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Title(教学内容): Unit 13 Rainy days make me sad
Teaching hours(教学时间): 1 Period(一个课时)
Period(课时): The first period(第一课时)
一、Chapter content(章节内容): Section A(1a—1b)
二、Analysis of the Teaching Material(教材分析):
In this unit, the language aims are to talk about how things affect y
ou and how to express their thoughts about likes or dislikes.
Language structure: make sb /sth + adj /do
三、Analysis of the students(学生分析) :
The students have learned the structure: make sb /sth + adj /do. So
this class we will mainly teach the adjectives and to talk how thin
gs affect you and how to express their thoughts about likes and dis
likes while teaching the structure.
四、Teaching aims and demands(教学目的和要求):
1. Target language: How do you feel about loud music?
Loud music makes me tense. Loud music makes me want to dance.
That movie made me sad. Waiting for her made me angry.
2. Language structure: make sb /sth +adj Make sb /sth +do
3. Ability objectives
(1) Train students’ listening ability.
(2) Train students’ speaking ability.
(3) Train students’ the ability of using grammar focus .
五、Teaching key points(教学重点): make sb /sth + adj /do
六、Teaching difficult points(教学难点):
1. The target language
2. How to train the students’ listening ability.
七、Teaching methods and learning methods(教学方法):
1. Listening method to improve students’ listening ability.
2. Pairwork to make every student work in class.
3. Task-based teaching method.
八、Teaching tools(教学手段) : a computer ,pictures
九、Teaching procedures(教学步骤)
Step one : Warm-up
1. Ask a student: What is your hobby? S: I like reading.
T: Why? S: Because it is interesting.
T: So it makes you interested.
Write down on the blackboard: It makes you interested.
2. Ask the other students, get them to say the word ：Happy, sad ，e
xcited ，relaxed ，nervous， sick ，energetic ，stressed out, tense
comfortable …
3. Write these words down and get the students to read the words tog
ether.
Step two: Presentation
1. Using the computer to show some pictures, such as an exciting bask
etball match, a relaxing scenery, a scary snake, an angry face , a co
mfortable bedroom and so on .
T: How do you feel about Picture 1? Happy? Beautiful? Excited ?Awful ?
S: Excited…
T: It makes me excited …
Show this sentence on the blackboard. Then repeat with the other pic
tures, get them to say :
It makes me happy .
It makes me awful ……
Step three: Pair work
Show some adjectives and phrases on the screen. Let students make up
conversations in pairs. For example:
A: What makes you sad?
B: Rainy days make me sad.
Step four: listening practice
1. Say: Look at the pictures in e are two restaurants se
describe them. For example:
In Rockin’ Restaurant ,the paintings on the walls are ugly. The musi
c is too loud . The Blue Lagoon has blue walls , plants , flowers ,
and a piano player .
Let the students say some sentences about the two pictures.
Then ask students: Which restaurant would you like to go to ?Why ? Le
t them use the structur : make sb/sth +adj to say . For example:
T: I don’t like The Rockin’ Restaurant , because the loud musi
c makes me tense /comfortable……
Then check several students to answer.
2. T: Look at the girls in the picture in are Amy and Tina. T
hey are hungry, They want to get something to eat. What do they thin
k of the two restaurants? Look at 1b ,read the sentences, you will h
ear the missing words on the tape, fill in the blanks with the words
you hear on the tape .
Play the tape the first time , students only listen.
Play the tape the second time. and say,This time please fill in the m
issing words.
Check the answers.
Play the tape again, let them read the conversation.
Step five: listening practice
Do the same as step four.
First talk about the pictures in 2a.
Then finish the listening task in 2a and 2b.
Check the answers with the students.
Step six: grammar focus
Look at the grammar box. Invite a student to read the sentences tothe
class.
Then let students make sentences with make sb /sth + adj /do.
Using the form on the screen to talk how different weather affect th
e students feeling.
Step seven: summary
In this class, we’ve learnt key vocabulary and the target language l
oud music makes me tense,loud music makes me want to dance, that movi
e made me sad.
Step eight : Homework :
n the screen.
your friend where he or she would like to go to eat and play . Explain the reason umake sb / sth +adj /do.
Design on the blackboard.(板书设计)
Unit 13 Rainy days make me sad.
Section A(1a—1c)
make sb /sth +adj adjectives
It makes you interested . happy sad excited relaxed nervou
s sick
It makes me excited. comfortable stressed tense en
ergetic
范文2：人教版七年级英语教学设计
一、课题：Do you like bananas ?
二、教学目标(知识能力、过程与方法、情感态度与价值观)
知识能力：掌握询问对方喜欢与不喜欢食物的几种典型的句型;学习常见食物的名称。
过程与方法：通过对食物名称和询问句型的学习，学会谈论自己与他人早、
中、晚餐喜爱吃的食物。 通过对食物的学习了解，学会配制营养餐。
情感态度价值观：通过对不同食物的学习，让学生了解哪些是有益于健康的
食品，哪些是不益于健康的食品，从而使学生学会均衡饮食，不偏食。通过对食物喜好的提问，能增强同学之间的相互了解和友谊。
三、教学设计的思路及教学建议
第六单元的主题是“询问对方喜欢与不喜欢的食物”，这些食物都是学生比较熟悉的生活食品。
在教学时老师能够使用实物进行教学，增强学生的学习兴趣和学习效果。在传授新知识时，为了给学生创设真实的，贴近生活的情境，可以设计一些游戏，即根据不同人对食物的不同喜好，自配营养餐和填写购物清单等，这样不但激发了学生学习的热情，也达到了练习重点句型的目的。 四、教学向导
五、教学重点及难点
1.教学重点：词汇：有关食物名称的单词。
句型：Do you like … ? Yes, I do. / No, I don’t. 2.教学难点：创设语言交际情景，操练句型。 六、具体教案设计
Unit 6 Do you like bananas ?
课时安排：四课时
第一课时：P31—P32 第二课时：P33—P34 第三课时：P35 第四课时：P36
第一课时：P31—P32
Step 1 讲授1A中的新单词
1. 通过用“What’s this in English ?” 句型询问一些具体的食物或图片，如：apple, orange, meat, rice 等，让学生通过直观回忆以前所学过的食物名称。 2. 呈现新的食物或食物幻灯片，激发学生的求知欲，从而引出本课的新单词。 3. 朗读P31—1a 中的新单词。(先全班，再小组，然后到个人，层层检查、补漏。)
4. 将学生分成两大组，以竞赛的方式让各组派一名学生，将食物的单词贴到挂图相对应的食物上，看哪组贴得最多，最准。 Step 2 Presentation
1. 通过吃的动作和高兴的表情来展现“like”一词的意思，并将 “like”板书在黑板上;通过摇头的动作和皱眉的表情展现 “don’t like”一词的含义，并将 “don’t like”板书在黑板上。
2. 通过动作及表情引出I like bananas, I don’t like broccoli. 然后过渡到Do you like bananas / broccoli ? Yes, I do. / No, I don’t.
3. 选择不同的食物，向学生提问：Do you like …? 让学生根据自己的实际情况回答：Yes, I do. / No, I don’t. Step 3 Listening
1. 看P31—1b的对话，听录音，完成书上要求标号的'任务。订正答案。 2. 跟读对话，以小组为单位朗读对话。
3. 进行小组对话练习，可以更改有关的食物名词，编出自己的对话。 Step 4 Listening
1. 大声朗读P32—2a中的单词，让学生先认真听，然后模仿重复两遍。 2. 让学生听一遍录音，了解大意，抓住关键词。
3. 让学生第二次听录音，在表格中圈出所听到的单词。订正答案。 4. P32—2b 听录音，要求学生将听到的单词填入横线上。订正答案。 5. 再听录音，跟读1—2遍，分角色进行对话。 Step 5 Practice
让学生两人一组进行对话操练：Do you like …? Yes, I do. / No, I don’t. 通过句型的操练，增进学生之间的相互了解。 Step 6 Homework 练习册
Step 7教学后记
第二课时：P33—P34
Step 1 Revision
1. 以对话的形式复习上一节课的新单词和句型，让学生拿着食物询问自己的partner: Do you like …? 回答：Yes, I do. / No, I don’t.
2. 让学生拿着食物或图片向全班同学发问：What’s this in English? 或What’re these in English ? 回答：It’s a/an …. / They’re ….然后完成P34—1a中的单词与食物的搭配。
3. 让学生将P34—1a中的食物分类，完成P34—1b中的表格。
Step 2 Pairwork
让学生两人一组进行操练。每一个学生拥有一半信息，然后通过提问的方式补全各自所缺的内容。订正答案。 Step 3 Food Survey
先让学生根据图片写出食物的名称，然后通过询问句型Do you like …. ?的形式调查其他同学喜欢或不喜欢的食物，然后根据调查的情况进行总结：… likes ….;… doesn’t like …. Step 4 Listening
1. 听对话，在P34—1a中圈出所听到的食物。 2. 再听录音，写出单词，完成P34—2b的表格。 Step 5 Pair work
1. 让学生根据P34—2b的表格提示进行对话练习。所用的句型：Does Tom / Katrina like …? Yes, he / she does. / No, he / she doesn’t.
2. 用英文解释breakfast, lunch, dinner的含义。根据1a和2b的表格提示，让学生写出Katrina 和Tom所喜欢的食物分别属于哪一餐，完成P34—2c的练习。 Step 6 Games
1. 让学生将学过的食物名词分类。
2. 让学生从健康的角度出发，给自己配制一份营养午餐，使学生学会均衡饮食。 3. 汇报配餐情况，评选出学生喜爱的配餐。所用的句型：I like …. for lunch.
Step 7 Homework 练习册 Step 8教学后记
第三课时：P35
Step 1 Revision
复习前边所学的单词及句型，可以采取实物或游戏的形式，然后可以适当进行笔头检查。如：听写或补全对话。 Step 2 Reading
1. 让学生快速阅读短文，并用不同的标记标出水果和食物的名称。订正答案。 2. 朗读短文两遍。 Step 3 Look and write
1. 根据图片，让学生写出Which one is lunch and which one is dinner. 2. 根据图片，分别写出Tom午餐和晚餐喜欢吃的食物名称。
3. 让学生下位分别调查三位同学三餐喜欢吃的食物，完成下列表格。所用句型：What do you like for breakfast / lunch / dinner ? I like …for breakfast / lunch /dinner ?
4.让学生汇报调查结果。所用句型：xxx likes … for …. Step 4 Groupwork
假设同学们将进行一次野炊活动。让学生分组调查出各自喜欢与不喜欢的食物，然后根据调查的结果列一份购物清单。
1. 调查本组同学喜欢和不喜欢的食物。所用句型：Do you like … ? do. / I don’t.
Yes, I
2. 统计并汇报本组成员喜爱与不喜爱的食物。所用句型：We like …./ We don’t like … ?
3.填写为野餐准备的购物清单。
Step 5 Homework
收集一些生活中常见的食物。 Step 6教学后记
第四课时：P36
Step 1 Revision
复习整个单元的单词和句型。 Step 2 Self Check
1. 检测学生所学的单词。让学生勾出P36—1中认识的单词，圈出不认识的单词。
2. 让学生在P108补充5个新的食物名称，扩大学生的知识面。
3. 让学生在方格里画出自己午餐所喜欢吃的食物。培养学生绘画的能力。 4. 用 “ Do you like …”句型询问其他同学，找出与自己午餐所吃食物相同的同学。P36—4。 Step 3 Games
让学生将自己所收集的食物，通过询问 “ Do you like … ?” 将食物分发给其他的同学，增进学生之间的感情。 Step 4 Having a quiz Step 5 Homework 练习册
Step 6教学后记
一、课题：Do you like bananas ?
二、教学目标(知识能力、过程与方法、情感态度与价值观)
知识能力：掌握询问对方喜欢与不喜欢食物的几种典型的句型;学习常见食物的名称。
过程与方法：通过对食物名称和询问句型的学习，学会谈论自己与他人早、
中、晚餐喜爱吃的食物。 通过对食物的学习了解，学会配制营养餐。
情感态度价值观：通过对不同食物的学习，让学生了解哪些是有益于健康的
食品，哪些是不益于健康的食品，从而使学生学会均衡饮食，不偏食。通过对食物喜好的提问，能增强同学之间的相互了解和友谊。
三、教学设计的思路及教学建议
第六单元的主题是“询问对方喜欢与不喜欢的食物”，这些食物都是学生比较熟悉的生活食品。
在教学时老师能够使用实物进行教学，增强学生的学习兴趣和学习效果。在传授新知识时，为了给学生创设真实的，贴近生活的情境，可以设计一些游戏，即根据不同人对食物的不同喜好，自配营养餐和填写购物清单等，这样不但激发了学生学习的热情，也达到了练习重点句型的目的。 四、教学向导
五、教学重点及难点
1.教学重点：词汇：有关食物名称的单词。
句型：Do you like … ? Yes, I do. / No, I don’t. 2.教学难点：创设语言交际情景，操练句型。 六、具体教案设计
Unit 6 Do you like bananas ?
课时安排：四课时
第一课时：P31—P32 第二课时：P33—P34 第三课时：P35 第四课时：P36
第一课时：P31—P32
Step 1 讲授1A中的新单词
1. 通过用“What’s this in English ?” 句型询问一些具体的食物或图片，如：apple, orange, meat, rice 等，让学生通过直观回忆以前所学过的食物名称。 2. 呈现新的食物或食物幻灯片，激发学生的求知欲，从而引出本课的新单词。 3. 朗读P31—1a 中的新单词。(先全班，再小组，然后到个人，层层检查、补漏。)
4. 将学生分成两大组，以竞赛的方式让各组派一名学生，将食物的单词贴到挂图相对应的食物上，看哪组贴得最多，最准。 Step 2 Presentation
1. 通过吃的动作和高兴的表情来展现“like”一词的意思，并将 “like”板书在黑板上;通过摇头的动作和皱眉的表情展现 “don’t like”一词的含义，并将 “don’t like”板书在黑板上。
2. 通过动作及表情引出I like bananas, I don’t like broccoli. 然后过渡到Do you like bananas / broccoli ? Yes, I do. / No, I don’t.
3. 选择不同的食物，向学生提问：Do you like …? 让学生根据自己的实际情况回答：Yes, I do. / No, I don’t. Step 3 Listening
1. 看P31—1b的对话，听录音，完成书上要求标号的任务。订正答案。 2. 跟读对话，以小组为单位朗读对话。
3. 进行小组对话练习，可以更改有关的食物名词，编出自己的对话。 Step 4 Listening
1. 大声朗读P32—2a中的单词，让学生先认真听，然后模仿重复两遍。 2. 让学生听一遍录音，了解大意，抓住关键词。
3. 让学生第二次听录音，在表格中圈出所听到的单词。订正答案。 4. P32—2b 听录音，要求学生将听到的单词填入横线上。订正答案。 5. 再听录音，跟读1—2遍，分角色进行对话。 Step 5 Practice
让学生两人一组进行对话操练：Do you like …? Yes, I do. / No, I don’t. 通过句型的操练，增进学生之间的相互了解。 Step 6 Homework 练习册
Step 7教学后记
第二课时：P33—P34
Step 1 Revision
1. 以对话的形式复习上一节课的新单词和句型，让学生拿着食物询问自己的partner: Do you like …? 回答：Yes, I do. / No, I don’t.
2. 让学生拿着食物或图片向全班同学发问：What’s this in English? 或What’re these in English ? 回答：It’s a/an …. / They’re ….然后完成P34—1a中的单词与食物的搭配。
3. 让学生将P34—1a中的食物分类，完成P34—1b中的表格。
Step 2 Pairwork
让学生两人一组进行操练。每一个学生拥有一半信息，然后通过提问的方式补全各自所缺的内容。订正答案。 Step 3 Food Survey
先让学生根据图片写出食物的名称，然后通过询问句型Do you like …. ?的形式调查其他同学喜欢或不喜欢的食物，然后根据调查的情况进行总结：… likes ….;… doesn’t like …. Step 4 Listening
1. 听对话，在P34—1a中圈出所听到的食物。 2. 再听录音，写出单词，完成P34—2b的表格。 Step 5 Pair work
1. 让学生根据P34—2b的表格提示进行对话练习。所用的句型：Does Tom / Katrina like …? Yes, he / she does. / No, he / she doesn’t.
2. 用英文解释breakfast, lunch, dinner的含义。根据1a和2b的表格提示，让学生写出Katrina 和Tom所喜欢的食物分别属于哪一餐，完成P34—2c的练习。 Step 6 Games
1. 让学生将学过的食物名词分类。
2. 让学生从健康的角度出发，给自己配制一份营养午餐，使学生学会均衡饮食。 3. 汇报配餐情况，评选出学生喜爱的配餐。所用的句型：I like …. for lunch.
Step 7 Homework 练习册 Step 8教学后记
第三课时：P35
Step 1 Revision
复习前边所学的单词及句型，可以采取实物或游戏的形式，然后可以适当进行笔头检查。如：听写或补全对话。 Step 2 Reading
1. 让学生快速阅读短文，并用不同的标记标出水果和食物的名称。订正答案。 2. 朗读短文两遍。 Step 3 Look and write
1. 根据图片，让学生写出Which one is lunch and which one is dinner. 2. 根据图片，分别写出Tom午餐和晚餐喜欢吃的食物名称。
3. 让学生下位分别调查三位同学三餐喜欢吃的食物，完成下列表格。所用句型：What do you like for breakfast / lunch / dinner ? I like …for breakfast / lunch /dinner ?
4.让学生汇报调查结果。所用句型：xxx likes … for …. Step 4 Groupwork
假设同学们将进行一次野炊活动。让学生分组调查出各自喜欢与不喜欢的食物，然后根据调查的结果列一份购物清单。
1. 调查本组同学喜欢和不喜欢的食物。所用句型：Do you like … ? do. / I don’t.
Yes, I
2. 统计并汇报本组成员喜爱与不喜爱的食物。所用句型：We like …./ We don’t like … ?
3.填写为野餐准备的购物清单。
Step 5 Homework
收集一些生活中常见的食物。 Step 6教学后记
第四课时：P36
Step 1 Revision
复习整个单元的单词和句型。 Step 2 Self Check
1. 检测学生所学的单词。让学生勾出P36—1中认识的单词，圈出不认识的单词。
2. 让学生在P108补充5个新的食物名称，扩大学生的知识面。
3. 让学生在方格里画出自己午餐所喜欢吃的食物。培养学生绘画的能力。 4. 用 “ Do you like …”句型询问其他同学，找出与自己午餐所吃食物相同的同学。P36—4。 Step 3 Games
让学生将自己所收集的食物，通过询问 “ Do you like … ?” 将食物分发给其他的同学，增进学生之间的感情。 Step 4 Having a quiz Step 5 Homework 练习册
Step 6教学后记
范文3：人教版新目标九年级英语教学设计
人教版新目标九年级英语教学设计
Hongtu middle school : 侯 涛
Title(教学内容): Unit 13 Rainy days make me sad
Teaching hours(教学时间): 1 Period(一个课时)
Period(课时): The first period(第一课时)
一、Chapter content(章节内容): Section A(1a—1b)
二、Analysis of the Teaching Material(教材分析):
In this unit, the language aims are to talk about how things affect you and how to express their thoughts about likes or dislikes. Language structure: make sb /sth + adj /do
三、Analysis of the students(学生分析) :
The students have learned the structure: make sb /sth + adj /do. So this class we will mainly teach the adjectives and to talk how things affect you and how to express their thoughts about likes and dislikes while teaching the structure.
四、Teaching aims and demands(教学目的和要求):
1. Target language: How do you feel about loud music?
Loud music makes me tense. Loud music makes me want to dance. That movie made me sad. Waiting for her made me angry.
2. Language structure: make sb /sth +adj Make sb /sth +do
3. Ability objectives
(1) Train students’ listening ability.
(2) Train students’ speaking ability.
(3) Train students’ the ability of using grammar focus .
五、Teaching key points(教学重点): make sb /sth + adj /do
六、Teaching difficult points(教学难点):
1. The target language
2. How to train the students’ listening ability.
七、Teaching methods and learning methods(教学方法):
1. Listening method to improve students’ listening ability.
2. Pairwork to make every student work in class.
3. Task-based teaching method.
八、Teaching tools(教学手段) : a computer ,pictures
九、Teaching procedures(教学步骤)
Step one : Warm-up
1. Ask a student: What is your hobby? S: I like reading. T: Why? S: Because it is interesting.
T: So it makes you interested.
Write down on the blackboard: It makes you interested.
2. Ask the other students, get them to say the word ：Happy, sad ，excited ，relaxed ，nervous， sick ，energetic ，stressed out, tense comfortable …
3. Write these words down and get the students to read the words together.
Step two: Presentation
1. Using the computer to show some pictures, such as an exciting basketball match, a relaxing scenery, a scary snake, an angry face , a comfortable bedroom and so on .
T: How do you feel about Picture 1? Happy? Beautiful? Excited ?Awful ?
S: Excited…
T: It makes me excited …
Show this sentence on the blackboard. Then repeat with the other pictures, get them to say :
It makes me happy .
It makes me awful ……
Step three: Pair work
Show some adjectives and phrases on the screen. Let students make up conversations in pairs. For example:
A: What makes you sad?
B: Rainy days make me sad.
Step four: listening practice
1. Say: Look at the pictures in e are two restaurants se describe them. For example:
In Rockin’ Restaurant ,the paintings on the walls are ugly. The music is too loud . The Blue Lagoon has blue walls , plants , flowers , and a piano player .
Let the students say some sentences about the two pictures. Then ask students: Which restaurant would you like to go to ?Why ? Let them use the structur : make sb/sth +adj to say . For example:
T: I don’t like The Rockin’ Restaurant , because the loud music makes me tense /comfortable……
Then check several students to answer.
2. T: Look at the girls in the picture in are Amy and Tina. They are hungry, They want to get something to eat. What do they think of the two restaurants? Look at 1b ,read the sentences, you will hear the missing words on the tape, fill in the blanks with the words you hear on the tape . Play the tape the first time , students only listen.
Play the tape the second time. and say,This time please fill in the missing words.
Check the answers.
Play the tape again, let them read the conversation.
Step five: listening practice
Do the same as step four.
First talk about the pictures in 2a.
Then finish the listening task in 2a and 2b.
Check the answers with the students.
Step six: grammar focus
Look at the grammar box. Invite a student to read the sentences tothe class.
Then let students make sentences with make sb /sth + adj /do. Using the form on the screen to talk how different weather affect the students feeling.
Step seven: summary
In this class, we’ve learnt key vocabulary and the target language loud music makes me tense,loud music makes me want to dance, that movie made me sad.
Step eight : Homework :
1. Finish the dialogue on the screen.
2. Make a dialogue your friend where he or she would like to go to eat and play . Explain the reason using the structure :make sb / sth +adj /do.
Design on the blackboard.(板书设计)
Unit 13 Rainy days make me sad.
Section A(1a—1c)
adjectives
It makes you happy sad excited relaxed nervous sick
It makes me comfortable stressed tense energetic
书香门第
