教学设计unit

教学设计unitTag内容描述：<p>1、www.enteacher.cn 我的教师网Unit 4 Global warming教学设计Warming up & ListeningTeaching goalsEnable the students to know something about energy resources and something that use energy, and listen for details and catch the specific information as much as possible.Learning ability goals Enable the students to predict some important information in the process of listening and encourage the students to talk about the situations according to the listening materials. Teaching important and d。</p><p>2、五年级下册Unit 11 Cooking with Mocky ( )教学设计授课教师：陆璐单位：丰台区六圈小学联系方式：13811597887Unit 11 Cooking with Mocky ( )教学设计一、理论依据与指导思想情境教学是以情感驱动、心理整合、生活型和角色转换原理为依据，通过运用实物演示、角色表演、游戏活动和音乐渲染等形式，创设与学生认知水平相适应的、符合新课程理念的、具有时代特征的典型场景和情感氛围，从而使教学过程和教学内容情境化，满足学生的心理需求，激发学生的学习兴趣，提高教学效果。因此，根据本次教学内容的特点以及学生的特点，我为学生设计。</p><p>3、Unit3 What are you going to do ?要练说，先练胆。说话胆小是幼儿语言发展的障碍。不少幼儿当众说话时显得胆怯：有的结巴重复，面红耳赤；有的声音极低，自讲自听；有的低头不语，扯衣服，扭身子。总之，说话时外部表现不自然。我抓住练胆这个关键，面向全体，偏向差生。一是和幼儿建立和谐的语言交流关系。每当和幼儿讲话时，我总是笑脸相迎，声音亲切，动作亲昵，消除幼儿畏惧心理，让他能主动的、无拘无束地和我交谈。二是注重培养幼儿敢于当众说话的习惯。或在课堂教学中，改变过去老师讲学生听的传统的教学模式，取消了先举手后发言。</p><p>4、Unit 3 What are you going to do?“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。说文解字中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于史记，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师。</p><p>5、Unit 3 What are you going to do ?一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）春秋谷梁传疏曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。韩非子也有云：“今有不才之子师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。 The seventh period语文课本中的文章都是精选的比较优秀的文章,还有不少名家名。</p><p>6、人教版八年级英语上册Unit 2 .Whats the matter教学设计Section A Teaching objectives:Knowledge aim: New words: Head, nose, eye, ear, mouth, tooth, neck, stomach, back, leg, arm, hand, foot; Tired, hungry, thirsty, stressed out; A cold, headache, backache, toothache, stomachache, sore throat, dentistAbility aims: Get the students to listen the tapes and the questions; to help the students to make conversations using what we have learnt;Train their reading skills:。</p><p>7、Unit 2 Whats the matter？Section A一、教师寄语Reading is to the mind what exercise is to the body. 读书养心，锻炼健身。二、学习目标知识目标：Words: matter; have; cold; stomachache; sore; back; arm; ear; eye; foot; hand; head; leg; mouth; neck; nose; stomach; tooth; throat; toothache; fever; rest; honey; dentist; should; headache; shouldnt Phrases: have a cold have a sore throat have a fever see a dentistSentences: 1. Whats the matter? I have a cold. 2.I have a headache/s。</p><p>8、人教版初三Unit 14 Shopping Lesson 56教学设计 LessProperties: Recorder, Overhead ProjectorTeaching Objectives:1. Practise listening comprehension.2. Understand the text.3. Master the forms of writing a diary.Language focus: hear somebody doing something/do sth, have the picture taken, drop offTeaching Procedures:I. Showing the teaching aimsII. RevisionCheck homework, and then revise the story of Miyokos school trip.III. PresentationPart 1. Ask the students to。</p><p>9、Unit 2 Whats the matter?Page 8 Section A 2a2c Grammar FocusI . Teaching Aims and Demands 1. Knowledge Objects: New words; Some advice; Grammar Focus.2. Avility ObjectsListening, reading and writing skills. Communicative competence.3. Moral Object : To be a doctor and serve the people heart and soul.II. Teaching Key Pointstoothache fever shouldnt lie down and rest hot tea with honey see a dentist drink lots of waterIII.Teaching DifficultiesWhat。</p><p>10、Unit 8 The Seasons and the Weather Topic 1 What s the weather like in summer Section A Material analysis 本话题通过对话询问和描述一年四季的气候引入学习 自然过渡到气温的表达 对比中西方国家天气的差异 同时谈论大量适合各种天气的日常活动 本节课是第八单元话题一的第一课时 主要活动是1a 2a和3。</p><p>11、一丶教学内容分析 学习询问和描述香蕉奶昔的制作过程 主要语言结构为 祈使句的运用 how many how much引导的特殊疑问句 本单元同样是七年级祈使句的一个延伸 通过本课的学习进一步培养学生的跨文化意识和综合语言运用能力 二丶学情分析 八年级的学生学习英语的热情还在 上册的内容相对不是很难 学生有学习的愿望和学习的积极性 而且本课的内容贴近生活 前一节课已经布置让学生本节课带些水果 让他。</p><p>12、新技能英语 高级教程1 Unit 1 Welcome to our department 一 单元整体解读及分析 Unit 1 Welcome to our department 单元内容 分析 本单元的中心话题是大一新生报到以及如何面临新室友和未知的大学生活的困惑 Warming up部分通过开放式的选择方式引起学生对未知大学生活的憧憬 并通过听力练习引起学生兴趣 Reading and Voc。</p><p>13、本课时编写：双辽一中张梅梅,Review and warm up,sweep the,floor,Review and warm up,do the,dishes,Review and warm up,clean the,windows,Review and warm up,water the,flowers,Review and warm up,Lets read,Aunt。</p><p>14、本课时编写：辛集一中周亚曦老师,Pre-reading,1. Questions: What do IQ and EQ stand for? 2) Do you have any EQ or IQ test?,IQ stands for an intelligence quotient (智商) which tells you how smart you are and EQ stands fo。</p><p>15、本课时编写：双辽一中 张梅梅,河北教育出版社 三年级 | 上册,河北教育出版社 三年级 | 上册,Review and warm up,Lets sing,A, B, C, D, E, F ,G, H , I , J ,K, L, M ,N, O, P , Q ,R ,S,T, U, V, W, X, Y, Z. Now I know my ABCs. Next time sing with m。</p><p>16、2B Unit4 Topic Unit 4 In the park Period 1 Purpose 1、Using verbs to identify momentary actions: Eg: walk skip swing climb fly ride 2、Using the modal verb “can” to express abilities e.g. I can climb. S。</p><p>17、本课时编写：双辽一中 张梅梅老师,北京师范大学出版社 |必修五,Step 1.Vocabulary,北京师范大学出版社 |必修五,Step 2. Lead in,training center,classroom building,北京师范大学出版社 |必修五,Step 2. Lead in,dining hall,dorm,playground,北京师范大学出版社 |必修五。</p>