注意课堂中每个环节过渡性语言的设计,使课堂教学过程流畅自如,让整个课堂显得张弛有度,活而不乱,没有跳跃感。书痴者文必工,艺痴者技必良,以下是小编枫帮家人们收集的11篇小学新标准英语教学设计,希望可以帮助到有需要的朋友。
unit 10 review and check 第一教时
教学目标:
1.复习使熟练掌握本单元所学的句型,并能灵活运用。
2.完成教科书unit 5 a:look read and write.
教学过程:
一。warm up:
1.师生对话:
t:what are you/is he/she doing ?
s:i'm/he's/she's ...
t:is he/she / are you/they …?
s:yes, …
t: what does he/she have?
what do they have …?
s: he/she has …they have …
t:what shape is the …?
s:it's …
2. 生生对话。
二。reviesion:(对话)
1.安排一个小品表演擂台赛,将全班分成八组,课前作好准备,课上表演,并给每组评分,最高分为优胜,给予奖励。以此复习对话。
2.look read and write.
1).让学生读句子了解各句的意思。
2).看图将各句填入相应的方框内。
3).讲解正确答案和各句的意思,齐读几遍。
4).同桌练习,根据图片情景进行交谈。
三。game:
1.sing a song :what are you doing?
2.say a rhyme:in the evening.
四。assignment:
1.熟读本学期所学对话,并能背诵。
2.复习四会单词和句子并默写。
第二课时
教学目标:
1.复习四会单词和句子。
2.完成书上练习:b. c.
教学过程:
一。warm up:
1.师生对话:
1.师生对话:
t:what are you/is he/she doing ?
s:i'm/he's/she's ...
t:is he/she / are you/they …?
s:yes, …
t: what does he/she have?
what do they have …?
s: he/she has …they have …
t:what shape is the …?
s:it's …
2. 生生对话。
3.sing song:what do you have?
二。reviesion:
1.(示单词图片)t: what's this in english?
s: it's a .....
t:can you spell it?
s:....
t:what do you have?
s: …
t:can you spell the word '…'?
s:....
先指名答,然后齐答。以此复习所有四会单词。
2.a game:what's missing?
先出示四幅图,大家齐读一遍,然后拿掉一张。ask:what's missing?
由学生猜出。老师先示范一遍,然后让学生来操作。以此复习所有单词。
3.a game:what's in p1/p2....?
多媒体出示几幅图的背面,编上号码。
t:what's in p1?guess!
s:it's a ....?
t:yes,you're right.
ss:it's a ...
三。exercise.
1.draw the shapes
read the sentences and draw the correct shapes in the pictures.
先同桌练习,然后完成练习。
2.look,read and complete.
1)让学生看图完成填空。
2)校对答案,请八个同学上黑板将题目和答案写于黑板上。
四。say a rhyme:twinkle,twinkle little star.
五。assignment:
1.copy all the four-skilled words and sentences.
2.review from unit 6 to unit 9.
第三课时
教学目标:
1.复习本课的单词和句型,达到熟练掌握和灵活运用。
2.完成:look and talk.
教学过程:
一。warm up:
1.师生对话:
t:what are you/is he/she doing ?
s:i'm/he's/she's ...
t:is he/she / are you/they …?
s:yes, …
t: what does he/she have?
what do they have …?
s: he/she has …they have …
t:what shape is the …?
s:it's …
2. 生生对话。
二。review:
1.look and talk.看图讨论。
1)复习图上人物和所涉及的词汇。
2)学生两人一组用
" what do/does … have?
what is /are … doing?
he/she/they has/have …
he/she/they is/are …"
相互问答。
3)两两起来相互问答。
三。exercise:
完成练习册练习。
四。assignment:
1.copy four skilled sentences.
2.默写本单元的四会单词和句子。并作测试准备。
3.完成练习册上的练习。
the fourth lesson
做测试卷。
教后感:英语是用于交际的工具,英语教学一定要放在交际的环境下才能取得良好的教学效果。我遵循这个原则,创设情景把语言置于交际中。不但复习了所学内容,而且取得了学习的愉悦。
教学重点
能够听、说、认读句型“There is/are …。”,并能在情景中运用。
能够描述家具陈设的样子。
教学难点
能正确使用“There is”和“There are”句型。
课前准备
教师准备教学过程中所需要的图片、声音和课件。
教师准备录音机及录音带。
教学过程
Warm—up(热身)
(1) 动一动
① 教师在教室各处贴放所学的单词“curtain, closet, mirror, end table, trash bin, air-conditioner”
② 教师说单词,如“curtain”,学生迅速跑到相应的单词位置上。(若班上人数多,可以分小组活动)
Presentation(新课呈现)
⑴ Let’s talk
① 教师播放“Let’s talk”部分的录音三遍,而后提出问题:“Sarah的家中有什么?”。
② 再放录音一遍,学生回答出:“There is a closet, a mirror, an conditioner. There are curtains.”。
学生边说,教师边在黑板上画出简笔画。
③ 再放录音一遍,教师指着黑板上每样东西提问学生。如指着衣橱问:“What is it like?”,学生根据所听内容答出:“It’s big.”或“There is a big closet.”。
④ 教师请若干名学生到黑板前说一说有什么东西,是什么样子。如“There is a big closet. There is a new mirror. ”。
⑤ 学生两人一组做对话练习,分别扮演“Sarah”和“Chen”。
⑵ 说一说
① 学生看图,教师请学生说一说这是什么样的房间,并领读“living room”。
② 学生两人一组,用“There is a … in the living room/bedroom.”说一说每间屋里有什么。
Let’s play(趣味操练)
⑴ Let’s try
① 教师播放录音,学生看图完成“Listen and circle”。
② 教师请若干学生说出所圈单词,其他同学判断对错。
⑵ Talk and draw
① 教师把“Talk and draw”的图复印下来发给学生。
② 教师播放“Talk and draw”部分录音,学生在纸上画出相应的物品。
③ 请若干名学生说一说画的是什么:“There is a small closet.”等,其他学生判断对错。
④ 学生打开书,教师播放录音学生跟读。
Consolidation and extension(巩固与扩展)
⑴ 听一听
学生完成活动手册A部分的第一题 Listen and match。
⑵ 玩一玩
① 教师展示课件,向学生介绍:有四间屋子,你能不能把物品放到它相应的房间里。
② 教师领读:kitchen, dining room
③ 教师请若干名学生 操作课件,拖放物品到相应的房间里,并说:“There is … in the … room.”。
板书
I have my own room.
There is/are …。
一、学情分析
本学期我执教四年级的三个班,共有学生(159)人。通过三年
级一个学期的学习,大部分学生对英语有着较浓厚的学习兴趣。但也有一部分学生在学习英语中遇到了困难,学习兴趣随之减弱,因此两极分化比较严重,而且新插班的有部分学生还不曾学过英语。所以本学期应做好后进生的转化工作。教师应该面向全体学生,以学生的发展为宗旨,始终把激发学生的学习兴趣放在首位,注意分层教学,引导学生端正学习态度,掌握良好的学习方法,培养学生良好的学习习惯。
二、教学目标
1、能按四会、三会的要求掌握所学单词。
2、能按四会要求掌握所学句型。
3、能使用日常交际用语,活用四会句型,进行简单的交流,做到大胆开口,发音正确。
4、能在图片、手势、情境等非语言提示的帮助下,听懂清晰的话语和录音。
5、初步培养良好的书写习惯,能做到书写整洁、规范。
6、养成响亮清晰读英语、说英语的习惯,认真模仿语音、语调,以培养语感。
7、能在完成某个任务(如涂色,小制作)的过程中学会相关的词句,并且培养动手能力。
8、能演唱已学过的英语歌曲,诵读已学过的歌谣。
三、教学重难点
1、能按四会、三会的要求掌握所学单词。
2、能按四会要求掌握所学句型。
3、能使用日常交际用语,活用四会句型,进行简单的交流,做到大胆开口,发音正确。
4、能在图片、手势、情境等非语言提示的帮助下,听懂清晰的话语和录音。
5、初步培养良好的书写习惯,能做到书写整洁、规范。
四、教学方法和措施
1、以活动为课堂教学的主要形式,设计丰富多彩的教学活动,让学生在乐中学、学中用,从而保证学生英语学习的可持续性发展。
2、通过听、说、读、写、唱、游、演、画、做等形式,进行大量的语言操练和练习。
3、将直观教具和电教手段,多媒体课件相结合,培养学生良好的朗读习惯,打下良好的语音语调基础。
4、设计全面、高效的课外作业,培养学生良好的书写习惯,做到整洁、规范、正确地书写。
五、教学内容和课时安排
1、能听说读写92个单词或短语以及13组句子和9个单句。要求能在真实语境中正确运用并能读懂简短语
2、能听说认读16个单词。
3、能学会6个手工制作。
4、能听懂会唱8首歌曲。
5、能听懂会吟唱12首歌谣。
6、能完成6个自我评价活动。
7、能理解6个幽默小故事
8、能了解6项简单的中西方文化知识。
Unit1MyClaroom6课时
Unit2MySchoolbag6课时
Unit3MyFriends6课时
Recycle13课时
Unit4MyHome6课时
Unit5WhatWouldYouLike?6课时
Unit6MeetMyFamily6课时
Recycle23课时
unit 8 a camping trip 第一课时
教学目标:
1. 能听说读写单词 a pot , a towel
2. 能运用以上词汇,并能听懂会说,会读句子:you have … and i have …
we have … and they have …. i have …he/she has …
3. 能听懂会读单词: a telescope , a tin-opener, a stove, some matches, a blanket, a pillow
教学重难点:
1. 能四会掌握单词 a pot , a towel
2. 能听懂会说,会读,会写句子:i have …and you have …
we have … and they have …. i have …he/she has …
3. 理解第三人称单数形式的用法。
教学准备:
录音机,单词图片,句型卡片,实物。
教学过程:
a:preparation
1. 示图复习句型:what's he/she doing?
ss:he's/she's running/dancing/sing/…
2.sing a song: are you sleeping?
b:presentation
1. 学习单词。
就刚刚唱歌的图片提问。
t: what's this?
it's a pillow.
it's a blanket.
it's a towel.
学习这三个单词。并拼读: towel
2. 出示其他图片: a telescope , a tin-opener, a stove, some matches ,pot
并学习这些单词。
3.guessing game:
把图的背面对者学生让学生猜: what's in the picture?
借以巩固所学单词。
4. 用实物说: i have a towel .
让学生用i have 造句。
同理: you have … we have …. they have ….
5. look and say ( 新授第一人称和第二人称)
1) 出示句型:i have …and you have …
we have … and they have ….
同桌两人看图练习。
然后两两会话。
2)看图说话 书p 63
(1) you have a pillow and i have a towel.
(2) you have a watch and i have a clock.
(3) we have a telescope and they have a tape recorder.
……
6. look and say: ( 新授第三人称)
1).出示图片教新句型:i have …he/she has …
领读has. 强调第三人称单数形式的用法。
2).让学生看图进行同桌操练。
d:exercise
copy the words and sentences.
教后感:反复的操练和练习,有利于巩固所学内容。并让学生有了自主学习的机会,自由地练习探讨。
第二课时
教学目标:
1. 听说读写单词 a tent, a hill, a tin of , children , show
2. 能熟练运用句子:i have …and you have …
we have … and they have …. i have …he/she has …
3. 能听懂会说,会读,会写句子i have …what does he/she have? he/she has …
we have … what do they have …? they have …
教学重难点:
1. 能四会掌握单词a tent, a hill, a tin of , children , show
2. 能听懂会说,会读,会写句子:
i have …what does he/she have? he/she has …
we have … what do they have …? they have …
3. 能运用第三人称单数形式的用法。
教学准备:
录音机,单词图片,句型卡片,实物。
教学过程:
一。 warm up:
1.sing a song.
2.师生问好。what's the weather like today?
二。 review:
t: it's a fine day. let's go to a camping trip.
教师领读课题camp trip
when having a camping trip, we need …?
ss: a telescope , a tin-opener, a stove, some matches ,pot …
复习上节课所学内容,导入新课。
三。 presentation:
1.句型学习
1)运用学生所带的物品运用句型:i have …what does he/she have? he/she has …
we have … what do they have …? they have …
进行同桌操练。强调第三人称单数形式的用法。
2) ask and answer
让学生看图进行同桌操练。
2.课文学习
1)t: look. i have a camera.see?
学生用此句子模仿说。 强调升调。
2)出示课文挂图;
t: look . where are they?
they're at a camping site. they are near a hill.
learn to say : hill and site.
t: now they're showing their things to each other.
learn to say : show and each other.
3) what are the students saying?let's listen to the tape ,then answer some questions.
where are they?
what are they doing?
what do we need when we have a camping trip?
4) listen again.and answer some questions:
what does liu tao have ?
what does nancy have?
what does miss li have?
...
5) 出示课文第一部分。
跟读、齐读,理解意思。
6) 出示课文第二部分。跟读录音并理解意思。
同理课文的第三和第四部分。
7) 齐读课文。
四。 practise:
完成一道连线题。把人物和他们带的东西连起来。
david some fruit
liu tao a box of chocolate
helen two blankets and a telescope
yang ling a pot and some matches
su hai and su yang a tin opener
miss li a chair
mr green a big tent
五。 assignment:
1. 熟读会话至少五遍。
2. 抄写本课的四会单词和句型并能默写。
教后感:学以致用是学习的目的,创设真实的情景,让学生学以致用,能有效的巩固所学内容,让学生掌握技能。
第三课时
教学目标:
1.进一步巩固句型i have …and you have …
we have … and they have ….
i have …what does he/she have? he/she has …
we have … what do they have …? they have …
2.正确运用第三人称单数形式熟读对话,并初步改编或扩充本单元所学的对话。
教学过程:
一。warm up:
free talk: what do you have?
what does she/he have?
二。review
1.利用图片和情景反复练习句型:
2.齐读课文:
1)老师示范用所学的内容组织对话。
2)学生可以离开位置,用所学的句型和学生自由会话,交流他们go camping 所携带的物品。
3)几组学生表演会话。
三。read the passage:
1)复习have, has 的用法, 强调has 用于第三人称
2) 看书自读,听音,跟读
3) 分角色读,表演。
四。make and say:
1. 讲解指示语的意思。
2. 按要求完成制作。
五。sing a song.
1.朗读歌词,理解意思。
2.学唱歌曲。
六。assignment:
1. 完成小制作。
3. 默写本单元的四会单词和句型。
教后感:本单元的教学我利用多媒体和实物,创设一个真实的会话情景,让学生在真实的语境中,运用语言、掌握语言,从而提高学习英语的兴趣。这一单元着重要让学生理解第三人称单数的构成,我反复用不同的人物让学生练习。学生的掌握情况比我预期的要好。
第四课时
教学目标:
1.能熟练运用i have …and you have …
we have … and they have ….
i have …what does he/she have? he/she has …
we have … what do they have …? they have …进行对话。
2.正确运用第三人称单数形式熟读对话,并初步改编或扩充本单元所学的对话。
教学过程:
一。warm up:
free talk: what do you have?
what does she/he have?
二。sing a song.
三。new:
了解元音字母i在单词中的读音。让学生自己总结,并能熟练朗读。
四。practise
完成练习册上的题目
1.听力部分
2.笔试部分
unit 2 a new house第一教时
一、 教学内容
5a 第二单元 第一教时(read and say)
二、教学目标
1、 能正确理解、掌握对话内容、并能朗读、初步表演对话。
2、 能正确地听、说、读、写词汇a study、 a bedroom、a wall、a door、a bed
3、 能正确地听、说、读、词汇large、 beside、between、live
4、 能正确地听、说、读、句型what's in / on / under / beside / behind/between…? there's a /an… in / on/under/beside/behind/between…there are some…in/on/under/beside/behind/between…
there isn't a/an… there aren't any …
三、教学重点:能正确理解、掌握对话内容、并能朗读、初步表演对话。
四、教学难点:能比较流畅地朗读对话并能在掌握对话内容的基础上进一步表演对话。
五、教学准备:
1、教师准备校园、家庭平面图等。
2、录音机、磁带。
3、学生准备一张家庭平面图。
六、教学过程:
a revision
1. free talk
glad to see you. it's the fifth day of the new term…
2. 课件出示unit 1课文图片进行问答
what's in your school? there is a building in my school.
how many classrooms are there ? there are …
is there a sports hall? yes / no
are there any reading rooms in the building? yes, there are /no, there aren't .
where're the computer rooms? they 're on the second floor.
…
b presentation and practice
出示课件yang ling家的新居平面图进行问答
1. 复习单词a bathroom, a bedroom, a study, a kitchen, a dining-room, a sitting-room.
2. 借助图片,教师描述新居的情况。教学生词:live large
yang ling's house is big. there are three bedrooms, two bathrooms, a study, a kitchen, a dinning-room and a large sitting-room. yang ling and her parents live in this house.
3. 根据图片自由问答 ,教学there isn't a /an…there aren't any …
is there a study/a kitchen/a garden/a dinning-room in yang ling's house? yes, there is./no, there isn't a study/a kitchen/a garden/a dinning-room in yang ling's house, are there any bedrooms/ reading rooms in it? yes, there are./no, there aren't any bedrooms/ reading rooms in it. how many bedrooms are there? there are…
小学新标准英语教学设计优秀11篇
a. this is yang ling's house. it's large, yang ling and her parents live in this house…
b. 指着yang ling卧室图进行提问,教学介词beside, between.
where's the desk/telephone?
c read and say
1. 再次出示本课图片,请学生留意听对话录音。学生听整段对话,模仿跟读两遍。
2. 学生自读对话,教师巡视并给予个别指导。
3. 学生以四人小组为单位,分角色朗读对话。
4. 四人一组自由练习,表演对话。
5. 请二至三组学生表演对话。
d consolidation
1. 学生出示家庭平面图进行自由问答。
2. 示范表演。
3. 评选出优胜者。
e assign homework
1. 听录音,朗读并表演对话。
2. 抄写要求四会掌握的单词和句子。
3. 课后参观同学家庭,了解这些家庭的家庭设施,并用英语向全班报告。
教后感:本课采用情景教学法,使学生有看到、听到、甚至摸到的学习对象,充分调动学生运用各种感官去充分感知学习的对象。英语,作为一门语言学习,更需要学生利用口、耳、眼、脑全方位地感知学习对象。
第二教时
一、教学内容
第二单元 第二教时(look, read and learn say a rhyme )
二、教学目标
1、能正确地听、说、读、写词汇large、 beside、between、live、under、behind
2、能正确地听、说、读、写句型what's in / on / under / beside / behind/between…? there's a /an…in/on/under/beside/behind/between…there are some…in/on/under/beside/behind/between…
there isn't a/an… there aren't any …
三、教学重点:介词beside、between、under、behind的正确运用。
四、教学难点:能把握住单词beside、between、behind的重音。
五、教学准备:
1、教师准备盒子、玩具兔子、课文图片。
2、录音机、磁带。
3、学生准备一张家庭平面图。
5、 分组竞赛的材料袋
六、教学过程:
a revision
1、 出示课文图片进行对话。
a: what's in yang ling's house / bedroom?
b: there's / there are …in/on/under/beside/behind/between…
there isn't / there aren't …in/on/under/beside/behind/between…
a: is there / are there…in/on/under/beside/behind/between…
b: yes, there is./ no, there aren't.
2、 抢答。
教师出示课文图片数秒,学生抢答,说得多者为优胜者。
b presentation and practice
1、教学介词:beside、between、under、behind
教师出示一只玩具兔子和一个盒子进行问答,引出介词beside、between、under、behind。
t: what's this in english ?
s: it's a rabbit.
t: where is the rabbit ?
s: it's in / on the box.
t: is it in / on the box ? (变化位置)
s: (help to answer) it's beside / between / under / behind .
2.compare: beside、between、behind.通过听读训练,让学生感知单词的重音所在。
3. drill:
⑴教师说口令,学生做动作。
⑵学生边做边说。
c say a rhyme .
1. 投影出示小诗,学生试读。
2. 听录音跟读
3. read it out.
4. rewrite the rhyme. (注重培养学生进行创造性思维能力。)
eg. do you like my house/
little mouse?
here's the sitting - room, there's the sofa .
here's the bedroom, there's the chair.
d consolidation
1. 分组竞赛。
a. 教师把四张有窗户的卧室图分给四小组,让学生按教师的指令布置房间。如教师说there's a bed near the window . there's a desk beside the sofa there's a map on the wall . there's a telephone between the books on the desk . there's a ball behind the door . there are some shoes under the bed .等。学生逐个把有关的图贴上去。
b. 根据卧室图进行问答。
c. 学生对照图进行整体描述。
2. 完成练习册听力部分。
e assign homeworker
1. 抄写本单元所学的要求四会的单词。
2. 根据课文情景,表演对话。
第三教时
教学目标:
1.进一步掌握句型 what' s in/ on/ under/ beside/ behind/ between…?及其回答there is a… in/ on/ under/ behind/ between…./ there are some …in/ on/ under/ behind/ between…。
2.能正确掌握词汇 a door 以及介词的用法。
3.熟读对话,并初步改编或扩充本单元所学的对话。
教具准备:
l 磁带和录音机
l 实物:玩具狗,文具用品等
l 单词图片
l 课文挂图c
l 歌曲"do you like my house?"
教学过程:
1.sing "do you like my house?"
2.free talk and revision
1) greetings.
2) look at the picture of the text and answer the questions.
how many rooms are there in my house? what are they?
3) read the text together.
3.presentation and practice
1) review the words:
t: what's in the picture? (showing the word picture)
s: there is a … in the picture.
2) practice:
t: what's in the box?
s: there is a toy dog in the box.
(the same method to practise it)
t: what's under the book?
s: there are some pens under the book.
板书: what' s in/ on/ under/ beside/ behind/ between…?
there is a… in/ on/ under/ behind/ between…。
there are some …in/ on/ under/ behind/ between…。
( practise those sentences using the things in the classroom)
4. learn c & e
1) summarize the usage of the sentences(pay attention to the word 'some')
what' s in/ on/ under/ beside/ behind/ between…?
there is a… in/ on/ under/ behind/ between…。
there are some …in/ on/ under/ behind/ between…。
2) students look at the picture of part c and ask questions.
3) work in pairs to finish the pictures of part c
4) read part e by yourselves and try to understand.
5) explain the dialogue and try to act it.
5.have a dictation of the words
6.homework
1) make a new dialogue (talk about your bedroom)
2) do some written work
第四教时
二、教学目标
1. 通过复习,能熟练地掌握本单元所学的介词和有关家庭设施类单词。
2. 能较熟练地在情景中运用本单元所学的句型和日常交际用语。
三、教学重点
1. 能熟练地掌握本单元所学的介词和有关家庭设施类单词
2. 能综合运用本单元所学的句型和日常交际用语。
3. 能初步改编或扩充本单元所学的对话。
四、教学难点
培养学生的综合运用语言的能力。
五、教学准备
1、 教师准备一只玩具老鼠、e f两部分的课件图片等。
2、 学生准备一张家庭平面图。
六、教学过程:
a free talk
make the dialogue of a read and say.
a 学生示范表演。
b 自由表演。
b look and read
1. 出示课件图片,指导学生看图,体会其中的幽默。
2. 学生看图,教师提问。
t: where's the mouse in picture 1 /2 / 3 …
s: it's in / on / under / beside / behind / between / near…
3. 教师分别出示各图,要求学生用there's a mouse in / on / under / beside / behind / …
4. 教师出示一只玩具老鼠让一学生随意放,并提问,学生根据实际情况抢答。
t: where's the mouse now ?
s: it's beside my school.
c find the differences
1. 出示课件图片,学生相互提问认读图上的各个物品,注意名词的单负数形式。
2. 教师根据图画内容作出示范:
there's a table in picture 1. there isn't a table in picture 2.
there are some eggs in picture 1. there aren't any eggs in picture2.
3. 同桌讨论,找出不同之处。
4. 小组竞赛,看哪组说得又快又准确。
d consolidation
创设到同学家作客,参观同学的新居或卧室。用本单元所学的句型及日常交际用语表演对话。并能将之以前所学的内容联系起来。
e assign homework
1. 抄写本单元所的单词和句子,并能默写。
2. 背诵并表演look and read。
学生创设情景改变或自编对话。
牛津小学英语5a教案——unit 2 来自第一范文网。
unit 5 review and check 第一教时
教学目标:
1.复习使熟练掌握本单元所学的句型,并能灵活运用。
2.完成教科书unit 5 a:look read and write.
教学过程:
一。warm up:
1.师生对话:
t:what's in/on/under/beside/between/behind?
s:there is/are ….
t:is/are there …?
s:yes, there is/are. no, there isn't/aren't.
t:how many … are there?
s: there is/are …
t:can you …?
s:yes, i can. no, i can't.
t: what can you do?
s: i can …
t:do you …?
s:yes, i do. no, i don't.
2. 生生对话。
二。reviesion:(对话)
1.安排一个小品表演擂台赛,将全班分成八组,课前作好准备,课上表演,并给每组评分,最高分为优胜,给予奖励。以此复习对话。
2.look read and write.
1).让学生读句子了解各句的意思。
2).看图将各句填入相应的方框内。
3).讲解正确答案和各句的意思,齐读几遍。
4).同桌练习,根据图片情景进行交谈。
三。game:
1.sing a song :two jacketsl.
2.say a rhyme:do you like my house.
四。assignment:
1.熟读本学期所学对话,并能背诵。
2.复习四会单词和句子并默写。
第二课时
教学目标:
1.复习四会单词和句子。
2.完成书上练习:b. c.
教学过程:
一。warm up:
1.师生对话:
t:what's in/on/under/beside/between/behind?
s:there is/are ….
t:is/are there …?
s:yes, there is/are. no, there isn't/aren't.
t:how many … are there?
s: there is/are …
t:can you …?
s:yes, i can. no, i can't.
t: what can you do?
s: i can …
t:do you …?
s:yes, i do. no, i don't.
2.sing song:what are you doing?
二。reviesion:
1.(示单词图片)t: what's this in english?
s: it's a .....
t:can you spell it?
s:....
t:what is/are … doing?
s: …
t:can you spell the word '…'?
s:....
先指名答,然后齐答。以此复习所有四会单词。
2.a game:what's missing?
先出示四幅图,大家齐读一遍,然后拿掉一张。ask:what's missing?
由学生猜出。老师先示范一遍,然后让学生来操作。以此复习所有单词。
3.a game:what's in p1/p2....?
多媒体出示几幅图的背面,编上号码。
t:what's in p1?guess!
s:it's a ....?
t:yes,you're right.
ss:it's a ...
三。exercise.
1.look and answer.
look at the pictures.in pairs,talk about :where is the fish?.
先同桌练习,然后两两问答。
2.look,read and complete.
1)让学生看图完成填空。
2)校对答案,请八个同学上黑板将题目和答案写于黑板上。
四。say a rhyme: halloween.
五。assignment:
1.copy allthe four-skilled words and sentences.
2.review from unit 1 to unit 4.
第三课时
教学目标:
1.复习本课的单词和句型,达到熟练掌握和灵活运用。
2.完成:look and talk.
教学过程:
一。warm up:
1.师生对话:
t:what's in/on/under/beside/between/behind?
s:there is/are ….
t:is/are there …?
s:yes, there is/are. no, there isn't/aren't.
t:how many … are there?
s: there is/are …
t:can you …?
s:yes, i can. no, i can't.
t: what can you do?
s: i can …
t:do you …?
s:yes, i do. no, i don't.
2.sing song:we can sing and dance.
二。review:
1.look and talk.看图讨论。
1)复习图上动物单词。
2)学生两人一组用
"a: can you see … in the picture?
b: yes, i can.
a: how many … are there?
b: there's/there are …
a: where is /are they?
b: it's/they're …"
相互问答。
3)两两起来相互问答。
三。exercise:
完成练习册练习。
四。assignment:
1.copy four skilled sentences.
2.默写本单元的四会单词和句子。并作测试准备。
3.完成练习册上的练习。
the fourth lesson
做测试卷。
教后感:
1. 复习课学生只是机械的听、写,那必定导致整堂课枯燥乏味,学生失去学习的兴趣,课堂效果一定极差。而要体现新教材的特点,必须在教学方法上有所突破,打破原"满堂灌"的模式。在教学设备上精心设计彩色图片,充分运用录音机、投影片及其他一些符合教材内容的实物,力求教学生动形象。
unit 1 第一教时
教学目标:
1, 能正确理解、掌握对话内容,并能朗读,初步表演对话。
2, 能正确地听、说、读、写day,all.any,a reading room.sure.floor.
3, 能正确的听、说、读词汇first,a term,back.each other.glad.a building,a sports hall.table tennis,second.
4, 正确的听、说、读、写句型is there a…?yes,there is./no,there isn't. are there any…?yes,there are?/no,there arent't.how many… are there?there are…
5, 能正确地运用对话中的日常交际用语和三会句型it is the first day of… they are happy to each othere.glad to see you.i'm not sure.it's /they're on the …floor.
教学重点:
能正确理解、掌握对话内容。并能朗读、初步表演对话。
教学难点:1,能比较流畅的朗读对话,并能在掌握对话内容的基础上进一步表演对话。
2,能正确的听、说、读、写there be…句型的一般疑问句形式及其肯定和否定回答。
课前准备:课件、挂图、录音机。
教学过程:
一、: revision:
1,t:good morning,boys and girls.s:
t:nice to see you . s:
t:how are you?
t:my name is …what's your name?
2,practise in pairs:老师小结 ok.i see. you're happy to see each other.(板书。领读,齐读)
二、presentation:
(一)1,t:this term i'll be your english teacher.i'm very all the students are back at school.glad to see you. welcome back to school.
卡片:all glad back 板书: all the students are back at school.glad to see you .领读齐读
2,t:today is the first of september. (板书:1september )it's the first day of the new term.this is my first class to teach you.
卡片:day first 板书: it is the first day of the new term. 领读,齐读
(二)1,出示课件:出示一幢大楼的图片,引出a building, a sports hall, a reading room. a table tennis room
2,复习there be…的陈述句形式和介绍句型is there a…? are there any…?及其肯定和否定回答。
a. sing a song:in the classroom.
b. 观看课件:给学生布置任务:用there is /there are的句型介绍所看到的内容,将班级分成四大组,比一比哪一组说的最多最好。将学生说到的内容板书:
a library a music room a computer room a tv room offices a playground classrooms a niticeboard blackboards desks chairs bookcase pictures tape recorders a sports hall a reading room a table tennis room.
c. 在比赛进行到一半时,教师可采用自问自答的方式引出新句型is there a…?are there any…?及其肯定和否定回答。如:is there a tv in the building然后自己回答:yes,there is.或no,there isn't.学生跟说,操练。板书:is there a…..in the building? yes,there is. no.there isn't.
d. 用单词 toilets同法教授are ther any…?yes,there are. no.there aren't.板书
e. 用教室里的实物进行操练。
3.介绍短语on the …floor first second third fourth fifth
出示挂图:
a. 教师指着1/f标志介绍:the table tennis room is on the first floor. what's on the first floor,too?
s:there is a music room on the first floor.卡片:floor on the first floor.
b. t:are there any computer rooms on the first floor?学生看图回答:s:no,there aren't.
t:the computer rooms are on the second floor.板书:second on the second floor
c: 同法介绍:third fourth fifth
4,介绍句型how many… are there?
a. 继续看挂图:t: how many reading rooms are there in the building? 并自己回答there are is on the first floor.the other is on the third floor.
b. 根据实际情况对句型进行操练
c. 快速记忆游戏,看一分钟。学生抢答: there is a music room on the first floor.
5, 听录音,跟读。分角色朗读,表演,评价。
三、consolidation:
让学生安排各类教室和活动室所在的楼层,以四人小组为单位,设计校园平面图,请二至三组同学上台表演。全班评出最合理的校园图。
四、assign homework
1,听录音,朗读并表演对话。
抄写四会掌握的单词和句子。
2.完成练习册。
教后感:校园是学生最熟悉的环境,本课所学正是大家熟悉的地点,通过设计校园图充分发挥学生的聪明才智和积极性,让学生在活动中学习,练习,巩固,效果明显。
第二教时
教学目标:
1, 进一步掌握句型is/are there…? there is/are … how many …are there?及其回答。
2, 能正确的听、说、读、写词汇 a garden, a reading room,floor.
3, 能正确的听,说、读词汇a toilet, a table tennis room, a sports hall.a swing, a slide, a see-saw.
教学重点:
1, 能正确地听、读、写句子is there…?及其回答yes,there isn't及其复数形式。
教学难点:
能正确理解英语中"楼层"的表达方法。
教具准备:
1, 图片:a toilet a garden a table tennis room a sports hall a reading room a swing a slide a see-saw
2, 录音机,磁带
教学准备:
a,让学生对专用教室进行调查研究,上课前自带图画纸和水彩笔。
b,板书准备:unit 1 the first day at school
教学过程:
一: revision:
1,t:it is the second/third day of the new term,boys and girls.how are you?
2,t:is there a noticeboard in our classroom?are there any computers in our classroom.is there a bookcase? how many…are there?
3,用is/are there…in our school?how many.. are there? where is it?are they? 对学生所做的本校-专用教室的调查结果进行检查,完成下表。
rooms classroom reading room music room computer room sports hall table tennis room
how many?
floor
在问答过程中,注意师生问与答的角色转换,最终落实到学生之间的问与答。同时通过幻灯片巩固三会词汇。 a toilet a teble tennis room a sports room a reading room.
二、presentation:
1,复习与介绍生词
a,出示一幅楼层示意图,把a table tennis room a sports hall a reading room的图片逐一贴上黑板,在图下写适当单词,复习这三个单词。
b,出示一个游乐场的图,介绍生词a swing a slide a toilet(只指男厕所或女厕所) a see-saw a garden(卡片)
c.跟读单词,齐读,开火车读
二、sing a song
让学生静听歌曲two jackets,然后让他们跟唱,教师适时板书歌词中出现的第一单元四会要求的句型结构。利用歌曲two jackets的曲调,配以课前准备的幻灯片,逐一替换歌词,巩固本教时的词汇教学。如:how many toilets are there?there are four toilets in the school.are there any toilets on the first floor?no,there aren't any on the first floor.
三、consolidation:
1, 分组竞赛:
学生看、听教师课前作好的课件。小组比赛,用is there /are there…?there's/therse are… how many…are there?进行小组竞赛,比一比哪一组能说出最多对话。教师在竞赛后表扬积极参与的学生。
2,练习册听力
四、assign homework
1,抄写本单元所学的词汇。
2,创设情景,用本单元主要句子,自编小对话。
教后感:新课程改革强调学生通用英语做事情,在做事情的过程中发展语言能力、思维能力以及交流与合作的能力。本课通过真实的丰富多彩的活动,使学生就能接触到更贴近学习实际、贴近生活、贴近时代的信息资源;学生的参与意识随之不断增强。
第三教时
教学目标:
1, 复习本单元所学的词汇。
2, 进一步掌握句型is there a…in the…?yes,there is./no.there isn't 及其复数形式。
3, 进一步掌握句型how many… are there..?及其回答。
4, 能初步了解字母组合a 在单词中的读音。
教学重点:
1,能正确的听、说、读写句子: is there a … in the…? yes,there is./no,there isn't.及其复数形式。
2,能正确的听、说、读、写句子how many …are there..?及其回答。
教学难点:
能正确的运用is there a… in the…?yes,there is./no.there isn't.及其复数形式和句子how many …are there…?及其回答,并能在具体情景中以口、笔头形式进行交流。
课前准备:
教具准备:
a,一个楼层示意图,上面写有学校的所有专用教室名称。
b ,cd g的挂图
c,一幅公园图
d,板书准备:unit 1 the first day at school
教学过程:
a. sing a song
学生跟着录音机唱two jackets, 然后让学生改歌词,再唱这首歌曲,旨在复习巩固第一、二教时的句型。
b. presentation:
1, 出示课前准备好的楼层示意图,与学生讨论图上各设施的名称。1
t:let's look and say.
ss:ok
t:what's on the first floor?
ss" there's a reading room and a music room.
2,引导学生根据本校上午设施用上面的句型适当扩充进行一段对话,使学生能灵活运用所学语言。
c. ask and answer.
1,教师指着楼层示意图,用 is/are there…?提问图内设施。
t:is there a table tennis room in the school?
s:yes,there is.
t:are there any toulets in the school?
s:yes,there are.
2,教师提问几位学生之后,让学生进行同桌问答。
3,教师出示c ask and answer
t:is there a table tennis in the school?
s:yes,there is.
4.practise in pairs
5,教师提供其他情景让学生继续操练。
d. work in pairs:
1,教师出示d,老师和学生对话。
2,学生根据图意自编对话。
3,magic eyes:
a,游戏目的:进一步掌握句子how many are there…?
b教师将课前准备的公园图出示一分钟,让学生尽可能多的将图上每种物体的数量记住,然后回答。如教师问how many slides are there in the garden?学生抢答there are two. 对答者给予奖励。
e;listen and repeat
1,教师出示本部分挂图,请学生说出图里有什么东西。
t:please look at this picture.what can you see in the picture?
s:i can see some cakes.
t:can you spell the word'cake'?
s:yes,i can. c-a-k-e.
3学生听录音后跟说四个单词及句子。在说的过程中让学生体会元音字母a在重读音节中发。。。
4,学生扩充更好的体会:bookcase plane crayon tape stapler radio skating name
e. assign homework
1,默写本单元所学的单词和句子。
2.创设情景,用is there a … in the..? yes,there is./no,there isn't.和how many …are there?
教后感:语言学习要通过创设良好的语言环境和提供大量的语言实践机会,使学生通过自己的体验、感知、实践、参与和交流形成语感;在课上我采用多种方式让学生快速,大容量的进行练习。
第四教时
教学目标
1, 通过复习,能熟练的掌握本单元所学的场所和有关游乐场中设施单词。
2, 能较熟练的在情景中本单元所学的句型和日常交际用语。
教学重点:
1, 熟练的掌握场所类和有关游乐场中的设施单词。
2, 能综合运用本单元所学过的单词、句型和日常交际用语。
3, 能初步改编或扩充本单元所学的对话。
课前准备:
1, 学生自带一张自己房子的图片,
2, 几张已学过的表示地点的图
3, 录音机和磁带
板书准备:unit 1 the first day at school
教学过程:
a:free talk
1, 请学生表演 read and say部分的对话。
3, 出示课前准备的地点图片,与学生进行对话,谈论天气和去游玩的计划,如:it's a sunny day,shall we go and play?引导学生用good idea或yes ok等回答。教师在与学生的对话中有意引进了shall we go…和good idea这两个句子,为read and act 课文里shall we go and play there 的引出打下基础。
b.read and act
1,出示a house的图片说this is my house. 学生跟读 house
2,教师问学生:what's near my house,guess.引导学生用there's a park near your house来猜测。在学生猜的时候在问学生:what's in the park?并鼓励他们用歌曲two jackets 中的 are there any jackets on the bed?的音调来边唱边猜,这样可提高学生的学习兴趣。如果学生一时猜不出来,教师可用简单的英语做一些提示。在学生猜出来以后教师一方面给予奖励,一方面把有关的图片贴在黑板上。
如slide swing trees
3,教师在这时可提问anything else?what's near the trees?教师做出闻花香的动作,引出a flower 学生跟读,教师指着教室里的花说:there are a lot of flowers.学生跟读。在指着话花和树说:there are a lot of flowers and trees.最后教师指着黑板上的图问:what's near my house?do you know?学生很快就能用is there a park near your house?来猜出答案。t:shall we go and play there?s:good idea
4.听录音、学生看书跟读。
4, practise in pairs:what's near your house?(拿出图片)
c.look find and say
1,教师出示一些图片,一秒钟后消失。t:how mqany cars are there in the streets? s:there are…
2.同学互问互答。
d.consolidation:
教师和学生共同在黑板上画一幅游乐场所的图,四人小组活动,比赛:
a:glad to see you.b.
b:glad to see you,a
a:is there a park near your house?
b:yes,there is.it's small.but there are a lot of flowers and trees.
a:are there any slides in it?
b:yes, there are.
a:how many slides in it?
b:there are two.
a:shall we go and play there?
b:good idea.
e:assign homework
1. 抄写本单元所学的单词和句子,并能默写。
2. 背诵并表演read and act.
3. 学生自编对话。
教后感:外语教学的特点之一是实践性强。重视学生的参与强调向学生提交一定数量和质量的练习与活动,以保证学生在单位时间内有足够的机会接触目的语。语言是"练"会的而不是"学"会的,在教学的各个环节中,应精心设计,给学生提供大量的英语练习机会。
教学目标
1、能够听、说、认、读单词rice, noodles, fish, beef, soup, vegetable。 2.能在实际语境中运用句型:Can I have some.。.please? Sure.Here you are.3.初步掌握句型:What would you like for dinner? I'd like some.。.重点:句型:Can I have some „, please? Sure.Here you are. 单词:rice, fish, beef, soup, noodles, vegetable难点:能够正确读单词vegetable。 教具准备:
1、教师准备有关食物、饮料的图片。
2、教材相配套的教学录音带[第一册Unit 5 Let’s sing/A 和本册Unit 5 Let’s learn/3.学生准备一套有关食物、饮料的卡片。
4、单词卡
教学过程
(一)热身/复习(Warm-up/Revision)
1.Sing a song
教师放录音[使用本套教材第一册Unit 5, Let’s sing/A部分],师生一起唱歌曲“Let’
s have
a picomic today”。
2.Listen and do
教师发布口令,学生听到之后做出相应的动作。(可借助于学生自己的单词卡)
Pour the water.
Smell the coffee.
Taste the tea.
Show me the milk.
Drink the juice.
Cut the bread.
Make the cake.
Eat the hot dog.
Show me the hamburger.
Smell the chicken.
Make the cake.
Pa me the French fries.
(二)呈现新课 (Presentation)
1、教师出示Let’s learn部分的挂图,让学生说出图上食物和饮料的名称。教师指图,然后越指越快,学生要迅速地说出被指食物和饮料的名称。此项活动也可由学生轮流完成。
2、导入新单词。教师与学生进行会话:
T: So many foods and drinks.I like hamburger.Do you like it?
S: Yes, I do./No, I don’t.
T: What do you like?
S: I like „
教师指着图片soup和vegetable问学生:Do you like soup/vegetable?让学生两人一
组用
上述句型进行对话。并教读单词soup和vegetable。教学中要特别注意vegetable的
发音。
3、教师做饥饿状:I’m hungry.Can I have some rice, please? 让学生听懂之后,到黑板上取下相对应的图片给教师:Sure.Here you are.教师说:Thank you.
4、让学生使用自己的学习卡片,模仿着来做这组对话。(可与Let’s play部分相结
合)
Can I have some rice/ fish/beef/soup/noodles/vegetable, please?
Sure.Here you are.
5、听录音,跟读单词和对话。
6、教师出示单词卡,让学生认读单词。
7、教师指着黑板上的图片说: Look! Everything’s ready.I’d like some rice and
fish for dinner.
教学设计M4 Unit 1 It’s red 。
【教案背景】本课是新标准小学英语第一册第四模块第一单元的内容,本课教授了学生学会用颜色来问答句子,使学生能把自己的审美能力表现出来。
【教材分析】本课要求学生1. 懂、会读、会说、会写单词green ,black blue, white, red, yellow, colour.2. 能听懂、会读、会写句子What colour? It’s red.
【教学目标】
(一)。知识技能目标:
1、 懂、会读、会说、会写单词green ,black blue, white, red, yellow, colour.2. 能听懂、会读、会写句子What colour? It’s red.
(二)运用能力目标:
1、 学习怎样用英语表达事物的颜色,掌握相关单词和句型,并能综合运用新、旧知识组织对话完成一定的交际任务。
2、 让学生感受英语课堂的活跃性,让学生在日常生活中能运用所学语言。培养学生用英语思维的能力,及大胆用英语交流的能力。
3、 培养学生的想象力、观察力和动手操作能力,提高学生感受美、欣赏美的水平,发展学生综合运用语言的能力。
(三)创新教育目标:
1、培养学生浓厚的英语学习兴趣,积极参与说英语、做游戏等实践活动。
2、帮助学生树立较强的自信心,培养学生乐于与他人合作的精神与竞争意识。
【教学重点】
1、熟练掌握下列单词:green, black blue, white, red, yellow, colour
2、能听懂、会说、会读以下句子:
What colour?
It’s red.并能进行扩展,在实际生活中灵活运用。
【教学难点】
1、熟练掌握本单元的单词和句型,能在实际生活中灵活运用。
2、创设英语情景,使学生正确理解所学知识表达事物的颜色。
【教学意图】
1、培养学生对重点词汇和句子的认读能力。
2、培养学生的听说能力。
3、激发学生的求知欲,创设各种真实或接近真实的语言环境,让学生积极参与体验,并主动学习英语颜色的表达法。
【教具准备】
1、教材相配套的教学录音带、教学挂图、单词卡片。 2.教师准备小奖品。
【教学过程】
Step 1.Warming-up
1、教师和学生做就前面学过的知识做简单的Free Talk.,如:
T: Hi, how are you? S: …
T: What’s your name? S: …
T: How many girls/boys in this line/group? S: …
T: How many windows/doors/clocks/electricity fans/lights? S: …
2、教师和学生一起拍手说唱上个单元所学的英语童谣《 1.2.3.4.5. What’s your name?》
(设计说明:师生共唱一首英文歌曲,并随着歌曲一起拍手,创设了师生共同参与的、和谐的学习氛围,消除了学生的紧张情绪,激发他们的学习兴趣。)Step 2.Presentation
1、 T: Today, we’ll know a new friend Kami. He’s a chameleon 变色龙。(Read Kami)
通过教学媒体资源教师把带来的好朋友Kami介绍给大家。
T: He can change the colours.
教师有意识地重读“Colour”并将该单词写在黑板上,反复领读让学生跟读。
2、教师让学生看刚刚呈现给大家的Kami图。
T: Look, what colour? It’s red.
教师自问自答,然后把写有red的红色卡片贴在黑板上,让学生借助卡片理解red的意思,然后读单词数遍,加深对新单词的识记。
T: What is red in our life?
教师让学生开动小脑瓜想一想,生活中我们见到红色物品都有哪些?引导学生大胆说英语。
S: apple, flag, strawberry, flower…。
教师对学生说出的答案给予评价,对正确的答案可以适当发送小礼物表示奖励。
(设计说明:教师让学生在轻松愉快的情景中学习新句型、新单词。鼓励学生保持英语学习的兴趣和信心,积极参与语言实践活动。)
3.T:同学们,Kami的本事可大了,它可以变出很多种漂亮的颜色,大家想知道它还可以变成什么颜色吗?一起来看看吧!
教师运用本单元的教学媒体资源把Kami可以变化的颜色呈现给学生,用red的教学 方法教授其他表示颜色的单词“green, black, white, blue, yellow.”(设计说明:教师创设情景,让学生的`求知欲和好奇心得以激发,这样既活跃了课堂气氛,又使学生快速进入用英语思维的状态。)
4、教师把各种表示颜色的单词卡片都贴在了黑板上,让全班同学以各种形式来读,以巩固新授新词。之后,教师可以用教鞭指着一只变色龙说“What colour?”点名让学生单独回答“It’s …”,以检测学生对本单元重点知识的掌握情况。5.教师让学生看课本活动1,播放录音,让学生跟读,过程中教师要及时纠正学生出现的各种错误。
(设计说明:要说好英语,就需培养学生养成良好的英语朗读习惯和能力,跟读录音有助于学生模仿地道的语言和语调,也能为学生说好英语打好基础。)Step3.Practice
1、教师把全班同学分成七人一组,每人分别拿着不同颜色的物品或彩色纸。从持有红色物品的同学开始说:“Red ,red, yellow!”持有黄色物品的同学接着说:“Yellow, yellow, black!”持有黑色物品的同学接着找另外一种颜色,依次类推。各组挑选出反应最快的一名同学作为本组代表和其他组的同学进行反应王争霸赛。注意颜色的搭配,不能有重色的现象。看看谁的反应快且准。
2、教师在课前准备一个转盘,中间用钉子固定,转盘上分成七部分,每份染上所学过的颜色,并把相应的单词写在色彩范围内,在转盘边上固定一个指针,参加游戏的同学蒙上眼睛,先说出一种自己喜欢的颜色,如:“I like blue!”然后用力转动转盘,看指针是否与他所喜欢的颜色一致,可以让他猜猜看,大家问:
“What colour?”回答:“It’s blue.”全班回答:“No!”“It’s red!”全班回答:“Yes!”如果指针与他喜欢的颜色相符,可以直接获得奖品,如果不符,但是他猜对了颜色,也可以获得奖品。
(设计说明:有针对性的游戏活动是操练语言知识的有效方式,它能激发学生的学习热情。活跃课堂气氛,让学生真正融入到课堂学习活动之中,体验英语学习的愉悦感。)
教师和学生一起归纳本单元所学的知识点。
(设计说明: 通过让老师和学生一起归纳、总结本节课的重点内容,培养学生的概括能力,加深学生对本单元知识点的印象。)
Step5. Homework
1、教师让学生制作一个真实、漂亮的彩虹,要求学生们按照彩虹色彩顺序涂颜色,同时写出相应的单词,并教爸爸、妈妈说英文。
2用手中的彩色画笔画出自己心中五彩缤纷的“My small room”,然后小伙伴之间相互交流。
【教学反思】
本课主要学习六个颜色的单词:“green, black, blue, white, red,yellow”和两个句子:“What colour? It’s ?”对于刚上一年级的孩子来说内容比较多,在一节课里要接受这些内容有些不易。所以我在这节课上准备了图片和游戏来激发学生的学习兴趣,使学生们在玩中学,在游戏的过程中通过反复操练来掌握和熟悉新知,比较适合低年级儿童课堂的学习特点。
尽可能的让课堂上不怎么爱发言的孩子加入到活动中,从而带动大多数学生的课堂表现力。在巩固颜色的单词时我加入了彩虹的学习,并认知了其他三种颜色的单词:“ pink, purple, orange”最后通过歌曲“Sing A Rainbow”来巩固新授内容,加大训练强度,让学生在欢快的氛围下结束本课的学习。
有待完善之处:针对低年级的学生我应该加入多媒体教学,使教学内容更加生动形象。在导入的过程中我说了一个句子:“How many colours?” 在此后讲彩虹时我也用到此句子,容易造成本课重点句型不突出,我应该加大句型的训练。我应该多引导学生自主学习,在小组学习和评价上我以后要多多注意。
unit 6 doing housework 第一课时
教学目标:
1. 能听说读写单词 sleep, jump, run, walk, sweep, wash clothes
能运用以上词汇,并能听懂会说,会读句子:what are you doing? what is he/she doing?及相应的回答。
2.能听懂会读单词: stand, sit, sweep the floor, clean the window
教学重难点:
1. 听说读写单词 sleep, jump, run, walk, sweep, wash clothes
2.能运用以上词汇,并能听懂会说,会读句子:what are you doing? what is he/she doing?及相应的回答。
3.理解现在进行时的构成和用法。
教学准备:
录音机,单词图片,句型卡片,实物。
教学过程:
a:preparation
sing a song: are you sleeping?
b:presentation
1. 学习单词。
就刚刚唱歌的图片提问。
t: what is the boy doing?
he's sleeping.
learn : sleep and spell it.
出示句型:he's sleeping.
讲解现在进行时的构成和用法。
2. t: what are you doing?
出示句型:what are you doing?
learn to say this sentences.
请学生问老师。引出其他的动作词。而且边学说边做动作。
3.practise:
同桌两人练习,一人问,一人做动作并回答。
what are you doing? i'm …
4. 看图p47同桌两人练习,然后两两问答。
5. 师生问答what is he doing? he's …
what is she doing? she's …
6. look and say:
出示句型:where's …? he's/she's in …
what is he doing? he's …
what is she doing? she's …
同桌两人看图练习。
然后两两会话。
d:exercise
copy the words and sentences.
教后感:留足时间让学生用所学句型与同学进行交流,可以有效巩固所学内容。这个是我在教学中不忽视的环节,让学生学以致用。
第二课时
教学目标:
1、能正确的听、说、读、写单词及短语:ring,maths,help…with…。
2、能听得懂、会说、会读日常交际用语和句型:are you free now?/how about…?/can you come and help…with…?/see you this afternoon.
3、能正确地运用所学句型进行交际对话。
4、在听、做、说、唱、玩、演中培养学生的学习兴趣和运用英语进行交际的能力。
focal points: 能正确的运用所学句型进行交际对话。
difficult points:
1、句型can you come and help…with…?的灵活运用。
2、能正确地运用所学句型进行交际对话。
teaching aids:多媒体课件、电话、单词卡片
steps:
step 1 preparation
1 greetings.
2 sing an english song:we can sing and dance.
step 2 revision
1 play the game: act and guess.
2 the students do and say together.
3 sum up the main points of the v.ing structure.
step 3 presentation and drill
1 teaching of the sentence:how about…?
the way:1)t:boys and girls,i like pe.do you like pe?
ss:yes.
t:can you swim?ss:(do the action)
t:what are you doing?how about yao ming?(present the picture of yao ming)
2)drll:how about…?
2 present the picture and talk about the picture,teach the phrase and the word:at home,homework,do one's homework.
3 the teacher talk with the students:how many courses of homework do you do every day?teach:maths.
4 use the cai to present a picture which means:a boy is doing his maths,but he can't do the phrase:help…with…
5 drill:the using of the phrase:help …with…(make phrases)
6 practise:the sentence pattern:can you come and help… with …?(use some pictures)
7 teaching of the sentence pattern:is that…?
the way:1)t:i can't do my homework,i'd like to ask s1 for help.(call s1)
teach the sentence pattern:is that…?
2)the students call each other.
8 teaching of the word:ring
the way :1)make the telephone the word:ring
2)drill:add two words:wing,king(the students try to read or spell them according to the pronunciation rules.)
step 4 practise
1 get the students look at the picture and talk about the picture.
2 listen to the tape recorder
3 do the exercise:true or false in pairs.
4 check the answer.
5 the students read after the tape recorder.
6 the students read in roles.
step 5 consolidation
1 the teacher act out a dialogue with a student as a model.
2 the students make out the dialogues in pairs.
3 the students act out their dialogues.
step 6 summarization
sum up the main points of the lesson
step 7 homework
1 try to make a call with your friends or your teachers.
2 read the text and the new words after the tape.
教后感:对话教学中采用了整体呈现----分步操练----整体操练的教学方法,即让学生对整篇对话有个全面的了解,再分场景进行分块教学,最后将对话进行整体朗读巩固。这样的方法有利于学生整体掌握知识和技能。
第三课时
教学目标:
1.进一步巩固句型what are you doing? what is he/she doing?及相应的回答。
2.了解现在进行时的用法和构成,能熟练运用。并初步改编或扩充本单元所学的对话。
3.了解元音字母e在单词中的读音
教学过程:
一。 warm up:
free talk: what are you doing? what is he/she doing?
二。 review:
1.几组学生表演会话。
2.利用图片和情景反复练习句型:
三。 new:
了解元音字母e在单词中的读音。让学生自己总结,并能熟练朗读。
四。look and read:
1)复习现在进行时的问答, 强调动词的ing形式。
2) 看书自读,听音,跟读
3) 分角色读,表演。
五。play a game:
1. 讲解游戏的方法和规则
2. 一个学生在全班面前做。
3. 学生分小组做这个游戏。
第四课时
教学目标:
1.进一步巩固句型what are you doing? what is he/she doing?及相应的回答。
2.总结现在进行时的用法和构成,能熟练运用。
3.了解元音字母e在单词中的读音。
4.学习歌曲
教学过程:
一。 warm up:
free talk: what are you doing? what is he/she doing?
二。sing a song.
1. 朗读歌词,理解意思。
2. 学唱歌曲。
三。 review
1.学生进行句型操练
2.课文复习
四。 assignment:
完成练习册上的练习。
五。默写本单元的四会单词和句型。
教后感:本单元已涉及现在进行时的构成和用法,对小学生来说确有一定的难度。在本单元的教学中我注重精讲细练,学生掌握所学内容。本单元的新单词都为动词,教这些单词时,我都为他们配上动作,学生在运动和游戏中能在不知不觉中掌握所学知识,并取得乐趣。
Module6 Unit1 Can I have some sweets? 教学目标:
1、能听懂会说本课语 Can I have some sweets/bread/fruit/biscuis? 2.能够用Yes ,you can ,Sorry ,you can`t.进行问答练习。 3.能自己请求需要一些东西,并作出正确的回答。
4、学生在游戏和歌曲中熟练运用交际用语的能力。提高学生的口语水平。 教学重难点:
重点:能听懂会说本课语言。Can I have some sweets/bread/fruit/biscuits? 能够用Yes,you can 。Sorry,you can’t.进行问答练习。
难点:能够灵活运用本课的交际用语进行拓展交际。 教学准备:课件、磁带、图(卡)片。 课时安排:1课时 教学过程:
Step1: Warmer(热身)
1、老师课件播放歌曲《Happy birthday to you》,师生边跳边唱英文生日歌曲。
(给学生创设一个愉悦的过生日的氛围,便于导入新课。) Step2: Lead in new cla(复习导入)
1、T: Stop! Please look here and answer my question.(师跳起来说:)“ Can you jump high ?”
Ss:(学生配合老师做出动作,并回答:)“Yes , I can ”
T:(师做跳远的动作并说:)“Can you jump far/run fast / run slowly?” Ss: (学生边动作边说:)“Yes , I can 。”
T:(然后师再做动作问:)“Can I run fast ?”(故意做的很慢)Ss:(帮助学生回答:)“ Sorry , you can’t 。”
T:(然后师再做动作问:)“Can I run fast ?”(故意做的很快)Ss:(帮助学生回答:)“ Yes, you can.”
T:Today we’re going to learn Module 9 Unit 1 Can I have some sweets?今天我们就来学习第九模块第一单元。(幻灯片出示课题。) Please follow me.Step3: 精讲
1、游戏中感知、呈现单词。
T:(出示一个装满sweets、bread、fruit、biscuits、cake的书包)“look , There are some things in the bag 。please gue 。What’s in it ? Please gue.Ss:(老师启发学生猜,) T:(学生猜到后,老师做出非常高兴的样子,打开书包看一看,说:)“Let me see, oh, yes, some food, it’s very nice!”(教师点击鼠标出示许多糖果、面包、水果、饼干、蛋糕图片) T:“ here you are 。”(教师把学生猜到的物品送给学生。陆续让学生把书包中的东西都拿走。)
T:I had very few lunch this noon , So I’m very hungry.(手捂着肚子做出非常饿的样子,老师走到有食物的同学跟前说) T:“I’m very hungry。Can I have some bread?” Ss:(启发学生回答:)“Sorry,you can’t。”
T:(老师听到后露出非常失望的表情,)“ Oh! But I’m very hungry.” T:再走到拿有别的食品的同学跟前说:“I’m very hungry。Can I have some biscuits?
Ss: “Sorry, you can’t。”
T:(老师听到后露出痛苦的表情说:)“Oh! my dear I’m very very hungry.T:(再走到拿有别的食品的同学跟前说:) “I’m very hungry。Can I have some sweets?
Ss:(这时学生看到老师实在饿的不行了,就说:)“Yes , you can。。Here you are.”并把食品交给老师。
T:(老师做出吃的动作说:)“It’s very nice.Thank you 。
2、图片呈现单词: sweets\\\\bread\\\\fruit\\\\biscuits\\\\cake\\\\soup T:I bring to you some beautiful pictures.Look here and follow me.(老师点击鼠标出示单词图片)
3、活动中学习句子
①T(课件呈现一些糖果的图片,):What are they? Ss:some sweets 。②T:(然后一点鼠标出示句子,)“ Can I have some sweets? Yes ,you can 。Sorry ,you can’t.”
③T: This time, let’s play a game.此时设计一个传物游戏,师拿出一个小玩具,和学生一起边拍手读这个句子,边传这个小玩具,老师说:“stop” 小玩具在谁的手里,谁就站起来回答这个问题。
④ T:Good! Please look here, let’s ask and answer.(幻灯片出示相关句子,老师学生一起进行问答练习。)
4、利用录音机学习课文
T: Do you know today is Amy’s birthday, do you want to know what happened? Open your books, let’s listen and point.T: Listen again , let’s listen and say.〔在学习难点句子时,老师利用肢体语言帮助学生理解句意,“Turn on the light 。”(做开灯的动作)“ I can’t see 。It’s very dark.”(双手伸出做摸的动作 ),师生共同边做动作边说这些句子。〕
Step4:Practicing(练习)
1、歌曲中巩固知识:
T:Now, please look here, let’s listen and sing.老师把小学音乐教科书中的《新年好》曲调录制在课件上,并和歌词同时播放,大意如下:
some soup some soup Can I have some soup? some bread some bread Can I have some bread? some sweats some sweats Can I have some sweats? some cake some cake Can I have some cake? T: let’s sing again.(反复唱几遍,直到学生掌握熟练为止。)
2、小组活动中巩固拓展知识
T:(老师让四个同学到前面来每人手里拿一张食物图画,老师过去问)“Can I have some „?”
Ss1:(被问的第一个学生说)“Yes ,you can。然后把图片交给老师。Ss1:(第一个同学去问下一个同学)“Can I have some „?”
Ss2: Yes ,you can 。\\\\Sorry ,you can’t.T:This time please look here,work in goups,understand! (学生四人一组看着大屏幕进行连锁式问答练习。最后让学生以小组为单位上台展示,并且发贴画鼓励表扬。集体拍手鼓励
Step5:Home work(家庭作业) 板书设计:Module6 Unit1 Can I have some sweets? Yes , you can。 Sorry,you can’t 教学反思:本节课注重学生听,说,读的练习和强化,使学生更好的掌握知识和运用知识,但是课堂纪律把握不是很好。
Module6Unit2 Happy Halloween! 教学目标
1、能够听懂会说本单元的新单词today、Halloween、come in、of course.并能灵活运用。
2、通过模仿、操练、表演等活动,学生能够运用所学的语言知识进行对话,提高英语口语交际能力。
3、了解万圣节的文化背景,感受异国文化,促进中西方文化的交流。
教学重点和难点
1、重点:句型 Can I have some„? 及其回答Yes, I can./ No, I can’t.的运用。
2、难点:能熟练运用本课的句型进行交际。 教学准备:万圣节相关材料,CD-ROM.面具,黑布,袋子 课时安排:1课时 教学过程: Step 1 Warming up 1.Greetings。 2.say then chant.Can I have some soup? Can I have some fruit? Yes ,you can.Yes,you can.And you can have some rice.They’re all very nice.3.小组展示,表演第一单元对话。 Step 2 presentation
1、教师上课之前故意让一名同学上课迟到,老师就问同学们,where is„? 然后该生敲门,按老师提前告诉他的说: Can I come in?然后老师回答:Yes,of course.教师讲解其意思,并板书教读。利用排小火车游戏,练习巩固此句型。
2.Boys and girls,Do you know What day is June 1st?(Children’s Day) And we say Happy Children’s Day. What day is september 10th?(Teacher’s Day) And we say Happy Teacher’s Day What about October 31st?(Halloween) (Teach “Halloween”), And we say Happy Halloween!(板书,教读) 3.Do you know the origin of Halloween? Ss:(自由发言) 教师讲解,并将搜集到的有关万圣节图片呈现给学生,让学生进一步理解。
(总结)So it celebrates autumn harvest and it’s also a ceremony of the dead.2.T:Now, let’s enjoy a performance.Welcome! Ss:(Give a performance) T:Oh, it’s wonderful.(Ask one student)Excuse me.What’s this in English? S:It’s a pumpkin lantern.T:(show a picture)Look, it’s a pumpkin.(Teach “pumpkin”) What’s in the pumpkin? There’s a “candle”) We can use them to make a pumpkin lantern.(Teach “lantern”) T:(Introduce) Ss:(Repeat “Jack-O-Lantern” several times) T:(Ask one student)Can you tell me what’s this in English? S:It’s a mask.T:Look, here are some masks.(teach “mask”) (show the masks)It’s a dog /tiger mask.It’s a pig mask.3.T:If tomorrow we’ll have a Halloween party.What do you need? Please discu in groups.S:Sweets/Pumpkin/„ Step3 new text 1.listen and point.2.listen again and repeat.3.practice with your groupers.4.Act out the dialogue.(教师拿出黑布,面具作为学生扮演道具,看哪一组扮演的最像,哪一组获胜。) Step4 production 课件再次出现日历 12月25日 上方写 Christmas T: It’s Dec.25th.It’s Christmas.课件出现圣诞节的场景,树,老人等典型Let’s have a Christmas party.And we would like to buy things for it.Look, there is a shop.What do you need? Please discu with your partners.Then you can act it out.给学生三分钟时间讨论,再上台表演。
Step 5 Homework 1.Read activity1, act out with your parents.2.搜集西方其他传统节日习俗,下节课交流。 板书设计:Module6Unit2 Happy Halloween! 教学反思:这节课课堂气氛活跃,本课主要以文化学
Module 7Unit1
There is a horse in this photo.教学目标
1.Can use “ There is /are” to talk about Photos.2.The students learn and can listen, read , say and use the sentences: There is a girl in this photo.She’s riding a horse.I can’t see her face.There are twelve boys on the bike.3.Pupils can actively participate in cla learning activities.教学重难点:
1.Important points:Ss can listen, read and say the sentences: There is a girl in this photo.She’s riding a horse.I can’t see her face.There are twelve boys on the bike.2.Difficult points:can can listen, read , say and use the sentences: There is a girl in this photo.She’s riding a horse.I can’t see her face.There are twelve boys on the to describe the Pictures or scene 教学准备
CD-ROM, pictures,cards, courseware Unit One There is a horse in this photo.课时安排:1课时 教学过程
Step One:Warm-up and lead-in.(about 5min) 1.Greeting,then say the chant : “Can I have some soup?” 2.Show pictures: playing basketball, running, shipping, and so on.Let’s do asking and answering like this: What is he/she doing? He is„(激活知识) 3.Show the picture of the text 。(Amy is riding a horse) get Ss look at the picture and ask :What can you see?(Help Ss answer) 4.Watch and listen to the CD-ROM.(整体感知如何描述图画) 5.Watch ,listen and reapeat.(学着说,并提醒学生注意模仿语音语调,感知今天要学的内容There is „的语用,为新课学习做铺垫) Learn:horse 注意与house的区别,用图片进行比较。
Step Two:Task presentation(about1min) 向班级推荐手抄报的图片,并用There is 。.in the photo.He/She is„描述自己推荐的图片。
Step Three:text learning(about15min) 1.play the CD- Ss watch and listen and thinking :1)What are Sam and Amy talking about? 2.Ss try to answer the question.(1,2整体感知课文)They talking about photos.3.Sam, Amy, Daming are talking about photos.How are they talking about them? Listen again(进一步感知课文) 4.Show questions, listen and try to answer the questions 1)What’s in photo 1? 2) What’s in photo 2? 3) What’s in photo 3? 引导学生回答每个问题后连起来描述:There are talking about photos.There is „in photo 1„(板书There is a horse in this photo.There is a sheep in this photo.„) 5.Try to say:There is a„ in/on/under/„ 6.listen and repeat.7.Work in group: retell the text. Step Four: practise(about10min)
1、Listen and say(P40 Activty 3) 跟读模仿语音语调
2.Look at the picture.(P40 A4),明确要求后,四人小组用there is„描述图片内容,共同完成任务。给学生三分钟练习,然后以小组为单位向全班展示。
3.Finish Ex 1,3,4(课堂活动用书),巩固所学知识
Step Five: Task completion.(about 7min) T show some pictures, Ss talk about them and choose one describe it: There is a„in this photo.She/He is„ 1.Ss talk about the Cla Paper.
4、Ss report.Homework:
以小组为单位为班级手抄报准备图片 Writing 板书设计:
Module 7Unit1
There is a horse in this photo.
教学反思:本单元的学习要让学生掌握基本的数词,并且会介绍照片里的故事,所以实用性比较强,在学习过程中要注重实际运用。