第四课时教学设计
课题：Unit 6 Happy Birthday
重点：句子This is for you. How many…？及其回答
难点：理解对话——How many cakes?
——One cake.
教具准备：
1．Wu Yifan，Mike，Sarah，Zoom和Zip的头饰。
2．四只颜色不同的气球（红色、蓝色、黄色、紫色或绿色）或图片。
3．十份用包装纸包装好的礼物或图片。
4．一个生日蛋糕或图片。
5．数个不同种类的动物玩具，文具，一个托盘和一块布。
6．数字1-10的词卡。
教学过程：
1．热身/复习（Warm－up/ Revision）
（1）教师播放“Ten Little Candles Dance”的歌曲，学生随着录音唱，并用手指表示candle做动作。
（2）请同学上讲台表演A部分Let’s talk的对话。
2．新课展示（Presentation）
（1）教师引导学生数教室里不同的物品（如：book，desk，eraser，pencil，pen。教师拿起一本书，说：One book，拿起两本书说：two books。让学生跟着重复。逐步让他们说其他物品的数量。
（2）教师将1-10的数字词卡贴到黑板上，然后把相应的数字写上，再逐步画相同数量的东西上去。如one cat，two eyes，three erasers…，同学生：How many cats？
How many eyes…？引导学生回答。
（3）用气球实物或图片教：balloon，并带读，然后问：How many balloons？引导学生回答：4。再问What colour is this balloon？
（4）将十个礼物放在讲台上或将图片贴在黑板上，用礼物或其图片教：gift, 并带读，然后问：How many gifts？引导学生回答：10（Ten）．将礼物分别发给学生，说：This is for you．让他说：Thank you．教师带读：This is for you．
（5）教师举着蛋糕或将蛋糕的图片贴在黑板上，问：How many cakes？引导学生说：One cake．提醒学生虽然回答是：One cake．但还是要用How many cakes？提问，注意“s”的发音。
（6）让学生听录音，教师放投影或通过录像、VCD来展示A部分Let’s talk的内容。3．趣味操练：（Practice）
（1）两人一组，用气球的实物或图片表演对话：
S1：How many balloons？
S2：4．
（2）两人一组，用礼物或礼物的图片继续练习：
S1：How many gifts？
S2：4．
（3）两人一组用蛋糕或蛋糕的图片练习：
S1：How many cakes？
S2：One Cake．
（4）让学生戴上头饰，表演Let’s talk部分的对话。
（5）游戏：谁有一个好记性？
教师将准备好的动物玩具和文具放在托盘上，如：three toy rabbits，two toy pigs，four rulers，让学生看一分钟，要求他们记住各个物体的数量。然后，用布盖住物体，让学生猜物体的数量。教师先用“How many…？”来做示范，然后轮到学生来提问题。清对的同学可获得奖励。
（6）游戏：划拳两人一组，其中一人用两只手出拳，至少有一只手要出手指，出拳的同学问：How many fingers？另一人回答，动作要越来越快，谁跟不上速度，谁就输了，再进行交换问答。
4．课堂评价（Assessment）
做活动手册本单元第4部分练习。听录音前，教师可以针对图片作一些提问：如How many cakes can you see？How many hamburgers can you see？之类的问题。然后让学生听问题写数字。听完后可以让学生模仿听力内容进行同桌间互问互答。法与步骤参考第一单元。
5．课外活动（Add-activities）
听录音，仿读Let’s talk的对话。
板书设计：
Unit 6 Happy Birthday
Thank you!
How many cakes?
One cake.
Unit6 Topic1 SectionA 参考教案 I. Material analysis 本单元围绕Our Local Area主题展开，共包括三个话题，通过Kangkang, Jane, Maria, Michael等人谈论有关房间、居住环境和问路的对话以及短文，完成本单元三个话题的语音、词汇、语法和功能项目的学习。话题一将介绍屋内房间的名称与位置、常见的屋内摆设的名称和摆放位置等。本课是话题一的第一课时。本课的主要活动是1a, 2a和4a。将通过Maria去Jane家拜访的情景呈现本课的主要内容，学习用there be句型表达各房间及屋内基本摆设。此外，还将呈现并操练字母组合i+nd/ld, igh, -ing, l/ll, m/mn的读音及语音辨认。本课贴近学生的实际生活，因此，教师可引导学生结合自己家的房屋设计进行口头和笔头操练，提高学生学习的兴趣，调动他们的学习积极性。 II. Teaching aims 1.Knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇和短语并在实际的 对话操练中加以应用： beautiful, garden, bedroom, second, floor, and so on, upstairs, kitchen, dining room, living room, bathroom, first 能够在小组合作活动中，掌握字母组合i+nd/ld, igh, -ing, l/ll, m/mn的发音规则并尝试辨音； 能够在情景对话中用there be句型描述屋内房间及基本摆设等； 能正确使用方位介词和介词短语on，next to等； 能够就“存在、建议”等交际功能的基本法进行交流与对话操练，如： (1)There is a study next to my bedroom. (2) There is a sofa, a desk, some books and so on. (3) There is/are … on the first/second floor. (4) —Why not go upstairs and have a look? —Let’s go. 2.Skill aims 能听懂谈论房间、室内摆设的表达，并做出恰当回应；
PEP小学英语三（下）Un it6 How ma ny教学设计 ■单元教学内容分析： 1. 语言结构与功能：应用句型How many…do you see询问看到物品的数量并回答。应用How many ... do you have询问拥有的物品的数量并回答。 2. 词汇：eleven twelve thirteen fourteen fifteen sixteen seventeen eightee n nin etee n twenty . 3. 字母和语音：复习、总结五个元音字母在单词中的短音发音。 ■单元学情分析： 本单元学习的主题是数字，主情景图通过数风筝的情景让学生感知本单元的核心句型和词汇。水果是孩子们熟悉和喜欢的话题，本单元的句型教学可以通过创设超市卖水果的情景进行教学，激发学生的表演热情。词汇可以通过图片直观呈现进行教学，然后禾U用食物操练、记忆，加深印象，提高单 词学习效率。 ■单元课时分配： 第一课时：'s tajkfind and count and Let'sing . 第二课时：'s learn , letchantand phonics time. 第三课时：s spell. 第四课时：'s talkL,et s find out and let ' s sip64 第五课时：'s learand let's chant. 第六课时：to read , let ' s cheakd story time .
★The First Less on 一、教学内容 's tallFjnd and count , let 'ssing . 二、教学目标 1?能够在图片和教师的帮助下理解对话大意。 2. 能够在语境中理解How many…do you see I see…的语用功能，并在图片或动作等帮助下，使用它们询问物品数量并作答。 3?能够朗读对话，并能进行角色表演。 4?能够在图中找出小动物并用英语数出总数。 三、教学重难点 1?重点：在情境中准确应用主题句型。 2. 难点：How many…do you see的理解和应用。 四、教学准备 1. 教师：PPT本课时的人物头饰、词卡、畅言教具。 2?学生：学习用具。 五、教学过程 Stepl. Warming up each other. a song Ten little can dies”. StepII. Leadi ng in :What s the song about Lead to the title.
小学英语四年级上册Unit3第四课时教案： Unit 3My friends 学习目标1．能用My friend /He /She likes...来介绍朋友的爱好。 2．能在恰当的情境中用英语表达他人的爱好。 3．能听、说、认读Let’s learn B部分的单词和词组：music, science, sports, painting, computer game。 4．能根据Let’s do 部分的指令做出相应动作，如listen to music, do sports等。 重点：1．句型：My friend/He/She likes… 2．词汇：music, science, sports, painting, computer game 难点：1．发音：sports, painting 2．动词的第三人称单数 教具准备：1．图片：内容见P31页Let’s learn部分 2．Mike和 Chen Jie的面具 3．教材相配套的教学课件［Unit 3，Let’s learn／B］ 3．教材相配套的教学录音带 4．录有音乐的录音带 过程：（一）热身／复习（Warm-up/Revision） 1．复习有关fruits的单词。教师：Who can say some words about fruits? 2．听录音，让学生模仿录音内容表演对话。［使用第二册Unit4 Let’s talk/A 教学录音带］Do you like peaches? Yes, I do. Do you like oranges? No, I don’t.What about pears? Oh, I like them very much. （二）呈现新课（Presentation） 1．教师出示几张有关运动的图片（如：游泳、踢足球、打乒乓球、跑步、跳高等），并贴到黑板上。教师指着图说：I like sports. 重复两遍之后，问学生：Do you like sports? 引导学生说出：Yes, I like sports. 教师指着这个学生说：He/She likes sports. 然后让学生重复老师的这句话。2．教师给学生播放一段音乐，同时把图片贴到黑板上。然后对学生说：I like music. Do you like music？教师先让一个学生回答问题，再让另一个学生根据他／她的回答说出：He/She likes music. 3．教师播放一段正在做科学试验的录像，同时把图片贴到黑板上。问学生Do you like science? 教师先让一个学生回答问题，再让另一个学生根据他／她的回答说出：He/She likes science 4．教师分别出示画画和玩计算机游戏的图片，并贴到黑板上。问学生：Do you like painting/computer game? 教师先让一个学生回答问题，再让另一个学生根据他／她的回答说出：He/She likes painting/computer game. 教师要及时纠正学生的错误发音，like后的s 不要给学生讲语法，但要让学生注意这个词的尾音的发音。5．让学生看着黑板上的图片读出单词。6．教师出示单词卡，让学生认读，并把它们贴到黑板上相应的图片下方。7．教师出示Chen Jie和Mike的面具，问学生：Who are they?学生答：One is Cheng Jie, One is Mike. 8．教师说：Mike and Chen Jie are talking about their friends. Now, Let’s listen What do their friend like? 9．让学生观看教学课件［Unit 3 Let’s learn/A］ 10．教师提出问题，让学生回答。 What does Mike’s friend like? What does Chen Jie’s friend like? 11．听录音带跟读课文和单词。 12．教师问：What does your friend like? 学生可自愿介绍一下自己好朋友的爱好。 13．教师边说词组边做动作，帮助学生理解Listen to music. Do sports. Paint. Make friends. Play computer games.的中文意思。 14．让学生听录音，跟读Let’s do 部分的词组。 （三）趣味操练（Practice） 1．猜词游戏
Unit1 My classroom A. Let’s learn 教学目标: 1.知识目标：能够听、说、认读有关教室物品设施的词汇. classroom, window, light, picture, blackboard, door. 2.能力目标：能够正确运用所学词汇描述教室里的物品设施。 能听懂指示语，并按照指令做出相应的动作。 3.情感目标：培养学生热爱劳动，互相帮助的习惯。 教学重点: 1.掌握有关教室物品设施的词汇：classroom, window, light, picture, blackboard, door. 2.能够正确运用所学词汇描述教室里的物品设施。 教学难点: 1. 运用所学词汇描述教室里的物品设施。 2. 听指令，做动作。 教学准备: 自制课件、教学光盘 教学过程: Step1. Preparation 1．教师出示实物复习pencil, ruler, bag, book, pencil-case, eraser, crayon, pen等单词。 2．教师引导学生用以上单词做问答练习： 如：What’s in the bag? What’s in the pencil-case ? 3．在学生回答出问题后，教师再问：How many pencils/pens…?使学生能用复数进行回答。 如：What’s in the pencil-case? A ruler, two pencils… Step 2 Presentation
1．课件出示一幅教室的图片，教师介绍说：This is a classroom. . Ask: What’s the meaning of the classroom？ Guess. Ss:教室。Then teach it.教师板书并领读，然后让学生由集体到个别轮流读单词 教师接着问：What’s in the classroom? 学生听懂后，教师可先试着让学生回答，能说出英文的学生给予表扬（desk, chair, picture都已学过），也可让学生用中文回答。 教师指着教室里的黑板教学blackboard，教师板书并领读，然后让学生由集体到个别轮流读单词。 How many blackboards can you see? Ss: Two. Yes, two boards.然后在board加S。然后教师做擦黑板的动作，边做动作边说clean the blackboard.教师边领读边做动作，并让学生跟着边说边做。 用同样的方法教学单词window, light, picture和door，同时融入动作。 Close the window. Turn on the light. Put up the picture. Open the door.同样教师先示范动作，然后让学生边说边做。 2．让学生观看本部分的教学课件2遍。 第一遍听，第二遍学生跟读并模仿Let’s learn部分的内容。 让学生看着画面回答： What’s in the classroom? One blackboard, one TV, many desks and chairs. 3.教师领读单词和句型。 4.让学生在小组内读单词，采用兵教兵的形式。 然后找部分学生读单词，检查掌握情况。
仁爱版英语七年级下册 Unit6 Topic3 SectionD 精品教案 I. Material analysis 本课是第六单元话题三的第四个课时。主要活动是Grammar, Functions 和1。通过听力活动、口头笔头活动、吟唱歌曲、综合探究等课堂活动，引导学生复习并操练本话题学过的关于建筑物地理位置的介词、介词短语、有关简单交通规则的英文祈使句表达、问路及指路的表达、交通灯的英文表达等，培养学生的交通安全意识，同时学会在实践中运用英语，达到学以致用的目的。本课为本话题的复习课，包括与本话题有关的词汇、语法、语用功能句型等内容，教师引导学生复习时应增强趣味性，注意相关知识的综合理解和运用，而不是知识点的机械重复与操练。 II. Teaching aims 1.Knowledge aims 引导学生总结、复习Sections A~ C所学的重点词汇； 能够在课堂活动中，总结关于建筑物地理位置的介词、介词短语、有关简单交通规则的英文祈使句表达、问路及指路的表达、交通灯的英文表达等； 能够就“问路、指路、谈论公共设施、交通标志”等话题功能进行交流与对话操练，如： (1) Excuse me, could you tell me the way to...? (2) Excuse me, where is ...? (3) Go along this road until you get to ... (4) You can’t miss it. (5) It’s about ... kilometers away from here. (6) You need to take Bus ... (7) Then you should change to...at ... Stop. (8) Be careful! (9) Don’t play on the street. ... 2.Skill aims
Unit 6 Do you like bananas? Section A(1a-2c) 一、Analysis of the teaching material: Food is a popular topic. This class is the first period of Unit 6. It focuses on talking about the students’likes and dislikes of fruit. This topic is very interesting and practical. So it is useful and helpful for the students to raise learning interest. Before this class, students have known the Simple Present Tense in last unit. This unit can review this tense. Students can have a chance to practice their abilities of speaking、reading、listening and writing. 二、Analysis of the students: My students are about 13 or 14 years old. They’re curious、active and fond of games、competitions、songs and various activities. They enjoy learning in the exciting and relaxed atmosphere. The theoretical basis guiding this teaching design is task-based teaching. In this lesson ,I set up various activities to involve my students in lively and interesting teaching situations and activate the class. 三、Three dimensional teaching aims: Knowledge Objects: 1、Function: Let the students know how to talk about their likes and dislikes by using the present tense. Learn some new words about food. 2、Key Vocabulary :hamburgers, tomatoes, pears, oranges ,ice cream, salad, bananas, strawberries, like 3、Target Language: (1)-Do you like bananas? -Yes, I do./No, I don’t. -Does he/she like apples? -Yes, he/she does. No, he/she doesn’t.
Period 4 Section B (1a-2d) 【知识与能力目标】 1. 学习并掌握新词汇：convenient, comer, politely, request, direction, correct, polite, direct, indirect, speaker, whom, impolite，address，underground, course，request for directions, depend on, lead in to, a parking lot, in different situation, ask for, any other language. 2.学习掌握重点句式： ⑴The clerk tells her to go to the corner of Market and Middle Streets. ⑵.Can you tell me where there’s a good place to eat? ⑶.We also need to learn how to be polite by being less direct or more indirect— when we ask for help. ⑷.The expressions they use might de?pend on whom they are speaking to or how well they know each ot 【过程与方法目标】 本节课运用任务型教学法，情境交际法，活动教学法，以小组互动，竞赛的方式适时去鼓励学生学习英语的兴趣和热情。 【情感态度价值观目标】 培养学生尊重他人，对人有礼貌，热爱生活。 【教学重点】 礼貌的向他人寻求帮助；正确地使用宾语从句。 【教学难点】 运用宾语从句礼貌的寻求帮助。 【教学步骤】 Step 1. Revision You are a tourist in a city, you want to know something about the city. Make a conversation about asking information politely. A: Could you please tell me where the nearest bank is? B: Sure, go east along this street, then you’ll see it. A: Can you tell me if there is a delicious restaurant near here? B: Sure. Walk along this street, the restaurant is on you right. A: And do you know where the biggest hospital is? B: Go down this street, turn left at the first crossing, you will see it. A: After dinner, I want to buy a pair of shoes, would you mind telling me where the nearest supermarket is? B: It’s over there, just across from you. A: Haha! I see it. Thank you very much! B: You are welcome. Step 2. Lead in 1) Talk about places in your city. 2) Show some pictures of places and discuss what qualities are important for each place. Step 3. Pair work 1a What qualities are important for each place? Write the words from the box next to each place below. Write the most important words first. Places Qualities restroom clean, uncrowded, convenient museum interesting, quiet, uncrowded restaurant clean, inexpensive, quiet
Unit 1 教学设计示例（4课时） 一、教学设计思路 本课时学习如何用What's your name?询问对方的姓名并就询问做相应回答。对于刚开始学习 英语的学生，彼此了解一下英文名字十分必要，符合学生认知规律。另一种道别表达"See you!"是生活常用语，同Goodbye 用法相同，且运用广泛。整个语言点简单，且实用性强。教学过程中强调 自然流畅，不要明知故问，使学生觉得是为了学习而学习，从而降低学习兴趣。趣味操练部分可以 发挥小学生好动好玩的特点，在做迎宾先生或小姐的游戏中进一步操练句型，巩固所学。扩展性活 动中猜猜我是谁的游戏将“My name's ...”扩展到His/Her name’s …的句型, 开拓学生英语思维，帮助学生灵活运用语言。 二、教学目标 （一）知识 掌握日常交际用语：What’s your name?, My name is…, See you! （二）能力 学会应用以上交际用语进行日常会话； （三）情感 通过会话，培养学生敢于开口、积极参与的学习态度，让学生体验学习英语的快乐，提高兴趣； 三、教学重难点 What’s your name? My name is…中name的发音和欢迎用语Welcome!的发音。 四、教学媒体 1．名字卡、本课主要人物的头饰； 2．要求学生准备一个面具，并制作一个写有本人姓名的头饰。 五、教学过程 1．热身、复习 (Warm-up/Revision) （1）唱“Hello”歌 （2）师生互相问候Hello! /Hi! （3）学生将胸卡戴在胸前，分别起立做自我介绍。如： a. Hello, I’m Mary. b. Hi! I’m Peter. 2．呈现新课 (Presentation) （1）老师指着自己的英文名卡说Hello! I’m Miss/Mr. …. 然后用My name’s…. 反复说三到四遍自己的名字，速度由慢到正常。接着教师对一名学生发问What’s your name?（用清晰、缓慢的语调问两遍）边问边指他/她的名卡，并可以用夸张的口型提示他/她回答My name’s….教师对第一个应答学生应重点表扬，并发给他/他小奖品，以次鼓励学生认真听别人的问答，努力模仿 教师说的新句型。用类似的方法在教室里与学生进行问答练习，注意引导学生用My name’s….回答问题。 （2）跟读、模仿What’s your name? 注意学生对name一词中a的发音。
Unit 6 Section A To work or not to work —That is the question I ． Learning Objectives ? To talk about the effects of part-time employment ?To further understand the text ?To apply the phrases and patterns ?To master the paragraph writing skill II ． Lead-in Activities A) 1. Why do some students like to take part-time jobs? To meet their financial needs To learn to be responsible To make friends To acquire communicative skills To gain experience for future jobs… 2. What problems will students face with when they take part-time jobs? To have less time to devote to school assignments To get too tired from work to study To view school less rewarding To have low correlation between part-time jobs and their majors… 3. What suggestions will you put forward towards students planning to work part-time? To make a balance between learning and part-time working To improve the overall quality To strengthen the awareness of self-protection and legal protection … B) 1. What jobs are the students in the pictures doing? 2. If you are going to work part-time, what job would you like to take? Why? III. Text Study A) Main Idea & Structure This passage is a report of a study on the relationship between part-time employment and students’ commitment to studies. It focuses on some undesirable effects that part-time jobs may have on students’ academic performance . The author then suggests that students should work no more than 10 hours a week to ensure Tips Tips Tips
英语ⅰ译林牛津版unit1第四课时教案Teachingcontent Reportingschoolactivities(1) Teachinggoals 1.Targetlanguage Understandingaprogram:date,day,time,venue,event/activit y 2.Abilitygoals Enablethestudentstounderstandaprogram. 3.Learningabilitygoals Helpthestudentslearnhowtocompleteatimetableforaschoolpr ogram. Teachingimportant&difficultpoints Howtocompleteatimetableforaschoolprogram. Teachingmethods Listening. Teachingaids Arecorderandablackboard. Teachingprocedures StepⅠRevisionandLead-in Checkthehomeworkandreviewtheusageofrelativepronouns. T:Inthelastperiodwelearnedtheusageofrelativepronouns.Ar
elativepronounisawordusedtoreplaceanounornounphraseandintro ducesarelativeclausereferringtosomeantecedent.Therelativepr onounsofEnglishare:who,whom,whose,which,andthat.Nowpleasefi nishthefollowingexercises. Showthefollowing. 1.Don'ttalkaboutsuchthingsof__youarenotsure. A.which B.what C.as D.those 2.Thewolveshidthemselvesintheplaces___couldn'tbefound. A.that B.where C.inwhich D.inthat 3.Thefreezingpointisthetemperature__waterchangesintoice . A.atWhich B.onthat C.inwhich D.ofwhat 4.I'lltellyou__hetoldmelastweek. A.allwhich B.that C.allthat D.which 5.We'retalkingaboutthepianoandthepianist__wereintheconc ertweattendedlastnight. A.which B.whom C.who D.that 6.Thegirl__anEnglishsonginthenextroomisTom'ssister. A.whoissinging B.issinging C.sang D.wassinging
初一年级英语Unit6《Outdoor fun》教案（编号：） 主备人：审核人： 【课题】7B Unit6《Outdoor fun》Comic strip & Welcome to the Unit 【教学目标】 1．To learn the English names of some outdoor activities. 二次备课2．To talk about your favourite outdoor activities in English. 【教学重、难点】 To talk about your favourite outdoor activities in English. 【教学方法】Multi-Media 【教学过程】 Step 1 Revision Discussion (T asks the students to say the outdoor activities and tell the others their favourite outdoor activities) T: What outdoor activities do you know? Can you say their names? Which one do you like best? Step 2 Presentation 1.Show some pictures and ask: Do you know these outdoor activities? (Learn the new words about outdoor activities) 2.Finish Part A----Look at Part A on Page 69.Write the correct letters in the boxes. 3.Tell Ss to ask and answer questions about the outdoor activities. e.g. Do you want to go camping? Who will go camping with you? What kind of place /weather is good for camping? What should people bring if they want to go camping? Step 3 Practice Part B 1.Listen to the tape and answer the questions: 1)What outdoor activities would Amy like to try? 2)What about Daniel? 2.Repeat after the tape and try to find out why they like the two activities? 3.Read the conversation. 4.Explanation. 5.Ss make dialogues to talk about the outdoor activities they would like to try and the reason. A sample Step 4 Presentation (Comic strips) 1.Eddie and Hobo are doing an outdoor activity. Look at the picture, and tell me what it is. 2. Listen to the tape with questions 1) Does Eddie think the bag is heavy? 2) Does Hobo think so? 2. Listen again, answer more questions:
《Unit6Body》教学设计 北 长 寿 小 学 郝蕊红
《Unit 6 Body》教学设计 教学目标： 知识与能力 能听、说、认读hair/eye/ear/nose/mouth五个表示身体部位的单词和句型I have got… He\She has got…并能在以后的各种学习活动和日常生活中运用。情感和策略 1、能积极运用所学英语进行表达和交流，并表现出浓厚的兴趣。 2、在同伴和小组活动中，能明确活动目标，积极与他人合作，共同完成学习任务。 教学重点： 词汇：hair eye ear nose mouth的听、说、认读及运用。 句型：I have got… He\She has got… 的正确运用。 教学难点： 用句型I have got… He\She has got… 准确描述人的身体各部位特征，以及have got与has got 这两种表达方式的异同。 教具准备： 多媒体课件 教学过程： Step 1 : Warming up 1. Greetings T : Hello, boys and girls. How are you? Ss: Fine, thanks. And you? T : I’m fine, too. Thank you!
Step 2 : Presentation and practice 一、通过字母组成的头像，引出今天要学习的话题 Now look,it looks like ? “head” head,head,nod your head. This class let’s learn “Body”(板题) T : Boys and girls, Look! I h ave got a lovely picture. It’s a pirate. 指着他的头发说：This is his hair.(板书并领读hair) 同法教学单词nose/mouth T : 指着他的一只眼睛说：This is his eye.（板书并领读eye）指着他的另一只眼睛说：This is his…（让学生自己说出eye） Ss: This is his eye. T : an eye, two…引导学生说出two eyes （红粉笔在eye后板书“s”）. 升降调领读an eye, two eyes. 同法教学单词ear 1.根据教师指令做相应动作(I say you do) Close your eyes touch your ears open your mouth… （在教学新单词时，采用“TPR教学法”，将语言与肢体动作相结合，组织学生在“身体运动”中学习，在“口腔运动”中学习，学生们在动眼、动口、动手、动脑的活动中，提高了兴致，活跃了大脑思维，学生在获得愉悦的同时，巩固了所学知识，寓教与乐。） 2. Now I point and you say it as quickly as possible, OK? Ss: OK! （师指生快速说，然后师课件快速出示该部位单词） 3. Let’s say the chant together. （课件呈现chant, 师生边说唱边做动作）
Unit1 My classroom 第四课时教学设计Teaching design of Unit1 my classroom
Unit1 My classroom 第四课时教学设计 前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校 选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据 英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定 合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本 文下载后内容可随意修改调整及打印。 教学重点：学习This is my classroom The wall is white. The floor is green…；学习单词：computer, teacher’s desk, fan, wall, floor 教学难点：the 的发音与运用 表达复数时be动词的运用 教具准备： 1．教材相配套的教学课件［Unit 1 Let’s learn/B］ 2．教材相配套的教学录音带 3．教师自制的单词卡 4．自制颜色转盘（形如第一册P28页Let’s learn部分的图片） 教学过程：
（一）热身、复习（Warm-up / Revision） 1．教师出示自制的颜色大转盘，一个学生拨动上面的指针，使转盘转动。当转盘停止后，让大家说出指针所指的颜色。再让另一个学生继续转动转盘，直到所学的有关颜色的单词（red, yellow, green, blue, purple, white, black, orange, pink, brown）都被复习过一遍。 （二）呈现新课（Presentation） 1．复习本单元A部分Let’s learn的内容。 T：Look！This is our classroom. What’s in the classroom? 学生利用所学知识回答问题。然后教师补充说：There is a floor, a teacher’s desk, a computer, two fans and four walls in the classroom, too.（教师一边说一边指着教室中的实物，有些教室的设施也许没有这么齐全，不能在实际的课堂中教学，建议使用教材相配套的教学课件或本单元的双面对开实景图） 2．教师分别指着教室中的讲台桌，地面，墙，风扇和计算机问学生：What’s this? 让学生试着回答问题。教师可做适当提示。
Unit6 Topic1Is there a clock on your desk? section D 教学目标:1. 掌握字母组合ir ,or, ight, or的发音 2.熟练运用there be 句型 3 方位介词的运用 教学重点：.熟练运用there be 句型 教学难点.：熟练运用there be 句型，方位介词的运用 教学步骤 Step1 学习1a，归纳字母组合ir ,or,ight, or的发音，然后操练。 Step2 听录音然后完成1b。 Step3 复习there be 句型和方位介词的用法 1.肯定句: There is/are+主语+其它。 2. 否定句: There is/are+not+主语+其它。 3. 一般疑问句: --Is/Are there+主语+其它？ --Yes, there is/are. --No, there isn't/aren't. 1 There be 与have/has 的区别 There be 侧重“存在关系”, 表示“某地或某时间存在某人/某物” 。如: There is a book on the desk. 2 have/has侧重“所属关系” ，表示“某人/某物拥有……”。如：She has some interesting books. 用There be 或have/has填空。 1.We _____________ no classes on Saturdays and Sundays. 2. _______________a bowl of dumplings on the table. 3. Mr. Li _____________ a pet dog. 4. ________________some gifts for our Chinese teacher, Mr. Li. 5. How many letters _______________in this word? 6. _______________a river in front of the house? 方位介词用法 在……中in 在……上on 在……后面behind 在……下面under 在……旁边beside 在……近旁，紧邻next to 在……前面in front of 在……中央in the center of 在……左/右边on the left/right of 在……后面at the back of 用适当的介词填空。 1. Don’t play ______ the dog. 2. What can you see ______ the picture?