. Therefore, we both should do what we can to fill gap. On the one hand, our parents should learn to understand our thoughts, regard us as their friends, but not kids. On the other hand, we should learn to build up more trust and understanding by communicating with our parents. If you can learn to understand each other, I’m sure the generation gap will disappear one day.Questionsa.What are the problems mentioned in the article?b. How can we deal with these problems? ( Your own opinions are welcome)V ocabulary•disapproval n. =__________ treat v. ________•There’s no doubt that …_____________ build up __________•on the one hand… on the other hand… ____________ generation gap _____________2.Read the article in More Practice.a. Listen to the recording and answer the questions.b. Read the article again. Then fill in the table.3.Share your family stories .Note down the useful information(like some advice) for writing .____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________。
上海牛津《英语》四年级下册Module 2 Unit 3 Home life一．设计理念课程标准二级目标要求，学生能借助图片读懂简单的故事或小短文,并养成按意群阅读的习惯。
同时,在阅读教学中，教师应引导学生如何从文字信息中获取信息、理解不同的观点和态度、欣赏和评价课文等,逐步掌握语言知识和技能,不断调整情感态度,形成有效的学习策略,发展自主学习能力。
因此，在本课教学中，教师整合新旧知识，注重单元学习的整体性与递进性。
有针对性地渗透阅读策略，以此来拓展和丰富语言，提高综合运用语言的能力。
二．教材分析基于单元：本单元主题内容为“Home life”，利用一系列的文本及语言活动，让学生感受、理解家庭生活的美好；体验家庭生活的乐趣。
在单元统整的设计中，教师特别注意单元分课时之间的连续性和整体性，并注重各课时之间的联系，以及教材内容的递进。
基于本课：本课的内容是学习一篇带有情景的语篇:由主持人去采访三个家庭，询问“在地球一小时这段时间里他们通常做的事情和现在正在做的事情”。
在此之前，学生们对进行时和现在时已经有了系统的学习，因此本课重点放在了两种时态的对比学习上，重点处理后三幅图片，让学生们学会运用but来进行比较学习。
在本课教学中，教师整合新旧知识，有针对性地渗透阅读策略，在小组活动中拓展和丰富语言，提高语言的综合运用能力。
三．学情分析四年级学生有了三年的学习基础，已经形成了一定的语言积累，能够说出一-些动词词组，例如: watch TV,do my homework, play word games等，需要老师引导，以旧代新，学习更多的词组。
多数学生在英语学习中对故事阅读、游戏、表演等活动形式尤感兴趣，有着较强的参与欲和表现欲。
基于学生具有较强的语言学习能力和交流欲望，教师在教学中应尽可能创设条件，运用教材所提供的文本，整合新旧知识，注重单元学习的整体性与递进性。
在充分发掘与运用教材所提供的有效信息、在情境创设与语篇再构中推进词句的学习与运用，以满足不同层面学生的需要。
