The Teaching Plan for unit1-2 of Book3

人教版英语九年级全册unit1-2教案Unit 1-2 Teaching Plan for 9th Grade English TextbookUnit 1: Our School Life1. Teaching Objectives:- Students will be able to talk about their daily school life activities.- Students will be able to use the present simple tense to talk about habits and routines.- Students will be able to ask and answer questions about school life.2. Key Vocabulary:- Subjects: Math, English, Science, History, Geography- Activities: study, read, write, listen, speak, play, do, have, eat- Other: classroom, library, playground, lunch break,after-school activities3. Teaching Activities:- Lead a discussion on students' daily school life activities.- Introduce vocabulary and practice pronunciation.- Discuss routines and habits using the present simple tense.- Role-play asking and answering questions about school life activities.- Present a short video or audio clip of a typical school day.- Have students create a daily schedule for themselves and share with the class.4. Assessment:- Quizzes on vocabulary and grammar usage.- Oral presentations of daily schedules.- Written assignments on describing school life activities.Unit 2: The World Around Us1. Teaching Objectives:- Students will be able to talk about different countries and cultures.- Students will be able to use adjectives to describe places and people.- Students will be able to use comparative and superlative forms.2. Key Vocabulary:- Countries: China, Japan, France, Brazil, Australia- Adjectives: beautiful, crowded, modern, traditional, diverse- Comparative and Superlative Forms: bigger, more crowded, most diverse3. Teaching Activities:- Introduce the countries and their cultures through pictures and videos.- Discuss the adjectives used to describe different places and people.- Practice using comparative and superlative forms in sentences.- Have students work in pairs to compare two countries of their choice.- Conduct a class debate on the best country to visit based on the criteria discussed.4. Assessment:- Quizzes on vocabulary and grammar structures.- Written assignments comparing two countries.- Oral presentations on a chosen country's culture and attractions.Overall, the teaching plan for Unit 1-2 of the 9th-grade English textbook focuses on developing students' language skills in talking about daily routines and school life activities, as well as describing different countries and cultures. Through a variety of vocabulary and grammar exercises, as well as interactive activities and discussions, students will be engaged and motivated to learn English in a fun and meaningful way.。

Teaching & Learning Plan for Unit3 Book 1Sports and fitnessA good healthy body is worth more than a crown in gold.健康的身体贵于金皇冠。

Unit3 单元核心素养---教学目标与要求Teaching & Learning Plan for Period I, Unit3, Book 1Warming up & ReadingType: New TeachingPart One: Key competences(核心素养)Language abilities (语言能力) Understanding the general meaning of the new text Learning abilities (学习能力) Train the reading ability to scan for the detailed information Cultural awareness（文化意识）Learn about sports and games around the world. Thinking qualities(思维品质) Talk about sports events and sportsmanship.Part Two: Independent Learning【自主学习·预习初探】【Pre-reading activity.读前活动】I. Words：（tip：不要简单地抄写，而是尽量默写出下列单词）1.健康;健壮;适合n. ___________2.体育场;运动n.________3.比赛项目;大事;公开活动n. _________4.滑雪的adj.;滑雪v.______5.vt.主办;主持n.主人;主办人;主持人____6.跑道;足迹;铁轨n. _______7.健身房;体育馆n. ___________ 8.体操(训练) n. _________9.流汗vt./vi.汗水;出汗n._________ 10.传奇故事/人物;传说n._______11.运动员;运动健n. __________ 12.高手;主人n.精通;掌握vt._____13.荣誉;尊敬;荣幸n. ___________ 14.荣誉;光荣;赞美n. _________15.奖章;勋章n. ____________ 16.冠军；优胜者n. __________17.锦标赛;冠军赛;冠军称号n. ____ 18.决心;决定n. __________19. 分离;分开;成碎片adv.________ 20.使受伤;损vt. __________21.受伤的;有伤的adj. ___________ 22.伤害;损伤n. __________23. 队长;船长;机长n. ___________ 24.优美的;优雅的adj._________25.力量;体力n. ___________ 26.失败;失败的人/事物n._____27.竞争;对抗vi. ___________ 28.假装;装扮v. _________29.一百万num. ___________ 30.作弊;vi.欺骗n.骗子________31.观众;听众n. ___________ 32.积极的;肯定的adj._________33.苗条的;单薄的adj. ___________ 34.日常饮食n.节食v._________35.相当;有点儿adv. ___________ 36.慢跑n./v. _________37.错误;差错n.________38.压力;重音n.强调；重读；使焦虑不安v.____1996年至今一直在帮助年轻人。

八班级教案Teaching Plan L 3 B 2_八班级英语教案/Teaching PlanLesson 3 Unit 1 Book 2Teacher: Shu HehuaSchool: No.3 Middle School ,DanyangTime: September 3,2021Teaching aims:1.Develop the students’abilities of listening,speaking and reading2. Learn the new words and Master some drillsTeaching aids: a tape recorder,some slides for shows,exercises for Lesson 3,picturesTeaching Procedures:Step 1: RevisionRevise the reading passageCheck the homeworkAsk “What’s your full name What do your parents call you for short〞in pairsStep 2: PresentationRemind the students how to address English speaking people.Write a name on the Bb: David William LewisFirst time: Pleased to meet you, Mr LewisGood friend: David / DaveRepeat with Catherine Mary JonesFirst time: Mrs JonesGood friends: David / DaveStep 3 : PracticePoint out the full and short forms of namesPractise a small dialogueStep 4 : Read and actAsk the question“Where is Sun Huifang from〞before playing the tape Read the dialogue then work in pairs, Act out the dialoguePoint out some phases1.How about/What about… 2 for short3.Where are you from=Where do you come from4.be short for5.know a lot about…6.only a littleStep 5: Ask and answerAsk and answer the questions in pairs about the pictureWhat and where are they doingMake sure the students are using the present continuous tenseStep 5: Exercises in class在以下各句空格处填入一个适当的词，使句子通顺、合理。

高一英语必修三第二单元教学计划及反思全文共3篇示例，供读者参考篇1Title: Teaching Plan and Reflection on Unit Two of Senior High School English Compulsory ThreeIntroduction:Unit Two of Senior High School English Compulsory Three focuses on the theme of cultural relics. Throughout this unit, students will learn about different types of cultural relics, their significance, and the importance of preserving them. The unit covers vocabulary, reading, writing, listening, and speaking activities to help students develop their English language skills in context.Teaching Objectives:1. To introduce students to the concept of cultural relics and their importance in preserving history and heritage.2. To enhance students' vocabulary and reading skills through texts about cultural relics.3. To improve students' writing skills by guiding them to write a description of a cultural relic.4. To develop students' listening and speaking skills through various activities related to cultural relics.Teaching Strategies:1. Vocabulary introduction: Introduce new vocabulary related to cultural relics through context and real-life examples. Use visuals, games, and activities to help students remember the words.2. Reading comprehension: Provide students with texts about cultural relics and guide them through comprehension questions and discussions to deepen their understanding.3. Writing practice: Encourage students to write a description of a cultural relic of their choice, focusing on using descriptive language and connecting ideas coherently.4. Listening activities: Play audio recordings about cultural relics and ask students to answer questions or summarize the information they hear.5. Speaking exercises: Conduct role-plays and discussions about the importance of cultural relics in preserving history,allowing students to practice expressing their opinions and ideas verbally.Assessment:1. Vocabulary quizzes to test students' understanding of new words.2. Reading comprehension assessments to evaluate students' ability to analyze and interpret texts about cultural relics.3. Writing assignments to assess students' writing skills and organization of ideas.4. Listening activities with follow-up questions to gauge students' listening comprehension.5. Speaking evaluations through group discussions and presentations on cultural relics.Reflection:Overall, the teaching plan for Unit Two of Senior High School English Compulsory Three was successful in achieving its objectives. Students showed improvement in their vocabulary, reading, writing, listening, and speaking skills through the various activities conducted in class. However, there are areas forimprovement, such as incorporating more interactive and engaging activities to keep students motivated and actively participating in lessons.Moving forward, I plan to include more group work and project-based learning activities to enhance students' collaborative skills and critical thinking. Additionally, I will provide more opportunities for students to reflect on their learning and make connections between the cultural relics studied in class and their own cultural heritage. By continuously refining and adapting my teaching strategies, I aim to create a more dynamic and enriching learning experience for my students in the future.篇2Teaching Plan and reflection on the Second Unit of Senior One English Compulsory ThreeI. Teaching Objectives1. Knowledge and skillsa. Understand the story "The Million Pound Bank Note" by Mark Twain.b. Master the vocabulary and sentence patterns related to the story.c. Strengthen the ability to analyze and comprehend English literary texts.2. Emotion and attitudea. Cultivate students' interest in reading English literature.b. Promote students' critical thinking and creativity.c. Enhance students' confidence in English learning.II. Teaching Contents1. Reading comprehensiona. Introduce the background of Mark Twain and his works.b. Read and analyze "The Million Pound Bank Note."c. Discuss the characters, plot, and theme of the story.2. Vocabulary and grammara. Review and learn new words and expressions from the story.b. Practice using the vocabulary in sentences and paragraphs.c. Study and apply complex sentence structures in writing.III. Teaching Methods1. Interactive readinga. Encourage students to read aloud and discuss the text in groups.b. Ask questions to stimulate critical thinking and analysis.2. Role-playing and dramaa. Assign students roles from the story and act out key scenes.b. Encourage improvisation and creativity in portraying characters.3. Writing and presentationa. Assign writing tasks related to the story.b. Have students present their essays or interpretations in class.IV. Assessment1. Reading comprehension quizzes2. Vocabulary tests3. Writing assignments4. Oral presentationsV. Reflection1. Strengthsa. Students showed enthusiasm for reading and discussing the story.b. The role-playing activities were effective in engaging students and improving their speaking skills.c. Writing tasks helped students consolidate their understanding of the text and express their ideas in English.2. Weaknessesa. Some students struggled with understanding the complex sentences and vocabulary in the story.b. More scaffolded support could have been provided for weaker students.c. Time constraints limited the depth of analysis and discussion of the text.3. Improvementa. Provide more pre-reading activities to activate students' prior knowledge and prepare them for the text.b. Offer differentiated instruction to meet the needs of students with different proficiency levels.c. Encourage more independent reading and critical thinking skills through additional assignments and discussions.In conclusion, the teaching plan for the second unit of Senior One English Compulsory Three was effective in achieving the learning objectives. By incorporating a variety of activities and assessments, students were able to deepen their understanding of the text and improve their language skills. Reflecting on the strengths and weaknesses of the plan, adjustments can be made to enhance future lessons and better meet the needs of all students.篇3High school English Curriculum Plan and Reflection on Unit 2 of the Senior YearIntroduction:The second unit of the Senior Year English curriculum is an important topic for students as it focuses on American culture and society. In this unit, students will learn about different aspects of American life including education, work, and entertainment. Therefore, it is crucial to develop a comprehensive teaching plan to ensure that students gain a deep understanding of the content and achieve learning outcomes.Teaching Objectives:1. To introduce students to various aspects of American culture and society.2. To help students understand the differences between American and Chinese culture.3. To enhance students' English language skills through reading, writing, speaking, and listening exercises.4. To encourage students to think critically and analyze cultural differences.5. To promote students' intercultural communication skills.Teaching Plan:Week 1: Introduction to American Culture and Society- Introduction to the unit's theme and objectives- Discussion on the similarities and differences between American and Chinese culture- Reading and analyzing texts on American cultureWeek 2: Education in the United States- Introduction to the American education system- Reading articles and watching videos on American schools- Group discussions on the strengths and weaknesses of the American education systemWeek 3: Work and Career in America- Introduction to the job market in the United States- Reading and analyzing texts on different career paths- Group project on researching a specific career field in the U.S.Week 4: Entertainment and Leisure in America- Introduction to American entertainment industry- Watching movies and TV shows to understand American popular culture- Group presentation on a topic related to American entertainmentWeek 5: Review and Assessment- Reviewing key concepts and vocabulary from the unit- Assessment through quizzes, presentations, and written assignments- Reflection on learning outcomes and personal growthReflection:The teaching of Unit 2 in the Senior Year English curriculum was both challenging and rewarding. The students showed a great interest in learning about American culture and society, and they actively participated in discussions and activities. However, there were also challenges such as language barriers and cultural differences that required extra attention and support.One of the strengths of the teaching plan was the variety of activities and resources used to engage students and cater to different learning styles. The use of multimedia materials such asvideos and movies helped students visualize and understand American culture better. Group projects and presentations also encouraged teamwork and collaboration among students.On the other hand, the teaching plan could be improved by providing more opportunities for students to practice their English language skills both inside and outside the classroom. More interactive activities such as role-plays, debates, and simulations could be included to foster communication and critical thinking skills.In conclusion, the teaching of Unit 2 in the Senior Year English curriculum was a valuable learning experience for both students and teachers. By reflecting on the strengths and weaknesses of the teaching plan, we can make improvements for future units and ensure that students are well-prepared for the challenges of the globalized world.。

Unit 1 How do you study for a testThe Teaching Plan for “Unit 1 How do you study for a test?”I. Analysis of the teaching materialThe content of this lesson is adopted from Go for it Book III Unit1. The topic of this unit is about learning how to study things. By reviewing this unit, students will be able to master the key vocabulary words and sentence patterns of this unit, and they’ll be better to talk about various learning ways, problems in learning, asking for and giving advice, and comments on ways of learning. Obviously, the topic of this unit is related closely to students' actual life, so it will raise students learning interest. They have a great desire to talk about the problems they met in learning English and they wish to solve these problems. So we can provide situations for students to exchange ideas in the process of study and help them find the most suitable ways to improve their English. It will also cultivate students’ ability of using English to solve the practical problems. Besides, students will learn to regard problems as challenges and try their best to find ways to solve them.According to English syllabus, new curriculum standards and the type of the lesson---- revision, I wi ll use “English learning” as a clue to review the key voc abulary and sentence patterns. Wilkings, a great linguist once said, “Without grammar, very little can be conveyed. Without vocabulary, nothing can be conveyed.” So, in this lesson, I lay great emphasis on the review of vocabulary. As words are used in sentences, I will review the key words and phrases in the sentences or contexts. Generally speaking, I’ll review the unit from the following four parts: ways of learning, problems, advice and comments. The four parts connect to each other closely and the topics are from easy to difficult. On the other hand, the four parts involve the main sentence patterns and key vocabulary stu dents must master in this unit. By reviewing the unit like this, at the end of the lesson, students are expected to write a letter about how to learn Chinese well based on what we reviewed.II. Analysis of learning conditionThe students I’m going to teach are from Wencheng Experimental Middle School. Most of them have a strong English background. So in this period, I mainly focus on how to get students to behave actively. And as a famous Italian doctor says, “Tell me and I will forget. Show me and I understand. Involve me and I remember!” In order to help the students maste r the key language points of this unit, I design different tasks for them to do, which will greatly get them involved in the classroom activities. As a result, they will have a better understanding of the language points.III. Teaching Objectives1. Knowledge O bjectives(1) The students will be able to master the key vocabulary words of this unit byreviewing them in different ways: make flashcards, pronunciation, differently, fast, deal with, regard, make mistakes, afraid, too … to …, etc.(2) The students will be able to use the following four sentence patterns in thegiven situations or daily life:①How do you learn English? I learn English by...② Why don’t you / Why not ...?③ Maybe you should …. / You’d better …④ I think studying Engli sh by …is…because…2. Ability Objectives(1)The students will be able to talk about their learning ways, and commenton the ways of learning English as well as the problems they meet in learning English and the solutions to them.(2) The students will be able to get information from reading passage.(3) The students will be able to use the words and sentence patterns reviewedin this period to write a passage about how to learn Chinese well.3. Emotion & attitude Objectives(1) The students will form a correct attitude to study.(2) The students will learn to choose good ways to study.4. Learning Strategies(1) The students will be able to get the information needed from the givenreading material. (Resourceful strategy)(2) The students will be able to make up a dialogue according to the providedsituation. (Communicative strategy)(3) The students will be encouraged to comment on the different ways of learning.(Cognitive strategy)IV. Teaching Focus1.The ways of learning English.2.The comment on the ways of learning English.3.The difficulties in learning English.4.The suitable learning ways for individuals.V. Teaching difficulties1.How to get students to review the key vocabulary and expressions presented inthis unit.Solutions: Review the vocabulary in different ways: brainstorming, practicing, explaining, writing a letter, etc.2.How to enable students to write a passage well enough.Solution: Review the vocabulary and sentence patterns may be used in the passage.3.How to make students master the usage of “verb +by with gerund”.Solution: Design tasks for students to do. By fulfilling the tasks, students are expected to use “verb +by with gerund” and thus know the usages of it well. VI. Teaching Methods1、Communicative approach2、Task-oriented method3、Practicing approach4、Situation-experienced methodVII. Teaching AidsMulti-media equipmentsVIII. Teaching ProceduresStep 1.Leading-in & Brain-stormingT: Class begins! Good morning, everyone!Ss: Good morning, teacher!T: Glad to meet you! Today is the first time we meet each other. Now let me introduce myself to you. I come from No. 2 Experimental Middle School. My name is Hu Haiyan. You can cal l me Miss Hu. I think we’ll have a good time together. Ok, now I’d like to know something about you. What’s your name? What’s your favorite subject? Why?S1: ….T: Do you like English? How do you study English?S2: …T: What about you? What do you think of your way?S3: …T: Hi! Nice to meet you! How long have you been learning English?S4: ….T: Well, most of you have been learning English for many years. And all of you have your own ways to learn English. Now take out the worksheet I gave you just now and fill in the mind map about the ways of English learning. Let’s see who can write t he most ways.(Ss try to write as many ways of English learning as possible.)T: O K. Are you ready? How many ways have you written? Show me your answers please. Who’d like to share your answers?(Ask two or three students to say the ways of English learning.)Design purpose: Talk with students freely can get a general idea about how well students mastered this unit and on the other hand, can help construct a relaxing learning atmosphere. The brainstorming activity can activate students’ knowledge about the ways of learning English. As a result, help them review the phrases of learning ways.Step 2. Survey & ReportT: So there’re many ways of English learnin g. And how do you learn it? What about your friends. What do you think of the ways? Please work in groups of four and make a survey about it. Fill in the chart in your worksheet.(Ss work in groups and try to fill in their charts.)T: Well, have your completed your survey chart?Ss: Yes.T: Good. Let’s make a report. Please pay attention to the sentence patterns you use. For example, when we find one way is not successful, we can say I think it’s not helpful at all. (Write “not …at all” on the blackboard.)Who’d like to give a report about it?(Let 3or 4 students give reports about their survey results.)Design purpose: This activity makes students work cooperatively and use phrases in sentences properly, which will not only review the sentence patterns, but also train students’ communicative ability. As to the students who are good at English,they can further their ability by giving reports about how their friends learn English. And the students will try to express their own attitudes toward various ways of learning in target language.Step 3. InterviewingT: You see, every one has his or her own ways of learning. And some students’ ways are really very successful. Recently there is an English Speech Contest in Wenzhou. Some students really did well in it. And the winders are asked to hold a news conference. Suppose you took part in the contest, too. Now please work in groups of four to role play it. One is the winner; the others are the reporters from different TV stations. Try to ask as many questions as you can.(After students practice for a while, invite one or two students to come to the front as a winner, and let the other students ask them questions about English learning.)Design purpose: There are two purposes for the design of the News Conference: One is to review the two sentence patterns “Do you …” and “Have you ever …” And the other is to train students’ speaking ability and activate the classroom atmosphere ---- Get every student involved in the activity.Step 4. PracticingT: Congratulations! Your spoken English is really wonderful. What about other students? It seems you’re not confident enough to come to the front. Are you good at English? Do you have any difficulties in learning English? If so, what are they?(Let some students talk about the problems they face.)T: Well, don’t worry. It’s quite common to meet problems while learning something. My students have trouble learning English, too. Here’re their problems. But some of the words are missing. Can you help me to complete the sentences? Please take out the worksheet again. And try to complete the sentences in it.(Check the answers after students finish the task and help the students to review the key words and phrases presented in the ten sentences.)Design purpose: By doing exercise, students will review the main sentence patterns about the problems students meet in learning English and the words related to this topic. And in the process of checking the answers, the teacher can remind the students of the usages of some important words and phrases.Step 5. PairworkT: Well done. You’ve got all the answers right. But here comes another problem. There are so many problems we may meet in learning English, but we still need to learn English well. How can we deal with them? How do you deal with the problems you meet in learning English? Show me your ideas.(Let different students talk about how they solve problems.)T: Good idea. I’ll tell these solutions to my students. Do you know how I usually solve my problems?Ss: No.T: Well, generally speaking, I have two ways to solve problems. First of all, I’ll deal with my problems by regarding them as challenges. And I’ll try my best to overcome the difficulties. And if I can’t solve them by myself, I’ll ask someoneelse for advice. Do you like to ask others for advice?Ss: Yes.T: Then let’s work in pairs and tell your partner your problems. I think we can solve the problems together. Do you think so?(Ss work in p airs and make conversations. After they practice for a while, invite some pairs of them to present their conversations.)Design purpose: In this activity, students are asked to ask for and give advice to each other. By doing this, students will review the sentence patterns about how to make suggestions.Step 6. ReadingT: Good job. I wish all of you will try to regard all your problems as challenges and try your best to overcome them. I really appreciate these kinds of people. My friend Tom is such a person. Let’s see what problems he met and how he solved them. Please read the passage about him in your worksheet and try to complete the chart below it.(Students read the passage individually and try to get information to fill in the chart.)T: Are you ready?Ss: Yes.(Check the answers.)T: Excellent! Your reading ability is pretty good. Now we’ve known how Tom studied English. What do you think his solutions? I think studying English by joining an English club is a good way because you can ask others when you have questions. What’s your opinion?(Let different students comment on the ways of learning English, using the sentence pattern “I think studying English by… is … because…”) Design purpose: In this part, students are supposed to get information from the reading passage quickly and to give comments on ways of learning by using the sentenc e pattern “I think studying English by … is … because ….” As to this step, students should learn to combine simple sentences to make a complex one. This will help them improve their writing ability.Step 7 WritingT: Ok. Today we talked much about English learning. Suppose you have a pen pal named Bob is coming to Wencheng soon. And he’d like to learn Chinese. As a Chinese, I believe you can give him much advice. Please write a letter to him and tell him how to learn Chinese well. You can use the key words provided in your worksheet. And here are some tips for you. Try to answer the following questions in your mind, and you’ll know what should be included in your writing.1.How long have you been learning Chinese?2.How did you learn Chinese?3.What challenges did you meet in learning Chinese?4.What’s your attitude toward the problems you met?5.How did you deal with the problems of Chinese learning6.What do you think your ways of learning Chinese?(Ss work individually to write the letter. If time is enough, I’d as k some of the students to read their letters and give comments on them.)Design purpose: The writing task is designed to see if students have already mastered all the points reviewed in this period. And it provides students a chance to output the language they learned. On the other hand, this activity helps students have a summary of what they have reviewed in this unit by answering the questions the teacher provided in sweet tips. Step 8. Emotional Education T: How t ime flies. There is not enough time for us to present your writing now. Before we end the lesson, I’d like to have a word with you. Where there is a will, there is a way. Believe yourself and work persistently, you’ll get good grades in the Entrance Examination to Senior Middle School.Design purpose: This step is to guide students to form a good attitude toward the difficulties they meet in learning procedures or daily life.Step 9. HomeworkT: Ok. Today’s homework:1. Make a vocabulary list of the key words and expressions learned in this unit.2. Finish your writing and try to improve it.3. Complete the two exercises in your Homework sheet.So much for today’s lesson. Wish you succeed every day. Goodbye, class. Ss: Goodbye, Miss Hu.IX. The blackboard designReview of Unit 1 How do you study for a test? I learn English by …. (Verb + by gerund)Do you …?Have you ever …?What / How about doing sth?Maybe you should You ’d better do sth. Why not / Why don ’t you do sth?I think studying English by … is … because …not …at all pronunciation(n.) pronounce(v.) be afraid to do.=be afraid of doingfrustrating frustrated make mistakes spoken / written Englishtoo … to …deal with。

Book3Unit1Knowing me,knowing you教案设计单元主题本单元的主题语境是“人与社会”，涉及的主题语境内容是如何建立并保持良好的人际关系与开展社会交往。

学习如何建立和保持良好的人际关系是青少年成长过程中的重要话题。

本单元介绍了青少年常见的情绪表现和性格特点，帮助学生认识到自己和同龄人在成长过程中会遇到的人际关系问题，并学会正确看待和解决这些问题。

通过本单元的学习，学生能够对处理人际关系有正确的态度，初步掌握处理人际关系的方法。

单元目标学学生能够围绕本单元的主题语境内容，基于单元提供的多模态语篇，综合运用各种语言技能，读懂语篇内容，挖掘深层信息，描述正确处理人际关系的方法；能够恰当使用动词的过去分词作状语描述个人经历；能够通过读懂寓言、总结其寓意并联系自身实际，深化对单元主题的理解；能够运用单元所学知识指导生活实际，关注自己的性格特点和情绪管理方式，认识和完善自己，尊重他人，建立并维护良好的人际关系，理解和尊重中外文化差异；通过运用各种学习策略，在自主、合作与探究式学习的过程中，结合单元所提供的反思性和评价性问题，不断监控、评价、反思和调整自己的学习内容和进程，提高自己的理解和表达能力，最终促进自身语言能力、文化意识、思维品质和学习能力的综合提升。

Starting out板块教学设计（建议时长10–15分钟，教师可根据教学实际酌情调整。

）课型Viewing+Speaking主题语境人与自我——认识自我内容分析本板块旨在激活学生已有的语言、背景知识，为接下来整个单元的学习活动做铺垫和预热。

本单元首先用图片展现了特定场景下不同人物的不同表现，引导学生通过现象体会人物不同的性格特征，使用相关语言进行描述，顺势引入本单元的主题。

活动2通过视频展现人际交往中一些不礼貌的行为，引导学生分析这些行为的不当之处及改正方法，从而进一步加深对主题的探讨。

教学目标 1.通过观察图片，选择恰当的语言描述图中人物的行为，总结并判断人物的性格特点；2.大致理解视频内容，指出三段对话中所涉及的不当行为，思考并表达自己在相似情况下应该怎么做。

Oral Presentation of the Teaching Plan forModule 1, SEFC Book 1I。

Teaching Material AnalysisThis is the first unit in SEFC Book 1，and the topic is “My First Day at Senior High”. One of the main characteristics of this teaching material is to stimulate students’ English learning interests and to develop students' language ability, thinking ability。

“My First Day at Junior High” is the second period of this unit。

This text is a diary，in which Li Kang’s first day at his high school，his thoughts and feelings are all showed。

After learning this diary，students can express their thoughts and feelings about their first day at senior high school。

II。

Teaching Objectives1。

Language Objectives(1) New words and phrases：embarrassed, as…as，nothing like，look forward to。

（2) Important sentence patterns：Every room has a computer with a special screen, almost as big as a cinema screen. I’m looking forward to doing it.2。

Teaching Plan for Lesson 3, Unit 1 (Go for It Book 3)The Third Period, Reading: “The healthy life”I. Teaching Objectives1. Language Objectives(1) Important words and phrasesjunk food, milk, coffee, drink, health, interview, how many, how often.(2) Important sentence patternsa. How often do you drink milk?b. How many hours do you sleep everyday night?c. How often do you eat junk food?2. Ability Objectives(1) Learn to gain the information from the pictures, and then answer the questions.(2) Train students’ reading ability.3. Moral Objectives(1) Enable students to have a healthy life by learning the text.(2) Enable students to form good habits and get out of bad habits, and then be aware of the junk food and healthy food.II. Important Points1. How to use “How often…” to ask the questions and then how to answer the questions.2. How to grasp the key words and phrases to answer the questions.III. Difficult Points1. How to use “How often…” to ask questions.2. How to get the answers to the questions.IV. Teaching Methods1. Listening, reading, discussing, asking and answering, pictures, pair work, explaining.2. Teaching Aids: a tape recorder, pictures.V. Teaching ProceduresStep I Greeting (1 min)Greet the whole class as usual.T: Now class begins. Good morning, class.S: Good morning, julin.T: Sit down, please.I’m very happy to see you again.Welcome to my class.Step II Lead-in (2mins)Ask some students to say something about their own daily life.T: As we all know, we need to eat and drink something to stay alive. Before our class begins,I want to know something about you. What do you usually eat every day?S1: I eat rice and meat every day.T: Ok, very good! What did you eat this morning.S2: I ate noodles this morning.T:Great.It’s very important for us to have breakfast.And how about you?T3:I ate gruel this morningT:Good,all of us have breakfast everyday and should keep the good habitsT: Ok! Today we will learn more about food and drink. Now let’s turn to page 4.And we will learn section B: Healthy life.Step III Words(3mins)Show some pictures to the students and then teach students the new words. Asksome students to match each word with a picture.T: Here are some pictures. Let’s look at them, and guess how to say them in English. I read them and then you will repeat. What’s this? Do you like it?S: Yes.T: how to say it in English?S:HamburgerT:Yes,this is a hamburger,this is a kind of junk food.Read after me: junk food.Ss: junk foodT: And what’s this? Did you drink it this morning?It’s milk.Many people drink it every day. It can make us strong, right? Follow me, milk.Ss: milkT: What can you see in this picture? They are so fresh. And we eat them every day. It’s vegetable.Follow me: Vegetable.S: Vegetable.T:What’s this?There are some peaches,grapes,bananas and so on.If we put them together,how can we say them in English?It’s fruit.Many people eat it everyday.It can make us healthy.Right?Follow me,fruitS:FruitT:Do yo like to play gamesS:yesT:Now let’s play games.The game is that I put 4 pictures on the blackboard and you match the words with the pictures on the blackboard.Do you understand?S:YesT:Who want to have a try?(Student do the game on the blackboard)T: Ok, now let’s check the answer. Is she/he right?Ss: Yes.T: Give her a big hand.Step IV Explanation (5 mins)Ask two students to read the dialogue first and then explain the phrase “be good for”to students.T: Now I will invite two students to read the dialogue in 1b.(Two students read the dialogue)T: There is a phrase “be good for” in the last sentence. Do you know its meaning?Don’t worry. Now I will explain it to you. The phrase “be good for” means “to have a usefuleffect, to help somebody”Here is a sentence “Milk is good for our health”.Can you make another sentence by using this phrase?Who want have a try on the blackboard? S1: Banana is good for our health.T: Is she right?S:Yes.Good! How about others?S2: Orange is good for our body.T: Yes!But how about junk food?Ss: It’s not good for our health.T: Good! Can you say it in another way? We can say: “ Junk food is bad for our health.”The phrase “be bad for” is equal to the phrase “be not good for”.So the phrase “be bad for” is opposite of the phrase “be good for”.You can guess the meaning of the phrase “be bad for”. The phrase “be bad for” means :harmful causing or likely cause damageAre you clear?Ss: Yes.T:Can you make a setence by using this phrase?S:Ice cream is bad for our healthT:you are so smartStep V Pair work (4mins)Students make their own conversations in pairs.T: Now. You have understood the phrase “be good for”. Here I will give you several minutes to make your own conversations in pairs. You can use the sentences in 1b and then I will invite some students to play their conversations out.(Students make their conversations)T: Would you like to show your conversation to us?S1: How often do you eat junk food?S2: I eat junk food just once a week.S1: Do you like it?S2: Of course. But my mum says it’s bad for my health, so I shouldn’t eat it quiteoften.T: Good job! Junk food is not good for our health. We’d better not eat it, right?Ss: Yes!T: How about other pairs? Do you want to have a try?S3: How often do you eat vegetables?S4: Every day.S3: Why?S4: Because it is good for our health.T: Good! You have done a good job.Step VI Listening (5 mins)1.Students listen to the tape for the first time and answer the questions in 2a.T: What is healthy? If I never exercise and eat a lot of junk food, am I healthy?Ss: No.T: If I eat lots of fruits and vegetables and exercise every day, am I healthy?Ss: Yes.T: Now listen to the recording and decide if Bill or Katrina is healthy? Circle “yes”, “no”, or “ I don’t know” in 2a.And fill in the blank in 2b.(Play the recording)T: Ok, now let’s check the answers.Look at the sample answer under Katrina’s name and the answer is every day. I hope all of you get the answers in 2b. Please speak out your answer oneby one.(stuents answer questions)T: You all did a good job.Step VII Summary (1min)Ask some students to say what they have learned and let them know what they should do in the future.T: What have you learned from this class?S1: I have learned that we should eat vegetable and fruit every day. And they are good for our health.T: How about others?S2: We shouldn’t eat junk food or drink coffee quite often. We need to sleep about nine hours every night.T: Yes, good! You should form good habits and get out of bad habits, so that youcan have a healthy life, right?Ss: Yes.Step VIII Homework1.Practice the sentences just learnt2.Write and recite the words on Page 4.。

A Teaching Plan for Living Legends Book 1 Unit 3 Sports and FitnessLiving legends & Lang Ping, Michael Jordan Great sports people alivetoday.It is about living legends of sports.Step 2: While-readingActivity 1: Skimming （1 mins）QI: How do you understand the word "legend”？A. A story from ancient times about people and events, that may or may be true;A very famous person, especially in a particular field, who is admired by other people.Q2: How do you understand the “Living Legends of Sports”?“They must be athletes w ho are masters in their sports and also set good examples for others.”Just like Lang Ping and Jordan, they are living legends of sports. First of all, let's know more about Lang Ping.Activity 2: Scanning （6 mins） Scan and answer the questions.Paragraph 1 in body part.QI: What identities（身份）of Lang Ping are mentioned in the passage?Q2: How was Lang Ping's determination tested in the 2015 World Cup?The team that Lang Ping had built was falling apart. One of the best players had been injured, and the team captain had to leave because of heart problems. Losing two important players was a big challenge, but Lang Ping did not lose heart.Q3: After Lang Ping overcame the difficulties, what's the result?In 2015, they were world champions.In 2016, Lang Ping led her volleyball team to Olympic gold in Brazil.Q4: What kind of quality（品质）does Lang Ping possess?sense of national glory/patriotic（爱国的）team spirit determinedset good examples respectable professional • •••••Paragraph 2 in body part.QI: What does the first sentence in the paragraph introducing Michael Jordan mean? It means when Michael Jordan jumped in the air it felt like time had slowed down, because his amazing skills were almost like magic.Q2: Why does the writer mention “the final seconds of a game”?Because in basketball this is an important time where one team could win with a few points at the last moment.Try to summarize the main qualities of a living legends.Activity 2: ExpressingTalk about a model using what you have learnt in class as much as possible. Step 4: HomeworkChoose another living legend and write a composition for “Living Legends”. Try to imitate the structure and language of text.Try to use proper figures of speech and examples.。

Unit1 Grammar 同步练习Grammar：句子成分和句子结构一．句子成分句子成分的定义：构成句子的各个部分叫做句子成分。

句子成分有主要成分和次要成分；主要成分有主语和谓语；次要成分有表语、宾语、定语、状语、补足语和同位语。

1. 主语主语是一个句子所叙述的主体，一般位于句首。

但在there be结构、疑问句（当主语不疑问词时）和倒装句中，主语位于谓语、助动词或情态动词后面。

主语可由名词、代词、数词、不定式、动名词、名词化的形容词和主语从句等表示。

指出下列句子中的主语及它的性质：①During the 1990s, American country music has become more and more popular.②often speak English in class.③One-third of the students in this class are girls.④To swim in the river is a great pleasure.⑤Smoking does harm to the health.⑥The rich should help the poor.⑦When we are going to have an English test has not been decided.【答案】①country music （名词）②We （代词）③One-third （数词）④To swim （不定式）⑤Smoking （动名词）⑥The rich （名词化的形容词）⑦When we are going tohave an English test （主语从句）2．谓语谓语说明主语所做的动作或具有的特征和状态。

动词在句中作谓语，一般放在主语之后。

谓语的构成如下：1、简单谓语：由一个动词或动词短语构成。

如：He practices running every morning.2、复合谓语：（1）由情态动词或其他助动词加动词原形构成。