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人教版英語下冊教案
作為一名教職工，就難以避免地要準備教案，借助教案可以有效提升自己的教學能力。優(yōu)秀的教案都具備一些什么特點呢？下面是小編精心整理的人教版英語下冊教案，供大家參考借鑒，希望可以幫助到有需要的朋友。
人教版英語下冊教案1
學習目標
1．熟練掌握本單元四會單詞和四會句型
2、通過完成Let’scheck的練習，鞏固本單元所學內容。
3．能用本單元語言完成Tasktime。
學習重難點
掌握5個元音字母的發(fā)音規(guī)律。
自主預習
1、聽錄音，讀一讀。
acakeemeikiteonoseustudent
hatbedmilkboxbus
2、聽錄音，學歌曲，比一比誰唱的好。
3、聽錄音，跟讀故事，與小組內同學互相評讀，看一看，比一比，誰讀得好.
合作探究
1.我能流利朗讀“Goodtoknow”和“Storytime”的對話。
1)自由讀。
2）小組長或推薦優(yōu)秀組員領讀。
3）分角色表演對話。
4)其他方式。
2.我會完成“Tasktime”中任務。
課堂檢測
一、補全對話。（把編號填在橫線上。）
A、How many lambs are there?
B、What colour are they?
C、Are those goats?
D、What are they?
E、How many ducks can you see?
F、Yes, they are.
G、What colour are they?
A：Oh,thisfarmissobig.
B：They’relambs.
A：
B：Therearenine.
A：
B：No,theyaren’t.They’recows.They’refat.
A：
B：They’rewhiteandblack.
A：Look,arethosehens?
B：
二、按要求寫句子。
1．Thisisaduck.(改為復數形式)
2.Thosearedogs.（對劃線部分進行提問）
3.Aretheygeese？（做否定回答）
學后反思
人教版英語下冊教案2
教學目標
知識與技能
(1)熟練掌握下列詞匯：
rules, arrive, late, hall, dinning hall, listen, , fight, sorry outside,wear, important, bring, uniform, quiet
(2)熟練掌握下列短語：
dining hall, arrive late for school, (be) on time, listen to music break the rules, in class, be/ keep quiet, a lot of, bring …to…，wear a hat, have to, music players
(3)掌握下列句型：
1. Don't eat in class.
2. You must be on time.
3. Eat in the dining hall.
4.正確使用情態(tài)動詞can, can’t
——Can we wear a hat in school?
——Yes, we can./No, we can’t.
5.能正確使用have to和must談論規(guī)章制度
We must be on time/ We also have to be quiet in the library.
教學重難點
重點：
1)肯定祈使句是省略掉主語的原形動詞開頭;
2)否定祈使句則是在肯定祈使句前加上“don’t”。
3)情態(tài)動詞must及have to在用法上的區(qū)別。
難點：
掌握祈使句的用法，并能聽懂、會說一些簡單的祈使句。
教學工具
ppt
教學過程
一.新課預習
1.小組合作學習本課單詞，根據漢語寫出下列英語單詞。
規(guī)則_______到達_________準時___________走廊___________
禮堂_________餐廳_______________傾聽___________________
聽……______________打架_______________抱歉的_____________非常重要_____________帶來;拿來_________________
不得不_____________校服;制服_________________
2.試著翻譯下列句子。
Don’t arrive late for class. ___________________________________
Don’t run in the hallways. ___________________________________
不要在教室里吃東西。___________________________________
不要在教室里聽音樂。___________________________________
二.情景導入
教師進教室后，使用祈使句請學生們完成一系列動作：
Please stand up/ sit down. Close the door, please. Look at me and listen to me.
Don’t open your books. Don’t talk. Let’s begin our class.
學生聽教師的指令完成各種動作，教師也可將指令寫到黑板上，讓學生從視覺上考察祈使句的特點。
三.合作探究
1.教師出示書上1a的圖片，向學生提問。
指著圖上奔跑的男孩提問
T：What’s the boy doing? S: He’s running.
T: Where is he running? S: He’s running in the hallways.(板書，教讀)
T：Can you run in the hallways? S: No, I can’t.
T: So please don’t run in the hallways.(板書，教讀)
(= You can’t run in the hallways.)
學生跟讀數遍，明白祈使句和“can”的表達含意。
T：Why is he running in the hallways? S: He’s late.
T: Oh, he’s late for class.(板書，教讀)
You can’t arrive late for class.(板書，教書) = Don’t arrive late for class.
…
2.work on 1a
學生看圖，完成1a的內容，檢查答案并大聲朗讀校規(guī)。
3. Listening
學生們聽錄音，完成1b，選出四位學生都違反了哪條校規(guī);聽之前，學生要讀會英文名。
Check the answers:
4. Pair work
人教版英語下冊教案3
課前準備
1.教室物品圖片。
2.教學錄音磁帶。
3.數字卡片（從1至10）。
教學內容
A Look，count and chant.
1.通過游戲活動復習數字單詞1～7。
2.學習英語句型How many can you see？。
3.表演歌謠。
B Let＇s sing.
1.學習用手勢表示數字1～10。
2.教材中給出的手勢為以英語為母語國家使用的手勢，教師應引入中國人表達數字時的手勢，向學生滲透中外文化的不同。
教學建議
1.教師設計練習活動復習數詞1～7。
2.用講故事的形式呈現歌謠內容。如：
教師出示森林掛圖，然后出示圖1，與學生就圖畫進行交流。T：This is a e are some animals in the，who is sitting under the big tree？Ss：Elephant.T：elephant is very tired.教師出示圖2，T：Look，who are coming here？Ss：Monkeys.T：How many monkeys do you see？Ss：Four.T：monkeys are coming want elephant to pull and the elephant still sits....
教師在講故事的過程中，幫助學生學習英語數字8～10。
3.在學生熟悉歌謠內容后，教師請學生看掛圖聽錄音。在學生聽錄音時，教師根據錄音內容做出相應的動作。學生也可以模仿。
4.教師讓學生跟錄音試說歌謠。
5.教師組織學生根據歌謠內容進行角色表演。
6.學生學習用手勢表示數字。在做這項練習時，可以啟發(fā)學生用手勢表示數字。如：教師伸出兩個手指，T：What＇s the number？Ss：Two.T：I can make numbers with my you make numbers with your fingers？Ss：...
7.學生在練習用手勢表示數字后，教師可以讓學生觀察書上的手勢圖，請學生說一說與中國的手勢有什么不同。
8.錄音材料：
A項：CHANT
One monkey，two monkeys，three monkeys，four.
Five monkeys，six monkeys，seven or more.
Eight monkeys，nine monkeys，ten monkeys，HURRAY！
Pull，pull，pull，pull，pull the elephant！HURRAY！
B項：SONG
One monkey pulls the elephant.
Two monkeys pull the elephant.
Three monkeys pull the elephant
人教版英語下冊教案4
teaching aims:
1.learn and master the following words and expressions:get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to,get used to
2.train the students’ reading ability.
teaching important points:
1.improve the students’ reading ability.
2.enable the students to understand the text better.
3.how to get the students to master the useful expressions.
teaching difficult points:
master the following sentence structures:
1.…studying together with their disabled classmates is both challenging and rewarding. living with disability is frustrating and challenging.
2.i am and get used to the fact that while i may not be…
teaching methods:
1.discussion to help the students know something about the disabled.
2.fast reading to get the general idea of the text.
3.questioning-and-answering activity to help the students go through the whole passage.
4.pair work or individual work to make every student work in class.
teaching aids:
1.a tape recorder
2.a multimedia
teaching procedures:
step Ⅰ greetings and revision
(greet the whole class as usual.)
t:yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life.imagine you are disabled.who’d like to describe the situation(if you were blind/deaf etc.)and tell us how you would deal with them.
s:i’ll try.…
(all the others listen carefully.)
t:well done.no matter what difficulties he may meet with,we all hope he can enjoy himself.
step Ⅱ lead-in and pre-reading
t:yeah.we know people with disabilities may have lots of difficulties in their lives,but many of them are determined.they can overcome any difficulty.please look at the three questions on the screen and discuss them in groups.
(show the following on the screen.)
1.do you know anyone who is disabled?
how does he or she deal with the disability?
2.do you know of any famous people who are disabled?what do they do?
3.should disabled students be allowed to go to college?should they get any extra help?why or why not?
(teacher gives students five minutes to discuss and collects their answers.)
suggested answers:
1.yes.i know a person with disability.he has learnt to do many things without help.he can take care of himself at home,but getting around in the city in a wheelchair is often frustrated.he loves reading stories of young disabled people who have overcome great difficulties.
2.yes,i do.beethoven was a great musician,helen keller was a great american writer,and zhang haidi is also a writer.
3.yes,they should.because there are many gifted disabled students,they can make a contribution to the society.
they should get some extra help in their everyday activities.
no,they shouldn’t.because they need recognition,more than sympathy and help.
step Ⅲ reading
t:ok.today we’ll read a text “disabled?not me!”and know something more about it.i think you are interested in it.please turn to page 17.read the passage quickly to get the general idea and answer the questions on the screen.
(teacher shows the questions on the screen.)
1.what’s the trouble of zhong xiaowen?
2.how does she get around?
3.what’s the teachers’ aim in the special college?
4.what do the articles in literature of chinese blind children talk about?
5.how does zijie like the magazine?
(teacher gives students enough time to read the text and collects their answers.)
suggested answers:
1.xiaowen was born without the ability to use her legs and she has no feeling below the waist.
2.she uses a wheelchair to get around.
3.their aim is to help disabled students understand that they can play a valuable role within society.
4.the articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.
5.he loves the magazine very much.he thinks it is very important for them to know that someone far away is also struggling as they are.
t:now read the passage again and try to get as much information as you can.
step Ⅳ study for language points
t:now you’ve known the general idea of the passage.please look at the screen.i’ll explain something to you.
(show the following on the screen.)
a.treat vt. treat sb. well(badly)
e.g.don’t treat me as a child.
which doctors are treating her for her illness?
b.ability n. the ability to do,a man of ability
e.g.man has the ability to speak.
c.make a contribution to
e.g.we must do something useful and make a contribution to our country.
d.launch vt.
①launch a man-made satellite
②launch a new enterprise
③launch threats against sb.
e.play a …role(in,within)
e.g.he played a leading role in a film.
f.both…and…
e.g.both you and i are students.
he both fears and hates at once.
g.…studying together with their disabled classmates is both challenging and rewarding.
living with disability is frustrating and challenging.
in these two sentences,gerundial phrases are used as subject.
e.g.working with him is a great pleasure.
h.…i am and get used to the fact that while…h(huán)ere that-clause is used as appositive clause,expressing the fact.
e.g.the fact that he came here was known to us all.
(write important phrases and difficult sentences on the blackboard.)
t:(after explaining the language points.)
do you have anything you don’t understand?if you have,please tell me,i’ll be glad to have a discussion with you.
(the teacher answers the questions raised by the students.)
step Ⅴ listening and consolidation
t:let’s listen to the tape.i’ll play the tape twice.when i first play it,just listen.when i play it for the second time,listen and repeat it.are you clear about it?
(the teacher plays the tape for the students to listen and repeat.while the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)
t:now turn to page 52.there are five questions for you to answer in post-reading.try to find the answers in the text.discuss in groups of four,and then i’ll ask some of you to read your answers.
(a few minutes later.)
t:are you ready?
ss:yes.
t:now let’s begin.
s1:they have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.
s2:they not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.
s3:they help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.
s4:today there are more opportunities like the special olympics for disabled people to develop their potential,live a richer life and make a contribution to society.
because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.
s5:people must make sure that all of us should have equal access to all areas and facilities.people should treat me fairly.
step Ⅵ summary and homework
t:today we have learned the passage-disabled?not me!from the success of the disabled student-zhong xiaowen,we learn something important.there is nothing difficult in the world if you stick to it.when you meet with difficulty in your life and study,please don’t lose heart.on the other hand,we should help the students to know how to help the disabled in our daily life.
and we also learn some phrases.after class,you should work hard and master them.
step Ⅶ the design of the writing on the blackboard
unit 17 disabilities
the second period
1.important phrases:
treat sb.,the ability to do,make a contribution to launch,play a …role,both…and…,get used to
2.difficult sentences:
…i am and get used to the fact that while…
i may not be able to walk,there are many other great things i can do.
step Ⅷ record after teaching
人教版英語下冊教案5
Unit 1 Keep Healthy
Lesson 3
Teaching aims: 1.識別和掌握單詞a lot of, sleepy, subject. 2.能夠在生活中應用課文中的對話。
Language points：
詞匯：a lot of, sleepy, subject.句型：He always feels... He should/shouldn’t... Analysis of key items and difficulties of teaching: 3. Important Points:
a lot of, sleepy, subject 2.Difficult Points:靈活用用對話。
Teaching steps（教學步驟）
Warming-up and revision（1）Greeting to students.（2）Divide the Ss into four groups to present the dialogue. Step 1: Greeting and Introduction
Begin by greeting the class with a smile and good morning! T: Good afternoon, students. S: Good afternoon, teacher. Step 2: Practice
5) S1: I always feel sleepy. S2: You should go to bed early. 6) S3: What’s wrong with her?
S4: She has a stomachache.
S3: She shouldn’t eat a lot of meat. 3) T: I always feel tired. S: You should do more exercise and go to bed early.
... Step 3: Play a game.
Each two students in a group to practice the dialogues: 4) S1: What’s wrong with you? S2: I have had a cold.. 5) S3: I feel very tired.
S4: You should go to bed early.
... Homework:
人教版英語下冊教案6
一、教材分析
《義務教育課程標準試驗教科書英語（PEP）》（供三年級起始用）是以學生的發(fā)展為宗旨,以提高學生的綜合素質為目標,著重培養(yǎng)學生的學習興趣,學習自信心，良好的學習習慣,有效的學習方法和自主學習能力,同時通過聽、說、讀、寫等語言實踐活動,幫助學生獲得良好的語音基礎、初步的語感和用英語進行簡單的日常交流的能力。第六冊unit 5 part A第一課時的教學重點是有關動物正在做什么的英語表達，主要句型：“Look at the tiger! It’s jumping! The rabbit is running.”及五個動詞ing形式得四會掌握，讓學生進行簡單的對話。通過Let’s play激發(fā)學生對學習英語的興趣。
學生分析：五年級的學生對一些常見動物的特征、習性等都有了一些了解。教師再引導學生準確運用現在進行時英語表述的基礎上，可結合他們已有的知識豐富對話內容，增加課堂語言的信息量。教師通過多種教學手段培養(yǎng)學生熱愛動物，熱愛大自然的良好品質。同時五年級學生對客觀的世界已有一定的認識，對大自然充滿幻想和好奇，學習積極性很濃，具有探索的欲望。通過借助多媒體等多種激勵方式,激發(fā)學生積極參與學習,大膽實踐,體驗成功的喜悅，有了成就感有了信心,就能夠更好的展示自己.
二、教與學的方式分析
（1） 教學方式：情境教學法，游戲教學法
（2） 學習方式：合作，探究，體驗學習法
三、教學目標
1、知識目標：能夠聽、說、認讀句子“Look at the tiger! It’s jumping! The rabbit is running.”能夠聽、說、讀、寫動詞短語的ing形式：Flying, jumping, walking ,running, swimming. 能夠聽懂、說唱歌謠：koalas are sleeping 。
2、能力目標：能用動詞ing形式進行簡單的對話。
3、情感目標：培養(yǎng)學生熱愛動物，熱愛大自然的良好品質。
四、教學過程
1． Warm-up
（1）Free talk
教師出示幾張動物的圖片讓學生對話，運用句型：“Look, Xiaojuan, What is this in the picture? It’s a bird.”
（2）聽指令做動作
教師先將“jump ,walk fly”三個詞寫在黑板上，然后發(fā)指令，學生做動作，適時提問：What are you doing?,引出新課。
設計思路：以上兩個活動既可以營造學習英語的氣氛，調動學生學習英語的積極性，拉近師生的距離，又可以復習鞏固三年級所學的詞匯和句型，為上好本節(jié)課打基礎。
2、Presentation
(1)教師出示課件：一只小鳥在飛。說：Look at the bird! It’s flying!出示單詞：flying 并指導學生拼讀單詞，開火車讀，看課件引導學生說出句子：The bird is flying.學生一邊說一邊做動作，獎勵說得好的學生。（可獎勵小貼紙收集）教師出示多種動物動作的ing形式的圖片單詞或詞卡按以上的方法學習walking, jumping, running.
（2）做“看誰反應快”游戲。教師出示小兔在running的圖片，誰舉手快就說：running, the rabbit is running.教師繼續(xù)出不同動物在walking ,jumping ……等，讓學生鞏固新學的單詞。
（3）教師請一名男生和女生上講臺，女生做一個動作，其他學生根據動作猜動物的名稱，如：It’s a rabbit。動物名稱猜對后，男生做一個動作，其他學生根據動作說一個句子，如：The rabbit is running。除了Let’slearn部分的五種動物外，教師還可以讓學生表演其他的動物，如：豬在走，松鼠在跳，鴨子在游泳等等。
設計思路：教師創(chuàng)設學習語言的環(huán)境，讓學生在輕松，容易的情境中進行英語的學習，并通過游戲讓Let’s learn 這部分不枯燥無味，又能提高學生學習的興趣。
3、Practice
（1）放錄音，跟讀單詞。
（2）教師將詞卡放在教師四周，請學生上臺進行對話表演。
如：A：Look at the picture. Can you see the bear?
B：Yes.
A：What colour is the bear?
B：It’s brow.
A：What is it doing?
B：It’s walking.
設計思路：單詞的教學本身是比較枯燥乏味的，學生生性好動，采用多種方式的教學形式，讓學生在反復操練中鞏固本課的學習重點，靈活運用語言，從而達到語言學習的運用和交流作用。
4、Consolidation and extension
（1）讓學生抄寫本課的四會單詞。
（2）讓學生回家制作一本有趣的圖畫書，每頁畫一種動物在干什么，旁邊標注英語。如：The bird is flying.
五、設計思路
注重學生的書寫能力的培養(yǎng)，使其與美術聯系起來,激發(fā)學生的學習興趣去完成,這樣不但鞏固本課單詞,同時也給了學生很大的空間去發(fā)揮。
人教版英語下冊教案7
教學目標
1. 掌握apple和orange的發(fā)音，熟悉復數形式apples和oranges
2. 學會水果單詞banana和pear，熟悉其復數形式
3. 運用句型“Do you like pears?” “Yes, I do. “/ “No, I don’t.” 來詢問和表達自己的喜好
4. 學生能理解并初步運用名詞復數形式
教學重難點
重點：
1. 掌握apple、orange的發(fā)音以及復數形式的發(fā)音
2. 學會水果單詞banana和pear以及其復數的表達
3. 運用“Do you like pears?” “Yes, I do. “/ “No, I don’t.” 來詢問他人和表達自己的喜好
難點：
1. 對名詞的復數有初步的認識
2. oranges的發(fā)音
3. banana的發(fā)音
教學工具
ppt課件
教學過程
Step 1 Warm-up
1. Greeting
2. Introduce an old friend: Zoom
3. Enjoy a song: APPLE TREE.
Q: What can you see in the video? ( Apple )
Step 2 Presentation
1. Lead-in to apple(s)
a. Teach: apple It’s an apple. It’s red.
b. Learn to say : apples I like apples.
c. Small dialogue:
A: Do you like apples?
B: Yes, I do.
2. Lead-in to orange(s)
a. Guess the fruit.
It’s round. It’s not yellow. ( orange )
The orange is orange.
b. Teach oranges
a). one orange, two oranges, three oranges….
b). Try to say: Do you like oranges? No, I don’t. (Practice several times)
c). Students ask and answer
A: Do you like apples?
B: Yes, I do. Do you like oranges?
A: No, I don’t.
3. Lead-in to banana(s)
a. T: Look at this fruit. It’s long and it’s yellow. What’s this?
b. Teach: banana Emphasize the pronunciation “na”
c. T asks: Do you like bananas?
4. Lead-in to pear(s)
bear – pear – pears
5. Review the words
apple-apples orange-oranges pear-pears banana-bananas
Step 3 Practice
1. Let’s learn (P49)
a. Listen and repeat.
b. Read by yourself.
c. Read to your partner.
2. Pair work
a. Review
Do you like pears/bananas/apples/oranges? Yes, I do. / No, I don’t. (On blackboard)
b. Ask and answer ( A asks B answers B asks C answers…)
2. Let’s chant
a. Students find out what Zoom likes to eat
b. Listen to the tape twice, and try to chant
Step 4 Consolidation
Group tasks
a. Read and find out the missing letters.
b. Colour the fruit according to the requirements.
1. Colour the banana yellow. 2. Colour the pear green.
3. Colour the orange orange. 4. Colour the apple red.
Step 5 Homework
1. Listen to the tape and imitate. ( P49)
2. Read P49 to the group leader.
3. Trace the four words 3 more times.
4. Try to find out more words about fruit and draw the fruit on the paper.
板書
Unit 5 Do you like pears?
A Let’s learn & Let’s chant
apples
Do you like oranges ? Yes, I do.
pears No, I don’t.
bananas
人教版英語下冊教案8
一、單元教學內容分析
1、單元教學內容：本單元重點學習時間的表達以及描述不同時間進行的日常活動。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滲透了這幾個新的句型，應作為本單元的教學難點；
學生們日常生活豐富多采，同時也是很有規(guī)律的。建議教師在教授新知識時緊密結合學生的生活實際，引導他們用英文表述自己的日常活動。
2、單元教學重點：能夠詢問時間并做出正確的回答，如：What time is it? It＇s nine o＇clock．能夠結合學過的語言描述自己的日常活動，如：It＇s time for English class．It＇s time to go to school．3、單元教學難點：字母組合ur在單詞中的發(fā)音。
二、單元教學目標：
認讀Part A and Part B中的單詞；
實際情景中靈活運用Let’s talk中的重要句型。
三、單元教學準備：
1、教師準備教學過程中所需要的圖片、聲音、課件，以及本單元的單詞卡。
2、準備一些教師的照片或圖片。
3、教師準備錄音機及錄音帶。
四、單元教學措施：
1、在教學過程中，對于學習困難的學生，可通過請學生復述老師的話或是復述同學的回答，讓學生對老師和同學的發(fā)言引起注意，讓學生意識到要仔細聽別人的說話。
2、對于學習還不錯，但是不愿或害怕發(fā)言的學生，課堂中教師主動請他們表達其意見，培養(yǎng)他們良好的學習英語的習慣。
3、充分運用英語名、英文歌、兒歌、繞口令、順口溜、謎語等，給予小學生語言感染的機會。還可開展各種活動，鼓勵學生交際。
五、單元教學反思：
第一課時（A Let’s talk）教學目標：
1、能聽懂、會說“What time is it ?It’s time for …”并能在情景中進行運用。
2、能理解并運用“Time to go home, kids” “Let＇s go!”兩個短語的句子。
3、教育學生要嚴格遵守學校規(guī)章制度，按時作息。
教具準備：教學光盤、單詞卡片。
教學重點：讓學生熟練掌握問句“What time is it?”和相應的回答以及句型“It’s time for…”的用法。
教學難點：對話中一些習慣表達法的理解，如：School is over.教學過程：
一、復習引題
1、師生日常口語訓練。
2、學生演唱第二冊學生用書第64頁的歌曲“One Two Three Four Five ”。
3、教師和學生一起做“聽句子、拔時針”的游戲。教師說：It’s time for breakfast. / It’s time for English class.學生根據實際情況將時針撥到合理的位置。
二、教學新課
1、教師在做“撥時針”的游戲時對學生發(fā)出指令：School is over.如果學生不理解可聯系“Class is over.”來幫助學生理解。待學生將時針撥到5點或其它實際放學時間后，教師問：School is over. What do you do ?學生回答Go home.教師說：But Wu Yifan and John don’t go home. What are they doing? Let’s Watch TV.由此導入新課。
2、看與聽學生看Let’s talk部分的課件或錄像，教師可以就對話內容提一些問題。在提問與回答的過程中，借助畫面幫助學生理解難點，可要求學生用句型“It’s time for…”造句。
3、模仿跟說，注意語音語調。
4、分角色朗讀與表演。
建議教師扮演John的角色與部分學習程度較好的學生進行示范性表演，以降低學生表演的難度。學生可自由挑選表演伙伴。
三、鞏固練習
1、Let’s play：操練句型“What time is it ?It’s …” 2、做本單元A Let’s talk部分的作業(yè)本上的配套練習。
四、布置作業(yè)
1、聽Let’s talk部分的錄音，讀給同伴、朋友或家長聽。
2、四人小組一起動手做一個英語課程表并用所學語言進行表述。
五、板書設計六、教學反思第二課時（A Let’s learn）教學目標：
1、能夠聽、說、認讀本課時的主要單詞和詞組。
2、能認讀句型：What time is it ?并做出相應的回答：It’s …It’s time for … 3、能夠聽懂指示語，并按要求做出相應的動作。
教具準備：
1、與教材內容相關的課件、聲音、圖片等媒體素材。
2、教師準備一個教具鐘。
教學重點：本課時的主要單詞和詞組: music class , P.E. class , English class , lunch , dinner 。
教學難點：對新句型“What time is it? It’s nine o’clock. It’s time for…”的理解和運用。
教學過程：
一、復習引題
1、教師播放第一單元Story time的錄音或者請一組學生表演Story time中的故事。
2、教師在聽錄音或學生表演之后想學生提問：Where is Zoom ?學生回答：He is in the canteen .教師又問：Why?學生答：He is hungry .教師再問：
Why in he hungry ?What time is it ?引導學生答出：It’s time for lunch .接下來，教師可鼓勵學生說出哪些東西可以告訴我們時間，如：
the sun , the moon , the tree .等等，學生如果不能用英文說，也可用中文說。
二、教學新課1、Let’s learn教師先在黑板上把一天的課程安排寫下來。接著出現一口鐘（課前準備）。
一邊表演一邊引導學生表演：get up , have breakfast , have lunch , have dinner。
課程名稱的教授可借助于chant . math class , math class , 1 and 1 , 1 and 1 Chinese class , Chinese class , read and write , read and write . P.E. class , P.E class , jump and run , jump and run .. 11, 11, 11, It’s time for lunch music class ,music class , sing and dance , sing and dance art class ,art class ,draw a picture ,draw a picture . English class, English class , read and chant ,read and chant .
2、Let’s do先聽錄音，再跟做。采用組與組或男女競賽的方式。
三、鞏固練習
1、自制一面鐘并進行時間問答對話。
四、布置作業(yè)
1、讀課文第15頁并背誦Let＇s do。
五、板書設計六、教學反思第三課時（A Let’s spell）教學目標：
1、讓學生掌握含有字母組合ir, ur的單詞發(fā)音和認讀書寫。
2、能聽、說、讀、寫girl, bird, nurse, hamburger四個詞語。
教具準備：教學光盤、單詞卡片。
教學重點：能聽、說、讀、寫girl, bird, nurse, hamburger四個詞語。
教學難點：正確書寫girl, bird, nurse, hamburger四個詞語。
教學過程：
一、復習引題
1、師生做日常口語練習: ?? A: What time is it? ?? B: It＇s ... 2、請學生表演A部分Let’s talk的對話。
二、教學新課
1、播放Read, listen and chant的錄音，讓學生聽歌謠。
2、讓學生跟著動畫學說歌謠，同時可用手打節(jié)奏。
3、播放Read, listen and circle的錄音,讓學生圈出單詞。
4、聽音后反復讀五個單詞，在此基礎上進行描紅，達到書寫格式正確的目的。
三、鞏固練習
1、完成Look, listen and write部分的練習。
四、布置作業(yè)
1、抄本課單詞4+1模式五、板書設計六、教學反思第四課時（B Let’s talk）教學目標：
1、能夠聽、說、認讀本課時主要句型：It’s …o’clock .It’s time for …/It’s time to…;能理解Hurry! Oops , I’m ready .等單詞和短句。
2、能夠在教師的幫助和錄音帶的帶讀下朗讀對話。
教具準備：教學光盤、單詞卡片。
教學重點：聽、說、認讀本課時主要句型：It’s …o’clock .It’s time for …/It’s time to…教學難點：
1、It’s time for…和It’s time to…的用法區(qū)別。
2、Breakfast is ready!和I’m ready!的發(fā)音。
教學過程：
一、復習引題教師和學生談談他們的作息時間，如：T: What time do you get up ? S: Five forty.也可讓學生猜猜教師的活動時間，如：T: What do I do at 6:30? S: You get up .以次導入課文。
二、教學新課
1、教師拿出Mike的圖片，問學生Who is he ?What time does he get up ?學生可能會給出各種答案，讓他們從錄像中找出正確答案。
2、看掛圖或，回答理解性問題，并通過情景、動作等幫助學生理解hurry，ready的意義，可適當進行造句聯系加以鞏固，并注意對兩個句型：It’s time for…和It’s time to…加以比較。
3、聽錄音，然后跟讀、模仿。
4、分角色朗讀和分角色表演。
三、鞏固練習
1、調查：設計一個調查表，然后調查五名學生或教師的作息時間，在四人小組中進行交流。鼓勵學生用新句型It’s time to…來表述。
四、布置作業(yè)
1、熟讀并背誦第17頁的Let’s talk。
五、板書設計六、教學反思第五課時（B Let’s learn）教學目標：
1、能夠聽、說、認讀本課時的四個動詞詞組。
2、能夠理解并在情景中正確使用句型：It’s time to …教具準備：教學光盤、單詞卡片。
教學重點：聽、說、認讀本課時的四個動詞詞組。
教學難點：在情景中正確使用句型：It’s time to …教學過程：
一、復習引題
1、數學游戲：教師給學生出一些數學算式，可以是加減混合運算，也可是連加連減，學生算出來后用手指頭表示答案。
二、教學新課
1、玩時鐘游戲。教師用手臂做時針和分針，問：What time is it ?學生快速回答It’s …o’clock .It’s time for… 2、教師做出4：35的手形，問：What time is it ?引導學生說出：It’s 4:35、school is over .教師接著問：School is over .Where do you go ?學生回答：We go home .教師由此導入句型It’s time to go home . 3、教師借助圖片和聽聽做做活動教授其它幾個動詞詞組，如：教師發(fā)指令：It’s time to get up .請學生做起床、穿衣服的動作；
教師說It’s time to go to school 。請學生做背書包、走路的動作，以次類推。要注意多讓學生說句型：It’s time to……為下一課時重點學習句型做鋪墊。
4、聽音跟讀，注意強調語音語調。
5、教師可采用A部分Let’s do的形式操練新的句型。
三、鞏固練習
1、畫畫說說：學生模仿B Let’s learn部分的插圖畫出自己的活動時間，然后在四人小組中交流，比如學生A六點起床，他就指著自己的畫說：It’s 6 o’clock .It’s time to get up . 2、完成Let＇s play。
四、布置作業(yè)
1、熟讀并背誦所學內容。
2、設計學習時間表并用英語描述。
五、板書設計六、教學反思第六課時（B Read and write）教學目標：
1、能讓學生運用What time is it? It＇s...寫句子。
2、能聽懂錄音。
3、會唱Let’s sing的歌曲。
4、能聽懂Story time的內容。
教具準備：教學光盤、單詞卡片。
教學重點：掌握兩個重點句子：“What time is it? It＇s...”的正確書寫。
教學難點：在四線格中的正確書寫T What time is it? It＇s...教學過程：
一、復習引題
1、日常口語交流。
2、Review：A、B兩部分的詞語及對話。
二、教學新課
1、讓學生練習運用What time is it? It＇s...練習說句子。
2、在學生能說的基礎上在讓學生書寫這樣的句子。
三、鞏固練習
1、讀一讀并排序。
2、聽錄音并排序。
3、看一看并連線。
4、唱Let’s sing的歌曲。
5、聽錄音看動畫理解Story time的'內容。
四、布置作業(yè)
1、唱第20頁的歌曲給家長聽；
2、聽錄音并跟讀Story time。
五、板書設計
六、教學反思
人教版英語下冊教案9
【教學目標】
★1聽懂會說WehaveanefromAmerica.
【教學目標】
★1聽懂會說Watchout!Oh,no!appleantbagCokecoffee
2聽說認讀boygirl3跟讀Let'schant
【教材分析】
本節(jié)課要掌握的單詞量比較大，教師可以充分利用生活情景介紹新來的學生。比如說分別指著男生與女生練習boy,girl.然后利用let'schant鞏固并熱身。激發(fā)學生興趣。這些單詞也是本節(jié)課的難點。主要采取師生、生生互相合作，學生在愉快的學習氛圍中習得和學得。
【學生分析】
學生剛開學，學習熱情還比較高，繼續(xù)調動他們的情緒，并在剛開始學習字母書寫時打好基礎，為以后的單詞學習做好鋪墊。可充分利用學生的興趣與積極性，進行字母教學，營造學習氛圍。
【教學準備】
教師：錄音機、磁帶。學生：課本、活動手冊。
【教學過程】
一、Warm-up
與學生對話:Goodmorning,boysandgirls.
Nicetoseeyouagain.
Howareyou?
Ss:I'mfine,thankyou.
第3頁
Howareyou?
T:Fine,thanks.
Followme,please.
AAA,appleandant
BBB,boyandbag
CCC,Cokeandcoffee
學生跟讀
AAA,appleandant
BBB,boyandbag
CCC,Cokeandcoffee
【設計意圖】：此部分即可熱身又為后面的學習鋪墊。
二、Presenation
1.老師找一個矮個的男生將一大摞書放到教室后面，并對他說Littleboy.Watchout!可多說兩遍。讓學生跟著一起說。然后再找一個小女孩，讓她把滿滿一杯水放到教室后面。并說Girl,girl,watchout.學生跟讀.(可延伸句子I'maboyandyouareagirl)
【設計意圖】：達到師生互動教學。
2.播放Let'stalk錄音
3.教師與學生繼續(xù)練習
AAA,appleandant
BBB,boyandbag
CCC,Cokeandcoffee
學生學習書寫AaBbCc
學生練習onebyone
【設計意圖】：達到生生互動教學。
三、Practice
1.Playagame
猜一猜Aboyoragirl?
學生用怪聲打招呼，讓另一學生蒙上眼睛猜是男生還是女生，學生參與活動。
2.聽Let'schant.
學生跟唱.
【設計意圖】：通過游戲，即激發(fā)了學生興趣，又使學生在寬松的情景下鞏固復習了所學知識。
四、Homework
練習書寫ABC五遍.
聽錄音Let'slearnandlet'ssay三遍.
教案二
【教學目標】
★1Let'ssay
本部分將學習字母Aa,Bb,Cc,以及這些字母開頭的單詞。
2Let'schant.
本部分是一首歌謠，通過聽說歌謠復習字母，增強語感。
【教材分析】
學生第一次接觸英語的書寫，容易和漢語拼音混淆，在講解時，可利用對比法讓學生掌握好英語字母的書寫。可加入一些小游戲，讓學生進行區(qū)分。主要采取師生、生生互相合作，學生在愉快的學習氛圍中習得和學得。
【學生分析】
學生剛開始學習字母的書寫，學習熱情比較高，情緒比較高昂。可通過學生的興趣與積極性，營造學習氛圍，利用學生的好勝心，將書寫好的進行評比。
【教學準備】
教師：錄音機、磁帶、字母卡。學生：課本、活動手冊。
【教學過程】
一、Warm-up
(1)與學生對話:
A:Hi,I'mMissHuang.I'mfromQingdao.
B:Hi,I'm...I'mfrom...
A:Nicetomeetyou.
B:Nicetomeetyou,too.
A:Goodbye.
【設計意圖】：與學生進行日常會話,進行熱身.并引入情景.
(2)教師將A部分Let'stalk的圖片出示給學生，讓學生看圖說話。復習學過的句型。對最快并語句流暢的學生給與獎勵。
二、Presentation
1.學生唱兒歌26個字母歌。（學生一般都會唱）
【設計意圖】：熱身，并為后面作鋪墊。
2.出示字母卡片，聽錄音，逐個教讀字母Aa
大小寫字母同時出現，再分別呈現，反復教讀。
3.Game:
教師讀出字母，學生以最快的速度指出，并大聲指出來。
4.出示字母卡片，問學生：What'sthis?
第5頁
有些學生也許能自己回答出答案apple
教師出示單詞卡，領讀此單詞，并幫助補充完整句子。
5、同樣的方法教學生認讀ant,boy,Coke,coffee
三、Practice
1.游戲，找朋友。學生每人寫一張卡片，大小寫各一張。教師將卡片混合后在發(fā)給學生，學生以最快的速度找到自己的朋友（大小寫配對），并一起大聲讀出這個字母。
2、在活動手冊中將字母描紅。
四、Homework
聽Let'ssay和Let'schant的錄音，并讀給家長聽。
課后反思：
學生基本能掌握好本節(jié)課所學單詞,個別學生對ant,apple掌握的不是很好.
人教版英語下冊教案10
教學目標
一、知識與技能
1. 掌握新單詞和短語。
2. 在不同的情境中正確、熟練地使用表示委婉請求的句型。
3. 培養(yǎng)聽、說、讀、寫四項基本技能。
二、過程與方法
觀看，感受，模仿，實踐。
三、情感態(tài)度與價值觀
認識到不僅在家庭中，在生活中的其他情況我們也要積極參加，勇于實踐。
教學重點
在不同的情境中正確、熟練地使用表示委婉請求的句型。
教學難點
培養(yǎng)聽、說、讀、寫四項基本技能。
教法導航
創(chuàng)設情境，實踐演練。
學法導航
通過聽說讀寫，獨立思考，小組合作完成學習任務，提高各項能力。
教學準備
圖片，多媒體。
人教版英語下冊教案11
一、學情分析
本單元是四年級下冊的第一單元，學生經過一個寒假，對第一課的學習和朗讀肯定不甚理想，因此我們應當充分調動學生的積極性，設計他們喜歡的游戲和話題，激發(fā)其學習興趣，人教版四年級下冊第一單元英語教案。通過上冊有關教室等單元的學習，學生已經對學校有了初步的概念，本單元在此基礎上深入學習學校的地點及場所。
二、單元內容分析
1.本單元重點學習學校課室及功能室的名稱、分布和不同的功能。重點學習的句型是：This is the teacher's office.That is my classroom.Is this the library?Is that the TV room?A、B部分的Let's talk滲透了這幾個新的句型，為本單元的教學難點。學校是學生們每天學習與生活的地方，可以帶領學生參觀自己的學校，在真實的情景中學習或鞏固單詞與句型。
2.單元教學課時安排：六課時
三、單元教學目標
1.能力目標
(1)能夠簡單介紹學校校舍的分布情況，如：This is the teacher's office.That is my classroom.
(2)能簡單說出每個課室的不同功能，如：Go to the library.Read astory-book.
(3)能聽懂并回答一些問題，如：Is this the library?Is that the TV room?
(4)會唱歌曲"Our School"。
2.知識目標
(1)掌握A、B部分Read and write的單詞和句子并能做到會聽、說、讀、寫。
(2)認讀A、B部分Let's learn、Let's talk中的單詞和句子。
(3)理解Let's do、Let's chant等部分的內容。
(4)了解Story time、Good to know等部分的內容。
3.情感、策略、文化等有關目標
(1)情感態(tài)度：能以得體的方式向客人介紹自己的學校。
(2)學習策略：注重合作學習，鼓勵學生大膽想象，構思未來學校的藍圖。
(3)文化目標：了解在不同場合應該遵守的公共道德，培養(yǎng)學生對學校的熱愛之情。
人教版英語下冊教案12
the fourth period
teaching aims:
1.read the text and grasp the main idea of it.
2.do some exercises to master what they’ve learnt.
3.learn to write an essay.
teaching important points:
1.improve the students’ reading ability by reading a text.
2.improve the students’ writing ability by reading and writing.
teaching difficult points:
1.how to improve the students’ integrating skills.
2.how to write an essay.
teaching methods:
1.practice to make the students master what they’ve learnt.
2.asking-and-answering method to help the students grasp the main idea.
3.discussion to make every student understand the topic clearly.
teaching aids:
1.the multimedia
2.the blackboard
teaching procedures:
step Ⅰ greetings and revision
t:(greet the whole class as usual.)in the last period,we’ve learnt some useful words and expressions.now,let’s do an exercise to revise them.look at the screen,please.you may have a discussion,if you like.
(show the following on the screen and let the students prepare for a moment.finally,ask some students to say their answers and correct their mistakes,if any.)
choose the proper words to complete the following sentences,using the proper forms:
prison housing peaceful march murder forbid set a good example demand
1.too many people are living in bad ______ conditions.
2.if some people are on a ______,they walk together in a large group through the street to express their ideas.
3.black people in alabama ______that the bus company should not separate blacks from whites.
4.lei feng ______ to us in serving the people heart and soul.
5.in the american history,two former presidents abraham lincoln and john f.kennedy were ______.
6.smoking is ______ in our school now.our school is a non-smoke school.
7.the man who robbed a bank of our city was caught last sunday and put in ______now.
8.when i arrived in qingdao,the sea there was ______ and beautiful.many people jumped into it and had a bath.
suggested answers:
1.housing
2.march
3.demanded
4.set a good example
5.murdered
6.forbidden
7.prison
8.peaceful
step Ⅱ fast reading
t:well done!(show the questions on the screen.)now,we’ll begin a new text.please turn to page 30 and read the passage fast and find answers to the questions on the screen.)
answer the following questions:
1.which country was the first in the world to give women the right to vote?
2.who wrote two chapters about the rights of animals and vegetables in a novel?and when?
(three minutes later)
t:who can answer the first question?
s:i’ll try.the answer is that new zealand was the first country to give women the right to vote.
t:do you agree with him/her?
ss:yes.
t:good.now,who knows the answer to the second question?
s:let me have a try.samuel butler wrote two chapters about the rights of animals and the right of vegetables in a novel in 1872.
t:very good.please sit down.
step Ⅲ reading
t:(show the questions on the screen.)now please read the text again and discuss the questions on the screen with your partner.later we’ll check the answers together.
discuss the following questions:
1.“each age has its own struggle for right.”what does the word “age” mean?
2.what were the main ideas of the famous books about the rights of men and women,which were published in the late 18th to the 19th century?
3.please describe the rights to vote for women in the 19th and the 20th century.
4.what is the purpose of the organizations that fight for equal rights in modern times?
5.do you think we should fight for the rights of robots and machines?
(the students read the text and discuss the questions.then the teacher may ask some of the students to say their answers.)
suggested answers:
1.the word “age” means “time”,for chinese “時代”.
2.the main ideas of these books were that all people are brothers and sisters,and that all people should be equal.from then on,a struggle of more than 200 years for equal rights of men and women of all races began.
3.there was a time when women had no rights to vote.in the 19th century,women all over the world began to ask for equal rights.it is new zealand that is the first country in the world to give women the right to vote in 1893.by 1920,the us,canada and most european countries allowed the women to vote.
4.they fight for the rights of black people,women,children,people with aids/hiv and prisoners.their purpose is that they ask to be treated with respect,share the rights to work,good housing conditions and education and to be treated equal to other people in all ways.
5.i don’t think so.we should protect all the living things,including plants and animals,because all of them are part of nature.if one of them is not well protected,the balance of nature will be destroyed.that will perhaps cause another living thing to die out.no matter which of them dies out,our nature will lose some of its color.robots and machines are made by man.we can decide how many of them will be needed,according to their use.if we need more,we can make more.that will not affect the balance of nature.and i think we should protect our oceans and earth,too.
t:that’s a very good topic.you can continue discussing it after class,if you like.it will be very interesting.
step Ⅳ reading aloud and practice
t:now,let’s listen to the tape.i’ll play it twice.the first time i play the tape,listen carefully.the second time i play it,you can read after the tape.after that,you read the text aloud,paying much attention to the pronunciation and intonation.
(play the tape for students to listen and repeat.then give them several minutes to read aloud.at last,ask a couple of students to read the text.)
t:very good.(show the phrases on the screen.)now,please look at the screen.make sentences with the phrases shown on the screen.you can do it in pairs.
make sentences with the following phrases:
in modern times believe in
start with a time
have…in common with respect
in all ways ask for
sample sentences:
in modern times:
in modern times many peasants are very rich.
believe in:
you can believe in him;he’ll never let you down.
start with:
the school started with 300 pupils;now there are double that number.
a time:
i don’t care for the place at first,but after a time i got to like it.
have…in common:
real friends should have everything in common.
with respect:
we should treat everybody with respect.
in all ways:
all the people should be treated equally in all ways.
ask for:
she entered it,asked for a cup of tea,and sat down.there’s been a gentleman here asking for you.
step Ⅴ writing
t:now,let’s do some writing practice.first look at the information on page 31.read it and then work out the details for king’s action in birmingham after the example.pair work.a few minutes later,we’ll check the answers.
(students begin to prepare and after a while,the teacher says the following.)
t:have you finished?
ss:yes.
t:who would like to give us the answer?
s:i’ll try.king wanted new civil rights law to give blacks equal rights.what is wrong now:only 25% of the blacks can vote.how should it be improved:all the citizens can vote,no matter what race they are.
s:king wanted the right of free marriages for blacks.what is wrong now:mixed race marriages are forbidden by law.how should it be improved:all the people can choose their marriages by themselves.
s:king wanted the right of receiving equal education.what is wrong now:black children are taught in separate schools,and the money spent on educating a black child is much less than that spent on a white child.how should it be improved:black children and white children can in the same school to have their classes.
…
t:well done!now,read the second information and discuss what we should do with your partner.
(a moment later,check the answers.)
suggested answers:
rights people animals/plants robots/machines
housing big enough house big enough room big enough room
nutrition enough nutrition enough nutrition keep in good repair
work eight hours can’t be made to work too long can’t work too long
health and care keep healthy keep healthy take good care of
respect treat with respect treat with respect ×
vote have the right to vote × ×
step Ⅵ summary and homework
t:in this class,we’ve learned a text “no voice,not heard…” and done some exercises.there are some useful expressions in the text.can you remember them?li jian,can you tell us?(the student tells the useful expressions to the class and the teacher writes them on the blackboard.)good.after class,you should make sentences with the expressions on the blackboard and finish exercises 3,4 and 5 on page 32.that’s all for today.see you tomorrow!
ss:see you tomorrow!
sample essay:
people,animals and plants are all living in one home-our earth.people are in charge of everything.they should live comfortable.that is to say,they should have big enough house to live in and have enough nutrition to keep them healthy.besides,they should have regular medical care.people should respect each other and help each other.they should not work too long or too tired.they should have the right to vote.so it is with animals and plants,though they don’t need the right to vote.our earth is beautiful and full of vigor,owing to all the animals and plants.we should take care of them,and let them live comfortable and freely.some of the animals can help us work or do other things for us.we should treat them with respect.for example,we should not make them work too long or make them too tired.let’s live together with our animals and plants happily!suppose what a sad world our earth would be if there were no animals and plants at all!we should be friends with them forever.
step Ⅶ the design of the writing on the blackboard
unit 14 freedom fighters
the fourth period
useful expressions:
believe in start with
ask for in modern times
have…in common with respect
in all ways
step Ⅷ record after teaching
人教版英語下冊教案13
Unit 1 Where’s your pen pal from?
一、單元教材分析
本單元的中心話題是pen pals。主要語言功能項目是talk about countries, cities and languages。語法結構為 Where…from; Where…live and what
language…speak。先以Activity1復習語言與國家的配對練習入手，Activity2a, 2b一個綜合的聽力訓練來展示學生的聽力能力，并以聽力內容為基礎，通過Activity2c中假設的兩人對話操練來培養(yǎng)學生的交流能力，同時也引導學生多溝通與多交流。Activity3a是一篇email形式的閱讀文章，并有相關問題由學生在閱讀后進行回答Activity3b 是根據提供的信息進行填空的寫作練習，Activity3c是一篇模仿寫作，讓學生給自己的筆友寫一封關于本人信息的email。我在各課時教學中設計各種各樣的小活動，通過Discussion，Classifying，Guessing等不同方式讓學生掌握本單元的知識點，用學會的知識與外國的筆友自如的交談是學習本單元的目的。
二、教學目標分析
1、語言目標
a. 重點詞匯：
Countries: Canada, China, France, Japan, the United States, Singapore,
Australia,The United Kingdom, Paris.
Cities: Sydney, New York, Toronto, Toyo, London
Languages: English, French, Japanese, Chinese.
b. 重點句型： －Where…from? －She‘s/He‘s from…
－Where does…live?－She/He lives in …
－What language does she /he speak? －She/He speaks ….
2、能力目標
a. 培養(yǎng)學生在文段中尋找信息的能力；
b. 學會用英文給筆友寫回信，簡單介紹個人情況；
c. 通過有效地小組合作，培養(yǎng)學生合作能力及團隊精神。
d. 在連慣的聽說讀寫活動中，訓練學生的邏輯思維，快速反應能力和實踐能力 ,
使學生能熟練運用新句型來談論年齡和日期。
3、交際目標
通過學習本單元的內容，使學生學會用各種方式與世界各國朋友交流。
4、德育目標
了解世界，了解不同地區(qū)的人文風俗；學會理解和尊重異國文化。
三、單元重難點分析
重點： 1. 談論國籍、民族及其語言。
2. 詢問并回答人們的住處。
難點： 1. 含from的where引導的特殊疑問句及其回答
2. 含live的where引導的特殊疑問句及其回答
四、課時結構
為了能較好地實現既定的教學目標，結合本單元教學內容和學生的學習規(guī)律，將本單元授課時定為四課時。
Period 1 Section A 1a—2d
Period 2 Section A 3a—Section B2c
Period 3 Section B 3a---3c
Period 4 Summing up Section A and B and the grammar.
五、教學過程設計
The First Period
Teaching aims:
1．Learn to express the main countries and cities.
2．Know something about the countries.
3．Master where- sentence structure.
Key points:
1. Words: pen pal, Australia, Japan, Canada, France, the United states, Singapore,
the United Kingdom, country, Sydney, New York, Paris, Toronto,
Tokyo world
ences: -Where is your pen pal from? -He‘s from Australia.
-Where does he live? - He lives in Paris
-Where is John‘s pen pal from ?
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
Step —in (1a&2a)
First greet the students. Then teacher begins the topic with the Spring Festival. Do you have a nice Spring Festival? Do you go to many places? I do. Then use the fresh pictures through computer to (來自: 書 業(yè)網)teach the students names of countries, cities. Divide the students into groups, then show the flags and pictures, let them guess the names of countries and cites. At last finish 2a on page2. 通過這個環(huán)節(jié)，教師完成本單元的新單詞的導入，通過提供給學生每個國家的地圖，讓學生猜出國家名稱及相應的城市，學生能有意識的記憶國家及城市的名稱，并為整節(jié)課任務的完成奠定最基本的詞匯基礎。在看圖片時學生能夠做到精神集中，并能激發(fā)學生的學習興趣。
tice(1c&2d)
①Teacher says: I goes to many places during the Spring Festival, so I have many pen pals from different countries. One of my pen pals is Sandy. She is from the UK. She lives in London. Ask the students: Do you have a pen pal? Some say yes, some say no. Then go on with ―Where is she/he from?‖ and ―Where does she/he live? Ask some students to stand up and practice with teacher.
②With these sentence structures, ask students to practice them in pairs.
③Make a Survey to understand your classmates better.
上面這些句型的操練都是為了最后一個任務作鋪墊。操練的過程中可以及時糾正學生的錯誤。然后讓學生填寫調查表，了解全班同學的筆友分別來自哪個國家以及居住在哪個城市，同時讓學生認識和了解一些國家和城市相關地理文化知識，拓展學生的視野, 激發(fā)他們的興趣。在完成任務的過程中運用where…from和where…live引導的特殊疑問句, 綜合運用目標語言, 詢問并回答人們的國籍和住處。
ening comprehension(1b,2b&2c)
After practice, do a lot of listening exercises. Finish 1b on page 1 and 2b & 2c on page 2.在口頭練習的基礎上，在他們熟練掌握本課時句型以后再做這些聽力應該是不難了，這樣可以增加他們學習英語的信心。并且這些聽力材料的設計也是層層遞進，由易到難，充分考慮到了學生的層次，起到了很好的鞏固作用。 work
Revise Section A1a—2d
Make a similar dialogue about pen pals
The Second Period
Teaching aims:
1. Go on to learn the countries and cities.
2. Master where- sentence structure.
3. Learn the new sentence structure: -What language does she/he speak ?
- He/She speaks…
Key points:
1. Words: language, Japanese, French, in English.
2. Sentences: -What language do they speak?
-What language does she /he speak ?
-She/He speaks ……
Teaching aids:
Some cards with cities and countries.
Teaching procedures:
sion (Brain Storm)
Use fresh maps of some countries, let the students say the names of these countries as quickly as possible.用這樣一個小小的游戲，既復習了上一課時的單詞又活躍了課堂的氣氛，也為這一節(jié)課新知識的教授作好了銜接。使新課的導入自然又輕松。
—in (3a&SectionB1)
The teacher says we have known the names of these countries, but do you know what languages do people speak in these countries? Let‘s look at the map and guess. Then do a matching exercise to consolidate the knowledge. At last do 3a and sectionA1.通過一系列的活動，讓學生知道那個國家講什么語言，學會說這些語言的單詞，為下面的任務做準備。
ening comprehension (SectionB2a&2b)
Do some listening exercise to review what we learned before.通過這個聽力練習，鞏固前面所學的知識，也為下一步的學習舉了一個范例，相當于一小步導入。
1My pen pal is . She is from speaks has .
2．Teacher shows the information of pen pals from different countries to students and asks them to choose their favorite pen pals, then Ss introduce their own pen pals.
The structures:：My pen pal's name is... He/she is from.... He/She lives in... He/She speaks…. He/She likes….
3．Discuss with your deskmate.
4．Make a survey about the information about other students' pen pals, including their names, ages, nationalities, countries, cities, languages.
人教版英語下冊教案14
一、教學內容
本課是PEP五年級下學期中的Unit3My birthday第1課時的教學內容。本單元的核心教學內容是月份，通過生日，為學生操練對話創(chuàng)設了一個真實的語言情景，貼近學生的生活和學習實際，有利于學生對語言的學習、吸收和運用。此外，這部分還重點介紹了When is your birthday? My birthday is in----句型。這一單元和上一單元的季節(jié)有內在的聯系，要懂得劃分，并可以互相提問。
二、學生分析
本課面向的是已有一定英語基礎的五年級學生，他們已經具備了初步的聽、說、讀、寫能力，尤其是聽、說、讀的能力，經過近兩年的學習，明顯領先于寫的能力。另外他們還具備了一定的計算機操作能力。因此，他們完全有能力在教師引導下自主性學習。同時，本單元的教學內容與學生的實際生活息息相關，因此本課時的教學內容對學生來說不難理解，關鍵是句型的學習和在日常生活中的應用。
三、設計思路
<<新課程標準>>的要求，強調要激發(fā)學生對英語學習的興趣，讓學生主動有效地參與學習過程。為拓展教學內容，將學生興趣得以激發(fā)，我把教材轉化成動畫教學，將枯燥的教學興趣化，將生硬的教學情景化，通過flash動畫教學，以體驗式教學形式來引發(fā)學生的探究熱情。我主要是按照“任務型教學”的結構來設計課堂活動的，運用多媒體課件進行教學。由于所設計的一系列活動始終圍繞月份的學習，并且可以對偉人的誕辰進行學習，教育學生要時時緬懷偉人。
四、教學內容和目標：
1.知識：能聽、說、讀12個月份的名稱并能書寫其縮寫形式。
words: January, February, March, April, May ,June, July, August, September, October, November, December.
Sentences: When is your birthday ? My birthday is in----.
2.能力：
通過各種活動的參與、實踐、體驗等過程，提高學生的語言能力和學習能力，讓學生得到自我發(fā)展和個性發(fā)展。提高和培養(yǎng)學生聽、說、讀和對話交際能力，交往能力和實踐能力，以及培養(yǎng)學生通過網絡進行自主學習的能力。
3.情感：
查找名人的生日,以大量的課外知識來豐富和愉悅英語課堂教學，也豐富了學生文化知識，拓展了學生的視野。
五、教學重點與難點：
1、三會詞匯：January, February, March, April, May ,June, July, August, September, October, November, December.及掌握他們的縮寫形式。
2、能運用句型When is your birthday ? My birthday is in----對實際情景進行問答。
3、難點是January, February的發(fā)音和正確書寫12個月份的簡寫形式。
六、教學用具：
1.Powerpoint;
2.Flash短片
七、教學過程
Step1.Warm up
1.Play an English song.
Question：Do you like English song? Do you like English song?
Now let’s listen to the English song : Autumn.
(設計意圖：通過歌曲吸引孩子的注意力，既為進行教學服務，也增添了教與學的樂趣。在這里，英語學科和音樂，信息技術得到了很好的整合。同時也為復習四季做鋪墊。)
2.Review：
(1)1.How many seasons are there in a year? What are they?
(2)How many months are there in a year? What are they?
(3)How many months are there in each season? What are they?
(You can speak in Chinese.)
(設計意圖：師生間的英語交流是真實的語言環(huán)境，同時也建立起融洽、民主的師生交流渠道。由學生熟悉的季節(jié)，引出學習新詞匯，做到由簡入深，由舊帶新。)
Step 2.Presentation
1.由How many months are there in each season? What are they?引出12個月份的教學。
(設計意圖：通過問題，使學生對要學的詞匯有所了解，借助多媒體課件，進行系統學習，發(fā)揮學生學習的主動性。)注意對十二個月單詞縮寫的強調。尤其是September(Sept.)及五、六、七月通常不縮寫。
2.播放關于12 months的視頻。
(設計意圖：通過視頻教學給同學們直觀生動的形象，反復練習12個月的讀法，英漢結合的方式適合同學們的過渡學習。)
Step3.Practice
1.做“各就各位”的游戲。老師將十二個月的單詞依次分別做成由每個字母一張的單詞卡片，并且將字母順序打亂，分發(fā)到不同同學的手里，同學們自己找順序將它們排列成一個完整的單詞。
(設計意圖：培養(yǎng)同學們動手操作的能力，讓他們親身參與、親自體驗。)
2.做“小小翻譯家”的游戲。老師根據flash短片隨機指一個月份，同學們舉手回答說出這個月份的英文名稱并且拼寫。
(設計意圖：考驗學生的反應能力并且及時反饋同學們對本節(jié)所學單詞的掌握情況。)
3.繼續(xù)做“小小翻譯家”的游戲老師根據flash短片隨機指一個月份，同學們舉手回答說出這個月份的中文意思。
(設計意圖：反饋學生的單詞掌握情況，同時同學們對每個月份各有多少天進行初步了解，加深對課程的知識拓展，給教學增添形象性。)
Sstep4.Presentation.
1.由圖片小豬的生日導入Happy birthday歌曲
(設計意圖：通過歌曲吸引孩子的注意力，既為進行教學服務，也增添了教與學的樂趣。在這里，英語學科和音樂，信息技術得到了很好的整合。)
2.講解Target Language
When is your birthday? My birthday is in ….一個學生回答之后，再邀請其他學生問答。注意：每個月分的首字母要大寫。
(設計意圖：反復的句型操練，有助于同學們鞏固所學生詞。)
3.Pair work.
A: When is your birthday?
B: My birthday is in…….
(設計意圖：讓學生有效地進行雙邊對話練習，印象更深刻。)
Step5.Consolidation
為即將生日的同學制作一張郵卡。
(設計意圖：給同學們足夠的空間，自己動手查找，尋找成功的途徑，體驗成功的快樂。)
人教版英語下冊教案15
Teaching Aims and Demands
Words and Phrases
Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then
Three Skills: energy soft bar fuel chemical balance tasty boil mixture
Spoken English:
In the clinic / seeing a doctor:
What’s wrong with you?/What’s the matter with you?
Lie down and let me examine you.
Let me have a look.
Where does it hurt?
Drink plenty of water and get some rest.
I’ve got a pain here. This place hurts.
There’s something wrong with back/my knee/my arm.
I don’t feel well.
Grammar:
Use of Language:
1. Master the function use of language as defined above.
2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily.
Important points:
1. Talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. Grasp the language points and grammar in the text.
Difficult points: The use of modal verbs --- had better, should and ought to.
Teaching aids: computer or slider-projector
Way of Teaching: Communication way of teaching, discussion and group work.
Lesson 1Step 1 Warming-Up
First show the students some pictures of dishes and so to introduce the topic of this unit.
And then show the pictures on their text books and let them to decide what is junk food and what is not.
Here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
Step 2 Listening
Let the students listen to the tape and be prepared to answer the questions below.
Step 3 Speaking
Show the students the three situations as on P2. Then ask the students to prepared a dialogue according to the examples in pairs. Ask several pairs of students to present their dialogue
After that list the useful expressions in their dialogue.
Step 4 Homework
Prepare for the next class.
Collect some menus if possible for the next class.
Lesson 2
Step 1 Introduction
Using the questions on P3 to introduce the new text.
Step 2 Fast-reading
1.What does the “fuel ” mean in the first paragraph?
It means different kinds of materials, such as protein, Calcium that we need to keep healthy.
2.What do we have to consider when we choose to buy or eat?
What kinds of nutrients that the food contain.
3.What made our eating habit changing?
Many things: what people believe, advice from companies and stores.
4. How can we feel and look fine?
We ought to learn about our body and the fuel it needs to keep fit.
Explain the language points if necessary.
Step 3 Carefully-reading
How many parts can be pided into?
Three parts.
What’s the main idea of each part?
1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.
Step 4 Talking
Ask the students to take out their menus and read them carefully. Then prepare a dialogue that may happen between a customer and a waiter/waitress.
Step 5 Homework
Finish the exercise --- Vocabulary on P5. and P72-73
Lesson 3
Step 1 Revision
Check the homework.
Step 2 Grammar
First present the students the modal sentences with Modal Verbs and ask the students to make some sentences with them.
Step 3 Consolidation
1 Finish the exercise on P5 and on P74
2Take out a piece of paper with the column “Ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better not, and oughtnot to, shouldnot. Then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
Step 4 Homework
Finish the exercise 3 on P74 in the students’ workbook.
Lesson 4
Step 1 Revision
Let some students read their reply to the letters on P74.
Step 2 Reading
Read the text on P6 and then get the students to find the main idea of it Snacks is also important . we need to learn something about snacks and the way to prepare it.
Step 3 Writing
Ask the students to work in pairs to write the recipe for their favourite dish.
We may first give the tips on P7 as a guide.
Step 4 Discussion
First ask the students to read the passage on P75 and then give the following questions as the topic for the students to talk: What is a couch potato?
What does one have to pay special attention to in order to keep healthy? food and exercise etc.
Step 5 Homework
Do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
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