初二下册英语教案模板
推荐第1篇：初二英语教案
Unit 1 How often do you exercise？
设计人：任丽敏
第1课时 Unit 1 Section A 1a-2c
Teacher's words : Practice makes perfect.
【Learning objectives】
Knowing : 本课的11个单词与9短语
Habit----forming: ① A: What do you usually do on weekends?
B: I often go to the movies.
② A: How often do you watch TV? B: Twice a week
Practising: 熟练 运用本课词汇 及句型谈论活动及其发生的频率。.
【Important points】频率词汇及询问活动频率
【Difficult points】一般现在时态的熟练运用
【Learning proce】
一、自主学习
Task 1.学习1a-1c： 谈论日常行为活动
1、看图画，写出活动词汇
a __________________ b __________________ c___________________
d __________________ e go skateboarding
2、了解下列频率副词，写出其汉意
always (100%) usually (80%) often (30-50%)
sometimes (20%) hardly ever(5%) never (0%)
听听力，与1中的活动完成搭配。（只写1中的字母代号）
always_____usually _____often____ sometimes ____ hardly ever_____ never ___
3、两人一组，利用短语；仿照下列句型谈论日常活动。(注意；第三人称替换)
A: What do you usually do on weekends? B: I often go to the movies.
A: What does he usually do on weekends? B: He often goes skateboarding.
Task 2.学习2a-2c：学习频率副词，利用How often.........?句型谈论活动频率。
活动设计:
1、写出下列频率副词
总是_____ 通常________ 经常______ 有时________ 几乎不______ 从不______
2、写出下列表示频率的副词短语
每天： 一周一次： 一周两次：
一周三次： 一月一次： 一月两次：
3、首先个人迅速理解下列词汇，然后听录音，给活动词汇排序。再听完成搭配（只写
字母） Activities How often
a.________ go to the movies every day
b.watch TV once a week
c._______ _ shop twice a week
d._________exercise three times a week
e.read once a month
twice a month
4、理解下列询问频率的句型，并仿照练习(注意:第三人称替换)
A: How often do you watch TV? B: Twice a week.
5、读2c对话,理解并仿照练习
网上冲浪 :surf the Internet
二、合作共建
1、你知道频率副词的位置在哪儿吗？将下列词组成句子。
（1） is late always he for school .______________________________________.
（2） homework Gina school does often at _____________________________.
2、区别下列有关how的短语
how many _______ how much ______ how often ____how old ________ how long_____
三、系统总结
1、写出本课的频率副词：
2、本课的两个重点句型：（1）
（2）
四、诊断评价
1、翻译下列短语
（1）多久___________（2）去踩滑冰_____________ (3）几乎从来不____________
（4）网上冲浪_____________（5）一周一次 _____________（6）一月两次 _______
（7）一周三次_______________（8）在周末 ______________
2、单项选择
（1）－_____ do you do your homework? --- Every day.
A.When B.How often C.How many times D.What time
（2） I visit my grandparents _________a month.
A.two times B.second time C.the second time D.twice
（3）One of my favorite programs ________ Animal World.
A.am B.is C.are D.don't
（4）She hardly ever ________ sports games _____ TV on Sunday evening..
A.watching ; over B.to watch; in C.watch; by D.watches , on
3、用下列词填空（surf , program , once , result , health ）
(1) My grandma is pretty _____ because she exercises every day.
(2) ---What's your favorite TV_______? --- It's CCTV news
(3) Here are the ______ of the students' activity at Hilltop School.
(4) He hardly ever ______ the Internet.
(5) ______ a year,they have a Christmas Party.
五、课后反思
第2课时 Unit 1 Section A 3—4
【Learning objectives】
Knowing : 本课的8个单词与短语
Practising: 熟练运用频率副词
【Important points】 能运用本课词汇 及句型进行自由交际对话.
【Difficult points】一般现在时态的熟练运用
【Learning proce】
一、自主学习
Task 1.会读写本课单词及短语
（1）个人记读单词3分钟 （2）两人一组相互检查读音
（3）展示，写在学案上
单词：大多数的；大部分的；几乎全部的 结果；成果
活跃的；积极的 对于;关于 约摸;大约
短语：每天 一周一到二次 一周三到四次
在格林高中 至于；关于
大多数学生 一些学生
Task 2.学习3部分
1、利用所给数据填all、most、some、或 no
all=100% most=51%--99% some=1%--50% no=0%
Activity Every Day Once or Twice a
Week Three or Four Times a
Week
Exercise 15%（ ） 10%（ ） 75%（ ）
Do homework 95%（ ） 0%（ ） 5%（ ）
Watch TV 85%（ ） 2%（ ） 13%（ ）
2、（1)根据表格1完成短文
（2）a.Here are the results of the student activity survey at Green High School.该句为倒装句，其主语为the results of the student activity survey."Here+be+主语"是英语中常见的倒装句型。
例如：高小姐，送给你一些鲜花。 。 b.As for homework至于家庭作业：as for意为―至于，就……而言‖，后接名词或代词构成介词短语，置于句首，作状语。
例如：至于牛奶，我很喜欢。 。
c.The results for "watch TV"are interesting.―看电视‖的结果很有趣。
介词短语 for "watch TV"作后置定语，修饰the results.介词 for此处表示作用、用途，意为―供，适合于‖。例如：我没有钱打车，所以我步行回家了。 。
（3)复述课文
Task 3.学习4部分
在小组内展开调查，完成表格， 并 根据调查结果写一篇作文 所需语言结构 A:How often do you read English books?
B: I read English books about twice a week
How often do you once a week twice a week three times a week once a month
read English books
二、合作共建
all， most ，some， no这四个词的区别
三、系统总结
请你写出所学的表频率的副词（至少写10个）及表多少的词
四、诊断评价
1、选择
1) The twins' uncle every day.
A、exercise B、exercises C、is exercise D、is exercises
2) do you go to the movies?
A、How mang B、How often C、How much D、How
3) I think I am .A、Health B、not health C、healthy D、healthest
4) My mother wants me .A、drink B、not drink C、drinks D、to drink
5) Jim is a good student.He late for cla.
A、is hardly ever B、is not ever C、is ever D、is always
6) There a lot of junk food on the table.A、are B、have C、is D、has
7) homework , we do it on Sunday.
A、As for B、As to C、As of D、As from
8) How often do you play soccer .
A、two time a week B、twice a week C、a time a week D、one time a week
2、补全句子
１）我每周购物一两次。 I shop a week.
２）―看电视‖的调查结果很有趣。The "watch TV" are very .
３）对于家庭作业，大多数学生每天都做。
homework, students do every day.
五、课后反思
第3课时 Unit 1 Section B 1a-2c
【Learning objectives】
Knowing : 本课的9个单词与短语
Practising:
1、正确运用How often 引导的疑问句进行交际。
2、完成听力练习，并就听力内容进行问答
【Important points】能运用本课词汇 及句型进行自由交际对话.
【Difficult points】听力训练
【Learning proce】
一、自主学习
Task 1.学习1a，会读写单词及短语
（1）个人记读单词3分钟 （2）两人一组相互检查读音
（3）展示，写在学案上
废弃的旧物 _________ 牛奶______ 咖啡______ 薄片_______ 可乐
巧克力________ 喝_______ 健康________ 采访者________
Task 2.学习1b对话，谈论某人做某事的频率
活动设计:
1、个人迅速朗读对话，并理解汉语意思
2、小组内合作，准确理解意思
3、两人一组练习对话，向全班展示
4、用1a的单词，模仿1b编对话，并在组内交流
A: How often do you drink milk ,Liu Fang ?
B: I drink milk every day.
A:Do you like it?
B: No.But my mother wants me to drink it, she says it's good for my health.
重点词组练习：（1）want sb to do sth 想要某人做某事
妈妈想让我和她一起去购物。 .
(2) be good/bad for 对----有好/坏处
不要在床上看书，那样对你的眼睛不好。 .
Task 3.2a、2b 听力训练
（1）放录音，完成2a
(2) 听第二遍，回答2b的7个问题，把答案写在课本上
（3）听第三遍，检查答案，并进一步理解听力原文
（4）根据2b内容，进行采访问答
A: How often do you exercise?
B: I exercise every day.
A: How often does Bill exercise?
B: He hardly ever exercises.
二、合作共建
how many 后加＿＿＿＿＿＿ how much 后加________________
翻译句子
1、你每天晚上睡几个小时？_______________________________________?
2、你有几个橡皮？_________________________________?
3、你吃了多少牛肉？________________________________?
三、系统总结
你能总结一下本课所学的句型吗？它们表达怎样的含义？（组内交流）
句 型：
含 义：
四、诊断评价
1、选择
1）__________do you drink coffe? -----Twice a day.
A.How many B.How long C.How soon D.How often
2)My teacher wants me _________ hard.
A.study B.studying C.to study D.studies
3)Eating fruit and vegetables _____________ our health.
A.is good to B.is good C.is good for D.is well for
4)Mi Liu is very ________, because she exercises every day.
A.health B.healthy C.unhealthy D.unhealth
5)Thank you for _______ me with my English.
A.help B.to help C.helping
6) _______ milk do you drink?
A.How many B.How much C.How often D.How soon
2、根据句意和首字母补全单词
1）My mother says it's good for my h________.
2) Lily e________ every morningto stay healthy.
3) I usually watch TV at night, but s________ I go for a walk with my parents.
4)I like to d______ coffee.
3、补全对话
A: _____ ______ do you ________(运动）
B: I _______ every morning .
A: _____ ______ do you eat ________(蔬菜)
B: Every day .Because they _______ _______ _______ my health.
五、课后反思
第4课时 Unit 1 Section B 3a-4
【Learning objectives】
Knowing : 本课的14个单词与2个短语 .
Practing:1 能够完成关于habit的话题讨论与描述.
2 学生根据实际情况回答彼此生活习惯,完成调查.
【Important points】 通过学习本课的内容掌握一些频率副词在句中的用法。
【Difficult points】写作训练
【Learning proce】
一、自主学习
Task 1:（1）读 Katrina写给笔友的一封信，回答下列问题。
a.How often does she exercise ?
b.How often does she drink ?
c.Does she eat junk food very often ?
d.Do you think she has healthy lifestyle? Why or why not?
e.Is her lifestyle the same as yours or different?What are the difference?
（2）翻译句子：
(1)我尽量吃大量的蔬菜。(try to do )
.
(2)我的健康的生活习惯有助于我取得好成绩.(help sb do sth)
.
(3)我有一个健康的饮食习惯。(eating habit)
.
（4）他的爷爷相当健康，他每天都照顾我的弟弟 。(pretty healthy,look after)
.
(5)把Bill的书信补充完整，注意一些频率副词及词组。
Task 2:小组活动，通过调查小组成员生活习惯，讨论谁的习惯最好,谁最健康。
二、合作共建
How healthy are you ?Write down your own habits.注意用上一些频率副词及词组。
三、系统总结
1 总结一下本课所学的频率副词和词组。
2 总结一下你认为健康的生活方式。
四、诊断评价
1 翻译下列词组
(1) 许多，大量的__________________ (2)一星期一次_______________
(3) 照料，照顾 ____________________ (4)垃圾食品_________________
(5) 放学回家 ___________________ (6)尽力，努力做_____________
(7)与......不同 _____________________ (8)帮助某人做_______________
2 词形变化
(1)He says it's bad for his ___________(unhealthy)
(2)She tries ___________(eat)a lot of beef.
(3)Lily's __________ (sleep)habits are pretty good.
(4)My mother wants__________(I) to drink it.
(5)My mother wasn't at home yesterday,I had to help my father _________(cook)
3 单项选则
( )1_________Do you have an English party?
----Once a month.
A How old B How far C How often D How long
( )2_________they are brothers,they don't look like each other at all.
A Because BThough C When D As
( )3They try _________it together.
A to move B move C moving D are move
( )4I'm not very strong,_________I usually exercise.
A but B so C as D to
( )5His ideas are the same _________ hers.
A from B for C as D to
( )6.We eat a lot of________ and _________, but little _______.
A fruit,vegetables,meat B fruits, vegetables,meat
C fruit,vegetable,meat D f ruit,vegetable,meats
4 改写短文
请将3a部分Katrina给笔友的书信用第三人称改
五、课后反思
第5课时 Unit 1 Self Check
【Learning objectives】
1、Knowing： 记忆本单元单词及短语
2、Understanding ：熟练运用频率词练习What do you …？和How often…？句型。
3、Practising ： 会描述课余时间的活动及基本饮食结构。
【Important points】表示频率的副词。
【Difficult points】写作训练
【Learning proce】
一、自主学习
Task1：完成课本1中的填空题，注意动词的适当形式。
1、―keep in good health‖意为―保持健康‖（＝keep healthy）,keep后常接形容词。
例：我们必须保持清洁。
2、―must‖意为―必须‖，后接动词原形，无人称变化；
例：Mary放学后必须照顾她的妹妹。
―le‖意为―较少‖，修饰不可数名词。
例：尽量多吃蔬菜少吃垃圾食品。
Task2：写出下列单词及短语：
锻炼 节目，表演 结果，成果
咖啡 健康，健康状况习惯
不同的 虽然，即使 必须 保持
在周末 我最喜欢的节目 网上冲浪
一星期两次 一星期三到四次 ……的结果
至于…，就…而言 对…有益 垃圾食品
喝咖啡 相当健康 放学回家
他的饮食习惯 照顾 大量，许多
与……不同 保持健康 健康的生活方式
Task3：对话练习：
复习本单元学过的句型What do you…和How often……？根据下表两人或三人做练习
活 动 频 率
go to the movies often,usually,sometimes,
always,hardly ever, never Every day, three times a week, once a month, once a week.
watch TV
exercise
surf the Inernet
read English books
二、合作共建：
写作：描述一下你好朋友的生活方式和饮食习惯，尽量使用下列单词或词组。
often , every day, usually, three times a week, sometimes, once a week, always, once a month, hardly ever, never
三、系统总结
1、本单元我们学习了哪些频率副词？它们的程度区别是怎样的？放在句中什么位置？
2、比较健康的生活习惯和不健康的生活习惯时常用的词和句子。
四、诊断评价
1、补全句子：
（1）His eating habits are (health)
(2)Look!The woman with two girls (swim)
（3）How often they (do) their homework？
（4）Here (be) some books for you.
(5)This one is (不同的)from that one.
(6) I try (eat) lots of vegetables.
2、句型转换
（1）The girl likes watching TV.（改为一般疑问句,并做否定回答)
(2)Tina reads books every night.(就画线部分提问）
(3)He likes eating fruit three or four times a week.（就画线部分提问）
（4）I did my homework last night.（改为否定句）
（5）does often Gina school at homework.（连词成句）
五、课后反思
Unit 1 单元检测题（100分）
一、单项选择（20分）
1.Xiao Zhang watches TV.He likes surfing the Internet.
A.hard ever B.hardly ever C.doesn’t hard ever
D.doesn’t hardly ever
2.My mother goes to the health centre
A.once time a week B.once a week
C.one time a week D.once every week
3.talk show ,my favorite program is Tell It Like It Is !
A.Such as B.Thanks to C.As if D.As for
4.The boy is too young to himself.
A.look at B.look after C.look on D.look up
5.Your lifestyle is the same .
A.to my B.to mine C.as my D.as mine
6.Mr wang is over eighty , he’s still at work .
A.Although; but B.Because; so C./ ;but D./; so
7.It’s good your health
A.for;to drink milk B.for ;to drink a milk
C.of ;drink milk D.of ;to drink milk
8.-- do you go to Qingdao?
--Oh ,I have never been there before.
A.How long B.How far C.How soon D.How often
9.The weather here is that in Beijing.
A.different from B.different to
C.different between D.difference from
10.He tries le meat because he is too heavy .
A.eating B.to eat C.eat D.eats
二、完形填空：（10分）
How do you go to school every day？1 North America, most students go to school on the bus.Some students 2 walk or3 bikes to school.In other parts of the world, things are4.ln Japan,most students take trains to school, although 5 also walk 6 ride their bikes.In China, it depends on7you are.In big cities, students usually ride bikes to school or take buses.And In places where there are rivers and lakes,like Hongshanhu and Kaishandao, students usually go to school by8.That must 9 a lot more fun than10 a bus!
1.A.In B.On C.At D.Near
2.A.also B.too C.either D.as well
3.A.riding B.to ride C.rode D.ride
4.A.the same B.different C.the different D.similar
5.A.the other B.the others C.others D.others students
6.A.and B.or C.but D.nor
7.A.what B.who C.when D.where
8.A.train B.boat C.bus D.bike
9.A.is B.maybe C.may be D.be
10.A.taking B.to take C.take D.takes
三、阅读理解：（10分）
Early to bed, early to rise, makes a man healthy,weathy and wise.This is an old English saying.Have you heard of it before? It means that we must go to bed early and get up early in the morning.Then we shall be healthy.We shall also be rich(wealthy)and clever(wise).
This is true.The body must have enough sleep to be healthy.Chinese of young age should have ten hours’ sleep every night.Children who do not have enough sleep can’t do their work very well.They won’t be wise and they may not become wealthy！
The body also needs exercise.Walking, running,swimming and playing games are all exercise.Exercise keeps the body strong.
Exercise also helps the blood(血液)to move around inside the body.This is very important.Our blood takes food to all parts of our body.The head also has blood.Exercise helps us to think better.
1.How can we be healthy?
2.What will happen if a child doesnt’ have 10 hours’ sleep?
3.Why does a person need exercise?
4.What will happen to your blood if you take exercise?
5.What’s the paage about?
四、任务型阅读（10分）
Jim is an 8-year –old boy .He is good at many sports .It is easy to see that Jim is active after school .In America ,most students have a PE cla(1)每周三次 at school.Many people think (2)孩子们的健康 is very important .But in China ,most students (3)hardly ever exercise.Some students like eating (4)垃圾食品.So heathy lifestyle can help students (5)取得好成绩。
（1）译成英语
（2）译成英语
（3）译成汉语
（4）译成英语
（5）译成英语
五、词汇运用（15分）
（一）根据句意及首字母完成单词。
1.My mother e every day and she’s healthy
2.Saturday and Sunday are w .
3.What’s your favorite p on TV?
4.How often do you surf the I ?
5.Here are the r of the student activity survey at Green High school.
（二）从方框中选出合适的词完成下列对话。
should, with, a lot, for, to, how, in, listen to, help, good
A: Welcome our English club.What can I do you?
B: I want to know to learn English well.
A: How do you learn English?
B: I only take notes cla.But I find it can＇t .
What I do?
A: I think you should speak more English others.And you＇d better listen to the caettes(录音机) every day
B:That’s a idea.Thanks .六、口语交际。（10分）
A：What can I do for you,sir?
B： 1 .
A：For yourself? These hats are good for young people.
2 ?
B：I’d like the blue one.A：Ok.Here you are.
B：Thank you.3 ?
A；One hundred yuan.
B：Oh, 4 .
A：What about this one? It’s cheaper.lt’s only fifty yuan.
B：OK.5 .Thank you.
七、根据汉语完成句子。（10分）
1.A:在周末他经常做什么？ 。
B．他经常去踩滑板。
2、我妈妈让我每天喝牛奶。
3、每天晚上你睡几小时？
4、我的饮食习惯相当好。
5、多吃蔬菜能帮助你保持健康。
八、书面表达。（15分）
以My healthy lifestyle为题目，写一篇80词左右的短文。
Unit1 单元检测题参考答案
一、1 B 2 B 3 D 4 B 5 D 6 C 7 A 8 D 9 A 10 B
二、1-5 AADBC 6-10 BDBDA
三、
1、Early to bed ,early to rise
2、He won’t do well in his work
3、Because it can not only make us healthy ,but also make us think better .
4、Exercise makes the blood move quickly and smoothly .
5、It’s about why exercise can make us healthy
四、(1)three times a week
(2)the health of the children /children’s health
(3)很少锻炼
（4）junk food
(5)(to)get good grades
五、(一)
1、exercises
2、weekends
3、program
4、Internet
5、results
(二) to, for, how, in, help, should, with,listen to, good, a lot .
六、
1、I want to buy a hat for myself
2、What color do you want ?
3、How much is it?
4、that’s too expensive(dear)
5、I’ll take it
七、1.A:What does he(often) do on weekends?
B:He (often)goes skateboarding .
2.My mother wants me to drink milk every day.
3.How many hours do you sleep every night ?
4.My eating habits are pretty good.
5.Of course,I love junk food too.
6.Eating a lot of vegetables can help you to keep in good health/to keep healthy .
八、略
推荐第2篇：初二英语教案
初二英语（上）Module 1 Unit 1 教学设计
教材分析：Unit 1通过听、读、说训练，初步学习给别人提建议的方法。其中活动1要求将所给表示学习活动的词汇分类；活动2要求根据录音判断对话主题；活动3—5听读包含建议的对话并完成填表、答问等任务。活动6学习英语中的连读法；活动7根据提示口头练习给别人提建议的方法。
教学目标：
To get to know the key vocabulary.To understand the dialogue 3.To be able to talk about the problems in learning English.教学重点：
Key points: translate, correct, grammar, pronunciation, spelling, try to do, Why don’t you…? How about…? 教学方法Listening and speaking. 教具准备Tape recorder 教学流程
Teacher’s Activity Student’s Activity 1.Warming-up 1.Ask the students to introduce themselves first, 2.Tell them the importance of learning English and how to learn English.
3.Say: Now we are going to learn a lot about English, such as grammar ,pronunciation, vocabulary, and how to listen, speak, write and read English.Now please look at activity 1 on page 2.
Ask students to read the words aloud and try to match them with the headings.It’s best if you can tell them something about each of the item.Make sure students understand each of the items (And try to include the words in activity 2 as well!).Take “Grammar” for example:
T: Grammar is part of English.It helps us form words and sentences.It helps us check our speaking and writing.For example, you can say “I am Daming.”, but you cannot say “I is Daming.” That’s grammar.
Check the answers by asking some students to read the words. 1.Introduce themselves first.2.Listen to the teacher to say about the importance of learning English and how to learn English.3.Read the words aloud and try to match them with the headings 2.In put and
practice Talk about English learning.
T: English is a widely-used language.People in more than one hundred countries speak English.And many more countries take English as second language.Learning English is fun, and of course not an easy job.But what is in English? What are we going to learn about English? Do you know? Encourage students to speak out what they have in mind. S: We’ll learn English letters and words. S: We’ll learn to speak English.
S: We’ll learn how to talk to foreigners.
Speak out What they are going to learn about English? 3.Out Put 1.Listening (2) First encourage students to tell the meaning of words in activity 2 and try to give some examples for each item, and then ask them to listen to the conversations and match them.
T: Next we are going to listen to some short conversations.In the conversations, Daming, Lingling and Mi Li are talking about English learning.Listen carefully and try to match these conversations with the words in the box in activity 2.But before this, can you first tell me the meaning of these words? Ask students to tell the meaning of these words either in Chinese or English and then listen to the conversations.
Check the answers.Ask students to try to give the reasons why they choose the words. 2.Listening and reading (3—5) Listening
Ask students to listen to the conversation between Ms James and her students carefully with books closed.Then ask students to listen again and finish activity 4.Check the answers with the cla.Reading
Ask students to work in pairs and read the conversation repeatedly and then ask some pairs to act out the conversation.Then ask and answer the questions in pairs. 1.Listen to the conversations and match them, tell the meaning of these words either in Chinese or English and then listen to the conversations again.2.Listen to the tape and finish activity 4.3.Read the conversation repeatedly and act out the conversation in pairs.Then ask and answer the questions in pairs 4.Practice Speaking (6, 7)
Ask students to listen to and repeat the sentences in activity 6.T: When we speak English, we often read some syllables (one ending with consonant and the other beginning with a vowel) together.Now listen to the recording and repeat these sentences.
After a few minutes, ask students to work in pairs and ask and answer the questions in activity 7. Sample conversation: S1: What should I do to improve your grammar? S2: You should do more exercises. S1: What else? S2: Try to read more English books and newspapers. S1: I’ll try to.
S2: And don’t forget to read some grammar books.
S1: Thanks very much.
1.Repeat the sentences in activity 2.Work in pairs and ask and answer the questions in activity 7.5.Feedback Give suggestions.Use should, can or It’s a good idea to… 1.speak English more in cla 2.listen to China Radio International 3.read aloud in the morning 4.write new words in groups 5.read English newspapers Finish the following exercises and have a check.6..Homework 1.Read the conversation in activity 3 repeatedly. 2.Finish activities 1-4 on page 112 in Workbook.
推荐第3篇：初二英语教案
材料:调查表一份
语言技能:Readingandwriting
语言知识:与运动相关的词汇提示词语几句型:
1.必备词汇与句型
(1)football,basketball,volleyball,pingpong,teis,…
(2)Whatismyfavouriteort,doyouknow
(3)It\'sfromEngland.It\'sround.Manypeoplelikeit…
2.扩展词汇与句型
orts:badminton,bowling,boxing,horseriding,jogging,shot-put,golf,cycling,shooting,hiking,…
Seaso:inring,insummer,inautumn,inwinter
Place:iidethedoor(indoororts),outsidethedoor(outdoororts),ontheplayground,intheortsfield,…
Style:teamwork,inpairs,individual,…
ortschangewiththeseason.
Peopleplaydiferebtgamesindifferentseaso.
活动形式:3-4人小组
操作过程:
(1)学生自由组合成3-4人小组,讨论确定小组成员中最喜欢的运动项目;
(2)教师制作如下表格,复印若干份,分发给各小组:
ortsmane
Wherewasitfrom
Whenwasitinvented
Howtoplayit
Numbersoftheplayer
basketball
…
(3)各小组利用课余时间,上网或去图书馆查阅所喜欢的运动项目的相关资料,并根据要求填写表格;
(4)小组成员合作根据表格填写的内容编写一则谜语,然后叫给教师,由教师作一些必要的修改.例如:
Thegroundmustbe26metreslongand14metreswide.Therecanbetenplayersinateambutnotmorethanfiveplayersinteammayplayatonetime.Toscoreapointaplayermustthrowtheball,buttheymustnotcarryit.Therearefourtwelve-minuteperiodsforthematch.Whatismyfavouriteorts,doyouknow
(5)把谜语张贴在教室橱窗内,供其他组成员猜测.
推荐第4篇：初二英语教案leon1
Sean’s teaching plan 2010/4/28
Leon1
1语音强化训练 (PRONUNCIATION) [15min+45min] 1) 复习元音/ i:/ / i/ / e/ / æ/
辅音 听写单词 2) 学习音标U2
2课文A private conversation[25min+25min] Introduce the story Understand the situation Listening objective Intensive reading(new words&expreions) Repetition Comprehension questions 1.Where did you go last week? (To the theatre.) 2.Did you have a good seat? (Yes, I did.) 3.Was it an interesting play? (Yes, it was.) 4.You enjoyed the play, didn\'t you? (No, I didn\'t.) 5.Who was sitting behind you? (A young man and a young woman.) 6.Could you hear what the actors were saying? (No, I couldn\'t.) 7.Why couldn\'t you hear? (They were talking loudly.) 8.Did you get angry with them or not? (Yes, I did.) 9.You turned round, didn\'t you? (Yes, I did.) 10.How did you look at them? (Angrily.) 11.They didn\'t pay any attention, did they? (No, they didn\'t.) 12.Could you bear it? (No, I couldn\'t.) 13.What did you do then? (I turned round again and said angrily, ‘I can\'t hear a word!’) 14.What did the young man say? ( ‘It\'s none of your busine.This is a private conversation!’) Asking questions: Ask me if ⋯ Example：
T：Ask me if I went to the theatre last week.S：Did you go to the theatre last week? 1.I went to the theatre last week.2.I had a good seat.3.I saw an interesting play.4.they were talking loudly.5.I turned round.Pattern drill 1 T：walk acro the stagerude/bad drive through the parksound/quiet listen to his storya good talk on the radio (saw or heard) S：I heard a good talk on the radio last night.just nowa fly in my soup last week – a monkey at the zoo 4 T：see the racesmall/bad writing see her facecold/deep water finish your lunchwentplay 3.young manbehind me 4.talking loudly 5.could notand lookedattention 8.In the endword’busine’ - man -‘private’
推荐第5篇：四年级下册英语教案
Action! 2013-2014学年度四年级下期开学第一课
一堂课：
课前2分钟：准备书本、调整心情 课中40分钟：积极参与、适时笔记 课后2分钟：回忆课堂、收拾书桌
一本书：
封面内容：北师大版《英语》四年级下册（供一年级起使用） 重点人物：Ken AnnMocky
Uncle Booky 目录概要：Unit 7
Today is Monday
能询问和回答星期
Unit 8
Mocky is late
能询问和回答时间
Unit 9
Day and night
能分清一日的时间及相关日常行为
Unit 10 Let’s go!
能谈论休闲场所和交通方式，提出建议
Unit 11 Uncle Jack’s farm
能谈论天气状况、温度高低等
Unit 12
Review
复习本册书的内容
一学期：
课前预习：
1、课前通过查阅单词表、听录音等方式进行预习；
2、对预习中遇见的不太理解的问题要记录并向老师询问。家庭作业：
1、能保证每周不少于三次听读，每次听读时间不少于10分钟；
2、书面作业能认真完成，如遇到问题，可以在作业本上记下来并要求老师予以回答。课后复习：
1、能对重点单词和对话进行经常性的复习；
2、适时梳理和归纳已经学过的内容。最好能提出自己不懂的内容，并向老师寻求帮助。 每周练习：
1、认真完成周末题单，并按时上交以便老师可以更好的进行帮助；
2、仔细聆听老师的讲解，对不理解的内容要及时提问。
教学目标：
帮助孩子调整学习状态，作好新学期学习的准备 教学常规和学习要求的明确
引导学生熟悉本册课本的结构和内容
教学过程：
Warm-up 出示课件，告诉学生“Welcome back”，欢迎他们回到学校开始新学期的学习生活。 Let’s Review 总结寒假作业完成情况，展示一名学生的录音（以后每节课进行一位学生的作业展示） Presentation 让学生自由谈论关于寒假的话题（用英语进行问答）
跟学生说说新学期的英语课要求（Actions speak louder than words.—行动胜于言辞）
学习用具及材料、课堂要求及常规、课后作业及练习、奖励与评优制度、科代表与小组长的确定等等
认识新学期的英语书，尝试说说每个单元的主题是什么，有时间的话可请学生两人或四人小组进行讨论 Homework 预习第一单元（勾出生词，通过查找单词表或字典等方式了解生词意思），理解课文大意。
Unit 7 Leon 1 第七单元 第一课时
Warm up 热身 与学生问好。
Lead in 导入
告诉学生，今天要学习的是Unit 7 Leon 1。
将数字“7”和“1”写在黑板上，请学生想想，在两个数字后面分别加上什么词，可以成立一个等式“7 _______ = 1 ________”。 告诉学生，看完今天的故事，试试找找答案。
Presentation 新授
播放课件，请学生观看。观看完毕后，试试能否解答刚才的问题。 （如果孩子找到了答案，将等式补充完整，并告诉学生两点： 一周七天，五天为working day, 两天为weekend 一般将星期日作为一周的第一天
如果孩子还不能回答，将这部分内容延到故事教学后。） 问问学生What does Mocky want to do? 逐图播放课件，并询问学生问题 P1. Where are Ann and Ken going? P2. What day is it? P3. What day is it tomorrow? P4. Do they go to school every day? P5.&P6. Is Mocky happy? Why? P7. What day is it? P8. Why does Mocky come again? P9. What does Ann give to Mocky? P10. What will Mocky say? 再次播放课件，请学生跟读。
Practice 操练
请学生分角色朗读课文。
观察一周七天的英语单词，找找规律（首字母大写、单词结尾都是-day）
Homework 作业 听磁带，指读P2-3。 抄写一周七天的英语单词。 预习P4-5。
Unit 7 Leon 2 第七单元第二课时
1.Warm up 热身 与学生问好。
2.Lead in 导入 课文复习。
请学生看看网上流行的一周表情图，复习一周七天的说法。 问问学生“What day is it today?”
3.Presentation 新授
展示课件图片Ann’s diary，告诉学生，征得Ann的同意后，我们会看到她某一周的计划和安排。 播放课件，请学生观看。 再次播放，请学生跟读。
请学生说一说Ann在一周内每天的安排。
4.Practice 操练
完成书P4练习。先请学生读题，看图，再放录音，集体订正答案。
5.Let’s sing 儿歌
用卡片复习星期单词，让学生感受和理解儿歌的内容。 逐渐加入节奏，并请学生来当小老师。
6.
播放课件，请学生跟课件一起朗读儿歌。
Homework 作业 听磁带，指读P4-5。
制定计划或安排有用吗？仿照Ann’s diary，为自己下周作一个计划。
Unit 7 Leon 3 第七单元第三课时
1.Warm up 热身
与学生问好，以P5儿歌的形式复习一周七天的英语单词。
2.Lead in 导入
问问学生“What do you do on „?”将学生的回答概括简要地进行板书 根据学生回答当中提到的内容，教师对个体学生提问“Do you „ on „?”
3.Presentation 新授
出示课件，告诉学生，有两个孩子在谈论他们的一周安排，请听录音，回答问题。
通过教学软件呈现talk together的对话内容，请学生跟读。 请学生两人小组进行分角色朗读练习，并请几组学生进行展示。
通过教学软件出示对话中两个孩子的原文，根据右侧的日志本，提示学生可以进行替换对话练习。
做“默契搭档”的练习。一名学生上台，背对黑板站立，并挑选另一名学生作为搭档。教师指向日志本上的任一天，请台上的孩子和台下孩子通过问答对话，找出教师指的是哪一天。
完成书P6练习。先请学生读题，看图，再放录音，集体订正答案。
4.Reading Practice 阅读练习
出示课件，Alana’s week，带领学生一起阅读，渗透阅读策略。 请学生完成P7阅读练习。
5.Homework 作业 听磁带，指读P6。 完成练习册P5第
1、2题。
Unit 7 Leon 4 第七单元第四课时
1.Warm up 热身 与学生问好。
2.Lead in 导入
播放课件，请学生看图片和提供的字母，将字母正确排序，组成正确的单词。
3.Presentation 新授
请学生看单词，问问孩子这些词可以分成几组，分组的规则是什么。 请学生通过课件，说说分几组，为什么。总结出字母组合ow和ou的发音。 请孩子补充更多的含有字母组合ow和ou的单词。 完成书P8练习。
跟读Read with Uncle Booky。
4.Make dialog 对话练习
出示一名学生的一周安排表，用What do you do on …? 询问学生每一天的具体安排。教师先提问，后面可请别的孩子来提问。
根据学生的回答将答案写在对应的星期下面。提醒学生，如果有相同安排，写在书P9第一部分图片下面的表格中。
根据板书，提问学生What does he/ she do on …? 请学生回答。注意订正和强调学生的回答中，动词应根据第三人称进行相应变化。 请学生看P9第一部分的图片，看图进行问答练习。
请学生前后交换英语书，再进行同桌两人小组练习，根据手中同学填写的表格，进行对话练习。
5.Sentence pattern 句型练习 播放课件，请学生听音并跟读。
请学生圈出左侧句子中的“do”与动词原形和右侧句子中的“does”和动词的
第三人称单数变化，并想一想为什么，进行总结。
6. Homework 家庭作业 听磁带，指读P8-9。
完成练习册P7-8“打基础测水平”第
2、3题。
Unit 7 Leon 5第七单元第五课时
7.Warm up 热身 与学生问好。
8.Review 复习
教师请一名学生抽出一张星期卡片，根据抽出的卡片内容，询问学生“What do you do on …?” 教师询问其他学生，“What does he/ she do on …?”请学生回答，注意答句中第三人称单数的变化。
请学生做答句接龙的游戏，复述前面孩子的回答“He/ She … I …”。
9.Exercise 练习
请学生看书，说说题目要求，并观察图片，搜集完成练习的信息。 请学生进行口头回答。
将答案写在书上，学生如有拼写困难可给予一定的帮助。 集体订正，规范书写。
10.Let’s chant 歌谣
播放课件，请学生观看。
询问学生“What do they do on Monday and Tuesday/ Saturday and Sunday?”请学生回答。
请学生跟读歌谣。
11.Survey 调查
教师询问学生“What do you do after school on …?”，请学生思考，并将答案填写在书P11页下面的diary中。
请学生交换书，教师询问“What does he/ she do on …?”学生根据手中的书
回答。示范后，可请学生之间相互询问。
12.Homework 作业
听磁带，表演歌谣（创编歌谣）。 完成P11的简易课程表，两人对话。
完成练习册P9第3大题，读P10“长见识拓眼界”。
推荐第6篇：八年级下册英语教案
2016学年第二学期八年级下册英语教案
Unit1 Period 1 教学内容：New words learning and getting ready（词汇课和话题预习课） 教学目标：
1）认识Unit1的单词，学会朗读单元的重点单词，并了解有关救助的词汇等； 2）了解UNICEF的相关知识; use pie charts等； 3）了解相关救助知识为阅读做准备；
教学重点：1）了解救助的词汇，学会朗读单元重点单词；
2）认识单元主题，学会使用pie chart； 教学难点：了解救助知识并背诵相关词汇。
教学过程：
Step 1：阅读P1板块的图文，了解单元话题。 1． 让学生观察教材的第一页的卡通图，引入话题；
2． 教师通过单元标题Helping those in need中in need一词引入相关救助的词汇如raise money；voluntary work等
3.展开学习Unit1单元单词，利用把单词放句子中的做法，让学生逐步学会猜词，并多次朗读以达到正确朗读单词，并标注高频单词，并完成P4的练习。
4.PPT展示有关短语的练习（口头读单词或者选择题等），当堂巩固单词积累。
Step 2: 阅读并讲解P16 Culture Corner板块的图文，了解UNICEF概况。
1.学生阅读有关概况的第一段，找学生回答相关问题；2.进一步拓展相关词汇
Step 3:学习P14 study skills部分，学会如何运用pie chart。
1.学生分段阅读文章，并完成 P14图表练习和P15 part B的练习； 2.分组讨论，完成P15 part C的练习
Step 4: Homework
1.用抄写本抄写Unit1单词，每个5次。2.背诵u1单词
Unit1 Period 2
教学内容：Reading 1（阅读课） 教学目标：
1）复习单词，加强单词朗读和记忆。 2）了解文章，能理解文章的大意； 3）了解阅读文章中三个志愿者经历。
教学重点：了解阅读文章中三个志愿者经历； 教学难点：了解并理解文章大意；
教学过程：
Step 1:
1.回顾上一节救助的相关知识点，激活背景知识；
2.完成P2 Part A练习，引入救助等背景知识，为阅读做准备； 3.略读训练
1）学生阅读主阅读篇章的标题、引言和图片信息，了解文章的结构和主要信息； 2）完成P2 Part B练习
Step 2: 分段阅读 第一段阅读：
1.引导学生总结是怎样类型的志愿者活动：（作者、地点、对象和工作内容）；2.总结第一段的主要内容； 第二段阅读：
1.引导学生总结是怎样类型的志愿者活动：（作者、地点、对象和工作内容）；2.总结第二段的主要内容； 第三段阅读：
1.引导学生总结是怎样类型的志愿者活动：（作者、地点、对象和工作内容）；2.总结第三段的主要内容；
Step 3 : 重点句型和短语标示
1.学生跟录音朗读课文，加深对文本的理解，并认读和理解单词 2.在完成阅读之后，标示出重点句型和短语，让学生背诵。
3.自主练习表达：学生以小组为单位讨论课文内容，并进行交流，最后选出代表，用自己的语言概括文章大意。
Step 4:
完成P5的阅读练习，加深对阅读文章的理解
Step 5：Homework
1.模仿录音朗读课文并背诵文章和单词；2.完成课本练习P5练习。
Unit1 Period 3
教学内容：Reading 2 and Grammar 1（阅读语法课） 教学目标：
1.复习单词，认读并理解文章中出现的重点知识点。
2.熟悉动词不定时的用法。
3.能根据所学的知识，能运用所学的语法知识点表达自己的想法。
教学重点：熟悉动词不定时的用法；
教学难点：能根据所学的知识，能运用所学的语法知识点表达自己的想法；
教学过程：
Step 1：回顾上节课篇章阅读内容，检查回家作业的落实情况。
1.听写单词和句子（或者让学生默写文章），加强记忆；2.解答作业答案，找学生回答； 3.完成相关练习：
一、用括号里词的适当形式填空，完成句子。
1.You'll have to ask______ (permit) if you want to go into the office. 2.If you are in high______ (spirit), you have a good feeling.
3.Last week, Mr Green helped us_______ (organize) a singing competition. 4.Every day, I go to a children's hospital to see a sick boy_______ (call) Eric. 5.These days people may get all kinds of strange______ (ill) because of pollution.6.I need________ (study) hard and make progre every day. 7.I used______(go) to work by taxi, but now I ride my bike for work.
Step 2: 学习More practice部分
1.根据标题和图片猜测文章的主要内容；2.略读全文，找出P13问题的答案；
3.在完成阅读之后，标示出重点句型和短语，让学生背诵。
Step 3：学习本课主要语法点：
１1.offer用作动词，意为“主动提出”，
常用 的搭配有offer to do sth，意为“主动去做„„”，
offer sth to sb = offer sb sth，意为“向某人提供某物” 2.由offer to do引入动词不定式：v+to do 1）让学生回顾学过的动词不定式； 2）老师总结常出现的动词不定式 3.拓展不定式：v.+object+to do 1）小组讨论，让学生回顾学过的动词不定式； 2）老师总结 4.特殊情况省略to 一帮（help）二让（let、make）三句型（why not、why don’t you、had better） 5.完成课本P8-9的练习
Step 4：Homework
1.背单词和课文；复习今日的语法点。
2.完成相关学评练习
Unit1 Period 4 教学内容：Listening and speaking（听说课）
教学目标：
1）复习不定式的相关用法
2）掌握听力猜信息的能力
教学过程：
Step 1：复习不定时的相关用法； 1.解析上一节的作业答案，找同学回答；
2.展示一些错误用法，小组讨论为什么错，错在哪里，应该怎样改。
Step 2：Listening
1.根据P6的听力标题和题目猜测听力内容的主题——money-raising activity； 2.根据图片猜测可能出现的信息内容
3.根据P6题目挖空处，根据语法知识和逻辑关系猜测需要填入的内容 4.进行听力并检查答案
Step 3: Speaking
1.根据P10 Part A 中图片人物对话，总结询问和表达计划可能用到的表达： —What are you going to do ....? —I’m going\planning to do....(sure) —I’m thinking about doing....(not sure) 2.两人合作，利用上述表达，完成Part A的对话练习，并抽查 3.四人小组合作，利用上述表达，完成Part B的练习，并抽查
Step 5：Homework 1.背单词，准备听写
2.完成学评相关练习.
Unit1 Period 5 教学内容：Writing（写作课）
教学目标：
1.能用mind-map帮助写作。
2.掌握信件的格式。
3.掌握活动申请的内容分布和相关句型。
教学过程：
Step 1：回顾listening中有关筹钱活动的描写。引导学生给出相应的关键词。
Step 2: 学习Writing板块的写话技巧。
1.小组讨论，如果开展筹钱活动，需要有哪些细节要点
2.完成P11的mind-map，抽学生在黑板完成
Step 3：活动申请写作
1.完成P11中Part B的练习，确定活动申请的目的以及细节 2.根据P12的格式了解信件的格式以及活动申请的内容分布 3.活动申请可能用到的表达总结：
We are writing to...
We are planing to do...\we are thinking about.....
留意活动申请中不要缩写（正式写作） 4.让学生根据自己的mind-map完成P12的写作
Step 4：Homework
完善修饰P12的作文
推荐第7篇：七年级下册英语教案
七年级下册英语（外语教学与研究出版社）
学生用书（Student’s Book 2）
Module 2 Spring Festival
Unit 1We’re getting ready for Spring Festival.
Teaching Planning
课题内容：（1）本模块的话题是“节日”。本单元要求学生掌握描述节日的表达方式，同时加强学生对中外节日的理解与认识。通过使用现在进行时，对该话题展开听、说、读、写的语言实践活动，使学生加深能够谈论或写出对该节日的介绍。并让学生了解一些重要节日的庆祝方式。
（2）通过对本模块的学习，有助于学生了解世界，在一定程度上提高学习效率，并形成自主学习的能力，为学生养成良好的学习习惯打下良好的基础。
（3）教学中教师应随时随地地以课本为出发点，灵活运用各种素材组织教学过程和内容。
Ⅰ、Teaching goals
1.Make an introduction of the Spring Festival
2.New words :festivalreadycleancooklearnmealdragonlanternsweepfloorhelp
New phrases: Spring Festivalget ready fordragon danceclean the housesweep the floormake lanternscook the mealat work
3.Grammar focus: The questions and answers of the present continuous and the present simple
tense sentences
Ⅱ、Ability goals
1.Enable students to understand the conversation about the Spring Festival
2.Enable students to recognize phrases and short answers
3.Enable students to talk about the Spring Festival with given information and describe the proce of festival preparations
Ⅲ、Emotional goals
1.Enable students to be willing to know festivals of different places, and be happy to take part in some English practice activities.
2.By doing so, students’ interests in English learning will be developed and improved.
3.Cultivate students’ enthusiasm for exotic culture and their paion for life tradions.All these will ,to a certain extent, enhance students’ understanding of domestic culture .
4.Students participate in various English activities ,going through all kinds of difficulties ,which enable them to establish correct language learning value in new environment.
Ⅳ、Important points
1.Learning new words and phrases
2.Understanding the present continuous tense sentences in the textbook by reading
3.Having a good command of the structure and usage of the present continuous tense
Difficult points
The comparison between the structure and usage of the present continuous tense and the present simple tense
Ⅵ、Teaching aids and methods
Teaching aids: color picturestape-recordermoney in red envelopehand-outblackboard
Teaching method: task-based teaching approach
Ⅶ、Teaching procedures
1.Lead-in(Pre-task)
(1)Greeting
(2)Recall what we have learned in the last leon.(the present continuous tense)（重述现在进行时的含义）由下面的例子引入：
T: what are we doing now?
S: We are having an English cla.
2.While-task
Step 1:
Show the students the money in the red envelope .This is lucky money.When can we get lucky money? Yes, we can get lucky money in the Spring Festival.Teach students the new phrase ：Spring Festival.
Step 2:
You know people are very busy before the Spring Festival.And what do people often do before the Spring Festival? Present the title of this leon: We’re getting ready for Spring Festival.
Teach students the new phrase: get ready fornew word: ready
Step 3
Show students some color pictures and say :Look at these pictures.From the pictures , we can see people are very busy.What are they doing? Who can tell me? You can speak in Chinese.
Several students stand up to answer the teacher’s questions.
Teach students’ new words and phrases :cleancookmeallantern
dragonsweepfloor
sweep the floorcook the mealclean the housedragon dancemake lanterns
So, people in the pictures are getting ready for Spring Festival.
Step 4:
Look and say.
Look at the pictures again and say what they are doing.
They are…..They are….They are…..
(Practice V-ing 句型)
Step 5：
T: Can you do these things in the pictures?Ask two or three students to answer the
questions.(举例子)
If you cannot do these things, you must learn to do them.Teach students the new word :
learn.
So , if you can do these things ,you can help your parents before the Spring Festival.
Teach students the new word: help
And your parents will be very happy.Maybe your parents will give you some lucky money.Step 6:
1.Match and check.
2.Listen and reading on page 8.
The Spring Festival is coming.People are getting ready for it.There is a dialogue among Lingling Betty and Tony.
(1)Listen to the tape.
(2)Work in group of 3.
T: At first, you should say :I am Lingling,I am Betty ,I am Tony.Are you clear? Ask the three groups to act out the dialogue.And then ask students which group is best.Give the best group a small present.
Step 7:
1.Complete part 3..
T: Are the boys making lanterns?
S: Yes, they are.|No, they aren’t.
（再举几个例子练习，让两个学生为一组反复操练现在进行时的简短回答，通过反复
练习让学生熟悉并最终掌握）。
2.Complete part 4.
Ask two students as a group to practice .There are six groups in all.
Ⅷ：Homework
1.Finish part 5: pronunciation.
2.Work with your partner to practice part 6.
3.Finish the handout.
推荐第8篇：三年级下册英语教案
小学英语二年级（下册）
对新课标理解：
现在的社会是向着全球化，社会化发展的，将来的地球不管是哪一个角落都是一我们地球林的一个村民，那么语言就成了一个统一交流的媒介，尤其是英语的重要性在这一进程中日益突出。本次对于课程标准的重新更定是一次符合社会发展进程和基础教育进程的改革。重点是要改革英语课程的教学，过分重视语法和词汇知识的讲解与传授，忽视对学生实际语言运用能力的培养倾向，强调课程应从学生的学习兴趣、生活体验和认知水平出，倡导学生体验、实践、参与、合作与交流的学习方式和任务型的必学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度，主动思维和大胆实践，提高跨文化意识和形成自主学习能力的过程。做到这些要求，首先需要的就是学生浓厚的对英语学习的兴趣，那怎么样培养学生学习兴趣就成了一个基础话题，这一问题要面向全体学生，特别是要关注学生的个别差异引起的情感问题。帮助学生建立成就感和自信心。在教学中注意创设能引导学生主动参与的教学环境，激发学生的学习积极性。使每个学生都能得到充分的发展。在这一过程中教学模式的转变起到了一定的作用，一定要从以老师为中心的教学模式身以学生为中心的教学模式转变。强调学生的参与和体验，强调采用多种形式的教学活动。比如可以利用我们学校已有的良好电教资源，听原版录音带习发音，也可以利用网络找一些贴近课堂学习的情境对话或小动画，以更直接的方式引导学生学习英语，对英语产生浓厚的兴趣。利用听、说促进学生写单词，写短语，写句子，写对话，不能反其道而行，又造成以往我们说的“哑吧英语”总的来说，新课标对发展学生自我主观能动性起到了很积极的作用。素质教育在其中深有体现。并且由升学教育向终身教育的转变等等都是很好的突破。在这一新课标的指导下，希望在英语教学中可以达到更好的效果。
Teaching contents:
本册书共六个单元，其中五个单元是精读课文，一个复习单元。这册书在编排时很注意学生兴趣的培养，尤其在单词字母学习这一环节，教材把手写字母相同的单词进行了归类，并且安排了大量的听、说、读、写 等多项练习，利用图片教授学习是培养学生学习英语兴趣的主要途径。除此之外还有多首英文歌曲的学习，书后有分类清晰的词汇表，更有利学教师的教和学生的学。 Teaching Aims:
知识技能：
1、Listening:
充分利用学校的电教资源，在发展学生自主学习的基调上，让学生可以接触到更多、更直观的学习方式，比如听录音，看小动画等等。掌握部分日常用语，如：能听懂询问名子的问回答，或问是谁的语句。辨别词中的字母的不同读法。
2、Speaking:
根据本册书的教学要求，作为基本的主导方向，指导学生在教师为学生设计的教学情境中， 能够正确运用问这是什么，有多少个，什么颜色等等的语句，并能对所提问的句子做出适当的回答。
3、Reading:
正确，流利的朗读和使用课文对话，正确读出与课文或练习中相关的单词，认读字母和带有此字母的单词。
4、Writing:
以听、说、读的基础上，培养学生写的能力。正确描、写英语中的字母，能够摹仿老师的板书写简单的字母、单词和句子。 过程方法：
1、发挥老师的指导做用的同时，充分发挥学生的自我主观调动意识， 且提高他们自主学习的能力，但要注意教师在教的过程中，对学生思想的指导方向，不能一味的任学生自己发展。三年级的学生在上课时有些时候上课意识并不强烈，这要求教师不能只是教授新知而 以，在很大程度上是要引导学生的行为和思维。
2、充分运用学校已有资源，如：电子媒体进行多方位教学，网络教学等。这样不但可以提高学生的学习兴趣，又可以丰富学生对新事物的接触能力，从而更直观、方便的教和学，在潜移默化中培养学生学习英语的兴趣。
3、在英语的教学过程中，加入适当的对英、美等国家一些风俗习惯在日 常生活中的应用。主要采取同学之间互相帮助的方法，可以形成一帮一小组等方式。使学生可以在一起分享学习英语给大家带来的乐趣。鼓励学生多说，多练，尤其注意日常口语在生活中的应用。
情感态度与价值观：
1、在英语教学的过程中注意培养学生的学习兴趣是一个老生常谈的问 题，因此更应引起我们的重视。于此教师可以采取多种方式，比如：多采纳、听取学生的意见，抵制学英语给学生带来的负面压力，努力创设一个轻松的学习环境。
2、在英语教学中也应时时渗透思想道德教育的重要性。确立良好的价值 观和积极向上的人生观，形成同样积极的学习态度。
Teaching Emphasis:
1、对于一些日常用语的应用，如：①What’s this?及回答②What color?及应答。③ How many?及应答④I can的应用
2、二十六个字母的读写。
3、提高学生对单词的掌握。
Teaching Difficulty:
1、对日常用语的应用和学生听力的培养。
2、对二十六个字母的读写。
注：Teacher’s activities=T Student’s activities=S
UNIT ONE
Is it a pear?
Leon one Teaching Aims:
1、Understand the dialogue what’s mean.
2、The students like to learn English.
3、The students can be ask and answer the dialogue.Teaching Emphasis:
1、How can use “What’s this?” in the dialogue.And answer it.
2、Emphasis sentence: Is it a„„? Yes,it is./ No,it isn’t.
Teaching Difficulty: The children can be use the “What’s this?” in dialogue.Answer it.
Teaching step:
一、Greetings: Haven’t seen you for a long time!
二、Presentation and practice.
Step 1
Model the dialog
1.Ask the students what they say when they see something exciting or amazing.Tell them,“In English, we can say Wow!” Have the Ss repeat the word a few minute.
2.Hold up the card, ask students to answer what they can see.
3.Choose one student.Ask，“What’s this ?”The student replies. 4.Learn the new words in the same way.
Step 2
Talk about the story
Have the students open their books, ask these questions about the pictures:
1.Where are Lulu and Mocky?
2.Who has a stall there ?
3.What is the litter fruit?
4.Does she like it?
T: We are going to talk about the story.
1.Hold up a card.Say,“What’s this ?”Elicit the answer,“peach”. 2.Repeat this for pear, orange, and nut.
Step 3
Story
1.T: We are going to meet some new friends.
Play the tape once without stopping.
2.Play the tape again, pausing after each picture.Have the students repeat each sentences after hearing it on the tape.
3.Divide the cla into two groups.One group will be Mocky, the other group will be Lulu.
4.Play the tape again.Stop the tape after each sentences.
Step 4
Talk about the story in group.
1.Have students talk about the story after thacher.
2.Encourage the children to talk about the story in group.
3.Choose some students to act it out.
三、
Homework :
教学后记：
Leon two Teaching Aims:
1、Understand the dialogue what’s mean.
2、The students like to learn English.
3、The students can be ask and answer the dialogue.Teaching Emphasis:
1、How can use “What’s this?” in the dialogue.And answer it.
2、Emphasis sentence: Is it a„„? Yes,it is./ No,it isn’t. Teaching Difficulty:
The children can know the fruit words. Teaching step:
一、Greetings.
二、Presentation.
Step 1
Words to learn
1、Have the students open their books.Draw their attention to the “ Words to learn ”.
2、Play the tape.Stop the tape after each new words.Ask the Ss to repeat it.Do this a second time.
3、Play the tape straight through.While it is playing, hold up the book.Point to each words in turn.
4、Play the gueing game outlined in the first part of the leon.This time, use only the words for fruit in “Words to learn”.
Step 2
Listen to this
1、Display copy of the page and point the bottom half.Tell the children Mocky says, What’s this? Point to the picture of a banana.Elicit the answer, “It’s a banana.”
2、Learn the new words and sentences.Have the students repeat the sentences and touch each word.Ask, Is it a peach? Answer, No, it isn’t.Read the sentences and have the students repeat it before.Ask, Is it a banana? Answer, Yes, it is.
3、Read the sentences together.Tel the Ss that I am going to play a tape.Play the first question and answer.Check that the students have chosen the answer on the page.
Step 3
Play the game
1、Hold up a pen.Say, Is this a pen? Elicit, Yes, it is.Now indicate an item farther away.Say, Is that a „?
2、Put the Ss into pair to practice each question and answer.
3、Have the Ss open their books at “Play the game”.Still in pairs, have the Ss ask and answer questions about the numbered items.
4、Group work.Play the game in group.
Step4
Sing a song.
Sing a song in cla.Then sing the song group by group.
Step 5
Play a game
Play a gueing game to practice the new words and sentences.
三、Homework :
教学后记：
Leon three Teaching Aims:
1、Understand the dialogue what’s mean.
2、The students like to learn English.
3、The students can be ask and answer the dialogue. Teaching Emphasis:
1、How can use “What’s this?” in the dialogue.And answer it.
2、Emphasis sentence: Is it a„„? Yes,it is./ No,it isn’tTeaching Difficulty:
The children can know and read the words. Teaching step:
一、
Greetings.
二、Presentation.
Step 1
Talk together.
1、Direct the students’ attention to the top of the page.Say: Now we can read what we said.
2、Read the words in the speech bubbles aloud, pointing to the words as you do so.Have the students repeat the words after you.
Step 2
Listen and number.
1、Have the Ss open the books at page 6.Draw their attention to the bottom half of the page.
2、T: We are going to listen to the tape.You touch the correct characters when you hear them say “Hello.”
3、Play the tape and have the children touch the correct pictures.
4、Play the tape two sentences at a time.Stop after each pair.
5、Repeat the procedure for the other pictures.
Step 3
Sounds and letters
1、Draw the Ss’ attention to the top of the page.
2、Play the tape for baby and ball.Ask : Do these words have the sound /b/
3、Play the tape again and have the Ss say the sound.
4、Repeat the procedure for others.
Step 4
Listen and write.
1、Display the page and have the Ss turn to the matching page in their own books.
2、Have Ss point to the words.Play the tape for peach, draw the Ss attention to the word under the picture.
3、Repeat the procedure for the other words.Have the Ss write the letter in the blanks.
三、Homework.
教学后记：
Leon four Teaching Aims:
1、Can use the sentences and write the words correctly.
2、The students like to learn English.
3、The students can be ask and answer the dialogue.
Teaching Emphasis:
1、How can use “What’s this?” in the dialogue.And answer it.
2、Emphasis sentence: Is it a„„? Yes,it is./ No,it isn’t. Teaching Difficulty:
The children can read and write the words. Teaching steps:
一、Greetings.
二、Presentation.
Step 1 Trace the words
1、Hold up the card for banana .Ask “What is it?” Elicit from the students, It is a banana.
2、Have the students open their books at page 8.Draw their attention to the first sentences.Say, We are going to write what I said just now.
3、T: Watch me write the word.
Stand with my back to the cla.Write the word in the air, using large arm movements.
4、Ask the students to write the word in the air after me. Repeat it.
5、Have the students turn to the “ Trace the words” activity in their books.
6、Have the students trace over other words by themselves.
Step 2
Find and circle
1、Display my book.Point to each picture in turn and say the matching word.Ask, What is this? And have the Ss circle the word.
2、Repeat the procedure for the other pictures of fruit.
3、Put the Ss into pair, tell them that they must find the other fruits names in the puzzle and circle them out.
Step 3
Uncle Book’s blackboard
1、Hold up the card, what and this , read it to the Ss, point to the words as I read them.
2、Have the Ss repeat the words after teacher.
3、Now hold up the What is this? , explain the meaning of this sentence.
4、In the same way, review Is it and introduce It is.
5、Now have Ss open the book, model the structures by reading.
6、Divide the cla into two groups.Have one group repeat the question, and for the other group repeat the answer.Have the group change places.
Step 4
Gue and say.
1、Have the students practice saying the sentences of this unit.
2、Display my book, and explain that when I point to a fruit, I will ask a child to gue and say.
三、Homework
教学后记:
Leon five Teaching Aims:
1、Can use the sentences and write the words correctly.
2、The students like to learn English.
3、The students can be ask and answer the dialogue.Teaching Emphasis:
1、How can use “What’s this?” in the dialogue.And answer it.
2、Emphasis sentence: Is it a„„? Yes,it is./ No,it isn’t. Teaching Difficulty:
The children can read and write the words. Teaching step:
一、Greetings.
二、Presentation.
Step 1
Read and check
1、Review the sentences：What is it?
2、Ask the students to practice reading sentences like, this is h..., then ask the students to read the sentences on page 10.
3、Display the book, point to the first picture.Then, point to the question, Is it a lemon? Read the words aloud as you point each one.Elicit the answer, Yes, it is.
4、Ask students to point to the answer in their books.Have them read the words whit you.
5、Put the students into pair, do this exercise.
Step 2
Let’s chant.
1、Use the cards and have students practice reading the words.
2、Read the rhyme to the students, point to each word.Then play the tape for the rhyme and have students listen and point to the words on the page.
3、Play the tape again and have students join in, encouraging them to hum or clap with the rhyme.
Step 3
Match the names.
1、Model the word for them, and color the pictures.2、
Have the students use their fingers to follow the ant trail
between the pictures and the words.
四
.Homework.
教学后记：
Leon six Teaching Aims:
1、Can understand the story.
2、The students like to learn English.
3、The students can be ask and answer the dialogue. Teaching Emphasis:
1、How can use “What’s this?” in the dialogue.And answer it.
2、Emphasis sentence: Is it a„„? Yes,it is./ No,it isn’t. Teaching Difficulty:
The children can read and write the words. Teaching steps:
一、Greetings.
二、Presentation.
Step 1
Uncle Book’s storytime
Tell the students that they going to listen to a story.
1.Play the tap, ask the students to listen to the story .
2.Have the students open the book, and look at the pictures, ask them to look for the familiar words in the book.
3.Have the students read the story silently, encourage them to try to gue the meaning of unfamiliar words.
4.Try to tell the story in groups.
Step 2
Review the sentences and words.
1、Use the picture cards.
2、What’s this? It’s ** .Is it ** ? Yes, it is.No, it isn’t.
Step 3
Bingo
1、Use this game to review the words and sentences in this Unit.
Tell the Ss to take out their cards and get ready for the game.
2、Play the game in group.
Step 4
Self-aement
1、Have the students do this part in pairs or in groups by themselves.
2、Students should ae themselves according to their own situation.
3、Check the answer.
四.Homework.
教学后记：
Unit 8
Are these tomatoes?
Leon 1
⑴教学目标 1.知识目标：
What are these/those? They’re/ They are „. Are these„? Plural nouns (regular) 2.能力目标： Listen and talk.
3.情感目标：鼓励学生大胆开口说英语，培养学生的自信心。⑵
教学重难点：
Asking and answering question about plural objects ⑶教学过程： 1.
Review
Use this activity to review structures introduced in Unit 7, and the vocabulary introduced in Unit 2 and Unit 5. What’s this? It’s a „
Is it a „? Yes, it is./ No, it isn’t.
2.
Model the dialog
Borrow three pens, pencils, and rulers from the children. Hold up one pen and ask, “What’sthis?” Elicit the answer, “It’s a pen.” Repeat the procedure for pencil and ruler.
Hold up a pen and repeat the question, “What’s this?”Now hold up two or three pens and say, “What are these?”Repeat the procedure using the pencils and rulers. Now have the children repeat each sentence as you hold up first one object, and then more than one.Explain that we use these when we are referring to more than one object. Practice the structure “What are these/those? They’re „” with some objects.
3.Talk about the story
Have the children open their books at the story.Display your copy of the page and ask these questions about the pictures.
：
Where are Ann, Ken, and Mocky? What is Mocky looking at? What is Mocky holding?
What other vegetables does Mocky find? Who chases Mocky? 4.Story
Play the tape, pausing at each new picture.Have the children repeat the words before you move on to the next picture.Play the tape again, this time without stopping. Divide the cla into three groups.One group will be Mocky, the second group will be Ken, and the third group will be Ann.Teacher read the vendor’s line.Play one sentence at a time and point to the matching story picture.Have each group repeat its character’s sentence.
Read after the teacher 。
5.Set homework
。
6.教学后记
Leon 2
⑴教学目标
①知识目标：
What are these/those? They are „. vegetables ②能力目标：
Listen, say and sing.
③情感目标：在歌曲中激发学生学习的兴趣，寓学于乐。
⑵教学重难点：
Asking and answering question about plural objects. ⑶教学过程：
1.Warm-up
Choose two children to come to the front of the cla.Have one child hold up a flashcard and ask, “What are these?” and the other child answer, “They’re „” After they have presented three cards, choose two more children and repeat the procedure. Pin up one of the six flashcards.Move away and point to the flashcard.Say, “What are those?” Elicit the correct answer.
2.Plurals
Hold up the beans flashcard.Ask, “What are these?” Make sure the children say the final /s/ in They’re beans.
Explain to the children that, when we talk about more than one thing, we usually add an s at the end of the word. Draw one tomato and one mushroom on the board.Point to the tomato and have the children say tomato.Then hold up the flashcard and have them say tomatoes, emphasizing the final /s/ sound.Repeat the procedure for mushroom/s/. 3.Words to learn
Display your copy of the page.Play the tape once.Point to the picture of each vegetable as it is named. Play the tape again.Have the children touch the correct picture as they hear each vegetable’s name.Without the tape , read the words together.Encourage the children to touch each word as they say it.
Read the names again, and this time have the children repeat the words.
4.
Listen to this
Talk about the pictures first. Play the tape, pausing after each pair of sentences.Have them repeat Ken’s question, then point to the correct vegetables.
5.Teach the song Use the flashcards of the vocabulary being reviewed. Practice the structures “Are these „? Yes, they are./ No, it isn’t.” with the flashcards. These new structures will prepare the children for the song.
Tell the children they are going to learn another song.Read the words aloud to the children , pointing to each word as you do so.Play the song.Encourage the children to sing along and to clap in time.
6.Set homework
。
7.
教学反思：
Leon 3 ⑴教学目标 1.知识目标：
Are these/those„? Yes, they are.No, they aren’t.
2.能力目标：
Listen, talk and read.
3.情感目标：乐于模仿，敢于开口，积极参与，主动请教。
⑵教学重难点：
Have the children practice the sounds and letters. ⑶教学过程：
Phonics）/t/ /d/
（1.Warm-up
2.Language drill
Are these „? Yes, they are./ No, they aren’t.
3.Talk together
4.
Have the children open their books at page 18.draw their attention to the pictures at the to
of the page.Say, “Now we can read what we said.” Display the copy of the page and then read aloud the words in the speech bubbles, pointing to each word as you say it. Read the words again, and have the children repeat them after me.
Encourage the children to touch the words in their books as they say them. If time allows, the children could substitute other vegetable names for onions. First time:listen to the tape.Second time:listen and repeat. Read by themselves.Then elicit some students to read it. 3.Listen and number
Talk about the pictures first. Play the tape, have the children number the pictures in the correct order. Check the answer.
4.Sounds and letters
Draw the children’s attention to the pictures on top of the page.Play the tape for taxi and tomatoes.Ask, “Do these words have the sound /t/?”Play the tape again and have the children say the words aloud.Repeat the procedure for the /d/ words. 5.Match the sounds.
Read all the words in the circle and have the children touch the words that have all the same beginning sound with taxi. Read the words again and have the children repeat.This time have the children match the words that have the same beginning sound with taxi to its picture by lines.
Repeat the procedure with the /d/ sound.Tell them that there might be pictures that do not match either sounds.
5.Set homework
7.
教学反思：
Leon 4
⑴教学目标 ① 知识目标： ② Are these „? Yes, they are./ No, they aren’t.（Phonics and writing） tomatoes, onions, potatoes and beans.
②能力目标：
Listen, read and write.
③情感目标：乐于模仿，敢于开口，积极参与，主动请教。
⑵教学重难点：
the correct writing of each word ⑶教学过程：
1.Trace the words
Hold up the flashcard for tomatoes.Ask “What are these?” Elicit from the children “They are tomatoes.”
Have the children open their books at page 20.Show your copy of the page.Draw their attention to the first sentence.Say, “We are going to write what we said just now.” Have the children trace the word tomatoes.
Repeat the procedure for the other sentences. 2.Read and match
Draw the children’s attention to the pictures and words at the bottom of the page. Point to the first word eggplants.Say, “Eggplants.” Have the children repeat after you as they touch the word in their books.
Now point to the picture of eggplants.Ask, “What are these?” Elicit from the children, “They’re / They are eggplants.”
Have the children draw a line from the word to the picture and repeat the word eggplants. Repeat the procedure for the other words and pictures. 3.Uncle Booky’s Blackboard
Attach a flashcard to the wall at the other end of the room.Stand away from the card and point to it.Ask, “What are those?” Elicit, “They’re„” Repeat the procedure, using the other flashcards. Read the question aloud, pointing to each word as you do so.Have the children repeat the question. Attach the beans flashcard to the board and help children to model the different structures using the drillcards, for example, Are these beans? Yes, they are.Are these tomatoes? No, they aren’t.Model the structures on Uncle Booky’s Blackboard by reading them aloud to the children. Have the children repeat the questions and answers after you in a cla drill, using all poible combinations. 4.Gue and say
Ask the children to take out their small vegetable flashcards of this unit: Put the children in pairs.Then two children mix their cards with the picture facing down. Student A puts his/her hand on one card and asks student B to gue.Student B says, “Are these„?” Student A flips over the card and says Yes or No.
Then he/she puts his/her hand on another card and asks, “Are these „?” Student B answers, “Yes, they are.” Or “No, they aren’t.”
Continue until all the cards are flipped over.Then the two students change their roles. 5.Set homework.
6.
教学反思：
Leon 5 ⑴教学目标 ①知识目标：
Be able to chant and check the correct answer. ②能力目标：
Listen, read and write.
③情感目标：有学习英语的愿望，乐于参与各种英语实践活动。
⑵教学重难点：
use the structures in communication ⑶教学过程：
1.Warm-up
This activity reviews the stucture Is this a „? Introduced in Unit 7.
Hold up the flashcard for lemon.Ask, “Is this a lemon?” “Yes, it is.” Now ask, “Is this a „?” Have the children say, “No, it isn’t.”
Choose four children to come to the front of the cla and repeat the questions and answers.
Repeat the procedure with other children and different fruit. 2.Check (√) the correct answer Talk about the pictures. Who is this? Are these „?
Have the children repeat the words the speech bubbles. Now ask the children to check the correct answer.Make sure they have done this.
Repeat all the procedures for the other two pictures. 3.Let’s chant
Read the rhyme to the children, pointing to each word. Play the tape for the whole rhyme.Have children listen and point to the words and the matching pictures on the page. Play the tape again and have children join in, encouraging them to hum or clap with the rhyme.
Have children point to the picture in their books as they listen to the tape again.They can also add some actions and act the rhyme out.
4.Game: Find the vegetables out in the claroom 5.Set homework
6.
教学反思：
Leon 6
⑴教学目标
①知识目标：
Let’s make „.What are these? They are „ .
②能力目标：
Listen, read and write.
③情感目标：体会英语学习中的乐趣，乐于接触英语读物。
⑵教学重难点：
consolidate the structures and vocabulary learned in this unit Elicit ⑶教学过程：
1.Uncle Booky’s storytime
Tell the children they are going to listen to the story.
Play the tape.Have the children open their books at page 24 and look at the pictures.Ask them
to look for familiar words in the story. Have the children read the story silently, encourage themto try to gue the meaning of unfamiliar words. It doesn’t matter if they don’t know the words.The requirement for this part is to understand the story. 2.Flashcard game
This game reviews core vocabulary.You will need the flashcards provided for earlier units.
Have the children work in groups of 4 or 5.
Have them spread all the flashcards face up on the table.
Have the children either sit or stand around the table, close enough to be able to reach and touch the flashcards.
Explain to the children that they are going to play a game where you will call out
an English word.The first child to put his/her hand on the matching flashcard wins that card.The game finishes when there are no flashcards left on the table.The winner is the child who has collected the most cards.(The children can count their cards in Chinese.) 3.Self-aement
In the first activity, point to the picture
of beans.Ask, “What are these?” Elicit “These are beans.” from the children.Put them into pairs.
Have one child ask questions and the other provide the answer, pointing each picture.
In the second activity, point to the first picture and read the question.Tell the children that you are going to read out two answers and only one answer is correct.Read the first answer and ask the children if it is correct.Repeat with the second answer.Tell the children to check the correct answer in its box.Tell the children to finish other pictures by themselves. 4.Homework:
6.教学反思：
推荐第9篇：八年级下册英语教案
篇1：人教版初二英语(下)全册教案 unit15 what do people eat? teaching aims and demands 本单元的中心话题是饮食文化与家庭生活。围绕这一中心项目，让学生通过问答、对话、阅读、讨论、表演等各种活动熟悉并掌握有关食品的一些词汇及五种基本句型。其中五种基本句型是本单元的语言训练重点和难点。 leon 57 teaching aims and demands: 1． kitchen,cupboard,salt,sugar,pepper,oil,wine,beer,fork,spoon,chopsticks,carrt,cabbage,pea,tomato, soup, cheese, butter so do we./oh, we don’t./ would you like to have dinner with me tonight? could you pa me the cheese, please? 2.通过情景中的操练培养直觉思维能力，提高思维的敏捷性；通过brainstorming 提高学生质疑能力和多方面、多角度考虑问题的发散思维能力。
3.通过初步学习了解不同国家的饮食文化差异，引导学生热爱生活， 增强世界意识。 teaching procedures step1 warming-up step2 presentation bring some real objects like pepper, salt, sugar, tomatoes, carrots, beer, wine etc.to cla.students are interested in tasting these objects.( learning the new words by watching, tasting) show a photo of a kitchen.there is a nice cupboard in it.it’s closed.ask what’s in the cupboard? then open the cupboard and show the students the things in it.then ask what’s in your cupboard at home? show a pair of chopsticks and ask are americans good at using chopsticks at table? what do they use at table? learn the new words fork, spoon.then ask do you usually help to set the table at home? what is on your table at home during dinner? step3 look, learn and answer in pairs, get the students to look at the colour picture on page i.have them ask and answer questions as in the model.step4 presentation present this dialogue: (1) teacher: i eat a lot of fruit and vegetables for supper.a boy: oh, i don’t.i eat a lot of fish.teacher: so do i.explain that i eat a lot of fruit and vegetables means i often eat fruit and vegetables.so do i means i eat a lot of fish, too.practise the following dialogues with students.(2) teacher: does your mother cook meals for your family every day? student a: yes, she does.she cooks nice food for me and dad.teacher: so does my mum.(3) teacher: i always read english for about half an hour before i go to bed.student b: oh, i don’t.i always read english before i have breakfast.teacher: so does my younger sister.step6 puzzle dialogues sb page1, part3.pairwork first.then check the answers as a cla.in pairs, have the students role-play as if they are at a dinner.one of them is a host/hoste, the other is a guest.walk around and give help where needed.encourage them to speak freely and use more expreions they like.step7 homework collect pictures of delicious dishes, nice utensils and your favorite food, write lines about each picture and decorate the claroom with them.often talk about the pictures during break. leon58 important points １． 认知目标：通过学习本课，学生应理解并学会正确运用以下单词和句型：italy, india, italian, indian, moscow, even, taste, enjoy, pizza, /it seems that„./ do you think„? yes, i think so./no, i don’t think so.yes, i agree./no, i don’t really agree.i really don’t agree.２．
３． 能力目标：通过阅读课教学，培养学生的略读能力、对课文细节的理解能力及在情境中猜词的能力。 情感目标：进一步学习了解不同国家的饮食文化差异，给学生灌输“吃出健康”的饮食理念；了解list.中国饮食在世界上的影响培养学生的爱国情操。 teaching procedures step1.warming-up(a gueing-game) get the students to talk about their favourite food in pairs.step3.pre-read then teacher asks ―how do you like „?are they chinese food? are they the most popular food in china? what do you think is the most popular food in china? what about in the world? what do you usually have for meals? (it seems that you like„(a kind of food) best! it seems that „ is/are your favorite food.)do you like fast food? why or why not? get the students to discu these questions in groups of four, then have one to show their ideas.step4 reading show the title ‖favourite food ― to the cla and ask them to predict what the paage is about .fast-reading:1) what’s the most popular food in the world? the students scan the paage for the answer.careful-reading: 1)what kind of food do indians like? 2) do we chinese people eat fish in the same way as japanese? 3) do english people usually eat fish and chips just at home? where else? what does ―on the road ― mean in this paage?(try to explain it in english)4) how do we know that american fast food is the most popular in the world? 5) what’s chinese food like? why is chinese food popular in the world? the students read the paage slowly and carefullly for information.encourage the student to gue the new words ―even‖ and ―taste‖ in the context.read with the tape.help students with their intonation and pronunciation.retell this paage.step 5 presentation “do you know chinese people like to eat a lot of food at supper? i really don’t agree with this kind of behavior.what about you?”
help students understand the difference between‖ i don’t really agree ― and ― i really don’t agree.‖ ( ― i don’t really agree‖ means that you just disagree a little bit but are open to hear the other person’s point of view and you may change your opinion; however,‖ i really don’t agree‖ means that you strongly disagree with the other person and nothing will change your mind.) step6 ask and answer can you find any food from other countries in china/in wenzhou? are they famous? do you like them? why &why not? why is fast food so popular in the world? in america? in china? is it good for health? what food do you think is good for health? what do you think of the food you usually eat? is it healthy or unhealthy? (discu in groups and then make a list of healthy and unhealthy food.) step 7 homework (choose one of the followings) leon59 teaching aims and demands １．
２． 认知目标：通过学习本课，学生应理解并学会正确运用以下句型：either„or„/neither„nor„/make 能力目标：通过warming-up阶段question bombardment培养学生在无法预先准备的真实情况下sb.do sth./ five kinds of simple sentences 运用英语快速反应的能力;通过学习五种基本句型，提高学生运用所学语言进行创造性描写的能力；通过阅读与讨论，引导学生联系实际，发散思维，提高语言综合能力；组织学生进行辩论，培养思维的流畅性、变通性和独特性。
３． 情感目标：培养学生学习与协作的能力，引导学生观察生活，热爱劳动，关注家庭，体恤父母。 teaching procedures step1 warming-up step3 presentation either„or„/ neither„nor„.step4 read and discu ask who does the housework in han mei’s family? get them to quickly skan the first paage for the answer.discu the three questions on page3 in pairs.show the picture of the indian girl’s family and let the students predict her family life.then ask them to read the second paage carefully and find the right idea.play the tape and have the students repeat.step5 hold a debate topic a: men should do part of the housework.topic b: men don’t need to do housework.step6 homework(choose one of the following two) (1) leon 60 teaching aims and demands 1.认知目标: 学习something english, take a seat, be famous for , i’m happy you like it.would you like anything else? may i take your order now?等短语句型，并巩固本单元的词汇、句型。 2.能力目标: 培养学生在语境中得体运用所学语言进行表演的能力；提高学生的书面表达能力。
3.情感目标: 加深学生对中外饮食文化差异的理解和感受。 teaching procedures step1 warming-up ask a student to talk about his feeling about doing part of the housework and ask a student to talk about his/her future family life( the homework the day before).step2 presentation show a picture(half-covered).ask where are the two ladies having dinner? how are they? what’s on the table? then show the whole picture and check the answers.(revise the food items in this unit) step3 presentation (1)ann is inviting a chinese girl chen to dinner.suppose you’re ann, your partner is chen.make up a short dialogue and act.(2) now chen arrives, ann is serving her.predict what they will say to each other when they meet.predict what chen will say when she sees ann’s mother and what they will say to each other during dinner.step3 read and act (1) ask what are they having for dinner? how is the food? books closed.listen to the tape and find out the answers.(2)have the students listen and repeat.step4 presentation show a menu with something english/american/italian/japanese/french on it.ask where do we usually have these kinds of food? (at a restaurant) who will show you a menu when you go into a restaurant?(a waiter and a waitre) what will a waiter/waitre do after that? step5 read and act ask what will linda and paul have for dinner? listen and find out the answer.listen to the tape and repeat.tell the students some differences between an american restaurant and an english one.then ask them to say something about table manners.step6 listening sb page4, part2.step7 homework design an english newspaper in four.the topic will be either food & health or family life.you can show your own opinions or find out some information about that from internet, magazines, tv etc. unit 16 what a good, kind girl! about the teaching material the topic of unit 16 is ―asking and showing the way‖, and the functional item is asking permiion and talking about poibility with modal verbs ―can‖ and ―may‖.cognizance: 1.the can use the following words: kind, lady, library, cro, reach, corner, church, café, fix, lab, suddenly, history, key 2.the can use the following expreions: turn left /right at the„croing.go on until you reach„.you can’t mi it.on one’s way to, first of all , be /get lost, wait for abilities and skills: 1.the can give instructions to some places in the street or according to a map.2.the can use different expreions to ask the way.3.the can ask permiion and talk about poibility with ―can‖ and ―may‖ feeling and attitudes: 1.the can realize that they learn english for their real life, not only for the english cla and exams.2.give the the feeling that they are the centre in english learning activities so that they will try to be active and creative in cla.篇2：2014年(春)人教版新目标英语八年级下册教案
新目标英语八年级下册授课人： unit 1 what’s the matter? teaching goals: 1.词汇.让学生熟记这些单词，能够很熟练地指出表示身体部位的某些 单词.2.能够用所学的单词谈论身体并且能给出中肯的建议.3.通过听力练习，争取能够提高学生的听力能力.important points: 1.words .2.sentences: i have a headache.you should go to bed.he has a stomachache.he shouldn’t go to bed.she has a toothache.she should see a dentist.difficulty points: how to talk about the health and give the advice .period 1 teaching procedures: step 1 leading in 1.sing a song and do some actions 2.play a game and revise some words we have learned.3.(today we’ll learn some parts of the body .) look at the picture and teach new words.step 2 pre-task 1.read the new words by the first .2.then check the if they can read the new words by themselves correctly .if there is a mistakes ,correct .3.practice reading the new words .give them 6 minutes .page7, 1a.do this part by the first.write the correct letter after the name of each body part on the list 1.look at the picture and learn the main sentences.a: what’s the matter with you ? b: i have a cold.2.sb page 7,1c look at the pictures , work in pairs and act out.3.sb page 7, 1b .(1) listen and check the answers .(2) listen and fill in the blanks.step 4 post-task 同桌之间设计一个医生与病人之间的对话.step 5.exercises in cla period 2 teaching procedures : step 1 leading in 1.revise : ask several pairs of students to the front of the claroom to act out the dialogue: what’s the matter with you ? i have a sore throat.then ask others : what’s the matter with him/her ? help answer : he has a sore throat.he should drink lots of water.2.look at pictures and practise the dialogue.step 2 while-task sb page 8, 2a 1.point out the eight items in this activity .read the item to the cla .repeat .2.there are different conversations .listen carefully .people are talking about health problems they have and getting advice .3.match the problems with the advice .4.check the answers .sb page 8, 2b .pay attention to the four pictures .1.each of these pictures illustrates one of the conversations .2.play the tape ,write the miing words on the blank lines .3.play the tape again and check the answers .4.pairwork.practice reading the dialogues in the pictures .take turns having the problem and giving the advice .5.practice reading the dialogue in 2c ,and make their onw conversations .6.act out the dialogue .sb page 9, 3a .1.point out the picture and ask to describe it .(there is a boy sitting on a bench .he’s sick .a teacher is talking to him ) 2.pay attention to the dialogue and the blanks in the dialogue .3.fill in the blanks in the conversation .4.go over the answers.5.practice reading the dialogue with a student, then work in pairs .step 3 post-task sb page 9 , 3b .1.look at the picture and make your own dialogues setting 3a as an example .sb page 9, part 4.1.read the instructions and demonstrate what a “mime” is .2.read the dialogue by the .4.ask one student to give advice .step 4 exercises in cla homework 1.when you had some problems.please remember what the doctor said .remember the new words .period 3 teaching procedures : step 1 leading 1.play the game :one student mimes an illne , the other students gue the illne and give advice .what’s the matter? do you have a sore throat ? 2.revise how to talk about health and give advice.step 2 pre-task sb page 10 ,1a .1.look at the picture .point out the four new words andexpreions .say each word and ask to repeat .2.the first picture .explain something about it using one of the four words and expreions .3.match the words with the pictures by the .4.check the answers .5.practice reading and make sure the understand the meaning of the words .sb page 10 ,1b 1.read the four sentences , practice reading .2.look at the picture and match each picture with advice.3.check the answer step 3 while-task sb page 10 ,2a & 2b .1.first ,make sure the understand what they will hear .2.then read the four names 3.listen and write the problems on the bland lines .if poible ,write what each person “should” and “shouldn’t” do for their problem.4.check the answers .step 4 post-task sb page 10,2c .1.ask two students to read the conversation to the cla .2.pairwork .make conversations with your partner .3.act out the conversations for the cla .4.write two dialogues in the exercise book .5.exercises in cla period 4 teaching procedures : step 1 leading discuion: how to keep healthy.step 2 while task sb page 11, 3a 1.read the article and fill in the form.2.check the answers .3.explanation 4.exercises step 3 post task sb page 11, 3b let the read the paragraph and fill in the blanks .篇3：2015人教版八年级英语下册教学案全集
unit 1 what’s the matter? section a 1a-2c 第1课时 【学习目标】
1． 能听说读写重点单词和词组：matter, sore, have a cold, stomachache, have a stomachache, foot, neck, stomach, throat, fever, lie, lie down, rest, cough, x-ray, toothache, take one’s temperature，see a dentist 2．句型：学会用what’s the matter? i have a cold.i have a stomachache.i have a sore back.i have a sore throat.谈论身体情况。 3.学习用should 给出建议 【重点】【难点】
能询问并表述身体的种种不适以及对他人身体的种种不适给予适当的建议。 【自学指导】
1、自己认读1a单词，与画面中字母匹配，并在自己的身体上指认人体部位。
2、对照单词表翻译1a画面上的句子，并读熟。5min （5分钟） 【自学检测】
1、把你所知道的身体部位的单词写下来，并写出其相应的中文意思。__eye_ __眼睛_ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______
2、have a cold的意思是“感冒，着凉”为固定词组，have 表示生?病，解释下列词组的意思。 have a sore throat _________ have a sore neck ___________ have a fever____________ have a headache ____________ have a stomachache ________ have a toothache __________ 【合作探究】
1、what’s the matter?怎么了，其后常与介词with 连用。类似的问句还有：_________________________ _________________________ what’s the matter with ben? （改为同义句）what’s _______ with jim?
2、情态动词should的用法
1)should 常用来表示劝告、建议、认为某人应该做某事。
2)should 本身不能单独作谓语，必须和动词原形连用。should 没有人称和数的变化，其否定形式为shouldn’t.如：we__________ study hard.我们应该努力学习。 he ________ lie down and rest.他应该躺下来休息。
【达标检测】
一、翻译以下短语：
1、感冒 ______________________
2、背疼 _________________________
3、发烧 ______________________
4、量体温 ________________________
5、腹痛 ______________________
6、嗓子疼 ________________________
7、牙疼 ______________________
8、上点药 ________________________
9、去看医生 ______________________ ___________________________
10、躺下来休息______________________
11、头疼 _____________________
12、看牙医 _____________________
13、照x光片____________________
14、喝些加蜂蜜的热茶 ________________________
二、完成句子：
1、你怎么了？ what’s the matter _____ you?
2、他怎么了？ what’s the matter _____ _____?
3、她昨天感冒了。she _____ a cold yesterday.
4、mary咳嗽。mary ______.
5、我觉得头很热。my head ______ very _____.
6、你应该回家休息。__________________________________.
7、她不应该说太多话。________________________________.
8、你弟弟应该早点睡觉。__________________________________.
9、--他应该量体温吗？_________________________________? --是的。_____,____________.10、你看起来不太好。_____________________.
三、单项选择。
()①what’s ____ with you? a.trouble b.the matterc.the wrongd.matter ()② — ______? — nothing serious, but a bit tired.—better have a rest now, dear.a.is that allb.is there anything else c.what’s this d.what’s the matter with you ()③【2013湖北孝感】—_________? — i have a headache and i don’t feel like eating anything.a.how are youb.what can i do for you c.what’s the matter with you d.how do you like it ()④【2011．云南昆明】27.—what’s the matter with tina? —_______________.a.she is away.b.she is cool.c.she has a sore throat.d.she should take some medicine 【总结反思】
_________________________________________________________ _________________________________________________________ 【课后作业】
1、熟练说出本课重点短语和重点句型，并一次。
2、根据2a、2b 编5组对话，并和同桌练熟。
（教师复备栏及学生笔记）unit 1 what’s the matter? section a 2d—3c 第2课时 【学习目标】
1、重点单词： headache, break, hurt, herself,
2、短语：have a fever,take breaks/take a break in the same waygo to a doctor.
3、句型：are you ok? do you have a fever? yes, i do./no, i don’t.what should she do? she should take her temperature.should i put some medicine on it? yes, you should./no, you shouldn’t.【重点】使用should, shouldn’t 给出合理的建议。 【难点】根据不同的病症给出多个合理建议。 【自学指导一】
自读对话2d两次，把握大意，划出不懂之处并自己查字典解决。4分钟。 【自学检测一】完成下列句子。
1、你还好吗？ are you _____?
2、我该怎么办？ _____ should i _____?
3、我应该量体温吗？ should i _____ ____ ________________?
4、我头疼。i have ___ ________________.
5、你周末做什么了? what_____ you_____ on the _________?
7、我认为你应该躺下来休息。i think you should ______ ______ and rest.【合作探究一】
1、小组成员轮流读对话并翻译，划出疑难准备提问。
2、共同划出你们认为重要的短语、句子，写在小黑板上。【达标检测】
一、短语翻译：
1、休息 ____________ __________
2、没有移动 _______________
3、以相同的方式 _________________
4、听起来像_____________
5、割伤自己 ____________________
6、让自己受伤____________________
7、在伤口上敷点药________________________
8、跌倒__________________
二、单项选择。
1、()【2012曲靖中考】i didn’t sleep well last night, because i _____ a toothache .a.was b.wentc.had d.took
2、()【2013山东莱芜】—tony, what’s ___ matter with you? — i have _____ toothache.a.a; theb.the; ac./; the d.the; /
3、() mr.smith eats ______ food, so he’s _____ fat.a .much too; too much b .too many; much too c.too much; too much d.too much ;much too
4、()【2013孝感】—why are you so tired these days? —well, i have ________ homework to do.a.too much b.too many c .much too d.many too
5、() you ____ be quiet when you are in the reading room.a.should b.shouldn’tc.cand.can’t
6、()【2013安徽】you _____ drive your car so fast.it’s very dangerous.a.wouldn’t b.shouldn’t c.couldn’t d.mightn’t
7、() david needs ______ a good rest.a.hasb.to have c.have
8、()【2013连云港】30.— id like a cup of black coffee.what about you, maggie?________ sugar.a.than b.for c.withd.to
9、( ) the boy isn’t ___ to dre himself.a.old enoughb.enough old c.old
10、() — i’m sorry to break your pen.—_______ a.that’s rightb.it doesn’t matter c.thank you — i prefer coffee
推荐第10篇：七年级下册英语教案
七年级下册英语教案
新目标七年级下册英语教案：unit 3 why do you like koalas?
一、教学内容分析
本单元是go for it七年级上册中第八单元“when is your birthday?”。单元的核心话题是谈论日期，课文始终围绕这一主题展开，我们要学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；学习名词所有格
的构成和使用。语言知识和语言技能部分主要是围绕核心话题时设计安排了许 多听、说、读、写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化
或整合。
二、教学目标分析
本单元总体目标 :
通过本单元的学习让学生掌握所学目标语言；学会日期
的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。
根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目标、能力目标、德育目标三方面将本单元的教学目标细化：
1、认知目标
1.语音: 在日常生活中做到语音、语调基本正确、自然、流畅。
2.词汇: 掌握 1----12 月份的表达, 序数词 1----31的表达, speech contest, party, school trip, school day,
are festival, music,etc.
3.日常交际用语: - when is your birthday?
- my birthday is…
- how old are you?
- i?m …
4.话题: talk about date.
2、能力目标
在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。
3、德育目标 热爱生命，孝敬父母的思想教育。
三、学生学情分析
本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用when引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。
引导学生采用role-playing & comparing的学习策略，学习一些新的词汇，掌握一些重点句型，在师-生，生-
生，小组的练习过程中，学会表达日期。同时，教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。在这一课中，我们可以根据情况设计一些实际操作演示的活动， 教唱生日歌，月份歌，让学生自己带日历，问同学生日，提高学生的参与兴趣。
四、教学策略
《新目标英语》中的具体语言目标是通过各种各样的tasks来实现的；整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了以下教学法：
1、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学，检查和巩固新旧知识。
2、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。教学模式和教师特色
针对本课的内容，我采用了五步教
学法：第一步：热身 -- 激活旧知识，创设轻松活跃的课堂气氛。第二步：呈现 -- 呈现新内容，感知旧内容；第三步：操练 -- 用多种方式操练新知识；第四步：巩固 -- 通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。第五步：应用 -- 布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融合直
观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英语思维能力和动手能力。
五、教学重难点
根据对教材和学生的学情分析，本课时确定的重难点如下：
重点：when引导的特殊疑问句的构成和使用。
难点：学习序数词的构成和日期的
表达法。
五、课时安排：
四个课时.
六、教学过程设计 the first period teaching aims:
1.learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart.
2.listen and check the animals.3.practice the conversation: describe animals teaching methods: listen and say, read and write teaching procedures: step 1 presentation 1.we are going to learn the names of some more animals.
2.show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words step 2 listening practice
1.point to the animals in 1a and ask
students to say the names→ play the recording of the conversation twice → check the names of animals step 3 pair work practice the conversations using the description words.
a: let?s see the lions.b: why do you want to see the lions?
a: because they?re cute.step 4 consolidation free talk ask students to present their conversations to the cla.step 5 summary words and conversations step 6 homework remember the words and conversations.
教后一得： 在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。 the second period teaching aims: 1.listening practice: write the names of the animals.
2.oral practice: ask and answer
questions about animals.
grammar focus: teaching difficulty: difference between the words very and kind of.teaching methods: listen and say teaching procedures: step 1 revision can you say the names of the animals? ask some students to say and two students to write on the blackboard.step 2 free talk make a conversation in pairs, talking about animals.step 3 presentation
1.do you want to go to the zoo? julia and henry are talking about the animals in the zoo.2.let?s listen together.
3.play the recording twice →students write in the names of the animals →draw a line between animals and adjectives step 4 listening practice
hear the recording again →complete the conversations with the words given →tell the words: very & kind of step 5 pair work 1.practice the target language.2.ask and answer questions with
the given words.step 6 consolidation ask some pairs to act out the conversations.step 7 summary grammar focus step 8 homework: practice the target languages.
教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。
第11篇：五年级下册英语教案
Leon 1: Look
教材分析：
这节课只是对前面东西的复习。 学生分析：
学生在以前已经掌握了一些食物、动物、颜色的单词。 教学目标：
在本课中，能听说读写单词：look,see,point 理解并运用重点句型：
Look,I see . 教学设计: Step 1:导入新课
Greet the students with the familiar phrases . Sing the song “ I love you ,you love me .”（从而很自然的导入本课新内容，即更多表示家庭成员的单词） Step 2:新授
1、look,see,point 做动作介绍单词：looking,seeing,pointing
2、要求学生按照《教科书》中LiMing叙述得他的所见画一幅图。
3、讲全班分成若干小组，要求每组学生家庄乘坐在火车或飞机上。让他们以从窗外看到的事物为内容编对话。
4、作《活动手册》。
1 第二课 What are you doing?
教材分析：复习进行时态 学生分析：复习为主。
教学目标：掌握四个单词(quiet,loud,draw,sleep) 重难点： 重点单词：quiet,loud,draw,sleep 教学方法：听说法 The Audio-Lingual Method 直接法The Direct Method 教学过程： Step 1:复习
1、请志愿者将自己写的小作文念出来，全班进行评改。复习重点句型 Look,I see . Step 2 ：新授
1、用声音演示quiet,loud.
2、给全班学生发指令， 指令中要使用新旧词汇， 特别是draw,sleep
3、对对碰游戏：找出4个志愿者，耳语告诉他们4个单词quiet,loud,draw,sleep，让他们也耳语告诉自己的好朋友，30秒后教师喊停，最后传话的学生走到讲台上，大声说出自己听到的单词，并找出与这一单词有关系的相应单词。作出介绍：I am .
4、练习表达：What are you doing?
5、听磁带纠正发音 Step 3 拓展运用 《活动手册》
2 第三课Leon 3：Who is singing?
教材分析：继续学习进行时态。 学生分析：有一定的兴趣。 教学目标：
1.说出并且听懂下列词汇man,woman,baby 2.读出句子Who is ?同学之间可以进行简单的口语交际教学重点： man,woman,baby 教学过程： Step 1:导入新课
1、唱“The Family in Our House"复习有关家庭成员的词汇 新课展示：
1、画图，进行对话。T:This is Joe.Who is this? S:Joe .
2、听录音。
3、做活动手册。课后反思：
3 第四课 Who is Thirsty?
教材分析：原来学过关于饮料的单词，现在是复习。 学生分析：曾经接触过，现在接受容易些。 教学目标：
学生须掌握表示饮料的单词，如water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）
说出并且灵活运用重点句型 Would you like some ? 掌握一般疑问句的两种回答方式。
教学过程：
1、重点单词thristy,tea,water,,pop,milk
2、Would you like ?
3、讲解a cup of tea中cup的含义。
4、听录音，读课文。
5、课上表演。一名学生在前面表演，另一伙伴提问，他做出回答。
6、课内练习：《活动手册》
4 第五课 Who is Hungry?
教材分析：短语太多，使原来的一个总结，只让读没让写。 学生分析：短语多，需要两节课掌握。 教学目标：
学生须掌握表示饮料的单词，如soup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）
说出并且灵活运用重点句型 Would you like some ? 掌握一般疑问句的两种回答方式。
教学过程：
1、重点单词Hungry,soup,sandwich,fruit
2、Would you like ?
3、讲解a cup of tea中cup的含义。
4、听录音，读课文。
5、课上表演。一名学生在前面表演，另一伙伴提问，他做出回答。
6、课内练习：《活动手册》
5 LESSON 6 What are they doing? 教学目标----
1、May I ———？
2、What is he doing?What is she doing?What are they doing?及回答。
教学重难点-- What is he doing?What is she doing?What are they doing?及回答。
教具--录音机、卡片
教学法--- 交际法Communicative Approach 全身反应法(total physical response) 听说法The Audio-Lingual Method 直接法The Direct Method 教师活动
Step 1.Warming-up
1、复习句型：May I „.? 创设春游情景，复习如何向他人征求同意。
2、板书学生提出的动词短语，加上ing并朗读。增加本课需要掌握的动词短语：laugh,read the newspaper,play cards. Step 2.Presentation
1、游戏：Magic camera,复习句型：What are you donging? I ‘m -----.
2、变换问题：What is he doing?/ What is she doing?/ What are they doing?引导学生做出正确回答。
6
3、小组合作学习，操练句型
4、展示 Step 3.text
1、自读课文，说说读懂了哪些句子。
2、小组合作读课文，提出不懂的地方
3、回答问题：What is the baby doing now ?/ What is the woman doing now ?/ What is the man behind Li Ming doing now?
4、齐读课文或抽查读课文。 Step 3.Practice 练习册
总结本课重点
leon 7 Are you ready for song?
本课没有新内容，只是一个复习课，对于小测试部分为了激发学生的学习兴趣教师可以进行小组竞赛的形式进行，哪组强答对了就要加一分。至于故事环节，教师首先针对故事提出几个问题，让学生带着问题来听录音读故事，然后学生进行讨论。
7 Leon 8 : Again,please! 教学目标：
1、知识方面：能够认读，掌握，灵活运用baby、man、woman、draw、look、point、read、see、sing、see、sleep、cry、some、quick、loud、quiet、thirty、hungry、now。
2、能力方面：
（1）能把所学单词运用到日常口语交际中，在适当的情境中灵活运用。
（2）能正确运用：“I see „„、would you like„„？what are you doing？”做对话练习。
3、情感态度、价值观：通过游戏激发学生学习兴趣，通过创设情
境激发学生的积极性，让学生感受到学习英语是有趣的、容易的。
4、教具准备：单词卡片、食物，课件
教学过程： Part1：Greetings T：Let’s begin our cla。Hello，boys and girls！ S： Hello，teacher！ T：How are you ？
S：Fine，thank you 。And you？ T：I’m fine,too。
Part2：Let’s sing a song。
（Who’s drawing，Who’s drawing，„„） Part3：Read the words。
(1)T：Next，let’s read these words。Who can try? 8 （指名读） T:You are clever. (2)T:Please take out your cards。Read them in pairs. Part4:Play games. (1) 猜人名
T：Please gue “Who’s this?”(出示课件) S:This is a man/woman/baby。His/Her name is „„
（2）看图说话。
T：Look at this picture，please。What can you see in the picture？（出示课件）
S：I see a bread/two apples„„ T：What can you see in our claroom？ S：I see some chairs/books„„
（3）你做我猜
教师拿出卡片：sing a song，read a book，watch TV，draw a picture，sleep，laugh，point。
一名学生做动作，其他学生猜他在干什么。
T：What is he doing？S：He is singing。/reading a book。„„
（4）食物竞猜。
T：I am thirsty and hungry now。so I want to drink and eat。Can you gue what I want to drink and eat？
S：Would you like some water/bananas/noodles„„？ T：It’s time for lunch。Let’s sing a song 。 S：（It’s time for lunch .I want to eat.„„） T：Today，are you happy？
9 S：Yes,I’m happy。/Me,too。 Part5：Cla is over。 T：Bye。See you later。
S：Byebye
10 Leon9: Arriving in Beijing 教材分析：
本课是第三课的延伸。
学生分析：
班内学生已有一定的英语基础，具备了一定得听、说、读、写的能力，大部分学生对英语有持续的兴趣和爱好，能用简单的英语进行交流，并根据所学内容表演小对话。但是由于各种原因，也出现了不同水平的分层现象。
教学目标：
1、知识与技能：使学生读、写、说出并听懂词汇：men,women,children,people.
2、过程与方法：在教学中运用游戏、歌谣、情景表演等多种形式，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：名词变复数的特殊规律。
教学难点：名词变复数的特殊规律。
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 this(出示一张班内学生的全家福) 11 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。)
二、新授
1、men,women,children T:Is he a boy? S:Yes,he is a boy.（这里通过单个读、整体读、同桌读等方式练习拼读）
2、讲解man,woman,child变复数的特殊方法。
3、听录音，读课文。
三、操练。
活动手册
五、家庭作业
1、朗读今天学过的课文。
2、预习下一篇课文，查阅相关知识。
12 课题 Leon 10: A walk in Beijing 教学目标
1、复习交通类单词
2、Quick,quickly,slow,slowly
3、理解课文内容
重点 Quick,quickly,slow,slowly 难点
教具 录音机、卡片
教学方法 交际法Communicative Approach 全身反应法(total physical response) 听说法The Audio-Lingual Method 直接法The Direct Method 教师活动 Step 1:导入新课
.
1、复习交通工具类单词，引入quick 1） How do you go to school/Shanghai/park„? 2） Why don’t you take a bicycle to Beijing? 引出slow, fast. 3） 抢答：which is slow/fast. 4） 将fast 换成quick
2、Simon Says游戏复习walk,run,write等动词
3、请2位学生进行比赛：描述：..is quick...is slow. 几次之后，引导学生用„ walks quickly,„walks slowly.进行描述。
4、背记单词比赛：quickly,slowly.先能默写的学生用I am quick告示大家。
13 Step 2：课文学习
1、小组自学课文
1） 自读课文，将不懂的地方用问号标示。 2） 小组朗读：可选 轮流读、齐读等方式。 3） 小组交流，不懂之处，互相解决问题 4） 展示自学成果：小组轮流读会读的句子。 5） 集体答疑
6） 齐读课文，回答问题 Step 3：活动手册
14 Leon11: Tian'anmen Square 教材分析：
在前面学习中，已经介绍了中国的首都、语言、地理位置等方面的内容。本课重点学习北京的**广场。
学生分析：
班内学生已掌握了如何用英语与别人交谈有关国家、首都、语言等方面内容。在此基础上学习本课内容就显得较为轻松、掌握起来也是得心应手。但是有部分学生记忆的不是很好的现象
教学目标：
1、知识与技能：使学生读、写、说出并听懂词汇：loud,quietly,easy,hard.并且能够用简单的英语交流有关加拿大的信息，发音标准，语音纯美。
2、过程与方法：在教学中根据内容设置情景，为学生提供表达的语言场所。以竞赛的方式进行操练，促进学生快速思考快速反应，运用语言的能力
3、情感态度与价值观：在情景表演中为学生展现自我提供一个自由的平台，并充分享受表演给其学习带来的快乐，通过竞赛创设一个“比、拼”的学习氛围，激励学生高效率的掌握新知识。
教学重点：掌握词汇：loud,quietly,easy,hard 教学难点：用英语介绍Tian'anmen Square 教具准备：**的图片 手偶Danny , Jenny 教学建议：
一、复习
1、采用“知识竞赛”的方式，以组为单位，考查学生对我们的祖国的了解。（针对学生好胜心强的特点，设置的游戏,增强学生的 15 参与意识，表现意识，吸引了学生的兴趣并且起到及时巩固知识的作用）
2、谜语导入新知：手偶Jenny给大家带来了一个小谜语，猜对的得到她的礼物.(1)there are many kangroos in this country（2）I live in this country (猜谜语是通过这种信息提示，学生积极开动脑筋，用英语去思维，既考察了学生对句子的
理解，又锻炼了学生听的能力。通过谜底Canada 直接引到这节课的主题使教学有了一些悬
念，使得开始的教学便有吸引力 ）
二、新授
教学建议：设计“家乡好”的活动，由中国的Li Ming 和加拿大的Jenny 互相介绍自己国家的名胜， 小组内分角色表演这两个人物。还可以组与组进行比赛，看看哪组Li Ming ,哪组的Jenny 最棒。
三、拓展和运用
你还知道中国的哪些名胜，除了**，还有什么其它的旅游胜地？你能用英语说出你知道的其他什么相关的信息？
四、家庭作业
1、朗读课文，说一说你怎么把**介绍给你的家人、朋友或老师。
16 Leon 12: The Palace Museum 教材分析：
本课重点学习故宫博物院，激发学生学习英语的兴趣。
学生分析：
学生已经了解了中国基本情况，对于相同结构的句子的表达，学生已经掌握的很好了，并对其产生持续兴趣，渴望了解和接触更多的名胜。
教学目标：
1、知识与技能：使学生读、写、说出并听懂词汇：camera,film,help,hurt.并且能够用简单的英语交流有关加拿大的信息，发音标准，语音纯美。
2、过程与方法：在教学中根据内容设置情景，为学生提供表达的语言场所。以竞赛的方式进行操练，促进学生快速思考快速反应，运用语言的能力
3、情感态度与价值观：在情景表演中为学生展现自我提供一个自由的平台，并充分享受表演给其学习带来的快乐，通过竞赛创设一个“比、拼”的学习氛围，激励学生高效率的掌握新知识。
教学重点：掌握词汇：camera,film,help,hurt 教学难点：用英语介绍故宫博物院。
教具准备：故宫博物院的图片 手偶Danny , Jenny 教学建议：
一、复习
1、采用“知识竞赛”的方式，以组为单位，考查学生对我们的祖国的了解。（针对学生好胜心强的特点，设置的游戏,增强学生的参与意识，表现意识，吸引了学生的兴趣并且起到及时巩固知识的作 17 用）
2、谜语导入新知：手偶Jenny给大家带来了一个小谜语，猜对的得到她的礼物.(1)there are many kangroos in this country（2）I live in this country (猜谜语是通过这种信息提示，学生积极开动脑筋，用英语去思维，既考察了学生对句子的
理解，又锻炼了学生听的能力。通过谜底Canada 直接引到这节课的主题使教学有了一些悬
念，使得开始的教学便有吸引力 ）
二、新授
教学建议：设计“家乡好”的活动，由中国的Li Ming 和加拿大的Jenny 互相介绍自己国家的名胜， 小组内分角色表演这两个人物。还可以组与组进行比赛，看看哪组Li Ming ,哪组的Jenny 最棒。
三、拓展和运用
你还知道中国的哪些名胜，除了故宫博物院，还有什么其它的旅游胜地？你能用英语说出你知道的其他什么相关的信息？
四、家庭作业
1、朗读课文，说一说你怎么把故宫博物院介绍给你的家人、朋友或老师。
18 Leon 13: Taking Pictures 教材分析：
本课重点学习照相过程中需要的句子。
学生分析：
接近生活，兴趣浓。
教学目标：
1、知识与技能：使学生读、写、说出并听懂词汇take a picture.能够用简单的英语进行这方面的交流。
2、过程与方法：利用游戏激发学生的学习热情，师生的谈话交流，促进语言表达能力的培养，在小组合作学习中培养自信和合作能力。
3、情感态度与价值观：在学习中依据小学生的年龄特点以及 认知能力逐步扩展文化知识的内容和范围，拓展视野。保持积极的学习态度。
教学重点：学生读、写、说出并听懂词汇take a picture 教学难点：能过掌握和灵活运用词汇take a picture. 教学过程：
一、复习
游戏“击鼓传花” 如：教师敲击的声音停下时，教师快速说出一个国家的名字，拿到花的人，迅速说出这个国家的相关信息。（通过这个游戏考查学生对前面内容的掌握情况，及时巩固知识，具有一定的趣味性。将学生的注意力拉到英语客堂中来。
二、新授
1、用照相机和胶卷演示take a picture
2、用May I take your picture?句子来做“Stop! Go”游戏。
3、将全班分成若干小组。每组学生一拍照为内容编排对话。
4、活动手册。
20 Leon 14: Shopping in Beijing
教材分析：
本课重点：学习购物过程中需要的句子。
学生分析：
接近生活，兴趣浓。
教学目标：
1、知识与技能：使学生读、写、说出并听懂词汇shopping和what time is it?能够用简单的英语进行这方面的交流。
2、过程与方法：利用游戏激发学生的学习热情，师生的谈话交流，促进语言表达能力的培养，在小组合作学习中培养自信和合作能力。
3、情感态度与价值观：在学习中依据小学生的年龄特点以及 认知能力逐步扩展文化知识的内容和范围，拓展视野。保持积极的学习态度。
教学重点：学生读、写、说出并听懂词汇shopping ,what time is it? 教学难点：能过掌握和灵活运用词汇.能够用简单的英语进行购物方面的交流。
教学过程：
一、复习
游戏“击鼓传花”（通过这个游戏考查学生对前面内容的掌握情况，及时巩固知识，具有一定的趣味性。将学生的注意力拉到英语客堂中来。
二、新授
21
1、学习重要概念
2、学习课文，讲解重要句子
Leon 15：Are You Ready for a Quiz?
本课没有新内容，只是一个复习课，对于小测试部分为了激发学生的学习兴趣教师可以进行小组竞赛的形式进行，哪组强答对了就要加一分。至于故事环节，教师首先针对故事提出几个问题，让学生带着问题来听录音读故事，然后学生进行讨论。
Leon 16 Again Please !
本课是一个复习课，需要根据本班学生的特点及掌握情况进行复习，如做一些游戏、竞赛、来巩固本单元所学的重点知识，对于学生的表现进行评价，但注意评价一定要以激发兴趣增强自信心为宗旨千万不要打消学生的学习兴趣
22 Leon 17 Let’s buy postcards! 教学目标:
1、单词：Postcard, send
2、在情景中理解运用句子：I want to send this postcard to„ It has a picture of „.
3、会与他人合作，自由创设情景，在情景中熟练准确运用句子
教学过程=== Step 1:导入新课
1.教授新词postcard: 出示明信片，告诉学生：Look ,these are postcards. Which one do you like? 引导学生说：I like this postcard.I like that postcard.以此方式操练单词postcard.
2.教授句型
Why do you like this postcard? 引导学生用句型：This postcard has „..It has a picture of „.(说得好的学生可以得到一张明信片作为奖励)
3.教授单词send,句型I want to send this postcard to „. 出示“邮箱”：We always send the postcards to our friends or family.Who do you want to send? 引导学生回答 I want to send this postcard to „.
23 4.对话练习：Who has not postcards? Don’t worry.There are many postcards here.Do you want them ?Ok , let’s buy postcards. （出示对话）： A． May I help you? B.Yes .May I seee that postcard, please? A.Here you are. B.How much for this postcard? A.One yuan. B.I’ll take „, please.
Step 2：课文学习
1、小组自学课文Part 1 1） 自读课文，将不懂的地方用问号标示。 2） 小组朗读：可选 轮流读、齐读等方式。 3） 小组交流，不懂之处，互相解决问题 4） 展示自学成果：小组轮流读会读的句子。 5） 集体答疑
6） 齐读课文，回答问题
Step 3：活动手册
24 Leon 18 Jenny Writes a Postcard
一、教学目标：
知识目标
1．掌握下列重要概念
bottom top left right 2.复习what day is it?的问答
能力目标
1.在做什么事情之前，能够用英语去征求别人的许可，并且能对别人的许可做出肯定与否定的回答。 2.能根据所学的句型，进行简单的问答。
情感态度与价值观：
激发孩子们学习英语的兴趣和好奇心，并让他们了解：在别人允许的情况下做自己想做的事情，去主动的征求别人的意见，是对别人的一种尊重。
二、重难点： 1.明信片的书写格式 2.掌握下列重要概念
bottom top left right
三、教具准备： 1．单词短语卡片。
四、学情分析：
我们的学生在这个时候已经掌握了很多的单词，如日期，左右等等，这为我们本课的学习减轻了不少的负担，只要我们第一个环节复习的到位，学习的内容对于学生们来说就简单、容易的多了。
25
五、教材分析：
整课书的内容就是围绕珍妮写明信片来开展的，掌握了这个重点，再加上我们以前学习的铺垫，也就掌握了整节课的内容。
26 Leon 19 Li Ming's Letter
一、教学目标：
知识目标 1．掌握下列单词
letter,envelope,post office 2．掌握下列句子 a.May I invite ___? b.This is ____. c.When do you leave/ arrive? 能力目标
1.了解怎么对别人发出邀请，并且能够邀请别人。 2.能够用英语打电话邀请别人一起做某事。
情感态度与价值观：
在真实的打电话的语境中，让学生了解中西方打电话中语言的区别，在具体的任务中，学会用英语打电话。
二、重难点： 1.向别人发出邀请。
2.打电话中所涉及到的基本语言。
三、教具准备：
模拟电话机或真电话机
四、学情分析：
在前两课的学习中我们的学生对怎样邀请别人参加旅行的用语以及征得别人意见的句型掌握的很牢固了，打电话邀请别人和前边的知识是联系在一起的，学会了个别的句型，也就掌握了整篇内容。
五、教材分析：
27 本节课主要的内容为打电话的方式，其实句型很简单，我们在第一册教材中就已经充分的了解了，只是复习性的新知识。教材中没有涉及到很多的关于打电话的知识，我们看学生的掌握情况，有必要的话，可以进行一些知识的补充。
通过设置真实的打电话的情景，并布置学习任务：邀请某位同学与你去旅游，并在电话中确定动身及到达的时间。让学生置身于真实的交际情景中，主动使用英语。
28 Leon 20 At the Post Office
一、教学目标：
知识目标 1．掌握下列单词 send,stamp 2．掌握下列句子
a.Where are you sending your letter? b.How much are they? 情感态度与价值观：
把英语与数学、地理等知识结合起来，体现多学科的联系，充分发挥他们的审美、思维、观察、计算等多方面的智能，为多元智能的发展提供条件，为学生各展所长提供可能，真正体现了素质教育“面向全体学生”的精神实质。
教学过程：
1、用游戏来演示send.要求学生每人在一张纸条上写下各自地址。将这些纸条收集到一个盒子里。每次叫一名自告奋勇的学生从盒子中取出一个地址，然后地址之上的人“送”东西过去。说出：“I'm sending to ”.
2、听录音读课文。
3、活动手册
29 Leon 21 Writing the Addre
一、教学目标：
知识目标 1．掌握下列单词 stamp 2．掌握下列句子
a.Where do I write the addre on this postcard? b.What's my mother's addre? c.Where do I put the stamp? 教学过程：
1、提问What day is it?复习星期与日期的正确表达方法。
2、用邮票实物来演示stamp这一单词。
3、听录音读课文。
4、活动手册
30 Leon 22 Sending an E-mail Teaching content: 1.mastery words: send, e-mail, show, welcome 2.a dialogue about sending an e-mail 3.an English song
Teaching goals: 1.understand the meaning of the text 2.remember the mastery words 3.some useful words and phrases
Key points: how to ask for help and how to send an e-mail
Difficult points: learn how to send an e-mail
Preparations : a postcard, a letter
Teaching aids: audiotape, slide projector, a postcard, a letter Type: dialogue and song 31 Teaching procedure
1.Opening cla 1) Greet the students in everyday English and make sure they can response correctly.2) Duty report 3) Check the homework and explain something if neceary.2.New leon Step 1 Lead in Ask the following questions: Do you have a computer? Where can you buy one? Do you use e-mail? Who do you like to send e-mail to? Today we will learn a short dialogue about sending an e-mail.Step 2 Listen to the tape with the following questions: When will Danny go home? Who does Danny send an e-mail to? Where does Danny send his e-mail? Answer the questions and discu the dialogue with the students.Deal with the language points at the same time.You can use a computer and show the students how to send an e-mail.If they have any question you can help them. Step 3 32 Listen to the audiotape again and let them read after it.
Step 4 Give them a few minutes to read the text.Then have them act out the dialogue in roles.
Step 5 Practice
Divide the cla into small groups.Ask each group to make up a dialogue about writing and sending an e-mail.Encourage them to use as many different words as they can.
Step 6 Let’s sing a song
Play the tape for the students to listen.
Read through the songs together.Make sure the students understand the meaning of the song.Deal with any language point at the same time.
Step 7 Listen to the audiotape for a few times again and let them sing after it.Make sure they can sing the song themselves.
Step 8 Do some exercises in the activity book.
3.Homework 33
1) understand the meaning of the dialogue
2) learn to sing the song
3) finish the remaining exercises in activity book
the next reading
34 Leon 23：Are You Ready for a Quiz? 本课没有新内容，只是一个复习课，对于小测试部分为了激发学生的学习兴趣教师可以进行小组竞赛的形式进行，哪组回答对了就要加一分。至于故事环节，教师首先针对故事提出几个问题，让学生带着问题来听录音读故事，然后学生进行讨论。
Leon 24 Again Please ! 本课是一个复习课，需要根据本班学生的特点及掌握情况进行复习，如做一些游戏、竞赛、来巩固本单元所学的重点知识，对于学生的表现进行评价，但注意评价一定要以激发兴趣增强自信心为宗旨千万不要打消学生的学习兴趣
35 Leon 25 LiMing Gose Home 教学目标：
1、读、写、说出并且听懂walkde,talked,lookded,played
2、基本掌握动词的过去时态。
3、培养学生运用所学语言进行交际的能力。教学过程：
1、师生一起边拍手边唱一首英语歌曲，将学生带入英语的学习氛围中来。
2、用黑板上的动词时态填空：Today,I .Yesterday,I ed.
3、听录音读课文。
4、活动手册
课后反思：通过师生互动，学生既学会了应答句子的结构，也掌握了提问的语言功能，同时师生关系更加融洽，学生的合作意识大大增强。
36 Leon 26 : Jenny Goes Home 教学目标：
1、读、写、说出并且听懂ate,saw,went
2、基本掌握动词的过去时态。
3、培养学生运用所学语言进行交际的能力。教学过程：
1、师生一起边拍手边唱一首英语歌曲，将学生带入英语的学习氛围中来。
2、用黑板上的动词时态填空：Today,I .Yesterday,I ed.
3、听录音读课文。
4、活动手册
37 Leon27 Danny Goes to School 教学目标：
1、能说出并且听懂hurt,fell,broke
2、简单了解What happpened?
3、培养学生的语言交际能力。
教学建议：
1、过去是在前两课中已经简单接触过了，在这里教师只需要点一下即可。
2、听录音，读课文让学生根据内容及图片小组讨论猜一猜What happened?的意思，猜对的奖励一颗红星给予鼓励。
3、采取自由接组的形式练习课文。
38 Leon 28：Jenny's and Danny's Pictures 教学目标：
１、可以说出并且听懂This is at .
2、培养学生的口语交际能力，激发他们的学习兴趣。教学建议：
１、做What happened?游戏，复习动词过去式。
2、用照片介绍句子：This is at .
3、听录音读课文，做练习时让学生可以将课文自由拓展进行表演。这样可以进一步加强学生的口语运用能力。
39 Leon 29 Gifts for Everyone 教学目标：
１、能读、写、说出并且听懂gift
2、对所学的知识可以学以至用。教学建议：
１、做Spell It的游戏，复习本单元所学的单词。
２、讲一件物品放进盒子里。作如下对话：T:This is a gift.What is this? S:A gift ３、听录音读课文，拓展内容，创设真实的情景，然后小组讨论，看哪个小组表演的最精彩。
40 Leon30: A Letter from LiMing 教学目标：
1、书信写法。２、动词过去式。 教学建议：
１、用动作演示sit, don’t sit ,stand ,don’t stand学生边做动作边跟读，做Simon Says游戏，既巩固知识又活跃课堂。
2、让学生看图用过去式练对话，教师可以加以提示。
3、请学生根据图片提问，然后将这些问题的答案补充在原文中 。通过一番激烈的讨论，加上学生自编自演，看起来惟妙惟肖，生动有趣。
41 Leon 31 Are You Ready for a Quiz?
本课没有新内容，只是一个复习课，对于小测试部分为了激发学生的学习兴趣教师可以进行小组竞赛的形式进行，哪组强答对了就要加一分。至于故事环节，教师首先针对故事提出几个问题，让学生带着问题来听录音读故事，然后学生进行讨论。
Leon 32 Again Please !
本课是一个复习课，需要根据本班学生的特点及掌握情况进行复习，如做一些游戏、竞赛、来巩固本单元所学的重点知识，对于学生的表现进行评价，但注意评价一定要以激发兴趣增强自信心为宗旨千万不要打消学生的学习兴趣
42 第六册 leon 2---教学反思
今天的课上得很不顺利。
我对自己的教学设计起初还感到很得意，因为根据教学内容的特点，我选择了一个很有趣的活动：先以Simon Says的游戏引入，复习各种表示动作的单词，然后再以“拍照”的方式将学生的动作“定格”，我的身份变换作记者，采访学生what are you doing? 由此引出动词的现在进行时I’m drawing a picture/I’m looking out the window„„.这样的设想在我看来很特别，还为此沾沾自喜了一番。
然而，在课堂上，我却乐不起来。五年级的学生没有我想象中的那么配合。我在备课时没有将学生的因素考虑进去。学生对draw a picture,read a book, „„以前早已复习了很多遍的动词短语陌生得很。以致复习这些短语花去了太多时间，而重点what are you doing?I’m„..却没有太多时间操练。没有办法，为了让学生熟练掌握这个单元的重中之重：现在进行时，我花了两节课的时间教学第二课。
课后我问学生，是不是这课内容太难了，连游戏都不知道该如何做？但几个女孩子的回答让我明白了：五年级存在的课堂沉闷问题并不是因为学生知识跟不上，而是青春期心理在作怪。看来，我还得好好研究一下心理学才行啊。
43 第六册 Leon 3---教学反思
游戏开课，依然是simon says 和拍照的游戏，以复习现在进行时，与上次不同的是，我在游戏之前宣布了奖惩措施，采用竞争机制，孩子们的热情渐渐调动了起来，也渐渐喜欢上这个游戏了。
在对课文进行教学时，我放手让学生自己阅读课文，并提出几个问题以检查学生的自学情况。孩子们手中都有一个自己制作的“帮助牌”，我要求他们在不懂的地方做上记号，我在巡堂的时候给予指导帮助，别的同学看到了有人举起帮助牌也可对其进行帮助。 学生们看起来很认真，举牌的人也很积极询问不懂之处，很有自学的热情。但个别基础太差的学生仍不能自己阅读，满篇课文都被画上了问号。
检查的结果让人欣慰，大部分学生都能流利读课文，并能理解课文内容，下课的时候我有了个偷懒的念头：如果能培养学生自学的好习惯，以后课文教学就不用那么繁琐吃力了。
44 第六册 Leon 4---教学反思
这一课的内容都是以复习为主，原本以为学生对课文内容应该很熟悉了，因此放心让学生进行自学。但在巡视的过程中，发现大部分学生对句子would you like„?都有疑问，于是我迅速改变了自己的教学计划，将黑板布置成一个餐厅，让学生作顾客点餐，我不停地询问：would you like--？学生在不停地语音输入中对句型有所了解，然后再培养几个称职的“侍应生”以点带面，不一会全部学生就能将句型掌握了。
45
第12篇：七年级下册英语教案
Unit1 Where is your pen pal from？
Topic:
Countries, nationalities, and languages
Functions:
Talk about countries, nationalities and languages Ask and tell about where people live
Structure:
Where\'s/Where\'re ...from? Where does/do ...from? What questions----What language does/do ...speak?
Target language:
Where is she from? She is from....Where does she live? She lives in....What language does she speak? She speaks....
Vocabulary:
words about countries, languages
Teaching design:
The whole unit needs 5 periods, 4 for new leons and 1 for test
第一单元
第 课时
总第
课时 教学内容:SectionA,page1,1a—1c 教学过程：
Step 1 Leading-inThe information of the teacher\'s own pen pal\'s information.\"I have a pen pal.His name is Curry Muray.He is from the United States.Do you have a pen pal? Where is your pen pal from? What\'s your pen pal\'s name?\" Different students say the information about their own pen pals.T should choose the different countries.T writes the different countries on the Bb(both Chinese and English)
Step 2 Learning
Section A 1a Learn the new words on the Bb.The new words are: pen pal; Canada; France; Japan; the United States(the US/the USA/America); Australia; Singapore; the United Kingdom(the U.K./Great Britain/England)
Pay attention to the pronuciation of the new words.
Step 3 Listening
1b Listen and circle the countries in 1a they learned
Step 4 Competition Two groups of students to write the new words to see which group does better.First write down the Chinese words with looking at the English meanings, then write down the English words with looking at the Chinese meanings.
(This step is a memory game.It can help the Ss consolidate the new words they learned)
Step 5 Pairwork 1c Practise the following conversation: ---Do you have a pen pal? ---Yes, I do.---Where\'s your pen pal\'s from? ----He/She is from ....(Write it down on the Bb) First T has a conversation with one student as an example then let the Ss practise in pairs.At last let several pairs do it again in cla.
第一单元
第二课时
总第
课时 教学内容：Section Apage2 2a---page 3 4 教学过程： Step 1 Leading-in Revise the countries names with looking at the Bb.Then T writes down the city names on the Bb.Let the Ss try to find out which countries the cities are in.The city names are following: Toronto; Paris; Tokyo; New York; Sydney; Singapore; London;
Step2 Learning 2a Learn the city names together with the whole cla just like Step 2 2b Listen and circle the cities and countries 2c Listen and complete the chart Have a similar competition to consolidate the new words in this part.
Step 3 Pairwork T has a conversation with one student like the following:
---Do you have a pen pal? ---Yes, I do.---What\'s your pen pal\'s name? ---His/Her name is....---Where is your pen pal from? ---He/She is from...---Where does he/she live? ---He/She lives in....(Write it down on the Bb) Let the Ss practise after the T\'s example in pairs then several pairs do it in cla.step4 New drills Present the drill: T: In China, people speak Chinese, people in different counties speak different languages, What language do Americans speak? Ss: They speak English.T:Good, What language do Janpanese speak? Ss: They speak Janpanese.And so on Do 3a fill in the diagraw Practice the drill: What language does he/she speak? Step5 Exercise
My pen pal is from Australia.(划线提问) John\'s pen pal is from Japan.(划线提问) He lives in Paris.(划线提问)
Homework:
Read and copy the new words .Copy the sentences in Grammar Focus Make up the questions about Jodie in 2c The questions are: Does Jodie have a pen pal? Where is Jodie\'s pen pal from? Where does he/she live? What\'s his/her name?(This one can be chosen by themselves)
第一单元
第
课时
总第
课时 教学内容：SectionB 1a---2c 教学过程：
Step 1: New words 1 Present the new words.2 Practice the new words, read the names of the countries.3 Give the students two minutes to finish 1,then check the answers.Step 2:Listening practice.Play the tape for the first time.The students number the questions.Then check the answers.Play the tape for the second time.The students write the answers.Step 3:New drills.1 Present the new drills.2 Practice the new drills.Step 4:Task.
第一单元
第
课时
总第
课时 教学内容：Section 3a---self check 教学过程： Step 1:New leon.1 Read the letter and answer the questions.When students read the letter, the teacher moves around the claroom.2 Fill in the chart.Step 2:Drills.1 Practice in pairs.2 complete the letter.Complete the letter according to the information on the card.Give the students two minutes to finish 3b,then check the answers.
Step 3:Writing.1 Make an information card for yourself.As students work,the teacher moves around the room talking to the students about what they are writing and offering language support as needed.2 Write an e-mail.Step 4:Task.1 Make a survey.2 Imagine the new students in your cka.教学后记：
Unit 2 Where\'s the post office?
Language goal This unit students leam to ask for and give directions(方向) on the street.
New language Is there a bank near here? Yes, there\'s a bank on Center Street, Where\'s the supermarket? It\'s next to the library.Is there a pay phone in the neighbhood?Yes, it\'s on Bridge Street on the right.locations in the neighborhood such as post office, hotel,video arcade.Descriptive words such as new, old, dirty, clean.Descriptions of location such as acro from, next to,Between
Recycled language What are you doing? Do you want to ...?
第二单元
第一课时
总第
课时 教学内容：Section A 1a—1c 教学过程：
Ask two rows of three students each to stand facing each other in the front of the claroom.Point to students standing in front and ask the cla to repeat the questions and answers.Example 1 Teacher: Where\'sYang Li? (Point to two students standing beside each other.) Yang Li is next to Li Peng.Example 2
Teacher: Where\'s Zheng Wen? (Point to two students in different lines facing each other.)Zheng Wen is acro from Sheng Lin.Example 3 Teacher: Where\'s Lin Jiahui? (Point to one student standing between two other students.) Lin Jiahui is between Sheng Lin and Li Dai.
la
This activity introduces the key vocabulary.Focus attention on the picture.Ask students to name as many of the places they see in the picture as they can.Then name all the places and ask students to repeat.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word or phrase on the list with one of the pictures.Say, Write the letter of each place in the picture next to the correct word or words on the list.Point out the sample answer f.Check the answers.
1b This activity gives students practice listening to and understanding the target language.Point out the buildings and other locations in the picture.Say the name of each one to the cla.Say, Now I will play recordings of three conversations.Listen carefully and circle the picture of each place you hear on the tape..Play the recording the first time.Students only listen.Play the recording a second time.This tine ask students to listen and circle the items they hear on the picture.Correct the answers.These items should be circle:video arcade, post office, supermarket.
Tapescript(录音稿) Convernation 1 A: Is there a video arcade on Fifth Avenue? B: Yes, there is.Conversation 2
A: Is there a post office near here? B: Yes, there is.There\'s one on Bridge Street.Conversation 3 A: Is there a supermarket on Center Street? B: No, there isn\'t.
1C This activity provides guided oral practice using the target language.Point to the different locations shown in the picture.Ask different students to name each one.If neceary,say the name and ask the student to repeat.Point to the question and answer In the example conversation and ask a pair of students to read the conversation to the cla.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Demonstrate（示范） the activity.Point to the picture and ask.Is there a post office near here? Then choose a student to answer.Guide the student to say, Yes,there\'s a post office on Bridge Street.As students work, move around the room and check progre(进展情况).Help students understand how to locate things on the map, if neceary.
Ask several students to say some of their questions and answers for the cla.
第二单元
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课时 教学内容：Section A 2a—Grammer focus 教学过程：
2a This activity introduces the terms acro from, next to, between, and on.Focus attention on the pictures.Ask students to talk about the pictures, naming as many places as they can.Then name all the places in the pictures and ask students to repeat.Point out the four sentences.Say each one and ask students to rcpeat.Then ask students to match each sentence with one of the pictures.Say, Eacb sentence talks about one of the pictures.Write the number of the sentence in the box on the picture that it is talking about.Point out the sample answer 1.Check ihc answers.
2b This activity gives students practice listening to and understanding the target language.Point out the buildings and street names in la.Say each one and ask students to repeat.Call attention to the four sentences in 2b.Read them to the cla saying blank each time you come to a blank line.Say.Now I will play recordings of three conversations.Listen carefully and write a word from the box on each blank line.Point out the sample answer.Play the recording the first time.Students only listen.
Play the recording a second time.This time ask students to fill in the blanks by listening to the items on the tape.Correct the answers.Tapescript(录音稿) Conwaraation 1 A: Excuse me.Is there a library around here? B: Yes.It\'s between the video arcade and the supermarket.Conversation 2 A: Where\'s the park? B: The park? Oh, it\'s acro from the bank.Conversation 3 A: Excuse me.Is there a supermarket around here? B; Yes, it\'son Fifth Avenue.Conversation 4 A: Where\'s the pay phone? B: It\'s next to the post office.
2c
This activity provides guided oral practice using the target language.Point to the list of buildings in la.Ask a student to read the list aloud.Point to the question and answer in the speech bubbles( 泡沫) in 2c and ask a pair of students to read the conversation to the cla.Ask other pairs of students to repeat the activity if you wish.Ask students to work in pairs.Say, First one person asks a question and then the other person takes a turn.Ask about the buildings in 1a.Demonstrate（示范） the activity.Point to the map and ask,Where\'s the park? Then choose a student to answer.Guide the student to say, It\'s acro from the bank.
As students work, move around the room and check progre.（进度） Ask several students to say some of their questions and answers for the cla.
Grammar focus Review the grammar box.Ask students to say the questions and answers.Ask students to circle these words in the grammar focus section of their books: on, acro from, next to, and between.Ask, Which words talk about two different buildings? (acro/row, next to, and between) Ask, Which one talks about one building all alone!\' (on)
Culture note Many visitors to the United States believe that Americans don\'t like to answer questions or give directions(方向) to tourists（旅行者）and other visitors.This is not necearily true.The pace of life is fast in the United States, especially（特别） in big cities.Most people walk quickly, talk quickly, and are in a hurry to get wherever they are going.Also, most Americans speak only one language and aren\'t used to talking with speakers of other languages.However, when a visitor asks a question,many people are pleased to be able to share their knowledge of their city or their neighborhood.A pleasant smile and a short, direct question will almost always get you the information you need.
第二单元
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课时 教学内容：Section A 3a---4 教学过程：
3a This activity provides target-oriented reading practice using the language items taught in this unit.Draw attention to the conversation in the box.Ask students to read it out loud.Ask a student to point out the place that Paul wants to get to.Guide the student to point to the book and say,Here\'s the hotel.Here\'s Bridge Street.Point to the two arrows.(箭头) Ask students to repeat left and right.Then ask them to hold up their left hands and then their right hands.Ask students to read the conversation again.Then ask them to find Paul and Nancy in the picture.Answer Paul and Nancy are the two figures outside the entrance to the park.3b
This activity provides guided writing practice using the target language.Call attention to the three pictures.Explain that the three pairs in these pictures correspond to three pairs in the large picture above.Ask students to find the pairs in the big picture.Point to the questions below each picture and ask a student to read them aloud.Point to the three write-on lines in the speech bubbles.Say, Write the answers to the questions here.Ask students to complete the writing individually.(个别的) Correct the answers.
1.Yes, there is.Go straight down New Street and turn right.There\'s a pay phone on the right.2.Go straight down New Street and turn right.Turn left at Bridge Street.
The bank is acro the street.3.Yes, there is.Turn right, then go straight down Bridge Street.The post office is on the left.It\'s acro from the video arcade, next to the super-market.4
This activity provides guided oral practice using the target language, Call attention to the picture in la.Ask students to name all the buildings in the picture.Point out the conversation In the picture in 4.Ask different students to read each line.Have the students work In groups.One person chooses a building in the la picture but doesn\'t tell anyone which building it is.The others ask questions like those in the activity 4 picture until they gue which building it is.Several students can take turns choosing the building for the others to gue.
第二单元
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课时 教学内容：Section B 1a---2c 教学过程：
la
This activity introduces the key vocabulary.Focus attention on the pictures.Ask different students to name the places shown in the pictures.They will probably not include words such as old, new, busy, quiet, big, small, dirty, and clean in their statements.Point to and name all the places in the pictures again without the describing words and have students repeat.Now point to each half of each picture and ask about the difference between the halves.For example, you might say; This is a park.Is it a
clean park or a dirty park? Clarify(澄清) the meaning of the words clean and dirty by pointing out details in the pictures.
Point out the pairs of words or phrases.Say each one and ask students to repeat, Then ask students to match each word or phrase on the list with one of the pictures.Point out the sampl answer.Check the answers.
1 b
This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask a pair of students to read it aloud.Then ask several different students the same question.Ask them to tell the truth.Point out the list of phrases in 1a.Ask students to work in pairs They take turns asking each other questions about the things on this list.Ask them to tell each other the truth.As students work together, move around the room checking on their progre.Ask several students to present some questions and answers to the cla.
2a
This activity gives students practice listening to and understanding the target language.
Point out the list of places in la.Say die name of each one to the cla.Say, Now I will play a recording of a conversation.Listen carefully and circle the words in 1a that tell about Michael\'s street.Play the recording the first time.Students only listen.
Play the recording a second time.This time ask students to listen and circle the places they hear.Correct the answers.
2b
This activity gives students practice listening to and understanding the target language.Call attention to the street map in the box.Say, Now I will play the conversation again.Listen to if and draw the places in Michael\'s neighborhood on the street map.Play the recording.Students only listen.Demonstrate the activity by saying.What are the three places on the tape? (a hotel, a supermarket, Michael\'s house).Answer any questions students may have.Play the recording again.Students draw maps of Michael\'s neighborhood.
Move around the room, offering aistance(提供协助) if needed.Have some students show their completed drawings to the cla.
2c
This activity provides guided oral practice using the target language.Say, Now let\'s work in pairs.The first person makes some statements about the picture in 2b.The seconds person says \"true\" if the statement is true and \"false if the statement is false.The second person also changes each false statement into a true one.Call attention to the conversation in the picture in 2c.Ask a pair of students to read it aloud.Demonstrate(示范) the activity with a student.Have the student close
the book.Then say one true thing and one false thing about the picture.Guide the student to answer \"true\" for the true statement and to say \"false\" for the false statement and change it into a true one.Ask students to practice in pairs and to take both roles.Move around the room helping students get started| and answering any questions they may havc.Ask several pairs of students to present some statements and responses(回答) to the cla.Ask students to correct any mistakes they hear.
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课时 教学内容：Section B 3a—4b self check 教学过程: 3a
This activity provides reading practice using the target language.Ask a student to read the paragraph to the cla or read it yourself.Answer any questions students may have.Read the Instructions（指示） aloud.Point out the sample of the circled description word (busy), and make sure students understand what they have to do.Correct the answers.
3b
This activity provides guided reading and writing practice using the target language.Point out the guide and the blank spaces in it.Read it aloud saying blank each time you come to a blank line.Say, Now please write one word in each blank space in the guide.Look at the picture/or the answers.Point out the sample answer in the blank.
Correct the answers.3c
This activity provides guided writing practice using the target language.Ask students to work on their own.Point out the description in 3b and say.Now write about your own neighborhood.Use sentences like these.
This activity provides open-ended oral practice using the target language.Call attention to what the person In the picture is saying.Ask a student to read the statement to the cla.Say,Now you can talk with your partner about your own neighborhood.Tell about the streets and buildings.Your partner will draw a picture of the neighborhood Demonstrate the activity with a student.Have him or her make some statements and draw on the board what you hear.For example, you might draw a small supermarket acro from a post office.As students work, move around the room offering aistance and answering questions.Ask some students to share(参与) the completed drawings and to make some statements to accompany(陪伴) them.
Self check
This activity provides a comprehensive review of all key vocabulary presented in this unit.Ask students to check all the words they know.You may wish to have them circle any words that they don\'t know.
Ask students to find out the meanings of any words they don\'t know.They can do this by reviewing the unit.asking you, asking their clamates or using a learner\'s dictionary or bilingual dictionary.
This activity helps build vocabulary by providing a specific time and place for students to record new words.Ask students to enter five new words in their Vocab-builder on page 108.After students have recorded their new words, ask them to share their lists with other students.This can be done with the whole cla or informally, in pairs or small groups.
This activity provides reading practice focusing on the gmmmatical structures used to ask and say where things are.Ask students to read the letter and draw the route on the map.Answer any questions students may have.Check the answers.(You may want to draw a simple copy of the map on the board, and then have one student come and draw the route on it.)
教学后记：
Unit 3: Why do you like koalas ?
Language goals
In this unit students learn to describe animals and expre preferences and give reasons, New language
Why do you like koala bears?.Because they\'re cute,They\'re pretty interesting, They\'re kind of shy, They\'re very big.names of animals such as tiger, elephant, koala bear, dolphin description words such as smart, cute, intelligent names of countries: Australia, South Africa,
Recycled language between, acro from He\'s/She\'s from ...He\'s / She\'s five years old. name of countries; China, Japan, Brazil
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课时 教学内容：Section A 1a—1c 教学过程：
Additional materials to bring to cla: coins or other markers for the Bingo game in 4.Ask students to name as many animals as they can in English.Write the list on the board, Ask students to describe each animal in some way.They may tell its
color or tell if it is big or small.Say, Today we are going to learn the names of some more animals.Well also leam how to say which ones we like and tell why we like them.
la
This activity introduces the key vocabulary.Focus attention on the map of the zoo showing pictures of animals.Ask students to point to and name any animals they can.Point to the animals one by one and say the name of each.Ask students to repeal.Point out the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word with one of the pictures.Say, Write the letter of each animal in the blank by that animal\'s name.Point out the sample answer.Check the answers.
1 b
This activity gives students practice in understanding the target language in spoken conversation.Point to the animals in 1a- Ask students to point to and name the animals.Say, I\'m going to play recordings of three conversations.Listen carefully as you look at the words in la.Put a checkmark in front of the name of each animal you hear.Play the recording the first time.Students only listen.Play the recording a second time.This time students check each animal name they hear.Correct the answers.
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1 c
This activity provides guided oral practice using the target language.Call attention to the example conversation in the picture.Ask two students to read it to the cla.Answer any questions they may have.Point out the four description words.Ask a student to read them aloud.Review the meaning of each word.Say, Now you can make conversations about animals.Your conversations can be like the example.Use these description words.Ask students to work in pairs.Have them take turns saying both parts.If students need help getting started, demonstrate another conversation with a student.For example: Teacher: let\'s see the elephant.Student: Why do you want to see the elephant? Teacher: Because it\'s very smart.Ask some students to present their conversations to the cla.
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课时 教学内容：Section A 2a---4 教学过程：
2a
This activity provides listening practice using the target language.Call attention to the two blank lines on the left.Say,You will hear a recording of a conversation.Listen carefully.Then write the names of the two animals you hear on these lines.Play the recording the first time.Students only listen.Play the recording a second time.This time students write in the names of the animals.Check the answers.
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Point out the adjectives listed on the right.Ask a student to say the words.Say, Now I will play the recording again.This time draw a line between each animal and the adjective you hear.Play the recording and have students match each animal with an adjective.Correct the answers.
2b
This activity provides listening and writing practice using the target language.Call attention to the conversation and the blank lines in it Say, You will hear the recording again.This time please write a word from the box on each blank line.Some words can be used more than one time.Ask a student to read the words in the box.Play the recording.Check to see that students are writing a word from the box on each line of the conversation.Go over the answers.
2c
This activity provides guided oral practice using the target language.Call attention to the conversation in the picture.Ask two students to read it to the cla.Say, Now you can have conversations like this one.Use the words in Box 1, Box 2, and Box 3 in your conversations.Demonstrate a conversation with a student.For example:
Student: Do you like penguins? Teacher: Yes, I do.
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Student: Why? Teacher: Because they\'re very cute.
3a
This activity provides reading practice using the target language.Point to and say the names of the three countries on the maps and ask students to repeat Point to the three animals and ask a student to name them.Say, Now draw a line between each animal and the country it comes from.Correct the answers.
3b
This activity provides guided oral practice using the target language.Point to the conversation in the picture.Ask a pair of students to read it to the cla.Ask students to work in pairs.Say, Now you can talk about where animals come from.Point to the map and animals students matched up in 3a- Say, Work with a partner.Take turns asking and answering questions about the countries and animals in 3a.After a few minutes, ask several pairs to say the conversation for the cla.
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课时 教学内容：Section B 1---3 教学过程：
Additional materials to bring to cla: Pictures of household pets and zoo animals cut out of magazines for
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Follow-up activity 1.
This activity introduces more key vocabulary, Call attention to the animals in the picture and ask a student to say the name of each one.Point out the list of eight numbered adjectives at the top.Say, Now please match the adjectives at the top with the animals in the picture.Write the letter of the animal on the line after the adjective.Point out the sample answer.As students work, move around the room offering to answer questions as needed.Correct the answers-
2a
This activity provides listening practice with the target language.Say, Now I will play a recording of a conversation between Tony and Maria.This time circle the adjectives you bear on the list for la.Play the recording again.Students circle the adjectives they hear.Correct the answers.
2b
This activity provides listening and writing practice using the target language.Call attention to the three headings.Animal, Maria\'s Words and Tony\'s Words, and the write-on lines under each.Say, Now I will play the recording again.This time please write the name of the animals each person talks about and the words they say.Play the first four lines of recording and stop the tape.Ask, What animal are they talking about? (the elephant) What words does Maria use to describe the elephant? (interesting, intelligent)
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Point out the write-on lines where students can write these words.Play the whole recording and have students write the words they hear on the chart.Check the answers.
This activity provides guided oral practice using the target language.Call attention to the dialogue next to the picture.Ask two students to read it to the cla.Say, Work in pairs.Use sentences like these to say what you think about different animals.Demonstrate the activity with one or two students.For example, say, I like dolphins.They\'re intelligent.Ask students to work in pairs.As they work, move around the room checking on progre.Ask some pairs to present their conversations to the cla.
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课时 教学内容：Section B 3a---self check 教学过程：
3a
This activity provides reading practice using the target language.Point out the three descriptions of animals.Ask students to take turns reading one aloud.Then draw attention to the pictures of animals below.Say, Write the letter of the animal in the blank lines above its description.There is one animal that is not described.Check the answers.
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3b
This activity introduces some new vocabulary words and provides reading and writing practice using the target vocabulary.Call attention to the pictures of animals in 3a, and draw attention to the gra, leaves, and meat.Ask a student to explain each word or use it in a sentence to show he or she understands what it means.Teach the expreion sleeps.Point out the description in 3b with blank lines where some words are miing.Read it to the cla saying blank each time you come to a blank line.Point out the six words in the box.Say, You can write these words in the blanks.Use each word only once.As students work, move around the room checking progre and offering language support as needed.Check the answers.
3c
This activity provides reading and writing practice using the target language, Say, Now you can write a description like the one in 3b.You can use some of the same words.Write about any animal you like.You may wish to do a sample description with the cla.Choose an animal\'s name and write it on the board.Then ask students to make statements about the animal.Repeat each statement and then write on the board.You can ask leading questions such as.Is it big? Is it lazy? Does it eat gra? Ask students to write their own descriptions.You may wish to have le fluent students work with a more fluent partner, Ask students to share their writing with others in the cla.After you have reviewed the students\' work, you may wish to have
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some students recopy their work so that you can post it on the claroom bulletin hoard.教学后记：
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Unit 4: I want to be an actor.
Language goal In this unit, students learn to talk about jobs .New language What do you do? I\'m a reporter What does he do.\' He\'s a student.What do you want to be? I want to be an actor .What does she want to be? She wants to be a police officer names of jobs and profeions
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课时 教学内容：Section A 1a—1c 教学过程：
Brainstorm with students a list of jobs that friends or relatives do.(\"Brainstorming\" is an activity in which you set a topic and students say whatever words they can think of relating to that topic.) Write the word jobs on the board and list all the jobs students mention.Point to the jobs one by one and ask students to say what ever they can about these jobs.Accept single word answers or simple sentences such as, It\'s fun.It\'s a good job.
la
This activity introduces the key vocabulary.Focus attention on the art.Ask students to tell what they see in each scene.Ask students to name as many of the jobs shown as they can.Then point to a scene, name the job, and ask students to repeat.
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Point to the numbered list of words.Say each one and ask students to repeat.Then ask students to match each word wllfa one of the scenes.Say, Write the letter of each scene next to one of the ivords.Point to the sample answer.
1 b
This activity gives students practice in understanding the target language in spoken conversation.Point to the different people shown in the picture.Ask various students to tell what they do as you point to each one, Say, Now you will hear three conversations.The conversations are about three of the people in this picture.Play the recording the first time.Students only listen.Play the recording a second time.This time ask students to write a number 1 next to the person being talked about in conversation 1.Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3.Correct the answers.1 c
This activity provides guided oral practice using the target language- Ask a student to read the example conversation with you.Hold up the book and point to the doctor in the picture.Say, Now work with your partner.Make your own conversations about the picture.You can use sentences like the ones in activity 1b.Say a dialogue with a student.Point to a picture of one of the people.Guide the student to answer using one of the words in activity 1a.As students work in pairs, move around the room monitoring their work.Oner language or pronunciation support as needed.
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第四单元
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课时 教学内容：Section A 2a---Grammer focus 教学过程：
2a
This activity gives students practice in understanding the target language in spoken conversation.Ask students to look at the three pictures.Ask different students to tell you what they sec in each picture.What are the people doing? What jobs do they have? Play the recording the first time.Students only listen.Say, You will hear conversations about the people in these pictures.Play the recording a second time.Say, Write the number of each conversation below the picture of the person being talked about.Correct the answers.
2b
This activity gives students practice in understanding the target language in spoken conversation.Point to the three headings in the chart and read the headings to the cla.Ask students, What does \"wants to be\" mean? (It is not the Job the person lias now.It is the job the person wants in the future.) Play the recording the first time.Students only listen.Say, You wiU hear about the people in these pictures.You will hear the job they haw now and the job they want in the future.Play the recording a second time.This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future.Point out the sample 2c
This activity provides guided oral practice using the target
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language.Point out the pictures in activity 2a.Ask who each person is.(They are Susan\'s brother.Anna\'s mother, and Tony\'s father.) Say, Now work with your partner.Ask and answer questions about the pictures.Ask, \"What does he or she do?\" Then ask, \"What does he or she want to be?\" Say a dialogue with a student.Point to Anna\'s mother and then to the example in the speech balloons.Practice the dialogue with a student.As students work In pairs, move around the room monitoring their work.Offer language support as needed.
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课时 教学内容：Section A 3a----4 教学过程：
3a
This activity introduces the names for the places where people work, and gives reading practice using the target language.Call attention to the pictures.Ask students to read the name for each place.As they name each place, write the word on the board and-ask the cla to repeat it.Point out the list of jobs with the numbers next to each.Then call attention to the people in the pictures and the speech bubbles.Point out the sample answer and have a student read out the speech bubble.Ask students to work alone.Say, Write the number of each job in the square next to each workplace.Check the answers.3b
This activity provides guided oral practice using the target language.Point out the pictures in activity 3a.Ask students to name the
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workplace shown In each picture.Then point out the conversation in the speech bubbles.Ask two students to read It to the cla.Say, Wow work with a partner.First practice the conversation in the picture.Then make new conversations.Use jobs and places from activity 3a.Say a dialogue with a student.Point to the word waiter in activity 3a and then to the picture of the restaurant.Ask a student.Where does he work? Guide the student to answer using the correct place: He works in a restaurant.Then ask.What does he do? and guide the student to answer, He\'s a waiter.As students work in pairs, move around the room monitoring their work.Offer language support as needed.4
This activity provides listening and speaking practice using the target language.Call attention to the pictures in the book showing how to play the game.Say, You will draw a picture of someone working.Other students will ask questions about the kind of job you are drawing.After two questions someone can try to gue the job.Demonstrate by drawing a picture on the board of a stick figure reporter.Add details (microphone, notebook,etc.) until students gue what job it is.Ask a student to go to the board.Say, Draw a picture of a person working.If neceary, help the student add details that show the job the person is doing.He or she can add a bank interior to show that the person is a bank clerk.A student could also use an eye chart on the wall to show that the place is a doctor\'s office and the person is a doctor.Ask two different students to ask questions about the Job, and then ask
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a third student to gue what job it is.Play the game using drawings by several different students.Alternative: If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four.They will need pieces of paper on which to draw their pictures.They will also need pencils.
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课时 教学内容：Section B 1a—2c 教学过程： New language Words that describe jobs, such as exciting, dangerous,boring, difficult, busy, fun
Additional materials to bring to cla: help wanted ads from an English-language newspaper
1 a
This activity introduces the key vocabulary.Focus attention on the six pictures.Ask, What job does the person have? Where does the person ivnrk? Point out the numbered list of words.Say each one and ask students to repeat.Then use simple explanations and short sample sentences to help students understand what each word means.For example, Exciting means very interesting and very fast-moving.A police officer has an exciting job.The job is always changing.Something is always happening.For dangerous you might say, Dangerous means not safe.You might be hurt or killed in a dangerous job.Then ask students to match each word with one of the pictures.Say, Write the letter of each picture next to one of the words.Point out the
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sample answer.Check the answers.1 b
This activity provides guided oral practice using the target language.Call attention to the picture In this activity and ask a student to read the statement to the cla.Then point to the picture of the police officer and say.It\'s an exciting job.Ask the cla to repeat.Then say, What else can you say about being a police officer? Someone may answer, It\'s a dangerous job.Ask the cla to repeat each correct answer.Then ask students to work in pairs.Suggest that they each point to the pictures of the workers and make statements about them.As students practice, move around the claroom monitoring their work.1 c This activity provides an opportunity for oral practice.Say, Name some of the jobs from this unit.Write this list of jobs on the board.Say, Can you name some other jobs? Add any new jobs to the list.Ask some students to make statements about Jobs on the list using the words in activity la.You may wish to write some of the sentences on the board so that students can copy the sentences into their notebooks.2a
This activity provides listening and writing practice with the target language.Call attention to the two headings and ask a student to read die headings to the cla.Point out the blank lines where students will write the name of a job (under the words wants to be).Play Ihe recording the first time.Students only listen.Say, Now I will play the tape again.This time write the name of a job under the words \"wants to be.\"
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2b
This activity provides listening and writing practice with the target language, Call attention to the second heading and ask a student to read it to the cla.Say, This time you will unite why each person wants the job.Play the recording again.Students only listen.Then say, Now I will play the tape again.This time write the reason the person wants the job under the word \"Why?\" Play the recording.Students write their answers.Check the answers.2C
This activity provides open-ended oral practice using the target language.Say, What do you want to be? What words describe each job? Help the cla make up a list of jobs they might like to do.As students suggest poible jobs, ask the cla to suggest words to describe them.Use a bilingual dictionary, if neceary, to find the names of jobs and words to describe each one.Then ask students to work in small groups.They tell each other what they want to do and why.Encourage students to use dictionaries if neceary.Move from group to group offering aistance as needed.Ask individual students to tell the cla about what they want to be and why.
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课时 教学内容：Section B 3a—self check 教学过程：
3a
This activity provides reading and writing practice using the target language.Call attention to the three newspaper ads and read these ads to the cla.
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Say blank each time you come to a blank line.Then read each ad again separately, pausing to allow students to ask questions about anything they don\'t understand.For example, in the first ad, students may not know that working late means \"working at night.\" To work hard means to use a lot of energy to do the job.Ask students to fill In (he blanks in the ads using the words actor, reporter, and waiter.Check the answers.3b
This activity provides reading and writing practice using the target language.Call attention to the newspaper ad and ask a student to read it, saying blank for each blank line.Ask students to fill in the blanks using words from This section.Say,Look at the pictures next to each blank line.The pictures will help you gue the correct word.Suggest that they look at the names of jobs and the words that describe jobs in the first part of Section B.Check the answers, 3c
This activity provides writing practice using the target language.Point out the blank strip of newspaper where students can write their own ads.Ask one or two students, What are you going to write about? Repeat each of the students\' sentences and ask the cla to repeat the sentences after you.For example: Do ^OM want an interesting but dangerous job? Do you want to meet new people? We need a police officer.Call the Smithtown Police Station at 555-2323.Ask students to read their ads to a partner.Ask the pairs to correct each other\'s work.
37
This activity provides guided oral practice using the target language.Ask two students to read the conversation in the speech bubbles.Answer any questions students may have about it.Then say, New please work in groups.Ask efuestions to find out what jobs each person wrote about.You can use sentences like the ones we just read.As students ask questions, move from group to group.Rephrase any incomplete or incorrect questions.Also rephrase any inaccurate answers.教学后记：
错误!
38
Unit5 I\'m watching TV.
Language Goal: Talk about what people are doing.
Teaching Aims: The present Progreive (结构式: Be + V-ing )
Key Points:
---What’s he doing ?
---He’s reading.Difficult points:
现在进行时的用法和动词V-ing 形式的构成。 Teaching Methods:
由浅入深,设置场景、对话以及表演来教授新句型。 Teaching Aids:
教学图片、教学光盘、VCD机、录音机
第五单元
第
课时
总第
课时 教学内容：SectionA 1a----1c 教学过程：
Step1. Warming – up A. Duty report
Teacher: How are you, boys and girls?
S s : Fine, thank you.
Teacher: OK, who’s on duty today?
(the student who is on duty starts to make a duty report) B. Ask and answer
39
(The teacher asks some Ss to answer questions and writes down the verbs in the sentences on the blackboard.) T: Usually, what time do you go to school? S1: ……
T: When does your father watch TV in the evening? S2: ……
T: Do you do your homework in the evening? S3: ……
T: When do you play soccer? S4: ……
T: what time do you usually eat dinner? S5: ……
(The teacher should encourage the students after questions.)
The teacher ask the students to read these five verbs for several times.
Step 2. Presentation A. Match the words and the activities.Ask the students to turn to page 83, and look at the pictures in 1a.
Then,the teacher ask questions:
----What’s he doing? (Picture 1)
----He’s making a telephone call.
(Help the students answer the question with body language .) Ask and answer just like that, and finish 1a.(Ss can gue the meaning of doing homework, watching TV, cleaning, eating dinner and reading.)
The Ss read these V-ing words after the teacher.B. Play the video.To make the Ss clear what they are learning in this cla.Mr.Gong’s words do give the teacher a big hand.
40
(Write down the title of Unit 14 I’m watching TV on the blackboard and ask the Ss to read it.)
C. Teach the Present Progreive.1. Introduction Tell the Ss what the Present Progreive is.(现在进行时表示现在正在进行或发生的动作, 它的表现形式为Be Verbs + V-ing ---- 这也即为它的结构式.) 2.
Tell the difference
Write down the V-ing forms by another lines of go, watch, do, play and eat on the blackboard.Ask the Ss to have a look and find the difference between them.For example: go and going, watch and watching, do and doing, etc.Then, ask the Ss to read them again.3.
Listen to the tape. Let the Ss get ready to listen to the tape (paper and ball-point pen). Check the answer: 2
1 4.
Activities. The teacher acts several actions and say :”What am I doing?”, help Ss answer: ”I’m opening the door.”
(The other actions: look at someone, clean the window) Write down the three sentences on the blackboard, and ask the Ss to pay attention to the important words underlined: n
What am I doing n
I’m opening the door. n
What am I doing? n
I’m looking at him.n
What am I doing? n
I’m cleaning the window.
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第五单元
第
课时
总第
课时 教学内容：SectionA 2a----3c 教学过程：
5.Pairwork. Ask and answer questions about what people are doing in the picture.u
What’s he doing? u
He’s reading.
The Ss can practice different sentences upon the verbs on the blackboard.6.Gueing game.
The teacher prepare several pieces of paper and there are different actions on it.Ask a pair of Ss to act it out.(Each pair of Ss choose two pieces of paper and act.)
(The Ss must like to do it, so the teacher can ask many pairs to do this game and, the Ss can be familiar with the Present Progreive step by step.They can have fun in the claroom during this cla, it’s the most important.)
7.Self-aement.
The teacher prepare for the Ss some listening exercises, and play the caette, let them finish these exercises at once.Then, check the answer.The Ss can understand whether they have learned about the Present Progreive.
8.Do the exercises.
The teacher have the Ss some exercises, and ask the Ss to do at once. --What’s Li Lei doing?
-- He_____________.( read ) --What’s his mother doing?
42
--She_____________.( write --What are they doing?
--They_____________.( play soccer) --What are David and Mary doing?
--They_____________.(have dinner) --What’s Jenny doing?
--She______________.( run ) (In fact, the Ss don’t have enough time to finish the exercises, so they can go on and finish these exercises after cla.Step 3. Homework 1.
Finish the exercises in the cla.2.
Make a conversation and act it out with your partner.Step 4. The end T: You are very good today, boys and girls! And thank you for listening.Bye .第五单元
第
课时
总第
课时 教学内容：Section B 1a---2c 教学内容：\\ Step 1:Check the homework and lead in. Ask several students to read their eays.Show a photo album on the computer.Step 2: Present the new structure.Show students the first album on the computer.
Get the students to answer the questions with the target language.Practice a few more photos in the same way.Step 3: practice the structure.Show the photos one by one.Students ask and answer in pairs according
43
to the photos on the computer.Step 4: Complete the chart.Give students a few minutes to finish it, then check the answers.Step 5:Listening practice.Play the record for the first time, students only listen.Play the recording again, students finish it.Then the teacher check the answers.Step 6: Task.Teacher show students some photos of friends.Students show their photos to cla.Homework After school, go to some public places .Draw what you see and write down what the people are doing.
第五单元
第
课时
总第
课时 教学内容：Section B 3a---self check 教学过程：
Step 1: Check the homework and lead in.Ask the students to show their drawings and introduce.Step 2: Reading practice.1 Talk about the pictures.Students talk about Mike’s four photos.2 Read and match.Give students a few minutes to read the letter.Then finish it and check the answers.Step 3:Writing practice.Ask students to work individually and check the answers.Step 4: Task.
44
Show several periods of movies on the computer.Show three movies once more.Then some students report the three silent movies one by one.Step 5: Summary.This cla we’ve learned how to say something about the photos and pictures.And I hope all of you can realize your dreams in the future.Go for it! Homework Finish self check.
教学后记：
45
Unit 6: It\'s raining!
Language goals In this unit students learn to talk about the weather and talk about what people are doing.
New language What are you doing? I\'m watching TV What\'s he doing? He\'s playing basketball.What\'s she doing? She\'s cooking.What are they doing? They\'re studying.How\'s the weather? It\'s raining.
第六单元
第
课时
总第
课时 教学内容：Section A 1a----1c 教学过程：
Write the question.What are you doing? on the board.Read the question and ask the cla to repeat it.Then act out an activity students are already familiar with, point to the question and have students repeat it.Answer the question using the target language.For example, you might pretend to be reading a book,playing soccer, playing the guitar or writing your name.When the cla asks, What are you doing?, you answer,I\'m reading a book, and so forth.1 a
This activity introduces the key vocabulary.Focus attention on the cities in the picture.Ask, What s the weather like here? If they can\'t answer, supply theword and ask the cla to repeat it.Say a sentence or two about each kind of weather.For
46
example, It\'s raining.Is it raining here today? Point out the numbered list of words.Say each one and ask students to repeat the words again.Then ask students to match each word with one of the cities in the picture.Say, Write the letter of each city next to one of the ivords.Point out the sample answer.Check the answers.1 b
This activity gives students practice in understanding the target language in spoken conversation.Play the recording the first time.Students only listen.Say, You will hear four different conversations.Each one is about the weather in a different city.Point to each city in the picture as it comes up on the tape.Play the recording a second time.Ask students to write the name of the city in the picture of its weather.Say, The first one has been done for you.Beijing is written in the picture of sunny weather.It is sunny in Beijing.Correct the answers.1 c
This activity provides guided oral practice using the target language.Point out the example conversation.Ask two students to read the dialogue to the cla.Say, Now work with a partner.Make your own conversations about the weather in these five places.As the pairs talk, move around the room monitoring their work.Offer language or pronunciation support as needed.Ask several pairs to present their conversations to the cla.
47
第六单元
第
课时
总第
课时
教学内容：Section A 2a—2c 教学过程：
2a
This activity gives students practice in understanding the target language in spoken conversation.Point to the four pictures.Ask students to tell what each person is doing in each picture.For example, This boy is talking on the phone.This man is playing basketball.Supply vocabulary words as needed.Play the recording the first time.Students only listen.Play the recording a second time.This time, ask students to listen to the recording and number the pictures 1 through 4 to show what each person is doing.Correct the answers.2b
This activity provides listening practice using the target language.Point out the list of names and the list of activities.Ask a different student to read each list to the cla.Say, Now I will play the recording again.This time,please match each name with an activity.Write the letter of an activity in front of each name.Point out the sample answer for number 1.Play the recording and have students fill in the rest of the answers.
, Correct the answers.2c
This activity provides guided oral practice using the target language.Call attention to the four people in the picture in activity 2a.Ask students to say something about each person.Guide students to use the words and phrases playing basketball, cooking, ivatching TV, and
48
playing computer games.Point out the sample conversation in the speech bubbles and have a pair of students read it to the cla.Say, Now please work with a partner.Make conversations like this one.Talk about the people in the I pictures.
As students work in pairs, move around the room monitoring progre and offering aistance, if needed.Ask some pairs to present their conversations to the cla.
第六单元
第
课时
总第
课时 教学内容：Section A 3a—4 教学过程：
3a
This activity introduces more key vocabulary.Call attention to the faces.Ask students to point to and describe each face using whatever vocabulary they can.Help students to identify how each person is feeling.For example, ask a student.Look at this face.Is it happy? Is it unhappy? Then point to the four words.Say the words and ask students to repeat each one.Use your tone of voice and facial expreions to reinforce the meaning of each.Add your own simple explanations of what each one means.For example: Not bad.This means something is not very good, but it\'s also not very bad.It\'s in the middle.After that, ask students to match each numbered phrase with a face by writing the letter of each face in the blank in front of the correct phrase.As students work, move around the room answering questions as needed.Check the answers.
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3b
This activity provides oral practice using the target language.Point out the conversation in the large picture and ask two students to read it to the cla.Ask students to explain what How\'s it going? means.(It is similar to How are you? or How is everything?) Ask students to practice the conversation in pairs.Move around the room monitoring their progre.Then call attention to the example in the small speech bubbles.Have two students read it to the cla.Say, Now we\'ll change some of the words and make our own conversations.We can use our own names.We can give true answers or we can make up answers.Ask pairs of students to make up their own conversations.Move around the room offering language support as needed.Ask some pairs to present their conversations to the cla.
4.
This game provides oral practice using the target language.Say,Now let\'s work in pairs again.One student looks at the picture on page 85 and the other looks at the picture on page 87.Please don\'t look at your part ner\'s picture.Say, Each picture has the same people in it, but they are doing different things.Take turns talking about what the people are doing in your picture.If I am student A, I will say.In my picture it is sunny.Guide one of the students Bs to respond.In my picture it is raining.As students work, move around the room, monitoring progre and offering aistance as needed.
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第13篇：初一升初二英语教案1
初一升初二英语教案（第一周）
第1天
1.跟学生打招呼大家都知道我姓谢，我简单地自我介绍一下，把同学们的情况分析一下，告诉他们我上课的原则是“上课老师，下课朋友”。每人准备一个笔记本一个纠错本。每天一位同学轮流值日。初中阶段学习不像小学生还竞赛做游戏等，更多的是对知识的系统掌握。
2.把入学考试的试卷拿出来评讲，针对同学们薄弱的地方进行详细的讲解，以及阅读理解时的做题技巧，再讲一下作文的写法。
3.下课的时候和学生聊聊。
4.讲不定冠词a/an的用法，是根据读音来用比如hour前要用an，a European country/an English book/an umbrella用在有形容词修饰的名词前的用法，比如：a pencil(一支铅笔)，a book(一本书)；an用在元音音素开头的名词前，如an eraser(一块橡皮)。如果名词前有修饰语，用a还是用an，则以该修饰语的第一音素决定用a还是用an。a clock一座钟an old clock一座旧钟a book一本书an English book一本英语书a nice apple一个可爱的苹果an apple一个苹果。以及一日三餐前比如have breakfast和have a big breakfast.
5.讲定冠词the的用法。a.用在世界上独一无二的事物或方位名词的前面。The world/the sun/the earth/the east/west/north/south/left/right等b.用在专有名词前面。the Great Wall/the People’s Republic of China.c.用在姓氏的复数形式前，表示全家人或这一姓氏的夫妇二人。the Smiths/Zhangs.d.用在乐器名词前。Play the guitar/violin/piano.
6.零冠词的用法。a.国名人名地名节日月份前不加冠词。Tian’anmen Square/Tom/China/New Year’s Day/May.以下略。
a.乘飞机去北京花了史密斯一家人一个小时。
[误] It takes Smiths a hour to go to Beijing by a plane.
[正] It takes the Smiths an hour to go to Beijing by plane.
[析] 1．表示“„„一家人”用结构“the + 姓氏复数”；
2． hour 一词的第一个字母不发音，它是以元音音素开头的，所以“一小时”要用 an hour；
3．用介词by表示“乘坐”某种交通工具时，交通工具名词前不加任何冠词。
7.家庭作业：背初一下册第
一、二单元的单词，把入学考试卷错了的单项选择改在纠错本上，做一张我发的关于冠词部分的练习题。
第2天
1.
2.
3.
4.
5.检查纠错本，批改冠词部分的题。跟学生打完招呼后开始上课。 听写初一下册第
一、二单元的单词。评讲冠词部分的题。 讲可数名词不可数名词，a piece of paper等不可数名词。复习单数名词变复数的简单规则。以及一些特殊的名词既可做可数又可做不可数名词，比如family, cla等。还有man和woman的特殊性。比如：
a.这些女老师们在干什么？
[误] What are the woman teachers doing？
[正] What are the women teachers doing？
[析] 在英语中，当一名词作定语修饰另一名词（单或复数形式）时，作定语的名词一般 1
要用其单数形式；但当man，woman作定语修饰可数名词复数形式时，要用其复数形式men，women.
b.房间里有多少人？
[误] How many peoples are there in the room？
[正] How many people are there in the room？
[析] people作“人、人们”解时，是个集合名词，其单复数同形。
c.我想为我儿子买两瓶牛奶。
[误] I want to buy two bottle of milk for my son.
[正] I want to buy two bottles of milk for my son.
[析] 表示不可数名词的数量时，常用“a / an或数词 +表量的可数名词 + of + 不可数名词”这一结构， 其中当数词大于1时，表量的可数名词要用其复数形式。
6.下课批改学生的听写本。80分以下的同学把错误单词一个抄5遍。
7.名词的所有格
名词＋’s所有格，单数名词后直接加 “ ’s ”，比如：Jim’s coat 吉姆的外套 Jeff’s mother杰夫的妈妈。以s结尾的复数名词，只加“’”，比如：Teachers’ Day教师节 the twins’ books双胞胎的书，不以s结尾的不规则的名词复数，加“ ’s ”比如：Children’s Day 儿童节 men’s shoes男式鞋，表示两者共同拥有时，只在最后一个名词后加’s，表示两者各自拥有时，要在每个名词后加’s比如：Lucy and Lily’s mother 露茜和莉莉的妈妈(共同的妈妈，一个妈妈)Lucy’s and Kate’s rooms 露茜和凯特的房间（各自的房间，两间房子）
8.家庭作业：对冠词部分进行纠错，背诵第
三、四单元的单词，做我发的一张关于名词部分的练习题。
第3天
1.
2.
3.
4.
5.检查纠错本，批改名词部分的题。跟学生打完招呼开始听写第
三、四单元的单词。评讲名词部分的题。 下课批改单词。 复习一般现在时和一般过去时的肯定句否定句和疑问句。以及be动词和do和主语是第
三人称时动词的变化情况。着重强调一般现在时表自然规律的用法。比如：The earth goes around the sun.1．一般过去时
6.表示过去发生的动作或存在的状态,通常与
7.过去的时间状语连用:
8.yesterday ,last week(month,year)
9.（1）系动词be的过去时: am(is) →was, are →were
10.陈述句：He was at home yesterday.
11.否定句：He wasn’t at home yesterday.
12.疑问句：Was he at home yesterday?
13.Yes ,he was./No ,he wasn’t.
14.（2）行为动词的一般过去时:
15.陈述句：主语+动词过去式+其它
16.I go to the movie.→I went to the movie.
17.否定句：主语+助动词didn’t+动词原形+其它
18.I don’t go to school today.→I didn’t go to school.
19.一般疑问句：Did +主语+动词原形+其它
20.Do you have breakfast? →Did you have breakfast?
21.Yes,I do./No,I don’t.Yes,I did./No,I didn’t.
22.（3）规则动词的过去式变化规则
23.变化规则 例词
24.一般在词尾加—ed.play→played
25.以不发音的e结尾的，只加--d.like →liked
26.love →loved
27.以辅音字母+y 结尾的，变y为i ,再加—ed.study →studied
28.carry →carried
29.以一个辅音字母结尾的重读闭音节，先双写这个辅音字母，再加-ed stop →stopped
30.plan →planned
31.动词不规则变化：
32.do →did have →had go →went
33.see →saw read →read get →got
34.give →gave sleep →slept eat →ate
35.write →wrote find_---found
36.板书几道易错题。比如：
a.你妹妹通常什么时候去上学？
[误] What time does your sister usually goes to school？
[正] What time does your sister usually go to school？
[析] 借助助动词do（或does）构成疑问句或否定句时，句中的谓语动词用其原形。 b.琳达晚上经常做作业，但今晚她在看电视。
[误] Linda often do her homework in the evening，but this evening she watching TV.
[正] Linda often does her homework in the evening，but this evening she is watching TV.
[析] 在初一英语学习阶段，我们接触到了两种主要时态：一般现在时和现在进行时。一般现在时表示经常的或习惯性的动作，常和often，usually，sometimes 等时间状语连用。在一般现在时的句子中，若主语是第三人称单数，谓语动词要用其第三人称单数形式。现在进行时表示现阶段正在进行或发生的动作，现在进行时由be（am / is / are） + ving形式构成。 c.这双鞋是红色的。
[误] This pair of shoes are red.
[正] This pair of shoes is red.
[析] 在shoes，trousers，gloves，glaes等表示成双成对的衣物或工具名词前用pair（表计量）修饰时，谓语动词的形式由pair的单复数形式来决定。
7.家庭作业：对名词部分的题进行纠错，背第
四、五单元的单词，做我发的关于一般现在时和一般过去时的练习题。
第3天
1.检查纠错本，批改一般现在时和一般过去时部分的题。
2.跟学生打招呼后开始上课。
3.听写第
四、五单元的单词。80分以下的把错误单词一个抄5遍。
4.评讲一般现在时和一般过去时部分的题。
5.复习一般将来时和现在进行时的用法和肯定否定疑问形式。现在进行时
6.Ⅰ现在进行时的用法
7.表示现在（说话瞬间）正在进行或发生的动作
8.Ⅱ现在进行时时间状语及标志性词
9.① now 现在
10.② at this time 在这时
11.③ at the moment 现在
12.④ look 看（后面有明显的“！”）
13.⑤ listen 听（后面有明显的“！”）
14.Ⅲ 现在分词的构成
15.① 一般在动词结尾处加ing Eg: go—going look--looking
16.② 以不发音字母e结尾的动词，去e加ing。Eg: write—writing close--closing
17.③ 以重读闭音节结尾的动词，如果末尾只有一个辅音字母，应先双写这个字母，再加
ing.
18.Eg: get—getting run—running ( swim, run, put,get,sit,begin)
19.Ⅳ 现在进行时的构成
20.肯定句: 主语+ am/is/are+ doing +其他+时状.Eg: He is doing his homework now.
21.否定句：主语+am/is/are +not+ doing+其他+时状.Eg: He is not doing his homework now.
22.一般疑问句： Am/Is/Are +主语+ doing+其他+时状？Eg: Is he doing his homework now?
23.肯定回答：Yes,主语 +am/is/are Eg Yes, he is.
24.否定回答：No, 主语+am not/isn’t/aren’t Eg: No, he isn’t.
25.家庭作业：对一般将来时和一般过去时部分纠错，背第
六、七单元的单词，做一张我发
的关于一般将来时和现在进行时的练习题。
第4天
1.
2.
3.
4.
5.
6.检查纠错本，批改一般将来时和现在进行时的练习题。跟学生打招呼后开始上课。 听写第
六、七单元的单词。评讲一般现在时和现在进行时的练习题。 下课批改单词。 复习介词at/in/on以及其他的to/for放在It’s adj.for sb.to do sth.和It takes sb.Time/money
to do sth.这个句型中的用法。顺便复习表示时间的past/to的用法。
7.在黑板上板书易错题比如：
a.你能找到这个问题的答案吗？
[误] Can you find the answer of this question？
[正] Can you find the answer to this question？
[析] 英语中用“the answer to „”表示“„„的答案”。类似结构还有the key to the door，the way to the zoo等。
b.格林先生星期六上午来这里。
[误] Mr.Green will come here in Sunday evening.
[正] Mr.Green will come here on Sunday evening.
[析] 表示在上午、下午等时，介词要用in；而表示在具体的某天上午、下午时，介词要用on.
c.那个穿着红裙子的小女孩是我们老师的女儿。
[误] That little girl on a red skirt is our teacher’s daughter.
[正] That little girl in a red skirt is our teacher’s daughter.
[析] 用介词表示“穿戴衣物”时，只能用in，其他介词没有此用法
8.家庭作业：纠正一般将来时和现在进行时的错题，背第
七、八单元的单词，做一张我发
的关于介词部分的题。
第5天
1.
2.
3.
4.
5.
6.检查纠错本，批改介词部分的题。跟学生打招呼后开始上课。 听写第
七、八单元的单词。评讲介词部分的练习题。 下课批改单词。 复习情态动词can/must/have to的用法，以及must和have to的区别。1.情态动词have to
的用法，意思是\"必须、不得不\"，它侧重于客观上的必要和外界的权威。（1）结构：主语＋have to＋动词原形＋其他
7.（一般现在时，主语是第三人称单数时，用has to；句子是过去时，用had to.）如： We
have to wear sneakers for gym cla.在体育课上，我们必须穿运动鞋。Tom has to practice the guitar every day.汤姆每天必须练习弹吉它。I had to get up at 5:00 am last Monday.上周一，我不得不早上5点起床。
8.（2）否定形式：主语＋don\'t have to＋动词原形＋其他
9.（一般现在时，主语是第三人称单数时，用doesn\'t have to.句子是过去时，用didn\'t have
to）
10.如：Nick doesn\'t have to wear a uniform.尼克不必穿制服。We didn\'t have to do our
homework at once.我们不必马上完成作业。
11.（3）疑问句：Do （Does或Did）＋主语＋have to ＋动词原形＋其他
12.如：Do you have to stay at home on weekends? 周末你必须呆在家里吗？Yes, I do./ No, I
don\'t.
13.是的，我必须。不，我不必。Did he have to go to bed by 11:00 last night? 昨晚，他不得
不11点前上床睡觉吗？
14.2.情态动词can的用法
15.（1）表示能力，\"会\"\"能\"（在第一册中已经学习这种用法）
16.Can you play the guitar? 你会弹吉它吗？Judy can speak a little Chinese.朱蒂会说一点中
文。I can dance and sing.我能唱歌又能跳舞。
17.（2）表示允许、许可，\"可以\"、\"能\"（在这一课中新学的词义）
18.Can the students run in the hallways? 学生们可以在走廊上跑吗？We can eat outside.我们
可以在外面吃东西。Can I come in? 我能进来吗？
19.注意 同样是情态动词，can 和have to 的用法是有区别的，和大部分情态动词一样，can
在否定句中，直接在can后加上not，在疑问句中，把can放到主语前面，并且没有人称和数的变化。
20.3.hear，listen和sound都有\"听\"的意思，但三者是有区别的。
21.（1）hear\"听说\"，侧重于\"听\"的内容
22.I\'m sorry to hear that you are ill.听说你生病了，我很难过。
23.I never heard such an interesting story.我从来没听过这么有趣的一个故事。
24.（2）listen\"听\"侧重于\"听\"这一动作。Listen to me carefully.认真听我说。
25.The children like to listen to music.孩子们喜欢听音乐。
26.（3）sound\"听起来\"，它是系动词，后面接形容词等。That sounds great.那听起来真不
错。
27.It sounds like fun.听起来挺有趣。
28.４.be in bed \"在床上、卧床\"in 和bed之间不能用冠词，bed也不用复数。
29.He is in bed for 10 years.他卧床10年了。Dave has to be in bed early every night.大卫每晚
必须很早睡觉。
30.５.arrive late for 与be late for 意思相近，\"迟到\"Don\'t arrive （be）late for school.上学
别迟到。I arrived （was）late for the meeting yesterday.我昨天开会迟到了。
31.６.No talking ! \"禁止交谈！\"no后面加上名词或动名词（doing）也表示不要做某事。与
don\'t +do的用法相似。No wet umbrellas! / Don\'t put wet umbrellas here! 禁止放湿雨伞！
32.No food! Don\'t eat food here! 禁止吃食物！No smoking! Don\'t smoke here! 禁止吸烟
33.家庭作业：对介词部分的错题进行纠错，背诵
九、十单元的单词，做一张我发的关于情
态动词部分的练习题。
第14篇：七年级下册英语教案7B_Unit_8_Is_there_a_post_office_near_here
Unit 8 Is there a post office near here?
Learning Objectives
一、Topics（话题）:
The neighborhood
二、Functions (功能) Ask for and give directions on the street
三、Structures (结构) 1.There be structure 2.Where questions 3.Prepositions of place
四、Target Language (目标语言) Is there a restaurant near your house? Yes, there is.It’s on Center Street.Where’s the supermarket? It’s next to the library.Where are the pay phones? They’re in front of the post office.
五、Vocabulary （词汇） post office, police station, hotel, restaurant, bank, hospital, town, street, road, next to, acro from, near, between, in front of, behind, turn, enjoy, spend turn left/right, go along, on your left, spend time, enjoy reading books
六、Skills (技能) Listening for key information Scanning in reading
七、Recycling （复习巩固） Where’s …? Imperatives
八、教材分析
教学内容 1) 词汇：post office, police station, hotel, restaurant, bank, supermarket, street, pay phone, avenue, clean, quiet, dirty, busy, left, right, next to, acro from, in front of, near, between 2) 语言结构：A.Where questions
B.Affirmative statements
C.Prepositions of place
D.There be structure
2、教材的地位及其作用
本单元的教学主要内容是：学习“问路指路”的常用表达方式 ，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。
本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。
二、学生分析
学生现有的能力与已掌握的知识：
学生在上学期已经学过词汇：big, small, old, new,
句型： Where is …? It’s in/on/under/ …
指路问路对地点特征描述都可以用到上述的词汇和句型。经过上半学期的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。
这几点设置了四个活动，利用多媒体素材，以任务型的教学模式来完成整个教学。其中图片的展示能给学生更立体的感受，更加明确空间位置关系。运用画图的辅助形式，激发学生的兴趣，能够达到更好的效果。
九、教学目标
语言知识
词汇：A.重点掌握表示建筑物种类的名词, 如post office, hotel, bank,
supermarket,
street,
pay phone, avenue,
B、掌握如下描绘性形容词及方位副词，如clean, quiet, dirty, busy,
right, along, C、方位介词, 如next to, acro from, in front of, near, between, behind D、短语，如 turn right, turn left, go down, go on, walk along, go
along 重点句型：Is there a bank near here?
Yes, there is a bank on Center Street.
Where’s the supermarket?
It’s next to the library.
Is there a pay phone in the neighborhood?
Yes, it’s on Bridge Street on the right.
2、语言技能
1） 能看着图片说话出建筑物的名称；
2） 能运用一般现在时询问街道上某一场所的位置； 3） 能够运用所学语言为他人指明 某一场所的路线； 4） 能够描述某一场所各建筑物之间的位置关系； 5） 能够利用地图向他人介绍自己所居住的社区；
3、学习策略
1） 利用老师所提供的图片做出简单的判断，学习相关方位介词以及描绘性形容词。
2） 通过与同学交流，学会使用问路指路，对地点特征做出简单描述的句型。
4、情感态度
1）通过各小组的对话练习培养学生的合作精神；
2）通过学习本单元，教会学生礼貌待人，建立和睦的邻里关系；
十、教学重难点：
left, down, 1.want的一般现在时的用法;
2.want的一般现在时的疑问句，及其肯定，否定回答;3.第三人称后动词的变化
十一、课时安排
第一课时：完成Section A 1a–2c
第二课时：完成Section A 2d–3c 第三课时：完成Section B 1a–1d 第四课时：完成Section B 2a–Self Check
The First Period (Section A, 1a–2c)
Teaching aims （教学目标）
1．掌握表示地点的词汇；
2．掌握where引导的特殊疑问句；
3．能够简单地描述地点方位；
4．能够画出简单的示意图。
Language points (语言点) 1.词汇： post office, restaurant, library, supermarket, bank, park, pay, street, center, near, bridge, acro, between, in front of, behind 2.句型： Is there a bank near here? Yes, it is./No, there isn’t. Where’s the bank? It’s on Center Street.Difficulties （教学难点）
1.Where 引导的特殊疑问句。 2.肯定陈述。
3.表示方向的介词。
Teaching steps （教学步骤）
1.Warm-up and revision（课堂热身和复习）
（1）Daily greetings to the Ss (2) Revision （复习）
【教学设计说明】本单元主要话题是问路，因此从复习地点名词入手，进而自然的过渡到本单元的话题，这样以旧带新能帮助学生扩展思维。 2.Presentation （呈现新知识） (1) Present the new words Show pictures of different places and help Ss to understand the new words.
Explain prepositions of place to Ss using the pictures of the mouse and the ball.【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。 3.Work on 1a （完成1a） (1) Match the words with the places in the picture.
(2) Talk about the picture with Ss using target languages.
【教学设计说明】通过1a的练习，使学生进一步学会运用新单词。和学生一起谈论图片，目的在于引导学生学会使用对地点提问的基本句型。 4.Work on 1b （完成1b）
Listen and circle the places in 1a you hear.【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。 5.Drill (练习)
Ask some Ss to repeat the conversation and change the words used. (第一轮应提问成绩较好的学生，第二轮提问成绩较差的学生) 【教学设计说明】此环节为机械操练，使不同层次学生初步掌握目标语言。机械操练是英语初始阶段教学必不可缺的部分，学生要先从模仿到初步掌握，最后才能熟练应用。机械操练时应注意着重提问成绩较差的学生，由于机械操练比较简单，因此是激发后进生兴趣，培养后进生自信的一个很好的途径。 6.Work on 1c （完成1c） （1）Have Ss get into pairs and practice the conversation with their partner.Then have them ask and answer questions about the other places in 1a..
(2) Have some pairs present their conversations to the cla.
【教学设计说明】此环节是让学生运用所学句型来进行操练，有利于巩固所学句型。
7.Work on 2a & 2b (完成2a和2b) (1) Match the sentences with the pictures.Write each number in the box.(2) Listen and fill in the blanks with the words in the box.【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生填表格，是检查学生能否听懂并拼写所学单词。 8.Work on 2c （完成2c）
Have Ss get into groups and ask and answer questions about the places in 1a on page 43.Where is the hospital? It’s next to the police station.【教学设计说明】此环节既能充分练习学生的目标语言，使学生学以致用，同时也能极大的调动学生们的课堂参与率，并且能为有绘画特长的孩子提供一个展示的空间。
10.Homework （课后作业） Oral: 1.朗读并熟记单词和句子。
2.Draw a map and then make a conversation. Written: 抄写单词和句子。
The Second Period (Section A, 2d–3c)
Teaching aims （教学目标）
1.能在日常情境中为他人指路。 2.能用所学内容解决实际问题。 3.句型 Where is the …
Language points (语言点) 1.词汇：acro, front, behind, town, around, north 2.句型：Excuse me.Is there a hotel in the neighborhood? Yes, there is.Just go along and turn left.It’s next to the supermarket.Difficulties （教学难点）
1.问路方法。 2.指路方法。
Teaching steps （教学步骤）
1.Warm-up and revision (课堂热身和复习) （1） Check Ss’ homework. （2） Talk about some pictures.【教学设计说明】通过描述图片，达到复习与巩固的作用。同时增进同学之间的相互了解。
2.Presentation （呈现新知识）
Have Ss look at the maps and help them to understand the target language.【教学设计说明】通过展示图片的用法，既直观又有亲切感，为下一步理解对话扫清了障碍。 3.Work on 2d （1）
Role-play the conversation in 2d.(2) Have Ss get into pairs and make conversations based on the example in 2d. (3) Read the conversation and answer the following questions.Q1.Where is the bank? Q2.Can Linda help Tony?
【教学设计说明】学生通过回答问题能理解对话的内容，通过角色扮演能在情境中学会运用，通过自编对话能更好的让学生学以致用。 4.Grammar Focus (1) Read through the sentences.(2) Ask Ss to focus on the questions and answers.【教学设计说明】本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一 一呈现。通过句子的罗列，使学生关注人称的变化。因此不应小视，但由于是总结性内容，故要求学生朗读。可在课后将本部分列入听写内容。 （完成2d） 5.Work on 3a （完成3a）
(1)Look at the map and answer the questions. (2) Check Ss’ answers.【教学设计说明】在进一步练习本单元核心内容。 6.Work on 3b （完成3b）
(1) Look at the map in 3a and write three sentences. (2) Have Ss check their answers in groups and then report their answers to the cla.【教学设计说明】巩固3a内容。 7.Homework （课后作业） 1.Dictate the new words, then write them out.
2.Recite 2d, then write the conversation from memory once. 3.Draw a map and then make up a conversation.
The Third Period (Section B, 1a–1d)
Teaching aims （教学目标）
1.学会交通标志。2.能熟练指路。 3.学会怎样表达位置。
4.理解听力材料。
Language points (语言点) 1.词汇：along, turn, right, left, croing, neighborhood, 2.句型：Is there a …
Yes, there is.Just go …
Difficulties （教学难点）
准确表达位置。
Teaching steps （教学步骤）
1.Warm-up and revision（课堂热身和复习）
Go through the pictures and explain the signs to the Ss.【教学设计说明】1.复习了走路方法。2.呈现本节重点。3。充分达到热身目的，提高了参与率。
2.Presentation （呈现新知识） （1）Show pictures and talk about them.2.Work on 1a.Match the words with the signs.3.Check Ss’ answers.【教学设计说明】通过对每幅图片的描述，引导学生由使用旧知识过渡到自主使用新知识,达到了自然呈现的目的。 3.Pairwork
Have Ss make conversation based on the pictures in 1a.Get some pairs to present their conversation to the cla.【教学设计说明】 通过对话练习使学生进一步掌握问路指路的单词，以及表述方法，并能够更直观的理解并记忆新单词。 4.Work on 1b
（完成1b）
Listen and write the correct place for each letter in the picture.【教学设计说明】培养学生的观察力，通过简单的造句提高课堂参与率。 5.Listening practice (听力练习) （1）Work on 1c.Listen again.Fill in the blanks.
(2) Work on 1d.Imagine you and your partner are the two people in the picture in 1b.Ask and answer questions about the places.(3) Role-play.Ask some pairs to perform their conversation to the cla.【教学设计说明】本部分听力练习旨在锻炼学生提取细节信息的能力。角色扮演的设置主要是将孩子带入情境。 6.Homework 1.Translate the sentences into English.
1) 邮局在哪里？在超市旁边。
2) 这附近有图书馆吗？有, 在第五大街上。
3) 银行在哪里？在旅馆和电子游戏中心。
4) 附近有公园吗？有, 在学校对面。
5) 电话亭在哪里？在邮局旁边。 2. Write how you get to school from your home.
The Fourth Period (Section B, 2a–Self Check)
Teaching aims （教学目标）
1.能用所学知识区描述周边环境。2.能理解文章大意。 3.能够汲取有用知识点。
4.能用所学知识写出精美文章。
Language points (语言点) 1.词汇：spend, climb, road, often, air, sunshine, free, enjoy, easily, money 2.句型：There be …
I live …
Walk out/ along the street …
Difficulties （教学难点）
1.理解较长文章及文章中的知识点。 2.用所学知识写出完整的文章。
Teaching steps （教学步骤）
1.Warm-up and revision（课堂热身和复习）
Check Ss’ homework.Ask some Ss to talk about their neighborhood.【教学设计说明】通过对生活实际的描述，激发学生学习兴趣。复习描述问路的词汇。为完成2a做好铺垫。 2.Work on 2a Check the places near your home.Tell your partner where they are.
【教学设计说明】通过更多单词的学习帮助学生减少困难，并能帮助学生形成知识网络。
2.Presentation （呈现新知识）
(1) Work on 2b.Read the paages.Match each paage with a map.
Then read the paages carefully and answer the questions.
Q1.How does Anna get to the zoo? Q2.Where is the park? Q3.Where is the post office? Q4.Where is the library? (2) Work on 2c.Read again and answer the questions.1.What does Anna like doing in the zoo? 2.Does Anna think monkeys are like people? Why? 3.What does John like to do at the park? 4.John thinks the best things do not need money.Do you think so? 5.How does Lisa get to the library from her home? 【教学设计说明】阅读文章应先略读在细读。因此第一个问题的设置要求学生略读找到关键词语进行推测。接下来的4个问题能够帮助学生对文章有整体理解。2c的设计能够帮助学生更好的理解文章，读懂细节。 3.Work on 3a Look at the map of Cindy’s neighborhood and fill in the blanks.【教学设计说明】本部分旨在帮助学生学会用正确的语言进行写作，并帮助学生积累语言。为完成本单元的写作部分进行铺垫。 4.Work on 3b & Self Check.Have Ss write a composition about their neighborhood, using the questions below to guide them.My neighborhood
1.Where do you live? 2.What is your favorite place in your neighborhood? Why? 3.How do you get there from your home? Help Ss to finish the compositions.
【教学设计说明】由于在前面课时已经对家庭附件进行描述，因此本环节将3b与Self check进行整合，合并为一篇描写好朋友的文章。在写作之前帮助学生建造文章结构，并积累语言。 4.Homework Recite the text in Section B, 3a.Finish your composition.Complete Self Check.
第15篇：小学四年级下册英语教案
教学目标：
1．知识目标：
(1)能够听、说、认读单词 sheephencowhorsegoatlamb 。
(2)了解单词 sheephencowhorsegoatlamb的复数形式。
2．能力目标：
把所学新单词灵活运用到句型 Whatarethey?
Theyare…。
3．情感目标：
掌握本节课新单词的单复数并能进行语言交际，激发学生说英语的兴趣。
教学重点：
学习并掌握单词：sheephencowhorsegoatlamb 教学难点：
1.引导学生牢固掌握单词sheephencowhorsegoatlamb的复数形式。
2.运用句型 Whatarethey?Theyare…
教学准备：
图片、课件、单词卡、
教学过程：
一、导入
1．教师提问：Doyouloveanimals?
出示狗的图片问； Do you love it ?引出chant部分,What is it? It is a dog.
What is it? It is a cat.
What is it? It is a monkey.
What is it? It is a rabbit.
二、新授
1．再根据chant,引出与本课的课题，出示课题：Unit 6AtaFarm
2．Learnnewwords
(1) sheephencowhorsegoatlamb
(出示课件，学读单词和其复数，齐读单词， readafterme…)
5．认图巩固单词，教师领读。
6．Readbyyourselfnewwords.
三、巩固复习
1．小游戏：猜单词
2．大.小声
3．教师指图片学生说单词。
4．引出句型What are they? They are…
5．应用Whatarethey?Theyare…句型
6．分组读句子
7．学唱句子歌曲
8．用句子猜动物
9.Let’s chant
四、布置作业：
利用所学的动物编写与老师编写的chant相似的chant.
六、板书设计：
Unit 6AtaFarm What are they? They are…sheep图片sheep图片 hens图片hen图片 cows图片cow图片 horses图片horse图片 goats图片goat图片 lambs图片lamb图片
第16篇：七年级下册英语教案7B_Unit_3_How_do_you_get_to_school
Unit 3 How do you get to school?
四、Target Language (目标语言) How do you get to school? I ride my bike.How long does it take to get to school? It takes about 20 minutes.How far is it from your home to school? It’s about two kilometers.
五、Vocabulary （词汇） train, bus, subway, bike, car, boat, river, year, minute, kilometer, sixty, seventy, eighty, ninety, hundred, ride, drive, live, leave, cro
take the train/bus, go by bike/subway, ride a bike, drive a car, think of, between … and …, leave home/school, come true
The First Period (Section A, 1a–2c)
Teaching aims （教学目标）
1.学习表示交通工具的单词。 2.学会使用动词短语表示交通方式。
3.能够熟练掌握How do you get to school？的句型。 4.学习使用how far询问距离，how long 询问时间。
Language points (语言点) 1.词汇：1)名词n.train, bus, subway, ride, minute, kilometer 2) 动词v.ride
3) 数词num.sixty, seventy, eighty, ninety, hundred
4) 形容词和副词adj.& adv.far
5) 词组
take the subway, ride a bike 2.句型：How do you get to school? I …
How long does it take …? It takes …
How far is it from … to …? It’s about …
Difficulties （教学难点）
1.交通工具的表达法。
2.How，how far， how long 句型的使用及区别。
Teaching steps （教学步骤）
1.Warm-up and revision（课堂热身和复习）
（1）Greet the cla.(Talk about the weather.Use the present and past tense.)
T: How’s the weather today?
S: It is …
T：How was the weather yesterday?
S: It was … (2) Play a gueing game.
T: Look at the sentences and pictures and gue the kinds of transportation.【教学设计说明】通过多媒体屏幕向学生展示所学单词,图文并茂，非常直观地向学生展示了新单词.简单的单词游戏既调动了学生的学习积极性又强化了单词记忆。
2.Presentation （呈现新知识）
(1) Present the new words: take a train, take the bus, take the subway, ride a bike, walk Show some pictures of the new words on the screen.Ask Ss to try to read these words.
T: Let’s play a word game.(Ask Ss to look through the new words quickly, and check how many they can remember.Give Ss some pictures of the new words and some word cards.Then show the new words or the pictures of the new words on the screen.For example, when you show the word “train” on the screen, the student who has the picture of a train should stand up quickly and say “I’m here!”) 【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一，学生通过图片，能更价值观的理解新单词的含义。此环节重点在新单词及词组的意思和发音上，所以要尽量让更多的学生张口说，必要的机械操练是必不可少的。 3.Drill (练习)
Show the pictures as quickly as poible.Let Ss say the new words.Then use the new words to make conversations.
T: Let’s play a game.Please say the new words as quickly as you can.Then make a conversation like this:
A: How do you get to school?
B: I take a bus to school.【教学设计说明】此环节为机械操练，使不同层次学生初步掌握目标语言。机械操练是英语初始阶段教学必不可缺的部分，学生要先从模仿到初步掌握，最后才能熟练应用。机械操练时应注意着重提问成绩较差的学生，由于机械操练比较简单，因此是激发后进生兴趣，培养后进生自信的一个很好的途径。 4.Work on 1a （完成1a） (1) Match the words with the pictures.
(2) Talk about the picture with Ss using the target language.
T: How does “a” get to school? 【教学设计说明】通过1a的练习，使学生进一步学会运用新单词。和学生一起谈论图片，目的在于引导学生学会使用交通工具的表达法。 5.Work on 1b （完成1b） （1）Listen and write the numbers next to the correct Ss in the picture.(2) Look at the picture in 1a.How do the Ss get to school?
Make conversations with your partner. A: How does Mary get to school? B: She takes the subway.【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。 6.Work on 2a–2c (完成2a, 2b和2c) （1）T: Please turn to page 14.Look at the numbers in 2a.Read them aloud.（2）T: Now let’s listen carefully and complete the chart. （3）T: Can you get the answers? Listen again and check your answers. （4）T: How does Tom get to school?
How long?
How far? 【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生补全句子，是检查学生能否听懂并拼写所学单词。 7 Work on 2d （完成2d）
（1）Student A is Jane and Student B is Tom.Use the information in 2b to
make conversations.A: How do you get to school?
B: I … A: How long does it take …?
B: It takes … A: How far is it from … to …?
B: It’s about … （2）How long does it take?
How long does it take you to get from your home to school? How far is it? How far is it from your home to school? 【教学设计说明】此环节既能充分练习学生的目标语言，使学生学以致用，同时也能极大的调动学生们的课堂参与率，并且能为有绘画特长的孩子提供一个展示的空间。
8.Homework （课后作业）
Oral: 朗读并熟记第13页的单词和句子。
Written: 写小段文章介绍自己如何上学，多远，多长时间。
The Second Period (Section A, 2e–3c)
Teaching aims （教学目标）
1.能使用目标语言谈论自己如何上学。 2.能用所学内容解决实际问题。
3.熟练掌握how，how far和how long引导的特殊疑问句，并会正确回答。
Language points (语言点) 1.词汇：1) 名词n.car 2) 动词v.drive，live
3) 形容词 adj.every
4) 短语 every day, by bike 2.句型：How do you get to school?
I ride my bike.
How long does it take to get to school?
It takes about 15 minutes.
How far is it from home to school?
It’s only about two kilometers.Difficulties （教学难点）
1.巩固how，how far和how long的用法。 2.真实环境下的交际功能。
Teaching steps （教学步骤）
1.Warm-up and revision (课堂热身和复习)
T: Get into pairs and review the target language we learned in the first period.A: How do you get to school?
B: I …
A: How long does it take? B: It takes … A: How far is it? B: It’s about …
C: How does … get to school? D: He/She …
C: How long does it take? D: It takes … C: How far is it? D: It’s about …
【教学设计说明】本环节主要为复习内容，更好的巩固目标语言。因此此环节设计了第一人称与第三人称的对话，由于是复习因此应多提问中等或中下等学生。 2.Work on 2e （完成2e）
（1） Talk about the picture.Help Ss gue the main idea of the conversation.T: Where are they? What are they talking about? （2）Read the conversation and answer the following questions.Q1.Who has a new bike?
Jane.Q2.How does Lisa get to school? She usually takes the bus.Q3.How far is it from Lisa’s home to school?
About 10 kilometers.Q4.How long does it take Jane to go to school? About 15 minutes by bike. (3) Role-play the conversation in 2e.【教学设计说明】学生通过回答问题能理解对话的内容，通过角色扮演能在情境中学会运用，通过自编对话能更好的让学生学以致用。 3.Grammar Focus (1) Read through the sentences.(2) Ask Ss to focus on the usage of how, how far and how long.【教学设计说明】本部分为本单元的内容核心，不仅概括了本单元的重点，还将基本句型一 一呈现。通过句子的罗列，使学生关注人称的变化。因此不应小视，但由于是总结性内容，故要求学生朗读。可在课后将本部分列入听写内容。 4.Work on 3a （完成3a）
(1) Match the questions with the answers. (2) Check the answers.Then practice them.(3) Summarize the difference between how, how far and how long.
【教学设计说明】本环节旨在向学生强调how, how far and how long引导的特殊疑问句的答语。
5.Work on 3b （完成3b） (1) T: Use these words to make questions.Get into pairs and ask and answer the questions.
(2) Have Ss check their answers in groups and then present their answers to the cla.【教学设计说明】本环节旨在帮助学生掌握句子的结构，了解句法。 6.Work on 3c
（完成3c）
(1) T: Get into groups and ask your clamates questions and write their names in the chart.The first student to fill in all the blanks wins.
(2) T: Make a report about your findings and present them to the cla.【教学设计说明】 小组活动中将所学知识学以致用，是对Section A内容的总结及复习。
7.Homework （课后作业）
（1）Copy the sentences in Grammar Focus.（2）Recite the conversation in 2e.
The Third Period (Section B, 1a–1e)
Teaching aims （教学目标）
1.学习stop 和station。
2.学会表达同时使用多种交通工具去某个地方。3.能熟练使用how，how far 和how long 进行操练。
4.理解听力材料。
Language points (语言点)
1.词汇：1) 名词n.stop 2) 短语. think of 2.句型：I ride my bike to the subway station.Then I take the subway.
Mary wants to know how far he lives from his grandparents’ home.Difficulties （教学难点）
1.乘坐多种交通工具到达某个地点的表达方法。
Teaching steps （教学步骤）
1.Warm-up and revision（课堂热身和复习）
（1） Make conversations with your partner.
How …/How long …/How far … (2) Read the sentences in Grammar Focus aloud.
How do you get to school? How does she get to school?
I ride my bike.
She usually takes the bus.
It takes about 15 minutes.How long does it take to get to school? How far is it from your home to school? It’s only about two kilometers.Does Jane walk to school? No, she doesn’t.She goes by bike.Do they take the bus to school?
No, they don’t.They walk.
【教学设计说明】通过对话的形式进行热身，可以很好的复习Section A所学重点句型； 通过听写句子了解学生掌握句子的情况。 2.Presentation （呈现新知识）
（1）Show two pictures and talk about them.
T: What’s this?
S1: Bus stop T: What’s this? S2: Bus station T: A stop refers to the place where a bus, train, etc.stops so that people can get on and off. A station is a building from which buses or trains etc.begin and end their journeys.(2) Work on 1a.Draw lines to match the words with the pictures.【教学设计说明】通过对每幅图片的描述，帮助学生区分stop和station。 3.Work on 1b
（完成1b）
（1）Tell your partner how you get to school.Imagine you use two types of transportation.（2）Show some pictures and practice the conversation.A: How do you get to school? B: Well, I ride my bike to the subway station.Then I take the subway.【教学设计说明】本环节为新内容，是本课时的重点，因此在本环节的操练程度应加大。让尽量多的学生参与到课堂活动中来。 4.Work on 1c Listen and check the things that Mary wants to know.Mary wants to know … ____ where Bob lives.____ how far he lives from his grandparents’ home.____ how he gets to his grandparents’ home.
____ how long it takes to get to his grandparents’ home.____ what he thinks of the trip.【教学设计说明】 通过听力帮助学生培养听细节的能力。 5.Listening (听力练习) （1）Work on 1d.Listen again.How does Bob get to his grandparents’ home?
(2) Check the answers. (3) Work on 1e.Talk about how Bob gets to his grandparents’ home.【教学设计说明】本环节将听说很好的融合在一起，既锻炼了听力又积累了词汇和句型。 7.Homework Do a survey.How do your clamates get to school?
The Fourth Period (Section B, 2a–Self Check)
Teaching aims （教学目标）
1.能用所学知识阅读文章。2.能理解文章内容，回答问题。 3.能够理解文章细节内容。
4.能够运用所学内容介绍自己的上学路线。
Language points (语言点) 1.词汇：1) 名词n.river, village, bridge, boat, ropeway, year, villager, dream 2) 形容词 adj.afraid， true， many
3) 动词 v.cro，leave
4）短语
between … and …, come true
2.句型：It’s not easy to cro the river on a ropeway.
There is no bridge. You want to know how …
Difficulties （教学难点）
1.理解文章内容，正确回答问题。 2.用所学知识写出完整的文章。
Teaching steps （教学步骤）
1.Warm-up and revision（课堂热身和复习） （1）Check Ss’ homework.
T: How do your clamates get to school?
S: I asked Xiao Hua.She usually walks to the bus station, and then she takes the bus to school.
Xiao Hua: I asked Jim.He always gets to school in his father’s car.
Jim: I asked Lucy.She sometimes takes the subway to school.But she never takes the taxi.
(2) T: For many Ss, it’s easy to go to school.But it can be very difficult for Ss in a small village in China.
【教学设计说明】建议本环节让尽可能多的学生进行操练。本环节操练的方式是锁链式操练，小华采访了Jim, Jim 采访了Lucy。本环节一方面帮助学生复习目标语言，一方面为下个环节的阅读文章做了铺垫，自然导入。 2.Work on 2a Look at the picture, talk about it and gue what the paage is about.Where are they? What are they doing? Where are they going? 【教学设计说明】培养学生的阅读策略，即根据文章和标题猜测文章大意。 2.Presentation （呈现新知识）
(1) Work on 2b.Read the paage and answer the questions.
1.How do the students in the village go to school? 2.Why do they go to school like this? 3.Does the boy like his school? Why? 4.What is the villagers’ dream? Do you think their dream can come true? Why or why not? （2） Work on 2c.Read the paage again.Complete the sentences with words from
the paage.1.For the students in the village, it is ________ to get to school.2.They have to cro a very ______ river between their school and the village.3.They cannot go by boat because the river runs too ______ .4.It is not easy to cro the river on a ropeway, but the boy is not ______ .5.The students and villagers want to have a bridge.Can their dream come ______? (3) Explain the key words and key sentences.【教学设计说明】本单元阅读旨在训练学生学会了解文章大意, 能够自己组织语言回答问题，并能够读懂文章细节内容。2b中最后一个问题具有开放性，因此可以根据学生情况将话题适当延伸。 3.Work on 3a Read the e-mail from your pen pal Tom in the US.Fill in the blanks with the words in the box.Ask some Ss to read the paage and fill in each blank.Pay attention to some sentences and phrases.They will help Ss in writing.【教学设计说明】本部分旨在帮助学生学会用正确的语言进行写作，并帮助学生积累语言。为完成本单元的写作部分进行铺垫。 4.Work on 3b & Self Check.Write an e-mail to Tom and tell him how you get to school.These questions may help you.1.When do you leave home? 2.How do you get to school? 3.How far is it from your home to school? 4.How long does it take you to get to school? 5.Do you like your trip to school? 【教学设计说明】如果时间允许应在课堂上帮助学生回答这五个问题，并帮助学生合理安排文章布局。 4.Homework （1) Recite the text in Section B, 3a.（2）Finish Self Check.
第17篇：新目标七年级下册英语教案
新目标七年级下册英语教案：Unit 3 Why do you like koalas?
一、教学内容分析
本单元是Go for it七年级上册中第八单元“When is your birthday?”。单元的核心话题是谈论日期，课文始终围绕这一主题展开，我们要学习序数词的构成以及运用序数词表示日期的方法；学会运用 when 引导的特殊疑问句询问日期；学习名词所有格 ( „s 所有格 ) 的构成和使用。语言知识和语言技能部分主要是围绕核心话题时设计安排了许 多听、说、读、写的任务活动，来不断丰富巩固这一话题的词汇及习惯短语。我将灵活运用这些活动，并将其中的一些活动进行变化或整合。
二、教学目标分析
本单元总体目标 :
通过本单元的学习让学生掌握所学目标语言；学会日期 ( 年、月、日 ) 的表达法；在互动的交流中理解生日更多的含义并学会谈论自己、同学以及父母家人的生日：学会自己安排作息时间。
根据《英语课程标准》关于总目标的具体描述，结合本单元的教材内容，我按认知目标、能力目标、德育目标三方面将本单元的教学目标细化：
1、认知目标
1.语音: 在日常生活中做到语音、语调基本正确、自然、流畅。
2.词汇: 掌握 1----12 月份的表达, 序数词 1----31的表达, speech contest, party, school trip, School Day,
are festival, music,etc.3.日常交际用语: - When is your birthday?
- My birthday is…
- How old are you?
- I‟m …
4.话题: Talk about date.
2、能力目标
在连惯的听说读写活动中，训练学生的逻辑思维，快速反应能力和实践能力 , 使学生能熟练运用新句型来谈论年龄和日期。
3、德育目标 热爱生命，孝敬父母的思想教育。
三、学生学情分析
本单元的主题是询问和谈论日期，围绕这一主题进行一系列的交际活动，使学生掌握日期的表达法，正确使用when引导的特殊疑问句对日期进行询问。在学习日期的表达法时要先学习序数词的构成，学生在以前的课程里已经学习了基数词，对于两种数词之间的区别一定会令学生感到头痛，教师要引导学生运用对比的方法，找出构成规律，总结特殊变化，对比强化记忆。
引导学生采用Role-playing & Comparing的学习策略，学习一些新的词汇，掌握一些重点句型，在师-生，生-生，小组的练习过程中，学会表达日期。同时，教师应从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，体现以学生为主体的教学活动，让学生在完成各项任务的过程中自主学习语言，提高综合运用语言能力。在这一课中，我们可以根据情况设计一些实际操作演示的活动， 教唱生日歌，月份歌，让学生自己带日历，问同学生日，提高学生的参与兴趣。
四、教学策略
《新目标英语》中的具体语言目标是通过各种各样的Tasks来实现的；整个教学过程中，各种语言结构、语言功能与不同的学习任务有机的结合。教学的实质是交际，为此我选用了以下教学法：
1、提问引入法通过提问，集体，分组，分行回答 , 或学生逐个回答的形式开展教学，检查和巩固新旧知识。
2、交际功能法通过集体，分组，两人，个人操练等形式，达到交际的目的。教学模式和教师特色
针对本课的内容，我采用了五步教学法：第一步：热身 -- 激活旧知识，创设轻松活跃的课堂气氛。第二步：呈现 -- 呈现新内容，感知旧内容；第三步：操练 -- 用多种方式操练新知识；第四步：巩固 -- 通过游戏，听力练习和笔头练习相结合的方式，巩固新知识。第五步：应用 -- 布置任务性活动，让学生在用中学，在乐中学，学了就用。同时坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。所以本课时以任务型教学为主，融合直
观教学法，情景教学法和交际教学法，培养学生口语交际能力，培养学生观察能力、英语思维能力和动手能力。
五、教学重难点
根据对教材和学生的学情分析，本课时确定的重难点如下：
重点：When引导的特殊疑问句的构成和使用。
难点：学习序数词的构成和日期的表达法。
五、课时安排：
四个课时.六、教学过程设计 The First Period Teaching aims:
1.Learn new words: animals—tiger, koala bear, elephant, dolphin, panda, lion, penguin, giraffe description words—cute, fun, smart.2.Listen and check(√) the animals.3.Practice the conversation: describe animals Teaching methods: listen and say, read and write Teaching procedures: Step 1 Presentation (1a) 1.We are going to learn the names of some more animals.
2.Show the animals on the map of the zoo → point to the animals and say the names →let students read the words → match the words with the animals in the picture → practice the words (read and write) Step 2 Listening practice (1b)
1.Point to the animals in 1a and ask students to say the names→ play the recording of the conversation twice → check(√) the names of animals Step 3 Pair work (1c) Practice the conversations using the description words.
A: Let‟s see the lions.B: Why do you want to see the lions?
A: Because they‟re cute.Step 4 Consolidation Free talk Ask students to present their conversations to the cla.Step 5 Summary Words and conversations Step 6 Homework Remember the words and conversations.
教后一得： 在课堂上，教师是参与者，帮助者，学生是活动的主体，学生的任务是开放的。学生以小组为单位进行活动，在较真实的语境中锻炼口头、笔头能力。有利于培养学生的合作精神，促进学科之间的渗透和交融。 The Second Period Teaching aims: 1.Listening practice: Write the names of the animals.
2.Oral practice: Ask and answer questions about animals.Grammar focus: Teaching difficulty: difference between the words very and kind of.Teaching methods: listen and say Teaching procedures: Step 1 Revision Can you say the names of the animals? Ask some students to say and two students to write on the blackboard.Step 2 Free talk Make a conversation in pairs, talking about animals.Step 3 Presentation (2a)
1.Do you want to go to the zoo? Julia and Henry are talking about the animals in the zoo.2.Let‟s listen together.
3.Play the recording twice →students write in the names of the animals →draw a line between animals and adjectives Step 4 Listening practice (2b)
Hear the recording again →complete the conversations with the words given →tell the words: very & kind of ( They always come just before the adjectives in the sentences.Look at the cartoons under 2b.We can make sure.Another example: if we are familiar with percentages, we might use the following scale to help explain their meaning: 0% 50% 95% not kind of very) Step 5 Pair work(2c) 1.Practice the target language.2.Ask and answer questions with the given words.Step 6 Consolidation Ask some pairs to act out the conversations.Step 7 Summary Grammar Focus Step 8 homework: Practice the target languages.
教后一得： 现在的英语课堂是开放式的，本着启发学生思维，培养学生的观察力，想象力，创新能力和合作精神的原则，我们设置了一些活动，能够调动学生课外英语学习的积极性，锻炼学生独立或以合作形式收集资料、处理信息的能力。为学生提供实际运用英语的机会。
第18篇：外研社五年级下册英语教案
Module 1 Unit 1 We lived in a small house.【教学目标】
（一）知识目标：
1.New words: life ,different, ago, any, television, grandchildren, us, grandmother, lady 2.New sentences：There were/weren’t?.We lived?many years ago.There are?.We live?now.
（二）能力目标：
1.能根据情境正确使用There be??,We lived?many years ago.We live?now.句型谈论生活、学习中的事物
2.培养学生听、说、读、写的能力。
（三）情感目标：使学生体验学习，参与，合作，竞争的乐趣。
比较过去和现在的生活，体会我们现在生活的幸福，激发学生爱国，爱亲人的情怀，并培养学生热爱生活，积极向上的思想 【教学重点】
新单词和新句型的教学与运用。
【教学难点】如何让学生在课堂上学会“There be?,We lived?many years ago.We live?now .”句型，并能在生活中灵活运用该句型。 【学情分析】
五年级的学生，有了一定的语言积累，此课教学内容形象生动，运用句型对过去和现在的生活变化进行对比，学生学习积极性高。There be在第五册第五模块重点学习过，学生有较强的理解力和表达力，为Therebe的过去否定式的学习打下基础。个别单词television过于难记忆，学困生更加费劲，需要教师多激发他们的学习积极性 【教师准备】录音机、教学挂图、单词卡、两幅对比强烈的图画 学生准备：搜集老照片。 【教学程序】
一． Warming up（热身复习） 1.Greeting
1 2.Talking about: holiday and changing of you.二． Leading in(课文导入) T: In the winter holiday, you had a lot of changes.Now you are older and cleverer .I am very glad to see your changes.And write „changing‟ on the blackboard.Tell students „Everything is changing.No change, no progrees.三． New teaching（课文教学）
1.Show some old photos and say: Look, life was very different many years ago .But how was it different? Today, we will learn how to compare past and present life.2.3.a.b.c.d.4.5.Listen to the tape and underline the new words.Teach the new words.Show some new word cards.Correct pronunciation.Practise new words in different kinds of method.Explain important phrases.Listen to the tape-recorder and read follow it .Act out text.四． Practise（练习） 1.Pay attention to SB unit1 part2 and copy them to make sentences.2.完成运用任务1：Show some pictures.Make some students find different in them and describe in English. 3.4.完成运用任务2 describe past and present life 完成运用任务3 五． Summary and homework.(总结与家庭作业) 1.Summary（总结）
T: Today we have learnt “How to describe past and present life, review simple past tense and present tense.” 2.a.b.Today’s homework（家庭作业）
Listen and read Unit1 three times, try to recite and act.Compare two photos and write differences.
2 板书设计: Module 1 Changing Unit 1 We lived in a small house.weren‟t lived small are 练习：
单项选择（10分）
1（ ）There weren’t ___buses ..A.some B.any C.one 2 ( ) We lived ___ a small house.A at B in Con 3 ( )Yesterday I watched TV ____my grandchildren.A and B with C to 4 ( ) Thank you for____ me.A help B helping C helped 5 ( ) She ____ TV every day.A watching B watched C watches.6 ( ) It‟s a programme ___ monkeys.A about B for C in 7 ( ) She ____ have a bike last year.A doesn‟t B didn‟t C don‟t 8 ( ) My mother worked ____the fields.A in B on C at 9 ( ) ---___do you go to school every day? --- I go to school by bus. A How B What C When 10( ) There ___ three books on the desk one hour ago. A was B were C are 教学反思：
3 live big Unit 2 She didn‟t have a television.
（一）教学目标： 知识目标：
(1)新单词fire, radio telephone, field, hope (2)音标教学，字母组合ai/ay, al/au, ar 的发音规则。
（3）目标句She didn’t have a television.She worked in the fields.技能目标：模仿课文语音语调，并能运用到生活当中与同伴进行准确的交流；使学生能在真实语言环境中用英语进行交流，从而，学会表达过去的事情。
情感目标：使学生乐于张口说英语，培养学生学习英语的积极性，树立学习英语的自信心和成就感。培养学生的合作意识和竞争意识，鼓励学生大胆展示才能，体验成就感。通过今昔对比，教育学生珍惜现在没好的幸福生活，努力学习.教学程序：
一．Warming up.（热身复习） 1.2.3.Greetings.Act out last text.Free talk: Compare „Old China and New China.‟
二．Lead in（课文导入）
Yesterday, Lingling saw the programme about China, she mied her grandmother very much.So she writes a letter for Daming, tells about that programme and her feeling.三．New teaching.1.a.b.c.2.3.a.（课文教学）
Show some questions.What programme did Lingling watch last night? What was the old lady‟s life like many years ago? Who does Lingling mi? Listen to the tape-recorder and find answers.Learn new words.Show some object and cards.
4 b.c.4.Correct pronunciation.Practise new words in different kinds of method.Listen to the tape-recorder and act out it.四．Practise（练习） 1.Play a game.Put nine cards on the desk.Two students use cards to make dialogue.For example: A: Where was he/she seven days ago? B: He/She was …
A: What did he/she do there? B: He/She …
2、完成运用任务1：SB第二单元活动2
3、完成运用任务2:SB第二单元活动5
4、完成运用任务3：通过画画，给同学说说自己家乡的变化或者给笔友写一封信说说自己家乡的变化。
5、学说字母组合的发音。首先，听音学说，找出共同发音.再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。
五．Homework（家庭作业）
Introduce the great changes of our hometown/school/home.板书设计：
Unit 2 She didn‟t have a television.She didn‟t have a television.She worked in the fields.练习：句型转换
5 1 She was a teacher.（变一般疑问句） ________ _________ a teacher? 2 They will fly kites.（变否定句） They________ fly kites.3 They should cook vegetables.（变否定句） They ________ cook vegetables 4 He visited the British Museum yesterday.（变为一般将来时态） ________________________________________________________ 5 There were many buses.（变为一般现在时态）
教学反思：
Module 2 Unit 1 She learnt English.
一、教学目标：
1、知识目标： 1）目标语句：
Did your grandma learn English? Yes,she did.He is learning English now.2）单词：learnt these dancer
2、能力目标：
能用英语来询问过去所发生的事情以及他人过去和
6 现在的状态。
3、情感目标：
激发学生的学习热情，进行文明礼仪教育，感染学 生，对其进行中华美德孝 顺的教育。
二、教学重难点：
能听懂Did your grandma learn English? 这类语句，并能口头运用He is learning English now.说明自己想要表达的过去和现在的状态。用英语描述过去和现在的变化。
三、教学用具：
Tape recorder, CAI, some cards
四、教学方法：真实任务教学法、情景教学法、小组合作教学法
五、教学程序
一、Warming—up（热身复习） Greeting: T: Hello, Good morning, cla.S: Good morning, teacher.T: How are you today? S: We are well.T: What day is today? S: Thursday.T: Are you ready for your English cla? S: Yes.We are ready.Game: Review the past tense of some verbs.
二、New teaching （课文教学） 1.Use some pictures to learn important sentences.Did you/he /she …..? Yes, I/she/he did.No, didn‟t.He is doing …….2.Learn new words and phrases.Teacher plays the tape and have Ss underline the new words and phrases.Teacher guides to learn by all kinds of methods.3.4.Listen and repeat Act out the test.(Give Ss some minutes to practise.)
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三、Practice and consolidate.（练习与巩固） 1.2.Show two pictures and have Ss describe (use the important sentences) Do activity 3.Have Ss look it , give some minutes to practise in pairs ,then act it out.
四、Task—fulfilling（任务完成）
1、完成运用任务1：说说爷爷奶奶退休前的工作及语言学习情况；
2、完成运用任务2：谈论昨天一家人的活动；
五、Sum the leon and homework Try to describe the other persons to your parents.板书设计：
Unit 1 She learnt English.She learnt English.Did she learn any foreign languages？ Yes,she did./No,she didn‟t.He is learning English now.练习： 按要求写单词.live(过去式)______________ city(复数)____________ be(过去式)____________ do(过去式)_____________ talk(现在分词)___________ dance(名词)___________ learn(过去式)___________ come(现在分词)_______________ 英汉互译
在田地里______________ be tired___________________ 努力学习______________ teach Chinese______________ 读书_________________ by school bus______________ 做蛋糕_______________ foreign languages_______________
8 谈论_________________ learn English___________________ 教学反思：
Unit 2 Mr Li was a teacher.
一、教学目标： 1.知识目标
（1）能熟练听说，认读本课对话内容。
（2）运用本课的词汇和句型谈论人物过去和现在的情况和活动。
2、技能目标
通过学习能较好的掌握如何用过去式谈论人物过去和现在的情况
3、情感目标
（1）能乐于开口说英语；（2）能良好的与同伴沟通、合作；（3）积极参与课堂活动。
二、教学重点
本课的词汇cla, study, hard, retired, 句型Ten years ago, Mr Li was a teacher.He taught Chinese.Chen Hai is an English teacher.He‟s teaching Mr Li.
三、教学难点
能够在实际生活中灵活的运用本课的词汇和句型谈论人物过去和现在的情况和活动。
四、教学用具
情境教学法、游戏教学法、多媒体课件、录音机、磁带、教学卡片。
五、教学程序
9
一、Warming—up（热身复习） Greeting : Free talk Game: “What did he do?”
二、Lead---in（课文导入）
Teacher has a student stand in the front of the cla.T: Ten years ago ,I was a student .Now, I am a teachet.Ok, let‟s come to the text.
三、New teaching（课文教学） 1.Important words and sentences ① Listen and underline the new words.Teacher uses all kinds of methods to guide.② ③ 2.Show some pictures and let Ss describe them.Listen and repeat Practice in pairs (1)Show a picture of sports player have Ss say out the differences between the pictures.(use the important sentences) （2） Show three pictures and have Ss compare.
四、.Practice（练习）
1、Have Ss listen and repeat.Put these words on the Bb.Let them find the similar pronunciation.Follow the tape two times.
2、完成运用任务1：SB第二单元活动5
3、完成运用任务2：告诉同学自己五年前的生活与现在生活的不同之处。
4、Say a poem Look.Listen and follow the tape.Then say together with actions.
5、学说字母组合的发音。首先，听音学说，找出共同发音.再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。
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五、Summary and homework（总结与家庭作业）
1、Have Ss sum this leon.Teacher gives complement.
2、Write the mutation in your life. 板书设计
Unit 2 Mr Li was a teacher.Mr Li was a teacher.He taught Chinese.Chen Hai is an English teacher.He‟s teaching Mr Li.练习
选词填空。who what where do did 1--- _______were you last night? ---I was at school.2---________is the old lady? ---She‟s my grandma.
3---________ ________she do yesterday? ---She learnt English.4----__________they watch TV every day? --- No, they don‟t.教学反思：
Module 3Unit 1 She had eggs and sausages 一．教学目标
1、知识目标: （1）识别本课中的单词：egg , email ,sandwich, traditional,delicious 。书写fish egg
11 (2）听懂目标语句What did she have for lunch?口头运用She had sandwiches.这类语句回答有关询问。
2．技能目标：朗读课文正确，语音语调准确、流利、有感情。
3、情感目标：让学生在有趣的活动中体会课堂教学的乐趣，并了解英国的饮食习惯。
三、教学重点：
认读新词；理解、运用新句型；朗读发音正确，语音语调准确、流利、有感情。
四、教学难点：
单词的识读sandwich delicious traditional
五、教具：食物图片、单词卡片、短语卡片、录音机
六、教学程序
一、Warm up:（热身复习） T: Hello, boys and girls. S: Hello, teacher. T: What‟s your favourite food?
S: My favourite food is…
二、Presentation:（介绍 课文导入）
T: I had bread this morning, what did you have? Ss: I had rice/milk/noodles…
T: We always have rice, noodles, and dumplings for meals.They are Chinese food.Do you know English food? Ss: Talk about English food which they know. T: Tell the student Daming get an email from Lingling.It‟s talk about English food.Now let‟s see what Lingling introduces.Then write the title.
三、Teach new leon:（课文教学）
Step1 Show them some new word cards and teach them the pronunciation.Step2 Open their books; listen to the tape for the first time, ask the students to find out the new words and the name of the food. And explain some English eating habits.
12 Step3 Give the student some questions:
1、
2、What did Daming have got? What did Lingling have for breakfast/lunch/dinner? Listen to the tape for the second time, ask the students to answer the question, and then check the answer together. Step4 Ask the students to see the pictures and play the tape, the students read after it.At last the students read the text in pairs.
四、Practice（练习）
1、Ask the student to see the third part of the text.Use the sentences to make dialogues in pairs.
2、完成运用任务1：SB第一单元活动3
3、完成运用任务2：列出昨晚的食谱，说说自己喜欢或不喜欢的食品。
五、Homework（家庭作业）
Go over the text.Pay attention to the important sentences and the name of the food.板书设计：
Unit 1 She had eggs and sausages What did she have for breakfast/lunch/dinner? She had… 练习： 按要求写单词.give(过去式)______________ city(复数)____________ drink(过去式)____________ sing(名词)_____________eat(现在分词)___________ study(过去式)___________ dangerous(反义词)___________ shop(现在分词)_______________ know （同音词） .wear (同音词) same （反义词） 3 用动词的正确形式填空（5分）
1).Many years ago, she_________(cook) on a fire.2).Let‟s______________(go) to the supermarket.
13 3).He ____________(do) her homework last night.4).They ________(be) going to cook English food.5).Lingling had a sandwich because she- (like) hamburgers 教学反思：
Unit2 Sam ate six hamburgers 一、Teaching aims:
1、认知目标: Words：ate hamburger gave tonight Sentence：What did you eat/drink last night? I ate/drank…
What are you going to eat/drink tonight? I am going to eat/drink
2、能力目标：通过两个不同时间的单词(last night, tonight)的比较，使学生根据不同时间选择不同的时态，同时注意动词适当形式的变化。
3、情感目标 : 让学生了解中西方饮食的差异，并表达好自己的喜好，提高与其他同学的交 流。
二、Teaching key and difficult points: words and sentence
三、Teaching tools: Pictures , cards a record
四、教学程序
一、Warmer:（热身复习） T: Hello. Ss: Hello teacher. T: What did you have for breakfast this morning?
14 Ss: I had…
T: What‟s your favourite food? Ss: My favourite food is…
二、Presentation:（介绍）
Take out a picture of hamburger and ask the students “Do you like hamburger?” “How many hamburgers can you eat? Students answer the questions.T: Let‟s see how many hamburgers Sam can eat.Then write the title on the board.
三、Teach new leon:（课文教学）
Step1 T: Take out some new word cards.Ask students to try to read out them, and then teach them these words.Step2 Put on a letter of this unit.Ask students to see the letter and at the same time to listen to the tape.For the first time the students should draw a line under the new words.Then ask them to try to answer these questions:
1、
2、
3、Who ate hamburgers? Who had a sandwich? What is mum going to cook tonight? Step3 Play the tape, the students should read after it.Then check the answers.Step4 Ask the students to see the second part.Use the food to make some dialogues.Students do it in pairs.To see which group is the best.Step5 Game 将全班分成几组，教师出示有关食物的卡片，要求学生看到食物后马上造句，哪组有一名学生先站起来，就算哪组先抢达到。抢到的小组每人要迅速造一个句子，只要有一个成员没有完成造句，就不得分，最后哪组抢达最多，造句最多，教师发给每个成员一枚粘贴作为奖励。
四、Practice（练习）
1、完成运用任务1：SB第二单元活动5
2、完成运用任务2：给外国朋友发电子邮件，说说中国的饮食文化；
3、学说字母组合的发音。首先，听音学说，找出共同发音.
15 再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。
五、Summary and homework（总结与家庭作业）
1、先让学生总结一下本节课学到了什么，老师对总结不完整的部分加以补充。
2、模仿课文写一封信给自己的好朋友或同学 板书设计：
Unit2 Sam ate six hamburgers Sam ate six hamburgers He likes hamburgers very much.What did you eat/drink last night? What are you going to eat/drink? 练习设计： 单项选择。
1（ ）I’ve got __email from Lingling.A a B an C one 2 ( ) She ___ an English breakfast yesterday.A has B have C had 3 ( )What __ she ___ yesterday evening? A did, have B did, has C does, have 4 ( ) They had noodles ___ lunch.A on B in C for 5 ( ) Lingling ___ English food very much.A.likes B.like C.liked 6 ( ) What___ Daming__ to eat tonight? A are, going B.is, going C does, go 7 ( ) He ____ eat hamburgers tonight.A does go to B is going to C are going to 8 ( ) She __ one apple to dog every day.A give B gives C gave 9 ( ) He __ fish last night.A ate B eat C eating 10 ( ) ---____ Amy___ Chinese food ? --- Yes, she does.A.Did, mi B.Does, mied C Does ,mi 教学反思：
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Module 4Unit 1 Let‟s make a home library.教学目标: 知识目标：
1、掌握单词：
library,student,sent,CD,idea,put,shelf,heavy,dictionary,card,librarycard,ask,wrong,dear.
2、掌握句型：
let‟s make a home library.These are all books about science.技能目标：
学生能运用所学语言提出建议，说明能做的事情。 情感目标：
1、学生能积极运用所学英语进行表达和交流，并对一般的建议作出适当的反应。
2、通过小组竞赛活动，培养学生的团结协作精神和竞争意识。教学重点难点: 掌握单词：library,student,sent,CD,idea,put,shelf,heavy,dictionary,card,library card,ask,wrong,dear.掌握句型：let’s make a home library.These are all books about science.教学程序
Step1 ：Warming up（热身复习） 1、Sing a song
17 ２、Play a gueing game Step2 ：Presentation（介绍）
T: I need a book about English food.What can I do? Ss: You can buy the book.T: I can have it in the library.学生可能不知道library这个词，这时教师板书该单词，领读单词，请学生跟读。
T: Amy和Lingling 昨天也去了图书馆，我们一起来听听她们为什么借书，是怎样借的。
Step3 Teach new leon（课文教学）
1、
2、教师将本课的挂图贴在黑板上，播放课文录音，请学生边听边理解课文大意。教师再次播放录音，请学生边听边用笔勾画出课文中的生词、短语以及不熟悉的句子，并根据上下文和图片猜生词的意思。
3、
4、教师将生词写在黑板上，为同学示范发音，并逐个讲解。教师播放录音，请学生跟读、模仿语音语调
Step4： Practice（练习）
1、让学生四人一组，分别扮演Amy, Lingling, librarian, 和Ms Smart，进行对话表演。教师请几组学生上台表演，比一比哪组表演的最生动，并发给每人一个小贴纸以奖励。
2、完成运用任务1：SB第一单元活动3
3、完成运用任务2：自行设计百货超市，运用Where are…, please? They are…练习如何在某地找到某物
Step5 Summary and homework
1、
2、请同学们看课文挂图，大体描述课文中在图书馆的对话内容。熟读课文并记忆重点单词和句型。
3、Ask them to make up a dialogue with the new drills and new words.板书设计：
Unit 1 Let‟s make a home library.
18 Let‟s make a home library.练习： 按要求写单词.find(过去式)_______lady(复数)____________ bring(过去式)____________ dance(名词)_____________study(现在分词)___________ use(过去式)___________ easy(反义词)___________ write(现在分词)_______________ too（同音词） .I(同音词) 3 翻译下列短语。
传统的中国食物_________________ 有关计算机的书_______________ 列车信息_________________ 图书证______________ 带回来____________ make an e-card_____________ in two week‟s time___________________ be good at___________ listen to music_________ find out_____________ 4 用动词的正确形式填空（5分）
1)Sam _________ ( get up) early this morning.2)Lingling _________ (drink) some milk now.3)We_______ (live) in a small house last year.4)-What ____ (do ) you do tomorrow? -I _______ (work) in the office.5)She ______(want) to help students.教学反思:
Unit 2 We can find information from books and CDs.教学目标: 知识目标：
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1、掌握单词：library,student,sent,CD,idea,put,shelf,heavy,dictionary,card,library card,ask,wrong,dear.
2、掌握句型：let’s make a home library.These are all books about science.技能目标：学生能运用所学语言提出建议，说明能做的事情。 情感目标：
1、学生能积极运用所学英语进行表达和交流，并对一般的建议作出适当的反应.
2、通过小组竞赛活动，培养学生的团结协作精神和竞争意识。教学重点难点:
1、掌握单词：library,student,sent,CD,idea,put,shelf,heavy,dictionary,card,library card,ask,wrong,dear.
2、掌握句型：let’s make a home library.These are all books about science.课前准备：多媒体、PPT 教学程序
Step1 Warming up（热身复习）
1、
2、Sing a song Show the pictures, ask the students to make up dialogues.Step2 Presentation（介绍）
T: Today we will learn how to research the meage what we need.学完之后，大家要试着通过各种途径来查询信息。 Step3 Teach new leon（课文教学）
1、T: Take out a dictionary and say: “This is a dictionary” .Ask the students say the word one by one.Tell the student we can find out about words in a dictionary.As the same way, teach them the other new words.
2、Play the tape the student should read the text after the tape.Then they should practice the text in groups or pairs.Help the student to grasp the sentence: “You should find out about… in / on…” Ask some groups to read in pairs.Step4 practice （练习）
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1、教师请几组学生自主上台表演对话，比比看哪组表达的最流利，交流的最自如，好的予以奖励。
2、完成运用任务1：SB第二单元活动5
3、完成运用任务2：组织学生制作电子贺卡送给父母、老师或同学
4、学说字母组合的发音。首先，听音学说，找出共同发音.再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。 Stpe5 Summary（小结）
T: What have we learnt this cla? Step6 Homework（家庭作业）
According to this cla, do activity book practice 1.
板书设计：
Unit 2 We can find information from books and CDs.We can find information from books and CDs.ie igh ir die high girl lie night shirt 练习： 单项选择。
1（ ）The timetable ___ ___ the wall.A are, on B is, in C is, on 2 ( ) Please bring ___the book __ two week‟s time. A back, in B on, in C about, after 3 ( ) It‟s easy ___ a computer.A on B in C with 4 ( ) Let‟s___ to the library.A go B going C went 5 ( )Where___ the books about food? A is B are C were
21 6 ( ) There __ any cars or buses.A .were B.weren‟t C wasn‟t 7 ( ) Here‟s a card ___ you.A on B to C for 8 ( )She didn‟t__ a radio.A.had B.have C has 9( ) He gave a present __ his Mum.A in B for C to 10( ) Can I have your library card, please? ----- _________ A Yes, I can.B No, I can‟t C Yes, here you are.教学反思：
Module 5 Unit 1 It‟s big and light.
一、教学目标
1.知识目标：能够听、说、认读单词light, broken, heavy, pocket(s)；掌握目标句型：It’s big and light.及其It’s got …wheel(s)….；理解句子It will be easy for you等；
2.能力目标：会用It’s + 形容词句型来描述一个事物的特征，进行对比，并作出选择。
3.情感目标：继续培养学习英语的兴趣，在语境中运用英语，体验英语学习的乐趣；培养理性的购物心理，即“适合自己的就是最好的”。
二、教学重点
会用It’s + 形容词句型来描述一个事物的特征，进行对比，作出选择。
三、教学难点
单词heavy/light/broken/pocket(s)的发音及其描述事物特It’s+形容词句型。
四、教学准备
22 1.白板课件、100易学习软件、单词卡片、小组活动卡片等。 2.课前将学生分为4大组，每有一名同学回答问题或表演，加一星，依次累计。
五、教学程序
Step1 Warming up（热身复习）
1、Sing a song
2、Show the pictures, ask the students to make up dialogues.Stept2.Leading and new words（导入和新单词）
Today we‟re going to learn how to describe something use big, small, tall, short, fat, thin and so on.Take out your bag .Whose bag is big? (Students answer)Whose bag is heavy? Whose bag is light? Whose bag is broken? Whose bag has pockets? In this way, show the new words.Have the students understand and remember them.At last, try to make sentences with these words.Step3.Text teaching(课文教学) Open the book and listen to the tape recorder , listen again and repeat, (show ppt= power point) look at the screen and read the questions:(1).What does Lingling need?(2).Where are Lingling and Ms Smart?(3).What‟s the black bag like?(4).What‟s the green bag like?(5).Which bag has got pockets?(6).Which bag has got wheels?(7).Which bag does Lingling like?(8).Which bag does Ms.Smart like?(9).Which bag did they buy? Read the text for several times then answer the questions.At last give the answers on the screen .Read the text in groups, in pairs, one by one, boy and girl.Try to retell.Step4.Practice（练习）
1、Show the pictures: elephant, bird, panda dog, tiger, pencils, shoes, kites, bags.Practice to describe the pictures, using the words: fat, thin, heavy, light, beautiful, big, small, cute, new, old, broken, nice.2.完成运用任务1：SB第一单元活动3
3、完成运用任务2：创设一个购物情境，用不同的形容词来描述事物的特征。Stept5.Homework（家庭作业） 1.画一个你喜欢的包，然后用英语描述它 2.Describe animals.
3、Games: Draw yourself.(Draw a picture of yourself and try to describe.)
23 板书设计：
Module 5 Unit1 It‟s big and light.P1 porcket P2 broken It‟s got… It has…
练习：
为I栏找出正确的答语
教学反思：
P3 heavy P4 light
24 Unit 2 It‟s too big for you.
一、教学目标：
1.知识目标：能读并书写单词：hard 掌握并运用句型：It’s too big for you.Try this one in white.2.能力目标：能运用所学的形容词描述事物特征并表达自己的看法。 3.情感目标：培养孩子的小组合作意识。
二、教学重难点： 1.能读并书写单词：hard 2.掌握并运用句型：It’s too big for you.Try this one in white.3.能动所学过的形容词来描述事物特征，表达自己的看法。
三、教具准备：多媒体课件、单词卡片、实物。
四、教学程序
Step1.Warmer （热身活动）
(Look at the screen) Can you use it? Review the words and make sentences with them.I you we she he they it me you us her him them it Step2.Words and leading（单词和导入）
Take out a picture of a coat, and say: I have got a red coat and a blue coat.Point to the picture and: The red one is too big for me, the blue one is too small for me.Have the students make sentences with you, we, she, he, they, it.They can use have got and has got .Explain hard is difficult (hard = not easy).What does Lingling want to buy? Step3.Test teaching.(课文教学) Play the tape.Listen and answer the questions (Show ppt) 1.2.What does Lingling want to buy? What can you see on it?
25 3.4.5.What color does Lingling buy at last? What color does Lingling like? Why does she change her mind to buy another color? At last, please the students act the dialogue. Step4.Practice（练习）
Show the pictures.Have the students look, say and write.Make sentences with: It‟s … for….Draw it on the board.Then the students write the sentences on their exercise book.1.Show the ppt.Play the tape.Have the students listen and underline the same pronounce, and then do the AB.2.完成运用任务1：SB第二单元活动5
4、完成运用任务2：创设一个购物情境，用不同的形容词来描述事物的特征。
5、学说字母组合的发音。首先，听音学说，找出共同发音.再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。 Step5.Learn to sing.（学习歌曲）
Listen to the tape for several times.Try to sing and do the actions.Step6.Homework：（家庭作业） Describe your bag.板书设计：
UNIT 2 It‟s too big for you.It‟s …for…; It‟s too big for you.Try this one in whiter.练习：
按所给单词的适当形式填空。 1)There are lots of _______(bus).2)Thank you for_______ (dance) to us.
26 3)She danced in lots of ______(cities).4) He______________ (teach) English now.5 )Ten years ago, he _________(teach) Chinese.6 )He ________(live) there with his three children.7 )He should ______(study) hard.教学反思：
Module 6 UNIT 1 I went there last year.
一、教学目标： 1.知识目标
能听懂、会说并认读单词： photo, stay, week, parent 能听懂、会说并认读下列句子：When did you go to…? We went there ….Did you go with …? Yes, I did./ No, I didn‟t. 2.能力目标
在情景中运用When did you go to…? We went there ….Did you go with …? Yes, I did./ No, I didn’t.来谈论旅游经历。 3.情感目标
开拓学生视野，增长学生的人文地理知识，激发学生热爱祖国大好河山的情感。
二、教学重、难点： 1.教学重点
认读单词photo, stay, week, parent
27 认读和运用句子: When did you go to …? We went there last year.Did you go with your mother and father? Yes, I did./ No, I didn’t.2.教学难点
在情景中熟练运用所学重点句型来谈论自己和他人的旅游经历。
三、教学用具：
多媒体课件、单词卡片、日历、照片等。
四、教学程序
Step1.Warmer （热身活动）
1、Sing a song
2、Show the pictures, ask the students to make up dialogues.Step 2: leading（导入）
(Introduce the English Where is Beijing? /London /New York /Tokyo /Moscow) Say the names of famous places in China and England Step 3: Take out many photos and new words（出示照片并学习新单词） Introduce: This is a photo( 举一张 ).These are photos (举全部，多张照片) Then have the students try to describe the photos.The teacher can say: I stay there for one /two weeks.Explain: „stayed‟ is the past tense of stay Week: from Sunday and Saturday is one week.Step 4: Test teaching.(课文教学)
1、So that the students can listen to the conversations and follow in the books Tell each pupil to get a piece of paper and draw a question on it. Ask the students to close their books Play the dialogue part by part and have to listen.If they have a question, they have to hold up their pieces of paper and say questions . Now tell the students to open their books and underline all the questions in the dialogue
28 Have the students answer the questions
2、Show the pictures and have the student try to say and write.Use the drills.At last give them answers Who has got some photos? Where is Lingling? When did Lingling go there? Who did she go with? Where does her uncle live? Step 4 Practice（练习）
1、完成运用任务1：SB第一单元活动3
1、位。
Step5Homework(家庭作业) Talking about where you went? And write down 板书设计：
UNIT 1 I went there last year Did you go with…
where/when/what/who did you……? 练习： 单项选择
1 Where ____ the books about computer? A was B is C are 2 Where ___ you yesterday? A were B are C is 3 Lingling, ____ your bad.A Look B See C Look at 4 The T-shirt has got a panda ___ it.A on B in C at 5 Try this one ____ white.A on B in C at 6 It ____ got four wheels.A is B was C has 7 My cousins ______ Beijing every year.A visit B visits C visited 8 It‟s ____ the west of China.A on B in C to
29 完成运用任务2:谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方9 We stayed ____ my friend.A for B to C with 10 He made ___ e-card ___ me.A a, to B an, for C a, to
教学反思：
Unit 2 It is in the north of China.
一、教学目标
1、知识目标：
（1）学会听、说、读、写本课新单词： rode、horse、climb，并掌握本课出现的动词过去式。
（2）能运用句型Where’s ? It’s in the of China.来描述方位。 （3）能运用所学的知识对自己的旅游经历进行描述。
（4）培养学生的自学能力，运用英语的能力，养成良好的学习习惯。
2、情感目标：
采取多种教学活动，激发学生学习英语的兴趣，让学生乐于参与课堂教学活动，积极主动开口说英语。
3、德育目标：
通过学习，培养学生热爱祖国，热爱祖国的大好河山，增加对祖国的区域结构和名胜古迹的了解，热爱大自然。
二、教学重点和难点：
1、学生能掌握本课的词汇和句型。
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2、通过观看自己去旅游拍摄的照片，运用本课所学的句型介绍自己旅游时所经历的事和描述所看到的景。
3、培养学生的自学能力，运用英语的能力，养成良好的学习习惯。
三、教学准备：多媒体、图片、录音机
四、教学程序
Step1.Warmer （热身活动）
1、Sing a song
2、Show the pictures, ask the students to make up dialogues.Step2.New words （新单词）
Show the cards of the new word.Have the student read and remember them Then explain the word: parent means mother or father; Holiday means the day that you do not work or study, you are free.Step3.Test teaching(课文教学)
1、Play the tape, have the students open their books listen and read then answer the questions 1.2.3.4.5.6.7.8.Where did Lingling go? When did she go? Who did she go with? Where is Xinjiang? What did she ride? What mountain did she climb? What lake did she visit? Did she have a good time? At last give answer to the students
2、On the blackboard, mark north at the top, south at the bottom, west on the left, east on the right.Read and point Show a map of China on the blackboard and ask: Where is Haikou? /Yinchuan/Shanghai/Hetian /Hong Kong Practice: Have the students talk about their holiday.If they did not go anywhere,
31 Step 4 Practice（练习）
1、完成运用任务1：SB第二单元活动2
2、完成运用任务2：SB第二单元活动5
3、完成运用任务3：谈谈自己外出旅游的一次经历，向同学们介绍所到城市的方位。
4、学说字母组合的发音。
首先，听音学说，找出共同发音.再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解。 Step5.Sing a song （学唱歌曲）
Play the tape and the student learn to sing Game: Draw a picture (in the south draw some mountains, in the north draw a river, in the east draw a road, in the west draw a kite ) Step Homework: （家庭作业） Write and draw 1.Where is your favourite place? 2.When did you go there? 3.What did you do there? 4.Who did you go with? 板书设计：
Unit 2 It is in the north of China Where did you go for your holidays? Where is ? It is in the north/south/east/west of China.练习：
阅读短文，回答问题。10分
My name is Amy.Last autumn, I went to Beijing with my parents.Beijng is in the north of China.It has lots of places of interest.I visited the Great Wall and took photos with my parents.I went to Tian‟an men Square.It is very beautiful.We stayed there for two weeks with my grandparents.We had a lovely time.1 Did Amy go with her parents to Beijing? 2 Where‟s Beijing?
3 Has Beijing got lots of places of interest? 4 What did Amy do with her parents? 5 How long did they stay there?
32 教学反思：
Module 7 Unit 1 My father goes to work at eight o‟clock every morning.
一、教学目标
1、知识目标：
（1）学会听、说、读、写本课新单词： rode、horse、climb，并掌握本课出现的动词过去式。
（2）能运用句型Let’s send an email to dad.Clik on ‘Email’.Write your meage.（3）能运用所学的知识对自己的旅游经历进行描述。
（4）培养学生的自学能力，运用英语的能力，养成良好的学习习惯。
2、情感目标：
采取多种教学活动，激发学生学习英语的兴趣，让学生乐于参与课堂教学活动，积极主动开口说英语。
3、德育目标：
学习如何发送电子邮件。
二、教学重点和难点：
1、学生能掌握本课的词汇和句型。
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2、运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。。
3、培养学生的自学能力，运用英语的能力，养成良好的学习习惯。
三、教学准备：多媒体、图片、录音机
教学程序
Step1.Warmer （热身活动）
1、Sing a song： my home’s the place
2、自由讨论:描述方位 Step 2: leading（导入）
请学生分小组讨论各自同亲朋好友保持联系的方式，教师引导他们说出电话，书信等方式，学生可能会说出电子邮件这种方式，由此引出本课教学主题。
利用多媒体课件展示一幅电脑图片，询问学生我们可以用它来做什么，然后告诉学生我们可以用它来和别人交流，今天我们就来学习如何发送电子邮件给你的亲朋好友。 Step3：text teaching(课文教学)：
（1）、板书单词“email”，同时向学生讲解什么是电子邮件：“它是从一个电脑到另一个电脑的信息。”用课件展示动画从一个计算机到另一个计算机的过程。并出示图片。请学生读单词，可以齐读，分小组读，或者男女生分组读。 （2）、播放录音，呈现活动1，请学生听录音熟悉课文内容。
再放录音，请学生找到问题的答案：What’s an email? Where is the email from? (3)、教师将重点句子板书在黑板上：
Let‟s send an email to dad.Click on „email‟.
Click on „write‟. Write your meage. Click on„send‟.
34 （4）、请学生回答上面的问题，教师 进行总结。继续提问；怎样发送电子邮件？展示发送电子邮件全过程的图片，打乱顺序，请学生再听录音，按正确地顺序把图片排列好。然后再听一遍录音，让学生熟悉发送电子邮件的过程。
（5）、领读重点句子，让学生重复，找单个学生复述句子，然后自由练习如何发送电子邮件。教师将图片打乱顺序贴到黑板上，找学生将图片与句子连线。
（6）、再放一遍录音，请学生跟读课文。再让学生复述如何发送电子邮件。对复述好的学生给予奖励。
（7）、完成活动手册练习1，练习2，先让学生听录音，再找学生说出自己的答案。并找学生对错误的论断进行改正。 Step4 practice(练习) （1）、听一听，画一画
请每位学生准备一张白纸，教师发出指令请学生画画：draw your friend，write some words on your poster，put the poster on the wall！让学生课后将自己的海报粘贴到墙上，并描述一下自己的作品，评选出好的作品给予奖励。 （2）、完成运用任务1：SB第一单元活动3 （3）、完成运用任务2：运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。 （4）、游戏：我说你做
两人一组，一人说指令，另一个人做动作，比比看谁的反应快。 Step5 homework（课后作业） （1）、熟悉发送电子邮件的 过程。
（2）、建立一个自己的邮箱，试着给自己的朋友发送一封电子邮件。 板书设计
Unit 1 Let‟s send an email.
Let‟s send an email to dad. Click on „email‟.Click on „write‟.Write your meage.
35 Click on „send‟.练习：
连线,将A栏的词组合成一个短语,再与C栏的汉语连起来.(18分 A B C
click on the mouse 使用鼠标
use an email 写信息
send your friend 发送电子邮件
write idea 好主意
draw “Email” 画你的朋友
good the meage 点击电子邮件图标
教学反思：
UNIT 2 I will be home at seven o‟clock.
一、教学目标
36
1、知识目标：
（1）学会听、说、读、写本课新单词： rode、horse、climb，并掌握本课出现的动词过去式。
（2）能运用句型Let’s send an email to dad.Clik on ‘Email’.Write your meage.（3）能运用所学的知识对自己的旅游经历进行描述。
（4）培养学生的自学能力，运用英语的能力，养成良好的学习习惯。
2、情感目标：
采取多种教学活动，激发学生学习英语的兴趣，让学生乐于参与课堂教学活动，积极主动开口说英语。
3、德育目标：
学习如何发送电子邮件。
二、教学重点和难点：
1、学生能掌握本课的词汇和句型。
2、运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。。
3、培养学生的自学能力，运用英语的能力，养成良好的学习习惯。
三、教学准备：多媒体、图片、录音机 教学程序
Setp 1：Wamer(热身活动)
1、
2、Sing a song : 自由交谈:关于旅游
Setp 2:leading in (导入) 让我们一起来看看汤姆回复给SMART的电子邮件。 Setp 3：Text teaching(课文教学)
37 （1）、播放录音，呈现活动1，教师提问：“what’s an email ？”请学生回答.( 2 )、再放一遍录音，请学生模仿跟读，直至读的熟练为止。 （3）、请学生复述电子邮件的内容，教师将重点句子板书在黑板上： I am working very hard.I will be home at seven o‟clock.
(4)出示活动2的图片，请学生来描述一下，对说的好的学生给予奖励。让学生良人一组来进行描述。教师给予指导。
（5）、播放活动3的录音，请全班跟读，熟悉每个单词的发音。把单词卡随意粘贴到黑板上，教师一边贴，学生一边读。然后将其分组。 （6）、组织全体学生听录音，完成活动手册练习4。 Setp 4 Partice (任务完成)
1、完成运用任务1：SB 第二单元活动5：教师发出指令，学生记住之后，按座位顺序进行动作，哪组同学先完成哪组就是获胜组，进行奖励。
2、游戏：角色大调换。让学生将自己和父母的角色进行调换，然后，以爸爸妈妈的身份给自己写一封电子邮件。对写的好的学生进行表扬。
3、完成运用任务2：运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。
4、学说字母组合的发音。首先，听音学说，找出共同发音.再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解 Setp 5：Learn song(学习歌曲)。
逐句播放录音，请学生跟唱。再播放录音，将学生分为男生和女生两组，分角色演唱歌曲。
Setp 6:Homework(课后作业) 请学生根据上一节课后收到的邮件，给对方回复一封电子邮件。 板书设计
38 UNIT 2 I will be home at seven o‟clock.I am working very hard.I will be at home at seven o‟clock.练习：
选择填空.(12分).( ) 1.What‟s _________email? A.a B.an C.\\ ( ) 2.Thank you for ________me an email. A.send B.sends C.sending ( ) 3.I‟ll ________home at seven o‟clock. A.at B.be C.go to ( ) 4.It flies ______ one tree to another tree. A.in B.at C.from ( ) 5.Lingling is _____the phone for you. A.to B.in C.on ( ) .6.________about a green bag? A.How B.What a C.Where ( ).7.The red line is _________the yellow one. A.big than B.same as C.the same as ( ) 8.Her mother and grandma ________Chinese. A.from B.are C.is ( ) 9.He _________ buy a present for her brother. A.wants B.wants to C.want to ( ) 10.I‟m working very hard_________the office.
A.to B.on C.at ( ) 11.-------How are you? ----_________ A.I am Sam.B.I am nine C.I‟m fine.( ) 12.Let‟s send an email ________Dad.
39 A.to B.for C.from 教学反思：
Moudle 8Unit1 Will you help you?
一、教学目标
1、知识目标：
（1）学会听、说、读、写本课新单词： rode、horse、climb，并掌握本课出现的动词过去式。
（2）能运用句型What do you suggest? What about……? Why don‟t you ……? How about……?
（3）能运用所学的知识对自己的旅游经历进行描述。 （4）学习如何给别人提建议。
2、情感目标：
采取多种教学活动，激发学生学习英语的兴趣，让学生乐于参与课堂教学活动，积极主动开口说英语。
3、德育目标：
学习如何发送电子邮件。
二、教学重点和难点：
1、学生能掌握本课的词汇和句型。
2、运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。。
40
3、培养学生的自学能力，运用英语的能力，养成良好的学习习惯。
三、教学准备：多媒体、图片、录音机 教学程序
Setp1:Wamer(热身复习) A: Song: We are clever boys and girls.B: Free Talk: How to send an email? C: New concepts: 1) 2) Greetings.Sing an English song.Setp2:Leading in(课文导入) 1) 热身复习后,教师对学生说:I am going to visit a foreign friend this weekend .And I want to take a present for him .What do you suggest? 请学生提出建议.2) 教师：“我们已经知道Daming 要去美国啦，那么他要去拜访谁呢？Sam 又是如何给Daming 提出建议的呢？下面让我们一起来学习今天的课文。 Setp3:Text teaching(课文教学) 1） 把挂图贴在黑板上，播放课文录音。
呈现SB Unit 1Activities 1的内容，请学生边听边看挂图。听过后，教师指着挂图上的人物，引导学生说出对话发生的场景。 2） 再次播放录音，请学生根据录音说一说图片的内容，并总结出本课的重点句型，将其写在黑板上： What do you suggest? What about chopsticks? Why don‟t you give him a kite? How about a dragon kite? 将“What do you suggest?” “What about… ？”“Why don’t you…?”和“How about…?”用方框框起来。告诉学生给别人提供建议时，可以使用这些句型。然后将
41 一些画有物品的图片贴在表示建议的各个句型后面，请学生通过替换原有的单词练习这些句型。
3)．完成SB Unit 1 Activities 2 Setp4:Pactice(任务完成) 1） 游戏：“打电话”。
选择一些道具。分几个小组设想任意一个打电话的场景，通过小组成员扮演不同的角色。 2） 游戏“小小购物车”
准备一个购物车模型，以及一些物品的实物或模型放在讲台上。请学生到讲台上随意拿起某件物品，使用提供建议的句型来建议教师购买。 3）完成运用任务1：SB第一单元活动3 4）完成运用任务2：运用所学的语言准备化妆舞会，小组讨论出什么节目、如何穿戴、送什么礼物给自己的朋友。 Setp5．Homework(课后作业) 组织学生课后三人一组，分别扮演Ms Smart, Sam和Daming ,将课文编排成英文品，在班上表演。 板书设计：
Unit1 What do you suggest?
What about chopsticks?
Why don‟t you give him a kite?
练习： 一.根据汉语意思完成下列句子.(10分)
42 How about a dragon kite? 1.2.3.4.5.He _________ _________ now.(他现在很忙) I’ve _______an email ________ Tom.(我收到了来自TOM的电子邮件) She _________ _________ home at 8 o’clock.(她将会在8点到家.) I am ________ very _______ at the office.(我正在办公室努力工作.) I’ve got _______ _________.(我有主意了) 教学反思：
Unit 2 I made a kite.
一、教学目标
1、知识目标：
（1）学会听、说、读、写本课新单词： rode、horse、climb，并掌握本课出现的动词过去式。
（2）能运用句型Line A is longer.Is line A the same as line B? I think so./I don‟t think so.
（3）能运用所学的知识对自己的旅游经历进行描述。 （4）通过对事物的比较发表自己的看法。
2、情感目标：
采取多种教学活动，激发学生学习英语的兴趣，让学生乐于参与课堂教学活动，积极主动开口说英语。
43
3、德育目标：
学习如何发送电子邮件。
二、教学重点和难点：
1、学生能掌握本课的词汇和句型。
2、运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。。
3、培养学生的自学能力，运用英语的能力，养成良好的学习习惯。
三、教学准备：多媒体、图片、录音机 教学程序
Setp1:Wamer(热身复习) A: Sing an English song.B: Free talk:设想教师购物，让学生为教师购物提供建议。 C; New concepts: Setp2:Leading in(课文导入) 热身复习后，教师在黑板上画一个大圆和一个小圆，一条长线段和一条短线段。把两个圆分别标记为A和B，用同样的方法标记两条线段。教师指着两条线段说
‘long’。提示学生们说：“line A is longer than line B ”。教师可以利用教室里的物品，如钢笔，书本等做更多的示范，复习学过的形容词的比较级。
教师对学生说：“今天我们将要学习如何通过比较判断来发表自己的看法，同时也要比一比谁的眼力好。
Setp3:Text teaching(课文教学)
1、教师把挂图贴在黑板上，指向挂图中的线段问学生：“what are these？”学生回答：“they are lines ”指着圆圈问同样的问题，并选择一个自己认为正确的答案。 请学生独立完成其中两个问题，最后订正答案。
2、教师在黑板上写出下列单词；big ，small，tall ，short ，long ，请几个学生写出他们的比较级。把line A is the same as line B 和 circle A is the same as circle B 这
44 两句话写在黑板上，把 the same as 用方框圈出，告诉学生可以用这个表达方式来说明两个相同的事物。然后用图画引导学生巩固这一句型，。 Setp4:Pactice(任务完成)
1、完成运用任务1：SB第二单元活动5
2、完成运用任务2：组织全班学生完成“排排队”游戏。
3、学说字母组合的发音。首先，听音学说，找出共同发音.再让学生试着找出其他学过的单词，如果没有，教师可以写出一些生词，让他们大胆试读，以加深他们对这种拼读规则的理解 Setp
5、Learning song(课文学习) 组织全体学生看图并描述图中发生的事物。
放录音，请学生看图画听诗歌，把握整体内容，学生跟读并引导学生掌握诗歌的节奏。请学生表演诗歌，并给予奖励。 Setp
6、Homework(课后作业) “猜猜我的画”游戏：教师请学生完成一幅画，画面要有许多隐蔽的事物。每种事物不能超过6中种。然后学生两人一组，学生先看一分钟，然后他们要仿照如下的示例进行对话：
A：there are five fish in my picture。
B：I think so 。/ I don’t think so .there are six.之后学生互换角色,继续问答.板书设计
UNIT 2 Line A is longer. Line A is the same as line B.Circle A is the same as circle B.练习： 连词成句
1.at, now, the, my, office, is, mother,(.)
45
___________________________________________________- 2.email, got, he, an, has, from, Jack (.)
___________________________________________________ 3.same, Line A, is, as, Line B, the(.)
___________________________________________________ 4.don‟t, why, give, her, a, football, you(?)
___________________________________________________ 5.want, I, to, a, for, cousin, present, take, my(.) ______________________________________________________________ 教学反思：
Module 9 Unit 1 We laughed a lot.
一、教学目标
1、知识目标：
（1）学会听、说、读、写本课新单词： rode、horse、climb，并掌握本课出现的动词过去式。
（2）能运用句型The man wore women’sclothes.The actors told lots of jokes.
46 We laughed a lot.（3）能运用所学的知识对自己的旅游经历进行描述。 （4）通过对事物的比较发表自己的看法。
2、情感目标：
采取多种教学活动，激发学生学习英语的兴趣，让学生乐于参与课堂教学活动，积极主动开口说英语。
3、德育目标：
学习如何发送电子邮件。
二、教学重点和难点：
1、学生能掌握本课的词汇和句型。
2、运用所学语言练习写电子邮件并发送给自己的朋友、同学及亲人，说出自己的近况，提高交流能力。
3、培养学生的自学能力，运用英语的能力，养成良好的学习习惯。
三、教学准备：多媒体、图片、录音机 教学程序
Setp:1.Warmer and review(热身与复习) Act the poem: Do you agree.Setp2.Leading (导入) ① Teacher takes out a photo of the show.T: I went to the theatre with my friend last week.What did you do last week? ② T: Do you know what did Lingling do last week? Let‟s listen to the radilo.Setp3.New teaching（新授） ① Listen and look at the picture on the board.Then, let students describing the picture in their own‟s words.
47 ② Stick the sentence cards on the board, listen again.Sentences: We went to a children‟s theatre.The men wore women‟s clothes.The women wore men‟s clothes.The actors told lots of jokes.It was very funny.We laughed a lot.We went to a restau rant after the show.We all ate hamburgers and chips.Then, let students describing, use the sentence cards.③ Teacher circles the words: went wore told was laughed ate Then, give the words: go wear tell is laugh eat Let the students match then.④ Read sentences on the cards Let students recollect what did Lingling do last week.⑤ Listen and repeat the text.⑥ Answer the questions on your paper.A.B.C.D.E.Where did Lingling go last week? What did the men and the women wear? What did the actors do? Where did they go after the show? Wheat did they eat? Setp4.Practice(练习)
1、Students take out their own pictures to describing what did they do .
2、完成运用任务1：SB第一单元活动3
3、完成运用任务2：组织表演情景剧“多年以后重相逢”：和老朋友互相讲述自己的过去、现在和将来。
48 Setp:5.Homework(家庭作业) Talk about what you did yesterday.板书设计：
Unit 1 We laughed a lot went laugh were eat told is was go laughed are ate tell 练习： 连词成句
1.he hard studied very .He studied very hard . 2.was teacher Mr.Li a .Mr.Li was a teacher. 3.English she learnt .She learnt English . 4.he‟s now English learning .Now he‟s learning English.5.I‟v an got email from Lingling .I‟ve got an email from Lingling . 6.had she eggs and sausages.She had eggs and sausages. 7.what she did for lunch have.What did she have for lunch ? 8.we to our hamburgers gave Sam .We gave our hamburgers to Sam . 9.tonight Mum cook is going to Chinese food .Tonight Mum is going to cook Chinese food. 10.it‟s wheels four got .It‟s got four wheels .11.easy be it‟ll her for .It‟ll be easy for her.
13.got it‟s a panda it on .It‟s got a panda on it. 14.too it‟s big for you .It‟s too big for you. 15.went last year I there .I went there last year.教学反思：
49
Unit 2 Mum bought new T-shirts for you.
一、教学目标
1、知识目标：
（1）学会听、说、读、写本课新单词： chopsticks并掌握本课出现的动词过去式。 （2）能运用句型We are going to see you in three weeks.Mum bought new chopsticks for you.He‟s eating an apple now.
（3）能运用所学的知识对自己的旅游经历进行描述。 （4）通过对事物的比较发表自己的看法。
2、情感目标：
采取多种教学活动，激发学生学习英语的兴趣，让学生乐于参与课堂教学活动，积极主动开口说英语。
3、德育目标：
谈论过去和将来发生的事情。
二、教学重点和难点：
1、学生能掌握本课的词汇和句型。
2、组织表演情景剧“多年以后重相逢”：和老朋友互相讲述自己的过去、现在和将来。
3、培养学生的自学能力，运用英语的能力，养成良好的学习习惯。
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第19篇：PEP四年级下册英语教案
2018年
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Unit 1 my school教学计划
一、单元教学内容分析
1、单元教学内容：本单元重点学习学校科室及功能室的名称、分布和不同的功能。要求学生能够听说认读这些课室的单词，说出每个科室的不同功用，并简单介绍学校校舍的分布情况。重点学习的句型是：This is ……..That is ……….Is this …….? .Is that …….? Yes，it is ./No, it isn’t.同时渗透了序数词的运用以及字母组合er在单词中的最基本的发音。
2、单元教学重点：掌握学校中的一些功能室。例如：playground, garden, teacher’s office, library, canteen, art room, computer room, washroom, music room, gym, and TV room.掌握句型This /That is the… 及 Is this /that the…? Yes，it is./No, it isn’t.在实际情境中的运用。
3、单元教学难点：字母组合er在单词中的发音；序数词和基数词的区分及如何正确使用序数词。
二、单元教学目标：认读PartA and Part B 中的单词；实际情景中灵活运用 Let’s talk 中的重要句型This/That is the(a)… Is this/that the(a)…? Yes, it is.No, it isn’t.
三、单元教学准备：
1、教师准备教学过程中所需要的图片、声音、课件，以及本单元的单词卡。
2、准备一些教师的照片或图片。
2018年
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日
第周
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3、教师准备录音机及录音带。
四、单元教学措施：
1、在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。
2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。
3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际。
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第一课时
教学目标：
1、能听懂、会说：“Where is the teachers’ office? Is this the teachers\' office? The teachers\' office is next to the library.”并能在实际情景中进行运用。
2、了解英美国家关于楼层的不同表达方式。教具准备：教学光盘、单词卡片。
教学重点：本课对话及其在实际情景中的运用。 教学难点：认读对话。 教学过程：
一、复习引题
1、教师播放本单元歌曲“Our school”，先让学生听然后鼓励学生跟唱。
2、教师慢慢出示teachers’ office等词的图卡，让学生猜出该单词。
二、教学新课
1、教师和学生进行free talk，话题是Why do you like our school? 鼓励学生用简单的句子做出回答，即使只能说出只言片语，教师也要给予表扬。
2、播放本课课件Let’s talk 部分。教师可以就对话内容提一些问题，如：How many American friends are there? What do you do in the playground? 在提问与回答的过程中，将难点各个击破。
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3、进行模仿或跟读练习，注意提醒学生this和that中“th”的发音要咬舌头。
4、first和second的操练可以在排列卡片、复习单词的过程中渗透，如：T: What’s in the first/second picture? Ss: It’s a library/ a teacher’s office.也可以让学生听指令排列卡片，如：T: The first card, playground; the second card, … 然后引导学生仔细观察挂图，正确理解和运用短语on the first floor 和on the second floor。
5、分角色朗读与表演：教师先与一些学习程度较好的学生进行示范性表演，以降低完全由学生自己表演的难度。然后请学生小组练习和表演。
三、巩固练习
1、一学生手举起图片背对其他学生面向黑板站立，另一学生依照图的提示做出动作，其余的学生猜测图上表示的是什么课室或学校场馆，用句型“Is this...? Yes, it is./No, it isn\'t.”作答。
2、做本单元A Let’s talk 部分的作业本练习。
四、布置作业
1、听Let’s talk 部分的录音，读给同伴、朋友或家长听。
五、板书设计
六、教学反思
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第二课时
教学目标：
1、能够听、说、认读本课时的主要单词。
2、听懂指示语，并按要求做出相应的动作，如：Go to the garden .Water the flowers.教具准备：
1、与教材内容相关的课件、声音、图片等媒体素材。
2、教师准备一幅本单元的校园分布图。
3、教师准备本课时的单词卡。
教学重点：掌握有关学校设施的四个单词，并了解它们的功能。 教学难点：单词library中辅音连缀的发音。 教学过程：
一、复习引题
1、教师播放本单元歌曲“Our school”，先让学生听然后鼓励学生跟唱。
2、播放第三册第一单元课件Let’s learn A ，回顾句型：“What’s in the claroom? A board, two lights, many desks and chairs.”自然过度到学习学校各课室的名称。
二、教学新课
1、教师指着教室问学生：This is our new claroom.Do you like our claroom? What’s in the claroom? 学生做出相应的回答。教师接着问：How many clarooms are there in our school?
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Do you like our school? What else can you see in the school? Look! This is a map of our school.
2、播放本课的声音Let’s learn A, 教读生词。教师可引入句型“It’s on the first floor.，为下一课时进一步学习序数词做铺垫。通过教师领读和听音跟读，让学生掌握本课时五个生词的正确读音。在练习library的发音时，可复习已学过的含辅音连缀的单词，如ice-cream, brother, friend, hungry。
三、巩固练习
1、小组比赛。教师出示一张词卡，如garden，组内学生依次说出与该词有关的其它单词，如：flowers，red，colour，trees等，这样既复习了学过的单词，也为继续学习Let’s do打下基础。
2、看Let’s do的图片（没有文字），让学生仔细看动作，然后跟着声音做动作。播放声音，教师指导学生做出正确的动作。然后分组进行练习，采用组与组竞赛的方式，可以是做动作猜句子并说出单词，也可以是听声音，做动作。让其他的组的学生进行评价。评价包括动作是否准确、到位、优雅等。
四、布置作业
1、读课文第5页并背诵 Let\'s do。
五、板书设计
六、教学反思
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第三课时
教学目标：
1、让学生掌握含有字母组合er的单词发音和认读书写。
2、能听、说、读、写 water, tiger, sister, dinner, computer五个词语。
教具准备：教学光盘、单词卡片。
教学重点：能听、说、读、写 water, tiger, sister, dinner, computer五个词语。
教学难点：正确书写water, tiger, sister, dinner, computer五个词语。 教学过程：
一、复习引题
1、师生做日常口语练习:
A: Where is the teachers\' office?
B: It\'s ...
A: Is this ...?
B: Yes, it is./No, it isn\'t.
2、请学生表演A部分Let’s talk的对话。
二、教学新课
1、播放Read, listen and chant的录音，让学生听歌谣。
2、让学生跟着动画学说歌谣，同时可用手打节奏。
3、播放Read, underline and say 的录音,让学生划出字母组
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合er。
4、听音后反复读五个单词，在此基础上进行描红，达到书写格式正确的目的。
三、巩固练习
1、完成Look, listen and write部分的练习。
四、布置作业
1、抄本课单词4+1模式
五、板书设计
六、教学反思
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第四课时
教学目标：能够识别句型“Is this the …?和Is that the…”的不同用法并在真实情景中正确使用。 教具准备：教学光盘、单词卡片。
教学重点：“Is this…?/ Is that…?”的用法。建议教师在真实的情景中对this和that在距离上的区别进行比较以加深学生的印象。 教学难点：“Is this…?/ Is that…?”的用法。建议教师在真实的情景中对this和that在距离上的区别进行比较以加深学生的印象。 教学过程：
一、复习引题
1、学生表演A部分Let’s do的内容。
2、教师和学生进行主题讨论：What’s in our school? 鼓励学生用新学的单词来交谈。
二、教学新课
1、教师和学生进行free talk，话题是Why do you like our school? 鼓励学生用简单的句子做出回答，即使只能说出只言片语，教师也要给予表扬。顺着这一话题。教师说：“Yes, our school is really very nice.Today a friend from America is coming to see our school.Chen Jie is showing them around school.Let’s watch.由此导入新课。
2、学生观看课件后，回答教师提出的理解性问题。在问答的过程中重点理解与操练句型：Is this the…?和Is that the …?
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3、学生听录音跟读对话。
4、学生分角色朗读对话。
三、巩固练习：做本单元B部分作业本上Let’s talk的练习。
四、布置作业：听Let’s talk 部分的录音，读给同伴、朋友或家长听。
五、板书设计
六、教学反思
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第五课时
教学目标：
1、能够听、说、认读本课时的主要单词：gym , art room , computer room ,playground , music room .
2、能够完成Look, ask and answer 部分中的活动。
3、能够理解Story time 中故事的大意并跟录音朗读。 教具准备：教学光盘、单词卡片。
教学重点：五个生词的正确发音以及序数first, second的用法。 教学难点：理解Story time 中的故事大意。 教学过程：
一、复习引题
1、师生齐唱本单元的Let’t chant B部分的歌谣。
2、学生起立边跳边唱歌曲《Our school》。
3、教师说一个句子，如：I can see many flowers in it.Where is it? 让学生判断是什么单词，然后做出正确的回答。
4、请学生模仿教师说句子，其他学生判断说单词，说一说校园里还有些什么设施和课室等。
二、教学新课
1、教师播放A部分Let’s do的声音，学生表演 “听听做做”活动。
2、教师提问：Where do we water the flowers? 学生回答：In the garden.教师再问：Where do we read storybooks? 学生回答：
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In the library.然后教师继续提问：Where do we have computer claes? 引导学生说出：In the computer room。
3、教师出示本单元的图片，说，This is the computer room.教授其余五个生词。
4、听录音，跟读、模仿。
三、巩固练习
教师把贴在黑板上的五张图卡分别翻过来并打乱顺序，用手盖住单词，然后向学生提问：Where is the music room? 或者指着某张图卡问学生：Is this the music room? 让学生回答，借此铺垫新句型：Is this/ that the …?
四、布置作业：读课文第8页
五、板书设计
六、教学反思
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第六课时
教学目标：
1、能让学生运用This/That is …写句子。
2、能听懂录音。
3、会唱Let’s sing 的歌曲。
4、能听懂 Story time 的 内容。 教具准备：教学光盘、单词卡片。
教学重点：掌握两个重点句子：“This is the library.That is the playground.”的正确书写。
教学难点：在四线格中的正确书写This is the library.That is the playground.。 教学过程：
一、复习引题
1、日常口语交流。
2、Review：A、B两部分的词语及对话。
二、教学新课
1、让学生练习运用This/That is…练习说句子。
2、在学生能说的基础上在让学生书写这样的句子。
三、巩固练习
1、读一读并填空。
2、听录音并排序。
3、看一看并画圈。
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4、唱Let’s sing 的歌曲。
5、听录音看动画理解Story time 的内容。
四、布置作业
1、唱第10页的歌曲给家长听；
2、听录音并跟读Story time。
五、板书设计
六、教学反思
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Unit 2 What time is it？
教学计划
一、单元教学内容分析
1、单元教学内容：本单元重点学习时间的表达以及描述不同时间进行的日常活动。主要句型是：What time is it? It\'s ...It\'s time for ..../ It\'s time to ...A、B部分的Let\'s talk 渗透了这几个新的句型，应作为本单元的教学难点；学生们日常生活丰富多采，同时也是很有规律的。建议教师在教授新知识时紧密结合学生的生活实际，引导他们用英文表述自己的日常活动。
2、单元教学重点：能够询问时间并做出正确的回答，如：What time is it? It\'s nine o\'clock．能够结合学过的语言描述自己的日常活动，如：It\'s time for English cla．It\'s time to go to school．
3、单元教学难点：字母组合ur在单词中的发音。
二、单元教学目标：认读Part A and Part B 中的单词；实际情景中灵活运用 Let’s talk 中的重要句型。
三、单元教学准备：
1、教师准备教学过程中所需要的图片、声音、课件，以及本单元的单词卡。
2、准备一些教师的照片或图片。
3、教师准备录音机及录音带。
四、单元教学措施：
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1、在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。
2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。
3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际。
2018年
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日
第周
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第一课时
教学目标：
1、能听懂、会说“What time is it ?It’s time for …”并能在情景中进行运用。
2、能理解并运用“Time to go home, kids”“Let\'s go!”两个短语的句子。
3、教育学生要严格遵守学校规章制度，按时作息。教具准备：教学光盘、单词卡片。
教学重点：让学生熟练掌握问句“What time is it?”和相应的回答以及句型“It’s time for…”的用法。
教学难点：对话中一些习惯表达法的理解，如：School is over.教学过程：
一、复习引题
1、师生日常口语训练。
2、学生演唱第二册学生用书第64页的歌曲“One Two Three Four Five ”。
3、教师和学生一起做“听句子、拔时针”的游戏。教师说：It’s time for breakfast./ It’s time for English cla.学生根据实际情况将时针拨到合理的位置。
二、教学新课
1、教师在做“拨时针”的游戏时对学生发出指令：School is over.如果学生不理解可联系“Cla is over.”来帮助学生理解。待学生
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将时针拨到5点或其它实际放学时间后，教师问：School is over.What do you do ? 学生回答Go home.教师说：But Wu Yifan and John don’t go home.What are they doing? Let’s Watch TV.由此导入新课。
2、看与听
学生看Let’s talk部分的课件或录像，教师可以就对话内容提一些问题。在提问与回答的过程中，借助画面帮助学生理解难点，可要求学生用句型“It’s time for…”造句。
3、模仿跟说，注意语音语调。
4、分角色朗读与表演。
建议教师扮演John的角色与部分学习程度较好的学生进行示范性表演，以降低学生表演的难度。学生可自由挑选表演伙伴。
三、巩固练习
1、Let’s play：操练句型“What time is it ?It’s …”
2、做本单元A Let’s talk部分的作业本上的配套练习。
四、布置作业
1、听Let’s talk部分的录音，读给同伴、朋友或家长听。
2、四人小组一起动手做一个英语课程表并用所学语言进行表述。
五、板书设计
六、教学反思
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第二课时
教学目标：
1、能够听、说、认读本课时的主要单词和词组。
2、能认读句型：What time is it ?并做出相应的回答：It’s …It’s time for …
3、能够听懂指示语，并按要求做出相应的动作。教具准备：
1、与教材内容相关的课件、声音、图片等媒体素材。
2、教师准备一个教具钟。
教学重点：本课时的主要单词和词组: music cla , P.E.cla , English cla , lunch , dinner 。
教学难点：对新句型“What time is it? It’s nine o’clock.It’s time for…”的理解和运用。 教学过程：
一、复习引题
1、教师播放第一单元Story time 的录音或者请一组学生表演Story time 中的故事。
2、教师在听录音或学生表演之后想学生提问：Where is Zoom ?学生回答：He is in the canteen .教师又问：Why ? 学生答：He is hungry .教师再问： Why in he hungry ?What time is it ? 引导学生答出：It’s time for lunch .接下来，教师可鼓励学生说出哪些东西可以告诉我们时间，如： the sun , the moon , the tree .2018年
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等等，学生如果不能用英文说，也可用中文说。
二、教学新课
1、Let’s learn 教师先在黑板上把一天的课程安排写下来。接着出现一口钟（课前准备）。
一边表演一边引导学生表演：get up , have breakfast , have lunch , have dinner。
课程名称的教授可借助于chant . math cla , math cla , 1 and 1 , 1 and 1 Chinese cla , Chinese cla , read and write , read and write . P.E.cla , P.E cla , jump and run , jump and run .. 11, 11, 11, It’s time for lunch music cla ,music cla , sing and dance , sing and dance art cla ,art cla ,draw a picture ,draw a picture . English cla, English cla , read and chant ,read and chant .
2、Let’s do 先听录音，再跟做。采用组与组或男女竞赛的方式。
三、巩固练习
1、自制一面钟并进行时间问答对话。
四、布置作业
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1、读课文第15页并背诵 Let\'s do。
五、板书设计
六、教学反思
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第三课时
教学目标：
1、让学生掌握含有字母组合ir, ur的单词发音和认读书写。
2、能听、说、读、写 girl, bird, nurse, hamburger四个词语。
教具准备：教学光盘、单词卡片。
教学重点：能听、说、读、写 girl, bird, nurse, hamburger四个词语。
教学难点：正确书写girl, bird, nurse, hamburger四个词语。 教学过程：
一、复习引题
1、师生做日常口语练习:
A: What time is it?
B: It\'s ...
2、请学生表演A部分Let’s talk的对话。
二、教学新课
1、播放Read, listen and chant的录音，让学生听歌谣。
2、让学生跟着动画学说歌谣，同时可用手打节奏。
3、播放Read, listen and circle 的录音,让学生圈出单词。
4、听音后反复读五个单词，在此基础上进行描红，达到书写格式正确的目的。
三、巩固练习
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1、完成Look, listen and write部分的练习。
四、布置作业
1、抄本课单词
五、板书设计
六、教学反思
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第四课时
教学目标：
1、能够听、说、认读本课时主要句型：It’s …o’clock .It’s time for …/It’s time to…;能理解Hurry! Oops , I’m ready .等单词和短句。
2、能够在教师的帮助和录音带的带读下朗读对话。教具准备：教学光盘、单词卡片。
教学重点：听、说、认读本课时主要句型：It’s …o’clock .It’s time for …/It’s time to… 教学难点：
1、It’s time for…和It’s time to…的用法区别。
2、Breakfast is ready!和I’m ready!的发音。 教学过程：
一、复习引题
教师和学生谈谈他们的作息时间，如：T: What time do you get up ? S: Five forty.也可让学生猜猜教师的活动时间，如：T: What do I do at 6:30? S: You get up .以次导入课文。
二、教学新课
1、教师拿出Mike的图片，问学生Who is he ?What time does he get up ?学生可能会给出各种答案，让他们从录像中找出正确答案。
2、看挂图或，回答理解性问题，并通过情景、动作等帮助学生
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理解hurry，ready和oops的意义，可适当进行造句联系加以巩固，并注意对两个句型：It’s time for…和It’s time to…加以比较。
3、听录音，然后跟读、模仿。
4、分角色朗读和分角色表演。
三、巩固练习
1、调查：设计一个调查表，然后调查五名学生或教师的作息时间，在四人小组中进行交流。鼓励学生用新句型It’s time to….来表述。
四、布置作业
1、熟读并背诵第17页的Let’s talk。
五、板书设计
六、教学反思：
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第五课时
教学目标：
1、能够听、说、认读本课时的四个动词词组。
2、能够理解并在情景中正确使用句型：It’s time to … 教具准备：教学光盘、单词卡片。
教学重点：听、说、认读本课时的四个动词词组。 教学难点：在情景中正确使用句型：It’s time to … 教学过程：
一、复习引题
1、数学游戏：教师给学生出一些数学算式，可以是加减混合运算，也可是连加连减，学生算出来后用手指头表示答案。
二、教学新课
1、玩时钟游戏。教师用手臂做时针和分针，问：What time is it ?学生快速回答It’s …o’clock .It’s time for……
2、教师做出4：35的手形，问：What time is it ? 引导学生说出：It’s 4:
35、school is over .教师接着问：School is over .Where do you go ? 学生回答：We go home .教师由此导入句型It’s time to go home .
3、教师借助图片和听听做做活动教授其它几个动词词组，如：教师发指令：It’s time to get up .请学生做起床、穿衣服的动作；教师说It’s time to go to school 。请学生做背书包、走路的动作，以次类推。要注意多让学生说句型：It’s time to……为下一
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课时重点学习句型做铺垫。
4、听音跟读，注意强调语音语调。
5、教师可采用A部分Let’s do的形式操练新的句型。
三、巩固练习
1、画画说说：学生模仿B Let’s learn部分的插图画出自己的活动时间，然后在四人小组中交流，比如学生A六点起床，他就指着自己的画说：It’s 6 o’clock .It’s time to get up .
2、完成Let\'s play。
四、布置作业
1、熟读并背诵所学内容。
2、设计学习时间表并用英语描述。
五、板书设计
六、教学反思
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第六课时
教学目标：
1、能让学生运用What time is it? It\'s...写句子。
2、能听懂录音。
3、会唱Let’s sing 的歌曲。
4、能听懂 Story time 的 内容。 教具准备：教学光盘、单词卡片。
教学重点：掌握两个重点句子：“What time is it? It\'s...”的正确书写。
教学难点：在四线格中的正确书写T What time is it? It\'s...教学过程：
一、复习引题
1、日常口语交流。
2、Review：A、B两部分的词语及对话。
二、教学新课
1、让学生练习运用What time is it? It\'s...练习说句子。
2、在学生能说的基础上在让学生书写这样的句子。
三、巩固练习
1、读一读并排序。
2、听录音并排序。
3、看一看并连线。
4、唱Let’s sing 的歌曲。
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5、听录音看动画理解Story time 的内容。
四、布置作业
1、唱第20页的歌曲给家长听；
2、听录音并跟读Story time。
五、板书设计
六、教学反思
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Unit3 weather教学计划
一、单元教学内容分析
1、单元教学内容：本单元主要学习有关天气的单词与句型及相关的法。要求学生能用本单元所学句型与单词进行有关天气的熟练对话。
2、单元教学重点：能听懂会说Let’s talk 部分的内容，并能在适当的情境中运用。如 ：能正确的用It’s warm in Beijing.What’s the weather like in Beijing? How about in New York? 等句子描述和谈论天气情况及Can I put on ….? You can wear ….等句型，根据天气情况选着合适的着装与活动项目。能用英语熟练地对衣着不合时令的同学提出建设性的意见。
3、单元教学难点：字母组合ar, al在单词中的发音。
二、单元教学目标：认读Part A and Part B 中的单词；实际情景中灵活运用 Let’s talk 中的重要句型。
三、单元教学准备：
1、教师准备教学过程中所需要的图片、声音、课件，以及本单元的单词卡。
2、准备一些教师的照片或图片。
3、教师准备录音机及录音带。
四、单元教学措施：
1、在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，
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让学生意识到要仔细听别人的说话。
2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师主动请他们表达其意见，培养他们良好的学习英语的习惯。
3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际。
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第一课时
教学目标：
1、能听懂、会说“Can I ...?”并能在适当情景中应用。
2、在对话中巩固描述天气的词cold，warm，cool，hot。教具准备：教学光盘、单词卡片。
教学重点：句型：Can I wear my…? Yes，you can./No, you can’t. 词汇：wear can can’t 教学难点：“Can I …?” 问答中的人称转换。 教学过程：
一、复习引题
1、教师播放图像资料，引导学生根据人物服装来猜一猜天气情况，复习单词：warm、hot、cool、cold。
二、教学新课
1、教师根据当时情况说：It’s hot/warm.Can I wear my shirt(sweater, skirt, dre…)? 并引导学生回答：Yes，you can.或 No, you can’t.并进行板书。
2、学生分小组练习：A：Can I wear my…? B：Yes，you can./No, you can’t.
3、播放Let’s talk部分教学录像，学生观看。
4、学生看配套动画, 模仿跟读。教师对学生的语音、语调进行必要的指导。
5、学生分角色朗读，表演对话。教师可以先与一个学生进行示范性表演，以降低本项活动的难度。
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三、巩固练习
1、创新练习：根据所给情境两人一组编对话。今天你要和同学去公园，和妈妈商量：A：It’s … Can I …? B：Yes， you can./ No, you can’t.
2、学生分组汇报表演，教师进行适当评价。
四、布置作业
1、熟读并背诵第24页的Let’s talk。
五、板书设计
六、教学反思
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第二课时
教学目标：
1、能听懂会说本课的会话。
2、能听说认读本课主要单词：warm，cool，hot，cold，weather。
3、学会运用“It\'s cold/hot/cool/warm in...”, 要求表达准确，语调自然。
4、初步了解我国几个城市的气候特点。教具准备：教学光盘、单词卡片。
教学重点：句型：It’s warm/hot/cold/cool in…;词汇：cold、cool、hot、warm、weather 教学难点：单词weather的发音。 教学过程：
一、复习引题
1、学生一起说儿歌（Let’s chant P25）。
二、教学新课
1、教师说：It’s warm today.（指指外面） So we wear shirts or T-shirts.Today we are going to learn about the weather.Now let’s watch a weather report.教师播放一段英文解说的天气预报实录。待学生看完后，教师说：This is a weather report.同时呈现单词卡片，领读weather report（把卡片贴到黑板上）。教师要注意提醒学生读weather时，th咬舌尖。
2、教师播放Unit 4 Let’s learn A部分的课件。学生观看。
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3、教师提问：Is it a weather report?
学生回答：Yes, it’s a weather report.
教师再问：Is it warm in Lhasa？点击句子It’s cool in Lhasa.引导学生答出：No.It’s cool in Lhasa.让更多的学生重复回答。
4、告诉学生拉萨位于我国西藏自治区，那里的天气很凉快，cool是形容天气凉快；而warm一词是形容天气暖和，北京的春天就是很温暖的。教师说：It’s warm in Beijing.并引导学生跟读。
5、教师将单词卡warm、cool贴黑板，请部分学生朗读单词。然后提问：Where is cool？ Where is warm？启发学生回答：It’s cool in Lhasa.It’s warm in Beijing.
6、鼓励学生用warm和cool描述我国其他城市的天气状况：It’s warm / cool in .…, 如果有不符合实际的叙述，教师可以用 It isn’t warm/cool in……进行简单纠正，从而为学生进一步的学习留下悬念。
7、请学生观察书中插图：Which city can you find？学生答出：Harbin、Hong Kong教师说：It’s cold in Harbin.It’s hot in Hong Kong.
8、用体态语言解释hot和cold的意思。领读单词（把卡片贴到黑板上）。
9、教师说：It’s cool in Lhasa.It’s warm in Beijing.What’s the weather like in Harbin?引导学生说出：It’s cold in Harbin.
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提问：What’s the weather like in Hong Kong? 引导学生说出：It’s hot in Hong Kong.
10、教师出示中国地图，边指边说：Here is Beijing.What is the weather like in Beijing?
学生回答：It’s warm in Beijing.
教师问：What’s the weather like in Harbin/Hong Kong/Lhasa?
学生分别回答：It’s cold in Harbin.
It’s hot in Hong Kong.
It’s cool in Lhasa.
11、引导学生用What the weather like in……?提问关于我国其他城市的天气状况。
三、巩固练习
1、两人一组，仿照课文表演一个城市天气预报。Good morning.This is a weather report.(一起说)，然后每人预报两个城市的天气。练习好以后，教师找几个组来在班里表演，教师要及时做出评价。
2、完成Let\'s chant。
四、布置作业
1、读课文第25页并背诵 Let\'s chant。
五、板书设计
六、教学反思
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第三课时
教学目标：
1、让学生掌握含有字母组合ar, al的单词发音和认读书写。
2、能听、说、读、写 arm, car, card, ball, tall, wall五个词语。
教具准备：教学光盘、单词卡片。
教学重点：能听、说、读、写arm, car, card, ball, tall, wall五个词语。
教学难点：正确书写arm, car, card, ball, tall, wall五个词语。 教学过程：
一、复习引题
1、师生做日常口语练习:
A: Can I go outside now?
B: ... A: Can I have some soup? B: ...
2、请学生表演A部分Let’s talk的对话。
二、教学新课
1、播放Read, listen and chant的录音，让学生听歌谣。
2、让学生跟着动画学说歌谣，同时可用手打节奏。
3、播放Read, listen and number 的录音,让学生给单词排序。
4、听音后反复读五个单词，在此基础上进行描红，达到书写格
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式正确的目的。
三、巩固练习
1、完成Look, listen and write部分的练习。
四、布置作业
1、抄本课单词4+1模式
五、板书设计
六、教学反思
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第四课时
教学目标：
1、能听、说、认读本课时的主要句型：What\'s the weather like in New York? How about Beijing?
2、能够分角色朗读对话。教具准备：教学光盘、单词卡片。
教学重点：句型：What\'s the weather like in New York? How about Beijing? 教学难点：It\'s ...degrees.的表达。 教学过程：
一、复习引题
1、学生唱歌曲“Thunder”；说唱第25页的Let’s chant部分歌谣。
2、启发学生将歌谣中的warm、hot、cool、cold根据后一句话的内容替换为：sunny、windy、snowy、cloudy。改编儿歌。
3、教师播放世界城市天气预报的录像，然后提问：What’s the weather like in …?学生根据实际内容回答It is…(学生既可以从气温的角度回答,也可从气候特征的角度回答，此项活动主要是巩固What’s the weather like in …?的功能结构。)
二、教学新课
1、教师提问：What’s the weather like in New York?(同时将录像内容定在New York的界面)，学生根据实际来回答。
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2、教师领读：New York，注意学生的发音不要受汉语纽约的干扰，适时纠正。
3、教师继续将录像界面定在某一城市，问：How about…? 引导学生根据实际来回答。反复利用3-5个城市操练How about，让学生在问答中理解How about…?的功能。
4、请学生观看课件，初步理解对话的意思。
5、教师提问：What\'s the weather like in New York? How about Beijing?
6、教师领读；解释意思。
三、巩固练习
1、学生跟录音读对话，注意课文中首次出现语言的语音语调，注意准确模仿。
2、学生两人一组分角色读对话，教师及时进行评价。
3、完成Let\'s play部分。操练句型： A：What’s the weather like in …? B：It’s … How about…? A：It’s …
四、布置作业
1、给同学、朋友打电话用What’s the weather like？询问当地天气情况。
五、板书设计
六、教学反思
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第五课时
教学目标：
1、能够听、说、认读本课的重点单词：windy，sunny，rainy，snowy、cloudy。
2、能够看懂/听懂天气预报中关于气候特点语句的报导，并会用所学知识简单 表达天气情况。
3、学会将所学句子运用到实际生活中。教具准备：教学光盘、单词卡片、世界地图一张。
教学重点：词汇：windy，sunny，rainy，snowy，cloudy。
句型：It’s … in…
教学难点：所学句子在情境中的应用；几个重要城市的名称和地理位置。 教学过程：
一、复习引题
1、学生跟录音唱歌曲“Thunder”。
2、教师提问：What’s the weather like in Beijing(Harbin/ Hong Kong/ Lhasa)?学生回答：It’s warm(cold / hot / cool)
二、教学新课
1、播放第25页的Let’s chant部分的动画，学生观看完一遍后，教师将图中五个画面同时展现在屏幕上，教师播放录音，请学生选出相应的画面。学生指出图后，教师适时出示单词卡：rainy、windy、sunny、snowy、cloudy，学生认读。
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2、教师出示世界地图：This is Beijing，the capital of China.This is Moscow, the capital of Ruia.This is London, the capital of Britain.Here is Sydney, a city in Australia.Here is Singapore, the city is a small country.教师指图领读城市的名称：Moscow、London、Sydney、Singapore。
3、请学生打开书，教师说城市名称的单词，学生在地图上指出城市的位置。
4、一个学生说城市名称的单词，其他学生在地图上指出城市的位置。
5、同桌两个同学一组，一人说单词，一人在图中指位置。
6、教师播放Let’s learn的课件，学生观看。
7、教师提问，学生看插图回答。
教师问：Is it cloudy in Sydney？Is it windy in Beijing? Is it rainy in Moscow? Is it snowy in Singapore?
6、学生两人一组问答：A：Is it… in …?
B：Yes./No.It’s … in…
７、学生用It’s … in…报导地图上五个城市的天气情况。
三、巩固练习
1、完成Let\'s play部分的练习，操练句型：It’s … in…。
2、看看谁的反应快：将全班分为若干小组，每次比赛各组出一名代表。教师说城市（In …）,学生说出相应的天气形容词(It’s …)。哪个学生先说出来可为本组赢得一分，若干轮比赛后，评出先进组，
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教师应进行适当奖励。
四、布置作业
1、读课文第28页。
五、板书设计
六、教学反思
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第六课时
教学目标：
1、能让学生运用Is it...? Yes, it is./No, it isn\'t.写句子。
2、能听懂录音。
3、会唱Let’s sing 的歌曲。
4、能听懂 Story time 的内容。 教具准备：教学光盘、单词卡片。
教学重点：掌握两个重点句子：“Is it...? Yes, it is./No, it isn\'t.”的正确书写。
教学难点：在四线格中的正确书写Is it...? Yes, it is./No, it isn\'t.教学过程：
一、复习引题
1、日常口语交流。
2、Review：A、B两部分的词语及对话。
二、教学新课
1、让学生练习运用Is it...? Yes, it is./No, it isn\'t.练习说句子。
2、在学生能说的基础上在让学生书写这样的句子。
三、巩固练习
1、读短文并回答问题。（这种题型第一次出现，教师可以先让学
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生口头回答，再让学生动笔写。）
2、听录音并打勾。
3、看一看并连线。
4、唱Let’s sing 的歌曲。
5、听录音看动画理解Story time 的内容。
四、布置作业
1、唱第30页的歌曲给家长听；
2、听录音并跟读Story time。
五、板书设计
六、教学反思
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Recycle 1 教学计划
一、单元教学内容分析
1、单元教学内容：Read aloud.Listen, circle and match.Look, ask and answer.Listen, tick and say.Read and write.Read and circle.
2、单元教学重点：1—3单元的重点内容。
3、单元教学难点：1—3单元的重点内容。
二、单元教学目标：
1、复习1—3单元的目标语言与词汇，要求学生做到能听、会认，并在实际情景中准确表达。
2、复习1—3单元Let\'s spell部分的单词和Read and write部分的句子，要求学生能熟练地听、说、认读并在四线格中正确书写。
三、单元教学准备：
1、教师准备教学过程中所需要的图片、声音、课件，以及1—3单元的单词卡。
2、准备一些教师的照片或图片。
3、教师准备录音机及录音带。
四、单元教学措施：
1、在教学过程中，对于学习困难的学生，可通过请学生复述老师的话或是复述同学的回答，让学生对老师和同学的发言引起注意，让学生意识到要仔细听别人的说话。
2、对于学习还不错，但是不愿或害怕发言的学生，课堂中教师
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主动请他们表达其意见，培养他们良好的学习英语的习惯。
3、充分运用英语名、英文歌、儿歌、绕口令、顺口溜、谜语等，给予小学生语言感染的机会。还可开展各种活动，鼓励学生交际。
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第一课时
教学目标：
1、能听懂、会说单词: \"show, jacket\" 以及句子：\"We have a show in the library.Do you have a jacket?\"等。
2、能够熟练、流利朗读的课文并表演。教具准备：教学光盘、单词卡片。
教学重点：认读对话中出现的生词和新语言; 熟练朗读并表演课文内容。
教学难点：句子\"We have a show in the library.Do you have a jacket? \"的理解。 教学过程：
一、复习引题
1、师生演唱第三单元的歌曲 “Thunder”
2、1－3单元的口语交际。
二、教学新课
1、教师可参照第四册第二单元部分Let’s learn的图表，让学生做问答练习，最后引出这节课的show。
2 教师在黑板上出示教学挂图或放VCD, 让学生了解故事大意。在听，看之前，教师提出问题让学生去听。（What time does it begin? Where?）
3、教师放录音或看投影片的同时，出示本部分的生词和新句子的卡片。
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4、学生跟读录音，并分角色朗读。
三、巩固练习
1、出示对话中的5幅图，打乱顺序地听对话，请同学把对话与图配对。
2、请同学把5幅图按照顺序排列好。（在排图的过程中，可以展开竞赛的方式，找到第一幅图后，请本组的两个同学把这个图的内容说出来，依此类推。）
四、布置作业
1、同桌演一演第32页的对话。
五、板书设计
六、教学反思
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第二课时
教学目标：
1、能听懂Listen, circle and match并完成相应的练习，复习1－3单元的语音知识。
2、能看懂Look, ask and answer并回答三个问题。
3、能听懂Listen, tick and say 并完成表格填空。 教具准备：教学光盘、单词卡片。 教学重点：1－3单元的重点。 教学难点：1－3单元的语音知识。 教学过程：
一、复习引题
1、教师播放第三单元的歌曲，学生进一步熟悉所学过的有关天气的单词，为下一步的学习做好铺垫。
二、教学新课
1、教师播放Listen, circle and match部分的录音。第一遍整体听，让学生圈出字母组合，锻炼学生的听力能力；第二遍让学生听录音并连线，；第三遍听音并核对答案。
2、完成Look, ask and answer：先让学生以同桌为单位口头回答三个问题，然后全班展示，教师给出及时的评价，最后让学生把答句写下来。
3、教师播放Listen, tick and say部分的录音。第一遍整体听，锻炼学生的听力能力；第二遍让学生听录音并打勾；第三遍听音并核
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第20篇：初二下册试卷
采一中学2011年—2012学年第一学期收心考试试题
八年级思想品德试卷
一、选择题（共60分。每小题3分，只有一个正确答案）
曾经引起社会广泛关注的河北大学“10.16”校园车祸案于2011年1月30日一审宣判，河北省望都县人民法院认定李启铭醉酒驾驶致一人死亡一人受伤，且肇事后逃逸，构成交通肇事罪。李启铭被判处有期徒刑6年，并剥夺政治权利。根据所学知识回答1-2题。
1、关于李启铭，下列说法正确的是。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。（）
1）他犯了罪，不是我国公民2）他在服刑期间不能享有公民的全部权利
3）他在服刑期间不能履行任何义务 4）他在服刑期间不能履行服兵役的义务 A（12）B（23）C（4）D(124)
2、李启铭在服刑期间可以享有 。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。 ()
1）生命健康权2）选举权和被选举权 3）人格尊严权4）名誉权
A（234）B（134）C(124)D(123)
3、我们不仅要增强权利观念，依法行使权利，而且要增强义务观念，依法履行义务。这主要是因为，我国公民的权利和义务具有。。。。。。。。。。。。。。。。。。。。。。。。。。。。。（）
A、广泛性B强制性C真实性D一致性
4、我国宪法规定：公民在法律面前一律平等。对此理解正确的是。。。。。。。。（）
1）任何公民平等地享有法律规定的权利2）任何公民平等地履行法律规定的义务
3）任何公民违法犯罪都要受到法律的制裁4)任何公民都拥有解释法律的特权 A（123）B（234） C（134）D（1234）
5、非法美容院致人毁容，侵犯了公民的。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。() A生命健康权B肖像权C姓名权D隐私权
6、下列行为中属于侵犯他人姓名权的是。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。（）
1）干涉他人决定姓名的2）干涉他人使用姓名3）干涉他人改变姓名
4）给他人起侮辱性的外号5）盗用、冒用他人姓名的
A（1234）B（1235）C（1245）D（12345）
7、公民保护自己隐私的有效方法是。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。（）
1）选择与值得信任的人交流和沟通2）上网时掌握网上安全运行的知识
3）有什么秘密都向网友谈4)把自己封闭起来
A(12)B(23)C(34)D(24)
8、当我们的受教育权受到侵犯时，我们可以采取如下非诉讼方式予以维护（）
1）寻求老师和亲友的帮助2）向当地妇联、教育主管部门等反映
3）寻求新闻媒体的帮助和支持4）向人民法院提起诉讼
A（1234）B(234)C（123）D（124）
八年级思想品德试卷（第1页）
9、中学生许重宁发明的“新型组合救援医用服”获得专利后，其父母代表她与服装厂协议，每卖掉一套衣服，她可获得2至4元得提成。对此下列说法错误的是。。（）
A、国家保护未成年人的智力成果权B许重宁享有合法财产的收益权
C父母侵犯了许重宁的合法权益D许重宁获得提成的同时应依法纳税
10、温家宝总理在答记者问时说：公平正义比太阳还要有光辉。。。。。。中国的现代化绝不仅仅指经济的发达，它还包括社会的公平、正义和社会的力量。总理之所以这样说，是。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。（）
A公平是绝对的B、实现公平正义能满足人们的各种期望
C、每一个公民都有正义感D、社会稳定和发展需要公平和正义
11、下列措施有利于促进公平正义的有。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。（）
1）农民购买农机具、家电由政府提供财政补贴
2）完善社会保障机制，扩大养老保险试点范围
3）提高城镇居民医疗保险和农村合作医疗的补贴标准
4）深化医疗体制改革，缓解“看病难、看病贵”的问题
A（124）B(134)C（234）D（1234）
12、公民是指。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。（） A具有一国国籍的人B居住在中国的人
C只享有政治权利的人D具有中华人民共和国国籍的人
13、凡是法律所禁止的行为，都是社会主义道德所谴责的行为；有许多法律上的义务，同时也是社会主义道德的要求。可见。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。（）
A我国道德比法律作用大B我国法律和社会主义道德是一样的
C我国法律和社会主义道德没有什么区别
D我国法律和社会主义道德是互相配合、互相促进、互相补充的
14、按照法律直接规定继承人的范围和继承顺序，由法律直接规定遗产份额分配原则的继承方式是。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。（）
A法定继承B遗嘱继承C、遗赠继承D赠与
15、中学生小燕从不浏览手机上的黄色信息，还主动向有关部门提出合理建议。可见小燕同学。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。（）
1） 善于控制情绪2）富有社会责任感 3）懂得自尊自爱 4）能明辨是非善恶 A（134）B(234)C（123）D(124)
16、我国公民的人格尊严受法律保护。下列做法不属于侵犯公民人格尊严的是（） A给他人起侮辱性绰号B盗用、冒用他人姓名进行非法活动
C偷拍他人的生活照片并发布在网上D学校把获奖学生的照片张贴在校园宣传栏中
八年级思想品德试卷(第2页)
17、自2010年1月1日起，我国开始施行《广播电台电视台播放录音制品支付报酬暂行办法》。这意味着，继KTV音乐版权强制收费后，电台电视台播放歌曲也要付费，开始为知识产权价值买单。国家这样做体现了。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。。（）
A公民的智力成果受法律保护B国家关注公民的精神生活
C国家强制保护宣传事业的发展D国家维护公民的私有财产
18、某型号汽车由于设计和生产中的缺陷，投入市场后引发多宗交通意外，生产商迟迟不肯承担责任，引起消费者强烈不满。此举严重侵犯了消费者的。。。。。。。。。。。。。。（）
A安全权B表达权C自主选择权D公平交易权
19、我国公民基本权利的确认书和保证书是。。。。。。。。。。。。。。。。。。。。。。。。。。。。。（） A中华人民共和国宪法B中华人民共和国刑法
C中华人民共和国民法通则D中华人民共和国合同法
20、国家在全国实行免除义务教育阶段学生的学杂费，这体现了义务教育的。。（） A普遍性B特殊性C强制性D公益性
二、简答题（24分）
1、人格尊严权包括哪些权利？（ 4分）
2、义务教育的特征有哪些？(3分)
3、法律保护合法财产所有权的手段有哪些？(2分)
4、法定继承方式有哪几种？(4分)
5、消费者享有哪些权利？（4分）
八年级思想品德试卷（第3页）
6、消费者的维权途径有哪些？（4分）
7、作为正在接受九年义务教育的学生，应该怎样履行义务教育的义务？（3分）
三、材料题（16分）
小杨上学期间勤奋好学，以优异的成绩考上了大学。在大学即将毕业的时候，为响应国家号召，他又应征入伍。在部队，他刻苦训练，积极钻研专业技术，多次荣立三等功。复员后，他自筹资金经营服装店，并积极纳税，为当地经济建设作出了杰出的贡献。再去人大代表换届选举中，他当选为区人大代表。在家里，他孝敬父母，他的家庭被评为“五家庭”。
1、在这一事例中，小杨享受了宪法赋予的哪些权利？履行了宪法规定的哪些基本义务？（9分）
2、作为公民应该怎样享受权利？怎样履行义务？（7分）
八年级思想品德试卷（第4页）
