Unit4EducationalexchangesListeningA教学设计。

老师在新授课程时，一般会准备教案课件，大家应该开始写教案课件了。对教案课件的工作进行一个详细的计划，可以更好完成工作任务！你们会写适合教案课件的范文吗？下面是小编为大家整理的“Unit4EducationalexchangesListeningA教学设计”，仅供您在工作和学习中参考。

Unit4EducationalexchangesListeningA教学设计

课题：牛津英语广州版，八年级下册，Unit4Educationalexchanges

教学内容：BookA:ListeningAListeningfordetails,

BookA:SpeakingBAtriptoLondon

课型:听说课

教学时间：40分钟

教材分析:

本课是第四单元的第四课时，课型为听说课。在ReadingA/B的阅读课中，学生初步了解educationalexchanges的情况。ListeningA内容为TriptotheUK,ListeningB内容是AGuangzhoustudentinanAustralianschool,两篇听力材料在内容方面联系不够紧密。本单元SpeakingB描述的是Carol作为Exchangestudent刚刚从London回来，对同学讲述自己在London的经历，通过对课文进行整合，把ListeningA与SpeakingB合二为一。ListeningA通过听录音填informationcard，能够听取关键信息点（如Flightnumber,Phonenumber,Address）；SpeakingB为Carol与WangYan的对话，通过听录音填空形式获得听取必要细节信息的能力。本课时侧重听取信息的技能培养同时兼顾说的训练。

教学目标：

1.知识与技能:

学习以下词汇和短语：

词汇flight,departure,arrival,aged,

2.过程与方法:

1）通过听力技巧的点拨，培养学生形成正确有效的听力策略。如：看图或者看文章听前预测，搜集有用信息(数字，时间以及名称等)，以及记笔记等策略，从而提高他们的听力理解能力。

2）培养学生探究学习、合作学习、自主学习的能力。

3.情感与态度：了解国外的文化习俗，能够正确看待国内外的文化差异，培养跨文化的交际意识和能力。

教学重点：如何获取听力材料中的精确内容，捕捉并快速记录所缺词汇。

教学难点：在听力理解的基础上，如何对所听内容进行输出以及拓展。

教学流程设计：

步骤目的教师活动/方法学生活动/学法条件/

手段

1．

Warm-up

CatchSs’attention.--Brainstormthenumbers

--ShowSsaplaneticket.--Thinkabouthowtosaythesenumbers.

--Learnsomenewwords.PPT

2.TaskA

1)Pre-

listening

Tofosterthelisteningskillsofpredicting.--AskSstoreadthetipsoflistening;readtheinformationcardcarefullyandtrytopredict

--Makeamodel.

--AskSstosharetheiropinions--Readthetipsoflistening;

--Readtheinformationcardcarefully

--Predictwhattheyaregoingtohear.

--Sharetheiropinions

PPT

students’sheet

2)While-listening

Gettheinformationneeded--Playthetape

--AskSstopaymoreattentiontotheinformationtheyneed.--Listenandwritedownthenumbers.

tape

3)Post-

listening

Checktheanswersandmakeasummary--ListentoSs’report,helpSstochecktheanswers.

---Helptosummarize

thelisteningskillslearnedinthisperiod.--Sschecktheanswers

--Summarize

thelisteningskillslearnedinthisperiod.PPTtextbook

3.TaskB

(1)LeadinCatchSs’

attention.--GiveapictureofLondon.Leadinthetopic.--Prepareforthetaskoffillingtheblank.PPT

(2)Pre-listening

Tofosterthelisteningskillsofgettingusefulinformation--GuideSsthetipsofgettingusefulinformation.

--AskSstoreadtheblanks,guessingwhichkindofwordsneeded.---Learnthetipsofgettingusefulinformation.

---Readtheblanksandguesswhichkindofwordsneeded.PPTstudents’sheet

(3)While-

ListeningGettheinformationneeded.--Playthetape.

--AskSstotakenotes.

---CheckSs’answers.--Listenandfillintheblanks.

---ChecktheiranswersPPTtape

（4）

Post-listening

TofosterthemaininformationofSpeakingB--Readthedialogue.

--HelpSstoretellthemaininformation.

--Summarizetheusefulexpressionsandthesentencepatterns.--Retellthemaininformation

--Learntheusefulexpressionsandsentencepatterns.

（5）

Post-listening

ToimproveSs’oralEnglish

TofostertheSs’thinkingability--Explainthetask.

--HelpSstomakeadialogue.

--AskSstodiscussingroups.---Makeadialogueingroups.

---Presenttheirdialogues.

Groupwork.Orally

4.

Homework

GiveassignmentPPT

延伸阅读

Unit4HesaidIwashardworking教学设计

作为老师的任务写教案课件是少不了的，大家在用心的考虑自己的教案课件。只有规划好了教案课件新的工作计划，才能促进我们的工作进一步发展！你们会写多少教案课件范文呢？为了让您在使用时更加简单方便，下面是小编整理的“Unit4HesaidIwashardworking教学设计”，欢迎您参考，希望对您有所助益！

Unit4HesaidIwashardworking教案1

I.Teachingaimsandteachingdemands:

Inthisunitstudentslearntoreportwhatsomeonesaidandtellastory.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

ever,mad,anymore,message,hard-working,surpriseparty,reportcard,firstofall,lazy,soapopera,house,snacks,beach,history,science,Spanish,

B.Targetlanguage

Whatdidyourmathteachersay?

HesaidIwashard-working.

Icanspeakthreelanguages.

Whatdidshesay?

Shesaidshecouldspeakthreelanguages.

C.Structures

Reportedspeech

Simplepasttense

Canforability

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Thisunitisdividedintoeightperiods.

Lesson1Speakandlisten

SectionA1a---1c

I.Teachingaimsanddemands:

Studentslearntoreportwhatsomeonesaid.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

soapopera,surpriseparty,bemadat,onFridaynight,

B.Targetlanguage

Whatdidshesay?ShesaidshewashavingasurprisepartyforLanaonFridaynight.

Didyoueverwatchsoapopera?

Whataresomethingshappenedonsoapopera?

III.Teachingmethods:Audio-lingualmethods

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Task1.Dictation

Task2.Askandanswer.

Questionsaboutthepastprogressive.

Activity2.Presentation

Thisactivityintroducessomenewvocabularyandprovideoralpracticeusingthetargetlanguage.

Task1.Askfourstudentstostandinfrontoftheclass,andtheteacherasksthemthefollowingquestionsasareporter.

1.Whatareyougoingtodowhenyougrowup?

2.Whatareyougoingtodonextweek?

3.Whataregoingtodoafterschool?

Thestudentswillgivedifferentanswers,thenaskagoodstudenttoreportwhattheysaid.

Iamgoingtoeadoctor.

Whatdidshesay?----------Shesaidshewasgoingtobeadoctor.

IamgoingtohaveapartyonFridaynight.

Whatdidhesay?-------HesaidhewasgoingtohaveapartyonFridaynight.

Iamgoingtodomyhomework.

Whatdidshesay?------Shesaidshewasgoingtodoherhomework.

Iamgoinghomeafterschool.

Whatdidshesay?-----Shesaidshewasgoinghomeafterschool.

SayInthisunitwearegoingtolearntousewordsliketoreportwhatsomeonesaid.

Task2.Readtheinstructions.Thenaskastudenttoreadthefourquestions.AndwritethewordsontheBb.Explainwhatsoapoperais.

Task3.AskthestudentstoLookatthepictures,pointouttheTVscreensinthepicture.AskonegirltoreadwhatMarciasaid.

WhatdidMarciasay?ShesaidShesaidshewashavingasurprisepartyforLanaonFridaynight.Repeattheotherpicturesinthesameway.

Activity3.Listenandnumberthepicturesinactivity1a.

Task1.Playtherecordingthefirsttime.Studentsonlylisten.

Task2.Playtherecordingasecondtime.Studentsnumberthepictures.Thenchecktheanswers.

Activity4.Pairwork

Askthestudentstoaskandansweraboutwhatthepeopleinthesoapoperasaid.

Homework

1.Makeupyourownconversations.

2.Writedownthesentencesin1a.

Lesson2Listenandspeak

SectionA2a---GrammarFocus

I.Teachingaimsanddemands:

Studentslearntoreportwhatsomeonesaid.

II.Teachingkeyanddifficultpoints:

A.Vocabulary

asurpriseparty,bemadat,not…anymore,bring…to,happen(on),DirectSpeech,IndirectSpeech.

B.Targetlanguage

BentoldLanathatMarciawasgoingtohaveasurprisepartyforher.

ShesaidshewasmadatMarcia.

Hetoldmehewouldcallmetomorrow/thenextday.

Shesaidshecouldspeakthreelanguages.

III.Teachingmethods:Audio-lingualmethodsandPPP

IV.Teachingaids:ataperecorder

V.Teachingprocedure

Activity1.Revision

Task1.Checkthehomework.Askandanswer.

Iamastudent.

Whatdidhesay?-----Hesaidhewasastudent.

Icanswim.

Whatdidshesay?------Shesaidshecouldswim.

Iwillringyouuptomorrow.

Whatdidshesay?

Shetoldmeshewouldringmeup.

Activity2.Listeningandcircling.

Task1.Readtheinstructions.Learnthekeyvocabulary.

Task2.Pointtothefivesentencesandaskdifferentstudentstoreadthemtotheclass.Thensay:YouwillhearaconversationbetweentwopeoplewhoaretalkingaboutasoapoperaonTV.CircleTrueorfalseaftereachstatement.

Playtherecordingtwiceandstudentscircletheiranswers.Thenchecktheanswers.

Activity3.Listening

Task1.Readtheinstructions.

Task2.Playtherecordingagainandchecktheanswers.

Activity4.Groupwork

Task1.Readtheinstructionsfortheactivity.

Task2.Pointtothepicturesinactivity2b.Askthestudentstousethewordsandpicturesastheyhavetheirconversations.

Task3.Havethestudentsworkinpairs.

Task4.Checktheanswersbycallingondifferentpairstosayaconversationtotheclass.

Activity5.GrammarFocus

Reviewthegrammarbox.askthestudentstosaythestatements.

Payattentiontothefollowing:

DirectspeechIndirectspeech

am,is,amhaving,go,will,canwas,washaving,would,could,went

apresentsituationapastsituation

Whenyoureportwhatsomeonesaid,youusewordsthattalkaboutthepast.

Homework

1.Reviewtheconversationandthevocabulary.

2.Writethesentencesingrammarfocus.

Unit4Review教学设计

老师在新授课程时，一般会准备教案课件，大家应该开始写教案课件了。对教案课件的工作进行一个详细的计划，可以更好完成工作任务！你们会写适合教案课件的范文吗？下面是小编为大家整理的“Unit4Review教学设计”，仅供您在工作和学习中参考。

Unit4Review

课题

Unit4ReviewLesson2

授课类型

Revision

能力方法目标

Todevelopthestudents’fourskills:listening,speaking,readingandwriting.

知识技能目标

Toimprovethestudents’readingability.

情感态度价值目标

Tohelpthestudentswithcreativethinking.

教学重点

Enjoy;help;many/much/alotof;late;etc.

教学难点

Thegrammaronpage28.

教学方法

presentation-practice-production

媒体使用

Tape,computer

教学流程设计

教学活动设计

设计意图

Groupwork

Thestudentsshoulddiscussanyhabitsthattheywouldliketochangeandtalkabouthowtheyplantoimprovethemselvesnextyear.

T:Doyouhaveanyhabityouwanttostop?Youaregoingtotalkaboutthathabitandhowyouwanttoimproveyourselfnextyear.

Ingroupsoffour,taketurnsaskingandansweringquestionsabouthabitsyouwouldliketochangeandhowyouplantoimproveyourselfnextyear.Usethedialogueonpage28asaguide.Anyplansyoudiscussshouldbepracticalandreal.

ModelDialogue

1:Ispendtoomuchtimeoncomputergames.Nextyear,IamgoingtoplaycomputergamesonlyfortwohoursonSaturdays.

2:Ilistentomusicwithheadphonesandthemusicistooloud.Idon’tthinkitisgoodformyears.Nextyear,Iamnotgoingtolistentomusicthatistooloud.

3:Iwakeuptoolateeverymorning.That’swhyIhavetoruntoschooleveryday.Nextyear,Iamgoingtowakeupearly.

4:Ichatonthephonetoolong.Nextyear,IamgoingtotalkonthephoneonlytosaythatIneedtosay.

Grammar

RemindthestudentsaboutthegrammarpointsfoundinUnits1to3.

T:WhatwerethegrammarpointsinUnits1,2and3?

S:InUnit1,welearnedaboutrelativepronouns;inUnit2,theverbstakinggerundsorto-infinitives;andinUnit3,auxiliaryverbstoshowthefuture.

ActivityA

Inthisactivity,studentsshouldreviewallthegrammarfactstheyhavelearned.

T:WehaveadialoguebetweenLiJunandSusan.Theyaretalkingaboute-pals.Trytounderstandwhattheyaresayingandchoosethecorrectwords.

Whydon’tyourole-playthedialoguewithyourpartner?ThepersonontherightcantakeLiJun’sroleandthepersonontheleftcantakeSusan’srole.

ActivityB

Askthestudentstocompletethepassagebyfillinginthecorrectwords.Havethestudentschecktheiranswersbyhavingavolunteerreadthepassageheorshehascompleted.

T:Thistime,thereisapassage.Choosethecorrectwordforeachblank.Youhavealistofwordsontheleft.

Let’shaveavolunteer.Whowantstosaythecompletedpassage?

Puzzle

Letthestudentswritethelettersintherightboxes.

T:Wearegoingtosolveapuzzle.

Lookatthepicturesandwritethewords.Onlyoneortwolettersineachwordarepresented.Afterfillingineachbox,youneedtocollectthelettersfromthenumberedboxes.Thesecollectedletters,ifyouputtheminorder,willmakeupanewexpressionatthebottomofthepage.

Beforeyouwritethewordsforthepictures,cananybodyguesswhatthehiddenexpressionwouldbe?Theexpressionmeansthewayinwhichyoushowyourfeelingsorthoughtstootherpeoplebymeansofthepositionormovementsofyourbody,ratherthanwithwords.Takeaguess!

S:Bodylanguage?

T:Wewillseelaterifyourguessiscorrect.

Ifpossible,haveachocolatebarorothersmallprizeonhand.Theprizecanbegiventothefirststudentwhocorrectlyfinishesthepuzzle.

T:Whenyouaredone,pleaseraiseyourhand.Ihaveaprizeforthefirstpersontofinishthepuzzlecorrectly.

RemindstudentsofthebodylanguagetheylearnedinUnit2.

T:Isthereanybodylanguageyouremembernow?

Iftimeallows,askthestudentstomakeuponeortwosentenceswiththewords.

T:Whenyouaredonewiththepuzzle,startmakingsentenceswiththewordsyouhavefiguredout.

SampleSentences

E-mail–Iamsendingane-mailtomyclassmates.

pal–Letmeintroducemyoldpalfromkindergarten.

playground–Somechildrenarehavingfunontheplayground.

Textbook–Pleaseopenyourtextbooktopage24.

mistake–Youdidn’tdoitonpurpose,soIknowitwasamistake.

shakehands–Weusuallyshakehandswhenwemeetforthefirsttime.

Canada–IwasborninCanada.

classroom–Nobodyisintheclassroomnow.

Practiceaskingandansweringthis:I____.Nextyear,I’mgoingto____.Whatareyougoingtodonextyear?

Talkabouthowtousethem:who/that;doing/do;etc.

Finishoffthepuzzle,andusethesewordstomakeupsomesentences.

问题预测

应对措施

本课除了语法-定语从句，还应注意重点句型的学习。如：

1.Shegoeshikingalmosteveryday.学习gohiking/almost

2.Ican’thelpthinkingaboutthee-palIwillget.学习think的用法。

3.Butwewerelateforthemovie.注意late的使用。

作业

Recitethedialogueonpage28andrevisethegrammarofthislesson.

板书设计

Unit4ReviewLesson2

who/that

todo/doing

will/begoingto

教学反思

Unit 4 When was it invented 教学设计

Unit4Whenwasitinvented(Reading)---

Doyouknowwhenbasketballwasinvented

教学设计

一教材分析

教材分析：本节课是九年级Unit4的Reading部分。本节课的主题是：Doyouknowwhenbasketballwasinvented?紧扣住了本单元的话题invention。课文内容主要围绕风靡全球的篮球运动这一主题，包括篮球运动的历史、篮球比赛的规则、打篮球所需的设备、篮球的流行趋势等）。本单元的语法点是被动语态。文中出现了大量的被动语态的句子，通过阅读文章，学生能有效的感悟被动语态的用法。本节课渗透得的学习策略是mind-map,希望通过本节课的学习，学生能对该策略形成感性认识，并在今后的学习中能有意识的使用该学习策略。

二、学生分析

通过本单元前面内容的学习，学生已经基本掌握了被动语态的用法，因此本篇阅读中出现的多处被动语态的句子对学生来说已不是障碍，关键的障碍是本文中出现的一些生词，需要学生认读，否则在回答问题是就是障碍。运用Mind-mapping是复述课文的信息对学生来说是一大难点。

三、教学目标、

1知识目标

①能认读以下词汇

active,indoors,create,wooden,knock,divide,basket,metal,towards,develop,rise,risen,worldwide

②找出并理解文章中出现的被动语态的句子。

2能力目标

能运用Mind-mapping复述篮球的历史、篮球的器械、篮球的规则、篮球的流行趋势等。

3情感目标

激发学生对运动的热爱，并让学生树立teamwork的意识。

四、教学重、难点

1、教学重点

能认读以下词汇：active,indoors,create,wooden,knock,divide,basket,metal,towards,develop,rise,risen,worldwide

②找出并理解文章中出现的被动语态的句子。

2教学难点

能运用Mind-mapping复述篮球的历史、篮球的器械、篮球的规则、篮球的流行趋势等。

五、教具:多媒体

六、学习策略:小组合作学习、大脑构图法

七、教学活动过程

Step1Warm-up

Aninterestinggame-------That’sme.

Step2Pre-reading

1、Asksomequestionsaboutbasketballgame.

2、ShowapictureofbasketballequipmentandthenleadSstoreadthewordsaboutbasketequipment.

Step3While-reading

1、Fast-reading

AskSstoreadfastandmatcheachparagraphwiththemainmeaning

2、Careful-reading

①AskSstoreadPara1andPara2andthenfinishthechartwithinformationaboutbasketballisplayedintheworld.

②AskSstoreadpara3andanswersomequestions.

③AskSstocirclethepassivevoiceinPara3.

④AskSstoreadPara4andthenfillinthechartwiththeinformationabouttheinventionofbasketball,theequipmentofbasketballandthecourseofbasketballgame.

⑤AskSstoreadPara5andthenfillinthechartwiththeinformationaboutthehistoryofbasketballgame.

Step4After-reading

1、Reading-strategy-------Mind-Mapping

TomakeSsknowaboutMind-Mapping,showthefollowing:Usingmind-mappingtorememberinformation.Tomakeamind-map,changetheinformationyoureadintoacolorful“pictureofwords”.Thebrainrecalls“pictures”moreeasilythanwritteninformation.

2、AskSstofinishtheMind-Mapwithinformationfromthereading.

3、Memory-challenge:AskSstoanswersomequestion3justaccordingtotheMind-Mapfinishedwithoutreadingthepassage.

4、AskSstorewritePara1andPara2accordingtothemind-map.

5、Discussion:“What’sthemostimportantforateamtowinthegame?“-------------Teamwork.

Step5Homework

1、Copythesentencesofpassivevoiceinthispassage.(ForAll)

2、Makeamind-mapabouthehistoryofasportyoulike

八、教学反思

本人设计本课时的教学任务时始终围绕“basketball”这一话题和预设的教学目标。在Warm-up环节，通过“That’sme”游戏中的陈述轻松引入“basketball”这一话题。Pre-reading环节中，通过和学生谈论basketball的一些常识，激发学生对篮球的深入了解，然后让学生通过图片了解关于篮球器材的词汇，达到认读的目的，为接下来的阅读任务扫除大部分单词的障碍，剩下的少数词汇在接下来的任务中分散完成认读任务。While-reading环节中,首先让学生通过完成Fast-reading的任务，整理理解语篇，了解文章的大意和层次。然后让学生完成Careful-reading的多个阅读任务，细读各个段落，详细了解有关篮球和篮球运动的历史并体会学习被动语态的用法。在After-reading环节，让学生学习本节课的重要学习策略-脑中构图法，然后用这一策略完成一系列由易到难的几个任务，达到“学以致用”，在使用这一策略的过程中学生能够体会到“脑中构图法”的绝妙之处----能帮助学习者轻松梳理较长篇幅文章中的信息并帮助快速记住这些信息。这种方法比起用表格梳理信息更直观。最后让学生在谈论篮球比赛中获胜的关键是什么这一话题时总结出teamwork是最重要的，完成情感目标。家庭作业分层设计，第一个作业是必做，巩固被动语态，第二个作业是选做，继续用“脑中构图法”这一学习策略完成任务。在本节课教学任务的设计应该是到位的，通过完成Pre-reading,While-reading,After-reading各环节中的阅读任务，能够达到完成预设的教学目标的目的。不足之处是本篇阅读材料篇幅较长，设计的任务过多，一节课完成这些任务容量过大，所以最后需用“脑中构图法”完成的任务当堂没有完成，只得推到课后。今后应该更好地了解学情，对课堂容量做到心中有数，设计适当，课堂任务的设计不能面面俱到，应有所侧重，取舍得当，留给学生足够的阅读时间和完成任务的时间，让课堂任务真正到达有实效。