九年级unit3教案

九年级unit3教案（精选7篇）

九年级unit3教案 篇1

九年级英语教案unit3

Unit 3 Teenagers should be allowed to choose their own clothes.   单元整体说明 单元教材分析 本单元围绕“允许做什么、不允许做什么”这一话题，设计了三个任务型活动。任务一：谈论自己想做的事情；任务二： 我可以做什么、不可以做什么。任务三：讨论自己想做什么、自己需要什么样的生活。 单元总体目标 通过本单元的学习让学生学会用不同的句型来谈论应该允许做什么、不允许做什么、同意和不同意。 单元重难点一览 重难点词汇： 1.at that age  2.instead of 3.the other day4.be a good way to do 5.keep sb happy  6.at present 7.the same as8.be proud of 9.give directions  10.way cool= very cool 11.learn from sb 12.agree with 13.disagree with 14.in fact 15.take time to do sth 16.chat with 重难点句式 1.I think sixteen-year-olds should be allowed to drive. 2.Do you think thirteen-year-olds should be allowed to have part-time jobs? 3.The young should be proud of their culture. 单元教学建议 采用Concluding，Accumulating，Roleplaying和Comparing的学习策略，利用多媒体课件，来展开课堂Pairwork问答式的口语交际活动和讨论活动来谈论允许做什么和不允许做什么。本单元的教学法建议：词汇教学：情景操练、反复使用；口语教学：师生互动，生生互动、对话练习、交际活动；阅读教学：寻找关键语句、对文中任务和事物发表见解；语法教学：总结规律、比较异同、模仿操练。 单元课时分配 本单元用4课时教学 Section A 部分用 2 课时 Section B，Self Check 部分用 2 课时 Section A 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes. （Section A） 学科 英语 授课教师   授课班级 初三九班 授课时间 /4 教学目标 1.知识目标：掌握 agree and disagree 的用法。学会使用 I think ...  I agree ... 和 I dont think ...  I dont agree ... 来表达自己的意见。 2.能力目标：对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 3.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 1.教材分析：Section A 主要围绕着 agree 和 diagree 这一话题来进行课堂教学和语言实践。Section A 中主要涉及到的语法项目是被动语态，要求学生熟练模仿及操练这一语态的句型转换，为以后的谈论和交际做好铺垫。 2.学生分析：初三的`学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 3.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 4.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 1.多媒体： 多媒体，幻灯片，英语影音资料。 2.其他参考资料。 教学过程 Unit 3: Teenagers should be allowed to choose their own clothes.(Section A) Step One:   Free talk and discussion. Step Two: 1.at that age 2.instead of 3.the other day 4.be a good way to do 5.keep sb happy 6.at present 7.the same as 8.be proud of Step Three:   Finish 1a/1b. Step Four:   Practice the conversation in activity 2c. Step Five: Make a new conversation in groups according to the one in 2c.Then act it out. Step Six: Make a survey, then show the results to the whole class. Step Seven: Make a summary. Step Eight: Homework: Recite the conversation in 2a. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？   Section B and Self check 教学课题 Unit 3:Teenagers should be allowed to choose their own clothes.   （Section B and Self check） 学科 英语 授课教师 齐宪波 授课班级 初三九班 授课时间 2005/4 教学目标 4.知识目标：掌握 agree and disagree 的用法。学会使用 I think ... I agree ...和 I dont  think ... I dont agree ... 来表达自己的意见。 5.能力目标:对所学知识的灵活运用及用所学知识解决生活中实际问题的能力。 6.情感目标：培养学生良好的合作意识，鼓励学生大胆表达自己的想法和意愿。 教学分析 5.教材分析：Section B 主要围绕着现代中学生感兴趣的话题来进行课堂教学和语言实践。 6.学生分析：初三的学生有较丰厚的语言积累和知识储备，他们有较强的求知欲和好奇心，在课堂上他们善于表现自我，乐于积极思考，敢于发表自己的观点，这些个性心理特点都有利于师生在课堂上进行交流。 7.重点及其突出方法：被动语态的讲解：总结规律、比较异同、模仿操练。 8.难点及其突破方法：培养良好的语言表达习惯。发挥教师良好的示范作用，注重教师在课堂教学中对学生无意识的影响。 教学准备 3.多媒体： 多媒体，幻灯片，英语影音资料。 4.其他参考资料。 教学过程 Unit 3： Teenagers should be allowed to choose their own clothes.(Section B and self check) Step One:   Free talk and discussion. Step Two: 1.learn from sb 2.agree with 3.disagree with 4.in fact 5.take time to do sth 6.chat with Step Three:   Finish 1a. Step Four:   Practice the conversation in activity 1b. Step Five:   Make a new conversation in groups according to the one in 2c.Then act it out. Step Six:   Discuss what you are allowed to do and what you arent allowed to do during your stay at school/ home/ library and so on. Step Seven:   Read the text then suggest the questions according to the text. Step Eight:   Discuss what is cool in your mind. Step Nine:   Homework:   Write some sentences about “cool”. 教学反思 1.如何在英语课堂教学中有效地进行中外文化的渗透？ 2.如何培养学生的跨文化意识？ 3.教师如何布置个性化的作业？ 4.如何解决本套教材大词汇量问题？    

 

九年级unit3教案 篇2

以《义务教育体育与健康课程标准(2011年版)》为指导,以学生为主体,以学生的能力为基础,结合技术特点设计教学内容和方法。旨在关注学生心理变化,发挥教师的主导作用,满足学生不同阶段的心理需求,育体育心双赢,培养学生终身体育的意识和能力。

二、教材分析

本课选用的教材是笔者学校2002年编写的《双节棍》校本教材,此教材简单易学,具有很强的健身、娱乐、表演等价值,让学生终身受益。《双节棍—前反弹》单元是《双节棍》校本教材第二个教学单元,单元内容是由单个发力动作串联成组合动作的衔接技术,在整个教材中起着承上启下的作用,这一单元教学可以满足学生完成组合动作进行舞台表演的欲望,有效激发了学生对双节棍学习的兴趣。

本节课为本单元的第一课时,主要解决学生学习双节棍的兴趣,了解反弹的技术原理、特点及在双节棍技术体系中的作用,克服畏惧心理,利用前反弹技术完成简单动作间的衔接,为本单元后面的学习作铺垫。

三、学情分析

本节课的授课对象为初三年级武术兴趣班的学生,此阶段学生身心发展还不成熟,具备了一定独立思考、判断、概括等能力,在身体锻炼中也具备了一定基础的运动能力。有4名学生可以完成多个双节棍组合动作,在教法上运用异质分组帮带的学习形式,有效利用优质学生资源,发挥“小老师”的示范和指导作用。在教学中,将学生动体与动脑很好地结合起来,给学生提供再认识的机会,并搭建展示平台,满足学生的表现欲,从而增强教学效果。

四、教学流程

教师示范(提出问题)→做实验(探索问题实质)→体验练习(进一步验证)→前反弹技术学练(学习实践)→组合动作学练(扩展学习)→分组练习(练习巩固)→组合动作创编展示(创造性应用)。

新目标九年级Unit3练习 篇3

1. One day we got to ____ about the rules in school.

A. talkingB. talkC. to talkD. talked

2. You must concentrate more ____ your English.

A. toB. inC. onD. at

3. That is a good way to keep ____ teachers and students happy.

A. eitherB. noneC. allD. both

4. Don’t get ____ when you study in groups.

A. noiseB. noisesC. noisyD. noising

5. We should learn ____ each other.

A. toB. fromC. forD. of

6. You have to be 18 years before you ____ to drive a car.

A. are allowedB. areC. allowedD. allow

7. The children often take time to do things like ____.

A. volunteerB. to volunteerC. volunteersD. volunteering

8. It is not an easy task to choose a personal computer, for technology

____ rapidly.

A. is changingB. has changedC. changedD. will changed

9. The teachers should teach us ____ our lives ____ hard work, not

dreams.

A. to build; onB. building; onC. to build; inD. build; in

10. Mrs Green is always proud ____ her children.

A. toB. inC. ofD. at

Ⅱ.完成句子

(A)句型转换，每空一词

1. Doris wrote a letter yesterday. （改为一般疑问句）

____ Doris ____ a letter yesterday?

2. My parents should allow me to study with friends. （改为同义句）

I should ____ ____ to study with friends.

3. They finish basketball practice at 4:30 every day. （就划线部分提问）

____ ____ do they finish basketball practice?

4. The students are sleepy after a long week of classes. （改为感叹句）

____ ____ the students are after a long week of classes!

5. The children cried because they heard the bad news.

（就划线部分提问）

____ ____ the children cry?

(B)请为下面名言警句选出正确的汉语解释

1. A good medicine tastes bitter.A. 既来之，则安之。

2. One is as old as one’s heart.B. 瑞雪兆丰年。

3. Believe well and have well.C. 精诚所至,金石为开。

4. A snow year, a rich year.D. 良药苦口。

5. Take things as they come.E. 心多老,人多老。

Ⅲ.完形填空

Yesterday evening, when I went to town __1__ my mother, we met a strange old man.

It was raining __2__ and we had no umbrella. We were trying to __3__ a taxi when he came up to us. He was carrying a nice umbrella and he said that he would give __4__ for only a pound. He had forgotten his wallet; he said he needed a taxi to go back home. My mother didn’t believe what he had said at first, and __5__ him a lot of questions. But she finally believed the man and gave him the pound. She was happy to __6__ a good umbrella for so little. But the old man didn’t get into a taxi. We walked __7__ him and found he went into a pub and bought himself a glass of __8__ with the pound. After he drank it, he __9__ his hat and took up one of the many wet umbrellas there and went off with the new one.

Soon after that, he __10__ it again.

1. A. inB. nearC. withD. by

2. A. hardB. bigC. heavyD. small

3. A. get out ofB. get intoC. get upD. get off

4. A. it usB. it to usC. us itD. us to it

5. A. showedB. askedC. lentD. borrowed

6. A. haveB. buyC. seeD. make

7. A. withB. forC. beforeD. after

8. A. orangeB. teaC. coffeeD. whiskey

9. A. put onB. took offC. put upD. put down

10. A. lostB. droppedC. soldD. wore

Ⅳ.阅读理解

(A)

Mascots(吉祥物) for the Olympic Games

根据表格所提供的信息选择最佳答案。

1. From the information above, we know the Olympic Games are held every ____ years.

A. 3B. 4C. 5D. 8

2. The mascots for Beijing Olympic Games are 2 more than those for____ Olympic Games.

A. SydneyB. Los AngelesC. AtlantaD. Munich

3. The mascot for the ____ Olympic Games was the first Olympic mascot in Olympic history.

A. 1996 MunichB. 1984 BeijingC. 1972 MunichD. 2000 Sydney

4. The 23rd and 26th Olympic Games were held in the same ____.

A. townB. cityC. countryD. place

5. Which of the following information is NOT true? ____.

A. The 1996 Olympic Games was held in America

B. The 27th Olympic Games was held in Europe

C. Beijing held the 29th Olympic Games

D. Munich is in Europe

(B)

A young officer was at a railway station. On his way home, he wanted to telephone his mother to tell her the time of his train, so that she could meet him at the station in her car. He looked in all his pockets, but found that he did not have the right money for the telephone, so he went outside and looked around for someone to help him.

At last an old soldier came by, and the young officer stopped him and said, “Have you got change for ten pence?”

“Wait a moment,” the old soldier answered, beginning to put his hand in his pocket, “I’ll see whether I can help you.”

“Don’t you know how to speak to an officer?” the young man said angrily. “Now let’s start again. Have you got change for ten pence?”

“No, sir,” the old soldier answered quickly.

根据短文内容，选择正确答案

1. The young officer wanted to telephone his mother to tell her ____.

A. that he was going to visit her

B. when his train would leave

C. when his train would arrive

D. that he was now at the railway station

2. He looked around for help because he ____.

A. didn’t have coins for the phone call

B. had no money to make the phone call

C. didn’t have the local money

D. wanted to change money

3. The old soldier ____.

A. was glad to help himB. didn’t know if he had coins

C. didn’t want to help himD. was angry

4. The young officer was angry because he thought the old soldier ____.

A. didn’t know how to speak to him

B. didn’t want to help him

C. didn’t answer him correctly

D. was not friendly to him

5. The old soldier in the story was ____.

A. cleverB. stupidC. politeD. friendly

(C)

When Mary was a student she always wanted to be a teacher because she liked children. When she was 21 years old, she began teaching in a small school. She was a good teacher and laughed a lot with the children in her class. They liked her teaching.

One day one of the girls in her class said to her, “Mary, why does a man’s hair become grey before his mustache(胡子)?” Mary laughed and answered, “I don’t know, Helen. Why does it become grey before his mustache?” “I don’t know, either,” answered Helen, “but it happened to my father.”

Then one of the boys said, “I know, Helen. Men’s hair becomes grey first because it is 16 years older than their mustache.”

根据短文内容填空，每空限填一词。

Mary wanted to __1__ a teacher when she was very __2__. She __3__ a teacher at the __4__ of twenty-one. She __5__ well and the children __6__ her very much. One day __7__ asked her a hard question. She wanted to know why __8__ hair became grey before their mustache. It was hard for Mary to answer. But a boy could. He thought a man’s hair became grey first just __9__ a man __10__ have mustache when he was young enough.

1.____ 2.____ 3.____ 4.____ 5.____

6.____ 7.____ 8.____ 9.____ 10.____

Ⅴ.书面表达

请以 What’s Cool为题写一篇小短文，发表一下自己对cool的看法。

九年级unit3教案 篇4

1.be able to=can 能够,会

2.can’t wait to do sth.迫不急待地做某事 3.have a(good chance to do sth.有(好机会做某事 4.practice doing sth.练习做某事 5.be made by……被……制做;6.on business出差

be made of/from……由……制成;7.be similar to……和……相似 be made in在某地制造8.translate……into……把……翻译成…… 9.have no/some trouble(in doing sth.做某事没有/有些困难 have difficulty(in doing sth.10.once in a while=sometimes/at times偶尔,间或11.whenever=no matter when无论何时

12.as well as以及13.mother tongue 母语

14.take the leading position处于领先地位15.encourage sb.to do sth.鼓励某人做某事

16.call for号召

2.二.重点句型

1.Disneyland is enjoyed by millions of people from all over the world.世界上数以百万的人们都喜欢迪斯尼乐园。

2.I hope I can go there one day.希望有一天我能去那儿。

3.English is widely spoken around the world.英语在世界上被广泛使用。4.It is also spoken as a second language in many countries.在许多国家它也被用作第二语言。

5.It is possible that you will have some trouble.你可能会遇到一些麻烦。6.It’s used as the first language by most people in America, Canada, Australia ,Great Britain and New Z ealand.它被美国、加拿大、澳大利亚、英国和新西兰的大多数人用作第一语言。

7.And two thirds of the world’s scientists read English.并且世界上三分之二的科学家用英语阅读。

三.语法学习

一般现在时的被动语态英语语态有主动语态和被动语态两种。

主语是动作的执行者,叫主动语态。如:We clean the classroom.我们打扫教室。主语是动作的承受者,叫被动语态。如:The classroom is cleaned(by us.教室被(我们打扫。

1.被动语态的构成: 助动词be+及物动词的过去分词+(by+宾语 其中by意为“被……;由……”,表动作的执行者。

如:The glass is broken by that boy.玻璃杯是那个男孩打破的。

be有人称、数和时态的变化,其肯定式、否定式、疑问式的变化规则与be作为连系动词时完全一样。如: English is widely spoken around the world.(肯定式 English is not widely spoken around the world.(否定式 Is English widely spoken around the world?(疑问式 Yes, it is./No, it isn’t.2.被动语态的用法:(1在没有指明动作的执行者或者不知道动作执行者的情况下可用被动语态。如: This coat is made of cotton.这件大衣是棉制的。

(2要强调动作的承受者而不是执行者时,用被动语态。如:Her bike is stolen.她的自行车被偷了。

3.主、被动语态的转换: 主动语态:主语+及物动词谓语动词+宾语(+其它

被动语态:主语+be+及物动词的过去分词+by+宾语(+其它 注意:(1主动、被动互转时,时态不变。

(2主动句的主语是代词的主格形式,变成被动态by的宾语时,要用宾格形式。如:(1 People grow rice in the south.Rice is grown(by people in the south.(2 She takes care of th e baby.The baby is taken care o

f(by her.四.交际用语:谈论英语的广泛使用

1.---You’ll have a good chance to practice speaking English there.---You’re right.2.---But I’m not good at English.I’m a little afraid.---Don’t worry.3.---Is Spanish similar to English?---Not really.Unit 3 Topic 2 一.重点词语

1.by the way 顺便说一下 2.depend on取决于……;依靠…… 3.be different from与……不同 4.succeed in成功,达成

5.make yourself understood表达你自己的意思 6.on one’s way to 在某人去……的路上

7.see sb.off给……送行8.leave for……前往某地/leave……for……离开……去……

9.in twenty minutes二十分钟之后10.written English笔头英语/oral English英语口语

11.generally speaking一般说来,大致上说12.as for sb./sth.至于某人/某物 13.be close to……靠近……14.in person身体上,外貌上;亲自

15.be found of……爱好…………

16.be forced to do sth.被迫做……/force sb.to do强迫某人做某事 17.even worse 更糟的是 二.重点句型

1.Is Australia English the same as British English? 澳式英语和英式英语一样吗? 2.English is spoken differently in different English-speaking countries.不同的国家使用不同的英语。

3.For example, there are differences between British English and American English.例如,在英式英语和美式英语之间有些不同点。I can’t believe that I’m flying to Disneyland.我简直不敢相信我就要飞往迪斯尼乐园了。

5.I hope I won’t have any difficulty.我希望不会遇到什么困难。6.6.Whenever you need help, send me an-mail or telephone me.无论何时你需要帮忙,给我发电子邮件或打电话。

7.Not only children but also adults enjoy spending their holidays in Disneyland.不但青少年而且成年人也喜欢到迪斯尼乐园度假。

三、语法学习用现在进行时表示将来

现在进行时表示将来时,常有“意图”、“安排”(但不是固定不变的或“打算”含义。它表示最近或较近的将来,所用的动词多是位移动词。

如:come, go, arrive, leave, fly, start, begin, return, open, die 例:I’m going.我要走了。

When are you starting?你什么时候动身? Don’t worry.The train is arriving here soon.别着急,火车马上就到了。表示将来的现在进行时除了用于位移动词外,亦可用于某些非位移动词。如:My uncle is meeting us tomorrow.我叔叔明天会见我们。She is buying a new bike soon.她不久将买一辆新自行车。四.交际用语: 谈论不同国家英语的不同点并了解交际中的身体语言 1.I can’t follow you.Can you speak more slowly, please? 2.Oh, it sounds interesting.3.If you want to succeed in making yourself understood, you need to know some of these differences 4.---What’s up?---The foreigner is asking for a ride.5.Generally speaking, American English is different from British English in pronunciation and spelling.Unit 3 Topic 3

一、重点词语 1.in public在公共场所

2.at times=sometimes有时

3.feel like doing=would like to do想要做…… 4..give up sth./doing sth.放弃

5.turn to sb.=ask sb.for help求助于某人

6.give sb.some advice on/about…给某人一些有关…的建议 7.be weak in在……方面很差/be good at在……方面很好 8.be afraid of doing sth.害怕做某事9.make mistakes犯错误

10.take a deep breath深呼吸11.the best time to do做某事最好的时间 12.do some listening practice做些听力训练 13.reply to=answer回答 14.advise sb.to do建议某人做某事(名词advice

二、重点句型

1.Could you make yourself understood in the U.S.A?在美国,别人能懂得你的话吗? 2.I don’t know what to do.我不知道该怎么办? 3.At times I feel like giving up.有时我想要放弃。

4.Try to guess the meanings of the new words, and get the main idea of the article.尽量猜测生词的意思,理解文章的大意。

5.I dare not answer questions in class, because I’m afraid of making mistakes.我不敢在课堂上回答问题,困为我害怕犯错误。

6.It’s an honor to talk with all of you.与在座的各位交谈是我的荣幸。

7.But remember to choose the ones that fit you best.但是记住要选择最适合你的一种。

8.I insist that you practice English every day.我坚持认为你们每天都应该练习英语。

9.Believing in yourself is the first step on the road to success.自信是通往成功的第一步。

三、语法学习wh-+to do wh-是指when, where, which, who(m及how等连接词,它们和动词不定式连用,即为wh-+to do 结构。这种结构在句中常作主语、表语和宾语,作宾语时可以转换为宾语从句。(对于谓语动词来说,wh-+to do这个不定式动词的动作是个尚未发生的动作,所以在转换成宾语从句时,通常须加情态动词或用将来时表示未来。

如:I don’t know what to do.=I don’t know what I should do.She can’t decide which to buy.=she can’t decide which she will buy.反之,如果主句中的主语与宾语从句中的主语一致时,宾语从句(由疑问词引导通常可以与“疑问词+不定式”互相转换。

如:I don’t know what I should do.=I don’t know what to do.如果不一致就不能转换。

I want to know what Mary will do.(不能说:I want to know what to do.四、交际用语:谈论如何学习英语 1.---…, but I hate to speak English in public.---You’d better not.2.---I know it’s very important to learn English well.But it’s difficult for me.---Me, too.3.Have you ever had any difficulties in studying English? 4.---could you give us some advice on how to learn English well?---You’d better follow the tape and do some listening practice.I think the best time to remember new words is in the morning.Unit 4 Topic 1

一、重点词汇:(一词形转换: 1.successful(副词 2.proper(副词 3.completely(动词 4.leader(动词 5.succeed(名词 6.hero(复数

7.physics(形容词 8.fix(同义词9.introduce(名词 10.far(比较级(二重点词组: 1.go around 环绕

2.send…into… =send up…into…把……送入 3.congratulations on sth 祝贺某事 4.be proud of 为……而自豪 5.be moved by 为……而感动

6.Thanks/Thank you for +n./ving sth 感谢某人做的某事 7.have physical examinations 做体检 8.in good/bad health 处于好(不好的身体状态

9.Can’t help doing 情不自禁做……10.take turn to(do sth 轮流(做某事 11.no doubt 无疑地12.as well as 除……的之外,也

13.for instance/example 例如14.work on 做……(方面的工作 15.depend on/upon依靠,依赖16.turn on 打开17.turn off 关掉 18.turn up 开大19.turn down 关小

20.click on 用鼠标点击21.look forward to doing sth 期待做某事 21.二、重点句型: 1.Now big plans are being made to send up more satellites and even build a space station.现在中国正在计划发射更多的卫星,甚至建造一个空间站。

(1 句子“are being made”是现在进行时的被动语态,结构“be being+过去分词”。

(2 主动句中的宾补如果是不带to的不定式时,变成被动句后,成为主补的不定式必须带to, 常见跟不带to的复合宾语的动词有see、feel、hear、make等。

2.I’m moved by what Yang Liwei did.我被杨利伟所做的事感动了。(1 What Yang Liwei did 是介词by的宾语从句,意为“杨利伟所做的事”(2 be moved by 为……而感动

如:The students are moved by the old man’s story.同学们为那位老人的故事而感动。

3.Generally speaking, we are in good health now.一般来说,我们现在的健康状况良好。

(1 generally speaking “一般来说、大体上、大概”(2 in good/bad health 处于好(不好的身体状况。如: He has a cold, he is always in bad health.他感冒了,他的身体状况总是不好。4.We couldn’t help looking at the earth again and again.我们忍不住再三地看着地球。

(1 Can’t/couldn’t help doing sth.忍不住做某事,不能停止做某事。如:I can’t help crying.我忍不住哭了。(2 again and again 一再,屡次, 如:The teacher has told him again and again.老师已屡次和他讲过了。

5.I was able to fall asleep as soon as I got into the sleeping bag.一进入睡袋我就睡着了。

We took turns to have a rest.我们轮流休息。take turns to(do sth.轮流(做某事。

The Browns take turns to look after the baby.布朗一家轮流照看这个婴儿。6.It has proved that China has made great progress in developing its space industry.这证明了中国航天业的发展已取得了巨大的进步。It has proved that…这证明了……

7.There is no doubt that computers are widely used by workers in business and technology.毫无疑问,电脑被商业,科技工作者广泛地应用.There is no doubt that……译为“毫无疑问”

如: There is no doubt that we should protect the environment.毫无疑问我们应该保护环境。

8.Computers have made the world smaller, like a village.电脑使得世界变小了,就像一个村庄。make+宾语+形容词“使……怎样”

如: We’ll try our best to make our country more and more beautiful.我们将尽全力使我产的国家越来越美丽.三、日常交际用语: Congratulations!Thanks for your introduction.Pleased to meet you.=Nice to meet you.It’s an honor to interview you now.What do you think of ShenZhou VI? =What are your thoughts about ShenZhou VI?

四、重点语法: 宾语补足语: 宾语补足语用来补充说明宾语,与宾语一起构成复合宾语。可作宾语补足语的有名词、形容词、副词、介词和动词不定式等。

（一、名词、形容词、副词、介词短语作宾语补足语。如: 1.We call him Jim.(名词我们叫他吉姆。

2.We must keep our school clean every day.(形容词我们必须每天保持校园清洁。

3.Call him in, please.(副词请叫他进来。

4.Leave it on the desk.(介词短语把它留在课桌上。（二、动词不定式作宾语补足语可分为三种情况: 1.跟带to的不定式作宾语补足语。

常见的这类动词有:ask, tell, get, teach, want, invite, like, allow, wish, encourage等。

如:Tell Jane to sing us a song.叫简给我们唱支歌。2.跟不带to的不定式作宾语补足语。

常见的这类动词有“一感(feel、二听(listen to, hear,三让(make, let, have,四看(look at, see, watch, notice 如:Let’s have a rest.让我们休息一会儿。

但这种结构变成被动语态时,to必须加上如: He was seen to leave the room with a book in his hand.有人见他手拿着一本书离开这个房间。

3.跟带to或不带to的动词不定式作宾语补足语。这类动词只有help。如: Can you help me(to wash my clothes ? 你能帮我洗衣服吗?（三、分词作宾语补足语可分为两种情况。

1.现在分词作宾语补足语,经常表示正在发生的动作。可跟这类补足语的动词有:see, watch, hear等。

如： I hear somebody singing in the next room.我听见有人在隔壁唱歌。2.过去介词作宾语补足语，经常表示被动。如： You need to have your hair cut.你需要理发了。Unit 4 Topic 2

一、重点词汇： 1.be used for +ving 被用做„„ 2.come true 实现 3.It’s said that 据说 4.during/in one’s life 某人一生 5.be known as 以„„（身份）而著名 6.know/say for certain 确切知道/肯定地说 7.all the time 一直、总是 8.no longer=not„„any longer 不再(no more, not„„any more 9.as long as 只要 10.as far as 就„„，尽„„11.make a great contribution 对„„作出巨大贡献 12.the rest of the time 在其余地时间里 13.at any time 在任何时候

二、重点句型： 1.Because I’m not allowed to play computer games.因为我不可以玩电脑游戏。allow “允许、准许”的意思。常用于以下几种形式：(1 allow +n./prep 如： We can’t allow such a thing.我们不容许这种事情发生。(2 allow sb.to do sth 允许某人做某事 如： She allowed me to go fishing.她允许我去钓鱼。(3 allow +doing sth 允许做某事 如：We don’t allow smoking in the reading-room.我们不允许在阅览室吸烟。(4 be allowed to do sth 被允许做某事 如：The students are allowed to play games on the play ground after school.放学后学生们被准许在 操场上做游戏。2.How do you say this in English? 这用英语怎么说？ 其意思与 What’s this in English 相同。3.It’s made from wood.它用木材做的。(1 be made in 在„„地方制造，后接表示地点的名词。(2 be made of 用„„制造 的，表示原材料未经化学变化，仍可看得出原材料。(3 be made from 用„„制造的，表示原材料经过化学变化，已看不出其原样。(4 be made by 由（被）„„（人）制作，后接表示人的名词或代词。(5 be made into（某物）被制成„„(6 be made up of 由„„组成 如： The TV set is made in Japan.这台电视机是日本生产的。These houses are made of stones.这些房子是由石头建造的。Paper is made from wood.纸是木头造的。Was this cake made by your mother? 这蛋糕是你妈妈做的吗？ Metal can be made into all kinds of things.金属可以制成各种各样的物品。The medical team is made up of ten doctors.这支医疗队由 10 位大夫组成。4.It’s used for helping us to improve our English.它用来帮助我们提高英语水平。(1 be used for+ving /be used to do（被）用来做„„强调用途或作用(2be used as（被）作为„„而用，强调被当作工具或手段来用。(3be used by 被„„使用，by 后跟人/物，强调使用者。如: Pens are used for writing.钢笔被用来写字。Wood is used to make paper.木材被用来造纸。English is used as a foreign language in China.英语在中国被当作外语使用。Recorders are often used by English teachers.英语老师经常使用录音机。5.People are surprised at the rapid development of robots.人们为机器人的飞速发展感到惊

讶。句子中 be surprised at„„„是一个系表结构，表示“对„„感到惊讶”。而 be surprised by„„是一个被动语态形式，表示“被„„所惊讶”。如：I am surprised at you.我对你的举动感到诧异。The manager was surprised by what he saw on the computer.那位经理被眼前出现在电脑屏幕 上的东西所惊讶。6.They will no longer want to be our servants, but our masters.它们将不再愿意做我们的人，而要做 我们的主人。no longer（通常在动词前），not„„any longer;not„„any more（用于非正式文体中）都可表示“（过去曾„„）现在不 再„„” 如： She no longer lives here.She doesn’t live here any longer(或 any more.她不在这儿住了。（过去她曾住这儿）7.This method worked well at night as long as the weather was good and the stars could be seen.在 夜间只要天气晴朗，能看见星星，这种方法就能很好地发挥作用。work well 有效 as long as 只要

三、日常交际用语： What’s it made of from? When/where was it made? It was invented in 1879.What will our future be like? I hope your dream will come true.四、重点语法：

1、一般过去时的被动语态 谓语部分的基本形式是 be 的过去式 was/were+及物动词的过去分词。如：When was it made? 它是什么时候制造的？ It was made in 1980.它是 1980 年制造的。When was the digital camera invented? 数码像机是什么时候发明的？ It was invented in 1975.它是 1975 年发明的。

2、时间前所用介词的速记歌 年月周前要用 in，日子前面却不行。遇到几号要用 on，上午下午又是 in。要说某日上下午，用 on 换 in 才能行。午夜黄昏须用 at，黎明用它也不错。at 也用在时分前，说“差”可要用上 to。说“过”只可使用 past，多说多练牢牢记，莫让岁月成蹉跎。Unit 4 Topic 3

一、重点词汇： 1.travel by spaceship 乘宇宙飞船旅行 2.in the future 将来 3.in order to 为了 4.on the radio 通过收音机 5.take part in 参加 6.grow up 成长、长大 7.prefer„„to 喜欢„„胜过„„ 8.What’s worse 更为糟糕的是 9.be worth it 有好处，值得一干 10.at a distance of 相隔 11.send sb.a message 给某人发送信息

二、重点句型： 1.I don’t think aliens can be found in space.我认为外星人不可能出现在太空里。(1当 think, believe, suppose, imagine, expect 等动词后的宾语从句含有 not 的否定词时，该否定 应移至主句，即否定主句的谓语动词。如： I don’t think it will rain tomorrow.我认为明天不会下雨。

如果主句的主语是第二、三人称，否定式一般不转移。如： He supposes they won’t win the game.他猜想他们赢不了比赛。(2can +be +过去分词，是情态动词构成的被动语态。如：This can’t be done in a short time.这不是短期内能完成的。2.It has been two days since we landed on Mars.自从我们登上火星以来已经两天了。it 用作主语谈论时间，常与 since 连用。如：It is(或 has been three years since we left school.自从我们离开学校以来已经三年了。3.What’s worse, our water supplies were very low.更糟糕的是，我们的水供给是非常有限的。What’s worse 更糟糕的是。类似结构还有：What ’s more 更有甚者；更为重要的是。4.It’s a quarter as big as the earth.它是地球的四分之一大。倍数表示法：倍数+as+形容词/副词+as 如：This box is three times as heavy as that one.这只箱子是那只箱子的三倍重。5.Mars goes around the sun at a distance of about 228 million kilometers.恒 星 在 相 隔 大 约 228000000 千米的地方绕着太阳转动。(1at a distance of 相隔(2at a distance 在远处。如： The moon goes around the earth at a distance of 380000km.月球在距地球 38

万千米的地方绕地球旋转。The police followed him at a distance.警察远远地跟着他。

三、日常交际用语: Sound great!What is it about? What fun!I can’t wait.You think man can live in space one day? I Think so.I hope I can live there one day.四、重点语法：

1、情态动词的被动语态:是由“情态动词+be+及物动词的过去分词”构成。如：Aliens can not be seen on the earth.在地球上不可能见到外星人。Other planets may be visited soon in the future.将来其他的星球也会有人登陆。Scientific research should be done carefully.应该认真地进行科学研究。These trees must be watered in time.这些树应该及时浇水。

三年级下册unit3教案 篇5

【教学重点】1.句型：Who’s that man(boy)? He’s my…Who’s that woman(girl)? She’smy…2.词汇：father, mother, mom, woman, man

【教学难点】he和she的意义区分及发音。

【教具准备】1.教师及学生的家庭照片2.教材相配套的教学课件3.教材相配套的教学录音带。

【教学过程】

一热身/复习(Warm-up/Revision)

1.播放Unit 1 B Let’s talk动画，让学生模仿表演

2.学生3人一组做对话表演。

二呈现新课(presentation)

1.教师将一位新朋友介绍给大家。教师扮演这个新朋友，问一个女生：What’s your name?引导这个女生回答：My name’s(Diana).教师对其他学生说：She’s (Diana).并示意学生跟着重复这句话。

2.教师指着离自己稍远的女生问：Who’s that girl?引导学生回答：She’s…

3.用同样的步骤问一个男生，用he代替she。

4.教师指着离自己稍远的男生问：Who’s that boy?让学生回答：He’s …

5.让学生指着班里的同学做问答：Who’s that girl? She’s… Who’s that boy? He’s …

6.教师拿出学生们所熟悉的教师的照片，用实物投影仪展示出来。询问学生：Who’s that man? Who’s that woman?引导学生回答：He’ s Mr… She’s Miss/Mrs. …

7.教师可向学生出示几张明星的照片或图片，让学生做Who’s that man? Who’s that woman?的问答练习。

8.教师出示自己的家庭照片说：This is my family. Do you know who theyare?鼓励学生对照片中的人物提问，教师用She’s my mother. He’s my father.来回答，并重复单词father,mother。教师再次用mom, dad代替mother, father进行回答，向学生指出mom和dad更多地用于日常口语中。

9.让学生观看教学课件或VCD展示Let’s talk的内容。

10.让学生看书听录音，跟读课文对话11.让学生分组表演课文并展示。

三趣味操练(practice)

1.Who’s family is this?教师先收集几张学生的全家福，出示其中一张问：Who’s family is this ?引导该家庭的学生迅速反应：This is my family.然后让其他同学对照片中的人物发问，该生回答。

2.猜人:请一名学生到前面，蒙上他/她的眼睛，再叫一名学生说几句英语，让全班学生问：Who’s that boy/girl?猜的人说：He’s…/She’s…猜对了，就蒙住说话学生的眼睛，继续游戏。(在游戏过程中播放英语歌曲，创设愉快氛围。)四扩展性活动(Add-activities) Drawyour best friend.

九年级unit3教案 篇6

译林版小学英语5上Unit8 At Christmas (Cartoon time & Song time )Period 2

二、教学目标：

Knowledge objects:

1. To make the students understand the new words: sing, songs; new phrase: merry Christmas; new sentence pattern: what’s wrong with …?

2. To let students know how do people celebrate the different festivals in western countries.

Ability objects:

3. To improve students’ listening and speaking ability by reading and practicing the cartoon time.

4. To develop students’ communicative ability by learning the useful expressions for celebrate the festival.

Moral objects:

5. Be able to enjoy the great fun of this cartoon story.

6. To enable the students to enjoy the fun of helping others.

三、教学重难点：

1. To make the Ss grasp and understand the main idea of cartoon time.

2. To enable the students to use useful expressions for celebrating a festival and replying in their own dialogues related to the daily life.

四、教学方法：

情境教学法、交际教学法、多媒体辅助教学法

五、教学过程：

Step1. Warming up

1. Greeting

2. Leading in

a. Play a game:’Non-stop talking’

(渗透enjoy和send)

b. Review Story time.

Step2. Presentation

Song time and Cartoon time

1. learn the song

(PPT shows picture1 of the Cartoon time)

T: Who are they?

S: Sam, Bobby and their friends.

T: How are Bobby and Sam?

S: They’re very happy.

T: What time is it?/ when is it?

S: It’s at Christmas.

T: Yes, it’s on Christmas Day.

T: What are they doing?(Ss listen to the song)

S: Sing the songs.

新授sing the song

T: Can you tell me the title of this song?

S:... (揭题: we wish you a Merry Christmas.)

2. Enjoy the cartoon

(PPT shows the story)

T: Who is not happy?

S: Mr Turkey.

T: Mr Turkey looks sad. (新授sad) , so what will you say to him?

S: What’s the matter, Mr Turkey?/...

T: We can also say: What’s wrong with you? (新授)

3. Read and answer

1) 引出：It’s a lot of fun! I always have a big dinner on Christmas Day!

2) 引出I don’t like Christmas, people eats us on Christmas Day.

4. Read together

5. Act Cartoon time

Step3.consolidation

1. Send presents.

2.Cultural infiltration: ‘The White House Turkey Pardon’.

3. Other popular holidays

Step4.Ticking time

Step5.homework

Retell Cartoon time.

Try to know more about the festivals in western countries.

板书：

Unit8 At Christmas

First Sing Christmas songs buy presents

Next enjoy Christmas food buy a Christmas tree

Then send presents

Finally know about holidays

九年级unit3教案 篇7

教育部于2014年发布了《关于全面深化课程改革落实立德树人根本任务的意见》, 提出了“核心素养”这一概念, 并组织研究提出各学段学生发展核心素养体系, 明确学生应具备的适应终身发展和社会发展需要的必备品格和关键能力。英语学科核心素养通过语言能力、文化意识、思维品质和学习能力四个方面对英语的教学目的、教学本质、教学内容和教学过程等进行了诠释。语言能力是英语学科素养的重要组成部分, 也是发展学习能力, 提升思维品质和文化意识的基础。英语学习是学生主动建构意义的过程, 在这一过程中, 学生以主题意义探究为目的, 以语篇为载体, 在理解与表达的语言实践活动中, 融合知识学习和技能发展, 通过感知、预测、获取、分析、概括、比较、评价、创新等思维活动, 建构结构化知识, 在分析问题和解决问题的过程中, 发展思维品质, 形成文化理解, 学会学习, 塑造正确的人生观和价值观, 促进英语学科素养的形成与发展 (王蔷2015) 。

一、基于语言能力发展的听说课教学

众所周知, 培养学生的听说能力是英语教学过程中的重要环节。听是语言输入的重要手段, 说是语言输出的方式。在核心素养时代, 探讨听说教学离不开核心素养;探讨核心素养的培养, 离不开对听说教学的探讨。要开展好基于语言能力发展的听说教学, 教师首先要研读教材, 明确听力材料的设计意图, 挖掘听力材料所包含的语言能力发展的因素;其次要有分析的意识, 要分析听力材料的目的;再次要采取取舍和调整教材的策略, 程晓堂、孙晓慧 (2011) 鼓励教师“要善于根据学生的情况和实际教学的需要, 对教材的内容、结构、顺序、教学方法等进行适当的取舍和调整”;最后, 听力活动的设计要体现层次性, 要循序渐进, 要重视语言输入与输出的一致性, 通过问题的有效设置来帮助学生理解听力材料, 促进学生语言能力的提升。

二、基于语言能力发展的听说课教学案例

本堂课的教学内容为人教版《英语》八年级上册Unit 3 I’m more outgoing than my sister Section A 1a-2c听说课, 探讨基于语言能力发展的听说教学活动设计。

(一) 教学情况分析

人教版《英语》八年级上册Unit 3 I’m more outgoing than my siste r Section A 1a-2c是以谈论人的个性特征为话题的。本单元在语言知识上侧重形容词和副词的比较级的学习及训练。Section A是从对人物特征对比的角度入手的。学生虽然是第一次接触比较级, 但他们对比较级的概念及其构成形式的理解并不太困难。教师的任务是:设法在学生脑海中建立起英语- (i) er和more相当于汉语“更”的概念。这样的概念一旦确立, 学生就能较准确地表达。

(二) 教学目标

1. 学生能够用以下这些形容词来描述人的个性特征, 如tall, short, thin, heavy, quietly, loudly, funny, hard-working, outgoing etc.。

2. 学生能够正确使用-i (er) 或more的比较级。

3. 学生能够运用“A is-er than B.”句型来表达比较。

4. 重难点:能听懂, 会说, 会运用以下词汇

Appearance:taller, shorter, thinner, longer, heavier

Personality:funnier, smarter, lazier, friendlier, shyer, more outgoing, more hard-working, more serious.

能正确使用这个句型:...has longer hair than...;...plays the drums better than...

A:Is Tom smarter than Sam?

B:No, he isn’t.Sam is smarter than Tom.

(三) 初次教学设计

1. Lead-in

Ask Ss to write down as many adj.about people as possible.

Check the adj.and group them into some pairs, like:[Section A 1a]

tall—short, thin—heavy, long hair—short hair, calm—wild...

【设计意图】激活学生已有的知识, 为接下来的听力做准备。

2. Set the task

Talk about personal traits.

Use comparatives to compare people.

3. While-task

Step 1:Listen and choose the words you hear.

(1) Sam has_______hair than Tom.

A.longB.longer

(2) Sam plays the drums_______than Tom.

A.well B.better

(3) Tina is_______than Tara.

A.tall B.taller

(4) Tina also sings_______than Tara.

A.loudly B.more loudly

(5) Peter is_______than Paul.

A.heavy B.heavier

(6) Paul is_______than Peter.

A.short B.shorter

【设计意图】让学生初步感知比较级的结构, 并能根据语音输入做出选择。

Step 2:Time training games

Sam has longer hair than Tom.

Sam plays the drums better than Tom.

Tina is taller than Tara.

Tina sings more loudly than Tara.

Peter is heavier than Paul.

Paul is shorter than Peter.

【设计意图】通过游戏让学生熟悉比较级的结构, 让学生领悟、感知并熟悉比较级的用法。

Step 3:Are the words with- (i) er or more?

funny smart; (run) fast;friendly; (jump) high lazy;outgoing; (work) hard;hard-working; (get up) early

【设计意图】让学生观察比较级的构成方式, 并总结归纳出它的构成原则, 培养学生观察与探索的能力。

Step 4:Quick Response

T point, Ss say quickly (Change the roles)

【设计意图】通过快速反应的游戏让学生记忆比较级的形式。这也是一个学习内化的过程。

Step 5:Listen and fill in the blanks

How are Tina and Tara different?

【设计意图】让学生再次感知、熟悉比较级的用法, 并学会归纳分类。

Post-task

Guessing Who is she/he?

【设计意图】引导学生将所学语言运用到实际生活中。

Try to write at least 3 sentences in your paper to describe one of your classmates.And let us guess who is she/he.Remember do not mention his/her name.

Example:My friend is taller than me.She has shorter hair than me.She runs faster than me.

【课后反思】讲完这堂课, 笔者感觉学生没有完全掌握。学生说有些懵, 特别是比较级, 知其然不知其所以然。反思其原因, 一是语篇输入量大, 没有分门别类, 学生无法接受, 以致于后面的输出有些“卡壳”;二是本堂课缺乏主线。程晓堂和孙晓慧 (2011) 认为“要以话题为主线, 以语言为暗线设计教学环节, 要让学生在话题和内容的学习之中体验语言的使用, 感知语言结构, 再尝试运用语言”。本堂课的教学活动看似多样, 但都缺乏实效性。主要的问题在于知识讲解和单纯技能训练偏多。针对这些问题, 笔者决定改变语言输入的模式, 采取分类控制法输入语言。

(四) 二次教学设计

结合教学反思, 笔者重新设计了教学活动。

1. Lead-in

Play a guessing game:I have a friend...She is short.She has big eyes.She has short brown hair.She is really cute and friendly.She is a Explorer.Who is she?She is Dora.Dora is my idol.

2. Set the task

Find your idol and look up him/her.

【设计意图】猜人物的游戏既调动了课堂气氛, 又给学生提供了一个明确、完整的示范, 让学生明白本堂课的学习任务。

3. Describe the band by the picture

Let students know the three pairs of twins, Sam and Tom.

【设计意图】站在学生的角度, 充分运用教材的主题图, 先引导学生对Band的成员进行了解, 然后引起学生对双胞胎的关注, 比如, 从名字的特征、外表、服装等方面进行分类, 使学生明确三对双胞胎分别是Sam and Tom, Tara and Tina和Paul and Peter。

4. Listen and answer

Listen to conversation 1, then answer:

Q1:Who is Sam?

Q2:Who can play the drums?

Q3:Who can play the drums better?

Listen to conversation 2, then answer:

Tina VS Tara

________is taller.

________sings more loudly.

Listen to conversation 3, then answer:

Peter VS Paul

________is heavier.

________is shorter.

【设计意图】通过分段输入录音的方式, 让学生更明确地感知比较级的用法。经过三次比较后, 学生自然就熟悉了比较级的用法, 从而顺利由原级过渡到比较级。

5. My friend and I

A:Who is taller, you or________?

B:I am taller than________?

【设计意图】通过My friend and I这个活动让学生初步运用所学的比较级知识来描述我和我的朋友。

6. Summarize

Summarize the words used with- (i) er or more?

【设计意图】引导学生观察比较级的构成方式, 探索出基本的规律。

7. Tina VS Tara

1st Listening Tina:We look similar but we’re very________.

2nd Listening:

A:Who is more outgoing, Tina or Tara?

B:________is more outgoing than________.

Talk about Tina and Tara according to the chart.

【设计意图】通过Tina与Tara的比较, 让学生说出她们之间的相同和不同之处, 同时自然引出as...as。

8. Finnish the task

Find your idol and look up to him/her.

I have a friend.In some ways, we are the same.__________________.

We look similar but we’re different in some ways.

He/she is__________________than me.

I am glad to have a friend like him/her.

He/she is my idol.

【设计意图】Find your idol这个任务很巧妙地把所学的内容结合起来, 让学生能够有一段较为完整的语段输出, 与课前的猜人物活动前后呼应, 体现了这堂课的完整性。另外, 这个任务需要找的人物就在身边, 每一个学生都会有话可说。

9. Homework

Draw a mind-map about people’s appearance, personality and ability.

Write down your idol.

【设计意图】课后作业的设计应有相关性和连贯性, 是学生综合运用语言能力的体现, 它可以弥补课堂上的一些不足。例如, 要求学生画mind-map, 是鼓励学生自主学习探究的过程。在这个过程中, 学生既可以复习旧知, 又可以巩固新知。另外, 学生在写My idol的过程中可以进一步加深巩固比较级的语言知识。教师还可以根据学生的作业, 检验课堂教学的情况, 并及时调整教学策略。

三、教学评析

(一) 功能线清晰, 设计的活动循序渐进

本堂课以Find your idol为主线、以比较级的结构学习为暗线设计教学环节, 让学生在讨论人的异同过程中体验语言的使用, 感知比较级的结构, 并初步尝试运用比较级来比较人物的特征。

(二) 功能点明确, 分段进行语音输入

本套教材非常重视听说能力的培养, 根据教材的单元编写结构, 教材有三次听力输入, 前两次在Section A部分, 听力的内容相互关联、层层递进。第一次听力输入要求学生简单处理信息并进行模仿性的口语输出;第二次听力输入是对第一次听力内容的拓展, 要求学生听后对信息进行多层次处理, 然后进行控制性的口语输出。听说课教学的关键是对听力活动的有效设计。本堂课教师对听力材料进行了认真的研读, 明确了每个对话中蕴含的知识点, 通过设计有针对性的问题给学生搭建了稳固的“脚手架”, 使学生能够顺着教师提供的阶梯一步一步地完成相应的学习任务。

(三) 思维清晰的拓展输出

本堂课教师从一开始就给学生提供了完整的语篇输出, My idol这条线贯穿课堂始终, 促使学生积极参与体验活动的全过程, 使每个层次的学生都在原有的水平上得到了提高。基础好的学生能说出一段完整的话, 基础薄弱的学生可以说出几个含有比较级的句子。本堂课基本达成了教学目标, 是一堂比较有效的听说课。

结束语

本堂课每个阶段的活动设计都能指向语言能力发展的目标。听前的热身活动不仅能直接引入谈论人物特征的话题, 还能激发学生的学习热情。分段进行听力输入不仅降低了听力理解的难度, 还使学生的学习过程更扎实。听中的活动设计多样, 有辨别人物、回答问题、填写表格等, 这些活动加深了学生对听力材料的理解。听后的活动设计重在鼓励学生表达, 每学完一个知识点, 就引导学生运用所学知识说出一两句话, 这样“低起点, 小步走”的教学模式更适合每个学生的提升。

总之, 学习语言的目的是运用。听说教学的活动设计应充分考虑学生的兴趣爱好、能力水平, 任务设计应贴近学生的实际生活, 还要留给学生充分的思考时间和探索机会。这样, 学生的语言综合能力才会得到不断提升。

参考文献

程晓堂, 孙晓慧.2011.英语教材分析与设计 (修订版) [M].北京:外语教学与研究出版社.