冀教版小学英语第五册教案
冀教版小学英语第五册教案
Lesson 1: Look
一、教学目标：
1、知识目标：学生能熟练的掌握三个单词：look,see,point 体会表演lookin g,seeing,pointing;巩固食物名称单词和动物名词；
2、能力目标：能灵活使用句子I see 。能运用所学的英语词汇和句式解决描述观察中所看到的东西。
3、情感目标：培养学生的观察能力，提高学生对事物的探究兴趣。
二、教学重难点：
教学重点：使学生能够正确地认识本课生词，并能掌握 look，see,point和要求掌握句型I see 。
教学难点：There be句型的灵活的运用。
三、教学准备：
1.录音机和课件
2.单词卡片。
四、教学过程:
Class Opening and Review
1.做游戏：“Colour point”
教师提前在黑板上放上不同颜色的纸，指明几个学生到前面做游戏，其他学生一起说歌谣，指颜色。（设计意图：这个环节的设置既复习了一些颜色，又引出了本课中提到的颜色。）
2. 做游戏“Name it”
教师说出颜色名称和表示词汇的类别，如：food,这时学生必须写下他们所能想起来的红色的食品。（如：肉，苹果，草莓）谁写的最多谁就赢。
教师拿出准备好的一些食物，说：“I am hungry .I want to eat some bread .
I like to eat some bread.What do you like to eat?”“I like to eat
”复习表示事物名称的词汇，利用单词卡片What is your favourite foo d? My favourite food is 。
也可用此句型复习动物词汇。（设计意图：这个环节的设置用来复习以前学过的食物词汇和动物词汇，同时复习What is your favourite ?这个句式。）
3.教师指着教室中的某个物品，说 Look,I see 。（引出新概念。）
New Concepts
1.本课的新概念Look,see,point学生曾多次接触，比较熟悉，让其表演look ing,seeing,pointing.教师要向学生说明look和point的区别，look表示看的动作，see表示看见，是看的结果。让学生多运用这些单词说句子。
2.学生熟悉句式后，再利用实物和单词卡片学习。让学生看卡片，练习句型，Look!I see a 。
3.运用事物进行练习。
让学生向周围或窗外看，练习句型Look! I see a 。 Is pointing。
4.两人一组做问答练习。What do you see? Look! I see 。
（设计意图：利用已有知识引出新知识，减小教学的难度，同时可以放手让学生自己说出自己观察到的，教师加以引导就可以了，通过练习巩固新知。）
5.听录音两遍，注意语音语调。
第一遍听后回答问题，What does Jenny/ Danny/ Li Ming see?
第二遍跟读，让学生足以模仿录音中的音调。
6.两人一组自编对话。（学生自创情景，火车上，飞机上，操场上，教室里.......）。教师先找一个口语较好的学生做一下示范。然后让学生分组练习，鼓励学生多说些自己的句子。如：Hello! How are you? How do you feel? Ar
e you hungry?/thirsty?(出示一幅图画)What do you see?
7.利用实物或单词卡片汇报演出。（设计意图：锻炼学生自己的创造性，可以结合以前学过的句型和词汇，并表演出来，运用于实际生活中。）
Class Closing
Activity book
板书设计： Lesson 1 Look!
Look, see, point,
looking, seeing, pointing
Look!I see a .
Lesson 2 : What Are You Doing?
一、教学目标：
1、知识目标：掌握四会单词：行为动词draw sleep和形容词quiet loud
2、能力目标：理解并能够运用短语： drawing a picture , looking out the window ,singing a song ,sleeping , reading a book 句型 wha t are you doing ? I am ing . What is he (she) doing? He(she) is ing.
3、情感目标：培养学生喜欢用英语交流的兴趣。
二、教学重难点：
教学重点：能听懂、会说、会读和会写本课四会单词和句型。
教学难点：本课的难点在于对课文的理解和句型的灵活运用。
三、教学准备：录音机、教学卡片、实物等。
四、教学过程:
（一）、Class opening and review（复习行为动词）
1、唱歌曲：“I am Drawing”找一名唱的好的学生到前面做动作领唱。
2、学生已学过，walk run jump sit stand 这几个行为动词，教师可以用自问自答的形式，借助体态语言说出下面的话。
What am I doing? ----I am standing .
What are you doing ? ----you are sitting .
What am I doing ? -----I am walking .
What am I doing ? ----I am seeing .
What am I doing ? ----I am pointing .
(设计意图提倡“以旧引新”，在这个环节中，教师自己做动作，让学生借助形体语言理解句子，并复习学过的行为动词，为这一课的教学作好铺垫)
（二）、New Concepts（新授）
1. 学习单词：draw ,sleep
继续上一环节的动作，What am I doing ? ----I am drawing.
让学生猜教师在做什么。What am I doing? ---I am sleeping.
利用单词卡片学习这两个词汇，并练习拼句、造句。
2.给全班发指令，使用新旧词汇，特别注意draw和sleep，开始时，教师便发指令，边做动作，然后只发指令。
Read a book ! Draw a picture !
Sing a song ! Go to sleep !
.........
叫一名正在做动作的学生，提问并出示句子 What are you doing ? I am ing.
两人一组做运动的学生练习以上句型。
指名到前面表演并练习对话。
3. 学习单词quiet, loud (这时把食指贴在嘴唇上作“别出声”状，重复qui et ,quiet ) But when I am singing ,I am loud .(这时也可以亮一嗓子，唱两句歌，也可以提示学生这两个词是反义词这样学生就很容易理解这两个词了，并板书单词。)
利用卡片学习新词，提示学生这是一对反义词。
结合前面学过的句型联系这两个词，可以教师发指令，学生将这个词用动作或声音演示出来。或老师演示，学生猜词。然后做对话练习What are you doing ? I am ing.
4.课文阅读
（1）（听第一部分录音）回答问题：In the morning. Who is quiet?
Who is lond ?What is Jenny/Danny/Li Ming doing?
(2)跟读课文加深理解。学生提出不懂的地方，全班学生一起讨论解决。
(3)分角色大声朗读。
（文章第二部分“In the afternoon”教法基本同上）注意理解now 这个词的意思。让学生猜测是什么意思。教师指正。
设计意图：新课标提倡“任务型教学”和“目标性听、读课文”由开始设置疑问到学生在听课文的过程中有重点的有目的地理解课文，再到听完课文后回答问题，学生经历了从带着兴趣好奇心想去了解课文到与课文的完全接触和初步理解，最后终于解决疑问找到答案的探究发现过程。
5.表演课文对话，可以让学生对照课文进行表演。给学生一些时间进行表演前的准备。
三、Class Closing
Activity book
板书设计：
Lesson 2 What Are you doing ?
draw drawing a picture
Point quiet singing a song
Sleep loud reading a book
See looking out the window sleeping
Lesson 3：Who Is singing ?
一、教学目标：
1.知识目标：对本课单词baby man woman ; 句型Who is this ?This is a man .做到听说读写四会。能听懂说出认读单词their
能够理解并表演第二部分：Who is singing?
2.能力目标: 通过学习本课，能掌握相关的词汇；用简单的语言描述人物，描述人物的活动，表达自己的感受；用现在进行时描述。
3.情感目标：通过和Li Ming ,Jenny,Danny在火车上的活动，增强学生观察力，增加生活情趣，更加热爱生活。
二、教学重难点
教学重点：本课四会单词：man ,woman ,baby 句型：Who is ? It is .
教学难点：本课的难点在于对课文的理解和句型的灵活运用。
三、教学设计：
Class Opening and Review
1. 用Simon Says 的游戏复习所学动词或动词短语，也可以猜词。（看卡片做运动）（教学意图:也可利用其他游戏或歌曲复习所学动词或动词短语，主要是与前一节课衔接。）
New Concepts
出示卡片，教授单词man woman baby 教师示范利用图片描述。（可以给他们起名字）This is Tim . He is a father .
How old is he ? He is years old.
He is a man.
在让学生
Lesson 4 Do They Work？
一、教学目标：
A. 知识目标
1．掌握句型 : He is a ____. She is a ______.学生须掌握表示职业的单词，如driver等。（在听说的基础上研究到背写，但对于写单词不做具体要求，根据学生的个体差异，个别对待）
2.说出并且灵活运用重点句型 What do they do ？How do they go to work? 掌握一般疑问句的两种回答方式。
3培养学生正确使用本课所学句型，来介绍人们的各种职业。
B,能力目标
能用本课重点句子和职业名称互相问答，并能简单介绍父母及家人的工作。
C.情感态度价值观
在教学过程中培养学生的学习兴趣，并向学生渗透尊重父母的劳动，劳动最光荣的意识。
二、教学重点：充分掌握句子 He is a ___. She is a _ ___.
三、教学难点：让学生感知主语是第三人称单数时，谓语动词需加s 或加 es
四、教具学具：单词卡片，电脑光盘
五、教学过程：
（一）Class Opening and Review
(1)Greeting with each other
（2）Play a game: Simon Says : ______ (复习几种交通方式)
drive a car ride a bicycle
take a bus walk to school
(3)Say the words quickly _______（复习职业词汇）
businessman , cashier , driver , doctor , nurse , waiter , teacher ， waitress , carpenter clerk , police officer ,
(二)New Concepts
Step 1 : Demonstrate:
T：I am a teacher . I work in a school . I go to school by bicycle .
T ：What do they do ? How do they go to work ?
Step 2 Listen and Discuss
出示光盘课文第一部分内容, 听看录音两遍然后师生讨论：
Picture 1 : Who is this ? What is LiMing 's father ?
How does he go to wor
k ?
Picture 2 ： The same as P1
Picture 3 ： Who is this ? What is Wanrong ?
Where does she work ? How does she go to work ?
Step 3 Follow to read Part 1
Step 4 Lead to Part 2
T ：Do your mother and father work ? What do they d o ?
Questions :1. Does your mother work ?
2.Is she a _____ ?
3 Does your father work ?
4.Is he a _______?
Step 5.Talk about ：
T ：Do your mother and father work very tired ?
Do they work hardly or easily ?
How to do with us ?
Step 6. Sing a song
Oh, what do you do ? I am a teacher .
(三)Class Closing
Homework ：Write down some sentences to introduce your parents .
板书：
Lesson 4 : Do They Work ?
What do you do ?
How do you go to _______?
My father is a businessman . He drives to work
My mother is a doctor . She goes to work by bi cycle .
课后反思：
Lesson 5: What do they like to do?
一、教学目标：
1、知识技能：复习有关I like to . 及相关动词词组，培养学生语言运用能力。
2、过程方法：通过情景创设，让学生理解句意，并在情景中学习，培养自主学习的能力，获得与同学交流的方法。
3、情感态度价值观：树立学生学好英语的信心，鼓励学生用英语进行表达；培养学生在小组活动中积极与他人合作，相互帮助的态度。
二、教学重点、难点：
复习有关I like to . 及相关动词词组。
三、教学准备：
单词及词组卡片、录音机及录音带。
四、教学过程：
一、Class opening and review:0
复习：
1、利用词汇卡片提示进行操练，复习人称代词和有关家庭成员的词汇。
2、游戏：找同学到前面表演，学生猜动词或动词短语。
二、Key concepts:
1、角色表演：师生问答练习What do you like to do? I like to .
(板书问答句，让学生利用句型复习，并培养学生的语言表达能力，并为这节课的新授做一个铺垫，让学生能够顺利地说出后面的句型及相关结构。)
2、小组练习：
a、描述小组内成员喜欢的活动。利用以下句型：
（姓名）likes to .
He/She likes to .
（姓名）and （姓名）are the same.
（姓名）and （姓名）are the different..
(本环节可用来练习动词在单三人称中的变化，通过练习，让学生巩固学习过的知识，生动有趣。)
b、猜活动游戏。教师说出一类家庭成员的称谓，学生甲向学生丙介绍描述学生乙。学生乙表演相应的人物，学生丙正确描述这项活动。可使用如下词汇：
This is my .
My likes to .
（本活动直接应用了本节课中所学的内容，并使学生学会在生活中使用语言，在生活中运用语言。将本课教学推向高潮。）
3、问答活动：Do you like to ? 及回答。
学生利用手中的卡片互相问答并结合以上知识进行练习。
（本环节为下课前的最后一个活动，充分考虑到了学生的个性特点，让学生自主选择喜欢的活动，将本节课从课上延伸到了课下，给学生以充分的自由空间，使学生意犹未尽。）
三、Use the activity book.
四、Class closing.
板书设计：
Lesson 5: What do they like to do?
What do you like to do?
I like to .
Do you like to ?
Yes, I like to .
No, I don’t like .
课后练习：
1、连线题：
下围棋 go for a walk
去散步 play checkers
用电脑 work on the computer
打乒乓球 watch TV
看电视 read the newspaper
读报纸 play ping-pong
2、回答问题：
What do you like to do? (以“打电脑”回答)
Do you like to read books? (肯定回答) Does your cousin like to skip? (否定回答) What does your mother like to do? (以“读报纸”回答) 3、连词组句：
my uncle, work, on the computer, likes to,
go for a work, they, in the evening, like to
课后反思：
Lesson 6 Having Fun Together
一、教学目标
a、知识与技能：孩子们掌握并能充分运用词语：watch a movie(the animals) , have supper , fly kites ,buy clothes ,play badminton.
b、过程与方法：通过小组合作等形式，能够准确的理解并练习We go to the to . Do you go to the to ? 进行口语交流。
c、情感态度价值观：通过体验、合作、创设去情景等途径，使学生参与其中，乐于学习。
二、教学重、难点
说出并且灵活运用重点句型We / I go to the to .
My family likes to go to the to .
三、教具学具准备
教学卡片、图片收音机磁带
四、教学过程
Class Opening
First. Greetings
Hello, boys and girls.
How are you today?
How is the weather today?
可以让所有学生来回答或个别学生。
Second. 小组讨论“ What do you like to do？”然后两人一组进行对话。Third．Listen to the tape-recorder “ What do you like to do ?”
New Concepts
（一）We like to have fun together.
⒈ 通过Chant 导入新课，“ What does your family like to do? ”Do you know?
今天让我们一起看看Li Ming 的家人喜欢做什么－－－－Have fun together 那么去什么地方一起娱乐呢？（教师或学生领读）
Go to the movie theatre to watch a movie
Go to a restaurant to have supper
Go to the park to fly kites
让我们帮着想一想还有什么地方？（教师领读）
Go to the zoo to watch the animals
Go to the store to buy clothes
Go to the gym to play badmiton
⒉ Show the teaching pictures and ask the students to make sentences: We / I go to the to .
⒊ STUDENT BOOK: L6 N1
Play the tape and the class follows.
Hold up the pictures and read after the radio.
⒋ DRILL
句型：We/I go to ____ to _____
下面让我们自己说说去什么地方做什么，小组讨论之后，每组找两个人说。
（二）What does your family like to do?
My family likes to go to the to . What does your family like to do? Do you go to the to ? 让学生练习回答。
Practice in pairs
学生自由结组练习问答
播放录音，充分利用全班读、男同学读、女同学读等多种方式，慢慢过渡到背诵。
（三）Let’t chant
Play the tape and the class listens.
Play the tape again and the class follows.
The class chants with their action.
Class Closing
把学生分成小组，各小组自己选择图片，练习情景表演。如：
表演1：（几个同学在去公园的路上遇见）
A: Hello. Where do you go?
B: Hi. We go to the park to fly kites. My family likes to have fun to gether.
A: Have a good time!
B：Thanks! ……
五、板书设计
Lesson 6：Having Fun Together
We / I go to the to .
Do you go to the to ?
六、随堂练
看图对话:
A: We / I go to the to .
B: Do you go to the to ?
Lesson 7: Are You Ready for a Quiz?
教学目标：
1、知识与技能：使学生读、写、说出并听懂词汇：aunt，uncle， cous in， gray hair，eyes，glasses，We/I go to the to .用than的比较结构。
2、过程与方法：在教学中运用测试、阅读等多种形式，增强学习的趣味性，培养学生课前预习的能力及语言交际能力。
3、情感态度与价值观：关注学生的情感，营造宽松、民主、和谐的氛围，用多种形式的教学手段和丰富多彩的教学活动吸引学生参与其中，继续激发和保持学生对英语的持久兴趣，促进学生的口语交际能力。
教学重点：aunt，uncle， cousin， gray hair，eyes，glasses，We/I go to the to .用than的比较结构。
教学难点：充分理解故事内容，并能有简单的语言进行复述。
教学准备：录音机、教学卡片等。
教学过程：
1.Class opening and review:
Use the quiz in the student book as review.
2.Story:
“Maddy’s family”
Prepare to read:
Questions:
Do you remember Maddy?
Is Maddy big or small?
These are pictures of Maddy’s family. What is Maddy’s family like? Read.
Discuss:
What does Maddy’s brother like to do?
Is Maddy older or younger than her sister?
Does her mother work?
Does her father work?
Where do Maddy’s cousins live?
What do her cousins like to play?
Did you like this story? Why or why not?
3.Class closing.
课后习题：复述故事Maddy’s family
板书设计：
Lesson 7: Are You Ready for a Quiz?
Maddy’s family
Questions:
Do you remember Maddy?
Is Maddy big or small?
These are pictures of Maddy’s family.
What is Maddy’s family like?
课后反思：
Lesson 8: Again, Please!
一、教学目标：
1、知识与技能：复习词汇：aunt，uncle， cousin， gray hair，eyes，g lasses，We/I go to the to .用than的比较结构。
2、过程与方法：在教学中运用游戏、歌谣等多种形式，增强学习的趣味性，培养学生课前预习的能力及语言交际能力。
3、情感态度与价值观：关注学生的情感，营造宽松、民主、和谐的氛围，用多种形式的教学手段和丰富多彩的教学活动吸引学生参与其中，继续激发和保持学生对英语的持久兴趣，促进学生的口语交际能力。
二、教学重点：aunt，uncle， cousin， gray hair，eyes，glasses，We/I g o to the to .
三、教学难点：熟练掌握than的比较结构。
四、教具学具：录音机、教学卡片，单词卡片等。
五、教学过程：
（一）.Class opening and review:
1．Greeting
2.review the words:aunt ,uncle , cousin, gray hair, eyes, glasses.
3. Game: Guess the occupation.
Ask for a volunteer to act, and the others guess. For example: teache r, police officer, cashier…
4.Let’s chant:
爸爸的弟弟叫 Uncle ,Uncle Uncle Uncle
妈妈的妹妹叫Aunt , Aunt Aunt Aunt
他们的孩子叫Cousin ,Cousin Cousin Cousin
5. Practice:
I am taller than Jing. We go to the to .
6.Expand: Draw the “Family tree”.
Ask every student to draw a “Family tree”, then show it to the clas s, and describe it.
(三). Class closing.
Exercise：背写单词aunt，uncle， cousin， gray hair，eyes，glasses，
板书设计：
Lesson 8: Again, Please!
Let’s chant:
爸爸的弟弟叫 Uncle ,Uncle Uncle Uncle
妈妈的妹妹叫Aunt , Aunt Aunt Aunt
他们的孩子叫Cousin ,Cousin Cousin Cousin
Practice:
I am taller than _______. We go to the to .
Lesson 9: Let’s Look at a Map!
教学目标：
1．知识目标：学生可以读，写，说出并听懂词汇 map, countr y, north, south, east 和 west。
2．能力目标：学生能正确指认英，美，中，澳，加几个国家的位置并能说出英语名称；能用英语表达生活中和地图中的方向；能演唱英文歌曲。
3．情感目标：培养学生与人合作，互相帮助的情感态度和国际意识。
教学重难点：
宏观上初步掌握五个国家的位置，名称，并用英语正确描述方向。
教学准备：
学生准备：课前查资料（关于讲英语的国家有哪些，基本情况如何）
教师准备：世界地图，录音机，卡片，五个国家形状的彩色贴图。
教学过程：
一、复习
T:Hello, boys and girls
S:Hello, teacher
T:Today, I take two gifts for you.This is the first one,look at t his(出示一张班内学生的全家福)
S:It’s a picture.
T:Yes, who are they?
S: This is … This is her mother,This is …
T:Yes,That’s right. How do they feel?
S:They are very happy.
T:Do you like my gifts?
S:Yes, we like it.
(教师在一开始上课便设计了“送礼物”这一情景，吸引学生的注意力，通过一张相片师生展开交流、讨论，在教师的引导下鼓励学生大胆的说英语，用英语,这种师生、生生交流体现了英语的交际性原则。)
T:Ok. L ook at the second gift .It’s a riddle (谜语) If you can g uess it ,I will show you.
So listen carefully:
It’s a piece of paper（纸.）
We can find many places on it .
What is it ?
S:是地图？
T :Well done. That’s a map.
Now, today we will l earn Lesson9:Let’s look at a map.
(在前面复习环节中教师设计的情景“送礼物”吸引了学生的注意力，接下来的第二个“礼物”抓住小学生好奇心强的特点，更是调足了学生的口味。第二个“礼物”猜“谜语” 让学生积极的用英语思维去思考，当学生猜出答案“地图”时，教师马上可以自然导入到新内容Lesson9: “Let’s look at a map”同时也使学生在积极思考的同时体验到了学习语言的快乐)
二、新授
1、countries：China, Canada, United states, Australia, United Kin gdom
T:Now, class, What’s this ?（出示一张大地图）
S:It’s a map.（这里通过单个读、整体读、同桌读等方式练习拼读）
T:OK class,Look at this map（教师手指着表示中国的红色部分）S:It’s China.
T:Yes, that’s our “country” , Yes?（教师反复强调our country） S:Yes. （这里学生通过教师的体态语，大概猜出了是“国家” 的意思）T:Ok, read after me “country”
S:country.(通过读时声音强弱、长短的变化进行趣味性“读”的操练，充分调动起学生读的兴趣，同时培养良好的语音语调。)
T:What colour is China ?
S:China is red.
T:China is where we live. Yes?（鼓励学生在一定的情景中猜出句子意
思）
S:Yes.
T:Let’s look at this country, Jenny lives in this country. Can y ou guess?
S: Oh, It’s Canada.yes?
T:That’s right.what colour is it?
S:The green country is Canada.
T:OK look at the purple country. this is the country’s flag国旗.（教师可出示美国国旗图案）They speak English.Can you guess？
S: 美国。（通过教师的提示让学生通过自己动脑猜出国家名称，并加深记忆）
T:Then Read after me “United States 、U.S”（让学生了解美国的简称U.S）
S:United States, US.
T:This country is ___?（教师用手指蓝色部分）
S:This country is blue.
T:What country is it?(通过课前预习可让同学自己说)
S:英国。（如果有学生知道可以发挥这部分学生的主体作用，让他们当小老师教
大家）
T:United kingdoom, we can say___?
S: U.K
T:This is Australia加拿大. Can you say something about it ?
S:…（教师可以发挥学生的主动性，让学生把自己预习了解到的知识介绍给大家如：澳大利亚风景很美，这里有人们喜爱的袋鼠等，通过这种方式激发学生的学习热情，扩大学生的知识面，了解外国文化知识，也培养了学生课前预习的能力。）
T:Well done class.What colour is it ?
S:Australia is yellow.
T:Ok, today we know these countries, they are ____?
S:China、Canada、Australia、U.S、U.K
T:Listen to the tap and repeat
2、north, south, west, east
T:Ok class,I’m tired class(装作很累) let’s do this Ok？
S:OK
歌谣“跟我做”Up,up上上， down ,down下下,left,left左左, right, r ight右右。（速度由慢逐渐变快）
（小学生注意力持续时间短，大概持续了20分钟左右的学习新知后，就会出现疲劳状态，影响了教学效果。所以在教学中我根据小学生好动的特点，利用歌谣边说边做的形式，使学生手脑结合锻炼学生快速反应能力，并及时的缓解学生的疲劳感，提高学习效率。）
T:利用教室的方位词学习north, south, east, west（单个读、整体读）S: …
T:Now, Let’ play a short game “指一指”比一比谁的反应最快Ok?
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最新五年级英语下册湘教版教案
Unit 1 We are going to read stories 第一课时 一、教学目标 （一）语言目标 1、词汇：能听懂、会说、认读listen to, talk about, read, write about, put on a play, short, interesting。 谈论某人的计划或 2、句型：能用“What are going to do?”“We are going to …” 打算。 （二）应用目标 1、能用be going to 结构谈论自己的计划。 2、能听懂、会说A部分的对话。 二、教学重、难点 1、重点：能听懂、会说、认读listen to, talk about, read, write about, put on a 谈论某play, short, interesting能用“What are going to do?”“We are going to …” 人的计划或打算；能听懂、会说A部分的对话。 2、难点：理解be going to 结构的用法。 三、教学准备 课件、单词卡片 四、教学过程 Step 1 热身／复习（Warm-up/Revision） 1、Greetings 2、TPR activities Step 2 新课呈现（Presentation） 1、New words (1)学习listen to
①欣赏一小段欢快活波的音乐，引出listen to 的学习。 T:Thank you, children. You are working hard.Are you tired? We are going to listen to some music. ②板书listen to 一词，引导学生观察这个动词短语的组成，先分别读再组合读。 (2)学习read, read stories, interesting (3)学习talk about, put on a play, short, write about (4)学生跟读B部分的词汇，模仿原声带的地道发音。 2、Dialogue 课文学习：教师可分步骤循序渐进地引导学生熟悉课文。 第一步：Listen and count 不打开书，只听录音，听录音前，给出问题：孩子们在英语课上准备做哪些事情？ 第二步：Listen and find 打开课本，听录音，画出所有孩子们再英语课上准备做的事情，检查自己刚才做的是否正确。 第三步：Listen and number 教师用课件呈现几张图片，请学生标号。 第四步：Listen and repeat 听录音，跟读，注意an eraser 的读音。 第五步：Read and act 出示没有文字的课文插图1和插图2，引导学生表演。 Step 3 趣味练习（Practise） 1、用闪卡复习已学过的动词短语。 2、谈论周末的计划安排。 T: Today is Friday. What day is it tomorrow? Ss: Tomorrow is Saturday. T: What are going to do, S1? Are you going to play ping-pong?
小学英语教师面试：句型会话课《my school》全英文教案及试讲逐字稿
1 题目：my school 2 内容： 单词：computer room, art room. music room, playground 对话：Wu yifan: this is my school. John : cool! Do you have a music room? Wu yifan: Yes, we do. it is on the first floor. 3 基本要求： 讲解重点单词试讲时间为10 分钟配合适当板书 试讲示范逐字稿： Good morning, everyone. I’m No.9. My topic is my school. Can I start my class?(Ok, thank, you.) warm up Hello, boys and girls. How are you? Oh, I’m fine. Thank you! Today, we have two groups. You’re G1, G1 hands up. good! You’re G2, Who is G2, Yes, you’re great. I’ll give two apple trees for you. if you do better, you can get an apple. So guys, come on! Today we’ll learn My school. First, let’s sing a song together , ok? ok?! Good, this is the way we go to school, go to school, go to school, this is the way we go to
--湘教版小学六年级英语下册教案(全英版)
湘教版小学六年级英语下册教案
Unit 1 You are good at drawing, Peter. Period 1 Teaching aims: 1.Ss can be confident in English studying. 2.Enable the Ss to listen, read, say and write the new words: diving, pictures, good idea, watching films. 3.Enable the Ss to be familiar with the sentence pattern: I like doing sth. I’m good at… Teaching emphasis: Enable the Ss to listen, read, say and write the new words. Teaching difficulties: Enable the Ss to be familiar with the sentence pattern: I like doing sth. I’m good at… Teaching tools: Tape, pictures Teaching methods: Task teaching method, Audio-linguistic method. Teaching steps:
Step 1 Warming up 1.Greetings. 2.Make a conversation with the Ss. 3.Play a game--- Doing and say. Eg: swimming, running… I like swimming. I’m good at swimming. Step 2 Presentation and drill 1. Show the picture of “diving” . T: I like diving. I’m good at diving. The Ss read after the T: Diving, diving, diving. T: Can you spell the word “ diving”, please? T: I like drawing. I’m good at drawing. Show some pictures, and learn the word. 2. Learn the other words in the similar way. 3. Read together. 4. Little teacher. Step 3 Practice 1. T: I don’t like running. I like swimming. I’m good at swimming. S1: I don’t like swimming. I like skating. I’m good at skating.
小学英语说课稿-中文万能版
中文说课稿 尊敬的各位评委老师，上午好！我是7号考生，我要说课的内容是PEP小学英语（）年级（），下面我将从说教材，说学情，说教法学法，说教学过程，说板书设计五个方面和大家一起分享我对本课的理解。 一．说教材 本单元是围绕（）描述展开的话题，贴近生活，学生也很感兴趣。且在前面学生学习了（联系前面的知识），本课是是本单元的第一（四）时，是在此基础的扩展和延伸。根据我对教学内容的分析和理解，设置教学目标如下： 知识目标： 能力目标：能在具体的情景中运用句子( )与人进行交流。 情感目标：结合本单元的内容（没有就万能的进一步培养学生的英语兴趣，观察和交流能力）其中，学习….单词和句子…是本课时重点，难点是：某个单词的发音，词义构成运用 二．说学情 （）年级的学生，经过（）年的英语学习，有一定的英语基础和技能，有较强的好奇心，模仿能力和竞争意识。且在前面学生学习了（）单词和句型（），因此，我会在教学活动设计中采用以旧带新的方式，让新旧知识融会贯通，减轻学生学习新知的压力，乐于开口。 三．说教法学法 根据英语新课标的要求和学生的实际情况，我将采用任务型教学模式，运用多媒体辅助法，情景法，小组竞争法引导学生参与学习，让学
生在交流合作体验的过程中，激发学习英语的兴趣，逐步提高综合语言运用能力。 四．说教学过程： Step1. warm-up (大约五分钟，2个环节) 1. sing a song：Everybody stand up follow me!通过唱歌调节课堂气氛，拉近师生之间的距离，让学生在轻松愉快的环境中进入英语学习世界。(如果有和内容相关好的chant，调节课堂气氛，复习旧知，让学生在轻松的活动中开始本堂课) 2. Free talk （可以设置情景或直接说出话题以老师的生活为例）询问几个学生之后，将此话题扩展到生生之间的pair work，学生上下桌交流（），老师指导，几组学生展示，使人人开口说英语，参与课堂，复习旧知，为引出新知做好铺垫。 Step2. Presentation (大约15分钟，4个环节) 1.(可以ppt直接播放动画，图片，猜老师的喜欢，听声音，猜谜语，实物，做动作，简笔画)引出词汇，加入语音教学，游戏操练，结合课本中的句子和这个单词以前相关问题的句子，进行操练理解。 2.采用同样的方法引出什么，简写一到2个单词 3.为了突破（）难点，我将采用（）游戏或者什么情景，让学生理解单词 （以上环节，我通过…引出本课的词汇，在教学中渗透语音教学，同时联系生活实际，操练和运用句型，环环相扣，激发学习的兴趣）
小学英语老师试讲教案
1. Good afternoon everybody, very nice to see you all today. My English name is Jeannie. I am a junior at Zhejiang Gongshang University. I major in French. I came here as a cadet teacher to help you learn English.I'm interested in music, movies and swimming. I also enjoy playing badminton. I would love to play with you sometime. I hope I can become your friend soon. Thank you very much. 2. Now first, let’s have a free talk. a. What’s your name? b. how are you? c. what do you like to do? d. can you tell me what it is? e. what’s your favorite food? 3. Our subject today is animals on the farm. Now, what animals do you know? Put up your hands and tell me! 4. You’re all so great! I am impressed. Now, I have a very interesting book for you. Look! 5. Match it! Tell me if you know what it is. And write down. 6. I will read a short passage which contains words of animals. As soon as you hear an animal, just grab a seat and sit down. The one who’s left is out. The champion would get a present.
新版pep英语三年级下册unit 1教案表格式
课题Unit 1Welcome back to school! 第一课时 教学目标1、听懂会说 We have a new friend today. I'm from America. 2、掌握 I'm from...句型. 3、认识美国、加拿大、中国的国旗，并会介绍自己。 教学重点句型We have two new friends today. I'm from the UK. 教学难点Welcome的发音。 课前准备1．教材相关人物的头饰、国家国旗2．教材相配套的录音带及光盘 教学过程 教学环节教师活动学生活动设计意图与反思 Step1. Warm up 1．复习第一册所学歌曲 “Hello”。 2．对话练习： T: Hello, A. T: Welcome back to school. Nice to see you again. 请一些学生做此对话练习， 由教师和一名学生来做，过渡到 由两名学生来做。 Hello，teacher. Nice to see you, too. Step2. Presentation 1．师生问候： T: Good morning, boys and girls. T: I'm Miss…. I'm from China.(手中举起中国国旗) And you? 鼓励学生说出：I'm... I'm from China. 2．让更多的学生进行自我 介绍：I'm... I'm from... 3．教师：Class, we have two new friends today. 让学 生观看教学课件。 ［使用Let's talk A动画 Good morning, teacher. w W w .X k b 1. c O m I'm... I'm from... 学生观看教学课件。 跟读模仿对话 (Amy) (No)
小学英语北师大版四年级下册Unit 7 At the Restaurant《Lesson 3 Have fun.》优质课教案公开课教师试讲教案
小学英语北师大版四年级下册Unit 7 At the Restaurant《Lesson 3 Have fun.》优质课教案省级比赛获奖教案公开课教师面试试讲教案 【名师授课教案】 1教学目标 2学情分析 3重点难点 重点:句型:Can I have some …, please? Sure. Here you are. 单词:rice, fish, beef, soup, noodles, vegetable 难点:能够正确读单词vegetable。 4教学过程 活动1【讲授】gc 一、教具准备 1.教师准备有关食物、饮料的图片。 2.教材相配套的教学录音带[第一册Unit 5 Let’s sing/A 和本册Unit 5 Let’s learn/A] 3.学生准备一套有关食物、饮料的卡片。 4.单词卡 二、教学过程 (一)热身/复习(Warm-up/Revision) 1.Sing a song 教师放录音[使用本套教材第一册Unit 5, Let’s sing/A部分],师生一起唱歌曲“Let’s have a picnic today”. 2.Listen and do 教师发布口令,学生听到之后做出相应的动作。(可借助于学生自己的单词卡) Pour the water. Smell the coffee. Taste the tea. Show me the milk. Drink the juice. Cut the bread. Make the cake. Eat the hot dog. Show me the hamburger. Smell the chicken. Make the cake. Pass me the French fries.
新湘教版三年级英语上册全册教案
新湘教版三年级英语上册全册教案 第 1 章第 1 节第 1 课时页码 01 课题教学目标教学重难点 Unit 1 Hello ! 1、能听懂、会说本课会话； 2、能运用“Hello! I’mNice to meet you.”进行问候，并对此做出回应；力求在第一课堂就激发学生学习英语的兴趣。重点：自我介绍，运用“Nice to meet you!”向他人致意。难点：理解too的用法。教学过程随感 Step 1: Warming up 师生问候。 T: Hello, boys and girls! Nice to meet you! 用中文或动作帮助学生理解。Step 2 Presentation and drill T: Hello, boys and girls. I am your English teacher. I am Miss Su. 用动作帮助写生理解“I am ” T: Today we’ll learn Unit 1 “Nice to meet you!”板书课题及主题句。带读单词one. 2．走到几个学生面前并与之打招呼。 T: Hello, I’m Miss Su.. 放慢速度，强调口型，帮助学生理解并回答：“Hello, I’m ”游戏——Making friends 让学生离开座位找朋友，找到好朋友后，用“Hello!”问好，并用“I’m ”作自我介绍。 S1：Hello, I’m S2: Hello, I’m S3: T: Hello, I’m Miss Ss: Hello, I’m T: Nice to meet you! 帮助学生回答：“Nice to meet you, too.”,帮助学生理解“Nice to meet you, too.”通常用语回答。 4．听课文A