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《新标准小学英语教学设计(12篇)》

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作为一名教师,就不得不需要编写教案,教案是教学蓝图,可以有效提高教学效率。我们应该怎么写教案呢?问渠那得清如许,为有源头活水来,如下是小编午夜帮家人们收集整理的12篇新标准小学英语教学设计

小学新标准英语四年级教案 篇1

一、学情分析

本学期我执教四年级的三个班,共有学生(159)人。通过三年

级一个学期的学习,大部分学生对英语有着较浓厚的学习兴趣。但也有一部分学生在学习英语中遇到了困难,学习兴趣随之减弱,因此两极分化比较严重,而且新插班的有部分学生还不曾学过英语。所以本学期应做好后进生的转化工作。教师应该面向全体学生,以学生的发展为宗旨,始终把激发学生的学习兴趣放在首位,注意分层教学,引导学生端正学习态度,掌握良好的学习方法,培养学生良好的学习习惯。

二、教学目标

1、能按四会、三会的要求掌握所学单词。

2、能按四会要求掌握所学句型。

3、能使用日常交际用语,活用四会句型,进行简单的交流,做到大胆开口,发音正确。

4、能在图片、手势、情境等非语言提示的帮助下,听懂清晰的话语和录音。

5、初步培养良好的书写习惯,能做到书写整洁、规范。

6、养成响亮清晰读英语、说英语的习惯,认真模仿语音、语调,以培养语感。

7、能在完成某个任务(如涂色,小制作)的过程中学会相关的词句,并且培养动手能力。

8、能演唱已学过的英语歌曲,诵读已学过的歌谣。

三、教学重难点

1、能按四会、三会的要求掌握所学单词。

2、能按四会要求掌握所学句型。

3、能使用日常交际用语,活用四会句型,进行简单的交流,做到大胆开口,发音正确。

4、能在图片、手势、情境等非语言提示的帮助下,听懂清晰的话语和录音。

5、初步培养良好的书写习惯,能做到书写整洁、规范。

四、教学方法和措施

1、以活动为课堂教学的主要形式,设计丰富多彩的教学活动,让学生在乐中学、学中用,从而保证学生英语学习的可持续性发展。

2、通过听、说、读、写、唱、游、演、画、做等形式,进行大量的语言操练和练习。

3、将直观教具和电教手段,多媒体课件相结合,培养学生良好的朗读习惯,打下良好的语音语调基础。

4、设计全面、高效的课外作业,培养学生良好的书写习惯,做到整洁、规范、正确地书写。

五、教学内容和课时安排

1、能听说读写92个单词或短语以及13组句子和9个单句。要求能在真实语境中正确运用并能读懂简短语

2、能听说认读16个单词。

3、能学会6个手工制作。

4、能听懂会唱8首歌曲。

5、能听懂会吟唱12首歌谣。

6、能完成6个自我评价活动。

7、能理解6个幽默小故事

8、能了解6项简单的中西方文化知识。

Unit1MyClaroom6课时

Unit2MySchoolbag6课时

Unit3MyFriends6课时

Recycle13课时

Unit4MyHome6课时

Unit5WhatWouldYouLike?6课时

Unit6MeetMyFamily6课时

Recycle23课时

牛津小学英语5A教案——Unit 篇2

unit 4 halloween 第1课时

教学目标:

1. 能听说读写单词family.things.a ;

2. 能听懂会说,会读日常交际用语what do we need?we need some…

3. 能听懂,会读,会说buy .halloween.mask.pumpkin lanterns.candles;

4. 了解万圣节的有关知识。

教学重难点:

1. 能正确理解并掌握对话内容,初步表演对话。

教学准备:

电脑网络,录音机,单词图片,句型卡片,面具(虎,兔,鸭,鸡,马,猴)南瓜,蜡烛,课前要求学生了解有关万圣节的 资料 挂图

教学过程:

a:preparation

1. 师板书10月31日,英美等国的 万圣节 板书halloween学说。

2. 请学生交流搜集到的资料。

3. 师向学生作总结性介绍:网上学习有关万圣节来源,活动盛况的图片,现在万圣节的游行活动等。

4. 在介绍过程中出示词汇:pumpkin.candle.pumpkin lantern a mask然后学说这些词汇

b:presentation

1. 复习句型do you like…?yes,i do./no,i don't.

师出示masks 时,问学生 do you like masks?

s:yes,i do.

t: do you like pumpkin lanterns?

s:yes,i do.i like pumpkin lanterns.

师生 ,同桌练习继续巩固 pumpkin lanterns

2. 学习let's play… 的句型及其回答

当学生操练i like pumpkin lanterns. 时 师介入ok.

let's buy a pumpkin and some candles. (出示南瓜和蜡烛)

学说这个句子,鼓励用不同句子回答。

3. supose it is the thirtyth of october.let's buy things for halloween.(出示这个句子)

what do we need?(出示这个句子)口拼单词need ,学说

生练习时 ,师回答:we need some masks,some chocolate,some flowers,a pumpkin,a vase and sone candles. (出示图片)a vase拼读

4 . 出示挂图 ,认识图中人物 ron,he's ben's brother.

where are they? they are in the sitting-room.

they would like to buy things for the halloween party.(出示这个句子)

理解family things 口拼单词。 跟读这几句话

t:let's listen:what do they need?

5 听音回答问题

what do ben want to buy? what do ron want to buy?

再听,模仿,重复,分角色说,自由读,四人小组说

请四人小组演 五人小组练习 请两组表演

c:consolidation

如果明天是万圣节,四人小组讨论万圣节的准备工作。

d:assign homework

1. 听音,朗读并表演对话。

2 .抄写单词。

教后感:学习英语应该让学生了解英美国家文化习俗,我让学生利用网络了解万圣节的情况,学生学习时兴趣就更浓了。

unit 4 halloween 第2课时

教学目标:

1. 能听说读写单词 candle, chicken , duck, horse, pig, work , evening.能听懂会说,会读日常交际用语we like doing…

2. 能听懂,会读,会说,会写do you like …yes, i do. no, i don't.what do you like? i like …

3. 理解句型:i don't work on saturdays and sundays. 并理解:work, santurday, sunday的意思。

教学重难点:

a) 能正确理解并运用对话进行交流。

教学准备:

录音机,多媒体课件,面具(虎,兔,鸭,鸡,马,猴)南瓜,蜡烛。

教学过程:

a:复习:

t:拿出面具: do you like masks?

ss: yes, i do. no, i don't.

拿各种实物反复练习,巩固这个句型。并引出新内容。

b: 新授:

1.通过上面句型的复习引出词汇:chicken, duck, horse, pig.

运用多种方法反复拼读这些四会单词。

2.利用新词汇,和面具练习句型:

what do you like?

i like ….

采用: pair work, group work.然后 open say.

4. 学习read the passage.

1) 让学生听录音,理解内容。

老师根据文字内容提问:

what mike's parents do on sundays?

what helen and mike like to do?

2)听录音跟读passage.

3)指导朗读,并抽读几个学生。

c. assignment:

copy four skilled words and sentences.

and read the passage five times.

教后感:本课教学时我采用了多媒体课件,电脑可把静态变成动态,抽象变成具体,把宏观的东西微观化或把微观的东西宏观化,化枯燥为生动,从而优化了学生的认知方式激发了学习兴趣,提高了课堂效率。

unit 4 第3课时

教学目标:

1、 了解元音字母e在单词中的读音;

2、 熟练掌握句型: what do you like? i like …

3、 学说rhyme: hqlloween

教学过程:

一。 复习:

1.复习: do you like …?

yes, i do. no, i don't.

2. 复习: what do you like?

i like……

二。 presentation:

一)a survery.

1.复习动物类词汇。

2.t示范do a servey.

3.学生分组活动完成p 36表格。

二)listen and repeat.

了解元音字母e在单词中的读音。让学生自己总结,并能熟练朗读。

三)say a rhyme:

1. 听读。

2. 解释意思。

3. 让学生流利朗读,在朗读的过程中让学生体会歌谣的韵律美。

三。 assignment:

1. 抄写本课的单词和句型,并能默写。

2. 完成练习册中本单元的练习。

unit 4 第4课时

一、教学目标

1. 通过复习,能熟练地掌握本单元所学的单词。

2. 能较熟练地在情景中运用本单元所学的句型和日常交际用语。

二、教学重点

1. 能熟练地掌握本单元所学的单词

2. 能综合运用本单元所学的句型和日常交际用语。

3. 能初步改编或扩充本单元所学的对话。

三、教学难点

培养学生的综合运用语言的能力。

四、教学过程:

a free talk

make the dialogue of a read and say.

a 学生示范表演。

b 自由表演。

b.复习。

完成几道练习题,巩固本单元所学的句型。

c. consolidation

创设halloween的对话情景,让学生用所学内容自己组织对话。灵活运用所学内容,并能将之以前所学的内容联系起来。

d.扩充:

介绍: vanlentine's day. glld friday, easter, april fool's day, thanksgiving , christmas

e.assign homework

1. 抄写本单元所的单词和句子,并能默写。

2. 背诵并表演look and read。

学生创设情景改变或自编对话。

教后感:俄国教育家乌申斯基曾指出:"没有任何兴趣被迫学习,会扼杀学生掌握知识的愿望。"通过了解万圣节抓住了学生的注意力,激发了学生学习的动机和热情,增强了学生们求知的欲望,为课堂学习创造了轻松愉快的环境,为完成语言知识及语言能力的培养提供了前提。是我们英语课堂上实施素质教育的先决条件。

新标准小学英语五年级下册教案最新文案 篇3

教学重点

能够听、说、认读句型“There is/are …。”,并能在情景中运用。

能够描述家具陈设的样子。

教学难点

能正确使用“There is”和“There are”句型。

课前准备

教师准备教学过程中所需要的图片、声音和课件。

教师准备录音机及录音带。

教学过程

Warm—up(热身)

(1) 动一动

① 教师在教室各处贴放所学的单词“curtain, closet, mirror, end table, trash bin, air-conditioner”

② 教师说单词,如“curtain”,学生迅速跑到相应的单词位置上。(若班上人数多,可以分小组活动)

Presentation(新课呈现)

⑴ Let’s talk

① 教师播放“Let’s talk”部分的录音三遍,而后提出问题:“Sarah的家中有什么?”。

② 再放录音一遍,学生回答出:“There is a closet, a mirror, an conditioner. There are curtains.”。

学生边说,教师边在黑板上画出简笔画。

③ 再放录音一遍,教师指着黑板上每样东西提问学生。如指着衣橱问:“What is it like?”,学生根据所听内容答出:“It’s big.”或“There is a big closet.”。

④ 教师请若干名学生到黑板前说一说有什么东西,是什么样子。如“There is a big closet. There is a new mirror. ”。

⑤ 学生两人一组做对话练习,分别扮演“Sarah”和“Chen”。

⑵ 说一说

① 学生看图,教师请学生说一说这是什么样的房间,并领读“living room”。

② 学生两人一组,用“There is a … in the living room/bedroom.”说一说每间屋里有什么。

Let’s play(趣味操练)

⑴ Let’s try

① 教师播放录音,学生看图完成“Listen and circle”。

② 教师请若干学生说出所圈单词,其他同学判断对错。

⑵ Talk and draw

① 教师把“Talk and draw”的图复印下来发给学生。

② 教师播放“Talk and draw”部分录音,学生在纸上画出相应的物品。

③ 请若干名学生说一说画的是什么:“There is a small closet.”等,其他学生判断对错。

④ 学生打开书,教师播放录音学生跟读。

Consolidation and extension(巩固与扩展)

⑴ 听一听

学生完成活动手册A部分的第一题 Listen and match。

⑵ 玩一玩

① 教师展示课件,向学生介绍:有四间屋子,你能不能把物品放到它相应的房间里。

② 教师领读:kitchen, dining room

③ 教师请若干名学生 操作课件,拖放物品到相应的房间里,并说:“There is … in the … room.”。

板书

I have my own room.

There is/are …。

新标准小学英语教案 篇4

教学设计M4 Unit 1 It’s red 。

【教案背景】本课是新标准小学英语第一册第四模块第一单元的内容,本课教授了学生学会用颜色来问答句子,使学生能把自己的审美能力表现出来。

【教材分析】本课要求学生1. 懂、会读、会说、会写单词green ,black blue, white, red, yellow, colour.2. 能听懂、会读、会写句子What colour? It’s red.

【教学目标】

(一)。知识技能目标:

1、 懂、会读、会说、会写单词green ,black blue, white, red, yellow, colour.2. 能听懂、会读、会写句子What colour? It’s red.

(二)运用能力目标:

1、 学习怎样用英语表达事物的颜色,掌握相关单词和句型,并能综合运用新、旧知识组织对话完成一定的交际任务。

2、 让学生感受英语课堂的活跃性,让学生在日常生活中能运用所学语言。培养学生用英语思维的能力,及大胆用英语交流的能力。

3、 培养学生的想象力、观察力和动手操作能力,提高学生感受美、欣赏美的水平,发展学生综合运用语言的能力。

(三)创新教育目标:

1、培养学生浓厚的英语学习兴趣,积极参与说英语、做游戏等实践活动。

2、帮助学生树立较强的自信心,培养学生乐于与他人合作的精神与竞争意识。

【教学重点】

1、熟练掌握下列单词:green, black blue, white, red, yellow, colour

2、能听懂、会说、会读以下句子:

What colour?

It’s red.并能进行扩展,在实际生活中灵活运用。

【教学难点】

1、熟练掌握本单元的单词和句型,能在实际生活中灵活运用。

2、创设英语情景,使学生正确理解所学知识表达事物的颜色。

【教学意图】

1、培养学生对重点词汇和句子的认读能力。

2、培养学生的听说能力。

3、激发学生的求知欲,创设各种真实或接近真实的语言环境,让学生积极参与体验,并主动学习英语颜色的表达法。

【教具准备】

1、教材相配套的教学录音带、教学挂图、单词卡片。 2.教师准备小奖品。

【教学过程】

Step 1.Warming-up

1、教师和学生做就前面学过的知识做简单的Free Talk.,如:

T: Hi, how are you? S: …

T: What’s your name? S: …

T: How many girls/boys in this line/group? S: …

T: How many windows/doors/clocks/electricity fans/lights? S: …

2、教师和学生一起拍手说唱上个单元所学的英语童谣《 1.2.3.4.5. What’s your name?》

(设计说明:师生共唱一首英文歌曲,并随着歌曲一起拍手,创设了师生共同参与的、和谐的学习氛围,消除了学生的紧张情绪,激发他们的学习兴趣。)Step 2.Presentation

1、 T: Today, we’ll know a new friend Kami. He’s a chameleon 变色龙。(Read Kami)

通过教学媒体资源教师把带来的好朋友Kami介绍给大家。

T: He can change the colours.

教师有意识地重读“Colour”并将该单词写在黑板上,反复领读让学生跟读。

2、教师让学生看刚刚呈现给大家的Kami图。

T: Look, what colour? It’s red.

教师自问自答,然后把写有red的红色卡片贴在黑板上,让学生借助卡片理解red的意思,然后读单词数遍,加深对新单词的识记。

T: What is red in our life?

教师让学生开动小脑瓜想一想,生活中我们见到红色物品都有哪些?引导学生大胆说英语。

S: apple, flag, strawberry, flower…。

教师对学生说出的答案给予评价,对正确的答案可以适当发送小礼物表示奖励。

(设计说明:教师让学生在轻松愉快的情景中学习新句型、新单词。鼓励学生保持英语学习的兴趣和信心,积极参与语言实践活动。)

3.T:同学们,Kami的本事可大了,它可以变出很多种漂亮的颜色,大家想知道它还可以变成什么颜色吗?一起来看看吧!

教师运用本单元的教学媒体资源把Kami可以变化的颜色呈现给学生,用red的教学 方法教授其他表示颜色的单词“green, black, white, blue, yellow.”(设计说明:教师创设情景,让学生的`求知欲和好奇心得以激发,这样既活跃了课堂气氛,又使学生快速进入用英语思维的状态。)

4、教师把各种表示颜色的单词卡片都贴在了黑板上,让全班同学以各种形式来读,以巩固新授新词。之后,教师可以用教鞭指着一只变色龙说“What colour?”点名让学生单独回答“It’s …”,以检测学生对本单元重点知识的掌握情况。5.教师让学生看课本活动1,播放录音,让学生跟读,过程中教师要及时纠正学生出现的各种错误。

(设计说明:要说好英语,就需培养学生养成良好的英语朗读习惯和能力,跟读录音有助于学生模仿地道的语言和语调,也能为学生说好英语打好基础。)Step3.Practice

1、教师把全班同学分成七人一组,每人分别拿着不同颜色的物品或彩色纸。从持有红色物品的同学开始说:“Red ,red, yellow!”持有黄色物品的同学接着说:“Yellow, yellow, black!”持有黑色物品的同学接着找另外一种颜色,依次类推。各组挑选出反应最快的一名同学作为本组代表和其他组的同学进行反应王争霸赛。注意颜色的搭配,不能有重色的现象。看看谁的反应快且准。

2、教师在课前准备一个转盘,中间用钉子固定,转盘上分成七部分,每份染上所学过的颜色,并把相应的单词写在色彩范围内,在转盘边上固定一个指针,参加游戏的同学蒙上眼睛,先说出一种自己喜欢的颜色,如:“I like blue!”然后用力转动转盘,看指针是否与他所喜欢的颜色一致,可以让他猜猜看,大家问:

“What colour?”回答:“It’s blue.”全班回答:“No!”“It’s red!”全班回答:“Yes!”如果指针与他喜欢的颜色相符,可以直接获得奖品,如果不符,但是他猜对了颜色,也可以获得奖品。

(设计说明:有针对性的游戏活动是操练语言知识的有效方式,它能激发学生的学习热情。活跃课堂气氛,让学生真正融入到课堂学习活动之中,体验英语学习的愉悦感。)

教师和学生一起归纳本单元所学的知识点。

(设计说明: 通过让老师和学生一起归纳、总结本节课的重点内容,培养学生的概括能力,加深学生对本单元知识点的印象。)

Step5. Homework

1、教师让学生制作一个真实、漂亮的彩虹,要求学生们按照彩虹色彩顺序涂颜色,同时写出相应的单词,并教爸爸、妈妈说英文。

2用手中的彩色画笔画出自己心中五彩缤纷的“My small room”,然后小伙伴之间相互交流。

教学反思

本课主要学习六个颜色的单词:“green, black, blue, white, red,yellow”和两个句子:“What colour? It’s ?”对于刚上一年级的孩子来说内容比较多,在一节课里要接受这些内容有些不易。所以我在这节课上准备了图片和游戏来激发学生的学习兴趣,使学生们在玩中学,在游戏的过程中通过反复操练来掌握和熟悉新知,比较适合低年级儿童课堂的学习特点。

尽可能的让课堂上不怎么爱发言的孩子加入到活动中,从而带动大多数学生的课堂表现力。在巩固颜色的单词时我加入了彩虹的学习,并认知了其他三种颜色的单词:“ pink, purple, orange”最后通过歌曲“Sing A Rainbow”来巩固新授内容,加大训练强度,让学生在欢快的氛围下结束本课的学习。

有待完善之处:针对低年级的学生我应该加入多媒体教学,使教学内容更加生动形象。在导入的过程中我说了一个句子:“How many colours?” 在此后讲彩虹时我也用到此句子,容易造成本课重点句型不突出,我应该加大句型的训练。我应该多引导学生自主学习,在小组学习和评价上我以后要多多注意。

小学英语教案 篇5

教学目标:

1、听懂、会说Hello./bye./Bye-Bye.I'm.。.。

2、通过创设见面打招呼、自我介绍以及道别等情景,让学生学会见面打招呼、自我介绍及道别的日常用语

3、培养学生乐于开口,敢于开口讲英语的习惯,激发学生想学、乐学英语的兴趣和愿望。

教材分析:

在本课时主要学习见面打招呼、自我介绍及道别用语Hello./Hi.

Goodbye./Bye-Bye.I'm.。.。为此,教师为学生创设见面打招呼、自我介绍以及道别等情景,使学生了解英语常用用语以及使用环境。教学中,除让学生听懂以上日常用语以外,还应让学生敢说、会说。学生对于打招呼和道别用语Hello./bye./Bye-Bye.的发音比较熟悉,而对于自我介绍用语I'm.。.的发音不容易到位,学习起来较难,教师要适时纠正,切不可挫伤孩子的学习积极性。教法建议:

通过聊天、讨论还可以让学生了解一些学习英语的作用和意义。可利用教科书开始的蝴蝶页WelcometoEnglish的彩图,为学生呈现我们生活中已经会说或较熟悉的词汇如CD,VCD,DVD,OK!Hi!Yeah!Wow!Bye!Cartoon,Mickey等等来激发学生想学英语的兴趣。引导学生自主学习"变要我学为我要学"。教师在讲授本课的打招呼、自我介绍及道别用语时,可以先给学生播放卡通片,了解所学语言运用的环境。在巩固操练时,教师可采取交谈的方式与学生聊天,用英语和他们打招呼、自我介绍,并告知Hello./Hi是英语中常用的打招呼用语,甚至让学生自己说说这些语言都运用在哪些情景中。教师还可用击鼓传花、角色扮演等游戏来练习。最后教师可引导学生创设生活情景,实现真正的语言交流。教学重点:

本部分主要是见面打招呼、自我介绍及道别用语的会话学习,使学生在不同的情景中听懂、会说Hello./bye./Bye-Bye.I'm.。.。

教学难点:

自我介绍用语I'm…的发音不容易到位,学习起来较难,教师要适时纠正,切不可挫伤孩子的学习积极性。

教具准备:

1、教材相关人物的面具或头饰

2、为Let'splay中的击鼓传花游戏准备相应的道具

3、教材相配套的录音带

教学过程:

1.热身(Warm-up)

(1)先给学生播放卡通片,了解所学语言运用的环境。内容为"迪士尼英语"中第一课的片段(MagicEnglish----Hello)学生在他们喜爱的卡通节目中了解、学习打招呼用语Hello./Hi,边看卡通边说英语。学习语言的同时,了解语言所用的环境,兴趣与语境同时创设,学习与兴趣同时存在。[本部分内容根据各校情况可自行改变,用图片来代替,或直接进入下一环节。

(2)通过看卡通片告诉学生"卡通"一词的发音是由英语单词Cartoon一词的发音直接翻译过来的。在现实生活中,我们还有许多的类似之处,有时我们甚至直接用英语的单词来代表某物如CD,VCD,DVD等等。

(3)由于学生是第一次正式接受英语课的学习,教师可在此基础上采取交谈的方式与学生讨论一下英语的作用以及学习英语的意义。不妨请学生说说他们在现实生活中已经了解的英语单词或日常用语。利用教科书开始的蝴蝶页WelcometoEnglish彩图中呈现的我们生活中学生已经会说或较熟悉的词汇如CD,VCD,DVD,OK!Hi!Yeah!Wow!Bye!E-mail,Cartoon等词来激发学生学习兴趣与学习愿望。

2.呈现新课(Presentation)

(1)在学生初步了解打招呼用语后,教师播放本课的歌曲"Hello"的录音,自然引出师生之间的打招呼。

T:Hello,:Hello.

(2)教师利用这个机会及时向学生介绍自己Hello,I'm…/Hi,I'm…

(3)教师还可带上Sarah的头饰介绍Hello!I'mSarah./Hi!I'mSarah.(教师在示范时,应定要用手势语言辅助学生理解。对于初学者来讲,体态语言和手势语可帮助他们理解和记忆,因此教师要适时利用手势和动作甚至表情来配合教学。)

(4)给学生带上Sarah,ChenJie,Mike,WuYifan的面具或头饰,扮演这些人物到讲台前说Hello!I'm

(5)听录音,放投影;或通过录像,VCD来展示Let'stalk部分的教学内容

3.趣味操练(Practice)

(1)游戏

玩Let'splay中的游戏"击鼓传花"。首先,将全班学生分为两大组。教师可有节奏地敲击小鼓,两组学生同时开始传花,当老师的鼓声停止时,两组各有一名学生拿到花,这时,拿到花的学生就说Hello,I'm…/Hi,I'm…(这个游戏也可用放音乐来代替击鼓,学生可待音乐停止时起立做自我介绍。)

在做此游戏时,教师应提示学生发音,引导学生区分正确、错误的发音。特别是I'm的发音,应为[aim]不能读成[em]或[ai],但要注意,教师不能一味的纠正发音,而挫伤孩子的学习兴趣或打消孩子练习的积极性。教师可根据学生情况,逐步在以后的课时中感受语音,感受发音。

另外,此次练习中,若学生已有英文名字,即可使用,若没有英文名字可先用中文名字代替。若班级学生人数不多,可在此为学生起英文名字。

(2)让学生自己说说所学用语的使用环境,并让学生自己拟定一个使用所学用语的场所。结合图片,进一步巩固情景。

为学生出示情景图,让他们自己说说,在此情景中该说些什么?

清晨,两个小朋友在校门口相遇,猜猜看,他们说了些什么?

上课了,老师带一名新同学进教室。新生Lily该怎样做自我介绍?

下课了,有好几名同学与Lily结识,他们是怎样说的呢?放学了,同学们相互道别,他们彼此都说了些什么?

(3)两到四个人一组练习自我介绍。若学生已有英文名字,即可使用,练习更有

真实感。若没有英文名字可先用中文名字代替。在此强调分手时说Goodbye./Bye-Bye。

(4)自由结合或自己下位子了解、结识新伙伴,尤其是了解伙伴的英文名字。再次练习Hello,I'm…/Hi,I'm…Goodbye./Bye-Bye。

4.课堂评价(Assessment)

做活动手册第一单元的第一部分练习。由于学生刚刚接触英语,而且是第一次做活动手册,教师要进行全面、细致的指导。

1)教师与学生讨论本单元获奖的小花数量,由于是第一单元,起点可以稍微低点,尽量让每个学生都得到棕熊或小松鼠的小贴纸为奖励。

2)让学生看书上的图,才图中人物,想他们在说什么。

3)教师讲解题目要求并指导做的方法。建议教师提醒学生注意题目要求标记的识别,以便今后遇到相同问题时学生能独立完成。

4)让学生听录音做练习。

5)再次播放录音,在教师的'指导下让学生一句一句地跟读并相互核对答案,最后通过给小花涂色进行自我评价。

5.扩展性活动(Add-activities)

(1)将制作面具的材料发给学生。教学生如何给面具涂色,将面具剪下并粘在小木棍上。

(2)学生带上面具,互相打招呼并介绍自己,复习本课所学知识。

(3)提示学生,注意保留面具,以后教学活动中会用到这些面具。

板书设计

Unit1Hello

[将"清晨,两个小朋友在校门口相遇&qu

ot;的图贴在黑板上,图旁写上Hello/Hi]

[将自我介绍的图片贴在黑板上,并写Hello,I'm…]

[将放学时,师生互道再见的情景图贴于黑板,并写Goodbye.]

教后反思:学生第一次上英语课,热情很高,个个都很专注地听着。他们对英语的好奇心非常有利于以后的英语学习,我要从多多方面下功夫,保持学生的学习兴趣。本课后学生基本能用英语进行自我介绍,但I’m的发音,学生不到位。另外,书中各个人物的介绍可以弱化,以免增加课堂容量,挫伤学生积极性。

教学目标:

1、进一步巩固打招呼、自我介绍及道别用语,能在不同情景中准确运用。

2、能够听说、认读crayon,pencil,pen,eraser,ruler,并能用英语介绍文具。

3、进一步培养开口能力,初步了解一些课堂用语。

教材分析:本课时主要学习5个有关文具的单词crayon,pencil,pen,eraser,ruler。单词是学生身边常用的物品,学习起来贴近生活,易产生学习兴趣。通过Showmeyour.。.的指令,练习并运用这些单词。

教法建议:根据学生年龄特点,采用"全身动作反应法"(TotalPhysicalResponse)教学方法。"全身动作反应法"(TPR)则通过听听做做,刺激大脑皮层,进一步激活记忆,巩固知识。如pencil一词,教师说英文,下指令Showmeyourpencils,please学生根据所听单词,做出相应的反应。当学生较好掌握单词的基础上,可增加活动的动感性和速度,采用竞赛的形式进行。将学生分为两大组,每组各派一个选手,教师说词,选手跑步,快速到讲台找到所听词的图片,并举区图片大声读出,这样即为胜利,为本组加一分。之后,在换另一名选手进行。

教学重点:有关文具的五个词汇crayon、pencil、pen、eraser、ruler的学习,并用英语介绍文具。

教学难点:较准确读出各单词,尤其是crayon,eraser两个单词的发音。教具准备:本课相应的文具(实物)和教师卡片和学生用卡片

教学设计:

热身、复习(Warm-up/Revision)

1、师生共唱英语歌曲"Hello"

2、请几名学生带上Sarah,WuYifan等人物的面具或头饰,表演见面打

招呼或自我介绍用语:Hello,Sarah!Hi,WuYifan!

3、游戏

游戏为"听声音,识朋友,教师请几名学生到讲台前,其他学生蒙住眼睛,讲台前的几名学生之一变换语音语调和名字说Hello.I'm…蒙住眼睛的学生们猜是谁说的话,猜对的学生为本组得一分。还可

牛津小学英语5A教案——Unit 篇6

unit 10 review and check 第一教时

教学目标:

1.复习使熟练掌握本单元所学的句型,并能灵活运用。

2.完成教科书unit 5 a:look read and write.

教学过程:

一。warm up:

1.师生对话:

t:what are you/is he/she doing ?

s:i'm/he's/she's ...

t:is he/she / are you/they …?

s:yes, …

t: what does he/she have?

what do they have …?

s: he/she has …they have …

t:what shape is the …?

s:it's …

2. 生生对话。

二。reviesion:(对话)

1.安排一个小品表演擂台赛,将全班分成八组,课前作好准备,课上表演,并给每组评分,最高分为优胜,给予奖励。以此复习对话。

2.look read and write.

1).让学生读句子了解各句的意思。

2).看图将各句填入相应的方框内。

3).讲解正确答案和各句的意思,齐读几遍。

4).同桌练习,根据图片情景进行交谈。

三。game:

1.sing a song :what are you doing?

2.say a rhyme:in the evening.

四。assignment:

1.熟读本学期所学对话,并能背诵。

2.复习四会单词和句子并默写。

第二课时

教学目标:

1.复习四会单词和句子。

2.完成书上练习:b. c.

教学过程:

一。warm up:

1.师生对话:

1.师生对话:

t:what are you/is he/she doing ?

s:i'm/he's/she's ...

t:is he/she / are you/they …?

s:yes, …

t: what does he/she have?

what do they have …?

s: he/she has …they have …

t:what shape is the …?

s:it's …

2. 生生对话。

3.sing song:what do you have?

二。reviesion:

1.(示单词图片)t: what's this in english?

s: it's a .....

t:can you spell it?

s:....

t:what do you have?

s: …

t:can you spell the word '…'?

s:....

先指名答,然后齐答。以此复习所有四会单词。

2.a game:what's missing?

先出示四幅图,大家齐读一遍,然后拿掉一张。ask:what's missing?

由学生猜出。老师先示范一遍,然后让学生来操作。以此复习所有单词。

3.a game:what's in p1/p2....?

多媒体出示几幅图的背面,编上号码。

t:what's in p1?guess!

s:it's a ....?

t:yes,you're right.

ss:it's a ...

三。exercise.

1.draw the shapes

read the sentences and draw the correct shapes in the pictures.

先同桌练习,然后完成练习。

2.look,read and complete.

1)让学生看图完成填空。

2)校对答案,请八个同学上黑板将题目和答案写于黑板上。

四。say a rhyme:twinkle,twinkle little star.

五。assignment:

1.copy all the four-skilled words and sentences.

2.review from unit 6 to unit 9.

第三课时

教学目标:

1.复习本课的单词和句型,达到熟练掌握和灵活运用。

2.完成:look and talk.

教学过程:

一。warm up:

1.师生对话:

t:what are you/is he/she doing ?

s:i'm/he's/she's ...

t:is he/she / are you/they …?

s:yes, …

t: what does he/she have?

what do they have …?

s: he/she has …they have …

t:what shape is the …?

s:it's …

2. 生生对话。

二。review:

1.look and talk.看图讨论。

1)复习图上人物和所涉及的词汇。

2)学生两人一组用

" what do/does … have?

what is /are … doing?

he/she/they has/have …

he/she/they is/are …"

相互问答。

3)两两起来相互问答。

三。exercise:

完成练习册练习。

四。assignment:

1.copy four skilled sentences.

2.默写本单元的四会单词和句子。并作测试准备。

3.完成练习册上的练习。

the fourth lesson

做测试卷。

教后感:英语是用于交际的工具,英语教学一定要放在交际的环境下才能取得良好的教学效果。我遵循这个原则,创设情景把语言置于交际中。不但复习了所学内容,而且取得了学习的愉悦。

新标准小学英语教学设计 篇7

一、教材依据

本课时教学是依据小学英语PEP教材四年级上册第四单元A部分Let’s learn和Let’s do设计而成。

二、学情分析:

四年级学生的年龄在十—-十一岁左右,生性活泼好动,喜欢直观形象思维,对游戏、竞赛、特别感兴趣。而且他们接触英语已经有一年半时间,已具有初步的听说能力。再来,在本单元A部分学生将会接触到介绍人物的诸多单词,我相信必能很好的调动学生学习积极性。

三、设计思想

根据孩子的年龄特点和接受能力最后给出语言框架。

This is my home.You can see a living room, a bedroom, a 。I can watch TV in the living room, I can read a book in the study 。Welcome to my home.通过师生示范,并结合图片和动作让学生学会介绍自己的家,高效的完成课堂任务。

四、教学目标

1、能听、说、认读单词study, bathroom, bedroom, living room和kitchen,并能在实际情景中加以运用。

2、能听懂并发出一些指令,如:Watch a book.Have a snack.Take a shower.Have a sleep.3.能用下列语言简单介绍自己的家:This is my home.You can see a living room, a bedroom, a 。I can watch TV in the living room, I can read a book in the study 。4.培养学生对家的热爱。

五、教学重点

1、能听、说、认读单词study, bathroom, bedroom, living room和kitchen,并能在实际情景中加以运用。

2、能用简单的语言介绍自己的家。

六、说教学方法:

1、游戏教学法:用游戏形式复习单词、句型,练习新语言点,使学生寓学于乐,在活泼、轻忪、愉快的气氛中自然而然地获得英语知识与技能。游戏要求简短易行,有趣味,而且要与本课教学内容紧密相关。

2、情景教学法:情景是教师创设或模拟的生活场景,应具有真实、生动、实用的特点,便于学生将所学语言材料进行综合、创造性地进行表达交流。这种练习方法,有接近生活的交际功能,而且能变单调、机械的句型操练为活泼、生动的交际性练习。

3、动作教学法:在低年级英语教学中,用具体形象的手势、动作来辅助英语学习,激发学生学习兴趣,提高学习效果。

4、活动教学法:就是按照学生身心发展过程中的不同阶段来设计、布置情境,提供材料,让学生积极参与自由操作、观察思考。通过活动让学生自己认识事物、发现问题,得出答案。

5、发全身反应法:调动学生的感觉器官,让学生通过全身各个部位的不同动作达到记忆的目的。掘学生潜能。

七、教学难点

能理解并会说Have a snack.Take a shower.Have a sleep.等语言,并能用下列语言简单介绍自己的家:I can watch TV in the living room, I can read a book in the study 。

八、教学准备

1、教师课前教案。

2、学生每人准备一张自己家的平面图。

3、教师准备study, bathroom, bedroom, living room和kitchen的单词卡片。

九、教学过程

Step1: Warm-up(热身导入)

1.Greeting:T:Hello,Boys and girls.

2.Free talk:T:This is my home.I like my home(gue the meaning by looking a picture) 。What about you?(让学生首先感知课题,对以便更好的了解和接受新知识)

Step2: Presentation(新课呈现)

1.Lean the new words: (Look at the picture)(根据孩子好奇心和求知欲的心性,用图片调动孩子学习的积极性,同时视觉效果能让孩子积极去思考和加深记忆)

a.living room.

Took at my home.What is in it?

S: Living room.

T: Yes.This is a living room.Follow me:

living room,

living room.

b.study

T: Is this a living room?

S: No.

T: Oh,sorry.I go the wrong way.What is this?

S: study.

T: Yes, this is a study.Follow me:

study,

study.

C.kitchen /bedroom/ bathroom

T:look at the picture.What is this?

S:kitchen

T: Yes, this is a kitchen. Follow me:

kitchen, kitchen.

2.Practice.

a.Listen to the tape recorder and read.(听过听觉吸引学生的注意力,同时指导和纠正学生的发音)

b.Spesk in English,you speak in chinese.(通过这个游戏环节来巩固单词的学习和记忆)

c.Draw your home and write down the name.(学以致用,发挥孩子的想象,同时培养孩子对家的热爱)

3.Let’s do

a.Listen to the tape recorder.(带有旋律的音乐节拍,能够调动孩子的积极性,活跃课堂气氛,让孩子更迫切的学习)

b.Guesing the mesning 。(发挥想象力,调动孩子的想象力)

c.Read after the tape(指导和纠正发音,同时找个别同学站起来读,满足孩子的学习的欲望)

4.Do action(学习英语和游戏动作相结合,使枯燥的学习变得更生动,让孩子在学中玩,玩中学)

Step3: Extension(拓展延伸)

1、介绍自己的家

T: (多媒体出示一张新的home图。) Look, boys and girls, this is my new home.You can see a living room 。I can watch TV in the living room, I can read a book in the study 。Can you introduce your home now?

S: Yes.

T: Take your pictures and introduce your home with your partner.(多媒体出示师示范语言,学生同桌介绍自己的家。)

T: Now, who can introduce your home to the whole cla?(请部分学生向全班介绍自己的家。)

T: Well done! Now, please walk around the cla and introduce your home to your friends.(学生在教室自由走动,向朋友介绍自己的家。)

(学生的感情升华,同时发挥孩子的想象力,培养孩子对家和生活的热爱。)

Step4.homework: Please introduce your home to your friends.

十。板书设计

This is my home study

Read abook bathroom

Take a shower bedroom

Have a sleep living room

Watch TV kitchen

Have a snack

教学反思

新课标强调从学生的学习兴趣、生活经验和认知水平出发,倡导体验、实践、参与、合作与交流的学习方式,以学生“能做某事”的描述方式设定各级目标要求,倡导教师避免单纯传授语言知识的教学方法。本人在教学my home一课时就采用“情景”教学和“任务型”的教学途径,并就教学得失谈谈自己的想法。

一。设定有效任务

本课时的话题my home,非常贴近学生的生活,而且学生在课余也很乐意跟同学谈起这一话题。在设定教学目标时,我考虑到四年级学生的程度,为了让学生快乐学英语并容易接受,通过多种形式教授关于房间的单词。 “Let’s do”部分更是迎合孩子活泼好动的特性来满足孩子的好奇心和求知欲。在掌握房间单词的基础上扩大信息量,最后给学生布置一项介绍自己家的学习任务。上课一开始,我就提出学习任务,让明确学习目的,为新课的学习做好充分的心理准备。通过新授呈现、操练巩固学习新语言,最后在完成任务的过程中运用语言,达到“能介绍自己的家”的目标。

二。注重榜样示范的作用

小学生的学习能力还比较弱,学习策略比较欠缺,对语言的整体把握能力也不够强。因此,在教学过程中榜样示范的作用显得尤为重要。并且还要注重示范的层递性:由教师示范或借助媒体示范到尖子生的示范再到大面积练习,要充分考虑到学生的接受能力。

在本堂课的教学中,我不仅在教学词汇和说唱时强调示范,更重要的是在任务实施过程中注重示范。我以自己的语言和动作感染学生,激发学生说与做的欲望。让学生介绍自己的家之前,我给出语言框架,先自己示范介绍,然后让尖子生学着模仿,再分成四人小组相互介绍,最后再让学生自由到好朋友地方介绍。这样,学生学得扎实,学习任务也能顺利完成。

虽然这堂课上得比较顺利,但是还有不少遗憾。最主要的是评价机制还不够,评价方式比较单一,在以后的教学中有待改进与提高

新标准小学英语教学设计 篇8

一、教材分析:

(一) 教材的地位和作用

本课是《新标准英语》第五册第九模块第二单元。学习happy, tired, bored, hungry等情绪词汇及句型I feel…。此内容承接了第一单元的知识Are you feeling…围绕feeling这个主题开展教学活动。在前一个活动的教学中已经对情绪词汇有一定的接触与感知,本活动让学生结合自己的实际感受,能用句型I feel…大胆地说出自己的情绪状况,培养学生自主学习英语的能力和综合运用语言的能力,并且能大胆地进行交流。

(二) 教学目标:

1、 知识目标:

(1) 学习新单词happy, tired, bored, hungry 。

(2) 学习句型I feel…。

2、 能力目标:

通过丰富的课堂活动,把所学的语言知识与学生的生活实际感受结合起来,围绕本课主题“I feel…”进行英语口语的综合训练,培养学生自主学习英语的能力和综合运用语言进行交流的能力。

3、 情感目标:

根据学生的实际情况设计有意义的教学活动,激发学生的学习兴趣,使他们在学会用英语表达自己情绪感受同时学会与他人合作,学会关心别人,培养学生责任心。

(三) 教学重难点分析:

1、 To master some new words : happy , tired, bored, hungry。

2、 To master the sentence :I feel…

3、 运用所学知识在日常生活中进行交流。

(四) 教学媒体:

单词卡片5张,表情图片数张,情景图片5张。

二、教学对象分析:

小学五年级的学生性格具有一定的稳定性,愿意与他人交流情感,本次活动内容比较贴近学生的生活,因此对所授的情绪词汇有亲生的体验感受,学生较感兴趣,将在活动中积极参与,大胆地表达各自的情绪感受,彼此间进行交流。使得师生,生生之间共同搭建了一个交流平台。

三、教学过程与设计说明:

Step1 Warm—up

A. Greeting:

T: Hello, boys and girls.

S: Hello, Miss Jiang.

T: How are you?

S: I’m fine, thank you. And you?

T: I’m fine, too.

B. Chant:

T: At first ,Let’s chant.

I’m feeling sad, sad, sad, sad.

Are you feeling sad? sad? sad? sad?

No, No, I’m not. No, No, I’m not.

学生站起来,边拍手边说边做表情。

(设计意图:师生互致问候,沟通感情。热身阶段采取了全身反应法,不仅营造了英语学习的氛围,让学生快速进入英语学习状态,而且为下面学习新知作了铺垫。)

Step2Presentation and practice:

1、T:Today, I ’ve got a new skirt, So I feel happy 。(show the new word ”happy”, and show a picture for them.)

T:Happy- happy- happy , I feel happy 。( teaching the word “happy” , let the students read and spell it 。)

S:Happy happy ;I feel happy 。h-a-p-p-y happy (class –group – individual)

T:Very good!

2.T:I like basketball very much,Do you like basketball?

S:Yes ,I do.

T:But It’s raining now ,I can’t go out to play. (show a picture)

So I feel bored ,(show a picture for them)

Bored-bored-bored

S: bored- bored-bored

b-o-r-e-d, bored ,I feel bored. (class-group-individual)

T: Wonderful.

3、 T shows a photo for them

T: Who is the girl?

Ss: She is Miss Jiang.

T: What am I doing?

S:挖地

T: Yes , I am helping my mother on the field , So I feel very tired (T makes some actions to help them understand)

T:Tired-tired-tired,I feel tired.

S: Tired-tired –tired I feel tired (They make the action and read it )

4、 T:I feel tired,now I’ve finished my work ,I will go home,

When I come back 。I smell the rice and meat , So I feel hungry.(T makes some actions)

Hungry-hungry-hungry. I feel hungry

S: Hungry-hungry-hungry. I feel hungry (they make the actions and read it ) Class-group-individual.

(设计意图:教师用各种不同形式导入新词汇,并辅以实物与图片加以呈现,紧扣学生注意力,激发了学生的积极兴趣,使得学生自主地习得了英语知识。)

happy

板书设计:

bired

tired

I feel

hungry

5.Drilling:

T:Ok! Let’s chant:

Happy ,happy ,happy

I feel happy.

Tired,tired ,tired.

I feel tired.

Bored, bored ,bored

I feel bored.

Hungry,hungry,hungry.

I feel hungry.

(设计意图:将本课的词汇与句型以chant形式加以操练,不仅活跃了课堂,还帮助学生记忆所学英语知识,易学难忘。)

6.Listen to the tape.

T: Let’s listen to the tape, please turn to page 36,answer it “How do they feel?” then write itdown 。Let’s begin!

S: Listen and do 。(twice.)

T: Ok, Let’s check it up together. Listen it again.

S: Read it after tape.

(设计意图:充分利用教材,对学生进行听力训练,培养学生听、说、读、写四项综合能力。)

Step3Consolidation and application.

1、 Play a game 《Drive the train》

T :Now ,Let’s play a game 《Drive the train》,From this line to the other line. One byone. you must make a action and say :I feel ……,Do you understand?

S: Yes.

T: Good ,Let’s do it 。

S: I feel ……(one by one.)

(设计意图:游戏是学生最喜爱的一种活动形式,因此我特设计此环节,让学生在玩中学,学中玩,在游戏中自主发展,自主创作动作,这样不仅巩固了本次活动的英语知识,还让每一个学生都得到了锻炼,培养了他们的语言表达能力。)

Step4Summary :

T: Ok! Let’s say the chant again.

Are you ready?

Ss: Yes.

(设计意图: 此环节再现所学内容,意在培养学生的记忆能力,使他们巩固本课英语知识,寓教于乐。)

Step 5 结语:

T: How do you feel ,today?

Ss: I feel happy.

T:I feel happy, too 。Goodbye! everyone.

Ss: Goodbye ,Miss Jiang.

牛津小学英语5A教案——Unit 篇9

unit 9 shapes 第一课时

教学目标:

1. 能听说读写单词 a circle, a square,. sun , moon .

2. 能听懂会说单词: a diamond, a rectangle, a triangle, an oval.

3. 能运用以上词汇,并能听懂会说,会读,会写句子:what shape is the …?it's a/an …

教学重难点:

1.能四会掌握单词a circle, a square, sun , moon .

2.能听懂会说,会读,会写句子: what shape is the …?it's a/an …

教学准备:

录音机,单词图片,句型卡片,实物。

教学过程:

a:preparation

出示图复习句型:i have …what does he/she have? he/she has …

we have … what do they have …? they have …

b:presentation

1. 复习单词,在复习过程导入新内容。

what shape is the …?

learn to say : shape

然后出示所有的图形: these are six shapes.

逐个出示实物,再谈论到他们的形状。学习所有的三会和四会单词,并拼读四会单词。

what shape is the sun?(出示太阳的图片)

it's a circle.

学习单词 sun 学生拼读

what shape is the moon?(出示月亮的图片)

it's a circle.

学习单词 moon 学生拼读

2. 看图p71,同桌两人练习句型:what shape is the …?

it's a/an ….

然后两两 open say.

3. 画一幅图,但是只能用刚刚教过的图形

学生上台介绍自己的作品,用句型this is a…. there are…….

c.learn a song

《shapes》

d: exercise

1.read the words. a circle, a square,. sun , moon .

2.copy the four skilled words and sentences.

what shape is the …?

it's a/an ….

教后感:形状是非常有趣的教学内容,教学时我采用各种各样的实物引出形状。学生学习兴趣很高。教学时我还采用写写画画的形式巩固学习内容。

第二课时

教学目标:

1.能听说读写单词 a star, a heart. art , teach , fly ,

2. 熟练运用what shape is the …?it's a/an …

3. 听懂会说,会读,会写句子:show us how to …

教学重难点:

1. 四会掌握单词a star, a heart. art , teach , fly ,

2.能听懂会说,会读,会写句子: show us how to …

教学过程:

step 1. warm up:

sing the song. 《shapes》

step 2. review and presentation:

1. t: ( guess the shapes on the screen出示图形的一个角,对猜对的学生用五角星或鸡星奖励,为教新单词作铺垫)

what shape is it?

it's a circle /……..?

the same to review : square, diamond, rectangle, triangle, oval ,

并在复习中新授单词a star aheart 学生拼读

2.t: now it's time to begin our new lesson.

today we'll have an art lesson..

learn : art.

t: i'll teach you about shapes.

learn: teach

3.t: there are the shapes: (multi media show all the shapes)

let's read them together. one by one fly over the screen. and ss read together.

4.t: do you know how to draw them.

ask someone to draw on the paper.

5.t: now look at the blackboard.what is the boy doing?

he's flying a kite.

t: right . now let's say a rhyme:

fly, fly my kite. fly , fly very high. up up to the sky.

t:what shape is the kite?

s: it's a square.

t: that's right. the boy has a bag. what shape is it?is it a square,too, …?

s: no. it's a rectangle.

6. t: one more picture. how many circles can you see?

s: i can see five circles.

t: yes. it's a kite, too! can you draw a circle, …?

s: yes. i can.

t: come to the blackboard and show us how to do it.

ask one more student. learn : show us how to …

7.t: now, look.!( 在圆圈上画几笔) is this a sun?

what shape is the sun?

what shape is the moon?

say a rhyme:

sun sun sun is a circle.

moon moon moon is a circle.

sun and moon

are all circle.

step3:practise:

step4: consolidation:

1. what shape is this? (图形:窗户)

it's a ____rectangle________.

2.what shapes can you see in the picture?

i can see _triangle____ __rectabgle____ ___square___.

how many squares are there in the picture?

there are __three____.

3. is this a picture of a man?

__yes___ , it is.

what shape is the head in the picture?

it is __a circle____.

教后感:我采用多媒体辅助教学来复习图形,象学生呈现形状各异的事物。并以上一堂美术课的形式呈现新知,把学生引入实际情景中来学习英语,收到了良好的学习效果。

第三课时

教学目标:

1.进一步掌握句型 what shape is the …?

it's a/an …show us how to …

1. 熟读对话,并初步改编或扩充本单元所学的对话。

2. 了解元音字母0在单词中的读音

教学过程:

step1:warm up:

listen a song : twinkle, twinkle, little star

say a rhyme: twinkle, twinkle , little star.

step2:review:

1.师生示范:

t: these are shapes. do you know how to draw them.

can you draw a circle, …?

s: yes, i can.

t: show us how to draw it.

2. look at p72 and try to say in english.

3.几组学生表演会话。利用图片和情景反复练习句型:

what shape is the …? it's a/an …

show us how to …

step3:new:

了解元音字母0在单词中的读音。让学生自己总结,并能熟练朗读。

让学生在举些例子

step 4:draw and say:

1. 讲解活动的方法。老师示范画图然后问答。

2.全班分小组来做这个活动。

第四课时

教学目标:

1.进一步掌握句型 what shape is the …?it's a/an …show us how to …

学习e部分的对话。

3. 完成本单元的练习

教学过程:

step1:warm up:

singa song : shapes

say a rhyme: twinkle, twinkle , little star.

step2:review:

1.听录音理解对话的意思。回答问题:how do we make a new year card?

2.听录音跟读对话, 再组织他们进行对话表演。

step3:assignment:

1. 完成练习册上的练习。

2.默写本单元的四会单词和句型。

教后感:本课的教学内容相对前几课内容较为简单。但八种形状须反复练习才能为学生牢固掌握。教学过程中我利用实物和图形反复练习学生掌握所学内容。巩固这几个图形时我采用画画等活动,活跃了课堂气氛,有效的巩固了所学内容, 受到了良好的小学反馈。学生学习英语的兴趣也有了很大的提高。

牛津小学英语5a教案——unit 9 来自第一范文网。

小学新标准英语四年级教案 篇10

Module6 Unit1 Can I have some sweets? 教学目标:

1、能听懂会说本课语 Can I have some sweets/bread/fruit/biscuis? 2.能够用Yes ,you can ,Sorry ,you can`t.进行问答练习。 3.能自己请求需要一些东西,并作出正确的回答。

4、学生在游戏和歌曲中熟练运用交际用语的能力。提高学生的口语水平。 教学重难点:

重点:能听懂会说本课语言。Can I have some sweets/bread/fruit/biscuits? 能够用Yes,you can 。Sorry,you can’t.进行问答练习。

难点:能够灵活运用本课的交际用语进行拓展交际。 教学准备:课件、磁带、图(卡)片。 课时安排:1课时 教学过程:

Step1: Warmer(热身)

1、老师课件播放歌曲《Happy birthday to you》,师生边跳边唱英文生日歌曲。

(给学生创设一个愉悦的过生日的氛围,便于导入新课。) Step2: Lead in new cla(复习导入)

1、T: Stop! Please look here and answer my question.(师跳起来说:)“ Can you jump high ?”

Ss:(学生配合老师做出动作,并回答:)“Yes , I can ”

T:(师做跳远的动作并说:)“Can you jump far/run fast / run slowly?” Ss: (学生边动作边说:)“Yes , I can 。”

T:(然后师再做动作问:)“Can I run fast ?”(故意做的很慢)Ss:(帮助学生回答:)“ Sorry , you can’t 。”

T:(然后师再做动作问:)“Can I run fast ?”(故意做的很快)Ss:(帮助学生回答:)“ Yes, you can.”

T:Today we’re going to learn Module 9 Unit 1 Can I have some sweets?今天我们就来学习第九模块第一单元。(幻灯片出示课题。) Please follow me.Step3: 精讲

1、游戏中感知、呈现单词。

T:(出示一个装满sweets、bread、fruit、biscuits、cake的书包)“look , There are some things in the bag 。please gue 。What’s in it ? Please gue.Ss:(老师启发学生猜,) T:(学生猜到后,老师做出非常高兴的样子,打开书包看一看,说:)“Let me see, oh, yes, some food, it’s very nice!”(教师点击鼠标出示许多糖果、面包、水果、饼干、蛋糕图片) T:“ here you are 。”(教师把学生猜到的物品送给学生。陆续让学生把书包中的东西都拿走。)

T:I had very few lunch this noon , So I’m very hungry.(手捂着肚子做出非常饿的样子,老师走到有食物的同学跟前说) T:“I’m very hungry。Can I have some bread?” Ss:(启发学生回答:)“Sorry,you can’t。”

T:(老师听到后露出非常失望的表情,)“ Oh! But I’m very hungry.” T:再走到拿有别的食品的同学跟前说:“I’m very hungry。Can I have some biscuits?

Ss: “Sorry, you can’t。”

T:(老师听到后露出痛苦的表情说:)“Oh! my dear I’m very very hungry.T:(再走到拿有别的食品的同学跟前说:) “I’m very hungry。Can I have some sweets?

Ss:(这时学生看到老师实在饿的不行了,就说:)“Yes , you can。。Here you are.”并把食品交给老师。

T:(老师做出吃的动作说:)“It’s very nice.Thank you 。

2、图片呈现单词: sweets\\\\bread\\\\fruit\\\\biscuits\\\\cake\\\\soup T:I bring to you some beautiful pictures.Look here and follow me.(老师点击鼠标出示单词图片)

3、活动中学习句子

①T(课件呈现一些糖果的图片,):What are they? Ss:some sweets 。②T:(然后一点鼠标出示句子,)“ Can I have some sweets? Yes ,you can 。Sorry ,you can’t.”

③T: This time, let’s play a game.此时设计一个传物游戏,师拿出一个小玩具,和学生一起边拍手读这个句子,边传这个小玩具,老师说:“stop” 小玩具在谁的手里,谁就站起来回答这个问题。

④ T:Good! Please look here, let’s ask and answer.(幻灯片出示相关句子,老师学生一起进行问答练习。)

4、利用录音机学习课文

T: Do you know today is Amy’s birthday, do you want to know what happened? Open your books, let’s listen and point.T: Listen again , let’s listen and say.〔在学习难点句子时,老师利用肢体语言帮助学生理解句意,“Turn on the light 。”(做开灯的动作)“ I can’t see 。It’s very dark.”(双手伸出做摸的动作 ),师生共同边做动作边说这些句子。〕

Step4:Practicing(练习)

1、歌曲中巩固知识:

T:Now, please look here, let’s listen and sing.老师把小学音乐教科书中的《新年好》曲调录制在课件上,并和歌词同时播放,大意如下:

some soup some soup Can I have some soup? some bread some bread Can I have some bread? some sweats some sweats Can I have some sweats? some cake some cake Can I have some cake? T: let’s sing again.(反复唱几遍,直到学生掌握熟练为止。)

2、小组活动中巩固拓展知识

T:(老师让四个同学到前面来每人手里拿一张食物图画,老师过去问)“Can I have some „?”

Ss1:(被问的第一个学生说)“Yes ,you can。然后把图片交给老师。Ss1:(第一个同学去问下一个同学)“Can I have some „?”

Ss2: Yes ,you can 。\\\\Sorry ,you can’t.T:This time please look here,work in goups,understand! (学生四人一组看着大屏幕进行连锁式问答练习。最后让学生以小组为单位上台展示,并且发贴画鼓励表扬。集体拍手鼓励

Step5:Home work(家庭作业) 板书设计:Module6 Unit1 Can I have some sweets? Yes , you can。 Sorry,you can’t 教学反思:本节课注重学生听,说,读的练习和强化,使学生更好的掌握知识和运用知识,但是课堂纪律把握不是很好。

Module6Unit2 Happy Halloween! 教学目标

1、能够听懂会说本单元的新单词today、Halloween、come in、of course.并能灵活运用。

2、通过模仿、操练、表演等活动,学生能够运用所学的语言知识进行对话,提高英语口语交际能力。

3、了解万圣节的文化背景,感受异国文化,促进中西方文化的交流。

教学重点和难点

1、重点:句型 Can I have some„? 及其回答Yes, I can./ No, I can’t.的运用。

2、难点:能熟练运用本课的句型进行交际。 教学准备:万圣节相关材料,CD-ROM.面具,黑布,袋子 课时安排:1课时 教学过程: Step 1 Warming up 1.Greetings。 2.say then chant.Can I have some soup? Can I have some fruit? Yes ,you can.Yes,you can.And you can have some rice.They’re all very nice.3.小组展示,表演第一单元对话。 Step 2 presentation

1、教师上课之前故意让一名同学上课迟到,老师就问同学们,where is„? 然后该生敲门,按老师提前告诉他的说: Can I come in?然后老师回答:Yes,of course.教师讲解其意思,并板书教读。利用排小火车游戏,练习巩固此句型。

2.Boys and girls,Do you know What day is June 1st?(Children’s Day) And we say Happy Children’s Day. What day is september 10th?(Teacher’s Day) And we say Happy Teacher’s Day What about October 31st?(Halloween) (Teach “Halloween”), And we say Happy Halloween!(板书,教读) 3.Do you know the origin of Halloween? Ss:(自由发言) 教师讲解,并将搜集到的有关万圣节图片呈现给学生,让学生进一步理解。

(总结)So it celebrates autumn harvest and it’s also a ceremony of the dead.2.T:Now, let’s enjoy a performance.Welcome! Ss:(Give a performance) T:Oh, it’s wonderful.(Ask one student)Excuse me.What’s this in English? S:It’s a pumpkin lantern.T:(show a picture)Look, it’s a pumpkin.(Teach “pumpkin”) What’s in the pumpkin? There’s a “candle”) We can use them to make a pumpkin lantern.(Teach “lantern”) T:(Introduce) Ss:(Repeat “Jack-O-Lantern” several times) T:(Ask one student)Can you tell me what’s this in English? S:It’s a mask.T:Look, here are some masks.(teach “mask”) (show the masks)It’s a dog /tiger mask.It’s a pig mask.3.T:If tomorrow we’ll have a Halloween party.What do you need? Please discu in groups.S:Sweets/Pumpkin/„ Step3 new text 1.listen and point.2.listen again and repeat.3.practice with your groupers.4.Act out the dialogue.(教师拿出黑布,面具作为学生扮演道具,看哪一组扮演的最像,哪一组获胜。) Step4 production 课件再次出现日历 12月25日 上方写 Christmas T: It’s Dec.25th.It’s Christmas.课件出现圣诞节的场景,树,老人等典型Let’s have a Christmas party.And we would like to buy things for it.Look, there is a shop.What do you need? Please discu with your partners.Then you can act it out.给学生三分钟时间讨论,再上台表演。

Step 5 Homework 1.Read activity1, act out with your parents.2.搜集西方其他传统节日习俗,下节课交流。 板书设计:Module6Unit2 Happy Halloween! 教学反思:这节课课堂气氛活跃,本课主要以文化学

Module 7Unit1

There is a horse in this photo.教学目标

1.Can use “ There is /are” to talk about Photos.2.The students learn and can listen, read , say and use the sentences: There is a girl in this photo.She’s riding a horse.I can’t see her face.There are twelve boys on the bike.3.Pupils can actively participate in cla learning activities.教学重难点:

1.Important points:Ss can listen, read and say the sentences: There is a girl in this photo.She’s riding a horse.I can’t see her face.There are twelve boys on the bike.2.Difficult points:can can listen, read , say and use the sentences: There is a girl in this photo.She’s riding a horse.I can’t see her face.There are twelve boys on the to describe the Pictures or scene 教学准备

CD-ROM, pictures,cards, courseware Unit One There is a horse in this photo.课时安排:1课时 教学过程

Step One:Warm-up and lead-in.(about 5min) 1.Greeting,then say the chant : “Can I have some soup?” 2.Show pictures: playing basketball, running, shipping, and so on.Let’s do asking and answering like this: What is he/she doing? He is„(激活知识) 3.Show the picture of the text 。(Amy is riding a horse) get Ss look at the picture and ask :What can you see?(Help Ss answer) 4.Watch and listen to the CD-ROM.(整体感知如何描述图画) 5.Watch ,listen and reapeat.(学着说,并提醒学生注意模仿语音语调,感知今天要学的内容There is „的语用,为新课学习做铺垫) Learn:horse 注意与house的区别,用图片进行比较。

Step Two:Task presentation(about1min) 向班级推荐手抄报的图片,并用There is 。.in the photo.He/She is„描述自己推荐的图片。

Step Three:text learning(about15min) 1.play the CD- Ss watch and listen and thinking :1)What are Sam and Amy talking about? 2.Ss try to answer the question.(1,2整体感知课文)They talking about photos.3.Sam, Amy, Daming are talking about photos.How are they talking about them? Listen again(进一步感知课文) 4.Show questions, listen and try to answer the questions 1)What’s in photo 1? 2) What’s in photo 2? 3) What’s in photo 3? 引导学生回答每个问题后连起来描述:There are talking about photos.There is „in photo 1„(板书There is a horse in this photo.There is a sheep in this photo.„) 5.Try to say:There is a„ in/on/under/„ 6.listen and repeat.7.Work in group: retell the text. Step Four: practise(about10min)

1、Listen and say(P40 Activty 3) 跟读模仿语音语调

2.Look at the picture.(P40 A4),明确要求后,四人小组用there is„描述图片内容,共同完成任务。给学生三分钟练习,然后以小组为单位向全班展示。

3.Finish Ex 1,3,4(课堂活动用书),巩固所学知识

Step Five: Task completion.(about 7min) T show some pictures, Ss talk about them and choose one describe it: There is a„in this photo.She/He is„ 1.Ss talk about the Cla Paper.

4、Ss report.Homework:

以小组为单位为班级手抄报准备图片 Writing 板书设计:

Module 7Unit1

There is a horse in this photo.

教学反思:本单元的学习要让学生掌握基本的数词,并且会介绍照片里的故事,所以实用性比较强,在学习过程中要注重实际运用。

小学新标准英语四年级教案 篇11

Unit 1 Leon 3

Part A Lets say, Lets chant Part C Culture

Teaching Aims :

1.Be able to listen, say, recognize the words: apple, ant, boy, bag, Coke, coffee.

2.Be able to listen, say, read and write these three letters: A a; B b; C c

3.Through the chant review the letters of ABC, train a sense of group identity.

Focus Points

Difficult Points :

Read the letters: Big letter C, small letter c; Write down them correctly and handsomely.

Teaching Preparation:

1.Letter cards ,some word pictures, word cards: apple boy eraser ant crayon body head cake Coke coffee bag ball

2.A little blackboard with four-line format and a ball.

Designing for the blackboard:

panda beaver eagle kangaroo (pictures)

China Canada America Australia (words)

Teaching Steps:

Step1.Warm –up

1.Sing a song.

2.Free talk

T: Hello.Im Wendy.Im from Hangzhou.

S1: Hello! Im 。.。Im from Hangzhou,too.

T: Nice to meet you.

S: Nice to meet you, too.

T: Lets play.Ok?

S: Great!

T: Watch out! (T throws the ball.)

S: Oh, no.

Make a similar dialogue with your partner.

Step2.Presentation.

1.1)T : Today, we will learn letters.Do you know letters? Just as A,B,C…… They are letters.Whats the meaning of letters?

S: 字母。

T: Great! A is the first letter.( T shows letter A.)

T: A a↗↘ S: A a↗↘

T: This is big letter A.大写字母A。

T: Big letter A.S: Big letter A.

T: Lets make a big letter A.(With the hands)

Run two trains: Big letter A.(With the hands)

T: This is small letter a.

T: Small letter A S: Small letter A.

T: Look at this girls head.Its a small letter a.

小a, 小a, 小翘辫。

Run two trains: Big letter A, small letter a.

2)。T draws an apple: Whats this?

S: Its an apple.

T draws an ant beside the apple: Whats this?

S: Its an ant.

T: A for ant, / /,/ /, / /。

A for apple, / /, / /, / /。

2.Teach B b, C c like above.

Pay attention to the pronunciation of c.

Use right hand to make a c.

B for boy, /b/,/b/,/b/。

B for bag, /b/,/b/,/b/。

C for Coke, /k/,/k/,/k/。

C for coffee, /k/,/k/,/k/。

Step 3.Practise.

1.Game: Find out the letters weve just learned.

apple boy eraser ant crayon body head cake Coke coffee bag

ball

Read as: apple, No.1 small letter a.

2.1) T: Youre so smart.You can read , lets write them down.

Look at the blackboard.

T: First, lets write down big letter A.One, two, , Lets try together.Show me your finger.

S: My finger.

T Ss: One, two, three.

T teaches the writing of small letter a.

2) T: Everyone has his home.Where is As home?

Here it is.(T points at the four-line format.)

T: This is letters home.This is the first floor.Then the second floor and the third floor.Big letters A lives in the second and third floor.

Lets write down it.Show me your finger.

S: My finger.

T

Ss: One, two, three.

T teaches the writing of small letter a in the four-line format.

Write them on your exercise book.

Teach the writing of Bb, Cc.

3.Lets chant.

1) Read after T.

2) Say with the tape.

3) Say by yourself.

4.Culture.

T writes down:3.8

T: March 8th is Womens Day.

Yeah,妇女节。

T: On that day, you should say “Happy Womens Day” to your mother.You also can pour a cup of tea, then say “ Have some tea, mom.”

TS act like mother and son/ daughter.

S:e in, please.

S: Happy Womens Day!

T:, sit down , please.

Have some tea.

T: Thank you.My dear daughter.

Step4.Aement.

1)-kplete the writing of letters and exercise on the activity book.

2) Make letter cards of A\\B\\C.

Think it over:

Goood moring, I'm glad to interpret my leon here 。The leon plan I am going to talk about is Part A let's learn of unit1 PEP Primary English book7.I will explain how to teach and the reason for doing this from following aspects.

Ⅰ analysis of the teaching content.

Ⅱ ways of teaching and learning 。

Ⅲ teaching procedures

Ⅳ blackboard design

V aement

Now Lets focus on the analysis of teaching content.It can be divided into 3 parts as followed: the status and the function, the teaching objectives , the main points and difficult points, Ill talk about it one by one.

This leon is the first leon of unit 1, book7 。It includes two parts: Lets learn and lets play.In section 1, it mainly deals with these key phrases: on foot, by bike, by bus, by train, by subway.And in section 2, it provides a game for the Ss to prastise the patterns: How do you go to…? And the answer: I go… by.。/ on foot.

Our students have already known some vehicles in the daily life.Its not difficult for them to understand and use these words 。If students can learn it well, it will help students to learn the rest of this unit.So, I set the following aims:

The first is language objeake sure that students can read, recognize and use these key phrases :on foot ,by bike,by bus,by train skillfully.

The next is ability objectives

(1) To develop Ss abilities of listening and speaking.

(2) To train the Ss ability of working in groups.

moral objectives

(1)to help students know some vehicles and comprehend the traffic rules

(2) To foster Ss consciousne of good co-operation and proper competition.

The main points and difficult points about this leon is:

(1) To make sure that Ss can use these key phrases correctly and skillfully.

(2) To enable Ss to study in groups and co-operate skillfully.

(3) To develop Ss interest in English.

Difficult points

To help the Ss ask and answer the question “How do you go to…?

part Ⅱways of teaching and learning

As we all know: the main instructional aims of learning English in primary school is to cultivate pupils basic abilities of listening and speaking and their good sense of the English language.So in this leon Ill mainly use “Task-based” teaching method.That is to say, I will let the Ss learn in real situations, finish a task by making a survey”How do you go to school?” to help Ss to get a better understanding of the key phrases.I will arrange these activities: gueing game, finishing a survey and having a competition.And in this leon a recorder, CAI, will be needed.

partⅢ teaching procedures

Ill finish this leon in five steps.

step1 lead--in activities

I will begin my cla with drawing and gueing game, just like this : I show students some vehicles such as bike ,bus ,jeep which they learned before by Stick Figures and ask them gue whats it.

Purpose: It is important to form a better English learning surrounding for the Ss by gueing game.and at the same time it provides situations to review learned knowledge for the next step.

step2 prestentation

Now Ill mainly talk about this step.

1、first there is a Free talk between T and Ss.For example: I show many pictures of beautiful cities and ask students some questions, such as do you like this city?where do you want to go ?and help Ss to answer them with by train ,by plane,by ship.

By the way, I show the picture of a school, and say“ I go to schiool by bus” ,Ss read this sentence.do the actions and ask how do you go to school?,show many pictures of tools such as ,on foot by bike ,by bus to help students answer my question one by one.

To present the key structures one by one is much easier for the Ss to learn and grasp the meanings.

2 With the help of the CAI I set a situation to help Ss understand the way of using these key phrases:

A boy is coming, who is going to school.He says: I go to school by…Then play the sounds of bus, bike ask students to listen carefully and tell “I go to school by… according to the different sounds, by the way , I present another new phrases:by subway

Purpose:Make Ss use these new phrases with sentence structures, to help Ss use the language in a real situation.

step3 practise

3 I order to make every student read these new phrases correctly, I design a drill in this step, I show cards as soon as poible ,students should read the words quickly and spell them.Then I ask 'How do you go to school?'students answer I go to 。.。.。.also I will quicken the speed to ask 。

The purpose is to draw the whole students'attention to the spelling of the words

4 After this, I ask Ss to do Let's play

in fours.They use places cards and vehicle cards, ask and answer:How do you go to …? I go to … by…”

5, If Ss can ask and answer expertly, I will ask them to make a short dialogue.

the purpose of this is to help students to learn those sentenses through a ture situation and make the dialogues in order to check if Ss can ue these key prases、sentences structures skillfully

step 4 consolidation

let students do a survey about how do you go to school?and the table like this :write down names and tools another Ss choose

Task-based teaching method is used here to develop Ss ability of communication and also their ability of co-operation will be well trained.

step 5 homework

ask students to collect other kinds of transport tools through the library ,computer.

the purpose of this is to stimulate the interest of learning english and to wide the students'knowledge

step6 blackboard design

my blackboard design like this :on the left Ishow the phrases:on foot,by bus.。.。.。.on the right there are many sentences:how do you go to school?I go to 。.。.。.

step 7 aement

due to the students'age ,I make every students work in cla through many activities in order to stimulate the students'interest and provide they a wide thinking room.I make students learn this leon very well through desiring scene statues

that's all,thank you for your listening !

Unit 1 How do you go there?

Period One

Teaching contents: Part A lets learn

lets play

Teaching aims:

1.To enable the students to master the four skills phrases: on foot,by bike,by

bus,by train, by plane,by ship,by subway

2.To enable the students to ask about the ways of traffic with the following

sentence patterns: How do you go to school? Or How do you go to

Canada…?‖And answer with―I go by…‖

Teachingaster the four skills phrases: by train, by plane, by subway, by ship, by bike,

on foot

Teaching difficulty:

To differ ―subway‖ from―train‖

Teaching municative Approach

Teaching aids:

1.Word cards

2.Tape recorder and tape

3.Multi-media player

Teaching procedure:

1、(Warm-up)

Greeting: Good morning , cla !

Glad to meet you again.How are you?

What day is it? What ‗s the date?

Whats the weather like today?

2.Presentation

Show a picture of bus

T: Whats this? S: Its a bus.T: I go to school by bus.How do you go to school? (Show a picture of bike and help a student to answer with ―I go to school by bike.‖)

(In the same ways)Teach ―by subway‖ and ―by train‖ ―by ship‖ ―by plane‖ ―on foot‖。

Subway: It's an underground railway in a city.It travels very fast.We can see subway in Hong Kong, Beijing, Shanghai, Gongzhou…

Explain the differences between subway and train

Pay attention to the pre.― by‖ ―on‖

3.Play games

Ask one S to the front and stick the word cards next to the phrases written on the Bb when T read the new phrases quickly and the other Ss put up their cards.The one who reflect fastest and correctly is the winner.

4.Listen to the tape of Part A Lets learn and follow it.

Pay attention to the tone and pronunciation

5.Practice: Lets play

T Offer many places (the Australia Hong Kong Shanghai Guangzhou the moon…) and traffic ways (by car/ taxi/ bus… on foot) Ss practice with above places and ways in pairs:

A: How do you go to school?

B: I go to school on foot 。

Encourage the Ss to make up as many sentences as they can.

6.Spelling competition

Divide the cla into tow groups.Show the pictures of traffic tools and ask Ss to spell the phrases.The first one who puts up hand gets the chance to spell.The group spell out more phrases are the winners.

Homework

Copy the new words and phrases

Finish Page1 of the AB

牛津小学英语5A教案——Unit 篇12

unit 7 after school  第一课时

教学目标:

1. 能听说读写单词 newspaper, picture book, chess, play with, laugh

2. 能运用以上词汇,并能听懂会说,会读,会写句子:are they …?is he/she …?

教学重难点:

1.能四会掌握单词newspaper, picture book, chess, play with

2.能听懂会说,会读,会写句子: are they …?is he/she …?及其回答。

教学准备:

录音机,单词图片,句型卡片,实物。

教学过程:

a:preparation

1. 示图复习句型:what's he/she doing?

ss:he's/she's running/dancing/sing/…

b:presentation

1. 复习单词。

在复习过程中用多媒体出示图片read a newspaper, read a magazine, read a picture book.等。

show picture and ask:what's he doing?

s: he's reading.

t:he's reading a newspaper.

show 词组: read a newspaper

ss 学说并拼读: newspaper.

t: is he reading a newspaper?

s: yes, he is. 师生问答。

2.图:read a magazine.

t: is she reading a newspaper?

s:no, she isn't.

t:what's she doing? she's reading a magazine.

show 词组: read a magazine ss 学说。

同理:read a picture b ook.拼读: a picture book.

同桌练习: is he/she …..?

yes, he/she is. no, he/she isn't.

3. "play chess" ,"play cards"

t:what are they doing? they're playing chess.

learn to say: play chess. 拼读 chess

t: are they playing chess?

s: yes, they are. 反复问答。

出示图片: play cards

t: are they playing chess?

s: no, they aren't.

t: what are they doing? they're playing cards.

learn to say: play cards.

同桌练习: are they …?

yes, they are. no, they aren't.

4. "play with a yo-yo" "play with marbles"

show a yo-yo. t: look , it's a yo-yo. i'm playing with a yo-yo now.

learn to say: play with a yo-yo.

出示图片:play with a yo-yo

t: is he playing with a yo-yo.

s:yes,he is.

show a marble.

learn to say a marble, marbles.

5. 巩固句型:

1) 出示句型:are they …?is he/she …? yes, they are. no, they aren't. yes, he/she is. no, he/she isn't.

请两生表演哑剧,其余两生配音

请5人上台连锁问答,然后四人小组练习。

2)看图说话 书p 55 work in pairs.

(1) is he sitting on a volleyball?

no, he's not. he's sitting on a basketball.

(2)are they playing cards?

no, they aren't. they're playing chess.

(3)are they playing with yo-yos?

no, they aren't. they're playing with marbles.

……

c:consolidation

d:exercise

copy the words and sentences.

教后感:语言是实际的东西,教师可充分利用电教手段和直观的教具创设情景,活跃课堂气氛,让学生积极参与教学,增加学生的兴趣。在课堂教学中,要把语言知识的传授和学生实际能力的培养结合起来,传授语言知识的同时,培养学生听、说、读、写能力,才能使学生学有所得,培养和保护兴趣。

第二课时

教学目标:

1 听说读写单词 class, over, say, after school, look for.

2 能运用以上词汇,并能听懂会说,会读,会写句子:are they …?is he/she …? they're …

教学重难点:

1.能四会掌握单词newspaper, picture book, chess, play with

2.能听懂会说,会读,会写句子:they're …are they …?is he/she …?及其回答。

教学准备:

录音机,单词图片,句型卡片,实物。

教学过程:

一。 warm up:

1.sing a song.

2.师生问好。

二。 review:

1. what is he/she doing?

he's/she's ….

is he/she …?

are they ….?

复习导入。

2. look and read

1)教师指导第一幅图

2)教师小组讨论交流

三。 presentation:

1.出示课文挂图;

t: look . what's the time?

ss: it is three o'clock.

t: it is three o'clock in the afternoon.

t: classes are over.

learn to say : class, over.

2. t: what are the students doing?

s: they're saying goodbye to their teachers.

learn to say: say

3. t:who's this?

s:he's liu tao.

t: what is he doing? he's looking for wangbing.

learn to say: look for and can spell it.

4. 示课文第一部分。

跟读、齐读,理解意思。

5. 看图:

what are they doing? are they playing basketball?

yes, they are.

6. 听录音,回答问题。

is gao shan looking for wangbing?

are wang bing and mike playing basketball in the playground?

7.听录音跟读对话。

四。 practise:

分小组运用所学的内容,自己组织一段对话,然后表演。评出优胜的小组给予表扬。

五。 assignment:

1.熟读会话至少五遍。

2. 抄写本课的四会单词和句型并能默写。

教后感:课堂教学一定要注意趣味性,"兴趣是最好的老师",所以课程的设计和安排要能引起学生的注意,提高学习兴趣。

第三课时

教学目标:

1.进一步掌握句型 are they …?is he/she …?及其回答。they're …

2确掌握词汇和现在进行时一般疑问句的构成。

教学过程:

一。 warm up:

say a rhyme : in the evening.

二。 review:

1.几组学生表演会话。

2.利用图片和情景反复练习句型:

are they …?is he/she …?及其回答。

they're …

三。presentation:

1.出示课文第二部分挂图;

看图:what su hai and su yang doing? are they sweeping the floor?

yes, they are.

2.听录音,回答问题。

is henlen going to the playground?

what are su hai and su yang doing?

is gao shan going to join su hai and su yang ?

3. 听录音跟读对话。

4. 全课朗读

四。exercise:

新标准小学英语教学设计(12篇)

讲解这些题目。

五think and guess:

1.讲解游戏的做法。

2.请一个同学到黑板前,大家一起来做这个游戏。

3.全班分小组来做这个游戏。

第四课时

教学目标:

1.进一步掌握句型 are they …?is he/she …?及其回答。they're …并能总结出一般疑问句的结构。

2. 熟读对话,并初步改编或扩充本单元所学的对话。

3. 了解元音字母i在单词中的读音。

教学过程:

一。warm up:

say a rhyme : in the evening.

二。 review:

1.复习单词。

2.示图复习句型:what's he/she doing?

ss:he's/she's running/dancing/sing/…

三。 音标学习:

1.出示单词,让学生自己读后体会字母i在单词中的发音。

2. 让学生自己总结,并能熟练朗读。

四。 练习

完成练习册的内容。当堂讲评。

牛津小学英语5a教案——unit 7 来自第一范文网。